Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
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ÏìÜäá äçìéïõñãßáò
ÅëåõèÝñéïò ÂéñéñÜêçò, ÐñïãñáììáôéóôÞò
Åõäïêßá-ÐáñáóêåõÞ ÃñáììÝíïõ, ÊáèçãÞôñéá Áããëéêþí
ÁëÝîáíäñïò Óéãáíüò, Ãñáößóôáò - ÐñïãñáììáôéóôÞò
ÊñéôÝò
Ìåëßíá Ðáðáêùíóôáíôßíïõ, êáèçãÞôñéá ÁããëéêÞò, ìÝëïò ÄÅÐ
Óôåñãßá Äáöïðïýëïõ - ÌðáëôéñÜíç, êáèçãÞôñéá ÁããëéêÞò Ãëþóóáò ÐÅ06
Éïõëßá Êáôóßêá, êáèçãÞôñéá ÁããëéêÞò Ãëþóóáò ÐÅ06
Õðåýèõíïò ìáèÞìáôïò
ÉùóÞö ×ñõóï÷üïò, ÐÜñåäñïò å.è. ôïõ Ð.É.
Õðåýèõíïò ÕðïÝñãïõ
×ñõóïýëá Êïýôñá, êáèçãÞôñéá ÁããëéêÞò Ãëþóóáò ÐÅ06
ÏìÜäá Ôå÷íéêïý ÅëÝã÷ïõ
ÁäÜì ÁããåëÞò, ÐÜñåäñïò å.è. ôïõ Ð.É.
ÊïóìÜò ÇëéÜäçò, Åêðáéäåõôéêüò ÐëçñïöïñéêÞò
ÅéñÞíç ÂéäÜêç , Åêðáéäåõôéêüò
ÐÁÉÄÁÃÙÃÉÊÏ ÉÍÓÔÉÔÏÕÔÏ
ÄçìÞôñéïò ÂëÜ÷ïò
Ïìüôéìïò ÊáèçãçôÞò ôïõ Á.Ð.È.
Ðñüåäñïò ôïõ Ðáéäáãùãéêïý Éíóôéôïýôïõ
ÐñÜîç ìå ôßôëï: «ÓõããñáöÞ íÝùí âéâëßùí êáé ðáñáãùãÞ Õðïóôçñéêôéêïý
åêðáéäåõôéêïý õëéêïý ìå âÜóç ôï ÄÅÐÐÓ êáé ôá ÁÐÓ ãéá ôï
Äçìïôéêü êáé ôï Íçðéáãùãåßï»
Åðéóôçìïíéêüò Õðåýèõíïò ¸ñãïõ
Ãåþñãéïò Ôýðáò
Óýìâïõëïò ôïõ Ðáéäáãùãéêïý Éíóôéôïýôïõ
ÁíáðëçñùôÞò Åðéóôçìïíéêüò Õðåýèõíïò ¸ñãïõ
Ãåþñãéïò Ïéêïíüìïõ
Óýìâïõëïò ôïõ Ðáéäáãùãéêïý Éíóôéôïýôïõ
¸ñãï Óõã÷ñçìáôïäïôïýìåíï 75% áðü ôï Åõñùðáúêü Êïéíùíéêü Ôáìåßï êáé 25% áðü åèíéêïýò ðüñïõò.
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ÐÅÑÉÅ×ÏÌÅÍÁ
A.1 Ôå÷íéêÝò ïäçãßåò ÷ñÞóçò . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
A.1.1 ÁðáéôÞóåéò ëåéôïõñãßáò . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
A.1.2 ÅãêáôÜóôáóç ðñïãñÜììáôïò . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
A.1.3 Ëåéôïõñãßá ôïõ ðñïãñÜììáôïò . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
A.1.3.1 Áñ÷éêÞ ïèüíç . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
A.1.3.2 Player (Ðáßêôçò) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
A.1.3.3 ÌðÜñá ëåéôïõñãéþí . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
A.1.3.4 Space centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
A.1.3.5 Fitness centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
A.1.3.6 Space port . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
A.1.3.7 Space house . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
A.1.3.8 Shopping centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
A.1.3.9 Fun Park (Cross-Curricular Activities /Extras) . . . . . . . . . . . . . . .26
A.1.3.10 Toy Store (Additional material) . . . . . . . . . . . . . . . . . . . . . . . . . .31
A.1.3.11 Communication Centre (Projects) . . . . . . . . . . . . . . . . . . . . . . .33
A.1.3.12 Links (Óýíäåóìïé) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
A.1.3.13 Exit (¸îïäïò) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
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Óôçí Áñ÷éêÞ ïèüíç (Åéêüíá 1) ôïõ ëïãéóìéêïý, öáßíåôáé ç ÷þñá ôïõ ÌÝëëïíôïò. ÊÜèå
÷þñïò ôçò áíôéóôïé÷åß óå óõãêåêñéìÝíåò èåìáôéêÝò åíüôçôåò Þ óå äñáóôçñéüôçôåò
ðïõ áöïñïýí óôá ÁããëéêÜ ÓÔ´ äçìïôéêïý.
Åêôüò áðü ôá ðáñáðÜíù êôßñéá, óôçí áñ÷éêÞ ïèüíç åìöáíßæïíôáé êáé ôñåéò Üëëïé ÷þñïé
ðïõ ðåñéÝ÷ïõí:
• Fun park (Extras): äéáèåìáôéêÝò äñáóôçñéüôçôåò ìå ìïñöÞ ðáé÷íéäéþí,
(âë. § Á.1.3.9).
• Communication centre (Projects): äéáèåìáôéêÜ ó÷Ýäéá åñãáóßáò (âë. § A.1.3.11).
• Toy store (Additional material): ðñüóèåôï õëéêü ìå ôç ìïñöÞ ðáé÷íéäéþí
(âë. § Á.1.3.10).
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OK: ãéá íá åðéóôñÝøåôå óôçí áñ÷éêÞ ïèüíç êáé íá åðéëÝîåôå óôç óõíÝ÷åéá ôçí åíüôçôá
ìå ôéò áóêÞóåéò ðïõ èá ðáßîåé ï óõãêåêñéìÝíïò ìáèçôÞò.
DELETE LETTER: ãéá íá óâÞóåôå Ýíá Þ ðåñéóóüôåñá ãñÜììáôá Þ áñéèìïýò ðïõ Ý÷åôå
åéóáãÜãåé.
