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en Giving reasons 3   »   it giustificare qualcosa 3

77 [seventy-seven]

Giving reasons 3

Giving reasons 3

77 [settantasette]

giustificare qualcosa 3

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Why aren’t you eating the cake? Per-h- --n ------ -- t-r--? P_____ n__ m_____ l_ t_____ P-r-h- n-n m-n-i- l- t-r-a- --------------------------- Perché non mangia la torta? 0
I must lose weight. D--- d-m--rire. D___ d_________ D-v- d-m-g-i-e- --------------- Devo dimagrire. 0
I’m not eating it because I must lose weight. No---- -a-gio-pe-ché d-v- --m---ire. N__ l_ m_____ p_____ d___ d_________ N-n l- m-n-i- p-r-h- d-v- d-m-g-i-e- ------------------------------------ Non la mangio perché devo dimagrire. 0
Why aren’t you drinking the beer? Pe-c-é n-- b----l- bi---? P_____ n__ b___ l_ b_____ P-r-h- n-n b-v- l- b-r-a- ------------------------- Perché non beve la birra? 0
I have to drive. D--o----da--. D___ g_______ D-v- g-i-a-e- ------------- Devo guidare. 0
I’m not drinking it because I have to drive. No- l---e---per-h----v- -ui-a--. N__ l_ b___ p_____ d___ g_______ N-n l- b-v- p-r-h- d-v- g-i-a-e- -------------------------------- Non la bevo perché devo guidare. 0
Why aren’t you drinking the coffee? Perc-é--on bev- ----a---? P_____ n__ b___ i_ c_____ P-r-h- n-n b-v- i- c-f-è- ------------------------- Perché non bevi il caffè? 0
It is cold. È -r-d-o. È f______ È f-e-d-. --------- È freddo. 0
I’m not drinking it because it is cold. N----o b--o--e--h--------d-. N__ l_ b___ p_____ è f______ N-n l- b-v- p-r-h- è f-e-d-. ---------------------------- Non lo bevo perché è freddo. 0
Why aren’t you drinking the tea? P--c-é --- b-v- i- tè? P_____ n__ b___ i_ t__ P-r-h- n-n b-v- i- t-? ---------------------- Perché non bevi il tè? 0
I have no sugar. Non-ho---c---r-. N__ h_ z________ N-n h- z-c-h-r-. ---------------- Non ho zucchero. 0
I’m not drinking it because I don’t have any sugar. N-- l--b-v- -er-hé n-n -- ---c--ro. N__ l_ b___ p_____ n__ h_ z________ N-n l- b-v- p-r-h- n-n h- z-c-h-r-. ----------------------------------- Non lo bevo perché non ho zucchero. 0
Why aren’t you eating the soup? P--c-é non m-ngi- la min---r-? P_____ n__ m_____ l_ m________ P-r-h- n-n m-n-i- l- m-n-s-r-? ------------------------------ Perché non mangia la minestra? 0
I didn’t order it. No- l--- -r-ina-a. N__ l___ o________ N-n l-h- o-d-n-t-. ------------------ Non l’ho ordinata. 0
I’m not eating it because I didn’t order it. Non-l----ngi- pe-c---no- -’-o or-----a. N__ l_ m_____ p_____ n__ l___ o________ N-n l- m-n-i- p-r-h- n-n l-h- o-d-n-t-. --------------------------------------- Non la mangio perché non l’ho ordinata. 0
Why don’t you eat the meat? P--ch--n-n -----a-la c-r--? P_____ n__ m_____ l_ c_____ P-r-h- n-n m-n-i- l- c-r-e- --------------------------- Perché non mangia la carne? 0
I am a vegetarian. S--o --g--a-i---. S___ v___________ S-n- v-g-t-r-a-o- ----------------- Sono vegetariano. 0
I’m not eating it because I am a vegetarian. No- l---angio ---c---so-o v---ta---n-. N__ l_ m_____ p_____ s___ v___________ N-n l- m-n-i- p-r-h- s-n- v-g-t-r-a-o- -------------------------------------- Non la mangio perché sono vegetariano. 0

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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…