Persian Main Text

Lesson OneVocabulary

Learn the following words:

gol flower €°dæræxt tree ÀâcaÇeÍm eye ‹Æ†guÍ ear fº°ketab book [¢§îmaÍin car ›øã¢ñÇeraq lamp lZ´†ja place ¢áin this ›õZan that r˜pesær boy; son ´≠üdoxtær girl; daughter ´§âapedær father c©ümadær mother ca¢ñtelefon telephone ›µ∏Ömiz table; desk ¨øñdær door cateleviziyon television rºõ¨õº∏Öhotel hotel €§òbank bank ⁄ó¢ÑÍæbnæm Shabnam (girl's name) ‹∫£ãreza Reza (boy's name) ¢çcsælam hello (person beginning a conversation) qÈäsælam 'ælæykom hello (the other person) ‹∑ø∏ê qÈähal condition; health p¢àÍoma you (pl. or sing., polite) ¢πãhal-e Íoma your health ¢πãI p¢àÇe-towr how (question word) º±†æst is ÀäZbæd bad ©Ñnist-æm I am not ‹§≠øómotæÍækker thankful NÇÇÇ∑Æ§ñmotæÍækker-æm thank you q NÇÇÇ∑Æ§ñmæn I ›ñhæm also; too ‹ò

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xub good [ºâxub-æm1 I am fine (lit., I am good) ‹Ñºâmérsi thank you ·ä´ñxoda God Z©âhafez protector ’í¢àxoda hafez bye (said by the person leaving) ’í¢à Z©âbe-sælamæt goodbye (said by the person staying) ÀñÈ≠Ñ

Nouns1. Objects

Persian does not have an equivalent for the English "the". Thus the word Àâca'dæræxt' means both "tree" and "the tree," but not "that tree".

gol flower [the flower] €°dæræxt tree [the tree] Àâcaketab book [the book] [¢§îmaÍin car [the car] ›øã¢ñÇeraq lamp [the lamp] lZ´†ja place [the place] ¢á

Where more than one object is concerned, add ¢ò '-ha' to the noun to make it plural:

gol-ha flowers ¢ò €°dæræxt-ha trees ¢ò Àâcaketab-ha books ¢ò [¢§îmaÍin-ha cars ¢ò ›øã¢ñÇeraq-ha lamps ¢ò lZ´†ja-ha2 places ¢ò¢á

2. People

Persian does not distinguish gender. Gender is reflected in the inherent content ofthe noun. Example:

pesær boy ´≠üdoxtær girl ´§âapedær father c©ümadær mother ca¢ñ

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Demonstrative Adjectives

in this (pointing to an object close to you) ›õZan that (pointing to an object away from you) r˜

To form a demonstrative phrase, place a demonstrative adjective before thesingular or the plural form of the noun. Note that only the noun, not the demonstrativeadjective, assumes a plural form. Example:

singular:

in ja here, this place ¢á ›õZ in ÇeÍm this eye ‹Æ† ›õZ

an dæræxt that tree Àâca r˜in ketab this book [¢§î ›õZan maÍin that car ›øã¢ñ r˜in Çeraq this lamp lZ´† ›õZ

plural:

an ja-ha those places ¢ò¢á r˜in dæræxt-ha these trees ¢ò Àâca ›õZan ketab-ha those books ¢ªÑ¢§î r˜in maÍin-ha these cars ¢ò ›øã¢ñ ›õZan Çeraq-ha those lamps ¢ªëZ´† rãn ÇeÍm-an those eyes r¢ñÆ† r˜

Learn the following sample phrases:

in ketab this book [¢§î ›õZin ketab-ha these books ¢ªÑ¢§î ›õZan dæræxt-an those trees r¢§âca r˜in maÍin-ha these cars ¢ò ›øã¢ñ ›õZan gol that flower €° r˜

SummarySo far in this lesson we have learned that:

(a) Like English nouns, Persian nouns have a singular and a plural form--theplural is derived from the singular by adding ¢ò '-ha'.

(b) Persian does not distinguish gender.

(c) Demonstrative adjectives precede the noun. The demonstrative adjectivedoes not have a plural form.

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Dialog

Learn the following dialog between Reza and Shabnam:/ ¢çc qÈä : ‹∫£ã

/ ‹∫£ã ‹∑ø∏ê qÈä : ¢Ççc ? ÀäZ cº±† ¢πãI p¢à : ‹∫£ã

? ÀäZ cº±† ¢πãI p¢à / qŃÇÇÇ∑Æ§ñ / ‹§≠øó ©Ñ : ¢Ççc/ ·ä´ñ / ‹Ñºâ ‹ò ›ñ : ‹∫£ã

/ ’í¢à Z©â : ¢ÇÇçc/ ÀñÈ≠Ñ : ‹∫£ã

Transcription

Shabnam: sælam reza.Reza: sælam 'ælæykom Íæbnæm.

Shabnam: hal-e Íoma Çe-towr æst?Reza: bæd nist-æm. motæÍækker-æm. hal-e Íoma Çe-towr

æst?Shabnam: mæn hæm xub-æm. mérsi.

Reza: xoda hafez.Shabnam: be-sælamæt.

Translation

Shabnam: Hello Reza.Reza: Hello Shabnam.

Shabnam: How are you?Reza: I am fine (lit., I am not bad), thank you. How are you?

Shabnam: I am fine, too. Thank you.Reza: Bye.

Shabnam: Goodbye.

Homework1. Translate the following phrases into Persian and hand in to your instructor.

Make sure that your answers are in the Persian script!

this book those telephonesthat book these hotelsthese flowers these girls (two forms)the television that bankthese trees (two forms) that doorthose fathers (two forms) this television

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those lamps those tables.the doors these placesthose mothers (two forms) those eyes

2. Translate the following from Persian into English:

an mizha ¢ò¨øñ rãn dærha ¢òca r˜in madæran rZca¢ñ ›õZin gol €° ›õZgolha ¢ª∏°an hotel €§ò rãn ketab [¢§î rãn pesæran rZ´≠ü r˜in bankha ¢ò ⁄ó¢Ñ ›õZin dæræxtha ¢ò Àâca ›õZteleviziyon rºõ¨õº∏Öan Çeraq lZ´† r˜in ÇeÍmha ¢ªñÆ† ›õZÇeraqha ¢ªëZ´†an jaha ¢ò¢á r˜in doxtæran rZ´§âa ›õZ

3. (in class) Practice the dialog using students' names.

4. Write out the dialog using other names.

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Lesson TwoVocabulary


jeld volume (book) ©∏ánæfær individual ´µómærd man a´ñkaqæz paper ™ë¢îværæq sheet (of paper) nctqaleb 3 bar (of soap) ␣ï¢ìsabun soap rºÑ¢åsasan Sasan (boy's name) r¢ä¢äbé-bæxÍ-id excuse me! ©øÆ®£Ñaqa mister; gentleman ¢ì˜ki who (question word) ·îÛale 4 Zhaleh (girl's name) fiïZÄamuzgar 5 teacher c¢°dºñ˜esm name ‹äZÇi what (question word) ·†Çe what (literary form) fi†aqa-ye jævadí 6 Mr. Javadi waZºáI w¢ì˜mi-dan-id do you know? ?©øóZ©øñsa'æt time; clock; hour; watch Àê¢ädæqiqe(h) minute fi∂øìab…le(h) yes fi∏Ñxéyli very; much; a lot ÚøâxaheÍ mi-kon-æm 7 you are welcome! ‹∫∑øñ —òZºâminu Minu (girl's name) º∫øñmina Mina (girl's name) ¢∫øñhæsæn Hassan (boy's name) ›≠àmehrdad Mehrdad (boy's name) aZa´ªñpætu blanket º§ü

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NounsObjects (cont.)

As mentioned, Persian does not have a definite article. Persian nouns, therefore, areinherently definite unless otherwise marked:

gol flower [the flower] €°bank bank [the bank] ⁄ó¢Ñ

An indefinite noun, however, is marked by an unstressed w '-i':

gól-i a flower Ú°ketáb-i a book ·Ñ¢§îmaÍín-i a car ·∫øã¢ñjá-'i a place ·ú¢ápætú-'i 8 a blanket ·úº§ü

When w '-i' is used with the plural form of the noun, it is the equivalent of "some" in

English:

miz-há-'i some tables ·ú¢ò¨øñja-há-'i some places ·ú¢ò¢áÇeÍm-há-'i some eyes ·ú¢ªñÆ†

NumbersThe Persian numbers 0 -12 are: 9

sefr zero 0 ´µå

yek one 1 ⁄õ

do two 2 ta

se three 3 fiä

Çæhar four 4 ¢ª†

pænj five 5 Õ∫ü

ÍeÍ six 6 —ã

hæft seven 7 Àµò

hæÍt eight 8 ÀÆò

noh nine 9 fió

dæh ten 10 sa

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yazdæh eleven 11 sad¢õ

dævazdæh twelve 12 sadZta

Numbers appear before the singular form of the noun to indicate one or more of athing. Example:

yek dæræxt one tree Àâca ⁄õse miz three tables ¨øñ fiähæft televiziyon seven televisions rºõ¨õº∏Ö Àµòdo hotel two hotels €§ò ta

The indefinite article w '-i' does not replace the numeral ⁄õ 'yek' "one"; rather it

introduces a degree of uncertainty about the number. In other words, w and ⁄õ are not

mutually exclusive. Compare:

yek miz one table; a table ¨øñ ⁄õyek miz-i a certain table w¨øñ ⁄õ

Classifiers

For counting things which come in volumes (books), bars (soap), or sheets (paper),like English, Persian uses classifiers. These classifiers follow the numeral and precedethe noun. Example:

Çæhar jeld ketab four volumes of books [¢§î ©∏á c¢ª†do næfær mærd two individual men a´ñ ´µó tapænj væræq kaqæz five sheets of paper ™ë¢î nct Õ∫üdo qaleb sabun two bars of soap rºÑ¢å ␣ï¢ì ta

Most classifiers, however, can be replaced by the unspecified unitizer ¢Ö 'ta'. This

form is not used with ⁄õ 'yek'. Compare:

yek Çeraq one lamp lZ´† ⁄õÇæhar ta ketab four books (lit,, four [units of] book) [¢§î ¢Öc¢ª†do ta sabun two soaps (lit., two [units of] soap) rºÑ¢å ¢Öta

In translating into English, ¢Ö 'ta' is usually left out of the translation. Example:

se ta miz three tables ¨øñ ¢Ö fiäpænj ta dær five doors ca ¢Ö Õ∫ühæft ta Çeraq 1 0 seven lamps lZ´† ¢Ö Àµò

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The word ©∫† 'Çænd ' is interesting in that it can be used as a numeral meaning

"several" or, it can be used as a question word to ask "how many". Compare:

Çænd ta ketab several books [¢§î ¢Ö©∫†Çænd ta pætu several blankets º§ü ¢Ö©∫†Çænd ta ketab? how many books? ? [¢§î ¢Ö©∫†Çænd ta pætu? how many blankets? ? º§ü ¢Ö©∫†

When ©∫† 'Çænd' is used as a question word, the intonation pattern of the

sentence must be a question intonation, i.e., there must be a steady rise and a sharpfall. (See the Tape Manual)

Combining the points in Lesson One about the noun and the demonstrativeadjectives with the information provided in this lesson about the numerals, we are nowable to generate phrases of the type presented below:

in do ta ketab these two books [¢§î ¢Öta ›õZan ÍeÍ ta dær those six doors ca ¢Ö —ã r˜in hæft ta miz these seven tables ¨øñ ¢Ö Àµò ›õZan dæh ta Çeraq those ten lamps lZ´† ¢Ö sa r˜

The use of the unitizer ¢Ö 'ta' is optional, i.e., fiä 'se' is just as good as ¢Ö fiä 'se

ta' and Àµò 'hæft' does the same thing as ¢Ö Àµò 'hæft ta'. In speaking with

Persians, however, you will find that they use ¢Ö 'ta' quite often.

Finally, the combination of a number and the indefinite marker w '-i' imparts a

sense of vagueness and uncertainty to the phrase. In English this sense is expressed byusing words like "certain" and "about" or by using forms like "several," i.e., formswhich are inherently vague. Example:

yek m…rd-i a certain man wa´ñ ⁄õpænj ta dær…xt-i about five trees ·§âca ¢Ö Õ∫üÇænd ta sabún-i several bars of soap ·óºÑ¢å ¢Ö ©∫†

Summary

So far we have learned that:

(a) Persian does not have a counterpart for the English definite article "the".But it has an equivalent for the English "a".

(b) Numerals precede the singular form of the noun.

(c) Demonstrative adjectives are used before the numerals.

(d) Nouns may be classified in specific terms by using a classifier or they maybe classified in vague terms by adding ¢Ö 'ta'.

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The following chart demonstrates the order in which the elements of the nounphrase occur:

Phrase

noun ta num dem adj¨øñ miz ¢Ö ta fiä se ›õZ in

table(s) ø three these

DialogLearn the following dialog between Sasan and Zhaleh:

? ÀÇäZ ·î ¢ÇÇì˜ r˜ -©øÇÇÆ®ÇÇ£Ñ : r¢ä¢ä/ ÀÇäZ ›ñ Ic¢°dºÇñ˜ ¢ÇÇì˜ r˜ : fiÇÇÇÇÇÇÇÇÇÇïZÄ

? ÀÇäZ ·ÇÇ† ¢πÇÇã Ic¢°dºÇñ˜I ‹äZ : r¢ä¢ä/ ÀÇäZ waZºÇÇá Iw¢ÇÇì˜ ›ñ Ic¢°dºÇñ˜I ‹äZ : fiÇÇÇÇÇÇÇÇÇÇïZÄ

? ÀÇäZ ©∫ÇÇ† MÀÇê¢Çä ©øóZ©øÇñ ¢πÇã : r¢ä¢ä/ ÀÇäZ ÀÇµÇò IÀÇê¢ÇÇä - fiÇÇ∏Ñ : fiÇÇÇÇÇÇÇÇÇÇïZÄ

/ qŃÇÇÇ∑Æ§ñ Úøâ : r¢ä¢ä/ ‹∫∑øñ —òZºâ : fiÇÇÇÇÇÇÇÇÇÇïZÄ

Transcription Translation

Sasan: be-bæxÍ-id, an aqa ki æst? Sasan: Excuse me, who is that man?Zhale: an aqa amuzgar-e mæn æst. Zhale: That gentleman is my teacher.Sasan: esm-e amuzgar-e Íoma Çi æst? Sasan: What is your teacher's name?Zhale: esm-e amuzgar-e mæn aqa-ye Zhale: My teacher's name is Mr. Javadi.

jævadi æst.Sasan: Íoma mi-dan-id sa'æt Çænd æst? Sasan: Do you know what time it is? 1 1

Zhale: b…le, sa'æt-e hæft æst. Zhale: Yes. It is seven o'clock.Sasan: xeyli motæÍækker-æm. Sasan: Thank you very much.Zhale: xaheÍ mi-kon-æm. Zhale: You are welcome.

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Homework1. Translate the following phrases into Persian. Write your answers in the

Persian script and hand in to your instructor :

these nine trees a bankthose ten cars these five hotelsthat one lamp these booksthis one television the telephonethose several doors those eyes

2. Translate the following into English and hand in to your instructor :

pætu'i ·úº§ü an hæÍt ta hotel €§ò ¢Ö ÀÆò rãn ÍeÍ ta maÍin ›øã¢ñ ¢Ö —ã r˜ in Çæhar ta dær ca ¢Öc¢ª† ›õZin Çænd ta dæræxt Àâca ¢Ö©∫† ›õZ se ta bank ⁄ó¢Ñ ¢Ö fiäan ketabha ¢ò [¢§î r˜ Çænd ta dæræxti ·§âca ¢Ö©∫†dæræxtha ¢ò Àâca hæft ta pætu'i ·úº§ü ¢Ö Àµò

3. Answer the following questions by using the numbers provided. Write yourfull answers in the Persian script. Example:

7 ? ÀäZ ©∫† MÀê¢ä? ÀäZ Àµò IÀê¢ä

( ( ( (

3 ? ÀäZ ©∫† Àê¢ä

9 ? ÀäZ ©∫† Àê¢ä

1 2 ? ÀäZ ©∫† Àê¢ä

1 ? ÀäZ ©∫† Àê¢ä

5 ? ÀäZ ©∫† Àê¢ä

1 1 ? ÀäZ ©∫† Àê¢ä

10 ? ÀäZ ©∫† Àê¢ä

6 ? ÀäZ ©∫† Àê¢ä

4 ? ÀäZ ©∫† Àê¢ä

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4. Answer the following questions by using the names in parantheses. Writeyour answers in the Persian script. Example:

) ¢çc * ? ÀäZ ·† ¢πã ‹äZ/ ÀäZ ¢çc ›ñ ‹äZ

( ( ( () º∫øñ * ? ÀäZ ·† ¢πã ‹äZ) ¢∫øñ * ? ÀäZ ·† ¢πã ‹äZ) ‹∫£ã * ? ÀäZ ·† ¢πã ‹äZ) ›≠à * ? ÀäZ ·† ¢πã ‹äZ) r¢ä¢ä * ? ÀäZ ·† ¢πã ‹äZ) aZa´ªñ * ? ÀäZ ·† ¢πã ‹äZ

) fiïZÄ * ? ÀäZ ·† ¢πã ‹äZ

5. (in class) Practice the dialog using your own names.

6. Combine the dialog in this lesson with the dialog in Lesson One. Write outthe new dialog.

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Lesson ThreeVocabulary


keyvan Kayvan, first name (male) rZºøîqali carpet Ò¢ìmal property p¢ñmal-e property of; belonging to I p¢ñvæ and txeyr no ´øâbæha price; worth ¢ªÑæz from; than dZhezar thousand cZ¨òtuman unit of money equal to ten rials r¢ñºÖaya marker for question sentences ¢õ˜kerman Kerman, city in SE Iran r¢ñ´îkerman-í from (or made in) Kerman ·ó¢ñ´îkaÍan Kashan, city in central Iran r¢ã¢îkaÍan-í from (or made in) Kashan ·ó¢ã¢îne-mi-dan-æm I don't know ‹óZ©øπóv…li but Òttæbriz Tabriz, city in NW Iran ¨õ´£Ötæbriz-í from (or made in) Tabriz w¨õ´£ÖpærÇæm flag ‹†´üpærÇæm-e iran the flag of Iran rZ´õZI ‹†´ü

Some names of countries

emrika America ¢∑õ´ñZrusiyye Russia fiNøätcitaliya Italy ¢øï¢§õZæfqanestan Afghanistan r¢§≠ó¢¥íZhend India ©∫òkanada Canada Za¢ó¢îiran Iran rZ´õZkore Korea s´î

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The suffix w '-í' (always stressed) is used to indicate belonging to a place or being

native of a town or a country. Often it also means made in a place or a country:

iran-í Iranian; made in Iran ·óZ´õZhend-í Indian; made in India w©∫ò

If the form ends in a vowel, such as in Za¢ó¢î 'kanada' (Canada), a hamza ú precedes

the w , i.e., ·ú . Example:

kanada'í Canadian; made in Canada ·úZa¢ó¢îemrika'í American; made in the US ·ú¢∑õ´ñZ

AdjectivesAdjectives qualify nouns. Here are some Persian adjectives:

xub good; nice [ºâbæd bad ©Ñbozorg big; large Åc¨ÑkuÇek small ⁄†ºîqæÍæng beautiful Á∫Æìziba beautiful; elegant ¢£õdxoÍ pleasant fºâxoÍ-gel pretty; beautiful €…ãºâxoÍ-tip handsome ÂøÖ fºâxoÍ-qiyafe handsome; good looking fií¢ø∂ãºâbæd-qiyafe ugly; bad looking fií¢øì ©ÑzeÍt ugly Àãdgeran expensive rZ´°ærzan inexpensive; cheap rZdcZbolænd tall; loud (sound) ©∫∏Ñkutah short s¢Öºî

As a rule, Persian adjectives follow their noun and are not declined, i.e., there existsno concordance between a noun in the plural and its modifying adjectives. Theadjectives themselves, however, may be modified by an intensifier like Úøâ 'xeyli'

(very). Examples:

ziba beautiful ¢£õdzæn-e ziba beautiful woman ¢£õdI rdzæn-ha-ye ziba beautiful women ¢£õd I w¢ªódxeyli ziba very beautiful ¢£õd Úøâ

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The number of adjectives qualifying a noun is not limited; more than one adjectivemay qualify a single noun. Example:

ketab-e xub good book [ºâ I[¢§îmaÍin-e kuÇek-e ærzan inexpensive, small car rZdcZI ⁄†ºîI ›øã¢ñ

Comparison of Adjectives

The Comparative degree

Two degrees of comparison, comparative and superlative, are distinguished. Toindicate the comparative degree, add the suffix ´Ö '-tær' "more, -er" to the adjective.

Example:

bozorg big Åc¨Ñbozorg-tær bigger ´§°c¨Ñxub good [ºâxub-tær better ´§Ñºâbeh-tær better ´§ªÑxoÍ-qiyafe handsome fií¢ø∂ãºâxoÍ-qiyafe-tær 1 2 more handsome ´Ö fií¢ø∂ãºâgeran expensive rZ´°geran-tær more expensive ´Ö rZ´°

When two nouns are compared, the comparison marker dZ 'æz' "than" is used

before the second noun. Example:

pesær æz doxtær bozorg-tær æst / ÀäZ ´§°c¨Ñ ´§âa dZ ´≠ü The boy

is bigger than the girl.

The Superlative Degree

To indicate the superlative degree, add the suffix ›õ´Ö '-tærin' "most, -est" to the

adjective. Example:

bozorg-tærin the biggest ›õ´§°c¨Ñxub-tærin the best ›õ´Ö [ºâbeh-tærin the best ›õ´§ªÑxoÍ-qiyafe-tærin the most handsome ›õ´Ö fií¢ø∂ãºâ

Unlike the demonstratives and the numerals which were simply added,adjectives are attached to the noun (and to each other), with an ezafe (see Lesson

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Four). This attachment may be written out as a kasra (I ) below the last consonant

letter of the noun qualified. If the noun ends in an Z 'ælef,' or a t 'vav,' a w 'ye' carries

the ezafe kasra. Compare:

televiziyon-e geran expensive television rZ´°Irºõ¨õº∏Ö

hotel-ha-ye bozorg big hotels Åc¨ÑIw¢ª∏§ò

pætu-ye geran 1 3 expensive blanket rZ´°I wº§ü

The same procedure applies, if the noun ends in a s 'he' that is pronounced '-e,' but

not if the s 'he' is pronounced 'h'. Compare:

re'is-e xoÍ-qiyafe-ye reza Reza's handsome boss ¢çcI w fií¢øì fºâI –øúcdær-e kutah-e hotel short door of the hotel €§òI s¢ÖºîI ca

When the indefinite marker w '-i' (not stressed) is to be added to a phrase, it will be

added to the last noun or adjective in that phrase. Example:

ketab-e xúb-i a good book ·ÑºâI [¢§îmaÍin-e kuÇek-e ærzán-i a small, inexpensive car ·óZdcZI ⁄†ºîI ›øã¢ñ

It should be noted that like the plain adjective, the comparative degree followsthe noun qualified while the superlative degree precedes it.

Compare:

hotel-e bozorg-tær bigger hotel ´Ö Åc¨ÑI €§òdæræxt-ha-ye bolænd-tær taller trees ´Ö ©∫∏ÑI w¢ª§âca

But

bozorg-tærin hotel the biggest hotel €§ò ›õ´Ö Åc¨Ñbolænd-tærin dæræxt-ha the tallest trees ¢ª§âca ›õ´Ö ©∫∏Ñ

In general, however, the adjective does not interfere with the basic structuresummarized at the end of Lesson Two. Instead, it fits right in--after the noun:

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phrase

noun ta num dem adjadj ezafe

rZ´° G ¨øñ ¢Ö Õ∫ü ›õZ

Using this model we can generate a large number of simple phrases: 1 4

Adj n o u n t a n u m d e m Åc¨Ñ ¨øñ ⁄õ⁄†ºî [¢§î ta©∫∏Ñ ›øã¢ñ fiä

s¢ÖºîI Àâca ¢ª†Á∫Æì lZ´† Õ∫üÀãd ‹†´ü ¢Ö —ã ›õZ[ºâ rºõ¨õº∏Ö Àµò

©Ñ ca ÀÆòrZ´° €§ò fióRZdcZ ›µ∏Ö sa·Ñ˜ €° sad¢õ

sadZta

Bashiri 18__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Similarly, many simple phrases in the plural can be generated using the following:

Adj eza fe h a n o u n d e mÅc¨Ñ ¨øñ⁄†ºî [¢§î©∫∏Ñ ›øã¢ñ

s¢ÖºîI ÀâcaÁ∫Æì w ¢ò lZ´† ›õZÀãd ›µ∏Ö[ºâ rºõ¨õ

º∏Ö©Ñ ca

rZ´° €§ò

Colors may be used as adjectives. Learn the following words for color:

ræng color ÁócxoÍ-ræng of pretty color Áóc fºâbæd-ræng of ugly color Áóc ©Ñsefid white ©øµäsiyah black s¢øäsæbz green ¨£äzærd yellow acdsuræt-í pink ·ÖcºåbænæfÍ purple —µ∫Ñnarænj-í orange ·¶óc¢ósorx red `´ägol-í red (rose color) Ú°qermez red ¨ñ´ìab-í blue ·Ñ˜qæhve'-í brown wZ sºªìxakestær-í gray w´§≠î¢â

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Abstract Nouns and Adjectives

Some nouns and adjectives can be made abstract. To form an abstract noun, add thesuffix w '-í' (always stressed) to the noun or adjective. Example:

mærd-í manhood wa´ñxub-í goodness ·Ñºâbozorg-í bigness; greatness ·°c¨Ñsefid-í whiteness w©øµä

In fact, the following colors are formed by adding w '-í' to concrete nouns.

Compare:

gol flower €°suræt face \cºånarænj orange (bitter) Õóc¢óportæqal orange (sweet) p¢∂Ö´üab water [˜qæhve coffee sºªìxakestær ashes ´§≠î¢â

Learn the following simple phrases:

ketab-e abi blue book ·Ñ I [¢§îÇeraq-e sefid white lamp ©øµäI lZ´†dær-e kutah-e sorx short, red door `´äI s¢ÖºîI camaÍin-e bozorg big car Åc¨ÑI ›øã¢ñgol-ha-ye zærd yellow flowers acdI w¢ª∏°hotel-ha-ye xub good hotels [ºâI w¢ª∏§òdær-e sefid white door ©øµäI cagol-e sorx-tær redder flower ´Ö `´äI €°dæræxt-e sæbz green tree ¨£äI ÀâcamaÍin-e qæÍæng-tær more beautiful car ´Ö Á∫ÆìI ›øã¢ñhotel-e ærzan-tær cheaper hotel ´Ö rZdcZI €§òÇeraq-ha-ye kutah-tær shorter lamps ´Ö s¢ÖºîI w¢ªëZ´†bozorg-tærin bank biggest bank ⁄ó¢Ñ ›õ´Ö Åc¨ÑkuÇek-tærin televiziyon smallest television rºõ¨õº∏Ö ›õ´Ö ⁄†ºîærzan-tærin gol cheapest flower €° ›õ´Ö rZdcZbænæfÍ-tærin miz most purple table ¨øñ ›õ´Ö —µ∫ÑzeÍt-tærin telefon ugliest telephone ›µ∏Ö ›õ´Ö Àãdsæbz-tærin dæræxt greenest tree Àâca ›õ´Ö ¨£ä

Bashiri 20__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Learn the following complex phrases:

in se ta ketab-e abi-ye qæÍæng Á∫ÆìI ·Ñ I [¢§î ¢Ö fiä ›õZthese three beautiful blue books

an Çænd ta Çeraq-e sefid-e geran rZ´°I ©øµäI lZ´† ¢Ö©∫† r˜those several white, expensive lamps

do ta dær-e kutah-e zeÍt ÀãdI s¢ÖºîI ca ¢Ötatwo ugly, short, doors

yek maÍin-e siyah-e bozorg Åc¨ÑI s¢øäI ›øã¢ñ ⁄õa large, black car

hotel-ha-ye ærzan-e xub [ºâI rZdcZI w¢ª∏§ògood, inexpensive hotels

an ÍeÍ ta gol-e qæÍæng-e zærd acdI Á∫ÆìI €° ¢Ö —ã r˜those six beautiful, yellow flowers

Phrase Juxtaposition

It is possible to combine two or more phrases with the help of an ezafe (for ezafe,see Lesson Four). In such cases elements of one phrase follow those of the other. Andthe ezafe establishes the link. Note that the individual members of these phrases areoptional and can be left out:

phrase 2 phrase 1

a´ñ ¢Ö ta r˜ G ›øã¢ñ ¢Ö Õ∫ü ›õZmærd ta do an e maÍin ta pænj in

maÍin-e an mærd a´ñ r I ›øã¢ñmaÍin-e an do (ta) mærd a´ñ )¢Ö* ta r I ›øã¢ñin maÍin-e an mærd a´ñ r I ›øã¢ñ ›õZin pænj maÍin-e an mærd a´ñ r I ›øã¢ñ Õ∫ü ›õZin pænj ta maÍin-e an do mærd a´ñ ta r I ›øã¢ñ ¢Ö Õ∫ü ›õZin pænj ta maÍin-e an do ta mærd a´ñ ¢Öta r I ›øã¢ñ ¢Ö Õ∫ü ›õZ

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Translation

that man's carthe car belonging to those two menthis car belonging to that manthese five cars belonging to that manthese five cars belonging to those two menthese five cars belonging to those two men

Summary

So far, in this lesson, we have learned that:

(a) Adjectives are forms that qualify nouns.

(b) In Persian, the adjective follows the noun and is attached to it by an ezafe.

(c) More than one adjective may qualify a noun.

(d) The comparative degree of adjectives is formed by adding ´Ö '-tær' to the adjective.

(e) The superlative degree is formed by adding ›õ´Ö '-tærin'.

(f) The superlative degree precedes the noun it qualifies.

(g) Some nouns and adjectives can be made abstract by adding a stressed · '-í' to them.

Dialog

? ÀäZ ·îI p¢ñ Á∫ÆìI Ò¢ì r˜ :ºÇÇÇÇ∫ÇÇøÇÇñ/ ÀäZ a´ñ r˜I p¢ñ Ò¢ì r˜ : rZºøî? ÀäZ ©∫† Ò¢ì r˜I w¢ªÑ :ºÇÇÇÇ∫ÇÇøÇÇñ

/ ÀäZ r¢ñºÖ cZ¨ò r˜I w¢ªÑ : rZºøî? ÀäZ r¢ñ´îI p¢ñ Ò¢ì r˜ ¢õ˜ :ºÇÇÇÇ∫ÇÇøÇÇñ

/ ÀäZ r¢ã¢îI p¢ñ Ò¢ì r˜ /´øâ : rZºøî? ÀäZ ´§ªÑ ·ó¢ã¢îI Ò¢ì dZ ·ó¢ñ´îI Ò¢ì :ºÇÇÇÇ∫ÇÇøÇÇñ

/ ÀäZ w¨õ´£ÖI Ò¢ì Ò¢ì ›õ´§ªÑ Òt / ‹óZ©øπó : rZºøî

Bashiri 22__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __


Minu: an qali-ye qæÍæng mal-e ki æst? Minu: To whom does that beautifulcarpet belong?

Kayvan: an qali mal-e an mærd æst. Kayvan: That carpet belongs to that man.Minu: bæha-ye an qali Çænd æst? Minu: How much is the price of that

carpet?Kayvan: bæha-ye an hezar tuman æst. Kayvan: The price of that carpet is a

thousand tumans.Minu: aya an qali mal-e kerman æst? Minu: Is that carpet a Kermani carpet?Kayvan: xeyr. an qali mal-e kaÍan æst. Kayvan: No. That carpet is a Kashani

carpet.Minu: qali-ye kerman-í æz qali-ye kaÍan-í beh-tær æst? Minu: Are Kermani carpets better than

Kashani carpets?Kayvan: ne-mi-dan-æm. v…li beh-tærin qali qali-ye Kayvan: I don't know. But the best carpet

tæbriz-í æst. is a Tabrizi carpet.

Homework

1. Translate the following into English:

maÍine xakestæri w´§≠î¢âI ›øã¢ñhotele ærzan rZdcZI €§òÇeraqe zærd acdI lZ´†televiziyone kuÇek ⁄†ºîI rºõ¨õº∏Ögole sorx `´äI €°dære kutah s¢ÖºîI catelefone sefid ©øµäI ›µ∏Öketabe abi ·Ñ I [¢§îhotele geran rZ °I €§òbanke bozorg Åc¨ÑI ⁄ó¢Ñ

2. Transform the items in (1) into their plural forms.

3. Transform the items in (1)

a. into their comparative formsb. into their superlative forms

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4. Write out, in the Persian script, the comparative and the superlative degrees of the following adjectives. Example:

›õ´Ö©Ñ ´Ö©Ñ :©Ñ((((

- rZdcZ - [ºâ - fií¢øì©Ñ - fií¢øì fºâ - ÂøÖ fºâ - €…ãºâ - ¢£õd - ⁄†ºî - Åc Ñ/ wZ sºªì - w´§≠î¢â - ·Öcºå - —µ∫Ñ - `´ä - ©∫∏Ñ - rZ ° - Àãd - s¢Öºî

5. Transform the following comparative phrases into superlative phrases. Write your answers in thePersian script. Example:

¨øñ ›õ´Ö Åc¨Ñ : ´Ö Åc¨ÑI ¨øñ((((

´Ö rZdcZI ›øã¢ñ - ´Ö©∫∏ÑI Àâca - ´§ªÑI ›µ∏Ö - ´Ö Á∫ÆìI rºõ¨õº∏Ö - ´Ö¨£äI Àâca/ ´Ö s¢ÖºîI ca - ´Ö Åc¨ÑI €§ò - ´Ö rZdcZI €° - ´Ö¢£õdI ca¢ñ - ´Ö ÂøÖ fºâI c©ü

6. Answer the following questions using the words in parentheses. Example:

) ›ñ * ? ÀäZ ·îI p¢ñ Á∫ÆìI Ò¢ì r˜/ ÀäZ ›ñI p¢ñ Á∫ÆìI Ò¢ì r˜

(((() º∫øñ * ? ÀäZ ·îI p¢ñ ©øµäI ›øã¢ñ r˜

) aZa´ªñ * ? ÀäZ ·îI p¢ñ rZ °I wº§ü r˜) r¢ä¢ä * ? ÀäZ ·îI p¢ñ ⁄†ºîI rºõ¨õº∏Ö r˜

) fiïZÄ * ? ÀäZ ·îI p¢ñ `´äI €° ›õZ) ›≠à * ? ÀäZ ·îI p¢ñ ©∫∏ÑI w¢ò Àâca ›õZ) ‹∫£ã * ? ÀäZ ·îI p¢ñ Á∫ÆìI ·Ñ I [¢§î ¢Ö fiä r˜) ¢∫øñ * ? ÀäZ ·îI p¢ñ rZdcZI [ºâI €§ò ›õZ)rZºøî * ? ÀäZ ·îI p¢ñ Ú°I rºÑ¢å ›õZ

7. Learn the pattern sentence, then replace the appropriate words with those in parentheses.Write your answers in the Persian script. Example:

)`´äI ›øã¢ñ* )©øµäI ›øã¢ñ* / ÀäZ ´§ªÑ ·ó¢ã¢îI Ò¢ì dZ ·ó¢ñ´îI Ò¢ì/ ÀäZ ´§ªÑ `´äI ›øã¢ñ dZ ©øµäI ›øã¢ñ

(((() ·Ñ I €°* ) acdI €° *

)©∫∏ÑI ca * ) s¢ÖºîI ca *) rZ °I €§ò * ) rZdcZI €§ò *

)¨ñ´ìI ⁄†ºîI w¢ò €° * ) —µ∫ÑI ⁄†ºîI w¢ª∏° *

Bashiri 24__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

) ›ñI rºõ¨õº∏Ö ©∫† * ) ¢πãI rºõ¨õº∏Ö ©∫† *) ⁄†ºîI ›øã¢ñ r I ·ÖcºåI ca * ) Åc¨ÑI ›øã¢ñ ›õZI ·¶óc¢óI ca *

) ›ñI wZ sºªìI ¨øñ * ) ¢πãI w´§≠î¢âI ¨øñ *


hotele xube ærzan rZdcZI [ºâI €§ò ( 1maÍine sefide qæÍæng Á∫ÆìI ©øµäI ›øã¢ñ ( 2dæræxte bolænde sæbz ¨£äI ©∫∏ÑI Àâca ( 3televiziyone sorxe kuÇek ⁄†ºîI `´äI rºõ¨õº∏Ö ( 4telefone siyahe ærzan rZdcZI s¢øäI ›µ∏Ö ( 5 golhaye kuÇeke bænæfÍ —µ∫ÑI ⁄†ºîI w¢ª∏° ( 6Çeraqe surætiye bozorg Åc¨ÑI ·ÖcºåI lZ´† ( 7in do maÍine xakestæriye zeÍt ÀãdI w´§≠î¢âI ›øã¢ñ ta ›õZ ( 8an Çænd gole abi ·Ñ I €° ©∫† r˜ ( 9dære narænjiye kuÇeke in maÍine bozorg Åc¨ÑI ›øã¢ñ ›õZI ⁄†ºîI ·¶óc¢óI ca ( 10

9. Translate the following into Persian:

1. two beautiful, blue flowers 6. ten white cars2. a big, expensive, ugly lamp 7. a small, purple flower3. those several small tables 8. expensive televisions4. eight ugly, orange telephones 9. those five inexpensive blankets5. these nine bad trees 10. the big, purple door

10. Answer the following using the colors enclosed in parentheses. Example:

) `´ä ( ©øµä ( ¨£ä * ? ÀäZ Áóc fi† rZ´õZI ‹†´ü/ ÀäZ `´ä t ©øµä -¨£ä rZ´õZI ‹†´ü

(((() `´ä ( ©øµä ( ·Ñ˜ * ? ÀäZ Áóc fi† ¢∑õ´ñZI ‹†´ü

)¨£ä ( `´ä ( ©øµä ( s¢øä * ? ÀäZ Áóc fi† r¢§≠ó¢¥íZI ‹†´ü)©øµä ( `´ä * ? ÀäZ Áóc fi† Za¢ó¢îI ‹†´ü

)·Ñ˜ ( ¨£ä ( ©øµä ( `´ä * ? ÀäZ Áóc fi† ©∫òI ‹†´ü)acd ( `´ä * ? ÀäZ Áóc fi† fiNøätcI ‹†´ü

)¨ñ´ì ( ©øµä ( ¨£ä * ? ÀäZ Áóc fi† ¢øï¢§õZI ‹†´ü) s¢øä ( ·Ñ˜ ( ©øµä ( `´ä * ? ÀäZ Áóc fi† s´îI ‹†´ü

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Lesson FourVocabulary


a. General

aqa man; gentleman ¢ì˜mærd man; gentleman a´ñzæn woman; lady; wife rdbæÇÇe child fiÇN«Ñxanom lady ‹ó¢âdust friend Àätaxane house fió¢âmu hair ºñgisu hair (poetic) º≠ø°pa foot ¢ükoja where (question word) ¢¶înæzdik near ⁄õa¨óresturan restaurant rZcº§äcruberu opposite t´Ñtcruberu-ye opposite from I wt´Ñtcsinema movie theater ¢π∫øäsib apple ␣øäholu peach º∏òhendævane watermelon fióZt©∫ònan bread r¢óqæza food Z™ësændæli chair Ò©∫ågoftogu dialog; conversation º…§µ°næ no fió

b. Family

bæradær brother caZ´Ñxahær 1 5 sister ´òZºâpedær-bozorg grandfather Åc¨Ñc©ümadær-bozorg grandmother Åc¨Ñca¢ñzæn; xanom wife rd - ‹ó¢â

Bashiri 26__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Íowhær husband ´òºãhæmsær spouse ´≠πò'æmu uncle (paternal) ºπê'æmme aunt (paternal) fiNπêda'i uncle (maternal) ·úZaxale aunt (maternal) fiï¢â

c. Professionals

mo'ællem teacher ‹N∏≥ñdoktor doctor ´§îaners nurse e´ópæræstar nurse c¢§ä´üpostÇi mailman ·«§≠üostad university professor a¢§äZre'is director; boss; manager; head –øúcmonÍi secretary ·Æ∫ñÍufer driver ´íºãranænde driver s©∫óZcÍagerd student; apprentice; conductor (bus) a´°¢ã

d. Titles

aqa mister; sir ¢ì˜xan Khan (used after first name) r¢âxanom (fem. of r¢â) Mrs.; Ms. ‹ó¢âdoktor doctor (title) ´§îamohændes engineer e©∫ªñ

e. Names

'æli Ali (boy's name) Úêpærvane Parvaneh (girl's name) fióZt´ühuÍæng Hushang (boy's name) Á∫ãºòmæniÛe Manizheh (girl's name) s»ø∫ñmænuÇehr Manuchehr (boy's name) ´ª†º∫ñfærhad Farhad (boy's name) a¢ò´íbiÛæn Bizhan (boy's name) r»øÑfærxonde Farkhondeh (girl's name) s©∫â´íloqman Loghman (boy's name) r¢π∂ïpærvin Parvin (girl's name) ›õt´ümæryæm Mariam (girl's name) ‹õ´ñ

27 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

PronounsA pronoun is a form used as a substitute for a noun or a noun equivalent. The

following are the independent personal pronouns of Persian:

mæn I ›ñto you (sing., familiar) ºÖu he/she tZma we ¢ñÍoma you (pl., sing., polite) ¢πãan-ha 1 6 they ¢ªó˜

We shall see these pronouns later where they will be used as subject, object, etc. ofthe verb. In this lesson, however, we shall study them as members of ezafeconstructions. As such these pronouns assume a possessive meaning.

-e mæn my-e to your-e u his/her-e ma our-e Íoma your-e an-ha their

Examples:

ketab-e mæn my book ›ñI [¢§îmaÍin-e an-ha their car ¢ªó I ›øã¢ñteleviziyon-e sefid-e u his (her) white television tZI ©øµäI rºõ¨õº∏Ömiz-e bozorg-e to your (sing.) large table ºÖI Åc¨ÑI ¨øñ

PossessionPossession is expressed in one of two ways:

a) by adding a set of possessive endings to the noun representing the thingpossessed.

b) by relating the possessor and the thing possessed by means of an ezafe.

This lesson deals with these two forms of expressing possession.

Bashiri 28__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Possession by adding possessive endings

To form the possessive form of the noun, add the following endings to it:

-æm my qG-æt your (sing.) \G-æÍ his/her fG-eman our r¢ñ-etan your (pl. or sing., polite) r¢Ö-eÍan their r¢ã

These endings can be attached to any noun that ends in a consonant. Example:

ketab-æm my book qÑ¢§îketab-æt ÀÑ¢§îketab-æÍ —Ñ¢§îketab-eman r¢πÑ¢§îketab-etan r¢§Ñ¢§îketab-eÍan r¢ÆÑ¢§î

If the noun ends in a vowel, the situation is slightly different. Compare:

xane-æm my house qZ fió¢âsændæli-æm my chair qZ Ò©∫å

but

pætu-yæm my blanket ‹õº§üpa-yæm my foot ‹õ¢ü

In these cases, the following rules apply. If the form ends in s '-e(h)' or w '-i', add

an Z 'ælef' before the endings representing I, you (sing.), and he/she. Example:

xane-æm my house qZ fió¢â\Z fió¢â

fZ fió¢âr¢ñ fió¢âr¢Ö fió¢â

r¢ã fió¢â

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sændæli-æm my chair qZ Ò©∫å\Z Ò©∫åfZ Ò©∫år¢πøï©∫år¢§øï©∫år¢Æøï©∫å

If the noun ends in t 'u' or Z 'a', add a w 'ye' before all the endings. Example:

pætu-yæm my blanket ‹õº§üÀõº§ü

—õº§ür¢πõº§ür¢§õº§ür¢Æõº§ü

pa-yæm my foot ‹õ¢ü Àõ¢ü —õ¢ü

r¢πõ¢ü r¢§õ¢ür¢Æõ¢ü

Learn the following phrases.

maÍin-æm my car ‹∫øã¢ñÍowhær-æt your husband \´òºãgisu-yæÍ her hair —õº≠ø°mu-yæÍ his/her hair —õºñgol-ha-yetan your flowers r¢§õ¢ª∏°pa-yæt your foot Àõ¢üdust-æt your friend À§ätadust-ha-yæt your friends Àõ¢ª§äta

Bashiri 30__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Possession by adding the ezafeThe ezafe construction is composed of two or more words related to each other in

either a possessor/possessed relationship or in a relationship of qualification. In both

cases the ezafe appears as a kasra ( I ) underneath the last letter of the noun

representing the thing possessed. Example:

ketab-e reza Reza's book ¢çc I[¢§îpætu-ye u1 7 his/her blanket tZI wº§ü

The Possessor/Possessed RelationshipAs can be seen, in the possessor/possessed case, the noun representing the thing

possessed appears first and is marked for ezafe with a kasra. The noun representingthe possessor follows. Here are some more examples:

miz-e amuzgar the teacher's desk c¢°dºñ I ¨øñsændæli-ye Íoma your chair ¢πãI Ò©∫åesm-e mæn my name ›ñI ‹äZdust-e to your friend ºÖI Àäta

Relationship of QualificationIn this case, the noun being qualified appears first and is marked with a kasra. The

qualifying adjective follows. Example:

ketab-e xub good book [ºâ I[¢§îmaÍin-e sorx red car `´äI ›øã¢ñsændæli-ye kuÇek small chair ⁄†ºîI Ò©∫å

Other uses of the ezafe

In addition to possession and qualification, the ezafe is also employed for thefollowing purposes:

To relate the first name of an Iranian to his family name:

Íæbnæm-e jævadi Shabnam Javadi 1 8 waZºáI ‹∫£ã

To relate a nonprofessional title to the family name of an Iranian:

aqa-ye jævadi Mr. Javadi waZºáI w¢ì˜xanom-e jævadi Mrs. Javadi waZºáI ‹ó¢â

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To relate the possessive and qualitative members of an ezafe chain:

ketab-e xub-e pesær-e mæn ›ñI ´≠ü I[ºâ I[¢§îmy son's good book

Çeraq-e bozorg-e xane-ye doktor ´§îaI w fió¢â IÅc¨ÑI lZ´†the large lamp of the doctor's house

In an ezafe construction, the head noun is the first member. Other nouns and adjec-tives are used after the head noun and all but the last must be marked with an ezafe.The two ways of expressing possession, i.e., the use of the possessive endings onnouns and the use of ezafe are interchangeable:

ketab-æm = ketab-e mæn my book ›ñ I[¢§î ‹Ñ¢§îketab-æt = ketab-e to your book ºÖ I[¢§î ÀÑ¢§îketab-æÍ = ketab-e u his/her book tZ I[¢§î —Ñ¢§îketab-eman = ketab-e ma our book ¢ñ I[¢§î r¢πÑ¢§îketab-etan = ketab-e Íoma your book ¢πã I[¢§î r¢§Ñ¢§îketab-eÍan = ketab-e an-ha their book ¢ªó˜ I[¢§î r¢ÆÑ¢§î

The following rules govern the use of possessive endings and ezafe constructions:

1) If both the plural marker ¢ò '-ha' and the possessive endings are to be

affixed to the same noun, the plural marker precedes the possessive ending:

ketab book [¢§îketab-ha books ¢ªÑ¢§îketab-ha-yæt your books Àõ¢ªÑ¢§î

2) If the possessive ending is to be added to an ezafe chain, it must be added tothe last member. The possessive endings do not take the ezafe:

Çeraq-e bozorg-e xane-ye doktor-æm q´§îaI w fió¢â IÅc¨Ñ I lZ´†the large lamp of my doctor's house

Bashiri 32__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Possession and the Noun Phrase

As you recall, the noun phrase has the following structure:

NP

. . . n o u n t a n u m dem. adj

When the possessive endings are added to this construction, they will necessarilyappear on the noun as follows:

NP

Noun ta num dem adj ‹Ñ¢§î ¢Ö Õ∫ü ›õZ

\Z fió¢â ¢Ö fiä r˜—ëZ´† ¢Ö —ã ›õZr¢ñ¨øñ ¢Ö sad¢õ r˜r¢§§ê¢ä ¢Ö sadZta ›õZr¢ã fiN«Ñ ¢Ö fió r˜

Here are some more examples:

ketab-æm my book ‹Ñ¢§îdo ta bæradær-æt your two brothers \caZ´Ñ ¢Ötain Çænd ta dæræxt-æÍ these several trees belonging to him/her —§âca ¢Ö©∫† ›õZ

In the case of possession through the use of the ezafe, the ezafe is added to thenoun indicating the thing possessed:

33 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

NP

noun ezafe noun ta num dem adj

tZ I ¨øñ ¢Ö ta ›õZ´§îa I Ò©∫å ¢Ö ©∫† r˜¢πã I w fiN«Ñ ¢Ö Àµò ›õZ

waZºá w¢ì˜ I w fió¢â ¢Ö sa r˜

Here are some more examples:

¢∫øñI ´§âaI rºõ¨õº∏Ö ¢Ö ©∫† ›õZ¢πãI caZ´ÑI ´§âa IÀâca ¢Ö fiä r˜

›ñ Ia¢§äZ IÀätaI rZ´°I ›øã¢ñ ¢Ö ÀÆò r˜

Translation

These several televisions belonging to Mina's daughter.Those three trees belonging to your brother's daughter.

