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en Giving reasons 3   »   pt justificar alguma coisa 3

77 [seventy-seven]

Giving reasons 3

Giving reasons 3

77 [setenta e sete]

justificar alguma coisa 3

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Why aren’t you eating the cake? P--q-e-é -u--não --me----ar-e? P_____ é q__ n__ c___ a t_____ P-r-u- é q-e n-o c-m- a t-r-e- ------------------------------ Porque é que não come a tarte? 0
I must lose weight. Eu ten-o--ue e----e---. E_ t____ q__ e_________ E- t-n-o q-e e-a-r-c-r- ----------------------- Eu tenho que emagrecer. 0
I’m not eating it because I must lose weight. E- --o a--o-o ---qu- te--- qu--e--gr----. E_ n__ a c___ p_____ t____ q__ e_________ E- n-o a c-m- p-r-u- t-n-o q-e e-a-r-c-r- ----------------------------------------- Eu não a como porque tenho que emagrecer. 0
Why aren’t you drinking the beer? Porq-e-- -ue---- beb- a---r-e-a? P_____ é q__ n__ b___ a c_______ P-r-u- é q-e n-o b-b- a c-r-e-a- -------------------------------- Porque é que não bebe a cerveja? 0
I have to drive. Eu ai-da -e-h- -----o-d-zir. E_ a____ t____ q__ c________ E- a-n-a t-n-o q-e c-n-u-i-. ---------------------------- Eu ainda tenho que conduzir. 0
I’m not drinking it because I have to drive. E----o-a be-o --r-u-----da----ho --- -on--zir. E_ n__ a b___ p_____ a____ t____ q__ c________ E- n-o a b-b- p-r-u- a-n-a t-n-o q-e c-n-u-i-. ---------------------------------------------- Eu não a bebo porque ainda tenho que conduzir. 0
Why aren’t you drinking the coffee? P--q---- -ue-n-- be-e--o---f-? P_____ é q__ n__ b____ o c____ P-r-u- é q-e n-o b-b-s o c-f-? ------------------------------ Porque é que não bebes o café? 0
It is cold. E-e e-t--f--o. E__ e___ f____ E-e e-t- f-i-. -------------- Ele está frio. 0
I’m not drinking it because it is cold. Eu-----o-b--o-----u------ --io. E_ n__ o b___ p_____ e___ f____ E- n-o o b-b- p-r-u- e-t- f-i-. ------------------------------- Eu não o bebo porque está frio. 0
Why aren’t you drinking the tea? Por-u------- nã--b-b-s o----? P_____ é q__ n__ b____ o c___ P-r-u- é q-e n-o b-b-s o c-á- ----------------------------- Porque é que não bebes o chá? 0
I have no sugar. Eu não ----- a-ú-a-. E_ n__ t____ a______ E- n-o t-n-o a-ú-a-. -------------------- Eu não tenho açúcar. 0
I’m not drinking it because I don’t have any sugar. E- n-o - beb--p----e --o -enh---ç----. E_ n__ o b___ p_____ n__ t____ a______ E- n-o o b-b- p-r-u- n-o t-n-o a-ú-a-. -------------------------------------- Eu não o bebo porque não tenho açúcar. 0
Why aren’t you eating the soup? Por-ue --q-e-n-o com- a--op-? P_____ é q__ n__ c___ a s____ P-r-u- é q-e n-o c-m- a s-p-? ----------------------------- Porque é que não come a sopa? 0
I didn’t order it. E- -ão ------. E_ n__ a p____ E- n-o a p-d-. -------------- Eu não a pedi. 0
I’m not eating it because I didn’t order it. Eu n-o-- com- por----------p---. E_ n__ a c___ p_____ n__ a p____ E- n-o a c-m- p-r-u- n-o a p-d-. -------------------------------- Eu não a como porque não a pedi. 0
Why don’t you eat the meat? Po-q-- é q-- -ão--o---- -ar--? P_____ é q__ n__ c___ a c_____ P-r-u- é q-e n-o c-m- a c-r-e- ------------------------------ Porque é que não come a carne? 0
I am a vegetarian. Eu so- --ge-----n--/--. E_ s__ v__________ /___ E- s-u v-g-t-r-a-o /-a- ----------------------- Eu sou vegetariano /-a. 0
I’m not eating it because I am a vegetarian. E- ----a c--- --rq-- ----v--e-a-iano /-a. E_ n__ a c___ p_____ s__ v__________ /___ E- n-o a c-m- p-r-u- s-u v-g-t-r-a-o /-a- ----------------------------------------- Eu não a como porque sou vegetariano /-a. 0

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MP3 English (UK) + Portuguese (PT) (1-100) MP3 Portuguese (PT) (1-100)

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…