Example sentences of "be [pers pn] [verb] [det] " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | Am I to watch another woman sink into her grave for want of a little compassion ? ’ |
| 2 | ‘ How am I to do this , ’ she orders , ‘ if you keep moving like an animal ? ’ |
| 3 | Hell , what am I thinking that for ? |
| 4 | ‘ Am I to take that as a sign of your confidence ? ’ |
| 5 | So am I to take that with |
| 6 | ‘ Am I to wear this , in pretence , until I am of age ? ’ she asked . |
| 7 | Sorry , what am I eat all the toast ! |
| 8 | … why am I writing all this out as if I were trying to assimilate myself to her ? |
| 9 | I 'm not saying you will always be successful or that it will never cost you a penny , nor am I advising those almost too timid to open a can of beans to tinker with a complex and potentially dangerous machine if they feel it 's beyond them ; we all have our limitations . |
| 10 | Why am I choosing these particular requirements : do they make sense ? |
| 11 | ‘ Am I enjoying this ? ’ demanded Constance , indicating her bedroom window . |
| 12 | Am I taking that correctly ? |
| 13 | In the coming weeks and months , ask yourself as often as you can remember : ‘ Why am I creating this ? |
| 14 | Or am I playing some deep game , as I was with the choice of accommodation ? |
| 15 | And the union , I mean I 'm not blaming just NUPE I mean every union but we seem to have stood still and nothing 's happened and th and , and the m , and the members are actually sick of their lies about what , what am I paying all this money for then ? |
| 16 | ‘ What am I explainin' all this to ye for ? |
| 17 | ‘ I do not presume to make any claim , who am I to read such riddles ? |
| 18 | Am I understanding this correctly ? ’ |
| 19 | And then there was this he sa the green knight said I am I having some chocolate ? |
| 20 | Am I doing that ? |
| 21 | Why am I doing all this ? |
| 22 | Other times I think , ‘ What am I doing this for , I could be sitting at home with my feet up . ’ |
| 23 | None the less the opposite argument is equally shaky ; it would be frightening to imagine teachers embarking on the planning of a term 's work or even one single-period unit without asking themselves the simplest questions : " Why am I doing this ? |
| 24 | I came in as a young teacher , enthusiastic , full of new ideas but you soon find that the old attitudes rub off on you , and so you end up thinking , ‘ Oh , why am I doing this ? |
| 25 | Why am I doing this ? he wondered . |
| 26 | Why am I doing this ? |
| 27 | Why am I doing this ? |
| 28 | ‘ Am I doing this right ? ’ asked Twoflower anxiously . |
| 29 | Ruth Barr 's research alias ‘ personal time-and-motion study ’ described in answering her own ‘ why am I doing this ? ’ question would seem to meet these criteria . |
| 30 | ‘ Why am I doing this ? ’ |