K.E.M.¶.A£.

4687

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

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

➚
™ËÌÂÈÒÛÙÂ
·˘Ù¤˜ ÙȘ
ËÌÂÚÔÌËӛ˜

™YNANTH™H KOPYºH™
➘
£E™™A§ONIKH
✔ TÂÙ¿ÚÙË 27 A˘ÁÔ‡ÛÙÔ˘
Makedonia Palace
¢ÈÌËÓÈ·›· ∂ÊËÌÂÚ›‰· ÁÈ· ÙÔÓ ∫Ï¿‰Ô Ù˘ •ÂÓfiÁψÛÛ˘ ∂Î·›‰Â˘Û˘

NÔ 17 EK¢O™H: PROFORMA PUBLICATIONS - B·Û. B·ÛÈÏ›Ԣ & ™È· E.E.

KÏÂÈÛı¤ÓÔ˘˜ 7, 105 52 Aı‹Ó·
£· ı¤Ï·Ù ӷ ‰ÈÔÚÁ·ÓÒÛÔ˘Ì ÁÈ· Û·˜ οÔÈÔ ÛÂÌÈÓ¿ÚÈÔ Û ÌÈ· ·fi ÙȘ ‰˘Ô Ì·˜ ÂÎı¤ÛÂȘ;
°Ú¿„ÙÂ Ì·˜ ÛÙÔ stella.floras@floras.gr
‹ ÙËÏÂʈӋÛÙ¤ Ì·˜ ÛÙÔ 210-5232621 Ì ÙȘ ȉ¤Â˜ Û·˜
MA´O™-IOYN. 2008 AÚ. A‰Â›·˜ Y. T‡Ô˘ 3488

Macmillan signs agreement with SMART

Nick Evans, Managing Director of Macmillan Hellas SA signs a co-operation
agreement with Panagiotis Koutsis, General Manager of Interactivo Ltd, the official
supplier of SMART technologies in south-east Europe.
Nick Evans said “we have an excellent relationship with SMART around Europe, and
are happy to promote their high-quality yet affordable interactive tools. I am
delighted that we are able to be proactive in Greece, where schools and teachers
are enthusiastic about the possibilities of the electronic interactive whiteboard.
Our co-operation with SMART’s local agent allows us to showcase the new
generation of materials we have developed for whiteboards. These materials offer
added value for teachers, and their use on the interactive whiteboard is engaging
for students.
In partnership with Interactivo, we will offer supply of the boards, and installation
and certified training, as well as interactive content. This is a winning situation for
schools, who can showcase this new technology to their community, get it up and
running quickly, and teach using the materials they already use.”
For more information call Macmillan Hellas at 800 100 8181 toll free.

