Example sentences of "[v-ing] [to-vb] [pers pn] [prep] [num] " in BNC.

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1 This man she 's married finally came to his senses , but he was refusing to marry her at one point .
2 Okay , so I 'm going to do ten take away , now I 'll put some brackets where that six was I do n't want to write a six , I 'm going to write it as five add one .
3 We are going to provide you with three written fragments , abstracted from the contexts in which they appeared .
4 You were going to sell them at one and tuppence each .
5 I 'll have a go , but I 'm not going to do it for two or three
6 We 're going to do it in one move , ’ said the battalion commander Lt Col Alastair Duncan .
7 I 'm going to leave you with four grooves that include some of the triplet applications we 've been taking about .
8 There 's not much point in paying out over £100 if you 're only going to use it for two weeks a year on holiday .
9 We discussed how we are going to divide it into two .
10 trip and if you 're not going to divide it into three .
11 Now I should be able to say ten take away , I 'm going to write six in here , instead of six I 'm going to put it as nine take away three .
12 Oh half of them have n't turned up we 're only going to share it between five of us .
13 Are you still going to love her in ten , or twenty , years ’ time ? ’
14 Harris , of Shieldhall Road , West Drumoyne , Glasgow , had been found guilty of assaulting Mr Brown and attempting to murder him on 18 February last year in Shieldhall Road .
15 Anthony McDonald , 29 , of Deanston Road , Shawlands , Glasgow , admitted wearing a mask and presenting an axe at an employee of the Bank of Scotland , Kilmarnock Road , Glasgow , and attempting to rob him on 20 January .
16 You take off , you 've got twenty two pounds , once , twenty eight pounds once you 've taken off the policy fee , but you 're not going to multiply it by twenty eight , you 're going to multiply by , how many tens , two point eight , yes ?
17 That 's a gallon per minute times forty minutes then cancel with gallons so they 're going to charge you for two hundred and forty gallons .
18 She said , I 'm going to see her she said and if she has it on I 'm going to take her on one side and I 'm going to say , Miss Anderson will you let me tell you how to dress .
19 Th th the the advancement on the exercise is to make them one sentence by using , yes , you could use a conjunction if you were going to make it into one sentence .
20 I am going to tell you of two glimpses that have retained their clarity for me over the years while important and famous things have faded .
21 The budget slashed government spending — aiming to reduce it from 42.9 per cent of GDP in 1990/91 to 37 per cent in 1992/93 — and announced ambitious targets for debt reduction and for the cutting of the budget deficit from NZ$1,739 million in 1990/91 to NZ$528 million by 1993/94 ( US$1.00=NZ$1.7576 as at July 29 , 1991 ) .
22 I should think because I 'm doing something with some students shortly and then erm there 's somebody coming to see me at two so er
23 yeah yeah and fine now I think somebody 's coming to see me at eleven and then I 'm teaching from twelve til two , somebody 's coming to see me at two but a bit later on this afternoon or on Monday morning I can do
24 yeah yeah and fine now I think somebody 's coming to see me at eleven and then I 'm teaching from twelve til two , somebody 's coming to see me at two but a bit later on this afternoon or on Monday morning I can do
25 ‘ I 've got someone coming to see me at nine , ’ he said .
26 I 've the head of the Board of Tourism coming to see me in five minutes . ’
27 Esau is coming to meet him with four hundred men .
28 He carried an axe in order to be able to smash down illegal obstacles , but there is no mention of him having to use it in 1983 .
29 Having been knocked out of the Tennents Scottish Cup by the Rugby Park side and after failing to beat them in three previous league meetings , there was a distinct edge to Raith 's play on Saturday .
30 It has several aspects , including : ( a ) the range of options offered to the teacher is crucial in fitting the program to his style and enabling him to contribute effectively , but too many will be confusing ( b ) the designer may see a whole range of possible extensions to the teaching possibilities of the program : the lengthy development process of all good teaching units makes such extensions attractive but trying to include them in one program will tend to make it difficult to ‘ see through ’ and to use ( c ) the desire for compatibility with different hardware configurations often inspires programming constraints that can be severe ; conversely , programs that fully exploit the facilities of a particular microcomputer are likely to be difficult to transfer .
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