Lingua Franca 17 May-jun 2008

K.E.M.¶.A£. 4687

KOSMOS BOOK EXHIBITIONS

ENTY¶O K§EI™TO AP. A¢EIA™ 2013 K.E.M.¶.A£.

A£HNA ✔ 30 & 31 A˘ÁÔ‡ÛÙÔ˘ Crowne Plaza Athens City Center ÚÒËÓ Holiday Inn

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™YNANTH™H KOPYºH™ £E™™A§ONIKH ✔ TÂÙ¿ÚÙË 27 A˘ÁÔ‡ÛÙÔ˘ Makedonia Palace

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MA´O™-IOYN. 2008

EK¢O™H: PROFORMA PUBLICATIONS - B·Û. B·ÛÈÏ›Ԣ & ™È· E.E. KÏÂÈÛı¤ÓÔ˘˜ 7, 105 52 Aı‹Ó· AÚ. A‰Â›·˜ Y. T‡Ô˘ 3488

£· ı¤Ï·Ù ӷ ‰ÈÔÚÁ·ÓÒÛÔ˘Ì ÁÈ· Û·˜ οÔÈÔ ÛÂÌÈÓ¿ÚÈÔ Û ÌÈ· ·fi ÙȘ ‰˘Ô Ì·˜ ÂÎı¤ÛÂȘ; °Ú¿„Ù ̷˜ ÛÙÔ [email protected] ‹ ÙËÏÂʈӋÛÙ¤ Ì·˜ ÛÙÔ 210-5232621 Ì ÙȘ ȉ¤Â˜ Û·˜

Macmillan signs agreement with SMART Nick Evans, Managing Director of Macmillan Hellas SA signs a co-operation agreement with Panagiotis Koutsis, General Manager of Interactivo Ltd, the official supplier of SMART technologies in south-east Europe. Nick Evans said “we have an excellent relationship with SMART around Europe, and are happy to promote their high-quality yet affordable interactive tools. I am delighted that we are able to be proactive in Greece, where schools and teachers are enthusiastic about the possibilities of the electronic interactive whiteboard. Our co-operation with SMART’s local agent allows us to showcase the new

generation of materials we have developed for whiteboards. These materials offer added value for teachers, and their use on the interactive whiteboard is engaging for students. In partnership with Interactivo, we will offer supply of the boards, and installation and certified training, as well as interactive content. This is a winning situation for schools, who can showcase this new technology to their community, get it up and running quickly, and teach using the materials they already use.” For more information call Macmillan Hellas at 800 100 8181 toll free.

¶ÚÔ΋ڢÍË ÁÈ· ÙÔ E˘Úˆ·˚Îfi ™‹Ì· °ÏˆÛÛÒÓ 2008 ÁÈ· ηÈÓÔÙfiÌ· ÚÔÁÚ¿ÌÌ·Ù· ‰È‰·Ûηϛ·˜ & ÂÎÌ¿ıËÛ˘ Í¤ÓˆÓ ÁψÛÛÒÓ EÌϤÎÂÛı Û ¤Ó· ÚfiÁÚ·ÌÌ· Ô˘ ÂÊ·ÚÌfi˙ÂÈ Ó¤Â˜ ÚÔÛÂÁÁ›ÛÂȘ ÛÙË ‰È‰·Ûηϛ· ÙˆÓ Í¤ÓˆÓ ÁψÛÛÒÓ; EÂÍÂÚÁ¿˙ÂÛÙ ·˘Ù‹ ÙË ÛÙÈÁÌ‹ ¤Ó· ÚfiÁÚ·ÌÌ· ȉȷ›ÙÂÚ· ÂӉȷʤÚÔÓ Ô˘ ÂÈı˘Ì›Ù ӷ ÙÔ ÁÓˆÛÙÔÔÈ‹ÛÂÙÂ Î·È Ó· ÙÔ ÌÔÈÚ·ÛÙ›ÙÂ; TÔ ÚfiÁÚ·ÌÌ¿ Û·˜ Û˘Ó¤‚·Ï ÛÙË ‚ÂÏÙ›ˆÛË ÙˆÓ ÁψÛÛÈÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ ÙˆÓ ÛÔ˘‰·ÛÙÒÓ Û·˜; AÓ ¤¯ÂÙ ··ÓÙ‹ÛÂÈ NAI Û ̛· ·fi ÙȘ ·Ú·¿Óˆ ÂÚˆÙ‹ÛÂȘ, ÙfiÙ ˘Ô‚¿ÏÂÙ ÙÔ ÚfiÁÚ·ÌÌ¿ Û·˜ Î·È ÌÔÚ› Ó· ÂÈÏÂÁ›Ù ÁÈ· ÙËÓ ·ÔÓÔÌ‹ ÙÔ˘ E˘Úˆ·˚ÎÔ‡ ™‹Ì·ÙÔ˜ °ÏˆÛÛÒÓ. ™ÙÔÓ E˘Úˆ·˚Îfi ¢È·ÁˆÓÈÛÌfi °ÏˆÛÛÒÓ ÂÈϤÁÔÓÙ·È Î¿ı ¯ÚfiÓÔ Ù· ÈÔ Î·ÈÓÔÙfiÌ· ÚÔÁÚ¿ÌÌ·Ù· ‰È‰·Ûηϛ·˜ Î·È ÂÎÌ¿ıËÛ˘ Í¤ÓˆÓ ÁψÛÛÒÓ Î¿ı ¯ÒÚ·˜, Ù· ÔÔ›· ‚Ú·‚‡ÔÓÙ·È Ì ÙÔ «E˘Úˆ·˚Îfi ™‹Ì· °ÏˆÛÛÒÓ» (Euro- pean Language Label). H ‰Ú¿ÛË ™‹Ì· °ÏˆÛÛÒÓ' (Language Label) Â›Ó·È Â‰Ú·ÈˆÌ¤ÓÔ˜ ıÂÛÌfi˜ Û fiϘ ÙȘ ¯ÒÚ˜ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È ¤-

TÔ BÈ‚ÏÈÔˆÏÂ›Ô ºÏˆÚ¿˜ N›Î·È·˜ MÂٷʤÚıËÎÂ! TÔ BÈ‚ÏÈÔˆÏÂ›Ô ºÏˆÚ¿˜ N›Î·È·˜ ÌÂٷʤÚıËÎÂ! ™·˜ ÂÚÈ̤ÓÔ˘Ì ӷ Û·˜ Â͢ËÚÂÙ‹ÛÔ˘Ì ÛÙÔ BÈ‚ÏÈÔˆÏÂ›Ô Ì·˜ ÛÙÔÓ KÔÚ˘‰·ÏÏfi, KÔ˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56, TËÏ. 210 4942302.

¯ÂÈ ÛÙfi¯Ô Ó· ÂÓı·ÚÚ‡ÓÂÈ Ó¤Â˜ ÚˆÙÔ‚Ô˘Ï›Â˜ ÛÙÔÓ ÙÔ̤· Ù˘ ‰È‰·Ûηϛ·˜ Î·È Ù˘ ÂÎÌ¿ıËÛ˘ Í¤ÓˆÓ ÁψÛÛÒÓ Î·È Ó· ÂÓËÌÂÚÒÛÂÈ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Î·È Ì·ıËÙ¤˜ Û¯ÂÙÈο Ì ÙȘ ÚˆÙÔ‚Ô˘Ï›Â˜ ·˘Ù¤˜, Î·È Ó· ÙÔ˘˜ ÂÌÓ‡ÛÂÈ Ó· ÚÔÛ·ÚÌfiÛÔ˘Ó ÛÙȘ ÛËÌÂÚÈÓ¤˜ ÂÍÂÏ›ÍÂȘ ÙȘ ȉ¤Â˜ Î·È ÙȘ Ù¯ÓÈΤ˜ Ô˘ ÂÊ·ÚÌfi˙Ô˘Ó. O OÚÁ·ÓÈÛÌfi˜ E·ÁÁÂÏÌ·ÙÈ΋˜ EÎ·›‰Â˘Û˘ Î·È K·Ù¿ÚÙÈÛ˘ (O.E.EK./YÔ˘ÚÁÂ›Ô ¶·È‰Â›·˜) ¤¯ÂÈ ÔÚÈÛÙ› Ì YÔ˘ÚÁÈ΋ AfiÊ·ÛË ˆ˜ Ô ˘‡ı˘ÓÔ˜ ÊÔÚ¤·˜ ˘ÏÔÔ›ËÛ˘ ÛÙËÓ EÏÏ¿‰·. H ‰Ú¿ÛË ·˘Ù‹ ·¢ı‡ÓÂÙ·È Û ȉÈÒÙ˜ Î·È ÊÔÚ›˜ Ô˘ ·Û¯ÔÏÔ‡ÓÙ·È Ì ÙË ‰È‰·Ûηϛ· Í¤ÓˆÓ ÁψÛÛÒÓ Û fiÏ· Ù· ÛÙ¿‰È· Ù˘ ÂÎ·›‰Â˘Û˘ Î·È Î·Ù¿ÚÙÈÛ˘ ÛÙËÓ EÏÏ¿‰·. ™˘ÁÎÂÎÚÈ̤ӷ ÂӉȷʤÚÂÈ: ñ ηıËÁËÙ¤˜ Í¤ÓˆÓ ÁψÛÛÒÓ ñ ‰ËÌfiÛÈ· Î·È È‰ÈˆÙÈο Û¯ÔÏ›·, ÚˆÙÔ‚¿ıÌÈ·˜ Î·È ‰Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ÂÎ·›‰Â˘Û˘ ñ ÈÓÛÙÈÙÔ‡Ù· / ΤÓÙÚ· Í¤ÓˆÓ ÁψÛÛÒÓ ñ ΤÓÙÚ· ÂÈÌfiÚʈÛ˘ ÂÎ·È‰Â˘ÙÈÎÒÓ ñ ‰È‰·ÛηÏ›· Í¤ÓˆÓ ÁψÛÛÒÓ TÚÈÙÔ‚¿ıÌÈ·˜ EÎ/Û˘ ñ ȉڇ̷ٷ TÚÈÙÔ‚¿ıÌÈ·˜ EÎ/Û˘, Î.Ï. ¢È·‰Èηۛ· EÈÏÔÁ‹˜ H ÂÈÏÔÁ‹ ÙˆÓ Î·Ï‡ÙÂÚˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ Á›ÓÂÙ·È ·fi EÈÙÚÔ‹ AÍÈÔÏfiÁËÛ˘ ·ÔÙÂÏÔ‡ÌÂÓË ·fi ÂȉÈÎÔ‡˜ ÂÌÂÈÚÔÁÓÒÌÔÓ˜, Û‡Ìʈӷ Ì ÎÚÈÙ‹ÚÈ· Ô˘ ÔÚ›˙ÂÈ Ë E˘Úˆ·˚΋ EÈÙÚÔ‹. T· ÂÈÏÂÁ̤ӷ Û¯¤‰È· ‚Ú·‚‡ÔÓÙ·È Ì ÂȉÈÎfi ‰›ψ̷ "European Language Label", Ô˘ ʤÚÂÈ ÙËÓ ˘ÔÁÚ·Ê‹ ÙÔ˘ ·ÚÌfi‰ÈÔ˘

EÈÙÚfiÔ˘ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È ÙÔ˘ YÔ˘ÚÁÔ‡ ¶·È‰Â›·˜ Ù˘ EÏÏ¿‰·˜. ¶Ò˜ Á›ÓÂÙ·È Ë ·ÍÈÔÏfiÁËÛË ÙˆÓ Û¯Â‰›ˆÓ: OÈ ‚Ú·‚Â˘Ì¤Ó˜ ÚˆÙÔ‚Ô˘Ï›Â˜ ı· Ú¤ÂÈ Ó· Â›Ó·È ÂÎÙÂÓ›˜ Î·È ÙÂÎÌËÚȈ̤Ó˜. AÎfiÌË, ñ Ó· Â›Ó·È ÚˆÙfiÙ˘˜ Î·È ‰ËÌÈÔ˘ÚÁÈΤ˜ Î·È Ó· ÚÔÛʤÚÔ˘Ó Î›ÓËÙÚ· Û ̷ıËÙ¤˜ ηÈ/‹ ÂÎ·È‰Â˘ÙÈÎÔ‡˜. ñ Ó· ¯ÚËÛÈÌÔÔÈÔ‡Ó ÙÔ˘˜ ‰È·ı¤ÛÈÌÔ˘˜ fiÚÔ˘˜ Ì ʷÓÙ·Û›· ÁÈ· Ó· ·Ú·ÎÈÓÔ‡Ó ÙÔ ÂӉȷʤÚÔÓ ÁÈ· ÙËÓ ÂÎÌ¿ıËÛË Í¤ÓˆÓ ÁψÛÛÒÓ. ñ Ó· ÚÔÛʤÚÔ˘Ó ÚÔÛÙÈı¤ÌÂÓË ·Í›· ÛÙÔ ÂıÓÈÎfi ÙÔ˘˜ Ï·›ÛÈÔ, Ô‰ËÁÒÓÙ·˜ Û ÔÛÔÙÈ΋ ηÈ/‹ ÔÈÔÙÈ΋ ‚ÂÏÙ›ˆÛË. ø˜ ÔÛÔÙÈ΋ ‚ÂÏÙ›ˆÛË ÂÓÓÔÂ›Ù·È Ë ÂÌÏÔ΋ ‰È·ÊfiÚˆÓ ÁψÛÛÒÓ Î·È È‰È·›ÙÂÚ· ·˘ÙÒÓ Ô˘ Ë ¯Ú‹ÛË ÙÔ˘˜ Â›Ó·È ÏÈÁfiÙÂÚÔ ‰È·‰Â‰Ô̤ÓË ÂÓÒ ˆ˜ ÔÈÔÙÈ΋ ‚ÂÏÙ›ˆÛË ıˆÚÂ›Ù·È Ë ¯Ú‹ÛË Î·Ï‡ÙÂÚ˘ ÌÂıÔ‰ÔÏÔÁ›·˜ ·fi ÚÈÓ. ñ Ó· ¤¯Ô˘Ó Â˘Úˆ·˚΋ ‰È¿ÛÙ·ÛË, ‚·ÛÈ˙fiÌÂÓ˜ ÛÙËÓ Ú·ÁÌ·ÙÈÎfiÙËÙ· Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È ÛÙË ÁψÛÛÈ΋ Ù˘ ÔÏ˘ÌÔÚÊ›·. ñ Ó· Â›Ó·È ÌÂÙ·‚È‚¿ÛÈ̘ Î·È Ó· ·ÔÙÂÏÔ‡Ó ‰˘Ó·ÌÈ΋ ËÁ‹ ¤ÌÓ¢Û˘ ÁÈ· ¿ÏÏÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Û ¿ÏÏ· Ï·›ÛÈ· Î·È ¯ÒÚ˜. T· ‚Ú·‚Â˘Ì¤Ó· Û¯¤‰È· fiÏˆÓ ÙˆÓ

¯ˆÚÒÓ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘ Û˘ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È Û ‚¿ÛË ‰Â‰Ô̤ӈÓ, Ë ÔÔ›· ‚Ú›ÛÎÂÙ·È ÛÙÔ ¢È·‰›ÎÙ˘Ô ÛÙË ‰È‡ı˘ÓÛË: http://europa.eu.int/comm/educa tion/language/label/index.cfm ¶Ú·ÁÌ·ÙÔÔÈ‹ıËÎÂ Ë ¶ÚÔ΋ڢÍË ÙÔ˘ ¢È·ÁˆÓÈÛÌÔ‡ Label 2008 Ì ÙËÓ ·ÎfiÏÔ˘ıË ıÂÌ·ÙÈ΋ ÚÔÙÂÚ·ÈfiÙËÙ·: «¢È·ÔÏÈÙÈÛÌÈÎfi˜ ‰È¿ÏÔÁÔ˜» TÔ 2008 Â›Ó·È ÙÔ E˘Úˆ·˚Îfi ŒÙÔ˜ ¢È·ÔÏÈÙÈÛÌÈÎÔ‡ ¢È·ÏfiÁÔ˘, ÁÂÁÔÓfi˜ Ô˘ ˘ÔÁÚ·ÌÌ›˙ÂÈ ÙË Û˘Ì‚ÔÏ‹ ÙÔ˘ ‰È·ÔÏÈÙÈÛÌÈÎÔ‡ ‰È·ÏfiÁÔ˘ Û ÌÈ· ÛÂÈÚ¿ ÛÙÚ·ÙËÁÈÎÒÓ ÚÔÙÂÚ·ÈÔÙ‹ÙˆÓ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘, Ô˘ Â›Ó·È Ë ÚÔÒıËÛË Ù˘ ÔÏÈÙÈÛÌÈ΋˜ ÔÈÎÈÏÔÌÔÚÊ›·˜, Ë ÂÓÂÚÁfi˜ Û˘ÌÌÂÙÔ¯‹ ÙˆÓ Â˘Úˆ·›ˆÓ ÔÏÈÙÒÓ Î·È Ë ÎÔÈÓˆÓÈ΋ Û˘ÓÔ¯‹. H ·Ó·Î‹Ú˘ÍË ÙÔ˘ 2008 Û ŒÙÔ˜ ¢È·ÔÏÈÙÈÛÌÈÎÔ‡ ¢È·ÏfiÁÔ˘ ÙÔÓ›˙ÂÈ Î·È Î·ıÈÛÙ¿ ÁÓˆÛÙ‹ ÙËÓ ÚÔÙÂÚ·ÈfiÙËÙ· ·˘Ù‹. O ‰È·ÔÏÈÙÈÛÌÈÎfi˜ ‰È¿ÏÔÁÔ˜, ÂÊÂÍ‹˜, ı· ·ÔÙÂÏ› ÎÂÓÙÚÈÎfi ı¤Ì· ÙˆÓ ‰Ú·ÛÙËÚÈÔÙ‹ÙˆÓ Ù˘ °ÂÓÈ΋˜ ¢È‡ı˘ÓÛ˘ ÁÈ· ÙËÓ ÂÎ·›‰Â˘ÛË Î·È ÙÔÓ ÔÏÈÙÈÛÌfi Ù˘ E.E. OÈ ÚÔÙ¿ÛÂȘ ÛÙȘ Ôԛ˜ ı· ·ÔÓÂÌËı› ÙÔ E˘Úˆ·˚Îfi ™‹Ì· °ÏˆÛÛÒÓ ı· Ú¤ÂÈ Ó· ¯ÚËÛÈÌÔÔÈËıÔ‡Ó ˆ˜ ·Ó·ÊÔÚ¿ ÁÈ· ÙËÓ Î·Ù¿‰ÂÈÍË Ù˘ Û˘Û¯¤ÙÈÛ˘ ÌÂٷ͇ ÁψÛÛÈÎÒÓ ‰ÂÍÈÔًوÓ, ·ÊÂÓfi˜ Î·È ·ÌÔÈ‚·›·˜ ÔÏÈÙÈÛÌÈ΋˜ ηٷÓfiËÛ˘ Î·È ·ÍÈÔÏfiÁËÛ˘, ·ÊÂÙ¤ÚÔ˘. T· ·Ú·‰Â›ÁÌ·Ù· Â›Ó·È ÔÏÏ¿, ·fi ηÈÓÔÙfi̘ ÌÂıfi‰Ô˘˜ ·ÚÔ˘Û›·Û˘ ‰È·ÊfiÚˆÓ ÔÏÈÙÈÛÌÈÎÒÓ ıÂÌ¿ÙˆÓ ÛÙËÓ ·›ıÔ˘Û· Ù˘ ÁψÛÛÈ΋˜ ‰È‰·Ûηϛ·˜, Ì ‰ËÌÈÔ˘ÚÁ›· ÂӉȷʤÚÔÓÙÔ˜ ÁÈ· ÙȘ ÁÏÒÛÛ˜ ̤۷

·fi ÂΉËÏÒÛÂȘ ÔÏÈÙÈÛÌÔ‡, ¤ˆ˜ Î·È ·ÍÈÔÔ›ËÛË Ù˘ ÂÎÌ¿ıËÛ˘ Ù˘ ÁÏÒÛÛ·˜ ÁÈ· ÂÍ¿ÏÂÈ„Ë ÙˆÓ ÎÔÈÓˆÓÈÎÒÓ Î·È ÔÏÈÙÈÛÌÈÎÒÓ ÂÌÔ‰›ˆÓ Î·È ÂÚ·ÈÙ¤Úˆ ÂÓۈ̿وÛË ÛÙËÓ ÎÔÈÓˆÓ›·. OÈ ÂӉȷÊÂÚfiÌÂÓÔÈ ÌÔÚÔ‡Ó Ó· ÂÓËÌÂÚÒÓÔÓÙ·È ÁÈ· ÙÔ ¢È·ÁˆÓÈÛÌfi Label 2008 ̤ۈ Ù˘ ÈÛÙÔÛÂÏ›‰·˜ Ù˘ ‰Ú¿Û˘: (http://label.oeek.gr). H ·›ÙËÛË Û˘ÌÌÂÙÔ¯‹˜ ‰È·Ù›ıÂÙ·È Û ËÏÂÎÙÚÔÓÈ΋ ÌÔÚÊ‹ ÛÙÔ ‰È·‰›ÎÙ˘Ô Î·È Û ¤ÓÙ˘Ë ÌÔÚÊ‹ ·fi ÙÔ TÌ‹Ì· ÙˆÓ E˘Úˆ·˚ÎÒÓ £ÂÌ¿ÙˆÓ, ¢È‡ı˘ÓÛË E˘Úˆ·˚ÎÒÓ Î·È ¢ÈÂıÓÒÓ ™¯¤ÛÂˆÓ ÙÔ˘ O.E.E.K., ÙËÏ. 210-2709108 09 10 11 º·Í: 2102772208 e-mail: [email protected] // [email protected]). H Ï‹ÍË ÚÔıÂÛÌ›·˜ ˘Ô‚ÔÏ‹˜ ÚÔÙ¿ÛÂˆÓ ¤¯ÂÈ ÔÚÈÛÙ› ÁÈ· ÙȘ 19 ™ÂÙÂÌ‚Ú›Ô˘ 2008 Î·È Ë TÂÏÂÙ‹ AÔÓÔÌ‹˜-BÚ¿‚¢ÛË ÙˆÓ ÚÔÙ¿ÛÂˆÓ ÁÈ· ÙÔÓ NԤ̂ÚÈÔ 2008.

