Lingua Franca 2 Sep-oct 2005
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·ÔÙÂϤÛÌ·Ù· ÙˆÓ ‰È·ÁˆÓÈÛÌÒÓ Î·È Ó· ˘¿Ú¯ÂÈ ‰˘Ó·ÙfiÙËÙ· ÌÂÙ·ÊÔÚ¿˜ ÂÌÂÈÚ›·˜ ·fi ¤Ó· ÂÚÈ‚¿ÏÏÔÓ Û οÔÈÔ ¿ÏÏÔ. H ÂÈÏÔÁ‹ ÙˆÓ Î·Ï‡ÙÂÚˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ Á›ÓÂÙ·È ·fi EÈÙÚÔ‹ AÍÈÔÏfiÁËÛ˘ ·ÔÙÂÏÔ‡ÌÂÓË ·fi ÂȉÈÎÔ‡˜ Û‡Ìʈӷ Ì ÎÚÈÙ‹ÚÈ· Ô˘ ÔÚ›˙ÂÈ Ë E˘Úˆ·˚΋ EÈÙÚÔ‹. T· ÂÈÏÂÁ̤ӷ ÚÔÁÚ¿ÌÌ·Ù· ‚Ú·‚‡ÔÓÙ·È Ì ÂȉÈÎfi ‰›ÏˆÌ· “European Language Label”, Ô˘ ʤÚÂÈ ÙËÓ ˘ÔÁÚ·Ê‹ ÙÔ˘ ÂοÛÙÔÙ EÈÙÚfiÔ˘ Eη›‰Â˘Û˘, ¶ÔÏÈÙÈÛÌÔ‡ Î·È ¶ÔÏ˘ÁψÛÛ›·˜ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È Ù˘ YÔ˘ÚÁÔ‡
¶·È‰Â›·˜ Ù˘ EÏÏ¿‰·˜. H ·ÔÓÔÌ‹ ÙˆÓ ‰ÈÏˆÌ¿ÙˆÓ Á›ÓÂÙ·È Û ÂȉÈ΋ ÙÂÏÂÙ‹ ·ÚÔ˘Û›· ÙˆÓ M¤ÛˆÓ M·˙È΋˜ EÓË̤ڈÛ˘. ™ÙË Û˘Ó¤¯ÂÈ·, ÔÈ ‚Ú·‚Â˘Ì¤ÓÔÈ Ì ÙÔ «E˘Úˆ·˚Îfi ™‹Ì· °ÏˆÛÛÒÓ» ¤¯Ô˘Ó ÙÔ ‰Èη›ˆÌ· Ó· ¯ÚËÛÈÌÔÔÈÔ‡Ó ÙÔ ÏÔÁfiÙ˘Ô Ù˘ ¢È¿ÎÚÈÛ˘ Û fiϘ ÙȘ ‰Ú·ÛÙËÚÈfiÙËÙ¤˜ ÙÔ˘˜. ¶fiÙ ÍÂΛÓËÛÂ Ë ‰Ú¿ÛË; H ‰Ú¿ÛË European Language Label ÍÂΛÓËÛ ÈÏÔÙÈο ÙÔ ¤ÙÔ˜ 1998-1999 ·ÏÏ¿ Û ϋÚË ÂÊ·ÚÌÔÁ‹ Ù¤ıËΠ·fi ÙÔ 1999. ŒÎÙÔÙÂ Ë ‰Ú¿ÛË Label ‘ÙÚ¤¯ÂÈ’ Û fiϘ ÙȘ ¿ÏϘ ¯ÒÚ˜ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘. ™ÙË
¯ÒÚ· Ì·˜ ˘ÏÔÔÈ‹ıËΠÈÏÔÙÈο ÙÔ ¤ÙÔ˜ 1998-1999 Î·È Ê¤ÙÔ˜ ÚÔ¯ˆÚ¿Ì ÛÙËÓ Î·ÓÔÓÈ΋ ÂÊ·ÚÌÔÁ‹ Ù˘. K·Ù¿ ÙËÓ ÈÏÔÙÈ΋ Ê¿ÛË ‚Ú·‚‡ÙËÎ·Ó ‰‡Ô ÚÔÁÚ¿ÌÌ·Ù·. TÔ ¤Ó· ‹Ù·Ó «H ÂÎÌ¿ıËÛË Ù˘ ÂÏÏËÓÈ΋˜ ÁÏÒÛÛ·˜ Î·È ÁÓˆÚÈÌ›· Ì ÙÔÓ ÂÏÏËÓÈÎfi ÔÏÈÙÈÛÌfi» Ì ˘Â‡ı˘ÓË ÙËÓ Î· K. P¿ÈÎÔ˘ Î·È ÙÔ ¿ÏÏÔ Â›¯Â ˆ˜ ı¤Ì· «Quality Control Group on Secondary Education» Ì ˘Â‡ı˘ÓË ÙËÓ Î· M. °ÎÈ˙È¿ÎË. ¶ÔÈÔÈ Â›Ó·È ÔÈ ÛÙfi¯ÔÈ Ù˘ European Language Label; TÔ E˘Úˆ·˚Îfi ™‹Ì· ¤¯ÂÈ ‰‡Ô ·ÚÈÔ˘˜ ÛÙfi¯Ô˘˜. ¶ÚÒÙÔÓ, Ó· ÂÓı·ÚÚ‡ÓÂÈ Ó¤Â˜ ÚˆÙÔ‚Ô˘Ï›Â˜ ÛÙÔÓ ÙÔ̤· Ù˘ ‰È‰·Ûηϛ·˜ Î·È Ù˘ ÂÎÌ¿ıËÛ˘ Í¤ÓˆÓ ÁψÛÛÒÓ. ¢Â‡ÙÂÚÔÓ, Ó· ÂÓËÌÂÚÒÛÂÈ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Î·È Ì·ıËÙ¤˜ ÁÈ· ÙȘ ÚˆÙÔ‚Ô˘Ï›Â˜ ·˘Ù¤˜, Î·È Ó· ÙÔ˘˜ ÂÌÓ‡ÛÂÈ Ó· ÚÔÛ·ÚÌfiÛÔ˘Ó ÙȘ ȉ¤Â˜ Î·È ÙȘ Ù¯ÓÈΤ˜ ÂÎ·È‰Â˘ÙÈ΋˜ ÌÂıÔ‰ÔÏÔÁ›·˜ Ô˘ ÂÊ·ÚÌfi˙Ô˘Ó ÛÙȘ ÛËÌÂÚÈÓ¤˜ ÂÍÂÏ›ÍÂȘ. ™Â ÔÈÔ˘˜ ·ÔÓ¤ÌÂÙ·È Ë European Language Label; ¶ÔÈÔ˜ ÌÔÚ› Ó· ηٷı¤ÛÂÈ Û¯¤‰ÈÔ; H ‰Ú¿ÛË ·˘Ù‹ ·Â˘ı‡ÓÂÙ·È Û ÂӉȷÊÂÚfiÌÂÓÔ˘˜ ÊÔÚ›˜ ηÈ
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FIGHTING EXAMINATION STRESS By Sylvia Kar
s teachers we always tell our students to read the title and try to gauge what the article or passage is about. With the title like “Fighting Exam Stress” what else can I possibly write about, if not exam stress? So pat yourself on the back, you guessed correctly. What you didn’t guess correctly is w h o s e stress. I’m talking about the teacher’s stress because every other article ever written on stress focused on the student, as if they have more stress than we do. What a joke! Whichever way you slice it, we have the stress, they just have the anticipation to “get it over with”. It doesn’t matter if you’re a classroom teacher, a school owner or a private teacher; your stress is based on whether or not your students will pass whichever examination they are sitting, because your reputation is at stake. If you are a classroom teacher and your students don’t pass, your contract may not be renewed. If you are a school owner and your students don’t pass, you know how quickly word gets round, so you won’t be surprised if the following year registration numbers are down. And, if your private lessons don’t pass, you may be looking for a job in
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a school, come the following year. Having been in the business for more years than I care to mention, I have had hundreds of stories related to me, by teachers, which show just how stressed out we all get. My two favorites, I would like to share with you. They were both recurring dreams which the same teacher had, just before her students were to go before the execution squads. In one dream, she is a child in school. It is winter and she is dressed in a very heavy overcoat which she takes off as soon as she gets into her classroom. All the students break out
in laughter. She looks down at herself to see what they are laughing about and discovers that she has no other clothes on. In her second dream, it is the night before her final chemistry exam and she opens her books and discovers
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that everything looks unfamiliar. She knows absolutely nothing and begins to panic waking up drenched in her own sweat. These two dreams would have Freud turning over in his grave. They are a psychoanalyst’s dream patient. But, joking aside, don’t you have something similar to relate? Your stress might express itself in loss of appetite (if you are lucky) or overeating (if you are unlucky) or screaming at your own children or husband and so on and so forth. What it all boils down to is that the stress is there, just below the surface, waiting to erupt. And believe me it does erupt! My eruption came a Thursday before Saturday Preliminary Examination. “Filitsa” asks what, in her mind, was a perfectly reasonable question. “Miss, how come in some questions we use ‘do’ and in some we use ‘be’?”. That was it! I shot out of my
chair like a pilot ejecting from a was more than I could handle in my burning plane, brought my face burned out, stress filled month before within inches of hers and much, the Preliminary Exam. much too calmly and slowly Needless to say, Filitsa did not pass enunciated, “Filitsa why don’t you sit the Preliminary Examination. Though this test out and wait for next year?” I feel guilty every time I think of this Now if that wasn’t a humanistic event, it is not because I feel that I approach, I don’t know what is? The had “taught her wrong” as one whole class of 20 just froze because student once claimed but because I they knew me to be cool, calm and had erupted (in a quiet way mind you) collected and always eager to explain and had scared her half to death. the same thing twenty times over, if There are other ways, much more necessary. professional ones for us to relieve our This was very, very out of character. stress and not take it out on our Don’t think I’m trying to excuse students like they take theirs out on myself because I am not. I don’t think us. I don’t think it’s by chance that anyone could have been more they’ve named a whiskey “Teacher’s” unprofessional after us. and unfeeling If Pink Floyd as I was at that were given to Your stress might moment but, I understand what express itself in loss of just snapped. we go through, as appetite (if you are Not ONE lesson exam preparation had gone by, teachers’ I’m sure lucky) or overeating (if when I had not they would be you are unlucky) or asked if there willing to change screaming at your own was anything, their lyrics to anything at all, “HEY KIDS, children or husband and e v e n LEAVE THOSE so on and so forth. something T E A C H E R S which they ALONE.” thought might seem silly, just come out and ask it. S y l v i a K a r is a teacher, teacher But, to ask such a question, which I trainer, the author of many an Exam find a very fundamental one, for the Book and is considered to be an whole structure of grammar is based authority on B2, C1 and C2 on this, just before the Preliminary, examinations.
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E˘Úˆ·›ÔÈ Î·È ÁÏÒÛÛ˜ E˘Úˆ‚·ÚfiÌÂÙÚÔ ™Â٤̂ÚÈÔ˜ 2005 Ô ÂÚˆÙËÌ·ÙÔÏfiÁÈÔ ˘Ô‚Ï‹ıËΠ۠29.328 ¿ÙÔÌ· ËÏÈΛ·˜ ¿Óˆ ÙˆÓ 15 ÂÙÒÓ ÛÙȘ 25 ¯ÒÚ˜ ̤ÏË, ÛÙȘ ˘Ô ¤ÓÙ·ÍË ¯ÒÚ˜ ( BÔ˘ÏÁ·Ú›· η PÔ˘Ì·Ó›·), ÛÙȘ ˘Ô„‹ÊȘ ¯ÒÚ˜ ( KÚÔ·Ù›· Î·È TÔ˘ÚΛ·) ·ÏÏ¿ Î·È ÛÙ· ηÙ¯fiÌÂÓ· ( ÛËÌ. ™ÙÔ˘˜ ·Ú·Î¿Ùˆ ›Ó·Î˜ Ë K˘Úȷ΋ ¢ËÌÔÎÚ·Ù›· ·Ó·Ê¤ÚÂÙ·È ˆ˜ CY Î·È Ù· ηÙ¯fiÌÂÓ· ˆ˜ tcc ). ¶ÂÚÈÂÏ¿Ì‚·Ó ‰Â ÂÚˆÙ‹ÛÂȘ Û¯ÂÙÈο Ì ÙËÓ ÌËÙÚÈ΋ ÁÏÒÛÛ· ÙˆÓ ÂÚˆÙËı¤ÓÙˆÓ, ÔȤ˜ ¿ÏϘ ÁÏÒÛÛ˜ ÁÓˆÚ›˙Ô˘Ó Î·È Û ÙÈ Â›Â‰Ô.
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MËÙÚÈ΋ °ÏÒÛÛ· Oˆ˜ ‹Ù·Ó ·Ó·ÌÂÓfiÌÂÓÔ, Ë ÌËÙÚÈ΋ ÁÏÒÛÛ· Â›Ó·È Î·È Ë ÂıÓÈ΋ ÁÏÒÛÛ· ÛÙȘ ¯ÒÚ˜ Ù˘ EE (EÏÏ¿‰· 99%). O ÌÂÁ·Ï‡ÙÂÚÔ˜ ·ÚÈıÌfi˜ ·ÓıÚÒˆÓ Ô˘ ‰‹ÏˆÛ·Ó ·ÏÏË ÁÏÒÛÛ· ·Ô ÙËÓ Â›ÛËÌË Ù˘ ¯ÒÚ·˜ ÙÔ˘˜ ÛËÌÂÈÒıËΠÛÙȘ B·ÏÙÈΤ˜ ¯ÒÚ˜ (29% ÙˆÓ ÂÚˆÙËı¤ÓÙˆÓ ÛÙËÓ §ÂÙÔÓ›· Î·È 19% ÛÙËÓ EÛıÔÓ›· ‰‹ÏˆÛ·Ó Ù· ÚˆÛÈο ˆ˜ ÌËÙÚÈ΋ ÁÏÒÛÛ·. AÓÔ‰Ô˜ ÙˆÓ °ÂÚÌ·ÓÈÎÒÓ – T· ÚˆÛÈο ÛÙËÓ 4Ë ı¤ÛË OÈ ÌÈÛÔ› οÙÔÈÎÔÈ ÙˆÓ ¯ˆÚÒÓ ÌÂÏÒÓ ‰ËÏÒÓÔ˘Ó ÔÙÈ ÌÔÚÔ‡Ó Ó· ÔÌÈÏÔ‡Ó ÙÔ˘Ï¿¯ÈÛÙÔÓ ÌÈ· ÁÏÒÛÛ· ϤÔÓ Ù˘ ÌËÙÚÈ΋˜ ÙÔ˘˜. A˘Ùfi Â›Ó·È 3 ÌÔÓ¿‰Â˜ ˘„ËÏfiÙÂÚÔ ·Ô ÙÔ ·ÔÙ¤ÏÂÛÌ· ÙÔ˘ 2001 ( Ì E.E. 15 ÌÂÏÒÓ). (BϤ ›Ó·Î·) T· ˘„ËÏfiÙÂÚ· ÔÛÔÛÙ¿ ÁψÛÛÔÌ¿ıÂÈ·˜ ‚Ú›ÛÎÔÓÙ·È ÛÙȘ Û¯ÂÙÈο ÌÈÎÚfiÙÂÚ˜ ¯Ò-
Ú˜ –̤ÏË Ì ÏÈÁfiÙÂÚÔ ÔÌÈÏÔ‡ÌÂÓ˜ ›ÛË̘ ÁÏÒÛÛ˜. 99% ÙˆÓ §Ô˘ÍÂÌ‚Ô‡ÚÁȈÓ, 93% ÙˆÓ §ÂÙÔÓÒÓ Î·È ÙˆÓ M·ÏÙ¤˙ˆÓ, Î·È ÙÔ 90% ÙˆÓ §ÈıÔ˘·ÓÒÓ ÁÓˆÚ›˙Ô˘Ó ÙÔ˘Ï¿¯ÈÛÙÔÓ ÌÈ· ÂÈϤÔÓ ÁÏÒÛÛ·. AÓÙÈı¤Ùˆ˜ , Ë Û˘ÓÙÚÈÙÈ΋ ÏÂÈÔ„ËÊ›· ÛÙËÓ O˘ÁÁ·Ú›· ( 71%), Hӈ̤ÓÔ B·Û›ÏÂÈÔ ( 70%), IÛ·Ó›·, IÙ·Ï›· Î·È ¶ÔÚÙÔÁ·Ï›· ( 64% Ë Î¿ıÂÌÈ·) ·¿ÓÙËÛ·Ó ÔÙÈ ÁÓˆÚ›˙Ô˘Ó ÌfiÓÔ ÙËÓ ‰È΋ ÙÔ˘˜ ÁÏÒÛÛ·. T· AÁÁÏÈο Ì ÔÛÔÛÙfi 34% Â›Ó·È Ë ÈÔ ‰È·‰Â‰Ô̤ÓË ÁÏÒÛÛ· – ÏÂfiÓ Ù˘ ÌËÙÚÈ΋˜- ·ÎÔÏÔ˘ıÔ‡ÌÂÓ· ·Ô Ù· °ÂÚÌ·ÓÈο ( 12%), Ù· °·ÏÏÈο (11%), Ù· PˆÛÈο Î·È Ù· IÛ·ÓÈο Û ÔÛÔÛÙfi 5%. ™Â Â›Â‰Ô ¯ˆÚÒÓ, Ù· AÁÁÏÈο ÔÌÈÏÔ‡ÓÙ·È Â˘Ú¤ˆ˜ Û 16 ¯ÒÚ˜-̤ÏË. H ™ÏÔ‚·Î›· Â›Ó·È Ë ÌfiÓË ¯ÒÚ· fiÔ˘ Ù· AÁÁÏÈο ‰ÂÓ ·Ó·Ê¤ÚÔÓÙ·È ·Ó¿ÌÂÛ· ÛÙȘ 3 ÚÒÙ˜ ÔÌÈÏÔ‡ÌÂÓ˜ ÁÏÒÛÛ˜. T· °·ÏÏÈο ·Ó·Ê¤ÚÔÓÙ·È ˆ˜ ‰Â‡ÙÂÚË ÈÔ ‰ËÌÔÊÈÏ‹˜ ÁÏÒÛÛ· ÛÙÔ Hӈ̤ÓÔ B·Û›ÏÂÈÔ Î·È ÙÔ §Ô˘ÍÂÌ‚Ô‡ÚÁÔ, Î·È Ù· °ÂÚÌ·ÓÈο ÛÙËÓ TÛ¯›· Î·È ÙËÓ O˘ÁÁ·Ú›·. K¿ÔÈ· ÚÒÙ· Û˘ÌÂÚ¿ÛÌ·Ù· Ô˘ ÂÍ¿ÁÔÓÙ·È ·Ô ÙËÓ Û‡ÁÎÚÈÛË ÙÔ˘ EU25 ( 25 ÎÚ¿ÙË-̤ÏË) Î·È ÙÔ˘ EU15 ÙÔ˘ 2001 Â›Ó·È Ù· ÂÍ‹˜: ñ T· AÁÁÏÈο Û˘Ó¯›˙Ô˘Ó Ó· ÎÂÚ‰›˙Ô˘Ó ¤‰·ÊÔ˜ ( +2 ÌÔÓ¿‰Â˜ Û ۯ¤ÛË Ì ÙÔ 2001) ñ T· °ÂÚÌ·ÓÈο ¤Êı·Û·Ó Ù· °·ÏÏÈο ÛÙËÓ ‰Â‡ÙÂÚË ı¤ÛË, ÏfiÁˆ Ù˘ ı¤Û˘ ÙÔ˘˜ ÛÙȘ Ӥ˜ ¯ÒÚ˜ Ô˘ ÂÓÙ¿¯ıËÎ·Ó ÛÙÔ ÌÂÛԉȿÛÙËÌ·.
ñ T· PˆÛÈο ·Ó‹Ïı·Ó ÛÙËÓ Ù¤Ù·ÚÙË ı¤ÛË ÁÈ· ÙÔÓ ›‰ÈÔ ÏfiÁÔ (˘„ËÏfi ÔÛÔÛÙfi ÛÙȘ B·ÏÙÈΤ˜ ¯ÒÚ˜, Î·È fi¯È ÌfiÓÔ) T¤ÏÔ˜, ·Ó·Ï‡ÔÓÙ·˜ ÙȘ ÁψÛÛÈΤ˜ ‰ÂÍÈfiÙËÙ˜ ‚¿ÛÂÈ ÎÔÈÓˆÓÈÎÒÓ Î·È ‰ËÌÔÁÚ·ÊÈÎÒÓ ·Ú·Ì¤ÙÚˆÓ, ·Ó·Î·Ï‡ÙÔ˘Ì οÔÈ· Ôχ ÂӉȷʤÚÔÓÙ· ÛÙÔȯ›·. OÈ ¿ÓÙÚ˜ ‰ËÏÒÓÔ˘Ó Û ÌÂÁ·Ï‡ÙÂÚÔ ÔÛÔÛÙfi fiÙÈ ÌÈÏÔ‡Ó ÙÔ˘Ï¿¯ÈÛÙÔÓ ÌÈ· ÂÈϤÔÓ ÁÏÒÛÛ· Û ۯ¤ÛË Ì ÙȘ Á˘Ó·›Î˜ ( 52% Ì 47%). T· ÔÛÔÛÙ¿ ÁψÛÛÔÌ¿ıÂÈ·˜ ·˘Í¿ÓÔ˘Ó fiÛÔ ÌÂÈÒÓÂÙ·È Ë ËÏÈΛ· HÏÈΛ·: 15-24 25-39 40-54 55 +
69% 58% 47% 35%
TÔ ¯¿ÛÌ· ÌÂÁ·ÏÒÓÂÈ ·ÎfiÌ· ÂÚÈÛÛfiÙÂÚÔ ·Ó¿ÌÂÛ· ÛÙ· ¿ÙÔÌ· Ô˘ ÛÔ˘‰¿˙Ô˘Ó ·ÎfiÌ· Î·È Û ÂΛÓÔ˘˜ Ô˘ ÙÂÏ›ˆÛ·Ó ÛÙËÓ ËÏÈΛ· ÙˆÓ 15 ÂÙÒÓ (79% Î·È 20% ·ÓÙ›ÛÙÔȯ·) OÈ ŒÏÏËÓ˜ OÈ EÏÏËÓ˜ ·¿ÓÙËÛ·Ó Û ÔÛÔÛÙfi 49% ÔÙÈ ÌÔÚÔ‡Ó Ó· Ï¿‚Ô˘Ó Ì¤ÚÔ˜ Û ÌÈ· Û˘˙‹ÙËÛË Û ÁÏÒÛÛ· ¿ÏÏË ÏËÓ Ù˘ ÌËÙÚÈ΋˜ – ÂÏÏËÓÈ΋˜. ¶ÔÛÔÛÙfi ηٿ 1 ÌÔÓ¿‰· ¯·ÌËÏfiÙÂÚÔ ·Ô ÙÔÓ Ì¤ÛÔ fiÚÔ ÙˆÓ 25 ( 50%). OÛÔÓ ·ÊÔÚ¿ ÛÙȘ ͤÓ˜ ÁÏÒÛÛ˜ : 44% ‰‹ÏˆÛ·Ó ÔÙÈ ÌÈÏÔ‡Ó ·ÁÁÏÈο, 8% Á·ÏÏÈο , 8% ÁÂÚÌ·ÓÈο Î·È 3% ÈÙ·ÏÈο
EÂÍ‹ÁËÛË Îˆ‰ÈÎÒÓ ¯ˆÚÒÓ BE B¤ÏÁÈÔ, CZ TÛ¯›· ,DK ¢·Ó›·, DE °ÂÚÌ·Ó›·, EE EÛıÔÓ›·, EL EÏÏ¿˜, ES IÛ·Ó›·, FR °·ÏÏ›·, IE IÚÏ·Ó‰›·, IT IÙ·Ï›·, CY K˘Úȷ΋ ¢ËÌÔÎÚ·Ù›· , LV §ÂÙÔÓ›·, LT §ÈıÔ˘·Ó›·, LU §Ô˘ÍÂÌ‚Ô‡ÚÁÔ, HU O˘ÁÁ·Ú›·, MT M¿ÏÙ·, NL OÏÏ·Ó‰›·, AT A˘ÛÙÚ›·, PL ¶Ôψӛ·, PT ¶ÔÚÙÔÁ·Ï›·, SI ™ÏÔ‚ÂÓ›·, SK ™ÏÔ‚·Î›·, FI ºÈÓÏ·Ó‰›·, SE ™Ô˘Ë‰›·,UK Hӈ̤ÓÔ B·Û›ÏÂÈÔ, BG BÔ˘ÏÁ·Ú›·, HR KÚÔ·Ù›·, RO PÔ˘Ì·Ó›·, TR TÔ˘ÚΛ·,CY(tcc) K·Ù¯fiÌÂÓ· – TÔ˘ÚÎÔ·ÚÈ·ÎÔ˜ ÙÔ̤·˜.
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¶OIA E¶EN¢Y™H A¶O¢I¢EI TO ME°A§YTEPO E¶ITOKIO;
™.K.A.B.E.!
MÈ· ¤Ӊ˘ÛË Û ÁÓÒÛÂȘ! T· ÔʤÏË Ù˘ Û˘Ó¯È˙fiÌÂÓ˘ Âη›‰Â˘Û˘ Afi ÙÔÓ ¢Ú·. ÕÁÁÂÏÔ PÔ‰·ÊËÓfi
Ô ı¤Ì· Ô˘ ·Ó¤Î·ıÂÓ ÌÔ˘ ΤÓÙÚÈ˙ ÙÔ ÂӉȷʤÚÔÓ Â›Ó·È Ë ÂÚÒÙËÛË ÙÈ Â›Ó·È ·˘Ùfi Ô˘ οÓÂÈ Î¿ÔÈ· ¿ÙÔÌ· Ó· ͯˆÚ›˙Ô˘Ó, ¤ÛÙˆ Î·È ·Ó ÍÂÎÈÓÔ‡Ó ·fi Ê·ÈÓÔÌÂÓÈο ‰˘ÛÎÔÏfiÙÂÚ˜ Û˘Óı‹Î˜ Û ۯ¤ÛË Ì οÔÈ· ¿ÏÏ· ¿ÙÔÌ· Ù· ÔÔ›· Ê·›ÓÂÙ·È Ó· "Ù· ¤¯Ô˘Ó fiÏ·" Î·È fï˜ ·ÔÙ˘¯·›ÓÔ˘Ó ÛÙËÓ ÚÔÛˆÈ΋ Î·È Â·ÁÁÂÏÌ·ÙÈ΋ ÙÔ˘˜ ˙ˆ‹. AÓ Î·È Ë ·¿ÓÙËÛË ÛÙËÓ ·ÔÚ›· ÌÔ˘ Â›Ó·È Ì¿ÏÏÔÓ ·ÚÎÂÙ¿ ÂÚ›ÏÔÎË Î·ıÒ˜ ÔÏÏÔ› ·Ú¿ÁÔÓÙ˜ Ê·›ÓÂÙ·È Ó· ÂÌϤÎÔÓÙ·È, ÔÚÈṲ̂ӷ ¯·Ú·ÎÙËÚÈÛÙÈο ÙˆÓ "ÂÈÙ˘¯Ë̤ӈÓ" ·ÙfiÌˆÓ Ê·›ÓÂÙ·È Ó· ͯˆÚ›˙Ô˘Ó ÛÙË ‚È‚ÏÈÔÁÚ·Ê›· ·ÏÏ¿ Î·È ÛÙËÓ Î·ıËÌÂÚÈÓ‹ ˙ˆ‹. ŒÓ· ·fi ·˘Ù¿ Â›Ó·È Ë ‰È¿ıÂÛË ÁÈ· Û˘Ó¯‹ ÚÔÛˆÈ΋ ·Ó¿Ù˘ÍË Î·È ‚ÂÏÙ›ˆÛË. ŒÓ· ¿ÏÏÔ Ë ·ÈÛÈfi‰ÔÍË ÛÙ¿ÛË Î·Ù¿ ÙËÓ ·ÓÙÈÌÂÙÒÈÛË ‰˘ÛÎÔÏÈÒÓ Î·È ÂÌÔ‰›ˆÓ ÛÙË ˙ˆ‹. °È· ·Ú¿‰ÂÈÁÌ·, Ë M.X. Â›Ó·È ¤Ó· ·fi Ù· ¿ÙÔÌ· Ô˘ ÍÂΛÓËÛ·Ó ·fi ÙÔ Ìˉ¤Ó Î·È Î·Ù¿ÊÂÚ·Ó Ì ÛÎÏËÚ‹ ÚÔÛˆÈ΋ ÂÚÁ·Û›· Ó· ‰ËÌÈÔ˘ÚÁ‹ÛÔ˘Ó ÂÚÈÔ˘Û›Â˜, Û›ÙÈ· Î·È ÂȯÂÈÚ‹ÛÂȘ. ŸÙ·Ó Ù· ¤¯·Û fiÏ· ÏfiÁˆ οÔÈˆÓ ¿Ù˘¯ˆÓ Û˘Á΢ÚÈÒÓ ‹ ηÎÒÓ ˘ÔÏÔÁÈÛÌÒÓ, Û˘Ó¤¯ÈÛ ÁÂÌ¿ÙË ·ÈÛÈÔ‰ÔÍ›· ÙËÓ ÚÔÛ¿ıÂÈ· ϤÁÔÓÙ·˜: "•¤Úˆ Ò˜ Ù· ‰ËÌÈÔ‡ÚÁËÛ·, ÔÈ ÁÓÒÛÂȘ Â›Ó·È Ì¤Û· ÌÔ˘, ¿Ì ͷӿ ·fi ÙËÓ ·Ú¯‹". AÓ ÙÔ Î·ÏÔÛÎÂÊÙ› ηÓ›˜, ‰ÂÓ ˘¿Ú¯ÂÈ Î·Ì›· ÂÁÁ‡ËÛË ÛÙË ˙ˆ‹ - Ù· ¯Ú‹Ì·Ù· ¯¿ÓÔÓÙ·È Û ÌÈ· ̤ڷ, Ù· Û›ÙÈ· η›ÁÔÓÙ·È ÁÎÚÂÌ›˙ÔÓÙ·È, ÔÈ ÙÈ̤˜ ÙˆÓ ÌÂÙÔ¯ÒÓ ¤ÊÙÔ˘Ó. H ÌfiÓË Ú·ÁÌ·ÙÈ΋ ÂÁÁ‡ËÛË Â›Ó·È ÙÔ Ó· ‚ÂÏÙÈÒÓÂȘ ÙÔÓ Â·˘Ùfi ÛÔ˘
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ηıËÌÂÚÈÓ¿. ¶Ú¿ÁÌ·ÙÈ, ·Ó ı¤ÏÂȘ Ó· ¿ÚÂȘ ÂÚÈÛÛfiÙÂÚ· ·fi ÙË ˙ˆ‹, ·fi ¿Ô„Ë ˘ÏÈÎÒÓ ·Á·ıÒÓ, ˘Á›·˜ Î·È ÛˆÌ·ÙÈ΋˜ ηٿÛÙ·Û˘, ÚÔÛˆÈÎÒÓ Û¯¤ÛÂˆÓ Î·È „˘¯È΋˜ ËÚÂÌ›·˜, Ú¤ÂÈ Ó· οÓÂȘ ÙÔÓ Â·˘Ùfi ÛÔ˘ ÈÔ ÔχÙÈÌÔ. °È·Ù›, ÙÔ Ì¤ÏÏÔÓ ·Ó‹ÎÂÈ ÛÙÔ˘˜ ÈηÓÔ‡˜. T· "ηϿ" ¿ÙÔÌ· ¤¯Ô˘Ó ÔÏϤ˜ ÂÈÏÔÁ¤˜. °È· ·Ú¿‰ÂÈÁÌ·, ÛÙË ‰Ô˘ÏÂÈ¿ Ô ÂÚÁÔ‰fiÙ˘ ÛÔ˘ ı¤ÏÂÈ Ó· ÛÔ˘ ‰ÒÛÂÈ ÂÚÈÛÛfiÙÂÚ·, ·ÚΛ Ó· ÙÔÓ ‚ÔËı‹ÛÂȘ Ó· ‚Á¿ÏÂÈ ÂÚÈÛÛfiÙÂÚ·. AÓ ‰Â ÛÔ˘ Ù· ‰ÒÛÂÈ ·˘Ùfi˜ Î·È ‰ÂÓ ·Ó·ÁÓˆÚ›ÛÂÈ ÙȘ ÈηÓfiÙËÙ¤˜ ÛÔ˘, Ó· Â›Û·È Û›ÁÔ˘ÚÔ˜ fiÙÈ ı· ÛÔ˘ Ù· ‰ÒÛÂÈ Ô ·ÓÙ·ÁˆÓÈÛÙ‹˜ ÙÔ˘. T· ηϿ ¿ÙÔÌ· ÂÚÁ¿˙ÔÓÙ·È ÛÎÏËÚ¿ ·ÏÏ¿ Î·È ¤Í˘Ó·. Ÿˆ˜ ÏÂÂÈ Ô Z. Ziglar, "AÓ Û˘Ó¯›ÛÂȘ Ó· ‰Ô˘Ï‡ÂȘ ÂÚÈÛÛfiÙÂÚÔ ·fi fiÛÔ ÏËÚÒÓÂÛ·È, Ôχ Û‡ÓÙÔÌ· ı· ÏËÚÒÓÂÛ·È ÂÚÈÛÛfiÙÂÚÔ ÁÈ· Ó· ‰Ô˘Ï‡ÂȘ ÏÈÁfiÙÂÚÔ." AÏ‹ıÂÈ·, fiÛÔ ·Í›˙ÂȘ ·fi ÙÔ Ï·ÈÌfi Î·È Î¿Ùˆ; ¶fiÛ· ¯Ú‹Ì·Ù· ÌÔÚ›˜ Ó· ‚Á¿ÏÂȘ Ì ¯ÂÈÚÔÓ·ÎÙÈ΋ ÂÚÁ·Û›·, ‹ ¯ÚËÛÈÌÔÔÈÒÓÙ·˜ ÙȘ ۈ̷ÙÈο ÛÔ˘ ÚÔÛfiÓÙ·; OÚÈṲ̂ӷ ÚÔÈÎÈṲ̂ӷ Û ÂÌÊ¿ÓÈÛË Î·È ÛˆÌ·ÙÈο ÚÔÛfiÓÙ· ¿ÙÔÌ· (ÌÔÓ٤Ϸ, ·ıÏËÙ¤˜) ı· ··ÓÙ‹ÛÔ˘Ó fiÙÈ ÌÔÚÔ‡Ó Ó· ‚Á¿ÏÔ˘Ó ·ÚÎÂÙ¿ ¯Ú‹Ì·Ù·. A˘Ùfi fï˜ ÈÛ¯‡ÂÈ ÁÈ· ¤Ó· Û¯ÂÙÈο ÌÈÎÚfi, fï˜, ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· Ù˘ ˙ˆ‹˜ ÙÔ˘˜, ηÈ, fiˆ˜ ›·Ì ÁÈ· Ï›Á· ÌfiÓÔÓ ¿ÙÔÌ·. ¢ÂÓ ˘¿Ú¯ÂÈ ÂÓÙÔ‡ÙÔȘ ηӤӷ fiÚÈÔ ÁÈ· ÙÔ fiÛ· ¯Ú‹Ì·Ù· ÌÔÚ› Ó· ‚Á¿ÏÂÈ Î·ı¤Ó·˜ Ì·˜ ¯ÚËÛÈÌÔÔÈÒÓÙ·˜ ÙÔ Ì¤ÚÔ˜ ÙÔ˘ ·˘ÙÔ‡ Ì·˜ Ô˘ ‚Ú›ÛÎÂÙ·È ·fi ÙÔ Ï·ÈÌfi Î·È Â¿Óˆ. ™˘Ó¯‹˜ K·È
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AfiÛ·ÛÌ· ·fi ÙÔ ‚È‚Ï›Ô ÙÔ˘ ÕÁÁÂÏÔ˘ PÔ‰·ÊËÓÔ‡ «Afi Ú›ÁÎÈ·˜ B¿ÙÚ·¯Ô˜ Î·È Tԇ̷ÏÈÓ!» ¶Ú·ÎÙÈΤ˜ „˘¯ÔÏÔÁÈΤ˜ Ù¯ÓÈΤ˜ ÁÈ· Ó· ‚ÂÏÙÈÒÛÂÙ ÙÔÓ Â·˘Ùfi Û·˜ - ‹ ÙÔ˘˜ ¿ÏÏÔ˘˜. £ÂÛÛ·ÏÔÓ›ÎË 2003 (A˘ÙԤΉÔÛË) AÛÙ·Ì¿ÙËÙË BÂÏÙ›ˆÛË ÙÔ˘ E·˘ÙÔ‡ (™.K.A.B.E.)! K¿ÔȘ Ê˘Ï¤˜ IÓ‰È¿ÓˆÓ Û˘ÓËı›˙Ô˘Ó Ó· ÁÈÔÚÙ¿˙Ô˘Ó fi¯È fiÙ·Ó ¤¯Ô˘Ó ÁÂÓ¤ıÏÈ·, ·ÏÏ¿ fiÙ·Ó ·ÈÛı¿ÓÔÓÙ·È fiÙÈ ‚ÂÏÙÈÒıËÎ·Ó Î·Ù¿ οÔÈÔÓ ÙÚfiÔ. H ÌÔÓ·‰È΋ ·ÛÊ¿ÏÂÈ· ÛÙË ˙ˆ‹ ‰ÂÓ Â›Ó·È ÔÈ Î·Ù·ı¤ÛÂȘ ÛÙËÓ ÙÚ¿Â˙· ‹ Ù· Û›ÙÈ·, ·ÏÏ¿ ÙÔ Ó· ‚ÂÏÙÈÒÓÂȘ ÙÔÓ Â·˘Ùfi ÛÔ˘ ηıËÌÂÚÈÓ¿. H
"™˘Ó¯‹˜ K·È AÛÙ·Ì¿ÙËÙË BÂÏÙ›ˆÛË ÙÔ˘ E·˘ÙÔ‡" - ·ÎÚˆÓ‡ÌÈÔ ™.K.A.B.E. (A. PÔ‰·ÊËÓfi˜©) Â›Ó·È Ë ÌfiÓË ÂÁÁ‡ËÛË ÁÈ· ÙÔ ·ÚfiÓ Î·È ÙÔ Ì¤ÏÏÔÓ. OÈ I¿ˆÓ˜ ¯ÚËÛÈÌÔÔÈÔ‡Ó ÙË Ï¤ÍË Kaizen ÂÓÒ ÔÈ AÌÂÚÈηÓÔ› Ù· ·Ú¯Èο C.A.N.I. (Constant and Never-ending Improvement, A. Robbins). ™KABE, ÏÔÈfiÓ, ™˘Ó¯Ҙ K·È AÛÙ·Ì¿ÙËÙ· BÂÏÙ›ˆÓ ÙÔÓ E·˘Ùfi ÛÔ˘. °È·Ù›, ·Ó ÊÚÔÓÙ›ÛÂȘ ηıËÌÂÚÈÓ¿ Ó· ÙÚ¤ÊÂÛ·È ÓÂ˘Ì·ÙÈο, ı· ¤ÚıÂÈ ÌÈ· ̤ڷ Ô˘ ‰Â ı· ¯ÚÂÈ¿˙ÂÙ·È Ó· ·ÓËÛ˘¯Â›˜ Î·È Ó· ÊÚÔÓÙ›˙ÂȘ ÁÈ· ÙË ÛˆÌ·ÙÈ΋ ÛÔ˘ ÙÚÔÊ‹. T· Î¤Ú‰Ë Ù˘ Û˘Ó¯È˙fiÌÂÓ˘ Âη›‰Â˘Û˘ (‹: §fiÁÔÈ ÁÈ· Ó· ÂÂÓ‰‡Ûˆ ÛÙË ‚ÂÏÙ›ˆÛ‹ ÌÔ˘). MÔÚ› Ó· ‚Ú›ÛÎÂÛ·È ÛÙÔ ÛˆÛÙfi ‰ÚfiÌÔ, ·Ó ‰ÂÓ ÚÔ¯ˆÚ‹ÛÂȘ fï˜, ı· Û ·Ù‹ÛÔ˘Ó. ¶fiÙ ‹Ù·Ó Ë ÙÂÏÂ˘Ù·›· ÊÔÚ¿ Ô˘ Ù·˝Û·Ù ÙÔ Ì˘·Ïfi Û·˜; T·˝˙ÂÙ·È ÙÔ ÛÒÌ· Û·˜ οı ̤ڷ, Û ٷÎÙ¿ ¯ÚÔÓÈο ‰È·ÛÙ‹Ì·Ù·. OÈ ÂÚÈÛÛfiÙÂÚÔÈ Íԉ‡ԢÌ Ôχ ÂÚÈÛÛfiÙÂÚÔ ¯ÚfiÓÔ ÁÈ· Ó· Ù·˝˙Ô˘Ì ÙÔ ÛÒÌ· ·Ú¿ ÁÈ· Ó· Ù·˝˙Ô˘Ì ÙÔ Ó‡̷. ¶ÔÈ· Â›Ó·È Ë ‰ÈηÈÔÏÔÁ›· Ì·˜; "¢ÂÓ ¤¯ˆ ¯ÚfiÓÔ. ¶ÔÙ¤ Ó· ‚Úˆ ¯ÚfiÓÔ;" AÓ ¤¯ÂȘ ¯ÚfiÓÔ ÁÈ· Ó· Ù·˝˙ÂȘ ÙÔ ÛÒÌ· ÛÔ˘, ı· Ú¤ÂÈ Ó· ¤¯ÂȘ Î·È ¯ÚfiÓÔ ÁÈ· Ó· Ù·˝ÛÂȘ ÙÔ Ó‡̷ ÛÔ˘. ™˘¯Ó¿ ÔÈ Î·ıËÌÂÚÈÓ¤˜ ÌÈÎÚfi-·Û¯Ôϛ˜ Î·È Ë ÂÍ·ÛÊ¿ÏÈÛË ÙÔ˘ ÂÈÔ‡ÛÈÔ˘ ·ÔÚÚÔÊÔ‡Ó Î·È ·ÔÛÔ‡Ó ÙËÓ ÚÔÛÔ¯‹ Ì·˜ ·fi Ù· Ú¿ÁÌ·Ù· Ù· ÔÔ›· Â›Ó·È Ú·ÁÌ·ÙÈο ÛËÌ·ÓÙÈο ÁÈ· ÙË ˙ˆ‹ Î·È ÙËÓ Î·ÚȤڷ Ì·˜. ¶Èı·ÓfiÓ, Â¿Ó ÌÔÚÔ‡Û·Ì ӷ ÙÚ·‚˯Ùԇ̠ϛÁÔ ÈÔ ›Ûˆ ÒÛÙ ӷ ‰Ô‡Ì ÙË Û˘ÓÔÏÈ΋ ÂÈÎfiÓ·, ÙfiÙ ӷ ‹Ì·ÛÙ·Ó Û ı¤ÛË Ó·
·ÍÈÔÏÔÁ‹ÛÔ˘Ì ηχÙÂÚ· ÙÔ Ô˘ ı¤ÏÔ˘Ì ӷ ·ÌÂ Î·È ÔÈ· Â›Ó·È Ù· ÛËÌ·ÓÙÈο Ú¿ÁÌ·Ù· Ô˘ Ú¤ÂÈ Ó· οÓÔ˘Ì ÒÛÙ ӷ ÂÈÙ‡¯Ô˘Ì ·˘ÙÔ‡˜ ÙÔ˘˜ ÛÙfi¯Ô˘˜. K¿ÔÈÔÈ ¿ÏÏÔÈ ı· Ô˘Ó: AÓ ÛÙ·Ì·Ù‹ÛÂȘ Ó· Âηȉ‡ÂÛ·È Î·È Ó· Ì·ı·›ÓÂȘ, ı· ·Ú¯›ÛÂȘ Ó· ‚Ô˘ÏÈ¿˙ÂȘ. K·Ó›˜ ‰ÂÓ ÌÔÚ› Ó· ÂÈχÛÂÈ Û‹ÌÂÚ·. E›Ù ·Ó·‰‡ÂÛ·È Â›Ù ‚Ô˘ÏÈ¿˙ÂȘ. A˘Ùfi˜ ‹Ù·Ó Ô Î·ÓfiÓ·˜ Â‰Ò Î·È ¯ÈÏÈ¿‰Â˜ ¯ÚfiÓÈ·. H ÌfiÓË ‰È·ÊÔÚ¿ Â›Ó·È fiÙÈ Û‹ÌÂÚ· ÌÔÚ›˜ Ó· ·Ó·‰˘ı›˜ ‹ Ó· ‚Ô˘ÏÈ¿ÍÂȘ Ôχ ÈÔ ÁÚ‹ÁÔÚ· (Thomas Watson, IBM). OÈ Î·ÏÔ› Ì¿Ó·Ù˙ÂÚ, ÁÈ· ·Ú¿‰ÂÈÁÌ·, ÂÓËÌÂÚÒÓÔÓÙ·È Û˘Ó¯Ҙ Î·È ÌÂÏÂÙÔ‡Ó ·Ú·ÎÈÓËÙÈÎfi ˘ÏÈÎfi, ‰Â ÌÂÏÂÙÔ‡Ó ÂÂȉ‹ Â›Ó·È ÔÈ Î·Ï‡ÙÂÚÔÈ, Â›Ó·È ÔÈ Î·Ï‡ÙÂÚÔÈ ÂÂȉ‹ ÌÂÏÂÙÔ‡Ó. °ÓˆÚ›˙Ô˘Ó fiÙÈ Ô ÂÁΤʷÏÔ˜ ‰Â ÌÔÚ› ÔÙ¤ Ó· ·Ú·ÁÂÌ›ÛÂÈ ·fi ÏËÚÔÊÔڛ˜ Î·È fiÙÈ Ë ÌÓ‹ÌË Î·È Ë ÈηÓfiÙËÙ· ÁÈ· Ì¿ıËÛË ‚ÂÏÙÈÒÓÂÙ·È fiÛÔ ÈÔ Ôχ ‰È·‚¿˙ÂȘ. K·Ù·Ï·‚·›ÓÔ˘Ó fiÙÈ Â›Ó·È Ôχ ‰‡ÛÎÔÏÔ Ó· Á›ÓÂȘ ˘¤Ú-ÂÎ·È‰Â˘Ì¤ÓÔ˜. ¢È·Ï¤ÁÔ˘Ó Ó· Ì·ı·›ÓÔ˘Ó Î¿ÙÈ Î·ıËÌÂÚÈÓ¿ Î·È Ó· ‚ÂÏÙÈÒÓÔÓÙ·È. °ÓˆÚ›˙Ô˘Ó fiÙÈ "Y¿Ú¯ÂÈ Ôχ˜ ¯ÒÚÔ˜ ÛÙËÓ ÎÔÚ˘Ê‹ ·ÏÏ¿ ‰ÂÓ Â›Ó·È ·ÚÎÂÙfi˜ ÁÈ· Ó· ηı›ÛÂȘ." ™Ù·ÙÈÛÙÈΤ˜ ¤Ú¢Ó˜ ‰Â›¯ÓÔ˘Ó fiÙÈ ÔÈ ÂÈÙ˘¯Ë̤ÓÔÈ ÚÔ¤Ú¯ÔÓÙ·È ·fi fiÏ· Ù· ÎÔÈÓˆÓÈο ÛÙÚÒÌ·Ù· ÙÔ˘ ÏËı˘ÛÌÔ‡ Î·È fiϘ ÙȘ ÂÎ·È‰Â˘ÙÈΤ˜ ‚·ıÌ›‰Â˜, ·fi ·fiÊÔÈÙÔ˘˜ ‰ËÌÔÙÈÎÔ‡ ̤¯ÚÈ Î·Ùfi¯Ô˘˜ ‰È‰·ÎÙÔÚÈÎÒÓ. Œ¯Ô˘Ó fï˜ ˆ˜ ÎÔÈÓfi ¯·Ú·ÎÙËÚÈÛÙÈÎfi ÌÈ· ·ÁÓ‹ ‰È¿ıÂÛË
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5 ÁÈ· Û˘Ó¯‹ Ì¿ıËÛË Î·È ·fiÎÙËÛË ÁÓÒÛÂˆÓ (fi¯È ¢ËÌÈÔ‡ÚÁËÛ ÙÔ ‰ÈÎfi ÛÔ˘ ·Ó·Áη›· ÙˆÓ Ù˘ÈÎÒÓ ÂÎ·È‰Â˘ÙÈÎfi ΤÓÙÚÔ. ÁÓÒÛÂˆÓ Ô˘ AÊȤڈÛ 5% ÙÔ˘ ¯ÚfiÓÔ˘ Î·È ·›ÚÓÂÈ Î·Ó›˜ ÙÔ˘ ÂÈÛÔ‰‹Ì·Ùfi˜ ÛÔ˘ ÛÙËÓ ÛÙÔ ·ÓÂÈÛÙ‹ÌÈÔ). ÚÔÛˆÈ΋ ÛÔ˘ ·Ó¿Ù˘ÍË. ™˘Ó¯È˙fiÌÂÓË ™Â ÔÙȉ‹ÔÙ ¿ÏÏÔ Ì¿ıËÛË ÛËÌ·›ÓÂÈ ÂÂÓ‰‡ÛÂȘ, ÌÔÚ› Ó· ¯¿ÛÂȘ Ó· ÚÔÁÚ·ÌÌ·Ù›˙ÂȘ Ù· ¯Ú‹Ì·Ù¿ ÛÔ˘. ¢ÂÓ ı· Û˘ÁÎÂÎÚÈ̤Ó˜ ¯¿ÛÂȘ ¯Ú‹Ì·Ù·, fï˜, ·Ó ¯ÚÔÓÈΤ˜ ÂÚÈfi‰Ô˘˜ οı ÂÂÓ‰‡ÛÂȘ ÛÙÔÓ Â·˘Ùfi ÛÔ˘. ‚‰ÔÌ¿‰·, ÙȘ Ôԛ˜ Ó· ·ÊÈÂÚÒÓÂȘ ÛÙË ÌÂϤÙË Î·È Ú·ÎÙÈ΋, ÛÙËÓ ÂÎÌ¿ıËÛË Ó¤ˆÓ ÈηÓÔÙ‹ÙˆÓ Î·È ÛÙËÓ ·fiÎÙËÛË Ó¤ˆÓ ÁÓÒÛˆÓ, Ô˘ ı· Û ‚ÔËı‹ÛÔ˘Ó Ó· ‚ÂÏÙÈÒÛÂȘ ÙÔÓ Â·˘Ùfi ÛÔ˘. A˘Ù¿ Ô˘ ‰Â ÁÓˆÚ›˙ÂȘ Û¯ÂÙÈο Ì ÙË ‰Ô˘ÏÂÈ¿ ÛÔ˘ (.¯., ÛÙË ÏÔÁÈÛÙÈ΋, ÛÙÔ Ì¿Ó·Ù˙ÌÂÓÙ, ÛÙȘ ·ÓıÚÒÈÓ˜ Û¯¤ÛÂȘ ‹ ÛÙȘ ˆÏ‹ÛÂȘ), ÌÔÚÔ‡Ó Ó· ÂÍ·Ê·Ó›ÛÔ˘Ó ÔÏÔÎÏËÚˆÙÈο ÙȘ ¢ηÈڛ˜ ÛÔ˘ ÁÈ· ÌÈ· ÂÈÙ˘¯Ë̤ÓË Î·ÚȤڷ. Œ¯ÂȘ ÙÚÂȘ ÂÈÏÔÁ¤˜ ÁÈ· Ó· ‚ÂÏÙÈÒÛÂȘ ÙÔÓ Â·˘Ùfi ÛÔ˘: ·. A˘ÙÔ-Âη›‰Â˘ÛË H ·˘Ùfi-Âη›‰Â˘ÛË ÛÔ˘ ÂÈÙÚ¤ÂÈ Ó· ·˘Í‹ÛÂȘ ÙȘ ÈηÓfiÙËÙ¤˜ ÛÔ˘ Ôχ ÁÚËÁÔÚfiÙÂÚ· ·fi ÙËÓ ·Ï‹ ·Ó·ÌÔÓ‹ Ù˘ ˆÚ›Ì·ÓÛ˘ Î·È Ù˘ ·fiÎÙËÛ˘ ÂÌÂÈÚ›·˜. A˘Ù‹ ÌÔÚ› Ó· ÂÈÙ¢¯ı› Ì ‚È‚Ï›·, ηۤÙ˜, ‚ÈÓÙÂÔηۤÙ˜, ÛÂÌÈÓ¿ÚÈ·, ‰È·Ï¤ÍÂȘ, ‚Ú·‰ÈÓ¿ Ì·ı‹Ì·Ù·. ‚. EÈÛÙÚÔÊ‹ ÛÙ· ıÚ·Ó›· ‹ Û˘Ó¤¯ÈÛË ÛÔ˘‰ÒÓ (Ù˘È΋ Âη›‰Â˘ÛË). MÔÚ›˜ Û ÔÔÈ·‰‹ÔÙ ËÏÈΛ· Ó· ·ÔÎÙ‹ÛÂȘ ¤Ó· Ù˘¯›Ô Ë ¤Ó· ·ÎfiÌË Ù˘¯›Ô. MÔÚ›˜ Ó· ÁÚ·ÊÙ›˜ Û ¤Ó· ·ÓÂÈÛÙ‹ÌÈÔ ‹ Û ÌÈ· Û¯ÔÏ‹ (Ù¯ÓÈ΋˜ Âη›‰Â˘Û˘, ‰ËÌfiÛÈ· ‹ ȉȈÙÈ΋) ·fi ÙȘ ÙfiÛ˜ Ô˘ ˘¿Ú¯Ô˘Ó Î·È Ó· Ù· ηٷʤÚÂȘ ÎÈ ÂÛ‡, fiˆ˜ ¯ÈÏÈ¿‰Â˜ ¿ÏÏÔÈ. MÔÚ›˜ ·ÎfiÌ· Î·È Ó· ¿ÚÂȘ ˘ÔÙÚÔÊ›·. Á. Eη›‰Â˘ÛË Ì¤Û· ÛÙËÓ ÂÙ·ÈÚ›·. A˘Ù‹ Û˘Ó‹ıˆ˜ Â›Ó·È ˘„ËÏ‹˜ ÔÈfiÙËÙ·˜ Î·È Â›Ó·È Û˘ÁÎÂÎÚÈ̤ÓË Î·È ÂÊ·ÚÌÔṲ̂ÓË ÛÙ· ÚÔ‚Ï‹Ì·Ù· Î·È ÙȘ ·Ó¿ÁΘ ÙˆÓ Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ ÂÚÁ·˙Ô̤ӈÓ. ™˘¯Ó¿, fï˜, Ù· ¿ÙÔÌ· Ô˘ ÙË ¯ÚÂÈ¿˙ÔÓÙ·È ÂÚÈÛÛfiÙÂÚÔ ‰›ÓÔ˘Ó ÙË ÏÈÁfiÙÂÚË ÚÔÛÔ¯‹ Î·È ÛËÌ·Û›·. ¶ÚÔÙ¿ÛÂȘ Ø ¢ËÌÈÔ‡ÚÁËÛ ÙÔ ‰ÈÎfi ÛÔ˘ ÂÎ·È‰Â˘ÙÈÎfi ΤÓÙÚÔ. AÊȤڈÛ 5% ÙÔ˘ ¯ÚfiÓÔ˘ Î·È ÙÔ˘ ÂÈÛÔ‰‹Ì·Ùfi˜ ÛÔ˘ ÛÙËÓ ÚÔÛˆÈ΋ ÛÔ˘ ·Ó¿Ù˘ÍË. ™Â ÔÙȉ‹ÔÙ ¿ÏÏÔ ÂÂÓ‰‡ÛÂȘ, ÌÔÚ› Ó· ¯¿ÛÂȘ Ù· ¯Ú‹Ì·Ù¿ ÛÔ˘. ¢ÂÓ ı· ¯¿ÛÂȘ ¯Ú‹Ì·Ù·, fï˜, ·Ó ÂÂÓ‰‡ÛÂȘ ÛÙÔÓ Â·˘Ùfi ÛÔ˘. AÓ Î·È ÌÔÚ› Ó· ÛÔ˘ ÎϤ„Ô˘Ó ÙÔ ÔÚÙÔÊfiÏÈ ÛÔ˘, ηÓ›˜ ‰Â ÌÔÚ› Ó· ÛÔ˘ ÙÔ ÎϤ„ÂÈ Â¿Ó ÙÔ ·‰ÂÈ¿ÛÂȘ ̤۷ ÛÙÔ ÎÂÊ¿ÏÈ ÛÔ˘. MÈ· ¤Ӊ˘ÛË Û ÁÓÒÛÂȘ ¿ÓÙ· ÏËÚÒÓÂÈ ÙÔ Î·Ï‡ÙÂÚÔ ÂÈÙfiÎÈÔ. Ø™ÙÚ·ÙËÁÈο ÛËÌ›· ÛÙ· ÔÔ›· ÌÔÚ›˜ Ó· ÙÔÔıÂÙ‹ÛÂȘ ˘ÏÈÎfi ÁÈ· ‰È¿‚·ÛÌ· ·ÔÙÂÏÔ‡Ó ÙÔ ÎÔÌÔ‰›ÓÔ ‰›Ï· ÛÙÔ ÎÚ‚¿ÙÈ, ÙÔ Ì¿ÓÈÔ (fiÔ˘ ˘¿Ú¯Ô˘Ó ÔÈ K·ÓÔÓÈΤ˜ ™˘Óı‹Î˜ ÁÈ· ÌÂϤÙË Ô˘ ÈηÓÔÔÈÔ‡Ó fiϘ ÙȘ ·ÈÛı‹ÛÂȘ), ¿Óˆ ÛÙËÓ ÙËÏÂfiÚ·ÛË, ¿Óˆ ÛÙËÓ ·Á·Ë̤ÓË ÔÏ˘ıÚfiÓ·, Ë Û οÔÈÔ ‹Û˘¯Ô ÛËÌÂ›Ô ÛÙÔ Û›ÙÈ. EÁÒ ÎÔ˘‚·Ï¿ˆ ÛÙËÓ ÙÛ¿ÓÙ· ÌÔ˘ ¤Ó· ‚È‚ÏÈ·Ú¿ÎÈ Ùۤ˘ ÁÈ· ÙËÓ ÂÚ›ÙˆÛË Ô˘ ı· ¯ÚÂÈ·ÛÙ› Ó· ÂÚÈ̤ӈ Û οÔÈ· ˘ËÚÂÛ›·, ÙÚ¿Â˙·, Û ÌÈ· Ô˘Ú¿. Ÿˆ˜ ¤¯ˆ ‰È·ÈÛÙÒÛÂÈ, Ë ˙ˆ‹ ÛÙËÓ EÏÏ¿‰· ÂÈ‚¿ÏÏÂÈ Ó· Á›ÓÂȘ ηÏfi˜ ÛÙÔ Ó· ÂÚÈ̤ÓÂȘ. EÁÒ ¤¯ˆ Á›ÓÂÈ ÚˆÙ·ıÏËÙ‹˜. AÔʇÁˆ ÙÔÓ ÂÎÓ¢ÚÈÛÌfi ÂÓÒ Ù·˘Ùfi¯ÚÔÓ· ·˘ÙÔ‚ÂÏÙȈÓÔÌ·È Ì ÙÔ Ó· ‰È·‚¿˙ˆ ÙÔ ‚È‚ÏÈ·Ú¿ÎÈ ÌÔ˘ Ë Ó· ¿ÎÔ˘ˆ ÌÈ· ηۤٷ ÛÙËÓ Ô˘Ú¿ ÙÔ˘ ‰ËÌfiÛÈÔ˘ Ù·Ì›Ԣ. Ø ÕÚ¯ÈÛ ·fi ÙȘ ·‰˘Ó·Ì›Â˜ ÛÔ˘ οÓÔÓÙ·˜ Ù· Ú¿ÁÌ·Ù· Ô˘ ÊÔ‚¿Û·È Ó· οÓÂȘ. K¿Ó ·˘Ù¿ Ô˘ ÊÔ‚¿Û·È ÂÚÈÛÛfiÙÂÚÔ, Î·È ı· ˘ÂÚÓÈ΋ÛÂȘ ÙÔÓ Êfi‚Ô. "EÈÙ˘¯Ë̤ÓÔÈ Â›Ó·È ·˘ÙÔ› Ô˘ Û˘Ó¯›˙Ô˘Ó fiÙ·Ó ÔÈ ¿ÏÏÔÈ ÛÙ·Ì·ÙÔ‡Ó." BÂÏÙ›ˆÛ ÙȘ ÁÓÒÛÂȘ ÛÔ˘ Á‡Úˆ ·fi ÙËÓ ·ÓıÚÒÈÓË Û˘ÌÂÚÈÊÔÚ¿
˘fiÏÔÈÔ 85% ÂÍ·ÚÙ¿Ù·È ·fi ÙȘ ÈηÓfiÙËÙ˜ Î·È ÙȘ ÁÓÒÛÂȘ Ô˘ ·Ó·Ù‡ÛÛÂÈ Î·È ·ÍÈÔÔÈ› οÔÈÔ˜ ÛÙȘ Û¯¤ÛÂȘ ÙÔ˘ Ì ¿ÏÏ· ¿ÙÔÌ·. ™˘ÓÂÒ˜, ÙÔ Ó· Ì¿ıÂȘ Ó· Û˘ÌÂÚÈʤÚÂÛ·È ÛˆÛÙ¿ ÚÔ˜ ÙÔ˘˜ ¿ÏÏÔ˘˜ ·ÓıÚÒÔ˘˜ - Î·È ÚÔ˜ ÙÔÓ Â·˘Ùfi ÛÔ˘ - Â›Ó·È ÌÈ· Ôχ ÛËÌ·ÓÙÈ΋ ÚÔÙÂÚ·ÈfiÙËÙ·.