¶ÚÔ΋ڢÍË ÁÈ· ÙÔ E˘Úˆ·˚Îfi ™‹Ì· °ÏˆÛÛÒÓ 2008 ÁÈ· ηÈÓÔÙfiÌ·

ÚÔÁÚ¿ÌÌ·Ù· ‰È‰·Ûηϛ·˜ & ÂÎÌ¿ıËÛ˘ Í¤ÓˆÓ ÁψÛÛÒÓ
EÌϤÎÂÛı Û ¤Ó· ÚfiÁÚ·ÌÌ·
Ô˘ ÂÊ·ÚÌfi˙ÂÈ Ó¤Â˜ ÚÔÛÂÁÁ›ÛÂȘ ÛÙË
‰È‰·Ûηϛ· ÙˆÓ Í¤ÓˆÓ ÁψÛÛÒÓ;
EÂÍÂÚÁ¿˙ÂÛÙÂ ·˘Ù‹ ÙË ÛÙÈÁÌ‹ ¤-
Ó· ÚfiÁÚ·ÌÌ· ȉȷ›ÙÂÚ· ÂӉȷʤÚÔÓ
Ô˘ ÂÈı˘Ì›Ù ӷ ÙÔ ÁÓˆÛÙÔÔÈ‹ÛÂ-
ÙÂ Î·È Ó· ÙÔ ÌÔÈÚ·ÛÙ›ÙÂ;
TÔ ÚfiÁÚ·ÌÌ¿ Û·˜ Û˘Ó¤‚·Ï ÛÙË
‚ÂÏÙ›ˆÛË ÙˆÓ ÁψÛÛÈÎÒÓ ‰ÂÍÈÔًوÓ
ÙˆÓ ÛÔ˘‰·ÛÙÒÓ Û·˜;
AÓ ¤¯ÂÙ ··ÓÙ‹ÛÂÈ NAI Û ̛· ·-
fi ÙȘ ·Ú·¿Óˆ ÂÚˆÙ‹ÛÂȘ, ÙfiÙ ˘-
Ô‚¿ÏÂÙ ÙÔ ÚfiÁÚ·ÌÌ¿ Û·˜ Î·È ÌÔ-
Ú› Ó· ÂÈÏÂÁ›Ù ÁÈ· ÙËÓ ·ÔÓÔÌ‹
ÙÔ˘ E˘Úˆ·˚ÎÔ‡ ™‹Ì·ÙÔ˜ °ÏˆÛÛÒÓ.
™ÙÔÓ E˘Úˆ·˚Îfi ¢È·ÁˆÓÈÛÌfi
°ÏˆÛÛÒÓ ÂÈϤÁÔÓÙ·È Î¿ı ¯ÚfiÓÔ
Ù· ÈÔ Î·ÈÓÔÙfiÌ· ÚÔÁÚ¿ÌÌ·Ù· ‰È-
‰·Ûηϛ·˜ Î·È ÂÎÌ¿ıËÛ˘ ͤӈÓ
ÁψÛÛÒÓ Î¿ı ¯ÒÚ·˜, Ù· ÔÔ›·
‚Ú·‚‡ÔÓÙ·È Ì ÙÔ «E˘Úˆ·˚Îfi ™‹-
Ì· °ÏˆÛÛÒÓ» (Euro- pean
Language Label). H ‰Ú¿ÛË ™‹Ì·
°ÏˆÛÛÒÓ' (Language Label) ›ӷÈ
‰ڷȈ̤ÓÔ˜ ıÂÛÌfi˜ Û fiϘ ÙȘ ¯Ò-
Ú˜ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È ¤-
TÔ BÈ‚ÏÈÔˆÏ›Ô
ºÏˆÚ¿˜ N›Î·È·˜
MÂٷʤÚıËÎÂ!
TÔ BÈ‚ÏÈÔˆÏÂ›Ô ºÏˆ-
Ú¿˜ N›Î·È·˜ ÌÂٷʤÚıËÎÂ!
™·˜ ÂÚÈ̤ÓÔ˘Ì ӷ Û·˜ Â-
͢ËÚÂÙ‹ÛÔ˘Ì ÛÙÔ BÈ-
‚ÏÈÔˆÏÂ›Ô Ì·˜ ÛÙÔÓ KÔ-
Ú˘‰·ÏÏfi, KÔ˘ÓÙÔ˘ÚÈÒÙÔ˘
54-56, TËÏ. 210 4942302.
¯ÂÈ ÛÙfi¯Ô Ó· ÂÓı·ÚÚ‡ÓÂÈ Ó¤Â˜ Úˆ-
ÙÔ‚Ô˘Ï›Â˜ ÛÙÔÓ ÙÔ̤· Ù˘ ‰È‰·Ûη-
Ï›·˜ Î·È Ù˘ ÂÎÌ¿ıËÛ˘ ͤӈÓ
ÁψÛÛÒÓ Î·È Ó· ÂÓËÌÂÚÒÛÂÈ ÂÎ·È-
‰Â˘ÙÈÎÔ‡˜ Î·È Ì·ıËÙ¤˜ Û¯ÂÙÈο ÌÂ
ÙȘ ÚˆÙÔ‚Ô˘Ï›Â˜ ·˘Ù¤˜, Î·È Ó· ÙÔ˘˜
ÂÌÓ‡ÛÂÈ Ó· ÚÔÛ·ÚÌfiÛÔ˘Ó ÛÙȘ
ÛËÌÂÚÈÓ¤˜ ÂÍÂÏ›ÍÂȘ ÙȘ ȉ¤Â˜ Î·È ÙȘ
Ù¯ÓÈΤ˜ Ô˘ ÂÊ·ÚÌfi˙Ô˘Ó.
O OÚÁ·ÓÈÛÌfi˜ E·ÁÁÂÏÌ·ÙÈ΋˜
EÎ·›‰Â˘Û˘ Î·È K·Ù¿ÚÙÈÛ˘
(O.E.EK./YÔ˘ÚÁÂ›Ô ¶·È‰Â›·˜) ¤-
¯ÂÈ ÔÚÈÛÙ› Ì YÔ˘ÚÁÈ΋ AfiÊ·ÛË
ˆ˜ Ô ˘‡ı˘ÓÔ˜ ÊÔÚ¤·˜ ˘ÏÔÔ›ËÛ˘
ÛÙËÓ EÏÏ¿‰·. H ‰Ú¿ÛË ·˘Ù‹ ·¢-
ı‡ÓÂÙ·È Û ȉÈÒÙ˜ Î·È ÊÔÚ›˜ Ô˘
·Û¯ÔÏÔ‡ÓÙ·È Ì ÙË ‰È‰·Ûηϛ· ͤ-
ÓˆÓ ÁψÛÛÒÓ Û fiÏ· Ù· ÛÙ¿‰È· Ù˘
ÂÎ·›‰Â˘Û˘ Î·È Î·Ù¿ÚÙÈÛ˘ ÛÙËÓ
EÏÏ¿‰·. ™˘ÁÎÂÎÚÈ̤ӷ ÂӉȷʤÚÂÈ:
ñ ηıËÁËÙ¤˜ Í¤ÓˆÓ ÁψÛÛÒÓ
ñ ‰ËÌfiÛÈ· Î·È È‰ÈˆÙÈο Û¯ÔÏ›·,
ÚˆÙÔ‚¿ıÌÈ·˜ Î·È ‰Â˘ÙÂÚÔ‚¿ıÌÈ·˜
ÂÎ·›‰Â˘Û˘
ñ ÈÓÛÙÈÙÔ‡Ù· / ΤÓÙÚ· ͤӈÓ
ÁψÛÛÒÓ
ñ ΤÓÙÚ· ÂÈÌfiÚʈÛ˘ ÂÎ·È-
‰Â˘ÙÈÎÒÓ
ñ ‰È‰·ÛηÏ›· Í¤ÓˆÓ ÁψÛÛÒÓ
TÚÈÙÔ‚¿ıÌÈ·˜ EÎ/Û˘
ñ ȉڇ̷ٷ TÚÈÙÔ‚¿ıÌÈ·˜
EÎ/Û˘, Î.Ï.
¢È·‰Èηۛ· EÈÏÔÁ‹˜
H ÂÈÏÔÁ‹ ÙˆÓ Î·Ï‡ÙÂÚˆÓ ÚÔ-
ÁÚ·ÌÌ¿ÙˆÓ Á›ÓÂÙ·È ·fi EÈÙÚÔ‹
AÍÈÔÏfiÁËÛ˘ ·ÔÙÂÏÔ‡ÌÂÓË ·fi ÂÈ-
‰ÈÎÔ‡˜ ÂÌÂÈÚÔÁÓÒÌÔÓ˜, Û‡Ìʈӷ
Ì ÎÚÈÙ‹ÚÈ· Ô˘ ÔÚ›˙ÂÈ Ë E˘Úˆ·˚-
΋ EÈÙÚÔ‹. T· ÂÈÏÂÁ̤ӷ Û¯¤‰È·
‚Ú·‚‡ÔÓÙ·È Ì ÂȉÈÎfi ‰›ψ̷
"European Language Label", Ô˘
ʤÚÂÈ ÙËÓ ˘ÔÁÚ·Ê‹ ÙÔ˘ ·ÚÌfi‰ÈÔ˘
EÈÙÚfiÔ˘ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆ-
Û˘ Î·È ÙÔ˘ YÔ˘ÚÁÔ‡ ¶·È‰Â›·˜ Ù˘
EÏÏ¿‰·˜.
¶Ò˜ Á›ÓÂÙ·È Ë ·ÍÈÔÏfiÁËÛË ÙˆÓ
ۯ‰›ˆÓ:
OÈ ‚Ú·‚Â˘Ì¤Ó˜ ÚˆÙÔ‚Ô˘Ï›Â˜
ı· Ú¤ÂÈ Ó· Â›Ó·È ÂÎÙÂÓ›˜ Î·È ÙÂÎ-
ÌËÚȈ̤Ó˜. AÎfiÌË,
ñ Ó· Â›Ó·È ÚˆÙfiÙ˘˜ Î·È ‰ËÌÈ-
Ô˘ÚÁÈΤ˜ Î·È Ó· ÚÔÛʤÚÔ˘Ó Î›ÓË-
ÙÚ· Û ̷ıËÙ¤˜ ηÈ/‹ ÂÎ·È‰Â˘ÙÈ-
ÎÔ‡˜.
ñ Ó· ¯ÚËÛÈÌÔÔÈÔ‡Ó ÙÔ˘˜ ‰È·ı¤-
ÛÈÌÔ˘˜ fiÚÔ˘˜ Ì ʷÓÙ·Û›· ÁÈ· Ó·
·Ú·ÎÈÓÔ‡Ó ÙÔ ÂӉȷʤÚÔÓ ÁÈ· ÙËÓ
ÂÎÌ¿ıËÛË Í¤ÓˆÓ ÁψÛÛÒÓ.
ñ Ó· ÚÔÛʤÚÔ˘Ó ÚÔÛÙÈı¤ÌÂÓË
·Í›· ÛÙÔ ÂıÓÈÎfi ÙÔ˘˜ Ï·›ÛÈÔ, Ô‰Ë-
ÁÒÓÙ·˜ Û ÔÛÔÙÈ΋ ηÈ/‹ ÔÈÔÙÈ΋
‚ÂÏÙ›ˆÛË. ø˜ ÔÛÔÙÈ΋ ‚ÂÏÙ›ˆÛË
ÂÓÓÔÂ›Ù·È Ë ÂÌÏÔ΋ ‰È·ÊfiÚˆÓ
ÁψÛÛÒÓ Î·È È‰È·›ÙÂÚ· ·˘ÙÒÓ Ô˘ Ë
¯Ú‹ÛË ÙÔ˘˜ Â›Ó·È ÏÈÁfiÙÂÚÔ ‰È·‰Â‰Ô-
̤ÓË ÂÓÒ ˆ˜ ÔÈÔÙÈ΋ ‚ÂÏÙ›ˆÛË ıÂ-
ˆÚÂ›Ù·È Ë ¯Ú‹ÛË Î·Ï‡ÙÂÚ˘ ÌÂıÔ‰Ô-
ÏÔÁ›·˜ ·fi ÚÈÓ.
ñ Ó· ¤¯Ô˘Ó Â˘Úˆ·˚΋ ‰È¿ÛÙ·ÛË,
‚·ÛÈ˙fiÌÂÓ˜ ÛÙËÓ Ú·ÁÌ·ÙÈÎfiÙËÙ·
Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘ Î·È ÛÙË
ÁψÛÛÈ΋ Ù˘ ÔÏ˘ÌÔÚÊ›·.
ñ Ó· Â›Ó·È ÌÂÙ·‚È‚¿ÛÈ̘ Î·È Ó·
·ÔÙÂÏÔ‡Ó ‰˘Ó·ÌÈ΋ ËÁ‹ ¤ÌÓ¢-
Û˘ ÁÈ· ¿ÏÏÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ ÛÂ
¿ÏÏ· Ï·›ÛÈ· Î·È ¯ÒÚ˜.
T· ‚Ú·‚Â˘Ì¤Ó· Û¯¤‰È· fiÏˆÓ ÙˆÓ
¯ˆÚÒÓ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘
Û˘ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È Û ‚¿ÛË ‰Â‰Ô-
̤ӈÓ, Ë ÔÔ›· ‚Ú›ÛÎÂÙ·È ÛÙÔ ¢È·-
‰›ÎÙ˘Ô ÛÙË ‰È‡ı˘ÓÛË:
http://europa.eu.int/comm/educa
tion/language/label/index.cfm
¶Ú·ÁÌ·ÙÔÔÈ‹ıËÎÂ Ë ¶ÚÔ΋ڢ-
ÍË ÙÔ˘ ¢È·ÁˆÓÈÛÌÔ‡ Label 2008 ÌÂ
ÙËÓ ·ÎfiÏÔ˘ıË ıÂÌ·ÙÈ΋ ÚÔÙÂÚ·Èfi-
ÙËÙ·:
«¢È·ÔÏÈÙÈÛÌÈÎfi˜ ‰È¿ÏÔÁÔ˜»
TÔ 2008 Â›Ó·È ÙÔ E˘Úˆ·˚Îfi
ŒÙÔ˜ ¢È·ÔÏÈÙÈÛÌÈÎÔ‡ ¢È·ÏfiÁÔ˘,
ÁÂÁÔÓfi˜ Ô˘ ˘ÔÁÚ·ÌÌ›˙ÂÈ ÙË Û˘Ì-
‚ÔÏ‹ ÙÔ˘ ‰È·ÔÏÈÙÈÛÌÈÎÔ‡ ‰È·ÏfiÁÔ˘
ÛÂ ÌÈ· ÛÂÈÚ¿ ÛÙÚ·ÙËÁÈÎÒÓ ÚÔÙÂ-
Ú·ÈÔÙ‹ÙˆÓ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆ-
Û˘, Ô˘ Â›Ó·È Ë ÚÔÒıËÛË Ù˘ ÔÏÈ-
ÙÈÛÌÈ΋˜ ÔÈÎÈÏÔÌÔÚÊ›·˜, Ë ÂÓÂÚÁfi˜
Û˘ÌÌÂÙÔ¯‹ ÙˆÓ Â˘Úˆ·›ˆÓ ÔÏÈÙÒÓ
Î·È Ë ÎÔÈÓˆÓÈ΋ Û˘ÓÔ¯‹. H ·Ó·Î‹-
Ú˘ÍË ÙÔ˘ 2008 Û ŒÙÔ˜ ¢È·ÔÏÈÙÈ-
ÛÌÈÎÔ‡ ¢È·ÏfiÁÔ˘ ÙÔÓ›˙ÂÈ Î·È Î·ıÈ-
ÛÙ¿ ÁÓˆÛÙ‹ ÙËÓ ÚÔÙÂÚ·ÈfiÙËÙ· ·˘-
Ù‹. O ‰È·ÔÏÈÙÈÛÌÈÎfi˜ ‰È¿ÏÔÁÔ˜, Â-
ÊÂÍ‹˜, ı· ·ÔÙÂÏ› ÎÂÓÙÚÈÎfi ı¤Ì·
ÙˆÓ ‰Ú·ÛÙËÚÈÔÙ‹ÙˆÓ Ù˘ °ÂÓÈ΋˜
¢È‡ı˘ÓÛ˘ ÁÈ· ÙËÓ ÂÎ·›‰Â˘ÛË Î·È
ÙÔÓ ÔÏÈÙÈÛÌfi Ù˘ E.E. OÈ ÚÔÙ¿-
ÛÂȘ ÛÙȘ Ôԛ˜ ı· ·ÔÓÂÌËı› ÙÔ
E˘Úˆ·˚Îfi ™‹Ì· °ÏˆÛÛÒÓ ı· Ú¤-
ÂÈ Ó· ¯ÚËÛÈÌÔÔÈËıÔ‡Ó ˆ˜ ·Ó·ÊÔ-
Ú¿ ÁÈ· ÙËÓ Î·Ù¿‰ÂÈÍË Ù˘ Û˘Û¯¤ÙÈ-
Û˘ ÌÂٷ͇ ÁψÛÛÈÎÒÓ ‰ÂÍÈÔًوÓ,
·ÊÂÓfi˜ Î·È ·ÌÔÈ‚·›·˜ ÔÏÈÙÈÛÌÈ΋˜
ηٷÓfiËÛ˘ Î·È ·ÍÈÔÏfiÁËÛ˘, ·ÊÂ-
Ù¤ÚÔ˘. T· ·Ú·‰Â›ÁÌ·Ù· Â›Ó·È ÔÏ-
Ï¿, ·fi ηÈÓÔÙfi̘ ÌÂıfi‰Ô˘˜ ·-
ÚÔ˘Û›·Û˘ ‰È·ÊfiÚˆÓ ÔÏÈÙÈÛÌÈÎÒÓ
ıÂÌ¿ÙˆÓ ÛÙËÓ ·›ıÔ˘Û· Ù˘ ÁψÛÛÈ-
΋˜ ‰È‰·Ûηϛ·˜, Ì ‰ËÌÈÔ˘ÚÁ›· ÂÓ-
‰È·Ê¤ÚÔÓÙÔ˜ ÁÈ· ÙȘ ÁÏÒÛÛ˜ ̤۷
·fi ÂΉËÏÒÛÂȘ ÔÏÈÙÈÛÌÔ‡, ¤ˆ˜
Î·È ·ÍÈÔÔ›ËÛË Ù˘ ÂÎÌ¿ıËÛ˘ Ù˘
ÁÏÒÛÛ·˜ ÁÈ· ÂÍ¿ÏÂÈ„Ë ÙˆÓ ÎÔÈÓˆÓÈ-
ÎÒÓ Î·È ÔÏÈÙÈÛÌÈÎÒÓ ÂÌÔ‰›ˆÓ ηÈ
ÂÚ·ÈÙ¤Úˆ ÂÓۈ̿وÛË ÛÙËÓ ÎÔÈ-
ÓˆÓ›·. OÈ ÂӉȷÊÂÚfiÌÂÓÔÈ ÌÔÚÔ‡Ó
Ó· ÂÓËÌÂÚÒÓÔÓÙ·È ÁÈ· ÙÔ ¢È·ÁˆÓÈ-
ÛÌfi Label 2008 ̤ۈ Ù˘ ÈÛÙÔÛÂÏ›-
‰·˜ Ù˘ ‰Ú¿Û˘:
(http://label.oeek.gr).
H ·›ÙËÛË Û˘ÌÌÂÙÔ¯‹˜ ‰È·Ù›ıÂÙ·È
Û ËÏÂÎÙÚÔÓÈ΋ ÌÔÚÊ‹ ÛÙÔ ‰È·‰›-
ÎÙ˘Ô Î·È Û ¤ÓÙ˘Ë ÌÔÚÊ‹ ·fi ÙÔ
TÌ‹Ì· ÙˆÓ E˘Úˆ·˚ÎÒÓ £ÂÌ¿ÙˆÓ,
¢È‡ı˘ÓÛË E˘Úˆ·˚ÎÒÓ Î·È ¢ÈÂ-
ıÓÒÓ ™¯¤ÛÂˆÓ ÙÔ˘ O.E.E.K., ÙËÏ.
210-2709108 09 10 11 º·Í: 210-
2772208
e-mail: label@iek.oeek.gr //
tm.eth@oeek.gr). H Ï‹ÍË ÚÔıÂ-
ÛÌ›·˜ ˘Ô‚ÔÏ‹˜ ÚÔÙ¿ÛÂˆÓ ¤¯ÂÈ Ô-
ÚÈÛÙ› ÁÈ· ÙȘ 19 ™ÂÙÂÌ‚Ú›Ô˘ 2008
Î·È Ë TÂÏÂÙ‹ AÔÓÔÌ‹˜-BÚ¿‚¢ÛË
ÙˆÓ ÚÔÙ¿ÛÂˆÓ ÁÈ· ÙÔÓ NԤ̂ÚÈÔ
2008.
Õ‰ÂÈ· ›‰Ú˘Û˘ K¤ÓÙÚÔ˘ •¤ÓˆÓ
°ÏˆÛÛÒÓ Î·È ÚÔÛˆÓ˘Ì›·˜
·fi ÙȘ ¢Â˘ÙÂÚÔ‚¿ıÌȘ
H ¯ÔÚ‹ÁËÛË ¿‰ÂÈ·˜ I‰Ú˘Û˘ K¤-
ÓÙÚÔ˘ •¤ÓˆÓ °ÏˆÛÛÒÓ, ºÚÔÓÙÈ-
ÛÙËÚ›Ô˘ ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ ÂÎ·›-
‰Â˘Û˘ ηıÒ˜ Î·È ÔÈ ¿‰ÂȘ ÚÔ-
ÛˆÓ˘Ì›·˜ ı· ÂΉ›‰ÔÓÙ·È ϤÔÓ ·-
fi ÙȘ ηٿ ÙfiÔ˘˜ ¢È¢ı‡ÓÛÂȘ
¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ EÎ·›‰Â˘Û˘
Î·È fi¯È ÎÂÓÙÚÈο ·Ô ÙÔ Y¶E¶£
fiˆ˜ ›Û¯˘Â ˆ˜ ÙÒÚ·. OÈ ¿‰ÂȘ
ÔÈÎԉȉ·Ûηϛ·˜ ı· ÂΉ›‰ÔÓÙ·È
ÎÂÓÙÚÈο ·Ô ÙÔ Y¶E¶£ Ôˆ˜
ÈÛ¯‡ÂÈ ¤ˆ˜ Û‹ÌÂÚ·.
 2
1988-2008: 20 ¯ÚfiÓÈ· LITERA
M ÙËÓ Â˘Î·ÈÚ›· ÙˆÓ Â›ÎÔÛÈ
¯ÚfiÓˆÓ ÙÔ˘ ÂΉÔÙÈÎÔ‡ Ô›ÎÔ˘
Litera, Ë ™‹ÏÈ· MÔ˘ÎÔ˘‚¿Ï· ÌÈ-
Ï¿ÂÈ ÛÙËÓ Lingua Franca ÁÈ· ÙËÓ
ÈÛÙÔÚ›· Î·È ÙÔ Ì¤ÏÏÔÓ ÙˆÓ ‰ËÌÔ-
ÊÈÏÒÓ ÂΉfiÛˆÓ.
TÔ 2008 Â›Ó·È ÌÈ· Ôχ ͯˆ-
ÚÈÛÙ‹ ¯ÚÔÓÈ¿ ÁÈ· Û·˜, Ò˜ ÍÂΛ-
ÓËÛ fiÏÔ ·˘Ùfi;
¶Ú·ÁÌ·ÙÈο ʤÙÔ˜ ÁÈÔÚÙ¿˙Ô˘-
ÌÂ! KÏ›۷Ì ÎÈfiÏ·˜ ‰‡Ô ÔÏfiÎÏË-
Ú˜ ‰ÂηÂٛ˜ Û˘Ó¯ԇ˜ Î·È ÂÈ-
Ù˘¯Ô‡˜ ıËÙ›·˜ ÛÙÔ ¯ÒÚÔ Ù˘ ÍÂ-
ÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘. º·ÓÙ¿-
˙ÂÈ Ú¿ÁÌ·ÙÈ Û· ¯ı¤˜ Ô˘ Ô ‰¿-
ÛηÏÔ˜, °È¿ÓÓ˘ MÔ˘ÎÔ˘‚¿Ï·˜,
ÍÂΛÓËÛ Ì ÙÔ ÚÒÙÔ ÙÔ˘ ‚È‚Ï›Ô,
ÙÔ Build it up, ˘ÏÔÔÈÒÓÙ·˜ ¤Ó· fi-
ÓÂÈÚÔ ˙ˆ‹˜ —Ó· Á›ÓÂÈ Û˘ÁÁڷʤ-
·˜ Î·È ÂΉfiÙ˘. K¿ÓÔÓÙ·˜ ·ÏÌ·-
ÙÒ‰Ë, Ì· ÛÙ·ıÂÚ¿ ‚‹Ì·Ù·, ¤Î·ÓÂ
·ÈÛıËÙ‹ ÙËÓ ·ÚÔ˘Û›· ÙÔ˘ ηÈ
ΤډÈÛ ÙËÓ ÂÌÈÛÙÔÛ‡ÓË fiÏˆÓ ÛÂ
ηÈÚÔ‡˜ ¯·ÏÂÔ‡˜, fiÔ˘ ÔÈ Í¤ÓÔÈ
ÂΉÔÙÈÎÔ› Ô›ÎÔÈ ÌÔÓÔˆÏÔ‡Û·Ó ÙÔ
ÂӉȷʤÚÔÓ ÙˆÓ Î·ıËÁËÙÒÓ.
EÈÛÙÚ¿Ù¢Û fiÏÔ ÙÔ˘ ÙÔ ÌÂÚ¿-
ÎÈ, ÙÔ ˙‹ÏÔ Î·È ÙË ‰È‰·ÎÙÈ΋ ÂÌÂÈ-
Ú›· ¯ÚfiÓˆÓ Î·È Ì ÛοÊÔ˜ Ù· ‚È-
‚Ï›· ÙÔ˘ Ì·˜ Ù·Í›‰Â„ ÛÙË ÁÓÒÛË.
ŒÙÛÈ, ÏÔÈfiÓ, ÍÂΛÓËÛ·Ó fiÏ·
Î·È ÙÔ Ù·Í›‰È Û˘Ó¯›ÛÙËΠ̠ÛÙ¿-
ÛÂȘ ÙfiÛÔ Û ÌÈÎÚfiÙÂÚ· fiÛÔ Î·È
Û ÌÂÁ·Ï‡ÙÂÚ· ÏÈÌ¿ÓÈ·. O ÂΉÔ-
ÙÈÎfi˜ Ô›ÎÔ˜ LITERA ÁÚ‹ÁÔÚ· Â-
‰Ú·ÈÒıËÎÂ Î·È ·ÁοÏÈ·Û ηıË-
ÁËÙ¤˜ Î·È Ì·ıËÙ¤˜, ÛÙËÓ EÏÏ¿‰·
Î·È ÙÔ Â͈ÙÂÚÈÎfi, ÊÚÔÓÙ›˙ÔÓÙ·˜
¿ÓÙ· Ó· ‰È·ÙËÚ› ·ÌÊ›‰ÚÔÌË ÎÈ
ÂÔÈÎÔ‰ÔÌËÙÈ΋ ÂÈÎÔÈÓˆÓ›· Ì·-
˙› ÙÔ˘˜.
◊Ù·Ó ‰‡ÛÎÔÏÔ Ó· Û˘Ó¯›ÛÂÙÂ
ÌÂÙ¿ ·fi ÙÔÓ ÚfiˆÚÔ ¯·Ìfi ÙÔ˘
·Ù¤Ú· Û·˜ Î·È È‰Ú˘Ù‹ Ù˘ ÂÙ·È-
Ú›·˜;
AÎfiÌ· ÎÈ fiÙ·Ó Ô È‰Ú˘Ù‹˜ ÙÔ˘
Ô›ÎÔ˘ ¯¿ıËΠ·ÚfiÛÌÂÓ·, ÂÌ›˜
ˆ˜ Û˘Ó¯ÈÛÙ¤˜ ÙÔ˘ ¤ÚÁÔ˘ ÙÔ˘,
ÚˆÙ›ÛÙˆ˜ ‰¿ÛηÏÔÈ Î·È ÂÓ Û˘ÓÂ-
¯Â›· Û˘ÁÁÚ·Ê›˜ Î·È ÂΉfiÙ˜,
Ô˘ ‰È‰¿ÛÎÔ˘Ì ÚÒÙÔÈ Ù· ‚È‚Ï›·
Ì·˜ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘ Û¯ÔÏ›Ԣ
Ì·˜ Î·È ÌÂÙ¿ Ù· ·Ú·‰›‰Ô˘Ì ÛÂ
Û·˜, ı·ÚÚԇ̠ˆ˜ ηٷʤڷÌÂ
Ó· Ê·Óԇ̠·ÓÙ¿ÍÈÔÈ ÙˆÓ ÚÔÛ-
‰ÔÎÈÒÓ ÙÔ˘. ¶ÚÔÛ·ı‹Û·ÌÂ Ó·
·ÎÔÏÔ˘ı‹ÛÔ˘Ì ÙȘ ·Ú¯¤˜ Î·È ÙË
ÊÈÏÔÛÔÊ›· ÙÔ˘, ÌÔÏÈ¿˙ÔÓÙ¿˜ ÙËÓ
fï˜ Ù·˘Ùfi¯ÚÔÓ· Ì ηÈÓÔÙfiÌ·
ÛÙÔȯ›· Î·È Û‡Á¯ÚÔÓÔ˘˜ ÙÚfi-
Ô˘˜ ÚÔÛ¤ÁÁÈÛ˘. KÈÓԇ̷ÛÙÂ
¿ÓÙ· ÌÂ ÁÓÒÌÔÓ· ÙÔ ÎÔÈÓfi ÛÙÔ
ÔÔ›Ô ·¢ı˘ÓfiÌ·ÛÙÂ, ‰ËÏ·‰‹ Â-
Û¿˜, ·ÊÔ˘ÁÎÚ·˙fiÌ·ÛÙ ÙȘ ·Ó¿-
ÁΘ Î·È ÙȘ ··ÈÙ‹ÛÂȘ Û·˜ Î·È Â-
ÓËÌÂÚˆÓfiÌ·ÛÙ ‰È·ÚÎÒ˜, ¤ÙÛÈ Ò-
ÛÙ ӷ ÚÔÏ·‚·›ÓÔ˘Ì ÙȘ ÂÍÂÏ›-
ÍÂȘ Î·È Ó· Û·˜ ·Ú¤¯Ô˘Ì fiÙÈ
ÈÔ ¤Á΢ÚÔ ÈÛ¯‡ÂÈ ÛÙÔÓ Â˘Ú‡ÙÂÚÔ
¯ÒÚÔ Ù˘ ·È‰Â›·˜.
¶Ò˜ ÁÈÔÚÙ¿Û·ÙÂ ·˘Ùfi ÙÔ ÔÚfi-
ÛËÌÔ ÛÙËÓ ÔÚ›· Û·˜;
K¿ˆ˜ ¤ÙÛÈ ÊÙ¿Û·Ì ӷ ÁÈÔÚ-
Ù¿˙Ô˘Ì ٷ 20· Ì·˜ ÁÂÓ¤ıÏÈ·.
N·È, Ù· LITERA ÌÂÁ·ÏÒÓÔ˘Ó, ˆ-
ÚÈÌ¿˙Ô˘Ó, ·Ó·ÓÂÒÓÔÓÙ·È Î·È
ÁÈ’·˘Ùfi ‰Â ÁÂÚÓÔ‡Ó! ŒÙÛÈ, ÏÔÈ-
fiÓ, Ì Ó·ÓÈÎfi ÛÊÚ›ÁÔ˜ Ù·Í›‰Â-
„·Ó ÁÈ· ÌÈ· ·ÎfiÌË ÊÔÚ¿ Û ÔÏfi-
ÎÏËÚË ÙËÓ EÏÏ¿‰·, ‰ÈÔÚÁ·ÓÒÓÔ-
ÓÙ·˜ ÂÔÚÙ·ÛÙÈΤ˜ ÂΉËÏÒÛÂȘ ÛÂ
ÔÏϤ˜ ÌÂÁ¿Ï˜ fiÏÂȘ, Û˘Ó·ÓÙÒ-
ÓÙ·˜ Ê›ÏÔ˘˜ ·ÏÈÔ‡˜ Î·È Ó¤Ô˘˜ ÎÈ
¤¯ÔÓÙ·˜ Ì·˙› ÙÔ˘˜ ‰È·ÎÂÎÚÈ̤-
ÓÔ˘˜ ηÏÂṲ̂ÓÔ˘˜, fiˆ˜ Ô ÎÔ˜
°ÂÒÚÁÈÔ˜ ¶·˘Ï›‰Ë˜, K·ıËÁËÙ‹˜
M·ıËÛÈ·ÎÒÓ ¢˘ÛÎÔÏÈÒÓ ÛÙÔ
¶·ÓÂÈÛÙ‹ÌÈÔ M·Î‰ÔÓ›·˜ Î·È Ë
η K·ÙÂÚ›Ó· °ÂˆÚÁÔÔ‡ÏÔ˘,
Associate Director, Center for
Applied Linguistics & Language
Studies HAU. MÂ ÙÔÓ ÙÚfiÔ ·˘-
Ùfi, ıÂÏ‹Û·Ì ӷ ¢¯·ÚÈÛÙ‹ÛÔ˘ÌÂ
·fi ‚¿ıÔ˘˜ ηډ›·˜ fiÏÔ˘˜ ÂÛ¿˜
Ô˘ ÁÈ· ¯ÚfiÓÈ· Ì·˜ ‰Â›¯ÓÂÙ Â-
ÌÚ¿ÎÙˆ˜ ÙËÓ ·Á¿Ë Î·È ÙËÓ ÚÔ-
Ù›ÌËÛ‹ Û·˜. H ‰È·Ú΋˜ ·˘Ù‹ ÛÙ‹-
ÚÈÍ‹ Û·˜ Ì·˜ ÂÓÈÛ¯‡ÂÈ Î·È ·Ó·ÓÂ-
ÒÓÂÈ ÙÔ Î›ÓËÙÚÔ Ô˘ fiÏÔÈ ¯ÚÂÈ·-
˙fiÌ·ÛÙÂ, ÒÛÙ ӷ ÚÔÛ·ıÔ‡ÌÂ
ÔÏÔ¤Ó· Î·È ÂÚÈÛÛfiÙÂÚÔ, ·Ô‰›-
‰ÔÓÙ·˜ ÔÏÔ¤Ó· Î·È Î·LITERA!!!
 4
Websites for teachers
of English
Surfing the internet we came across a few
interesting websites which provide free
materials for use in class, as well as some for
your information.
Yolango.com - Free videos for your
students
A new website offers teachers and
students free videos for use in the classroom
and at home. The site offers a great variety
of videos at five levels, from easiest to
medium to hardest. Your students can
choose short videos from the following
categories: Music, Film, Drama, Comedy,
Documentary, Travel, News & Politics,
Business,
Science, Technology & Health, TV Show,
Lifestyle and Commercials. The videos are
also categorised under the following topics:
Transportation, Career & job skills,
Cooking & eating, Dating & relationships,
Education, Doctors & hospitals, Shopping,
Faith, Personal fitness & wellness, Weather
& climate, Nature & animals, Scandal &
gossip.
Each video comes with stop captions with
the option to translate words in a large
number of languages as well as a full script.
Each of the videos is accompanied by three
exercises and students can test themselves,
earn points and climb up the Scoreboard
(free registration required to do that).
http://www.yolango.com/search.do
Phonemic Typewriter
Learn how to read the phonemic symbols
with this free online Phonemic typewriter.
http://davidbrett.uniss.it/phonemicTypew
riter/phonemicTypewriter.html
EduFire- Tutors online
EduFire is one of many sites where
teachers of all languages can be hired for
online video languages classes. For example
you can find an English tutor from 10 –165
dollars per hour, a Bulgarian tutor for 30
dollars an hour or even a tutor for Sanskrit
for 15 dollars an hour. http://edufire.com/
BBC and British Council- Blogs and
more
The new global home for English teachers
on the web brings together everything busy
teachers need for the classroom and the
staffroom - lesson plans, worksheets,
teaching tips, articles as well as information
about professional development, training,
conferences and qualifications.
http://www.teachingenglish.org.uk/
KÚ·ÙÈÎfi ¶ÈÛÙÔÔÈËÙÈÎfi °ÏˆÛÛÔÌ¿ıÂÈ·˜
MÂϤÙË Â¤ÎÙ·Û˘
EÓÈ·›Ô˘ ¢È·‚·ıÈṲ̂ÓÔ˘ ÙÂÛÙ
Afi ÙÔ YÔ˘ÚÁÂ›Ô EıÓÈ-
΋˜ ¶·È‰Â›·˜ Î·È £ÚËÛ΢-
Ì¿ÙˆÓ ·Ó·ÎÔÈÓÒıËÎÂ ÙÔ ·-
Ó·Ï˘ÙÈÎfi ÚfiÁÚ·ÌÌ· ÙˆÓ Â-
ÍÂÙ¿ÛÂˆÓ KÚ·ÙÈÎÔ‡ ¶ÈÛÙÔ-
ÔÈËÙÈÎÔ‡ °ÏˆÛÛÔÌ¿ıÂÈ·˜ ÂÚÈfi‰Ô˘
NÔÂÌ‚Ú›Ô˘ 2008 ÔÈ Ôԛ˜ ı· ‰ÈÂÍ·-
¯ıÔ‡Ó ÛÙȘ 8-9 NÔÂÌ‚Ú›Ô˘ 2008 ηÈ
15-16 NÔÂÌ‚Ú›Ô˘ 2008 ÁÈ· Ù· Â›Â-
‰· A (A1 «ÛÙÔȯÂÈ҉˘ ÁÓÒÛË» ηÈ
A2 «‚·ÛÈ΋ ÁÓÒÛË» Ûã¤Ó· ÂÓÈ·›Ô
‰È·‚·ıÌÈṲ̂ÓÔ test), B1 «Ì¤ÙÚÈ·
ÁÓÒÛË», B2 «Î·Ï‹ ÁÓÒÛË» Î·È °1
«Ôχ ηϋ ÁÓÒÛË» ÛÙȘ ÁÏÒÛÛ˜
AÁÁÏÈ΋, °·ÏÏÈ΋, °ÂÚÌ·ÓÈ΋ ηÈ
IÙ·ÏÈ΋ Î·È ÁÈ· ÙÔ Â›Â‰Ô B2 «Î·Ï‹
ÁÓÒÛË» ÛÙËÓ IÛ·ÓÈ΋ ÁÏÒÛÛ·.
K·ÙfiÈÓ Ù˘ ÂÈÙ˘¯Ô‡˜ ‰ÈÂÍ·Áˆ-
Á‹˜ ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ ÛÙÔ Â›Â‰Ô A ÛÂ
¤Ó· ÂÓÈ·›Ô ‰È·‚·ıÌÈṲ̂ÓÔ ÙÂÛÙ ÙÔÓ
ÂÚ·Ṳ̂ÓÔ M·›Ô, Ë KÂÓÙÚÈ΋ EÈ-
ÙÚÔ‹ ÙÔ˘ K¶° ÌÂÏÂÙ¿ ÙËÓ ‰˘Ó·Ùfi-
ÙËÙ· Â¤ÎÙ·Û˘ Ù˘ ÂͤٷÛ˘ Ì ÙÔÓ
›‰ÈÔ ÙÚfiÔ Î·È ÛÙ· ˘fiÏÔÈ· Â›Â-
‰·.
TÔ Y¶E¶£ ÂÎÙÈÌ¿ ˆ˜ ÙÔ ÁÂÁÔ-
Ófi˜ ·˘Ùfi ı· ·Ô‰Âȯı› ÂˆÊÂϤ˜
ÁÈ· ÙÔ˘˜ ˘Ô„‹ÊÈÔ˘˜ ÙfiÛÔ
·fi ·fi„ˆ˜ ¯ÚfiÓÔ˘, fiÛÔ
Î·È ·Ô ÔÈÎÔÓÔÌÈ΋˜ ·fi-
„ˆ˜.
™ÙȘ ÂÍÂÙ¿ÛÂȘ ÙÔ˘ M·›-
Ô˘ ÙÔ ÎfiÛÙÔ˜ Û˘ÌÌÂÙÔ¯‹˜ ÁÈ· ÙÔ ÂÓÈ-
·›Ô Â›Â‰Ô A ‹Ù·Ó 40 ¢ÚÒ, ÂÓÒ ÁÈ·
ÙÔ B1 Î·È B2 ‹Ù·Ó 50 Î·È 60 ¢ÚÒ ·-
ÓÙ›ÛÙÔȯ·.
™Ù· Ï·›ÛÈ· Ù˘ ‚ÂÏÙ›ˆÛ˘ Ù˘ ÔÚ-
Á¿ÓˆÛ˘ ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ Ë ¢È‡ı˘Ó-
ÛË ¶ÈÛÙÔÔ›ËÛ˘ Ù˘ °ÓÒÛ˘ •¤ÓˆÓ
°ÏˆÛÛÒÓ ÚÔˆı› Ú‡ıÌÈÛË ÁÈ· ÙËÓ
·ÚÔ˘Û›· ÁÈ·ÙÚÔ‡ ÛÙ· ÂÍÂÙ·ÛÙÈο
ΤÓÙÚ· ÙˆÓ ·ÙfiÌˆÓ Ì ÂȉÈΤ˜ ‰ÂÍÈfi-
ÙËÙ˜ Û Aı‹Ó· Î·È £ÂÛÛ·ÏÔÓ›ÎË
ÁÈ· ÙËÓ ·ÓÙÈÌÂÙÒÈÛË ¤ÎÙ·ÎÙˆÓ Â-
ÚÈÛÙ·ÙÈÎÒÓ.
YÂÓı˘Ì›˙ÂÙ·È fiÙÈ ·fi ÙË ¢Â˘Ù¤-
Ú· 8 ™ÂÙÂÌ‚Ú›Ô˘ 2008 ̤¯ÚÈ Î·È
ÙËÓ ¶·Ú·Û΢‹ 26 ™ÂÙÂÌ‚Ú›Ô˘
2008 ı· ˘Ô‚¿ÏÏÔÓÙ·È ÛÙȘ ¢È¢-
ı‡ÓÛÂȘ ‹ °Ú·Ê›· ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜
EÎ·›‰Â˘Û˘ Ù˘ ¯ÒÚ·˜ ·ÈÙ‹ÛÂȘ
ÁÈ· Û˘ÌÌÂÙÔ¯‹ ÛÙȘ ÂÍÂÙ¿ÛÂȘ ÙÔ˘
KÚ·ÙÈÎÔ‡ ¶ÈÛÙÔÔÈËÙÈÎÔ‡ °ÏˆÛÛÔ-
Ì¿ıÂÈ·˜ ÂÚÈfi‰Ô˘ NÔÂÌ‚Ú›Ô˘ 2008.

