Lingua Franca 14 Nov-dec 2007

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Bringing Exam tasks to life...............................................2
The new ECPE Speaking test ............................................4
Les métiers de l’ information et de la communication...6
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Frequently asked questions regarding ADHD .................9
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UCLan examinations ¶Ï‹Ú˘ ·Ó·ÁÓÒÚÈÛË ·Ô ÙÔ QCA OÈ ÂÍÂÙ¿ÛÂȘ ÁψÛÛÔÌ¿ıÂÈ·˜ UCLan Â›Ó·È ϤÔÓ Ï‹Úˆ˜ ·Ó·ÁÓˆÚÈṲ̂Ó˜ ÛÙËÓ MÂÁ¿ÏË BÚÂÙ·Ó›· ·Ô ÙÔ QCA Î·È ¤¯Ô˘Ó ‹‰Ë ηٷ¯ˆÚËı› ÛÙËÓ National Database of Accredited Qualifications. A˘Ùfi Ú·ÎÙÈο ÛËÌ·›ÓÂÈ ÁÈ· ÙËÓ EÏÏËÓÈ΋ ·ÁÔÚ¿ ÔÙÈ Ôχ Û‡ÓÙÔÌ· ı· ÂÈÛÙÚ¤„Ô˘Ó ÛÙËÓ Ï›ÛÙ· ÙˆÓ ·Ó·ÁÓˆÚÈÛÌ¤ÓˆÓ ÂÍÂÙ¿ÛÂˆÓ ·Ô ÙÔ A™E¶, ÂÊ’fiÛÔÓ ÏËÚÔ‡Ó ϤÔÓ fiϘ ·ÓÂÍ·ÈÚ¤Ùˆ˜ ÙȘ ÚÔ˘Ôı¤ÛÂȘ ÙÔ˘ ¶ÚÔ‰ÚÈÎÔ‡ ¢È·Ù¿ÁÌ·ÙÔ˜. H ÚˆÙÔÊ·Ó‹˜ ÂÚÈ¤ÙÂÈ· ÛÙËÓ ÔÔ›· ˘‚ϋıÂÈ ÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔ, fiˆ˜ Î·È ÔÈ ‰Âο‰Â˜ ¯ÈÏÈ¿‰Â˜ ÙˆÓ ˘Ô„ËÊ›ˆÓ Ô˘ ¤Ï·‚·Ó ̤ÚÔ˜, ˆ˜ ÛÙÈÁÌ‹˜, ÛÙȘ ÂÍÂÙ¿ÛÂȘ ÛÙËÓ EÏÏ¿‰· Ï·Ì‚¿ÓÂÈ ϤÔÓ Ù¤ÏÔ˜. M ‚¿ÛË ÙÔ ÈÔ ÚfiÛÊ·ÙÔ ¶ÚÔ‰ÚÈÎfi ¢È¿Ù·ÁÌ· ··Ú·›ÙËÙË ÚÔ˘fiıÂÛË ÁÈ· ÙËÓ ·Ó·ÁÓÒÚÈÛË ÂÍÂÙ¿ÛÂˆÓ ÁψÛÛÔÌ¿ıÂÈ·˜ ÛÙ· AÁÁÏÈο Â›Ó·È Ó· Â›Ó·È ·Ó·ÁÓˆÚÈṲ̂Ó˜ ·Ô ÙÔ QCA. ¶¿Óˆ Û ·˘Ùfi ‚·Û›ÛÙËÎÂ Ë ·Ê·›ÚÂÛË ÙˆÓ ÈÛÙÔÔÈËÙÈÎÒÓ ÙÔ˘ UCLan ·Ô ÙËÓ Ï›ÛÙ· ÙˆÓ ·Ó·ÁÓˆÚÈÛÌ¤ÓˆÓ ÂÍÂÙ¿ÛÂˆÓ ÛÙËÓ EÏÏ¿‰·. ¶Ï¤ÔÓ fï˜ ÔÈ ÂÍÂÙ¿ÛÂȘ UCLan Â›Ó·È Ï‹Úˆ˜ ·Ó·ÁÓˆÚÈṲ̂Ó˜ ·Ô ÙÔ QCA Î·È Û˘ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È ÛÙËÓ EıÓÈ΋ B¿ÛË AÓ·ÁÓˆÚÈÛÌ¤ÓˆÓ ¶ÈÛÙÔÔÈËÙÈÎÒÓ (NDAQ), Ù˘ BÚÂÙ·Ó›·˜. H fiÏË ÈÛÙÔÚ›· ÍÂΛÓËÛ Ì ÙËÓ ˘ÔÁÚ·Ê‹ ÙÔ˘ Ó¤Ô˘ ¶ÚÔ‰ÚÈÎÔ‡ ¢È·Ù¿ÁÌ·ÙÔ˜ ÙÔ ÔÔ›Ô ˘·ÁfiÚ¢ ˆ˜ ÁÈ· Ó· ·Ó·ÁÓˆÚÈ-

ÛÙÔ‡Ó AÁÁÏÈΤ˜ ÂÍÂÙ¿ÛÂȘ ÁψÛÛÔÌ¿ıÂÈ·˜ ÛÙËÓ EÏÏ¿‰·, ı· Ú¤ÂÈ Ó· Â›Ó·È ·Ó·ÁÓˆÚÈṲ̂Ó˜ ·Ô ÙÔ QCA, ‚ÚÂÙ·ÓÈ΋ ·Ú¯‹ Ë ÔÔ›· ·Ó·ÁÓˆÚ›˙ÂÈ ÂÍÂÙ¿ÛÂȘ Ô˘ ‰ÈÂÓÂÚÁÔ‡ÓÙ·È ·fi ȉȈÙÈÎÔ‡˜ ÊÔÚ›˜ Î·È ÌË ·ÓÂÈÛÙËÌÈ·ÎÔ‡˜ ÊÔÚ›˜. H QCA, ηٿ ·Ú·‰Ô¯‹ Ù˘ ȉ›·˜ ̤ۈ ÂÁÁÚ¿ÊˆÓ Ù· ÔÔ›· ηٷ٤ıËÎ·Ó ÛÙÔ A™E¶, ‰ÂÓ ·Ó·ÁÓˆÚ›˙ÂÈ ·ÓÂÈÛÙËÌÈ·ÎÔ‡˜ ÊÔÚ›˜ ‰ÈfiÙÈ ·˘ÙÔ› Â›Ó·È ·ÓÂÍ¿ÚÙËÙÔÈ Î·È ¤¯Ô˘Ó ÙÔ ‰Èη›ˆÌ· ·Ô ÙÔÓ AÁÁÏÈÎfi ÓfiÌÔ Ó· ‰ÈÂÍ¿ÁÔ˘Ó ÂÍÂÙ¿ÛÂȘ Û οı Â›Â‰Ô Î·È ·ÓÙÈΛÌÂÓÔ Ù˘ ·ÚÌÔ‰ÈfiÙËÙ¿˜ ÙÔ˘˜. ™˘ÓÂÒ˜, Ô˘‰¤ÔÙÂ, ˆ˜ ÙÒÚ·, ›¯Â ÚÔ·„ÂÈ ·Ó¿ÁÎË Ó· «·Ó·ÁÓˆÚÈÛÙÔ‡Ó» ÂÍÂÙ¿ÛÂȘ ·ÓÂÈÛÙËÌ›ˆÓ ·fi ÂΛÓÔ˘˜. A˘Ù‹ ÙË ‰˘Ó·ÙfiÙËÙ· ˘ÔÛÙËÚ›˙·Ó Î·È ¿ÏÏÔÈ BÚÂÙ·ÓÈÎÔ› ÊÔÚ›˜, fiˆ˜ ÙÔ YÔ˘ÚÁÂ›Ô ¶·È‰Â›·˜ Î·È ÙÔ BÚÂÙ·ÓÈÎfi ™˘Ì‚Ô‡ÏÈÔ, ÙÔ ÔÔ›Ô Â›Ó·È Ô˘ÛÈ·ÛÙÈο Ô MÔÚʈÙÈÎfi˜ AÎfiÏÔ˘ıÔ˜ Ù˘ BÚÂÙ·ÓÈ΋˜ ¶ÚÂۂ›·˜. ŸÏ· Ù· ¤ÁÁÚ·Ê· Ù· ÔÔ›· ηٷ٤ıËÎ·Ó ÛÙÔ A™E¶ ·Ô ÙÔ ·ÓÂÈÛÙ‹ÌÈÔ ‚‚·ÈÒÓÔ˘Ó ¤Ú·Ó ¿Û˘ ·ÌÊÈ‚ÔÏ›·˜ ˆ˜ fiÛÔÓ ·ÊÔÚ¿ ÙËÓ MÂÁ¿ÏË BÚÂÙ·Ó›·, Ù· ·ÓÂÈÛÙ‹ÌÈ· ¯·›ÚÔ˘Ó Ï‹ÚÔ˘˜ ·ÓÂÍ·ÚÙËÛ›·˜ Î·È Î·Ó¤Ó·˜ ¿ÏÏÔ˜ ÊÔÚ¤·˜ ‰ÂÓ ¤¯ÂÈ ÙÔ ‰Èη›ˆÌ· Ó· ·Ú¤Ì‚ÂÈ Û ı¤Ì·Ù· «·Ó·ÁÓÒÚÈÛ˘ ‹ ÌË» ÙˆÓ ÈÛÙÔÔÈËÙÈÎÒÓ ÙÔ˘˜. ¶ÂÚȤÚÁˆ˜ fï˜ ÔÈ ÂÏÏËÓÈΤ˜ ·Ú¯¤˜ Û˘Ó¤¯ÈÛ·Ó Ó· ÂÈ̤ÓÔ˘Ó ˆ˜ «ı¤ÏÔ˘Ó QCA»,

οÙÈ Ô˘ ÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔ ÊÚfiÓÙÈÛ ӷ ÂÍ·ÛÊ·Ï›ÛÂÈ. H η AÓÓ· MÔ˘ÏÓÙÔ‡ÌË, ¶Úfi‰ÂÚÔ˜ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ ( Europalso), Ô ÔÔ›Ô˜ ‰ÈÂÍ¿ÁÂÈ ÙȘ ÂÍÂÙ¿ÛÂȘ UCLan ÛÙËÓ EÏÏ¿‰·, ‰‹ÏˆÛÂ: «AÈÛı·ÓfiÌ·ÛÙ ȉȷÈÙ¤Úˆ˜ Â˘Ù˘¯Â›˜ Î·È ‰ÈηȈ̤ÓÔÈ Ì ÙËÓ Î·Ù¿ÏËÍË ÙÔ˘ ˙ËÙ‹Ì·ÙÔ˜. H ÂÚÈ¤ÙÂÈ· ÛÙËÓ ÔÔ›· ˘Ô‚Ï‹ıËÎ·Ó ·‰›Îˆ˜ ÔÈ Û˘Ó¿‰ÂÏÊÔÈ Î·È ÔÈ Ì·ıËÙ¤˜ Ì·˜ ·Ô ÙËÓ ·ÏÏ·Á‹ ÙÔ˘ ¶ÚÔ‰ÚÈÎÔ‡ ¢È·Ù¿ÁÌ·ÙÔ˜ Â›Ó·È ϤÔÓ ·ÚÂÏıfiÓ. TÔ ¶·ÓÂÈÛÙ‹ÌÈÔ ÙÔ˘ Central Lancashire, ·Ú¿ ÙÔ ÁÂÁÔÓfi˜ fiÙÈ Ù· ÈÛÙÔÔÈËÙÈο ÙÔ˘, Ôˆ˜ οı ÎÚ·ÙÈÎÔ‡ ¶·ÓÂÈÛÙËÌ›Ô˘, Â›Ó·È Ï‹Úˆ˜ ·Ó·ÁÓˆÚÈṲ̂ӷ ·Ô ÙÔÓ BÚÂÙ·ÓÈÎfi ÓfiÌÔ, ÂÍ·ÛÊ¿ÏÈÛ ÙËÓ «ÂÚ›ÊËÌË» ÈÛÙÔÔ›ËÛË ·Ô ÙÔ QCA, ÙËÓ ÔÔ›· ¤Ú·Ó ¿Û˘ ÏÔÁÈ΋˜ ··ÈÙ› ÙÔ YÔ˘ÚÁÂ›Ô EÛˆÙÂÚÈÎÒÓ Î·È ÙÔ A™E¶ Î·È Ë ÔÔ›·, fiˆ˜ Ì·˜ ‰‹ÏˆÛ·Ó ˘„ËÏfi‚·ıÌ· ÛÙÂϤ¯Ë ÙÔ˘ QCA, ‚¿ÛÂÈ ÙÔ˘ ‚ÚÂÙ·ÓÈÎÔ‡ ÓfiÌÔ˘ ‰ÂÓ Â›Ó·È ··Ú·›ÙËÙË. AÈÛı¿ÓÔÌ·È ‚·ıÈ¿ ÙËÓ ·Ó¿ÁÎË Ó· ¢¯·ÚÈÛÙ‹Ûˆ ‰ËÌfiÛÈ· fiÏÔ˘˜ ÙÔ˘˜ Û˘Ó·‰¤ÏÊÔ˘˜ ·Ô Î¿ı ÁˆÓÈ¿ Ù˘ EÏÏ¿‰·˜ Ô˘ ÂÌÈÛÙ‡ıËÎ·Ó ÙȘ ÂÍÂÙ¿ÛÂȘ University of Central Lancashire Î·È ÙȘ ÛÙ‹ÚÈÍ·Ó ·Ú¿ ÙȘ ·ÓÙÈÍÔfiÙËÙ˜. OÈ ÂÍÂÙ¿ÛÂȘ ÙÔ˘ M·›Ô˘ ı· ‰ÈÂÍ·¯ıÔ‡Ó ÛÙȘ ÚÔÁÚ·ÌÌ·ÙÈṲ̂Ó˜ ËÌÂÚÔÌËӛ˜ 17(C1-C2) Î·È 18 (B1-B2) M·›Ô˘ Û ·ÓÂÏÏ·‰È΋ Îϛ̷η.»

O Stephen Krashen ÛÙËÓ EÏÏ¿‰· O ·ÁÎÔÛÌ›Ô˘ Ê‹Ì˘ ÁψÛÛÔÏfiÁÔ˜, ÂÚ¢ÓËÙ‹˜ Î·È ·ÎÙÈ‚ÈÛÙ‹˜ Stephen Krashen ı· ‚Ú›ÛÎÂÙ·È ÛÙȘ 15 Î·È 16 M·ÚÙ›Ô˘ ÛÙËÓ EÏÏ¿‰·, fiÔ˘ Î·È ı· Ï¿‚ÂÈ Ì¤ÚÔ˜ ÛÙÔ 29Ô ÂÙ‹ÛÈÔ Û˘Ó¤‰ÚÈÔ ÙÔ˘ Tesol Greece. To ı¤Ì· ÙÔ˘ Û˘Ó‰ڛԢ Â›Ó·È Inspired Teachers, Motivated Learners Î·È ÂÎÙfi˜ ·Ô ÙÔÓ ‰È·ÎÂÎÚÈ̤ÓÔ ÁψÛÛÔÏfiÁÔ ı· Ï¿‚Ô˘Ó Ì¤ÚÔ˜ ˆ˜ plenary speakers ÔÈ Elizabeth O'Dowd, Kia Karava Î·È Keith Johnson. O Michael Robbs, Úfi‰ÚÔ˜ ÙÔ˘ TESOL Greece ‰‹ÏˆÛÂ: « E›Ó·È ÌÂÁ¿ÏË ÙÈÌ‹ Î·È ˘ÂÚËÊ¿ÓÂÈ· ÁÈ· Ì·˜ Ë ·ÚÔ˘Û›· ÂÓfi˜ ÙfiÛÔ ÌÂÁ¿ÏÔ˘ ÔÓfiÌ·ÙÔ˜ ÛÙËÓ EÏÏ¿‰·». O Stephen Krashen ı· ÌÈÏ‹ÛÂÈ Ì ı¤Ì· : «Case histories and what they tell us about language acquisition», Ë Elizabeth O'Dowd "Teaching grammar for international English”, o Keith Johnson "What makes an inspired teacher” Î·È Ë KÈ· K·Ú·‚¿ "A study of the motivation and job satisfaction levels of Greek EFL teachers.» TÔ Û˘Ó¤‰ÚÈÔ ı· Á›ÓÂÈ ÛÙȘ 14 Î·È 15 M·ÚÙ›Ô˘ ÛÙËÓ EÏÏËÓÔ·ÌÂÚÈοÓÈÎË EÓˆÛË Î·È Â›Ó·È ·ÓÔȯÙfi ÛÙ· ̤ÏË ÙÔ˘ TESOL Greece Î·È Î·ıÒ˜ Î·È Û Ӥ· ̤ÏË.

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Bringing exam tasks to life Things we’ve tried that work Preparing students for exams is an important part of our work and takes up a large proportion of class time at higher levels. Working with past papers is the most effective way to practice, but these are designed to test not teach and lessons based on practice tests can be quite boring. This article suggests ways to take tasks in exam format from past papers and make them into a lesson that will develop your students’ exam skills while also building their language competence.

Reading A reading lesson generally consists of several stages, and there is no reason why a lesson based on a reading comprehension task from an exam should be different. Start by finding an interesting way to introduce the topic of the text. For a text about a memory test, you could start the lesson by playing Kim’s game, where students have a minute to

memorize a list of words and then have to recall them. Choose words that the students already know, perhaps as revision from the previous lesson. As the next stage, the students could take a memory test online. The BBC website is a valuable resource for all kinds of authentic materials. The Science section also introduces a memory training technique similar to the one described in the exam task. Having practiced this, the students are then primed to read the text and although the preparation will make it more meaningful to them, the actual exam task - matching headings to paragraphs - is unchanged. To prepare students for an exam task that involves putting paragraphs in position in the text, once again the first stage is to set the context. A text about the life of an artist is accompanied in the practice test book by a detail of one of her pictures. This and

Peter Beech Anglo-Hellenic Teacher Training [email protected]

additional pictures can be used to stimulate students’ interest in the topic. At this stage, you might also pre-teach some of the vocabulary from the text. Providing a gist read task is an effective way to get students to engage with the overall meaning of the text. As this text is a biography, it is organized chronologically. Once students have realized this, they can arrange the missing paragraphs on a timeline in rough

chronological order; which paragraphs refer to her youth, her middle age, her old age? Reading lessons should encourage students to employ both top-down and bottom-up approaches to comprehension. This gist activity activates the students’ existing knowledge of the world (schemata) while approaching the text as a whole. The main read task, which is the actual exam task, then requires this to combine with bottom-up processing, looking for specific reference links. The topdown approach allows us quickly to decide roughly where in the text each paragraph belongs, while the bottom-up approach completes the task of allocating each paragraph to its precise position.

Writing When approaching exam writing tasks which first require students to read a text, we should also start by setting a context as we would in a reading lesson. A task that asks

students to reply to an invitation to a concert can be introduced by having students discuss what sort of music they listen to, what their favourite band is and if they have been to any of their concerts. At this stage the teacher can also introduce relevant vocabulary. An alternative approach, useful when students have to choose one task from a selection of different genres, begins with an examination of the features of some of the genres which candidates are required to produce, before drafting an outline for a text in one of these genres. In each case the preparatory work supports the students and builds confidence but the level of difficulty in the actual task is unaffected.

Use of English Although a cloze passage is eventually an exercise in lexicogrammar, it is still a text, so the approach to the activity may start ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 15

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The correct use of errors How learners’ wrongs help lexicographers get their dictionaries right Susan Maingay “The world’s English pitfalls revealed.” This is the intriguing claim made by the Cambridge Learner Corpus (CLC), an electronic database of 25m words taken from candidates’ written papers for Cambridge Esol exams. There is nothing new about collecting and analysing the language of learners. Teachers have always kept notes of their students’ problems. Many books have been published on “common errors”. But since the 1980s things have changed. First the world of dictionary-making and ELT publishing was revolutionised by the development of large-scale corpora of native-speaker use. Hard on the heels of this came an interest in using similar techniques to capture and explore the world of learners’ English. So what is this world that Cambridge Esol thinks is so beset with pitfalls? What do the pitfalls look like? And what revelations can we expect from CLC? The CLC corpus is a big one. At

25m words, it is bigger than most comparable learner corpora (the Longman Learners’ Corpus comes in at 12m; the International Corpus of Learner English at the Université catholique de Louvain in Belgium contains about 3m words). In corpus research size does not necessarily matter, but if your interest is in global language learners, then big is beautiful. The CLC scores on this count. It also covers a wide range of nationalities and languages (180 countries; 100 first languages, although not all of these are equally well represented). This enables researchers to compare the performance of learners with different first-language backgrounds. However, this is almost exclusively the world of written communication. It is also bounded by the conventions of Cambridge Esol - the texts and task-types required by the exams. But there are other worlds of English and other sources of “pitfalls”.

So who decides what these pitfalls are, and do they provide the right focus for a learner corpus? Cambridge Esol puts its focus on “the mistakes which cost English learners the chance of higher grades”. But one person’s error might be another’s normal usage. There is a growing research literature on English as a Lingua Franca (ELF) that documents how world English is changing and how perceived ownership of the language is shifting. A corpus project that offers a contrasting take on World English is the Vienna Oxford International Corpus of English (Voice). This sets itself apart from most other non-native- speaker corpora by focusing exclusively on spoken language. Nor does it call itself a learners’ corpus, but rather a corpus of ELF. Although the target size is only 1m words - not surprising, given the difficulties in capturing and transcribing spoken language - the Voice project aims to provide an

empirical basis for understanding how “current use of English is being shaped at least as much by its non-native speakers as its native speakers”. Voice director Barbara Seidlhofer of the University of Vienna offers insights into this process through a list of the things that speakers of ELF often do. Interestingly there is a significant overlap between these and the features that are identified as the “most common grammatical errors” in the CLC. They include omission of articles, the use/misuse (depending on your point of view) of prepositions and the use/misuse of common verbs such as make, do and have. So what is revealed by a corpus such as CLC? So far the focus has been on the identification of errors - “all the areas of language that [students] find difficult”. But there is the potential to do much more than this. Recent research shows that learners tend to use core words such as “big”, “nice” and “bad” far more frequently than expert

writers, who deploy a wider range of vocabulary. This kind of data can be valuable in the development of good teaching materials. One early example is the new edition of the Macmillan English Dictionary, in which learner corpus data is being used to help learners develop their writing skills. Two contributors to the project, Michael Rundell of Lexical Master Class (www.lexmasterclass.com) and Sylvianne Granger at the Centre for English Corpus Linguistics at Louvain, are convinced that “the huge potential of learner corpora for improving learners’ dictionaries is still largely unexploited”. It looks as if learner corpora such as the CLC are going to be essential resources for the dictionary-makers of the future, and that it is not just learners who are going to be learning from their pitfalls. Corpora to pick over Cambridge Learner Corpus http://www.cambridge.org/elt/corpu s/learner_corpus.htm Longman Learners’ Corpus http://www.pearsonlongman.com/di ctionaries/corpus/learners.html Voice http://www.univie.ac.at/voice/ ICLE Louvain http://cecl.fltr.ucl.ac.be/ Reprinted from Guardian Weekly

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The New ECPE Speaking Test starting June 2009 by Sylvia Kar We are all aware by now that the ECPE Speaking Examination is changing as of June 2009. It seems to lean towards the CPE, since there will be two candidates and two examiners. Pictures will no longer be used. Below is an outline of the new speaking format. ñ Consists of 5 stages. ñ Lasts anywhere between 25-35 min. for the paired format (2 candidates, 2 examiners) ñ 35-45 min. (3 candidates, 2 examiners) ñ 1 examiner for stages 1-3 - another examiner for stages 4-5 Stage 1: Warm up stage ñ Introductions and small talk (general topics: friends, hobbies, hometown, family, profession, etc.). ñ Lasts 3-5 minutes. ñ Goal is to establish rapport between candidates through introductions and friendly conversation. ñ Here examiner participates. Stage 2: Summarizing and Recommending ñ Each candidate given information sheet with descriptions of 2 options (4 options between the two candidates). ñ Candidates keep the information sheet and may even make notes. ñ Given 2-3 minutes to read and understand information ñ Then, take turns summarizing the descriptions of their options to the other candidate not read it to him/her. ñ The summarizations must be listened to carefully because the candidates will make a recommendation to their partner of the best option from the two presented, by the partner. Candidates may take notes as the partner is summarizing. ñ Then each candidate chooses one of his own options and thinks of reasons why the chosen option is best. (All answers

NEW 2009 SPEAKING FORMAT

and options are correct. There are no right or wrong options). ñ The goal of stage 2 = = learn what the options are = make a recommendation = choose one of their own options ñ Lasts 5-7 minutes. Stage 3: Consensus Reaching ñ 5-7 minutes duration ñ Candidates report to their partner the option they chose. ñ They compare and contrast the options and discuss advantages and disadvantages of each. ñ Still can’t see partner’s information sheet. ñ The goal of stage 3 is to come to an agreement on one single option for both of them. Stage 4: Presenting and Convincing ñ 5-7 minutes duration ñ Candidates present option they have chosen to Examiner 2 who has the role of a person of high status related to the options. (For example, he might be the boss of the company who wants to hire an employee). ñ Candidates have 2-3 minutes to plan a short presentation. Now they may look at each other’s information sheets. ñ Each candidate presents 2 reasons for choosing his particular option and explains why the reasons are important. ñ The goal of stage 4 is to convince Examiner 2 that their option is the best one. Stage 5: Justifying and Defending ñ Duration 5-7 minutes ñ Examiner 2 questions the decision of the candidates. ñ The goal of stage 5 is to address the examiner’s challenges and justify their decision.

