Example sentences of "it be [adj] [verb] [pron] the " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | It 's hard to see what the aim is . |
| 2 | New season 's potatoes offer a promise of summer bounty , and it 's fun to make them the focus of a feast , as in the following recipes . |
| 3 | Now it 's important to understand what the Executive is looking for . |
| 4 | Well you ca n't create stability , the Communist Party ca n't sort of I mean cos that 's what , sort of hindering long term investments and that how peasants do n't feel that how that things are secure , they and it 's difficult to see what the Communist Party could 've done |
| 5 | ‘ Since we have n't seen another child exactly like Graham it 's difficult to say what the long-term prognosis might be . |
| 6 | It 's difficult to know what the kids think of all of it — they 're really too young to say . |
| 7 | The goal here is to illustrate the general contention set out in this book that in order to use regions in geography ( as against practising regional geography ) it is necessary to appreciate what the salient features of a region ( or place ) are — some of which may be more important to particular research tasks than others . |
| 8 | It is instructive to see what the reviewer in The Planner thought of it |
| 9 | Although I believe they are improved as a class , many of them are rough diamonds ; at times they are light-fingered , they are not invariably sober , their education leaves much to be desired and it is impossible to allow them the run of the works after closing hours . |
| 10 | IT is impossible to know what the IRA hopes to gain from its current wave of bombing . |
| 11 | For these reasons , it is useful to know what the words , phrases and constructions are which regularly conceal presuppositions , so that you know what you are letting yourself in for when you use them . |
| 12 | But it is useful to know what the conventional rules are , and also to bear in mind who you are writing for . |
| 13 | But it is easy to see what the sceptic will say at this point , quite apart from the implied oddity that there is a claim which I could not be justified in making but which another can be justified in making for me . |
| 14 | When other , identical examples exist , it is easy to establish what the value should be . |
| 15 | It is important to note what the purpose of the definition was before being too critical of the notion that legal problems can be objectively defined by reference to specific situations . |
| 16 | It is important to understand what the assessor will be looking for when visits your premises . |
| 17 | If you think you might want to take an HIV antibody test to find out if you are infected , it is important to know what the test can and can not tell you . |
| 18 | It is important to know what the acceleration of a body down a surface would be without friction as a start to explaining its actual acceleration . |
| 19 | Without any data being available on this fish as yet , it is difficult to say what the adult size might be , but it would appear to be about 12cm . |
| 20 | The project is at its very early stages and it is difficult to predict what the eventual impact will be . |
| 21 | It is difficult to predict what the future holds for LCC . |
| 22 | Where it is not clear whether the FSA authorises the modification of fiduciary duties in relation to a particular rulemaking power , it is difficult to predict what the outcome will be . |
| 23 | This is not only because it has a weak case — as we show elsewhere ( this issue , p 76 ) , there are certainly some doubts about the validity of the CEGB 's claims that Sizewell B will reduce the cost of electricity in England and Wales by allowing the board to burn less coal — but also because it is difficult to see what the inspector can say about economics when he comes to writing his final report . |
| 24 | In the case of the elephant and rhino it is difficult to see what the Fund could have done , other than supply anti-poaching equipment and finance for wardens . |
| 25 | It may turn out that the differences are an artefact of the methods used in different laboratories , but it is difficult to see what the relevant differences may be . |
| 26 | There must , therefore , be a mental element in the " unlawful act " , though this proposition is not always stated in the cases ( see for example , Newbury , where it is difficult to state what the unlawful act was ) . |
| 27 | It is difficult to imagine anything the shape of Stan Flashman as being the tip of an iceberg but that 's exactly what he is . |
| 28 | Very often they do not , unlike many natural scientific theories , suggest direct ways of measuring the concepts employed , and , because of this , it is difficult to determine what the limits of a theory might be . |
| 29 | It is interesting to speculate what the consequences would have been for the curriculum if his view had prevailed . |
| 30 | Children need to feel safe and secure about the world they grow up in , and it is unwise to give them the idea that everything they eat or come into contact with is a potential threat . |