Those eight expensive cars belonging to my professor's friend.

Finally, as you recall, the noun phrase can accommodate adjectives. Theadjective appears after the noun it qualifies. It is added to the noun bymeans of an ezafe. Compare:

¢πãI caZ´ÑI ´§âa I[ºâ IÀâca ¢Ö fiä r˜¢πãI caZ´Ñ I[ºâI ´§âa IÀâca ¢Ö fiä r˜¢πã I[ºâI caZ´ÑI ´§âa IÀâca ¢Ö fiä r˜

Translation

Those three good trees belonging to your brother's daughter. Those three trees belonging to your brother's good daughter.Those three trees belonging to your good brother's daughter. 1 9

Finally, to conclude this section on possession, a word must be said aboutthe frequently used word p¢ñ 'mal' "property; belonging" as an indicator ofownership. 2 0 As such p¢ñ is used at the beginning of the phrase and isfollowed by an ezafe and the noun indicating possessor. The verb of thesentence is usually "to be". Example:

Bashiri 34__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

/ ÀäZ ¢ñI p¢ñ Àâca ©∫† ›õZ/ À≠øó ›ñI ÀätaI caZ´Ñ I p¢ñ fió¢â r˜

/ ÀäZ ÂøÖ fºâ Ia´ñ r I p¢ñ ›øã¢ñ ›õZ

Translation

These several trees belong to us.That house does not belong to my friend's brother. This car belongs to that handsome man.

Learn the following ezafe constructions

pedær-e mæn my father ›ñI c©ü'æmu-ye u his/her uncle tZI wºπêxahær-e to your (sing.) sister ºÖI ´òZºâketab-ha-ye an-ha their books ¢ªó I w¢ªÑ¢§îteleviziyon-e to your television ºÖI rºõ¨õº∏ÖmaÍin-ha-ye an-ha their cars ¢ªó I w¢ª∫øã¢ñsændæli-ha-ye ma our chairs ¢ñI w¢ªøï©∫åÇeraq-ha-ye ma our lamps ¢ñI w¢ªëZ´†ostad-e mæn my professor ›ñ Ia¢§äZners-e u his/her nurse tZI e´ómo'ællem-ha-ye ma our teachers ¢ñI w¢ªπN∏≥ñmonÍi-ye Íoma your secretary ¢πãI ·Æ∫ñre'is-e mæn my boss ›ñI –øúc

Drill

Using the possessive endings, transform the following ezafe constructions intopossessive constructions. Example:

‹Ñ¢§î ›ñ I[¢§îf´≠ü waZºáI w¢ì I ´≠ü

—õ¢ª§äta ´§îaI ´≠üI w¢ª§äta///

¢πãI rºõ¨õº∏ÖºÖI wºπê

tZI rZcº§äca´°¢ã ›õZI c¢°dºñ˜

›øã¢ñI lZ´†fiïZÄI w¢òcaZ´Ñ¢ñI w¢ò fió¢â

`´äI ›øã¢ñ r I w¢ªëZ´†

35 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

rZ´°I €§ò r I w¢ò Ò©∫å[ºâI rZcº§äc r I w¢òZ™ë

w´§≠î¢âI w¢ª∫øã¢ñ r I w¢ò s©∫óZcÀãd Ia´ñ r I w¢ò rd©∫∏ÑI rd r I w¢ò fiN«Ñ⁄ó¢ÑI –øúcI ·Æ∫ñ

´§îaI ´Ö Åc¨ÑI ´≠ü¢πã Ia´°¢ãI w fiN«Ñ

Learn the following phrases

1. pesær-e doktor ´§îaI ´≠ü2. madær-e dust-e reza ¢çc IÀätaI ca¢ñ3. bæradær-e ners-e minu º∫øñI e´óI caZ´Ñ4. pedær-bozorg-e mo'ællem-e sasan r¢ä¢äI ‹N∏≥ñ IÅc¨Ñc©ü5. Íowhær-e Íufer-e hæsæn ›≠àI ´íºãI ´òºã6. zæn-e re'is-e bank ⁄ó¢ÑI –øúcI rd7. bæÇÇe-ye monÍi-ye loqman r¢π∂ïI ·Æ∫ñI w fiN«Ñ8. ostad-e doxtær-e dust-e mina ¢∫øñ IÀätaI ´§âa Ia¢§äZ9. madær-bozorg-e doxtær-e mæriæm ‹õ´ñI ´§âa IÅc¨Ñca¢ñ

10. Íufer-e pedær-e biÛæn r»øÑI c©üI ´íºã11. Íagerd-e bæradær-e keyvan rZºøîI caZ´Ñ Ia´°¢ã12. doxtær-e qæÍæng-tær-e doktor ´§îaI ´Ö Á∫ÆìI ´§âa13. bozorg-tærin bank-e in-ja ¢¶∫õZ I⁄ó¢Ñ ›õ´Ö Åc¨Ñ14. bolænd-tærin dæræxt-ha-ye in hotel €§ò ›õZI w¢ª§âca ›õ´Ö©∫∏Ñ15. ærzan-tærin Çeraq-ha-ye an-ja ¢¶ó I w¢ªëZ´† ›õ´Ö rZdcZ16. beh-tærin Íagerd-e in mo'ællem ‹N∏≥ñ ›õZ Ia´°¢ã ›õ´§ªÑ17. sorx-tærin gol-ha-ye Íoma ¢πãI w¢ª∏° ›õ´Ö `´ä

Translation1. the doctor's son 10. Bizhan's father's driver2. Reza's friend's mother 11. Kayvan's brother's student3. Minu's nurse's brother 12. the doctor's more beautiful girl4. Sasan's teacher's grandfather 13. the biggest bank of this place5. Hassan's driver's husband 14. the tallest trees of this hotel6. the bank director's wife 15. the cheapest lamps of that place7. Loghman's secretary's child 16. the best student of thisteacher8. Mina's friend's daughter's professor 17. your reddest flowers9. Mariam's daughter's grandmother

Bashiri 36__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

SummarySo far we have learned that:

(a) Possession is expressed either by adding a set of possessive endings to thenoun or by using the ezafe.

(b) The ezafe is also used1) for adding adjectives to nouns and other adjectives2) for adding the last name of Iranians to their first name3) to form ezafe chains

(c) In the main, possessive constructions are used after the demonstrativeadjectives, numbers and classifiers.

Dialog

? ÀäZ ·† ¢πãI ‹äZ -©øÆ®£Ñ : a¢ò´í/ ÀäZ ‹õ´ñ ›ñI ‹äZ : ‹õ´ñ

? ÀäZ ¢¶î ‹∫£ãI w fió¢â ©øóZa ·ñ / ‹ó¢â ‹õ´ñ : a¢ò´í/ ÀäZ rZcº§äc I⁄õa¨ó ‹∫£ãI w fió¢â / fi∏Ñ : ‹õ´ñ

? ÀäZ ¢¶î rZcº§äc : a¢ò´í/ ÀäZ ¢π∫øäI wt´Ñtc rZcº§äc : ‹õ´ñ

? ÀäZ cº±† rZcº§äc r˜I wZ™ë : a¢ò´í/ ÀäZ rZdcZ t [ºâ rZcº§äc r˜I wZ™ë : ‹õ´ñ

/ qŃÇÇÇÇ∑Æ§ñ Úøâ : a¢ò´í/ ‹∫î ·ñ —òZºâ : ‹õ´ñ

/ ’í¢à Z©â : a¢ò´í/ ÀñÈ≠Ñ : ‹õ´ñ

Transcription

Farhad: bé-bæxÍid, esm-e Íoma Çi æst?Mariam: esm-e mæn mæryæm æst.Farhad: mæryæm xanom. mi-dan-id xane-ye Íæbnæm koja æst?Mariam: b…le. xane-ye Íæbnæm næzdik-e resturan æst.Farhad: resturan koja æst?Mariam: resturan ruberu-ye sinema æst.Farhad: qæza-ye an resturan Çe-towr æst?Mariam: qæza-ye an resturan xub væ ærzan æst.Farhad: xéyli motæÍækker-æm.Mariam: xaheÍ mi-kon-æm.Farhad: xoda hafez.Mariam: be-sælam…t.

37 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Translation

Farhad: Excuse me. What is your name?Mariam: My name is Mariam.Farhad: Mariam Khanom, Do you know where Shabnam lives

(lit., where Shabnam's house is)?Mariam: Yes (I do). Shabnam's house is near the restaurant.Farhad: Where is the restaurant?Mariam: The restaurant is opposite from the movie theater.Farhad: How is the food at that restaurant? 2 1

Mariam: The food of that restaurant is good and inexpensive.Farhad: Thank you very much.Mariam: You are welcome.Farhad: Goodbye.Mariam: Bye.

Practice Reading

lZ´† ›õZ / ÀäZ Ò©∫å r˜ / ÀäZ ›µ∏Ö ›õZ / ÀäZ ¨øñ ›õZr˜ / ÀäZ €§Çò ⁄õ ›õZ / ÀäZ [¢§ÇÇî ›õZ / ÀäZ ›øã¢ñ r˜ / ÀäZ¨øÇÇÇÇñ ⁄Çõ ›ÇõZ ? ÀÇäZ ·ÇÇ† r˜ ? ÀÇäZ ·ÇÇ† ›ÇõZ / ÀÇäZ ÀÇâca ⁄Çõa´ÇÇÇÇÇñ ⁄õ r˜ ¢ÇÇõ˜ / ÀÇäZ a´ÇÇÇÇñ ⁄Çõ r˜ / ÀÇ≠øó [¢§ÇÇÇî r˜ / À≠øó⁄õ r˜ - À≠øó a´ÇÇñ ⁄õ r˜ - fiÇÇÇó / ÀäZ a´Çñ ⁄õ r˜ - fiÇÇÇ∏Ñ ? ÀäZ- À≠øó c¢°dºñ˜ rd r˜ - fió ? ÀäZ c¢°dºñ˜ rd r˜ ¢õ˜ / ÀäZ rd`´ÇÇÇä €ÇÇ° ›õZ - fi∏Ñ ? ÀäZ `´ÇÇÇä €° ›õZ ¢õ˜ / ÀäZ ca¢ÇÇñ rd r˜r˜ - fió ? À≠øó [ºâ ␣øä ›õZ ¢õ˜ / À≠øó [ºâ ␣øä ›õZ / ÀäZr˜ / ÀäZ fióZt©∫ÇÇò ⁄õ ›õZ / ÀäZ ©ÇÇÑ ␣øä r˜ / À≠øó [ºÇâ ␣øär˜ / ÀäZ º∏ò ⁄õ r˜ - fi∏Ñ ? ÀäZ º∏ÇÇò ⁄õ r˜ ¢õ˜ / ÀäZ º∏ò ⁄õr˜ - À≠øó ›ÇµÇ∏Ö ⁄õ r˜ - fiÇó ? ÀäZ ›µÇ∏Ö ⁄õ r˜ ¢õ˜ / ÀäZ ›µ∏Ö

/ ÀäZ rºõ¨õº∏Ö ⁄õlZ´ÇÇÇÇ† ⁄õ ›ÇõZ ¢Çõ˜ / ÀäZ lZ´ÇÇÇ† ⁄õ ›ÇõZ ? ÀÇäZ ·ÇÇ† ›ÇõZ

r¢ÇÇó r˜ / À≠øó [ºÇÇÇâ r¢ÇÇÇó ›õZ / ÀäZ lZ´ÇÇÇ† ⁄õ r˜ - fiÇÇÇ∏Ñ ? ÀäZ/ ÀäZ [ºâ r¢ó r˜ - fi∏Ñ ? ÀäZ [ºâ r¢ó r˜ ¢õ˜ / ÀäZ [ºâ

Bashiri 38__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Homework

1. Translate the following phrases into English:

behtærin duste hæsæn ›≠à IÀäta ›õ´§ªÑmadærhaye an do ta doxtær ´§âa ¢Öta r I w¢òca¢ñzæne doktore duste mæn ›ñ IÀätaI ´§îaI rdketabhaye ærzantære to ºÖI ´Ö rZdcZI w¢ò [¢§îgolhaye sefidtære inja ¢¶∫õZI ´Ö©øµäI w¢ò €°telefone abiye hotel €§òI ·Ñ I ›µ∏Öxahære re'ise anha ¢ªó I –øúcI ´òZºâostade to ºÖ Ia¢§äZmo'ælleme an Íagerd a´°¢ã r I ‹N∏≥ñdoktore in bæÇÇeye kuÇek ⁄†ºîI w fiN«Ñ ›õZI ´§îa

2. Use the words in parentheses to form sentences similar to the pattern pro-vided in the example below.

Example:) ⁄ó¢Ñ * ) €§ò * / ÀäZ ¢π∫øäI wt Ñtc rZcº§äc

/ ÀäZ ⁄ó¢ÑI wt´Ñtc €§ò((((

) fiïZÄI w fió¢â * ) ‹∫£ãI w fió¢â *) rZcº§äc * ) rZ õZ ¢π∫øä *) ¢ñI w fió¢â * ) ¢πãI w fió¢â *

) ´§îaI €§ò * ) tZI ⁄ó¢Ñ *) ›ñI rZcº§äc * ) ·«§≠üI w fió¢â *) ¢∫øñ Ia¢§äZI w fió¢â * ) ºÖ I⁄ó¢Ñ *

) ¢ªó I w s©∫óZc I⁄ó¢Ñ * ) ⁄ó¢ÑI –øúcI €§ò *

3. Answer the following questions. Use the words in parentheses in your answerand make necessary changes.

Example:) [ºâ * ? ÀäZ cº±† rZcº§äc r I wZ™ë

/ ÀäZ [ºâ rZcº§äc r I wZ™ë((((

) ©Ñ * ? ÀäZ cº±† ´§âa r I p¢à) rZdcZ * ? ÀäZ cº±† ›øã¢ñ r I w¢ªÑ

39 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

) [ºâ * ? ÀäZ cº±† Ò¢ì r˜ IÁóc) rZ´° * ? ÀäZ cº±† ⁄†ºîI rºõ¨õº∏Ö r I w¢ªÑ

) [ºâ * ? ÀäZ cº±† fiN«Ñ r˜ IÀäta) rZ´° * ? ÀäZ cº±† ¢ªï¢∂Ö´ü r I w¢ªÑ

) rZdcZ * ? ÀäZ cº±† fió¢â r I w¢ªÑ

4. Use the words in parentheses in the basic sentence to form new sentences.Write your answers in the Persian script.

Example:

) ⁄ó¢Ñ * ) rZ´õZ ¢π∫øä * / ÀäZ rZcº§äc I⁄õa¨ó ‹∫£ãI w fió¢â/ ÀäZ ⁄ó¢Ñ I⁄õa¨ó rZ´õZ ¢π∫øä

(((() ‹†´ü * ) €° *

) €§ò * ) ›øã¢ñ *) ›µ∏Ö * ) rºõ¨õº∏Ö *

) ca * ) lZ † *) ¨øñ * ) Ò©∫å *

) ⁄ó¢Ñ * ) Àâca *) Ò¢ì * ) rºÑ¢å *

) rZ õZ * ) fiNøätc *) r¢§≠ó¢¥íZ * ) ©∫ò *) ¢∑õ´ñZ * ) Za¢ó¢î *

5. Translate the following phrases into Persian:

1. your (sing.) teachers 6. the most beautiful, purple flowers2. our better students 7. these inexpensive, gray tables3. my daughter's beautiful friends 8. several tall boys4. their sons' bigger, blue cars 9. seven more expensive doors5. his nurse's two children 10. some five red lamps

6. Translate the following phrases into English:

1. ÍeÍ ta dæræxte sæbz ¨£ä IÀâca ¢Ö —ã2. noh ta hotele geran rZ´°I €§ò ¢Ö fió3. Çænd ta doxtære qæÍæng Á∫ÆìI ´§âa ¢Ö©∫†4. in telefonhaye ærzane zærd acdI rZdcZI w¢ª∫µ∏Ö ›õZ5. bæÇÇeye doktore u tZI ´§îaI w fiN«Ñ6. mo'ællemhaye xube minu º∫øñ I[ºâI w¢ªπN∏≥ñ7. pesære re'ise bank ⁄ó¢ÑI –øúcI ´≠ü

Bashiri 40__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

8. maÍine narænjiye zeÍte to ºÖ IÀãdI ·¶óc¢óI ›øã¢ñ9. ketabhaye ærzane ma ¢ñI rZdcZI w¢ò [¢§î

10. dusthaye bæÇÇeye xahære u tZI ´òZºâI w fiN«ÑI w¢ò Àäta

7. Translate the following phrases into Persian:

several green treesthose inexpensive grey telephoneshis brother's friend's childour ugly, expensive televisionthis hotel's handsome managerDr. Javadi's beautiful secretarythe best watermelon of those restaurantsDr. Javadi's small foot

8. Write a "new" dialog by combining the four dialogs presented so far.

1 The hyphen (-) is used to separate meaningful grammatical segments known as

morphemes. It shows what the various components of a given word are. For instance,'xub' means "good" and the suffix '-æm' means "I am". The hyphen is not a break in theword. Therefore, pronounce the words as complete entities as if there were no hyphens:'xubæm'. This hyphen is not used in exercises.

2 In writing, ¢ò '-ha' may be attached to nouns that end in a connecting letter: ¢ª∏° - ¢ªëZ´†but ¢òc©ü . There are also other plural markers borrowed from Arabic but used on Persian

words as well. We do not intend to teach these plural formations here in full, but we shallprovide a few examples for each. The student should not feel obliged to memorize all theseforms at this early stage. We shall return to these constructions later and discuss them indetail.

The Arabic plural marker rZ '-an'. This suffix is usually restricted in use. It is used

with animate nouns and parts of the body that come in pairs:

ÇeÍm-an eyes r¢ñÆ†guÍ-an ears r¢ãº°dæræxt-an trees r¢§âcapesær-an boys rZ´≠üdoxtær-an girls rZ´§âapedær-an fathers rZc©ümadær-an mothers rZca¢ñ

Generally, words of Arabic origin may have either a regular or a broken plural. \Z '-at',

for instance, is a regular plural marker; it appears on words such as the following:

singular plural

\¢£ó næbat \¢Ö¢£ó næbat-at plants

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l¢Ñ baq \¢ë¢Ñ baq-at gardens

sa deh \¢òa deh-at villages

Where the word ends in a final fiÇÇÇÇ '-e(h),' \¢á '-jat' is used instead of \Z '-at' :

singular plural

fiñ¢ódtc ruzname(h) \¢á fiñ¢ódtc ruzname(h)-jat newspapers

Another instance is the suffix ›õ '-in' used on such words as:

singular plural

cºñ¿ñ mæ'mur ›õcºñ¿ñ mæ'mur-in officials

‹N∏≥ñ mo'ællem ›øπN∏≥ñ mo'ællem-in teachers

For the broken plural, see Lesson Nine, p. 168.

3 Words such as nct 'væræq' "sheet (of paper)" and ␣ï¢ì 'qaleb' "bar (of soap)" are

used here for explaining grammatical points. They are not considered vocabulary to bememorized at this stage.

4 The final fiÇÇÇÇÇÇ '-h' is usually written but, unless followed by a vowel, is not pronounced.

5 The pronunciation 'amuzegar' is also correct.

6 For the uses of the ezafe, see Lesson Four, pp. 54-57.

7 The word —òZºâ 'xaheÍ' (written with a silent t 'vav' before Z 'ælef') means "request."

‹∫∑øñ —òZºâ 'xaheÍ mikonæm,' however, is an idiomatic phrase meaning "don't

mention it!" or "please!". It is the short form of "I request that you do not..." .

8 Note that in writing, the definite article marker w '-i' is preceded by a ú 'hamza' when

following a t 'vav' indicating the sound 'u' or an Z 'ælef ' indicating the sound 'a'.

9 For fractions and percentages, see the "Writing System," p. 28.

10 In writing, ¢Ö 'ta' is usually not attached to the preceding noun.

11 Note the uses of the sokun and the ezafe in the exchange. Furthermore, in telling time, thewords ‹øó 'nim' "half", ÷Ñc 'rob' ' "quarter" and ‹î 'kæm' "to (in telling time only)" are

used as follows:

sa'æt-e yek væ nim æst / ÀäZ ‹øó t ⁄õ IÀê¢ä It is half past one.

sa'æt-e do væ rob' æst / ÀäZ ÷Ñc t ta IÀê¢ä It is a quarter past two.

sa'æt-e hæft rob' kæm æst / ÀäZ ‹î ÷Ñc Àµò IÀê¢ä It is a quarter to seven.

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sa'æt-e se væ pænj dæqiqe kæm æst

/ ÀäZ ‹î fi∂øìa Õ∫ü t fiä IÀê¢ä It is five minutes to three.

Note also that in spoken Persian "væ" is pronounced '-o', i.e., 'yek-o nim'. And,furthermore, that when this '-o' is preceded by a vowel, a '-v-' is inserted between thatvowel and '-o':

sa'æt-e do-v-o rob'sa'æt-e se-v-o pænj dæqiqe kæm

12 After forms ending in a final fiÇÇÇÇ '-eh', the comparative suffix ´Ö '-tær' "more" is written

separately.13 In writing, with some exceptions, both ´Ö '-tær' and ›õ´Ö '-tærin' "most" may be attached

to the preceding form.

14 The unitizer ¢Ö 'ta' is not used with ⁄õ .1 5 Note that ´òZºâ 'xahær' "sister," written with a silent t 'vav' before Z 'ælef ', is pronounced

'xahær' and not 'xævahær' as expected.

1 6 Sometimes the word r¢Æõ Z 'iÍan' "they" is used instead of ¢ªó˜ 'an-ha'. This word can

be interpreted both as he/she and they.

17 Note that the w in this example carries the ezafe.

18 The ezafe added to the first name of Persians is not translated into English: ShabnamJavadi as opposed to the expected Shabnam-e Javadi.

19 Note that in all these constructions the adjective defines the preceding noun and thatthe possessive construction usually ends the noun phrase.

20 A literary equivalent of p¢ñ 'mal' "property" is r˜ dZ 'æz an'. This form, too, is

used with the ezafe. Example:

in qali æz an-e mæn nist/ À≠øó ›ñI r˜ dZ Ò¢ì ›õZ This carpet does not belong to me.

2 1 Note that cº±† 'Çe-towr' "how" can also be used in the sense of "What do you think

of...?"

Lesson FiveVocabulary


æhl-e native of €òZvæqt time Àìtke that fiîtæqrib-æn i about; approximately ˆ£õ´∂Ösal year p¢ä'æjæb (surprise marker) is that so! ␣¶êbælæd-id you know ©õ©∏Ñkæm small; little; low ‹îk…m-i a little ·πîræng-í color (adj., as in color TV); in color ·…ócxoÍ-hal happy p¢ßãºâmehræban kind (person) r¢Ñ´ªñgolabi pear ·ÑÈ°baba dad; father ¢Ñ¢Ñfars-í Persian ·äc¢íengelis-í English ·≠ø∏…órus-í Russian ·ätcitaliya'-í Italian ·ú¢øï¢§õZhend-í Hindi w©∫òfæransæv-í /færansé French fi≠óZ´í Dw º≠óZ´íalman-í German ·ó¢πÇï˜'æræb-í Arabic ·Ñ´êtork-í Turkish ·î´Ö

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The Equational SentenceThe sentence is a grammatically self-contained unit consisting of a word or a syntactically

related group of words. The sentence may express an assertion, a question, a command, awish, or an exclamation. The simple sentence consists of a verb and one or more nounsdenoting various functions: subject, object, location, source, goal, and instrumentality. Weshall discuss these relations in the next several lessons. This lesson deals with the verb,especially the verb raºÑ 'budæn' "to be", and with the subject and subject equivalent.

The VerbAs the grammatical center--the "engine"--of the sentence, the verb may express an act, an

occurrence, or a mode of being. Unlike in English where the verb appears early in thesentence after the subject, the Persian verb appears at the end of the sentence. Below are someverbs in their "dictionary" citation form. The r '-æn' at the end of each verb is called the

infinitive marker. r '-æn' is similar in function to the English "to" in "to go":

ræft-æn to go ›§íckærd-æn to do ra´îÍod-æn to become r©ãbud-æn to be raºÑgoft-æn to say ›§µ°xord-æn ii to eat racºâgereft-æn to take (something from someone) ›§í´°dad-æn to give raZaxand-æn iii to read; to sing r©óZºâdaÍt-æn to have; to own ›§ãZadanest-æn to know (a thing) ›§≠óZaÍenaxt-æn to know (a person) ›§â¢∫ãxærid-æn to buy r©õ´âforuxt-æn to sell ›§ât´íamæd-æn to come; to arrive r©ñ˜

45 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

The most frequently used verb in Persian is the verb raºÑ 'bud-æn' "to be". This lesson

concentrates on raºÑ .

The Verb "to be"

raºÑ has two forms. It may appear on nouns and adjectives as a set of dependent suffixes

or it may be used with nouns or adjectives as an independent form. Below we shall discussthese two forms of raºÑ .

The Dependent "to be"

The dependent raºÑ appears as the following set of suffixes on nouns and adjectives:

-æm I am q-i you (sing.) are w-æst he/she is ÀäZ-im we are ‹õ-id you (pl. or sing., polite) are ©õ-ænd they are ©ó

Below these suffixes are added to the noun rd 'zæn' "woman":

zæn-æm I am a woman ‹ódzæn-i you (sing.) are a woman ·ódzæn-æst she is a woman ÀäZ rdzæn-im we are women ‹øódzæn-id you (pl.) are women ©øódzæn-ænd they are women ©∫ód

In this conjugation, the suffixes q '-æm', w '-i', etc. also serve as the subject of the

sentence. (For the independent raºÑ , see below).

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The Subject

The subject is a word, or a phrase, denoting one who is in a defined state of being,performs an action, or undergoes a change of state. In the following English sentences "John"is the subject:

1. John is rich.2. John went to Tehran.3. John became angry.

Like in English, the subject of the Persian sentence begins the sentence. It is the unmarkednoun of the sentence--any noun or noun phrase can serve as subject without need formodification either by suffixes or by prepositions (see below). Example:

loqman Íufer æst Loghman is a driver. / ÀäZ ´íºã r¢π∂ïgol qæÍæng æst (The) flower is beautiful. / ÀäZ Á∫Æì €°

In the above sentences r¢π∂ï 'loqman' and €° 'gol' are subjects. Furthermore, in English it

is possible to replace "John" with the pronoun "he", e.g., "He is rich" and "He went toTehran." Similarly, in Persian the noun in subject position--and, indeed in other positions--canbe replaced by independent pronouns. Compare.

u Íufer æst he (she) is a driver. / ÀäZ ´íºã tZma pæræstar-im We are nurses. / ‹õc¢§ä´ü ¢ñ

You have already seen the independent Persian pronouns. Below they are listed to refreshyour memory:

mæn I ›ñto you (sing.) ºÖu he or she tZma we ¢ñÍoma you (pl. or sing., polite) ¢πãan-ha they ¢ªó˜

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Except in cases of emphasis or exclamation, the use of independent pronouns in subjectposition is optional, i.e., q´íºã 'Íufer-æm' is the same as q´íºã ›ñ 'mæn Íufer-æm'.

Henceforth, to remind you that these pronouns are optional, they will be placed insideparentheses. Example:

(mæn) doktor-æm I am a doctor. / q´§îa )›ñ*(u) re'is-e bank æst He (she) is the head of the bank. / ÀäZ ⁄ó¢Ñ –øúc )tZ*(an-ha) madær-ænd They are mothers. / ©óca¢ñ )¢ªó˜*(ma) Íagerd-im We are students. / ‹õa´°¢ã )¢ñ*

The Plural Subject

The subject of a sentence may be inherently plural as in ¢ñ 'ma' "we", or it may be made

plural by using numerals and conjunctions: ¢πã t ›ñ 'mæn væ Íoma' "you and I" or fiN«Ñ¢Ö fiä r˜ 'an se ta bæÇÇe' "those three children". Example:

mæn væ Íoma bæradær-im iv / ‹õcaZ´Ñ ¢πã t ›ñYou and I are brothers.

xahær væ bæradær-e u xub-ænd / ©∫Ñºâ tZ caZ´Ñ t ´òZºâHer brother and sister are nice.

an se ta mærd bolænd-ænd / ©ó©∫∏Ñ a´ñ ¢Ö fiä r˜Those three men are tall.

Animate and Inanimate SubjectWhether the noun is animate (primarily referring to human beings) or inanimate, the

singular subject and the verb always agree in number:

in mærd mo'ællem æst This man is a teacher. / ÀäZ ‹N∏≥ñ a´ñ ›õZan ketab xub æst That book is good. / ÀäZ [ºâ [¢§î r˜

But when the subject is in the plural, depending on whether the noun is animate orinanimate, two options present themselves:

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1. Animate Subject

If the plural subject is animate, as a rule, the verb must agree with it, i.e., it must be in theplural. Example:

an mo'ællem-ha bæd-ænd / ©ó©Ñ ¢ò ‹N∏≥ñ r˜Those teachers are bad.

in se ta doxtær qæÍæng-ænd / ©∫…∫Æì ´§âa ¢Ö fiä ›õZThese three girls are beautiful.

an mærd-ha bæradær-ænd / ©ócaZ´Ñ ¢òa´ñ r˜Those men are brothers.

Íoma xoÍ-tip-id / ©ø∆øÖ fºâ ¢πãYou are handsome.

2. Inanimate Subject

The inanimate plural subject can be treated like the animate plural subject, i.e., make theverb agree with it at the risk of "personification," or it can be treated like a singular subject. Ineither case there is no substantial change of meaning. Example:

in miz-ha xub æst These tables are good. / ÀäZ [ºâ ¢ò¨øñ ›õZin miz-ha xub-ænd These tables are good.v / ©∫Ñºâ ¢ò¨øñ ›õZ

The Independent "to be"In addition to the dependent suffixes discussed earlier, Persian also has an independent

verb raºÑ . This verb, ›§≠ò 'hæstæn' "existence" is conjugated as follows:

hæst-æm I am; I exist ‹§≠òhæst-i ·§≠òhæst-ø À≠òhæst-im ‹ø§≠òhæst-id ©ø§≠òhæst-ænd ©∫§≠ò

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Note that the ending for the third person singular is not the expected ÀäZ 'æst', but a zero

'ø'. example:

mærd hæst-æm I am a man. ‹§≠ò a´ñmærd hæst-i You (sing.) are a man. ·§≠ò a´ñmærd hæst-ø He is a man. À≠ò a´ñmærd hæst-im We are men. ‹ø§≠ò a´ñmærd hæst-id You (pl.) are men. ©ø§≠ò a´ñmærd hæst-ænd They are men. ©∫§≠ò a´ñ

The negative form of both the dependent and the independent raºÑ is À≠øó 'nist' "is not",

followed by the same personal endings that appear on ›§≠ò 'hæstæn'.

Here is the conjugation of raºÑ in the negative:

nist-æm I am not ‹§≠øónist-i you (sing.) are not ·§≠øónist-ø he/she is not À≠øónist-im we are not ‹ø§≠øónist-id you (pl.) are not ©ø§≠øónist-ænd they are not ©∫§≠øó

Here are some examples:

(mæn) doktor nist-æm / ‹§≠øó ´§îa ) ›ñ*I am not a doctor.

(an-ha) xoÍ-hal nist-ænd / ©∫§≠øó p¢ßãºâ )¢ªó˜*They are not happy.

(ma) pæræstar nist-im / ‹ø§≠øó c¢§ä´ü )¢ñ*We are not nurses.

Finally, it should be noted that while the dependent raºÑ is used to state a fact, the

independent ›§≠ò is used to emphasize a stated fact. Suppose (A) makes the following

statement:

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an mærd mo'ællem æst / ÀäZ ‹N∏≥ñ a´ñ r˜That man is a teacher.

And suppose that (B) hearing that statement negates it and says that that man is not ateacher:

an mærd mo'ællem nist / À≠øó ‹N∏≥ñ a´ñ r˜That man is not a teacher.

Were (A) now to dispute (B)'s statement, she would have to confirm and emphasize herview with the verb ›§≠ò :

an mærd mo'ællem hæst / À≠ò ‹N∏≥ñ a´ñ r˜That man is a teacher!

The Subject Equivalent

The Subject Equivalent expresses the quality or the substance of the subject of the raºÑsentence. Consider the following sentences:

gol sorx æst The flower is red. / ÀäZ `´ä €°'æli xoÍ-qiyafe æst Ali is handsome. / ÀäZ fií¢øì fºâ Úêan maÍin geran æst That car is expensive / ÀäZ rZ´° ›øã¢ñ r˜

These sentences can be analyzed as follows:

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sentence

verb subj. equiv. subj.

ÀäZ `´ä €°ÀäZ fií¢øì fºâ ·Ç∏êÀäZ rZ´° ›øã¢ñ r˜

As can be seen each sentence begins with a subject. The subject can be a common noun(€°), a proper noun (·Ç∏ê) or a noun phrase (›øã¢ñ r˜). And all sentences end in a verb. In

this case ÀäZ . The function of the verb is to identify and relate the subject to a concept such as `´ä , a

quality such as fií¢øì fºâ , or a value such as rZ´° .

Sentences of this type are usually referred to as stative sentences, i.e., sentences thatdescribe the state of being in which a subject is found. Philosophically speaking, without thesubject equivalent, the concepts €° , ·Ç∏ê , and ›øã¢ñ are devoid of any attribution. The verb

raºÑ in these sentences relates the "empty" subjects to the concepts of redness,

handsomeness and high value. Through this process, the subject concepts assume qualitywhile quality concepts assume form.

The staple for generating the subject is the noun (phrase) category. The staple for thesubject equivalent, too, is the noun phrase in its full sense. By relating these two categoriesthrough the affirmative and negative forms of raºÑ , a large number of stative sentences can

be produced. Example:

a. Simple subject and simple subject equivalent:

dæræxt sæbz æst. / ÀäZ ¨£ä Àâca ( 1mo'ællem xoÍ-tip nist. / À≠øó ÂøÖ fºâ ‹N∏≥ñ ( 2mæn doktor nist-æm. / ‹§≠øó ´§îa ›ñ ( 3

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hotel bozorg æst. / ÀäZ Åc¨Ñ €§ò ( 4bæÇÇe kuÇek æst. / ÀäZ ⁄†ºî fiN«Ñ ( 5dæræxt bolænd nist. / À≠øó ©∫∏Ñ Àâca ( 6ma pedær nist-im. / ‹ø§≠øó c©ü ¢ñ ( 7dær bolænd æst. / ÀäZ ©∫∏Ñ ca ( 8ketab ab-i æst. / ÀäZ ·Ñ˜ [¢§î ( 9Çeraq ærzan nist. / À≠øó rZdcZ lZ´† ( 10

Translation

1. The tree is green. 6. The tree is not tall.2. The teacher is not handsome. 7. We are not fathers.3. I am not a doctor. 8. The door is tall.4. The hotel is big. 9. The book is blue.5. The child is small. 10. The lamp is not cheap.

b. Subject with "in" and "an"

in gol qæÍæng æst / ÀäZ Á∫Æì €° ›õZ ( 1an pæræstar zeÍt nist / À≠øó Àãd c¢§ä´ü r˜ ( 2in telefon sefid nist / À≠øó ©øµä ›µ∏Ö ›õZ ( 3an televiziyon ræng-í æst / ÀäZ ·…óc rºõ¨õº∏Ö r˜ ( 4

Translation

1. This flower is beautiful.2. That nurse is not ugly.3. This telephone is not white.4. That television is a color T.V.

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c. Numbers and 'ta' added to subject:

in pænj Íagerd xub-ænd. / ©∫Ñºâ a´°¢ã ÕÇ∫ü ›õZ ( 1an hæft ta ostad bæd-ænd. / ©ó©Ñ a¢§äZ ¢Ö Àµò r˜ ( 2in Çænd ta pesær xoÍ-tip nist-ænd. / ©∫§≠øó ÂøÖ fºâ ´≠ü ¢Ö ©∫† ›õZ ( 3

Translation

1. These five students are good.2. Those seven professors are bad.3. These several boys are not handsome.

d. Subject containing an ezafe construction

ketab-e minu geran nist / À≠øó rZ´° º∫øñ [¢§î ( 1an televiziyon-e ræng-í xub æst / ÀäZ [ºâ ·…óc rºõ¨õº∏Ö r˜ ( 2maÍin-ha-ye xakestær-í qæÍæng nist-ænd

/ ©∫§≠øó Á∫Æì w´§≠î¢â w¢ò ›øã¢ñ ( 3an Çænd ta Çeraq-e sefid-e geran koja æst?

? ÀäZ ¢¶î rZ´° ©øµä lZ´† ¢Ö ©∫† r˜ ( 4an ÍeÍ ta Íagerd-e in ostad kutah hæst-ænd

/ ©∫§≠ò s¢Öºî a¢§äZ ›õZ a´°¢ã ¢Ö —ã r˜ ( 5an Çænd ta mærd-e bolænd xoÍ-tip hæst-ænd

/ ©∫§≠ò ÂøÖ fºâ ©∫∏Ñ a´ñ ¢Ö ©∫† r˜ ( 6in Çænd ta pæræstar-e qæÍæng xoÍ-hal hæst-ænd

/ ©∫§≠ò p¢ßãºâ Á∫Æì c¢§ä´ü ¢Ö ©∫† ›õZ ( 7

Translation

1. Minu's book is not expensive.2. That color television is good.3. Gray cars are not beautiful.4. Where are those several expensive white lamps.5. Those six students of this professor are short.6. Those several tall men are handsome.7. These several beautiful nurses are happy.

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e. The Subject equivalent expanded

Similarly, the subject equivalent can be expanded to express more complex ideas. Hereare some examples:

doxtær-e sasan xeyli ziba æst / ÀäZ ¢£õd Úøâ r¢ä¢ä ´§âapedær væ madær-e minu xub væ / ©∫§≠ò r¢Ñ´ªñ t [ºâ º∫øñ ca¢ñ t c©ü

mehræban hæst-ænd

in mærd-e kutah re'is-e bank-e ma æst / ÀäZ ¢ñ ⁄ó¢Ñ –øúc s¢Öºî a´ñ ›õZ

Translation

1. Sasan's daughter is very beautiful.2. Minu's parents are nice and kind.3. This short man is the manager of our bank.

Pronouns (cont.)

›õZ and r˜ play a dual role in Persian. On the one hand, as we have observed, they serve

as demonstrative adjectives where they point to things and people near to or far from thespeaker. Example:

in dæræxt sæbz æst / ÀäZ ¨£ä Àâca ›õZThis tree is green.

an pæræstar mehræban nist / À≠øó r¢Ñ´ªñ c¢§ä´ü r˜That nurse is not kind.

On the other hand ›õZ and r˜ can be used as pronouns, i.e., they can function as nouns.

Example:

in miz æst This is a table. / ÀäZ ¨øñ ›õZan ketab nist That is not a book. / À≠øó [¢§î r˜

In this "new" role, ›õZ and r˜ no longer point to objects near and far. They are the

objects being identified as table and book. Furthermore, while as demonstrative adjectives ›õZand r˜ did not have plural forms, as pronouns they do. The plural of the pronoun ›õZ is ¢ª∫õZ'in-ha' "these" and the plural of the pronoun r˜ is ¢ªó˜ 'an-ha' "those". Example:

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in-ha dæræxt-e sib æst These are apple trees. / ÀäZ ␣øä Àâca ¢ª∫õZan-ha dæræxt-e golabi nist Those are not pear trees. / À≠øó ·ÑÈ° Àâca ¢ªó˜

Identification Drill 1

In the following sentences, identify and underline the demonstrative adjectives:

/ ÀäZ ›øã¢ñ ›õZ ( 1/ ©∫Ñºâ ¢òc©ü r˜ ( 2

/ ÀäZ ©Ñ r˜ ( 3/©∫§≠øó ´§îa ¢òa´ñ ›õZ ( 4

/ ÀäZ rºõ¨õº∏Ö r˜ ( 5/ ÀäZ wZ sºªì - À≠øó ©øµä ›µ∏Ö ›õZ ( 6

/ ÀäZ s©∫â´í ca¢ñ rd r˜ ( 7/ À≠øó [¢§î ¢ª∫õZ ( 8

/ ÀäZ ·ÑÈ° - À≠øó ␣øä ¢ªó˜ ( 9/ ÀäZ [ºâ Úøâ r¢ó ›õZ ( 10/ ÀäZ ¢£õd Úøâ ´§âa r˜ ( 11

Identification Drill 2

In the above sentences identify the subject and the subject equivalent.

"To be" and Adjectives

We have seen raºÑ relate the subject of the sentence to the subject equivalent. But its role

is larger than that. It can participate in comparative (with dZ 'æz' meaning "than") and

superlative cons-tructions. Compare:

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in ketab æz an ketab geran-tær æst / ÀäZ ´Ö rZ´° [¢§î r˜ dZ [¢§î ›õZ

madær-e sasan æz madær-e mæryæm mehræban-tær nist

/ À≠øó ´Ö r¢Ñ´ªñ ‹õ´ñ ca¢ñ dZ r¢ä¢ä ca¢ñ

in æz an beh-tær nist / À≠øó ´§ªÑ r˜ dZ ›õZ

Translation

1. This book is more expensive than that book.2. Sasan's mother is not more kind than Mariam's mother.3. This (object) is not better than that (object).

In the case of the superlative, however, the adjective precedes the noun:

Keyvan beh-tærin Íagerd æst. / ÀäZ a´°¢ã ›õ´§ªÑ rZºøîKayvan is the best student.

gol-e sorx qæÍæng-tærin gol æst. / ÀäZ €° ›õ´Ö Á∫Æì `´ä €°The rose (lit., red flower) is the most beautiful flower.

Summary

So far in this lesson we have learned that:

(a) The verb is the grammatical center of the sentence; Persian

verbs appear at the end of the sentence.

(b) The verb raºÑ 'budæn' has a dependent and an independent form.

(c) The plural subject and the main verb must correspond in number only when the

subject is animate.

(d) Subject equivalent expresses the quality or the substance of the

subject of a raºÑ 'budæn' sentence.

(e) As adjectives ›õZ 'in' and r˜ 'an' do not have plural forms; as pronouns they do.

57 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Dialog?©ø§≠ò ¢¶î €òZ ¢πã - ©øÆ®£Ñ : s»ø∫ñ

/ ‹§≠ò ¢∑õ´ñZ €òZ ›ñ : €äZc?©ø§≠ò rZ´õZ )fiî* ÀäZ Àìt ©∫† : s»ø∫ñ

/ ÀäZ p¢ä ⁄õ ˆ£õ´∂Ö : €äZc/ ©õ©∏Ñ ·äc¢í [ºâ Úøâ ¢πã - ␣¶ê : s»ø∫ñ

/ q©∏Ñ ·πî - À≠øó [ºâ Úøâ ›ñ ·äc¢í : €äZc? ÀäZ ©∏Ñ ·äc¢í ‹ò r¢§§äta : s»ø∫ñ

/ ÀäZ ©∏Ñ fi≠óZ´í ·πî ‹§äta - fió : €äZc? ©øóZa ·ñ fi≠óZ´í ‹ò ¢πã : s»ø∫ñ/ q©∏Ñ ·ó¢πÇï˜ ·πî ›ñ - fió : €äZc


Manizheh: bé-bæxÍ-id. Íoma æhl-e koja Manizheh: Excuse me. Where arehæst-id? you from?

Russell: mæn æhl-e emrika hæst-æm. Russell: I am from America.Manizheh: Çænd væqt æst (ke) iran hæst-id? Manizheh: How long is it (that)

you are in Iran?Russell: tæqrib-æn yek sal æst. Russell: It is about one year.Manizheh: 'æjæb. Íoma xéyli xub farsi Manizheh: Is that so! You know

bælæd-id. Persian very well.Russell: farsi-ye mæn xéyli xub nist. k…m-i Russell: My Persian is not very

bælæd-æm. good. I know a little.Manizheh: dust-etan hæm farsi bælæd æst? Manizheh: Does your friend also know Persian?Russell: næ. dust-æm k…m-i færanse Russell: No. My friend knows a

bælæd æst. little French.Manizheh: Íoma hæm færanse mi-dan-id? Manizheh: Do you also know French?Russell: næ. mæn k…m-i alman-i bælæd-æm. Russell: No. I know a littleGerman.

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Learn the following phrases

/ q´§îa ›ñ/ ‹õa´°¢ã ¢ñ

? ‹õa´°¢ã ¢ñ ¢õ˜/ ©õa´°¢ã ¢πã - fi∏Ñ

/ ·πN∏≥ñ ºÖ?©ó´≠ü ¢ªó˜ ¢õ˜

/ ©∫§≠øó ´≠ü ¢ªó˜ - fió/ ‹ø§≠øó c©ü ¢ñ

? ·§≠øó ca¢ñ ºÖ ¢õ˜/ q´§âa ›ñ - ‹§≠øó ca¢ñ ›ñ - fió

/ ©ø§≠øó a´°¢ã ¢πã

Substitution DrillFor each of the following substitution drills, learn the pattern sentence then substitute the

cues provided by the instructor for the appropriate form(s).

Substitution Drill 1/ ‹πN∏≥ñ ›ñ

doctor; student; mother; father; man; woman; mailman; secretary; driver; professor;nurse; husband; grandmother; head of the bank; dad; her sister; your wife; his spouse.

Substitution Drill 2/ ‹õa´°¢ã ¢ñ

girl; sister; brother; teacher; grandfather; grandmother; uncle (pat.); aunt (mat.);spouse; husband; wife; friend; doctor; secretary; mailman.

