Example sentences of "[pron] [verb] is [conj] [det] " in BNC.

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1 After the massacre , he wrote , ‘ All I regret is that any of the sept got away . ’
2 But the only thing I know is that that ship was sunk by the Germans in Cardigan Bay .
3 All I know is that any , any sight , any sight person who watches television does n't forcibly go out and re-enact it .
4 This is a letter er submitted by on behalf of who I believe is and this is on the question of the absence of an agricultural appraisal so we will be carrying that out prior to the decision of the Planning Committee .
5 What she means is that this instruction should be borne in mind if at any time it starts raining .
6 And the first thing you learn is that all women make the same mistakes .
7 In many contexts the impression one gets is that this happening is not something the speaker would have expected , but all such uses express a critical judgement on the person represented as the infinitive 's support having gone ahead and done something when , in the speaker 's opinion , he should not have .
8 So what we know is that this must have been blocked up before this doorway was inserted , okay ?
9 But what we argue is that all should have the right to put their case for asylum fairly and properly , and reasonably quickly . ’
10 All we ask is that all fees are finally paid by the end of January .
11 A universal set of features is an attractive idea , but the price one pays is that each feature has to do many jobs , and the meaning associated with it gets spread thinner and thinner , like a small amount of butter on a large amount of bread .
12 And I think the er inward investors that Professor Lock is referring to in terms of the German car manufacturer er the information that we have is that those were the very factors they considered and erm North Yorkshire is not short- listed .
13 In ordinary affairs , for which we aspire only to the best choice on the available information , the only assurance we need is that each veering of spontaneous reaction with expanding awareness is objectively a change for the better .
14 and what they hope is that most it has sort of been has disappeared by the time it gets to us
15 What , what they thought is that all the ones that
16 What he questions is whether these disciplines can ‘ support a ‘ technology ’ of language teaching ’ , that is to say , presumably , whether they can directly inform pedagogic technique .
17 What he discovered is that these ‘ disciplines ’ were not really about uncovering truth for its own sake ; the ‘ knowledge ’ they generated was inseparable from and instrumental in ‘ techniques of domination ’ .
18 All it means is that some properties of the replicators should have an influence over their probability of being replicated .
19 Refusing to give contraception to young girls is not going to stop sexual activity ; all it means is that more run the risk of pregnancy , which can be far more dangerous .
20 What he forgets is that more than half of Africa 's people do not practice female genital mutilation .
21 For some purposes it matters that mice are not cats , while for others what counts is that both are animals .
22 From our point of view , what matters is that each of these five ‘ functions ’ of clay minerals can be twisted round the other way .
23 For the purposes of translation , what matters is that both types of analysis recognize the sequence as marked .
24 What happens is that both the priests get tipped into the water , one of them hits his head on a rock and the other one rescues him .
25 What none of us know is whether this drop indicates that doctors are leaving medicine altogether .
26 I think another important thing for us to recognize is that many of the people within the N H S , the people directly responsible for the care , remain some of the lowest people in the country , the least rewarded people in the country .
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