Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Save to My Library
Look up keyword
Like this
2Activity
0 of .
Results for:
No results containing your search query
P. 1
LINGUA FRANCA 9 Jan-Feb 2007

LINGUA FRANCA 9 Jan-Feb 2007

Ratings: (0)|Views: 91 |Likes:
Lingua Franca issue 9 Paper edition from Floras Bookshops
Lingua Franca issue 9 Paper edition from Floras Bookshops

More info:

Published by: Βιβλιοπωλεία Φλωράς on Apr 11, 2009
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less

06/20/2014

pdf

text

original

 
EK¢O™H:°. ¶AXAKH™ - Œ„ÈÏÔÓ °Ú·ÊÈΤ˜ T¤¯Ó˜KÏÂÈÛı¤ÓÔ˘˜ 7, 105 52 Aı‹Ó·AÚ. A‰Â›·˜ Y. T‡Ô˘ 3488
¢ÈÌËÓÈ·›· ∂ÊËÌÂÚ›‰· ÁÈ· ÙÔÓ ∫Ï¿‰Ô Ù˘ •ÂÓfiÁψÛÛ˘ ∂Î·›‰Â˘Û˘
N
Ô
9
IAN.-ºEBP. 2007
K.E.M.¶.A£.
4687ENTY¶O K§EI™TO AP. A¢EIA™ 2013 K.E.M.¶.A£.
T
Ô IÓÛÙÈÙÔ‡ÙÔ MÂÙ·Ó·ÛÙ¢ÙÈ΋˜ ¶ÔÏÈ- ÙÈ΋˜ (I.ME.¶O) Î·È Ô ¶·ÓÂÏÏ‹ÓÈÔ˜™‡Ó‰ÂÛÌÔ˜ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤-ÓˆÓ °ÏˆÛÛÒÓ ˘¤ÁÚ·„·Ó ÌÓËÌfiÓÈÔÛ˘ÓÂÚÁ·Û›·˜ Ì ÛÎÔfi ÙËÓ ·Ó¿Ù˘ÍË ÎÔÈ-ÓÒÓ ‰Ú¿ÛÂˆÓ ÁÈ· ÙËÓ ÔÌ·Ï‹ ¤ÓÙ·ÍË ÙˆÓÌÂÙ·Ó·ÛÙÒÓ ÛÙËÓ EÏÏËÓÈ΋ ÎÔÈÓˆÓ›·. ™Ù·Ï·›ÛÈ· ·˘Ù‹˜ Ù˘ Û˘ÓÂÚÁ·Û›·˜, Ù· ‰‡Ô ̤-ÚË ı· Û˘ÌÚ¿ÍÔ˘Ó Î˘Ú›ˆ˜ ÛÙÔ˘˜ ·Ú·Î¿- Ùˆ ÙÔÌ›˜:ñ ™ÙËÓ ÂÎfiÓËÛË ÚÔÁÚ·ÌÌ¿ÙˆÓ ÁÈ· ÙËÓ ÂÎÌ¿ıËÛË Ù˘ EÏÏËÓÈ΋˜ ÁÏÒÛÛ·˜ ·ÔÌÂÙ·Ó¿ÛÙ˜.ñ ™ÙËÓ ÚÔÛÊÔÚ¿, ÂΠ̤ÚÔ˘˜ ÙÔ˘ ¶·-ÓÂÏÏËÓ›Ô˘ ÂıÂÏÔÓÙÒÓ Î·ıËÁËÙÒÓ ÁÈ· ÙËӉȉ·Ûηϛ· ÙˆÓ ÂÏÏËÓÈÎÒÓ Û ÌÂÙ·Ó¿ÛÙ˜Ô˘ ‰È·Ì¤ÓÔ˘Ó ÓfiÌÈÌ· ÛÙËÓ ¯ÒÚ· Ì·˜.ñ ™ÙËÓ Ú·ÁÌ·ÙÔÔ›ËÛË ÂÓËÌÂÚˆÙÈÎÒÓÂΉËÏÒÛˆÓ, ηÈñ ™ÙËÓ ·ÍÈÔÏfiÁËÛË Ù˘ ·ÔÙÂÏÂ-ÛÌ·ÙÈÎfiÙËÙ·˜ ÙˆÓ ·Ú·¿Óˆ ‰Ú¿-ÛˆÓ. ◊‰Ë ÌÂÁ¿ÏÔ˜ ·ÚÈıÌfi˜ K¤ÓÙÚˆÓ•¤ÓˆÓ °ÏˆÛÛÒÓ, ̤ÏË ÙÔ˘ ¶·ÓÂÏ-ÏËÓ›Ô˘, ¤¯Ô˘Ó ÍÂÎÈÓ‹ÛÂÈ Ì ÙËÓ ·-ÚÔ¯‹ ‰ˆÚÂ¿Ó Ì·ıËÌ¿ÙˆÓ ÂÏÏËÓÈ-΋˜ ˆ˜ ͤÓË ÁÏÒÛÛ· Û ·ÏÏÔ‰·-Ô‡˜ ÙˆÓ ÂÚÈÔ¯ÒÓ ÙÔ˘˜.
ª‹Ó˘Ì· ¶ÚÔ¤‰ÚÔ˘π.ª∂.¶O. ∞ϤͷӉÚÔ˘ ∑·‚Ô‡
TÔ Ê·ÈÓfiÌÂÓÔ Ù˘ ÌÂÙ·Ó¿ÛÙ¢-Û˘ Â›Ó·È ¤Ó· ·ÁÎfiÛÌÈÔ ˙‹ÙËÌ·,Ô˘ ÂӉȷʤÚÂÈ fiϘ ÙȘ ΢‚ÂÚÓ‹ÛÂȘ ηȠÙ›ÓÂÈ Ó· ÂÍÂÏȯı› Û ˘’ ·ÚÈıÌfiÓ ¤Ó· ı¤-Ì· ÛÙËÓ ∂.∂.∏ ∫˘‚¤ÚÓËÛË, ÛÙ· Ï·›ÛÈ· Ù˘ ‰È·¯Â›ÚÈ-Û˘ ÙÔ˘ Ê·ÈÓÔ̤ÓÔ˘,
