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2.1 Introducción

In this session you are going to learn how to ask about different places of interest in Spain, Chile and Uruguay: what they are, where they are and what they look like.

Key learning points

  • Asking and answering where a monument or a building is

  • Describing a building

  • Using estar to indicate location


Author(s): The Open University

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1.2 Habitudes et projets

What do people normally do on 14 July? And this year, will they all enjoy the celebrations or will some of them have good reasons for not getting involved?

Activité 5 LE QUATORZE JUILLET 11:17–15:30

1 Regardez la séquence
Author(s): The Open University

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1 Word classes

Activity 1

Look at an extract from An A to Z of English by clicking on the video clip below. In this extract poet Michael Rosen acts out a confusing lesson on grammar. How many of the questions would you have got right? (Just gi
Author(s): The Open University

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1.6.4 Blogs

The founder ofTechnorati  claims that the number of ‘blogs’ doubles every five months and that the creation rate is approaching two per second. One estimate I read in July 2010 put the number at 400 million ‘blogs’. Because these online diaries offer instant publishing opportunities, you potentially have access to a wealth of knowledge from commentators and experts (if they blog) in a wi
Author(s): The Open University

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1.5.7 Referencing

We mentioned above that we need to reference sources to ensure we abide by copyright legislation. But there is another reason we need to give accurate references to items we use – so we can share it.

Consider this scenario. A friend says they’ve just read an interesting article where Joshua Schachter, founder of Delicious has spoken about why it isn’t a faceted search system, and you should read it. How would you go about finding it? Would you start looking in a news database, a s
Author(s): The Open University

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1.5.6 Copyright – what you need to know

An original piece of work, whether it is text, music, pictures, sound recordings, web pages, etc., is protected by copyright law and may often have an accompanying symbol (©) and/or legal statement. In the UK it is the Copyright, Designs and Patents Act 1988 which regulates this.

In most circumstances, works protected by copyright can be used in whole or in part only with the permission of the owner. In some cases this permission results in a fee.

However, the UK legislation incl
Author(s): The Open University

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1.3.5 Images

Images can also be found online. Some useful Image databases are:

Flickr The Arts and Humanities Data Service is a national service setup to collect, describe, and preserve the electronic resources which result from research and teaching in the humanities. It encourages scholarly use of
Author(s): The Open University

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1.3.4 Databases

At a basic level, a database is a collection of information which can be searched. It is a way of storing, indexing, organising and retrieving information. You may have created one yourself to keep track of your references – or your friends' names and addresses. They are useful for finding articles on a topic, and can be used to search for many different types of information.

You may find some of the following databases useful for your topic. They contain different types of informatio
Author(s): The Open University

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2.2.3 Activités 14 et 15

Activité 14

    <
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1.1.4 Le rôle du touriste

Activité 4

Vocabulaire
Vous êtes de la région? Are
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1.1.1 Noms de rues

As you noticed on the town plan, street names in France and other French-speaking countries often commemorate famous people and historical events. In most French towns, you will find, for instance, rue/avenue/place/boulevard du Général de Gaulle or de la République or du 14 juillet (anniversary of the storming of the Bastille, which started the French Revolution).

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Learning outcomes

After studying this unit you will be able to:

  • understand and give information on a French town;

  • seek clarification on where to stay and things to do;

  • deal confidently with numbers and tell the time;

  • see a development in your oral fluency and reading skills.


Author(s): The Open University

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Learning outcomes

By the end of this section you should be able to:

  • understand spoken descriptions of holiday resorts;

  • understand people talking about where and when they take their holidays and why;

  • write an informal postcard or letter identifying the advantages and disadvantages of a holiday resort and/or describing your own holiday plans;

  • make a short oral presentation about your holiday plans;

  • question other people about their plans;
    Author(s): The Open University

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Epidemiology: An introduction
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): Creator not set

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Public health in community settings: An introduction
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
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4.14 Changing fatherhood identities

Click view document to read: Men Talking About Fatherhood: Discourse and Identities

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4.2 Talking about gender

Activity 13

0 hours 20 minutes

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
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3.10 Working with difference

If ‘racial’ or ethnic differences are produced as part of a process that ‘racialises’ certain groups as ‘other’, how should services respond to the issue of difference? What practical steps can service providers take to ensure all members of the population, whatever their assumed ethnicity, have equal access to services and can participate fully?

Lena Robinson is a psychologist and social work educator who has written extensively on issues of cross-cultural communication for
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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence (not subject to Creative Commons licence).

Grateful acknowledgement is made to the following sources for permission:

Illustrations

Figure 1 (top right, middle left and bottom left): www.britainview.com; (top left): John Birdsall Photography; (bottom right): BBC, BBC London Live and BBC London Live Chatroom word marks and logos are trade ma
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Introduction

The unit you are about to study is exciting and stimulating. Working with adults in the community is changing at a pace that can sometimes feel bewildering. Practitioners are being asked to review what they are doing in a critical way and to adopt new approaches. For example, the word ‘community’ is one that we all use quite readily and is at the heart of many social work policies. However, we tend to take it for granted that everyone means the same thing when they talk about a com
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