Lingua Franca 3 Jan-feb 2006
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3. ∞ÁÁÂÏÔ˘ ƒÔ‰·ÊËÓÔ‡, ¢È¢ı˘ÓÙ‹ ÙÔ˘ ∆Ì‹Ì·ÙÔ˜ 1. æ˘¯ÔÏÔÁ›·˜ ÙÔ˘ City Liberal Studies. (√È ÂÈÛËÁ‹ÛÂȘ ı· ‚Ú›ÛÎÔÓ·È Û‡ÓÙÔÌ· ·Ó·ÚÙË̤Ó˜ ÛÙÔ www.europalso.gr). ∆ÔÓ Úfi‰ÚÔ ÙÔ˘ ¶∞™√∫, °ÈÒÚÁÔ ¶··Ó‰Ú¤Ô˘ ÂÎÚÔÛÒËÛÂ Ë ‚Ô˘ÏÂ˘Ù‹˜ ™˘Ï‚¿Ó· ƒ¿ÙË, ÙËÓ ˘ÂÚÓÔÌ¿Ú¯Ë ∞ıËÓÒÓ ºÒÊË °ÂÓÓËÌ·Ù¿ ÂÎÚÔÛÒËÛÂ Ë 1. ∏ Úfi‰ÚÔ˜ Ù˘ ∂ÍÂÏÂÁÎÙÈ΋˜ ∂ÈÙÚÔ‹˜ ∞. ¢·ÏÈ¿ÓË Î·È Ô ∫. °Î·Ó¿˜ Ì ÙËÓ ‚Ô˘ÏÂ˘Ù‹ ¶∞™√∫ ™˘Ï‚¿Ó· ƒ¿ÙË 2. √ Úfi‰ÚÔ˜ ™. ∫·ÙÛÔ‡Ï˘ Î·È Ë °.°. ÕÓÓ· ªÔ˘ÏÓÙÔ‡ÌË Ì ÙÔÓ ˘Ê˘Ô˘ÚÁfi ∞Ó¿Ù˘Í˘ °È¿ÓÓË ¶··ı·Ó·Û›Ô˘ 3. ∞Ô ·ÚÈÛÙÂÚ¿ ∞Ï›ÎË ¢ÂÓ‰ÚÈÓÔ‡ (ŒÊÔÚÔ˜ ∂ÍÂÙ¿ÛˆÓ) Guilliene Philippe (IFA), Ô ¡›ÎÔ˜ ÃÚÈÛÙÔ‰Ô‡ÏÔ˘ (IFA) Î·È Ë ™Ù¤ÏÏ· ∫·Ï‰‹ ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 16
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Ì·ÓÙ‹ÚË ÔÈ ¡ÔÌ·Ú¯›Â˜ ‰ÂÓ ÓÔÌÈÌÔÔÈÔ‡ÓÙ·È Ó· ··ÈÙÔ‡Ó ÙËÓ ÚÔÛÎfiÌÈÛË ÈÛÙÔÔÈËÙÈÎÔ‡ ·Ô ÙËÓ ¶ÔÏÂÔ‰ÔÌ›· ‰ÈfiÙÈ ·˘Ùfi ‰ÂÓ ÚԂϤÂÙ·È ·Ô ÙÔÓ ÓfiÌÔ. ∏ ¿‰ÂÈ· ȉڇÛˆ˜ ·Ó·ÓÂÒÓÂÙ·È ·˘ÙÔ‰Èη›ˆ˜ Ì ÙËÓ ÂÌÚfiıÂÛÌË Î·Ù¿ıÂÛË Ù˘ ·ÈÙ‹Ûˆ˜. ∂›Û˘ ‚¿ÛÂÈ ÙÔ˘ ∞¡ 261/68 Ë ÏÂÈÙÔ˘ÚÁ›· ÂÓfi˜ ÊÚÔÓÙÈÛÙËÚ›Ô˘ ¿Óˆ ·Ô 5 ¤ÙË , ·ÎfiÌ· Î·È Â¿Ó Ë ¿‰ÂÈ· ÙÔ˘ ‰fiıÂÈ ·Ú¯ÈÎÒ˜ ·Ú¿ÓÔÌ·, ‰ÂÓ ·Ó·ÛÙ¤ÏÏÂÙ·È. √Ù·Ó ·ÏÏ¿˙ÂÈ Ë ¯Ú‹ÛË Á˘, ‰Â, ÔÈ ˘ÊÈÛÙ¿ÌÂÓ˜ ¯Ú‹ÛÂȘ ‰ÂÓ ·ÏÏ¿˙Ô˘Ó, Â¿Ó ‰ÂÓ ÚԂϤÂÙ·È ÛÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ ¶ÚÔ‰ÚÈÎfi ¢È¿Ù·ÁÌ· Ô˘ fiÚÈÛ ÙËÓ ·ÏÏ·Á‹ ÛÙËÓ Û˘ÁÎÂÎÚÈ̤ÓË ÂÚÈÔ¯‹. ∞ÚˆÁÔ› ÛÙËÓ ÚÔÛ¿ıÂÈ· ÙˆÓ È‰ÈÔÎÙËÙÒÓ Ô˘ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó Úfi‚ÏËÌ· ÌÔÚÔ‡Ó Ó· ÛÙ·ıÔ‡Ó ÔÈ ÙÔÈΤ˜ ÎÔÈӈӛ˜ Î·È ·Ú¯¤˜ ÔÈ Ôԛ˜ Û ÔÏϤ˜ ÂÚÈÙÒÛÂȘ ‰ÂÓ ÂÈı˘ÌÔ‡Ó ÙËÓ ·ÔÌ¿ÎÚ˘ÓÛË ÙÔ˘ ∫•° ÙÔ ÔÔ›Ô Â͢ËÚÂÙ› ¿ÁȘ ·Ó¿ÁΘ ÙˆÓ Î·ÙԛΈÓ. ∂ÓÒ Ô ÓfiÌÔ˜ ÂÈÙÚ¤ÂÈ ÙËÓ ÛÙ¤Á·ÛË ÛÙȘ ÂÚÈÔ¯¤˜ ·ÌÈÁÔ‡˜ ηÙÔÈΛ·˜ ÌÔÓ¿‰ˆÓ
¶ÚˆÙÔ‚¿ıÌÈ·˜, ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ Î·È ∆ÚÈÙÔ‚¿ıÌÈ·˜ Âη›‰Â˘Û˘, Ù· ∫¤ÓÙÚ· •¤ÓˆÓ °ÏˆÛÛÒÓ Î·È Ù· ÊÚÔÓÙÈÛÙ‹ÚÈ· ª.∂. ¯·Ú·ÎÙËÚ›˙ÔÓÙ·È «ÂȉÈ΋ Âη›‰Â˘ÛË». √ ™‡ÚÔ˜ ∫·ÙÛÔ‡Ï˘ Úfi‰ÚÔ˜ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ π‰ÈÔÎÙËÙÒÓ ∫¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ Ì·˜ ›Â: «√ Û‡ÏÏÔÁfi˜ Ì·˜ ·ÓÙÈÌÂÙˆ›˙ÂÈ ÙÔ Úfi‚ÏËÌ· Ì Ôχ ÌÂÁ¿ÏË ÛÔ‚·ÚfiÙËÙ·, ÂÓÒ ‰ÂÓ ÌÔÚԇ̠ӷ ԇ̠ÙÔ ›‰ÈÔ Î·È ÁÈ· ÙËÓ ÔÏÈÙ›·. ∫·Ù’·Ú¯¿˜ ‰ÂÓ Â›Ó·È ‰˘Ó·ÙfiÓ Ó· ··ÈÙÂ›Ù·È ·Ô ÂȯÂÈÚ‹ÛÂȘ Ì ÏÂÈÙÔ˘ÚÁ›· ‰ÂηÂÙÈÒÓ Ó· ÌÂÙ·ÛÙÂÁ·ÛÙÔ‡Ó ¯ÈÏÈfiÌÂÙÚ· Ì·ÎÚÈ¿ ·Ô ÙËÓ ÂÏ·Ù›· ÙÔ˘˜. ¶ÔÏÏÔ› Û˘Ó¿‰ÂÏÊÔÈ ¤¯Ô˘Ó ÂÂÓ‰‡ÛÂÈ ÌÈ· ˙ˆ‹ ÛÙ· ÎÙ›ÚÈ¿ ÙÔ˘˜. √ ‰ÈˆÁÌfi˜ ÙˆÓ ∫¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ ·Ó·Ì¤ÓÂÙ·È Ó· ÎÏÈ̷Έı› Û Ôχ ÂÚÈÛÛfiÙÂÚ˜ ÂÚÈÔ¯¤˜ ·ÎfiÌ· Î·È ÂÓÙfi˜ fiψÓ, Î·È ÙÔ Úfi‚ÏËÌ· ‰ÂÓ ·ÊÔÚ¿ Ê˘ÛÈο ÌfiÓÔ Ù· ÚÔ¿ÛÙÈ·. ∏ ÌÂÙ·ÛÙ¤Á·ÛË ÔÔÈÔ˘‰‹ÔÙ ÂÎ·È‰Â˘ÙËÚ›Ô˘ – Â¿Ó ÙÂÏÈο ·˘Ù‹ Â›Ó·È ÓƠ̂̈˜ ··Ú·›ÙËÙË - Û˘-
ÌÂÚÈÏ·Ì‚·ÓÔ̤ÓÔ˘ Î·È ÂÓfi˜ ∫¤ÓÙÚÔ˘ •¤ÓˆÓ °ÏˆÛÛÒÓ Â›Ó·È Ú¿ÁÌ· Ôχ ‰‡ÛÎÔÏÔ, ÏfiÁˆ ÙˆÓ ÂȉÈÎÒÓ ÎÙÈÚÈ·ÎÒÓ ÚԉȷÁÚ·ÊÒÓ Ô˘ ··ÈÙÔ‡ÓÙ·È. ŒÚ¢ӷ ÙÔ˘ Û˘ÏÏfiÁÔ˘ Ì·˜ ·¤‰ÂÈÍ ÔÙÈ Û ÂÚÈÔ¯¤˜ ·ÌÈÁÔ‡˜ ηÙÔÈΛ·˜ fiÔ˘ ‰ÂÓ ˘¿Ú¯ÂÈ ¿ÌÂÛË ÚfiÛ‚·ÛË Û ∫¤ÓÙÚÔ •¤ÓˆÓ °ÏˆÛÛÒÓ Î·Ù¿ ηÓfiÓ· ÔÈ ÁÔÓ›˜ ÛÙÚ¤ÊÔÓÙ·È ÛÙËÓ Ï‡ÛË ÙÔ˘ ȉȷ›ÙÂÚÔ˘ Ì·ı‹Ì·ÙÔ˜. ∂ÙÛÈ ¤Ó· ÔÏfiÎÏËÚÔ Â¿ÁÁÂÏÌ· Ô˘ÛÈ·ÛÙÈο Ù›ıÂÙ·È ˘fi ‰ÈˆÁÌfi. » √ Úfi‰ÚÔ˜ Ù˘ √.∂.º.∂ °ÈÒÚÁÔ˜ ÷Ù˙ËÙ¤Á·˜ › ÛÙËÓ Lingua Franca : °È· ÌÈ· ·ÎfiÌË ÊÔÚ¿ Ô ¯ÒÚÔ˜ Ù˘ «Û˘ÌÏËڈ̷ÙÈ΋˜» Âη›‰Â˘Û˘, ·ÓÙÈÌÂÙˆ›˙ÂÙ·È ·Ó‡ı˘Ó· ·fi ÙÔ ÂÏÏËÓÈÎfi ÎÚ¿ÙÔ˜. TÔ ı¤Ì· Ù˘ ÌË ·Ó·Ó¤ˆÛ˘ Ù˘ ¿‰ÂÈ·˜ ›‰Ú˘Û˘ ÙˆÓ ‹‰Ë ÏÂÈÙÔ˘ÚÁÔ‡ÓÙˆÓ Î·È Î·ı’ fiÏ· ÓfiÌÈÌˆÓ ÊÚÔÓÙÈÛÙËÚ›ˆÓ, ÙfiÛÔ ME fiÛÔ Î·È Í¤ÓˆÓ ÁψÛÛÒÓ, ÏfiÁˆ ÙˆÓ ÚfiÛıÂÙˆÓ ÔÏÂÔ‰ÔÌÈÎÒÓ ÚÔ¸Ôı¤ÛÂˆÓ Ô˘ ¿Ú¯ÈÛ·Ó Ó· ··ÈÙÔ‡ÓÙ·È ÚfiÛÊ·Ù·, Â›Ó·È ¤Ó· ı¤Ì· Ô˘ Ë ÔÏÈÙ›· Ú¤ÂÈ Ó· ·ÓÙÈÌÂÙˆ-
›ÛÂÈ ¿ÌÂÛ· Î·È ·ÔÊ·ÛÈÛÙÈο. ¢ÂÓ Â›Ó·È ‰˘Ó·ÙfiÓ, ηı’fiÏ· ÓfiÌÈÌÔÈ, ÊÔÚÔÏÔÁÔ‡ÌÂÓÔÈ ŒÏÏËÓ˜ ·ÁÁÂÏ̷ٛ˜, Ô˘ ÚÔÛʤÚÔ˘Ó ÂÚÁ·Û›· Û ¯ÈÏÈ¿‰Â˜ ÂÚÁ·˙fiÌÂÓÔ˘˜ ηıËÁËÙ¤˜ Î·È ÛÙËÚ›˙Ô˘Ó Ì ÙȘ ˘ËÚÂۛ˜ ÙÔ˘ ÂηÙÔÓÙ¿‰Â˜ ¯ÈÏÈ¿‰Â˜ Ì·ıËÙ¤˜ Î·È Ì·ı‹ÙÚȘ, ·Ó ‚Ú›ÛÎÔÓÙ·È Í·ÊÓÈο ·ÈˆÚÔ‡ÌÂÓÔÈ ÂÈΛӉ˘Ó· ¿Óˆ ·fi Ù· ÓÔÌÔıÂÙÈο ÎÂÓ¿ Î·È ÙËÓ ÛηӉ·ÏÒ‰Ë ·ÚÔÓÔËÛ›· Ù˘ ÂÏÏËÓÈ΋˜ ‰ËÌfiÛÈ·˜ ‰ÈÔ›ÎËÛ˘. ŸÛ· ÊÚÔÓÙÈÛÙ‹ÚÈ· ›¯·Ó ¿ÚÂÈ ÓfiÌÈÌ· ¿‰ÂÈ· ›‰Ú˘Û˘, Ú¤ÂÈ Ó· Û˘Ó¯›ÛÔ˘Ó ·ÚfiÛÎÔÙ· ÙËÓ ÏÂÈÙÔ˘ÚÁ›· ÙÔ˘˜. ŸÛÔÓ ¿ÊÔÚ· ‰Â ÙÔ ÂÚÒÙËÌ· Ô˘ Ù›ıÂÙ·È ÁÈ· ÙȘ ÂÚÈÔ¯¤˜ ÛÙȘ Ôԛ˜ ÌÔÚÔ‡Ó Ó· ÏÂÈÙÔ˘ÚÁÔ‡Ó Ù· ÊÚÔÓÙÈÛÙ‹ÚÈ·, ·ÏÏ¿ Î·È fiϘ ÔÈ ÂȯÂÈÚ‹ÛÂȘ Ô˘ ·Ú¤¯Ô˘Ó Û˘ÌÏËڈ̷ÙÈ΋ Âη›‰Â˘ÛË (¯ ˆ‰Â›·, ·È‰ÈÎÔ› ÛÙ·ıÌÔ› ÎÏ), ÂÌ›˜ ··ÓÙ¿Ì ÍÂοı·Ú· fiÙÈ Ù· ÊÚÔÓÙÈÛÙ‹ÚÈ· Ú¤ÂÈ Ó· ÌÔÚÔ‡Ó Ó· ÏÂÈÙÔ˘ÚÁ‹ÛÔ˘Ó Û fiϘ ÙȘ ÂÚÈÔ¯¤˜ Ô˘ ÏÂÈÙÔ˘ÚÁÔ‡Ó Ù· ȉȈÙÈο Î·È ‰ËÌfiÛÈ· Û¯ÔÏ›·.
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4th Model United Nations for Students 2005 (18-20/11/2005)
" VOICES TO BE HEARD"
n keeping with its commitment to international understanding, Express Publishing was very proud to take part in the 4th ∆he event was honored by the presence of, amongst others, Mr. Psomiadis, Mr Kalafatis, Model United Nations for Mr Kaitetzides, Mr Skenderis, Mr Maniakas. Students in Thessaloniki. The event was coordinated to education. It aims to mobilise and organized by the Aristotelio College international co-operation in the resolution and was jointly hosted by the Orthodox of problems faced all over the world. Using Foundation of Education and Culture English, the language of diplomacy and "Diakonia" in Thessaloniki and the international communication, the Aristotelio College from the 18th to 20th of participants take part in a simulation of a November last year. Various schools meeting of the General Assembly in order participated such as the " Vassiliadis High to learn how the international community school", " College de la Salle", Kentro acts on matters of global importance. Ellinikis Paideias, M.N. Raptou, the Lyceum Students are expected to represent their of Oreokastro to name but a few. assigned country’s best interests by The student MUNs are well known and addressing the Assembly, lobbying, organised in educational institutions all resolving differences and ultimately voting. around the world. The most important The issues on the agenda included: MUN is organised in The Hague with the terrorism, nuclear energy, the abuse of participation of an international body of women and children, natural disasters, 3,500 students. human rights, religious tolerance, The event is an amazing opportunity for environmental awareness, and students to actually experience the crossglobalization. cultural and the cross-curricular approach
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author, Virginia Evans, in which she shared some of her hopes for the world that we will bequeath to the generations to come. Over the following days, Express Publishing’s representative, Maria Pepanidas, greets students and guests of honor. the students researched the issues on the agenda, with the aid of Embassies, The dignified opening ceremony was Consulates, the Internet and libraries. On honoured by the presence of many the last day, the General Assembly was dignitaries from the fields of religion, summoned and votes were cast. The politics and education (some of them were students then received their awards and the prefect of Thessaloniki Mr. Psomiadis, their commemorative gifts from Express the M.P.s Mr. Kalafatis and Mr. Gioulekas, Publishing. the Representative of the Epach of After three days of continuous dialogue Thessaloniki, School Advisors Mr. about the problems of the world and their Skenderis and Mr. Maniakas), as well as solutions, leading to a greater sense of the students and their justifiably proud understanding, they were all free to indulge parents and teachers- advisors. to music, dancing and socialising. The Express Publishing team was Express Publishing would like to thank all represented by senior teacher trainer participants and their advisors for actively Maria Pepanides. In her opening speech she stressed the importance of such events taking part in this event and we re-affirm that in the future we will continue to for students to learn the value of support events such as these, where communication as the most civilized form students, empowered by their passion and of conflict resolution and the only true path to peace. She also read out a letter from the dreams, make their own decisions and forge their own success.
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Knowing is not enough: We must apply. Willing is not enough: We must do.
Lingua Franca meets with Karen Fields, who will be sharing Tesol Macedonia – Thrace’s chair with current chairperson Paul Shaw
First of all I would like to congratulate you on your co election for Chairperson of TESOL Macedonia – Thrace, Northern Greece together with the former Chairperson Paul Shaw. This must be an all time first, what happened? Indeed, the results of the 2005 elections for the Executive Board of TESOL Macedonia – Thrace, Northern Greece were unprecedented. Likewise, the decision mutually agreed upon by Paul Shaw and I to divide the two year position. A decision unanimously accepted and supported by the rest of the board. It was essential that the members’ wishes were respected and that their continued support be acknowledged in a fair and democratic way.
most people who would like to join and help but lack the time? Yes, it is extremely hard and difficult times for volunteer organizations. However, everyone can contribute in some way, whether large or small and it is through dedication and hard work by all involved that contributes to the success of the Association. All input is highly valued and appreciated so to quote the German Philosopher Johann von Goethe "Knowing is not enough: We must apply. Willing is not enough: We must do."
You have been a very active member of TESOL Macedonia –Thrace, Northern Greece for a long time. How will your new post affect your duties? Of course I will not be in the office as frequently as when I was Office Secretary! Never the less my role will be just as active if not more so than before. Let’s not forget that TESOL Macedonia –Thrace, Northern Greece is all about teamwork and I will be working alongside eight other colleagues, all of us dedicated to promoting the aims and goals of the Association. What is your vision for TESOL Macedonia –Thrace, Northern Greece, where do you see it in two years time? As it stands today TESOL Macedonia – Thrace, Northern Greece is one of the largest and strongest teacher associations in Greece and probably even in the Balkans. However, there is still a large number of the teaching profession, unaware of who we are and what we offer the ELT & EFL community. It will be one of the main goals over the next two years to increase our membership and to reach more of the teaching profession and also to have the members actively involved in the running of what is ultimately their Association. We will also continue the work of previous Boards by promoting TESOL Macedonia –Thrace, Northern Greece internationally and becoming more active in the global family of teaching and education. It is generally acknowledged that these are hard times for non profit, volunteer organizations, not enough "hands" to be more specific. What do you have to tell
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How would you describe TESOL Macedonia –Thrace, Northern Greece’s aims and goals? The aims of TESOL Macedonia – Thrace, Northern Greece are clear. We intend to continue working side by side with all who share similar interests and to avidly promote, develop and advance EFL and ELT locally, nationally and internationally and to strive for continual professional development of all of those in the field. Our main goal is to keep Greek practitioners abreast of the newest trends in ELT and to bring likeminded professionals together to
share ideas and experiences. What do you offer your members? Any sneak previews for our readers? TESOL Macedonia –Thrace, Northern Greece offers its members regular seminars to enhance professional development both in Thessaloniki and other areas of Northern Greece. A two day Annual Convention is organized every Autumn, providing both locally and internationally renowned speakers. At present two Special Interest Groups (SIGs) are operational, one on Young Learners and the other on English
for Academic and Specific Purposes. Members receive, free of charge, a bulletin four times a year. This informs them of upcoming events and more generally of developments in the EFL & ELT world. Members are also encouraged to have their articles or ideas published in this bulletin. TESOL Macedonia –Thrace, Northern Greece also maintains a website (www.tesolmacthrace.org) that is regularly updated with relevant information and links. We have two SIG meetings scheduled over the next few months. Thank you Karen!
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6
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∫·ÙfiÈÓ ··ÈÙ‹Ûˆ˜ ÔÏÏÒÓ ·Ó·ÁÓˆÛÙÒÓ ÂÁηÈÓÈ¿˙Ô˘Ì ÙËÓ ÌfiÓÈÌË ÛÙ‹ÏË “ æ˘¯Ô...ÁÚ¿ÊËÌ· ”. ™Â οı Ù‡¯Ô˜ Ë ¤ÁÎÚÈÙË „˘¯ÔÏfiÁÔ˜ √ÏÁ· °ÂÚÈÙÛ›‰Ô˘ ı· ··ÓÙ¿ ÛÙ· ÁÚ¿ÌÌ·Ù· Î·È Ù· e mails Û·˜ Î·È ı· ‰›ÓÂÈ ··ÓÙ‹ÛÂȘ ÛÙ· ı¤Ì·Ù· Ô˘ ·ÓÙÈÌÂÙˆ›˙ÂÙ ηıËÌÂÚÈÓ¿ ÛÙËÓ Ù¿ÍË.
ŸÏÁ· °. °ÂÚÈÙÛ›‰Ô˘ ∂Î·È‰Â˘ÙÈ΋ æ˘¯ÔÏfiÁÔ˜ µ.∞., ª.∞., ·ÓÂÈÛÙËÌ›Ô˘ McGill ∫·Ó·‰¿ ∂ÈÎÂÊ·Ï‹˜ ÂÚ¢ÓËÙÈÎÔ‡ ÙÌ‹Ì·ÙÔ˜ MindPower Publishing [email protected] ŸÙ·Ó ¤¯Ô˘Ì ¤Ó·Ó ηÎfi, ·‰È¿ÊÔÚÔ Ì·ıËÙ‹, Ô˘ ÎÔÈÌ¿Ù·È ÛÙËÓ Ù¿ÍË, Ò˜ ÙÔ ÌÂٷʤÚÔ˘Ì ÛÙÔÓ ÁÔÓÈfi ÒÛÙ ӷ ·Ô‰Â¯ı› ÙÔ Úfi‚ÏËÌ· fiÙ·Ó ÙÔ˘ ˆ fiÙÈ ÙÔ ·È‰› ÙÔ˘ Â›Ó·È ‘¿¯ÚËÛÙÔ’ ‰ËÏ·‰‹ ‰ÂÓ ÌÔÚ› Ó· Ì¿ıÂÈ ·ÁÁÏÈο, Ó· ÌËÓ ı˘ÌÒÛÂÈ Î·È ÛÙÚ·Ê› ÂÓ·ÓÙ›ÔÓ ÌÔ˘, Î·È Ó· ÌËÓ ¿ÚÂÈ ÙÔ ·È‰› ÙÔ˘ Î·È ÙÔ ¿ÂÈ Û ·ÓÙ·ÁˆÓÈÛÙ‹ ; [ ª·Ú›· ∫. , ÊÚÔÓÙÈÛÙËÚÈÔ‡¯Ô˜, ¢ˆ‰ÂοÓËÛ· ] ŒÓ· Ôχ Û˘¯Ófi ÂÚÒÙËÌ·. ŒÓ· ÙÂÚ¿ÛÙÈÔ ı¤Ì·, Ì ÔÏϤ˜ ‰È·ÛÙ¿ÛÂȘ ÙÔ ÔÔ›Ô, ·Ó Î·È Ê·›ÓÂÙ·È ·‰‡Ó·ÙÔ, ÌÔÚ› Ó· ·ÓÙÈÌÂÙˆÈÛÙ› ·ÈÛÈfi‰ÔÍ· Î·È Ó· ¤¯ÂÈ ıÂÙÈο ·ÔÙÂϤÛÌ·Ù· ÁÈ· fiÏÔ˘˜ ÙÔ˘˜ Û˘Ì‚·ÏÏÔ̤ÓÔ˘˜. ∆È Ú¤ÂÈ Ó· ·ÔʇÁÔ˘Ì : ÙËÓ Ï¤ÍË ‘¿¯ÚËÛÙÔ’, ÁÈ· Ó· ¯·Ú·ÎÙËÚ›ÛÔ˘Ì ¤Ó· ·È‰›. E›Ó·È ¤Ó·˜ ÂÈΛӉ˘ÓÔ˜ ¯·Ú·ÎÙËÚÈÛÌfi˜ Ô ÔÔ›Ô˜ ‚Ú·¯˘ÚfiıÂÛÌ· ··ÍÈÒÓÂÈ ÙËÓ ‰È΋ Ì·˜ ·ÁÁÂÏÌ·ÙÈ΋ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ·, ηıÒ˜ ‰ËÏÒÓÂÈ ÙËÓ ·‰˘Ó·Ì›· Ì·˜ ÛÙÔÓ ¯ÂÈÚÈÛÌfi Î·È ÛÙËÓ ·ÓÙÈÌÂÙÒÈÛË ‰‡ÛÎÔÏˆÓ ÂÚÈÙÒÛˆÓ. ª·ÎÚÔÚfiıÂÛÌ· ‰Â ÌÔÚ› Ó· ÚÔÍÂÓ‹ÛÂÈ ÁÂÓÈÎfiÙÂÚË ··Í›ˆÛË ÁÈ· ÙÔ ¿ÙÔÌÔ Ì·˜ ηıÒ˜ ‰ÂÓ ˘¿Ú¯ÂÈ Â¯¤ÁÁ˘Ô fiÙÈ ÌÂÏÏÔÓÙÈΤ˜ Û˘Óı‹Î˜ ‰ÂÓ ı· ·Ó·‰Â›ÍÔ˘Ó ¤Ó· ‰È·ÊÔÚÂÙÈÎfi ÚÔÊ›Ï ÛÙÔ ·È‰›, ÁÂÁÔÓfi˜ ÙÔ ÔÔ›Ô ı· ‰ÒÛÂÈ ¿ÏϘ ·ÚÓËÙÈΤ˜ ÚÔÂÎÙ¿ÛÂȘ ÛÙËÓ ÎÚ›ÛË Ì·˜ Î·È ÛÙÔ ¿ÙÔÌÔ Ì·˜. ™ÙËÓ ÂÚ›ÙˆÛË ÂȉÈÎfiÙÂÚ· Ù˘ ͤÓ˘ ÁÏÒÛÛ·˜ ·ÓÙ›ıÂÙ· Ì ÙËÓ ‘ Ï·˚΋ ’ ·ÓÙ›ÏË„Ë, Ë ·ÁÎfiÛÌÈ· ÂÚ¢ÓËÙÈ΋ ‚È‚ÏÈÔÁÚ·Ê›· ‘·Ô‰ÂÈÎÓ‡ÂÈ’ fiÙÈ ‰ÂÓ ˘¿Ú¯ÂÈ ‘¿¯ÚËÛÙÔ˜’ Ì·ıËÙ‹˜, ÂÊ’ fiÛÔÓ ·˘Ùfi˜ ÌÈÏ¿ÂÈ ‹‰Ë ·ÚÎÒ˜ ÙËÓ ÌËÙÚÈ΋ ÙÔ˘ ÁÏÒÛÛ·. ∞·Ú·›ÙËÙ· ‚‹Ì·Ù· Ô˘ Ú¤ÂÈ Ó· ·ÎÔÏÔ˘ı‹ÛÔ˘Ì Û ٤ÙÔÈÔ˘ ›‰Ô˘˜ ÂÚÈÙÒÛÂȘ : ¢È·ÈÛÙÒÓÔ˘Ì fiÙÈ Ë Ù¿ÍË ÛÙËÓ ÔÔ›· ·Ó‹ÎÂÈ Ô Û˘ÁÎÂÎÚÈ̤ÓÔ˜ Ì·ıËÙ‹˜ Â›Ó·È fiÓÙˆ˜ Û˘Ì‚·Ù‹ Ì ÙÔ Ì·ıËÛÈ·Îfi ÙÔ˘ ›‰Ô, ÙÔ ËÏÈÎÈ·Îfi Î·È Û˘ÌÂÚÈÊÔÚÈ·Îfi ÙÔ˘ ÚÔÊ›Ï, ÙËÓ ÚÔÛˆÈÎfiÙËÙ· Î·È ÙÔÓ ‚·ıÌfi ˆÚÈÌfiÙËÙ·˜ ÙÔ˘. ¶·Ú·ÎÔÏÔ˘ıԇ̠ÙËÓ Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘ Ì·ıËÙ‹ ÙfiÛÔ Î·Ù¿ ÙËÓ ‰È¿ÚÎÂÈ· ÙÔ˘ Ì·ı‹Ì·ÙÔ˜ fiÛÔ Î·È Î·Ù¿ Ù· ‰È·Ï›ÌÌ·Ù· ÛÙÔÓ ‰ÈÎfi
Ì·˜ ÂÎ·È‰Â˘ÙÈÎfi ¯ÒÚÔ. ÙÂϤÛÌ·Ù· ÛÙÔÓ Ì·ıËÙ‹ Ì·˜. ¶Ò˜ ‰È‰¿ÛÎÂȘ ÁÚ·ÌÌ·ÙÈ΋ / Û˘ÓÙ·ÎÙÈÎfi ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ ª·ı·›ÓÔ˘Ì ÙÔ ÂÎ·È‰Â˘ÙÈÎfi ÙÔ˘ ÚÔÊ›Ï ÛÙȘ ˘fiÏÔȘ ·Î·Û ̷ıËÙ¤˜ Ô˘ ‰ÂÓ ÁÓˆÚ›˙Ô˘Ó Î·Ï¿ Û˘ÓÙ·ÎÙÈÎfi / ÁÚ·ÌÌ·ÙÈ΋ ‰ËÌ·˚Τ˜ ‰Ú·ÛÙËÚÈfiÙËÙ¤˜ ÙÔ˘ ( Û¯ÔÏÈΤ˜ Î·È Â͈ۯÔÏÈΤ˜ ). ∂¿Ó ‰ÂÓ ÂȉÂÈÎÓ‡ÂÈ ·ÓÔÌÔÈfiÙ˘Ë Û˘ÌÂÚÈÊÔÚ¿ Û fiϘ (Î·È ÛÙËÓ ÌËÙÚÈ΋ ÙÔ˘˜ ÁÏÒÛÛ·; √È ··ÈÙ‹ÛÂȘ Ù˘ ·ÔÙÂÏÂÛÌ·ÙÈ΋˜ Î·È ÁÚ‹ÁÔÚ˘ ÂÎÌ¿ıËÛ˘ ÙÔ ·È‰› ¤¯ÂÈ Î·Ï‹ ‹ ̤ÙÚÈ· ›‰ÔÛË ·ÎfiÌ· Î·È Û ¤Ó· ÌfiÓÔ Ì¿ıËÌ·, ·ÎfiÌ· Î·È ·Ó ·˘Ùfi Â›Ó·È ‰Â˘ÙÂÚ‡ÔÓ ‹ ÙÚÈÙ‡ÔÓ ), ÙfiÙ ÙÔ Ù˘ ·ÁÁÏÈ΋˜, ·ÏÏ¿ Î·È Î¿ı ¿ÏÏ˘ ÁÏÒÛÛ·˜, ÛÙȘ ÂÚÈÔÚÈÛÙÈΤ˜ Úfi‚ÏËÌ· Â›Ó·È Î·ı·Ú¿ ÂÎ·È‰Â˘ÙÈ΋˜ ʇÛˆ˜ Î·È Ú¤ÂÈ ˆ˜ Û˘Óı‹Î˜ ¯ÚfiÓÔ˘ Î·È ÙÚfiÔ˘ ÂÓfi˜ ÂÎ·È‰Â˘ÙÈÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜, ÛÙËÚ›˙ÔÓÙ·È ÛÂ Û˘ÓÂȉËÙÔÔÈË̤ÂÎ·È‰Â˘ÙÈÎÔ› Ó· ÂÓÙÔ›ÛÔ˘Ì ԇ ·˘Ùfi Ó˜ ÁÓÒÛÂȘ ÁÚ·ÌÌ·ÙÈ΋˜ Î·È Û˘ÓÙ·ÎÙȤÁÎÂÈÙ·È, Ì ‰È¿ÊÔÚ˜ ÚÔÛÂÁÁ›ÛÂȘ, ÌÂÎÔ‡. ıfi‰Ô˘˜ Î·È Ï‡ÛÂȘ. ∂›Ó·È ηı‹ÎÔÓ Ì·˜ √È Û˘ÁÎÂÎÚÈ̤Ó˜ ÁÓÒÛÂȘ ‰ÂÓ ··È∂¿Ó ÙÔ ·È‰› ÂȉÂÈÎÓ‡ÂÈ ÙÔ ›‰ÈÔ ·Î·ÙÔ‡ÓÙ·È fiÙ·Ó Ë ÁÏÒÛÛ· Ì·ı·›ÓÂÙ·È ÂȉËÌ·˚Îfi ÚÔÊ›Ï Û fiÏ· Ù· Ì·ı‹Ì·Ù·, ÙfiÓ· ÙÔ˘ ÂÈÎÔÈÓˆÓ‹ÎÔÈÓˆÓȷο (fiˆ˜ ÛÙËÓ ÂÚ›ÙˆÛË Ù˘ Ù ÙÔ Úfi‚ÏËÌ· Èı·ÓÒ˜ Ó· ÔÊ›ÏÂÙ·È Û ÛÔ˘Ì fiÙÈ ÙÔ ·È‰› ÌËÙÚÈ΋˜ ÁÏÒÛÛ·˜). ∏ ÂÈÎÔÈÓˆÓȷ΋ ·Ú¿ÁÔÓÙ˜ Â͈ۯÔÏÈÎÔ‡˜ ÔfiÙ ı· Ú¤‰È·‰Èηۛ· ÛÙËÚ›˙ÂÙ·È Û ·ÊıÔÓ›· ¯ÚfiÂÈ Ó· ˙ËÙËı› Ë ÁÓÒÌË ÂÓfi˜ ÂȉÈÎÔ‡ ÂÎÙÔ˘ ··ÈÙ› ÓÔ˘, ¤ÎıÂÛ˘ ÛÙËÓ Í¤ÓË ÁÏÒÛÛ· Î·È ··È‰Â˘ÙÈÎÔ‡ „˘¯ÔÏfiÁÔ˘. ÂÚÈÛÛfiÙÂÚË Ó¿ÏÔÁ˘ ÂÍ¿ÛÎËÛ˘, ™Â fiÏË ·˘Ù‹ ÙË ‰È·‰Èηۛ·, Ô ÁÔÓ¤·˜, ·Ú¿ÁÔÓÙ˜ Ô˘ ‰ÂÓ ÈÛ¯‡Ô˘Ó ÛÙËÓ ˆ˜ Ô ·fiÏ˘ÙÔ˜ ÎˉÂÌfiÓ·˜ Î·È ˘Â‡ı˘ÓÔ˜ ÚÔÛÔ¯‹ ÙfiÛÔ ·fi ÂÚ›ÙˆÛË Ù˘ Â͈ۯÔÏÈ΋˜ ÂÎÌ¿ıËÁÈ· ÙËÓ ÔÚ›· Î·È ÂͤÏÈÍË ÙÔ˘ ·È‰ÈÔ‡, ÂÌ¿˜ fiÛÔ Î·È ·fi Û˘ Ù˘ •. °. ÛÙËÓ Û‡Á¯ÚÔÓË ÂÏÏËÓÈ΋ ı· Ú¤ÂÈ Ó· ÂÓËÌÂÚˆı› ÁÈ· ÙÔÓ ÚÔÚ·ÁÌ·ÙÈÎfiÙËÙ· Ì ÙËÓ ÛÙÂÓfiÙËÙ· ¯Úfi‚ÏËÌ·ÙÈÛÌfi Ì·˜, Î·È Ó· ÂÍ·ÛÊ·ÏÈÛı› Ë ÂΛÓÔÓ ÙÔÓ ›‰ÈÔ ÁÈ· ÓÔ˘ Î·È ¯Ú‹Ì·ÙÔ˜. Û˘ÓÂÚÁ·Û›· Î·È Ë ÂÓÂÚÁ‹ Û˘ÌÌÂÙÔ¯‹ ÙÔ˘. Ó· ¢ԉÒÛÂÈ Ë ∂Î ÙˆÓ Ú·ÁÌ¿ÙˆÓ, Ì ‰Â‰Ô̤ÓË ÙËÓ ∂›Ó·È ηı‹ÎÔÓ Ì·˜ Ó· ÙÔ˘ ÂÈÎÔÈÓˆÓ‹·Ó·ÁηÈfiÙËÙ· Ù˘ ηٷÓfiËÛ˘ Ù˘ ÛÔ˘Ì fiÙÈ ÙÔ ·È‰› ÙÔ˘ ··ÈÙ› ÂÚÈÛÛfiÙÂÂÎ·È‰Â˘ÙÈ΋ ÁÚ·ÌÌ·ÙÈ΋˜ Î·È ÙÔ˘ Û˘ÓÙ·ÎÙÈÎÔ‡ ·fi ÚË ÚÔÛÔ¯‹ ÙfiÛÔ ·fi ÂÌ¿˜ fiÛÔ Î·È ·fi ‰È·‰Èηۛ·. ÙÔ˘˜ Ì·ıËÙ¤˜, ÁÈ· ÂÈÙ˘¯Ë̤ӷ ·ÔÙÂÂΛÓÔÓ ÙÔÓ ›‰ÈÔ ÁÈ· Ó· ¢ԉÒÛÂÈ Ë ÂηÈϤÛÌ·Ù·, ÙÔ ÈÔ ÛÒÊÚÔÓ Â›Ó·È Ó· ˘Ôı¤‰Â˘ÙÈ΋ ‰È·‰Èηۛ·. ÙÔ˘Ì ¿ÓÙ· fiÙÈ ÔÈ Ì·ıËÙ¤˜ Ì·˜ ‰ÂÓ ¤¶Ú¤ÂÈ Ó· ÙÔ˘ ‰ÒÛÔ˘Ì ۷ʋ Î·È Ô˘¯Ô˘Ó η̛· ÁÓÒÛË Û˘ÓÙ·ÎÙÈÎÔ‡ Î·È ÁÚ·ÌÛÈ·ÛÙÈο ÂȯÂÈÚ‹Ì·Ù· ÒÛÙ ӷ ÙÔÓ Â›Ì·ÙÈ΋˜ Î·È fiÙÈ ı· Ú¤ÂÈ ÂÌ›˜ Ó· ÙÔ˘˜ ÂÈÛÔ˘Ì fiÙÈ ÂÌ›˜ ˆ˜ ÂÎ·È‰Â˘ÙÈÎÔ› ›̷ÛÙ ۇÌÌ·¯ÔÈ ÙÔ˘ ÛÙÔ Ó· ÂÍÂÚ¢ӋÛÔ˘ÌÂ, Ó· ·Ó·Î·Ï‡„Ô˘ÌÂ, Î·È Ó· Û¿ÁÔ˘Ì Û ·˘Ùfi. ∞Ó·fiÛ·ÛÙÔ˜ Û‡ÌÌ·¯Ô˜ Î·È ‚ÔËıfi˜ Ì·˜ ¤Ó· ηÏfi ‚È‚Ï›Ô ÈηÓÔÔÈ‹ÛÔ˘Ì ÙȘ Ú·ÁÌ·ÙÈΤ˜ ·Ó¿ÁΘ ÙÔ˘ ·È‰ÈÔ‡ ÙÔ˘. ªfiÓÔ Â¿Ó Î·Ù·Ê¤ÚÔ˘Ì ӷ ËÚÂÌ‹ÛÔ˘Ì ÙÔÓ ÁÔÓ¤· ·fi ÙËÓ ·- ÁÚ·ÌÌ·ÙÈ΋˜ Ô˘ ı· Â›Ó·È ÊÈÏÈÎfi ( ÌË ·ÂÈÏËÙÈÎfi) Î·È ÂÓı·ÚÚ˘Ó·ÛÊ¿ÏÂÈ·, ÙËÓ ÂÈÊ˘Ï·ÎÙÈÎfiÙËÙ·, ÙÔÓ Êfi‚Ô Î·È ÙËÓ ÓÙÚÔ‹ Ô˘ ÓÙÈÎfi ÁÈ· ÙÔÓ Ì·ıËÙ‹ Î·È Â‡¯ÚËÛÙÔ ( fi¯È ‰‡Û¯ÚËÛÙÔ Î·È ÔχÏÔÈı·ÓÒ˜ ·ÈÛı¿ÓÂÙ·È ı· ÂÈÙ‡¯Ô˘Ì ӷ ÌËÓ ÙÔÓ ÛÙÚ¤„Ô˘Ì ÂÓ·- ÎÔ : Ô˘ ÚÔηÏ› Û‡Á¯˘ÛË, ¿Á¯Ô˜ Î·È ·Ó·ÛÊ¿ÏÂÈ·) Î·È ˘ÔÛÙËÚÈÎÙÈÎfi ÁÈ· ÙÔÓ ÂÎ·È‰Â˘ÙÈÎfi. ÓÙ›ÔÓ Ì·˜. ∆Ô Î·Ù¿ÏÏËÏÔ ‚È‚Ï›Ô ı· Ú¤ÂÈ Ó· ÌËÓ ÚÔ¸Ôı¤ÙÂÈ Î·Ì›· ªfiÓÔ Â¿Ó ÙÔ˘ ÌÂÙ·‰ÒÛÔ˘Ì ÙËÓ ›ÛÙË Î·È ÙËÓ ·ÈÛÈÔ‰ÔÍ›· Ì·˜ fiÙÈ ÙÔ ·È‰› ÙÔ˘ ÌÔÚ› Ó· Ì¿ıÂÈ Î·È ı· Ì¿ıÂÈ, ı· ÂÍ·ÛÊ·Ï›ÛÔ˘Ì ÁÓÒÛË ÁÚ·ÌÌ·ÙÈ΋˜ – Û˘ÓÙ·ÎÙÈÎÔ‡, ·ÏÏ¿ ı· Ú¤ÂÈ Ó· ÂÈÙ˘Á¯¿ÙËÓ ÛÙ‹ÚÈÍË Î·È ÙËÓ Û˘ÓÂÚÁ·Û›· ÙÔ˘ ÛÙȘ ÚÔÛ¿ıÂȘ Ì·˜, ÔÈ Ô- ÓÂÈ ÙËÓ ·‚›·ÛÙË ÁÓˆÛÙÈ΋ ηٷÓfiËÛË ÙÔ˘˜ Î·È Ó· ÂÍ·ÛÊ·Ï›˙ÂÈ ÙËÓ Ô›Â˜ Â›Ó·È ··Ú·›ÙËÙ˜ ÁÈ· Ó· ¤¯Ô˘Ì ıÂÙÈο ÂÎ·È‰Â˘ÙÈο ·Ô- ÂÈÙ˘¯Ë̤ÓË ¯Ú‹ÛË ÙÔ˘˜ ·fi ÙÔÓ Ì·ıËÙ‹.
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8
‘Help! I have a mixed ability class! How on earth can I teach?’
