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Student Program Curriculum Template and Guide<br />
2011<br />
STUDENT PROGRAM CURRICULUM TEMPLATE<br />
Host Institution<br />
Program Name<br />
Language(s)<br />
Age of Students<br />
Target Proficiency Level<br />
San Diego State University LARC<br />
Persian STARTalk LARC<br />
Persian<br />
Elementary school/Middle school<br />
Novice Non-Heritage<br />
Residential___<br />
Program Setting<br />
Non-residential_*__<br />
Distance/Online Component___<br />
Other___ (Please specify)<br />
Duration Weeks: 4 week Contact Hours: 114<br />
Designed by<br />
Name: Pooneh Paydar<br />
Email:<br />
ppaydar@projects.sdsu.edu<br />
A. Brief Description of Program (no more than 150 words)<br />
Provide an overview of your program. What will students experience during the program and<br />
what do you hope that your students will remember and be able to do after the program ends<br />
You may find it easier to respond to this question after completing the sections on Program<br />
Theme, Unit Subthemes, Standards and Expected Outcomes and Specific Knowledge and Skills.<br />
The participants will take a virtual trip to Iran; get to know Persian language and culture (tradition,<br />
wedding ceremony, Greeting, shopping for wedding, etc.) through the theme of “My cousin’s<br />
wedding in Iran” This memorable experience will stay with them and will create interest about Iran<br />
and its culture and tradition. They will learn simple communicative skills in the three modes of<br />
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Student Program Curriculum Template and Guide<br />
communication. The program will integrate the five C’s of the national standards and will be based<br />
on best instructional practices and effective assessment tools. At the end of the program, students will<br />
be able to communicate with others using appropriate forms of address. They will also be able to<br />
speak, read and write about Persian wedding customs and traditions at novice –mid level.<br />
B. Program Theme<br />
This is the umbrella theme that frames the curriculum and provides context for language and<br />
culture learning.<br />
My cousin’s wedding in Iran<br />
C. Unit Subthemes<br />
What are the subthemes that will address different aspects of the umbrella theme These<br />
subthemes will facilitate student learning and enable students to demonstrate what they have<br />
learned.<br />
Unit 1<br />
Unit 2<br />
Unit 3<br />
Unit 4<br />
Meeting and Greeting<br />
Getting around the town<br />
Shopping for wedding<br />
Aroosi(Persian Wedding)<br />
Subthemes<br />
D. Standards and Expected Outcomes<br />
What will students know and be able to do in the target language and culture Identify what<br />
students will do in terms of the standards. Ideally, all standards will be addressed, but there may<br />
be exceptions depending on the type of program that is being offered.<br />
Goals Standards Students Can…<br />
Use formal and informal greetings<br />
Engage in a short and simple conversation<br />
Communication<br />
1.1 Interpersonal<br />
about themselves, their family members and<br />
others<br />
Role play getting taxi, selling and buying<br />
items, and asking and answering questions<br />
about traditions such as Khastegari using short<br />
and simple sentences<br />
Ask question regarding everyday life situations<br />
such as asking and giving simple and one step<br />
directions.<br />
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Student Program Curriculum Template and Guide<br />
1.2 Interpretive<br />
<br />
<br />
<br />
<br />
Read short and simple sentences and<br />
descriptions with strong visual support to<br />
identify main ideas<br />
Listen to a short and simple narrative about a<br />
familiar topic and create a cartoon online using<br />
Toondoo to highlight main ideas<br />
Watch the teacher modeling different situations<br />
then identify each situation using short and<br />
simple, or formulaic sentences<br />
Generate word clouds from familiar<br />
descriptions using Wordle for vocabulary and<br />
main ideas<br />
1.3 Presentational<br />
<br />
<br />
<br />
<br />
Make AniMoto movie presentation about their<br />
family both paternal and maternal.<br />
Role Play using short and simple, mostly<br />
memorized, phrases and sentences mostly to<br />
describe places, people, and ceremonies<br />
Make short and simple oral presentation about<br />
selected Persian wedding ceremonies<br />
Create personalized speaking avatars for their<br />
profile and projects using Voki program<br />
Cultures<br />
2.1 Practices<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Identify practices related to traditional Persian<br />
wedding such as:<br />
Khastegari( Proposal for marriage)<br />
Hana bandan(Ceremony few day before<br />
wedding)<br />
Aghad(Wedding ceremony)<br />
Aroosi(wedding celebrattion)<br />
Jahezeyeh(Dowry from bride’s family)<br />
Mehreyeh (Dowry from broom)<br />
Patakhti(After wedding party)<br />
Identify the practice of bargaining<br />
2.2 Products<br />
<br />
Identify items of Aghd table and what they<br />
symbolize, for example honey symbolizing<br />
sweetness and eggs as the symbol of fertility,<br />
or burning “esfand” to protect against evil eye.<br />
Connections<br />
3.1 Knowledge of<br />
Other Disciplines<br />
<br />
<br />
<br />
STARTALK 2010<br />
Recognize the value of Iranian currency<br />
(Toman)<br />
Use knowledge of geography and directions to<br />
locate different parts of selected cities in Iran<br />
Talk about weather conditions such as cloudy,<br />
3
Student Program Curriculum Template and Guide<br />
sunny, windy, cold, hot<br />
3.2 Distinctive<br />
Viewpoints<br />
<br />
Deepen understanding of Iranian wedding by<br />
watching authentic video clips<br />
4.2 Nature of Culture<br />
5.1 Beyond the School<br />
Setting<br />
<br />
<br />
<br />
Compare shopping practices in Iran and in the<br />
U.S. to identify their similarities and differences.<br />
Compare traditional wedding in Iran and in the<br />
U.S. to identify their similarities and<br />
differences.<br />
Talk about Persian wedding with family and<br />
friends using simple sentence and memorized<br />
phrases.<br />
Communities<br />
5.2 Life-long Learners<br />
<br />
Continue learning and researching on their<br />
own to advance their understanding of the<br />
target language and culture.<br />
E. Specific Knowledge and Skills<br />
What specific linguistic, cultural, and other subject matter knowledge and skills will students be<br />
learning as they work with this theme (e.g., language functions, cultural knowledge/practices/<br />
perspectives, knowledge related to subject matter or concepts.) Identify what students will do in<br />
terms of, but not limited to, LinguaFolio-like Can Do statements that are aligned with the<br />
Standards for Foreign Language Learning in the 21 st Century.<br />
Students Can<br />
Engage in a short and simple conversation<br />
about themselves, their family members<br />
and others<br />
As and give directions to different parts of<br />
the town<br />
Thematic Knowledge and Skills<br />
Students Use<br />
Hi, Goodbye, How are you I am well. Thank<br />
you! What is your name My name is… Where are<br />
you from I’m from… Where do you live I live<br />
in... Do you have brothers and sisters Yes, I have<br />
… sister(s), and …brother(s). How old are they<br />
My brother is… old. ... My sister is… old. Does<br />
she look like you No, she has blue eyes and<br />
brown hair…<br />
Where is Bazaar is close to … How do I get to<br />
Bazaar… You can take a bus or a cab. Where is<br />
the bank Where is the flower shop It is on…<br />
street, close to …, next to …, in fron of… How do<br />
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Student Program Curriculum Template and Guide<br />
I get thereTurn left/right.<br />
Role play buying and selling clothing items<br />
Do you have evening dresses What color…<br />
What size How much is it It is too expensive. It<br />
is too cheap. I like the color/I don’t like the color.<br />
Here you are. Thank you!<br />
Exchange simple information about the<br />
brid and the groom and different events<br />
related to traditional wedding<br />
Who is the groom He is the young man over<br />
there. What is his name His name is … How old<br />
is he He is 28 years old. Where they are from<br />
The bride is from Khorasan and the groom is from<br />
Kurdistan. I like her wedding gown. I like their<br />
“Sofreh aghd” [wedding table]. It is beautiful.<br />
What time is the wedding reception It is tonight,<br />
8:00.<br />
F. End of Program Performance Tasks –Summative Assessments<br />
What summative performance assessments will provide evidence that students have achieved the<br />
program learning objectives How will the assessments demonstrate that students have met all<br />
of the program goals Indicate how students will be assessed for each mode of communication<br />
through interpretive, interpersonal and presentational performance tasks. This should be designed<br />
to be an integrated performance task. The interpretive task should provide input needed for the<br />
interpersonal and presentational tasks. As the tasks are developed, be sure to take the proficiency<br />
level of the student into consideration.<br />
<br />
<br />
<br />
Interpretive tasks involve students in receptive communication of oral or written messages,<br />
in mediated communication via print and non-print material, or with listener, viewer, reader<br />
works with visual or recorded materials whose creator is absent.<br />
Interpersonal tasks require direct oral communication between individuals who are in<br />
personal contact or direct written communication between individuals who come into<br />
personal contact.<br />
Presentational tasks require students to engage in productive communication using oral or<br />
written language, produce spoken or written communication for people with whom there is<br />
no immediate personal contact or which takes place in a one-to-many mode, or author or<br />
create visual or recorded material for listeners or readers not personally known.<br />
Interpersonal, Presentational Interpretive tasks:<br />
Students listen to, or watch a short video clip, or read a short and simple illustrated text about<br />
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Student Program Curriculum Template and Guide<br />
traditional Iranian wedding. They make an illustrated book, a poster, a PowerPoint presentation,<br />
a cartoon online using Toondoo, etc. to highlight the main ideas about Iranian wedding. They<br />
then present their work to the class. The final project will include:<br />
<br />
<br />
<br />
Short descriptions of the bride and groom: names, age, family members, physical<br />
appearance, profession<br />
Place and time of the wedding: Aghd and Aroosi [ceremony and reception]<br />
Sofreh aghd [wedding table]: Name of the items and illustrations to show what they<br />
symbolize<br />
G. Other Types of Assessment and Evidence of Learning – Formative Assessments<br />
Other types of assessment and evidence of learning may include a wide range of activities and<br />
products that provide meaningful evidence of learning, such as dialogue journals, reflective<br />
journals, posters, LinguaFolio self-assessment, role plays, presentations of visual or performance<br />
arts, portfolios, audio portfolios, e-portfolios, research projects, or videos. Be sure to include<br />
some assessment or reflection about students’ attitudes and perspectives toward the target<br />
language and culture. These tasks will occur throughout the program and should address all of<br />
the program goals.<br />
Role plays<br />
Interview<br />
Examples<br />
<br />
<br />
<br />
<br />
<br />
<br />
Brief description<br />
Students will be asked to invite other students to a<br />
wedding ceremony<br />
Students will role play selling and buying fabric, gift,<br />
clothes, etc. for a wedding<br />
One student will pretend to be host to a family<br />
member from another city or country<br />
One student will ask for direction and another student<br />
gives direction to the location of central bazaar and<br />
selected store in Tehran.<br />
Students will have a simple phone conversation with<br />
family or friend using short, or memorized and formulaic<br />
sentences<br />
Students will interview their family members regarding<br />
their wedding using short, or memorized and formulaic<br />
sentences<br />
Group conversation<br />
Moodle<br />
<br />
<br />
Students will do group conversations around images or<br />
documents and video clips using Voxopop<br />
Each week student will respond to the teachers post on<br />
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Student Program Curriculum Template and Guide<br />
Wedding invitation card<br />
Journal<br />
Linguafolio<br />
<br />
<br />
<br />
Moodle regarding the theme and sub theme.<br />
Students will make invitation card from scratch based on<br />
the samples provided by the teacher.<br />
Students will write daily journal mostly in English, and<br />
when possible in Farsi, about what they have learned.<br />
Students will do Linguafolio at the beginning of the<br />
program and on the final day<br />
H. Instructional Strategies<br />
How will your program ensure that the following best practices are incorporated into your<br />
program<br />
Strategies<br />
Examples<br />
Use target language for instruction Instructors will always speak in the target language.<br />
The target language will be supplemented with context<br />
and body language.<br />
Teachers will create a language rich environment to<br />
reinforce exposture to the target language such as<br />
labeling the entire items in classroom.<br />
Teachers will use verbal and non-verbal strategies<br />
such visuals, paraphrasing and examples to make the<br />
input comprehensible.<br />
Facilitate student-centered learning Students will have opportunities for a variety of<br />
projects that will allow them to apply what they have<br />
learned.<br />
Students will be asked to move around the classroom<br />
and work with different partners and groups.<br />
At the beginning of each class small groups of<br />
students will be presenting a review of the previous<br />
lessen.<br />
Ensure meaningful interaction in<br />
the target language<br />
<br />
<br />
Students, working in pairs, will use a map of Tehran<br />
to find different store and plan a day of shopping.<br />
Students will engage in real life situation such as<br />
introducing themselves and their family members,<br />
inviting someone to a celebration, or how to get to a<br />
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Student Program Curriculum Template and Guide<br />
certain location.<br />
Integrate language, culture and<br />
content<br />
Differentiate instruction based on<br />
student need<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Students will engage in mock Persian wedding<br />
celebration and related events such as Aghd.<br />
Students will be exposed to authentic print and nonprint<br />
materials such as invitation cards, clothing items,<br />
pictures, video clips, etc. on traditional Persian<br />
wedding.<br />
Student will experience shopping in an Iranian store<br />
and use target language to communicate with others.<br />
Students will be grouped according to their language<br />
skills and background knowledge about Persian<br />
language and culture.<br />
Students will have a variety and choices for classwork<br />
and homework.<br />
In every class some time will be set aside for TA’s<br />
interaction with individual students to address any<br />
individual needs.<br />
The instructional materials will be adapted/ modified<br />
to meet students needs in terms of language skills.<br />
I. Materials & Other Resources<br />
Describe the primary resources that you plan to use for the program.<br />
Resources<br />
Description<br />
Title of textbook, if applicable We will use novice low and novice High book<br />
Books from Iran<br />
Digital images from Iran<br />
