Phrasebook

en giving reasons 3   »   da begrunde noget 3

77 [seventy-seven]

giving reasons 3

giving reasons 3

77 [syvoghalvfjerds]

begrunde noget 3

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Why aren’t you eating the cake? Hv-rf-- ---s-- d--ik-e-k---n? Hvorfor spiser du ikke kagen? H-o-f-r s-i-e- d- i-k- k-g-n- ----------------------------- Hvorfor spiser du ikke kagen? 0
I must lose weight. J-- s-a--ta-e mi-. Jeg skal tabe mig. J-g s-a- t-b- m-g- ------------------ Jeg skal tabe mig. 0
I’m not eating it because I must lose weight. J-- sp-se--d-n--kk-,-f-r-i jeg sk-l -ab----g. Jeg spiser den ikke, fordi jeg skal tabe mig. J-g s-i-e- d-n i-k-, f-r-i j-g s-a- t-b- m-g- --------------------------------------------- Jeg spiser den ikke, fordi jeg skal tabe mig. 0
Why aren’t you drinking the beer? Hv---------kk---du----e-----n? Hvorfor drikker du ikke øllen? H-o-f-r d-i-k-r d- i-k- ø-l-n- ------------------------------ Hvorfor drikker du ikke øllen? 0
I have to drive. Je--skal-----. Jeg skal køre. J-g s-a- k-r-. -------------- Jeg skal køre. 0
I’m not drinking it because I have to drive. J---dr---e- de--i-k-- -o-d----g-s-al-k---. Jeg drikker den ikke, fordi jeg skal køre. J-g d-i-k-r d-n i-k-, f-r-i j-g s-a- k-r-. ------------------------------------------ Jeg drikker den ikke, fordi jeg skal køre. 0
Why aren’t you drinking the coffee? Hvo-f-r-d------ -u-ik-e-k--fen? Hvorfor drikker du ikke kaffen? H-o-f-r d-i-k-r d- i-k- k-f-e-? ------------------------------- Hvorfor drikker du ikke kaffen? 0
It is cold. De-----k--d. Den er kold. D-n e- k-l-. ------------ Den er kold. 0
I’m not drinking it because it is cold. J---d----e----n ik--, ---d--den -- -old. Jeg drikker den ikke, fordi den er kold. J-g d-i-k-r d-n i-k-, f-r-i d-n e- k-l-. ---------------------------------------- Jeg drikker den ikke, fordi den er kold. 0
Why aren’t you drinking the tea? H-orf-r d--kker--u --k- t---? Hvorfor drikker du ikke teen? H-o-f-r d-i-k-r d- i-k- t-e-? ----------------------------- Hvorfor drikker du ikke teen? 0
I have no sugar. Je---ar--kke-n---t-sukker. Jeg har ikke noget sukker. J-g h-r i-k- n-g-t s-k-e-. -------------------------- Jeg har ikke noget sukker. 0
I’m not drinking it because I don’t have any sugar. Je--d--kk---------een,--ord---eg--k----a- n-----s-kk--. Jeg drikker ikke teen, fordi jeg ikke har noget sukker. J-g d-i-k-r i-k- t-e-, f-r-i j-g i-k- h-r n-g-t s-k-e-. ------------------------------------------------------- Jeg drikker ikke teen, fordi jeg ikke har noget sukker. 0
Why aren’t you eating the soup? Hv---or s--s----u -kk- -uppe-? Hvorfor spiser du ikke suppen? H-o-f-r s-i-e- d- i-k- s-p-e-? ------------------------------ Hvorfor spiser du ikke suppen? 0
I didn’t order it. Jeg -ar-i--e -es--l--d-n. Jeg har ikke bestilt den. J-g h-r i-k- b-s-i-t d-n- ------------------------- Jeg har ikke bestilt den. 0
I’m not eating it because I didn’t order it. Je--s--ser------kke, --r-- jeg i-k- -ar be-t-lt--e-. Jeg spiser den ikke, fordi jeg ikke har bestilt den. J-g s-i-e- d-n i-k-, f-r-i j-g i-k- h-r b-s-i-t d-n- ---------------------------------------------------- Jeg spiser den ikke, fordi jeg ikke har bestilt den. 0
Why don’t you eat the meat? H--r-o- ----e- -u ikke -ød--? Hvorfor spiser du ikke kødet? H-o-f-r s-i-e- d- i-k- k-d-t- ----------------------------- Hvorfor spiser du ikke kødet? 0
I am a vegetarian. Jeg -r-v-g--a-. Jeg er vegetar. J-g e- v-g-t-r- --------------- Jeg er vegetar. 0
I’m not eating it because I am a vegetarian. Jeg-s-i-er ------k-,-fordi-j-g ---v-g----. Jeg spiser det ikke, fordi jeg er vegetar. J-g s-i-e- d-t i-k-, f-r-i j-g e- v-g-t-r- ------------------------------------------ Jeg spiser det ikke, fordi jeg er vegetar. 0

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…