Example sentences of "[vb -s] [prep] the children " in BNC.

  Next page
No Sentence
1 Mrs Jones ' mother looks after the children in the afternoon .
2 and who looks after the children ?
3 It requires the teacher to demonstrate the significance which she places upon the children 's resources and judgements .
4 Whatever effect this has on the children 's futures as clerks , it maims creative instinct .
5 She is silent for a moment , then looks at the children playing .
6 I do n't think families should be split up and what happens to the children once they 're cured .
7 In a letter to The Scotsman today , the woman calls for the children to be returned home immediately and unconditionally .
8 Again in Johnston v Chamberlain ( 1933 ) 17 TC 706 , the taxpayer sought to argue that a payment from a discretionary trust could not give rise to income tax liability on the beneficiary as it was " only when the trustees choose to exercise their discretion by making the payment that the sum gets to the children at all " .
9 It draws on the Children Act guidance on family replacements , where section 9.5.3 states : ‘ Gay young men and women may require very sympathetic carers to enable them to accept their sexuality and to develop their own self esteem . ’
10 Erm the same provision applies to the children 's pension .
11 An example of this type in lead , dated 1648 , rests on the children 's shelf in the De La Warr vault , but of greater interest are three wooden versions .
12 Now essentially this also relies on the children 's using their imaginations to find answers — as in the case of the ‘ sewer ’ and the ‘ Lost Valley ’ contexts — but the difference is that ( a ) each ‘ find ’ is given due weight and attention , is publicly shared , evaluated , accepted or rejected , ( b ) the focus within which their imaginations can have free range is defined from the beginning , i.e. the puzzle is clear — ‘ what could be a logical solution ? ’ is the name of the game , and ( c ) the problem-solving does not have to be hurried by action .
13 The morning is given over to the religious aspect of celebrations , the afternoon belongs to the children , while the brass bands come into their own in the evening .
14 The self-supporting framework builds on the children 's existing collective resources : their knowledge and experience , their social relationships , their capacity to support and stimulate one another through shared interests and concerns .
15 And we explain how a legacy helps Save the Children .
16 We also ask you to contribute to a kitty which pays for the children 's food and drinks .
17 Mrs McNee tries to ensure that that coincides with the children 's return from school .
18 The effectiveness of the micro in simulating experiments hinges on the children 's accepting the analogy with the true experimental situation .
19 The next example is an account of a teacher 's observation of children at play whereby she learns of the children 's own discoveries as they experiment for themselves .
20 We also get a number of visits at the playgroup , including the local road safety officer who talks to the children .
21 ‘ I could n't even have a separation because I know what damage that does to the children and I would never , never , never break up the home for their sake . ’
22 After the 1740s children 's books included part works for the children of the poor .
23 It has n't escaped anyone 's notice that a former senior official of the Great Criminal goes on the run , and at the same time a series of murders begins of the children of other former officials of the Great Criminal .
24 The sequence in Figure 1 begins with the children 's boisterous behaviour .
25 Map-making , co-ordinates , scale The drama begins with the children being shown a treasure map .
26 Olga , his wife , is registered in Estonia but works in the children 's cafe on the Latvian side .
  Next page