Traditional Clothing<br />
Persian Film and movies<br />
Maps<br />
Persian Games<br />
Realia / Authentic materials Persian culture box including use every day in Iran<br />
Persian food<br />
Posters<br />
Flyers<br />
Magazine<br />
Newspapers<br />
Invitation cards<br />
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Student Program Curriculum Template and Guide<br />
<br />
<br />
Advertisement booklet<br />
Money<br />
Multimedia<br />
<br />
<br />
<br />
<br />
<br />
Online resources students will use computer lab every<br />
day for different activates also create PowerPoint<br />
presentation for class<br />
Authentic videos of Iranian weddings<br />
market interaction<br />
TV commercials<br />
Authentic recordings of phone conversations<br />
J. Technology<br />
If technology is part of your budget, how will that technology support instruction and enhance<br />
learning<br />
Technological Tools<br />
Video Camera<br />
Language Lab<br />
Eurotalk<br />
Explanation<br />
We are hiring videographers who will be making video<br />
clips to collect evidence of students’ learning<br />
Two language labs at LARC are equipped with new<br />
software that support Persian writing, students will use<br />
these computers to do their projects such as PowerPoint<br />
presentation, recording their paragraphs and etc.<br />
Our computer have program like Eurotalk which is an<br />
interactive learning tool and includes different subjects<br />
such as Persian colors, Persian numbers, Useful phrase,<br />
etc. Students can listen to the audio and play, some games,<br />
and respond to it by recording their voice. This helps them<br />
listen to themselves and self-correct.<br />
Byki<br />
Byki is another tool that can help students to create flash<br />
cards from lessens of the day and sends it to them to<br />
practice later. These flash cards are also with audio and<br />
come with different interactive games.<br />
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Student Program Curriculum Template and Guide<br />
For Your Reference<br />
Standards for Foreign Language Learning in the 21 st Century<br />
Goal 1: Communication<br />
Standard 1.1- Interpersonal Communication: Students engage in conversation, provide<br />
and obtain information, express feeling and emotion, and exchange opinions.<br />
Standard 1.2 – Interpretive Communication: Students understand and interpret written<br />
and spoken language on a variety of topics.<br />
Standard 1.3 – Presentational Communication: Students present information, concepts<br />
and ideas to an audience of listeners or readers on a variety or topics.<br />
Goal 2: Cultures<br />
Standard 2.1 – Practices and Perspective: Students demonstrate an understanding of the<br />
relationship between the practices and perspectives of the culture studied.<br />
Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of<br />
the relationship between the products and perspectives of the culture studied.<br />
Goal 3: Connections<br />
Standard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their<br />
knowledge of other disciplines through the foreign language.<br />
Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the<br />
distinctive viewpoints that are only available through the foreign language and its<br />
cultures.<br />
Goal 4: Comparisons<br />
Standard 4.1 – Nature of Language: Students demonstrate understanding of the nature<br />
of language through comparisons of the language studied and their own.<br />
Standard 4.2 – Culture: Students demonstrate understanding of the concept of culture<br />
through comparisons of the cultures studied and their own.<br />
Goal 5: Community<br />
Standard 5.1 – Beyond the School Setting: Students use the language both within and<br />
beyond the school setting.<br />
Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long<br />
learners by using the language for personal enjoyment and enrichment.<br />
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Student Program Curriculum Template and Guide<br />
Interpersonal Mode<br />
Communicative Modes<br />
The Interpersonal Mode is characterized by active negotiation of meaning among individuals.<br />
Participants observe and monitor one another to see how their meaning and intentions are being<br />
communicated. Adjustments and clarifications can be made accordingly. As a result, there is a<br />
higher probability of ultimately achieving the goal of successful communication in this mode<br />
than in the other two modes. The Interpersonal Mode is most obvious in conversation, but both<br />
the interpersonal and negotiated dimensions can be realized through reading and writing, such as<br />
the exchange of personal letters or electronic mail messages.<br />
Interpretive Mode<br />
The Interpretive Mode is focused on the appropriate cultural interpretation of meanings that<br />
occur in written and spoken form where there is no recourse to the active negotiation of meaning<br />
with the writer or the speaker. Such instances of “one-way” reading or listening include the<br />
cultural interpretation of texts, oral or written, must be distinguished from the notion of reading<br />
and listening “comprehension,” where the term could refer to understanding a text with an<br />
American mindset. Put another way, interpretation differs from comprehension in that the<br />
former implies the ability to “read (or listen) between the lines.”<br />
Since the Interpretive Mode does not allow for active negotiation between the reader and the<br />
writer or the listener and the speaker, it requires a much more profound knowledge of culture<br />
from the outset. The more one knows about the other language and culture, the greater the<br />
chances of creating the appropriate cultural interpretations of a written or spoken text. It must be<br />
noted, however, that cultural literacy and the ability to read or listen between the lines are<br />
developed over time and through exposure to the language and culture.<br />
Presentational Mode<br />
The Presentational Mode refers to the creation of messages in a manner that facilities<br />
interpretation by members of the other culture where no direct opportunity for active negotiation<br />
of meaning between members of the two cultures exists. Examples of the “one-way” writing and<br />
speaking require a substantial knowledge of language and culture from the outset, since the goal<br />
is to make sure that members of the other culture, the audience, will be successful in reading and<br />
listening between the lines.<br />
______________________<br />
National Standards in Foreign Language Education Project (2006). Standards for foreign<br />
language learning in the 21 st century. Lawrence, KS: Allen Press, Inc. pp. 36-38.<br />
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Student Program Curriculum Template and Guide<br />
2011<br />
STUDENT PROGRAM CURRICULUM TEMPLATE<br />
Host Institution<br />
Program Name<br />
Language(s)<br />
Age of Students<br />
Target Proficiency Level<br />
San Diego State University LARC<br />
Persian STARTalk LARC<br />
Persian<br />
Elementary school/Middle school<br />
Novice Heritage<br />
Residential___<br />
Program Setting<br />
Non-residential_*__<br />
Distance/Online Component___<br />
Other___ (Please specify)<br />
Duration Weeks: 4 week Contact Hours: 114<br />
Designed by<br />
Name: Pooneh Paydar<br />
Email:<br />
ppaydar@projects.sdsu.edu<br />
A. Brief Description of Program (no more than 150 words)<br />
Provide an overview of your program. What will students experience during the program and<br />
what do you hope that your students will remember and be able to do after the program ends<br />
You may find it easier to respond to this question after completing the sections on Program<br />
Theme, Unit Subthemes, Standards and Expected Outcomes and Specific Knowledge and Skills.<br />
The participants will take part in a virtual trip to Iran; get to know Persian language and culture<br />
(traditional wedding ceremony, Greeting, shopping for wedding, etc.) through the theme of “My<br />
cousin’s wedding in Iran” This memorable experience will stay with them and will create interest<br />
about Iran and its culture and tradition. They will learn simple communicative skills in the three<br />
STARTALK 2010<br />
1
Student Program Curriculum Template and Guide<br />
modes of communication. The program will integrate in a meaningful way the five C’s of the<br />
national standards and will be based on acclaimed instructional practices and effective assessment<br />
tools. By the end of the program, students will learn about culturally appropriate ways of<br />
communicating with others and Persian wedding customs and traditions. They will be also able to<br />
read and write simple sentences and engage in short conversations about the topics studied.<br />
B. Program Theme<br />
This is the umbrella theme that frames the curriculum and provides context for language and<br />
culture learning.<br />
My cousin’s wedding in Iran<br />
C. Unit Subthemes<br />
What are the subthemes that will address different aspects of the umbrella theme These<br />
subthemes will facilitate student learning and enable students to demonstrate what they have<br />
learned.<br />
Unit 1<br />
Unit 2<br />
Unit 3<br />
Unit 4<br />
Meeting and Greeting<br />
Getting around the town<br />
Shopping for wedding<br />
Aroosi(Persian Wedding)<br />
Subthemes<br />
D. Standards and Expected Outcomes<br />
What will students know and be able to do in the target language and culture Identify what<br />
students will do in terms of the standards. Ideally, all standards will be addressed, but there may<br />
be exceptions depending on the type of program that is being offered.<br />
Goals Standards Students Can…<br />
Use formal and informal greetings<br />
Engage in a short and simple conversation<br />
about themselves, their family members and<br />
others<br />
Communication<br />
1.1 Interpersonal<br />
Role play getting taxi, selling and buying<br />
items, and asking and ansering questions about<br />
traditions such as khastegari using short and<br />
simple sentences<br />
Ask questions regarding everyday life<br />
situations such as asking and giving simple and<br />
STARTALK 2010<br />
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Student Program Curriculum Template and Guide<br />
one step directions<br />
1.2 Interpretive<br />
1.3 Presentational<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Read short and simple texts and descriptions<br />
with strong visual support to identify main<br />
ideas and answer comprehension questions<br />
Watch video clip or listen to an audiorecording<br />
to identify main ideas in a short and<br />
simple summary<br />
Generate word clouds from text, using Wordle<br />
for vocabulary, essays, songs, readings, stories,<br />
essay starters,<br />
Make AniMoto movie presentation about their<br />
paternal and maternal family members.<br />
Role Play using short and simple sentences to<br />
describe places, people, and ceremonies<br />
Make short oral presentation about Persian<br />
wedding’s ceremonies<br />
Voki program student create personalized<br />
speaking avatars and use them on their profile<br />
and projects<br />
Cultures<br />
2.1 Practices<br />
<br />
<br />
Identify practices related to traditional<br />
Persian wedding such as:<br />
o Khastegari( Proposal for marriage)<br />
o Hana bandan(Ceremony few day before<br />
wedding)<br />
o Aghad(Wedding ceremony)<br />
o Aroosi(wedding celebratatopm)<br />
o Jahezeyeh(Dowry from bride’s famly)<br />
o Mehreyeh (Dowry from broom)<br />
o Patakhti(After wedding party)<br />
Identify the practice of bargaining<br />
2.2 Products<br />
<br />
Identify items of Aghd table and what they<br />
symbolize, for example honey symbolizing<br />
sweetness and eggs as the symbol of fertility,<br />
or burning “esfand” to protect against evil eye.<br />
Connections<br />
3.1 Knowledge of<br />
Other Disciplines<br />
<br />
<br />
<br />
STARTALK 2010<br />
Recognize the value of Iranian currency<br />
(Toman)<br />
Use knowledge of geography and directions to<br />
locate different parts of selected cities in Iran<br />
Talk about weather and why most wedding<br />
celerations in Iran take place during the spring<br />
3
Student Program Curriculum Template and Guide<br />
and summer months<br />
3.2 Distinctive<br />
Viewpoints<br />
<br />
Deepen understanding of Iranian wedding by<br />
watching authentic video clips or listening to<br />
native Iranians talking about their wedding<br />
experience.<br />
4.2 Nature of Culture<br />
5.1 Beyond the School<br />
Setting<br />
<br />
<br />
<br />
Compare shopping practices in Iran and in the<br />
U.S. to identify their similarities and differences.<br />
Compare traditional wedding in Iran and in the<br />
U.S. to identify their similarities and<br />
differences.<br />
Talk about Persian wedding with family and<br />
friends.<br />
Communities<br />
5.2 Life-long Learners<br />
<br />
Continue learning and researching on their<br />
own to advance their understanding of the<br />
target language and culture.<br />
E. Specific Knowledge and Skills<br />
What specific linguistic, cultural, and other subject matter knowledge and skills will students be<br />
learning as they work with this theme (e.g., language functions, cultural knowledge/practices/<br />
perspectives, knowledge related to subject matter or concepts.) Identify what students will do in<br />
terms of, but not limited to, LinguaFolio-like Can Do statements that are aligned with the<br />
Standards for Foreign Language Learning in the 21 st Century.<br />
Students Can<br />
Engage in a short and simple conversation<br />
about themselves, their family members<br />
and others<br />
As and give directions to different parts of<br />
the town<br />
Thematic Knowledge and Skills<br />
Students Use<br />
Hi, Goodbye, How are you I am well. Thank<br />
you! What is your name My name is… Where are<br />
you from I’m from… Where do you live I live<br />
in... Do you have brothers and sisters Yes,I have<br />
… sister(s), and …brother(s). How old are they<br />
My brother is… old. ... He is older than…. My<br />
sister is… old. She is younger than…. Does she<br />
look like you No, she has blue eyes and brown<br />
hair…<br />
Where is Bazaar is in the south-est of Tehran,<br />
close to … How do I get to Bazaar… You can<br />
take the metro or a cab. Where is the bank Where<br />
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Student Program Curriculum Template and Guide<br />
is the flower shop It is on… street….past … It is<br />
close to …, next to… in front of… Square... Turn<br />
left/right.<br />
Role play buying and selling clothing items<br />
Exchange simple information about the<br />
brid and the groom and different events<br />
related to traditional wedding<br />
Do you have evening dresses What color…<br />
What size I like bright colors. I wear size 6. Here<br />
is a pink dress in size 6. Let me try it on. How<br />
much is it It is too expensive. Give me a discount.<br />
I can give you 5 per cent discout. It is still too<br />
expensive. Give me 25 per cent discount. No, that<br />
is impossible.<br />
Who is the groom He is the young man over<br />
there. He is very handsome. What is his name His<br />
name is … How old are the bride and the broom<br />
They are the same age: 28. Where are they from<br />
The bride is from Khorasan and the groom is from<br />
Kurdistan. I like her wedding gown. Where did<br />
she buy it I think, she ordered it to her dressmaker.<br />
Her cousins [bride’s and groom’s) are<br />
going to grind the sugar cones. I like their “sofreh<br />
aghd” [wedding table]. It is beautiful. When is the<br />
wedding reception It is tonight at hotel...<br />
F. End of Program Performance Tasks –Summative Assessments<br />
What summative performance assessments will provide evidence that students have achieved the<br />
program learning objectives How will the assessments demonstrate that students have met all<br />
of the program goals Indicate how students will be assessed for each mode of communication<br />
