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en Giving reasons 3   »   lv kaut ko pamatot 3

77 [seventy-seven]

Giving reasons 3

Giving reasons 3

77 [septiņdesmit septiņi]

kaut ko pamatot 3

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Why aren’t you eating the cake? K-pēc J-----ē-a- tor-i? K____ J__ n_____ t_____ K-p-c J-s n-ē-a- t-r-i- ----------------------- Kāpēc Jūs neēdat torti? 0
I must lose weight. M-n--ās----in- s--r-. M__ j_________ s_____ M-n j-s-m-z-n- s-a-s- --------------------- Man jāsamazina svars. 0
I’m not eating it because I must lose weight. Es -e-d-, -o--an---s---zi-a-s-a--. E_ n_____ j_ m__ j_________ s_____ E- n-ē-u- j- m-n j-s-m-z-n- s-a-s- ---------------------------------- Es neēdu, jo man jāsamazina svars. 0
Why aren’t you drinking the beer? K------ūs-----er-- alu? K____ J__ n_______ a___ K-p-c J-s n-d-e-a- a-u- ----------------------- Kāpēc Jūs nedzerat alu? 0
I have to drive. Man ----jā-r-uc. M__ v__ j_______ M-n v-l j-b-a-c- ---------------- Man vēl jābrauc. 0
I’m not drinking it because I have to drive. E- -o-n--ze-u,-j---a--vēl-jā--a-c. E_ t_ n_______ j_ m__ v__ j_______ E- t- n-d-e-u- j- m-n v-l j-b-a-c- ---------------------------------- Es to nedzeru, jo man vēl jābrauc. 0
Why aren’t you drinking the coffee? Kā-ēc--u n----- -af-j-? K____ t_ n_____ k______ K-p-c t- n-d-e- k-f-j-? ----------------------- Kāpēc tu nedzer kafiju? 0
It is cold. T---r-au----. T_ i_ a______ T- i- a-k-t-. ------------- Tā ir auksta. 0
I’m not drinking it because it is cold. E------edz--u,--o--- ir -----a. E_ t_ n_______ j_ t_ i_ a______ E- t- n-d-e-u- j- t- i- a-k-t-. ------------------------------- Es to nedzeru, jo tā ir auksta. 0
Why aren’t you drinking the tea? K-p-c--u---dz-- t-ju? K____ t_ n_____ t____ K-p-c t- n-d-e- t-j-? --------------------- Kāpēc tu nedzer tēju? 0
I have no sugar. Man-----c--ura. M__ n__ c______ M-n n-v c-k-r-. --------------- Man nav cukura. 0
I’m not drinking it because I don’t have any sugar. Es t- ned---u- -o---n--av-cu-u--. E_ t_ n_______ j_ m__ n__ c______ E- t- n-d-e-u- j- m-n n-v c-k-r-. --------------------------------- Es to nedzeru, jo man nav cukura. 0
Why aren’t you eating the soup? K--ēc--ū- --ēda--zup-? K____ J__ n_____ z____ K-p-c J-s n-ē-a- z-p-? ---------------------- Kāpēc Jūs neēdat zupu? 0
I didn’t order it. Es to --pa--t--u. E_ t_ n__________ E- t- n-p-s-t-j-. ----------------- Es to nepasūtīju. 0
I’m not eating it because I didn’t order it. E- t--ne--------n-pasū-ī--. E_ t_ n_____ j_ n__________ E- t- n-ē-u- j- n-p-s-t-j-. --------------------------- Es to neēdu, jo nepasūtīju. 0
Why don’t you eat the meat? Kāpēc J-s--eēd----a-u? K____ J__ n_____ g____ K-p-c J-s n-ē-a- g-ļ-? ---------------------- Kāpēc Jūs neēdat gaļu? 0
I am a vegetarian. E-----u ---etār-ete. E_ e___ v___________ E- e-m- v-ģ-t-r-e-e- -------------------- Es esmu veģetāriete. 0
I’m not eating it because I am a vegetarian. E---- neēdu---o e--u--e---ā----e. E_ t_ n_____ j_ e___ v___________ E- t- n-ē-u- j- e-m- v-ģ-t-r-e-e- --------------------------------- Es to neēdu, jo esmu veģetāriete. 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…