ﮐﻠﻤﺎت ﺟﺪﯾﺪ - StarTalk

Student Program Curriculum Template and Guide 

2011 

STUDENT PROGRAM CURRICULUM TEMPLATE 

Host Institution 

Program Name 

Language(s) 

Age of Students 

Target Proficiency Level 

San Diego State University LARC 

Persian STARTalk LARC 

Persian 

Elementary school/Middle school 

Novice Non-Heritage 

Residential___ 

Program Setting 

Non-residential_*__ 

Distance/Online Component___ 

Other___ (Please specify) 

Duration Weeks: 4 week Contact Hours: 114 

Designed by 

Name: Pooneh Paydar 

Email: 

ppaydar@projects.sdsu.edu 

A. Brief Description of Program (no more than 150 words) 

Provide an overview of your program. What will students experience during the program and 

what do you hope that your students will remember and be able to do after the program ends 

You may find it easier to respond to this question after completing the sections on Program 

Theme, Unit Subthemes, Standards and Expected Outcomes and Specific Knowledge and Skills. 

The participants will take a virtual trip to Iran; get to know Persian language and culture (tradition, 

wedding ceremony, Greeting, shopping for wedding, etc.) through the theme of “My cousin’s 

wedding in Iran” This memorable experience will stay with them and will create interest about Iran 

and its culture and tradition. They will learn simple communicative skills in the three modes of 

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communication. The program will integrate the five C’s of the national standards and will be based 

on best instructional practices and effective assessment tools. At the end of the program, students will 

be able to communicate with others using appropriate forms of address. They will also be able to 

speak, read and write about Persian wedding customs and traditions at novice –mid level. 

B. Program Theme 

This is the umbrella theme that frames the curriculum and provides context for language and 

culture learning. 

My cousin’s wedding in Iran 

C. Unit Subthemes 

What are the subthemes that will address different aspects of the umbrella theme These 

subthemes will facilitate student learning and enable students to demonstrate what they have 

learned. 

Unit 1 

Unit 2 

Unit 3 

Unit 4 

Meeting and Greeting 

Getting around the town 

Shopping for wedding 

Aroosi(Persian Wedding) 

Subthemes 

D. Standards and Expected Outcomes 

What will students know and be able to do in the target language and culture Identify what 

students will do in terms of the standards. Ideally, all standards will be addressed, but there may 

be exceptions depending on the type of program that is being offered. 

Goals Standards Students Can… 

Use formal and informal greetings 

Engage in a short and simple conversation 

Communication 

1.1 Interpersonal 

about themselves, their family members and 

others 

Role play getting taxi, selling and buying 

items, and asking and answering questions 

about traditions such as Khastegari using short 

and simple sentences 

Ask question regarding everyday life situations 

such as asking and giving simple and one step 

directions. 

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1.2 Interpretive 

 

 

 

 

Read short and simple sentences and 

descriptions with strong visual support to 

identify main ideas 

Listen to a short and simple narrative about a 

familiar topic and create a cartoon online using 

Toondoo to highlight main ideas 

Watch the teacher modeling different situations 

then identify each situation using short and 

simple, or formulaic sentences 

Generate word clouds from familiar 

descriptions using Wordle for vocabulary and 

main ideas 

1.3 Presentational 

 

 

 

 

Make AniMoto movie presentation about their 

family both paternal and maternal. 

Role Play using short and simple, mostly 

memorized, phrases and sentences mostly to 

describe places, people, and ceremonies 

Make short and simple oral presentation about 

selected Persian wedding ceremonies 

Create personalized speaking avatars for their 

profile and projects using Voki program 

Cultures 

2.1 Practices 

 

 

 

 

 

 

 

 

 

Identify practices related to traditional Persian 

wedding such as: 

Khastegari( Proposal for marriage) 

Hana bandan(Ceremony few day before 

wedding) 

Aghad(Wedding ceremony) 

Aroosi(wedding celebrattion) 

Jahezeyeh(Dowry from bride’s family) 

Mehreyeh (Dowry from broom) 

Patakhti(After wedding party) 

Identify the practice of bargaining 

2.2 Products 

 

Identify items of Aghd table and what they 

symbolize, for example honey symbolizing 

sweetness and eggs as the symbol of fertility, 

or burning “esfand” to protect against evil eye. 

Connections 

3.1 Knowledge of 

Other Disciplines 

 

 

 

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Recognize the value of Iranian currency 

(Toman) 

Use knowledge of geography and directions to 

locate different parts of selected cities in Iran 

Talk about weather conditions such as cloudy, 

3


sunny, windy, cold, hot 

3.2 Distinctive 

Viewpoints 

 

Deepen understanding of Iranian wedding by 

watching authentic video clips 

4.2 Nature of Culture 

5.1 Beyond the School 

Setting 

 

 

 

Compare shopping practices in Iran and in the 

U.S. to identify their similarities and differences. 

Compare traditional wedding in Iran and in the 

U.S. to identify their similarities and 

differences. 

Talk about Persian wedding with family and 

friends using simple sentence and memorized 

phrases. 

Communities 

5.2 Life-long Learners 

 

Continue learning and researching on their 

own to advance their understanding of the 

target language and culture. 

E. Specific Knowledge and Skills 

What specific linguistic, cultural, and other subject matter knowledge and skills will students be 

learning as they work with this theme (e.g., language functions, cultural knowledge/practices/ 

perspectives, knowledge related to subject matter or concepts.) Identify what students will do in 

terms of, but not limited to, LinguaFolio-like Can Do statements that are aligned with the 

Standards for Foreign Language Learning in the 21 st Century. 

Students Can 


about themselves, their family members 

and others 

As and give directions to different parts of 

the town 

Thematic Knowledge and Skills 

Students Use 

Hi, Goodbye, How are you I am well. Thank 

you! What is your name My name is… Where are 

you from I’m from… Where do you live I live 

in... Do you have brothers and sisters Yes, I have 

… sister(s), and …brother(s). How old are they 

My brother is… old. ... My sister is… old. Does 

she look like you No, she has blue eyes and 

brown hair… 

Where is Bazaar is close to … How do I get to 

Bazaar… You can take a bus or a cab. Where is 

the bank Where is the flower shop It is on… 

street, close to …, next to …, in fron of… How do 

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I get thereTurn left/right. 

Role play buying and selling clothing items 

Do you have evening dresses What color… 

What size How much is it It is too expensive. It 

is too cheap. I like the color/I don’t like the color. 

Here you are. Thank you! 

Exchange simple information about the 

brid and the groom and different events 

related to traditional wedding 

Who is the groom He is the young man over 

there. What is his name His name is … How old 

is he He is 28 years old. Where they are from 

The bride is from Khorasan and the groom is from 

Kurdistan. I like her wedding gown. I like their 

“Sofreh aghd” [wedding table]. It is beautiful. 

What time is the wedding reception It is tonight, 

8:00. 

F. End of Program Performance Tasks –Summative Assessments 

What summative performance assessments will provide evidence that students have achieved the 

program learning objectives How will the assessments demonstrate that students have met all 

of the program goals Indicate how students will be assessed for each mode of communication 

through interpretive, interpersonal and presentational performance tasks. This should be designed 

to be an integrated performance task. The interpretive task should provide input needed for the 

interpersonal and presentational tasks. As the tasks are developed, be sure to take the proficiency 

level of the student into consideration. 

 

 

 

Interpretive tasks involve students in receptive communication of oral or written messages, 

in mediated communication via print and non-print material, or with listener, viewer, reader 

works with visual or recorded materials whose creator is absent. 

Interpersonal tasks require direct oral communication between individuals who are in 

personal contact or direct written communication between individuals who come into 

personal contact. 

Presentational tasks require students to engage in productive communication using oral or 

written language, produce spoken or written communication for people with whom there is 

no immediate personal contact or which takes place in a one-to-many mode, or author or 

create visual or recorded material for listeners or readers not personally known. 

Interpersonal, Presentational Interpretive tasks: 

Students listen to, or watch a short video clip, or read a short and simple illustrated text about 

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5


traditional Iranian wedding. They make an illustrated book, a poster, a PowerPoint presentation, 

a cartoon online using Toondoo, etc. to highlight the main ideas about Iranian wedding. They 

then present their work to the class. The final project will include: 

 

 

 

Short descriptions of the bride and groom: names, age, family members, physical 

appearance, profession 

Place and time of the wedding: Aghd and Aroosi [ceremony and reception] 

Sofreh aghd [wedding table]: Name of the items and illustrations to show what they 

symbolize 

G. Other Types of Assessment and Evidence of Learning – Formative Assessments 

Other types of assessment and evidence of learning may include a wide range of activities and 

products that provide meaningful evidence of learning, such as dialogue journals, reflective 

journals, posters, LinguaFolio self-assessment, role plays, presentations of visual or performance 

arts, portfolios, audio portfolios, e-portfolios, research projects, or videos. Be sure to include 

some assessment or reflection about students’ attitudes and perspectives toward the target 

language and culture. These tasks will occur throughout the program and should address all of 

the program goals. 

Role plays 

Interview 

Examples 

 

 

 

 

 

 

Brief description 

Students will be asked to invite other students to a 

wedding ceremony 

Students will role play selling and buying fabric, gift, 

clothes, etc. for a wedding 

One student will pretend to be host to a family 

member from another city or country 

One student will ask for direction and another student 

gives direction to the location of central bazaar and 

selected store in Tehran. 