through interpretive, interpersonal and presentational performance tasks. This should be designed<br />
to be an integrated performance task. The interpretive task should provide input needed for the<br />
interpersonal and presentational tasks. As the tasks are developed, be sure to take the proficiency<br />
level of the student into consideration.<br />
<br />
<br />
Interpretive tasks involve students in receptive communication of oral or written messages,<br />
in mediated communication via print and non-print material, or with listener, viewer, reader<br />
works with visual or recorded materials whose creator is absent.<br />
Interpersonal tasks require direct oral communication between individuals who are in<br />
personal contact or direct written communication between individuals who come into<br />
personal contact.<br />
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Student Program Curriculum Template and Guide<br />
<br />
Presentational tasks require students to engage in productive communication using oral or<br />
written language, produce spoken or written communication for people with whom there is<br />
no immediate personal contact or which takes place in a one-to-many mode, or author or<br />
create visual or recorded material for listeners or readers not personally known.<br />
Interpersonal, Presentational Interpretive tasks:<br />
Students listen to, watch a short video clip, or read a short and simple illustrated text about<br />
traditional Iranian wedding. They make an illustrated book, a poster, a PowerPoint presentation,<br />
etc. to highlight the main ideas about Iranian wedding. They then present their work to the class<br />
and answer questions. The final project will include:<br />
<br />
<br />
<br />
Short descriptions of the bride and groom: names, age, place of origin, education,<br />
profession and bride’s wedding gown<br />
Place and time of the wedding: Aghd and Aroosi [ ceremony and reception]<br />
Sofreh Aghd [wedding table]: Name of the items and what they symbolize<br />
G. Other Types of Assessment and Evidence of Learning – Formative Assessments<br />
Other types of assessment and evidence of learning may include a wide range of activities and<br />
products that provide meaningful evidence of learning, such as dialogue journals, reflective<br />
journals, posters, LinguaFolio self-assessment, role plays, presentations of visual or performance<br />
arts, portfolios, audio portfolios, e-portfolios, research projects, or videos. Be sure to include<br />
some assessment or reflection about students’ attitudes and perspectives toward the target<br />
language and culture. These tasks will occur throughout the program and should address all of<br />
the program goals.<br />
Examples<br />
Role plays Students will be asked to invite other students to a<br />
wedding ceremony<br />
Students will role play selling and buying fabric, gift,<br />
clothes, etc. for a wedding<br />
One student pretend to be host to a family member from<br />
another city or counry and talk about the wedding<br />
arrangements<br />
One student will ask for direction and another student<br />
gives direction to the location of central bazaar and/or<br />
the closest metro station in Tehran.<br />
Students will have a phone conversation with family or<br />
friend.<br />
Students will interview their family members regarding<br />
their weddings<br />
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Brief description
Student Program Curriculum Template and Guide<br />
Interview<br />
Moodle<br />
Wedding invitation card<br />
Journal<br />
Linguafolio<br />
<br />
<br />
<br />
<br />
<br />
<br />
Students will use voxopop to do group conversations<br />
around images or documents and videos.<br />
Students will interview each other about their favorite<br />
Iranian traditions and why.<br />
Each week students will respond to the teachers post on<br />
Moodle regarding the theme and sub theme.<br />
Students will make invitation card from scratch based on<br />
the samples provided by the teacher.<br />
Students will write daily journal in English and in Farsi<br />
about what they have learned.<br />
Students will do Linguafolio at the beginng of the<br />
program and on the final day<br />
H. Instructional Strategies<br />
How will your program ensure that the following best practices are incorporated into your<br />
program<br />
Strategies<br />
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Examples<br />
Use target language for instruction Instructors will always speak in target language. The<br />
target language will be supplemented with context and<br />
body language.<br />
Teachers will use a variety of strategies to create a<br />
language rich environment and encourage the the us of<br />
the target language such as labeling the entire items in<br />
classroom.<br />
Teachers will use verbal and non-verbal strategies<br />
such visuals, paraphrasing and examples to make the<br />
input comprehenstible.<br />
Facilitate student-centered learning Students will have opportunities for a variety of<br />
projects that will allow them to apply what they have<br />
learned.<br />
Students will be asked to move around the classroom<br />
and work with different partners and groups.<br />
At the beginning of each, class small groups of<br />
students will be presenting a review of the previous
Student Program Curriculum Template and Guide<br />
lessen.<br />
Ensure meaningful interaction in<br />
the target language<br />
Integrate language, culture and<br />
content<br />
Differentiate instruction based on<br />
student need<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Students, working in pairs, will use a map of Tehran<br />
to find different store and plan a day of shopping.<br />
Students will engage in real life situations such as<br />
introducing themselves and their family members,<br />
inviting someone to a celebration, or how to get to a<br />
certain location.<br />
Students will engage in mock Persian wedding<br />
celebration and different related events such as Hana<br />
Bandan.<br />
Students will be exposed to authentic print and nonprint<br />
materials such as invitation cards, clothing items,<br />
pictures, video clips, etc. on traditional Persian<br />
wedding.<br />
Student will experience shopping in an Iranian store<br />
and use target language to communicate with others.<br />
Students will be group according to their language<br />
skills and background knowledge about Persian<br />
language and culture.<br />
Students will have a variety and choices for classwok<br />
and homework.<br />
In every class, some time will be set aside for TA’s<br />
interaction with individual students to address any<br />
individual needs.<br />
The instructional materials will be adapted/modified to<br />
meet students’ needs.<br />
I. Materials & Other Resources<br />
Describe the primary resources that you plan to use for the program.<br />
Resources<br />
Description<br />
Title of textbook, if applicable We will use novice low and novice High book<br />
Books from Iran<br />
Digital images from Iran<br />
Traditional Clothing<br />
Realia / Authentic materials<br />
Persian Film and movies<br />
Maps<br />
Persian Games<br />
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Student Program Curriculum Template and Guide<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Persian culture box including use every day in Iran<br />
Persian food<br />
Posters<br />
Flyers<br />
Magazine<br />
Newspapers<br />
Invitation cards<br />
Advertisement booklet<br />
Money<br />
Multimedia<br />
<br />
<br />
<br />
<br />
<br />
Online resources students will use computer lab every<br />
day for different activates also create PowerPoint<br />
presentation for class<br />
Authentic videos of Iranian weddings<br />
market interaction<br />
TV commercials<br />
Authentic recordings of phone conversations<br />
J. Technology<br />
If technology is part of your budget, how will that technology support instruction and enhance<br />
learning<br />
Technological Tools<br />
Video Camera<br />
Language Lab<br />
Eurotalk<br />
Explanation<br />
We are hiring videographers who will be making video<br />
clips to collect evidence of students’ learning<br />
Two language labs at LARC are equipped with new<br />
software that support Persian writing, students will use<br />
these computer to do their projects such as PowerPoint<br />
presentation, recording their paragraphs and etc.<br />
Our computer have program like Eurotalk which is an<br />
interactive learning tool and includes different subjects<br />
such as Persian colors, Persian numbers, Useful phrase,<br />
etc. Students can listen to the audio and play, some games,<br />
and respond to it by recording their voice. This helps them<br />
listen to themselves and self-correct.<br />
Byki<br />
Byki is another tool that can help students to create flash<br />
cards from lessen of the day and send it to themselves to<br />
practice later. These flash cards are also with audio and<br />
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Student Program Curriculum Template and Guide<br />
come with different interactive games.<br />
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For Your Reference<br />
Standards for Foreign Language Learning in the 21 st Century<br />
Goal 1: Communication<br />
Standard 1.1- Interpersonal Communication: Students engage in conversation, provide<br />
and obtain information, express feeling and emotion, and exchange opinions.<br />
Standard 1.2 – Interpretive Communication: Students understand and interpret written<br />
and spoken language on a variety of topics.<br />
Standard 1.3 – Presentational Communication: Students present information, concepts<br />
and ideas to an audience of listeners or readers on a variety or topics.<br />
Goal 2: Cultures<br />
Standard 2.1 – Practices and Perspective: Students demonstrate an understanding of the<br />
relationship between the practices and perspectives of the culture studied.<br />
Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of<br />
the relationship between the products and perspectives of the culture studied.<br />
Goal 3: Connections<br />
Standard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their<br />
knowledge of other disciplines through the foreign language.<br />
Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the<br />
distinctive viewpoints that are only available through the foreign language and its<br />
cultures.<br />
Goal 4: Comparisons<br />
Standard 4.1 – Nature of Language: Students demonstrate understanding of the nature<br />
of language through comparisons of the language studied and their own.<br />
Standard 4.2 – Culture: Students demonstrate understanding of the concept of culture<br />
through comparisons of the cultures studied and their own.<br />
Goal 5: Community<br />
Standard 5.1 – Beyond the School Setting: Students use the language both within and<br />
beyond the school setting.<br />
Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long<br />
learners by using the language for personal enjoyment and enrichment.<br />
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Interpersonal Mode<br />
Communicative Modes<br />
The Interpersonal Mode is characterized by active negotiation of meaning among individuals.<br />
Participants observe and monitor one another to see how their meaning and intentions are being<br />
communicated. Adjustments and clarifications can be made accordingly. As a result, there is a<br />
higher probability of ultimately achieving the goal of successful communication in this mode<br />
than in the other two modes. The Interpersonal Mode is most obvious in conversation, but both<br />
the interpersonal and negotiated dimensions can be realized through reading and writing, such as<br />
the exchange of personal letters or electronic mail messages.<br />
Interpretive Mode<br />
The Interpretive Mode is focused on the appropriate cultural interpretation of meanings that<br />
occur in written and spoken form where there is no recourse to the active negotiation of meaning<br />
with the writer or the speaker. Such instances of “one-way” reading or listening include the<br />
cultural interpretation of texts, oral or written, must be distinguished from the notion of reading<br />
and listening “comprehension,” where the term could refer to understanding a text with an<br />
American mindset. Put another way, interpretation differs from comprehension in that the<br />
former implies the ability to “read (or listen) between the lines.”<br />
Since the Interpretive Mode does not allow for active negotiation between the reader and the<br />
writer or the listener and the speaker, it requires a much more profound knowledge of culture<br />
from the outset. The more one knows about the other language and culture, the greater the<br />
chances of creating the appropriate cultural interpretations of a written or spoken text. It must be<br />
noted, however, that cultural literacy and the ability to read or listen between the lines are<br />
developed over time and through exposure to the language and culture.<br />
Presentational Mode<br />
The Presentational Mode refers to the creation of messages in a manner that facilities<br />
interpretation by members of the other culture where no direct opportunity for active negotiation<br />
of meaning between members of the two cultures exists. Examples of the “one-way” writing and<br />
speaking require a substantial knowledge of language and culture from the outset, since the goal<br />
is to make sure that members of the other culture, the audience, will be successful in reading and<br />
listening between the lines.<br />
______________________<br />
National Standards in Foreign Language Education Project (2006). Standards for foreign<br />
language learning in the 21 st century. Lawrence, KS: Allen Press, Inc. pp. 36-38.<br />
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Student Program Curriculum Template and Guide<br />
2011<br />
STUDENT PROGRAM CURRICULUM TEMPLATE<br />
Host Institution<br />
Program Name<br />
Language(s)<br />
Age of Students<br />
Target Proficiency Level<br />
San Diego State University, Language Acquisition Resource<br />
Center<br />
Persian STARTalk LARC<br />
Persian<br />
Middle/High School<br />
Intermediate<br />
Program Setting<br />
Non-residential<br />
Duration Weeks: 4 Weeks Contact Hours: 114<br />
Designed by<br />
Name: Shahnaz Ahmadeian<br />
Email:<br />
sahmadeian@projects.sdsu.edu<br />
A. Brief Description of Program (no more than 150 words)<br />
Provide an overview of your program. What will students experience during the program and<br />
what do you hope that your students will remember and be able to do after the program ends<br />
You may find it easier to respond to this question after completing the sections on Program<br />
Theme, Unit Subthemes, Standards and Expected Outcomes and Specific Knowledge and Skills.<br />
The participants will take a virtual trip to Iran to improve their language skills and deepen their<br />
understanding of the culture (traditional wedding-related events and ceremonies, greeting, shopping<br />
for wedding, etc.) through the theme of “My Cousin’s Wedding in Iran”. This memorable experience<br />
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will stay with them and will create interest about Iran and its culture and traditions. They will learn<br />
more advanced communicative skills in the three modes of communication. The program will<br />
integrate the five C’s of the national standards and will be based on best instructional practices and<br />
effective assessment tools. At the end of the program, students will learn about culturally appropriate<br />
ways of communicating with others in familiar everyday life situations. They will also be able to<br />
describe and discuss, orally and in writing, Persian wedding customs and traditions. Furthermore,<br />
students will be able to comprehend and respond to selected print and non-print resources about the<br />
topics studied.<br />
B. Program Theme<br />
This is the umbrella theme that frames the curriculum and provides context for language and<br />
culture learning.<br />