CANCEL: ãéá íá åðéóôñÝøåôå óôçí áñ÷éêÞ ïèüíç ÷ùñßò íá åéóÜãåôå üíïìá ìáèçôÞ.
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Glossary
Âéâëßï ìå åñìçíåßåò ôùí áããëéêþí ëÝîåùí.
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Åêôýðùóç (Print)
Åêôýðùóç ôùí ðåñéå÷ïìÝíùí ôçò ôñÝ÷ïõóáò ïèüíçò (ð.÷. êåßìåíá,
åéêüíåò, áóêÞóåéò, áðïôåëÝóìáôá ôùí áóêÞóåùí).
¸îïäïò (Exit)
¸îïäïò áðü ôï ðñüãñáììá.
Óçìåßùóç:
1) Óå êÜèå ïèüíç õðÜñ÷åé Ýíáò âïçèçôéêüò ÷áñáêôÞñáò, ç Kate, ðïõ óáò ðáñÝ÷åé
ó÷åôéêÝò ðëçñïöïñßåò êáé âïÞèåéá. ÅÜí èÝëåôå íá áêïýóåôå îáíÜ áõôÜ ðïõ ëÝåé, êÜíôå
êëéê ðÜíù ôçò.
2) ¼ôáí âñßóêåóôå óå êÜðïéá Üóêçóç, ìå ôï âåëÜêé åðéóôñïöÞò, åðéóôÝöåôå óôçí
ðñïçãïýìåíç ïèüíç. Áðü åêåß, åÜí åðéëÝîåôå îáíÜ ôçí ßäéá Üóêçóç êáé åðáíáëÜâåôå
áõôÞí ôçí äéáäéêáóßá, èá ìðïñÝóåôå íá äåßôå üëï ôï åêðáéäåõôéêü ôçò ðåñéå÷üìåíï,
åöüóïí áõôü åìöáíßæåôáé ìå ôõ÷áßá óåéñÜ êÜèå öïñÜ ðïõ åíåñãïðïéåßôå ôçí Üóêçóç.
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Ôake off
ÐñÝðåé íá âïçèÞóåôå ôçí Kate íá áðïãåéþóåé ôá äéáóôçìüðëïéá
(Åéêüíá 4).
Âñåßôå ôçí áããëéêÞ ëÝîç ðïõ åßíáé ãñáììÝíç óôá åëëçíéêÜ êáé ãñÜøôå ôçí
÷ñçóéìïðïéþíôáò ôï ðëçêôñïëüãéï ôçò ïèüíçò. Ãéá êÜèå ãñÜììá ðïõ âñßóêåôå,
êåñäßæåôå Ýíáí âáèìü êáé üôáí ãñÜøåôå üëç ôç ëÝîç, Ýíá äéáóôçìüðëïéï
áðïãåéþíåôáé. ÐñïóÝîôå üìùò! Óå êÜèå ëÜèïò áðÜíôçóç áäåéÜæåé êáé Ýíá íôåðüæéôï
áðü ôá êáýóéìá ôïõ äéáóôçìüðëïéïõ. ¸ôóé ìåôÜ áðü ðÝíôå ëáíèáóìÝíåò ðñïóðÜèåéåò,
ç óùóôÞ ëÝîç åìöáíßæåôáé áõôüìáôá êáé ôï äéáóôçìüðëïéï äåí êáôáöÝñíåé íá
áðïãåéùèåß. ÊÜèå öïñÜ ðïõ èÝëåôå íá îáíáêïýóåôå ôç âïÞèåéá êÜíôå êëéê óôçí Kate.
Space exploration
Ôï äéáóôçìüðëïéï ôáîéäåýåé óôï äéÜóôçìá ãéá íá óõëëÝîåé
ðëçñïöïñßåò ãéá ôïõò ðëáíÞôåò ðïõ óõíáíôÜ (Åéêüíá 5).
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Áêïýóôå ðñïóåêôéêÜ ôçí åñþôçóç ðïõ óáò êÜíåé ç Yoko, äéáâÜóôå ôéò ðëçñïöïñßåò
ôùí ðëáíçôþí óôï êÜôù ìÝñïò ôçò ïèüíçò êáé êÜíôå êëéê óôï óùóôü ðëáíÞôç. Áí ç
åðéëïãÞ óáò åßíáé óùóôÞ ôüôå ôï äéáóôçìüðëïéï èá öùôïãñáößóåé ôïí áíôßóôïé÷ï
ðëáíÞôç êáé èá óõíå÷ßóåé ôï ôáîßäé ôïõ. Áí êÜíåôå ëÜèïò, áêïýôå ôïí ÷áñáêôçñéóôéêü
Þ÷ï ëÜèïõò êáé ðñïóðáèåßôå îáíÜ. Ôá "öùôÜêéá" ( ) óôï äåîéü ìÝñïò ôçò
ïèüíçò, óáò äåß÷íïõí ôéò óùóôÝò êáé ôéò ëÜèïò áðáíôÞóåéò. ¼ôáí îåêéíÜåé ôï ðáé÷íßäé
ôá "öùôÜêéá" åßíáé ãêñé êáé åßíáé óå áñéèìü ßóá ìå ôïí áñéèìü ôùí åñùôÞóåùí ôçò
Üóêçóçò. Áí ç áðÜíôçóÞ óáò åßíáé óùóôÞ ôï áíôßóôïé÷ï "öùôÜêé" ãßíåôáé ðñÜóéíï åíþ
áí ç áðÜíôçóÞ óáò åßíáé ëÜèïò ãßíåôáé êüêêéíï. ¼ðïôå èÝëåôå, ìðïñåßôå íá êÜíåôå êëéê
óôçí Kate ãéá íá îáíáêïýóåôå ôç âïÞèåéá.
Intergalactic encyclopedia
Åìöáíßæåôáé ç ïèüíç åðéëïãÞò åðéðÝäïõ äõóêïëßáò. ÓõãêåêñéìÝíá, óå
êÜèå åðßðåäï äõóêïëßáò åîåôÜæïíôáé áíÜ æåýãç ïé åîÞò ÷ñüíïé:
1st level
1. Simple Present - Present Continuous
2. Simple Present - Simple Future
3. Simple Present - Simple Past
2nd level
1. Simple Past - Past Continuous
2. Simple Present - Present Perfect
3. Present Perfect - Simple Past
ÏñéóìÝíá ñÞìáôá áðü ôï êåßìåíï Ý÷ïõí óâçóôåß êáé óôéò èÝóåéò ôïõò õðÜñ÷ïõí êåíÜ.