Students will have a simple phone conversation with 

family or friend using short, or memorized and formulaic 

sentences 

Students will interview their family members regarding 

their wedding using short, or memorized and formulaic 

sentences 

Group conversation 

Moodle 

 

 

Students will do group conversations around images or 

documents and video clips using Voxopop 

Each week student will respond to the teachers post on 

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Wedding invitation card 

Journal 

Linguafolio 

 

 

 

Moodle regarding the theme and sub theme. 

Students will make invitation card from scratch based on 

the samples provided by the teacher. 

Students will write daily journal mostly in English, and 

when possible in Farsi, about what they have learned. 

Students will do Linguafolio at the beginning of the 

program and on the final day 

H. Instructional Strategies 

How will your program ensure that the following best practices are incorporated into your 

program 

Strategies 

Examples 

Use target language for instruction Instructors will always speak in the target language. 

The target language will be supplemented with context 

and body language. 

Teachers will create a language rich environment to 

reinforce exposture to the target language such as 

labeling the entire items in classroom. 

Teachers will use verbal and non-verbal strategies 

such visuals, paraphrasing and examples to make the 

input comprehensible. 

Facilitate student-centered learning Students will have opportunities for a variety of 

projects that will allow them to apply what they have 

learned. 

Students will be asked to move around the classroom 

and work with different partners and groups. 

At the beginning of each class small groups of 

students will be presenting a review of the previous 

lessen. 

Ensure meaningful interaction in 

the target language 

 

 

Students, working in pairs, will use a map of Tehran 

to find different store and plan a day of shopping. 

Students will engage in real life situation such as 

introducing themselves and their family members, 

inviting someone to a celebration, or how to get to a 

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certain location. 

Integrate language, culture and 

content 

Differentiate instruction based on 

student need 

 

 

 

 

 

 

 

Students will engage in mock Persian wedding 

celebration and related events such as Aghd. 

Students will be exposed to authentic print and nonprint 

materials such as invitation cards, clothing items, 

pictures, video clips, etc. on traditional Persian 

wedding. 

Student will experience shopping in an Iranian store 

and use target language to communicate with others. 

Students will be grouped according to their language 

skills and background knowledge about Persian 

language and culture. 

Students will have a variety and choices for classwork 

and homework. 

In every class some time will be set aside for TA’s 

interaction with individual students to address any 

individual needs. 

The instructional materials will be adapted/ modified 

to meet students needs in terms of language skills. 

I. Materials & Other Resources 

Describe the primary resources that you plan to use for the program. 

Resources 

Description 

Title of textbook, if applicable We will use novice low and novice High book 

Books from Iran 

Digital images from Iran 

Traditional Clothing 

Persian Film and movies 

Maps 

Persian Games 

Realia / Authentic materials Persian culture box including use every day in Iran 

Persian food 

Posters 

Flyers 

Magazine 

Newspapers 

Invitation cards 

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Advertisement booklet 

Money 

Multimedia 

 

 

 

 

 

Online resources students will use computer lab every 

day for different activates also create PowerPoint 

presentation for class 

Authentic videos of Iranian weddings 

market interaction 

TV commercials 

Authentic recordings of phone conversations 

J. Technology 

If technology is part of your budget, how will that technology support instruction and enhance 

learning 

Technological Tools 

Video Camera 

Language Lab 

Eurotalk 

Explanation 

We are hiring videographers who will be making video 

clips to collect evidence of students’ learning 

Two language labs at LARC are equipped with new 

software that support Persian writing, students will use 

these computers to do their projects such as PowerPoint 

presentation, recording their paragraphs and etc. 

Our computer have program like Eurotalk which is an 

interactive learning tool and includes different subjects 

such as Persian colors, Persian numbers, Useful phrase, 

etc. Students can listen to the audio and play, some games, 

and respond to it by recording their voice. This helps them 

listen to themselves and self-correct. 

Byki 

Byki is another tool that can help students to create flash 

cards from lessens of the day and sends it to them to 

practice later. These flash cards are also with audio and 

come with different interactive games. 

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For Your Reference 

Standards for Foreign Language Learning in the 21 st Century 

Goal 1: Communication 

Standard 1.1- Interpersonal Communication: Students engage in conversation, provide 

and obtain information, express feeling and emotion, and exchange opinions. 

Standard 1.2 – Interpretive Communication: Students understand and interpret written 

and spoken language on a variety of topics. 

Standard 1.3 – Presentational Communication: Students present information, concepts 

and ideas to an audience of listeners or readers on a variety or topics. 

Goal 2: Cultures 

Standard 2.1 – Practices and Perspective: Students demonstrate an understanding of the 

relationship between the practices and perspectives of the culture studied. 

Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of 

the relationship between the products and perspectives of the culture studied. 

Goal 3: Connections 

Standard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their 

knowledge of other disciplines through the foreign language. 

Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the 

distinctive viewpoints that are only available through the foreign language and its 

cultures. 

Goal 4: Comparisons 

Standard 4.1 – Nature of Language: Students demonstrate understanding of the nature 

of language through comparisons of the language studied and their own. 

Standard 4.2 – Culture: Students demonstrate understanding of the concept of culture 

through comparisons of the cultures studied and their own. 

Goal 5: Community 

Standard 5.1 – Beyond the School Setting: Students use the language both within and 

beyond the school setting. 

Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long 

learners by using the language for personal enjoyment and enrichment. 

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Interpersonal Mode 

Communicative Modes 

The Interpersonal Mode is characterized by active negotiation of meaning among individuals. 

Participants observe and monitor one another to see how their meaning and intentions are being 

communicated. Adjustments and clarifications can be made accordingly. As a result, there is a 

higher probability of ultimately achieving the goal of successful communication in this mode 

than in the other two modes. The Interpersonal Mode is most obvious in conversation, but both 

the interpersonal and negotiated dimensions can be realized through reading and writing, such as 

the exchange of personal letters or electronic mail messages. 

Interpretive Mode 

The Interpretive Mode is focused on the appropriate cultural interpretation of meanings that 

occur in written and spoken form where there is no recourse to the active negotiation of meaning 

with the writer or the speaker. Such instances of “one-way” reading or listening include the 

cultural interpretation of texts, oral or written, must be distinguished from the notion of reading 

and listening “comprehension,” where the term could refer to understanding a text with an 

American mindset. Put another way, interpretation differs from comprehension in that the 

former implies the ability to “read (or listen) between the lines.” 

Since the Interpretive Mode does not allow for active negotiation between the reader and the 

writer or the listener and the speaker, it requires a much more profound knowledge of culture 

from the outset. The more one knows about the other language and culture, the greater the 

chances of creating the appropriate cultural interpretations of a written or spoken text. It must be 

noted, however, that cultural literacy and the ability to read or listen between the lines are 

developed over time and through exposure to the language and culture. 

Presentational Mode 

The Presentational Mode refers to the creation of messages in a manner that facilities 

interpretation by members of the other culture where no direct opportunity for active negotiation 

of meaning between members of the two cultures exists. Examples of the “one-way” writing and 

speaking require a substantial knowledge of language and culture from the outset, since the goal 

is to make sure that members of the other culture, the audience, will be successful in reading and 

listening between the lines. 

______________________ 

National Standards in Foreign Language Education Project (2006). Standards for foreign 

language learning in the 21 st century. Lawrence, KS: Allen Press, Inc. pp. 36-38. 

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2011 



Program Name 

Language(s) 



San Diego State University LARC 


Persian 

Elementary school/Middle school 

Novice Heritage 

Residential___ 


Non-residential_*__ 

Distance/Online Component___ 

Other___ (Please specify) 

Duration Weeks: 4 week Contact Hours: 114 

Designed by 

Name: Pooneh Paydar 

Email: 

ppaydar@projects.sdsu.edu 






The participants will take part in a virtual trip to Iran; get to know Persian language and culture 

(traditional wedding ceremony, Greeting, shopping for wedding, etc.) through the theme of “My 

cousin’s wedding in Iran” This memorable experience will stay with them and will create interest 

about Iran and its culture and tradition. They will learn simple communicative skills in the three 

STARTALK 2010 

1


modes of communication. The program will integrate in a meaningful way the five C’s of the 

national standards and will be based on acclaimed instructional practices and effective assessment 

tools. By the end of the program, students will learn about culturally appropriate ways of 

communicating with others and Persian wedding customs and traditions. They will be also able to 

read and write simple sentences and engage in short conversations about the topics studied. 




My cousin’s wedding in Iran 




learned. 

Unit 1 

Unit 2 

Unit 3 

Unit 4 

Meeting and Greeting 


Shopping for wedding 

Aroosi(Persian Wedding) 

Subthemes 






Use formal and informal greetings 


about themselves, their family members and 

others 

Communication 


Role play getting taxi, selling and buying 

items, and asking and ansering questions about 

traditions such as khastegari using short and 

simple sentences 

Ask questions regarding everyday life 

situations such as asking and giving simple and 

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2


one step directions 



 

 

 

 

 

 

 

Read short and simple texts and descriptions 

with strong visual support to identify main 

ideas and answer comprehension questions 

Watch video clip or listen to an audiorecording 

to identify main ideas in a short and 

simple summary 

Generate word clouds from text, using Wordle 

for vocabulary, essays, songs, readings, stories, 

essay starters, 

Make AniMoto movie presentation about their 

paternal and maternal family members. 