›‰Ú˘Û ÙÔ πÓÛÙÈÙÔ‡ÙÔªÂÙ·Ó·ÛÙ¢ÙÈ΋˜ ¶ÔÏÈÙÈ΋˜ (π.ª∂.¶O.),
 ÙÔ ÔÔ›Ô ÂÈÙÂÏ› ÙÔ ÚfiÏÔ ÙÔ˘ Û˘Ì‚Ô‡ÏÔ˘ÛÙÔ Û¯Â‰È·ÛÌfi Î·È ÙËÓ ˘ÏÔÔ›ÛË Ù˘ ÌÂÙ·-Ó·ÛÙ¢ÙÈ΋˜ ÔÏÈÙÈ΋˜.°È· ÙËÓ ˘ÏÔÔ›ËÛË ÙÔ˘ ¤ÚÁÔ˘ ÙÔ˘ πÓÛÙÈ- ÙÔ‡ÙÔ˘, ÚÔ¯ˆÚ‹Û·ÌÂ:ñ ™ÙË ‰ÈÂÚ‡ÓËÛË Ù˘ Â›‰Ú·Û˘ ÙÔ˘Ê·ÈÓÔ̤ÓÔ˘ Ù˘ ÌÂÙ·Ó¿ÛÙ¢Û˘ ÛÙÔ˘˜ ‰È¿-ÊÔÚÔ˘˜ ÙÔÌ›˜ Ù˘ ÔÈÎÔÓÔÌÈ΋˜, ÎÔÈÓˆÓÈ-΋˜ Î·È ÔÏÈÙÈÛÙÈ΋˜ ˙ˆ‹˜ Ù˘ ¯ÒÚ·˜, Ì ÙËÓ ÂÎfiÓËÛË ÂÓfi˜ Û˘ÓfiÏÔ˘ ÌÂÏÂÙÒÓ Î·È ÙËÓ ÚÔ΋ڢÍË Ó¤ˆÓ, ÚÔÛÂÁÁ›˙ÔÓÙ·˜ ‰È¿-ÊÔÚ˜ Ù˘¯¤˜ Î·È ‰È·ÛÙ¿ÛÂȘ ÙÔ˘ Ê·ÈÓÔ̤-ÓÔ˘.ñ ™ÙËÓ ·Ó¿Ù˘ÍË Û¯¤ÛÂˆÓ Û˘ÓÂÚÁ·Û›·˜Ì ¢ÈÂıÓ›˜ OÚÁ·ÓÈÛÌÔ‡˜ Î·È Î˘‚ÂÚÓ‹-
MÓËÌfiÓÈÔ Û˘ÓÂÚÁ·Û›·˜ I.ME.¶O. Î·È ¶·ÓÂÏÏËÓ›Ô˘
™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 3
TESOL Greece held its 28th AnnualConvention at the Hellenic American Union,central Athens, on March 10 – 11, 2007. This year’s theme was “The Arts, the Crafts andthePurposes (ESP, EAP, Exams in ELT)”.This event, which was very well attended,brought together many individuals andorganizations from various sectors of the ELTcommunity. Participants enjoyed a number of attractions throughout the weekend, bothprofessional and social.
Plenary speakers:
Dr. Bessie Dendrinos, of the National andKapodistrian University of Athens, opened theconvention with her thought provokingpresentation entitled “Mediating betweenCultures and Languages, Discourses, Genresand Texts”. She focused on the notion of mediation as defined in the CEFR and the useof L1 in both the classroom setting and inassessment tasks. Bessie Dendrinos presentedthe audience with ideas of different types of activities appropriate for the development of linguistic and meta-linguistic skills of theforeign language learners. Dr. John Halliwell,of St Michael’s College, Vermont, USA gotthe audience involved from the very beginning with his