Irregular verb list

Irregular verb list from Ana Arias Castro

How to improve your English

The Dunedin Study

The Dunedin Study
The Dunedin Multidisciplinary Health and Development Study (often referred to as the Dunedin Longitudinal Study) is a long-running cohort study of 1037 people born between 1 April 1972 and 31 March 1973 in Dunedin, New Zealand.

History
The original group of study members was selected from children born at the Queen Mary Maternity Centre in Dunedin who were still living in the wider Otago region three years later. In early years the study was not well funded and the local community helped collect data. The study members include 535 males and 503 females, 1013 singletons and 12 sets of twins. At the age 38 assessment, only one-third of members still resided in Dunedin, while most of the remainder lived elsewhere in New Zealand and Australia. Study members were assessed at age three, and then at ages 5, 7, 9, 11, 13, 15, 18, 21, 26, 32, 38, 40 and a future assessment is scheduled for age 50. "Phase 45" started in April 2017. Since 2000, Professor Richie Poulton has been the study's director.

During an assessment, study members are brought back to Dunedin from wherever in the world they live. They participate in a day of interviews, physical tests, dental examinations, blood tests, computer questionnaires and surveys. Sub-studies of the Dunedin Study include the Family Health History Study which involved the parents of Dunedin Study members to find out about the health of family members (2003–2006); the current Parenting Study which focuses on the Dunedin Study member and their first three-year-old child; and the Next Generation Study which involves the offspring of Dunedin Study members as they turn 15 and looks at the lifestyles, behaviours, attitudes and health of today's teenagers, and aims to see how these have changed from when the original Study Members were 15 (in 1987–88). This means that information across three generations of the same families will be available.

Great emphasis is placed on retention of study members. At the most recent (age 38) assessments, 96% of all living eligible study members, or 961 people, participated. This is unprecedented for a longitudinal study, with many others worldwide experiencing 20–40% drop-out rates.
The resulting database has produced a wealth of information on many aspects of human health and development. As of 2015 over 1,200 papers, reports, book chapters and other publications have been produced using findings from the study. The multidisciplinary aspect of the study has always been a central focus, with information ranging across:

• Cardiovascular health and risk factors
• Respiratory health
• Oral health
• Sexual and reproductive health
• Mental health
• Psychosocial functioning
• Other health, including sensory, musculo-skeletal, and digestive

A book, From Child to Adult: Dunedin Multidisciplinary Health and Development Study, was published in 1996 and aimed at presenting the major findings in a form accessible to the non-specialist. It only includes information up to the age-21 assessment. Future plans for the Dunedin Multidisciplinary Health and Development Study include another popular science book, upgrading their website for more non-specialist appeal, and introducing more resources for the general public.
This study was awarded the 2016 Prime Minister's Science Prize.

Findings

• Temperament. Girls who have behavioural problems as children have more trouble adjusting to early puberty.
• Personality continuities. Undercontrolled 3-year-olds tend to grow up impulsive and antisocial; inhibited 3-year-olds tend to become unassertive and depressed
• Violence and gender. Women are as likely as men to commit intimate partner violence.
• Schizophrenia. Hallucinations in childhood predict an increased risk of adult schizophrenia.
• Persistent offenders. People who are violent and antisocial as children grow into violent adults more often than those whose antisocial behaviour is limited to adolescence.
• Genes and environment. Among maltreated children, those who produce low levels of the enzyme monoamine oxidase A are more likely to become violent adults.
• Stress and illness. People who were abused as children have higher markers of inflammation, indicating an elevated risk of cardiovascular disease.
• Self-control. Childhood self-control predicts physical health, financial success, and a lack of criminal behaviour among adults.
• Cannabis. Long-term heavy cannabis use that begins in adolescence is linked to cognitive decline in adulthood.
• Early aging. Multiple indicators reveal signs of rapid physical and cognitive aging in some adults in their 30s.
• Social ills. 22 % cent of the cohort accounted for the bulk of welfare, medical, and insurance costs; fatherless child-rearing; and crime. Many had poor brain health at age 3.
• Mental health. Dunedin and other studies show that most people have at least one episode of mental illness during their lifetime.

