Infinitive

add
answer
apologise
arrest
arrive
ask
attack
be i
become i
begin i
believe
boil
book
borrow
break i
bring i
build i
buy i
catch i
carry
change
chop
clean
climb
collect
come i
compose
cook
copy
cut i
dance
describe
destroy
die
discover
discuss
do i
draw i
dream i
drink i
drive i
dye
eat i

Simple Past
added
answered
apologised
arrested
arrived
asked
attacked
was / were
became
began
believed
boiled
booked
borrowed
broke
brought
built
bought
caught
carried
changed
chopped
cleaned
climbed
collected
came
composed
cooked
copied
cut
danced
described
destroyed
died
discovered
discussed
did
drew
dreamt/dreamed
drank
drove
dyed
ate

Past Participle
added
answered
apologised
arrested
arrived
asked
attacked
been
become
begun
believed
boiled
booked
borrowed
broken
brought
built
bought
caught
carried
changed
chopped
cleaned
climbed
collected
come
composed
cooked
copied
cut
danced
described
destroyed
died
discovered
discussed
done
drawn
dreamt/dreamed
drunk
driven
dyed
eaten

Spanish
agregar
responder
disculparse
arrestar
llegar
preguntar
atacar
ser
convertirse
comenzar
creer
hervir
reservar
tomar prestado
romper
traer
construir
comprar
atrapar
llevar
cambiar
picar
limpiar
escalar
colleccionar
venir
componer
cocinar
copiar
cortar
bailar
describir
destruir
morir
descubrir
discutir
hacer
dibujar
soar
beber
conducir
teir
comer

enjoy
explode
extinguish
fall i
feed i
feel i
fight i
find i
fly i
forget i
freeze i
fry
give i
go i
grow i
happen
hate
have i
hear i
help
hire
hope
hunt
hurt i
imagine
invent
invite
jump
keep i
kill
know i
leave i
lend i
lie i
lie
lift
like
listen
live
look
lose i
love
make i
meet i
miss

enjoyed
exploded
extinguished
fell
fed
felt
fought
found
flew
forgot
froze
fried
gave
went
grew
happened
hated
had
heard
helped
hired
hoped
hunted
hurt
imagined
invented
invited
jumped
kept
killed
knew
left
lent
lay
lied
lifted
liked
listened
lived
looked
lost
loved
made
met
missed

enjoyed
exploded
extinguished
fallen
fed
felt
fought
found
flown
forgotten
frozen
fried
given
gone
grown
happened
hated
had
heard
helped
hired
hoped
hunted
hurt
imagined
invented
invited
jumped
kept
killed
known
left
lent
lain
lied
lifted
liked
listened
lived
looked
lost
loved
made
met
missed

disfrutar
explotar
extinguirse
caer
alimentar
sentir
pelear
encontrar
volar
olvidar
congelar
frer
dar
ir
crecer
suceder
odiar
tener
or
ayudar
alquilar
esperar
cazar
herir, doler
imaginar
inventar
invitar
saltar
guardar
matar
saber
dejar
prestar
yacer
mentir
levantar
gustar
escuchar
vivir
mirar
perder
amar
hacer
conocer, encontrar
perder, extraar

offer
open
pack
pass
pay i
peel
phone
plan
play
pour
prefer
prepare
push
put i
rain
read i
reduce
remember
rent
rescue
return
ring i
run i
save
say i
search
send i
scream
see i
sell i
shine i
shoot i
shut i
sing i
sit i
skate
ski
sleep i
smell
snore
speak i
spend i
start
stay
steal i

offered
opened
packed
passed
paid
peeled
phoned
planned
played
poured
preferred
prepared
pushed
put
rained
read
reduced
remembered
rented
rescued
returned
rang
ran
saved
said
searched
sent
screamed
saw
sold
shone
shot
shut
sang
sat
skated
skied
slept
smelled
snored
spoke
spent
started
stayed
stole

offered
opened
packed
passed
paid
peeled
phoned
planned
played
poured
preferred
prepared
pushed
put
rained
read
reduced
remembered
rented
rescued
returned
rung
run
saved
said
searched
sent
screamed
seen
sold
shone
shot
shut
sung
sat
skated
skied
slept
smelled
snored
spoken
spent
started
stayed
stolen