ÊÜèå öïñÜ ôïíßæåôáé ìå êßôñéíï ÷ñþìá Ýíá êåíü êáé óôï ìÝóï ôçò ïèüíçò öáßíïíôáé
äýï ñÞìáôá áðü ôá ïðïßá ðñÝðåé íá äéáëÝîåôå áõôü ðïõ óõìðëçñþíåé óùóôÜ ôï
êåßìåíï. Ôá "öùôÜêéá" ( ) óôï êÜôù ìÝñïò ôçò ïèüíçò, óáò äåß÷íïõí ôéò
óùóôÝò êáé ôéò ëÜèïò áðáíôÞóåéò. ¼ôáí îåêéíÜåé ôï ðáé÷íßäé ôá "öùôÜêéá" åßíáé ãêñé êáé
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åßíáé óå áñéèìü ßóá ìå ôïí áñéèìü ôùí åñùôÞóåùí ôçò Üóêçóçò. Áí ç áðÜíôçóÞ óáò
åßíáé óùóôÞ ôï áíôßóôïé÷ï "öùôÜêé" ãßíåôáé ðñÜóéíï, åíþ áí ç áðÜíôçóÞ óáò åßíáé
ëÜèïò ãßíåôáé êüêêéíï. ¼ðïôå èÝëåôå, ìðïñåßôå íá êÜíåôå êëéê óôçí Kate ãéá íá
îáíáêïýóåôå ôç âïÞèåéá.
ÁðïôåëÝóìáôá
Óôï ôÝëïò ôùí ðáñáðÜíù ðáé÷íéäéþí, åìöáíßæåôáé ç ïèüíç ìå ôá ÁðïôåëÝóìáôá
(Åéêüíá 7), ç ïðïßá ðåñéÝ÷åé ôïí ôßôëï ôçò Üóêçóçò êáé ôïí áñéèìü ôùí óùóôþí
áðáíôÞóåùí ðïõ Ý÷åé äþóåé ï ðáßêôçò óôç óõãêåêñéìÝíç Üóêçóç (äõíáôüôçôá
áõôïáîéïëüãçóçò êáé áîéïëüãçóçò). ÅðéðëÝïí áíáðáñßóôáôáé ãñáöéêÜ ç áðüäïóÞ
ôïõ.
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¸íá ìç÷Üíçìá êáôåâáßíåé ìðñïóôÜ áðü ôï ðáéäß êáé äåß÷íåé ôï óçìåßï ôïõ óþìáôüò
ôïõ óôï ïðïßï íïóåß. Âñåßôå ôï óýìðôùìá - ðñüâëçìá ðïõ öÝñíåé ôï ðáéäß óôï ãéáôñü,
êÜíïíôáò êëéê óå ìéá áðü ôéò ôñåéò öñÜóåéò ðïõ åìöáíßæïíôáé. Óôç óõíÝ÷åéá åðéëÝîôå
ôï óùóôü ãéáôñü êáé óõìðëçñþóôå ôçí ïäçãßá ðïõ ôïõ äßíåé ôï ñïìðüô-ãéáôñüò ìå ôï
should / shouldn't (ðñïóï÷Þ: íá ëçöèåß õðüøç üôé êÜèå ðáñáðÜíù êåíü óôçí
ðëçêôñïëüãçóç èåùñåßôáé ëÜèïò). ÔÝëïò, âïçèÞóôå ôï ñïìðüô íá åðéëÝîåé ôï óùóôü
èåñáðåõôéêü ìÝóï áðü ôá ôÝóóåñá áíôéêåßìåíá ðïõ åìöáíßæïíôáé ìðñïóôÜ ôïõ. ÊÜèå
öïñÜ ðïõ èÝëåôå íá îáíáêïýóåôå ôç âïÞèåéá êÜíôå êëéê óôçí Kate. Óôï ÷þñï ôïõ
éáôñåßïõ õðÜñ÷åé ï ÷Üñôçò ôïõ áíèñþðéíïõ óþìáôïò, ôïí ïðïßï ìðïñåßôå íá
óõìâïõëåõôåßôå êÜíïíôáò êëéê ðÜíù ôïõ.
Treadmills
Åìöáíßæïíôáé ôÝóóåñéò äéÜäñïìïé ãéá ôñÝîéìï ìå ôÝóóåñá ðáéäéÜ ðÜíù
ôïõò, óôç óåéñÜ (Åéêüíá 10).
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2ï âÞìá
Ãéá êÜèå ðáéäß åìöáíßæåôáé Ýíá ðëáßóéï ìå ìéá ðñüôáóç ôïõ ôýðïõ:
Kelly is lazy but Pedro is ….
A. clever
B. energetic
C. happy
Óôï ßäéï ðëáßóéï åìöáíßæïíôáé êáé ôá äýï ðáéäéÜ ãéá ôá ïðïßá ãßíåôáé ëüãïò. ÅðéëÝîôå
ôï óùóôü åðßèåôï, ôï ïðïßï åßíáé ôï áíôßèåôï áõôïý ðïõ åìöáíßæåôáé ìå êüêêéíá
ãñÜììáôá óôçí ðñüôáóç.
Óçìåßùóç: Êáé óôá äýï âÞìáôá, ôá åðßèåôá Ý÷ïõí ÷ùñéóôåß óå äýï êáôçãïñßåò, äçëáäÞ
á) óå áõôÜ ðïõ áíáöÝñïíôáé óå óõíáéóèÞìáôá Þ éäéüôçôåò êáé â) óå áõôÜ ðïõ
áíáöÝñïíôáé óå åîùôåñéêÜ ÷áñáêôçñéóôéêÜ.
Åéêüíá 11: Ïèüíç åðéëïãÞò ðáé÷íéäéþí óôï äéáóôçìéêü êÝíôñï ìåôáöïñþí (Space port)
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Departures
ÂïçèÞóôå ôïõò ôáîéäéþôåò íá öôÜóïõí óôïí ðñïïñéóìü ôïõò
(Åéêüíá 12).
- ôçí þñá áíá÷þñçóçò êáé åíçìåñþíåé ãéá ôçí þñá Üöéîçò (Departure/Arrival)
Óå ìéá ïèüíç áöÞò ðïõ Ý÷åé ìðñïóôÜ ôïõ ï ôáîéäéùôéêüò ðñÜêôïñáò, åìöáíßæïíôáé
ôÝóóåñá êïõìðéÜ ìå ôéò áíôßóôïé÷åò öñÜóåéò ðÜíù ôïõò.
