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giving reasons 3   »  
‫לתרץ משהו 3‬

77 [seventy-seven]

giving reasons 3

giving reasons 3

‫77 [שבעים ושבע]‬

77 [shiv\'im w\'sheva]

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‫לתרץ משהו 3‬

[letarets mashehu 3]

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You can click on each blank to see the text or:   

English (UK) Hebrew Play More
Why aren’t you eating the cake? ‫מ--- א- / ה ל- א--- / ת א- ה----?‬ ‫מדוע את / ה לא אוכל / ת את העוגה?‬ 0
ma---- a---/a- l- o----/o------ e- h------? madu'a atah/at lo okhel/okhelet et ha'ugah? 		+
I must lose weight. ‫א-- מ---- / ה ל----.‬ ‫אני מוכרח / ה לרזות.‬ 0
an- m------/m-------- l-----. ani mukhrax/mukhraxah lirzot. 		+
I’m not eating it because I must lose weight. ‫א-- ל- א--- א--- כ- א-- מ---- / ה ל----.‬ ‫אני לא אוכל אותה כי אני מוכרח / ה לרזות.‬ 0
an- l- o----/o------ o--- k- a-- m------/m-------- l-----. ani lo okhel/okhelet otah ki ani mukhrax/mukhraxah lirzot. 		+
     
Why aren’t you drinking the beer? ‫מ--- א- / ה ל- ש--- א- ה----?‬ ‫מדוע את / ה לא שותה את הבירה?‬ 0
ma---- a---/a- l- s-----/s----- e- h------? madu'a atah/at lo shoteh/shotah et habirah? 		+
I have to drive. ‫א-- צ--- / ה ל----.‬ ‫אני צריך / ה לנהוג.‬ 0
an- t------/t------- l-----. ani tsarikh/tsrikhah linhog. 		+
I’m not drinking it because I have to drive. ‫א-- ל- ש--- א--- כ- א-- צ--- / ה ל----.‬ ‫אני לא שותה אותה כי אני צריך / ה לנהוג.‬ 0
an- l- s-----/s----- o--- k- a-- t------/t------- l-----. ani lo shoteh/shotah otah ki ani tsarikh/tsrikhah linhog. 		+
     
Why aren’t you drinking the coffee? ‫מ--- א- / ה ל- ש--- א- ה---?‬ ‫מדוע את / ה לא שותה את הקפה?‬ 0
ma---- a---/a- l- s-----/s----- e- h------? madu'a atah/at lo shoteh/shotah et haqafeh? 		+
It is cold. ‫ה-- ק-.‬ ‫הוא קר.‬ 0
hu q--. hu qar. 		+
I’m not drinking it because it is cold. ‫א-- ל- ש--- א--- כ- ה-- ק-.‬ ‫אני לא שותה אותו כי הוא קר.‬ 0
an- l- s-----/s----- o-- k- h- q--. ani lo shoteh/shotah oto ki hu qar. 		+
     
Why aren’t you drinking the tea? ‫מ--- א- / ה ל- ש--- א- ה--?‬ ‫מדוע את / ה לא שותה את התה?‬ 0
ma---- a---/a- l- s-----/s----- e- h----? madu'a atah/at lo shoteh/shotah et hateh? 		+
I have no sugar. ‫א-- ל- ס---.‬ ‫אין לי סוכר.‬ 0
ey- l- s----. eyn li sukar. 		+
I’m not drinking it because I don’t have any sugar. ‫א-- ל- ש--- א--- כ- א-- ל- ס---.‬ ‫אני לא שותה אותו כי אין לי סוכר.‬ 0
an- l- s-----/s----- o-- k- e-- l- s----. ani lo shoteh/shotah oto ki eyn li sukar. 		+
     
Why aren’t you eating the soup? ‫מ--- א- / ה ל- א--- / ת א- ה---?‬ ‫מדוע את / ה לא אוכל / ת את המרק?‬ 0
ma---- a---/a- l- o----/o------ e- h------? madu'a atah/at lo okhel/okhelet et hamaraq? 		+
I didn’t order it. ‫ל- ה----- א---.‬ ‫לא הזמנתי אותו.‬ 0
lo h------- o--. lo hizmanti oto. 		+
I’m not eating it because I didn’t order it. ‫א-- ל- א--- / ת א- ה--- כ- ל- ה----- א---.‬ ‫אני לא אוכל / ת את המרק כי לא הזמנתי אותו.‬ 0
an- l- o----/o------ e- h------ k- l- h------- o--. ani lo okhel/okhelet et hamaraq ki lo hizmanti oto. 		+
     
Why don’t you eat the meat? ‫מ--- א- / ה ל- א--- / ת א- ה---?‬ ‫מדוע את / ה לא אוכל / ת את הבשר?‬ 0
ma---- a---/a- l- o----/o------ e- h-------? madu'a atah/at lo okhel/okhelet et habassar? 		+
I am a vegetarian. ‫א-- צ----- / ת.‬ ‫אני צמחוני / ת.‬ 0
an- t-------/t--------. ani tsimxoni/tsimxonit. 		+
I’m not eating it because I am a vegetarian. ‫א-- ל- א--- / ת א- ה--- כ- א-- צ----- / ת.‬ ‫אני לא אוכל / ת את הבשר כי אני צמחוני / ת.‬ 0
an- l- o----/o------ e- h------- k- a-- t-------/t--------. ani lo okhel/okhelet et habassar ki ani tsimxoni/tsimxonit. 		+
     

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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…