ŒÎ‰ÔÛË “BÈ‚ÏÈÔˆÏ›· ºÏˆÚ¿˜”

M·Ú›· ºÏˆÚ¿ E¶E

¶·ÓÂÈÛÙËÌ›Ô˘ 59, Aı‹Ó·
TËÏ.: 210 5232621
Y‡ı˘ÓË ¤Î‰ÔÛ˘:
™Ù¤ÏÏ· ºÏˆÚ¿
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>T‡¯Ô˜ 04 >Io‡ÓÈÔ˜ 2009

MËÓÈ·›· ËÏÂÎÙÚÔÓÈ΋ ¤Î‰ÔÛË ÁÈ· ÙÔÓ ÎÏ¿‰Ô Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘

¢ÂÓ Ù›ıÂÙ·È ı¤Ì· ÂÈ‚ÔÏ‹˜

Ï·ÊfiÓ ÛÙ· ‰›‰·ÎÙÚ· ÙˆÓ
K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ
°. BÏ¿¯Ô˜ _ ™ÂÏ. 2

First administration of Michigan

State University’s examinations
in Greece a success!
Dr Rodney Coules _ ™ÂÏ. 4

Aheadbooks and black cat join

forces
_ ™ÂÏ. 5

APLF: ¶ÚÔÁÚ·ÌÌ·ÙÈṲ̂Ó˜
ÂΉËÏÒÛÂȘ 2009
_ ™ÂÏ. 6

Learning Difficulties
¢Ú. £ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘ _ ™ÂÏ. 8

Using DVD Video in the

classroom
Eftichis Kantarakis _ ™ÂÏ. 10

¶·Ú·‰ÚÔÌ‹ ‹ ·Ó¢ı˘ÓfiÙËÙ·;
KÒÛÙ·˜ TE°OS _ ™ÂÏ. 14

¶ÈÛÙÔÔ›ËÛË ÔÈfiÙËÙ·˜ ISO

9001:2008
™ÙÂÏÏ¿ÙÔ˜ ¶Ôχ‰ˆÚÔ˜ _ ™ÂÏ. 16

¢ÈÂıÓ›˜ Û˘ÓÂÚÁ·Û›Â˜ Ù˘

MUNDO ESPANOL ediciones
_ ™ÂÏ. 18

Enseigner le Français Langue

Etrangère Enjeux actuels-
Nouveaux défis
_ ™ÂÏ. 20
02 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]

¢EN TI£ETAI £EMA

E¶IBO§H™ ¶§AºON
™TA ¢I¢AKTPA TøN
KENTPøN •ENøN
°§ø™™øN {°. BÏ¿¯Ô˜ ÚÔ˜ OIE§E: «AÓ ¤¯ÂÙÂ Û˘ÁÎÂÎÚÈ̤ӷ ÛÙÔȯ›·
ÁÈ· ÙȘ ·˘Í‹ÛÂȘ Ô˘ ÂÈηÏ›ÛÙÂ, Ó· Ù· ηٷı¤ÛÂÙÂ.»}