ofrecer
abrir
empacar
pasar, aprobar
pagar
pelar
llamar por telfono
planificar
jugar
verter
preferir
preparar
empujar
poner
llover
leer
reducir
recordar
alquilar
rescatar
volver, devolver
llamar por telfono
correr
ahorrar
decir
buscar
enviar
gritar
ver
vender
brillar
disparar
cerrar
cantar
sentarse
patinar
esquiar
dormir
oler
roncar
hablar
gastar
comenzar
quedarse
robar

stop
study
survive
swim i
take i
talk
teach i
tell i
thank
think i
throw i
touch
try
use
understand i
visit
wait
walk
want
warn
wash
watch
wear i
win i
work
write i

stopped
studied
survived
swam
took
talked
taught
told
thanked
thought
threw
touched
tried
used
understood
visited
waited
walked
wanted
warned
washed
watched
wore
won
worked
wrote

stopped
studied
survived
swum
taken
talked
taught
told
thanked
thought
thrown
touched
tried
used
understood
visited
waited
walked
wanted
warned
washed
watched
worn
won
worked
written

detener
estudiar
sobrevivir
nadar
tomar
hablar
ensear
decir
agradecer
pensar
lanzar
tocar
intentar
usar
entender
visitar
esperar
caminar
querer
advertir
lavar
mirar
llevar puesto
ganar
trabajar
escribir

Types of educational establishment

Tipos de instituciones educativas
school
nursery school
primary school
secondary school
state school
private school o independent school
boarding school
sixth-form college
technical college
vocational college
art college
teacher training college

escuela
jardn de infancia (edad de 2 a 5 aos)
escuela primaria (edad de 5 a 11 aos)
escuela secundaria (edad de 11 a 16/18 aos)
colegio pblico
colegio privado
internado
ltimos dos aos de escuela secundaria
instituto de formacin profesional
escuela de oficios
escuela de Bellas Artes
Instituto de formacin docente

university

universidad

School
Escuela
classroom
clase
desk
pupitre
blackboard
pizarra
whiteboard
pizarra blanca
chalk
pizarra
marker pen o marker rotulador
pen
bolgrafo
pencil
lapicero
exercise book
libro de ejercicios
lesson
clase
homework deberes
test
test
term
trimestre
half term receso escolar
class
clase
reading lectura
writing
escritura
arithmetic aritmtica
spelling deletreo
to read
leer
to write escribir
to spell
deletrear
to teach ensear
head teacher
director de escuela
headmaster
director
headmistress
directora
teacher
profesor/a
pupil
pupilo
head boy
delegado
head girl
delegada
prefect
monitor escolar
school governor o governor director de escuela
register registro
assembly asamblea
break
pausa
school holidays vacaciones escolares
school meals
comidas del colegio
school dinners comida de colegio

Facilities
Instalaciones
computer room
cloakroom
changing room
gym (abreviacin de gymnasium)
playground
library
lecture hall
laboratory (a menudo abreviado como lab)
language lab (abreviacin de language laboratory)
hall of residence
locker
playing field
sports hall

sala de ordenadores
guardarropa
vestuario
gimnasio
patio de recreo
biblioteca
auditorio
laboratorio
laboratorio de idiomas
residencia de estudiantes
taquilla
cancha
gimnasio

University
Universidad
professor
catedrtico
lecturer
profesor/a / orador/a
researcher
investigador
research
investigacin
undergraduate
estudiante universitario
graduate
licenciado/a
post-graduate o post-graduate student post-licenciado/a
Masters student
estudiante de maestra universitaria
PhD student
estudiante de doctorado
Master's degree
licenciatura superior
Bachelor's degree
diplomatura
degree
licenciatura
thesis
tesis
dissertation
disertacin
lecture
clase
debate
debate
higher education educacin superior
semester
semestre
student loan
crdito de estudiante
student union
sociedad de alumnos
tuition fees
pago de matrcula
university campus campus universitario

Other related words

Otras palabras relacionadas
exam (abreviacin de examination) examen
to sit an exam
presentarse a un examen
essay o paper
ensayo
to fail an exam
suspender un examen
to pass an exam
aprobar un examen
to study
estudiar
to learn
aprender
to revise
repasar
student
estudiante
curriculum currculo
course
curso
subject
asignatura
grade
evaluacin
mark
nota
exam results resultados del examen
qualification titulacin
certificate
certificado
attendance asistencia
calculator calculadora
projector proyector
textbook libro de texto
question
pregunta
answer
respuesta
mistake o error error
right o correct correcto
wrong
incorrecto