My Cousin’s Wedding in Iran<br />
C. Unit Subthemes<br />
What are the subthemes that will address different aspects of the umbrella theme These<br />
subthemes will facilitate student learning and enable students to demonstrate what they have<br />
learned.<br />
Unit 1<br />
Unit 2<br />
Unit 3<br />
Unit 4<br />
Subthemes<br />
Getting to know People around you<br />
Getting around the town<br />
Shopping for Wedding<br />
Aroosi (Persian Wedding)<br />
D. Standards and Expected Outcomes<br />
What will students know and be able to do in the target language and culture Identify what<br />
students will do in terms of the standards. Ideally, all standards will be addressed, but there may<br />
be exceptions depending on the type of program that is being offered.<br />
Goals Standards Students Can…<br />
Introduce themselves and find out more about the<br />
others<br />
Interact with others discussing family history,<br />
Communication<br />
city/region of origin, number of family<br />
1.1 Interpersonal<br />
members, where they live, what they do…<br />
Role play, getting a taxi, selling and buying<br />
items, and engage in a conversation about<br />
selected Persian wedding traditions such as<br />
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Student Program Curriculum Template and Guide<br />
1.2 Interpretive<br />
1.3 Presentational<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Khastegari (proposing to the girl’s family)<br />
Ask questions regarding everyday life situations,<br />
such as asking and giving directions to places of<br />
interest in selected cities in Iran<br />
Read texts provided about events and practices<br />
related to traditional Persian wedding and<br />
interpret meaning<br />
Watch authentic video clips on traditional<br />
Persian wedding to identify main ideas by<br />
answering to comprehension questions.<br />
Follow multiple steps direction on an Iran’s city<br />
map and explain the location of specific stores<br />
and places of interest<br />
Make power-point presentations about their<br />
extended family members<br />
Make oral presentation about one of Persian<br />
wedding’s ceremonies<br />
Describe in writing and speaking “Sofreh aghd”<br />
and explain what each item symbolizes<br />
Explain the directions to the location of central<br />
shopping area such as bazaar<br />
2.1 Practices<br />
<br />
Identify, describe and explain different<br />
practices related to traditional Persian<br />
wedding such as:<br />
o Traditional Iranian Aghd Ceremony<br />
o Tradition of Proposing (Khastegari)<br />
o Jahizieh (Dowry)<br />
o Mehrieh (Dowry)<br />
o Patakhti (reception after the wedding to<br />
welcome the newly-wed)<br />
Cultures<br />
2.2 Products<br />
<br />
<br />
Identify and describe the items that are part of<br />
“Sofreh aghd” such as honey, bread (nan<br />
sangak), crystalized sugar, wild rue (Esfand),<br />
etc. and explain what they symbolize.<br />
Identify and describe dishes that are usually<br />
served at the wedding reception.<br />
3.2 Distinctive<br />
Viewpoints<br />
<br />
Use print and non-print resources such as<br />
Persian books, Persian magazines, and<br />
authentic video clips on Iranian wedding to<br />
deepen their understanding of wedding<br />
tradition in Iran<br />
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Comparisons<br />
4.1 Nature of Language<br />
<br />
<br />
<br />
Compare sentence structures in Persian and<br />
English to identify their similarities and<br />
differences.<br />
Compare structure of tenses in Persian and in<br />
English to identify their similarities and<br />
differences.<br />
Compare vocabulary related to family<br />
members such as paternal and maternal family<br />
members in Persian and in English<br />
4.2 Nature of Culture<br />
<br />
<br />
Compare wedding-related ceremonies in Iran<br />
and the U.S. to highlight their similarities and<br />
differences.<br />
Compare wedding ceremony in different parts<br />
of Iran to highlight their similarities and<br />
differences<br />
5.1 Beyond the School<br />
Setting<br />
<br />
Interview parents and their families in target<br />
language about their wedding ceremony<br />
Communities<br />
5.2 Life-long Learners<br />
<br />
<br />
<br />
Use Persian language with their friends<br />
Continue using the skills they learned<br />
Research on their own to learn more about<br />
wedding tradition and ceremony in different<br />
parts of Iran<br />
E. Specific Knowledge and Skills<br />
What specific linguistic, cultural, and other subject matter knowledge and skills will students be<br />
learning as they work with this theme (e.g., language functions, cultural knowledge/practices/<br />
perspectives, knowledge related to subject matter or concepts.) Identify what students will do in<br />
terms of, but not limited to, LinguaFolio-like Can Do statements that are aligned with the<br />
Standards for Foreign Language Learning in the 21 st Century.<br />
<br />
<br />
Students Can<br />
Getting to know people around you:<br />
Use different kinds of greetings to<br />
peers and to elders in different times<br />
and occasions.<br />
Discuss about family history,<br />
city/region of origin, number of family<br />
members, where they live, what they<br />
do…<br />
Express opinions regarding people and<br />
events<br />
Thematic Knowledge and Skills<br />
Students Use<br />
It is a pleasure meeting you. You are more than<br />
welcome! I am his first cousin. I’m the<br />
oldest/youngest son/daughter.<br />
Describing people: This is my cousin. She lives<br />
with her parents. They used to live in…, but they<br />
live now in Tehran. Yes, they are originally<br />
form…<br />
He is a businessman. She is an interior designer.<br />
She is very talented. You have to see her work, it<br />
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Student Program Curriculum Template and Guide<br />
is amazing. It is a beautiful wedding. Everything<br />
is perfect: food, music, flower arrangements,<br />
bride’s gown…<br />
‣ Getting Around Town: Ask questions<br />
regarding everyday life situations such as<br />
asking and giving multi-step directions<br />
‣ Shopping: Role play buying and<br />
selling clothing items and/or discussing<br />
shopping<br />
Getting and giving directions. Turn left/right.<br />
Close to… Next to … in front of. It is in the northof<br />
Tehran close to … Street. It is in the south-west<br />
of… It is right behind the bazaar. It is too far<br />
away from where you live. You have to take a<br />
cab.<br />
This is a beautiful dress. I saw this dress in a<br />
different store. This dress is cheaper. The blue<br />
shoes goes with this dress.<br />
My friend’s engagement ring is very big. Where<br />
did you buy your engagement ring Let’s go to<br />
bazaar! If you visit bazaar you have to be quite<br />
familiar with the art of bargaining.<br />
‣ Persian Wedding: Explain in details<br />
events, practices and products related to<br />
traditional Persian wedding.<br />
They met a few years ago. She was at college and<br />
he was working. The bride and groom both like the<br />
traditional wedding. The groom is …. (job) and the<br />
bride is …(job) They are so happy together Their<br />
“Sofreh aghd” is beautiful. What I like the most<br />
are the candle holders. They are simple and yet<br />
very original.<br />
F. End of Program Performance Tasks –Summative Assessments<br />
What summative performance assessments will provide evidence that students have achieved the<br />
program learning objectives How will the assessments demonstrate that students have met all<br />
of the program goals Indicate how students will be assessed for each mode of communication<br />
through interpretive, interpersonal and presentational performance tasks. This should be designed<br />
to be an integrated performance task. The interpretive task should provide input needed for the<br />
interpersonal and presentational tasks. As the tasks are developed, be sure to take the proficiency<br />
level of the student into consideration.<br />
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Student Program Curriculum Template and Guide<br />
<br />
<br />
<br />
Interpretive tasks involve students in receptive communication of oral or written messages,<br />
in mediated communication via print and non-print material, or with listener, viewer, reader<br />
works with visual or recorded materials whose creator is absent.<br />
Interpersonal tasks require direct oral communication between individuals who are in<br />
personal contact or direct written communication between individuals who come into<br />
personal contact.<br />
Presentational tasks require students to engage in productive communication using oral or<br />
written language, produce spoken or written communication for people with whom there is<br />
no immediate personal contact or which takes place in a one-to-many mode, or author or<br />
create visual or recorded material for listeners or readers not personally known.<br />
Interpretive, Interpersonal and Presentational tasks<br />
Students will Interview a native speaker about his/her traditional wedding. They will also<br />
research using an authentic print or non-print resource about traditional Iranian wedding. They<br />
will then use the results of their research from these two different resources to prepare a story<br />
book using Story Bird, power point presentation, a poster, an illustrated and narrated book, or a<br />
brochure about Iranian traditional wedding. They will present their work to the rest of the class<br />
and answer questions. The final product must include:<br />
<br />
<br />
<br />
<br />
Information about the bride and the groom, their place of origin, their educational<br />
background, profession and how they met<br />
Information about wedding ceremony and reception, including the time, place, number<br />
of guests, music, and food and a brief description of what the bride is wearing<br />
Information about “Sofreh aghd”, its items and what they represent<br />
Description of the food and sweets that are usually served at wedding receptions<br />
G. Other Types of Assessment and Evidence of Learning – Formative Assessments<br />
Other types of assessment and evidence of learning may include a wide range of activities and<br />
products that provide meaningful evidence of learning, such as dialogue journals, reflective<br />
journals, posters, LinguaFolio self-assessment, role plays, presentations of visual or performance<br />
arts, portfolios, audio portfolios, e-portfolios, research projects, or videos. Be sure to include<br />
some assessment or reflection about students’ attitudes and perspectives toward the target<br />
language and culture. These tasks will occur throughout the program and should address all of<br />
the program goals.<br />
Examples<br />
Brief description<br />
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Role Plays Students will be asked to invite other students to a<br />
wedding<br />
<br />
<br />
<br />
<br />
One student pretend to be host to family members<br />
from another region discussing differences between<br />
some of Iranian traditions such as Khastegari or Aghd<br />
Students act-out buying and selling fabric, clothes,<br />
gift, jewelry, etc. for a wedding.<br />
One student asks for directions and another student<br />
gives directions to the store<br />
Students will make phone conversation to invite<br />
family and friends to a wedding reception<br />
Interview Students interview family members regarding their<br />
wedding<br />
Students interview each other about their favorite<br />
Iranian traditions and why<br />
Students interview each other about their favorite<br />
dishes and sweets served at traditional wedding<br />
reception<br />
Moodle Students respond to their teacher’s post on Moodle<br />
regarding the theme and sub themes<br />
Invitation Cards Students create culturally embedded wedding<br />
invitation cards from scratch based on an authentic<br />
sample provided by their teacher<br />
Journal Students write daily journal in Farsi about what they<br />
learned that day and reflect on their experience<br />
Students make a power point presentation based on a<br />
wedding-related event.<br />
Oral Presentation Students research about an Iranian wedding and report<br />
and present their findings to their classmates<br />
<br />
Students report to the class about their friends or<br />
family members’ weddings<br />
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Linguafolio Students will do Linguafolio at the beginning, and on<br />
the final day of the program<br />
H. Instructional Strategies<br />
How will your program ensure that the following best practices are incorporated into your<br />
program<br />
Strategies<br />
Examples<br />
Use target language for instruction Teachers will always speak in the target language. The<br />
target language will be supplemented with context and<br />
body language to make it comprehensible.<br />
Teachers use verbal and non-verbal strategies such as<br />
visuals, paraphrasing, synonyms and antonyms and<br />
examples to make the input comprehensible<br />
Facilitate student-centered learning Students will have opportunities for a variety of<br />
projects, classwork and homework to apply what they<br />
know<br />
Students will be asked to move around the classroom<br />
and work with different partners or groups<br />
At the beginning of each class small group of students<br />
will be presenting a review of the previous day’s<br />
lesson<br />
Ensure meaningful interaction in<br />
the target language<br />
Integrate language, culture and<br />
content<br />
<br />
<br />
<br />
<br />
Student will work with a partner or in small groups to<br />
make an invitation card, make a list of the dishes,<br />
baked food and fruit to order for dinner, or research to<br />
find and select authentic pieces of music to play<br />
during the wedding reception.<br />
Students will engage in mock wedding celebrations<br />
Authentic video clips and pictures will be used to<br />
introduce Persian wedding to students.<br />
Authentic print materials such as invitation cards,<br />
congratulations cards, musical instruments, items of<br />
clothing will be used when introducing the weddingrelated<br />
traditions in Iran.<br />
Students will experience shopping in an Iranian store<br />
and use target language to communicate with others<br />
Differentiate instruction based on<br />
student need<br />
<br />
Students will be grouped according to their strengths,<br />
language skills and background knowledge of Persian<br />
culture<br />
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<br />
<br />
Students will be provided with choices to demonstrate<br />
their comprehension both for classwork and<br />
homework.<br />
In every class some time will be set aside for TA’s<br />
interaction with individual students to address any<br />
individual needs.<br />
I. Materials & Other Resources<br />
Describe the primary resources that you plan to use for the program.<br />
Resources<br />
Title of textbook, if applicable Farsi Book for Advance<br />
Realia / Authentic materials<br />
Multimedia<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Description<br />
Books from Iran<br />
Digital images from Iran<br />
Traditional Clothing<br />
Persian Films<br />
Money<br />
Maps<br />
Posters, flyers<br />
Invitation Cards<br />
Magazines and Newspapers<br />
Advertisements<br />
Persian Games<br />
Persian Culture Box including items used everyday in<br />
Iran<br />
Persian Food<br />
Students will use computer lab every day for different<br />
activities, also to create power point presentations for<br />
class<br />
Online Resources: Authentic videos of Iranian<br />
wedding,<br />
J. Technology<br />
If technology is part of your budget, how will that technology support instruction and enhance<br />
learning<br />
Video Camera<br />
Technological Tools<br />
Explanation<br />
We are hiring a videographer who will be making video<br />
clips to collect evidence of students’ learning<br />
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Language Lab<br />