¢‡Ô Ì‹Ó˜ ÌÂÙ¿ ÙÔÓ Û¿ÏÔ Ô˘ ÚԤ΢„ ۯÂÙÈο Ì ηٷÁ-
ÁÂϛ˜ Ù˘ OIE§E ÁÈ· «·˘Í‹ÛÂȘ – ʈÙÈ¿» ÛÙ· ‰›‰·ÎÙÚ· ÙˆÓ Î¤-
ÓÙÚˆÓ Í¤ÓˆÓ ÁψÛÛÒÓ ÙÔ YÔ˘ÚÁÂ›Ô AÓ¿Ù˘Í˘, ‰È· ÛÙfiÌ·ÙÔ˜
ÙÔ˘ ˘Ê˘Ô˘ÚÁÔ‡ ÎÔ˘ °.BÏ¿¯Ô˘, ‰È·„‡‰ÂÈ ÔÚÈÛÙÈο ÙÔ˘˜ ÈÛ¯˘ÚÈ-
ÛÌÔ‡˜. OÈ ·Ú¯ÈΤ˜ ‰ËÏÒÛÂȘ ÙÔ˘ ÎÔ˘ BÏ¿¯Ô˘ ÂÚ› ÂÈ‚ÔÏ‹˜
Ï·ÊfiÓ ÛÙ· ‰›‰·ÎÙÚ·, Â¿Ó ÎÚÈÓfiÙ·Ó ·Ó·Áη›Ô, ·ÓÙÈÛÙÚ¤ÊÔÓÙ·È
ϤÔÓ, ‰ÈfiÙÈ Û‡Ìʈӷ Ì ٷ ÛÙÔȯ›· Ô˘ Û˘ÁΤÓÙÚˆÛ ÙÔ
YÔ˘ÚÁ›Ô, ‰ÂÓ ˘Ê›ÛÙ·Ù·È ÏfiÁÔ˜.
M ‰ËÏÒÛÂȘ ÙÔ˘ Ô ˘Ê˘Ô˘ÚÁfi˜ AÓ¿Ù˘Í˘ °.BÏ¿¯Ô˜ ‰È·-
‚‚·ÈÒÓÂÈ fiÙÈ Î·ÙfiÈÓ ¤Ú¢ӷ˜ Ô˘ ‰ÈÂÍ‹Á·Á ÙÔ YÔ˘ÚÁ›Ô
Û¯ÂÙÈο Ì ÙȘ ηٷÁÁÂϛ˜ Ù˘ OIE§E ÂÚ› ‰‹ıÂÓ ·˘Í‹ÛÂˆÓ Ù˘
ٿ͈˜ ÙÔ˘ 30% ÛÙ· ‰È‰·ÎÙÚ· ÙˆÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ
‰ÂÓ ÚԤ΢„·Ó ÛÙÔȯ›· Ô˘ Ó· ÙȘ ÛÙËÚ›˙Ô˘Ó. OÈ ·Ú¯ÈÎÔ› ÈÛ¯˘ÚÈ-
ÛÌÔ› Ù˘ OIE§E ·Ó·Ê¤ÚÔÓÙ·Ó ÛÂ Û˘ÁÎÂÎÚÈ̤ÓË ·Ï˘Û›‰· K¤ÓÙÚˆÓ
•¤ÓˆÓ °ÏˆÛÛÒÓ, fï˜ Ô ÎÔ˜ BÏ¿¯Ô˜ ‰‹ÏˆÛÂ: «OϘ ÔÈ ÌÂÁ¿-
Ϙ ·Ï˘Û›‰Â˜ ‚ڋηÌ fiÙÈ ¤¯Ô˘Ó ÛÙ·ıÂÚ¤˜ ÙÈ̤˜ Î·È fiÔ˘ ˘‹Ú-
¯·Ó ·Ó·ÙÈÌ‹ÛÂȘ ·˘Ù¤˜ ‰ÂÓ ˘ÂÚ¤‚·ÈÓ·Ó ÙÔ 5%. ø˜ ÂÎ ÙÔ‡ÙÔ˘ ‰ÂÓ
˘¿Ú¯ÂÈ ÏfiÁÔ˜ ·˘Ù‹Ó ÙËÓ ÒÚ· Ó· ·Û¯ÔÏËıԇ̠̠Ï·ÊfiÓ».
O ÎÔ˜ BÏ¿¯Ô˜ ¤Ï·‚ ÙȘ ‰È·‚‚·ÈÒÛÂȘ ıÂÛÌÈÎÒÓ ÊÔÚ¤ˆÓ
fiÙÈ ÔÈ ·˘Í‹ÛÂȘ ÛÙ· ‰›‰·ÎÙÚ· ÁÈ· ÙËÓ Û¯ÔÏÈ΋ ¯ÚÔÓÈ¿ 2009-2010
‰ÂÓ ı· ˘ÂÚ‚Ô‡Ó ÙÔ 5-8% Î·È Î¿ÏÂÛ ÙËÓ OIE§E Ó· ÚÔÛÎÔÌ›ÛÂÈ
Ù˘¯fiÓ ÛÙÔȯ›· Ô˘ ˘¿Ú¯Ô˘Ó ÛÙËÓ Î·ÙÔ¯‹ Ù˘ Ù· ÔÔ›· Ó· ·Ô-
‰ÂÈÎÓ‡Ô˘Ó ÙÔ˘˜ ÈÛ¯˘ÚÈÛÌÔ‡˜ ÁÈ· ·Ú¿ÏÔÁ˜ ·˘Í‹ÛÂȘ.

¶·Ï·ÈfiÙÂÚ˜ ÍÂÓfiÁψÛÛ˜ ÂΉfiÛÂȘ, Readers,

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¶PO´ONTA XAMH§H™ TIMH™

MfiÓÔ ÛÙÔ ÎÂÓÙÚÈÎfi

‚È‚ÏÈÔˆÏ›Ô
ºÏˆÚ¿˜
MÂÓ¿ÎË 5 ηÈ
¶·ÓÂÈÛÙËÌ›Ô˘ 59,
Aı‹Ó·,
210 3215590 Afi €2 ¤ˆ˜ €10
IOYNIO™ 2009
04 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]

Dr Rodney Coules

First administration
of Michigan State
University’s
examinations in
Greece a success!
The first administration of Michigan State University’s examination candidates reported finding that the examination lived up to their
for the Certificate of English Language Competency (MSU-CELC) was expectations, and several school owners, many of whom had attended
held on 4th April, 2009 at Anatolia College with candidates reporting forone of the 7 workshops conducted in Alexandroupolis, Kozani, Larissa
the examination from various parts of Northern Greece including and Thessaloniki prior to the examination, have been enthusiastic in
Alexandroupolis, Chalkidiki, Drama, Grevena, Kilkis, Kozani, Serres, their praise of the examination and its smooth administration.
Skydra ,Thessaloniki and Veria. This new ASEP-approved examination at Among the many acknowledgements received from language
the B2 level of the CEFR will be offered twice a year with the next school owners and teachers whose candidates participated in the
administration scheduled for 5th December of this year. examination was the following:
Dr. Susan M. Gass and Dr. Daniel J Reed of the English Language “I have just received the results on the MSU test and communicated
Center at Michigan State University were present to oversee all the partsthem to enthusiastic parents! I wish to extend my congratulations and
of the examination, which were administered on the same day. Most warmest thanks to you for an impeccable organization .My students
told me about the warm and kind reception
they had from you on the day of the
examination and how they felt at home in the
¶ÔÈÔ˜ ÎÚ‡‚ÂÙ·È «¶›Ûˆ ·fi ÙȘ ϤÍÂȘ»; examination room. I wish to extend my
thanks to the administrative staff for their
understanding and cooperation and the help
¢Â›Ù ÙÒÚ· ÙÔ˘˜ ·Á·Ë̤ÓÔ˘˜ Û·˜ ÏÔÁÔÙ¤¯Ó˜ ˙ˆÓÙ·Ó¿ they gave me and to congratulate them as
well. I am looking forward to the next
ñ AÏ΢fiÓË ¶··‰¿ÎË examination period and my students are
coming in numbers for the proficiency exam
ñ KÒÛÙ·˜ K·Ú·Î¿Û˘
too!”
ñ M·Ú›Ó· ¶ÂÙÚÔÔ‡ÏÔ˘
Results for the examination were
ñ ¶·Û¯·Ï›· TÚ·˘ÏÔ‡ received as expected approximately 30 days
ñ M·Ú›· T˙ÈÚ›Ù· after the administration on 5th May and were
ñ XÚ˘ÛË›‰· ¢ËÌÔ˘Ï›‰Ô˘ announced to school owners and candidates
ñ ÕÚ˘ °·‚ÚÈËÏ›‰Ë˜ two days later. Issuing of certificates and
ñ §¤Ó· M·ÓÙ¿ score reports for the examination began on
25th May.
ñ N›ÎÔ˜ ™È‰¤Ú˘
Anatolia College and Michigan State
ñ ¢ËÌ‹ÙÚ˘ ™ÙÂÊ·Ó¿Î˘
University look forward to continued support
from the language teaching community in
Greece of their efforts to provide tests that
AÔÎÏÂÈÛÙÈο ÛÙÔ Floras TV are both user-friendly and reliable.

