Example sentences of "we have [to-vb] at [art] [noun] " in BNC.

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1 Each campesino had been given instructions to always have ready 20 extra tortillas in case we had to leave at a moment 's notice , but even so , it was very hard .
2 Oh , we had to wait at the border , we had in advance to get visas , and when we got there , things were very simple but nonetheless , we were very well received , and the person that I was staying with , lived in a flat , a very simple flat , but nonetheless , a very pleasant flat .
3 Coun. Grant said : ‘ We have to look at every junction and every area of road to try to improve safety and take whatever traffic calming measures we can .
4 The theory argues that we can not develop one universal scientific approach to create the perfect organisational structure , but rather we have to look at a number of variables and see how they interact with each other within particular organisations .
5 We have to look at the movements of the BNP and what they are doing .
6 ‘ And we have to look at the movements of the BNP and what they are doing .
7 We have to look at the range of ideals which are somehow clustered together to guide us , arrayed as they are in some sort of a rough priority system , and take out of its slot the unquestioned ideal ‘ be a man ’ .
8 Well it , it 's likely to be of charged under one of the loose clauses of anti-government er activities which really could mean anything , and so there , it 's more likely to be that , and if so , we have to look at the evidence then that was used to back up this claim .
9 It 's also suggested that we have to look at the funding issues .
10 In other words , if we want to compare the size of the money stock at one point in time ( M st ) with that of a previous point in time ( M st-1 ) , we have to look at the flow ( change ) of money between those two points
11 We have to look at the determination of content within each subject , and at the various statuses of separate ‘ subjects ’ across the curriculum , to unpack any masculinist domination in the framing of school knowledge .
12 To understand this process , we have to look at the experiences of students themselves , and the meanings they give to their education .
13 I think we have to look at the climate we 're in ; we 're , at the moment the AIDS epidemic is facing all of us , it 's a problem for each and any , every one of us .
14 If a new road is propo proposed we have to look at the opportunities provided by that ro road .
15 I 'm not I do n't necessarily want to dispute them erm all I would say is that we have to look at the implications do n't just look at the change in the traffic flows and take them as a as a point , you have to look at the implications of those changes in traffic flows .
16 We have to look at the application er on its merits in the particular erm circumstances and I 'll tell you something which we will certainly have to do erm and I I will say , I will say this in sort of due respect erm , because we are grateful to them that we can see .
17 a problem , and I think it is a genuine problem , probably the biggest problem that we have to address at the moment .
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