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en Giving reasons 3   »   nn grunngje noko 3

77 [seventy-seven]

Giving reasons 3

Giving reasons 3

77 [syttisju]

grunngje noko 3

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Why aren’t you eating the cake? Kv------- -- ik-je --ka? K_____ e_ d_ i____ k____ K-i-o- e- d- i-k-e k-k-? ------------------------ Kvifor et du ikkje kaka? 0
I must lose weight. Eg--- slan-e --g. E_ m_ s_____ m___ E- m- s-a-k- m-g- ----------------- Eg må slanke meg. 0
I’m not eating it because I must lose weight. Eg-e- -kkj- fo-d--e- m- s--n----e-. E_ e_ i____ f____ e_ m_ s_____ m___ E- e- i-k-e f-r-i e- m- s-a-k- m-g- ----------------------------------- Eg et ikkje fordi eg må slanke meg. 0
Why aren’t you drinking the beer? K-if-- -r-kk -u-i--j- ø-? K_____ d____ d_ i____ ø__ K-i-o- d-i-k d- i-k-e ø-? ------------------------- Kvifor drikk du ikkje øl? 0
I have to drive. E- ----ø--e. E_ m_ k_____ E- m- k-y-e- ------------ Eg må køyre. 0
I’m not drinking it because I have to drive. E----i-k-ik-j----r-- eg--å---yre. E_ d____ i____ f____ e_ m_ k_____ E- d-i-k i-k-e f-r-i e- m- k-y-e- --------------------------------- Eg drikk ikkje fordi eg må køyre. 0
Why aren’t you drinking the coffee? K-i-or-----k du----je k-f-i-n? K_____ d____ d_ i____ k_______ K-i-o- d-i-k d- i-k-e k-f-i-n- ------------------------------ Kvifor drikk du ikkje kaffien? 0
It is cold. H---e----ld. H__ e_ k____ H-n e- k-l-. ------------ Han er kald. 0
I’m not drinking it because it is cold. Eg --ikk -an -kkj---ordi -a- er -al-. E_ d____ h__ i____ f____ h__ e_ k____ E- d-i-k h-n i-k-e f-r-i h-n e- k-l-. ------------------------------------- Eg drikk han ikkje fordi han er kald. 0
Why aren’t you drinking the tea? Kvi-o- -r--k du---k-----en? K_____ d____ d_ i____ t____ K-i-o- d-i-k d- i-k-e t-e-? --------------------------- Kvifor drikk du ikkje teen? 0
I have no sugar. Eg ha- --k-e -uk-e-. E_ h__ i____ s______ E- h-r i-k-e s-k-e-. -------------------- Eg har ikkje sukker. 0
I’m not drinking it because I don’t have any sugar. Eg--r--- --- -k--e f-rd--e- -k------r-s-kke-. E_ d____ h__ i____ f____ e_ i____ h__ s______ E- d-i-k h-n i-k-e f-r-i e- i-k-e h-r s-k-e-. --------------------------------------------- Eg drikk han ikkje fordi eg ikkje har sukker. 0
Why aren’t you eating the soup? K--f-- -t -u-i-k-e-sup--? K_____ e_ d_ i____ s_____ K-i-o- e- d- i-k-e s-p-a- ------------------------- Kvifor et du ikkje suppa? 0
I didn’t order it. E- h---ik-je be---l----. E_ h__ i____ b______ h__ E- h-r i-k-e b-s-i-t h-. ------------------------ Eg har ikkje bestilt ho. 0
I’m not eating it because I didn’t order it. Eg--t ----kk-e-f---i e---k--e-har--e-ti-t-ho. E_ e_ h_ i____ f____ e_ i____ h__ b______ h__ E- e- h- i-k-e f-r-i e- i-k-e h-r b-s-i-t h-. --------------------------------------------- Eg et ho ikkje fordi eg ikkje har bestilt ho. 0
Why don’t you eat the meat? K--fo--et--u ----e-kj--et? K_____ e_ d_ i____ k______ K-i-o- e- d- i-k-e k-ø-e-? -------------------------- Kvifor et du ikkje kjøtet? 0
I am a vegetarian. Eg ----e--taria-a-. E_ e_ v____________ E- e- v-g-t-r-a-a-. ------------------- Eg er vegetarianar. 0
I’m not eating it because I am a vegetarian. Eg -t---t-i------or-i -- er -e----ri---r. E_ e_ d__ i____ f____ e_ e_ v____________ E- e- d-t i-k-e f-r-i e- e- v-g-t-r-a-a-. ----------------------------------------- Eg et det ikkje fordi eg er vegetarianar. 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…