K·Ù·‰ÈηṲ̂Ó˜ ÂÚÈÙÒÛÂȘ ‹ ·ÓÂÚ¯fiÌÂÓ˜
ÚÔÛˆÈÎfiÙËÙ˜ ÛÙ· ¯¤ÚÈ· ¤ÌÂÈÚˆÓ Î·ıËÁËÙÒÓ;
O fiÚÔ˜ ÂÓۈ̿وÛË ÙˆÓ
«‰È·ÊÔÚÂÙÈÎÒÓ» Ì·ıËÙÒÓ ÛÙË
ÁÂÓÈ΋ Ù¿ÍË, ÔÏϤ˜ ÊÔÚ¤˜ ·-
Ú·¤ÌÂÈ ·ÔÎÏÂÈÛÙÈο ÛÙ·
ÚÔ‚Ï‹Ì·Ù· Ì¿ıËÛ˘ Î·È ÙÔÓ
ÙÚfiÔ ·ÓÙÈÌÂÙÒÈÛ˘ ÙÔ˘˜ ¤ÙÛÈ
ÒÛÙ fiÏ· Ù· ·È‰È¿ Ó· ÌÔÚÔ‡Ó
Ó· ˆÊÂÏÔ‡ÓÙ·È ·fi ÙË Ì·ıËÛÈ·-
΋ ‰È·‰Èηۛ·. MÂÏÂÙÒÓÙ·˜ fi-
̈˜ ÚÔÛ¯ÙÈο ÙËÓ ¤ÓÓÔÈ· ÙÔ˘
fiÚÔ˘ ÂÓۈ̿وÛË, ı· ‰È·È-
ÛÙÒÛÔ˘Ì fiÙÈ ÛÙԯ‡ÂÈ Î·È ÛÙËÓ
ÁÂÓÈ΋ ·Ô‰Ô¯‹ Î·È ·ÚÌÔÓÈ΋
Û˘Ó‡·ÚÍË ·È‰ÈÒÓ Ô˘ ‰ÂÓ
‰È·Ê¤ÚÔ˘Ó ÌfiÓÔ ˆ˜ ÚÔ˜ ÙÔ
ÙÚfiÔ Ô˘ ÂÂÍÂÚÁ¿˙ÔÓÙ·È Î·È
·Ó··Ú¿ÁÔ˘Ó ÙȘ Ӥ˜ ÏËÚÔ-
ÊÔڛ˜ ̤۷ ·fi ÙË ‰È·ÊÔÚÂÙÈ-
ÎfiÙËÙ· Ô˘ ÙÔ˘˜ ÚÔÛ‰›‰ÂÈ Ë
Ì·ıËÛȷ΋ ‰˘ÛÎÔÏ›· Ô˘ ·ÓÙÈ-
ÌÂÙˆ›˙Ô˘Ó, ·ÏÏ¿ Á›ÓÔÓÙ·È Î·È
·Ô‰¤ÎÙ˜ ÌÈ·˜ ·ÚÓËÙÈ΋˜ Û˘-
ÌÂÚÈÊÔÚ¿˜ ΢ڛˆ˜ ·fi ÙÔ˘˜ Ô-
ÌÔÏfiÁÔ˘˜ ÙÔ˘˜ Ô˘ Ù›ÓÔ˘Ó Ó·
«¢È·ÊÔÚÂÙÈÎÔ›» Ì·ıËÙ¤˜.
ÙÔ˘˜ ·ÔÌÔÓÒÓÔ˘Ó Î·È Ó· ÙÔ˘˜
·ÔÚÚ›ÙÔ˘Ó.
¶fiÛÔ fï˜ «·ÓÂÎÙÈο» ›ӷÈ
Ù· ·È‰È¿ Û‹ÌÂÚ· ·¤Ó·ÓÙÈ ÛÙË
‰È·ÊÔÚÂÙÈÎfiÙËÙ·; ¶fiÛÔ Â‡ÎÔÏ·
·Ô‰¤¯ÔÓÙ·È Î¿ÔÈÔÓ Ô˘ ‰È·-
ÊÔÚÔÔÈÂ›Ù·È ·fi Ù· fiÚÈ· Ô˘
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 8
Practising questions
Students usually get loads of
practice in answering questions
whereas forming questions in
English is much more difficult.
Does anyone have tips on how to
practise ASKING questions in
class?
Margaret, Netherlands.
Silvia Tamara, Peru
To focus strictly on grammar
practice, these are useful. It's a
class competition. The idea is
that students have to put the card
words in an envelope, into the
right order to form
questions/sentences -each of
which is in a different colour.
The teacher has to monitor and
tell the students about the
"wrong words" and "authorise"
them to write the questions when
they're right. Students work in
pairs with only one question at a
time. The winner is the pair that
ends first with all the correct
answers. Students work in pairs
or threes dictating a
question/sentence but without
saying the words! They can only
say the "key" words, and get to
their matching square, where
they find the word they need.
Each student has a sheet of
paper like a chess board. Each
square at the top and on the left
has a "key": maybe a sound or
word you want them to practise.
The rest of squares are full of
useful words to make the
questions e.g. if I say "/m/-
caught", the matching point has
the word "Where". Depending on
the group, this can turn into a
collaborative activity. Your own
design of "Snakes and Ladders" is
also very effective to make
students conscious of grammar
structures.
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comments
Elisabeth, Germany
To practise asking questions, you
could write the answers on the
board and have sts formulate the
Questions & answers
In this special section inside the www.teachingenglish.org.uk site, by the BBC and the British Council, registered
users can submit any English language teaching realated question for their fellow teachers to answer. Registration
is free and teachers of English worldwide can find there a forum to exchange ideas and discuss work related issues.
A multitude of questions has been already submitted so far on the following topics: Grammar, Pronunciation,
Skills, Methodology & approaches, Motivation & classroom management, Resources, tools & activities,
Vocabulary and Being a teacher.
appropriate questions. You can
introduce the activity saying
"Here are some answers, but
what are the questions?".
Answers
How do you do?
Very well, thank you.
I'm an engineer.
I'm preparing for my exam.
(Questions)
(How do you do?)
(How are you?)
(What do you do?)
(What are you doing?)
Also, and this is a nice "warmer"
activity, you could randomly
write numbers and words and
place names that refer to your
own life in a circle drawn on the
board. Sts have to guess what
these details imply. For instance:
(2:)"Have you two children?"
(Berlin:) "Were you born in
Berlin?" (1989:) "Did you start
teaching in 1989?"
etc.
Teacher's answers are only Yes
or No; in the case of 'NO' sts
have to go on guessing.
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comments
Marça Josão Blanco, Spain
Here is a motivating activity
which involves both asking and
exchanging information. This
works for intermediate to
advanced students:
Tell students to get a blank piece
of paper. Teacher dictates
several things. Example: On the
left hand corner, write the year
when you started your secondary
school.
Below, write your favourite
month.
Below, write the date which is
most significant to you.
Then go to the bottom right
corner, in a circle, write the
name of a teacher you really
disliked as a child.
Below, write the name of
somebody who helped you when
you were in trouble. Now go to
the center of the page...etc.
The students end up with a page
full of names and dates inside
and outside circles, all over the
page. Then, ask students to form
pairs and exchange pages. The
aim is to ask each other
questions about those
misteruious names and words.
For instance, by pointing at a
random date or name. They take
turns to ask each other as much
as possible about their lifes
regarding the date or name
written on the page. This really
works on a first or second day,
when students do not know much
about each other.
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comments
Sergio H. M. Tanaka, Brazil
Wéve got loads of play-role
activities. Using this idea I guess
we could get pupils to play
Immigration Officers, analysts or
even business owners performing
interviews. Students in general
seem to appreciate asking each
other about specific topics
(dating, weekend, fads etc). and
then report to the group what
was found out. It makes them
create something of their own
using previous experiences giving
them self-confidence which is
rather real.
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to post comments
John Maher,
United Kingdom
When teaching
beginners, I use a
drilling sequence, FURNITURE FOR: SCHOOLS - OFFICES - HOTELS
involving: GENERAL TRADE - IMPORT - EXPORT
Asking a Yes/No
Question
Replying with a
short answer
Asking a Wh-word
question
Replying with a
short / full answer.
Teacher and
student take turns
to ask one
another. I use this
drill to work
round the tenses, combining
question/statement formation,
practical knowledge of the use of
different tenses, and the
formation of irregular verbs. This
drill is currently used at the head
of each lesson. It only takes a few
minutes.
An example:
Have you eaten anything today?
Yes, I have.
What have you eaten?
I've eaten some toast.
Did you eat anything yesterday?
etc.
If treated as a form of press-ups,
they carry a hidden reward - they
give a sense of steady attainment
and progress. Cf regular work-
outs at the gym.
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comments
Celia Nieto, Argentina
One of the things I do is to have
students play different guessing
games. They may have to guess
the name of a famous person (Is
it a man?; Is he American? Does
he work on TV?; etc.); an animal
(Is it a mammal? Does it eat
meat?); or an activity (Are you at
home? Are you with your
friends? Have you got anything
in your hand? Are you playing
anything?) Hope to have helped.
Celia Nieto
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comments
Sharon, England
Hi there I have been practising
questions by telling the students
the answer and asking them what
the question is. The answers can
be as brief or complicated as you
M‡ÏˆÓ 75, 104 41 Aı‹Ó·
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want. It makes them think more
if the answer is long, even if the
question is short! Hope that
helps. Good luck.
Liora Tamir, Israel
I am teaching a pupil with heavy
learning disabilities. So I've
never thought of teaching him to
ask questions starting with Do, as
they are especially difficult for
Hebrew learners. One day I
brought to him a game in which
he has to gather 4 cards referring
to the same subject. The rule was
to ask "Do you have a...?. We
played this game a few times.
From this day on he is excellent
on asking yes/no questions in the
Present Simple.
Norma Bustamante
Think of the many opportunities
in real life, real situations when
people ask questions:
interviews
surveys
when shopping (asking, price,
size, color, etc.)
meeting a new friend, a guy, a
girl, a newcomer to school
getting information about an
event, a party, a movie, a play, a
song, a music group, a topic of
interest for a certain age group
children's why's; ages when they
keep asking Why about
everything 4, 5, 6,7 years old.
Then plan activities or tasks for
students to learn to ask questions
with accuracy both in
pronunciation (intonation, etc)
and grammar. Kinds of
questions: Wh q's, yes/no q's, etc.
Direct transference from mother
tongue to second language could
be helpful (not translation).
"How do you ask ......in English?"
Does this help? I hope so.
Markus, Germany
My method to practise ASKING
with my students is to tell a
simple story like "Last weekend I
went to Munich with my wife.
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H ı¤· ÙÔ˘ «Ï¿ıÔ˘˜» Á›ÓÂÙ·È
ÂÚ¤ıÈÛÌ· ÁÈ· ÙËÓ ·-
Ó¿Û˘ÚÛË ·fi ÙË ÌÓ‹-
ÌË ·ÙÂÏ›ˆÙˆÓ ·ÚÓË-
ÙÈÎÒÓ ÂÌÂÈÚÈÒÓ Ì¿-
ıËÛ˘ ̤۷ ·fi ÙȘ Ô-
ԛ˜ ÙÔ ·È‰› ÛÙÈÁ-
Ì·Ù›ÛÙËÎÂ, ÂÎÙ¤ıËÎÂ
ÛÙ· Ì¿ÙÈ· ÙˆÓ Û˘ÌÌ·-
ıËÙÒÓ ÙÔ˘, ¤¯·Û ÙËÓ
·˘ÙÔÂÎÙ›ÌËÛË ÙÔ˘ ηÈ
·ÈÛı¿ÓıËΠ·Ó›Û¯˘-
ÚÔ ·¤Ó·ÓÙÈ ÛÙȘ ·-
ÓÙȉڿÛÂȘ ÙˆÓ Û˘Ì-
Ì·ıËÙÒÓ ÙÔ˘.
T· ·È‰È¿, ˆ˜ Û˘-
Ó¤ÂÈ·, ·Ó·Ù‡ÛÛÔ˘Ó
ÂÓÔ¯Èο Û˘Ó·ÈÛı‹Ì·-
Ù·, ÙÈ̈ÚÔ‡Ó ÙÔ˘˜ ·˘ÙÔ‡˜ ÙÔ˘˜
Ô˘ ‰ÂÓ ÌÔÚÔ‡Ó Ó· Â›Ó·È Û·Ó
ÙÔ˘˜ ¿ÏÏÔ˘˜ ·Ú¯›˙ÔÓÙ·˜ Ó· Ûˆ-
Ì·ÙÔÔÈÔ‡Ó ÙÔ˘˜ Êfi‚Ô˘˜ ÙÔ˘˜
Î·È Ó· ÂÌÊ·Ó›˙Ô˘Ó ÚÔ‚Ï‹Ì·Ù·
fiˆ˜ ·‰ÈηÈÔÏfiÁËÙ˜ ÊÔ‚›Â˜,
Ó˘¯ÙÂÚÈÓ‹ ÂÓÔ‡ÚËÛË, ÛÙÔÌ·¯fi-
ÔÓÔ˘˜, ÔÓÔÎÂÊ¿ÏÔ˘˜ Î·È ÔÏ-
Ï¿ ¿ÏÏ· ÚÔ‚Ï‹Ì·Ù· Ô˘ ›ӷÈ
·fiÚÚÔÈ· ÙÔ˘ ¿Á¯Ô˘˜ Ô˘ ‚ÈÒ-
ÓÔ˘Ó ÛÙË Û¯ÔÏÈ΋ Î·È fi¯È ÌfiÓÔ
˙ˆ‹ ÙÔ˘˜.
AÍ›˙ÂÈ Ó· ÛËÌÂȈı› fiÙÈ ¤Ó·
·È‰› Ô˘ ÂÎÙ›ıÂÙ·È Û˘Ó¯Ҙ ÛÂ
ηٷÛÙ¿ÛÂȘ Ô˘ ÙÔ˘ ÚÔÛʤ-
ÚÔ˘Ó ¿Á¯Ô˜ Î·È ·Ó·ÛÊ¿ÏÂÈ· ˘-
ÔÁÚ·ÌÌ›˙ÔÓÙ·˜ ÙË ‰È·ÊÔÚÂÙÈ-
9
ÎfiÙËÙ· ÙÔ˘, ı· ÂÍÂÏȯı› Û ¤Ó·
·Á¯ˆÙÈÎfi ¤ÊË‚Ô Ô˘ ı· ÂΉË-
ÏÒÓÂÈ ·ÏÒ˜ Ì ‰È·ÊÔÚÂÙÈÎfi
ÙÚfiÔ ÙËÓ ·ÔÁÔ‹Ù¢ÛË ÙÔ˘,
ÙËÓ ¿ÚÓËÛË ÁÈ· fiÏ· ·˘Ù¿ Ô˘
ÙÔÓ ÊÔ‚›˙Ô˘Ó Î·È ÙËÓ ÂÓ·ÓÙ›ˆÛË
ÙÔ˘ Û ηٷÛÙ¿ÛÂȘ Ô˘ ‰ÂÓ
ÌÔÚ› Ó· ‰È·¯ÂÈÚÈÛÙ› Ì ¤Ó·
ÁÂÓÈο ·Ô‰ÂÎÙfi ÙÚfiÔ.
K·Ù·Ï‹ÁÔÓÙ·˜, ı· ‹ıÂÏ· Ó·
ÂÈÛËÌ¿Óˆ fiÙÈ Â›Ó·È ¯Ú¤Ô˜ fiψÓ
Ì·˜, ÂÎ·È‰Â˘ÙÈÎÒÓ, ÁÔÓ¤ˆÓ
Î·È ›Ûˆ˜ ÔÏfiÎÏËÚÔ˘ ÙÔ˘ ÂÎ·È-
‰Â˘ÙÈÎÔ‡ Î·È ÎÔÈÓˆÓÈÎÔ‡ Û˘-
ÛÙ‹Ì·ÙÔ˜ Ó· ‰È·ÛÊ·Ï›ÛÂÈ fi¯È
ÌfiÓÔ ÙËÓ ·fiÎÙËÛË Û¯ÔÏÈÎÒÓ È-
ηÓÔÙ‹ÙˆÓ ·ÏÏ¿ Î·È ÙËÓ ÔÌ·Ï‹
„˘¯ÔÛ˘Ó·ÈÛıËÌ·ÙÈ΋ ·Ó¿Ù˘ÍË
ÙˆÓ ·È‰ÈÒÓ Ì ‰È·ÊÔÚÂÙÈÎfiÙË-
Ù·.
E˘Ù˘¯ÈṲ̂ӷ ·È‰È¿ Â›Ó·È ·˘-
Ù¿ Ô˘ ÂÈÛÚ¿ÙÙÔ˘Ó ·Á¿Ë Î·È
·Ô‰Ô¯‹ ¯ˆÚ›˜ fiÚÔ˘˜ Î·È Â-
ÚÈÔÚÈÛÌÔ‡˜.
H ÔÌÔÚÊÈ¿ ‚Ú›ÛÎÂÙ·È ÛÙË
‰È·ÊÔÚÂÙÈÎfiÙËÙ·. AÚΛ Ó· ›-
Ì·ÛÙ ÈηÓÔ› Ó· ÙË ‰È·¯ÂÈÚÈ-
ÛÙÔ‡ÌÂ. ™‡ÌÌ·¯Ô˜ Ì·˜ Â›Ó·È Ë
ÁÓÒÛË Ô˘ Ú¤ÂÈ Ó· ¤¯ÂÈ Ô ÂÎ-
·È‰Â˘ÙÈÎfi˜ ÚÔÎÂÈ̤ÓÔ˘ Ó·
Û˘Ì‚¿ÏÏÂÈ ÛÙËÓ ÂÈÙ˘¯‹ ÂÓÛˆ-
Ì¿ÙˆÛË fiÏˆÓ ÙˆÓ Ì·ıËÙÒÓ ÙÔ˘
ÛÙË ÁÂÓÈ΋ Ù¿ÍË Î·È Ë ·Á¿Ë
ÙÔ˘ ÁÈ· fiÏ· Ù· ·È‰È¿ Ô˘ ÙÔ˘˜
·Í›˙Ô˘Ó ›Û˜ ¢ηÈڛ˜ ÛÙË Ì¿-
ıËÛË.
12