ÐáôÞóôå ôï óùóôü êïõìðß óýìöùíá ìå ôïí óýíôïìï äéÜëïãï ðïõ Ý÷åé ðñïçãçèåß
áíÜìåóá óôïí ôáîéäéþôç êáé ôïí õðåýèõíï. Áí ç áðÜíôçóç åßíáé óùóôÞ, ôá äåäïìÝíá
åìöáíßæïíôáé óôï áíôßóôïé÷ï ðåäßï, óõìðëçñùìÝíá. ¼ôáí áðáíôÞóåôå êáé óôçí
ôåëåõôáßá åñþôçóç óùóôÜ, ï ôáîéäéþôçò äéáêôéíßæåôáé êáé, óå ìéá ïèüíç, åìöáíßæåôáé
óôïí ôåëéêü ðñïïñéóìü ôïõ.
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Passengers
Öáßíåôáé Ýíáò åðéâÜôçò ðïõ êñáôÜåé Ýíá palmtop êáé ç ïèüíç ôïõ óå
ìåãÝèõíóç (Åéêüíá 13).
Óôçí ïèüíç ôïõ palmtop äßíïíôáé êáñôÝëåò ìå ëÝîåéò êáé êåíÜ ãéá óùóôÞ óõìðëÞñùóç
ôùí ëÝîåùí þóôå íá äçìéïõñãåßôáé ìéá ïëïêëçñùìÝíç ðñüôáóç. Åäþ Ý÷åôå ôéò åîÞò
åðéëïãÝò:
: ãéá åìöÜíéóç Üëëùí êáñôþí
: ãéá åìöÜíéóç ôïõ áíôßóôïé÷ïõ ãñáììáôéêïý êáíüíá
: ãéá ôåëéêü Ýëåã÷ï ôçò ðñüôáóçò ðïõ äçìéïõñãÞóáôå.
Competition
Öáßíåôáé Ýíá Üôïìï ìðñïóôÜ óå Ýíá ðåñßðôåñï üðïõ ðÜíù ôïõ
äéáöçìßæåôáé Ýíáò äéáãùíéóìüò (Åéêüíá 14).
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ÊÜèå âáëßôóá Ý÷åé ôÝóóåñá áíôéêåßìåíá áðü ôá ïðïßá üëá åßíáé êïéíÜ åêôüò áðü Ýíá
ðïõ åßíáé äéáöïñåôéêü. Ï éäéïêôÞôçò áíáöÝñåé ôá ðñÜãìáôá ðïõ ðåñéåß÷å ç âáëßôóá
ôïõ. ÅÜí èÝëåôå, ìðïñåßôå íá áêïýóåôå îáíÜ áõôÜ ðïõ ëÝåé, êÜíïíôáò êëéê ðÜíù ôïõ.
Óôç óõíÝ÷åéá, ðñÝðåé íá äéáëÝîåôå ôï êïõìðß Þ ôçí ïèüíç ðïõ áíôéóôïé÷åß óôç óùóôÞ
âáëßôóá. Áí åßíáé óùóôÞ ç áðÜíôçóç, ç âáëßôóá öáßíåôáé íá âãáßíåé áðü ìéá ñÜìðá.
Óôç óåéñÜ ðåñéìÝíïõí 3 äéáöïñåôéêÜ Üôïìá ãéá íá ðÜñïõí ï êáèÝíáò ôç âáëßôóá ôïõ.
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Åéêüíá 16: Ïèüíç åðéëïãÞò ðáé÷íéäéþí óôï äéáóôçìéêü óðßôé (Space house)
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ÊÜèå öïñÜ ìéëÜåé Ýíá Üôïìï ôçò öùôïãñáößáò êáé ëÝåé ð.÷. Susan is my father's _____.
Ç öñÜóç áõôÞ åìöáíßæåôáé óå Ýíá ðëáßóéï ôïõ ìç÷áíéóìïý. ÐñÝðåé íá åðéëÝîåôå ôçí
áðÜíôçóç Þ íá ðëçêôñïëïãÞóåôå ôç óùóôÞ ëÝîç, áíÜëïãá ìå ôïí ôýðï ôçò åñþôçóçò
ðïõ åìöáíßæåôáé (MC, T/F, Fill in the gap. Ðñïóï÷Þ: íá ëçöèåß õðüøç üôé êÜèå
ðáñáðÜíù êåíü óôçí ðëçêôñïëüãçóç èåùñåßôáé ëÜèïò). Áöïý äþóåôå ôç óùóôÞ
áðÜíôçóç, áõôÞ óõìðëçñþíåôáé óôç öñÜóç ôïõ óõãêåêñéìÝíïõ ðñïóþðïõ êáé
åêöùíåßôáé áðü áõôü. ÊÜèå öïñÜ ìéëïýí 5 ðñüóùðá áðü ôï ïéêïãåíåéáêü äÝíôñï.
Geniousminder
Åìöáíßæåôáé ç ïèüíç ôçò óõóêåõÞò (Åéêüíá 18).
Óå áõôÞí ðáñïõóéÜæåôáé Ýíá êåßìåíï ìå êåíÜ. ÅðéëÝîôå ìßá êÜñôá ãéá êÜèå êåíü. Áí
åßíáé óùóôÞ, ãßíåôáé äåêôÞ áðü ôï ìç÷Üíçìá êáé ôï êåíü óôçí ðñüôáóç óõìðëçñþíåôáé
ìå ôçí áíôßóôïé÷ç ëÝîç. Áí åßíáé ëÜèïò, ôï ìç÷Üíçìá äåí äÝ÷åôáé ôçí êÜñôá. ÓõíïëéêÜ
èá åìöáíéóôïýí äýï äéáöïñåôéêÜ êåßìåíá ìå äýï êåíÜ ôï êáèÝíá ãéá óõìðëÞñùóç,
üðùò äåß÷íïõí êáé ôá ëáìðÜêéá óôï êÜôù ìÝñïò ôçò óõóêåõÞò.
Catrobot
Åìöáíßæåôáé ìå ôõ÷áßá óåéñÜ Ýíá äùìÜôéï (study room, store room,
bedroom, kitchen, sitting room/dining room, bathroom) (Åéêüíá 19), ôï
ïðïßï Ý÷åé äå÷ôåß "åðßèåóç" áðü äéáóôçìéêÜ ðïíôßêéá.