Euro talk<br />
Both our language labs are equipped with new software<br />
that supports Persian writing, students will use these<br />
computers to do their projects such as power point<br />
presentations, writing their paragraph or reports on movies<br />
etc.<br />
Our computers also have programs like Euro talk, which is<br />
an interactive learning tool and includes different subjects<br />
such as Useful phrases. Students can listen to an audio,<br />
play some games, and respond to it by recording their<br />
voice. This helps them listen to themselves and selfcorrect.<br />
Byki<br />
Byki is another tool that can help Intermediate and<br />
Advance students to create flash cards from the lesson of<br />
the day and send it to themselves to practice later. These<br />
flash cards are also with audio and come with different<br />
interactive games.<br />
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For Your Reference<br />
Standards for Foreign Language Learning in the 21 st Century<br />
Goal 1: Communication<br />
Standard 1.1- Interpersonal Communication: Students engage in conversation, provide<br />
and obtain information, express feeling and emotion, and exchange opinions.<br />
Standard 1.2 – Interpretive Communication: Students understand and interpret written<br />
and spoken language on a variety of topics.<br />
Standard 1.3 – Presentational Communication: Students present information, concepts<br />
and ideas to an audience of listeners or readers on a variety or topics.<br />
Goal 2: Cultures<br />
Standard 2.1 – Practices and Perspective: Students demonstrate an understanding of the<br />
relationship between the practices and perspectives of the culture studied.<br />
Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of<br />
the relationship between the products and perspectives of the culture studied.<br />
Goal 3: Connections<br />
Standard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their<br />
knowledge of other disciplines through the foreign language.<br />
Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the<br />
distinctive viewpoints that are only available through the foreign language and its<br />
cultures.<br />
Goal 4: Comparisons<br />
Standard 4.1 – Nature of Language: Students demonstrate understanding of the nature<br />
of language through comparisons of the language studied and their own.<br />
Standard 4.2 – Culture: Students demonstrate understanding of the concept of culture<br />
through comparisons of the cultures studied and their own.<br />
Goal 5: Community<br />
Standard 5.1 – Beyond the School Setting: Students use the language both within and<br />
beyond the school setting.<br />
Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long<br />
learners by using the language for personal enjoyment and enrichment.<br />
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Interpersonal Mode<br />
Communicative Modes<br />
The Interpersonal Mode is characterized by active negotiation of meaning among individuals.<br />
Participants observe and monitor one another to see how their meaning and intentions are being<br />
communicated. Adjustments and clarifications can be made accordingly. As a result, there is a<br />
higher probability of ultimately achieving the goal of successful communication in this mode<br />
than in the other two modes. The Interpersonal Mode is most obvious in conversation, but both<br />
the interpersonal and negotiated dimensions can be realized through reading and writing, such as<br />
the exchange of personal letters or electronic mail messages.<br />
Interpretive Mode<br />
The Interpretive Mode is focused on the appropriate cultural interpretation of meanings that<br />
occur in written and spoken form where there is no recourse to the active negotiation of meaning<br />
with the writer or the speaker. Such instances of “one-way” reading or listening include the<br />
cultural interpretation of texts, oral or written, must be distinguished from the notion of reading<br />
and listening “comprehension,” where the term could refer to understanding a text with an<br />
American mindset. Put another way, interpretation differs from comprehension in that the<br />
former implies the ability to “read (or listen) between the lines.”<br />
Since the Interpretive Mode does not allow for active negotiation between the reader and the<br />
writer or the listener and the speaker, it requires a much more profound knowledge of culture<br />
from the outset. The more one knows about the other language and culture, the greater the<br />
chances of creating the appropriate cultural interpretations of a written or spoken text. It must be<br />
noted, however, that cultural literacy and the ability to read or listen between the lines are<br />
developed over time and through exposure to the language and culture.<br />
Presentational Mode<br />
The Presentational Mode refers to the creation of messages in a manner that facilities<br />
interpretation by members of the other culture where no direct opportunity for active negotiation<br />
of meaning between members of the two cultures exists. Examples of the “one-way” writing and<br />
speaking require a substantial knowledge of language and culture from the outset, since the goal<br />
is to make sure that members of the other culture, the audience, will be successful in reading and<br />
listening between the lines.<br />
______________________<br />
National Standards in Foreign Language Education Project (2006). Standards for foreign<br />
language learning in the 21 st century. Lawrence, KS: Allen Press, Inc. pp. 36-38.<br />
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Student Program Curriculum Template and Guide<br />
2011<br />
STUDENT PROGRAM CURRICULUM TEMPLATE<br />
Host Institution<br />
Program Name<br />
Language(s)<br />
Age of Students<br />
Target Proficiency Level<br />
San Diego State University, Language Acquisition Resource<br />
Center<br />
Persian STARTalk LARC<br />
Persian<br />
High School<br />
Advanced<br />
Program Setting<br />
Non-residential<br />
Duration Weeks: 4 Weeks Contact Hours:114<br />
Designed by<br />
Name: Shahnaz Ahmadeian<br />
Email:<br />
sahmadeian@projects.sdsu.edu<br />
A. Brief Description of Program (no more than 150 words)<br />
Provide an overview of your program. What will students experience during the program and<br />
what do you hope that your students will remember and be able to do after the program ends<br />
You may find it easier to respond to this question after completing the sections on Program<br />
Theme, Unit Subthemes, Standards and Expected Outcomes and Specific Knowledge and Skills.<br />
The participants will take a virtual trip to Iran to improve their language skills and deepen their<br />
understanding of the culture (traditional wedding-related events and ceremonies, greeting, shopping<br />
for wedding, etc.) through the theme of “My Cousin’s Wedding in Iran”. This memorable experience<br />
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will stay with them and will create interest about Iran and its culture and traditions. They will learn<br />
more advanced communicative skills in the three modes of communication. The program will<br />
integrate the five C’s of the national standards and will be based on best instructional practices and<br />
effective assessment tools. At the end of the program, students will learn about culturally appropriate<br />
ways of communicating with others in a variety of situations. They will also be able to explain and<br />
discuss, orally and in writing, Persian wedding customs and traditions. Furthermore, students will be<br />
able to comprehend, respond to, and give their opinion about a variety of content-related print and<br />
non-print resources.<br />
B. Program Theme<br />
This is the umbrella theme that frames the curriculum and provides context for language and<br />
culture learning.<br />
My Cousin’s Wedding in Iran<br />
C. Unit Subthemes<br />
What are the subthemes that will address different aspects of the umbrella theme These<br />
subthemes will facilitate student learning and enable students to demonstrate what they have<br />
learned.<br />
Unit 1<br />
Unit 2<br />
Unit 3<br />
Unit 4<br />
Subthemes<br />
Getting to know People around you<br />
Getting around the town<br />
Shopping for Wedding<br />
Aroosi (Persian Wedding)<br />
D. Standards and Expected Outcomes<br />
What will students know and be able to do in the target language and culture Identify what<br />
students will do in terms of the standards. Ideally, all standards will be addressed, but there may<br />
be exceptions depending on the type of program that is being offered.<br />
Goals Standards Students Can…<br />
Use formal and informal greetings based on the<br />
setting and status<br />
Discuss about family history, city/region of<br />
Communication<br />
origin, number of family members, where they<br />
1.1 Interpersonal<br />
live, what they do…<br />
Discuss about past and present experiences<br />
Role play, getting a taxi, giving the driver<br />
detailed directions to the destination, selling and<br />
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1.2 Interpretive<br />
1.3 Presentational<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
buying items, and explaining in details selected<br />
Persian traditions such as “Khastegari”,<br />
“Shirinikhoori”, and “Patakhti”<br />
Discuss with classmates pros and cons of<br />
arranged marriage versus marriage of love<br />
Ask questions regarding everyday life situations<br />
such as asking and giving multi-step directions to<br />
places around the town<br />
Read/listen to a variety of authentic print or nonprint<br />
resources about events and practices related<br />
to traditional Persian wedding and summarize to<br />
highlight main ideas.<br />
Watch authentic video clips on traditional<br />
Persian wedding to identify main ideas by<br />
answering comprehension questions.<br />
Follow multiple steps directions on an Iran’s city<br />
map and explain the location of a variety of<br />
stores and places of interest<br />
Make power-point presentations about their<br />
extended family members explaining where they<br />
live and what they do<br />
Make oral presentation about one of Persian<br />
wedding’s ceremonies<br />
Describe in writing and speaking “Sofreh Aghd”<br />
and explain what each item symbolizes<br />
Explain the directions to the location of central<br />
shopping areas such as bazaar<br />
Explain opinion about traditional steps and<br />
events that lead to actual wedding ceremony and<br />
reception<br />
Cultures<br />
2.1 Practices<br />
<br />
<br />
Identify, describe, and explain different<br />
practices related to tradition Persian<br />
wedding such as:<br />
o Traditional Iranian Aghd Ceremony<br />
o Tradition of Proposing (Khastegari)<br />
o Jahizieh (Dowry)<br />
o Mehrieh (Dowry)<br />
o Patakhti (reception after the wedding to<br />
welcome the newly-wed)<br />
Share opinion and provide rationale about<br />
different events that lead to actual wedding<br />
ceremony and celebration<br />
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2.2 Products<br />
<br />
<br />
Identify and describe the items that are part of<br />
“Sofreh Aghd” such as honey, bread (nan<br />
sangak), crystalized sugar, wild Rue (Esfand),<br />
etc. and explain what they symbolize.<br />
Identify and describe dishes that are usually<br />
served at the wedding reception.<br />
Comparisons<br />
3.2 Distinctive<br />
Viewpoints<br />
4.1 Nature of Language<br />
<br />
<br />
<br />
<br />
Use authentic print and non-print resources<br />
such as Persian books, Persian magazines, and<br />
authentic video clips on Iranian wedding to<br />
deepen their understanding of wedding<br />
tradition in Iran<br />
Compare sentence structures in Persian and<br />
English to identify their similarities and<br />
differences.<br />
Compare structure of tenses in Persian and in<br />
English to identify their similarities and<br />
differences.<br />
Compare vocabulary related to family<br />
members such as paternal and maternal family<br />
members in Persian and in English.<br />
Communities<br />
4.2 Nature of Culture<br />
5.1 Beyond the School<br />
Setting<br />
5.2 Life-long Learners<br />
<br />
<br />
<br />
<br />
<br />
Compare wedding-related ceremonies in Iran<br />
and the U.S. to highlight their similarities and<br />
differences.<br />
Compare wedding ceremony in different parts<br />
of Iran to highlight their similarities and<br />
differences<br />
Interview parents and their families in target<br />
language about their wedding ceremony<br />
experiences<br />
Use Persian language with their friends<br />
Research on their own to learn more about<br />
wedding tradition and ceremony in different<br />
parts of Iran<br />
E. Specific Knowledge and Skills<br />
What specific linguistic, cultural, and other subject matter knowledge and skills will students be<br />
learning as they work with this theme (e.g., language functions, cultural knowledge/practices/<br />
perspectives, knowledge related to subject matter or concepts.) Identify what students will do in<br />
terms of, but not limited to, LinguaFolio-like Can Do statements that are aligned with the<br />
Standards for Foreign Language Learning in the 21 st Century.<br />
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<br />
Students Can<br />
Getting to know people around you:<br />
Discuss about family history,<br />
city/region of origin, number of family<br />
members, where they live, what they<br />
do…<br />
‣<br />
‣ Getting Around Town: Ask questions<br />
regarding everyday life situations such as<br />
asking and giving multi-step directions<br />
Thematic Knowledge and Skills<br />
Students Use<br />
It is a pleasure meeting you. The last time that I<br />
saw you was at my cousin’s wedding two years<br />
ago. I’m the oldest/youngest son/daughter. I’m my<br />
grandparents’ oldest/youngest grandchild.<br />
Describing people: This is my cousin’s mother-inlaw.<br />
He lives in Shiraz, in the south of Iran, near<br />
Persepolis.<br />
Express opinions regarding people: He is a very<br />
successful businessman. He has his own importexport<br />
company. As for her, she is a skillful<br />
interior designer. You have to see her work. It is<br />
amazingly beautiful. She studied in… and was<br />
hired before she graduated.<br />
Getting and giving directions using prepositions.<br />
Turn left/right. Close to… Next to … in front of. It<br />
is in the north-eastern part of the Tehran close to<br />
… Street. It is in the south-west of… It is right<br />
behind the bazaar. It is too far away from where<br />
you live. You have to take a cab. The bazaar area<br />
is one of the busiest parts of town, because of the<br />
number of businesses and visitors.<br />
‣ Shopping: Role play buying and<br />
selling clothing items.<br />
‣ Persian Wedding: Explain in details<br />
events, practices and products related to<br />
traditional Persian wedding.<br />
I like the color, but it is too expensive. I saw the<br />
same dress in a different store that was less<br />
expensive; however they didn’t have the color I<br />
was looking for. My friend’s engagement ring is<br />
huge compared to yours, but I like yours more.<br />
How many carats is your engagement ring Let’s<br />
go to bazaar! They have the best If you visit bazaar<br />
you have to be quite familiar with the art of<br />
bargaining. I enjoy bargaining, but I know that no<br />
matter I do I still don’t get the right price. The<br />
vendors are indeed very skillful.<br />
Do you know how they met They met several<br />
years ago when they were studying at the<br />
university, but they had to wait until they could<br />
both get a job. The bride and groom decided not to<br />
have dowry. (mehrieh & jahizieh) The groom is<br />
…. (job) and the bride is …(job) They are<br />
beautiful together Their “Sofreh Aghd” is<br />
beautiful. What I like the most are the candle<br />
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Student Program Curriculum Template and Guide<br />
holders. They are simple and yet very original. I<br />