Sources

• https://dunedinstudy.otago.ac.nz/
• https://en.wikipedia.org/wiki/Dunedin_Multidisciplinary_Health_and_Development_Study
• https://www.sciencemag.org/news/2018/02/two-psychologists-followed-1000-new-zealanders-decades-here-s-what-they-found-about-how

School subjects

Reading comprehension: Ten Study Techniques That Work

READ THE TEXT:

Studying effectively is not a matter of chance. Educators and psychologists have researched study methods for years. Some of the best studies come from the top universities: Stanford, Indiana, and Chicago where precise experiments with student groups have shed light on the most effective study methods. Students who follow these methods learn more easily, retain material for longer periods of time, and save themselves hours of study time. The ten study methods researchers have found that work are:

1. Making and Keeping a Study Schedule

Set aside certain hours of each day for study just as you do for nourishment and sleep. Keep the same schedule faithfully from day-to-day. The amount of time needed for study will vary for each individual based on skills with the subject matter. An average of two hours of study each day for each hour in class is recommended. Going to class is only the beginning; the real work begins afterwards!

2. Studying in an Appropriate Setting — Same Time, Same Place, Every Day

If concentration is your problem, then the right surroundings will help you greatly. Your study desk or table should be in a quiet place – free from as many distractions as possible. You will concentrate better when you study in the same place every day. It’s a mind set. For example, when you sit down at the kitchen table, you expect to eat. When you sit down in an easy chair, you watch TV, etc. Developing the habit of studying in the same place at the same time everyday will improve your concentration.

3. Equipping Your Study Area With All the Materials You Need

Your study desk or table should be equipped with all the materials you might need to complete the assignment, e.g., pencils, pens, erasers, paper clips, stapler, dictionary, snacks, and liquid refreshments, etc. For some assignments, you may require a calculator or other supplies. With your materials at hand, you can study without interruption. If you have an answering machine, let it do its job during your study time. You can return the calls after you have finished studying. Taking your snack food and drinks to the study location will eliminate those endless trips to the kitchen which break your concentration.

Image by Luana Fischer Ferreira - Banco Imágenes INTEF

4. Not Relying on Inspiration for Motivation

Can you imagine an athlete-in-training waiting for inspiration to strike to practice in preparation for an event? Of course not. They train daily to stay competitive whether they want to or not. Like the athlete, you must get in training for tests and examinations by doing the assignments and preparing daily through review to be ready for the action.

5. Keeping a Well-Kept Notebook Improves Grades

Researchers tell us that there is definitely a relationship between orderliness and high grades. Knowing where to find your materials when you need them is crucial. Keep a special section for each subject in your notebook as well as a semester calendar so that you can write down all important assignments as they are announced. Having all of this information together in one place is vital to your success. A well-kept notebook is a part of good time management. If you’ve ever misplaced an important assignment, you know how much valuable time can be lost looking for it.

6. Keeping a Careful Record of Assignments

Put it down in black and white—including the details—and keep it in your notebook. Knowing just what you are expected to do and when you are expected to do it is the first giant step toward completing important assignments successfully and on time.

7. Making Use of “Trade Secrets”

Flash cards aren’t just for kids! They are a legitimate study tool. Use the front of the card to write an important term, and on the back, write a definition or an important fact about that term. Carry your flash cards with you. Use them during “dead time,” such as standing in a check-out line, waiting in a doctor or dentist’s office, riding a bus, or waiting at the Laundromat. Keep a set in the glove compartment of your car for long lines at your favorite fast food drive-in restaurant or bank. Post them on your bathroom mirror to review while shaving or applying make-up. You’ll be surprised how much you can accomplish during those otherwise “dead times.” Think about developing your own “trade secrets” that will improve your study skills.