Buds and Flowers in Mixed Level Classes our learners depends on whether we believe in their potential The mixed ability class ll classes are mixed ability. As soon as you put two or not. Remember the students who said about their best people together, you have a mixed level situation, teacher: ‘She believed in me and made me believed in myself’ especially if we see mixed levels as more than a or ‘She wanted us all to succeed, not only the good ones’. question of ability as demonstrated in tests of language But how does a teacher deal with the mixed level class in proficiency. Mixed level classes are also the result of practical terms? Someone said there is nothing as practical ñ the different learning styles of students as a good theory and it is the case that I have found the ideas ñ the pace at which they learn of Lev Vygotsky a great source of inspiration in building ñ the level and kind of motivation techniques for co-operative learning and making the most of ñ their personal interests diversity in the classroom. ñ their background knowledge Vygotsky and Mixed Level ñ any social problems they may be Teaching To Vygotsky we owe the idea of facing Everyone is a the Zone of Proximal and so on. potential winner. Development (ZDP): ‘Mixed level’ teaching is thus only Vygotsky defines the ZPD as the one problem (or challenge) faced Some people are distance between the actual by teachers and it cuts across development and the level of other ‘problems’, such as failure to disguised as losers; potential development as achieve results, discipline and – don’t let determined through problem the number one factor in learning solving under adult guidance or a language – motivation, or the appearances fool in collaboration with more lack of it. How we confront the you. capable peers’ (Vygotsky, problem of ‘mixed ability’ or more 1978:86). The ZDP defines those accurately ‘mixed level teaching’ (Ken Blanchard) functions that have not yet will make a big difference to the matured but are in the process progress we make with our of maturation, functions that will students; because mixed level mature tomorrow but are currently teaching is defined by diversity and making the most of diversity in the classroom, it goes to in an embryonic state. These functions could be termed the the heart of teaching. It is about giving every student a ‘buds’ and ‘flowers’ of development rather than the fruits of chance to succeed; it is about building self-esteem and the development, rather than the fruits of development. ZPD confidence in the student that they can make the most of their characterizes mental development prospectively, not potential. How a teacher deals with the ‘difficulty’ of mixed retrospectively. It is a dynamic concept, relating to what is in level teaching will reflect his or her beliefs about teaching the process of being formed. and learning. Above all, how we tackle the diverse needs of The specific means of assistance provided by the more
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capable members in the ZPD can ñ homework is recycled take many forms and includes ñ self-esteem is raised ‘scaffolding’, in which more capable ñ positive attitudes are encouraged members share responsibility with ñ rapport and group dynamics are the less cable members in the doing strengthened of an act, gradually letting them Six of the Best I would like to end this article with assume greater responsibility; half a dozen examples of techniques modelling, where the more that may help us make the most of experienced members provide mixed level classes. Once we see models or examples of the expected diversity in the class as an behaviours for the novices to notice, opportunity rather than a problem, observe and imitate. Training is we will be getting somewhere. I hope when the more expert members you and your students enjoy these coach or directly instruct the recipes! learners in the realisation of the expected action. What is jointly Recipe 1 Complementary tasks constructed eventually, through use Luke Prodromou Level: Elementary + in social contexts becomes part of the individual’s internalised knowledge. Innate capacities Aims: to facilitate the co-operative reading of a text. dynamically merge with and are ultimately shaped by the Duration: Varies (depending on text and questions) sociocultural – constituted by the myriad communicative Materials: Textbook Preparation: A worksheet adaptation of textbook activities made available to us as social actors. Mediational means are tools which the more expert use to comprehension questions. assist less capable participants in noticing, ordering, and Language: May vary. remembering their involvement in communicative activities. 1. Students read a text from the book, e.g. a Penpal advert. 2. Student A: (book open) answers these questions from the Mediational means can be verbal, visual or physical. If we offer leading questions or show how the problem is to book: Answer. be solved and the child then solves it or if the teacher initiates Task A (less challenging) the solution and the child completes it or solves it in 1.How many of the people are 13 years old? collaboration with other children...what children can do with the assistance of others might be in some sense even more 2.How many boys are there? indicative of their mental development than what they can do 3.Who doesn’t eat meat? 4.Who likes football? alone (Vygotsky, 1978:85). 5.Who lives in the country? Vygotsky: practical implications There are different ways of generating practical classroom Student B: Writes questions for these answers. techniques from the principles outlined by Vygotsky. Task B (more challenging) Answers. 1) set different tasks for different level students: 1.There are three. The material is too hard for half the class, or it’s too easy. It’s 2.There are four. almost like I need TWO coursebooks 3.Elena doesn’t. 2) set tasks that are achievable for all the students, but can be 4.James does. extended for higher levels 5.Chris does. 3) Have a variety of different kinds of activity to cater for 3. Students feedback to each other, while the teacher different kinds of student monitors. 4) be sensitive to individuals and take care of the group (Acknowledgments: Bowler and Parminter, ETP: 13) dynamic: build on the strengths of each individual and Recipe 2 Disappearing texts encourage co-operative learning. Level: Elementary/Intermediate Extendable tasks The quick students finish early and then disrupt the class Aims: to raise awareness of grammar Duration: 10 minutes because they are bored. The slow students never finish any activity and get Materials: Textbook demoralised. It is therefore imperative to take the ‘early Language: May vary finisher’ (EF) into account when we deal with the difficulty of 1. Write a text on BB : Akis and Stefanos, the terrible twins who were born in mixed level teaching. ‘The devil finds work for idle hands’ or ‘the early finisher is already on the road to becoming a Greece on 22 August 1983, were playing football outside in the street with their best friend, Vayios, who was twelve, when discipline problem’. suddenly Akis kicked the ball too hard and, with a loud Catering for learning styles The other day we did an activity, and Marta (who is usually the smash, broke their neighbours’ window. 2. Students rub out 1-3 words at a time to reduce the text to slowest in the class) responded really well! I had no idea, and the shortest possible correct version. it has made me see her differently. To Howard Gardner we owe the concept of multiple 3. When the text has shrunk as much as it possibly can,. intelligences, that is, that people learn best if they learn n Students reconstruct it from memory. They write it down. The more text is erased from the board, the more difficult the ways which make the most of their preferred learning styles: 1. Verbal 2. Visual 3. Auditory 4. Kinaesthetic 5. Musical 6. task becomes. Note : A text from the coursebook may be used for the above Mathematical 7. Interpersonal 8. Intrapersonal 9. Gustatory 10. Natural 11. task. Recipe 3 Humourous/Ludic Of course, the teacher can draw on more than one of these Disappearing dialogue styles for the benefit of the individual learner and the group. Level: Elementary The more the merrier, as that way we are more likely to Aims: to practise speaking; questions. Duration: 20 minutes appeal to the diversity in the group. Materials: a dialogue from the textbook One class, not several The students themselves know about the differences in ability Preparation: Choose a dialogue which can be personalised in terms of the students’ own experience and are getting impatient with each other. I feel as if there are two groups in the class – the bright ones Language: Questions: Yes.No, Wh-questions. 1. The teacher writes a dialogue on the board with questions and the slow ones. To sum up, in the mixed level activities in this article, the and answers about people: e.g Kate: Who’s that? following principles have been applied: Helen: My mum. ñ Students support each other Kate: What does she do? ñ The teacher supports the students Helen: She’s a teacher. ñ tasks are co-constructed Kate: Oh. I see, Is that your father? ñ tasks are flexible Helen: Yes, he’s an engineer. And that’s my sister. ñ tasks are open-ended Kate: Right. What’s her name? ñ tasks are’ intelligently’ varied Helen: Maria. ñ students work on their own material Kate: How old is she? ñ the material is of an appropriate level Helen: She’s twelve. ñ the material is of interest to the learners Kate: And who’s that? etc etc ñ learner input is culture sensitive ñ the mother tongue is a resource ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 14 ñ error is a source of strength and growth
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9
¢π∞ µπ√À… ∞À∆√µ∂§∆πø™∏ ∏ ˙ˆ‹ ÂÈÎÔÈÓˆÓ› ÌfiÓÔ Ì ڿÍÂȘ ˙ˆ‹˜, Ë ˙ˆ‹ ÂÏ›˙ÂÈ, Ë ˙ˆ‹ ÎÙ›˙ÂÈ Ì ·Á¿Ë, Ë ˙ˆ‹ ÎÙ›˙ÂÈ Ì ËıÈΤ˜ ·Í›Â˜. ∆˘ ŸÏÁ·˜ °ÎÔ˘Ó‹ ∆ËÓ ÛÙÈÁÌ‹ Ô˘ Ô ¿ÓıÚˆÔ˜ ÁÂÓÓÈ¤Ù·È ‰ÂÓ Â›Ó·È tabula rasa, ·ÏÏ¿ ‹‰Ë ʤÚÂÈ ¤Ó· ÔÏfiÎÏËÚÔ Û‡ÛÙËÌ· ·ÍÈÒÓ, ÚÔÁÚ·ÌÌ¿ÙˆÓ, ٷϤÓÙˆÓ, ‰ÂÍÈÔÙ‹ÙˆÓ ÎÏ. Ô˘, ̤¯ÚÈ ÙËÓ ÛÙÈÁÌ‹ Ù˘ Á¤ÓÓËÛ˘, ‚Ú›ÛÎÔÓÙ·È Û ÂÓ ‰˘Ó¿ÌÂÈ ÌÔÚÊ‹, ηÈ, ·fi ÙËÓ ÛÙÈÁÌ‹ Ù˘ Á¤ÓÓËÛ˘ Î·È ÌÂÙ¿, ı· ·Ú¯›ÛÔ˘Ó Ó· ÂÓÂÚÁÔÔÈÔ‡ÓÙ·È Ì¤¯ÚȘ fiÙÔ˘ Ó· ÊÙ¿ÛÔ˘Ó ÛÙËÓ Ï‹ÚË ÂΉ‹ÏˆÛ‹ ÙÔ˘˜. £· ÌÔÚÔ‡Û·Ì ӷ ԇ̠fiÙÈ ÙÔ ÂÓ‰ÔÌ‹ÙÚÈÔ
ÂÚÈ‚¿ÏÏÔÓ Ù˘ ÌËÙ¤Ú·˜ Â›Ó·È ÙÔ ÚÒÙÔ «·fiÚ·ÙÔ» Û¯ÔÏÂ›Ô ·fi ÙÔ ÔÔ›Ô Ô ¿ÓıÚˆÔ˜ ·›ÚÓÂÈ Ù· ÚÒÙ· Ì·ı‹Ì·Ù· ˙ˆ‹˜, Ì·ı‹Ì·Ù· Ô˘ ı· ÙÔ˘ ηıÔÚ›ÛÔ˘Ó ÔÈÔ˜ Â›Ó·È Î·È ÔÈÔ˜ ı· Á›ÓÂÈ Î·ıÒ˜ ı· ÌÂÁ·ÏÒÓÂÈ, Î·È ÔÈ ÁÔÓ›˜ Â›Ó·È ÔÈ ÚÒÙÔÈ Ì·˜ ‰¿ÛηÏÔÈ. ∏ ÔÈfiÙËÙ· Ù˘ ÂÓ‰ÔÌ‹ÙÚÈ·˜ ÂÌÂÈÚ›·˜ Â›Ó·È ·˘Ù‹ Ô˘ ı· ı¤ÛÂÈ ÙÔ Ï·›ÛÈÔ ÁÈ· ÌÈ· ‰ËÌÈÔ˘ÚÁÈ΋ ÔÚ›· ‹ ı· ÌÏÔοÚÂÈ ÙËÓ ‰ËÌÈÔ˘Ú-
ÁÈÎfiÙËÙ· ÙÔ˘ ·ÓıÚÒÔ˘ ı¤ÙÔÓÙ¿˜ ÙÔÓ Û ÌÈ· ηٿÛÙ·ÛË Â·ÁÚ‡ÓËÛ˘ ÚÔÎÂÈ̤ÓÔ˘ Ó· ÂÈ‚ÈÒÛÂÈ ·fi ÙËÓ ·ÂÈÏ‹ Ô˘ ÓÔÌ›˙ÂÈ, ‹ fiÓÙˆ˜, ‰È·ÙÚ¤¯ÂÈ. ŒÙÛÈ, Ô ¿ÓıÚˆÔ˜, Û’ ·˘Ù‹Ó ÙËÓ ÚÒÙË ÙÔ˘, ÌË ÔÚ·Ù‹ Û ̷˜, ˙ˆ‹ ÙÔ˘, ·Ó ‚ÈÒÛÂÈ ·fiÚÚÈ„Ë, ‰ËÏ. Â¿Ó ¤ÛÙˆ Î·È ¤Ó·˜ ·fi ÙÔ˘˜ ‰‡Ô ÁÔÓ›˜, ‰ÂÓ ÙÔ ı¤ÏÂÈ Î·Ó (·fiÚÚÈ„Ë Ù˘ ‡·ÚÍ‹˜ ÙÔ˘), ‹ ÙÔ ı¤ÏÂÈ ˘fi fiÚÔ˘˜ (ÌÂÚÈ΋ ·fiÚÚÈ„Ë),
‹ ·Ó ‚ÈÒÛÂÈ ¤ÓıÔ˜ (ÙÔ ¤ÓıÔ˜ ÂÓfi˜ ·Á·Ë̤ÓÔ˘ Ô˘ ¤Ê˘ÁÂ, ÂÓfi˜ Û˘˙‡ÁÔ˘ Ô˘ ÂÁη٤ÏÂÈ„Â ÙËÓ ¤ÁÎ˘Ô ÌËÙ¤Ú·), ‹ ·Ó ‚ÈÒÛÂÈ ÂÁηٿÏÂÈ„Ë (Ë ÌËÙ¤Ú· ‰ÈÂÎÂÚ·ÈÒÓÂÈ ÌÈ· ·ËÛË ¯ˆÚ›˜ Ó· Û˘Ó‰¤ÂÙ·È ÚÔÁÂÓÓËÙÈο Ì ÙÔ ÌˆÚfi Ù˘, ‹ Ë ÌËÙ¤Ú· Â›Ó·È ÂÁˆÎÂÓÙÚÈο ÂÛÙÈ·Ṳ̂ÓË ÛÙ· ‰Èο Ù˘ ÚÔ‚Ï‹Ì·Ù·), ‹ ‚ÈÒÓÂÈ ‚›·, ΛӉ˘ÓÔ, ·™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 10
˜ «¢È· ‚›Ô˘ Âη›‰Â˘ÛË» ÔÚ›˙ÂÙ·È Û‡Ìʈӷ Ì ÙÔÓ ÓfiÌÔ 3369/2005, Ë Ì·ıËÛȷ΋ ‰È·‰Èηۛ·, Û˘ÌÂÚÈÏ·Ì‚·ÓÔ̤Ó˘ Ù˘ ÂÌÂÈÚÈ΋˜ Ì¿ıËÛ˘, ηı’ fiÏË ÙËÓ ‰È¿ÚÎÂÈ· Ù˘ ˙ˆ‹˜ ÙÔ˘ ·ÓıÚÒÔ˘ Ì ÛÎÔfi ÙËÓ ·fiÎÙËÛË ‹ ÙËÓ ‚ÂÏÙ›ˆÛË ÁÂÓÈÎÒÓ Î·È ÂÈÛÙËÌÔÓÈÎÒÓ ÁÓÒÛˆÓ, ‰ÂÍÈÔÙ‹ÙˆÓ Î·È ÈηÓÔÙ‹ÙˆÓ ÙfiÛÔ ÁÈ· ÙË ‰È·ÌfiÚʈÛË ÌÈ·˜ ÔÏÔÎÏËڈ̤Ó˘ ÚÔÛˆÈÎfiÙËÙ·˜ fiÛÔ Î·È ÁÈ· ÙËÓ ÚfiÛ‚·ÛË ÛÙËÓ ··Û¯fiÏËÛË. ™Â ÌÈ· ∂˘ÚÒË Ù·¯Â›·˜ ÎÈÓËÙÈÎfiÙËÙ·˜ ·ÏÏ¿ Î·È Û ÌÈ· ÂÔ¯‹ ÌÂÁ¿ÏˆÓ Ù¯ÓÔÏÔÁÈÎÒÓ ÂÍÂϛ͈Ó, Ë ‰È· ‚›Ô˘ Âη›‰Â˘ÛË Â›Ó·È ··Ú·›ÙËÙË ñ°È· ÙËÓ Â·Ó·Î·Ù¿ÚÙÈÛË ÙÔ˘ ·ÓıÚÒÈÓÔ˘ ‰˘Ó·ÌÈÎÔ‡ ñ∆ËÓ ·ÚÔ¯‹ ‚·ÛÈÎÒÓ Â·ÁÁÂÏÌ·ÙÈÎÒÓ ÁÓÒÛÂˆÓ Î·È ‰ÂÍÈÔÙ‹ÙˆÓ ‹ ÂÍÂȉÈ·ÛÂˆÓ ÁÈ· ÙËÓ ¤ÓÙ·ÍË, ·ӤÓÙ·ÍË, ·ÁÁÂÏÌ·ÙÈ΋ ÎÈÓËÙÈÎfiÙËÙ· ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜ Î·È ñÙËÓ ÂÓ Á¤ÓÂÈ ·Ó¤ÏÈÍË ÙÔ˘ ·ÓıÚÒÈÓÔ˘ ‰˘Ó·ÌÈÎÔ‡, ÂÂȉ‹ 1. ™˘ÌÏËÚÒÓÂÈ, 2. ÂÎÛ˘Á¯ÚÔÓ›˙ÂÈ, 3. ·Ó·‚·ıÌ›˙ÂÈ ÁÓÒÛÂȘ Î·È ‰ÂÍÈfiÙËÙ˜ Ô˘ ·ÔÎÙ‹ıËÎ·Ó ·fi ¿ÏÏ· Û˘ÛÙ‹Ì·Ù· Âη›‰Â˘Û˘ ‹ ηٿÚÙÈÛ˘ ‹ Î·È ·fi ·ÁÁÂÏÌ·ÙÈ΋ ÂÌÂÈÚ›· Ì ÛÙfi¯Ô ¤Ú·Ó Ù˘ ¤ÓÙ·Í˘ ‹ ·ӤÓÙ·Í˘ ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜, ñÙËÓ ‰È·ÛÊ¿ÏÈÛË Ù˘ ÂÚÁ·Û›·˜, ÙËÓ Â·ÁÁÂÏÌ·ÙÈ΋ ·Ó¤ÏÈÍË ñÎ·È ÙËÓ ÚÔÛˆÈ΋ ·Ó¿Ù˘ÍË. ∞ÏÏ¿ ÙÈ ÂÓÓÔԇ̠̠ÙÔÓ fiÚÔ ÚÔÛˆÈ΋ ·Ó¿Ù˘ÍË; ∫·È ÁÈ·Ù› ·˘Ù‹ Û˘Ó‰¤ÂÙ·È Ì ÙËÓ Â·ÁÁÂÏÌ·ÙÈ΋ ·Ó¤ÏÈÍË; ªÂ ÙÔÓ fiÚÔ ÚÔÛˆÈ΋ ·Ó¿Ù˘ÍË ÂÓÓÔԇ̠ÙË ‚ÂÏÙ›ˆÛË Î·È ÂͤÏÈÍË ÙÔ˘ ·ÙfiÌÔ˘, ÙÔ˘ ηıÂÓfi˜ ·fi ÂÌ¿˜, Ô˘ ÂÎÊÚ¿˙ÂÙ·È Ì ñÙËÓ Î·Ù¿ÚÁËÛË ÙˆÓ ÚÔÛˆÈÎÒÓ ÂÚÈÔÚÈÛÌÒÓ, ñÙËÓ Â›Ï˘ÛË ÙˆÓ ÚÔÛˆÈÎÒÓ ÚÔ‚ÏËÌ¿ÙˆÓ, ñÙË ‚ÂÏÙ›ˆÛË Ù˘ ·ʋ˜ Î·È ¤ÓÙ·Í˘ ÛÙËÓ ÎÔÈÓˆÓ›· Î·È ÙËÓ ÔÈÎÔÁ¤ÓÂÈ· (Û¯¤ÛÂȘ Ì ÙÔ˘˜ ¿ÏÏÔ˘˜), ñÙËÓ ·‡ÍËÛË Ù˘ ÚÔÛˆÈ΋˜ ¢ËÌÂÚ›·˜, ñÙË ‚ÂÏÙ›ˆÛË Ù˘ ÚÔÛˆÈ΋˜ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ·˜ Û ‰È¿ÊÔÚ˜ ηٷÛÙ¿ÛÂȘ, ñÙËÓ ·Ó¿‰ÂÈÍË Î·È Î·ÏÏȤÚÁÂÈ· ÙˆÓ ÚÔÛˆÈÎÒÓ Ù·Ï¤ÓÙˆÓ Î·È ÈηÓÔًوÓ. ∂›Ó·È Ë ñÛ˘ÓÂȉËÙ‹ ÙÚÔÔÔ›ËÛË ·ÙÔÌÈÎÒÓ ¯·Ú·ÎÙËÚÈÛÙÈÎÒÓ (ۈ̷ÙÈÎÒÓ, „˘¯ÈÎÒÓ, ÓÂ˘Ì·ÙÈÎÒÓ Î·È ‰È·ÓÔËÙÈÎÒÓ) Î·È ñË ·Ó¿Ù˘ÍË ÚÔÛˆÈÎÒÓ ÈηÓÔًوÓ, Ù¿ÛÂˆÓ Î·È ‰ÂÍÈÔÙ‹ÙˆÓ Ì ÛÎÔfi ÙËÓ ·‡ÍËÛË Ù˘ ñÚÔÛˆÈ΋˜ ÂÈÙ˘¯›·˜, ñ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ·˜ Î·È ñÂ˘Ù˘¯›·˜. ∏ ·˘ÙÔ‚ÂÏÙ›ˆÛË ‚Ú›ÛÎÂÙ·È ›Ûˆ ·fi οı ÛÙ¿‰ÈÔ ·Ó¿Ù˘Í˘ ÙÔ˘ ·ÓıÚÒÔ˘. ¶Ò˜ ÍÂÎÈÓ¿ÂÈ Ô ¿ÓıÚˆÔ˜
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10 ÂÈÏ‹ ı·Ó¿ÙÔ˘ (Á›ÓÂÙ·È ·fiÂÈÚ· ‹ ·Ï¿ ÛΤ„ÂȘ ¤ÎÙÚˆÛ˘, Ë ¤ÁÎ˘Ô˜ ¤¯ÂÈ ·ÈÌÔÚÚ·Á›·, ‹ ηÎÔÔÈ›ٷÈ, ‹ ÔÈ Â͈ÙÂÚÈΤ˜ Û˘Óı‹Î˜ Â›Ó·È ‚›·È˜: fiÏÂÌÔ˜, ÛÂÈÛÌfi˜, ÎÏ.),ÙfiÙ ·˘Ù¿ Ù· ÚfiÙ˘· ı· Á›ÓÔ˘Ó ÙÔ ·Û˘Ó›‰ËÙÔ Ï·›ÛÈÔ Ô˘ ı· ‰›ÓÂÈ ÙÔÓ ÙfiÓÔ ÛÙËÓ ÌÂÙ¤ÂÈÙ· ˙ˆ‹ ÙÔ˘ Î·È ı· ÂÚÈÔÚ›˙Ô˘Ó Û˘Ó¯Ҙ ÙËÓ ÚÔÛˆÈ΋ ÙÔ˘ ·Ó¿Ù˘ÍË Î·È Â˘Ù˘¯›·. ∫·Ù¿ÚÁËÛË ÙˆÓ ÚÔÛˆÈÎÒÓ ÂÚÈÔÚÈÛÌÒÓ: º·ÓÙ·ÛÙ›Ù ÙÒÚ·, ¤Ó·Ó ¿ÓıÚˆÔ Ô˘ ÔÚ‡ÂÙ·È ¤¯ÔÓÙ·˜ ÙÔ˘˜ ·Ú¯ÈÎÔ‡˜ ·˘ÙÔ‡˜ ‹ ÌÂÙ¤ÂÈÙ· ηÏÏÈÂÚÁË̤ÓÔ˘˜ ÚÔÛˆÈÎÔ‡˜ ÂÚÈÔÚÈÛÌÔ‡˜: ŒÓ·Ó ¿ÓıÚˆÔ Ô˘ ñºÔ‚¿Ù·È, ñ¶ÔÓ¿ÂÈ, ñ∂›Ó·È ı˘ÌˆÌ¤ÓÔ˜, ñª·Ù·ÈˆÌ¤ÓÔ˜, ñµÈÒÓÂÈ ÌÔÓ·ÍÈ¿ ñ¡ÈÒıÂÈ ˆ˜ ηӤӷ˜ ‰ÂÓ ÓÔÈ¿˙ÂÙ·È ÁÈ· ÂΛÓÔÓ, ηÓ›˜ ‰ÂÓ ÙÔÓ ·Á·¿, fiÙÈ Â›Ó·È ¿¯ÚËÛÙÔ˜, ·Ó›Î·ÓÔ˜, ·‰‡Ó·ÌÔ˜, ‚¿ÚÔ˜, ¤ÓÔ¯Ô˜ Î·È ‹ ñ£¤ÏÂÈ Ó· ÂΉÈÎËı› ñ◊ Ó· ÂÍÈψı› Ì οı ÙÚfiÔ ñ◊ Ó· Á›ÓÂÈ ·ÚÂÛÙfi˜ ÛÙÔ˘˜ ¿ÓÙ˜ ÁÈ· Ó· ÂÈ‚ÈÒÛÂÈ ñ◊ Ó· ÌËÓ ˙ÂÈ, Ó· ı¤ÏÂÈ Ó· Âı¿ÓÂÈ Î·È … ∫·È Ê·ÓÙ·ÛÙ›Ù ·˘ÙfiÓ ÙÔÓ ¿ÓıÚˆÔ Ó· Â›Ó·È Ì·ıËÙ‹˜, Ó· Â›Ó·È Ô Ì·ıËÙ‹˜ Û·˜. ¶fiÛÔ ¿Ú·Á ÌÔÚ› Ó· ÂΉËÏÒÓÂÈ ÙÔ ‰˘Ó·ÌÈÎfi ÙÔ˘ ¤Ó·˜ Ì·ıËÙ‹˜ Ô˘ ÓÈÒıÂÈ ·fiÚÚÈ„Ë, fiÙÈ ‰ÂÓ ¤¯ÂÈ ı¤ÛË ÛÙÔÓ ÎfiÛÌÔ, fiÙÈ Î·Ó›˜ ‰ÂÓ ÙÔÓ ·Á·¿ÂÈ Î·È Î·Ó›˜ ‰ÂÓ ÓÔÈ¿˙ÂÙ·È ÁÈ· ÂΛÓÔÓ; ∂Ô̤ӈ˜, Ô‡ÙÂ Ô ‰¿ÛηÏfi˜ ÓÔÈ¿˙ÂÙ·È. ∫·È ÙÈ Û¯¤ÛÂȘ ÌÔÚ› Ó· ‰ËÌÈÔ˘ÚÁ› ¤Ó·˜ Ù¤ÙÔÈÔ˜ Ì·ıËÙ‹˜ Ô˘ ¤¯ÂÈ ‚ÈÒÛÂÈ ÙËÓ Ì·Ù·›ˆÛË Ù˘ ·Á¿Ë˜ Î·È ı¤ÏÂÈ Ó· ÂΉÈÎËı›; ™·˜ ϤÓ ٛÔÙ ٷ ‰ÂÏÙ›· Ó·ÓÈ΋˜ ÂÁÎÏËÌ·ÙÈÎfiÙËÙ·˜; º·ÓÙ·ÛÙ›Ù ÙÒÚ· ÙÔÓ ¿ÓıÚˆÔ ·˘Ùfi Ó· ÌÂÁ·ÏÒÓÂÈ ·ÎfiÌË ÂÚÈÛÛfiÙÂÚÔ Î·È Ó· Á›ÓÂÙ·È ‰¿ÛηÏÔ˜. ¶fiÛÔ ı· ÌÔÚ› Ó· ʈٛ˙ÂÈ ÙȘ „˘¯¤˜ ÙˆÓ Ì·ıËÙÒÓ ÙÔ˘ ¤Ó·˜ ‰¿ÛηÏÔ˜ Ô˘ ¤¯ÂÈ ¯¿ÛÂÈ ÙÔ Êˆ˜ ÙÔ˘ Ô ›‰ÈÔ˜; ŒÓ·˜ ‰¿ÛηÏÔ˜ Ô˘ ʤÚÂÈ ÙÔ Û¤ÚÌ· Ù˘ ·fiÚÚȄ˘ Î·È ¤¯ÂÈ Û˘Ú-
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ÚÈÎÓˆı› ı· ‚ÈÒÓÂÈ Û˘Ó¤¯ÂÈ· ÙËÓ ·fiÚÚÈ„Ë Û οı ·Ú·Ù‹ÚËÛË Û˘Ó·‰¤ÏÊÔ˘ ‹ ‰È¢ı˘ÓÙÔ‡ ÁÈ· ‚ÂÏÙ›ˆÛË ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ÙÔ˘ ¤ÚÁÔ˘ Î·È Û οı ÂÚ›ÂÚÁÔ Û¯fiÏÈÔ ÙÔ˘ Ì·ıËÙ‹ ÙÔ˘ ı· ı¤ÙÂÈ Û ·ÌÊÈÛ‚‹ÙËÛË ÙËÓ ÂÎ·È‰Â˘ÙÈ΋ ÙÔ˘ ·Í›· ·ÔÚÚ›ÙÔÓÙ·˜ ÙÔÓ Â·˘Ùfi ÙÔ˘ Ô ›‰ÈÔ˜. ◊ Û·˜ ı˘Ì›˙ÂÈ Ù›ÔÙ ÙÔ ·˘Ù·Ú¯ÈÎfi ÚfiÛˆÔ ÙÔ˘ ‰¿ÛηÏÔ˘ Ô˘ ÂÈ‚¿ÏÏÂÙ·È Î·È ÙÈ̈Ú›; ∫È ·Ó ·˘Ùfi˜ Ô ¿ÓıÚˆÔ˜ Â›Ó·È Ô È‰ÈÔÎÙ‹Ù˘ ÂÓfi˜ ÂÎ·È‰Â˘ÙËÚ›Ô˘; ¶fiÛÔ Â‡ÎÔÏÔ ı· Â›Ó·È ÁÈ’ ·˘ÙfiÓ ÙÔÓ ı˘ÌˆÌ¤ÓÔ, ̷ٷȈ̤ÓÔ ÂÓ‹ÏÈη Ô˘ ı¤ÏÂÈ Ó· ¿ÚÂÈ ÙÔ ·›Ì· ÙÔ˘ ›Ûˆ Î·È Ó· ÙÔ˘˜ ‰Â›ÍÂÈ fiÛÔ ¿‰ÈÎÔ Â›¯·Ó Ô˘ ÙÔ˘ ʤÚıËÎ·Ó ÙfiÛÔ ÛÎÏËÚ¿, Û·Ó ÛÎÔ˘Ï‹ÎÈ, Ó· ÏÂÈÙÔ˘ÚÁ‹ÛÂÈ ÙËÓ Û˘ÌfiÓÈ·, ÙËÓ ÂÏ¢ıÂÚ›·, ÙËÓ ·Á¿Ë, ÙËÓ Î·Ù·ÓfiËÛË, Ó· ¯·Ï·ÚÒÛÂÈ, Ó· ÂÌÈÛÙ¢ı› Î·È Ó· ‰È¢ÎÔχÓÂÈ ÙËÓ ‰È‡ڢÓÛË ÙÔ˘ ·ÓıÚÒÔ˘ (ÂÎ·È‰Â˘fiÌÂÓÔ˘/ ÂÎ·È‰Â˘Ù‹). ∫È ·Ó ·˘Ùfi˜ Ô ¿ÓıÚˆÔ˜ Â›Ó·È Ô Î˘‚ÂÚÓ‹Ù˘ ÙÔ˘ ÙfiÔ˘, Ô ÔÈÎÔÓÔÌÈÎfi˜ ÌÂÁÈÛÙ¿Ó·˜, Ô Ù¯ÓÔÎÚ¿Ù˘, Ô ÂÊ¢ڤÙ˘, Ô ÂÚ¢ÓËÙ‹˜; ∂›Ï˘ÛË ÙˆÓ ÚÔÛˆÈÎÒÓ ÚÔ‚ÏËÌ¿ÙˆÓ ∏ Â›Ï˘ÛË ÙˆÓ ÚÔÛˆÈÎÒÓ ÚÔ‚ÏËÌ¿ÙˆÓ, ÙˆÓ ÙÚ·˘Ì¿ÙˆÓ, fiÔÙ ÎÈ ·Ó ·˘Ù¿ ‰ËÌÈÔ˘ÚÁ‹ıËηÓ, ·ÂÏ¢ıÂÚÒÓÂÈ ÙÔÓ ¿ÓıÚˆÔ ·fi fiÏ· Ù· ÂÚÈÔÚÈÛÙÈο ÌÏÔηڛÛÌ·Ù· Ô˘ ÙÔÓ ÂÌfi‰ÈÛ·Ó Ó· ÏÂÈÙÔ˘ÚÁ› ·ÚÌÔÓÈο, ·ӷʤÚÔ˘Ó ÙËÓ ÛˆÌ·ÙÈ΋ ˘Á›· Î·È Â˘ÂÍ›· Î·È ÂÈÙÚ¤Ô˘Ó ÙËÓ ÚÔ‹ Ù˘ „˘¯È΋˜, ÓÔËÙÈ΋˜ Î·È ÓÂ˘Ì·ÙÈ΋˜ ÂÓ¤ÚÁÂÈ·˜ Ú¿ÁÌ· Ô˘ Ô‰ËÁ› ÛÙËÓ Â›Ù¢ÍË ÙÔ˘ ‰˘Ó·ÌÈÎÔ‡ ÙÔ˘ ·ÓıÚÒÔ˘. ¶Ò˜, fï˜ Á›ÓÂÙ·È Ë ·ÔÌ¿ÎÚ˘ÓÛË ·˘ÙÒÓ ÙˆÓ ÂÚÈÔÚÈÛÌÒÓ; ∆Ô ÚÒÙÔ ‚‹Ì· Â›Ó·È Ó· ı¤ÏÔ˘Ì ӷ ·Ó·Î·Ï‡„Ô˘Ì ÙÈ Â›Ó·È ·˘Ùfi Ô˘ Ì·˜ ÂÚÈÔÚ›˙ÂÈ. ª·›ÓÔÓÙ·˜ ÛÙËÓ ‰È·‰Èηۛ· ·˘Ù‹˜ Ù˘ ·ÔÎ¿Ï˘„˘, Ô ¿ÓıÚˆÔ˜ οÓÂÈ Í·Ó¿ ÌÈ· ‰È·‰ÚÔÌ‹ ·fi ÙËÓ ÂÚÈʤÚÂÈ· ÚÔ˜ ÙÔÓ ˘Ú‹Ó· ÙÔ˘, ÂÚÓÒÓÙ·˜ ̤۷ ·fi ÙÔ ÂӉȿÌÂÛÔ ÛÙÚÒÌ·, ÂΛÓÔ Ô˘ ÂËÚ¿ÛÙËÎÂ, ·ÎÈÓËÙÔÔÈ‹ıËÎÂ, ÏËÁÒıËÎÂ, ‚ÚÒÌÈÛÂ, ı‡ÌˆÛÂ, ηÎÔÔÈ‹ıËÎÂ, fiÓÂÛ … ∫·È ÌÔÚ› Ô ¿ÓıÚˆÔ˜ Ó· ·ӷ‚ÈÒÛÂÈ ÙËÓ Ô‰‡ÓË ÙÔ˘ fiÓÔ˘ Ù˘ ÏËÁ‹˜ Ô˘ ¿ÊËÛ ÙÔ
MEMºI™ 210.52.40.728
ÙÚ·‡Ì·. ŸÌˆ˜, Ô ¿ÓıÚˆÔ˜ ‰ÂÓ Â›Ó·È ÙÔ ÙÚ·‡Ì·. √ ˘Ú‹Ó·˜ ‰ÂÓ Â›Ó·È ÙÔ ÂӉȿÌÂÛÔ ÛÙÚÒÌ·. ∫È fiÙ·Ó Ô ¿ÓıÚˆÔ˜ ÊÙ¿ÛÂÈ ÛÙÔÓ ˘Ú‹Ó· ÙÔ˘, ·˘Ùfi Ô˘ ÙfiÙ ı· Û˘ÓÂȉËÙÔÔÈ‹ÛÂÈ, Â›Ó·È ¤Ó· Î·È ÌÔÓ·‰ÈÎfi Ú¿ÁÌ·. ∫ÔÈÓfi ÁÈ· fiÏÔ˘˜ ÙÔ˘˜ ·ÓıÚÒÔ˘˜ οıÂ Ê˘Ï‹˜, οı ¯ÚÔÓÈ΋˜ ÛÙÈÁÌ‹˜, οı ıÚËÛ·̷ÙÔ˜ Î·È ‰ÔÍ·Û›·˜: ŸÙÈ Ô ˘Ú‹Ó·˜ ÙÔ˘ ·ÔÙÂÏÂ›Ù·È ·fi ÙÔ ›‰ÈÔ ˘ÏÈÎfi: ÙËÓ ·Á¿Ë. ∫È fiÙÈ ÁÈ· ÙËÓ ‰È·Ù‹ÚËÛ‹ Ù˘ ·Ï¿ ¯ÚÂÈ¿˙ÂÙ·È: ÂӉȷʤÚÔÓ, ÚÔÛÔ¯‹, ıÚ¤„Ë, ΛÓËÛË, Û‚·ÛÌfi˜ ÙÔ˘ Ú˘ıÌÔ‡, Û‚·ÛÌfi˜ Ù˘ ȉȷÈÙÂÚfiÙËÙ·˜ ÙÔ˘ ηıÂÓfi˜ ·fi ÂÌ¿˜ Î·È Û˘Ó¯‹˜ ÂÓı‡ÌËÛË. ∏ ·ÏÏ·Á‹ √ ¿ÓıÚˆÔ˜ ·ÂÏ¢ıÂڈ̤ÓÔ˜ ·fi ÙÔ˘˜ ÂÚÈÔÚÈÛÌÔ‡˜ ÙÔ˘ ÎÈ ¤¯ÔÓÙ·˜ ·ʋ Ì ÙÔÓ ˘Ú‹Ó· ÙÔ˘ ÌÔÚ› Ó· ·Ó·ÁÓˆÚ›ÛÂÈ ÙÔÓ ˘Ú‹Ó· ·˘ÙfiÓ Û οı ¿ÓıÚˆÔ Î·È Î¿ı ‰ËÌÈÔ‡ÚÁËÌ· ¿Óˆ ÛÙË °Ë Î·È Ì¤Û· ÛÙÔ Û‡Ì·Ó. ŒÙÛÈ fiÏË ÙÔ˘ Ë ˙ˆ‹ ·ÏÏ¿˙ÂÈ: ñ∞ÓÙÈÏ·Ì‚¿ÓÂÙ·È ÙÔ ÓfiËÌ· Î·È ÙËÓ ÛÎÔÈÌfiÙËÙ· Ù˘ ˙ˆ‹˜ ηıÒ˜ Î·È ÙËÓ ı¤ÛË Ô˘ ·˘Ù‹ η٤¯ÂÈ ÛÙÔ ÌÂÁ¿ÏÔ ÎÔÛÌÈÎfi puzzle. ŒÙÛÈ, ‚ÈÒÓÂÈ ÌÈ· ·›ÛıËÛË Û‡Ó‰ÂÛ˘ Ì ÙÔÓ ÎfiÛÌÔ Î·È ‰È·Î·Ù¤¯ÂÙ·È ·fi ÌÈ· ·›ÛıËÛË ÛÎÔÔ‡. ñ∞Ô‰¤¯ÂÙ·È Ì ¯·Ú¿ ÙËÓ ‰È΋ ÙÔ˘ Û˘ÌÌÂÙÔ¯‹ ÛÙË ˙ˆ‹ Î·È Í·Ó·ÁÂÓÓȤٷÈ. ñ√È Û¯¤ÛÂȘ Ô˘ ‰ËÌÈÔ˘ÚÁ› Ì ÙÔÓ ¿ÓıÚˆÔ, ÙËÓ Ê‡ÛË, ÙÔ ÂÚÈ‚¿ÏÏÔÓ, ÙËÓ ÂÌÂÈÚ›·, ÙËÓ ÁÓÒÛË Â›Ó·È Û¯¤ÛÂȘ ›ÁÓˆÛ˘ Î·È Â˘Î·Èڛ˜ ÁÈ· fiÏÔ Î·È ÌÂÁ·Ï‡ÙÂÚË ‰È‡ڢÓÛË. ñ∏ Û˘ÌÌÂÙÔ¯‹ ÛÙËÓ ÎÔÈÓˆÓ›· Î·È ÙËÓ ÌÂÁ¿ÏË ÔÈÎÔÁ¤ÓÂÈ· ÛÙËÚ›˙ÂÙ·È ÛÙȘ ·Ú¯¤˜ ÙÔ˘ Û‚·ÛÌÔ‡, ÙÔ˘ ÂӉȷʤÚÔÓÙÔ˜, Ù˘ ηٷÓfiËÛ˘, Ù˘ ÂÓÛ˘Ó·›ÛıËÛ˘, Ù˘ ˘Â˘ı˘ÓfiÙËÙ·˜, Ù˘ ·Ó·ÁÓÒÚÈÛ˘, Ù˘ Û˘ÓÂÚÁ·Û›·˜ ÁÈ· ÙËÓ Â›Ù¢ÍË. ñ∞˘Í¿ÓÂÙ·È Ë ÚÔÛˆÈ΋ ¢ËÌÂÚ›·, ÁÈ·Ù› ‰ÂÓ ˘¿Ú¯ÂÈ Ù›ÔÙ Ԣ Ó· ÂÌÔ‰›˙ÂÈ ÙËÓ ÚÔ‹ Ù˘ ÂÓ¤ÚÁÂÈ·˜ ÚÔ˜ ÙËÓ ÂÈÙ˘¯›·. ß µÂÏÙÈÒÓÂÙ·È Ë ÚÔÛˆÈ΋ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· Û fiÙÈ ÎÈ ·Ó ηٷȿÓÂÙ·È ·ÊÔ‡ fiÏË Ë ÂÓ¤ÚÁÂÈ¿ ÙÔ˘ ‰ÈÔ¯ÂÙ‡ÂÙ·È ÚÔ˜ ÙËÓ ‰ËÌÈÔ˘ÚÁ›· Î·È fi¯È ÙËÓ ¿Ì˘Ó·. ñ∂ËÚ¿˙ÂÙ·È Ë ˘Á›· ÙÔ˘ ηıÒ˜ Ë ÂÛˆÙÂ-
ÚÈ΋ ·ÚÌÔÓ›· Î·È ÈÛÔÚÚÔ›· ÂÈʤÚÂÈ ÙËÓ ·ÚÌÔÓÈ΋ ÏÂÈÙÔ˘ÚÁ›· fiÏˆÓ ÙˆÓ ÂȤ‰ˆÓ Ù˘ ‡·ÚÍ‹˜ ÙÔ˘. ñ¶ÔÏϤ˜ ÊÔÚ¤˜ ·ÏÏ¿˙ÂÈ Ë Â͈ÙÂÚÈ΋ ÙÔ˘ ÂÌÊ¿ÓÈÛË, ›Û˘, ηıÒ˜ ÙÔ ÂÛˆÙÂÚÈÎfi ʈ˜ ·ÓÙ·Ó·ÎÏ¿Ù·È ÛÙËÓ fi„Ë Î·È ÙËÓ ‰ÔÌ‹ ÙÔ˘ ÛÒÌ·Ùfi˜ ÙÔ˘. ∞Ó·‰ÂÈÎÓ‡ÔÓÙ·È Î·È Î·ÏÏÈÂÚÁÔ‡ÓÙ·È Ù· ÚÔÛˆÈο ٷϤÓÙ·, ‰ÂÍÈfiÙËÙ˜ Î·È ÈηÓfiÙËÙ˜ ÙÔ˘ ·ÓıÚÒÔ˘ ηıÒ˜ ·˘Ù¿ ·ÂÏ¢ıÂÚÒÓÔÓÙ·È Î·È Û˘Ó‰˘¿˙ÔÓÙ·È ÁÈ· Ó· ʤÚÔ˘Ó ·ÎfiÌË ÌÂÁ·Ï‡ÙÂÚË ‰È‡ڢÓÛË. ñ√ ¿ÓıÚˆÔ˜ Â˘Ù˘¯Â›. ∆· ÔʤÏË ∫·ıÒ˜ Ô ¿ÓıÚˆÔ˜ ¤Ú¯ÂÙ·È fiÏÔ Î·È ÈÔ ÎÔÓÙ¿ ÛÙËÓ ÂΉ‹ÏˆÛË ÙÔ˘ ‰˘Ó·ÌÈÎÔ‡ ÙÔ˘, Ë ·Ú¯È΋ ÚÔ‹, Ô˘ Â›Ó·È Û·Ó ÙËÓ ÛÙ·ÁfiÓ· Ô˘ ÛÙ¿˙ÂÈ ·fi ÙËÓ ‚Ú‡ÛË, ·˘Í¿ÓÂÙ·È Î·È ÛÈÁ¿-ÛÈÁ¿ ÌÂÙ·ÙÚ¤ÂÙ·È Û ηÓÔÓÈ΋ ÚÔ‹ Ô˘ ÁÂÌ›˙ÂÈ ÙÔ ÔÙ‹ÚÈ ÂÓfi˜ ¿ÏÏÔ˘ (Ô˘ ÎÈ ·˘Ùfi˜ Âηȉ‡ÂÙ·È Ì ÙËÓ ÛÂÈÚ¿ ÙÔ˘) Î·È ÛÙËÓ Û˘Ó¤¯ÂÈ· ¤گÂÙ·È ÌÈ· ÂÍ·ÈÚÂÙÈ΋ ·ÓÙ·ÏÏ·Á‹ ٷϤÓÙˆÓ Î·È ‰ÂÍÈÔÙ‹ÙˆÓ Ô˘ Ô‰ËÁ› ÛÙËÓ Ï‹ÚˆÛË ÙÔ˘ ÎÔÛÌÈÎÔ‡ ‰Ô¯Â›Ô˘. ¶ÔÏÏ·Ï¿ Ù· ÔʤÏË Ô˘ ÚÔ·ÙÔ˘Ó ·fi ¤Ó·Ó Ù¤ÙÔÈÔ ÂÈÛÙ‹ÌÔÓ·, Ù¯ÓÔÏfiÁÔ, ÂÊ¢ڤÙË, ÂÚ¢ÓËÙ‹, Ô˘ fiÙÈ ÎÈ ·Ó οÓÂÈ, Û¤‚ÂÙ·È ÙËÓ ˙ˆ‹ Î·È ÙÔÓ Û˘Ó¿ÓıÚˆÔ, Û¤‚ÂÙ·È ÙÔ ÂÚÈ‚¿ÏÏÔÓ Î·È ÙÔ ÊÚÔÓÙ›˙ÂÈ, ¯ÚËÛÈÌÔÔÈ› ÙËÓ ÁÓÒÛË ÙÔ˘ Î·È ÙËÓ ÌÂÙ·ÙÚ¤ÂÈ Û ÛÔʤ˜, ‰ËÌÈÔ˘ÚÁÈΤ˜ ÂÈÏÔÁ¤˜. ŒÓ·˜ Ù¤ÙÔÈÔ˜ ·È‰·ÁˆÁfi˜ Á›ÓÂÙ·È ÛËÌÂ›Ô ·Ó·ÊÔÚ¿˜ ÁÈ· ÙÔÓ Ó¤Ô Ô˘ ·Ó·Î·Ï‡ÙÂÈ ÎÈ ·˘Ùfi˜ Ì ÙËÓ ÛÂÈÚ¿ ÙÔ˘ ÙÔÓ Â·˘Ùfi ÙÔ˘ Î·È ÙÔÓ ÎfiÛÌÔ, Á›ÓÂÙ·È ËÁ‹ ¤ÌÓ¢Û˘ Î·È ÂÚÁ·ÏÂ›Ô ıÂڷ›·˜ ÁÈ· ÙÔÓ Î¿ı ÂÎ·È‰Â˘fiÌÂÓÔ. ŒÓ· Ù¤ÙÔÈÔ Û¯ÔÏÂ›Ô Â›Ó·È ¯ÒÚÔ˜ ‰È‡ڢÓÛ˘ Î·È ÚÔÛˆÈ΋˜ ·Ó¿Ù˘Í˘, Ì ÙËÓ ÛÂÈÚ¿ ÙÔ˘. ŒÓ·˜ Ù¤ÙÔÈÔ˜ ËÁ¤Ù˘ ÎÈÓÂ›Ù·È ÚÔ˜ ÙËÓ ÂΉ›ÏˆÛË ÙÔ˘ ηχÙÂÚÔ˘ ‰˘Ó·ÌÈÎÔ‡ Ù˘ ÔÌ¿‰·˜ Ô˘ ËÁÂ›Ù·È Î·È ÙÔÓ Û˘ÓÙÔÓÈÛÌfi ÙˆÓ ‰˘Ó¿ÌÂˆÓ ÚÔ˜ ÙËÓ ·ÔÙÂÏÂÛÌ·ÙÈ΋ ÂÌÊ¿ÓÈÛË ÙÔ˘ ÔÌ·‰ÈÎÔ‡ ÛÙfi¯Ô˘.
ŒÓ·˜ Ù¤ÙÔÈÔ˜ ΢‚ÂÚÓ‹Ù˘, Û·Ó ÛÔÊfi˜ ·Ù¤Ú·˜, ηıÔ‰ËÁ› ÙÔÓ Ï·fi Ì ÂӉȷʤÚÔÓ, ·Á¿Ë, ‰ÈηÈÔÛ‡ÓË, ÚÔÓÔ›, ÚÔÛٷهÂÈ Î·È ‰ËÌÈÔ˘ÚÁ› ÔÏÈÙÈÛÌfi. ŒÓ·˜ Ù¤ÙÔÈÔ˜ ·ÁÁÂÏÌ·Ù›·˜ ı¤ÙÂÈ ÙËÓ ‡·ÚÍ‹ ÙÔ˘ Î·È ÙÔ˘˜ fiÚÔ˘˜ Ô˘ ‰È·ı¤ÙÂÈ ÛÙËÓ Â͢ËÚ¤ÙËÛË Ù˘ Û˘ÏÏÔÁÈ΋˜ ·Ó¿Á΢ Î·È ‰ËÌÈÔ˘ÚÁ› ÚÔ˚fiÓÙ· Î·È ˘ËÚÂۛ˜ Ô˘ ˘ËÚÂÙÔ‡Ó ÙËÓ ˘Á›·, ÙËÓ ÂÈÚ‹ÓË, ÙËÓ Â˘ËÌÂÚ›·, ÙËÓ Â˘ÎÔÏ›·, ÙËÓ ¯·Ú¿, ÙÔ Ó‡̷ Ù˘ ·ÓıÚˆfiÙËÙ·˜. ŒÓ·˜ Ù¤ÙÔÈÔ˜ ‰ËÌÔÛÈÔÁÚ¿ÊÔ˜ ʤÚÂÈ ÛÙÔ Êˆ˜ ÙËÓ ÏËÚÔÊÔÚ›·, ÙËÓ ·Ï‹ıÂÈ·, Î·È ÂÈÙÚ¤ÂÈ ÙËÓ Ï‹„Ë ÛÔÊÒÓ ·ÔÊ¿ÛÂˆÓ ·fi ÙÔÓ Î·ı¤Ó· ·fi ÂÌ¿˜ Î·È ‰ÂÓ Û˘ÌÌÂÙ¤¯ÂÈ ÛÙËÓ ‰È·ÛÔÚ¿ ÙÔ˘ Êfi‚Ô˘ Î·È ÛÙËÓ Û˘ÚÚ›ÎÓˆÛË ÙÔ˘ ·ÓıÚÒÔ˘. ŒÓ·˜ Ù¤ÙÔÈÔ˜ ÁÔÓ¤·˜ Á›ÓÂÙ·È Û˘ÓÂȉËÙfi˜ ·ÚˆÁfi˜ ÛÙËÓ ˙ˆ‹ ÙÔ˘ ·È‰ÈÔ‡ ÙÔ˘, ·Ô‰¤¯ÂÙ·È, ÙÈÌ¿, ‰È¢ÎÔχÓÂÈ Î·È ˘ÔÛÙËÚ›˙ÂÈ ÙÔ Ó‡̷ ÙÔ˘ ·È‰ÈÔ‡ ·˘ÙÔ‡, ·ÓÂÍ¿ÚÙËÙ· ·fi ÙȘ ‰ÈΤ˜ ÙÔ˘ ‰È·‰ÚÔ̤˜. ªÈ· Ù¤ÙÔÈ· ·ÙÚ›‰· Á›ÓÂÙ·È ÎÔÈÙ›‰· ÔÏÈÙÈÛÌÔ‡ Î·È ÊˆÙfi˜. ∞’ fiÔÈ· ı¤ÛË ÎÈ ·Ó ‚ÚÈÛÎfiÌ·ÛÙÂ, Û‹ÌÂÚ· Â›Ó·È ÌÈ· ·ÎfiÌ· ÛÙÈÁÌ‹ Ó· ·ÁηÏÈ¿ÛÔ˘ÌÂ Î·È Ó· ÚÔˆı‹ÛÔ˘Ì ÙËÓ È‰¤· Ù˘ ‰È· ‚›Ô˘ Âη›‰Â˘Û˘ Ô˘ ı· ÂÚÓ¿ ̤۷ ·fi ÙȘ ‰È·‰ÚÔ̤˜ Ù˘ ‰È· ‚›Ô˘ ·˘ÙÔ‚ÂÏÙ›ˆÛ˘.
∏ ŸÏÁ· °ÎÔ˘Ó‹ Â›Ó·È ÚÔÁÂÓÓËÙÈ΋ „˘¯ÔıÂڷ‡ÙÚÈ·, ‰È¢ı‡ÓÙÚÈ· ÙÔ˘ ΤÓÙÚÔ˘ ¶ÚÔÁÂÓÓËÙÈ΋˜ æ˘¯ÔÏÔÁ›·˜ cosmoanelixis, Âηȉ‡ÙÚÈ·, Û˘ÓÂÚÁ¿Ù˘ ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ ∞ıËÓÒÓ, ºÈÏÔÛÔÊÈ΋ ™¯ÔÏ‹, ∆Ì‹Ì· º¶æ, Úfi‰ÚÔ˜ Ù˘ ∂ÏÏËÓÈ΋˜ ŒÓˆÛ˘ ¶ÚÔÁÂÓÓËÙÈ΋˜ Î·È ¶ÂÚÈÁÂÓÓËÙÈ΋˜ æ˘¯ÔÏÔÁ›·˜ Î·È π·ÙÚÈ΋˜ (∂§.∂.¶.¶.æ.π.), ÂÎÚfiÛˆÔ˜ ÙÔ˘ Whole-self Discovery & Development Institute, √ÏÏ·Ó‰›·, ̤ÏÔ˜ Ù˘ ISPPM. ∂Ï ∞Ϸ̤ÈÓ 20, ¡. πˆÓ›·, 142 31 ∞ı‹Ó·, ÙËÏ/ º·Í 210 2720015, www.cosmoanelixis.gr, e-mail:[email protected]
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º∂™∆πµ∞§ °∞§§√ºø¡√À ∫π¡∏ª∞∆√°ƒ∞º√À ∞£∏¡∞™ ∞ı‹Ó· 30 ª·ÚÙ›Ô˘ - 8 ∞ÚÈÏ›Ô˘ 2006 Apollon Filmcenter Cinemax Class, Attikon Cinemax Class, £ÂÛÛ·ÏÔÓ›ÎË 6-13 AÚÈÏ›Ô˘ 2006, √χÌÈÔÓ Ù¿ ¯ÚfiÓÈ· ÎÈfiÏ·˜! ∆Ô ÂfiÌÂÓÔ ÊÂÛÙÈ‚¿Ï Á·ÏÏfiʈ- ÎÔÏÔ˘ıÔ˘ÌÂÓË ·fi ÛÂÈÚ¿ Û˘˙ËÙ‹ÛˆÓ, ηıÒ˜ Î·È ÂÈÏÔÓˆÓ Ù·ÈÓÈÒÓ Ù˘ ∞ı‹Ó·˜ ı· Ï¿‚ÂÈ ¯ÒÚ· ·fi ÙȘ 30 Á‹ Á·ÏÏfiÊˆÓˆÓ Ù·ÈÓÈÒÓ. ª·ÚÙ›Ô˘ ÂÒ˜ 8 ∞ÚÈÏ›Ô˘ ÛÙÔ˘˜ ÎÈÓËÌ·ÙÔÁÚ¿ÊÔ˘˜ ªÂ ÌÈ· ȉȷ›ÙÂÚË Î¿Ï˘„Ë ·fi Ù· ª¤Û· ª·˙È΋˜ ∂ÓË̤ڈATTIKON CinemaxClass, Û˘, ·˘Ùfi ÙÔ ºÂÛÙÈ‚¿Ï ˘Ô‰¤¯ÙËΠÙÔ ApollonFilmcenter ηıÒ˜ Î·È 2005 ÂÚÈÛÛfiÙÂÚÔ˘˜ ·fi 15.000 ı·ÛÙÔ °·ÏÏÈÎfi πÓÛÙÈÙÔ‡ÙÔ ∞ıËÓÒÓ. Ù¤˜. ∂ÎÙfi˜ Ù˘ ÔÏÈÙÈÛÙÈ΋˜ Ù˘ ‰È¿√ˆ˜ οı ¯ÚfiÓÔ, Ë ÂÈÏÔÁ‹ ÙˆÓ ÛÙ·Û˘, ·˘Ù‹ Ë ‰ÈÔÚÁ¿ÓˆÛË ·Ú¤¯ÂÈ ∆Ô 2005, ÙÔ Ù·ÈÓÈÒÓ ı· ·ÚÔ˘ÛÈ·ÛÙ› ÛÂ Û˘˘ÔÛÙ‹ÚÈÍË ÛÙÔ˘˜ ŒÏÏËÓ˜ ‰È·ÓÔ·ıËÓ·˚Îfi ÎÔÈÓfi ÓÂÚÁ·Û›· Ì ÙÔ ¢ÈÂıÓ¤˜ ºÂÛÙÈ‚¿Ï Ì›˜, Ô˘ οı ¯ÚfiÓÔ ·ÁÔÚ¿˙Ô˘Ó ÂÈ·Ó·Î¿Ï˘„ ∫ÈÓËÌ·ÙÔÁÚ¿ÊÔ˘ £ÂÛÛ·ÏÔӛ΢, ϤÔÓ Á·ÏÏÈΤ˜ Ù·Èӛ˜. ªÂ 40 Ù·Èӛ˜ ·fi ÙȘ 6 ˆ˜ ÙȘ 13 ∞ÚÈÏ›Ô˘ Ô˘ ·ÁÔÚ¿˙ÔÓÙ·È Î·Ù¿ ̤ÛÔ fiÚÔ ÙÔ ÂÚÈÛÛfiÙÂÚ˜ ·fi ÛÙÔÓ ÎÈÓËÌ·ÙÔÁÚ¿ÊÔ √χÌÈÔÓ, ¯ÚfiÓÔ, ÔÈ ÂȉfiÛÂȘ ÙÔ˘ Á·ÏÏÈÎÔ‡ ÎÈ40 Ù·Èӛ˜ ·fi ÙȘ ÛÙËÓ £ÂÛÛ·ÏÔÓ›ÎË. °È· ·ÎfiÌË ÓËÌ·ÙÔÁÚ¿ÊÔ˘ Â›Ó·È ·ÍÈÔı·‡Ì·ÛÙ˜ Ôԛ˜, 15 Ì›· ¯ÚÔÓÈ¿ ÙÔ ∂ÏÏËÓÈÎfi ∫¤ÓÙÚÔ ·ÊÔ‡ ÚfiÎÂÈÙ·È ÁÈ· ÙËÓ ‰Â‡ÙÂÚË ÎÈÓË∫ÈÓËÌ·ÙÔÁÚ¿ÊÔ˘ Î·È Ë Unifrance Ì·ÙÔÁÚ·Ê›· Ô˘ ·ÚÔ˘ÛÈ¿˙ÂÙ·È ÛÙËÓ ·Ó¤Î‰ÔÙ˜, Ô˘ ˘ÔÛÙËÚ›˙Ô˘Ó ÙÔ ºÂÛÙÈ‚¿Ï. ∂ÏÏ¿‰·. Û˘Ó‰‡·˙·Ó ÙÔÓ ∆Ô 2005, ÙÔ ·ıËÓ·˚Îfi ÎÔÈÓfi ·Ó·ÂÌÔÚÈÎfi - ∫‡ÚȘ ÂÓfiÙËÙ˜ (̤¯ÚÈ ÛÙÈÁÌ‹˜) Î¿Ï˘„ ÂÚÈÛÛfiÙÂÚ˜ ·fi 40 Ù·Èӛ˜ ·fi ÙȘ Ôԛ˜, 15 ·Ó¤Î∞ӤΉÔÙ˜ Ù·Èӛ˜ ÎÈÓËÌ·ÙÚÔÁÚ¿ÊÔ Ì ‰ÔÙ˜, Ô˘ Û˘Ó‰‡·˙·Ó ÙÔÓ ÂÌÔ∆·Èӛ˜ ÁÈ· Ó¤Ô˘˜ ÙȘ Ù·Èӛ˜ ÚÈÎfi ÎÈÓËÌ·ÙÚÔÁÚ¿ÊÔ Ì ÙȘ Ù·È°·ÏÏfiʈÓ˜ Ù·Èӛ˜ ‰ËÌÈÔ˘ÚÁÒÓ. ӛ˜ ‰ËÌÈÔ˘ÚÁÒÓ. ∂ÈÛ˘ ÚÔ∞ÊȤڈ̷ ÛÙÔ ªÈ¯¿ÏË ∫·ÎÔÁÈ¿ÓÓË - µÚ·‚›· ‚Ï‹ıËÎ·Ó Î¿ÔȘ ·fi ÙȘ ηχÙÂÚ˜ Ù·Èӛ˜ ÙÔ˘ Á·ÏÏfiʈÓÔ˘ ¢ÈÔÚÁ·ÓÒÓÔÓÙ·È ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙÔ ÎÈÓËÌ·ÙÔÁÚ¿ÊÔ˘. ÊÂÛÙÈ‚¿Ï «¡‡¯Ù˜ ¶ÚÂÌȤڷ˜» Î·È ·∆Ô 2006 ı· ÙÈÌËıÔ‡Ó °¿ÏÏÔÈ Î·È ŒÏÏËÓ˜, ÚÔÛˆÈÎfiÙËÙ˜ ÔÓ¤ÌÔÓÙ·È ·fi ÌÈ· 15 ÌÂÏ‹ ÂÈÙÚÔ‹ Ó¤ˆÓ Á·ÏÏfiÊˆÓˆÓ Ù˘ 7˘ Ù¤¯Ó˘. ∏ıÔÔÈÔ›, ÛÎËÓÔı¤Ù˜, Î·È Â·ÁÁÂÏ̷ٛ˜ ∂ÏÏ‹ÓˆÓ. ÙÔ˘ Á·ÏÏÈÎÔ‡ ÎÈÓËÌ·ÙÔÁÚ¿ÊÔ˘, ÙˆÓ ÔÔ›ˆÓ Ë ·ÚÔ˘Û›· ·- - µÚ·‚Â›Ô ÎÔÈÓÔ‡ ÔÙÂÏ› ÛËÌ·ÓÙÈÎfi ·ÙÔ‡ ÁÈ· ÙËÓ ÂÈÙ˘¯›· ÙÔ˘ ºÂÛÙÈ‚¿Ï, ı· ªÂ ÙËÓ ÂÍ_·Ú¯‹˜ ÈÛÙ‹ ˘ÔÛÙ‹ÚÈÍË Ù˘ ÂÙ·ÈÚ›·˜ ÚÔÛÎÏËıÔ‡Ó ÁÈ· Ó· ·ÚÔ˘ÛÈ¿ÛÔ˘Ó ÙȘ Ù·Èӛ˜ ÙÔ˘˜. £· PernodRicardÎ·È ÙÔ˘ whiskyJameson, ·ÔÓ¤ÌÂÙ·È ·fi ÙÔ ÚÔ‚ÏËı› ‚‚·›ˆ˜ Î·È ÌÈ· ÂÈÏÔÁ‹ Ù·ÈÓÈÒÓ ÁÈ· Ó¤Ô˘˜, ·- ÎÔÈÓfi ÛÙËÓ Ù·ÈÓ›· Ô˘ ÙÔ ÁÔ‹Ù¢Û ÂÚÈÛÛfiÙÂÚÔ
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40TH IATEFL Annual Conference And Exhibition - Harrogate UK 8 12 April 2006 http://www.iatefl.org/ Traitement Automatique des Langues Naturelles 10 au 13 avril 2006 Leuven (Belgique) http://cental.fltr.ucl.ac.be/~taln200 6/ Generative Grammatik des Sudens 2006 Stuttgart, 26-28.5.2006 http://ifla.unistuttgart.de/~tom/ggs/index.shtm l International Conference on Conversation Analysis Helsinki, May 10-14 E-mail [email protected] Tel +358 9 5840 9350 Fax +358 9 5840 9555 First Central European Student Conference in Linguistics University of Potsdam Budapest, May 29-31, 2006 [email protected]. On line conferences New Technologies for Building eLearning Communities (eLearning Guild) Thursday, May 11, 2006 Incorporating Gaming Strategies in e-Learning (eLearning Guild) Thursday, May 25, 2006 http://www.elearningguild.com
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12
The role of music in foreign language learning Dr.Theodora Papadopoulou [email protected]
hough music has been an important aspect of school culture, its role in language learning has not received great attention in educational research. The research on the role of music in second language learning is still at an embryonic stage. The general assumption is that music enhances a learning environment due to its affective power. Halpern (1999, p1,) states that "of the many factors that influence learning, few are as far-reaching - or little understood as sound and music". When one thinks of music, the first thing that comes in his mind is enjoyment. Its entertaining function is widespread in many human activities, individually and collectively. The sound of music is able enough to activate the mind when it is dormant, to soothe the soul when it is in turmoil, and to heal the body when it is hurt. Its magic power is the reason why children love to play with songs and rhymes even at an early age in life. Pre junior teachers use songs to familiarise their students with the new language and help them develop a positive attitude towards it. A research conducted at Stanford University showed that any musical experience can help the brain improve its ability to distinguish between rapidly changing sounds that are key to understanding and using language. A big number of teachers use music and songs in Foreign Language classes for several reasons. The main reason is the good atmosphere it creates in the classroom. Students relate to songs as
The role of music in learning can be described in terms of motivation force and tool for learning.
part of entertainment rather than work and find learning vocabulary through songs amusing rather than tedious. Unfortunately there are teachers who are afraid to use songs in advanced classes since they believe that it may lead to discipline problems and might be considered as a waste of time. This is wrong. Students love changes and challenges. They need to be reminded that the language they are learning is more than grammar and tests. If we want to have highly motivated students we should create the appropriate environment. Using songs will definitely help us retain the enthusiasm of our students. There are many things we can do with songs. We can practise listening, vocabulary, pronunciation and even grammar.
personal thoughts.