talk on “Process Grammar: Input,Output and Interaction”. He presented aprocess approach to grammar which giveslearners the opportunity to discover grammarbut also engages them in meaningfulcommunication through form-focusedactivities. Interaction, negotiation of meaningand noticing gaps in each other’s interlanguageare the key elements of this approach. JohnHalliwell also presented types of grammaractivities focusing on accuracy and fluency andsuggested ways of using them in the classroom.Dr. Martin Bygate, of Lancaster University,UK gave a very interesting plenarypresentation entitled “Aspects of the Art of Teaching the Craft of Spoken Language:Exploring Creative Repetition”. MartinBygate showed how repetition, which is notcommonly thought of as compatible withcommunicative language teaching, can be usedfor communicative purposes. He firstpresented research findings on the use of 
Highlights from the 28th Annual TESOL Greece Convention
™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 19
UCLAN Examinations: An overview........................................2
H ÔÏ˘ÁψÛÛ›· ÚÔˆı› ÙËÓ E˘Úˆ·˚΋·ÓÙ·ÁˆÓÈÛÙÈÎfiÙËÙ·.....................................................................4
M·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜:AÈÙÈÔÏÔÁ›· Î·È ÙÚfiÔÈ ·ÓÙÈÌÂÙÒÈÛ˘........................................7
Changes to ECPE? What changes?.......................................9
EÈÎfiÓ˜ ÛÙËÓ ˘ËÚÂÛ›· Ù˘ Ì¿ıËÛ˘...................................10
XÚ‹ÛÈ̘ ÂÚˆÙ‹ÛÂȘ Û ÂÚˆÙ‹Ì·Ù· ÁÈ· ÙË Ì›ÛıˆÛË...........17
La nécessité de l’ integration des technologies de l’information et de la communication au service de l’ éducationen classe de langue.................................................................20
¢È·¿Û Ù ۠’ ·˘ Ù  ÙÔ  Ù ¯Ô˜:
¢È·‚¿ÛÙ ے ·˘Ùfi ÙÔ Ù‡¯Ô˜:
 