wonder who arranged their “Sofreh Aghd”. It is<br />
one of the most creative ones that I have seen.<br />
F. End of Program Performance Tasks –Summative Assessments<br />
What summative performance assessments will provide evidence that students have achieved the<br />
program learning objectives How will the assessments demonstrate that students have met all<br />
of the program goals Indicate how students will be assessed for each mode of communication<br />
through interpretive, interpersonal and presentational performance tasks. This should be designed<br />
to be an integrated performance task. The interpretive task should provide input needed for the<br />
interpersonal and presentational tasks. As the tasks are developed, be sure to take the proficiency<br />
level of the student into consideration.<br />
<br />
<br />
<br />
Interpretive tasks involve students in receptive communication of oral or written messages,<br />
in mediated communication via print and non-print material, or with listener, viewer, reader<br />
works with visual or recorded materials whose creator is absent.<br />
Interpersonal tasks require direct oral communication between individuals who are in<br />
personal contact or direct written communication between individuals who come into<br />
personal contact.<br />
Presentational tasks require students to engage in productive communication using oral or<br />
written language, produce spoken or written communication for people with whom there is<br />
no immediate personal contact or which takes place in a one-to-many mode, or author or<br />
create visual or recorded material for listeners or readers not personally known.<br />
Interpretive, Interpersonal and Presentational tasks<br />
Students will Interview a native speaker about his/her traditional wedding. They will also<br />
research using two authentic resources, one print and one non-print, about traditional Iranian<br />
wedding. They will then use the results of their research from these three different resources to<br />
prepare a power point presentation, a poster, an illustrated and narrated book, or a brochure about<br />
Iranian traditional wedding. They will present their work to the rest of the class and answer<br />
questions. The final product must include:<br />
<br />
<br />
<br />
<br />
<br />
Detailed information about the bride and the groom, their place of origin, their<br />
educational background, professions and how they met<br />
Detailed information about wedding ceremony and reception, including time, place,<br />
number of guests, music, and food as well as what the bride is wearing<br />
Detailed information about “Sofreh Aghd”, its items and what they represent<br />
Description of the food and sweets that are usually served at wedding receptions<br />
Opinion and rationale about the events, such as “Khastergari”, that lead to actual<br />
wedding ceremony and reception<br />
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G. Other Types of Assessment and Evidence of Learning – Formative Assessments<br />
Other types of assessment and evidence of learning may include a wide range of activities and<br />
products that provide meaningful evidence of learning, such as dialogue journals, reflective<br />
journals, posters, LinguaFolio self-assessment, role plays, presentations of visual or performance<br />
arts, portfolios, audio portfolios, e-portfolios, research projects, or videos. Be sure to include<br />
some assessment or reflection about students’ attitudes and perspectives toward the target<br />
language and culture. These tasks will occur throughout the program and should address all of<br />
the program goals.<br />
Examples<br />
Brief description<br />
Role Plays Students will be asked to invite other students to a<br />
wedding<br />
<br />
<br />
<br />
<br />
One student will pretend to be host to family members<br />
from another region discussing differences between<br />
some of Iranian traditions such as Khastegari, Aghd,<br />
Patakhti, etc.<br />
Students will act-out buying and selling fabric,<br />
clothes, gift, jewelry, etc. for wedding.<br />
One student will asks for directions and another<br />
student gives multiple-step directions to the store<br />
Students will make phone conversation to invite<br />
family and friends to the wedding party and insist that<br />
they attend<br />
Interview Students will interview family members regarding<br />
their weddings<br />
Students will interview each other about their favorite<br />
Iranian tradition and why<br />
Students will interview each other about their favorite<br />
dishes and sweets served at the wedding reception and<br />
seek and provide information about ingredients of<br />
selected dishes/sweets<br />
Moodle Students will respond to their teacher’s post on<br />
Moodle regarding the theme and sub theme<br />
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Student Program Curriculum Template and Guide<br />
Invitation Cards Students will create culturally embedded wedding<br />
invitation cards from scratch based on an authentic<br />
sample provided by their teacher<br />
Journal Students will write daily journal in Farsi about what<br />
they learned that day and reflect on their experience<br />
Students will make a power point presentation based<br />
on wedding-related events.<br />
Oral Presentation Students will research about an Iranian wedding and<br />
report and present their findings to their classmates<br />
<br />
Students will talk about their friends or family<br />
member’s wedding<br />
Linguafolio We will do Linguafolio at the beginning, and on the<br />
final day of the program<br />
H. Instructional Strategies<br />
How will your program ensure that the following best practices are incorporated into your<br />
program<br />
Strategies<br />
Examples<br />
Use target language for instruction Teachers will always speak in the target language. The<br />
target language will be supplemented with context to<br />
make it comprehensible.<br />
Teachers use verbal and non-verbal strategies such as<br />
visuals, paraphrasing, synonyms and antonyms and<br />
examples to make the input comprehensible<br />
Facilitate student-centered learning Students will have opportunities for a variety of<br />
projects, classwork and homework to apply what they<br />
know<br />
Students will be asked to move around the classroom<br />
and work with different partners or groups<br />
At the beginning of each class small group of students<br />
will be presenting a review for the previous lesson<br />
STARTALK 2010<br />
8
Student Program Curriculum Template and Guide<br />
Ensure meaningful interaction in<br />
the target language<br />
Integrate language, culture and<br />
content<br />
Differentiate instruction based on<br />
student need<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Student will work with a partner or in small groups to<br />
make an invitation card, discuss and make a list of the<br />
dishes, baked food and fruit to order for dinner, or<br />
research to find and select authentic pieces of music to<br />
play during the wedding reception.<br />
Students will engage in mock wedding celebrations<br />
Authentic video clips and pictures will be used to<br />
introduce Persian wedding to students.<br />
Authentic print materials such as invitation cards,<br />
congratulations cards, musical instruments, items of<br />
clothing will be used when introducing the weddingrelated<br />
traditions in Iran.<br />
Students will experience shopping in an Iranian store<br />
and use target language to communicate with others<br />
Students will be grouped according to their language<br />
skills and background knowledge of Persian culture<br />
Students will be provided with choices to demonstrate<br />
their comprehension both for classwork and<br />
homework.<br />
In every class some time will be set aside for TA’s<br />
interaction with individual students to address any<br />
individual needs.<br />
I. Materials & Other Resources<br />
Describe the primary resources that you plan to use for the program.<br />
Resources<br />
Description<br />
Title of textbook, if applicable Farsi Book for Advance<br />
Books from Iran<br />
Digital images from Iran<br />
Traditional Clothing<br />
Persian Films<br />
Money<br />
Maps<br />
Posters, flyers<br />
Realia / Authentic materials<br />
Invitation Cards<br />
Magazines and Newspapers<br />
Advertisements<br />
Persian Games<br />
Persian Culture Box including items used everyday in<br />
Iran<br />
Persian Food<br />
STARTALK 2010<br />
9
Student Program Curriculum Template and Guide<br />
Multimedia<br />
<br />
<br />
Students will use computer lab every day for different<br />
activities, also to create power point presentations for<br />
class<br />
Online Resources: Authentic videos of Iranian<br />
wedding,<br />
J. Technology<br />
If technology is part of your budget, how will that technology support instruction and enhance<br />
learning<br />
Technological Tools<br />
Video Camera<br />
Language Lab<br />
Euro talk<br />
Explanation<br />
We are hiring a videographer who will be making video<br />
clips to collect evidence of students’ learning<br />
Both our language labs are equipped with new software<br />
that supports Persian writing, students will use these<br />
computers to do their projects such as power point<br />
presentations, writing their paragraph or reports on movies<br />
etc.<br />
Our computers also have programs like Euro talk, which is<br />
an interactive learning tool and includes different subjects<br />
such as Useful phrases. Students can listen to an audio,<br />
play some games, and respond to it by recording their<br />
voice. This helps them listen to themselves and selfcorrect.<br />
Byki<br />
Byki is another tool that can help Intermediate and<br />
Advance students to create flash cards from the lesson of<br />
the day and send it to themselves to practice later. These<br />
flash cards are also with audio and come with different<br />
interactive games.<br />
STARTALK 2010<br />
10
Student Program Curriculum Template and Guide<br />
For Your Reference<br />
Standards for Foreign Language Learning in the 21 st Century<br />
Goal 1: Communication<br />
Standard 1.1- Interpersonal Communication: Students engage in conversation, provide<br />
and obtain information, express feeling and emotion, and exchange opinions.<br />
Standard 1.2 – Interpretive Communication: Students understand and interpret written<br />
and spoken language on a variety of topics.<br />
Standard 1.3 – Presentational Communication: Students present information, concepts<br />
and ideas to an audience of listeners or readers on a variety or topics.<br />
Goal 2: Cultures<br />
Standard 2.1 – Practices and Perspective: Students demonstrate an understanding of the<br />
relationship between the practices and perspectives of the culture studied.<br />
Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of<br />
the relationship between the products and perspectives of the culture studied.<br />
Goal 3: Connections<br />
Standard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their<br />
knowledge of other disciplines through the foreign language.<br />
Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the<br />
distinctive viewpoints that are only available through the foreign language and its<br />
cultures.<br />
Goal 4: Comparisons<br />
Standard 4.1 – Nature of Language: Students demonstrate understanding of the nature<br />
of language through comparisons of the language studied and their own.<br />
Standard 4.2 – Culture: Students demonstrate understanding of the concept of culture<br />
through comparisons of the cultures studied and their own.<br />
Goal 5: Community<br />
Standard 5.1 – Beyond the School Setting: Students use the language both within and<br />
beyond the school setting.<br />
Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long<br />
learners by using the language for personal enjoyment and enrichment.<br />
STARTALK 2010<br />
11
Student Program Curriculum Template and Guide<br />
Interpersonal Mode<br />
Communicative Modes<br />
The Interpersonal Mode is characterized by active negotiation of meaning among individuals.<br />
Participants observe and monitor one another to see how their meaning and intentions are being<br />
communicated. Adjustments and clarifications can be made accordingly. As a result, there is a<br />
higher probability of ultimately achieving the goal of successful communication in this mode<br />
than in the other two modes. The Interpersonal Mode is most obvious in conversation, but both<br />
the interpersonal and negotiated dimensions can be realized through reading and writing, such as<br />
the exchange of personal letters or electronic mail messages.<br />
Interpretive Mode<br />
The Interpretive Mode is focused on the appropriate cultural interpretation of meanings that<br />
occur in written and spoken form where there is no recourse to the active negotiation of meaning<br />
with the writer or the speaker. Such instances of “one-way” reading or listening include the<br />
cultural interpretation of texts, oral or written, must be distinguished from the notion of reading<br />
and listening “comprehension,” where the term could refer to understanding a text with an<br />
American mindset. Put another way, interpretation differs from comprehension in that the<br />
former implies the ability to “read (or listen) between the lines.”<br />
Since the Interpretive Mode does not allow for active negotiation between the reader and the<br />
writer or the listener and the speaker, it requires a much more profound knowledge of culture<br />
from the outset. The more one knows about the other language and culture, the greater the<br />
chances of creating the appropriate cultural interpretations of a written or spoken text. It must be<br />
noted, however, that cultural literacy and the ability to read or listen between the lines are<br />
developed over time and through exposure to the language and culture.<br />
Presentational Mode<br />
The Presentational Mode refers to the creation of messages in a manner that facilities<br />
interpretation by members of the other culture where no direct opportunity for active negotiation<br />
of meaning between members of the two cultures exists. Examples of the “one-way” writing and<br />
speaking require a substantial knowledge of language and culture from the outset, since the goal<br />
is to make sure that members of the other culture, the audience, will be successful in reading and<br />
listening between the lines.<br />
______________________<br />
National Standards in Foreign Language Education Project (2006). Standards for foreign<br />
language learning in the 21 st century. Lawrence, KS: Allen Press, Inc. pp. 36-38.<br />
STARTALK 2010<br />
12
فاميیل ااسم<br />
SECTION: All <br />
Writing: ااسمم فاميیلل<br />
حرفف ااسم فاميیل ررنگ حيیواانن ميیوهه شيیئ شهھر<br />
بب بهھمن بهھبوددیی بنفش ببر بهھ بيیل بندررعباسس<br />
ططريیقهھ باززیی: معلم شما يیک حرفف اازز االفبایی فاررسی<br />
ميیگويید٬، شما بايید براایی هھھھرقسمت يیک کلمهھ بنويیسيید کهھ با آآنن حرفف شرووعع شودد. بهھ مثالل بالا<br />
نگاهه کنيید.<br />
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 <br />
starts with that letter. Look at the example. <br />
Created By: Shahnaz Ahmadeian
My Cousin’s Wedding<br />
For Advance Student<br />
Persian STARTalk Summer Camp 2011<br />
Author: Shahnaz Ahmadeian
هفته د"گر بعد از پنج سال من با خانواده ام برای د"دن فامیل به ا"ران می رو"م.<br />
خانواده مادری من همه ا"نجا در آمر"کا زندگی می کنند ولی خانواده پدری<br />
من همه در ا"ران زندگی می کنند. من دو عمو و "ک عمه دارم که همه از پدر<br />
من بزرگتر هستند. عمو سهراب که پسر بزرگ خانواده است، دو دختر به<br />
اسمهای سیما و مینا دارد، آنها هر دو ازدواج کرده اند. عمه سودابه که تنها<br />
دختر خانواده است سه بچه دارد. دو پسر بزرگ به نامهای اردشیر و اردلان و<br />
"ک دختر به نام الناز. عمو سپهر که پسر دوم خانواده است ، "ک پسر به اسم<br />
پرهام و "ک دختر به اسم پر"سا دارد. پر"سا که فرزند بزرگ است شش سال<br />
پیش ازدواج کرده است. او "ک دختر سه ساله بسیار دوست داشتنی و شیر"ن<br />
زبان به اسم سارا دارد. "ک ماه د"گر عروسی پرهام است و به همین دلیل ما<br />
همگی به ا"ران می رو"م.