Here is what your candidates may be confronted with: This section of the Speaking will provide you with Sample Tasks as you might be given on an actual ECPE Speaking Test, starting on June 2009. Remember- candidates do not see each others information sheets until stage 4. Choose two candidates and role-play this out, in class.

Candidate 1 Information Sheet

Candidate 2 Information Sheet

Hiring a New Secretary

Hiring a New Secretary

John Doe Here is a list of Mr. Doe’s personal characteristics and information given by previous employers and colleagues from previous jobs. ñ very friendly and co-operative to work with ñ 5 years of experience as an executive secretary ñ organized all the office parties ñ excellent computer skills ñ gets involved with women colleagues ñ excellent organizational skills

James Brown The following is a list of some of Mr. Brown’s personal characteristics and comments made by previous employers. ñ used to own his own business ñ married with 2 children ñ no previous experience as a secretary ñ some experience with newest technology ñ is heavily in debt ñ good public relations skills

Susan Hay Here is a list of Ms. Hay’s personal characteristics and comments made by previous teachers and associates. ñ just graduated with an MBA. ñ speaks and writes in 5 languages ñ uses all the newest technology ñ loves office gossip ñ is a workaholic ñ plans to get married in Spring

Dorothy Peel The following is a list of Ms Peel’s personal characteristics and comments made by colleagues at her previous job. ñ can’t say no when it comes to helping others ñ very sharp dresser ñ some experience with newest technology ñ functions well under pressure ñ may be rude if pushed too far ñ has trouble getting up in the morning

FOR EXTRA PRACTICE Here are some topics that students should expand on to get the feel of how the examination works. Have the students fill in all the points. For example: The board of Directors of your school have a large sum of money they want to spend on a sports facility. Below are the 4 possible options – 2 for each candidate to think about and choose from. Complete the possible characteristics or information you might be required to assess before making a choice.

Candidate 1 Information Sheet

Candidate 2 Information Sheet

Swimming Pool ñ overall exercise for the whole body ñ heated in winter ñ ñ ñ ñ

Fully Equipped Gymnasium ñ year round use ñ lots of choice of activities ñ ñ ñ ñ

Tennis Court ñ gives a great workout ñ can be used after school hours ñ can’t be used in rainy season or when it snows ñ ñ ñ ñ

Hockey Rink ñ can be used year round ñ not a favorite with girls ñ ñ ñ ñ

For additional practice, have the students come up with topics that they might meet on an actual examination.

All this information is taken from my new book, Final Review Examinations, with ten practice examinations and the new Speaking Format.

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Les métiers de l’information et de la communication : traducteur et /ou interprète ... ? Par Constantin TEGOS L’ amalgame entre le métier du traducteur et celui de l’interprète est souvent opéré par les professionnels intéressés par ces métiers. En effet, lorsqu’elles répondent à l’appel d’un client, les sociétés de traduction entendent souvent une seule et même phrase: «J’ai besoin d’un traducteur !» Pourtant, après avoir posé quelques questions pour en savoir davantage, on réalise souvent que ce que le client souhaite en réalité, c’est un interprète, ce qui est tout à fait différent du traducteur. Car si cette confusion est assez courante et explicable, traduction et interprétation impliquent en fait des compétences foncièrement différentes et habituellement, ces activités sont pratiquées par des professionnels différents.

fourni dans n’importe quel format que ce soit Word, Excel, PowerPoint ou encore PDF ou dans sa version imprimée. La plupart des sociétés/écoles de traduction n’emploient que des traducteurs qui traduisent dans leur langue maternelle et souvent vivent dans leur pays. Il s’agit de professionnels

expérimentés qui sont diplômés dans la traduction et disposent de plusieurs années d’expérience. Tout leur talent consiste à s’emparer d’un texte et le traduire d’une langue source vers leur propre langue de telle sorte qu’il paraisse tout à fait naturel dans cette langue cible et qu’il ne s’agisse pas d’une traduction littérale.

Les traducteurs ont tendance à se spécialiser dans un domaine particulier, tel que : la banque, la finance, l’économie, l’ingénierie, l’administration et la politique, l’informatique, le droit, le marketing, les médias et la création, la médecine et l’industrie pharmaceutique, le pétrole et le gaz ou encore les télécommunications. En comparaison, un interprète travaille à l’oral et peut être interprète “consécutif” ou “simultané”.

En effet, un traducteur travaille à partir d’un texte écrit et il peut s’agir tout aussi bien d’un rapport ou d’un contrat, ou encore d’une copie de brochure ou de publicité qui doivent être traduits dans sa langue maternelle. Le texte peut être

∞ÔÓÔÌ‹ Ù˘¯›ˆÓ Î·È ÎÔ‹ ›Ù·˜ K•° K·ÚÏÔ‚¿ÛÈÔ˘ ªÈ· ͯˆÚÈÛÙ‹ ‚Ú·‰È¿ ‰ÈÔÚÁ·ÓÒıËΠÁÈ· 2Ë ÊÔÚ¿ ÙËÓ ∫˘Úȷ΋ 27 π·ÓÔ˘·Ú›Ô˘ 2008 ·fi Ù· ∫.•.°. ∫·ÚÏÔ‚¿ÛÔ˘ Î·È ª·Ú·ıÔοÌÔ˘, ̤ÏË ÙÔ˘ Europalso Society, ÛÙËÓ ·›ıÔ˘Û· ÂΉËÏÒÛÂˆÓ ÙÔ˘ •ÂÓÔ‰Ô¯Â›Ô˘ «∞π°∞πO¡» ÛÙÔ ∫·Ú/ÛÈ ™¿ÌÔ˘.

™Â ÌÈ· ·›ıÔ˘Û· Ô˘ ηٷÎχÛÙËΠ·fi 700 Ì·ıËÙ¤˜ Î·È ÁÔÓ›˜, ÔÈ È‰ÈÔÎً٘ ∫¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ Europalso ÙfiÓÈÛ·Ó ÙËÓ ·Ó¿ÁÎË ·ÏÏ¿ Î·È ÙË ÛËÌ·Û›· Ù˘ ÁψÛÛÔÌ¿ıÂÈ·˜ Î·È Ù˘ ÈÛÙÔÔ›ËÛ‹˜ Ù˘ ÙfiÛÔ ÛÙËÓ ∂ÏÏ¿‰· fiÛÔ Î·È ÛÙËÓ ˘fiÏÔÈË ∂˘ÚÒË. ∆ËÓ ÂΉ‹ÏˆÛË Ù›ÌËÛ·Ó Ì ÙËÓ ·ÚÔ˘Û›· ÙÔ˘˜ Ô ¢‹Ì·Ú¯Ô˜ ∫·Ú/ÛÔ˘ Î. ¶·Ó·ÁÈÒÙ˘ §˘Ì¤Ú˘, Ô ¢È¢ı˘ÓÙ‹˜ ÙÔ˘ 1Ô˘ ¢ËÌÔÙÈÎÔ‡ ™¯ÔÏ›Ԣ ∫·Ú/ÛÔ˘ (¶ÔÚÊ˘ÚÈ¿‰·˜ ™¯ÔÏ‹˜) Î. ∂ÌÌ. ª·ÓˆÏ·Ú¿Î˘, Ë ¢È¢ı‡ÓÙÚÈ· ÙÔ˘ ¢ËÌÔÙÈÎÔ‡ ™¯ÔÏ›Ԣ ªÂÛ·›Ô˘ ∫·Ú/ÛÔ˘ η. ÕÓÓË ∞Ó‰Ú¿‰Ë, ÔÈ ‰ËÌÔÛÈÔÁÚ¿ÊÔÈ ÙÔÈÎÒÓ ÂÊËÌÂÚ›‰ˆÓ Î. °ÂÚ¿ÛÈÌÔ˜ ∫ÔÛÌ¿ÙÔ˜ Î·È ∂˘¿ÁÁÂÏÔ˜ ™˘ÚȉÒÓ˘. ∂›Û˘ ȉȷ›ÙÂÚË ÙÈÌ‹ ÁÈ· Ù· ∫¤ÓÙÚ·

Ainsi, le traducteur a besoin de saisir toutes les nuances et tous les idiomes présents dans la langue d’origine et de les traduire dans sa propre langue tout en conservant le sens original intact. Souvent, ils ont pu également bénéficier d’une expérience de travail supplémentaire dans un domaine particulier avant de s’engager dans une carrière de traducteur. Les coûts de traductions sont calculés en fonction du nombre de mots dans le texte source, autant que possible, du document à traduire et un traducteur peut traduire en moyenne entre 1500 et 2000 mots par jour.

Ì·˜ ·ÔÙ¤ÏÂÛÂ Ë ·ÚÔ˘Û›· ÙÔ˘ ÂÎÚÔÛÒÔ˘ ÙÔ˘ ¶.™.π.∫.•.°. Î·È ÂÎÚÔÛÒÔ˘ ÙˆÓ UCLAN Î·È Europalso Î. ∑ËÎfiÔ˘ÏÔ˘, Ù˘ ÂÎÚÔÛÒÔ˘ Ù˘ ∂ÏÏËÓÔ·ÌÂÚÈηÓÈ΋˜ ŒÓˆÛ˘ η˜ §ÈÔÓÔ˘‰¿ÎË, ηıÒ˜ Î·È Ë ·ÚÔ˘Û›· Î·È ÚÔÛÊÔÚ¿ ÏÔÁÔÙ¯ÓÈÎÒÓ ‚È‚Ï›ˆÓ Î·È ÏÂÍÈÎÒÓ ÙˆÓ ÂÎÚÔÛÒˆÓ ÙˆÓ ÂΉÔÙÈÎÒÓ Ô›ÎˆÓ Burlington Books, Grivas Publications, Hillside Press, Macmillan & Pearson Longman. ∏ ÂΉ‹ÏˆÛË ÍÂΛÓËÛ Ì ÙËÓ ÎÔ‹ Ù˘ ‚·ÛÈÏfiÈÙ·˜ ·fi ÙÔÓ ¢‹Ì·Ú¯Ô ∫·Ú/ÛÔ˘ Î·È Û˘Ó¯›ÛÙËΠ̠ÙËÓ ·ÔÓÔÌ‹ 450 Û˘ÓÔÏÈο ÈÛÙÔÔÈËÙÈÎÒÓ ∞ÁÁÏÈ΋˜ Î·È °ÂÚÌ·ÓÈ΋˜ °ÏÒÛÛ·˜ ¤ÁÎ˘ÚˆÓ Î·È ·Ó·ÁÓˆÚÈÛÌ¤ÓˆÓ ÊÔÚ¤ˆÓ fiˆ˜ ·˘ÙÒÓ ÙÔ˘

Cambridge, Michigan, UCLAN, °Î·›ÙÂ, ∫Ú·ÙÈÎÔ‡ Î·È Europalso. ™ÙÔ Ù¤ÏÔ˜ Ù˘ ÂΉ‹ÏˆÛ˘ ‰fiıËΠÙÔ ÊÏÔ˘Ú› ÛÙÔÓ Ù˘¯ÂÚfi Ì·ıËÙ‹ Ù˘ ‚Ú·‰È¿˜, ∆Û·Á·Ófi ™Ù·Ì¿ÙË Î·È ¤Ó· χΈ̷ ÙÔ˘ ÓËÛÈÔ‡ Ù˘ ™¿ÌÔ˘ ÛÙÔ˘˜ ÂÎÚÔÛÒÔ˘˜ ÙˆÓ ÂÍÂÙ·ÛÙÈÎÒÓ ÊÔÚ¤ˆÓ Î·È ÂΉÔÙÈÎÒÓ Ô›ÎˆÓ. ∏ ‚Ú·‰È¿ ¤ÎÏÂÈÛ Ì Â›ÛËÌÔ Á‡̷ Ô˘ ·Ú¤ıÂÛ·Ó Ù· ∫.•.°. ÛÙÔ˘˜ ÚÔÛÎÂÎÏË̤ÓÔ˘˜. ∂˘¯·ÚÈÛÙԇ̠ıÂÚÌ¿ fiÏÔ˘˜ fiÛÔ˘˜ Û˘Ó¤‚·Ï·Ó ÛÙËÓ ÂÈÙ˘¯›· Ù˘ ÂΉ‹ÏˆÛ˘ ·˘Ù‹˜ Î·È Ì·˜ Ù›ÌËÛ·Ó Ì ÙËÓ ·ÚÔ˘Û›· ÙÔ˘˜. ∆· ∫.•.°. ∞ÏÂÍ¿Ó‰ÚÔ˘ °ÂˆÚÁ›· ∞ÓÙˆÓ›Ô˘ ÕÓÓ· ¢È·ÎÔÛÙ·Ì¿Ù˘ πˆ¿ÓÓ˘ ∫Ú·ÓȉÈÒÙÔ˘ ∆›Ó· §˘Ì¤ÚË ª·Ú›· ª·ÚÁ·ÚÒÓË ∫È΋ ƒ›ÁÏË ª·Ú›·-™Ù·Ì·Ù›· ÃÚ˘Û‹ ∑¤ÙÙ·

Un interprète “consécutif” prendra en note un discours ou un exposé puis en présentera le contenu à un public dans sa langue. Ce type d’ interprétation est souvent utilisé pour les auditions de tribunal, les consultations de médecins et hospitalières, les réunions commerciales et les visites de délégués. Les conseils municipaux, la sécurité sociale ou encore les forces de police

ont aussi de plus en plus souvent recours à ce type d’interprétation à mesure que le nombre de travailleurs étrangers continue d’augmenter dans l’Union Européenne. Un interprète “simultané” interprètera littéralement ce qui est dit et au moment où c’est dit dans sa langue maternelle. Les interprètes simultanés sont principalement employés lors de conférences au Parlement européen ou aux Nations Unies par exemple, où le public ciblé a besoin de savoir simultanément ce qui est dit grâce à l’utilisation de casques d’écoute. Ce type d’interprétation est habituellement très éprouvant et fatiguant et nécessite la plupart du temps de recourir à une équipe de deux interprètes travaillant ensemble pour permettre à chacun d’entre eux de pouvoir faire de courtes pauses. Les tarifs des interprètes sont habituellement fixés à l’heure, la demi-journée ou la journée complète et comprennent la plupart du temps les coûts des transports et des repas consommés lors de la période d’interprétation.

(Å) Institut Français d’Athènes : Centre Européen de Formation à la Traduction Professionnelle (C.E.F.T.P.)

¢IMHNIAIA EºHMEPI¢A °IA TON K§A¢O TH™ •ENO°§ø™™H™ EK¶AI¢EY™H™

I‰ÈÔÎÙËÛ›·: PROFORMA PUBLICATIONS - B·Û. B·ÛÈÏ›Ԣ & ™È· E.E. EΉfiÙ˘: °. ¶·¯¿Î˘ ¢È¢ı˘ÓÙ‹˜: °. ¶·¯¿Î˘ AÙÂÏȤ: MEMºI™ AE, ™ˆÎÚ¿ÙÔ˘˜ 23, Aı‹Ó·, TËÏ.: 210-5240728 EÎÙ‡ˆÛË: MÔ˘ÎÔ˘‚¿Ï·˜ AE ∂ÈÙÚ¤ÂÙ·È Ë ÌÂÚÈ΋ ‹ ÔÏÈ΋ ·Ó·‰ËÌÔÛ›Â˘ÛË ‹ ÁÈ· ÔÔÈÔÓ‰‹ÔÙ ÏfiÁÔ ¯Ú‹ÛË Ì¤ÚÔ˘˜ ‹ fiÏ˘ Ù˘ ‡Ï˘ Ù˘ ÂÊËÌÂÚ›‰·˜ Ì ··Ú·›ÙËÙË ÚÔ¸fiıÂÛË ÙËÓ ¤ÁÁÚ·ÊË ¿‰ÂÈ· ÙÔ˘ ÂΉfiÙË.

8 ¶fiÛÔ Û˘¯Ó¿ ‚ϤÔ˘ÌÂ Û˘ÁÎÂÎÚÈ̤ÓÔ˘˜ Â·ÁÁÂÏÌ·ÙÈÎÔ‡˜ ¯ÒÚÔ˘˜ Ó· ·ÏÏ¿˙Ô˘Ó ¯¤ÚÈ· οı 2-3 ¯ÚfiÓÈ· ¯ˆÚ›˜ ÏÔÁÈ΋ ÂÍ‹ÁËÛË; ¶fiÛÔ Û˘¯Ó¿ ‚ϤÔ˘Ì ¿ÏÏÔ˘˜ ¯ÒÚÔ˘˜ Ô˘ fi,ÙÈ ÁÚ·ÊÂ›Ô Î·È Ó· ·ÓÔ›ÍÂÈ ı· È¿ÛÂÈ; ∆Ô Ê·ÈÓfiÌÂÓÔ ·˘Ùfi ÙÔ ¤¯Ô˘Ì ‰ÂÈ ÔÏϤ˜ ÊÔÚ¤˜ Î·È ·˘Ùfi ‰ÂÓ ÔÊ›ÏÂÙ·È ÛÙËÓ Â͢Ó¿‰·, ÙËÓ ÔÈfiÙËÙ· ÙˆÓ ˘ËÚÂÛÈÒÓ ‹ ÛÙÔ ÎÔÎηϿÎÈ Ù˘ Ó˘¯ÙÂÚ›‰·˜ Ô˘ Èı·ÓfiÓ Î·Ù¤¯ÂÈ Ô È‰ÈÔÎÙ‹Ù˘ Ù˘ Âȯ›ÚËÛ˘. ∞Ï¿ ˘¿Ú¯Ô˘Ó ¯ÒÚÔÈ ÔÈ ÔÔ›ÔÈ ¤¯Ô˘Ó ηÏfi ‹ ηÎfi ºÂÓÁÎ ™Ô‡È. ∫·Ïfi ºÂÓÁÎ ™Ô‡È ‰ÂÓ Â›Ó·È ··Ú·›ÙËÙ· Ë ˆÚ·›· ‰È·ÎfiÛÌËÛË ‹ Ë Î·Ï‹ ·›ÛıËÛË Ô˘ ‰›ÓÂÈ ¤Ó·˜ ¯ÒÚÔ˜. ∂¿Ó ›Û¯˘Â ·˘Ùfi, ÙfiÙ fiÏ· Ù· ˆÚ·›· ÁÚ·Ê›· Î·È Î·Ù·ÛÙ‹Ì·Ù· ‰ÂÓ ı· ¤ÎÏÂÈÓ·Ó ÔÙ¤, ÂÓÒ ÔÈ ¯ÒÚÔÈ Ì ˆÚ·›· ·›ÛıËÛË ı· ›¯·Ó ¿ÓÙ· ÂÏ¿Ù˜. ∆È Â›Ó·È ÏÔÈfiÓ ·˘Ùfi Ô˘ οÓÂÈ ÌÈ· Âȯ›ÚËÛË Ó· ¤¯ÂÈ Î·Ïfi ºÂÓÁÎ ™Ô‡È; À¿Ú¯Ô˘Ó ‰‡Ô ·Ú¿ÁÔÓÙ˜ Ô˘ ÂËÚ¿˙Ô˘Ó ÙÔ ºÂÓÁÎ ™Ô‡È ÂÓfi˜ ¯ÒÚÔ˘: ¶ÚÒÙÔÓ, Ë Â›‰Ú·ÛË Ô˘ ¤¯ÂÈ Ô ÂÛˆÙÂÚÈÎfi˜ Î·È Â͈ÙÂÚÈÎfi˜ ¯ÒÚÔ˜ Î·È ÂÍÂÙ¿˙ÂÙ·È Ì Á˘ÌÓfi Ì¿ÙÈ. ™ÙÔ ·Ú·Î¿Ùˆ ¿ÚıÚÔ ı· Û·˜ ‰ÒÛÔ˘ÌÂ Û˘Ì‚Ô˘Ï¤˜ Ô˘ ‚·Û›˙ÔÓÙ·È Û ·˘Ùfi ÙÔ Â›‰Ô˜ ºÂÓÁÎ ™Ô‡È, ÙÔ ÔÔ›Ô ÔÓÔÌ¿˙ÂÙ·È «Û¯ÔÏ‹ Ù˘ ÊfiÚÌ·˜». ¢Â‡ÙÂÚÔÓ, Ë Â›‰Ú·ÛË Ô˘ ¤¯Ô˘Ó ÔÈ Î·Ù¢ı‡ÓÛÂȘ ÙÔ˘ ÔÚ›˙ÔÓÙ· ÛÂ Û˘ÁÎÂÎÚÈ̤ÓÔ ¯ÚfiÓÔ Î·È ÂÍÂÙ¿˙ÂÙ·È Ì ÙËÓ ‚Ô‹ıÂÈ· Ù˘ ÂȉÈ΋˜ ˘Í›‰·˜ ºÂÓÁÎ ™Ô‡È. ∏ ÌÂϤÙ˘ Ù˘ Â›‰Ú·Û˘ ·˘Ù‹˜ Á›ÓÂÙ·È ÌfiÓÔ ·fi ¤Ó·Ó ÂȉÈÎfi ÙÔ˘ ºÂÓÁÎ ™Ô‡È, Ô ÔÔ›Ô˜ ı· Û˘Ó‰È¿ÛÂÈ ÔÏϤ˜ ÊfiÚÌÔ˘Ï˜ Ì·˙› ÁÈ· ηχÙÂÚ· ·ÔÙÂϤÛÌ·Ù·. ™ÙÔ ·Ú·Î¿Ùˆ ¿ÚıÚÔ ı· Û·˜ ‰ÒÛÔ˘Ì οÔȘ Û˘Ì‚Ô˘Ï¤˜ ÁÈ· ÙÔ 2008 Û‡Ìʈӷ ÌÂ

Feng Shui ÁÈ· ÁÚ·Ê›· ¶fiÛÔ ºÂÓÁÎ ™Ô‡È Â›Ó·È ÙÔ ÁÚ·ÊÂ›Ô Û·˜; ÙËÓ Û¯ÔÏ‹ «πÙ¿ÌÂÓ· ÕÛÙÚ·». √È Û˘Ì‚Ô˘Ï¤˜ ÁÈ· ÙÔ 2008 ‰ÂÓ ÌÔÚÔ‡Ó Ó· ·ÓÙÈηٷÛÙ‹ÛÔ˘Ó ÌÈ· ÔÏÔÎÏËڈ̤ÓË ÌÂϤÙË Î·È Â›Ó·È ÌfiÓÔ ‚ÔËıËÙÈΤ˜.