Õ‰ÂÈ· ›‰Ú˘Û˘ K¤ÓÙÚÔ˘ •¤ÓˆÓ °ÏˆÛÛÒÓ Î·È ÚÔÛˆÓ˘Ì›·˜ ·fi ÙȘ ¢Â˘ÙÂÚÔ‚¿ıÌȘ H ¯ÔÚ‹ÁËÛË ¿‰ÂÈ·˜ I‰Ú˘Û˘ K¤ÓÙÚÔ˘ •¤ÓˆÓ °ÏˆÛÛÒÓ, ºÚÔÓÙÈÛÙËÚ›Ô˘ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ÂÎ·›‰Â˘Û˘ ηıÒ˜ Î·È ÔÈ ¿‰ÂȘ ÚÔÛˆÓ˘Ì›·˜ ı· ÂΉ›‰ÔÓÙ·È ϤÔÓ ·fi ÙȘ ηٿ ÙfiÔ˘˜ ¢È¢ı‡ÓÛÂȘ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ EÎ·›‰Â˘Û˘ Î·È fi¯È ÎÂÓÙÚÈο ·Ô ÙÔ Y¶E¶£ fiˆ˜ ›Û¯˘Â ˆ˜ ÙÒÚ·. OÈ ¿‰ÂȘ ÔÈÎԉȉ·Ûηϛ·˜ ı· ÂΉ›‰ÔÓÙ·È ÎÂÓÙÚÈο ·Ô ÙÔ Y¶E¶£ Ôˆ˜ ÈÛ¯‡ÂÈ ¤ˆ˜ Û‹ÌÂÚ·.

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1988-2008: 20 ¯ÚfiÓÈ· LITERA M ÙËÓ Â˘Î·ÈÚ›· ÙˆÓ Â›ÎÔÛÈ ¯ÚfiÓˆÓ ÙÔ˘ ÂΉÔÙÈÎÔ‡ Ô›ÎÔ˘ Litera, Ë ™‹ÏÈ· MÔ˘ÎÔ˘‚¿Ï· ÌÈÏ¿ÂÈ ÛÙËÓ Lingua Franca ÁÈ· ÙËÓ ÈÛÙÔÚ›· Î·È ÙÔ Ì¤ÏÏÔÓ ÙˆÓ ‰ËÌÔÊÈÏÒÓ ÂΉfiÛˆÓ. TÔ 2008 Â›Ó·È ÌÈ· Ôχ ͯˆÚÈÛÙ‹ ¯ÚÔÓÈ¿ ÁÈ· Û·˜, Ò˜ ÍÂΛÓËÛ fiÏÔ ·˘Ùfi; ¶Ú·ÁÌ·ÙÈο ʤÙÔ˜ ÁÈÔÚÙ¿˙Ô˘ÌÂ! KÏ›۷Ì ÎÈfiÏ·˜ ‰‡Ô ÔÏfiÎÏËÚ˜ ‰ÂηÂٛ˜ Û˘Ó¯ԇ˜ Î·È ÂÈÙ˘¯Ô‡˜ ıËÙ›·˜ ÛÙÔ ¯ÒÚÔ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘. º·ÓÙ¿˙ÂÈ Ú¿ÁÌ·ÙÈ Û· ¯ı¤˜ Ô˘ Ô ‰¿ÛηÏÔ˜, °È¿ÓÓ˘ MÔ˘ÎÔ˘‚¿Ï·˜, ÍÂΛÓËÛ Ì ÙÔ ÚÒÙÔ ÙÔ˘ ‚È‚Ï›Ô, ÙÔ Build it up, ˘ÏÔÔÈÒÓÙ·˜ ¤Ó· fiÓÂÈÚÔ ˙ˆ‹˜ —Ó· Á›ÓÂÈ Û˘ÁÁڷʤ·˜ Î·È ÂΉfiÙ˘. K¿ÓÔÓÙ·˜ ·ÏÌ·ÙÒ‰Ë, Ì· ÛÙ·ıÂÚ¿ ‚‹Ì·Ù·, ¤Î·Ó ·ÈÛıËÙ‹ ÙËÓ ·ÚÔ˘Û›· ÙÔ˘ Î·È Î¤Ú‰ÈÛ ÙËÓ ÂÌÈÛÙÔÛ‡ÓË fiÏˆÓ Û ηÈÚÔ‡˜ ¯·ÏÂÔ‡˜, fiÔ˘ ÔÈ Í¤ÓÔÈ ÂΉÔÙÈÎÔ› Ô›ÎÔÈ ÌÔÓÔˆÏÔ‡Û·Ó ÙÔ ÂӉȷʤÚÔÓ ÙˆÓ Î·ıËÁËÙÒÓ. EÈÛÙÚ¿Ù¢Û fiÏÔ ÙÔ˘ ÙÔ ÌÂÚ¿ÎÈ, ÙÔ ˙‹ÏÔ Î·È ÙË ‰È‰·ÎÙÈ΋ ÂÌÂÈÚ›· ¯ÚfiÓˆÓ Î·È Ì ÛοÊÔ˜ Ù· ‚È‚Ï›· ÙÔ˘ Ì·˜ Ù·Í›‰Â„ ÛÙË ÁÓÒÛË. ŒÙÛÈ, ÏÔÈfiÓ, ÍÂΛÓËÛ·Ó fiÏ· Î·È ÙÔ Ù·Í›‰È Û˘Ó¯›ÛÙËΠ̠ÛÙ¿ÛÂȘ ÙfiÛÔ Û ÌÈÎÚfiÙÂÚ· fiÛÔ Î·È Û ÌÂÁ·Ï‡ÙÂÚ· ÏÈÌ¿ÓÈ·. O ÂΉÔ-

ÙÈÎfi˜ Ô›ÎÔ˜ LITERA ÁÚ‹ÁÔÚ· ‰ڷÈÒıËÎÂ Î·È ·ÁοÏÈ·Û ηıËÁËÙ¤˜ Î·È Ì·ıËÙ¤˜, ÛÙËÓ EÏÏ¿‰· Î·È ÙÔ Â͈ÙÂÚÈÎfi, ÊÚÔÓÙ›˙ÔÓÙ·˜ ¿ÓÙ· Ó· ‰È·ÙËÚ› ·ÌÊ›‰ÚÔÌË ÎÈ ÂÔÈÎÔ‰ÔÌËÙÈ΋ ÂÈÎÔÈÓˆÓ›· Ì·˙› ÙÔ˘˜. ◊Ù·Ó ‰‡ÛÎÔÏÔ Ó· Û˘Ó¯›ÛÂÙ ÌÂÙ¿ ·fi ÙÔÓ ÚfiˆÚÔ ¯·Ìfi ÙÔ˘ ·Ù¤Ú· Û·˜ Î·È È‰Ú˘Ù‹ Ù˘ ÂÙ·ÈÚ›·˜; AÎfiÌ· ÎÈ fiÙ·Ó Ô È‰Ú˘Ù‹˜ ÙÔ˘ Ô›ÎÔ˘ ¯¿ıËΠ·ÚfiÛÌÂÓ·, ÂÌ›˜ ˆ˜ Û˘Ó¯ÈÛÙ¤˜ ÙÔ˘ ¤ÚÁÔ˘ ÙÔ˘, ÚˆÙ›ÛÙˆ˜ ‰¿ÛηÏÔÈ Î·È ÂÓ Û˘Ó¯›· Û˘ÁÁÚ·Ê›˜ Î·È ÂΉfiÙ˜, Ô˘ ‰È‰¿ÛÎÔ˘Ì ÚÒÙÔÈ Ù· ‚È‚Ï›· Ì·˜ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘ Û¯ÔÏ›Ԣ Ì·˜ Î·È ÌÂÙ¿ Ù· ·Ú·‰›‰Ô˘Ì Û ۷˜, ı·ÚÚԇ̠ˆ˜ ηٷʤڷÌ ӷ Ê·Óԇ̠·ÓÙ¿ÍÈÔÈ ÙˆÓ ÚÔÛ‰ÔÎÈÒÓ ÙÔ˘. ¶ÚÔÛ·ı‹Û·Ì ӷ ·ÎÔÏÔ˘ı‹ÛÔ˘Ì ÙȘ ·Ú¯¤˜ Î·È ÙË ÊÈÏÔÛÔÊ›· ÙÔ˘, ÌÔÏÈ¿˙ÔÓÙ¿˜ ÙËÓ fï˜ Ù·˘Ùfi¯ÚÔÓ· Ì ηÈÓÔÙfiÌ· ÛÙÔȯ›· Î·È Û‡Á¯ÚÔÓÔ˘˜ ÙÚfiÔ˘˜ ÚÔÛ¤ÁÁÈÛ˘. KÈÓԇ̷ÛÙ ¿ÓÙ· Ì ÁÓÒÌÔÓ· ÙÔ ÎÔÈÓfi ÛÙÔ ÔÔ›Ô ·¢ı˘ÓfiÌ·ÛÙÂ, ‰ËÏ·‰‹ ÂÛ¿˜, ·ÊÔ˘ÁÎÚ·˙fiÌ·ÛÙ ÙȘ ·Ó¿ÁΘ Î·È ÙȘ ··ÈÙ‹ÛÂȘ Û·˜ Î·È ÂÓËÌÂÚˆÓfiÌ·ÛÙ ‰È·ÚÎÒ˜, ¤ÙÛÈ ÒÛÙ ӷ ÚÔÏ·‚·›ÓÔ˘Ì ÙȘ ÂÍÂÏ›ÍÂȘ Î·È Ó· Û·˜ ·Ú¤¯Ô˘Ì fiÙÈ

ÈÔ ¤Á΢ÚÔ ÈÛ¯‡ÂÈ ÛÙÔÓ Â˘Ú‡ÙÂÚÔ ¯ÒÚÔ Ù˘ ·È‰Â›·˜. ¶Ò˜ ÁÈÔÚÙ¿Û·Ù ·˘Ùfi ÙÔ ÔÚfiÛËÌÔ ÛÙËÓ ÔÚ›· Û·˜; K¿ˆ˜ ¤ÙÛÈ ÊÙ¿Û·Ì ӷ ÁÈÔÚÙ¿˙Ô˘Ì ٷ 20· Ì·˜ ÁÂÓ¤ıÏÈ·. N·È, Ù· LITERA ÌÂÁ·ÏÒÓÔ˘Ó, ˆÚÈÌ¿˙Ô˘Ó, ·Ó·ÓÂÒÓÔÓÙ·È Î·È ÁÈ’·˘Ùfi ‰Â ÁÂÚÓÔ‡Ó! ŒÙÛÈ, ÏÔÈfiÓ, Ì Ó·ÓÈÎfi ÛÊÚ›ÁÔ˜ Ù·Í›‰Â„·Ó ÁÈ· ÌÈ· ·ÎfiÌË ÊÔÚ¿ Û ÔÏfiÎÏËÚË ÙËÓ EÏÏ¿‰·, ‰ÈÔÚÁ·ÓÒÓÔÓÙ·˜ ÂÔÚÙ·ÛÙÈΤ˜ ÂΉËÏÒÛÂȘ Û ÔÏϤ˜ ÌÂÁ¿Ï˜ fiÏÂȘ, Û˘Ó·ÓÙÒÓÙ·˜ Ê›ÏÔ˘˜ ·ÏÈÔ‡˜ Î·È Ó¤Ô˘˜ ÎÈ ¤¯ÔÓÙ·˜ Ì·˙› ÙÔ˘˜ ‰È·ÎÂÎÚÈ̤ÓÔ˘˜ ηÏÂṲ̂ÓÔ˘˜, fiˆ˜ Ô ÎÔ˜ °ÂÒÚÁÈÔ˜ ¶·˘Ï›‰Ë˜, K·ıËÁËÙ‹˜ M·ıËÛÈ·ÎÒÓ ¢˘ÛÎÔÏÈÒÓ ÛÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔ M·Î‰ÔÓ›·˜ Î·È Ë Î· K·ÙÂÚ›Ó· °ÂˆÚÁÔÔ‡ÏÔ˘, Associate Director, Center for Applied Linguistics & Language Studies HAU. M ÙÔÓ ÙÚfiÔ ·˘Ùfi, ıÂÏ‹Û·Ì ӷ ¢¯·ÚÈÛÙ‹ÛÔ˘Ì ·fi ‚¿ıÔ˘˜ ηډ›·˜ fiÏÔ˘˜ ÂÛ¿˜ Ô˘ ÁÈ· ¯ÚfiÓÈ· Ì·˜ ‰Â›¯ÓÂÙ ÂÌÚ¿ÎÙˆ˜ ÙËÓ ·Á¿Ë Î·È ÙËÓ ÚÔÙ›ÌËÛ‹ Û·˜. H ‰È·Ú΋˜ ·˘Ù‹ ÛÙ‹ÚÈÍ‹ Û·˜ Ì·˜ ÂÓÈÛ¯‡ÂÈ Î·È ·Ó·ÓÂÒÓÂÈ ÙÔ Î›ÓËÙÚÔ Ô˘ fiÏÔÈ ¯ÚÂÈ·˙fiÌ·ÛÙÂ, ÒÛÙ ӷ ÚÔÛ·ıԇ̠ÔÏÔ¤Ó· Î·È ÂÚÈÛÛfiÙÂÚÔ, ·Ô‰›‰ÔÓÙ·˜ ÔÏÔ¤Ó· Î·È Î·LITERA!!!

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Websites for teachers of English Surfing the internet we came across a few interesting websites which provide free materials for use in class, as well as some for your information. Yolango.com - Free videos for your students A new website offers teachers and students free videos for use in the classroom and at home. The site offers a great variety of videos at five levels, from easiest to medium to hardest. Your students can choose short videos from the following categories: Music, Film, Drama, Comedy, Documentary, Travel, News & Politics, Business, Science, Technology & Health, TV Show, Lifestyle and Commercials. The videos are also categorised under the following topics: Transportation, Career & job skills, Cooking & eating, Dating & relationships, Education, Doctors & hospitals, Shopping, Faith, Personal fitness & wellness, Weather & climate, Nature & animals, Scandal & gossip. Each video comes with stop captions with the option to translate words in a large number of languages as well as a full script. Each of the videos is accompanied by three exercises and students can test themselves,

earn points and climb up the Scoreboard (free registration required to do that). http://www.yolango.com/search.do Phonemic Typewriter Learn how to read the phonemic symbols with this free online Phonemic typewriter. http://davidbrett.uniss.it/phonemicTypew riter/phonemicTypewriter.html EduFire- Tutors online EduFire is one of many sites where teachers of all languages can be hired for online video languages classes. For example you can find an English tutor from 10 –165 dollars per hour, a Bulgarian tutor for 30 dollars an hour or even a tutor for Sanskrit for 15 dollars an hour. http://edufire.com/ BBC and British Council- Blogs and more The new global home for English teachers on the web brings together everything busy teachers need for the classroom and the staffroom - lesson plans, worksheets, teaching tips, articles as well as information about professional development, training, conferences and qualifications. http://www.teachingenglish.org.uk/

KÚ·ÙÈÎfi ¶ÈÛÙÔÔÈËÙÈÎfi °ÏˆÛÛÔÌ¿ıÂÈ·˜

MÂϤÙË Â¤ÎÙ·Û˘ EÓÈ·›Ô˘ ¢È·‚·ıÈṲ̂ÓÔ˘ ÙÂÛÙ Afi ÙÔ YÔ˘ÚÁÂ›Ô EıÓÈ΋˜ ¶·È‰Â›·˜ Î·È £ÚËÛÎÂ˘Ì¿ÙˆÓ ·Ó·ÎÔÈÓÒıËΠÙÔ ·Ó·Ï˘ÙÈÎfi ÚfiÁÚ·ÌÌ· ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ KÚ·ÙÈÎÔ‡ ¶ÈÛÙÔÔÈËÙÈÎÔ‡ °ÏˆÛÛÔÌ¿ıÂÈ·˜ ÂÚÈfi‰Ô˘ NÔÂÌ‚Ú›Ô˘ 2008 ÔÈ Ôԛ˜ ı· ‰ÈÂÍ·¯ıÔ‡Ó ÛÙȘ 8-9 NÔÂÌ‚Ú›Ô˘ 2008 Î·È 15-16 NÔÂÌ‚Ú›Ô˘ 2008 ÁÈ· Ù· Â›‰· A (A1 «ÛÙÔȯÂÈ҉˘ ÁÓÒÛË» Î·È A2 «‚·ÛÈ΋ ÁÓÒÛË» Ûã¤Ó· ÂÓÈ·›Ô ‰È·‚·ıÌÈṲ̂ÓÔ test), B1 «Ì¤ÙÚÈ· ÁÓÒÛË», B2 «Î·Ï‹ ÁÓÒÛË» Î·È °1 «Ôχ ηϋ ÁÓÒÛË» ÛÙȘ ÁÏÒÛÛ˜ AÁÁÏÈ΋, °·ÏÏÈ΋, °ÂÚÌ·ÓÈ΋ Î·È IÙ·ÏÈ΋ Î·È ÁÈ· ÙÔ Â›Â‰Ô B2 «Î·Ï‹ ÁÓÒÛË» ÛÙËÓ IÛ·ÓÈ΋ ÁÏÒÛÛ·. K·ÙfiÈÓ Ù˘ ÂÈÙ˘¯Ô‡˜ ‰ÈÂÍ·ÁˆÁ‹˜ ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ ÛÙÔ Â›Â‰Ô A Û ¤Ó· ÂÓÈ·›Ô ‰È·‚·ıÌÈṲ̂ÓÔ ÙÂÛÙ ÙÔÓ ÂÚ·Ṳ̂ÓÔ M·›Ô, Ë KÂÓÙÚÈ΋ EÈÙÚÔ‹ ÙÔ˘ K¶° ÌÂÏÂÙ¿ ÙËÓ ‰˘Ó·ÙfiÙËÙ· Â¤ÎÙ·Û˘ Ù˘ ÂͤٷÛ˘ Ì ÙÔÓ ›‰ÈÔ ÙÚfiÔ Î·È ÛÙ· ˘fiÏÔÈ· Â›‰·. TÔ Y¶E¶£ ÂÎÙÈÌ¿ ˆ˜ ÙÔ ÁÂÁÔÓfi˜ ·˘Ùfi ı· ·Ô‰Âȯı› ÂˆÊÂϤ˜

ÁÈ· ÙÔ˘˜ ˘Ô„‹ÊÈÔ˘˜ ÙfiÛÔ ·fi ·fi„ˆ˜ ¯ÚfiÓÔ˘, fiÛÔ Î·È ·Ô ÔÈÎÔÓÔÌÈ΋˜ ·fi„ˆ˜. ™ÙȘ ÂÍÂÙ¿ÛÂȘ ÙÔ˘ M·›Ô˘ ÙÔ ÎfiÛÙÔ˜ Û˘ÌÌÂÙÔ¯‹˜ ÁÈ· ÙÔ ÂÓÈ·›Ô Â›Â‰Ô A ‹Ù·Ó 40 ¢ÚÒ, ÂÓÒ ÁÈ· ÙÔ B1 Î·È B2 ‹Ù·Ó 50 Î·È 60 ¢ÚÒ ·ÓÙ›ÛÙÔȯ·. ™Ù· Ï·›ÛÈ· Ù˘ ‚ÂÏÙ›ˆÛ˘ Ù˘ ÔÚÁ¿ÓˆÛ˘ ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ Ë ¢È‡ı˘ÓÛË ¶ÈÛÙÔÔ›ËÛ˘ Ù˘ °ÓÒÛ˘ •¤ÓˆÓ °ÏˆÛÛÒÓ ÚÔˆı› Ú‡ıÌÈÛË ÁÈ· ÙËÓ ·ÚÔ˘Û›· ÁÈ·ÙÚÔ‡ ÛÙ· ÂÍÂÙ·ÛÙÈο ΤÓÙÚ· ÙˆÓ ·ÙfiÌˆÓ Ì ÂȉÈΤ˜ ‰ÂÍÈfiÙËÙ˜ Û Aı‹Ó· Î·È £ÂÛÛ·ÏÔÓ›ÎË ÁÈ· ÙËÓ ·ÓÙÈÌÂÙÒÈÛË ¤ÎÙ·ÎÙˆÓ ÂÚÈÛÙ·ÙÈÎÒÓ. YÂÓı˘Ì›˙ÂÙ·È fiÙÈ ·fi ÙË ¢Â˘Ù¤Ú· 8 ™ÂÙÂÌ‚Ú›Ô˘ 2008 ̤¯ÚÈ Î·È ÙËÓ ¶·Ú·Û΢‹ 26 ™ÂÙÂÌ‚Ú›Ô˘ 2008 ı· ˘Ô‚¿ÏÏÔÓÙ·È ÛÙȘ ¢È¢ı‡ÓÛÂȘ ‹ °Ú·Ê›· ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ EÎ·›‰Â˘Û˘ Ù˘ ¯ÒÚ·˜ ·ÈÙ‹ÛÂȘ ÁÈ· Û˘ÌÌÂÙÔ¯‹ ÛÙȘ ÂÍÂÙ¿ÛÂȘ ÙÔ˘ KÚ·ÙÈÎÔ‡ ¶ÈÛÙÔÔÈËÙÈÎÔ‡ °ÏˆÛÛÔÌ¿ıÂÈ·˜ ÂÚÈfi‰Ô˘ NÔÂÌ‚Ú›Ô˘ 2008.