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
درباره "کی از موضوعات داده شده بنو"س.<br />
با دوست خود درباره موضوعات ز"ر صحبت کن. <br />
مسافرت<br />
خانواده در آمر"کا<br />
خانواده در ا"ران<br />
خانواده مادری<br />
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 <br />
differently to prepare for her trip What would be the same What would you recommend her to bring <br />
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......
خانواده پر"ا رابکش. اسم افرادی را که می شناسی بنو"س. <br />
مردی برای کارش به مسافرت می رود، در چمدان او چه چیزهای پیدا می<br />
شود.<br />
مرد د"گری با خانواده اش برای تعطیلات به مسافرت می رود، در چمدان او<br />
چه چیزهای پیدا می شود.
چند روزی است که مادر و پدر من در حال آماده شدن برای رفتن به ا"ران<br />
هستند. من چمدانم را آماده کرده ام و لباس مهمانی که برای عروسی پسر<br />
عمو"م خر"ده ام را هم در چمدان گذاشته ام. چمدانم را چند"ن بار بررسی<br />
کرده ام تا مطمئن شوم تمام وسائل ضروری را با خود برده باشم. د"شب از<br />
خوشحالی خوابم نمی برد و از فکر ا"نکه به زودی عمه و عموهای خود را می<br />
بینم در پوست خود نمی گنجیدم. ا"ن اولین باری است که من سارا را می<br />
بینم. سارا نوه ی عمو سپهر است.دفعه قبل که من به ا"ران رفته بودم سارا هنوز<br />
به دنیا نیامده بود. ما معمولا پنج شنبه شبها با ا"ران تماس می گیر"م و همه با<br />
هم صحبت می کنیم. تازگیها سارا "ک کم به حرف آمده و شعرهای قشنگی<br />
می خواند. من دوست دارم شعرهای دوران کودکیم را به او "اد بدهم.
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
درباره "کی از موضوعات داده شده بنو"س.<br />
از دوست خود درباره "کی از موضوعات ز"ر سوال کن. <br />
نگرانی<br />
خوشحالی<br />
ترس اضطراب<br />
هیجان
What would she had to do differently to prepare for her trip What would be the same What would be your <br />
recommend her <br />
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......
درخت فامیلی خود را بکش. اسم افرادی که می دانی بنو"س. <br />
"کی از شعرهای دوران کودکی خودت را و "ک از شعرهای دوران<br />
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<br />
ا"ران تقر"با بیست و دو ساعت طول می کشد و در ا"ن راه ما از چند<br />
قاره و چند"ن کشور عبور می کنیم. ما اول با هواپیما از لوس انجلس به<br />
لندن رفتیم و بعد از آن با "ک هواپیمای د"گر از لندن به تهران می<br />
رو"م. من برای د"دن فامیلم لحظه شماری می کنم. الان همه در<br />
فرودگاه هستندو منتظر رسیدن ما می باشند. با ا"نکه د"روقت است من<br />
مطمئنم سارا کوچولو هم آنجا است. من تمام راه از هیجان ز"اد نتوانستم<br />
"ک لحظه هم بخوابم. برادر من پارسا که شش ساله است تمام مدت<br />
درباره ا"ران سوال می کرد. او مدام درباره عمه و عموها می پرسید، من<br />
با"د به سوالات آنها جواب می دادم. دفعه قبل که به ا"ران رفتیم پارسا<br />
خیلی کوچک بود برای همین ا"ران را ز"اد به "اد نمی آورد. ما تقر"با<br />
ساعت پنج صبح به فرودگاه تهران می رسیم و از آنجا همراه با بقیه به<br />
خانه مادربزرگ می رو"م.
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
درباره "کی از موضوعات داده شده بنو"س.<br />
از دوست خود درباره "کی از موضوعات ز"ر سوال کن. <br />
کشور<br />
خانه<br />
شهر<br />
قاره<br />
محله
Who would be in the airport to greet her and her family <br />
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......
باکمک دوستانت اسم قاره ها را بنو"س. با استفاده از کاغذ رنگی<br />
وچسب "ک کاردستی درست کن.<br />
اسم پنج شهر ا"ران و آمر"کا که شباهت ز"ادی با هم دارند را پیدا<br />
کن و بنو"س.
امشب دومین شبی است که ما به ا"ران رسیده ا"م و در خانه مادر بزرگ هستیم. در طی<br />
دو روز گذشته تمام فامیل به د"دن ما آمدند و خانه مادر بزرگ دائم پر از مهمان بود. با<br />
ا"نکه خیلی از آنها را نمی شناسم ولی همه آنها برای من هد"ه های ز"ادی آورده اند و من<br />
از گرفتن هد"ه ها خیلی خوشحال هستم. هر که از راه می رسد مرا بغل می کند و می<br />
بوسد. بعضی از آنها حتی از د"دن من از خوشحالی گر"ه می کنند. مردم ا"ران مردم<br />
مهربان و مهمان نوازی هستند حتی همسا"ه های مادر بزرگ به د"دن ما آمدند وبرا ی<br />
ما گل ، شیر"نی و هد"ه آوردند. آنها به خانواده و رفت و آمد خانوادگی اهمیت ز"ادی<br />
می دهند. ا"نجا من هیچوقت احساس تنها"ی نمی کنم و در ا"ن دو روز دوروبرم خیلی<br />
شلوغ بود. عمه، عموها و بچه ها و نوه های آنها تمام مدت در خانه مادربزرگ هستند و<br />
حتی شبها تا د"روقت نشسته با پدر و مادرم درباره خاطرات گذشته صحبت می کنند.
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
درباره "کی از موضوعات داده شده بنو"س.<br />
همسا"ه<br />
آشنا<br />
از دوست خود درباره "کی از موضوعات ز"ر سوال کن. <br />
فامیل اقوام<br />
رفت و آمد خانوادگی
How would people greet her differently <br />
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......
چند روز پیش عمه سودابه همه را برای نهار به خانه خود دعوت<br />
کرد. امروز ما به همراه مادربزرگ ، پدربزرگ ، عمو سپهر و<br />
بچه های او به خانه ی عمه رفتیم. عمو سهراب و خانواده او<br />
مهمان داشتند برای همین به خانه عمه نیامدند. خانه عمه کنار<br />
"ک بازارچه قد"می است . قبل از ا"نکه به خانه ی او برو"م ما<br />
همگی برای د"دن ا"ن بازار قد"می و خر"د کارهای دستی و<br />
سنتی ا"ران به آنجا رفتیم. بازار بسیار جالبی بود که مغازه های<br />
کوچک و قد"می ز"ادی داشت. سقف بازار گنبد ی شکل بود<br />
و مغازه ها پر از اسباب و وسا"ل مختلف بود از کفاشی و مزون<br />
لباس عروس گرفته تا مغازه های صنا"ع دستی. من عکس و فیلم<br />
های ز"ادی گرفتم و با چند مغازه دار صحبت کردم.
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
درباره "کی از موضوعات داده شده بنو"س.<br />
از دوست خود درباره "کی از موضوعات ز"ر سوال کن. <br />
مزون عروس<br />
کفاشی<br />
بازار<br />
فروشگاه<br />
صنا"ع دستی
What would she experience differently regarding geGng invited to a party and how the party would be different <br />
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......
روی ا"ن میز صبحانه ا"رانی بکش. <br />
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<br />
خیلی بزرگ وتفر"حی تهران است. در ا"ن پارک بچه ها و بزرگترها با هم حرف<br />
می زنند، بازی می کنند و از کنار هم بودن لذت می برند. در ا"ن پارک وسیله<br />
های بازی ز"ادی برای سرگرمی بچه ها و بزرگتر ها وجود دارد. قطار وحشت<br />
وسیله بازی مورد علاقه من بود ولی برادرم پارسا ترسیده بود و مدام جیغ می زد.<br />
در جلو ا"ن قطار "ک در"اچه ی بزرگی است که مردم سوار قا"ق شده و در"اچه را<br />
دور می زنند. من با عمو سهراب، پارسا و سارا کوچولو سوار "ک قا"ق سبز شد"م<br />
و در"اچه را دور زد"م. سارا قا"ق سواری را خیلی دوست داشت و دا"م بالا و پا"ین<br />
می پر"د. من و عمو سهراب مواظب بود"م تا او داخل در"اچه نیفتد. بعد از آن<br />
خسته به خانه ی مادربزرگ برگشتیم. مادربزرگ با کمک نوه ها"ش سیما و مینا<br />
شام بسیار مفصل و خوشمزه ای را برای همه آماده کرده بودند.
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
درباره "کی از موضوعات داده شده بنو"س.<br />
بازی<br />
از دوست خود درباره "کی از موضوعات ز"ر سوال کن. <br />
تفر"حات<br />
وسائل بازی<br />
ورزش
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......<br />
Where would you take Paria for entertainment
مسیر به پارک را نام گذاری کن و آدرس آن را بنو"س. <br />
دو مسیر مختلف از مدرسه تا خانه خود را پیدا کن و سر"عتر"ن<br />
مسیر به خانه خود را بکش و به دوستت توضیح بده.
امروز من به همراه مینا دختر عمو"م به بازار رفتیم . من می<br />
خواستم برای دوستانم در آمر"کا سوغاتی بخرم. ما با مترو به<br />
بازار تهران رفتیم. بازار تهران بازار بزرگ و شلوغی است که از<br />
شیر مرغ تا جون آدمیزاد در آن پیدا می شود. من از د"دن ا"ن<br />
همه چیزهای د"دنی و خوردنی شگفت زده شده بودم. مینا من<br />
را به "ک مغازه صنا"ع دستی برد و در آنجا چیزهای ز"با"ی را به<br />
من نشان داد. قیمت آنها بسیار مناسب بود و من توانستم با<br />
پولی که داشتم برای همه ی دوستانم هدا"ای بخرم. بعد ما با هم<br />
به "ک رستوران کوچک رفتیم و دو سمبوسه گوشت و دو<br />
نوشابه گرفتیم. بعد از خر"د و خوردن غذا به طرف خانه راه<br />
افتاد"م و در کنار خیابان منتظر تاکسی شد"م. ما آدرس خود را<br />
به راننده تاکسی داده و به خانه ی مادربزرگ برگشتیم.
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
درباره "کی از موضوعات داده شده بنو"س.<br />
از دوست خود درباره "کی از موضوعات ز"ر سوال کن. <br />
سوغاتی<br />
کادو<br />
کادو عروسی<br />
کادو خانه نو<br />
هد"ه
She wants to buy souvenir, what would you recommend her <br />
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......
"کی از صنا"ع دستی ا"ران را انتخاب کن و شکل آن را بکش. <br />
طرز ساخت و مواد مورد نیاز برای درست کردن صنا"ع دستی که انتخاب<br />
کرده ای را بنو"س و بکش.
امروز عمو سپهر پدر و مادرم را دعوت کرد تا به خواستگاری دختر "کی از اقوام<br />
بروند. من با بزرگان فامیل با "ک سبد گل وچند بسته شیر"نی به خانه ی عروس<br />
رفتیم. پدر و مادر عروس ما را به اتاق پذ"را"ی بزرگ و ز"با"ی راهنما"ی کردند.<br />
بعد از کمی صحبت و احوالپرسی عروس خانم برای ما چا"ی آورد و از همه پذ"را"ی<br />
کرد. بزرگترها در باره مهر"ه صحبت می کردند. من از دختر عمو "م درباره مهر"ه<br />
پرسیدم، او با مهربانی گفت : مهر"ه مالی است که مرد موظف میشود هر زمان که<br />
همسرش خواست به او پرداخت کند. بعد از رضا"ت و موافقت هر دو خانواده ،<br />
عروس با شیر"نی و شربت از همه پذ"را"ی کرد و خانواده داماد با کل زدن و دست<br />
زدن خوشحالی خود را نشان دادند. خواستگاری کردن در ا"ران با خواستگاری<br />
کردن در آمر"کا تفاوتهای بسیار ز"ادی دارد!!!!!!!
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
درباره "کی از موضوعات داده شده بنو"س.<br />
از دوست خود درباره "کی از موضوعات ز"ر سوال کن. <br />
جشن گرفتن<br />
پا"کوبی کردن<br />
دست زدن<br />
کل زدن<br />
شادمانی کردن
Would she be present when her cousin proposes to his bride-‐to-‐be <br />
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......