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AÓÙ›ıÂÙ·, Û‡Ìʈӷ Ì ÙÔÓ Z. Ziglar Ê·›ÓÂÙ·È Ó· Íԉ‡ԢÌ 85% ÙÔ˘ ¯ÚfiÓÔ˘ Î·È ÙˆÓ ¯ÚËÌ¿ÙˆÓ Ì·˜ ·Ó·Ù‡ÛÛÔÓÙ·˜ ·˘Ùfi ÙÔ ÔÔ›Ô Î·ıÔÚ›˙ÂÈ Î·Ù¿ 15% ÙËÓ ÂÈÙ˘¯›· Ì·˜ (‰ËÏ·‰‹ ÙȘ Ù¯ÓÈΤ˜ ÁÓÒÛÂȘ). AÊÈÂÚÒÓÔ˘Ì 15% Û' ·˘Ùfi Ô˘ ηıÔÚ›˙ÂÈ Î·Ù¿ 85% ÙËÓ ÂÈÙ˘¯›· (ηıÒ˜ Î·È ÙËÓ Â˘Ù˘¯›· Î·È ÙËÓ ÈηÓÔÔ›ËÛ‹) Ì·˜. EÊ·ÚÌÔÁ‹: 16 ÛÔ˘‰·›Â˜ ÈηÓfiÙËÙ˜ Ô˘ ÌÔÚ›˜ Ó· ·ÔÎÙ‹ÛÂȘ ÌfiÓÔ˜ ÛÔ˘. 1. T¯ÓÈΤ˜ ‰È·Ú·ÁÌ·Ù‡ÛˆÓ, Ù¯ÓÈΤ˜ Ò˜ Ó· ›ıÂȘ ÙÔ˘˜ ¿ÏÏÔ˘˜. 2. AÓÙÈÌÂÙÒÈÛË ‰‡ÛÎÔÏˆÓ ·ÙfïÓ. 3. °ÓÒÛÂȘ Û¯ÂÙÈΤ˜ Ì ÙÔ ÚÔ˚fiÓ ÛÔ˘. 4. EÎÌ¿ıËÛË ÌÈ·˜ ‰Â‡ÙÂÚ˘ ÁÏÒÛÛ·˜, ‚ÂÏÙ›ˆÛË ·˘Ù‹˜ Ô˘ ‹‰Ë ͤÚÂȘ. 5. Eη›‰Â˘ÛË ÊˆÓ‹˜, ÙËÏÂ-Ì¿ÚÎÂÙÈÓÁÎ. 6. ¢ËÌfiÛȘ ÔÌÈϛ˜, ‚ÂÏÙ›ˆÛË ÈηÓÔÙ‹ÙˆÓ ÁÈ· ·ÚÔ˘ÛÈ¿ÛÂȘ.
7. BÂÏÙ›ˆÛË ÌÓ‹Ì˘, ÁÚ‹ÁÔÚË ·Ó¿ÁÓˆÛË. 8. IηÓfiÙËÙ˜ ›‚Ï„˘. 9. M·ıËÌ·ÙÈο, ÏÔÁÈÛÙÈ΋, computers, Ù˘ÊÏfi Û‡ÛÙËÌ·, ‰·ÎÙ˘ÏÔÁÚ¿ÊËÛË. 10. M¤ıÔ‰ÔÈ ÂϤÁ¯Ô˘ ÙÔ˘ ¯ÚfiÓÔ˘. 11. M¤ıÔ‰ÔÈ ÁÈ· ‚ÂÏÙ›ˆÛË Ù˘ ‰È¿ıÂÛ˘. 12. °ÓÒÛÂȘ Á‡Úˆ ·fi ÙËÓ ¿ÛÎËÛË Î·È ‰È·ÙÚÔÊ‹. 13. P‡ıÌÈÛË ÙÔ˘ ÛÙÚ˜, Ù¯ÓÈΤ˜ ·ÓÙÈÌÂÙÒÈÛ˘, Ú‡ıÌÈÛË ‰È¤ÁÂÚÛ˘, ¯·Ï¿ÚˆÛË. 14. ¶Ò˜ Ó· ı¤ÙÂȘ ÛÙfi¯Ô˘˜. 15. ¶Ò˜ Ó· ηٷÌÂÚ›˙ÂȘ ·ÚÌÔ‰ÈfiÙËÙ˜. 16. ¶Ò˜ Ó· ηٷÓÔ›˜ ‹ Ó· ÂËÚ¿˙ÂȘ ÙÔ˘˜ ¿ÏÏÔ˘˜, Ò˜ Ó· ÎÂÚ‰›˙ÂȘ Ê›ÏÔ˘˜... EINAI ¢YNATON; "A˘ÙÔ› Ô˘ ÈÛÙÂ‡Ô˘Ó fiÙÈ ı· Ù· ηٷʤÚÔ˘Ó, ¤¯Ô˘Ó ‰›ÎÈÔ - ·ÏÏ¿ ÎÈ ·˘ÙÔ› Ô˘ ÈÛÙÂ‡Ô˘Ó fiÙÈ ‰Â ı· Ù· ηٷʤÚÔ˘Ó, ¤¯Ô˘Ó ‰›ÎÈÔ."
ÕÁÁÂÏÔ˜ PÔ‰·ÊËÓfi˜ ¢È‰¿ÎÙÔÚ·˜ æ˘¯ÔÏÔÁ›·˜ (Ph.D), Wollongong University, NSW, Australia. MÂÙ·Ù˘¯È·Îfi˜ Ù›ÙÏÔ˜ (MSc) Ithaca College, NY, USA. ™‹ÌÂÚ· Â›Ó·È K·ıËÁËÙ‹˜ æ˘¯ÔÏÔÁ›·˜ ÛÙÔ City College Ù˘ £ÂÛÛ·ÏÔӛ΢. ¶·Ú¿ÏÏËÏ· Â›Ó·È Û‡Ì‚Ô˘ÏÔ˜, ÔÚÁ·ÓˆÙ‹˜ Î·È ÂÈÛËÁËÙ‹˜ ÛÂÌÈÓ·Ú›ˆÓ Û ÂȯÂÈÚ‹ÛÂȘ, ÔÚÁ·ÓÈÛÌÔ‡˜ Î·È Î¤ÓÙÚ· ˘Á›·˜. ¶ÏËÚÔÊÔڛ˜ TÌ‹Ì· æ˘¯ÔÏÔÁ›·˜, City College, ¶ÚÔͤÓÔ˘ KÔÚÔÌËÏ¿ 24, £ÂÛÛ·ÏÔÓ›ÎË 54624, Greece TËÏ: (2310) 224.421, 269.095, Fax: 269.095 KÈÓ: 6937201251 email: [email protected] http://www.rodafinos.cjb.net
ŒÚ¢Ó˜ ÙÔ˘ Robert Cavett (Stanford Research Institute, Harvard University) ¤‰ÂÈÍ·Ó fiÙÈ Ë ÚfiÛÏË„Ë, Ë ·Ú·ÌÔÓ‹ Î·È Ë ÚÔ·ÁˆÁ‹ οÔÈÔ˘ Û ÌÈ· ‰Ô˘ÏÂÈ¿ ÂÍ·ÚÙ¿Ù·È Û ÔÛÔÛÙfi 15% ·fi ÙȘ Ù¯ÓÈΤ˜ ÁÓÒÛÂȘ Î·È ÈηÓfiÙËÙ¤˜ ÙÔ˘ ·ÓÂÍ¿ÚÙËÙ· ·fi ÙÔ Â›‰Ô˜ Ù˘ ‰Ô˘ÏÂÈ¿˜. TÔ
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6
CLIL Content and Language Integrated Learning MÈ· – Ô¯È Î·È ÙfiÛÔ Ó¤· ̤ıÔ‰Ô˜ – ηٷÎÙ¿ ÙËÓ E˘ÚÒË! OÏÔÎÏËڈ̤ÓË EÎÌ¿ıËÛË ¶ÂÚȯÔ̤ÓÔ˘ Î·È °ÏÒÛÛ·˜ (CLIL)
TÈ Â›Ó·È Ë Ì¤ıÔ‰Ô˜ CLIL H ̤ıÔ‰Ô˜ ·˘Ù‹ , Ë ÔÔ›· ÙÚ¿‚ËÍ ÁÈ· ÚÒÙË ÊÔÚ¿ ÙÔ ÂӉȷʤÚÔÓ Ù˘ E˘ÚÒ˘ ÙÔ 1991, ·¤ÎÙËÛ ÙÔ fiÓÔÌ¿ Ù˘ ÙÔ 1994 Î·È ¿Ú¯ÈÛ ӷ ¯ÚËÌ·ÙÔ‰ÔÙÂ›Ù·È ·Ô ÙËÓ E˘Úˆ·È΋ EÓˆÛË ÙÔ 1996. T· ÚÒÙ· Â˘Úˆ·Èο ÌÔÓ٤Ϸ ‰›ÁψÛÛ˘ Âη›‰Â˘Û˘ ‰ËÌÔÛȇıËÎ·Ó ÙÔ 1993 Î·È ÙÔ 1998 ÂÈÛ‹¯ıËÛ·Ó Ù· ÚÒÙ· Ì·ı‹Ì·Ù· ÛÙËÓ OÏÏ·Ó‰›· Î·È ÙËÓ ºÈÓÏ·Ó‰›· H ̤ıÔ‰Ô˜ Û˘ÓÈÛÙ¿Ù·È ÛÙËÓ ÂÎÌ¿ıËÛË ÂÓfi˜ ÁÓˆÛÙÈÎÔ‡ ·ÓÙÈÎÂÈ̤ÓÔ˘ Û ÌÈ· ͤÓË ÁÏÒÛÛ·. ( ¯ M·ıËÌ·ÙÈο ÛÙ· ·ÁÁÏÈο, ÁˆÁÚ·Ê›· ÛÙ· Á·ÏÏÈο ÎÏ), Î·È Ë ÊÈÏÔÛÔÊ›· Ù˘ ‚·Û›˙ÂÙ·È ÛÙÔ ÁÂÁÔÓfi˜ ÔÙÈ Ô Ì·ıËÙ‹˜ Û ϛÁÔ Í¯ӿ ÙËÓ Í¤ÓË ÁÏÒÛÛ· Î·È ÂÛÙÈ¿˙ÂÈ ÙËÓ ÚÔÛÔ¯‹ ÙÔ˘ ÛÙÔ ÁÓˆÛÙÈÎfi ·ÓÙÈΛÌÂÓÔ, Ì·ı·›ÓÔÓÙ·˜ ¤ÙÛÈ ÙËÓ Í¤ÓË ÁÏÒÛÛ· ÌÂ Ê˘ÛÈÎfi ÙÚfiÔ. E›‰Ë, ÏÔÈfiÓ , Ô ÛÙfi¯Ô˜ Ù˘ Â›Ó·È ‰ÈÙÙfi˜ –
ÂÎÌ¿ıËÛË Î·È ÙÔ˘ ÁÓˆÛÙÈÎÔ‡ ·ÓÙÈÎÂÈ̤ÓÔ˘ Î·È Ù˘ ÁÏÒÛÛ·˜ – ϤÁÂÙ·È Û˘¯Ó¿ Î·È M¤ıÔ‰Ô˜ ¢ÈÏ‹˜ EÛÙ›·Û˘ (Dual Focus ) ™ÙÔ Ï·›ÛÈÔ ÙÔ˘ ¶ÚÔÁÚ¿ÌÌ·ÙÔ˜ CLIL/EMILE, Ô˘ ÂÊ·ÚÌfi˙ÂÙ·È ‹‰Ë Ì ÂÈÙ˘¯›· Û ¯ÒÚ˜ fiˆ˜ ÙÔ B¤ÏÁÈÔ Î·È ÙÔ §Ô˘ÍÂÌ‚Ô‡ÚÁÔ, Ë EÏÏËÓ›‰· YÔ˘ÚÁfi˜
¶·È‰Â›·˜, M·ÚȤÙÙ· °È·Ó¿ÎÔ˘, η٤ıÂÛ ÚfiÙ·ÛË ÁÈ· ÙËÓ ÚÔÒıËÛË ÙÔ˘ ¶ÚÔÁÚ¿ÌÌ·ÙÔ˜ ·˘ÙÔ‡, ÚÔÎÂÈ̤ÓÔ˘ ÔÏÈÁfiÙÂÚÔ
ÔÌÈÏÔ‡ÌÂÓ˜ ÁÏÒÛÛ˜, fiˆ˜ Ë EÏÏËÓÈ΋, Ó· ¯ÚËÛÈÌÔÔÈËıÔ‡Ó ÁÈ· ÙË ‰È‰·Ûηϛ· ÔÚÈÛÌ¤ÓˆÓ Ì·ıËÌ¿ÙˆÓ Û ¿ÏϘ ¯ÒÚ˜ Ù˘ E˘ÚÒ˘. H ̤ıÔ‰Ô˜ CLIL/EMILE ÛÙԯ‡ÂÈ ·Ó¿ÌÂÛ· Û ¿ÏÏ·:
* ™ÙËÓ ‰ËÌÈÔ˘ÚÁ›· Î·È ÂÓ‰˘Ó¿ÌˆÛË ÙˆÓ ‰ÂÛÌÒÓ ÌÂٷ͇ ‰È·ÊÔÚÂÙÈÎÒÓ Â˘Úˆ·ÈÎÒÓ Ï·ÒÓ ñ TËÓ ÚÔÂÙÔÈÌ·Û›· ÙˆÓ ·È‰ÈÒÓ ÁÈ· ÙËÓ ‰ÈÂıÓÔÔ›ËÛË, ÂȉÈÎfiÙÂÚ· ̤۷ ÛÙ· Ï·›ÛÈ· Ù˘ Eӈ̤Ó˘ E˘ÚÒ˘
ñ BÂÏÙ›ˆÛË Ù˘ ÁψÛÛÔÌ¿ıÂÈ·˜ ñ EÍÔÈΛˆÛË ÙˆÓ ¯ˆÚÒÓ Ì ÙȘ ÁÂÈÙÔÓÈΤ˜ ¯ÒÚ˜, ÙËÓ ÁÏÒÛÛ· Î·È ÙÔÓ ÔÏÈÙÈÛÌfi ÙÔ˘˜ ñ ¶ÚÔÂÙÔÈÌ·Û›· ÙˆÓ ·È‰ÈÒÓ ÁÈ· ÙËÓ ÌÂÏÏÔÓÙÈ΋ ·ÁÔÚ¿ ÂÚÁ·Û›·˜ Î·È ÛÔ˘‰¤˜ ñ ¶ÚfiÛ‚·ÛË Û ¢ÈÂıÓ‹ ¶ÈÛÙÔÔ›ËÛË ¶ÔÏÏ‹ ‰Ô˘ÏÂÈ¿ Oˆ˜ ‚Ï¤Ô˘Ì ÛÙÔÓ ›Ó·Î· (ËÁ‹:¢›ÎÙ˘Ô Eurydice) Ë ¯ÒÚ· Ì·˜ Â›Ó·È ·Ô ÙȘ ÂÏ¿¯ÈÛÙ˜ ÛÙËÓ E˘ÚÒË fiÔ˘ ‰ÂÓ ˘¿Ú¯ÂÈ Î·ÌÌ›· ÂÊ·ÚÌÔÁ‹ Ù˘ CLIL , Ô‡ÙÂ Î·Ó Û ÂÈÚ·Ì·ÙÈÎfi ›‰Ô. ™Â ÂÚ›ÙˆÛË, ÏÔÈfiÓ, Ô˘ ÙÔ ÂÏÏËÓÈÎfi ÎÚ¿ÙÔ˜ ·ÔÊ·Û›ÛÂÈ Ó· Á›ÓÂÈ ·˘Ùfi ÚÔ··ÈÙÂ›Ù·È ·Ú¯È΋ Âη›‰Â˘ÛË ‰·ÛÎ¿ÏˆÓ Î·È Î·ıËÁËÙÒÓ ·’‚·ıÌÈ·˜ Î·È ‚’‚·ıÌÈ·˜, ·Ó¿Ù˘ÍË ÂÍÂȉÈÎÂ˘Ì¤ÓˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ Î·È ˘ÏÈÎÔ‡ ¶ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜ ÌÔÚ›Ù ӷ ‚Ú›Ù ÛÙËÓ ËÏÂÎÙÚÔÓÈ΋ ‰È‡ı˘ÓÛË http://www.clilcompendium.com
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MEMºI™ 210.52.40.728
C M Y K
MEMºI™ 210.52.40.728
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O Aladdin ÛÙ· X·ÓÈ¿ ı·ÙÚÈ΋ ÔÌ¿‰· ÙÔ˘ ™˘ÏÏfiÁÔ˘ PALSO NÔÌÔ‡ HÚ·ÎÏ›Ԣ, Ô˘ ··ÚÙ›˙ÂÙ·È ·fi ̤ÏË ÙÔ˘ Î·È ÁÈÔ˘˜ Î·È ÎfiÚ˜ ÌÂÏÒÓ ÙÔ˘, ‰ÈÔÚÁ·ÓÒÓÂÈ ÛÙȘ 11 ¢ÂÎÂÌ‚Ú›Ô˘ (¶·ÁÎfiÛÌÈ· H̤ڷ ÁÈ· ÙÔ ¶·È‰›) ı·ÙÚÈ΋ ·Ú¿ÛÙ·ÛË Ì ı¤Ì·: “Aladdin and the Wonderful Lamp” ÛÙÔ £Â·ÙÚÈÎfi ™Ù·ıÌfi HÚ·ÎÏ›Ԣ ÛÙȘ 6 Ì.Ì. ™Ù· Ï·›ÛÈ· Ù˘ ÂΉ‹ÏˆÛ˘ ·˘Ù‹˜, Ù· ·È‰È¿ ÙˆÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ PALSO NÔÌÔ‡ HÚ·ÎÏ›Ԣ, ı· ¤¯Ô˘Ó ÙËÓ Â˘Î·ÈÚ›· Ó· ÂÚÈÁÚ¿„Ô˘Ó ÙÔÓ «I¢ANIKO KO™MO», fiˆ˜ ÂΛӷ ÙÔÓ ÔÚ·Ì·Ù›˙ÔÓÙ·È, ·ÔÙ˘ÒÓÔÓÙ·˜ ÙȘ ȉ¤Â˜ ÙÔ˘˜ Û ˙ˆÁÚ·ÊÈ΋, Ô›ËÛË ‹ ¤ÎıÂÛË. H ÂΉ‹ÏˆÛË ı· Â›Ó·È ANOIKTH ÁÈ· ÙÔ ÎÔÈÓfi.
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KENTPO ZøH™: ŒÓ· ™ˆÌ·ÙÂ›Ô ÁÈ· ÙËÓ YÔÛÙ‹ÚÈÍË ÙˆÓ AÙfiÌˆÓ Ô˘ ˙Ô‡Ó Ì HIV/AIDS
BÚ¿‚¢ÛË ÙÔ˘ K¤ÓÙÚÔ˘ Zˆ‹˜ ·fi ÙÔÓ Ù. ¶Úfi‰ÚÔ Ù˘ ¢ËÌÔÎÚ·Ù›·˜. TÔ ‚Ú·‚Â›Ô ·Ú·Ï·Ì‚¿ÓÂÈ Ë ¶Úfi‰ÚÔ˜ ÙÔ˘ K¤ÓÙÚÔ˘ Zˆ‹˜ §¤Ï· MfiÌÔ˘
ñ K· MfiÌÔ˘, ÁÓˆÚ›˙ˆ ˆ˜ ›ÛÙ ¶Úfi‰ÚÔ˜ ÂÓfi˜ ™ˆÌ·Ù›Ԣ ÙÔ ÔÔ›Ô ÛÙËÚ›˙ÂÈ Û˘Ó·ÓıÚÒÔ˘˜ Ì·˜ Ô˘ ˙Ô˘Ó Ì ÙÔ HIV/AIDS. £· ı¤Ï·Ù ӷ Ì·˜ ÂÓËÌÂÚÒÛÂÙ ÂÚÈÛÛfiÙÂÚÔ ÁÈ’ ·˘Ùfi ÙÔ ı¤Ì·; §¤Ï· MfiÌÔ˘: TÔ ™ˆÌ·ÙÂ›Ô ÔÓÔÌ¿˙ÂÙ·È K¤ÓÙÚÔ Zˆ‹˜ Î·È È‰Ú‡ıËΠÙÔ NԤ̂ÚÈÔ ÙÔ˘ 1991 Ì ȉȈÙÈ΋ ÚˆÙÔ‚Ô˘Ï›·. E›Ó·È ¤Ó· ·Ó·ÁÓˆÚÈṲ̂ÓÔ, ÌË ÎÂÚ‰ÔÛÎÔÈÎfi ۈ̷ÙÂ›Ô ÙÔ ÔÔ›Ô ÚÔÛʤÚÂÈ ˘ËÚÂۛ˜ Ô˘ ηχÙÔ˘Ó ¤Ó· ¢ڇ Ê¿ÛÌ· ·Ó·ÁÎÒÓ ÙˆÓ ·ÙfiÌˆÓ Ô˘ ˙Ô˘Ó Ì HIV/AIDS (ÔÚÔıÂÙÈÎÔ›), ÙˆÓ ÔÈÎÔÁÂÓÂÈÒÓ ÙÔ˘˜, ·ÏÏ¿ Î·È ÙÔ˘ ¢ڇÙÂÚÔ˘ ÏËı˘ÛÌÔ‡. ñ ¶Ô‡ ‚·Û›˙ÂÙ·È Ë ÏÂÈÙÔ˘ÚÁ›· ÙÔ˘ K¤ÓÙÚÔ˘ Zˆ‹˜; §.M.: TÔ K¤ÓÙÚÔ ÏÂÈÙÔ˘ÚÁ› ¯¿ÚË ÛÙËÓ ÔχÙÈÌË Î·È ·ÎÔ‡Ú·ÛÙË ÚÔÛÊÔÚ¿ ÙˆÓ ÂıÂÏÔÓÙÒÓ ÙÔ˘, ÔÈ ÔÔ›ÔÈ Âηȉ‡ÔÓÙ·È Û ÂȉÈο ÛÂÌÈÓ¿ÚÈ·, Ù· ÔÔ›· ‰ÈÔÚÁ·ÓÒÓÔÓÙ·È ‰‡Ô ÊÔÚ¤˜ ÂÙËÛ›ˆ˜. A˘Ù‹ ÙË ÛÙÈÁÌ‹, 80 ÂıÂÏÔÓÙ¤˜ ÚÔÛʤÚÔ˘Ó ÂÚÁ·Û›· ÛÙÔ K¤ÓÙÚÔ Ë ÔÔ›· ¤¯ÂÈ Û·Ó Î‡ÚÈÔ˘˜ ¿ÍÔÓ˜ ÙÔ Û‚·ÛÌfi ÚÔ˜ ÙÔ Û˘Ó¿ÓıÚˆÔ Î·È ÙËÓ ·fiÏ˘ÙË Â¯Â̇ıÈ·. ñ TÈ ˘ËÚÂۛ˜ ÚÔÛʤÚÂÈ ÙÔ K¤ÓÙÚÔ ÁÈ· ÙËÓ ˘ÔÛÙËÚ›ÍË ÙˆÓ ÔÚÔıÂÙÈÎÒÓ;
§.M.: ¶·Ú¤¯ÂÈ ‰ˆÚÂ¿Ó ÎÔÈÓˆÓÈ΋ Î·È „˘¯ÔÏÔÁÈ΋ ˘ÔÛÙ‹ÚÈÍË. E›Û˘, ÚÔÛʤÚÂÈ ¤ÎÙ·ÎÙË ÔÈÎÔÓÔÌÈ΋ ÂÓ›Û¯˘ÛË ÁÈ· ÙËÓ ÛÙ‹ÚÈÍË ÔÚÔıÂÙÈÎÒÓ ·ÙfiÌˆÓ Ô˘ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó ÔÈÎÔÓÔÌÈο ÚÔ‚Ï‹Ì·Ù·, ÒÛÙ ӷ ηχ„Ô˘Ó ¿ÌÂÛ˜ Î·È ‚·ÛÈΤ˜ ·Ó¿ÁΘ. – TÔ K¤ÓÙÚÔ H̤ڷ˜ Â›Ó·È ¤Ó·˜ ÂȉÈο ‰È·ÌÔÚʈ̤ÓÔ˜ ¯ÒÚÔ˜ Û˘Ó¿ÓÙËÛ˘, ÂÓË̤ڈÛ˘ Î·È „˘¯·ÁˆÁ›·˜ ÙˆÓ ÔÚÔıÂÙÈÎÒÓ Î·È Â›Ó·È Ô ÌÔÓ·‰ÈÎfi˜ ¯ÒÚÔ˜ ÛÙËÓ EÏÏ¿‰· Ô˘ ÏÂÈÙÔ˘ÚÁ› Ì’ ·˘Ùfi ÙÔ ÛÎÔfi. M¤Û· ÛÙ· Ï·›ÛÈ· ‰Ú·ÛÙËÚÈÔÙ‹ÙˆÓ ÙÔ˘ K¤ÓÙÚÔ˘ YÁ›·˜ ‰ÈÔÚÁ·ÓÒÓÔÓÙ·È ÔÌÈϛ˜ ÁÈ·ÙÚÒÓ, ·ÏÏ¿ Î·È ÌÔ˘ÛÈΤ˜ ‚Ú·‰È¤˜ Î·È ÂΉÚÔ̤˜ ÙˆÓ ÌÂÏÒÓ Ì·˜. – TÔ Info Centre ÊÈÏÔÍÂÓÂ›Ù·È ÛÙÔ ¯ÒÚÔ ÙÔ˘ K¤ÓÙÚÔ˘ H̤ڷ˜ Î·È ·ÔÙÂÏÂ›Ù·È ·fi ÌÈ· ·›ıÔ˘Û· ÂÍÔÏÈṲ̂ÓË Ì ËÏÂÎÙÚÔÓÈÎÔ‡˜ ˘ÔÏÔÁÈÛÙ¤˜. – TÔ ÚfiÁÚ·ÌÌ· Û˘ÓÙÚÔÊÈÎfiÙËÙ·˜ ÛÙ· ÓÔÛÔÎÔÌ›·, ÛÙÔ Û›ÙÈ Î·È ÛÙȘ Ê˘Ï·Î¤˜ fiÔ˘ ÂÎ·È‰Â˘Ì¤ÓÔÈ ÂıÂÏÔÓÙ¤˜ ÂÈÛΤÙÔÓÙ·È ÔÚÔıÂÙÈο ¿ÙÔÌ· Î·È ·Ú¤¯Ô˘Ó „˘¯È΋ ÛÙ‹ÚÈÍË, Û˘ÓÙÚÔÊÈ¿ ·ÏÏ¿ Î·È ‚Ô‹ıÂÈ· Û ηıËÌÂÚÈÓ¤˜, Ú·ÎÙÈΤ˜ ·Ó¿ÁΘ. – MÈ· ÈÔ ¤ÌÌÂÛË ÌÔÚÊ‹ ˘ÔÛÙ‹ÚÈ͢
¢IMHNIAIA EºHMEPI¢A °IA TON K§A¢O TH™ •ENO°§ø™™H™ EK¶AI¢EY™H™
I‰ÈÔÎÙËÛ›·: °. ¶·¯¿Î˘ - Œ„ÈÏÔÓ °Ú·ÊÈΤ˜ T¤¯Ó˜ EΉfiÙ˘: °. ¶·¯¿Î˘ ¢È¢ı˘ÓÙ‹˜: °. ¶·¯¿Î˘ AÙÂÏȤ: MEMºI™ AE, ™ˆÎÚ¿ÙÔ˘˜ 23, Aı‹Ó·, TËÏ.: 210-5240728 EÎÙ‡ˆÛË: MÔ˘ÎÔ˘‚¿Ï·˜ AE ∂ÈÙÚ¤ÂÙ·È Ë ÌÂÚÈ΋ ‹ ÔÏÈ΋ ·Ó·‰ËÌÔÛ›Â˘ÛË ‹ ÁÈ· ÔÔÈÔÓ‰‹ÔÙ ÏfiÁÔ ¯Ú‹ÛË Ì¤ÚÔ˘˜ ‹ fiÏ˘ Ù˘ ‡Ï˘ Ù˘ ÂÊËÌÂÚ›‰·˜ Ì ··Ú·›ÙËÙË ÚÔ¸fiıÂÛË ÙËÓ ¤ÁÁÚ·ÊË ¿‰ÂÈ· ÙÔ˘ ÂΉfiÙË.
·Ú¤¯ÂÙ·È Ì¤Û· ·fi ÙËÓ ¤Î‰ÔÛË ÙÔ˘ ÂÚÈÔ‰ÈÎÔ‡ ÙÔ˘ K¤ÓÙÚÔ˘ Zˆ‹Á˜, «™˘Ó¿ÓıÚˆÔ˜» ÙÔ ÔÔ›Ô ‰È·Ó¤ÌÂÙ·È ‰ˆÚÂ¿Ó ÛÙ· ÓÔÛÔÎÔÌ›· fiÔ˘ ÓÔÛËχÔÓÙ·È ÔÈ ÔÚÔıÂÙÈÎÔ›. E›Ó·È ¤Ó· ÂÚÈÔ‰ÈÎfi ÂÓËÌÂÚˆÙÈÎÔ‡ ¯·Ú·ÎÙ‹Ú· Û ı¤Ì·Ù· Ô˘ ·ÊÔÚÔ‡Ó ÛÙÔ HIV Î·È ÛÙÔ AIDS, ηıÒ˜ Î·È ı¤Ì·Ù· ÁÂÓÈÎÔ‡ ÂӉȷʤÚÔÓÙÔ˜. ñ OÈ ˘ËÚÂۛ˜ ·˘Ù¤˜ ·Ú¤¯ÔÓÙ·È ÌfiÓÔ Û ŒÏÏËÓ˜ ˘ËÎfiÔ˘˜; §.M.: OÈ ˘ËÚÂۛ˜ Ì·˜ ‰ÂÓ ÂÚÈÔÚ›˙ÔÓÙ·È ÛÙÔ˘˜ ŒÏÏËÓ˜ ÔÚÔıÂÙÈÎÔ‡˜. TÔ K¤ÓÙÚÔ Zˆ‹˜ ÛÙËÚ›˙ÂÈ ÔÈÎÈÏÔÙÚfiˆ˜ (ÎÔÈÓˆÓÈο, „˘¯ÔÏÔÁÈο, ˘ÏÈο) ÙȘ ¢·ı›˜ ÎÔÈÓˆÓÈο ÔÌ¿‰Â˜ ÙˆÓ ÔÚÔıÂÙÈÎÒÓ ÔÈÎÔÓÔÌÈÎÒÓ ÌÂÙ·Ó·ÛÙÒÓ Î·È ÙˆÓ ·ÈÙÔ‡ÓÙˆÓ ¿Û˘ÏÔ. T· ÚÔ‚Ï‹Ì·Ù· ÙˆÓ Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ ÔÌ¿‰ˆÓ ÂÌÊ·Ó›˙ÔÓÙ·È ‰ÈÔÁΈ̤ӷ ÏfiÁˆ ÔÏÏÒÓ ·Ú·ÁfiÓÙˆÓ fiˆ˜ Ë ÁÏÒÛÛ·, Ë ¤ÏÏÂÈ„Ë ˘ÔÛÙËÚÈÎÙÈÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ (ÔÈÎÔÁ¤ÓÂÈ·, Ê›ÏÔÈ), ÙÔ „˘¯ÔÏÔÁÈÎfi ˘fi‚·ıÚÔ fiÙ·Ó .¯. ÛÙË ¯ÒÚ· ÚÔ¤ÏÂ˘Û‹˜ ÙÔ˘˜ ¤¯Ô˘Ó ˘ÔÛÙ› ‚·Û·ÓÈÛÌÔ‡˜ ‹ ¤¯Ô˘Ó ‰Èˆ¯ı› ‚›·È· ·ÏÏ¿ Î·È ÁÈ· ÔÈÎÔÓÔÌÈÎÔ‡˜ ÏfiÁÔ˘˜ ·ÊÔ‡ ÔÈ Û˘ÁÎÂÎÚÈ̤Ó˜ ÔÌ¿‰Â˜ ‰ÂÓ ¤¯Ô˘Ó ÔÈÎÔÓÔÌÈΤ˜ ·ÔÏ·‚¤˜ ·fi ÙÔ ¶ÚÔÓÔÈ·Îfi Û‡ÛÙËÌ·. A˘Ùfi ÛËÌ·›ÓÂÈ fiÙÈ ·Ó ÓÔÛËÏ¢ÙÔ‡Ó ‹ ¯¿ÛÔ˘Ó ÙËÓ ÂÚÁ·Û›· ÙÔ˘˜, ‰˘ÛÎÔχÔÓÙ·È ¿Ú· Ôχ Ó· ηχ„Ô˘Ó ÙȘ ‚·ÛÈΤ˜ ÙÔ˘˜ ·Ó¿ÁΘ. ñ ™Â ÔÈÔ˘˜ ¿ÏÏÔ˘˜ ÙÔÌ›˜ ‰Ú·ÛÙËÚÈÔÔÈÂ›Ù·È ÙÔ K¤ÓÙÚÔ Zˆ‹˜; §.M.: M›· ÛËÌ·ÓÙÈ΋ –ÏfiÁˆ Ù˘ ¤ÏÏÂȄ˘ ÂÓË̤ڈÛ˘ ·fi ÎÚ·ÙÈÎÔ‡˜ ÊÔÚ›˜– ‰Ú·ÛÙËÚÈfiÙËÙ¿ Ì·˜ Â›Ó·È ÙÔ ¶ÚfiÁÚ·ÌÌ· EÓË̤ڈÛ˘ ¶ÏËı˘ÛÌÔ‡. EȉÈο ÂÎ·È‰Â˘Ì¤ÓÔÈ ÂıÂÏÔÓÙ¤˜ ‰ÈÂÍ¿ÁÔ˘Ó ÔÌÈϛ˜ Û ÂÎ·È‰Â˘ÙÈο ȉڇ̷ٷ Î·È ¯ÒÚÔ˘˜ ÂÚÁ·Û›·˜ ÛÙËÓ AÙÙÈ΋ ·ÏÏ¿ Î·È ÛÙËÓ ÂÚÈʤÚÂÈ· Ì ÛÙfi¯Ô ÙËÓ ÚfiÏË„Ë ÙÔ˘ AIDS. E›Û˘, ‰ÈÔÚÁ·ÓÒÓÔ˘Ì ÂΉËÏÒÛÂȘ fiˆ˜ Ù· ‰‡Ô Bazaar Ì·˜ Ì ·ÊÔÚÌ‹ ÙËÓ 1Ë ¢ÂÎÂÌ‚Ú›Ô˘, ¶·ÁÎfiÛÌÈ· H̤ڷ K·Ù¿ ÙÔ˘ AIDS Î·È ÙȘ ÁÈÔÚÙ¤˜ ÙÔ˘ ¶¿Û¯· ·ÏÏ¿ Î·È ı·ÙÚÈΤ˜ ·Ú·ÛÙ¿ÛÂȘ Ì ÛÎÔfi ÙËÓ Â˘Ú‡ÙÂÚË Â˘·ÈÛıËÙÔÔ›ËÛË Î·È ÂÓË̤ڈÛË ÙÔ˘ ÏËı˘ÛÌÔ‡ ηıÒ˜ Î·È ÁÈ· ÙËÓ Â͇ÚÂÛË ÔÈÎÔÓÔÌÈÎÒÓ fiÚˆÓ. E›Ì·ÛÙ ÂÚ‹Ê·ÓÔÈ Ô˘ ÏfiÁˆ ÙÔ˘ ÔÏ˘‰È¿ÛÙ·ÙÔ˘ ¤ÚÁÔ˘ Ì·˜, ÙÔ K¤ÓÙÚÔ Zˆ‹˜ ‚Ú·‚‡ÙËΠÛÙÔ ‰È·ÁˆÓÈÛÌfi NËÛ›‰Â˜ ¶ÔÈfiÙËÙ·˜ 2003 ·fi ÙÔÓ Ù. ¶Úfi‰ÚÔ Ù˘ ¢ËÌÔÎÚ·Ù›·˜ ·ÚÈÔ KˆÛÙ‹ ™ÙÂÊ·ÓfiÔ˘ÏÔ. ñ M ÔȘ ¿ÏϘ ÔÚÁ·ÓÒÛÂȘ Û˘ÓÂÚÁ¿˙ÂÙ·È ÙÔ K¤ÓÙÚÔ Zˆ‹˜; §.M.: TÔ K¤ÓÙÚÔ Zˆ‹˜ Û˘ÓÂÚÁ¿˙ÂÙ·È Ì ÙÔ ·ÚÌfi‰ÈÔ fiÚÁ·ÓÔ ÙÔ˘ YÔ˘ÚÁ›Ԣ YÁ›·˜ Î·È KÔÈÓˆÓÈ΋˜ AÏÏËÏÂÁÁ‡Ë˜ K.E.E.§., ÙË °ÂÓÈ΋ °Ú·ÌÌ·Ù›· N¤·˜ °ÂÓÈ¿˜ Î·È Û˘ÌÌÂÙ¤¯ÂÈ ÛÙËÓ EÈÛÙËÌÔÓÈ΋ EÈÙÚÔ‹ EıÂÏÔÓÙÈÛÌÔ‡ ηıÒ˜ Î·È ÛÙÔÓ ¶·ÓÂ˘Úˆ·˚Îfi ™˘Ó·ÛÈÛÌfi MKO ÁÈ· ÙÔ HIV/AIDS AIDS ACTION EUROPE.
ñ M ÔÈÔ ÙÚfiÔ ı· ÌÔÚÔ‡Û ηÓ›˜ Ó· ˘ÔÛÙËÚ›ÍÂÈ ÙÔ K¤ÓÙÚÔ Zˆ‹˜; §.M.: Y¿Ú¯Ô˘Ó ·ÚÎÂÙÔ› ÙÚfiÔÈ ˘ÔÛÙ‹ÚÈ͢. – M ÌÈ· ¯ÚËÌ·ÙÈ΋ ‰ˆÚ¿ ÛÙÔÓ TÚ·Â˙ÈÎfi §ÔÁ·ÚÈ·ÛÌfi Ù˘ Alpha Bank: AÚ. §ÔÁ·ÚÈ·ÛÌÔ‡: 111002002001060. – YÈÔıÂÙÒÓÙ·˜ οÔÈ· ¿ÁÈ· ¤ÍÔ‰· (.¯. ÏÔÁ·ÚÈ·ÛÌÔ‡˜, ÌÈÛıÔ‡˜). – M ÙÔ Ó· Á›ÓÂÈ Û˘Ó‰ÚÔÌËÙ‹˜ ÙÔ˘ ÂÚÈÔ‰ÈÎÔ‡ ™˘Ó¿ÓıÚˆÔ˜. – ¢›ÓÔÓÙ·˜ ÏËÚÔÊÔڛ˜ Î·È Ù¯ÓÔÁÓˆÛ›· ÁÈ· ÙËÓ ·‡ÍËÛË ÙˆÓ ÔÈÎÔÓÔÌÈÎÒÓ fiÚˆÓ. – ¢ÈÔÚÁ·ÓÒÓÔÓÙ·˜ ÌÈ· ÂΉ‹ÏˆÛË Ì ÛÎÔfi ÙËÓ ÔÈÎÔÓÔÌÈ΋ ÂÓ›Û¯˘ÛË ÙÔ˘ ۈ̷Ù›Ԣ. – ¶ÚÔÛʤÚÔÓÙ·˜ ··Ú·›ÙËÙË ˘ÏÈÎÔÙ¯ÓÈ΋ ˘Ô‰ÔÌ‹. – BÔËıÒÓÙ·˜ ÛÙË ‰ËÌÔÛÈÔÔ›ËÛË Î·È ÚÔÒıËÛË ÙˆÓ ÛÎÔÒÓ ÙÔ˘ ۈ̷Ù›Ԣ. – ¶ÚÔÛˆÈο, Ì ÙËÓ ¤ÓÙ·Í‹ ÙÔ˘ ÛÙÔ ÚfiÁÚ·ÌÌ· ÙˆÓ ÂıÂÏÔÓÙÒÓ.
ñ ¶Ò˜ ı· ÌÔÚÔ‡Û ηÓ›˜ Ó· ¤ÚıÂÈ Û ·ʋ Ì ÙÔ K¤ÓÙÚÔ Zˆ‹˜; §.M.: TÔ K¤ÓÙÚÔ Zˆ‹˜ ‚Ú›ÛÎÂÙ·È ÛÙËÓ Ô‰fi ¢ÈÔ¯¿ÚÔ˘˜ 9 (›Ûˆ ·fi ÙÔ Hilton), 115 28 Aı‹Ó·. T· ÙËϤʈӷ ÂÈÎÔÈÓˆÓ›·˜ ›ӷÈ: 2107257617, 210-7233848, 210-7294747, ÙÔ Ê·Í: 210-7240425 Î·È ÙÔ E-mail: [email protected]. OÈ ÒÚ˜ ÏÂÈÙÔ˘ÚÁ›·˜ ηıËÌÂÚÈÓ¿ ›ӷÈ: 09.00-15.00 Î·È ÁÈ· ÙÔ K¤ÓÙÚÔ H̤ڷ˜: ¢Â˘Ù¤Ú·, TÂÙ¿ÚÙË 18.30-22.00 ñ Y¿Ú¯ÂÈ ÙËÏÂʈÓÈ΋ ÁÚ·ÌÌ‹ fiÔ˘ ı· ÌÔÚÔ‡Û οÔÈÔ˜ Ó· ÏËÚÔÊÔÚËı› Î·È Ó· ÂÓËÌÂÚˆı› ÁÈ· ÙÔ AIDS; §.M.: N·È. E›Ó·È Ë TËÏÂʈÓÈ΋ °Ú·ÌÌ‹ AIDS Aı‹Ó·˜: 210-7222222, Ë TËÏÂʈÓÈ΋ °Ú·ÌÌ‹ AIDS £ÂÛÛ·ÏÔӛ΢: 2310-422021 Î·È Ë TËÏÂʈÓÈ΋ °Ú·ÌÌ‹ §A´™: 2103303306. ™·˜ ¢¯·ÚÈÛÙÒ ÁÈ· ÙÔ ÂӉȷʤÚÔÓ Û·˜ Î·È ¯¿ÚËη Ôχ ÁÈ· ÙË Û˘Ó¿ÓÙËÛ‹ Ì·˜.
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™Â ÂÚ›ÙˆÛË ¯ÂÈÚfiÁÚ·Ê˘ – ¤ÓÙ˘Ë˜ ÌÔÚÊ‹˜ Ô Û˘ÓÔÏÈÎfi˜ ·ÚÈıÌfi˜ ÂÁÁÚ·ÊÒÓ ‰ÂÓ ı· Ú¤ÂÈ Ó· ÍÂÂÚÓ¿ ÙȘ ‰¤Î· (Û˘ÓÔÏÈο ÂÏ¿Ù˜ Î·È ÚÔÌËıÂ˘Ù¤˜). ŸÛÔÈ ÙËÚÔ‡Ó ¯ÂÈÚfiÁÚ·Ê· ÙÔ ‚È‚Ï›Ô EÛfi‰ˆÓ – EÍfi‰ˆÓ ÌÔÚÔ‡Ó, ÁÈ· ÙËÓ ‰ËÌÈÔ˘ÚÁ›· ÙÔ˘ ηٿÏÏËÏÔ˘ ·Ú¯Â›Ô˘, Ó· ¯ÚËÛÈÌÔÔÈÔ‡Ó ÙËÓ ÂȉÈ΋ ÂÊ·ÚÌÔÁ‹ Ô˘ ¤¯ÂÈ ·Ó·Ù‡ÍÂÈ Ë °ÂÓÈ΋ °Ú·ÌÌ·Ù›· ¶ÏËÚÔÊÔÚÈÎÒÓ ™˘ÛÙËÌ¿ÙˆÓ, Î·È Ë ÔÔ›· ‰È·Ù›ıÂÙ·È ‰ˆÚÂ¿Ó ·fi ÙÔ ‰È·‰›ÎÙ˘Ô. °È· Ó· Á›ÓÂÈ Ë ˘Ô‚ÔÏ‹ ̤ۈ ‰È·‰ÈÎÙ‡Ô˘ ··ÈÙÂ›Ù·È Ë ÂÁÁÚ·Ê‹ ÛÙÔ www. taxisnet.gr ÙÔ˘Ï¿¯ÈÛÙÔÓ ‰¤Î· Ë̤Ú˜ ÚÈÓ ÙËÓ ËÌÂÚÔÌËÓ›· ˘Ô‚ÔÏ‹˜. EȉÈο ÁÈ· ʤÙÔ˜, Ë ˘Ô‚ÔÏ‹ ÌÔÚ› Ó· Á›ÓÂÈ Ì ‰ÈÛΤٷ Î·È ÛÙȘ ·ÚÌfi‰È˜ ¢.O.Y. HÌÂÚÔÌËÓ›· ˘Ô‚ÔÏ‹˜
IANOYAPIO™ ñ YÔ‚ÔÏ‹ A¶¢ IKA ÙÚÈÌ‹ÓÔ˘ 1/10-31/12 ˆ˜ ÂÍ‹˜ : ·. ¯ÂÈÚfiÁÚ·ÊË ‹ ‰ÈÛΤٷ 11-18/1 ·Ó¿ÏÔÁ· Ì ÙÔ ÙÂÏÂ˘Ù·›Ô „ËÊ›Ô AME ‚. Internet ̤¯ÚÈ 31/1 ñ Afi 20/1 ˘Ô‚ÔÏ‹ ÛÙË ¢.O.Y ÚÔÛˆÚÈÓ‹˜ ‰‹ÏˆÛ˘ ÁÈ· ÙÔ ºMY Ô˘ ·Ú·ÎÚ·Ù‹ıËΠÛÙÔ ‰›ÌËÓÔ 1/1131/12 ñ M¤¯ÚÈ 31/1 ÏËڈ̋ ÙˆÓ ÂÈÛÊÔÚÒÓ IKA ¢ÂÎÂÌ‚Ú›Ô˘ ™˘ÁÎÂÓÙÚˆÙÈΤ˜ ηٷÛÙ¿ÛÂȘ ¶ÂÏ·ÙÒÓ ¶ÚÔÌËı¢ÙÒÓ ™‡Ìʈӷ Ì ÙËÓ ¶O§. 1114/18.08.2005 ÔÈ Û˘ÁÎÂÓÙÚˆÙÈΤ˜ ηٷÛÙ¿ÛÂȘ ¶ÂÏ·ÙÒÓ – ¶ÚÔÌËı¢ÙÒÓ ˘Ô‚¿ÏÏÔÓÙ·È ˆ˜ ÂÍ‹˜: 1. HÏÂÎÙÚÔÓÈο ̤ۈ ‰È·‰ÈÎÙ‡Ô˘ 2. M¤Ûˆ ÙˆÓ K.E.¶. ÚÔÛÎÔÌ›˙ÔÓÙ·˜ Û ·˘Ù¿: ·. XÂÈÚfiÁÚ·ÊË – ŒÓÙ˘Ë ÌÔÚÊ‹ ‚. HÏÂÎÙÚÔÌ·ÁÓËÙÈ΋ ÌÔÚÊ‹ (‰ÈÛΤٷ)
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Œˆ˜ 30 ™ÂÙÂÌ‚Ú›Ô˘ οı ¤ÙÔ˘˜. EȉÈο ÁÈ· ʤÙÔ˜ ˆ˜ ·ÎÔÏÔ‡ıˆ˜: Œˆ˜ 30 ™ÂÙÂÌ‚Ú›Ô˘ 2005 ÁÈ· A.º.M. Ô˘ Ï‹ÁÔ˘Ó 1 Î·È 2 Œˆ˜ 21 OÎÙˆ‚Ú›Ô˘ 2005 ÁÈ· A.º.M. Ô˘ Ï‹ÁÔ˘Ó Û 3 Î·È 4 Œˆ˜ 11 NÔÂÌ‚Ú›Ô˘ 2005 ÁÈ· A.º.M. Ô˘ Ï‹ÁÔ˘Ó Û 5 Î·È 6 Œˆ˜ 2 ¢ÂÎÂÌ‚Ú›Ô˘ 2005 ÁÈ· A.º.M. Ô˘ Ï‹ÁÔ˘Ó Û 7 Î·È 8 Œˆ˜ 30 ¢ÂÎÂÌ‚Ú›Ô˘ 2005 ÁÈ· A.º.M. Ô˘ Ï‹ÁÔ˘Ó Û 9 Î·È 0 ™ËÌ›ˆÛË: H ÂÎÚfiıÂÛÌË ˘Ô‚ÔÏ‹ ÙˆÓ ™˘ÁÎÂÓÙÚˆÙÈÎÒÓ Î·Ù·ÛÙ¿ÛÂˆÓ Á›ÓÂÙ·È ÌfiÓÔ ÛÙȘ ¢.O.Y. Î·È ˘Ô¯ÚˆÙÈο Ì ‰ÈÛΤٷ. Aı·Ó¿ÛÈÔ˜ ¶··Ï˘Ì¤Ú˘ ºÔÚÔÙ¯ÓÈÎfi˜ ™‡Ì‚Ô˘ÏÔ˜ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ
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 will always be up to date !