Role Play using short and simple sentences to 

describe places, people, and ceremonies 

Make short oral presentation about Persian 

wedding’s ceremonies 

Voki program student create personalized 

speaking avatars and use them on their profile 

and projects 

Cultures 

2.1 Practices 

 

 

Identify practices related to traditional 

Persian wedding such as: 

o Khastegari( Proposal for marriage) 

o Hana bandan(Ceremony few day before 

wedding) 

o Aghad(Wedding ceremony) 

o Aroosi(wedding celebratatopm) 

o Jahezeyeh(Dowry from bride’s famly) 

o Mehreyeh (Dowry from broom) 

o Patakhti(After wedding party) 

Identify the practice of bargaining 

2.2 Products 

 

Identify items of Aghd table and what they 

symbolize, for example honey symbolizing 

sweetness and eggs as the symbol of fertility, 

or burning “esfand” to protect against evil eye. 

Connections 

3.1 Knowledge of 

Other Disciplines 

 

 

 

STARTALK 2010 

Recognize the value of Iranian currency 

(Toman) 

Use knowledge of geography and directions to 

locate different parts of selected cities in Iran 

Talk about weather and why most wedding 

celerations in Iran take place during the spring 

3


and summer months 


Viewpoints 

 

Deepen understanding of Iranian wedding by 

watching authentic video clips or listening to 

native Iranians talking about their wedding 

experience. 



Setting 

 

 

 

Compare shopping practices in Iran and in the 

U.S. to identify their similarities and differences. 

Compare traditional wedding in Iran and in the 

U.S. to identify their similarities and 

differences. 

Talk about Persian wedding with family and 

friends. 

Communities 


 

Continue learning and researching on their 

own to advance their understanding of the 

target language and culture. 







Students Can 


about themselves, their family members 

and others 

As and give directions to different parts of 

the town 


Students Use 

Hi, Goodbye, How are you I am well. Thank 

you! What is your name My name is… Where are 

you from I’m from… Where do you live I live 

in... Do you have brothers and sisters Yes,I have 

… sister(s), and …brother(s). How old are they 

My brother is… old. ... He is older than…. My 

sister is… old. She is younger than…. Does she 

look like you No, she has blue eyes and brown 

hair… 

Where is Bazaar is in the south-est of Tehran, 

close to … How do I get to Bazaar… You can 

take the metro or a cab. Where is the bank Where 

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is the flower shop It is on… street….past … It is 

close to …, next to… in front of… Square... Turn 

left/right. 

Role play buying and selling clothing items 

Exchange simple information about the 

brid and the groom and different events 

related to traditional wedding 

Do you have evening dresses What color… 

What size I like bright colors. I wear size 6. Here 

is a pink dress in size 6. Let me try it on. How 

much is it It is too expensive. Give me a discount. 

I can give you 5 per cent discout. It is still too 

expensive. Give me 25 per cent discount. No, that 

is impossible. 

Who is the groom He is the young man over 

there. He is very handsome. What is his name His 

name is … How old are the bride and the broom 

They are the same age: 28. Where are they from 

The bride is from Khorasan and the groom is from 

Kurdistan. I like her wedding gown. Where did 

she buy it I think, she ordered it to her dressmaker. 

Her cousins [bride’s and groom’s) are 

going to grind the sugar cones. I like their “sofreh 

aghd” [wedding table]. It is beautiful. When is the 

wedding reception It is tonight at hotel... 









 

 







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Interpersonal, Presentational Interpretive tasks: 

Students listen to, watch a short video clip, or read a short and simple illustrated text about 

traditional Iranian wedding. They make an illustrated book, a poster, a PowerPoint presentation, 

etc. to highlight the main ideas about Iranian wedding. They then present their work to the class 

and answer questions. The final project will include: 

 

 

 

Short descriptions of the bride and groom: names, age, place of origin, education, 

profession and bride’s wedding gown 

Place and time of the wedding: Aghd and Aroosi [ ceremony and reception] 

Sofreh Aghd [wedding table]: Name of the items and what they symbolize 









Examples 

Role plays Students will be asked to invite other students to a 

wedding ceremony 

Students will role play selling and buying fabric, gift, 

clothes, etc. for a wedding 

One student pretend to be host to a family member from 

another city or counry and talk about the wedding 

arrangements 

One student will ask for direction and another student 

gives direction to the location of central bazaar and/or 

the closest metro station in Tehran. 

Students will have a phone conversation with family or 

friend. 

Students will interview their family members regarding 

their weddings 

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Brief description


Interview 

Moodle 

Wedding invitation card 

Journal 

Linguafolio 

 

 

 

 

 

 

Students will use voxopop to do group conversations 

around images or documents and videos. 

Students will interview each other about their favorite 

Iranian traditions and why. 

Each week students will respond to the teachers post on 

Moodle regarding the theme and sub theme. 

Students will make invitation card from scratch based on 

the samples provided by the teacher. 

Students will write daily journal in English and in Farsi 

about what they have learned. 

Students will do Linguafolio at the beginng of the 

program and on the final day 



program 

Strategies 

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7 

Examples 

Use target language for instruction Instructors will always speak in target language. The 

target language will be supplemented with context and 

body language. 

Teachers will use a variety of strategies to create a 

language rich environment and encourage the the us of 

the target language such as labeling the entire items in 

classroom. 

Teachers will use verbal and non-verbal strategies 

such visuals, paraphrasing and examples to make the 

input comprehenstible. 


projects that will allow them to apply what they have 

learned. 


and work with different partners and groups. 

At the beginning of each, class small groups of 

students will be presenting a review of the previous


lessen. 




content 


student need 

 

 

 

 

 

 

 

 

 

Students, working in pairs, will use a map of Tehran 

to find different store and plan a day of shopping. 

Students will engage in real life situations such as 

introducing themselves and their family members, 

inviting someone to a celebration, or how to get to a 

certain location. 

Students will engage in mock Persian wedding 

celebration and different related events such as Hana 

Bandan. 

Students will be exposed to authentic print and nonprint 

materials such as invitation cards, clothing items, 

pictures, video clips, etc. on traditional Persian 

wedding. 

Student will experience shopping in an Iranian store 

and use target language to communicate with others. 

Students will be group according to their language 

skills and background knowledge about Persian 

language and culture. 

Students will have a variety and choices for classwok 

and homework. 

In every class, some time will be set aside for TA’s 



The instructional materials will be adapted/modified to 

meet students’ needs. 



Resources 

Description 

Title of textbook, if applicable We will use novice low and novice High book 




Realia / Authentic materials 

Persian Film and movies 

Maps 

Persian Games 

STARTALK 2010 

8


 

 

 

 

 

 

 

 

 

Persian culture box including use every day in Iran 

Persian food 

Posters 

Flyers 

Magazine 

Newspapers 

Invitation cards 

Advertisement booklet 

Money 

Multimedia 

 

 

 

 

 

Online resources students will use computer lab every 

day for different activates also create PowerPoint 

presentation for class 

Authentic videos of Iranian weddings 

market interaction 

TV commercials 

Authentic recordings of phone conversations 

J. Technology 


learning 


Video Camera 

Language Lab 

Eurotalk 

Explanation 

We are hiring videographers who will be making video 


Two language labs at LARC are equipped with new 

software that support Persian writing, students will use 

these computer to do their projects such as PowerPoint 

presentation, recording their paragraphs and etc. 

Our computer have program like Eurotalk which is an 

interactive learning tool and includes different subjects 

such as Persian colors, Persian numbers, Useful phrase, 

etc. Students can listen to the audio and play, some games, 

and respond to it by recording their voice. This helps them 

listen to themselves and self-correct. 

Byki 

Byki is another tool that can help students to create flash 

cards from lessen of the day and send it to themselves to 

practice later. These flash cards are also with audio and 

STARTALK 2010 

9


come with different interactive games. 

STARTALK 2010 

10





















cultures. 











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11
































______________________ 



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12


2011 



Program Name 

Language(s) 



San Diego State University, Language Acquisition Resource 

Center 


Persian 

Middle/High School 

Intermediate 


Non-residential 

Duration Weeks: 4 Weeks Contact Hours: 114 

Designed by 

Name: Shahnaz Ahmadeian 

Email: 

sahmadeian@projects.sdsu.edu 






The participants will take a virtual trip to Iran to improve their language skills and deepen their 

understanding of the culture (traditional wedding-related events and ceremonies, greeting, shopping 

for wedding, etc.) through the theme of “My Cousin’s Wedding in Iran”. This memorable experience 

STARTALK 2010 

1


will stay with them and will create interest about Iran and its culture and traditions. They will learn 

more advanced communicative skills in the three modes of communication. The program will 

integrate the five C’s of the national standards and will be based on best instructional practices and 

effective assessment tools. At the end of the program, students will learn about culturally appropriate 

ways of communicating with others in familiar everyday life situations. They will also be able to 

describe and discuss, orally and in writing, Persian wedding customs and traditions. Furthermore, 

students will be able to comprehend and respond to selected print and non-print resources about the 

topics studied. 




My Cousin’s Wedding in Iran 




learned. 

Unit 1 

Unit 2 

Unit 3 

Unit 4 

Subthemes 

Getting to know People around you 


Shopping for Wedding 

Aroosi (Persian Wedding) 






Introduce themselves and find out more about the 

others 

Interact with others discussing family history, 

Communication 

city/region of origin, number of family 


members, where they live, what they do… 

Role play, getting a taxi, selling and buying 

items, and engage in a conversation about 

selected Persian wedding traditions such as 

STARTALK 2010 

2




 

 

 

 

 

 

 

 

Khastegari (proposing to the girl’s family) 

Ask questions regarding everyday life situations, 

such as asking and giving directions to places of 

interest in selected cities in Iran 

Read texts provided about events and practices 

related to traditional Persian wedding and 

interpret meaning 

Watch authentic video clips on traditional 

Persian wedding to identify main ideas by 

answering to comprehension questions. 

