Example sentences of "be [coord] [pron] [pron] [vb mod] [vb infin] " in BNC.
Next page| No | Sentence |
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| 1 | Regardless of who we are or what we may do in life all of us have an upper limit to the stress that our bodies can take . |
| 2 | Few people understand exactly what they are and what they can do and quite a few people have mistaken impressions from the media . |
| 3 | ‘ Well , there are and what I would like to propose to you is this , that you allow me to do these tests on you . |
| 4 | After that , the order in which you tackle home improvements depends on what your priorities are and what you can afford . |
| 5 | I wondered how comfortable he would be and what he would make of the covers I had borrowed from the farmer 's wife . |
| 6 | X take away minus X. Take away X , which is just plus X , X take away X. And three X take away minus two X. Hey now on the number line you ca n't it 's difficult to do X take away X but you can work out roughly where they 'd be and what you would do and what the system would be . |
| 7 | Can it market itself more effectively to its potential customers , many of whom are unclear about what factoring is or what it can do for their company ? |
| 8 | So we may want to introduce a more sophisticated mechanism for determining what the desired level of supply is and what we 'll do is that we 'll say this is actually a special case of a much more general , er more s sophisticated . |
| 9 | Think about why you have accepted the situation as it is and what you would do if you were totally powerful to change things . |
| 10 | They therefore need to gain insight into what language is and what it can do , insights which bilingual children intuitively possess ’ , and ‘ Whilst we recognise that they [ bilingual pupils ] need to gain access to standard forms of English — used widely as a vehicle for implementing the school curriculum , we recognise the value and importance of their own dialects and languages . |
| 11 | Advocates of localization were in the same position as the explorers of the sixteenth century ; they knew there was something out there but they did n't know where it was or what it might look like . |
| 12 | He explained , tersely , to Edward Carrington what their cargo was and what it would mean if German scientists got hold of it . |