Happy Slapping Many parents believe that access to mobile technology helps to keep their children safe, and it was recently reported that 92% of 11-16-year-olds in the UK now own a mobile phone. There is, however, a worrying side to this trend: young people are, according to press reports, increasingly using their mobile phones for filming violent attacks in a phenomenon known as happy slapping. This innocuous-sounding rhyming term is thought to be a play on ‘happy snapping’, which refers to taking photographs and dates back to the early decades of the twentieth century. ‘Happy slapping’ also calls to mind the adjective ‘slap-happy’, defined in The Chambers Dictionary as ‘recklessly or boisterously happy’. A ‘happy slap’ generally involves an unprovoked attack on a stranger by a group of teenagers. The incident is filmed on a camera-equipped phone by one of the ‘happy slappers’, and the video clip can then be watched and circulated. The phenomenon is said to have begun in London during
the autumn of 2004, although its origins are difficult to pin down with any accuracy. Happy slapping became a hot topic in the media in the first half of 2005, but breathless descriptions of it as a ‘craze’ were tempered by uncertainty in some quarters about whether it was in fact anything more than a few isolated incidents linked by media hype. Several months down the line, however, happy slapping shows no sign of disappearing from the headlines. If anything, the nature of the reported attacks has become more serious, escalating from literal slaps and relatively minor scuffles to mugging, wounding with an air rifle and a suspected rape. As the violence with which happy slapping is associated becomes more disturbing, its misleadingly cheerful name seems increasingly inappropriate.
Source: Chambers Wordwatch Column Editor : Lawrence Mamas ( Betsis ELT) [email protected]
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Enseigner le français à l’ école primaire en Gréce: Supports et approche didactique en classe Par Constantin TEGOS Leçon exemple: Bonjour 1. Objectifs: Actes et situations linguistiques: - se rencontrer - saluer - dire où se trouve quelqu’un 2. Matériel didactique: - livre de l élève - cahier d’ exercices - CD ou cassette 3. Dialogue de la leçon (exemple de dialogue - document sonore) Sandrine: Bonjour Julien. Julien: Bonjour Sandrine. Sandrine: Ça va ? Julien: Oui, ça va. Et toi ? Sandrine: Ça va bien. Voilà Charlotte. Julien: Où ça ? Sandrine: Là! Julien: Salut Charlotte. Charlotte: Salut Julien. Salut Sandrine. 3.1 Nouveaux mots et expressions (explication contextuelle en français ou en grec) ñ bien, bonjour ñ et, ça va ñ là, oui ñ où, salut ñ toi, voilà 4. Suggestion de leçon et organisation 4.1 L’ amorce
Avant de créer l’ ambiance adaptée, il faut d’ abord définir ou consulter les objectifs de la leçon. Les élèves prennent connaissance du contenu du dialogue (cela peut se faire en grec): – Comment salue-t-on en français un(e) ami(e) qu’ on rencontre? – On dit: «Bonjour» et on demande: «Ça va?». – Comment dit-on où se trouve quelqu’un? «Où?» ou «Où ça?». Voilà ce que l’ on va apprendre maintenant. 4.2 Écouter Les élèves écoutent attentivement l’ enregistrement du dialogue sur CD. Libre à vous de poser déjà quelques questions: – As-tu compris le nom des enfants? Si oui, donne-les ! – Y a-t-il d’ autres petits mots que tu connais? Lesquels? Parcourons maintenant tous les mots du lexique. 4.3 Le lexique Pour que la leçon puisse se dérouler sans obstacles et que les élèves comprennent la signification des petits mots, ceux-ci seront tout simplement traduits. Parcourir cette liste ne prendra pas trop de temps. Il s’ agit d’ un premier contact. L’ intégration aura lieu progressivement à l’ aide du texte de base et des exercices de l’ unité. 4.4 Écouter et lire On écoute une première fois le dialogue. Les élèves suivent en même temps dans leur manuel. La prononciation est liée à la graphie. Si nécessaire, on répètera cette phase à volonté. 4.5 Lire et parler Les élèves répètent les phrases l’ une après l’ autre. Bien des sons typiquement français sont inconnus dans la langue maternelle. Ils se les approprieront en écoutant et en répétant (bonjour, ça, et, toi, bien, où, oui).
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4.6 Mémoriser et jouer Pour ce faire, l’ exercice de jeu de rôles est approprié. Vous indiquez l’ élève qui jouera le rôle de Sandrine ou Julien et Charlotte. Les élèves mémorisent leur partie du texte et jouent ensuite le dialogue. Ensuite ce sera le tour d’ autres élèves et on échangera les rôles. Pour gagner du temps on peut tout de suite répartir la classe en groupes de trois élèves. Les élèves en difficulté pourront utiliser le manuel (lire et parler). 4.7 Exercice d écoute Les élèves sont confrontés pour la première fois à un exercice d’ écoute dirigé. Ils écoutent le CD et exécutent ensuite les tâches demandées. Quels prénoms sont français? Yves est un prénom français. Y a-t-il dans la classe quelqu’ un qui croit avoir un prénom français ou à consonance française? Qui connaît un prénom français? Maintenant nous allons entendre plusieurs prénoms français. Nous écoutons le CD et colorons en noir les petites boules auprés des prénoms d’ origine française.
Est-ce un prénom français? 1. Pierre 2. Antonio 3. Hélène 4. Mike 5. Pedro 6. Pascale 7. Nicolas
8. Heinz 9. Françoise 10. John 11. Benoît 12. Alexandros 13. Julie 14. Elise
1. _____________________• 7. _____________________o 2. _____________________o 8. _____________________o 3. _____________________o 9. _____________________o 4. _____________________o 10. ____________________o 5. _____________________o 11. ____________________o 6. _____________________o 12. ____________________o 14. ____________________o 13. ____________________o Attention: On fait remarquer que: • le -e à la fin du mot ne se prononce pas • l accent se met en général sur l avant-dernière syllabe • le -r français se forme dans la gorge • certaines lettres à la fin d un mot ne sont la plupart du temps pas prononcées • le -h français ne se prononce pas • remarquez les accents et la cédille sur les lettres suivantes: é, è, ê, ç • lorsque le «ç» se trouve devant la voyelle «a» il se prononce comme un «s». Exemples Voilà Où Là
Françoise Hélène
Benoît
Désirée
4.8 Le savoir-écrire Cahier d exercices Les exercices écrits sont établis selon leur degré de difficulté. a. Copie C’ est un exercice du niveau répétition. Les élèves copient ce qu’ ils ont attentivement observé. b. Complète C’ est un exercice du niveau travail. Les éléves complètent les lettres pour composer des phrases qu’ ils ont étudées dans l’ unité. Exemple: Bonjour, Julien. Ça va?______________ Oui, ça va. ____________________________etc... c. Complète les sous-textes C’ est un exercice du niveau créatif. Les élèves composent un nouveau dialogue à l’ aide du vocabulaire connu et des structures employées. Exemples: i. Complète Bonj . . . Julien. Voil . Sandrine. L . ! Ç . va ? O . ça ? . a va bi . . ? etc... ii. Complète les phrases. Choisis les prÈnoms. Bonjour ____________________ Ça va ____________________ ? ____________________. Et toi ? _____________________etc... 4.9 Expression libre (jeu de rôles) Les petits mots et les expressions appris dans l unité permettront ˛ à élève de créer de nouvelles interprétations. La classe est répartie en groupes de trois. Ils se choisissent un prénom français, l’ inscrivent sur une carte et ensuite ils se l’ épinglent. Utilisant ces nouveaux prénoms, ils jouent le dialogue de la leçon «Bonjour» (se rencontrer, se saluer et dire où se trouve quelqu’ un). D’ autres exempleunités, vous sont proposées dans Bonjour les enfants. 4.10 Je retiens Le but à la fin de l unité est que les élèves retiennent l une ou l’ autre chose. Nous rejoignons en cela les compétences terminales sur le thème «apprendre à aprendre». Enfin, les mots-clés et les expressions de l’ unité sont résumés et écrits au tableau et dans le cahier des élèves.
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VOCABULARY REVISION ACTIVITIES by Nick Michelioudakis
hich is the safest place to hide information? The CIA archives or a student’s vocabulary notebook? I would go for the latter, as the former will be opened eventually, some 50 years from now. Yet although we all recognise the importance of vocabulary revision, very few of our students do it. Why? I believe it is partly that we as teachers are always trying to ‘cover new ground’ and partly that our students do not know how to go about it. Take 1 minute to think about the following 2 questions. * How do your students record unknown words in their notebooks? * Do they revise them? And if so, how? Now compare your answers with those at the end of the article – any similarities? *
W
Why Vocabulary Revision Activities? “Vocabulary cannot be taught – it has to be learned” (Rivers in Thornbury, 2002). The implications of this are enormous. Because of the importance of vocabulary and the sheer amount of lexical items to be learned we cannot rely on a process of accretion, whereby we ‘feed’ learners a few words at a time and hope for the best. By exposing them to a range of strategies we can achieve one or more of the following: * We increase learners’ awareness of how they learn/remember words * We encourage good learning habits * We help them discover the learning style that suits them best * We make them more independent * We encourage them to become active learners
PART A’
The Activities (Idea taken from Gairns & Redman, What follows is a sequence of 9 1986). activities which can be used as one Comments: This is the only activity lesson (of which might take approximately 90 some time, but it is minutes) in a class well worth it, as it or in 1-1 teaching forms the basis for all Nick Michelioudakis (B. Econ., and at all levels, the others. It also (though you might addresses an Dip. RSA, MSc [TEFL]) has been want to use important problem working in the field of ELT for slightly different found in almost all more years than he cares to words!). The main students’ notebooks: point, however, is the words are listed remember. He likes to think of not the words but there at random. himself as a ‘front-line teacher’ the activities This is inevitable themselves which during the lesson, but and is particularly interested in the students can students should later one-to-one teaching. When he subsequently use go back and is not struggling with students, when revising for reorganize them themselves. In the (Thornbury, 2002). he likes to spend his time in a interests of clarity “Words are like swimming pool or playing chess. books” (H. Puchta, and ease, students are given a list of TESOL Convention 50 words that fall 2001): in the same ‘neatly’ into way that if you have categories and lend themselves to 1,000 books it is difficult to find the one you manipulation by means of the other activities want unless you put them on different that we are going to look at below. In ‘real shelves, sorting words in groups facilitates life’ that would be a list of words that the both retention and retrieval (Nation, 2001). students have encountered in previous Activity 2: Focusing. [Students simply look at lessons. the words and highlight the ones they do not Activity 1: Grouping. [Students look at a list of recall, or the ones they might find the most words (like the one at the end of the article) difficult to retrieve or use] (Mc Carthy & O’Dell, and try to divide them into 5 categories. While 1994). doing that, they have to find a suitable name Comments: When students do actually look for the category. They then place the words ‘around’ the ‘headword’ like in a mind-map] at the vocabulary in their notebooks, they do
[]
so indiscriminately and if asked to revise the words they have recorded they will study them for much the same reason that Hillary climbed Everest – because they are there! Yet not all of them are equally useful or equally unfamiliar to students. Hence, it makes sense for us to encourage them to select what they focus on. Indeed, one of the distinguishing features of the good student is that s/he is selective (Chamot, Barnhardt, ElDinary, Robbins 1999) and such students know that the highlighter is one of their strongest weapons! Activity 3: Brainstorming. [Students look at the words in a particular group, and try to recall others belonging to the same category] (Thornbury, 2002). Comments: On the face of it, this may look both unnecessary and counterproductive. ‘It is hard enough getting students to learn these fifty words without introducing any new ones!’ one might say. Yet this is not so for three reasons: a) The activity forces students to do something active by tapping the vocabulary already at their command. b) By trying to think of words in the same field students subconsciously start making links between these and the new ones (Chamot, Barnhardt, El-Dinary, Robbins 1999). c) Unless you have done this activity it is difficult to do the next one! Activity 4: Linking. [Students literally ‘link’ two or more words in a category by finding some feature they have in common or some (semantic) way in which they are connected].
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13 Comments: “Words are like boats” (H. Puchta, TESOL Convention 2001) – they tend to ‘drift away’ when you are not looking (which in the case of my students is 99% of the time!). If you want to make your boat stay put, you cast an anchor or tie it somewhere. With words, the ‘ropes’ are the links with other words. The greater the number of links, the less likely you are to forget them and the easier it will be for you to retrieve them later. Manipulating words in groups provides memory links and ‘maps’ the new words onto the students’ already existing knowledge (Chamot, Barnhardt, El-Dinary, Robbins 1999). Activity 5: Associating. [Students choose a category and they try to associate each word in it with some abstract/general notion, e.g. ‘Good/Bad’ or ‘Past/Present/Future’ – but they need to say why]. Comments: This activity achieves 3 aims: Firstly, it creates a link between a word and a ‘notion’ this time. Secondly, it raises the students’ awareness of the need to record not only the meaning but the connotations of a word as this may be particularly important sometimes. Finally, it shows students that the way to learn vocabulary is very often a personal one, as different people might classify the same word differently (Ellis & Sinclair, 1989). Activity 6: Pairing. [Students try to find a ‘partner’ for the words in a particular group (this works best for adjectives or verbs – e.g. cunning / a cunning fox, or cast / to cast a vote)] Comments: How many times have your students come up with something like x ‘We wrote a test today’ x or x ‘He put me a bad mark’ x? (the latter accompanied by various expletives!). This is partly due to MTI (mother tongue interference) but also in part due to the students’ habit of recording words in isolation (e.g. vote = „‹ÊÔ˜ / hence why not x ‘throw a vote’ x or x ‘drop a vote’ x ?). This activity aims to drive home the importance of collocation, in other words to show students that a word is virtually useless for productive purposes unless they know what other words it goes with. In addition, knowledge of typical collocations reduces the students’ cognitive load in production (Lewis, 2000). Activity 7: Using. [Similar to ‘Linking’, only here students have to link two or more words by making a sentence containing them]. (Mc Carthy & O’Dell, 1994). Comments: The purpose of this activity is not only to correct mistakes that students may make in production, but rather to ‘print’ the words in their minds. It kills two birds with one stone; a) it creates yet another ‘link’ between 2 words and b) according to the ‘depth of processing’ hypothesis students are more likely to remember a lexical item if they are actively engaged with it rather than if they just look at it and try to remember it (Thornbury, 2002).
We would like to thank TESOL GREECE for the kind submission of the article. O ™‡Ó‰ÂÛÌÔ˜ K·ıËÁËÙÒÓ °·ÏÏÈ΋˜ °ÏÒÛÛ·˜ ¶.E. ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙÔ MÔÚʈÙÈÎfi TÌ‹Ì· Ù˘ °·ÏÏÈ΋˜ ¶ÚÂۂ›·˜, ‰ÈÔÚÁ·ÓÒÓÂÈ EÈÌÔÚʈÙÈÎfi ™ÂÌÈÓ¿ÚÈÔ ÁÈ· ηıËÁËÙ¤˜ °·ÏÏÈ΋˜ ÛÙË X›Ô, ÛÙȘ 3 Î·È 4 ¢ÂÎÂÌ‚Ú›Ô˘ 2005. °È· ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜ ÌÔÚ›Ù ӷ ÂÈÛÎÂÊı›Ù ÙÔ site ÙÔ˘ ™˘Ó‰¤ÛÌÔ˘: www.opf.gr TÔ ¢.™.
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Saturday, 21 January, 18.00 The Indianapolis University Cultural Center. (the Goulandris-Horn Foundation in Plaka). PITA CUTTING AND TAVERNA EVENING. Confirmed speaker: Malcolm Mann. Further details to be announced soon. Saturday, 4 February 5th ANNUAL TESOL Greece PATRAS EVENT “Culture Through Language Teaching” Venue and speakers to be announced soon Saturday 18th and Sunday 19th March Hellenic American Union, Athens, Greece 27th ANNUAL TESOL Greece CONVENTION “Feedback on Feedback: Teachers, Learners, Parents, Materials” Confirmed international speakers
http://laseldi.univ-fcomte.fr
Forthcoming European Conferences Rod Bolitho Sophie Ioannou-Georgiou Pavlos Pavlou Hester Lott Susan Jenkins Further details to be announced soon. FORTHCOMING EUROPEAN CONFERENCES TESOL-France 2005 Colloquium Learning by Action in a Professional Environment Agir pour Apprendre 18th & 19th November 2005 Télécom-Paris, 46 rue Barrault,75013 Paris http://www.tesol-france.org International Certificate Conference (ICC) Accreditation, Validation and Certification of Foreign Language Competence in Vocational Education
TESOL-SPAIN 29th. NATIONAL CONVENTION “Voices in the classroom” 24 - 26 March, 2006 Universidad Complutense, Facultad de Filolog›a A, Madrid Convention coordinator: Hilary Plass email: [email protected]
Friedrichshafen Germany 25– 27.11.2005 http://www.icc-europe.com/ DEAL Descriptive and Explanatory Adequacy in Linguistics Zentrum für Allgemeine Sprachwissenschaft, Berlin 17-19 December 2005 http://let.uvt.nl University of Amsterdam December 19-20, 2005 Workshop Variation in Inflection http://home.hum.uva.nl/variflex/Work shop.htm UNIVERSITE DE FRANCHE-COMTE LAboratoire de SEmio-Linguistique, Didactique et Informatique Constructions Verbales Et Production De Sens Besançon, 26-27-28 janvier 2006
April 2006 40TH IATEFL ANNUAL CONFERENCE AND EXHIBITION - HARROGATE UK 8- 12 April 2006 http://www.iatefl.org/ Economic and Social Research Council (ESRC) Bristol, United Kingdom 05-Jan-2006 - 06-Jan-2006 Models and Measures of Vocabulary Acquisition, Knowledge and Use: The Interface between Theory and Applications http://www.esrcsocietytoday.ac.uk/
¶∂ƒπ√¢π∫∞ MARY GLASGOW ∫¿ÓÙ ÙÒÚ· ÙÔ˘˜ Ì·ıËÙ¤˜ Û·˜ Û˘Ó‰ÚÔÌËÙ¤˜ ηÈ... οÓÙ ¯ÒÚÔ ÁÈ· Ù· ‰ÒÚ· Ì·˜! TÒÚ·, Ì ٷ ÂÚÈÔ‰Èο Mary Glasgow ÎÂÚ‰›˙Ô˘Ó ÔÈ Ì·ıËÙ¤˜ Û ÁÓÒÛË Î·È ÂÍ¿ÛÎËÛË Ù˘ ͤÓ˘ ÁÏÒÛÛ·˜, ·ÏÏ¿ Î·È ÂÛ›˜ ·fi Ù· ‰ÒÚ· Ô˘ Û·˜ ÚÔÛʤÚÔ˘ÌÂ! ∫¿ı ÊÔÚ¿ Ô˘ οÓÂÙ ÙÔ˘˜ Ì·ıËÙ¤˜ Û·˜ Û˘Ó‰ÚÔÌËÙ¤˜, ˘¤ÚÔ¯· Readers, ¯Ú‹ÛÈÌ· ÏÂÍÈο Î·È ¿ÏÏ· ‚È‚Ï›· ›ӷÈ... ¯¿ÚÈÛÌ¿ Û·˜! ¶ÏÔ‡ÛÈ· ‰ÒÚ· ÁÈ· ÙÔ ÊÚÔÓÙÈÛÙ‹ÚÈÔ, ÙÂÏ›ˆ˜ ‰ˆÚ¿Ó. ªËÓ Ù· ¯¿ÛÂÙÂ!
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¶·È‰È΋ ηÎÔÔ›ËÛË 20-40 ¯ÈÏÈ¿‰Â˜ ·È‰È¿ ηÎÔÔÈÔ‡ÓÙ·È ÛÔ‚·Ú¿ οı ¯ÚfiÓÔ! ™˘ÌÙÒÌ·Ù· - H ı¤ÛË ÙˆÓ «ÙÚ›ÙˆÓ»  ÙÔÓ fiÚÔ Î·ÎÔÔ›ËÛË ÂÓÓÔԇ̠οı ڿÍË ‹ ÂÓ¤ÚÁÂÈ· Ô˘ ‰ËÌÈÔ˘ÚÁ› ÛÙÔ ¿ÙÔÌÔ ‚Ï¿‚Ë ÛˆÌ·ÙÈο , ÓÂ˘Ì·ÙÈο ‹ Û˘Ó·ÈÛıËÌ·ÙÈο. H ηÎÔÔ›ËÛË ‰ËÌÈÔ˘ÚÁ› ›ÂÛË , Êfi‚Ô, ÂÓÔ¯‹, fiÓÔ, Ì›ˆÛË, ‰˘ÛÊÔÚ›·, ıÏ›„Ë, ·ÓÈÎfi –·ÚÓËÙÈο ‰ËÏ·‰‹ Û˘Ó·ÈÛı‹Ì·Ù· Ô˘ ‰È·Ù·Ú¿ÛÛÔ˘Ó ÙË Á·Ï‹ÓË Î·È ÙËÓ ÔÌ·Ï‹ ÂͤÏÈÍË ÙÔ˘ ·È‰ÈÔ‡ ‹ Î·È ÙÔ˘ ÂÓËÏ›ÎÔ˘ Ô˘ ÙËÓ ˘Ê›ÛٷٷÈ.
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H ηÎÔÔ›ËÛË ÌÔÚ› Ó· ÚÔ¤Ú¯ÂÙ·È ·fi ¤Ó· ¿ÙÔÌÔ, ÌÈ· ÔÌ¿‰· ·ÙfiÌˆÓ ‹ ·ÎfiÌË Î·È ·fi ÙËÓ ›‰È· ÙËÓ ÎÔÈÓˆÓ›·. ¶·Ú¿‰ÂÈÁÌ· ÎÔÈÓˆÓÈ΋˜ ηÎÔÔ›ËÛ˘ ·ÔÙÂÏ› Ô fiÏÂÌÔ˜ Ì ٷ ¯ÈÏÈ¿‰Â˜ ı‡Ì·Ù·, Ë Â›Ó·, ÙÔ ¯·ÌËÏfi ‚ÈÔÙÈÎfi Â›Â‰Ô Ô˘ ÛÙÂÚ› ·fi Ù· ·È‰È¿ Î·È ÙÔ˘˜ ÂÓ‹ÏÈÎÔ˘˜ Ôϛ٘ ‚·ÛÈο ·Á·ı¿ ˙ˆ‹˜ fiˆ˜ Ë ÌfiÚʈÛË, Ë ÂÚ›ı·Ï„Ë Î·È ÙfiÛ· ¿ÏÏ·. H ηÎÔÔ›ËÛË ·fi ¤Ó· ¿ÙÔÌÔ ÌÔÚ› Ó· Á›ÓÂÙ·È ÏÂÎÙÈο –Ì ‡‚ÚÂȘ, ·ÂÈϤ˜, ÌÂȈÙÈο Û¯fiÏÈ·, ·Ú·ÙÛÔ‡ÎÏÈ·, ·ÚÓËÙÈ΋ ÎÚÈÙÈ΋ Î·È Û˘Ó·ÈÛı‹Ì·Ù·- Ì Â΂ȷÛÌÔ‡˜, ˘ÔÛ¯¤ÛÂȘ, ·ÓÙ·ÏÏ¿ÁÌ·Ù· ‹ ۈ̷ÙÈο Ì ‚›· Ô˘ ÂΉËÏÒÓÂÙ·È Ì ¯ÂÈÚÔ‰ÈΛ·, Ì ÛÙ¤ÚËÛË Ê·ÁËÙÔ‡, ‡ÓÔ˘, ÂÍfi‰Ô˘, Ì ηı‹ÏˆÛË Î·È ÂÁÎÏÂÈÛÌfi ‹ Ì ¿ÏÏÔ˘˜ ÙÚfiÔ˘˜ ‚·Û·ÓÈÛÌÔ‡. MÈ· ¿ÏÏË ÌÔÚÊ‹ ηÎÔÔ›ËÛ˘ Â›Ó·È Ë ÂÁηٿÏÂÈ„Ë, Ë ÂÎÌÂÙ¿ÏÏ¢ÛË ‹ Ë ·Ú·Ì¤ÏËÛË ·È‰ÈÒÓ ·fi ÙÔ˘˜ ÂÓ‹ÏÈΘ ‹ ·fi ÙÔ˘˜ ÁÔÓ›˜, Ô˘ ›Ù ·‰È·ÊÔÚÔ‡Ó ÁÈ· Ù· ·È‰È¿ ÙÔ˘˜, ›Ù ٷ ¯ÚËÛÈÌÔÔÈÔ‡Ó ÁÈ· ›‰ÈÔ˘˜ ÛÎÔÔ‡˜ ÂÎı¤ÙÔÓÙ¿˜ Ù· Û ÛÔ‚·ÚÔ‡˜ ÎÈÓ‰‡ÓÔ˘˜ ÁÈ· ÙËÓ ÓÂ˘Ì·ÙÈ΋ Î·È ÙËÓ „˘¯È΋ ÙÔ˘˜ ·ÛÊ¿ÏÂÈ· Î·È ·ÎÂÚ·ÈfiÙËÙ·. T¤ÏÔ˜, ÌÈ· Ôχ ÛÔ‚·Ú‹ ÌÔÚÊ‹ ηÎÔÔ›ËÛ˘ ·ÔÙÂÏ› Ë ÛÂÍÔ˘·ÏÈ΋ ηÎÔÔ›ËÛË Ì οı Ù˘ ÌÔÚÊ‹
–·Û¤ÏÁÂÈ·, ·ÚÂÓfi¯ÏËÛË, ‚È·ÛÌfi˜. TÔ ·È‰› ÂÎÙ›ıÂÙ·È ·Ú¿ ÙË ı¤ÏËÛ‹ ÙÔ˘ Û ÂÚÂı›ÛÌ·Ù· ÛÂÍÔ˘·ÏÈÎÔ‡ ÂÚȯÔ̤ÓÔ˘ ‹ ¯ÚËÛÈÌÔÔÈÂ›Ù·È ÁÈ· ÙËÓ ÈηÓÔÔ›ËÛË ÙÔ˘ ÁÂÓÂÙ‹ÛÈÔ˘ Û˘Ó·ÈÛı‹Ì·ÙÔ˜ ÂÓfi˜ ÂÓ‹ÏÈÎÔ˘ Ì ‰È¿ÊÔÚÔ˘˜ ÙÚfiÔ˘˜, Ô˘ Â›Ó·È fiÏÔÈ ÂÁÎÏËÌ·ÙÈÎÔ›, ÁÈ·Ù› ‰ËÌÈÔ˘ÚÁÔ‡Ó ÛÙÔ ·È‰› ·›ÛıËÌ· ÓÙÚÔ‹˜, Êfi‚Ô˘, ‰˘ÛÊÔÚ›·˜, ·Ë‰›·˜, Î·È ÙÔ˘ ηٷÚÚ·ÎÒÓÔ˘Ó ÙËÓ ·˘ÙÔÂÎÙ›ÌËÛË Î·È ÙÔÓ ·˘ÙÔÛ‚·ÛÌfi ÙÔ˘. ¶·Ï·ÈfiÙÂÚË ¤Ú¢ӷ Û ·ÓÙÈÚÔÛˆÂ˘ÙÈÎfi ‰Â›ÁÌ· Ì·ıËÙÒÓ 13 -15 ¯ÚfiÓˆÓ ·fi fiÏË ÙË ¯ÒÚ·, ¤‰ÂÈÍ fiÙÈ ÙÔ 15% ÙˆÓ Ì·ıËÙÒÓ Â›¯·Ó ˘ÔÛÙ› ÛÔ‚·Ú‹ ۈ̷ÙÈ΋ ηÎÔÔ›ËÛË ·fi ÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘˜ ÙÔÓ ÙÂÏÂ˘Ù·›Ô Ì‹Ó·. ™Â ·Ó¿ÏÔÁË ÌÂϤÙË ÙÔ˘ ηıËÁËÙ‹ ¶·È‰Ô„˘¯È·ÙÚÈ΋˜ Î. TÛ¿ÓÙË ( 1997) Û ·ÓÙÈÚÔÛˆÂ˘ÙÈÎfi ‰Â›ÁÌ· ÂÓËÏ›ÎˆÓ ‰È·ÈÛÙÒıËΠˆ˜ ÙÔ 10%-15% ¤¯Ô˘Ó ˘ÔÛÙ› ۈ̷ÙÈ΋ ηÎÔÔ›ËÛË Ì›· ÙÔ˘Ï¿¯ÈÛÙÔÓ ÊÔÚ¿ ηٿ ÙËÓ ·È‰È΋ ÙÔ˘˜ ËÏÈΛ·, Û‡Ìʈӷ Ì ·Ó·ÊÔÚ¿ ÌÂϤÙ˘. ™‡Ìʈӷ Ì ÙËÓ ›‰È· ÌÂϤÙË, ÎÏÈÓÈÎfi ‰Â›ÁÌ· 200 ·È‰ÈÒÓ ‰Â›¯ÓÂÈ fiÙÈ Ë ·Ú·Ì¤ÏËÛË ·ÓËÏ›ÎˆÓ ÊÙ¿ÓÂÈ ÙÔ 52%, ‰ËÏ·‰‹ ÔÈ ÁÔÓ›˜ ‰ÂÓ ÙÔ˘˜ ÂÍ·ÛÊ·Ï›˙Ô˘Ó ‚·ÛÈΤ˜ ·ÓıÚÒÈÓ˜ ·Ó¿ÁΘ fiˆ˜ ÙÚÔÊ‹, ¤Ó‰˘ÛË, Î.Ï. T· ηÎÔÔÈË̤ӷ ·È‰È¿ ¯ÚÂÈ¿˙ÔÓÙ·È Ôχ ¯ÚfiÓÔ ·ÏÏ¿ Î·È ÙË ‚Ô‹ıÂÈ· ÙˆÓ ÂȉÈÎÒÓ ÁÈ· Ó· ÂÔ˘ÏÒÛÔ˘Ó Ù· ÙÚ·‡Ì·Ù¿ ÙÔ˘˜ Ù· ÔÔ›· ÔÏϤ˜ ÊÔÚ¤˜ ‰ÂÓ ÍÂÂÚÓÈÔ‡ÓÙ·È ÔÙ¤. T· ·ıÒ· ı‡Ì·Ù· ηٷ‰Èο˙ÔÓÙ·È Û „˘¯ÈΤ˜ Î·È „˘¯Ôۈ̷ÙÈΤ˜ ‰È·Ù·Ú·¯¤˜ ÁÈ· fiÏË ÙÔ˘˜ ÙË ˙ˆ‹. H ¤ÁηÈÚË ‰È¿ÁÓˆÛË Ù˘ ηÎÔÔ›ËÛ˘ ÌÔÚ› Ó· ‚ÔËı‹ÛÂÈ Ô˘ÛÈ·ÛÙÈο ÛÂ Û˘ÓÙÔÌfiÙÂÚË Î·È
·ÔÙÂÏÂÛÌ·ÙÈÎfiÙÂÚË ·ÓÙÈÌÂÙÒÈÛË ¤ÙÛÈ ÒÛÙ ӷ Ûˆı› ¤Ó· ·È‰›, ÁÈ ·˘Ùfi Î·È ÔÈ ÂÎ·È‰Â˘ÙÈÎÔ› Ú¤ÂÈ Ó· ÌÔÚÔ‡Ó Ó· ·Ó·ÁÓˆÚ›˙Ô˘Ó Ù· Û˘ÌÙÒÌ·Ù· Î·È Ó· ÂÓÂÚÁÔ‡Ó ¿ÌÂÛ·. °ÂÓÈο Ù· Û˘Ó‹ıË Û˘ÌÙÒÌ·Ù· Ô˘ ¤Ó· ηÎÔÔÈË̤ÓÔ ·È‰› ·ÚÔ˘ÛÈ¿˙ÂÈ Â›Ó·È Ù· ·ÎfiÏÔ˘ı·: ñ™˘¯ÓÔ› ÌÒψ˜, ÂΉÔÚ¤˜ ‹ ÂÁη‡Ì·Ù· ñAÔÊ˘Á‹ ۈ̷ÙÈ΋˜ ·ʋ˜ (·ÔÌ·ÎÚ‡ÓÂÙ·È Â¿Ó ÙÔ ·ÁÁ›ÍÂÙÂ) ñK·Ù¿ıÏÈ„Ë Î·È ·ÔÌfiÓˆÛË ·fi ÙÔ˘˜ Û˘ÌÌ·ıËÙ¤˜ ÙÔ˘ ñ™¯ÔÏÈ΋ ¿ÚÓËÛË ñ•·ÊÓÈ΋ ÙÒÛË ·fi‰ÔÛ˘ ÛÙ· Ì·ı‹Ì·Ù· ñ¶ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔÚ¿˜ Î·È ÂÈÎÔÈÓˆÓ›·˜ ñM˘ÛÙÈÎÔ¿ıÂÈ· ñEÈıÂÙÈÎfiÙËÙ· Î·È ÂÎÚ‹ÍÂȘ ÔÚÁ‹˜ ·ÓÂͤÏÂÁÎÙ˜ ñA˘ÙÔηٷÛÙÚÔÊÈ΋ ‹ Î·È ·˘ÙÔÎÙÔÓÈ΋ Û˘ÌÂÚÈÊÔÚ¿ ¶ÈÔ Û˘ÁÎÂÎÚÈ̤ӷ: MÂÚÈο ÛËÌ¿‰È· æ˘¯ÔÏÔÁÈ΋˜ K·ÎÔÔ›ËÛ˘ ñA¿ıÂÈ· ñK·Ù¿ıÏÈ„Ë ñE¯ıÚfiÙËÙ· ñEÏÏÂÈ„Ë Û˘ÁΤÓÙÚˆÛ˘ ñ¢È·ÙÚÔÊÈΤ˜ ‰È·Ù·Ú·¯¤˜ ñ¢È·Ú΋˜ ˘ÔÙ›ÌËÛË ÙÔ˘ ·˘ÙÔ‡ ÙÔ˘ «Â›Ì·È ¯·˙fi˜», «‰ÂÓ ı· Ù· ηٷʤڈ» MÂÚÈο ÛËÌ¿‰È· ™ÂÍÔ˘·ÏÈ΋˜ K·ÎÔÔ›ËÛ˘ ñAηٿÏÏËÏÔ ( ÁÈ· ÙËÓ ËÏÈΛ· ÙÔ˘ ·È‰ÈÔ‡ )ÂӉȷʤÚÔÓ ‹ ÁÓÒÛË ÂÚ› ÛÂÍÔ˘·ÏÈÎÒÓ ıÂÌ¿ÙˆÓ ñAfiÚÚÈ„Ë ÙÔ˘ ȉ›Ô˘ ÙÔ˘ ÛÒÌ·ÙÔ˜ ÙÔ˘ ·È‰ÈÔ‡ ñEÊÈ¿ÏÙ˜ Î·È Ó˘¯ÙÂÚÈÓ‹ ÂÓÔ‡ÚËÛË ñºfi‚Ô˜ ÂÓfi˜ Û˘ÁÎÂÎÚÈ̤ÓÔ˘ ·ÙfiÌÔ˘ ñA˘ÙÔÙÚ·˘Ì·ÙÈÛÌfi˜ ñ¢Ú·ÛÙÈΤ˜ ·ÏÏ·Á¤˜ ÛÙËÓ fiÚÂÍË ñ¶ÚÔÎÏËÙÈÎfiÙËÙ· ñAÈÊÓ›‰È· ÂΉ‹ÏˆÛË ·Ó·ÛÊ¿ÏÂÈ·˜ – ¶·ÏÈ̷ȉÈÛÌfi˜ ñ¶ÚÔÛ¿ıÂÈ· Ó· Â›Ó·È «Ôχ ηÏfi ·È‰›» MÂÚÈο ÛËÌ¿‰È· ¶·Ú·Ì¤ÏËÛ˘ ñAηٿÏÏËÏË ÁÈ· ÙËÓ ÂÔ¯‹ ¤Ó‰˘ÛË ñEÏÏÂÈ„Ë Î·ı·ÚÈfiÙËÙÔ˜ ñ¶Â›Ó· Oˆ˜ ¯·Ú·ÎÙËÚÈÛÙÈο ·Ó·Ê¤ÚÂÈ Û ·Ï·ÈfiÙÂÚË Û˘Ó¤ÓÙ¢ÍË Ô Úfi‰ÚÔ˜ ÙÔ˘ AÁ›·˜ ™ÔÊ›·˜-¶·›‰ˆÓ, Î. NÙ¿ÓÔ˜, «ÙÔ Î·ÎÔÔÈË̤ÓÔ
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·È‰› ·fi ¤Ó· ·È‰› ¯·ÚÔ‡ÌÂÓÔ Á›ÓÂÙ·È ¤Ó· ·È‰› Ï˘Ë̤ÓÔ. AÔÌÔÓÒÓÂÙ·È Î·È ÌÂÏ·Á¯ÔÏ› ¯ˆÚ›˜ ÂÌÊ·Ó‹ ÏfiÁÔ. ¶·‡ÂÈ Ó· ÙÚÒÂÈ Î·È ¯¿ÓÂÈ ÛˆÌ·ÙÈÎfi ‚¿ÚÔ˜. ¶·‡ÂÈ Ó· ·›˙ÂÈ, ‰ÂÓ Î¿ÓÂÈ ·Ú¤· Ì ٷ ¿ÏÏ· ·È‰È¿. E›Û˘ ¤Ó· ·È‰› Ô˘ ÂÎÙ›ıÂÙ·È Û˘Ó¤¯ÂÈ· Û ΛӉ˘ÓÔ Î·È Ù·˘Ùfi¯ÚÔÓ· ÔÈ ÁÔÓ›˜ ÙÔ˘ ‰ÂÓ ¤¯Ô˘Ó ηϤ˜ ‰È·ÚÔÛˆÈΤ˜ Û¯¤ÛÂȘ, Â›Ó·È ˘Ô„›Â˜ Ô˘ Ú¤ÂÈ Ó· ÏËÊıÔ‡Ó ÛÔ‚·Ú¿ ˘fi„Ë, ·fi fiÛÔ˘˜ ‚Ú›ÛÎÔÓÙ·È ÈÔ ÎÔÓÙ¿ ÛÙÔ ·È‰›». ŸÙ·Ó Ô ÂÎ·È‰Â˘ÙÈÎfi˜ ·Ú·ÙËÚ› Ù¤ÙÔÈ· Û˘ÌÙÒÌ·Ù·, ı· Ú¤ÂÈ Ó· ÚÔÛ·ı‹ÛÂÈ Ó· ‚ÔËı‹ÛÂÈ ÙÔ ·È‰› Ì ÙÔÓ Î·Ù¿ÏÏËÏÔ ÙÚfiÔ Î·È ¿ÌÂÛ·. H ÛȈ‹ Î·È Ë ·ÓÔ¯‹ ·ÔÙÂÏÔ‡Ó Û˘ÓÂÓÔ¯‹ Î·È Ô ÂÎ·È‰Â˘ÙÈÎfi˜ Ô˘ ÂÙ¿¯ıË ÛÙÔ «Â˘ ˙ËÓ» ÙˆÓ ·È‰ÈÒÓ Û η̛· ÂÚ›ÙˆÛË ‰Â ÌÔÚ› Ó· ·Ú·‚Ϥ„ÂÈ Î¿ÙÈ ÙfiÛÔ ·ÂÈÏËÙÈÎfi ÁÈ· ÙË ˙ˆ‹ Î·È ÙËÓ „˘¯Ôۈ̷ÙÈ΋ ÙÔ˘˜ ˘Á›·. M ‰È·ÎÚÈÙÈÎfiÙËÙ· Î·È ¯ˆÚ›˜ ›ÂÛË, ÌÔÚ› Ó· ÚˆÙ‹ÛÂÈ ÙÔ ·È‰› ·Ó ·ÓÙÈÌÂÙˆ›˙ÂÈ Î¿ÔÈÔ Úfi‚ÏËÌ· Î·È ¯ÚÂÈ¿˙ÂÙ·È ‚Ô‹ıÂÈ· Î·È Ó· ÙÔ ‰È·‚‚·ÈÒÛÂÈ fiÙÈ Â›Ó·È ÎÔÓÙ¿ ÙÔ˘ Î·È Ì·˙› ÙÔ˘. AÓ ÙÔ ·È‰› ·ÚÓËı›, ı· Ú¤ÂÈ Ó· Û‚·ÛÙ› ÙËÓ ·¿ÓÙËÛ‹ ÙÔ˘ Î·È Ó· ÚÔÛ·ı‹ÛÂÈ Ó· ÙÔ ‚ÔËı‹ÛÂÈ ˙ËÙÒÓÙ·˜ ÙË Û˘Ó‰ÚÔÌ‹ ÂȉÈÎÒÓ, fiˆ˜ ¿ÏψÛÙÂ Î·È ÛÙËÓ ÂÚ›ÙˆÛË Ô˘ ÙÔ ·È‰› ÌÔÈÚ·ÛÙ› ÙÔ Úfi‚ÏËÌ· Ì ÙÔ ‰¿ÛηÏfi ÙÔ˘. AÚÌfi‰ÈÔÈ ÊÔÚ›˜ ÁÈ· ÙËÓ ·ÓÙÈÌÂÙÒÈÛË ÂÚÈÛÙ·ÙÈÎÒÓ Î·ÎÔÔ›ËÛ˘ Â›Ó·È ÔÈ AÛÙ˘ÓÔÌÈΤ˜ AÚ¯¤˜, ÔÈ ÔÈ˘ EÈÛ·ÁÁÂÏÈΤ˜ AÚ¯¤˜., ÔÈ YËÚÂۛ˜ ¶ÚfiÓÔÈ·˜ ÙÔ˘ ÔÈΛԢ ¢‹ÌÔ˘ ‹ Ù˘ NÔÌ·Ú¯›·˜ Î·È «TÔ X·ÌfiÁÂÏÔ ÙÔ˘ ¶·È‰ÈÔ‡» Ô˘ ‰È·ı¤ÙÂÈ ÙË °Ú·ÌÌ‹ SOS 1056 Ô˘ ··ÓÙ¿ Û 24ˆÚË ‚¿ÛË Â› 365 Ë̤Ú˜ Î·È ‰¤¯ÂÙ·È Î·Ù·ÁÁÂϛ˜ ·ÎfiÌË Î·È ·ÓÒÓ˘Ì˜ ÙȘ Ôԛ˜ ÚÔˆı› ÛÙȘ ·ÚÌfi‰È˜ ·Ú¯¤˜, ÛÙËÚ›˙ÂÈ Ù· ·ıÒ· ı‡Ì·Ù· Ì οı ÙÚfiÔ (ÂÈÙfiÈ· ·Ú¤Ì‚·ÛË, ÊÈÏÔÍÂÓ›· ηÎÔÔÈËÌ¤ÓˆÓ ·È‰ÈÒÓ, Û˘Ì‚Ô˘Ï¢ÙÈ΋ ÎÏ) Î·È ÚÔˆı› ÙËÓ ÂÓË̤ڈÛË Ì ÛÙfi¯Ô ÙËÓ ÚfiÏË„Ë ÙÔ˘ Ê·ÈÓÔ̤ÓÔ˘. E˘¯·ÚÈÛÙԇ̠ıÂÚÌ¿ ÙÔ X·ÌfiÁÂÏÔ ÙÔ˘ ¶·È‰ÈÔ‡ Î·È ÙËÓ æ˘¯Ô·È‰·ÁˆÁÈ΋ ™‡Ì‚Ô˘ÏÔ Î. XÚ˘ÛԇϷ M·˘Ú¿ÎË ÁÈ· ÙËÓ ÔχÙÈÌË ‚Ô‹ıÂÈ· . TÔ X·ÌfiÁÂÏÔ ÙÔ˘ ¶·È‰ÈÔ‡, °Ú·ÌÌ‹ SOS 1056 EÏÏËÓÈ΋ EÙ·ÈÚ›· MÂϤÙ˘ Î·È ¶ÚfiÏ˄˘ Ù˘ ™ÂÍÔ˘·ÏÈ΋˜ K·ÎÔÔ›ËÛ˘ www.obrela.gr 210 7290496, 210 5242160 IÓÛÙÈÙÔ‡ÙÔ YÁ›·˜ ¶·È‰ÈÔ‡ 210 7715875
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MÈÎÚ¤˜ HOW TO BUILD THE CONFIDENCE AÁÁÂϛ˜ OF DYSLEXIC STUDENTS ñ YÔ„‹ÊÈÔ˜ ‰È‰¿ÎÙÔÚ·˜ ¶·ÓÂÈÛÙËÌ›Ô˘ AıËÓÒÓ, οÙÔ¯Ô˜ ¿‰ÂÈ·˜ ‰È‰·Ûηϛ·˜ ÛÙËÓ ·ÁÁÏÈ΋ ÁÏÒÛÛ·, Ì ÌÂÙ·Ù˘¯È·Îfi ‰›ÏˆÌ·, ˙ËÙ› Û˘ÓÂÚÁ·Û›· Ì ΤÓÙÚ· Í¤ÓˆÓ ÁψÛÛÒÓ. T Ë Ï . : 6 9 7 2 892814. ñ K·ıËÁ‹ÙÚÈ· ·ÁÁÏÈÎÒÓ Ì ÚÔ¸ËÚÂÛ›· Û fiÏ· Ù· ›‰· Î·È ÛÂÌÈÓ¿ÚÈ·, ˙ËÙ› Û˘ÓÂÚÁ·Û›· Ì ÊÚÔÓÙÈÛÙ‹ÚÈ· ÂÚÈÔ¯ÒÓ KÂÚ·ÙÛÈÓ›Ô˘ Î·È Á‡Úˆ. TËÏ.: 6938187772. ñ K·ıËÁ‹ÙÚÈ· ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ Ì ÔÏ˘ÂÙ‹ ›ڷ, ˙ËÙ› ÂÚÁ·Û›· Û ΤÓÙÚÔ Í¤ÓˆÓ ÁψÛÛÒÓ ÛÙ· ÓfiÙÈ· ÚÔ¿ÛÙÈ·. ¶ÂÚÈÔ¯¤˜ ¶. º¿ÏËÚÔ, N. ™Ì‡ÚÓ, K·ÏÏÈı¤·, N. KfiÛÌÔ˜, ÕÏÈÌÔ˜, AÚÁ˘ÚÔ‡ÔÏË, HÏÈÔ‡ÔÏË, °Ï˘Ê¿‰·, EÏÏËÓÈÎfi, BԇϷ. TËÏ.: 210-9835261, ÎÈÓ.: 6977-826466 ñ K·ıËÁ‹ÙÚÈ· ·ÁÁÏÈÎÒÓ Ì ¿‰ÂÈ· ‰È‰·Ûηϛ·˜, ˙ËÙ› ÂÚÁ·Û›· Û ÊÚÔÓÙÈÛÙ‹ÚÈÔ Í¤ÓˆÓ ÁψÛÛÒÓ Ù˘ ¶¿ÙÚ·˜. TËÏ.: 2610223428 Î·È 6937-466205. ñ O EÎ·È‰Â˘ÙÈÎfi˜ OÚÁ·ÓÈÛÌfi˜ K·Ú·Ú‹Á·˜, ÚˆÙÔfiÚÔ˜ ÛÙÔ ¯ÒÚÔ Ù˘ ÍÂÓfiÁψÛÛ˘ Âη›‰Â˘Û˘, Ô ÔÔ›Ô˜ ·Ó·Ù‡ÛÛÂÈ Î·È ÚÔˆı› ÌÈ· Ó¤· ÛÂÈÚ¿ ÚÔËÁÌ¤ÓˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ÚÔ˚fiÓÙˆÓ Î·È ˘ËÚÂÛÈÒÓ, Ô˘ ‰È·ı¤ÙÂÈ Î·Ù’ ·ÔÎÏÂÈÛÙÈÎfiÙËÙ· ÛÙËÓ EÏÏ¿‰·, ˙ËÙ¿ Ó· ÚÔÛÏ¿‚ÂÈ Aη‰ËÌ·˚Îfi ¢È¢ı˘ÓÙ‹ ηıÒ˜ Î·È ‰‡Ô ·ÓÒÙÂÚ· ÂÎ·È‰Â˘ÙÈο ÛÙÂϤ¯Ë, ÁÈ· Ï‹ÚË ‹ ÌÂÚÈ΋ ··Û¯fiÏËÛË. ¶ÚÔÛfiÓÙ·: HÏÈΛ· 28-37 ÂÙÒÓ. MÂÁ¿ÏË ÁÓÒÛË Î·È Â›Ú· ÛÙÔ ¯ÒÚÔ Ù˘ ÍÂÓfiÁψÛ˘ Âη›‰Â˘Û˘, ‚·ıÈ¿ ÁÓÒÛË ÙÔ˘ ·ÓÙÈÎÂÈ̤ÓÔ˘ ÁÏÒÛÛ·, ÔÚÁ·ÓˆÙÈΤ˜ Î·È ‰ÈÔÈÎËÙÈΤ˜ ÈηÓfiÙËÙ˜ ˘„ËÏÒÓ ÚԉȷÁÚ·ÊÒÓ Î·ıÒ˜ Î·È ÁÓÒÛË ÏÂÈÙÔ˘ÚÁ›·˜ Ù˘ ·ÁÔÚ¿˜ (marketing). B·ÛÈΤ˜ ÛÔ˘‰¤˜ AÁÁÏÈ΋ ºÈÏÔÏÔÁ›· Î·È ÌÂÙ·Ù˘¯È·ÎÔ‡˜ Ù›ÙÏÔ˘˜ MA ‹ MsC in TEFL/ESOL ‹ Applied Unguistics. ÕÚÈÛÙË ÁÓÒÛË ¯Ú‹Û˘ H/Y-MS Office Î·È ÂÈÙ˘¯Ë̤ÓË ÚÔ¸ËÚÂÛ›· Û ·Ó¿ÏÔÁË ı¤ÛË. TfiÔ˜ ÂÚÁ·Û›·˜ KËÊÈÛÈ¿/X·Ï¿Ó‰ÚÈ. AÓÙ·ÁˆÓÈÛÙÈÎfi ·Î¤ÙÔ ·Ô‰Ô¯ÒÓ. AÔÛÙ›ϷÙ ϋÚË ‚ÈÔ ÁÚ·ÊÈÎfi. Fax: 210-8019412, e-mail: [email protected]. ñ Z Ë Ù Ô ‡ Ó Ù · È Î · ı Ë Á ‹ Ù Ú È Â ˜ AÁÁÏÈÎÒÓ, °·ÏÏÈÎÒÓ Î·È °ÂÚÌ·ÓÈÎÒÓ Ì ¿‰ÂÈ· ‰È‰·Ûηϛ·˜ Î·È ÚÔ¸ËÚÂÛ›· ÁÈ· K.•.°., ÂÚÈÔ¯‹ AÊ›‰Ó·È (KÈÔ‡Úη). K·Ù¿ ÚÔÙ›ÌËÛË Î¿ÙÔÈÎÔÈ BÔÚ›ˆÓ ¶ÚÔ·ÛÙ›ˆÓ. TËÏ.: 22950-23570-571, 6977-076704. flÚ˜: 10.30-12.30 .Ì. Î·È 6.00-9.00 Ì.Ì. ñ EÓÔÈÎÈ¿˙ÂÙ·È Â·ÁÁÂÏÌ·ÙÈÎfi˜ ¯ÒÚÔ˜ 70 m2, ηٿÏÏËÏÔ˜ Î·È ÁÈ· K•° (ÂÍÔÏÈÛÌfi˜ ‰È·ı¤ÛÈÌÔ˜) ·¤Ó·ÓÙÈ ·fi ¢ËÌÔÙÈÎfi, °˘ÌÓ¿ÛÈÔ, §‡ÎÂÈÔ, ‰‡Ô ·›ıÔ˘Û˜ ‰È‰·Ûηϛ·˜, ÁÚ·Ê›Ô, 2 WC, ¯ÒÚÔ˜ ·Ó·ÌÔÓ‹˜, ÎÔÓÙ¿ ÛÙÔÓ ¶ÂÈÚ·È¿, ÏfiÁÔ ‰ÈÔÚÈÛÌÔ‡. TËÏ.: 6944-295025. ñ ¶ˆÏÂ›Ù·È ÂÍÔÏÈÛÌfi˜ ηڤÎϘ ÌÂÙ·ÏÏÈΤ˜ Î·È Ï·ÛÙÈΤ˜, ÙÚ·¤˙È·-¿ÁÎÔÈ, ۯ‰fiÓ Î·ÈÓÔ‡ÚÈ·, Ì ÌÂÙ·ÏÏÈο Ì·‡Ú· fi‰È· Î·È ¿ÛÚË ÂÈÊ¿ÓÂÈ·, ηٿÏÏËÏ· ÁÈ· ·›ıÔ˘Û· ‰È‰·Ûηϛ·˜ ‹ ÁÈ· ÂÚÁ·ÛÙ‹ÚÈ ÏËÚÔÊÔÚÈ΋˜. TËÏ.: 6974-825263. ñ ¶ˆÏÂ›Ù·È ˘ÔÏÔÁÈÛÙ‹˜ «Quest» Î·È ÂÎÙ˘ˆÙ‹˜ Ì ϋÚ˜ ÚfiÁÚ·ÌÌ· ·ÁÁÏÈÎÒÓ ÁÈ· ÊÚÔÓÙÈÛÙ‹ÚÈ·, 300 ¢ÚÒ. TËÏ.: 210-4179633, 6947-437151. ñ ¶ˆÏÂ›Ù·È ‰È·Ì¤ÚÈÛÌ· 80 m2 (Ô›ÎËÌ·-ÂÍÔÏÈÛÌfi˜-›ψÛË) ηٿÏÏËÏÔ˜ ÁÈ· ‰È‰·Ûηϛ· Û ȉȷ›ÙÂÚ·, group, ÛÂÌÈÓ¿ÚÈ·, ÛÙÔ Î¤ÓÙÚÔ AÓ·ÙÔÏÈ΋˜ £ÂÛÛ·ÏÔӛ΢, 150.000 ¢ÚÒ. TËÏ.: 6977-756654. ñ ¶ÒÏËÛË ıÚ·Ó›ˆÓ Û ηϋ ηٿÛÙ·ÛË, ÎÏ·ÛÛÈο ‰Èı¤ÛÈ·. TËÏ.: 210-4924118. ñ ¶ˆÏÔ‡ÓÙ·È 30 ÌÔÓÔı¤ÛÈ· ηÚÂÎÏÔıÚ·Ó›· Û ηϋ ηٿÛÙ·ÛË, 27 ¢ÚÒ ÙÔ ¤Ó· Î·È ‰‡Ô ʈÙÂÈÓ¤˜ ÂÈÁڷʤ˜ PALSO 66 ¢ÚÒ Ë Î·ıÂÌ›·. TËÏ.: 22620-22112. ñ ¶ˆÏÂ›Ù·È K.•.°. Û ÂÓÔÈÎÈ·˙fiÌÂÓÔ ¯ÒÚÔ, Ì ÙÔ˘˜ Ì·ıËÙ¤˜, Û ÂÚÈÔ¯‹ ÙÔ˘ ¶ÂÈÚ·È¿, ÌÂÙ¿ ·fi ÂÈÙ˘¯Ë̤ÓË ÏÂÈÙÔ˘ÚÁ›· 19 ÂÙÒÓ. TËÏ.: 210-4813364, 6944733441.