ı· Ú¤ÂÈ Ó· ˘¿Ú¯Ô˘Ó ÁˆÓ›Â˜ ÙÔ›¯ˆÓ ‹ ¿ÏÏˆÓ Â›ÏˆÓ Ô˘ «¯Ù˘Ô‡Ó» ÙÔ ÁÚ·ÊÂ›Ô Û·˜ ‰ÈfiÙÈ Â›Ó·È Û·Ó ‰ËÏËÙËÚÈÒ‰Ë ‚¤ÏË. ∂ÍÂÙ¿ÛÙÂ Â¿Ó Ë ÁˆÓ›· ÙÔ˘ ÁÚ·Ê›Ԣ ÙÔ˘ Û˘Ó·‰¤ÏÊÔ˘ Û·˜ ¯Ù˘¿ÂÈ ÛÙËÓ ‰ÈÎÈ¿ °Ú·Ê›· Î·È ÂÛˆÙÂÚÈÎfi˜ ¯ÒÚÔ˜ Û·˜ ÁˆÓ›· ÙÔ˘ ÁÚ·Ê›Ԣ Û·˜, ‰ÈfiÙÈ ·˘Ùfi ϤÁÂÙ·È «„·Ï›‰ÈÛÌ·» Î·È ‰ËªÚÔÛÙ¿ ·fi ÙËÓ ı¤ÛË Ô˘ οÌÈÔ˘ÚÁ› η˘Á¿‰Â˜. ıÂÛÙ Ú¤ÂÈ Ó· ‚ϤÂÙ ·ÓÔȯÙfi ¢Â›ÙÂ Â¿Ó Á‡Úˆ Û·˜ ˘¿Ú¯ÂÈ ¯ÒÚÔ Î·È fi¯È ¤Ó· ÙÔ›¯Ô. ∞˘Ùfi Ô˘ ÁÚ·ÊÂ›Ô Û˘Ó·‰¤ÏÊÔ˘ Ô˘ ÙÔ Ì‹‚Ú›ÛÎÂÙ·È ÌÚÔÛÙ¿ Û·˜ Â›Ó·È ÙÔ °ÂˆÚÁ›· KÈ·Ê‹ ÎÔ˜ ÙÔ˘ «‚Ú›ÛÎÂÈ» Û Â¤ÎÙ·ÛË ÙÔ Ì¤ÏÏÔÓ Û·˜ Î·È ÂÛ›˜ ı¤ÏÂÙ ӷ ¤‰ÈÎfi Û·˜ ÁÚ·Ê›Ô, ‰ÈfiÙÈ ·˘Ùfi ‰ËÌȯÂÙ ·ÓÔȯÙfi Î·È fi¯È ÌÏÔηÚÈÔ˘ÚÁ› ›ÂÛË Û ÂÛ¿˜. Ṳ̂ÓÔ Ì¤ÏÏÔÓ. ∞ÔʇÁÂÙ·È Ó· οıÂÛÙ ·Ó¿Ì¶›Ûˆ ·fi ÙËÓ ı¤ÛË Ô˘ οıÂÛÙ Ú¤ÂÈ Û· Û ‰‡Ô fiÚÙ˜, ‹ ·Ó¿ÌÂÛ· Û ‰‡Ô ·ÓÔ›ÁÓ· ˘¿Ú¯ÂÈ ÛÙ·ıÂÚfi˜ ÙÔ›¯Ô˜ Ô ÔÔ›Ô˜ Û·˜ Ì·Ù· ‰ˆÌ·Ù›ˆÓ fiˆ˜ ·Ó¿ÌÂÛ· Û fiÚÙ˜ Î·È ·Ú¤¯ÂÈ ÚÔÛÙ·Û›·. ∂¿Ó ‰Ô˘Ï‡ÂÙ Û ¯ÒÚÔ ·Ú¿ı˘ÚÔ ‹ Ì·ÏÎÔÓfiÔÚÙ·. ∂›Û˘ ·Ô·ÓÔȯÙÔ‡ Ù‡Ô˘, ‚¿ÏÙ ›Ûˆ Û·˜ ¤Ó· ¯ÒÚÈ- ʇÁÂÙ ӷ ›ÛÙ ·Ó¿ÌÂÛ· Û ¿ÓÔÈÁÌ· ‰ˆÌ·ÛÌ· Ô˘ ¤¯ÂÈ ‡„Ô˜ ÙÔ˘Ï¿¯ÈÛÙÔÓ fiÛÔ Î·È ÙÔ Ù›Ô˘ (fiÚÙ·, ·Ú¿ı˘ÚÔ ÎÏ) Î·È Î·ıÚ¤ÙË. ÛÒÌ· Û·˜ fiÙ·Ó Î¿ıÂÛÙÂ. ∆Ô Á˘¿ÏÈÓÔ ‰È·Ê·√È ÂÚÈÔ¯¤˜ ·Ôı‹Î¢Û˘ ·Ú¯Â›ˆÓ Î·È Ù· Ó¤˜ ¯ÒÚÈÛÌ· ·Ú¤¯ÂÈ ÏÈÁfiÙÂÚË ÚÔÛÙ·Û›· ·- ÂÍ·ÚÙ‹Ì·Ù· ÁÚ·Ê›Ԣ ‰ÂÓ ı· Ú¤ÂÈ Ó· ηfi ¤Ó· Ú·ÁÌ·ÙÈÎfi ÙÔ›¯Ô ‹ ·‰È·Ê·Ó‹ ¯ÒÚÈ- Ù·Ï·Ì‚¿ÓÔ˘Ó ˘ÂÚ‚ÔÏÈÎfi ¯ÒÚÔ ·fi ÙÔ Û‡ÓÔÛÌ· ‹ „ËÏfi ¤ÈÏÔ. ÏÔ. ÃÚËÛÈÌÔÔÈ‹ÛÙ ٷ ÁÈ· Ó· «¯ˆÚ›ÛÂÙ» ÔŸÙ·Ó Ì·›ÓÂÙ ÛÙËÓ Â›ÛÔ‰Ô Î¿ı ‰ˆÌ·Ù›- ÙÈο ¤Ó· ÌÂÁ¿ÏÔ ¯ÒÚÔ Û ÌÈÎÚfiÙÂÚÔ˘˜. Ô˘ Ú¤ÂÈ Ó· ÌÔÚ›Ù ӷ ‚ϤÂÙ ÔÏfiÎÏËÚÔ ∏ ηχÙÂÚË ı¤ÛË ÙÔ˘ ÁÚ·Ê›Ԣ Â›Ó·È ·˘ÙÔ ‰ˆÌ¿ÙÈÔ ‰ÈfiÙÈ ·˘Ùfi ÛËÌ·›ÓÂÈ fiÙÈ Ë ÂÓ¤Ú- Ù‹ Ô˘ ‚Ú›ÛÎÂÙ·È ‰È·ÁÒÓÈ· Î·È ·ÓÙ›ıÂÙ· ·fi ÁÂÈ· (chi) Ú¤ÂÈ ÂχıÂÚ· ÛÙÔ ‰ˆÌ¿ÙÈÔ. ∂›- ÙËÓ fiÚÙ· ÙÔ˘ ‰ˆÌ·Ù›Ô˘, ‰ÈfiÙÈ Ë ÂÓ¤ÚÁÂÈ· Û˘ fiÙ·Ó Î¿ıÂÛÙ ÛÙÔ ÁÚ·ÊÂ›Ô Û·˜ ı· Ú¤- (chi) Ú¤ÂÈ ¿ÓÙ· Ì ·˘ÙfiÓ ÙÔÓ ÙÚfiÔ. √ ‰È¢ÂÈ Â›Û˘ Ó· ÌÔÚ›Ù ӷ ‚ϤÂÙ fiÛÔ Á›ÓÂ- ı˘ÓÙ‹˜ Â›Ó·È Î·Ï‡ÙÂÚ· Ó· οıÂÙ·È ‰È·ÁÒÓÈ· Ù·È ÂÚÈÛÛfiÙÂÚÔ ·fi ÙÔÓ ¯ÒÚÔ. Î·È ·ÓÙ›ıÂÙ· ·fi ÙËÓ Â›ÛÔ‰Ô Ù˘ ÂÙ·ÈÚ›·˜. ¶›Ûˆ ‹ ÌÚÔÛÙ¿ ·fi ÙÔ ÁÚ·ÊÂ›Ô Û·˜ ‰ÂÓ ¶ÂÚÈÔ¯¤˜ Ô˘ ¤¯Ô˘Ó ÏÈÌÓ·Ṳ̂ÓË ‹ ·ÚÓËÙÈ΋ ÂÓ¤ÚÁÂÈ· ÂÈϤÁÔÓÙ·È ÁÈ· ¯ÒÚÔ˘˜ ·Ú¯Â›ˆÓ ‹ ÙÔ˘·Ï¤Ù·˜ Î·È fi¯È ÁÈ· ÁÚ·Ê›·. §ÈÌÓ·Ṳ̂ÓË ÂÓ¤ÚÁÂÈ· ‚Ú›ÛÎÂÙ·È Û ÌÈÎÚÔ‡˜ ÛÙÚÈ̈Á̤ÓÔ˘˜ ¯ÒÚÔ˘˜ Ô˘ ‰ÂÓ ‚ϤÔ˘Ó ÙËÓ Â›ÛÔ‰Ô ÙÔ˘ ‰ˆÌ·Ù›Ô˘, ÂÓÒ ·ÚÓËÙÈ΋ ÂÓ¤ÚÁÂÈ· ¤¯Ô˘Ó ¯ÒÚÔÈ Ô˘ ‰¤¯ÔÓÙ·È ‰ËÏËÙËÚÈÒ‰Ë ‚¤ÏË ·fi ¿ÏÏÔ˘˜ ÙÔ›¯Ô˘˜. ∏ ÙÔ˘·Ï¤Ù· Ó· ÌËÓ Â›Ó·È ·ÎÚÈ‚Ò˜ ‰›Ï· ·fi ÙËÓ Â›ÛÔ‰Ô. øÚ·›· Î·È ˘ÁÈ‹ Ê˘Ù¿ ‰›ÓÔ˘Ó ˙ˆ‹ Û ¤Ó· ¯ÒÚÔ. ∆Ô Ì¤ÁÂıfi˜ ÙÔ˘˜ Ó· Â›Ó·È Û ·ÚÌÔÓ›· Ì ÙÔÓ ¯ÒÚÔ. √È ›Ó·Î˜ Î·È ‰È·ÎfiÛÌËÛË Ó· ÌËÓ Â›Ó·È ·ÊËÚË̤ÓË Ù¤¯ÓË Î·È Ó· ı˘Ì›ÛÔ˘Ó Ê˘ÛÈÎfi ÂÚÈ‚¿ÏÏÔÓ. ¶fiÛÔ Û˘¯Ó¿ ¿ÏψÛÙ ÔÓÂÈÚ¢fiÌ·ÛÙ Û ÒÚ· ‰Ô˘ÏÂÈ¿˜ ÌÈ· ·Ú·Ï›· Ì Á·Ï¿˙È· ÓÂÚ¿ ÙÔ ÔÔ›Ô Ì·˜ ÍÂÎÔ˘Ú¿˙ÂÈ; ∞ÔʇÁÂÙ ϿÌ˜ Î·È ¿ÏÏ· ·ÓÙÈΛÌÂÓ· Ô˘ Èı·ÓfiÓ Ó· ÎÚ¤ÌÔÓÙ·È ¿Óˆ ·fi ÙÔ ÎÂÊ¿ÏÈ Û·˜, ‰ÈfiÙÈ ‰ËÌÈÔ˘ÚÁÔ‡Ó ›ÂÛË. ∆· ¯ÚÒÌ·Ù· Ú¤ÂÈ Ó· Â›Ó·È Û¯ÂÙÈο Ô˘‰¤ÙÂÚ·, ÂÎÙfi˜ Â¿Ó ¤Ó·˜ ÂȉÈÎfi˜ Û·˜ ¤¯ÂÈ Û˘Ì‚Ô˘Ï‡ÛÂÈ ‰˘Ó·Ù¿ ¯ÚÒÌ·Ù·. ∆Ô ÎfiÎÎÈÓÔ ¯ÚÒÌ· Ú¤ÂÈ Ó· ¯ÚËÛÈÌÔÔÈÂ›Ù·È Ì ̤ÙÚÔ. ∆Ô Û¯‹Ì· ÙÔ˘ ÁÚ·Ê›Ԣ Ú¤ÂÈ Ó· Â›Ó·È ÙÂÙÚ¿ÁˆÓÔ, ÔÚıÔÁÒÓÈÔ, ‹ Ì ηÌ‡Ï˜. √È Î·Ì‡Ï˜ Â›Ó·È Î·Ï¤˜ Ì ÙËÓ ÚÔ˘fiıÂÛË fiÙÈ ‚Ú›ÛÎÂÛÙ ·fi ÂΛÓË ÙËÓ ÏÂ˘Ú¿ ÙÔ˘ ÁÚ·Ê›Ԣ fiÔ˘ Ë Î·Ì‡ÏË Û·˜ ÂÚÈÎχÂÈ Î·È ·ÁηÏÈ¿˙ÂÈ, ·ÔʇÁÔÓÙ·˜ Ó· οıÂÛÙ ÛÙËÓ Î·Ì‡ÏË ÙÔ˘ ÁÚ·Ê›Ԣ Ô˘ Û·˜ «Îfi‚ÂÈ». ™›ÁÔ˘Ú· ¤¯ÂÙ ‰ÂÈ Û˘¯Ó¿ reception Ì ηÌ‡Ï˜ ÁÚ·ÊÂ›Ô Î·È ÙÔ ÚÔÛˆÈÎfi Ó· ‚Ú›ÛÎÂÙ·È Ì¤Û· ÛÙËÓ Î·Ì‡ÏË Î·È ÂÛ›˜ ·¤Íˆ. •¤ÚÂÙ ÙÒÚ· ÔÈfi˜ ¤¯ÂÈ ÙÔ ¿Óˆ ¯¤ÚÈ Û ·˘Ù‹ ÙËÓ ÂÚ›ÙˆÛË. ¶ÚÔÛ·ı‹ÛÙ ӷ ¤¯ÂÙ ÙÔ ÁÚ·ÊÂ›Ô Û ٿÍË Î·È Ó· Â›Ó·È Î·ı·Úfi. ™ÙÔ ·Ú¯·›Ô ‚È‚Ï›Ô ÙÔ˘ ºÂÓÁÎ ™Ô‡È «ÙÔ µÈ‚Ï›Ô Ù˘ ∆·Ê‹˜», ÙÔ ÔÔ›Ô Â›Ó·È ÛËÌÂ›Ô ·Ó·ÊÔÚ¿˜ ÁÈ· ÙËÓ Û¯ÔÏ‹ Ù˘ ÊfiÚÌ·˜ ÙÔ˘ ºÂÓÁÎ ™Ô‡È, Ô ∫Ô‡Ô ¶Ô ·Ó·Ê¤ÚÂÈ fiÙÈ Î·Ï‹ ÂÓ¤ÚÁÂÈ· ¤¯Ô˘Ó ÔÈ ¯ÒÚÔÈ Ì ÂÚÈ‚¿ÏÏÔÓ Ô˘ ‰ÂÓ ÌÔÈ¿˙ÂÈ Ì Ù۷ϷΈ̤ӷ ‚ÚÒÌÈη ÚÔ‡¯·. ∏ Ì˘Úˆ‰È¿ Î·È Ô ‹¯Ô˜ Û ¤Ó· ÁÚ·ÊÂ›Ô ·›˙Ô˘Ó Â›Û˘ ÛËÌ·ÓÙÈÎfi ÚfiÏÔ. √ ¯ÒÚÔ˜ Ó·

·ÂÚ›˙ÂÙ·È Û˘¯Ó¿, Ó· Ì˘Ú›˙ÂÈ Â˘¯¿ÚÈÛÙ· Î·È Ó· ÌËÓ ¤¯ÂÈ ÂΈʷÓÙÈ΋ Ê·Û·Ú›·. °Ú·Ê›· Î·È Â͈ÙÂÚÈÎfi˜ ¯ÒÚÔ˜ ∂ÍÂÙ¿ÛÙÂ Â¿Ó Ë ÂÙ·ÈÚ›· Û·˜ ÏËÚ› ÙȘ «3 ÚÔ¤˜» ÙÔ˘ ºÂÓÁÎ ™Ô‡È: ∞˘ÙÔΛÓËÙ·, ¿ÓıÚˆÔÈ Î·È ÓÂÚfi. ¶ÂÚÈÔ¯¤˜ Ô˘ ¤¯Ô˘Ó ΛÓËÛË Ì ·˘ÙÔΛÓËÙ· ·ÏÏ¿ Ô˘ Ë Î›ÓËÛË ·˘Ù‹ ÌÔÚ› Ó· Â›Ó·È Û¯ÂÙÈο ·ÚÁ‹ (¯ ÏfiÁˆ Ê·Ó·ÚÈÒÓ ‹ ÛÙ¿ÛË ÏˆÊÔÚ›Ԣ ‹ ÌÂÙÚfi), ÂÚÈÔ¯¤˜ fiÔ˘ Û˘ÁÎÂÓÙÚÒÓÔÓÙ·È ÔÏÏÔ› ¿ÓıÚˆÔÈ fiˆ˜ ÁÈ· ·Ú¿‰ÂÈÁÌ· Â˙fi‰ÚÔÌÔÈ Ì ÌÂÁ¿ÏË ÚÔ‹ ·ÓıÚÒˆÓ, ‹ ÂÚÈÔ¯¤˜ Ô˘ ·ÁηÏÈ¿˙ÔÓÙ·È Û ۯ‹Ì· ηÌ‡Ï˘ ·fi ÓÂÚfi ¤¯Ô˘Ó ηϤ˜ Èı·ÓfiÙËÙ˜ ÂÈÙ˘¯›·˜. ªÚÔÛÙ¿ ·fi ÙËÓ Â›ÛÔ‰Ô Ù˘ ÂÙ·ÈÚ›·˜ Â›Ó·È Î·Ïfi Ó· ‚Ú›ÛÎÂÙ·È ·ÓÔȯÙfi˜ ¯ÒÚÔ˜. Ÿˆ˜ ·ÎÚÈ‚Ò˜ ÈÛ¯‡ÂÈ ÁÈ· ÙÔ˘˜ ÂÛˆÙÂÚÈÎÔ‡˜ ¯ÒÚÔ˘˜, ¤ÙÛÈ Î·È ¤Íˆ ı¤ÏÔ˘Ì ·ÓÔȯÙfi ¯ÒÚÔ ÁÈ· ·ÓÔȯÙfi ̤ÏÏÔÓ. ∂›Û˘ ›Ûˆ ·fi ÙÔ ÎÙ›ÚÈÔ Ù˘ ÂÙ·ÈÚ›·˜ ηÏfi Â›Ó·È Ó· ˘¿Ú¯ÂÈ ¿ÏÏÔ ÎÙ›ÚÈÔ Î·È fi¯È ·ÓÔȯÙfi˜ ¯ÒÚÔ˜ ‹ ÓÂÚfi. ™Ù·ı›Ù ÛÙËÓ Â›ÛÔ‰Ô ÙÔ˘ ÎÙÈÚ›Ô˘ ÛÙÔ ÈÛfiÁÂÈÔ Î·È ÂÍÂÙ¿ÛÙÂ Â¿Ó ‚ϤÂÙ Á‡Úˆ Û·˜ Ù· „ËÏfiÙÂÚ· Ó· Â›Ó·È Ì·ÎÚÈ¿ Î·È Ù· ¯·ÌËÏfiÙÂÚ· Ó· Â›Ó·È Èfi ÎÔÓÙ¿ (Û·Ó ˙ÈÎ ˙·Î). ∂›Û˘ ·Ú·ÙËÚ‹ÛÙÂ Â¿Ó Ù· ÎÙ›ÚÈ· Ô˘ Û·˜ ÂÚÈ‚¿ÏÏÔ˘Ó ¤¯Ô˘Ó ‰ÔÌ‹ ‹ ‰È·ÎfiÛÌËÛË ˙ÈÎ ˙·Î Ô˘ Ó· ηÙ‚·›ÓÂÈ ÚÔ˜ ÙÔ Ì¤ÚÔ˜ Û·˜. ∞˘Ùfi ÙÔ Ê·ÈÓfiÌÂÓÔ Ï¤ÁÂÙ·È «Î·Ù·ÚÚ¿ÎÙ˘» Î·È Â›Ó·È È‰È·›ÙÂÚ· ηÏfi ÁÈ· ÙÔÓ ÏÔ‡ÙÔ Â¿Ó Ô Î·Ù·ÚÚ¿ÎÙ˘ ÎÙÈÚ›ˆÓ ¤Ú¯ÂÙ·È ·fi Ù· ÌÚÔÛÙ¿ ‹ ·fi Ù· ·ÚÈÛÙÂÚ¿ ÙÔ˘ ‰ÈÎÔ‡ Û·˜ ÎÙÈÚ›Ô˘. ∏ fiÚÙ· ÙÔ˘ ÎÙÈÚ›Ô˘ Â›Ó·È Î·Ï‡ÙÂÚ· Ó· ·ÓÔ›ÁÂÈ ÚÔ˜ Ù· ̤۷, ‰ÈfiÙÈ ‰¤¯ÂÙ·È ¤ÙÛÈ Î·Ï‡ÙÂÚ· ÙËÓ ÂÓ¤ÚÁÂÈ· (chi). ∏ Ù·Ì¤Ï· Ù˘ Âȯ›ÚËÛ˘ Ú¤ÂÈ Ó· Â›Ó·È Î·Ï¿ ÔÚ·Ù‹. ¢È·Ï¤ÍÙ ÌÂٷ͇ ÙÔ˘ ÎfiÎÎÈÓÔ˘, ΛÙÚÈÓÔ˘ Î·È Ú¿ÛÈÓÔ˘, ‰ÈfiÙÈ ·˘Ù¿ Ù· ¯ÚÒÌ·Ù· Â›Ó·È Èfi ÔÚ·Ù¿ Î·È Èfi ‰ËÌÔÊÈÏ‹. ¢ÂÓ Â›Ó·È Û‡ÌÙˆÛË fiÙÈ Ù· Ê·Ó¿ÚÈ· ÛÙÔ˘˜ ‰ÚfiÌÔ˘˜ ¤¯Ô˘Ó ·˘Ù¿ Ù· ¯ÚÒÌ·Ù·. ∏ Ù·Ì¤Ï· Û·˜ ÌÔÚ› Ó· Â›Ó·È Ôχ fiÌÔÚÊË, ‹ Ôχ ÛÔηÚÈÛÙÈ΋ ·ÎfiÌ· Î·È ¿Û¯ËÌË, ·ÊÔ‡ Ô ÛÎÔfi˜ Â›Ó·È Ó· ͯˆÚ›˙ÂÈ ·fi ÙȘ ¿ÏϘ. ∏ Ù·Ì¤Ï· ÌÔÚ› Ó· ‚Á·›ÓÂÈ ÛÙÔ Â˙Ô‰ÚfiÌÈÔ Û·Ó ¤Ó· ¯¤ÚÈ Ô˘ ·Ú¿˙ÂÈ ÙÔ˘˜ ÂÏ¿Ù˜.