8. Taking Good Notes as Insurance Against Forgetting

Learn to take good notes efficiently as your instructors stress important points in class and as you study your assignments. Good notes are a “must” for just-before-test-reviewing. Without notes, you will need to reread and review the entire assignment before a test. This may require you to read anywhere from 100-300 pages of material in one sitting. With notes, you can recall the main points in just a fraction of the time. The time you spend in note taking is not lost , but in fact, is a time-saver.

9. Overlearning Material Enhances Memory

Psychologists tell us that the secret to learning for future reference is overlearning. Experts suggest that after you can say, “I know this material,” that you should continue to study that material for an additional one-fourth of the original study time. The alphabet is an example of overlearning. How did you learn it? Probably through recitation which is the best way to etch material into the memory trace. Manipulate the material as many different ways as possible by writing, reading, touching, hearing, and saying it. In an experimental study, students who overlearned material retained four times as much after a month than students who didn’t overlearn.

10. Reviewing Material Frequently

A student who does not review material can forget 80% of what has been learned in only two weeks! The first review should come very shortly after the material was first presented and studied. Reviewing early acts as a safeguard against forgetting and helps you remember far longer. Frequent reviews throughout the course will bring rewards at test time and will alleviate pre-test anxiety.

Although these ten study methods do work, there is one other component needed when using all of them – taking responsibility for studying by following through on assignments. All the study methods in the world won’t help you if you don’t help yourself. As with most everything in your life, your motto should be, “I’m responsible for my success!”

If you put forth the effort to study effectively, the improved skills will soon become a habit and be just as natural as breathing. The result can be better grades, greater knowledge, and higher self-esteem. These skills will also serve you well in your professional and personal life.

ANSWER THESE QUESTIONS:

1. Choose the most important three techniques in your opinion.
2. Which other technique or techniques would you add?
3. Which is the least important? Why?
4. According to the text, what should you do in class?
5. And, what should you do at home?
6. What will happen to a student who does not work after school times?
7. How can ICTs (Information and Computer Technologies) help you follow the advice given in the text?

Resolutions for this New School Year

September is a great time to reflect on the changes we want to or need to make in our studies. This is a good set of ideas for you to improve your results:

Keep a calendar

1. Stop procrastinating. Don't postpone  the work you have to do. Do it as soon as possible as tasks usually take longer than expected.
2. Commit yourself to getting good grades. Good grades are essential for  any student. They will help you get to your favourite "instituto", faculty, etc. so make your mind up and start right now.
3. If a subject is too difficult, ask your teacher outside school, study for the subject with other classmates but don't leave anything that looks too difficult for the end of the term when you won't have much time for everything.
4. Don’t do it all. It’s better to concentrate on a few things and excel in them than if you join every sport, activity and club that you comes accross. Just do a couple of things and make sure you have plenty of time for your studies.
5. Keep a calendar. Deadlines creep up quickly. And the closer the date, the more you’ll feel the pressure. You can use a traditional paper diary or use an online calendar, such as Google Calendar but all exams and deadlines should be written down.
6. Take your exams seriously and study for them on time. Waiting for a second chance is not a good idea as you will be losing opportunities
7. Don't forget handing your school reports on time and remember that a percentage of your final qualification depends on them so don't underestimate their importance.
8. Try something new. Secondary school is a great time to spread your wings. It’s about new experiences and self-discovery. You can try a new sport, learn a new language, find new topics of interest or join an NGO. Just try.
9. Explore your possibilities for the future, consider what you would like to study and find information about those studies, where they can be carried out, etc.
10. Banish the self-doubt. Doubting your own abilities only holds you back from achieving what you want to achieve. Just say no to these thoughts and others like them:
• “I can’t do this.”
• “I’m not as smart as my classmates.”
• “I’ll never get better than a 2.7 grade-point average.”
• “I’ll only get into a community college anyway”
• “There’s no point in thinking I’ll get into my first choice college.”

adapted from http://internationalcollegecounselors.com/es/10-new-year-resolutions-for-high-school-students/