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Dr. Theodora Papadopoulou [email protected] It is known that the majority of dyslexic children have very low self esteem. This is a result of the huge amount of failure they experience in their school life. The problem with dyslexia is that it is not visible. If the child had a broken leg, everyone would give him/her extra consideration. ‘Of course he can’t walk fast - his leg is broken! There’s nothing wrong with his intelligence.’ But noone ever says ‘Of course he
Things that I am good at
by telling him that he’s as intelligent as his other classmates. Over the years, many people have certainly been telling him that for years to no effect. He needs evidence, and he needs to re-construct the idea he has of himself in his own mind. What we as teachers can do is help the dyslexic child develop an objective attitude towards his strengths and weaknesses. He
Things that I am not so good at
can’t spell - he has inherited a different pattern of brain circuits. There’s nothing wrong with his intelligence.’ Teachers, parents and the dyslexic child himself come to the conclusion that the child must not be clever. The idea the child has for himself is Things that I am good at swimming basketball drawing painting getting on well with other children helping my mother with the housework football telling jokes inaccurate, and it needs correcting if he is to re-establish the selfconfidence he needs to learn. This is not going to be achieved simply
needs to realise that he is no different from the other children in his age. The following exercise has a great effect on children, and can be carried out by a parent, or a teacher. Take a sheet of paper and make two columns: in one column put Things that I am not so good at Spelling reading writingmaths
‘Things I am good at’ and in the other ‘Things that I am not so good at’ Ask him/her to write a list of things
that he/she is successful at. These will include such skills as swimming, sports, caring for pets, dancing, drama, singing, art, drawing, and so on. In the ‘Not so good’ column let the child tell you the things like spelling and writing that he really finds hard. The list will look something like this, depending of course on each child’s interests: The evidence is visible in the student’s face. There are far more things that he is good at than things he has difficulties with. He can’t possibly be slow-witted. He is clearly a successful person. But he may well say that the things he is weak at are the things that matter in life. If you can’t spell, how can you pass exams and get a job? This is the stage at which you have to argue - not simply tell - and say ‘’What do you value people for because they are good at spelling? Of course not. You value people for all sorts of qualities, especially their ability to be friendly, get on with you, consider your needs, think of other people before themselves’’ and so on. It’s up to you to keep the argument going until the child can really begin to see himself from a new perspective. He needs to realise that he is a clever person who just happens to have been born with a brain difference. It is worth mentioning that the whole procedure needs persistence and patience.
Dyslexic students need praise , credits and certificates for things they do in school-of a non-academic nature- which are commendable : helping a new student to settle in , co-operating well in a school activity , coming up with a creative idea , and so on. The certificates they will receive for these important activities may be the first they have ever received in their entire school life. Praise for non-academic achievements Examples of such kind include: * Handing out / collecting work. * Showing good effort ( regardless of the outcome ) * Keeping desk tidy * Being kind to others * Willingness to participate in discussions * Sitting quietly and attentively * Being polite * Setting a good example to other students * Willingness to become involved in all school activities. All students need the acceptance and respect of both their teachers and their classmates. Dyslexic students need it even more because they are most of the times deprived of the pleasure of achieving their goals. We know that we can’t change the whole educational system over-night. What we can do is help every dyslexic child that happens to be in our classrooms feel important , respected and worthy of our attention.
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ÂÌÂÚȤ¯Ô˘Ó ÙË ¯Ú‹ÛË Ó¤ˆÓ Ù¯ÓÔÏÔÁÈÒÓ ·ÏÏ¿ ·˘Ùfi ‰ÂÓ Â›Ó·È ··Ú·›ÙËÙÔ Ô‡ÙÂ Î·È ÙfiÛÔ ÛËÌ·ÓÙÈÎfi. A˘Ùfi Ô˘ Â›Ó·È ÛËÌ·ÓÙÈÎfi Â›Ó·È Ó· ¯ÚËÛÈÌÔÔÈÔ‡Ó ÙÔ˘˜ ‰È·ı¤ÛÈÌÔ˘˜ fiÚÔ˘˜ Ì ʷÓÙ·Û›·. £· ÌÔÚÔ‡Û·Ó, ÁÈ· ·Ú¿‰ÂÈÁÌ·, Ó· ÂÌϤÍÔ˘Ó ÛÙË Ì·ıËÛȷ΋ ‰È·‰Èηۛ· ÙËÓ ·ÚÔ˘Û›· ÔÌÈÏËÙÒÓ ÌËÙÚÈ΋˜ ÁÏÒÛÛ·˜, Ó· Û˘Ó‰˘¿ÛÔ˘Ó ÙËÓ Ú·ÎÙÈ΋ ÂÍ¿ÛÎËÛË ÁÏÒÛÛ·˜ Ì ÂÈÛΤ„ÂȘ Û ·‰ÂÏÊÈΤ˜ fiÏÂȘ ‹ ÔÚÁ·ÓÈÛÌÔ‡˜ ‹ ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙÔÈΤ˜ ÂȯÂÈÚ‹ÛÂȘ. OÈ ‚Ú·‚Â˘Ì¤Ó˜ ÚˆÙÔ‚Ô˘Ï›Â˜ ı· Ú¤ÂÈ Ó· ÚÔÛʤÚÔ˘Ó Î›ÓËÙÚ· Û ̷ıËÙ¤˜ ηÈ/‹ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Î·È Ó· Â›Ó·È ÚˆÙfiÙ˘Â˜ Î·È ‰ËÌÈÔ˘ÚÁÈΤ˜. ¢ËÏ·‰‹, Ó· ‰ÔÎÈÌ¿˙Ô˘Ó Ó¤Â˜ ÌÂıfi‰Ô˘˜ Ô˘ Ó· Â›Ó·È Î·Ù¿ÏÏËϘ Î·È ÂÏ΢ÛÙÈΤ˜ ÁÈ· ÙÔ˘˜ ÂӉȷÊÂÚfiÌÂÓÔ˘˜ Ì·ıËÙ¤˜, ·ÊÔ‡ fi,ÙÈ Â›Ó·È Î·ÈÓÔÙfiÌÔ Û ¤Ó· ÂÚÈ‚¿ÏÏÔÓ ÌÔÚ› Ó· ÌËÓ Â›Ó·È Û ¤Ó· ¿ÏÏÔ. EÈϤÔÓ, οı ۯ¤‰ÈÔ ı· Ú¤ÂÈ Ó· ¤¯ÂÈ Â˘Úˆ·˚΋ ‰È¿ÛÙ·ÛË, ‚·ÛÈ˙fiÌÂÓÔ ÛÙË ÁψÛÛÈ΋ ÔÏ˘ÌÔÚÊ›· Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È ÂÎÌÂÙ·ÏÏ¢fiÌÂÓÔ ÙÔ ‰˘Ó·ÌÈÎfi Ô˘ ÚÔÛʤÚÂÈ ÁÈ· ÙËÓ ÚÔÒıËÛË Ù˘ ηٷÓfiËÛ˘ ¿ÏÏˆÓ ÔÏÈÙÈÛÌÒÓ Ì¤Ûˆ Ù˘ ÂÎÌ¿ıËÛ˘ Í¤ÓˆÓ ÁψÛÛÒÓ. ŸÛÔ ÁÈ· ÙȘ ηÈÓÔÙƠ̂˜ Ô˘ ÂÚÈÏ·Ì‚¿ÓÔ˘Ó Ù· ‚Ú·‚Â˘Ì¤Ó· Û¯¤‰È· ı· Ú¤ÂÈ Ó· Â›Ó·È ÌÂÙ·‚È‚¿ÛÈ̘ Î·È Ó· ·ÔÙÂÏÔ‡Ó ‰˘Ó·ÌÈ΋ ËÁ‹ ¤ÌÓ¢Û˘ ÁÈ· ¿ÏÏÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Û ¿ÏÏ· Ï·›ÛÈ· Î·È ¯ÒÚ˜. £· ÌÔÚÔ‡Û·Ó, ÁÈ· ·Ú¿‰ÂÈÁÌ·, Ó· ÚÔÛ·ÚÌÔÛÙÔ‡Ó ÛÙËÓ ÂÎÌ¿ıËÛË ÌÈ·˜ ¿ÏÏ˘ ÁÏÒÛÛ·˜ ‹ ÛÙË ‰È‰·Ûηϛ· ‰È·ÊÔÚÂÙÈÎÒÓ ËÏÈÎÈ·ÎÒÓ ÔÌ¿‰ˆÓ ·fi
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·˘Ù¤˜ Ô˘ ÚÔÔÚ›˙ÔÓÙ·Ó ·Ú¯Èο. Y¿Ú¯ÂÈ ÂÚÈÔÚÈÛÌfi˜ ÛÙÔÓ ·ÚÈıÌfi ÙˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ Ô˘ ‚Ú·‚‡ÔÓÙ·È; Ÿ¯È, ‰ÂÓ ˘¿Ú¯ÂÈ ÂÚÈÔÚÈÛÌfi˜. BÚ·‚‡ÔÓÙ·È fiÏ· Ù· ÚÔÁÚ¿ÌÌ·Ù· Ô˘ ÏËÚÔ‡Ó Ù· ÎÚÈÙ‹ÚÈ· Ô˘ ¤¯Ô˘Ó ıÂÛÈÛÙ› Û E˘Úˆ·˚Îfi ›‰Ô. MÔÚ›Ù ӷ Ì·˜ ‰ÒÛÂÙ ÔÚÈṲ̂ӷ ·Ú·‰Â›ÁÌ·Ù· projects Ô˘ ¤¯Ô˘Ó ‹‰Ë Ï¿‚ÂÈ ÙË ‰È¿ÎÚÈÛË European Language Label; MÔÚ›Ù ӷ ‚Ú›Ù ηٿÏÔÁÔ Ì ٷ ‚Ú·‚Â˘Ì¤Ó· Û¯¤‰È· fiÏˆÓ ÙˆÓ ¯ˆÚÒÓ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘ ÌÂÙ¿ ·fi ÙÔ 1999 ÛÙÔ ¢È·‰›ÎÙ˘Ô, ÛÙË ‰È‡ı˘ÓÛË: http://europa.eu.int/comm/education/la nguage/label/index.cfm ¶ÔÈÔ˜ ÊÔÚ¤·˜ Â›Ó·È ˘Â‡ı˘ÓÔ˜ ÛÙË ¯ÒÚ· Ì·˜ ÁÈ· ÙËÓ ˘ÏÔÔ›ËÛË Ù˘ ‰Ú¿Û˘; ™ÙËÓ EÏÏ¿‰· ˘Â‡ı˘ÓÔ˜ ÊÔÚ¤·˜ ÁÈ· ÙËÓ ˘ÏÔÔ›ËÛË Ù˘ E˘Úˆ·˚΋˜ ·˘Ù‹˜ ‰Ú¿Û˘ Â›Ó·È Ô OÚÁ·ÓÈÛÌfi˜ E·ÁÁÂÏÌ·ÙÈ΋˜ Eη›‰Â˘Û˘ Î·È K·Ù¿ÚÙÈÛ˘ (O.E.E.K.), Ô˘ ˘¿ÁÂÙ·È ÛÙÔ YÔ˘ÚÁÂ›Ô EıÓÈ΋˜ ¶·È‰Â›·˜ Î·È £ÚËÛÎÂ˘Ì¿ÙˆÓ. °È· ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜, ÌÔÚ›Ù ӷ ÂÈÛÎÂÊı›Ù ÙËÓ ÈÛÙÔÛÂÏ›‰· Ì·˜ (http://label.oeek.gr) ‹ Ó· ·Â˘ı˘Óı›ÙÂ: O.E.E.K. TÌ‹Ì· E˘Úˆ·˚ÎÒÓ £ÂÌ¿ÙˆÓ §ÂˆÊfiÚÔ˜ EıÓÈ΋˜ AÓÙÈÛÙ¿Ûˆ˜ 41 N¤· IˆÓ›·, Aı‹Ó· 142 34 TËϤʈӷ: 210-270 9108 / 09 / 10 / 11 º·Í: 210-277 2208 E-mail: [email protected] AÍ›˙ÂÈ Ó· ÛËÌÂȈı› fiÙÈ Ô Û˘ÓÙÔÓÈÛÌfi˜ ÙÔ˘ ۯ‰›Ô˘ Á›ÓÂÙ·È ·fi ÙËÓ E˘Úˆ·˚΋ EÈÙÚÔ‹ ·ÏÏ¿ Ë ‰È·¯Â›ÚÈÛ‹ ÙÔ˘ Ú·ÁÌ·ÙÔÔÈÂ›Ù·È Û ·ÔÎÂÓÙڈ̤ÓË ‚¿ÛË ·fi ÙÔ˘˜ ÂıÓÈÎÔ‡˜ ÊÔÚ›˜ ÙˆÓ
ÎÚ·ÙÒÓ-ÌÂÏÒÓ. ™Â οÔȘ E˘Úˆ·˚Τ˜ ¯ÒÚ˜ Ë ‰Ú¿ÛË Label ˘¿ÁÂÙ·È ÛÙÔ ÚfiÁÚ·ÌÌ· Socrates ÂÓÒ Û ¿ÏϘ ÛÙÔ ÚfiÁÚ·ÌÌ· Leonardo da Vinci. EȉÈÎfiÙÂÚ·, ÛÙËÓ EÏÏ¿‰· ·ÔÙÂÏ› ̤ÚÔ˜ ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Leonardo da Vinci, ÁÈ· ÙÔ ÔÔ›Ô EıÓÈ΋ MÔÓ¿‰· ™˘ÓÙÔÓÈÛÌÔ‡ Â›Ó·È Ë E·ÁÁÂÏÌ·ÙÈ΋ K·Ù¿ÚÙÈÛË A.E. (YÔ˘ÚÁÂ›Ô EÚÁ·Û›·˜). TÈ Ú¤ÂÈ Ó· οÓÂÈ fiÔÈÔ˜ ÂӉȷʤÚÂÙ·È; TÈ ÚÔıÂƯ̂˜ ˘¿Ú¯Ô˘Ó; ™ÙȘ ·Ú¯¤˜ NÔÂÌ‚Ú›Ô˘ 2005 ı· ·Ú¯›ÛÂÈ Ë ·ÔÛÙÔÏ‹ ÂÓËÌÂÚˆÙÈÎÔ‡ ˘ÏÈÎÔ‡ Î·È ı· Á›ÓÂÈ Ë Û¯ÂÙÈ΋ ÚfiÛÎÏËÛË ÂΉ‹ÏˆÛ˘ ÂӉȷʤÚÔÓÙÔ˜. OÈ ÂӉȷÊÂÚfiÌÂÓÔÈ Î·ÏÔ‡ÓÙ·È Ó· ˘Ô‚¿ÏÔ˘Ó ·›ÙËÛË Û ¤ÓÙ˘Ë ‹ ËÏÂÎÙÚÔÓÈ΋ ÌÔÚÊ‹ ÛÙÔÓ O.E.E.K. ̤¯ÚÈ ÙȘ 15 I·ÓÔ˘·Ú›Ô˘ 2006. TÔ ¤ÓÙ˘Ô Ù˘ ·›ÙËÛ˘ ı· ‰È·Ù›ıÂÙ·È ÛÙÔ ¢È·‰›ÎÙ˘Ô (http://label.oeek.gr) ‹ ·fi ÙÔ TÌ‹Ì· E˘Úˆ·˚ÎÒÓ £ÂÌ¿ÙˆÓ ÙÔ˘ O.E.E.K. ™ÙËÓ ·›ÙËÛ‹ ÙÔ˘˜ ÔÈ ÂӉȷÊÂÚfiÌÂÓÔÈ ı· Ú¤ÂÈ Ó· ÂÚÈÁÚ¿„Ô˘Ó ÙÔ ÚfiÁÚ·ÌÌ· ‰È‰·Ûηϛ·˜ Ô˘ ÂÊ¿ÚÌÔÛ·Ó (ÛÙfi¯Ô˘˜, ‰È¿ÚÎÂÈ·, ÂÌÏÂÎfiÌÂÓÔ˘˜ ÊÔÚ›˜, ‰È‰·ÛÎfiÌÂÓ˜ ÁÏÒÛÛ˜, ·ÚÈıÌfi Î·È ¯·Ú·ÎÙËÚÈÛÙÈο Ì·ıËÙÒÓ, ÌÂıÔ‰ÔÏÔÁ›· Î·È Ì¤Û· Ô˘ ¯ÚËÛÈÌÔÔÈ‹ıËηÓ, ‰˘ÛÎÔϛ˜ Ô˘ ÚԤ΢„·Ó Î·È Ò˜ ÍÂÂÚ¿ÛÙËηÓ, ‰È·‰Èηۛ· ·ÍÈÔÏfiÁËÛ˘, ·ÔÙÂϤÛÌ·Ù· ÎÏ.). H ·›ÙËÛË ÌÔÚ› Ó· Û˘Óԉ‡ÂÙ·È ·fi Û¯ÂÙÈÎfi ˘ÔÛÙËÚÈÎÙÈÎfi ˘ÏÈÎfi. £ÂÌ·ÙÈΤ˜ ÚÔÙÂÚ·ÈfiÙËÙ˜ 2005 T· Û¯¤‰È· Ô˘ ˘Ô‚¿ÏÏÔ˘Ó ÔÈ ˘Ô„‹ÊÈÔÈ ÁÈ· ÙÔ ‘E˘Úˆ·˚Îfi ™‹Ì· °ÏˆÛÛÒÓ 2005’ ı· Ú¤ÂÈ Ó· ·Ó‹ÎÔ˘Ó Û ̛· ·fi ÙȘ ·ÎfiÏÔ˘ı˜ ıÂÌ·ÙÈΤ˜ ÚÔÙÂÚ·ÈfiÙËÙ˜: * EÎÌ¿ıËÛË ÁψÛÛÒÓ Û Ó·ڋ ËÏÈΛ· (Early language learning)
* OÏÔÎÏËڈ̤ÓË EÎÌ¿ıËÛË ¶ÂÚȯÔ̤ÓÔ˘ Î·È °ÏÒÛÛ·˜ (Content and Language Integrated Learning – CLIL) °È· ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜ Û¯ÂÙÈο Ì ÙȘ ‰‡Ô ·˘Ù¤˜ ıÂÌ·ÙÈΤ˜ ÚÔÙÂÚ·ÈfiÙËÙ˜ ÌÔÚ›Ù ӷ ÂÈÛÎÂÊı›Ù ÙËÓ ÈÛÙÔÛÂÏ›‰· Ì·˜ ‹ Ó· ˙ËÙ‹ÛÂÙ ÙÔ ÂÓËÌÂÚˆÙÈÎfi Ê˘ÏÏ¿‰ÈÔ Ô˘ ¤¯Ô˘Ì ÂΉÒÛÂÈ. AÍ›˙ÂÈ Ó· ÛËÌÂȈı› fiÙÈ Î¿ı ¯ÚfiÓÔ ÔÈ ıÂÌ·ÙÈΤ˜ ÚÔÙÂÚ·ÈfiÙËÙ˜ ·ÏÏ¿˙Ô˘Ó, ÔfiÙ ÙÔ 2006 ı· ÍÂÎÈÓ‹ÛÂÈ ¿ÏÏÔ˜ ·ÎÏÔ˜ Ì ¿ÏϘ ÚÔÙÂÚ·ÈfiÙËÙ˜ Ô˘ ı· ‰ËÌÔÛÈ¢ıÔ‡Ó Û‡ÓÙÔÌ·. ¶fiÙ ı· Á›ÓÂÈ Ë ‚Ú¿‚¢ÛË; T· ÂÈÏÂÁ¤ÓÙ· ÚÔÁÚ¿ÌÌ·Ù· ı· ‚Ú·‚¢ÙÔ‡Ó Ì ÙÔ «E˘Úˆ·˚Îfi ™‹Ì· °ÏˆÛÛÒÓ 2005» Û ÂȉÈ΋ ÙÂÏÂÙ‹ Ô˘ ı· Ú·ÁÌ·ÙÔÔÈËı› ÙÔÓ AÚ›ÏÈÔ 2006, ·ÚÔ˘Û›· ÙˆÓ M¤ÛˆÓ M·˙È΋˜ EÓË̤ڈÛ˘. £· ‰ËÌÔÛÈÔÔÈËıÔ‡Ó Ù· ‚Ú·‚Â˘Ì¤Ó· ÚÔÁÚ¿ÌÌ·Ù· ÛÙÔ Â˘Ú‡ÙÂÚÔ ÎÔÈÓfi ̤ۈ ÙÔ˘ ¢È·‰ÈÎÙ‡Ô˘, ̤ۈ ÂΉfiÛˆÓ, ̤ۈ ÙÔ˘ T‡Ô˘ ÍÂÓfiÁψÛÛ˘ Âη›‰Â˘Û˘ ÎÏ. O ÛÙfi¯Ô˜ Â›Ó·È Ó· Á›ÓÂÈ ‰È¿¯˘ÛË ÙˆÓ Î·ÈÓÔÙfiÌˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ Ô˘ ÂÊ·ÚÌfi˙ÔÓÙ·È ÛÙË ¯ÒÚ· Ì·˜ ÛÙÔÓ ÙÔ̤· Ù˘ ÍÂÓfiÁψÛÛ˘ Âη›‰Â˘Û˘ fiÛÔ ÙÔ ‰˘Ó·ÙfiÓ ÂÚÈÛÛfiÙÂÚÔ. TÈ Ú¤ÂÈ Ó· οÓÂÈ Î¿ÔÈÔ˜ Ô˘ ÂӉȷʤÚÂÙ·È Ó· ÂÓËÌÂÚÒÓÂÙ·È ÁÈ· ÙË ‰Ú¿ÛË European Language Label; AÓ Î¿ÔÈÔ˜ ÂӉȷʤÚÂÙ·È ÁÈ· ÙË ‰Ú¿ÛË Label -·ÓÂÍ·Úًو˜ ·Ó ı· Ï¿‚ÂÈ Ì¤ÚÔ˜ ÛÙÔ ‰È·ÁˆÓÈÛÌfi- ÌÔÚ› Ó· ˙ËÙ‹ÛÂÈ Ó· Û˘ÌÂÚÈÏËÊı› ÛÙË Ï›ÛÙ· ÂÈÎÔÈÓˆÓ›·˜ (mailing list) ÚÔÎÂÈ̤ÓÔ˘ Ó· ÂÓËÌÂÚÒÓÂÙ·È ÁÈ· ÙȘ ÂÍÂÏ›ÍÂȘ Î·È Ó· Ï·Ì‚¿ÓÂÈ Ù· Û¯ÂÙÈο ¢ÂÏÙ›· T‡Ô˘ Î·È ¿ÏÏÔ ˘ÏÈÎfi.
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E°ø, ÙÈ ı· ÎÂÚ‰›Ûˆ? ™¯Â‰È¿˙ÔÓÙ·˜ ÛˆÛÙ¿ ÙÔ ‰È·ÊËÌÈÛÙÈÎfi Û·˜ Ì‹Ó˘Ì· ÁÎÔ˘ÚÔ‡ ÙÔ˘ Direct Marketing Ray Jutkins › ÙÔ 2001: «K¿ı ̤ڷ ÛÙËÓ ·ÁÔÚ¿ Û˘Ì‚·›ÓÂÈ ÙÔ ÂÍ‹˜: K¿ÙÈ ÂÚÓ¿ÂÈ ÌÚÔÛÙ¿ ·Ô Ù· Ì¿ÙÈ· Ì·˜ 32.000 ÊÔÚ¤˜. EÎÙÈı¤ÌÂı· Û 570 ‰È·ÊËÌÈÛÙÈο ÌËӇ̷ٷ. AÔ fiÏ· ·˘Ù¿ ‚Ï¤Ô˘Ì ‹ ·Îԇ̠ڷÁÌ·ÙÈο Ù· 76. ™ÙÔ Ù¤ÏÔ˜ Ù˘ Ë̤ڷ˜ Ù· 3 ·Ô Ù· 12 Ô˘ ı˘ÌfiÌ·ÛÙÂ, Ù· ı˘ÌfiÌ·ÛÙ ·ÚÓËÙÈο. A˘Ùfi Ì·˜ ·Ê‹ÓÂÈ Ì ÌfiÏȘ 9, Ù· ÔÔ›· Ì·˜ ÚÔηÏÔ‡Ó Î¿ÔÈ· ıÂÙÈ΋ ÂÓÙ‡ˆÛË.» AÔ Ù· 570 .... , ÙÚÔÌ·ÎÙÈÎfi , Â? K·È fiÛÔ ‰›ÎÈÔ ¤¯ÂÈ! A˘Ùfi ÏÔÈfiÓ ÛËÌ·›ÓÂÈ, ÁÈ· fiÏÔ˘˜ ÂÌ¿˜ Ô˘ ‰È·ÊËÌÈ˙fiÌ·ÛÙ Ì ÙÔÓ ¤Ó· ‹ ÙÔÓ ¿ÏÏÔ ÙÚfiÔ ˆ˜ ı· Ú¤ÂÈ Ó· οÓÔ˘Ì ÙÔ Ì‹Ó˘Ì¿ Ì·˜ fiÛÔ ÙÔ ‰˘Ó·ÙfiÓ ÈÔ ‰˘Ó·Ùfi Î·È ·ÔÙÂÏÂÛÌ·ÙÈÎfi. ¢ÂÓ ˘¿Ú¯ÂÈ ÙÔ ·Ú·ÌÈÎÚfi ÂÚÈıÒÚÈÔ ÁÈ· Ï·Óı·Ṳ̂Ó˜ ‹ ÂÏÏÈ›˜ ÎÈÓ‹ÛÂȘ. KÔÈÙ¿ÍÙ ÙÔ ·Ú·Î¿Ùˆ ·Ú¿‰ÂÈÁÌ· ÂÈÛÙÔÏ‹˜ Ô˘ ηٿ ÙËÓ Ù·ÂÈÓ‹ ÌÔ˘ ¿Ô„Ë ·ÔÙÂÏ› ÌÈ· ÂÍ·ÈÚÂÙÈ΋ ÙÚ‡· ÛÙÔ ÓÂÚfi Î·È ı· ηٷϿ‚ÂÙ ˆ˜ ¤ÊÙÔ˘Ó ÛÙËÓ ·Á›‰· ·ÎfiÌ· Î·È ÔÈ ÌÂÁ¿Ï˜ ÂÙ·ÈÙ›˜ (Â›Ó·È ·˘ÙÔÏÂÍ› ·ÓÙÈÁÚ·Ê‹ ·Ô ÂÈÛÙÔÏ‹ Ô˘ ÂÛÙ¿ÏÂÈ Û ÁÓˆÛÙ‹ ÂÙ·ÈÚ›· - Ù· ÛÙÔȯ›· Ù˘ ÙÚ¿Â˙·˜ ¤¯Ô˘Ó ·ÏÏ¿ÍÂÈ ÁÈ· ¢ÓfiËÙÔ˘˜ ÏfiÁÔ˘˜) :
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BIG BANK ¶ÚÔ˜ ÙËÓ º§øPA ™TY§IANH ¶ANE¶I™THMIOY 59-A£HNA AÁ·ËÙ‹ η ºÏÒÚ·, (ÔÈfi˜ Ô ÏfiÁÔ˜ Ó· ÛÙ›ÏÂȘ ÂÒÓ˘ÌË ÂÈÛÙÔÏ‹ Â¿Ó Â›Ó·È Ó· ÁÚ¿„ÂȘ Ï¿ıÔ˜ ÙÔ fiÓÔÌ·?) H BIG BANK Ì 70 ¯ÚfiÓÈ· ·ÚÔ˘Û›·˜ ÛÙËÓ EÏÏ¿‰· Î·È Ì ‰›ÎÙ˘Ô 117 ηٷÛÙËÌ¿ÙˆÓ, ·ÔÙÂÏ› ϤÔÓ Ì¤ÏÔ˜ Ù˘ ÌÂÁ¿Ï˘ Â˘Úˆ·È΋˜ ÔÈÎÔÁ¤ÓÂÈ·˜ Ù˘ GRAND BANQUE FRANCAISE, ÙÔ˘ ¤ÌÙÔ˘ ÌÂÁ·Ï‡ÙÂÚÔ˘ ¯ÚËÌ·ÙÔÔÈÎÔÓÔÌÈÎÔ‡ ÔÌ›ÏÔ˘ ÛÙËÓ E˘Úˆ ˙ÒÓË. (E¿Ó ÊÙ¿Û·Ù ̤¯ÚÈ Â‰Ò ·Ó‹ÎÂÙÂ
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Û ÌÈ· Ôχ ÌÈÎÚ‹, Ôχ ˘ÔÌÔÓÂÙÈ΋ ÂÏ›Ù) ™ÙÔ Ï·›ÛÈÔ ·˘Ùfi, TÚ¿Â˙¿ Ì·˜ ÂÍÂÏ›ÛÛÂÙ·È, ÌÂÁ·ÏÒÓÂÈ Î·È ÂˆÊÂÏÂ›Ù·È ·Ô ÙËÓ Ù¯ÓÔÁÓˆÛ›·, ÙËÓ Â›Ú· Î·È ÙËÓ ÔÈÎÔÓÔÌÈ΋ ÈÛ¯‡ ÙÔ˘ ÔÌ›ÏÔ˘ Ù˘ GRAND BANQUE FRANCAISE. (blah blah blah ™˘Á¯·ÚËÙ‹ÚÈ·! N· Ì·˜ ʤÚÂÙ ÙÔÓ ¤ÏÂÁ¯Ô Ó· Û·˜ ‚¿ÏÔ˘Ì 10 ÁÈ· Ù· ηÙÔÚıÒÌ·Ù¿ Û·˜, E°ø ÙÈ ı· ÎÂÚ‰›Ûˆ?) E›Ì·ÛÙ ÛÙËÓ Â˘¯¿ÚÈÛÙË ı¤ÛË Ó· Û·˜ ÚÔÛηϤÛÔ˘Ì ÛÙËÓ «HÌÂÚ›‰· ™˘Ó¿ÓÙËÛ˘», ¤Ó· Ó¤Ô ıÂÛÌfi ÂÈÎÔÈÓˆÓ›·˜ Ì ·ÁÁÂÏ̷ٛ˜ Î·È ÂȯÂÈÚË̷ٛ˜, Ô˘ ı· Ú·ÁÌ·ÙÔÔÈËı› ÙfiÙÂ.... ÛÙÔ Ù¿‰Â ÍÂÓԉԯ›Ô. ™ÙËÓ ÂΉ‹ÏˆÛË ·˘Ù‹ ÂÍÂȉÈÎÂ˘Ì¤Ó· ÛÙÂϤ¯Ë Ù˘ ÙÚ¿Â˙¿˜ Ì·˜ Î·È ÂÁÒ ÚÔÛˆÈο, ı· ›̷ÛÙ ÛÙËÓ ‰È¿ıÂÛ‹ Û·˜ ÁÈ· Ó· Û˘˙ËÙ‹ÛÔ˘Ì ̷˙› Û·˜ Î·È Ó· ·ÓÙ·ÏÏ¿ÍÔ˘Ì ·fi„ÂȘ ÁÈ· ı¤Ì·Ù· Ô˘ Û·˜ ·ÊÔÚÔ‡Ó. (A¶I™TEYTO! £˘Ì›˙ÂÈ ÙËÏÂÊÒÓËÌ· ·Ô ‰ËÌfiÛÈ· ·Ú¯‹- ÂÊÔÚ›·, ·ÛÊ¿ÏÂÈ·!) K·Ù¿ ÙËÓ ‰È¿ÚÎÂÈ· Ù˘ ËÌÂÚ›‰·˜ , Ô xxx xxx , EÓÙÂÙ·Ï̤ÓÔ˜ ™‡Ì‚Ô˘ÏÔ˜ Ù˘ GRAND BANQUE FRANCAISE, ı· Ì·˜ ÙÈÌ‹ÛÂÈ Ì ÙËÓ ·ÚÔ˘Û›· ÙÔ˘. ( ÌË ÌÔ˘ ÂȘ!) ™ÙËÓ ÂÚ›ÙˆÛË Ô˘ ·Úfi‚ÏÂÙÔÈ ÏfiÁÔÈ ·ÔÎÏ›ÛÔ˘Ó ÙËÓ ·ÚÔ˘Û›· Û·˜, οÔÈÔ˜ ¿ÏÏÔ˜ ÂÎÚfiÛˆÔ˜ Ù˘ ÂÙ·ÈÚ›·˜ Û·˜ ı· Â›Ó·È ÂÍ’›ÛÔ˘ ¢ÚfiÛ‰ÂÎÙÔ˜. (O˘Ê ! ‰fiÍ· Ùˆ ıÂÒ , Â›Ó·È ÌÈ· ·Ó·ÎÔ‡ÊÈÛË fiˆ˜ Î·È Ó· ÙÔ Î¿ÓÂȘ) M ȉȷ›ÙÂÚË ¯·Ú¿ Û·˜ ÂÚÈ̤ÓÔ˘Ì KÏ ÎÏ ¶·Ú¿ÏÏËÏ· Ô Ê¿ÎÂÏÔ˜ ÂÚÈ›¯Â Î·È ÌÈ· (·Ó¿ÎÚÈ‚Ë) ÚfiÛÎÏËÛË, Ë ÔÔ›· ¤ÏÂÁ ·Ó¿ÌÂÛ· Û ¿ÏÏ·: «EÍÂȉÈÎÂ˘Ì¤Ó· ÛÙÂϤ¯Ë Ù˘ ÙÚ¿Â˙·˜ ı· Â›Ó·È ÛÙËÓ ‰È¿ıÂÛ‹ Û·˜ ÁÈ· Ó· Û˘˙ËÙ‹ÛÔ˘Ó Ì·˙› Û·˜ Û¯ÂÙÈο Ì ٷ ·Ú·Î¿Ùˆ ı¤Ì·Ù·:Leasing,
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EȯÂÈÚËÌ·ÙÈο ¢¿ÓÂÈ·, TEM¶ME ( ·Ú·Î¿Ùˆ: H ·Ú¯‹ Â›Ó·È ÙÔ 90% ÙÔ˘ ·ÓÙfi˜ T·ÌÂ›Ô EÁÁ˘Ô‰ÔÛ›·˜ ÁÈ· MÈÎÚ¤˜ ÂȯÂÈÚ‹ÛÂȘ), Î.Ï., Î.Ï. (!) O John Caples, ÂÈ 58 Û˘Ó·Ù¿ ¤ÙË Ì¿ÁÔ˜ EÈÏÈÎÚÈÓ¿, fiÔÈÔ˜ ÂÚÈ̤ÓÂÈ Ó· ÙÔ˘ ‰È·ÊËÌÈÛÙÈÎÔ‡ ÎÂÈ̤ÓÔ˘ ( copy), › ۷ٷϋÛÂÈ ¤Ó·˜ : «OÈ Î·Ï‡ÙÂÚÔÈ Ù›ÙÏÔÈ ÂȯÂÈÚËÌ·Ù›·˜ ÙÔÓ Â›Ó·È ·˘ÙÔ› Ô˘ ·Â˘ı‡ÓÔÓÙ·È ÛÙÔ ÔχÙÈÌÔ ¯ÚfiÓÔ ÙÔ˘, ·Ê’ÂÓfi˜ ÌÂÓ ÁÈ· Ó· ÂӉȷʤÚÔÓ ÙÔ˘ ·Ó·ÁÓÒÛÙË ÁÈ· ÙÔÓ ‰È·‚¿ÛÂÈ ·˘Ùfi ÙÔ “Your ad must rise ·›ı·ÓÔ ÁÚ¿ÌÌ·, EAYTO TOY, ÔÈ above the general ·Ì¤Ûˆ˜ ÂfiÌÂÓÔÈ ·ÊÂÙ¤ÚÔ˘ ÁÈ· Ó· ¿ÂÈ Â›Ó·È ·˘ÙÔ› Ô˘ ÚÔÛˆÈο Ó· noise level” ‰›ÓÔ˘Ó Û˘˙ËÙ‹ÛÂÈ ÙfiÛÔ ÛÔ‚·Ú¿ Andy Owen, ÏËÚÔÊfiÚËÛË. OÈ ÈÔ ı¤Ì·Ù· ÁÈ· ÙËÓ ·ÔÙÂÏÂÛÌ·ÙÈÎÔ› Âȯ›ÚËÛ‹ ÙÔ˘ ÁÂÓÈÎÒ˜ Copywriter Ù›ÙÏÔÈ Â›Ó·È ·˘ÙÔ› Ô˘ Î·È ·ÔÚ›ÛÙˆ˜, Ï·Ó¿Ù·È ·Â˘ı‡ÓÔÓÙ·È ÛÙȘ Ï¿ÓËÓ ÔÈÎÙÚ¿. OÙ·Ó Ì¿ÏÈÛÙ· ÔÈ ¿ÏϘ ‚·ÛÈΤ˜ ·ÓıÚÒÈÓ˜ ÂÈı˘Ì›Â˜, fiˆ˜ Ë ÂÈı˘Ì›· ÁÈ· ÙÚ¿Â˙˜ Â›Ó·È Úfiı˘Ì˜ Ó· ÛÔ˘ ÛÙ›ÏÔ˘Ó ·˘ÙÔ‚ÂÏÙ›ˆÛË, ÁÈ· ·Í›· ÁÈ· Ù· ¯Ú‹Ì·Ù¿ ÂÎÚfiÛˆÔ ÚÈÓ Î·Ó ÛËÎÒÛÂȘ ÙÔ ÛÔ˘, ÁÈ· ËÚÂÌ›· „˘¯‹˜, Î·È ÁÈ· ·ÛÊ¿ÏÂÈ· ÙËϤʈÓÔ. ÛÙ· ÁÂÚ¿Ì·Ù·» E¿Ó ‰ÂÓ ˘¿Ú¯ÂÈ «fiÊÂÏÔ˜» ( benefit) ÁÈ· ÙÔÓ ·Ó·ÁÓÒÛÙË ·Ô ÙÔÓ Ù›ÙÏÔ ÎÈfiÏ·˜, ÙÔ E¿Ó Ô Ù›ÙÏÔ˜ ÙÔ˘ ÁÚ¿ÌÌ·ÙÔ˜ ‹ ÙÔ˘ ‰È·ÊËÌÈÛÙÈÎÔ‡ Â›Ó·È Î·Îfi˜ ÙfiÙÂ Î·È ÙÔ 80% ÙˆÓ ·Ú·ÏËÙÒÓ ÛÙ·Ì·ÙÔ‡Ó ÂΛ. ΛÌÂÓÔ ı· ¤¯ÂÈ ÙËÓ ›‰È· Ù‡¯Ë Ì ¤Ó· ¶fiÛÔ Ì¿ÏÏÔÓ fiÙ·Ó Û·Ù·ÏÈ¤Ù·È ÙÔ 1/3 – Î·È Ì¿ÏÈÛÙ· ÙÔ ÚÒÙÔ 1/3- ÁÈ· Ú¿ÁÌ·Ù· ΛÌÂÓÔ Û ¿Ù·ÈÛÙ· I·ˆÓÈο..... ÂÏ¿¯ÈÛÙÔÈ EÏÏËÓ˜ ı· ÙÔ ‰È·‚¿ÛÔ˘Ó. K·È Ô˘ Ô ·Ó·ÁÓÒÛÙ˘ Èı·Ófiٷٷ ÁÓˆÚ›˙ÂÈ Î›ÌÂÓÔ Ô˘ ‰ÂÓ ‰È·‚¿˙ÂÙ·È, ‰ÂÓ Ô˘Ï¿ÂÈ. ‹‰Ë ·Ô ÙȘ ÔÈÎÔÓÔÌÈΤ˜ ÛÂÏ›‰Â˜ ÙˆÓ OÈ ¤Ú¢Ó˜ ‰Â›¯ÓÔ˘Ó ÔÙÈ ÁÈ· οı 5 ÂÊËÌÂÚ›‰ˆÓ Î·È Ù· ÔÔ›· Ô˘‰¤Ó ·ÓıÚÒÔ˘˜ Ô˘ ‰È·‚¿˙Ô˘Ó ÙÔÓ Ù›ÙÏÔ ÂÓfi˜ «fiÊÂÏÔ˜» ÚÔ·Ó·ÁÁ¤ÏÔ˘Ó. OÈ ¿ÓıÚˆÔÈ ·ÁÔÚ¿˙Ô˘Ó ÔʤÏË Î·È fi¯È ÁÚ¿ÌÌ·ÙÔ˜ ‹ ‰È·ÊËÌÈÛÙÈÎÔ‡, ÌfiÓÔ ¤Ó·˜ ¯·Ú·ÎÙËÚÈÛÙÈο ‰È·‚¿˙ÂÈ ÙÔ Î›ÌÂÓÔ. K·Ó›˜ ‰ÂÓ ÂӉȷʤÚÂÙ·È Ó· Ì¿ıÂÈ fiÛÔ H ÂȯÂÈÚËÌ·ÙÈ΋ Û·˜ ÚfiÙ·ÛË ÏÔÈfiÓ Î·Ï‹ Â›Ó·È Ë ÂȯÂÈÚËÛ‹ Û·˜, fiÛ· Ú¤ÂÈ Ó· ‚Ú›ÛÎÂÙ·È ÛÙÔÓ Ù›ÙÏÔ. ˘ÔηٷÛÙ‹Ì·Ù· ‰È·ı¤ÙÂÙÂ Î·È fiÛÔ ÂÚ‹Ê·ÓÔÈ Â›ÛÙ ÁÈ’·˘Ùfi. ŸÔÈÔ˜ ı¤ÏÂÈ Ó· E·Ó·Ï·Ì‚¿Óˆ fiÙÈ ÔÈ ¿ÓıÚˆÔÈ ‚ÚÂı› ÙÔ Ì‹Ó˘Ì¿ ÙÔ˘ ·Ó¿ÌÂÛ· ÛÙ· 9 Ô˘ ·ÁÔÚ¿˙Ô˘Ó ÔʤÏË fi¯È ¯·Ú·ÎÙËÚÈÛÙÈο. ı· ı˘Ì¿Ù·È Ô ÌÂÏÏÔÓÙÈÎfi˜ ÙÔ˘ ÂÏ¿Ù˘, ¢ÂÓ ÂӉȷʤÚÔÓÙ·È, ηٿ ηÓfiÓ· ÁÈ· ÙÔ Î·Ï¿ ı· οÓÂÈ Ó· Ï¿‚ÂÈ Î¿ı ‰˘Ó·Ùfi fiÛÔ ˆÚ·›· Î·È ‰˘Ó·ÌÈ΋ Â›Ó·È Ë Ì¤ÙÚÔ ÁÈ· Ó· ÂÍ·ÛÊ·Ï›ÛÂÈ ÙËÓ ·ÚÙÈfiÙËÙ· Âȯ›ÚËÛ‹ Ì·˜. EӉȷʤÚÔÓÙ·È Î˘Ú›ˆ˜ ÙÔ˘ ÌËӇ̷ÙÔ˜. K·Ïfi ı· ‹Ù·Ó Ó· ÁÈ· ÙÔ : ¶OIO EINAI TO ¢IKO MOY ·Ó·ı¤ÛÂÙ ÙËÓ ‰Ô˘Ï›· Û οÔÈÔÓ Î·Ïfi OºE§O™, ·Ô ÙËÓ ˆÚ·›·, ‰˘Ó·ÌÈ΋ ÛÔ˘ ·ÁÁÂÏÌ·Ù›· ÎÂÈÌÂÓÔÁÚ¿ÊÔ, E¿Ó ÁÈ· Âȯ›ÚËÛË? A˘Ùfi ı· Ú¤ÂÈ Ó· ÙÔ˘˜ ϤÂÈ ÔÔÈÔÓ‰‹ÔÙ ÏfiÁÔ ÂÈϤÍÂÙ ӷ ÙÔ Ë ‰È·Ê‹ÌÈÛ‹ Ì·˜. MÂÁ¿ÏË ÌÔ˘ÎÈ¿ Ê¿Â..... οÓÂÙ ÌfiÓÔÈ Ï¿‚ÂÙ ˘’fi„ÈÓ Ù·
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OÈ ÌÂÁ¿Ï˜ ϤÍÂȘ Û οÓÔ˘Ó Ó· Ê·›ÓÂÛ·È ¤Í˘ÓÔ˜ Î·È ÌÔÚʈ̤ÓÔ˜, ÛˆÛÙ¿? ¢ÂÓ Ô˘Ï¿Ó fï˜. E¿Ó ı¤ÏÂÙÂ Ë ‰È·Ê‹ÌÈÛ‹ Û·˜ Ó· Â›Ó·È ·ÔÙÂÏÂÛÌ·ÙÈ΋ ı· Ú¤ÂÈ Ó· ÌÈÏ¿ÂÈ ·Ï¿ Î·È Î·Ù·ÓÔËÙ¿, fiÛÔ ÈÔ ·Ï¿ ÙfiÛÔ Î·Ï‡ÙÂÚ·. E¿Ó ·Ú·ÙËÚ‹ÛÂÙ ÙȘ ÈÔ ÂÈÙ˘¯Ë̤Ó˜ ‰È·ÊËÌÈÛÙÈΤ˜ ÂÎÛÙÚ·Ù›˜ ı· ‰È·ÈÛÙÒÛÂÙ Û fiÛÔ ·Ï‹ ÁÏÒÛÛ· Ì·˜ ÌÈÏ¿ÓÂ. ( OEO Ô˘’Ó·È Ë Ì¿Ï·) ™˘ÁÎÂÎÚÈ̤ÓË, ÈÛÙÂ˘Ù‹...... K·È ¿ÏÈ Ô Ì¤Á·˜ Caples : « Be specific, be terrific», ÙÔ «87,44%» Â›Ó·È ÈÔ ÂÈÛÙÈÎfi ·Ô ÙÔ «¿Óˆ ·Ô 85%». E›Û˘ Ë ‰È·Ê‹ÌÈÛË Ú¤ÂÈ Ó· Â›Ó·È ÈÛÙÂ˘Ù‹. ™‹ÌÂÚ· Ô ÎfiÛÌÔ˜ Â›Ó·È ‰‡ÛÈÛÙÔ˜ Î·È Î·¯‡ÔÙÔ˜ – Î·È Ì ÙÔ ‰›ÎÈÔ ÙÔ˘ ı· ¤ÏÂÁ·. OÈ ˙ˆÓÙ·Ó¤˜ Ì·ÚÙ˘Ú›Â˜ ¢¯·ÚÈÛÙËÌ¤ÓˆÓ ÂÏ·ÙÒÓ, ·Ó·ÌÊ›‚ÔÏ· ·ÔÙÂÏÔ‡Ó ˙ˆÙÈ΋˜ ÛËÌ·Û›·˜ ÂÚÁ·Ï›Ô, ·ÚÎÂÈ Ó· Â›Ó·È Î·ÏÔÁÚ·Ì̤Ó˜ Î·È ÈÛÙÂ˘Ù¤˜. .........Î·È Î˘Ú›ˆ˜ ÂÈÏÈÎÚÈÓ‹˜ Honesty is the best policy. ¶¿ÓÙ·! ™·ÊÒ˜ Î·È ÂÈÙÚ¤ÂÙ·È Ï›ÁË ˘ÂÚ‚ÔÏ‹ ( ÌÂÁ¿ÏË ¤ÌÊ·ÛË ÛÙÔ «Ï›ÁË») . E¿Ó fï˜ ˘fiÛ¯ÂÛÙ .¯. «PROFICIENCY Û 4 Ì‹Ó˜, ·Ô ÙÔ Ìˉ¤Ó» Î·È Ô ÂÏ¿Ù˘ ·Ó·Î·Ï‡„ÂÈ ÔÙÈ ÂÓÓÔ›Ù ˆ˜ Ë ·˘Ùfi ÈÛ¯‡ÂÈ ÌfiÓÔ ÁÈ· Y‰ÚÔ¯fiÔ˘˜ Ì ˆÚÔÛÎfiÔ ¢›‰˘ÌÔ, Î·È ÌfiÓÔ Î·ÙfiÈÓ ·ÚÂÌ‚¿Ûˆ˜ ÙÔ˘ AÁ›Ô˘ ¶Ó‡̷ÙÔ˜ ·˘ÙÔ‡ ηı·˘ÙÔ‡, ÔÈ¿ ÓÔÌ›˙ÂÙ ˆ˜ ı· Â›Ó·È Ë ·ÓÙ›‰Ú·ÛË ÙÔ˘ ÎÔÈÓÔ‡ Ì·ÎÚÔÚfiıÂÛÌ·? ™ÙÔ ÂfiÌÂÓÔ Ù‡¯Ô˜ ı· Û·˜ ·Ôηχ„Ô˘Ì ÙȘ ÈÔ ·ÔÙÂÏÂÛÌ·ÙÈΤ˜ ϤÍÂȘ ÛÙËÓ ‰È·Ê‹ÌÈÛË Î·ıÒ˜ Î·È Ù· ΢ÚÈfiÙÂÚ· ÛËÌ›· Ô˘ ÂÍ·ÛÊ·Ï›˙Ô˘Ó ÌÈ· ÂÈÙ˘¯Ë̤ÓË ·ÔÛÙÔÏ‹.