Early Attachment and Long-Term Outcomes

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Early Attachment and Long-Term Outcomes

By J.L. Cook|G. Cook Pearson Allyn Bacon Prentice Hall

Updated on May 5, 2014

So far, we have seen that there is a link between the quality of infant attachment and the
quality of care an infant receives during the first year of life. Although interesting, this
research would be less important if the effects applied only to the first year. They do
not. Alan Sroufe, a psychologist at the University of Minnesota, and his colleagues
continue to report on a longitudinal study of a large group of low-income families who
were originally recruited in Minneapolis in the early 1970s (Sroufe, Egeland, Carlson,
& Collins, 2005). Researchers observed these families' infants with their mothers in the
Strange Situation when the infants were 12 and 18 months of age, and they then
collected information on these children as they grew older. During the preschool years,
teachers and observers rated children who had been securely attached as infants as
happier and more socially skilled, competent, compliant, and empathetic than children
who were insecurely attached as infants. Preschoolers with secure attachments also were
more popular with their peers, had higher self-esteem, and were less dependent and
negative.
By age 10 years, children in the securely attached classification were still less dependent
and received higher ratings on self-esteem, self-confidence, social skills, and emotional
health. They made more friends than did children who had been insecurely attached as
infants, and they spent more time with their friends.
Adolescents who had been securely attached were more likely to be leaders in their
social groups, they had longer-lasting dating relationships, and in early adulthood they
reported greater satisfaction in their romantic relationships. The secure attachment they
experienced with their parents had evidently carried through to their relationships with
peers in childhood and with romantic partners later in life. Adolescents and adults who
had insecure attachments as infants with their parents, however, had more emotional
and psychological problems including anxiety disorders and depression.
How do these long-term attachment effects work? According to Sroufe, infants and
children internalize the significant relationships that they have early in life, and use
those early experiences as interpretive filters when they develop later relationships.
People come to expect others to interact with them in a way that mirrors their early
attachment relationships. Securely attached infants, therefore, grow up to seek and
expect others to be supportive and positiveand they behave in ways that elicit these
qualities in people around them. Insecurely attached infants, however, might later
expect and provoke hostility, ambivalence, or rejection in their relationships.
Michael Lamb, a researcher at the National Institute of Child Health and Development,
provides a different explanation (Lamb, 1987; Lamb, Thompson, Gardner, & Charnov,
1985). Lamb points out that parents who show sensitivity early on with their infants
tend to be parents who remain warm and sensitive as their children grow older. Warm
parenting during these later childhood years might be more important than first-year
attachment in helping children to maintain positive behavioral, social, and personality
characteristics. When parenting remains warm and supportive, we see secure
attachments in infancy and correlations with positive characteristics later in the child's
life. When the parenting and family circumstances change, however, these correlations
can be disrupted. For example, divorce, illness and other negative circumstances can
disrupt relationships even when children were securely attached as infants. And

conversely, insecurely attached infants can benefit from later improvements in the
quality of their care. Although the quality of the initial attachment is important in
getting the infant off to a good start, it is clear that the quality and consistency of
parental care after infancy also plays an important role (Thompson, 2006).

Spending Quality Time With Your Teen

By Gwen Morrison A Better Child

Updated on Sep 3, 2009

With our ever increasing busy schedules, it is easy to lose focus on spending quality
time with our teenagers. It is important to remember that even though our children are
nearing adulthood, they still require parental involvement. Communication breakdown
has been cited as a major cause of parent/teen conflict over the years.
A survey conducted in 2000 focused on how families are connecting with their
teenagers. The Global Strategy Group interviewed 400 kids nationwide between the
ages of 12 and 15 and parents of children in that age group. The good news: Most teens
turn to their parents when they find themselves in times of need. The report stated that
overall, 78 percent of teenagers rely on parents for advice.
Eating Together
The disappointing aspect of the research was the realization that there are a large
number of families who cannot find time to sit together for family meals. One in four
parents reports eating four or less meals a week together as a family. Even more
disturbing is that 10 percent of the parents interviewed reported that they eat just one
meal a week or never eat with their teens.
Mealtime can be a time of re-connection for families, especially for busy teenagers. It
can be a great time to ask questions about your child's day without interruption. If given
the opportunity to spend a meal together, keep these points in mind:

Turn off the phone during mealtime to ensure quiet, uninterrupted

time.

Let each child have equal time to talk about their day. Don't interrupt
them.

