Example sentences of "is [verb] what [adj] " in BNC.
Next page| No | Sentence |
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| 1 | Re-equipment is now in progress , and the purpose of studying it is to see what practical lessons can be learned , which will be of value in future projects . |
| 2 | The best way to illustrate a typical day in the life of the Corps is to see What one man , in this case Warrant Officer Class 2(WO2) C Wilkinson , did on 30 June 1989 . |
| 3 | It 's a good enough excuse that you need to check for gaffs , but the real reason for dry-assembly is to see what this hitherto fictitious table looks like . |
| 4 | Since the whole sequence of events begins with an external event , one option is to identify what external events tend to trigger unproductive feelings and to arrange to avoid or change the external events themselves . |
| 5 | What we were gon na do is see what this bit like |
| 6 | The need to determine substantive issues without delay must also be taken into account when the court is considering what final order it should make . |
| 7 | The central concern of Formen is to understand what social relations and institutions can be like when they are not moulded by capitalism . |
| 8 | It was just on a minute on page seventy-nine , I think we want to get the support of local M Ps , one a has I think , has been just indicated , is contradictory , it might be better to say , ‘ although the document indicated that local authorities would be expected to undertake extra , an extra , or extra duties , the resources needed are , no indication was given of how there would be extra resources , or something like that , you see it 's contradictory at the moment , it says there 's no indication of the role , and then says that they would need resources , and actually if you look through the document , you will see from time-to-time it is indicated what local authorities are expected to do , for instance recycling of litter and the lot , and I think that that might be actually picked up by M P's and say , ‘ Well , what actually have you , do you mean to say ’ , well , what we 're really saying , are we not , that here is an indication of things that we 're expected to do , but as usual , of course , the government has n't indicated what erm where the resources were coming from . |
| 9 | The problem is knowing what these results mean in the context of a particular application . |
| 10 | The problem is to decide what such an influence might be . |
| 11 | The teacher 's function is to decide what these chains are to be and to take steps to establish them as permanent ways of responding . |
| 12 | When investigations have concluded and it is discovered what that means the information and whether founders John and Josephine Bowes have turned in their graves will be reported here . |
| 13 | Here he is to explain what Fast Forward do and why they 're needed . |
| 14 | Our job is to say what higher education costs . |
| 15 | I mean , what we 're trying to do in the visual arts is to spend what limited money we have to produce a better situation for the visual artist and for the public who gets pleasure and enlightenment from visual arts than exists at the moment , so rather than just prop up the status quo , which is what is would be very easy to do if one just kept the pot boiling so to speak by giving a few grants to artists here and sitting at the centre of a spider 's web in Tunbridge Wells waiting for applications to come in to us and then responding . |
| 16 | The authors ' approach is to examine what native speakers do when they ‘ make conversation ’ , and then to use this information as the basis for more than eighty tasks and activities . |