Example sentences of "[coord] [adv] do [pers pn] [vb infin] to " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | And s and so wh when did you er who s who built this house or when did you move to this part ? |
| 2 | Nor yet does it have to be deliberate . |
| 3 | 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 ? |
| 4 | And how does it relate to WACC sponsored projects ? |
| 5 | ‘ And how does it get to be so smooth and shiny ? ’ |
| 6 | Engineers may well ask ‘ why is there a need for the Code , and how does it apply to me ? ’ |
| 7 | 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 ? |
| 8 | Just who are these people , and how do they relate to you and to the rest of the agency ? |
| 9 | How is health policy decided , what forms do health services take and how do they relate to people 's wishes and needs ? |
| 10 | 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 ? |
| 11 | 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 ? |
| 12 | 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 ? |
| 13 | And how do you react to Paul Getty out there in America agreeing to put a million pounds into the pot ? |
| 14 | To repeat questions posed earlier : what have these to say , and how did they come to be ? |
| 15 | And how did he come to be that ? |
| 16 | Where did the idea come from and how did it relate to their developing interests , understandings and skills ? |
| 17 | And how did you come to be that ? |
| 18 | And why did it have to be this man above all others who made her heart beat that little bit faster ? |
| 19 | And why do you want to be the Prime Minister ? |
| 20 | And when do you go to Saint Boswell 's ? |
| 21 | How long should you spend on that problem alone — and when do you turn to fellow students to share ideas on possible solutions ? |
| 22 | And when did you move to that job ? |
| 23 | Well that 's the sort of composition which immediately begs the question where do these salts come from and where do they go to ? |
| 24 | What kind of items license them and where do they have to be in the sentence . |
| 25 | But whereabouts do you hope to be at the end of twenty minutes , however long we 've got . |
| 26 | But how did it look to the light beams ? |
| 27 | " But how did you come to be here ? " |
| 28 | I 'm not saying whether it 's right or wrong , but how did you get to it ? |
| 29 | ‘ But how did you get to be chairman ? |
| 30 | But how do we get to the ideas of self-knowledge and self-liberation from the two previous levels of rationality — groundedness and enlightenment ? |