TÔ D.A.R.T. Û˘Ì‚Ô˘Ï‡ÂÈ
°ÔÓ›˜ Î·È ¢È·‰›ÎÙ˘Ô
T› Â›Ó·È ÙÔ D.A.R.T. Λ· ÙÔ˘. ÁÔÓ›˜ ÌÔ˘ Â¿Ó ‰ˆ ‹ Ï¿‚ˆ οÙÈ ·fi ÙÔ
D.A.R.T. (Digital Awareness & O ηı¤Ó·˜ ı· Ú¤ÂÈ Ó· ˘ÔÁÚ¿„ÂÈ Internet Ô˘ Ì ÂÓԯϛ ‹ ÓÔÈÒıˆ fiÙÈ ÌÂ
Response to Threats) Â›Ó·È Ë «OÌ¿‰· ÙÔ Û˘Ì‚fiÏ·Èfi ÙÔ˘, ‰Â›¯ÓÔÓÙ·˜ ¤ÙÛÈ fiÙÈ ·ÂÈÏ›. ™Â ·˘Ù¿ Û˘ÁηٷϤÁÔÓÙ·È ÌË-
¢Ú¿Û˘ ÁÈ· ÙËÓ æËÊȷ΋ AÛÊ¿ÏÂÈ·», ηٷÓÔ› ÙÔ˘˜ ηÓfiÓ˜ Ô˘ ı¤Û·ÙÂ Î·È Ó‡Ì·Ù· ËÏÂÎÙÚÔÓÈÎÔ‡ Ù·¯˘‰ÚÔÌ›Ԣ,
Ë ÔÔ›· ¤¯ÂÈ ÛÙfi¯Ô ÙËÓ ÂÓ›Û¯˘ÛË Ù˘ Â- Û˘ÌʈÓ› Ó· ÙÔ˘˜ ÙËÚ› fiÙ·Ó Û˘Ó‰¤Â- ÙÔÔıÂۛ˜ Web ‹ ·ÎfiÌË Î·È Î¿ÙÈ ÛÙËÓ
ÌÈÛÙÔÛ‡Ó˘ ÙÔ˘ ÎÔÈÓÔ‡ ÙˆÓ ¯ÚËÛÙÒÓ Ù·È ÛÙÔ Internet. Ù·ÎÙÈ΋ ·ÏÏËÏÔÁÚ·Ê›· Ì ‰È·‰ÈÎÙ˘·-
ÛÙ· Ó¤· ̤۷. ÕÌÂÛÔ˜ ÛÙfi¯Ô˜ Ù˘ ÔÌ¿- ¶·Ú·Î¿Ùˆ Û·˜ ‰›ÓÔ˘Ì ¤Ó· ˘fi- ÎÔ‡˜ Ê›ÏÔ˘˜.
‰·˜ Â›Ó·È Ë ÂÓË̤ڈÛË ÙˆÓ ÔÏÈÙÒÓ, Ë ‰ÂÈÁÌ· ÔÈÎÔÁÂÓÂÈ·ÎÔ‡ Û˘Ì‚ÔÏ·›Ô˘ Ô˘ ¶ÔÙ¤ ‰ÂÓ ı· Û˘ÌʈӋۈ Ó· Û˘Ó·-
ÚfiÏË„Ë ·ÏÏ¿ Î·È Ë ·ÓÙÈÌÂÙÒÈÛË ÎÈÓ- ÌÔÚ›Ù ӷ ¯ÚËÛÈÌÔÔÈ‹ÛÂÙ ÁÈ· οı ÓÙ‹Ûˆ οÔÈÔÓ Ô˘ ÁÓÒÚÈÛ· ÛÙÔ
‰‡ÓˆÓ Ô˘ Û¯ÂÙ›˙ÔÓÙ·È Ì ÙȘ Ӥ˜ ÙÂ- ·È‰›. Internet, ¯ˆÚ›˜ ÙËÓ ¿‰ÂÈ· ÙˆÓ ÁÔÓ¤ˆÓ
¯ÓÔÏÔÁ›Â˜ ÏËÚÔÊÔÚÈ΋˜ Î·È ËÏÂÎÙÚÔ- MÔÚ›Ù ӷ ·ÓÙÈÁÚ¿„ÂÙ ÙÔ Û˘Ì‚fi- ÌÔ˘.
ÓÈÎÒÓ ÂÈÎÔÈÓˆÓÈÒÓ. Ï·ÈÔ ·˘Ùfi, Ó· ·ÏÏ¿ÍÂÙ ÙÔ˘˜ ηÓÔÓÈ- ¶ÔÙ¤ ‰ÂÓ ı· ÛÙ›ψ ʈÙÔÁڷʛ˜ ÙÔ˘
°ÔÓ›˜ Î·È ‰È·‰›ÎÙ˘Ô ÛÌÔ‡˜ ·Ó¿ÏÔÁ· Ì ÙȘ ·Ó¿ÁΘ Ù˘ ÔÈ- ·˘ÙÔ‡ ÌÔ˘ ‹ ¿ÏÏˆÓ ÌÂÏÒÓ Ù˘ ÔÈÎÔÁ¤-
™˘¯Ó¿ Ù· ·È‰È¿ ÁÓˆÚ›˙Ô˘Ó ÈÔ ÔÏ- ÎÔÁ¤ÓÂÈ¿˜ Û·˜ Î·È Ó· ÂÎÙ˘ÒÛÂÙ ÙÔ ÓÂÈ·˜ Û ¿ÏÏÔ˘˜ ̤ۈ ÙÔ˘ Internet ‹ ÌÂ
Ï¿ ÁÈ· ÙÔ˘˜ ˘ÔÏÔÁÈÛÙ¤˜ ·fi fiÙÈ ÔÈ ÁÔ- Û˘Ì‚fiÏ·ÈÔ ·˘Ùfi ÁÈ· ÚÔÛˆÈ΋ ¯Ú‹ÛË. ÙËÓ Ù·ÎÙÈ΋ ·ÏÏËÏÔÁÚ·Ê›·, ¯ˆÚ›˜ ÙËÓ
Ó›˜ ÙÔ˘˜. T· ·È‰È¿ Û‹ÌÂÚ· ¤¯Ô˘Ó ÙËÓ MfiÏȘ fiÏÔÈ ÛÙËÓ ÔÈÎÔÁ¤ÓÂÈ· Û˘Ìʈ- ¿‰ÂÈ· ÙˆÓ ÁÔÓ¤ˆÓ ÌÔ˘.
‰˘Ó·ÙfiÙËÙ· Ó· Ì¿ıÔ˘Ó ÙËÓ ÏÔ‹ÁËÛË Ó‹ÛÔ˘Ó Ì ÙÔ˘˜ fiÚÔ˘˜ Î·È ˘ÔÁÚ¿„Ô˘Ó ¶ÔÙ¤ ‰ÂÓ ı· ·Ôηχ„ˆ ÙÔ˘˜ Έ‰È-
ÛÙÔ ¢È·‰›ÎÙ˘Ô Ì¤Û· ÛÙÔ Û¯ÔÏ›Ô. £˘- ÙÔ ÔÈÎÔÁÂÓÂÈ·Îfi Û˘Ì‚fiÏ·ÈÔ ¯Ú‹Û˘ ÎÔ‡˜ ÚfiÛ‚·Û˘ ÛÙÔ Internet Û ηӤ-
ÌËı›Ù fï˜ fiÙÈ fiÙ·Ó Û˘Ó‰¤ÔÓÙ·È ÙÔ˘ Internet, ÌÔÚ›Ù ӷ ÎÔÏÏ‹ÛÂÙ ٷ Ó·Ó (Ô‡ÙÂ Î·È ÛÙÔ˘˜ ηχÙÂÚÔ‡˜ ÌÔ˘
«online», ÙfiÙÂ Û˘Ó‰¤ÔÓÙ·È Ì ÙÔÓ Â͈- Û˘Ì‚fiÏ·È· Ï¿È Û οı ˘ÔÏÔÁÈÛÙ‹ Ê›ÏÔ˘˜), ·Ú¿ ÌfiÓÔ ÛÙÔ˘˜ ÁÔÓ›˜ ÌÔ˘.
ÙÂÚÈÎfi ÎfiÛÌÔ. ™·˜ ·Ú·ı¤ÙÔ˘ÌÂ Â‰Ò ÙÔ˘ ÛÈÙÈÔ‡, ÒÛÙ ӷ ˘ÂÓı˘Ì›˙ÂÙ Û N· ÌËÓ Î¿Óˆ Ù›ÔÙ· Ô˘ ÌÔÚ› Ó·
ÌÂÚÈΤ˜ Û˘Ì‚Ô˘Ï¤˜ ·ÛÊ¿ÏÂÈ·˜ Ô˘ fiÏÔ˘˜ ÙÔ˘˜ ÔÈÎÔÁÂÓÂÈ·ÎÔ‡˜ ηÓfiÓ˜ ÚÔÛ‚¿ÏÂÈ ‹ Ó· ÂÍÔÚÁ›ÛÂÈ ¿ÏÏÔ˘˜ ‹ ›-
ÌÔÚ›Ù ӷ Ù˘ÒÛÂÙÂ Î·È Ó· ÙÔÔıÂ- ¯Ú‹Û˘ Î·È Û˘ÌÂÚÈÊÔÚ¿˜ ÛÙÔ Ó·È ·Ú¿ÓÔÌÔ.
Ù‹ÛÂÙ ÎÔÓÙ¿ ÛÙÔÓ ˘ÔÏÔÁÈÛÙ‹ Û·˜, ÁÈ· Internet. ¶ÔÙ¤ ‰ÂÓ ı· οӈ Ï‹„Ë, ‰ÂÓ ı· Â-
Ó· ÙȘ ·ÎÔÏÔ˘ı›Ù ÂÛ›˜ Î·È Ù· ·È‰È¿ ÁηٷÛÙ‹Ûˆ Î·È ‰ÂÓ ı· ·ÓÙÈÁÚ¿„ˆ ÔÙÈ-
Û·˜: ™˘Ì‚fiÏ·ÈÔ Î·ÓfiÓˆÓ Û˘ÌÂÚÈÊÔÚ¿˜ ‰‹ÔÙ ·fi οÔÈÔ ‰›ÛÎÔ ‹ ·fi ÙÔ
EÎÙfi˜ Â¿Ó ¤¯ÂÈ ÂÁηٷÛÙ·ı› ο- ÛÙÔ Internet Internet ¯ˆÚ›˜ Ó· ¿Úˆ ¿‰ÂÈ·.
ÔÈÔ Û‡ÛÙËÌ· ÊÈÏÙÚ·Ú›ÛÌ·ÙÔ˜ (Ô˘ YfiÛ¯ÔÌ·È: ¶ÔÙ¤ Ó· ÌËÓ Î¿Óˆ οÙÈ ÛÙÔ Internet
ÌÏÔοÚÂÈ ÁÈ· ·Ú¿‰ÂÈÁÌ· ¯˘‰·›Â˜ Ϥ- N· Û˘˙ËÙ‹Ûˆ Ì ÙÔ˘˜ ÁÔÓ›˜ ÌÔ˘ ÁÈ· Ô˘ ÎÔÛÙ›˙ÂÈ ¯Ú‹Ì·Ù·, ¯ˆÚ›˜ ÙËÓ ¿‰ÂÈ·
ÍÂȘ ‹ ÂÈÎfiÓ˜), Û fiϘ ÙȘ ¿ÏϘ ÂÚÈ- Ó· Ì¿ıˆ ÙÔ˘˜ ηÓfiÓ˜ ¯Ú‹Û˘ ÙÔ˘ ÙˆÓ ÁÔÓ¤ˆÓ ÌÔ˘.
ÙÒÛÂȘ Ù· ·È‰È¿ ÌÔÚÔ‡Ó Ôχ ‡ÎÔ- Internet, Ô˘ ÂÚÈÏ·Ì‚¿ÓÔ˘Ó ÙȘ ÙÔÔ- N· ÂÓËÌÂÚÒÛˆ ÙÔ˘˜ ÁÔÓ›˜ ÌÔ˘ ÁÈ·
Ï· Ó· ‰Ô˘Ó ·Ú¿ÏÏËÏ· Ì ¯Ú‹ÛÈ̘ Î·È ıÂۛ˜ Ô˘ ÂÈÙÚ¤ÂÙ·È Ó· ÂÈÛÎÂÊıÒ, Ù· ÔÓfiÌ·Ù· Û‡Ó‰ÂÛ˘ Î·È Û˘ÓÔÌÈÏ›·˜
‰È·ÛΉ·ÛÙÈΤ˜ ÈÛÙÔÛÂÏ›‰Â˜, Î·È ÈÛÙÔ- ÙÈ ÌÔÚÒ Ó· οӈ, fiÙ ÌÔÚÒ Ó· Û˘Ó- ÛÙÔ Internet, Ù· ÔÔ›· Áڿʈ ·Ú·Î¿-
ÛÂÏ›‰Â˜ Ì ·ÓÂÈı‡ÌËÙÔ ÂÚȯfiÌÂÓÔ. ‰ÂıÒ ÛÙÔ Internet Î·È ÁÈ· fiÛË ÒÚ· Ùˆ:
E›Û˘ Ù· ·È‰È¿ ÌÔÚÔ‡Ó Ó· ÌÈÏ‹- ÌÔÚÒ Ó· ·Ú·Ì›ӈ Û˘Ó‰Â‰Â̤ÓÔ˜ ..............................................................
ÛÔ˘Ó Ì ·ÁÓÒÛÙÔ˘˜, ÂȉÈο ̤ۈ ÙˆÓ ( ___ ÏÂÙ¿ ‹ ___ ÒÚ˜). .............................................................
chat rooms. ¶ÔÙ¤ Ó· ÌËÓ ·ÔηχÙˆ ÚÔÛˆÈ- ..............................................................
Ÿˆ˜ ÛÙÔ˘˜ ‰ËÌfiÛÈÔ˘˜ ¯ÒÚÔ˘˜, ¤- ο ‰Â‰Ô̤ӷ, fiˆ˜ Ë ‰È‡ı˘ÓÛË ÙÔ˘
ÙÛÈ Î·È Â‰Ò ˘¿Ú¯ÂÈ Ô Î›Ó‰˘ÓÔ˜ Ó· Ù· ÛÈÙÈÔ‡, Ô ·ÚÈıÌfi˜ ÙËÏÂÊÒÓÔ˘, Ë ‰È‡- ŸÓÔÌ· (·È‰ÈÔ‡) / HÌÂÚÔÌËÓ›·
ÚÔÛÂÁÁ›ÛÂÈ Î¿ÔÈÔ˜ Ô˘ ÌÔÚ› Ó· ı˘ÓÛË ÂÚÁ·Û›·˜ ÙˆÓ ÁÔÓ¤ˆÓ ÌÔ˘ ‹ Ô ·- °ÔÓ¤·˜ ‹ ÎˉÂÌfiÓ·˜ / HÌÂÚÔÌËÓ›·
ÙÔ˘˜ οÓÂÈ Î·Îfi. M¿ıÂÙ¤ Ù· ÔÙ¤ Ó· ÚÈıÌfi˜ ÙËÏÂÊÒÓÔ˘, ·ÚÈıÌÔ› ÈÛÙˆÙÈÎÒÓ
ÌËÓ Û˘Ó·ÓÙÔ‡Ó ¿ÙÔÌ· Ô˘ ÁÓÒÚÈÛ·Ó Î·ÚÙÒÓ ‹ ÙÔ fiÓÔÌ· ÙÔ˘ Û¯ÔÏ›Ԣ ÌÔ˘, ¶ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜ ÌÔÚ›Ù ӷ
̤ۈ ÙÔ˘ ¢È·‰ÈÎÙ‡Ô˘, ÂÎÙfi˜ Î·È ·Ó Ù· ¯ˆÚ›˜ ÙËÓ ¿‰ÂÈ· ÙˆÓ ÁÔÓ¤ˆÓ ÌÔ˘. ‚Ú›Ù ÛÙËÓ ËÏÂÎÙÚÔÓÈ΋ ‰È‡ı˘ÓÛË:
Û˘Óԉ‡ÂÙ Û ‰ËÌfiÛÈÔ ¯ÒÚÔ. M¿ıÂÙ¤ ¶¿ÓÙ· Ó· ÂÓËÌÂÚÒÓˆ ·Ì¤Ûˆ˜ ÙÔ˘˜ http://www.dart.gov.gr/?q=node/9
Ù· Â›Û˘ Ó· ÌËÓ ‰›ÓÔ˘Ó
ÔÙ¤ ÙË ‰È‡ı˘ÓÛ‹ ÙÔ˘˜ ‹
ÙÔ fiÓÔÌ· ÙÔ˘ Û¯ÔÏ›Ԣ
ÙÔ˘˜.
XÚ‹ÛË ÔÈÎÔÁÂÓÂÈ·ÎÒÓ
Û˘Ì‚ÔÏ·›ˆÓ ÁÈ· ÙËÓ ÚÔ-
ÛÙ·Û›· ÙˆÓ ·È‰ÈÒÓ Û·˜
ÛÙÔ Internet
¶ÚÔÙÔ‡ Ù· ·È‰È¿ Û·˜
·Ú¯›ÛÔ˘Ó Ó· ÂÍÂÚ¢ÓÔ‡Ó
ÙÔ Internet, ηÏfi ı· ›ӷÈ
Ó· ‚‚·Èˆı›Ù ˆ˜ ηٷ-
Ï·‚·›ÓÔ˘Ó ÙÈ Ú¤ÂÈ Î·È ÙÈ
‰ÂÓ Ú¤ÂÈ Ó· οÓÔ˘Ó ÛÙÔ
Internet.
MÈ· ÛΤ„Ë Â›Ó·È Ó· η-
ı›ÛÂÙ ̷˙› ÙÔ˘˜ Î·È ÚÔ-
‰È·ÁÚ¿„ÂÙ ·fi ÎÔÈÓÔ‡ ¤-
Ó·Ó ÔÈÎÔÁÂÓÂÈ·Îfi ÎÒ‰Èη
Û˘ÌÂÚÈÊÔÚ¿˜ ÛÙÔÓ ÔÔ›Ô
ı· Ú¤ÂÈ Ó· Û˘ÌʈӋÛÂ-
Ù fiÏÔÈ.
MÔÚ›Ù ӷ ‰ËÌÈÔ˘Ú-
Á‹ÛÂÙ ¤Ó· ‰È·ÊÔÚÂÙÈÎfi
Û˘Ì‚fiÏ·ÈÔ ÁÈ· οı ·È‰›
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Ó˜ ¯Ú‹Û˘ ÙÔ˘ Internet
ηٿÏÏËÏÔ˘˜ ÁÈ· ÙËÓ ËÏÈ-