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Map
Åìöáíßæåôáé ç ïèüíç ôïõ ÷Üñôç (Åéêüíá 20).
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Åéêüíá 21: Ïèüíç åðéëïãÞò ðáé÷íéäéþí óôï åìðïñéêü êÝíôñï (Shopping centre)
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Supplies
Åìöáíßæåôáé ôï äéáóôçìüðëïéï êáé ï ïäçãüò ôïõ ðïõ åßíáé Ýîù áðü Ýíá
åóôéáôüñéï êáé ôï åöïäéÜæåé ìå áõôÜ ðïõ æçôÜåé ï õðåýèõíïò
ôñïöïäïóßáò. (Åéêüíá 23).
Ï ïäçãüò ôïõ äéáóôçìüðëïéïõ ñùôÜåé óôçí áñ÷Þ ð.÷. "What do you need?". Óôçí
ïèüíç ôïõ õðåýèõíïõ ôñïöïäïóßáò åìöáíßæåôáé ç ðñüôáóç "Hmm, no. We need some
________ of bread to make sandwiches." êáé ïé åðéëïãÝò slices - pieces - blocks.
Êáëåßóôå íá åðéëÝîåôå ôç óùóôÞ ëÝîç ãéá íá óõìðëçñùèåß óùóôÜ ç öñÜóç êáé íá
óõíå÷éóôåß ï ìåôáîý ôïõò äéÜëïãïò. ¼ôáí ç ðáñáããåëßá åßíáé ç óùóôÞ ôüôå âãáßíåé
áðü ôï äéáóôçìüðëïéï Ýíá êïõôß ðïõ ðåñéÝ÷åé áõôÜ ðïõ æÞôçóå ï õðåýèõíïò
ôñïöïäïóßáò. Ãéá íá ïëïêëçñùèåß ç Üóêçóç èá ðñÝðåé íá ðáñáããåëèïýí ôá 3
ðñïúüíôá ðïõ öáßíïíôáé ðÜíù äåîéÜ óôçí ïèüíç. Ãéá êÜèå óùóôÞ áðÜíôçóç ðïõ
äßíåôå, óçìåéþíåôáé ìå ? Ýíá ðñïúüí.
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¸óôù üôé åðéëÝãåôå íá óôåßëåôå e-mail óôï äÜóêáëü óáò (to your teacher). Èá
åìöáíéóôåß ôï ðåñéâÜëëïí ôçò Åéêüíáò 25:
Óôçí ïèüíç áõôÞ ìðïñåßôå íá óõìðëçñþóåôå ôá óôïé÷åßá óôï ðÜíù ìÝñïò ôïõ
ðñïãñÜììáôïò (Ôï:…, From:…., e-mail:…..) óôá áíôßóôïé÷á ðåäßá. Áðü ôçí ðåñéï÷Þ
Subject ðáôþíôáò ôï êïõìðß åìöáíßæïíôáé 3 èÝìáôá ãéá íá åðéëÝîåôå êáé Ýíá
åðéðëÝïí êåíü ãéá íá ðëçêôñïëïãÞóåôå ôï äéêü óáò èÝìá. Áí åðéëÝîåôå Ýíá áðü ôá 3
ðñþôá èÝìáôá, åìöáíßæåôáé ìéá åéêüíá óôï ðëáßóéï ðïõ õðÜñ÷åé óôá äåîéÜ. ÃñÜøôå ôï
e-mail óõìðëçñþíïíôáò ôï üíïìá óôï ïðïßï áðåõèýíåôáé, ôï êåßìåíï êáé ôï üíïìÜ óáò
óôá áíôßóôïé÷á ðåäßá. Óå ïñéóìÝíá ðñüóùðá ôï ðåäßï Dear… êáé ôï ðåäßï óôï êëåßóéìï
ôïõ ãñÜììáôïò Ý÷åé ðåñéóóüôåñåò áðü ìßá åðéëïãÝò ðïõ ìðïñåßôå êáôáñ÷Þí íá äåßôå
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Paint
Åìöáíßæåôáé ç ïèüíç åðéëïãÞò ãéá íá äéáëÝîåôå:
- Prepositions
- Proverbs - idioms
Êáèáñéóìüò
¢íïéãìá íÝáò ïèüíçò æùãñáöéêÞò.
ÂåëÜêé
ÁëëáãÞ ôïõ äåßêôç ôïõ ðïíôéêéïý óå âåëÜêé.
Êåßìåíï
ÅéóáãùãÞ êåéìÝíïõ.
Ãüìá
ÓâÞóéìï ãñáììþí, ó÷çìÜôùí êáé ðñïó÷åäéáóìÝíùí åéêüíùí.
Ìïëýâé
Åñãáëåßï ãéá íá æùãñáößæåôå "åëåýèåñá".
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ÃñáììÞ
Åñãáëåßï ãéá ôç äçìéïõñãßá åõèåßáò ãñáììÞò,êÜíïíôáò êëéê óå äõï
äéáäï÷éêÜ óçìåßá.
Ó÷Þìáôá
ÅðéëïãÞ Ýôïéìùí ó÷çìÜôùí ãéá íá ôá ÷ñçóéìïðïéÞóåôå óôç óýíèåóÞ
óáò.
Ðñïó÷åäéáóìÝíåò åéêüíåò
ÅðéëïãÞ ðñïó÷åäéáóìÝíùí åéêüíùí ãéá íá ôéò ÷ñçóéìïðïéÞóåôå óôç
óýíèåóÞ óáò.
ÐåñéóôñïöÞ
ÐåñéóôñïöÞ äåîéÜ Þ áñéóôåñÜ ôùí ó÷çìÜôùí Þ ôùí ðñïó÷åäéáóìÝíùí
åéêüíùí, áöïý ôá åðéëÝîåôå.
ÁëëáãÞ ìåãÝèïõò
Óìßêñõíóç Þ ìåãÝèõíóç ôùí ó÷çìÜôùí Þ ôùí
ðñïó÷åäéáóìÝíùí åéêüíùí, áöïý ôá åðéëÝîåôå.
ÐáëÝôá ÷ñùìÜôùí
ÅðéëïãÞ ÷ñþìáôïò ãéá ôéò ãñáììÝò êáé ôá ó÷Þìáôá ðïõ èá
äçìéïõñãÞóåôå.
ÅðéóôñïöÞ
ÅðéóôñïöÞ óôçí ïèüíç åðéëïãÞò ðáé÷íéäéþí.