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Substitution Drill 3/ ·§≠øó ´§îa ºÖ

(((- º∫øñ caZ´Ñ - waZºá w¢ì˜ - ›ñ - ¢πã - r¢ÆõZ - ¢ñ - ¢ªó˜ - tZ

/ ºÖ ´òZºâ - fiN«Ñ r˜ ca¢ñ - qcaZ´Ñ rd - ¢πã Àäta -c¢§ä´ü r˜ c©ü

Substitution Drill 4? ÀäZ cº±† ¢πã p¢à

(((- s»ø∫ñ wºπê - ´§îa w s©∫óZc - rd r˜ - a´ñ r˜ - r¢ÆõZ - ºÖ - ¢ñ/ [ºâ a´ñ r˜ c¢§ä´ü - fiïZÄ a¢§äZ - tZ - Ú° ´òZºâ - r¢ä¢ä c©ü

Substitution Drill 5/ ‹§≠ò ¢∑õ´ñZ €òZ ›ñ

(((/ ¢¶∫õZ - Za¢ó¢î - r¢§≠ó¢¥íZ - ¢øï¢§õZ - fiNøätc - ©∫ò - rZ´õZ - r¢ñ´î - r¢ã¢î - ¨õ´£Ö

Substitution Drill 6

/ ©õ©∏Ñ ·äc¢í [ºâ Úøâ ¢πã(((

·ó¢Û˜ - fi≠óZ´í - w©∫ò - ·î´Ö - ·Ñ´ê - ·ú¢øï¢§õZ - ·ätc - ·≠ø∏…óZ


/ ÀäZ ©∏Ñ fi≠óZ´í ·πî ‹§äta(((

- r¢ÆõZ - ´§îa ‹ó¢â -¢ñ - waZºá w¢ì˜´≠ü - º∫øñ a¢§äZ - ¢πã - ›ñºÖ - waZºá ´§îa - waZºá e©∫ªñ - waZºá w¢ì˜

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Transformation Drill

Transform the following sentences from the affirmative into the interrogative. Example:

affirmative / q´§îa ›ñ interrogative ? q´§îa ›ñ ¢õ˜

(((

/ ‹øπN∏≥ñ ¢ñ ( 1/ ©∫§≠øó a´°¢ã ¢ªó˜ ( 2

/ ‹õc©ü ¢ñ ( 3/ ÀäZ fióZt©∫ò ⁄õ r˜ ( 4/ À≠øó [ºâ ␣øä ›õZ (5/ ·§≠øó º∫øñ a¢§äZ ºÖ (6

/ ‹ø§≠øó ·Æ∫ñ ¢ñ ( 7/ ©∫§≠øó s©∫óZc ¢ªó˜ ( 8

/ ‹õcaZ´Ñ ¢ñ ( 9/ ÀäZ ·«§≠ü tZ ( 10

Question-Answer Drill

Answer the following questions a) in the affirmative, b) in the negative. Example:

question: ? ©øπN∏≥ñ ¢πã ¢õãnswers: / ‹øπN∏≥ñ ¢ñ - fi∏Ñ/ ‹õa´°¢ã ¢ñ - ‹ø§≠øó ‹N∏≥ñ ¢ñ - fió

(((

?©ó´òZºâ º∫øñ t ¢∫øñ ¢õ˜ ( 6 ? ©óa´°¢ã ¢ªó˜ ¢õ˜ ( 1? ÀäZ ´§îa waZºá w¢ì˜ ¢õ˜ ( 7 ? qc©ü ›ñ ¢õ˜ ( 2

? ÀäZ [ºâ `´ä ␣øä ›õZ ¢õ˜ ( 8 ? ·§≠ò ca¢ñ ºÖ ¢õ˜ ( 3? ÀäZ ©Ñ ¢ò º∏ò r˜ ¢õ˜ ( 9 ? ÀäZ lZ´† ¢ò ›õZ ¢õ˜ ( 4

? ÀäZ €…ãºâ €äZc ·äc¢í a¢§äZ ¢õ˜ ( 10 ? ©∫§≠ò ¨£ä ¢ò Àâca r˜ ¢õ˜ ( 5

61 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Practice Reading

/ ÀäZ ©øµä ¢ªÇÇ∫µ∏Ö r˜ / ÀäZ Ò©∫å ⁄õ r˜ / ÀäZ ¨øñ ⁄õ ›õZ›ÇÇõZ /ÀäZ ·ÇÇÇÑ˜ - À≠øó ¨£Çä lZ´ÇÇ† r˜ / ÀäZ `´ÇÇÇä ¢ÇÇòca ›õZÀÇâca ⁄õ ›õZ / À≠øó rºõ¨õºÇÇÇÇÇ∏Ö ⁄õ ›õZ / À≠øó ©Ñ ›øÇÇÇã¢ñ¢Ñ¢Ñ / ©ó©Ñ -©∫§≠øó [ºâ ¢ò fiNÇÇÇ«Ñ ›õZ /©óca¢ñ ¢ò rd r˜ / ÀäZ

/ À≠øó [ºâ rZcº§äc ›õZ wZ™ë / ÀäZ [ºâ

/ ·§≠øó ‹N∏ÇÇ≥ñ ºÖ / q´§îa ›ñ / ÀäZ a´°¢Çã tZ / À≠øó ´§îa tZ⁄Ç†ºî lZ´† r˜ / À≠øó Åc¨Ñ lZ´† r˜ / ÀäZ Åc¨Ñ lZ´† ›õZ- À≠øó ⁄†ºî ´§âa r˜ - fió ? ÀäZ ⁄†ºî ´§âa r˜ ¢õ˜ / ÀäZrd r˜ ¢õ˜ / À≠øó ‹N∏≥ñ tZ / ©øπN∏ÇÇ≥ñ ¢πã / ÀäZ ⁄†ºî ´≠ü r˜¢Çñ / ©∫§≠øó caZ´Ñ ¢ÇÇÇªó˜ / ÀäZ c¢°dºÇÇÇñ˜ rd r˜ ? ÀäZ a´°¢ã

/ ©ó´òZºâ r¢ÆõZ / ‹ø§≠øó ´òZºâ

Homework1. Translate the following into Persian. Write your answers in the Persian script:

1. That is not a chair. 8. That is a flag. 15. They are not girls. .2. This is a soap. 9. I am a man 16. We are not sisters3. That is a carpet. 10. They are women 17. You (pl.) are not brothers.4. What is this? 11. We are grandfathers 18. She is a student5. This is a restaurant. 12. You (sing.) are not a doctor. 19. This is a watermelon.6. This is not a tree, that is a tree. 13. She is a mother.. 20. That is an apple.7. What is that? 14. We are boys.


r˜ ? ÀäZ ·î r˜ ? ÀäZ ¨£ä ca ›õZ ¢õ˜ / ÀäZ ©øµä €° ›õZ/ ÀäZ ca¢Çñ rd r˜ - fi∏Ñ ? ÀäZca¢ñ rd r˜ ¢õ˜ / ÀäZ rd ⁄õ

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rd r˜ - À≠øó c¢°dºñ˜ rd r˜ - fió ? ÀäZ c¢ÇÇ°dºñ˜ rd r˜ ¢õ˜⁄õ r˜ ? ÀäZ ·ÇÇ† r˜ / À≠øó c¢°dºñ˜ fiN«ÇÇÇÇÑ ›õZ / ÀäZ ca¢ÇÇÇÇÇñ›õZ / ÀäZ ©Ñ r¢ó r˜ - fi∏Ñ ? ÀäZ ©Ñ r¢ó r˜ ¢õ˜ / ÀäZ fióZt©∫ò

/ ÀäZ [ºâ r¢ó

¢πã - ‹ø§≠øó ´§îa ¢ñ ?©ó´òZºâ ¢ªó˜ ¢õ˜ / À≠øó Åc¨Ñ lZ´† rã´ÇÇÇÇñ r˜ / ‹øπN∏≥ñ ¢ÇÇÇñ / ÀäZ a¢§äZ r˜ Ia´ÇÇÇ°¢ã rd r˜ / ©õ´§îaÅc¨Ñ ºÇÇÖ / À≠øó ´§ÇÇÇîa ´≠ü r˜ / ÀäZ ⁄†ºÇÇÇî w fiN«ÇÇÑ r˜ c©ÇÇÇÇÇü¢πÇÇÇã ¢ÇÇÇõ˜ / ©ÇÇÇõa´°¢ÇÇÇÇÇÇÇÇÇÇã ¢πÇÇÇÇÇã / ÀäZ ⁄ÇÇ†ºÇÇÇÇÇî ÚÇÇÇÇøâ tZ / ·§≠øó

?©õa´°¢ÇÇÇÇÇÇÇÇÇÇã

3. Translate the following into Persian. Write your answers in the Persian script and handin to your instructor:

1. These are expensive tables. 19. Is this a carpet?2. This is a clock. 20. Isn't this a pear?3. Those are chairs. 21. This is not a watermelon.4. This is a good carpet. 22. That is a peach.5. Those are cars. 23. Those apples are green.6. This is a child. 24. These doors are white.7. Those tables are blue. 25. I am a nurse.8. This book is red. 26. We are doctors.9. This man is Mina's uncle (pat.). 27. You (sing.) are a secretary.

10. That woman is Mina's aunt (mat.) 28. He is a driver.11. The father is good. 29. You (sing.) are not a boss.12. That hotel is bad. 30. You (sing. polite) are not a professor.13. That lady is a grandmother. 31. This boy is big.14. That man is a mailman. 32. That girl is small.15. Those are professors. 33. This doctor is not good.16. These are not students, these are teachers. 34. That doctor is good.17. This is not a flower. 35. He is Farkhondeh's friend.18. That is not a desk.

63 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Lesson SixVocabulary


bazar market cZd¢Ñdær in; at caænar pomegranate c¢óZkar work c¢îkar-gær Kargar, a surname; worker ´°c¢îqazi Qazi, a surname; judge ·ç¢ìdehqan Dehqan, a surname; farmer r¢∂òaÍahsævæn Shahsavan (lit., he who loves the rº≠ò¢ã

king), here used as a surnamekuroÍ Kurosh; Cyrus (boy's name) fcºîyasæmin Yasamin; Jasmine (girl's name) ›øπä¢õdærya sea ¢õcadærya-ye xæzær Caspian Sea c¨âI w¢õcabenz Mercedes Benz ¨∫Ñdur far ctatu in; inside ºÖ

tu-ye inside of IwºÖru on; on top tc

ru-ye on; on top of Iwtcesfæhan Isfahan, city in central Iran r¢ªµåZÍiraz Shiraz, city in southwestern Iran dZ´øãtehranvi Tehran, city in the north of Iran; the rZ´ªÖ

capital city of IranÍæhsævar Shahsavar, resort town on the Caspian cZº≠ªãseda voice; sound; noise Z©å

Bashiri 64__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

q…dr-i some (with noncountable nouns); wc©ìsomewhat; a little

Çay tea w¢†daneÍ-gah university s¢…ÆóZadaneÍ-ju university student º¶ÆóZapost mail À≠üpost-xane post office fió¢®§≠üotumobil automobile; car €ø£ñºÖZÇun because rº†

bæra-ye for IwZ´Ñbæra-ye in-ke because fi∑∫õZ IwZ´Ñzæban language; tongue r¢Ñdbe- to; in the direction of fiÑba with ¢Ñfærda tomorrow Za´íhiÇ vii none; any; at all Êøò…lbætte of course fiN§£ïZ

Question words (see below for discussion)

kodam which? qZ©îkoja where? ¢¶îki who? ·îkey when? ·IîÇera why? Z´†bæra-ye Çe why?; what for? fi†I wZ´ÑÇe-towr how? cº±†Çænd several ©∫†Çænd ta how many? ¢Ö©∫†Çe-qædr how much? c©∂†Çe/Çi what? ·† Dfi†

65 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Action VerbsIn Lesson Five we discussed the verb raºÑ , a verb that expresses a state of being.

Example:

mæn mo'ællem-e hæsæn hæst-æm / ‹§≠ò ›≠à ‹N∏≥ñ ›ñI am Hassan's teacher.

Íoma Íagerd-e an ostad-id / ©õa¢§äZ r˜ a´°¢ã ¢πãYou are that professor's student.

In this lesson we shall discuss the action verbs. Verbs like r©õ´â 'xærid-æn' "to buy"

and ›§íc 'ræft-æn' "to go" refer to transactions and movement in general. We are already

familiar with the infinitive of a number of action verbs (see Lesson Five). Below we shallconcentrate on the simple present tense of these verbs, its construction and usage. It should benoted that the present tense of these verbs may serve as their simple future tense as well .

The Simple Present

This tense refers to an action that is happening now, or one that will happen soon in thefuture. To form this tense:

1. take the present stem of the verb (see below).2. prefix ·ñ 'mí-' (always stressed) to the present stem. viii

3. add: q '-æm', w '-i', a '-æd', ‹õ '-im', ©õ '-id', ©ó '-ænd'

To form the negative of these verbs, add ÇÇÇIÇÇó 'ne-' before ·ñ 'mi-' and ÇÇGÇÇÇó 'næ-' before cZa '-

dar-' and other forms that do not begin with ·ñ 'mi-'. Study the following infinitives and

present stems:

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infin. pres. st. meaning

Íod-æn -Íæv- to become ºã r©ãræft-æn -ræv- to go tc ›§ícgoft-æn -gu- to say º° ›§µ°did-æn -bin- to see ›øÑ r©õakærd-æn -kon- to do ›î ra´îxord-æn -xor- to eat cºâ racºâgereft-æn -gir- to take ´ø° ›§í´°dad-æn -deh- to give sa raZaxand-æn -xan- to read rZºâ r©óZºâdanest-æn -dan- to know (a thing) rZa ›§≠óZaforuxt-æn -foruÍ- to sell ft´í ›§ât´íxærid-æn -xær- to buy ´â r©õ´âÍenaxt-æn -Íenas- to know ( a person) e¢∫ã ›§â¢∫ãzæd-æn -zæn- to hit; to strike rd raddaÍt-æn -dar- to have; to possess cZa ›§ãZaamæd-æn -a- to come; to arrive ˜ r©ñ˜

Example:

Affirmative

(mæn) mi-ræv-æm I go qtc ·ñ )›ñ*(to) mi-ræv-i you (sing.) go wtc ·ñ )ºÖ *(u) mi-ræv-æd he/she goes atc ·ñ )tZ*(ma) mi-ræv-im we go ‹õtc ·ñ )¢ñ*(Íoma) mi-ræv-id you (pl.) go ©õtc ·ñ )¢πã*(an-ha) mi-ræv-ænd they go ©ótc ·ñ )¢ªó˜*

Negative

(mæn) ne-mi-ræv-æm I don't go qtc ·πó )›ñ*

67 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

(mæn) mi-gir-æm I take q´ø…øñ )›ñ*(to) mi-gir-i you (sing.) take w´ø…øñ )ºÖ*(u) mi-gir-æd he/she takes a´ø…øñ )tZ*(ma) mi-gir-im we take ‹õ´ø…øñ )¢ñ*(Íoma) mi-gir-id you (pl.) take ©õ´ø…øñ )¢πã*(anha) mi-gir-ænd they take ©ó´ø…øñ )¢ªó˜*

(mæn) ne-mi-gir-æm I don't take q´ø…øπó )›ñ*

(mæn) mi-deh-æm I give ‹ò©øñ )›ñ*(to) mi-deh-i you (sing.) give ·ò©øñ )ºÖ*(u) mi-deh-æd he/she gives©ò©øñ )tZ*(ma) mi-deh-im we give ‹øò©øñ )¢ñ*(Íoma) mi-deh-id you give ©øò©øñ )¢πã*(an-ha) mi-deh-ænd they give ©∫ò©øñ )¢ªó˜*

(mæn) ne-mi-deh-æm I don't give ‹ò©øπó )›ñ*

(mæn) mi-kon-æm I do ‹∫î ·ñ )›ñ*(to) mi-kon-i you (sing.) do ·∫î ·ñ )ºÖ*(u) mi-kon-æd he/she does ©∫î ·ñ )tZ*(ma) mi-kon-im we do ‹ø∫î ·ñ )¢ñ*(Íoma) mi-kon-id you (pl.)do ©ø∫î ·ñ )¢πã*(an-ha) mi-kon-ænd they do ©∫∫î ·ñ )¢ªó˜*

(mæn) ne-mi-kon-æm I don't do ‹∫î ·πó )›ñ*

Bashiri 68__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

(mæn) mi-xan-æm I read ‹óZº®øñ )›ñ*(to) mi-xan-i you (sing.) read ·óZº®øñ )ºÖ*(u) mi-xan-æd he/she reads ©óZº®øñ )tZ*(ma) mi-xan-im we read ‹øóZº®øñ )¢ñ*(Íoma) mi-xan-id you (pl.) read ©øóZº®øñ )¢πã*(an-ha) mi-xan-ænd they read ©∫óZº®øñ )¢ªó˜*

(mæn) ne-mi-xan-æm I don't read ‹óZº®øπó )›ñ*

Note: In writing, if the stem ends in either an Z 'ælef ' or a t 'vav', a · '-y-' is added

before the personal endings. This '-y-' does not have any meaning value. Example:

a) Present stem ending in Z 'ælef ':

(mæn) mi-a-y-æm I come, I arrive ‹õ˜ ·ñ )›ñ*·õ˜ ·ñ )ºÖ*©õ˜ ·ñ )tZ*‹øõ˜ ·ñ )¢ñ*

©øõ˜ ·ñ )¢πã*©∫õ˜ ·ñ )¢ªó˜*

Negative

(mæn) ne-mi-a-y-æm I do not come ‹õ˜ ·πó )›ñ*

b) Present stem ending in , t , 'vav':

(mæn) mi-gu-y-æm I say ‹õº° ·ñ )›ñ*·õº° ·ñ )ºÖ*©õº° ·ñ )tZ*‹øõº° ·ñ )¢ñ*

©øõº° ·ñ )¢πã*©∫õº° ·ñ )¢ªó˜*

69 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

More often, however, in the case of ºÖ , ¢ñ , and ¢πã , instead of · , a ú hamza is

added. Compare:

you (sing.) come ·ú˜ ·ñwe come ‹øú˜ ·ñyou (pl.) come ©øú˜ ·ñ

you (sing.) say ·úº° ·ñ )ºÖ*we say ‹øúº° ·ñ ¢ñyou (pl.) say ©øúº° ·ñ ¢πã

As mentioned above, the verb ›§ãZa 'daÍtæn' is an exception to the ·ñ 'mi-' rule. To

form the present tense of this verb, add the endings to the present stem; no ·ñ 'mi-' is

required. To form the negative, add ÇÇÇGÇÇÇó 'næ-' (rather than ÇÇÇIÇÇó 'ne-') directly to the stem:

(mæn) dar-æm I have, qcZa )›ñ*(to) dar-i you (sing.) have wcZa )ºÖ*(u) dar-æd he/she has acZa )tZ*(ma) dar-im we have ‹õcZa )¢ñ*(Íoma) dar-id you (pl.) have ©õcZa )¢πã*(an-ha) dar-ænd they have ©ócZa )¢ªó˜*

Negative

(mæn) næ-dar-æm I don't have; I don't possess qcZ©ó )›ñ*

Bashiri 70__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Compound Verbs

Besides the simple verbs, examples of which were given above, Persian also uses a set ofcompound verbs. These compounds are a combination of a noun and one of a set of auxiliaryverbs. Prominent among the verbs that participate in forming compounds are ra´îkærd-æn (-kon-), raZa dad-æn (-deh-), rad zæd-æn (-zæn-) and r©óZºâ xand-

æn (-xan-). When forming a compound verb, the noun precedes the verb. Example:

rah road; way sZcrah ræft-æn to walk ›§íc sZcyad memory a¢õyad dad-æn to teach (informal instruction) raZa a¢õyad gereft-æn to learn ›§í´° a¢õguÍ ear fº°guÍ dad-æn to listen raZa fº°dærs lesson ecadærs dad-æn to teach (formal instruction) raZa ecadæst hand Àäadæst dad-æn to shake hands raZa Àäazendegi life ·°©ódzendegi kærd-æn to live ra´î ·°©ódtelefon kærd-æn to telephone ra´î ›µ∏Ökar kærd-æn to work; to operate (car, TV) ra´î c¢îsohbæt talk; speech; conversation À£ßåsohbæt kærd-æn to speak; to talk ra´î À£ßåhærf word; letter (alphabet) m´àzæd-æn to hit; to strike radhærf zæd-æn to speak rad m´àÇane chin fió¢†Çane zæd-æn to bargain rad fió¢†dærs xand-æn to study r©óZºâ eca

71 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

avaz voice (singing) dZtãvaz xand-æn to sing r©óZºâ dZtñæmaz prayer d¢πónæmaz xand-æn to pray r©óZºâ d¢πó

To form the present tense of a compound verb, leave the noun preceding the verbalcomponent untouched. Conjugate the verb as if it were a simple verb. To make the compoundverb negative, add Çó 'ne-' to the conjugated verb:

(mæn) rah mi-ræv-æm I walk qtc ·ñ sZc )›ñ*(to) rah mi-ræv-i wtc ·ñ sZc )ºÖ*(u) rah mi-ræv-æd atc ·ñ sZc )tZ*(ma) rah mi-ræv-im ‹õtc ·ñ sZc )¢ñ*(Íoma) rah mi-ræv-id ©õtc ·ñ sZc )¢πã*(an-ha) rah mi-ræv-ænd ©ótc ·ñ sZc )¢ªó˜*

Negative

(mæn) rah ne-mi-ræv-æm I do not walk qtc ·πó sZc )›ñ*

(mæn) yad mi-gir-æm I learn q´ø° ·ñ a¢õ )›ñ*w´ø° ·ñ a¢õ )ºÖ*a´ø° ·ñ a¢õ )tZ*‹õ´ø° ·ñ a¢õ )¢ñ*

©õ´ø° ·ñ a¢õ )¢πã*©ó´ø° ·ñ a¢õ )¢ªó˜*

( ( (

(mæn) yad ne- mi-gir-æm I do not learn q´ø° ·πó a¢õ )›ñ*

Bashiri 72__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

(mæn) dærs mi-deh-æm I teach ‹òa ·ñ eca )›ñ*·òa ·ñ eca )ºÖ*©òa ·ñ eca )tZ*‹øòa ·ñ eca )¢ñ*

aøòa ·ñ eca )¢πã*©∫òa ·ñ eca )¢ªó˜*

( ( (

(mæn) dærs ne-mi-deh-æm I do not teach ‹òa ·πó eca )›ñ*

(mæn) zendegi mi-kon-æm I live ‹∫î ·ñ ·°©ód )›ñ*·∫î ·ñ ·°©ód )ºÖ*©∫î ·ñ ·°©ód )tZ*‹ø∫î ·ñ ·°©ód )¢ñ*

©ø∫î ·ñ ·°©ód )¢πã*©∫∫î ·ñ ·°©ód )¢ªó˜*

( ( (

mæn) zendegi ne-mi-kon-æm I do not live ‹∫î ·πó ·°©ód )›ñ*

(mæn) kar mi-kon-æm I work ‹∫î ·ñ c¢î )›ñ*·∫î ·ñ c¢î )ºÖ*©∫î ·ñ c¢î )tZ*‹ø∫î ·ñ c¢î )¢ñ*

©ø∫î ·ñ c¢î )¢πã*©∫∫î ·ñ c¢î )¢ªó˜*

( ( (

(mæn) kar ne-mi-kon-æm I do not work ‹∫î ·πó c¢î )›ñ*

73 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

(mæn) dærs mi-xan-æm I study ‹óZºâ ·ñ eca )›ñ*·óZºâ ·ñ eca )ºÖ*©óZºâ ·ñ eca )tZ*‹øóZºâ ·ñ eca )¢ñ*

©øóZºâ ·ñ eca )¢πã*©∫óZºâ ·ñ eca )¢ªó˜*

( ( (

(mæn) dærs ne-mi-xan-æm I do not study ‹óZºâ ·πó eca )›ñ*

Note: When a specific subject is mentioned, the nominal portion of the compound r©óZºâeca , i.e., eca is replaced with the desired subject matter. ix Compare:

/ ‹óZºâ ·ñ eca s¢…ÆóZa ›õZ ca ›ñ I study at this university.

/ ‹óZºâ ·ñ ·≠ø∏…óZ s¢…ÆóZa ›õZ ca ›ñ I study English at this university.

? ©øóZºâ ·ñ ·ó¢Û˜ eÈî qZ©î ca ¢πã In which class do you study German?

Learn the following phrases:

? ÀäZ ·† ›õZ ( 1? ÀäZ ·† ¢ò ›õZ ( 2/ ÀäZ ¨øñ ¢ò ›õZ ( 3

/ ©∫§≠ò [ºâ ¢ò¨øñ ›õZ ( 4/ ©∫§≠øó ©Ñ ¢òa´°¢ã r˜ ( 5

/ ÀäZ fió¢â r˜ ca ·…∫Æì ´§âa ( 6/ À≠øó [ºâ rZcº§äc ›õZ w sºªì ( 7/ À≠øó [ºâ Úøâ ¢πã w fió¢â w¢† ( 8

? ©∫§≠ò ·î ¢ªó˜ ( 9/ ©óc¢°dºñ˜ - ©∫§≠øó ´§îa ¢ªó˜ ( 10/ ÀäZ ¨øñ wtc lZ´† ¢Ö Àµò ( 11

/ ©∫§≠ò ¢ñ w fió¢â ca fiN«Ñ ¢Ö©∫† ( 12? ÀäZ ¢¶ó˜ ␣øä ¢Ö©∫† ( 13

Bashiri 74__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

/ ©∫§≠ò rZ´õZ ca dZ´øã t r¢ªµåZ ( 14/ ÀäZ r¢ªµåZ )I €òZ * I p¢ñ qc©ü ( 15

/ ÀäZ r¢ñ´îI €òZ fca¢ñ ( 16? ÀäZ ·îI p¢ñ ¢ò fióZt©∫ò r˜ ( 17

/ ÀäZ rZ´° Úøâ w¢† ( 18/ ÀäZ rZdcZ Úøâ sºªì ( 18

/ ©∫ó¢Ñ´ªñ ·Ç∏øâ ¢òca¢ñ ›õZ ( 19? ÀäZ ·úZ©å fi† ©∫∏Ñ wZ©å r˜ ( 20/ ÀäZ ¢πã ›øã¢ñ wZ©å Z©å r˜ ( 21

/ ÀäZ ©∫∏Ñ Úøâ ¢πã ›øã¢ñ wZ©å ( 22/ ÀäZ ´Ö©∫∏Ñ wc©ì €ø£ñºÖZ ›õZ wZ©å dZ €ø£ñºÖZ r˜ wZ©å ( 23

Substitution and Transformation DrillsLearn the pattern sentences and change according to the cues provided:

Substitution Drill 1/ À≠øó [¢§î ¢ò ›õZ

hotel; door; tree; watermelon; bread; flower; peach; pear; table; chair;telephone; television; pomegranate; tea; coffee; blanket

Substitution Drill 2/ ÀäZ [ºâ €ø£ñºÖZ ›õZ

expensive; big; small; cheap; very cheap; very small; red; white; blue;purple; pink; gray; yellow

75 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __


/ ÀäZ rZ´° ·πî sºªì ›õZ(((

- rºõ¨õº∏Ö - €° - r¢ó - fióZt©∫ò - º∏ò - ␣øä - w¢† - º§ü-Ò©∫å -¨øñ - lZ´† - €§ò - ¢π∫øä - rZcº§äc - ›µ∏Ö

c¢óZ - fió¢â - Àâca - ›øã¢ñ -ca


/ ©∫ó¢Ñ´ªñ Úøâ ¢òc©ü ›õZ(((

)[ºâ* )ca¢ñ*)¢£õd* )´òZºâ*)Åc¨Ñ* )¢Ñ¢Ñ*

)⁄†ºî* )´≠ü*)rZdcZ* )´§îa*

)©Ñ* )‹N∏≥ñ*)Á∫Æì* )º¶ÆóZa*)Àãd* )´§âa*


/ ÀäZ fió¢â r˜ ⁄õa¨ó ·…∫Æì ´§âa

ugly; kind; big; small; very beautiful; very big; very ugly; very small

Bashiri 76__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __


/ ÀäZ ›ñ c©ü p¢ñ rºõ¨õº∏Ö ¢Ö fiä ›õZ

(five) (mother)(nine) (sister)(two) (brother)(eight) (son)(four) (daughter)(eleven) (professor)(one) (doctor)(ten) (student)(twelve) (wife)(three) (husband)

Transformation Drill 1

Transform the phrases with ⁄õ to phrases with w . Example:

(pattern phrase) Åc¨ÑI Á∫ÆìI ¨øñ ⁄õ(transformed phrase) ·°c¨ÑI Á∫ÆìI ¨øñ

(((rZ´° Åc¨Ñ ›øã¢ñ ⁄õ ( 1

rZdcZ ⁄†ºî w fióZt©∫ò ⁄õ ( 2¢£õd r¢Ñ´ªñ ´§âa ⁄õ ( 3Àãd ⁄†ºî ´≠ü ⁄õ ( 4rZdcZ `´ä w fió¢â ⁄õ ( 5

[ºâ ©øµä €ø£ñºÖZ ⁄õ ( 6Á∫Æì ©øµä €° ⁄õ ( 7

rZdcZ c¢óZ ⁄õ ( 8©∫∏Ñ [ºâ wZ©å ⁄õ ( 9rZ´° ¨∫Ñ ›øã¢ñ ⁄õ ( 10

77 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __


Give the plural of the following:

Z©å ( 1Àâca ( 2rd ›õZ ( 3

c¢°dºñ˜ ›õZ ( 4Ò©∫å r˜ ( 5

[ºâ wº¶ÆóZa ›õZ ( 6rZ´° Åc¨Ñ w fió¢â ( 7

¢πã ·Æ∫ñ ( 8·«§≠ü r˜ c¢§ä´ü ( 9·…óc rºõ¨õº∏Ö r˜ ( 10

©∫∏Ñ wZ©å ( 11s¢Öºî w fiN«Ñ ( 12


Make the following sentences plural:/ ÀäZ ¨øñ ›õZ ( 1

/ À≠øó rZ´° ›øã¢ñ r˜ ( 2/ ÀäZ ¢£õd rd r˜ ( 3

/ ÀäZ r¢Ñ´ªñ a´ñ r˜ ( 4/ ÀäZ [ºâ ‹N∏≥ñ ›õZ ( 5/ À≠øó [ºâ c¢óZ ›õZ ( 6/ ÀäZ Àãd fiN«Ñ r˜ ( 7

/ À≠øó ºÖ caZ´Ñ ´≠ü r˜ ( 8/ ÀäZ ©øµä ›øã¢ñ ›õZ ( 9

/ À≠øó e´ó r˜ ca¢ñ rd r˜ ( 10

Bashiri 78__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __


Transform the following into singular:

/ ©ó©øµä ¢ò¨øñ ›õZ ( 1/ ©∫Ñºâ ¢ò ‹N∏≥ñ r˜ ( 2

/ ©∫§≠øó ·Ñ˜ r¢§õ¢ò Ò©∫å ( 3/ ©óc©ü ¢òa´ñ r˜ ( 4

? ©ó´§îa ¢ò ‹ó¢â r˜ ¢õ˜ ( 5/ ©∫§≠øó [ºâ r¢Æõ¢ò¨øñ ( 6

/ ©∫§≠ò fiN«Ñ r¢ÆõZ ( 7/ À≠øó ©Ñ ‹õ¢ò´§âa p¢à ( 8

/ ©∫§≠ò a¢§äZ - ©∫§≠øó º¶ÆóZa r¢Æõ¢òca¢ñ ( 9/ ©∫§≠øó [ºâ rZ´° w¢ò fióZt©∫ò r˜ ( 10

Transformation Drill 5Transform the following ezafe constructions into possessive forms:

›ñ [¢§î ( 1¢ñ ›øã¢ñ ( 2

¢ªó˜ w¢ò º§ü ( 3¢πã w¢ò Àäta ( 4

tZ wZ©å ( 5¢ªó˜ w fió¢â ( 6

r¢∂òa ‹ó¢â ´òºã ( 7ºÖ w fiN«Ñ ( 8ºÖ ´≠πò ( 9

79 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Question Words

We have already seen that a declarative Persian sentence can easily be transformed into aquestion sentence by changing its intonation contour (seeTape Manual, pp. 9-10). This is truemostly of the yes/no question sentences. Other question sentences are made with the help ofquestion words. We shall discuss these words in the remainder of this lesson.

1. qZ©î 'kodam' "which (of two or more objects or people)". qZ©î functions like an

adjective but appears before the noun it modifies. Example:

Which apple belongs to you? ? ÀäZ ¢πã p¢ñ ␣øä qZ©îWhich woman is Minu's mother? ? ÀäZ º∫øñ ca¢ñ rd qZ©îTo which boy does this book belong? ? ÀäZ ´≠ü qZ©î p¢ñ [¢§î ›õZ

"Which one" is expressed by ⁄õ qZ©î 'kodam yek,' and ·∑õ qZ©î 'kodam yek-i'. The

latter is more selective. Example:

Which one is a doctor? ? ÀäZ ´§îa ⁄õ qZ©îWhich one (of them) is your friend? ? ÀäZ ¢πã Àäta ·∑õ qZ©î

"Which ones" is expressed by the plural of qZ©î i.e., ¢ò qZ©î . Example:

Which ones belong to you? ? ÀäZ ¢πã p¢ñ ¢ò qZ©î

Every question elicits an answer and for every question word there are a few answerwords: fi∏Ñ 'b…le' "yes", fió 'næ' "no", fiN§£ïZ '…lbætte' "of course", and Êøò 'hiÇ' "at all"

are the most frequently used words in this context. An affirmative response to qZ©î is usually

either ·∑õ ›õZ 'in yeki' "this one" or ·∑õ r˜ 'an yeki' "that one". The negative response is

usually a compound of Êøò and qZ©î , i.e., qZ©î Êøò 'hiÇ kodam' "neither or none".

Which pear belongs to your? ? ÀäZ ¢πã p¢ñ ·ÑÈ° qZ©î----

this one; that one; neither or none qZ©î Êøò ; ·∑õ r˜ ; ·∑õ ›õZ

2. ¢¶î 'koja' "what place" or "where," (but not "the place where..."). Although usually it

appears before the verb, ¢¶î is used according to the syntactic requirements of the sentence,

i.e., it can serve as subject, object, etc. So far we have been using this form before the verb.And we shall continue doing this until subjects and objects are properly introduced. Example:

Bashiri 80__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Where is my blue book? ? ÀäZ ¢¶î ›ñ ·Ñ˜ [¢§îWhere does your sister live? ?©∫î ·ñ ·°©ód ¢¶î ¢πã ´òZºâWhere is your brother's friend's hotel? ? ÀäZ ¢¶î r¢ÖcaZ´Ñ Àäta €§ò

"Of what place," or "where from" is expressed in one of two ways:

a. ·ú¢¶î 'koja'i' "of what place"

Where is that doctor from? ? ÀäZ ·ú¢¶î ´§îa r˜Where is your wife from? ? ÀäZ ·ú¢¶î ¢πã ‹ó¢â

b. ¢¶î €òZ 'æhl-e koja' "native of what place"

Where is that nurse from? ? ÀäZ ¢¶î €òZ c¢§ä´ü r˜Where is your brother-in-law from? ? ÀäZ ¢¶î €òZ ¢πã ´òºã caZ´Ñ

An affirmative response to ¢¶î would usually be either ¢á ›õZ or ¢á r˜. The negative

response would be a compound of Êøò and ¢á , i.e., ¢á Êøò 'hiÇ ja' "nowhere". Example:

Where is your teacher's house? ? ÀäZ ¢¶î ¢πã ‹N∏≥ñ w fió¢â- My teacher's house is here. / ÀäZ ¢¶∫õZ ›ñ ‹N∏≥ñ w fió¢â ÇÇÇÇÇÇ- My teacher's house is there. / ÀäZ ¢¶ó˜ ›ñ ‹N∏≥ñ w fió¢â ÇÇÇÇÇÇ- Nowhere. / ¢á Êøò ÇÇÇÇÇÇWhere are you going? ?©õtc ·ñ ¢¶î ¢πã- Nowhere. / ¢á Êøò ÇÇÇÇÇÇ

3. ·î 'ki' "who" (as in "who is that man," but not "the man who..."). ·î is used according to

the syntactic requirements of the sentence, i.e., as subject, object, etc. Example:

Who is that handsome man? ? ÀäZ ·î ÂøÖ fºâ a´ñ r˜To whom does this beautiful, red car belong? ? ÀäZ ·î p¢ñ Á∫Æì `´ä ›øã¢ñ ›õZWho goes to the market? ?atc ·ñ cZd¢Ñ fiÑ ·îWho studies at the University of Tehran? ?©óZºâ ·ñ eca rZ´ªÖ s¢…ÆóZa ca ·î

81 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

"What people" or "who all" is expressed by the plural of ·î , i.e., ¢ò ·î . Example:

Who all are your friends? ?©∫§≠ò ¢πã w¢ò Àäta ¢ò ·î

An affirmative response to ·î is an appropriate declarative sentence. The negative

response is normally a compound of Êøò and –î 'kæs' "person", i.e., –î Êøò 'hiÇ kæs'

"no one". Example:

Who is that man? ? ÀäZ ·î a´ñ r˜That man is Reza's father. / ÀäZ ¢çc c©ü a´ñ r˜ ÇÇÇÇÇÇNo one / –î Êøò ÇÇÇÇÇÇ

4. ·Iî 'key' "at what time" or "when" (but not "at the time when..."). ·Iî usually follows the

subject of the sentence. Example:

At what time is Hassan at the market? ? ÀäZ cZd¢Ñ ca ·Iî ›≠àWhen are you going to Iran? ?©õtc ·ñ rZcõZ fiÑ ·Iî ¢πãAt what time are they calling home? ?©∫∫î ·ñ ›µ∏Ö fió¢â fiÑ ·Iî ¢ªó˜

An affirmative response to ·Iî is a declarative sentence with a time clause. The negative

response can be a compound of Êøò and Àìt 'væqt' "time", i.e., Àìt Êøò 'hiÇ væqt'

"never". Example:

When are you going to Tehran? ? ©õtc ·ñ rZ´ªÖ fiÑ ·Iî ¢πã- I am going to Tehran tomorrow. / qtc ·ñ rZ´ªÖ fiÑ Za´í ›ñ ÇÇÇÇÇÇ- I am never going to Tehran. / qtc ·πó rZ´ªÖ fiÑ Àìt Êøò ›ñ ÇÇÇÇÇÇ

5. fi† 'Çeh' or ·† 'Çi' "what" (as in "What is this?," but not "what you need is..."). fi† 'Çeh'

and ·† are used before the verb. Example:

What is this? ? ÀäZ ·† ›õZWhat is your brother saying to that man? ?©õº° ·ñ fi† a´ñ r˜ fiÑ \caZ´Ñ

An affirmative response to ·† is a declarative sentence. A negative response is a

compound of Êøò and ¨ø† , i.e., ¨ø† Êøò 'hiÇ Çiz' "nothing". Example:

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What is this ? ÀäZ ·† ›õZ- This is a book. / ÀäZ [¢§î ⁄õ ›õZ ÇÇÇÇÇÇ- This is nothing. / À≠øó ¨ø† Êøò ›õZ ÇÇÇÇÇÇ

What are you saying to that woman? ?©øúº° ·ñ fi† rd r˜ fiÑ ¢πã- Nothing (lit., I don't say anything). / ‹õº° ·πó ¨ø† Êøò ÇÇÇÇÇÇ

6. Z´† 'Çera' "why" (as in "Why are you laughing?", but not as in "This is why..."). In

simple sentences Z´† usually begins the sentence. Example:

Why isn't the doctor there? ? À≠øó ¢¶ó˜ ´§îa Z´†Why don't you go to Shiraz? ?©õtc ·πó dZ´øã fiÑ Z´†

The answer words for Z´† are rº† 'Çun', Z´õd 'zira', and fiî ›õZ wZ´Ñ 'bæra-ye in

ke', all meaning "because". Of these, the literary form Z´õd is used less often.

Why don't you go to the movies ? wtc ·πó ¢π∫øä fiÑ À§äta ¢Ñ Z´†with your friend?

- Because I don't have time. / qcZ©ó Àìt rº† ÇÇÇÇÇÇsame meaning / qcZ©ó Àìt fiî ›õZ wZ´Ñ ÇÇÇÇÇÇsame meaning / qcZ©ó Àìt Z´õd ÇÇÇÇÇÇ

It should also be added that the word Z´† may be used to indicate approval. In this case it

is a synonym for 'b…le' fi∏Ñ in the sense of "of course" and "but of course". Example:

Don't you eat in that restaurant? ?©õcºâ ·πó Z™ë rZcº§äc r˜ ca ¢πãBut of course, I, too eat in that restaurant. / qcºâ ·ñ Z™ë ¢¶ó˜ ca ‹ò ›ñ - Z´† ÇÇÇÇÇÇ

7. cº±† 'Çe-towr' "how" (as in "How are you?", but not as in "This is how...").cº±†usually precedes the main verb; adverbs of time and place may follow it. Example:

How (good) is this hotel? ? ÀäZ cº±† €§ò r˜How are you? ? ÀäZ cº±† ¢πã p¢à

cº±† is also used as a judgmental word. Any response to it would include an evaluation:

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How is your watermelon? ? ÀäZ cº±† ¢πã w fióZt©∫ò- Our watermelon is very good. / ÀäZ [ºâ Úøâ ¢ñ w fióZt©∫ò ÇÇÇÇÇÇ- Our watermelon is better than / ÀäZ ´§ªÑ ¢πã w fióZt©∫ò dZ ¢ñ w fióZt©∫ò ÇÇÇÇÇÇ

your watermelon.

cº±† may also indicate the means by which an action is accomplished. Example:

How do you go there? ?©õtc ·ñ ¢¶ó˜ fiÑ cº±†- by car / €ø£ñºÖZ ¢Ñ ÇÇÇÇÇÇ

8. ¢Ö©∫† 'Çænd ta' "how many" (as in "how many books did you buy?"). To have this

meaning ¢Ö©∫† must be used as a question word; otherwise it would mean "several".

Furthermore, ¢Ö©∫† functions like a numeral, i.e., it precedes the singular form of a countable

noun. Example:

How many brothers and sisters do you have? ? ©õcZa ´òZºâ t caZ´Ñ ¢Ö©∫†How many students are going to that place? ?©ótc ·ñ ¢¶ó˜ fiÑ a´°¢ã ¢Ö ©∫†

¢Ö©∫† is also used to make an inquiry about the number of people or objects involved. The

response is usually a numeral followed by ¢Ö . Example:

How many wives do you have? ?©õcZa rd ¢Ö©∫† ¢πãThree. ¢Ö fiä ÇÇÇÇÇÇ

9. c©∂† 'Çe-qædr' "how much". c©∂† precedes a mass, noncountable noun. The place

ofc©∂† in the sentence depends on the function of the noun to which it is attached. Example:

How much time do you have? ?©õcZa Àìt c©∂† ¢πãHow much coffee do you buy? ?©õ´â ·ñ sºªì c©∂†How much of the apple is not good? ? À≠øó [ºâ ␣øä dZ c©∂†

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c©∂† is used in inquiries dealing with amount. Responses may include Êøò , if none exists

and ·c©ì , if some exists. Other forms used with c©∂† are Úøâ "a lot" and ·πî "a little". The

choice, of course, depends on the question. Example:

How much of that bread is good? ? ÀäZ [ºâ r¢ó r˜ dZ c©∂†- A little of that bread is good. / ÀäZ [ºâ r¢ó r˜ dZ ·πî ÇÇÇÇÇÇ____ (((

How much time does your professor have? ?©ócZa Àìt c©∂† r¢Öa¢§äZ- My professor doesn't have any time at all. / ©ócZ©ó Àìt Êøò qa¢§äZ ÇÇÇÇÇÇ

Summary

So far in this lesson we have learned that

a. Action verbs refer to movement and transactions in general

b. Whether action verbs are simple or compound, their conjugation is not greatly affectedby this distinction--the verbal part of the compound is treated as if it were a simpleverb.

c. Question words do not have a set place in the sentence. Their place is determinedeither by he verb or by the function of the noun to which they are attached.

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ºººº…………§§§§µµµµ°°°°? ©õ´ø° ·ñ a¢õ ·äc¢í r¢Ñd Z´† ¢πã - ÀøπäZ ‹ó¢â : waZºá ‹ó¢â

/ ÀäZ rZ´õZ ca q´òºã fi∑∫õZ wZ´Ñ : ÀøπäZ ‹ó¢â?©∫î ·ñ c¢∑† rZ´õZ ca ¢πã ´òºã : waZºá ‹ó¢â

/ ÀäZ e©∫ªñ q´òºã : ÀøπäZ ‹ó¢â?©õcZa fiN«Ñ ¢Ö ©∫† ¢πã : waZºá ‹ó¢â

/ ´§âa ⁄õ t ´≠ü ⁄õ / ‹õcZa fiN«Ñ ¢Ö ta ¢ñ : ÀøπäZ ‹ó¢â?©ó©∏Ñ ·äc¢í ‹ò ¢πã w¢ò fiN«Ñ : waZºá ‹ó¢â

/ ‹øód ·ñ m´à ·äc¢í ¢ªó˜ ¢Ñ ¢ñ / ·πî - fi∏Ñ : ÀøπäZ ‹ó¢â/ ’í¢à Z©â : waZºá ‹ó¢â/ ÀñÈ≠Ñ : ÀøπäZ ‹ó¢â

Transcriptionxanom-e jævadi: xanom-e esmit, Íoma Çera zæban-e fars-í yad mi-gir-id?xanom-e esmit: bæra-ye in-ke Íowhær-æm dær iran æst.xanom-e jævadi: Íowhær-e Íoma dær iran Çe-kar mi-kon-æd?xanom-e esmit: Íowhær-æm mohændes æst.xanom-e jævadi: Íoma Çænd ta bæÇÇe dar-id?xanom-e esmit: ma do ta bæÇÇe dar-im. yek pesær væ yek doxtær.xanom-e jævadi: bæÇÇe-ha-ye Íoma hæm fars-í bælæd-ænd?xanom-e esmit: b…le, k…m-i. ma ba an-ha fars-í hærf mi-zæn-im.xanom-e jævadi: xoda hafez.xanom-e esmit: be-sælamæt.

TranslationMrs. Javadi: Mrs. Smith, why are you learning the Persian language?Mrs. Smith: Because my husband is in Iran.Mrs. Javadi: What does your husband do in Iran?Mrs. Smith: My husband is an engineer.Mrs. Javadi: How many children do you have?Mrs. Smith: We have two children: a boy and a girl.

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Mrs. Javadi: Do your children speak Persian as well?Mrs. Smith. Yes, some. We speak Persian to them.Mrs. Javadi: Bye.Mrs. Smith: Goodbye.

