Subordinate clauses: if   »  
Orações subordinadas com se

93 [ninety-three]

Subordinate clauses: if

Subordinate clauses: if

93 [noventa e três]


Orações subordinadas com se

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I don’t know if he loves me. Eu n-- s-- s- e-- m- a--. Eu não sei se ele me ama. 0 +
I don’t know if he’ll come back. Eu n-- s-- s- e-- v-- v-----. Eu não sei se ele vai voltar. 0 +
I don’t know if he’ll call me. Eu n-- s-- s- e-- m- v-- t--------. Eu não sei se ele me vai telefonar. 0 +
Maybe he doesn’t love me? Se-- q-- e-- m- a--? Será que ele me ama? 0 +
Maybe he won’t come back? Se-- q-- e-- v-- v-----? Será que ele vai voltar? 0 +
Maybe he won’t call me? Se-- q-- e-- m- v-- t--------? Será que ele me vai telefonar? 0 +
I wonder if he thinks about me. Eu p---------- s- e-- p---- e- m--. Eu pergunto-me se ele pensa em mim. 0 +
I wonder if he has someone else. Eu p---------- s- e-- t-- o----. Eu pergunto-me se ele tem outra. 0 +
I wonder if he lies. Eu p---------- s- e-- e--- a m-----. Eu pergunto-me se ele está a mentir. 0 +
Maybe he thinks of me? Se-- q-- e-- p---- e- m--? Será que ele pensa em mim? 0 +
Maybe he has someone else? Se-- q-- e-- t-- o----? Será que ele tem outra? 0 +
Maybe he tells me the truth? Se-- q-- e-- d-- a v------? Será que ele diz a verdade? 0 +
I doubt whether he really likes me. Eu d----- q-- e-- g---- r-------- d- m--. Eu duvido que ele goste realmente de mim. 0 +
I doubt whether he’ll write to me. Eu d----- q-- e-- m- e------. Eu duvido que ele me escreva. 0 +
I doubt whether he’ll marry me. Eu d----- q-- e-- s- c--- c-----. Eu duvido que ele se case comigo. 0 +
Does he really like me? Se-- q-- e-- r-------- g---- d- m--? Será que ele realmente gosta de mim? 0 +
Will he write to me? Se-- q-- e-- m- v-- e-------? Será que ele me vai escrever? 0 +
Will he marry me? Se-- q-- e-- s- v-- c---- c-----? Será que ele se vai casar comigo? 0 +

How does the brain learn grammar?

We begin to learn our native language as babies. This happens automatically. We are not aware of it. Our brain has to accomplish a great deal when learning, however. When we learn grammar, for example, it has a lot of work to do. Every day it hears new things. It receives new stimuli constantly. The brain can't process every stimulus individually, however. It has to act economically. Therefore, it orients itself toward regularity. The brain remembers what it hears often. It registers how often a specific thing occurs. Then it makes a grammatical rule out of these examples. Children know whether a sentence is correct or not. However, they don't know why that is. Their brain knows the rules without having learned them. Adults learn languages differently. They already know the structures of their native language. These build the basis for the new grammatical rules. But in order to learn, adults need teaching. When the brain learns grammar, it has a fixed system. This can be seen with nouns and verbs, for example. They are stored in different regions of the brain. Different areas of the brain are active when processing them. Simple rules are also learned differently from complex rules. With complex rules, more areas of the brain work together. How exactly the brain learns grammar hasn't been researched yet. However, we know that it can theoretically learn every grammar rule…