د"روز روز مراسم نامزدی پرهام بود همه ی فامیل با هم به خانه پدر<br />
عروس خانم رفتیم. ا"ن اولین مراسم نامزدی بود که من در آن شرکت می<br />
کردم. مراسم نامزدی در اتاق پذ"را"ی آنها برگزار شد، در کنار اتاق میز<br />
بزرگی بود که روی آن پر از میوه و شیر"نی بود. مراسم نامزدی با پذ"را"ی<br />
از مهمانها شروع شد. بعد از آن خانمها در اتاق د"گری دور هم جمع<br />
شد"م و به رقص و شادمانی پرداختیم و شب خوب و خوشی<br />
راگذراند"م. عروس که لباس بنفش ز"با"ی پوشیده بود روی صندلی<br />
سفیدی نشسته بود. اسم او الینا است او بیست و پنج سال دارد و در<br />
رشته روانشناسی درس می خواند. الینا و پرهام در دانشگاه با هم آشنا<br />
شدند و با حضور پدر و مادر الینا با هم صحبت می کردند تا با هم<br />
بیشتر آشنا بشوند. بعد از مدتی آنها تصمیم به ازدواج گرفتند. پرهام<br />
"ک گردنبند طلای ز"با"ی به الینا هد"ه داد و روز نامزدی با خوبی و<br />
خوشی به پا"ان رسید.
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
درباره "کی از موضوعات داده شده بنو"س.<br />
از دوست خود درباره "کی از موضوعات ز"ر سوال کن. <br />
گلا"ه کردن<br />
تعارف کردنتبر"ک گفتن<br />
مقا"سه کردن<br />
چانه زدن
How would she experience the engagement ceremony <br />
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......
عکس "ک عروس ا"رانی و "ک عروس چینی را بکش. <br />
هنگام خر"د عروسهای ا"رانی چه چیزها"ی برای جشن خود احتیاج<br />
دارند؟ عروسهای آمر"کا"ی چطور؟
چند روز گذشته خانواده عموی من به همراه الینا، پرهام و پدر و مادر الینا برای خر"د<br />
عروسی هرروز به بازار می رفتند. الینا چیزهای ساده و شیک دوست دارد و رنگ مورد<br />
علاقه ی او آبی و نقره ای است. امروز من به همراه بقیه برای خر"د انگشتر و آ"نه شمعدان<br />
راهی بازار شدم. ما همگی به مغازه های مختلف ز"ادی رفتیم . برای خر"د آ"نه و<br />
شمعدان به مغازه آ"نه شمعدان فروشی رفتیم آنها آ"نه های بزرگ و گران قیمت ز"ادی<br />
داشتند. الینا "ک آ"نه و دو شمعدان نقره ای بسیار ز"با انتخاب کرد. عمو و پدر الینا با<br />
صاحب مغازه صحبت کردند تا بتوانند قیمت کمتری برای آ"نه و شمعدانها بدهند. بعد<br />
از آن همه به "ک مغازه کوچک جواهرفروشی برای خر"د حلقه رفتیم، صاحب ا"ن مغازه<br />
آقای عباسی پدربزرگ الینا است. آقای عباسی انگشترهای برلیانش را به الینا و پرهام نشان<br />
داد. الینا و پرهام انگشتری را که "ک برلیان بزرگ گرد داشت انتخاب کردند. آقای<br />
عباسی با خوشروی و خوشحالی قیمت کمتری به آنها پیشنهاد داد و برای عروس و داماد<br />
آرزوی خوشبختی کرد.
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
از دوست خود درباره "کی از موضوعات ز"ر سوال کن. <br />
درباره "کی از موضوعات داده شده بنو"س.<br />
کم ارزش مناسب<br />
ارزان<br />
گرانبها<br />
گران
Was there a need for bride and groom’s family to be involve in wedding process <br />
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......
"ک نقاشی به سبک مینیاتور نقاشی کن. <br />
کدامیک از صنا"ع دستی آمر"کا با صنا"ع دستی ا"ران شبیه است؟<br />
از چه نظر؟
امروز برای من روز بسیار خوبی بود. صبح پس از خوردن صبحانه ای<br />
مفصل، همگی برای انتخاب و خر"د لباس عروس به مزون عمه سودابه<br />
رفتیم. مزون لباسهای عروس عمه سودابه به خاطر کارهای دستی ز"بای<br />
که او انجام می دهد بسیار معروف است. او مشتر"های ز"ادی از شهرهای<br />
دور و نزد"ک ا"ران دارد که برای خر"د "ا اجاره لباس عقد "ا لباس عروس<br />
به مزون او می آ"ند. الینا لباسهای عروسی مختلفی را امتحان کرد او به<br />
دنبال "ک لباس ساده ولی شیک بود. بلاخره "ک لباس ساده ولی بسیار<br />
ز"با را انتخاب کرد. همه زنهای فامیل کل زدند و به او تبر"ک گفتند.<br />
الینا در مزون "ک تاج با نگینهای سبز هم انتخاب کرد. حالا او برای<br />
مراسم عقد و عروسی کاملا آماده می باشد.
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
درباره "کی از موضوعات داده شده بنو"س.<br />
از دوست خود درباره "کی از موضوعات ز"ر سوال کن. <br />
پیراهن عروس<br />
کت و شلوار داماد<br />
پیراهن مهمانی<br />
تاج عروس<br />
لباس عقد
Would she be invited to see the bride buying wedding dress <br />
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......
"ک لباس عروس "ا داماد طراحی کن. <br />
در "ک مزون لباس عروس به غیر از لباس عروس چه چیزها"ی<br />
د"گری برای فروش وجود دارد؟
امروز صبح خیلی زود من با صدای همهمه ز"اد از خواب<br />
بیدار شدم. پارسا هم بیدار شده بود و با تعجب به دور و<br />
برش نگاه می کرد. عده ز"ادی در خانه مادر بزرگ بودند.<br />
آنها برای مرتب کردن و جابجا کردن وسا"ل خانه آماده<br />
بودند.<br />
میزها و صندلی ها ی ز"ادی در کنار باغ بزرگ خانه چیده بودند. "ک عده هم<br />
در اتاق مهمانی مشغول کار بودند، آنها ا"ن اتاق که از اتاق ها ی د"گر خانه<br />
بزرگتر بود را برای مراسم عقد تز"ین می کردند. چیدن سفره عقد "کی از مراسم<br />
قد"می ا"رانیان است ا"ن سفره که شامل اجزای مختلف می باشد نماد آرزوهای<br />
خوب برای زندگی مشترک است و هر کدام از اجزای آن، دارای معنای خاص و<br />
زيبا "ی است . در ابتدا پارچه ترمه ای که از پارچهای اصیل ا"رانی است را به<br />
عنوان سفره پهن کردند. در بالای سفره آ"نه و شمعدانهای نقره ای الینا و پرهام<br />
را گذاشتند. در سمت چپ آن گردو، بادام و فندق که در ظرف ها"ی ز"با<br />
تز"ین شده بود قرار دادند و در سمت راست آن نان و پنیر و سبزی خوردن<br />
گذاشتند. بقیه سفره را با اسفند، نبات، شیر"نی، میوه ، عسل و کله قند تز"ین<br />
کردند. کیک عروسی نیز در کنار سفره روی "ک میز بلند گذاشتند. مراسم<br />
عقد که انجام شد همه با هم به رقص و پا"کوبی پرداختیم و مراسم تا د"ر وقت<br />
ادامه داشت.
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
درباره "کی از موضوعات داده شده بنو"س.<br />
از دوست خود درباره "کی از موضوعات ز"ر سوال کن. <br />
اتاق خواب<br />
مهمانخانه<br />
سالن پذ"را"ی<br />
آشپزخانه<br />
خال
ًWould she experience “Aghd” <br />
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......
"ک سفره عقد بکش. <br />
در سفره عقد چه مواد خوراکی وجود دارد؟ آ"ا کسی خوراکیهای<br />
سفره عقد را می خورد؟ چرا؟
"ک هفته بعد از عقد، مراسم عروسی بزرگ و مجللی در "کی از سالنهای<br />
ز"بای تهران برگزار شد. همه از صبح در حال آماده شدن برای عروسی<br />
بودند. الینا از صبح زود به آرا"شگاه رفته بود، پس از آماده شدن به همراه<br />
پرهام به آتلیه رفتند و عکسهای ز"با"ی گرفتند. آنها با ماشینی که با گل<br />
تز"ین شده بود به تالار عروسی رفتند. در آنجا پس از کمی رقص و<br />
شادمانی مادرزن، پدرزن، مادر شوهر و پدرشوهر و اقوام نزد"ک هد"ه های<br />
گران قیمت ز"با"ی به عروس و داماد دادند. مهمانها با شیر"نی، شربت و<br />
بستنی پذ"را"ی شدند و بعد از ساعتها رقص و پا"کوبی همه برای خوردن<br />
شامی مفصل به سالن غذا خوری رفتند. پس از تمام شدن شام مهمانها با<br />
ماشین، عروس و داماد را به خانه مشترکشان همراهی کردند. شب بسیار<br />
خوب و شادی بود.
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
درباره "کی از موضوعات داده شده بنو"س.<br />
از دوست خود درباره "کی از موضوعات ز"ر سوال کن. <br />
موسقی<br />
کل زدن<br />
فیلم<br />
عکس<br />
رقص کردن
ًWhat would she see differently in American wedding ceremony What would be the same <br />
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......
"ک کیک عروسی بکش. <br />
عروسی در ا"ران با عروسی در آمر"کا تفاوتها و شباهتهای ز"ادی دارد. اقوام<br />
و دوستان عروس و داماد در عروسی نقش مشخصی دارند. برای هر دو جا<br />
چهار مورد نام ببر.
امروز روز پاتختی بود، پاتختی مراسمی است که روز بعد از عروسی در<br />
خانه عروس و داماد برگزار می شود. در ا"ن مراسم همه ی خانمهای که<br />
به عروسی دعوت شده بودند با کادو و گل به د"دن عروس می روند.<br />
من ، مامان ، عمه سودابه و مادربزرگ با بقیه ی خانمهای فامیل با کادو<br />
و گل به خانه ی الینا رفتیم. مادرزن کیک عروسی را به اتاق آورد. عمه<br />
سودابه "ک چاقو"ی که با گل تز"ین شده بود را برداشت وشروع به<br />
رقصیدن کرد وبرای دادن آن به داماد، شاباش میگرفت . شاباش به پولی<br />
گفته میشود که به رقاص رقص چاقو داده و "ا بر سر عروس و داماد<br />
میر"زند . عمه سودابه بعد از رقص ، چاقو را به عروس خانم داد و آنها با<br />
هم کیک را بر"دند و سپس کیک را به مهمان ها تعارف کردند.
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
درباره "کی از موضوعات داده شده بنو"س.<br />
از دوست خود درباره "کی از موضوعات ز"ر سوال کن. <br />
حنا بندون<br />
عقد<br />
نامزدی<br />
پاتختی<br />
عروسی
Would she experience a ceremony just like “patakhM” What would that be <br />
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......
"ک چاقو تز"ین شده برای رقص چاقو بکش. <br />
رقص چاقو "ک رسمی است که مخصوص به مردم ا"ران<br />
می باشد. آ"ا مراسم عروسی در آمر"کا رسم مخصوص<br />
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<br />
نو"سم پدر و مادربزرگ ، عمه و عموها خیلی از رفتن ما<br />
ناراحت بودند پدربزرگم برای خداحافظی از ما همه را برای<br />
ناهار دعوت کرده بود ظهر در "ک اتاق بزرگ سفره ای<br />
انداختند و غذاهای خوشمزه ای آوردند. من از ناراحتی<br />
نتوانستم چیزی بخورم. از ا"نکه با"د از همه و مخصوصا از<br />
سارا کوچولو خداحافظی میکردم بسیار غمگین بودم. عصر<br />
همه همراه ما به فرودگاه آمدند. در فرودگاه پارسا و سارا با هم<br />
بازی می کردند. مادربزرگم بیشتر از همه ناراحت بود و پدر<br />
بزرگ, پدرم را بغل کرده بود و آرام گر"ه می کرد. من ا"ن سفرم<br />
را هرگز فراموش نخواهم کرد.
١۱. از روی متن درس "کبار بخوان و دور کلماتی که معنی آن را نمی دانی<br />
خط بکش و آنها را در ا"ن قسمت بنو"س.<br />
کلمات جدید <br />
٣۳.در گروه سه تا چهار نفره درباره متن با هم صحبت کنید. آ"ا تا بحال هیچکدام<br />
از موضوعات متن برای شما اتفاق افتاده است؟<br />
In a group of three or four discuss the story, to which part of the story do <br />
you relate to Write the outline. <br />
Read the text and circle and write the words you don’t know. <br />
ا"ن خیلی جالب بود!<br />
٢۲. لیست خود را با دوستت مقا"سه کن و ۵ کلمه مشترکی که هر دو نمی دانید را بنو"س.<br />
Compare your list with your friend and write 5 common words that you both <br />
don’t know in here. <br />
گفتگوی امروز ....
درباره "کی از موضوعات داده شده بنو"س.<br />
از دوست خود درباره "کی از موضوعات ز"ر سوال کن. <br />
نگران<br />
متاسف<br />
افسرده<br />
ناراحت<br />
غمگین
Would her whole family come to airport to say goodbyes or not Why <br />
اگر پر"ا در ا"ران زندگی می کرد و می<br />
خواست برای عروسی پسر عمو"ش به<br />
آمر"کا بیا"د......