Example sentences of "about [Wh adv] [pers pn] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | A book by Mother Teresa has said much to us about how we are to be for Jesus in this situation . ’ |
| 2 | Yes , it 'll be about how we are to meet . |
| 3 | Of course , like everyone else I 'm aware of the slimming adverts on television or in magazines , and the vast amount of advice ( a lot of it conflicting ) about how we should eat . |
| 4 | Watching ourselves teaches us much about how we perform . |
| 5 | Not only does the technique have potential in the perfume industry , but it may provide clues about how we perceive smells . |
| 6 | Hence , we do need to think about how we will deal with the situation if the Government rides roughshod over all informed opinion and ceases to fund the fifth year of full-time education . |
| 7 | ‘ We 're thinking about how we can be better as a couple and live in harmony as man and woman . |
| 8 | There 's more information inside about how we shall be acknowledging higher quality standards . |
| 9 | ‘ We have to raise money ourselves to do any outings , we 're given a very small budget so we have fund raising events , and the clients have total say about how we use that . ’ |
| 10 | For example , we know more about how people learn nonsense syllables than about how we remember which train to catch . |
| 11 | It is reassuring to remember that fact when we lie awake worrying about how we are going to feel next day . |
| 12 | It is the device which allows us to ‘ speak the truth in love ’ ; be judicious about how we answer others in order not to offend them . |
| 13 | There is nothing wrong in preparing written directions about how we wish to be treated . |
| 14 | As I mentioned in the chapter on ‘ Teachers ’ , the Bible has got a lot of things to say about how we get on with other people . |
| 15 | By welcoming each and every emotion — making no judgements about how we ‘ should ’ or ‘ should not ’ feel — we allow ourselves to grow and change . |
| 16 | ‘ I was even thinking about how we would play against West Ham . |
| 17 | ‘ Really , ’ she says , ‘ the album is about how we are as people and the way we 've decided to live our lives . ’ |
| 18 | ‘ But I was thinking about how we used to sing together . ’ |
| 19 | Well — have you any suggestions about how we get on the machine ? ’ |
| 20 | Everyone is required to attend inservice training providing factual updates , bereavement-counselling techniques , safer sex discussions ; all AIDS and HIV related calls are monitored and there is constant discussion on shift about how we handle the calls . |
| 21 | He said yesterday : ‘ The situation is difficult … and we 're going to have to tread very carefully about how we proceed , and it 's important that we do so with all the information that we can possibly have . ’ |
| 22 | If that does n't signal a message about how we should approach Sunday 's match , I do n't know what will . ’ |
| 23 | Now , let me talk to you about how we shall do what is required of us . ’ |
| 24 | Specifically it suggests that something about how we respond , react to or construe the stressful situation has a lot to do with how stressed we feel , and how we feel stressed . |
| 25 | All this , I argued , is at least suggestive about how we can have some form of access to the superficial form , say of our walking ( i.e. to the gross sequence of movements , if not to the nerves ) , and can impose a new walking ‘ strategy ’ to which we will then in due course ( after an analogue of compilation ) again lose access . |
| 26 | But I was told that since I was so keen to have these things I had better think about how we would use them when the time came . |
| 27 | We were very careful about how we entered this market . |
| 28 | ‘ It 's about how we 're living in dream time : how the past becomes a bit hazy like a dream , and how dreams and memories get mixed up — the way you sometimes think : did I dream that or was I really there ? ’ |
| 29 | No such event occurs in Shakespeare , of course , and my use of this model is meant to stimulate thought about how we might classify the many shifts between verse and prose that take place in Shakespeare , most frequently in the middle-period plays . |
| 30 | Rather , they express some ‘ attitude ’ of the speaker , such as some ultimate preference about how we should behave or society be organized , and invite the hearer to adopt it too . |