Phrasebook

en giving reasons 3   »   it giustificare qualcosa 3

77 [seventy-seven]

giving reasons 3

giving reasons 3

77 [settantasette]

giustificare qualcosa 3

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Why aren’t you eating the cake? P-rc-é ------ngi- l---orta? Perché non mangia la torta? P-r-h- n-n m-n-i- l- t-r-a- --------------------------- Perché non mangia la torta? 0
I must lose weight. D-v---im---i--. Devo dimagrire. D-v- d-m-g-i-e- --------------- Devo dimagrire. 0
I’m not eating it because I must lose weight. N-- -a---ngi- -erc------- --ma--i--. Non la mangio perché devo dimagrire. N-n l- m-n-i- p-r-h- d-v- d-m-g-i-e- ------------------------------------ Non la mangio perché devo dimagrire. 0
Why aren’t you drinking the beer? Pe--hé -on b-v---- -i-ra? Perché non beve la birra? P-r-h- n-n b-v- l- b-r-a- ------------------------- Perché non beve la birra? 0
I have to drive. Devo ----ar-. Devo guidare. D-v- g-i-a-e- ------------- Devo guidare. 0
I’m not drinking it because I have to drive. No- ----ev--pe-c-é--ev---uidar-. Non la bevo perché devo guidare. N-n l- b-v- p-r-h- d-v- g-i-a-e- -------------------------------- Non la bevo perché devo guidare. 0
Why aren’t you drinking the coffee? P-r--- ----bev--i- -aff-? Perché non bevi il caffè? P-r-h- n-n b-v- i- c-f-è- ------------------------- Perché non bevi il caffè? 0
It is cold. È-f---d-. È freddo. È f-e-d-. --------- È freddo. 0
I’m not drinking it because it is cold. Non-l--bevo --r-h- ----eddo. Non lo bevo perché è freddo. N-n l- b-v- p-r-h- è f-e-d-. ---------------------------- Non lo bevo perché è freddo. 0
Why aren’t you drinking the tea? Pe-c---no--be-i -- --? Perché non bevi il tè? P-r-h- n-n b-v- i- t-? ---------------------- Perché non bevi il tè? 0
I have no sugar. No- ----u---e--. Non ho zucchero. N-n h- z-c-h-r-. ---------------- Non ho zucchero. 0
I’m not drinking it because I don’t have any sugar. N----o be-o -erc-é non--o zu--hero. Non lo bevo perché non ho zucchero. N-n l- b-v- p-r-h- n-n h- z-c-h-r-. ----------------------------------- Non lo bevo perché non ho zucchero. 0
Why aren’t you eating the soup? Per--- --- m----a -a -in---ra? Perché non mangia la minestra? P-r-h- n-n m-n-i- l- m-n-s-r-? ------------------------------ Perché non mangia la minestra? 0
I didn’t order it. N-n----o--rdinata. Non l’ho ordinata. N-n l-h- o-d-n-t-. ------------------ Non l’ho ordinata. 0
I’m not eating it because I didn’t order it. Non----m-n--o -----é--o---’h- -----ata. Non la mangio perché non l’ho ordinata. N-n l- m-n-i- p-r-h- n-n l-h- o-d-n-t-. --------------------------------------- Non la mangio perché non l’ho ordinata. 0
Why don’t you eat the meat? Perché -o--mang-a--- c-rne? Perché non mangia la carne? P-r-h- n-n m-n-i- l- c-r-e- --------------------------- Perché non mangia la carne? 0
I am a vegetarian. Son- --g---ria-o. Sono vegetariano. S-n- v-g-t-r-a-o- ----------------- Sono vegetariano. 0
I’m not eating it because I am a vegetarian. No- -a-ma-gi- pe-ché ---- -------iano. Non la mangio perché sono vegetariano. N-n l- m-n-i- p-r-h- s-n- v-g-t-r-a-o- -------------------------------------- Non la mangio perché sono vegetariano. 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…