IOYNIO™ 2009
 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘] 05
AHEADBOOKS
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‰È·ÎÔ¤˜ ·fi Ù· BÈ‚ÏÈÔˆÏ›· ºÏˆÚ¿˜

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IOYNIO™ 2009
06 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]
APLF:
¶ÚÔÁÚ·ÌÌ·ÙÈṲ̂Ó˜
ÂΉËÏÒÛÂȘ
2009
TÔ ¢ÈÔÈÎËÙÈÎfi ™˘Ì‚Ô‡ÏÈÔ ÙÔ˘ ™˘ÏÏfiÁÔ˘ K·ıËÁËÙÒÓ °·ÏÏÈ΋˜
¶Ù˘¯ÈÔ‡¯ˆÓ ¶·ÓÂÈÛÙËÌ›Ô˘/BfiÚÂÈ·˜ EÏÏ¿‰·˜, ¤¯ÔÓÙ·˜ ˆ˜ ÛÙfi¯Ô ·-
ÊÂÓfi˜ ÙË ‰È·Ú΋, ·ÓÙÈÎÂÈÌÂÓÈ΋ Î·È ÂÌÂÚÈÛٷو̤ÓË ÂÓË̤ڈÛË
Î·È ÂÈÌfiÚʈÛË ÙˆÓ Î·ıËÁËÙÒÓ °·ÏÏÈ΋˜, ÌÂÏÒÓ ‹ ÌË ÙÔ˘ ™˘ÏÏfi-
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ο Î·È ·ÊÂÙ¤ÚÔ˘ ÙË ÛÙ‹ÚÈÍË ÙˆÓ Û˘Ó·‰¤ÏÊˆÓ Î·È ÙÔ˘ ¤ÚÁÔ˘ ÙÔ˘˜, ¤-
¯ÂÈ ÚÔÁÚ·ÌÌ·Ù›ÛÂÈ Ù· ÂÍ‹˜ :
1) °IOPTH °A§§OºøNIA™ 2009
¢ÈÔÚÁ·ÓÒÓÂÙ·È ÁÈ· 3Ë Û˘Ó¯‹ ¯ÚÔÓÈ¿, ÂΉ‹ÏˆÛË-ÁÈÔÚÙ‹ ÁÈ· Ó·
ÙÈÌËıÔ‡Ó ÔÈ 30 ηıËÁËÙ¤˜/ ηıËÁ‹ÙÚȘ Î·È ÔÈ 215 Ì·ıËÙ¤˜/ Ì·ı‹-
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ÛÙÔÓ ÂÁÎÂÎÚÈ̤ÓÔ ·fi ÙÔ Y¶E¶£ ‰È·ÁˆÓÈÛÌfi Ù˘ °·ÏÏÈ΋˜ ¶ÚÂۂ›-
·˜ ÛÙËÓ Aı‹Ó·, Ì ı¤Ì·: «°·ÏÏÔʈӛ· 2009».
H ÂΉ‹ÏˆÛË-ÁÈÔÚÙ‹ ÙÂÏ› ˘fi ÙËÓ ·ÈÁ›‰· ÙÔ˘ °ÂÓÈÎÔ‡ ¶ÚÔÍÂÓ›-
Ô˘ Ù˘ °·ÏÏ›·˜ ÛÙË £ÂÛÛ·ÏÔÓ›ÎË Î·È ı· Ú·ÁÌ·ÙÔÔÈËı› ÙËÓ ¶·Ú·-
Û΢‹ 12 IÔ˘Ó›Ô˘ 2009 ÛÙȘ 7.30ã Ì.Ì. ÛÙË N¤· ·Ú·Ï›· £ÂÛÛ·ÏÔ-
ӛ΢, ÛÙË ÌÈÎÚ‹ Âͤ‰Ú·, ‰›Ï· ÛÙË °Ú·ÌÌ·Ù›· ÙÔ˘ 28Ô˘ ºÂÛÙÈ‚¿Ï
BÈ‚Ï›Ô˘ ÙÔ˘ ™˘Ó‰¤ÛÌÔ˘ EΉÔÙÒÓ BfiÚÂÈ·˜ EÏÏ¿‰·˜ (™EKBE), ÛÙÔ
Ï·›ÛÈÔ Ù˘ Û˘ÌÌÂÙÔ¯‹˜ ÙÔ˘ ™˘ÏÏfiÁÔ˘ ÛÙÔ ºÂÛÙÈ‚¿Ï.
OÈ Ì·ıËÙ¤˜/ Ì·ı‹ÙÚȘ ı· ÙÚ·ÁÔ˘‰‹ÛÔ˘Ó, ı· ··ÁÁ›ÏÔ˘Ó ÔÈ-
‹Ì·Ù·, ı· ·ÚÔ˘ÛÈ¿ÛÔ˘Ó ÛÎÂÙ˜ Î·È ¿ÏϘ ‰Ú·ÛÙËÚÈfiÙËÙ˜ ÛÙË °·Ï-
ÏÈ΋ ÁÏÒÛÛ·, ÙËÓ ÔÔ›· ‰È‰¿ÛÎÔÓÙ·È ÛÙÔ Û¯ÔÏÂ›Ô (¢ËÌfiÛÈÔ & I‰Èˆ-
ÙÈÎfi).
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ÙˆÓ ™¯ÔÏÈÎÒÓ ™˘Ì‚Ô‡ÏˆÓ Î·ıËÁËÙÒÓ °·ÏÏÈ΋˜ KÂÓÙÚÈ΋˜ M·ÎÂ-
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TÔ ¶ÚfiÁÚ·ÌÌ· Î·È Ô ¯ÒÚÔ˜ ‰ÈÂÍ·ÁˆÁ‹˜ ÙˆÓ ™ÂÌÈÓ·Ú›ˆÓ ı· ·-
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TÔ ¶ÚfiÁÚ·ÌÌ· Î·È Ô ¯ÒÚÔ˜ ‰ÈÂÍ·ÁˆÁ‹˜ Ù˘ ÂΉ‹ÏˆÛ˘ ı· ·-
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TÔ ¶ÚfiÁÚ·ÌÌ· /Projet, Ì ı¤Ì·: «Techniques th??trales / Jeu
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08 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]

