Example sentences of "[verb] what [verb] [conj] [vb infin] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | I did not know what to say or do at this moment but just said ‘ Thy will be done ’ . |
| 2 | I did not know what to say or do . |
| 3 | I 'm up on a stage , with a play going on all round me , but no one 's given me a script and I do n't know what to say or do . |
| 4 | I did n't know what to say or do . |
| 5 | I did n't know what to do or say . |
| 6 | She did n't know what to do or say , and even if she had her body and mind were incapable of acting on it . |
| 7 | She did n't know what to do or say and wished he would do or say something to break the silence . |
| 8 | I do not know what to do and sneak looks at everyone else , while the ‘ real ’ campers pause to stare as we sit on Karrimats eating supper . |
| 9 | I do n't know what to think or feel . |
| 10 | Some employees like to be told what to do and prefer a standardised , uniform structure of organisation with authoritarian leadership ; other employees ( often those with a broader and greater education ) prefer to be given responsibilities and to work in teams , and to make decisions in their own ways . |
| 11 | ‘ Each council can decide what to do and interpret the regulation and law to fit its own area , but we would point out that if the council goes ahead with the plan , it will be ratepayers who are going to bear the cost . ’ |
| 12 | ‘ Each council can decide what to do and interpret the regulation and law to fit its own area . |
| 13 | If I give you a bit of paper and the lot , yeah well you know what to do and go to school and fill them in ! |
| 14 | Because teachers often can not answer the question of why they teach as they do and because they refer to statements such as that they just know what to do or have a feeling or sense about what to do , it has been suggested that what guides teachers in making sense of their work and what commits them to action is a mixture of " personal knowledge , tacit knowledge , routine knowledge … when conscious thought is not permitted the time to percolate and inform practice " ( Simons and Elliott 1989 ) . |
| 15 | He stood there blankly , not knowing what to say or do , remembering only the sound of her crying out in the darkness and how awful he had felt , alone , kneeling there on the dyke , impotent to act . |
| 16 | Ruth bit her lip and stared at him , not knowing what to say or do . |
| 17 | I drove the long way round , debating what to say and do . ’ |
| 18 | She scarcely knew what to think or feel . |