Follow multiple steps direction on an Iran’s city 

map and explain the location of specific stores 

and places of interest 

Make power-point presentations about their 

extended family members 

Make oral presentation about one of Persian 


Describe in writing and speaking “Sofreh aghd” 

and explain what each item symbolizes 

Explain the directions to the location of central 

shopping area such as bazaar 

2.1 Practices 

 

Identify, describe and explain different 

practices related to traditional Persian 


o Traditional Iranian Aghd Ceremony 

o Tradition of Proposing (Khastegari) 

o Jahizieh (Dowry) 

o Mehrieh (Dowry) 

o Patakhti (reception after the wedding to 

welcome the newly-wed) 

Cultures 

2.2 Products 

 

 

Identify and describe the items that are part of 

“Sofreh aghd” such as honey, bread (nan 

sangak), crystalized sugar, wild rue (Esfand), 

etc. and explain what they symbolize. 

Identify and describe dishes that are usually 

served at the wedding reception. 


Viewpoints 

 

Use print and non-print resources such as 

Persian books, Persian magazines, and 

authentic video clips on Iranian wedding to 

deepen their understanding of wedding 

tradition in Iran 

STARTALK 2010 

3


Comparisons 

4.1 Nature of Language 

 

 

 

Compare sentence structures in Persian and 

English to identify their similarities and 

differences. 

Compare structure of tenses in Persian and in 


differences. 

Compare vocabulary related to family 

members such as paternal and maternal family 

members in Persian and in English 


 

 

Compare wedding-related ceremonies in Iran 

and the U.S. to highlight their similarities and 

differences. 

Compare wedding ceremony in different parts 

of Iran to highlight their similarities and 

differences 


Setting 

 

Interview parents and their families in target 

language about their wedding ceremony 

Communities 


 

 

 

Use Persian language with their friends 

Continue using the skills they learned 

Research on their own to learn more about 

wedding tradition and ceremony in different 

parts of Iran 







 

 

Students Can 

Getting to know people around you: 

Use different kinds of greetings to 

peers and to elders in different times 

and occasions. 

Discuss about family history, 


members, where they live, what they 

do… 

Express opinions regarding people and 

events 


Students Use 

It is a pleasure meeting you. You are more than 

welcome! I am his first cousin. I’m the 

oldest/youngest son/daughter. 

Describing people: This is my cousin. She lives 

with her parents. They used to live in…, but they 

live now in Tehran. Yes, they are originally 

form… 

He is a businessman. She is an interior designer. 

She is very talented. You have to see her work, it 

STARTALK 2010 

4


is amazing. It is a beautiful wedding. Everything 

is perfect: food, music, flower arrangements, 

bride’s gown… 

‣ Getting Around Town: Ask questions 

regarding everyday life situations such as 

asking and giving multi-step directions 

‣ Shopping: Role play buying and 

selling clothing items and/or discussing 

shopping 

Getting and giving directions. Turn left/right. 

Close to… Next to … in front of. It is in the northof 

Tehran close to … Street. It is in the south-west 

of… It is right behind the bazaar. It is too far 

away from where you live. You have to take a 

cab. 

This is a beautiful dress. I saw this dress in a 

different store. This dress is cheaper. The blue 

shoes goes with this dress. 

My friend’s engagement ring is very big. Where 

did you buy your engagement ring Let’s go to 

bazaar! If you visit bazaar you have to be quite 

familiar with the art of bargaining. 

‣ Persian Wedding: Explain in details 

events, practices and products related to 

traditional Persian wedding. 

They met a few years ago. She was at college and 

he was working. The bride and groom both like the 

traditional wedding. The groom is …. (job) and the 

bride is …(job) They are so happy together Their 

“Sofreh aghd” is beautiful. What I like the most 

are the candle holders. They are simple and yet 

very original. 









STARTALK 2010 

5


 

 

 











Interpretive, Interpersonal and Presentational tasks 

Students will Interview a native speaker about his/her traditional wedding. They will also 

research using an authentic print or non-print resource about traditional Iranian wedding. They 

will then use the results of their research from these two different resources to prepare a story 

book using Story Bird, power point presentation, a poster, an illustrated and narrated book, or a 

brochure about Iranian traditional wedding. They will present their work to the rest of the class 

and answer questions. The final product must include: 

 

 

 

 

Information about the bride and the groom, their place of origin, their educational 

background, profession and how they met 

Information about wedding ceremony and reception, including the time, place, number 

of guests, music, and food and a brief description of what the bride is wearing 

Information about “Sofreh aghd”, its items and what they represent 

Description of the food and sweets that are usually served at wedding receptions 









Examples 


STARTALK 2010 

6


Role Plays Students will be asked to invite other students to a 

wedding 

 

 

 

 

One student pretend to be host to family members 

from another region discussing differences between 

some of Iranian traditions such as Khastegari or Aghd 

Students act-out buying and selling fabric, clothes, 

gift, jewelry, etc. for a wedding. 

One student asks for directions and another student 

gives directions to the store 

Students will make phone conversation to invite 

family and friends to a wedding reception 

Interview Students interview family members regarding their 

wedding 

Students interview each other about their favorite 

Iranian traditions and why 

Students interview each other about their favorite 

dishes and sweets served at traditional wedding 

reception 

Moodle Students respond to their teacher’s post on Moodle 

regarding the theme and sub themes 

Invitation Cards Students create culturally embedded wedding 

invitation cards from scratch based on an authentic 

sample provided by their teacher 

Journal Students write daily journal in Farsi about what they 

learned that day and reflect on their experience 

Students make a power point presentation based on a 

wedding-related event. 

Oral Presentation Students research about an Iranian wedding and report 

and present their findings to their classmates 

 

Students report to the class about their friends or 

family members’ weddings 

STARTALK 2010 

7


Linguafolio Students will do Linguafolio at the beginning, and on 

the final day of the program 



program 

Strategies 

Examples 

Use target language for instruction Teachers will always speak in the target language. The 

target language will be supplemented with context and 

body language to make it comprehensible. 

Teachers use verbal and non-verbal strategies such as 

visuals, paraphrasing, synonyms and antonyms and 

examples to make the input comprehensible 


projects, classwork and homework to apply what they 

know 


and work with different partners or groups 

At the beginning of each class small group of students 

will be presenting a review of the previous day’s 

lesson 




content 

 

 

 

 

Student will work with a partner or in small groups to 

make an invitation card, make a list of the dishes, 

baked food and fruit to order for dinner, or research to 

find and select authentic pieces of music to play 

during the wedding reception. 

Students will engage in mock wedding celebrations 

Authentic video clips and pictures will be used to 

introduce Persian wedding to students. 

Authentic print materials such as invitation cards, 

congratulations cards, musical instruments, items of 

clothing will be used when introducing the weddingrelated 

traditions in Iran. 

Students will experience shopping in an Iranian store 

and use target language to communicate with others 


student need 

 

Students will be grouped according to their strengths, 

language skills and background knowledge of Persian 

culture 

STARTALK 2010 

8


 

 

Students will be provided with choices to demonstrate 

their comprehension both for classwork and 

homework. 






Resources 

Title of textbook, if applicable Farsi Book for Advance 


Multimedia 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Description 




Persian Films 

Money 

Maps 

Posters, flyers 

Invitation Cards 

Magazines and Newspapers 

Advertisements 

Persian Games 

Persian Culture Box including items used everyday in 

Iran 

Persian Food 

Students will use computer lab every day for different 

activities, also to create power point presentations for 

class 

Online Resources: Authentic videos of Iranian 

wedding, 

J. Technology 


learning 

Video Camera 


Explanation 

We are hiring a videographer who will be making video 


STARTALK 2010 

9


Language Lab 

Euro talk 

Both our language labs are equipped with new software 

that supports Persian writing, students will use these 

computers to do their projects such as power point 

presentations, writing their paragraph or reports on movies 

etc. 

Our computers also have programs like Euro talk, which is 

an interactive learning tool and includes different subjects 

such as Useful phrases. Students can listen to an audio, 

play some games, and respond to it by recording their 

voice. This helps them listen to themselves and selfcorrect. 

Byki 

Byki is another tool that can help Intermediate and 

Advance students to create flash cards from the lesson of 

the day and send it to themselves to practice later. These 

flash cards are also with audio and come with different 

interactive games. 

STARTALK 2010 

10





















cultures. 











STARTALK 2010 

11
































______________________ 



STARTALK 2010 

12


2011 



Program Name 

Language(s) 



San Diego State University, Language Acquisition Resource 

Center 


Persian 

High School 

Advanced 


Non-residential 

Duration Weeks: 4 Weeks Contact Hours:114 

Designed by 

Name: Shahnaz Ahmadeian 

Email: 

sahmadeian@projects.sdsu.edu 






The participants will take a virtual trip to Iran to improve their language skills and deepen their 

understanding of the culture (traditional wedding-related events and ceremonies, greeting, shopping 

for wedding, etc.) through the theme of “My Cousin’s Wedding in Iran”. This memorable experience 

STARTALK 2010 

1


will stay with them and will create interest about Iran and its culture and traditions. They will learn 

more advanced communicative skills in the three modes of communication. The program will 

integrate the five C’s of the national standards and will be based on best instructional practices and 

effective assessment tools. At the end of the program, students will learn about culturally appropriate 

ways of communicating with others in a variety of situations. They will also be able to explain and 

discuss, orally and in writing, Persian wedding customs and traditions. Furthermore, students will be 

able to comprehend, respond to, and give their opinion about a variety of content-related print and 

non-print resources. 