¢Ú. £ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘

LEARNING §¤ÎÙÔÚ·˜ Î·È ™˘ÓÙÔÓ›ÛÙÚÈ·

¶ÚÔÁÚ·ÌÌ¿ÙˆÓ New York College.
theodora.papadopoulou@gmail.com

DIFFICULTIES.
ARE THEY STRONG
ENOUGH TO DEPRIVE
A PERSON OF SUCCESS? {How prepared are we to oncorporate them in the school
environment?}

When we talk about Learning Difficulties, we often refer to (psychologists/neurologists/special educators).

dyslexia, dysgraphia and dyscalculia since these ones are the most
frequently diagnosed by specialists
It is worth pointing out that Learning Difficulties should not be
confused with learning problems which are primarily the result of
visual, hearing, or motor handicaps. Specific Learning Difficulties
are not associated with mental retardation and/or neurological or
emotional disturbances. They are not the result of family or social
deprivation although they are highly associated with both of
them.
The most frequently displayed symptoms of children with learning
difficulties are the following
ñ Short attention span
ñ Poor memory
ñ Difficulty following directions
ñ Inability to discriminate between/among letters, numerals, or
sounds
ñ Poor reading and/or writing ability
ñ Eye-hand coordination problems
ñ Difficulties with sequencing
ñ General disorganization

To be more specific some of the warning signs of dyslexia are the

following:
ñ Reading and Spelling difficulties
ñ Handwriting issues ( Dysgraphia )
ñ Quality of written work
ñ Directionality issues
ñ Rote memory of non-meaningful facts
ñ Spatial organization

People with dyslexia do not make random reading errors. They

make very specific types of errors. For example, when reading
aloud, they read slow, often ignore punctuation, reverse, invert or
transpose letters.
They become visibly tired after reading for only a short time.
Their reading comprehension may be low due to spending so