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«¢È·ÊÔÚÂÙÈÎÔ›» Ì·ıËÙ¤˜. K·Ù·‰ÈηṲ̂Ó˜ ÂÚÈÙÒÛÂȘ ‹ ·ÓÂÚ¯fiÌÂÓ˜ ÚÔÛˆÈÎfiÙËÙ˜ ÛÙ· ¯¤ÚÈ· ¤ÌÂÈÚˆÓ Î·ıËÁËÙÒÓ; O fiÚÔ˜ ÂÓۈ̿وÛË ÙˆÓ «‰È·ÊÔÚÂÙÈÎÒÓ» Ì·ıËÙÒÓ ÛÙË ÁÂÓÈ΋ Ù¿ÍË, ÔÏϤ˜ ÊÔÚ¤˜ ·Ú·¤ÌÂÈ ·ÔÎÏÂÈÛÙÈο ÛÙ· ÚÔ‚Ï‹Ì·Ù· Ì¿ıËÛ˘ Î·È ÙÔÓ ÙÚfiÔ ·ÓÙÈÌÂÙÒÈÛ˘ ÙÔ˘˜ ¤ÙÛÈ ÒÛÙ fiÏ· Ù· ·È‰È¿ Ó· ÌÔÚÔ‡Ó Ó· ˆÊÂÏÔ‡ÓÙ·È ·fi ÙË Ì·ıËÛȷ΋ ‰È·‰Èηۛ·. MÂÏÂÙÒÓÙ·˜ fï˜ ÚÔÛ¯ÙÈο ÙËÓ ¤ÓÓÔÈ· ÙÔ˘ fiÚÔ˘ ÂÓۈ̿وÛË, ı· ‰È·ÈÛÙÒÛÔ˘Ì fiÙÈ ÛÙԯ‡ÂÈ Î·È ÛÙËÓ ÁÂÓÈ΋ ·Ô‰Ô¯‹ Î·È ·ÚÌÔÓÈ΋ Û˘Ó‡·ÚÍË ·È‰ÈÒÓ Ô˘ ‰ÂÓ ‰È·Ê¤ÚÔ˘Ó ÌfiÓÔ ˆ˜ ÚÔ˜ ÙÔ ÙÚfiÔ Ô˘ ÂÂÍÂÚÁ¿˙ÔÓÙ·È Î·È ·Ó··Ú¿ÁÔ˘Ó ÙȘ Ӥ˜ ÏËÚÔÊÔڛ˜ ̤۷ ·fi ÙË ‰È·ÊÔÚÂÙÈÎfiÙËÙ· Ô˘ ÙÔ˘˜ ÚÔÛ‰›‰ÂÈ Ë Ì·ıËÛȷ΋ ‰˘ÛÎÔÏ›· Ô˘ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó, ·ÏÏ¿ Á›ÓÔÓÙ·È Î·È ·Ô‰¤ÎÙ˜ ÌÈ·˜ ·ÚÓËÙÈ΋˜ Û˘ÌÂÚÈÊÔÚ¿˜ ΢ڛˆ˜ ·fi ÙÔ˘˜ ÔÌÔÏfiÁÔ˘˜ ÙÔ˘˜ Ô˘ Ù›ÓÔ˘Ó Ó·

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ıÒÚÈÔ. K¿ı ·È‰› ‚ÈÒÓÂÈ Î·Ù·ÛÙ¿ÛÂȘ ¿Á¯Ô˘˜ fiÙ·Ó ËÁ·›ÓÂÈ ÛÙÔ Û¯ÔÏ›Ô. AÓËÛ˘¯Â› ÌÚÔÛÙ¿ ÛÙÔ Î·ÈÓÔ‡ÚÈÔ ÂÚÈ‚¿ÏÏÔÓ, ·ÁˆÓÈ¿ Â¿Ó ı· ηٷʤÚÂÈ Ó· Á›ÓÂÈ ·Ô‰ÂÎÙfi˜ ̤۷ Û Ӥ˜ ÎÔÈÓˆÓÈΤ˜ ÔÌ¿‰Â˜, ÂÈı˘Ì› Ó· ÈηÓÔÔÈ‹ÛÂÈ ÙȘ ÚÔÛ‰Ô˘ ÙˆÓ ÁÔÓ¤ˆÓ ÙÔ˘ Î·È ÙÔ ÈÔ ÛËÌ·ÓÙÈÎfi ÛÙԯ‡ÂÈ ÛÙÔ Ó· ‰ËÌÈÔ˘ÚÁ‹ÛÂÈ ¤Ó· ÚÔÊ›Ï Ô˘ ı· Â›Ó·È ·ÚÂÛÙfi ÛÙÔ˘˜ Û˘ÌÌ·ıËÙ¤˜ Î·È Î·ıËÁËÙ¤˜ ÙÔ˘ ÂÓÈÛ¯‡ÔÓÙ·˜ Ì ·˘Ùfi ÙÔ ÙÚfiÔ ÙËÓ ·˘ÙÔÂÎÙ›ÌËÛË ÙÔ˘. ¶·Ú¿ÁÔÓÙ˜ Ô˘ Û¯ÂÙ›˙ÔÓÙ·È Ì ÙË ÚÔÛˆÈÎfiÙËÙ· ÙÔ˘ οı ·ÓıÚÒÔ˘ ηıÈÛÙÔ‡Ó ¿ÏÏ· ¿ÙÔÌ· ·ÓıÂÎÙÈÎfiÙÂÚ· ÛÙÔ ¿Á¯Ô˜ Î·È ÙË ‰È·¯Â›ÚÈÛË ÙÔ˘ Î·È ¿ÏÏ· ·‰‡Ó·Ì· Î·È ·Ó›Û¯˘Ú· Ó· ‰È·¯ÂÈÚÈÛÙÔ‡Ó Î·Ù·ÛÙ¿ÛÂȘ Û˘Ó·ÈÛıËÌ·ÙÈ΋˜ ÂÈÚ·Ù›·˜. ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 9

8 Practising questions Students usually get loads of practice in answering questions whereas forming questions in English is much more difficult. Does anyone have tips on how to practise ASKING questions in class? Margaret, Netherlands. Silvia Tamara, Peru To focus strictly on grammar practice, these are useful. It's a class competition. The idea is that students have to put the card words in an envelope, into the right order to form questions/sentences -each of which is in a different colour. The teacher has to monitor and tell the students about the "wrong words" and "authorise" them to write the questions when they're right. Students work in pairs with only one question at a time. The winner is the pair that ends first with all the correct answers. Students work in pairs or threes dictating a question/sentence but without saying the words! They can only say the "key" words, and get to their matching square, where they find the word they need. Each student has a sheet of paper like a chess board. Each square at the top and on the left has a "key": maybe a sound or word you want them to practise. The rest of squares are full of useful words to make the questions e.g. if I say "/m/caught", the matching point has the word "Where". Depending on the group, this can turn into a collaborative activity. Your own design of "Snakes and Ladders" is also very effective to make students conscious of grammar structures. Login or register to post comments Elisabeth, Germany To practise asking questions, you could write the answers on the board and have sts formulate the

Questions & answers In this special section inside the www.teachingenglish.org.uk site, by the BBC and the British Council, registered users can submit any English language teaching realated question for their fellow teachers to answer. Registration is free and teachers of English worldwide can find there a forum to exchange ideas and discuss work related issues. A multitude of questions has been already submitted so far on the following topics: Grammar, Pronunciation, Skills, Methodology & approaches, Motivation & classroom management, Resources, tools & activities, Vocabulary and Being a teacher.

appropriate questions. You can introduce the activity saying "Here are some answers, but what are the questions?". Answers How do you do? Very well, thank you. I'm an engineer. I'm preparing for my exam. (Questions) (How do you do?) (How are you?) (What do you do?) (What are you doing?) Also, and this is a nice "warmer" activity, you could randomly write numbers and words and place names that refer to your own life in a circle drawn on the board. Sts have to guess what these details imply. For instance: (2:)"Have you two children?" (Berlin:) "Were you born in Berlin?" (1989:) "Did you start teaching in 1989?" etc. Teacher's answers are only Yes or No; in the case of 'NO' sts have to go on guessing. Login or register to post comments Marça Josão Blanco, Spain Here is a motivating activity which involves both asking and exchanging information. This works for intermediate to advanced students: Tell students to get a blank piece of paper. Teacher dictates several things. Example: On the left hand corner, write the year when you started your secondary school. Below, write your favourite

month. Below, write the date which is most significant to you. Then go to the bottom right corner, in a circle, write the name of a teacher you really disliked as a child. Below, write the name of somebody who helped you when you were in trouble. Now go to the center of the page...etc. The students end up with a page full of names and dates inside and outside circles, all over the page. Then, ask students to form pairs and exchange pages. The aim is to ask each other questions about those misteruious names and words. For instance, by pointing at a random date or name. They take turns to ask each other as much as possible about their lifes regarding the date or name written on the page. This really works on a first or second day, when students do not know much about each other. Login or register to post comments Sergio H. M. Tanaka, Brazil Wéve got loads of play-role activities. Using this idea I guess we could get pupils to play Immigration Officers, analysts or even business owners performing interviews. Students in general seem to appreciate asking each other about specific topics (dating, weekend, fads etc). and then report to the group what was found out. It makes them create something of their own using previous experiences giving them self-confidence which is rather real. Login or register to post comments John Maher, United Kingdom When teaching beginners, I use a drilling sequence, involving: Asking a Yes/No Question Replying with a short answer Asking a Wh-word question Replying with a short / full answer. Teacher and student take turns to ask one another. I use this drill to work

round the tenses, combining question/statement formation, practical knowledge of the use of different tenses, and the formation of irregular verbs. This drill is currently used at the head of each lesson. It only takes a few minutes. An example: Have you eaten anything today? Yes, I have. What have you eaten? I've eaten some toast. Did you eat anything yesterday? etc. If treated as a form of press-ups, they carry a hidden reward - they give a sense of steady attainment and progress. Cf regular workouts at the gym. Login or register to post comments Celia Nieto, Argentina One of the things I do is to have students play different guessing games. They may have to guess the name of a famous person (Is it a man?; Is he American? Does he work on TV?; etc.); an animal (Is it a mammal? Does it eat meat?); or an activity (Are you at home? Are you with your friends? Have you got anything in your hand? Are you playing anything?) Hope to have helped. Celia Nieto Login or register to post comments Sharon, England Hi there I have been practising questions by telling the students the answer and asking them what the question is. The answers can be as brief or complicated as you

want. It makes them think more if the answer is long, even if the question is short! Hope that helps. Good luck. Liora Tamir, Israel I am teaching a pupil with heavy learning disabilities. So I've never thought of teaching him to ask questions starting with Do, as they are especially difficult for Hebrew learners. One day I brought to him a game in which he has to gather 4 cards referring to the same subject. The rule was to ask "Do you have a...?. We played this game a few times. From this day on he is excellent on asking yes/no questions in the Present Simple. Norma Bustamante Think of the many opportunities in real life, real situations when people ask questions: interviews surveys when shopping (asking, price, size, color, etc.) meeting a new friend, a guy, a girl, a newcomer to school getting information about an event, a party, a movie, a play, a song, a music group, a topic of interest for a certain age group children's why's; ages when they keep asking Why about everything 4, 5, 6,7 years old. Then plan activities or tasks for students to learn to ask questions with accuracy both in pronunciation (intonation, etc) and grammar. Kinds of questions: Wh q's, yes/no q's, etc. Direct transference from mother tongue to second language could be helpful (not translation). "How do you ask ......in English?" Does this help? I hope so. Markus, Germany My method to practise ASKING with my students is to tell a simple story like "Last weekend I went to Munich with my wife. ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 20

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O Ì·ıËÙ‹˜ Ì ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Â›Ó·È ¤Ó· ¿ÙÔÌÔ Ì ˘„ËÏfi ΛÓËÙÚÔ Â›Ù¢Í˘ Ô˘ ÍÂÎÈÓ¿ ÙÔ Û¯ÔÏÂ›Ô Ì ÌÂÁ¿ÏÔ ÂÓıÔ˘ÛÈ·ÛÌfi Î·È ˘„ËϤ˜ ÚÔÛ‰Ô˘. OÈ ‰˘ÛÎÔϛ˜ fï˜ Ô˘ ·ÓÙÈÌÂÙˆ›˙ÂÈ ÙÔÓ Î¿ÓÔ˘Ó Ó· ·ÔÁÔËÙ‡ÂÙ·È Î·È Ó· ·Ó·˙ËÙ¿ ¿ÏÏÔ˘˜ ÙÚfiÔ˘˜ ÚÔÎÂÈ̤ÓÔ˘ Ó· ÎÂÚ‰›ÛÂÈ ÙË ÚÔÛÔ¯‹ ÙˆÓ ¿ÏψÓ. ¶ÚÔÛ·ıÒÓÙ·˜ Ó· ·ÔÎÙ‹ÛÂÈ Ù·˘ÙfiÙËÙ· Û ¤Ó· ·ÚÓËÙÈÎfi Û¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ Ô˘ ·˘Í¿ÓÂÈ ÙÔ ¿Á¯Ô˜ Î·È ÙËÓ ·ÁˆÓ›· ÙÔ˘, Ô Ì·ıËÙ‹˜ Ì ̷ıËÛȷο ÚÔ‚Ï‹Ì·Ù· Á›ÓÂÙ·È ÂÈıÂÙÈÎfi˜, ·‰È¿ÊÔÚÔ˜, ÂÌÊ·Ó›˙ÂÈ ‰Â˘ÙÂÚÔÁÂÓ¤˜ Û‡Ó‰ÚÔÌÔ ˘ÂÚÎÈÓËÙÈÎfiÙËÙ·˜ Î·È Û ·ÎÚ·›Â˜ ÂÚÈÙÒÛÂȘ ‰È·Î·Ù¤¯ÂÙ·È ·fi ÎÚ›ÛÂȘ ¿Á¯Ô˘˜ Ô˘ ÂΉËÏÒÓÔÓÙ·È ÂÓÙfi˜ Î·È ÂÎÙfi˜ ÙÔ˘ Û¯ÔÏÈÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜. AÍ›˙ÂÈ Ó· ÛËÌÂȈı› fiÙÈ ÔÈ Û˘ÌÂÚÈÊÔÚ¤˜ Ô˘ ·Ó·Ù‡ÛÛÔÓÙ·È ‰ÂÓ ¤¯Ô˘Ó ·Ô‰¤ÎÙ˜ ÌfiÓÔ ÙÔ˘˜ Û˘ÌÌ·ıËÙ¤˜ Î·È ÙÔ˘˜ ηıËÁËÙ¤˜ ÙÔ˘ ·ÏÏ¿ Î·È Ù· ̤ÏË Ù˘ ÔÈÎÔÁ¤ÓÂÈ·˜ Î·È ÙÔ˘ ÎÔÈÓˆÓÈÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ ÙÔ˘. O Ì·ıËÙ‹˜ Ì ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ÂΉËÏÒÓÂÈ ÙË ‰È·ÊÔÚÂÙÈÎfiÙËÙ· ÙÔ˘ ̤۷ ·fi Ù· ÔÏ-

«¢È·ÊÔÚÂÙÈÎÔ›» Ì·ıËÙ¤˜ Ï·Ï¿ ÚÔ‚Ï‹Ì·Ù· Ô˘ Á›ÓÔÓÙ·È ÂÌÊ·Ó‹ ÛÙË Ù¿ÍË. MÂÚÈο ·fi ·˘Ù¿ Â›Ó·È ·ÓÈηÓfiÙËÙ· Ó· ‰È·‚¿ÛÂÈ ÛˆÛÙ¿, Ó· ·Ú¿ÁÂÈ Û˘ÁÎÚÔÙË̤ÓÔ ÁÚ·Ùfi ‹/Î·È ÚÔÊÔÚÈÎfi ÏfiÁÔ, ·ÚÔ˘ÛÈ¿˙ÂÈ ÂÏÏ›ÌÌ·Ù· Ô˘ ·ÊÔÚÔ‡Ó ÌÓËÌÔÓÈΤ˜ ÈηÓfiÙËÙ˜ Î·È ‰˘ÛÎÔχÂÙ·È Ó· Û˘ÌÌÂÙ¿Û¯ÂÈ Û ÔÌ·‰ÈÎfi ·È¯Ó›‰È ÏfiÁˆ ÙˆÓ ÂÚ·ÈÙ¤Úˆ ‰È¢ÎÚÈÓ›ÛÂˆÓ Ô˘ ¯ÚÂÈ¿˙ÂÙ·È ÚÔÎÂÈ̤ÓÔ˘ Ó· ηٷÓÔ‹ÛÂÈ ÙÈ Ú¤ÂÈ Ó· οÓÂÈ. K·È ·˘Ù‹ Â›Ó·È ÌfiÓÔ Ë ·Ú¯‹ ÂÓfi˜ Ê·‡ÏÔ˘ ·ÎÏÔ˘ Ô˘ ·ÎÔÏÔ˘ı› ÙÔ Ì·ıËÙ‹ Ì M.¢ Û fiÏË ÙÔ˘ ÙË Û¯ÔÏÈ΋ ˙ˆ‹ Â¿Ó ‰ÂÓ ˘¿ÚÍÂÈ ÂÎ·È‰Â˘ÙÈ΋ ‹/Î·È „˘¯ÔÏÔÁÈ΋ ·Ú¤Ì‚·ÛË. TÔ ·È‰› ·Ó·Ù‡ÛÛÂÈ Î¿ÔȘ ÈηÓfiÙËÙ˜ ÚÔÎÂÈ̤ÓÔ˘ Ó· Â›Ó·È Û ı¤ÛË Ó· ‰È·¯ÂÈÚÈÛÙ› Û˘ÁÎÂÎÚÈ̤Ó˜ ηٷÛÙ¿ÛÂȘ ·ÏÏ¿ ·‰˘Ó·Ù› Ó· ·ÔÎÙ‹ÛÂÈ ÈηÓfiÙËÙ˜ Ô˘ Û¯ÂÙ›˙ÔÓÙ·È Ì ÙËÓ Î·Ù·ÁÚ·Ê‹ Î·È ÂÂÍÂÚÁ·Û›· Ó¤ˆÓ ÏËÚÔÊÔÚÈÒÓ, ÙËÓ ·ÓÙ·ÏÏ·Á‹ ÛΤ„ÂˆÓ Î·È Û˘Ó·ÈÛıËÌ¿-

ÙˆÓ Ì ÙÔ˘˜ ÔÌÔÏfiÁÔ˘˜ ÙÔ˘ Î·È ÙËÓ ÎÔÈÓˆÓÈ΋ Î·È „˘¯ÔÏÔÁÈ΋ ˆÚ›Ì·ÓÛË Ô˘ ÚÔÛʤÚÂÈ ¤Ó· ˘ÁȤ˜ Î·È ÊÈÏfiÍÂÓÔ Û¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ. H ÂÙÈΤٷ ÙÔ˘ «ÙÂÌ¤ÏË» Î·È «·‰È¿ÊÔÚÔ˘» Ì·ıËÙ‹ ÛÂ Û˘Ó‰˘·ÛÌfi Ì ÙÔ Î·Ù·ÈÁÈÛÌfi Ù˘ Û¯ÔÏÈ΋˜ ·ÔÙ˘¯›·˜ Ô˘ Ï·Ì‚¿ÓÂÈ ·›˙Ô˘Ó Î·ıÔÚÈÛÙÈÎfi ÚfiÏÔ ÛÙËÓ ·Ó¿Ù˘ÍË ÌÈ·˜ ·‰‡Ó·Ì˘ ÚÔÛˆÈÎfiÙËÙ·˜ Ô˘ Û˘Ó‹ıˆ˜ ¯ÚËÛÈÌÔÔÈ› ÏÂÎÙÈ΋ ‹ Ê˘ÛÈ΋ ‚›· ÚÔÎÂÈ̤ÓÔ˘ Ó· ‚¿ÏÂÈ ¤Ó· Ù¤ÏÔ˜ Û fiÙÈ ÚÔηÏ› Êfi‚Ô Î·È fiÓÔ. H ı¤· ÙÔ˘ «Ï¿ıÔ˘˜» Á›ÓÂÙ·È

ÂÚ¤ıÈÛÌ· ÁÈ· ÙËÓ ·Ó¿Û˘ÚÛË ·fi ÙË ÌÓ‹ÌË ·ÙÂÏ›ˆÙˆÓ ·ÚÓËÙÈÎÒÓ ÂÌÂÈÚÈÒÓ Ì¿ıËÛ˘ ̤۷ ·fi ÙȘ Ôԛ˜ ÙÔ ·È‰› ÛÙÈÁÌ·Ù›ÛÙËÎÂ, ÂÎÙ¤ıËΠÛÙ· Ì¿ÙÈ· ÙˆÓ Û˘ÌÌ·ıËÙÒÓ ÙÔ˘, ¤¯·Û ÙËÓ ·˘ÙÔÂÎÙ›ÌËÛË ÙÔ˘ Î·È ·ÈÛı¿ÓıËΠ·Ó›Û¯˘ÚÔ ·¤Ó·ÓÙÈ ÛÙȘ ·ÓÙȉڿÛÂȘ ÙˆÓ Û˘ÌÌ·ıËÙÒÓ ÙÔ˘. T· ·È‰È¿, ˆ˜ Û˘Ó¤ÂÈ·, ·Ó·Ù‡ÛÛÔ˘Ó ÂÓÔ¯Èο Û˘Ó·ÈÛı‹Ì·Ù·, ÙÈ̈ÚÔ‡Ó ÙÔ˘˜ ·˘ÙÔ‡˜ ÙÔ˘˜ Ô˘ ‰ÂÓ ÌÔÚÔ‡Ó Ó· Â›Ó·È Û·Ó ÙÔ˘˜ ¿ÏÏÔ˘˜ ·Ú¯›˙ÔÓÙ·˜ Ó· ۈ̷ÙÔÔÈÔ‡Ó ÙÔ˘˜ Êfi‚Ô˘˜ ÙÔ˘˜ Î·È Ó· ÂÌÊ·Ó›˙Ô˘Ó ÚÔ‚Ï‹Ì·Ù· fiˆ˜ ·‰ÈηÈÔÏfiÁËÙ˜ ÊÔ‚›Â˜, Ó˘¯ÙÂÚÈÓ‹ ÂÓÔ‡ÚËÛË, ÛÙÔÌ·¯fiÔÓÔ˘˜, ÔÓÔÎÂÊ¿ÏÔ˘˜ Î·È ÔÏÏ¿ ¿ÏÏ· ÚÔ‚Ï‹Ì·Ù· Ô˘ Â›Ó·È ·fiÚÚÔÈ· ÙÔ˘ ¿Á¯Ô˘˜ Ô˘ ‚ÈÒÓÔ˘Ó ÛÙË Û¯ÔÏÈ΋ Î·È fi¯È ÌfiÓÔ ˙ˆ‹ ÙÔ˘˜. AÍ›˙ÂÈ Ó· ÛËÌÂȈı› fiÙÈ ¤Ó· ·È‰› Ô˘ ÂÎÙ›ıÂÙ·È Û˘Ó¯Ҙ Û ηٷÛÙ¿ÛÂȘ Ô˘ ÙÔ˘ ÚÔÛʤÚÔ˘Ó ¿Á¯Ô˜ Î·È ·Ó·ÛÊ¿ÏÂÈ· ˘ÔÁÚ·ÌÌ›˙ÔÓÙ·˜ ÙË ‰È·ÊÔÚÂÙÈ-