2
The new examinations from the University of Central Lancashire have been the talk of thetown lately. Lingua Franca met up with StellaFloras the Examinations Officer for Greece,who kindly agreed to answer our questions.
The University of Central Lancashirehas decided to enter a very competitivemarket, the Greek one, where there arealready many well-establishedexamination bodies. What makes you feelthere is a niche for one moreexamination?
Well, it is true that although the UCLANexaminations are administered in manyother countries, Greece is a uniqueexample. Its main difference to othercountries is the fact that candidates aremuch younger than the averageinternational candidate. The UCLANLanguage Examinations, althoughlinguistically based on the CEF levels,take this reality into account and offer anexamination more suitable for this agegroup. That is not to say that we offer an“easy” exam that everyone can pass. But, we primarily aim to test the language levelrather than the social or even intellectualskills the candidates possess. As John Shaw, the Head of the UCLANLanguages Department, likes to say: “We want the examinations to be anenjoyable experience”. That maysound absurd, it did to me at first, asI have yet to encounter an enjoyableexamination of any kind. But thefeedback we get from candidates andtheir teachers alike has proven Johnright. The students taking theUCLAN examinations will face noobstacles, no tricks, no complicatedexercises, no racing-against-the-clock.It is just a friendly andstraightforward format that anyone who possesses the right level of English should be able to pass.
How would you describe the UCLANLanguage Examinations in a few  words?
Well, allow me here to use myfavorite computer term “userfriendly”. Teachers will notice that allthat is actually tested is the student’sknowledge of English and ability tocommunicate effectively, nothingmore. The University’s testingDepartment draws on its vastexperience to create a fair and validexamination, highly suitable for theaverage Greek candidate.
 When were the examinations firstintroduced in Greece?
The C2 level was recognised by ASEP in2005, then the rest of the levels followed.Since then there have been fiveexamination periods with thousands of successful candidates. The reactions of theteachers all over Greece areoverwhelming. And the fact that thecandidate numbers have quadrupled insuch a short period of time comes toshow that the Greek market neededindeed a different examination.
How are the UCLAN examinationsdifferent to the other examinationsadministered in Greece? Can you tellus a few things about the format?
I would be happy to. First of all theexaminations for all levels areadministered in one sitting with nobreaks in-between. The Listening partgoes first and then the candidates aregiven one booklet containing theReading, the Use of English and theWriting parts. That, we have found, works to the advantage of thecandidates who can actually dividetheir time according to their individualneeds. It makes them feel lessrestricted, less stressed and moreconfident.In all four levels (from B1 to C2) thereis always one composition. Thecandidates get to select from a choiceof three topics from the following typesof composition: for B1 and B2 informalletter, story, discursive essay, C1 formalletter, story, discursive essay, C2 Essaysonly.The listening parts are heard twice. Thequestions are always multiple choice or
UCLAN examinations. An overview
 An interview with Stella Floras, Examinations Officer for the examinations of UCLAN in Greece
 