IOYNIO™ 2009
 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘] 09
much effort trying to read the words. They substitute similar- methods. They need strong associations, involvement and
looking words even if it changes the meaning of the sentence. constant motivation.
When reading a story or a sentence, they may substitute a word That makes me wonder though!
that means the same thing but doesn't look at all similar. They Is there a student who doesn’t need all these things in order to
omit, misread or add small words as well. In addition, their written excel?
work shows signs of spelling uncertainty and cross outs. Are traditional teaching methods able enough to make our mixed-
Every individual with a learning disability is unique and shows a ability classrooms look appeal to all students? Isn’t it time we tried
different combination and degree of difficulties. A common something new, something that would give us excitement, joy,
characteristic among people with learning disabilities is uneven satisfaction and after all a reason to try harder?
areas of ability. For instance, a child with dyslexia who struggles Teaching ‘different’ students has always been a challenge for
with reading, writing and spelling may be very capable in math and every teacher. The biggest challenge of all though, is to try new
science. things in the classroom, evaluate new teaching methods and be
Generally speaking, people with learning difficulties are of average ready to face the results of your changes.
or above average intelligence. There often appears to be a gap A learning difficulty cannot be cured or fixed; it is a lifelong
between the individual’s potential and actual achievement. The challenge. However, with appropriate support and intervention,
child with learning difficulties is often a smart individual who people with learning difficulties can achieve success in school, in
comes to school eager to learn and participate. He/she might be a relationships, and in the community.
little over-excited but this is due to the fact that he/she strongly Guided by our desire to help all students experience success and
feels the need to be accepted and loved by his/her teachers and armed with knowledge that derives from lifelong learning, we can
peers in a specific social environment. Soon enough, he realises certainly help all our students, with or without learning difficulties
that although he tries hard, he can’t reach the level of his cope with their problems and never allow them to act as an
classmates and always encounters failure. This is one of the main obstacle to their difficult but unbelievably exciting trip to
reasons why this child stops trying and develops a very low self- knowledge.
esteem. He accepts failure as a burden that he is doomed to carry
throughout his school life. He tries to find ways to deal with it. He
either becomes passive and depressed or even becomes
aggressive in a vain effort to persuade everyone around him that
he is not interested in school success. He builds a high wall
around him in order to protect himself from pain. The constant
pain of failure!
This is when the main concern of educators arises. How do we
handle these children who refuse to be helped? How do we make
them be interested in the subject we teach?
The answer is simple. We firstly make them feel needed and
approved.
By telling them that they can become good students we don’t
provide them with the tools to handle their difficulties. The next
step is
the creation of an individualised lesson plan based on their needs.
A trap for all educators is to focus on their students’ weaknesses
and ¶ÚfiÛÎÏËÛË
put aside their students’ strengths. We should not forget that our
students’ strengths, which always act as motivating sources, TÔ New York College ‰ÈÔÚÁ·ÓÒÓÂÈ ™ÂÌÈÓ¿ÚÈÔ Ì ı¤Ì·:
are the ones that will help us make them interested in learning.
Their self-esteem will be reconstructed on solid foundations since
they will be trained to develop a different opinion about «M·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜»: TÚÔ¯Ô¤‰Ë ÛÙË Ì¿ıËÛË ‹
themselves. ÚfiÎÏËÛË ÁÈ· ÂÊ·ÚÌÔÁ‹ Ó¤ˆÓ ÌÂıfi‰ˆÓ ‰È‰·Ûηϛ·˜;»,
On the other hand, a well-informed teacher is able to understand
his/her students’ problems and adjust his/her lesson plan to
ÙÔ ™¿‚‚·ÙÔ 20 IÔ˘Ó›Ô˘, ÛÙȘ 12.00 ¤ˆ˜ 14.00, ÛÙÔ ÎÂÓÙÚÈÎfi
satisfy all his/her students’ needs. The lesson should become
interesting, exciting and easy to follow. Everybody should be ÎÙ›ÚÈÔ ÙÔ˘ ÎÔÏÂÁ›Ô˘, AÌ·Ï›·˜ 38, Aı‹Ó·.
involved and leave the classroom feeling that he/she had an
active and important role in it. In other words, the lesson should be EÈÛËÁ‹ÙÚÈ·: ¢Ú. £ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘
turned into an unforgettable experience, a new but at the same E›ÛÔ‰Ô˜ ÂχıÂÚË, ··ÈÙÂ›Ù·È ‰‹ÏˆÛË Û˘ÌÌÂÙÔ¯‹˜ ̤ۈ Ù˘
time approachable world ready to be explored.
ÈÛÙÔÛÂÏ›‰·˜ www.nyc.gr ‹ ÙËÏÂʈÓÈÎÒ˜ ÛÙÔ 210 3225961
Students with learning difficulties need multi-sensory teaching