Practice Reading

r˜ / ÀäZ r»ÇøÇÑ w fió¢Çâ ca ›ñ ›øã¢ñ ? ÀäZ ¢Ç¶î ¢πã ›øã¢ñrd / ÀäZ ⁄ó¢Ñ ca ‹∫£ã / ÀäZ ‹∫£ã ´§âa r˜ ? ÀäZ ·î ´§âa·î ´≠ü r˜ / À≠øó ¢£õd ·ç¢ì w¢ÇÇì˜ ´§âa / ÀäZ ¢£õd Úøâ tZ

¢¶î rZ´ÇÇªÖ / ÀäZ tZ w¢ÇÇá ¢ÇÇá ›õZ ? ÀÇäZ ¢¶î ¢πÇÇã ⁄ó¢Ñ ? ÀäZr˜ / ÀäZ rZ´ÇÇÇÇÇªÖ ca cZd¢ÇÇÇÑ ›õZ / ÀäZ rZ´õZ ca rZ´ªÖ ? ÀäZw¢ÇÇÇÇÇÇì˜ ´ÇÇÇ§âa p¢ñ Åc¨ÇÇÑ w fió¢ÇÇÇÇâ r˜ / À≠øó rZ´ÇÇõZ ca s¢…ÇÇÇÆóZa‹ÇÇó¢â r˜ ‹ÇäZ ¢õ˜ ? ÀäZ ·Ç† ¢πÇÇã c¢°dºÇÇñ˜ ‹ÇäZ / À≠øó ·ç¢ÇÇì

·† ⁄Çó¢Ñ ›õZ ‹äZ ? ÀäZ ¢çc ´≠ü qZ©Çî ‹äZ ? À≠øó ‹∫ÇÇ£ÇÇã ¢£õd? ÀäZ rZ´õZ I⁄ó¢Ñ ⁄ó¢Ñ ›õZ ‹äZ ¢õ˜ ? ÀäZ

/ À≠øó ›ñ p¢ñ Åc¨Ñ w¢ò ›øã¢ñ ›õZ / ÀäZ ›ñ p¢ñ ›øã¢ñ ›õZ›õZ ? ÀäZ a´ñ qZ©î p¢ñ c¢óZ ¢Ö Õ∫ü ›õZ / ÀäZ ¢πã p¢ñ ¢ò ›õZ€§ò r˜ / ÀäZ r¢§õ¢ÇòcaZ´Ñ p¢Çñ ¢ò ›õZ ? ÀäZ ·î p¢ñ ¢ò ␣øäÚÇÇÇÇøâ ´§âa r˜ / ÀäZ Åc¨Ñ Úøâ ¢ò €§ò r˜ / ÀäZ Åc¨Ñ Úøâc©ü p¢ñ c¢óZ ¢Öc¢ª† ›õZ / ©∫Ç∑†ºî Úøâ ¢ò´§âa r˜ / ÀäZ ⁄†ºîp¢Çñ ¢ò fióZt©∫ò ›õZ / ÀäZ ¢πã Àäta p¢Çñc¢ÇÇóZ ©∫† ›õZ / À≠øó tZ`´ä w¢ò ␣øä ›ÇõZ / ÀäZ r¢§õ¢ª§Çäta p¢ñ ¢ò ›õZ / ÀäZ r¢§§ätaÒ¢ÇÇì ¢Ö©∫† ¢Çò r˜ ? ÀäZ ␣øä ¢Ö©∫ÇÇÇÇ† ¢ò ›õZ ? ÀäZ ¢¶î p¢ÇÇñ

/ ÀäZ ©Ñ ¢Öta r˜ / ÀäZ [ºâ Ò¢ì ¢Ö fiä ›õZ ? ÀäZ

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/ ÀäZ ›øπä¢õ ›õt´ü ca¢ñ ‹äZ / ÀäZ fcºî ›õt´ü c©ü ‹äZ´°c¢ÇÇÇî w¢ì˜ w fió¢ÇÇÇâ / ÀäZ ´°c¢ÇÇÇÇî w¢ì˜ p¢ÇÇñ ⁄ÇÇ†ºî w fió¢ÇÇÇâ r˜w¢ÇÇÇÇÇÇÇÇì˜ / ÀäZ ´ª†º∫ñ a´ÇÇñ r˜ ‹ÇÇäZ / ÀäZ c¨ÇÇÇâ w¢õca ⁄õa¨ór¢∂ÇÇòa w¢ì˜ t ‹ó¢â w fió¢â / ÀäZ r¢∂òa ‹ó¢â ´òºã r¢∂òa´ª†º∫ñ⁄ó¢Ñ ca ´°c¢î w¢ì˜ c¢î w¢ÇÇÇá / À≠øó cta ´°c¢î w¢ì˜ w fió¢â dZ

/ ÀäZ ⁄ó¢Ñ ca ‹ò r¢∂òa w¢ì˜ c¢î w¢á / ÀäZ

p¢ñ ›øã¢ñ r˜ / ÀäZ rº≠ò¢ã ‹ó¢â rd r˜ ? ÀäZ ·î rd r˜r˜ / À≠øó ‹ò r¢∂ÇÇÇòa w¢ì˜ p¢ñ ›øã¢ñ r˜ / À≠øó ´°c¢î w¢ÇÇÇì˜›øã¢ñ ⁄õ rº≠ÇÇò¢ã w¢ì˜ ›øã¢ñ / ÀäZ rº≠ò¢ã w¢ì˜ p¢ñ ›øã¢ñw fió¢â dZ ⁄ó¢Ñ / ÀäZ Åc¨Ñ Úøâ rº≠ò¢ã w¢ì˜ w fió¢â / ÀäZ ¨∫Ñ·πî ´°c¢î w¢ì˜ w fió¢â dZ ⁄ó¢Ñ / À≠øó cta Úøâ rº≠ò¢ã w¢ì˜/ ÀäZ ⁄õa¨ÇÇó cZº≠ÇÇÇÇÇªã ⁄ó¢Ñ fiÑ rº≠ò¢ã w¢ì˜ w fió¢â / ÀäZ cta

/ ÀäZ cta ·πî ‹ò ⁄ó¢Ñ dZ r¢∂òa w¢ì˜ w fió¢â

Homework

1. Translate the following into English:? ÀäZ ·† ¢πã caZ´Ñ ‹äZ ( 1

? ÀäZ ·ç¢ì w¢ì˜ p¢ñ [¢§î ›õZ ¢õ˜ ( 2? ÀäZ a´ñ qZ©î p¢ñ ¢£õd w fió¢â r˜ ( 3

/ ÀäZ qc©ü p¢ñ - À≠øó ›ñ p¢ñ ©øµä ›øã¢ñ r˜ ( 4/ ÀäZ rZ´ªÖ ca ¢ñ w fió¢â ( 5

? ÀäZ r¢ªµåZ ca ¢ªó˜ w fió¢â ¢õ˜ ( 6

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/ ÀäZ dZ´øã ca ¢ªó˜ w fió¢â - fió ( 7/ ÀäZ cta fió¢®§≠ü dZ - À≠øó cta ⁄ó¢Ñ dZ ¢ñ w fió¢â ( 8

/ ÀäZ ⁄õa¨ó s¢…ÆóZa fiÑ º¶ÆóZa r˜ ›øã¢ñ ( 9? ÀäZ c¨â w¢õca ⁄õa¨ó ⁄ó¢Ñ qZ©î ( 10

? ÀäZ ⁄õa¨ó c¨â w¢õca fiÑ ´°c¢î w¢ì˜ w fió¢â ¢õ˜ ( 11? ÀäZ ·† r¢§§äta c©ü ‹äZ ( 12

? ÀäZ ·ç¢ì ‹∫£ã c©ü p¢ñ ›øã¢ñ qZ©î ( 13/ ÀäZ q´òZºâ ´òºã - À≠øó ›ñ ´òºã tZ ( 14

¢πã p¢ñ ¢ò ›õZ - À≠øó tZ p¢ñ ¢ò fióZt©∫ò ›õZ ( 15/ ÀäZ ›ñ p¢ñ ¢ò fióZt©∫ò ›õZ / À≠øó ‹ò

? ÀäZ tZ p¢ñ [¢§î ©∫† r˜ ¢õ˜ ( 16? ÀäZ ⁄†ºî ¨øñ r˜ wtc Åc¨Ñ `´ä c¢óZ ¢Ö©∫† ( 17

? ÀäZ ·† wZ©å ›õZ ( 18? ÀäZ ©∫∏Ñ wc©ì Z©å qZ©î ( 19

/ ÀäZ [ºâ Úøâ [¢§î r˜ fiN§£ïZ ( 20

2. Fill in the blanks:/ ÀäZ ´§âa ////// ca¢ñ rd ›õZ ( 1

/ ÀäZ ›ñ ////// ¢ò [¢§î r˜ ( 2/ ©óca¢ñ ////// rd r˜ ( 3

/ ////// €° ¢ò ›õZ ( 4/ ©∫§≠ò ////// Úøâ ¢ò €° ›õZ ( 5

? ÀäZ fió¢â r˜ ca ////// ´≠πò ¢õ˜ ( 6/ ÀäZ ¢πã ////// - À≠øó ›ñ p¢ñ ¢ò ›õZ ( 7

/ À≠øó cta Úøâ ¢πã w fió¢â ////// c¨â w¢õca ( 8/ ÀäZ ⁄õa¨ó ºÖ w fió¢â ////// ⁄ó¢Ñ ( 9

/ ÀäZ c¢°dºñ˜ ‹ò ////// c©ü ( 10

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3. Translate the following into Persian. Write your answers in the Persian script:

1. These are not trees.2. This car is not good.3. These university students are good.4. These cars are not good, they are bad.5. Those lamps are good.6. This man is a doctor.7. These women are mothers.8. That man is a teacher.9. Those are doors.10. I am (a) man.11. Where is Shabnam's sister?12. That big car belongs to my father.13. Which watermelon belongs to you?14. To which girl does this red flower belong?15. What is that small girl's name?16. This restaurant belongs to Bizhan's father.17. Your brother's teacher is in the bank.18. Our television does not belong to you.19. Her sister's name is not Shabnam.20. His daughter is a student at the university.21. Whose place is this place?22. This small house belongs to me.23. These big houses are not mine (do not belong to me).24. To which girl do these five pomegranates belong?25. These several pomegranates belong to your father's friend.26. These three blankets are good. Those two are bad.27. Where do those red apples come from (i.e., to which place do those red apples

belong)?

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Lesson SevenVocabulary


…mma x but; however ¢NñZmelli national NÚñ'aÍeq lover; one who loves Ÿã¢ê'aÍeq budæn to be in love raºÑ Ÿã¢êehtiyaj need ^¢ø§àZehtiyaj daÍtæn to need ›§ãZa ^¢ø§àZkelas classroom; grade eÈîbaq garden l¢Ñmædrese school (elementary) fiäc©ñgoldan xi vase rZ©∏°monaseb suitable ␣ä¢∫ñmæ'mulæn usually JËºπ≥ñtæmiz clean ¨øπÖkæsif dirty ÿø•îxiyaban street r¢Ñ¢øâbimar sick, ill c¢πøÑbimarestan hospital r¢§äc¢πøÑmæriz sick; ill ”õ´ñmærizxane hospital fió¢®∞õ´ñpoÍt behind; back ÀÆüjelo(w) front º∏ápæhlu side º∏ªükenar side c¢∫îdær kenar-e on the side of Ic¢∫î casahel shore €à¢ä

91 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

bala above; over Ë¢Ñzir under ´õdxanevade family saZºó¢âfamil family €øñ¢íhæfte week fi§µòbæstæni ice cream ·∫§≠Ñ-foruÍ person who sells ft´íbæstæni foruÍ ice-cream vendor ft´í ·∫§≠Ñgol foruÍ florist ft´í €°qali foruÍ carpet seller ft´í Ò¢ì-foruÍi place for selling things ·ãt´íbæstæni foruÍi ice-cream shop ·ãt´í ·∫§≠ÑgolforuÍi flower shop ·ãt´í €°qaliforuÍi carpet store ·ãt´í Ò¢ìforudgah airport s¢°at´íÍoluq crowded lº∏ãmodern modern rc©ñjædid new; recent ©õ©áÍæhr city; town ´ªãemruz today dt´ñZbordæn to take (from one ) GÑ * ra´Ñ

place to another)xastæn to want ) sZºâ * ›§äZºâmixahæd he/she wants ©òZºâ ·ñmixahæd ... bexæræd xii he/she wants to buy a´®Ñ /// ©òZºâ ·ñkæfÍ shoe —µînegah look s¢…ónegah kærdæn to look (at) ) ›HÇÇÇî * ra´î s¢…ódust daÍtæn to like )cZa * ›§ãZa Àätaya or ¢õdiruz yesterday dt´õa

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foruÍgah department store s¢…ãt´ípul money pºüra def. direct obj. (see Lesson 8) ZckæffaÍ shoe salesman f¢NÇÇÇµîkæfÍforuÍ shoe salesman ft´í —µîjoft pair Àµáporsidæn to ask ) eM Hü * r©øä´üqeymæt price; worth Àπøìgoftæn to say; to tell ) º° * ›§µ°goftogu dialog; conversation º…§µ°fæqæt only; however ‘∂ímehman guest r¢πªñhæmkar co-worker; colleague c¢∑πòdorost kærdæn to fix; to prepare; ) ›HÇÇÇÇî * ra´î Àäca

to repairdærbare-ye about something w sc¢ÑcaaÍpæz cook ¨∆ããÍpæzxane kitchen fió¢â¨∆ã˜edare office (building) scZaZhærf zædæn to speak ) rGd * rad m´àqæbl æz before dZ €£ìpiÍ before; ago —øüpiÍ æz before; earlier than dZ —øübæ'd after; later ©≥Ñbæ'd æz after dZ ©≥ÑÍam dinner q¢ãxoda hafezi kærdæn to say goodbye ra´î ·≤í¢à Z©âxordæn to eat; to drink )cºâ * racºâqæhvexane tea-house fió¢â sºªìbikari jobless; idle; unemployed c¢∑øÑreza'i Rezaii, a family name ·ú¢çc

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bazi kærdæn to play ) ›ÇHÇÇÇî * ra´î wd¢Ñhæme xiii all fiπòbahæm together; with one another ‹ò¢Ñruz day dtc

Numbers 13-21

sizdæh thirteen )13*sa¨øäÇæhardæh fourteen )14* sac¢ª†

panzdæh fifteen )15*sa¨ó¢üÍanzdæh sixteen )16* sa¨ó¢ã

hivdæh seventeen )17*s©µøòhijdæh eighteen )18*s©¶øònuzdæh nineteen )19* sadºó

bist twenty )20* À≠øÑ

bist-o yek twenty-one )21* ⁄õ t À≠øÑ

Relative Constructions

A relative construction is made up of two simple clauses (here the word clause and theword sentence are used interchangeably). In the case of raºÑ , for instance, it means one

construction with proper subject, subject equivalent, and verb added to another constructionconsisting of a subject, a subject equivalent and a verb. The relative clause functions like anadjective for one of the nouns, e.g., the subject, of the main clause. The full relativeconstruction, therefore, has two verbs--one for each of its constituent clauses. Consider thefollowing English sentences:

a. The man is here. (main clause)b. The man is your friend. (relative clause)c. The man, who is your friend, is here. (relative construction)

Bashiri 94__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

The sentences in (a) and (b) are simple sentences. In (c), the sentence in (b) is used tomodify the subject noun phrase in (a), i.e., the man. The repeated noun phrase "the man" in(b) is replaced by the relative pronoun "who". Compare:

a. The man is here.b. WHO is your friend.c. The man, WHO IS YOUR FRIEND, is here.

The procedure can be illustrated as follows:

Sentence

Noun Phrase Verb Phrase

Sentence

NP VP

the man is your friend

The man WHO is your friend is here

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As mentioned, the relative clause "who is your friend" modifies the subject of "Theman is here," i.e., the man. Now let us compare this construction with the Persian version ofthe same sentence:

/ ÀäZ ¢á ›õZ a´ñ ( 1/ ÀäZ ¢πã Àäta a´ñ ( 2

/ ÀäZ ¢¶∫õZ ÀäZ ¢πã Àäta fiî wa´ñ ( 3

As can easily be seen, the Persian equivalent of the English word "who" is fiî 'ke' preceded by

the selective marker w '-i'. xiv

The following diagram illustrates the structure of the Persian sentence in (3):

Sentence

Verb Phrase Noun Phrase

Sentence

VP NP

Verb subj.equiv noun æst dust-e Íoma mærd

ÀäZ ¢¶∫õZ ÀäZ ¢πã Àäta fiî w a´ñ

Bashiri 96__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Procedure:

To modify the subject of a main clause by means of a relative clause, proceed asfollows:

a. Make sure that the noun to be modified is the subject of that clause.b. Replace the subject of the relative clause with fiî w '-ike'.

c. Add the resulting relative clause directly after the noun being modified.d. Complete the construction by copying the remaining portion of the main clause after

the verb of the relative clause.

Here is an example:

- ©∫î ·ñ ·°©ód dZ´øã ca c¢§ä´ü ( 1/ ÀäZ r¢ã¢î €òZ c¢§ä´ü ( 2

Procedure:

a. The noun to be modified is the subject: c¢§ä´ü .

b. The subject of the relative clause (2 ) is replaced by

fiî w , i.e., ÀäZ r¢ã¢î €òZ fiî wc. The resulting relative clause is added to the subject of the main clause:

. ÀäZ r¢ã¢î €òZ fiî wc¢§ä´üd. The rest of the main clause is copied after the verb of the relative clause:

/ ©∫î ·ñ ·°©ód dZ´øã ca ÀäZ r¢ã¢î €òZ fiî wc¢§ä´ü

The Verb 'to be' AgainWe have already seen two types of raºÑ : the dependent variety which appears on

nouns and adjectives as endings and the independent form that is conjugated separately as‹§≠ò , ·§≠ò , etc. Relative constructions require still a third variety of raºÑ to avoid

repetition of the same form. This new form is r©øã¢Ñ ; its present tense conjugates as follows:

97 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

I am ‹øã¢Ñ ·ñ ) ¢ñ * ‹ã¢Ñ ·ñ ) ›ñ *©øã¢Ñ ·ñ ) ¢πã * ·ã¢Ñ ·ñ ) ºÖ *©∫ã¢Ñ ·ñ ) ¢ªó˜ * ©ã¢Ñ ·ñ ) tZ *

I am not ‹ã¢Ñ ·πó ) ›ñ *

Compare the following:

/ ÀäZ r¢ã¢î €òZ - ÀäZ r¢§äc¢πøÑ ca fiî wc¢§ä´ü ( 1/ ©ã¢Ñ ·ñ r¢ã¢î €òZ - ÀäZ r¢§äc¢πøÑ ca fiî wc¢§ä´ü ( 2

The two sentences mean exactly the same thing, i.e., "The nurse who is in the hospitalis from Kashan."©ã¢Ñ ·ñ merely prevents a repetition which is stylistically not liked by the

speakers of Farsi. In certain cases where the pile up of the verbs at the end of the sentencemakes the sentence awkward, the availability of r©øã¢Ñ is appreciated. Compare:

/ ÀäZ ÀäZ r¢Ñ´ªñ fiî ·πó¢â r˜ ‹õ´ñ ca¢ñ ( 1/ ÀäZ ©ã¢£øñ r¢Ñ´ªñ fiî ·πó¢â r˜ ‹õ´ñ ca¢ñ ( 2

Such sentences can be handled stylistically in a way that they do not appear awkward,but even then the use of r©øã¢Ñ prevents the repetition of the verb. Compare:

/ ÀäZ r¢Ñ´ªñ fiî ÀäZ ·πó¢â r˜ ‹õ´ñ ca¢ñ ( 1/ ÀäZ r¢Ñ´ªñ fiî ©ã¢£øñ ·πó¢â r˜ ‹õ´ñ ca¢ñ ( 2

Learn the following sentences:

/ ©ã¢Ñ ·ñ ›ñ c©ü - ÀäZ cZd¢Ñ wºÖ fiî w´§îa ( 1/ ©ã¢Ñ ·ñ ¢çc caZ´Ñ ´≠ü - ÀäZ ´§âa r˜ ¢Ñ fiî w´≠ü ( 2

/ À≠øó ›ñ ‹N∏≥ñ Òt À≠ò ›ñ Àäta - ÀäZ ⁄ó¢Ñ wºÖ fiî wa´ñ ( 3/ À≠øó ¢£õd Òt À≠ò Á∫Æì - ©ã¢Ñ ·ñ r¢ªµåZ €òZ fiî ·πó¢â ( 4

/ ÀäZ `´ä Úøâ - ©ã¢Ñ ·ñ Àâca r˜ wtc fiî wc¢óZ ( 5/ ©ã¢Ñ ·πó [ºâÚøâ Òt À≠ò Åc¨Ñ Úøâ - ÀäZ ›øã¢ñ wºÖ fiî ·ú¢ò fióZt©∫ò ( 6

/ ©∫ã¢Ñ ·πó [ºâ - ©∫§≠øó rZ´õZ p¢ñ fiî ·ú¢ò Ò¢ì ( 7

Bashiri 98__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

/ ÀäZ cta Úøâ ¢ñ w fió¢â dZ - ÀäZ ¢£õd fiî ·úº¶ÆóZa w fió¢â ( 8/ ÀäZ rZ´õZ NÚñ ⁄ó¢Ñ - ÀäZ s¢ã r¢Ñ¢øâ ca fiî ·∑ó¢Ñ ‹äZ ( 9

/ ©∫ã¢Ñ ·ñ ›ñ ´òZºâ p¢ñ - ÀäZ ¢πã ¨øñ ´õd fiî ·ú¢ò [¢§î ( 10/ ©ã¢Ñ ·ñ ¢çc ca¢ñ - acZa ⁄†ºî w fiN«Ñ ta fiî ·ód ( 11

/ ©ã¢Ñ ·πó ¢çc - ÀäZ ‹∫£ã Ÿã¢ê fiî w´≠ü ‹äZ ( 12/ ÀäZ eÈî r˜ca - acZa ^¢ø§àZ ¢πã fiÑ fiî wa´°¢ã ( 13

/ ©∫ó¢ªµåZ p¢ñ - ©∫§≠ò [ºâ Úøâ fiî ·ú¢òº∏ò ( 14?©∫ã¢Ñ ·ñ l¢Ñ qZ©î p¢ñ - ©∫â´ä Úøâ fiî ·ú¢ò ␣øä ( 15

?©ã¢Ñ ·ñ ·î ´òZºâ ´≠ü - ÀäZ fiäc©ñ r˜ wºÖ fiî wZ fiN«Ñ ( 16/ ©∫ã¢£øπó rZdcZ Òt ©∫§≠ò Á∫Æì ·Ñ˜ rZ©∏° r˜ wºÖ w¢ò €° ( 17

/ À≠øó ␣ä¢∫ñ ¢ñ wZ´Ñ rZ´° Úøâ ›øã¢ñ ( 18/ ©∫ã¢£øñ ©øµä t s¢øä JËºπ≥ñ rZdcZ w¢ò rºõ¨õº∏Ö ( 19

?©∫ã¢Ñ ·πó rZ´° JËºπ≥ñ ¨øπÖ t [ºâ w¢ò rZcº§äc ¢õ˜ ( 20

Action Verbs (cont.)

We are already familiar with the present/future of action verbs. The simple past tenseis discussed below.

The Simple Past

The formation of the simple past tense is quite similar to that of the simplepresent/future. Here the personal endings q '-æm', w '-i', ø '-ø' , ‹õ '-im', ©õ '-id', ©ó'-ænd' are added to the past stem. This latter is derived from the infinitive by dropping theinfinitive marker r '-æn':

past stem infinitive past stem infinitive

aºÑ raºÑ a´î ra´îÀíc ›§íc ©óZºâ r©óZºâÀí´° ›§í´° ©ñ˜ r©ñãZa raZa acºâ racºâ

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The following are examples of past tense conjugation of simple action verbs. Notethat the personal endings are the same as those for the simple present/future, except for thethird person singular i.e., ø versus a '-æd':

I was qaºÑ ) ›ñ *waºÑ ) ºÖ *aºÑ ) tZ *

‹õaºÑ ) ¢ñ *©õaºÑ ) ¢πã *©óaºÑ ) ¢ªó˜ *

I was not qaº£ó ) ›ñ *

I came q©ñ˜w©ñ˜©ñ˜

‹õ©ñ˜©õ©ñ˜©ó©ñ˜

I did not come q©ñ¢øó

Note that the negative of the verbr©ñ˜ includes a w between the negative marker and the

past stem.

I went ‹§íc·§ícÀíc‹ø§íc©ø§íc©∫§íc

I did not go ‹§í´ó

Bashiri 100__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

I took ‹§í´°·§í´°Àí´°‹ø§í´°©ø§í´°©∫§í´°

I did not take

‹§í´…ó

I gave, you gave, etc. ©óaZa -©õaZa -‹õaZa -aZa -waZa -qaZa

I did not give qaZ©óI did, you did, etc. ©óa´î -©õa´î -‹õa´î -a´î -wa´î -qa´î

I did not do qa´∑óI read, you read, etc. ©ó©óZºâ -©õ©óZºâ -‹õ©óZºâ -©óZºâ -w©óZºâ -q©óZºâ

I did not read q©óZº®ó

The conjugation of the compound verbs follows the same procedure as explained forthe present/future compound, i.e., the noun which precedes the verb remains untouched; theverb is conjugated as if it were a simple verb. Here are the past stems of some compoundverbs:

walked Àíc sZclearned Àí´° a¢õtaught aZa ecaworked a´î c¢îstudied ©óZºâ eca

To form the negative, add ÇGÇÇÇÇÇÇó 'næ-' to the past stem of the verb. Here are some

examples of the conjugation of these verbs for simple past tense:

I walked ‹ø§íc sZc ) ¢ñ * ‹§íc sZc ) ›ñ *

101 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

©ø§íc sZc ) ¢πã * ·§íc sZc ) ºÖ *©∫§íc sZc ) ¢ªó˜ * Àíc sZc ) tZ *

I did not walk ‹§í´ó sZc ) ›ñ *

I learned©∫§í´° a¢õ - ©ø§í´° a¢õ - ‹ø§í´° a¢õ - Àí´° a¢õ - ·§í´° a¢õ - ‹§í´° a¢õ

I did not learn ‹§í´…ó a¢õ

I taught©óaZa eca - ©õaZa eca - ‹õaZa eca - aZa eca - waZa eca - qaZa eca

I did not teach qaZ©ó eca

I worked©óa´î c¢î - ©õa´î c¢î - ‹õa´î c¢î - a´î c¢î - wa´î c¢î - qa´î c¢î

I did not work qa´∑óc¢î

I studied - ‹õ©óZºâ eca - ©óZºâ eca - w©óZºâ eca - q©óZºâ eca©ó©óZºâ eca - ©õ©óZºâ eca

I did not study q©óZº®ó eca

Substitution DrillsLearn the pattern sentence, then substitute:


/ ©ã¢Ñ ·πó [ºâ - ÀäZ rZdcZ Úøâ fiî Ú§ò

- €ø£ñºÖZ - lZ´† - º§ü - rZcº§äc - €° - ␣øä - fió¢â - Ò¢ì - fióZt©∫ò -c¢óZrZ©∏° - º∏ò - Z™ë - r¢ó - p¢∂Ö´ü - rºÑ¢å - ‹†´ü - ·ÑÈ°

Bashiri 102__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __


/ ©ã¢£øπó [ºâ Òt À≠ò Åc¨Ñ ÀäZ ¨øñ wtc fi∑øëZ´†

under, over, at the side of, in front of, behind, inside, on top of

Transformation DrillsTransformation Drill 1

Transform the phrases with ezafe to clauses with 'ike'. Example:

©øµä lZ´† pattern phrase

ÀäZ ©øµä fiî ·ëZ´† clause with 'ike'

Åc¨Ñ €§òr¢Ñ´ªñ rd

fií¢øì fºâ a´ñw´§≠î¢â Áóc

rZ´° [¢§îÁóc fºâ wº§üÿø•î rZcº§äc

lº∏ã r¢Ñ¢øâ·Ñ˜ rZ©∏°

Transformation Drill 2Transform the phrases with ezafe to clauses with 'ike'. Note that only true possession

can be so transformed. Example:

¢çcI €§ò But not tZI ca¢ñÀäZ ¢çc p¢ñ fiî Ú§ò ÀäZ tZ p¢ñ fiî wca¢ñ

This latter is not a true possessive, because the mother is not owned by the child! Alsonote that the word p¢ñ 'mal' expresses the concept of possession in the clause.

103 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

¢£õd ´§âa¢πã wº§ü·Ñ˜ rZ©∏°

tZ rd›ñ ´òºã

c¢§ä´ü w fió¢â´§îa r¢§äc¢πøÑ

¢ñ ‹N∏≥ñ·ç¢ì w¢ì˜ €ø£ñºÖZ

fiN«Ñ w¢ò ␣øä‹N∏≥ñ ¨øñ

a´°¢ã w¢ò [¢§î›ñ Àäta

waZºá w¢ì˜ ·Æ∫ñfiïZÄ Åc¨Ñc©ü w¢ò fió¢â

Transformation Drill 3Transform the ezafe constructions in the following into relative clauses. Example:

/ ÀäZ ·Ñ˜ rZ©∏° wºÖ w¢ò €°/ ÀäZ ·Ñ˜ - ©ã¢Ñ ·ñ rZ©∏° wºÖ fiî ·ú¢ò €°

....

/ ÀäZ ¢õca ⁄õa¨ó ¢ñ l¢Ñ ( 1/ aºÑ ·Ñ˜ - aº£ó ©øµä f´òZºâ ›øã¢ñ ( 2

? ÀäZ r¢Ñ¢øâ qZ©î ca r¢Öc©ü rZcº§äc ( 3/ ÀäZ rZ´° Úøâ Åc¨Ñ w fióZt©∫ò r˜ ( 4

/ ©ã¢Ñ ·ñ ⁄õa¨ó s¢°at´í fiÑ - À≠øó cta s¢°at´í dZ ‹N∏≥ñ w fió¢â ( 5

Bashiri 104__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __


Transform the relative clauses in the following into ezafe constructions. Example:

/ ©ã¢Ñ ·ñ ¢çc c©ü - ÀäZ r¢Ñ´ªñ fiî wa´ñ/ ©ã¢Ñ ·ñ ¢çc c©ü r¢Ñ´ªñ a´ñ

....

/ ©ã¢Ñ ·πó ‹∫£ã ca¢ñ - ÀäZ ¢£õd fiî ·ód ( 1/ À≠øó [ºâ - ©ã¢Ñ ·ñ rZdcZ fiî ·óZcº§äc r˜ ( 2

/ ©ã¢Ñ ·πó ␣ä¢∫ñ ¢ñ wZ´Ñ - ÀäZ rZ´° Úøâ fiî ·∫øã¢ñ ›õZ ( 3/ ÀäZ f´òZºâwZ´Ñ - À≠øó tZ wZ´Ñ - ©ã¢Ñ ·ñ `´ä Úøâ fiî ·ú¢ò €° r˜ ( 4

/ ©∫ã¢Ñ ·ñ s¢…ÆóZa w fió¢®Ñ¢§î p¢ñ - ©∫§≠ò ÿø•î fiî ·ú¢ò [¢§î r˜ ( 5


Combine the following clauses into sentences. Example:

ÀäZ l¢Ñ wºÖ a´ñ©ã¢Ñ ·ñ ›ñ ´òºã a´ñ

/ ©ã¢Ñ ·ñ ›ñ ´òºã - ÀäZ l¢Ñ wºÖ fiî wa´ñ....

À≠øó ␣ä¢∫ñ ¢ñ wZ´Ñ ›øã¢ñ ( 1ÀäZ rZ´° ›øã¢ñ

©∫ã¢Ñ ·ñ ‹ë¢Ñ p¢ñ ¢ò €° ( 2©∫§≠ò Á∫Æì ¢ò €°

©ã¢Ñ ·ñ ·î p¢ñ fiN«Ñ ›õZ ( 3ÀäZ ÿø•î fiN«Ñ ›õZ

©∫§≠ò ·î rd t a´ñ r˜ ( 4©∫ã¢Ñ ·ñ r¢§äc¢πøÑ wºÖ rd t a´ñ r˜

105 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

©∫§≠ò ¢¶î p¢ñ rZ©∏° ¢Ö c¢ª† r˜ ( 5©∫§≠ò Á∫Æì Úøâ rZ©∏° ¢Ö c¢ª† r˜

©ã¢Ñ ·ñ ¢πã ‹N∏≥ñ a´ñ r˜ ( 6ÀäZ ·ç¢ì w¢ì˜ caZ´Ñ ´≠ü a´ñ r˜

©ã¢Ñ ·ñ c¨â w¢õca c¢∫î ca fió¢â r˜ ( 7©ã¢Ñ ·ñ ¢£õd fió¢â r˜

©ã¢Ñ ·πó ␣ä¢∫ñ r¢ÆõZ wZ´Ñ rZcº§äc r˜ ( 8ÀäZ rZdcZ Úøâ rZcº§äc r˜

©∫î ·ñ ·°©ód r¢ã¢î ca rd r˜ ( 9ÀäZ ¢πã Àäta ´òZºâ ´§âa rd r˜

©ã¢Ñ ·ñ ¢çc ´≠ü r˜ ( 10©∫î ·ñ c¢î NÚñ ⁄ó¢Ñ wºÖ´≠ü r˜


Transform the sentences with ezafe constructions into ones with possessive forms.Example:

?©ò©øñ eca fiäc©ñ qZ©î ca º∫øñ ´òZºâ?©òa ·ñ eca fiäc©ñ qZ©î ca f´òZºâ

....

/ ©∫∫î ·ñ ·°©ód rZ´ªÖ ca ¢çc w¢òcaZ´Ñ ( 1/ ©∫§≠øó rZ´° Úøâ ¢ñ w¢ò Ò¢ì ( 2

/ ©∫óZºâ ·πó ·≠ø∏…óZ ¢ò ‹N∏≥ñ r˜ w¢òa´°¢ã ( 3/ ©∫î ·πó ›µ∏Ö ºÖ ´≠ü fiÑ ›ñ ´§âa ( 4/ ©ótc ·ñ fiäc©ñ fiÑ rd r˜ w¢ò fiN«Ñ ( 5

/ ©∫ã¢Ñ ·ñ rZ´° Úøâ ·ãt´µ∏° r˜ w¢ò €° ( 6/ ÀäZ rZdcZ t [ºâ Úøâ ·ãt´í ·∫§≠Ñ ›õZ ·∫§≠Ñ ( 7

/ ©∫î ·πó c¢î NÚñ ⁄ó¢Ñ ca ›≠à wºπê ( 8/ ©∫î ·ñ ·°©ód fiïZÄ r¢Ñ¢øâ ca º∫øñ w fiï¢â ( 9

Bashiri 106__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

/ ©ã¢Ñ ·ñ r¢ä¢ä caZ´Ñ Àäta ›ñ ´§âa ( 10? ©∫∫î ·ñ c¢î s¢°at´í qZ©î ca ¢πã w¢òcaZ´Ñ ( 11

/ ÀäZ ·Ñºâ Úøâ a´ñ ºÖ c©ü ( 12

Summary

So far in this lesson we have learned that

(a) Relative constructions are attached to the nouns of a sentence; the noun is markedwith a w followed by a fiî .

(b) r©øã¢Ñ is a variant of the verb raºÑ .

(c) The simple past is formed by adding the personal endings to the past stem of theverb.

º…§µ°? ÀäZ ·† ¢πã ‹äZ / ÀäZ r¢π∂ï ›ñ ‹äZ - ©øÆ®£Ñ : r¢ÇÇÇÇÇÇÇÇÇπ∂ï

/ ÀäZ s©∫â´í ›ñ ‹äZ : s©∫â´í? ©ø∫∑øñ ·°©ód ¢¶î ¢πã / ‹ó¢â s©∫â´í : r¢ÇÇÇÇÇÇÇÇÇÇπ∂ï

/ ‹∫î ·ñ ·°©ód fiïZÄ r¢Ñ¢øâ ca ›ñ : s©∫â´í? ©ø∫î ·ñ c¢î ¢¶î ¢πã : r¢ÇÇÇÇÇÇÇÇÇÇπ∂ï

/ ‹∫î ·ñ c¢î NÚñ ⁄ó¢Ñ ca ›ñ : s©∫â´í? ©õcZa ´òZºâ t caZ´Ñ ¢Ö©∫† ¢πã : r¢ÇÇÇÇÇÇÇÇÇÇπ∂ï/ qcZa ´òZºâ ⁄õ t caZ´Ñ ⁄õ ›ñ : s©∫â´í

?©∫∫î ·ñ c¢î ¢¶î ¢πã caZ´Ñ t ´òZºâ : r¢ÇÇÇÇÇÇÇÇÇÇπ∂ïc¢î qcaZ´Ñ / ÀäZ c¢§ä´ü r¢§äc¢πøÑ wºÖ q´òZºâ : s©∫â´í

/ ÀäZ c¢∑øÑ tZ / ©∫î ·πó/ ’í¢à Z©â : r¢ÇÇÇÇÇÇÇÇÇÇπ∂ï/ ÀñÈ≠Ñ : s©∫â´í

107 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

TranscriptionLoqman: bebæxÍid, esm-e mæn loqman æst. esm-e Íoma Çi æst?Farkhondeh: esm-e mæn færxonde æst.Loqman: færxonde xanom. Íoma koja zendegi mikonid?Farkhondeh: mæn dær xiyaban-e Ûale zendegi mikonæm.Loqman: Íoma koja kar mikonid?Farkhondeh: mæn dær bank-e melli kar mikonæm.Loqman: Íoma Çændta bæradær væ xahær darid?Farkhondeh: mæn yek bæradær væ yek xahær daræm.Loqman: xahær væ bæradær-e Íoma koja kar mikonænd?Farkhondeh: xahæræm tu-ye bimarestan pæræstar æst. bæradæræm

kar nemikonæd. u bikar æst.Loqman: xoda hafez.Farkhondeh: besælamæt.

TranslationLoghman: Excuse me. My name is Loghman. What is your name?Farkhondeh: My name is Farkhondeh.Loghman: Farkhondeh khanom. Where do you live?Farkhondeh: I live on Zhaleh street.Loghman: Where do you work?Farkhondeh: I work in the National Bank.Loghman: How many brothers and sisters do you have?Farkhondeh: I have one brother and one sister.Loghman: Where do your brother and sister work?Farkhondeh: My sister is a nurse at the hospital.

My brother does not work. He is jobless.Loghman: Bye.Farkhondeh: Goodbye.

Bashiri 108__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Reading 1

/©∫ÇÇÇÇÇ∫î ·ñ ·°©ód cZº≠ªã ca fZ saZºó¢â t ›õt´üc©ü / ©ÇÇã¢Ñ ·ñ c¨â w¢õca c¢ÇÇ∫î ca ·∑†ºî ´ªã cZº≠ªã/ ÀäZ fcºî ›õt´ü c©ü ‹äZ / ©∫î ·ñ c¢î ⁄ó¢Ñ ca ›õt´ü·ÇÇÇñ rZ´õZ €òZ tZ / À≠øó ¢∑õ´ñZ €òZ ´°c¢ÇÇî fcºî w¢ì˜¢Çªó˜ w fió¢â dZ cZd¢Ñ /atc ·ñ cZd¢ÇÇÇÑ fiÑ ›õt´ÇÇü ca¢ñ /©ã¢Ñ/ À≠øó Åc¨ÇÇÇÇÇÑ ÚÇÇÇøâ cZº≠ªÇÇÇÇã cZd¢Ñ /©ÇÇÇÇÇã¢Ñ ·πó cta ÚÇÇøâfiÇÇÑ tZ w fiÇÇäc©ñ /atc ·ñ fiäc©ñ fiÑ fi§ÇÇµò w¢ÇÇòdtc ›õt´ÇÇü

/ ÀäZ ⁄õa¨ó ⁄ó¢Ñ

:©øò©Ñ [Zºá ˆµ±ï

?©∫∑øñ ·°©ód ¢¶î ca ›õt´ü ( 1? ÀäZ ¢¶î cZº≠ªã ( 2

? À≠ø† ›õt´ü c©ü ‹äZ ( 3? at´øñ ¢¶∑Ñ ›õt´ü ca¢ñ ( 4

? ÀäZ Åc¨Ñ cZº≠ªã cZd¢Ñ ¢õ˜ ( 5

Reading 2

´Ç§âa ⁄õ ‘∂í ¢ªó˜ /©ócZ©ÇÇÇÇÇó ´≠ü ´ÇÇ°c¢î w saZºó¢ÇÇâca¢ÇÇÇÇÇÇñ dt´ÇÇñZ /©ÇÇÇÇã¢Ñ ·ñ ›õt´ÇÇü ¢ÇÇÇÇÇªó˜ ´ÇÇ§âa ‹ÇÇäZ /©ócZa—µî —õZ´Ñ ©òZºâ ·ÇÇñ tZ /a´Ñ ·ñ cZd¢Ñ fiÇÇÇÇÑ Zc tZ ›õt´ü—µî ›õt´ü /©∫ÇÇ∫î ·ñ s¢…ÇÇó ¢ªÇÇÆµî fiÑ ¢ªó˜ cZd¢ÇÇÑ ca /a´®Ñ

109 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

f¢ÇNÇÇÇµî /acZa Àäta `´ä —µî tZ / acZ©ó ÀÇäta wZ sºªìdZ ›ÇÇõt´ÇÇü ca¢ñ /©ÇÇòa ·ñ ¢ªÇÇÇó˜ fiÇÇÇÑ s¢øä —µÇÇî ÀµÇÇÇá ⁄õ

: ©ä´ü ·ñ f¢ÇNÇÇÇµî? ÀäZ ©∫† ¢ªÆµî ›õZ Àπøì (

: ©õº° ·ñ tZ fiÑ f¢ÇNÇÇÇµî/ r¢ñºÖ sa (


? ©ócZa ´§âa ©∫† t ´≠ü ©∫† ´°c¢î w saZºó¢â ( 1? aG GÑ ·ñ ¢¶∑Ñ Zc tZ ›õt´ü ca¢ñ ( 2

? ©∫∫∑øñ c¢∑† cZd¢Ñ ca ¢ªó˜ ( 3? acZ©ó Àäta s¢øä —µî ·î ( 4

? aºÑ ©∫† s¢øä w¢ªÆµ∑ó˜ Àπøì ( 5

Reading 3

w¢ÇÇì˜ / ©∫§ãZa r¢πÇÇªñ ›õt´ü ca¢ñ t c©ü dt´õaca¢ñ / ©ñ˜ ¢ªó˜ w fió¢â fiÑ - ›õt´ü c©ü Àäta - r¢∂òar¢ÇÇÇ∂òa w¢ÇÇÇì˜ /a´î Àäca w¢Ç† r¢Æó¢πÇÇªñ wZ´Ñ ›õt´ü/ ©óad m´à scZaZ ca r¢ãc¢ÇÇî w sc¢ÇÇÑca ›ÇÇõt´ÇÇü c©ÇÇü t€£ì r¢∂òa w¢Çì˜ /©óaºÑ fió¢â¨∆ã˜ ca fca¢Çñ t ›õt´ü

/ Àíc t a´î ·≤í¢à Z©â q¢ÇÇã dZ


Bashiri 110__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

? À≠ø† ›õt´ü ca¢ñ t c©ü r¢πªñ ‹äZ ( 1? a´î Àäca ·† r¢Æó¢πªñ wZ´Ñ ›õt´ü ca¢ñ ( 2

? ©óa´î À£ßå ·† w sc¢Ñca ¢ªó˜ ( 3? ©óaºÑ ¢¶î fca¢ñ t ›õt´ü ( 4

? Àíc t a´î ·≤í¢à Z©â ·Iî r¢∂òa w¢ì˜ ( 5

Homework1) Translate into Persian:

1. The child, who was in the restaurant, is Reza's son.2. The lady, who is a teacher, is my mother.3. The house, which is expensive, belongs to his daughter.4. The television, which was big, does not belong to us.5. The girl, who is usually in this restaurant, is his daughter.6. This book is cheap. That book is cheap, too.7. The apple, which is on that chair, is from our garden.8. The car, which was red, did not belong to his mother.9. Where do your parents come from?

10. Is the city which is very dirty, very big as well? 11. To which school does this student belong? 12. Where are those ice-cream shops? 13. The airport was not far from the city of Isfahan. 14. The streets of this city are very crowded. 15. The hotels of Shiraz are modern. 16. The department store is near my school. 17. Their family lives in a small town on the shore of the Caspian Sea. 18. We are not from Tehran. We are from Tabriz. 19. Mina buys a small carpet. 20. Hassan and Bizhan were not in the bank. 21. We look at you. 22. You go to the garden. I go to the bank. 23. Your wife went to the market.

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24. She has only one pair of shoes. 25. I am buying (I buy) a big house near the Caspian Sea. 26. They have only one son and one daughter. 27. Yesterday I went to the market, today I am going to the bank. 28. His father works in Iran. 29. My mother and his sisters are in the kitchen. 30. They are fixing tea for our guests. 31. We talked about our work in the office. 32. He said goodbye, but he did not leave (go). 33. We do not walk from the market to the bank. 34. Where do your mother and father live? 35. Is Tehran a large city? 36. Yesterday their house was very crowded. 37. They went to the coffee-house and had (drank) tea.

2) Translate into English:

/ ÀäZ `´ä €° - ©ã¢Ñ ·ñ ·Ñ˜ rZ©∏° r˜ wºÖ fiî ·ú¢ò €° ( 1/ ©ã¢Ñ ·ñ ‹∫£ã - ÀäZ rZcº§äc r˜ wºÖ fiî wa´ñ rd ‹äZ ( 2

/ ©ã¢Ñ ·ñ r¢ªµåZ NÚñ ⁄ó¢Ñ - ÀäZ r¢ªµåZ ca fiî ·°c¨Ñ ⁄ó¢Ñ ‹äZ ( 3?©ã¢Ñ ·ñ ‹∫£ã - ÀäZ ÿø•î rZcº§äc r˜ca fiî ·πó¢â ‹äZ ¢õ˜ ( 4

? ©ã¢Ñ ·ñ r¢ÖcaZ´Ñ rd ¢õ ÀäZ ¢πã rd - aºÑ ¢πã w fió¢â wºÖ dt´õa fiî ·ú¢£õd ‹ó¢â ( 5? fió ¢õ - ©ã¢Ñ ·ñ ␣ä¢∫ñ ¢ñ wZ´Ñ rZ´° ›øã¢ñ ›õZ ( 6

/ ©ã¢Ñ ·ñ ›ñ Àäta ‹ò ‹∫£ã - ÀäZ ›ñ Àäta ¢çc ( 7/ ©ã¢Ñ ·πó Á∫Æì t ¨øπÖ Òt À≠ò Åc¨Ñ l¢Ñ ›õZ ( 8

/ ‹§≠øó tZ c©ü ›ñ Òt - ‹§≠ò tZ ‹N∏≥ñ ›ñ ( 9? ©∫ã¢Ñ ·ñ ¢¶î €òZ ¢ªó˜ - ©∫§≠øó rZ´ªÖ €òZ ¢òa´ñ ›õZ ( 10

? ÀäZ ¢¶î €òZ ¢πã ‹ó¢â ( 11/ ©ã¢Ñ ·πó cta Úøâ ¢ß∫õZ dZ s¢°at´í ( 12

/ ‹õtc ·πó s¢…ãt´í fiÑ ¢ñ ( 13/ À≠øó ⁄†ºî ÚøâcZº≠ªã cZd¢Ñ ( 14

? ©ø∫î ·ñ ·°©ód ¢¶î ¢πã ( 15? ©∫î ·ñ c¢î ¢¶î ¢πã c©ü ( 16

/ ©ã¢Ñ ·ñ cta Úøâ ¢ªó˜ w fió¢â dZ cZd¢Ñ ( 17

Bashiri 112__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

/ aº£ó fió¢â¨∆ã˜ ca ›õt´ü c©ü c¢∑πò ´§âa ( 18/ a´∑ó Àäca w¢† —õ¢òc¢∑πò wZ´Ñ r¢∂òa w¢ì˜ ( 19

/ ©ã¢Ñ ·πó cta Úøâ ¢õca c¢∫î dZ ¢ªó˜ r¢πªñ w fió¢â ( 20/ ©óad m´à s¢…ÆóZa ca r¢ãc¢î w sc¢Ñca ¢ªó˜ ( 21

/ ‹õad m´à fiäc©ñ ca r¢ñc¢î w sc¢Ñca ¢ñ ( 22? ©∫î ·πó ·°©ód fió¢â ›õZ ca wZ saZºó¢â ¢õ˜ ( 23

/ ©óaºÑ ·∑†ºî €ø£ñºÖZ ca ·∑†ºî w fiN«Ñ t ·ód dt´õa ( 24

3) Translate into Persian:

1. I have fifteen oranges and eighteen apples.2. Who has thirteen chairs and twelve lamps?3. Which hotel is nice and inexpensive?4. Where is your husband's doctor from?5. How much money do you have?6. When is your nurse going to that hotel?7. Why are their cars black and white?8. Because they are not pink and purple.9. My father and her father work in that hotel.

