Example sentences of "has [verb] it a [noun] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Neither partner has given it a thought for years , but let some outsider come barging in as though he owned the place and it 's war . |
| 2 | Egypt has made it a capital offence to receive military training abroad ; it has arrested dozens of returning veterans and tried 26 of them before a military court . |
| 3 | This warmth , coupled with all the spectacular events , has made it a part of our lives we will never forget . |
| 4 | Hooker David Spiers , who played against Fiji and New Zealand , has called it a day long with lock John Robertsen , who was injured against France after appearing in the opening win over Fiji . |
| 5 | Thousands of travellers are expected at the event , even though a court has refused it a music licence . |
| 6 | I mean I think shrinking the broadsheet width has spoilt it a lot . |
| 7 | Digital Equipment Corp reports that the state of Kentucky has awarded it a $10m contract to manage and provide technical and other support for state-wide educational reform ; the pact will enable DEC to start implementing a plan it developed as project consultant with the state education department — it plans to create the infrastructure for a state-wide information highway providing equitable access to technology and information throughout eight regional centres , 176 school districts and 1,400 schools across Kentucky ; the state 's public schools were declared unconstitutional in 1989 , primarily because of funding inequities between rich and poor school districts , and the new system is part of a wider plan to overhaul state schools ; it will be a model for other states in the use of technology in education reform . |
| 8 | Now I think that 's better than nothing , but I think one has to take it a stage further than that and say that erm the concepts and the processes in science do build logically one upon the other , in a coherent and meaningful way , and that 's important for teachers to appreciate what that meaningful sequence is and that , you know , the lucky dip idea is , as I have said , better than nothing , but it 's so much inferior to the notion that teachers should be aware that there is a progression in science and that they can teach children progressively from a very early age onwards and build meaningful knowledge upon meaningful knowledge . |
| 9 | Now I think that 's better than nothing , but I think one has to take it a stage further than that and say that erm the concepts and the processes in science do build logically one upon the other , in a coherent and meaningful way , and that 's important for teachers to appreciate what that meaningful sequence is and that , you know , the lucky dip idea is , as I have said , better than nothing , but it 's so much inferior to the notion that teachers should be aware that there is a progression in science and that they can teach children progressively from a very early age onwards and build meaningful knowledge upon meaningful knowledge . |