IOYNIO™ 2009
10 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]
USING DVD
VIDEO IN THE
CLASSROOM
As teachers we are always looking for ways to make English lan-
guage learning memorable and meaningful. Technology offers us the
opportunity to actively engage students in the English language learn-
ing process by motivating students to interact with the language, there-
by providing the foundation for natural language reproduction. Intro-
ducing DVD / Video in the ELT classroom is one such method.
This is the first of a two-part article that will look at a) the advan-
tages of using DVD / Video as an English language learning tool and b)
some of the methodological alternatives of using this medium in the
ELT classroom.
Why use DVD / Video?
DVD / Video can be made up of non-fictional material like that pre-
sented in the wide range of National Geographic graded readers distrib-
uted by New Editions or of fictional material such as cartoon stories in
courses like World Wonders, the new ABC course by New Editions, both
designed for the purpose of English language learning. Alternatively,
teachers can also utilize authentic DVD / Video material in the class-
room. Whatever the case, the use of this tool adds variety to the tradi-
tional lesson mix and provides a context for language which makes it
come to life, in turn making the language acquisition process more s-
timulating and motivating.
The combination of moving pictures with sound makes the com-
munication process more complete. Native speakers are brought into
the classroom providing students with natural models of communica-
tion.
Finally, a large part of communication is non-verbal. In real life, fa-
cial expression, gesture, proximity, posture, eye contact and body lan-
guage all convey meaning. Similarly, aural cues such as sounds and tone
of voice all contribute to meaning and its interpretation. Subsequently,
if we accept that communication is not just about words, then DVD /
Video can be more effective than simply using audio or text in isolation
and as such can be used to enhance students’ listening, speaking and
writing skills.
How? Let’s look at some key techniques used in teaching with
DVD / Video.
IOYNIO™ 2009
Eftichis Kantarakis
is an EFL teacher, teacher trainer, ELT
consultant and TESOL GREECE
MM/CALL SIG coordinator.
Wiimote Project
Source: www.WiimoteProject.com
{Technology offers us the opportunity to actively engage
students in the English language learning process by
motivating students to interact with the language}
Freeze Frame
This technique is simple. Freeze images on the screen by pressing
the pause button. Depending on the “frame” describe the people or
scene, introduce new vocabulary, make inferences about the charac-
ters’ habits, livelihood, or economic status from their clothing or physi-
cal shape. The possibilities are endless. Alternatively, use freeze frame
at the point when a character is about to respond to a question; at a cru-
cial moment when he/she must make a statement or react; or when
he/she has an interesting expression on his/her face. Ask students to
predict what he/she will say and do, then release the pause button and
let students compare their answers with what actually happens.
Silent Viewing
There is an infinite amount of information we get visually. For ex-
ample, based on what we see, we make judgments about a person’s
age, physical appearance, economic status, and mood; and/or we can
make assumptions about the place and the situation in question. In turn,
watching a DVD / Video with the sound switched off can generate dis-
cussion and in turn, writing.
Through Silent Viewing students gain two major benefits: 1) time in
which to absorb the content of a sequence without the anxiety of hav-
ing to understand the language and 2) a chance to fit the language that
they hear on a second viewing into a context. Not surprisingly, their lev-
el of comprehension on the second viewing is greatly superior to that of
a “cold” first viewing that includes both sound and picture.
Sound Only
While Silent Viewing involves getting visual information, Sound On-
ly involves listening for aural clues. These include sound effects such as
ambulance sirens, animal sounds, doors slamming, a telephone ringing,
and so forth.
To use this technique, darken or hide the screen. Ask students to
listen to the dialogues and sounds to make predictions about what is
happening: Use prompts such as: Who is speaking? Where are they?
What are they doing? Similarly, ask students to describe a character
based on the sound of his/her voice using questions such as: Is he/she
™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 12
 12 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]
™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 10
old, middle-aged or a teenager? Is he/she friendly or unfriendly? and so
on. This technique is particularly useful when you want students to pay
attention to a small dialogue while avoiding the distraction of any visu-
al activity. Finally, once the image is reinstated on the screen, this can
lead to interesting student observations, especially in those cases
where body and aural language are contradictory. The major advantage
of this method over audiotape is that students can positively confirm
their guesses (or laugh at their mistakes) immediately upon viewing.
Jigsaw Viewing
This technique was very successfully presented by Dimitris Pri-
malis and Linda Manney during the last TESOL Greece Annual Confer-
ence. It is based on the idea that different sets of students will have d-
ifferent and incomplete versions of a story. In order to recreate a com-
plete version of the original story, these different groups will need to
share information.
The “classic” mode for Jigsaw Viewing requires the ability to divide
the class into two groups. While one group watches the DVD / Video se-
quence with the sound off, the other hears the DVD / Video sequence
with the picture darkened. To guide the respective activity, each group
should be given a set of viewing and listening tasks. This then creates
an information gap. When the two groups come together, the listeners
will lack vital information and must question viewers about the setting,
the characters and the characters’ actions. Similarly, viewers will need
to question the listeners about vital information that they lack such as
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IOYNIO™ 2009
tone of voice, pitch and so on. Sharing information, will in turn recreate
a complete version of the DVD / Video sequence.
Normal Viewing
At first glance, watching a DVD / Video with both the sound and the
picture on does not seem to fit the label of “technique.” It does, howev-
er, qualify as a technique in an educational sense. You, the teacher, may
choose to show the DVD / Video in this way in order to give your stu-
dents the visual and audio information they need to complete a specif-
ic task. If this is the case, it is best to show very short sequences to y-
our class – one to two minutes maximum – as the combination of visu-
al and audio can be overwhelming for students. To help students
process the vast amount of information they will encounter, it is advis-
able to create very structured tasks. Create activities that focus stu-
dents’ attention on a sequence of events, checking off things that they
see, or do not see; listening for paraphrasing; and forming impressions,
all of which can lead to writing assignments. It is also likely that stu-
dents will need a second or even a third viewing so that they can con-
centrate on activities that require recall of specific vocabulary or lan-
guage exchanges. Finally, we mustn’t neglect to mention that normal
viewing is the conclusive activity for all techniques presented above.
Apart from its pedagogical value, the use of DVD / Video in the
classroom offers students and teachers a welcome change to standard
lessons and to this extent can be a highly motivational tool. Join me in
the next issue of e-Lingua Franca where I will provide you with a few
more techniques for using DVD / Video in the classroom.
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14 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]
Action.fr-gr
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& Action.fr-gr 3 ÁÈ· ÙȘ A' Î·È °' Ù¿ÍÂȘ °˘ÌÓ·Û›Ô˘.
ø˜ ¿ÌÂÛ· ÂӉȷÊÂÚfiÌÂÓÔ˜, η٤‚·Û· Ù· ·Ú¯Â›· Pdf ÙˆÓ
Action.fr-gr 1 & Action.fr-gr 3 ·fi ÙËÓ ËÏÂÎÙÚÔÓÈ΋ ‰È‡ı˘ÓÛË
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IOYNIO™ 2009
KÒÛÙ·˜ TE°OS
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ÎÔ‡ IÓÛÙÈÙÔ‡ÙÔ˘ AıËÓÒÓ (IFA) Î·È fi¯È Î·È ÙÔ˘ KÚ·ÙÈÎÔ‡ ¶ÈÛÙÔ-
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3. ™ÙË Ó¤· ̤ıÔ‰Ô °·ÏÏÈ΋˜ ÙÔ˘ Y¶E¶£ Action.fr-gr 1 &
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«ÂÈÛ‹ÁËÛË ÏfiÁˆ ·ÚÌÔ‰ÈfiÙËÙ·˜».
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030.
º§øPA™
¶ˆÏÂ›Ù·È K¤ÓÙÚÔ •¤ÓˆÓ
°ÏˆÛÛÒÓ ÛÙËÓ AÁ›· ¶·Ú·-
Û΢‹, Ï‹Úˆ˜ ÂÍÔÏÈṲ̂- ñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819
ÓÔ. AÚÈıÌfi˜ Ì·ıËÙÒÓ 90. TÈ- ñ∫·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435 ñ¶ÂÚÈÛÙ¤ÚÈ ∂ıÓÈ΋˜ ∞ÓÙÈÛÙ¿Ûˆ˜ 87- ÙËÏ. 210-5756882
ñ¡.πˆÓ›· §.∏Ú·ÎÏ›Ԣ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 -ÙËÏ. 210-2710665
Ì‹ 25.000, ÂÓÔ›ÎÈÔ 900.
ñ∞ÈÁ¿Ïˆ ™Ù¤Ê·ÓÔ˘ ™·Ú¿ÊË 2 - ÙËÏ. 210-5312269 ñª·ÚÔ‡ÛÈ ªÈÏÙÈ¿‰Ô˘ 16 - ÙËÏ. 210-8066377
OÌ·Ï‹ ÌÂÙ·‚›‚·ÛË. TËÏ. ñ∏ÏÈÔ‡ÔÏË ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 14 - ÙËÏ. 210-9955162 ñ÷ϿӉÚÈ ∏ÚÒ‰Ô˘ ∞ÙÙÈÎÔ‡ 4 - ÙËÏ. 210-6844417
210 60 38 082, KÈÓ. 6932 ñ∫ÔÚ˘‰·ÏÏfi˜ ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56 - ÙËÏ. 210-4942302
586348. ñ£ÂÛÛ·ÏÔÓ›ÎË ¶·‡ÏÔ˘ ªÂÏ¿ 24 & ∆ÛÈÌÈÛ΋ - ÙËÏ. 2310-224732