Åêôýðùóç
Åêôýðùóç ôùí ðåñéå÷ïìÝíùí ôçò åðéöÜíåéáò æùãñáöéêÞò.
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Áñ÷éêÞ ïèüíç
ÅðéóôñïöÞ óôçí áñ÷éêÞ ïèüíç ôïõ ðñïãñÜììáôïò.
¸îïäïò
¸îïäïò áðü ôï ðñüãñáììá.
Word search
Åìöáíßæåôáé ç ïèüíç åðéëïãÞò êáôçãïñßáò. ÓõãêåêñéìÝíá, åðéëÝîôå ìßá
áðü ôéò åîÞò êáôçãïñßåò:
- Countries
- Animals
• Mammals
• Reptiles
• Birds
- Arts
Óôï ðáé÷íßäé áõôü êáëåßóôå íá áíáêáëýøåôå ôéò ëÝîåéò ðïõ æçôïýíôáé óýìöùíá ìå ôç
åíüôçôá ðïõ åðéëÝîáôå, áíÜìåóá óôá ãñÜììáôá ôïõ ðßíáêá (Åéêüíá 28).
ÊÜíôå êëéê óôï ðñþôï êáé óôï ôåëåõôáßï ãñÜììá ôçò ëÝîçò. Áí ç åðéëïãÞ óáò åßíáé
óùóôÞ, ç ëÝîç ðïõ âñÞêáôå èá ôïíéóôåß ìå ðñÜóéíï ÷ñþìá êáé èá åìöáíéóôåß ç
ïíïìáóßá ôçò ðÜíù óôïí ÷Üñôç. ÊÜèå öïñÜ ðïõ èÝëåôå íá îáíáêïýóåôå ôç âïÞèåéá
êÜíôå êëéê óôçí Kate.
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Recycling
ÂÜëôå ôá áíôéêåßìåíá ðïõ åìöáíßæïíôáé óôï êÜôù ìÝñïò ôçò ïèüíçò
óôïí êáôÜëëçëï ðßíáêá (Åéêüíá 29) áíÜëïãá ìå ôï áí åßíáé
áíáêõêëþóéìá åßäç Þ ü÷é.
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Crossword
ÅðéëÝãïíôáò Crossword åìöáíßæåôáé ç ïèüíç åðéëïãÞò êáôçãïñßáò.
ÓõãêåêñéìÝíá åðéëÝîôå ìßá áðü ôéò êáôçãïñßåò:
- Space
- Sports
- Shapes
ãéá íá ìåôáâåßôå óôï áíôßóôïé÷ï ðáé÷íßäé (Åéêüíá 30).
ÐáñáôçñÞóôå ôï ãñÜììá áðü ôï ïðïßï áñ÷ßæåé êÜèå ëÝîç êáé ôï óêßôóï äßðëá ôçò.
ÌåôÜ, êÜíôå êëéê óôïí áíôßóôïé÷ï áñéèìü ðÜíù óôï óôáõñüëåîï êáé ãñÜøôå óôá
áããëéêÜ ôï üíïìá ôïõ áíôéêåéìÝíïõ. Ìðïñåßôå íá ÷ñçóéìïðïéÞóåôå åßôå ôï
ðëçêôñïëüãéï ðïõ åìöáíßæåôáé óôçí ïèüíç, åßôå ôï ðëçêôñïëüãéï ôïõ õðïëïãéóôÞ óáò.
¼ôáí ôåëåéþóåôå ðáôÞóôå ôï êïõìðß "Check all". Ãéá íá îåêéíÞóåôå áðü ôçí áñ÷Þ
ðáôÞóôå ôï . ÊÜèå öïñÜ ðïõ èÝëåôå íá îáíáêïýóåôå ôç âïÞèåéá êÜíôå êëéê óôçí
Kate. ÌåôÜ áðü ôñåéò ëáíèáóìÝíåò ðñïóðÜèåéåò ôï óôáõñüëåîï óõìðëçñþíåôáé
áõôüìáôá.
Memory
ÅðéëÝãïíôáò Memory åìöáíßæåôáé ç ïèüíç åðéëïãÞò êáôçãïñßáò.
ÓõãêåêñéìÝíá åðéëÝîôå ìßá áðü ôéò êáôçãïñßåò:
- Universe
- Sports
- Tools
ãéá íá ìåôáâåßôå óôï áíôßóôïé÷ï ðáé÷íßäé (Åéêüíá 31).
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ÊÜíôå êëéê óå êÜèå ëÝîç êáé áöÞóôå ôçí ìå Üëëï êëéê óôç óùóôÞ óôÞëç. ¼ôáí
ôïðïèåôÞóåôå üëåò ôéò ëÝîåéò óôïí ðßíáêá, ðáôÞóôå . ¼óåò åßíáé óùóôÝò
ðáñáìÝíïõí óôïí ðßíáêá åíþ üóåò åßíáé ëÜèïò êáëåßóôå íá ôéò ôïðïèåôÞóåôå îáíÜ
óôéò óùóôÝò óôÞëåò. ÌåôÜ ôçí ôñßôç ëáíèáóìÝíç ðñïóðÜèåéá ï ðßíáêáò
óõìðëçñþíåôáé áõôüìáôá.
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Ìå êëéê óå Ýíá áðü ôá ðáñáðÜíù ó÷Ýäéá åñãáóßáò, áíïßãåé ìéá éóôïóåëßäá (Åéêüíá 33)
ðïõ ðåñéÝ÷åé ôá óôïé÷åßá ôïõ ó÷åäßïõ åñãáóßáò (çëéêßá óôçí ïðïßá áðåõèýíåôáé,
ìáèÞìáôá ðïõ óõíäÝïíôáé ìå áõôü, óêïðüò êáé åííïéïëïãéêÞ ôïõ áíÜëõóç,
äñáóôçñéüôçôåò ôéò ïðïßåò ðåñéÝ÷åé, õëéêÜ - åñãáëåßá ðïõ áðáéôïýíôáé ãéá ôçí
åêðüíçóÞ ôïõ êáé êÜðïéåò ÷ñÞóéìåò ïäçãßåò ãéá ôïí ìáèçôÞ ó÷åôéêÜ ìå áðïèÞêåõóç /
áíôéãñáöÞ êåéìÝíïõ, åéêüíùí êëð).
