Example sentences of "[pers pn] [vb base] [to-vb] [prep] this [noun] " in BNC.

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1 So what I intend to do from this week is that very thing , try and fill in as it were and er make up for what was n't covered in the classes because I must admit that this year I 've been struck by the high st high standard of the class presentations .
2 What I intend to do in this column is to explore and explain rhythm in its purest sense — from the point of view of notation , theory and practical application .
3 So er I , I b basically go to the office one day a week , that 's my admin day , and the rest , I , I tend to work within this area .
4 I tend to work by this rule : for a big painting I paint very thinly and a small one I use thick impasto , although of course the rule can be broken .
5 I tend to work by this rule : for a big painting I paint very thinly and a small one I use thick impasto , although of course the rule can be broken .
6 As all else has not failed , I propose to deal with this aspect of the matter shortly .
7 we make something to get in , that pricks their ears up , and think , yes , I want to listen to this guy .
8 That distinction , shockingly banal though it is , has been hard to shake from my mind , and its persistence is one of the things I want to explore in this article .
9 The major point which I want to take from this discussion of young people 's situation is that their need to be supported economically by their parents , and more generally their position in structures of reciprocal support within families , to a large extent depend upon factors outside the control of individual families : laws relating to schooling and employment , and the operation of the labour market .
10 I want to dwell on this subject a little while , to look at a few areas which are important and necessary and have their foundations in team spirit .
11 Now what I want to do in this lecture is to finish off the er introductory part of my , of my remarks and take us up to the point where beginning at twelve o'clock the real part , the real er core of this course begins when we start to look at social theory .
12 John Haden , headmaster of Wymondham College in Norfolk and chairman of the Boarding Schools Association , tried to get beyond dismal economics in his speech to the conference : ‘ I want to move on this week from value-added to added values … we need confidence in the values , moral and spiritual , which our schools uphold and celebrate ’ , he said .
13 It is precisely that exclusion that I want to address in this chapter .
14 He says I grew up here , I went to school and I want to stay in this area .
15 The stark juxtaposition of these two statements sums up the whole dilemma facing arts teachers , and consequently illustrates the central issue I want to discuss in this chapter .
16 the only one I want to know in this area is a , you can
17 Yes , and this is why I want to look at this week at a glance diary , so that you will go away and I want you to fill this in as I 'm filling in on the board , you 'll go away with an idea what a diary , sorry , spit there , ha , erm , of what a diary will look like roughly , so that you know what your diary should look like every week .
18 Against the first objection , I hope to show in this chapter that the conceptual distinction is far from mere pedantry .
19 The other story I recall to mind about this time is that Cranwell in those days must have been the coldest spot south of the Arctic Circle and the ration of coal to fire the single stove in a billet of 22 erks took little account of the temporary hutment , Some genius had laid down that the ration of coal would he 1lb of coal every other day was sufficient to ward off armies of brass monkeys that descended on Cranwell in winter .
20 What I try to do in this book is to show that faith is reasonable .
21 I try to get through this stage of painting with only a few sticks of colour .
22 I try to get through this stage of painting with only a few sticks of colour .
23 Now , what I wish to ask in this book is whether this way of thinking about Britain 's decline is useful and accurate .
24 Now , what I wish to ask in this book is whether this way of thinking about Britain 's decline is useful and accurate .
25 The only comment I wish to make at this stage is that the court recognised that I had no intention to act in defiance of an order of the court or to hold myself above the law .
26 The major point I wish to make in this chapter can now be stated .
27 Our hair became longer and — in police terms — almost verged on the wild , confirming Hallpike , ( 1969 : 260 ) , who argued : ‘ the hypothesis I wish to advance in this article [ is ] that long hair is associated with being outside society and that the cutting of hair symbolizes re-entering society , or living under a particularly disciplinary regime within society … .
28 And I I think that 's all I need to say at this point .
29 I have to say at this point , in the early days of the list I was vocal in my defence of Fairclough .
30 I am sure that the arrangement can be made and er I conclude what I have to say at this stage .
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