“Your ad must rise above the general noise level” Andy Owen, Copywriter
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Afi ‰ÂÍÈ¿: AıËÓ¿ M·ÚÎÔ˘˝˙Ô˘, ZÂÚ‚Ô‡ ŒÏÂÓ·, ¶Ô‡ÏÈÔ˘ AÓ·ÛÙ·Û›·, K·ÓÂÏÏÔÔ‡ÏÔ˘ B¿Ó·, Z·¯Â›Ï·˜ §Ô˘Î¿˜, §È‚¤ÚË AıËÓ¿ Î·È ¢ËÌËÙÚ·ÎÔÔ‡ÏÔ˘ PԇϷ
·ÔÙÂϤÛÌ·Ù· ÙˆÓ ‰È·ÁˆÓÈÛÌÒÓ Î·È Ó· ˘¿Ú¯ÂÈ ‰˘Ó·ÙfiÙËÙ· ÌÂÙ·ÊÔÚ¿˜ ÂÌÂÈÚ›·˜ ·fi ¤Ó· ÂÚÈ‚¿ÏÏÔÓ Û οÔÈÔ ¿ÏÏÔ. H ÂÈÏÔÁ‹ ÙˆÓ Î·Ï‡ÙÂÚˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ Á›ÓÂÙ·È ·fi EÈÙÚÔ‹ AÍÈÔÏfiÁËÛ˘ ·ÔÙÂÏÔ‡ÌÂÓË ·fi ÂȉÈÎÔ‡˜ Û‡Ìʈӷ Ì ÎÚÈÙ‹ÚÈ· Ô˘ ÔÚ›˙ÂÈ Ë E˘Úˆ·˚΋ EÈÙÚÔ‹. T· ÂÈÏÂÁ̤ӷ ÚÔÁÚ¿ÌÌ·Ù· ‚Ú·‚‡ÔÓÙ·È Ì ÂȉÈÎfi ‰›ÏˆÌ· “European Language Label”, Ô˘ ʤÚÂÈ ÙËÓ ˘ÔÁÚ·Ê‹ ÙÔ˘ ÂοÛÙÔÙ EÈÙÚfiÔ˘ Eη›‰Â˘Û˘, ¶ÔÏÈÙÈÛÌÔ‡ Î·È ¶ÔÏ˘ÁψÛÛ›·˜ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È Ù˘ YÔ˘ÚÁÔ‡
¶·È‰Â›·˜ Ù˘ EÏÏ¿‰·˜. H ·ÔÓÔÌ‹ ÙˆÓ ‰ÈÏˆÌ¿ÙˆÓ Á›ÓÂÙ·È Û ÂȉÈ΋ ÙÂÏÂÙ‹ ·ÚÔ˘Û›· ÙˆÓ M¤ÛˆÓ M·˙È΋˜ EÓË̤ڈÛ˘. ™ÙË Û˘Ó¤¯ÂÈ·, ÔÈ ‚Ú·‚Â˘Ì¤ÓÔÈ Ì ÙÔ «E˘Úˆ·˚Îfi ™‹Ì· °ÏˆÛÛÒÓ» ¤¯Ô˘Ó ÙÔ ‰Èη›ˆÌ· Ó· ¯ÚËÛÈÌÔÔÈÔ‡Ó ÙÔ ÏÔÁfiÙ˘Ô Ù˘ ¢È¿ÎÚÈÛ˘ Û fiϘ ÙȘ ‰Ú·ÛÙËÚÈfiÙËÙ¤˜ ÙÔ˘˜. ¶fiÙ ÍÂΛÓËÛÂ Ë ‰Ú¿ÛË; H ‰Ú¿ÛË European Language Label ÍÂΛÓËÛ ÈÏÔÙÈο ÙÔ ¤ÙÔ˜ 1998-1999 ·ÏÏ¿ Û ϋÚË ÂÊ·ÚÌÔÁ‹ Ù¤ıËΠ·fi ÙÔ 1999. ŒÎÙÔÙÂ Ë ‰Ú¿ÛË Label ‘ÙÚ¤¯ÂÈ’ Û fiϘ ÙȘ ¿ÏϘ ¯ÒÚ˜ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘. ™ÙË
¯ÒÚ· Ì·˜ ˘ÏÔÔÈ‹ıËΠÈÏÔÙÈο ÙÔ ¤ÙÔ˜ 1998-1999 Î·È Ê¤ÙÔ˜ ÚÔ¯ˆÚ¿Ì ÛÙËÓ Î·ÓÔÓÈ΋ ÂÊ·ÚÌÔÁ‹ Ù˘. K·Ù¿ ÙËÓ ÈÏÔÙÈ΋ Ê¿ÛË ‚Ú·‚‡ÙËÎ·Ó ‰‡Ô ÚÔÁÚ¿ÌÌ·Ù·. TÔ ¤Ó· ‹Ù·Ó «H ÂÎÌ¿ıËÛË Ù˘ ÂÏÏËÓÈ΋˜ ÁÏÒÛÛ·˜ Î·È ÁÓˆÚÈÌ›· Ì ÙÔÓ ÂÏÏËÓÈÎfi ÔÏÈÙÈÛÌfi» Ì ˘Â‡ı˘ÓË ÙËÓ Î· K. P¿ÈÎÔ˘ Î·È ÙÔ ¿ÏÏÔ Â›¯Â ˆ˜ ı¤Ì· «Quality Control Group on Secondary Education» Ì ˘Â‡ı˘ÓË ÙËÓ Î· M. °ÎÈ˙È¿ÎË. ¶ÔÈÔÈ Â›Ó·È ÔÈ ÛÙfi¯ÔÈ Ù˘ European Language Label; TÔ E˘Úˆ·˚Îfi ™‹Ì· ¤¯ÂÈ ‰‡Ô ·ÚÈÔ˘˜ ÛÙfi¯Ô˘˜. ¶ÚÒÙÔÓ, Ó· ÂÓı·ÚÚ‡ÓÂÈ Ó¤Â˜ ÚˆÙÔ‚Ô˘Ï›Â˜ ÛÙÔÓ ÙÔ̤· Ù˘ ‰È‰·Ûηϛ·˜ Î·È Ù˘ ÂÎÌ¿ıËÛ˘ Í¤ÓˆÓ ÁψÛÛÒÓ. ¢Â‡ÙÂÚÔÓ, Ó· ÂÓËÌÂÚÒÛÂÈ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Î·È Ì·ıËÙ¤˜ ÁÈ· ÙȘ ÚˆÙÔ‚Ô˘Ï›Â˜ ·˘Ù¤˜, Î·È Ó· ÙÔ˘˜ ÂÌÓ‡ÛÂÈ Ó· ÚÔÛ·ÚÌfiÛÔ˘Ó ÙȘ ȉ¤Â˜ Î·È ÙȘ Ù¯ÓÈΤ˜ ÂÎ·È‰Â˘ÙÈ΋˜ ÌÂıÔ‰ÔÏÔÁ›·˜ Ô˘ ÂÊ·ÚÌfi˙Ô˘Ó ÛÙȘ ÛËÌÂÚÈÓ¤˜ ÂÍÂÏ›ÍÂȘ. ™Â ÔÈÔ˘˜ ·ÔÓ¤ÌÂÙ·È Ë European Language Label; ¶ÔÈÔ˜ ÌÔÚ› Ó· ηٷı¤ÛÂÈ Û¯¤‰ÈÔ; H ‰Ú¿ÛË ·˘Ù‹ ·Â˘ı‡ÓÂÙ·È Û ÂӉȷÊÂÚfiÌÂÓÔ˘˜ ÊÔÚ›˜ ηÈ
ȉÈÒÙ˜ Ô˘ ·Û¯ÔÏÔ‡ÓÙ·È Ì ÙË ‰È‰·Ûηϛ· Í¤ÓˆÓ ÁψÛÛÒÓ ÛÙËÓ EÏÏ¿‰·, ÔÈ ÔÔ›ÔÈ Î·ÏÔ‡ÓÙ·È Ó· ˘Ô‚¿ÏÔ˘Ó ·›ÙËÛË. A˘Ùfi ÛËÌ·›ÓÂÈ fiÙÈ ÛÙÔ ‰È·ÁˆÓÈÛÌfi ÌÔÚÔ‡Ó Ó· ¿ÚÔ˘Ó Ì¤ÚÔ˜ ‰ËÌfiÛÈ· Î·È È‰ÈˆÙÈο Û¯ÔÏ›· A/‚¿ıÌÈ·˜ Î·È ¢/‚¿ıÌÈ·˜ Âη›‰Â˘Û˘, ÈΤÓÙÚ· Í¤ÓˆÓ ÁψÛÛÒÓ, ‰È‰·ÛηÏ›· Í¤ÓˆÓ ÁψÛÛÒÓ TÚÈÙÔ‚¿ıÌÈ·˜ EÎ/Û˘, ΤÓÙÚ· ÂÈÌfiÚʈÛ˘ ÂÎ·È‰Â˘ÙÈÎÒÓ ÎÏ. ¶ÔÈ· ‚·ÛÈο ¯·Ú·ÎÙËÚÈÛÙÈο ı· Ú¤ÂÈ Ó· ‰È·ı¤ÙÂÈ ¤Ó· ÚfiÁÚ·ÌÌ· ÁÈ· Ó· Ï¿‚ÂÈ ÙË ¢È¿ÎÚÈÛË European Language Label; OÈ ‚Ú·‚Â˘Ì¤Ó˜ ÚˆÙÔ‚Ô˘Ï›Â˜ ı· Ú¤ÂÈ Ó· Â›Ó·È ÂÎÙÂÓ›˜ Î·È ÙÂÎÌËÚȈ̤Ó˜. AÎfiÌ·, ı· Ú¤ÂÈ Ó· ÚÔÛʤÚÔ˘Ó ÚÔÛÙÈı¤ÌÂÓË ·Í›· ÛÙÔ ÂıÓÈÎfi ÙÔ˘˜ Ï·›ÛÈÔ, Ô‰ËÁÒÓÙ·˜ Û ÔÛÔÙÈ΋ ηÈ/‹ ÔÈÔÙÈ΋ ‚ÂÏÙ›ˆÛË ÛÙË ‰È‰·Ûηϛ· Î·È ÂÎÌ¿ıËÛË Í¤ÓˆÓ ÁψÛÛÒÓ. Afi ÔÛÔÙÈ΋ ¿Ô„Ë ·˘Ùfi ÌÔÚ› Ó· ÛËÌ·›ÓÂÈ ÙËÓ ÂÌÏÔ΋ ‰È·ÊfiÚˆÓ ÁψÛÛÒÓ Î·È È‰È·›ÙÂÚ· ÙˆÓ ÏÈÁfiÙÂÚÔ ‰È·‰Â‰Ô̤ӈÓ. Afi ÔÈÔÙÈ΋ ¿Ô„Ë ÌÈÏ¿Ì ÁÈ· ¯Ú‹ÛË Î·Ï‡ÙÂÚ˘ ÌÂıÔ‰ÔÏÔÁ›·˜ ·fi ÚÈÓ. K¿ÔÈ· Û¯¤‰È· ÌÔÚ› Ó·
-15% h37,62 h31,98
Y¶EE (Ú. ™¢OE) ŒÏÂÁ¯ÔÈ Û 17.000 ÂȯÂÈÚ‹ÛÂȘ ÙÔ ¢’ ÙÚ›ÌËÓÔ H YËÚÂÛ›· EȉÈÎÒÓ EϤÁ¯ˆÓ (Y¶EE) ÂÍ·ÔχÂÈ Ì·Ú¿˙ ÂϤÁ¯ˆÓ Û 17.000 ÂȯÂÈÚ‹ÛÂȘ ·ÓÂÏÏ·‰Èο, ¤ˆ˜ ÙÔ Ù¤ÏÔ˜ ÙÔ˘ 2005. OÈ ¤ÏÂÁ¯ÔÈ ı· ÂÈÎÂÓÙÚˆıÔ‡Ó ÛÙȘ ÂÍ‹˜ ηÙËÁÔڛ˜: ñ ºÚÔÓÙÈÛÙ‹ÚÈ· K•°, ·È‰ÈÎÔ› ÛÙ·ıÌÔ›, KEK Î·È ÏÔÈ¿ Û˘Ó·Ê‹. ñ EȯÂÈÚ‹ÛÂȘ ÂÙÚÂÏ·ÈÔÂȉÒÓ, ηٷÛ΢·ÛÙÈÎÔ‡ ÙÔ̤·, ÂȉÒÓ ˙·¯·ÚÔÏ·ÛÙÈ΋˜, ÎÔÛÌËÌ¿ÙˆÓ, ‰ÒÚˆÓ, ¯ÒÚˆÓ ÛÙ¿ıÌ¢Û˘ ·˘ÙÔÎÈÓ‹ÙˆÓ. ñ K·Ù·ÛÙ‹Ì·Ù· ¤Ó‰˘Û˘, ˘fi‰ËÛ˘ Î·È ÂȉÒÓ Î·ÏψÈÛÌÔ‡. ñ K¤ÓÙÚ· ‰È·ÛΤ‰·Û˘. ñ XÒÚÔ˘˜ ÂÛÙ›·Û˘ Î·È „˘¯·ÁˆÁ›·˜ Î.¿. KÚÈÙ‹ÚÈ· ÂÈÏÔÁ‹˜ ¶ÚÔÙÂÚ·ÈfiÙËÙ· ı· ‰Ôı› Û ÂȯÂÈÚ‹ÛÂȘ ÌÂÁ¿ÏÔ˘ ÌÂÁ¤ıÔ˘˜, ÛËÌ·ÓÙÈ΋ fï˜ Â›Ó·È Î·È Ë ÔÈÎÔÓÔÌÈ΋ ÂÈÎfiÓ· Ù˘ οı Âȯ›ÚËÛ˘ (ηٿ fiÛÔ ¤¯ÂÈ ÔÊÂÈϤ˜, ·Ú·‚¿ÛÂȘ Î.Ï.). H ‰È·ÛÔÚ¿ ÙˆÓ ÂϤÁ¯ˆÓ ı· Â›Ó·È ÌÂÁ¿ÏË, ¤ÙÛÈ ÒÛÙ ӷ ·ÔÊ¢¯ı› ‰ÈÏÔÎ¿Ï˘„Ë. E›Û˘ ı· ÂϯıÔ‡Ó Î·È ÂȯÂÈÚ‹ÛÂȘ ÂȘ ‚¿ÚÔ˜ ÙˆÓ ÔÔ›ˆÓ ¤¯Ô˘Ó Á›ÓÂÈ Û˘ÁÎÂÎÚÈ̤Ó˜ ηٷÁÁÂϛ˜. T· Ï·ÛÙ¿ ÛÙÔ Â›ÎÂÓÙÚÔ ¶Ôχ ÌÂÁ¿ÏÔ ‚¿ÚÔ˜ ı· ‰Ôı› ÛÙË ¯Ú‹ÛË Ï·ÛÙÒÓ, ÂÈÎÔÓÈÎÒÓ Î·È ÓÔıÂ˘Ì¤ÓˆÓ ·Ú·ÛÙ·ÙÈÎÒÓ, Ë ¯Ú‹ÛË ÙˆÓ ÔÔ›ˆÓ Û˘ÓÈÛÙ¿ ȉȿ˙Ô˘Û· ÊÔÚÔÏÔÁÈ΋ ·Ú¿‚·ÛË.
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E¿ÚÎÂÈ·, Ì·›ÓÂÙ·È Ô fiÏÂÌÔ˜ ·ÏÈ¿ ‰È·Ì¿¯Ë ÌÂٷ͇ ÙˆÓ ·ÓÂÈÛÙËÌÈ·ÎÒÓ ÊÔÚ¤ˆÓ Î·È Ù˘ ·ÁÔÚ¿˜ ÙˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ ¤Ú¯ÂÙ·È Í·Ó¿ ÛÙÔ ÚÔÛ΋ÓÈÔ Ì ·ÊÔÚÌ‹ ÙÔ ˘Ô ηٷÛ΢‹ ÓÔÌÔÛ¯¤‰ÈÔ Ô˘ ÚÔˆı› ÙÔ Y¶E¶£, ÙÔ ÔÔ›Ô ÛÙfi¯Ô ¤¯ÂÈ ÙËÓ «Ù·ÎÙÔÔ›ËÛË» Ù˘ ÈÛÙÔÔ›ËÛ˘ Ù˘ ÁψÛÛÔÌ¿ıÂÈ·˜ ÛÙËÓ ¯ÒÚ· Ì·˜. O ÏfiÁÔ˜, ¿ÏÈ, ÁÈ· ÙËÓ Â¿ÚÎÂÈ·. A’·Ú¯‹˜ Ù˘ ‰ËÌÈÔ˘ÚÁ›·˜ ÙÔ˘ KÚ·ÙÈÎÔ‡ ¶ÈÛÙÔÔÈËÙÈÎÔ‡ °ÏˆÛÛÔÌ¿ıÂÈ·˜ Ë ÔÏÈÙÈ΋ ‚Ô‡ÏËÛË ‹Ù·Ó fi¯È ÌfiÓÔ Ó· ‰È·ÙËÚËı› Ô ıÂÛÌfi˜ Ù˘ ¿ÚÎÂÈ·˜ Ì ٷ ·ÚfiÓÙ· ÈÛÙÔÔÈËÙÈο, ·ÏÏ¿ Î·È Ó· ÂÂÎÙ·ı› Ë ¯ÔÚ‹ÁËÛ‹ Ù˘ Î·È Ì ÙÔ Â›Â‰Ô C2 ÙÔ˘ K¶°. A˘Ùfi fï˜ ‚Ú›ÛÎÂÈ Î¿ıÂÙ· ·ÓÙ›ıÂÙ· Ù· ÙÌ‹Ì·Ù· ÙˆÓ ÊÈÏÔÏÔÁÈÒÓ.
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™Â ÚfiÛÊ·ÙË ÂÈÛÙÔÏ‹ ÙÔ˘ ÚÔ˜ ÙËÓ ˘Ô˘ÚÁfi ¶·È‰Â›·˜ M·ÚȤٷ °È·ÓÓ¿ÎÔ˘, ÙÔ ÙÌ‹Ì· °ÂÚÌ·ÓÈ΋˜ °ÏÒÛÛ·˜ ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ AıËÓÒÓ ‰ËÏÒÓÂÈ ÔÙÈ Â¿Ó ‰ÂÓ Î·Ù·ÚÁËı› ÙÔ ‰Èη›ˆÌ· ‰È‰·Ûηϛ·˜ ÛÙÔ˘˜ ÂÈÙ˘¯fiÓÙ˜ ÙÔ˘ ÂȤ‰Ô˘ °2, ‰ÂÓ ÚfiÎÂÈÙ·È Ó· Û˘ÌÌÂÙ¿Û¯ÂÈ ÛÙȘ ÂÍÂÙ¿ÛÂȘ ÙÔ˘ K¶°. TËÓ ›‰È· ÛÙ¿ÛË Ê·›ÓÂÙ·È Ó· ÎÚ·ÙÔ‡Ó Î·È ÔÈ ÏÔÈÔ› ·ÓÂÈÛÙËÌÈ·ÎÔ› ÊÔÚ›˜. ¶Ú¿ÁÌ· Ô˘ ¤¯ÂÈ ‰ËÌÈÔ˘ O ıÂÛÌfi˜ Ù˘ ¿ÚÎÂÈ·˜ ‚·Û›˙ÂÙ·È Û ÓfiÌÔ ÙÔ˘ 1940, fiÙ·Ó ˘‹Ú¯Â ˙‹ÙËÛË ÂηıËÁËÙÒÓ Í¤ÓˆÓ ÁψÛÛÒÓ , ÙˆÓ ÔÔ›ˆÓ Ë ÂÈÌfiÚʈÛË ‰ÂÓ ‹Ù·Ó ÂÊÈÎÙ‹ ̤ۈ ÙˆÓ ¶·ÓÂÈÛÙËÌ›·ÎˆÓ Û¯ÔÏÒÓ. ™‹ÌÂÚ· Ù· Ú¿ÁÌ·Ù· Â›Ó·È Û·ÊÒ˜ ‰È·ÊÔÚÂÙÈο, ÔÈ
¶·ÓÂÈÛÙËÌȷΤ˜ Û¯ÔϤ˜ ·Ú¿ÁÔ˘Ó ÂηÙÔÓÙ¿‰Â˜ ηıËÁËÙ¤˜ ÂÙËÛ›ˆ˜. ¶·Ú¿ÏÏËÏ· fï˜ ¤¯Ô˘Ó ·˘ÍËı› ‰˘Û·Ó¿ÏÔÁ· Î·È ÔÈ ·Ó¿ÁΘ Ù˘ ÎÔÈÓˆÓ›·˜ ·ÓÂ˘Úˆ·Èο ÁÈ· ÂÎÌ¿ıËÛË Í¤ÓˆÓ ÁψÛÛÒÓ. ™ÙËÓ ¯ÒÚ· Ì·˜ Ë ·Ó¿ÁΘ ÁÈ· ηıËÁËÙ¤˜ Í¤ÓˆÓ ÁψÛÛÒÓ Â›Ó·È È‰È·›ÙÂÚ· ˘„ËϤ˜. K·È ·˜ ÌËÓ Í¯ӿÌ ˆ˜ οı ΢‚¤ÚÓËÛË Â͢ËÚÂÙÂ›Ù·È ·Ô ÙËÓ ˘¿Ú¯Ô˘Û· ηٿÛÙ·ÛË, fiÔ˘ ‰ËÏ·‰‹ Ôχ˜ ÎfiÛÌÔ˜ ‚Ú›ÛÎÂÈ ··Û¯fiÏËÛË Ì ÌÈ· ¿ÚÎÂÈ· Î·È ‰ÂÓ ·Ó‚·›ÓÔ˘Ó ÔÈ ‰Â›ÎÙ˜ ÙȘ ·ÓÂÚÁ›·˜. ¶ÏËÚÔÊÔڛ˜ Ì·˜ ·Ó·Ê¤ÚÔ˘Ó ˆ˜ ÙÔ Y¶E¶£ ÚÔÛ·Ó·ÙÔÏ›˙ÂÙ·È ÚÔ˜ ÙËÓ ‰È·Ù‹ÚËÛË Ù˘ ¿ÚÎÂÈ·˜, ÙËÓ ÚÔ¤ÎÙ·ÛË Ù˘ Î·È ÛÙ· KÚ·ÙÈο
¶ÈÛÙÔÔÈËÙÈο °ÏˆÛÛÔÌ¿ıÂÈ·˜ C2, Ì ÙËÓ ‰È·ÊÔÚ¿ ÔÙÈ ÔÈ ÂÈÙ˘¯fiÓÙ˜ ı· Ú¤ÂÈ Ó· ·Ú·ÎÔÏÔ˘ıÔ‡Ó Î·È ÌÈ· ÛÂÈÚ¿ ÛÂÌÈÓ·Ú›ˆÓ ·È‰·ÁˆÁÈ΋˜, „˘¯ÔÏÔÁ›·˜ Î·È ÌÂıÔ‰ÔÏÔÁ›·˜. A˘Ùfi ‰ËÌÈÔ˘ÚÁ› Ù· ÂÍ‹˜ ÂÚˆÙ‹Ì·Ù·: ñÔÈÔ› ÊÔÚ›˜ ı· ·Ó·Ï¿‚Ô˘Ó Ù· Ì·ı‹Ì·Ù· ( ·ÓÂÈÛÙ‹ÌÈÔ, KEK, K•°) ; ñÙÈ ‰È¿ÚÎÂÈ· ı· ¤¯Ô˘Ó ; ñÔÈ¿ ·Ú¯‹ ı· ÚÔ›ÛÙ·Ù·È Û˘ÓÙÔÓ›˙ÂÈ; ñÔÈÔ› ı· ‰È‰¿ÛÎÔ˘Ó; ñÔÈfi ı· Â›Ó·È ÙÔ ÎfiÛÙÔ˜; ñı· ‰›ÓÔÓÙ·È ÂÍÂÙ¿ÛÂȘ ÌÂÙ¿ ÙÔ ¤Ú·˜ ÙˆÓ Ì·ıËÌ¿ÙˆÓ; ñı· ¤¯ÂÈ ·Ó·‰ÚÔÌÈ΋ ÈÛ¯‡; ÿ‰ˆÌÂÓ.
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FIGHTING EXAMINATION STRESS By Sylvia Kar
s teachers we always tell our students to read the title and try to gauge what the article or passage is about. With the title like “Fighting Exam Stress” what else can I possibly write about, if not exam stress? So pat yourself on the back, you guessed correctly. What you didn’t guess correctly is w h o s e stress. I’m talking about the teacher’s stress because every other article ever written on stress focused on the student, as if they have more stress than we do. What a joke! Whichever way you slice it, we have the stress, they just have the anticipation to “get it over with”. It doesn’t matter if you’re a classroom teacher, a school owner or a private teacher; your stress is based on whether or not your students will pass whichever examination they are sitting, because your reputation is at stake. If you are a classroom teacher and your students don’t pass, your contract may not be renewed. If you are a school owner and your students don’t pass, you know how quickly word gets round, so you won’t be surprised if the following year registration numbers are down. And, if your private lessons don’t pass, you may be looking for a job in
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a school, come the following year. Having been in the business for more years than I care to mention, I have had hundreds of stories related to me, by teachers, which show just how stressed out we all get. My two favorites, I would like to share with you. They were both recurring dreams which the same teacher had, just before her students were to go before the execution squads. In one dream, she is a child in school. It is winter and she is dressed in a very heavy overcoat which she takes off as soon as she gets into her classroom. All the students break out
in laughter. She looks down at herself to see what they are laughing about and discovers that she has no other clothes on. In her second dream, it is the night before her final chemistry exam and she opens her books and discovers
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that everything looks unfamiliar. She knows absolutely nothing and begins to panic waking up drenched in her own sweat. These two dreams would have Freud turning over in his grave. They are a psychoanalyst’s dream patient. But, joking aside, don’t you have something similar to relate? Your stress might express itself in loss of appetite (if you are lucky) or overeating (if you are unlucky) or screaming at your own children or husband and so on and so forth. What it all boils down to is that the stress is there, just below the surface, waiting to erupt. And believe me it does erupt! My eruption came a Thursday before Saturday Preliminary Examination. “Filitsa” asks what, in her mind, was a perfectly reasonable question. “Miss, how come in some questions we use ‘do’ and in some we use ‘be’?”. That was it! I shot out of my
chair like a pilot ejecting from a was more than I could handle in my burning plane, brought my face burned out, stress filled month before within inches of hers and much, the Preliminary Exam. much too calmly and slowly Needless to say, Filitsa did not pass enunciated, “Filitsa why don’t you sit the Preliminary Examination. Though this test out and wait for next year?” I feel guilty every time I think of this Now if that wasn’t a humanistic event, it is not because I feel that I approach, I don’t know what is? The had “taught her wrong” as one whole class of 20 just froze because student once claimed but because I they knew me to be cool, calm and had erupted (in a quiet way mind you) collected and always eager to explain and had scared her half to death. the same thing twenty times over, if There are other ways, much more necessary. professional ones for us to relieve our This was very, very out of character. stress and not take it out on our Don’t think I’m trying to excuse students like they take theirs out on myself because I am not. I don’t think us. I don’t think it’s by chance that anyone could have been more they’ve named a whiskey “Teacher’s” unprofessional after us. and unfeeling If Pink Floyd as I was at that were given to Your stress might moment but, I understand what express itself in loss of just snapped. we go through, as appetite (if you are Not ONE lesson exam preparation had gone by, teachers’ I’m sure lucky) or overeating (if when I had not they would be you are unlucky) or asked if there willing to change screaming at your own was anything, their lyrics to anything at all, “HEY KIDS, children or husband and e v e n LEAVE THOSE so on and so forth. something T E A C H E R S which they ALONE.” thought might seem silly, just come out and ask it. S y l v i a K a r is a teacher, teacher But, to ask such a question, which I trainer, the author of many an Exam find a very fundamental one, for the Book and is considered to be an whole structure of grammar is based authority on B2, C1 and C2 on this, just before the Preliminary, examinations.
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E˘Úˆ·›ÔÈ Î·È ÁÏÒÛÛ˜ E˘Úˆ‚·ÚfiÌÂÙÚÔ ™Â٤̂ÚÈÔ˜ 2005 Ô ÂÚˆÙËÌ·ÙÔÏfiÁÈÔ ˘Ô‚Ï‹ıËΠ۠29.328 ¿ÙÔÌ· ËÏÈΛ·˜ ¿Óˆ ÙˆÓ 15 ÂÙÒÓ ÛÙȘ 25 ¯ÒÚ˜ ̤ÏË, ÛÙȘ ˘Ô ¤ÓÙ·ÍË ¯ÒÚ˜ ( BÔ˘ÏÁ·Ú›· η PÔ˘Ì·Ó›·), ÛÙȘ ˘Ô„‹ÊȘ ¯ÒÚ˜ ( KÚÔ·Ù›· Î·È TÔ˘ÚΛ·) ·ÏÏ¿ Î·È ÛÙ· ηÙ¯fiÌÂÓ· ( ÛËÌ. ™ÙÔ˘˜ ·Ú·Î¿Ùˆ ›Ó·Î˜ Ë K˘Úȷ΋ ¢ËÌÔÎÚ·Ù›· ·Ó·Ê¤ÚÂÙ·È ˆ˜ CY Î·È Ù· ηÙ¯fiÌÂÓ· ˆ˜ tcc ). ¶ÂÚÈÂÏ¿Ì‚·Ó ‰Â ÂÚˆÙ‹ÛÂȘ Û¯ÂÙÈο Ì ÙËÓ ÌËÙÚÈ΋ ÁÏÒÛÛ· ÙˆÓ ÂÚˆÙËı¤ÓÙˆÓ, ÔȤ˜ ¿ÏϘ ÁÏÒÛÛ˜ ÁÓˆÚ›˙Ô˘Ó Î·È Û ÙÈ Â›Â‰Ô.
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MËÙÚÈ΋ °ÏÒÛÛ· Oˆ˜ ‹Ù·Ó ·Ó·ÌÂÓfiÌÂÓÔ, Ë ÌËÙÚÈ΋ ÁÏÒÛÛ· Â›Ó·È Î·È Ë ÂıÓÈ΋ ÁÏÒÛÛ· ÛÙȘ ¯ÒÚ˜ Ù˘ EE (EÏÏ¿‰· 99%). O ÌÂÁ·Ï‡ÙÂÚÔ˜ ·ÚÈıÌfi˜ ·ÓıÚÒˆÓ Ô˘ ‰‹ÏˆÛ·Ó ·ÏÏË ÁÏÒÛÛ· ·Ô ÙËÓ Â›ÛËÌË Ù˘ ¯ÒÚ·˜ ÙÔ˘˜ ÛËÌÂÈÒıËΠÛÙȘ B·ÏÙÈΤ˜ ¯ÒÚ˜ (29% ÙˆÓ ÂÚˆÙËı¤ÓÙˆÓ ÛÙËÓ §ÂÙÔÓ›· Î·È 19% ÛÙËÓ EÛıÔÓ›· ‰‹ÏˆÛ·Ó Ù· ÚˆÛÈο ˆ˜ ÌËÙÚÈ΋ ÁÏÒÛÛ·. AÓÔ‰Ô˜ ÙˆÓ °ÂÚÌ·ÓÈÎÒÓ – T· ÚˆÛÈο ÛÙËÓ 4Ë ı¤ÛË OÈ ÌÈÛÔ› οÙÔÈÎÔÈ ÙˆÓ ¯ˆÚÒÓ ÌÂÏÒÓ ‰ËÏÒÓÔ˘Ó ÔÙÈ ÌÔÚÔ‡Ó Ó· ÔÌÈÏÔ‡Ó ÙÔ˘Ï¿¯ÈÛÙÔÓ ÌÈ· ÁÏÒÛÛ· ϤÔÓ Ù˘ ÌËÙÚÈ΋˜ ÙÔ˘˜. A˘Ùfi Â›Ó·È 3 ÌÔÓ¿‰Â˜ ˘„ËÏfiÙÂÚÔ ·Ô ÙÔ ·ÔÙ¤ÏÂÛÌ· ÙÔ˘ 2001 ( Ì E.E. 15 ÌÂÏÒÓ). (BϤ ›Ó·Î·) T· ˘„ËÏfiÙÂÚ· ÔÛÔÛÙ¿ ÁψÛÛÔÌ¿ıÂÈ·˜ ‚Ú›ÛÎÔÓÙ·È ÛÙȘ Û¯ÂÙÈο ÌÈÎÚfiÙÂÚ˜ ¯Ò-
Ú˜ –̤ÏË Ì ÏÈÁfiÙÂÚÔ ÔÌÈÏÔ‡ÌÂÓ˜ ›ÛË̘ ÁÏÒÛÛ˜. 99% ÙˆÓ §Ô˘ÍÂÌ‚Ô‡ÚÁȈÓ, 93% ÙˆÓ §ÂÙÔÓÒÓ Î·È ÙˆÓ M·ÏÙ¤˙ˆÓ, Î·È ÙÔ 90% ÙˆÓ §ÈıÔ˘·ÓÒÓ ÁÓˆÚ›˙Ô˘Ó ÙÔ˘Ï¿¯ÈÛÙÔÓ ÌÈ· ÂÈϤÔÓ ÁÏÒÛÛ·. AÓÙÈı¤Ùˆ˜ , Ë Û˘ÓÙÚÈÙÈ΋ ÏÂÈÔ„ËÊ›· ÛÙËÓ O˘ÁÁ·Ú›· ( 71%), Hӈ̤ÓÔ B·Û›ÏÂÈÔ ( 70%), IÛ·Ó›·, IÙ·Ï›· Î·È ¶ÔÚÙÔÁ·Ï›· ( 64% Ë Î¿ıÂÌÈ·) ·¿ÓÙËÛ·Ó ÔÙÈ ÁÓˆÚ›˙Ô˘Ó ÌfiÓÔ ÙËÓ ‰È΋ ÙÔ˘˜ ÁÏÒÛÛ·. T· AÁÁÏÈο Ì ÔÛÔÛÙfi 34% Â›Ó·È Ë ÈÔ ‰È·‰Â‰Ô̤ÓË ÁÏÒÛÛ· – ÏÂfiÓ Ù˘ ÌËÙÚÈ΋˜- ·ÎÔÏÔ˘ıÔ‡ÌÂÓ· ·Ô Ù· °ÂÚÌ·ÓÈο ( 12%), Ù· °·ÏÏÈο (11%), Ù· PˆÛÈο Î·È Ù· IÛ·ÓÈο Û ÔÛÔÛÙfi 5%. ™Â Â›Â‰Ô ¯ˆÚÒÓ, Ù· AÁÁÏÈο ÔÌÈÏÔ‡ÓÙ·È Â˘Ú¤ˆ˜ Û 16 ¯ÒÚ˜-̤ÏË. H ™ÏÔ‚·Î›· Â›Ó·È Ë ÌfiÓË ¯ÒÚ· fiÔ˘ Ù· AÁÁÏÈο ‰ÂÓ ·Ó·Ê¤ÚÔÓÙ·È ·Ó¿ÌÂÛ· ÛÙȘ 3 ÚÒÙ˜ ÔÌÈÏÔ‡ÌÂÓ˜ ÁÏÒÛÛ˜. T· °·ÏÏÈο ·Ó·Ê¤ÚÔÓÙ·È ˆ˜ ‰Â‡ÙÂÚË ÈÔ ‰ËÌÔÊÈÏ‹˜ ÁÏÒÛÛ· ÛÙÔ Hӈ̤ÓÔ B·Û›ÏÂÈÔ Î·È ÙÔ §Ô˘ÍÂÌ‚Ô‡ÚÁÔ, Î·È Ù· °ÂÚÌ·ÓÈο ÛÙËÓ TÛ¯›· Î·È ÙËÓ O˘ÁÁ·Ú›·. K¿ÔÈ· ÚÒÙ· Û˘ÌÂÚ¿ÛÌ·Ù· Ô˘ ÂÍ¿ÁÔÓÙ·È ·Ô ÙËÓ Û‡ÁÎÚÈÛË ÙÔ˘ EU25 ( 25 ÎÚ¿ÙË-̤ÏË) Î·È ÙÔ˘ EU15 ÙÔ˘ 2001 Â›Ó·È Ù· ÂÍ‹˜: ñ T· AÁÁÏÈο Û˘Ó¯›˙Ô˘Ó Ó· ÎÂÚ‰›˙Ô˘Ó ¤‰·ÊÔ˜ ( +2 ÌÔÓ¿‰Â˜ Û ۯ¤ÛË Ì ÙÔ 2001) ñ T· °ÂÚÌ·ÓÈο ¤Êı·Û·Ó Ù· °·ÏÏÈο ÛÙËÓ ‰Â‡ÙÂÚË ı¤ÛË, ÏfiÁˆ Ù˘ ı¤Û˘ ÙÔ˘˜ ÛÙȘ Ӥ˜ ¯ÒÚ˜ Ô˘ ÂÓÙ¿¯ıËÎ·Ó ÛÙÔ ÌÂÛԉȿÛÙËÌ·.
ñ T· PˆÛÈο ·Ó‹Ïı·Ó ÛÙËÓ Ù¤Ù·ÚÙË ı¤ÛË ÁÈ· ÙÔÓ ›‰ÈÔ ÏfiÁÔ (˘„ËÏfi ÔÛÔÛÙfi ÛÙȘ B·ÏÙÈΤ˜ ¯ÒÚ˜, Î·È fi¯È ÌfiÓÔ) T¤ÏÔ˜, ·Ó·Ï‡ÔÓÙ·˜ ÙȘ ÁψÛÛÈΤ˜ ‰ÂÍÈfiÙËÙ˜ ‚¿ÛÂÈ ÎÔÈÓˆÓÈÎÒÓ Î·È ‰ËÌÔÁÚ·ÊÈÎÒÓ ·Ú·Ì¤ÙÚˆÓ, ·Ó·Î·Ï‡ÙÔ˘Ì οÔÈ· Ôχ ÂӉȷʤÚÔÓÙ· ÛÙÔȯ›·. OÈ ¿ÓÙÚ˜ ‰ËÏÒÓÔ˘Ó Û ÌÂÁ·Ï‡ÙÂÚÔ ÔÛÔÛÙfi fiÙÈ ÌÈÏÔ‡Ó ÙÔ˘Ï¿¯ÈÛÙÔÓ ÌÈ· ÂÈϤÔÓ ÁÏÒÛÛ· Û ۯ¤ÛË Ì ÙȘ Á˘Ó·›Î˜ ( 52% Ì 47%). T· ÔÛÔÛÙ¿ ÁψÛÛÔÌ¿ıÂÈ·˜ ·˘Í¿ÓÔ˘Ó fiÛÔ ÌÂÈÒÓÂÙ·È Ë ËÏÈΛ· HÏÈΛ·: 15-24 25-39 40-54 55 +
69% 58% 47% 35%
TÔ ¯¿ÛÌ· ÌÂÁ·ÏÒÓÂÈ ·ÎfiÌ· ÂÚÈÛÛfiÙÂÚÔ ·Ó¿ÌÂÛ· ÛÙ· ¿ÙÔÌ· Ô˘ ÛÔ˘‰¿˙Ô˘Ó ·ÎfiÌ· Î·È Û ÂΛÓÔ˘˜ Ô˘ ÙÂÏ›ˆÛ·Ó ÛÙËÓ ËÏÈΛ· ÙˆÓ 15 ÂÙÒÓ (79% Î·È 20% ·ÓÙ›ÛÙÔȯ·) OÈ ŒÏÏËÓ˜ OÈ EÏÏËÓ˜ ·¿ÓÙËÛ·Ó Û ÔÛÔÛÙfi 49% ÔÙÈ ÌÔÚÔ‡Ó Ó· Ï¿‚Ô˘Ó Ì¤ÚÔ˜ Û ÌÈ· Û˘˙‹ÙËÛË Û ÁÏÒÛÛ· ¿ÏÏË ÏËÓ Ù˘ ÌËÙÚÈ΋˜ – ÂÏÏËÓÈ΋˜. ¶ÔÛÔÛÙfi ηٿ 1 ÌÔÓ¿‰· ¯·ÌËÏfiÙÂÚÔ ·Ô ÙÔÓ Ì¤ÛÔ fiÚÔ ÙˆÓ 25 ( 50%). OÛÔÓ ·ÊÔÚ¿ ÛÙȘ ͤÓ˜ ÁÏÒÛÛ˜ : 44% ‰‹ÏˆÛ·Ó ÔÙÈ ÌÈÏÔ‡Ó ·ÁÁÏÈο, 8% Á·ÏÏÈο , 8% ÁÂÚÌ·ÓÈο Î·È 3% ÈÙ·ÏÈο
EÂÍ‹ÁËÛË Îˆ‰ÈÎÒÓ ¯ˆÚÒÓ BE B¤ÏÁÈÔ, CZ TÛ¯›· ,DK ¢·Ó›·, DE °ÂÚÌ·Ó›·, EE EÛıÔÓ›·, EL EÏÏ¿˜, ES IÛ·Ó›·, FR °·ÏÏ›·, IE IÚÏ·Ó‰›·, IT IÙ·Ï›·, CY K˘Úȷ΋ ¢ËÌÔÎÚ·Ù›· , LV §ÂÙÔÓ›·, LT §ÈıÔ˘·Ó›·, LU §Ô˘ÍÂÌ‚Ô‡ÚÁÔ, HU O˘ÁÁ·Ú›·, MT M¿ÏÙ·, NL OÏÏ·Ó‰›·, AT A˘ÛÙÚ›·, PL ¶Ôψӛ·, PT ¶ÔÚÙÔÁ·Ï›·, SI ™ÏÔ‚ÂÓ›·, SK ™ÏÔ‚·Î›·, FI ºÈÓÏ·Ó‰›·, SE ™Ô˘Ë‰›·,UK Hӈ̤ÓÔ B·Û›ÏÂÈÔ, BG BÔ˘ÏÁ·Ú›·, HR KÚÔ·Ù›·, RO PÔ˘Ì·Ó›·, TR TÔ˘ÚΛ·,CY(tcc) K·Ù¯fiÌÂÓ· – TÔ˘ÚÎÔ·ÚÈ·ÎÔ˜ ÙÔ̤·˜.
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¶OIA E¶EN¢Y™H A¶O¢I¢EI TO ME°A§YTEPO E¶ITOKIO;
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MÈ· ¤Ӊ˘ÛË Û ÁÓÒÛÂȘ! T· ÔʤÏË Ù˘ Û˘Ó¯È˙fiÌÂÓ˘ Âη›‰Â˘Û˘ Afi ÙÔÓ ¢Ú·. ÕÁÁÂÏÔ PÔ‰·ÊËÓfi
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ηıËÌÂÚÈÓ¿. ¶Ú¿ÁÌ·ÙÈ, ·Ó ı¤ÏÂȘ Ó· ¿ÚÂȘ ÂÚÈÛÛfiÙÂÚ· ·fi ÙË ˙ˆ‹, ·fi ¿Ô„Ë ˘ÏÈÎÒÓ ·Á·ıÒÓ, ˘Á›·˜ Î·È ÛˆÌ·ÙÈ΋˜ ηٿÛÙ·Û˘, ÚÔÛˆÈÎÒÓ Û¯¤ÛÂˆÓ Î·È „˘¯È΋˜ ËÚÂÌ›·˜, Ú¤ÂÈ Ó· οÓÂȘ ÙÔÓ Â·˘Ùfi ÛÔ˘ ÈÔ ÔχÙÈÌÔ. °È·Ù›, ÙÔ Ì¤ÏÏÔÓ ·Ó‹ÎÂÈ ÛÙÔ˘˜ ÈηÓÔ‡˜. T· "ηϿ" ¿ÙÔÌ· ¤¯Ô˘Ó ÔÏϤ˜ ÂÈÏÔÁ¤˜. °È· ·Ú¿‰ÂÈÁÌ·, ÛÙË ‰Ô˘ÏÂÈ¿ Ô ÂÚÁÔ‰fiÙ˘ ÛÔ˘ ı¤ÏÂÈ Ó· ÛÔ˘ ‰ÒÛÂÈ ÂÚÈÛÛfiÙÂÚ·, ·ÚΛ Ó· ÙÔÓ ‚ÔËı‹ÛÂȘ Ó· ‚Á¿ÏÂÈ ÂÚÈÛÛfiÙÂÚ·. AÓ ‰Â ÛÔ˘ Ù· ‰ÒÛÂÈ ·˘Ùfi˜ Î·È ‰ÂÓ ·Ó·ÁÓˆÚ›ÛÂÈ ÙȘ ÈηÓfiÙËÙ¤˜ ÛÔ˘, Ó· Â›Û·È Û›ÁÔ˘ÚÔ˜ fiÙÈ ı· ÛÔ˘ Ù· ‰ÒÛÂÈ Ô ·ÓÙ·ÁˆÓÈÛÙ‹˜ ÙÔ˘. T· ηϿ ¿ÙÔÌ· ÂÚÁ¿˙ÔÓÙ·È ÛÎÏËÚ¿ ·ÏÏ¿ Î·È ¤Í˘Ó·. Ÿˆ˜ ÏÂÂÈ Ô Z. Ziglar, "AÓ Û˘Ó¯›ÛÂȘ Ó· ‰Ô˘Ï‡ÂȘ ÂÚÈÛÛfiÙÂÚÔ ·fi fiÛÔ ÏËÚÒÓÂÛ·È, Ôχ Û‡ÓÙÔÌ· ı· ÏËÚÒÓÂÛ·È ÂÚÈÛÛfiÙÂÚÔ ÁÈ· Ó· ‰Ô˘Ï‡ÂȘ ÏÈÁfiÙÂÚÔ." AÏ‹ıÂÈ·, fiÛÔ ·Í›˙ÂȘ ·fi ÙÔ Ï·ÈÌfi Î·È Î¿Ùˆ; ¶fiÛ· ¯Ú‹Ì·Ù· ÌÔÚ›˜ Ó· ‚Á¿ÏÂȘ Ì ¯ÂÈÚÔÓ·ÎÙÈ΋ ÂÚÁ·Û›·, ‹ ¯ÚËÛÈÌÔÔÈÒÓÙ·˜ ÙȘ ۈ̷ÙÈο ÛÔ˘ ÚÔÛfiÓÙ·; OÚÈṲ̂ӷ ÚÔÈÎÈṲ̂ӷ Û ÂÌÊ¿ÓÈÛË Î·È ÛˆÌ·ÙÈο ÚÔÛfiÓÙ· ¿ÙÔÌ· (ÌÔÓ٤Ϸ, ·ıÏËÙ¤˜) ı· ··ÓÙ‹ÛÔ˘Ó fiÙÈ ÌÔÚÔ‡Ó Ó· ‚Á¿ÏÔ˘Ó ·ÚÎÂÙ¿ ¯Ú‹Ì·Ù·. A˘Ùfi fï˜ ÈÛ¯‡ÂÈ ÁÈ· ¤Ó· Û¯ÂÙÈο ÌÈÎÚfi, fï˜, ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· Ù˘ ˙ˆ‹˜ ÙÔ˘˜, ηÈ, fiˆ˜ ›·Ì ÁÈ· Ï›Á· ÌfiÓÔÓ ¿ÙÔÌ·. ¢ÂÓ ˘¿Ú¯ÂÈ ÂÓÙÔ‡ÙÔȘ ηӤӷ fiÚÈÔ ÁÈ· ÙÔ fiÛ· ¯Ú‹Ì·Ù· ÌÔÚ› Ó· ‚Á¿ÏÂÈ Î·ı¤Ó·˜ Ì·˜ ¯ÚËÛÈÌÔÔÈÒÓÙ·˜ ÙÔ Ì¤ÚÔ˜ ÙÔ˘ ·˘ÙÔ‡ Ì·˜ Ô˘ ‚Ú›ÛÎÂÙ·È ·fi ÙÔ Ï·ÈÌfi Î·È Â¿Óˆ. ™˘Ó¯‹˜ K·È
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AfiÛ·ÛÌ· ·fi ÙÔ ‚È‚Ï›Ô ÙÔ˘ ÕÁÁÂÏÔ˘ PÔ‰·ÊËÓÔ‡ «Afi Ú›ÁÎÈ·˜ B¿ÙÚ·¯Ô˜ Î·È Tԇ̷ÏÈÓ!» ¶Ú·ÎÙÈΤ˜ „˘¯ÔÏÔÁÈΤ˜ Ù¯ÓÈΤ˜ ÁÈ· Ó· ‚ÂÏÙÈÒÛÂÙ ÙÔÓ Â·˘Ùfi Û·˜ - ‹ ÙÔ˘˜ ¿ÏÏÔ˘˜. £ÂÛÛ·ÏÔÓ›ÎË 2003 (A˘ÙԤΉÔÛË) AÛÙ·Ì¿ÙËÙË BÂÏÙ›ˆÛË ÙÔ˘ E·˘ÙÔ‡ (™.K.A.B.E.)! K¿ÔȘ Ê˘Ï¤˜ IÓ‰È¿ÓˆÓ Û˘ÓËı›˙Ô˘Ó Ó· ÁÈÔÚÙ¿˙Ô˘Ó fi¯È fiÙ·Ó ¤¯Ô˘Ó ÁÂÓ¤ıÏÈ·, ·ÏÏ¿ fiÙ·Ó ·ÈÛı¿ÓÔÓÙ·È fiÙÈ ‚ÂÏÙÈÒıËÎ·Ó Î·Ù¿ οÔÈÔÓ ÙÚfiÔ. H ÌÔÓ·‰È΋ ·ÛÊ¿ÏÂÈ· ÛÙË ˙ˆ‹ ‰ÂÓ Â›Ó·È ÔÈ Î·Ù·ı¤ÛÂȘ ÛÙËÓ ÙÚ¿Â˙· ‹ Ù· Û›ÙÈ·, ·ÏÏ¿ ÙÔ Ó· ‚ÂÏÙÈÒÓÂȘ ÙÔÓ Â·˘Ùfi ÛÔ˘ ηıËÌÂÚÈÓ¿. H
"™˘Ó¯‹˜ K·È AÛÙ·Ì¿ÙËÙË BÂÏÙ›ˆÛË ÙÔ˘ E·˘ÙÔ‡" - ·ÎÚˆÓ‡ÌÈÔ ™.K.A.B.E. (A. PÔ‰·ÊËÓfi˜©) Â›Ó·È Ë ÌfiÓË ÂÁÁ‡ËÛË ÁÈ· ÙÔ ·ÚfiÓ Î·È ÙÔ Ì¤ÏÏÔÓ. OÈ I¿ˆÓ˜ ¯ÚËÛÈÌÔÔÈÔ‡Ó ÙË Ï¤ÍË Kaizen ÂÓÒ ÔÈ AÌÂÚÈηÓÔ› Ù· ·Ú¯Èο C.A.N.I. (Constant and Never-ending Improvement, A. Robbins). ™KABE, ÏÔÈfiÓ, ™˘Ó¯Ҙ K·È AÛÙ·Ì¿ÙËÙ· BÂÏÙ›ˆÓ ÙÔÓ E·˘Ùfi ÛÔ˘. °È·Ù›, ·Ó ÊÚÔÓÙ›ÛÂȘ ηıËÌÂÚÈÓ¿ Ó· ÙÚ¤ÊÂÛ·È ÓÂ˘Ì·ÙÈο, ı· ¤ÚıÂÈ ÌÈ· ̤ڷ Ô˘ ‰Â ı· ¯ÚÂÈ¿˙ÂÙ·È Ó· ·ÓËÛ˘¯Â›˜ Î·È Ó· ÊÚÔÓÙ›˙ÂȘ ÁÈ· ÙË ÛˆÌ·ÙÈ΋ ÛÔ˘ ÙÚÔÊ‹. T· Î¤Ú‰Ë Ù˘ Û˘Ó¯È˙fiÌÂÓ˘ Âη›‰Â˘Û˘ (‹: §fiÁÔÈ ÁÈ· Ó· ÂÂÓ‰‡Ûˆ ÛÙË ‚ÂÏÙ›ˆÛ‹ ÌÔ˘). MÔÚ› Ó· ‚Ú›ÛÎÂÛ·È ÛÙÔ ÛˆÛÙfi ‰ÚfiÌÔ, ·Ó ‰ÂÓ ÚÔ¯ˆÚ‹ÛÂȘ fï˜, ı· Û ·Ù‹ÛÔ˘Ó. ¶fiÙ ‹Ù·Ó Ë ÙÂÏÂ˘Ù·›· ÊÔÚ¿ Ô˘ Ù·˝Û·Ù ÙÔ Ì˘·Ïfi Û·˜; T·˝˙ÂÙ·È ÙÔ ÛÒÌ· Û·˜ οı ̤ڷ, Û ٷÎÙ¿ ¯ÚÔÓÈο ‰È·ÛÙ‹Ì·Ù·. OÈ ÂÚÈÛÛfiÙÂÚÔÈ Íԉ‡ԢÌ Ôχ ÂÚÈÛÛfiÙÂÚÔ ¯ÚfiÓÔ ÁÈ· Ó· Ù·˝˙Ô˘Ì ÙÔ ÛÒÌ· ·Ú¿ ÁÈ· Ó· Ù·˝˙Ô˘Ì ÙÔ Ó‡̷. ¶ÔÈ· Â›Ó·È Ë ‰ÈηÈÔÏÔÁ›· Ì·˜; "¢ÂÓ ¤¯ˆ ¯ÚfiÓÔ. ¶ÔÙ¤ Ó· ‚Úˆ ¯ÚfiÓÔ;" AÓ ¤¯ÂȘ ¯ÚfiÓÔ ÁÈ· Ó· Ù·˝˙ÂȘ ÙÔ ÛÒÌ· ÛÔ˘, ı· Ú¤ÂÈ Ó· ¤¯ÂȘ Î·È ¯ÚfiÓÔ ÁÈ· Ó· Ù·˝ÛÂȘ ÙÔ Ó‡̷ ÛÔ˘. ™˘¯Ó¿ ÔÈ Î·ıËÌÂÚÈÓ¤˜ ÌÈÎÚfi-·Û¯Ôϛ˜ Î·È Ë ÂÍ·ÛÊ¿ÏÈÛË ÙÔ˘ ÂÈÔ‡ÛÈÔ˘ ·ÔÚÚÔÊÔ‡Ó Î·È ·ÔÛÔ‡Ó ÙËÓ ÚÔÛÔ¯‹ Ì·˜ ·fi Ù· Ú¿ÁÌ·Ù· Ù· ÔÔ›· Â›Ó·È Ú·ÁÌ·ÙÈο ÛËÌ·ÓÙÈο ÁÈ· ÙË ˙ˆ‹ Î·È ÙËÓ Î·ÚȤڷ Ì·˜. ¶Èı·ÓfiÓ, Â¿Ó ÌÔÚÔ‡Û·Ì ӷ ÙÚ·‚˯Ùԇ̠ϛÁÔ ÈÔ ›Ûˆ ÒÛÙ ӷ ‰Ô‡Ì ÙË Û˘ÓÔÏÈ΋ ÂÈÎfiÓ·, ÙfiÙ ӷ ‹Ì·ÛÙ·Ó Û ı¤ÛË Ó·
·ÍÈÔÏÔÁ‹ÛÔ˘Ì ηχÙÂÚ· ÙÔ Ô˘ ı¤ÏÔ˘Ì ӷ ·ÌÂ Î·È ÔÈ· Â›Ó·È Ù· ÛËÌ·ÓÙÈο Ú¿ÁÌ·Ù· Ô˘ Ú¤ÂÈ Ó· οÓÔ˘Ì ÒÛÙ ӷ ÂÈÙ‡¯Ô˘Ì ·˘ÙÔ‡˜ ÙÔ˘˜ ÛÙfi¯Ô˘˜. K¿ÔÈÔÈ ¿ÏÏÔÈ ı· Ô˘Ó: AÓ ÛÙ·Ì·Ù‹ÛÂȘ Ó· Âηȉ‡ÂÛ·È Î·È Ó· Ì·ı·›ÓÂȘ, ı· ·Ú¯›ÛÂȘ Ó· ‚Ô˘ÏÈ¿˙ÂȘ. K·Ó›˜ ‰ÂÓ ÌÔÚ› Ó· ÂÈχÛÂÈ Û‹ÌÂÚ·. E›Ù ·Ó·‰‡ÂÛ·È Â›Ù ‚Ô˘ÏÈ¿˙ÂȘ. A˘Ùfi˜ ‹Ù·Ó Ô Î·ÓfiÓ·˜ Â‰Ò Î·È ¯ÈÏÈ¿‰Â˜ ¯ÚfiÓÈ·. H ÌfiÓË ‰È·ÊÔÚ¿ Â›Ó·È fiÙÈ Û‹ÌÂÚ· ÌÔÚ›˜ Ó· ·Ó·‰˘ı›˜ ‹ Ó· ‚Ô˘ÏÈ¿ÍÂȘ Ôχ ÈÔ ÁÚ‹ÁÔÚ· (Thomas Watson, IBM). OÈ Î·ÏÔ› Ì¿Ó·Ù˙ÂÚ, ÁÈ· ·Ú¿‰ÂÈÁÌ·, ÂÓËÌÂÚÒÓÔÓÙ·È Û˘Ó¯Ҙ Î·È ÌÂÏÂÙÔ‡Ó ·Ú·ÎÈÓËÙÈÎfi ˘ÏÈÎfi, ‰Â ÌÂÏÂÙÔ‡Ó ÂÂȉ‹ Â›Ó·È ÔÈ Î·Ï‡ÙÂÚÔÈ, Â›Ó·È ÔÈ Î·Ï‡ÙÂÚÔÈ ÂÂȉ‹ ÌÂÏÂÙÔ‡Ó. °ÓˆÚ›˙Ô˘Ó fiÙÈ Ô ÂÁΤʷÏÔ˜ ‰Â ÌÔÚ› ÔÙ¤ Ó· ·Ú·ÁÂÌ›ÛÂÈ ·fi ÏËÚÔÊÔڛ˜ Î·È fiÙÈ Ë ÌÓ‹ÌË Î·È Ë ÈηÓfiÙËÙ· ÁÈ· Ì¿ıËÛË ‚ÂÏÙÈÒÓÂÙ·È fiÛÔ ÈÔ Ôχ ‰È·‚¿˙ÂȘ. K·Ù·Ï·‚·›ÓÔ˘Ó fiÙÈ Â›Ó·È Ôχ ‰‡ÛÎÔÏÔ Ó· Á›ÓÂȘ ˘¤Ú-ÂÎ·È‰Â˘Ì¤ÓÔ˜. ¢È·Ï¤ÁÔ˘Ó Ó· Ì·ı·›ÓÔ˘Ó Î¿ÙÈ Î·ıËÌÂÚÈÓ¿ Î·È Ó· ‚ÂÏÙÈÒÓÔÓÙ·È. °ÓˆÚ›˙Ô˘Ó fiÙÈ "Y¿Ú¯ÂÈ Ôχ˜ ¯ÒÚÔ˜ ÛÙËÓ ÎÔÚ˘Ê‹ ·ÏÏ¿ ‰ÂÓ Â›Ó·È ·ÚÎÂÙfi˜ ÁÈ· Ó· ηı›ÛÂȘ." ™Ù·ÙÈÛÙÈΤ˜ ¤Ú¢Ó˜ ‰Â›¯ÓÔ˘Ó fiÙÈ ÔÈ ÂÈÙ˘¯Ë̤ÓÔÈ ÚÔ¤Ú¯ÔÓÙ·È ·fi fiÏ· Ù· ÎÔÈÓˆÓÈο ÛÙÚÒÌ·Ù· ÙÔ˘ ÏËı˘ÛÌÔ‡ Î·È fiϘ ÙȘ ÂÎ·È‰Â˘ÙÈΤ˜ ‚·ıÌ›‰Â˜, ·fi ·fiÊÔÈÙÔ˘˜ ‰ËÌÔÙÈÎÔ‡ ̤¯ÚÈ Î·Ùfi¯Ô˘˜ ‰È‰·ÎÙÔÚÈÎÒÓ. Œ¯Ô˘Ó fï˜ ˆ˜ ÎÔÈÓfi ¯·Ú·ÎÙËÚÈÛÙÈÎfi ÌÈ· ·ÁÓ‹ ‰È¿ıÂÛË
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5 ÁÈ· Û˘Ó¯‹ Ì¿ıËÛË Î·È ·fiÎÙËÛË ÁÓÒÛÂˆÓ (fi¯È ¢ËÌÈÔ‡ÚÁËÛ ÙÔ ‰ÈÎfi ÛÔ˘ ·Ó·Áη›· ÙˆÓ Ù˘ÈÎÒÓ ÂÎ·È‰Â˘ÙÈÎfi ΤÓÙÚÔ. ÁÓÒÛÂˆÓ Ô˘ AÊȤڈÛ 5% ÙÔ˘ ¯ÚfiÓÔ˘ Î·È ·›ÚÓÂÈ Î·Ó›˜ ÙÔ˘ ÂÈÛÔ‰‹Ì·Ùfi˜ ÛÔ˘ ÛÙËÓ ÛÙÔ ·ÓÂÈÛÙ‹ÌÈÔ). ÚÔÛˆÈ΋ ÛÔ˘ ·Ó¿Ù˘ÍË. ™˘Ó¯È˙fiÌÂÓË ™Â ÔÙȉ‹ÔÙ ¿ÏÏÔ Ì¿ıËÛË ÛËÌ·›ÓÂÈ ÂÂÓ‰‡ÛÂȘ, ÌÔÚ› Ó· ¯¿ÛÂȘ Ó· ÚÔÁÚ·ÌÌ·Ù›˙ÂȘ Ù· ¯Ú‹Ì·Ù¿ ÛÔ˘. ¢ÂÓ ı· Û˘ÁÎÂÎÚÈ̤Ó˜ ¯¿ÛÂȘ ¯Ú‹Ì·Ù·, fï˜, ·Ó ¯ÚÔÓÈΤ˜ ÂÚÈfi‰Ô˘˜ οı ÂÂÓ‰‡ÛÂȘ ÛÙÔÓ Â·˘Ùfi ÛÔ˘. ‚‰ÔÌ¿‰·, ÙȘ Ôԛ˜ Ó· ·ÊÈÂÚÒÓÂȘ ÛÙË ÌÂϤÙË Î·È Ú·ÎÙÈ΋, ÛÙËÓ ÂÎÌ¿ıËÛË Ó¤ˆÓ ÈηÓÔÙ‹ÙˆÓ Î·È ÛÙËÓ ·fiÎÙËÛË Ó¤ˆÓ ÁÓÒÛˆÓ, Ô˘ ı· Û ‚ÔËı‹ÛÔ˘Ó Ó· ‚ÂÏÙÈÒÛÂȘ ÙÔÓ Â·˘Ùfi ÛÔ˘. A˘Ù¿ Ô˘ ‰Â ÁÓˆÚ›˙ÂȘ Û¯ÂÙÈο Ì ÙË ‰Ô˘ÏÂÈ¿ ÛÔ˘ (.¯., ÛÙË ÏÔÁÈÛÙÈ΋, ÛÙÔ Ì¿Ó·Ù˙ÌÂÓÙ, ÛÙȘ ·ÓıÚÒÈÓ˜ Û¯¤ÛÂȘ ‹ ÛÙȘ ˆÏ‹ÛÂȘ), ÌÔÚÔ‡Ó Ó· ÂÍ·Ê·Ó›ÛÔ˘Ó ÔÏÔÎÏËÚˆÙÈο ÙȘ ¢ηÈڛ˜ ÛÔ˘ ÁÈ· ÌÈ· ÂÈÙ˘¯Ë̤ÓË Î·ÚȤڷ. Œ¯ÂȘ ÙÚÂȘ ÂÈÏÔÁ¤˜ ÁÈ· Ó· ‚ÂÏÙÈÒÛÂȘ ÙÔÓ Â·˘Ùfi ÛÔ˘: ·. A˘ÙÔ-Âη›‰Â˘ÛË H ·˘Ùfi-Âη›‰Â˘ÛË ÛÔ˘ ÂÈÙÚ¤ÂÈ Ó· ·˘Í‹ÛÂȘ ÙȘ ÈηÓfiÙËÙ¤˜ ÛÔ˘ Ôχ ÁÚËÁÔÚfiÙÂÚ· ·fi ÙËÓ ·Ï‹ ·Ó·ÌÔÓ‹ Ù˘ ˆÚ›Ì·ÓÛ˘ Î·È Ù˘ ·fiÎÙËÛ˘ ÂÌÂÈÚ›·˜. A˘Ù‹ ÌÔÚ› Ó· ÂÈÙ¢¯ı› Ì ‚È‚Ï›·, ηۤÙ˜, ‚ÈÓÙÂÔηۤÙ˜, ÛÂÌÈÓ¿ÚÈ·, ‰È·Ï¤ÍÂȘ, ‚Ú·‰ÈÓ¿ Ì·ı‹Ì·Ù·. ‚. EÈÛÙÚÔÊ‹ ÛÙ· ıÚ·Ó›· ‹ Û˘Ó¤¯ÈÛË ÛÔ˘‰ÒÓ (Ù˘È΋ Âη›‰Â˘ÛË). MÔÚ›˜ Û ÔÔÈ·‰‹ÔÙ ËÏÈΛ· Ó· ·ÔÎÙ‹ÛÂȘ ¤Ó· Ù˘¯›Ô Ë ¤Ó· ·ÎfiÌË Ù˘¯›Ô. MÔÚ›˜ Ó· ÁÚ·ÊÙ›˜ Û ¤Ó· ·ÓÂÈÛÙ‹ÌÈÔ ‹ Û ÌÈ· Û¯ÔÏ‹ (Ù¯ÓÈ΋˜ Âη›‰Â˘Û˘, ‰ËÌfiÛÈ· ‹ ȉȈÙÈ΋) ·fi ÙȘ ÙfiÛ˜ Ô˘ ˘¿Ú¯Ô˘Ó Î·È Ó· Ù· ηٷʤÚÂȘ ÎÈ ÂÛ‡, fiˆ˜ ¯ÈÏÈ¿‰Â˜ ¿ÏÏÔÈ. MÔÚ›˜ ·ÎfiÌ· Î·È Ó· ¿ÚÂȘ ˘ÔÙÚÔÊ›·. Á. Eη›‰Â˘ÛË Ì¤Û· ÛÙËÓ ÂÙ·ÈÚ›·. A˘Ù‹ Û˘Ó‹ıˆ˜ Â›Ó·È ˘„ËÏ‹˜ ÔÈfiÙËÙ·˜ Î·È Â›Ó·È Û˘ÁÎÂÎÚÈ̤ÓË Î·È ÂÊ·ÚÌÔṲ̂ÓË ÛÙ· ÚÔ‚Ï‹Ì·Ù· Î·È ÙȘ ·Ó¿ÁΘ ÙˆÓ Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ ÂÚÁ·˙Ô̤ӈÓ. ™˘¯Ó¿, fï˜, Ù· ¿ÙÔÌ· Ô˘ ÙË ¯ÚÂÈ¿˙ÔÓÙ·È ÂÚÈÛÛfiÙÂÚÔ ‰›ÓÔ˘Ó ÙË ÏÈÁfiÙÂÚË ÚÔÛÔ¯‹ Î·È ÛËÌ·Û›·. ¶ÚÔÙ¿ÛÂȘ Ø ¢ËÌÈÔ‡ÚÁËÛ ÙÔ ‰ÈÎfi ÛÔ˘ ÂÎ·È‰Â˘ÙÈÎfi ΤÓÙÚÔ. AÊȤڈÛ 5% ÙÔ˘ ¯ÚfiÓÔ˘ Î·È ÙÔ˘ ÂÈÛÔ‰‹Ì·Ùfi˜ ÛÔ˘ ÛÙËÓ ÚÔÛˆÈ΋ ÛÔ˘ ·Ó¿Ù˘ÍË. ™Â ÔÙȉ‹ÔÙ ¿ÏÏÔ ÂÂÓ‰‡ÛÂȘ, ÌÔÚ› Ó· ¯¿ÛÂȘ Ù· ¯Ú‹Ì·Ù¿ ÛÔ˘. ¢ÂÓ ı· ¯¿ÛÂȘ ¯Ú‹Ì·Ù·, fï˜, ·Ó ÂÂÓ‰‡ÛÂȘ ÛÙÔÓ Â·˘Ùfi ÛÔ˘. AÓ Î·È ÌÔÚ› Ó· ÛÔ˘ ÎϤ„Ô˘Ó ÙÔ ÔÚÙÔÊfiÏÈ ÛÔ˘, ηÓ›˜ ‰Â ÌÔÚ› Ó· ÛÔ˘ ÙÔ ÎϤ„ÂÈ Â¿Ó ÙÔ ·‰ÂÈ¿ÛÂȘ ̤۷ ÛÙÔ ÎÂÊ¿ÏÈ ÛÔ˘. MÈ· ¤Ӊ˘ÛË Û ÁÓÒÛÂȘ ¿ÓÙ· ÏËÚÒÓÂÈ ÙÔ Î·Ï‡ÙÂÚÔ ÂÈÙfiÎÈÔ. Ø™ÙÚ·ÙËÁÈο ÛËÌ›· ÛÙ· ÔÔ›· ÌÔÚ›˜ Ó· ÙÔÔıÂÙ‹ÛÂȘ ˘ÏÈÎfi ÁÈ· ‰È¿‚·ÛÌ· ·ÔÙÂÏÔ‡Ó ÙÔ ÎÔÌÔ‰›ÓÔ ‰›Ï· ÛÙÔ ÎÚ‚¿ÙÈ, ÙÔ Ì¿ÓÈÔ (fiÔ˘ ˘¿Ú¯Ô˘Ó ÔÈ K·ÓÔÓÈΤ˜ ™˘Óı‹Î˜ ÁÈ· ÌÂϤÙË Ô˘ ÈηÓÔÔÈÔ‡Ó fiϘ ÙȘ ·ÈÛı‹ÛÂȘ), ¿Óˆ ÛÙËÓ ÙËÏÂfiÚ·ÛË, ¿Óˆ ÛÙËÓ ·Á·Ë̤ÓË ÔÏ˘ıÚfiÓ·, Ë Û οÔÈÔ ‹Û˘¯Ô ÛËÌÂ›Ô ÛÙÔ Û›ÙÈ. EÁÒ ÎÔ˘‚·Ï¿ˆ ÛÙËÓ ÙÛ¿ÓÙ· ÌÔ˘ ¤Ó· ‚È‚ÏÈ·Ú¿ÎÈ Ùۤ˘ ÁÈ· ÙËÓ ÂÚ›ÙˆÛË Ô˘ ı· ¯ÚÂÈ·ÛÙ› Ó· ÂÚÈ̤ӈ Û οÔÈ· ˘ËÚÂÛ›·, ÙÚ¿Â˙·, Û ÌÈ· Ô˘Ú¿. Ÿˆ˜ ¤¯ˆ ‰È·ÈÛÙÒÛÂÈ, Ë ˙ˆ‹ ÛÙËÓ EÏÏ¿‰· ÂÈ‚¿ÏÏÂÈ Ó· Á›ÓÂȘ ηÏfi˜ ÛÙÔ Ó· ÂÚÈ̤ÓÂȘ. EÁÒ ¤¯ˆ Á›ÓÂÈ ÚˆÙ·ıÏËÙ‹˜. AÔʇÁˆ ÙÔÓ ÂÎÓ¢ÚÈÛÌfi ÂÓÒ Ù·˘Ùfi¯ÚÔÓ· ·˘ÙÔ‚ÂÏÙȈÓÔÌ·È Ì ÙÔ Ó· ‰È·‚¿˙ˆ ÙÔ ‚È‚ÏÈ·Ú¿ÎÈ ÌÔ˘ Ë Ó· ¿ÎÔ˘ˆ ÌÈ· ηۤٷ ÛÙËÓ Ô˘Ú¿ ÙÔ˘ ‰ËÌfiÛÈÔ˘ Ù·Ì›Ԣ. Ø ÕÚ¯ÈÛ ·fi ÙȘ ·‰˘Ó·Ì›Â˜ ÛÔ˘ οÓÔÓÙ·˜ Ù· Ú¿ÁÌ·Ù· Ô˘ ÊÔ‚¿Û·È Ó· οÓÂȘ. K¿Ó ·˘Ù¿ Ô˘ ÊÔ‚¿Û·È ÂÚÈÛÛfiÙÂÚÔ, Î·È ı· ˘ÂÚÓÈ΋ÛÂȘ ÙÔÓ Êfi‚Ô. "EÈÙ˘¯Ë̤ÓÔÈ Â›Ó·È ·˘ÙÔ› Ô˘ Û˘Ó¯›˙Ô˘Ó fiÙ·Ó ÔÈ ¿ÏÏÔÈ ÛÙ·Ì·ÙÔ‡Ó." BÂÏÙ›ˆÛ ÙȘ ÁÓÒÛÂȘ ÛÔ˘ Á‡Úˆ ·fi ÙËÓ ·ÓıÚÒÈÓË Û˘ÌÂÚÈÊÔÚ¿
˘fiÏÔÈÔ 85% ÂÍ·ÚÙ¿Ù·È ·fi ÙȘ ÈηÓfiÙËÙ˜ Î·È ÙȘ ÁÓÒÛÂȘ Ô˘ ·Ó·Ù‡ÛÛÂÈ Î·È ·ÍÈÔÔÈ› οÔÈÔ˜ ÛÙȘ Û¯¤ÛÂȘ ÙÔ˘ Ì ¿ÏÏ· ¿ÙÔÌ·. ™˘ÓÂÒ˜, ÙÔ Ó· Ì¿ıÂȘ Ó· Û˘ÌÂÚÈʤÚÂÛ·È ÛˆÛÙ¿ ÚÔ˜ ÙÔ˘˜ ¿ÏÏÔ˘˜ ·ÓıÚÒÔ˘˜ - Î·È ÚÔ˜ ÙÔÓ Â·˘Ùfi ÛÔ˘ - Â›Ó·È ÌÈ· Ôχ ÛËÌ·ÓÙÈ΋ ÚÔÙÂÚ·ÈfiÙËÙ·.
