2.3.1 Les nombres, les jours et les dates In this session, you will be studying numbers, days and dates.
Key Learning Points
Using the numbers 20 to 69 Talking about dates Pronouncing the sound [ã] Using possessive adjectives: votre, mon, son
Using quel, quelle
2.2.4 Getting about Earlier (Session 1) you met the expression:
à pied on foot Other ways of saying how people get about include:
à bicyclette by bicycle
2.2.3 Activités 14 et 15
2.2.1 L'Ardèche
In this session, you pick up a brochure on the Ardèche at the office du tourisme, with a view to planning a day there with friends.
Key Learning Points
Asking for and understanding directions Seeking clarification and/or r 2.1.2 Activité 9 1. Look at the following icons you would find in a hotel brochure. Find the English equivalents of the French words and phrases.
Trouvez les équivalents anglais
2.1.1 Activité 8 1. In Extract 43 you heard some of the language you will need to book a hotel room. Match the French with the English.
Trouvez les équivalents.
1.1.3 Activités 2 et 3 Listen to Extract 40 in which you ask Christine where three places are. Speak after each prompt. The first one has been done as an example.
Écoutez l'extrait 40 et parlez dans les pauses. Epidemiology: An introduction Parenting Eating to win: Activity, diet and weight control Working together for children: Stirling Managing to meet service users' needs Health is everywhere: Unravelling the mystery of health Young people’s wellbeing Public health in community settings: An introduction 5.1 What is disability? The focus in this section is on how disability can impact on communication and relationships in the context of health and social care. The section is structured around four main activities: there are three readings for which you should set aside at least one-and-a-half hours. Activity 26 asks you to consider the issues t 4.14 Changing fatherhood identities Click view document to read: Men Talking About Fatherhood: Discourse and Identities 4.8 Gender and difference The discussion above referred to some of the stereotypes about the ways in which men and women supposedly communicate and interact with each other. For example, there is a view that in meetings men tend to talk in a supposedly rational way, while women's talk is associated more with feelings and emotions. It was also suggested that male workers are more likely to be intimidating or overwhelming in their relationships with service users and, by implication, that female workers might be less in 4.4 Where does gender come from? In Author(s): 4.2 Talking about gender Think about the health or social care service you know best, as either a worker, carer or service user. Think of times in the recent past when gender
Saying how to get about
Activité 14
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Activité 2
Public health interventions need to be built on an evidence base and part of this evidence comes from epidemiology: the study of how and why diseases occur. Epidemiology is a bit like a game of detection. It involves identifying diseases, finding out which groups of people are at risk, tracking down causes and so on. This unit looks at some key types of data used in epidemiology, such as statistics on death and ill health, and introduces some techniques used in analysing data.Author(s):
“I blame the parents!” How often is that phrase used to explain the ills of society and is it valid? This material will consider how important is quality parenting, who judges it, and is its provision the sole responsibility of parents – should parents just be left to get on with it? It explores what parenting actually means, what is meant by quality parenting and, how it can be enhanced and promoted. It is of interest to anyone who is, might become or works with parents.Author(s):
This unit examines the importance of nutrition in physical activity, sport weight management. The role that physical activity has alongside nutrition in controlling body weight will be discussed, as will considerations for pre-and post-exercise nutrition and hydration. First published on Tue, 12 Jul 2011 as Author(s):
The care of children, especially those with disabilities, is surrounded by complex issues. Learning to navigate these difficulties while helping children to lead a happy and fulfilling life is the focus of this unit. Video footage from the Plus organisation in Stirling, Scotland, will help you develop a skilled, dynamic and ethical approach to working with children.Author(s):
Frontline managers are responsible for gathering service user views on their needs. Whose views should be taken into account? How do managers gather views? This unit helps you consider ways of getting feedback from service users, and shows the inclusive approach of a manager of a voluntary sector mental health service. First published on Thu, 14 Jul 2011 as Author(s):
This unit considers two ideas: that health is an ever-present factor in our lives, and that health is something difficult to define. But how can we say that health is everywhere if it is so mysterious? How do we recognise health if it so difficult to define? There are no easy answers to these questions! In this unit we explore this paradox, not just because it is a fascinating dilemma but because understanding health in all its multifaceted complexity is a prerequisite to working for health in i
What do we mean by ‘wellbeing’ for young people? How is it shaped by social differences and inequalities, and how can we improve young people's mental and physical health? This unit will examine the range of factors affecting young people’s wellbeing, such as obesity, binge drinking, depression and behavioural problems. First published on Fri, 2
This unit introduces you to some key aspects of community level engagement, in particular how to get to know the locality in which you want to work and how you might work in partnership with local people. In doing so, it gives you a sense of the nature and approach of community-based public health work. First published on Tue, 04 Dec 2012 as
Activity 15
Activity 13
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