∆Ô 2008 Î·È ÙÔ ÁÚ·ÊÂ›Ô Û·˜ ™‡Ìʈӷ Ì ÙÔ Û¯ÔÏ‹ ÙÔ˘ ºÂÓÁÎ ™Ô‡È, ˘¿Ú¯Ô˘Ó ÂÙ‹ÛȘ ÂȉڿÛÂȘ Û οı ηÙ‡ı˘ÓÛË ÙÔ˘ ÔÚ›˙ÔÓÙ·. ∏ ¯ÂÈÚfiÙÂÚË Â›‰Ú·ÛË ÙÔ˘ ÁÚ·Ê›Ԣ Û·˜ ‚Ú›ÛÎÂÙ·È ÛÙÔÓ ¡fiÙÔ, ‰ÈfiÙÈ ÛÙÔÓ ¡fiÙÔ ‚Ú›ÛÎÂÙ·È ÙÔ ¿ÛÙÚÔ Ù˘ ηÎÔÙ˘¯›·˜, ÔfiÙ ÙÔ ÓfiÙÈÔ ÙÌ‹Ì· Ù˘ ÂÙ·ÈÚ›·˜ ı· ¤¯ÂÈ Ù· ÂÚÈÛÛfiÙÂÚ· ÚÔ‚Ï‹Ì·Ù·. ∆· ¿ÙÔÌ· Ô˘ ‚Ú›ÛÎÔÓÙ·È ÂΛ ı· ¤¯Ô˘Ó ÚÔ‚Ï‹Ì·Ù·, ÂÓÒ Ù· Ì˯·Ó‹Ì·Ù· ÂΛ ı· ¤¯Ô˘Ó Ù¿ÛË Ó· ¯·Ï¿ÓÂ. ∏ ÂÓ¤ÚÁÂÈ· ·˘Ù‹ ¤¯ÂÈ È‰È·›ÙÂÚË Â›‰Ú·ÛË Â¿Ó Ë Â›ÛÔ‰Ô˜ ÙÔ˘ ÁÚ·Ê›Ԣ Û·˜, ÙÔ˘ ÎÙÈÚ›Ô˘ ‹ Ë ÙÔ ÁÚ·ÊÂ›Ô ÙÔ˘ ‰È¢ı˘ÓÙ‹ ‚Ú›ÛÎÂÙ·È ÛÙÔÓ ¡fiÙÔ Î·È ÌÔÚ› Ó· ‰ËÌÈÔ˘ÚÁ‹ÛÂÈ ÚÔ‚Ï‹Ì·Ù·. µ¿ÏÙ ÂÚÈÛÛfiÙÂÚ· ÌÂÙ·ÏÏÈο ‰È·ÎÔÛÌËÙÈο, ¤Ó·Ó ÌÂÙ·ÏÏÈÎfi ÌÂψ‰fi Î·È ·ÔʇÁÂÙ ÙÔ ÎfiÎÎÈÓÔ Î·È ÊÔ‡ÍÈ· ¯ÚÒÌ·. µ¿ÏÙ Â›Û˘ ÂÚÈÛÛfiÙÂÚÔ ¿ÛÚÔ, Ì·‡ÚÔ, ÁÎÚÈ, ·ÛË̤ÓÈÔ ‹ ¯Ú˘Ûfi ¯ÚÒÌ·. ªËÓ ¤¯ÂÙ ÙËÓ Ï¿ÙË ÙÔ˘ ÁÚ·Ê›Ԣ Û·˜ ÛÙÔÓ ¡fiÙÔ, ÁÈ·Ù› ÙÔ 2008 ı· ‰Â¯Ù›Ù Èۈ̷¯·ÈÚÒÌ·Ù·. ∂›Û˘ ÌËÓ Î¿ıÂÛÙ ÛÙÔ ÁÚ·ÊÂ›Ô Û·˜ ‚ϤÔÓÙ·˜ ηÙ¢ı›·Ó ÚÔ˜ ÙÔÓ µÔÚÚ¿, ‰ÈfiÙÈ ÙÔ 2008 Ô ª¤Á·˜ ¢Ô‡Î·˜ ¢›·˜ ÂËÚ¿˙ÂÈ ÙÔÓ µÔÚÚ¿ Î·È ‰ËÌÈÔ˘ÚÁ› Â›Û˘ ÂÌfi‰È·. ªËÓ ·Ó·Î·ÈÓ›˙ÂÙ·È ÛÙÔ µfiÚÂÈÔ Î·È ¡fiÙÈÔ ÙÌ‹Ì· Ù˘ ÂÙ·ÈÚ›·˜. ™Ù· µÔÚÂÈÔ‰˘ÙÈο ÙÔ˘ ÁÚ·Ê›Ԣ Û·˜ ÙÔ 2008 ‚Ú›ÛÎÂÙ·È ÙÔ ¿ÛÙÚÔ ·Ûı¤ÓÂÈ·˜, ÔfiÙ ‚¿ÏÙ ¤Ó· ÛÂÙ 6 ÓÔÌÈÛÌ¿ÙˆÓ ÎÔÏÏË̤ӷ Ì ˙ËÏÔÙ¤È ÙÔ ¤Ó· ‰›Ï· ÛÙÔ ¿ÏÏÔ. ∂›Û˘ ·ÔʇÁÂÙ ٷ ¯ÚÒÌ·Ù· Ù˘ ʈÙÈ¿˜ Î·È ÚÔÙÈÌ‹ÛÙ ٷ ·ÛÚfiÌ·˘Ú· ‹ ÌÂÙ·ÏÏÈο ¯ÚÒÌ·Ù·. ™Ù· ¡ÔÙÈÔ‰˘ÙÈο ˘¿Ú¯ÂÈ Â›‰Ú·ÛË ÛηӉ¿ÏˆÓ Î·È Î·ÎÔÁψÛÛÈ¿˜, ÔfiÙ ‚¿ÏÙ ¤Ó· ‰È¿Ê·Ó˜ ‚¿˙Ô Ì ÓÂÚfi Î·È 3 ÎÏ·ÚÈ¿ Ì·ÌÔ‡ ‹ Ú·ÛÈÓ¿‰· ¯ˆÚ›˜ ÏÔ˘ÏÔ‡‰È·.

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IÛ¯˘Ú‹ ÌÓ‹ÌË: °ÂÓÂÙÈÎfi ¯¿ÚÈÛÌ· ‹ ·ÔÙ¤ÏÂÛÌ· ÂÎ·›‰Â˘Û˘ Dr.Theodora Papadopoulou* ∂Î·È‰Â˘ÙÈ΋ ™‡Ì‚Ô˘ÏÔ˜- ∂ÈÛËÁ‹ÙÚÈ· ¶ÚÔÁÚ·ÌÌ¿ÙˆÓ ª·ıËÛÈ·ÎÒÓ ¢˘ÛÎÔÏÈÒÓ- EFL Teacher

¶ÔÏϤ˜ ÊÔÚ¤˜ ÔÈ ÂÎ·È‰Â˘ÙÈÎÔ› ÂÎÊÚ¿˙Ô˘Ó ÙÔ ÚÔ‚ÏËÌ·ÙÈÛÌfi ÙÔ˘˜ ÁÈ· ÙÔ ˆ˜ ı· ÌÔÚ¤ÛÔ˘Ó Ó· ‚ÔËı‹ÛÔ˘Ó ÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜ Ó· ·ÔÎÙ‹ÛÔ˘Ó ÈÛ¯˘Ú‹ ÌÓ‹ÌË Î·È Î·Ù¿ Û˘Ó¤ÂÈ· Ó· Â›Ó·È Û ı¤ÛË Ó· ·ÔÌÓËÌÔÓÂ‡Ô˘Ó Î·È Ó· ·Ó·Î·ÏÔ‡Ó Â‡ÎÔÏ· Î·È ·ÔÙÂÏÂÛÌ·ÙÈο Ó¤Ô ÏÂÍÈÏfiÁÈÔ Î·È ÏËÚÔÊÔڛ˜ Ô˘ Ï·Ì‚¿ÓÔ˘Ó ·fi ÙÔ Û¯ÔÏÈÎfi ÙÔ˘˜ ÂÚÈ‚¿ÏÏÔÓ. ∏ ·Ï‹ıÂÈ· Â›Ó·È fiÙÈ ÔÈ Ì·ıËÙ¤˜ «‚ÔÌ‚·Ú‰›˙ÔÓÙ·È» ·fi ÏËıÒÚ· ÏËÚÔÊÔÚÈÒÓ Î·ıËÌÂÚÈÓ¿ ÛÙÔ Û¯ÔÏÂ›Ô Î·È Î·ÏÔ‡ÓÙ·È Ó· ·ÔıË·ÛÔ˘Ó ÌÂÁ¿ÏË ÔÛfiÙËÙ· ·fi ·˘Ù¤˜ ÛÙË ÌÓ‹ÌË ÙÔ˘˜. °È· Ó· ÂÈÙ¢¯ı› ·˘Ùfi Ú¤ÂÈ Ó· ÁÓˆÚ›˙Ô˘Ì ηϿ ÙË ÏÂÈÙÔ˘ÚÁ›· Ù˘ ÌÓ‹Ì˘ Ô˘ Ì·˜ ‰›ÓÂÈ ÙËÓ ‰˘Ó·ÙfiÙËÙ· Ó· ·ÔıË·ԢÌÂ Î·È Ó· ·Ó·Î·Ïԇ̠ÏËÚÔÊÔڛ˜. ∞˜ ‰Ô‡Ì ÏÔÈfiÓ fiÛ· ›‰Ë ÌÓ‹Ì˘ ¤¯Ô˘ÌÂ. ∏ ÌÓ‹ÌË ‰È·ÎÚ›ÓÂÙ·È ÛÂ: ·) ÌÓ‹ÌË ‚Ú·¯Â›·˜ ‰È¿ÚÎÂÈ·˜ Î·È ‚) ÌÓ‹ÌË Ì·ÎÚ¿˜ ‰È¿ÚÎÂÈ·˜ ∏ ÌÓ‹ÌË ‚Ú·¯Â›·˜ ‰È¿ÚÎÂÈ·˜ ‰È·ÚΛ ÌÂÚÈο ÏÂÙ¿ Ù˘ ÒÚ·˜ ÂÎÙfi˜ Î·È ·Ó ÌÂÙ·ÙÚ·› Û ÌÓ‹ÌË Ì·ÎÚ¿˜ ‰È¿ÚÎÂÈ·˜. ∏ ÏËÚÔÊÔÚ›· Ô˘ ·ÔıË·ÂÙ·È ÛÙË ÌÓ‹ÌË Ì·ÎÚ¿˜ ‰È¿ÚÎÂÈ·˜ ÌÔÚ› Ó· ·Ó·Î·ÏÂ›Ù·È ÁÈ· ¯ÚfiÓÈ· ÂÓÒ ÛÙËÓ ÚÒÙË ÂÚ›ÙˆÛË Ë ÏËÚÔÊÔÚ›· ¯¿ÓÂÙ·È Ì¤Û· Û ϛÁ· ÏÂÙ¿. √ÚÈṲ̂ÓÔÈ ÂÈÛÙ‹ÌÔÓ˜ ‰È·ÎÚ›ÓÔ˘Ó Î·È ÙË ÌÓ‹ÌË Ì¤Û˘ ‰È¿ÚÎÂÈ·˜. ™ÙË Û˘ÁÎÂÎÚÈ̤ÓË ÂÚ›ÙˆÛË, Ë ÏËÚÔÊÔÚ›· ‰È·ÚΛ ·fi ÌÂÚÈο ÏÂÙ¿ Ù˘ ÒÚ·˜ ¤ˆ˜ Î·È Ï›Á˜ ‚‰ÔÌ¿‰Â˜. ∆ÂÏÈο fï˜ Ë ÏËÚÔÊÔÚ›· ¯¿ÓÂÙ·È. ∞Í›˙ÂÈ Ó· ÛËÌÂȈı› fiÙÈ Ë ÌÓ‹ÌË ‰È·ÎÚ›ÓÂÙ·È Â›Û˘ Î·È ÛÂ: ·) ÌÓ‹ÌË ÁÂÁÔÓfiÙˆÓ ‹ ηٷÛÙ¿ÛÂˆÓ ‹ ·ÏÏÈÒ˜ «‰ËψÙÈ΋ ÌÓ‹ÌË» Î·È ‚) ÌÓ‹ÌË Ô˘ ·ÊÔÚ¿ ‰ÂÍÈfiÙËÙ˜ Î·È Î·ÓfiÓ˜ ‹ ·ÏÏÈÒ˜ «ÌË ‰ËψÙÈ΋ ÌÓ‹ÌË». ∏ «‰ËψÙÈ΋ ÌÓ‹ÌË» ·ÊÔÚ¿ ÙË Û˘ÓÂȉËÙ‹ ·Ó¿ÎÏËÛË ÁÂÁÔÓfiÙˆÓ ‹ ηٷÛÙ¿ÛÂˆÓ Û ·ÓÙ›ıÂÛË Ì ÙË «ÌË ‰ËψÙÈ΋ ÌÓ‹ÌË» Ô˘ ·ÊÔÚ¿ ‰ÂÍÈfiÙËÙ˜ Î·È Û˘Ó‹ıÂȘ Ô˘ ·ÔÙÂÏÔ‡Ó Û ÌÂÁ¿ÏÔ ‚·ıÌfi ÌË Û˘ÓÂȉËÙ‹ ‰ÈÂÚÁ·Û›·. ∏ «‰ËψÙÈ΋ ÌÓ‹ÌË» ÌÔÚ› Ó· Â›Ó·È ÌÓ‹ÌË ‚Ú·¯Â›·˜ ‰È¿ÚÎÂÈ·˜, ̤Û˘ ‰È¿ÚÎÂÈ·˜ ‹ Ì·ÎÚ¿˜ ‰È¿ÚÎÂÈ·˜. ∏ ÌÓ‹ÌË Â›Û˘ ‰È·ÎÚ›ÓÂÙ·È ÛÂ: ·) ÔÈÛıÔ‰ÚÔÌÈ΋ ÌÓ‹ÌË (retrospective memory) Ô˘ ·ÊÔÚ¿ ÙÔ ·ÚÂÏıfiÓ Î·È

‚) ÂÌÚÔÛıÔ‰ÚÔÌÈ΋ ÌÓ‹ÌË (prospective memory) Ô˘ ·ÊÔÚ¿ ÁÂÁÔÓfiÙ· Î·È Ú¿ÍÂȘ Ô˘ ı· Ï¿‚Ô˘Ó ¯ÒÚ· ÛÙÔ Ì¤ÏÏÔÓ. √ ÊÏÔÈfi˜ ÙÔ˘ ÂÁÎÂÊ¿ÏÔ˘ ·›˙ÂÈ ÙÔÓ Î‡ÚÈÔ ÚfiÏÔ Û fiÏË ÙË ‰È·‰Èηۛ· Ù˘ ÌÓ‹Ì˘. ∂›Û˘ Û˘ÌÌÂÙ¤¯Ô˘Ó Ô ı¿Ï·ÌÔ˜, Ë ·ÚÂÁÎÂÊ·Ï›‰· Î·È Ô ÈfiηÌÔ˜.

∂ÁÎÂÊ·ÏÈ΋ ¢Ú·ÛÙËÚÈfiÙËÙ· Î·È ªÓ‹ÌË ªÂ ÙË ‚Ô‹ıÂÈ· Ù˘ ∞ÍÔÓÈ΋˜ ÙÔÌÔÁÚ·Ê›·˜ ·ÔηχÙÔÓÙ·È ÂÚÈÔ¯¤˜ ÙÔ˘ ÂÁÎÂÊ¿ÏÔ˘ Ô˘ Û˘Ó‰¤ÔÓÙ·È Ì ÙË ÌÓ‹ÌË. ™Ù· ·ÚÈÛÙÂÚ¿, ‚ϤÔ˘Ì ÙË ‰Ú·ÛÙËÚÈÔÔ›ËÛË ÙÔ˘ ·ÚÈÛÙÂÚÔ‡ ËÌÈÛÊ·ÈÚ›Ô˘ ÙÔ˘ ÂÁÎÂÊ¿ÏÔ˘ Ô˘ ·Ú¯Èο ÂÂÍÂÚÁ¿˙ÂÙ·È ÙËÓ ÏËÚÔÊÔÚ›· Î·È ÙËÓ ·ÔıË·ÂÈ ÛÙË ÌÓ‹ÌË. ¢ÂÍÈ¿, ‚ϤÔ˘Ì ÙË ‰Ú·ÛÙËÚÈÔÔ›ËÛË ÙÔ˘ ‰ÂÍÈÔ‡ ËÌÈÛÊ·ÈÚ›Ô˘ ÙÔ˘ ÂÁÎÂÊ¿ÏÔ˘ ÙË ÛÙÈÁÌ‹ Ô˘ ·Ó·Î·ÏÂ›Ù·È Î¿ÙÈ ·fi ÙË ÌÓ‹ÌË.

Courtesy of Dr. Shitij Kapur, MD, PhD; University of Toronto ¶ÔÏÏÔ› ·Ú¿ÁÔÓÙ˜ ÂËÚ¿˙Ô˘Ó ÙË ÌÓ‹ÌË. ªÂÚÈÎÔ› ·fi ·˘ÙÔ‡˜ Â›Ó·È ÁÂÓÂÙÈÎÔ›. ¢È·ÊÔÚ¤˜ ˆ˜ ÚÔ˜ ÙË ÌÓ‹ÌË ˘¿Ú¯Ô˘Ó Î·È ·Ó¿ÌÂÛ· ÛÙ· ‰‡Ô ʇÏÏ·. √È Á˘Ó·›Î˜ ÌÔÚÔ‡Ó Ó· ·Ó·Î·Ï¤ÛÔ˘Ó ÁÚËÁÔÚfiÙÂÚ· Î·È Â˘ÎÔÏfiÙÂÚ· ·ÔıËÎÂ˘Ì¤Ó˜ ÏËÚÔÊÔڛ˜ Ô˘ ·ÊÔÚÔ‡Ó ÏÂÙÔ̤ÚÂȘ, Û ۇÁÎÚÈÛË Ì ÙÔ˘˜ ¿Ó‰Ú˜ Ù˘ ›‰È·˜ ËÏÈΛ·˜. ™Â ¿ÏÏ· fï˜ ›‰Ë ÌÓ‹Ì˘ ˘ÂÚ¤¯Ô˘Ó ÔÈ ¿Ó‰Ú˜. ŸÛÔ ·ÊÔÚ¿ ÙȘ ηÙËÁÔڛ˜ ÁÓˆÛÙÈÎÒÓ ÈηÓÔًوÓ, Û‡Ìʈӷ Ì ÂÈÛÙËÌÔÓÈΤ˜ ¤Ú¢Ó˜, Û ÔÚÈṲ̂Ó˜ ηÙËÁÔڛ˜ ˘ÂÚ¤¯Ô˘Ó ÔÈ ¿Ó‰Ú˜ Î·È Û ¿ÏϘ ÔÈ Á˘Ó·›Î˜. ∏ ËÏÈΛ· Â›Ó·È ¤Ó·˜ ·Ú¿ÁÔÓÙ·˜ Ô˘ Û˘Ó‰¤ÂÙ·È ¿ÌÂÛ· Ì ÙË ÌÓ‹ÌË ÌÈ·˜ Î·È ÂËÚ¿˙ÂÈ ÙË Û‡ÓıÂÛË ÔÚÈÛÌ¤ÓˆÓ ¯ËÌÈÎÒÓ ÌÂÙ·‚È‚·ÛÙÒÓ ÛÙÔÓ ÂÁΤʷÏÔ. ¢È¿ÊÔÚÔÈ ÂÓ‰ÔÁÂÓ›˜ ‚ÈÔ¯ËÌÈÎÔ› ·Ú¿ÁÔÓÙ˜, fiˆ˜ ÔÈ ÔÚÌfiÓ˜, ÂËÚ¿˙Ô˘Ó ÙÔ˘˜ Ì˯·ÓÈÛÌÔ‡˜ Ù˘ ÌÓ‹Ì˘. ∏ ‰È·ÙÚÔÊ‹ ·›˙ÂÈ Â›Û˘ ÌÂÁ¿ÏÔ ÚfiÏÔ. ∏ ·ÚÈ· ËÁ‹ ÂÓ¤ÚÁÂÈ·˜ ÛÙÔÓ ÂÁΤʷÏÔ Â›Ó·È Ë ÔÍ›‰ˆÛË Ù˘ ÁÏ˘Îfi˙˘. ¶ÂÚÈÛÙ·-

ÙÈο ˘ÔÁÏ˘Î·ÈÌ›·˜ ÂËÚ¿˙Ô˘Ó ÙÔÓ ÂÁΤʷÏÔ Î·È Î·Ù¿ Â¤ÎÙ·ÛË ÙË ÌÓ‹ÌË. µÈٷ̛Ә Ô˘ ‚ÔËıÔ‡Ó ÙÔÓ ÂÁΤʷÏÔ Î·È ÙË ÏÂÈÙÔ˘ÚÁ›· ÙÔ˘ Â›Ó·È ÔÈ µ1, µ2, µ6 Î·È Ù· ·ÓfiÚÁ·Ó· ÛÙÔȯ›· fiˆ˜ Ô Û›‰ËÚÔ˜, ÙÔ Ì·ÁÓ‹ÛÈÔ ÙÔ Ì·ÁÁ¿ÓÈÔ Î·È

Ô ÊÒÛÊÔÚÔ˜. √ ‡ÓÔ˜ ‚ÔËı¿ ÙË ÌÓ‹ÌË. ∏ ·Ôı‹Î¢ÛË ÙˆÓ ÏËÚÔÊÔÚÈÒÓ ÛÙÔÓ ÂÁΤʷÏÔ ÚÔ¿ÁÂÙ·È Î·Ù¿ ÙÔ ÛÙ¿‰ÈÔ ÙÔ˘ ‰Ú·ÛÙËÚÈÔÔÈË̤ÓÔ˘ ‡ÓÔ˘ (REM). °È· ÙÔ ÏfiÁÔ ·˘Ùfi Û˘ÓÈÛÙ¿Ù·È ÛÙÔ˘˜ ÛÔ˘‰·ÛÙ¤˜ Ó· ÌË Î·Ù·ÔÓÔ‡Ó ÙÔÓ Â·˘Ùfi ÙÔ˘˜ Ì ¤ÏÏÂÈ„Ë ‡ÓÔ˘ Û ÂÚ›Ô‰Ô ÂÍÂÙ¿ÛˆÓ. ∏ ۈ̷ÙÈ΋ ¿ÛÎËÛË ‚ÂÏÙÈÒÓÂÈ ÙË ÌÓ‹ÌË ÂÓÒ Û ·ÓÙ›ıÂÛË ÙÔ stress ‰Ú· ·ÚÓËÙÈο ÛÙË ÌÓ‹ÌË. √ ¯ÚfiÓÈÔ˜ fiÓÔ˜ Î·È Ë Ï‹„Ë ÔÚÈÛÌ¤ÓˆÓ Ê·ÚÌ¿ÎˆÓ ÚÔηÏ› Ì›ˆÛË Ù˘ ÌÓ‹Ì˘. º˘ÛÈο Ë ¯Ú‹ÛË Ó·ÚΈÙÈÎÒÓ Ô˘ÛÈÒÓ Î·È ·ÏÎÔfiÏ ÂÎÙfi˜ ÙˆÓ ¿ÏÏˆÓ Û˘Ì‚¿ÏÏÔ˘Ó ‰Ú·ÛÙÈο ÛÙËÓ ÂÍ·Ûı¤ÓËÛË Ù˘ ÌÓ‹Ì˘. ªÓ‹ÌË Î·È Ì¿ıËÛË * H ‰È·‰Èηۛ· Ù˘ Ì¿ıËÛ˘ Á›ÓÂÙ·È ·Ô‰ÔÙÈÎfiÙÂÚË fiÙ·Ó ÔÈ Ì·ıËÙ¤˜ ¤¯Ô˘Ó ı¤ÛÂÈ Û˘ÁÎÂÎÚÈ̤ÓÔ˘˜ Î·È Â˘‰È¿ÎÚÈÙÔ˘˜ ÛÙfi¯Ô˘˜. * √ οı ¿ÓıÚˆÔ˜ «Û˘ÁÎÚ·Ù›» ÛÙË ÌÓ‹ÌË ÙÔ˘ fiÙÈ ÙÔÓ ÂÓÙ˘ˆÛÈ¿˙ÂÈ. ™˘ÓÂÒ˜ Ë Ì¿ıËÛË Ú¤ÂÈ Ó· Â›Ó·È ÌÈ· Û˘Ó¯‹˜ ÂÍÂÚ‡ÓËÛË, ¤Ó· Ù·Í›‰È ÁÓÒÛÂˆÓ Ô˘ ‰ÂÓ ·‡ÂÈ ÔÙ¤ Ó· Û ͷÊÓÈ¿-