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Óôï êÜôù ìÝñïò ôçò óåëßäáò áõôÞò, áðü ôéò åíåñãÝò ðåñéï÷Ýò: Åðüìåíï Ó÷. Åñãáóßáò
êáé Ðñïçãïýìåíï Ó÷. Åñãáóßáò ìåôáöÝñåóôå áðü ôï Ýíá ó÷Ýäéï åñãáóßáò óôï Üëëï. Áðü
ôïõò ôßôëïõò ôùí äñáóôçñéïôÞôùí, áðü ôéò ïðïßåò áðïôåëåßôáé ôï ó÷Ýäéï åñãáóßáò,
ìåôáâáßíåôå óå Üëëç óåëßäá ðïõ áíáöÝñåôáé óôçí áíôßóôïé÷ç äñáóôçñéüôçôá ðïõ
åðéëÝîáôå. Óôç óåëßäá áõôÞ, ðåñéãñÜöïíôáé ôá âÞìáôá êÜèå äñáóôçñéüôçôáò êáé
äßíåôáé áðåõèåßáò ðñüóâáóç, óå ó÷åôéêÝò äéåõèýíóåéò óôï äéáäßêôõï ãéá óõëëïãÞ
ðëçñïöïñéþí êåéìÝíïõ êáé åéêüíáò êáèþò êáé óå Ýôïéìá öýëëá åñãáóßáò ãéá
áðåõèåßáò ôïðïèÝôçóç êåéìÝíïõ êáé åéêüíùí. Ìðïñåßôå íá ìåôáâåßôå áðü ôç ìßá
äñáóôçñéüôçôá ôïõ ó÷åäßïõ åñãáóßáò óôçí Üëëç åßôå ðáôþíôáò ôïí ôßôëï êÜðïéáò
óõãêåêñéìÝíçò äñáóôçñéüôçôáò åßôå ìå ôéò åðéëïãÝò Ðñïçãïýìåíç Äñáóôçñéüôçôá /
Åðüìåíç Äñáóôçñéüôçôá, ðïõ âñßóêïíôáé óôï êÜôù ìÝñïò ôçò óåëßäáò. ÔÝëïò áðü ôçí
åðéëïãÞ Áñ÷éêÞ Ïèüíç ìåôáöÝñåóôå áõôüìáôá óôçí áñ÷éêÞ óåëßäá ôïõ ó÷åäßïõ
åñãáóßáò.
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A.2.1 Ôï ðáé÷íßäé
Ôï ðáé÷íßäé ôïõ ëïãéóìéêïý ìðïñåß íá áîéïðïéçèåß ðëÞñùò ãéá ôçí åìðÝäùóç ôçò
ãíþóçò ðïõ ïé ìáèçôÝò áðïêôïýí êáé ãéá áõôïáîéïëüãçóç - áîéïëüãçóç ôùí ìáèçôþí.
Ìðïñåß åðßóçò íá ÷ñçóéìïðïéçèåß ùò åöáëôÞñéï ãéá Ýñåõíá.
Ôï ðåñéâÜëëïí ôïõ ðáé÷íéäéïý äßíåé ôçí áßóèçóç óôï ìáèçôÞ üôé ðáßæåé êáèéóôþíôáò ìå
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Ôï ëïãéóìéêü äåí åßíáé óåéñéáêü. Áõôü óçìáßíåé üôé ï äÜóêáëïò ìáæß ìå ôïõò ìáèçôÝò
ìðïñåß íá åðåîåñãáóôåß êÜðïéá åíüôçôá ìå ôç óåéñÜ ðïõ ï ßäéïò åðéèõìåß,
ïñãáíþíïíôáò ôï ìÜèçìÜ ôïõ, óýìöùíá ìå ôï Áíáëõôéêü ðñüãñáììá óðïõäþí êáé ôéò
áíÜãêåò ôçò ôÜîçò ôïõ.
Ïé äñáóôçñéüôçôåò ðïõ Ý÷ïõí áíáðôõ÷èåß ãéá ôçí ÓÔ´ äçìïôéêïý, ðñïêýðôïõí ìÝóá
áðü ôçí áíáãêáéüôçôá äéáóýíäåóçò ôùí äéáöüñùí ìáèçìÜôùí ôçò ôÜîçò áõôÞò êáé ôç
óôï÷ïèåóßá ôïõò. Ï ìáèçôÞò åíåñãïðïéþíôáò ôçí Üóêçóç:
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• Ôáîéíüìçóç ôïõ õëéêïý êáé äçìéïõñãßá ðñùôüôõðïõ õëéêïý áðü ôïõò ìáèçôÝò
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â. ÃùíéÜ õðïëïãéóôÞ
Ïé ìáèçôÝò êÜèïíôáé óôçí ôÜîç óå ïìÜäåò. Óå ìßá ãùíéÜ ôçò ôÜîçò åßíáé ï
õðïëïãéóôÞò. ÊÜèå ïìÜäá ðçãáßíåé åê ðåñéôñïðÞò íá äïõëÝøåé óå áõôüí.
ã. Ìå ôç ÷ñÞóç âéíôåïðñïôæÝêôïñá
Ïé ìáèçôÝò êÜèïíôáé óôá èñáíßá ôïõò ìåôùðéêÜ Þ óå ïìÜäåò. Ï äÜóêáëïò
ðñïâÜëëåé ôçí åíüôçôá ôïõ ëïãéóìéêïý ðïõ áöïñÜ óôï ìÜèçìá Þ áíáèÝôåé óå
ìéá ïìÜäá ìáèçôþí íá ÷åéñéóôåß ôïí õðïëïãéóôÞ. Ó÷ïëéÜæïõí üëïé ìáæß ôçí
åíüôçôá êáé êñáôïýí óçìåéþóåéò. Êáé óå áõôÞ ôçí ðåñßðôùóç õðÜñ÷åé äéÜäñáóç
áöïý ïé ìáèçôÝò ÷ñçóéìïðïéïýí ôï ðïíôßêé ðñïêåéìÝíïõ íá áðáíôÞóïõí êáé
óõììåôÝ÷ïõí æùçñÜ óôï ìÜèçìá.
ÓåíÜñéï Á
Ôï ó÷ïëåßï äéáèÝôåé áßèïõóá õðïëïãéóôþí.
Áñéèìüò ìáèçôþí 30
Ïé ìáèçôÝò áíáôñÝ÷ïõí óôçí áíôßóôïé÷ç åíüôçôá ôïõ ëïãéóìéêïý ìå ôßôëï "Shop" áðü
ôï ÷þñï ôïõ Shopping centre. Ðáñáêïëïõèïýí ôï äéÜëïãï ôùí ðáéäéþí ðïõ êÜèå
öïñÜ ðáñïõóéÜæïíôáé êáé ðñïóðáèïýí íá áðáíôÞóïõí óùóôÜ óôéò åñùôÞóåéò ðïõ
åìöáíßæïíôáé.