ÎfiÙËÙ· ÙÔ˘, ı· ÂÍÂÏȯı› Û ¤Ó· ·Á¯ˆÙÈÎfi ¤ÊË‚Ô Ô˘ ı· ÂΉËÏÒÓÂÈ ·ÏÒ˜ Ì ‰È·ÊÔÚÂÙÈÎfi ÙÚfiÔ ÙËÓ ·ÔÁÔ‹Ù¢ÛË ÙÔ˘, ÙËÓ ¿ÚÓËÛË ÁÈ· fiÏ· ·˘Ù¿ Ô˘ ÙÔÓ ÊÔ‚›˙Ô˘Ó Î·È ÙËÓ ÂÓ·ÓÙ›ˆÛË ÙÔ˘ Û ηٷÛÙ¿ÛÂȘ Ô˘ ‰ÂÓ ÌÔÚ› Ó· ‰È·¯ÂÈÚÈÛÙ› Ì ¤Ó· ÁÂÓÈο ·Ô‰ÂÎÙfi ÙÚfiÔ. K·Ù·Ï‹ÁÔÓÙ·˜, ı· ‹ıÂÏ· Ó· ÂÈÛËÌ¿Óˆ fiÙÈ Â›Ó·È ¯Ú¤Ô˜ fiÏˆÓ Ì·˜, ÂÎ·È‰Â˘ÙÈÎÒÓ, ÁÔÓ¤ˆÓ Î·È ›Ûˆ˜ ÔÏfiÎÏËÚÔ˘ ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ Î·È ÎÔÈÓˆÓÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜ Ó· ‰È·ÛÊ·Ï›ÛÂÈ fi¯È ÌfiÓÔ ÙËÓ ·fiÎÙËÛË Û¯ÔÏÈÎÒÓ ÈηÓÔÙ‹ÙˆÓ ·ÏÏ¿ Î·È ÙËÓ ÔÌ·Ï‹ „˘¯ÔÛ˘Ó·ÈÛıËÌ·ÙÈ΋ ·Ó¿Ù˘ÍË ÙˆÓ ·È‰ÈÒÓ Ì ‰È·ÊÔÚÂÙÈÎfiÙËÙ·. E˘Ù˘¯ÈṲ̂ӷ ·È‰È¿ Â›Ó·È ·˘Ù¿ Ô˘ ÂÈÛÚ¿ÙÙÔ˘Ó ·Á¿Ë Î·È ·Ô‰Ô¯‹ ¯ˆÚ›˜ fiÚÔ˘˜ Î·È ÂÚÈÔÚÈÛÌÔ‡˜. H ÔÌÔÚÊÈ¿ ‚Ú›ÛÎÂÙ·È ÛÙË ‰È·ÊÔÚÂÙÈÎfiÙËÙ·. AÚΛ Ó· ›̷ÛÙ ÈηÓÔ› Ó· ÙË ‰È·¯ÂÈÚÈÛÙÔ‡ÌÂ. ™‡ÌÌ·¯Ô˜ Ì·˜ Â›Ó·È Ë ÁÓÒÛË Ô˘ Ú¤ÂÈ Ó· ¤¯ÂÈ Ô ÂÎ·È‰Â˘ÙÈÎfi˜ ÚÔÎÂÈ̤ÓÔ˘ Ó· Û˘Ì‚¿ÏÏÂÈ ÛÙËÓ ÂÈÙ˘¯‹ ÂÓۈ̿وÛË fiÏˆÓ ÙˆÓ Ì·ıËÙÒÓ ÙÔ˘ ÛÙË ÁÂÓÈ΋ Ù¿ÍË Î·È Ë ·Á¿Ë ÙÔ˘ ÁÈ· fiÏ· Ù· ·È‰È¿ Ô˘ ÙÔ˘˜ ·Í›˙Ô˘Ó ›Û˜ ¢ηÈڛ˜ ÛÙË Ì¿ıËÛË.

12

TÔ D.A.R.T. Û˘Ì‚Ô˘Ï‡ÂÈ

°ÔÓ›˜ Î·È ¢È·‰›ÎÙ˘Ô T› Â›Ó·È ÙÔ D.A.R.T. D.A.R.T. (Digital Awareness & Response to Threats) Â›Ó·È Ë «OÌ¿‰· ¢Ú¿Û˘ ÁÈ· ÙËÓ æËÊȷ΋ AÛÊ¿ÏÂÈ·», Ë ÔÔ›· ¤¯ÂÈ ÛÙfi¯Ô ÙËÓ ÂÓ›Û¯˘ÛË Ù˘ ÂÌÈÛÙÔÛ‡Ó˘ ÙÔ˘ ÎÔÈÓÔ‡ ÙˆÓ ¯ÚËÛÙÒÓ ÛÙ· Ó¤· ̤۷. ÕÌÂÛÔ˜ ÛÙfi¯Ô˜ Ù˘ ÔÌ¿‰·˜ Â›Ó·È Ë ÂÓË̤ڈÛË ÙˆÓ ÔÏÈÙÒÓ, Ë ÚfiÏË„Ë ·ÏÏ¿ Î·È Ë ·ÓÙÈÌÂÙÒÈÛË ÎÈÓ‰‡ÓˆÓ Ô˘ Û¯ÂÙ›˙ÔÓÙ·È Ì ÙȘ Ӥ˜ Ù¯ÓÔÏÔÁ›Â˜ ÏËÚÔÊÔÚÈ΋˜ Î·È ËÏÂÎÙÚÔÓÈÎÒÓ ÂÈÎÔÈÓˆÓÈÒÓ.

°ÔÓ›˜ Î·È ‰È·‰›ÎÙ˘Ô ™˘¯Ó¿ Ù· ·È‰È¿ ÁÓˆÚ›˙Ô˘Ó ÈÔ ÔÏÏ¿ ÁÈ· ÙÔ˘˜ ˘ÔÏÔÁÈÛÙ¤˜ ·fi fiÙÈ ÔÈ ÁÔÓ›˜ ÙÔ˘˜. T· ·È‰È¿ Û‹ÌÂÚ· ¤¯Ô˘Ó ÙËÓ ‰˘Ó·ÙfiÙËÙ· Ó· Ì¿ıÔ˘Ó ÙËÓ ÏÔ‹ÁËÛË ÛÙÔ ¢È·‰›ÎÙ˘Ô Ì¤Û· ÛÙÔ Û¯ÔÏ›Ô. £˘ÌËı›Ù fï˜ fiÙÈ fiÙ·Ó Û˘Ó‰¤ÔÓÙ·È «online», ÙfiÙÂ Û˘Ó‰¤ÔÓÙ·È Ì ÙÔÓ Â͈ÙÂÚÈÎfi ÎfiÛÌÔ. ™·˜ ·Ú·ı¤ÙÔ˘ÌÂ Â‰Ò ÌÂÚÈΤ˜ Û˘Ì‚Ô˘Ï¤˜ ·ÛÊ¿ÏÂÈ·˜ Ô˘ ÌÔÚ›Ù ӷ Ù˘ÒÛÂÙÂ Î·È Ó· ÙÔÔıÂÙ‹ÛÂÙ ÎÔÓÙ¿ ÛÙÔÓ ˘ÔÏÔÁÈÛÙ‹ Û·˜, ÁÈ· Ó· ÙȘ ·ÎÔÏÔ˘ı›Ù ÂÛ›˜ Î·È Ù· ·È‰È¿ Û·˜: EÎÙfi˜ Â¿Ó ¤¯ÂÈ ÂÁηٷÛÙ·ı› οÔÈÔ Û‡ÛÙËÌ· ÊÈÏÙÚ·Ú›ÛÌ·ÙÔ˜ (Ô˘ ÌÏÔοÚÂÈ ÁÈ· ·Ú¿‰ÂÈÁÌ· ¯˘‰·›Â˜ ϤÍÂȘ ‹ ÂÈÎfiÓ˜), Û fiϘ ÙȘ ¿ÏϘ ÂÚÈÙÒÛÂȘ Ù· ·È‰È¿ ÌÔÚÔ‡Ó Ôχ ‡ÎÔÏ· Ó· ‰Ô˘Ó ·Ú¿ÏÏËÏ· Ì ¯Ú‹ÛÈ̘ Î·È ‰È·ÛΉ·ÛÙÈΤ˜ ÈÛÙÔÛÂÏ›‰Â˜, Î·È ÈÛÙÔÛÂÏ›‰Â˜ Ì ·ÓÂÈı‡ÌËÙÔ ÂÚȯfiÌÂÓÔ. E›Û˘ Ù· ·È‰È¿ ÌÔÚÔ‡Ó Ó· ÌÈÏ‹ÛÔ˘Ó Ì ·ÁÓÒÛÙÔ˘˜, ÂȉÈο ̤ۈ ÙˆÓ chat rooms. Ÿˆ˜ ÛÙÔ˘˜ ‰ËÌfiÛÈÔ˘˜ ¯ÒÚÔ˘˜, ¤ÙÛÈ Î·È Â‰Ò ˘¿Ú¯ÂÈ Ô Î›Ó‰˘ÓÔ˜ Ó· Ù· ÚÔÛÂÁÁ›ÛÂÈ Î¿ÔÈÔ˜ Ô˘ ÌÔÚ› Ó· ÙÔ˘˜ οÓÂÈ Î·Îfi. M¿ıÂÙ¤ Ù· ÔÙ¤ Ó· ÌËÓ Û˘Ó·ÓÙÔ‡Ó ¿ÙÔÌ· Ô˘ ÁÓÒÚÈÛ·Ó Ì¤Ûˆ ÙÔ˘ ¢È·‰ÈÎÙ‡Ô˘, ÂÎÙfi˜ Î·È ·Ó Ù· Û˘Óԉ‡ÂÙ Û ‰ËÌfiÛÈÔ ¯ÒÚÔ. M¿ıÂÙ¤ Ù· Â›Û˘ Ó· ÌËÓ ‰›ÓÔ˘Ó ÔÙ¤ ÙË ‰È‡ı˘ÓÛ‹ ÙÔ˘˜ ‹ ÙÔ fiÓÔÌ· ÙÔ˘ Û¯ÔÏ›Ԣ ÙÔ˘˜. XÚ‹ÛË ÔÈÎÔÁÂÓÂÈ·ÎÒÓ Û˘Ì‚ÔÏ·›ˆÓ ÁÈ· ÙËÓ ÚÔÛÙ·Û›· ÙˆÓ ·È‰ÈÒÓ Û·˜ ÛÙÔ Internet ¶ÚÔÙÔ‡ Ù· ·È‰È¿ Û·˜ ·Ú¯›ÛÔ˘Ó Ó· ÂÍÂÚ¢ÓÔ‡Ó ÙÔ Internet, ηÏfi ı· Â›Ó·È Ó· ‚‚·Èˆı›Ù ˆ˜ ηٷϷ‚·›ÓÔ˘Ó ÙÈ Ú¤ÂÈ Î·È ÙÈ ‰ÂÓ Ú¤ÂÈ Ó· οÓÔ˘Ó ÛÙÔ Internet. MÈ· ÛΤ„Ë Â›Ó·È Ó· ηı›ÛÂÙ ̷˙› ÙÔ˘˜ Î·È ÚԉȷÁÚ¿„ÂÙ ·fi ÎÔÈÓÔ‡ ¤Ó·Ó ÔÈÎÔÁÂÓÂÈ·Îfi ÎÒ‰Èη Û˘ÌÂÚÈÊÔÚ¿˜ ÛÙÔÓ ÔÔ›Ô ı· Ú¤ÂÈ Ó· Û˘ÌʈӋÛÂÙ fiÏÔÈ. MÔÚ›Ù ӷ ‰ËÌÈÔ˘ÚÁ‹ÛÂÙ ¤Ó· ‰È·ÊÔÚÂÙÈÎfi Û˘Ì‚fiÏ·ÈÔ ÁÈ· οı ·È‰› ÛÙËÓ ÔÈÎÔÁ¤ÓÂÈ·, Ì ηÓfiÓ˜ ¯Ú‹Û˘ ÙÔ˘ Internet ηٿÏÏËÏÔ˘˜ ÁÈ· ÙËÓ ËÏÈ-

Λ· ÙÔ˘. O ηı¤Ó·˜ ı· Ú¤ÂÈ Ó· ˘ÔÁÚ¿„ÂÈ ÙÔ Û˘Ì‚fiÏ·Èfi ÙÔ˘, ‰Â›¯ÓÔÓÙ·˜ ¤ÙÛÈ fiÙÈ Î·Ù·ÓÔ› ÙÔ˘˜ ηÓfiÓ˜ Ô˘ ı¤Û·ÙÂ Î·È Û˘ÌʈÓ› Ó· ÙÔ˘˜ ÙËÚ› fiÙ·Ó Û˘Ó‰¤ÂÙ·È ÛÙÔ Internet. ¶·Ú·Î¿Ùˆ Û·˜ ‰›ÓÔ˘Ì ¤Ó· ˘fi‰ÂÈÁÌ· ÔÈÎÔÁÂÓÂÈ·ÎÔ‡ Û˘Ì‚ÔÏ·›Ô˘ Ô˘ ÌÔÚ›Ù ӷ ¯ÚËÛÈÌÔÔÈ‹ÛÂÙ ÁÈ· οı ·È‰›. MÔÚ›Ù ӷ ·ÓÙÈÁÚ¿„ÂÙ ÙÔ Û˘Ì‚fiÏ·ÈÔ ·˘Ùfi, Ó· ·ÏÏ¿ÍÂÙ ÙÔ˘˜ ηÓÔÓÈÛÌÔ‡˜ ·Ó¿ÏÔÁ· Ì ÙȘ ·Ó¿ÁΘ Ù˘ ÔÈÎÔÁ¤ÓÂÈ¿˜ Û·˜ Î·È Ó· ÂÎÙ˘ÒÛÂÙ ÙÔ Û˘Ì‚fiÏ·ÈÔ ·˘Ùfi ÁÈ· ÚÔÛˆÈ΋ ¯Ú‹ÛË. MfiÏȘ fiÏÔÈ ÛÙËÓ ÔÈÎÔÁ¤ÓÂÈ· Û˘ÌʈӋÛÔ˘Ó Ì ÙÔ˘˜ fiÚÔ˘˜ Î·È ˘ÔÁÚ¿„Ô˘Ó ÙÔ ÔÈÎÔÁÂÓÂÈ·Îfi Û˘Ì‚fiÏ·ÈÔ ¯Ú‹Û˘ ÙÔ˘ Internet, ÌÔÚ›Ù ӷ ÎÔÏÏ‹ÛÂÙ ٷ Û˘Ì‚fiÏ·È· Ï¿È Û οı ˘ÔÏÔÁÈÛÙ‹ ÙÔ˘ ÛÈÙÈÔ‡, ÒÛÙ ӷ ˘ÂÓı˘Ì›˙ÂÙ Û fiÏÔ˘˜ ÙÔ˘˜ ÔÈÎÔÁÂÓÂÈ·ÎÔ‡˜ ηÓfiÓ˜ ¯Ú‹Û˘ Î·È Û˘ÌÂÚÈÊÔÚ¿˜ ÛÙÔ Internet. ™˘Ì‚fiÏ·ÈÔ Î·ÓfiÓˆÓ Û˘ÌÂÚÈÊÔÚ¿˜ ÛÙÔ Internet YfiÛ¯ÔÌ·È: N· Û˘˙ËÙ‹Ûˆ Ì ÙÔ˘˜ ÁÔÓ›˜ ÌÔ˘ ÁÈ· Ó· Ì¿ıˆ ÙÔ˘˜ ηÓfiÓ˜ ¯Ú‹Û˘ ÙÔ˘ Internet, Ô˘ ÂÚÈÏ·Ì‚¿ÓÔ˘Ó ÙȘ ÙÔÔıÂۛ˜ Ô˘ ÂÈÙÚ¤ÂÙ·È Ó· ÂÈÛÎÂÊıÒ, ÙÈ ÌÔÚÒ Ó· οӈ, fiÙ ÌÔÚÒ Ó· Û˘Ó‰ÂıÒ ÛÙÔ Internet Î·È ÁÈ· fiÛË ÒÚ· ÌÔÚÒ Ó· ·Ú·Ì›ӈ Û˘Ó‰Â‰Â̤ÓÔ˜ ( ___ ÏÂÙ¿ ‹ ___ ÒÚ˜). ¶ÔÙ¤ Ó· ÌËÓ ·ÔηχÙˆ ÚÔÛˆÈο ‰Â‰Ô̤ӷ, fiˆ˜ Ë ‰È‡ı˘ÓÛË ÙÔ˘ ÛÈÙÈÔ‡, Ô ·ÚÈıÌfi˜ ÙËÏÂÊÒÓÔ˘, Ë ‰È‡ı˘ÓÛË ÂÚÁ·Û›·˜ ÙˆÓ ÁÔÓ¤ˆÓ ÌÔ˘ ‹ Ô ·ÚÈıÌfi˜ ÙËÏÂÊÒÓÔ˘, ·ÚÈıÌÔ› ÈÛÙˆÙÈÎÒÓ Î·ÚÙÒÓ ‹ ÙÔ fiÓÔÌ· ÙÔ˘ Û¯ÔÏ›Ԣ ÌÔ˘, ¯ˆÚ›˜ ÙËÓ ¿‰ÂÈ· ÙˆÓ ÁÔÓ¤ˆÓ ÌÔ˘. ¶¿ÓÙ· Ó· ÂÓËÌÂÚÒÓˆ ·Ì¤Ûˆ˜ ÙÔ˘˜

ÁÔÓ›˜ ÌÔ˘ Â¿Ó ‰ˆ ‹ Ï¿‚ˆ οÙÈ ·fi ÙÔ Internet Ô˘ Ì ÂÓԯϛ ‹ ÓÔÈÒıˆ fiÙÈ Ì ·ÂÈÏ›. ™Â ·˘Ù¿ Û˘ÁηٷϤÁÔÓÙ·È ÌËӇ̷ٷ ËÏÂÎÙÚÔÓÈÎÔ‡ Ù·¯˘‰ÚÔÌ›Ԣ, ÙÔÔıÂۛ˜ Web ‹ ·ÎfiÌË Î·È Î¿ÙÈ ÛÙËÓ Ù·ÎÙÈ΋ ·ÏÏËÏÔÁÚ·Ê›· Ì ‰È·‰ÈÎÙ˘·ÎÔ‡˜ Ê›ÏÔ˘˜. ¶ÔÙ¤ ‰ÂÓ ı· Û˘ÌʈӋۈ Ó· Û˘Ó·ÓÙ‹Ûˆ οÔÈÔÓ Ô˘ ÁÓÒÚÈÛ· ÛÙÔ Internet, ¯ˆÚ›˜ ÙËÓ ¿‰ÂÈ· ÙˆÓ ÁÔÓ¤ˆÓ ÌÔ˘. ¶ÔÙ¤ ‰ÂÓ ı· ÛÙ›ψ ʈÙÔÁڷʛ˜ ÙÔ˘ ·˘ÙÔ‡ ÌÔ˘ ‹ ¿ÏÏˆÓ ÌÂÏÒÓ Ù˘ ÔÈÎÔÁ¤ÓÂÈ·˜ Û ¿ÏÏÔ˘˜ ̤ۈ ÙÔ˘ Internet ‹ Ì ÙËÓ Ù·ÎÙÈ΋ ·ÏÏËÏÔÁÚ·Ê›·, ¯ˆÚ›˜ ÙËÓ ¿‰ÂÈ· ÙˆÓ ÁÔÓ¤ˆÓ ÌÔ˘. ¶ÔÙ¤ ‰ÂÓ ı· ·Ôηχ„ˆ ÙÔ˘˜ Έ‰ÈÎÔ‡˜ ÚfiÛ‚·Û˘ ÛÙÔ Internet ÛÂ Î·Ó¤Ó·Ó (Ô‡ÙÂ Î·È ÛÙÔ˘˜ ηχÙÂÚÔ‡˜ ÌÔ˘ Ê›ÏÔ˘˜), ·Ú¿ ÌfiÓÔ ÛÙÔ˘˜ ÁÔÓ›˜ ÌÔ˘. N· ÌËÓ Î¿Óˆ Ù›ÔÙ· Ô˘ ÌÔÚ› Ó· ÚÔÛ‚¿ÏÂÈ ‹ Ó· ÂÍÔÚÁ›ÛÂÈ ¿ÏÏÔ˘˜ ‹ Â›Ó·È ·Ú¿ÓÔÌÔ. ¶ÔÙ¤ ‰ÂÓ ı· οӈ Ï‹„Ë, ‰ÂÓ ı· ÂÁηٷÛÙ‹Ûˆ Î·È ‰ÂÓ ı· ·ÓÙÈÁÚ¿„ˆ ÔÙȉ‹ÔÙ ·fi οÔÈÔ ‰›ÛÎÔ ‹ ·fi ÙÔ Internet ¯ˆÚ›˜ Ó· ¿Úˆ ¿‰ÂÈ·. ¶ÔÙ¤ Ó· ÌËÓ Î¿Óˆ οÙÈ ÛÙÔ Internet Ô˘ ÎÔÛÙ›˙ÂÈ ¯Ú‹Ì·Ù·, ¯ˆÚ›˜ ÙËÓ ¿‰ÂÈ· ÙˆÓ ÁÔÓ¤ˆÓ ÌÔ˘. N· ÂÓËÌÂÚÒÛˆ ÙÔ˘˜ ÁÔÓ›˜ ÌÔ˘ ÁÈ· Ù· ÔÓfiÌ·Ù· Û‡Ó‰ÂÛ˘ Î·È Û˘ÓÔÌÈÏ›·˜ ÛÙÔ Internet, Ù· ÔÔ›· Áڿʈ ·Ú·Î¿Ùˆ: .............................................................. ............................................................. .............................................................. ŸÓÔÌ· (·È‰ÈÔ‡) / HÌÂÚÔÌËÓ›· °ÔÓ¤·˜ ‹ ÎˉÂÌfiÓ·˜ / HÌÂÚÔÌËÓ›· ¶ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜ ÌÔÚ›Ù ӷ ‚Ú›Ù ÛÙËÓ ËÏÂÎÙÚÔÓÈ΋ ‰È‡ı˘ÓÛË: http://www.dart.gov.gr/?q=node/9