˙ÂÈ Î·È Ó· ÛÂ Û˘ÓÂ·›ÚÓÂÈ. * ¢ÂÓ ÌÔÚԇ̠ӷ ‚ÂÏÙÈÒÛÔ˘ÌÂ Î·È Ó· ÂÓÈÛ¯‡ÛÔ˘Ì ÙÔ˘˜ Ì˯·ÓÈÛÌÔ‡˜ Ù˘ ÌÓ‹Ì˘ fiÙ·Ó ‰ÂÓ ˘¿Ú¯ÂÈ „˘¯È΋ Î·È ÛˆÌ·ÙÈ΋ ˘Á›·. ∞˘Ùfi Ô˘ Ú¤ÂÈ Ó· οÓÂÈ Ô ÂÎ·È‰Â˘ÙÈÎfi˜ Â›Ó·È Ó· ‰È·ÛÊ·Ï›˙ÂÈ ÙËÓ „˘¯È΋ ËÚÂÌ›· ÙˆÓ Ì·ıËÙÒÓ ÙÔ˘ ̤۷ ÛÙÔ Û¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ. §ÈÁfiÙÂÚÔ ¿Á¯Ô˜ ÈÛÔ‰˘Ó·Ì› Ì ÌÂÁ·Ï‡ÙÂÚË ·fi‰ÔÛË. * √È Ì·ıËÙ¤˜ Ú¤ÂÈ Ó· ÌÂÏÂÙÔ‡Ó Û ÂÚÈ‚¿ÏÏÔÓ Î·ı·Úfi, ηϿ ·ÂÚÈ˙fiÌÂÓÔ, ʈÙÂÈÓfi Î·È ‹Û˘¯Ô. ∂›Û˘, ÔÈ Â˘¯¿ÚÈÛÙ˜ ÔṲ̂˜ Ê·›ÓÂÙ·È fiÙÈ ‰ÚÔ˘Ó Â˘ÓÔ˚ο ÛÙȘ ·ÓÒÙÂÚ˜ ÓÔËÙÈΤ˜ ÏÂÈÙÔ˘ÚÁ›Â˜ Î·È ÛÙË ÌÓ‹ÌË. * ∆· ‰È·Ï›ÌÌ·Ù· Â›Ó·È Û‡ÌÌ·¯ÔÈ Ù˘ ÌÓ‹Ì˘. ŒÚ¢Ó˜ ¤¯Ô˘Ó ·ԉ›ÍÂÈ fiÙÈ ÌÂÙ¿ ·fi ÂÚ›Ô˘ 45 ÏÂÙ¿ Ù˘ ÒÚ·˜ Û˘Ó¯ԇ˜ ÌÂϤÙ˘, Ù· Â›‰· Û˘ÁΤÓÙÚˆÛ˘ ÌÂÈÒÓÔÓÙ·È Î·È ˘¿Ú¯ÂÈ ·fiÛ·ÛË ÚÔÛÔ¯‹˜. ™˘ÓÂÒ˜ Ú¤ÂÈ Ó· ÂÓı·ÚÚ‡ÓÔ˘Ì ÙÔ˘˜ Ì·ıËÙ¤˜ Ó· οÓÔ˘Ó ÌÈÎÚ¿ ‰È·Ï›ÌÌ·Ù· Û ‰È·ÊÔÚÂÙÈÎÔ‡˜ ¯ÒÚÔ˘˜ ÙÔ˘ ÛÈÙÈÔ‡ ÙÔ˘˜. ñ ∏ ·˘ÙÔÛ˘ÁΤÓÙÚˆÛË Â›Ó·È ‚·ÛÈÎfi ÛÙÔÈ¯Â›Ô Ù˘ «Î·Ï‹˜» ÌÓ‹Ì˘. ∂¿Ó Ô Ì·ıËÙ‹˜ ·‰˘Ó·Ù› Ó· ¤¯ÂÈ ·˘ÙÔÛ˘ÁΤÓÙÚˆÛË ÁÈ· ÔÔÈÔ‰‹ÔÙ ÏfiÁÔ, Ë ÂÈÌÔÓ‹ ÁÈ· ÌÂϤÙË Â›Ó·È Û›ÁÔ˘Ú· ¿ÛÎÔË Î·È ÎÔ˘Ú·ÛÙÈ΋. ∆Ô ÌfiÓÔ Ô˘ ÌÔÚ› Ó· ÚÔηϤÛÂÈ Â›Ó·È ·ÓÈÎfi Î·È Ì›ˆÛË Ù˘ ·˘ÙÔÂÔ›ıËÛ˘. ñ ∏ ÚÔÛÔ¯‹ Ú¤ÂÈ Ó· ÂÈÎÂÓÙÚÒÓÂÙ·È ÛÙÔ ·ÓÙÈΛÌÂÓÔ Ù˘ ÌÂϤÙ˘ Î·È ‰ÂÓ ı· Ú¤ÂÈ Ó· ·ÔÛ¿Ù·È ·fi ¿ÏÏ· ÂÚÂı›ÛÌ·Ù· ‹ ÛΤ„ÂȘ. ñ ª›· ‚Ú·¯Â›·˜ ‰È¿ÚÎÂÈ·˜ ÌÓ‹ÌË ÁÈ· Ó· Á›ÓÂÈ Ì·ÎÚ¿˜ ‰È¿ÚÎÂÈ·˜, Ú¤ÂÈ Ó· ÌË ‰È·Ù·Ú¿ÛÛÔÓÙ·È ÔÈ Ó¢ÚÈÎÔ› Ì˯·ÓÈÛÌÔ› Ô˘ ÏÂÈÙÔ˘ÚÁÔ‡Ó Î·Ù¿ ÙË ‰È·‰Èηۛ· ·˘Ù‹. ñ ŒÚ¢Ó˜ ¤¯Ô˘Ó ‰Â›ÍÂÈ fiÙÈ Ë ÌÂϤÙË Â›Ó·È ·Ô‰ÔÙÈÎfiÙÂÚË fiÙ·Ó Á›ÓÂÙ·È ÛÂ Û˘ÁÎÂÎÚÈ̤Ó˜ ÒÚ˜ ηٿ ÙË ‰È¿ÚÎÂÈ· Ù˘ Ë̤ڷ˜. ∫¿ı ·ÏÏ·Á‹ Û˘Ó‹ıÂÈ·˜ ··ÈÙ› Î·È ÙÔÓ ·Ó¿ÏÔÁÔ ¯ÚfiÓÔ ÚÔÛ·ÚÌÔÁ‹˜. ñ √È Û˘Û¯ÂÙ›ÛÂȘ Â›Ó·È Ù· «ÛÎÔÓ¿ÎÈ·» Ù˘ ÌÓ‹Ì˘. √È Ì·ıËÙ¤˜ Ú¤ÂÈ Ó· Ì¿ıÔ˘Ó Ó· Û˘Ó‰¤Ô˘Ó ÙȘ Ӥ˜ ÏËÚÔÊÔڛ˜ Ì ÙȘ ·Ï·È¤˜ Ô˘ Â›Ó·È Â›‰Ë ·ÔıËÎÂ˘Ì¤Ó˜ ÛÙË ÌÓ‹ÌË Ì·ÎÚ¿˜ ‰È¿ÚÎÂÈ·˜ ¤ÙÛÈ ÒÛÙ ӷ Á›ÓÔÓÙ·È

ηχÙÂÚ· ÔÈ Û˘ÓÂÈÚÌÔ› Î·È Ó· «¤Ú¯ÂÙ·È ÛÙËÓ ÂÈÊ¿ÓÂÈ·» Ë ˙ËÙÔ‡ÌÂÓË ÏËÚÔÊÔÚ›·. ªÂ ¿ÏÏ· ÏfiÁÈ·, ·Ó·Î·Ïԇ̠ÛÙË ÌÓ‹ÌË Â˘ÎÔÏfiÙÂÚ· ÏËÚÔÊÔڛ˜ Ô˘ ¤¯Ô˘Ó Û˘Ó¤¯ÂÈ· Î·È Â›Ó·È ÂÌÏÔ˘ÙÈṲ̂Ó˜ Ì ¤ÓÙÔÓ· Û˘Ó·ÈÛı‹Ì·Ù·. ñ ∏ Â·Ó¿ÏË„Ë ‚ÔËı¿ ÙË ÌÓ‹ÌË Î·È Ì·˜ ÂÈÙÚ¤ÂÈ Ó· «ÚÔˆı‹ÛÔ˘Ì» ÙËÓ ÏËÚÔÊÔÚ›· ·fi ÙË ‚Ú·¯Â›· ÌÓ‹ÌË ÛÙË ÌÓ‹ÌË Ì·ÎÚ¿˜ ‰È¿ÚÎÂÈ·˜. ∂·Ó·Ï‹„ÂȘ Î·È ·Ó·ÎÂÊ·Ï·ÈÒÛÂȘ ÏÔÈfiÓ Â›Ó·È ··Ú·›ÙËÙ· ÛÙÔȯ›· Ù˘ Ì¿ıËÛ˘. * ∏ ‰È·ÙÚÔÊ‹ Ú¤ÂÈ Ó· Â›Ó·È ÈÛÔÚÚÔË̤ÓË. ∏ ÌÓ‹ÌË ÂËÚ¿˙ÂÙ·È ·fi ÙȘ ÔÛÔÙÈΤ˜ ‰È·Î˘Ì¿ÓÛÂȘ Ù˘ ‰È·ÙÚÔÊ‹˜ Û ıÚÂÙÈΤ˜ Ô˘Û›Â˜ Î·È ÂÓ¤ÚÁÂÈ·. ñ √ ‡ÓÔ˜ Ú¤ÂÈ Ó· Â›Ó·È ÔÈÔÙÈÎfi˜ Î·È Â·Ú΋˜. ñ ∏ ۈ̷ÙÈ΋ ¿ÛÎËÛË ‚ÔËı¿ ÛÙË ‚ÂÏÙ›ˆÛË Ù˘ ÌÓ‹Ì˘. ∫¿ı ¿ÙÔÌÔ ·ÔÎÙ¿ Ӥ˜ ÁÓÒÛÂȘ Ì ÙÔ˘˜ Ì˯·ÓÈÛÌÔ‡˜ Ù˘ Ì¿ıËÛ˘ Î·È ÙȘ ‰È·ÙËÚ› Ì ÙÔ˘˜ Ì˯·ÓÈÛÌÔ‡˜ Ù˘ ÌÓ‹Ì˘. √ ÂÁΤʷÏÔ˜ ‰¤¯ÂÙ·È Ï‹ıÔ˜ ÏËÚÔÊÔÚÈÒÓ Î¿ı ÛÙÈÁÌ‹. ™˘ÁÎÚ·Ù› fï˜ ÌfiÓÔ ·˘Ù¤˜ Ô˘ ÂΛÓÔ˜ ıˆÚ› ÛËÌ·ÓÙÈΤ˜. ¶·Ú·ÙËÚÒÓÙ·˜ ÙÔ˘˜ Ì·ıËÙ¤˜ Ì·˜, ÌÔÚԇ̠ӷ Û˘ÏϤÍÔ˘Ì ÏËÚÔÊÔڛ˜ Ô˘ ¤¯Ô˘Ó Û¯¤ÛË Ì ٷ ÂӉȷʤÚÔÓÙ· ÙÔ˘˜, Î·È ÁÂÓÈο Ù· Ú¿ÁÌ·Ù· Ô˘ ÙÔ˘˜ ÂÓÙ˘ˆÛÈ¿˙Ô˘Ó Î·È ÙÔ˘˜ ÙÚ·‚Ô‡Ó ÙË ÚÔÛÔ¯‹. ∫¿ıÂ Û˘Û¯¤ÙÈÛË Ù˘ Ó¤·˜ ÏËÚÔÊÔÚ›·˜ Ì Ú¿ÁÌ·Ù· Ô˘ ÙÔ˘˜ ÂÓÙ˘ˆÛÈ¿˙Ô˘Ó Î·ıÈÛÙ¿ ÙË Ì¿ıËÛË Â˘ÎÔÏfiÙÂÚË Î·È ÙËÓ ·Ôı‹Î¢ÛË ÛÙË ÌÓ‹ÌË Ì·ÎÚ¿˜ ‰È¿ÚÎÂÈ·˜ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙÂÚË. ∞˜ ÂÓÈÛ¯‡ÛÔ˘Ì ÏÔÈfiÓ ÙË Ó¤· ÏËÚÔÊÔÚ›· Ì ÂÈÎfiÓ˜, ‹¯Ô˘˜, ÚÔÛˆÈ΋ Û˘Û¯¤ÙÈÛË, ¤ÓÙÔÓ· Û˘Ó·ÈÛı‹Ì·Ù· Î·È ‰ËÌÈÔ˘ÚÁÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ Î·È ·˜ ·Ê‹ÛÔ˘Ì ÙÔ˘˜ Ì·ıËÙ¤˜ Ì·˜ Ó· ÂÍÂÚ¢ӋÛÔ˘Ó Î·È Ó· Á¢ÙÔ‡Ó ÙË ¯·Ú¿ Ù˘ Ì¿ıËÛ˘ ¤¯ÔÓÙ·˜ ·ÔÎÙ‹ÛÂÈ ÌÈ· ÈÛ¯˘Ú‹ ÌÓ‹ÌË Ô˘ ı· ÙÔ˘˜ ‚ÔËı‹ÛÂÈ Ó· ÊÙ¿ÛÔ˘Ó ÁÚËÁÔÚfiÙÂÚ· Î·È ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙÂÚ· ÛÙÔ ÛÙfi¯Ô ÙÔ˘˜.

9

Frequently asked questions regarding ADHD Dr.Theodora Papadopoulou* What does ADHD stand for? ADHD are the initials for Attention Deficit Hyperactivity Disorder.

What Causes ADHD? Doctors and researchers are not sure why certain people have ADHD. There have been theories involving many possible causes, such as diet, head injuries, exposure to drugs before birth, and even family and home environment. However, none of these theories offer a satisfactory explanation for most cases of ADHD. Doctors have studied and compared the brains of people with ADHD to brains of «normal» individuals by conducting a special scanning test (PET) and magnetic tomography. Other tests also enable them to see how much glucose is used by the areas of the brain that inhibit impulses and control attention. It should be mentioned that glucose is the brain’s main source of energy. These tests proved that the areas of the brain that control attention are less efficient in glucose in people with ADHD. Other doctors believe that ADHD has something to do with the differences in the neurotransmitters that deliver signals to the brain areas that control attention. The truth is that there is no evidence why certain people’s brains might function differently in this way.

Can Food Cause Hyperactivity? Anything such as cola or coffee that can overstimulate the brain can cause hyperactivity. In the past it was believed that sugar and other food additives actually contributed to ADHD. As a result, parents were advised not to give their children food that contained artificial flavourings, preservatives and sugar. It was thought that this restricted diet could actually prevent or cure the symptoms of the condition. Researchers no longer believe that this true. Many specialists still promote restricted diets and even vitamins as a cure for ADHD, but they are not backed by scientific evidence.

with certain types of behaviour.

How Is Attention Deficit Hyperactivity Disorder Diagnosed? Diagnosing ADHD is difficult. Symptoms vary and there is no simple test that can determine whether someone has ADHD. Parents claim that the first warning symptoms include lack of attentiveness and control. However, the crucial period for a child with ADHD is when he/she enters school and is expected to follow directions, cooperate with others, and be quiet at certain times. When the child is taken to a psychologist, the specialist looks for patterns of certain behaviours that have lasted for more than six months and interfere with two or more areas of a child’s life at home or school. In addition, the psychologist collects more information from the child’s family and teachers by asking them to fill out an evaluation form or have a personal contact with the psychologist. Special tests may also be administered to clarify the diagnosis. Psychologists also check a child’s inattention, hyperactivity, and impulsivity.

Do all people with ADHD have the same symptoms? No. There are three kinds of ADHD that are commonly recognized. 1. People who have significant problems with attention but are not really hyperactive or impulsive are diagnosed with ADHD-Inattentive Type. 2. Other children have problems mainly with hyperactivity and impulsivity. These children are diagnosed as having ADHDImpulsive Hyperactive Type. 3. People who have significant problems with impulsivity, hyperactivity, and attention are diagnosed with ADHD-Combined Type.

Can ADHD be inherited? Research has proved that ADHD can be inherited. Children who have ADHD usually have a close relative with ADHD. In addition, if one of a pair of identical twins is diagnosed with ADHD, the other twin might have ADHD as well.

How Is ADHD Treated? Firstly, it is treated with behavioural therapy. This involves working with a psychologist to learn ways of coping with the condition. The psychologist can help both children and parents become more aware of the whole situation, develop strategies and provide suggestions on how to deal

How can parents help? Parents and teachers are part of the treatment plan as well. Parents can learn how to establish more structure for the child, define limits more clearly, and be consistent with discipline, all of which are especially important for a child with ADHD.

How can teachers help? Teachers can provide predictable routines and structure in the classroom and try to keep the student away from distractions. Both parents and teachers can establish certain penalties and rewards to help the child make progress with behaviour.

Should a child with ADHD take medication? If these strategies are not effective enough in controlling the condition, then the child is taken to a psychiatrist who may prescribe medication. These medications work by stimulating certain areas of the brain that make it possible for many people with ADHD to concentrate, behave more consistently, and take part in activities that were impossible before.

How difficult is it to live with ADHD? Living with ADHD can be difficult. Children and adults with ADHD may have a hard time keeping friends and performing well at school or work. Some individuals manage to cope with the whole situation while others experience depression and loneliness.

People with ADHD are recommended to use some techniques in order to make their lives easier and experience a better quality of life. Such techniques include: 1. Breaking large assignments or tasks into small ones. 2. Using calendar or planner or daily planners. 3. Working in a quiet area away from distractions. 4. Creating a routine. 5. Exercising, eating and getting enough sleep. For more information about ADHD and forthcoming seminars regarding educational techniques and methods that help students with ADHD cope in a mixed ability classroom, you may conduct Dr.Theodora Papadopoulou at: [email protected], [email protected], or 6947809078

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ŸÏÁ· °. °ÂÚÈÙÛ›‰Ô˘ ȉڇÙÚÈ· Ù˘ ıˆÚËÙÈ΋˜ Û¯ÔÏ‹˜ „˘¯ÔÏÔÁ›·˜ ÙˆÓ ÔÈÎÔÁÂÓÂÈ·ÎÒÓ ‰˘Ó·ÌÈÎÒÓ EÎ·È‰Â˘ÙÈ΋ æ˘¯ÔÏfiÁÔ˜ B.A., M.A., ·ÓÂÈÛÙËÌ›Ô˘ McGill K·Ó·‰¿, EÈÎÂÊ·Ï‹˜ ÂÚ¢ÓËÙÈÎÔ‡ ÙÌ‹Ì·ÙÔ˜ MindPower Publishing, EÈÎÂÊ·Ï‹˜ K¤ÓÙÚÔ˘ EÏ¢ı¤ÚˆÓ ™Ô˘‰ÒÓ e-mail:[email protected] site: www.mindpower.gr

«™ÙÔ ÚÔËÁÔ‡ÌÂÓÔ ¿ÚıÚÔ Û·˜ ›¯·Ù › fiÙÈ fiÏÔÈ ÔÈ ¿ÓıÚˆÔÈ ÌÔÚÔ‡Ó Ó· Â›Ó·È ¤Í˘ÓÔÈ Â¿Ó ÂÌ›˜ ÔÈ ÁÔÓ›˜ Î·È ÔÈ ÂÎ·È‰Â˘ÙÈÎÔ› ‰Ú¿ÛÔ˘Ì Ì ٤ÙÔÈÔ ÙÚfiÔ ÒÛÙ ӷ ÙÔ ÂÈÙÚ¤„Ô˘ÌÂ, ·Ó ‰Â οӈ Ï¿ıÔ˜. ¶Ò˜ fï˜ οÙÈ Ù¤ÙÔÈÔ ÌÔÚ› Ó· Á›ÓÂÈ;» °·‚ÚȤÏÏ·, ηıËÁ‹ÙÚÈ· Î·È ÌËÙ¤Ú· ÷›ÚÔÌ·È ¿Ú· Ôχ Ô˘ ‚Ϥˆ fiÙÈ fi¯È ÌfiÓÔ ¤¯ÂȘ ηٷϿ‚ÂÈ Ï‹Úˆ˜ ÙÔ ‚·ÛÈÎfi ·Í›ˆÌ· ÙÔ ÔÔ›Ô ÈÛ¯‡ÂÈ ÁÈ· fiÏÔ˘˜ ÙÔ˘˜ ·ÓıÚÒÔ˘˜ ÔÈ ÔÔ›ÔÈ Â›Ó·È ÓÂ˘Ì·ÙÈο (‰ËÏ·‰‹ È·ÙÚÈο Û ۯ¤ÛË Ì ÙËÓ ÂͤÏÈÍË Î·È ÌÔÚÊÔÏÔÁ›· ÙÔ˘ ÂÁÎÂÊ¿ÏÔ˘) ¿ÚÙÈÔÈ ÙÔ ÔÔ›Ô Û˘ÌÂÚÈÏ·Ì‚¿ÓÂÈ ·˘Ùfi Ô˘ ÂÌ›˜ ÛÙËÓ ¤Ú¢ӷ ÔÓÔÌ¿˙Ô˘Ì +3 standard deviations in a bell shaped curve. ¢ËÏ·‰‹ ϤÔÓ ÙÔ˘ 90% ÙÔ˘ ·ÓıÚÒÈÓÔ˘ ÏËı˘ÛÌÔ‡ ÂÈ Ù˘ Á‹˜ ¤¯ÂÈ ÙËÓ ‰˘Ó·ÙfiÙËÙ· Ó· Â›Ó·È ¿Ú· Ôχ ¤Í˘ÓÔ˜ Î·È Ì Ôχ ˘„ËÏ‹ Â›‰ÔÛË Û ÔÔÈ·‰‹ÔÙ Ù˘¯‹ ‹ ÙÔ̤· ÙÔ ÂÈı˘Ì‹ÛÂÈ ·Û¯¤Ùˆ˜ ÙˆÓ ÏÂÙÔÌÂÚÂÈÒÓ Ô˘ ı· Ú¤ÂÈ Ó· Ì¿ıÂÈ ÁÈ· Ó· ‰È·Ú¤„ÂÈ ÂΛ. °È· Ó· ›̷ÛÙ Ï‹Úˆ˜ Û·Ê›˜ Ù· ¿ÙÔÌ· ÁÈ· Ù·

æ˘¯Ô...ÁÚ¿ÊËÌ· ™Â οı Ù‡¯Ô˜ Ë ¤ÁÎÚÈÙË „˘¯ÔÏfiÁÔ˜ ŸÏÁ· °ÂÚÈÙÛ›‰Ô˘ ı· ··ÓÙ¿ ÛÙ· ÁÚ¿ÌÌ·Ù· Î·È Ù· e-mails Û·˜ Î·È ı· ‰›ÓÂÈ ··ÓÙ‹ÛÂȘ ÛÙ· ı¤Ì·Ù· Ô˘ ·ÓÙÈÌÂÙˆ›˙ÂÙ ηıËÌÂÚÈÓ¿ ÛÙËÓ Ù¿ÍË.

ÔÔ›· ÙÔ ·Í›ˆÌ· ·˘Ùfi ÂÓ‰¤¯ÂÙ·È Ó· ÌËÓ ÈÛ¯‡ÂÈ ÛÙËÓ ÔÏfiÙËÙ· ÙÔ˘ Â›Ó·È ·˘Ù¿ Ù· ÔÔ›· ¤¯Ô˘Ó È·ÙÚÈÎÒ˜ (fi¯È Ì ¿ÏÏÔ˘ ›‰Ô˘˜ „˘¯ÔÌÂÙÚÈο Ù¤ÛÙ) ‰È·ÁÓˆÛı› Ì ÂÁÎÂÊ·ÏÈΤ˜ ηÎÒÛÂȘ, ‰˘ÛϷۛ˜, Î.Ï. ™ÙËÓ Ô˘Û›· ηıËÌÂÚÈÓ¿ ›̷ÛÙ ̿ÚÙ˘Ú˜ ÙÔ˘ ·Ú·¿Óˆ ·ÍÈÒÌ·ÙÔ˜ ‰ÈfiÙÈ ‚ϤÔ˘Ì ÙËÓ Â›‰ÔÛË ÙÔ˘ οı ·ÙfiÌÔ˘ Ó· Â›Ó·È È‰È·ÈÙ¤Úˆ˜ ˘„ËÏ‹ ÛÙÔÓ ÙÔ̤· ‹ ÛÙÔ˘˜ ÙÔÌ›˜ Ô˘ ÙÔ ¿ÙÔÌÔ ·˘Ùfi ÚÔÛˆÈο ÈÛÙ‡ÂÈ ‹ Â›Ó·È ÂÂÈṲ̂ÓÔ fiÙÈ ÌÔÚ› ‹ ¤¯ÂÈ ‰Èη›ˆÌ· / ‰˘Ó·ÙfiÙËÙ˜ Ó· ‰È·Ú¤„ÂÈ. ∞ÏÒ˜ ‰ÂÓ Â›Ó·È Â‡ÎÔÏÔ Ó· ÙÔ ·ÓÙÈÏËÊıԇ̠̠ÙËÓ ÚÒÙË Ì·ÙÈ¿ ‰ÈfiÙÈ Ï·‚·›ÓÔ˘Ì ˘fi„Ë Ì·˜ ÌfiÓÔ ÂÈÏÂÎÙÈο Î·È Î·Ù·ÎÂÚÌ·ÙÈṲ̂ӷ Ù· ‰Â›ÁÌ·Ù· Ù· ÔÔ›· Ì·˜ ‰›ÓÔ˘Ó Ù· ¿ÙÔÌ· Ì ٷ ÔÔ›· ÂÚ¯fiÌ·ÛÙ Û Â·Ê‹. ¶.¯. ·˜ ÛÎÂÊÙԇ̠ÙËÓ Ôχ Û˘Ó‹ıË ÂÚ›ÙˆÛË ÙÔ˘ ·ÙfiÌÔ˘ Ô˘ ‘‰ÂÓ Î¿ÓÂÈ Ù›ÔÙ·, Â›Ó·È ÙÂÌ¤Ï˘ / ·¯·˝Ú¢ÙÔ˜ Î·È ·Ú·ÛÈÙÔ˙ˆÂ› ‘ : ·˘Ùfi ÙÔ ¿ÙÔÌÔ Û·Ê¤Ûٷٷ Ú¤ÂÈ Ó· ÙÔ ÚÔÛ¤ÍÔ˘Ì ÏfiÁˆ Ì›·˜ Û˘ÌÂÚÈÊÔÚ¿˜ Ë

ÔÔ›· ‰ÂÓ Â›Ó·È ÂÔÈÎÔ‰ÔÌËÙÈ΋ ·ÏÏ¿ Û ηÌÌ›· ÂÚ›ÙˆÛË ‰ÂÓ Ú¤ÂÈ Ó· ÈÛÙ¤„Ô˘Ì fiÙÈ ÙÔ ¿ÙÔÌÔ ·˘Ùfi ‰ÂÓ ‰Ô˘Ï‡ÂÈ Î·È ‰ÂÓ Â-

ÂÓ‰‡ÂÈ Ù· ̤ÁÈÛÙ· ÁÈ· ÙÔ˘˜ ÛÙfi¯Ô˘˜ ÙÔ˘ Ì ÙÔÓ ϤÔÓ ·ÔÙÂÏÂÛÌ·ÙÈÎfi ÙÚfiÔ ·ÎÚÈ‚Ò˜ fiˆ˜ Î·È Ô ÊÔÈÙËÙ‹˜ È·ÙÚÈ΋˜ ÛÙËÓ Û¯ÔÏ‹ ÙÔ˘ Harvard.

