Example sentences of "[vb infin] and [verb] each [noun] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | We meet with the French regularly so it is important we can converse and understand each other . ’ |
| 2 | We need a gay movement with international contacts , so that we can inform , stimulate and support each other . |
| 3 | Church and State must respect and assist each other , even in these fractured and sorry times . |
| 4 | The dual membership was described by OMG president , Chris Stone , as a move to ‘ integrate and coordinate each organisations technology developments at conception rather than leave it until specifications are out . ’ |
| 5 | This gradual progression means that children can really assimilate and enjoy each stage in the learning process without experiencing the negative effects of frustration . |
| 6 | Periods of concentration and relaxation should balance and complement each other . |
| 7 | If you do n't see and feel each event venue for yourself , you will not get the maximum potential out of it . |
| 8 | ‘ The dispositions of men are naturally such , that except they be restrained through fear of some coercive power , every man will distrust and dread each other . ’ |
| 9 | I could not understand why men who knew all about good and evil could hate and kill each other . |
| 10 | And told me of the fraternising between British and German troops on Christmas day in the trenches , and I could n't understand at first how you could shoot at someone all week , then make friends with them for one day , knowing you would try and kill each other again the next . |
| 11 | Secondly , word hypotheses might overlap and leapfrog each other 's backwards pruning decision points . |
| 12 | The cars would pass and re-pass each other in a game of motorway weaving , the sons manoeuvring their powerful Mercedes around each other until the women eventually objected or they themselves tired of the sport . |
| 13 | An ‘ outside power ’ , whose objectivity could be equally trusted by all involved parties , would implement and supervise each Pact ’ . |
| 14 | Working as a group , and supported by the teacher 's skilful questioning , the children together could extend and develop each other 's thinking in ways which a teacher with only one child could not . |