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AÓÙ›ıÂÙ·, Û‡Ìʈӷ Ì ÙÔÓ Z. Ziglar Ê·›ÓÂÙ·È Ó· Íԉ‡ԢÌ 85% ÙÔ˘ ¯ÚfiÓÔ˘ Î·È ÙˆÓ ¯ÚËÌ¿ÙˆÓ Ì·˜ ·Ó·Ù‡ÛÛÔÓÙ·˜ ·˘Ùfi ÙÔ ÔÔ›Ô Î·ıÔÚ›˙ÂÈ Î·Ù¿ 15% ÙËÓ ÂÈÙ˘¯›· Ì·˜ (‰ËÏ·‰‹ ÙȘ Ù¯ÓÈΤ˜ ÁÓÒÛÂȘ). AÊÈÂÚÒÓÔ˘Ì 15% Û' ·˘Ùfi Ô˘ ηıÔÚ›˙ÂÈ Î·Ù¿ 85% ÙËÓ ÂÈÙ˘¯›· (ηıÒ˜ Î·È ÙËÓ Â˘Ù˘¯›· Î·È ÙËÓ ÈηÓÔÔ›ËÛ‹) Ì·˜. EÊ·ÚÌÔÁ‹: 16 ÛÔ˘‰·›Â˜ ÈηÓfiÙËÙ˜ Ô˘ ÌÔÚ›˜ Ó· ·ÔÎÙ‹ÛÂȘ ÌfiÓÔ˜ ÛÔ˘. 1. T¯ÓÈΤ˜ ‰È·Ú·ÁÌ·Ù‡ÛˆÓ, Ù¯ÓÈΤ˜ Ò˜ Ó· ›ıÂȘ ÙÔ˘˜ ¿ÏÏÔ˘˜. 2. AÓÙÈÌÂÙÒÈÛË ‰‡ÛÎÔÏˆÓ ·ÙfïÓ. 3. °ÓÒÛÂȘ Û¯ÂÙÈΤ˜ Ì ÙÔ ÚÔ˚fiÓ ÛÔ˘. 4. EÎÌ¿ıËÛË ÌÈ·˜ ‰Â‡ÙÂÚ˘ ÁÏÒÛÛ·˜, ‚ÂÏÙ›ˆÛË ·˘Ù‹˜ Ô˘ ‹‰Ë ͤÚÂȘ. 5. Eη›‰Â˘ÛË ÊˆÓ‹˜, ÙËÏÂ-Ì¿ÚÎÂÙÈÓÁÎ. 6. ¢ËÌfiÛȘ ÔÌÈϛ˜, ‚ÂÏÙ›ˆÛË ÈηÓÔÙ‹ÙˆÓ ÁÈ· ·ÚÔ˘ÛÈ¿ÛÂȘ.
7. BÂÏÙ›ˆÛË ÌÓ‹Ì˘, ÁÚ‹ÁÔÚË ·Ó¿ÁÓˆÛË. 8. IηÓfiÙËÙ˜ ›‚Ï„˘. 9. M·ıËÌ·ÙÈο, ÏÔÁÈÛÙÈ΋, computers, Ù˘ÊÏfi Û‡ÛÙËÌ·, ‰·ÎÙ˘ÏÔÁÚ¿ÊËÛË. 10. M¤ıÔ‰ÔÈ ÂϤÁ¯Ô˘ ÙÔ˘ ¯ÚfiÓÔ˘. 11. M¤ıÔ‰ÔÈ ÁÈ· ‚ÂÏÙ›ˆÛË Ù˘ ‰È¿ıÂÛ˘. 12. °ÓÒÛÂȘ Á‡Úˆ ·fi ÙËÓ ¿ÛÎËÛË Î·È ‰È·ÙÚÔÊ‹. 13. P‡ıÌÈÛË ÙÔ˘ ÛÙÚ˜, Ù¯ÓÈΤ˜ ·ÓÙÈÌÂÙÒÈÛ˘, Ú‡ıÌÈÛË ‰È¤ÁÂÚÛ˘, ¯·Ï¿ÚˆÛË. 14. ¶Ò˜ Ó· ı¤ÙÂȘ ÛÙfi¯Ô˘˜. 15. ¶Ò˜ Ó· ηٷÌÂÚ›˙ÂȘ ·ÚÌÔ‰ÈfiÙËÙ˜. 16. ¶Ò˜ Ó· ηٷÓÔ›˜ ‹ Ó· ÂËÚ¿˙ÂȘ ÙÔ˘˜ ¿ÏÏÔ˘˜, Ò˜ Ó· ÎÂÚ‰›˙ÂȘ Ê›ÏÔ˘˜... EINAI ¢YNATON; "A˘ÙÔ› Ô˘ ÈÛÙÂ‡Ô˘Ó fiÙÈ ı· Ù· ηٷʤÚÔ˘Ó, ¤¯Ô˘Ó ‰›ÎÈÔ - ·ÏÏ¿ ÎÈ ·˘ÙÔ› Ô˘ ÈÛÙÂ‡Ô˘Ó fiÙÈ ‰Â ı· Ù· ηٷʤÚÔ˘Ó, ¤¯Ô˘Ó ‰›ÎÈÔ."
ÕÁÁÂÏÔ˜ PÔ‰·ÊËÓfi˜ ¢È‰¿ÎÙÔÚ·˜ æ˘¯ÔÏÔÁ›·˜ (Ph.D), Wollongong University, NSW, Australia. MÂÙ·Ù˘¯È·Îfi˜ Ù›ÙÏÔ˜ (MSc) Ithaca College, NY, USA. ™‹ÌÂÚ· Â›Ó·È K·ıËÁËÙ‹˜ æ˘¯ÔÏÔÁ›·˜ ÛÙÔ City College Ù˘ £ÂÛÛ·ÏÔӛ΢. ¶·Ú¿ÏÏËÏ· Â›Ó·È Û‡Ì‚Ô˘ÏÔ˜, ÔÚÁ·ÓˆÙ‹˜ Î·È ÂÈÛËÁËÙ‹˜ ÛÂÌÈÓ·Ú›ˆÓ Û ÂȯÂÈÚ‹ÛÂȘ, ÔÚÁ·ÓÈÛÌÔ‡˜ Î·È Î¤ÓÙÚ· ˘Á›·˜. ¶ÏËÚÔÊÔڛ˜ TÌ‹Ì· æ˘¯ÔÏÔÁ›·˜, City College, ¶ÚÔͤÓÔ˘ KÔÚÔÌËÏ¿ 24, £ÂÛÛ·ÏÔÓ›ÎË 54624, Greece TËÏ: (2310) 224.421, 269.095, Fax: 269.095 KÈÓ: 6937201251 email: [email protected] http://www.rodafinos.cjb.net
ŒÚ¢Ó˜ ÙÔ˘ Robert Cavett (Stanford Research Institute, Harvard University) ¤‰ÂÈÍ·Ó fiÙÈ Ë ÚfiÛÏË„Ë, Ë ·Ú·ÌÔÓ‹ Î·È Ë ÚÔ·ÁˆÁ‹ οÔÈÔ˘ Û ÌÈ· ‰Ô˘ÏÂÈ¿ ÂÍ·ÚÙ¿Ù·È Û ÔÛÔÛÙfi 15% ·fi ÙȘ Ù¯ÓÈΤ˜ ÁÓÒÛÂȘ Î·È ÈηÓfiÙËÙ¤˜ ÙÔ˘ ·ÓÂÍ¿ÚÙËÙ· ·fi ÙÔ Â›‰Ô˜ Ù˘ ‰Ô˘ÏÂÈ¿˜. TÔ
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6
CLIL Content and Language Integrated Learning MÈ· – Ô¯È Î·È ÙfiÛÔ Ó¤· ̤ıÔ‰Ô˜ – ηٷÎÙ¿ ÙËÓ E˘ÚÒË! OÏÔÎÏËڈ̤ÓË EÎÌ¿ıËÛË ¶ÂÚȯÔ̤ÓÔ˘ Î·È °ÏÒÛÛ·˜ (CLIL)
TÈ Â›Ó·È Ë Ì¤ıÔ‰Ô˜ CLIL H ̤ıÔ‰Ô˜ ·˘Ù‹ , Ë ÔÔ›· ÙÚ¿‚ËÍ ÁÈ· ÚÒÙË ÊÔÚ¿ ÙÔ ÂӉȷʤÚÔÓ Ù˘ E˘ÚÒ˘ ÙÔ 1991, ·¤ÎÙËÛ ÙÔ fiÓÔÌ¿ Ù˘ ÙÔ 1994 Î·È ¿Ú¯ÈÛ ӷ ¯ÚËÌ·ÙÔ‰ÔÙÂ›Ù·È ·Ô ÙËÓ E˘Úˆ·È΋ EÓˆÛË ÙÔ 1996. T· ÚÒÙ· Â˘Úˆ·Èο ÌÔÓ٤Ϸ ‰›ÁψÛÛ˘ Âη›‰Â˘Û˘ ‰ËÌÔÛȇıËÎ·Ó ÙÔ 1993 Î·È ÙÔ 1998 ÂÈÛ‹¯ıËÛ·Ó Ù· ÚÒÙ· Ì·ı‹Ì·Ù· ÛÙËÓ OÏÏ·Ó‰›· Î·È ÙËÓ ºÈÓÏ·Ó‰›· H ̤ıÔ‰Ô˜ Û˘ÓÈÛÙ¿Ù·È ÛÙËÓ ÂÎÌ¿ıËÛË ÂÓfi˜ ÁÓˆÛÙÈÎÔ‡ ·ÓÙÈÎÂÈ̤ÓÔ˘ Û ÌÈ· ͤÓË ÁÏÒÛÛ·. ( ¯ M·ıËÌ·ÙÈο ÛÙ· ·ÁÁÏÈο, ÁˆÁÚ·Ê›· ÛÙ· Á·ÏÏÈο ÎÏ), Î·È Ë ÊÈÏÔÛÔÊ›· Ù˘ ‚·Û›˙ÂÙ·È ÛÙÔ ÁÂÁÔÓfi˜ ÔÙÈ Ô Ì·ıËÙ‹˜ Û ϛÁÔ Í¯ӿ ÙËÓ Í¤ÓË ÁÏÒÛÛ· Î·È ÂÛÙÈ¿˙ÂÈ ÙËÓ ÚÔÛÔ¯‹ ÙÔ˘ ÛÙÔ ÁÓˆÛÙÈÎfi ·ÓÙÈΛÌÂÓÔ, Ì·ı·›ÓÔÓÙ·˜ ¤ÙÛÈ ÙËÓ Í¤ÓË ÁÏÒÛÛ· ÌÂ Ê˘ÛÈÎfi ÙÚfiÔ. E›‰Ë, ÏÔÈfiÓ , Ô ÛÙfi¯Ô˜ Ù˘ Â›Ó·È ‰ÈÙÙfi˜ –
ÂÎÌ¿ıËÛË Î·È ÙÔ˘ ÁÓˆÛÙÈÎÔ‡ ·ÓÙÈÎÂÈ̤ÓÔ˘ Î·È Ù˘ ÁÏÒÛÛ·˜ – ϤÁÂÙ·È Û˘¯Ó¿ Î·È M¤ıÔ‰Ô˜ ¢ÈÏ‹˜ EÛÙ›·Û˘ (Dual Focus ) ™ÙÔ Ï·›ÛÈÔ ÙÔ˘ ¶ÚÔÁÚ¿ÌÌ·ÙÔ˜ CLIL/EMILE, Ô˘ ÂÊ·ÚÌfi˙ÂÙ·È ‹‰Ë Ì ÂÈÙ˘¯›· Û ¯ÒÚ˜ fiˆ˜ ÙÔ B¤ÏÁÈÔ Î·È ÙÔ §Ô˘ÍÂÌ‚Ô‡ÚÁÔ, Ë EÏÏËÓ›‰· YÔ˘ÚÁfi˜
¶·È‰Â›·˜, M·ÚȤÙÙ· °È·Ó¿ÎÔ˘, η٤ıÂÛ ÚfiÙ·ÛË ÁÈ· ÙËÓ ÚÔÒıËÛË ÙÔ˘ ¶ÚÔÁÚ¿ÌÌ·ÙÔ˜ ·˘ÙÔ‡, ÚÔÎÂÈ̤ÓÔ˘ ÔÏÈÁfiÙÂÚÔ
ÔÌÈÏÔ‡ÌÂÓ˜ ÁÏÒÛÛ˜, fiˆ˜ Ë EÏÏËÓÈ΋, Ó· ¯ÚËÛÈÌÔÔÈËıÔ‡Ó ÁÈ· ÙË ‰È‰·Ûηϛ· ÔÚÈÛÌ¤ÓˆÓ Ì·ıËÌ¿ÙˆÓ Û ¿ÏϘ ¯ÒÚ˜ Ù˘ E˘ÚÒ˘. H ̤ıÔ‰Ô˜ CLIL/EMILE ÛÙԯ‡ÂÈ ·Ó¿ÌÂÛ· Û ¿ÏÏ·:
* ™ÙËÓ ‰ËÌÈÔ˘ÚÁ›· Î·È ÂÓ‰˘Ó¿ÌˆÛË ÙˆÓ ‰ÂÛÌÒÓ ÌÂٷ͇ ‰È·ÊÔÚÂÙÈÎÒÓ Â˘Úˆ·ÈÎÒÓ Ï·ÒÓ ñ TËÓ ÚÔÂÙÔÈÌ·Û›· ÙˆÓ ·È‰ÈÒÓ ÁÈ· ÙËÓ ‰ÈÂıÓÔÔ›ËÛË, ÂȉÈÎfiÙÂÚ· ̤۷ ÛÙ· Ï·›ÛÈ· Ù˘ Eӈ̤Ó˘ E˘ÚÒ˘
ñ BÂÏÙ›ˆÛË Ù˘ ÁψÛÛÔÌ¿ıÂÈ·˜ ñ EÍÔÈΛˆÛË ÙˆÓ ¯ˆÚÒÓ Ì ÙȘ ÁÂÈÙÔÓÈΤ˜ ¯ÒÚ˜, ÙËÓ ÁÏÒÛÛ· Î·È ÙÔÓ ÔÏÈÙÈÛÌfi ÙÔ˘˜ ñ ¶ÚÔÂÙÔÈÌ·Û›· ÙˆÓ ·È‰ÈÒÓ ÁÈ· ÙËÓ ÌÂÏÏÔÓÙÈ΋ ·ÁÔÚ¿ ÂÚÁ·Û›·˜ Î·È ÛÔ˘‰¤˜ ñ ¶ÚfiÛ‚·ÛË Û ¢ÈÂıÓ‹ ¶ÈÛÙÔÔ›ËÛË ¶ÔÏÏ‹ ‰Ô˘ÏÂÈ¿ Oˆ˜ ‚Ï¤Ô˘Ì ÛÙÔÓ ›Ó·Î· (ËÁ‹:¢›ÎÙ˘Ô Eurydice) Ë ¯ÒÚ· Ì·˜ Â›Ó·È ·Ô ÙȘ ÂÏ¿¯ÈÛÙ˜ ÛÙËÓ E˘ÚÒË fiÔ˘ ‰ÂÓ ˘¿Ú¯ÂÈ Î·ÌÌ›· ÂÊ·ÚÌÔÁ‹ Ù˘ CLIL , Ô‡ÙÂ Î·Ó Û ÂÈÚ·Ì·ÙÈÎfi ›‰Ô. ™Â ÂÚ›ÙˆÛË, ÏÔÈfiÓ, Ô˘ ÙÔ ÂÏÏËÓÈÎfi ÎÚ¿ÙÔ˜ ·ÔÊ·Û›ÛÂÈ Ó· Á›ÓÂÈ ·˘Ùfi ÚÔ··ÈÙÂ›Ù·È ·Ú¯È΋ Âη›‰Â˘ÛË ‰·ÛÎ¿ÏˆÓ Î·È Î·ıËÁËÙÒÓ ·’‚·ıÌÈ·˜ Î·È ‚’‚·ıÌÈ·˜, ·Ó¿Ù˘ÍË ÂÍÂȉÈÎÂ˘Ì¤ÓˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ Î·È ˘ÏÈÎÔ‡ ¶ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜ ÌÔÚ›Ù ӷ ‚Ú›Ù ÛÙËÓ ËÏÂÎÙÚÔÓÈ΋ ‰È‡ı˘ÓÛË http://www.clilcompendium.com
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MEMºI™ 210.52.40.728
C M Y K
MEMºI™ 210.52.40.728
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O Aladdin ÛÙ· X·ÓÈ¿ ı·ÙÚÈ΋ ÔÌ¿‰· ÙÔ˘ ™˘ÏÏfiÁÔ˘ PALSO NÔÌÔ‡ HÚ·ÎÏ›Ԣ, Ô˘ ··ÚÙ›˙ÂÙ·È ·fi ̤ÏË ÙÔ˘ Î·È ÁÈÔ˘˜ Î·È ÎfiÚ˜ ÌÂÏÒÓ ÙÔ˘, ‰ÈÔÚÁ·ÓÒÓÂÈ ÛÙȘ 11 ¢ÂÎÂÌ‚Ú›Ô˘ (¶·ÁÎfiÛÌÈ· H̤ڷ ÁÈ· ÙÔ ¶·È‰›) ı·ÙÚÈ΋ ·Ú¿ÛÙ·ÛË Ì ı¤Ì·: “Aladdin and the Wonderful Lamp” ÛÙÔ £Â·ÙÚÈÎfi ™Ù·ıÌfi HÚ·ÎÏ›Ԣ ÛÙȘ 6 Ì.Ì. ™Ù· Ï·›ÛÈ· Ù˘ ÂΉ‹ÏˆÛ˘ ·˘Ù‹˜, Ù· ·È‰È¿ ÙˆÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ PALSO NÔÌÔ‡ HÚ·ÎÏ›Ԣ, ı· ¤¯Ô˘Ó ÙËÓ Â˘Î·ÈÚ›· Ó· ÂÚÈÁÚ¿„Ô˘Ó ÙÔÓ «I¢ANIKO KO™MO», fiˆ˜ ÂΛӷ ÙÔÓ ÔÚ·Ì·Ù›˙ÔÓÙ·È, ·ÔÙ˘ÒÓÔÓÙ·˜ ÙȘ ȉ¤Â˜ ÙÔ˘˜ Û ˙ˆÁÚ·ÊÈ΋, Ô›ËÛË ‹ ¤ÎıÂÛË. H ÂΉ‹ÏˆÛË ı· Â›Ó·È ANOIKTH ÁÈ· ÙÔ ÎÔÈÓfi.
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KENTPO ZøH™: ŒÓ· ™ˆÌ·ÙÂ›Ô ÁÈ· ÙËÓ YÔÛÙ‹ÚÈÍË ÙˆÓ AÙfiÌˆÓ Ô˘ ˙Ô‡Ó Ì HIV/AIDS
BÚ¿‚¢ÛË ÙÔ˘ K¤ÓÙÚÔ˘ Zˆ‹˜ ·fi ÙÔÓ Ù. ¶Úfi‰ÚÔ Ù˘ ¢ËÌÔÎÚ·Ù›·˜. TÔ ‚Ú·‚Â›Ô ·Ú·Ï·Ì‚¿ÓÂÈ Ë ¶Úfi‰ÚÔ˜ ÙÔ˘ K¤ÓÙÚÔ˘ Zˆ‹˜ §¤Ï· MfiÌÔ˘
ñ K· MfiÌÔ˘, ÁÓˆÚ›˙ˆ ˆ˜ ›ÛÙ ¶Úfi‰ÚÔ˜ ÂÓfi˜ ™ˆÌ·Ù›Ԣ ÙÔ ÔÔ›Ô ÛÙËÚ›˙ÂÈ Û˘Ó·ÓıÚÒÔ˘˜ Ì·˜ Ô˘ ˙Ô˘Ó Ì ÙÔ HIV/AIDS. £· ı¤Ï·Ù ӷ Ì·˜ ÂÓËÌÂÚÒÛÂÙ ÂÚÈÛÛfiÙÂÚÔ ÁÈ’ ·˘Ùfi ÙÔ ı¤Ì·; §¤Ï· MfiÌÔ˘: TÔ ™ˆÌ·ÙÂ›Ô ÔÓÔÌ¿˙ÂÙ·È K¤ÓÙÚÔ Zˆ‹˜ Î·È È‰Ú‡ıËΠÙÔ NԤ̂ÚÈÔ ÙÔ˘ 1991 Ì ȉȈÙÈ΋ ÚˆÙÔ‚Ô˘Ï›·. E›Ó·È ¤Ó· ·Ó·ÁÓˆÚÈṲ̂ÓÔ, ÌË ÎÂÚ‰ÔÛÎÔÈÎfi ۈ̷ÙÂ›Ô ÙÔ ÔÔ›Ô ÚÔÛʤÚÂÈ ˘ËÚÂۛ˜ Ô˘ ηχÙÔ˘Ó ¤Ó· ¢ڇ Ê¿ÛÌ· ·Ó·ÁÎÒÓ ÙˆÓ ·ÙfiÌˆÓ Ô˘ ˙Ô˘Ó Ì HIV/AIDS (ÔÚÔıÂÙÈÎÔ›), ÙˆÓ ÔÈÎÔÁÂÓÂÈÒÓ ÙÔ˘˜, ·ÏÏ¿ Î·È ÙÔ˘ ¢ڇÙÂÚÔ˘ ÏËı˘ÛÌÔ‡. ñ ¶Ô‡ ‚·Û›˙ÂÙ·È Ë ÏÂÈÙÔ˘ÚÁ›· ÙÔ˘ K¤ÓÙÚÔ˘ Zˆ‹˜; §.M.: TÔ K¤ÓÙÚÔ ÏÂÈÙÔ˘ÚÁ› ¯¿ÚË ÛÙËÓ ÔχÙÈÌË Î·È ·ÎÔ‡Ú·ÛÙË ÚÔÛÊÔÚ¿ ÙˆÓ ÂıÂÏÔÓÙÒÓ ÙÔ˘, ÔÈ ÔÔ›ÔÈ Âηȉ‡ÔÓÙ·È Û ÂȉÈο ÛÂÌÈÓ¿ÚÈ·, Ù· ÔÔ›· ‰ÈÔÚÁ·ÓÒÓÔÓÙ·È ‰‡Ô ÊÔÚ¤˜ ÂÙËÛ›ˆ˜. A˘Ù‹ ÙË ÛÙÈÁÌ‹, 80 ÂıÂÏÔÓÙ¤˜ ÚÔÛʤÚÔ˘Ó ÂÚÁ·Û›· ÛÙÔ K¤ÓÙÚÔ Ë ÔÔ›· ¤¯ÂÈ Û·Ó Î‡ÚÈÔ˘˜ ¿ÍÔÓ˜ ÙÔ Û‚·ÛÌfi ÚÔ˜ ÙÔ Û˘Ó¿ÓıÚˆÔ Î·È ÙËÓ ·fiÏ˘ÙË Â¯Â̇ıÈ·. ñ TÈ ˘ËÚÂۛ˜ ÚÔÛʤÚÂÈ ÙÔ K¤ÓÙÚÔ ÁÈ· ÙËÓ ˘ÔÛÙËÚ›ÍË ÙˆÓ ÔÚÔıÂÙÈÎÒÓ;
§.M.: ¶·Ú¤¯ÂÈ ‰ˆÚÂ¿Ó ÎÔÈÓˆÓÈ΋ Î·È „˘¯ÔÏÔÁÈ΋ ˘ÔÛÙ‹ÚÈÍË. E›Û˘, ÚÔÛʤÚÂÈ ¤ÎÙ·ÎÙË ÔÈÎÔÓÔÌÈ΋ ÂÓ›Û¯˘ÛË ÁÈ· ÙËÓ ÛÙ‹ÚÈÍË ÔÚÔıÂÙÈÎÒÓ ·ÙfiÌˆÓ Ô˘ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó ÔÈÎÔÓÔÌÈο ÚÔ‚Ï‹Ì·Ù·, ÒÛÙ ӷ ηχ„Ô˘Ó ¿ÌÂÛ˜ Î·È ‚·ÛÈΤ˜ ·Ó¿ÁΘ. – TÔ K¤ÓÙÚÔ H̤ڷ˜ Â›Ó·È ¤Ó·˜ ÂȉÈο ‰È·ÌÔÚʈ̤ÓÔ˜ ¯ÒÚÔ˜ Û˘Ó¿ÓÙËÛ˘, ÂÓË̤ڈÛ˘ Î·È „˘¯·ÁˆÁ›·˜ ÙˆÓ ÔÚÔıÂÙÈÎÒÓ Î·È Â›Ó·È Ô ÌÔÓ·‰ÈÎfi˜ ¯ÒÚÔ˜ ÛÙËÓ EÏÏ¿‰· Ô˘ ÏÂÈÙÔ˘ÚÁ› Ì’ ·˘Ùfi ÙÔ ÛÎÔfi. M¤Û· ÛÙ· Ï·›ÛÈ· ‰Ú·ÛÙËÚÈÔÙ‹ÙˆÓ ÙÔ˘ K¤ÓÙÚÔ˘ YÁ›·˜ ‰ÈÔÚÁ·ÓÒÓÔÓÙ·È ÔÌÈϛ˜ ÁÈ·ÙÚÒÓ, ·ÏÏ¿ Î·È ÌÔ˘ÛÈΤ˜ ‚Ú·‰È¤˜ Î·È ÂΉÚÔ̤˜ ÙˆÓ ÌÂÏÒÓ Ì·˜. – TÔ Info Centre ÊÈÏÔÍÂÓÂ›Ù·È ÛÙÔ ¯ÒÚÔ ÙÔ˘ K¤ÓÙÚÔ˘ H̤ڷ˜ Î·È ·ÔÙÂÏÂ›Ù·È ·fi ÌÈ· ·›ıÔ˘Û· ÂÍÔÏÈṲ̂ÓË Ì ËÏÂÎÙÚÔÓÈÎÔ‡˜ ˘ÔÏÔÁÈÛÙ¤˜. – TÔ ÚfiÁÚ·ÌÌ· Û˘ÓÙÚÔÊÈÎfiÙËÙ·˜ ÛÙ· ÓÔÛÔÎÔÌ›·, ÛÙÔ Û›ÙÈ Î·È ÛÙȘ Ê˘Ï·Î¤˜ fiÔ˘ ÂÎ·È‰Â˘Ì¤ÓÔÈ ÂıÂÏÔÓÙ¤˜ ÂÈÛΤÙÔÓÙ·È ÔÚÔıÂÙÈο ¿ÙÔÌ· Î·È ·Ú¤¯Ô˘Ó „˘¯È΋ ÛÙ‹ÚÈÍË, Û˘ÓÙÚÔÊÈ¿ ·ÏÏ¿ Î·È ‚Ô‹ıÂÈ· Û ηıËÌÂÚÈÓ¤˜, Ú·ÎÙÈΤ˜ ·Ó¿ÁΘ. – MÈ· ÈÔ ¤ÌÌÂÛË ÌÔÚÊ‹ ˘ÔÛÙ‹ÚÈ͢
¢IMHNIAIA EºHMEPI¢A °IA TON K§A¢O TH™ •ENO°§ø™™H™ EK¶AI¢EY™H™
I‰ÈÔÎÙËÛ›·: °. ¶·¯¿Î˘ - Œ„ÈÏÔÓ °Ú·ÊÈΤ˜ T¤¯Ó˜ EΉfiÙ˘: °. ¶·¯¿Î˘ ¢È¢ı˘ÓÙ‹˜: °. ¶·¯¿Î˘ AÙÂÏȤ: MEMºI™ AE, ™ˆÎÚ¿ÙÔ˘˜ 23, Aı‹Ó·, TËÏ.: 210-5240728 EÎÙ‡ˆÛË: MÔ˘ÎÔ˘‚¿Ï·˜ AE ∂ÈÙÚ¤ÂÙ·È Ë ÌÂÚÈ΋ ‹ ÔÏÈ΋ ·Ó·‰ËÌÔÛ›Â˘ÛË ‹ ÁÈ· ÔÔÈÔÓ‰‹ÔÙ ÏfiÁÔ ¯Ú‹ÛË Ì¤ÚÔ˘˜ ‹ fiÏ˘ Ù˘ ‡Ï˘ Ù˘ ÂÊËÌÂÚ›‰·˜ Ì ··Ú·›ÙËÙË ÚÔ¸fiıÂÛË ÙËÓ ¤ÁÁÚ·ÊË ¿‰ÂÈ· ÙÔ˘ ÂΉfiÙË.
·Ú¤¯ÂÙ·È Ì¤Û· ·fi ÙËÓ ¤Î‰ÔÛË ÙÔ˘ ÂÚÈÔ‰ÈÎÔ‡ ÙÔ˘ K¤ÓÙÚÔ˘ Zˆ‹Á˜, «™˘Ó¿ÓıÚˆÔ˜» ÙÔ ÔÔ›Ô ‰È·Ó¤ÌÂÙ·È ‰ˆÚÂ¿Ó ÛÙ· ÓÔÛÔÎÔÌ›· fiÔ˘ ÓÔÛËχÔÓÙ·È ÔÈ ÔÚÔıÂÙÈÎÔ›. E›Ó·È ¤Ó· ÂÚÈÔ‰ÈÎfi ÂÓËÌÂÚˆÙÈÎÔ‡ ¯·Ú·ÎÙ‹Ú· Û ı¤Ì·Ù· Ô˘ ·ÊÔÚÔ‡Ó ÛÙÔ HIV Î·È ÛÙÔ AIDS, ηıÒ˜ Î·È ı¤Ì·Ù· ÁÂÓÈÎÔ‡ ÂӉȷʤÚÔÓÙÔ˜. ñ OÈ ˘ËÚÂۛ˜ ·˘Ù¤˜ ·Ú¤¯ÔÓÙ·È ÌfiÓÔ Û ŒÏÏËÓ˜ ˘ËÎfiÔ˘˜; §.M.: OÈ ˘ËÚÂۛ˜ Ì·˜ ‰ÂÓ ÂÚÈÔÚ›˙ÔÓÙ·È ÛÙÔ˘˜ ŒÏÏËÓ˜ ÔÚÔıÂÙÈÎÔ‡˜. TÔ K¤ÓÙÚÔ Zˆ‹˜ ÛÙËÚ›˙ÂÈ ÔÈÎÈÏÔÙÚfiˆ˜ (ÎÔÈÓˆÓÈο, „˘¯ÔÏÔÁÈο, ˘ÏÈο) ÙȘ ¢·ı›˜ ÎÔÈÓˆÓÈο ÔÌ¿‰Â˜ ÙˆÓ ÔÚÔıÂÙÈÎÒÓ ÔÈÎÔÓÔÌÈÎÒÓ ÌÂÙ·Ó·ÛÙÒÓ Î·È ÙˆÓ ·ÈÙÔ‡ÓÙˆÓ ¿Û˘ÏÔ. T· ÚÔ‚Ï‹Ì·Ù· ÙˆÓ Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ ÔÌ¿‰ˆÓ ÂÌÊ·Ó›˙ÔÓÙ·È ‰ÈÔÁΈ̤ӷ ÏfiÁˆ ÔÏÏÒÓ ·Ú·ÁfiÓÙˆÓ fiˆ˜ Ë ÁÏÒÛÛ·, Ë ¤ÏÏÂÈ„Ë ˘ÔÛÙËÚÈÎÙÈÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ (ÔÈÎÔÁ¤ÓÂÈ·, Ê›ÏÔÈ), ÙÔ „˘¯ÔÏÔÁÈÎfi ˘fi‚·ıÚÔ fiÙ·Ó .¯. ÛÙË ¯ÒÚ· ÚÔ¤ÏÂ˘Û‹˜ ÙÔ˘˜ ¤¯Ô˘Ó ˘ÔÛÙ› ‚·Û·ÓÈÛÌÔ‡˜ ‹ ¤¯Ô˘Ó ‰Èˆ¯ı› ‚›·È· ·ÏÏ¿ Î·È ÁÈ· ÔÈÎÔÓÔÌÈÎÔ‡˜ ÏfiÁÔ˘˜ ·ÊÔ‡ ÔÈ Û˘ÁÎÂÎÚÈ̤Ó˜ ÔÌ¿‰Â˜ ‰ÂÓ ¤¯Ô˘Ó ÔÈÎÔÓÔÌÈΤ˜ ·ÔÏ·‚¤˜ ·fi ÙÔ ¶ÚÔÓÔÈ·Îfi Û‡ÛÙËÌ·. A˘Ùfi ÛËÌ·›ÓÂÈ fiÙÈ ·Ó ÓÔÛËÏ¢ÙÔ‡Ó ‹ ¯¿ÛÔ˘Ó ÙËÓ ÂÚÁ·Û›· ÙÔ˘˜, ‰˘ÛÎÔχÔÓÙ·È ¿Ú· Ôχ Ó· ηχ„Ô˘Ó ÙȘ ‚·ÛÈΤ˜ ÙÔ˘˜ ·Ó¿ÁΘ. ñ ™Â ÔÈÔ˘˜ ¿ÏÏÔ˘˜ ÙÔÌ›˜ ‰Ú·ÛÙËÚÈÔÔÈÂ›Ù·È ÙÔ K¤ÓÙÚÔ Zˆ‹˜; §.M.: M›· ÛËÌ·ÓÙÈ΋ –ÏfiÁˆ Ù˘ ¤ÏÏÂȄ˘ ÂÓË̤ڈÛ˘ ·fi ÎÚ·ÙÈÎÔ‡˜ ÊÔÚ›˜– ‰Ú·ÛÙËÚÈfiÙËÙ¿ Ì·˜ Â›Ó·È ÙÔ ¶ÚfiÁÚ·ÌÌ· EÓË̤ڈÛ˘ ¶ÏËı˘ÛÌÔ‡. EȉÈο ÂÎ·È‰Â˘Ì¤ÓÔÈ ÂıÂÏÔÓÙ¤˜ ‰ÈÂÍ¿ÁÔ˘Ó ÔÌÈϛ˜ Û ÂÎ·È‰Â˘ÙÈο ȉڇ̷ٷ Î·È ¯ÒÚÔ˘˜ ÂÚÁ·Û›·˜ ÛÙËÓ AÙÙÈ΋ ·ÏÏ¿ Î·È ÛÙËÓ ÂÚÈʤÚÂÈ· Ì ÛÙfi¯Ô ÙËÓ ÚfiÏË„Ë ÙÔ˘ AIDS. E›Û˘, ‰ÈÔÚÁ·ÓÒÓÔ˘Ì ÂΉËÏÒÛÂȘ fiˆ˜ Ù· ‰‡Ô Bazaar Ì·˜ Ì ·ÊÔÚÌ‹ ÙËÓ 1Ë ¢ÂÎÂÌ‚Ú›Ô˘, ¶·ÁÎfiÛÌÈ· H̤ڷ K·Ù¿ ÙÔ˘ AIDS Î·È ÙȘ ÁÈÔÚÙ¤˜ ÙÔ˘ ¶¿Û¯· ·ÏÏ¿ Î·È ı·ÙÚÈΤ˜ ·Ú·ÛÙ¿ÛÂȘ Ì ÛÎÔfi ÙËÓ Â˘Ú‡ÙÂÚË Â˘·ÈÛıËÙÔÔ›ËÛË Î·È ÂÓË̤ڈÛË ÙÔ˘ ÏËı˘ÛÌÔ‡ ηıÒ˜ Î·È ÁÈ· ÙËÓ Â͇ÚÂÛË ÔÈÎÔÓÔÌÈÎÒÓ fiÚˆÓ. E›Ì·ÛÙ ÂÚ‹Ê·ÓÔÈ Ô˘ ÏfiÁˆ ÙÔ˘ ÔÏ˘‰È¿ÛÙ·ÙÔ˘ ¤ÚÁÔ˘ Ì·˜, ÙÔ K¤ÓÙÚÔ Zˆ‹˜ ‚Ú·‚‡ÙËΠÛÙÔ ‰È·ÁˆÓÈÛÌfi NËÛ›‰Â˜ ¶ÔÈfiÙËÙ·˜ 2003 ·fi ÙÔÓ Ù. ¶Úfi‰ÚÔ Ù˘ ¢ËÌÔÎÚ·Ù›·˜ ·ÚÈÔ KˆÛÙ‹ ™ÙÂÊ·ÓfiÔ˘ÏÔ. ñ M ÔȘ ¿ÏϘ ÔÚÁ·ÓÒÛÂȘ Û˘ÓÂÚÁ¿˙ÂÙ·È ÙÔ K¤ÓÙÚÔ Zˆ‹˜; §.M.: TÔ K¤ÓÙÚÔ Zˆ‹˜ Û˘ÓÂÚÁ¿˙ÂÙ·È Ì ÙÔ ·ÚÌfi‰ÈÔ fiÚÁ·ÓÔ ÙÔ˘ YÔ˘ÚÁ›Ԣ YÁ›·˜ Î·È KÔÈÓˆÓÈ΋˜ AÏÏËÏÂÁÁ‡Ë˜ K.E.E.§., ÙË °ÂÓÈ΋ °Ú·ÌÌ·Ù›· N¤·˜ °ÂÓÈ¿˜ Î·È Û˘ÌÌÂÙ¤¯ÂÈ ÛÙËÓ EÈÛÙËÌÔÓÈ΋ EÈÙÚÔ‹ EıÂÏÔÓÙÈÛÌÔ‡ ηıÒ˜ Î·È ÛÙÔÓ ¶·ÓÂ˘Úˆ·˚Îfi ™˘Ó·ÛÈÛÌfi MKO ÁÈ· ÙÔ HIV/AIDS AIDS ACTION EUROPE.
ñ M ÔÈÔ ÙÚfiÔ ı· ÌÔÚÔ‡Û ηÓ›˜ Ó· ˘ÔÛÙËÚ›ÍÂÈ ÙÔ K¤ÓÙÚÔ Zˆ‹˜; §.M.: Y¿Ú¯Ô˘Ó ·ÚÎÂÙÔ› ÙÚfiÔÈ ˘ÔÛÙ‹ÚÈ͢. – M ÌÈ· ¯ÚËÌ·ÙÈ΋ ‰ˆÚ¿ ÛÙÔÓ TÚ·Â˙ÈÎfi §ÔÁ·ÚÈ·ÛÌfi Ù˘ Alpha Bank: AÚ. §ÔÁ·ÚÈ·ÛÌÔ‡: 111002002001060. – YÈÔıÂÙÒÓÙ·˜ οÔÈ· ¿ÁÈ· ¤ÍÔ‰· (.¯. ÏÔÁ·ÚÈ·ÛÌÔ‡˜, ÌÈÛıÔ‡˜). – M ÙÔ Ó· Á›ÓÂÈ Û˘Ó‰ÚÔÌËÙ‹˜ ÙÔ˘ ÂÚÈÔ‰ÈÎÔ‡ ™˘Ó¿ÓıÚˆÔ˜. – ¢›ÓÔÓÙ·˜ ÏËÚÔÊÔڛ˜ Î·È Ù¯ÓÔÁÓˆÛ›· ÁÈ· ÙËÓ ·‡ÍËÛË ÙˆÓ ÔÈÎÔÓÔÌÈÎÒÓ fiÚˆÓ. – ¢ÈÔÚÁ·ÓÒÓÔÓÙ·˜ ÌÈ· ÂΉ‹ÏˆÛË Ì ÛÎÔfi ÙËÓ ÔÈÎÔÓÔÌÈ΋ ÂÓ›Û¯˘ÛË ÙÔ˘ ۈ̷Ù›Ԣ. – ¶ÚÔÛʤÚÔÓÙ·˜ ··Ú·›ÙËÙË ˘ÏÈÎÔÙ¯ÓÈ΋ ˘Ô‰ÔÌ‹. – BÔËıÒÓÙ·˜ ÛÙË ‰ËÌÔÛÈÔÔ›ËÛË Î·È ÚÔÒıËÛË ÙˆÓ ÛÎÔÒÓ ÙÔ˘ ۈ̷Ù›Ԣ. – ¶ÚÔÛˆÈο, Ì ÙËÓ ¤ÓÙ·Í‹ ÙÔ˘ ÛÙÔ ÚfiÁÚ·ÌÌ· ÙˆÓ ÂıÂÏÔÓÙÒÓ.
ñ ¶Ò˜ ı· ÌÔÚÔ‡Û ηÓ›˜ Ó· ¤ÚıÂÈ Û ·ʋ Ì ÙÔ K¤ÓÙÚÔ Zˆ‹˜; §.M.: TÔ K¤ÓÙÚÔ Zˆ‹˜ ‚Ú›ÛÎÂÙ·È ÛÙËÓ Ô‰fi ¢ÈÔ¯¿ÚÔ˘˜ 9 (›Ûˆ ·fi ÙÔ Hilton), 115 28 Aı‹Ó·. T· ÙËϤʈӷ ÂÈÎÔÈÓˆÓ›·˜ ›ӷÈ: 2107257617, 210-7233848, 210-7294747, ÙÔ Ê·Í: 210-7240425 Î·È ÙÔ E-mail: [email protected]. OÈ ÒÚ˜ ÏÂÈÙÔ˘ÚÁ›·˜ ηıËÌÂÚÈÓ¿ ›ӷÈ: 09.00-15.00 Î·È ÁÈ· ÙÔ K¤ÓÙÚÔ H̤ڷ˜: ¢Â˘Ù¤Ú·, TÂÙ¿ÚÙË 18.30-22.00 ñ Y¿Ú¯ÂÈ ÙËÏÂʈÓÈ΋ ÁÚ·ÌÌ‹ fiÔ˘ ı· ÌÔÚÔ‡Û οÔÈÔ˜ Ó· ÏËÚÔÊÔÚËı› Î·È Ó· ÂÓËÌÂÚˆı› ÁÈ· ÙÔ AIDS; §.M.: N·È. E›Ó·È Ë TËÏÂʈÓÈ΋ °Ú·ÌÌ‹ AIDS Aı‹Ó·˜: 210-7222222, Ë TËÏÂʈÓÈ΋ °Ú·ÌÌ‹ AIDS £ÂÛÛ·ÏÔӛ΢: 2310-422021 Î·È Ë TËÏÂʈÓÈ΋ °Ú·ÌÌ‹ §A´™: 2103303306. ™·˜ ¢¯·ÚÈÛÙÒ ÁÈ· ÙÔ ÂӉȷʤÚÔÓ Û·˜ Î·È ¯¿ÚËη Ôχ ÁÈ· ÙË Û˘Ó¿ÓÙËÛ‹ Ì·˜.