My Cousin’s Wedding in Iran 




learned. 

Unit 1 

Unit 2 

Unit 3 

Unit 4 

Subthemes 

Getting to know People around you 


Shopping for Wedding 

Aroosi (Persian Wedding) 






Use formal and informal greetings based on the 

setting and status 

Discuss about family history, city/region of 

Communication 

origin, number of family members, where they 


live, what they do… 

Discuss about past and present experiences 

Role play, getting a taxi, giving the driver 

detailed directions to the destination, selling and 

STARTALK 2010 

2




 

 

 

 

 

 

 

 

 

 

buying items, and explaining in details selected 

Persian traditions such as “Khastegari”, 

“Shirinikhoori”, and “Patakhti” 

Discuss with classmates pros and cons of 

arranged marriage versus marriage of love 

Ask questions regarding everyday life situations 

such as asking and giving multi-step directions to 

places around the town 

Read/listen to a variety of authentic print or nonprint 

resources about events and practices related 

to traditional Persian wedding and summarize to 

highlight main ideas. 

Watch authentic video clips on traditional 

Persian wedding to identify main ideas by 

answering comprehension questions. 

Follow multiple steps directions on an Iran’s city 

map and explain the location of a variety of 

stores and places of interest 

Make power-point presentations about their 

extended family members explaining where they 

live and what they do 

Make oral presentation about one of Persian 


Describe in writing and speaking “Sofreh Aghd” 

and explain what each item symbolizes 

Explain the directions to the location of central 

shopping areas such as bazaar 

Explain opinion about traditional steps and 

events that lead to actual wedding ceremony and 

reception 

Cultures 

2.1 Practices 

 

 

Identify, describe, and explain different 

practices related to tradition Persian 


o Traditional Iranian Aghd Ceremony 

o Tradition of Proposing (Khastegari) 

o Jahizieh (Dowry) 

o Mehrieh (Dowry) 

o Patakhti (reception after the wedding to 

welcome the newly-wed) 

Share opinion and provide rationale about 

different events that lead to actual wedding 

ceremony and celebration 

STARTALK 2010 

3


2.2 Products 

 

 

Identify and describe the items that are part of 

“Sofreh Aghd” such as honey, bread (nan 

sangak), crystalized sugar, wild Rue (Esfand), 

etc. and explain what they symbolize. 

Identify and describe dishes that are usually 

served at the wedding reception. 

Comparisons 


Viewpoints 

4.1 Nature of Language 

 

 

 

 

Use authentic print and non-print resources 

such as Persian books, Persian magazines, and 

authentic video clips on Iranian wedding to 

deepen their understanding of wedding 

tradition in Iran 

Compare sentence structures in Persian and 


differences. 

Compare structure of tenses in Persian and in 


differences. 

Compare vocabulary related to family 

members such as paternal and maternal family 

members in Persian and in English. 

Communities 



Setting 


 

 

 

 

 

Compare wedding-related ceremonies in Iran 

and the U.S. to highlight their similarities and 

differences. 

Compare wedding ceremony in different parts 

of Iran to highlight their similarities and 

differences 

Interview parents and their families in target 

language about their wedding ceremony 

experiences 

Use Persian language with their friends 

Research on their own to learn more about 

wedding tradition and ceremony in different 

parts of Iran 







STARTALK 2010 

4


 

Students Can 

Getting to know people around you: 

Discuss about family history, 


members, where they live, what they 

do… 

‣ 

‣ Getting Around Town: Ask questions 

regarding everyday life situations such as 

asking and giving multi-step directions 


Students Use 

It is a pleasure meeting you. The last time that I 

saw you was at my cousin’s wedding two years 

ago. I’m the oldest/youngest son/daughter. I’m my 

grandparents’ oldest/youngest grandchild. 

Describing people: This is my cousin’s mother-inlaw. 

He lives in Shiraz, in the south of Iran, near 

Persepolis. 

Express opinions regarding people: He is a very 

successful businessman. He has his own importexport 

company. As for her, she is a skillful 

interior designer. You have to see her work. It is 

amazingly beautiful. She studied in… and was 

hired before she graduated. 

Getting and giving directions using prepositions. 

Turn left/right. Close to… Next to … in front of. It 

is in the north-eastern part of the Tehran close to 

… Street. It is in the south-west of… It is right 

behind the bazaar. It is too far away from where 

you live. You have to take a cab. The bazaar area 

is one of the busiest parts of town, because of the 

number of businesses and visitors. 

‣ Shopping: Role play buying and 

selling clothing items. 

‣ Persian Wedding: Explain in details 

events, practices and products related to 

traditional Persian wedding. 

I like the color, but it is too expensive. I saw the 

same dress in a different store that was less 

expensive; however they didn’t have the color I 

was looking for. My friend’s engagement ring is 

huge compared to yours, but I like yours more. 

How many carats is your engagement ring Let’s 

go to bazaar! They have the best If you visit bazaar 

you have to be quite familiar with the art of 

bargaining. I enjoy bargaining, but I know that no 

matter I do I still don’t get the right price. The 

vendors are indeed very skillful. 

Do you know how they met They met several 

years ago when they were studying at the 

university, but they had to wait until they could 

both get a job. The bride and groom decided not to 

have dowry. (mehrieh & jahizieh) The groom is 

…. (job) and the bride is …(job) They are 

beautiful together Their “Sofreh Aghd” is 

beautiful. What I like the most are the candle 

STARTALK 2010 

5


holders. They are simple and yet very original. I 

wonder who arranged their “Sofreh Aghd”. It is 

one of the most creative ones that I have seen. 









 

 

 











Interpretive, Interpersonal and Presentational tasks 

Students will Interview a native speaker about his/her traditional wedding. They will also 

research using two authentic resources, one print and one non-print, about traditional Iranian 

wedding. They will then use the results of their research from these three different resources to 

prepare a power point presentation, a poster, an illustrated and narrated book, or a brochure about 

Iranian traditional wedding. They will present their work to the rest of the class and answer 

questions. The final product must include: 

 

 

 

 

 

Detailed information about the bride and the groom, their place of origin, their 

educational background, professions and how they met 

Detailed information about wedding ceremony and reception, including time, place, 

number of guests, music, and food as well as what the bride is wearing 

Detailed information about “Sofreh Aghd”, its items and what they represent 

Description of the food and sweets that are usually served at wedding receptions 

Opinion and rationale about the events, such as “Khastergari”, that lead to actual 

wedding ceremony and reception 

STARTALK 2010 

6










Examples 


Role Plays Students will be asked to invite other students to a 

wedding 

 

 

 

 

One student will pretend to be host to family members 

from another region discussing differences between 

some of Iranian traditions such as Khastegari, Aghd, 

Patakhti, etc. 

Students will act-out buying and selling fabric, 

clothes, gift, jewelry, etc. for wedding. 

One student will asks for directions and another 

student gives multiple-step directions to the store 

Students will make phone conversation to invite 

family and friends to the wedding party and insist that 

they attend 

Interview Students will interview family members regarding 

their weddings 


Iranian tradition and why 


dishes and sweets served at the wedding reception and 

seek and provide information about ingredients of 

selected dishes/sweets 

Moodle Students will respond to their teacher’s post on 

Moodle regarding the theme and sub theme 

STARTALK 2010 

7


Invitation Cards Students will create culturally embedded wedding 

invitation cards from scratch based on an authentic 

sample provided by their teacher 

Journal Students will write daily journal in Farsi about what 

they learned that day and reflect on their experience 

Students will make a power point presentation based 

on wedding-related events. 

Oral Presentation Students will research about an Iranian wedding and 

report and present their findings to their classmates 

 

Students will talk about their friends or family 

member’s wedding 

Linguafolio We will do Linguafolio at the beginning, and on the 

final day of the program 



program 

Strategies 

Examples 

Use target language for instruction Teachers will always speak in the target language. The 

target language will be supplemented with context to 

make it comprehensible. 

Teachers use verbal and non-verbal strategies such as 

visuals, paraphrasing, synonyms and antonyms and 

examples to make the input comprehensible 


projects, classwork and homework to apply what they 

know 


and work with different partners or groups 

At the beginning of each class small group of students 

will be presenting a review for the previous lesson 

STARTALK 2010 

8





content 


student need 

 

 

 

 

 

 

 

Student will work with a partner or in small groups to 

make an invitation card, discuss and make a list of the 

dishes, baked food and fruit to order for dinner, or 

research to find and select authentic pieces of music to 

play during the wedding reception. 

Students will engage in mock wedding celebrations 

Authentic video clips and pictures will be used to 

introduce Persian wedding to students. 

Authentic print materials such as invitation cards, 

congratulations cards, musical instruments, items of 

clothing will be used when introducing the weddingrelated 

traditions in Iran. 

Students will experience shopping in an Iranian store 

and use target language to communicate with others 

Students will be grouped according to their language 

skills and background knowledge of Persian culture 

Students will be provided with choices to demonstrate 

their comprehension both for classwork and 

homework. 






