Example sentences of "[adv] do [pron] [verb] [prep] the " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | much do I get from the bank ? |
| 2 | Just as Adam stands between the forces of good and evil , so do we stand between the heroic action and qualities of Christ and the fallen Angel of Light , and just as man did in the beginning , we too , as humans , fall prey to the tempter at each individual reading of the epic . |
| 3 | Not on , not only do they wee on the carpet but they also have a tendency to try and avoid , cover it up |
| 4 | How long do you sit in the sun on the first day of your holiday ? |
| 5 | No longer do they panic at the sound of a boat engine , and slap their drowsy pups awake to be hustled into the comparative safety of the sea . |
| 6 | Do these words refer to the actual expense incurred by the school in providing the benefit or do they refer to the hypothetical expense incurred by the school arrived at by the formula of dividing the total cost of running the school by the number of pupils attending it or to put it more shortly do they refer to the additional or the average cost of the provision of the benefit . |
| 7 | ‘ And what exactly do you know about the game ? ’ |
| 8 | How far do you agree with the statement that the development of GIS applications will be held up by ( i ) lack of digital cartographic data and ( ii ) lack of skilled personnel ? |
| 9 | And do a lot of people go abroad now do you think from the factory ? |
| 10 | Major groups do not simply obliterate other major groups by competition ; rather do they radiate into the adaptive zones after the previous dominant group has become extinct . |
| 11 | Okay so wh why then do we go from the May the fourth erm directive into this specific idea of , of egalitarianism ? |
| 12 | How do they cope with the complexity of the problem ? |
| 13 | ‘ How do they react to the lack of attention ? ’ echoes Peter Elliott . |
| 14 | How do they fare at the hands of those who provide the services both in these later years and in the years after going out of care ? |
| 15 | What themes emerged in public argument against the slave trade and how do they relate to the basic concern with good order and the imperative of action to achieve it ? |
| 16 | How do they relate to the UK 's experience of periods of structural change ? |
| 17 | How do they relate to the balance between deductive and inductive approaches ? |
| 18 | But how do they compare with the damage caused by other energy sources ? |
| 19 | How do they fit with the demands of the Education Reform Acts of 1986 and 1988 ? |
| 20 | How do they learn of the detail and , indeed , where do they learn the specific techniques ? |
| 21 | How do they develop in the individual ? |
| 22 | How do we go to the the form , a number plus times it by the convex conjugate , is sub three minus four I , three minus four I , and what we get is three minus four I , over twenty five , eh , that sound reasonable to three twenty fifths , minus four twenty fifths high and that 's Q , I , and one over Z square or the second bit , several ways to do this , what you can do is work out what the square is first , so if I do a little aside Z square , it 's three plus four I square , which is nine plus three forty five , twenty four I , plus sixteen I square , which is twenty four I , divide seven , who 's that , so one over Z square is one over , minus seven plus twenty four I . |
| 23 | ‘ And how do we feel after the Frome treatment ? ’ |
| 24 | How do we pay for the goods and services which we need ? |
| 25 | But how do we get to the ideas of self-knowledge and self-liberation from the two previous levels of rationality — groundedness and enlightenment ? |
| 26 | How do we get around the affidavits from the hospital about the hour at which Miss Fraser was last seen ? ’ |
| 27 | So how do we account for the dramatic increase in the average size of the remand population over the same period ? |
| 28 | If the bill is to be calculated on a daily rate and someone 's auntie comes to stay for a couple of months in the middle of the year , what about all the complications in adjusting for that and how do we account for the period for which someone has lost the discount ? |
| 29 | How do we account for the minimal pairs given in Chapter 9 ? |
| 30 | But if these consonants now form part of a syllable-final consonant cluster , how do we account for the fact that English speakers hear the consonants as extra syllables ? |