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ñMotivation force: Music is used to soothe the mind, to relax the mind and body. Music enables learners to be free from pressure and stress. ñTool for learning: Music is deliberately used to teach language and culture. Songs encode cultural meanings, inspiration, and worldviews. To be more specific, I will give you some ideas of how we can use music in class: Songs for teaching speaking and listening: Songs sang by singers who are native English speakers are of great value to the teaching of speaking and listening. After listening to a song two or three times, students can work in small groups in order to write down the lyrics or fill in the gaps we might have created. It is worth mentioning that students always listen carefully to the song in order to find the missing words or phrases since they find this procedure very interesting. In regard to speaking, students can sing the song together with the CD/ cassette and pay attention to pronunciation. After that, we can ask our students to express their ideas about the song, analyse the lyrics and express their
personal ideas about them and give suggestions. In addition, we can encourage our students to write a poem/song based on the topic we have already discussed in class. This promotes creativity and enables students to use the vocabulary they have learned. Students are given a chance to express their thoughts and feelings and on top of everything feel proud of themselves. There are also students in our classes who are learning to play a musical instrument. It is a brilliant idea to encourage them to write the music and present it in a school celebration at the end of the year. Linguistic awareness: Students can discuss differences between spoken and written language on the basis of lyrics and singing. Attention can be drawn to different dialects. Folk songs from different English speaking countries such as America, Canada, Australia, and
Ireland can be a great resource for teaching linguistic and cultural awareness. The role of music in education is unquestionable. It is a powerful means which can be shared and enjoyed by people of different linguistic and cultural backgrounds. It helps us create a soothing and enjoyable environment for learning. Therefore it reduces pressure and tension in class. Moreover, music creates a stronger bond between a teacher and his/her students. They share the same interests and sing together. The teacher becomes more popular and this friendly atmosphere urges the students to try even harder in order not to disappoint their teacher. There is undeniably a place for music in second language learning, not only because music can be used pedagogically to enhance teaching and learning a second language, but also because music promotes enthusiasm and positive thinking. Our students definitely need both of them.
Songs for teaching vocabulary and grammar: We can use the lyrics of a popular song to teach vocabulary. We can ask our students to guess the meanings of the words and then find derivatives, synonyms and antonyms. We can also practise grammar. We can ask our students to find verbs in passive tenses, to underline emphatic expressions etc. Songs for teaching composition: After singing, explaining the vocabulary and analysing a song, we can ask our students to write an essay on the general meaning of the song. For example, if the songs are about hunger and poverty, we can ask our students to express their
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14
English teacher and mother Two roles - one target. A more personal approach y involvement in teaching the English language began very early, when I was still a 4th year student at the English Literature Department (Factory of Philoshophy, University of Athens). Then, parallel to my studies, I was working in a large public service department in Athens, in management; coquettishly and arbitrarily, I called this department «translation», as within my duties was the translation of the outcomes «produced» through the cooperation of this organization with other corresponding organizations abroad. Despite the fact that I had a steady job with a high income, convenient working hours and promising future prospects, the monotony of my working conditions did not match my personal quests. Even then I wrote poems, took part in literature competitions and passionately flirted with the idea of journalism, seeking occupations whit a more communicative character. When a large tutorial school in Athens proposed that I take on the creation of a
Department for English Literature candidates (something that was to take place for the first time then), it seemed the right moment. As with every revolution — even those which are staged— developments snowballed. I quit the public service, and got down to «work» —in a job with no set working hours— in order to rise to the high demands of teaching English at all levels, an I dedicated «out of classroom» hours to collecting and writing appropriate materials for every certificate level. In this first decade of my new professional occupation, my «harvest» was unending hours of teaching (even at weekends), many successful students and, above all, the feeling that I am now serving the most communicative profession at a time when most of my fellow citizens hate the «object» of their work. The most important moment in the life of a teacher is after he/she has overcome a first stage of traditional and tested tactics connected with the close sense of everyday
schooling acts Thus, when 18 which —to be years ago I was truthful— creates a given the chance to merciless and, in teach in (private) many cases, primary education, unbearably I welcomed it not repetitive reality, only as a challenge Mary Vodena when he/she for rejuvenation but Teacher of English begins to create also as a new alternative ways to approach starting point for my own not only study materials but knowledge, as after many also his/her relationship with years of teaching adolescents his students. He/She is now and adults, I felt that this age equipped with more selfgroup had «escaped» me. cofidence which arises from Teaching English in private his years of involvement with primary education is an the profession, and he/she is occupation/job of particular motivated by exercising the interest. Having observed the teaching process in a more «course» of certain errors in attractive way for him/her lf previous years (a «course» and his/her students, as that may even reach he/she now realizes that the Proficiency level) I tried to traditional teacher model is pinpoint the roots of those not sufficient in society today. errors as well as their Besides, his/her perception causes. Thus, I discovered must remain active and that the 3rd class of primary never stop inventing new school (which is a «nodular» ways for motivating his/her class as far as learning the students, as this is also one English language is way to stimulate him/herself. concerned) is to blame —to a He/She must also have certain extent— for the educational sensitivity and appearance of certain errors. draw teaching strategies at And as foreign language the level of the school unit. requirements are on the He/She must finally be able increase as the student to support a new social moves to higher section. levels/classes of studying, these errors ‘Help! I have a mixed ability class! How on earth can I teach?’ appear to follow a similar course/pattern. These errors may Dictate the following text to your partner 4. The teacher makes sure everyone knows ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 8 arise for many St. Peter is just about to close the Pearly the words on the board and asks if they can reasons, e.g. Gates when an old carpenter shows up: ‘I’m 2. Students practise the dialogue in pairs add more. wrong/poor looking for my son; he left me when he was again and again; each time the teacher rubs Recipe - 5 Rub them out / Cross them out young. You’ll know him by the holes in his off bits of the dialogue. Level: Any hands and feet’. St. .Peter thinks this must 3. In the end, the board is blank and the Aims: to check understanding of vocabulary be Joseph, so and he goes to get students say the dialogue by heart. Jesus.Student B 4. Students then draw a picture of the people Duration: May vary Dictate the following text to your partner. in their lives and repeat the dialogue with Materials: None Preparation: Make a list of words students Finding Jesus a few minutes later, St. Peter reference to their pictures. should know, bearing in mind the diverse tells him that there’s a carpenter waiting at (Acknowledgments: based on an idea by Jim levels in the class. the gate for him. Jesus rushes to the old man. Rose, ETP: 5) Language: Vocabulary encountered or to be ‘Dad?’ Jesus says. The old man says: Recipe - 4 encountered. Pinocchio?’ Vocabulary relay 1. Put list of easy/difficult words on board 2. Ask students to dictate their text to their Level: Beginner/Elementary 2. Students (in two teams) take it in turns to partner. Aims: to revise lexical sets come to the board and explain one word they 3. Students compare their answers. Duration: 10 minutes think they know; they rub it out /cross it out. Variation: Leave out the punch-line and ask Materials: None 3. As the game progresses the words left on early finishers: Can you guess the missing Preparation: None word? Language: Lexical sets e.g furniture, food, the board become more difficult. References Recipe - 6 travel, sports and hobbies etc Vygotsky, L. 1978. Mind in Society: the 1. The teacher writes three headings on the Paired dictation Level: Elementary/Intermediate development of higher mental functions. board: Aims: to practise pronunciation skills Cambridge, MA: Harvard University Press. The whiteboard looks like this: Duration: 20 minutes Gardner, H. 1993. Multiple Intelligences: The Furniture Animals Sports and Hobbies Theory of Practice. Basic books. 2. In two teams, students take cards, run to Materials: Split dictation worksheet Preparation: Write out the text o be dictated Dr Luke Prodromou is a freelance teacher, board, write word in correct group. on two separate pieces of paper. trainer, researcher and textbook author. He is The white board looks like this: Language: May vary the author of Smash A-C (Macmillan) and the Furniture Animals Hobbies Chair, table, stool Dog cat mouse 1. Choose a short text to be dictated (from the Star Series (Macmillan). He has also written rabbit cow sheep Swimming chess textbook or from any other source). The Grammar and Vocabulary for FCE (Pearson). example below uses a joke. He has a Ph.D from the University of stamp-collecting basketball painting music Student A Nottingham. 3. The teacher declares the winner.
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Buds and Flowers in Mixed Level Classes
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consolidation, wrong repetition, information overload, various learning difficulties, a loaded extracurricular programme etc. Through his/her experience, the teacher must prevent the appearance of such errors this stage, focus his/her attention on future difficilties which may arise because of these and adjust his teaching tactics in order to facilitate the learning of the English language, given its incompatibility with the Greek language. But this concerns the cognitive level. Another level at which the primary education English teacher must «move» is, in my opinion, the psychological approach of the children of this age and their encouragement. I must say that my 10-year-old son played an important role in the development and formation of a more personal code of communication with my students. When the teacher is also a parent he/she percieves the... other side better as well. Children of this age, of this generation, want to have more free time for playing. However, the learning process is slow and arduous. Very more often, they moan about the volume of their homework. They do not have the patience and the stamina to do the suggested revision. They do not have the maturity
to go over a test before giving it to their teacher. A fair number of children tend to be indifferent to the important process of group correction in class. Many children are unable to manage their study time at home correctly. In my opinion, in order to face up and deal with all these difficulties, the teacher must have previously established a relationship of trust and acceptance with his/her students. When children are in difficulties, they need support and the certainty that their teacher accepts them. The teacher must support them and encourage them. The aim of this encouragement is to help the student develop courage, diligence, and a sense of responsibility for his/her duties as a student. However, one more factor must here be taken into account, which is at least of equal importance, and it must represent the final target of every teacher and parent: the liberation and independence of the student so that he/she will take on, at his/her own initiative, the management of knowledge and consequently his/her personality. * This aricle is first published in Hellenic Pedagogical Cosmos, Volume 2, no 1, 2005.
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∆Ô ∂ıÓÈÎfi ∫¤ÓÙÚÔ Europass Î·È Ù· ¤ÁÁÚ·Ê· Europass ËÓ ÙÂÏÂ˘Ù·›· ‰ÂηÂÙ›· ·Ô‰›‰ÂÙ·È fiÏÔ Î·È ÌÂÁ·Ï‡ÙÂÚË ÛËÌ·Û›· Û ÂıÓÈÎfi Î·È Â˘Úˆ·˚Îfi Â›Â‰Ô ÛÙË ‰È·Ê¿ÓÂÈ· ÙˆÓ Â·ÁÁÂÏÌ·ÙÈÎÒÓ ÚÔÛfiÓÙˆÓ Î·È ‰ÂÍÈÔًوÓ. §¤ÁÔÓÙ·˜ ‰È·Ê¿ÓÂÈ· ÂÓÓÔԇ̠ÙË ‰˘Ó·ÙfiÙËÙ· Ô˘ ¤¯Ô˘Ì ӷ ÚÔ‚¿ÏÏÔ˘Ì ٷ ÚÔÛfiÓÙ·, ÙȘ ‰ÂÍÈfiÙËÙ˜ Î·È ÙȘ ÈηÓfiÙËÙ¤˜ Ì·˜ ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜. ∆ËÓ ·Ó¿ÁÎË ·˘Ù‹ ¤Ú¯ÂÙ·È Ó· ηχ„ÂÈ Ë Â˘Úˆ·˚΋ ‰Ú¿ÛË EUROPASS Î·È Ô º¿ÎÂÏÔ˜ Europass. √ º¿ÎÂÏÔ˜ Europass ÂÚÈÏ·Ì‚¿ÓÂÈ ¤ÓÙ ¤ÁÁÚ·Ê· Ô˘ ¤¯Ô˘Ó ۯ‰ȷÛÙ› ·fi √Ì¿‰Â˜ ∂ÚÁ·Û›·˜ Ù˘ ∂˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È ‚ÔËıÔ‡Ó ÙÔ˘˜ Ôϛ٘ Ô˘ ı¤ÏÔ˘Ó Ó· ÌÂÙ·ÎÈÓËıÔ‡Ó ÛÙËÓ ›‰È· ÙË ¯ÒÚ· ÙÔ˘˜ ‹ ÛÙËÓ ˘fiÏÔÈË ∂˘Úˆ·˚΋ ŒÓˆÛË, Ó· ·ÚÔ˘ÛÈ¿ÛÔ˘Ó Î·Ï‡ÙÂÚ· ÙȘ ÁÓÒÛÂȘ, ‰ÂÍÈfiÙËÙ˜ Î·È ÈηÓfiÙËÙ¤˜ ÙÔ˘˜. 1. ∆Ô Europass µÈÔÁÚ·ÊÈÎfi ™ËÌ›ˆÌ· (CV) Â›Ó·È Ì›· ÎÔÈÓ‹ ÊfiÚÌ·, ‰È·ı¤ÛÈÌË Û fiÏÔ˘˜, ÙËÓ ÔÔ›· ÌÔÚ› Ó· ¯ÚËÛÈÌÔÔÈ‹ÛÂÈ Î¿ÔÈÔ˜ ÁÈ· Ó· ÂÙÔÈÌ¿ÛÂÈ ÙÔ ÚÔÛˆÈÎfi ÙÔ˘ CV Î·È Ó· ·ÚÔ˘ÛÈ¿ÛÂÈ ÙȘ ÁÓÒÛÂȘ, ÙȘ ‰ÂÍÈfiÙËÙ˜, Ù· ÚÔÛfiÓÙ· ÙÔ˘ ηıÒ˜ Î·È ¿ÏÏ· ÚÔÛˆÈο ÛÙÔȯ›· ÌÂ Û˘ÛÙËÌ·ÙÈÎfi ÙÚfiÔ. ∏ ÊfiÚÌ· ˘¿Ú¯ÂÈ ‰È·ı¤ÛÈÌË Û ÔÏϤ˜ ÁÏÒÛÛ˜ Ù˘ ∂˘Úˆ·˚΋˜ ŒÓˆÛ˘. 2. ∆Ô Europass ¢È·‚·Ù‹ÚÈÔ °ÏˆÛÛÒÓ ·ÔÙÂÏ› ¤Ó· ¿ÏÏÔ ÚÔÛˆÈÎfi ¤ÁÁÚ·ÊÔ ÛÙÔ ÔÔ›Ô Î¿ı ÂӉȷÊÂÚfiÌÂÓÔ˜ ηٷÁÚ¿ÊÂÈ ÙȘ ÁψÛÛÈΤ˜ ÙÔ˘ ‰ÂÍÈfiÙËÙ˜, οÓÔÓÙ·˜ ·˘ÙÔ·ÍÈÔÏfiÁËÛË fiÛÔÓ ·ÊÔÚ¿ ÙËÓ Î·Ù·ÓfiËÛË, ÙËÓ ÔÌÈÏ›· Î·È ÙË ÁÚ·Ê‹. Œ¯ÂÈ ÎÔÈÓ‹ ÌÔÚÊ‹ ÁÈ· fiÏÔ˘˜ ÙÔ˘˜ Ôϛ٘ Ù˘ ∂˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È ·ÔÙÂÏ› ¤Ó· ·fi Ù· ÙÚ›· ̤ÚË ÙÔ˘ ∂˘Úˆ·˚ÎÔ‡ ÷ÚÙÔÊ˘Ï·Î›Ô˘ °ÏˆÛÛÔÌ¿ıÂÈ·˜, ÁÈ· ÙÔ ÔÔ›Ô ˘Â‡ı˘ÓÔ˜ ÊÔÚ¤·˜ Â›Ó·È ÙÔ ¶·È‰·ÁˆÁÈÎfi πÓÛÙÈÙÔ‡ÙÔ. 3. ∆Ô Europass ∫ÈÓËÙÈÎfiÙËÙ· (Mobility) Â›Ó·È ÙÔ Ó¤Ô fiÓÔÌ· ÙÔ˘ «∂˘Úˆ‰È·‚·ÙËÚ›Ô˘ ∫·Ù¿ÚÙÈÛ˘». ∞ÔÙÂÏ› ÚÔÛˆÈÎfi ¤ÁÁÚ·ÊÔ, ÙÔ ÔÔ›Ô Î·Ù·ÁÚ¿ÊÂÈ Î·È ÈÛÙÔÔÈ› ÙË Û˘ÌÌÂÙÔ¯‹ ÂÓfi˜ ·ÙfiÌÔ˘ Û ÔÚÁ·ÓˆÌ¤ÓË ÂÌÂÈÚ›· ÎÈÓËÙÈÎfiÙËÙ·˜ ÁÈ· Âη›‰Â˘ÛË Î·È/‹ ηٿÚÙÈÛË Û ¿ÏÏË ¯ÒÚ· Ù˘ ∂˘Úˆ·˚΋˜ ŒÓˆÛ˘ (.¯. ÚÔÁÚ¿ÌÌ·Ù· Erasmus, Comenius, Leonardo da Vinci ÎÏ.). °È· ÙËÓ ¤Î‰ÔÛË ÙÔ˘ ÂÁÁÚ¿ÊÔ˘ ·˘ÙÔ‡ ¯ÚÂÈ¿˙ÂÙ·È Ó· Á›ÓÂÈ ·›ÙËÛË ·fi ÙÔ ÊÔÚ¤· Ô˘ ‰ÈÔÚÁ·ÓÒÓÂÈ ÙËÓ ÂÌÂÈÚ›· ÎÈÓËÙÈÎfiÙËÙ·˜ Î·È fi¯È ·fi ÌÂÌÔӈ̤ӷ ¿ÙÔÌ·. 4. ∆Ô Europass ™˘Ìϋڈ̷ ¶ÈÛÙÔÔÈËÙÈÎÔ‡ ·Â˘ı‡ÓÂÙ·È Û fiÏÔ˘˜ ÙÔ˘˜ ·ÔÊÔ›ÙÔ˘˜ ¢ËÌfiÛÈˆÓ ‹ π‰ÈˆÙÈÎÒÓ π∂∫ Î·È ∆∂∂. ∂›Ó·È Û˘Óԉ¢ÙÈÎfi ¤ÁÁÚ·ÊÔ Ô˘ ·Ú¤¯ÂÈ ÏËÚÔÊÔڛ˜ ÁÈ· ÙÔÓ Ù›ÙÏÔ ÛÔ˘-
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‰ÒÓ Î·È Â›Ó·È ÎÔÈÓfi ÁÈ· ÙÔ˘˜ ηÙfi¯Ô˘˜ ‰ÈÏÒÌ·ÙÔ˜ ‹ ÈÛÙÔÔÈËÙÈÎÔ‡ Ù˘ ›‰È·˜ ÂȉÈÎfiÙËÙ·˜. ¢È·Û·ÊËÓ›˙ÂÈ ÙÔÓ Ù›ÙÏÔ ÛÔ˘‰ÒÓ ÒÛÙ ӷ Â›Ó·È ÙÔ ‰›ÏˆÌ· ‹ ÙÔ ÈÛÙÔÔÈËÙÈÎfi ÈÔ Î·Ù·ÓÔËÙfi, ȉȷ›ÙÂÚ· ÛÙÔ˘˜ ÂÚÁÔ‰fiÙ˜ Î·È ÛÙ· ȉڇ̷ٷ ÙˆÓ ¿ÏÏˆÓ ¯ˆÚÒÓ. 5. ∆Ô Europass ™˘Ìϋڈ̷ ¢ÈÏÒÌ·ÙÔ˜ Â›Ó·È ÚÔÛˆÈÎfi ¤ÁÁÚ·ÊÔ Ô˘ ¯ÔÚËÁÂ›Ù·È Û ·fiÊÔÈÙÔ˘˜ ·ÓÒÙ·ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ È‰Ú˘Ì¿ÙˆÓ ˆ˜ ·Ú¿ÚÙËÌ· ÙÔ˘ Ù˘¯›Ô˘ ÙÔ˘˜. ™˘Ì‚¿ÏÏÂÈ ÒÛÙ ӷ Â›Ó·È ÈÔ Â‡ÎÔÏ· ηٷÓÔËÙfi˜ Ô Ù›ÙÏÔ˜ ÛÔ˘‰ÒÓ, ȉȷ›ÙÂÚ· ÂÎÙfi˜ ÙˆÓ Û˘ÓfiÚˆÓ Ù˘ ¯ÒÚ·˜ ÚÔ¤Ï¢Û˘. °È· ÙË Û˘ÓÙÔÓÈṲ̂ÓË ‰È·¯Â›ÚÈÛË Î·È ÚÔ‚ÔÏ‹ ÙˆÓ ·Ú·¿Óˆ ÂÁÁÚ¿ÊˆÓ ˘¿Ú¯ÂÈ ÙÔ ‰›ÎÙ˘Ô ÙˆÓ ∂ıÓÈÎÒÓ ∫¤ÓÙÚˆÓ Europass Ô˘ ηχÙÂÈ fiϘ ÙȘ ¯ÒÚ˜ Ù˘ ∂˘Úˆ·˚΋˜ ŒÓˆÛ˘. ™ÙËÓ ∂ÏÏ¿‰· Ô √ÚÁ·ÓÈÛÌfi˜ ∂·ÁÁÂÏÌ·ÙÈ΋˜ ∂η›‰Â˘Û˘ Î·È ∫·Ù¿ÚÙÈÛ˘ (√.∂.∂.∫.) ÏÂÈÙÔ˘ÚÁ› ˆ˜ ÙÔ ∂ıÓÈÎfi ∫¤ÓÙÚÔ Europass, Ù· ›ÛËÌ· ÂÁη›ÓÈ· ÙÔ˘ ÔÔ›Ô˘ ¤ÁÈÓ·Ó ·ÚÔ˘Û›· ÙÔ˘ ¶ÚÔ¤‰ÚÔ˘ Ù˘ ¢ËÌÔÎÚ·Ù›·˜ Î.∫¿ÚÔÏÔ˘ ¶·Ô‡ÏÈ· Î·È Ù˘ ÀÔ˘ÚÁÔ‡ ¶·È‰Â›·˜ Î.ª·ÚȤٷ˜ °È·ÓÓ¿ÎÔ˘, ÛÙȘ 24/11/2005, Û ·ÓÔȯً ÂΉ‹ÏˆÛË ÛÙÔ ÿ‰Ú˘Ì· ªÂ›˙ÔÓÔ˜ ∂ÏÏËÓÈÛÌÔ‡. ™ÙÔ Ï·›ÛÈÔ ÚÔÒıËÛ˘ Ù˘ ‰Ú¿Û˘ Î·È ÂÓË̤ڈÛ˘ ÙÔ˘ ÎÔÈÓÔ‡, ÙÔ ∂ıÓÈÎfi ∫¤ÓÙÚÔ ∂˘Úˆ‰È·‚·ÙËÚ›Ô˘ ¤¯ÂÈ Î·Ù·Û΢¿ÛÂÈ ÈÛÙÔÛÂÏ›‰· ÛÙÔ ¢È·‰›ÎÙ˘Ô (www.europass-oeek.gr), ÂΉ›‰ÂÈ ¤ÓÙ˘Ô ˘ÏÈÎfi Î·È ‰ÈÔÚÁ·ÓÒÓÂÈ ËÌÂÚ›‰Â˜ Î·È ÂÚÁ·ÛÙ‹ÚÈ·-workshops Û fiÏË ÙËÓ ÂÈÎÚ¿ÙÂÈ·. √È ÂΉËÏÒÛÂȘ ÙÔ˘ Â›Ó·È ·ÓÔȯ٤˜ ÛÙÔ ÎÔÈÓfi Î·È ˘¿Ú¯ÂÈ ·ıÚfi· ÚÔۤϢÛË ÔÏÈÙÒÓ Î·ıÒ˜ Î·È ˘Â˘ı‡ÓˆÓ Âη›‰Â˘Û˘, ·ÁÁÂÏÌ·ÙÈÎÔ‡ ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡ Î·È Â˘Úˆ·˚ÎÒÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ. ¶§∏ƒ√º√ƒπ∂™: ∆Ì‹Ì· ∂˘Úˆ·˚ÎÒÓ £ÂÌ¿ÙˆÓ, ¢È‡ı˘ÓÛË ∂˘Úˆ·˚ÎÒÓ Î·È ¢ÈÂıÓÒÓ ™¯¤ÛˆÓ, √.∂.∂.∫., ¢È‡ı˘ÓÛË: §ÂˆÊfiÚÔ˜ ∂ıÓÈ΋˜ ∞ÓÙÈÛÙ¿Ûˆ˜ 41, ¡. πˆÓ›·, ∞ı‹Ó· 142 34 ∆ËÏ. 210-270 9108 / 09 / 10 / 11, º·Í: 210-277 2208, e-mail: [email protected] ¢È‡ı˘ÓÛË ÈÛÙÔÛÂÏ›‰·˜: www.europass-oeek.gr
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NEW WORD ON THE BLOCK
∂π™√¢√™ ∆ø¡ ∂∫¢√™∂ø¡ §πµ∞¡∏ ™∆√ Ãøƒ√ ∆ø¡ °∞§§π∫ø¡ ∂∫¢√™∂ø¡ ˘Ó·ÌÈο ÂÈÛ¤Ú¯ÔÓÙ·È ÛÙÔÓ ¯ÒÚÔ ÙˆÓ Á·ÏÏÈÎÒÓ ÂΉfiÛÂˆÓ ÔÈ ÂΉfiÛÂȘ §È‚¿ÓË Ì ÙËÓ ¤Î‰ÔÛË ÙÔ˘ ÚÒÙÔ˘ ÙÔ˘˜ ‚È‚Ï›Ô˘ ·Û΋ÛÂˆÓ Le Chocolat! ÙÔ ÔÔ›Ô ¤Ú¯ÂÙ·È ¤Ú¯ÂÙ·È Ó· Û˘ÌÏËÚÒÛÂÈ ÙȘ Û‡Á¯ÚÔÓ˜ ÌÂıfi‰Ô˘˜ Ô˘ ΢ÎÏÔÊÔÚÔ‡Ó ÁÈ· ÙË ‰È‰·Ûηϛ· Ù˘ Á·ÏÏÈ΋˜ ÁÏÒÛÛ·˜ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ËÏÈΛ·˜ 7 ¤ˆ˜ 10 ÂÙÒÓ. TÔ ‚È‚Ï›Ô ·Û΋ÛÂˆÓ Le Chocolat! ÛÙËÚ›˙ÂÙ·È Û ‰ÔÌÈΤ˜ ·Û΋ÛÂȘ Ì ·ÈÁÓÈÒ‰Ë ¯·Ú·ÎÙ‹Ú·, ÛÙËÓ ÚÔÊÔÚÈ΋ ÂÈÎÔÈÓˆÓ›· Î·È ÛÙÔ ÁψÛÛÈÎfi ˘fi‚·ıÚÔ ÙÔ˘ Ì·ıËÙ‹: ÛÙȘ ϤÍÂȘ Ô˘ ·Ó·ÁÓˆÚ›˙ÂÈ ¯¿ÚË ÛÙË ÌËÙÚÈ΋
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ÂÏÏËÓÈ΋ ÁÏÒÛÛ· Î·È ¯¿ÚË ÛÙËÓ ÂÈÚÚÔ‹ Ù˘ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜. MÔÚ› ¤ÙÛÈ Ó· ÚÔ¯ˆÚ‹ÛÂÈ ÛÙËÓ ÂÎÌ¿ıËÛË ÁÚ·Ê‹˜ Î·È ·Ó¿ÁÓˆÛ˘ ÍÂÂÚÓÒÓÙ·˜ ÙÔ ÂÌfi‰ÈÔ ÙˆÓ ¿ÁÓˆÛÙˆÓ Ï¤ÍˆÓ. ∏ Û˘ÁÁڷʤ·˜ ÙÔ˘ ‚È‚Ï›Ô˘ ¢Ú. ¢È·Ì¤ÛË ∫˘Úȷ΋ ¤¯ÂÈ Ó· ·ÚÔ˘ÛÈ¿ÛÂÈ ÂÍ·ÈÚÂÙÈÎfi, ÙfiÛÔ ÂÈÛÙËÌÔÓÈÎfi fiÛÔ Î·È ‰È‰·ÎÙÈÎfi, ¤ÚÁÔ Û fiϘ ÙȘ ‚·ıÌ›‰Â˜ Ù˘ Âη›‰Â˘Û˘. ™Ù· ¿ÌÂÛ· Û¯¤‰È· ÙÔ˘ ÂΉÔÙÈÎÔ‡ Â›Ó·È ·Ê’ÂÓfi˜ ÌÂÓ Ë ÔÏÔÎÏ‹ÚˆÛË Ù˘ ÛÂÈÚ¿˜ Le Chocolat!, ·Ê’ÂÙ¤ÚÔ˘ Ë ¤Î‰ÔÛË ÌÂıfi‰Ô˘ ÁÈ· ÙËÓ ÂfiÌÂÓË Û¯ÔÏÈ΋ ¯ÚÔÓÈ¿ 2006-7.
21Ô ™À¡∂¢ƒπ√ •∂¡√°§ø™™∏™ ∂∫¶∞π¢∂À™∏™
«¢È· ‚›Ô˘ Âη›‰Â˘ÛË Î·È ∞˘ÙÔ‚ÂÏÙ›ˆÛË» ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 1
∞ÓÙÈÓÔ̿گ˘ ∞ıËÓÒÓ ∫ˆÓÛÙ·ÓÙ›Ó· ª¤Ë . E›Û˘ ÙÔ Û˘Ó¤‰ÚÈÔ Ù›ÌËÛ·Ó Ì ÙËÓ ·ÚÔ˘Û›· ÙÔ˘˜ Ô Ù. ˘Ô˘ÚÁfi˜ Î·È ‚Ô˘ÏÂ˘Ù‹˜ ÙÔ˘ ¶∞™√∫ ∫›ÌˆÓ·˜ ∫Ô˘ÏÔ‡Ú˘, Ô Ù. ˘Ê˘-
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Ô˘ÚÁfi˜ °ÚËÁfiÚ˘ ¡ÈÒÙ˘ , Ë Ù. ÀÊ˘Ô˘ÚÁfi˜ ∞Ó¿Ù˘Í˘ ªÈϤӷ ∞ÔÛÙÔÏ¿ÎË, Ô Úfi‰ÚÔ˜ Ù˘ UNESCO ¶ÂÈÚ·ÈÒ˜ °È¿ÓÓ˘ ª·ÚˆÓ›Ù˘, Ë Úfi‰ÚÔ˜ Ù˘ √∫∂ ∂ÛˆÙÂÚÈÎÒÓ §∞√™ ∫·ÙÂÚ›Ó· ºˆÙÂÈÓÈ¿ – °Ï˘ÎÔ‡, Ë ·ÓÙȉ‹Ì·Ú¯Ô˜ µ‡ÚˆÓ· ∂ÈÚ‹ÓË ¶··ÁˆÚÁ›Ô˘, Ô Úfi‰ÚÔ˜ ÙÔ˘ ÷Ù˙Ë΢ÚȷΛԢ π‰Ú‡Ì·ÙÔ˜ °ÂÒÚÁÈÔ˜ ª·ÎÔ‡Ú˘ , Ë ‰È¢ı‡ÓÙÚÈ· ÙÔ˘ ÷Ù˙Ë΢ÚȷΛԢ π‰Ú‡Ì·ÙÔ˜ η ™·Óȉ¿ πˆ¿ÓÓ·, Ô °ÈÒÚÁÔ˜ ∫·‚·ı¿˜ ∞ÓÙÈÚfi‰ÚÔ˜ °∂™∂µ∂ & °.°. ¶√∂™∂ & ™‡Ì‚Ô˘ÏÔ˜ ÙÔ˘ ∂·ÁÁ.∂ÈÌÂÏËÙËÚ›Ô˘ ∞ıËÓÒÓ.
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 !
Blook diary used to be an intimate and immensely personal record of one’s experiences, hopes and ideas. Keeping a diary meant writing for oneself. But while diaries served for centuries as repositories of secret confidences, the rise of the Internet means that today’s diarists are more likely to publish their adventures online in a ‘weblog’ or ‘blog’. The diarist has become a ‘blogger’, and cyberspace a ‘blogosphere’ crowded with online musings. Indeed, had Samuel Pepys lived a few centuries later, he might have put finger to keyboard instead of quill pen to paper; Anne Frank might have posted her thoughts in a pseudonymous blog rather than in a secret diary. It seemed for a while as if the Internet blog would make written diaries obsolete. Yet, in a turnaround which indicates just how much we still cherish the printed word, the trend is being reversed. Publishers are rushing to print the best blogs as traditional books, while newspapers serialize extracts or take on bloggers as columnists. Best-selling books by the likes of ‘Salam Pax’, the so-called
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‘Baghdad Blogger’ who found fame with his account of the Iraq war, and ‘Belle de Jour’, the London call-girl whose blog detailing her sexual adventures sparked a media frenzy, have proved to be a publisher’s dream. Typically, these and other prominent bloggers write under pseudonyms – dubbed ‘nom de blogs’ – to retain a little privacy despite their widespread fame. It was therefore only a matter of time before a word was coined to describe this new fusion between the brave new world of the blog and good old-fashioned book printing. Perhaps unsurprisingly, the blog-turned-books were dubbed blooks, a term apparently first used by blogger Jeff Jarvis in 2002. Since then, there has been a book entitled Blook, and a ‘Blooker Prize’ will be awarded for the best such work. The web literati are even anticipating the arrival of the first ‘flooks’: films based on blooks. But whether the ‘flook’ is a neologism too far remains to be seen. Source: Chambers Wordwatch Column Editor : Lawrence Mamas ( Betsis ELT) [email protected]
∂Π̤ÚÔ˘˜ ÙˆÓ Í¤ÓˆÓ ÊÔÚ¤ˆÓ ·Ú¢ڤıËÛ·Ó Î·È ·Ë‡ıËÓ·Ó ¯·ÈÚÂÙÈÛÌfi ÔÈ ÂÍ‹˜: Paul Sellers, Assistant Director of Examinations The British Council, ∫·ÙÂÚ›Ó· °ÂˆÚÁÔÔ‡ÏÔ˘ Associate Director Hellenic American Union, o Guilliene Philippe responsible du service des examens Institut Francais d’Athenes, Ô ¡›ÎÔ˜ ÃÚÈÛÙÔ‰Ô‡ÏÔ˘ responsible adjoint des examens IFA, Ë Î· Anna Amedolagine Û˘ÓÙÔÓ›ÛÙÚÈ· ÙÌËÌ¿ÙˆÓ ÁÏÒÛÛ·˜ πÙ·ÏÈÎÔ‡ πÓÛÙÈÙÔ‡ÙÔ˘ Î·È Ë Î· Mariangela Ragaccirolo À‡ı˘ÓË ¢ÈÂÍ·ÁˆÁ‹˜ ∂ÍÂÙ¿ÛÂˆÓ ÁÈ· ÙËÓ ÈÛÙÔÔ›ËÛË PLIDA. ∆ÔÓ ÂÎ·È‰Â˘ÙÈÎfi ÔÚÁ·ÓÈÛÌfi ∞∫ªø¡ ÂÎÚÔÛÒËÛÂ Ë ˘Â‡ı˘ÓË ÂÈÌfiÚʈÛ˘ η °È·Á¿. ∫·Ù¿ ÙËÓ ‰È¿ÚÎÂÈ· ÙÔ˘ Û˘Ó‰ڛԢ ÙÔ ¢ÈÔÈÎËÙÈÎfi ™˘Ì‚Ô‡ÏÈÔ Ù›ÌËÛ ÙËÓ ·ÓÙÈÚfi‰ÚÔ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ η ™ÔÊ›· √ÈÎÔÓÔÌ¿ÎÔ˘, Ë ÔÔ›· Â›Ó·È ·Ú¿ÏÏËÏ· Ë ÚÒÙË Á˘Ó·›Î· Úfi‰ÚÔ˜ ∂·ÁÁÂÏÌ·ÙÈÎÔ‡ ∂ÈÌÂÏËÙËÚ›Ô˘ ÛÙËÓ ¯ÒÚ· Ì·˜. ∆ËÓ ÙÈÌËÙÈ΋ ϷΤٷ ·¤ÓÂÈÌÂ Ô ˘Ê˘Ô˘ÚÁfi˜ ∞Ó¿Ù˘Í˘ °È¿ÓÓ˘ ¶··ı·Ó·Û›Ô˘. ¶·Ú¿ÏÏËÏ· ÏÂÈÙÔ‡ÚÁËÛÂ Î·È ¤ÎıÂÛË ÍÂÓfiÁψÛÛÔ˘ ‚È‚Ï›Ô˘ Ì ÌÂÁ¿ÏË ÂÈÙ˘¯›·.
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1. AÔÓÔÌ‹ ÙÈÌËÙÈ΋˜ ϷΤٷ˜ ÛÙË ™ÔÊ›· OÈÎÔÓÔÌ¿ÎÔ˘, 2. H Î. MÈϤӷ AÔÛÙÔÏ¿ÎË. 3. °È¿ÓÓ˘ ¶··ı·Ó·Û›Ô˘ - ™‡ÚÔ˜ K·ÙÛÔ‡Ï˘. 4. H Ù·Ì›·˜ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘, ™Ù¤ÏÏ· ºÏˆÚ¿ ΢ڋÛÛÂÈ ÙËÓ ¤Ó·ÚÍË. 5. O Paul Sellers (British Council) ·Â˘ı‡ÓÂÈ ¯·ÈÚÂÙÈÛÌfi.
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17
VOCABULARY REVISION ACTIVITIES
Jeremy Harmer in Greece!
by Nick Michelioudakis
PART B’ learning? It is true that many have suggested that words are best acquired and we should let exposure to the language do its work. In fact the debate between the merits of implicit vs explicit teaching has been raging for some time and there is a whole spectrum of approaches from an extreme emphasis of acquisition (Krashen) to a focus on intense conscious learning (Craik & Lockhart - both in Carter & Nunan, 2001). As is often the case, the truth may well lie somewhere in between, so it makes sense to make our learners aware of both ways. Besides, different learners have different learning styles and it is for them to choose the one that suits them best (Ellis & Sinclair, 1989). Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been working in the field of ELT for more years than he cares to remember. He likes to think of himself as a ‘front-line teacher’ and is particularly interested in one-to-one teaching. When he is not struggling with students, he likes to spend his time in a swimming pool or playing chess.
(Continued) Which 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. ß How do your students record unknown words in their notebooks? ß Do they revise them? And if so, how? Now compare your answers with those at the end of the article – any similarities? * Activity 8: Recalling. [Students look at all 10 words in a particular category for about 1 minute. They then have to write them down without looking at them. After that, they compare the two lists and focus their attention on the ones they have forgotten]. (Mc Carthy & O'Dell, 1994) Comments: Compare this with the students’ standard practice of just looking at words trying to memorise them. All too often, their eyes travel down the page but there is no guarantee that the brain takes in the information. In this case on the other hand, learners can check how effective their attempts at memorization have been and also they can later focus on the words they have not managed to recall. If they do this 4-5 times (with increasing time intervals between each revision period (Gairns & Redman, 1986)) their chances of retaining them are much higher (Mc Carthy & O'Dell, 1994). Activity 9: Expanding. [Students look at one of the groups and ask themselves ‘Are there any words related to this group which I do not know in English?’ They then write them down in Greek and either ask the teacher to translate them, or look them up in a dictionary]. Comments: This is perhaps the most ‘ambitious’ activity of all. Students use the L1 to discover ‘gaps’ in their knowledge of the L2 (Atkinson, 1993). However, the main aim is to make students active – to make them take responsibility for their own learning. Instead of passively recording the words they come across in a text or generally during the lesson, instead of waiting for the words to come to them, they are now asked to go out and find them for themselves. Two other points What about context? Well, it is true that lexical items are best presented in context (Lewis, 2000). The advantages are that students can see them used naturally and in a natural context. However, here we are talking about revision. The assumption is that the words first appeared in a text and were subsequently recorded by students. When entering vocabulary in your notebook, you cannot keep the whole text. Moreover, there has been research which shows that words can be retained even outside the context of a sentence (Nation, 2001). Doesn’t all this imply too great an emphasis on explicit
brave fix up attack spectator surrender try on go off draw spoilt casualties
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Last words I know that by now you wish you had never started reading this article, but there are two more things I would like to say. Firstly, although each of these activities is short and fast, nine courses at a sitting can cause serious indigestion to even the most highly-motivated students, so break them up – make sure you insert some other, fun activities before returning to the vocabulary strategies. Secondly, do not expect instant results. Strategic training takes a long time and it is only the adults who are likely to take some of these techniques on board right from the start. So, how do all these activities work in practice? Well, you can try them out and see for yourself ** or, if you are a glutton for punishment and having read the article you would also like a demonstration, you are welcome to attend a presentation on the same topic which I intend to give in a forthcoming TESOL event. [* (1) In my experience, most of them simply make lists of the ‘cast = Ú›¯Óˆ’ type. (2) No. If they do, they simply read the word pairs or, at best, they cover the translations and try to remember them and then reverse the procedure. – surely we can help them do better than that?]
he world reknowned author Jeremy Harmer will be visiting Athens in April to attend a number of conferences after an invitation by Andrew Betsis. Jeremy has an international reputation as an author, teacher trainer and expert in ELT methodology. His course materials and teacher’s guides are used in over 40 countries and he is extremely popular in Greece. He is the author of the sine qua non for language teachers The Practice of English Language Teaching and a multitude of titles that have been used by thousands of teachers and millions of students worldwide. Lately, Jeremy has written the Just Right series for Marshall Cavendish, a bright new entity in the ELT world. Jeremy will be more than happy to meet his Greek friends at the KOSMOS exhibition at the Holiday Inn in Athens.
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[** If you do, I would be most interested in feedback. Which of the activities did your students like best? Which did you think were the most useful? Any ideas/recommendations? My e-mail is [email protected] ] References Atkinson, D. Teaching Monolingual Classes. Longman 1993. Carter, R. & Nunan, D. Teaching English to Speakers of Other Languages. C.U.P. 2001. Chamot, A.U., Barnhardt, S., El-Dinary, P.B., Robbins, J. The Learning Strategies Handbook. Longman 1999. Gairns R. & Redman S. Working with Words. C.U.P. 1986. Lewis, M. Teaching Collocation. LTP 2000. Mc Carthy, M. & O’Dell, F. English Vocabulary in Use. C.U.P. 1994. Nation, I.S.P. Learning Vocabulary in Another Language. C.U.P. 2001. Richards, J. & Renandya, W. (eds.) Methodology in Language Teaching. C.U.P. 2002. Thornbury, S. How to Teach Vocabulary. Longman 2002. Ellis, G. & Sinclair, B. Learning to Learn English. C.U.P. 1989. We would like to thank TESOL GREECE for the kind submission of the article.
Word list (suitable for students at FCE level) top semi-finals defend cunning victims casual material fair date officer mean punctual score quality hug diligent tease equalise underwear beat designer ammunition opponent fancy quarrel faithful weapons fashionable strict make up
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Jeremy Harmer at TESOL Greece’s 2005 convention
advance supporters flirt adore matching defeat hooligans jealous match catwalk
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18
EQUALS Annual Autumn Conference
 ÌÂÁ¿ÏË ÂÈÙ˘¯›· ÔÏÔÎÏËÚÒıËÎ·Ó ÔÈ ÂÚÁ·Û›Â˜ ÙÔ˘ EQUALS Annual Autumn Conference Ì ı¤Ì· “European Quality Standards: Accessing and Assessing Quality” ÛÙȘ 24-26 NÔÂÌ‚Ú›Ô˘ ÛÙ· EÎ·È‰Â˘Ù‹ÚÈ· ¢Ô‡Î·. ™‡Ìʈӷ Ì ÙÔ˘˜ ÂÎÚÔÛÒÔ˘˜ ÙÔ˘ European Association of Quality Language Schools (EAQUALS), Ë Û˘ÌÌÂÙÔ¯‹ ͤڷÛ οı ÚÔËÁÔ‡ÌÂÓÔ, ·ÊÔ‡ Û˘ÌÌÂÙ›¯·Ó ÂÚÈÛÛfiÙÂÚÔÈ ·fi 200 Û‡Ó‰ÚÔÈ ·fi ÔÏϤ˜ ¯ÒÚ˜ (EÏÏ¿‰·, ¶Ôψӛ·, M·˘ÚÔ‚Ô‡ÓÈÔ, TÔ˘ÚΛ·, Î.·.)
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™ÙÔ Û˘Ó¤‰ÚÈÔ, ÙÔ ÔÔ›Ô ‹Ù·Ó ˘fi ÙËÓ ·ÈÁ›‰· ÙÔ˘ YÔ˘ÚÁ›Ԣ ¶·È‰Â›·˜ ·Ú¢ڤıËÛ·Ó Î·È ÂÎÚfiÛˆÔÈ ÙˆÓ ÙÌËÌ¿ÙˆÓ AÁÁÏÈ΋˜ Î·È °·ÏÏÈ΋˜ ºÈÏÔÏÔÁ›·˜ ÙÔ˘ ¶·Ó/Ì›Ô˘ AıËÓÒÓ, ÙÔ˘ ¶·È‰·ÁˆÁÈÎÔ‡ IÓÛÙÈÙÔ‡ÙÔ˘, ÙÔ˘ °·ÏÏÈÎÔ‡ IÓÛÙÈÙÔ‡ÙÔ˘, ÙÔ˘ °ÂÚÌ·ÓÈÎÔ‡ IÓÛÙÈÙÔ‡ÙÔ˘ Î·È ÙÔ˘ Cambridge ESOL. TË Û˘ÁΤÓÙÚˆÛË ¯·ÈÚ¤ÙËÛ·Ó Ô Î. T·ÏÈ·‰Ô‡ÚÔ˜, Û·Ó ÂÎÚfiÛˆÔ˜ ÙÔ˘ Y¶E¶£, Ô Dr Brian North, ÂΠ̤ÚÔ˘˜ ÙˆÓ EQUALS, Ë Î· EϤÓË ¢Ô‡Î·-¶·Ù¤Ú·, ÂΠ̤ÚÔ˘˜ ÙˆÓ EÎ·È‰Â˘ÙËÚ›ˆÓ ¢Ô‡Î· Î·È Ô Î. AÓÂÙfiÔ˘ÏÔ˜ ÂΠ̤ÚÔ˘˜ ÙˆÓ QLS. K·Ù¿ ÙË ‰È¿ÚÎÂÈ· ÙÔ˘ Û˘Ó‰ڛԢ Ú·ÁÌ·ÙÔÔÈ‹ıËÎ·Ó ‰È¿ÊÔÚ˜ ÔÌÈϛ˜, Î·È workshops ·fi ÔÏÏÔ‡˜ ÂÈÛËÁËÙ¤˜ fiˆ˜ ÔÈ: Dr Brian North, Dr Peter Brown, Ms Ludka Kotarska, Mr Frank Heyworth, Mr Donald Freeman, Dr NÈÎfiÏ·Ô XÚÈÛÙÔ‰Ô‡ÏÔ˘, Ë Î·ıËÁ‹ÙÚÈ· ÙÔ˘ ¶·Ó/Ì›Ô˘ AıËÓÒÓ Î˘Ú›· ™ÔÊ›· ¶··Â˘ı˘Ì›Ô˘-§‡ÙÚ·, Ë Dr AÓ·ÛÙ·Û›· M·ÁÁ·Ó¿ Î·È ¿ÏÏÔÈ,
ÔÈ ÔÔ›ÔÈ ¤‰ˆÛ·Ó ¤ÌÊ·ÛË ÛÙËÓ ÔÈfiÙËÙ· ÙˆÓ ˘ËÚÂÛÈÒÓ ÛÙÔÓ ÙÔ̤· ÙˆÓ Í¤ÓˆÓ ÁψÛÒÓ Î·È ÙËÓ ÈÛÙÔÔ›ËÛË ÙˆÓ ÁÓÒÛÂˆÓ ÙËÓ ÔÔ›· Î·È Û˘Ó¤‰ÂÛ·Ó Ì ÙÔ European Language Portfolio. O Dr Luke Prodromou, fiˆ˜ ¿ÓÙ· ¿ÏψÛÙÂ, fi¯È ÌfiÓÔ ÂÓÙ˘ˆÛ›·Û ·ÏÏ¿ Î·È ¤‰ÂÈÍ ÁÈ· ÌÈ· ·ÎfiÌË ÊÔÚ¿ ÙÔ˘˜ ÙÚfiÔ˘˜ ÂΛÓÔ˘˜ Ì ÙÔ˘˜ ÔÔ›Ô˘˜ Ë ‰È‰·Ûηϛ· Á›ÓÂÙ·È Â˘¯¿ÚÈÛÙË Î·È Ë Ì¿ıËÛË Û˘Ó·Ú·ÛÙÈ΋. T· EAQUALS Â›Ó·È ¤Ó·˜ ·ÓÂ˘Úˆ·˚Îfi˜ ÔÚÁ·ÓÈÛÌfi˜ ÈÛÙÔÔ›ËÛ˘ Ù˘ ÔÈfiÙËÙ·˜ ÛÙ· ÂÎ·È‰Â˘Ù‹ÚÈ· Í¤ÓˆÓ ÁψÛÛÒÓ. E›Ó·È ·ÓÂÍ¿ÚÙËÙÔ˜ ÊÔÚ¤·˜ Î·È ‰ÂÓ ¤¯ÂÈ Î·Ì›· ·Ôχو˜ Û¯¤ÛË Ì ÌÂÌÔӈ̤ӷ Û¯ÔÏ›· ‹
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¿ÏÏÔ˘˜ ÔÚÁ·ÓÈÛÌÔ‡˜ ·Ú¿ ÌfiÓÔ ·˘Ù‹ Ù˘ ÈÛÙÔÔ›ËÛ˘ ÙËÓ ÔÔ›· ·Ú¤¯ÂÈ, οÙÈ ÙÔ ÔÔ›Ô ‰È¢ÎÚÈÓ›ÛÙËΠÔÏϤ˜ ÊÔÚ¤˜ ηٿ ÙË ‰È¿ÚÎÂÈ· ÙÔ˘ Û˘Ó‰ڛԢ. M¤ÏÔ˜ ÙÔ˘ ÌÔÚ› Ó· Á›ÓÂÈ ÙÔ Î¿ı Âηȉ˘ÂÙÈÎfi ›‰Ú˘Ì· Ô˘ ‰È‰¿ÛÎÂÈ Í¤Ó˜ ÁÏÒÛÛ˜ (ΤÓÙÚ· Í¤ÓˆÓ ÁψÛÛÒÓ, Û¯ÔÏ›· ÎÏ). E‰Ò Ú¤ÂÈ Ó· ÛËÌÂÈÒÛÔ˘Ì ÙÔ ÂÍ·ÈÚÂÙÈο ˘„ËÏfi Â›Â‰Ô ÛÙ· ÛÙ¿ÓÙ·ÚÓÙ˜ ηıÒ˜ Î·È ÙËÓ ·˘ÛÙËÚfiÙËÙ· ÛÙÔ˘˜ ÂϤÁ¯Ô˘˜ Ô˘ Ú·ÁÌ·ÙÔÔÈ› Ô ÔÚÁ·ÓÈÛÌfi˜, ÚÔÎÂÈ̤ÓÔ˘ Ó· ‰È·ÛÊ·Ï›˙ÂÙ·È Ú¿ÁÌ·ÙÈ Ë ÔÈfiÙËÙ· ÙˆÓ ˘ËÚÂÛÈÒÓ ÙÔ˘. OÈ ·Ú¢ÚÈÛÎfiÌÂÓÔÈ ·fiÏ·˘Û·Ó ÁÂÓÈο Ì›· ¿ÚÙÈ· ÔÚÁ·ÓˆÌ¤ÓË ÂΉ‹ÏˆÛË, Ë ÔÔ›· ¤ÊÂÚ ÙË ÛÊÚ·Á›‰· ÙˆÓ EÎ·È‰Â˘ÙËÚ›ˆÓ ¢Ô‡Î·. I‰È·›ÙÂÚË ÌÓ›· ÔÊ›ÏÔ˘Ì ӷ οÓÔ˘Ì ÛÙÔ ‰È¢ı˘ÓÙ‹ ÙÔ˘ ÙÌ‹Ì·ÙÔ˜ Í¤ÓˆÓ ÁψÛÛÒÓ ÙˆÓ EÎ·È‰Â˘ÙËÚ›ˆÓ ¢Ô‡Î·, ·ÚÈÔ ¢Ú›‚·, Ô ÔÔ›Ô˜ Î·È Â›¯Â ÂÙÔÈÌ¿ÛÂÈ ÔÏϤ˜ fiÌÔÚʘ ÂÎÏ‹ÍÂȘ, fiˆ˜ ÔÈ ÂÏÏËÓÈÎÔ› ¯ÔÚÔ› Ô˘ ¿ÓÔÈÍ·Ó ÙȘ ÂÚÁ·Û›Â˜ ÙÔ˘ Û˘Ó‰ڛԢ, ‰›ÓÔÓÙ·˜ ¤ÙÛÈ ÌÈ· ¢¯¿ÚÈÛÙ· ‰È·ÊÔÚÂÙÈ΋ ÓfiÙ·.