10. Our wives study Arabic in that university. 11. I do not speak Turkish with them. 12. Those nineteen students do not study Hindi, they study German. 13. Their sons and daughters work in Tehran. 14. Her husband owns (i.e., has) a small hotel in Isfahan. 15. We do not have any books; we have a lot of money.

4) Translate the following into English:/ ©∫∫î ·ñ c¢î cZd¢Ñ ca ¢πã w¢ò´òZºâ ( 1

? ©∫î ·ñ ·°©ód rZ´ªÖ ca ·î ( 2? ©øòa ·ñ eca )·†* fi† ¢πã - ‹òa ·ñ eca ·ó¢Û˜ ›ñ ( 3

? ©õtc ·ñ ¢¶î fiÑ ¢πã / qtc ·ñ s¢°at´í fiÑ ›ñ ( 4/ ©∫î ·πó c¢î [ºâ ›ñ caZ´Ñ rºõ¨õº∏Ö ( 5

? ©õcZa fiN«Ñ ¢Ö©∫† ¢πã ( 6? ÀäZ ·† ¢πã w¢ò´òZºâ )w¢ò ‹äZ * ‹äZ ( 7

/ ©ótc ·ñ sZc cZd¢Ñ ca ¢çc w¢ò ‹N∏≥ñ ( 8

113 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

? acZa s¢°at´í ¢Ö ©∫† ´ªã ›õZ ( 9/ qcZa rZ´° t [ºâ [¢§î ¢Ö sa ›ñ ( 10

? ÀäZ ¢¶î ¢πã Àäta w fió¢â ( 11/ ‹òa ·ñ Àäa tZ ¢Ñ ›ñ ( 12/ ©óZºâ ·ñ d¢πó ¢πã ca¢ñ ( 13/ ©ód ·ñ fió¢† Úøâ tZ c©ü ( 14

/ ©ótc ·ñ sZc Úøâ ¢òc¢§ä´ü ›õZ ( 15? º∫øñ ¢õ ÀäZ ¢∫øñ ¢πã ‹äZ ( 16

? ©ã¢Ñ ·ñcta ¢¶∫õZ dZ ¢õ ÀäZ ⁄õa¨ó ¢¶∫õZ fiÑ ¢πã ·äc¢í eÈî ( 17? ÀäZ r¢Ñ¢øâ qZ©î wºÖ r¢ÖcaZ´Ñ ·ãt´í ·∫§≠Ñ ( 18

5) Translate the following into Persian:

I am a teacher. My name is Sasan. I live in Shiraz. My brother lives in Tehran. Heworks in the bazaar of Tehran. My sister lives in that hotel. She studies English at theuniversity. My brother has three children. My brother's wife is beautiful. They have a smallred car. They live in Tehran.

I feel fine (i.e., my condition is good). My mother does not feel fine. Where are yougoing? I am going to the hotel. To which hotel? To the small white hotel. Where is the smallwhite hotel? It is (over) there.

Those teachers do not teach at this university. They teach at that university. Do youstudy at this university? I teach at this university. Which professor teaches at that university?I don't know.

Does that television work well? No. That television does not work well. Thistelevision works well.

6) Translate the following into English:

? ÀäZ ·î ca¢ñ —§äta ´§âa ( 1? ©ód ·ñ fió¢† Úøâ ¢πã ´òZºâ Z´† ( 2? ©òa ·ñ Àäa waZºá ´§îa ¢Ñ ·î ( 3

? ©∫∫î ·πó c¢î [ºâ ¢ò rºõ¨õº∏Ö qZ©î ( 4? ÀäZ –øúc qZ©î p¢ñ ·ÑÈ° w¢ò Àâca r˜ ( 5

Bashiri 114__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

? ©óZºâ ·ñ eca s¢…ÆóZa qZ©î ca r¢Öc¢§ä´ü ( 6? ©∫î ·ñ ›µ∏Ö rZ´ªÖ fiÑ ·Iî ·ú¢çc e©∫ªñ ( 7? acZa ´§âa ¢Ö ©∫† t ´≠ü ¢Ö ©∫† r¢ä¢ä ( 8? ©ótc ·ñ fiäc©ñ fiÑ r¢ã fió¢â dZ cº±† ¢ªó˜ ( 9? acZa pºü c©∂† r¢ªµåZ ⁄ó¢Ñ wºÖ \ca¢ñ ( 10

? ÀäZ ·î p¢ñ - À≠øó ¢ñ p¢ñ ¨£ä rZ©∏° ¢Ö sadZta r˜ ( 11/ ©∫óZºâ ·ñ ·äc¢í tZ eÈî ca fií¢øì ©Ñ a´°¢ã ¢Ö À≠øÑ ( 12

? ©ãt´í ·ñ Ò¢ì cZd¢Ñ wºÖ rd qZ©î ´òºã ( 13/ ©òa ·ñ f´òZºâ fiÑ pºü wc©ì tZ ( 14

/ ©ó´ø° ·ñ pºü ·πî tZ dZ —õ¢ò´òZºâ ( 15? ©∫î ·ñ ›µ∏Ö ¢õ a´î ›µ∏Ö rZ´ªÖ fiÑ ·ú¢çc ´§îa ( 16

? ©õcºâ ·ñ Z™ë fió¢â¨∆ã˜ qZ©î ca JËºπ≥ñ ¢πã ( 17/ qad m´à tZ ¢Ñ ºÖ c¢î w sc¢Ñca ›ñ ( 18

? ©øóZa ·ñ fi† ⁄ó¢Ñ –øúc w sc¢Ñca ¢πã ( 19/ ÀäZ ´Ö lº∏ã rZ´õZ w¢ò´ªã dZ ¢∑õ´ñZ w¢ò´ªã ( 20

7) Translate the following sentences:

/ ÀäZ ´Ö rZdcZ º∏ò Àπøì dZ ·ÑÈ° Àπøì ( 1/ ÀäZ ´§πî f¢µî r˜ w¢ªÆµî w¢ªÑ dZ ·ã¢µî ›õZ w¢ò —µî Àπøì ( 2

? ©ã¢Ñ ·ñ r¢Ñ¢øâ qZ©î ca ¢πã w scZaZ ( 3? q¢ã dZ ©≥Ñ ¢õ ©ñ˜ q¢ã dZ €£ì r¢§§äta ( 4

? Àíc t a´î ·≤í¢à Z©â ta Àê¢ä dZ —øü \c©ü Z´† ( 5? ©ø§íc ¢¶î fiÑ ¢¶∫õZ dZ €£ì ¢πã ( 6

? ©óacºâ w¢† fió¢â sºªì qZ©î ca —õ¢ò Àäta t tZ ( 7/ ÀäZ c¢∑øÑ tZ rº† acZ©ó pºü tZ ( 8

/ Àíc cZd¢Ñ fiÑ ¢¶∫õZ dZ —§äta ¢Ñ Úê ( 9? ©õa´î À£ßå fió¢â sºªì wºÖ ·î ¢Ñ ¢πã ( 10

/ ÀãZ©ó pºü q¢ã wZ´Ñ tZ rº† acº®ó q¢ã tZ ( 11

115 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

8) Translate the following sentences:

/ ÀãZ©ó pºü Êøò tZ ¢NñZ ‹§ãZa r¢ñºÖ sa ›ñ ( 1/ ©ã¢£øπó ›≠à Ÿã¢ê ¢∫øñ ¢NñZ ÀäZ ¢∫øñ Ÿã¢ê ›≠à ( 2

/ ©õcZa ^¢ø§àZ Úøâ ¢πÑ ¢πã Òt ‹õcZ©ó ^¢ø§àZ ¢πã fiÑ ¢ñ ( 3? ©ø∫î ·ñ c¢î r¢§äc¢πøÑ qZ©î ca JËºπ≥ñ ¢πã ( 4

/ ‹ø∫î ·ñ wd¢Ñ ‹ò¢Ñ fió¢â r˜ ÀÆü JËºπ≥ñ ›ñ t r¢π∂ï ( 5/ ÀäZ ´Ö Á∫Æì ¢ñ w fió¢â wº∏á dZ fió¢â ›õZ ÀÆü ( 6/ aºÑ rZ´õZ ¢π∫øä wº∏ªü \caZ´Ñ Àäta rZcº§äc ( 7

/ ÀäZ Àâca wË¢Ñ `´ä t [ºâ w¢ò ␣øä ( 8/ aºÑ ¨øñ ›õZ ´õd ft´í ·∫§≠Ñ r˜ ´≠ü w¢ò [¢§î ( 9

/ ©∫∫î ·ñ ·°©ód c¨â w¢õca €à¢ä ca fZ saZºó¢â t tZ ( 10/ ÀäZ lº∏ã t Åc¨Ñ Úøâ rZ´ªÖ ´ªã ( 11

/ ÀãZa [ºâ Úøâ ´§îa ©∫† ©õ©á r¢§äc¢πøÑ ›õZ ( 12/ Àíc €ø£ñºÖZ ¢Ñ tZ - ÀäZ cta ¢¶∫õZ dZ s¢°at´í fi∑∫õZ wZ´Ñ ( 13

/ ‹õ©õ´®ó Zc ¢ªÆµî r˜ ‹ø§ãZ©ó pºü fi∑∫õZ wZ´Ñ ( 14" qcZa Àäta Zc ›øπä¢õ t ›õt´ü ›ñ xv fiî fiN§£ïZ ( 15

" ©∫§≠ò ´Ö rZ´° t ´Ö rc©ñ ©õ©á w¢ò s¢…ãt´í fiî fiN§£ïZ ( 16? ©ø∫î ·πó À£ßå ›ñ c¢î w sc¢Ñca r¢§õ¢ª§äta ¢Ñ ¢πã Z´† ( 17

i In the word ˆ£õ´∂Ö 'tæqrib-æn' "approximately", the ı 'ælef ' with the tænvin marker ( J )

is pronounced "-æn".ii In reading, the t 'vav' in racºâ 'xordæn' "to eat" is pronounced 'o' (cf., ta 'do' "two").

iii The t 'vav' in r©óZºâ 'xandæn' "to read, to sing" is silent before Z 'ælef ' (cf., ´òZºâ 'xahær').

iv Unlike English, in Persian ›ñ 'mæn' "I" precedes ¢πã ' Íoma' "you, pl. or singular, polite".

v There is no defined status for animals and pets. Depending on speaker discretion, they canbe treated as animate or inanimate.

vi In Persian script, both rZ´ªÖ and rZ´ªi are acceptable.vii Note that Êøò 'hiÇ' "none, at all" is used with the negative form of the verb. Example:

Bashiri 116__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

in golabi hiÇ xub nist / À≠øó [ºâ Êøò ·ÑÈ° ›õZThis pear is not good at all.

viii The verb ›§ãZa 'daÍtæn' "to have" does not take the present suffix ·ñ 'mi-'. In

orthography, for the verbs that take ·ñ 'mi', it may be attached to the stem: qtcõñ 'mi-

ræv-æm' "I go" or it may be written separately: qtc ·ñ .

ix The same procedure is true for some other verbs like racºâ Z™ë 'qæza xord-æn' "to eat

(food)", where the word Z™ë 'qæza' "food" is replaced with other words such as q¢ã 'Íam'

"dinner" or w¢† 'Çay' "tea":

She ate at that restaurant. / acºâ Z™ë rZcº§äc r˜ ca tZWe drank tea at this teahouse. / ‹õacºâ w¢† fió¢â sºªì ›õZ ca ¢ñAt what time do they eat dinner? ? ©ócº®øñ q¢ã ©∫†I Àê¢ä ¢ªó˜

x Beginning with this lesson, we shall discontinue the use of transcription for every phrase andsentence used. We shall, however, continue to use it for providing pronunciation for newvocabulary and for certain new structures.

xi Many Persian nouns are made up of other nouns modified by addition of suffixes andprefixes. rZ©∏° 'gold-an' "vase" is one such word. It is a combination of €° 'gol' "flower"

and rZa 'dan' "container". (For a study of derivational suffixes, see Lesson Eleven.)

xii In constructing subjunctive sentences, the verb ›§äZºâ 'xastæn' "to want", used as an

auxiliary verb, is conjugated with a main verb to indicate volition. (For a full discussion ofthe subjunctives, see Lesson Nine.)

xiii Note that fiπò 'hæme' "all" can be used as a pronoun as well as an adjective. Example:

hæme-ye hæfte(h) fi§µò w fiπò all (of) the week; the whole week

hæme ruz dtc fiπò every day

xiv In writing, the w and fiî may be written together as fiîõ . When this combination occurs

after t vav or ælef Z , a ú hamza precedes it, i.e., fiî ·ú or, written together: fiîõú . When it

occurs after a final s , or · an Z 'ælef ' precedes it, i.e., fiîõZ .

117 Main Text__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Example:

fiî wc¢§ä´ü the nurse who... (written separately)

fi∑øëZ´† the lamp which... (written together)

fiî ·úº¶ÆóZa the university student who... ('hamza' after 'vav')

fiîõZ fiN«Ñ Dfiî wZ fiN«Ñ the child who... ('ælef' after '-he')

xv The fiî used after fiN§£ïZ indicates emphasis. It is equal in emphasis to the word "but" in the

English phrase "but of course..."

Vocabulary

Learn the following

poxten

baestan

baz

baz kardan

x:eridaen

didan

Senaxten

xanden

dadan

baqUe

deh

masjed

kar daSten

3eb

diSeeb

parsal

emsal

en*eb

barf

barf amadaen

baran

baran amadan

hrer

her ruz

Sonral

panir

savar Sodan

taksi

ne3eesten

xendid"en

mosaferat

mosaferat kardan

jaevan

ha la

ketabxane

film

bazi

words:

Lesson Eight

to cook

to close; to tie

open

to open; to untie

to buy

to see

to know (a person)

to read; to sing

to give

small garden (of a house)

village

mosque

to bother; have business with

night; evening

last night

last year

this year

tonight; this evening

snow

to snow

rain

to rain

every

everyday

north

cheese

to ride

taxi

to sit

to laugh

travel; journey; trip

to travel

young; a family name

now; at the present

library

movie; frlm (photography)

game; play

{ ' - l , ' , : t -

t-r-r1 F*.... l

t ; i t o :J . ) t rt i r . ' . r , s

( . ' * ) . ' , J - I

I l . I I - . 1 . .r L / k '

, . , ' t , . , " , . .

t " r l r l r_ _ r J _ , _

s iL

o J

J'L.

{ r l : ) O:^11 : ;6

.:*-:: J

, I L . L

tL- |v

.=--x- |

i j /

r ir O,r. i j ;a

. , t , ( ,

l i ) , ,ul ;r l ; lq

.a

)s- :st

l l IO *

Ji-

I r l I\ * , , . r & ! r t s

< r -

I ! . l

(u i l . . J . J i5U .

c, r.r L*-

toSt ,:J .r;sL-

, r i r F

)|'-

dt+uS

FL^J

, a i L

Bashiri 1 1 8. 4

bazi kardan

mozahem Sodan

lotfan

biStar

merdom

bi3tar-e mardom

hamdigar

bexosus

yeki az...ha

puldar

mashrr

markaz

damene

kuh

kuh-e aelborz

ba-'zi

ba'zivaqtha

tamamSodan

digar

yeki digar

xorram abad

qaedim

qadimi

nalne

az diden-e

besiyar

xoshal sodan

xoShal kardan

jomleh

en3a'allah

xahim amad

xabidan

hava

gerln

har do

mah

nane jan

rast

rafte-and'aziz

harf

(osr osJ !9jt,( . ,11 . ' . . r - i > l *

J V

'u!J

,F4

r J y

rs g 9.g| - - -..,-!'-ft^*

t . . . i l L *

. l . iJ e

.:-t{j*

f.,g ' l :

,jS

: t l t : f('^+

tfij ur*,.1( J l . . . $ e L i

I

/-,,J? J

. i , .^C

sL i . ' *

r $, - $

s 0

' . " t , s i l

,:4-.('il

Or., Jt*r

Uir g:J Jt*;

{ ir l . | : i l

. i - i .g l ;t '

t - t r i l d /J i i lF

to play; to act

to bother; to annoy

please

more

people

most of the people

each other

especiallY

one of...l

r ich

famous

center

slope; side of a hill or mountain

mountain

the Alborz mountain range

some

sometimes

to be finished

other

the other (one)

Khorram Abad, name of citY in Iran

ancient times

old; ancient

letter (mail)

upon seeing

very; much

to become happy

to make happy

sentence (grammar)

God willing

will come 2

to sleep

weather; air

hot

both

moon

dear grandma!

right; truth

they have gone; they have traveled

dear

what is said

l9(

-r5 .lr

o L

..L i.ii

- t

Jjl (;iJ

jJ-

1 1 9 Main Text

in harfha

hame

doruq'aks

rualame

kavir

gerefte-end

dobare

pas

mars

fekr

fekr karden

xaste

Sab bexeyr

C iz

ta

nime

nime-ye Seb

jaleb

naqse

park keerden

adres

avardaen

nevegten

telefoni

vaqti

xod

a3ena Sodan

peyda kardan

panjere

dabestan

hamaedan

bidar

Numbers 30- 101

these words; these talks

all

a lie

picture

newspaper

desert

they have taken

again

then

Mars

thought

to think

tiredgood night!

thing

until; up to

half; middle

middle of the night

interesting

map; p.lan

to park

address

to bring

to write

by telephone

when; the time when

self

to become acquainted

to find

window

school (elementary)

Hamadan; city in western Iran

awake

Lr j.p ,. 1

s

i . ' s! J J

Lr*

uv ) ss

9 p

Jl dirs

o-:lr-r J

ui

r.r'.)L

,s3r;ir ,:J ,s

4-- I

-x+ --,ii"

t -

ta,

.-J aS...-

=Jt+

( . .5r . ' , :5 - :J ,L

u-J rI

( - r r l - t ; t r3 [trt-t-i,t iJ-Y

. : l :u

, . : ; .O J

rir ! r . ! l . A T' ) 1 '

\ J e w l

( .5) . .s 5 l .r-v v r

o *;J

' j E - 5

gl . ra

-tl.!r

s i

Cehel

penjah

Sest

haftad

thirty

forty

fifty

sixty

seventy

I r

t .

1 .

J+ro L-:-

:l;-ir

Bashiri r20

hastad

navad

sad

sado yek

\ r

1 . .

\ . 1

:k-,j.l

Ji

..:! r s

eighty

ninety

one hundred

one hundred and one

Action VerbsWe are already familiar with equational sentences. These are sentences that consist of a subject,

a complement, and a verb. The subject occurs at the beginning and the verb at the end of thesentence. Example:

. . - t & : i 6 o r l

::*;,;;1The equational sentence, due to the "stative" nature ofits verb, does not include "transactions". In

the equational sentence things exist in a frozen form. There is not much activity involved. Flowersare red,, trees ore tall, and children are not happy.

When action enters the picture, however, it brings with it a certain sense of direction, anawareness of location, and most importantly, a mechanism for transferring action from one elementof the sentence, the subject, to another, the direct object. In this lesson we shall discuss the subject,the definite direct object, and the transfer ofaction from the former to the latter.

Study the following sentences:

' lP (f l) ;r"tL c)l J'

C Z € l r l & . , 1 i

.$rJ . ' . l r Jg r l

'F r f i5 ' l r oU o i L

. ! - r - i r , - l , . s [ . . 1- . u

S CI- jq l, .r'- t4i

Definite Direct ObjectA comparison of these sentences shows that they all include a subject (o- ,,: , etc.), a defrnite

d i rec tob jec t ( . ;u , lu o i ,o - . jL o i , e tc . ) ,andaverb( r - ,€ ,c i 6 , e tc . ) .What isd i f fe ren tabout

these sentences vis-d-vis the equational sentence is that they include transfer of action from thesubject to the direct object, i.e., the act of buying is performed by,i- on c/i-:L. Similarly, the act of

cooking is performed by ; on lr, , and so forth. This direct transfer of action from subject to object is

marked by the postposition l, . The following chart illustrates the structure of these sentences:

t 2 r Main Text

VerbNoun Phlase

sub ect

ltoutl

I J.:l oI

Note that in the chart above, the category under which tr appears is called definite. This means

that only the direct objects that are definite are marhed with t,. A look at the sentences presented

earlier, too, shows that the nouns used as object are definite (that car; that food; the carpet, etc.).

The following structures are always definite and, when used as definite direct object, should befollowed by t, :

1. Proper nouns used as definite direct object:

I saw Hassan in the market. . p.r:: r lr lr ci l,: ir- c/.

2. Nouns and phrases preceded by a I and ,i when such phrases are used as definite direct

object. o- | and ,i are, of course, used as adjectives:

I do not (will not) buy that car. . f-,- ..,- t) J.:t Ji ;r.

3. Independent personal pronouns used as definite direct object:

We do not know you. . f uj .,..; tr Li L

4. ezafe constructions used as definite direct object:

She sold my car. . .:--:,ri t) ;)- o+L rl

5. Nouns augmented with possessive endings used as definite direct object:

My sister sees your car. .r;.1 6 l, ;,|:i-iL ,.rle

def.

Bashiri 122

6. Parts of speech preceded by question words used as definite direct object:

Which book are you reading?

7. Anaphoric references, i.e., references to information already made available in previoussentence or sentences: 3

I buy a car. Then I give that car to a friend. My brother sees that friend. That friendtakes my brother to the market.

Indefinite Direct Object

If the noun used as direct object is not definite, it means that a more general transfer is beingreferred to. Thus, buying a specific car, like "that car," becomes buying "cars" in general. Orcooking "That food," becomes "cooking food ". Obviously, the definite direct object marker t, is no

longer needed. Compare:

I buy cars.

You cook (food).

She sells carpets.

We eat bread.

The above information can be diagrammed as follows:

I

buy cars.

. . * ! - . , - iL . -I

. C X e l t L i

. $tJ cr JE t l

' F r F ( t o u L

subject

Nonn Phlase

'jrit

' " - - : = * : : _ : : '

The Verb "to have"

You are already familiar with the simple present tense of ;r.:-il: 'dastan"'to have, to possess". To

construct that structure, the appropriate forms of personal suffixes were added to the present stem,l:'dar'. The present tense marker .r-

'mi-'was not required. Since "to have" is a frequently usedform, like "to be" it has variant forms used to avoid repetition. To form these variants, conjugate thepresent of o.:r.1 after the frozen form lrl.. 'dara'. Compare:

Ihave t 'Q 6 l r t" = f*r l r l . : = ,r , ,ciU 6 l ; l : . , :a lr l r ,2slt

. t i , ! 6 lr l : .- . l - , l : . :- ; l r

, . * ,1 , t 6 l r l s F : r l r l s f :_ . r l :

,r--!L 6 lrl: ,r.":-r lrls +-,1"

,t- . iL 6 l ; l : .u-t-*. l - , l r $r l :

To form the past tense of ; ,sy t-, tr "to possess", conjugate the past of ;r_1 after tr t : :

I had p:; l.,,1.:

. 5 s Y l ; l :

: v l - r l :

,.- :_7 l, | :

.q :_2 l r l :

i s r , l ; l r

To negate these structures, add -; 'ne'

to the verb:

I don't have -*+ trt:

I d idn ' t have ; : ; i t r t r

Note that the thing possessed occurs after trt: and is added to it with an ezafe: .5trt:Example:

He has several books ;*.1 .,.(5 E .u- .5lrlr , lI have two houses and three cars. . aro ,:--L E - s ct-i b .,: .91;l: g.

His house has a beautiful garden. r-rt, u- uc:: .r.| ' ! ,.91;l: rt !, dt!

This town had a small movie theater. . "r..

.hf .rq- 4 .errr: ,.4-: ;,. 1

Doesn't thatvil lage have any movie theaters? Sr.!t, u, L:-- .gt-;ts o: gi QINo. This vil lage did not have any movie theaters. ri k:- .9t;t: o: J:t . . i

This vil lage has several mosques. $q d rn-- ri .glrls o: ;-l

The ImperativeThe imperative is based on the present stem. To form the imperative, prefix * b6- (always stressed)

to the present stem. Then add one of the following two suffixes:

A for you (sing.) Aid for you (pl. or sing., polite) *

Bashiri

Examples:

be-xor-@ eat! (you sing.) r_'1be-xor-id eat! (you pl. or sing., polite) r:,:-F.

The imperative of o:;r i.e., ,r, is pronounced 'boro'instead of 'be-rav'.

The verb g:rS may omit 'be-'.

telephone! JS Jitrwork! oS ,K

-S, +s and 15, ,6 are also used.

The verbs g:-11 and g:.i1.: are exceptions to the rule explained above for the formation of t lre

imperative. The verb or_r, does not use --., be-. It adds 6 or '-_ to the present stem of , -r; L , i.e., ;! :

be! (you sing.) . itbe! (you pl. or sing., polite) ' l**q

The verb;.:-r, lr uS€S its past participle.:-:, ls (past stem + " ) as base and adds the appropriate

forms of the present of , ' ,, I L , i.e., . iL, and r, I Q :

1 a / lt L a

have! (you s ing.)

have! (you pl. or sing., polite)

Examp le :

go! (you sing.)

go! (you pl. or sing., polite)

Speak! (you sing.)

telephone! (you sing.)

have! (you sing.)

have! (you pl. or sing., polite)

be! (you sing.)

be! (you pl. or sing., polite)

Telephone your mother !

Open the door!

Buy this carl

Sell your house!

Go from Shiraz to Tehran!

Be there at three o'clock!

Don't have any money on you!

Don't buy that book!

Don't go to that place!

Don't open the door!

l s s :

I .r: ,r_::

1..,;x i;'

rtrsot ;5 ;;Ir r l , - r l: u , ; t ' : ' < J l i

' , . 1 - - . 1 ,

t . , 5 L

r ' r i !

IOS JjJr :_;:L -

, ( . t I: U J j u l J J l

l j+ l r O+L C,,J l

t , ? t * l - : l cL i

l 1 - x O l r . p + , l r - . : . , l

t.,lli bji s .:rL

| . ! L . i . : , l j l - g : * Lv ' v J f

t_*J lr .:kS ./i

trr; L-;i w

rc/S rl.r l, ,:

eilr t:,! l:

.r.--i,L c-i,l:

To form the negative of these forms, replace the imperative marker -. with the negative marker -;

Examp le :

125 MainText

The mi-PastThe definite past, described in Lesson Seven, indicates a completed action or state that has oc-

curred at some point in the past. It is a one-time event. An adverb of time such as )tstt 'diruz'

"yesterday", =i: s'disab' "last night", or JLrL'parsal' "last year" pinpoints the exact time.

Example:

. i;i-.1 d/lr5,r-_: c h:- lr -p>:r

. r.F L .9 dli .r 3,1;r 1l

. .r,.i c/lrl.t J+ J, r.l* i.x e. JLr!Translation

Yesterday we went to the restaurant with Mina.He did not ome to our house last night.It did not snow at all last year, but it rained a lot.

For an action that happened regularly in the past for a length of time, the habitual or o--past is

used. To form this tense, prefix .,- 'mi-' to the past stem and afflrx the personal endings for simple

past tense. The verb ;r:-!ls is an exception. It does not take .,. 'mi-':

I used tn go/I was going f--r ,s- (o-)

,Ft rr til

c.î; .,- (Jll

l+i'r €' (Ll

Ji:.i-) ('. (L-!l

r.::.iJ u- (ldlt

Ncgative

To negate, add;'ne-'to .,. 'mi-':

I did not use to goll was not going f-, .r-l (cr)

The same principle applies to the affirmative and negative forms of the compound verbs.Example:

I used to worM was working. ,.rt' 6 -,6 ,r.You were speaking. + Jj d ir- L-!

We were shaking hands. ;-.:l: 6 c--s ;rq L

They were studying Qit., learning lessons). '..i_S .r. rQ .r,;s t4I


' Fr.f a-:! q iu -* v.

. +rj ,y Js-: dLi, oi \9i l ;

f .,:ir,.,f (15 r1 .:-;.:l-y Lr :--+.:

. F"J. j - Crj J* -r . fB I o-. +r- .5- r:t ,r ob -:l-rQ )l )ss -*

Fs 6 ) l t- \5*SE ,F$ ., . ; sly ,rst- i l

Bashiri t26

Translation

Every day I used to go to school.You used to live in this house.Where were you going with your brother last night?My wife and I used to live in the north.Every day she used to buy bread and cheese from the market.We did not use to ride buses. we used to ride taxis.

Ongoing Action in the PresentThe simple present tense deals with an action that occurs now. Sometimes, however, we need to

focus on action as it goes on--we need to describe action in process as would a commentator. For thisthe verb o::l: is employed as an auxiliary verb. A "compound" of ;;-:l: and the main verb describesthe ongoing action. The infinitive of a verb indicating action in progress lmks like this:

be in the process of going ;:i, c-:trtrbe in the process of eating i,sr_f o-:!t:be in the process of buying or:-r c$t:be in the process of teaching g:t: ,..,.: g:-ilrbe in the process of living a,rJ ,r3s3 o:-:t:be in the process of shaking hands gst: .- : o:-:tr

The "compound" of o:-:l: and a main verb can be coqjugated for the present as follows:a

I am (in the process o0 going7ts 6 7,s1"

l ;r l

r.Ss,s 6 .5.1l: t;t

:-1; 6 srlr (-11)

r ! t ) ,€ ; r l r tL l

! . . . r . r . . 1 : ( t - ! )- J r I

$_r-, cr. srl: tl4;il

Here are some examples:

I am telephoning.

I am working.

We are sitting.

They are laughing.

You are bargaining.

Negative

There is no negative. The idea


' t ' ( J r s i l ; ; - , l : ( c r )

' t' tr -:ls ;-.llr {g')

' fi.:.lj (t Frlr

(L)

. $rj i 6 "r;r lr {Q;l)

' U i .- CL' .r . . l r (L-!)- J 9

of negating an ongoing action does not exist in Persian.

sts ,€ ,l;! q u-,1.r.. ;l Srl.: "i_:*

r ,-r:r-ts. +r- ,€ ay .(..,1i ..',1l( * ,\-rt: t;' ' : J t ; J 6 ! t : r J E l i ; : - r l r L

. r:S .,. Oib ti c--1: ,rl; o :.1l: 1..;:1..;x

127 Main Text

. u5 .,- st l Olrp q Ol( i .- l j l sr l : , : . :-1: J Cr*. uS u- ,6 " l(- lr ; -L _.r i rr l : L- i , :L

. $j €- .jr- ulLl .,*r. t: srl.: -[L ,.;,. J r J ' & 5 . : . r . L : . 1 : ' . r .

I - I ' t

Translation

Parvin and her father are going from the school to the market.You are buying several beautiful red flowers.We are selling him several good carpets.My brother is calling your friend's sister.Hassan and his friend are traveling from Isfahan to Tehran.Your mother is working in a store.The bank manager is talking with his wife's secretary.My father is shaking your father's hand.

Ongoing Action in the PastTo indicate an ongoing action in the past, the past of ;-*l: is conjugated alongside the .,.

-past of

the desired verb. Example:

I was (in the process o0 goingf , . r t ' ; l :

( . , ' ' l

. i , - . ^ : - i , l : ( . j le ' o 9

4 ) 6 . . ' - l l r ( r l )

- i . . - - : - i , l . l ( L lI - ' e t -

' r -1; c f r , : l l . : (L-3)

ru-i, .,- ..: '-i I r { t+, il

Negative:

There is no negative. The idea ofnegating an ongoing action does not exist in Persian.


Tbansfiorm the sentences cited above for ongoing action in the present into ongoing action in the pasLExample:

Parvin and her father were going from the school to the market.


Transform the following clauses into ezafe constructions, then use the ezafe-construction in asentence. Example:

(1) relative clause(2) e zafe -construction

(3) sentence with ezafe construction

. : ,1 . - g . <r . .5 -LrsI

;r - j:'-€-r-:-'-'k5

"r* OIJ ;r. ):. g-r-: .:h5

Bashiri r28

-- | & JL .5 u.S-lij o*rt- - \

.)irl.t .,- L Jt .S oJb .it-:' - Y

.-- | L-: -E \5)) 5,Jl- ' l I

c. -l Gil J! .r-:--., .1U .5 J;-,r j:- - L

c.--l L-i Erra ,Jy Jt 5 A-15 J.r.* - o


Tlansforrn the sentences with the present of c/-: I . and a main verb to sentences with the past of o:-s, I s

and a rnain verb. Example:. ! , ! . - . l ; l E . r . ; = - . 1 : L

e - , l - -

. p r , . ! - .U l t : . r . , ' - : i l r Le , , l _

' l*-aY r:' 1'-rrl-r* '* -L; 'jli ;:l: ;t - t

. r ) ) \ , o l , , l rL ; : j , ; :L r ; { t r : ; l : 1 l r

. uS u- --r-- (f.iJ ;rLl;:L ! srl s l4;i r

. t s s l c s . L . - ^ : l c o k ; l ; l - , r - J G . u - : r l : ; G . 5 t r l L

. rrlF ,€ j*t' .slr Ct* ..ttS r;lr y'- o

- - t , ss , l aJ ! q g t i r :L -1 , { l+ r ; r l : b s 1

. rJ o- ob_rL:: r el; l i .gl-- S;:-: ;S + :.1: .r ;6 ; l- i , : l -- v

. !*" i o. OU;f o qU -u- .r ; ; l : .r ; tr l rGl lrb o - A

. r,* 6- U-i i L- l .g ": l ; t- ! sr l : 1.; .1-.: _r j+ . . \

. r :( u- --: .* JIq . , .* q :r ls : . [L ,-; , \ ,


Learnthe pattern sentence then substitute. - t i r , . e

" l t , . , L F ) r a , ) ) r J - , r lJ J 9

- ; - L - ,!-*: 1 .r;ti .96i - -.::,s ; r:L b {;*

t : , .Sb Jj - Lr f t- - t j - 1s: l t s , t


r;.ui L .9 dl: c ,_Fg _, sl )ss,_t

L.l Lq erJ'. -.,1j! ,l *! "t(:;l: ..:-l-;t ul-:*-,:

,',1-:- )l-.- e n::: ,.).( tni:l - >:* - tlt*<:


SJrrS=. .r(s; .;L:, ,.1r5 ;: I -j. r:L _r

- L f i . - d / l - * -_ r r r v . - L - : - l + i - ; - o - - L - ) l- l:r rlJrp J+ .( ;l- ,5: - .:*l ub-:L:-r -r: d.9:r-

$r t+^:l -,1 d.grt:--a

129 Main Text


. ,gl5 c.- \J. ,LlJr! : "t-l-r: FI t

teacher, doctor, wife, brother, mother, nurse, daughter, good students,kind sisters, small children, father


. :r-,i L1l q oki-l -rl .::- JU C u u;G !9Ei

5O-televisions, 30-flowers, 70-blankets, 100lamps, 40-watermelons, 90-cars,20-tables, 50-interesting books, 30-expensive chairs, 40-cheap trees


. .: I ,l{r "_-" .sb S ol :l ,t-_ a6 ,_F ,i.l

,.sb JE . ;"; .:b JG -.. ;llrl .sb =LlS . oljS \9b -LlS

==- , 3-rr.5b ..-:- - e-.rj .,(l ,-;l-:' , 6.,1: .9b cB J"iS

..sLt _,t :r --. , ,1i .9Lr _[-. '1r l . ' r i - . .s1. J*-; l - ! f , : t t

+ .9b fL . = - r - . sb / - - - - l , .5 t l i ' : - r . t : - i


c--l ; &:i Ln+l .sb lt (, * jl ttr ",:l

blanket, te.levision, table, chair, lamp, restaurant, bank, tree, class,market, university, girl, woman, house, school, car, small garden,mountain, street , city

Learn the following sentences. $_r_r u- . l-, ;!F s) u) s rr , i r

. .r;.r..i L !5.-:l-:, c u5L:' , ,l ,rr,-: r

f 'l*5 .,- .rSs; <;ti ,.1 .rS ,: L-t ,:L , ,r- r

LS g,* O- \:-rJ.: tr -1 J:-l-x lnii c - r

!+5 .,- ..r(s; cl-:, pl.rS _;: !L oU,iB .:r l-.1 -, o

.:-,1i $*1 | e Ot{; l j l .=,_r- JG - u-E lrEi -1

. F $ l F 6 . s ) ) 1 l + ; ; - - ; . r - $ f . s d B c ) _ t _ s s ' L v

. i l i € j*f .sl . .rJt- =US .:--11: i l - . ^

..:*-t ,rg r+- !e6 ,_F oi :l tr- c6,f ,.t - 1. r :U - ; & -S i l - - ^ i . eL r i L . a . s ' , 1 i L . - l \ .. u L . v J e ' v -

. c-- l gl( i- l ,r glr- l .sb-, l j l . . ut: . S: l , l ,r5. -, r r

:l : 6; 9r-,.: Olr.6: .KSl.: _;: L .:b-l rY

Learn the following sentences! : ; l : JL .u- L-i . ,* - \

. rrl.: .JL -,r -, &? ./. r* T

S c.il-: Jt_. *t ,l ,:L _ r

. .:-5lr JU *: uirJL dlr-.; ;- - L

! .:rl: JL- :k; 1 :L:5 .rS - o

Bashiri 130

q

. ,:-ll: JL ,G -1 :k.io o_.r* ,_El*:-_rs ;l ,rS. - r

. .r-i l5=-t ..t Olrl jl ",-";

JL .L*f Ft' - v

S i r s . a . i i L - s L r : - . - l ' . 1 F J L - - A

r g r !

. s r l s JL .s3 le : l4 ; i _ f l c+ . ; t l : p l r b r r " r

1

. r .3L , - ' ; ; ; d . . i r ,61 ; l r c - i r y r I c - i r rk - ,61 . l : oL -o l '

' 9

/t ,/tf r a

+\i-q.>

' .-,lY+ g;tii lY- tE*i^

S,:- l rA L.- i JL ,ot: K-:ro ,.1-- , ; l j ,- r53lS.:-l r-.+ lJ JL , i./r , &*J + , Kt)eo

J : c . ,4 G5 o , . r - .1 . : L - i t .4 6 , r r> ; ' ,1 t - , . l i f( J ( J ' - l . - v J , v

.pr-: rt' l;: " 9 f,Jl" ir , -4.;:s.o

' ':.$-r u- U+- f l"5 q ' Ult" ,gl|t

' , - ,1-xl L:* <' ; ' {* t^

I . : - l ^, .ei uls<l t -+" f l " j t ;13-,9l i l. .:--l ?J- .,!1- -K .f --:r

. '-l" .r^; , .4;)9^

S ,:- t "t

fl=: gl 7l , Olj- Olil

;1 7l ' .4,* io

! o r : O lJ i 6 l3 t

u- ',5j , 6;)s,o

L|-i : OlJ" elSl

L l.:-:, , E*eo

Transcriptionhusaeng: salam aqaye javan.aqaye javan: seelam huSeng xan. irale Sorrra Cetorr,e" ast?hu3eng: bad nist. mersi. hale Soma Cetolw aest?aqaye jevan: xubeem. mersi. Soma darid bekoja nirevid?husang: maen dagtam besinena miraftem.aqaye javan: bekodam sinema?husangl besinema ir"an.aqaye javan: filme sinema iran xub ast?hu5ang: nemidanam. dustam migolt xeyli xub ast.aqaye javan: esme an film ti ast?huseng: esme an film ___ ast.aqaye jevan: de! ki tuye an film bazi mikoned?husang: fekr mikonam __ tuye an film bazi mikonad.aqaye javan: pes men mozaheme soma nemiSavem. xoda haf'ez.hu3ang: xoda hafez.

, c.r | ---- *i

I J .r €jti fl+ -ti ,si 6. r:S .,- €jt{ fti ,tl ,Si --- t'

. tit- l.r: , l_* ,f * -l;

1 3 1 MainText

Translation

Hushang: Hello, Mr. Javan.Mr. Javan: Hello, Hushang Khan. How are you?Hushang: Not bad, thank you. How are you?Mr. Javan: I'm fine, thank you. Where are you going?Hushang: I was (in the process o0 going to the moyies.Mr. Javan: To which movie theater?Hushang: To the Iran movie theater.Mr. Javan: Is the movie at Iran theater good?Hushang: I don't know. My friend said it is very good.Mr. Javan: What is the name of that film?Hushang: The name of that film isMr. Javan: Is that right? Who plays in that film?Hushang: I think plays in that film.Mr. Javan: Then I won't keep you any longer. So long.Hushang: Good-bye.

Readings '

: .r",: l;,r; 'LttJ

s vls-*-, -L , c,ti *- J: .glrls Jl *+, *h-5 r+-r . t /

-U--k-i ,". | ) ,S, t-ot ,l *-L, esr,. ,;-i^"1 . a-l <--r.:-o C-L\ r l

j l .r! _91 .u-L* u- <,"-u l-1 rLL ,r::, ;pli i9tj l .J--*'f

. $L € Olr.J l Jt*: l r_F 9a_r,_,_"+L J U;_, lJr?

,s uS?35 .t dLt -.:r -r# jr- -.,1 :_rr JrS .9 ssl;rt-

c g G j : ; , , t J J : , t - ( r [ , 3 s . . r : S 6 J t , ; ; l o - " 5 . 9 c - - l - :. I . l r - . 1 . 6 . 1 a . l -. &.* JJJ U}aS . , ( j <r(>" j l rF,E^-{a "_ l_f t t

4-dJi . 4: 4 i rn

, l ' - l - e - b L ' s . s o . . r * b [ c , 7 < - - . J - . o l . ' . 1 t r ; j . . - - f . ! . . J c r

v J r . J J J 9 ' J l >

. v h J J ?

, s3* -1- lL " i _SrS .g t j l rK u* r -q . J j : { € l r u t i rs .95 i J

. J o r . : q j l i c , o l L . ' - o -J r t )

. v r J J t

i t 1 . t { ? l J +

L * L . - . . 1 . , 1 . l L - i r s , . . - ' : . l - r J - ' . 1 . l - . S' I V r - V V - r J r t J \ > - I

t r:5 u- 6u: t;5 ," _5rS .s o-rt ut-ic J;'.(*.- rt5= o:l,r i.gG_.,:_.r -,: i.x_r_:;

I .:-- I GS d- J x *-,f-r s

f r:r(*- ,L5* ta; l , sf*- rL.: 5,6 .6L3i ,15 ,": i :r s l J J v J g ,

ii]=j

\

Y

Y

,

Bashiri 132

3t "!

d* .rL

t l "!

r .q:13,=1 fuJ.J

sLi ' ' ,- i . J:.S .- .^(s ', sLi ' ' , i rr ..; . e , c +4r\ t I J v - J J t v J

i ' . - . J . . r . { , g j . s . J - : t { t f , l - x l . ' - j J i c9b ,#J V - J J | \

, l - r o s , c o , r , l J t + i i r s , " 5 - 5 , . r 1 = - * r . : r s _ 9 1 . g - lJ t ) , v J t ) t J !

.r-rt{ d Ok*{. Oi .:r- .tt^ d*

i p e r J . J -u - i l s 8 .91 < - .b r t+ l e - r= ; l -S tS .9 o t l ; l . - , : r - lv - J J t V

., -U f rS gt-,I . u Jt*:, ,!** Gt* cr -.t-; ]o**" 3t4{ 4 . - r - ( r ;1 rsL : UJ-d , j * *y .$ lJ i u , r . .51r , l , ; rs l , ,

ls U)Ji t ; ' -_r.J: .9*b , l <- l* O-l . . ! - r ls 6 ui ,< JSrS . .5t j l

G . o . r : r c g l - x L . 9 t - o , 1 . J L * i , t l , l ' - t l " : s J J U : r J +". .u1 r . , r l j * -r ls*+t q

" ! l r 'F ; ll -

.se; g4-n;4 r9-# (.,t *U i,/j+ ;l "!

d/-l

: J:-l \{ -lJ} 'Gl=J

Sr4- .,f r; $ _,r i,,?J;; g;_..r _ r1

I g d l , - . J ' g . A - o l - \9 r J

S.r, l ; u.r Ol: t l_, <-"t j C - I

ls l . r e_S ,(rK dLr i c oS - t

S:J Jt-'*3,= l, g-33- <.b ;l .-L- 11.15 - o

: -1.*.i l9;.1 "LttJ

. ' J c r - - . 1 - . s . s , l : l L - ^ , n & * - l ' J . r 5 . i . s t -v - r r t J v \ J r J v - J r r

. . i . < . i , s L . i s r * ( . t - . - I n r . l - l * i . : S . ' , , . s L , c J - c -J V U - J V J v J \ t

, r*- : i GfrrrrsL ; l .X-. , ; .s-rrS* otS; oL q Jr p ,yJx

Ss lc - ; , oL q t ^ . , , [S ;J - l <5 . - : - l c - * l s r l - l , ; [ . " ; -

' -K - ( r ; rsL

. ; . * S - r ^ c - " - - i . l = J . 6 t . r i . t S ' ' - ' , . c r < i -f ) v - ( J r J J J

l J b J

€qr-(r O-, l .:- l L-{Jr {.r G iF ;1 | . s-n; "L

4i $li

. J j l€ j jS :<_$ Ci l ) G +"br_e, .93:

, . : iS c;Q-o: uf?-q ' {, ? . r / r

r .:-i5 6 c,, S .9J, OL-t- )::^l lr? .t*i , g$ <.li -

1 3 3 Main Text

, -;5 r r; ri y' -(r;rsL

!:s . , cl c-*.- nj . r'g '.-c

-I t v J I J ' J

! -E+ . : . i . ca - : l r { r J *L . l " - r ,

J-r . -.i3 i-r-*3-r& r dr3>;<:-*-i Jl ."J ,,r. S oL .t o-rQ-rs

' J J - r t

: r.Jr + -lJ* 'Gl=J

Sr*lr t+S cx:_:; =3*: - \

S.y. r3'+ lyo T

-jro t cs o-:tr-.rr ;(r;-rsL J .Y-J)i - rc - | t ( l . r . t . - i L i _ t. g r r q J

o / J " * J ' J ( r i . i i '

ts-n;a =l-.-* +;l; ,,f ,J'-J4 l-r? - "

Homework[. Tlanslate into Persian:

1. We are learning Persian at this university.2. He and his father work in the market.3. You are not teaching Persian to your sister.4. Why don't you live in your house in Tehran?5. Were those students studying in Tehran?6. Yesterday I saw a beautiful carpet in your house.7. I am taking (carrfng) his lunch to his classroom.8. They used to write books.9. I saw him in the university library.10. She possesses several houses and gardens.11. I have two houses and a small restaurant.12. Most of the people of Tehran do not like him.13. One of my houses is red, the other one is brown.14. His son lives near our house.15. One of his daughters lives in a big, black house near the mountain.16. His other daughter lives in a small house in the center of the city.17. They are one of the richest families of the city.18. She is more famous than her father.19. I know your name, but I don't know where you live.20. He is not the head of the bank, he is the head of the post office.21. Which car belongs to you?22. Why don't they buy a small car?23. Where do his father and uncle live?24. Do you know when they are going to Hamadan?

i - f sl , ,) l T <i! Ji-r;* i ,r .- lL q lJt , $ es on ot- q ):-r l

t . : - l L S

I 'r'lj,-:.; j o..;..1 l_: *-:6

-9 :ja _21+: :.i .gLo +*i tj

. i lJ=+ c.-;l; ,f J: r_er

l , r ; s;

Bashiri r34

25. When are your brothers coming from the U.S.?26. How many houses does that doctor own?27. Where is your language instructor from?28. How much money do they have in their bank?29.He drinks a lot of tea!30. This hospital had several good doctors.31. Which one of these men is very famous and rich?32. None of these books is good.33. What were you saying to that beautiful lady?