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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! Fruit Dropping Many of us struggle to eat healthily – getting through those ‘five a day’ can be a real chore. If only fruit and veg could taste a bit more like sweets and chocolate... Well, now it seems they can, if you attend a fruit dropping party. The secret of fruit dropping is the fruit of the West African tree Synsepalum dulcificum. These small red berries are also known as ‘miracle fruit’ or ‘miracle berries’ and, when chewed,

modify the flavour of foods eaten afterwards (the berries themselves do not have a strong taste). The effect, which can last for several hours, is caused by a glycoprotein in the fruit that modifies the perception of bitter and sour flavours by the taste buds. For a modest entrance fee, those attending a fruit dropping (or ‘flavour tripping’) party are given a berry to chew and are then invited to try various foods such as raw lemons, vinegar,

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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.

researched. According to Davies, one of the major causes of this decline in quality is a combination of high demand for output and low levels of staffing. His figures suggest that the average Fleet Street journalist is required to fill three times more space than their equivalent workers twenty years ago. And using a larger font Source: Chambers Wordwatch won’t quite cut it. These Column Editor: Lawrence Mamas (Andrew Betsis ELT) [email protected] pressures result in a new breed – not journalists, but churnalists. The field of journalism has long Tabasco® and brussels sprouts. been the source of new words Apparently lemons taste like and clich?d expressions labelled sugary lemonade, and even the ‘journalese’, yet this is one bitter taste of sprouts is neologism that shows that notransformed into something one is immune to becoming the sweeter. Unfortunately, though, subject of a derogatory fruit dropping may not be entirely good for those of us with nickname! a sweet tooth – the Nubrella transformation of Guinness® The humble umbrella has been into something akin to a with us for thousands of years. Its chocolate milkshake could mean etymology – from the Latin word that our alcohol intake increases ‘umbra’, meaning shade or along with our consumption of shadow – gives us a clue to its fruit and veg. origin. Art from the ancient civilisations of Assyria, Egypt, Churnalism Greece, Rome, China and India A blend of shows prototype umbrellas churn and protecting the great and the good journalism, from the damaging rays of the churnalism was sun. In the UK, sunshades were first coined by de rigueur for upper-class ladies investigative from the 17th century until journalist Nick Victorian times, but, perhaps Davies in his inevitably given our climate, it book Flat Earth was to be the waterproof variety News, which that would become an enduring was published in February this year. It describes what he sees as the falling standards in UK journalism. Of the 2,000 UK news stories surveyed by the research team commissioned by Davies at Cardiff University, 80% were ‘wholly, mainly or partially constructed from secondhand material, provided by news agencies and by the public relations industry.’ Thus churnalism, where stories are churned out rather than properly

and indispensable component of our national costume. Early umbrellas were made from wood, whalebone or cane and were unwieldy and difficult to fold away, but in 1852 a breakthrough was made when a Victorian entrepreneur, Samuel Fox, created the first lightweight, collapsible umbrella frame using hollow flexible wire. The umbrella as we know it today was born. The umbrella has continued to evolve, and one of the latest innovations is the nubrella, a blend word from ‘new’ and ‘umbrella’. Created to fit in with busy 21st-century lifestyles, the nubrella is claimed to be the first truly hands-free umbrella, with special shoulder straps allowing you to juggle your mobile phone and latte while still being protected from the elements. However, it is not the only new type of umbrella available: it is now possible to purchase a ‘bike umbrella’ to clamp to your handlebars, a ‘pet umbrella’ to keep your pooch dry, and a ‘weather forecasting umbrella’ which warns of approaching storms. There is even a prototype high-tech ‘internet umbrella’, complete with wireless internet connection, a built-in camera, GPS and a digital compass – although this is not yet for sale. http://www.dott-com.com/wpcontent/uploads/2008/03/31.jpg photo nubrella

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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

1. «E›Ì·È ÌËÙ¤Ú· ÙÂÏÂÈfiÊÔÈÙ˘ Ï˘Î›Ԣ, Ë ÔÔ›· Â›Ó·È ·ÔÊ·ÛÈṲ̂ÓË Ó· ‰ËÏÒÛÂÈ ÌfiÓÔ ‰‡Ô Û¯ÔϤ˜ Ù˘ ·ÚÂÛΛ·˜ Ù˘, ÔÈ Ôԛ˜ Â›Ó·È Ô‡ ··ÈÙËÙÈΤ˜ ÛÙ· ÌfiÚÈ· Î·È ·ÚÓÂ›Ù·È Ó· ‰ËÏÒÛÂÈ Ô,Ùȉ‹ÔÙ ¿ÏÏÔ. E›Ó·È ·˘Ùfi ηÏfi; K·È ÙÈ ı· Á›ÓÂÈ Â¿Ó ·ÔÙ‡¯ÂÈ;» EϤÓË ¶. K·Ù’ ·Ú¯¿˜ ı· Ú¤ÂÈ Ó· Û˘Á¯·Ú›˜ ÙËÓ ÎfiÚË ÛÔ˘ ÁÈ· ÙÔ Ûı¤ÓÔ˜ Î·È ÙÔÓ ‰˘Ó·ÌÈÛÌfi Ô˘ ÂȉÂÈÎÓ‡ÂÈ ·Ú’ fiϘ ÙȘ ȤÛÂȘ Î·È ÙÔ˘˜ „˘¯ÔÏÔÁÈÎÔ‡˜ Â΂ȷÛÌÔ‡˜ ÙˆÓ ÔÔ›ˆÓ ·ÔÙÂÏ› ÛÙfi¯Ô οı EÏÏËÓfiÔ˘ÏÔ Ô˘ Û˘ÌÌÂÙ¤¯ÂÈ Û ·˘Ù¤˜ ÙȘ ¶·ÓÂÏÏ‹ÓȘ ÂÍÂÙ¿ÛÂȘ ÁÈ· ÙËÓ ÂÈÛ·ÁˆÁ‹ ÛÙËÓ ÙÚÈÙÔ‚¿ıÌÈ· ÂÎ·›‰Â˘ÛË. E›Ó·È Ûı¤ÓÔ˜ Î·È ‰˘Ó·ÌÈÛÌfi˜ Ë ·fiÊ·ÛË Ó· ‰Â¯ı› ÌfiÓÔ Ó· ÂÎ·È‰Â˘ı› ÛÙ· ı¤Ì·Ù· Ù· ÔÔ›· ÙËÓ ÂӉȷʤÚÔ˘Ó Î·È Û ٛÔÙ ¿ÏÏÔ ‰ÈfiÙÈ ·˘Ùfi ÂÎÊÚ¿˙ÂÈ Ì›· ·Ó¿ÁÎË Ó· Â›Ó·È Â˘¯·ÚÈÛÙË̤ÓË Ì ÙÔ ·ÓÙÈΛÌÂÓÔ Ù˘ Î·È ÙÔ ‰›Ô Ù˘ Â·ÁÁÂÏÌ·ÙÈ΋˜ Ù˘ ‰Ú·ÛÙËÚÈfiÙËÙ·˜ (ÙÔ ÔÔ›Ô ÛÙȘ ÂÚÈÛÛfiÙÂÚ˜ ÂÚÈÙÒÛÂȘ ηıÔÚ›˙ÂÙ·È ·fi ÙËÓ ÂÈÛ·ÁˆÁ‹ ÛÙËÓ ÂοÛÙÔÙ ۯÔÏ‹ Ô˘ ÔÈ ¶·ÓÂÏÏ‹ÓȘ ÔÚ›˙Ô˘Ó). A˘Ùfi Â›Ó·È ÌÂÁ¿ÏÔ Â¯¤ÁÁ˘Ô Î·È ÚÔÛÙ·Û›· ·fi ÏËıÒÚ· „˘¯Ô·ıÔÏÔÁÈÒÓ ÔÈ Ôԛ˜ ‰ËÌÈÔ˘ÚÁÔ‡ÓÙ·È ‹ ËÁ¿˙Ô˘Ó ·ÎÚÈ‚Ò˜ ·fi ·˘Ù‹ ÙËÓ Î·Ù·¯ÚËÛÙÈ΋ Î·È ¿ÎÚˆ˜ ·ÓÙÈ-·È‰·ÁˆÁÈ΋, ·ÓÙÈ-ÂÎ·È‰Â˘ÙÈ΋, ·ÓÙÈ-Ù¯ÓÔÎÚ·ÙÈ΋ Î·È ·ÓÙÈ-ÚÔԉ¢ÙÈ΋ ‰È·‰Èηۛ· ÂÈÏÔÁ‹˜ ·ÓıÚˆ›ÓÔ˘ ‰˘Ó·ÌÈÎÔ‡. H ‰È·‰Èηۛ· ·˘Ù‹ ·Ú¿ÁÂÈ „˘¯Ô·ıÔÏÔÁ›Â˜ ÂÂȉ‹ ÂÍ·Ó·Áο˙ÂÈ ¿ÙÔÌ· Ó·ڿ Ù· ÔÔ›· ÁÈ· ‰Ò‰Âη ¯ÚfiÓÈ· ÙÚÔÌÔÎÚ·ÙÔ‡ÓÙ·È Ì ÙËÓ È‰¤· Ù˘ ·ÔÙ˘¯›·˜ (ÛÙËÓ ÌÔÚÊ‹ ÙÔ˘ ηÎÔ‡ ‚·ıÌÔ‡, η΋˜ ‰È·ÁˆÁ‹˜, ‰È¿ÁÓˆÛ˘ ‰˘ÛÏÂÍ›·˜ / Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ, ¤ÏÏÂȄ˘ ÎÈÓ‹ÙÚÔ˘ ‹ ÌË ·ÚÂÛÙ‹˜ / ·Ô‰ÂÎÙ‹˜ ÂÈÏÔÁ‹˜ ÂӉȷʤÚÔÓÙÔ˜ ·fi ÙÔ ÁÔÓÂ˚Îfi, Û˘ÁÁÂÓÈÎfi Î·È Â˘Ú‡ÙÂÚÔ ÂÚÈ‚¿ÏÏÔÓ fiˆ˜ Â›Ó·È ÔÈ Á›ÙÔÓ˜, ÔÈ ÁÓˆÛÙÔ› Î·È ÔÈ Ê›ÏÔÈ) Ó· ‰ÒÛÔ˘Ó ‰ËÌfiÛȘ ÂÍÂÙ¿ÛÂȘ ÔÈ Ôԛ˜ Â›Ó·È ·ÌÊÈ‚fiψ˜ ˘fi ÙÔÓ ¤ÏÂÁ¯Ô ÙˆÓ Ì·ıËÙÒÓ Ó· ÙȘ ÂÚ¿ÛÔ˘Ó Ì ÂÈÙ˘¯›· ·ÊÔ‡ Û ÔÏÏ¿ Ì·ı‹Ì·Ù·, fiˆ˜ .¯. Ù· AÁÁÏÈο, ‰ÂÓ Á›ÓÂÙ·È ÍÂοı·ÚÔ Î·È ·ÓÙÈÎÂÈÌÂÓÈο ÌÂÙÚ‹ÛÈÌÔ Î·È ·ÍÈÔÏÔÁ‹ÛÈÌÔ ÙÔ Â›Â‰Ô Ô˘ ··ÈÙÂ›Ù·È ÁÈ· ÙÔÓ ÔÏ˘fiıËÙÔ ‚·ıÌfi 20 /20. ŸÌˆ˜ ·˘Ù‹ Ë ÛÙËÓ Î·Ï‡ÙÂÚË ÂÚ›ÙˆÛË ·Û·Ê‹˜ / ÁÎÚ› ‰È·‰Èηۛ· ÙˆÓ ¶·ÓÂÏÏËÓ›ˆÓ, Ë ÔÔ›· ı· ¤ÚÂ ӷ ¤¯ÂÈ ··ÍȈı› ·fi ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Î·È ÁÔÓ›˜ ÏfiÁˆ Ù˘ ·ÓÙÂÏÔ‡˜ ·ÔÙ˘¯›·˜ Ó· ·ÔÙÂÏ› ·ÍÈfiÈÛÙÔ Î·È ‰›Î·ÈÔ ‰Â›ÎÙË Ù˘ Â›‰ÔÛ˘ ÙˆÓ ÌÂÏÏÔÓÙÈÎÒÓ ÛÔ˘‰·ÛÙÒÓ / ÊÔÈÙËÙÒÓ, ·ÔÙÂÏ› ‰ËÌfiÛÈ· ·Ú¤Ó· ÛÙËÓ ÔÔ›· ÙÔ ¿ÙÔÌÔ ÂϤÁ¯ÂÙ·È ˆ˜ ˘fiÛÙ·ÛË Î·È ÚÔÛˆÈ΋ ·Í›· Î·È ÛÙËÓ ÔÔ›· ÔÈ ÌË ÂÈÙ˘¯fiÓÙ˜ ˘fiÎÂÈÓÙ·È ‰ËÌfiÛÈ· ‰È·fiÌ¢ÛË ·fi Û˘ÁÁÂÓ›˜ Î·È Ê›ÏÔ˘˜ ˆ˜ ‘ÂÈÎ˘ÚˆÌ¤ÓÔÈ ·ÔÙ˘¯Ë̤ÓÔÈ’ Î·È ϤÔÓ Î·ÙËÁÔÚÈÔÔÈË̤ÓÔÈ ˆ˜ ‰Â‡ÙÂÚ˘ ηÙËÁÔÚ›·˜ Ôϛ٘ Ú›Ó Î·Ó ·ÔÎÙ‹ÛÔ˘Ó ÙËÓ Ï‹ÚË Ù·˘ÙfiÙËÙ· ÙÔ˘ ÔÏ›ÙË. ŸÏÔ ·˘Ùfi ÙÔ ÔÔ›Ô ÂÚȤÁÚ·„· Â›Ó·È Ì›· ‘ÊÔ‡Ûη’, Ì›· ÙÂÚ¿ÛÙÈ· ÎÔÚÔ˚‰›· ÛÙËÓ ÔÔ›· ·Áȉ‡ÔÓÙ·È ÂÁÎÏËÌ·ÙÈο ÔÏÏÔ› ÔÏÏ¿ ˘ÔÛ¯fiÌÂÓÔÈ ¿ÓıÚˆÔÈ, ÔÈ ÔÔ›ÔÈ ı· ¯ÚÂÈ·ÛÙÔ‡Ó ÔÏÏ‹ ‚Ô‹ıÂÈ· Â¿Ó ÙËÓ ‚ÚÔ‡Ó Ó· ÍÂÂÚ¿ÛÔ˘Ó ·˘Ù‹Ó ÛÙ¿Ì· – Ê¿ÓÙ·ÛÌ· Ô˘ ÙÔ˘˜ ηٷ‰ÈÒÎÂÈ ·ÎfiÌ· Î·È fiÙ·Ó ˆ˜ ÂÓ‹ÏÈΘ ηٷÍȈıÔ‡Ó ˆ˜ ÂÈÙ˘¯Ë̤ÓÔÈ ÂȯÂÈÚË̷ٛ˜, ÂÈÛÙ‹ÌÔÓ˜ Î·È ¿ÓıÚˆÔÈ. °È· Ó· ·ÔʇÁÔ˘Ó ÙËÓ ÛÙ¿Ì· ÙÔ˘ ‘‰ÂÓ ¤Ú·Û· ÛÙȘ ¶·ÓÂÏÏ‹ÓȘ Ì ÙËÓ ÚÒÙË’ ÔÏÏÔ› Û˘Ì‚È‚¿˙ÔÓÙ·È Ì ÙÔ Ó· ÂÚ¿ÛÔ˘Ó / ÁÚ·ÊÙÔ‡Ó Û ¿ÏϘ Û¯ÔϤ˜ (Ì ·ÚÔ˜ ‹ fi¯È) ÔÈ Ôԛ˜ ‰ÂÓ ÙÔ˘˜ ÂӉȷʤÚÔ˘Ó Î·È ÂÈϤÔÓ ·ÔÎÙÔ‡Ó ÙÔÓ ¿Û¯ËÌÔ Û˘Ì‚ÔÏÈÛÌfi fiÙÈ Â›Ó·È Ë Û¯ÔÏ‹ Ù˘ ‰Â‡ÙÂÚ˘ / ÙÚ›Ù˘ ÂÈÏÔÁ‹˜ Ô˘ ÎÚ‡‚ÂÈ ÙËÓ ·ÔÙ˘¯›· ÙÔ˘˜.

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.

A˘Ùfi ·Ú¿ÁÂÈ ‰˘ÛÙ˘¯Â›˜ ·ÓıÚÒÔ˘˜ Ô˘ fiÛÔ Î·È Â¿Ó ÂÙ‡¯Ô˘Ó Û ·˘ÙfiÓ ÙÔÓ ¿ÏÏÔÓ ÙÔ̤· Ô˘ ÔÈ ¶·ÓÂÏÏ‹ÓȘ ÙÔ˘˜ ‰ÈÔ¯¤ÙÂ˘Û·Ó ‰ÂÓ ÌÔÚÔ‡Ó Ó· ηÚˆıÔ‡Ó ÙÔ˘˜ ηÚÔ‡˜ ÙˆÓ ÎfiˆÓ ÙÔ˘˜ Î·È Î¿ı ‘ÌÚ¿‚Ô’ Ô˘ ·ÎÔÏÔ˘ı› ÙÔ ıˆÚÔ‡Ó ¤Ó· ·ÎfiÌ· ÛÙÔÏ›‰È ÛÙÔ ·Ú·‚¿Ó ·˘Ùfi Ô˘ ÎÚ‡‚ÂÈ ÙËÓ ·ÔÙ˘¯›· Ù˘ ˙ˆ‹˜ Ô˘ ˘¤ÛÙËÛ·Ó ÛÙ· 17 ÙÔ˘˜ ¯ÚfiÓÈ·. A˘Ùfi ÙÔ ÔÔ›Ô ¤¯ÂÈ ÂÙ‡¯ÂÈ Ë ÎfiÚË ÛÔ˘ Î·È ÙÔ ÔÔ›Ô Â›Ó·È Â¯¤ÁÁ˘Ô fiÙÈ ı· ‰È·Ú¤„ÂÈ ÛÙËÓ ˙ˆ‹ Ù˘ Â¿Ó ÙÔ Û˘Ó¯›ÛÂÈ Â›Ó·È fiÙÈ ¤¯ÂÈ ·ÔÊ·Û›ÛÂÈ Ó· ÌËÓ ÂÓ‰ÒÛÂÈ Û ¤Ó·Ó Â΂ȷÛÌfi Ô ÔÔ›Ô˜ Â›Ó·È „‡ÙÈÎÔ˜ Î·È Ó· ‰Â¯ı› Ó· ·Û¯ÔÏËı› Ì οÙÈ ÙÔ ÔÔ›Ô ı· Ù˘ Â›Ó·È ·¯ı¤˜ ÁÈ· fiÏË Ù˘ ÙË ˙ˆ‹. A˘Ùfi ÙÔ ÔÔ›Ô ÔÊ›ÏÂȘ ÂÛ‡ ˆ˜ ÌËÙ¤Ú· Ó· οÓÂȘ Â›Ó·È Ó· ÙËÓ Û˘Á¯·Ú›˜ Î·È Ó· ÙËÓ ÂÓ‰˘Ó·ÌÒÛÂȘ Û ·˘Ù‹Ó ÙËÓ ı·ÚڷϤ· ÛÙ¿ÛË ÒÛÙ ӷ ÌËÓ Ï˘Á›ÛÂÈ Î·È ÒÛÙ ӷ ηٷϿ‚ÂÈ ·ÎÚÈ‚Ò˜ ÙÈ ÎÂÚ‰›˙ÂÈ (Î·È Ô˘ ÙÔ ¯¿ÓÔ˘Ó ÔÈ ¿ÏÏÔÈ Ô˘ ‰ÂÓ ÙÔ Î¿ÓÔ˘Ó ·˘Ùfi) Ì ÙËÓ ÂÈÏÔÁ‹ Ù˘. ø˜ ÁÔÓ¤·˜ ı· ÙËÓ Î·ıÔ‰ËÁ‹ÛÂȘ ÛÙÔ ‰Â‡ÙÂÚÔ ÌÈÛfi ·˘Ù‹˜ Ù˘ ÛÙÚ·ÙËÁÈ΋˜ Î·È ı¤Û˘ ˙ˆ‹˜ Ô˘ ÙËÓ ÙÂÏÂÈÔÔÈ› Î·È ÂÍ·ÛÊ·Ï›˙ÂÈ ÂÈÙ˘¯›· ¯ˆÚ›˜ Û˘Ì‚È‚·ÛÌÔ‡˜ ÁÈ· fiÔÈÔÓ ¤¯ÂÈ ÙÔ Ûı¤ÓÔ˜ Ó· ÙËÓ ·ÎÔÏÔ˘ı›. A˘Ùfi ı· ÙÔ ‰Ô‡Ì ÛÙÔ ÂfiÌÂÓÔ ¿ÚıÚÔ. 2. «E›Ì·È ÌËÙ¤Ú· ÙÂÏÂÈfiÊÔÈÙ˘ Ï˘Î›Ԣ Ë ÔÔ›· Â›Ó·È ·ÔÊ·ÛÈṲ̂ÓË Ó· ‰ËÏÒÛÂÈ ÌfiÓÔ ‰‡Ô Û¯ÔϤ˜ Ù˘ ·ÚÂÛΛ·˜ Ù˘ ÔÈ Ôԛ˜ Â›Ó·È Ô‡ ··ÈÙËÙÈΤ˜ ÛÙ· ÌfiÚÈ· Î·È ·ÚÓÂ›Ù·È Ó· ‰ËÏÒÛÂÈ Ô,Ùȉ‹ÔÙ ¿ÏÏÔ. E›Ó·È ·˘Ùfi ηÏfi ; K·È ÙÈ ı· Á›ÓÂÈ Â¿Ó ·ÔÙ‡¯ÂÈ;» EϤÓË ¶. (Û˘Ó¤¯ÂÈ· ÙÔ˘ ÚÔËÁÔ˘Ì¤ÓÔ˘ „˘¯ÔÁÚ·Ê‹Ì·ÙÔ˜)

