Example sentences of "[be] [adv] to [det] " in BNC.

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1 ‘ The fuzz would have been on to that straight away .
2 I 've been on to this morning , asked me to and they have got thirty palettes there at the moment .
3 If it had been down to that one offence , Daine would be in court for ever , kept on life support until the end of the trial , or until the judge ruled that enough medical alterations had been made to render the accused legally another entity entirely .
4 On these traffic lights been down to that football match actually cos it 's absolutely nose to tail right the way there right the way down here
5 Already doorstep sales are down to half of total milk sales .
6 The first seven days of heavy fighting and shelling have caused a large number of casualties ; the Commando units in some instances are down to less than half strength .
7 Average hourly earnings in agriculture were nearly three-quarters of those in industry in the late 1940s ; today they are down to less than two-thirds .
8 What has been seen as an aspect of the Roman catholic intellectual opposition to divorce in Chapter 5 can also be recognized as a feature of the defence of catholic schools too : the opposition contains an interpretation of the moral nature of contemporary society and of what happens to catholics who are not to some degree protected from it .
9 They are thus to some extent limited in where they can invest , as we discuss further in chapter 6 .
10 The different methods do not react to the same types of buried feature , and are thus to some extent complementary .
11 Right we 're on to this roll now .
12 ‘ You 're off to that stupid squadron .
13 Oh they 're up to all bloody tricks
14 ‘ Honestly , Daddy , I do n't know what you 're up to half the time .
15 But does this mean that our friends from Dixieland — the Intelligence Service lived south of the river ‘ — are going to give us a hint of what they 're up to these days ? ’
16 you know erm daily , just so we know when somebody does appear , if they 're , you know , if we , you know , wanted a chat with them or , you know , to see what they 're up to these days that yeah but I w er yeah yeah .
17 Otherwise we 're back to that for force-fit trian triangular approach , as evidenced on the previous view-graph .
18 ‘ We 're back to that word ‘ civil ’ again , ’ she remarked .
19 You 're back to that situation of commonsense again ai n't you ?
20 If , after all this time , we 're back to this sort of malarkey , they can fuck it , I 'm going on hunger strike . ’
21 Erm so you 're back to this design element now and that 's the major factor .
22 We 're back to this business of quality is conformance with requirements .
23 So there is there is a wider acceptance on the one hand , of erm , sort of freedom , erm , and I know we 're back to this idea of sexual freedom , but there is the violence within our society , and and the the the question probably is , are those two connected , as we give greater freedom on the one hand , do we get a higher incidence of violence on the other hand .
24 Again , we 're back to this idea that , you know , it 's ridiculous stuck in a drama course and not and , and looking at them just as , as text .
25 And secondly , I mean obviously parents are more worried if they feel that their child is not doing as well as somebody else 's child , and we 're back to this question of expectation again — where did they get the expectation that this other child is , as it were , some sort of norm that they ought to be living up to , and parents should talk to teachers and to other people who know their child and have got experience of their child as against other children to find out really whether their worries are truly grounded , or whether they are just groundless .
26 And secondly , I mean obviously parents are more worried if they feel that their child is not doing as well as somebody else 's child , and we 're back to this question of expectation again — where did they get the expectation that this other child is , as it were , some sort of norm that they ought to be living up to , and parents should talk to teachers and to other people who know their child and have got experience of their child as against other children to find out really whether their worries are truly grounded , or whether they are just groundless .
27 And we 're back to this thing that if you 're not interested in what you 've written , why do you think anybody else ought to be ?
28 Bear in mind how things are still to some extent put into newspapers these days .
29 Although the slimmer and the anorexic are both to some extent governed by anxiety , there is an important difference between them .
30 But semantically innocuous re-orderings are also to some extent resisted :
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