2. Translate into English:' l )) 6' Ok;- l c l t t Cr -

. -r.:i*j -,1_ll+ ,.rr Oj -1 r;. Oi. sl; ,l .sl_" .Jt+ .715 ;-*lr- *

. t'.t --.- .,jl; ,.-olp lr --:-l

. l-t .r. JXL. ,s4: t .gl ul; l:; 1l -

. FstI n gt+l-x .-,r- c* t J[3 + -

. , ;-5 6 :Q --; : s t t : 6 u; l- o Lr e

. Fr-:.1* 6 l .rr gL--. is ; l ; ; i - ; sJ

p, , ,( , . .r5s; _,: ; i _.rr .5 ;r:1, ai .91 ut:

r^: i . :- L .g o-r. g "r-: t t

urs , , l --

. -- l +t ' -r 3rr. ul:*-.s -r. .- .91;l : * i oi. J,lt, d glr-l 1:y Ct:y:*:, ;l u5.

t-ij ,1 .--

. rJ,r _.r,l dG:- ,l . .1..- ;_1. Jl+ ,l utsri Ob-l:. . . : 5 - - : J , L . , t L : ' . < . : l . c , : , . ^ x L - : - i , l r . : . .

9 U

. l . J . f L r - , + j . i ; 6s : l . s . r l c ls , - . : l g l r

-!:rj,r; cr- lr Oql- -trs -\::-ilr L$;i

. l-: o. otS..lll: q l'*:l )l )ss p ,r

\ +r,-1. l-rr ,lrr:-, pl -r5 ,: _.1_1;: L-1

. - i .r . ; l r . / l ) t l - l 1.rr i : . : :

. -r.;-Lî ,€ l: sl ..4-l ,.:_- .g o

, + *- t".. 1 .5b o;-t-. ,l ,rS- ,: ;. J:J f lr-

. .r"j,! ,- il ...: ,eb a ,r. ',1 ,.5.- ,S;yI j' 9 t t o

! r5 J[- i , i "F;"|-x

.9u0 gJ:: ; l , l l r- --

. Jrj (t ir p ! .rtrS g_; -u:-:,1: .Sl .;.: -, c/j , !9rr.

. e : l r , - . 5 5 1 5 . u . - r - . l n i * r , . : : l r € j ; J l . 5 L l i _ - . L -l - I v r v r ' . ' t v

* - _

. c-iu.:.,. ?,- rr o.i.-j(! , *t'.::;.i 1ir'::?j,flI OS JG:F l_; o -, ;1. JS:;

.Frj . j r- k ,6.9 otL_:. r l l r L -r i ; 1..--: l , i : . |_,r*;-5 af :L-: '_rr J J-::iJ .,- -JL q J: o, l.r Lr *; ;21 -

| . . , r j r * r l | , , " : s - - L l - 1 1 " {

3. T[anslate the following into Persiaru

1. She ate her sisters'apples.2. Why didn't you eat that good food?3. Read the red book!4. Drink Your tea and come here!

\Y

Y

t

.l

\ \

\ T

\ l

l 0

I .

Y I

I T

I I

I t

I V

I .

135 Main Text

5. Do you know all those professors?6. Parvin read all the books in her school library.7. When did you see that woman on the street?8. Why do you do that work?

4. FiIl in the blanks:

,_ijsL .,-l 1f ....... l_9 . +lr-r.

"i_.:r[. ....... vt:X =-:-l

, .q_;3=. ....... <-i ei-;sL *"S* "& oL- ....... lr:i .....'. r. - l : . . . - o L - e . . . . . . . - ( - ^ . . . . . . . . . S . . 5 . C l ; t . . , 1 5 "

V - 9

". ,Jr*(..- b_x_$ -:l ,r! ..... l_; lo uL;3.1 ....... g;L+*S"

)_ts-.| '

".f- d- u)r. rr . +; ....... .r--:l: tf ,rr_rlii J:_r*. ....... 9 lrt . S;-x. oL- -......

. +lr;--i- _r rr--*r € ......."i{L4.-i.; rl ....... <':_*3 drrX

1 -;l .'! is always followed by a noun in the plural.

2 For a discussion of the formal future, see I€sson Ten.

3 Note that in the first sentence oi i L is introduced with J. , i.e., as an indefinite noun. In the sec-

ond sentence o:-rL is definite because it is already introduced in the first sentence. Similarly, in the

second sentence u:--r" is indefinite. It is marked with the indefinite marker.e. Then, in the third

sentence -^--," becomes definite because of its having been mentioned in the second sentence.

4 Note that both verbs are fully conjugated. The phrase " in the process of is usually left out of theEnglish translation.

5 The following subjunctive constructions used in the third reading below must be memorized asfrozen forms for the present. A full discussion of the subjunctive is found in Lesson Nine:

hid kas nemitevanad...beravaed no one can go... rr,r* '' ' 'r;li u- ,,li"tnemitevanest bexab bereved was not able to go to sleep r1r1 -lr;-. €. :l-,; s-;

6 In Persian, like in English, distance is expressed in reference to a point. If the object is far fromthat point, the preposition jt 'az' "from" is used; if it is close, the preposition . 'be' "to" is used.

7 ,J _, )l "on the way from"

8 Note the di f ference between ,5tuL 'nam6-i 'and.eLu 'name-ye' , the word " let ter" fol lowed by an

ezafe.The former, which is *t; 'name'suflixed by the unstressed o '-i ' is distinguishable by the I

'alef ' that precedes the .9 'ye'. It means "a letter".

9 Note that in its capacity as a verbal noun, the infinitive may be used with an ezafe. A goodtranslation of it is "upon...-ing," as in "upon seeing" in our text.

Bashiri 136

Review Dialog TwoThis dialog between two young men, Akbar and As'ad, combines the dialogs for Lessons Six,

Seven and Eight. Memorize this dialog and practice it substituting as many vocabulary items aspossible.

'a .-/J\i.-q.)

S. : * l ^ . r - l , t j l *S : : , ; lI

. g- l . , j t j . l * l g- , . - l

r . r * l

\.r.-;*,r t+S J^l L-) , g[i .r*l : ;l

,ljo I ,-l-o | ;,- : r* |

! +5*" J t ; J l j / ,s !L , ; l

, f t : olr4p -," 6 c-*l JL ,t .g3 !t- , d{ : .r* l

S(.1;*-o o, (5-) J- jS- , t ( * , . ,1 ,S JJ L- : : ,J lt v J \

. r - r l J I o ; L - J - . l i L . J r r : l - r 1 - n ; - : J * ll - - J b -

l -

S J * - : - . J , I : " r r ; C ; " ? , r J l

3 . c J . - n . J L n - L J , c l s c - . L : . r * - lJ t t J V . V J . r / t

l . : - - l _#r , L- : , l ;br : l r , ' ,J l

. . - : - l ;Srr , Ja , |16 . r ; l 1 ;s l_x , . - ! : . r * l

I srls q" , , t) sl r _r5l

. J*1 3J -e ; :sJ ca .o " ; r l "

o-- t i e t , . ! : . r * - l

S -r;-nr* (dJr4? ;L.i^rln o-- t ; l

. $_r_:*- u jJ . : t+ i , l t i 4-d ,4 r - l * l

t + r! ,f,; t--: , gt- .r*-l : ,Jl. p r L , c * , J l i j j - , < l : r * l

l 9 - t r J

t r . + g b r s l r " : J l. c-*, ' l : o,*"lS,l ,# j l . , :*; + Cr, t ' 3l , <i :r*- l

. ; ( i l * - l , l i3 i i - J+ t ;J l

.-S* d" lri :.r* I

1 o-1Li- "shop, store"

2 .rut* o "what (kinds o0 things (do you sell) ?"

3.ar! "cloth, material, fabric", r,u "clotheS", -.:JS see Lesson Nine, Reading 3, o:r- "curtain"

4 The use of the plural is indicative of As'ad's respect for his brother. It also can be interpreted as areference to the brother and his wife as a couple.

Vocabulary

Learn the following words

tavanestan

xastan

fekr kardan

majbur budan

ta

bayaed

Sayad

momken budan

behtar bud;en

lazem budan

sad

baelad budan

dolar

kilrrnetr

ketabxane

esta)o

Sena kardan

xod dari kardaen

havapeyma

otobus

kesti

asb

ferestadan

tarjome(h)

tarjome(h) kardan

kar dastan

ziyad

naehar/nahar

mosafer

kermanSah

abadan

zahedan

mashad

ser

sar-e sa'at

Lesson Nine

to be able to

to want

to think

to be obliged to

so that; in order to

must

perhaps

to be possible

to be better

to be necessary

hundred

to know (a thing)

dol lar

ki.lometer

library

pond; swimming pool

to swim

to refrain

airplane

bus

ship

horse

to send

translation

to translate

to have business with; to bother

much; excessive

lunch

passenger, traveler

Kermanshah, city in Western Iran

Abadan, city in Western Iran

Zahedan, city in SE Iran

Mashhad, city in NE Iran

head; sharp (time)(at an) exact time (e.g., 6:00 sharp)

(O l ; t 6 - ; l i

t r l ;) a-:- l ;

r;ir ,:J ,$( . . 1 L ) . , : e \ +

t -

+ !' : D

o.r O5-

c, r-r* .}:'(rl

. , l y r i )v - . t -

Jb

. , r - . t L

\l .) . -

)"-P

"it+US. - |

' } > d I

(J5) !:J tji

trst ,:J 6rl: :;:

L - . l . r

- l, P t g l

- r ((5*

* l

, ; - J , u J ( : - t

{^: -P

(O5) OtJ "=r,

t_rl:) +:-,1,1: _;[5

: L i

r l$ U / rk j

J-iL*-l . ' l (

; l : L l

; l u l ;

\ ( - " J

r- - l

+ v ) 4

Bashiri 1 3 8

Numbers 2OO-1001

devist

sisad

Caharsad

pansad

Se3sad

hêftsad

haJtsad

nohsad

hezar

hezar-o yek

two hundred

three hundred

four hundred

five hundred

six hundred

seven hundred

eight hundred

nine hundred

thousand

thousand and one

Y . .

Y . .

t . .

o . .

\ . .

1 . .

l . . l

.:--f :5

. r.i.

t --'r

4

tl,.

c! r -.,1j'

-_rtet

J4.;L

The SubjunctiveThe subjunctive is employed to express any uncertainty that might exist with respect to the

completion of an action or concerning the existence of a state. Such uncertainties include possibility,probability, desire, intent, doubt, and the like. To express these modifications of the main action orstate, the speaker makes use of an appropriate subjunctive auxiliary (see below). The combination ofthe auxiliary and the subjunctive form of the main verb then expresses the speaker's desiredmodification of the verb. To illustrate the above discussion, let us transform an indicative sentenceinto a subjunctive sentence. Take the following sentence meaning "I see Bizhan.":

' ft't o' lj d/i:i

(..)

In this sentence, "seeing Bizhan" is a fact. But suppose, rather than a fact, seeing Bizhan werean obligation, i.e., suppose the sentence reads, "I must see Bizhan." To express this new statement,the subjunctive auxiliary +q

'bayed"'must" is added after thc subject: o. .r

*. F c,. l-r o* +t, G)

This sentence, however, is still incorrect. The main verb ;^:r .,- must also be changed from theindicative (present) to the subjunctive mood. This change requires that the ,j-

'mi-' present markerb replaced by the subjunctive marker *

'b6-'.2 This combination then means "I must see Bizhan.":

+t* ('r)

S ubjunctive AuxiliariesThere are two types of subjunctive auxiliaries--those which are conjugated and those which

appear in frozen forms. These auxiliaries are presented below.

1 3 9 Main Text

Subjunctive Auxiliaries that are Conjugated

The following verbs are usually used as subjunctive auxil iaries. In this capacity they areconjugated as if they were being used for simple present tense and they appear early in the sentence,after the subject. The main verb, in its subjunctive form (see below), appears at the end. Otherelements of the sentence may filI in the gap between the two verbal elements:

tavanestan to be able to (oli) C-!-:li

xastan to want trl;) C-:-l;

fekr kardan to think trSt ;:J -23

majbur budan to be obliged to (.ptr) o.rr -.,r.,-

Subjunctive Auxiliaries that are not conjugated

The following are some of the most frequently used frozen, or indeclinable, subjunctiveauxiliaries. A few others remain to be discussed later:

ta so that; in order to t:

bayad must +t.seyad perhaps +t:momken ast it is possible .-.- | ;l '-behtar est it is better .- - | ;+

lazem est i t is necessary . ' - l pr)

The Present SubjunctiveTo form the present subjunctive (also referred to as the ,

'b6-'-form) of the verb, do as fo.llows:

1. Take the present stem ofthe desired verb

2. Prefix the subjunctive marker - 'b6-' (always stressed)

3. Suffix I '-&m',

,-9 '- i ' ,

" '-red',,.: '- im', .r-

'- id', ,r;

'-and'

Here is the present subjunctive of ;,,..rri "to eat, to drink". The present stem, as you recall, is ,r. i :

be-xor-am that I eat r),p' < ' &

J-lFt

Fi,>'

*_.:_r-:$-lFl

A comparison of the present subjunctive and the simple present tense shows that the ,r- 'mi-'

present marker is replaced by the -* 'b6-'subjunctive marker. The endings are the same. Compare:

present subjunctive present indicative

bexoram that I eat lr-,-f mixoram I eat f)p 6rrjFf 6)1 6

s.rA trF ct

FrFr P-)F 6'

Jt-rfr +Jr> ci

$-l:-l Jt:;: g-

Bashiri

A Few Notes1 . The ve rb , : rS ' ka rdan ' ( p resen t s tem; r5 ' kon ' ) may om i t t he sub junc t i ve marke r , . I t ,

therefore, may appear in one of the following two forms: 3

. u 5 , r . ' ( , F r S , t S , r S . d o r ' " ( r , " i S , F . t , " 5 , r 5 , , . S

Example:

t,.! oÊ , ta! crtb , F.:51 oiJ: , -Sr .)tJ , ,{ oiJ: , f5 ,jJ

O I

r;5 jrll . :J J.tlJ , f=S .rJ: , r5 +iX , -S ;*,t . t-5 i$

Both these forms mean exactly the same thing, i.e., "that I telephone; that you telephone, etc."

2. To make the subjunctive conjugation negative, replace the , 'b6-' subjunctive marker with the

negative marker i 'nE-'. Example:

naxor&m that I do not eat F )pJ l));'!;F r9-:rj

l.i;Js, J-;F

3. The verbs d/rJ, "to be" and o--r ts "to have, to own, to possess" are exceptions to the rule explained

above for the formation of the subjunctive. They have their own subjunctive forms. These forms,which must be memorized, are presented below:

The Subjunctive of "to be"

The subjunctive of e:,.. is:

basam that I be ,-:LI

! l

luf=i

tl

$r.1, . . I

The negative ofthis is:-t:.l l.n. r+f , F-:,tr, r-:U. .f ti. -.L-;

The Subjunctive of "to have"

The subjunctive of ,:-: l.: is:

(meen) da3te baSam that I have r:tr .:.:l: tar.t

, : l * " : - : l : f ; t

-r-1L +:.:' l: (Jl I

f*ll* "t:1" (L )

, r l - - a l . { l r l

' r.:! +*l-: {Q;l)

T o n e g a t e t h i s , a d d i ' n E - ' t o * r - : l : ' d a 5 t e ' , i . e . , p t r { : j l - : i ' n a d a s t e b a S a m " ' t h a t l d o n o t o w n " :

. r . : . iq " ; i l r : . - r1,1t , <. : i lJ , y .1.1! c : ts , gL { : - : lJ ,cr : t * " ; - : , ts , , . - t r . : . l t -u

r 4 0

7 4 r Main Text

The Uses of the SubjunctiveAs mentioned, the subjunctive is used to express abil ity, desire, doubt, and the l ike. These

modifications of the main action are discussed below case by case.

1. Expression of Ability

Ability is expressed by conjugating the present of the subjunctive auxiliary C;l; "to be able" afier

the subject. Thus, if the main verb is oJ-:r! "to eat, to drink", the conjugation appears as follows:4

(man) mitavanam bexoraem I am able to eat

Depending on need, both the subjunctive auxil iary and

nemitavanam bexoram I am not able to eat

the main verb may be negated. Compare:

mitevanam naxoram I am able to refrain from eating (i.e., not eat)

nemitavanem nexorem I am not able to refrain from eating


. . t -t r . > t t 9 , ,| - - , I J 9

! t -r r . > l r u . -|

- ' e

1:,tx 1li 6

.d Jt; l .&,1 !r.- ; t ; 6; f t ; :- J- I

. rJ . - : - - 6_s l i 1 l ; .1 ,x ! . r i l ; : - t - : r

!s-1 , lr ; , l i _, l-r" .r4"1- , : d/L:Sit j l $lF+ lr- r

. :_rl.r; Jy rl .S!l Clt rs-x "Jb

t Jlri+ rl -- I

' l - t - t -U : ! ; l " : l ; [ i r v -^ U l -x t5 l ; l a ; l ; - o

., .r-:-.!L c..iil: OLi r- l:_;i ul-14; ta;I 1

, _ t! :Jj! _;: o:;1-1: erL l:-.p ftl9;".]. L v

. p \ - r - i L l - . ; " d t ! . l L . ' - . . - - - : L e L ; l ; - A

. -r;lr+ .,-rU JIF:-j Jt 8r jr- .,-rtr sl .r- 1

. c--+ -; ,..1.r- +-1! :l o .r;l_;=J "1"="

\.

Study these sentences. Compare your translation with the translation provided further below:

. 1.',. ct-rk! 7lr:- v- \

' r-q t?+l 1ls':' ,.t' T

. riL *;.iu;',::;, 'r;;l ;.f=5 -.- 6;1, tall t?

;.,IF:J t o

o-t-t 6;Li ;l ;-; J-t G-r i;..:-rG Gl;=' ; 1

- i t * l - , $ ! f l F : ; J r p r + l r . : , l c B d l ; : - c / . v

t . .r .5.9., l : . :- ; . i uU3j, ;sl ; ; l sl ;=- r l ) . JlFi l -2 ul;3_2-1 sl ; .- , l - ,r

tgtrSl .: c.a g.$l_p ,l .ul;=; t{jl ) . .r-ul.1.:.; lr t&itisl .9 o -rsl4.; S1 , 1

t . .uS .9;l: :-rr

. liir l$ Ot-:kt--rt ) lt Cli yl*:- O- \'

. , J rK " i t -2US :J :k - *L E q : *L l l , " ; l r : : - i l \9 J r 9 r

Bashiri I A a

( . J , s ; l r : $ , i 5 , . , + F t l r l * : ; : r ) . r . . - i , i 5 F l F + C / . \ II v - - | - -

" t - - I

. Ssst OG -t.r,..1 JJIJ;:-.; Wi \l

. .9JJ-? l_r *,rL(r ujl.i=-j t \!

"1,::;;:i";H 1'_ ,.I r r r . J 9 - I

Translation

1. I am able to go to the library.2. I am able to be here.3. She is able to have ten tumans.4. They are not able to have the ten tumans.5. We are not able to talk to them in Persian.6. You can read Persian, but you are not able to write in Persian.7. I am able to buy your house, but I cannot sell your garden.8. She is able to refrain from reading the newspaper.9. They are not able to refrain from reading a)l those books.

10. I am able to cook (food) for you and your friends.11. You are able to work at the library from 2:00 to 4:00.12. I am not able to refrain from buying shoes.13. They are not able to go to their school.14. You (sing.; are not able to eat your lunch.15. They are able to bargain at the bazaar ofShiraz.16. You are able to sing very well.

2. Expression of DesireDesire is expressed by conjugating the present subjunctive auxil iary ;;-t1- "to want" afler the

subject. Thus, if the main verb is ;:rri "to eat, to drink", the conjugation appears as follows:

(man) mixahem bexoram I want to eat

i rJ+ .. . r : I lF- ( l-$i)

the subjunctive auxi l iary and the main verb may be negatedAgain, depending on need, bothCompare :

nemixaham bexoram I

mixaham naxorem I

nemixaham naxoram I

I-€arn the following sentences:

do not want to eat

want to refrain from eating

don't want to refrain from eating

I

T

T

, _ a

. .r.:.:'11 ,-.,tr[i .,r:l ,.: l; L-l JjalF:.-l t{jl

. : - - l - i5. j .= , l :F- ; . r : l ur? r - : l - r ln ; l t ; - : , t - t l . . :s - : . r l r>- : , l

! *_;-t- l,: ;t-r

rliL ':rl_j-.1-

. ^ - ; - - J r L - . G . J . ^ - 5 e * - - . U . l L ' r l ; - Ll - - ' e - l - - -

. s; (::j dl----l JG tj o -:ole=- 1.-;:

. $_r-:+ :; |.*il {tr-l lit-l .il-i .ulr;= O]: :*

! - . i q t i . i l o s l . ; l i . . 1 . . . l l ; - 59 - J r . 9 J - 9 ,

t 4 3 Main T'ext

. d Jt3 .U;LJ 1.: ,rel;=; Jr u! ,lJr- .ralrs=- -, n

rsS rt5 .r:rl;,; J: i;(+ <;-:l: O:-:L J .it: E .r'? .:.:rlr;- - t

i . t - - ' ' l , s , I " ] l ' : ' b

o r ' ^ l * | e \ '


. .r-:.-l'.lr _,:.(,1 l-., L: .url;=- t+i -- t

. f j ! "r: t . : OL,i f . : ' c.-. :J r. : . f" t{ *" rr lrS= L r

. p& .5 - : . . {L - JL ^ . r l ; ; . - . . . r|

- ' . ' - v - |

. r+lr+ .ul,;,.- t6;i L

. ft "rr,-'"t -l;-=; cr o. .\u.r OlrS

"!-i (tSI)

Jr 1.:>-r l-, kJti.r:l polrs..- tUt 1

. .r.:;.( .9rt .r:rlr; . r?l;+ .r.olr;.; to * ;ri *:-l v

. r,!q- + ,!! .r!l* ,;,,Ji rilJ-r ;lrl ,l ,.rl_r;; ;- n

. " ' -

l J r - - ; l . - 1 . - "S ! l

. .1 . , ' - l J r . - .5 .u lo* - i e o c^ l 1| ' t ' v ' . | ' f ' . | - -

. ul L|: J=- o_rt 1s>- Js l t) . ! --*: .5i :>J # c - l ; :- r '

. : ;-- dBlL-! .ul;>1- : l J: Glrt -+-5 ' l r- . : l ; .r . l t+ -: t tS.5"lr l f i \r

( i-r . ;rp1 l i i gt:- :- ;s al:_f-s r: -ulr l_r i . .- gb;:L J J* l-- i l r

t' ,f,U lr: i t pl;--; cr r!

\ ' : r -1 cL i ; - o l ; cL i l l r s ' : " l i ^ - (L j , ) \ l

' (= Jr, guj ;r -r l .- ,- ;1 Jlr:- ; Jr t5 u-: -r-* u5Q-:r ; : -ulr;"- ; l to

Translation1. They want to know you better.2. We want to own several small gardens behind our house.3. I don't want to write another sentence.4. They want to (go to) sleep.5. I don't want to say goodbye.6. We want to buy these carpets, but they are very expensive.7. Those children don't want to sleep tonight. They want to play.8. I don't want him to sing because his voice is very bad.9. My husband doesn't want me to cook, because I am not able to cook well.

10. I want to go to the new ice-cream shop, but I won't because it is very crowded.11. You want to read an interesting book to your younger sister, but she wants bo go

to the l ibrary.12. Why do your parents want to eat at your friend's restaurant?13. I don't want to say good-bye to you.14. Which letter do you want to take to the post office?15. He wants to swim in the Caspian Sea but he cannot because he l ives in Kerman.

3. Expression of UncertaintyOne way to express uncertainty is through the compound verb ;:rS 15; "to think". This auxil iary

verb is conjugated after the subject. Example:

(man) fekr mikonam bexaram I think I (might) buy r,+ ... iJ.- ,S to-t

. . .>- . . - ' -1 S; r ; tu

rJ-? . . . ' '< . F (J i )

p & ... ^-:S- S; tL tt -

J t ; - : . . . ' . ' < r 1 i j ( L j )

r;F.{ ... " '-(. ; i (k-;T)

Bashiri 1 4 4

Depending on circumstances, both 1.-.,..r ^4-j rSJ "I don't think I buy" as well as fF #- F "I

think I don't buy" are possible negatives.


. J-!r.. r+1 t' t; rt d i+ ,s -. s - . , l : - r K g E ; : l y t t . $ t t c - i l : - , 6 t i t r f S : - j F

-

. l'-t1 ;lr=-: ,s o--r5 r o'-sl '0 *L lr..;,r -1- rS! -

. .r,rlr ..-L gk:.-1: 6lrr .jti O,il -(:-j F -

. J.: t? i , l i & crdl r l l t j o1 6 , '<. F -

. .r:tr ;+ L-: .,-=131 3l d/tir^l;.,.-rU F.:S:^; rSi -

. "r-': -;lj!r 'i..,* ! rl r:d:- jS

. +jf + lr ot--r: .g.Jt i , .r :1 L-: vqt F -

. ts J"; -.rF ,.st?-.r: J-L -r. At' .s 'jti ,: t':- ,! -. r:tt ,rl-.rt* t::q- r.(i. r:! i; ;-r-l -":S=- rS -

\I

Y

I

Study these sentences. Compare your translation with the translation pruvided further below:

.r.isr1 <iti:-- 9 ls sl ;l .:l;Li oJ- c^-l ,.:r F orrrl.: Util -!- ,S - t

r :Q i - : : . ; - : - l L - J .S -S : - F , f J ; +Q us t ) t s r . JL - l ' - ! F r l r

. 6A :Q ;Ui ) Atr *,r.: r:! t f:d- F t- Y

. .r,.t, olJ4; lJr- crr,rlJt ; l ,r! +! t i "S f5:- F cr !

. 6A : ! L : .5 . ' - l pr ! i ,s l , : t .S ' "q ,S $f o

. 6-A l, .:l ic .5 -b .5 $Q .o.r- 3s-s )ss-l fS+ F -' -1

. ftlr+ ltt t f fLi lr l-16 '5 u ,::, '5 ,-S- -tSr ,r - v

l - : . j

. .:--t &:i rt .5 -q; F .,- ._

,: L-! .5 fS.- -,S .r- Jl r:5: Jr, otr+ .:,;r -.rr t -: 'S '5* .,5-i Jl 1

. ' , ' ( - Jt ; ; ; t " ,S.r . . :L d/ l ;r l ) . ! t ' ol)-*-r oi .9l $ .S

fS- F Cr \ '

i .r2 ,- , l l t - . ,5 l_; gl;- , :L ' ,5, ,S L-: \ \r r . e

. e r l r , l ' . L ' . 1 sU ' : r : JL . 5 rS : - j 5 i J - l r- l

. .l5-_; Jt-:; J', J*:-- JU-:; .S r:S- rS .- tr

. JtQ i-,r "S #:- ,5, cr Jr *!r olrQ 6 '''5, -tS t+l \t

' i t * l r k : - c t l r , * j l - r l 5 , . .S . i ,S \ o

Translation

1. I think Mr. Shahsavan is very sick because his family took him to the hospital.2. She thinks that this year it will snow here every day, but I think it will snow only tonight.3. We think you must go to school and learn German.4. I think that you must be one of the richest people of Tehran'5. They think it is necessary for you to learn to swim.6. I don't think that today is a good day to send your aunt's (paternal) letter.7. I think it is time to finish my work and go to bed.8. I don't think that she is beautiful.9. He thinks that you live in the south of Tehran, but I think that you live near the Alborz

Mountain.10. I think that restaurant's food is cheap and good.11. At what time (when) do you think you are taking your mother to the market?12. I think I will buy a newspaper from the market.

r 4 5 Main Text

13. You think you are yery happy, but you are not.14. They think it will rain, but I think it will snow.15. I don't think I will sell all these apples today.

4. Expression of Extemal Obligation

Obligation that is not within the speaker's personal convictions is expressed by conjugating theauxiliary verb g:ra ,r,+. "to be obliged to" after the subject. Example:

(men) majbu'em beravam I am obliged to go ^ , .* ( . ' - )| - - ' | - ' . '

At)l " ' rSl;- (- i I

:-1-.; ... .:-l -:-r:- (-rl )

fr))! '- Fr-.jE+-

(L )

.r:.1-x ... J:-.r-:x- (L:)

i_r-:r ... $rJ'- (kjT)

Note: the subjunctive auxiliary or the main verb or both may be compound verbs. Their conjugationproceeds as usual, i.e., the noun preceding the verb of the compound remains untouched. Compare:

I think I (might) study

She does not want to listen

We are obliged to walk

L€arn the following sentences:

^ i l . - - . : ^ l - .5 rI J v ' I

.b+ "i-5

.ul_r;.;

1:ss- t o lsFJJ*

' 1':-':r: la,'l .s cl-r -t* F- ,u:-

. .,-51 -11 ;l ,!: rii ,:'l -,-2;- .i_;:lr, ..*

!15 er:t , l r*:1 ;r l : [ l ) l ,r : t i l ! .- I -r , .- d! : a - \ , . - . : - . t j l : - . . : . . l s r . , . > l o

- . v r 0 t

.Fi+ c--: -;l li fi:a _.,r:- L

. o-r . ; l * ;q -U - ! j ; l o ot i - l : g i - - iJ .+ '

f:-.1-1.3q l.r.c c,^-l t;: {:-./ <5;lr;-' -;: c.-l .1,23 :-.; ;l 'r5

J,r r i l 6rG "r :b; l

L c^- l ;J :a. i - : , + . r - - t i l & lo.r . :1,

. : - i . l : r u! : i * l - ;_r : - . - | 9r t E.5l . : l ; t - :

. J -,6 g[: c.--l ,r,+ :-;l: .:,J- dl^:rSU .S*j-

I

I

Y

t

-1

Study these sentences. Compare your translation with the translation provided furthcr below:' fre l& t ltt t+l .r ct-r lr-1t -r-1a;. O' - \

. r:i_l_* tl .: ls Ot+t*.JE lro +r:: _.p:- t '" - I

. r5 c.-r: <ib- :; ->s:t- tl g- )s: rr - I

. - - - < , : L . - . t i . l ' . 1 p r g r + L r- 9 J - - | .

. r . . , l i L . l L r l y r + o

f .,tr: l- L-l 'r;r r;':- .t

' lri fl': :-::t -- r-2.a. Cr v

. .rJ _r! l-r,6-:,r;.-"Ji^ +L -s- )s.st r!:-a _;_p S1 - A

Translation

1. I was obliged to go to their house and eat (food).2. You were not obliged to sell all your carpets to him.3. She was obliged to fix breakfast every morning.4. We were obliged to learn Persian from him.

Bashiri t 4 6

5. I was obliged to go to the market with her.6. I am obliged to accept your invitation.7. I am obliged to cook dinner every night.8. They are obliged to open the store every day at eight o'clock sharp.

Subjunctive Auxiliaries that are Not ConjugatedLike subjunctive auxiliaries that are conjugated, these frozen forms occur early in the sentence--

after the subject--and may be separated from the main verb by other elements of the sentence.

5. Expression of Personal Obligation

To express something that you must do because of some inner conviction, the frozen fotm ,r.. [,'bayad' "must" is used after the subject. Here is the conjugation:

(maen) bayad berevam I must go" .

. . . . I , L { . ' - )| - - '

\,-t)t "' +tr (r )

r_r_l ... ,!lr (Jl )

! . e . . ' - r . . L ( L I| - - - 'J:l-x . . . . \ : tr { t ' )

J_r_x .. . r ,L (t{ j 'T)

Depending on circumstances, both ',t and the main verb may be negated. Example:

nabayad beravem I must not go

bayad neeravam I must refrain from going

L€arn the following sentences:. i" i .- .* B ,6 r.9 o;!_.r: t91 ! .pta L t

I $l, ; u,-r) a).! . ,r : l -r : +[1 . i t t+--r: e el l r- I

. . ! l _ : r o l , c 8 . t : 5 E t ? + l _ . r l + t r l l U ; * r

. rS ti ,,i;-l o. l .gr +F .r-5 - ,

- .r,lLi jl ,ii "6:-1;.i Jr c.-5 *L -Vl* L::lr. .r:l o

' s .:t :L -=,r l-;L!t4-r: +tr to "= u * .r

. , " . l r r r * : , l r ; , l y .5 ,s t r - . l J eJG +L- ; t vI t J ' ,

. i - ,F r l . \9 : r l r : . :_ r - L t l ! .S ; l r ; - , _ ; : *F WI - A

S .,S .*tt .:.,:l-,, o q c;L +! r l* 1

! . s o l . c : L . t : - - t , L . . U . . r , * ! . < l , l .


" i ; ; ; l j t+ p t* +t* Wi - t

. e ,,ir l, c-.!; O+L Jl +tj L - Y

. a,, 'v -. , t+ ; l l+ j t>-l *! O- - I| - -

. $-r-r+ oLi -rlr^ .r.'fi:tjfl - :. ++ .-if ot+kû- .skpr+ +! L-: \

. ..jt? tn+l ,1,-l c:L _r +lr L vt -

| - ' '

| "

. . + r, . . . t . L

'^, == .":..,. ::.

. r+r, ljL+k-u !|'- r1U L-: A

"':'-:r:rt:: :: I :Fi'- ']Translation

1. They must go to the bazaar together.2. We must not buy that ugly car.3. I must eat lunch with her today.4. Tonight I must go to the movie theater.5. She must sell that chair for the price of one thousand,tuma.ns.6. You must listen to your teachers flit., teachers' words).7. We must be here at two o'clock.8. You must not put your clothes on now.9. Your friends must not pray in my house.

10. Your children must not play in the street.

6. Expression of Probability

For this, the frozen form .r, l.: 'Sayad' "perhaps" is used. Example:

Sayadberavam perhaps I go 1.:_r_r* ... +L! l-l-x ... .qt:

J:r-rr ...J:E U:;r ... .!t-3

J_l_x ... .r: (-! rr;1 ... .! [-1

'E is used before the subject. It does not have a negative. The only possible negative is the nega-

tion of the main verb. Example:

Sayad naravam perhaps I do not go --r, ... *D


.1._r_H tg l . ,gct+ L: .9c8 _r l c / - +L: - \

. s_r_:.r k -.- ,rJU tt t+l ,,s s \,t-: - Y

f=5 oiJ: | ).r ' ,-11:-.P L +L: Y

. r:L .;.: lJ ':---2t 7:r- JS *l obrL=., ..1.:.5 -11 ,.:L 'utl - t

. r:L: -.+ .r3 ... .:r":L- ,t -;5-rS cr-jL qL: o

7. Expression of PossibilityFor the expression of possibil i ty of the occurrence of an action, the third person singular of the

compound verb o., ;S- 'momken budan' "to be possible" is used as a frozen form. .^-t jrS^- usu-

ally precedes the subject.

momken ast beravem It is possible that I go rt)t ... : I F

c t J " ' ' : ' I Frt,f. ... ul OS-

f:rJ " ' ; l aS-

.r:,:-t ... .:-l :S-

ts; . . . .- | ; l -

Both ;r.x -:-=" g5- "It is not possible that I go" as well as 1.-r_r. e- | ;5-. "It is possible that I do not

go" are possible negatives. The double negative lrj, g-:, sS- "It is not possible that I do not go" is

also acceptable.

Bashiri 1 4 8


. $l* -.,r ljr l:_.p e I F - r

# rl'.":] ;,i"il,.",:,:f -;.r'-11a o0 4 *

"i-r"l-,t -:-.=: F - t

!+-r-rt , L .'slr* .:r .g::>.i JG "l:? L-! c.-l F t l - o

8. Expression of Preference

Preference is expressed by using the third person singular of g.:1 _r;a; "to be better", as a frozen

form. .--lrq; usually precedes the subject. Example:

behtar ast beravam It is better that I goI t J " ' ' . - l " t+

rtt)1 " ' ' -- l ;+

:J'/ "' '- - | ;+

lr;). "' ':-l;'i,'

.!t'r ... .:--lr:.i;

J-r_:: ... c.-- lr:"tr,

The same possibil i t ies that existed for negating o'r F exist for this verb as well:

It is better that I do not go

It is not better that I go

It is not better that I do not go

L€arn the following sentences:. +r4 sl ,tlx _r r:---:r.r l.., -0 gl L: .--l ;+ - I

. c.-l ;lJ L:;lr" l:: ..t-x L-lro L ,l ..:;r:.qr r

. i=S

--.* Cr, f ! t{jl $.iti' ,s) )ss-l L c.-l;:.tr1 r

. $! .l5.!l;, -.1: :ir *L l:rs -1l c.--l;.:.6; - r

. .l=.lt? .;:ls .5rK ;l ":l;(-:, -1 _rl ! Li, .:^-l;4, -- o

Study these sentences. Compare your translation with the translation pr.ovided further below:

. ,r*5 g,- ;.-r: tr l:rs L-: 6 .:-l -:+ |

. :r e,5 lro or?, ruS ui t"+ 5 :r r:.6,* Y

Translation

It is better that you talk to my friend tomorrow.It was better for the children to swim, because it was hot.

9. Expression of Necessity

For this, the third person singular of the verb o._r lj! "to be necessary" is used o.s a frozen form.,:-l ;;! usually precedes the subject. Example:

| - '

| - - '

| - -

- t - .

+r:.9**-;;+

r 4 9 Main Text

lazem ast beravam It is necessary that I go

Learn the following senten@s:. - - 5 . > . l . [ 5 , " o . L . : o L L , - : , . . . - * l e i j

t - l. s_y i r -L! . , , - : , - . , l r

" i rS.9 o; ! . , : gE.;s l ; c . - l p l ! -

. .r=5 *-; .r--rt+ *-=Kl ,l l, -t;5 cll L3 e-l ,.;!

-

. Jjti u'l:l -;: u.-ir c;L l:-p Jl {----j ljJ

. .r..:li r:.:l.rj .5;t5 ,!l .:l;l; J Jl t? Li c.-l 1-11


. si- -:J-.rt? .l: l. t4l )t:'l i 5 e ,: ,'1) \

. t-d5 g,:L- Q-l r ur:S t, L .5 : -l

1.:! , r

. "{ O-lJ OE_.rf r ., :- | .S e--l l;! -.- r

. r:-r-.: G-l ;l cîr sL L: "5 :;; 1;) r

. d ,t* l, & -l;l* rr .:^:i .:cL * -rl .5 .:--l ;;i,l o

J.;rr.. dt:.us "irl-r-

; ',l ,5 e--+ fj! ", 1

e . , J . . 1 s [ i " . : L . . 1

- . - . S ; l ^ i i vl ' J v

. . i ! l - . - S . . - . j 5 . - - i r ' , ) nI . V ' t I

. , . * ! .Q l -1 te ! - : O: l .5* - f .5 . : - - l 1 . , : ) - r

Translation1. It is not necessary that you see them in the park today.2. It is necessary that we travel by ship to America.3. It is necessary that you call your father tonight.4. It was not necessary for you to leave this place at seven.5. It is necessary that he opens the door of the National Bank at 8:00 sharp.6. It is not necessary that she and her sister go to the library.7. It is necessary that I write a letter to my mother.8. It is not necessary that you give some money to me.9. Is it necessary that you study all these languages?

10. Expression of IntentTo indicate purpose, the frozen auxil iary g 'ta' "so that, in order to" is used. Sentences with E , be-

ing complex, consist of two sentences. The first expresses a present or past action; the second a rea-son. This latter begins with u and ends with the main verb in the subjunctive.

ta beravam so that I go

I

I

Y

t

| - - '

t ' - - '

$_u ...

ut :

t -

t r

t -

t -

Bashiri 1 5 0

The auxiliary E 'ta' does not have a negative. Therefore, only the main verb can be made negative,

i.e., l-ry u "so that I do not go"'

L€arrl the following sentences:. :t_:r :ljQ 4rk:-j: .9 r.l;,.i|.; ! E tr-x- L: .9 cG* - t

. - + L-l.l u fr:q- ,)J: .r.:- ,l ,l Y

. +r.$ .9r!j JJi tr $ ,tS $ - r

. , - - ( , . l - . J E , . * *LL g r .t t - , v J ] I t J J -

.5 --.- -1l l* E 1'S- d.:l .:-pl91 - o


. d - \ , . 1 5 . . 1 , L . . 1 - r - , l ; . : 5 i L I , o ! s : J . . , * t

. -r:- f r J: r+ y'i E c-ir U...-.1 "rH C- :s.-l sl - r- t -

. J-.rr-: "iJt

Cr:" j_r_.r -.:r l, ta:I sl; .:r:l-.; ti Fji .'+r+ +1.. L I

' 7A ,r:t-rl -tli- ilja E ,-1.r u)s:t 1l dt- il t--.; I "V'2

':'cL.-s- u'- L

Translation

1. I opened the window in order to listen to the sound of the rain.2. She walked to the movie theater this morning in order to see the new movie.3. We must bake cookies so that your brother can eat them on his birthday.4. I leave my house at 6:30 so that I can ride the bus.

The PastThe past subjunctive expresses an action that could have existed but which, due to some reason,

does nof exist any more. To form the past subjunctive, the subjunctive auxiliaries that conjugate areused in their .,. mi-past (cf., ,r- mi-present) form; the main verb is conjugated in the present

subjunctive, after the auxiliary verb. Example:

mixastam beravam I wanted to go

With regard to negative and to mood, the same procedures that were explained for the presentsubjunctive hold true for the past as well. For example, the expression of ability takes the followingform:

nemitavanestam beravaem I was not able to go

In the case of the subjunctive auxiliaries that are not conjugated, the .,- mi-past of the main verb

follows the frozen auxiliary. Example:

Subjunctive

l 5 l Main Text

It was possible that I would go.

It was necessarv that she went.


bayadmiraftam I should have gone/I had to go j i * J .L

. i * . r .L9 J -

$-x- .! t*

^-;i * .t,L

,: i_x- +tr

.r:.:-i -- ': L

In the case of o"rr ._,(-, o:r"i J+ and g:ra p:) the past of these forms is used before the .,- mi-

past of the main verb. Example:

. l+r d l , ,5-1: : , : j*r +tr ;r I

. -p:5* j* sl q ! Or r: t? Lj Y

. .r:,)1* .' | !-)i .L:rr, .'s .yLjL:.r l, ,l .:.-:;lri:- Y

. -r. ;r+ f . : .+lr l_r * .gdt- r ' .-*.1-1sy - |

- ' 1! t- i l ,-r .r t*:k:-t : , E 6 s:;S- ,S o

. - ; ! i . & l r r L d l L - r y . + - \

: s - l : r l ; : - , + c - . i l : g L S . 5 , v , . * E . r - ' - - " 5 . i i vu -

. p: S- c.* L-: -,6 .9 o-.;L-;: -rl t +lt .r A

. . . : - r - i - . - i l J , l , - d , s r r . r l , * : k J G + Q i \I

. .r:i,:- ol_; .:rL *" +Ll gtJ g,!j, gtlri \.

. r : : i r - t+ l .Sct-? L l tdt . i j l +[ -1 \ \

. .r.* ,.r-_rr u-;U L ot(.:il: -.,: :-y 95- \r

. .q: . . (* * ; l ! o. , l : l . , : oEjK rs o- .1!- .1: : -y ; t? - \Y

. . : 5 - s i . - , L ; t $ l i l l , - k 5 . , i : , . i j r !I J . I - ' v - ' t -

. t'+ ..r-;. gr-;G ta,,l !5.- 9 b l-, t<ri .s ct-.'1 \o

T\mnsform the above sentences into prescnt subjunctive.

Bashiri 152

Here is a summary of the discussion presented above:

Practice SentencesNote: In the following sentences you will encounter the phrase ;:; q 'be piS-e'. This form is always

with the ezafe and is used in the context of appearing before a doctor, a judge or a king. The phrase;5: q 'be doktor'is used in the context of "saying something to the doctor" or "giving something to

the doctor," but not "going to the doctor" or "being taken to the doctor". (See also Lesson Eleven.)

I

Y

I

L

main verb subjunctive auxiliary tense

| - - '

+ q.1 t ;

(present) E

c.*l oS-' -. | ,t+c..-l ''.i

. . . . ^r la-

" ' ' r t* : '.. , rS- .5.i

- , . a r g

presenr

| - - -eJ r +.!-| - - -

| - -eJ I r>-

eJ r r-!-| - - '

| - ' '

| - - '

t ' -

| - - '

I J J

+ t ..qL:

(Past) l;

.-lr o(-r-r: -F+

: - r ' . !- ' I '

' ^ : - l ; -t - -- . t -,

|4':+

^: S- ,5it ' - '

, ' ' l ; )-F

pirst

153 Main Text

Tfanslate the following into Persian:

1. Who must telephone you from my house?2. I don't have to listen to you and your brothers.3. She didn't want to eat that food.4. You did not have to sell all your houses.5. They were able to live in that small city.6. You must not read these two books.7. Did you want to go to Shiraz by bus?8. She went to the bazaar (in order) to buy flowers.9. I must take his lunch to his classroom.

10. I don't want to go to the doctor, I want to go there.

T[ansform the following sentences fiom present to past subjunctive:. a . e J * t - i l ' . 1 ' . : l . L l - L . ' - - \| - - '

. J-rr i -r- gl; . , : l ;a -, t i ! +b t l Y

' l*:+ l-r 6-1: t' 1r-.*' l*l ** t

. f.-lr;+ L-) q l.1 tgt;S cr. I '-*-l c,S- L

' J+'":J4 =6 r*l ,Jt-s l-s gb-l ul ;+ -- o

. +_--{ , l , l l r . j l ; ' Oi . :-- l p;Y -1

. ..rr, ot(-::lt .9 dt+US oLr.il.i )l ,:-tyl t2 .ulr-- yl v

. J:-r-l-: lJ CrU O.l .9 o l*;l-;; L:, A

. $-x i;- cr-rG [-l l. dS*. ,5s - r

' 1:it* Lil-:-Jr -r1 *r l-r OL+;L FJ1r-* " \'


Substitute the following cues in the pattern sentence.

Example:(car-10,000)

. . l -3,q?. OL; , l_, r " : ;gL j - l g i

blanket - 100chair - 400lamp - 150

television - 5,000restaurant - 900

watch - 300garden - 700

vase - 200horse - 600


Substitute the following cues in the pattern sentence.

Example:(Shiraz -30) 'r*,t*- *,LS J- LF lgi o: b orr; -l 'e.: j l

. l :L- tr-itJ ,*'r ' ..r. i.: l .X;l .r b ,t* i :tI

Kerman - 300Tabriz - 600

Kashan - 100Abadan - 900

Bashiri 154

Tehran - 700Zahedan - 200

Mashhad - 400Kermanshah - 50

ReadingsThis Lesson includes four independent reading passages. Each passage has its own brief notes,

discussion of vocabulary use, and homework. On the whole, the readings may be regarded as aseries of reviews covering the grammatical points covered thus far, especially of the verb tenses.

