Example sentences of "[verb] be that a [noun sg] " in BNC.
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| 1 | The result has been that a century which has seen so much development in terms of resources and method in historical research , has also seen a recurrent historical scepticism in theology . |
| 2 | The assumption has been that a communication worker who is imbued by his/her faith will inevitably wish to express it in a manner which is sensitive , sincere and creative . |
| 3 | Erm , it , perhaps part of it has been that a lot of the job creation mentioned has actually been of female and part-time work , and a lot of the er , new businesses in erm , Telford actually employ a lot of women in , in those areas . |
| 4 | What matters is that a limitation has been set ; and now if a child brings out a gun , a knife , a rope ladder or even a box of matches you can check with the list and then either stay in role and say " You may have meant to bring that rope ladder , but it 's not here " , or come out of role and discuss the agreed rules of the drama , one of which is perhaps that in this drama there is no recourse to magic . |
| 5 | What that smarmy jock did not know was that a cousin of Proby , who is in insurance , had insured the grandstand disguised as a car — third party fire and theft . |
| 6 | What startled spectator did not know was that a chiropractor on the Olympic Staff had given him a spinal adjustment immediately after the accident . |
| 7 | What happens is that a matter particle , such as an electron or a quark , emits a force-carrying particle . |
| 8 | Well I get involved in it in so many different ways erm this is a difficult one , but one of the things that happens is that a number of teachers , both from the area and elsewhere , erm do advanced courses at the university and as part of these courses we have a unit on evaluation , and for this they will choose some area of their school work which they and their colleagues — and I emphasise that this is something they do have to involve their colleagues back at school in very much — erm feel it would be useful to look at and then they try and discuss with their colleagues what aspects of it are important and significant and what ought to be seen , and they bring this discussion back and we all discuss together there 'll be different teachers working on different problems the different ways in which they could approach this problem and how they might most usefully be able to do it and at the end of the exercise they will have found out quite a lot about this particular area of teaching and very often we find that the people they 've consulted have themselves got quite interested in it and begun to realize that it 's not being done in a way that 's there to threaten them , they 're not sending a report to the headmaster or the Chief Education Officer or anything like that — it 's for the benefit of the people doing the work themselves . |
| 9 | No because section fifty four A and all section fifty four A says is that a decision should be made on a planning application , in accordance with the development plan . |
| 10 | An important point to remember is that a widow may be able to use her late husband 's NI contributions to boost the amount she receives . |
| 11 | But the important thing to remember is that a map is a flat plan of an area — a sort of bird 's eye view made into a diagram . |
| 12 | What you should try to remember is that a helicopter is essentially a frictionless device and , once moving , will tend to continue moving until an opposite command is given to stop it . |
| 13 | The most important thing to remember is that a foal should get adequate colostrum from the mare in the first four to eight hours of life . |
| 14 | ‘ What we hope is that a writ will make them settle , Mike , at some level . ’ |
| 15 | following on from that er that the point that I think is being made is that a contribution does not have to be put forward in a shape of a question to be er a useful contribution to the debate and and your erm pressure upon er the lady who spoke er a while ago was er insisting that she she |
| 16 | The algorithm originally adopted was that a pixel was to be ON if more than five of the surrounding eight pixels were ON , OFF if fewer than three were ON , and not changed from its existing value if from three to five were ON . |
| 17 | What Mr Birchall noticed was that a diet lacking in silicon seems to have the same effect as one rich in aluminium . |
| 18 | The procedure envisaged is that a proposal in the social policy area would first be submitted to the Council of the twelve member states . |
| 19 | So what this example shows is that a sentence which seems to contain one assertion can turn out to contain many different assertions , some in the form of presuppositions . |
| 20 | The simplest view to assume is that a tape-recording of a communicative act will preserve the ‘ text ’ . |
| 21 | I think that what happened was that a lot of traditional union members , that is , the white , heterosexual male stewards who normally formed its backbone , for once took a back-seat , and allowed us to get on with it — to organize in our own way which we did . |
| 22 | What actually happened was that a colleague of mine , Dave Walton and I , got together to look at a rather esoteric aspect of molecular motion , thinking of making molecules which were very , very long and had very simple structure but could have perhaps erm very complicated what we call dynamic motion , but there was some very good chemistry involved and we erm put this project together for the Sussex Chemistry Bithesis programme , and erm the student who took on this particular project , Alexander , spent two years learning how to do the synthesis and developed a lot of ability in this area ; he also learned how to do the spectroscopic experiments and studied the analysis of molecular motion , and he was able to do this on top of the course work that he did , and in fact this particular project and Alexander , who did the work himself , and the subsequent exciting sort of repercussions of the project have all made me a rather firm believer in the course here , and that in fact undergraduates can do research and also that it 's a very good training for the future . |
| 23 | What , what , what he 's saying is that a revolution is taking place here and it is , within a very short time it 's gon na spread on into other provinces . |
| 24 | What you 're really saying is that a society which is perhaps stable , certainly better , is one in which there 's a fair degree of moderation and a fair degree of evenness in terms of |
| 25 | What I am saying is that a lot of the common English objections to Ezra Pound have substance , and would be worth taking seriously , if only we could be sure that they were advanced in good faith , in humility , and with compassion . |
| 26 | Essentially what all are saying is that a right to consent to medical treatment , whether required under the common law ( see Gillick 's case ) or under statute ( section 8 ) , must and does carry with it a right not only to refuse consent to treatment , but to refuse the treatment itself . |
| 27 | Essentially what you 're saying is that a teacher who 's actually teaching you ought to be able to say to that teacher ‘ look , here 's a package , if you like , that you can insert into your range of skills , and these are of things that you can do with children which are worthwhile doing and fairly easily for you to acquire skills yourself , and they will be very good and helpful for the children ’ . |
| 28 | Essentially what you 're saying is that a teacher who 's actually teaching you ought to be able to say to that teacher ‘ look , here 's a package , if you like , that you can insert into your range of skills , and these are of things that you can do with children which are worthwhile doing and fairly easily for you to acquire skills yourself , and they will be very good and helpful for the children ’ . |
| 29 | The most important point to understand is that a tutorial is an opportunity to share in the learning process : to share your ideas , experience , understanding and perplexities . |
| 30 | What teachers have to learn is that a child who writes ows for house , and one who writes ekstra for extra , are making the same kind of error . |