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en giving reasons 3   »   lv kaut ko pamatot 3

77 [seventy-seven]

giving reasons 3

giving reasons 3

77 [septiņdesmit septiņi]

kaut ko pamatot 3

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Why aren’t you eating the cake? Kāp------ ----at tor--? Kāpēc Jūs neēdat torti? K-p-c J-s n-ē-a- t-r-i- ----------------------- Kāpēc Jūs neēdat torti? 0
I must lose weight. Man----a-a-i-a-s----. Man jāsamazina svars. M-n j-s-m-z-n- s-a-s- --------------------- Man jāsamazina svars. 0
I’m not eating it because I must lose weight. E---e-du--jo--an -ā-------a-s--r-. Es neēdu, jo man jāsamazina svars. E- n-ē-u- j- m-n j-s-m-z-n- s-a-s- ---------------------------------- Es neēdu, jo man jāsamazina svars. 0
Why aren’t you drinking the beer? Kā--c Jū--ne----a--al-? Kāpēc Jūs nedzerat alu? K-p-c J-s n-d-e-a- a-u- ----------------------- Kāpēc Jūs nedzerat alu? 0
I have to drive. M-n-v-- jā-ra-c. Man vēl jābrauc. M-n v-l j-b-a-c- ---------------- Man vēl jābrauc. 0
I’m not drinking it because I have to drive. E- -o n----ru,----m----ē--jābr-u-. Es to nedzeru, jo man vēl jābrauc. E- t- n-d-e-u- j- m-n v-l j-b-a-c- ---------------------------------- Es to nedzeru, jo man vēl jābrauc. 0
Why aren’t you drinking the coffee? Kā--c tu---d--r --f-ju? Kāpēc tu nedzer kafiju? K-p-c t- n-d-e- k-f-j-? ----------------------- Kāpēc tu nedzer kafiju? 0
It is cold. Tā i--au---a. Tā ir auksta. T- i- a-k-t-. ------------- Tā ir auksta. 0
I’m not drinking it because it is cold. E---- -e---ru, j- t- -r-a-kst-. Es to nedzeru, jo tā ir auksta. E- t- n-d-e-u- j- t- i- a-k-t-. ------------------------------- Es to nedzeru, jo tā ir auksta. 0
Why aren’t you drinking the tea? K---c -u-n-d-e- --j-? Kāpēc tu nedzer tēju? K-p-c t- n-d-e- t-j-? --------------------- Kāpēc tu nedzer tēju? 0
I have no sugar. M-- -a- --ku-a. Man nav cukura. M-n n-v c-k-r-. --------------- Man nav cukura. 0
I’m not drinking it because I don’t have any sugar. E-----n--z--u,-j--ma- -a--c-kur-. Es to nedzeru, jo man nav cukura. E- t- n-d-e-u- j- m-n n-v c-k-r-. --------------------------------- Es to nedzeru, jo man nav cukura. 0
Why aren’t you eating the soup? K---c---s --ē-at-zu--? Kāpēc Jūs neēdat zupu? K-p-c J-s n-ē-a- z-p-? ---------------------- Kāpēc Jūs neēdat zupu? 0
I didn’t order it. E---- -e-asūt-ju. Es to nepasūtīju. E- t- n-p-s-t-j-. ----------------- Es to nepasūtīju. 0
I’m not eating it because I didn’t order it. E--to n-ēdu---o nep-sū---u. Es to neēdu, jo nepasūtīju. E- t- n-ē-u- j- n-p-s-t-j-. --------------------------- Es to neēdu, jo nepasūtīju. 0
Why don’t you eat the meat? K-p-c --- neēd-- g--u? Kāpēc Jūs neēdat gaļu? K-p-c J-s n-ē-a- g-ļ-? ---------------------- Kāpēc Jūs neēdat gaļu? 0
I am a vegetarian. E- ---u v--etā--et-. Es esmu veģetāriete. E- e-m- v-ģ-t-r-e-e- -------------------- Es esmu veģetāriete. 0
I’m not eating it because I am a vegetarian. Es--o neē--, -o--smu --ģ---ri---. Es to neēdu, jo esmu veģetāriete. E- t- n-ē-u- j- e-m- v-ģ-t-r-e-e- --------------------------------- Es to neēdu, jo esmu veģetāriete. 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…