Reading I

This reading deals with the simple present tense. Some specialbelow. Compare the following infinitives and their use of the ezafe'.

sevar Sodan to get into, to ride, to mount, to board

sevar-e...Soden to get into a..., to mount a...

mesqul buden to be busy

mesqul-e. . .budan to be busy at . . .

neSqul Soden to become busy

mesqul-e sod.en to become busy at...

uses of the ezafe

'"'* -;lr

uJ- i . . ._ j l J -

.,,rv'l J>*

;r:v "' Jv*-| ' r

O* rJj*

l . rU \ ! . . . J J l ' 4

are i.l lustrated

Examp le :

sevar-e hevapeyrla Sodan

s&var-e keSti Soden

s&var-e asb soden

beCteha nesqul-e bazi budand

The childrenmo'allem mae5qnl-e deers dadaen bud

The teacherbetdeha mae3qul-e bazi Sodend

The childrenmo'allem maeSqul-e deers daden Sod

The teacher

Simi lar ly :

valed soden

vat'ed-e Sodan

Examp les :

vared-e xane-ye ma Sod

vared-e dane3gah Sodim

vared-e tehran Sodeend

to board a plane d/r-, L*.lr i ; lr-to embark a ship ou ..r:5 rlr-to mount a horse Jr-t *t )t)-

. J.:j \rrt{ J}*- ti <>

were busy playing.. :y g:l: .r:, J>L *-

was busy teaching.. ,$ .Srl* Jrii- tn s

became busy playing.. r.1 ;:l : .r-;. J;* *-

became busy teaching.

Often . may replace the ezafe.

bexane-ye ma vared god

to enter

to enter a place, to amive at

She entered our house.

We entered the university.

They entered Tehran.

Compare:

She entered our house.

g.i-1 .:; l_1

. lU * . . . , J ' J

. J-1, L .jl!_ :;l_1

. e -r-:, ,l5.i-l: : ,l "t -

. J$ ; 1 r "6 - : _ : r l _1

,r-l 'r;lj L .9 dt- o

155 Main Text

g.r.l or!- 'piyade Sodan' "to dismount" and ,.r: 6rti 'xarej sodan' "to leave" are used with ;l .

Compare:

azhavapeyma piyade Sodim We disembarked from the plane. . ,.- r-: ":l== L.'l-,o ;lazasb piyade 3od He dismounted from the horse. .r-l o:L- .--l jl

ezxane-ye ma xarej Sodeend They left our house. JjJ-i er|i L .9 <;ti _.11

The verb o.*(-r, (pres. stem .r5'gard')'barga3tan"'to return" is composed of the verb .'-.:-( and

the preverb . . When conjugating, the present marker ,r- is attached to o::(. (See also the notes to

Reading Four in this Lesson.) Example:

maen bexane bar migerdem I return home.

Vocabularv


xandani

sobh

sobhane

savar Sodan

Cizha'i

daltar

vaqti

piyade

piyade Sodan

taref

beteraf-e... hereket kardan

herekat kardan

awal

parking

park

park karden

kelid

vared sodan

baz Soden

Soden

masqul

masqul budan

masqul Sodan

guSe

niz

mive

amadve reft

ba'd

pas €ez

reading

morn ing

breakfast

to ride; to get in a car

some things

office (private)

(at the time) when

on foot

to get off; dismount

direction; side

to set out in the direction of

to set out; to move

first

parking lot

park (city)

to park

key

to enter

to open (intr. verb); be opened

to open into

busy

to be busy

to become busy

corner

also (literary form)

fruit

traffic (lit., coming and going)

then; later; afterwards

after; . . . later

' i $ l ;

c:'.jL--

( . . i ) . . , r : , l *

. - i t r ' *u

- l : :

, i .9 r

o.:ta?

( " j ) . . , , r j o : L -

i+

;,:J c.5;- ..._i+i

r;lr o:J e5r-i l\))'

. < . ( lj . . u ! u

-:l , l'-

( . 5 t . . r 5 - ! J . Lv v t

""6| . r . Ii P , . r , & J r , t

r a r , A . l, r , J e ) y

, r . li /& Jy . - . _ :

l ' !

J-P

ot; JrL:'| ' !

e* \Jr, a

a P

Fo - t !

.:-i, , -r,.1

. l

Bashiri 156

taqriben

nim

parand

fenjan

xabar

axbar

tamam Sodan

bargestan

harvaqt

radiyo

ba'zi ruzha

nearly; approximately; about

half

Parand, a family name

cup

news

pl. of ;to be finished; to be completed

to return

whenever

radio

some days

*-'.i:

r-"$ p

Ot*i

J+

- :F l( . . i ,1 . . . r1 . [ j

I

(.:5 _,.) JLLST.

':i1-.P

:: r l-r

b ' . . , . ^ ; -r r r I

d r'lr;ul l y l t l 2r ' j * t r& 6GI

rJ;3;1r1, .-i l 4jt.s.* ,: i ,r ec[_- g* s1-s -_.l ' frL: .gGi

t* rl ol, ,.r .r,.f rt ' Oti---+-r+ l, ;;:s 3 s3-i--- ._F:+L ,l:-

J t-$-l* .g o;L:-.;: -r J.:.(*. .:1->* ,pl<*,-2rr .9 o-rt-:-.rs ci-rgs

os ! i . j g-*r r l^ l . rGI ; -s .JrJs i lbr" ; - .1 , l " ,53t . r

- , , ;s

. ' ' ( * . &"->. . ( rJJ- . - ,J c i :L<** :J tg o-r [+;" " i - : *

! - l l .sr ls JL

irt .* gJ*--Al*: .96i ,s3,.i ,€ osL- g,-".)L ;l ul ,:3s o:i3

,J;5 .,. Jr! {"5,! ,s l) ,r-+-:t- rt J;l .}'S:-. c-5,- ,,r;i-r.a ' . t r - lS t | . . ,5 . i J .J .Jq . , r , ,1 , i s < . o :L - t - - : i ' ,1 J*Je J ' J v r J JJ \)'

.".; ,* .r,F. t-,1-.

--.

.j..sJ \ ) ' V J

Ot+t+.r .+ o-r* ;r-l .srl-r ,r* .lo tiJ ;-.*--ot.: ,.gGir;-rs

,s .1 :56 o tK ; Ot* t - - . . t J , q o ; i ; l O3 ' *aL . i .g t i l . rJ i . , - jq

-H Ol'it*! 6e-S:s 'r:.iL 6 gj-r : .r-"i J:'*:- l3r- t:ti!!

JLj ..ln s clsP *li ,,Pss- -U-.,:_, .' l* , ci:_r- o_1-- .*?

.J-*U .,- JtS J--,L:- .Ps_*

€ .2,rt5 J-.i:* -n -:.1-l;=" &:+ -j; O-*l-.1 .-9Gi ,-r-,

-r : j . o-: , . r j ; i . .gGi , -"1 &r-oJ la- i 3 &cL -" . 'qr;

, l 9*; .J-r i

b -nS "q

{ . ; ( : o-*$-rr J i-n-* dt- i . :<+ c.q [+i - . +i .s- -ol

f. t- -r:_: /+l .9 o:t-r-rs -t $rJ"."*" .9t- gt*; tb Jr Q €S.)

. JJjs $-

9^s.p

.ti-2- ..g5i-n v-:r.*,rt-: .gtil ,s-*:- lL.i Wi. O.-,;= .9+ ur-r:

.J3":=- ,[5 J-;:- o-.rl+-rr -. .t;sr5 o-;* ;Li o-.21-rl c p t{

151 Main Text

-+lSJ

, + + =ls+ ,t, ,gQJltt*, GLJ

! s_.13;.- ,r.: c,cL lJ u,l dL'- g;'JLi, .9Gi r

q.- r . , - a- :L: ? L, l - , , - i$: r l - r

S JirJ .,. j;- ci .9 o.,la.,,: Qi ;-;L ,: I

S:;1.: JL + o-r-Lx .9EI , :s-: r

i tr_r"- .i t ,iJjJ. U <iSrL rl gr*iL5 gul - o

S r5+. -:tr .1 t+ l, ;r:r:_ rs ,l 'r

S :;l: or*l- ,u- ,l ;i: v

! s-yl-a. jU tn5 C ,iF. r, "ri*; A

! lit? .f .lb,6 ? Jr*- ,.:;r gl*[*i ;: I

! -u l . - . , . rL . ! . . l i l . . - r -s . . J . r i - .a l i i r .- g V r V - ' 9

i ,j-r,*. J * e! t+i u

\ .rS"- ,K: l+f <lS o_1$ ;: rI

! Jr--. trS q .sh or;r- -.rl r'.r l+i rI

2. Identifu and underline all instances of simple present tense in the reading above.

3. Rewrite the reading in the words of Mr. Shahsavan:

4. Rewrite the same in the words of Mr. Shahsavan's daughter.

. l * . - . ; - l . . . L d l - *u

5. Write the reading above in simple past tense:

c.'ir c.*-L C- )t: s^ 7s'7 s .r "

. : - . .LLjL. l - . I v -

. J_:F l_: ;l cl-, ^ .:-ir c"cL

6. Write out an interview with Mr. Shahsavan.

7. Tt"anslate into Persian:

1. He got in the car and went to his office.2. We eat our dinner at 7:00, they eat at 8:00.3. In the restaurant, several men and women were talking to each other.4. I have two keys for my office--one of them is in my car, the other is in my hand.5. Whenever he comes to my house, we sit and talk about Iran.6. Only on some days I can listen to radio lran.7. Every day at 12:00 we go to that restaurant for lunch.8. At what time did your friends say good-bye and leave?9. How many years is it that you are learning Persian?

10. What did your friends speak about?11. How many kilometers is it from Zahedan to Kerman?12. From my village to Tehran is three hundred kilometers.

Bashiri 158

Reading 2

This reading deals primarily with the simple past tense. In it, you will also encounter the word,*

'sar' "head". Here the word ,- is used as a preposition and is followed by an ezafe. Rather than"head," here it means "at" or "to". Example:

udarsar-emizneSast Hesatatf l i t . , theheadol) thetable. . . - r i * ._r . t r s lman be sar-e kar raftam I went to flit., the head oI) work. . 1., ,6_ )- .t ,,

As can be seen, the word ,- is not used in its original meaning of "head". It indicates the "head

of' or the "unspecified location" of an action.The verb or-i dF

'xo$ amadan "to like, to come pleasing to" has a rather peculiar coqjugation.To begin with it is always used with the preposition jt 'ez'. Secondly, when coqjugated it is ;; thatis cort'ugated, not g.r-I . The latter is always in third person singular, a frozen form. Here is thecoqjugation of gr.1 ;ri' :

xogam miayad I like +1 .r- t'r-.ql .,. c;;

"o i . f # , -J:i cr. ODr

+l .,- objF.i.i .,. ol ,l*;

The past tense of this verb is conjugated by replacing the present tense, i.e., .r1 i .,- , with .r.1.Compare:

man az u xosam miayad I like her. +l cr. f r :t jt w.man az u xosam amad I liked her. l,.1;:r st )t e

In comparisoh, gr.f .r,F is somewhat weaker than ;r*l: .-a,r:.

The verb osl: g:+! 'tarjih dadan' "to prefer" is used with either + or _rr . In either case, the thing

preferred is mentioned first. That noun is then followed by l, and -r or ;r . The noun indicating thething less preferred is used closest to the verb. Example:

' f t t t : ' g * ; r ' r + , x l - : g h C r

man Cay ra bar qahve tarjih mideham . I prefer tea over coffee.

.;,: l :6; C*..,, oLJ rt Js-: 11 tr; l ,r! ..;: .,(.u, L

ma zendegi dar Siraz ra bar zendegi dar kerman tarjih nemidadim

We did not prefer living in Shiraz to living in Kerman.Vocabulary

Irearn the following words:

piyade raftan

molaqat kârdân

$am3iri

garson

livan

to go on fmt; to walk

to meet

Shamshiri, name of a restaurant

waiter

glass (drinking)

(-rr) g5-,1 rrL-

USt gsJ .:EY-

\5-**

or--rK,il -rrJ

159 Main Text

aqayan

Ce meyl mifarna'id

Celo

kabab

delo kabab

pepsi

hamin

zohr

ba'd ez zohr

ta'til

tae'til Sodan

birlm

birrm amadan

daVat

daVat kerdan

az...da'vat kardan

qabul kardan

neSan dadan

ben hrn'

Carltrur hestun

dar hodud-e 3

tarik

qesmat

dowom

paket

sigar

haerte zudtar

nim sa'et-e digar

abjo

tarjih dadan

be...tarj ih dadan

bar...tarj ih dadan

aez estefade kardan

jonub

. ' . 1 , U * . . J . c SV J J J J J

. .:i , o.rL- | ,J - ? J

pl. of u1; gentlemen

what do you wish (to order)?

cooked rice (without additions)

kabob; roasted meat

rice with roasted meat

Pepsi Cola

this same; the same

noon

afternoon

vacation; holiday

to be closed

out; outside

to come out; to leave

invitation

to invite

to invite someone

to accept

to show; to point to; to play (movies)

Ben Hur

Charlton Heston

about

dark

part; portion

second

pack(age)

cigarette

as soon as possible

in half an hour

beer

to prefer

to prefer...over

to prefer...over

to use

south

t . . | |

(5r +r 'J=

uls)tu_s )r OJ*aU 6Gf

,tlsp' ;r l-.r .i-.,G1; r/J,*al-: .gtii jr-xs

; l rg- , U s ; ls l ; l o3 ' *At- : . .gL i i . rJ{ J l j ! c . ! . r i ;

. . . ( J u l

Sr-iL -i- . L- :

*L

-,fS-r5 .L

I r "

C/*d

,+g- 1 . . l

_ * c 5 J r r . . l

i l -c,Fr

I ^ l | | -r f '

d /& L l t . s

. . . a p

( i l . ' . 1 [ . . . . *

.!J' r

t; ir o:J .:rc:

g:J .r;".: ... ; lt. l ' oti J;-{o:) g: l - : gL. l - }

1 $ . ' J

or- oy'rh

_ J J s J J

. t I -g : J e

.:*i

I r Jt -

.:SL

r (J Y

J : . i e ' r

t .r l : l & U p

l -

-r+:1( o . : l ' . : l : e . ^ l

v L - . ,

. . . : l : e . j . . . -

. . . l l l e J . . . y

g : J o r l i : | . . . , l

Y,â

Bashiri 160

q e-13 . i a f - * r l . : - -9 r .sJ c ,GL l , , . i . : t<F , - l r - . r l 6 t o l ; rs

pl-r j ;-, OI f- l .J-u.ir , ; lr tz*,r atr t4i . :rp.1 l .u a.r_era;L

,ty sK ..r-;*5 6)f .)* ta;i pl-r3':-J Jr .r:: rS:t-:A . ,tl ssu s

: r - ,x t< ,1 : l us-s& r*? 4.sr j l . , . i 'o l {

_9r ,B* l r ,!r#L-'+ .J* ? ot{Lif -

, -K g3"*at-: LSt i

f ,rL.r ,6L ..,G:i -Js l ,"*- sl* ,=t S /+ J{ ,y Gl: l -J J - - V r V . L ) ? ? . r t

,.: jS r.r-:r*rt-: dGi i-r3r

5 l+-,r!: l, c*.-o ta ,;. 6lr{ tiIJ -

ti t-4,1 ..r;5-r, orlsl <1 sF-:s J OFL^: .9Gi rt+ ,l J*i

-,_1, ,$l .g r;t-1;s J r-:;*-5 g+*.rt-l .5[j1-rir ;r 3r .:--eL-

il e.r t+ Lpi, u ,[J-i orl.rl +l _,1 "** js .:-cL .-l .rr,5 &.->.e

t '

q-? J l t * b .J . ! f r , l . ; - - js ; l r ,J .* . rL- : .g t j l . . t . ; r . i ;3- r ; js

.J. l : jr U+** et* Wi -.. ; JJa lr: l .r ,rr , l ;--3: .s-oy q-

ul f-l .sls 6 oL:; -r; l+ .li ,lr*<J .rGL*_* ,l "!

iajr .:_rJ u- .5jti .-,1:r *-,lLA oy'-,Q J rJ{ "JJa d,,* " fqj

..ui;;4 J*r ur;*-a ,l=j g-l ;l ;_e*-.rL: crGi

uJ- r : - lo - ' : - - , ; l u : - : ec l - s3 . Is J . r o : . l -JJ J O3" . - . lL : .9Gf

. e i_; l "J ' ! jL ls O:*,r t j ,15l : . - j r . rJ+ . i r rb l_e* . . r , .ul

dl dL= <-, ;-JL t b *:(r, {:=(rt- .r+ ,^-l ;3*.rL: .5Gi

' JJ - r -+

. t ( -t-Lstj-r

,J:i+ =l,t+ -tt,t ,gQJltt*1 ULJ

\ r_,- L5 ,s l_.1 .i_.,bl; ,;'rL: .-5131 ,1r.: r

t .:,a l,:5 ulsp-> Y

! $_.r t+i ..: .rt t* e,J*nL: !rl;i Y

' l :J . :GI- l , ,J orrL, .56i ; l rp-, ol, , : r

t .l5 ,K: c*l;.,- o,u-rr - o

! -u.3 r L.J .* .r l* LCI -1' l

! : - * . . , 1 , . : - , . . , i - l - v- v I

t ._5 ;|53 ..,r-;K r

! eK ? o'"jK ! O-.:--95 .9EI - I

i J o .,* rG 1 g-1r-..rt-l, .91!i c.-1: - \'I V r r

s :5 ,6 - o , l : l , : l i J S , tS- , l r r , i l " r , - t+ : i - r r

! rj JJ..J (.r+ .:-Lt ,*rL .l o_,lsl - tr

1 6 1 Main Text

\ sJ.:y: t lS q l , , i ; -e.: oJ-rUi, .gEi - rr

! r ; .r- : l , --Li s Lr; i r l

t : S - . . . . t , - ] . f , . - 5 r oJ g v - | . 9

! :; ;$, l1s r:ri JJ_,-i.. L;i-- -rl F: 11

s ' l;r; ,ts- L4;i s;i \v

2. Rewrite the reading above in the words of Mr. Shahsavan:

- ,1; ! - l - : t> u lsp,s. lJ . , r - Ol :*- , t _: . l_ . r l :Lg

j_r- : : r sr "

" . l r r r " . : ! - , l r ! L ; r l t ; - , s l , t - t : . t

3. Rewrite the reading above in simple presenVfuture tense:

ol :*-s. r_;F*. , t l_sF--s r : l , ; rb l ; o. . jFaLi 61.3i ,1;1 "

... .:-l _.,ljl* -L._,,

4 Rewrite the readl'1c :"; ; :: :T::,;i;:::T ffi :l::

*"*'

5. Identify and underline all instances of simple past tense in the reading above.

6. Ttanslate into Persian:

1. Yesterday afternoon my friend and I went to the movies.2. I did not l ike the first part of the movie, but the second part was good.3. When it was dark (it became dark), my friend said good-bye and left.4. Several of his friends are my friends as well.5. Bring me a cup of coffee and a pack(age) of cigarettes, please!6. I would l ike to eat my lunch as soon as possible and leave; my ship leaves

in about half an hour.7. All these restaurants have good Persian food, but this restaurant is the

best (is better than all the others).8. There is a restaurant near the university. I l ike the beer of that restaurant a lot.9. I wonder (I don't know) why he prefers the north over the south.

10. Since it was dark outside, we used that small lamp.11. How old is the city of Tehran?12. The city ofTehran is about 200 years old.

Reading 3This reading examines the .,.

-past--an action that used to happen regularly over a period of t ime.

Note l : r : t - 'dador ' is a cover worn by Musl im women and g i r ls . I t is a head cover ing, ve i l and shawl

worn in a way that, when held by the inside edges, only the eyes can be seen.

Note 2: The word .:.1, 'yek'

besides meaning "one" is also used in the sense of "(the) same":

We did not attend the same school. . ."-r .,- *r.l- JL o L

They did not go to the same place. Jjrii t+ -L c Qi

Bashiri 162

Vocabulary


ehmed

bozorg Sodaen

dokkan

sebzi

gust

raed godaen

bedrur-e

Ceh'

xis Soden

aftab

aftabi

qayen muSek

residaen

I'erdou'si

se 'd i

11-lO11t&Zer

istacieen

nlont.ezer istaden

dir'

dem

d;em-e

jorl'e

kude

nesq kardaen

baera-ye in

komaek

be...ehtiyaj da3ten

komek k;erden

haemiSe

mell-ebani

rlesl-e

ateeg

kenar-e atae3

bemosafelaet raeftaen

parti dadan

taerk kerdaen

parte

xerj kerden

xaerj-e...kaerden

faelllidaen

Ahmad, boy's name

to grow up

small store; shop

vegetable

meat

to pass (by a place)

without

umbrella

to get wet; to become wet

the sun; sunshine

sunny

hide-and-seek

to reach; to arrive

Ferdowsi, famous Persian poet

Sa'di, famous Persian poet

wa i t i ng

to stand

to (stand) wait(ing)

late

beginning; threshold

in front of

Friday

alley

to do homework; to practice

for this reason

help; ass is tance; a id

to need something

to help; to assist; to aid

always

kindness

like; the same as; comparable to

fire

by the (side ofthe) fire

to go out of town; go on a journey

to give a party

to leave; to abandon

cloth; material

to spend (money)

to spend on...

to understand

I ! r , . (

t 7

a.,D J

, 1 ' *

I . t

_ o-lJv

+:

' r ' O* (J-*

- l.:i i

, -, L:ii

. ,1 - i , * - l j

( - , 1 . , - i - * ,

- " : j ,9 r '

!9 Jrr

l . - .

, - , ' .1- |, g - - i u J g ! : 3 : l

- r - r l . - .u r - ' - ) " u

- * J

a J

a f

s+

(s P

r < t - ( - ,'rt ' ,yr-o .--

' - l . 4 1 -

J^5- n l - I - |

. r * . , c l : - J . ' ' . ?

rJ r , :5 :15

".l-:-'

ctqx'l .\-r"

. : i\J-- ,

! - i l . <c r J , J *

. ) ) . \ . r * ) " J - * :

( o : ) . , : l : i , Lv 9 r r

(J) Jr 5 -:t_*;

s l L

{ . 5 t . . r S - ;

. . : 5 . . . - ;(r*j) ., r_*j

163 Main Text

. , . 1 .(5r +r rJ5

tH -qfi -a J"-- /

: l l g1- jJ : - :a t$ i .J j ' .1 . . - ( r ; , - ( : ' , , t ! c*3* -o r+ l

<-dJr . o l_, ,s .J-u jJ € u. : ! q 3 s"u l6 uJ_} : - . OL:- :G ct i

t , . l -s ,^ i c- - i S , r * : ru rgs- , , issu o3f csLgK" .9A r l t+ iJ \ )

d:, . ' -*: ;Gs ; l | '+f (,r )ss cf--.$r:* rJ d:t trL:.r-i l t ' JIJL <(-.jG:J_.: .J-:sJrs €- olr r.: J J-+_r>-- .ru*:

.UJ-:- , '-=- J .r;:- i:*- ol; , l ;t : -r-: j _rr ,J* .-,_lJ- ,L+i

J . - l - * -G Jt - iF , t5 . rq- : - i ;s a3- Q; i ,s- .1 €,k j i d+Lnr- ._,

.$J*-_r=" <-,J.L. 4r t i .rJs; €- .9j!

SA- r j . L .4+ .u * l . J - l - . O i < - ;L J : o+ - r - * l j , , l j - , :

tg[o *_ls J_l . si: € rSJ&d 1-94-*_.;Jar r:H.J)Jt -l gj-;*- Cr*_f :;J

l,r o.-r.L- o:;l js c-cL- sjJ> _;s j:_r ,.r .J_t* -l*s_l J* 6+ Lg;f

,s-+1 - i - r -nJ j * -o, i 19u;& ; l . r ' " - l .9{ -dJJ, u-*?. t - ! , O^ r l=J=;

\r*-: .sLl--,., 1 .,- r-,= | -b;" .il *r- .S-J+ ;J j-e; ;,rr rHJ)i

d UJJ! t 'u-s"- - l ' " *+ . l * l Ut i - l . - j U- - ) : r ( ,J r -= l t r - ' - . ,

. lu-:-(*J, ut*+G c[-- ' ,t-:JW .slro t ' t+ .x JX J _ol ,-r=.-,

, l

,51 r.gLr,_.; u:.i _n .r,*l .gdLi rs l, ,L.!rQ, kji LIJ_.J .,*.1

. . l . is , -c> ar . ,J IJX .g. ( : _ ,J l - , i / t jJLhb

c r J J n J o i . - . . L i . ' , n - . L ; - l * l ' , 1 . J { r . s L o r J J

? J I V J l ) t V - J J I J t

-7 *? C23 l < * * c r6 ; -o - , . ' ' - : ' , l s c - - -ns J+ l J , l J ) : i 1 : J * l r sL

k,_,i .s"1-.5 ..r,srS- u-,t-: 5,5 u;" ,"!s .glr ...;q ! -;,i=r -o.J-n{ i:- J== J-" il--nS

< * p t l . 9 l a r * l - o . . r i - n - : ? , $ . r - l L : L g i ; - r - ' 5 . 9 r L . r i - o

_n -risr_oi o- l, ;L:*b =6 k,i fB ,l *.: .rriJ \r- i/L:.La 4, 1-

.JJ,: rr- JJJS -i3- -n .,r! l-ni r-r:r J_,i l-

r;,1-.4 .-:3-o ; 'r , g.l rgl 2t.s-q -.: i.tt+ .J.yS Jn ,f JX rl . l*l

q 6!;S" t-: <.':*".\ l*l -9 J;,S*" ir-l-b .l*l <1 .:,ils 6!5 1 J.5 <,

.J !s_c1 , , r l -n ! l_ ,J l_r : , | . i ' . lX:4 J . l * l . . r ( u- .L( ; :_ . r i

Bashiri 164

iJsj

2. Identify and underline all instances of simple past and mi-past. Prt a double line underneath theverbs in the mi-past. Example:

j 5 5 - . ' i f l + Wr ' : : l * ; : 1 l r r . d r f ; ' r . - l

3. Rewrite the reading in the words of Parvin and/or Ahmad-

4. Transform the tenses in the reading to sirnple presentlfuture tense and hand in to your instructor:

" ... . r;Jj-i. S-r_r. f".:.uL ;,y;r -, .:,.-l "

5. Write a paragr:aph describing a similar incident in your own childhood-

6. T[anslate into Persian:

1. My friend and I grew up together in a small town in Iran.2. After dinner we used to sit by the fire and read books.3. Some days my family went out of town. On those days I used to give a party.4. Why are you walking in this rain without an umbrella?5. We both have to go to that store and buy food for the get-together.6. Do they have to have their keys in their hands?7. We do not have to make that chador.8. Do you have to go to that expensive university?9. Why does he have to spend all his money on beer and cigarettes?

10. We all did not understand this.lesson.

Reading 4

This reading deals primarily with the subjunctive form of the verb. In it you will also encounterthe verb sr. : r( 'gaeldidan'(pres. stem "r,( ) , meaning "to become". In l i terary Persian this verb

alternates with the verb o": 'Soden'in essentially the same way that .,,r:i t* ( tit ,r- ,,r:u ,- , etc.)

alternates with the verb , ',, . The verb ;4:( 'gae3tan' has the same present stem as o r: r_J but uses

.::-( 'geSt' as its past stem. Compare:

The car entered the city.

same meaning as above


. J-: J+, :rl; ;*l,L - t

+rJ r+- :; ly ;--!L \

-5 ,4: rrlr J.r-iL Y

165

She was very glad to see you.



The moon rotates around the earth.

We are searching for her.

The moon rotated around the earth

same meaning as above.

We searched for her.


. r l , , lL ' . :1 i ' , l^ . i ' H O.: : r l 1 l - Iv J 9 -

. +s_S Jt-:; J+ Li_g.r:: j l 1l - o

. *.-i3 Jt*; J+ ti o.!s _rt rt - r

. - r , , : 5 . . + i , r . \ , oL

' '-:< u:-:,::+ "l. - , r . . : 5 . l , l L ; : L

. -: :S . l , lL.tr L

Main Text

, j ,9 r .

. . i L . . l - -

. :

- l o

rti i

o l l i J :

. : - . i l r .u l r - : ,

P\ l l

: ' . F

( c5 ) r : l : - l _ ;

':r- -.t!*:

( : 5 ) . . r . : , 5 : , l .

; 'r ' ::J "'-:; l-1oj l - r , ; l

. t /

(t-

. - . i6 , . o ' . l . r . : l < ,I

, l - r - 6 , < e . L

It should be noted that as main verbs ,Jri sf and ;:i-( mean "to turn" and "to rotate" as well as"to search" and "to look for". When used in this latter sense, they are used with J!: " :

Thus, in the sense of "to rotate" and "to look for," ,, + :f and .Ji-:-( cannot replace o $ .

Finally, depending on whether -.r( is the stem of g.r..r.3 or of 6r::( two past forms for each

sentence are possible:

rJt- 's&maver' is a metal urn with a spigot and an internal tube for heating water in making

tea. Samovar was introduced into Iran from Russia.

Vocabulary


beery

baryi

saemavar sazi

ferd

haraj

zlyad

delxah

xahaed daSt

meh

hala

javab

javab dadan

besiyar xub

vared gardiden

varede gerdidan

andaze

kafi

beandaze-ye kafi

parce-ye goldar

paes

electricity

electric

a samovar shop

Fard; unique

a sale

very much; excessive amount; alot

favorite

will have (see Lesson Ten)

meter (measure)

now

answer; reply

to answer

o.k.; f ine; very well

to enter

to enter a place

measurement

sufficient; enough

to the degree needed; enough

material printed with designs or flowers

then; in that case

Oi -r-ilt=

r J q ; l o u o , ' , * * LJ J J T J V -

eti _rl jt* , l -uolj"-.."- _rl .":-t, -, |_rt-, o- +t+ 6**"Q :s:-l

l . s i , a ' . L - . n L - + t { - . 1 ; _ . L - g - l J + F . g l _ 2 r . s ; " r 1 g f _ r t , : LV J

. . r r ls 6lr- )s:^ l r ; j .gJL )Jl . - O9;" .J.5 l+-

.9rti j ,.gLr-,jL- .* J-9t .r:l:-, cs. j**Q rt grLrjL*rs

st dJL- ,L- J.;S.r- ,S; -"1 .r>=+ l, ta;i ;l *S ** -n .:5 ot-(;

. . : - i l : J . t13- | t s l r l3 ,=Js )JL-

.r-ol_9o.1. 4jl-.J- .,,-t .s-.ra ,l;! C,+*t" q -1*; +'lssi '-it-.!

, ; L 3 s ' . 1 l . l . . L ' . 1 - r , r l n - . - n l . s ' - . s L , c l y < > . L ' : - r l sf ) J J r J r V J \ ) ' t v J . t r t J r

.r_r'.r .r-}t+ uf r_r, i5iS_S::A *!"i J

€- A; lJ) i J i ,+*Q . &- l , - .s y ' , l_, t* j l t -gi .gct- : -r . f

4{ ,Jt j t? U , , ,_t+_1, I ! Q; l , - - l .JS- .$:-r* _, l r t* osL- r-r l_ j ,>' e v J ' J v

. $ l - r + t + ; i

€- a-'l_._- <-: ;,**! .J-:i*$ _,ljL* -,s !L 4jl_.;; _. i,**t{

( l . n L - c , n r c ' r J * j . * 1 . ' j . n L - < . . r - L , ' - , r j t - d l n ' - " : r . JJ l > |

- ' r - J _

".-.5 ,t l;

ot-(; tô )Jl-- q J;JJ L*: ,y3- -rt=-* ":JrrJ 6 -l;,= <!l j;,-

" . 1 .5 o t ( . i L r += ,L < , , i r > r 6 :L . g9 ! e l x . ! t r c r . "=5I t - t

' l ) t J t v J

l - - '

srlj o-&_9r"s ?rk <1 <-l-.;q j r)) al iist 2nJ* n+ ;*.*t:

J r:S .,- ot-(; .9st1j .9br3L- q i,**ti d::3:sL- r. ..sr5 6

t€ ,JJ-)+4 ,ist JJL- -ll C,**Q Jru .J.l''ia yJ5 ui:+;-.1"* -l:

J i l . - i - * j < i l n - . l S l " l - l . + i l n - E J n . , - . ^ , i n . i < - . L c , o J r iJ J t ? r J I l ' t J r

. l - . i t _ S , c o i l . U l c , n | . . . ^ r J * ! r - r - r l * i . - . 5 l . , c l < - . Lv J r l J v J v J t J \ 7 J v r r r

J: &: j r lJS A ?_. , ! 4 : r : - : $ l : -=. < j l : ; i .<* l t r ! .s r l r ;

.g- | olrJ J*i

)f

t;it ,sJ Ja-

-#| . :.w

c.;-

l ( Is,*'

I! i s

Bashiri r66

sabr

sabr kardan

kif

tenha

saext

modkel

detolw

patience

to wait; to delay action

wallet; purse

alone

difficult; hard (substance)

difficult

how; what kind?

' l ' , l t

161 Main Text

i. . . t r > i J I r

c lr t 9 . > . J * t )

. TQ '

. ir)

7 l:+J5 6 sl -. * cf l, C**! 4jl-.r,- ui-.

flr, ,g, Jr .r-i is- f.iF "!1i t_r! al ,l c-

, ; l i . ^ - i l - " r t L d r J . r < - i l o - ' . 1 ' , * Ltr), J (J J r J t l> ? J v-

" ! . - a - l . - 9 5 , c + : . L

. f l . , l -u Jx ul ,sltn .. tK ,.s o;l .r, l t u . . , e " : . U n ( . - t u l o ' -. v r f l , J J t

I L:i ct ' o-ltt lJ i/*.- qx C . ( t ( . l ! , l; . - J r q 5 . 2 $ | q > s e J

t J t t v t

" ' f - r . : ! JX 6:$ -o l : -x * [ t+ c l r - r l+ ' " : ra

-L* - l - * +! l -o; -

, ' i j : c { 7 L ; - l , ; - i L i . i l s r - , c j " : + 5 , * . ! l l r , o + C r * * ( *J . g - |

J J t \ ) J J t

qt-: .l-5 "t3.; 4 ci *Q +" I jS )?- ,S . &*: -[ti .+

" . ^ . } ! { i i l s 5 i J . e r : , l r - , + L ( € r r l $ l < - ,|

. | - v J v J r l )

. ri l* l_, .r-: Qr; t-: .\;fu oLK; ,uS .9r: c.?*- ti

. tC-{-e-Lt)-t

:J:i+ =ls+ -t:; 6t4Jty*t Gtl

\i :;y -1l;! I ->s,r.l ,+Ll .r:-L: l_:- \

i r : 5 , l 5 - $ l - , - , . * L : " r , c l l - , r L - , . : It 9

! :-1; _.11_.1L c J.tr-|.: lr .r."lr- u- dlJJ- lj= I

' l $r_* , lr t s . :L- - lul ; .r- Qi l-* t

\l :r-.r rs' cirr .tr! q *: tgl:r cr.:-l': o

\ al G5 .,itt "l_r! '1

! : ; l , , jJ l lSJ: !9 ?r! Jlr u- clr- t i v

! s_.11: .:-3: l, .51 .;;! jJA- .jlJJ- n

i r . . ( - o . . * L o < l l . - \I

* : rs ,d rK+ *r=-L r '

2. Identify all instances of the subjunctive. Underline both the subjunctive auxiliary and the mainverb. Then draw a line from the auxiliary to the main verb. brample:

. :t;r ,:ljLr ":t+ Cr:-Q _'_l;-l-E____:-

3. Reuryite the readingfirst in the words of Yasamin and then in the words of Parvane.

4. Transform all tenses in the reading into simple past tense and hand in to your instructor. The'held'reading begins with this sentence:

". .:ij# -rl-t!r .+tr J+-Q jt-,:: "

5. Write a paragraph describing a shopping excursiorl

6. T[anslate into Persian:

1. It is possible that his wife may cook some Iranian food for us.2. It is necessary that you take this child to the doctor.3. It is better that the child not eat those bad apples.4. He did not want us to buy those flowers for his mother.5. Is she able to return from the hospital alone?

Bashiri 168

6. Who wanted to read those books?7. Perhaps they may not attend (go to) their Persian lesson.8. It is possible (that) your brother may have that book.9. She may be at your house.

10. It is possible that they may not like Iranian food.11. We are not obliged to ride this car to Isfahan.12. You must have all that money tomorrow morning.13. It is possible that he is at his office.14. I don't know how I could eat that apple.15. Were you able to read those difficult books?

1 In the following, the asterisk marks the incorrect form. It should also be noted again that thesubject of the sentence may have been omitted from the beginning of the sentence. In that case andin the absence of any other introductory elements such as the adverbs of time, the subjunctiveauxiliary appears as the first word ofthe sentence.

2 This prefix is always stressed and is always written as part of the verbal form.

3 Cf., the imperative, pp.I23-L24.

4 Note that when a subjunctive auxiliary that conjugates is used in a sentence, both it and the mainverb are corlugated in full. See also note (1) above, about the possibility of the subject having beenomitted.

5 "r"-

'hodud'is the plural of .r- 'hedd' "limit". It is one of a number of Arabic broken plurals thathave entered Persian in their original Arabic form. The following list includes a number of othersuch broken plurals. It is advisable to memorize these forms as part of the vocabulary of this lesson:

singular

-15

c-iJ

iJl

,J"J

-li

*

€-J

y b

':'J$

broken plural

.=-5 kotob

.:G-11 owqat

i l j l l etraf

p* 'o lum

,l-t..) vozara'

.:,[J loqat

l),a So'ara

. : l f l 'a ' rab

a glassful (amount) of water

a glass (container) for water

m e a n l n g

books

time(s)

sides, directions

,J-l;-ll asxas persons

.rL.ri moqaddamat preliminaries

All the broken plurals used in this text are cited in

6 A distinction must be made between the following:

.rI olrJ .J:

=l , i l{ *

7 Note that Mr. Shahsavan's friend is using the moreplural ending instead ofthe singular.

scrences

ministers (govt.)

words

poets

Arabs

the Persian-English section of the Glossary.

polite form of the command by adding the

169 Main Text

ComprehensionRead the following passage carefully. Write out the answers to the questions that follow the

passage and hand in to your instructor. Make sure that your answers are complete:

,s-r' ,g:t"13 ..r-u.-ir gt# 4{ t' t* .ir"l-l- -l i,3* -r-r-xr

r l L{J f . r -u j r t+ , i . * rbr t i , " * t - t . i l ,+ i . " r , o- -Jr r -e Ot{+4{ lJ kJK of .u:*les*. t+i ."jr=* # t

"+ s,-j}B ,t .u:--lg

. r-:a + gt-irsL

oi ukK o,* .rr::x J3 err.it5 ,i ;t .i_,,.l*-i s u':*.orl .sk5 ..x-ir r(;s e:_# 4 q t+l ."_rr olj ,J=t ,*rr;13, > _ J I - t r : . ! + J . >

" [ 3 U * W f . . : - - ; l ; r l - . = : -

" F , * t #

dta + " , *i( -r .-rS ot3 QK oi q ;Lirsl ..H:Srr ;L: c(;,

l , kKo;l cr . +1 u- *-1t , ]* i # : l o^ .1.:,K::. . f , fx) '

. l - , l J & r 3 s " [ -

.r=a + :ls+ ,t, uQJttt*, 'uLl

S J-ijr l-S t ;rrl; , .; \

! r u j ) L } j f q C , J r 1 L t Q f r

\ :_; GS urt;*6 - r

*rS ,tS" o-r# gir: .r::-l; .r Wi L

! 'r.o.r, ,55 t l; kK of -u:-l; er Wl - o

i .u . r - , ; tS . - : . ;K . . . i i l L ; i l * -1v I , ,

S l;ir +S q Jrl ,rr# jl .r..r - v

s JjrJ ,$ pr" .rir-S ,: lgi a

t ,:. ,A p-r, .rir;K .skK - r

S J o kK o+J j l -r-: ;,Li,r:L - r '

Vocabularv


davidan

feerar karden

baqban

ab dadaen

reqsiden

a3na kaerden

xod'avezi gereltan

boridan

kard

otaq

sa5yad

sir

tofeng

kodtan

z1.t

soja'at

Sekest dadan

mohabbat

saexti

morwarid / mowari

xelij-e fars

nazdiki

ehtiyat

gal&

esb

drn'bin

zahmaet

nur

cubpelastik

bir-rm kardan

yax

yexCal

orupa

zayende rud

kihunetr

ta hala

Lesson Ten

to run; to jog

to run away; to escape

gardener

to water; to irrigate

to dance

to acquaint

self

to mistake one for another

to cut

knife

room

hunter

l i on

gun; rif le

to kill

force; strength

bravery

to defeat

k indness

difficulty

pearl

Persian Gulf

vicinity

caution; care

garage

horse

binocular; camera

trouble

l ight

wood

plast ic

to kick out

ice

refrigerator

Europe

the Zayandeh river in Isfahan

kilometer

so far; until now

( . : l . ' . - r . . :

(o5) oJJsrti

. . . 1 r L

( o 5 ) p : l : - i

( u.jr) oJ:'-j-.t(J;)

oJ; uil

JF

( -.3) .-rr S ), ae r

( : , ) or: :. r <J J 9

- l l | / - l - l

u * ' u " '

" 1 , ^

.(:;:t . ( r - - , (.\J- \J*

sss

& s( o : I g s l : . - -

( - . 1 .

'=t-'

..'3"

, < . l . - / r - . l . *

. - ,Li o-L

' l - : !e - J

! r , ; I, t t () ' ) "* l

r'':-t )J J

g - j

-),s t 5

-l-.:-- I-

'o5' o.J or-*

G

, lL-i''

t l

:1-., o.t-i l-.1

- r <,f Je

\ [ t -

t 7 l Main Text

dafe

bar

p€ewaz kardan

Sostan

a'ine

salhe

yad amadan

tala

Sohrat

ketabdar

mar

pasban

kalifornia

teren

parti

mehmani

qom

mohemm

barda3tan

me'ni

loqat

sar-e pa

istgah-e otobus

saheb / saheb

sahabxane

time (as in once, twice)

S&m€ €IS ei:

to fly

to wash

mi r ro r

record (music); page (book)

to recallgold

fame

librarian

snake

pol iceman

California

train

party

get-together

Qom, city south of Tehran

important

to pick up;to take

mean ing

word

standing

bus stop

owner

I andlord

q!.:

. U

( . 5 t . . s 5 i l . -v v J

I r l' t - ' \ J *

.s.k

rir ,,r.. i :!

)rl

sit,

r . r - aJ r * w

J L

. . L -Lv .

| . t t a?J-':J u

. . . j

' - J ' !

c/t{-

^jI

N.t r l : r , l g: - .11: ; r

. ; su

e-U

\' '-- r t ( - |

o . l - y | ' g r r g - j I

: . -G

.i L:* L-

Days of the Week

Sanbe

yeksanbe

dodanbe

se saenbe

dahar Senbe

penj Sanbe

jom'e t

Saturday

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

, . . .

q j : r

.::jl -

" . 6 t , ^

G!:5r

Bashiri 172

The Sentence: An OverviewWe are already familiar with most of the elements that constitute the Persian sentence. The

subject appears at the beginning, the direct object (definite as well as indefinite) follows the subject.The definite direct object is marked with the postposition t, 'ra'. The verb appears at the end.

Examples:

I (will) buy that carpet.

She sells carpets.

This lesson deals with the noun phrase and its various functions in re.lation to the verb. As soonas we have mastered these functions and relations, we wil l be able to use phrases that begin with t

"wi th (a person or th ing)" , r . : "at l in" , ; l " f rom" and.? " to, in the d i rect ion of 'correct ly . These

prepositional phrases, discussed below under the general rubric of indirect object, are treated underthe subcategories of instrumental/comitative, locative, source, and goal. The diagram that followsil lustrates the placement of these phrases in the sentence in relation to the verb:

v e r b p h r e s e n o u n p h r o s e

o b j e c t

s u b j .

s 0 u r c e l o c i n s t . / c o m . U t r I

o_;r. _.11 ;lr1t .,: O*5t t? lJ

I'l

I

. lr:r.. lr JG .li ir.

. r:,r)+ JG rl

verb

L ; J

Let us briefly consider the "theater of operation" of this sentence. It consists of two parts. Thenominal which deals with "things" and the verbal which deals with "action". The sentence breaksdown as follows:

i n d i r e c t d i r e c t

t73 Main Text

nominal part: dljy ar& )l )l-". .,s g-JL l* l., L;-, .,,-verbal part: l"j"r

Although seemingly detached on the surface, the verb is in full control of the various nounphrases to its right. The noun phrases fall into different categories and subcategories according towhich arrangement they function in the sentence. These include the subject, the object affecteddirectly by the subject as well as ancil lary concerns l ike the instrument used, the place where theaction takes place, and the temporal and locational dimensions of the action, concerns which definethe "shape" of the action.

The sentence above, for instance, indicates that a subject (g. ) affected a person (u;, ) by moving

h i m ( , . " _ , a ) w i t h a n i n s t r u m e n t ( o * : u t r ) a t a k n o w n l o c a t i o n ( ; l r - - , " ) f r o m o n e p l a c e ( - : ! ; l ) t o

another (ct+ ). Using this pattern, an infinite number of sentences can be generated. Shorter, less

informative sentences can be generated by leaving some of the elements of the indirect object categoryout. And, indeed, this is what happens in real speech; the sentences of language are not always ascomplete as the sentence above. Besides the subject, object and verb, they may also contain one or twoof the members of the indirect object category. Here are some variations. Note that the verb ,.:r, "to

carry, bo take away" requires a definite direct object.

I took (i.e., carried away) Reza. l.: l-r G-, .rI took Reza from school. lr/ arr- , l l , [, ;.I took Reza to school. f r/ arr. .r l-, f , .rI took Reza from school (to) home. . lU .jEv u.,-r.. ,t t, s, .,-In Shiraz, I took Reza home from school. . 1J_y o,r. rl j l ,. i _;: l; L-; ;-

A Note of Caution

Although quite systematic, the arrangement for the placement of the elements of the sentencesuggested above is a logical understanding of the way Persians form their sentences. It is, however,not the only way. Like in English, in Persian, too, stylistic variations exist. For stylistic reasons, forinstance, one might put the goal before the source or the locative before the direct object.

At this stage of learning the language, however, the arrangement introduced above and dis-cussed in detail below, provides a model whereby the structures and the vocabulary you have mas-tered can be placed in a reasonably good order. In fact, this model will not only enable you to formnew sentences, but more importantly, it will give you confidence that your sentences are well formed.Later, when you read literature, you will learn to move the components of the sentence about to sat-isfy stylistic requirements.

The Elements of the SentenceSubject

The subject is the topic of discussion; it is the instigator or the performer of the action of the verb.When mentioned, the subject noun phrase is the first noun phrase in the sentence and it is alwaysunmarked. In the following examples, the subject noun phrases are underlined:


. J r s , l , L ' . ' *

. t r + * a- r ; r - ( - .J . r ; , -U tc i

I

r : J \ . . +

Bashiri t74

. ! l . L ( t - ( |& ( g ' . . . . ' . u ( J

O d l

' ' ( ' a " I . . 1 . s L i - . t i - L -rt -J Jtr-

- r - - i l . . ' , 1 - l L r - s - . l i L . < . t . 5 . c + r !J V J -

As is apparent, the subject is not necessarily a one-word noun. It is a phrase and, as such, can bemodified with an ezafe, ezafe chains and .5 -clauses. (See Lessons Seven and Twelve.)

