Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 8777 result(s) returned

Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is used under licence.

Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

The content acknowledged below is Proprietary and is used under licence.

Text

Page 3: Wehling, H.G. (1981) ‘Regionen’ in Greiffenhagen, M. et al (eds) Handwörterbuch zur politischen Kuktur der Bundes
Author(s): The Open University

License information
Related content

Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

Übung 16

Formulieren Sie Sätze mithilfe der fett gedruckten Wörter und verwenden Sie jeweils „weil “, „damit“ oder „um … zu“.

  1. Bremer Junggesellen müssen an ihrem 30. Geburtstag die Domtreppen fegen,
    Author(s): The Open University

    License information
    Related content

    Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

Übung 7

Hören Sie sich jetzt noch einmal die Legende von Torum an und machen Sie sich Notizen zu den folgenden Punkten:

Übung 5

Hören Sie sich Teil 2 des Hörberichts an und machen Sie sich auf Englisch zu den folgenden Punkten Notizen:

  • dyke-building over the centuries;

  • heathen customs;

  • the flood of
    Author(s): The Open University

    License information
    Related content

    Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

Übung 1

Die Entstehung und Funktion der verschiedenen Regionen Deutschlands – politisch wie auch geografisch – sowie die Folgen für die dort lebenden Menschen stehen im Mittelpunkt dieser Lerneinheit.

In den ersten drei Übungen erfahren Sie mehr über die Hintergründe und Folgen der regionalen Struktur Deutschlands.

Als Vorbereitung machen Sie eine kurze Vokabelübung.

Author(s): The Open University

License information
Related content

Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

5 Después de todo

Mire todo el reportaje de nuevo y fíjese qué temas de la vida y de la cultura argentina están representados en el mural de La Boca. Luego haga una lista de los mismos. Fíjese en:

  • El diálogo del grupo de artistas en el café La Perla.

  • Las explicaciones de Cristina.

  • Las opiniones de los/las transeüntes.

Las siguientes fotos pueden ayudarle:


Author(s): The Open University

License information
Related content

Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

4.1 Actividad 5

En esta actividad deberá distinguir la información implícita de la explícita. Utilizando esta estrategia podrá prestar atención a la información que se da por sobrentendida y mejorar su capacidad de comprensión.

1 Mire la secue
Author(s): The Open University

License information
Related content

Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

1 Mirar sólo

Actividad 1

En esta actividad va a realizar un visionado parcial del reportaje tratando de obtener información de las imágenes. De este modo tendrá que concentrarse exclusivamente en la información visual. Además de obtener una idea g
Author(s): The Open University

License information
Related content

Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

Learning outcomes

By the end of this unit you will know how to:

  • Obtener información de las imágenes mientras se hace un visionado parcial y sin sonido

  • Predecir vocabulario (‘lluvia de palabras’)

  • Mirar y escuchar con un objetivo general en mente; captar ideas globales

  • Mirar el reportaje con detenimiento prestando especial atención al vocabulario

  • Distinguir la información implícita de la explícita

  • Leer textos adici
    Author(s): The Open University

    License information
    Related content

    Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

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

License information
Related content

Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

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

License information
Related content

Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

2.12 Faites le bilan: Sessions 6 – 10

Now that you have finished the last five sessions of this unit, you should be able to:


Author(s): The Open University

License information
Related content

Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

2.11.1 Revision: choosing and booking hotels

In this session, you will revise choosing and booking hotel rooms, understanding directions, identifying and using dates (years).

Activité 56

Author(s): The Open University

License information
Related content

Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

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.


Author(s): The Open University

License information
Related content

Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

1.1.3 Activités 2 et 3

Activité 2

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.


Author(s): The Open University

License information
Related content

Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

Managing to meet service users' needs
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): Creator not set

Children living in different settings
Most children live with a parent or parents, with siblings and relatives and with family pets in the family home, but many children do not live with their parents or even with their families. They may live elsewhere through choice or necessity, but whatever the event that causes them to move away from their parents or families, the significance of moving in a child’s life can be considerable. This material will be of interest to anyone who supports children who live away from their families in
Author(s): Creator not set

License information
Related content

Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

Sport media and culture: Who\'s calling the shots?
The media play a huge part in sport; we find out what's happening, how our team is doing and it creates great sporting moments and sports celebrities and stars. This unit looks at the role played by the media in sport and how this has changed with the development of internet and satellite TV. Who calls the shots athletes, teams or the media moguls? How do social scientists explain this relationship between sport and the media?Author(s): Creator not set

License information
Related content

Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

5.2 Technologies of help?

Click view document to read: Technology, Selfhood and Physical Disabilty

View document66.4KB PD
Author(s): The Open University

License information
Related content

Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

3.1 ‘Race’, ethnicity and communication

As noted in the Introduction, much of the debate about difference and diversity in health and social care has focused on issues of ‘race’ and ethnicity. It is perhaps the area that first comes to mind when there is discussion about issues of communication and difference in care services, but it is also an area where the arguments are most complex and contentious.

As you saw in Section 1, ‘racial’ or ethnic diversity has often been constructed as a ‘problem’ for health and so
Author(s): The Open University

License information
Related content

Except for third party materials and/or otherwise stated (see terms and conditions) the content in OpenLearn is released for use under the terms of the Creative Commons Attribution-NonCommercial-Share

Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439
Tell the time
Ask and pay for goods and services
Understand and give directions in a building
Understand what is and is not allowed
Identify and use dates
Use expressions of time