In this column we will be presenting you with new words, or new uses of old words so that you are always up to date!
Fruit Dropping
Many of us struggle to eat
healthily – getting through those
‘five a day’ can be a real chore. If
only fruit and veg could taste a
bit more like sweets and
chocolate... Well, now it seems
they can, if you attend a fruit
dropping party.
The secret of fruit dropping is
the fruit of the West African tree
Synsepalum dulcificum. These
small red berries are also known
as ‘miracle fruit’ or ‘miracle
berries’ and, when chewed,
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AÙÂÏȤ: MEMºI™ AE, ™ˆÎÚ¿ÙÔ˘˜ 23, Aı‹Ó·, TËÏ.: 210-5240728
EÎÙ‡ˆÛË: MÔ˘ÎÔ˘‚¿Ï·˜ AE
∂ÈÙÚ¤ÂÙ·È Ë ÌÂÚÈ΋ ‹ ÔÏÈ΋ ·Ó·‰ËÌÔÛ›Â˘ÛË ‹ ÁÈ· ÔÔÈÔÓ‰‹ÔÙ ÏfiÁÔ
¯Ú‹ÛË Ì¤ÚÔ˘˜ ‹ fiÏ˘ Ù˘ ‡Ï˘ Ù˘ ÂÊËÌÂÚ›‰·˜ Ì ··Ú·›ÙËÙË ÚÔ¸fiıÂÛË
ÙËÓ ¤ÁÁÚ·ÊË ¿‰ÂÈ· ÙÔ˘ ÂΉfiÙË.
New Word on the Block
modify the flavour of foods eaten
afterwards (the berries
themselves do not have a strong
taste). The effect, which can last
for several hours, is caused by a
glycoprotein in the fruit that
modifies the perception of bitter
and sour flavours by the taste
buds.
For a modest entrance fee, those
attending a fruit dropping (or
‘flavour tripping’) party are given
a berry to chew and are then
invited to try various foods such
as raw lemons, vinegar,
¢IMHNIAIA EºHMEPI¢A
°IA TON K§A¢O TH™
•ENO°§ø™™H™ EK¶AI¢EY™H™
13
researched. and indispensable component of
According to Davies, one of the our national costume.
major causes of this decline in Early umbrellas were made from
quality is a combination of high wood, whalebone or cane and
demand for output and low levels were unwieldy and difficult to
of staffing. His figures suggest fold away, but in 1852 a
that the average Fleet Street breakthrough was made when a
journalist is required to fill three Victorian entrepreneur, Samuel
times more space than their Fox, created the first lightweight,
equivalent workers twenty years collapsible umbrella frame using
Source: Chambers Wordwatch ago. And using a larger font hollow flexible wire. The
won’t quite cut it. These
Column Editor: Lawrence Mamas umbrella as we know it today was
(Andrew Betsis ELT) lmamas@yahoo.com pressures result in a new breed – born.
not journalists, but churnalists. The umbrella has continued to
The field of journalism has long
Tabasco® and brussels sprouts. evolve, and one of the latest
been the source of new words innovations is the nubrella, a
Apparently lemons taste like
sugary lemonade, and even the and clich?d expressions labelled blend word from ‘new’ and
bitter taste of sprouts is ‘journalese’, yet this is one ‘umbrella’. Created to fit in with
neologism that shows that no- busy 21st-century lifestyles, the
transformed into something
one is immune to becoming the nubrella is claimed to be the first
sweeter. Unfortunately, though,
subject of a derogatory truly hands-free umbrella, with
fruit dropping may not be
entirely good for those of us with nickname! special shoulder straps allowing
a sweet tooth – the you to juggle your mobile phone
Nubrella
transformation of Guinness® and latte while still being
The humble umbrella has been
into something akin to a protected from the elements.
with us for thousands of years. Its
chocolate milkshake could mean However, it is not the only new
etymology – from the Latin word
that our alcohol intake increases type of umbrella available: it is
‘umbra’, meaning shade or
along with our consumption of now possible to purchase a ‘bike
fruit and veg. shadow – gives us a clue to its
umbrella’ to clamp to your
origin. Art from the ancient
handlebars, a ‘pet umbrella’ to
civilisations of Assyria, Egypt,
Churnalism keep your pooch dry, and a
Greece, Rome, China and India
A blend of ‘weather forecasting umbrella’
shows prototype umbrellas
churn and which warns of approaching
protecting the great and the good
journalism, storms. There is even a prototype
from the damaging rays of the
churnalism was high-tech ‘internet umbrella’,
sun. In the UK, sunshades were
first coined by complete with wireless internet
de rigueur for upper-class ladies
investigative connection, a built-in camera,
from the 17th century until
journalist Nick GPS and a digital compass –
Victorian times, but, perhaps
Davies in his although this is not yet for sale.
inevitably given our climate, it
book Flat Earth http://www.dott-com.com/wp-
was to be the waterproof variety
News, which content/uploads/2008/03/31.jpg
that would become an enduring
was published photo nubrella
in February this
year. It
describes what
he sees as the
falling
standards in
UK journalism.
Of the 2,000
UK news
stories surveyed
by the research
team
commissioned
by Davies at
Cardiff
University,
80% were
‘wholly, mainly
or partially
constructed
from second-
hand material,
provided by
news agencies
and by the
public relations
industry.’ Thus
churnalism,
where stories
are churned out
rather than
properly
14
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EÎ·È‰Â˘ÙÈ΋ æ˘¯ÔÏfiÁÔ˜ B.A., M.A.,
·ÓÂÈÛÙËÌ›Ô˘ McGill K·Ó·‰¿,
EÈÎÂÊ·Ï‹˜ ÂÚ¢ÓËÙÈÎÔ‡ ÙÌ‹Ì·ÙÔ˜
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2. «E›Ì·È ÌËÙ¤Ú· ÙÂÏÂÈfiÊÔÈÙ˘ Ï˘Î›Ԣ Ë Ô-
Ô›· Â›Ó·È ·ÔÊ·ÛÈṲ̂ÓË Ó· ‰ËÏÒÛÂÈ ÌfiÓÔ ‰‡Ô
Û¯ÔϤ˜ Ù˘ ·ÚÂÛΛ·˜ Ù˘ ÔÈ Ôԛ˜ Â›Ó·È Ô‡ ·-
·ÈÙËÙÈΤ˜ ÛÙ· ÌfiÚÈ· Î·È ·ÚÓÂ›Ù·È Ó· ‰ËÏÒÛÂÈ
Ô,Ùȉ‹ÔÙ ¿ÏÏÔ. E›Ó·È ·˘Ùfi ηÏfi ; K·È ÙÈ ı·
Á›ÓÂÈ Â¿Ó ·ÔÙ‡¯ÂÈ;»
EϤÓË ¶.
(Û˘Ó¤¯ÂÈ· ÙÔ˘ ÚÔËÁÔ˘Ì¤ÓÔ˘ „˘¯ÔÁÚ·Ê‹Ì·ÙÔ˜)
™ÙÔ ÚÔËÁÔ‡ÌÂÓÔ ¿ÚıÚÔ Â›¯·Ì ‰Â›ÍÂÈ fiÙÈ
ÔÈ ¶·ÓÂÏÏ‹ÓȘ ÂÍÂÙ¿ÛÂȘ ·ÔÙÂÏÔ‡Ó Ì›· Ô-
Êı·ÏÌ·¿ÙË Ë ÔÔ›· ·ÔÂÈÚ¿Ù·È (Î·È ÛÂ
ÔÏϤ˜ ÂÚÈÙÒÛÂȘ ÂÙ˘¯·›ÓÂÈ) Ó· ηÙËÁÔ-
ÚÈÔÔÈ‹ÛÂÈ ¿ÙÔÌ· Ù· ÔÔ›· ·ÎfiÌ· ‰ÂÓ ¤¯Ô˘Ó
‰Â›ÍÂÈ ‰Â›ÁÌ· ÁÚ·Ê‹˜ ˆ˜ ÂÓ‹ÏÈΘ Î·È Â·Á-
ÁÂÏ̷ٛ˜ Û Ôϛ٘ ÚÒÙ˘, ‰Â‡ÙÂÚ˘ ηÈ
ÙÚ›Ù˘ ‰È·ÏÔÁ‹˜. ¢Â›Í·Ì Â›Û˘ fiÙÈ ·˘Ùfi ›-
Ó·È ¿ÎÚˆ˜ ·Ó·ÏËı¤˜ ·ÏÏ¿ ·Ú’ fiÏË ÙËÓ ·Ó·-
ÎÚ›‚ÂÈ· ÙÔ˘ ÎϤ‚ÂÈ ·fi Ù· ¿ÙÔÌ· Ô˘ ˘fiÎÂÈ-
ÓÙ·È ÛÙËÓ ‰È·‰Èηۛ· ÙˆÓ ¶·ÓÂÏÏËÓ›ˆÓ ÙËÓ È-
ηÓÔÔ›ËÛË Î·È ·›ÛıËÛË ÂÈÙ˘¯›·˜ ·fi οıÂ
Ì›· ÌÂÏÏÔÓÙÈ΋ ηٿÎÙËÛË ˙ˆ‹˜.
O ÙÚfiÔ˜ Ó· ·ÔÊ¢¯ı› ·˘Ùfi Û›ÁÔ˘Ú·
(›Ù ÙÔ ¿ÙÔÌÔ ÂÙ‡¯ÂÈ ÙÔÓ ÛÙfi¯Ô ÙÔ˘ Ì ÙËÓ
ÚÒÙË Â›Ù fi¯È) Â›Ó·È Î·Ù’ ·Ú¯¿˜ Ë ·fiÊ·ÛË
Î·È ÏÔÁÈ΋ Ô˘ ¤¯ÂÈ Ë ÎfiÚË Ù˘ EϤÓ˘ ÛÙÔ Ó·
ÌËÓ ıÂÏ‹ÛÂÈ Â’ Ô˘‰ÂÓ› Ó· Û˘Ì‚È‚·ÛÙ› Ì ̛·
Û¯ÔÏ‹ Î·È ¤Ó· Â¿ÁÁÂÏÌ· ÙÔ ÔÔ›Ô ‰ÂÓ ÙËÓ ÂÓ-
‰È·Ê¤ÚÂÈ. TÔ ˘fiÏÔÈÔ ¤ÁÎÂÈÙ·È ÛÙÔ˘˜ ›‰ÈÔ˘˜
ÙÔ˘˜ ÁÔÓ›˜ ÙˆÓ ‰È·ÁˆÓÈ˙ÔÌ¤ÓˆÓ ÌÂÏÏÔÓÙÈÎÒÓ
ÊÔÈÙËÙÒÓ Ó· ÙÔ˘˜ ‰Â›ÍÔ˘Ó ÙËÓ ÌÂıÔ‰ÔÏÔÁ›·
Î·È ÙËÓ ÊÈÏÔÛÔÊ›· Ì ÙËÓ ÔÔ›· ı· Ú¤ÂÈ Ó·
·ÓÙÈÌÂÙˆ›ÛÔ˘Ó ¤Ó·Ó ¿‰ÈÎÔ Î·È Î·Ù·¯ÚËÛÙÈ-
Îfi ıÂÛÌfi fiˆ˜ ÔÈ ¶·ÓÂÏÏ‹ÓȘ.
TÈ ÏÔÈfiÓ ı· Ú¤ÂÈ Ó· οÓÔ˘Ó ÔÈ ÁÔÓ›˜;
1. ™˘Á¯·›ÚÔ˘Ì ٷ ·È‰È¿ Ì·˜ ÁÈ· ÙËÓ ÂÈ-
ÏÔÁ‹ Ô˘ ¤¯Ô˘Ó οÓÂÈ Î·È / ‹ Û˘˙ËÙ¿Ì ÙËÓ Â- ÎÔÈÓfi ÁÓÒÚÈÛÌ· fiÏˆÓ ÙˆÓ È‰ÈÔÊ˘ÒÓ Â›Ó·È Ë
ÈÏÔÁ‹ ÙÔ˘˜ ÒÛÙ ӷ ÛÈÁÔ˘Ú¢Ù› Î·È Ô ÛÔ˘- ÙÂÚ¿ÛÙÈ· ÂÈÌÔÓ‹ ÛÙËÓ Â·Ó¿ÏË„Ë ÙˆÓ ÚÔ-
‰·ÛÙ‹˜ Î·È ÂÌ›˜ fiÙÈ Ú·ÁÌ·ÙÈο ·˘Ùfi Â›Ó·È Û·ıÂÈÒÓ ÁÈ· ÙËÓ Â›Ù¢ÍË ÂÓfi˜ ÛÙfi¯Ô˘ Î·È Ë
Ô˘ ı¤ÏÂÈ (Î·È Ó· ·ÔʇÁÔ˘Ì ӷ ‰ËÏÒÛÂÈ ÙÔ ·‰È¿ÛÂÈÛÙË ÛÈÁÔ˘ÚÈ¿ Î·È ÂÌÈÛÙÔÛ‡ÓË fiÙÈ Ë
·È‰› Ì·˜ οÙÈ Ô˘ ‰ÂÓ ÙÔ˘ ·Ú¤ÛÂÈ ·ÏÏ¿ ÙÔ˘ ÂÈÙ˘¯›· Â›Ó·È ÌfiÓÔ ı¤Ì· ¯ÚfiÓÔ˘ Î·È ÌÂıfi-
Ê·›ÓÂÙ·È ÈÔ Â‡ÎÔÏÔ ‰Ô˘.
·fi ·˘Ùfi Ô˘ Ú·Á- 4. ŸÙ·Ó ÙÔ ·È‰› Ì·˜ ·ÓËÛ˘¯‹ÛÂÈ ‹ ÂÎÊÔ-
Ì·ÙÈο ı¤ÏÂÈ ‹ οÙÈ ÙÔ ‚ÈÛı› ‹ ˘ÔÛÙ› Â›ıÂÛË ·fi Û˘ÁÁÂÓ›˜, Ê›-
ÔÔ›Ô ÓÔÌ›˙ÂÈ fiÙÈ ı¤- ÏÔ˘˜, ηıËÁËÙ¤˜, Û˘ÌÌ·ıËÙ¤˜, ÙËÏÂfiÚ·ÛË,
ÏÂÈ ·ÏÏ¿ ‰ÂÓ ¤¯ÂÈ Î·- Î.Ï. fiÙÈ ‘ÂÚÓÔ‡Ó Ù· ¯ÚfiÓÈ·’, ‘¯¿Óˆ ÙËÓ ˙ˆ‹
Ù·Ï¿‚ÂÈ ÙÈ ÂÌÂÚȤ-
ÌÔ˘’, ‘̤ӈ ›Ûˆ’, ‘ı· ¯¿Ûˆ ÙÔ ÙÚ·›ÓÔ / ÙËÓ Â˘-
¯ÂÈ). ™Â ÂÚ›ÙˆÛË
ηÈÚ›·’ Î.Ï. ı· ÙÔ˘ ԇ̠fiÙÈ Ù· ¯ÚfiÓÈ· ‰ÂÓ
Ô˘, Ôχ ÏÔÁÈο Ïfi-
ÂÚÓÔ‡Ó ÁÈ· Î·Ó¤Ó·Ó Î·È fiÛÔ Ì¿ÏÏÔÓ ÁÈ·
Áˆ ËÏÈΛ·˜, ÙÔ ·È‰›
οÔÈÔÓ Ô˘ ‰ÂÓ Â›Ó·È Ô‡Ù 25 ÂÙÒÓ, fiÙÈ fiÏÔÈ
Ì·˜ Ú·ÁÌ·ÙÈο ‰ÂÓ
ͤÚÂÈ ÙÈ ı· ÙÔ˘ ¿ÚÂÛ ÔÈ ÛËÌ·ÓÙÈÎÔ› ·Ú¿ÁÔÓÙ˜ Ù˘ ÎÔÈÓˆÓ›·˜ ηÈ
Û˘˙ËÙ¿Ì ÔÈ· Â›Ó·È Ù˘ ·ÁÎfiÛÌÈ·˜ ·ÓıÚÒÈÓ˘ ‰È·ÓfiËÛ˘ ‰ËÌÈ-
Ù· ÂӉȷʤÚÔÓÙ· ÙÔ˘ Ô˘ÚÁÔ‡Ó (Î·È ÂÈÛ·ÎÔ‡ÔÓÙ·È) ÙÔ ÓˆÚ›ÙÂÚÔ ÛÙ·
ÒÛÙ ӷ ‚¿ÏÂÈ Ì›· Û·Ú¿ÓÙ· ÙÔ˘˜ Î·È fiÙÈ ÙÔ ÌfiÓÔ Ô˘ ÚÔÛ·-
Áο̷ Û¯ÔÏÒÓ Ì ÙËÓ ıÔ‡Ó fiÏÔÈ ·˘ÙÔ› Ô˘ ÂÎÊÔ‚›˙Ô˘Ó ÙÔ ·È‰› Ì·˜
Û·Ê‹ ÂÍ‹ÁËÛË fiÙÈ fi- (Î·È ÂÌ¿˜) Â›Ó·È Ó· ÙÔ ·ÔÚÔÛ·Ó·ÙÔÏ›ÛÔ˘Ó
Ô˘ Î·È Â¿Ó ÂÚ¿ÛÂÈ Î·È Ó· ÙÔ Î¿ÓÔ˘Ó ÁÈ· 24 Ì‹Ó˜ ÙÔ Ôχ Ó· Â-
Â›Ó·È ÂÈÙ˘¯›· ·ÏÏ¿ Ù¿ÍÂÈ ·fi ÙÔ ·Ú¿ı˘ÚÔ Ì›· ÔÏfiÎÏËÚË ˙ˆ‹.
fi¯È ÁÚ·Ì̤ÓÔ Û ¤- 5. EÍËÁԇ̠ÛÙÔ ·È‰› Ì·˜ fiÙÈ ı· ¤¯ÂÈ ÎÂÚ-
ÙÚ· (‰ËÏ·‰‹, ·Ó ‰ÔÎÈ- ‰›ÛÂÈ ·fi ·˘Ù‹Ó ÙËÓ Ó·ڋ ËÏÈΛ· ÙÔ ·È¯Ó›‰È
Ì¿ÛÂÈ Î·È ‰ÂÓ ÙÔ˘ ·- Ù˘ ˙ˆ‹˜ Â¿Ó ‰ÂÓ ·ÔÚÔÛ·Ó·ÙÔÏÈÛÙ› ·fi
Ú¤ÛÂÈ Â›Ó·È Ôχ ÏÔÁÈ- ÙÔÓ ÛÙfi¯Ô ÙÔ˘ Ó· ÂÚ¿ÛÂÈ ÂΛ Ô˘ ı¤ÏÂÈ Î·È
Îfi Î·È ¿ÎÚˆ˜ ÂÈı˘- ÌfiÓÔ, ‰ÂÓ ·Ú·ÈÙËı› ·fi ÙȘ ÂȉÈÒÍÂȘ ÙÔ˘
ÌËÙfi Î·È ÂȂ‚ÏË̤- Î·È ‰ÂÓ ·Ê‹ÛÂÈ ·fi Êfi‚Ô Ó· Û˘Ì‚È‚·Ûı›.
ÓÔ Ó· ·ÏÏ¿ÍÂÈ ÛÙÔ TÔ˘ ÂÍËÁԇ̠fiÙÈ ¤Ó·˜ ¿ÓıÚˆÔ˜ ÌÔÚ› Ó·
̤ÏÏÔÓ). ¤¯ÂÈ ÔÏÏÔ‡˜ ÛÙfi¯Ô˘˜ Î·È Ó· οÓÂÈ ÔÏÏ¿
2. EÍËÁԇ̠ÛÙÔ ·È‰› Ì·˜ fiÙÈ ÔÈ ¶·ÓÂÏÏ‹- Ú¿ÁÌ·Ù· Ù·˘Ùfi¯ÚÔÓ· (Ó· ·Ú¯›ÛÂÈ Ó· ÁÓˆÚ›-
ÓȘ ‰ÂÓ Â›Ó·È Î¿ÔÈÔ˘ ›‰Ô˘˜ ‰ÈηÛÙ‹ÚÈÔ ÙÔ ˙ÂÈ ÙËÓ ·ÁÔÚ¿ ÂÚÁ·Û›·˜, Ó· ÂÈÚ·Ì·Ù›˙ÂÙ·È ÌÂ
ÔÔ›Ô ı· ·ÔÊ·Óı› Â¿Ó ·Í›˙ÂÈ ‹ fi¯È ˆ˜ ¿ÙÔ-
ÙÚfiÔ˘˜ ˙ˆ‹˜, Î.¿.) ·ÏÏ¿ Û η̛· ÂÚ›ÙˆÛË
ÌÔ Î·È Ì˘·Ïfi ·ÏÏ¿ Ì›· η΋ ‰È·‰Èηۛ· Ë Ô-
‰ÂÓ ÂÈÙÚ¤ÂÙ·È Ó· ÛÙ·Ì·Ù‹ÛÂÈ Ó· ÛÙԯ‡ÂÈ
Ô›· ÂÊ·ÚÌfi˙ÂÙ·È ·ÎfiÌ· ¯ÂÈÚfiÙÂÚ· ηٷ·-
ÛÔ‚·Ú¿ ÁÈ· ·˘Ùfi ÙÔ ÔÔ›Ô ¤¯ÂÈ ÂÈϤÍÂÈ Î·È
ÙÒÓÙ·˜ ÏËıÒÚ· ·ÓıÚˆ›ÓˆÓ ‰ÈηȈ̿وÓ
ı· ÙÔÓ ÔÏÔÎÏËÚÒÛÂÈ.
ÙÔ˘ ·È‰ÈÔ‡ Ì·˜ Ù· ÔÔ›· ÙÔ ÎÚ¿ÙÔ˜ ¤¯ÂÈ ‰Â-
ÛÌ¢Ù› Î·È ÏËÚÒÓÂÙ·È Ó· ÚÔÛٷهÂÈ Î·È Ë ŒÙÛÈ Ì›· ‰È·‰Èηۛ· Ë ÔÔ›· ÁÈ· ÙÔ˘˜ Â-
ÔÔ›· ‰ÂÓ Â›Ó·È Ù›ÔÙ ¿ÏÏÔ ÁÈ· ÙÔ ·È‰› Ì·˜ ÚÈÛÛfiÙÂÚÔ˘˜ Â›Ó·È ÙÚ·˘Ì·ÙÈ΋ ÂÌÂÈÚ›· Ô˘
·Ú¿ Ì›· Úfi‚· ‘Ù˙ÂÓÂÚ¿ÏÂ’ Î·È Ì›· ÂÍ¿ÛÎË- ÙÔ˘˜ ηıÈÛÙ¿ „˘¯ÔÏÔÁÈο ·Ó¿ËÚÔ˘˜, ÁÈ· Â-
ÛË ÁÈ· ÙËÓ ÂÈÙ˘¯‹ ·ÓÙÈÌÂÙÒÈÛË Ù¤ÙÔÈÔ˘ ›- Ì¿˜ Î·È ÁÈ· ÙÔ ·È‰› Ì·˜ ı· Â›Ó·È Ì›· ÂÔÈÎÔ-
‰Ô˘˜ ıÂÛÌÒÓ Ô˘ ÔÈ ÂÓ‹ÏÈÎÔÈ ·Ó·Áο˙ÔÓÙ·È ‰ÔÌËÙÈ΋ Î·È ¿ÎÚˆ˜ ÂÓ‰˘Ó·ÌˆÙÈ΋ ÂÌÂÈÚ›·
Ó· ·ÓÙÈÌÂÙˆ›ÛÔ˘Ó Î·ıËÌÂÚÈÓ¿ (fi¯È ¿ÓÙ· Â- ·ÊÔ‡ ̤۷ ·fi ·˘Ù‹Ó ı· ¤¯Ô˘Ì ηÙÔÚıÒÛÂÈ
ÈÙ˘¯Ò˜). Ó· οÓÔ˘Ì ·˘Ùfi ÙÔ ÔÔ›Ô ÂÌ›˜ ı¤ÏÔ˘Ì ¯ˆ-
3. EÍËÁԇ̠ÛÙÔ ·È‰› Ì·˜ fiÙÈ Ë ÛˆÛÙ‹ ÌÂ- Ú›˜ Ó· Ì·˜ ÂËÚ¿ÛÂÈ Î·È Ó· Ì·˜ ÂÍ·Ó·ÁοÛÂÈ
ıÔ‰ÔÏÔÁ›· ·ÓÙÈÌÂÙÒÈÛ˘ ÙˆÓ ¶·ÓÂÏÏËÓ›ˆÓ ηÓ›˜, ÂÓ¿ÓÙÈ· ÛÙȘ ÂȉÈÒÍÂȘ ÂÓfi˜ ÎÔÏÔÛ-
Â›Ó·È ÛÙËÓ ·fiÊ·ÛË Î·È ‰¤ÛÌ¢ÛË fiÙÈ ‘‚Ú¤- ÛÔ‡ ÙÔ˘ Û˘ÛÙ‹Ì·ÙÔ˜ Ô˘ ϤÁÂÙ·È EÎ·›‰Â˘ÛË.
ÍÂÈ-¯ÈÔÓ›ÛÂÈ’ ı· ÂÚ¿ÛÂÈ ÛÙÔÓ ÙÔ̤· Ô˘ ı¤ÏÂÈ EÌ›˜ Î·È ÙÔ ·È‰› Ì·˜ Ì ·˘Ù‹ ÙËÓ ‰È·‰Èηۛ·
¿Û¯ÂÙ· Â¿Ó ‰ÂÓ ÙÔ˘ ‘‚Á›’ Ì ÙËÓ ÚÒÙË. ¤¯Ô˘Ì Á›ÓÂÈ EχıÂÚÔÈ, AÓÂÍ¿ÚÙËÙÔÈ Î·È ¢˘-
YÂÓı˘Ì›˙Ô˘Ì ÛÙÔ ·È‰› Ì·˜ fiÙÈ ÙÔ ‚·ÛÈÎfi Ó·ÙÔ›.