¶Ò˜ Á›ÓÂÙ·È ·˘Ùfi; ∂ÍÈÛÒÓÂÈ ÙÔ ·Ú·¿Óˆ ·˘Ù¤˜ ÙȘ ‰‡Ô ÂÚÈÙÒÛÂȘ; ™·Ê¤Ûٷٷ Î·È fi¯È. ∞˘Ùfi˜ Ô ÔÔ›Ô˜ ‰Â›¯ÓÂÈ Ú·ÁÌ·ÙÈ΋ Â˘Ê˘˝· ÛÙËÓ ·ÍÈÔÔ›ËÛË ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ ÙÔ˘ Â›Ó·È Ô ÊÔÈÙËÙ‹˜ È·ÙÚÈ΋˜ Î·È fi¯È Ô Ó·Úfi˜ Ô˘ Ê·›ÓÂÙ·È fiÙÈ Â›Ó·È ¿ÂÚÁÔ˜. ŸÌˆ˜ ·˘Ùfi ‰ÂÓ ·ÏÏ¿˙ÂÈ ÙÔ ÁÂÁÔÓfi˜ fiÙÈ Î·È ÔÈ ‰‡Ô οÓÔ˘Ó ÂÈÙ˘¯Ë̤ÓË ¯Ú‹ÛË ÙˆÓ ÓÂ˘Ì·ÙÈÎÒÓ ÙÔ˘˜ ‰˘Ó·ÙÔÙ‹ÙˆÓ ÁÈ· Ó· ÂÙ‡¯Ô˘Ó ÙÔ˘˜ ÛÙfi¯Ô˘˜ Ô˘ ÙÔ˘˜ ¤¯ÂÈ ÂÈÎÔÈÓˆÓËı› ÂÌÚ¿ÎÙˆ˜ Î·È Î·Ù’ Ô˘Û›·Ó Î·È fi¯È ÌfiÓÔ Ì ٷ ÏfiÁÈ· ‹ Ì ÎËÚ‡ÁÌ·Ù·, ·ÚÔÙÚ‡ÓÛÂȘ Î·È ·ÓÔ‡ÛȘ ÙÈ̈ڛ˜ fiÙÈ ÌÔÚÔ‡Ó Ó· ÂÈÙ‡¯Ô˘Ó Î·È Ú¤ÂÈ Ó· ÂȉÈÒÎÔ˘Ó. ¶ÈÔ Û˘ÁÎÂÎÚÈ̤ӷ, fiˆ˜ Â›Ó·È ÂÌÊ·Ó¤˜ Ô ÊÔÈÙËÙ‹˜ È·ÙÚÈ΋˜ ÂÂÓ‰‡ÂÈ Û ÂÊfi‰È· Ù· ÔÔ›· ÙÔ˘ ‰›ÓÔ˘Ó ¤ÏÂÁ¯Ô ÙˆÓ ÈηÓÔÙ‹ÙˆÓ ÙÔ˘, ·˘ÙÔ‰˘Ó·Ì›·, ·˘ÙÔÓÔÌ›· Î·È ·˘ÙÔ΢ÚÈ·Ú¯›·, ÂÓÒ Ô Ê·ÈÓÔÌÂÓÈο ¿ÂÚÁÔ˜ Ó·Úfi˜ ÂÂÓ‰‡ÂÈ Û ÂÊfi‰È· Ù· ÔÔ›· ÙÔ˘ ‰›ÓÔ˘Ó ¤ÏÂÁ¯Ô ÛÙÔÓ ¯ÂÈÚÈÛÌfi ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ ÙÔ˘ Î·È ÙËÓ ÂÎÌ·›Â˘ÛË

Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ ·Ô‰Ô¯ÒÓ Ì¤Ûˆ Ù˘ ÂÍ¿ÚÙËÛ˘, ÙÔ˘ Â΂ȷÛÌÔ‡ Î·È Ù˘ ˘Ô‰fiÚÈ·˜ ÂÈı¤Ûˆ˜. °È· Ó· ÌÔÚ› Ô ¿ÂÚÁÔ˜ Ó·Úfi˜ Ó· Â›Ó·È ÂÈÙ˘¯Â›˜ ÛÙ· ·Ú·¿Óˆ ÒÛÙ ӷ ÙÔÓ Û˘ÓÙËÚÔ‡Ó Î·È Ó· ÙÔÓ ÚÔÛÙ·ÙÂ‡Ô˘Ó ¯ˆÚ›˜ ÂΛÓÔ˜ Ó· ÚÔÛʤÚÂÈ Î¿ÙÈ ÂÔÈÎÔ‰ÔÌËÙÈÎfi ı· Ú¤ÂÈ Ó· Á›ÓÂÈ ¿ÚÈÛÙÔ˜ ÁÓÒÛÙ˘ ÙˆÓ ‚·ÛÈÎÒÓ ·Ú·Ì¤ÙÚˆÓ Î·È ÌÂıfi‰ˆÓ ÂÈıÔ‡˜ Ô˘ ‰È¤Ô˘Ó ÙȘ ‰È·ÚÔÛˆÈΤ˜ Û¯¤ÛÂȘ ÙˆÓ ·ÓıÚÒˆÓ. ™˘ÓÂÒ˜, ·Ó Î·È ·ÚÓËÙÈο Î·È Ï‹Úˆ˜ ηٷÛÙÚÔÊÈο ÁÈ· ÙÔÓ ›‰ÈÔ Î·È ÛÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘, Ô Ó·Úfi˜ ·˘Ùfi˜ ÌÂÏÂÙ¿ÂÈ Î·È ÂÂÓ‰‡ÂÈ Û ·ÓÙ›ÛÙÔÈ¯Ô ÔÛÔÛÙfi Ì ÙÔÓ ÊÔÈÙËÙ‹ ÂΛÓÔ Ô ÔÔ›Ô˜ ηÏÏÈÂÚÁ› ÙȘ ‰˘Ó¿ÌÂȘ ÙÔ˘ ¤ÙÛÈ ÒÛÙ ·˘Ù¤˜ ¿ÓÙ· Ó· ·˘Í¿ÓÔÓÙ·È (οÙÈ Ô˘ ‰ÂÓ Û˘Ì‚·›ÓÂÈ Î·ıfiÏÔ˘ ÛÙËÓ ÂÚ›ÙˆÛË ÙÔ˘ ¿ÂÚÁÔ˘ Ó·ÚÔ‡ ÙÔ˘ ÔÔ›Ô˘ ÔÈ ‰˘Ó·ÙfiÙËÙ˜ ¤¯Ô˘Ó Û·Ê‹ fiÚÈ· Ù· ÔÔ›· ‰ÂÓ ÌÔÚ› Ó· ˘Âڂ› Ì ·˘Ù‹ ÙËÓ Ì¤ıÔ‰Ô Ô˘ ·ÎÔÏÔ˘ı›) Î·È Ó· ÙÔÓ Î·ıÈÛÙÔ‡Ó ··Ú·›ÙËÙÔ ÛÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘ ·ÏÏ¿ Î·È ÛÙËÓ ÁÂÓÈÎfiÙÂÚË Û˘Ì‚ÔÏ‹ ÙÔ˘ ·ÓıÚÒÔ˘ ˘·ÚÍȷο Î·È ÁÂÓÈο. ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 12

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Aprender a través de la accifin. Una propuesta global de construccifin de la competencia comunicativa oral y escrita del estudiante Carlos Barroso Coordinador Pedag_gico Departamento de ELE. Editorial SGEL

Si tuviéramos que elegir tan sólo un par de conceptos que definieran lo que interpretamos como enseñanza comunicativa de idiomas y, que elementos accesorios al margen, reflejaran el verdadero espíritu de este método o enfoque y de todas sus derivaciones, en este artículo nos quedaríamos con el siguiente concepto: El estudiante es el centro de la clase. De esta forma, los profesores debemos tener en cuenta lo siguiente: ¿Qué necesita mi alumno? ¿Cómo va a aprenderlo? Aunque normalmente acudimos al plan curricular que nuestro centro de idiomas, universidad, etc., nos señala o al índice del libro que estamos utilizando, de alguna forma, deberíamos tener en cuenta, como profesores de español como segunda lengua, las necesidades y estilos de aprendizaje de nuestros estudiantes y las características no sólo de cada uno de ellos sino del grupo que forman. Así, tenemos que plantearnos la importancia que deberíamos conceder a aspectos como los siguientes: En mi clase de español, mis estudiantes necesitan: Aprender a mantener diálogos en español con sus compañeros. Ser capaces de leer y comprender diferentes tipos de textos escritos. Tener un nivel alto de conocimientos gramaticales. Saber escribir diferentes tipos de documentos. Relacionarse con sus compañeros y con el profesor. Participar en trabajos de grupo en el aula. Seguir trabajando fuera del aula de ELE. Realizar exposiciones orales. Adquirir conocimientos culturales sobre otros países. Cada uno de los anteriores tendrá mayor o menor importancia según el grupo meta al que estoy impartiendo las clases, la duración de estas, el nivel en el que se

encuentra, e incluso factores como el número de alumnos por aula. Para mejor dar cuenta de estos aspectos y ayudar al profesor a analizar las características de sus estudiantes y dar la mayor eficacia a su clase de español, el Marco Común Europeo de Referencia para las Lenguas: Enseñanza, Aprendizaje, Evaluación (MCER), propone una serie de conceptos y parámetros que puedan ser utilizados por cada docente para reflexionar sobre cómo está impartiendo sus clases, qué elementos son más eficaces y cuáles menos, y sobre todo, cómo puede mejorar su desempeño. Para ello, el MCER propone y responde a las siguientes cuestiones: ¿Qué tiene que aprender o adquirir el alumno? Las competencias necesarias. La capacidad de poner en práctica esas competencias. La capacidad de emplear las estrategias necesarias para poner en práctica las competencias. La idea que subyace a esto es que todo el trabajo que realizamos en el aula de español está destinado a que el estudiante sea capaz de comprender, expresarse e interactuar en situaciones comunicativas en español (tanto orales como escritas) incluso después de haber abandonado o terminado las clases. Al margen de que nuestro estudiante se esté preparando para mantener conversaciones, escribir cartas comerciales, integrarse en un departamento de una empresa hispanohablante o aprobar un examen, el trabajo desarrollado en el aula no está sólo destinado a adquirir conocimientos, sino a dotar al estudiante de estrategias y habilidades que le permitan seguir adquiriendo conocimientos posteriormente y por tanto ser partícipe de su propio proceso de aprendizaje; adquirir autonomía como 'aprendiz', en definitiva.

La expresión que utilizaremos para conseguir esto es la de aprender mediante la acción; intentaremos explicar en qué consiste a través del siguiente cuadro: Individuos. Agentes sociales: En el centro de nuestra pantalla (y por tanto de nuestra aula) ponemos al estudiante; este es un individuo que a la vez existe como agente social. Todas las acciones que una persona realiza durante una jornada normal implican una comunicación. Ya sea oralmente o por escrito un individuo está constantemente interactuando con otros individuos u organismos. Competencias: Este estudiante nos llega al aula con una serie de competencias. Entre las competencias que llamaremos generales están aquellas que él tiene y que le pueden ayudar a tener más éxito en la clase de español. Algunos estudiantes son más diestros en algunas y otros en otras. Nuestro papel como profesores aquí sería tener en cuenta esto para hacer una clase

más equilibrada. Estas competencias son: Competencias generales: Conocimientos (Saber) Destrezas y habilidades (saber hacer) Competencia existencial (saber ser) Capacidad de aprender (saber aprender) Además, el estudiante llega al aula con otra serie de competencias que llamaremos Competencias Comunicativas de la Lengua. Estas son las que él tiene en el desempeño de su propia lengua, y nosotros, profesores de español, intentaremos que adquiera en español. Son: Competencia pragmática. Competencia lingüística. Competencia socio lingüística. Para desarrollar la competencia pragmática trabajamos con el estudiante todos los contenidos que tradicionalmente hemos definido como comunicativos o funcionales, y le damos una dimensión práctica, una intención del hablante al ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 12

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Aprender a través de la accifin. Una propuesta global de construccifin de la competencia comunicativa oral y escrita del estudiante ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 11

utilizarlos. Para trabajar la competencia lingüística, tenemos en cuenta todos los contenidos gramaticales, de léxico, fonéticos, etc. Finalmente, para el desarrollo de la competencia socio lingüística tenemos en cuenta todos los contenidos culturales o socioculturales que tienen una influencia en el uso de la lengua, como la cuestión del uso de tú o usted en contextos informales o formales. Actividades Comunicativas de la Lengua: Volvemos a nuestro esquema, y recogemos el concepto de actividades comunicativas de la lengua. Estas serán el centro de nuestra clase, puesto que nuestro trabajo en el aula se basará en el desarrollo de la habilidad del estudiante de ponerlas en práctica utilizando el español. Estas son: Comprensión Oral, Lectora y audiovisual. Expresión Oral y escrita. Interacción Oral y escrita. Tareas y estrategias: Para aumentar la capacidad del estudiante de ser competente en estas habilidades, trabajaremos en el aula con tareas; estas tareas las definimos de la siguiente manera: Una tarea es cualquier acción realizada en el aula que cumpla las siguientes características: Un objetivo. Un estado inicial y un estado final. Unas condiciones de realización determinadas. Por tanto, una tarea es algo que el estudiante tiene que hacer; le viene dado por un elemento externo a él (el profesor, el libro, cualquier material, cualquier fuente, etc); tiene un estado

inicial que el estudiante debe modificar, y el resultado final será algo que habrá hecho avanzar la clase y la competencia del estudiante de alguna manera. Hemos utilizado los términos acción y hacer; el concepto de aprendizaje mediante la acción viene por tanto de este verbo. El estudiante hace cosas en el aula que le sirven para construir su competencia comunicativa (pragmática, lingüística y socio lingüística). Las condiciones de realización son el tiempo de duración, la forma de agrupamiento al realizarla (individualmente, en parejas, en grupo, etc) y todos los elementos que sirvan para contextualizar el desarrollo de la tarea. El estudiante realiza tareas sobre textos. Un texto puede ser auditivo o escrito, pero siempre será necesario como ese elemento que mencionábamos más arriba del que partimos y que es el estado inicial de la tarea. Finalmente, el objetivo de la realización de estas tareas sobre textos para ejercitar la competencia de los estudiantes en las Actividades Comunicativas de la Lengua es que este estudiante sea capaz de seguir construyendo dicha competencia por sí mismo cuando esté fuera del aula. El estudiante adquiere estrategias de aprendizaje que le permiten ser más eficaz en su rendimiento y estrategias de comunicación que harán que pueda utilizar todo lo ya adquirido para seguir aprendiendo en autonomía, para continuar siendo capaz de comprender, expresarse e interactuar aún sin tener la ayuda del profesor y de la clase.

™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 10

ªÂ ·˘Ù¿ Ô˘ ›·Ì ÌÔÚԇ̠ӷ Û˘Ó¿ÁÔ˘ÌÂ Î·È Ò˜ Á›ÓÂÙ·È ·˘Ùfi. ∞˘Ùfi Û˘Ì‚·›ÓÂÈ ‰ÈfiÙÈ ÛÙÔÓ ¿ÂÚÁÔ Ó·Úfi ÂÈÎÔÈÓˆÓÂ›Ù·È ÂÌÚ¿ÎÙˆ˜ (¿Û¯ÂÙ· Ì ÙÔ ÙÈ ÙÔ˘ ÂÈÎÔÈÓˆÓÂ›Ù·È ÂÈۋ̈˜ Û ÌÔÚÊ‹ ÏfiÁˆÓ, ÂÁÁÚ·Ê‹˜ Û ÂÎ·È‰Â˘Ù‹ÚÈ·, ÂÁÁÚ·Ê‹˜ Û Â͈ۯÔÏÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜, Î.Ï.) fiÙÈ Ô ›‰ÈÔ˜ ‰ÂÓ Ê¤ÚÂÈ Î¿ÔÈ· ȉȷ›ÙÂÚË ·Í›· ‹ ÌÔÓ·‰ÈÎfiÙËÙ· Ô‡Ù ¤¯ÂÈ ÈηӤ˜ Èı·ÓfiÙËÙ˜ Ó· ‰È·ÎÚÈı› ‹ Ó· ·Ó·ÁÓˆÚÈÛı› Ë ÚÔÛÊÔÚ¿ ÙÔ˘ Û ÔÔÈÔ‰‹ÔÙ Â›‰Ô. ∞˘Ùfi ÌÔÚ› Ó· Û˘Ì‚Â› Ôχ ‡ÎÔÏ· Ì ̛· ÌÂÁ¿ÏË ÔÈÎÈÏ›· ·ÓÙȉڿÛÂˆÓ ÚÔ˜ ÙȘ Ú¿ÍÂȘ Î·È ÙËÓ ‡·ÚÍË, ÔÓÙfiÙËÙ·, ÚÔÛˆÈÎfiÙËÙ· Î·È Ê‡ÏÔ (›Ù ÁÈ· ¿Ó‰Ú˜ ›Ù ÁÈ· Á˘Ó·›Î˜) ÙÔ˘ ·ÙfiÌÔ˘ ·˘ÙÔ‡ Î·È Â‰Ò Â›Ó·È Ô˘ ˘ÂÈÛ¤Ú¯ÂÙ·È Ô ÛˆÛÙfi˜ ÂȉÈÎfi˜ Î·È Ô ÛˆÛÙfi˜ Â·ÁÁÂÏÌ·Ù›·˜ ÒÛÙ ӷ ˘ԉ›ÍÂÈ, Ó· ·ÓÙÈÌÂÙˆ›ÛÂÈ Î·È Ó· ·Ó·ÙÚ¤„ÂÈ ‹ ·Ó·ÌÔÚÊÒÛÂÈ (·Ó Û·ÊÒ˜ ÙÔ˘ ÂÈÙÚ·›) ·˘Ù‹ ÙË ‰È·‰Èηۛ·. ªÔÚԇ̠‰ËÏ·‰‹ Ï‹Úˆ˜ Â¿Ó ÙÔ ıÂÏ‹ÛÔ˘Ì Ú·ÁÌ·ÙÈο Ó· ÌÂÙ·ÙÚ¤„Ô˘Ì ·˘ÙfiÓ ÙÔÓ ¿ÂÚÁÔ Ó·Úfi ÙÔÓ ÔÔ›Ô ÙÔÓ Û˘Ó·ÓÙ¿Ì ηıËÌÂÚÈÓ¿ Û ·ÁfiÚÈ· Î·È ÎÔÚ›-

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Bringing exam tasks to life ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 2

out by treating it as a reading lesson: ñ Warm-up What sports do you play? Have you ever been mountain climbing? ñ Gist reading activity What skills would a mountain climber need? What are some of the dangers of this sport? ñ Gap-fill activity The actual exam task is completed without help, as in the exam. The same principle also applies to all Use of English tasks in the form of texts.

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¶ƒO™OÃ∏ : ¿Ó, ·ÎÔÏÔ˘ıÒÓÙ·˜ Ï‹Úˆ˜ Î·È Î·Ù¿ ÁÚ¿ÌÌ· ¯ˆÚ›˜ ηıfiÏÔ˘ ·fiÎÏÈÛË ·fi ÙȘ ˘ԉ›ÍÂȘ ÙÔ˘ ÂȉÈÎÔ‡ (ȉȷ›ÙÂÚ· ÛÙËÓ ÂÚ›ÙˆÛË ÙÔ˘ „˘¯ÔÏfi-

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Listening

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ÙÛÈ·, Û ¿Ó‰Ú˜ Î·È Á˘Ó·›Î˜ ÛÙÔÓ ÂÚÁ·ÙÈÎfi Î·È Ôχ ıÂÙÈÎfi ¿ÓıÚˆÔ Ô ÔÔ›Ô˜ ı· ÚÔÛʤÚÂÈ Î·È ı· Ê·›ÓÂÙ·È Â˘Ê˘‹˜ Î·È ¯·ÚÈÛÌ·ÙÈÎfi˜ ¯ˆÚ›˜ ÙËÓ ·Ó¿ÁÎË Ó· ˘Ô‰Âȯı› ·˘Ùfi ·fi ÂȉÈÎÔ‡˜ fiˆ˜ οӷÌ ÌfiÏȘ ÙÒÚ·. ∫·È ÌÔÚԇ̠ӷ ÙÔ Î¿ÓÔ˘Ì ·˘Ùfi Û Ôχ Û‡ÓÙÔÌÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ·. ∞˘Ùfi Â›Ó·È ÂÊÈÎÙfi ‰ÈfiÙÈ Ë Û˘ÌÂÚÈÊÔÚ¿ ΢‚ÂÚÓ¿Ù·È Ï‹Úˆ˜ ·fi Ù· ΛÓËÙÚ·, ÙȘ ÂÔÈı‹ÛÂȘ Î·È Ù· ÈÛÙ‡ˆ ÙÔ˘ ·ÙfiÌÔ˘ ÁÈ· ÙÔÓ Â·˘Ùfi ÙÔ˘. ∂¿Ó Ô ÂȉÈÎfi˜ „˘¯ÔÏfiÁÔ˜, Ô Û˘ÓÂȉËÙÔÔÈË̤ÓÔ˜ ÁÔÓ¤·˜ Î·È Ô (Û˘¯Ó¿ ·Ê·Ó‹˜) Û˘ÓÂȉËÙÔÔÈË̤ÓÔ˜ ÂÎ·È‰Â˘ÙÈÎfi˜ ÂÛÙÈ¿ÛÔ˘Ó ÛÙÔ ¿ÙÔÌÔ ·˘Ùfi Î·È ÂÌÚ¿ÎÙˆ˜ Ì ۈÛÙ‹ ÌÂıÔ‰ÔÏÔÁ›· ‰Â›ÍÔ˘Ó ÛÙÔ ¿ÙÔÌÔ ·˘Ùfi ÙȘ ı·˘Ì·ÛÙ¤˜ ÈηÓfiÙËÙ˜ ÙÔ˘ ÙȘ Ôԛ˜ ÙȘ ¯ÚËÛÈÌÔÔÈ› ÙfiÛÔ Ï¿ıÔ˜ ÙfiÙ ÙÔ ¿ÙÔÌÔ ·˘Ùfi ¿ÌÂÛ· ı· ·ÏÏ¿ÍÂÈ χÛË Î·È Û˘ÌÂÚÈÊÔÚ¿ ÚÔ˜ ÙÔ Î·Ï‡ÙÂÚÔ Î·È ı· ηٷÏ‹ÍÂÈ ÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘ Ì ÙËÓ ı·̷ÙÈ΋ ÙÔ˘ ÌÂÙ·ÌfiÚʈÛË.

