Example sentences of "for [verb] about the " in BNC.
Next page| No | Sentence |
|---|---|
| 1 | I hear you want a black British warm for prowling about the streets at night . |
| 2 | I lost my temper too — I 'm sorry for shouting about the fire . |
| 3 | There are only two possible grounds for worrying about the ownership of ICI : national security , and competition . |
| 4 | For years , he had pitted himself against it , aware that it would mean the time for worrying about the future was over and the time for action had arrived . |
| 5 | Thank you for enquiring about the cycle tour to New Zealand in early 1993 . |
| 6 | an increase in data collections of all kinds and in the use of authentic language materials for teaching about the uses of language ; |
| 7 | Er the trouble about the trouble with the fifties and er actually it was a very good programme er for reminiscing about the fifties . |
| 8 | They searched the flat as detectives drove student Simon Murrell from Liverpool to London for questioning about the Wimbledon Common murder of ex-model Rachel . |
| 9 | A woman wanted for questioning about the disappearance of thousands of pounds of charity money says she can prove her innocence . |
| 10 | Often I suggest to children that the piece of paper could be used for learning about the subject they 've decided on , or which I 've given them , in any way they feel is right . |
| 11 | This implies a rejection of any activities undertaken by the mass of the population ( always with the exception of direct revolutionary action ) as a possible basis for learning about the future development of our society . |
| 12 | The opening quotation for this chapter should be placed over every school library catalogue for the message is the need for librarians to provide learners with a means for learning about the interrelationships of subjects in an increasingly multi-disciplinary school environment . |
| 13 | Once there are more data available , and the phenomena are established as real , the way is open for theorising about the nature of UAPs . |
| 14 | Each unit has a ‘ Let's Talk ’ section with model conversations for talking about the games and puzzles , and a ‘ Let's Write ’ section with written exercises . |
| 15 | The language for talking about the undergraduate curriculum already exists ; it is a matter of using it . |
| 16 | Try to focus on the positive , on what a scene did achieve rather than what it did n't ; give them a vocabulary for talking about the work . |
| 17 | But I think the more important reason for talking about the Ministry of the New Church , or the Ministry of the Church is because of the erm developing needs and the developing thoughts and ideas which are actually additions which are the , the crucial area where ministry takes place . |
| 18 | Therefore , I decided that I had the clue to something that had long baffled me , that whereas Levis 's strict division of the world into sensuous particulars and more intellectual abstractions — I hope I 'm being fair to him , I 'm caricaturing and shortening _ whereas this was applicable to the modern period , it probably was n't to the period I decided , I think , roughly before the eighteenth century , and with this in mind I then turned to the mysterious last plays of Shakespeare that we 've been talking about earlier and tried to see whether the sense one gets in those plays of love , for example , not as simply a logical construction for talking about the way people behave in relation to each other , but as some kind of spiritual entity existing prior to the human subjects in the play , whether that sense could be in some degree confirmed and explained by an investigation of the general use of universals in the period and earlier . |
| 19 | And with this in mind I then turned to the mysterious last plays of Shakespeare that we 've been talking about earlier , erm and tried to see whether the sense one gets in those plays of love , for example , not as erm simply a logical construction for talking about the way people talk in relation to each other , but as some kind of spiritual entity , existing prior to the human subjects in the play , whether that sense could be in some degree confirmed and explained by an investigation of the general use of universals in the period and earlier . |
| 20 | It was not a day for arguing about the size of tips . |
| 21 | As a starting point for thinking about the novelistic of television , I would propose a chronotope which , while retaining the centrality of character , frees space and time to a much greater extent from the strict service of narrative logic . |
| 22 | The important issue is not whether these suggestions provide a useful starting point for thinking about the ‘ success ’ of the new authorities but that such tests have to be devised before events start to unfold in order to enable sensible evaluations to be made . |
| 23 | I shall explore three frames of reference for thinking about the undergraduate curriculum : in terms of knowledge , in terms of the relationship between curriculum and society , and in terms of the development of individual potential . |
| 24 | The need for some kind of frame of reference for thinking about the curriculum , and asking what is and should be taught is most obvious in the schools . |
| 25 | And we have sketched out three broad frames of reference for thinking about the undergraduate curriculum : in terms of knowledge , society and student development . |
| 26 | The first major chapter of the document contains a discussion of various types of rationale that teachers could use for thinking about the curriculum . |
| 27 | Maybe someone will provide a 24-hour 0898 number which we can dial when we ca n't sleep at night for thinking about the copy of Milan Kundera 's Immortality lying untouched on the bedside table . |
| 28 | Sometimes he could not sleep at night for thinking about the one time it had happened . |
| 29 | Some of the changes to our critical practice which results from incorporating new models for thinking about the relation between Renaissance literary texts and their historical context can be illustrated by considering a sonnet by Sir Thomas Wyatt : |
| 30 | In the process , the project should generate an appropriate framework for thinking about the provision of business support services which could in principle be applied to any locality . |