3
True/False.In the Reading section, the candidates willencounter the following type of exercises:Match the headings, True/False andMultiple Choice again.In the Use of English section thefollowing types of exercises can be found:20 Multiple Choice items testing grammarand vocabulary (in all levels), 10 items-True/False (B1), five items -fourparaphrases of a sentence to choose theone closest to the original (B1, B2),multiple choice cloze test and multiplechoice derivatives cloze (B2), open cloze,derivatives and key word transformationfor C1 and C2.For the Speaking part now, nophotographs are used. The entire oralexamination is based on written prompts.There are two candidates in each group,one Interlocutor and one Marker(Assessor). Here again, the topics arecarefully selected with the averagecandidate’s age group in perspective.
 What about the marking?
The pass mark is 55%. Each paper weighsequally 20 marks. Each correct answergets one mark, no half marks given. Thepass mark is based on an aggregrate basis.There is no minimum pass rate for eachindividual paper which means that if acandidate, for any reason, scores reallylow in one paper and does exceptionally well in the rest could still pass.The Oral Section marking is as follows:The Interlocutor’s Global Mark is anoverall impression mark reflecting thecandidate’s achievement from theinterlocutor’s perspective across all partsof the test. The mark, I would like tostress here, is an individual one. It is notgiven in comparison to the othercandidate(s) performance. The Marker’sRole Analytic Mark is awarded for thecandidate’s performance in the followingcategories: Pronunciation, DiscourseManagement, Interactive Ability andGrammar & Vocabulary for levels B1 andB2. Then in C1 Task Completion ismarked as well. In C2 besidesPronunciation, Discourse Managementand Interactive Ability there are twoseparate marks, on Grammar and Lexis.Half marks may be awarded in all levelsbut C2.In the Writing section, marks are awardedfor the candidate’s performance in thefollowing categories: Content & Appropriacy, Organisation, Cohesion,Language (Grammar and Vocabulary)and Mechanics (Spelling andPunctuation).Well, I could go on for hours and still notcover every aspect of the examinations.We will be very happy to meet withanyone interested to find out more at ouroffices, or in one of the KOSMOSexhibitions this coming April.