™ÙÔ ÚÔËÁÔ‡ÌÂÓÔ ¿ÚıÚÔ Â›¯·Ì ‰Â›ÍÂÈ fiÙÈ ÔÈ ¶·ÓÂÏÏ‹ÓȘ ÂÍÂÙ¿ÛÂȘ ·ÔÙÂÏÔ‡Ó Ì›· ÔÊı·ÏÌ·¿ÙË Ë ÔÔ›· ·ÔÂÈÚ¿Ù·È (Î·È Û ÔÏϤ˜ ÂÚÈÙÒÛÂȘ ÂÙ˘¯·›ÓÂÈ) Ó· ηÙËÁÔÚÈÔÔÈ‹ÛÂÈ ¿ÙÔÌ· Ù· ÔÔ›· ·ÎfiÌ· ‰ÂÓ ¤¯Ô˘Ó ‰Â›ÍÂÈ ‰Â›ÁÌ· ÁÚ·Ê‹˜ ˆ˜ ÂÓ‹ÏÈΘ Î·È Â·ÁÁÂÏ̷ٛ˜ Û Ôϛ٘ ÚÒÙ˘, ‰Â‡ÙÂÚ˘ Î·È ÙÚ›Ù˘ ‰È·ÏÔÁ‹˜. ¢Â›Í·Ì Â›Û˘ fiÙÈ ·˘Ùfi Â›Ó·È ¿ÎÚˆ˜ ·Ó·ÏËı¤˜ ·ÏÏ¿ ·Ú’ fiÏË ÙËÓ ·Ó·ÎÚ›‚ÂÈ· ÙÔ˘ ÎϤ‚ÂÈ ·fi Ù· ¿ÙÔÌ· Ô˘ ˘fiÎÂÈÓÙ·È ÛÙËÓ ‰È·‰Èηۛ· ÙˆÓ ¶·ÓÂÏÏËÓ›ˆÓ ÙËÓ ÈηÓÔÔ›ËÛË Î·È ·›ÛıËÛË ÂÈÙ˘¯›·˜ ·fi οı ̛· ÌÂÏÏÔÓÙÈ΋ ηٿÎÙËÛË ˙ˆ‹˜. O ÙÚfiÔ˜ Ó· ·ÔÊ¢¯ı› ·˘Ùfi Û›ÁÔ˘Ú· (›Ù ÙÔ ¿ÙÔÌÔ ÂÙ‡¯ÂÈ ÙÔÓ ÛÙfi¯Ô ÙÔ˘ Ì ÙËÓ ÚÒÙË Â›Ù fi¯È) Â›Ó·È Î·Ù’ ·Ú¯¿˜ Ë ·fiÊ·ÛË Î·È ÏÔÁÈ΋ Ô˘ ¤¯ÂÈ Ë ÎfiÚË Ù˘ EϤÓ˘ ÛÙÔ Ó· ÌËÓ ıÂÏ‹ÛÂÈ Â’ Ô˘‰ÂÓ› Ó· Û˘Ì‚È‚·ÛÙ› Ì ̛· Û¯ÔÏ‹ Î·È ¤Ó· Â¿ÁÁÂÏÌ· ÙÔ ÔÔ›Ô ‰ÂÓ ÙËÓ ÂӉȷʤÚÂÈ. TÔ ˘fiÏÔÈÔ ¤ÁÎÂÈÙ·È ÛÙÔ˘˜ ›‰ÈÔ˘˜ ÙÔ˘˜ ÁÔÓ›˜ ÙˆÓ ‰È·ÁˆÓÈ˙ÔÌ¤ÓˆÓ ÌÂÏÏÔÓÙÈÎÒÓ ÊÔÈÙËÙÒÓ Ó· ÙÔ˘˜ ‰Â›ÍÔ˘Ó ÙËÓ ÌÂıÔ‰ÔÏÔÁ›· Î·È ÙËÓ ÊÈÏÔÛÔÊ›· Ì ÙËÓ ÔÔ›· ı· Ú¤ÂÈ Ó· ·ÓÙÈÌÂÙˆ›ÛÔ˘Ó ¤Ó·Ó ¿‰ÈÎÔ Î·È Î·Ù·¯ÚËÛÙÈÎfi ıÂÛÌfi fiˆ˜ ÔÈ ¶·ÓÂÏÏ‹ÓȘ. TÈ ÏÔÈfiÓ ı· Ú¤ÂÈ Ó· οÓÔ˘Ó ÔÈ ÁÔÓ›˜; 1. ™˘Á¯·›ÚÔ˘Ì ٷ ·È‰È¿ Ì·˜ ÁÈ· ÙËÓ ÂÈ-

ÏÔÁ‹ Ô˘ ¤¯Ô˘Ó οÓÂÈ Î·È / ‹ Û˘˙ËÙ¿Ì ÙËÓ ÂÈÏÔÁ‹ ÙÔ˘˜ ÒÛÙ ӷ ÛÈÁÔ˘Ú¢Ù› Î·È Ô ÛÔ˘‰·ÛÙ‹˜ Î·È ÂÌ›˜ fiÙÈ Ú·ÁÌ·ÙÈο ·˘Ùfi Â›Ó·È Ô˘ ı¤ÏÂÈ (Î·È Ó· ·ÔʇÁÔ˘Ì ӷ ‰ËÏÒÛÂÈ ÙÔ ·È‰› Ì·˜ οÙÈ Ô˘ ‰ÂÓ ÙÔ˘ ·Ú¤ÛÂÈ ·ÏÏ¿ ÙÔ˘ Ê·›ÓÂÙ·È ÈÔ Â‡ÎÔÏÔ ·fi ·˘Ùfi Ô˘ Ú·ÁÌ·ÙÈο ı¤ÏÂÈ ‹ οÙÈ ÙÔ ÔÔ›Ô ÓÔÌ›˙ÂÈ fiÙÈ ı¤ÏÂÈ ·ÏÏ¿ ‰ÂÓ ¤¯ÂÈ Î·Ù·Ï¿‚ÂÈ ÙÈ ÂÌÂÚȤ¯ÂÈ). ™Â ÂÚ›ÙˆÛË Ô˘, Ôχ ÏÔÁÈο ÏfiÁˆ ËÏÈΛ·˜, ÙÔ ·È‰› Ì·˜ Ú·ÁÌ·ÙÈο ‰ÂÓ Í¤ÚÂÈ ÙÈ ı· ÙÔ˘ ¿ÚÂÛÂ Û˘˙ËÙ¿Ì ÔÈ· Â›Ó·È Ù· ÂӉȷʤÚÔÓÙ· ÙÔ˘ ÒÛÙ ӷ ‚¿ÏÂÈ Ì›· Áο̷ Û¯ÔÏÒÓ Ì ÙËÓ Û·Ê‹ ÂÍ‹ÁËÛË fiÙÈ fiÔ˘ Î·È Â¿Ó ÂÚ¿ÛÂÈ Â›Ó·È ÂÈÙ˘¯›· ·ÏÏ¿ fi¯È ÁÚ·Ì̤ÓÔ Û ¤ÙÚ· (‰ËÏ·‰‹, ·Ó ‰ÔÎÈÌ¿ÛÂÈ Î·È ‰ÂÓ ÙÔ˘ ·Ú¤ÛÂÈ Â›Ó·È Ôχ ÏÔÁÈÎfi Î·È ¿ÎÚˆ˜ ÂÈı˘ÌËÙfi Î·È ÂȂ‚ÏË̤ÓÔ Ó· ·ÏÏ¿ÍÂÈ ÛÙÔ Ì¤ÏÏÔÓ). 2. EÍËÁԇ̠ÛÙÔ ·È‰› Ì·˜ fiÙÈ ÔÈ ¶·ÓÂÏÏ‹ÓȘ ‰ÂÓ Â›Ó·È Î¿ÔÈÔ˘ ›‰Ô˘˜ ‰ÈηÛÙ‹ÚÈÔ ÙÔ ÔÔ›Ô ı· ·ÔÊ·Óı› Â¿Ó ·Í›˙ÂÈ ‹ fi¯È ˆ˜ ¿ÙÔÌÔ Î·È Ì˘·Ïfi ·ÏÏ¿ Ì›· η΋ ‰È·‰Èηۛ· Ë ÔÔ›· ÂÊ·ÚÌfi˙ÂÙ·È ·ÎfiÌ· ¯ÂÈÚfiÙÂÚ· ηٷ·ÙÒÓÙ·˜ ÏËıÒÚ· ·ÓıÚˆ›ÓˆÓ ‰ÈÎ·ÈˆÌ¿ÙˆÓ ÙÔ˘ ·È‰ÈÔ‡ Ì·˜ Ù· ÔÔ›· ÙÔ ÎÚ¿ÙÔ˜ ¤¯ÂÈ ‰ÂÛÌ¢Ù› Î·È ÏËÚÒÓÂÙ·È Ó· ÚÔÛٷهÂÈ Î·È Ë ÔÔ›· ‰ÂÓ Â›Ó·È Ù›ÔÙ ¿ÏÏÔ ÁÈ· ÙÔ ·È‰› Ì·˜ ·Ú¿ Ì›· Úfi‚· ‘Ù˙ÂÓÂÚ¿ÏÂ’ Î·È Ì›· ÂÍ¿ÛÎËÛË ÁÈ· ÙËÓ ÂÈÙ˘¯‹ ·ÓÙÈÌÂÙÒÈÛË Ù¤ÙÔÈÔ˘ ›‰Ô˘˜ ıÂÛÌÒÓ Ô˘ ÔÈ ÂÓ‹ÏÈÎÔÈ ·Ó·Áο˙ÔÓÙ·È Ó· ·ÓÙÈÌÂÙˆ›ÛÔ˘Ó Î·ıËÌÂÚÈÓ¿ (fi¯È ¿ÓÙ· ÂÈÙ˘¯Ò˜). 3. EÍËÁԇ̠ÛÙÔ ·È‰› Ì·˜ fiÙÈ Ë ÛˆÛÙ‹ ÌÂıÔ‰ÔÏÔÁ›· ·ÓÙÈÌÂÙÒÈÛ˘ ÙˆÓ ¶·ÓÂÏÏËÓ›ˆÓ Â›Ó·È ÛÙËÓ ·fiÊ·ÛË Î·È ‰¤ÛÌ¢ÛË fiÙÈ ‘‚Ú¤ÍÂÈ-¯ÈÔÓ›ÛÂÈ’ ı· ÂÚ¿ÛÂÈ ÛÙÔÓ ÙÔ̤· Ô˘ ı¤ÏÂÈ ¿Û¯ÂÙ· Â¿Ó ‰ÂÓ ÙÔ˘ ‘‚Á›’ Ì ÙËÓ ÚÒÙË. YÂÓı˘Ì›˙Ô˘Ì ÛÙÔ ·È‰› Ì·˜ fiÙÈ ÙÔ ‚·ÛÈÎfi

ÎÔÈÓfi ÁÓÒÚÈÛÌ· fiÏˆÓ ÙˆÓ È‰ÈÔÊ˘ÒÓ Â›Ó·È Ë ÙÂÚ¿ÛÙÈ· ÂÈÌÔÓ‹ ÛÙËÓ Â·Ó¿ÏË„Ë ÙˆÓ ÚÔÛ·ıÂÈÒÓ ÁÈ· ÙËÓ Â›Ù¢ÍË ÂÓfi˜ ÛÙfi¯Ô˘ Î·È Ë ·‰È¿ÛÂÈÛÙË ÛÈÁÔ˘ÚÈ¿ Î·È ÂÌÈÛÙÔÛ‡ÓË fiÙÈ Ë ÂÈÙ˘¯›· Â›Ó·È ÌfiÓÔ ı¤Ì· ¯ÚfiÓÔ˘ Î·È ÌÂıfi‰Ô˘. 4. ŸÙ·Ó ÙÔ ·È‰› Ì·˜ ·ÓËÛ˘¯‹ÛÂÈ ‹ ÂÎÊÔ‚ÈÛı› ‹ ˘ÔÛÙ› Â›ıÂÛË ·fi Û˘ÁÁÂÓ›˜, Ê›ÏÔ˘˜, ηıËÁËÙ¤˜, Û˘ÌÌ·ıËÙ¤˜, ÙËÏÂfiÚ·ÛË, Î.Ï. fiÙÈ ‘ÂÚÓÔ‡Ó Ù· ¯ÚfiÓÈ·’, ‘¯¿Óˆ ÙËÓ ˙ˆ‹ ÌÔ˘’, ‘̤ӈ ›Ûˆ’, ‘ı· ¯¿Ûˆ ÙÔ ÙÚ·›ÓÔ / ÙËÓ Â˘Î·ÈÚ›·’ Î.Ï. ı· ÙÔ˘ ԇ̠fiÙÈ Ù· ¯ÚfiÓÈ· ‰ÂÓ ÂÚÓÔ‡Ó ÁÈ· Î·Ó¤Ó·Ó Î·È fiÛÔ Ì¿ÏÏÔÓ ÁÈ· οÔÈÔÓ Ô˘ ‰ÂÓ Â›Ó·È Ô‡Ù 25 ÂÙÒÓ, fiÙÈ fiÏÔÈ ÔÈ ÛËÌ·ÓÙÈÎÔ› ·Ú¿ÁÔÓÙ˜ Ù˘ ÎÔÈÓˆÓ›·˜ Î·È Ù˘ ·ÁÎfiÛÌÈ·˜ ·ÓıÚÒÈÓ˘ ‰È·ÓfiËÛ˘ ‰ËÌÈÔ˘ÚÁÔ‡Ó (Î·È ÂÈÛ·ÎÔ‡ÔÓÙ·È) ÙÔ ÓˆÚ›ÙÂÚÔ ÛÙ· Û·Ú¿ÓÙ· ÙÔ˘˜ Î·È fiÙÈ ÙÔ ÌfiÓÔ Ô˘ ÚÔÛ·ıÔ‡Ó fiÏÔÈ ·˘ÙÔ› Ô˘ ÂÎÊÔ‚›˙Ô˘Ó ÙÔ ·È‰› Ì·˜ (Î·È ÂÌ¿˜) Â›Ó·È Ó· ÙÔ ·ÔÚÔÛ·Ó·ÙÔÏ›ÛÔ˘Ó Î·È Ó· ÙÔ Î¿ÓÔ˘Ó ÁÈ· 24 Ì‹Ó˜ ÙÔ Ôχ Ó· ÂÙ¿ÍÂÈ ·fi ÙÔ ·Ú¿ı˘ÚÔ Ì›· ÔÏfiÎÏËÚË ˙ˆ‹. 5. EÍËÁԇ̠ÛÙÔ ·È‰› Ì·˜ fiÙÈ ı· ¤¯ÂÈ ÎÂÚ‰›ÛÂÈ ·fi ·˘Ù‹Ó ÙËÓ Ó·ڋ ËÏÈΛ· ÙÔ ·È¯Ó›‰È Ù˘ ˙ˆ‹˜ Â¿Ó ‰ÂÓ ·ÔÚÔÛ·Ó·ÙÔÏÈÛÙ› ·fi ÙÔÓ ÛÙfi¯Ô ÙÔ˘ Ó· ÂÚ¿ÛÂÈ ÂΛ Ô˘ ı¤ÏÂÈ Î·È ÌfiÓÔ, ‰ÂÓ ·Ú·ÈÙËı› ·fi ÙȘ ÂȉÈÒÍÂȘ ÙÔ˘ Î·È ‰ÂÓ ·Ê‹ÛÂÈ ·fi Êfi‚Ô Ó· Û˘Ì‚È‚·Ûı›. TÔ˘ ÂÍËÁԇ̠fiÙÈ ¤Ó·˜ ¿ÓıÚˆÔ˜ ÌÔÚ› Ó· ¤¯ÂÈ ÔÏÏÔ‡˜ ÛÙfi¯Ô˘˜ Î·È Ó· οÓÂÈ ÔÏÏ¿ Ú¿ÁÌ·Ù· Ù·˘Ùfi¯ÚÔÓ· (Ó· ·Ú¯›ÛÂÈ Ó· ÁÓˆÚ›˙ÂÈ ÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜, Ó· ÂÈÚ·Ì·Ù›˙ÂÙ·È Ì ÙÚfiÔ˘˜ ˙ˆ‹˜, Î.¿.) ·ÏÏ¿ Û η̛· ÂÚ›ÙˆÛË ‰ÂÓ ÂÈÙÚ¤ÂÙ·È Ó· ÛÙ·Ì·Ù‹ÛÂÈ Ó· ÛÙԯ‡ÂÈ ÛÔ‚·Ú¿ ÁÈ· ·˘Ùfi ÙÔ ÔÔ›Ô ¤¯ÂÈ ÂÈϤÍÂÈ Î·È ı· ÙÔÓ ÔÏÔÎÏËÚÒÛÂÈ. ŒÙÛÈ Ì›· ‰È·‰Èηۛ· Ë ÔÔ›· ÁÈ· ÙÔ˘˜ ÂÚÈÛÛfiÙÂÚÔ˘˜ Â›Ó·È ÙÚ·˘Ì·ÙÈ΋ ÂÌÂÈÚ›· Ô˘ ÙÔ˘˜ ηıÈÛÙ¿ „˘¯ÔÏÔÁÈο ·Ó¿ËÚÔ˘˜, ÁÈ· ÂÌ¿˜ Î·È ÁÈ· ÙÔ ·È‰› Ì·˜ ı· Â›Ó·È Ì›· ÂÔÈÎÔ‰ÔÌËÙÈ΋ Î·È ¿ÎÚˆ˜ ÂÓ‰˘Ó·ÌˆÙÈ΋ ÂÌÂÈÚ›· ·ÊÔ‡ ̤۷ ·fi ·˘Ù‹Ó ı· ¤¯Ô˘Ì ηÙÔÚıÒÛÂÈ Ó· οÓÔ˘Ì ·˘Ùfi ÙÔ ÔÔ›Ô ÂÌ›˜ ı¤ÏÔ˘Ì ¯ˆÚ›˜ Ó· Ì·˜ ÂËÚ¿ÛÂÈ Î·È Ó· Ì·˜ ÂÍ·Ó·ÁοÛÂÈ Î·Ó›˜, ÂÓ¿ÓÙÈ· ÛÙȘ ÂȉÈÒÍÂȘ ÂÓfi˜ ÎÔÏÔÛÛÔ‡ ÙÔ˘ Û˘ÛÙ‹Ì·ÙÔ˜ Ô˘ ϤÁÂÙ·È EÎ·›‰Â˘ÛË. EÌ›˜ Î·È ÙÔ ·È‰› Ì·˜ Ì ·˘Ù‹ ÙËÓ ‰È·‰Èηۛ· ¤¯Ô˘Ì Á›ÓÂÈ EχıÂÚÔÈ, AÓÂÍ¿ÚÙËÙÔÈ Î·È ¢˘Ó·ÙÔ›.

15

Peut-on dynamiser l’ apprentissage de l’ oral des langues en milieu scolaire?