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™Â ÂÚ›ÙˆÛË ¯ÂÈÚfiÁÚ·Ê˘ – ¤ÓÙ˘Ë˜ ÌÔÚÊ‹˜ Ô Û˘ÓÔÏÈÎfi˜ ·ÚÈıÌfi˜ ÂÁÁÚ·ÊÒÓ ‰ÂÓ ı· Ú¤ÂÈ Ó· ÍÂÂÚÓ¿ ÙȘ ‰¤Î· (Û˘ÓÔÏÈο ÂÏ¿Ù˜ Î·È ÚÔÌËıÂ˘Ù¤˜). ŸÛÔÈ ÙËÚÔ‡Ó ¯ÂÈÚfiÁÚ·Ê· ÙÔ ‚È‚Ï›Ô EÛfi‰ˆÓ – EÍfi‰ˆÓ ÌÔÚÔ‡Ó, ÁÈ· ÙËÓ ‰ËÌÈÔ˘ÚÁ›· ÙÔ˘ ηٿÏÏËÏÔ˘ ·Ú¯Â›Ô˘, Ó· ¯ÚËÛÈÌÔÔÈÔ‡Ó ÙËÓ ÂȉÈ΋ ÂÊ·ÚÌÔÁ‹ Ô˘ ¤¯ÂÈ ·Ó·Ù‡ÍÂÈ Ë °ÂÓÈ΋ °Ú·ÌÌ·Ù›· ¶ÏËÚÔÊÔÚÈÎÒÓ ™˘ÛÙËÌ¿ÙˆÓ, Î·È Ë ÔÔ›· ‰È·Ù›ıÂÙ·È ‰ˆÚÂ¿Ó ·fi ÙÔ ‰È·‰›ÎÙ˘Ô. °È· Ó· Á›ÓÂÈ Ë ˘Ô‚ÔÏ‹ ̤ۈ ‰È·‰ÈÎÙ‡Ô˘ ··ÈÙÂ›Ù·È Ë ÂÁÁÚ·Ê‹ ÛÙÔ www. taxisnet.gr ÙÔ˘Ï¿¯ÈÛÙÔÓ ‰¤Î· Ë̤Ú˜ ÚÈÓ ÙËÓ ËÌÂÚÔÌËÓ›· ˘Ô‚ÔÏ‹˜. EȉÈο ÁÈ· ʤÙÔ˜, Ë ˘Ô‚ÔÏ‹ ÌÔÚ› Ó· Á›ÓÂÈ Ì ‰ÈÛΤٷ Î·È ÛÙȘ ·ÚÌfi‰È˜ ¢.O.Y. HÌÂÚÔÌËÓ›· ˘Ô‚ÔÏ‹˜
IANOYAPIO™ ñ YÔ‚ÔÏ‹ A¶¢ IKA ÙÚÈÌ‹ÓÔ˘ 1/10-31/12 ˆ˜ ÂÍ‹˜ : ·. ¯ÂÈÚfiÁÚ·ÊË ‹ ‰ÈÛΤٷ 11-18/1 ·Ó¿ÏÔÁ· Ì ÙÔ ÙÂÏÂ˘Ù·›Ô „ËÊ›Ô AME ‚. Internet ̤¯ÚÈ 31/1 ñ Afi 20/1 ˘Ô‚ÔÏ‹ ÛÙË ¢.O.Y ÚÔÛˆÚÈÓ‹˜ ‰‹ÏˆÛ˘ ÁÈ· ÙÔ ºMY Ô˘ ·Ú·ÎÚ·Ù‹ıËΠÛÙÔ ‰›ÌËÓÔ 1/1131/12 ñ M¤¯ÚÈ 31/1 ÏËڈ̋ ÙˆÓ ÂÈÛÊÔÚÒÓ IKA ¢ÂÎÂÌ‚Ú›Ô˘ ™˘ÁÎÂÓÙÚˆÙÈΤ˜ ηٷÛÙ¿ÛÂȘ ¶ÂÏ·ÙÒÓ ¶ÚÔÌËı¢ÙÒÓ ™‡Ìʈӷ Ì ÙËÓ ¶O§. 1114/18.08.2005 ÔÈ Û˘ÁÎÂÓÙÚˆÙÈΤ˜ ηٷÛÙ¿ÛÂȘ ¶ÂÏ·ÙÒÓ – ¶ÚÔÌËı¢ÙÒÓ ˘Ô‚¿ÏÏÔÓÙ·È ˆ˜ ÂÍ‹˜: 1. HÏÂÎÙÚÔÓÈο ̤ۈ ‰È·‰ÈÎÙ‡Ô˘ 2. M¤Ûˆ ÙˆÓ K.E.¶. ÚÔÛÎÔÌ›˙ÔÓÙ·˜ Û ·˘Ù¿: ·. XÂÈÚfiÁÚ·ÊË – ŒÓÙ˘Ë ÌÔÚÊ‹ ‚. HÏÂÎÙÚÔÌ·ÁÓËÙÈ΋ ÌÔÚÊ‹ (‰ÈÛΤٷ)
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Œˆ˜ 30 ™ÂÙÂÌ‚Ú›Ô˘ οı ¤ÙÔ˘˜. EȉÈο ÁÈ· ʤÙÔ˜ ˆ˜ ·ÎÔÏÔ‡ıˆ˜: Œˆ˜ 30 ™ÂÙÂÌ‚Ú›Ô˘ 2005 ÁÈ· A.º.M. Ô˘ Ï‹ÁÔ˘Ó 1 Î·È 2 Œˆ˜ 21 OÎÙˆ‚Ú›Ô˘ 2005 ÁÈ· A.º.M. Ô˘ Ï‹ÁÔ˘Ó Û 3 Î·È 4 Œˆ˜ 11 NÔÂÌ‚Ú›Ô˘ 2005 ÁÈ· A.º.M. Ô˘ Ï‹ÁÔ˘Ó Û 5 Î·È 6 Œˆ˜ 2 ¢ÂÎÂÌ‚Ú›Ô˘ 2005 ÁÈ· A.º.M. Ô˘ Ï‹ÁÔ˘Ó Û 7 Î·È 8 Œˆ˜ 30 ¢ÂÎÂÌ‚Ú›Ô˘ 2005 ÁÈ· A.º.M. Ô˘ Ï‹ÁÔ˘Ó Û 9 Î·È 0 ™ËÌ›ˆÛË: H ÂÎÚfiıÂÛÌË ˘Ô‚ÔÏ‹ ÙˆÓ ™˘ÁÎÂÓÙÚˆÙÈÎÒÓ Î·Ù·ÛÙ¿ÛÂˆÓ Á›ÓÂÙ·È ÌfiÓÔ ÛÙȘ ¢.O.Y. Î·È ˘Ô¯ÚˆÙÈο Ì ‰ÈÛΤٷ. Aı·Ó¿ÛÈÔ˜ ¶··Ï˘Ì¤Ú˘ ºÔÚÔÙ¯ÓÈÎfi˜ ™‡Ì‚Ô˘ÏÔ˜ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ
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 will always be up to date !
Happy Slapping Many parents believe that access to mobile technology helps to keep their children safe, and it was recently reported that 92% of 11-16-year-olds in the UK now own a mobile phone. There is, however, a worrying side to this trend: young people are, according to press reports, increasingly using their mobile phones for filming violent attacks in a phenomenon known as happy slapping. This innocuous-sounding rhyming term is thought to be a play on ‘happy snapping’, which refers to taking photographs and dates back to the early decades of the twentieth century. ‘Happy slapping’ also calls to mind the adjective ‘slap-happy’, defined in The Chambers Dictionary as ‘recklessly or boisterously happy’. A ‘happy slap’ generally involves an unprovoked attack on a stranger by a group of teenagers. The incident is filmed on a camera-equipped phone by one of the ‘happy slappers’, and the video clip can then be watched and circulated. The phenomenon is said to have begun in London during
the autumn of 2004, although its origins are difficult to pin down with any accuracy. Happy slapping became a hot topic in the media in the first half of 2005, but breathless descriptions of it as a ‘craze’ were tempered by uncertainty in some quarters about whether it was in fact anything more than a few isolated incidents linked by media hype. Several months down the line, however, happy slapping shows no sign of disappearing from the headlines. If anything, the nature of the reported attacks has become more serious, escalating from literal slaps and relatively minor scuffles to mugging, wounding with an air rifle and a suspected rape. As the violence with which happy slapping is associated becomes more disturbing, its misleadingly cheerful name seems increasingly inappropriate.
Source: Chambers Wordwatch Column Editor : Lawrence Mamas ( Betsis ELT) [email protected]
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Enseigner le français à l’ école primaire en Gréce: Supports et approche didactique en classe Par Constantin TEGOS Leçon exemple: Bonjour 1. Objectifs: Actes et situations linguistiques: - se rencontrer - saluer - dire où se trouve quelqu’un 2. Matériel didactique: - livre de l élève - cahier d’ exercices - CD ou cassette 3. Dialogue de la leçon (exemple de dialogue - document sonore) Sandrine: Bonjour Julien. Julien: Bonjour Sandrine. Sandrine: Ça va ? Julien: Oui, ça va. Et toi ? Sandrine: Ça va bien. Voilà Charlotte. Julien: Où ça ? Sandrine: Là! Julien: Salut Charlotte. Charlotte: Salut Julien. Salut Sandrine. 3.1 Nouveaux mots et expressions (explication contextuelle en français ou en grec) ñ bien, bonjour ñ et, ça va ñ là, oui ñ où, salut ñ toi, voilà 4. Suggestion de leçon et organisation 4.1 L’ amorce
Avant de créer l’ ambiance adaptée, il faut d’ abord définir ou consulter les objectifs de la leçon. Les élèves prennent connaissance du contenu du dialogue (cela peut se faire en grec): – Comment salue-t-on en français un(e) ami(e) qu’ on rencontre? – On dit: «Bonjour» et on demande: «Ça va?». – Comment dit-on où se trouve quelqu’un? «Où?» ou «Où ça?». Voilà ce que l’ on va apprendre maintenant. 4.2 Écouter Les élèves écoutent attentivement l’ enregistrement du dialogue sur CD. Libre à vous de poser déjà quelques questions: – As-tu compris le nom des enfants? Si oui, donne-les ! – Y a-t-il d’ autres petits mots que tu connais? Lesquels? Parcourons maintenant tous les mots du lexique. 4.3 Le lexique Pour que la leçon puisse se dérouler sans obstacles et que les élèves comprennent la signification des petits mots, ceux-ci seront tout simplement traduits. Parcourir cette liste ne prendra pas trop de temps. Il s’ agit d’ un premier contact. L’ intégration aura lieu progressivement à l’ aide du texte de base et des exercices de l’ unité. 4.4 Écouter et lire On écoute une première fois le dialogue. Les élèves suivent en même temps dans leur manuel. La prononciation est liée à la graphie. Si nécessaire, on répètera cette phase à volonté. 4.5 Lire et parler Les élèves répètent les phrases l’ une après l’ autre. Bien des sons typiquement français sont inconnus dans la langue maternelle. Ils se les approprieront en écoutant et en répétant (bonjour, ça, et, toi, bien, où, oui).
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4.6 Mémoriser et jouer Pour ce faire, l’ exercice de jeu de rôles est approprié. Vous indiquez l’ élève qui jouera le rôle de Sandrine ou Julien et Charlotte. Les élèves mémorisent leur partie du texte et jouent ensuite le dialogue. Ensuite ce sera le tour d’ autres élèves et on échangera les rôles. Pour gagner du temps on peut tout de suite répartir la classe en groupes de trois élèves. Les élèves en difficulté pourront utiliser le manuel (lire et parler). 4.7 Exercice d écoute Les élèves sont confrontés pour la première fois à un exercice d’ écoute dirigé. Ils écoutent le CD et exécutent ensuite les tâches demandées. Quels prénoms sont français? Yves est un prénom français. Y a-t-il dans la classe quelqu’ un qui croit avoir un prénom français ou à consonance française? Qui connaît un prénom français? Maintenant nous allons entendre plusieurs prénoms français. Nous écoutons le CD et colorons en noir les petites boules auprés des prénoms d’ origine française.
Est-ce un prénom français? 1. Pierre 2. Antonio 3. Hélène 4. Mike 5. Pedro 6. Pascale 7. Nicolas
8. Heinz 9. Françoise 10. John 11. Benoît 12. Alexandros 13. Julie 14. Elise
1. _____________________• 7. _____________________o 2. _____________________o 8. _____________________o 3. _____________________o 9. _____________________o 4. _____________________o 10. ____________________o 5. _____________________o 11. ____________________o 6. _____________________o 12. ____________________o 14. ____________________o 13. ____________________o Attention: On fait remarquer que: • le -e à la fin du mot ne se prononce pas • l accent se met en général sur l avant-dernière syllabe • le -r français se forme dans la gorge • certaines lettres à la fin d un mot ne sont la plupart du temps pas prononcées • le -h français ne se prononce pas • remarquez les accents et la cédille sur les lettres suivantes: é, è, ê, ç • lorsque le «ç» se trouve devant la voyelle «a» il se prononce comme un «s». Exemples Voilà Où Là
Françoise Hélène
Benoît
Désirée
4.8 Le savoir-écrire Cahier d exercices Les exercices écrits sont établis selon leur degré de difficulté. a. Copie C’ est un exercice du niveau répétition. Les élèves copient ce qu’ ils ont attentivement observé. b. Complète C’ est un exercice du niveau travail. Les éléves complètent les lettres pour composer des phrases qu’ ils ont étudées dans l’ unité. Exemple: Bonjour, Julien. Ça va?______________ Oui, ça va. ____________________________etc... c. Complète les sous-textes C’ est un exercice du niveau créatif. Les élèves composent un nouveau dialogue à l’ aide du vocabulaire connu et des structures employées. Exemples: i. Complète Bonj . . . Julien. Voil . Sandrine. L . ! Ç . va ? O . ça ? . a va bi . . ? etc... ii. Complète les phrases. Choisis les prÈnoms. Bonjour ____________________ Ça va ____________________ ? ____________________. Et toi ? _____________________etc... 4.9 Expression libre (jeu de rôles) Les petits mots et les expressions appris dans l unité permettront ˛ à élève de créer de nouvelles interprétations. La classe est répartie en groupes de trois. Ils se choisissent un prénom français, l’ inscrivent sur une carte et ensuite ils se l’ épinglent. Utilisant ces nouveaux prénoms, ils jouent le dialogue de la leçon «Bonjour» (se rencontrer, se saluer et dire où se trouve quelqu’ un). D’ autres exempleunités, vous sont proposées dans Bonjour les enfants. 4.10 Je retiens Le but à la fin de l unité est que les élèves retiennent l une ou l’ autre chose. Nous rejoignons en cela les compétences terminales sur le thème «apprendre à aprendre». Enfin, les mots-clés et les expressions de l’ unité sont résumés et écrits au tableau et dans le cahier des élèves.
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VOCABULARY REVISION ACTIVITIES by Nick Michelioudakis
hich is the safest place to hide information? The CIA archives or a student’s vocabulary notebook? I would go for the latter, as the former will be opened eventually, some 50 years from now. Yet although we all recognise the importance of vocabulary revision, very few of our students do it. Why? I believe it is partly that we as teachers are always trying to ‘cover new ground’ and partly that our students do not know how to go about it. Take 1 minute to think about the following 2 questions. * How do your students record unknown words in their notebooks? * Do they revise them? And if so, how? Now compare your answers with those at the end of the article – any similarities? *
W
Why Vocabulary Revision Activities? “Vocabulary cannot be taught – it has to be learned” (Rivers in Thornbury, 2002). The implications of this are enormous. Because of the importance of vocabulary and the sheer amount of lexical items to be learned we cannot rely on a process of accretion, whereby we ‘feed’ learners a few words at a time and hope for the best. By exposing them to a range of strategies we can achieve one or more of the following: * We increase learners’ awareness of how they learn/remember words * We encourage good learning habits * We help them discover the learning style that suits them best * We make them more independent * We encourage them to become active learners
PART A’
The Activities (Idea taken from Gairns & Redman, What follows is a sequence of 9 1986). activities which can be used as one Comments: This is the only activity lesson (of which might take approximately 90 some time, but it is minutes) in a class well worth it, as it or in 1-1 teaching forms the basis for all Nick Michelioudakis (B. Econ., and at all levels, the others. It also (though you might addresses an Dip. RSA, MSc [TEFL]) has been want to use important problem working in the field of ELT for slightly different found in almost all more years than he cares to words!). The main students’ notebooks: point, however, is the words are listed remember. He likes to think of not the words but there at random. himself as a ‘front-line teacher’ the activities This is inevitable themselves which during the lesson, but and is particularly interested in the students can students should later one-to-one teaching. When he subsequently use go back and is not struggling with students, when revising for reorganize them themselves. In the (Thornbury, 2002). he likes to spend his time in a interests of clarity “Words are like swimming pool or playing chess. books” (H. Puchta, and ease, students are given a list of TESOL Convention 50 words that fall 2001): in the same ‘neatly’ into way that if you have categories and lend themselves to 1,000 books it is difficult to find the one you manipulation by means of the other activities want unless you put them on different that we are going to look at below. In ‘real shelves, sorting words in groups facilitates life’ that would be a list of words that the both retention and retrieval (Nation, 2001). students have encountered in previous Activity 2: Focusing. [Students simply look at lessons. the words and highlight the ones they do not Activity 1: Grouping. [Students look at a list of recall, or the ones they might find the most words (like the one at the end of the article) difficult to retrieve or use] (Mc Carthy & O’Dell, and try to divide them into 5 categories. While 1994). doing that, they have to find a suitable name Comments: When students do actually look for the category. They then place the words ‘around’ the ‘headword’ like in a mind-map] at the vocabulary in their notebooks, they do
[]
so indiscriminately and if asked to revise the words they have recorded they will study them for much the same reason that Hillary climbed Everest – because they are there! Yet not all of them are equally useful or equally unfamiliar to students. Hence, it makes sense for us to encourage them to select what they focus on. Indeed, one of the distinguishing features of the good student is that s/he is selective (Chamot, Barnhardt, ElDinary, Robbins 1999) and such students know that the highlighter is one of their strongest weapons! Activity 3: Brainstorming. [Students look at the words in a particular group, and try to recall others belonging to the same category] (Thornbury, 2002). Comments: On the face of it, this may look both unnecessary and counterproductive. ‘It is hard enough getting students to learn these fifty words without introducing any new ones!’ one might say. Yet this is not so for three reasons: a) The activity forces students to do something active by tapping the vocabulary already at their command. b) By trying to think of words in the same field students subconsciously start making links between these and the new ones (Chamot, Barnhardt, El-Dinary, Robbins 1999). c) Unless you have done this activity it is difficult to do the next one! Activity 4: Linking. [Students literally ‘link’ two or more words in a category by finding some feature they have in common or some (semantic) way in which they are connected].
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13 Comments: “Words are like boats” (H. Puchta, TESOL Convention 2001) – they tend to ‘drift away’ when you are not looking (which in the case of my students is 99% of the time!). If you want to make your boat stay put, you cast an anchor or tie it somewhere. With words, the ‘ropes’ are the links with other words. The greater the number of links, the less likely you are to forget them and the easier it will be for you to retrieve them later. Manipulating words in groups provides memory links and ‘maps’ the new words onto the students’ already existing knowledge (Chamot, Barnhardt, El-Dinary, Robbins 1999). Activity 5: Associating. [Students choose a category and they try to associate each word in it with some abstract/general notion, e.g. ‘Good/Bad’ or ‘Past/Present/Future’ – but they need to say why]. Comments: This activity achieves 3 aims: Firstly, it creates a link between a word and a ‘notion’ this time. Secondly, it raises the students’ awareness of the need to record not only the meaning but the connotations of a word as this may be particularly important sometimes. Finally, it shows students that the way to learn vocabulary is very often a personal one, as different people might classify the same word differently (Ellis & Sinclair, 1989). Activity 6: Pairing. [Students try to find a ‘partner’ for the words in a particular group (this works best for adjectives or verbs – e.g. cunning / a cunning fox, or cast / to cast a vote)] Comments: How many times have your students come up with something like x ‘We wrote a test today’ x or x ‘He put me a bad mark’ x? (the latter accompanied by various expletives!). This is partly due to MTI (mother tongue interference) but also in part due to the students’ habit of recording words in isolation (e.g. vote = „‹ÊÔ˜ / hence why not x ‘throw a vote’ x or x ‘drop a vote’ x ?). This activity aims to drive home the importance of collocation, in other words to show students that a word is virtually useless for productive purposes unless they know what other words it goes with. In addition, knowledge of typical collocations reduces the students’ cognitive load in production (Lewis, 2000). Activity 7: Using. [Similar to ‘Linking’, only here students have to link two or more words by making a sentence containing them]. (Mc Carthy & O’Dell, 1994). Comments: The purpose of this activity is not only to correct mistakes that students may make in production, but rather to ‘print’ the words in their minds. It kills two birds with one stone; a) it creates yet another ‘link’ between 2 words and b) according to the ‘depth of processing’ hypothesis students are more likely to remember a lexical item if they are actively engaged with it rather than if they just look at it and try to remember it (Thornbury, 2002).
We would like to thank TESOL GREECE for the kind submission of the article. O ™‡Ó‰ÂÛÌÔ˜ K·ıËÁËÙÒÓ °·ÏÏÈ΋˜ °ÏÒÛÛ·˜ ¶.E. ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙÔ MÔÚʈÙÈÎfi TÌ‹Ì· Ù˘ °·ÏÏÈ΋˜ ¶ÚÂۂ›·˜, ‰ÈÔÚÁ·ÓÒÓÂÈ EÈÌÔÚʈÙÈÎfi ™ÂÌÈÓ¿ÚÈÔ ÁÈ· ηıËÁËÙ¤˜ °·ÏÏÈ΋˜ ÛÙË X›Ô, ÛÙȘ 3 Î·È 4 ¢ÂÎÂÌ‚Ú›Ô˘ 2005. °È· ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜ ÌÔÚ›Ù ӷ ÂÈÛÎÂÊı›Ù ÙÔ site ÙÔ˘ ™˘Ó‰¤ÛÌÔ˘: www.opf.gr TÔ ¢.™.
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Saturday, 21 January, 18.00 The Indianapolis University Cultural Center. (the Goulandris-Horn Foundation in Plaka). PITA CUTTING AND TAVERNA EVENING. Confirmed speaker: Malcolm Mann. Further details to be announced soon. Saturday, 4 February 5th ANNUAL TESOL Greece PATRAS EVENT “Culture Through Language Teaching” Venue and speakers to be announced soon Saturday 18th and Sunday 19th March Hellenic American Union, Athens, Greece 27th ANNUAL TESOL Greece CONVENTION “Feedback on Feedback: Teachers, Learners, Parents, Materials” Confirmed international speakers
http://laseldi.univ-fcomte.fr
Forthcoming European Conferences Rod Bolitho Sophie Ioannou-Georgiou Pavlos Pavlou Hester Lott Susan Jenkins Further details to be announced soon. FORTHCOMING EUROPEAN CONFERENCES TESOL-France 2005 Colloquium Learning by Action in a Professional Environment Agir pour Apprendre 18th & 19th November 2005 Télécom-Paris, 46 rue Barrault,75013 Paris http://www.tesol-france.org International Certificate Conference (ICC) Accreditation, Validation and Certification of Foreign Language Competence in Vocational Education
TESOL-SPAIN 29th. NATIONAL CONVENTION “Voices in the classroom” 24 - 26 March, 2006 Universidad Complutense, Facultad de Filolog›a A, Madrid Convention coordinator: Hilary Plass email: [email protected]
Friedrichshafen Germany 25– 27.11.2005 http://www.icc-europe.com/ DEAL Descriptive and Explanatory Adequacy in Linguistics Zentrum für Allgemeine Sprachwissenschaft, Berlin 17-19 December 2005 http://let.uvt.nl University of Amsterdam December 19-20, 2005 Workshop Variation in Inflection http://home.hum.uva.nl/variflex/Work shop.htm UNIVERSITE DE FRANCHE-COMTE LAboratoire de SEmio-Linguistique, Didactique et Informatique Constructions Verbales Et Production De Sens Besançon, 26-27-28 janvier 2006
April 2006 40TH IATEFL ANNUAL CONFERENCE AND EXHIBITION - HARROGATE UK 8- 12 April 2006 http://www.iatefl.org/ Economic and Social Research Council (ESRC) Bristol, United Kingdom 05-Jan-2006 - 06-Jan-2006 Models and Measures of Vocabulary Acquisition, Knowledge and Use: The Interface between Theory and Applications http://www.esrcsocietytoday.ac.uk/
¶∂ƒπ√¢π∫∞ MARY GLASGOW ∫¿ÓÙ ÙÒÚ· ÙÔ˘˜ Ì·ıËÙ¤˜ Û·˜ Û˘Ó‰ÚÔÌËÙ¤˜ ηÈ... οÓÙ ¯ÒÚÔ ÁÈ· Ù· ‰ÒÚ· Ì·˜! TÒÚ·, Ì ٷ ÂÚÈÔ‰Èο Mary Glasgow ÎÂÚ‰›˙Ô˘Ó ÔÈ Ì·ıËÙ¤˜ Û ÁÓÒÛË Î·È ÂÍ¿ÛÎËÛË Ù˘ ͤÓ˘ ÁÏÒÛÛ·˜, ·ÏÏ¿ Î·È ÂÛ›˜ ·fi Ù· ‰ÒÚ· Ô˘ Û·˜ ÚÔÛʤÚÔ˘ÌÂ! ∫¿ı ÊÔÚ¿ Ô˘ οÓÂÙ ÙÔ˘˜ Ì·ıËÙ¤˜ Û·˜ Û˘Ó‰ÚÔÌËÙ¤˜, ˘¤ÚÔ¯· Readers, ¯Ú‹ÛÈÌ· ÏÂÍÈο Î·È ¿ÏÏ· ‚È‚Ï›· ›ӷÈ... ¯¿ÚÈÛÌ¿ Û·˜! ¶ÏÔ‡ÛÈ· ‰ÒÚ· ÁÈ· ÙÔ ÊÚÔÓÙÈÛÙ‹ÚÈÔ, ÙÂÏ›ˆ˜ ‰ˆÚ¿Ó. ªËÓ Ù· ¯¿ÛÂÙÂ!
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¶·È‰È΋ ηÎÔÔ›ËÛË 20-40 ¯ÈÏÈ¿‰Â˜ ·È‰È¿ ηÎÔÔÈÔ‡ÓÙ·È ÛÔ‚·Ú¿ οı ¯ÚfiÓÔ! ™˘ÌÙÒÌ·Ù· - H ı¤ÛË ÙˆÓ «ÙÚ›ÙˆÓ»  ÙÔÓ fiÚÔ Î·ÎÔÔ›ËÛË ÂÓÓÔԇ̠οı ڿÍË ‹ ÂÓ¤ÚÁÂÈ· Ô˘ ‰ËÌÈÔ˘ÚÁ› ÛÙÔ ¿ÙÔÌÔ ‚Ï¿‚Ë ÛˆÌ·ÙÈο , ÓÂ˘Ì·ÙÈο ‹ Û˘Ó·ÈÛıËÌ·ÙÈο. H ηÎÔÔ›ËÛË ‰ËÌÈÔ˘ÚÁ› ›ÂÛË , Êfi‚Ô, ÂÓÔ¯‹, fiÓÔ, Ì›ˆÛË, ‰˘ÛÊÔÚ›·, ıÏ›„Ë, ·ÓÈÎfi –·ÚÓËÙÈο ‰ËÏ·‰‹ Û˘Ó·ÈÛı‹Ì·Ù· Ô˘ ‰È·Ù·Ú¿ÛÛÔ˘Ó ÙË Á·Ï‹ÓË Î·È ÙËÓ ÔÌ·Ï‹ ÂͤÏÈÍË ÙÔ˘ ·È‰ÈÔ‡ ‹ Î·È ÙÔ˘ ÂÓËÏ›ÎÔ˘ Ô˘ ÙËÓ ˘Ê›ÛٷٷÈ.
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H ηÎÔÔ›ËÛË ÌÔÚ› Ó· ÚÔ¤Ú¯ÂÙ·È ·fi ¤Ó· ¿ÙÔÌÔ, ÌÈ· ÔÌ¿‰· ·ÙfiÌˆÓ ‹ ·ÎfiÌË Î·È ·fi ÙËÓ ›‰È· ÙËÓ ÎÔÈÓˆÓ›·. ¶·Ú¿‰ÂÈÁÌ· ÎÔÈÓˆÓÈ΋˜ ηÎÔÔ›ËÛ˘ ·ÔÙÂÏ› Ô fiÏÂÌÔ˜ Ì ٷ ¯ÈÏÈ¿‰Â˜ ı‡Ì·Ù·, Ë Â›Ó·, ÙÔ ¯·ÌËÏfi ‚ÈÔÙÈÎfi Â›Â‰Ô Ô˘ ÛÙÂÚ› ·fi Ù· ·È‰È¿ Î·È ÙÔ˘˜ ÂÓ‹ÏÈÎÔ˘˜ Ôϛ٘ ‚·ÛÈο ·Á·ı¿ ˙ˆ‹˜ fiˆ˜ Ë ÌfiÚʈÛË, Ë ÂÚ›ı·Ï„Ë Î·È ÙfiÛ· ¿ÏÏ·. H ηÎÔÔ›ËÛË ·fi ¤Ó· ¿ÙÔÌÔ ÌÔÚ› Ó· Á›ÓÂÙ·È ÏÂÎÙÈο –Ì ‡‚ÚÂȘ, ·ÂÈϤ˜, ÌÂȈÙÈο Û¯fiÏÈ·, ·Ú·ÙÛÔ‡ÎÏÈ·, ·ÚÓËÙÈ΋ ÎÚÈÙÈ΋ Î·È Û˘Ó·ÈÛı‹Ì·Ù·- Ì Â΂ȷÛÌÔ‡˜, ˘ÔÛ¯¤ÛÂȘ, ·ÓÙ·ÏÏ¿ÁÌ·Ù· ‹ ۈ̷ÙÈο Ì ‚›· Ô˘ ÂΉËÏÒÓÂÙ·È Ì ¯ÂÈÚÔ‰ÈΛ·, Ì ÛÙ¤ÚËÛË Ê·ÁËÙÔ‡, ‡ÓÔ˘, ÂÍfi‰Ô˘, Ì ηı‹ÏˆÛË Î·È ÂÁÎÏÂÈÛÌfi ‹ Ì ¿ÏÏÔ˘˜ ÙÚfiÔ˘˜ ‚·Û·ÓÈÛÌÔ‡. MÈ· ¿ÏÏË ÌÔÚÊ‹ ηÎÔÔ›ËÛ˘ Â›Ó·È Ë ÂÁηٿÏÂÈ„Ë, Ë ÂÎÌÂÙ¿ÏÏ¢ÛË ‹ Ë ·Ú·Ì¤ÏËÛË ·È‰ÈÒÓ ·fi ÙÔ˘˜ ÂÓ‹ÏÈΘ ‹ ·fi ÙÔ˘˜ ÁÔÓ›˜, Ô˘ ›Ù ·‰È·ÊÔÚÔ‡Ó ÁÈ· Ù· ·È‰È¿ ÙÔ˘˜, ›Ù ٷ ¯ÚËÛÈÌÔÔÈÔ‡Ó ÁÈ· ›‰ÈÔ˘˜ ÛÎÔÔ‡˜ ÂÎı¤ÙÔÓÙ¿˜ Ù· Û ÛÔ‚·ÚÔ‡˜ ÎÈÓ‰‡ÓÔ˘˜ ÁÈ· ÙËÓ ÓÂ˘Ì·ÙÈ΋ Î·È ÙËÓ „˘¯È΋ ÙÔ˘˜ ·ÛÊ¿ÏÂÈ· Î·È ·ÎÂÚ·ÈfiÙËÙ·. T¤ÏÔ˜, ÌÈ· Ôχ ÛÔ‚·Ú‹ ÌÔÚÊ‹ ηÎÔÔ›ËÛ˘ ·ÔÙÂÏ› Ë ÛÂÍÔ˘·ÏÈ΋ ηÎÔÔ›ËÛË Ì οı Ù˘ ÌÔÚÊ‹
–·Û¤ÏÁÂÈ·, ·ÚÂÓfi¯ÏËÛË, ‚È·ÛÌfi˜. TÔ ·È‰› ÂÎÙ›ıÂÙ·È ·Ú¿ ÙË ı¤ÏËÛ‹ ÙÔ˘ Û ÂÚÂı›ÛÌ·Ù· ÛÂÍÔ˘·ÏÈÎÔ‡ ÂÚȯÔ̤ÓÔ˘ ‹ ¯ÚËÛÈÌÔÔÈÂ›Ù·È ÁÈ· ÙËÓ ÈηÓÔÔ›ËÛË ÙÔ˘ ÁÂÓÂÙ‹ÛÈÔ˘ Û˘Ó·ÈÛı‹Ì·ÙÔ˜ ÂÓfi˜ ÂÓ‹ÏÈÎÔ˘ Ì ‰È¿ÊÔÚÔ˘˜ ÙÚfiÔ˘˜, Ô˘ Â›Ó·È fiÏÔÈ ÂÁÎÏËÌ·ÙÈÎÔ›, ÁÈ·Ù› ‰ËÌÈÔ˘ÚÁÔ‡Ó ÛÙÔ ·È‰› ·›ÛıËÌ· ÓÙÚÔ‹˜, Êfi‚Ô˘, ‰˘ÛÊÔÚ›·˜, ·Ë‰›·˜, Î·È ÙÔ˘ ηٷÚÚ·ÎÒÓÔ˘Ó ÙËÓ ·˘ÙÔÂÎÙ›ÌËÛË Î·È ÙÔÓ ·˘ÙÔÛ‚·ÛÌfi ÙÔ˘. ¶·Ï·ÈfiÙÂÚË ¤Ú¢ӷ Û ·ÓÙÈÚÔÛˆÂ˘ÙÈÎfi ‰Â›ÁÌ· Ì·ıËÙÒÓ 13 -15 ¯ÚfiÓˆÓ ·fi fiÏË ÙË ¯ÒÚ·, ¤‰ÂÈÍ fiÙÈ ÙÔ 15% ÙˆÓ Ì·ıËÙÒÓ Â›¯·Ó ˘ÔÛÙ› ÛÔ‚·Ú‹ ۈ̷ÙÈ΋ ηÎÔÔ›ËÛË ·fi ÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘˜ ÙÔÓ ÙÂÏÂ˘Ù·›Ô Ì‹Ó·. ™Â ·Ó¿ÏÔÁË ÌÂϤÙË ÙÔ˘ ηıËÁËÙ‹ ¶·È‰Ô„˘¯È·ÙÚÈ΋˜ Î. TÛ¿ÓÙË ( 1997) Û ·ÓÙÈÚÔÛˆÂ˘ÙÈÎfi ‰Â›ÁÌ· ÂÓËÏ›ÎˆÓ ‰È·ÈÛÙÒıËΠˆ˜ ÙÔ 10%-15% ¤¯Ô˘Ó ˘ÔÛÙ› ۈ̷ÙÈ΋ ηÎÔÔ›ËÛË Ì›· ÙÔ˘Ï¿¯ÈÛÙÔÓ ÊÔÚ¿ ηٿ ÙËÓ ·È‰È΋ ÙÔ˘˜ ËÏÈΛ·, Û‡Ìʈӷ Ì ·Ó·ÊÔÚ¿ ÌÂϤÙ˘. ™‡Ìʈӷ Ì ÙËÓ ›‰È· ÌÂϤÙË, ÎÏÈÓÈÎfi ‰Â›ÁÌ· 200 ·È‰ÈÒÓ ‰Â›¯ÓÂÈ fiÙÈ Ë ·Ú·Ì¤ÏËÛË ·ÓËÏ›ÎˆÓ ÊÙ¿ÓÂÈ ÙÔ 52%, ‰ËÏ·‰‹ ÔÈ ÁÔÓ›˜ ‰ÂÓ ÙÔ˘˜ ÂÍ·ÛÊ·Ï›˙Ô˘Ó ‚·ÛÈΤ˜ ·ÓıÚÒÈÓ˜ ·Ó¿ÁΘ fiˆ˜ ÙÚÔÊ‹, ¤Ó‰˘ÛË, Î.Ï. T· ηÎÔÔÈË̤ӷ ·È‰È¿ ¯ÚÂÈ¿˙ÔÓÙ·È Ôχ ¯ÚfiÓÔ ·ÏÏ¿ Î·È ÙË ‚Ô‹ıÂÈ· ÙˆÓ ÂȉÈÎÒÓ ÁÈ· Ó· ÂÔ˘ÏÒÛÔ˘Ó Ù· ÙÚ·‡Ì·Ù¿ ÙÔ˘˜ Ù· ÔÔ›· ÔÏϤ˜ ÊÔÚ¤˜ ‰ÂÓ ÍÂÂÚÓÈÔ‡ÓÙ·È ÔÙ¤. T· ·ıÒ· ı‡Ì·Ù· ηٷ‰Èο˙ÔÓÙ·È Û „˘¯ÈΤ˜ Î·È „˘¯Ôۈ̷ÙÈΤ˜ ‰È·Ù·Ú·¯¤˜ ÁÈ· fiÏË ÙÔ˘˜ ÙË ˙ˆ‹. H ¤ÁηÈÚË ‰È¿ÁÓˆÛË Ù˘ ηÎÔÔ›ËÛ˘ ÌÔÚ› Ó· ‚ÔËı‹ÛÂÈ Ô˘ÛÈ·ÛÙÈο ÛÂ Û˘ÓÙÔÌfiÙÂÚË Î·È
·ÔÙÂÏÂÛÌ·ÙÈÎfiÙÂÚË ·ÓÙÈÌÂÙÒÈÛË ¤ÙÛÈ ÒÛÙ ӷ Ûˆı› ¤Ó· ·È‰›, ÁÈ ·˘Ùfi Î·È ÔÈ ÂÎ·È‰Â˘ÙÈÎÔ› Ú¤ÂÈ Ó· ÌÔÚÔ‡Ó Ó· ·Ó·ÁÓˆÚ›˙Ô˘Ó Ù· Û˘ÌÙÒÌ·Ù· Î·È Ó· ÂÓÂÚÁÔ‡Ó ¿ÌÂÛ·. °ÂÓÈο Ù· Û˘Ó‹ıË Û˘ÌÙÒÌ·Ù· Ô˘ ¤Ó· ηÎÔÔÈË̤ÓÔ ·È‰› ·ÚÔ˘ÛÈ¿˙ÂÈ Â›Ó·È Ù· ·ÎfiÏÔ˘ı·: ñ™˘¯ÓÔ› ÌÒψ˜, ÂΉÔÚ¤˜ ‹ ÂÁη‡Ì·Ù· ñAÔÊ˘Á‹ ۈ̷ÙÈ΋˜ ·ʋ˜ (·ÔÌ·ÎÚ‡ÓÂÙ·È Â¿Ó ÙÔ ·ÁÁ›ÍÂÙÂ) ñK·Ù¿ıÏÈ„Ë Î·È ·ÔÌfiÓˆÛË ·fi ÙÔ˘˜ Û˘ÌÌ·ıËÙ¤˜ ÙÔ˘ ñ™¯ÔÏÈ΋ ¿ÚÓËÛË ñ•·ÊÓÈ΋ ÙÒÛË ·fi‰ÔÛ˘ ÛÙ· Ì·ı‹Ì·Ù· ñ¶ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔÚ¿˜ Î·È ÂÈÎÔÈÓˆÓ›·˜ ñM˘ÛÙÈÎÔ¿ıÂÈ· ñEÈıÂÙÈÎfiÙËÙ· Î·È ÂÎÚ‹ÍÂȘ ÔÚÁ‹˜ ·ÓÂͤÏÂÁÎÙ˜ ñA˘ÙÔηٷÛÙÚÔÊÈ΋ ‹ Î·È ·˘ÙÔÎÙÔÓÈ΋ Û˘ÌÂÚÈÊÔÚ¿ ¶ÈÔ Û˘ÁÎÂÎÚÈ̤ӷ: MÂÚÈο ÛËÌ¿‰È· æ˘¯ÔÏÔÁÈ΋˜ K·ÎÔÔ›ËÛ˘ ñA¿ıÂÈ· ñK·Ù¿ıÏÈ„Ë ñE¯ıÚfiÙËÙ· ñEÏÏÂÈ„Ë Û˘ÁΤÓÙÚˆÛ˘ ñ¢È·ÙÚÔÊÈΤ˜ ‰È·Ù·Ú·¯¤˜ ñ¢È·Ú΋˜ ˘ÔÙ›ÌËÛË ÙÔ˘ ·˘ÙÔ‡ ÙÔ˘ «Â›Ì·È ¯·˙fi˜», «‰ÂÓ ı· Ù· ηٷʤڈ» MÂÚÈο ÛËÌ¿‰È· ™ÂÍÔ˘·ÏÈ΋˜ K·ÎÔÔ›ËÛ˘ ñAηٿÏÏËÏÔ ( ÁÈ· ÙËÓ ËÏÈΛ· ÙÔ˘ ·È‰ÈÔ‡ )ÂӉȷʤÚÔÓ ‹ ÁÓÒÛË ÂÚ› ÛÂÍÔ˘·ÏÈÎÒÓ ıÂÌ¿ÙˆÓ ñAfiÚÚÈ„Ë ÙÔ˘ ȉ›Ô˘ ÙÔ˘ ÛÒÌ·ÙÔ˜ ÙÔ˘ ·È‰ÈÔ‡ ñEÊÈ¿ÏÙ˜ Î·È Ó˘¯ÙÂÚÈÓ‹ ÂÓÔ‡ÚËÛË ñºfi‚Ô˜ ÂÓfi˜ Û˘ÁÎÂÎÚÈ̤ÓÔ˘ ·ÙfiÌÔ˘ ñA˘ÙÔÙÚ·˘Ì·ÙÈÛÌfi˜ ñ¢Ú·ÛÙÈΤ˜ ·ÏÏ·Á¤˜ ÛÙËÓ fiÚÂÍË ñ¶ÚÔÎÏËÙÈÎfiÙËÙ· ñAÈÊÓ›‰È· ÂΉ‹ÏˆÛË ·Ó·ÛÊ¿ÏÂÈ·˜ – ¶·ÏÈ̷ȉÈÛÌfi˜ ñ¶ÚÔÛ¿ıÂÈ· Ó· Â›Ó·È «Ôχ ηÏfi ·È‰›» MÂÚÈο ÛËÌ¿‰È· ¶·Ú·Ì¤ÏËÛ˘ ñAηٿÏÏËÏË ÁÈ· ÙËÓ ÂÔ¯‹ ¤Ó‰˘ÛË ñEÏÏÂÈ„Ë Î·ı·ÚÈfiÙËÙÔ˜ ñ¶Â›Ó· Oˆ˜ ¯·Ú·ÎÙËÚÈÛÙÈο ·Ó·Ê¤ÚÂÈ Û ·Ï·ÈfiÙÂÚË Û˘Ó¤ÓÙ¢ÍË Ô Úfi‰ÚÔ˜ ÙÔ˘ AÁ›·˜ ™ÔÊ›·˜-¶·›‰ˆÓ, Î. NÙ¿ÓÔ˜, «ÙÔ Î·ÎÔÔÈË̤ÓÔ
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·È‰› ·fi ¤Ó· ·È‰› ¯·ÚÔ‡ÌÂÓÔ Á›ÓÂÙ·È ¤Ó· ·È‰› Ï˘Ë̤ÓÔ. AÔÌÔÓÒÓÂÙ·È Î·È ÌÂÏ·Á¯ÔÏ› ¯ˆÚ›˜ ÂÌÊ·Ó‹ ÏfiÁÔ. ¶·‡ÂÈ Ó· ÙÚÒÂÈ Î·È ¯¿ÓÂÈ ÛˆÌ·ÙÈÎfi ‚¿ÚÔ˜. ¶·‡ÂÈ Ó· ·›˙ÂÈ, ‰ÂÓ Î¿ÓÂÈ ·Ú¤· Ì ٷ ¿ÏÏ· ·È‰È¿. E›Û˘ ¤Ó· ·È‰› Ô˘ ÂÎÙ›ıÂÙ·È Û˘Ó¤¯ÂÈ· Û ΛӉ˘ÓÔ Î·È Ù·˘Ùfi¯ÚÔÓ· ÔÈ ÁÔÓ›˜ ÙÔ˘ ‰ÂÓ ¤¯Ô˘Ó ηϤ˜ ‰È·ÚÔÛˆÈΤ˜ Û¯¤ÛÂȘ, Â›Ó·È ˘Ô„›Â˜ Ô˘ Ú¤ÂÈ Ó· ÏËÊıÔ‡Ó ÛÔ‚·Ú¿ ˘fi„Ë, ·fi fiÛÔ˘˜ ‚Ú›ÛÎÔÓÙ·È ÈÔ ÎÔÓÙ¿ ÛÙÔ ·È‰›». ŸÙ·Ó Ô ÂÎ·È‰Â˘ÙÈÎfi˜ ·Ú·ÙËÚ› Ù¤ÙÔÈ· Û˘ÌÙÒÌ·Ù·, ı· Ú¤ÂÈ Ó· ÚÔÛ·ı‹ÛÂÈ Ó· ‚ÔËı‹ÛÂÈ ÙÔ ·È‰› Ì ÙÔÓ Î·Ù¿ÏÏËÏÔ ÙÚfiÔ Î·È ¿ÌÂÛ·. H ÛȈ‹ Î·È Ë ·ÓÔ¯‹ ·ÔÙÂÏÔ‡Ó Û˘ÓÂÓÔ¯‹ Î·È Ô ÂÎ·È‰Â˘ÙÈÎfi˜ Ô˘ ÂÙ¿¯ıË ÛÙÔ «Â˘ ˙ËÓ» ÙˆÓ ·È‰ÈÒÓ Û η̛· ÂÚ›ÙˆÛË ‰Â ÌÔÚ› Ó· ·Ú·‚Ϥ„ÂÈ Î¿ÙÈ ÙfiÛÔ ·ÂÈÏËÙÈÎfi ÁÈ· ÙË ˙ˆ‹ Î·È ÙËÓ „˘¯Ôۈ̷ÙÈ΋ ÙÔ˘˜ ˘Á›·. M ‰È·ÎÚÈÙÈÎfiÙËÙ· Î·È ¯ˆÚ›˜ ›ÂÛË, ÌÔÚ› Ó· ÚˆÙ‹ÛÂÈ ÙÔ ·È‰› ·Ó ·ÓÙÈÌÂÙˆ›˙ÂÈ Î¿ÔÈÔ Úfi‚ÏËÌ· Î·È ¯ÚÂÈ¿˙ÂÙ·È ‚Ô‹ıÂÈ· Î·È Ó· ÙÔ ‰È·‚‚·ÈÒÛÂÈ fiÙÈ Â›Ó·È ÎÔÓÙ¿ ÙÔ˘ Î·È Ì·˙› ÙÔ˘. AÓ ÙÔ ·È‰› ·ÚÓËı›, ı· Ú¤ÂÈ Ó· Û‚·ÛÙ› ÙËÓ ·¿ÓÙËÛ‹ ÙÔ˘ Î·È Ó· ÚÔÛ·ı‹ÛÂÈ Ó· ÙÔ ‚ÔËı‹ÛÂÈ ˙ËÙÒÓÙ·˜ ÙË Û˘Ó‰ÚÔÌ‹ ÂȉÈÎÒÓ, fiˆ˜ ¿ÏψÛÙÂ Î·È ÛÙËÓ ÂÚ›ÙˆÛË Ô˘ ÙÔ ·È‰› ÌÔÈÚ·ÛÙ› ÙÔ Úfi‚ÏËÌ· Ì ÙÔ ‰¿ÛηÏfi ÙÔ˘. AÚÌfi‰ÈÔÈ ÊÔÚ›˜ ÁÈ· ÙËÓ ·ÓÙÈÌÂÙÒÈÛË ÂÚÈÛÙ·ÙÈÎÒÓ Î·ÎÔÔ›ËÛ˘ Â›Ó·È ÔÈ AÛÙ˘ÓÔÌÈΤ˜ AÚ¯¤˜, ÔÈ ÔÈ˘ EÈÛ·ÁÁÂÏÈΤ˜ AÚ¯¤˜., ÔÈ YËÚÂۛ˜ ¶ÚfiÓÔÈ·˜ ÙÔ˘ ÔÈΛԢ ¢‹ÌÔ˘ ‹ Ù˘ NÔÌ·Ú¯›·˜ Î·È «TÔ X·ÌfiÁÂÏÔ ÙÔ˘ ¶·È‰ÈÔ‡» Ô˘ ‰È·ı¤ÙÂÈ ÙË °Ú·ÌÌ‹ SOS 1056 Ô˘ ··ÓÙ¿ Û 24ˆÚË ‚¿ÛË Â› 365 Ë̤Ú˜ Î·È ‰¤¯ÂÙ·È Î·Ù·ÁÁÂϛ˜ ·ÎfiÌË Î·È ·ÓÒÓ˘Ì˜ ÙȘ Ôԛ˜ ÚÔˆı› ÛÙȘ ·ÚÌfi‰È˜ ·Ú¯¤˜, ÛÙËÚ›˙ÂÈ Ù· ·ıÒ· ı‡Ì·Ù· Ì οı ÙÚfiÔ (ÂÈÙfiÈ· ·Ú¤Ì‚·ÛË, ÊÈÏÔÍÂÓ›· ηÎÔÔÈËÌ¤ÓˆÓ ·È‰ÈÒÓ, Û˘Ì‚Ô˘Ï¢ÙÈ΋ ÎÏ) Î·È ÚÔˆı› ÙËÓ ÂÓË̤ڈÛË Ì ÛÙfi¯Ô ÙËÓ ÚfiÏË„Ë ÙÔ˘ Ê·ÈÓÔ̤ÓÔ˘. E˘¯·ÚÈÛÙԇ̠ıÂÚÌ¿ ÙÔ X·ÌfiÁÂÏÔ ÙÔ˘ ¶·È‰ÈÔ‡ Î·È ÙËÓ æ˘¯Ô·È‰·ÁˆÁÈ΋ ™‡Ì‚Ô˘ÏÔ Î. XÚ˘ÛԇϷ M·˘Ú¿ÎË ÁÈ· ÙËÓ ÔχÙÈÌË ‚Ô‹ıÂÈ· . TÔ X·ÌfiÁÂÏÔ ÙÔ˘ ¶·È‰ÈÔ‡, °Ú·ÌÌ‹ SOS 1056 EÏÏËÓÈ΋ EÙ·ÈÚ›· MÂϤÙ˘ Î·È ¶ÚfiÏ˄˘ Ù˘ ™ÂÍÔ˘·ÏÈ΋˜ K·ÎÔÔ›ËÛ˘ www.obrela.gr 210 7290496, 210 5242160 IÓÛÙÈÙÔ‡ÙÔ YÁ›·˜ ¶·È‰ÈÔ‡ 210 7715875
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MÈÎÚ¤˜ HOW TO BUILD THE CONFIDENCE AÁÁÂϛ˜ OF DYSLEXIC STUDENTS ñ YÔ„‹ÊÈÔ˜ ‰È‰¿ÎÙÔÚ·˜ ¶·ÓÂÈÛÙËÌ›Ô˘ AıËÓÒÓ, οÙÔ¯Ô˜ ¿‰ÂÈ·˜ ‰È‰·Ûηϛ·˜ ÛÙËÓ ·ÁÁÏÈ΋ ÁÏÒÛÛ·, Ì ÌÂÙ·Ù˘¯È·Îfi ‰›ÏˆÌ·, ˙ËÙ› Û˘ÓÂÚÁ·Û›· Ì ΤÓÙÚ· Í¤ÓˆÓ ÁψÛÛÒÓ. T Ë Ï . : 6 9 7 2 892814. ñ K·ıËÁ‹ÙÚÈ· ·ÁÁÏÈÎÒÓ Ì ÚÔ¸ËÚÂÛ›· Û fiÏ· Ù· ›‰· Î·È ÛÂÌÈÓ¿ÚÈ·, ˙ËÙ› Û˘ÓÂÚÁ·Û›· Ì ÊÚÔÓÙÈÛÙ‹ÚÈ· ÂÚÈÔ¯ÒÓ KÂÚ·ÙÛÈÓ›Ô˘ Î·È Á‡Úˆ. TËÏ.: 6938187772. ñ K·ıËÁ‹ÙÚÈ· ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ Ì ÔÏ˘ÂÙ‹ ›ڷ, ˙ËÙ› ÂÚÁ·Û›· Û ΤÓÙÚÔ Í¤ÓˆÓ ÁψÛÛÒÓ ÛÙ· ÓfiÙÈ· ÚÔ¿ÛÙÈ·. ¶ÂÚÈÔ¯¤˜ ¶. º¿ÏËÚÔ, N. ™Ì‡ÚÓ, K·ÏÏÈı¤·, N. KfiÛÌÔ˜, ÕÏÈÌÔ˜, AÚÁ˘ÚÔ‡ÔÏË, HÏÈÔ‡ÔÏË, °Ï˘Ê¿‰·, EÏÏËÓÈÎfi, BԇϷ. TËÏ.: 210-9835261, ÎÈÓ.: 6977-826466 ñ K·ıËÁ‹ÙÚÈ· ·ÁÁÏÈÎÒÓ Ì ¿‰ÂÈ· ‰È‰·Ûηϛ·˜, ˙ËÙ› ÂÚÁ·Û›· Û ÊÚÔÓÙÈÛÙ‹ÚÈÔ Í¤ÓˆÓ ÁψÛÛÒÓ Ù˘ ¶¿ÙÚ·˜. TËÏ.: 2610223428 Î·È 6937-466205. ñ O EÎ·È‰Â˘ÙÈÎfi˜ OÚÁ·ÓÈÛÌfi˜ K·Ú·Ú‹Á·˜, ÚˆÙÔfiÚÔ˜ ÛÙÔ ¯ÒÚÔ Ù˘ ÍÂÓfiÁψÛÛ˘ Âη›‰Â˘Û˘, Ô ÔÔ›Ô˜ ·Ó·Ù‡ÛÛÂÈ Î·È ÚÔˆı› ÌÈ· Ó¤· ÛÂÈÚ¿ ÚÔËÁÌ¤ÓˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ÚÔ˚fiÓÙˆÓ Î·È ˘ËÚÂÛÈÒÓ, Ô˘ ‰È·ı¤ÙÂÈ Î·Ù’ ·ÔÎÏÂÈÛÙÈÎfiÙËÙ· ÛÙËÓ EÏÏ¿‰·, ˙ËÙ¿ Ó· ÚÔÛÏ¿‚ÂÈ Aη‰ËÌ·˚Îfi ¢È¢ı˘ÓÙ‹ ηıÒ˜ Î·È ‰‡Ô ·ÓÒÙÂÚ· ÂÎ·È‰Â˘ÙÈο ÛÙÂϤ¯Ë, ÁÈ· Ï‹ÚË ‹ ÌÂÚÈ΋ ··Û¯fiÏËÛË. ¶ÚÔÛfiÓÙ·: HÏÈΛ· 28-37 ÂÙÒÓ. MÂÁ¿ÏË ÁÓÒÛË Î·È Â›Ú· ÛÙÔ ¯ÒÚÔ Ù˘ ÍÂÓfiÁψÛ˘ Âη›‰Â˘Û˘, ‚·ıÈ¿ ÁÓÒÛË ÙÔ˘ ·ÓÙÈÎÂÈ̤ÓÔ˘ ÁÏÒÛÛ·, ÔÚÁ·ÓˆÙÈΤ˜ Î·È ‰ÈÔÈÎËÙÈΤ˜ ÈηÓfiÙËÙ˜ ˘„ËÏÒÓ ÚԉȷÁÚ·ÊÒÓ Î·ıÒ˜ Î·È ÁÓÒÛË ÏÂÈÙÔ˘ÚÁ›·˜ Ù˘ ·ÁÔÚ¿˜ (marketing). B·ÛÈΤ˜ ÛÔ˘‰¤˜ AÁÁÏÈ΋ ºÈÏÔÏÔÁ›· Î·È ÌÂÙ·Ù˘¯È·ÎÔ‡˜ Ù›ÙÏÔ˘˜ MA ‹ MsC in TEFL/ESOL ‹ Applied Unguistics. ÕÚÈÛÙË ÁÓÒÛË ¯Ú‹Û˘ H/Y-MS Office Î·È ÂÈÙ˘¯Ë̤ÓË ÚÔ¸ËÚÂÛ›· Û ·Ó¿ÏÔÁË ı¤ÛË. TfiÔ˜ ÂÚÁ·Û›·˜ KËÊÈÛÈ¿/X·Ï¿Ó‰ÚÈ. AÓÙ·ÁˆÓÈÛÙÈÎfi ·Î¤ÙÔ ·Ô‰Ô¯ÒÓ. AÔÛÙ›ϷÙ ϋÚË ‚ÈÔ ÁÚ·ÊÈÎfi. Fax: 210-8019412, e-mail: [email protected]. ñ Z Ë Ù Ô ‡ Ó Ù · È Î · ı Ë Á ‹ Ù Ú È Â ˜ AÁÁÏÈÎÒÓ, °·ÏÏÈÎÒÓ Î·È °ÂÚÌ·ÓÈÎÒÓ Ì ¿‰ÂÈ· ‰È‰·Ûηϛ·˜ Î·È ÚÔ¸ËÚÂÛ›· ÁÈ· K.•.°., ÂÚÈÔ¯‹ AÊ›‰Ó·È (KÈÔ‡Úη). K·Ù¿ ÚÔÙ›ÌËÛË Î¿ÙÔÈÎÔÈ BÔÚ›ˆÓ ¶ÚÔ·ÛÙ›ˆÓ. TËÏ.: 22950-23570-571, 6977-076704. flÚ˜: 10.30-12.30 .Ì. Î·È 6.00-9.00 Ì.Ì. ñ EÓÔÈÎÈ¿˙ÂÙ·È Â·ÁÁÂÏÌ·ÙÈÎfi˜ ¯ÒÚÔ˜ 70 m2, ηٿÏÏËÏÔ˜ Î·È ÁÈ· K•° (ÂÍÔÏÈÛÌfi˜ ‰È·ı¤ÛÈÌÔ˜) ·¤Ó·ÓÙÈ ·fi ¢ËÌÔÙÈÎfi, °˘ÌÓ¿ÛÈÔ, §‡ÎÂÈÔ, ‰‡Ô ·›ıÔ˘Û˜ ‰È‰·Ûηϛ·˜, ÁÚ·Ê›Ô, 2 WC, ¯ÒÚÔ˜ ·Ó·ÌÔÓ‹˜, ÎÔÓÙ¿ ÛÙÔÓ ¶ÂÈÚ·È¿, ÏfiÁÔ ‰ÈÔÚÈÛÌÔ‡. TËÏ.: 6944-295025. ñ ¶ˆÏÂ›Ù·È ÂÍÔÏÈÛÌfi˜ ηڤÎϘ ÌÂÙ·ÏÏÈΤ˜ Î·È Ï·ÛÙÈΤ˜, ÙÚ·¤˙È·-¿ÁÎÔÈ, ۯ‰fiÓ Î·ÈÓÔ‡ÚÈ·, Ì ÌÂÙ·ÏÏÈο Ì·‡Ú· fi‰È· Î·È ¿ÛÚË ÂÈÊ¿ÓÂÈ·, ηٿÏÏËÏ· ÁÈ· ·›ıÔ˘Û· ‰È‰·Ûηϛ·˜ ‹ ÁÈ· ÂÚÁ·ÛÙ‹ÚÈ ÏËÚÔÊÔÚÈ΋˜. TËÏ.: 6974-825263. ñ ¶ˆÏÂ›Ù·È ˘ÔÏÔÁÈÛÙ‹˜ «Quest» Î·È ÂÎÙ˘ˆÙ‹˜ Ì ϋÚ˜ ÚfiÁÚ·ÌÌ· ·ÁÁÏÈÎÒÓ ÁÈ· ÊÚÔÓÙÈÛÙ‹ÚÈ·, 300 ¢ÚÒ. TËÏ.: 210-4179633, 6947-437151. ñ ¶ˆÏÂ›Ù·È ‰È·Ì¤ÚÈÛÌ· 80 m2 (Ô›ÎËÌ·-ÂÍÔÏÈÛÌfi˜-›ψÛË) ηٿÏÏËÏÔ˜ ÁÈ· ‰È‰·Ûηϛ· Û ȉȷ›ÙÂÚ·, group, ÛÂÌÈÓ¿ÚÈ·, ÛÙÔ Î¤ÓÙÚÔ AÓ·ÙÔÏÈ΋˜ £ÂÛÛ·ÏÔӛ΢, 150.000 ¢ÚÒ. TËÏ.: 6977-756654. ñ ¶ÒÏËÛË ıÚ·Ó›ˆÓ Û ηϋ ηٿÛÙ·ÛË, ÎÏ·ÛÛÈο ‰Èı¤ÛÈ·. TËÏ.: 210-4924118. ñ ¶ˆÏÔ‡ÓÙ·È 30 ÌÔÓÔı¤ÛÈ· ηÚÂÎÏÔıÚ·Ó›· Û ηϋ ηٿÛÙ·ÛË, 27 ¢ÚÒ ÙÔ ¤Ó· Î·È ‰‡Ô ʈÙÂÈÓ¤˜ ÂÈÁڷʤ˜ PALSO 66 ¢ÚÒ Ë Î·ıÂÌ›·. TËÏ.: 22620-22112. ñ ¶ˆÏÂ›Ù·È K.•.°. Û ÂÓÔÈÎÈ·˙fiÌÂÓÔ ¯ÒÚÔ, Ì ÙÔ˘˜ Ì·ıËÙ¤˜, Û ÂÚÈÔ¯‹ ÙÔ˘ ¶ÂÈÚ·È¿, ÌÂÙ¿ ·fi ÂÈÙ˘¯Ë̤ÓË ÏÂÈÙÔ˘ÚÁ›· 19 ÂÙÒÓ. TËÏ.: 210-4813364, 6944733441.