Ask specific questions of your teenager (this tells them you are
interested).

Keep the conversation light; avoid arguing with them at this point.

Tell them about your day (this tells them you respect their opinions).

Make mealtime fun.

Other Ways to Spend Time Together

With the demands of work obligations for both teenagers and parents, it is becoming
more difficult to spend mealtimes together. If this is a problem in your home, there are
other ways to interact with your adolescents and keep connected. Here are some ways to
spend quality time:

Take them with you for a drive. If they are ready to drive, go
somewhere and practice with them. If you are driving, this is a great
time to open up a conversation.

Take your teen to a movie that they want to see.

Go for coffee (or tea) once a week even for just 30 minutes. This is a
great opportunity to find out what is going on with their life.

Go shopping at their favorite mall.

Have them help you with a home project: re-papering the bath or
painting the kitchen. Teens really do love to help. It makes them feel
like you trust them.

Cook with your teenager. This is a great way to share a meal and
teach them to cook. It can be a lot of fun, too.

Go to a concert or sporting event with your teen.

Take your teen to work for the day.

Pitch a tent in the backyard and escape the rest of the family for a
night.

Go for a nature walk or a hike; pack a lunch, a radio and a sense of

adventure.

Make one day per month "all about them" day; let them choose their
favorite meal and activity for the day.

Rent movies and stay up late.

Go to the music store with them; let them show you what kind of
music they like. (Be interested, even if you don't like it!)

Spend a Saturday morning at the flea market or garage sales. Give

them a few bucks and dare them to find the best bargain.

Volunteer with your teenager. Go to Volunteer Match to find great

opportunities to help others in need.

Plan a monthly "family night" where you play board games, cards or
just hang out and watch movies together.

Pastor Jerry Schreur, a marriage and family therapist for more than 30 years in Grand
Rapids, Michigan describes the characteristics of strong families. "According to a study
of 3,000 families, [strong families] spend a quantity of time in which there can be
quality experiences and mutual satisfaction," he says.
Bea Sheftel, a mom from Manchester, Conn., recalls how much fun she had with her
son when he was a teenager. "He loved to play those TV computer games, Atari and
Playstation, so I played the games with him for about an hour after school," she says.
"During that time we talked. He told me about school, it was great. He really opened up
to me, and I found out the neatest things about his life."

How Does Attachment Affect Behavior?

By B. Kaiser|J.S. Rasminsky Pearson Allyn Bacon Prentice Hall

Updated on Sep 29, 2011
According to Bowlby (1969/1982), infants construct internal working models of how
relationships work based on their experience with their own attachment figure. Although
these models aren't conscious, they prepare the foundation for social and emotional
development; guide how children see the world, other people, and themselves; and serve
as templates for future relationships, including their relationships with teachers and
peers.
Building on the work of Bowlby and Ainsworth, researchers have studied the effects of
early attachment and these internal working models in both children and adults.
Children who are securely attached (Weinfeld et al., 1999) receive consistently warm,
sensitive, and responsive care from a primary caregiver who enjoys their company.
From this experience, they develop internal working models of other people who are
there for them, and they see themselves as capable of eliciting whatever they need from
their environment. They tend to have a positive view of life, know how to manage and
express their feelings (Honig, 2002; Karen 1998), and possess good social skills, many
friends, and high self-esteem, Because they are also good problem solvers who can ask
for help when they need it, they do well in school (Howes and Ritchie, 2002). About 55
percent of children are securely attached (van IJzendoorn, 1995).
Children who are resistantly or ambivalently attached experience a different kind of
care. Their primary caregiver responds to their signals unpredictably (Ainsworth et al.,
1978), and because they can't rely on her to provide comfort and security, they develop
internal working models in which others can't be trusted and they're unable to get what
they need by themselves. It is no wonder that they become clingy, dependent, and
demanding (Weinfeld et al., 1999), In longitudinal studies, L. Alan Sroufe and his
colleagues (1983; Weinfeld et al., 1999) found that resistantly attached school-age

