Example sentences of "[adv] [v-ing] to [coord] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | The hope is that the professionals who are part of the group are not only listening to but also acting on the ideas that are put forward by members of the group . |
| 2 | But here I was stuck back on the dole with a Fostex 250 , a guitar , a microphone and a drum machine , so I worked out a way of getting up to about eleven tracks on the Portastudio by constantly bouncing to and fro . |
| 3 | It had taken six telephone calls and much going to and fro before Peter and Susie finally arrived for their first counselling appointment . |
| 4 | Did your husband , or did he not , complain that the houseboat Grace , apart from being damp , needed extensive repairs , and that it was difficult if not impossible for you to resume any meaningful sexual relationship when your cabin acted as a kind of passageway with your daughters constantly going to and fro to gain access to the hatch , and a succession of persons , including the milkman , trampling overhead ? |
| 5 | and erm but erm even so getting to and from the bus was a bit of a problem , unfortunately I 've never had erm been one of these people who have got the nerve to erm go about a great deal by themselves and erm being up in London you know , immediately before the war I had erm , it was n't very easy getting about so erm and erm I was n't very |
| 6 | Cindy began to cry again and for a while the two of them sat in silence , gently swinging to and fro . |
| 7 | Er , yes I am a person who uses public transport and I believe in it very much , but I must say that erm its very , very inconvenient , I have to rely on three different forms of public transport to get to my work and it takes twice as long as it would as if I , if I could go by car and so I can see the , the attraction of , of going by car and there are many improvements that could be made where I live for instance in , in Glasgow so that you would only have one change and not constantly shuttling to and fro between stations and buses and so forth . |
| 8 | Often there is no intention to frustrate the child ; the rejections — such as not listening to or fobbing off the child — may be the consequences of the parent 's being too busy with chores or being tired and irritable after a day 's work , and so forth . |
| 9 | Yeah , but I 'm not listening to and this is n't I 'm this is my log . |
| 10 | I well I could tell you the inside story of that but I 'm not going to but I will tell the outside , the public story . |
| 11 | If you do n't tell him it though and you assume he 's gon na to pick it up just by looking at your eyes he 's not going to or she 's not going to pick it up . |
| 12 | Isle of and they sh what she went on to say is erm I hope to redress this in the shortly in other words she 's shortly going to but I must say I like the expression long fingering you know bloody idle you know . |
| 13 | the Policyholders Employer in respect of any motor car ( not belonging to and not hired to such Employer ) in connection with which indemnity is provided by Sub-Section 1 of this Section being used in accordance with the ‘ Description of Use ’ . |
| 14 | Ranulf flashed the coroner a dagger glance but Cranston was already rocking to and fro in the saddle , laughing uproariously at his own joke . |
| 15 | The trouble is , with this job I mean we 're not trying to and start ourselves up doing something are we ? |
| 16 | I was n't going to but I will I think got to go out there at one o'clock so |
| 17 | Well she was n't going to and then the elections got in the way . |
| 18 | It had given him the chance to go on talking to and getting to know children and he was sure he would know if a boy was telling him the truth . |
| 19 | Each of the ‘ good ’ events can be considered as either adding to or modifying a unit of living physical matter contributing to the ultimate man , and by so doing , at the same time created a unit of ‘ goodness ’ contributing to the ever-growing power of the developing God . |
| 20 | Through her interactions with children in response to their work , the teacher also models processes of actively listening to and responding to ideas , questioning , exploring and sharing which the children will then be able to use for themselves . |