Le KPg1 peut-il prétendre être un moyen et une voie donnant satisfaction à ce défi? L'apprentissage de l'oral est une problématique qui ne peut pas être éludée dans l'enseignement secondaire. Car, la nécessité d'une formation à l'expression orale est particulièrement flagrante sur le marché actuel. La démonstration de compétences orales lors d'entretiens de recrutement et d'embauche est de plus en plus sollicitée/requise. La seule acquisition d'un ou de plusieurs certificats ou diplômes de connaissance des langues n'est plus ou ne sera plus suffisante et satisfaisante. Le programme actuel de l'apprentissage des langues en milieu scolaire, reste général, et n'indique pas de pistes précises telles que cours, exercices et pratiques oraux donnant à l'élève l'occasion: — d'assurer son contrôle de la parole et de stimuler son aptitude à la communication orale, — de s'entraîner à la prise de parole spontanée dans des débats ou des discussions, — de savoir communiquer dans un certain nombre de situations de la vie courante. L'approche pédagogique de KPg,

dont les objectifs suivent le Cadre européen commun de référence pour les langues (CECRL), crée des conditions d'apprentissages proches des conditions de pratique réelle de la langue, soit: 1. Des échanges semblables à ceux de la vie quotidienne: Les examens du KPg visent l'évaluation des connaissances de la langue étrangère détenues par des usagers grecs et tiennent compte des circonstances sociales de son usage, à l'inverse des systèmes internationaux qui conçoivent le plus souvent leurs examens pour une seule langue et indépendamment du profil socioculturel des usagers et de l'environnement dans lequel elle sera utilisée Ç. 2. Un usage authentique de la langue et non de dialogues artificiels: Le document authentique permet une approche interculturelle amenant un regard sur l'autre dans le respect de son mode de vie et de pensée et dont la richesse génère des confrontations linguistiques diversifiées. Le document authentique n'est pas objet d'apprentissage en lui-même. Il est au

par Constantin TEGOS service de l'apprentissage, c'est pourquoi, il doit s'insérer dans un apprentissage structuré et un cadre d'activités qui font sens pour les élèves. 3. le vécu, les connaissances préalables et les centres d'intérêt sont pris en compte et servent de point de départ et/ou de déclencheur: S'appuyer sur des éléments connus dans ce qui nous est inconnu est un processus qui, en outre, se sert de la capacité humaine de transférer des expériences vécues, des significations et des structures connues sur les

nouveaux contextes. Le KPg invite l'apprenant à faire appel à cette capacité lors du passage vers une nouvelle langue. Le but est une détection et un apprentissage optimisés ; l'apprenant doit tirer le meilleur parti de ce qu'il possède déjà, qu'il sait déjà. Ainsi, le vécu, les connaissances préalables et les centres d'intérêt de l'apprenant permettront à la fois un minimum de travail d'apprentissage et un maximum de détections. 4. la classe devient un tissu vivant du monde extérieur, où naît une véritable dynamique interculturelle, un vivier fructueux d'échanges: A l'époque de la médiatisation mondiale et dans la société multiculturelle, de nombreuses langues et cultures cibles sont devenues accessibles, à tout moment, dans leur formes acoustiques et visuelles ; les apprenants étant entourés de langues et de cultures étrangères d'où la primauté de l'éducation interculturelle. Ainsi, nous pouvons avancer que proposer des tâches qui prennent place au sein d'interactions sociales réelles

(approche actionnelle) dépassant le cadre du groupe cela permet de mettre en œuvre la perspective actionnelle du CECRL, et de contribuer à augmenter sensiblement la motivation des apprenants, dans la classe, tout en les incitants à une plus grande exigence de qualité au niveau du contenu et de la langue. De même, ces tâches induisent une modification de la relation apprenant-enseignant, ce dernier pouvant être considéré par l'apprenant comme une personneguide l'aidant à atteindre le but fixé. En somme, il semble de plus en plus clair que la présence du KPg en milieu scolaire permettra l'apprentissage effectif et la pratique orale des langues par des tâches intéressantes qui stimuleront/décupleront l'intérêt et l'apprentissage des apprenants. –––––––––––––– (Å) «Réussir la Certification en Langue Française KPg B1, KPg B2, KPg C1» EDITIONS TEGOS www.editionstegos.com (Ç) www.edufle.net/Certificationinternationale-de-la - cf. article d'Olivier Delhaye

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Le texte d’ idées, le texte argumentatif en classe de français L'argumentation est une activité de parole quotidienne. Les discours argumentatifs oraux ou écrits sont nombreux: critique, petite annonce, pétition, publicité, prospectus commercial, slogan, lettre de motivation, bulletin d'association, tract électoral, discours politique, plaidoirie d'avocat, éditorial de journaux, brochure touristique… L'argumentation permet de vanter, de critiquer, de promouvoir, de défendre, de combattre. Dans l'apprentissage de la langue française, les étudiants doivent souvent rédiger des devoirs d'idées. C'est une compétence exigée dans le travail de production écrite, l'essai argumenté, du diplôme approfondi de langue française, DALF C1. Le texte argumentatif se présente comme un raisonnement dont le but est de faire admettre à quelqu'un la justesse d'une thèse, ou, inversement, de rejeter une thèse souvent admise. Celui qui produit l'argumentation veut agir sur la pensée de son interlocuteur et l'amener à changer de comportement ou de point de vue.

L'objectif du discours argumentatif consiste à propos d'un thème (un sujet) de soutenir une thèse (un point de vue, une opinion) qui réponde à une problématique. Il faut convaincre un adversaire, soit pour modifier son opinion ou son jugement, soit pour l'inciter à agir. Un thème est un sujet de discussion plus ou moins précis, délimité: le tabac, les usages sociaux du tabac, les méfaits du tabac, tabac et drogue, tabac et addiction… Une problématique est formulée sous forme d'une question à propos du thème: le tabac est-il dangereux? Pourquoi les jeunes gens fument-ils? Quels sont les usages du tabac?... Une thèse est une réponse à cette problématique, une prise de position tranchée ou nuancée: Oui, fumer est dangereux… Fumer est dangereux, toutefois la quantité, le type de pratique et l'attachement au produit nuancent le pronostic… Argumenter, c'est donc définir la stratégie la plus efficace, la plus habile pour faire connaître sa

par Agnès Matrahji, coeditrice et professeur FLE position, sa thèse, la faire admettre à un lecteur ou à un auditoire, ébranler des contradicteurs, faire douter un adversaire, faire basculer les indécis, contredire une thèse opposée, critiquer une position contraire ou éloignée, démontrer avec rigueur, ordre et progression, se

mettre en valeur, servir une cause, un parti, une foi… Argumenter, c'est vouloir convaincre, persuader, ou délibérer. Si argumenter consiste à soutenir ou à contester une opinion, cette tentative vise aussi dans le même temps à agir sur le destinataire en cherchant à le convaincre ou à le persuader. Argumenter, c'est donc justifier une opinion que l'on veut faire adopter, partager en tout ou en partie. On cherche alors à convaincre par l'usage de la raison et à persuader en faisant appel aux sentiments et à l'affectivité. Argumenter, c'est aussi tenir compte de thèses différentes des nôtres, avec lesquelles nous allons entrer en discussion dans une délibération. Pour convaincre, celui qui argumente fait appel à la raison, aux facultés d'analyse et de raisonnement, à l'esprit critique du destinataire pour obtenir son accord après mûre réflexion. Il formule une thèse. Il s'aide

d'arguments, c'est-à-dire des éléments de preuve destinés à la démontrer ou à la réfuter. Ces arguments sont illustrés par des exemples variés: tirés de l'expérience personnelle, des lectures, des divers domaines de la connaissance: sciences, histoire, philosophie… Ce peut être des références à d'autres penseurs ou écrivains (citation), à des anecdotes, à la sagesse des nations (proverbes) à des valeurs symboliques ou culturelles partagées (mythes)... Ces arguments sont présentés de manière ordonnée dans le cadre d'un raisonnement sous forme de plan et d'une progression argumentative (le plus souvent selon la loi d'intérêt: du moins important au plus important) où ils sont souvent reliés entre eux par des connecteurs logiques qui jouent le rôle de poteaux indicateurs. Les connecteurs les plus importants sont ceux qui soulignent la causalité. Dans une stratégie argumentative: il s'agit de développer ou de réfuter une thèse, de concéder, de débattre. Débattre, c'est examiner les ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 19

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ºÔÚÔÏÔÁÈΤ˜-EÚÁ·ÙÈΤ˜ ˘Ô¯ÚÂÒÛÂȘ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ AY°OY™TO™ ñ ™ÙȘ 20/8 ·Ú¯›˙ÂÈ Ë ˘Ô‚ÔÏ‹ ÛÙË ¢.O.Y. Ù˘ ÂÚÈÔ‰È΋˜ ‰‹ÏˆÛ˘ º.¶.A. (¯ÚˆÛÙÈ΋˜-ÈÛÙˆÙÈ΋˜-ÌˉÂÓÈ΋˜) ˆ˜ ÂÍ‹˜: A. EȯÂÈÚ‹ÛÂȘ Ô˘ ÙËÚÔ‡Ó ‚È‚Ï›· ° ηÙËÁÔÚ›·˜, ÁÈ· ÙÔÓ ÚÔËÁÔ‡ÌÂÓÔ Ì‹Ó·, Î·È Ô˘ ÙÔ A.º.M. ÙÔ˘˜ Ï‹ÁÂÈ ÛÂ: 1 & 2 ̤¯ÚÈ 20/8 3 & 4 ‘’ 21/8 5 & 6 ‘’ 22/8 7 & 8 ‘’ 23/8 9 & 0 ‘’ 24/8 ñ M¤¯ÚÈ ÛÙȘ 26/8 ˘Ô‚¿ÏÏÔÓÙ·È ·ÓÂÍ·Úًو˜ A.º.M. ÔÈ ·Ú·¿Óˆ ‰ËÏÒÛÂȘ º¶A ̤ۈ internet ÂÊfiÛÔÓ Â›Ó·È ¯ÚˆÛÙÈΤ˜. ñ M¤¯ÚÈ ÛÙȘ 31/8 ˘Ô‚¿ÏÏÔÓÙ·È ·ÓÂÍ·Úًو˜ A.º.M. ÔÈ ·Ú·¿Óˆ ‰ËÏÒÛÂȘ º¶A ̤ۈ internet ÂÊfiÛÔÓ Â›Ó·È ÌˉÂÓÈΤ˜ ‹ ÈÛÙˆÙÈΤ˜. ñ M¤¯ÚÈ ÛÙȘ 31/8 ηٷ‚ÔÏ‹ Ù˘ 5˘ ‰fiÛ˘ ·fi ÙËÓ ‰‹ÏˆÛË ÊfiÚÔ˘ ÂÈÛÔ‰‹Ì·ÙÔ˜ O.E-E.E Î.Ï. Ì ‚È‚Ï›· °ã ηÙËÁÔÚ›·˜ Ô˘ ¤ÎÏÂÈÛ·Ó ‰È·¯Â›ÚÈÛË ÛÙȘ 31/12 ÙÔ˘ ÚÔËÁÔ‡ÌÂÓÔ˘ ¤ÙÔ˘˜. ñ M¤¯ÚÈ ÛÙȘ 31/8 ηٷ‚ÔÏ‹ Ù˘ 4˘ ‰fiÛ˘ ·fi ÙË ‰‹ÏˆÛË ÊfiÚÔ˘ ÂÈÛÔ‰‹Ì·ÙÔ˜ A.E.-E.¶.E. Ô˘ ¤ÎÏÂÈÛ·Ó ‰È·¯Â›ÚÈÛË ÛÙȘ 31/12 ÙÔ˘ ÚÔËÁÔ‡ÌÂÓÔ˘ ¤ÙÔ˘˜. ñ M¤¯ÚÈ 31/8 ηٷ‚ÔÏ‹ ÛÙÔ IKA ÙˆÓ ÂÈÛÊÔÚÒÓ IÔ˘Ï›Ô˘. ™E¶TEMBPIO™ ñ M¤¯ÚÈ ÛÙȘ 20/9 ηٷ‚ÔÏ‹ ·fi ÙÔÓ ‰È·ÊËÌÈ˙fiÌÂÓÔ ‹ ÙÔÓ ‰È·ÊËÌÈÛÙ‹ ÛÙËÓ EıÓÈ΋ ÙÚ¿Â˙· ÙÔ˘ ÂȉÈÎÔ‡ ÊfiÚÔ˘ ‰È·ÊËÌ›ÛÂˆÓ Ô˘ ÚÔ‚¿ÏÏÔÓÙ·È ·fi ÙËÓ ÙËÏÂfiÚ·ÛË, ÙÔ˘ ÚÔËÁÔ˘Ì¤ÓÔ˘ ‰ÈÌ‹ÓÔ˘. ñ M¤¯ÚÈ ÛÙȘ 20/9 ηٷ‚ÔÏ‹ ·fi ÙÔÓ ‰È·ÊËÌÈ˙fiÌÂÓÔ ‹ ÙÔÓ ‰È·ÊËÌÈÛÙ‹ ÛÙËÓ EıÓÈ΋ 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 Afi 20/9 ·Ú¯›˙ÂÈ Î·È Ì¤Û· Û 11 ÂÚÁ¿ÛÈ̘ Ë̤Ú˜ (·Ó¿ÏÔÁ· Ì ÙÔ ÙÂÏÂ˘Ù·›Ô „ËÊ›Ô ÙÔ˘ AºM) ÔÏÔÎÏËÚÒÓÂÙ·È Ë ˘Ô‚ÔÏ‹ ÛÙË ¢.O.Y. ¶ÚÔÛˆÚÈÓ‹˜ ¢‹ÏˆÛ˘ º.M.Y. ÛÙËÓ ÔÔ›· ÂÚÈÏ·Ì‚¿ÓÔÓÙ·È: ·. ¶·Ú·ÎÚ·ÙËı›˜ ÊfiÚÔ˜ MÈÛıˆÙÒÓ 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› Afi‰ÂÈÍË ¢·¿Ó˘. ‰. ¶·Ú·ÎÚ·ÙËı›˜ ÊfiÚÔ˜ ·fi A.E Î·È E.¶.E ÛÙÔ ÌÈÛıfi Ô˘ ηٷ‚Ï‹ıËΠÙÔ ÚÔËÁÔ‡ÌÂÓÔ ‰›ÌËÓÔ ÛÙ· ̤ÏË ÙÔ˘ ¢.™ Î·È ÛÙÔ˘˜ ÂÙ·›ÚÔ˘˜. ñ ™ÙȘ 20/9 ·Ú¯›˙ÂÈ Ë ˘Ô‚ÔÏ‹ ÛÙË ¢.O.Y. Ù˘ ÂÚÈÔ‰È΋˜ ‰‹ÏˆÛ˘ º.¶.A. (¯ÚˆÛÙÈ΋˜-ÈÛÙˆÙÈ΋˜-ÌˉÂÓÈ΋˜) ˆ˜

ÂÍ‹˜: A. EȯÂÈÚ‹ÛÂȘ Ô˘ ÙËÚÔ‡Ó ‚È‚Ï›· ° ηÙËÁÔÚ›·˜, ÁÈ· ÙÔÓ ÚÔËÁÔ‡ÌÂÓÔ Ì‹Ó·, Î·È Ô˘ ÙÔ A.º.M. ÙÔ˘˜ Ï‹ÁÂÈ ÛÂ: 1 & 2 ̤¯ÚÈ 20/9 3 & 4 ‘’ 21/9 5 & 6 ‘’ 22/9 7 & 8 ‘’ 23/9 9 & 0 ‘’ 24/9 ñ M¤¯ÚÈ ÛÙȘ 26/9 ˘Ô‚¿ÏÏÔÓÙ·È ·ÓÂÍ·Úًو˜ A.º.M. ÔÈ ·Ú·¿Óˆ ‰ËÏÒÛÂȘ º¶A ̤ۈ internet ÂÊfiÛÔÓ Â›Ó·È ¯ÚˆÛÙÈΤ˜. ñ M¤¯ÚÈ ÛÙȘ 30/9 ˘Ô‚¿ÏÏÔÓÙ·È ·ÓÂÍ·Úًو˜ A.º.M. ÔÈ ·Ú·¿Óˆ ‰ËÏÒÛÂȘ º¶A ̤ۈ internet ÂÊfiÛÔÓ Â›Ó·È ÌˉÂÓÈΤ˜‹ ÈÛÙˆÙÈΤ˜. ñ M¤¯ÚÈ ÛÙȘ 30/9 ηٷ‚ÔÏ‹ Ù˘ 6˘ ‰fiÛ˘ ·fi ÙËÓ ‰‹ÏˆÛË ÊfiÚÔ˘ ÂÈÛÔ‰‹Ì·ÙÔ˜ O.E – E.E Î.Ï. Ì ‚È‚Ï›· °ã ηÙËÁÔÚ›·˜ Ô˘ ¤ÎÏÂÈÛ·Ó ‰È·¯Â›ÚÈÛË ÛÙȘ 31/12 ÙÔ˘ ÚÔËÁÔ‡ÌÂÓÔ˘ ¤ÙÔ˘˜. ñ M¤¯ÚÈ ÛÙȘ 30/9 ηٷ‚ÔÏ‹ Ù˘ 5˘ ‰fiÛ˘ ·fi ÙË ‰‹ÏˆÛË ÊfiÚÔ˘ ÂÈÛÔ‰‹Ì·ÙÔ˜ A.E.-E.¶.E. Ô˘ ¤ÎÏÂÈÛ·Ó ‰È·¯Â›ÚÈÛË ÛÙȘ 31/12 ÙÔ˘ ÚÔËÁÔ‡ÌÂÓÔ˘ ¤ÙÔ˘˜. ñ M¤¯ÚÈ 30/9 ηٷ‚ÔÏ‹ ÛÙÔ IKA ÙˆÓ ÂÈÛÊÔÚÒÓ A˘ÁÔ‡ÛÙÔ˘. ñ Afi 30/9 ·Ú¯›˙ÂÈ Ë ˘Ô‚ÔÏ‹ (ËÏÂÎÙÚÔÓÈο - internet) ÙˆÓ Û˘ÁÎÂÓÙÚˆÙÈÎÒÓ Î·Ù·ÛÙ¿ÛÂˆÓ ¶ÂÏ·ÙÒÓ-¶ÚÔÌËı¢ÙÒÓ ˆ˜ ÂÍ‹˜: M¤¯ÚÈ 30/9 ÁÈ· fiÛÔ˘˜ ÙÔ AºM Ï‹ÁÂÈ Û 1,2,3 M¤¯ÚÈ 7/10 ÁÈ· fiÛÔ˘˜ ÙÔ AºM Ï‹ÁÂÈ Û 4,5,6 M¤¯ÚÈ 14/10 ÁÈ· fiÛÔ˘˜ ÙÔ AºM Ï‹ÁÂÈ Û 7,8,9 M¤¯ÚÈ 21/10 ÁÈ· fiÛÔ˘˜ ÙÔ AºM Ï‹ÁÂÈ Û 0 ñ OÈ ·ÓˆÙ¤Úˆ ÔÚÈ˙fiÌÂÓ˜ ËÌÂÚÔÌËӛ˜ ÈÛ¯‡Ô˘Ó ·Ó¿ÏÔÁ· Î·È ÁÈ· ÙËÓ ˘Ô‚ÔÏ‹ ÛÙË ¢.O.Y. ÙÔ˘ ÈÛÔ˙˘Á›Ô˘ (Û ËÏÂÎÙÚÔÌ·ÁÓËÙÈÎfi ̤ÛÔ ·Ôı‹Î¢Û˘) ·fi ÙȘ ÂȯÂÈÚ‹ÛÂȘ Ô˘ ÙËÚÔ‡Ó ‚È‚Ï›· ° ηÙËÁÔÚ›·˜. ñ M¤¯ÚÈ 30/9 Û‡ÓÙ·ÍË ÙˆÓ ÔÈÎÔÓÔÌÈÎÒÓ Î·Ù·ÛÙ¿ÛÂˆÓ (ÈÛÔÏÔÁÈÛÌÔ‡ Î.Ï.) ÂȯÂÈÚ‹ÛÂˆÓ (ÂÎÙfi˜ ÙˆÓ A.E.) Ì ‚È‚Ï›· ° ηÙËÁÔÚ›·˜ ÙˆÓ ÔÔ›ˆÓ Ë Ï‹ÍË Ù˘ ‰È·¯ÂÈÚÈÛÙÈ΋˜ ÙÔ˘˜ ÂÚÈfi‰Ô˘ Â›Ó·È 30.6. ÙÔ˘ ÙÚ¤¯ÔÓÙÔ˜ ¤ÙÔ˘˜. ¶PO™§HæEI™ 1. ŒÏÂÁ¯Ô˜ ÙÔ˘ ‚È‚Ï›Ô˘ ÓÂÔÚÔÛÏ·Ì‚·ÓÔÌ¤ÓˆÓ (ÔÚÙÔηϛ ‚È‚Ï›Ô) Â¿Ó ¤¯ÂÈ ÎÂÓ¤˜ ÁÚ·Ì̤˜ ÈηӤ˜ Ó· ¯ˆÚ¤ÛÔ˘Ó ÙÔ˘˜ Ó¤Ô˘˜ ÂÚÁ·˙Ô̤ÓÔ˘˜. 2. EÁÁÚ·Ê‹ ÛÙÔ ‚È‚Ï›Ô ÓÂÔÚÔÛÏ·Ì‚·ÓÔÌ¤ÓˆÓ (ÔÚÙÔηϛ ‚È‚Ï›Ô) ÚÈÓ ·Ó·Ï¿‚Ô˘Ó ÂÚÁ·Û›· ÙˆÓ Ó¤ˆÓ ÂÚÁ·˙Ô̤ӈÓ. 3. YÔ‚ÔÏ‹ ÛÙÔÓ OAE¢ (̤۷ Û 8 ËÌÂÚÔÏÔÁȷΤ˜ Ë̤Ú˜ ·fi ÙËÓ ÚfiÛÏË„Ë) Ù˘ ·Ó·ÁÁÂÏ›·˜ ÚfiÛÏ˄˘. 4. YÔ‚ÔÏ‹ ÛÙËÓ EÈıÂÒÚËÛË EÚÁ·Û›·˜ (̤۷ Û 15 ËÌÂÚÔÏÔÁȷΤ˜ Ë̤Ú˜ ·fi ÙËÓ ÚfiÛÏË„Ë) ·) ÙË ÁÓˆÛÙÔÔ›ËÛË ÙˆÓ fiÚˆÓ ÌÂÚÈ΋˜ ··Û¯fiÏËÛ˘ ÁÈ· οı ÂÚÁ·˙fiÌÂÓÔ Î·È ‚) ÙÔÓ ¶›Ó·Î· ¶ÚÔÛˆÈÎÔ‡.

MÈ· ¢ÁÂÓÈ΋ ÚÔÛÊÔÚ¿ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ Î·È ÙÔ˘ ÊÔÚÔÙ¯ÓÈÎÔ‡ Û˘Ì‚Ô‡ÏÔ˘ Aı·Ó·Û›Ô˘ ¶··Ï˘Ì¤ÚË.

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Social Psychology and ELT-authority PREJUDICE AND COOPERATION Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been working in the field of ELT for more years than he cares to remember. He is currently a teacher at the Deree College. He likes to think of himself as a ‘front-line teacher’ and is particularly interested in one-to-one teaching. When he is not struggling with students, he likes to spend his time in a swimming pool or playing chess. If you would like to ask any questions, make any comments read some of his published articles or find out about forthcoming events, please visit his site at www.michelioudakis.org.