Resources 

Description 

Title of textbook, if applicable Farsi Book for Advance 




Persian Films 

Money 

Maps 

Posters, flyers 


Invitation Cards 

Magazines and Newspapers 

Advertisements 

Persian Games 

Persian Culture Box including items used everyday in 

Iran 

Persian Food 

STARTALK 2010 

9


Multimedia 

 

 

Students will use computer lab every day for different 

activities, also to create power point presentations for 

class 

Online Resources: Authentic videos of Iranian 

wedding, 

J. Technology 


learning 


Video Camera 

Language Lab 

Euro talk 

Explanation 

We are hiring a videographer who will be making video 


Both our language labs are equipped with new software 

that supports Persian writing, students will use these 

computers to do their projects such as power point 

presentations, writing their paragraph or reports on movies 

etc. 

Our computers also have programs like Euro talk, which is 

an interactive learning tool and includes different subjects 

such as Useful phrases. Students can listen to an audio, 

play some games, and respond to it by recording their 

voice. This helps them listen to themselves and selfcorrect. 

Byki 

Byki is another tool that can help Intermediate and 

Advance students to create flash cards from the lesson of 

the day and send it to themselves to practice later. These 

flash cards are also with audio and come with different 

interactive games. 

STARTALK 2010 

10





















cultures. 











STARTALK 2010 

11
































______________________ 



STARTALK 2010 

12

فاميیل ااسم 

SECTION: All 

Writing: ااسمم فاميیلل 

حرفف ااسم فاميیل ررنگ حيیواانن ميیوهه شيیئ شهھر 

بب بهھمن بهھبوددیی بنفش ببر بهھ بيیل بندررعباسس 

ططريیقهھ باززیی:‏ معلم شما يیک حرفف اازز االفبایی فاررسی 

ميیگويید‎٬‎‏،‏ شما بايید براایی هھھھرقسمت يیک کلمهھ بنويیسيید کهھ با آآنن حرفف شرووعع شودد.‏ بهھ مثالل بالا 

نگاهه کنيید.‏ 

INSTRUCTION: Your teacher would say a letter from Persian alphabet, as soon as you hear the letter, work in your group and write a word that 

starts with that letter. Look at the example. 

Created By: Shahnaz Ahmadeian

My Cousin’s Wedding 

For Advance Student 

Persian STARTalk Summer Camp 2011 

Author: Shahnaz Ahmadeian

هفته د"گر بعد از پنج سال من با خانواده ام برای د"دن فامیل به ا"ران می رو"م.‏ 

خانواده مادری من همه ا"نجا در آمر"کا زندگی می کنند ولی خانواده پدری 

من همه در ا"ران زندگی می کنند.‏ من دو عمو و ‏"ک عمه دارم که همه از پدر 

من بزرگتر هستند.‏ عمو سهراب که پسر بزرگ خانواده است،‏ دو دختر به 

اسمهای سیما و مینا دارد،‏ آنها هر دو ازدواج کرده اند.‏ عمه سودابه که تنها 

دختر خانواده است سه بچه دارد.‏ دو پسر بزرگ به نامهای اردشیر و اردلان و 

‏"ک دختر به نام الناز.‏ عمو سپهر که پسر دوم خانواده است ، ‏"ک پسر به اسم 

پرهام و ‏"ک دختر به اسم پر"سا دارد.‏ پر"سا که فرزند بزرگ است شش سال 

پیش ازدواج کرده است.‏ او ‏"ک دختر سه ساله بسیار دوست داشتنی و شیر"ن 

زبان به اسم سارا دارد.‏ ‏"ک ماه د"گر عروسی پرهام است و به همین دلیل ما 

همگی به ا"ران می رو"م.‏

١۱. از روی متن درس ‏"کبار بخوان و دور کلماتی که معنی آن را نمی دانی 

خط بکش و آنها را در ا"ن قسمت بنو"س.‏ 

کلمات جدید 

‎٣۳‎‏.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید.‏ آ"ا تا بحال هیچکدام 

از موضوعات متن برای شما اتفاق افتاده است؟ 

In a group of three or four discuss the story, to which part of the story do 

you relate to Write the outline. 

Read the text and circle and write the words you don’t know. 

ا"ن خیلی جالب بود!‏ 

٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.‏ 

Compare your list with your friend and write 5 common words that you both 

don’t know in here. 

گفتگوی امروز ....

درباره ‏"کی از موضوعات داده شده بنو"س.‏ 

با دوست خود درباره موضوعات ز"ر صحبت کن.‏ 

مسافرت 

خانواده در آمر"کا 

خانواده در ا"ران 

خانواده مادری 

خانواده پدری

If Paria was living in Iran and wanted to come to US for her cousin’s wedding what would she had to do 

differently to prepare for her trip What would be the same What would you recommend her to bring 

اگر پر"ا در ا"ران زندگی می کرد و می 

خواست برای عروسی پسر عمو"ش به 

آمر"کا بیا"د......‏

خانواده پر"ا رابکش.‏ اسم افرادی را که می شناسی بنو"س.‏ 

مردی برای کارش به مسافرت می رود،‏ در چمدان او چه چیزهای پیدا می 

شود.‏ 

مرد د"گری با خانواده اش برای تعطیلات به مسافرت می رود،‏ در چمدان او 

چه چیزهای پیدا می شود.‏

چند روزی است که مادر و پدر من در حال آماده شدن برای رفتن به ا"ران 

هستند.‏ من چمدانم را آماده کرده ام و لباس مهمانی که برای عروسی پسر 

عمو"م خر"ده ام را هم در چمدان گذاشته ام.‏ چمدانم را چند"ن بار بررسی 

کرده ام تا مطمئن شوم تمام وسائل ضروری را با خود برده باشم.‏ د"شب از 

خوشحالی خوابم نمی برد و از فکر ا"نکه به زودی عمه و عموهای خود را می 

بینم در پوست خود نمی گنجیدم.‏ ا"ن اولین باری است که من سارا را می 

بینم.‏ سارا نوه ی عمو سپهر است.دفعه قبل که من به ا"ران رفته بودم سارا هنوز 

به دنیا نیامده بود.‏ ما معمولا پنج شنبه شبها با ا"ران تماس می گیر"م و همه با 

هم صحبت می کنیم.‏ تازگیها سارا ‏"ک کم به حرف آمده و شعرهای قشنگی 

می خواند.‏ من دوست دارم شعرهای دوران کودکیم را به او ‏"اد بدهم.‏















از دوست خود درباره ‏"کی از موضوعات ز"ر سوال کن.‏ 

نگرانی 

خوشحالی 

ترس اضطراب 

هیجان

What would she had to do differently to prepare for her trip What would be the same What would be your 

recommend her 




درخت فامیلی خود را بکش.‏ اسم افرادی که می دانی بنو"س.‏ 

‏"کی از شعرهای دوران کودکی خودت را و ‏"ک از شعرهای دوران 

کودکی پدر ‏"ا مادرت را با کلاس در میان بگذار.‏

ما در هواپیما هستیم و تا ‏"ک ساعت د"گر به ا"ران می رسیم.‏ پرواز به 

ا"ران تقر"با بیست و دو ساعت طول می کشد و در ا"ن راه ما از چند 

قاره و چند"ن کشور عبور می کنیم.‏ ما اول با هواپیما از لوس انجلس به 

لندن رفتیم و بعد از آن با ‏"ک هواپیمای د"گر از لندن به تهران می 

رو"م.‏ من برای د"دن فامیلم لحظه شماری می کنم.‏ الان همه در 

فرودگاه هستندو منتظر رسیدن ما می باشند.‏ با ا"نکه د"روقت است من 

مطمئنم سارا کوچولو هم آنجا است.‏ من تمام راه از هیجان ز"اد نتوانستم 

‏"ک لحظه هم بخوابم.‏ برادر من پارسا که شش ساله است تمام مدت 

درباره ا"ران سوال می کرد.‏ او مدام درباره عمه و عموها می پرسید،‏ من 

با"د به سوالات آنها جواب می دادم.‏ دفعه قبل که به ا"ران رفتیم پارسا 

خیلی کوچک بود برای همین ا"ران را ز"اد به ‏"اد نمی آورد.‏ ما تقر"با 

ساعت پنج صبح به فرودگاه تهران می رسیم و از آنجا همراه با بقیه به 

خانه مادربزرگ می رو"م.‏
















کشور 

خانه 

شهر 

قاره 

محله

Who would be in the airport to greet her and her family 




باکمک دوستانت اسم قاره ها را بنو"س.‏ با استفاده از کاغذ رنگی 

وچسب ‏"ک کاردستی درست کن.‏ 

اسم پنج شهر ا"ران و آمر"کا که شباهت ز"ادی با هم دارند را پیدا 

کن و بنو"س.‏

امشب دومین شبی است که ما به ا"ران رسیده ا"م و در خانه مادر بزرگ هستیم.‏ در طی 

دو روز گذشته تمام فامیل به د"دن ما آمدند و خانه مادر بزرگ دائم پر از مهمان بود.‏ با 

ا"نکه خیلی از آنها را نمی شناسم ولی همه آنها برای من هد"ه های ز"ادی آورده اند و من 

