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en Giving reasons 3   »   et midagi põhjendama 3

77 [seventy-seven]

Giving reasons 3

Giving reasons 3

77 [seitsekümmend seitse]

midagi põhjendama 3

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Why aren’t you eating the cake? M-k- te t---i e- -ö-? M___ t_ t____ e_ s___ M-k- t- t-r-i e- s-ö- --------------------- Miks te torti ei söö? 0
I must lose weight. Ma --an a-l---õ-ma. M_ p___ a___ v_____ M- p-a- a-l- v-t-a- ------------------- Ma pean alla võtma. 0
I’m not eating it because I must lose weight. M--e--sö------- -es- ma-pean-a-l- v-t--. M_ e_ s__ s____ s___ m_ p___ a___ v_____ M- e- s-ö s-d-, s-s- m- p-a- a-l- v-t-a- ---------------------------------------- Ma ei söö seda, sest ma pean alla võtma. 0
Why aren’t you drinking the beer? Mi-s ---õ-u- e--j-o? M___ t_ õ___ e_ j___ M-k- t- õ-u- e- j-o- -------------------- Miks te õlut ei joo? 0
I have to drive. M- p-a---ee- s-i-ma. M_ p___ v___ s______ M- p-a- v-e- s-i-m-. -------------------- Ma pean veel sõitma. 0
I’m not drinking it because I have to drive. M--e--joo--eda,-s-st-------e-l -õ-tma. M_ e_ j__ s____ s___ p___ v___ s______ M- e- j-o s-d-, s-s- p-a- v-e- s-i-m-. -------------------------------------- Ma ei joo seda, sest pean veel sõitma. 0
Why aren’t you drinking the coffee? M--s ---k-----e- j-o? M___ s_ k____ e_ j___ M-k- s- k-h-i e- j-o- --------------------- Miks sa kohvi ei joo? 0
It is cold. S-e -n --lm. S__ o_ k____ S-e o- k-l-. ------------ See on külm. 0
I’m not drinking it because it is cold. Ma -i j-o-----, s--t s-e o- -ü--. M_ e_ j__ s____ s___ s__ o_ k____ M- e- j-o s-d-, s-s- s-e o- k-l-. --------------------------------- Ma ei joo seda, sest see on külm. 0
Why aren’t you drinking the tea? M--s -- --ed--i----? M___ s_ t___ e_ j___ M-k- s- t-e- e- j-o- -------------------- Miks sa teed ei joo? 0
I have no sugar. M-- e--o-e-s---rut. M__ e_ o__ s_______ M-l e- o-e s-h-r-t- ------------------- Mul ei ole suhkrut. 0
I’m not drinking it because I don’t have any sugar. M- -- --- --da, s-st-mul -- o-e-suhk---. M_ e_ j__ s____ s___ m__ e_ o__ s_______ M- e- j-o s-d-, s-s- m-l e- o-e s-h-r-t- ---------------------------------------- Ma ei joo seda, sest mul ei ole suhkrut. 0
Why aren’t you eating the soup? Mik--t-----pi-------? M___ t_ s____ e_ s___ M-k- t- s-p-i e- s-ö- --------------------- Miks te suppi ei söö? 0
I didn’t order it. M- e- ---lin-d--e-a. M_ e_ t_______ s____ M- e- t-l-i-u- s-d-. -------------------- Ma ei tellinud seda. 0
I’m not eating it because I didn’t order it. M--ei-söö s--a, s-st m--e----e s-d--te--inud. M_ e_ s__ s____ s___ m_ e_ o__ s___ t________ M- e- s-ö s-d-, s-s- m- e- o-e s-d- t-l-i-u-. --------------------------------------------- Ma ei söö seda, sest ma ei ole seda tellinud. 0
Why don’t you eat the meat? Miks t- -i-a--i sö-? M___ t_ l___ e_ s___ M-k- t- l-h- e- s-ö- -------------------- Miks te liha ei söö? 0
I am a vegetarian. Ma--len--a-m---i--a--. M_ o___ t_____________ M- o-e- t-i-e-o-t-a-e- ---------------------- Ma olen taimetoitlane. 0
I’m not eating it because I am a vegetarian. Ma----sö-----a, s-s--m- o--n---imet---lan-. M_ e_ s__ s____ s___ m_ o___ t_____________ M- e- s-ö s-d-, s-s- m- o-e- t-i-e-o-t-a-e- ------------------------------------------- Ma ei söö seda, sest ma olen taimetoitlane. 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…