children were angry, anxious, impulsive, and easily frustrated; and their low self-esteem
made them an easy target for bullying. They often focus on the teacher, creating conflict
in order to keep her attention (Howes and Ritchie, 2002; Karen, 1998). About 8 percent
of children have the resistant/ambivalent attachment pattern (van IJzendoorn, 1995).
The early experience of an avoidantly attached child creates yet another set of internal
working models. His primary caregiver is rejecting, angry, irritable, and hostile
(Weinfeld et al., 1999). Children growing up under these conditions consider themselves
unworthy of love and don't believe that other people will be available to them (Karen,
1998; Renken, Egeland, Marvinney, Mangelsdorf, and Sroufe, 1989). To protect
themselves from rejection, they turn off their feelings and act as if they don't care, but
beneath their tough facade they are hurt, sad, and angrylikely to act aggressively and
strike out preemptively (Kobak, 1999). In a study of high-risk elementary school
children, Sroufe and colleagues (Renken et al., 1989) found that boys who were
avoidantly attached were prone to aggressive, hostile, noncompliant, and disruptive
behavior. They lacked empathy, took pleasure in the misery of others, and infuriated
their teachers. However, later studies have not found this association between
challenging behavior and avoidant attachment among children at low risk (Lyons-Ruth
and Jacobvitz, 1999). Approximately 23 percent of children are categorized as avoidant
(van IJzendoorn, 1995).

A Guide to Connecting with Your Kids

By Rachel Sarah
Updated on Aug 30, 2011
Life with young kids can feel chaotic. On top of parenting, work, meetings, and social
events, there are all sorts of unexpected things that pop up unexpectedly, eating into the
day. How can you slow down and make time for your kids?
According to Patty Wipfler, making your child feel special can be very simple and very
inexpensive. Wipfler is the Executive Director of Hand in Hand, a California non-profit
that fosters healthy parent-child relationships. She says taking just ten minutes, or less -in the morning and evening to connect with your child will make a world of difference
in your family life. That means giving your child the chance to lead, in play and in
conversation, even for just a few moments. "Children need large amounts of physical
affection and closeness," she says.
This is often easier said than doneWipfler says many of the parents she works with
find it challenging to connect with their child during the three toughest times of the day:
the morning, dinner, and bedtime. Here are her tips to turn these occasions into a chance
to connect.
Pause that morning rush.

The morning sets the tone for the day. Wipfler encourages parents to set the alarm 15
minutes early: "Take five minutes for you to enjoy the quiet of the morning before the
stampede begins. Then, 10 minutes is for pajama-clad special time before anybody has
to rush anywhere. It doesn't matter what your kids want to do. Just look bright and
expectant, and have an open mind." Ask your child: "I'll do whatever you want to do for
five minutes. What do you want to do?" Then follow your child's lead: if she wants to
snuggle, go for it. Or, maybe your child wants crash cars in the hallway. Or maybe she
wants to be a dog -- and you need to feed "puppy" a bowl of water. This undivided
attention can bolster a young child anxious about the separations morning often brings,"
explains Wipfler. "When kids don't feel connected, they often can't bring themselves to
go to school. Kids have to take direction all day long. So if you set aside this time in the
morning when you can take direction from them, it sends them off in a whole new way."
Dinner on edge?
Dinner time is supposed to be the calm, happy, time when you're all together again,
right? For many families, however, the dinner table is often a source of tension. When
kids get home from school, "their body might be home, but their heart isn't home yet,"
Wipfler explains.
Before asking your child to dive into homework, take time to connect. It's often hard for
children to talk about what happened at school, but their feelings are there. "If kids don't
feel connected, they can't pretend," Wipfler says. "When you sit down to dinner, they
might hate their food, or they might kick each other under the table." What your child is
really saying is "feelings are running my mind."
Take this as the chance to make a game. "Go under the table, get down on the floor,
play. If there's laughter and fun, then other feelings will follow. Rather than fixing it -or requiring better behavior -- just stay and listen."
The evening wrestle.
For many children, night time is when their feelings rush to the surface. This is a good
time to get physical, Wipfler says: "It's counter intuitive, but I recommend that at some
point every day, you have a family wrestle." Whether you're having a pillow fight or a
game of tag, "let your child have the upper hand." You might play "I've got 10 kisses for
you! You try to take kid's sock off, and put kisses between his/her toes. Let your child
keep you at bay."
Of course, many families have more than one child to pay attention to at the same time!
If it's challenging to carve out special time with all of your children every day, Wipfler
explains that you can trade off. For example, one parent can spend time with each child.
Or, one parent can explain to each child that he/she has special days. That means that
each child gets "special time" every other day.
If this is sounding like one more activity to add to your schedule, remember that
connecting with your child can't really be measured by time. So, let those breakfast
dishes sit in the sick. Leave the TV off. Those 10 minutes one-on-one with your child
are well worth it.