Example sentences of "[coord] [adv] do [pron] [vb infin] [prep] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Or why do you speak with her ? |
| 2 | And s and so wh when did you er who s who built this house or when did you move to this part ? |
| 3 | Nor yet does it have to be deliberate . |
| 4 | And how does one deal with counterfactuals , that is , what might have happened in the absence of the control of government by the particular party ? |
| 5 | So what is the rational expectations hypothesis and how does it interact with the new classical economics to produce the policy inefficacy proposition ? |
| 6 | So when Paul issues the principle , ‘ work … with all your heart as working for the Lord ’ what does he actually mean , and how does it relate to those in this category ? |
| 7 | And how does it relate to WACC sponsored projects ? |
| 8 | What then does teacher education involve and how does it differ as a concept from teacher training ? |
| 9 | What do you understand the specific role of chambers to be and how does it differ from other bodies involved ? |
| 10 | ‘ And how does it get to be so smooth and shiny ? ’ |
| 11 | Engineers may well ask ‘ why is there a need for the Code , and how does it apply to me ? ’ |
| 12 | What is an automatic redox control unit , and how does it work with the ozoniser ? |
| 13 | And how does she live with the guilt and isolation she is feeling ? |
| 14 | 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 ? |
| 15 | Just who are these people , and how do they relate to you and to the rest of the agency ? |
| 16 | How is health policy decided , what forms do health services take and how do they relate to people 's wishes and needs ? |
| 17 | And how do they react to those activities which might not chime so sweetly in the ears of employers … to Rastafarianism , feminism , peace campaigning or the like ? |
| 18 | When do prepayments arise and how do they differ from accruals ? |
| 19 | The children visit the church and learn to look at it and describe what they see , and this is in itself a valuable exercise ; but it becomes more valuable still if as well as noting that the fabric is stone , they are provoked to go on to enquire what type of stone , is it all the same stone , why were these types of stone Preferred , where do they come from , and how do they come to be what they are ? |
| 20 | One element common to all forms of the offence is that the forbidden conduct must take place when the policeman is acting ‘ in the execution of his duty , ’ which raises the questions ; what duties are imposed upon a policeman , and how do they come to be imposed for these purposes ? |
| 21 | What , then , is the mode of existence of these general ‘ universals ’ , such as ‘ man ’ or ‘ triangle ’ ; and how do they figure in our knowledge and thought ? |
| 22 | ‘ And how do we feel after the Frome treatment ? ’ |
| 23 | But where and how do we learn about healthy eating ? |
| 24 | 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 ? |
| 25 | And how do you react to Paul Getty out there in America agreeing to put a million pounds into the pot ? |
| 26 | And how do you shout for a rookie called Elvis Grbac ? |
| 27 | And how do you shout for a rookie called Elvis Grbac ? |
| 28 | And how do you feel as a consequence ? |
| 29 | " And how do you feel about that ? " |
| 30 | ‘ And how do you feel about me ? ’ |