Example sentences of "i [verb] in the first [noun sg] " in BNC.

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1 Yes it 's great , I mean in the first year lecture on Tuesday erm in the break I gave them in the middle of it the the corridor was like thick with tobacco smoke y'know you could hardly
2 ‘ Before I got in the first team , ’ he says , ‘ I was asking myself over and over again : ‘ can I really do it ? ’ .
3 It may be argued that this is essentially the approach that I used in the first chapter .
4 The consequences of such a reduction in the level of armaments ( and more generally of ‘ military preparedness ’ ) are considerable , for as I noted in the first edition of this book , if there is any generalization about the causes of war which is supported by some empirical evidence , it seems to be that which establishes a connection between an arms race and an increased probability of war ( Richardson , 1960 ) .
5 In relation to the former , as I indicated in the first paper , our capacity to invent commodity vocabulary is not paralleled by levels of commodity understanding .
6 I suppose in the First World War , I do n't remember an awful lot about it , we wer always seemed to have enough to eat but er I , I think the Second World War whatever there was it was fairly distributed .
7 As I hinted in the first paper , traditional design understanding has tried , in effect , to simplify design to make it conform to an already existent model of what a ( scientific , technological , artistic ) activity should look like .
8 Erm I think in the first instance , an assessment needs to be done of all the la of the landscape quality and I would suggest that it ought to be directed away from from areas of high landscape quality , towards areas of a lower landscape quality .
9 So what we , we need to go to him I think in the first instance and say we want to do X Y and Z , and if he , if he says fine you know .
10 Er , he was in the ambulance corp , I think in the First World War , but he was a redback .
11 Er I said I think in the first lecture , the founding fathers saw the presidency as a check , as a control on the legislature er and er in periods of crisis legislatures find it very difficult to respond .
12 As I discussed in the first paper , design has to be characterised in terms of activity .
13 ‘ My coach , Malcolm Arnold , told me that you do n't win gold medals performing like I did in the first round .
14 I found it interesting to take one person , say the rector , Charles Henstock , and make him the chief character in one book and follow his fortunes , as I had in the first book about the great Mrs Curdle .
15 One roadie said I should have thought about it before I accepted in the first place . ’
16 That was what set me thinking in the first place . ’
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