Example sentences of "[verb] [det] [prep] what you " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | ‘ Alan , I do n't know half of what you 're talking about — people at work and all that- ’ |
| 2 | But this time can you concentrate more on what you are going to do with your body to actually tell people via your body or give them a good idea of exactly what you mean |
| 3 | Erm so I c I could n't buy any of what you were telling me and it 's all like a , it was all a smokescreen I was putting up , the accountant , basically I , I was not erm buying anything er and the compressed funding was just blowing my mind because I could n't understa er it was basically giving me an easy option to say I do n't need to do anything cos I can compress my funding at forty five wo n't I , when my business has taken off . |
| 4 | But if it 's straight word processing you 're after , Q&A has most of what you need . |
| 5 | You , nah , you 've always got enough for what you want ai n't ya ? |
| 6 | I do see most of what you say . |
| 7 | Find out as much as you can about any one of the special UK sample surveys mentioned in Section 6.1.3 ; the government publications section of a moderate-sized library should provide most of what you need . |
| 8 | ‘ I know little of what you women were speaking of , ’ he said , ‘ but I feel I should counsel you against seeking this man Jeopardy yourself . ’ |
| 9 | Anyway , you do n't have to act with me — I 'm Paradise Street , remember , we know all about what you police do or do n't do , and most of them drink . ’ |
| 10 | when you know more about what you 're expecting to be told it 's easier to remember it . |
| 11 | ‘ I ca n't say I know any of what you 'd call good people . ’ |
| 12 | Well they 's a allocated me as a grocer you see and the fruiterer I dealt with the , the wholesaler , the I dealt most of with in was He said to me , you 're not getting enough for what you are , he said to me . |
| 13 | Not only will you read more quickly but you will absorb more of what you read and will be better able to remember it . |
| 14 | Now compare that with what you 've written underneath . |
| 15 | Relate this to what you already do in the classroom and decide whether it will help you do any of these things better , save you time , or make the learning process more enjoyable for your students . |
| 16 | The spreadsheet is fine , including a range of pre-programmed formulae , covering most of what you 'll need . |