Example sentences of "and [adv] do [pers pn] [vb infin] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Generally they evolve as comfortable structures in the establishment being more effective in maintaining the ‘ status quo ’ than in encouraging change , and rarely do they encourage innovation . |
| 2 | Hugh liked him from the first ; and so do I like him , I like him very well . |
| 3 | And therein do we err . |
| 4 | And with a lead on and off do you see . |
| 5 | They was on making a good living and still do I think . |
| 6 | And then we were clearing all the for the week afterwards , opening places to go in and out do you see . |
| 7 | And thusly did he pump up the volume . |
| 8 | ‘ And whereabouts did you visualize all this happening ? ’ |
| 9 | And whereabouts do you go , just |
| 10 | and then did you follow the ring road round through the ? |
| 11 | So we 've got and then d' ya think we 'll like get poetry and then we 'll get our last ? |
| 12 | And then do you see , he had taken most of the stuff from here , because he had four sawmills going do you see . |
| 13 | So just do a couple two of those and then Do you know the formula for differentiating a quotient ? |
| 14 | Just looks like just looks like toffee and they just roll it like that and then do it like that . |
| 15 | Erm and how does it effect what comes after ? |
| 16 | erm in your case you worked at erm another neighbourhood office prior to erm , and how does it compare working ? |
| 17 | When they did get him to speak , after several days , he said , in effect : This is what it would be like if family ties were broken , and how does it feel ? |
| 18 | So what is the rational expectations hypothesis and how does it interact with the new classical economics to produce the policy inefficacy proposition ? |
| 19 | Who does it affect and how does it affect them ? |
| 20 | How can employees help ? * Examples of good housekeeping : Low energy bulbs ; cistern misers etc. * BS7750 Environmental Quality Standard : What is it and how does it affect employees and the Company ? |
| 21 | So when Paul issues the principle , ‘ work … with all your heart as working for the Lord ’ what does he actually mean , and how does it relate to those in this category ? |
| 22 | And how does it relate to WACC sponsored projects ? |
| 23 | What then does teacher education involve and how does it differ as a concept from teacher training ? |
| 24 | What do you understand the specific role of chambers to be and how does it differ from other bodies involved ? |
| 25 | What is corporate planning , why is it important for businesses , large or small , and how does it help to improve performance ? |
| 26 | ‘ And how does it get to be so smooth and shiny ? ’ |
| 27 | Engineers may well ask ‘ why is there a need for the Code , and how does it apply to me ? ’ |
| 28 | • Is the clock the same in all of us and at all stages of our lives ? • What do we know about the clock itself — where is it , what influences it , and how does it work ? • What is the usefulness of such a clock ? |
| 29 | What is an automatic redox control unit , and how does it work with the ozoniser ? |
| 30 | Why the new system and how does it work ? |