Peut-on dynamiser l’ apprentissage de l’ oral des langues en milieu scolaire?
Le KPg1 peut-il prétendre être un moyen et une voie
donnant satisfaction à ce défi?
L'apprentissage de l'oral est une
problématique qui ne peut pas être
éludée dans l'enseignement
secondaire. Car, la nécessité d'une
formation à l'expression orale est
particulièrement flagrante sur le
marché actuel. La démonstration de
compétences orales lors d'entretiens
de recrutement et d'embauche est de
plus en plus sollicitée/requise. La
seule acquisition d'un ou de plusieurs
certificats ou diplômes de
connaissance des langues n'est plus
ou ne sera plus suffisante et
satisfaisante. Le programme actuel de
l'apprentissage des langues en milieu
scolaire, reste général, et n'indique
pas de pistes précises telles que cours,
exercices et pratiques oraux donnant
à l'élève l'occasion:
— d'assurer son contrôle de la parole
et de stimuler son aptitude à la
communication orale,
— de s'entraîner à la prise de parole
spontanée dans des débats ou des
discussions,
— de savoir communiquer dans un
certain nombre de situations de la
vie courante.
L'approche pédagogique de KPg,
dont les objectifs suivent le Cadre
européen commun de référence pour
les langues (CECRL), crée des
conditions d'apprentissages proches
des conditions de pratique réelle de la
langue, soit:
1. Des échanges semblables à ceux
de la vie quotidienne:
Les examens du KPg visent
l'évaluation des connaissances de la
langue étrangère détenues par des
usagers grecs et tiennent compte des
circonstances sociales de son usage, à
l'inverse des systèmes internationaux
qui conçoivent le plus souvent leurs
examens pour une seule langue et
indépendamment du profil
socioculturel des usagers et de
l'environnement dans lequel elle sera
utilisée Ç.
2. Un usage authentique de la langue
et non de dialogues artificiels:
Le document authentique permet une
approche interculturelle amenant un
regard sur l'autre dans le respect de
son mode de vie et de pensée et dont
la richesse génère des confrontations
linguistiques diversifiées. Le
document authentique n'est pas objet
d'apprentissage en lui-même. Il est au
par Constantin TEGOS
service de l'apprentissage, c'est
pourquoi, il doit s'insérer dans un
apprentissage structuré et un cadre
d'activités qui font sens pour les
élèves.
3. le vécu, les connaissances
préalables et les centres d'intérêt
sont pris en compte et servent de
point de départ et/ou de
déclencheur:
S'appuyer sur des éléments connus
dans ce qui nous est inconnu est un
processus qui, en outre, se sert de la
capacité humaine de transférer des
expériences vécues, des significations
et des structures connues sur les
nouveaux contextes. Le KPg invite
l'apprenant à faire appel à cette
capacité lors du passage vers une
nouvelle langue. Le but est une
détection et un apprentissage
optimisés ; l'apprenant doit tirer le
meilleur parti de ce qu'il possède
déjà, qu'il sait déjà. Ainsi, le vécu, les
connaissances préalables et les
centres d'intérêt de l'apprenant
permettront à la fois un minimum de
travail d'apprentissage et un
maximum de détections.
4. la classe devient un tissu vivant du
monde extérieur, où naît une
véritable dynamique interculturelle,
un vivier fructueux d'échanges:
A l'époque de la médiatisation
mondiale et dans la société
multiculturelle, de nombreuses
langues et cultures cibles sont
devenues accessibles, à tout moment,
dans leur formes acoustiques et
visuelles ; les apprenants étant
entourés de langues et de cultures
étrangères d'où la primauté de
l'éducation interculturelle. Ainsi,
nous pouvons avancer que proposer
des tâches qui prennent place au sein
d'interactions sociales réelles
15
(approche actionnelle) dépassant le
cadre du groupe cela permet de
mettre en œuvre la perspective
actionnelle du CECRL, et de
contribuer à augmenter sensiblement
la motivation des apprenants, dans la
classe, tout en les incitants à une plus
grande exigence de qualité au niveau
du contenu et de la langue. De même,
ces tâches induisent une modification
de la relation apprenant-enseignant,
ce dernier pouvant être considéré par
l'apprenant comme une personne-
guide l'aidant à atteindre le but fixé.
En somme, il semble de plus en plus
clair que la présence du KPg en
milieu scolaire permettra
l'apprentissage effectif et la pratique
orale des langues par des tâches
intéressantes qui
stimuleront/décupleront l'intérêt et
l'apprentissage des apprenants.
––––––––––––––
(Å) «Réussir la Certification en Langue
Française KPg B1, KPg B2, KPg C1»
EDITIONS TEGOS -
www.editionstegos.com
(Ç) www.edufle.net/Certification-
internationale-de-la - cf. article
d'Olivier Delhaye
16
Le texte d’ idées, le texte argumentatif
en classe de français
L'argumentation est une activité de
parole quotidienne. Les discours
argumentatifs oraux ou écrits sont
nombreux: critique, petite annonce,
pétition, publicité, prospectus
commercial, slogan, lettre de
motivation, bulletin d'association,
tract électoral, discours politique,
plaidoirie d'avocat, éditorial de
journaux, brochure touristique…
L'argumentation permet de vanter,
de critiquer, de promouvoir, de
défendre, de combattre.
Dans l'apprentissage de la langue
française, les étudiants doivent
souvent rédiger des devoirs d'idées.
C'est une compétence exigée dans le
travail de production écrite, l'essai
argumenté, du diplôme approfondi
de langue française, DALF C1.
Le texte argumentatif se présente
comme un raisonnement dont le but
est de faire admettre à quelqu'un la
justesse d'une thèse, ou,
inversement, de rejeter une thèse
souvent admise. Celui qui produit
l'argumentation veut agir sur la
pensée de son interlocuteur et
l'amener à changer de
comportement ou de point de vue.
L'objectif du discours argumentatif
consiste à propos d'un thème (un
sujet) de soutenir une thèse (un
point de vue, une opinion) qui
réponde à une problématique. Il
faut convaincre un adversaire, soit
pour modifier son opinion ou son
jugement, soit pour l'inciter à agir.
Un thème est un sujet de
discussion plus ou moins précis,
délimité: le tabac, les usages
sociaux du tabac, les méfaits du
tabac, tabac et drogue, tabac et
addiction…
Une problématique est formulée
sous forme d'une question à
propos du thème: le tabac est-il
dangereux? Pourquoi les jeunes
gens fument-ils? Quels sont les
usages du tabac?...
Une thèse est une réponse à cette
problématique, une prise de
position tranchée ou nuancée: Oui,
fumer est dangereux… Fumer est
dangereux, toutefois la quantité, le
type de pratique et l'attachement au
produit nuancent le pronostic…
Argumenter, c'est donc définir la
stratégie la plus efficace, la plus
habile pour faire connaître sa
par Agnès Matrahji,
coeditrice et professeur FLE
position, sa thèse, la faire admettre à
un lecteur ou à un auditoire,
ébranler des contradicteurs, faire
douter un adversaire, faire basculer
les indécis, contredire une thèse
opposée, critiquer une position
contraire ou éloignée, démontrer
avec rigueur, ordre et progression, se
mettre en valeur, servir une cause,
un parti, une foi…
Argumenter, c'est vouloir
convaincre, persuader, ou
délibérer.
Si argumenter consiste à soutenir
ou à contester une opinion, cette
tentative vise aussi dans le même
temps à agir sur le destinataire en
cherchant à le convaincre ou à le
persuader. Argumenter, c'est donc
justifier une opinion que l'on veut
faire adopter, partager en tout ou
en partie.
On cherche alors à convaincre par
l'usage de la raison et à persuader
en faisant appel aux sentiments et
à l'affectivité.
Argumenter, c'est aussi tenir
compte de thèses différentes des
nôtres, avec lesquelles nous allons
entrer en discussion dans une
délibération.
Pour convaincre, celui qui
argumente fait appel à la raison, aux
facultés d'analyse et de
raisonnement, à l'esprit critique du
destinataire pour obtenir son accord
après mûre réflexion.
Il formule une thèse. Il s'aide
d'arguments, c'est-à-dire des
éléments de preuve destinés à la
démontrer ou à la réfuter. Ces
arguments sont illustrés par des
exemples variés: tirés de l'expérience
personnelle, des lectures, des divers
domaines de la connaissance:
sciences, histoire, philosophie… Ce
peut être des références à d'autres
penseurs ou écrivains (citation), à
des anecdotes, à la sagesse des
nations (proverbes) à des valeurs
symboliques ou culturelles partagées
(mythes)... Ces arguments sont
présentés de manière ordonnée dans
le cadre d'un raisonnement sous
forme de plan et d'une progression
argumentative (le plus souvent selon
la loi d'intérêt: du moins important
au plus important) où ils sont
souvent reliés entre eux par des
connecteurs logiques qui jouent le
rôle de poteaux indicateurs. Les
connecteurs les plus importants sont
ceux qui soulignent la causalité.
Dans une stratégie argumentative: il
s'agit de développer ou de réfuter
une thèse, de concéder, de débattre.
Débattre, c'est examiner les
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A. EȯÂÈÚ‹ÛÂȘ Ô˘ ÙËÚÔ‡Ó ‚È‚Ï›· °
ηÙËÁÔÚ›·˜, ÁÈ· ÙÔÓ ÚÔËÁÔ‡ÌÂÓÔ Ì‹Ó·,
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ÂÈÛÊÔÚÒÓ IÔ˘Ï›Ô˘.
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ÁÈ· ÙÔ ÚÔËÁÔ‡ÌÂÓÔ ‰›ÌËÓÔ.
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ηı¿ÚÈÛÙÔ ÔÛfi ·fi ηٷ‚ÏËı›Û˜ ·-
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(‰ÈÎËÁfiÚÔ˘˜, ÏÔÁÈÛÙ¤˜, Î.Ï.) ÁÈ· ÙÔ
ÚÔËÁÔ‡ÌÂÓÔ ‰›ÌËÓÔ.
Á. ¶·Ú·ÎÚ·ÙËı›˜ ÊfiÚÔ˜ 20% ηÈ
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·fi ηٷ‚ÏËı›Û˜ ·ÌÔÈ‚¤˜ Û ÌË Âχ-
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‰Ôı› Afi‰ÂÈÍË ¢·¿Ó˘.
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E.¶.E ÛÙÔ ÌÈÛıfi Ô˘ ηٷ‚Ï‹ıËΠÙÔ
ÚÔËÁÔ‡ÌÂÓÔ ‰›ÌËÓÔ ÛÙ· ̤ÏË ÙÔ˘ ¢.™
Î·È ÛÙÔ˘˜ ÂÙ·›ÚÔ˘˜.
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‚ÔÏ‹ ÛÙË ¢.O.Y. ÙÔ˘ ÈÛÔ˙˘Á›Ô˘ (Û ËÏÂ-
ÎÙÚÔÌ·ÁÓËÙÈÎfi ̤ÛÔ ·Ôı‹Î¢Û˘) ·fi
ÙȘ ÂȯÂÈÚ‹ÛÂȘ Ô˘ ÙËÚÔ‡Ó ‚È‚Ï›· ° η-
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ñ M¤¯ÚÈ 30/9 Û‡ÓÙ·ÍË ÙˆÓ ÔÈÎÔÓÔÌÈ-
ÎÒÓ Î·Ù·ÛÙ¿ÛÂˆÓ (ÈÛÔÏÔÁÈÛÌÔ‡ Î.Ï.)
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‚Ï›· ° ηÙËÁÔÚ›·˜ ÙˆÓ ÔÔ›ˆÓ Ë Ï‹ÍË
Ù˘ ‰È·¯ÂÈÚÈÛÙÈ΋˜ ÙÔ˘˜ ÂÚÈfi‰Ô˘ ›ӷÈ
30.6. ÙÔ˘ ÙÚ¤¯ÔÓÙÔ˜ ¤ÙÔ˘˜.
¶PO™§HæEI™
1. ŒÏÂÁ¯Ô˜ ÙÔ˘ ‚È‚Ï›Ô˘ ÓÂÔÚÔÛÏ·Ì-
‚·ÓÔÌ¤ÓˆÓ (ÔÚÙÔηϛ ‚È‚Ï›Ô) Â¿Ó ¤¯ÂÈ
ÎÂÓ¤˜ ÁÚ·Ì̤˜ ÈηӤ˜ Ó· ¯ˆÚ¤ÛÔ˘Ó ÙÔ˘˜
Ó¤Ô˘˜ ÂÚÁ·˙Ô̤ÓÔ˘˜.
2. EÁÁÚ·Ê‹ ÛÙÔ ‚È‚Ï›Ô ÓÂÔÚÔÛÏ·Ì-
‚·ÓÔÌ¤ÓˆÓ (ÔÚÙÔηϛ ‚È‚Ï›Ô) ÚÈÓ ·-
Ó·Ï¿‚Ô˘Ó ÂÚÁ·Û›· ÙˆÓ Ó¤ˆÓ ÂÚÁ·˙Ô̤-
ÓˆÓ.
3. YÔ‚ÔÏ‹ ÛÙÔÓ OAE¢ (̤۷ Û 8 Ë-
ÌÂÚÔÏÔÁȷΤ˜ Ë̤Ú˜ ·fi ÙËÓ ÚfiÛÏË-
„Ë) Ù˘ ·Ó·ÁÁÂÏ›·˜ ÚfiÛÏ˄˘.
4. YÔ‚ÔÏ‹ ÛÙËÓ EÈıÂÒÚËÛË EÚÁ·-
Û›·˜ (̤۷ Û 15 ËÌÂÚÔÏÔÁȷΤ˜ Ë̤Ú˜
·fi ÙËÓ ÚfiÛÏË„Ë) ·) ÙË ÁÓˆÛÙÔÔ›ËÛË
ÙˆÓ fiÚˆÓ ÌÂÚÈ΋˜ ··Û¯fiÏËÛ˘ ÁÈ· ο-
ı ÂÚÁ·˙fiÌÂÓÔ Î·È ‚) ÙÔÓ ¶›Ó·Î· ¶ÚÔ-
ÛˆÈÎÔ‡.
18