™YM¶EPA™MATA TOY 2nd Accelerated Learning Meeting
 ȉȷ›ÙÂÚË ÂÈÙ˘¯›· Î·È ˘ÎÓ‹ Û˘ÌÌÂÙÔ¯‹ ÎfiÛÌÔ˘ ÔÏÔÎÏËÚÒıËÎ·Ó ÔÈ ÂÚÁ·Û›Â˜ ÙÔ˘ 2nd Accelerated Learning Meeting Ô˘ ‰ÈÔÚÁ¿ÓˆÛÂ Ë ALS Hellas Î·È Ë ÔÔ›· ʤÙÔ˜ Ú·ÁÌ·ÙÔÔÈ‹ıËΠÛÙËÓ fiÏË ÙˆÓ Iˆ·ÓÓ›ÓˆÓ ÙÔ ™¿‚‚·ÙÔ 14 I·ÓÔ˘·Ú›Ô˘ 2006. TÔ ı¤Ì· ÙÔ˘ ‹Ù·Ó, «¢È· ‚›Ô˘ Ì¿ıËÛË: OÈ Í¤Ó˜ ÁÏÒÛÛ˜ ÛÙËÓ Â·ÁÁÂÏÌ·ÙÈ΋ ÂͤÏÈÍË». B·ÛÈÎfi˜ ÚÔÛÎÂÎÏË̤ÓÔ˜ Ù˘ ÂΉ‹ÏˆÛ˘ ‹Ù·Ó Ô Dr Colin Rose, È‰Ú˘Ù‹˜ Ù˘ Accelerated Learning Systems UK, E›ÙÚÔÔ˜ Ù˘ B·ÛÈÏÈ΋˜ Aη‰ËÌ›·˜ T¯ÓÒÓ Ù˘ AÁÁÏ›·˜ Î·È Ì¤ÏÔ˜ Ù˘ BÚÂÙ·ÓÈ΋˜ ŒÓˆÛ˘ ÁÈ· ÙËÓ ¶ÚÔÒıËÛË ÙˆÓ EÈÛÙËÌÒÓ. TËÓ ÂΉ‹ÏˆÛË ¯·ÈÚ¤ÙÈÛ·Ó ÂΠ̤ÚÔ˘˜ ÙÔ˘ ¶ÂÚÈÊÂÚÂÈ¿Ú¯Ë H›ÚÔ˘ Ô °ÂÓÈÎfi˜ ¢È¢ı˘ÓÙ‹˜ Ù˘ ¶ÂÚÈʤÚÂÈ·˜ Î. M·ÏÓÙÔÁÈ¿ÓÓ˘, Ô ÔÔ›Ô˜, ÌÂٷ͇ ¿ÏψÓ, ·Ó·Ê¤ÚıËΠÛÙË ÛËÌ·Û›· Ù¤ÙÔÈˆÓ ÚˆÙÔ‚Ô˘ÏÈÒÓ ÁÈ· ÙËÓ ·Ó¿Ù˘ÍË Ù˘ H›ÚÔ˘. AÎÔÏÔ‡ıˆ˜ ¯·ÈÚÂÙÈÛÌfi ÂΠ̤ÚÔ˘˜ ÙÔ˘ ¢ËÌ¿Ú¯Ô˘ Iˆ·ÓÓ›ÓˆÓ ·Ë‡ı˘ÓÂ Ô ¶Úfi‰ÚÔ˜ ÙÔ˘ ¢ËÌÔÙÈÎÔ‡ ™˘Ì‚Ô˘Ï›Ô˘ Î. ¶Â‰È·‰ÈÙ¿Î˘, Ô
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ÔÔ›Ô˜ ÛËÌ›ˆÛ ÙËÓ ·Ó¿ÁÎË ÂÎÌ¿ıËÛ˘ Í¤ÓˆÓ ÁψÛÛÒÓ ÛÙÔ ‰ÈÂıÓÔÔÈË̤ÓÔ ÂÚÈ‚¿ÏÏÔÓ Ô˘ ˙Ô‡ÌÂ, ÛÙÔ Ï·›ÛÈÔ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆ-
Û˘ ·ÏÏ¿ Î·È Ì¤Ûˆ ÙÔ˘ ¢È·‰ÈÎÙ‡Ô˘. O AÓÙÈÚ‡Ù·Ó˘ ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ Iˆ·ÓÓ›ÓˆÓ Î·ıËÁËÙ‹˜ Î. °ÂÚÔı·Ó¿Û˘ ÛÙÔ ¯·ÈÚÂÙÈÛÌfi ÙÔ˘ ÚÔ˜ ÙÔ˘˜ Û˘Ó¤‰ÚÔ˘˜ ÙfiÓÈÛÂ, ÌÂٷ͇ ¿ÏψÓ, ÙË ÛËÌ·Û›· Ù˘ ‰È¿ ‚›Ô˘ Âη›‰Â˘Û˘ Î·È Ù˘ Û˘Ó¯È˙fiÌÂÓ˘ ηٿÚÙÈÛ˘ Û οı ÙÔ̤·, Î·È È‰È·›ÙÂÚ· ÛÙÔ ¯ÒÚÔ ÙˆÓ Í¤ÓˆÓ ÁψÛÛÒÓ. TËÓ ÂΉ‹ÏˆÛË Ù›ÌËÛ·Ó Â›Û˘
ÔÈ BÔ˘ÏÂ˘Ù¤˜ ÙÔ˘ N. Iˆ·ÓÓ›ÓˆÓ ÎÎ. ºÔ‡Û·˜ Î·È ¶·ÓÙԇϷ˜. Afi ÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔ Iˆ·ÓÓ›ÓˆÓ ·Ú¤ÛÙËÛ·Ó Ô Î·ıËÁËÙ‹˜ Î. K·Ó·‚¿Î˘, Ë Î·ıËÁ‹ÙÚÈ· Î. ™·Î·Ú¤ÏÔ˘, Ô Â›Î. ηıËÁËÙ‹˜ Î. KÒÙÛ˘, Ë Â›Î. ηıËÁ‹ÙÚÈ· Î. ¶··‰ÈÒÙË Î·È Ô ¢È¢ı˘ÓÙ‹˜ AÁÁÏÈ΋˜ °ÏÒÛÛ·˜ ÙÔ˘ ȉ›Ô˘ ¶·ÓÂÈÛÙËÌ›Ô˘ Î.TÛ·ÚÔ‡¯Ë˜. ¶ÔÏÈÙÂÈ·ÎÔ› ·Ú¿ÁÔÓÙ˜, ‰ÈÔÚÁ·ÓˆÙ¤˜ Î·È Û˘ÌÌÂÙ¤¯ÔÓÙ˜ ·Ó·Ó¤ˆÛ·Ó ÙÔ Ú·ÓÙ‚ԇ ÙÔ˘˜ ÁÈ· ÙËÓ ÂfiÌÂÓË Û˘Ó¿ÓÙËÛË Ù˘ ALS Hellas ÛÙ· Iˆ¿ÓÓÈÓ·, Û˘ÓÈÛÙÒÓÙ·˜ ¤ÙÛÈ ¤Ó· ıÂÛÌfi ÛÙ· ÂÎ·È‰Â˘ÙÈο ‰ÚÒÌÂÓ· Ù˘ ¢ڇÙÂÚ˘ ÂÚÈÔ¯‹˜.
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MEMºI™ 210.52.40.728
C M Y K
MEMºI™ 210.52.40.728
C M Y K
MEMºI™ 210.52.40.728
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AÓÙÈÌÂÙˆ›ÛÙ ÙȘ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Ì „˘¯Ú·ÈÌ›· Î·È ÂÈÏÈÎÚ›ÓÂÈ· Ù˘ ¢¤ÛÔÈÓ·˜ MÂÚ‹, È·ÙÚÔ‡ ÚÎÂÙ¿ Û˘¯Ó¿ ÔÈ ÁÔÓ›˜ ‹ ÔÈ ‰¿ÛηÏÔÈ ‰È·ÈÛÙÒÓÔ˘Ó fiÙÈ ÔÚÈṲ̂ӷ ·È‰È¿ ·ÚÔ˘ÛÈ¿˙Ô˘Ó È‰È·›ÙÂÚ˜ ‰˘ÛÎÔϛ˜ ÛÙÔ Ó· ·ÓÙÂÂͤÏıÔ˘Ó ÛÙȘ ··ÈÙ‹ÛÂȘ ÙˆÓ Û¯ÔÏÈÎÒÓ Ì·ıËÌ¿ÙˆÓ ‹ ÂÌÊ·Ó›˙Ô˘Ó ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔÚ¿˜ ÛÙȘ Û¯¤ÛÂȘ ÙÔ˘˜ Ì ÙÔ˘˜ Û˘ÌÌ·ıËÙ¤˜ ÙÔ˘˜. A˘Ù¤˜ ÔÈ ‰È·ÈÛÙÒÛÂȘ Ô‰ËÁÔ‡Ó ÔÏϤ˜ ÊÔÚ¤˜ ÛÙËÓ ˘fiÓÔÈ· fiÙÈ ˘¿Ú¯ÂÈ Î¿ÔÈÔ˘ Ù‡Ô˘ Ì·ıËÛȷ΋ ‰˘ÛÎÔÏ›·, fiÚÔ˜ Ô˘ ·ÎfiÌ· Î·È ÛÙÔ ¿ÎÔ˘ÛÌ¿ ÙÔ˘ ·ÓÈÎÔ‚¿ÏÏÂÈ ÙÔ˘˜ ÁÔÓ›˜ Î·È ÙÔ˘˜ οÓÂÈ Ó· ÛÎÂÊÙÔ‡Ó fiÙÈ ÙÔ ·È‰› ÙÔ˘˜ ·ÓÙÈÌÂÙˆ›˙ÂÈ Î¿ÔÈÔ ÛÔ‚·Úfi Î·È ÌË ·ÓÙÈÌÂÙˆ›ÛÈÌÔ Úfi‚ÏËÌ·. TÈ ·ÎÚÈ‚Ò˜ Â›Ó·È ÔÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜, Ò˜ ı· ÙȘ ÂÓÙÔ›ÛÂÙ ÂÁη›Úˆ˜ Î·È ÔÈÔ˜ Â›Ó·È Ô Î·Ù·ÏÏËÏfiÙÂÚÔ˜ ÙÚfiÔ˜ ·ÓÙÈÌÂÙÒÈÛ‹˜ ÙÔ˘˜; TÈ Â›Ó·È ·ÎÚÈ‚Ò˜ ÔÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ OÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ·ÊÔÚÔ‡Ó Û ‰È·Ù·Ú·¯¤˜ Ô˘ ÂËÚ¿˙Ô˘Ó ÙËÓ ÈηÓfiÙËÙ· ÙÔ˘ ·ÙfiÌÔ˘ Ó· ηٷÓÔ› ‹ Ó· ¯ÚËÛÈÌÔÔÈ› ÙÔ ÁÚ·Ùfi ‹ ÙÔÓ ÚÔÊÔÚÈÎfi ÏfiÁÔ, Ó· οÓÂÈ Ì·ıËÌ·ÙÈÎÔ‡˜ ˘ÔÏÔÁÈÛÌÔ‡˜, Ó· Û˘ÓÙÔÓ›˙ÂÈ ÙȘ ÎÈÓ‹ÛÂȘ ÙÔ˘ ‹ Ó· ÂÛÙÈ¿˙ÂÈ ÙËÓ ÚÔÛÔ¯‹ ÙÔ˘. AÓ Î·È ÂÌÊ·Ó›˙ÔÓÙ·È ·fi Ù· ÚÒÙ· ·È‰Èο ¯ÚfiÓÈ·, Û˘Ó‹ıˆ˜ Ë ‰È¿ÁÓˆÛ‹ ÙÔ˘˜ ‰ÂÓ Á›ÓÂÙ·È ·Ú¿ ÌfiÓÔ fiÙ·Ó ÙÔ ·È‰› ·Ú¯›ÛÂÈ Ó· ËÁ·›ÓÂÈ ÛÙÔ Û¯ÔÏ›Ô. ¶Ú¤ÂÈ Ó· ÂÈÛËÌ·Óı› fiÙÈ ÔÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Û¯ÂÙ›˙ÔÓÙ·È ¿ÌÂÛ· Ì ÙËÓ ÎÏËÚÔÓÔÌÈÎfiÙËÙ·. A˘Ùfi ÛËÌ·›ÓÂÈ fiÙÈ ÌÂÙ·‚È‚¿˙ÔÓÙ·È ·fi ÙÔ˘˜ ÁÔÓ›˜ ÛÙ· ·È‰È¿, fiˆ˜ Î·È ÔÏÏ¿ ¿ÏÏ· ¯·Ú·ÎÙËÚÈÛÙÈο. TÔ Ó· ÂÌÊ·Ó›˙ÂÈ Î·Ó›˜ οÔÈÔÓ Ù‡Ô Ì·ıËÛȷ΋˜ ‰˘ÛÎÔÏ›·˜ ‰ÂÓ ÛËÌ·›ÓÂÈ fiÙÈ Â›Ó·È ·Ó›Î·ÓÔ˜ Ó· Ì¿ıÂÈ ÔÙȉ‹ÔÙÂ, ·ÏÏ¿ fiÙÈ ·ÏÒ˜ Ú¤ÂÈ Ó· ÙÔ˘ ˘Ô‰Âȯı› οÔÈÔ˜ ‰È·ÊÔÚÂÙÈÎfi˜ ÙÚfiÔ˜ ÁÈ· Ó· Ì¿ıÂÈ Û˘ÁÎÂÎÚÈ̤ӷ Ú¿ÁÌ·Ù·. OÈ ¿Û¯ÔÓÙ˜ ·fi Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ‰ÂÓ ÛÙÂÚÔ‡ÓÙ·È Â˘Ê˘˝·˜, fï˜ ÌÔÚ› Ó· ‰˘ÛÎÔχÔÓÙ·È Û ÔÚÈṲ̂ÓÔ˘˜ ÙÔÌ›˜ Ù˘ Âη›‰Â˘Û˘, fiˆ˜ ÛÙÔ ÁÚ·Ùfi ÏfiÁÔ, ÛÙ· Ì·ıËÌ·ÙÈο ‹ ÛÙËÓ ·Ó¿ÁÓˆÛË. OÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ÔÊ›ÏÔÓÙ·È ÛÙÔ ÁÂÁÔÓfi˜ fiÙÈ Ô ÂÁΤʷÏÔ˜ ·˘ÙÒÓ ÙˆÓ ·ÙfiÌˆÓ ÂÂÍÂÚÁ¿˙ÂÙ·È Ì ‰È·ÊÔÚÂÙÈÎfi ÙÚfiÔ ÙȘ ÏËÚÔÊÔڛ˜ Ô˘ Ï·Ì‚¿ÓÂÈ. ŸÏ· Ù· ÚÔ‚Ï‹Ì·Ù· Ì¿ıËÛ˘ ‰ÂÓ ·ÓÙÈÚÔÛˆÂ‡Ô˘Ó Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ¶ÔÏÏ¿ ·È‰È¿ ·ÏÒ˜ ηı˘ÛÙÂÚÔ‡Ó Ó· ·Ó·Ù‡ÍÔ˘Ó ÔÚÈṲ̂Ó˜ ÈηÓfiÙËÙ˜. E›Ó·È ·fiÏ˘Ù· Ê˘ÛÈÔÏÔÁÈÎfi ÌÂÚÈο Ó· ·ÚÁÔ‡Ó Î¿ˆ˜ Ó· ·Ó·Ù‡ÍÔ˘Ó ÙȘ Ì·ıËÛȷΤ˜ ÈηÓfiÙËÙ¤˜ ÙÔ˘˜, οÙÈ Ô˘ ÌÔÚ› Ôχ ·Ï¿ Ó· ÔÊ›ÏÂÙ·È Û ηı˘ÛÙ¤ÚËÛË Ù˘ ˆÚ›Ì·ÓÛ˘ ÙÔ˘ Ó¢ÚÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜. °È· Ó· ÙÂı› Ë ‰È¿ÁÓˆÛË ÙˆÓ Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ, Ú¤ÂÈ Ó· ÏËÚÔ‡ÓÙ·È ÔÚÈṲ̂ӷ ÎÚÈÙ‹ÚÈ·. ™¯Â‰fiÓ Î¿ı ·È‰› ‰˘ÛÎÔχÂÙ·È Ó· ·ÓÙ·ÔÎÚÈı› ÛÙȘ ··ÈÙ‹ÛÂȘ ÂÓfi˜ ÁÓˆÛÙÈÎÔ‡ ·ÓÙÈÎÂÈ̤ÓÔ˘ ‹ ‰ÂÓ ‘Ù· ¿ÂÈ Î·Ï¿’ Û οÔÈÔ Ì¿ıËÌ·. A˘Ù¿ Ù· ÚÔ‚Ï‹Ì·Ù· ‰ÂÓ ·ÔÙÂÏÔ‡Ó Ô˘ÛÈ·ÛÙÈο ·›ÙÈ· ·ÓËÛ˘¯›·˜ Î·È ÌÔÚÔ‡Ó Â‡ÎÔÏ· Ó· ÍÂÂÚ·ÛÙÔ‡Ó, ·Ó ÊÚÔÓÙ›ÛÂÙ ӷ ‰Ô˘Ï¤„ÂÙ ÂÓÙ·ÙÈο Ì ÙÔ ·È‰› Û·˜ ˘fi ÙËÓ Î·ıÔ‰‹ÁËÛË ÙÔ˘ ‰·ÛοÏÔ˘ ÙÔ˘. OÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Ù·ÍÈÓÔÌÔ‡ÓÙ·È Û ÙÚÂȘ ¢Ú›˜ ηÙËÁÔڛ˜: * AÓ·Ù˘ÍȷΤ˜ ‰È·Ù·Ú·¯¤˜ ÙÔ˘ ÏfiÁÔ˘ Î·È Ù˘ ÔÌÈÏ›·˜ * ¢È·Ù·Ú·¯¤˜ ·Î·‰ËÌ·˚ÎÒÓ ÈηÓÔÙ‹ÙˆÓ * YfiÏÔȘ: ÔÌ¿‰· Ô˘ ÂÚÈÏ·Ì‚¿ÓÂÈ ‰È·Ù·Ú·¯¤˜ Û˘ÓÙÔÓÈÛÌÔ‡ Ô˘ Ô‰ËÁÔ‡Ó ÛÙËÓ ÂÌÊ¿ÓÈÛË ÚÔ‚ÏËÌ¿ÙˆÓ ÌÓ‹Ì˘, ¿ÚıÚˆÛ˘, ηÏÏÈÁÚ·Ê›·˜ Î·È ÎÈÓËÙÈÎÒÓ ÈηÓÔًوÓØ Â›Û˘, ÛÙËÓ ÔÌ¿‰· ·˘Ù‹ Ù·ÍÈÓÔÌÔ‡ÓÙ·È ÂȉÈΤ˜ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Ô˘ ‰ÂÓ Û˘ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È ÛÙȘ ‰‡Ô ÚÔËÁÔ‡ÌÂÓ˜ ÔÌ¿‰Â˜. ™ÙȘ Û˘Ó‹ıÂȘ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Û˘ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È ÔÈ ·Ú·Î¿Ùˆ ‰È·Ù·Ú·¯¤˜: * ¢˘ÛÏÂÍ›·: ¢È·Ù·Ú·¯‹ Û‡Ìʈӷ Ì ÙËÓ ÔÔ›· ÙÔ ¿ÙÔÌÔ ‰˘ÛÎÔχÂÙ·È ‹ ·‰˘Ó·Ù› Ó· ηٷÓÔ‹ÛÂÈ Î¿ÔȘ ϤÍÂȘ, ÚÔÙ¿ÛÂȘ ‹ Î·È ·Ú·ÁÚ¿ÊÔ˘˜. * ¢˘Û·ÚÈıÌ›·: A‰˘Ó·Ì›· Â›Ï˘Û˘ Ì·-
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Ó›˜ ·Ú¯›˙Ô˘Ó Ó· ·Ú·ÙËÚÔ‡Ó fiÙÈ ÙÔ ·È‰› ÙÔ˘˜ ηı˘ÛÙÂÚ› Ó· ÂÈÙ‡¯ÂÈ ÔÚÈṲ̂ÓÔ˘˜ ·fi ÙÔ˘˜ ‚·ÛÈÎÔ‡˜ ÛÙfi¯Ô˘˜ Ù˘ „˘¯ÔÎÈÓËÙÈ΋˜ ÙÔ˘ ·Ó¿Ù˘Í˘, fiˆ˜, ÁÈ· ·Ú¿‰ÂÈÁÌ·, fiÙÈ ·ÚÁ› Ó· ÌÈÏ‹ÛÂÈ ‹ Ó· ηٷϿ‚ÂÈ ÙËÓ ¤ÓÓÔÈ· ÌÈ·˜ Ϥ͢. O ·È‰›·ÙÚÔ˜ ηٿ ÙÔ Û˘Ó‹ıË ¤ÏÂÁ¯Ô Ù˘ ·Ó¿Ù˘Í˘ ÙÔ˘ ·È‰ÈÔ‡ Â›Ó·È Û ı¤ÛË Ó· ÂÓÙÔ›ÛÂÈ Èı·Ó¤˜ ηı˘ÛÙÂÚ‹ÛÂȘ Î·È Ó· ηÙ¢ı‡ÓÂÈ ·Ó¿ÏÔÁ· ÙÔ˘˜ ÁÔÓ›˜. øÛÙfiÛÔ, ÔÈ ÂÚÈÛÛfiÙÂÚ˜ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Á›ÓÔÓÙ·È ·ÓÙÈÏËÙ¤˜ ·fi ÙÔ ‰¿ÛηÏÔ ÙÔ˘ Û¯ÔÏ›Ԣ, Ô ÔÔ›Ô˜ Ôχ Û˘¯Ó¿ Â›Ó·È Ô ÚÒÙÔ˜ Ô˘ ‰È·ÈÛÙÒÓÂÈ ÙËÓ ·‰˘Ó·Ì›· ÙÔ˘ ·È‰ÈÔ‡ Ó· ÁÚ¿„ÂÈ ‹ Ó· ‰È·‚¿ÛÂÈ ¤Ó· ΛÌÂÓÔ ‹ Ó· οÓÂÈ ÌÈ· ·ÚÈıÌËÙÈ΋ Ú¿ÍË. ¶¿ÓÙˆ˜, Ù· ·È‰È¿ Ì ·˘ÍË̤ÓÔ ‰Â›ÎÙË Â˘Ê˘˝·˜ ÌÔÚ› Ó· ηٷʤÚÓÔ˘Ó Ó· ‘ηχÙÔ˘Ó’ ÙȘ ·‰˘Ó·Ì›Â˜ ÙÔ˘˜ Ôχ ηϿ Î·È Ó· ηı˘ÛÙÂÚ‹ÛÔ˘Ó Ôχ Ó· ‰È·ÁÓˆÛÙÔ‡Ó ‹ Ó· ÌË ‰È·ÁÓˆÛÙÔ‡Ó ÔÙ¤. T· ¿ÙÔÌ· Ô˘ ÂÌÊ·Ó›˙Ô˘Ó Û‡Ó‰ÚÔÌÔ ˘ÂÚÎÈÓËÙÈÎfiÙËÙ·˜ Á›ÓÔÓÙ·È ·ÓÙÈÏËÙ¿ ÈÔ Â‡-
ÎÔÏ·. ™˘Ó‹ıˆ˜ Ë ˘ÂÚÎÈÓËÙÈÎfiÙËÙ· ÂÌÊ·Ó›˙ÂÙ·È ÚÈÓ ·fi ÙÔ Ù¤Ù·ÚÙÔ ¤ÙÔ˜ Ù˘ ˙ˆ‹˜, ·Ó Î·È Â›Û˘ ÌÔÚ› Ó· ÌË Á›ÓÂÈ ·ÓÙÈÏËÙ‹ ̤¯ÚÈ ÙÔ ·È‰› Ó· ¿ÂÈ ÛÙÔ Û¯ÔÏ›Ô. MÂÚÈο ·fi Ù· ÛËÌ›· Ô˘ Ú¤ÂÈ Ó· ÎÈÓËÙÔÔÈ‹ÛÔ˘Ó ÙÔ˘˜ ÁÔÓ›˜ ÁÈ· ÙËÓ ‡·ÚÍË Èı·ÓÔ‡ ÚÔ‚Ï‹Ì·ÙÔ˜ Ì·ıËÛÈ·ÎÒÓ ‰È·Ù·Ú·¯ÒÓ Â›Ó·È: ¶ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ· * MÂÁ¿ÏË Î·ı˘ÛÙ¤ÚËÛË Ù˘ ÔÌÈÏ›·˜ Û ۇÁÎÚÈÛË Ì ¿ÏÏ· Û˘ÓÔÌ‹ÏÈη ·È‰È¿ * ¶ÚÔ‚Ï‹Ì·Ù· ÂÎÊÔÚ¿˜ ÏfiÁÔ˘ * ¢˘ÛÎÔÏ›· ÛÙËÓ Â‡ÚÂÛË Ï¤ÍÂˆÓ Ì ÔÌÔÈÔηٷÏËÍ›· * ¢˘ÛÎÔÏ›· ÛÙËÓ ·ÔÌÓËÌfiÓ¢ÛË ·ÚÈıÌÒÓ, ÙÔ˘ ·ÏÊ·‚‹ÙÔ˘, ÙˆÓ ËÌÂÚÒÓ Ù˘ ‚‰ÔÌ¿‰·˜ * ¶Ôχ ÌÂÁ¿Ï· ÎÈÓËÙÈÎfiÙËÙ· Î·È Â‡ÎÔÏË ·fiÛ·ÛË Ù˘ ÚÔÛÔ¯‹˜ * ¶ÚÔ‚Ï‹Ì·Ù· Û˘ÓÂÚÁ·Û›·˜ Ì ÙÔ˘˜ Û˘ÓÔÌËÏ›ÎÔ˘˜ * A‰˘Ó·Ì›· ηٷÓfiËÛ˘ ÙˆÓ Î·Ù¢ı‡ÓÛÂˆÓ Î·È ‰È·‰ÚÔÌÒÓ ¶·È‰È¿ ËÏÈΛ·˜ ¤ˆ˜ ٤ٷÚÙ˘ Ù¿Í˘ ‰ËÌÔÙÈÎÔ‡ * ¢˘ÛÎÔÏ›· ÛÙËÓ ÂÎÌ¿ıËÛË Ù˘ Û˘Û¯¤ÙÈÛ˘ ÌÂٷ͇ ÙˆÓ ÊıfiÁÁˆÓ Î·È ÙˆÓ ÁÚ·ÌÌ¿ÙˆÓ * ™‡Á¯˘ÛË ‚·ÛÈÎÒÓ Ï¤ÍÂˆÓ (ÁÈ· ·Ú¿‰ÂÈÁÌ·, ÙˆÓ ÚËÌ¿ÙˆÓ ı¤Ïˆ, ÙÚÒˆ, ÙÚ¤¯ˆ Î.Ï. * E·Ó·Ï·Ì‚·ÓfiÌÂÓ· Ï¿ıË ÛÙÔ Û˘ÏÏ·‚ÈÛÌfi Ϥ͈Ó, Û˘ÌÂÚÈÏ·Ì‚·ÓÔ̤Ó˘ Ù˘ ·Ó·ÛÙÚÔÊ‹˜ ÁÚ·ÌÌ¿ÙˆÓ (ÛÙÔ˘˜ ÊıfiÁÁÔ˘˜ ‘Ì’ Î·È ‘ÓÙ’), ÙË ÌÂÙ·ÙfiÈÛË Î·È ÙȘ ·ÓÙÈηٷÛÙ¿ÛÂȘ
* MÂÙ¿ıÂÛË ·ÏÏËÏÔ˘¯ÈÒÓ ·ÚÈıÌÒÓ Î·È Û‡Á¯˘ÛË ÙˆÓ ·ÚÈıÌËÙÈÎÒÓ Û˘Ì‚fiÏˆÓ (+, -, /, x, =) * BÚ·‰Â›· ·Ó¿ÎÏËÛË Û˘Ì‚¿ÓÙˆÓ * ¢˘ÛÎÔÏ›· ·ÔÌÓËÌfiÓ¢Û˘ * A˘ıfiÚÌËÙ˜ ·ÓÙȉڿÛÂȘ, ¤ÏÏÂÈ„Ë Û¯Â‰È·ÛÌÔ‡ * AÛÙ·ı¤˜ ÎÚ¿ÙËÌ· ÙÔ˘ ÌÔÏ˘‚ÈÔ‡ * ¢˘ÛÎÔÏ›· ÂÎÌ¿ıËÛ˘ Ù˘ ÒÚ·˜ * ºÙˆ¯fi˜ Û˘ÓÙÔÓÈÛÌfi˜ ÎÈÓ‹ÛˆÓ, ÂÈÚÚ¤ÂÈ· Û ·Ù˘¯‹Ì·Ù· ¢È¿ÁÓˆÛË H ‰È¿ÁÓˆÛË ÙˆÓ Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ Á›ÓÂÙ·È ¿Ù˘· ̤ۈ Ù˘ ‰È·›ÛÙˆÛ˘ fiÙÈ ÙÔ ·È‰› ·ÚÔ˘ÛÈ¿˙ÂÈ ÛËÌ·ÓÙÈ΋ ηı˘ÛÙ¤ÚËÛË ÛÙËÓ ·Ó¿Ù˘ÍË ÙˆÓ „˘¯ÔÎÈÓËÙÈÎÒÓ ÈηÓÔÙ‹ÙˆÓ ÙÔ˘, ηıÒ˜ Î·È fiÙÈ ˘¿Ú¯ÂÈ ÛËÌ·ÓÙÈÎfi ¯¿ÛÌ· ÌÂٷ͇ ÙÔ˘ ‰Â›ÎÙË Â˘Ê˘˝·˜ ÙÔ˘ Î·È ÙˆÓ ÈηÓÔÙ‹ÙˆÓ Ô˘ ¤¯ÂÈ Î·Ù·Ê¤ÚÂÈ Ó· ·Ó·Ù‡ÍÂÈ, ÛÂ Û˘Ó¿ÚÙËÛË ¿ÓÙ· Ì ÙËÓ ËÏÈΛ· ÙÔ˘. K¿ı هԘ Ì·ıËÛȷ΋˜ ‰˘ÛÎÔÏ›·˜ ‰È·ÁÈÁÓÒÛÎÂÙ·È Ì¤Ûˆ ÂȉÈÎÒÓ ‰ÔÎÈÌ·ÛÈÒÓ Ô˘ ·ÊÔÚÔ‡Ó ÛÙËÓ Î·Ù·ÓfiËÛË ÙÔ˘ ÁÚ·ÙÔ‡ Î·È ÚÔÊÔÚÈÎÔ‡ ÏfiÁÔ˘, ÛÙË Û˘ÁÁÚ·Ê‹ Î·È ÛÙËÓ ·Ó¿ÁÓˆÛË ÎÂÈÌ¤ÓˆÓ Î·È ÛÙÔÓ ¤ÏÂÁ¯Ô Ù˘ ÈηÓfiÙËÙ·˜ ÚÔۋψÛ˘ Ù˘ ÚÔÛÔ¯‹˜. E›Û˘, ÙÔ ·È‰› ı· ÂÏÂÁ¯ı› fiÛÔÓ ·ÊÔÚ¿ ÛÙÔ ‰Â›ÎÙË Â˘Ê˘˝·˜ ÙÔ˘ Î·È ÛÙËÓ ·ÚÙÈfiÙËÙ· Ù˘ ·ÎÔ‹˜ Î·È Ù˘ fiÚ·Û‹˜ ÙÔ˘. T¤ÏÔ˜, ·Ó ÙÔ ·È‰› ·ÚÔ˘ÛÈ¿˙ÂÈ ÚÔ‚Ï‹Ì·Ù· ¿ÚıÚˆÛ˘, ÂÈ‚¿ÏÏÂÙ·È Ë Âͤٷۋ ÙÔ˘ ·fi ÂȉÈÎfi ˆÙÔÚÈÓÔÏ·Ú˘ÁÁÔÏfiÁÔ, ÁÈ· Ó· ÂÏÂÁ¯ıÔ‡Ó Èı·Ó¿ ÚÔ‚Ï‹Ì·Ù· ÙˆÓ ÊˆÓËÙÈÎÒÓ ¯ÔÚ‰ÒÓ Î·È ÙÔ˘ Ï¿Ú˘ÁÁ·. £Âڷ›· O Û˘ÓËı¤ÛÙÂÚÔ˜ ÙÚfiÔ˜ ·ÓÙÈÌÂÙÒÈÛ˘ ÙˆÓ Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ Â›Ó·È Ë ·Ú·ÎÔÏÔ‡ıËÛË ÂȉÈÎÔ‡ ÂÎ·È‰Â˘ÙÈÎÔ‡ ÚÔÁÚ¿ÌÌ·ÙÔ˜. K·Ù¿ÏÏËÏ· ÂÎ·È‰Â˘Ì¤ÓÔÈ ÂÈÛÙ‹ÌÔÓ˜ ۯ‰ȿ˙Ô˘Ó, ·ÊÔ‡ ÔÏÔÎÏËÚÒÛÔ˘Ó Ï‹Úˆ˜ ÙËÓ ·ÍÈÔÏfiÁËÛË ÙÔ˘ ·È‰ÈÔ‡, ¤Ó· ÂÍ·ÙÔÌÈÎÂ˘Ì¤ÓÔ ÚfiÁÚ·ÌÌ· Âη›‰Â˘Û‹˜ ÙÔ˘, ÙÔ ÔÔ›Ô ÂÛÙÈ¿˙ÂÈ ÛÙ· ȉȷ›ÙÂÚ· ÚÔ‚Ï‹Ì·Ù· ÙÔ˘ οı ·ÙfiÌÔ˘. ¶Èı·ÓfiÓ ı· ¯ÚÂÈ·ÛÙ› Ë Û˘ÓÂÚÁ·Û›· ÂÚÈÛÛÔÙ¤ÚˆÓ ÙÔ˘ ÂÓfi˜ ÂȉÈÎÔ‡, ÁÈ· ·Ú¿‰ÂÈÁÌ·, ÂÓfi˜ ÏÔÁÔıÂÚ·Â˘Ù‹ Î·È ÂÓfi˜ „˘¯ÔÏfiÁÔ˘ ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙÔÓ ÂȉÈÎfi ·È‰›·ÙÚÔ, ÙÔ ‰¿ÛηÏÔ Î·È ÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘ ·È‰ÈÔ‡. E›Û˘, ·ÚÎÂÙ¤˜ ÊÔÚ¤˜ ¯ÔÚËÁÂ›Ù·È Ê·Ú̷΢ÙÈ΋ ·ÁˆÁ‹ ̤ۈ Ù˘ ÔÔ›·˜ ÂÈÙ˘Á¯¿ÓÂÙ·È Ë ÂÓ›Û¯˘ÛË Ù˘ ÚÔÛÔ¯‹˜ Î·È Ù˘ Û˘ÁΤÓÙÚˆÛ˘ ÙÔ˘ ·È‰ÈÔ‡. TÈ Ó· οÓÂÙÂ, ·Ó ˘Ô„È·ÛÙ›Ù οÙÈ K·Ù’ ·Ú¯¿˜, Û˘ÓÂȉËÙÔÔÈ‹ÛÙ fiÙÈ ÔÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Â›Ó·È ·ÚÎÂÙ¿ Û˘¯Ófi Úfi‚ÏËÌ·. ¶ÂÚ›Ô˘ ¤Ó· ÛÙ· ÂÙ¿
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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.
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MEMºI™ 210.52.40.728
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20
™¯Â‰È¿˙ÔÓÙ·˜ ÛˆÛÙ¿ ÙÔ ‰È·ÊËÌÈÛÙÈÎfi Û·˜ Ì‹Ó˘Ì· ˆ˜ Û·˜ ˘ÔÛ¯Âı‹Î·Ì ÛÙÔ ÚÔËÁÔ‡ÌÂÓÔ Ù‡¯Ô˜ ·ÓÂÚ¯fiÌ·ÛÙ Ì ÙȘ ÈÔ ·ÔÙÂÏÂÛÌ·ÙÈΤ˜ ϤÍÂȘ ÛÙËÓ ‰È·Ê‹ÌÈÛË, ÔχÙÈ̘ Û˘Ì‚Ô˘Ï¤˜ Î·È ÌÈ· "checklist" Ô˘ ı· Û·˜ ‚ÔËı‹ÛÂÈ Ó· ۯ‰ȿÛÂÙ ÙÔ ‰È·ÊËÌÈÛÙÈÎfi Û·˜ ÈÔ ·ÔÙÂÏÂÛÌ·ÙÈο. ∆Ô ‰È·ÊËÌÈÛÙÈÎfi Û·˜, fiÔÈÔ Ì¤ÛÔÓ Î·È ·Ó ¯ÚËÛÈÌÔÔÈ‹ÛÂÙÂ, ‰ÂÓ ı· «Ô˘Ï‹ÛÂÈ» Â¿Ó ‰ÂÓ ‰È·‚·ÛÙ› Î·È ‰ÂÓ ı· ‰È·‚·ÛÙ› Â¿Ó ‰ÂÓ ÙÚ·‚‹ÍÂÈ ÙËÓ ÚÔÛÔ¯‹ ÙÔ˘ ·Ó·ÁÓÒÛÙË. √ ¯Ú˘Ûfi˜ ηÓfiÓ·˜ ÙˆÓ ‰È·ÊËÌÈÛÙÒÓ Ï¤ÁÂÙ·È AIDA: Attention, Interest, Desire & Action. ŒÓ·˜ ·Ïfi˜ ÏÔÁÈÎfi˜ ηÓfiÓ·˜: ÚÒÙ· ·È¯Ì·ÏˆÙ›˙Ô˘Ì ÙËÓ ¶ÚÔÛÔ¯‹, ηÙfiÈÓ ‰ËÌÈÔ˘ÚÁԇ̠∂ӉȷʤÚÔÓ, ∂Èı˘Ì›· ( ÁÈ· ·ÁÔÚ¿, ÂÁÁÚ·Ê‹, Û˘Ó‰ÚÔÌ‹) Î·È Ù¤ÏÔ˜ ¢Ú¿ÛË, fiÔ˘ Ô Èı·Ófi˜ ÂÏ¿Ù˘ Á›ÓÂÙ·È ÂÏ¿Ù˘ Û·˜.
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Keep it simple √ ÁÎÔ˘ÚÔ‡ Ù˘ ‰È·Ê‹ÌÈÛ˘ John Caples Ì·˜ › ¯ÚfiÓÈ· ÚÈÓ « ªËÓ Î¿ÓÂÙ ÙÈ ‰È·ÊËÌ›ÛÂȘ Û·˜ ·Ï¤˜ ‰ÈfiÙÈ ÓÔÌ›˙ÂÙ ˆ˜ ÔÈ ¿ÓıÚˆÔÈ ¤¯Ô˘Ó ¯·ÌËÏ‹ ÓÔËÌÔÛ‡ÓË. ªÂÚÈÎÔ› Â›Ó·È ¤Í˘ÓÔÈ Î·È ÌÂÚÈÎÔ› fi¯È Î·È ÙfiÛÔ. ∆Ô ı¤Ì· Â›Ó·È ˆ˜ ÔÈ ¿ÓıÚˆÔÈ ¤¯Ô˘Ó ‰È¿ÊÔÚ· ÛÙÔ Ì˘·Ïfi ÙÔ˘˜ fiÙ·Ó ‚Ï¤Ô˘Ó ÙËÓ ‰È·Ê‹ÌÈÛ‹ Û·˜. ∏ ‰È·Ê‹ÌÈÛ‹ Û·˜ ‰ÂÓ
C M Y K
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¤¯ÂÈ ÙËÓ ·Ì¤ÚÈÛÙË ÚÔÛÔ¯‹ ÙÔ˘˜. ∏ ‰È·Ê‹ÌÈÛ‹ Û·˜ ··Û¯ÔÏ› ¤Ó· ÂÏ¿¯ÈÛÙÔ ÎÔÌÌ·Ù¿ÎÈ Ù˘ Â˘Ê˘›·˜ ÙÔ˘˜. ¢ÂÓ ÙÔ˘˜ ··Û¯ÔÏ›. °È’ ·˘ÙfiÓ ÙÔÓ ÏfiÁÔ Ú¤ÂÈ ÔÈ ‰È·ÊËÌ›ÛÂȘ Û·˜ Ó· Â›Ó·È ·Ï¤˜. §¤ÍÂȘ Ô˘ ....Ô˘Ï¿ÓÂ
√È ·Ú·Î¿Ùˆ ϤÍÂȘ ·Ô‰Â‰ÂÈÁ̤ӷ ÙÚ·‚Ô‡Ó ÙËÓ ÚÔÛÔ¯‹ ÙÔ˘ ·Ó·ÁÓÒÛÙË Î·È ‰˘Ì‚¿ÏÏÔÓ ÛÙËÓ ÂÈÙ˘¯›· ÂÓfi˜ ‰È·ÊËÌÈÛÙÈÎÔ‡:
∆Ô 85% ÙÔ˘ Û˘ÓfiÏÔ˘ Ù˘ ‰È·Ê‹ÌÈÛ˘ Î·È ÙÔ˘ Ì¿ÚÎÂÙÈÓÁÎ Â›Ó·È Ú·ÎÙÈο ·fiÚ·ÙÔ, ÂÂȉ‹ Â›Ó·È ÙfiÛÔ Î·ÎÔÊÙÈ·Á̤ÓÔ. ∆Ô 14% ÙÔ˘ Û˘ÓfiÏÔ˘ Ù˘ ‰È·Ê‹ÌÈÛ˘ Î·È ÙÔ˘ Ì·ÚÎÂÙÈÓÁÎ Â›Ó·È ÂÍ·ÈÚÂÙÈο ηÎfi – ›Ù ÌË ÂÏ΢ÛÙÈÎfi, ·ÓfiËÙÔ, Û˘Áηٷ‚·ÙÈÎfi ‹ ÚÔÛ‚ÏËÙÈÎfi. ∆Ô ˘fiÏÔÈÔ 1% Â›Ó·È ÂÍ·ÈÚÂÙÈÎfi.
ªÔÓ·‰ÈÎfi ,¶ÚˆÙÔÔÚÈ·Îfi, ™˘Ó·Ú·ÛÙÈÎfi,∞ÔÎÏÂÈÛÙÈÎfi ,¢˘Ó·ÌÈÎfi, ∂ÌÈÛÙÔÛ‡ÓË, ™˘Ó¤ÂÈ·, ∞ÔÙÂÏÂÛÌ·ÙÈÎfi, ∂Û˘ –ÂÛÂȘ, ∆Ô ·È‰› Û·˜, ∂Í·ÛÊ·ÏÈṲ̂ÓÔ, ∂ÎÏËÎÙÈÎfi, ª·ÁÈÎfi, À¤ÚÔ¯Ô, ¡¤Ô, ∆ÒÚ· ∂Ù¿ η›ÚÈ· ÛËÌ›· √ÏÔÎÏËÚÒÓÔÓÙ·˜ ÙËÓ Î·Ù·Û΢‹ ÙÔ˘ ‰È·ÊËÌÈÛÙÈÎÔ‡ Û·˜ ÚˆÙ‹ÛÙ ÙÔÓ Â·˘Ùfi Û·˜. ñ ∂›Ó·È ÙÔ Û˘ÓÔÏÈÎfi «·Î¤ÙÔ» Û·˜ ÂÏ΢ÛÙÈÎfi? ñ ∂›Ó·È ÛˆÛÙ¿ ÚÔÛ·ÚÌÔṲ̂ÓÔ ÛÙÔÓ Èı·Ófi Û·˜ ÂÏ¿ÙË? ñ ¶ÔÈfi˜ Â›Ó·È Ô Î‡ÚÈÔ˜ ÛÙfi¯Ô˜ ÙÔ˘ ‰È·ÊËÌÈÛÙÈÎÔ‡? ∆È ı¤ÏÂÙ ӷ
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οÓÂÈ Ô Èı·Ófi˜ Û·˜ ÂÏ¿Ù˘? ñ ¶ÚÔÛʤÚÂÈ ÙÔ ‰È·ÊËÌÈÛÙÈÎfi Û·˜ ÛÙÔÓ ‰˘ÓËÙÈÎfi ÂÏ¿ÙË fiÊÂÏÔ˜? ∆Ô˘ ϤÂÈ ÍÂοı·Ú· ˆ˜ ı· ˆÊÂÏËı› Â¿Ó Á›ÓÂÈ ÂÏ¿Ù˘ Û·˜? ñ ∂›Ó·È Ë #1 ÚÔÛÊÔÚ¿ ‹ ·ÓÙ·ÁˆÓÈÛÙÈÎfi ÏÂÔÓ¤ÎÙËÌ· Û·˜ Û ÛËÌÂ›Ô Ô˘ Ó· ÙÚ·‚¿ÂÈ ¿ÌÂÛ· ÙË ÚÔÛÔ¯‹? ñ ∆· ÁÚ·ÊÈο Û˘ÌÏËÚÒÓÔ˘Ó ÙÔ Î›ÌÂÓÔ? ñ ∞ÔÛÙ·ÛÈÔÔÈËı›Ù ·Ô ÙÔ ¤ÓÙ˘Ô Î·È ÌÂÏÂÙ‹ÛÙ ÙËÓ ÚÔÛˆÈ΋ Û·˜ ·ÓÙ›‰Ú·ÛË. ¶ÔÈ¿ Â›Ó·È Ë ‰È΋ Û·˜ ·ÓÙ›‰Ú·ÛË ∂Û›˜ ı· ·ÓÙ·ÔÎÚÈÓfiÛ·ÛÙ·Ó Û ¤Ó· Ù¤ÙÔÈÔ ‰È·ÊËÌÈÛÙÈÎfi? §¿ıÔ˜ ÁÚ¿ÌÌ· ∂ÈϤÍÙ ϿıÔ˜ ÁÚ·ÌÌ·ÙÔÛÂÈÚ¿
Î·È ÌÔÚ›Ù ӷ ¯¿ÛÂÙ – Û ‰Â˘ÙÂÚfiÏÂÙ·- 3 ÛÙÔ˘˜ Ù¤ÛÛÂÚÂȘ ·Ó·ÁÓÒÛÙ˜ Û·˜. ∞›ÛÙ¢ÙÔ Î·È fï˜ ·ÏËıÈÓfi! ¶¿ÓÙ·, Ì· ¿ÓÙ· , Ó· ¯ÚËÛÈÌÔÔț٠ÁÚ·ÌÌ·ÙÔÛÂÈÚ¤˜ Ù‡Ô˘ serif ( ·˜ ԇ̠ÛÙÚÔÁÁ˘ÏÂ̤Ó˜) , .¯ Times New Roman, Garamond, Book Antiqua, ÎÏ. Î·È Ô¯È sans serif fiˆ˜ .¯. Arial, Helvetica. √ Colin Whildon, Û˘ÁÁڷʤ·˜ ÌÂٷ͇ ¿ÏψÓ, ¤Î·Ó ÙËÓ ÈÔ ÔÏÔÎÏËڈ̤ÓË ¤Ú¢ӷ ÂÈ ÙÔ˘ ı¤Ì·ÙÔ˜. ŒÓ· ÂÍ·ÈÚÂÙÈο ÂӉȷʤÚÔÓ Ì¤ÚÔ˜ Ù˘ ‹Ù·Ó ÙÔ ÂÍ‹˜: ªÈ· ‰È·Ê‹ÌÈÛË ÁÚ·Ì̤ÓË Û serif ÁÚ·ÌÌ·ÙÔÛÂÈÚ¿ ( Garamond ) ‰È·‚¿ÛÙËÎÂ Î·È ¤ÁÈÓ ηٷÓÔËÙ‹ ·Ô ÙÔ 66% ÙÔ˘ ‰Â›ÁÌ·ÙÔ˜. ∏ ›‰È· ‰È·Ê‹-
ÌÈÛË Û sans serif ÁÚ·ÌÌ·ÙÔÛÂÈÚ¿ (Helvetica) ‰È·‚¿ÛÙËÎÂ Î·È ¤ÁÈÓ ηٷÓÔËÙ‹ ÌfiÓÔ ·Ô ÙÔ 12,5% ÙÔ˘ ‰Â›ÁÌ·ÙÔ˜. ∏ ›‰È· ¿ÏÈ ‰È·Ê‹ÌÈÛË Û Times Roman – ÙËÓ ÈÔ ‰ËÌÔÊÈÏ‹ ›Ûˆ˜ ÁÚ·ÌÌ·ÙÔÛÂÈÚ¿ ÛÙÔÓ ÎfiÛÌÔ- ¤Ù˘¯Â ÌfiÏȘ 50% ÙÔ˘ ‰Â›ÁÌ·ÙÔ˜. ¶¤ÓÙÂ, ÂÚ›Ô˘ ÊÔÚ¤˜ ÂÚÈÛÛfiÙÂÚÔÈ ¿ÓıÚˆÔÈ ‰È¿‚·Û·Ó ÙËÓ ‰È·Ê‹ÌÈÛË ·ÏÒ˜ Î·È ÌfiÓÔ ÏfiÁˆ ÁÚ·ÌÌ·ÙÔÛÂÈÚ¿˜! ∏ ›‰È· ¤Ú¢ӷ ·¤‰ÂÈÍ ˆ˜ ‰ÂÓ Ú¤ÂÈ Ó· οÓÔ˘Ì ÂÈÚ¿Ì·Ù· Ì ÙȘ ·ÔÛÙ¿ÛÂȘ ·Ó¿ÌÂÛ· ÛÙ· ÁÚ¿ÌÌ·Ù· ‹ ÙȘ ϤÍÂȘ. √ ·ÓıÚÒÈÓÔ˜ ÂÁΤʷÏÔ˜ ·È‰ÈfiıÂÓ ¤¯ÂÈ Û˘ÓËı›ÛÂÈ ÛÂ Û˘ÁÎÂÎÚÈ̤Ó˜ ·ÔÛÙ¿ÛÂȘ. ∂¿Ó ÙȘ ·ÏÏ¿ÍÔ˘ÌÂ, οÙÈ ‰ÂÓ ¿ÂÈ Î·Ï¿ ÛÙÔ Ì¿ÙÈ, ÂÓԯϛٷÈ, ÎÔ˘Ú¿˙ÂÙ·È Î·È .. ¿ÂÈ ·Ú·Î¿Ùˆ. ∫·È οÔÈ· ·ÎfiÌË Ôχ ÂӉȷʤÚÔÓÙ· ·ÔÙÂϤÛÌ·Ù· Ù˘ ›‰È·˜ ¤Ú¢ӷ˜:
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∫∞§∏ ª∂∆ƒπ∞ °ƒ∞ªª∞∆√™∂πƒ∞ SERIF ª∞Àƒ√ ∫∂πª∂¡√-§∂À∫√ º√¡∆√ 70% 19% §∂À∫√ ∫∂πª∂¡√-ª∞Àƒ√ º√¡∆√ 0% 12% §∂À∫√ ∫∂πª∂¡√-ªøµ º√¡∆√ 2% 16% §∂À∫√ ∫∂πª∂¡√-ª¶§∂ º√¡∆√ 0% 4% °ƒ∞ªª∞∆√™∂πƒ∞ SANS SERIF ª∞Àƒ√ ∫∂πª∂¡√-§∂À∫√ º√¡∆√ 14% 25% §∂À∫√ ∫∂πª∂¡√-ª∞Àƒ√ º√¡∆√ 4% 13%
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∫∞∫∏ 11% 88% 82% 96% 61% 83%
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K.E.M.¶.A£. 4687 ENTY¶O K§EI™TO AP. A¢EIA™ 2013 K.E.M.¶.A£.
