Phrasebook

en giving reasons 3   »   ca argumentar alguna cosa 3

77 [seventy-seven]

giving reasons 3

giving reasons 3

77 [setanta-set]

argumentar alguna cosa 3

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Why aren’t you eating the cake? P-- -uè no menj---l-pas--s? P-- q-- n- m---- e- p------ P-r q-è n- m-n-a e- p-s-í-? --------------------------- Per què no menja el pastís? 0
I must lose weight. Haig -e--erdr- p--. H--- d- p----- p--- H-i- d- p-r-r- p-s- ------------------- Haig de perdre pes. 0
I’m not eating it because I must lose weight. (J-- -o -en-----r-uè h-----p--dr--p--. (--- n- m---- p----- h- d- p----- p--- (-o- n- m-n-o p-r-u- h- d- p-r-r- p-s- -------------------------------------- (Jo) no menjo perquè he de perdre pes. 0
Why aren’t you drinking the beer? Pe--què-no-es -e--la ce-----? P-- q-- n- e- b-- l- c------- P-r q-è n- e- b-u l- c-r-e-a- ----------------------------- Per què no es beu la cervesa? 0
I have to drive. Enc-r- hai--de ---d---. E----- h--- d- c------- E-c-r- h-i- d- c-n-u-r- ----------------------- Encara haig de conduir. 0
I’m not drinking it because I have to drive. J- -- b-c --r-uè--n--r- -a-g -e-co--u--. J- n- b-- p----- e----- h--- d- c------- J- n- b-c p-r-u- e-c-r- h-i- d- c-n-u-r- ---------------------------------------- Jo no bec perquè encara haig de conduir. 0
Why aren’t you drinking the coffee? Pe- q-è n-----beus--l c-f-? P-- q-- n- e- b--- e- c---- P-r q-è n- e- b-u- e- c-f-? --------------------------- Per què no et beus el cafè? 0
It is cold. Es-- --ed. E--- f---- E-t- f-e-. ---------- Està fred. 0
I’m not drinking it because it is cold. Jo-n- m-’l---c-pe---è----à -re-. J- n- m--- b-- p----- e--- f---- J- n- m-’- b-c p-r-u- e-t- f-e-. -------------------------------- Jo no me’l bec perquè està fred. 0
Why aren’t you drinking the tea? Per--u--no et beus--l -e? P-- q-- n- e- b--- e- t-- P-r q-è n- e- b-u- e- t-? ------------------------- Per què no et beus el te? 0
I have no sugar. No-ti-- -----. N- t--- s----- N- t-n- s-c-e- -------------- No tinc sucre. 0
I’m not drinking it because I don’t have any sugar. N-----l---c -e--uè-no-t-n- s-cre. N- m--- b-- p----- n- t--- s----- N- m-’- b-c p-r-u- n- t-n- s-c-e- --------------------------------- No me’l bec perquè no tinc sucre. 0
Why aren’t you eating the soup? Per--uè no -s-m-nja-la s-p-? P-- q-- n- e- m---- l- s---- P-r q-è n- e- m-n-a l- s-p-? ---------------------------- Per què no es menja la sopa? 0
I didn’t order it. No---he--e-an--a. N- l--- d-------- N- l-h- d-m-n-d-. ----------------- No l’he demanada. 0
I’m not eating it because I didn’t order it. No-m- la men-- perqu- n- l’h- d-m-na--. N- m- l- m---- p----- n- l--- d-------- N- m- l- m-n-o p-r-u- n- l-h- d-m-n-d-. --------------------------------------- No me la menjo perquè no l’he demanada. 0
Why don’t you eat the meat? Per q-è ----en-- -- c---? P-- q-- n- m---- l- c---- P-r q-è n- m-n-a l- c-r-? ------------------------- Per què no menja la carn? 0
I am a vegetarian. Só--veg-t---à. S-- v--------- S-c v-g-t-r-à- -------------- Sóc vegetarià. 0
I’m not eating it because I am a vegetarian. N---- ------perq-è--ó---e-et---à. N- l- m---- p----- s-- v--------- N- l- m-n-o p-r-u- s-c v-g-t-r-à- --------------------------------- No la menjo perquè sóc vegetarià. 0

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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…