ÛÂȘ ¿ÏÏˆÓ ¯ˆÚÒÓ.ñ ™Â ‰È¿ÏÔÁÔ Ì ٷ ÔÏÈÙÈο ÎfiÌÌ·Ù·, Ì ªË∫˘‚ÂÚÓËÙÈΤ˜ OÚÁ·ÓÒÛÂȘ, ÌÂ Û˘ÏÏfiÁÔ˘˜ ÌÂÙ·Ó·-ÛÙÒÓ Î·È Ì ¿ÏÏÔ˘˜ ÎÔÈÓˆÓÈÎÔ‡˜ ÂÙ·›ÚÔ˘˜.ñ ™ÙËÓ ÏËÚÔÊfiÚËÛË Î·È Â˘·ÈÛıËÙÔÔ›ËÛË Ù˘ÎÔÈÓ‹˜ ÁÓÒÌ˘ Ì ÙË ‰ÈÔÚÁ¿ÓˆÛË ËÌÂÚ›‰ˆÓ Î·È Û˘-Ó‰ڛˆÓ Î·È Ì ‰ËÌÔÛȇÛÂȘ Û¯ÂÙÈο Ì ٷ ı¤Ì·Ù· Ù˘ ÌÂÙ·Ó¿ÛÙ¢Û˘.ñ ™ÙËÓ ˘ÏÔÔ›ËÛËÂ˘Úˆ·˚ÎÒÓ ÚÔ-ÁÚ·ÌÌ¿ÙˆÓ, Ô˘ ÛÙÔ-¯Â‡Ô˘Ó ÛÙË ‰È¢ÎfiÏ˘Ó-ÛË Ù˘ ¤ÓÙ·Í˘ ÙˆÓ ÌÂ- Ù·Ó·ÛÙÒÓ ÛÙËÓ ·ÁÔÚ¿ÂÚÁ·Û›·˜ Î·È ÛÙË ÛÙ‹-ÚÈÍË ÙˆÓ ı˘Ì¿ÙˆÓ ÙÔ˘«trafficking».∏ ÚÔÛ¿ıÂÈ¿ Ì·˜Û˘Ó¯›˙ÂÙ·È Î·È ‰È¢-Ú‡ÓÂÙ·È Ì ÛÙfi¯Ô Ì›· ÁfiÓÈÌË Î·È Ú·ÏÈÛÙÈ΋ ÌÂÙ·-Ó·ÛÙ¢ÙÈ΋ ÔÏÈÙÈ΋, Ì ÁÓÒÌÔÓ· ÙÔ Û‚·ÛÌfi ÙˆÓ·ÓıÚˆ›ÓˆÓ ‰ÈηȈ̿وÓ, ÛÙ· Ï·›ÛÈ· Ô˘ ÂÈ‚¿Ï-ÏÂÈ Ô ÔÏÈÙÈÛÌfi˜ Î·È Ë ·Ú¿‰ÔÛË Ù˘ ¯ÒÚ·˜ Ì·˜.
∆ÚfiÔÈ Â›Ù¢Í˘ Ù˘ ·ÔÛÙÔÏ‹˜ ÙÔ˘π.ª∂.¶O. Â›Ó·È ÌÂٷ͇ ¿ÏψÓ:
ñ ∏ ‰ÈÂÓ¤ÚÁÂÈ· ÂÈÛÙËÌÔÓÈÎÒÓ ÂÚ¢ÓÒÓ Î·È Ë ·-Ó¿ıÂÛË ÂÍÂȉÈÎÂ˘Ì¤ÓˆÓ ÌÂÏÂÙÒÓ Û ¤ÁÎÚÈÙÔ˘˜ Â-Ú¢ÓËÙÈÎÔ‡˜ Î·È ·ÓÂÈÛÙËÌÈ·ÎÔ‡˜ ÊÔÚ›˜ ÁÈ· ı¤-Ì·Ù· Ô˘ ·ÊÔÚÔ‡Ó ÙË ÌÂÙ·Ó¿ÛÙ¢ÛË Î·È ÙËÓ ÔÈÎÔ-ÓÔÌÈ΋ Î·È ÎÔÈÓˆÓÈ΋ ¤ÓÙ·ÍË ÙˆÓ ÌÂÙ·Ó·ÛÙÒÓ.ñ ∏ ‰ËÌÔÛ›Â˘ÛË ÂÈÛÙËÌÔÓÈÎÒÓ ÌÂÏÂÙÒÓ, ηıÒ˜Â›Û˘ Ë ¤Î‰ÔÛË ÂÚÈÔ‰ÈÎÒÓ Î·È ‚È‚Ï›ˆÓ.ñ ∏ Û˘ÌÌÂÙÔ¯‹ Û ÂÚ¢ÓËÙÈο ÚÔÁÚ¿ÌÌ·Ù·ÛÙËÓ∂ÏÏ¿‰· Î·È ÙÔ Â͈ÙÂÚÈÎfi.ñ ∏ ηٿÚÙÈÛË, ˘ÏÔÔ›ËÛË Î·È ÂÔÙ›· ÂȯÂÈ-ÚËÛÈ·ÎÒÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ ÁÈ· ÙËÓ ·Ó¿Ù˘ÍË Î·ÈÚ·ÁÌ·ÙÔÔ›ËÛË Î·ÈÓÔÙfiÌˆÓ ‰Ú¿ÛÂˆÓ Û ı¤Ì·Ù·ÌÂÙ·Ó¿ÛÙ¢Û˘.ñ ∏ ÔÚÁ¿ÓˆÛË ‰ËÌÔÛ›ˆÓ Û˘˙ËÙ‹ÛˆÓ, ‰È·Ï¤ÍÂ-ˆÓ, Û˘Ó‰ڛˆÓ Î·È ÛÂÌÈÓ·Ú›ˆÓ.ñ ∏ ÔÚÁ¿ÓˆÛË Ù˘ ‚È‚ÏÈÔı‹Î˘.ñ ∏ ‰ËÌÈÔ˘ÚÁ›· Î·È Ë ‰È·Ú΋˜ ÂÓË̤ڈÛË ‚¿-Û˘ ‰Â‰ÔÌ¤ÓˆÓ ÁÈ· ÙË ÌÂÙ·Ó¿ÛÙ¢ÛË ÛÙËÓ ∂ÏÏ¿‰·.ñ O ۯ‰ȷÛÌfi˜ Î·È Ë ˘ÏÔÔ›ËÛË ÂÈÎÔÈÓˆÓÈ·-΋˜ ÔÏÈÙÈ΋˜ Ì ÛÙfi¯Ô ÙËÓ Â˘·ÈÛıËÙÔÔ›ËÛË Ù˘ÎÔÈÓˆÓ›·˜ ηٿ ÙÔ˘ Ú·ÙÛÈÛÌÔ‡ Î·È Ù˘ ÍÂÓÔÊÔ‚›·˜Î·È ÙËÓ ÚÔÒıËÛË Ù˘ ¤ÓÙ·Í˘ ÙˆÓ ÌÂÙ·Ó·ÛÙÒÓ.ñ ∏ ‰È·Û‡Ó‰ÂÛË Î·È Ë Û˘ÓÂÚÁ·Û›· Ì ¢ÈÂıÓ›˜OÚÁ·ÓÈÛÌÔ‡˜, πÓÛÙÈÙÔ‡Ù· Î·È ∫˘‚ÂÚÓËÙÈÎÔ‡˜ ºÔ-Ú›˜ ¿ÏÏˆÓ ¯ˆÚÒÓ Ù˘ ∂.∂., ÙˆÓ ∏¶∞ Î·È ÙÔ˘∫·-Ó·‰¿.ñ ∏ Û˘ÓÂÚÁ·Û›· Ì ªË ∫˘‚ÂÚÓËÙÈΤ˜ OÚÁ·ÓÒ-ÛÂȘ (ª.∫.O.) Î·È OÚÁ·ÓÒÛÂȘ ªÂÙ·Ó·ÛÙÒÓ.
MÓËÌfiÓÈÔ Û˘ÓÂÚÁ·Û›·˜I.ME.¶O. Î·È ¶·ÓÂÏÏËÓ›Ô˘
™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 1

Activity (2)

You've already reviewed this. Edit your review.
1 thousand reads
1 hundred reads

You're Reading a Free Preview

Download
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->