Example sentences of "[modal v] he do " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | And what should he do now ? |
| 2 | What should he do now ? |
| 3 | Not only should he do this , but in addition he would be wise to discuss the matter with the chairman of the committee and the officer concerned . |
| 4 | ‘ Why should he do that ? ’ |
| 5 | What should he do ? |
| 6 | ‘ But why should he do a deal with the kidnappers during that time ? ’ she asked . |
| 7 | What should he do ? ’ |
| 8 | He looked at his pocket watch , it showed 8.55pm , not long to go now ; he was in a turmoil of doubt , what should he do ? |
| 9 | I sent a message via others of Nigel 's relations that , should he do the bit about it ‘ pleasing Almighty God to take unto himself our dear brother Nigel ’ , he would run the risk of an immediate and very angry protest from me . |
| 10 | Should he do so — as he had sworn — why , his proctor would of course rubber-stamp the eradication of Stalinvast … |
| 11 | Why should he do that ? ’ |
| 12 | He insisted he had not abdicated , but what should he do know ? *q Before any advice could given , at least by the British the Shah and Soraya flew on to Rome — perhaps because King Faisal was embarrassed by his presence in Baghdad and perhaps because the Shah thought they would be sager and more comfortable in the Italian capital . |
| 13 | ‘ So why should he do you favours ? |
| 14 | The tax-collector faced a crisis in his life ; what should he do ? |
| 15 | ‘ What else should he do ? |
| 16 | What should he do about that young scoundrel ? |
| 17 | What should he do ? |
| 18 | So what should he do next ? |
| 19 | ‘ Why should he do so ? ’ |
| 20 | Why should he do better now he 's ousted Chamberlain ? |
| 21 | Though since , should he do nothing , then in the way of all these things the news would only be a nine-days ' wonder , she had other matters to concentrate on . |
| 22 | What should he do ? he wondered . |
| 23 | Oh why should he do that ? |
| 24 | What then must he do ? |
| 25 | The comprehension scales begin with items concerned with the extent to which a child associates a word or phrase with affective or situational meaning , and proceed to a point where ‘ ideational content goes well beyond the concrete evidence ’ — for example , ‘ The little boy has spilt his dinner ; what must he do ? ’ |
| 26 | What , the British and French leaders asked , might he do next ? |
| 27 | They , Peter , if he found out where they were coming from what might he do ? |
| 28 | ‘ What 'll he do if he wants to go to the lavatory though ? ’ |
| 29 | But what could he do about it ? |
| 30 | What could he do that would sum up everything he knew about himself ? |