COLLINS COBUILD ª√¡∞¢π∫∏ ¶ƒ√™º√ƒ∞ ! ∆· ÏÂÍÈο ÚÔÛʤÚÔ˘Ó ÛÙÔ˘˜ ÛÔ˘‰·ÛÙ¤˜ Ù˘ Û‡Á¯ÚÔÓ˘ ∞ÁÁÏÈ΋˜ Ï‹ÚË Î·È ÏÂÙÔÌÂÚ‹ Î¿Ï˘„Ë Ù˘ ÁÏÒÛÛ·˜ Ì ۷ʋ Î·È Î·Ù·ÓÔËÙfi ÙÚfiÔ. ¢øƒ∂∞¡ CD-ROM ∞ÁÔÚ¿˙ÔÓÙ·˜ ¤Ó· Ì·˙› Ì ÙÔ ÏÂÍÈÎfi ÏÂÍÈÎfi Collins Cobuild ... 110.000 Ï‹ÌÌ·Ù· (ÂÚÈÛÛfiÙÂÚ· ·fi ÔÔÈÔ‰‹ÔÙ ¿ÏÏÔ ÏÂÍÈÎfi)
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3. ∞ÁÁÂÏÔ˘ ƒÔ‰·ÊËÓÔ‡, ¢È¢ı˘ÓÙ‹ ÙÔ˘ ∆Ì‹Ì·ÙÔ˜ 1. æ˘¯ÔÏÔÁ›·˜ ÙÔ˘ City Liberal Studies. (√È ÂÈÛËÁ‹ÛÂȘ ı· ‚Ú›ÛÎÔÓ·È Û‡ÓÙÔÌ· ·Ó·ÚÙË̤Ó˜ ÛÙÔ www.europalso.gr). ∆ÔÓ Úfi‰ÚÔ ÙÔ˘ ¶∞™√∫, °ÈÒÚÁÔ ¶··Ó‰Ú¤Ô˘ ÂÎÚÔÛÒËÛÂ Ë ‚Ô˘ÏÂ˘Ù‹˜ ™˘Ï‚¿Ó· ƒ¿ÙË, ÙËÓ ˘ÂÚÓÔÌ¿Ú¯Ë ∞ıËÓÒÓ ºÒÊË °ÂÓÓËÌ·Ù¿ ÂÎÚÔÛÒËÛÂ Ë 1. ∏ Úfi‰ÚÔ˜ Ù˘ ∂ÍÂÏÂÁÎÙÈ΋˜ ∂ÈÙÚÔ‹˜ ∞. ¢·ÏÈ¿ÓË Î·È Ô ∫. °Î·Ó¿˜ Ì ÙËÓ ‚Ô˘ÏÂ˘Ù‹ ¶∞™√∫ ™˘Ï‚¿Ó· ƒ¿ÙË 2. √ Úfi‰ÚÔ˜ ™. ∫·ÙÛÔ‡Ï˘ Î·È Ë °.°. ÕÓÓ· ªÔ˘ÏÓÙÔ‡ÌË Ì ÙÔÓ ˘Ê˘Ô˘ÚÁfi ∞Ó¿Ù˘Í˘ °È¿ÓÓË ¶··ı·Ó·Û›Ô˘ 3. ∞Ô ·ÚÈÛÙÂÚ¿ ∞Ï›ÎË ¢ÂÓ‰ÚÈÓÔ‡ (ŒÊÔÚÔ˜ ∂ÍÂÙ¿ÛˆÓ) Guilliene Philippe (IFA), Ô ¡›ÎÔ˜ ÃÚÈÛÙÔ‰Ô‡ÏÔ˘ (IFA) Î·È Ë ™Ù¤ÏÏ· ∫·Ï‰‹ ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 16
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Ì·ÓÙ‹ÚË ÔÈ ¡ÔÌ·Ú¯›Â˜ ‰ÂÓ ÓÔÌÈÌÔÔÈÔ‡ÓÙ·È Ó· ··ÈÙÔ‡Ó ÙËÓ ÚÔÛÎfiÌÈÛË ÈÛÙÔÔÈËÙÈÎÔ‡ ·Ô ÙËÓ ¶ÔÏÂÔ‰ÔÌ›· ‰ÈfiÙÈ ·˘Ùfi ‰ÂÓ ÚԂϤÂÙ·È ·Ô ÙÔÓ ÓfiÌÔ. ∏ ¿‰ÂÈ· ȉڇÛˆ˜ ·Ó·ÓÂÒÓÂÙ·È ·˘ÙÔ‰Èη›ˆ˜ Ì ÙËÓ ÂÌÚfiıÂÛÌË Î·Ù¿ıÂÛË Ù˘ ·ÈÙ‹Ûˆ˜. ∂›Û˘ ‚¿ÛÂÈ ÙÔ˘ ∞¡ 261/68 Ë ÏÂÈÙÔ˘ÚÁ›· ÂÓfi˜ ÊÚÔÓÙÈÛÙËÚ›Ô˘ ¿Óˆ ·Ô 5 ¤ÙË , ·ÎfiÌ· Î·È Â¿Ó Ë ¿‰ÂÈ· ÙÔ˘ ‰fiıÂÈ ·Ú¯ÈÎÒ˜ ·Ú¿ÓÔÌ·, ‰ÂÓ ·Ó·ÛÙ¤ÏÏÂÙ·È. √Ù·Ó ·ÏÏ¿˙ÂÈ Ë ¯Ú‹ÛË Á˘, ‰Â, ÔÈ ˘ÊÈÛÙ¿ÌÂÓ˜ ¯Ú‹ÛÂȘ ‰ÂÓ ·ÏÏ¿˙Ô˘Ó, Â¿Ó ‰ÂÓ ÚԂϤÂÙ·È ÛÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ ¶ÚÔ‰ÚÈÎfi ¢È¿Ù·ÁÌ· Ô˘ fiÚÈÛ ÙËÓ ·ÏÏ·Á‹ ÛÙËÓ Û˘ÁÎÂÎÚÈ̤ÓË ÂÚÈÔ¯‹. ∞ÚˆÁÔ› ÛÙËÓ ÚÔÛ¿ıÂÈ· ÙˆÓ È‰ÈÔÎÙËÙÒÓ Ô˘ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó Úfi‚ÏËÌ· ÌÔÚÔ‡Ó Ó· ÛÙ·ıÔ‡Ó ÔÈ ÙÔÈΤ˜ ÎÔÈӈӛ˜ Î·È ·Ú¯¤˜ ÔÈ Ôԛ˜ Û ÔÏϤ˜ ÂÚÈÙÒÛÂȘ ‰ÂÓ ÂÈı˘ÌÔ‡Ó ÙËÓ ·ÔÌ¿ÎÚ˘ÓÛË ÙÔ˘ ∫•° ÙÔ ÔÔ›Ô Â͢ËÚÂÙ› ¿ÁȘ ·Ó¿ÁΘ ÙˆÓ Î·ÙԛΈÓ. ∂ÓÒ Ô ÓfiÌÔ˜ ÂÈÙÚ¤ÂÈ ÙËÓ ÛÙ¤Á·ÛË ÛÙȘ ÂÚÈÔ¯¤˜ ·ÌÈÁÔ‡˜ ηÙÔÈΛ·˜ ÌÔÓ¿‰ˆÓ
¶ÚˆÙÔ‚¿ıÌÈ·˜, ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ Î·È ∆ÚÈÙÔ‚¿ıÌÈ·˜ Âη›‰Â˘Û˘, Ù· ∫¤ÓÙÚ· •¤ÓˆÓ °ÏˆÛÛÒÓ Î·È Ù· ÊÚÔÓÙÈÛÙ‹ÚÈ· ª.∂. ¯·Ú·ÎÙËÚ›˙ÔÓÙ·È «ÂȉÈ΋ Âη›‰Â˘ÛË». √ ™‡ÚÔ˜ ∫·ÙÛÔ‡Ï˘ Úfi‰ÚÔ˜ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ π‰ÈÔÎÙËÙÒÓ ∫¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ Ì·˜ ›Â: «√ Û‡ÏÏÔÁfi˜ Ì·˜ ·ÓÙÈÌÂÙˆ›˙ÂÈ ÙÔ Úfi‚ÏËÌ· Ì Ôχ ÌÂÁ¿ÏË ÛÔ‚·ÚfiÙËÙ·, ÂÓÒ ‰ÂÓ ÌÔÚԇ̠ӷ ԇ̠ÙÔ ›‰ÈÔ Î·È ÁÈ· ÙËÓ ÔÏÈÙ›·. ∫·Ù’·Ú¯¿˜ ‰ÂÓ Â›Ó·È ‰˘Ó·ÙfiÓ Ó· ··ÈÙÂ›Ù·È ·Ô ÂȯÂÈÚ‹ÛÂȘ Ì ÏÂÈÙÔ˘ÚÁ›· ‰ÂηÂÙÈÒÓ Ó· ÌÂÙ·ÛÙÂÁ·ÛÙÔ‡Ó ¯ÈÏÈfiÌÂÙÚ· Ì·ÎÚÈ¿ ·Ô ÙËÓ ÂÏ·Ù›· ÙÔ˘˜. ¶ÔÏÏÔ› Û˘Ó¿‰ÂÏÊÔÈ ¤¯Ô˘Ó ÂÂÓ‰‡ÛÂÈ ÌÈ· ˙ˆ‹ ÛÙ· ÎÙ›ÚÈ¿ ÙÔ˘˜. √ ‰ÈˆÁÌfi˜ ÙˆÓ ∫¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ ·Ó·Ì¤ÓÂÙ·È Ó· ÎÏÈ̷Έı› Û Ôχ ÂÚÈÛÛfiÙÂÚ˜ ÂÚÈÔ¯¤˜ ·ÎfiÌ· Î·È ÂÓÙfi˜ fiψÓ, Î·È ÙÔ Úfi‚ÏËÌ· ‰ÂÓ ·ÊÔÚ¿ Ê˘ÛÈο ÌfiÓÔ Ù· ÚÔ¿ÛÙÈ·. ∏ ÌÂÙ·ÛÙ¤Á·ÛË ÔÔÈÔ˘‰‹ÔÙ ÂÎ·È‰Â˘ÙËÚ›Ô˘ – Â¿Ó ÙÂÏÈο ·˘Ù‹ Â›Ó·È ÓƠ̂̈˜ ··Ú·›ÙËÙË - Û˘-
ÌÂÚÈÏ·Ì‚·ÓÔ̤ÓÔ˘ Î·È ÂÓfi˜ ∫¤ÓÙÚÔ˘ •¤ÓˆÓ °ÏˆÛÛÒÓ Â›Ó·È Ú¿ÁÌ· Ôχ ‰‡ÛÎÔÏÔ, ÏfiÁˆ ÙˆÓ ÂȉÈÎÒÓ ÎÙÈÚÈ·ÎÒÓ ÚԉȷÁÚ·ÊÒÓ Ô˘ ··ÈÙÔ‡ÓÙ·È. ŒÚ¢ӷ ÙÔ˘ Û˘ÏÏfiÁÔ˘ Ì·˜ ·¤‰ÂÈÍ ÔÙÈ Û ÂÚÈÔ¯¤˜ ·ÌÈÁÔ‡˜ ηÙÔÈΛ·˜ fiÔ˘ ‰ÂÓ ˘¿Ú¯ÂÈ ¿ÌÂÛË ÚfiÛ‚·ÛË Û ∫¤ÓÙÚÔ •¤ÓˆÓ °ÏˆÛÛÒÓ Î·Ù¿ ηÓfiÓ· ÔÈ ÁÔÓ›˜ ÛÙÚ¤ÊÔÓÙ·È ÛÙËÓ Ï‡ÛË ÙÔ˘ ȉȷ›ÙÂÚÔ˘ Ì·ı‹Ì·ÙÔ˜. ∂ÙÛÈ ¤Ó· ÔÏfiÎÏËÚÔ Â¿ÁÁÂÏÌ· Ô˘ÛÈ·ÛÙÈο Ù›ıÂÙ·È ˘fi ‰ÈˆÁÌfi. » √ Úfi‰ÚÔ˜ Ù˘ √.∂.º.∂ °ÈÒÚÁÔ˜ ÷Ù˙ËÙ¤Á·˜ › ÛÙËÓ Lingua Franca : °È· ÌÈ· ·ÎfiÌË ÊÔÚ¿ Ô ¯ÒÚÔ˜ Ù˘ «Û˘ÌÏËڈ̷ÙÈ΋˜» Âη›‰Â˘Û˘, ·ÓÙÈÌÂÙˆ›˙ÂÙ·È ·Ó‡ı˘Ó· ·fi ÙÔ ÂÏÏËÓÈÎfi ÎÚ¿ÙÔ˜. TÔ ı¤Ì· Ù˘ ÌË ·Ó·Ó¤ˆÛ˘ Ù˘ ¿‰ÂÈ·˜ ›‰Ú˘Û˘ ÙˆÓ ‹‰Ë ÏÂÈÙÔ˘ÚÁÔ‡ÓÙˆÓ Î·È Î·ı’ fiÏ· ÓfiÌÈÌˆÓ ÊÚÔÓÙÈÛÙËÚ›ˆÓ, ÙfiÛÔ ME fiÛÔ Î·È Í¤ÓˆÓ ÁψÛÛÒÓ, ÏfiÁˆ ÙˆÓ ÚfiÛıÂÙˆÓ ÔÏÂÔ‰ÔÌÈÎÒÓ ÚÔ¸Ôı¤ÛÂˆÓ Ô˘ ¿Ú¯ÈÛ·Ó Ó· ··ÈÙÔ‡ÓÙ·È ÚfiÛÊ·Ù·, Â›Ó·È ¤Ó· ı¤Ì· Ô˘ Ë ÔÏÈÙ›· Ú¤ÂÈ Ó· ·ÓÙÈÌÂÙˆ-
›ÛÂÈ ¿ÌÂÛ· Î·È ·ÔÊ·ÛÈÛÙÈο. ¢ÂÓ Â›Ó·È ‰˘Ó·ÙfiÓ, ηı’fiÏ· ÓfiÌÈÌÔÈ, ÊÔÚÔÏÔÁÔ‡ÌÂÓÔÈ ŒÏÏËÓ˜ ·ÁÁÂÏ̷ٛ˜, Ô˘ ÚÔÛʤÚÔ˘Ó ÂÚÁ·Û›· Û ¯ÈÏÈ¿‰Â˜ ÂÚÁ·˙fiÌÂÓÔ˘˜ ηıËÁËÙ¤˜ Î·È ÛÙËÚ›˙Ô˘Ó Ì ÙȘ ˘ËÚÂۛ˜ ÙÔ˘ ÂηÙÔÓÙ¿‰Â˜ ¯ÈÏÈ¿‰Â˜ Ì·ıËÙ¤˜ Î·È Ì·ı‹ÙÚȘ, ·Ó ‚Ú›ÛÎÔÓÙ·È Í·ÊÓÈο ·ÈˆÚÔ‡ÌÂÓÔÈ ÂÈΛӉ˘Ó· ¿Óˆ ·fi Ù· ÓÔÌÔıÂÙÈο ÎÂÓ¿ Î·È ÙËÓ ÛηӉ·ÏÒ‰Ë ·ÚÔÓÔËÛ›· Ù˘ ÂÏÏËÓÈ΋˜ ‰ËÌfiÛÈ·˜ ‰ÈÔ›ÎËÛ˘. ŸÛ· ÊÚÔÓÙÈÛÙ‹ÚÈ· ›¯·Ó ¿ÚÂÈ ÓfiÌÈÌ· ¿‰ÂÈ· ›‰Ú˘Û˘, Ú¤ÂÈ Ó· Û˘Ó¯›ÛÔ˘Ó ·ÚfiÛÎÔÙ· ÙËÓ ÏÂÈÙÔ˘ÚÁ›· ÙÔ˘˜. ŸÛÔÓ ¿ÊÔÚ· ‰Â ÙÔ ÂÚÒÙËÌ· Ô˘ Ù›ıÂÙ·È ÁÈ· ÙȘ ÂÚÈÔ¯¤˜ ÛÙȘ Ôԛ˜ ÌÔÚÔ‡Ó Ó· ÏÂÈÙÔ˘ÚÁÔ‡Ó Ù· ÊÚÔÓÙÈÛÙ‹ÚÈ·, ·ÏÏ¿ Î·È fiϘ ÔÈ ÂȯÂÈÚ‹ÛÂȘ Ô˘ ·Ú¤¯Ô˘Ó Û˘ÌÏËڈ̷ÙÈ΋ Âη›‰Â˘ÛË (¯ ˆ‰Â›·, ·È‰ÈÎÔ› ÛÙ·ıÌÔ› ÎÏ), ÂÌ›˜ ··ÓÙ¿Ì ÍÂοı·Ú· fiÙÈ Ù· ÊÚÔÓÙÈÛÙ‹ÚÈ· Ú¤ÂÈ Ó· ÌÔÚÔ‡Ó Ó· ÏÂÈÙÔ˘ÚÁ‹ÛÔ˘Ó Û fiϘ ÙȘ ÂÚÈÔ¯¤˜ Ô˘ ÏÂÈÙÔ˘ÚÁÔ‡Ó Ù· ȉȈÙÈο Î·È ‰ËÌfiÛÈ· Û¯ÔÏ›·.
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4th Model United Nations for Students 2005 (18-20/11/2005)
" VOICES TO BE HEARD"
n keeping with its commitment to international understanding, Express Publishing was very proud to take part in the 4th ∆he event was honored by the presence of, amongst others, Mr. Psomiadis, Mr Kalafatis, Model United Nations for Mr Kaitetzides, Mr Skenderis, Mr Maniakas. Students in Thessaloniki. The event was coordinated to education. It aims to mobilise and organized by the Aristotelio College international co-operation in the resolution and was jointly hosted by the Orthodox of problems faced all over the world. Using Foundation of Education and Culture English, the language of diplomacy and "Diakonia" in Thessaloniki and the international communication, the Aristotelio College from the 18th to 20th of participants take part in a simulation of a November last year. Various schools meeting of the General Assembly in order participated such as the " Vassiliadis High to learn how the international community school", " College de la Salle", Kentro acts on matters of global importance. Ellinikis Paideias, M.N. Raptou, the Lyceum Students are expected to represent their of Oreokastro to name but a few. assigned country’s best interests by The student MUNs are well known and addressing the Assembly, lobbying, organised in educational institutions all resolving differences and ultimately voting. around the world. The most important The issues on the agenda included: MUN is organised in The Hague with the terrorism, nuclear energy, the abuse of participation of an international body of women and children, natural disasters, 3,500 students. human rights, religious tolerance, The event is an amazing opportunity for environmental awareness, and students to actually experience the crossglobalization. cultural and the cross-curricular approach
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author, Virginia Evans, in which she shared some of her hopes for the world that we will bequeath to the generations to come. Over the following days, Express Publishing’s representative, Maria Pepanidas, greets students and guests of honor. the students researched the issues on the agenda, with the aid of Embassies, The dignified opening ceremony was Consulates, the Internet and libraries. On honoured by the presence of many the last day, the General Assembly was dignitaries from the fields of religion, summoned and votes were cast. The politics and education (some of them were students then received their awards and the prefect of Thessaloniki Mr. Psomiadis, their commemorative gifts from Express the M.P.s Mr. Kalafatis and Mr. Gioulekas, Publishing. the Representative of the Epach of After three days of continuous dialogue Thessaloniki, School Advisors Mr. about the problems of the world and their Skenderis and Mr. Maniakas), as well as solutions, leading to a greater sense of the students and their justifiably proud understanding, they were all free to indulge parents and teachers- advisors. to music, dancing and socialising. The Express Publishing team was Express Publishing would like to thank all represented by senior teacher trainer participants and their advisors for actively Maria Pepanides. In her opening speech she stressed the importance of such events taking part in this event and we re-affirm that in the future we will continue to for students to learn the value of support events such as these, where communication as the most civilized form students, empowered by their passion and of conflict resolution and the only true path to peace. She also read out a letter from the dreams, make their own decisions and forge their own success.
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Knowing is not enough: We must apply. Willing is not enough: We must do.
Lingua Franca meets with Karen Fields, who will be sharing Tesol Macedonia – Thrace’s chair with current chairperson Paul Shaw
First of all I would like to congratulate you on your co election for Chairperson of TESOL Macedonia – Thrace, Northern Greece together with the former Chairperson Paul Shaw. This must be an all time first, what happened? Indeed, the results of the 2005 elections for the Executive Board of TESOL Macedonia – Thrace, Northern Greece were unprecedented. Likewise, the decision mutually agreed upon by Paul Shaw and I to divide the two year position. A decision unanimously accepted and supported by the rest of the board. It was essential that the members’ wishes were respected and that their continued support be acknowledged in a fair and democratic way.
most people who would like to join and help but lack the time? Yes, it is extremely hard and difficult times for volunteer organizations. However, everyone can contribute in some way, whether large or small and it is through dedication and hard work by all involved that contributes to the success of the Association. All input is highly valued and appreciated so to quote the German Philosopher Johann von Goethe "Knowing is not enough: We must apply. Willing is not enough: We must do."
You have been a very active member of TESOL Macedonia –Thrace, Northern Greece for a long time. How will your new post affect your duties? Of course I will not be in the office as frequently as when I was Office Secretary! Never the less my role will be just as active if not more so than before. Let’s not forget that TESOL Macedonia –Thrace, Northern Greece is all about teamwork and I will be working alongside eight other colleagues, all of us dedicated to promoting the aims and goals of the Association. What is your vision for TESOL Macedonia –Thrace, Northern Greece, where do you see it in two years time? As it stands today TESOL Macedonia – Thrace, Northern Greece is one of the largest and strongest teacher associations in Greece and probably even in the Balkans. However, there is still a large number of the teaching profession, unaware of who we are and what we offer the ELT & EFL community. It will be one of the main goals over the next two years to increase our membership and to reach more of the teaching profession and also to have the members actively involved in the running of what is ultimately their Association. We will also continue the work of previous Boards by promoting TESOL Macedonia –Thrace, Northern Greece internationally and becoming more active in the global family of teaching and education. It is generally acknowledged that these are hard times for non profit, volunteer organizations, not enough "hands" to be more specific. What do you have to tell
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How would you describe TESOL Macedonia –Thrace, Northern Greece’s aims and goals? The aims of TESOL Macedonia – Thrace, Northern Greece are clear. We intend to continue working side by side with all who share similar interests and to avidly promote, develop and advance EFL and ELT locally, nationally and internationally and to strive for continual professional development of all of those in the field. Our main goal is to keep Greek practitioners abreast of the newest trends in ELT and to bring likeminded professionals together to
share ideas and experiences. What do you offer your members? Any sneak previews for our readers? TESOL Macedonia –Thrace, Northern Greece offers its members regular seminars to enhance professional development both in Thessaloniki and other areas of Northern Greece. A two day Annual Convention is organized every Autumn, providing both locally and internationally renowned speakers. At present two Special Interest Groups (SIGs) are operational, one on Young Learners and the other on English
for Academic and Specific Purposes. Members receive, free of charge, a bulletin four times a year. This informs them of upcoming events and more generally of developments in the EFL & ELT world. Members are also encouraged to have their articles or ideas published in this bulletin. TESOL Macedonia –Thrace, Northern Greece also maintains a website (www.tesolmacthrace.org) that is regularly updated with relevant information and links. We have two SIG meetings scheduled over the next few months. Thank you Karen!
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æ ˘ ¯.Ô. . .™. ÁÂ Ú ¿BÊ¿Ëı ÌÔ ·˜
∫·ÙfiÈÓ ··ÈÙ‹Ûˆ˜ ÔÏÏÒÓ ·Ó·ÁÓˆÛÙÒÓ ÂÁηÈÓÈ¿˙Ô˘Ì ÙËÓ ÌfiÓÈÌË ÛÙ‹ÏË “ æ˘¯Ô...ÁÚ¿ÊËÌ· ”. ™Â οı Ù‡¯Ô˜ Ë ¤ÁÎÚÈÙË „˘¯ÔÏfiÁÔ˜ √ÏÁ· °ÂÚÈÙÛ›‰Ô˘ ı· ··ÓÙ¿ ÛÙ· ÁÚ¿ÌÌ·Ù· Î·È Ù· e mails Û·˜ Î·È ı· ‰›ÓÂÈ ··ÓÙ‹ÛÂȘ ÛÙ· ı¤Ì·Ù· Ô˘ ·ÓÙÈÌÂÙˆ›˙ÂÙ ηıËÌÂÚÈÓ¿ ÛÙËÓ Ù¿ÍË.
ŸÏÁ· °. °ÂÚÈÙÛ›‰Ô˘ ∂Î·È‰Â˘ÙÈ΋ æ˘¯ÔÏfiÁÔ˜ µ.∞., ª.∞., ·ÓÂÈÛÙËÌ›Ô˘ McGill ∫·Ó·‰¿ ∂ÈÎÂÊ·Ï‹˜ ÂÚ¢ÓËÙÈÎÔ‡ ÙÌ‹Ì·ÙÔ˜ MindPower Publishing [email protected] ŸÙ·Ó ¤¯Ô˘Ì ¤Ó·Ó ηÎfi, ·‰È¿ÊÔÚÔ Ì·ıËÙ‹, Ô˘ ÎÔÈÌ¿Ù·È ÛÙËÓ Ù¿ÍË, Ò˜ ÙÔ ÌÂٷʤÚÔ˘Ì ÛÙÔÓ ÁÔÓÈfi ÒÛÙ ӷ ·Ô‰Â¯ı› ÙÔ Úfi‚ÏËÌ· fiÙ·Ó ÙÔ˘ ˆ fiÙÈ ÙÔ ·È‰› ÙÔ˘ Â›Ó·È ‘¿¯ÚËÛÙÔ’ ‰ËÏ·‰‹ ‰ÂÓ ÌÔÚ› Ó· Ì¿ıÂÈ ·ÁÁÏÈο, Ó· ÌËÓ ı˘ÌÒÛÂÈ Î·È ÛÙÚ·Ê› ÂÓ·ÓÙ›ÔÓ ÌÔ˘, Î·È Ó· ÌËÓ ¿ÚÂÈ ÙÔ ·È‰› ÙÔ˘ Î·È ÙÔ ¿ÂÈ Û ·ÓÙ·ÁˆÓÈÛÙ‹ ; [ ª·Ú›· ∫. , ÊÚÔÓÙÈÛÙËÚÈÔ‡¯Ô˜, ¢ˆ‰ÂοÓËÛ· ] ŒÓ· Ôχ Û˘¯Ófi ÂÚÒÙËÌ·. ŒÓ· ÙÂÚ¿ÛÙÈÔ ı¤Ì·, Ì ÔÏϤ˜ ‰È·ÛÙ¿ÛÂȘ ÙÔ ÔÔ›Ô, ·Ó Î·È Ê·›ÓÂÙ·È ·‰‡Ó·ÙÔ, ÌÔÚ› Ó· ·ÓÙÈÌÂÙˆÈÛÙ› ·ÈÛÈfi‰ÔÍ· Î·È Ó· ¤¯ÂÈ ıÂÙÈο ·ÔÙÂϤÛÌ·Ù· ÁÈ· fiÏÔ˘˜ ÙÔ˘˜ Û˘Ì‚·ÏÏÔ̤ÓÔ˘˜. ∆È Ú¤ÂÈ Ó· ·ÔʇÁÔ˘Ì : ÙËÓ Ï¤ÍË ‘¿¯ÚËÛÙÔ’, ÁÈ· Ó· ¯·Ú·ÎÙËÚ›ÛÔ˘Ì ¤Ó· ·È‰›. E›Ó·È ¤Ó·˜ ÂÈΛӉ˘ÓÔ˜ ¯·Ú·ÎÙËÚÈÛÌfi˜ Ô ÔÔ›Ô˜ ‚Ú·¯˘ÚfiıÂÛÌ· ··ÍÈÒÓÂÈ ÙËÓ ‰È΋ Ì·˜ ·ÁÁÂÏÌ·ÙÈ΋ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ·, ηıÒ˜ ‰ËÏÒÓÂÈ ÙËÓ ·‰˘Ó·Ì›· Ì·˜ ÛÙÔÓ ¯ÂÈÚÈÛÌfi Î·È ÛÙËÓ ·ÓÙÈÌÂÙÒÈÛË ‰‡ÛÎÔÏˆÓ ÂÚÈÙÒÛˆÓ. ª·ÎÚÔÚfiıÂÛÌ· ‰Â ÌÔÚ› Ó· ÚÔÍÂÓ‹ÛÂÈ ÁÂÓÈÎfiÙÂÚË ··Í›ˆÛË ÁÈ· ÙÔ ¿ÙÔÌÔ Ì·˜ ηıÒ˜ ‰ÂÓ ˘¿Ú¯ÂÈ Â¯¤ÁÁ˘Ô fiÙÈ ÌÂÏÏÔÓÙÈΤ˜ Û˘Óı‹Î˜ ‰ÂÓ ı· ·Ó·‰Â›ÍÔ˘Ó ¤Ó· ‰È·ÊÔÚÂÙÈÎfi ÚÔÊ›Ï ÛÙÔ ·È‰›, ÁÂÁÔÓfi˜ ÙÔ ÔÔ›Ô ı· ‰ÒÛÂÈ ¿ÏϘ ·ÚÓËÙÈΤ˜ ÚÔÂÎÙ¿ÛÂȘ ÛÙËÓ ÎÚ›ÛË Ì·˜ Î·È ÛÙÔ ¿ÙÔÌÔ Ì·˜. ™ÙËÓ ÂÚ›ÙˆÛË ÂȉÈÎfiÙÂÚ· Ù˘ ͤÓ˘ ÁÏÒÛÛ·˜ ·ÓÙ›ıÂÙ· Ì ÙËÓ ‘ Ï·˚΋ ’ ·ÓÙ›ÏË„Ë, Ë ·ÁÎfiÛÌÈ· ÂÚ¢ÓËÙÈ΋ ‚È‚ÏÈÔÁÚ·Ê›· ‘·Ô‰ÂÈÎÓ‡ÂÈ’ fiÙÈ ‰ÂÓ ˘¿Ú¯ÂÈ ‘¿¯ÚËÛÙÔ˜’ Ì·ıËÙ‹˜, ÂÊ’ fiÛÔÓ ·˘Ùfi˜ ÌÈÏ¿ÂÈ ‹‰Ë ·ÚÎÒ˜ ÙËÓ ÌËÙÚÈ΋ ÙÔ˘ ÁÏÒÛÛ·. ∞·Ú·›ÙËÙ· ‚‹Ì·Ù· Ô˘ Ú¤ÂÈ Ó· ·ÎÔÏÔ˘ı‹ÛÔ˘Ì Û ٤ÙÔÈÔ˘ ›‰Ô˘˜ ÂÚÈÙÒÛÂȘ : ¢È·ÈÛÙÒÓÔ˘Ì fiÙÈ Ë Ù¿ÍË ÛÙËÓ ÔÔ›· ·Ó‹ÎÂÈ Ô Û˘ÁÎÂÎÚÈ̤ÓÔ˜ Ì·ıËÙ‹˜ Â›Ó·È fiÓÙˆ˜ Û˘Ì‚·Ù‹ Ì ÙÔ Ì·ıËÛÈ·Îfi ÙÔ˘ ›‰Ô, ÙÔ ËÏÈÎÈ·Îfi Î·È Û˘ÌÂÚÈÊÔÚÈ·Îfi ÙÔ˘ ÚÔÊ›Ï, ÙËÓ ÚÔÛˆÈÎfiÙËÙ· Î·È ÙÔÓ ‚·ıÌfi ˆÚÈÌfiÙËÙ·˜ ÙÔ˘. ¶·Ú·ÎÔÏÔ˘ıԇ̠ÙËÓ Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘ Ì·ıËÙ‹ ÙfiÛÔ Î·Ù¿ ÙËÓ ‰È¿ÚÎÂÈ· ÙÔ˘ Ì·ı‹Ì·ÙÔ˜ fiÛÔ Î·È Î·Ù¿ Ù· ‰È·Ï›ÌÌ·Ù· ÛÙÔÓ ‰ÈÎfi
Ì·˜ ÂÎ·È‰Â˘ÙÈÎfi ¯ÒÚÔ. ÙÂϤÛÌ·Ù· ÛÙÔÓ Ì·ıËÙ‹ Ì·˜. ¶Ò˜ ‰È‰¿ÛÎÂȘ ÁÚ·ÌÌ·ÙÈ΋ / Û˘ÓÙ·ÎÙÈÎfi ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ ª·ı·›ÓÔ˘Ì ÙÔ ÂÎ·È‰Â˘ÙÈÎfi ÙÔ˘ ÚÔÊ›Ï ÛÙȘ ˘fiÏÔȘ ·Î·Û ̷ıËÙ¤˜ Ô˘ ‰ÂÓ ÁÓˆÚ›˙Ô˘Ó Î·Ï¿ Û˘ÓÙ·ÎÙÈÎfi / ÁÚ·ÌÌ·ÙÈ΋ ‰ËÌ·˚Τ˜ ‰Ú·ÛÙËÚÈfiÙËÙ¤˜ ÙÔ˘ ( Û¯ÔÏÈΤ˜ Î·È Â͈ۯÔÏÈΤ˜ ). ∂¿Ó ‰ÂÓ ÂȉÂÈÎÓ‡ÂÈ ·ÓÔÌÔÈfiÙ˘Ë Û˘ÌÂÚÈÊÔÚ¿ Û fiϘ (Î·È ÛÙËÓ ÌËÙÚÈ΋ ÙÔ˘˜ ÁÏÒÛÛ·; √È ··ÈÙ‹ÛÂȘ Ù˘ ·ÔÙÂÏÂÛÌ·ÙÈ΋˜ Î·È ÁÚ‹ÁÔÚ˘ ÂÎÌ¿ıËÛ˘ ÙÔ ·È‰› ¤¯ÂÈ Î·Ï‹ ‹ ̤ÙÚÈ· ›‰ÔÛË ·ÎfiÌ· Î·È Û ¤Ó· ÌfiÓÔ Ì¿ıËÌ·, ·ÎfiÌ· Î·È ·Ó ·˘Ùfi Â›Ó·È ‰Â˘ÙÂÚ‡ÔÓ ‹ ÙÚÈÙ‡ÔÓ ), ÙfiÙ ÙÔ Ù˘ ·ÁÁÏÈ΋˜, ·ÏÏ¿ Î·È Î¿ı ¿ÏÏ˘ ÁÏÒÛÛ·˜, ÛÙȘ ÂÚÈÔÚÈÛÙÈΤ˜ Úfi‚ÏËÌ· Â›Ó·È Î·ı·Ú¿ ÂÎ·È‰Â˘ÙÈ΋˜ ʇÛˆ˜ Î·È Ú¤ÂÈ ˆ˜ Û˘Óı‹Î˜ ¯ÚfiÓÔ˘ Î·È ÙÚfiÔ˘ ÂÓfi˜ ÂÎ·È‰Â˘ÙÈÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜, ÛÙËÚ›˙ÔÓÙ·È ÛÂ Û˘ÓÂȉËÙÔÔÈË̤ÂÎ·È‰Â˘ÙÈÎÔ› Ó· ÂÓÙÔ›ÛÔ˘Ì ԇ ·˘Ùfi Ó˜ ÁÓÒÛÂȘ ÁÚ·ÌÌ·ÙÈ΋˜ Î·È Û˘ÓÙ·ÎÙȤÁÎÂÈÙ·È, Ì ‰È¿ÊÔÚ˜ ÚÔÛÂÁÁ›ÛÂȘ, ÌÂÎÔ‡. ıfi‰Ô˘˜ Î·È Ï‡ÛÂȘ. ∂›Ó·È ηı‹ÎÔÓ Ì·˜ √È Û˘ÁÎÂÎÚÈ̤Ó˜ ÁÓÒÛÂȘ ‰ÂÓ ··È∂¿Ó ÙÔ ·È‰› ÂȉÂÈÎÓ‡ÂÈ ÙÔ ›‰ÈÔ ·Î·ÙÔ‡ÓÙ·È fiÙ·Ó Ë ÁÏÒÛÛ· Ì·ı·›ÓÂÙ·È ÂȉËÌ·˚Îfi ÚÔÊ›Ï Û fiÏ· Ù· Ì·ı‹Ì·Ù·, ÙfiÓ· ÙÔ˘ ÂÈÎÔÈÓˆÓ‹ÎÔÈÓˆÓȷο (fiˆ˜ ÛÙËÓ ÂÚ›ÙˆÛË Ù˘ Ù ÙÔ Úfi‚ÏËÌ· Èı·ÓÒ˜ Ó· ÔÊ›ÏÂÙ·È Û ÛÔ˘Ì fiÙÈ ÙÔ ·È‰› ÌËÙÚÈ΋˜ ÁÏÒÛÛ·˜). ∏ ÂÈÎÔÈÓˆÓȷ΋ ·Ú¿ÁÔÓÙ˜ Â͈ۯÔÏÈÎÔ‡˜ ÔfiÙ ı· Ú¤‰È·‰Èηۛ· ÛÙËÚ›˙ÂÙ·È Û ·ÊıÔÓ›· ¯ÚfiÂÈ Ó· ˙ËÙËı› Ë ÁÓÒÌË ÂÓfi˜ ÂȉÈÎÔ‡ ÂÎÙÔ˘ ··ÈÙ› ÓÔ˘, ¤ÎıÂÛ˘ ÛÙËÓ Í¤ÓË ÁÏÒÛÛ· Î·È ··È‰Â˘ÙÈÎÔ‡ „˘¯ÔÏfiÁÔ˘. ÂÚÈÛÛfiÙÂÚË Ó¿ÏÔÁ˘ ÂÍ¿ÛÎËÛ˘, ™Â fiÏË ·˘Ù‹ ÙË ‰È·‰Èηۛ·, Ô ÁÔÓ¤·˜, ·Ú¿ÁÔÓÙ˜ Ô˘ ‰ÂÓ ÈÛ¯‡Ô˘Ó ÛÙËÓ ˆ˜ Ô ·fiÏ˘ÙÔ˜ ÎˉÂÌfiÓ·˜ Î·È ˘Â‡ı˘ÓÔ˜ ÚÔÛÔ¯‹ ÙfiÛÔ ·fi ÂÚ›ÙˆÛË Ù˘ Â͈ۯÔÏÈ΋˜ ÂÎÌ¿ıËÁÈ· ÙËÓ ÔÚ›· Î·È ÂͤÏÈÍË ÙÔ˘ ·È‰ÈÔ‡, ÂÌ¿˜ fiÛÔ Î·È ·fi Û˘ Ù˘ •. °. ÛÙËÓ Û‡Á¯ÚÔÓË ÂÏÏËÓÈ΋ ı· Ú¤ÂÈ Ó· ÂÓËÌÂÚˆı› ÁÈ· ÙÔÓ ÚÔÚ·ÁÌ·ÙÈÎfiÙËÙ· Ì ÙËÓ ÛÙÂÓfiÙËÙ· ¯Úfi‚ÏËÌ·ÙÈÛÌfi Ì·˜, Î·È Ó· ÂÍ·ÛÊ·ÏÈÛı› Ë ÂΛÓÔÓ ÙÔÓ ›‰ÈÔ ÁÈ· ÓÔ˘ Î·È ¯Ú‹Ì·ÙÔ˜. Û˘ÓÂÚÁ·Û›· Î·È Ë ÂÓÂÚÁ‹ Û˘ÌÌÂÙÔ¯‹ ÙÔ˘. Ó· ¢ԉÒÛÂÈ Ë ∂Î ÙˆÓ Ú·ÁÌ¿ÙˆÓ, Ì ‰Â‰Ô̤ÓË ÙËÓ ∂›Ó·È ηı‹ÎÔÓ Ì·˜ Ó· ÙÔ˘ ÂÈÎÔÈÓˆÓ‹·Ó·ÁηÈfiÙËÙ· Ù˘ ηٷÓfiËÛ˘ Ù˘ ÛÔ˘Ì fiÙÈ ÙÔ ·È‰› ÙÔ˘ ··ÈÙ› ÂÚÈÛÛfiÙÂÂÎ·È‰Â˘ÙÈ΋ ÁÚ·ÌÌ·ÙÈ΋˜ Î·È ÙÔ˘ Û˘ÓÙ·ÎÙÈÎÔ‡ ·fi ÚË ÚÔÛÔ¯‹ ÙfiÛÔ ·fi ÂÌ¿˜ fiÛÔ Î·È ·fi ‰È·‰Èηۛ·. ÙÔ˘˜ Ì·ıËÙ¤˜, ÁÈ· ÂÈÙ˘¯Ë̤ӷ ·ÔÙÂÂΛÓÔÓ ÙÔÓ ›‰ÈÔ ÁÈ· Ó· ¢ԉÒÛÂÈ Ë ÂηÈϤÛÌ·Ù·, ÙÔ ÈÔ ÛÒÊÚÔÓ Â›Ó·È Ó· ˘Ôı¤‰Â˘ÙÈ΋ ‰È·‰Èηۛ·. ÙÔ˘Ì ¿ÓÙ· fiÙÈ ÔÈ Ì·ıËÙ¤˜ Ì·˜ ‰ÂÓ ¤¶Ú¤ÂÈ Ó· ÙÔ˘ ‰ÒÛÔ˘Ì ۷ʋ Î·È Ô˘¯Ô˘Ó η̛· ÁÓÒÛË Û˘ÓÙ·ÎÙÈÎÔ‡ Î·È ÁÚ·ÌÛÈ·ÛÙÈο ÂȯÂÈÚ‹Ì·Ù· ÒÛÙ ӷ ÙÔÓ Â›Ì·ÙÈ΋˜ Î·È fiÙÈ ı· Ú¤ÂÈ ÂÌ›˜ Ó· ÙÔ˘˜ ÂÈÛÔ˘Ì fiÙÈ ÂÌ›˜ ˆ˜ ÂÎ·È‰Â˘ÙÈÎÔ› ›̷ÛÙ ۇÌÌ·¯ÔÈ ÙÔ˘ ÛÙÔ Ó· ÂÍÂÚ¢ӋÛÔ˘ÌÂ, Ó· ·Ó·Î·Ï‡„Ô˘ÌÂ, Î·È Ó· Û¿ÁÔ˘Ì Û ·˘Ùfi. ∞Ó·fiÛ·ÛÙÔ˜ Û‡ÌÌ·¯Ô˜ Î·È ‚ÔËıfi˜ Ì·˜ ¤Ó· ηÏfi ‚È‚Ï›Ô ÈηÓÔÔÈ‹ÛÔ˘Ì ÙȘ Ú·ÁÌ·ÙÈΤ˜ ·Ó¿ÁΘ ÙÔ˘ ·È‰ÈÔ‡ ÙÔ˘. ªfiÓÔ Â¿Ó Î·Ù·Ê¤ÚÔ˘Ì ӷ ËÚÂÌ‹ÛÔ˘Ì ÙÔÓ ÁÔÓ¤· ·fi ÙËÓ ·- ÁÚ·ÌÌ·ÙÈ΋˜ Ô˘ ı· Â›Ó·È ÊÈÏÈÎfi ( ÌË ·ÂÈÏËÙÈÎfi) Î·È ÂÓı·ÚÚ˘Ó·ÛÊ¿ÏÂÈ·, ÙËÓ ÂÈÊ˘Ï·ÎÙÈÎfiÙËÙ·, ÙÔÓ Êfi‚Ô Î·È ÙËÓ ÓÙÚÔ‹ Ô˘ ÓÙÈÎfi ÁÈ· ÙÔÓ Ì·ıËÙ‹ Î·È Â‡¯ÚËÛÙÔ ( fi¯È ‰‡Û¯ÚËÛÙÔ Î·È ÔχÏÔÈı·ÓÒ˜ ·ÈÛı¿ÓÂÙ·È ı· ÂÈÙ‡¯Ô˘Ì ӷ ÌËÓ ÙÔÓ ÛÙÚ¤„Ô˘Ì ÂÓ·- ÎÔ : Ô˘ ÚÔηÏ› Û‡Á¯˘ÛË, ¿Á¯Ô˜ Î·È ·Ó·ÛÊ¿ÏÂÈ·) Î·È ˘ÔÛÙËÚÈÎÙÈÎfi ÁÈ· ÙÔÓ ÂÎ·È‰Â˘ÙÈÎfi. ÓÙ›ÔÓ Ì·˜. ∆Ô Î·Ù¿ÏÏËÏÔ ‚È‚Ï›Ô ı· Ú¤ÂÈ Ó· ÌËÓ ÚÔ¸Ôı¤ÙÂÈ Î·Ì›· ªfiÓÔ Â¿Ó ÙÔ˘ ÌÂÙ·‰ÒÛÔ˘Ì ÙËÓ ›ÛÙË Î·È ÙËÓ ·ÈÛÈÔ‰ÔÍ›· Ì·˜ fiÙÈ ÙÔ ·È‰› ÙÔ˘ ÌÔÚ› Ó· Ì¿ıÂÈ Î·È ı· Ì¿ıÂÈ, ı· ÂÍ·ÛÊ·Ï›ÛÔ˘Ì ÁÓÒÛË ÁÚ·ÌÌ·ÙÈ΋˜ – Û˘ÓÙ·ÎÙÈÎÔ‡, ·ÏÏ¿ ı· Ú¤ÂÈ Ó· ÂÈÙ˘Á¯¿ÙËÓ ÛÙ‹ÚÈÍË Î·È ÙËÓ Û˘ÓÂÚÁ·Û›· ÙÔ˘ ÛÙȘ ÚÔÛ¿ıÂȘ Ì·˜, ÔÈ Ô- ÓÂÈ ÙËÓ ·‚›·ÛÙË ÁÓˆÛÙÈ΋ ηٷÓfiËÛË ÙÔ˘˜ Î·È Ó· ÂÍ·ÛÊ·Ï›˙ÂÈ ÙËÓ Ô›Â˜ Â›Ó·È ··Ú·›ÙËÙ˜ ÁÈ· Ó· ¤¯Ô˘Ì ıÂÙÈο ÂÎ·È‰Â˘ÙÈο ·Ô- ÂÈÙ˘¯Ë̤ÓË ¯Ú‹ÛË ÙÔ˘˜ ·fi ÙÔÓ Ì·ıËÙ‹.
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8
‘Help! I have a mixed ability class! How on earth can I teach?’