Irregular verbs

As we are about to start studying and using the past participle tense, you need to revise and learn the irregular forms of verbs. So here you are some useful websites for you to have a look at once you have read throught the list provided in class:

• TABLE of irregular verbs
• irregular verb audio list
  

  

  from lovelylanguage.com
  

  
  

• irregular verbs 3
• irregular verbs 4
• irregular verbs 5
• irregular verbs 6
• verb mix 1
• verb mix 2
• verb mix 3
• verb mix 4
• test 1
• test 2
• test 3
• fill in the gaps-senteces
• crosswords-past participles

Reading Comprehension exercise: Back Together

Read the text and answer the following questions:

Back Together

Tamara Rabi had no idea Adriana Scott existed until students at a university in Long Island began confusing her with the other girl. The girls were born in Mexico and then adopted by different sets of parents in the US. Tamara grew up with Jewish parents on the Upper West Side of Manhattan. Adriana was raised a Catholic in a Long Island suburb of the city. But each girl had no idea she had a twin until Tamara moved to Long Island.  

In 2003 a friend of Adriana's turned up at Tamara's 20th birthday party and could not believe his eyes. Tamara had already noticed how some people on her university campus smiled and said hello, clearly mistaking her for somebody else.

In 2004 they decided to meet so Tamara contacted Adriana by email and soon afterwards they met in a car park. "I didn't know what to say, except hi. I was just in shock to see myself", says Adriana. The funny thing is that they grew up just 20 miles apart.

“We have the same mannerisms, the same interests, the same grades in school," Adriana says.

"We had the same dream when we were younger. It was a nightmare... A really loud noise, followed by a real quiet one," adds Tamara.

Adriana's mother was the only family member on either side who knew she had a twin, but she had no idea where she might be. After agonising over it, she kept it secret to avoid the pain of a possibly fruitless search - a judgement which Adriana agrees with.

"In some ways it's the best of both worlds, as I have a sister but I haven't grown up in a state of sibling rivalry," she says.  

From http://news.bbc.co.uk/2/hi/americas/3343763.stm

1. True or false:
• In 2004, Tamara met Adriana.
• Tamara met Adriana at a party.
• Tamara and Adriana are similar.
• Adriana knew she had a twin even before she met Tamara.
• The two girls grew up in different countries.
• They want to be rivals.
2. Answer the following questions:
• Why did people at university stare at them?
• How did Tamara contact Adriana?
• How are Tamara and Adriana similar? Give two examples.
• Why didn't Adriana's mother tell her about her sister?
• How do the girls feel about each other today?
3. Key to this exercise

Tips for learning English

by Luana Fischer-Banco Imágenes ITE

It is always a good time to try and improve the way you are learning a language. There is some advice that you might find useful in "10 Tips for Language Learning success". This is a summary of these 10 important tips:   

1. Set realistic expectations . Don't try to learn more than it is reasonable to do. Be realistic and set goals that you can finally achieve.    
2. Break study time into smaller chunks. Shorter periods of study time are more effective than longer periods, so try to find short periods for your study time several times a day or between other school subjects you have to study.    
3. Learn vocabulary effectively. Vocabulary is essential in any language, use different techniques that might help you: flash cards, a notebok, dictionaries, etc.    
4. Practice language actively, read texts and vocabulary orally or aloud because speaking helps a lot.    
5. Do homework conscientiously. Homework can be useful if you spend some extra time, look up new words, pay attention, etc.    
6. Form study groups. Work with your classmates to practice the language. All of you will benefit from one another.    
7. Identify your learning style. Every person learns differently, maybe you are better at grammar, learning vocabulary... or you remember things that you see better than those that you hear. Just identify your style and make the most of it. This website provides a questionnaire that might help you find your learning style.    
8. Maximaze your language exposure. Be in contact with English as much as possible: DVDs, television, songs, speaking to foreigners...    
9. Spend time on task, don't waste any time, try to do extra activities for learning English whenever you have finished the activity you are supposed to do.    
10. Communicate with your instructor. If you have a teacher, make the most of it. Don't concentrate on marks, try to learn