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em Giving reasons 3   »   es dar explicaciones 3

77 [seventy-seven]

Giving reasons 3

Giving reasons 3

77 [setenta y siete]

dar explicaciones 3

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Why aren’t you eating the cake? ¿-or-q-é--- se -om--(------ -l-------? ¿___ q__ n_ s_ c___ (______ e_ p______ ¿-o- q-é n- s- c-m- (-s-e-) e- p-s-e-? -------------------------------------- ¿Por qué no se come (usted) el pastel?
I must lose weight. T---- q-e -del--za-. T____ q__ a_________ T-n-o q-e a-e-g-z-r- -------------------- Tengo que adelgazar.
I’m not eating it because I must lose weight. N- m- ---o-el --st-l -orq-- d--o ade-g-za-. N_ m_ c___ e_ p_____ p_____ d___ a_________ N- m- c-m- e- p-s-e- p-r-u- d-b- a-e-g-z-r- ------------------------------------------- No me como el pastel porque debo adelgazar.
Why aren’t you drinking the beer? ¿--r --é--o-se--oma-(-s---) -a-c---eza? ¿___ q__ n_ s_ t___ (______ l_ c_______ ¿-o- q-é n- s- t-m- (-s-e-) l- c-r-e-a- --------------------------------------- ¿Por qué no se toma (usted) la cerveza?
I have to drive. Aú- d------nd----. A__ d___ c________ A-n d-b- c-n-u-i-. ------------------ Aún debo conducir.
I’m not drinking it because I have to drive. No--- la -----porq-- -ún-te-go qu--co--u-i-. N_ m_ l_ t___ p_____ a__ t____ q__ c________ N- m- l- t-m- p-r-u- a-n t-n-o q-e c-n-u-i-. -------------------------------------------- No me la tomo porque aún tengo que conducir.
Why aren’t you drinking the coffee? ¿-o- -u- -o ------as-e- -a------)? ¿___ q__ n_ t_ t____ e_ c___ (____ ¿-o- q-é n- t- t-m-s e- c-f- (-ú-? ---------------------------------- ¿Por qué no te tomas el café (tú)?
It is cold. Es-á fr-o. E___ f____ E-t- f-í-. ---------- Está frío.
I’m not drinking it because it is cold. No m- l- t-m- ---que-e-----r--. N_ m_ l_ t___ p_____ e___ f____ N- m- l- t-m- p-r-u- e-t- f-í-. ------------------------------- No me lo tomo porque está frío.
Why aren’t you drinking the tea? ¿P-r q-é no -----ma--e--t-? ¿___ q__ n_ t_ t____ e_ t__ ¿-o- q-é n- t- t-m-s e- t-? --------------------------- ¿Por qué no te tomas el té?
I have no sugar. No -engo-azú--r. N_ t____ a______ N- t-n-o a-ú-a-. ---------------- No tengo azúcar.
I’m not drinking it because I don’t have any sugar. No-me -o t--o p----- no-t-n-o --úca-. N_ m_ l_ t___ p_____ n_ t____ a______ N- m- l- t-m- p-r-u- n- t-n-o a-ú-a-. ------------------------------------- No me lo tomo porque no tengo azúcar.
Why aren’t you eating the soup? ¿-o- q-é-no-se t-m----ste-) -- --p-? ¿___ q__ n_ s_ t___ (______ l_ s____ ¿-o- q-é n- s- t-m- (-s-e-) l- s-p-? ------------------------------------ ¿Por qué no se toma (usted) la sopa?
I didn’t order it. N--la he p----o. N_ l_ h_ p______ N- l- h- p-d-d-. ---------------- No la he pedido.
I’m not eating it because I didn’t order it. N---e--a -o-o-p-r-ue ----a -e --did-. N_ m_ l_ c___ p_____ n_ l_ h_ p______ N- m- l- c-m- p-r-u- n- l- h- p-d-d-. ------------------------------------- No me la como porque no la he pedido.
Why don’t you eat the meat? ¿--r--ué n- s--c--e-(---ed--l- c-r-e? ¿___ q__ n_ s_ c___ (______ l_ c_____ ¿-o- q-é n- s- c-m- (-s-e-) l- c-r-e- ------------------------------------- ¿Por qué no se come (usted) la carne?
I am a vegetarian. So- veg--aria-- /-a. S__ v__________ /___ S-y v-g-t-r-a-o /-a- -------------------- Soy vegetariano /-a.
I’m not eating it because I am a vegetarian. No me -a---m- -orqu- soy----e--rian-----. N_ m_ l_ c___ p_____ s__ v__________ /___ N- m- l- c-m- p-r-u- s-y v-g-t-r-a-o /-a- ----------------------------------------- No me la como porque soy vegetariano /-a.

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Gestures help with the learning of vocabulary

When we learn vocabulary, our brain has a lot of work to do. It must store every new word. But you can support your brain in learning. This is achieved through gestures. Gestures help our memory. It can remember words better if it processes gestures at the same time. A study has clearly proven this. Researchers had test subjects study vocabulary. These words didn't really exist. They belonged to an artificial language. A few words were taught to the test subjects with gestures. That is to say, the test subjects didn't just hear or read the words. Using gestures, they imitated the meaning of the words as well. While they studied, their brain activity was measured. Researchers made an interesting discovery in the process. When the words were learned with gestures, more areas of the brain were active. In addition to the speech center, sensomotoric areas showed activity as well. This additional brain activity influences our memory. In learning with gestures, complex networks form. These networks save the new words in multiple places in the brain. Vocabulary can be processed more efficiently this way. When we want to use certain words our brain finds them faster. They are also stored better. It's important, however, that the gesture is associated with the word. Our brain recognizes when a word and gesture don't go together. The new findings could lead to new teaching methods. Individuals that know little about languages often learn slowly. Perhaps they will learn easier if they imitate the words physically…