Buds and Flowers in Mixed Level Classes our learners depends on whether we believe in their potential The mixed ability class ll classes are mixed ability. As soon as you put two or not. Remember the students who said about their best people together, you have a mixed level situation, teacher: ‘She believed in me and made me believed in myself’ especially if we see mixed levels as more than a or ‘She wanted us all to succeed, not only the good ones’. question of ability as demonstrated in tests of language But how does a teacher deal with the mixed level class in proficiency. Mixed level classes are also the result of practical terms? Someone said there is nothing as practical ñ the different learning styles of students as a good theory and it is the case that I have found the ideas ñ the pace at which they learn of Lev Vygotsky a great source of inspiration in building ñ the level and kind of motivation techniques for co-operative learning and making the most of ñ their personal interests diversity in the classroom. ñ their background knowledge Vygotsky and Mixed Level ñ any social problems they may be Teaching To Vygotsky we owe the idea of facing Everyone is a the Zone of Proximal and so on. potential winner. Development (ZDP): ‘Mixed level’ teaching is thus only Vygotsky defines the ZPD as the one problem (or challenge) faced Some people are distance between the actual by teachers and it cuts across development and the level of other ‘problems’, such as failure to disguised as losers; potential development as achieve results, discipline and – don’t let determined through problem the number one factor in learning solving under adult guidance or a language – motivation, or the appearances fool in collaboration with more lack of it. How we confront the you. capable peers’ (Vygotsky, problem of ‘mixed ability’ or more 1978:86). The ZDP defines those accurately ‘mixed level teaching’ (Ken Blanchard) functions that have not yet will make a big difference to the matured but are in the process progress we make with our of maturation, functions that will students; because mixed level mature tomorrow but are currently teaching is defined by diversity and making the most of diversity in the classroom, it goes to in an embryonic state. These functions could be termed the the heart of teaching. It is about giving every student a ‘buds’ and ‘flowers’ of development rather than the fruits of chance to succeed; it is about building self-esteem and the development, rather than the fruits of development. ZPD confidence in the student that they can make the most of their characterizes mental development prospectively, not potential. How a teacher deals with the ‘difficulty’ of mixed retrospectively. It is a dynamic concept, relating to what is in level teaching will reflect his or her beliefs about teaching the process of being formed. and learning. Above all, how we tackle the diverse needs of The specific means of assistance provided by the more
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capable members in the ZPD can ñ homework is recycled take many forms and includes ñ self-esteem is raised ‘scaffolding’, in which more capable ñ positive attitudes are encouraged members share responsibility with ñ rapport and group dynamics are the less cable members in the doing strengthened of an act, gradually letting them Six of the Best I would like to end this article with assume greater responsibility; half a dozen examples of techniques modelling, where the more that may help us make the most of experienced members provide mixed level classes. Once we see models or examples of the expected diversity in the class as an behaviours for the novices to notice, opportunity rather than a problem, observe and imitate. Training is we will be getting somewhere. I hope when the more expert members you and your students enjoy these coach or directly instruct the recipes! learners in the realisation of the expected action. What is jointly Recipe 1 Complementary tasks constructed eventually, through use Luke Prodromou Level: Elementary + in social contexts becomes part of the individual’s internalised knowledge. Innate capacities Aims: to facilitate the co-operative reading of a text. dynamically merge with and are ultimately shaped by the Duration: Varies (depending on text and questions) sociocultural – constituted by the myriad communicative Materials: Textbook Preparation: A worksheet adaptation of textbook activities made available to us as social actors. Mediational means are tools which the more expert use to comprehension questions. assist less capable participants in noticing, ordering, and Language: May vary. remembering their involvement in communicative activities. 1. Students read a text from the book, e.g. a Penpal advert. 2. Student A: (book open) answers these questions from the Mediational means can be verbal, visual or physical. If we offer leading questions or show how the problem is to book: Answer. be solved and the child then solves it or if the teacher initiates Task A (less challenging) the solution and the child completes it or solves it in 1.How many of the people are 13 years old? collaboration with other children...what children can do with the assistance of others might be in some sense even more 2.How many boys are there? indicative of their mental development than what they can do 3.Who doesn’t eat meat? 4.Who likes football? alone (Vygotsky, 1978:85). 5.Who lives in the country? Vygotsky: practical implications There are different ways of generating practical classroom Student B: Writes questions for these answers. techniques from the principles outlined by Vygotsky. Task B (more challenging) Answers. 1) set different tasks for different level students: 1.There are three. The material is too hard for half the class, or it’s too easy. It’s 2.There are four. almost like I need TWO coursebooks 3.Elena doesn’t. 2) set tasks that are achievable for all the students, but can be 4.James does. extended for higher levels 5.Chris does. 3) Have a variety of different kinds of activity to cater for 3. Students feedback to each other, while the teacher different kinds of student monitors. 4) be sensitive to individuals and take care of the group (Acknowledgments: Bowler and Parminter, ETP: 13) dynamic: build on the strengths of each individual and Recipe 2 Disappearing texts encourage co-operative learning. Level: Elementary/Intermediate Extendable tasks The quick students finish early and then disrupt the class Aims: to raise awareness of grammar Duration: 10 minutes because they are bored. The slow students never finish any activity and get Materials: Textbook demoralised. It is therefore imperative to take the ‘early Language: May vary finisher’ (EF) into account when we deal with the difficulty of 1. Write a text on BB : Akis and Stefanos, the terrible twins who were born in mixed level teaching. ‘The devil finds work for idle hands’ or ‘the early finisher is already on the road to becoming a Greece on 22 August 1983, were playing football outside in the street with their best friend, Vayios, who was twelve, when discipline problem’. suddenly Akis kicked the ball too hard and, with a loud Catering for learning styles The other day we did an activity, and Marta (who is usually the smash, broke their neighbours’ window. 2. Students rub out 1-3 words at a time to reduce the text to slowest in the class) responded really well! I had no idea, and the shortest possible correct version. it has made me see her differently. To Howard Gardner we owe the concept of multiple 3. When the text has shrunk as much as it possibly can,. intelligences, that is, that people learn best if they learn n Students reconstruct it from memory. They write it down. The more text is erased from the board, the more difficult the ways which make the most of their preferred learning styles: 1. Verbal 2. Visual 3. Auditory 4. Kinaesthetic 5. Musical 6. task becomes. Note : A text from the coursebook may be used for the above Mathematical 7. Interpersonal 8. Intrapersonal 9. Gustatory 10. Natural 11. task. Recipe 3 Humourous/Ludic Of course, the teacher can draw on more than one of these Disappearing dialogue styles for the benefit of the individual learner and the group. Level: Elementary The more the merrier, as that way we are more likely to Aims: to practise speaking; questions. Duration: 20 minutes appeal to the diversity in the group. Materials: a dialogue from the textbook One class, not several The students themselves know about the differences in ability Preparation: Choose a dialogue which can be personalised in terms of the students’ own experience and are getting impatient with each other. I feel as if there are two groups in the class – the bright ones Language: Questions: Yes.No, Wh-questions. 1. The teacher writes a dialogue on the board with questions and the slow ones. To sum up, in the mixed level activities in this article, the and answers about people: e.g Kate: Who’s that? following principles have been applied: Helen: My mum. ñ Students support each other Kate: What does she do? ñ The teacher supports the students Helen: She’s a teacher. ñ tasks are co-constructed Kate: Oh. I see, Is that your father? ñ tasks are flexible Helen: Yes, he’s an engineer. And that’s my sister. ñ tasks are open-ended Kate: Right. What’s her name? ñ tasks are’ intelligently’ varied Helen: Maria. ñ students work on their own material Kate: How old is she? ñ the material is of an appropriate level Helen: She’s twelve. ñ the material is of interest to the learners Kate: And who’s that? etc etc ñ learner input is culture sensitive ñ the mother tongue is a resource ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 14 ñ error is a source of strength and growth
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9
¢π∞ µπ√À… ∞À∆√µ∂§∆πø™∏ ∏ ˙ˆ‹ ÂÈÎÔÈÓˆÓ› ÌfiÓÔ Ì ڿÍÂȘ ˙ˆ‹˜, Ë ˙ˆ‹ ÂÏ›˙ÂÈ, Ë ˙ˆ‹ ÎÙ›˙ÂÈ Ì ·Á¿Ë, Ë ˙ˆ‹ ÎÙ›˙ÂÈ Ì ËıÈΤ˜ ·Í›Â˜. ∆˘ ŸÏÁ·˜ °ÎÔ˘Ó‹ ∆ËÓ ÛÙÈÁÌ‹ Ô˘ Ô ¿ÓıÚˆÔ˜ ÁÂÓÓÈ¤Ù·È ‰ÂÓ Â›Ó·È tabula rasa, ·ÏÏ¿ ‹‰Ë ʤÚÂÈ ¤Ó· ÔÏfiÎÏËÚÔ Û‡ÛÙËÌ· ·ÍÈÒÓ, ÚÔÁÚ·ÌÌ¿ÙˆÓ, ٷϤÓÙˆÓ, ‰ÂÍÈÔÙ‹ÙˆÓ ÎÏ. Ô˘, ̤¯ÚÈ ÙËÓ ÛÙÈÁÌ‹ Ù˘ Á¤ÓÓËÛ˘, ‚Ú›ÛÎÔÓÙ·È Û ÂÓ ‰˘Ó¿ÌÂÈ ÌÔÚÊ‹, ηÈ, ·fi ÙËÓ ÛÙÈÁÌ‹ Ù˘ Á¤ÓÓËÛ˘ Î·È ÌÂÙ¿, ı· ·Ú¯›ÛÔ˘Ó Ó· ÂÓÂÚÁÔÔÈÔ‡ÓÙ·È Ì¤¯ÚȘ fiÙÔ˘ Ó· ÊÙ¿ÛÔ˘Ó ÛÙËÓ Ï‹ÚË ÂΉ‹ÏˆÛ‹ ÙÔ˘˜. £· ÌÔÚÔ‡Û·Ì ӷ ԇ̠fiÙÈ ÙÔ ÂÓ‰ÔÌ‹ÙÚÈÔ
ÂÚÈ‚¿ÏÏÔÓ Ù˘ ÌËÙ¤Ú·˜ Â›Ó·È ÙÔ ÚÒÙÔ «·fiÚ·ÙÔ» Û¯ÔÏÂ›Ô ·fi ÙÔ ÔÔ›Ô Ô ¿ÓıÚˆÔ˜ ·›ÚÓÂÈ Ù· ÚÒÙ· Ì·ı‹Ì·Ù· ˙ˆ‹˜, Ì·ı‹Ì·Ù· Ô˘ ı· ÙÔ˘ ηıÔÚ›ÛÔ˘Ó ÔÈÔ˜ Â›Ó·È Î·È ÔÈÔ˜ ı· Á›ÓÂÈ Î·ıÒ˜ ı· ÌÂÁ·ÏÒÓÂÈ, Î·È ÔÈ ÁÔÓ›˜ Â›Ó·È ÔÈ ÚÒÙÔÈ Ì·˜ ‰¿ÛηÏÔÈ. ∏ ÔÈfiÙËÙ· Ù˘ ÂÓ‰ÔÌ‹ÙÚÈ·˜ ÂÌÂÈÚ›·˜ Â›Ó·È ·˘Ù‹ Ô˘ ı· ı¤ÛÂÈ ÙÔ Ï·›ÛÈÔ ÁÈ· ÌÈ· ‰ËÌÈÔ˘ÚÁÈ΋ ÔÚ›· ‹ ı· ÌÏÔοÚÂÈ ÙËÓ ‰ËÌÈÔ˘Ú-
ÁÈÎfiÙËÙ· ÙÔ˘ ·ÓıÚÒÔ˘ ı¤ÙÔÓÙ¿˜ ÙÔÓ Û ÌÈ· ηٿÛÙ·ÛË Â·ÁÚ‡ÓËÛ˘ ÚÔÎÂÈ̤ÓÔ˘ Ó· ÂÈ‚ÈÒÛÂÈ ·fi ÙËÓ ·ÂÈÏ‹ Ô˘ ÓÔÌ›˙ÂÈ, ‹ fiÓÙˆ˜, ‰È·ÙÚ¤¯ÂÈ. ŒÙÛÈ, Ô ¿ÓıÚˆÔ˜, Û’ ·˘Ù‹Ó ÙËÓ ÚÒÙË ÙÔ˘, ÌË ÔÚ·Ù‹ Û ̷˜, ˙ˆ‹ ÙÔ˘, ·Ó ‚ÈÒÛÂÈ ·fiÚÚÈ„Ë, ‰ËÏ. Â¿Ó ¤ÛÙˆ Î·È ¤Ó·˜ ·fi ÙÔ˘˜ ‰‡Ô ÁÔÓ›˜, ‰ÂÓ ÙÔ ı¤ÏÂÈ Î·Ó (·fiÚÚÈ„Ë Ù˘ ‡·ÚÍ‹˜ ÙÔ˘), ‹ ÙÔ ı¤ÏÂÈ ˘fi fiÚÔ˘˜ (ÌÂÚÈ΋ ·fiÚÚÈ„Ë),
‹ ·Ó ‚ÈÒÛÂÈ ¤ÓıÔ˜ (ÙÔ ¤ÓıÔ˜ ÂÓfi˜ ·Á·Ë̤ÓÔ˘ Ô˘ ¤Ê˘ÁÂ, ÂÓfi˜ Û˘˙‡ÁÔ˘ Ô˘ ÂÁη٤ÏÂÈ„Â ÙËÓ ¤ÁÎ˘Ô ÌËÙ¤Ú·), ‹ ·Ó ‚ÈÒÛÂÈ ÂÁηٿÏÂÈ„Ë (Ë ÌËÙ¤Ú· ‰ÈÂÎÂÚ·ÈÒÓÂÈ ÌÈ· ·ËÛË ¯ˆÚ›˜ Ó· Û˘Ó‰¤ÂÙ·È ÚÔÁÂÓÓËÙÈο Ì ÙÔ ÌˆÚfi Ù˘, ‹ Ë ÌËÙ¤Ú· Â›Ó·È ÂÁˆÎÂÓÙÚÈο ÂÛÙÈ·Ṳ̂ÓË ÛÙ· ‰Èο Ù˘ ÚÔ‚Ï‹Ì·Ù·), ‹ ‚ÈÒÓÂÈ ‚›·, ΛӉ˘ÓÔ, ·™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 10
˜ «¢È· ‚›Ô˘ Âη›‰Â˘ÛË» ÔÚ›˙ÂÙ·È Û‡Ìʈӷ Ì ÙÔÓ ÓfiÌÔ 3369/2005, Ë Ì·ıËÛȷ΋ ‰È·‰Èηۛ·, Û˘ÌÂÚÈÏ·Ì‚·ÓÔ̤Ó˘ Ù˘ ÂÌÂÈÚÈ΋˜ Ì¿ıËÛ˘, ηı’ fiÏË ÙËÓ ‰È¿ÚÎÂÈ· Ù˘ ˙ˆ‹˜ ÙÔ˘ ·ÓıÚÒÔ˘ Ì ÛÎÔfi ÙËÓ ·fiÎÙËÛË ‹ ÙËÓ ‚ÂÏÙ›ˆÛË ÁÂÓÈÎÒÓ Î·È ÂÈÛÙËÌÔÓÈÎÒÓ ÁÓÒÛˆÓ, ‰ÂÍÈÔÙ‹ÙˆÓ Î·È ÈηÓÔÙ‹ÙˆÓ ÙfiÛÔ ÁÈ· ÙË ‰È·ÌfiÚʈÛË ÌÈ·˜ ÔÏÔÎÏËڈ̤Ó˘ ÚÔÛˆÈÎfiÙËÙ·˜ fiÛÔ Î·È ÁÈ· ÙËÓ ÚfiÛ‚·ÛË ÛÙËÓ ··Û¯fiÏËÛË. ™Â ÌÈ· ∂˘ÚÒË Ù·¯Â›·˜ ÎÈÓËÙÈÎfiÙËÙ·˜ ·ÏÏ¿ Î·È Û ÌÈ· ÂÔ¯‹ ÌÂÁ¿ÏˆÓ Ù¯ÓÔÏÔÁÈÎÒÓ ÂÍÂϛ͈Ó, Ë ‰È· ‚›Ô˘ Âη›‰Â˘ÛË Â›Ó·È ··Ú·›ÙËÙË ñ°È· ÙËÓ Â·Ó·Î·Ù¿ÚÙÈÛË ÙÔ˘ ·ÓıÚÒÈÓÔ˘ ‰˘Ó·ÌÈÎÔ‡ ñ∆ËÓ ·ÚÔ¯‹ ‚·ÛÈÎÒÓ Â·ÁÁÂÏÌ·ÙÈÎÒÓ ÁÓÒÛÂˆÓ Î·È ‰ÂÍÈÔÙ‹ÙˆÓ ‹ ÂÍÂȉÈ·ÛÂˆÓ ÁÈ· ÙËÓ ¤ÓÙ·ÍË, ·ӤÓÙ·ÍË, ·ÁÁÂÏÌ·ÙÈ΋ ÎÈÓËÙÈÎfiÙËÙ· ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜ Î·È ñÙËÓ ÂÓ Á¤ÓÂÈ ·Ó¤ÏÈÍË ÙÔ˘ ·ÓıÚÒÈÓÔ˘ ‰˘Ó·ÌÈÎÔ‡, ÂÂȉ‹ 1. ™˘ÌÏËÚÒÓÂÈ, 2. ÂÎÛ˘Á¯ÚÔÓ›˙ÂÈ, 3. ·Ó·‚·ıÌ›˙ÂÈ ÁÓÒÛÂȘ Î·È ‰ÂÍÈfiÙËÙ˜ Ô˘ ·ÔÎÙ‹ıËÎ·Ó ·fi ¿ÏÏ· Û˘ÛÙ‹Ì·Ù· Âη›‰Â˘Û˘ ‹ ηٿÚÙÈÛ˘ ‹ Î·È ·fi ·ÁÁÂÏÌ·ÙÈ΋ ÂÌÂÈÚ›· Ì ÛÙfi¯Ô ¤Ú·Ó Ù˘ ¤ÓÙ·Í˘ ‹ ·ӤÓÙ·Í˘ ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜, ñÙËÓ ‰È·ÛÊ¿ÏÈÛË Ù˘ ÂÚÁ·Û›·˜, ÙËÓ Â·ÁÁÂÏÌ·ÙÈ΋ ·Ó¤ÏÈÍË ñÎ·È ÙËÓ ÚÔÛˆÈ΋ ·Ó¿Ù˘ÍË. ∞ÏÏ¿ ÙÈ ÂÓÓÔԇ̠̠ÙÔÓ fiÚÔ ÚÔÛˆÈ΋ ·Ó¿Ù˘ÍË; ∫·È ÁÈ·Ù› ·˘Ù‹ Û˘Ó‰¤ÂÙ·È Ì ÙËÓ Â·ÁÁÂÏÌ·ÙÈ΋ ·Ó¤ÏÈÍË; ªÂ ÙÔÓ fiÚÔ ÚÔÛˆÈ΋ ·Ó¿Ù˘ÍË ÂÓÓÔԇ̠ÙË ‚ÂÏÙ›ˆÛË Î·È ÂͤÏÈÍË ÙÔ˘ ·ÙfiÌÔ˘, ÙÔ˘ ηıÂÓfi˜ ·fi ÂÌ¿˜, Ô˘ ÂÎÊÚ¿˙ÂÙ·È Ì ñÙËÓ Î·Ù¿ÚÁËÛË ÙˆÓ ÚÔÛˆÈÎÒÓ ÂÚÈÔÚÈÛÌÒÓ, ñÙËÓ Â›Ï˘ÛË ÙˆÓ ÚÔÛˆÈÎÒÓ ÚÔ‚ÏËÌ¿ÙˆÓ, ñÙË ‚ÂÏÙ›ˆÛË Ù˘ ·ʋ˜ Î·È ¤ÓÙ·Í˘ ÛÙËÓ ÎÔÈÓˆÓ›· Î·È ÙËÓ ÔÈÎÔÁ¤ÓÂÈ· (Û¯¤ÛÂȘ Ì ÙÔ˘˜ ¿ÏÏÔ˘˜), ñÙËÓ ·‡ÍËÛË Ù˘ ÚÔÛˆÈ΋˜ ¢ËÌÂÚ›·˜, ñÙË ‚ÂÏÙ›ˆÛË Ù˘ ÚÔÛˆÈ΋˜ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ·˜ Û ‰È¿ÊÔÚ˜ ηٷÛÙ¿ÛÂȘ, ñÙËÓ ·Ó¿‰ÂÈÍË Î·È Î·ÏÏȤÚÁÂÈ· ÙˆÓ ÚÔÛˆÈÎÒÓ Ù·Ï¤ÓÙˆÓ Î·È ÈηÓÔًوÓ. ∂›Ó·È Ë ñÛ˘ÓÂȉËÙ‹ ÙÚÔÔÔ›ËÛË ·ÙÔÌÈÎÒÓ ¯·Ú·ÎÙËÚÈÛÙÈÎÒÓ (ۈ̷ÙÈÎÒÓ, „˘¯ÈÎÒÓ, ÓÂ˘Ì·ÙÈÎÒÓ Î·È ‰È·ÓÔËÙÈÎÒÓ) Î·È ñË ·Ó¿Ù˘ÍË ÚÔÛˆÈÎÒÓ ÈηÓÔًوÓ, Ù¿ÛÂˆÓ Î·È ‰ÂÍÈÔÙ‹ÙˆÓ Ì ÛÎÔfi ÙËÓ ·‡ÍËÛË Ù˘ ñÚÔÛˆÈ΋˜ ÂÈÙ˘¯›·˜, ñ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ·˜ Î·È ñÂ˘Ù˘¯›·˜. ∏ ·˘ÙÔ‚ÂÏÙ›ˆÛË ‚Ú›ÛÎÂÙ·È ›Ûˆ ·fi οı ÛÙ¿‰ÈÔ ·Ó¿Ù˘Í˘ ÙÔ˘ ·ÓıÚÒÔ˘. ¶Ò˜ ÍÂÎÈÓ¿ÂÈ Ô ¿ÓıÚˆÔ˜
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10 ÂÈÏ‹ ı·Ó¿ÙÔ˘ (Á›ÓÂÙ·È ·fiÂÈÚ· ‹ ·Ï¿ ÛΤ„ÂȘ ¤ÎÙÚˆÛ˘, Ë ¤ÁÎ˘Ô˜ ¤¯ÂÈ ·ÈÌÔÚÚ·Á›·, ‹ ηÎÔÔÈ›ٷÈ, ‹ ÔÈ Â͈ÙÂÚÈΤ˜ Û˘Óı‹Î˜ Â›Ó·È ‚›·È˜: fiÏÂÌÔ˜, ÛÂÈÛÌfi˜, ÎÏ.),ÙfiÙ ·˘Ù¿ Ù· ÚfiÙ˘· ı· Á›ÓÔ˘Ó ÙÔ ·Û˘Ó›‰ËÙÔ Ï·›ÛÈÔ Ô˘ ı· ‰›ÓÂÈ ÙÔÓ ÙfiÓÔ ÛÙËÓ ÌÂÙ¤ÂÈÙ· ˙ˆ‹ ÙÔ˘ Î·È ı· ÂÚÈÔÚ›˙Ô˘Ó Û˘Ó¯Ҙ ÙËÓ ÚÔÛˆÈ΋ ÙÔ˘ ·Ó¿Ù˘ÍË Î·È Â˘Ù˘¯›·. ∫·Ù¿ÚÁËÛË ÙˆÓ ÚÔÛˆÈÎÒÓ ÂÚÈÔÚÈÛÌÒÓ: º·ÓÙ·ÛÙ›Ù ÙÒÚ·, ¤Ó·Ó ¿ÓıÚˆÔ Ô˘ ÔÚ‡ÂÙ·È ¤¯ÔÓÙ·˜ ÙÔ˘˜ ·Ú¯ÈÎÔ‡˜ ·˘ÙÔ‡˜ ‹ ÌÂÙ¤ÂÈÙ· ηÏÏÈÂÚÁË̤ÓÔ˘˜ ÚÔÛˆÈÎÔ‡˜ ÂÚÈÔÚÈÛÌÔ‡˜: ŒÓ·Ó ¿ÓıÚˆÔ Ô˘ ñºÔ‚¿Ù·È, ñ¶ÔÓ¿ÂÈ, ñ∂›Ó·È ı˘ÌˆÌ¤ÓÔ˜, ñª·Ù·ÈˆÌ¤ÓÔ˜, ñµÈÒÓÂÈ ÌÔÓ·ÍÈ¿ ñ¡ÈÒıÂÈ ˆ˜ ηӤӷ˜ ‰ÂÓ ÓÔÈ¿˙ÂÙ·È ÁÈ· ÂΛÓÔÓ, ηÓ›˜ ‰ÂÓ ÙÔÓ ·Á·¿, fiÙÈ Â›Ó·È ¿¯ÚËÛÙÔ˜, ·Ó›Î·ÓÔ˜, ·‰‡Ó·ÌÔ˜, ‚¿ÚÔ˜, ¤ÓÔ¯Ô˜ Î·È ‹ ñ£¤ÏÂÈ Ó· ÂΉÈÎËı› ñ◊ Ó· ÂÍÈψı› Ì οı ÙÚfiÔ ñ◊ Ó· Á›ÓÂÈ ·ÚÂÛÙfi˜ ÛÙÔ˘˜ ¿ÓÙ˜ ÁÈ· Ó· ÂÈ‚ÈÒÛÂÈ ñ◊ Ó· ÌËÓ ˙ÂÈ, Ó· ı¤ÏÂÈ Ó· Âı¿ÓÂÈ Î·È … ∫·È Ê·ÓÙ·ÛÙ›Ù ·˘ÙfiÓ ÙÔÓ ¿ÓıÚˆÔ Ó· Â›Ó·È Ì·ıËÙ‹˜, Ó· Â›Ó·È Ô Ì·ıËÙ‹˜ Û·˜. ¶fiÛÔ ¿Ú·Á ÌÔÚ› Ó· ÂΉËÏÒÓÂÈ ÙÔ ‰˘Ó·ÌÈÎfi ÙÔ˘ ¤Ó·˜ Ì·ıËÙ‹˜ Ô˘ ÓÈÒıÂÈ ·fiÚÚÈ„Ë, fiÙÈ ‰ÂÓ ¤¯ÂÈ ı¤ÛË ÛÙÔÓ ÎfiÛÌÔ, fiÙÈ Î·Ó›˜ ‰ÂÓ ÙÔÓ ·Á·¿ÂÈ Î·È Î·Ó›˜ ‰ÂÓ ÓÔÈ¿˙ÂÙ·È ÁÈ· ÂΛÓÔÓ; ∂Ô̤ӈ˜, Ô‡ÙÂ Ô ‰¿ÛηÏfi˜ ÓÔÈ¿˙ÂÙ·È. ∫·È ÙÈ Û¯¤ÛÂȘ ÌÔÚ› Ó· ‰ËÌÈÔ˘ÚÁ› ¤Ó·˜ Ù¤ÙÔÈÔ˜ Ì·ıËÙ‹˜ Ô˘ ¤¯ÂÈ ‚ÈÒÛÂÈ ÙËÓ Ì·Ù·›ˆÛË Ù˘ ·Á¿Ë˜ Î·È ı¤ÏÂÈ Ó· ÂΉÈÎËı›; ™·˜ ϤÓ ٛÔÙ ٷ ‰ÂÏÙ›· Ó·ÓÈ΋˜ ÂÁÎÏËÌ·ÙÈÎfiÙËÙ·˜; º·ÓÙ·ÛÙ›Ù ÙÒÚ· ÙÔÓ ¿ÓıÚˆÔ ·˘Ùfi Ó· ÌÂÁ·ÏÒÓÂÈ ·ÎfiÌË ÂÚÈÛÛfiÙÂÚÔ Î·È Ó· Á›ÓÂÙ·È ‰¿ÛηÏÔ˜. ¶fiÛÔ ı· ÌÔÚ› Ó· ʈٛ˙ÂÈ ÙȘ „˘¯¤˜ ÙˆÓ Ì·ıËÙÒÓ ÙÔ˘ ¤Ó·˜ ‰¿ÛηÏÔ˜ Ô˘ ¤¯ÂÈ ¯¿ÛÂÈ ÙÔ Êˆ˜ ÙÔ˘ Ô ›‰ÈÔ˜; ŒÓ·˜ ‰¿ÛηÏÔ˜ Ô˘ ʤÚÂÈ ÙÔ Û¤ÚÌ· Ù˘ ·fiÚÚȄ˘ Î·È ¤¯ÂÈ Û˘Ú-
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ÚÈÎÓˆı› ı· ‚ÈÒÓÂÈ Û˘Ó¤¯ÂÈ· ÙËÓ ·fiÚÚÈ„Ë Û οı ·Ú·Ù‹ÚËÛË Û˘Ó·‰¤ÏÊÔ˘ ‹ ‰È¢ı˘ÓÙÔ‡ ÁÈ· ‚ÂÏÙ›ˆÛË ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ ÙÔ˘ ¤ÚÁÔ˘ Î·È Û οı ÂÚ›ÂÚÁÔ Û¯fiÏÈÔ ÙÔ˘ Ì·ıËÙ‹ ÙÔ˘ ı· ı¤ÙÂÈ Û ·ÌÊÈÛ‚‹ÙËÛË ÙËÓ ÂÎ·È‰Â˘ÙÈ΋ ÙÔ˘ ·Í›· ·ÔÚÚ›ÙÔÓÙ·˜ ÙÔÓ Â·˘Ùfi ÙÔ˘ Ô ›‰ÈÔ˜. ◊ Û·˜ ı˘Ì›˙ÂÈ Ù›ÔÙ ÙÔ ·˘Ù·Ú¯ÈÎfi ÚfiÛˆÔ ÙÔ˘ ‰¿ÛηÏÔ˘ Ô˘ ÂÈ‚¿ÏÏÂÙ·È Î·È ÙÈ̈Ú›; ∫È ·Ó ·˘Ùfi˜ Ô ¿ÓıÚˆÔ˜ Â›Ó·È Ô È‰ÈÔÎÙ‹Ù˘ ÂÓfi˜ ÂÎ·È‰Â˘ÙËÚ›Ô˘; ¶fiÛÔ Â‡ÎÔÏÔ ı· Â›Ó·È ÁÈ’ ·˘ÙfiÓ ÙÔÓ ı˘ÌˆÌ¤ÓÔ, ̷ٷȈ̤ÓÔ ÂÓ‹ÏÈη Ô˘ ı¤ÏÂÈ Ó· ¿ÚÂÈ ÙÔ ·›Ì· ÙÔ˘ ›Ûˆ Î·È Ó· ÙÔ˘˜ ‰Â›ÍÂÈ fiÛÔ ¿‰ÈÎÔ Â›¯·Ó Ô˘ ÙÔ˘ ʤÚıËÎ·Ó ÙfiÛÔ ÛÎÏËÚ¿, Û·Ó ÛÎÔ˘Ï‹ÎÈ, Ó· ÏÂÈÙÔ˘ÚÁ‹ÛÂÈ ÙËÓ Û˘ÌfiÓÈ·, ÙËÓ ÂÏ¢ıÂÚ›·, ÙËÓ ·Á¿Ë, ÙËÓ Î·Ù·ÓfiËÛË, Ó· ¯·Ï·ÚÒÛÂÈ, Ó· ÂÌÈÛÙ¢ı› Î·È Ó· ‰È¢ÎÔχÓÂÈ ÙËÓ ‰È‡ڢÓÛË ÙÔ˘ ·ÓıÚÒÔ˘ (ÂÎ·È‰Â˘fiÌÂÓÔ˘/ ÂÎ·È‰Â˘Ù‹). ∫È ·Ó ·˘Ùfi˜ Ô ¿ÓıÚˆÔ˜ Â›Ó·È Ô Î˘‚ÂÚÓ‹Ù˘ ÙÔ˘ ÙfiÔ˘, Ô ÔÈÎÔÓÔÌÈÎfi˜ ÌÂÁÈÛÙ¿Ó·˜, Ô Ù¯ÓÔÎÚ¿Ù˘, Ô ÂÊ¢ڤÙ˘, Ô ÂÚ¢ÓËÙ‹˜; ∂›Ï˘ÛË ÙˆÓ ÚÔÛˆÈÎÒÓ ÚÔ‚ÏËÌ¿ÙˆÓ ∏ Â›Ï˘ÛË ÙˆÓ ÚÔÛˆÈÎÒÓ ÚÔ‚ÏËÌ¿ÙˆÓ, ÙˆÓ ÙÚ·˘Ì¿ÙˆÓ, fiÔÙ ÎÈ ·Ó ·˘Ù¿ ‰ËÌÈÔ˘ÚÁ‹ıËηÓ, ·ÂÏ¢ıÂÚÒÓÂÈ ÙÔÓ ¿ÓıÚˆÔ ·fi fiÏ· Ù· ÂÚÈÔÚÈÛÙÈο ÌÏÔηڛÛÌ·Ù· Ô˘ ÙÔÓ ÂÌfi‰ÈÛ·Ó Ó· ÏÂÈÙÔ˘ÚÁ› ·ÚÌÔÓÈο, ·ӷʤÚÔ˘Ó ÙËÓ ÛˆÌ·ÙÈ΋ ˘Á›· Î·È Â˘ÂÍ›· Î·È ÂÈÙÚ¤Ô˘Ó ÙËÓ ÚÔ‹ Ù˘ „˘¯È΋˜, ÓÔËÙÈ΋˜ Î·È ÓÂ˘Ì·ÙÈ΋˜ ÂÓ¤ÚÁÂÈ·˜ Ú¿ÁÌ· Ô˘ Ô‰ËÁ› ÛÙËÓ Â›Ù¢ÍË ÙÔ˘ ‰˘Ó·ÌÈÎÔ‡ ÙÔ˘ ·ÓıÚÒÔ˘. ¶Ò˜, fï˜ Á›ÓÂÙ·È Ë ·ÔÌ¿ÎÚ˘ÓÛË ·˘ÙÒÓ ÙˆÓ ÂÚÈÔÚÈÛÌÒÓ; ∆Ô ÚÒÙÔ ‚‹Ì· Â›Ó·È Ó· ı¤ÏÔ˘Ì ӷ ·Ó·Î·Ï‡„Ô˘Ì ÙÈ Â›Ó·È ·˘Ùfi Ô˘ Ì·˜ ÂÚÈÔÚ›˙ÂÈ. ª·›ÓÔÓÙ·˜ ÛÙËÓ ‰È·‰Èηۛ· ·˘Ù‹˜ Ù˘ ·ÔÎ¿Ï˘„˘, Ô ¿ÓıÚˆÔ˜ οÓÂÈ Í·Ó¿ ÌÈ· ‰È·‰ÚÔÌ‹ ·fi ÙËÓ ÂÚÈʤÚÂÈ· ÚÔ˜ ÙÔÓ ˘Ú‹Ó· ÙÔ˘, ÂÚÓÒÓÙ·˜ ̤۷ ·fi ÙÔ ÂӉȿÌÂÛÔ ÛÙÚÒÌ·, ÂΛÓÔ Ô˘ ÂËÚ¿ÛÙËÎÂ, ·ÎÈÓËÙÔÔÈ‹ıËÎÂ, ÏËÁÒıËÎÂ, ‚ÚÒÌÈÛÂ, ı‡ÌˆÛÂ, ηÎÔÔÈ‹ıËÎÂ, fiÓÂÛ … ∫·È ÌÔÚ› Ô ¿ÓıÚˆÔ˜ Ó· ·ӷ‚ÈÒÛÂÈ ÙËÓ Ô‰‡ÓË ÙÔ˘ fiÓÔ˘ Ù˘ ÏËÁ‹˜ Ô˘ ¿ÊËÛ ÙÔ
MEMºI™ 210.52.40.728
ÙÚ·‡Ì·. ŸÌˆ˜, Ô ¿ÓıÚˆÔ˜ ‰ÂÓ Â›Ó·È ÙÔ ÙÚ·‡Ì·. √ ˘Ú‹Ó·˜ ‰ÂÓ Â›Ó·È ÙÔ ÂӉȿÌÂÛÔ ÛÙÚÒÌ·. ∫È fiÙ·Ó Ô ¿ÓıÚˆÔ˜ ÊÙ¿ÛÂÈ ÛÙÔÓ ˘Ú‹Ó· ÙÔ˘, ·˘Ùfi Ô˘ ÙfiÙ ı· Û˘ÓÂȉËÙÔÔÈ‹ÛÂÈ, Â›Ó·È ¤Ó· Î·È ÌÔÓ·‰ÈÎfi Ú¿ÁÌ·. ∫ÔÈÓfi ÁÈ· fiÏÔ˘˜ ÙÔ˘˜ ·ÓıÚÒÔ˘˜ οıÂ Ê˘Ï‹˜, οı ¯ÚÔÓÈ΋˜ ÛÙÈÁÌ‹˜, οı ıÚËÛ·̷ÙÔ˜ Î·È ‰ÔÍ·Û›·˜: ŸÙÈ Ô ˘Ú‹Ó·˜ ÙÔ˘ ·ÔÙÂÏÂ›Ù·È ·fi ÙÔ ›‰ÈÔ ˘ÏÈÎfi: ÙËÓ ·Á¿Ë. ∫È fiÙÈ ÁÈ· ÙËÓ ‰È·Ù‹ÚËÛ‹ Ù˘ ·Ï¿ ¯ÚÂÈ¿˙ÂÙ·È: ÂӉȷʤÚÔÓ, ÚÔÛÔ¯‹, ıÚ¤„Ë, ΛÓËÛË, Û‚·ÛÌfi˜ ÙÔ˘ Ú˘ıÌÔ‡, Û‚·ÛÌfi˜ Ù˘ ȉȷÈÙÂÚfiÙËÙ·˜ ÙÔ˘ ηıÂÓfi˜ ·fi ÂÌ¿˜ Î·È Û˘Ó¯‹˜ ÂÓı‡ÌËÛË. ∏ ·ÏÏ·Á‹ √ ¿ÓıÚˆÔ˜ ·ÂÏ¢ıÂڈ̤ÓÔ˜ ·fi ÙÔ˘˜ ÂÚÈÔÚÈÛÌÔ‡˜ ÙÔ˘ ÎÈ ¤¯ÔÓÙ·˜ ·ʋ Ì ÙÔÓ ˘Ú‹Ó· ÙÔ˘ ÌÔÚ› Ó· ·Ó·ÁÓˆÚ›ÛÂÈ ÙÔÓ ˘Ú‹Ó· ·˘ÙfiÓ Û οı ¿ÓıÚˆÔ Î·È Î¿ı ‰ËÌÈÔ‡ÚÁËÌ· ¿Óˆ ÛÙË °Ë Î·È Ì¤Û· ÛÙÔ Û‡Ì·Ó. ŒÙÛÈ fiÏË ÙÔ˘ Ë ˙ˆ‹ ·ÏÏ¿˙ÂÈ: ñ∞ÓÙÈÏ·Ì‚¿ÓÂÙ·È ÙÔ ÓfiËÌ· Î·È ÙËÓ ÛÎÔÈÌfiÙËÙ· Ù˘ ˙ˆ‹˜ ηıÒ˜ Î·È ÙËÓ ı¤ÛË Ô˘ ·˘Ù‹ η٤¯ÂÈ ÛÙÔ ÌÂÁ¿ÏÔ ÎÔÛÌÈÎfi puzzle. ŒÙÛÈ, ‚ÈÒÓÂÈ ÌÈ· ·›ÛıËÛË Û‡Ó‰ÂÛ˘ Ì ÙÔÓ ÎfiÛÌÔ Î·È ‰È·Î·Ù¤¯ÂÙ·È ·fi ÌÈ· ·›ÛıËÛË ÛÎÔÔ‡. ñ∞Ô‰¤¯ÂÙ·È Ì ¯·Ú¿ ÙËÓ ‰È΋ ÙÔ˘ Û˘ÌÌÂÙÔ¯‹ ÛÙË ˙ˆ‹ Î·È Í·Ó·ÁÂÓÓȤٷÈ. ñ√È Û¯¤ÛÂȘ Ô˘ ‰ËÌÈÔ˘ÚÁ› Ì ÙÔÓ ¿ÓıÚˆÔ, ÙËÓ Ê‡ÛË, ÙÔ ÂÚÈ‚¿ÏÏÔÓ, ÙËÓ ÂÌÂÈÚ›·, ÙËÓ ÁÓÒÛË Â›Ó·È Û¯¤ÛÂȘ ›ÁÓˆÛ˘ Î·È Â˘Î·Èڛ˜ ÁÈ· fiÏÔ Î·È ÌÂÁ·Ï‡ÙÂÚË ‰È‡ڢÓÛË. ñ∏ Û˘ÌÌÂÙÔ¯‹ ÛÙËÓ ÎÔÈÓˆÓ›· Î·È ÙËÓ ÌÂÁ¿ÏË ÔÈÎÔÁ¤ÓÂÈ· ÛÙËÚ›˙ÂÙ·È ÛÙȘ ·Ú¯¤˜ ÙÔ˘ Û‚·ÛÌÔ‡, ÙÔ˘ ÂӉȷʤÚÔÓÙÔ˜, Ù˘ ηٷÓfiËÛ˘, Ù˘ ÂÓÛ˘Ó·›ÛıËÛ˘, Ù˘ ˘Â˘ı˘ÓfiÙËÙ·˜, Ù˘ ·Ó·ÁÓÒÚÈÛ˘, Ù˘ Û˘ÓÂÚÁ·Û›·˜ ÁÈ· ÙËÓ Â›Ù¢ÍË. ñ∞˘Í¿ÓÂÙ·È Ë ÚÔÛˆÈ΋ ¢ËÌÂÚ›·, ÁÈ·Ù› ‰ÂÓ ˘¿Ú¯ÂÈ Ù›ÔÙ Ԣ Ó· ÂÌÔ‰›˙ÂÈ ÙËÓ ÚÔ‹ Ù˘ ÂÓ¤ÚÁÂÈ·˜ ÚÔ˜ ÙËÓ ÂÈÙ˘¯›·. ß µÂÏÙÈÒÓÂÙ·È Ë ÚÔÛˆÈ΋ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· Û fiÙÈ ÎÈ ·Ó ηٷȿÓÂÙ·È ·ÊÔ‡ fiÏË Ë ÂÓ¤ÚÁÂÈ¿ ÙÔ˘ ‰ÈÔ¯ÂÙ‡ÂÙ·È ÚÔ˜ ÙËÓ ‰ËÌÈÔ˘ÚÁ›· Î·È fi¯È ÙËÓ ¿Ì˘Ó·. ñ∂ËÚ¿˙ÂÙ·È Ë ˘Á›· ÙÔ˘ ηıÒ˜ Ë ÂÛˆÙÂ-
ÚÈ΋ ·ÚÌÔÓ›· Î·È ÈÛÔÚÚÔ›· ÂÈʤÚÂÈ ÙËÓ ·ÚÌÔÓÈ΋ ÏÂÈÙÔ˘ÚÁ›· fiÏˆÓ ÙˆÓ ÂȤ‰ˆÓ Ù˘ ‡·ÚÍ‹˜ ÙÔ˘. ñ¶ÔÏϤ˜ ÊÔÚ¤˜ ·ÏÏ¿˙ÂÈ Ë Â͈ÙÂÚÈ΋ ÙÔ˘ ÂÌÊ¿ÓÈÛË, ›Û˘, ηıÒ˜ ÙÔ ÂÛˆÙÂÚÈÎfi ʈ˜ ·ÓÙ·Ó·ÎÏ¿Ù·È ÛÙËÓ fi„Ë Î·È ÙËÓ ‰ÔÌ‹ ÙÔ˘ ÛÒÌ·Ùfi˜ ÙÔ˘. ∞Ó·‰ÂÈÎÓ‡ÔÓÙ·È Î·È Î·ÏÏÈÂÚÁÔ‡ÓÙ·È Ù· ÚÔÛˆÈο ٷϤÓÙ·, ‰ÂÍÈfiÙËÙ˜ Î·È ÈηÓfiÙËÙ˜ ÙÔ˘ ·ÓıÚÒÔ˘ ηıÒ˜ ·˘Ù¿ ·ÂÏ¢ıÂÚÒÓÔÓÙ·È Î·È Û˘Ó‰˘¿˙ÔÓÙ·È ÁÈ· Ó· ʤÚÔ˘Ó ·ÎfiÌË ÌÂÁ·Ï‡ÙÂÚË ‰È‡ڢÓÛË. ñ√ ¿ÓıÚˆÔ˜ Â˘Ù˘¯Â›. ∆· ÔʤÏË ∫·ıÒ˜ Ô ¿ÓıÚˆÔ˜ ¤Ú¯ÂÙ·È fiÏÔ Î·È ÈÔ ÎÔÓÙ¿ ÛÙËÓ ÂΉ‹ÏˆÛË ÙÔ˘ ‰˘Ó·ÌÈÎÔ‡ ÙÔ˘, Ë ·Ú¯È΋ ÚÔ‹, Ô˘ Â›Ó·È Û·Ó ÙËÓ ÛÙ·ÁfiÓ· Ô˘ ÛÙ¿˙ÂÈ ·fi ÙËÓ ‚Ú‡ÛË, ·˘Í¿ÓÂÙ·È Î·È ÛÈÁ¿-ÛÈÁ¿ ÌÂÙ·ÙÚ¤ÂÙ·È Û ηÓÔÓÈ΋ ÚÔ‹ Ô˘ ÁÂÌ›˙ÂÈ ÙÔ ÔÙ‹ÚÈ ÂÓfi˜ ¿ÏÏÔ˘ (Ô˘ ÎÈ ·˘Ùfi˜ Âηȉ‡ÂÙ·È Ì ÙËÓ ÛÂÈÚ¿ ÙÔ˘) Î·È ÛÙËÓ Û˘Ó¤¯ÂÈ· ¤گÂÙ·È ÌÈ· ÂÍ·ÈÚÂÙÈ΋ ·ÓÙ·ÏÏ·Á‹ ٷϤÓÙˆÓ Î·È ‰ÂÍÈÔÙ‹ÙˆÓ Ô˘ Ô‰ËÁ› ÛÙËÓ Ï‹ÚˆÛË ÙÔ˘ ÎÔÛÌÈÎÔ‡ ‰Ô¯Â›Ô˘. ¶ÔÏÏ·Ï¿ Ù· ÔʤÏË Ô˘ ÚÔ·ÙÔ˘Ó ·fi ¤Ó·Ó Ù¤ÙÔÈÔ ÂÈÛÙ‹ÌÔÓ·, Ù¯ÓÔÏfiÁÔ, ÂÊ¢ڤÙË, ÂÚ¢ÓËÙ‹, Ô˘ fiÙÈ ÎÈ ·Ó οÓÂÈ, Û¤‚ÂÙ·È ÙËÓ ˙ˆ‹ Î·È ÙÔÓ Û˘Ó¿ÓıÚˆÔ, Û¤‚ÂÙ·È ÙÔ ÂÚÈ‚¿ÏÏÔÓ Î·È ÙÔ ÊÚÔÓÙ›˙ÂÈ, ¯ÚËÛÈÌÔÔÈ› ÙËÓ ÁÓÒÛË ÙÔ˘ Î·È ÙËÓ ÌÂÙ·ÙÚ¤ÂÈ Û ÛÔʤ˜, ‰ËÌÈÔ˘ÚÁÈΤ˜ ÂÈÏÔÁ¤˜. ŒÓ·˜ Ù¤ÙÔÈÔ˜ ·È‰·ÁˆÁfi˜ Á›ÓÂÙ·È ÛËÌÂ›Ô ·Ó·ÊÔÚ¿˜ ÁÈ· ÙÔÓ Ó¤Ô Ô˘ ·Ó·Î·Ï‡ÙÂÈ ÎÈ ·˘Ùfi˜ Ì ÙËÓ ÛÂÈÚ¿ ÙÔ˘ ÙÔÓ Â·˘Ùfi ÙÔ˘ Î·È ÙÔÓ ÎfiÛÌÔ, Á›ÓÂÙ·È ËÁ‹ ¤ÌÓ¢Û˘ Î·È ÂÚÁ·ÏÂ›Ô ıÂڷ›·˜ ÁÈ· ÙÔÓ Î¿ı ÂÎ·È‰Â˘fiÌÂÓÔ. ŒÓ· Ù¤ÙÔÈÔ Û¯ÔÏÂ›Ô Â›Ó·È ¯ÒÚÔ˜ ‰È‡ڢÓÛ˘ Î·È ÚÔÛˆÈ΋˜ ·Ó¿Ù˘Í˘, Ì ÙËÓ ÛÂÈÚ¿ ÙÔ˘. ŒÓ·˜ Ù¤ÙÔÈÔ˜ ËÁ¤Ù˘ ÎÈÓÂ›Ù·È ÚÔ˜ ÙËÓ ÂΉ›ÏˆÛË ÙÔ˘ ηχÙÂÚÔ˘ ‰˘Ó·ÌÈÎÔ‡ Ù˘ ÔÌ¿‰·˜ Ô˘ ËÁÂ›Ù·È Î·È ÙÔÓ Û˘ÓÙÔÓÈÛÌfi ÙˆÓ ‰˘Ó¿ÌÂˆÓ ÚÔ˜ ÙËÓ ·ÔÙÂÏÂÛÌ·ÙÈ΋ ÂÌÊ¿ÓÈÛË ÙÔ˘ ÔÌ·‰ÈÎÔ‡ ÛÙfi¯Ô˘.
ŒÓ·˜ Ù¤ÙÔÈÔ˜ ΢‚ÂÚÓ‹Ù˘, Û·Ó ÛÔÊfi˜ ·Ù¤Ú·˜, ηıÔ‰ËÁ› ÙÔÓ Ï·fi Ì ÂӉȷʤÚÔÓ, ·Á¿Ë, ‰ÈηÈÔÛ‡ÓË, ÚÔÓÔ›, ÚÔÛٷهÂÈ Î·È ‰ËÌÈÔ˘ÚÁ› ÔÏÈÙÈÛÌfi. ŒÓ·˜ Ù¤ÙÔÈÔ˜ ·ÁÁÂÏÌ·Ù›·˜ ı¤ÙÂÈ ÙËÓ ‡·ÚÍ‹ ÙÔ˘ Î·È ÙÔ˘˜ fiÚÔ˘˜ Ô˘ ‰È·ı¤ÙÂÈ ÛÙËÓ Â͢ËÚ¤ÙËÛË Ù˘ Û˘ÏÏÔÁÈ΋˜ ·Ó¿Á΢ Î·È ‰ËÌÈÔ˘ÚÁ› ÚÔ˚fiÓÙ· Î·È ˘ËÚÂۛ˜ Ô˘ ˘ËÚÂÙÔ‡Ó ÙËÓ ˘Á›·, ÙËÓ ÂÈÚ‹ÓË, ÙËÓ Â˘ËÌÂÚ›·, ÙËÓ Â˘ÎÔÏ›·, ÙËÓ ¯·Ú¿, ÙÔ Ó‡̷ Ù˘ ·ÓıÚˆfiÙËÙ·˜. ŒÓ·˜ Ù¤ÙÔÈÔ˜ ‰ËÌÔÛÈÔÁÚ¿ÊÔ˜ ʤÚÂÈ ÛÙÔ Êˆ˜ ÙËÓ ÏËÚÔÊÔÚ›·, ÙËÓ ·Ï‹ıÂÈ·, Î·È ÂÈÙÚ¤ÂÈ ÙËÓ Ï‹„Ë ÛÔÊÒÓ ·ÔÊ¿ÛÂˆÓ ·fi ÙÔÓ Î·ı¤Ó· ·fi ÂÌ¿˜ Î·È ‰ÂÓ Û˘ÌÌÂÙ¤¯ÂÈ ÛÙËÓ ‰È·ÛÔÚ¿ ÙÔ˘ Êfi‚Ô˘ Î·È ÛÙËÓ Û˘ÚÚ›ÎÓˆÛË ÙÔ˘ ·ÓıÚÒÔ˘. ŒÓ·˜ Ù¤ÙÔÈÔ˜ ÁÔÓ¤·˜ Á›ÓÂÙ·È Û˘ÓÂȉËÙfi˜ ·ÚˆÁfi˜ ÛÙËÓ ˙ˆ‹ ÙÔ˘ ·È‰ÈÔ‡ ÙÔ˘, ·Ô‰¤¯ÂÙ·È, ÙÈÌ¿, ‰È¢ÎÔχÓÂÈ Î·È ˘ÔÛÙËÚ›˙ÂÈ ÙÔ Ó‡̷ ÙÔ˘ ·È‰ÈÔ‡ ·˘ÙÔ‡, ·ÓÂÍ¿ÚÙËÙ· ·fi ÙȘ ‰ÈΤ˜ ÙÔ˘ ‰È·‰ÚÔ̤˜. ªÈ· Ù¤ÙÔÈ· ·ÙÚ›‰· Á›ÓÂÙ·È ÎÔÈÙ›‰· ÔÏÈÙÈÛÌÔ‡ Î·È ÊˆÙfi˜. ∞’ fiÔÈ· ı¤ÛË ÎÈ ·Ó ‚ÚÈÛÎfiÌ·ÛÙÂ, Û‹ÌÂÚ· Â›Ó·È ÌÈ· ·ÎfiÌ· ÛÙÈÁÌ‹ Ó· ·ÁηÏÈ¿ÛÔ˘ÌÂ Î·È Ó· ÚÔˆı‹ÛÔ˘Ì ÙËÓ È‰¤· Ù˘ ‰È· ‚›Ô˘ Âη›‰Â˘Û˘ Ô˘ ı· ÂÚÓ¿ ̤۷ ·fi ÙȘ ‰È·‰ÚÔ̤˜ Ù˘ ‰È· ‚›Ô˘ ·˘ÙÔ‚ÂÏÙ›ˆÛ˘.
∏ ŸÏÁ· °ÎÔ˘Ó‹ Â›Ó·È ÚÔÁÂÓÓËÙÈ΋ „˘¯ÔıÂڷ‡ÙÚÈ·, ‰È¢ı‡ÓÙÚÈ· ÙÔ˘ ΤÓÙÚÔ˘ ¶ÚÔÁÂÓÓËÙÈ΋˜ æ˘¯ÔÏÔÁ›·˜ cosmoanelixis, Âηȉ‡ÙÚÈ·, Û˘ÓÂÚÁ¿Ù˘ ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ ∞ıËÓÒÓ, ºÈÏÔÛÔÊÈ΋ ™¯ÔÏ‹, ∆Ì‹Ì· º¶æ, Úfi‰ÚÔ˜ Ù˘ ∂ÏÏËÓÈ΋˜ ŒÓˆÛ˘ ¶ÚÔÁÂÓÓËÙÈ΋˜ Î·È ¶ÂÚÈÁÂÓÓËÙÈ΋˜ æ˘¯ÔÏÔÁ›·˜ Î·È π·ÙÚÈ΋˜ (∂§.∂.¶.¶.æ.π.), ÂÎÚfiÛˆÔ˜ ÙÔ˘ Whole-self Discovery & Development Institute, √ÏÏ·Ó‰›·, ̤ÏÔ˜ Ù˘ ISPPM. ∂Ï ∞Ϸ̤ÈÓ 20, ¡. πˆÓ›·, 142 31 ∞ı‹Ó·, ÙËÏ/ º·Í 210 2720015, www.cosmoanelixis.gr, e-mail:[email protected]
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º∂™∆πµ∞§ °∞§§√ºø¡√À ∫π¡∏ª∞∆√°ƒ∞º√À ∞£∏¡∞™ ∞ı‹Ó· 30 ª·ÚÙ›Ô˘ - 8 ∞ÚÈÏ›Ô˘ 2006 Apollon Filmcenter Cinemax Class, Attikon Cinemax Class, £ÂÛÛ·ÏÔÓ›ÎË 6-13 AÚÈÏ›Ô˘ 2006, √χÌÈÔÓ Ù¿ ¯ÚfiÓÈ· ÎÈfiÏ·˜! ∆Ô ÂfiÌÂÓÔ ÊÂÛÙÈ‚¿Ï Á·ÏÏfiʈ- ÎÔÏÔ˘ıÔ˘ÌÂÓË ·fi ÛÂÈÚ¿ Û˘˙ËÙ‹ÛˆÓ, ηıÒ˜ Î·È ÂÈÏÔÓˆÓ Ù·ÈÓÈÒÓ Ù˘ ∞ı‹Ó·˜ ı· Ï¿‚ÂÈ ¯ÒÚ· ·fi ÙȘ 30 Á‹ Á·ÏÏfiÊˆÓˆÓ Ù·ÈÓÈÒÓ. ª·ÚÙ›Ô˘ ÂÒ˜ 8 ∞ÚÈÏ›Ô˘ ÛÙÔ˘˜ ÎÈÓËÌ·ÙÔÁÚ¿ÊÔ˘˜ ªÂ ÌÈ· ȉȷ›ÙÂÚË Î¿Ï˘„Ë ·fi Ù· ª¤Û· ª·˙È΋˜ ∂ÓË̤ڈATTIKON CinemaxClass, Û˘, ·˘Ùfi ÙÔ ºÂÛÙÈ‚¿Ï ˘Ô‰¤¯ÙËΠÙÔ ApollonFilmcenter ηıÒ˜ Î·È 2005 ÂÚÈÛÛfiÙÂÚÔ˘˜ ·fi 15.000 ı·ÛÙÔ °·ÏÏÈÎfi πÓÛÙÈÙÔ‡ÙÔ ∞ıËÓÒÓ. Ù¤˜. ∂ÎÙfi˜ Ù˘ ÔÏÈÙÈÛÙÈ΋˜ Ù˘ ‰È¿√ˆ˜ οı ¯ÚfiÓÔ, Ë ÂÈÏÔÁ‹ ÙˆÓ ÛÙ·Û˘, ·˘Ù‹ Ë ‰ÈÔÚÁ¿ÓˆÛË ·Ú¤¯ÂÈ ∆Ô 2005, ÙÔ Ù·ÈÓÈÒÓ ı· ·ÚÔ˘ÛÈ·ÛÙ› ÛÂ Û˘˘ÔÛÙ‹ÚÈÍË ÛÙÔ˘˜ ŒÏÏËÓ˜ ‰È·ÓÔ·ıËÓ·˚Îfi ÎÔÈÓfi ÓÂÚÁ·Û›· Ì ÙÔ ¢ÈÂıÓ¤˜ ºÂÛÙÈ‚¿Ï Ì›˜, Ô˘ οı ¯ÚfiÓÔ ·ÁÔÚ¿˙Ô˘Ó ÂÈ·Ó·Î¿Ï˘„ ∫ÈÓËÌ·ÙÔÁÚ¿ÊÔ˘ £ÂÛÛ·ÏÔӛ΢, ϤÔÓ Á·ÏÏÈΤ˜ Ù·Èӛ˜. ªÂ 40 Ù·Èӛ˜ ·fi ÙȘ 6 ˆ˜ ÙȘ 13 ∞ÚÈÏ›Ô˘ Ô˘ ·ÁÔÚ¿˙ÔÓÙ·È Î·Ù¿ ̤ÛÔ fiÚÔ ÙÔ ÂÚÈÛÛfiÙÂÚ˜ ·fi ÛÙÔÓ ÎÈÓËÌ·ÙÔÁÚ¿ÊÔ √χÌÈÔÓ, ¯ÚfiÓÔ, ÔÈ ÂȉfiÛÂȘ ÙÔ˘ Á·ÏÏÈÎÔ‡ ÎÈ40 Ù·Èӛ˜ ·fi ÙȘ ÛÙËÓ £ÂÛÛ·ÏÔÓ›ÎË. °È· ·ÎfiÌË ÓËÌ·ÙÔÁÚ¿ÊÔ˘ Â›Ó·È ·ÍÈÔı·‡Ì·ÛÙ˜ Ôԛ˜, 15 Ì›· ¯ÚÔÓÈ¿ ÙÔ ∂ÏÏËÓÈÎfi ∫¤ÓÙÚÔ ·ÊÔ‡ ÚfiÎÂÈÙ·È ÁÈ· ÙËÓ ‰Â‡ÙÂÚË ÎÈÓË∫ÈÓËÌ·ÙÔÁÚ¿ÊÔ˘ Î·È Ë Unifrance Ì·ÙÔÁÚ·Ê›· Ô˘ ·ÚÔ˘ÛÈ¿˙ÂÙ·È ÛÙËÓ ·Ó¤Î‰ÔÙ˜, Ô˘ ˘ÔÛÙËÚ›˙Ô˘Ó ÙÔ ºÂÛÙÈ‚¿Ï. ∂ÏÏ¿‰·. Û˘Ó‰‡·˙·Ó ÙÔÓ ∆Ô 2005, ÙÔ ·ıËÓ·˚Îfi ÎÔÈÓfi ·Ó·ÂÌÔÚÈÎfi - ∫‡ÚȘ ÂÓfiÙËÙ˜ (̤¯ÚÈ ÛÙÈÁÌ‹˜) Î¿Ï˘„ ÂÚÈÛÛfiÙÂÚ˜ ·fi 40 Ù·Èӛ˜ ·fi ÙȘ Ôԛ˜, 15 ·Ó¤Î∞ӤΉÔÙ˜ Ù·Èӛ˜ ÎÈÓËÌ·ÙÚÔÁÚ¿ÊÔ Ì ‰ÔÙ˜, Ô˘ Û˘Ó‰‡·˙·Ó ÙÔÓ ÂÌÔ∆·Èӛ˜ ÁÈ· Ó¤Ô˘˜ ÙȘ Ù·Èӛ˜ ÚÈÎfi ÎÈÓËÌ·ÙÚÔÁÚ¿ÊÔ Ì ÙȘ Ù·È°·ÏÏfiʈÓ˜ Ù·Èӛ˜ ‰ËÌÈÔ˘ÚÁÒÓ. ӛ˜ ‰ËÌÈÔ˘ÚÁÒÓ. ∂ÈÛ˘ ÚÔ∞ÊȤڈ̷ ÛÙÔ ªÈ¯¿ÏË ∫·ÎÔÁÈ¿ÓÓË - µÚ·‚›· ‚Ï‹ıËÎ·Ó Î¿ÔȘ ·fi ÙȘ ηχÙÂÚ˜ Ù·Èӛ˜ ÙÔ˘ Á·ÏÏfiʈÓÔ˘ ¢ÈÔÚÁ·ÓÒÓÔÓÙ·È ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙÔ ÎÈÓËÌ·ÙÔÁÚ¿ÊÔ˘. ÊÂÛÙÈ‚¿Ï «¡‡¯Ù˜ ¶ÚÂÌȤڷ˜» Î·È ·∆Ô 2006 ı· ÙÈÌËıÔ‡Ó °¿ÏÏÔÈ Î·È ŒÏÏËÓ˜, ÚÔÛˆÈÎfiÙËÙ˜ ÔÓ¤ÌÔÓÙ·È ·fi ÌÈ· 15 ÌÂÏ‹ ÂÈÙÚÔ‹ Ó¤ˆÓ Á·ÏÏfiÊˆÓˆÓ Ù˘ 7˘ Ù¤¯Ó˘. ∏ıÔÔÈÔ›, ÛÎËÓÔı¤Ù˜, Î·È Â·ÁÁÂÏ̷ٛ˜ ∂ÏÏ‹ÓˆÓ. ÙÔ˘ Á·ÏÏÈÎÔ‡ ÎÈÓËÌ·ÙÔÁÚ¿ÊÔ˘, ÙˆÓ ÔÔ›ˆÓ Ë ·ÚÔ˘Û›· ·- - µÚ·‚Â›Ô ÎÔÈÓÔ‡ ÔÙÂÏ› ÛËÌ·ÓÙÈÎfi ·ÙÔ‡ ÁÈ· ÙËÓ ÂÈÙ˘¯›· ÙÔ˘ ºÂÛÙÈ‚¿Ï, ı· ªÂ ÙËÓ ÂÍ_·Ú¯‹˜ ÈÛÙ‹ ˘ÔÛÙ‹ÚÈÍË Ù˘ ÂÙ·ÈÚ›·˜ ÚÔÛÎÏËıÔ‡Ó ÁÈ· Ó· ·ÚÔ˘ÛÈ¿ÛÔ˘Ó ÙȘ Ù·Èӛ˜ ÙÔ˘˜. £· PernodRicardÎ·È ÙÔ˘ whiskyJameson, ·ÔÓ¤ÌÂÙ·È ·fi ÙÔ ÚÔ‚ÏËı› ‚‚·›ˆ˜ Î·È ÌÈ· ÂÈÏÔÁ‹ Ù·ÈÓÈÒÓ ÁÈ· Ó¤Ô˘˜, ·- ÎÔÈÓfi ÛÙËÓ Ù·ÈÓ›· Ô˘ ÙÔ ÁÔ‹Ù¢Û ÂÚÈÛÛfiÙÂÚÔ
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40TH IATEFL Annual Conference And Exhibition - Harrogate UK 8 12 April 2006 http://www.iatefl.org/ Traitement Automatique des Langues Naturelles 10 au 13 avril 2006 Leuven (Belgique) http://cental.fltr.ucl.ac.be/~taln200 6/ Generative Grammatik des Sudens 2006 Stuttgart, 26-28.5.2006 http://ifla.unistuttgart.de/~tom/ggs/index.shtm l International Conference on Conversation Analysis Helsinki, May 10-14 E-mail [email protected] Tel +358 9 5840 9350 Fax +358 9 5840 9555 First Central European Student Conference in Linguistics University of Potsdam Budapest, May 29-31, 2006 [email protected]. On line conferences New Technologies for Building eLearning Communities (eLearning Guild) Thursday, May 11, 2006 Incorporating Gaming Strategies in e-Learning (eLearning Guild) Thursday, May 25, 2006 http://www.elearningguild.com
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12
The role of music in foreign language learning Dr.Theodora Papadopoulou [email protected]
hough music has been an important aspect of school culture, its role in language learning has not received great attention in educational research. The research on the role of music in second language learning is still at an embryonic stage. The general assumption is that music enhances a learning environment due to its affective power. Halpern (1999, p1,) states that "of the many factors that influence learning, few are as far-reaching - or little understood as sound and music". When one thinks of music, the first thing that comes in his mind is enjoyment. Its entertaining function is widespread in many human activities, individually and collectively. The sound of music is able enough to activate the mind when it is dormant, to soothe the soul when it is in turmoil, and to heal the body when it is hurt. Its magic power is the reason why children love to play with songs and rhymes even at an early age in life. Pre junior teachers use songs to familiarise their students with the new language and help them develop a positive attitude towards it. A research conducted at Stanford University showed that any musical experience can help the brain improve its ability to distinguish between rapidly changing sounds that are key to understanding and using language. A big number of teachers use music and songs in Foreign Language classes for several reasons. The main reason is the good atmosphere it creates in the classroom. Students relate to songs as
The role of music in learning can be described in terms of motivation force and tool for learning.
part of entertainment rather than work and find learning vocabulary through songs amusing rather than tedious. Unfortunately there are teachers who are afraid to use songs in advanced classes since they believe that it may lead to discipline problems and might be considered as a waste of time. This is wrong. Students love changes and challenges. They need to be reminded that the language they are learning is more than grammar and tests. If we want to have highly motivated students we should create the appropriate environment. Using songs will definitely help us retain the enthusiasm of our students. There are many things we can do with songs. We can practise listening, vocabulary, pronunciation and even grammar.
personal thoughts.
