ﮐﻠﻤﺎت ﺟﺪﯾﺪ - StarTalk

Student Program Curriculum Template and Guide
Interpretive tasks involve students in receptive communication of oral or written messages,
in mediated communication via print and non-print material, or with listener, viewer, reader
works with visual or recorded materials whose creator is absent.
Interpersonal tasks require direct oral communication between individuals who are in
personal contact or direct written communication between individuals who come into
personal contact.
Presentational tasks require students to engage in productive communication using oral or
written language, produce spoken or written communication for people with whom there is
no immediate personal contact or which takes place in a one-to-many mode, or author or
create visual or recorded material for listeners or readers not personally known.
Interpretive, Interpersonal and Presentational tasks
Students will Interview a native speaker about his/her traditional wedding. They will also
research using an authentic print or non-print resource about traditional Iranian wedding. They
will then use the results of their research from these two different resources to prepare a story
book using Story Bird, power point presentation, a poster, an illustrated and narrated book, or a
brochure about Iranian traditional wedding. They will present their work to the rest of the class
and answer questions. The final product must include:
Information about the bride and the groom, their place of origin, their educational
background, profession and how they met
Information about wedding ceremony and reception, including the time, place, number
of guests, music, and food and a brief description of what the bride is wearing
Information about “Sofreh aghd”, its items and what they represent
Description of the food and sweets that are usually served at wedding receptions
G. Other Types of Assessment and Evidence of Learning – Formative Assessments
Other types of assessment and evidence of learning may include a wide range of activities and
products that provide meaningful evidence of learning, such as dialogue journals, reflective
journals, posters, LinguaFolio self-assessment, role plays, presentations of visual or performance
arts, portfolios, audio portfolios, e-portfolios, research projects, or videos. Be sure to include
some assessment or reflection about students’ attitudes and perspectives toward the target
language and culture. These tasks will occur throughout the program and should address all of
the program goals.
Examples
Brief description
STARTALK 2010
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