از گرفتن هد"ه ها خیلی خوشحال هستم.‏ هر که از راه می رسد مرا بغل می کند و می 

بوسد.‏ بعضی از آنها حتی از د"دن من از خوشحالی گر"ه می کنند.‏ مردم ا"ران مردم 

مهربان و مهمان نوازی هستند حتی همسا"ه های مادر بزرگ به د"دن ما آمدند وبرا ی 

ما گل ، شیر"نی و هد"ه آوردند.‏ آنها به خانواده و رفت و آمد خانوادگی اهمیت ز"ادی 

می دهند.‏ ا"نجا من هیچوقت احساس تنها"ی نمی کنم و در ا"ن دو روز دوروبرم خیلی 

شلوغ بود.‏ عمه،‏ عموها و بچه ها و نوه های آنها تمام مدت در خانه مادربزرگ هستند و 

حتی شبها تا د"روقت نشسته با پدر و مادرم درباره خاطرات گذشته صحبت می کنند.‏















همسا"ه 

آشنا 


فامیل اقوام 

رفت و آمد خانوادگی

How would people greet her differently 




چند روز پیش عمه سودابه همه را برای نهار به خانه خود دعوت 

کرد.‏ امروز ما به همراه مادربزرگ ، پدربزرگ ، عمو سپهر و 

بچه های او به خانه ی عمه رفتیم.‏ عمو سهراب و خانواده او 

مهمان داشتند برای همین به خانه عمه نیامدند.‏ خانه عمه کنار 

‏"ک بازارچه قد"می است . قبل از ا"نکه به خانه ی او برو"م ما 

همگی برای د"دن ا"ن بازار قد"می و خر"د کارهای دستی و 

سنتی ا"ران به آنجا رفتیم.‏ بازار بسیار جالبی بود که مغازه های 

کوچک و قد"می ز"ادی داشت.‏ سقف بازار گنبد ی شکل بود 

و مغازه ها پر از اسباب و وسا"ل مختلف بود از کفاشی و مزون 

لباس عروس گرفته تا مغازه های صنا"ع دستی.‏ من عکس و فیلم 

های ز"ادی گرفتم و با چند مغازه دار صحبت کردم.‏
















مزون عروس 

کفاشی 

بازار 

فروشگاه 

صنا"ع دستی

What would she experience differently regarding geGng invited to a party and how the party would be different 




روی ا"ن میز صبحانه ا"رانی بکش.‏ 

در ا"ران و آمر"کا مهمان با چه چیزها"ی پذ"را"ی می شوند؟

امروز به پیشنهاد عمه سودابه به پارک ارم رفتیم.‏ پارک ارم ‏"کی از پارک های 

خیلی بزرگ وتفر"حی تهران است.‏ در ا"ن پارک بچه ها و بزرگترها با هم حرف 

می زنند،‏ بازی می کنند و از کنار هم بودن لذت می برند.‏ در ا"ن پارک وسیله 

های بازی ز"ادی برای سرگرمی بچه ها و بزرگتر ها وجود دارد.‏ قطار وحشت 

وسیله بازی مورد علاقه من بود ولی برادرم پارسا ترسیده بود و مدام جیغ می زد.‏ 

در جلو ا"ن قطار ‏"ک در"اچه ی بزرگی است که مردم سوار قا"ق شده و در"اچه را 

دور می زنند.‏ من با عمو سهراب،‏ پارسا و سارا کوچولو سوار ‏"ک قا"ق سبز شد"م 

و در"اچه را دور زد"م.‏ سارا قا"ق سواری را خیلی دوست داشت و دا"م بالا و پا"ین 

می پر"د.‏ من و عمو سهراب مواظب بود"م تا او داخل در"اچه نیفتد.‏ بعد از آن 

خسته به خانه ی مادربزرگ برگشتیم.‏ مادربزرگ با کمک نوه ها"ش سیما و مینا 

شام بسیار مفصل و خوشمزه ای را برای همه آماده کرده بودند.‏















بازی 


تفر"حات 

وسائل بازی 

ورزش



آمر"کا بیا"د......‏ 

Where would you take Paria for entertainment

مسیر به پارک را نام گذاری کن و آدرس آن را بنو"س.‏ 

دو مسیر مختلف از مدرسه تا خانه خود را پیدا کن و سر"عتر"ن 

مسیر به خانه خود را بکش و به دوستت توضیح بده.‏

امروز من به همراه مینا دختر عمو"م به بازار رفتیم . من می 

خواستم برای دوستانم در آمر"کا سوغاتی بخرم.‏ ما با مترو به 

بازار تهران رفتیم.‏ بازار تهران بازار بزرگ و شلوغی است که از 

شیر مرغ تا جون آدمیزاد در آن پیدا می شود.‏ من از د"دن ا"ن 

همه چیزهای د"دنی و خوردنی شگفت زده شده بودم.‏ مینا من 

را به ‏"ک مغازه صنا"ع دستی برد و در آنجا چیزهای ز"با"ی را به 

من نشان داد.‏ قیمت آنها بسیار مناسب بود و من توانستم با 

پولی که داشتم برای همه ی دوستانم هدا"ای بخرم.‏ بعد ما با هم 

به ‏"ک رستوران کوچک رفتیم و دو سمبوسه گوشت و دو 

نوشابه گرفتیم.‏ بعد از خر"د و خوردن غذا به طرف خانه راه 

افتاد"م و در کنار خیابان منتظر تاکسی شد"م.‏ ما آدرس خود را 

به راننده تاکسی داده و به خانه ی مادربزرگ برگشتیم.‏
















سوغاتی 

کادو 

کادو عروسی 

کادو خانه نو 

هد"ه

She wants to buy souvenir, what would you recommend her 




‏"کی از صنا"ع دستی ا"ران را انتخاب کن و شکل آن را بکش.‏ 

طرز ساخت و مواد مورد نیاز برای درست کردن صنا"ع دستی که انتخاب 

کرده ای را بنو"س و بکش.‏

امروز عمو سپهر پدر و مادرم را دعوت کرد تا به خواستگاری دختر ‏"کی از اقوام 

بروند.‏ من با بزرگان فامیل با ‏"ک سبد گل وچند بسته شیر"نی به خانه ی عروس 

رفتیم.‏ پدر و مادر عروس ما را به اتاق پذ"را"ی بزرگ و ز"با"ی راهنما"ی کردند.‏ 

بعد از کمی صحبت و احوالپرسی عروس خانم برای ما چا"ی آورد و از همه پذ"را"ی 

کرد.‏ بزرگترها در باره مهر"ه صحبت می کردند.‏ من از دختر عمو ‏"م درباره مهر"ه 

پرسیدم،‏ او با مهربانی گفت : مهر"ه مالی است که مرد موظف میشود هر زمان که 

همسرش خواست به او پرداخت کند.‏ بعد از رضا"ت و موافقت هر دو خانواده ، 

عروس با شیر"نی و شربت از همه پذ"را"ی کرد و خانواده داماد با کل زدن و دست 

زدن خوشحالی خود را نشان دادند.‏ خواستگاری کردن در ا"ران با خواستگاری 

کردن در آمر"کا تفاوتهای بسیار ز"ادی دارد!!!!!!!‏
















جشن گرفتن 

پا"کوبی کردن 

دست زدن 

کل زدن 

شادمانی کردن

Would she be present when her cousin proposes to his bride-‐to-‐be 




د"روز روز مراسم نامزدی پرهام بود همه ی فامیل با هم به خانه پدر 

عروس خانم رفتیم.‏ ا"ن اولین مراسم نامزدی بود که من در آن شرکت می 

کردم.‏ مراسم نامزدی در اتاق پذ"را"ی آنها برگزار شد،‏ در کنار اتاق میز 

بزرگی بود که روی آن پر از میوه و شیر"نی بود.‏ مراسم نامزدی با پذ"را"ی 

از مهمانها شروع شد.‏ بعد از آن خانمها در اتاق د"گری دور هم جمع 

شد"م و به رقص و شادمانی پرداختیم و شب خوب و خوشی 

راگذراند"م.‏ عروس که لباس بنفش ز"با"ی پوشیده بود روی صندلی 

سفیدی نشسته بود.‏ اسم او الینا است او بیست و پنج سال دارد و در 

رشته روانشناسی درس می خواند.‏ الینا و پرهام در دانشگاه با هم آشنا 

شدند و با حضور پدر و مادر الینا با هم صحبت می کردند تا با هم 

بیشتر آشنا بشوند.‏ بعد از مدتی آنها تصمیم به ازدواج گرفتند.‏ پرهام 

‏"ک گردنبند طلای ز"با"ی به الینا هد"ه داد و روز نامزدی با خوبی و 

خوشی به پا"ان رسید.‏
















گلا"ه کردن 

تعارف کردنتبر"ک گفتن 

مقا"سه کردن 

چانه زدن

How would she experience the engagement ceremony 




عکس ‏"ک عروس ا"رانی و ‏"ک عروس چینی را بکش.‏ 

هنگام خر"د عروسهای ا"رانی چه چیزها"ی برای جشن خود احتیاج 

دارند؟ عروسهای آمر"کا"ی چطور؟

چند روز گذشته خانواده عموی من به همراه الینا،‏ پرهام و پدر و مادر الینا برای خر"د 

عروسی هرروز به بازار می رفتند.‏ الینا چیزهای ساده و شیک دوست دارد و رنگ مورد 

علاقه ی او آبی و نقره ای است.‏ امروز من به همراه بقیه برای خر"د انگشتر و آ"نه شمعدان 

راهی بازار شدم.‏ ما همگی به مغازه های مختلف ز"ادی رفتیم . برای خر"د آ"نه و 

شمعدان به مغازه آ"نه شمعدان فروشی رفتیم آنها آ"نه های بزرگ و گران قیمت ز"ادی 

داشتند.‏ الینا ‏"ک آ"نه و دو شمعدان نقره ای بسیار ز"با انتخاب کرد.‏ عمو و پدر الینا با 