IOYNIO™ 2009
18 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]
¢IE£NEI™
™YNEP°A™IE™ TH™
MUNDO ESPAÑOL
ediciones
H Mundo Español ediciones Û˘Ó¯›˙ÂÈ Ó· ‰È¢ڇÓÂÈ ÙÔÓ Î·Ù¿ÏÔÁfi Ù˘
¤ÙÛÈ ÒÛÙ ӷ Â͢ËÚÂÙ‹ÛÂÈ ÙȘ ·Ó¿ÁΘ ‰È‰·ÛÎfiÓÙˆÓ Î·È
‰È‰·ÛÎÔÌ¤ÓˆÓ Û fiÏ· Ù· Â›‰· ÂÎÌ¿ıËÛ˘ Ù˘ IÛ·ÓÈ΋˜ ÁÏÒÛÛ·˜.
MÂ ¯·Ú¿ ·Ó·ÎÔÈÓÒÓÂÙ·È Ë Û˘ÓÂÚÁ·Û›· ÙˆÓ Mundo Español ediciones
Ì ÙËÓ ÂΉÔÙÈ΋ ÂÙ·ÈÚ›· CIDEB Ù˘ ÔÔ›·˜ ÙÔÓ ÈÛ·ÓÈÎfi ηٿÏÔÁÔ ı·
‰È·Ó¤ÌÔ˘Ó ϤÔÓ ÛÙËÓ EÏÏ¿‰·.
EÈϤÔÓ, ÌÂÙ¿ ÙËÓ Î˘ÎÏÔÊÔÚ›·, ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙÔ Instituto
Cervantes Ù˘ Aı‹Ó·˜, ÙÔ˘ ‚È‚Ï›Ô˘ Preparaci¿n DELE B2 – Gram¿tica y
Vocabulario, ̤۷ ÛÙÔÓ Ì‹Ó· IÔ‡ÓÈÔ ı· ΢ÎÏÔÊÔÚ‹ÛÂÈ ·fi ÙȘ
ÂΉfiÛÂȘ ÙÔ ‚È‚Ï›Ô ?Vamos m¿s alto!, ÂÈ¤‰Ô˘ B2-C1.
IOYNIO™ 2009
{CIDEB Î·È puntoycoma}
H Mundo Español ʤÚÓÂÈ Û ·ÔÎÏÂÈÛÙÈÎfiÙËÙ· ÛÙË ¯ÒÚ· Ì·˜ ÙÔ
ÂÎ·È‰Â˘ÙÈÎfi ÂÚÈÔ‰ÈÎfi ;puntoycoma. ¶ÚfiÎÂÈÙ·È ÁÈ· Ì›· ‰ÈÌËÓÈ·›·
¤Î‰ÔÛË Û˘Óԉ¢fiÌÂÓË ¿ÓÙ· ·fi audio cd ÛÙËÓ ÔÔ›· ÌÔÚ›
οÔÈÔ˜ Ó· Á›ÓÂÈ Û˘Ó‰ÚÔÌËÙ‹˜ ›Ù ·Ó¿ Ù‡¯Ô˜, ›Ù ·Ó¿ ÂÍ¿ÌËÓÔ, ›ÙÂ
ÂÙ‹ÛÈ·.
°È· ÔÔÈ·‰‹ÔÙ ÏËÚÔÊÔÚ›·, ÂÚÒÙËÛË, Â›Ï˘ÛË ÚÔ‚Ï‹Ì·ÙÔ˜ ÌËÓ
‰ÈÛÙ¿ÛÂÙ ӷ ÂÈÎÔÈÓˆÓ‹ÛÂÙ ̷˙› Ì·˜ ËÏÂÎÙÚÔÓÈο ÛÙÔ
info@mundoespanol.es, ÙËÏÂʈÓÈο ÛÙÔ 210 5757980 Î·È Ì¤Ûˆ fax
ÛÙÔ 210 5740701.
20 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘]

Enseigner le
Français Langue
Etrangère
Enjeux actuels -
Nouveaux défis
L' Association des Professeurs de Français de
Formation Universitaire, APF fu, avec la collaboration du
Service de Coopération Educative de l' Ambassade de
France, I.F.A., organise, Une Journée d' INFORMATION s'
adressant à tous les professeurs de F.L.E. Elle aura lieu le
jeudi 18 juin 2009 à l' auditorium de l' Institut Français d'
Athènes, 31, rue Sina.