The history of the world is full of conflicts between seemingly irreconcilable groups; Catholics and Protestants; Jews and Arabs; Shias and Sunnis. And the lengths to which people are prepared to go to in order to fight the ‘other’ are extraordinary. In the brilliant film ‘American History X’ an otherwise decent white man influenced by racist doctrines ends up in prison after brutally murdering a black man. But how real is the basis of these divisions? As the following experiment illustrates, this is often about as significant as the one described in ‘Gulliver’s Travels’ where the people of Lilliput and Blefuscu argued over which end of their egg they should break. Muzafer Sherif’s experiment: The experiment (described in detail in Aronson, 1999) took place in a very natural setting – a boy scouts’ camp. The researchers started by arbitrarily dividing the boys into two groups – the ‘Eagles’ and the ‘Rattlers’. They then involved the members of each group in various activities in order to strengthen the ties among them. Already at this stage, a certain rivalry began to emerge. After some time the researchers introduced the element of

competition – the groups competed with each other in a number of games such as tugs-of-war and sports contests. Gradually, these turned ugly as the two groups developed a strong ‘in-group’ vs ‘outgroup’ mentality (Hayes, 1993). There was name-calling and scuffles which often escalated out of control. In questionnaires distributed by the researchers at this stage, group members rated members of their own groups positively but their ‘rivals’ negatively. It seems that conflicts of interest produce prejudice (Eysenck, 1996). What is remarkable is that a) these were perfectly well-adjusted boys, not some group of delinquents b) the division was completely arbitrary and c) it had taken so little time to turn these two groups against each other! At this stage the researchers decided it was time to reverse the situation – but how? At first their attempts met with complete failure. A ‘propaganda campaign’ of telling the children how nice the members of the other group were had no effect whatsoever (Brehm, Kassin & Fein 2002). The researchers then thought that if the two groups were involved in joint pleasurable activities, that should reduce hostility. So, they organized picnics and social events.

The results were catastrophic. If anything, contact between the two groups made things worse! It was then that they came up with the solution: collaborative activities! The researchers set up a series of ‘mini crises’ which required the groups to work together in order to overcome them. So, on a day-trip somewhere the only truck they had to bring the food to the camp with was found to be ‘stuck’. The two teams had to push it together. On another occasion, the water supply system failed. The two groups had to organize themselves and work together to find and fix the problem. Gradually, after a number of such incidents and as a result of the cooperation, harmony returned to the camp. Indeed, so successful was the solution that on returning to camp after an evening out by the campfire, the members of one group decided to treat their former rivals to milkshakes! (Cialdini, 2001) Applications in the field of ELT: To me there are two elements in this experiment which stand out – one worrying, the other encouraging. The worrying bit is how easy it is for people to develop a ‘them and us’ mentality – even on the basis of a simple label! The encouraging bit is how even long-established rivalry can be overcome through the process of cooperation. The implications for the ELT classroom are I think obvious. First of all, we need to be aware of group dynamics and not allow the formation of rival groups which might disrupt the harmony of the classroom. Moreover, while competition is certainly fun and competitive games can be very motivating there is always a danger lurking there, especially if the competing groups

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are always the same. I believe it makes good sense to vary the group composition in order to avoid such a risk. Conversely, as the experiment amply demonstrated, cooperative tasks are excellent at breaking down barriers and fostering group cohesion. The key is ‘mutual interdependence’ (Aronson, 1999). It is tasks where ss have to rely on each other that produce these positive results. All the more reason then why we should use more group activities, jig-saw tasks and project work. Dornyei (2001) even suggests that we should devote some class time in ‘social training’ – explicitly helping ss learn how to work as a team. Finally it is worth pointing out that a ‘them and us’ mentality does not necessarily have to do with other ss. More often than not, ss see themselves as ‘us’ and the Ts as ‘them’! It would be helpful if we could place ourselves in the ‘us’ category (Dornyei 2001) – hard though this might be. Three ways of doing that is by working with them in class (rather than just ‘issuing orders’), by spending time with them during breaks and by giving them the impression that we are ‘on their side’ (e.g. in disputes with parents or the school authorities – a little bit like Mr Keating in ‘The Dead Poets’ Society’). Away from ELT: Perhaps the introduction was a little too simplistic. It may well be that there is an explanation why people find it so easy to develop such negative attitudes towards others. There is some evidence from evolutionary psychology that people might be programmed to distinguish between members of the group they belong to and members of other groups and perhaps even be hostile towards the latter. (Barett, Dunbar & Lycett 2002) This might have been adaptive in the past but we know that it is the source of endless trouble today. The good thing is that such attitudes can be reversed. In the film mentioned above (‘American History X’) the racist sent to prison discovers that his perception of reality in general and of coloured people in particular is warped. Significantly, he gets to learn that not through reading or reflection but through endless hours of doing the laundry with a black man. References 1. Aronson, E. “The Social Animal” Worth – Freeman, 1999 2. Barett, L., Dunbar, R. & Lycett, J. “Human Evolutionary Psychology” Palgrave 2002 3. Brehm, S., Kassin, S. & Fein S. “Social Psychology” Houghton Mifflin, 2002 4. Cialdini, R. “Influence – Science and Practice”, Allyn & Bacon 2001 5. Dornyei, Z. “Motivational Strategies in the Language Classroom” Cambridge University Press, 2001 6. Eysenck, M. “Simply Psychology” Psychology Press 1996 7. Hayes, N. “Principles of Social Psychology” Psychology Press 1993

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What will «free» conversation cost? Students have been enthusiastic adopters of technology that offers cheap and easy online language practice, but teachers are still to be convinced about its commercial promise, reports Max de Lotbinière Max de Lotbinière Friday March 7, 2008 Guardian Weekly In January the British Council went on to YouTube, the popular video sharing website, to announce its plans to develop a web-based English language teaching site for young people that will harness "VoIP" technology. Few of the council's target audience will need VoIP explained to them, but for those who are less computer-literate "voice over internet protocol" is the technology that allows users to communicate simultaneously or synchronously - by voice and video via the internet. Not only is VoIP immediate, it is also cheap. If you have a computer and a fast internet connection, calls can be free or made at a fraction of the cost of traditional telephone calls, and with websites such as Skype providing user-friendly interfaces, it is very simple to access. As a result, many people involved in language education view it as the breakthrough technology that will transform online learning. According to Marina OrsiniJones, who researches educational technology at Coventry Business School in Britain, language learners are now the top users of technology in education, matched only by medical students. "This technology can really motivate learners. Until VoIP became widely available, online learning was largely silent. This has enabled them to speak and created a thrill for learning," she says. This enthusiasm for VoIP is shared not just by the British Council but by an increasing number of language education providers. In October last year the Guardian's commercial arm launched Guardian Languages, which uses VoIP to give learners of English access to live language practice with "fluent English speakers". The latest venture in America is www.speak-english-today.com. This offers a networking facility that puts learners in touch with native speakers and with teachers who provide individual tuition using VoIP. But others are concerned that in the excitement about

synchronous language practice, the role of the qualified language teacher is being overlooked. The International Association of Teachers of English as a Foreign Language (Iatefl), the British professional body, is monitoring the VoIP trend, in particular the pay and conditions being offered to teachers by commercial sites. Gavin Dudeney, Iatefl secretary, says that while the association believes that VoIP has a role to play, "these technologies should always come second to a variety of other, more important factors, such as the provision of qualified, experienced teachers employed on professional contracts, paid an equitable rate for their services and with opportunities to develop as they follow their chosen career path". Eric Baber has been running a commercial online language teaching operation for the past 10 years. His company, NetLearn Languages, pioneered the use of synchronous voice communication to provide oneto-one tuition for business learners via the internet. That experience has left him cautious about the commercial opportunities presented by VoIP. "People are much more aware of the technology now. We had to spend a lot of time at the beginning explaining how to use voice communication. But the flipside of synchronous teaching is that it is labour intensive," he says. The technology may have become more ubiquitous, but one-to-one tuition provided by a qualified teacher, whether via the internet or in a face-to-face class, remains a skilled and therefore premium-priced product. For Baber, the question is whether the current generation of learners who have been brought up in the internet's culture of open access and social networking, and who are enthusiastically using VoIP to exchange language practice for free, will be willing to pay for lessons. "Students like the peer-to-peer contact that VoIP provides to practise their target languages and improve spoken fluency," says Baber. "But the technology won't replace classroom teachers. "I would be surprised if there are a lot more people willing to pay for synchronous teaching. If somebody does have money to spend they are more likely to go to an established institution," Baber adds. Jason West, who has developed the Guardian Languages site, is confident that learners will be

willing to pay for his service, which vets practice partners for competency and provides lesson plans that are designed to exploit the conversational interaction that VoIP makes possible. Learners can buy lesson plans for $2 which, West says, give them up to two and a half hours of self study. They can then go on to the site to find partners who can give them speaking practice, based on an hourly fee of $14, that is linked to the lesson plan. "If the party providing practice is being paid, you get a more focused conversation," says West, "you don't get the nebulous

negotiations that you get on other social networking sites." The site also allows learner and practice partner to track the duration and cost of sessions and qualified teachers to charge their own rates. The British Council is being more cautious about how it can integrate VoIP technology. It is developing a pilot programme for its China-based English language learning website, English Online, that will include access to a British Council tutor via VoIP. The council wants to use the pilot to assess the pedagogical benefits of the

technology and develop a sustainable business model. While learners will be access tuition for free during the pilot, the council will need to work out how much it can charge and who will pay in future. But Baber's experience could be instructive. NetLearn Languages offers online tuition in a range of languages. "We have found that our English learning market is our smallest," he says. "No matter where you are in the world, you will always be able to find an English language teacher." Reprinted from educationGuardian.co.uk

Le texte d’ idées ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 16 différents aspects d'une question, y réfléchir afin de prendre une décision, de choisir une solution. C'est donc se confronter à ses propres objections ou à celles d'autrui, avant de construire sa propre opinion. Cette étape nécessaire de la réflexion personnelle permet de considérer l'avis d'autrui et de peser la vérité de différentes positions avant de décider. La délibération est essentielle au débat public dans une démocratie. Quand le discours argumentatif fait appel aux sentiments ou aux émotions du destinataire, il cherche à persuader. Il s'agit pour l'émetteur de jouer sur des valeurs et des repères culturels communs. En effet une argumentation met en jeu, de manière explicite ou implicite, un système de pensée. Le locuteur, s'il veut toucher son destinataire, doit s'efforcer de comprendre le système de valeurs de ceux auxquels il s'adresse. Ainsi la défense d'une thèse s'appuiera sur des principes universels ou du moins en principe partagés par la majorité: la Vérité, le droit au bonheur, l'équité, la sincérité..., ou sur les valeurs admises par un groupe social déterminé: l'honneur, le courage, la probité, le travail, le patriotisme… Cette thèse s'appuie également sur des références culturelles communes qui font naître une complicité propice à l'adhésion) jeux de mots, traits d'esprit, allusions… Le discours va se faire à la fois expressif et impressif, il va essayer de transmettre des émotions fortes, d'impressionner le destinataire pour agir sur lui. Le locuteur doit impliquer ses destinataires, leur faire considérer que sa thèse est aussi la leur, qu'ils partagent les mêmes combats et les mêmes intérêts. II est ainsi amené à utiliser souvent le «tu» ou le «vous», parfois le «nous» qui crée une communauté d'intérêt. Pour persuader son lecteur ou son auditoire, le locuteur va jouer sur les émotions fortes de l'indignation ou de l'enthousiasme. Il peut exciter la pitié pour les victimes, l'indignation devant l'inacceptable, la révolte contre l'injustice. La volonté de persuader à tout prix peut sombrer dans la manipulation) le locuteur cherche à prendre le contrôle de son auditoire en l'affolant (en jouant sur ses peurs…) ou au contraire en le flattant, en produisant des promesses inconsidérées, en caricaturant… Dans une démonstration, la conclusion est contestable. Dans une argumentation, la conclusion est rendue acceptable, plus plausible par la présentation et la défense des arguments. Le dialogue est la forme la plus fréquente de l'argumentation dans notre quotidien, c'est un moyen essentiel pour confronter des idées. Dans un dialogue s'opposent non seulement des idées, mais des valeurs) morales (le bien / le mal, le juste / l'injuste, la sincérité / le mensonge…) ou sociologiques (le

convenable / le choquant...),esthétiques (le beau / le laid, l'attirant / le repoussant...), intellectuelles (le vrai / le faux, la logique / l'absurde, le réel / la fiction...). Par le discours argumentatif, chaque jour, autour de nous, on cherche à promouvoir le dialogue entre les cultures, les générations, les blocs, les pays, les religions, les idéologies afin d'éviter les querelles, les conflits, les guerres… Quelques films dans lesquels l'argumentation joue un rôle important: Costa Gavras, Z, France, 1969 Alf. Hitchcock, Le procès Paradine, Etats-Unis, 1948 St. Kubrick, Les sentiers de la gloire, Etats-Unis, 1957 Ber. Tavernier, Le Juge et l'Assassin, France, 1975 Quelques écrits dans lesquels l'argumentation joue un rôle important: Les contes philosophiques de Voltaire Les fables de Jean de La Fontaine Les lettres de Jean-Jacques Rousseau La poésie engagée des poètes de la Résistance Quelques œuvres picturales dans lesquels l'argumentation joue un rôle important: L'image publicitaire Les bandes dessinées de Tardi La photographie de reportage La peinture de Dali, Picasso… Un texte littéraire dans lequel l'argumentation joue un rôle important: Le dernier Jour d'un Condamné, 1829, Victor Hugo s'oppose à la peine de mort. Quelques définitions: argument) c'est une idée qui s'intègre à un raisonnement ; l'argumentation s'appuie sur une dé marche logique et explicite. champ lexical) ensemble des mots, substantifs, adjectifs, verbes de la même famille désignant une même part de réalité, une même notion. champ sémantique: ensemble des sens disponibles d'un mot selon le contexte. connecteur logique) outil grammatical qui exprime une relation logique (cause, conséquence, opposition, concession…). destinataire) c'est la (les) personne(s) à qui s'adresse le locuteur (il est lié à la 2ème personne du singulier ou du pluriel, et à la 1ère du pluriel si le locuteur l'associe à ses propos). locuteur) c'est celui qui énonce un message (il s'exprime à la 1ère personne du singulier) ; il manifeste sa présence par des indices d'énonciation (il ne s'agit pas toujours de l'auteur, ce peut être un de ses personnages). discuter une thèse) c'est réfléchir à la valeur d'une opinion en pesant le pour et le contre. étayer une thèse) c'est renforcer une thèse par des arguments et des exemples supplémentaires. thème) c'est ce dont il est question principalement dans l'énoncé. thèse) c'est la position du locuteur à l'égard du sujet, du thème qu'il évoque.

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Dyslexia and Modern Language teaching Modern Languages - Spanish, French, German, etc. - pose a particular challenge for dyslexic learners. Carola Robinson-Tait is a teacher of Modern Languages who describes the techniques she uses to make her lessons more accessible and memorable for the dyslexic learners. Read this article in Spanish Problems with visual and/or auditory sensations As dyslexic children may experience problems with visual and/or auditory sensations the use of more of the child’s senses should be involved when learning, especially touch and movement. This is called multisensory teaching. The basic principle is: MAKE LEARNING TASKS PRACTICAL! Ideas for the teaching of modern languages — The spelling of words could be practised by writing them in the air in large letters (pupils could employ this method when trying to learn the vocabulary at home). — New vocabulary: 1. should be introduced with flashcards. Pupils to chant the new words along! 2. could be taught by handing around the objects in question (fruit, clothes). The pupils say the words out loud when they have these objects in their hand. — Pupils could draw pictures next to the new words in their books rather than writing out the English translation. (Translations, however, will have to be written out for words on the Dolch list.) Color coding — Color coding! In German there are three genders: Feminine, masculine and neuter, and we encourage the girls to learn the new words with their article. When we copy these words down we write the masculine words in blue, the feminine words in red and the neuter words in green. I have a set of homemade flash cards on red, blue and green card according to the gender of the word. — If it is too difficult for the dyslexic pupil to copy from the board, vocabulary sheets should be provided, using the color coding discussed above. — Words/phrases and grammatical concepts should be taught in context. We teach the grammar point of accusative or dative after ‘in’ (in German) with the cartoon of Ralf the robber (Zick-Zack 2): He goes into the

supermarket (accusative), but is inside the supermarket (dative) to do his evil deed! Even years later pupils will remember this grammar point, even if they are not quite sure anymore how it works! Acronyms — Acronyms, rhymes and silly sentences can be taught in order to help pupils to remember rules. MR M(e)N ® endings of articles in German in the dative

masculine feminine neuter plural deM deR deM deN Rule to help remember how to pronounce ei / ie in German: “When e and i go out walking the second one does the talking.” Opportunities for acting and miming — Ideal is the fact that modern language learning provides us with a lot of opportunity for acting and miming. — The material needs to be

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You know, we live in a small village about 200 miles from Munich. We had to use the motorway. ..." Before I start with the story I tell my students that they should interrupt me and ask wh-questions whenever they like. The only rule is that they should fit to the story. Questions that will come up are: "What does your wife look like?" - "Where exactly do you live?" - "What is the nightlife like in your village?" - "Where do you spend your free time? ..." Try it out and be surprised. When I did this for the first time, I was pretty surprised that they came up with so many questions. Actually, I wanted to use it as a warmer at the begin of a lesson, but finally ended up being asked for about 45 mins. Karen. H, Brighton, UK I sometimes play a game similar to the US quiz show 'Jeopardy'. Students in groups play against each other for points (prizes if I feel generous). First they choose a category (nature, pop music, capital cities etc) and are shown an answer on a flashcard - the task is to come up with the question that goes with the answer (if you've seen the TV show you'll know how this works). For example: a group pick 'capital cities' and are shown the word 'Paris', they then have to come up with a question like 'Where can you have a drink at the Moulin Rouge?', 'What is the capital of France?' etc. Because there are various questions they can make up it gives students freedom and there is a high success rate, which inspires confidence and is hopefully a fun way of getting students to create and ask questions in front of a group. Doris, Austria Students need help forming questions even upper intermediate. Get students to do a role play for job interviews, first writing down the questions they would ask an interviewee - giving help and encouraging pair work and peer correction. Then the answers they think they will need.Move into role play - 2 interviewers and 1 interviewee. This is a good exercise to encourage the students to do the corrections and makes a fun lesson. Heather, Australia For many years I have taught students of all levels to ask questions from Day 1 in my classes, because I believe that this ability is essentially empowering, not only in communicating in English, but as an

revised often in as many different ways as possible in order to avoid the pupils getting bored. Roleplays, Miming games, and other non-competitive games like matching games, puzzles, guessing games, spelling/number bingo are especially helpful. Off-white paper for worksheets — If possible cream, pale yellow, green or blue paper should be used for handouts and worksheets as some dyslexic

children find black on white difficult to read. When setting exercises on worksheets non-serif fonts should be used, and the font size should not be smaller than 14. — Clear illustrations are helpful, as text only is the most difficult medium for dyslexic children. The article is available online (in Spanish as well) here: http://www.dyslexiaparent.com/mag46.html

Questions & answers ongoing resource to self-management of learning. At low or beginner levels, I use students' innate curiosity about others, so I give direct models of questions to ask of a partner. To demonstrate, I choose a more confident student to ask me a model question, then ask them to ask another student. After a couple of such little demonstrations, and a list of possible answers built up on the board, students work in pairs. I find once the spotlight is off them, I can't break the paired conversations up! To help them also listen to the answers, they then report to a bigger group on what they learned from their partner. With all levels, I tell them there is no such thing as a bad question in class, and make it clear all questions are encouraged, whether correctly expressed or not. I thank students (sincerely) for asking questions in class, and frequently re-visit types of questions, word order, question tags, (especially the tricky 'no, I'm not' type-I jokingly ask, "do you mean 'Chinese 'yes' or English 'no'?", and this seems to help students think about this in self-correction). I show my enthusiasm for the learning power of questions and my students know that "why?" is my favourite, often being written prominently on the whiteboard. Practising forming and writing questions is often done before and after reading texts to help focus on such isues as 'who is the writer'; 'who is the reader' and 'what does the writer want the reader to do'. I like my classes to be periods of cooperative investigation, but I also want my students to be able to engage strangers and others in their community in discussing culture and society, as well as being confident enough to ask "am I saying this correctly?", "Do you understand me?", "Is this word OK?", so we also need to discuss in class appropriacy of question topics, and delivery, and issues of confidentiality, and checking that they heard their partner correctly. Modelling these concepts is fun, and leads to much hilarity, especially as the students realise that not all cultures appreciate questions about age, salary, or even if lunch has been eaten yet or if the partner has a sex life! Adam Gyenes, Japan In response to the question on questions: I have problems with my Japanese students using/ responding to the wrong question starter- for example if I ask "what....?" the students give me the response to "why/ how"

This is a technique I've found useful... For example if I am teaching the target structure 'want to' I tell the students we are all going out this weekend. They then ask me questions e.g. "What do you want to do?". I respond with a 1 word answer..."shopping". This forces the students to ask the next question, and think about the first word of the question. It also illustrates to them that giving 1 word answers shows disinterest (a problem typical of Japanese students being lack of expansion). This 'drill' works well if you do some intonation work beforehand- getting them to practice stressing the first word of questions beginning where/when/how....hopefully this also increases their awareness of this word, when listening to someone else speaking. Gwenyth, Canada In one class, which I co-taught with two other teachers, one of my colleagues utilized an activity called "Hot Seat". Students took turns being in the "hot seat" while other students would have the opportunity to ask them questions. Each S had to ask at least one question of each student and questions could not be repeated. Ss could change the wording of questions, but not ask exactly the same thing. This also gave us the opportunity to teach which questions were appropriate to ask people and which were "off limits" (such as a person's weight, how much their house cost, what they earn, etc.) To give students courage to be in the "Hot Seat", the teachers took the first turns. In our case we did just one or two per day and worked through the student list over the course of a week or two, but you could take 30-40 minutes and use it as a major activity. Bruce, France Gap-filling exercises are great for questions, especially "how" questions. Hand out two different charts with information missing, for example, if one is studying Australia, the length of the great Barrier Reef, the population of different cities in Australia, number of beaches in Sydney, distance from Sydney to Perth, temperatures, etc. Students love this pairwork and it gives them a chance to make questions. Login or register to post comments