English US » Hebrew | 75 [seventy-five] | giving reasons 1

‫75 [שבעים וחמש]‬ ‫לתרץ משהו 1‬

75 [shiv\'im w\'xamesh] letarets mashehu 1

Why aren’t you coming?	‫מדוע את / ה לא בא / ה?‬; madu'a atah/at lo ba/ba'ah?
The weather is so bad.	‫מזג האוויר כל כך רע.‬; mezeg ha'awir kol kakh ra.
I am not coming because the weather is so bad.	‫אני לא בא / ה כי מזג האוויר כל כך רע.‬; ani lo ba/ba'ah ki mezeg ha'awir kol kakh r.
Why isn’t he coming?	‫מדוע הוא לא בא?‬; madu'a hu lo ba?
He isn’t invited.	‫הוא לא הוזמן.‬; hu lo huzman.
He isn’t coming because he isn’t invited.	‫הוא לא בא כי הוא לא הוזמן.‬; hu lo ba ki hu lo huzman.
Why aren’t you coming?	‫מדוע את / ה לא בא / ה?‬; madu'a atah/at lo ba/ba'ah?
I have no time.	‫אין לי זמן.‬; eyn li zman.
I am not coming because I have no time.	‫אני לא בא / ה כי אין לי זמן.‬; ani lo ba/ba'ah ki eyn li zman.
Why don’t you stay?	‫מדוע את / ה לא נישאר / ת?‬; madu'a atah/at lo nish'ar/nish'eret?
I still have to work.	‫אני מוכרח / ה לעבוד.‬; ani mukhrax/mukhraxah la'avod.
I am not staying because I still have to work.	‫אני לא נשאר / ת כי אני מוכרח / ה לעבוד.‬; ani lo nish'ar/nish'eret ki ani mukhrax/mukhraxah la'avod.
Why are you going already?	‫מדוע את / ה כבר הולך / ת?‬; madu'a atah/at kvar holekh/holekhet?
I am tired.	‫אני עייף / ה.‬; ani ayef/ayefah.
I’m going because I’m tired.	‫אני הולך / ת כי אני עייף / ה.‬; ani holekh/holekhet ki ani ayef/ayefah.
Why are you going already?	‫מדוע את / ה כבר נוסע / ת?‬; madu atah/at kvar nose'a/nosa'at?
It is already late.	‫כבר מאוחר.‬; kvar me'uxar.
I’m going because it is already late.	‫אני נוסע / ת כי כבר מאוחר.‬; ani nose'a/nosa'at ki kvar me'uxar.

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…