ÁÔ˘) ‰ÂÓ ˘¿ÚÍÂÈ ·ÏÏ·Á‹ fiˆ˜ ÙËÓ ÂÚÈÁÚ¿„·Ì ·Ú·¿Óˆ ̤۷ Û ¤Ó· ¯ÚfiÓÔ ÙÔ ·ÚÁfiÙÂÚÔ ÙfiÙ ‰ÂÓ ·ÎÔÏÔ˘ıÂ›Ù·È Ë ÛˆÛÙ‹ ̤ıÔ‰Ô˜ Î·È Â›Ó·È ··Ú·›ÙËÙÔ Î·È Â›ÁÔÓ Ó· ·ÏÏ¿ÍÂÙ ÂȉÈÎfi. ∆Ô ·˘Ùfi ÈÛ¯‡ÂÈ ÁÈ· fiÏÔ˘˜ ÙÔ˘˜ ÂȉÈÎÔ‡˜ Ô˘ ·Û¯ÔÏÔ‡ÓÙ·È Ì ʷÈÓfiÌÂÓ· Ô˘ ÂÌ›ÙÔ˘Ó ÛÙȘ ηÙËÁÔڛ˜ ‘ı¤Ì·Ù· ÚÔÛÔ¯‹˜, ı¤Ì·Ù· Û¯ÔÏÈ΋˜ ÂȉfiÛˆ˜, ı¤Ì·Ù· Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ, ı¤Ì·Ù· ÎÈÓ‹ÙÚÔ˘, ı¤Ì·Ù· ·Ó¿ÚÌÔÛÙ˘ Û˘ÌÂÚÈÊÔÚ¿˜, ı¤Ì·Ù· ·Ú·‚·ÙÈÎfiÙËÙ·˜’. ™·ÊÒ˜ ·Ó Î·È Î¿Ï˘„· ÙËÓ ÂÚÒÙËÛË ÛÔ˘ ÛÙËÓ Ô˘Û›· Î·È ÛÙËÓ ‚·ÛÈ΋ ÏÔÁÈ΋ Ù˘ Â›Ó·È ÏÔÁÈÎfi fiÙÈ ˘¿Ú¯ÂÈ Ï‹ıÔ˜ ÏÂÙÔÌÂÚÂÈÒÓ Î·È Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ ÌÂıfi‰ˆÓ Û˘ÌÂÚÈÊÔÚÈ΋˜ Î·È ÁÓˆÛȷ΋˜ ÚÔÛÂÁÁ›Ûˆ˜ ÔÈ Ôԛ˜ ‰ÂÓ ÌÔÚÔ‡Ó Ó· Î·Ï˘ÊıÔ‡Ó Û ¤Ó· ¿ÚıÚÔ Î·È ı· Ú¤ÂÈ Ó· ‰È‰·¯ıÔ‡Ó Î·È Ó· ‰ÂȯıÔ‡Ó ÂÓ Ú¿ÍÂÈ ·Ó· ÂÚ›ÙˆÛË Î·È ÚÔÛˆÈο. ∆Ô Â˘Ù˘¯¤˜ Â›Ó·È fiÙÈ fiˆ˜ fiÏ· Ù· Ú¿ÁÌ·Ù· Â›Ó·È Î¿ÙÈ Ô˘ Ì·ı·›ÓÂÙ·È Û¯ÂÙÈο ‡ÎÔÏ· Î·È ÁÚ‹ÁÔÚ· ·Ó Ê˘ÛÈο ‚ÚÂȘ ·˘ÙfiÓ Ô˘ ÌÔÚ› Ó· ÛÙÔ ‰È‰¿ÍÂÈ.

Listening is the section of the exam that causes students the most anxiety, although

statistics show that in most cases it is not the section where they do least well. Finding ways to overcome their anxiety is the key to boosting their performance. As with reading, the listening lesson should include pre-listening activities to make the topic more accessible. A task where candidates have to decide which travel guide each statement refers to could be introduced by a discussion of whether the students ever use travel guides followed by a task where each group is given an actual guide and has to: ñ discover what kinds of information it contains ñ find some specific information ñ discuss why each type of information is important for tourists ñ decide if the guide is a good one or if they would make any changes A gist listening task can also help to make the passage more accessible. A task where

candidates have to choose from a list what each speaker says about their accommodation could be preceded by noting for each speaker who they lived with and what kind of place they lived in. If facilities are available, the best way to make listening less intimidating is to use video or have students act out the parts from the tape script.

Conclusion One effect of presenting the exam tasks in this type of lesson context is that they are made considerably easier. This approach would not be suitable for candidates who are just about to take the exam, but it does provide an accessible way for candidates at the beginning of their exam preparation to work with authentic exam materials. Like published exam papers, this article is two-dimensional. See it brought to life in the presentation at the KOSMOS book exhibition in Athens in April.

13

New Word on the Block In this column we will be presenting you with new words, or new uses of old words so that you are always up to date! Facial Yoga With its true origins lost in the mists of time, the ancient practice of yoga is believed by some to have originated in the Indus Valley as early as 5000BC. Its harmonious blend of physical and mental disciplines has spanned the centuries, changing and evolving as each generation adapts yogic practices to serve contemporary needs. The West’s discovery of yoga is rather more recent, but Western societies have in their own way embraced yoga in its various forms, while tending to concentrate on its physical, rather than its spiritual benefits. Little wonder then, that one of the newest incarnations of yoga to emerge in 21st-century New York is facial yoga. A series of specially-designed exercises for the facial muscles are purported

to reduce worry lines and wrinkles, tone sagging jawlines, plump lacklustre lips, banish crow’s feet and bring an allround healthy glow of inner and outer beauty to the sallow faces of habitually stressed city dwellers. Offering the benefits of a face-lift without the need for painful injections or expensive surgery, the appeal of the facial yoga session is understandable. As its new devotees gurn their way through another class with moves like the ‘Satchmo’ (blow out your cheeks and move the air around your mouth) and the equally appropriately named ‘Marilyn’ (pout and blow kisses to the ceiling), facial yoga or ‘yotox’ will quite literally bring a smile to their faces in the short term. With its subtle and less than instantaneous results it remains to be seen whether this newest form of yoga will laugh in

can never quite trust, or who might be all sweetness and amiability to your face - but who won’t hesitate to betray you when your back is turned. This interesting blend of ‘friend’ and ‘enemy’, sometimes spelled ‘frienemy’, seems to have first been formally recorded in popular culture around the turn Source: Chambers Wordwatch of the millennium. However, the Column Editor: Lawrence Mamas euphony of the sound and the (Andrew Betsis ELT) [email protected] ubiquity of the concept suggest that it’s likely to have been the face of competition from independently coined by many today’s multi-billion dollar others over the years. cosmetic surgery industry, and It’s also versatile in its meaning. stand the test of the centuries. A frenemy might be someone Frenemy with whom you’re secretly From the dizzying heights of friends, while pretending international politics to the outwardly to be enemies; or, arcane rivalries of the conversely, someone with whom playground, there’s one concept you appear to get on well but with which we’re all acquainted: actually loathe and mistrust. A the frenemy. Most people will frenemy might be a good friend recognize that friend whom you who yet is sometimes cruel or disloyal, or a friend with whom a competitive business or personal rivalry exists. Like the love-hate relationship, our relationship with a frenemy can alternate between emotional extremes, or be formed from a complex mix of contradictory emotions. The frenemy is also found at the highest echelons of power: witness the struggles of Western governments to reconcile the financial and strategic imperatives of friendship with the likes of Russia, China or AÔÎÙ‹ÛÙ ÙÒÚ· ÙËÓ Î¿ÚÙ· ̤ÏÔ˘˜ ÙÔ˘ ºÏˆÚ¿˜ Saudi Arabia with the Book Club Î·È ·ÔÏ·‡ÛÙ ٷ ·ÔÎÏÂÈÛÙÈο accompanying political, ÚÔÓfiÌÈ· ÙˆÓ ÌÂÏÒÓ Ì·˜. libertarian or historical considerations. And, while these ñ EȉÈΤ˜ ÚÔÛÊÔÚ¤˜ ·ÔÎÏÂÈÛÙÈο ÁÈ· ̤ÏË kind of frenemies fill the pages ñ ¢ÒÚ· ·Ó¿ÏÔÁ· Ì ÙËÓ ·Í›· ÙˆÓ ·ÁÔÚÒÓ of the serious press, you’ll also ÂÏÏËÓÈÎÔ‡ ÏÔÁÔÙ¯ÓÈÎÔ‡ ‚È‚Ï›Ô˘* (ÁÈ· ÂÓ‹ÏÈΘ Î·È find high-profile frenemies ·È‰È¿) splashed across the gossip pages ñ EÓË̤ڈÛË ÁÈ· ÂΉËÏÒÛÂȘ of the tabloids. Perhaps the most ñ EȉÈΤ˜ ÂÎÙÒÛÂȘ Û ‰È¿ÊÔÚ˜ ηÙËÁÔڛ˜ famous are the celebrity ÚÔ˚fiÓÙˆÓ

Book Club °›Ó ÙÒÚ· ̤ÏÔ˜ ·fi ºÏˆÚ¿˜ Book Club

socialites Paris Hilton and Nicole Ritchie who, as one news agency wryly noted, veer from backbiting to backscratching with bewildering regularity. Pack-year Unless you are a medical practitioner, you are probably not familiar with the term packyear, and the meaning is hardly obvious from the term itself. Quite simply, it is a measure of how much a person has smoked in their lifetime. If someone has smoked one packet of 20 cigarettes a day for a year, they have a smoking history of one pack-year. If their smoking habits do not neatly match this pattern, the arithmetic used to calculate their pack-years is a little trickier: multiply the number of cigarettes smoked each day by the number of years the person has smoked, and divide that total number by 20. Although it might seem designed to alarm us, it is not an arbitrary measurement created by killjoys who would have us feel guilty about indulging in our habits. It is a measure originating in medicine, particularly in areas of clinical care where there is a correlation between smoking and illness. It helps doctors gauge how damaged or how vulnerable to smoking-related disease a patient may be. Those of us who have never smoked might not feel particularly concerned about this, but it seems that we cannot rest on our laurels either. Other substances we ingest can be measured by similar means: our consumption of caffeinated coffee can be quantified in ‘cupyears’, and our use of drugs such as aspirin in ‘tablet-years’. Time to get counting.

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ñ¡›Î·È· ¶·Ó·Á‹ ∆۷ω¿ÚË 255 - ÙËÏ. 210-4903445 ñª·ÚÔ‡ÛÈ ªÈÏÙÈ¿‰Ô˘ 16 - ÙËÏ. 210-8066377 ñ∏ÏÈÔ‡ÔÏË ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 14 - ÙËÏ. 210-9955162 ñ÷ϿӉÚÈ ∏ÚÒ‰Ô˘ ∞ÙÙÈÎÔ‡ 4 - ÙËÏ. 210-6844417 ñ∫ÔÚ˘‰·ÏÏfi˜ ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56 - ÙËÏ. 210-4942302 ñ £ÂÛÛ·ÏÔÓ›ÎË ¶·‡ÏÔ˘ ªÂÏ¿ 24 & ∆ÛÈÌÈÛ΋ - ÙËÏ. 2310224732

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6946330551 Î·È 6972140574. ¶ø§EITAI K¤ÓÙÚÔ •¤ÓˆÓ ¶ø§EITAI K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ, ÂÓ ÂÓÂÚÁ›·, ÌÂ Ê˘ÙÒÚÈÔ °ÏˆÛÛÒÓ ÂÓ ÏÂÈÙÔ˘ÚÁ›· Ì ηϋ 120 ÛÔ˘‰·ÛÙÒÓ, ÎÔÓÙ¿ Û ʋÌË ÛÙËÓ ÂÚÈÔ¯‹ ÏfiÁˆ Û¯ÔÏ›·, ÏfiÁˆ Û˘ÓÙ·ÍÈÔ‰fiÙËÛ˘ ÌÂÙ·ÎfiÌÈÛ˘. TËÏ.: 6977391564. ÛÙ· B.A. ÚÔ¿ÛÙÈ·. TËÏ.: ZHTOYNTAI ·fi ΤÓÙÚÔ Í¤ÓˆÓ 6936762402. ÁψÛÛÒÓ ÛÙÔÓ KfiÎÎÈÓÔ M‡ÏÔ ZHTOYNTAI ηıËÁËÙ¤˜-ÙÚȘ (A¯¿ÚÓ˜) ηıËÁËÙ¤˜-ÙÚȘ ÁÈ· AÁÁÏÈÎÒÓ, °·ÏÏÈÎÒÓ, °ÂÚÌ·ÓÈÎÒÓ, °ÂÚÌ·ÓÈο-IÛ·ÓÈο ηıÒ˜ Î·È ÁÈ· IÙ·ÏÈÎÒÓ, IÛ·ÓÈÎÒÓ ·fi ÙÔÓ AÁÁÏÈο Û Â›Â‰Ô Proficiency. EÎ·È‰Â˘ÙÈÎfi ŸÌÈÏÔ °PAæA ÁÈ· TËÏ.: 210-2383658. ÙËÓ ÙÚ¤¯Ô˘Û· ‹ ÙËÓ ÂfiÌÂÓË ¶ø§EITAI K¤ÓÙÚÔ •¤ÓˆÓ ¯ÚÔÓÈ¿. AÓ ¤¯ÂÙ ٷϤÓÙÔ ÛÙË °ÏˆÛÛÒÓ Ù˘ £ÂÛÛ·ÏÔӛ΢, ‰È‰·Ûηϛ·, ÂÏ¿Ù TøPA Ó· ÎÔÚ˘Ê·›·˜ ÂˆÓ˘Ì›·˜, Û ÙÈÌ‹ ÁÓˆÚÈÛÙÔ‡ÌÂ! TËÏ.: 210-7564573, Ú·ÁÌ·ÙÈο ‰ÂÏ·ÛÙÈ΋. TËÏ.: 5-9 Ì.Ì. 6944223348. ¶ø§EITAI ÊÚÔÓÙÈÛÙ‹ÚÈÔ Í¤ÓˆÓ ¶ø§EITAI ʈÙÂÈÓ‹ ÂÈÁÚ·Ê‹ ÁψÛÛÒÓ ÛÙËÓ ÂÚÈÔ¯‹ Ù˘ ‰È·ÛÙ¿ÛÂˆÓ 4má0,70. TËÏ.: 210N¿ÔÏ˘ ¶ÂÈÚ·È¿ Ì 140 4926399, 210-4328740. Ì·ıËÙ¤˜, ηÈÓÔ‡ÚÈÔ ÂÍÔÏÈÛÌfi, Û ¶ø§OYNTAI ¤ÈÏ· ‰ÈfiÚÔÊÔ ÎÙ›ÚÈÔ. §fiÁÔ˜ ÒÏËÛ˘: ÊÚÔÓÙÈÛÙËÚ›Ô˘ Û ¿ÚÈÛÙË Î·Ù’ ȉ›·Ó. TËÏ.: 6978481816, ÒÚ˜ ηٿÛÙ·ÛË Î·È Î·Ï‹ ÙÈÌ‹. TËÏ.: 12.00 Ì.Ì. Î·È ÌÂÙ¿.

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ºÔÚÔÏÔÁÈΤ˜-AÛÊ·ÏÈÛÙÈΤ˜ ˘Ô¯ÚÂÒÛÂȘ M·ÚÙ›Ô˘ - AÚÈÏ›Ô˘ ª∞ƒ∆πO™ ñ ∞fi 1/3 ·Ú¯›˙ÂÈ Î·È Ì¤Û· Û 11 ÂÚÁ¿ÛÈ̘ Ë̤Ú˜ (·Ó¿ÏÔÁ· Ì ÙÔ ÙÂÏÂ˘Ù·›Ô „ËÊ›Ô ÙÔ˘ ∞ºª) ÔÏÔÎÏËÚÒÓÂÙ·È Ë ˘Ô‚ÔÏ‹ ÙˆÓ ÊÔÚÔÏÔÁÈÎÒÓ ‰ËÏÒÛÂˆÓ fiÛˆÓ Ù· ÂÈÛÔ‰‹Ì·Ù· ÚÔ¤Ú¯ÔÓÙ·È ·fi: ∞) ∂ÎÌ›ÛıˆÛË ·ÎÈÓ‹ÙˆÓ µ) ∫ÈÓËÙ¤˜ ·Í›Â˜ (ÌÂÚ›ÛÌ·Ù· ∞.∂.) °) ™˘ÌÌÂÙÔ¯‹ Û ∂¶∂ ¢) ∞ÙÔÌÈ΋ Âȯ›ÚËÛË ‹ ∂Ï¢ı¤ÚÈÔ Â¿ÁÁÂÏÌ· Ô˘ ÙËÚ› ‚È‚Ï›· ̤¯ÚÈ µ ηÙËÁÔÚ›·˜ ∂) ∫·ÙÔ¯‹ π.Ã. ·˘ÙÔÎÈÓ‹ÙÔ˘, ÛοÊÔ˘˜, ·ÂÚÔÛοÊÔ˘˜ ÎÏ ÂÊfiÛÔÓ ‰ÂÓ ··ÏÏ¿ÛÛÔÓÙ·È ·fi ÙÔ ÙÂÎÌ‹ÚÈÔ ‰È·‚›ˆÛ˘ ‹ ‚·Ú‡ÓÂÙ·È ·fi ÙÔ ÙÂÎÌ‹ÚÈÔ ·ÁÔÚ¿˜ ÙÔ˘˜ ñ ∞fi 3/3 ·Ú¯›˙ÂÈ Î·È Ì¤Û· Û 11 ÂÚÁ¿ÛÈ̘ Ë̤Ú˜ (·Ó¿ÏÔÁ· Ì ÙÔ ÙÂÏÂ˘Ù·›Ô „ËÊ›Ô ÙÔ˘ ∞ºª) ÔÏÔÎÏËÚÒÓÂÙ·È Ë ˘Ô‚ÔÏ‹ ÙˆÓ ‰ËÏÒÛÂˆÓ ºª∞¶ fiÏˆÓ ÙˆÓ ¡ÔÌÈÎÒÓ ¶ÚÔÛÒˆÓ. ∫·Ù’ ÂÍ·›ÚÂÛË Ù· ÓÔÌÈο ÚfiÛˆ· Ô˘ ¤¯Ô˘Ó ˘Ô‚¿ÏÂÈ Ì›· ÙÔ˘Ï¿¯ÈÛÙÔÓ ÊÔÚ¿ ‰‹ÏˆÛË ºª∞¶ Î·È ‰ÂÓ ¤¯Ô˘Ó ÛÙËÓ Î˘ÚÈfiÙËÙ¿ ÙÔ˘˜ ·Î›ÓËÙ· ‹ ÂÌÚ¿ÁÌ·Ù· ‰ÈηÈÒÌ·Ù· Û’ ·˘Ù¿ ‰ÂÓ ˘Ô¯ÚÂÔ‡ÓÙ·È Û ˘Ô‚ÔÏ‹ ‰‹ÏˆÛ˘, ÂÎÙfi˜ ·Ó ÌÂÙ·‚ÏËı› Ë ÂÚÈÔ˘Ûȷ΋ ÙÔ˘˜ ηٿÛÙ·ÛË. ñ ª¤¯ÚÈ ÛÙȘ 20/3 ηٷ‚ÔÏ‹ ·fi ÙÔÓ ‰È·ÊËÌÈ˙fiÌÂÓÔ ‹ ÙÔÓ ‰È·ÊËÌÈÛÙ‹ ÛÙËÓ ∂ıÓÈ΋ ÙÚ¿Â˙· ÙÔ˘ ÂȉÈÎÔ‡ ÊfiÚÔ˘ ‰È·ÊËÌ›ÛÂˆÓ Ô˘ ÚÔ‚¿ÏÏÔÓÙ·È ·fi ÙËÓ ÙËÏÂfiÚ·ÛË, ÙÔ˘ ÚÔËÁÔ˘Ì¤ÓÔ˘ ‰ÈÌ‹ÓÔ˘. ñ ª¤¯ÚÈ ÛÙȘ 20/3 ηٷ‚ÔÏ‹ ·fi ÙÔÓ ‰È·ÊËÌÈ˙fiÌÂÓÔ ‹ ÙÔÓ ‰È·ÊËÌÈÛÙ‹ ÛÙËÓ ∂ıÓÈ΋ ÙÚ¿Â˙· ÙÔ˘ ·ÁÁÂÏÈfiÛËÌÔ˘ Â› ÙˆÓ ‰È·ÊËÌ›ÛÂˆÓ Ô˘ Á›ÓÔÓÙ·È ·fi ÙËÓ ÙËÏÂfiÚ·ÛË, Ú·‰ÈfiʈÓÔ, ÂÊËÌÂÚ›‰Â˜ Î·È ÂÚÈÔ‰Èο, ÙÔ˘ ÚÔËÁÔ˘Ì¤ÓÔ˘ ‰ÈÌ‹ÓÔ˘. ñ ∞fi 20/3 ·Ú¯›˙ÂÈ Î·È Ì¤Û· Û 11 ÂÚÁ¿ÛÈ̘ Ë̤Ú˜ (·Ó¿ÏÔÁ· Ì ÙÔ ÙÂÏÂ˘Ù·›Ô „ËÊ›Ô ÙÔ˘ ∞ºª) ÔÏÔÎÏËÚÒÓÂÙ·È Ë ˘Ô‚ÔÏ‹ ÛÙË ¢.O.À. ¶ÚÔÛˆÚÈÓ‹˜ ¢‹ÏˆÛ˘ º.ª.À. ÛÙËÓ ÔÔ›· ÂÚÈÏ·Ì‚¿ÓÔÓÙ·È: ·) ¶·Ú·ÎÚ·ÙËı›˜ ÊfiÚÔ˜ ªÈÛıˆÙÒÓ ÁÈ· ÙÔ ÚÔËÁÔ‡ÌÂÓÔ ‰›ÌËÓÔ. ‚) ¶·Ú·ÎÚ·ÙËı›˜ ÊfiÚÔ˜ 20% ÛÙÔ ·Î·ı¿ÚÈÛÙÔ ÔÛfi ·fi ηٷ‚ÏËı›Û˜ ·ÌÔÈ‚¤˜ Û ÂχıÂÚÔ˘˜ Â·ÁÁÂÏ̷ٛ˜ (‰ÈÎËÁfiÚÔ˘˜, ÏÔÁÈÛÙ¤˜, Î.Ï..)