Social Psychology and ELT-authority

PREJUDICE AND COOPERATION
Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been
The results were catastrophic. If anything, are always the same. I believe it makes
working in the field of ELT for more years than he cares to contact between the two groups made good sense to vary the group composition
remember. He is currently a teacher at the Deree College. He likes things worse! It was then that they came in order to avoid such a risk.
to think of himself as a ‘front-line teacher’ and is particularly up with the solution: collaborative Conversely, as the experiment amply
interested in one-to-one teaching. When he is not struggling with activities! The researchers set up a series demonstrated, cooperative tasks are
students, he likes to spend his time in a swimming pool or playing of ‘mini crises’ which required the groups excellent at breaking down barriers and
chess. If you would like to ask any questions, make any comments to work together in order to overcome fostering group cohesion. The key is
read some of his published articles or find out about forthcoming
them. So, on a day-trip somewhere the ‘mutual interdependence’ (Aronson, 1999).
events, please visit his site at www.michelioudakis.org.
only truck they had to bring the food to the It is tasks where ss have to rely on each
camp with was found to be ‘stuck’. The two other that produce these positive results.
The history of the world is full of conflicts competition – the groups competed with
teams had to push it together. On another All the more reason then why we should
between seemingly irreconcilable groups; each other in a number of games such as
occasion, the water supply system failed. use more group activities, jig-saw tasks and
Catholics and Protestants; Jews and Arabs; tugs-of-war and sports contests. Gradually,
The two groups had to organize themselves project work. Dornyei (2001) even suggests
Shias and Sunnis. And the lengths to which these turned ugly as the two groups
and work together to find and fix the that we should devote some class time in
people are prepared to go to in order to developed a strong ‘in-group’ vs ‘out-
problem. Gradually, after a number of ‘social training’ – explicitly helping ss learn
fight the ‘other’ are extraordinary. In the group’ mentality (Hayes, 1993). There was
such incidents and as a result of the how to work as a team.
brilliant film ‘American History X’ an name-calling and scuffles which often
cooperation, harmony returned to the Finally it is worth pointing out that a ‘them
otherwise decent white man influenced by escalated out of control. In questionnaires
camp. Indeed, so successful was the and us’ mentality does not necessarily have
racist doctrines ends up in prison after distributed by the researchers at this stage,
solution that on returning to camp after an to do with other ss. More often than not, ss
brutally murdering a black man. But how group members rated members of their
evening out by the campfire, the members see themselves as ‘us’ and the Ts as ‘them’!
real is the basis of these divisions? As the own groups positively but their ‘rivals’
of one group decided to treat their former It would be helpful if we could place
following experiment illustrates, this is negatively. It seems that conflicts of
rivals to milkshakes! (Cialdini, 2001) ourselves in the ‘us’ category (Dornyei
often about as significant as the one interest produce prejudice (Eysenck,
Applications in the field of ELT: To me 2001) – hard though this might be. Three
described in ‘Gulliver’s Travels’ where the 1996). What is remarkable is that a) these
there are two elements in this experiment ways of doing that is by working with them
people of Lilliput and Blefuscu argued were perfectly well-adjusted boys, not
which stand out – one worrying, the other in class (rather than just ‘issuing orders’),
over which end of their egg they should some group of delinquents b) the division
encouraging. The worrying bit is how easy by spending time with them during breaks
break. was completely arbitrary and c) it had
it is for people to develop a ‘them and us’ and by giving them the impression that we
Muzafer Sherif’s experiment: The taken so little time to turn these two
mentality – even on the basis of a simple are ‘on their side’ (e.g. in disputes with
experiment (described in detail in groups against each other!
label! The encouraging bit is how even parents or the school authorities – a little
Aronson, 1999) took place in a very At this stage the researchers decided it was
long-established rivalry can be overcome bit like Mr Keating in ‘The Dead Poets’
natural setting – a boy scouts’ camp. The time to reverse the situation – but how? At
through the process of cooperation. Society’). Away from ELT: Perhaps the
researchers started by arbitrarily dividing first their attempts met with complete
The implications for the ELT classroom introduction was a little too simplistic. It
the boys into two groups – the ‘Eagles’ and failure. A ‘propaganda campaign’ of telling
are I think obvious. First of all, we need to may well be that there is an explanation
the ‘Rattlers’. They then involved the the children how nice the members of the
be aware of group dynamics and not allow why people find it so easy to develop such
members of each group in various activities other group were had no effect whatsoever
the formation of rival groups which might negative attitudes towards others. There is
in order to strengthen the ties among (Brehm, Kassin & Fein 2002). The
disrupt the harmony of the classroom. some evidence from evolutionary
them. researchers then thought that if the two
Moreover, while competition is certainly psychology that people might be
Already at this stage, a certain rivalry groups were involved in joint pleasurable
fun and competitive games can be very programmed to distinguish between
began to emerge. After some time the activities, that should reduce hostility. So,
motivating there is always a danger lurking members of the group they belong to and
researchers introduced the element of they organized picnics and social events.
there, especially if the competing groups members of other groups and perhaps
even be hostile towards the latter. (Barett,
Dunbar & Lycett 2002) This might have
been adaptive in the past but we know that
it is the source of endless trouble today.
The good thing is that such attitudes can
be reversed. In the film mentioned above
(‘American History X’) the racist sent to
prison discovers that his perception of
reality in general and of coloured people
in particular is warped. Significantly, he
gets to learn that not through reading or
reflection but through endless hours of
doing the laundry with a black man.
References
1. Aronson, E. “The Social Animal” Worth
– Freeman, 1999
2. Barett, L., Dunbar, R. & Lycett, J.
“Human Evolutionary Psychology”
ñ OÈ Î·Ï‡ÙÂÚ˜ ÙÈ̤˜ ÛÙÔ ÍÂÓfiÁψÛÛÔ ‚È‚Ï›Ô Palgrave 2002
3. Brehm, S., Kassin, S. & Fein S. “Social
ñ –10% ÛÙ· ¯·ÚÙÔÛ¯ÔÏÈο ›‰Ë Psychology” Houghton Mifflin, 2002
ñ ¢ˆÚÂ¿Ó ‰È¿ıÂÛË Ù˘ ÂÊËÌÂÚ›‰·˜ LINGUA FRANCA 4. Cialdini, R. “Influence – Science and
(6 ÊÔÚ¤˜ ÙÔ ¯ÚfiÓÔ) Practice”, Allyn & Bacon 2001
5. Dornyei, Z. “Motivational Strategies in
ñ EχıÂÚË Â›ÛÔ‰Ô˜ ÛÙȘ ÂÎı¤ÛÂȘ KOSMOS
the Language Classroom” Cambridge
ñ AÔÎÏÂÈÛÙÈΤ˜ ÚÔÛÊÔÚ¤˜ University Press, 2001
ñ •Â¯ˆÚÈÛÙ‹ Â͢ËÚ¤ÙËÛË 6. Eysenck, M. “Simply Psychology”
ñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819 ñ∫·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435 ñ¡.πˆÓ›· §.∏Ú·ÎÏ›Ԣ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 -ÙËÏ. 210-2710665 Psychology Press 1996
ñ¶ÂÚÈÛÙ¤ÚÈ ∂ıÓÈ΋˜ ∞ÓÙÈÛÙ¿Ûˆ˜ 87- ÙËÏ. 210-5756882 ñ∞ÈÁ¿Ïˆ ™Ù¤Ê·ÓÔ˘ ™·Ú¿ÊË 2 - ÙËÏ. 210-5312269 ñª·ÚÔ‡ÛÈ ªÈÏÙÈ¿‰Ô˘ 16 - ÙËÏ. 210-8066377 ñ∏ÏÈÔ‡ÔÏË ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 14 - ÙËÏ. 210-9955162 7. Hayes, N. “Principles of Social
ñ÷ϿӉÚÈ ∏ÚÒ‰Ô˘ ∞ÙÙÈÎÔ‡ 4 - ÙËÏ. 210-6844417 ñ∫ÔÚ˘‰·ÏÏfi˜ ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56 - ÙËÏ. 210-4942302 ñ £ÂÛÛ·ÏÔÓ›ÎË ¶·‡ÏÔ˘ ªÂÏ¿ 24 & ∆ÛÈÌÈÛ΋ - ÙËÏ. 2310-224732 Psychology” Psychology Press 1993

