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en giving reasons 3   »   nn giving reasons 3

77 [seventy-seven]

giving reasons 3

giving reasons 3

77 [syttisju]

giving reasons 3

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Why aren’t you eating the cake? K---o--et ---ik-j- -a-a? Kvifor et du ikkje kaka? K-i-o- e- d- i-k-e k-k-? ------------------------ Kvifor et du ikkje kaka? 0
I must lose weight. Eg--------ke meg. Eg må slanke meg. E- m- s-a-k- m-g- ----------------- Eg må slanke meg. 0
I’m not eating it because I must lose weight. E---t------ --rd- -g-må-s--n-e me-. Eg et ikkje fordi eg må slanke meg. 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--fo- dr-kk--u i-k---øl? Kvifor drikk du ikkje øl? K-i-o- d-i-k d- i-k-e ø-? ------------------------- Kvifor drikk du ikkje øl? 0
I have to drive. E--må-køy--. Eg må køyre. E- m- k-y-e- ------------ Eg må køyre. 0
I’m not drinking it because I have to drive. E---rik------- f--di ---m- -øy--. Eg drikk ikkje fordi eg må køyre. 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? Kv-f-----i-k-du---k-e ------n? Kvifor drikk du ikkje kaffien? K-i-o- d-i-k d- i-k-e k-f-i-n- ------------------------------ Kvifor drikk du ikkje kaffien? 0
It is cold. Ha- -- k--d. Han er kald. H-n e- k-l-. ------------ Han er kald. 0
I’m not drinking it because it is cold. E----i---ha- ik-je-------han -------. Eg drikk han ikkje fordi han er kald. 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? K-if---dr-kk--u-ikk-e -e--? Kvifor drikk du ikkje teen? K-i-o- d-i-k d- i-k-e t-e-? --------------------------- Kvifor drikk du ikkje teen? 0
I have no sugar. E--har -kkj---uk-er. Eg har ikkje sukker. 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. E----i-k han----j----r-- e--i--j------s-kke-. Eg drikk han ikkje fordi eg ikkje har sukker. 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? Kvif-r-e---u i---e-s-p-a? Kvifor et du ikkje suppa? K-i-o- e- d- i-k-e s-p-a- ------------------------- Kvifor et du ikkje suppa? 0
I didn’t order it. Eg --- ik-j--b-st-l- -o. Eg har ikkje bestilt ho. 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. E- ------i---e --rd--e--i-k-e-h-r --s-i-----. Eg et ho ikkje fordi eg ikkje har bestilt ho. 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-i--r -- ------j- kjøte-? Kvifor et du ikkje kjøtet? K-i-o- e- d- i-k-e k-ø-e-? -------------------------- Kvifor et du ikkje kjøtet? 0
I am a vegetarian. E--er -ege-ari-n--. Eg er vegetarianar. E- e- v-g-t-r-a-a-. ------------------- Eg er vegetarianar. 0
I’m not eating it because I am a vegetarian. Eg-e- --t-ikk---f-r-i-----r v----a--anar. Eg et det ikkje fordi eg er vegetarianar. 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…