Example sentences of "[adj] [verb] [pron] to the [noun sg] " in BNC.
Next page| No | Sentence |
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| 1 | To it we owe that nervous , spidery line of the drawings — so quick , so attentive , yet so despairing — that alerts us to the elusiveness of the subject at the same time that it perseveres in the attempt to render it . |
| 2 | Few make it to the top . |
| 3 | She watched as Luke fought his own anger and then half threw him to the ground . |
| 4 | All this leads me to the conclusion that the greater part of the passage of geological time has left over most of the earth no more than Shakespeare 's " gap in nature " . |
| 5 | This leads us to the composition and behaviour of sports crowds , especially at football matches and the current debate about the reasons for hooliganism . |
| 6 | Our concern then Mr Mayor is to see social housing used correctly , for those in greatest need and this leads us to the conclusion that means testing is the best way to ensure , is positive discrimination in favour of people in such need . |
| 7 | This owed something to the thoroughness with which Gloucester outmanoeuvred the opposition , which meant that he did not need to hunt for extra support . |
| 8 | This owed something to the thoroughness with which Gloucester outmanoeuvred the opposition , which meant that he did not need to hunt for extra support . |
| 9 | Against the urgent advice of Keith , Fraser and other veterans , they decided that the English were afraid to put it to the test ; but they were not . |
| 10 | ‘ I doubt if His Grace would ever stand up in a court-room to give evidence on my behalf , but I counted on Magistrate Peck being afraid to put it to the test . ’ |
| 11 | Two trucks overtaking one another brushed him to the side . |
| 12 | This takes you to the top of the crane and the two flags — well done , level complete . |
| 13 | Oh well it 's always protection of the family and yet they 're not prepared to put anything to the family . |
| 14 | I really think , although I would not be prepared to put it to the test , that you could go out in the streets of London in your nightdress and nobody would notice . |
| 15 | She also makes the crucial point that it is wrong to attribute it to the mass of black people , finding it most marked among some intellectual and political leaders , who also obscure the central roles played by lesbians and gays in black communities . |
| 16 | Kylie will never forget the major role PWL played in changing her life , making a millionairess out of a minor TV star , and is prepared to defend them to the hilt . |
| 17 | This carried them to the Plain of Finuval where the shattered remnants of the Elf armies were assembling for a desperate last stand . |
| 18 | He was a memorable mixture of inner repose and outer restlessness , of calculation , even shrewdness , and a princely carelessness , of something certain , never to be shaken , only perhaps tested and eroded as the years went by , and something uncertain , game for everything and willing to push himself to the point of self-destruction . |
| 19 | Management can encourage this by ‘ selling ’ a sense of the corporate ‘ mission ’ , or by promoting the company 's ‘ image ’ ; it can reward the ‘ right ’ attitudes and punish ( or simply not employ ) those who are n't prepared to commit themselves to the culture ; |
| 20 | This brings us to the subject of heat convection and heat loss . |
| 21 | This brings us to the problem of whether to leave serial harmony as it is , the product of a system , or to override the system and make the harmonic result our own . |
| 22 | This brings us to the problem of phonological recoding within sentence context . |
| 23 | This brings us to the relationship between citizenship and community . |
| 24 | This brings us to the concept of risk-sharing . |
| 25 | This brings us to the question central to the understanding of Queen Mary : the nature of Scottish monarchy , and the factors which made the relationship between kings and their subjects successful or unsuccessful . |
| 26 | This brings us to the question of those notoriously stuffy announcers . |
| 27 | This brings us to the question of how we should consider that portion of the surplus-value which is unproductively consumed . |
| 28 | This brings us to the question of truancy . |
| 29 | This brings us to the question of ‘ competence plus ’ — or merit . |
| 30 | This brings us to the present . |