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ÓåíÜñéï B
Ôï ó÷ïëåßï äéáèÝôåé Ýíáí õðïëïãéóôÞ
ÔÜîç ÓÔ´ Äçìïôéêïý
Áñéèìüò ìáèçôþí 30
Ïé ìáèçôÝò áíáôñÝ÷ïõí óôçí áíôßóôïé÷ç åíüôçôá ôïõ ëïãéóìéêïý ìå ôßôëï "Shop" áðü
ôï ÷þñï ôïõ Shopping centre. Ðáñáêïëïõèïýí ôï äéÜëïãï ôùí ðáéäéþí ðïõ êÜèå
öïñÜ ðáñïõóéÜæïíôáé. Ç äéáäéêáóßá ðïõ èá áêïëïõèçèåß èá ðñÝðåé íá åßíáé
åíåñãçôéêÞ, äçëáäÞ ãéá íá ëõèåß ç Üóêçóç èá ðñÝðåé íá äçìéïõñãçèïýí ïìÜäåò êáé
íá åìðëáêïýí ïé ìáèçôÝò ïé ïðïßïé èá ïñßóïõí ôç äéáäéêáóßá ãéá ôéò äñáóôçñéüôçôåò.
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A.4 ÂÉÂËÉÏÃÑÁÖÉÁ
•Andrew Guldman, "Building Rich Internet Applications with Macromedia Flash MX and
ColdFusion MX", May 2002
•Baecker, R., & Small, I. (1990). Animation at the Interface. In B. Laurel (Ed.), The Art of Human-
Computer Interface Design (pp. 113-122). Reading, MA: Addison-Wesley Publishing
Company, Inc.
•Cooper, A. (1995). UI Design About Face: The Essentials of user Interface Design. Foster City,
CA: IDG Books Worldwide
•Druin, A. (1999a). Cooperative Inquiry: Developing New Technologies for Children with
Children. In Proceedings of the Conference on Human factors in computing systems: the CHI
is the limit (CHI '99), Pittsburgh, PA, USA (pp. 592-599). New York: ACM Press.
•Druin, A. (Ed.). (1999b). The Design of Children's Technology. San Francisco: Morgan
Kaufmann Publishers, Inc.
•Druin, A. & Solomon, C. (1996). Designing Multimedia Environments for Children. New York:
John Wiley & Sons, Inc.
•Erickson, T.D. (1990). Working with Interface Metaphors. In B. Laurel (Ed.), The Art of Human-
Computer Interface Design (pp. 65-73). Reading, MA: Addison-Wesley Publishing Company,
Inc.,
•Furger, R. (1998). Does Jane Compute? : Preserving Our Daughters' Place in the Cyber
Revolution. New York: Warner Books.
•Galitz, O.W. (1997). The Essential Guide to User Interface Design: An Introduction to GUI
Design Principles and techniques. New York: John Wiley & Sons
•Hanna, L., Risden, K., & Alexander, K. (1997). Guidelines for Usability Testing with Children.
Interactions Magazine, issue September + October 1997, 9-14.
•Howlett, V. (1996). Visual Interface Design for Windows. New York: John Wiley & Sons.
•Kim, M.Y. (1995). Creative Multimedia for Children: Isis Story Builder. In Companion
Proceedings of the Conference on Human Factors and Computing (CHI '95), Denver, CO,
USA (pp.37-38) New York: ACM Press.
•Mountford, S.J., & Gaver, W.W. (1990). Talking and Listening to Computers. In B. Laurel (Ed.),
The Art of Human-Computer Interface Design (pp. 113-122). Reading, MA: Addison-Wesley
Publishing Company, Inc.
•Nicol, A. (1990). Interfaces for Learning: What Do Good Teachers Know That We Don't?. In B.
Laurel (Ed.), The Art of Human-Computer Interface Design (pp. 113-122). Reading, MA:
Addison-Wesley Publishing Company, Inc.
•Nielsen J. (1994). Usability Inspection Methods. New York: John Wiley & Sons.
•Norman, D. (1990). Why Interfaces Don't Work. In B. Laurel (Ed.), The Art of Human-Computer
Interface Design (pp. 209-219). Reading, MA: Addison-Wesley Publishing Company, Inc.
•Norman, D. & Draper, P. (1986). User-centred Design: New perspective in Human Computer
Interaction. Hillsdale, NJ: Lawrence Erlbaum Associates.
•Shneiderman, B., (1998). Designing the User Interface: Strategies for Effective Human-
Computer Interaction. Reading, MA: Addison-Wesley Publishing Company.
•Temple University. (1999). Guidelines for the Design of Educational Software. [On-line].
Available: http://www.temple.edu/dentistry/di/edswstd/title.htm
•Tognazzini, B. (1996). TOG on Interface. Reading, MA: Addison-Wesley Publishing Company.
•Weinschenk, S., Jamar, P., & Yeo, C.S. (1997). GUI Design Essentials. New York: John Wiley
& Sons.
•Wood, E.L. (1998). User Interface Design: Bridging the Gap from User Requirements to
Design. Boca Raton, FL: CRC Press
•Fray K., Ç ìÝèïäïò Project, Êáóôáíéþôçò
•ÃáëÜíç Ë. , Êáôóáñüò Ã., Êáôóßêçò Á., ÔóïõíÜêïò È., (2002). Ãíùñßæù ôçí ÅëëÜäá -
Ãåùãñáößá Å´ Äçìïôéêïý, ÔåôñÜäéï Åñãáóéþí ãéá ôï ÄÜóêáëï, ÏÅÄÂ
•Ìáôóáããïýñáò, Ç. (2002). Ç Äéáèåìáôéêüôçôá óôç Ó÷ïëéêÞ ãíþóç, åêä. Ãñçãüñçò
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ÅÑÃÏ ÓÕÃ×ÑÇÌÁÔÏÄÏÔÏÕÌÅÍÏ 75% ÁÐÏ ÔÏ ÅÕÑÙÐÁÚÊÏ ÊÏÉÍÙÍÉÊÏ ÔÁÌÅÉÏ ÊÁÉ 25% ÁÐÏ ÅÈÍÉÊÏÕÓ ÐÏÑÏÕÓ.
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