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Dr. Theodora Papadopoulou [email protected] It is known that the majority of dyslexic children have very low self esteem. This is a result of the huge amount of failure they experience in their school life. The problem with dyslexia is that it is not visible. If the child had a broken leg, everyone would give him/her extra consideration. ‘Of course he can’t walk fast - his leg is broken! There’s nothing wrong with his intelligence.’ But noone ever says ‘Of course he
Things that I am good at
by telling him that he’s as intelligent as his other classmates. Over the years, many people have certainly been telling him that for years to no effect. He needs evidence, and he needs to re-construct the idea he has of himself in his own mind. What we as teachers can do is help the dyslexic child develop an objective attitude towards his strengths and weaknesses. He
Things that I am not so good at
can’t spell - he has inherited a different pattern of brain circuits. There’s nothing wrong with his intelligence.’ Teachers, parents and the dyslexic child himself come to the conclusion that the child must not be clever. The idea the child has for himself is Things that I am good at swimming basketball drawing painting getting on well with other children helping my mother with the housework football telling jokes inaccurate, and it needs correcting if he is to re-establish the selfconfidence he needs to learn. This is not going to be achieved simply
needs to realise that he is no different from the other children in his age. The following exercise has a great effect on children, and can be carried out by a parent, or a teacher. Take a sheet of paper and make two columns: in one column put Things that I am not so good at Spelling reading writingmaths
‘Things I am good at’ and in the other ‘Things that I am not so good at’ Ask him/her to write a list of things
that he/she is successful at. These will include such skills as swimming, sports, caring for pets, dancing, drama, singing, art, drawing, and so on. In the ‘Not so good’ column let the child tell you the things like spelling and writing that he really finds hard. The list will look something like this, depending of course on each child’s interests: The evidence is visible in the student’s face. There are far more things that he is good at than things he has difficulties with. He can’t possibly be slow-witted. He is clearly a successful person. But he may well say that the things he is weak at are the things that matter in life. If you can’t spell, how can you pass exams and get a job? This is the stage at which you have to argue - not simply tell - and say ‘’What do you value people for because they are good at spelling? Of course not. You value people for all sorts of qualities, especially their ability to be friendly, get on with you, consider your needs, think of other people before themselves’’ and so on. It’s up to you to keep the argument going until the child can really begin to see himself from a new perspective. He needs to realise that he is a clever person who just happens to have been born with a brain difference. It is worth mentioning that the whole procedure needs persistence and patience.
Dyslexic students need praise , credits and certificates for things they do in school-of a non-academic nature- which are commendable : helping a new student to settle in , co-operating well in a school activity , coming up with a creative idea , and so on. The certificates they will receive for these important activities may be the first they have ever received in their entire school life. Praise for non-academic achievements Examples of such kind include: * Handing out / collecting work. * Showing good effort ( regardless of the outcome ) * Keeping desk tidy * Being kind to others * Willingness to participate in discussions * Sitting quietly and attentively * Being polite * Setting a good example to other students * Willingness to become involved in all school activities. All students need the acceptance and respect of both their teachers and their classmates. Dyslexic students need it even more because they are most of the times deprived of the pleasure of achieving their goals. We know that we can’t change the whole educational system over-night. What we can do is help every dyslexic child that happens to be in our classrooms feel important , respected and worthy of our attention.
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ÂÌÂÚȤ¯Ô˘Ó ÙË ¯Ú‹ÛË Ó¤ˆÓ Ù¯ÓÔÏÔÁÈÒÓ ·ÏÏ¿ ·˘Ùfi ‰ÂÓ Â›Ó·È ··Ú·›ÙËÙÔ Ô‡ÙÂ Î·È ÙfiÛÔ ÛËÌ·ÓÙÈÎfi. A˘Ùfi Ô˘ Â›Ó·È ÛËÌ·ÓÙÈÎfi Â›Ó·È Ó· ¯ÚËÛÈÌÔÔÈÔ‡Ó ÙÔ˘˜ ‰È·ı¤ÛÈÌÔ˘˜ fiÚÔ˘˜ Ì ʷÓÙ·Û›·. £· ÌÔÚÔ‡Û·Ó, ÁÈ· ·Ú¿‰ÂÈÁÌ·, Ó· ÂÌϤÍÔ˘Ó ÛÙË Ì·ıËÛȷ΋ ‰È·‰Èηۛ· ÙËÓ ·ÚÔ˘Û›· ÔÌÈÏËÙÒÓ ÌËÙÚÈ΋˜ ÁÏÒÛÛ·˜, Ó· Û˘Ó‰˘¿ÛÔ˘Ó ÙËÓ Ú·ÎÙÈ΋ ÂÍ¿ÛÎËÛË ÁÏÒÛÛ·˜ Ì ÂÈÛΤ„ÂȘ Û ·‰ÂÏÊÈΤ˜ fiÏÂȘ ‹ ÔÚÁ·ÓÈÛÌÔ‡˜ ‹ ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙÔÈΤ˜ ÂȯÂÈÚ‹ÛÂȘ. OÈ ‚Ú·‚Â˘Ì¤Ó˜ ÚˆÙÔ‚Ô˘Ï›Â˜ ı· Ú¤ÂÈ Ó· ÚÔÛʤÚÔ˘Ó Î›ÓËÙÚ· Û ̷ıËÙ¤˜ ηÈ/‹ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Î·È Ó· Â›Ó·È ÚˆÙfiÙ˘Â˜ Î·È ‰ËÌÈÔ˘ÚÁÈΤ˜. ¢ËÏ·‰‹, Ó· ‰ÔÎÈÌ¿˙Ô˘Ó Ó¤Â˜ ÌÂıfi‰Ô˘˜ Ô˘ Ó· Â›Ó·È Î·Ù¿ÏÏËϘ Î·È ÂÏ΢ÛÙÈΤ˜ ÁÈ· ÙÔ˘˜ ÂӉȷÊÂÚfiÌÂÓÔ˘˜ Ì·ıËÙ¤˜, ·ÊÔ‡ fi,ÙÈ Â›Ó·È Î·ÈÓÔÙfiÌÔ Û ¤Ó· ÂÚÈ‚¿ÏÏÔÓ ÌÔÚ› Ó· ÌËÓ Â›Ó·È Û ¤Ó· ¿ÏÏÔ. EÈϤÔÓ, οı ۯ¤‰ÈÔ ı· Ú¤ÂÈ Ó· ¤¯ÂÈ Â˘Úˆ·˚΋ ‰È¿ÛÙ·ÛË, ‚·ÛÈ˙fiÌÂÓÔ ÛÙË ÁψÛÛÈ΋ ÔÏ˘ÌÔÚÊ›· Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È ÂÎÌÂÙ·ÏÏ¢fiÌÂÓÔ ÙÔ ‰˘Ó·ÌÈÎfi Ô˘ ÚÔÛʤÚÂÈ ÁÈ· ÙËÓ ÚÔÒıËÛË Ù˘ ηٷÓfiËÛ˘ ¿ÏÏˆÓ ÔÏÈÙÈÛÌÒÓ Ì¤Ûˆ Ù˘ ÂÎÌ¿ıËÛ˘ Í¤ÓˆÓ ÁψÛÛÒÓ. ŸÛÔ ÁÈ· ÙȘ ηÈÓÔÙƠ̂˜ Ô˘ ÂÚÈÏ·Ì‚¿ÓÔ˘Ó Ù· ‚Ú·‚Â˘Ì¤Ó· Û¯¤‰È· ı· Ú¤ÂÈ Ó· Â›Ó·È ÌÂÙ·‚È‚¿ÛÈ̘ Î·È Ó· ·ÔÙÂÏÔ‡Ó ‰˘Ó·ÌÈ΋ ËÁ‹ ¤ÌÓ¢Û˘ ÁÈ· ¿ÏÏÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Û ¿ÏÏ· Ï·›ÛÈ· Î·È ¯ÒÚ˜. £· ÌÔÚÔ‡Û·Ó, ÁÈ· ·Ú¿‰ÂÈÁÌ·, Ó· ÚÔÛ·ÚÌÔÛÙÔ‡Ó ÛÙËÓ ÂÎÌ¿ıËÛË ÌÈ·˜ ¿ÏÏ˘ ÁÏÒÛÛ·˜ ‹ ÛÙË ‰È‰·Ûηϛ· ‰È·ÊÔÚÂÙÈÎÒÓ ËÏÈÎÈ·ÎÒÓ ÔÌ¿‰ˆÓ ·fi
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·˘Ù¤˜ Ô˘ ÚÔÔÚ›˙ÔÓÙ·Ó ·Ú¯Èο. Y¿Ú¯ÂÈ ÂÚÈÔÚÈÛÌfi˜ ÛÙÔÓ ·ÚÈıÌfi ÙˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ Ô˘ ‚Ú·‚‡ÔÓÙ·È; Ÿ¯È, ‰ÂÓ ˘¿Ú¯ÂÈ ÂÚÈÔÚÈÛÌfi˜. BÚ·‚‡ÔÓÙ·È fiÏ· Ù· ÚÔÁÚ¿ÌÌ·Ù· Ô˘ ÏËÚÔ‡Ó Ù· ÎÚÈÙ‹ÚÈ· Ô˘ ¤¯Ô˘Ó ıÂÛÈÛÙ› Û E˘Úˆ·˚Îfi ›‰Ô. MÔÚ›Ù ӷ Ì·˜ ‰ÒÛÂÙ ÔÚÈṲ̂ӷ ·Ú·‰Â›ÁÌ·Ù· projects Ô˘ ¤¯Ô˘Ó ‹‰Ë Ï¿‚ÂÈ ÙË ‰È¿ÎÚÈÛË European Language Label; MÔÚ›Ù ӷ ‚Ú›Ù ηٿÏÔÁÔ Ì ٷ ‚Ú·‚Â˘Ì¤Ó· Û¯¤‰È· fiÏˆÓ ÙˆÓ ¯ˆÚÒÓ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘ ÌÂÙ¿ ·fi ÙÔ 1999 ÛÙÔ ¢È·‰›ÎÙ˘Ô, ÛÙË ‰È‡ı˘ÓÛË: http://europa.eu.int/comm/education/la nguage/label/index.cfm ¶ÔÈÔ˜ ÊÔÚ¤·˜ Â›Ó·È ˘Â‡ı˘ÓÔ˜ ÛÙË ¯ÒÚ· Ì·˜ ÁÈ· ÙËÓ ˘ÏÔÔ›ËÛË Ù˘ ‰Ú¿Û˘; ™ÙËÓ EÏÏ¿‰· ˘Â‡ı˘ÓÔ˜ ÊÔÚ¤·˜ ÁÈ· ÙËÓ ˘ÏÔÔ›ËÛË Ù˘ E˘Úˆ·˚΋˜ ·˘Ù‹˜ ‰Ú¿Û˘ Â›Ó·È Ô OÚÁ·ÓÈÛÌfi˜ E·ÁÁÂÏÌ·ÙÈ΋˜ Eη›‰Â˘Û˘ Î·È K·Ù¿ÚÙÈÛ˘ (O.E.E.K.), Ô˘ ˘¿ÁÂÙ·È ÛÙÔ YÔ˘ÚÁÂ›Ô EıÓÈ΋˜ ¶·È‰Â›·˜ Î·È £ÚËÛÎÂ˘Ì¿ÙˆÓ. °È· ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜, ÌÔÚ›Ù ӷ ÂÈÛÎÂÊı›Ù ÙËÓ ÈÛÙÔÛÂÏ›‰· Ì·˜ (http://label.oeek.gr) ‹ Ó· ·Â˘ı˘Óı›ÙÂ: O.E.E.K. TÌ‹Ì· E˘Úˆ·˚ÎÒÓ £ÂÌ¿ÙˆÓ §ÂˆÊfiÚÔ˜ EıÓÈ΋˜ AÓÙÈÛÙ¿Ûˆ˜ 41 N¤· IˆÓ›·, Aı‹Ó· 142 34 TËϤʈӷ: 210-270 9108 / 09 / 10 / 11 º·Í: 210-277 2208 E-mail: [email protected] AÍ›˙ÂÈ Ó· ÛËÌÂȈı› fiÙÈ Ô Û˘ÓÙÔÓÈÛÌfi˜ ÙÔ˘ ۯ‰›Ô˘ Á›ÓÂÙ·È ·fi ÙËÓ E˘Úˆ·˚΋ EÈÙÚÔ‹ ·ÏÏ¿ Ë ‰È·¯Â›ÚÈÛ‹ ÙÔ˘ Ú·ÁÌ·ÙÔÔÈÂ›Ù·È Û ·ÔÎÂÓÙڈ̤ÓË ‚¿ÛË ·fi ÙÔ˘˜ ÂıÓÈÎÔ‡˜ ÊÔÚ›˜ ÙˆÓ
ÎÚ·ÙÒÓ-ÌÂÏÒÓ. ™Â οÔȘ E˘Úˆ·˚Τ˜ ¯ÒÚ˜ Ë ‰Ú¿ÛË Label ˘¿ÁÂÙ·È ÛÙÔ ÚfiÁÚ·ÌÌ· Socrates ÂÓÒ Û ¿ÏϘ ÛÙÔ ÚfiÁÚ·ÌÌ· Leonardo da Vinci. EȉÈÎfiÙÂÚ·, ÛÙËÓ EÏÏ¿‰· ·ÔÙÂÏ› ̤ÚÔ˜ ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Leonardo da Vinci, ÁÈ· ÙÔ ÔÔ›Ô EıÓÈ΋ MÔÓ¿‰· ™˘ÓÙÔÓÈÛÌÔ‡ Â›Ó·È Ë E·ÁÁÂÏÌ·ÙÈ΋ K·Ù¿ÚÙÈÛË A.E. (YÔ˘ÚÁÂ›Ô EÚÁ·Û›·˜). TÈ Ú¤ÂÈ Ó· οÓÂÈ fiÔÈÔ˜ ÂӉȷʤÚÂÙ·È; TÈ ÚÔıÂƯ̂˜ ˘¿Ú¯Ô˘Ó; ™ÙȘ ·Ú¯¤˜ NÔÂÌ‚Ú›Ô˘ 2005 ı· ·Ú¯›ÛÂÈ Ë ·ÔÛÙÔÏ‹ ÂÓËÌÂÚˆÙÈÎÔ‡ ˘ÏÈÎÔ‡ Î·È ı· Á›ÓÂÈ Ë Û¯ÂÙÈ΋ ÚfiÛÎÏËÛË ÂΉ‹ÏˆÛ˘ ÂӉȷʤÚÔÓÙÔ˜. OÈ ÂӉȷÊÂÚfiÌÂÓÔÈ Î·ÏÔ‡ÓÙ·È Ó· ˘Ô‚¿ÏÔ˘Ó ·›ÙËÛË Û ¤ÓÙ˘Ë ‹ ËÏÂÎÙÚÔÓÈ΋ ÌÔÚÊ‹ ÛÙÔÓ O.E.E.K. ̤¯ÚÈ ÙȘ 15 I·ÓÔ˘·Ú›Ô˘ 2006. TÔ ¤ÓÙ˘Ô Ù˘ ·›ÙËÛ˘ ı· ‰È·Ù›ıÂÙ·È ÛÙÔ ¢È·‰›ÎÙ˘Ô (http://label.oeek.gr) ‹ ·fi ÙÔ TÌ‹Ì· E˘Úˆ·˚ÎÒÓ £ÂÌ¿ÙˆÓ ÙÔ˘ O.E.E.K. ™ÙËÓ ·›ÙËÛ‹ ÙÔ˘˜ ÔÈ ÂӉȷÊÂÚfiÌÂÓÔÈ ı· Ú¤ÂÈ Ó· ÂÚÈÁÚ¿„Ô˘Ó ÙÔ ÚfiÁÚ·ÌÌ· ‰È‰·Ûηϛ·˜ Ô˘ ÂÊ¿ÚÌÔÛ·Ó (ÛÙfi¯Ô˘˜, ‰È¿ÚÎÂÈ·, ÂÌÏÂÎfiÌÂÓÔ˘˜ ÊÔÚ›˜, ‰È‰·ÛÎfiÌÂÓ˜ ÁÏÒÛÛ˜, ·ÚÈıÌfi Î·È ¯·Ú·ÎÙËÚÈÛÙÈο Ì·ıËÙÒÓ, ÌÂıÔ‰ÔÏÔÁ›· Î·È Ì¤Û· Ô˘ ¯ÚËÛÈÌÔÔÈ‹ıËηÓ, ‰˘ÛÎÔϛ˜ Ô˘ ÚԤ΢„·Ó Î·È Ò˜ ÍÂÂÚ¿ÛÙËηÓ, ‰È·‰Èηۛ· ·ÍÈÔÏfiÁËÛ˘, ·ÔÙÂϤÛÌ·Ù· ÎÏ.). H ·›ÙËÛË ÌÔÚ› Ó· Û˘Óԉ‡ÂÙ·È ·fi Û¯ÂÙÈÎfi ˘ÔÛÙËÚÈÎÙÈÎfi ˘ÏÈÎfi. £ÂÌ·ÙÈΤ˜ ÚÔÙÂÚ·ÈfiÙËÙ˜ 2005 T· Û¯¤‰È· Ô˘ ˘Ô‚¿ÏÏÔ˘Ó ÔÈ ˘Ô„‹ÊÈÔÈ ÁÈ· ÙÔ ‘E˘Úˆ·˚Îfi ™‹Ì· °ÏˆÛÛÒÓ 2005’ ı· Ú¤ÂÈ Ó· ·Ó‹ÎÔ˘Ó Û ̛· ·fi ÙȘ ·ÎfiÏÔ˘ı˜ ıÂÌ·ÙÈΤ˜ ÚÔÙÂÚ·ÈfiÙËÙ˜: * EÎÌ¿ıËÛË ÁψÛÛÒÓ Û Ó·ڋ ËÏÈΛ· (Early language learning)
* OÏÔÎÏËڈ̤ÓË EÎÌ¿ıËÛË ¶ÂÚȯÔ̤ÓÔ˘ Î·È °ÏÒÛÛ·˜ (Content and Language Integrated Learning – CLIL) °È· ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜ Û¯ÂÙÈο Ì ÙȘ ‰‡Ô ·˘Ù¤˜ ıÂÌ·ÙÈΤ˜ ÚÔÙÂÚ·ÈfiÙËÙ˜ ÌÔÚ›Ù ӷ ÂÈÛÎÂÊı›Ù ÙËÓ ÈÛÙÔÛÂÏ›‰· Ì·˜ ‹ Ó· ˙ËÙ‹ÛÂÙ ÙÔ ÂÓËÌÂÚˆÙÈÎfi Ê˘ÏÏ¿‰ÈÔ Ô˘ ¤¯Ô˘Ì ÂΉÒÛÂÈ. AÍ›˙ÂÈ Ó· ÛËÌÂȈı› fiÙÈ Î¿ı ¯ÚfiÓÔ ÔÈ ıÂÌ·ÙÈΤ˜ ÚÔÙÂÚ·ÈfiÙËÙ˜ ·ÏÏ¿˙Ô˘Ó, ÔfiÙ ÙÔ 2006 ı· ÍÂÎÈÓ‹ÛÂÈ ¿ÏÏÔ˜ ·ÎÏÔ˜ Ì ¿ÏϘ ÚÔÙÂÚ·ÈfiÙËÙ˜ Ô˘ ı· ‰ËÌÔÛÈ¢ıÔ‡Ó Û‡ÓÙÔÌ·. ¶fiÙ ı· Á›ÓÂÈ Ë ‚Ú¿‚¢ÛË; T· ÂÈÏÂÁ¤ÓÙ· ÚÔÁÚ¿ÌÌ·Ù· ı· ‚Ú·‚¢ÙÔ‡Ó Ì ÙÔ «E˘Úˆ·˚Îfi ™‹Ì· °ÏˆÛÛÒÓ 2005» Û ÂȉÈ΋ ÙÂÏÂÙ‹ Ô˘ ı· Ú·ÁÌ·ÙÔÔÈËı› ÙÔÓ AÚ›ÏÈÔ 2006, ·ÚÔ˘Û›· ÙˆÓ M¤ÛˆÓ M·˙È΋˜ EÓË̤ڈÛ˘. £· ‰ËÌÔÛÈÔÔÈËıÔ‡Ó Ù· ‚Ú·‚Â˘Ì¤Ó· ÚÔÁÚ¿ÌÌ·Ù· ÛÙÔ Â˘Ú‡ÙÂÚÔ ÎÔÈÓfi ̤ۈ ÙÔ˘ ¢È·‰ÈÎÙ‡Ô˘, ̤ۈ ÂΉfiÛˆÓ, ̤ۈ ÙÔ˘ T‡Ô˘ ÍÂÓfiÁψÛÛ˘ Âη›‰Â˘Û˘ ÎÏ. O ÛÙfi¯Ô˜ Â›Ó·È Ó· Á›ÓÂÈ ‰È¿¯˘ÛË ÙˆÓ Î·ÈÓÔÙfiÌˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ Ô˘ ÂÊ·ÚÌfi˙ÔÓÙ·È ÛÙË ¯ÒÚ· Ì·˜ ÛÙÔÓ ÙÔ̤· Ù˘ ÍÂÓfiÁψÛÛ˘ Âη›‰Â˘Û˘ fiÛÔ ÙÔ ‰˘Ó·ÙfiÓ ÂÚÈÛÛfiÙÂÚÔ. TÈ Ú¤ÂÈ Ó· οÓÂÈ Î¿ÔÈÔ˜ Ô˘ ÂӉȷʤÚÂÙ·È Ó· ÂÓËÌÂÚÒÓÂÙ·È ÁÈ· ÙË ‰Ú¿ÛË European Language Label; AÓ Î¿ÔÈÔ˜ ÂӉȷʤÚÂÙ·È ÁÈ· ÙË ‰Ú¿ÛË Label -·ÓÂÍ·Úًو˜ ·Ó ı· Ï¿‚ÂÈ Ì¤ÚÔ˜ ÛÙÔ ‰È·ÁˆÓÈÛÌfi- ÌÔÚ› Ó· ˙ËÙ‹ÛÂÈ Ó· Û˘ÌÂÚÈÏËÊı› ÛÙË Ï›ÛÙ· ÂÈÎÔÈÓˆÓ›·˜ (mailing list) ÚÔÎÂÈ̤ÓÔ˘ Ó· ÂÓËÌÂÚÒÓÂÙ·È ÁÈ· ÙȘ ÂÍÂÏ›ÍÂȘ Î·È Ó· Ï·Ì‚¿ÓÂÈ Ù· Û¯ÂÙÈο ¢ÂÏÙ›· T‡Ô˘ Î·È ¿ÏÏÔ ˘ÏÈÎfi.
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E°ø, ÙÈ ı· ÎÂÚ‰›Ûˆ? ™¯Â‰È¿˙ÔÓÙ·˜ ÛˆÛÙ¿ ÙÔ ‰È·ÊËÌÈÛÙÈÎfi Û·˜ Ì‹Ó˘Ì· ÁÎÔ˘ÚÔ‡ ÙÔ˘ Direct Marketing Ray Jutkins › ÙÔ 2001: «K¿ı ̤ڷ ÛÙËÓ ·ÁÔÚ¿ Û˘Ì‚·›ÓÂÈ ÙÔ ÂÍ‹˜: K¿ÙÈ ÂÚÓ¿ÂÈ ÌÚÔÛÙ¿ ·Ô Ù· Ì¿ÙÈ· Ì·˜ 32.000 ÊÔÚ¤˜. EÎÙÈı¤ÌÂı· Û 570 ‰È·ÊËÌÈÛÙÈο ÌËӇ̷ٷ. AÔ fiÏ· ·˘Ù¿ ‚Ï¤Ô˘Ì ‹ ·Îԇ̠ڷÁÌ·ÙÈο Ù· 76. ™ÙÔ Ù¤ÏÔ˜ Ù˘ Ë̤ڷ˜ Ù· 3 ·Ô Ù· 12 Ô˘ ı˘ÌfiÌ·ÛÙÂ, Ù· ı˘ÌfiÌ·ÛÙ ·ÚÓËÙÈο. A˘Ùfi Ì·˜ ·Ê‹ÓÂÈ Ì ÌfiÏȘ 9, Ù· ÔÔ›· Ì·˜ ÚÔηÏÔ‡Ó Î¿ÔÈ· ıÂÙÈ΋ ÂÓÙ‡ˆÛË.» AÔ Ù· 570 .... , ÙÚÔÌ·ÎÙÈÎfi , Â? K·È fiÛÔ ‰›ÎÈÔ ¤¯ÂÈ! A˘Ùfi ÏÔÈfiÓ ÛËÌ·›ÓÂÈ, ÁÈ· fiÏÔ˘˜ ÂÌ¿˜ Ô˘ ‰È·ÊËÌÈ˙fiÌ·ÛÙ Ì ÙÔÓ ¤Ó· ‹ ÙÔÓ ¿ÏÏÔ ÙÚfiÔ ˆ˜ ı· Ú¤ÂÈ Ó· οÓÔ˘Ì ÙÔ Ì‹Ó˘Ì¿ Ì·˜ fiÛÔ ÙÔ ‰˘Ó·ÙfiÓ ÈÔ ‰˘Ó·Ùfi Î·È ·ÔÙÂÏÂÛÌ·ÙÈÎfi. ¢ÂÓ ˘¿Ú¯ÂÈ ÙÔ ·Ú·ÌÈÎÚfi ÂÚÈıÒÚÈÔ ÁÈ· Ï·Óı·Ṳ̂Ó˜ ‹ ÂÏÏÈ›˜ ÎÈÓ‹ÛÂȘ. KÔÈÙ¿ÍÙ ÙÔ ·Ú·Î¿Ùˆ ·Ú¿‰ÂÈÁÌ· ÂÈÛÙÔÏ‹˜ Ô˘ ηٿ ÙËÓ Ù·ÂÈÓ‹ ÌÔ˘ ¿Ô„Ë ·ÔÙÂÏ› ÌÈ· ÂÍ·ÈÚÂÙÈ΋ ÙÚ‡· ÛÙÔ ÓÂÚfi Î·È ı· ηٷϿ‚ÂÙ ˆ˜ ¤ÊÙÔ˘Ó ÛÙËÓ ·Á›‰· ·ÎfiÌ· Î·È ÔÈ ÌÂÁ¿Ï˜ ÂÙ·ÈÙ›˜ (Â›Ó·È ·˘ÙÔÏÂÍ› ·ÓÙÈÁÚ·Ê‹ ·Ô ÂÈÛÙÔÏ‹ Ô˘ ÂÛÙ¿ÏÂÈ Û ÁÓˆÛÙ‹ ÂÙ·ÈÚ›· - Ù· ÛÙÔȯ›· Ù˘ ÙÚ¿Â˙·˜ ¤¯Ô˘Ó ·ÏÏ¿ÍÂÈ ÁÈ· ¢ÓfiËÙÔ˘˜ ÏfiÁÔ˘˜) :
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BIG BANK ¶ÚÔ˜ ÙËÓ º§øPA ™TY§IANH ¶ANE¶I™THMIOY 59-A£HNA AÁ·ËÙ‹ η ºÏÒÚ·, (ÔÈfi˜ Ô ÏfiÁÔ˜ Ó· ÛÙ›ÏÂȘ ÂÒÓ˘ÌË ÂÈÛÙÔÏ‹ Â¿Ó Â›Ó·È Ó· ÁÚ¿„ÂȘ Ï¿ıÔ˜ ÙÔ fiÓÔÌ·?) H BIG BANK Ì 70 ¯ÚfiÓÈ· ·ÚÔ˘Û›·˜ ÛÙËÓ EÏÏ¿‰· Î·È Ì ‰›ÎÙ˘Ô 117 ηٷÛÙËÌ¿ÙˆÓ, ·ÔÙÂÏ› ϤÔÓ Ì¤ÏÔ˜ Ù˘ ÌÂÁ¿Ï˘ Â˘Úˆ·È΋˜ ÔÈÎÔÁ¤ÓÂÈ·˜ Ù˘ GRAND BANQUE FRANCAISE, ÙÔ˘ ¤ÌÙÔ˘ ÌÂÁ·Ï‡ÙÂÚÔ˘ ¯ÚËÌ·ÙÔÔÈÎÔÓÔÌÈÎÔ‡ ÔÌ›ÏÔ˘ ÛÙËÓ E˘Úˆ ˙ÒÓË. (E¿Ó ÊÙ¿Û·Ù ̤¯ÚÈ Â‰Ò ·Ó‹ÎÂÙÂ
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Û ÌÈ· Ôχ ÌÈÎÚ‹, Ôχ ˘ÔÌÔÓÂÙÈ΋ ÂÏ›Ù) ™ÙÔ Ï·›ÛÈÔ ·˘Ùfi, TÚ¿Â˙¿ Ì·˜ ÂÍÂÏ›ÛÛÂÙ·È, ÌÂÁ·ÏÒÓÂÈ Î·È ÂˆÊÂÏÂ›Ù·È ·Ô ÙËÓ Ù¯ÓÔÁÓˆÛ›·, ÙËÓ Â›Ú· Î·È ÙËÓ ÔÈÎÔÓÔÌÈ΋ ÈÛ¯‡ ÙÔ˘ ÔÌ›ÏÔ˘ Ù˘ GRAND BANQUE FRANCAISE. (blah blah blah ™˘Á¯·ÚËÙ‹ÚÈ·! N· Ì·˜ ʤÚÂÙ ÙÔÓ ¤ÏÂÁ¯Ô Ó· Û·˜ ‚¿ÏÔ˘Ì 10 ÁÈ· Ù· ηÙÔÚıÒÌ·Ù¿ Û·˜, E°ø ÙÈ ı· ÎÂÚ‰›Ûˆ?) E›Ì·ÛÙ ÛÙËÓ Â˘¯¿ÚÈÛÙË ı¤ÛË Ó· Û·˜ ÚÔÛηϤÛÔ˘Ì ÛÙËÓ «HÌÂÚ›‰· ™˘Ó¿ÓÙËÛ˘», ¤Ó· Ó¤Ô ıÂÛÌfi ÂÈÎÔÈÓˆÓ›·˜ Ì ·ÁÁÂÏ̷ٛ˜ Î·È ÂȯÂÈÚË̷ٛ˜, Ô˘ ı· Ú·ÁÌ·ÙÔÔÈËı› ÙfiÙÂ.... ÛÙÔ Ù¿‰Â ÍÂÓԉԯ›Ô. ™ÙËÓ ÂΉ‹ÏˆÛË ·˘Ù‹ ÂÍÂȉÈÎÂ˘Ì¤Ó· ÛÙÂϤ¯Ë Ù˘ ÙÚ¿Â˙¿˜ Ì·˜ Î·È ÂÁÒ ÚÔÛˆÈο, ı· ›̷ÛÙ ÛÙËÓ ‰È¿ıÂÛ‹ Û·˜ ÁÈ· Ó· Û˘˙ËÙ‹ÛÔ˘Ì ̷˙› Û·˜ Î·È Ó· ·ÓÙ·ÏÏ¿ÍÔ˘Ì ·fi„ÂȘ ÁÈ· ı¤Ì·Ù· Ô˘ Û·˜ ·ÊÔÚÔ‡Ó. (A¶I™TEYTO! £˘Ì›˙ÂÈ ÙËÏÂÊÒÓËÌ· ·Ô ‰ËÌfiÛÈ· ·Ú¯‹- ÂÊÔÚ›·, ·ÛÊ¿ÏÂÈ·!) K·Ù¿ ÙËÓ ‰È¿ÚÎÂÈ· Ù˘ ËÌÂÚ›‰·˜ , Ô xxx xxx , EÓÙÂÙ·Ï̤ÓÔ˜ ™‡Ì‚Ô˘ÏÔ˜ Ù˘ GRAND BANQUE FRANCAISE, ı· Ì·˜ ÙÈÌ‹ÛÂÈ Ì ÙËÓ ·ÚÔ˘Û›· ÙÔ˘. ( ÌË ÌÔ˘ ÂȘ!) ™ÙËÓ ÂÚ›ÙˆÛË Ô˘ ·Úfi‚ÏÂÙÔÈ ÏfiÁÔÈ ·ÔÎÏ›ÛÔ˘Ó ÙËÓ ·ÚÔ˘Û›· Û·˜, οÔÈÔ˜ ¿ÏÏÔ˜ ÂÎÚfiÛˆÔ˜ Ù˘ ÂÙ·ÈÚ›·˜ Û·˜ ı· Â›Ó·È ÂÍ’›ÛÔ˘ ¢ÚfiÛ‰ÂÎÙÔ˜. (O˘Ê ! ‰fiÍ· Ùˆ ıÂÒ , Â›Ó·È ÌÈ· ·Ó·ÎÔ‡ÊÈÛË fiˆ˜ Î·È Ó· ÙÔ Î¿ÓÂȘ) M ȉȷ›ÙÂÚË ¯·Ú¿ Û·˜ ÂÚÈ̤ÓÔ˘Ì KÏ ÎÏ ¶·Ú¿ÏÏËÏ· Ô Ê¿ÎÂÏÔ˜ ÂÚÈ›¯Â Î·È ÌÈ· (·Ó¿ÎÚÈ‚Ë) ÚfiÛÎÏËÛË, Ë ÔÔ›· ¤ÏÂÁ ·Ó¿ÌÂÛ· Û ¿ÏÏ·: «EÍÂȉÈÎÂ˘Ì¤Ó· ÛÙÂϤ¯Ë Ù˘ ÙÚ¿Â˙·˜ ı· Â›Ó·È ÛÙËÓ ‰È¿ıÂÛ‹ Û·˜ ÁÈ· Ó· Û˘˙ËÙ‹ÛÔ˘Ó Ì·˙› Û·˜ Û¯ÂÙÈο Ì ٷ ·Ú·Î¿Ùˆ ı¤Ì·Ù·:Leasing,
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EȯÂÈÚËÌ·ÙÈο ¢¿ÓÂÈ·, TEM¶ME ( ·Ú·Î¿Ùˆ: H ·Ú¯‹ Â›Ó·È ÙÔ 90% ÙÔ˘ ·ÓÙfi˜ T·ÌÂ›Ô EÁÁ˘Ô‰ÔÛ›·˜ ÁÈ· MÈÎÚ¤˜ ÂȯÂÈÚ‹ÛÂȘ), Î.Ï., Î.Ï. (!) O John Caples, ÂÈ 58 Û˘Ó·Ù¿ ¤ÙË Ì¿ÁÔ˜ EÈÏÈÎÚÈÓ¿, fiÔÈÔ˜ ÂÚÈ̤ÓÂÈ Ó· ÙÔ˘ ‰È·ÊËÌÈÛÙÈÎÔ‡ ÎÂÈ̤ÓÔ˘ ( copy), › ۷ٷϋÛÂÈ ¤Ó·˜ : «OÈ Î·Ï‡ÙÂÚÔÈ Ù›ÙÏÔÈ ÂȯÂÈÚËÌ·Ù›·˜ ÙÔÓ Â›Ó·È ·˘ÙÔ› Ô˘ ·Â˘ı‡ÓÔÓÙ·È ÛÙÔ ÔχÙÈÌÔ ¯ÚfiÓÔ ÙÔ˘, ·Ê’ÂÓfi˜ ÌÂÓ ÁÈ· Ó· ÂӉȷʤÚÔÓ ÙÔ˘ ·Ó·ÁÓÒÛÙË ÁÈ· ÙÔÓ ‰È·‚¿ÛÂÈ ·˘Ùfi ÙÔ “Your ad must rise ·›ı·ÓÔ ÁÚ¿ÌÌ·, EAYTO TOY, ÔÈ above the general ·Ì¤Ûˆ˜ ÂfiÌÂÓÔÈ ·ÊÂÙ¤ÚÔ˘ ÁÈ· Ó· ¿ÂÈ Â›Ó·È ·˘ÙÔ› Ô˘ ÚÔÛˆÈο Ó· noise level” ‰›ÓÔ˘Ó Û˘˙ËÙ‹ÛÂÈ ÙfiÛÔ ÛÔ‚·Ú¿ Andy Owen, ÏËÚÔÊfiÚËÛË. OÈ ÈÔ ı¤Ì·Ù· ÁÈ· ÙËÓ ·ÔÙÂÏÂÛÌ·ÙÈÎÔ› Âȯ›ÚËÛ‹ ÙÔ˘ ÁÂÓÈÎÒ˜ Copywriter Ù›ÙÏÔÈ Â›Ó·È ·˘ÙÔ› Ô˘ Î·È ·ÔÚ›ÛÙˆ˜, Ï·Ó¿Ù·È ·Â˘ı‡ÓÔÓÙ·È ÛÙȘ Ï¿ÓËÓ ÔÈÎÙÚ¿. OÙ·Ó Ì¿ÏÈÛÙ· ÔÈ ¿ÏϘ ‚·ÛÈΤ˜ ·ÓıÚÒÈÓ˜ ÂÈı˘Ì›Â˜, fiˆ˜ Ë ÂÈı˘Ì›· ÁÈ· ÙÚ¿Â˙˜ Â›Ó·È Úfiı˘Ì˜ Ó· ÛÔ˘ ÛÙ›ÏÔ˘Ó ·˘ÙÔ‚ÂÏÙ›ˆÛË, ÁÈ· ·Í›· ÁÈ· Ù· ¯Ú‹Ì·Ù¿ ÂÎÚfiÛˆÔ ÚÈÓ Î·Ó ÛËÎÒÛÂȘ ÙÔ ÛÔ˘, ÁÈ· ËÚÂÌ›· „˘¯‹˜, Î·È ÁÈ· ·ÛÊ¿ÏÂÈ· ÙËϤʈÓÔ. ÛÙ· ÁÂÚ¿Ì·Ù·» E¿Ó ‰ÂÓ ˘¿Ú¯ÂÈ «fiÊÂÏÔ˜» ( benefit) ÁÈ· ÙÔÓ ·Ó·ÁÓÒÛÙË ·Ô ÙÔÓ Ù›ÙÏÔ ÎÈfiÏ·˜, ÙÔ E¿Ó Ô Ù›ÙÏÔ˜ ÙÔ˘ ÁÚ¿ÌÌ·ÙÔ˜ ‹ ÙÔ˘ ‰È·ÊËÌÈÛÙÈÎÔ‡ Â›Ó·È Î·Îfi˜ ÙfiÙÂ Î·È ÙÔ 80% ÙˆÓ ·Ú·ÏËÙÒÓ ÛÙ·Ì·ÙÔ‡Ó ÂΛ. ΛÌÂÓÔ ı· ¤¯ÂÈ ÙËÓ ›‰È· Ù‡¯Ë Ì ¤Ó· ¶fiÛÔ Ì¿ÏÏÔÓ fiÙ·Ó Û·Ù·ÏÈ¤Ù·È ÙÔ 1/3 – Î·È Ì¿ÏÈÛÙ· ÙÔ ÚÒÙÔ 1/3- ÁÈ· Ú¿ÁÌ·Ù· ΛÌÂÓÔ Û ¿Ù·ÈÛÙ· I·ˆÓÈο..... ÂÏ¿¯ÈÛÙÔÈ EÏÏËÓ˜ ı· ÙÔ ‰È·‚¿ÛÔ˘Ó. K·È Ô˘ Ô ·Ó·ÁÓÒÛÙ˘ Èı·Ófiٷٷ ÁÓˆÚ›˙ÂÈ Î›ÌÂÓÔ Ô˘ ‰ÂÓ ‰È·‚¿˙ÂÙ·È, ‰ÂÓ Ô˘Ï¿ÂÈ. ‹‰Ë ·Ô ÙȘ ÔÈÎÔÓÔÌÈΤ˜ ÛÂÏ›‰Â˜ ÙˆÓ OÈ ¤Ú¢Ó˜ ‰Â›¯ÓÔ˘Ó ÔÙÈ ÁÈ· οı 5 ÂÊËÌÂÚ›‰ˆÓ Î·È Ù· ÔÔ›· Ô˘‰¤Ó ·ÓıÚÒÔ˘˜ Ô˘ ‰È·‚¿˙Ô˘Ó ÙÔÓ Ù›ÙÏÔ ÂÓfi˜ «fiÊÂÏÔ˜» ÚÔ·Ó·ÁÁ¤ÏÔ˘Ó. OÈ ¿ÓıÚˆÔÈ ·ÁÔÚ¿˙Ô˘Ó ÔʤÏË Î·È fi¯È ÁÚ¿ÌÌ·ÙÔ˜ ‹ ‰È·ÊËÌÈÛÙÈÎÔ‡, ÌfiÓÔ ¤Ó·˜ ¯·Ú·ÎÙËÚÈÛÙÈο ‰È·‚¿˙ÂÈ ÙÔ Î›ÌÂÓÔ. K·Ó›˜ ‰ÂÓ ÂӉȷʤÚÂÙ·È Ó· Ì¿ıÂÈ fiÛÔ H ÂȯÂÈÚËÌ·ÙÈ΋ Û·˜ ÚfiÙ·ÛË ÏÔÈfiÓ Î·Ï‹ Â›Ó·È Ë ÂȯÂÈÚËÛ‹ Û·˜, fiÛ· Ú¤ÂÈ Ó· ‚Ú›ÛÎÂÙ·È ÛÙÔÓ Ù›ÙÏÔ. ˘ÔηٷÛÙ‹Ì·Ù· ‰È·ı¤ÙÂÙÂ Î·È fiÛÔ ÂÚ‹Ê·ÓÔÈ Â›ÛÙ ÁÈ’·˘Ùfi. ŸÔÈÔ˜ ı¤ÏÂÈ Ó· E·Ó·Ï·Ì‚¿Óˆ fiÙÈ ÔÈ ¿ÓıÚˆÔÈ ‚ÚÂı› ÙÔ Ì‹Ó˘Ì¿ ÙÔ˘ ·Ó¿ÌÂÛ· ÛÙ· 9 Ô˘ ·ÁÔÚ¿˙Ô˘Ó ÔʤÏË fi¯È ¯·Ú·ÎÙËÚÈÛÙÈο. ı· ı˘Ì¿Ù·È Ô ÌÂÏÏÔÓÙÈÎfi˜ ÙÔ˘ ÂÏ¿Ù˘, ¢ÂÓ ÂӉȷʤÚÔÓÙ·È, ηٿ ηÓfiÓ· ÁÈ· ÙÔ Î·Ï¿ ı· οÓÂÈ Ó· Ï¿‚ÂÈ Î¿ı ‰˘Ó·Ùfi fiÛÔ ˆÚ·›· Î·È ‰˘Ó·ÌÈ΋ Â›Ó·È Ë Ì¤ÙÚÔ ÁÈ· Ó· ÂÍ·ÛÊ·Ï›ÛÂÈ ÙËÓ ·ÚÙÈfiÙËÙ· Âȯ›ÚËÛ‹ Ì·˜. EӉȷʤÚÔÓÙ·È Î˘Ú›ˆ˜ ÙÔ˘ ÌËӇ̷ÙÔ˜. K·Ïfi ı· ‹Ù·Ó Ó· ÁÈ· ÙÔ : ¶OIO EINAI TO ¢IKO MOY ·Ó·ı¤ÛÂÙ ÙËÓ ‰Ô˘Ï›· Û οÔÈÔÓ Î·Ïfi OºE§O™, ·Ô ÙËÓ ˆÚ·›·, ‰˘Ó·ÌÈ΋ ÛÔ˘ ·ÁÁÂÏÌ·Ù›· ÎÂÈÌÂÓÔÁÚ¿ÊÔ, E¿Ó ÁÈ· Âȯ›ÚËÛË? A˘Ùfi ı· Ú¤ÂÈ Ó· ÙÔ˘˜ ϤÂÈ ÔÔÈÔÓ‰‹ÔÙ ÏfiÁÔ ÂÈϤÍÂÙ ӷ ÙÔ Ë ‰È·Ê‹ÌÈÛ‹ Ì·˜. MÂÁ¿ÏË ÌÔ˘ÎÈ¿ Ê¿Â..... οÓÂÙ ÌfiÓÔÈ Ï¿‚ÂÙ ˘’fi„ÈÓ Ù·
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OÈ ÌÂÁ¿Ï˜ ϤÍÂȘ Û οÓÔ˘Ó Ó· Ê·›ÓÂÛ·È ¤Í˘ÓÔ˜ Î·È ÌÔÚʈ̤ÓÔ˜, ÛˆÛÙ¿? ¢ÂÓ Ô˘Ï¿Ó fï˜. E¿Ó ı¤ÏÂÙÂ Ë ‰È·Ê‹ÌÈÛ‹ Û·˜ Ó· Â›Ó·È ·ÔÙÂÏÂÛÌ·ÙÈ΋ ı· Ú¤ÂÈ Ó· ÌÈÏ¿ÂÈ ·Ï¿ Î·È Î·Ù·ÓÔËÙ¿, fiÛÔ ÈÔ ·Ï¿ ÙfiÛÔ Î·Ï‡ÙÂÚ·. E¿Ó ·Ú·ÙËÚ‹ÛÂÙ ÙȘ ÈÔ ÂÈÙ˘¯Ë̤Ó˜ ‰È·ÊËÌÈÛÙÈΤ˜ ÂÎÛÙÚ·Ù›˜ ı· ‰È·ÈÛÙÒÛÂÙ Û fiÛÔ ·Ï‹ ÁÏÒÛÛ· Ì·˜ ÌÈÏ¿ÓÂ. ( OEO Ô˘’Ó·È Ë Ì¿Ï·) ™˘ÁÎÂÎÚÈ̤ÓË, ÈÛÙÂ˘Ù‹...... K·È ¿ÏÈ Ô Ì¤Á·˜ Caples : « Be specific, be terrific», ÙÔ «87,44%» Â›Ó·È ÈÔ ÂÈÛÙÈÎfi ·Ô ÙÔ «¿Óˆ ·Ô 85%». E›Û˘ Ë ‰È·Ê‹ÌÈÛË Ú¤ÂÈ Ó· Â›Ó·È ÈÛÙÂ˘Ù‹. ™‹ÌÂÚ· Ô ÎfiÛÌÔ˜ Â›Ó·È ‰‡ÛÈÛÙÔ˜ Î·È Î·¯‡ÔÙÔ˜ – Î·È Ì ÙÔ ‰›ÎÈÔ ÙÔ˘ ı· ¤ÏÂÁ·. OÈ ˙ˆÓÙ·Ó¤˜ Ì·ÚÙ˘Ú›Â˜ ¢¯·ÚÈÛÙËÌ¤ÓˆÓ ÂÏ·ÙÒÓ, ·Ó·ÌÊ›‚ÔÏ· ·ÔÙÂÏÔ‡Ó ˙ˆÙÈ΋˜ ÛËÌ·Û›·˜ ÂÚÁ·Ï›Ô, ·ÚÎÂÈ Ó· Â›Ó·È Î·ÏÔÁÚ·Ì̤Ó˜ Î·È ÈÛÙÂ˘Ù¤˜. .........Î·È Î˘Ú›ˆ˜ ÂÈÏÈÎÚÈÓ‹˜ Honesty is the best policy. ¶¿ÓÙ·! ™·ÊÒ˜ Î·È ÂÈÙÚ¤ÂÙ·È Ï›ÁË ˘ÂÚ‚ÔÏ‹ ( ÌÂÁ¿ÏË ¤ÌÊ·ÛË ÛÙÔ «Ï›ÁË») . E¿Ó fï˜ ˘fiÛ¯ÂÛÙ .¯. «PROFICIENCY Û 4 Ì‹Ó˜, ·Ô ÙÔ Ìˉ¤Ó» Î·È Ô ÂÏ¿Ù˘ ·Ó·Î·Ï‡„ÂÈ ÔÙÈ ÂÓÓÔ›Ù ˆ˜ Ë ·˘Ùfi ÈÛ¯‡ÂÈ ÌfiÓÔ ÁÈ· Y‰ÚÔ¯fiÔ˘˜ Ì ˆÚÔÛÎfiÔ ¢›‰˘ÌÔ, Î·È ÌfiÓÔ Î·ÙfiÈÓ ·ÚÂÌ‚¿Ûˆ˜ ÙÔ˘ AÁ›Ô˘ ¶Ó‡̷ÙÔ˜ ·˘ÙÔ‡ ηı·˘ÙÔ‡, ÔÈ¿ ÓÔÌ›˙ÂÙ ˆ˜ ı· Â›Ó·È Ë ·ÓÙ›‰Ú·ÛË ÙÔ˘ ÎÔÈÓÔ‡ Ì·ÎÚÔÚfiıÂÛÌ·? ™ÙÔ ÂfiÌÂÓÔ Ù‡¯Ô˜ ı· Û·˜ ·Ôηχ„Ô˘Ì ÙȘ ÈÔ ·ÔÙÂÏÂÛÌ·ÙÈΤ˜ ϤÍÂȘ ÛÙËÓ ‰È·Ê‹ÌÈÛË Î·ıÒ˜ Î·È Ù· ΢ÚÈfiÙÂÚ· ÛËÌ›· Ô˘ ÂÍ·ÛÊ·Ï›˙Ô˘Ó ÌÈ· ÂÈÙ˘¯Ë̤ÓË ·ÔÛÙÔÏ‹.
“Your ad must rise above the general noise level” Andy Owen, Copywriter
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