Example sentences of "they [vb base] [pron] [verb] [prep] [adj] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Once hatched , they begin to feed on zooplankton and as they grow they prey on larger species and they are even cannibalistic . |
| 2 | As they grow they merge into one another . |
| 3 | They welcome a new investigation , but they want it done by independent officers . |
| 4 | They say they come across thousands of examples of potentially lethal appliances . |
| 5 | ‘ And they say they care about those below ’ , said the commentary , as the monkey urinated against a wall . |
| 6 | They say it existed as such for millions of years . |
| 7 | They review this possibility annually and he explained that when they have identified children who will go back they let them go into mainstream school for at first a morning and then one day a week . |
| 8 | In so doing , they imagine themselves set in diametrical opposition to their society where in fact they have unwittingly accepted its crucial structural elements . ’ |
| 9 | Any q any questions they give you based on that , you 'll be able to do it . |
| 10 | In common with other facilities of LIFESPAN , SPRs and SSRs are retained in magnetic form for as long as the objects to which they refer themselves exist in magnetic form . |
| 11 | And you can have an M O T certificate , they like you to book for those cos it takes the nurse quite a time to do you . |
| 12 | They pursue reliability just because they know it leads to lower costs and increased market share . |
| 13 | They find themselves operating between two broad publics or constituencies with competing views about the proper realm of government in regulating the economy . |
| 14 | They find themselves cover in secluded areas , adopting a temporary home which they may use on a number of occasions . |
| 15 | Since each difference in form must signal a difference in meaning , children must make certain choices among forms when they find themselves faced with two different forms with apparently the same meaning — e.g. , bringed and brought , or cooker and cook . |
| 16 | As steam declines in South Africa they find themselves transferred around various depots and are currently working out of Kimberley . |
| 17 | And when it 's pressed out of the grapes , the juice comes out , they allow it to stand for five days and then they put it into bottles . |
| 18 | and er , I say oh , and they allow you to go in this cold weather |
| 19 | Give you headlines and then they start and they go they expand on each headline , do n't they ? |
| 20 | And they go they go like that . |
| 21 | They 're gon na gain from that or they 're gon na be seeing that they think they gain from that and all you 've got ta get over to the members we 're gon na be a cohesive force and that we 're going , we are going to fight some day together for them . |
| 22 | ‘ They think it comes from other Moslems ? ’ |
| 23 | Then on a Sunday night , the village , what they call wakes , they call them wakes in those days , not the village fair , it was the wakes . |
| 24 | They wax one gets on all the clothes . |
| 25 | With pragmatism truth and usefulness become fused : ‘ ideas … become true just in so far as they help us to get into satisfactory relations with other parts of our experience . ’ |
| 26 | Individuals from pressure groups , or at least representing specific interests , secure entry into the ranks of those who exercise power by virtue not only of expertise but also of personal qualities , such as persistence and charm , which enable them to persuade that they have something to contribute to public decision making . |
| 27 | Not only have UFOs nothing to do with ley lines , they have nothing to do with ancient monuments or geology . |
| 28 | With our stage and our workshops , which are better than any theatre in the world , we are able to achieve really striking stage pictures ; and they have nothing to do with these modern productions that do everything contrary to the music . |
| 29 | Christians usually think that they have nothing to learn from other religions , but that is because we confuse beliefs and practices . |
| 30 | She was suggesting that ‘ relevant ’ skills are best learned in the context in which they are relevant , and that teachers can never be certain that their pupils are acquiring the ability to cope in any particular context unless they see them operating in that context . |