ENTRÉE ET PARTICIPATION GRATUITES

16h15 - 17h15 Évolution du métier. Débat.

Despina MAVROMATAKI
17h15 - 18h00 Programmes Européens (Comenius,
Leonardo, Grundtvig, ∂ÁοÚÛÈÔ ¶ÚfiÁÚ·ÌÌ·).
Aikaterini TSICHLI et Aikaterini MAKROGKIKA.
18h00 - 18h40 Enseignement en ligne: Une nouvelle
perspective pour la formation des enseignants. Étude de
cas: «Les projets de classe pluridisciplinaires et l' action
e-Twinning».
Ioana KOMNINOU, Marie FRENTZOU,
18h40 - 19h00 Activités - Projets extra disciplinaires
(¶ÚÔÁÚ¿ÌÌ·Ù· ™¯ÔÏÈÎÒÓ Ú·ÛÙËÚÈÔًوÓ)
Aikaterini TSIRAKOPOULOU
19h00 - 19h30 Pratiques de classe
— Concours de francophonie, 1er prix - Arts graphiques
Marie MARI
— Activités ludiques et basées sur le vécu,
Vasso METHENITI - Athina KARATHANOU
— Amitié franco hellénique.
Marie KOTSONI - M. EVRIPIOTI

IOYNIO™ 2009
 [Ô ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘] 21
— La violence en classe
Despina MAVROMATAKI
Le nouveau bureau de l' APF fu, soucieux de poursuivre
et de développer les actions entreprises par le bureau
sortant, organise cette journée d' Information en vue de :
ñ Présenter et expliquer les spécificités des contextes
d'enseignement et d' apprentissage du français;
ñ Rendre la communication entre celui-ci et ses
membres, plus efficace et plus transparente ;
ñ Élargir son audience auprès des enseignants de
français de tous les niveaux d'enseignement.

Multiples sont les raisons, donc, pour y participer.

Nous devons tous et toutes être là.
Notre présence est très précieuse.
Venez nombreux!

TÈ Â›Ó·È ÙÔ Forvo?
TÈ Â›Ó·È ÙÔ Forvo; TÔ Forvo Â›Ó·È ÌÈ· Ó¤·, ÚˆÙÔÔ-
Úȷ΋ ÈÛÙÔÛÂÏ›‰·, fiÔ˘ ÔÈ ¯Ú‹ÛÙ˜ ÌÔÚÔ‡Ó Ó· ·Ó‚¿-
ÛÔ˘Ó Ë¯ËÙÈο ‰Â›ÁÌ·Ù· ϤÍÂˆÓ fiˆ˜ ÚÔʤÚÔÓÙ·È ÛÙË
ÁÏÒÛÛ· ÙÔ˘˜. A˘Ù‹ Ë Ë¯ËÙÈ΋ wikipedia Â›Ó·È Â‡ÎÔÏË
ÛÙË ¯Ú‹ÛË, ·Ú¤¯ÂÈ ÙË ‰˘Ó·ÙfiÙËÙ· Ó· ‚Ú›Ù ϤÍÂȘ ÛÂ
181 ÁÏÒÛÛ˜ Î·È Ë ‚¿ÛË ‰Â‰ÔÌ¤ÓˆÓ Ù˘ ·˘Ù‹ ÙË ÛÙÈÁ-
Ì‹ ÂÚȤ¯ÂÈ ÂÚ› ÙȘ 14.000 ϤÍÂȘ.
OÈ ¯Ú‹ÛÙ˜, ÂÎÙfi˜ ·fi ÙÔ fiÙÈ ÌÔÚÔ‡Ó Ó· ·ÎÔ‡ÛÔ˘Ó
ÙȘ ϤÍÂȘ Ô˘ ÙÔ˘˜ ÂӉȷʤÚÔ˘Ó, ¤¯Ô˘Ó ÙË ‰˘Ó·ÙfiÙËÙ·
Ó· ÚÔÛı¤ÛÔ˘Ó ÙȘ ‰ÈΤ˜ ÙÔ˘˜ ϤÍÂȘ, Ó· ˙ËÙ‹ÛÔ˘Ó ·fi
ÙÔ˘˜ ¿ÏÏÔ˘˜ ¯Ú‹ÛÙ˜ ÁÈ· ϤÍÂȘ ÙˆÓ ÔÔ›ˆÓ ÙËÓ ÚÔ-
ÊÔÚ¿ ·ÁÓÔÔ‡Ó Î·È Ó· ‚·ıÌÔÏÔÁ‹ÛÔ˘Ó ÙȘ ‹‰Ë ˘¿Ú-
¯Ô˘Û˜. H ÈÛÙÔÛÂÏ›‰· Â›Ó·È ·ÎfiÌË Û ·Ú¯È΋ ÌÔÚÊ‹,
·ÏÏ¿ Â›Ó·È Èı·Ófi Ôχ Û‡ÓÙÔÌ· Ó· Á›ÓÂÈ ÂÍ·ÈÚÂÙÈο
‰ËÌÔÊÈÏ‹˜.
H ËÏÂÎÙÚÔÓÈ΋ ‰È‡ı˘ÓÛË ÙÔ˘ Forvo ›ӷÈ:
http://forvo.com/

IOYNIO™ 2009