Example sentences of "[noun pl] [conj] [verb] [adv] they " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | What our children need from us is reassurance , so that they can live safely , knowing the real risks and knowing where they can go if they are worried . |
| 2 | The client might then be asked to close their eyes and visualise how they might respond differently , or to role play the new behaviour with the therapist . |
| 3 | Anna opened her eyes and wondered why they were fussing round her . |
| 4 | it 's forehead cos that 's what people say and it used to be fore head and they change all the time that 's why need to record the words and see how they 're being pronounced . |
| 5 | The theory argues that we can not develop one universal scientific approach to create the perfect organisational structure , but rather we have to look at a number of variables and see how they interact with each other within particular organisations . |
| 6 | This may cause a panic test on the charging unit , but if they have already taken and passed a panic test due to Fanatic casualties that turn then they do not have to test again . |
| 7 | Show them your finds and point out they would be lost forever without your efforts . |
| 8 | • control hackers and understand how they operate |
| 9 | All local plans are intended to develop in detail the broad structure plan policies and indicate how they are to be applied on the ground . |
| 10 | Then I can look right over the woods and see where they are ! ’ |
| 11 | Take this opportunity to try Amyway 's products and see how they really do stand up to the products you have used for years . |
| 12 | In Warsaw , dozens of East Germans were last night waiting in front of the embassy , filling out forms and wondering where they would spend the night . |
| 13 | It may be necessary to observe the birds and see where they feed . |
| 14 | We found some people who are just mad about hats and discovered why they like their favourite headgear . |
| 15 | The plan identifies broad development needs and specifies how they will be assessed and met . |
| 16 | A cut-away view would show the relative size of the larger plants and indicate where they grew in relation to the banks . |
| 17 | My grandmother is a keen birdwatcher and she 'd already introduced me to a lot of the different birds that visited her bird-table , telling me what they ate and showing me their nests and explaining how they were made and what they were made of . |
| 18 | Trivers imagined that reciprocal altruism would evolve in species capable of recognising individuals and remembering how they behave , and of behaving differently towards different partners . |
| 19 | History is essentially to do with personal development in that it takes as the object of study the roots and origins of groups and those of individuals and examines how they have changed over time . |
| 20 | It is primarily an explanatory one , it connects problems and explains why they are problems , and who for , and so does not set up bite-sized problems for the reformer to tackle one by one . |
| 21 | To demonstrate this the project will construct and characterise the knowledge base of a number of firms , to describe the range of ways in which firms identify short comings in respect to some aspect of their knowledge resources and to analyse how they respond to acquire new external knowledge . |
| 22 | It outlined a set of principles and indicated how they would work in particular instances . |
| 23 | It is very important to emphasise that in drawing up these formal treaties covering the limitation and control of the methods and means of warfare , those involved did not see themselves as creating new rules , but as codifying existing principles and specifying how they were to apply to the rapidly changing conditions of warfare produced by political and technological developments . |
| 24 | Let us first , however , review some of the main themes of established class-based relations in urban and regional studies and establish how they might be improved by our new perspective . |
| 25 | Mrs Caswell had fed them all poached eggs and toast once they had got Blagg bedded down . |
| 26 | The murder case slipped easily into its next phase , as if it had been programmed by a computer that had access to several personal files and knew where they interacted . |
| 27 | Pick out a few terms and decide how they are best defined . |
| 28 | The first part introduces the characters and shows how they set the action going because of their relationship or attitude to each other . |
| 29 | I would suggest that a more natural and more effective approach would be to reverse this traditional pedagogic dependency , begin with lexical items and show how they need to be grammatically modified to be communicatively effective . |
| 30 | Broadly speaking , therefore , these two terms help us to define class boundaries and to see how they are sustained ( or not ) by the action of classes themselves within an economic system . |