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ñMotivation force: Music is used to soothe the mind, to relax the mind and body. Music enables learners to be free from pressure and stress. ñTool for learning: Music is deliberately used to teach language and culture. Songs encode cultural meanings, inspiration, and worldviews. To be more specific, I will give you some ideas of how we can use music in class: Songs for teaching speaking and listening: Songs sang by singers who are native English speakers are of great value to the teaching of speaking and listening. After listening to a song two or three times, students can work in small groups in order to write down the lyrics or fill in the gaps we might have created. It is worth mentioning that students always listen carefully to the song in order to find the missing words or phrases since they find this procedure very interesting. In regard to speaking, students can sing the song together with the CD/ cassette and pay attention to pronunciation. After that, we can ask our students to express their ideas about the song, analyse the lyrics and express their
personal ideas about them and give suggestions. In addition, we can encourage our students to write a poem/song based on the topic we have already discussed in class. This promotes creativity and enables students to use the vocabulary they have learned. Students are given a chance to express their thoughts and feelings and on top of everything feel proud of themselves. There are also students in our classes who are learning to play a musical instrument. It is a brilliant idea to encourage them to write the music and present it in a school celebration at the end of the year. Linguistic awareness: Students can discuss differences between spoken and written language on the basis of lyrics and singing. Attention can be drawn to different dialects. Folk songs from different English speaking countries such as America, Canada, Australia, and
Ireland can be a great resource for teaching linguistic and cultural awareness. The role of music in education is unquestionable. It is a powerful means which can be shared and enjoyed by people of different linguistic and cultural backgrounds. It helps us create a soothing and enjoyable environment for learning. Therefore it reduces pressure and tension in class. Moreover, music creates a stronger bond between a teacher and his/her students. They share the same interests and sing together. The teacher becomes more popular and this friendly atmosphere urges the students to try even harder in order not to disappoint their teacher. There is undeniably a place for music in second language learning, not only because music can be used pedagogically to enhance teaching and learning a second language, but also because music promotes enthusiasm and positive thinking. Our students definitely need both of them.
Songs for teaching vocabulary and grammar: We can use the lyrics of a popular song to teach vocabulary. We can ask our students to guess the meanings of the words and then find derivatives, synonyms and antonyms. We can also practise grammar. We can ask our students to find verbs in passive tenses, to underline emphatic expressions etc. Songs for teaching composition: After singing, explaining the vocabulary and analysing a song, we can ask our students to write an essay on the general meaning of the song. For example, if the songs are about hunger and poverty, we can ask our students to express their
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14
English teacher and mother Two roles - one target. A more personal approach y involvement in teaching the English language began very early, when I was still a 4th year student at the English Literature Department (Factory of Philoshophy, University of Athens). Then, parallel to my studies, I was working in a large public service department in Athens, in management; coquettishly and arbitrarily, I called this department «translation», as within my duties was the translation of the outcomes «produced» through the cooperation of this organization with other corresponding organizations abroad. Despite the fact that I had a steady job with a high income, convenient working hours and promising future prospects, the monotony of my working conditions did not match my personal quests. Even then I wrote poems, took part in literature competitions and passionately flirted with the idea of journalism, seeking occupations whit a more communicative character. When a large tutorial school in Athens proposed that I take on the creation of a
Department for English Literature candidates (something that was to take place for the first time then), it seemed the right moment. As with every revolution — even those which are staged— developments snowballed. I quit the public service, and got down to «work» —in a job with no set working hours— in order to rise to the high demands of teaching English at all levels, an I dedicated «out of classroom» hours to collecting and writing appropriate materials for every certificate level. In this first decade of my new professional occupation, my «harvest» was unending hours of teaching (even at weekends), many successful students and, above all, the feeling that I am now serving the most communicative profession at a time when most of my fellow citizens hate the «object» of their work. The most important moment in the life of a teacher is after he/she has overcome a first stage of traditional and tested tactics connected with the close sense of everyday
schooling acts Thus, when 18 which —to be years ago I was truthful— creates a given the chance to merciless and, in teach in (private) many cases, primary education, unbearably I welcomed it not repetitive reality, only as a challenge Mary Vodena when he/she for rejuvenation but Teacher of English begins to create also as a new alternative ways to approach starting point for my own not only study materials but knowledge, as after many also his/her relationship with years of teaching adolescents his students. He/She is now and adults, I felt that this age equipped with more selfgroup had «escaped» me. cofidence which arises from Teaching English in private his years of involvement with primary education is an the profession, and he/she is occupation/job of particular motivated by exercising the interest. Having observed the teaching process in a more «course» of certain errors in attractive way for him/her lf previous years (a «course» and his/her students, as that may even reach he/she now realizes that the Proficiency level) I tried to traditional teacher model is pinpoint the roots of those not sufficient in society today. errors as well as their Besides, his/her perception causes. Thus, I discovered must remain active and that the 3rd class of primary never stop inventing new school (which is a «nodular» ways for motivating his/her class as far as learning the students, as this is also one English language is way to stimulate him/herself. concerned) is to blame —to a He/She must also have certain extent— for the educational sensitivity and appearance of certain errors. draw teaching strategies at And as foreign language the level of the school unit. requirements are on the He/She must finally be able increase as the student to support a new social moves to higher section. levels/classes of studying, these errors ‘Help! I have a mixed ability class! How on earth can I teach?’ appear to follow a similar course/pattern. These errors may Dictate the following text to your partner 4. The teacher makes sure everyone knows ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 8 arise for many St. Peter is just about to close the Pearly the words on the board and asks if they can reasons, e.g. Gates when an old carpenter shows up: ‘I’m 2. Students practise the dialogue in pairs add more. wrong/poor looking for my son; he left me when he was again and again; each time the teacher rubs Recipe - 5 Rub them out / Cross them out young. You’ll know him by the holes in his off bits of the dialogue. Level: Any hands and feet’. St. .Peter thinks this must 3. In the end, the board is blank and the Aims: to check understanding of vocabulary be Joseph, so and he goes to get students say the dialogue by heart. Jesus.Student B 4. Students then draw a picture of the people Duration: May vary Dictate the following text to your partner. in their lives and repeat the dialogue with Materials: None Preparation: Make a list of words students Finding Jesus a few minutes later, St. Peter reference to their pictures. should know, bearing in mind the diverse tells him that there’s a carpenter waiting at (Acknowledgments: based on an idea by Jim levels in the class. the gate for him. Jesus rushes to the old man. Rose, ETP: 5) Language: Vocabulary encountered or to be ‘Dad?’ Jesus says. The old man says: Recipe - 4 encountered. Pinocchio?’ Vocabulary relay 1. Put list of easy/difficult words on board 2. Ask students to dictate their text to their Level: Beginner/Elementary 2. Students (in two teams) take it in turns to partner. Aims: to revise lexical sets come to the board and explain one word they 3. Students compare their answers. Duration: 10 minutes think they know; they rub it out /cross it out. Variation: Leave out the punch-line and ask Materials: None 3. As the game progresses the words left on early finishers: Can you guess the missing Preparation: None word? Language: Lexical sets e.g furniture, food, the board become more difficult. References Recipe - 6 travel, sports and hobbies etc Vygotsky, L. 1978. Mind in Society: the 1. The teacher writes three headings on the Paired dictation Level: Elementary/Intermediate development of higher mental functions. board: Aims: to practise pronunciation skills Cambridge, MA: Harvard University Press. The whiteboard looks like this: Duration: 20 minutes Gardner, H. 1993. Multiple Intelligences: The Furniture Animals Sports and Hobbies Theory of Practice. Basic books. 2. In two teams, students take cards, run to Materials: Split dictation worksheet Preparation: Write out the text o be dictated Dr Luke Prodromou is a freelance teacher, board, write word in correct group. on two separate pieces of paper. trainer, researcher and textbook author. He is The white board looks like this: Language: May vary the author of Smash A-C (Macmillan) and the Furniture Animals Hobbies Chair, table, stool Dog cat mouse 1. Choose a short text to be dictated (from the Star Series (Macmillan). He has also written rabbit cow sheep Swimming chess textbook or from any other source). The Grammar and Vocabulary for FCE (Pearson). example below uses a joke. He has a Ph.D from the University of stamp-collecting basketball painting music Student A Nottingham. 3. The teacher declares the winner.
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Buds and Flowers in Mixed Level Classes
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consolidation, wrong repetition, information overload, various learning difficulties, a loaded extracurricular programme etc. Through his/her experience, the teacher must prevent the appearance of such errors this stage, focus his/her attention on future difficilties which may arise because of these and adjust his teaching tactics in order to facilitate the learning of the English language, given its incompatibility with the Greek language. But this concerns the cognitive level. Another level at which the primary education English teacher must «move» is, in my opinion, the psychological approach of the children of this age and their encouragement. I must say that my 10-year-old son played an important role in the development and formation of a more personal code of communication with my students. When the teacher is also a parent he/she percieves the... other side better as well. Children of this age, of this generation, want to have more free time for playing. However, the learning process is slow and arduous. Very more often, they moan about the volume of their homework. They do not have the patience and the stamina to do the suggested revision. They do not have the maturity
to go over a test before giving it to their teacher. A fair number of children tend to be indifferent to the important process of group correction in class. Many children are unable to manage their study time at home correctly. In my opinion, in order to face up and deal with all these difficulties, the teacher must have previously established a relationship of trust and acceptance with his/her students. When children are in difficulties, they need support and the certainty that their teacher accepts them. The teacher must support them and encourage them. The aim of this encouragement is to help the student develop courage, diligence, and a sense of responsibility for his/her duties as a student. However, one more factor must here be taken into account, which is at least of equal importance, and it must represent the final target of every teacher and parent: the liberation and independence of the student so that he/she will take on, at his/her own initiative, the management of knowledge and consequently his/her personality. * This aricle is first published in Hellenic Pedagogical Cosmos, Volume 2, no 1, 2005.
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∆Ô ∂ıÓÈÎfi ∫¤ÓÙÚÔ Europass Î·È Ù· ¤ÁÁÚ·Ê· Europass ËÓ ÙÂÏÂ˘Ù·›· ‰ÂηÂÙ›· ·Ô‰›‰ÂÙ·È fiÏÔ Î·È ÌÂÁ·Ï‡ÙÂÚË ÛËÌ·Û›· Û ÂıÓÈÎfi Î·È Â˘Úˆ·˚Îfi Â›Â‰Ô ÛÙË ‰È·Ê¿ÓÂÈ· ÙˆÓ Â·ÁÁÂÏÌ·ÙÈÎÒÓ ÚÔÛfiÓÙˆÓ Î·È ‰ÂÍÈÔًوÓ. §¤ÁÔÓÙ·˜ ‰È·Ê¿ÓÂÈ· ÂÓÓÔԇ̠ÙË ‰˘Ó·ÙfiÙËÙ· Ô˘ ¤¯Ô˘Ì ӷ ÚÔ‚¿ÏÏÔ˘Ì ٷ ÚÔÛfiÓÙ·, ÙȘ ‰ÂÍÈfiÙËÙ˜ Î·È ÙȘ ÈηÓfiÙËÙ¤˜ Ì·˜ ÛÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜. ∆ËÓ ·Ó¿ÁÎË ·˘Ù‹ ¤Ú¯ÂÙ·È Ó· ηχ„ÂÈ Ë Â˘Úˆ·˚΋ ‰Ú¿ÛË EUROPASS Î·È Ô º¿ÎÂÏÔ˜ Europass. √ º¿ÎÂÏÔ˜ Europass ÂÚÈÏ·Ì‚¿ÓÂÈ ¤ÓÙ ¤ÁÁÚ·Ê· Ô˘ ¤¯Ô˘Ó ۯ‰ȷÛÙ› ·fi √Ì¿‰Â˜ ∂ÚÁ·Û›·˜ Ù˘ ∂˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È ‚ÔËıÔ‡Ó ÙÔ˘˜ Ôϛ٘ Ô˘ ı¤ÏÔ˘Ó Ó· ÌÂÙ·ÎÈÓËıÔ‡Ó ÛÙËÓ ›‰È· ÙË ¯ÒÚ· ÙÔ˘˜ ‹ ÛÙËÓ ˘fiÏÔÈË ∂˘Úˆ·˚΋ ŒÓˆÛË, Ó· ·ÚÔ˘ÛÈ¿ÛÔ˘Ó Î·Ï‡ÙÂÚ· ÙȘ ÁÓÒÛÂȘ, ‰ÂÍÈfiÙËÙ˜ Î·È ÈηÓfiÙËÙ¤˜ ÙÔ˘˜. 1. ∆Ô Europass µÈÔÁÚ·ÊÈÎfi ™ËÌ›ˆÌ· (CV) Â›Ó·È Ì›· ÎÔÈÓ‹ ÊfiÚÌ·, ‰È·ı¤ÛÈÌË Û fiÏÔ˘˜, ÙËÓ ÔÔ›· ÌÔÚ› Ó· ¯ÚËÛÈÌÔÔÈ‹ÛÂÈ Î¿ÔÈÔ˜ ÁÈ· Ó· ÂÙÔÈÌ¿ÛÂÈ ÙÔ ÚÔÛˆÈÎfi ÙÔ˘ CV Î·È Ó· ·ÚÔ˘ÛÈ¿ÛÂÈ ÙȘ ÁÓÒÛÂȘ, ÙȘ ‰ÂÍÈfiÙËÙ˜, Ù· ÚÔÛfiÓÙ· ÙÔ˘ ηıÒ˜ Î·È ¿ÏÏ· ÚÔÛˆÈο ÛÙÔȯ›· ÌÂ Û˘ÛÙËÌ·ÙÈÎfi ÙÚfiÔ. ∏ ÊfiÚÌ· ˘¿Ú¯ÂÈ ‰È·ı¤ÛÈÌË Û ÔÏϤ˜ ÁÏÒÛÛ˜ Ù˘ ∂˘Úˆ·˚΋˜ ŒÓˆÛ˘. 2. ∆Ô Europass ¢È·‚·Ù‹ÚÈÔ °ÏˆÛÛÒÓ ·ÔÙÂÏ› ¤Ó· ¿ÏÏÔ ÚÔÛˆÈÎfi ¤ÁÁÚ·ÊÔ ÛÙÔ ÔÔ›Ô Î¿ı ÂӉȷÊÂÚfiÌÂÓÔ˜ ηٷÁÚ¿ÊÂÈ ÙȘ ÁψÛÛÈΤ˜ ÙÔ˘ ‰ÂÍÈfiÙËÙ˜, οÓÔÓÙ·˜ ·˘ÙÔ·ÍÈÔÏfiÁËÛË fiÛÔÓ ·ÊÔÚ¿ ÙËÓ Î·Ù·ÓfiËÛË, ÙËÓ ÔÌÈÏ›· Î·È ÙË ÁÚ·Ê‹. Œ¯ÂÈ ÎÔÈÓ‹ ÌÔÚÊ‹ ÁÈ· fiÏÔ˘˜ ÙÔ˘˜ Ôϛ٘ Ù˘ ∂˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È ·ÔÙÂÏ› ¤Ó· ·fi Ù· ÙÚ›· ̤ÚË ÙÔ˘ ∂˘Úˆ·˚ÎÔ‡ ÷ÚÙÔÊ˘Ï·Î›Ô˘ °ÏˆÛÛÔÌ¿ıÂÈ·˜, ÁÈ· ÙÔ ÔÔ›Ô ˘Â‡ı˘ÓÔ˜ ÊÔÚ¤·˜ Â›Ó·È ÙÔ ¶·È‰·ÁˆÁÈÎfi πÓÛÙÈÙÔ‡ÙÔ. 3. ∆Ô Europass ∫ÈÓËÙÈÎfiÙËÙ· (Mobility) Â›Ó·È ÙÔ Ó¤Ô fiÓÔÌ· ÙÔ˘ «∂˘Úˆ‰È·‚·ÙËÚ›Ô˘ ∫·Ù¿ÚÙÈÛ˘». ∞ÔÙÂÏ› ÚÔÛˆÈÎfi ¤ÁÁÚ·ÊÔ, ÙÔ ÔÔ›Ô Î·Ù·ÁÚ¿ÊÂÈ Î·È ÈÛÙÔÔÈ› ÙË Û˘ÌÌÂÙÔ¯‹ ÂÓfi˜ ·ÙfiÌÔ˘ Û ÔÚÁ·ÓˆÌ¤ÓË ÂÌÂÈÚ›· ÎÈÓËÙÈÎfiÙËÙ·˜ ÁÈ· Âη›‰Â˘ÛË Î·È/‹ ηٿÚÙÈÛË Û ¿ÏÏË ¯ÒÚ· Ù˘ ∂˘Úˆ·˚΋˜ ŒÓˆÛ˘ (.¯. ÚÔÁÚ¿ÌÌ·Ù· Erasmus, Comenius, Leonardo da Vinci ÎÏ.). °È· ÙËÓ ¤Î‰ÔÛË ÙÔ˘ ÂÁÁÚ¿ÊÔ˘ ·˘ÙÔ‡ ¯ÚÂÈ¿˙ÂÙ·È Ó· Á›ÓÂÈ ·›ÙËÛË ·fi ÙÔ ÊÔÚ¤· Ô˘ ‰ÈÔÚÁ·ÓÒÓÂÈ ÙËÓ ÂÌÂÈÚ›· ÎÈÓËÙÈÎfiÙËÙ·˜ Î·È fi¯È ·fi ÌÂÌÔӈ̤ӷ ¿ÙÔÌ·. 4. ∆Ô Europass ™˘Ìϋڈ̷ ¶ÈÛÙÔÔÈËÙÈÎÔ‡ ·Â˘ı‡ÓÂÙ·È Û fiÏÔ˘˜ ÙÔ˘˜ ·ÔÊÔ›ÙÔ˘˜ ¢ËÌfiÛÈˆÓ ‹ π‰ÈˆÙÈÎÒÓ π∂∫ Î·È ∆∂∂. ∂›Ó·È Û˘Óԉ¢ÙÈÎfi ¤ÁÁÚ·ÊÔ Ô˘ ·Ú¤¯ÂÈ ÏËÚÔÊÔڛ˜ ÁÈ· ÙÔÓ Ù›ÙÏÔ ÛÔ˘-
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‰ÒÓ Î·È Â›Ó·È ÎÔÈÓfi ÁÈ· ÙÔ˘˜ ηÙfi¯Ô˘˜ ‰ÈÏÒÌ·ÙÔ˜ ‹ ÈÛÙÔÔÈËÙÈÎÔ‡ Ù˘ ›‰È·˜ ÂȉÈÎfiÙËÙ·˜. ¢È·Û·ÊËÓ›˙ÂÈ ÙÔÓ Ù›ÙÏÔ ÛÔ˘‰ÒÓ ÒÛÙ ӷ Â›Ó·È ÙÔ ‰›ÏˆÌ· ‹ ÙÔ ÈÛÙÔÔÈËÙÈÎfi ÈÔ Î·Ù·ÓÔËÙfi, ȉȷ›ÙÂÚ· ÛÙÔ˘˜ ÂÚÁÔ‰fiÙ˜ Î·È ÛÙ· ȉڇ̷ٷ ÙˆÓ ¿ÏÏˆÓ ¯ˆÚÒÓ. 5. ∆Ô Europass ™˘Ìϋڈ̷ ¢ÈÏÒÌ·ÙÔ˜ Â›Ó·È ÚÔÛˆÈÎfi ¤ÁÁÚ·ÊÔ Ô˘ ¯ÔÚËÁÂ›Ù·È Û ·fiÊÔÈÙÔ˘˜ ·ÓÒÙ·ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ È‰Ú˘Ì¿ÙˆÓ ˆ˜ ·Ú¿ÚÙËÌ· ÙÔ˘ Ù˘¯›Ô˘ ÙÔ˘˜. ™˘Ì‚¿ÏÏÂÈ ÒÛÙ ӷ Â›Ó·È ÈÔ Â‡ÎÔÏ· ηٷÓÔËÙfi˜ Ô Ù›ÙÏÔ˜ ÛÔ˘‰ÒÓ, ȉȷ›ÙÂÚ· ÂÎÙfi˜ ÙˆÓ Û˘ÓfiÚˆÓ Ù˘ ¯ÒÚ·˜ ÚÔ¤Ï¢Û˘. °È· ÙË Û˘ÓÙÔÓÈṲ̂ÓË ‰È·¯Â›ÚÈÛË Î·È ÚÔ‚ÔÏ‹ ÙˆÓ ·Ú·¿Óˆ ÂÁÁÚ¿ÊˆÓ ˘¿Ú¯ÂÈ ÙÔ ‰›ÎÙ˘Ô ÙˆÓ ∂ıÓÈÎÒÓ ∫¤ÓÙÚˆÓ Europass Ô˘ ηχÙÂÈ fiϘ ÙȘ ¯ÒÚ˜ Ù˘ ∂˘Úˆ·˚΋˜ ŒÓˆÛ˘. ™ÙËÓ ∂ÏÏ¿‰· Ô √ÚÁ·ÓÈÛÌfi˜ ∂·ÁÁÂÏÌ·ÙÈ΋˜ ∂η›‰Â˘Û˘ Î·È ∫·Ù¿ÚÙÈÛ˘ (√.∂.∂.∫.) ÏÂÈÙÔ˘ÚÁ› ˆ˜ ÙÔ ∂ıÓÈÎfi ∫¤ÓÙÚÔ Europass, Ù· ›ÛËÌ· ÂÁη›ÓÈ· ÙÔ˘ ÔÔ›Ô˘ ¤ÁÈÓ·Ó ·ÚÔ˘Û›· ÙÔ˘ ¶ÚÔ¤‰ÚÔ˘ Ù˘ ¢ËÌÔÎÚ·Ù›·˜ Î.∫¿ÚÔÏÔ˘ ¶·Ô‡ÏÈ· Î·È Ù˘ ÀÔ˘ÚÁÔ‡ ¶·È‰Â›·˜ Î.ª·ÚȤٷ˜ °È·ÓÓ¿ÎÔ˘, ÛÙȘ 24/11/2005, Û ·ÓÔȯً ÂΉ‹ÏˆÛË ÛÙÔ ÿ‰Ú˘Ì· ªÂ›˙ÔÓÔ˜ ∂ÏÏËÓÈÛÌÔ‡. ™ÙÔ Ï·›ÛÈÔ ÚÔÒıËÛ˘ Ù˘ ‰Ú¿Û˘ Î·È ÂÓË̤ڈÛ˘ ÙÔ˘ ÎÔÈÓÔ‡, ÙÔ ∂ıÓÈÎfi ∫¤ÓÙÚÔ ∂˘Úˆ‰È·‚·ÙËÚ›Ô˘ ¤¯ÂÈ Î·Ù·Û΢¿ÛÂÈ ÈÛÙÔÛÂÏ›‰· ÛÙÔ ¢È·‰›ÎÙ˘Ô (www.europass-oeek.gr), ÂΉ›‰ÂÈ ¤ÓÙ˘Ô ˘ÏÈÎfi Î·È ‰ÈÔÚÁ·ÓÒÓÂÈ ËÌÂÚ›‰Â˜ Î·È ÂÚÁ·ÛÙ‹ÚÈ·-workshops Û fiÏË ÙËÓ ÂÈÎÚ¿ÙÂÈ·. √È ÂΉËÏÒÛÂȘ ÙÔ˘ Â›Ó·È ·ÓÔȯ٤˜ ÛÙÔ ÎÔÈÓfi Î·È ˘¿Ú¯ÂÈ ·ıÚfi· ÚÔۤϢÛË ÔÏÈÙÒÓ Î·ıÒ˜ Î·È ˘Â˘ı‡ÓˆÓ Âη›‰Â˘Û˘, ·ÁÁÂÏÌ·ÙÈÎÔ‡ ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡ Î·È Â˘Úˆ·˚ÎÒÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ. ¶§∏ƒ√º√ƒπ∂™: ∆Ì‹Ì· ∂˘Úˆ·˚ÎÒÓ £ÂÌ¿ÙˆÓ, ¢È‡ı˘ÓÛË ∂˘Úˆ·˚ÎÒÓ Î·È ¢ÈÂıÓÒÓ ™¯¤ÛˆÓ, √.∂.∂.∫., ¢È‡ı˘ÓÛË: §ÂˆÊfiÚÔ˜ ∂ıÓÈ΋˜ ∞ÓÙÈÛÙ¿Ûˆ˜ 41, ¡. πˆÓ›·, ∞ı‹Ó· 142 34 ∆ËÏ. 210-270 9108 / 09 / 10 / 11, º·Í: 210-277 2208, e-mail: [email protected] ¢È‡ı˘ÓÛË ÈÛÙÔÛÂÏ›‰·˜: www.europass-oeek.gr
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NEW WORD ON THE BLOCK
∂π™√¢√™ ∆ø¡ ∂∫¢√™∂ø¡ §πµ∞¡∏ ™∆√ Ãøƒ√ ∆ø¡ °∞§§π∫ø¡ ∂∫¢√™∂ø¡ ˘Ó·ÌÈο ÂÈÛ¤Ú¯ÔÓÙ·È ÛÙÔÓ ¯ÒÚÔ ÙˆÓ Á·ÏÏÈÎÒÓ ÂΉfiÛÂˆÓ ÔÈ ÂΉfiÛÂȘ §È‚¿ÓË Ì ÙËÓ ¤Î‰ÔÛË ÙÔ˘ ÚÒÙÔ˘ ÙÔ˘˜ ‚È‚Ï›Ô˘ ·Û΋ÛÂˆÓ Le Chocolat! ÙÔ ÔÔ›Ô ¤Ú¯ÂÙ·È ¤Ú¯ÂÙ·È Ó· Û˘ÌÏËÚÒÛÂÈ ÙȘ Û‡Á¯ÚÔÓ˜ ÌÂıfi‰Ô˘˜ Ô˘ ΢ÎÏÔÊÔÚÔ‡Ó ÁÈ· ÙË ‰È‰·Ûηϛ· Ù˘ Á·ÏÏÈ΋˜ ÁÏÒÛÛ·˜ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ËÏÈΛ·˜ 7 ¤ˆ˜ 10 ÂÙÒÓ. TÔ ‚È‚Ï›Ô ·Û΋ÛÂˆÓ Le Chocolat! ÛÙËÚ›˙ÂÙ·È Û ‰ÔÌÈΤ˜ ·Û΋ÛÂȘ Ì ·ÈÁÓÈÒ‰Ë ¯·Ú·ÎÙ‹Ú·, ÛÙËÓ ÚÔÊÔÚÈ΋ ÂÈÎÔÈÓˆÓ›· Î·È ÛÙÔ ÁψÛÛÈÎfi ˘fi‚·ıÚÔ ÙÔ˘ Ì·ıËÙ‹: ÛÙȘ ϤÍÂȘ Ô˘ ·Ó·ÁÓˆÚ›˙ÂÈ ¯¿ÚË ÛÙË ÌËÙÚÈ΋
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ÂÏÏËÓÈ΋ ÁÏÒÛÛ· Î·È ¯¿ÚË ÛÙËÓ ÂÈÚÚÔ‹ Ù˘ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜. MÔÚ› ¤ÙÛÈ Ó· ÚÔ¯ˆÚ‹ÛÂÈ ÛÙËÓ ÂÎÌ¿ıËÛË ÁÚ·Ê‹˜ Î·È ·Ó¿ÁÓˆÛ˘ ÍÂÂÚÓÒÓÙ·˜ ÙÔ ÂÌfi‰ÈÔ ÙˆÓ ¿ÁÓˆÛÙˆÓ Ï¤ÍˆÓ. ∏ Û˘ÁÁڷʤ·˜ ÙÔ˘ ‚È‚Ï›Ô˘ ¢Ú. ¢È·Ì¤ÛË ∫˘Úȷ΋ ¤¯ÂÈ Ó· ·ÚÔ˘ÛÈ¿ÛÂÈ ÂÍ·ÈÚÂÙÈÎfi, ÙfiÛÔ ÂÈÛÙËÌÔÓÈÎfi fiÛÔ Î·È ‰È‰·ÎÙÈÎfi, ¤ÚÁÔ Û fiϘ ÙȘ ‚·ıÌ›‰Â˜ Ù˘ Âη›‰Â˘Û˘. ™Ù· ¿ÌÂÛ· Û¯¤‰È· ÙÔ˘ ÂΉÔÙÈÎÔ‡ Â›Ó·È ·Ê’ÂÓfi˜ ÌÂÓ Ë ÔÏÔÎÏ‹ÚˆÛË Ù˘ ÛÂÈÚ¿˜ Le Chocolat!, ·Ê’ÂÙ¤ÚÔ˘ Ë ¤Î‰ÔÛË ÌÂıfi‰Ô˘ ÁÈ· ÙËÓ ÂfiÌÂÓË Û¯ÔÏÈ΋ ¯ÚÔÓÈ¿ 2006-7.
21Ô ™À¡∂¢ƒπ√ •∂¡√°§ø™™∏™ ∂∫¶∞π¢∂À™∏™
«¢È· ‚›Ô˘ Âη›‰Â˘ÛË Î·È ∞˘ÙÔ‚ÂÏÙ›ˆÛË» ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 1
∞ÓÙÈÓÔ̿گ˘ ∞ıËÓÒÓ ∫ˆÓÛÙ·ÓÙ›Ó· ª¤Ë . E›Û˘ ÙÔ Û˘Ó¤‰ÚÈÔ Ù›ÌËÛ·Ó Ì ÙËÓ ·ÚÔ˘Û›· ÙÔ˘˜ Ô Ù. ˘Ô˘ÚÁfi˜ Î·È ‚Ô˘ÏÂ˘Ù‹˜ ÙÔ˘ ¶∞™√∫ ∫›ÌˆÓ·˜ ∫Ô˘ÏÔ‡Ú˘, Ô Ù. ˘Ê˘-
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Ô˘ÚÁfi˜ °ÚËÁfiÚ˘ ¡ÈÒÙ˘ , Ë Ù. ÀÊ˘Ô˘ÚÁfi˜ ∞Ó¿Ù˘Í˘ ªÈϤӷ ∞ÔÛÙÔÏ¿ÎË, Ô Úfi‰ÚÔ˜ Ù˘ UNESCO ¶ÂÈÚ·ÈÒ˜ °È¿ÓÓ˘ ª·ÚˆÓ›Ù˘, Ë Úfi‰ÚÔ˜ Ù˘ √∫∂ ∂ÛˆÙÂÚÈÎÒÓ §∞√™ ∫·ÙÂÚ›Ó· ºˆÙÂÈÓÈ¿ – °Ï˘ÎÔ‡, Ë ·ÓÙȉ‹Ì·Ú¯Ô˜ µ‡ÚˆÓ· ∂ÈÚ‹ÓË ¶··ÁˆÚÁ›Ô˘, Ô Úfi‰ÚÔ˜ ÙÔ˘ ÷Ù˙Ë΢ÚȷΛԢ π‰Ú‡Ì·ÙÔ˜ °ÂÒÚÁÈÔ˜ ª·ÎÔ‡Ú˘ , Ë ‰È¢ı‡ÓÙÚÈ· ÙÔ˘ ÷Ù˙Ë΢ÚȷΛԢ π‰Ú‡Ì·ÙÔ˜ η ™·Óȉ¿ πˆ¿ÓÓ·, Ô °ÈÒÚÁÔ˜ ∫·‚·ı¿˜ ∞ÓÙÈÚfi‰ÚÔ˜ °∂™∂µ∂ & °.°. ¶√∂™∂ & ™‡Ì‚Ô˘ÏÔ˜ ÙÔ˘ ∂·ÁÁ.∂ÈÌÂÏËÙËÚ›Ô˘ ∞ıËÓÒÓ.
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 !
Blook diary used to be an intimate and immensely personal record of one’s experiences, hopes and ideas. Keeping a diary meant writing for oneself. But while diaries served for centuries as repositories of secret confidences, the rise of the Internet means that today’s diarists are more likely to publish their adventures online in a ‘weblog’ or ‘blog’. The diarist has become a ‘blogger’, and cyberspace a ‘blogosphere’ crowded with online musings. Indeed, had Samuel Pepys lived a few centuries later, he might have put finger to keyboard instead of quill pen to paper; Anne Frank might have posted her thoughts in a pseudonymous blog rather than in a secret diary. It seemed for a while as if the Internet blog would make written diaries obsolete. Yet, in a turnaround which indicates just how much we still cherish the printed word, the trend is being reversed. Publishers are rushing to print the best blogs as traditional books, while newspapers serialize extracts or take on bloggers as columnists. Best-selling books by the likes of ‘Salam Pax’, the so-called
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‘Baghdad Blogger’ who found fame with his account of the Iraq war, and ‘Belle de Jour’, the London call-girl whose blog detailing her sexual adventures sparked a media frenzy, have proved to be a publisher’s dream. Typically, these and other prominent bloggers write under pseudonyms – dubbed ‘nom de blogs’ – to retain a little privacy despite their widespread fame. It was therefore only a matter of time before a word was coined to describe this new fusion between the brave new world of the blog and good old-fashioned book printing. Perhaps unsurprisingly, the blog-turned-books were dubbed blooks, a term apparently first used by blogger Jeff Jarvis in 2002. Since then, there has been a book entitled Blook, and a ‘Blooker Prize’ will be awarded for the best such work. The web literati are even anticipating the arrival of the first ‘flooks’: films based on blooks. But whether the ‘flook’ is a neologism too far remains to be seen. Source: Chambers Wordwatch Column Editor : Lawrence Mamas ( Betsis ELT) [email protected]
∂Π̤ÚÔ˘˜ ÙˆÓ Í¤ÓˆÓ ÊÔÚ¤ˆÓ ·Ú¢ڤıËÛ·Ó Î·È ·Ë‡ıËÓ·Ó ¯·ÈÚÂÙÈÛÌfi ÔÈ ÂÍ‹˜: Paul Sellers, Assistant Director of Examinations The British Council, ∫·ÙÂÚ›Ó· °ÂˆÚÁÔÔ‡ÏÔ˘ Associate Director Hellenic American Union, o Guilliene Philippe responsible du service des examens Institut Francais d’Athenes, Ô ¡›ÎÔ˜ ÃÚÈÛÙÔ‰Ô‡ÏÔ˘ responsible adjoint des examens IFA, Ë Î· Anna Amedolagine Û˘ÓÙÔÓ›ÛÙÚÈ· ÙÌËÌ¿ÙˆÓ ÁÏÒÛÛ·˜ πÙ·ÏÈÎÔ‡ πÓÛÙÈÙÔ‡ÙÔ˘ Î·È Ë Î· Mariangela Ragaccirolo À‡ı˘ÓË ¢ÈÂÍ·ÁˆÁ‹˜ ∂ÍÂÙ¿ÛÂˆÓ ÁÈ· ÙËÓ ÈÛÙÔÔ›ËÛË PLIDA. ∆ÔÓ ÂÎ·È‰Â˘ÙÈÎfi ÔÚÁ·ÓÈÛÌfi ∞∫ªø¡ ÂÎÚÔÛÒËÛÂ Ë ˘Â‡ı˘ÓË ÂÈÌfiÚʈÛ˘ η °È·Á¿. ∫·Ù¿ ÙËÓ ‰È¿ÚÎÂÈ· ÙÔ˘ Û˘Ó‰ڛԢ ÙÔ ¢ÈÔÈÎËÙÈÎfi ™˘Ì‚Ô‡ÏÈÔ Ù›ÌËÛ ÙËÓ ·ÓÙÈÚfi‰ÚÔ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ η ™ÔÊ›· √ÈÎÔÓÔÌ¿ÎÔ˘, Ë ÔÔ›· Â›Ó·È ·Ú¿ÏÏËÏ· Ë ÚÒÙË Á˘Ó·›Î· Úfi‰ÚÔ˜ ∂·ÁÁÂÏÌ·ÙÈÎÔ‡ ∂ÈÌÂÏËÙËÚ›Ô˘ ÛÙËÓ ¯ÒÚ· Ì·˜. ∆ËÓ ÙÈÌËÙÈ΋ ϷΤٷ ·¤ÓÂÈÌÂ Ô ˘Ê˘Ô˘ÚÁfi˜ ∞Ó¿Ù˘Í˘ °È¿ÓÓ˘ ¶··ı·Ó·Û›Ô˘. ¶·Ú¿ÏÏËÏ· ÏÂÈÙÔ‡ÚÁËÛÂ Î·È ¤ÎıÂÛË ÍÂÓfiÁψÛÛÔ˘ ‚È‚Ï›Ô˘ Ì ÌÂÁ¿ÏË ÂÈÙ˘¯›·.
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1. AÔÓÔÌ‹ ÙÈÌËÙÈ΋˜ ϷΤٷ˜ ÛÙË ™ÔÊ›· OÈÎÔÓÔÌ¿ÎÔ˘, 2. H Î. MÈϤӷ AÔÛÙÔÏ¿ÎË. 3. °È¿ÓÓ˘ ¶··ı·Ó·Û›Ô˘ - ™‡ÚÔ˜ K·ÙÛÔ‡Ï˘. 4. H Ù·Ì›·˜ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘, ™Ù¤ÏÏ· ºÏˆÚ¿ ΢ڋÛÛÂÈ ÙËÓ ¤Ó·ÚÍË. 5. O Paul Sellers (British Council) ·Â˘ı‡ÓÂÈ ¯·ÈÚÂÙÈÛÌfi.
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17
VOCABULARY REVISION ACTIVITIES
Jeremy Harmer in Greece!
by Nick Michelioudakis
PART B’ learning? It is true that many have suggested that words are best acquired and we should let exposure to the language do its work. In fact the debate between the merits of implicit vs explicit teaching has been raging for some time and there is a whole spectrum of approaches from an extreme emphasis of acquisition (Krashen) to a focus on intense conscious learning (Craik & Lockhart - both in Carter & Nunan, 2001). As is often the case, the truth may well lie somewhere in between, so it makes sense to make our learners aware of both ways. Besides, different learners have different learning styles and it is for them to choose the one that suits them best (Ellis & Sinclair, 1989). Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been working in the field of ELT for more years than he cares to remember. He likes to think of himself as a ‘front-line teacher’ and is particularly interested in one-to-one teaching. When he is not struggling with students, he likes to spend his time in a swimming pool or playing chess.
(Continued) Which 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. ß How do your students record unknown words in their notebooks? ß Do they revise them? And if so, how? Now compare your answers with those at the end of the article – any similarities? * Activity 8: Recalling. [Students look at all 10 words in a particular category for about 1 minute. They then have to write them down without looking at them. After that, they compare the two lists and focus their attention on the ones they have forgotten]. (Mc Carthy & O'Dell, 1994) Comments: Compare this with the students’ standard practice of just looking at words trying to memorise them. All too often, their eyes travel down the page but there is no guarantee that the brain takes in the information. In this case on the other hand, learners can check how effective their attempts at memorization have been and also they can later focus on the words they have not managed to recall. If they do this 4-5 times (with increasing time intervals between each revision period (Gairns & Redman, 1986)) their chances of retaining them are much higher (Mc Carthy & O'Dell, 1994). Activity 9: Expanding. [Students look at one of the groups and ask themselves ‘Are there any words related to this group which I do not know in English?’ They then write them down in Greek and either ask the teacher to translate them, or look them up in a dictionary]. Comments: This is perhaps the most ‘ambitious’ activity of all. Students use the L1 to discover ‘gaps’ in their knowledge of the L2 (Atkinson, 1993). However, the main aim is to make students active – to make them take responsibility for their own learning. Instead of passively recording the words they come across in a text or generally during the lesson, instead of waiting for the words to come to them, they are now asked to go out and find them for themselves. Two other points What about context? Well, it is true that lexical items are best presented in context (Lewis, 2000). The advantages are that students can see them used naturally and in a natural context. However, here we are talking about revision. The assumption is that the words first appeared in a text and were subsequently recorded by students. When entering vocabulary in your notebook, you cannot keep the whole text. Moreover, there has been research which shows that words can be retained even outside the context of a sentence (Nation, 2001). Doesn’t all this imply too great an emphasis on explicit
brave fix up attack spectator surrender try on go off draw spoilt casualties
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Last words I know that by now you wish you had never started reading this article, but there are two more things I would like to say. Firstly, although each of these activities is short and fast, nine courses at a sitting can cause serious indigestion to even the most highly-motivated students, so break them up – make sure you insert some other, fun activities before returning to the vocabulary strategies. Secondly, do not expect instant results. Strategic training takes a long time and it is only the adults who are likely to take some of these techniques on board right from the start. So, how do all these activities work in practice? Well, you can try them out and see for yourself ** or, if you are a glutton for punishment and having read the article you would also like a demonstration, you are welcome to attend a presentation on the same topic which I intend to give in a forthcoming TESOL event. [* (1) In my experience, most of them simply make lists of the ‘cast = Ú›¯Óˆ’ type. (2) No. If they do, they simply read the word pairs or, at best, they cover the translations and try to remember them and then reverse the procedure. – surely we can help them do better than that?]
he world reknowned author Jeremy Harmer will be visiting Athens in April to attend a number of conferences after an invitation by Andrew Betsis. Jeremy has an international reputation as an author, teacher trainer and expert in ELT methodology. His course materials and teacher’s guides are used in over 40 countries and he is extremely popular in Greece. He is the author of the sine qua non for language teachers The Practice of English Language Teaching and a multitude of titles that have been used by thousands of teachers and millions of students worldwide. Lately, Jeremy has written the Just Right series for Marshall Cavendish, a bright new entity in the ELT world. Jeremy will be more than happy to meet his Greek friends at the KOSMOS exhibition at the Holiday Inn in Athens.
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[** If you do, I would be most interested in feedback. Which of the activities did your students like best? Which did you think were the most useful? Any ideas/recommendations? My e-mail is [email protected] ] References Atkinson, D. Teaching Monolingual Classes. Longman 1993. Carter, R. & Nunan, D. Teaching English to Speakers of Other Languages. C.U.P. 2001. Chamot, A.U., Barnhardt, S., El-Dinary, P.B., Robbins, J. The Learning Strategies Handbook. Longman 1999. Gairns R. & Redman S. Working with Words. C.U.P. 1986. Lewis, M. Teaching Collocation. LTP 2000. Mc Carthy, M. & O’Dell, F. English Vocabulary in Use. C.U.P. 1994. Nation, I.S.P. Learning Vocabulary in Another Language. C.U.P. 2001. Richards, J. & Renandya, W. (eds.) Methodology in Language Teaching. C.U.P. 2002. Thornbury, S. How to Teach Vocabulary. Longman 2002. Ellis, G. & Sinclair, B. Learning to Learn English. C.U.P. 1989. We would like to thank TESOL GREECE for the kind submission of the article.
Word list (suitable for students at FCE level) top semi-finals defend cunning victims casual material fair date officer mean punctual score quality hug diligent tease equalise underwear beat designer ammunition opponent fancy quarrel faithful weapons fashionable strict make up
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Jeremy Harmer at TESOL Greece’s 2005 convention
advance supporters flirt adore matching defeat hooligans jealous match catwalk
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18
EQUALS Annual Autumn Conference
 ÌÂÁ¿ÏË ÂÈÙ˘¯›· ÔÏÔÎÏËÚÒıËÎ·Ó ÔÈ ÂÚÁ·Û›Â˜ ÙÔ˘ EQUALS Annual Autumn Conference Ì ı¤Ì· “European Quality Standards: Accessing and Assessing Quality” ÛÙȘ 24-26 NÔÂÌ‚Ú›Ô˘ ÛÙ· EÎ·È‰Â˘Ù‹ÚÈ· ¢Ô‡Î·. ™‡Ìʈӷ Ì ÙÔ˘˜ ÂÎÚÔÛÒÔ˘˜ ÙÔ˘ European Association of Quality Language Schools (EAQUALS), Ë Û˘ÌÌÂÙÔ¯‹ ͤڷÛ οı ÚÔËÁÔ‡ÌÂÓÔ, ·ÊÔ‡ Û˘ÌÌÂÙ›¯·Ó ÂÚÈÛÛfiÙÂÚÔÈ ·fi 200 Û‡Ó‰ÚÔÈ ·fi ÔÏϤ˜ ¯ÒÚ˜ (EÏÏ¿‰·, ¶Ôψӛ·, M·˘ÚÔ‚Ô‡ÓÈÔ, TÔ˘ÚΛ·, Î.·.)
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™ÙÔ Û˘Ó¤‰ÚÈÔ, ÙÔ ÔÔ›Ô ‹Ù·Ó ˘fi ÙËÓ ·ÈÁ›‰· ÙÔ˘ YÔ˘ÚÁ›Ԣ ¶·È‰Â›·˜ ·Ú¢ڤıËÛ·Ó Î·È ÂÎÚfiÛˆÔÈ ÙˆÓ ÙÌËÌ¿ÙˆÓ AÁÁÏÈ΋˜ Î·È °·ÏÏÈ΋˜ ºÈÏÔÏÔÁ›·˜ ÙÔ˘ ¶·Ó/Ì›Ô˘ AıËÓÒÓ, ÙÔ˘ ¶·È‰·ÁˆÁÈÎÔ‡ IÓÛÙÈÙÔ‡ÙÔ˘, ÙÔ˘ °·ÏÏÈÎÔ‡ IÓÛÙÈÙÔ‡ÙÔ˘, ÙÔ˘ °ÂÚÌ·ÓÈÎÔ‡ IÓÛÙÈÙÔ‡ÙÔ˘ Î·È ÙÔ˘ Cambridge ESOL. TË Û˘ÁΤÓÙÚˆÛË ¯·ÈÚ¤ÙËÛ·Ó Ô Î. T·ÏÈ·‰Ô‡ÚÔ˜, Û·Ó ÂÎÚfiÛˆÔ˜ ÙÔ˘ Y¶E¶£, Ô Dr Brian North, ÂΠ̤ÚÔ˘˜ ÙˆÓ EQUALS, Ë Î· EϤÓË ¢Ô‡Î·-¶·Ù¤Ú·, ÂΠ̤ÚÔ˘˜ ÙˆÓ EÎ·È‰Â˘ÙËÚ›ˆÓ ¢Ô‡Î· Î·È Ô Î. AÓÂÙfiÔ˘ÏÔ˜ ÂΠ̤ÚÔ˘˜ ÙˆÓ QLS. K·Ù¿ ÙË ‰È¿ÚÎÂÈ· ÙÔ˘ Û˘Ó‰ڛԢ Ú·ÁÌ·ÙÔÔÈ‹ıËÎ·Ó ‰È¿ÊÔÚ˜ ÔÌÈϛ˜, Î·È workshops ·fi ÔÏÏÔ‡˜ ÂÈÛËÁËÙ¤˜ fiˆ˜ ÔÈ: Dr Brian North, Dr Peter Brown, Ms Ludka Kotarska, Mr Frank Heyworth, Mr Donald Freeman, Dr NÈÎfiÏ·Ô XÚÈÛÙÔ‰Ô‡ÏÔ˘, Ë Î·ıËÁ‹ÙÚÈ· ÙÔ˘ ¶·Ó/Ì›Ô˘ AıËÓÒÓ Î˘Ú›· ™ÔÊ›· ¶··Â˘ı˘Ì›Ô˘-§‡ÙÚ·, Ë Dr AÓ·ÛÙ·Û›· M·ÁÁ·Ó¿ Î·È ¿ÏÏÔÈ,
ÔÈ ÔÔ›ÔÈ ¤‰ˆÛ·Ó ¤ÌÊ·ÛË ÛÙËÓ ÔÈfiÙËÙ· ÙˆÓ ˘ËÚÂÛÈÒÓ ÛÙÔÓ ÙÔ̤· ÙˆÓ Í¤ÓˆÓ ÁψÛÒÓ Î·È ÙËÓ ÈÛÙÔÔ›ËÛË ÙˆÓ ÁÓÒÛÂˆÓ ÙËÓ ÔÔ›· Î·È Û˘Ó¤‰ÂÛ·Ó Ì ÙÔ European Language Portfolio. O Dr Luke Prodromou, fiˆ˜ ¿ÓÙ· ¿ÏψÛÙÂ, fi¯È ÌfiÓÔ ÂÓÙ˘ˆÛ›·Û ·ÏÏ¿ Î·È ¤‰ÂÈÍ ÁÈ· ÌÈ· ·ÎfiÌË ÊÔÚ¿ ÙÔ˘˜ ÙÚfiÔ˘˜ ÂΛÓÔ˘˜ Ì ÙÔ˘˜ ÔÔ›Ô˘˜ Ë ‰È‰·Ûηϛ· Á›ÓÂÙ·È Â˘¯¿ÚÈÛÙË Î·È Ë Ì¿ıËÛË Û˘Ó·Ú·ÛÙÈ΋. T· EAQUALS Â›Ó·È ¤Ó·˜ ·ÓÂ˘Úˆ·˚Îfi˜ ÔÚÁ·ÓÈÛÌfi˜ ÈÛÙÔÔ›ËÛ˘ Ù˘ ÔÈfiÙËÙ·˜ ÛÙ· ÂÎ·È‰Â˘Ù‹ÚÈ· Í¤ÓˆÓ ÁψÛÛÒÓ. E›Ó·È ·ÓÂÍ¿ÚÙËÙÔ˜ ÊÔÚ¤·˜ Î·È ‰ÂÓ ¤¯ÂÈ Î·Ì›· ·Ôχو˜ Û¯¤ÛË Ì ÌÂÌÔӈ̤ӷ Û¯ÔÏ›· ‹
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¿ÏÏÔ˘˜ ÔÚÁ·ÓÈÛÌÔ‡˜ ·Ú¿ ÌfiÓÔ ·˘Ù‹ Ù˘ ÈÛÙÔÔ›ËÛ˘ ÙËÓ ÔÔ›· ·Ú¤¯ÂÈ, οÙÈ ÙÔ ÔÔ›Ô ‰È¢ÎÚÈÓ›ÛÙËΠÔÏϤ˜ ÊÔÚ¤˜ ηٿ ÙË ‰È¿ÚÎÂÈ· ÙÔ˘ Û˘Ó‰ڛԢ. M¤ÏÔ˜ ÙÔ˘ ÌÔÚ› Ó· Á›ÓÂÈ ÙÔ Î¿ı Âηȉ˘ÂÙÈÎfi ›‰Ú˘Ì· Ô˘ ‰È‰¿ÛÎÂÈ Í¤Ó˜ ÁÏÒÛÛ˜ (ΤÓÙÚ· Í¤ÓˆÓ ÁψÛÛÒÓ, Û¯ÔÏ›· ÎÏ). E‰Ò Ú¤ÂÈ Ó· ÛËÌÂÈÒÛÔ˘Ì ÙÔ ÂÍ·ÈÚÂÙÈο ˘„ËÏfi Â›Â‰Ô ÛÙ· ÛÙ¿ÓÙ·ÚÓÙ˜ ηıÒ˜ Î·È ÙËÓ ·˘ÛÙËÚfiÙËÙ· ÛÙÔ˘˜ ÂϤÁ¯Ô˘˜ Ô˘ Ú·ÁÌ·ÙÔÔÈ› Ô ÔÚÁ·ÓÈÛÌfi˜, ÚÔÎÂÈ̤ÓÔ˘ Ó· ‰È·ÛÊ·Ï›˙ÂÙ·È Ú¿ÁÌ·ÙÈ Ë ÔÈfiÙËÙ· ÙˆÓ ˘ËÚÂÛÈÒÓ ÙÔ˘. OÈ ·Ú¢ÚÈÛÎfiÌÂÓÔÈ ·fiÏ·˘Û·Ó ÁÂÓÈο Ì›· ¿ÚÙÈ· ÔÚÁ·ÓˆÌ¤ÓË ÂΉ‹ÏˆÛË, Ë ÔÔ›· ¤ÊÂÚ ÙË ÛÊÚ·Á›‰· ÙˆÓ EÎ·È‰Â˘ÙËÚ›ˆÓ ¢Ô‡Î·. I‰È·›ÙÂÚË ÌÓ›· ÔÊ›ÏÔ˘Ì ӷ οÓÔ˘Ì ÛÙÔ ‰È¢ı˘ÓÙ‹ ÙÔ˘ ÙÌ‹Ì·ÙÔ˜ Í¤ÓˆÓ ÁψÛÛÒÓ ÙˆÓ EÎ·È‰Â˘ÙËÚ›ˆÓ ¢Ô‡Î·, ·ÚÈÔ ¢Ú›‚·, Ô ÔÔ›Ô˜ Î·È Â›¯Â ÂÙÔÈÌ¿ÛÂÈ ÔÏϤ˜ fiÌÔÚʘ ÂÎÏ‹ÍÂȘ, fiˆ˜ ÔÈ ÂÏÏËÓÈÎÔ› ¯ÔÚÔ› Ô˘ ¿ÓÔÈÍ·Ó ÙȘ ÂÚÁ·Û›Â˜ ÙÔ˘ Û˘Ó‰ڛԢ, ‰›ÓÔÓÙ·˜ ¤ÙÛÈ ÌÈ· ¢¯¿ÚÈÛÙ· ‰È·ÊÔÚÂÙÈ΋ ÓfiÙ·.