ÁÈ· ÙÔ ÚÔËÁÔ‡ÌÂÓÔ ‰›ÌËÓÔ. Á) ¶·Ú·ÎÚ·ÙËı›˜ ÊfiÚÔ˜ 20% Î·È ¯·ÚÙfiÛËÌÔ 3,6% ÛÙÔ ·Î·ı¿ÚÈÛÙÔ ÔÛfi ·fi ηٷ‚ÏËı›Û˜ ·ÌÔÈ‚¤˜ Û ÌË ÂχıÂÚÔ˘˜ Â·ÁÁÂÏ̷ٛ˜ ÁÈ· ÙÔ ÚÔËÁÔ‡ÌÂÓÔ ‰›ÌËÓÔ Î·È ÁÈ· ÙȘ Ôԛ˜ ¤¯ÂÈ ÂΉÔı› ∞fi‰ÂÈÍË ¢·¿Ó˘. ‰) ¶·Ú·ÎÚ·ÙËı›˜ ÊfiÚÔ˜ ·fi ∞.∂ Î·È ∂.¶.∂ ÛÙÔ ÌÈÛıfi Ô˘ ηٷ‚Ï‹ıËΠÙÔ ÚÔËÁÔ‡ÌÂÓÔ ‰›ÌËÓÔ ÛÙ· ̤ÏË ÙÔ˘ ¢.™ Î·È ÛÙÔ˘˜ ÂÙ·›ÚÔ˘˜. ñ ™ÙȘ 20/3 ·Ú¯›˙ÂÈ Ë ˘Ô‚ÔÏ‹ ÛÙË ¢.O.À. Ù˘ ÂÚÈÔ‰È΋˜ ‰‹ÏˆÛ˘ º.¶.∞. (¯ÚˆÛÙÈ΋˜-ÈÛÙˆÙÈ΋˜-ÌˉÂÓÈ΋˜) ˆ˜ ÂÍ‹˜: ∞. ∂ȯÂÈÚ‹ÛÂȘ Ô˘ ÙËÚÔ‡Ó ‚È‚Ï›· ° ηÙËÁÔÚ›·˜, ÁÈ· ÙÔÓ ÚÔËÁÔ‡ÌÂÓÔ Ì‹Ó·, Î·È Ô˘ ÙÔ ∞.º.ª. ÙÔ˘˜ Ï‹ÁÂÈ ÛÂ: 1&2 ̤¯ÚÈ 20/3 3&4 ‘’ 21/3 5&6 ‘’ 22/3 7&8 ‘’ 23/3 9&0 ‘’ 24/3 ñ ª¤¯ÚÈ ÛÙȘ 26/3 ˘Ô‚¿ÏÏÔÓÙ·È ·ÓÂÍ·Úًو˜ ∞.º.ª. ÔÈ ·Ú·¿Óˆ ‰ËÏÒÛÂȘ º¶∞ ̤ۈ internet ÂÊfiÛÔÓ Â›Ó·È ¯ÚˆÛÙÈΤ˜. ñ ª¤¯ÚÈ ÛÙȘ 31/3 ˘Ô‚¿ÏÏÔÓÙ·È ·ÓÂÍ·Úًو˜ ∞.º.ª. ÔÈ ·Ú·¿Óˆ ‰ËÏÒÛÂȘ º¶∞ ̤ۈ internet ÂÊfiÛÔÓ Â›Ó·È ÌˉÂÓÈΤ˜ ‹ ÈÛÙˆÙÈΤ˜. ñ ª¤¯ÚÈ 30/3 ˘Ô‚ÔÏ‹ OÚÈÛÙÈ΋˜ ¢‹ÏˆÛ˘ ºªÀ ÁÈ· ÙȘ ·ÌÔÈ‚¤˜ ÙˆÓ ÌÈÛıˆÙÒÓ ÙÔ˘ ÚÔËÁÔ˘Ì¤ÓÔ˘ ¤ÙÔ˘˜. OÈ ÌˉÂÓÈΤ˜ ‰ËÏÒÛÂȘ ÁÈ· ÂȯÂÈÚ‹ÛÂȘ Ì ÚÔÛˆÈÎfi ¿Óˆ ·fi 20 ¿ÙÔÌ· (˘Ô¯ÚˆÙÈο) Î·È ÁÈ· ÂȯÂÈÚ‹ÛÂȘ Ì ÚÔÛˆÈÎfi οو ·fi 20 ¿ÙÔÌ· (ÚÔ·ÈÚÂÙÈο) ˘Ô‚¿ÏÏÔÓÙ·È Ì¤Ûˆ ÙÔ˘ ∆∞ÃπSnet ·ÓÂÍ·Úًو˜ ∞ºª. OÈ ÂȯÂÈÚ‹ÛÂȘ Ì ÚÔÛˆÈÎfi οو ·fi 20 ¿ÙÔÌ· ÌÔÚÔ‡Ó Ó· ÙËÓ ˘Ô‚¿ÏÏÔ˘Ó ÛÙË ¢.O.À. ›Ù ¯ÂÈÚfiÁÚ·Ê· ›Ù Ì ËÏÂÎÙÚÔÌ·ÁÓËÙÈο ̤۷. ñ ª¤¯ÚÈ 31/3 Û‡ÓÙ·ÍË ÙˆÓ ÔÈÎÔÓÔÌÈÎÒÓ Î·Ù·ÛÙ¿ÛÂˆÓ (ÈÛÔÏÔÁÈÛÌÔ‡ Î.Ï.)ÂȯÂÈÚ‹ÛÂˆÓ (ÂÎÙfi˜ ÙˆÓ ∞.∂.) Ì ‚È‚Ï›· ° ηÙËÁÔÚ›·˜ ÙˆÓ ÔÔ›ˆÓ Ë Ï‹ÍË Ù˘ ‰È·¯ÂÈÚÈÛÙÈ΋˜ ÙÔ˘˜ ÂÚÈfi‰Ô˘ Â›Ó·È 31.12. ÙÔ˘ ÚÔËÁÔ˘Ì¤ÓÔ˘ ¤ÙÔ˘˜.

ñ ª¤¯ÚÈ ÛÙȘ 31/3 ηٷ‚ÔÏ‹ Ù˘ 6˘ ‰fiÛ˘ ·fi ÙËÓ ‰‹ÏˆÛË ÊfiÚÔ˘ ÂÈÛÔ‰‹Ì·ÙÔ˜ O.∂ - ∂.∂ ÎÏ Ì ‚È‚Ï›· °ã ηÙËÁÔÚ›·˜ Ô˘ ¤ÎÏÂÈÛ·Ó ‰È·¯Â›ÚÈÛË ÛÙȘ 30/6 ÙÔ˘ ÚÔËÁÔ‡ÌÂÓÔ˘ ¤ÙÔ˘˜. ñ ª¤¯ÚÈ ÛÙȘ 31/3 ηٷ‚ÔÏ‹ Ù˘ 5˘ ‰fiÛ˘ ·fi ÙË ‰‹ÏˆÛË ÊfiÚÔ˘ ÂÈÛÔ‰‹Ì·ÙÔ˜ ∞.∂ - ∂.¶.∂. Ô˘ ¤ÎÏÂÈÛ·Ó ‰È·¯Â›ÚÈÛË ÛÙȘ 30/6 ÙÔ˘ ÚÔËÁÔ‡ÌÂÓÔ˘ ¤ÙÔ˘˜. ñ ª¤¯ÚÈ 31/3 ˘Ô‚ÔÏ‹ ÛÙË ¢.O.À. (·ÓÂÍ·Úًو˜ ∞ºª) ÙÔ˘ ÈÛÔ˙˘Á›Ô˘ (Û ËÏÂÎÙÚÔÌ·ÁÓËÙÈÎfi ̤ÛÔ ·Ôı‹Î¢Û˘) fiÏˆÓ ÙˆÓ ÏÔÁ·ÚÈ·ÛÌÒÓ ·fi ÂȯÂÈÚ‹ÛÂȘ Ô˘ ÙËÚÔ‡Ó ‚È‚Ï›· ° ηÙËÁÔÚ›·˜ Î·È ¤ÎÏÂÈÛ·Ó ¯Ú‹ÛË ÛÙȘ 30/6 ÙÔ˘ ÚÔËÁÔ‡ÌÂÓÔ˘ ¤ÙÔ˘˜. ñ ª¤¯ÚÈ ÛÙȘ 31/3 ηٷ‚ÔÏ‹ ÛÙÔ π∫∞ ÙˆÓ ÂÈÛÊÔÚÒÓ ºÂ‚ÚÔ˘·Ú›Ô˘. ∞¶ƒπ§πO™ ñ ∞fi 1/4 ·Ú¯›˙ÂÈ Î·È Ì¤Û· Û 11 ÂÚÁ¿ÛÈ̘ Ë̤Ú˜ (·Ó¿ÏÔÁ· Ì ÙÔ ÙÂÏÂ˘Ù·›Ô „ËÊ›Ô ÙÔ˘ ∞ºª) ÔÏÔÎÏËÚÒÓÂÙ·È Ë ˘Ô‚ÔÏ‹ ÙˆÓ ÊÔÚÔÏÔÁÈÎÒÓ ‰ËÏÒÛÂˆÓ fiÛˆÓ Ù· ÂÈÛÔ‰‹Ì·Ù· ÚÔ¤Ú¯ÔÓÙ·È ·fi: ∞) °ÂˆÚÁÈÎfi ÂÈÛfi‰ËÌ· ‹ ÂÈÛfi‰ËÌ· ·fi ÂÎÌ›ÛıˆÛË ‹ ‰ˆÚÂ¿Ó ·Ú·¯ÒÚËÛË ÁˆÚÁÈ΋˜ Á˘. ñ ∞fi 1/4 ·Ú¯›˙ÂÈ Î·È Ì¤Û· Û 11 ÂÚÁ¿ÛÈ̘ Ë̤Ú˜ (·Ó¿ÏÔÁ· Ì ÙÔ ÙÂÏÂ˘Ù·›Ô „ËÊ›Ô ÙÔ˘ ∞ºª) ÔÏÔÎÏËÚÒÓÂÙ·È Ë ˘Ô‚ÔÏ‹ ÙˆÓ ÊÔÚÔÏÔÁÈÎÒÓ ‰ËÏÒÛÂˆÓ O.∂. ∂.∂. - ∫ÔÈÓˆÓÈÒÓ ·ÛÙÈÎÔ‡ ‰Èη›Ô˘ ÁÈ· ÙË ¯Ú‹ÛË 1/1-31/12 ÙÔ˘ ÚÔËÁÔ˘Ì¤ÓÔ˘ ¤ÙÔ˘˜, Î·È Î·Ù·‚ÔÏ‹ Ù˘ 1˘ ‰fiÛ˘ (1/8) ‹ ÔÏfiÎÏËÚÔ˘ ÙÔ˘ ÔÛÔ‡ ÙÔ˘ ÊfiÚÔ˘. ñ ∞fi 16/4 ·Ú¯›˙ÂÈ Î·È Ì¤Û· Û 11 ÂÚÁ¿ÛÈ̘ Ë̤Ú˜ (·Ó¿ÏÔÁ· Ì ÙÔ ÙÂÏÂ˘Ù·›Ô „ËÊ›Ô ÙÔ˘ ∞ºª) ÔÏÔÎÏËÚÒÓÂÙ·È Ë ˘Ô‚ÔÏ‹ ÙˆÓ ÊÔÚÔÏÔÁÈÎÒÓ ‰ËÏÒÛÂˆÓ ·ÙÔÌÈÎÒÓ ÂȯÂÈÚ‹ÛÂˆÓ & ÂÏ¢ı¤ÚˆÓ Â·ÁÁÂÏÌ·ÙÈÒÓ Ì ‚È‚Ï›· ° ηÙËÁÔÚ›·˜ ÁÈ· ÙË ¯Ú‹ÛË 1/1-31/12 ÙÔ˘ ÚÔËÁÔ˘Ì¤ÓÔ˘ ¤ÙÔ˘˜.

ñ ª¤¯ÚÈ ÛÙȘ 20/4 ˘Ô‚ÔÏ‹ ÛÙË ¢.O.À. ηٿÛÙ·Û˘ ÛÙËÓ ÔÔ›· Û˘ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È Ù· Û˘ÌʈÓËÙÈο Ô˘ ηٷÚÙ›ÛıËÎ·Ó ÙÔ ·Ì¤Ûˆ˜ ÚÔËÁÔ‡ÌÂÓÔ ËÌÂÚÔÏÔÁÈ·Îfi ÙÚ›ÌËÓÔ. ñ ™ÙȘ 20/4 ·Ú¯›˙ÂÈ Ë ˘Ô‚ÔÏ‹ ÛÙË ¢.O.À. Ù˘ ÂÚÈÔ‰È΋˜ ‰‹ÏˆÛ˘ º.¶.∞. (¯ÚˆÛÙÈ΋˜-ÈÛÙˆÙÈ΋˜-ÌˉÂÓÈ΋˜) ˆ˜ ÂÍ‹˜: ∞. ∂ȯÂÈÚ‹ÛÂȘ Ô˘ ÙËÚÔ‡Ó ‚È‚Ï›· ° ηÙËÁÔÚ›·˜, ÁÈ· ÙÔÓ ÚÔËÁÔ‡ÌÂÓÔ Ì‹Ó·, Î·È Ô˘ ÙÔ ∞.º.ª. ÙÔ˘˜ Ï‹ÁÂÈ ÛÂ: 1&2 ̤¯ÚÈ 20/4 3&4 ‘’ 21/4 5&6 ‘’ 22/4 7&8 ‘’ 23/4 9&0 ‘’ 24/4 µ. ∂ȯÂÈÚ‹ÛÂȘ Ô˘ ÙËÚÔ‡Ó ‚È‚Ï›· ∞-µ ηÙËÁÔÚ›·˜, ÁÈ· ÙÔ ÚÔËÁÔ‡ÌÂÓÔ ÙÚ›ÌËÓÔ, Î·È Ô˘ ÙÔ ∞.º.ª. ÙÔ˘˜ Ï‹ÁÂÈ ÛÂ: 1&2 ̤¯ÚÈ 20/4 3&4 ‘’ 21/4 5&6 ‘’ 22/4 7&8 ‘’ 23/4 9&0 ‘’ 24/4 ñ ª¤¯ÚÈ ÛÙȘ 26/4 ˘Ô‚¿ÏÏÔÓÙ·È ·ÓÂÍ·Úًو˜ ∞.º.ª. ÔÈ ·Ú·¿Óˆ ‰ËÏÒÛÂȘ º¶∞ (∞,µ) ̤ۈ internet ÂÊfiÛÔÓ Â›Ó·È ¯ÚˆÛÙÈΤ˜. ñ ª¤¯ÚÈ ÛÙȘ 30/4 ˘Ô‚¿ÏÏÔÓÙ·È ·ÓÂÍ·Úًو˜ ∞.º.ª. ÔÈ ·Ú·¿Óˆ ‰ËÏÒÛÂȘ º¶∞ (∞,µ) ̤ۈ internet ÂÊfiÛÔÓ Â›Ó·È ÌˉÂÓÈΤ˜ ‹ ÈÛÙˆÙÈΤ˜ ñ ª¤¯ÚÈ 30/4 Û‡ÓÙ·ÍË ÙˆÓ ÔÈÎÔÓÔÌÈÎÒÓ Î·Ù·ÛÙ¿ÛÂˆÓ (ÈÛÔÏÔÁÈÛÌÔ‡ Î.Ï.) ÙˆÓ ∞.∂. ÙˆÓ ÔÔ›ˆÓ Ë Ï‹ÍË Ù˘ ‰È·¯ÂÈÚÈÛÙÈ΋˜ ÙÔ˘˜ ÂÚÈfi‰Ô˘ Â›Ó·È 31.12. ÙÔ˘ ÚÔËÁÔ˘Ì¤ÓÔ˘ ¤ÙÔ˘˜.

∫∞∆∞§∏∫∆π∫∂™ ∏ª∂ƒOª∏¡π∂™ À¶OµO§∏™ ∞¶¢ π∫∞ ¶∂ƒπO¢ø¡ π∞¡OÀ∞ƒπOÀ-ª∞ƒ∆πOÀ ∆ÂÏÂ˘Ù·›Ô „ËÊ›Ô ∞ª∂ Ï‹ÁÂÈ ÛÂ: ∞¶¢

∫·Ù·ÏËÎÙÈ΋ ËÌÂÚÔÌËÓ›· ˘Ô‚ÔÏ‹˜ ™Â ˘ÔηٿÛÙËÌ· π∫∞ (Û fiÛÔ˘˜ ·Ú¤¯ÂÙ·È ·˘Ù‹ Ë ‰˘Ó·ÙfiÙËÙ·)

1&2 11/4

£¤ÏÂÙ ӷ ÂÓËÌÂÚÒÓÂÛÙ ÁÈ· fiÏÔ˘˜

3&4

Î·È ÁÈ· fiÏ· ‰‡Ô ÊÔÚ¤˜ ÙÔ Ì‹Ó·; Œ¯ÂÙ Ӥ· Ô˘ ·ÊÔÚÔ‡Ó ÙÔÓ ÎfiÛÌÔ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘;

5&6

NewsLetter TÔ Newsletter ÙˆÓ BÈ‚ÏÈÔˆÏ›ˆÓ Û·˜ ¤Ú¯ÂÙ·È ‰ˆÚÂ¿Ó ÛÙÔÓ ˘ÔÏÔÁÈÛÙ‹ Û·˜ Ì Ӥ· Î·È Âȉ‹ÛÂȘ Ô˘ ·ÊÔÚÔ‡Ó ÙËÓ ÍÂÓfiÁψÛÛË ÂÎ·›‰Â˘ÛË Î·È fi¯È ÌfiÓÔ! EȉÈΤ˜ ÚÔÛÊÔÚ¤˜ ÂÚÈ̤ÓÔ˘Ó ™Ù›ÏÙ ̷˜ ·ÔÎÏÂÈÛÙÈο ÙÔ˘˜ ·Ú·Ï‹Ù˜ ÙÔ ÔÓÔÌ·ÙÂÒÓ˘ÌÔ, ÙÔ˘ º§øPA™ Newsletter

ȉÈfiÙËÙ· Î·È ÙÔ e-mail Û·˜ ÛÙÔ [email protected]

12/4 13/4 7&8 9,10,20,& 30

14/4 15/4

40,50,60,70,80,90,& 00

16/4

∞ÓÂÍ·Úًو˜ ∞ª∂

ª¤¯ÚÈ 30/4 ̤ۈ ‰È·‰ÈÎÙ‡Ô˘ (Internet)

ñ ª¤¯ÚÈ ÛÙȘ 30/4 ηٷ‚ÔÏ‹ Ù˘ 7˘ ‰fiÛ˘ ·fi ÙËÓ ‰‹ÏˆÛË ÊfiÚÔ˘ ÂÈÛÔ‰‹Ì·ÙÔ˜ O.∂ - ∂.∂ ÎÏ Ì ‚È‚Ï›· °ã ηÙËÁÔÚ›·˜ Ô˘ ¤ÎÏÂÈÛ·Ó ‰È·¯Â›ÚÈÛË ÛÙȘ 30/6 ÙÔ˘ ÚÔËÁÔ‡ÌÂÓÔ˘ ¤ÙÔ˘˜. ñ ª¤¯ÚÈ ÛÙȘ 30/4 ηٷ‚ÔÏ‹ Ù˘ 6˘ ‰fiÛ˘ ·fi ÙË ‰‹ÏˆÛË ÊfiÚÔ˘ ÂÈÛÔ‰‹Ì·ÙÔ˜ ∞.∂ - ∂.¶.∂. Ô˘ ¤ÎÏÂÈÛ·Ó ‰È·¯Â›ÚÈÛË ÛÙȘ 30/6 ÙÔ˘ ÚÔËÁÔ‡ÌÂÓÔ˘ ¤ÙÔ˘˜. ñ ª¤¯ÚÈ 30/4 ηٷ‚ÔÏ‹ ÛÙÔ π∫∞ ÙˆÓ ÂÈÛÊÔÚÒÓ ª·ÚÙ›Ô˘. ñ ÀÔÏÔÁÈÛÌfi˜ Î·È Î·Ù·‚ÔÏ‹-¯ÔÚ‹ÁËÛË ÛÙÔ˘˜ ÂÚÁ·˙Ô̤ÓÔ˘˜: ∞. ¢ÒÚÔ ¶¿Û¯· µ. Õ‰ÂÈ· ÏËÊı›۷ & ∂›‰ÔÌ· ·‰Â›·˜ (·Ó·ÏÔÁ›· ÁÈ· ÙÔ ‰È¿ÛÙËÌ· ÂÚÁ·Û›·˜ 1/131/5 ‹ 15/6 ‹ ÙËÓ ËÌÂÚÔÌËÓ›· Ï‹Í˘ Ù˘ ۇ̂·Û˘) ªÈ· ¢ÁÂÓÈ΋ ÚÔÛÊÔÚ¿ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ π‰ÈÔÎÙËÙÒÓ ∫¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ Î·È ÙÔ˘ ÊÔÚÔÙ¯ÓÈÎÔ‡ Û˘Ì‚Ô‡ÏÔ˘ ∞ı·Ó·Û›Ô˘ ¶··Ï˘Ì¤ÚË.

15

Syllabus writing Lesley Dick, British Council, Sri Lanka Writing or developing an English language syllabus is a difficult task. Don’t let anyone tell you otherwise. In my 25 years of teaching, I have had syllabi imposed upon me, I have had course books given to me with no syllabus guidelines, I have been given a class and no syllabus and told to make up my own and I have been involved in major syllabus development projects for general English and English for specific purposes. Regardless of who the syllabus is for, writing a syllabus will still follow certain guidelines and involve similar considerations. ñ Types of syllabi ñ Before you start to write a syllabus ñ Intended learner group ñ Setting learning objectives ñ Once the syllabus is written ñ Conclusion Types of syllabi Syllabi can be divided into two different types: Product-oriented and process oriented. Product oriented syllabi focus on what learners will know as a result of instruction and they typically list a selection of graded items to be ‘learnt’ by the learners. Product-oriented syllabi ñ Grammatical

One of the most common type of syllabus and still today we can see the contents pages of many course books set out according to grammatical items. This type of syllabus presents structures, which are graded according to grammatical complexity, one by one and are supposedly internalised by learners before moving on to the next item. ñ Functional / Notional Because of criticism surrounding the structural / grammatical syllabus, syllabi were designed around functions and notions of language. The functionalnotional syllabus focused on what the learner needed to do with the language. It was suggested by Finocchiaro and Brumfit that this type of syllabus placed ‘the students and their communicative purposes at the centre of the curriculum’. (Nunan 1988) ñ Lexical A lexical syllabus uses vocabulary as the building blocks. Usually stemming from an analysis of high frequency vocabulary and phrases they work from language in use and build up vocabulary areas. Process-oriented syllabi More recently, applied linguists have become more concerned with the pedagogic processes of how we achieve

our outcomes. ñ Task based Because of this we saw the advent of the task-based syllabus planned around a sequence of tasks which learners have to carry out in the classroom, with emphasis being placed on the communication of meaning. This provides learners with the necessary skills to cope with real life situations. They are involved in real communication and all which that incurs: Checking understanding, restructuring to aid comprehension, etc. as well as allowing space for both planned and unplanned discourse. ñ Learner centred Most recently the learner centred syllabus with strong emphasis on learner training has become fashionable. This takes into account differing learning styles and aims to make the learner independent. They see language learning as being only a part of a lifelong learning process. Thus selfevaluation, learning how to learn and training in how to develop skills become central. Nunan asserts that ‘any curriculum which fails to give due consideration to both product and process will be defective.’ Product and process oriented syllabuses are seen on a continuum where we should

be aiming to take the process into account, but we should also have objectives, that is, we need to state what our learners will be able to do as a result of instruction. Top of page Before you start to write a syllabus First the teaching situation and the intended learner group should be analysed Teaching situation: What constraints are you working under that you cannot change? These might include. ñ Type of assessment If external this could have tremendous impact on your syllabus. ñ Resources/ staffing available Are there 50 children in a class with only a blackboard? Are there computers? Can students have access to a computer lab for independent and class Computer Assisted Language Learning (CALL) work. ñ Learner geography How much exposure will students get outside of the class? Time period and/or intensive Vs spread out. This impacts on the amount of material you could cover and also the structure of the individual weekly plan. ñ Books Does a core course book exist that the ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 16

16 ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 15

syllabus must be built round or are you writing a syllabus from scratch? Consult with the people involved in teaching the syllabus. Teachers and heads of departments must be involved from the beginning so that they do not feel that the syllabus is being imposed on them and thus gives them a sense of ownership Top of page Intended learner group There is quite a lot of information you need and decisions you can make about your intended learners. ñ Learner needs Based on learner profile (age, level, interests, reasons for learning) Do a needs analysis. This can range from a full blown

Syllabus writing formal multiple choice computer test and oral interview to an informal chat at the beginning of the course where you ask the class what their needs are. ñ Strengths and weaknesses Does the nationality as a group or the group as a group of learners have common problems? Do they have a different script and therefore find writing a problem? Are there sounds in English that they don’t have in the L1? Top of page Setting learning objectives From the above, learning objectives must be written. These may be externally

enforced or ideally come from learner needs but in the real world they are usually a mix of both. They may also be restricted by resources. Objectives might come from the course book although the course book should not be seen as the syllabus. These can be written in terms of ‘can do’ statements: — The learner can talk about likes and dislikes — The learner can narrate a story in the past tense. — etc. With the list of can do statements and the

course book or the materials you will develop you can start developing the structure of the syllabus. The ones above become in the syllabus; “Expressing likes and dislikes” and “Narrating a story set in the past.” Decisions must then be taken on the following: ñ Balance of skills Vs grammar and vocabulary You need to make sure there is balance in the syllabus, taking into consideration the strengths and weaknesses of the group and their aims in studying. ñ New language Vs practise opportunities You should ensure a balance of input Vs revision. This should be about one third to two thirds. ñ Outcomes Make sure you know what do you want the learners to be able to do by the end of the course. ñ Suitability of topics Are some topics in the course book culturally inappropriate or just considered boring? Once you have the ways in which you will achieve the learning objectives written down, you could also consider the following: ñ Independent skills training Some learner training both within the syllabus, in and outside of class: e.g. dictionary use, vocabulary recording, introduction to independent study resources ñ Space Leave blank spaces to cater for individual teacher and learner styles and to allow for flexibility to catch up or extra lessons on identified weak areas. ñ Homework Once the syllabus is written The work isn’t over when you finish writing the syllabus. You’ll still need to: ñ Pilot it with at least one class. Get feedback from the teachers and the learners and then adapt it. ñ Make sure teachers know about it and do not think it is just another piece of paper that can be shelved. ñ Make sure teachers receive training in how to use it and also training in any new methodology that has been incorporated in it. This will give the syllabus project credibility. ñ Involve the teachers again. Encourage feedback so it can be changed. The first draft will never be perfect and can only be finalised once it has been trailed and tested. Feedback should be taken on board and changes made accordingly. Conclusion Syllabus writing is a long process and one which requires constant reflection and revision. You may have to accept that some people will never be happy with it and that it won’t suit everyone. It does however, remain an essential part of the teaching and learning process. Reprinted from Teaching English, the website for teachers by the British Council and the BBC. The article’s URL is http://www.teachingenglish.org.uk/think/m ethodology/syllabus.shtml