صاحب مغازه صحبت کردند تا بتوانند قیمت کمتری برای آ"نه و شمعدانها بدهند.‏ بعد 

از آن همه به ‏"ک مغازه کوچک جواهرفروشی برای خر"د حلقه رفتیم،‏ صاحب ا"ن مغازه 

آقای عباسی پدربزرگ الینا است.‏ آقای عباسی انگشترهای برلیانش را به الینا و پرهام نشان 

داد.‏ الینا و پرهام انگشتری را که ‏"ک برلیان بزرگ گرد داشت انتخاب کردند.‏ آقای 

عباسی با خوشروی و خوشحالی قیمت کمتری به آنها پیشنهاد داد و برای عروس و داماد 

آرزوی خوشبختی کرد.‏
















کم ارزش مناسب 

ارزان 

گرانبها 

گران

Was there a need for bride and groom’s family to be involve in wedding process 




‏"ک نقاشی به سبک مینیاتور نقاشی کن.‏ 

کدامیک از صنا"ع دستی آمر"کا با صنا"ع دستی ا"ران شبیه است؟ 

از چه نظر؟

امروز برای من روز بسیار خوبی بود.‏ صبح پس از خوردن صبحانه ای 

مفصل،‏ همگی برای انتخاب و خر"د لباس عروس به مزون عمه سودابه 

رفتیم.‏ مزون لباسهای عروس عمه سودابه به خاطر کارهای دستی ز"بای 

که او انجام می دهد بسیار معروف است.‏ او مشتر"های ز"ادی از شهرهای 

دور و نزد"ک ا"ران دارد که برای خر"د ‏"ا اجاره لباس عقد ‏"ا لباس عروس 

به مزون او می آ"ند.‏ الینا لباسهای عروسی مختلفی را امتحان کرد او به 

دنبال ‏"ک لباس ساده ولی شیک بود.‏ بلاخره ‏"ک لباس ساده ولی بسیار 

ز"با را انتخاب کرد.‏ همه زنهای فامیل کل زدند و به او تبر"ک گفتند.‏ 

الینا در مزون ‏"ک تاج با نگینهای سبز هم انتخاب کرد.‏ حالا او برای 

مراسم عقد و عروسی کاملا آماده می باشد.‏
















پیراهن عروس 

کت و شلوار داماد 

پیراهن مهمانی 

تاج عروس 

لباس عقد

Would she be invited to see the bride buying wedding dress 




‏"ک لباس عروس ‏"ا داماد طراحی کن.‏ 

در ‏"ک مزون لباس عروس به غیر از لباس عروس چه چیزها"ی 

د"گری برای فروش وجود دارد؟

امروز صبح خیلی زود من با صدای همهمه ز"اد از خواب 

بیدار شدم.‏ پارسا هم بیدار شده بود و با تعجب به دور و 

برش نگاه می کرد.‏ عده ز"ادی در خانه مادر بزرگ بودند.‏ 

آنها برای مرتب کردن و جابجا کردن وسا"ل خانه آماده 

بودند.‏ 

میزها و صندلی ها ی ز"ادی در کنار باغ بزرگ خانه چیده بودند.‏ ‏"ک عده هم 

در اتاق مهمانی مشغول کار بودند،‏ آنها ا"ن اتاق که از اتاق ها ی د"گر خانه 

بزرگتر بود را برای مراسم عقد تز"ین می کردند.‏ چیدن سفره عقد ‏"کی از مراسم 

قد"می ا"رانیان است ا"ن سفره که شامل اجزای مختلف می باشد نماد آرزوهای 

خوب برای زندگی مشترک است و هر کدام از اجزای آن،‏ دارای معنای خاص و 

زيبا ‏"ی است . در ابتدا پارچه ترمه ای که از پارچهای اصیل ا"رانی است را به 

عنوان سفره پهن کردند.‏ در بالای سفره آ"نه و شمعدانهای نقره ای الینا و پرهام 

را گذاشتند.‏ در سمت چپ آن گردو،‏ بادام و فندق که در ظرف ها"ی ز"با 

تز"ین شده بود قرار دادند و در سمت راست آن نان و پنیر و سبزی خوردن 

گذاشتند.‏ بقیه سفره را با اسفند،‏ نبات،‏ شیر"نی،‏ میوه ، عسل و کله قند تز"ین 

کردند.‏ کیک عروسی نیز در کنار سفره روی ‏"ک میز بلند گذاشتند.‏ مراسم 

عقد که انجام شد همه با هم به رقص و پا"کوبی پرداختیم و مراسم تا د"ر وقت 

ادامه داشت.‏
















اتاق خواب 

مهمانخانه 

سالن پذ"را"ی 

آشپزخانه 

خال

ًWould she experience “Aghd” 




‏"ک سفره عقد بکش.‏ 

در سفره عقد چه مواد خوراکی وجود دارد؟ آ"ا کسی خوراکیهای 

سفره عقد را می خورد؟ چرا؟

‏"ک هفته بعد از عقد،‏ مراسم عروسی بزرگ و مجللی در ‏"کی از سالنهای 

ز"بای تهران برگزار شد.‏ همه از صبح در حال آماده شدن برای عروسی 

بودند.‏ الینا از صبح زود به آرا"شگاه رفته بود،‏ پس از آماده شدن به همراه 

پرهام به آتلیه رفتند و عکسهای ز"با"ی گرفتند.‏ آنها با ماشینی که با گل 

تز"ین شده بود به تالار عروسی رفتند.‏ در آنجا پس از کمی رقص و 

شادمانی مادرزن،‏ پدرزن،‏ مادر شوهر و پدرشوهر و اقوام نزد"ک هد"ه های 

گران قیمت ز"با"ی به عروس و داماد دادند.‏ مهمانها با شیر"نی،‏ شربت و 

بستنی پذ"را"ی شدند و بعد از ساعتها رقص و پا"کوبی همه برای خوردن 

شامی مفصل به سالن غذا خوری رفتند.‏ پس از تمام شدن شام مهمانها با 

ماشین،‏ عروس و داماد را به خانه مشترکشان همراهی کردند.‏ شب بسیار 

خوب و شادی بود.‏
















موسقی 

کل زدن 

فیلم 

عکس 

رقص کردن

ًWhat would she see differently in American wedding ceremony What would be the same 




‏"ک کیک عروسی بکش.‏ 

عروسی در ا"ران با عروسی در آمر"کا تفاوتها و شباهتهای ز"ادی دارد.‏ اقوام 

و دوستان عروس و داماد در عروسی نقش مشخصی دارند.‏ برای هر دو جا 

چهار مورد نام ببر.‏

امروز روز پاتختی بود،‏ پاتختی مراسمی است که روز بعد از عروسی در 

خانه عروس و داماد برگزار می شود.‏ در ا"ن مراسم همه ی خانمهای که 

به عروسی دعوت شده بودند با کادو و گل به د"دن عروس می روند.‏ 

من ، مامان ، عمه سودابه و مادربزرگ با بقیه ی خانمهای فامیل با کادو 

و گل به خانه ی الینا رفتیم.‏ مادرزن کیک عروسی را به اتاق آورد.‏ عمه 

سودابه ‏"ک چاقو"ی که با گل تز"ین شده بود را برداشت وشروع به 

رقصیدن کرد وبرای دادن آن به داماد،‏ شاباش میگرفت . شاباش ‏به پولی 

گفته میشود که به رقاص رقص چاقو داده و ‏"ا بر سر عروس و داماد 

میر"زند . عمه سودابه بعد از رقص ، چاقو را به عروس خانم داد و آنها با 

هم کیک را بر"دند و سپس کیک را به مهمان ها تعارف کردند.‏
















حنا بندون 

عقد 

نامزدی 

پاتختی 

عروسی

Would she experience a ceremony just like “patakhM” What would that be 




‏"ک چاقو تز"ین شده برای رقص چاقو بکش.‏ 

رقص چاقو ‏"ک رسمی است که مخصوص به مردم ا"ران 

می باشد.‏ آ"ا مراسم عروسی در آمر"کا رسم مخصوص 

به خود دارند.‏ آن را نام ببر و در باره آن توضیح بده.‏

من الان در هواپیما هستم و خاطره آخر"ن روز سفرم را می 

نو"سم پدر و مادربزرگ ، عمه و عموها خیلی از رفتن ما 

ناراحت بودند پدربزرگم برای خداحافظی از ما همه را برای 

ناهار دعوت کرده بود ظهر در ‏"ک اتاق بزرگ سفره ای 

انداختند و غذاهای خوشمزه ای آوردند.‏ من از ناراحتی 

نتوانستم چیزی بخورم.‏ از ا"نکه با"د از همه و مخصوصا از 

سارا کوچولو خداحافظی میکردم بسیار غمگین بودم.‏ عصر 

همه همراه ما به فرودگاه آمدند.‏ در فرودگاه پارسا و سارا با هم 

بازی می کردند.‏ مادربزرگم بیشتر از همه ناراحت بود و پدر 

بزرگ,‏ پدرم را بغل کرده بود و آرام گر"ه می کرد.‏ من ا"ن سفرم 

را هرگز فراموش نخواهم کرد.‏
















نگران 

متاسف 

افسرده 

ناراحت 

غمگین

Would her whole family come to airport to say goodbyes or not Why

ﮐﻠﻤﺎت ﺟﺪﯾﺪ - StarTalk

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