™YM¶EPA™MATA TOY 2nd Accelerated Learning Meeting
 ȉȷ›ÙÂÚË ÂÈÙ˘¯›· Î·È ˘ÎÓ‹ Û˘ÌÌÂÙÔ¯‹ ÎfiÛÌÔ˘ ÔÏÔÎÏËÚÒıËÎ·Ó ÔÈ ÂÚÁ·Û›Â˜ ÙÔ˘ 2nd Accelerated Learning Meeting Ô˘ ‰ÈÔÚÁ¿ÓˆÛÂ Ë ALS Hellas Î·È Ë ÔÔ›· ʤÙÔ˜ Ú·ÁÌ·ÙÔÔÈ‹ıËΠÛÙËÓ fiÏË ÙˆÓ Iˆ·ÓÓ›ÓˆÓ ÙÔ ™¿‚‚·ÙÔ 14 I·ÓÔ˘·Ú›Ô˘ 2006. TÔ ı¤Ì· ÙÔ˘ ‹Ù·Ó, «¢È· ‚›Ô˘ Ì¿ıËÛË: OÈ Í¤Ó˜ ÁÏÒÛÛ˜ ÛÙËÓ Â·ÁÁÂÏÌ·ÙÈ΋ ÂͤÏÈÍË». B·ÛÈÎfi˜ ÚÔÛÎÂÎÏË̤ÓÔ˜ Ù˘ ÂΉ‹ÏˆÛ˘ ‹Ù·Ó Ô Dr Colin Rose, È‰Ú˘Ù‹˜ Ù˘ Accelerated Learning Systems UK, E›ÙÚÔÔ˜ Ù˘ B·ÛÈÏÈ΋˜ Aη‰ËÌ›·˜ T¯ÓÒÓ Ù˘ AÁÁÏ›·˜ Î·È Ì¤ÏÔ˜ Ù˘ BÚÂÙ·ÓÈ΋˜ ŒÓˆÛ˘ ÁÈ· ÙËÓ ¶ÚÔÒıËÛË ÙˆÓ EÈÛÙËÌÒÓ. TËÓ ÂΉ‹ÏˆÛË ¯·ÈÚ¤ÙÈÛ·Ó ÂΠ̤ÚÔ˘˜ ÙÔ˘ ¶ÂÚÈÊÂÚÂÈ¿Ú¯Ë H›ÚÔ˘ Ô °ÂÓÈÎfi˜ ¢È¢ı˘ÓÙ‹˜ Ù˘ ¶ÂÚÈʤÚÂÈ·˜ Î. M·ÏÓÙÔÁÈ¿ÓÓ˘, Ô ÔÔ›Ô˜, ÌÂٷ͇ ¿ÏψÓ, ·Ó·Ê¤ÚıËΠÛÙË ÛËÌ·Û›· Ù¤ÙÔÈˆÓ ÚˆÙÔ‚Ô˘ÏÈÒÓ ÁÈ· ÙËÓ ·Ó¿Ù˘ÍË Ù˘ H›ÚÔ˘. AÎÔÏÔ‡ıˆ˜ ¯·ÈÚÂÙÈÛÌfi ÂΠ̤ÚÔ˘˜ ÙÔ˘ ¢ËÌ¿Ú¯Ô˘ Iˆ·ÓÓ›ÓˆÓ ·Ë‡ı˘ÓÂ Ô ¶Úfi‰ÚÔ˜ ÙÔ˘ ¢ËÌÔÙÈÎÔ‡ ™˘Ì‚Ô˘Ï›Ô˘ Î. ¶Â‰È·‰ÈÙ¿Î˘, Ô
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ÔÔ›Ô˜ ÛËÌ›ˆÛ ÙËÓ ·Ó¿ÁÎË ÂÎÌ¿ıËÛ˘ Í¤ÓˆÓ ÁψÛÛÒÓ ÛÙÔ ‰ÈÂıÓÔÔÈË̤ÓÔ ÂÚÈ‚¿ÏÏÔÓ Ô˘ ˙Ô‡ÌÂ, ÛÙÔ Ï·›ÛÈÔ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆ-
Û˘ ·ÏÏ¿ Î·È Ì¤Ûˆ ÙÔ˘ ¢È·‰ÈÎÙ‡Ô˘. O AÓÙÈÚ‡Ù·Ó˘ ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ Iˆ·ÓÓ›ÓˆÓ Î·ıËÁËÙ‹˜ Î. °ÂÚÔı·Ó¿Û˘ ÛÙÔ ¯·ÈÚÂÙÈÛÌfi ÙÔ˘ ÚÔ˜ ÙÔ˘˜ Û˘Ó¤‰ÚÔ˘˜ ÙfiÓÈÛÂ, ÌÂٷ͇ ¿ÏψÓ, ÙË ÛËÌ·Û›· Ù˘ ‰È¿ ‚›Ô˘ Âη›‰Â˘Û˘ Î·È Ù˘ Û˘Ó¯È˙fiÌÂÓ˘ ηٿÚÙÈÛ˘ Û οı ÙÔ̤·, Î·È È‰È·›ÙÂÚ· ÛÙÔ ¯ÒÚÔ ÙˆÓ Í¤ÓˆÓ ÁψÛÛÒÓ. TËÓ ÂΉ‹ÏˆÛË Ù›ÌËÛ·Ó Â›Û˘
ÔÈ BÔ˘ÏÂ˘Ù¤˜ ÙÔ˘ N. Iˆ·ÓÓ›ÓˆÓ ÎÎ. ºÔ‡Û·˜ Î·È ¶·ÓÙԇϷ˜. Afi ÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔ Iˆ·ÓÓ›ÓˆÓ ·Ú¤ÛÙËÛ·Ó Ô Î·ıËÁËÙ‹˜ Î. K·Ó·‚¿Î˘, Ë Î·ıËÁ‹ÙÚÈ· Î. ™·Î·Ú¤ÏÔ˘, Ô Â›Î. ηıËÁËÙ‹˜ Î. KÒÙÛ˘, Ë Â›Î. ηıËÁ‹ÙÚÈ· Î. ¶··‰ÈÒÙË Î·È Ô ¢È¢ı˘ÓÙ‹˜ AÁÁÏÈ΋˜ °ÏÒÛÛ·˜ ÙÔ˘ ȉ›Ô˘ ¶·ÓÂÈÛÙËÌ›Ô˘ Î.TÛ·ÚÔ‡¯Ë˜. ¶ÔÏÈÙÂÈ·ÎÔ› ·Ú¿ÁÔÓÙ˜, ‰ÈÔÚÁ·ÓˆÙ¤˜ Î·È Û˘ÌÌÂÙ¤¯ÔÓÙ˜ ·Ó·Ó¤ˆÛ·Ó ÙÔ Ú·ÓÙ‚ԇ ÙÔ˘˜ ÁÈ· ÙËÓ ÂfiÌÂÓË Û˘Ó¿ÓÙËÛË Ù˘ ALS Hellas ÛÙ· Iˆ¿ÓÓÈÓ·, Û˘ÓÈÛÙÒÓÙ·˜ ¤ÙÛÈ ¤Ó· ıÂÛÌfi ÛÙ· ÂÎ·È‰Â˘ÙÈο ‰ÚÒÌÂÓ· Ù˘ ¢ڇÙÂÚ˘ ÂÚÈÔ¯‹˜.
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MEMºI™ 210.52.40.728
C M Y K
MEMºI™ 210.52.40.728
C M Y K
MEMºI™ 210.52.40.728
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AÓÙÈÌÂÙˆ›ÛÙ ÙȘ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Ì „˘¯Ú·ÈÌ›· Î·È ÂÈÏÈÎÚ›ÓÂÈ· Ù˘ ¢¤ÛÔÈÓ·˜ MÂÚ‹, È·ÙÚÔ‡ ÚÎÂÙ¿ Û˘¯Ó¿ ÔÈ ÁÔÓ›˜ ‹ ÔÈ ‰¿ÛηÏÔÈ ‰È·ÈÛÙÒÓÔ˘Ó fiÙÈ ÔÚÈṲ̂ӷ ·È‰È¿ ·ÚÔ˘ÛÈ¿˙Ô˘Ó È‰È·›ÙÂÚ˜ ‰˘ÛÎÔϛ˜ ÛÙÔ Ó· ·ÓÙÂÂͤÏıÔ˘Ó ÛÙȘ ··ÈÙ‹ÛÂȘ ÙˆÓ Û¯ÔÏÈÎÒÓ Ì·ıËÌ¿ÙˆÓ ‹ ÂÌÊ·Ó›˙Ô˘Ó ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔÚ¿˜ ÛÙȘ Û¯¤ÛÂȘ ÙÔ˘˜ Ì ÙÔ˘˜ Û˘ÌÌ·ıËÙ¤˜ ÙÔ˘˜. A˘Ù¤˜ ÔÈ ‰È·ÈÛÙÒÛÂȘ Ô‰ËÁÔ‡Ó ÔÏϤ˜ ÊÔÚ¤˜ ÛÙËÓ ˘fiÓÔÈ· fiÙÈ ˘¿Ú¯ÂÈ Î¿ÔÈÔ˘ Ù‡Ô˘ Ì·ıËÛȷ΋ ‰˘ÛÎÔÏ›·, fiÚÔ˜ Ô˘ ·ÎfiÌ· Î·È ÛÙÔ ¿ÎÔ˘ÛÌ¿ ÙÔ˘ ·ÓÈÎÔ‚¿ÏÏÂÈ ÙÔ˘˜ ÁÔÓ›˜ Î·È ÙÔ˘˜ οÓÂÈ Ó· ÛÎÂÊÙÔ‡Ó fiÙÈ ÙÔ ·È‰› ÙÔ˘˜ ·ÓÙÈÌÂÙˆ›˙ÂÈ Î¿ÔÈÔ ÛÔ‚·Úfi Î·È ÌË ·ÓÙÈÌÂÙˆ›ÛÈÌÔ Úfi‚ÏËÌ·. TÈ ·ÎÚÈ‚Ò˜ Â›Ó·È ÔÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜, Ò˜ ı· ÙȘ ÂÓÙÔ›ÛÂÙ ÂÁη›Úˆ˜ Î·È ÔÈÔ˜ Â›Ó·È Ô Î·Ù·ÏÏËÏfiÙÂÚÔ˜ ÙÚfiÔ˜ ·ÓÙÈÌÂÙÒÈÛ‹˜ ÙÔ˘˜; TÈ Â›Ó·È ·ÎÚÈ‚Ò˜ ÔÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ OÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ·ÊÔÚÔ‡Ó Û ‰È·Ù·Ú·¯¤˜ Ô˘ ÂËÚ¿˙Ô˘Ó ÙËÓ ÈηÓfiÙËÙ· ÙÔ˘ ·ÙfiÌÔ˘ Ó· ηٷÓÔ› ‹ Ó· ¯ÚËÛÈÌÔÔÈ› ÙÔ ÁÚ·Ùfi ‹ ÙÔÓ ÚÔÊÔÚÈÎfi ÏfiÁÔ, Ó· οÓÂÈ Ì·ıËÌ·ÙÈÎÔ‡˜ ˘ÔÏÔÁÈÛÌÔ‡˜, Ó· Û˘ÓÙÔÓ›˙ÂÈ ÙȘ ÎÈÓ‹ÛÂȘ ÙÔ˘ ‹ Ó· ÂÛÙÈ¿˙ÂÈ ÙËÓ ÚÔÛÔ¯‹ ÙÔ˘. AÓ Î·È ÂÌÊ·Ó›˙ÔÓÙ·È ·fi Ù· ÚÒÙ· ·È‰Èο ¯ÚfiÓÈ·, Û˘Ó‹ıˆ˜ Ë ‰È¿ÁÓˆÛ‹ ÙÔ˘˜ ‰ÂÓ Á›ÓÂÙ·È ·Ú¿ ÌfiÓÔ fiÙ·Ó ÙÔ ·È‰› ·Ú¯›ÛÂÈ Ó· ËÁ·›ÓÂÈ ÛÙÔ Û¯ÔÏ›Ô. ¶Ú¤ÂÈ Ó· ÂÈÛËÌ·Óı› fiÙÈ ÔÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Û¯ÂÙ›˙ÔÓÙ·È ¿ÌÂÛ· Ì ÙËÓ ÎÏËÚÔÓÔÌÈÎfiÙËÙ·. A˘Ùfi ÛËÌ·›ÓÂÈ fiÙÈ ÌÂÙ·‚È‚¿˙ÔÓÙ·È ·fi ÙÔ˘˜ ÁÔÓ›˜ ÛÙ· ·È‰È¿, fiˆ˜ Î·È ÔÏÏ¿ ¿ÏÏ· ¯·Ú·ÎÙËÚÈÛÙÈο. TÔ Ó· ÂÌÊ·Ó›˙ÂÈ Î·Ó›˜ οÔÈÔÓ Ù‡Ô Ì·ıËÛȷ΋˜ ‰˘ÛÎÔÏ›·˜ ‰ÂÓ ÛËÌ·›ÓÂÈ fiÙÈ Â›Ó·È ·Ó›Î·ÓÔ˜ Ó· Ì¿ıÂÈ ÔÙȉ‹ÔÙÂ, ·ÏÏ¿ fiÙÈ ·ÏÒ˜ Ú¤ÂÈ Ó· ÙÔ˘ ˘Ô‰Âȯı› οÔÈÔ˜ ‰È·ÊÔÚÂÙÈÎfi˜ ÙÚfiÔ˜ ÁÈ· Ó· Ì¿ıÂÈ Û˘ÁÎÂÎÚÈ̤ӷ Ú¿ÁÌ·Ù·. OÈ ¿Û¯ÔÓÙ˜ ·fi Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ‰ÂÓ ÛÙÂÚÔ‡ÓÙ·È Â˘Ê˘˝·˜, fï˜ ÌÔÚ› Ó· ‰˘ÛÎÔχÔÓÙ·È Û ÔÚÈṲ̂ÓÔ˘˜ ÙÔÌ›˜ Ù˘ Âη›‰Â˘Û˘, fiˆ˜ ÛÙÔ ÁÚ·Ùfi ÏfiÁÔ, ÛÙ· Ì·ıËÌ·ÙÈο ‹ ÛÙËÓ ·Ó¿ÁÓˆÛË. OÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ÔÊ›ÏÔÓÙ·È ÛÙÔ ÁÂÁÔÓfi˜ fiÙÈ Ô ÂÁΤʷÏÔ˜ ·˘ÙÒÓ ÙˆÓ ·ÙfiÌˆÓ ÂÂÍÂÚÁ¿˙ÂÙ·È Ì ‰È·ÊÔÚÂÙÈÎfi ÙÚfiÔ ÙȘ ÏËÚÔÊÔڛ˜ Ô˘ Ï·Ì‚¿ÓÂÈ. ŸÏ· Ù· ÚÔ‚Ï‹Ì·Ù· Ì¿ıËÛ˘ ‰ÂÓ ·ÓÙÈÚÔÛˆÂ‡Ô˘Ó Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ¶ÔÏÏ¿ ·È‰È¿ ·ÏÒ˜ ηı˘ÛÙÂÚÔ‡Ó Ó· ·Ó·Ù‡ÍÔ˘Ó ÔÚÈṲ̂Ó˜ ÈηÓfiÙËÙ˜. E›Ó·È ·fiÏ˘Ù· Ê˘ÛÈÔÏÔÁÈÎfi ÌÂÚÈο Ó· ·ÚÁÔ‡Ó Î¿ˆ˜ Ó· ·Ó·Ù‡ÍÔ˘Ó ÙȘ Ì·ıËÛȷΤ˜ ÈηÓfiÙËÙ¤˜ ÙÔ˘˜, οÙÈ Ô˘ ÌÔÚ› Ôχ ·Ï¿ Ó· ÔÊ›ÏÂÙ·È Û ηı˘ÛÙ¤ÚËÛË Ù˘ ˆÚ›Ì·ÓÛ˘ ÙÔ˘ Ó¢ÚÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜. °È· Ó· ÙÂı› Ë ‰È¿ÁÓˆÛË ÙˆÓ Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ, Ú¤ÂÈ Ó· ÏËÚÔ‡ÓÙ·È ÔÚÈṲ̂ӷ ÎÚÈÙ‹ÚÈ·. ™¯Â‰fiÓ Î¿ı ·È‰› ‰˘ÛÎÔχÂÙ·È Ó· ·ÓÙ·ÔÎÚÈı› ÛÙȘ ··ÈÙ‹ÛÂȘ ÂÓfi˜ ÁÓˆÛÙÈÎÔ‡ ·ÓÙÈÎÂÈ̤ÓÔ˘ ‹ ‰ÂÓ ‘Ù· ¿ÂÈ Î·Ï¿’ Û οÔÈÔ Ì¿ıËÌ·. A˘Ù¿ Ù· ÚÔ‚Ï‹Ì·Ù· ‰ÂÓ ·ÔÙÂÏÔ‡Ó Ô˘ÛÈ·ÛÙÈο ·›ÙÈ· ·ÓËÛ˘¯›·˜ Î·È ÌÔÚÔ‡Ó Â‡ÎÔÏ· Ó· ÍÂÂÚ·ÛÙÔ‡Ó, ·Ó ÊÚÔÓÙ›ÛÂÙ ӷ ‰Ô˘Ï¤„ÂÙ ÂÓÙ·ÙÈο Ì ÙÔ ·È‰› Û·˜ ˘fi ÙËÓ Î·ıÔ‰‹ÁËÛË ÙÔ˘ ‰·ÛοÏÔ˘ ÙÔ˘. OÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Ù·ÍÈÓÔÌÔ‡ÓÙ·È Û ÙÚÂȘ ¢Ú›˜ ηÙËÁÔڛ˜: * AÓ·Ù˘ÍȷΤ˜ ‰È·Ù·Ú·¯¤˜ ÙÔ˘ ÏfiÁÔ˘ Î·È Ù˘ ÔÌÈÏ›·˜ * ¢È·Ù·Ú·¯¤˜ ·Î·‰ËÌ·˚ÎÒÓ ÈηÓÔÙ‹ÙˆÓ * YfiÏÔȘ: ÔÌ¿‰· Ô˘ ÂÚÈÏ·Ì‚¿ÓÂÈ ‰È·Ù·Ú·¯¤˜ Û˘ÓÙÔÓÈÛÌÔ‡ Ô˘ Ô‰ËÁÔ‡Ó ÛÙËÓ ÂÌÊ¿ÓÈÛË ÚÔ‚ÏËÌ¿ÙˆÓ ÌÓ‹Ì˘, ¿ÚıÚˆÛ˘, ηÏÏÈÁÚ·Ê›·˜ Î·È ÎÈÓËÙÈÎÒÓ ÈηÓÔًوÓØ Â›Û˘, ÛÙËÓ ÔÌ¿‰· ·˘Ù‹ Ù·ÍÈÓÔÌÔ‡ÓÙ·È ÂȉÈΤ˜ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Ô˘ ‰ÂÓ Û˘ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È ÛÙȘ ‰‡Ô ÚÔËÁÔ‡ÌÂÓ˜ ÔÌ¿‰Â˜. ™ÙȘ Û˘Ó‹ıÂȘ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Û˘ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È ÔÈ ·Ú·Î¿Ùˆ ‰È·Ù·Ú·¯¤˜: * ¢˘ÛÏÂÍ›·: ¢È·Ù·Ú·¯‹ Û‡Ìʈӷ Ì ÙËÓ ÔÔ›· ÙÔ ¿ÙÔÌÔ ‰˘ÛÎÔχÂÙ·È ‹ ·‰˘Ó·Ù› Ó· ηٷÓÔ‹ÛÂÈ Î¿ÔȘ ϤÍÂȘ, ÚÔÙ¿ÛÂȘ ‹ Î·È ·Ú·ÁÚ¿ÊÔ˘˜. * ¢˘Û·ÚÈıÌ›·: A‰˘Ó·Ì›· Â›Ï˘Û˘ Ì·-
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Ó›˜ ·Ú¯›˙Ô˘Ó Ó· ·Ú·ÙËÚÔ‡Ó fiÙÈ ÙÔ ·È‰› ÙÔ˘˜ ηı˘ÛÙÂÚ› Ó· ÂÈÙ‡¯ÂÈ ÔÚÈṲ̂ÓÔ˘˜ ·fi ÙÔ˘˜ ‚·ÛÈÎÔ‡˜ ÛÙfi¯Ô˘˜ Ù˘ „˘¯ÔÎÈÓËÙÈ΋˜ ÙÔ˘ ·Ó¿Ù˘Í˘, fiˆ˜, ÁÈ· ·Ú¿‰ÂÈÁÌ·, fiÙÈ ·ÚÁ› Ó· ÌÈÏ‹ÛÂÈ ‹ Ó· ηٷϿ‚ÂÈ ÙËÓ ¤ÓÓÔÈ· ÌÈ·˜ Ϥ͢. O ·È‰›·ÙÚÔ˜ ηٿ ÙÔ Û˘Ó‹ıË ¤ÏÂÁ¯Ô Ù˘ ·Ó¿Ù˘Í˘ ÙÔ˘ ·È‰ÈÔ‡ Â›Ó·È Û ı¤ÛË Ó· ÂÓÙÔ›ÛÂÈ Èı·Ó¤˜ ηı˘ÛÙÂÚ‹ÛÂȘ Î·È Ó· ηÙ¢ı‡ÓÂÈ ·Ó¿ÏÔÁ· ÙÔ˘˜ ÁÔÓ›˜. øÛÙfiÛÔ, ÔÈ ÂÚÈÛÛfiÙÂÚ˜ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Á›ÓÔÓÙ·È ·ÓÙÈÏËÙ¤˜ ·fi ÙÔ ‰¿ÛηÏÔ ÙÔ˘ Û¯ÔÏ›Ԣ, Ô ÔÔ›Ô˜ Ôχ Û˘¯Ó¿ Â›Ó·È Ô ÚÒÙÔ˜ Ô˘ ‰È·ÈÛÙÒÓÂÈ ÙËÓ ·‰˘Ó·Ì›· ÙÔ˘ ·È‰ÈÔ‡ Ó· ÁÚ¿„ÂÈ ‹ Ó· ‰È·‚¿ÛÂÈ ¤Ó· ΛÌÂÓÔ ‹ Ó· οÓÂÈ ÌÈ· ·ÚÈıÌËÙÈ΋ Ú¿ÍË. ¶¿ÓÙˆ˜, Ù· ·È‰È¿ Ì ·˘ÍË̤ÓÔ ‰Â›ÎÙË Â˘Ê˘˝·˜ ÌÔÚ› Ó· ηٷʤÚÓÔ˘Ó Ó· ‘ηχÙÔ˘Ó’ ÙȘ ·‰˘Ó·Ì›Â˜ ÙÔ˘˜ Ôχ ηϿ Î·È Ó· ηı˘ÛÙÂÚ‹ÛÔ˘Ó Ôχ Ó· ‰È·ÁÓˆÛÙÔ‡Ó ‹ Ó· ÌË ‰È·ÁÓˆÛÙÔ‡Ó ÔÙ¤. T· ¿ÙÔÌ· Ô˘ ÂÌÊ·Ó›˙Ô˘Ó Û‡Ó‰ÚÔÌÔ ˘ÂÚÎÈÓËÙÈÎfiÙËÙ·˜ Á›ÓÔÓÙ·È ·ÓÙÈÏËÙ¿ ÈÔ Â‡-
ÎÔÏ·. ™˘Ó‹ıˆ˜ Ë ˘ÂÚÎÈÓËÙÈÎfiÙËÙ· ÂÌÊ·Ó›˙ÂÙ·È ÚÈÓ ·fi ÙÔ Ù¤Ù·ÚÙÔ ¤ÙÔ˜ Ù˘ ˙ˆ‹˜, ·Ó Î·È Â›Û˘ ÌÔÚ› Ó· ÌË Á›ÓÂÈ ·ÓÙÈÏËÙ‹ ̤¯ÚÈ ÙÔ ·È‰› Ó· ¿ÂÈ ÛÙÔ Û¯ÔÏ›Ô. MÂÚÈο ·fi Ù· ÛËÌ›· Ô˘ Ú¤ÂÈ Ó· ÎÈÓËÙÔÔÈ‹ÛÔ˘Ó ÙÔ˘˜ ÁÔÓ›˜ ÁÈ· ÙËÓ ‡·ÚÍË Èı·ÓÔ‡ ÚÔ‚Ï‹Ì·ÙÔ˜ Ì·ıËÛÈ·ÎÒÓ ‰È·Ù·Ú·¯ÒÓ Â›Ó·È: ¶ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ· * MÂÁ¿ÏË Î·ı˘ÛÙ¤ÚËÛË Ù˘ ÔÌÈÏ›·˜ Û ۇÁÎÚÈÛË Ì ¿ÏÏ· Û˘ÓÔÌ‹ÏÈη ·È‰È¿ * ¶ÚÔ‚Ï‹Ì·Ù· ÂÎÊÔÚ¿˜ ÏfiÁÔ˘ * ¢˘ÛÎÔÏ›· ÛÙËÓ Â‡ÚÂÛË Ï¤ÍÂˆÓ Ì ÔÌÔÈÔηٷÏËÍ›· * ¢˘ÛÎÔÏ›· ÛÙËÓ ·ÔÌÓËÌfiÓ¢ÛË ·ÚÈıÌÒÓ, ÙÔ˘ ·ÏÊ·‚‹ÙÔ˘, ÙˆÓ ËÌÂÚÒÓ Ù˘ ‚‰ÔÌ¿‰·˜ * ¶Ôχ ÌÂÁ¿Ï· ÎÈÓËÙÈÎfiÙËÙ· Î·È Â‡ÎÔÏË ·fiÛ·ÛË Ù˘ ÚÔÛÔ¯‹˜ * ¶ÚÔ‚Ï‹Ì·Ù· Û˘ÓÂÚÁ·Û›·˜ Ì ÙÔ˘˜ Û˘ÓÔÌËÏ›ÎÔ˘˜ * A‰˘Ó·Ì›· ηٷÓfiËÛ˘ ÙˆÓ Î·Ù¢ı‡ÓÛÂˆÓ Î·È ‰È·‰ÚÔÌÒÓ ¶·È‰È¿ ËÏÈΛ·˜ ¤ˆ˜ ٤ٷÚÙ˘ Ù¿Í˘ ‰ËÌÔÙÈÎÔ‡ * ¢˘ÛÎÔÏ›· ÛÙËÓ ÂÎÌ¿ıËÛË Ù˘ Û˘Û¯¤ÙÈÛ˘ ÌÂٷ͇ ÙˆÓ ÊıfiÁÁˆÓ Î·È ÙˆÓ ÁÚ·ÌÌ¿ÙˆÓ * ™‡Á¯˘ÛË ‚·ÛÈÎÒÓ Ï¤ÍÂˆÓ (ÁÈ· ·Ú¿‰ÂÈÁÌ·, ÙˆÓ ÚËÌ¿ÙˆÓ ı¤Ïˆ, ÙÚÒˆ, ÙÚ¤¯ˆ Î.Ï. * E·Ó·Ï·Ì‚·ÓfiÌÂÓ· Ï¿ıË ÛÙÔ Û˘ÏÏ·‚ÈÛÌfi Ϥ͈Ó, Û˘ÌÂÚÈÏ·Ì‚·ÓÔ̤Ó˘ Ù˘ ·Ó·ÛÙÚÔÊ‹˜ ÁÚ·ÌÌ¿ÙˆÓ (ÛÙÔ˘˜ ÊıfiÁÁÔ˘˜ ‘Ì’ Î·È ‘ÓÙ’), ÙË ÌÂÙ·ÙfiÈÛË Î·È ÙȘ ·ÓÙÈηٷÛÙ¿ÛÂȘ
* MÂÙ¿ıÂÛË ·ÏÏËÏÔ˘¯ÈÒÓ ·ÚÈıÌÒÓ Î·È Û‡Á¯˘ÛË ÙˆÓ ·ÚÈıÌËÙÈÎÒÓ Û˘Ì‚fiÏˆÓ (+, -, /, x, =) * BÚ·‰Â›· ·Ó¿ÎÏËÛË Û˘Ì‚¿ÓÙˆÓ * ¢˘ÛÎÔÏ›· ·ÔÌÓËÌfiÓ¢Û˘ * A˘ıfiÚÌËÙ˜ ·ÓÙȉڿÛÂȘ, ¤ÏÏÂÈ„Ë Û¯Â‰È·ÛÌÔ‡ * AÛÙ·ı¤˜ ÎÚ¿ÙËÌ· ÙÔ˘ ÌÔÏ˘‚ÈÔ‡ * ¢˘ÛÎÔÏ›· ÂÎÌ¿ıËÛ˘ Ù˘ ÒÚ·˜ * ºÙˆ¯fi˜ Û˘ÓÙÔÓÈÛÌfi˜ ÎÈÓ‹ÛˆÓ, ÂÈÚÚ¤ÂÈ· Û ·Ù˘¯‹Ì·Ù· ¢È¿ÁÓˆÛË H ‰È¿ÁÓˆÛË ÙˆÓ Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ Á›ÓÂÙ·È ¿Ù˘· ̤ۈ Ù˘ ‰È·›ÛÙˆÛ˘ fiÙÈ ÙÔ ·È‰› ·ÚÔ˘ÛÈ¿˙ÂÈ ÛËÌ·ÓÙÈ΋ ηı˘ÛÙ¤ÚËÛË ÛÙËÓ ·Ó¿Ù˘ÍË ÙˆÓ „˘¯ÔÎÈÓËÙÈÎÒÓ ÈηÓÔÙ‹ÙˆÓ ÙÔ˘, ηıÒ˜ Î·È fiÙÈ ˘¿Ú¯ÂÈ ÛËÌ·ÓÙÈÎfi ¯¿ÛÌ· ÌÂٷ͇ ÙÔ˘ ‰Â›ÎÙË Â˘Ê˘˝·˜ ÙÔ˘ Î·È ÙˆÓ ÈηÓÔÙ‹ÙˆÓ Ô˘ ¤¯ÂÈ Î·Ù·Ê¤ÚÂÈ Ó· ·Ó·Ù‡ÍÂÈ, ÛÂ Û˘Ó¿ÚÙËÛË ¿ÓÙ· Ì ÙËÓ ËÏÈΛ· ÙÔ˘. K¿ı هԘ Ì·ıËÛȷ΋˜ ‰˘ÛÎÔÏ›·˜ ‰È·ÁÈÁÓÒÛÎÂÙ·È Ì¤Ûˆ ÂȉÈÎÒÓ ‰ÔÎÈÌ·ÛÈÒÓ Ô˘ ·ÊÔÚÔ‡Ó ÛÙËÓ Î·Ù·ÓfiËÛË ÙÔ˘ ÁÚ·ÙÔ‡ Î·È ÚÔÊÔÚÈÎÔ‡ ÏfiÁÔ˘, ÛÙË Û˘ÁÁÚ·Ê‹ Î·È ÛÙËÓ ·Ó¿ÁÓˆÛË ÎÂÈÌ¤ÓˆÓ Î·È ÛÙÔÓ ¤ÏÂÁ¯Ô Ù˘ ÈηÓfiÙËÙ·˜ ÚÔۋψÛ˘ Ù˘ ÚÔÛÔ¯‹˜. E›Û˘, ÙÔ ·È‰› ı· ÂÏÂÁ¯ı› fiÛÔÓ ·ÊÔÚ¿ ÛÙÔ ‰Â›ÎÙË Â˘Ê˘˝·˜ ÙÔ˘ Î·È ÛÙËÓ ·ÚÙÈfiÙËÙ· Ù˘ ·ÎÔ‹˜ Î·È Ù˘ fiÚ·Û‹˜ ÙÔ˘. T¤ÏÔ˜, ·Ó ÙÔ ·È‰› ·ÚÔ˘ÛÈ¿˙ÂÈ ÚÔ‚Ï‹Ì·Ù· ¿ÚıÚˆÛ˘, ÂÈ‚¿ÏÏÂÙ·È Ë Âͤٷۋ ÙÔ˘ ·fi ÂȉÈÎfi ˆÙÔÚÈÓÔÏ·Ú˘ÁÁÔÏfiÁÔ, ÁÈ· Ó· ÂÏÂÁ¯ıÔ‡Ó Èı·Ó¿ ÚÔ‚Ï‹Ì·Ù· ÙˆÓ ÊˆÓËÙÈÎÒÓ ¯ÔÚ‰ÒÓ Î·È ÙÔ˘ Ï¿Ú˘ÁÁ·. £Âڷ›· O Û˘ÓËı¤ÛÙÂÚÔ˜ ÙÚfiÔ˜ ·ÓÙÈÌÂÙÒÈÛ˘ ÙˆÓ Ì·ıËÛÈ·ÎÒÓ ‰˘ÛÎÔÏÈÒÓ Â›Ó·È Ë ·Ú·ÎÔÏÔ‡ıËÛË ÂȉÈÎÔ‡ ÂÎ·È‰Â˘ÙÈÎÔ‡ ÚÔÁÚ¿ÌÌ·ÙÔ˜. K·Ù¿ÏÏËÏ· ÂÎ·È‰Â˘Ì¤ÓÔÈ ÂÈÛÙ‹ÌÔÓ˜ ۯ‰ȿ˙Ô˘Ó, ·ÊÔ‡ ÔÏÔÎÏËÚÒÛÔ˘Ó Ï‹Úˆ˜ ÙËÓ ·ÍÈÔÏfiÁËÛË ÙÔ˘ ·È‰ÈÔ‡, ¤Ó· ÂÍ·ÙÔÌÈÎÂ˘Ì¤ÓÔ ÚfiÁÚ·ÌÌ· Âη›‰Â˘Û‹˜ ÙÔ˘, ÙÔ ÔÔ›Ô ÂÛÙÈ¿˙ÂÈ ÛÙ· ȉȷ›ÙÂÚ· ÚÔ‚Ï‹Ì·Ù· ÙÔ˘ οı ·ÙfiÌÔ˘. ¶Èı·ÓfiÓ ı· ¯ÚÂÈ·ÛÙ› Ë Û˘ÓÂÚÁ·Û›· ÂÚÈÛÛÔÙ¤ÚˆÓ ÙÔ˘ ÂÓfi˜ ÂȉÈÎÔ‡, ÁÈ· ·Ú¿‰ÂÈÁÌ·, ÂÓfi˜ ÏÔÁÔıÂÚ·Â˘Ù‹ Î·È ÂÓfi˜ „˘¯ÔÏfiÁÔ˘ ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙÔÓ ÂȉÈÎfi ·È‰›·ÙÚÔ, ÙÔ ‰¿ÛηÏÔ Î·È ÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘ ·È‰ÈÔ‡. E›Û˘, ·ÚÎÂÙ¤˜ ÊÔÚ¤˜ ¯ÔÚËÁÂ›Ù·È Ê·Ú̷΢ÙÈ΋ ·ÁˆÁ‹ ̤ۈ Ù˘ ÔÔ›·˜ ÂÈÙ˘Á¯¿ÓÂÙ·È Ë ÂÓ›Û¯˘ÛË Ù˘ ÚÔÛÔ¯‹˜ Î·È Ù˘ Û˘ÁΤÓÙÚˆÛ˘ ÙÔ˘ ·È‰ÈÔ‡. TÈ Ó· οÓÂÙÂ, ·Ó ˘Ô„È·ÛÙ›Ù οÙÈ K·Ù’ ·Ú¯¿˜, Û˘ÓÂȉËÙÔÔÈ‹ÛÙ fiÙÈ ÔÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Â›Ó·È ·ÚÎÂÙ¿ Û˘¯Ófi Úfi‚ÏËÌ·. ¶ÂÚ›Ô˘ ¤Ó· ÛÙ· ÂÙ¿
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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.
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MEMºI™ 210.52.40.728
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20
™¯Â‰È¿˙ÔÓÙ·˜ ÛˆÛÙ¿ ÙÔ ‰È·ÊËÌÈÛÙÈÎfi Û·˜ Ì‹Ó˘Ì· ˆ˜ Û·˜ ˘ÔÛ¯Âı‹Î·Ì ÛÙÔ ÚÔËÁÔ‡ÌÂÓÔ Ù‡¯Ô˜ ·ÓÂÚ¯fiÌ·ÛÙ Ì ÙȘ ÈÔ ·ÔÙÂÏÂÛÌ·ÙÈΤ˜ ϤÍÂȘ ÛÙËÓ ‰È·Ê‹ÌÈÛË, ÔχÙÈ̘ Û˘Ì‚Ô˘Ï¤˜ Î·È ÌÈ· "checklist" Ô˘ ı· Û·˜ ‚ÔËı‹ÛÂÈ Ó· ۯ‰ȿÛÂÙ ÙÔ ‰È·ÊËÌÈÛÙÈÎfi Û·˜ ÈÔ ·ÔÙÂÏÂÛÌ·ÙÈο. ∆Ô ‰È·ÊËÌÈÛÙÈÎfi Û·˜, fiÔÈÔ Ì¤ÛÔÓ Î·È ·Ó ¯ÚËÛÈÌÔÔÈ‹ÛÂÙÂ, ‰ÂÓ ı· «Ô˘Ï‹ÛÂÈ» Â¿Ó ‰ÂÓ ‰È·‚·ÛÙ› Î·È ‰ÂÓ ı· ‰È·‚·ÛÙ› Â¿Ó ‰ÂÓ ÙÚ·‚‹ÍÂÈ ÙËÓ ÚÔÛÔ¯‹ ÙÔ˘ ·Ó·ÁÓÒÛÙË. √ ¯Ú˘Ûfi˜ ηÓfiÓ·˜ ÙˆÓ ‰È·ÊËÌÈÛÙÒÓ Ï¤ÁÂÙ·È AIDA: Attention, Interest, Desire & Action. ŒÓ·˜ ·Ïfi˜ ÏÔÁÈÎfi˜ ηÓfiÓ·˜: ÚÒÙ· ·È¯Ì·ÏˆÙ›˙Ô˘Ì ÙËÓ ¶ÚÔÛÔ¯‹, ηÙfiÈÓ ‰ËÌÈÔ˘ÚÁԇ̠∂ӉȷʤÚÔÓ, ∂Èı˘Ì›· ( ÁÈ· ·ÁÔÚ¿, ÂÁÁÚ·Ê‹, Û˘Ó‰ÚÔÌ‹) Î·È Ù¤ÏÔ˜ ¢Ú¿ÛË, fiÔ˘ Ô Èı·Ófi˜ ÂÏ¿Ù˘ Á›ÓÂÙ·È ÂÏ¿Ù˘ Û·˜.
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Keep it simple √ ÁÎÔ˘ÚÔ‡ Ù˘ ‰È·Ê‹ÌÈÛ˘ John Caples Ì·˜ › ¯ÚfiÓÈ· ÚÈÓ « ªËÓ Î¿ÓÂÙ ÙÈ ‰È·ÊËÌ›ÛÂȘ Û·˜ ·Ï¤˜ ‰ÈfiÙÈ ÓÔÌ›˙ÂÙ ˆ˜ ÔÈ ¿ÓıÚˆÔÈ ¤¯Ô˘Ó ¯·ÌËÏ‹ ÓÔËÌÔÛ‡ÓË. ªÂÚÈÎÔ› Â›Ó·È ¤Í˘ÓÔÈ Î·È ÌÂÚÈÎÔ› fi¯È Î·È ÙfiÛÔ. ∆Ô ı¤Ì· Â›Ó·È ˆ˜ ÔÈ ¿ÓıÚˆÔÈ ¤¯Ô˘Ó ‰È¿ÊÔÚ· ÛÙÔ Ì˘·Ïfi ÙÔ˘˜ fiÙ·Ó ‚Ï¤Ô˘Ó ÙËÓ ‰È·Ê‹ÌÈÛ‹ Û·˜. ∏ ‰È·Ê‹ÌÈÛ‹ Û·˜ ‰ÂÓ
C M Y K
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¤¯ÂÈ ÙËÓ ·Ì¤ÚÈÛÙË ÚÔÛÔ¯‹ ÙÔ˘˜. ∏ ‰È·Ê‹ÌÈÛ‹ Û·˜ ··Û¯ÔÏ› ¤Ó· ÂÏ¿¯ÈÛÙÔ ÎÔÌÌ·Ù¿ÎÈ Ù˘ Â˘Ê˘›·˜ ÙÔ˘˜. ¢ÂÓ ÙÔ˘˜ ··Û¯ÔÏ›. °È’ ·˘ÙfiÓ ÙÔÓ ÏfiÁÔ Ú¤ÂÈ ÔÈ ‰È·ÊËÌ›ÛÂȘ Û·˜ Ó· Â›Ó·È ·Ï¤˜. §¤ÍÂȘ Ô˘ ....Ô˘Ï¿ÓÂ
√È ·Ú·Î¿Ùˆ ϤÍÂȘ ·Ô‰Â‰ÂÈÁ̤ӷ ÙÚ·‚Ô‡Ó ÙËÓ ÚÔÛÔ¯‹ ÙÔ˘ ·Ó·ÁÓÒÛÙË Î·È ‰˘Ì‚¿ÏÏÔÓ ÛÙËÓ ÂÈÙ˘¯›· ÂÓfi˜ ‰È·ÊËÌÈÛÙÈÎÔ‡:
∆Ô 85% ÙÔ˘ Û˘ÓfiÏÔ˘ Ù˘ ‰È·Ê‹ÌÈÛ˘ Î·È ÙÔ˘ Ì¿ÚÎÂÙÈÓÁÎ Â›Ó·È Ú·ÎÙÈο ·fiÚ·ÙÔ, ÂÂȉ‹ Â›Ó·È ÙfiÛÔ Î·ÎÔÊÙÈ·Á̤ÓÔ. ∆Ô 14% ÙÔ˘ Û˘ÓfiÏÔ˘ Ù˘ ‰È·Ê‹ÌÈÛ˘ Î·È ÙÔ˘ Ì·ÚÎÂÙÈÓÁÎ Â›Ó·È ÂÍ·ÈÚÂÙÈο ηÎfi – ›Ù ÌË ÂÏ΢ÛÙÈÎfi, ·ÓfiËÙÔ, Û˘Áηٷ‚·ÙÈÎfi ‹ ÚÔÛ‚ÏËÙÈÎfi. ∆Ô ˘fiÏÔÈÔ 1% Â›Ó·È ÂÍ·ÈÚÂÙÈÎfi.
ªÔÓ·‰ÈÎfi ,¶ÚˆÙÔÔÚÈ·Îfi, ™˘Ó·Ú·ÛÙÈÎfi,∞ÔÎÏÂÈÛÙÈÎfi ,¢˘Ó·ÌÈÎfi, ∂ÌÈÛÙÔÛ‡ÓË, ™˘Ó¤ÂÈ·, ∞ÔÙÂÏÂÛÌ·ÙÈÎfi, ∂Û˘ –ÂÛÂȘ, ∆Ô ·È‰› Û·˜, ∂Í·ÛÊ·ÏÈṲ̂ÓÔ, ∂ÎÏËÎÙÈÎfi, ª·ÁÈÎfi, À¤ÚÔ¯Ô, ¡¤Ô, ∆ÒÚ· ∂Ù¿ η›ÚÈ· ÛËÌ›· √ÏÔÎÏËÚÒÓÔÓÙ·˜ ÙËÓ Î·Ù·Û΢‹ ÙÔ˘ ‰È·ÊËÌÈÛÙÈÎÔ‡ Û·˜ ÚˆÙ‹ÛÙ ÙÔÓ Â·˘Ùfi Û·˜. ñ ∂›Ó·È ÙÔ Û˘ÓÔÏÈÎfi «·Î¤ÙÔ» Û·˜ ÂÏ΢ÛÙÈÎfi? ñ ∂›Ó·È ÛˆÛÙ¿ ÚÔÛ·ÚÌÔṲ̂ÓÔ ÛÙÔÓ Èı·Ófi Û·˜ ÂÏ¿ÙË? ñ ¶ÔÈfi˜ Â›Ó·È Ô Î‡ÚÈÔ˜ ÛÙfi¯Ô˜ ÙÔ˘ ‰È·ÊËÌÈÛÙÈÎÔ‡? ∆È ı¤ÏÂÙ ӷ
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Andy Owen – Copywriter
οÓÂÈ Ô Èı·Ófi˜ Û·˜ ÂÏ¿Ù˘? ñ ¶ÚÔÛʤÚÂÈ ÙÔ ‰È·ÊËÌÈÛÙÈÎfi Û·˜ ÛÙÔÓ ‰˘ÓËÙÈÎfi ÂÏ¿ÙË fiÊÂÏÔ˜? ∆Ô˘ ϤÂÈ ÍÂοı·Ú· ˆ˜ ı· ˆÊÂÏËı› Â¿Ó Á›ÓÂÈ ÂÏ¿Ù˘ Û·˜? ñ ∂›Ó·È Ë #1 ÚÔÛÊÔÚ¿ ‹ ·ÓÙ·ÁˆÓÈÛÙÈÎfi ÏÂÔÓ¤ÎÙËÌ· Û·˜ Û ÛËÌÂ›Ô Ô˘ Ó· ÙÚ·‚¿ÂÈ ¿ÌÂÛ· ÙË ÚÔÛÔ¯‹? ñ ∆· ÁÚ·ÊÈο Û˘ÌÏËÚÒÓÔ˘Ó ÙÔ Î›ÌÂÓÔ? ñ ∞ÔÛÙ·ÛÈÔÔÈËı›Ù ·Ô ÙÔ ¤ÓÙ˘Ô Î·È ÌÂÏÂÙ‹ÛÙ ÙËÓ ÚÔÛˆÈ΋ Û·˜ ·ÓÙ›‰Ú·ÛË. ¶ÔÈ¿ Â›Ó·È Ë ‰È΋ Û·˜ ·ÓÙ›‰Ú·ÛË ∂Û›˜ ı· ·ÓÙ·ÔÎÚÈÓfiÛ·ÛÙ·Ó Û ¤Ó· Ù¤ÙÔÈÔ ‰È·ÊËÌÈÛÙÈÎfi? §¿ıÔ˜ ÁÚ¿ÌÌ· ∂ÈϤÍÙ ϿıÔ˜ ÁÚ·ÌÌ·ÙÔÛÂÈÚ¿
Î·È ÌÔÚ›Ù ӷ ¯¿ÛÂÙ – Û ‰Â˘ÙÂÚfiÏÂÙ·- 3 ÛÙÔ˘˜ Ù¤ÛÛÂÚÂȘ ·Ó·ÁÓÒÛÙ˜ Û·˜. ∞›ÛÙ¢ÙÔ Î·È fï˜ ·ÏËıÈÓfi! ¶¿ÓÙ·, Ì· ¿ÓÙ· , Ó· ¯ÚËÛÈÌÔÔț٠ÁÚ·ÌÌ·ÙÔÛÂÈÚ¤˜ Ù‡Ô˘ serif ( ·˜ ԇ̠ÛÙÚÔÁÁ˘ÏÂ̤Ó˜) , .¯ Times New Roman, Garamond, Book Antiqua, ÎÏ. Î·È Ô¯È sans serif fiˆ˜ .¯. Arial, Helvetica. √ Colin Whildon, Û˘ÁÁڷʤ·˜ ÌÂٷ͇ ¿ÏψÓ, ¤Î·Ó ÙËÓ ÈÔ ÔÏÔÎÏËڈ̤ÓË ¤Ú¢ӷ ÂÈ ÙÔ˘ ı¤Ì·ÙÔ˜. ŒÓ· ÂÍ·ÈÚÂÙÈο ÂӉȷʤÚÔÓ Ì¤ÚÔ˜ Ù˘ ‹Ù·Ó ÙÔ ÂÍ‹˜: ªÈ· ‰È·Ê‹ÌÈÛË ÁÚ·Ì̤ÓË Û serif ÁÚ·ÌÌ·ÙÔÛÂÈÚ¿ ( Garamond ) ‰È·‚¿ÛÙËÎÂ Î·È ¤ÁÈÓ ηٷÓÔËÙ‹ ·Ô ÙÔ 66% ÙÔ˘ ‰Â›ÁÌ·ÙÔ˜. ∏ ›‰È· ‰È·Ê‹-
ÌÈÛË Û sans serif ÁÚ·ÌÌ·ÙÔÛÂÈÚ¿ (Helvetica) ‰È·‚¿ÛÙËÎÂ Î·È ¤ÁÈÓ ηٷÓÔËÙ‹ ÌfiÓÔ ·Ô ÙÔ 12,5% ÙÔ˘ ‰Â›ÁÌ·ÙÔ˜. ∏ ›‰È· ¿ÏÈ ‰È·Ê‹ÌÈÛË Û Times Roman – ÙËÓ ÈÔ ‰ËÌÔÊÈÏ‹ ›Ûˆ˜ ÁÚ·ÌÌ·ÙÔÛÂÈÚ¿ ÛÙÔÓ ÎfiÛÌÔ- ¤Ù˘¯Â ÌfiÏȘ 50% ÙÔ˘ ‰Â›ÁÌ·ÙÔ˜. ¶¤ÓÙÂ, ÂÚ›Ô˘ ÊÔÚ¤˜ ÂÚÈÛÛfiÙÂÚÔÈ ¿ÓıÚˆÔÈ ‰È¿‚·Û·Ó ÙËÓ ‰È·Ê‹ÌÈÛË ·ÏÒ˜ Î·È ÌfiÓÔ ÏfiÁˆ ÁÚ·ÌÌ·ÙÔÛÂÈÚ¿˜! ∏ ›‰È· ¤Ú¢ӷ ·¤‰ÂÈÍ ˆ˜ ‰ÂÓ Ú¤ÂÈ Ó· οÓÔ˘Ì ÂÈÚ¿Ì·Ù· Ì ÙȘ ·ÔÛÙ¿ÛÂȘ ·Ó¿ÌÂÛ· ÛÙ· ÁÚ¿ÌÌ·Ù· ‹ ÙȘ ϤÍÂȘ. √ ·ÓıÚÒÈÓÔ˜ ÂÁΤʷÏÔ˜ ·È‰ÈfiıÂÓ ¤¯ÂÈ Û˘ÓËı›ÛÂÈ ÛÂ Û˘ÁÎÂÎÚÈ̤Ó˜ ·ÔÛÙ¿ÛÂȘ. ∂¿Ó ÙȘ ·ÏÏ¿ÍÔ˘ÌÂ, οÙÈ ‰ÂÓ ¿ÂÈ Î·Ï¿ ÛÙÔ Ì¿ÙÈ, ÂÓԯϛٷÈ, ÎÔ˘Ú¿˙ÂÙ·È Î·È .. ¿ÂÈ ·Ú·Î¿Ùˆ. ∫·È οÔÈ· ·ÎfiÌË Ôχ ÂӉȷʤÚÔÓÙ· ·ÔÙÂϤÛÌ·Ù· Ù˘ ›‰È·˜ ¤Ú¢ӷ˜:
∫∞∆∞¡√∏™∏
∫∞§∏ ª∂∆ƒπ∞ °ƒ∞ªª∞∆√™∂πƒ∞ SERIF ª∞Àƒ√ ∫∂πª∂¡√-§∂À∫√ º√¡∆√ 70% 19% §∂À∫√ ∫∂πª∂¡√-ª∞Àƒ√ º√¡∆√ 0% 12% §∂À∫√ ∫∂πª∂¡√-ªøµ º√¡∆√ 2% 16% §∂À∫√ ∫∂πª∂¡√-ª¶§∂ º√¡∆√ 0% 4% °ƒ∞ªª∞∆√™∂πƒ∞ SANS SERIF ª∞Àƒ√ ∫∂πª∂¡√-§∂À∫√ º√¡∆√ 14% 25% §∂À∫√ ∫∂πª∂¡√-ª∞Àƒ√ º√¡∆√ 4% 13%
C M Y K
∫∞∫∏ 11% 88% 82% 96% 61% 83%
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