What will «free» conversation cost?
Students have been enthusiastic
adopters of technology that
offers cheap and easy online
language practice, but teachers
are still to be convinced about its
commercial promise, reports
Max de Lotbinière
Max de Lotbinière
Friday March 7, 2008
Guardian Weekly
In January the British Council
went on to YouTube, the
popular video sharing website, to
announce its plans to develop a
web-based English language
teaching site for young people
that will harness "VoIP"
technology.
Few of the council's target
audience will need VoIP
explained to them, but for those
who are less computer-literate
"voice over internet protocol" is
the technology that allows users
to communicate simultaneously -
or synchronously - by voice and
video via the internet.
Not only is VoIP immediate, it is
also cheap. If you have a
computer and a fast internet
connection, calls can be free or
made at a fraction of the cost of
traditional telephone calls, and
with websites such as Skype
providing user-friendly
interfaces, it is very simple to
access. As a result, many people
involved in language education
view it as the breakthrough
technology that will transform
online learning.
According to Marina Orsini-
Jones, who researches
educational technology at
Coventry Business School in
Britain, language learners are
now the top users of technology
in education, matched only by
medical students.
"This technology can really
motivate learners. Until VoIP
became widely available, online
learning was largely silent. This
has enabled them to speak and
created a thrill for learning," she
says. This enthusiasm for VoIP
is shared not just by the British
Council but by an increasing
number of language education
providers. In October last year
the Guardian's commercial arm
launched Guardian Languages,
which uses VoIP to give learners
of English access to live language
practice with "fluent English
speakers".
The latest venture in America is
www.speak-english-today.com.
This offers a networking facility
that puts learners in touch with
native speakers and with teachers
who provide individual tuition
using VoIP.
But others are concerned that in
the excitement about
synchronous language practice,
the role of the qualified language
teacher is being overlooked. The
International Association of
Teachers of English as a Foreign
Language (Iatefl), the British
professional body, is monitoring
the VoIP trend, in particular the
pay and conditions being offered
to teachers by commercial sites.
Gavin Dudeney, Iatefl secretary,
says that while the association
believes that VoIP has a role to
play, "these technologies should
always come second to a variety
of other, more important factors,
such as the provision of qualified,
experienced teachers employed
on professional contracts, paid
an equitable rate for their
services and with opportunities
to develop as they follow their
chosen career path".
Eric Baber has been running a
commercial online language
teaching operation for the past
10 years. His company, NetLearn
Languages, pioneered the use of
synchronous voice
communication to provide one-
to-one tuition for business
learners via the internet.
That experience has left him
cautious about the commercial
opportunities presented by VoIP.
"People are much more aware of
the technology now. We had to
spend a lot of time at the
beginning explaining how to use
voice communication. But the
flipside of synchronous teaching
is that it is labour intensive," he
says.
The technology may have
become more ubiquitous, but
one-to-one tuition provided by a
qualified teacher, whether via the
internet or in a face-to-face class,
remains a skilled and therefore
premium-priced product. For
Baber, the question is whether
the current generation of
learners who have been brought
up in the internet's culture of
open access and social
networking, and who are
enthusiastically using VoIP to
exchange language practice for
free, will be willing to pay for
lessons.
"Students like the peer-to-peer
contact that VoIP provides to
practise their target languages
and improve spoken fluency,"
says Baber. "But the technology
won't replace classroom
teachers. "I would be surprised if
there are a lot more people
willing to pay for synchronous
teaching. If somebody does have
money to spend they are more
likely to go to an established
institution," Baber adds.
Jason West, who has developed
the Guardian Languages site, is
confident that learners will be
19
willing to pay for his service, negotiations that you get on technology and develop a
which vets practice partners for other social networking sites." sustainable business model.
competency and provides lesson The site also allows learner and While learners will be access
plans that are designed to exploit practice partner to track the tuition for free during the pilot,
the conversational interaction duration and cost of sessions and the council will need to work out
that VoIP makes possible. qualified teachers to charge their how much it can charge and who
Learners can buy lesson plans for own rates. will pay in future.
$2 which, West says, give them The British Council is being But Baber's experience could be
up to two and a half hours of self more cautious about how it can instructive. NetLearn Languages
study. They can then go on to the integrate VoIP technology. It is offers online tuition in a range of
site to find partners who can give developing a pilot programme languages. "We have found that
them speaking practice, based on for its China-based English our English learning market is
an hourly fee of $14, that is language learning website, our smallest," he says. "No matter
linked to the lesson plan. English Online, that will include where you are in the world, you
"If the party providing practice is access to a British Council tutor will always be able to find an
being paid, you get a more via VoIP. The council wants to English language teacher."
focused conversation," says West, use the pilot to assess the Reprinted from
"you don't get the nebulous pedagogical benefits of the educationGuardian.co.uk
Le texte d’ idées
™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 16 convenable / le choquant...),esthétiques (le beau / le
laid, l'attirant / le repoussant...), intellectuelles (le vrai
différents aspects d'une question, y réfléchir afin de
/ le faux, la logique / l'absurde, le réel / la fiction...).
prendre une décision, de choisir une solution. C'est
Par le discours argumentatif, chaque jour, autour de
donc se confronter à ses propres objections ou à nous, on cherche à promouvoir le dialogue entre les
celles d'autrui, avant de construire sa propre opinion. cultures, les générations, les blocs, les pays, les
Cette étape nécessaire de la réflexion personnelle religions, les idéologies afin d'éviter les querelles, les
permet de considérer l'avis d'autrui et de peser la conflits, les guerres…
vérité de différentes positions avant de décider. Quelques films dans lesquels l'argumentation joue un
La délibération est essentielle au débat public dans rôle important:
une démocratie. Costa Gavras, Z, France, 1969
Quand le discours argumentatif fait appel aux Alf. Hitchcock, Le procès Paradine, Etats-Unis, 1948
sentiments ou aux émotions du destinataire, il St. Kubrick, Les sentiers de la gloire, Etats-Unis, 1957
cherche à persuader. Il s'agit pour l'émetteur de jouer Ber. Tavernier, Le Juge et l'Assassin, France, 1975
sur des valeurs et des repères culturels communs. En Quelques écrits dans lesquels l'argumentation joue un
effet une argumentation met en jeu, de manière
rôle important:
explicite ou implicite, un système de pensée. Le Les contes philosophiques de Voltaire
locuteur, s'il veut toucher son destinataire, doit Les fables de Jean de La Fontaine
s'efforcer de comprendre le système de valeurs de Les lettres de Jean-Jacques Rousseau
ceux auxquels il s'adresse. Ainsi la défense d'une La poésie engagée des poètes de la Résistance
thèse s'appuiera sur des principes universels ou du Quelques œuvres picturales dans lesquels
moins en principe partagés par la majorité: la Vérité, l'argumentation joue un rôle important:
le droit au bonheur, l'équité, la sincérité..., ou sur les L'image publicitaire
valeurs admises par un groupe social déterminé: Les bandes dessinées de Tardi
l'honneur, le courage, la probité, le travail, le La photographie de reportage
patriotisme… La peinture de Dali, Picasso…
Cette thèse s'appuie également sur des références Un texte littéraire dans lequel l'argumentation joue
culturelles communes qui font naître une complicité un rôle important:
propice à l'adhésion) jeux de mots, traits d'esprit, Le dernier Jour d'un Condamné, 1829, Victor Hugo
allusions… s'oppose à la peine de mort.
Le discours va se faire à la fois expressif et impressif, Quelques définitions:
il va essayer de transmettre des émotions fortes, argument) c'est une idée qui s'intègre à un
d'impressionner le destinataire pour agir sur lui. Le raisonnement ; l'argumentation s'appuie sur une dé
locuteur doit impliquer ses destinataires, leur faire marche logique et explicite.
considérer que sa thèse est aussi la leur, qu'ils champ lexical) ensemble des mots, substantifs,
partagent les mêmes combats et les mêmes intérêts. II adjectifs, verbes de la même famille désignant une
est ainsi amené à utiliser souvent le «tu» ou le «vous», même part de réalité, une même notion.
parfois le «nous» qui crée une communauté d'intérêt. champ sémantique: ensemble des sens disponibles
Pour persuader son lecteur ou son auditoire, le d'un mot selon le contexte.
locuteur va jouer sur les émotions fortes de connecteur logique) outil grammatical qui exprime
l'indignation ou de l'enthousiasme. Il peut exciter la une relation logique (cause, conséquence, opposition,
pitié pour les victimes, l'indignation devant concession…).
l'inacceptable, la révolte contre l'injustice. La volonté destinataire) c'est la (les) personne(s) à qui s'adresse
de persuader à tout prix peut sombrer dans la le locuteur (il est lié à la 2ème personne du singulier
manipulation) le locuteur cherche à prendre le ou du pluriel, et à la 1ère du pluriel si le locuteur
contrôle de son auditoire en l'affolant (en jouant sur l'associe à ses propos).
ses peurs…) ou au contraire en le flattant, en locuteur) c'est celui qui énonce un message (il
produisant des promesses inconsidérées, en s'exprime à la 1ère personne du singulier) ; il
caricaturant… manifeste sa présence par des indices d'énonciation
Dans une démonstration, la conclusion est (il ne s'agit pas toujours de l'auteur, ce peut être un
contestable. Dans une argumentation, la conclusion de ses personnages).
est rendue acceptable, plus plausible par la discuter une thèse) c'est réfléchir à la valeur d'une
présentation et la défense des arguments. opinion en pesant le pour et le contre.
Le dialogue est la forme la plus fréquente de étayer une thèse) c'est renforcer une thèse par des
l'argumentation dans notre quotidien, c'est un moyen arguments et des exemples supplémentaires.
essentiel pour confronter des idées. Dans un dialogue thème) c'est ce dont il est question principalement
s'opposent non seulement des idées, mais des valeurs) dans l'énoncé.
morales (le bien / le mal, le juste / l'injuste, la thèse) c'est la position du locuteur à l'égard du sujet,
sincérité / le mensonge…) ou sociologiques (le du thème qu'il évoque.
20
Dyslexia and Modern Language teaching
Modern Languages - Spanish,
French, German, etc. - pose a
particular challenge for dyslexic
learners. Carola Robinson-Tait is
a teacher of Modern Languages
who describes the techniques she
uses to make her lessons more
accessible and memorable for the
dyslexic learners.
Read this article in Spanish
Problems with visual and/or
auditory sensations
As dyslexic children may
experience problems with visual
and/or auditory sensations the
use of more of the child’s senses
should be involved when
learning, especially touch and
movement. This is called
multisensory teaching.
The basic principle is: MAKE
LEARNING TASKS
PRACTICAL!
Ideas for the teaching of modern
languages
— The spelling of words could be
practised by writing them in the
air in large letters (pupils could
employ this method when trying
to learn the vocabulary at home).
— New vocabulary:
1. should be introduced with
flashcards. Pupils to chant the
new words along!
2. could be taught by handing
around the objects in question
(fruit, clothes). The pupils say
the words out loud when they
have these objects in their hand.
— Pupils could draw pictures
next to the new words in their
books rather than writing out the
English translation.
(Translations, however, will have
to be written out for words on
the Dolch list.)
Color coding
— Color coding! In German
there are three genders:
Feminine, masculine and neuter,
and we encourage the girls to
learn the new words with their
article. When we copy these
words down we write the
masculine words in blue, the
feminine words in red and the
neuter words in green. I have a
set of homemade flash cards on
red, blue and green card
according to the gender of the
word.
— If it is too difficult for the
dyslexic pupil to copy from the
board, vocabulary sheets should
be provided, using the color
coding discussed above.
— Words/phrases and
grammatical concepts should be
taught in context. We teach the
grammar point of accusative or
dative after ‘in’ (in German) with
the cartoon of Ralf the robber
(Zick-Zack 2): He goes into the
supermarket (accusative), but is masculine feminine neuter plural
inside the supermarket (dative) deM deR deM deN Rule to help
to do his evil deed! Even years remember how to pronounce ei /
later pupils will remember this ie in German: “When e and i go
grammar point, even if they are out walking the second one does
not quite sure anymore how it the talking.”
works!
Opportunities for acting and
Acronyms miming
— Acronyms, rhymes and silly — Ideal is the fact that modern
sentences can be taught in order language learning provides us
to help pupils to remember rules. with a lot of opportunity for
MR M(e)N ® endings of articles acting and miming.
in German in the dative — The material needs to be
™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 8
You know, we live in a small village about
200 miles from Munich. We had to use the
motorway. ..." Before I start with the story I
tell my students that they should interrupt
me and ask wh-questions whenever they
like. The only rule is that they should fit to
the story. Questions that will come up are:
"What does your wife look like?" - "Where
exactly do you live?" - "What is the nightlife
like in your village?" - "Where do you spend
your free time? ..." Try it out and be
surprised. When I did this for the first time,
I was pretty surprised that they came up
with so many questions. Actually, I wanted
to use it as a warmer at the begin of a
lesson, but finally ended up being asked for
about 45 mins.
Karen. H, Brighton, UK
I sometimes play a game similar to the US
quiz show 'Jeopardy'. Students in groups
play against each other for points (prizes if
I feel generous). First they choose a
category (nature, pop music, capital cities
etc) and are shown an answer on a
flashcard - the task is to come up with the
question that goes with the answer (if
you've seen the TV show you'll know how
this works). For example: a group pick
'capital cities' and are shown the word
'Paris', they then have to come up with a
question like 'Where can you have a drink
at the Moulin Rouge?', 'What is the capital
of France?' etc. Because there are various
questions they can make up it gives
students freedom and there is a high
success rate, which inspires confidence and
is hopefully a fun way of getting students to
create and ask questions in front of a group.
Doris, Austria
Students need help forming questions even
upper intermediate.
Get students to do a role play for job
interviews, first writing down the questions
they would ask an interviewee - giving help
and encouraging pair work and peer
correction. Then the answers they think
they will need.Move into role play - 2
interviewers and 1 interviewee. This is a
good exercise to encourage the students to
do the corrections and makes a fun lesson.
Heather, Australia
For many years I have taught students of all
levels to ask questions from Day 1 in my
classes, because I believe that this ability is
essentially empowering, not only in
communicating in English, but as an
revised often in as many different children find black on white
ways as possible in order to avoid difficult to read. When setting
the pupils getting bored. Role- exercises on worksheets non-serif
plays, Miming games, and other fonts should be used, and the
non-competitive games like font size should not be smaller
matching games, puzzles, than 14.
guessing games, spelling/number — Clear illustrations are helpful,
bingo are especially helpful. as text only is the most difficult
medium for dyslexic children.
Off-white paper for worksheets
— If possible cream, pale yellow, The article is available online (in
green or blue paper should be Spanish as well) here:
used for handouts and http://www.dyslexia-
worksheets as some dyslexic parent.com/mag46.html
Questions & answers
ongoing resource to self-management of This is a technique I've found useful... For
learning. At low or beginner levels, I use example if I am teaching the target
students' innate curiosity about others, so I structure 'want to' I tell the students we are
give direct models of questions to ask of a all going out this weekend. They then ask
partner. To demonstrate, I choose a more me questions e.g. "What do you want to
confident student to ask me a model do?". I respond with a 1 word
question, then ask them to ask another answer..."shopping". This forces the
student. After a couple of such little students to ask the next question, and think
demonstrations, and a list of possible about the first word of the question. It also
answers built up on the board, students illustrates to them that giving 1 word
work in pairs. I find once the spotlight is off answers shows disinterest (a problem
them, I can't break the paired conversations typical of Japanese students being lack of
up! To help them also listen to the answers, expansion). This 'drill' works well if you do
they then report to a bigger group on what some intonation work beforehand- getting
they learned from their partner. With all them to practice stressing the first word of
levels, I tell them there is no such thing as a questions beginning
bad question in class, and make it clear all where/when/how....hopefully this also
questions are encouraged, whether increases their awareness of this word,
correctly expressed or not. I thank students when listening to someone else speaking.
(sincerely) for asking questions in class, and
frequently re-visit types of questions, word Gwenyth, Canada
order, question tags, (especially the tricky In one class, which I co-taught with two
'no, I'm not' type-I jokingly ask, "do you other teachers, one of my colleagues
mean 'Chinese 'yes' or English 'no'?", and
utilized an activity called "Hot Seat".
this seems to help students think about this
Students took turns being in the "hot seat"
in self-correction). I show my enthusiasm
while other students would have the
for the learning power of questions and my
opportunity to ask them questions. Each S
students know that "why?" is my favourite,
had to ask at least one question of each
often being written prominently on the
student and questions could not be
whiteboard. Practising forming and writing
repeated. Ss could change the wording of
questions is often done before and after
questions, but not ask exactly the same
reading texts to help focus on such isues as
thing. This also gave us the opportunity to
'who is the writer'; 'who is the reader' and
teach which questions were appropriate to
'what does the writer want the reader to
ask people and which were "off limits" (such
do'. I like my classes to be periods of co-
as a person's weight, how much their house
operative investigation, but I also want my
cost, what they earn, etc.) To give students
students to be able to engage strangers and
courage to be in the "Hot Seat", the
others in their community in discussing
teachers took the first turns. In our case we
culture and society, as well as being
did just one or two per day and worked
confident enough to ask "am I saying this
through the student list over the course of a
correctly?", "Do you understand me?", "Is
week or two, but you could take 30-40
this word OK?", so we also need to discuss
minutes and use it as a major activity.
in class appropriacy of question topics, and
delivery, and issues of confidentiality, and
Bruce, France
checking that they heard their partner
Gap-filling exercises are great for
correctly. Modelling these concepts is fun,
questions, especially "how" questions. Hand
and leads to much hilarity, especially as the
out two different charts with information
students realise that not all cultures
missing, for example, if one is studying
appreciate questions about age, salary, or
Australia, the length of the great Barrier
even if lunch has been eaten yet or if the
Reef, the population of different cities in
partner has a sex life!
Australia, number of beaches in Sydney,
Adam Gyenes, Japan
distance from Sydney to Perth,
In response to the question on questions: I
temperatures, etc. Students love this
have problems with my Japanese students
pairwork and it gives them a chance to
using/ responding to the wrong question
make questions.
starter- for example if I ask "what....?" the
students give me the response to "why/ how" Login or register to post comments