Direct Object

We have already seen the direct object at work. The direct object experiences the outcome of theaction performed by the subject. If a specific object is involved, the postposition t, is added to the noun

or noun phrase functioning as the definite direct object of the verb. In the formation of the sentence,the (direct) object is the second member of the chain from the subject to the verb. Thus, if the subjectis mentioned, the next noun phrase marked--or unmarked in the case of the indefinite--is the directobject. Noun phrases dealing with location, source, goal, etc. are marked for those functions (seebelow). In the following examples, noun phrases representing the direct object are underlined:


' F + F J G ( L l

J.;.rir' lr oLi-:kJB (QIl

.r5- .:*- l, b:r5t: :!_: r.r-;r

: l : ; p | 9 . , l 1 . - - h 5 p 1 : l r ,

: l : - l l , Lq .9q:j .sL($ otrt?

. -JiiJ j 3l l_, c.-:l: -1i F *l .S tU5 tUtt -

,lrr;.* =F =k5 . lalr;5 6ri =U-S tglt

It should be noted again that, l ike the subject, the object both in its definite and in its indefinitemodes, is a noun phrase. And that as such it can be a single noun (.1u), a simple ezafe construction

( a q . . r W ) , o r a n o u n m o d i f i e d b y a . S - c l a u s e ( ; j l . r - ; _ r - G - ; . 5 ) . I n t h e c a s e o f t h e l a t t e r , t h e

definite object marker t-, is preferred after the .5 -clause.

The Comitative and the Instrumental

a. The Comitativc

Comitative refers to the fact that in the performance of an action, the subject has been ac-companied by another person. Comitativity is almost always associated with the animate form of thenoun. The noun phrase to be used comitatively is prefixed with t "with".


J - d r . : 9 J r- r o| .1,.

175 Main Text

Structurally, if a direct object is present, the comitative follows the object. Example:

, . s , 5 c : i , . , L L l . : l , , l - c rr e

r-rr OLr! ,lrF lr l, u^ ,l

.grrS .r-y oE-r- fL- ! l: ar- L-:

b. The Instrumental

The instrumental is used to express the fact that an instrument has been employed in theperformance of the action indicated by the verb. Instrumentality is almost always associated with theinanimate form of the noun. The noun phrase to be used as instrument is prefixed with theinstrument marker u "with".

The animate/inanimate factor alone decides whether a noun phrase preceded by u is used

comitatively or instrumentally.In the sentence, the instrumental--the first member of the indirect object group--is used after the

direct object. (See illustration, above.)


. r - - : . 6 t l . L ' . . u bJ V L )

S ' . i - i1 ' ! c . - - : L l - -U Of E l - -

r_.1-1i $*11 e J*:.-il lr l_, * .,J .1.

s . lr,i Li.:-r ;: .5 .ri* U t,

Abstract nouns are treated in the same way. Compare:

.J _,f;, -, dJ ,,t,, I ls L .gQy -:;:

. .r,.:1.: .:.. (; .:rl$, L lr Jl L-:

Locative

Locative indicates the general location at which an event takes place, or where an object or personexists. The noun phrase to be used as locative is prefrxed with the.locative marker ,: "in/at".

As the second member of the indirect object group, the locative follows the comitative/ instrumen-tal (i.e., when they are used) and, therefore, after the direct object.


. ru-lrt rljlr -.,: .':*- l.r l-, kiJU kjf

. p: $ l .r-- . . ,U n=,tr,rS;r l ; .r-r l3r- ;r ,- l ;r-- | v t g -

. "J J',!

" o u" yr,< ,' f -O L lr o+L r;:l; '

* ; , r : r j ,L: dt , i J2:_; "Sd; l ; l r ; r ' lq j . ; ,J j dL [ . l j , ,L .* - t :

I

c..15

' , . : .55t-:* . :-s-r: .rS-rt Jr Oi{)Jr t l , * * l OLL

Bashiri 176

. . ! l i i l r + J r r , : s : L j r . - j q l - , t i s r l

. F l ; e : -^ $ ( .+ . ; l_ r l+ .gy 'k 5 . . r " * - ; : ; kaLr ; : l -1 t r L

: - (* ; .^(- r ; ' . , ' , ! . <L .s .L5 , r . i , r -9 v J |

s_pr_.,s- .,,.=II*l o, ,.Source

Source refers to the beginning of an action or to the origin of a thing. The noun phrase used assource is prefixed with the source marker ;l "from, made of'. In the structure of the sentence,

source follows the locative.


$: -:ljl* jl ;-

r r . r . . ; l l , ; l e , : L

a i L l , e ' L s l . -

. ^J - * i . ' * . l ' .1 -| - - |

. r j i ,S L , l , l ; t r i l r t ( . 16 (S i

r iL- - l ; - l - i l , e i l ' * .p l

"t' Or-::": .itj"r*i jl :lr*.b ,: l, ,.r;. ;!-!

i"*.jrs; , l ) l l , otrrQx lr-: k

i e-l tLrs "lrl

I tns ;l L: ,:5r

Goal

Goal refers to the destination ofthe action. The noun phrase to be used as goal is prefixed with thegoal marker.{ "to, in the direction of'. Often b "up to" is used to indicate extent. Thus b;l E t;^:t ; l

means "from this place up to that place".In sequence, as the last member of the indirect object group, goal precedes the main verb of the

sentence.


r i . L . . l o L ; ,

s : r , 6 - r - l I l , :E- l

. li

r-x je-l -,l jlr q r l': r .: - - i l+ l-, (*:i G

r- .? rJ_: "+ l r jL: - ! ot { ; - l ; r \5JE t? l r u: : l r . ;1 ;J :

! $ .l5 A.: c glr,q,, ,: ,+.l1:+. Qi

When both source and goal are used, the source occurs first:

l s J r r , l ' , L i l * . . . ] l L l , i - b s

glj t- Li Jt ;l slr:- _rl

' J-Y

! , ! 5 - . 5 ^ i . i s . L ' . 1 . l i L . r r L iI r J I r t

q - l

L i

ol, -;.3{5 '.+ jl --i l; ;Qi-l ,l

17l Main Text

The Perfect Tenses

Perfect tenses are formed with the help of the past participle of the desired verb and an appropri-ate tense of;r"ra

The Past Participle

The past participle of simple verbs is formed by adding . '6(h)' (always stressed) to the past stem.

Thus the past participle of i,.rr is o:ra and the past participle of ;-s, is .l:, . Compare:

meaning

eaten

seen

recognized

given

written

sent

become

brought

come

cut

For compound

mean ing

played

thought

listened

spoken

past participle

D J J F

o + J

o: l . :

o:L:- ;-i

o J-i

o :_ .1g1

o. r -1

o+J.a

past participle

o. : 5 , . ' ,L

.r-5 rS

":l: ,,l-15

o:; j_.;

past stem

J-lJ-

! J

- . 1 . .

: l :

: l - - J

ts- t I

.r.. i

+r:

infinit ive

. . J . ;

. . , ! J

g : l :

v-v

;,,:L:- rr

. , : , . i

, T

. . ' * | c r - l r . i , : r -

. p r f 5 J L : ! l Q , : l L . S , : L

. -ur,, €^--:J lQ : lx: Cs:

in f in i t ive

,rj .t-tl':

J); rS

g: l : ; JS

" ,rJ j

j l

past participle follows the noun

verbs the past participial marker " 'eh' is added to the verbal elemerlt. Compare:

The past pafticiple can be used as an adjective. In this usage, thethat it modifies:

past stem

"J .s-,lrr J ) >

:lr ;;5Jj j-P

., <..".. J ,...-

o \ 1a l_1i :_.;

broken chair

s leeping man

With the v€rb ;,:y , the past participle indicates a state. Example:

The man is sleeping.

We were standing on the shore of the sea.

They were sitting on the wall of the garden.

Indeed, the present and past perfect forms of the verb are formed by using the past participle andthe verb gs' Compare the formation and the meaning of these tenses with the statement made

above about describing a state.

Bashiri

Present Perfect

The present perfect is formed by combining the past participle with the present indicative of g.:; :

xorde-am I have eaten ;l o.:.,1i

.91 a:-;;:,

.:- | o s.;-p

In the case ofthe subjunctive, the present subjunctive of g.r,

(that) I may have eaten ,--ltr o:;r-

. - . !L os . . - i ,I

,t-3! o:-,-;i

r78

p l o s . . !t -

.r. I o:.,1r

.til o.:-;-f,

is used.

^- - !L o : , . !t '

,q-iL o:;_f

,u.i ! o.:;;-

The present perfect is used to express an action which started in the past, but the effect of which issti l l visible or present. For instance, the person with the receiver in his/her hand says:

So far, I have called him/her three times ,.1 ,:J +s _rl o ;L o )L E

The adverbs 3,r:o "sti l l , yet" and !t-E "so far, unti l now" are frequently used with tl.re present

perfect.


. ,.l ":J os -rl 9 (ui:) ,l - u-. .:-l c-:ri uL;-,l_1-6.! ,: ;l ,:l;ti q _r_rd _rl

\ .q l " :J . :6 ) - l ; (5 ; l i g t i i J i ( j ' t - : Q l

. .: .l <.:-rri .irK-<r lr u:l {rB *-,r ;*

! . l : l cLr; ;rE o; l . C ;-1"u U l-?

. .: .l r:!, ,6 . t- * J-,K f B ,-..,-

. $l c--5 -* -r t-, .SQL9 .9 *

. e : 5 c t ! - r 4 : h - l l ; - * . - L 1 :

Past Perfect

The past perfect is formed by combining the past pafi iciple with the past tense of ;:_7 i

xorde budem I had eaten . J p r J r i

. a : d 5 J r . 5

J y I J J F

p l s r l r + :

J . J t o r J F

. ! i J ' oJJJ :

The past perfect expresses an action that had started and ended before another (past) actionbegan. ur;r "when" and ,l ,r* "before" are used quite frequently with the past perfect.

Study the following sentences

. ,.:; o:J o$ rl o q!: s ,j- . r; ;tr ,:r- sl GJsrt ' . : : ; ' l u[ , l **+: ; : ,) l osl; ] ts, .rp t l .Fr; es ,t t* L .E-r

S + . - r " rJ . rG) . - o l - , : l -+ : ; l - r5 ,s l , . - -G .e t l l , ; [ i l ' - :J 9

. p r r ? 5 r r5 ; : 6 ) l - . l , n : b ; - L ' - ' r p ' : r

r i t r . . ,_ _ t - r , l

t79 Main Text

. F:rr ciy e--.:J.* jrr S:slx s O. L-! d/r.f ;l uLii

. sr d-.r ,6 - q -:Xlr ,-r-r-l jl .F:f rf C fB f-*

. $s.1a l:*-5 F_ r- 4.. t+L+ f* r--l FI q L ,,li-r. :y o.:lr rl k_ >- .-U 65 -SrS \gtii dt{,. :i

. :y o:J -rl-r, .r-:!_ c/r-i 3l ,F .j.

Written/Formal Future

a. Simple Verbs:

To form this tense, coqiugate the auxiliary verb o:-l; before the past stem of the desired verb.Here is the written/formal coqjugation of the verb i/:iJ "to go":

xaham raft I will go $, ptr e.i,1 ,.9tp$, efl* c..i, "r.rl;.:i., sl; e.i, .url;

negative:

naxaham raft I will not go $; Pl rs

b. Compound Verbs:

In the case of the compound verbs, the auxiliary splits the compound and is conjugated betweenthe nominal and the verbal parts of the verb. For verbs like 9::S . that include a preverb, the same

principle holds. The preverb is treated like a noun forming a compound. Examples:

telefon xaham krerd I will telephone sJ ,rtr- o;J srS ,.ot;, ;;l;srS .,rl_p dl; rJ ',^l; Oil;:rS .iel; Or1: :J .r.rl; C,iX

negative:

telefon nexaham kerd I will not telephone sJ pl;; ,;tE

bar xaham gaSt I will return e-:3 plr . *-:3 a..l; ,c.-:S .rrl; ,a c.-.:3 .r..1; ,1c.:3 .i.l; ,1 c.-.:3 .i-l; ,1

negative

bar naxaham gast I will not return -;3 pt;; ,

Study the following sent€nces:

. . . ,5 f lr . ! tL ; l -& ir l+i- l 3l oy; l Q er l :r . i

. sJ .rrl; )ltst - .>cL,,s- l+l .SL=;l,r. c..i, "uelr;; ,lr-+:+ ,!t4lr': , 1l

| .-*.'.i ,\.lr- Cr c.dJs r{ l.., lr u0 JI ,,! t*

. *":S .ulr:;; u-t-L!r e rl

Bashiri r80

Conjunctions

We are already familiar with the conjunction , "and". The Persian equivalent of "either... or" is:

t i . . . t i . . . . 2

Stu{v the following sent€noes:. -rr-. q ! -u:!-;- OtjoL .iLi, q ti k-:I

. ^.:- . : .r . L r-:L l ; . .-r- L . i-L s- . . . iJ V

. ,5, Q .:-l ,Lr-r- Q ..,l:-r, ,;

The equivalent of "neither...nor" is c ... d ...

Stu{v the following sentenses:. JL {. d ,l::i-* CL+t dti o C tgi

. f = , * . j S U € E s ; { d : . , p g i

. -S . - r tS O l r " l y r l . , . , : . Jb - J - d . : | - ;S : . i u : : - J J C / j

The equivalent of "both...and" ir t ... f ...3

Stu{y the following serrterrces:

. 't- ,6 tJ ,: ,..,1r.- f f=-L+ l., j 1 L. t.:h,- ,

F^: /- ,.r c.--l L;-: ,* ,.r .- o1. r : S . p . - l : , t r . . ; 6 p _ r l o J

Exceptions to a fact are introduced by .;, "but".

Stu{y the following senterrces:

+i .,J "rt!F f: f lr- ;l J, :rl: e.-1s .$ l, p,:.lir-:..:r- L Jr "J

c---;: .9L U 6l)t )l. rr"r; .:l_r+ rl J: f:-.<-y d -U jl c L

'j,-Jsil. Thanslate the following sentences into English:

. r r $ . t o l : - . ; . i . 9 1 . ; l s , - r s 5 , j : l " r -

+ t i - t

' F5 ,# l4;i .9 cE q ob-:* -.;.r: ;l f?l*r- r

. .uS.:[ iL dL1a oi , j . ] l : gt+t r lr- 1t. ; .r :r l ;- r

. :-1i g:ls r".,s J;:. ;;; .tS:;l: _.," ,.(1.: JL .i1t-: - r

. .r::-x .,JU q c.-l ,q, , rr-xi $"i c .Jrr..rl O;1 o

. ps $ -+-p .,r*=J3l q dlt ;l irL3*l-x l, .:6 i/I srr oS- - r

S$: l * 116 Of q l r OIJTLI r l l_ - rs . r ;13 : * . gEr : l ra QI - v

., . ,r l .g sl I ls * -r i Orl LJ 112- r ' r :{ i - A

.t ' ,r ,r :- :-r l l t : i Oi 6.Sr-r;* q -: ! . u? fJr l+. - 1

. sr_r- olS.^,;l.q o:L- e.-l 6L:.i1 &:trr1, \.

.11 o : -1S . :6L 1 l t t -& . L +( c . - l oL . - . l r tF - t ,

. .:.ir- -sc-l ,hSr Qs -1 -:--!1.r.-r, l, .,16 l.,4l ;l r.r - ty

. J-ilr uLi.L; * .,ljQ r k,(:t , tr o;l:l jr-rl f{- ,$ - tr

1 8 1 Main Text

. .trrli o:L: :l Li r-E;. .r+- g_r-x:-,: r5ls 111 .r., 1î - tr

+rJi- Jrplr el . :1c: +tJ L. i , . :5*. j - . ;L: . : . ,11:11 ,.y+ - \o

l.u.r, . . .1j-; - . i FLJ.:! c.- l . .S- l ,-- .- ^l .rS "r-. ; l ,r-- Li - rrt - - |

. frrr. C.+t ; .(1:.9lr l .rr .9s j l , "r{rb d/. - rv

. ,$-r4 t+"i q o-r, (. l-, d..!9, e--ilr'u c.-.1,1r; Jrp .,rK U o;l r;l 11 g,+ rA

. " :5 -

.6 JL ,b . : . i . : . . .1 ,s ^ r ; iw arJ r ^ r , r -L t1- v - l

€*-+ + .Qj .:$ o,Jl - rQ: .:-4! <; c.--l -; r(:-., Jr; d, r.

. c . - - l . . : J r l rs -1c ! l : r1 l t Jb l r .g td4 ; l , ) : ' , l r r J - - Y \

i .g:_2 orJ ,l; 'r-! ,+J uAi.* l-* rr

2. Translate the following sentenoes into English. Wherever possible, identify the function of thephrases involved:

. :r, ol3.:;1,r, ,l::.ir -:l Ok;-l -;r ;*rt t? lr ,.*+ -rJi \

. .:;1 ;5: ,l-1; c .,.Jtr 1., lr ul2lr.;1 f r, r

! J-rl"=. F,-qS t+ t' lr Jlj{/ jl +lr:- L: t i - r

.-r, ol, o:L- rC r l t ."1 rk" E c"- .-- i , . :cL r l I

| +q '--y ,". l rr , or-1.1.15 ; l l ; r 'y.- l , ' ; r .9b o-1* gi o9

J J

. Jr",; cf "iylr-

.'-rl, /- ;l l, e;- .Skd Oi cr-- 1

. Jr orl3 LrJr ul1; jt-; si l-t €-*.:"r 19 ci- E t1l ,l v

. $-x i_r- gL! o_;Q-): r-i $lJ+l-, kk.s ol Jrl ''-:- l+:- A

Sq:; jr+ *6 oi, . j o;[r_:J , l+Li t* +"r+ dl+kJ ,r . .r :- ! .1 lr+ 1

. r i : ' , :r5; ib ; l q ",1;!

, l " i - :b.- "tp

*L .r. ; - r .

. , . . :y osb-ri , l =! ; ; _.,1 L"; l f I l - , : l r \

S.q*S ,t r:6 c,.-l t l, J|3;1 1l ,r5_r: JiolJ-i-- \r

. rrS"- ,Jsr.rrt , a: l rUS r, . ,$t ' .goj l- ! - . l : ks ,rr* rr

. c - * l o .u : r : : k : r : , l & ,Sdt jy t jS- , : l - , , t ;5 Cd l f -1 - \ t

. ^ j i , . ' j . - : . ! l . * ; l - l . 1 1 4 J $ : - . a { - i - : . . : i . . r o| - -:-y o:J g6t- L .9. j [- - . , : l_.r &-^:.r-=,, ; : :- f .gdlr.-L. - \ '1

. :_y o:l: eF-,+ l;L ty. <:!J}ij si.:-t+ lj u:q-rL _rl tv

c.-l o:J ..+-:, 6-rl+ 6ts )l lr J<j-- .9tgk5 Ojl "irolF

rA

. :-1, o:f r ;L- gl-:-_rxt, J::rr drr Ol;- l c r l i r? r l 11

. -- l C .g o;!;s l- l r*. J.1 l l "+Jj l , 1", oi ;r - Y.

.F"rSf i :* ! : , : l .9 o-:! , : : r l# u- . i i i ,1L5 ,: t4^.: Yr

. g:L:-tr.. sl Cl:t J r5+r-f ,5k5 :; ;g YY

. r:o$ Ok+-f -rrl,x <r lr JS:- 16.r. I c.-l ,:6,, YY

. t"S"J LL: rro .gt:-rr; : - l i l .gj _r br,-. ,5--: !L I !

. - lo ' . :F . . ' - : ; ! . ske lS l r ; i l , * j l .+ t i dL ! l - . : i J a i . ro

3. Transforrn the following,^" ... p sentences into c ... .-; sentences. Example:

. ; l " : l ;E r l - F :J S : , l , l 1 L

. ; l . . : l ; (- : , j l .r Fr; r fui _rl ; l c L

. c*l o:J Cr^1, f c.- | c,9; uU I - \

. r -2 o :5 u+,J 6s : C l j O i a :y o r ; l ;S l j ' t j 5 n i . \

. &ij s Ssst .9 dli s? ,.r c.--l .+>' ol_5 JS *f 1 - r

c . - - l o , r i L . i l c . - l ,5 .6 t5 - t : L , . r= r ! _ ; :1 . : - l o :y gUi ; r , . r t

Bashiri

. f .r-:t=. ) isl.1i .-1: ;r .:--l ..Er .:5U p - o. a*::t- d =F 1.2 ;,1 S;s- f fi.r .tJ J";: :ti o(.1:,.r L - r

. oL, d(i : o&L ;l ,.r .r..i t'- ob;r. jl p gr _ v. lJ.jl.;Jj. .r- P .51 o:r1i 1.., brL g;* p i - A

. ..95!j olrL p .ui 6 .5sQ; .-l-x f j-r-r o[ - \. r,'-<=. <.+,i :5 .:! p r-:r.:*. =6 .fi ,.r srlr -1l - r.

4 Wherever possible, transform ft"f. - p sentences above to Li .- 1.. sentences. &ample:

. ;l .:l;ti :l f. f sJ 3:; 11 3l ,..r L. ;l .:l;ti :l Q r*sJ 3:; ,l ,l Q L

6. Renlace p .- p in tJre above exencise with J' and make appropriate a{iustments. Example:

. ;l .:t;t-i jt f. f*:J 3; .1l ;t p L.F'r$ f:: ;t .rl;ti ;l Jr 6.15 ,3s _rl ;l U

6. Tharnlate the following sentences into Persian:

1. To which (one) of these families does that beautiful garden belong?2. Whom did they take to the bus station yesterday afternoon?3. When did the man who bought your carpet escape from the city?4. Why do all these people spend their money on beer?5. How many of your friends liked your new umbrella?6. Where did you find all those beautiful trees?7. How much was the price of this old samovar?8. How did you and your father return to this small village?9. How did you open the door ofthat refrigerator?

10. What a beautiful day! I am going to go to the seashore.11. Both my brother and I like Iranian food very much.12. Neither I nor my sister went to that party.13. I will either fly (go by plane) to California or ride the train.14. I don't like either him or his family.15. I like his wife, but I don't like his sister at all.

ReadingsBefore the advent ofthe radio and television in Iran, visiting neighbors and colleagues constituted

a forum in which to discuss and learn about the goingson in the community. This forum also servedas a pastime and the "get-togethers," later, gave way to the more Western form of entertainment, theparty ( ,r rk ).

This lesson has three readings on the subject of o;t^1- "get-together". Each reading, as usual,

begins with grammatical and cultural points and with vocabulary.

Reading I

The word o';. means "taste". The prefixes t'. "with" and ,5: "without" along with other forms like

;; "pleasant" and -i-1 "bad, unpleasant" may be added to modify this form. Many compounds like.i dF "good tastinE", o'? r.; "bad tasting", .; .,. "tasteless", and .3- l. "tasty" as well as forms like

.i|'.: .irr, etc., are formed in this way. (For a discussion of prefixes and suffixes, see Lesson Eleven.)

t82

183 Main Text

Vocabulary


tazeh

tazegi

moBkel kaerdan

hatta

now'

mahi-ye sorx kardeh

lubiya

lubiya polo

Seb-e jom'e

faravan

qebul kerdan

baenaberin

pezira'i kerdan

nerr-tiSavaed

zeyraeb

ba'd

te'arof

fresh, recently

recent)y

to make difficult

even

kind; sort

fried fish

string bean

string beans with rice

Thursday (lit., eve of Friday) a

plenty; ample

to accept

therefore

to entertain

it is not proper

Zaynab, girl 's name

next

comp l imen t

;l .r+

of- ti

q&.rs.-

,r-F o-:

,-J .r3"rs ; t - i -* : .g or l_9-!1,= ; l e- l r4 .- l s. l - i r l -n*g. l

" lr-:t* t+.:l c ,.t-i .91;a <-* ?,: (-:

-,!*r. r5j o-l " ! :l.r -l*+ _r rJ -rS e.5 ;rK irtil

f=5 sJ.rr lr-s j-.rli .9 o-:l .it= | +t{ ej;i . c--l \ri-n-" tsf c,j,ct *bL q-*s ,l rl3=-

rr^ ,tS 63"---,rt-: .5 o:|9itr_ O.rS c,Jtr J, " , -*( ,*-ta

-l.r*; o*.- .l*,S .r- yF l. t{ji t* .sJ rtlJi '[S:- l_.

" .+ i .s - OL: ; r : r rJ | . . l l r i Ly " " , l

F l-, cL-l ; . d-**i l-ti .f ls L:- ", -K .rr-f

, osJ 6,- .r.rt- , ?!5 r+ "ti-

oj-"-:J.i .9l.l; oS t ,f

G l $ o . , l t < * l r : l . 9 < . , r . c - - l G l x l . 5 G l $ k i l . i # _ . ! + !

" . $ ; l J & + J J l J

.r i LilJ-I

r!39 J

f$ t{ I ' rr!1. .;. rr5

o j L : L , . . ; i r r J "

. ' * L r t - iv - - l

*K ;r'"r:"

!:J J

. $ : . 5 , ^ .J (),

( . t -9 r

t;ir ,:J .lK.:-l -, , s

r v

" : 5 ; * . r LJ L J 9

t lt a y

J L J

e^-+, ..-j

. . t . 1 " '

r . ) , ' . J J . l d

. . , - | * L !

( . 5 r . . : 5 . - : l - r -e J - |

-r-:-

.:.^: j

r'.a

i .1.:

Bashiri 184

=-:j r-tJ q lr r(5 o-l

.9 o-rtr-rs $f L{ l"-t, +" .

..9 o-1!.1s ,riti :-:-., t-r -l

, : L - i , g$ ; sL " : . L : *4

, l r i ._gct- i . rs*. - 1,

r oLi.l s ,.gtjl ,?r_$ ,F:sJ .:r". lb .91-r, ta;i ;l, . r : l : r t - : .$ rJ - ( J# l , s l

.9 os le; l ,_ i j l . : ;G.os

U .yJ- - , ! * t " , -d C**Q" .sJ t ' l := f t - i

. i r l I r . l - t ? " (( lJrr ( - i - r l , ( . ; * i : d. - rJ q i :P

" ."-rS t'lr-

!4.s.€ ctL*.&j-.r r,i.,:L ...rt.tl c .,l:_15 t-,

t i t i :Ji ' . 1 n rS r i- .se ,; t"-!--1 . . ( ,

" I J*:Sl . S o; t o-,t* r/:l

, -i ' r e;K ,.;t-i =^:_.. *+ f U . _* ,.: L-l . ei: ,..r le-

, .r1, <-l-! u )ss .[ d "*, )-ls

,sJ .rtjY- J-bt+ _.,J l_r 1,.9'*at-: .9Gi

.!Jrr ulsl_* jr[; ;l u*? t' tt i _l

,< osl Jt i i l ^,r 5, t5 ; t : o** *- t| - ' I

. sJ r.o lJ* c,, l-,: * r_,:r-*.r Li

i--Js],J-.Jrr :ls+ ,t:-t OkJl,r.- 9 "GLJ

| .:-i5 : "ifr}-1

g*-11 --5: - r

Ssl s -l_p .l .:"-k ,lf r- r

S:y ,_$..:- u"*Q ,Sl-y. uJFrLi g ":l;li_ r>sf osts lr: -.. t

l+i .r oLi_.:r j , u,t i tr ; Ly ? ) l k:, tr l L

\::-:; .i . t-ti -^: j . ,i_.rrL jl

"ir_f o

\i:l: -l_r- .; rl .l ,.,E

.--- j .

!Jr; Jr+ I, j r f c,;cr gl ir : .gt! i 1\-,rFdL:, .5t j l qi v

2. Assign the following roles to four students and have them read the text. Change roles and repeatthe same:

student A: narrates the storystudent B: Kurosh, the husbandstudent C: Yasamin, Kurosh's wifestudent D: Zeynab Khanom, Kurosh's mother

3. Write a telephone conversation inviting a friend and his/her family to dinner.

4. Tbanslate the following into Persian:

1. I l ike neither their house, nor their swimming pool.2. His family prefers tea over coffee, but my family prefers coffee over tea.3. He likes both a nice car and a big house.4. This is the fourth time that our fathers are having (eating) lunch together.5. This food is not bland, it is very tasty. I like it very much.6. The trees near our house have become green.

185 Main Text

7. He has traveled (gone) to Iran, but he has not traveled to Afghanistan.8. She sent her daughter to school and her husband to work.9. He either likes the fried fish or the rice and string beans dish.

10. When I saw her she had not gone to the mosque yet.

Reading 2

In this reading you wil l encounter the word .:-, i "self ' . Structures based on this form are either

emphatic or reflexive. Here is the conjugation of this form:

xodem myself t:J! JL ":-' ! JJ - JU:>-

" i tF OL i ,JF

In the case ofthe reflexive, the subject and the object ofthe sentence are the same. Compale:

The mother washed the child. .:--î t, o ;JL.The mother washed herself. .:-*-i t, ;:r i ,:LI saw the snake in the mirror- . t.r-:: u:-i ;: l ; ;L ;-I saw mysel f in the mir ror . .1 . . ! : <r . ; i r : l r1 . : . ; : . ; -

The emphatic :ri is used after the noun being emphasized. Example:

He himself saw me. .r:J l_.: c/. LpJF rlI saw the doctor himself. I,r:: l ; ;:; ,5: ;-

Finally, it was noted earlier that;:_2 and ,.r: have certain l iterary alternates. Compare:

. .- | ,-K a/"rl rL- l irkt ,gbrr_, rl. J-rlrr. .r-S .rl fL qi_,k" .tb.rr_, -rl

. s .r-f o.t /- Ji .,.i:i& rl. +rJ .r"K .rl rt- J., .9";jL rl

The verb ,:r; 'nremudren' is the l iterary alternate of ,:J :

. : ; ; : l : o- :+ l : ->! l *. .:;-; ;: lr ' ,-J+ | l>h l-

Vocabulary


zud

bidar Soden

mee5qul gerdiden

mesqnl-e geerdideen

nanva'i

bidar kerden

taerk kardaen

early

to wake up

to beconle busy

to become busy at...

bakery

to wake someone up

to leave; to abandon

J-i -:

I ! l l ,' y ' J e ) ' +

t : J t , ' , : r 5 . . 1 * -

;. i::-S ... J*:-i l * u

A J

tJt ,:J , l-r":(; i) Jr; -! i

Bashiri 1 8 6

Seker

bercnj

Sor-u'gardidan

morydaxel

tesmim gereftan

digar 6

apartemaxl

kebabi

azvaqti ke

albette ke

Sor-u'namudan

sugar

rice

to begin (intr.)

chicken

ins ide

to decide

no longer; another; other

apartment

person who cooks kabob

since (time)

certainly! (emphatic use of .5 )

to begin; become engaged in

Y

d t'$"

.,i -r.ilfi

.U_rl . r i ,L--4a JrG .9 osl ; [ . I . - : - l c-o , ?) )s_z- l

r | - ? r tj l ,_f .+r,5 r t5 .1-; : - , -r ; , l ' , , - l_r; ; l ._ l j C.-- r / :*H

Jr: . rb-t 6l- . ;E <1 Ob- OJ:_r- ts l-x l , , lsr i J_rt _. t <;G*

Js t i . r3* i ; l ' l : JJ+ o*lJ i o- l t r_rs ;L; - ,1 . l* o5 l , GtsS

4- i . i . - - : J . * * t i . . rS r tJ p t : = i j . - { .g+ , . - rS e-_ . r

. *5 ;; ?_1- | ) qJf b gjr 4-; t-i;*.: i

, . i r -$ .e j - : uJ - * . <J l . i ; l g ; jL { O l_x Ot :X d [ - * ; l r - :

. r , J - i t { ; ; ;+* t i J , - t - =+ j . .J r , -J l - < i t . .9_ .6 .91 ; r - r' . : ln:*- L*: LI , . - t+ 4- i " , e;( , . ; t i : { - : a+ ;+*! c. i . ; i

, ,5-.i ,19t.- ..,J:,,= .9111 +t+ .r J3.; l*=:S ;*- lj 4,t-i kjJ v t v '

r J ) ' ; l j Q q e ' - x 3 ' : ' - ! 9 9

t+.rl c- .r:-r_x L*: .ple-*. J {:Jl " ! c-.;5 pti :+j" . sJ p l - * i * - ? j> l )

r - * 1 . S i . + r - S L : r A l i i . g s J & - r r . r t S X ! , l r n

, =t"S3'b l .al$ j . I .$rrS- 4*;r ls 1;r c- JL. l* t+L{r" ! r lJ"

< , o 5 ; E g . i : i . J u i u t * L L - J c s s - S i * . - r L| . w J . J t L J \ , '

$-{r- F *:i;,':-l't;j; I;'"*:

)"-^ l -g r .

( : 5 t . . , . r - : ,5 r . , :r l r J

i n

. L ! l sv

t ? r - : (r a , ' J J | €

t -,

r+ r. .Lr .Li

V t r

, -L59 .

d . - i r . ' . 1o r t

.5 .r+l( L i l . . . : * ; r . , , i

l J J

187 Main Text

q

r l

L15 ..,$..1 s ;t-l ,{-b '.1 .r*r e- I g..i,r c-cL J-c.Is.J

u v . l

. , : . : ls , tS l l9 j " r d-K ;**t? 9 J r . i rSrS €. j t3

" ..l..i .r.llr; J*i ,;

.g oslgjt-i, , ;t- io" ;,[- i ;.r.-i , l .)4 c-.pL f+

q*r*,

l r t+i i_,b r lL _rl .r- i dri '*! .$*-: f t* * t ' O3,*.ati

. i t l l .J. i q ,rrt-} f t-r Jt j .o.: 1-tt t+,1 ; l .sr3i cb, Ji l" q

gt- i-os6G1 . ,-3rr9r31s 6tJl <, t-6;, p .,F{-at-: .gUiJ J-u.- ir

,u l :s or -* . rL ! LgGi 6, , j t l l oL. ! q - I r !s { - : r1 , , , .+ "S -

. : !5. OrJ s-r+ Ls* ,?r-;,, , .r.- i Wt$. .r; l , "t

. J.: L* ,": A , !_.- ,.:15 , itt' ..r-\ ) t . J L j ' - t ) . . v

i--JSi

,J-.-or =ls+ t:t csQJl-t-,- 9 i*l

\:E-_;r b5 q l; ,*tX ;r:--l I

!:J ,l-u .i .:l-,: l: .f r$ u--L- Y

! $, (;5 e ;/,-rX \ c.j-, L'5 ;rr5 cl-, - ,l '-, r

! ci- , , l rL . ; .Sl; ; .-L - t

! .r ;sJ . :-r: l r ( ibl"rr ? pLl, .glt t+i - o

!-r,.t; ,SrK .S ot-: .F-r- tr ;,Liot .9Ei lr- -l

S.s.r,.i JrK .: dE* ,J Or-rLi, .9 ":l;E - v

e r: : i , LrS, urrt : f" tr - l Ol ior f [- - A

S eir l.-S ki o,--U lrGi - \

lrj ,6t ;_.1jS s.r,.i ku*- .so ,r:j-1 - r.

2. Rewrite/read the Reading in the words of Yasamin:

. F-rl: oL+ U -1 ,-:-l c =-t )_t:.1 "

3. Tlanslate the following into Persian:

1. Because he had drunk a lot of beer, he was not able to go home alone.2. They have lived there for four years now.3. I have met her either in your apartment or at your office.4. I have written two letters and I must write another two.5. When she telephoned us, we still had not sold that carpet.6. He has decided to take his son to the doctor.7. They have written us two letters, but we have not answered them yet.8. Since the time he returned from America he has not lived in Tehran.9. They still work together, but they no longer live in the same apartment.

10. They have sent all their children to Europe.

Bashiri 188

Reading 3

The words !11 "above, high" and ;,,:L "low, below, under" have the following cultural values

when they are used with the word .;t.tl "room". 6l.6t_.5tL is the farthest place from the entrance--it is

a place of honor usually reserved for a special guest. .jttt o*r! , also referred to as ,, ,.: "by the door"

is the opposite of 6ttl_.s!L .

.r,L: is a water pipe or a hooka(h). It is a pipe for smoking tobacco that has a long flexible tube

which draws the smoke through water causing the smoke to be cooled.

Vocabulary


sigar ke3iden

beqeyr az

Sehbaz

xan

digaeran

kami

sarfe nazer kardan

qalyan keSidan

rixtan

awalin

mowzu'

bar'eks

xaheS kerdan'aqeb

hemmarn

xosusi

Sexsi'omturri

ftileks

zamin-e tenis

te'dad

goza3ten

to smoke cigarettes trft ,.r--:5 ,K*-other than; except for; in addition to jt j:-!

Shahbaz, a surname jt.+,

a nonprofessional t it le used after f irst name ot-!others gtr-! :

a short while "^Sto give up; forgive; decide not to do (#;r o-:J F ir-

to smoke the hooka(h) tF, o+5 oqrto pour (-x',) o:ir_,the first ul1subject (of discussion) L;- s-on the contrary ."&,to request; to ask Ui) lrj ulltiback :j,Turk ish bath tL-privabe .,--,*private; personal .r-*public 6reVolkswagen --S;tennis court

"r=- d,=. j

number (of individuals in a group) :tu

to put; to place trl i3r o*tK

189 Main Text

. t | |

4r f J .5

Y

lLi ;l r*r

-.," ..jGl ..s!! o-.ll-*.oL:, .gtil , (t-6r,-. .;(.tl) clsr- .;t.tl ,s

, Otj-os..gGT .r*:S*" -rK* J sJ{ ci*-}j K:* Jtj .J* cgjs.r-*f c-*.iJ ,..,,,*,! t-: dtii .9lQ ,-ri CrJ! oS ,-S,6 .55i ,1,5.,r

"! .$sJ': t+I ; S:s r-.p r.i-r ,S-.p 3s g.,l ;l r{+

)l s3 drJ! ,f tl .sjr _,1-1*g.l g*i <ri' , jq+; .951 t+i rl

.gtji rK1. .grkt :r .rJ* 4:**:; _rl .SlL(i Jj g3-*-st-: .9t i( rs) . l * " i , : l ,_ f rQ _t , r_P: f .gcG--L , ; (3 g.* g t i . rs

. $ s3.i c*-.lj ,51 " r_:- b 1s , , s

c9 o-ltr-l . :l .s;*- jr,- J;-:-{ a.-s tl g,}dt } ..9t ii

,f -S :l crkp,r- 4J {.$ Ol,rrr j srS- ol_rp _,s ,rk-- js

j|'*4.: .stri .rlq 6 , -i .,. k;r_r u* t' ,i-r-$ .$sl.u-

,sL brr . ,6 l x t i * - : ( . - r , , c t i ; , - i i r , o_; t r js . l *1 . c**-5 ,€v r J v J . r t

. J _ r _ l l * :

cs$-r*r Ol_&r _r Ordb ftr , t t+j .rt l l ) . jLj j 6t-t l ,-r

_.,. d . i / l - ; c9 ":tr:s gG.r. l- tr . . ! .r l .r-- , !-S ob. ,-[=g; , ; t?g: ; t i .3J=" j ro r rS- ,6 Olr* l u- - i?# : r : r l , :

J O.:r*ab .Eb ?{ .rJ{ 4:---:i rr-#[-l f t- .9}q , &*r ,-*,,.ri:J+ isjt+ Jr::- 1tr ,-it-tl cxt .s &_S ,s ixr-r?

o- i33 _rs , . :3a o"J A; i * .s* . ,Fs; t 6pt= ?{r

rSly. s':-,^,Si-n 4rL-lj ,:,)ls jl . s3r <;-*-.1-i JJt-- .:-:- .;t-tl ddl

dt-ij*.:i .5;i ,l ki: ,:"**, r* C,**t? ..-:!---. .Sh t$1"{-

. , : * 5 6 O G . o r f g . s l k d : r - i €

,.-ll:; * .f;^:- ,s-:'s ,l ;*-t* .5 ,:-l q*is t C"J-"| ;al

&*s .s L : ; [= t+ , jL+p eo ea 4s ,6 c r t -+ :J s l . r - . ; -n l . J -S j .. v J l . l J J t v

,Si 3.:- l osrS c-".. '* ;G..rr,. : [- tr -r!-r+:l . .r-G-r+ .J-s

iB : l {,**q ,, t<l ,Sl:<.r--L::-*- ?- '- lr Otj$" l-G t5:.

d,**tr .+t*? t<,1 .rdt-: c ;is:j d J3r or,5 d^lJ:' gt-i.,rs

.$ t , JG I dJ i . , r kJ < . , J rb f f , [ : * - l ; = ;

.J j lL. i rs; l -os , :cL r-cJsr. -SrK .9 o: lnj t - ! o. , t+-

r-,-r*aL} .5tr q.t OGor cEtri-l ,Ft-f .ri"J-: ori3l3,! <-.o Lr o3.:

)

Bashiri 190

cr rd t - : .9ss l ; t s , :5 j i . J - : j - i tK i , ;U * i r J .u - 6ss l )

..r-u-ij -. -LisJ .r-L;t=l r:

t4;1 . .:-l *Q.-" -SrS .9 dtir gLi-os .9 o.:l;G .5 d[_:'

4. : o"Q - . .1 . ;sJ . j l$L l " r i g*-oL- : L, os l - . i t - -S_; : l " * l ". . - n ( l r - . 1 .. H J | :

J w s s

i-.-l5l

,J:i + :l-r+ t:-, cs|}*t (*l

{.ij:ii .iGl 4.* t+: r 1r.:r- lr- - t

!:-y c--l; [15 ;1^t: gGi -, r' r

' | t f cd l5 -L , . - l Y

! -jr- dl.:'j+i y ? Cly. ,_Fr_$ t

!s5:-. ; l5-;r lr ,qr ' , : i / t i l r dl i , , l l , . - o

tsrrS- lrjtt tlS ,: [. .;.: 1

l:; .9-,6 .? J,'* l-tr -j v

Sl ; , . ,y,JLt pts ! c.-: , t** : :+ l , , . ,1b: rt- . , , :^-L A|

- - . . : .

, ] ( . , . a.* f_ r'" d.-ir . .

t .u: iJJ ol l cG* .t l* oh: .9 o: l l t i r .

2. Write a short account of the three readings above: l0 jl ,.t , ,it{- and .:,rr: in your own words-

3.Write a few paragraphs describing a similar event in an American setting.

4) Tfanslate t]re following into Persian:

1. Their house had a very nice garden, two bedrooms and a small pool.2. They do not have a private bath, they go to the public baths.3. In Tehran the number of taxis was more than the number of private automobiles.4. A11 the shops in the bazaar belong to his family.5. Other than the Volkswagen, he has two other small cars.6. I prefer a modern apartment with a new refrigerator over an old house

with beautiful windows.7. He has worked both at this and at the Sa'di school.8. Neither the bazaar nor the bank is open.9. Both the swimming pool and the tennis court are near our house.10. He is either at his office or in the nearest mosque.

1 t*ut "Thursday" is the last working day of the week. Often the afternoon of this day begins the

weekend holiday. '--r "Friday" is the day offjust as Sunday is the day off in the West.

2 an a l te rna te fo rm fo r q . . .q . . . ' ya . . . ya . . . " 'e i ther . . . o r " i s . . . o tF . . . , l r i ' xah . . .xah . . . '

3 an a l te rna te fo rm fo r a r . . . 1o . . . 'hem. . . ham' "bo th . . . and" i s . . . * . . . o ' ce . . . te '

1o1 Muin Text: :- :

4 Note that there is a difference between ..--+_ .-; and ., I e l

. c.-,!l: :6 1.r_ri -.+_ :; On Thursday (i.e., eve of Friday) my husband was busy.

. c...ilr ,6 ,.-:o-r-l .--: *.+ On Friday evening my husband was busy.

5 The phras€ o-:L g. | , r is the same as o: I _.s o-:l+ , s "about this".

6 Note that the word ,3..: has two distinct meanings: "other" and "no longer". Here are a couple of

examples i l lustrating these usages:

. r:S+J ,63- -;!. -,l He/she no longer smokes.

! or i- .r ! ;,33" Do not speak to me any more!

. e.-ils --lt c-S-: -,-i' 1l She had another item of news for you.

7 The suffix o- , added to an ordinal number, indicates the position of that number in a series:

;t!l ;,*.1: the second room

"i-l i J--)-I the last request

For a discussion of numbers, see "The Writing System" at the beginning of this text, pp. 27-29.

Bashiri r92



t$I . J.*l.t: <-_r.l-. d-_1. -. Oi:f 3 r3r <*-e .i1; -r_n; *y ' t

;* .rr*-S.f JX rSr.r.i _rl 3l g''-r tj r-u-iJ .rj* .1\ ;rtir ! f !

. J-:t:r J-' ul d-: rl . r.q. rK JE,r r-ti :s Oj:":

, l , l r t . J : i r , l r t * Jh- ! j l " - r t= - t -6 ;1 ,J j : . , : \ - O, :s j l \

.L ":,

,s; "i;*

rl d Jjg ! c-."lei*. Ofu . s# rrr .f Jtt. r3i jti .:,lls l, oj* ol3Js.9<-:.-i- .<*"tfu,_r; l,.l . r; <-j-

. J-'5{ l) .,r-"lr lc .g<-:*ie c-;lr* , j11 Cxl_xQ

Le,i . "rr

,_,rJr. ,,*s.t .s-, J* ,,*st <s.j- OT o!.; Jr

#-{ J-isr;s -. $JjF .5:--? .,J _, J-jJ ,-*:t u*4 O1 q

_ rr* :r- cl+- tsh st g:-: i/i

4+ Oj+. _rJL ..1- '-:- i .Sr, O* qScG-r t+i * . :cL sJ\ - rr4:# t-o <** t/-lr- o-=;

"5 .:-.i pstl q:l-: .ii_l " , ..-i( ;i ::

, , . . : - l

<->-i- . Je1 l! ,j I "j

. ,:*-.; .-4- " : sls 'l-e Ok9 t )

' . + F F*^l+ , ! . ,_. , J: l )t -

: J--a s r<zL "

\ , <QJl n:'-*, Gtl- t _ t J - J V \ J

! ' '-i;r o,r1 l;* cF-t: : uj* , )s: uI \

! r:ir Lnt Qi - r

! c-* | or l( ' O3:r , : f I

! ru.ir h! o-r.. r* jtrr) ;l ,::-r-: s u):. - L

I :;=1 .; nl3s1- ,i.* -, o

! .:;-:.1 l_; ,.llp: .9 si- c----jltj ,l lr- - r

\i ry l;5 e*;>r .5;*q -- v

c . . - " I . 4 dL ! l - . : sL l .CT n9-H v

\ l c.- i .( o l+i q +: l- .1 L4;l . i . : , : .L . t ' t ,1

\ - r l : i - L s . . . " g r 'L r

Lesson ElevenNote on Vocabulary

From this lesson on, the vocabulary will not be listed at the beginning of the lessons and readings.Instead, the student is referred to the comprehensive glossary at the end of the text. AII the words inthis volume as well as many words deemed of secondary importance for this level of Persian arepresented there. The words used in the lessons are marked for the lesson in which they appear forthe first time. The students are urged to use the glossary in preparing their lessons and to payspecial attention to the remarks at the beginning ofthe glossary for specifrc usages.

Aspectual Locators

Aspectual locators are prepositional forms that, in terms of space, determine the exact relation ofone thing to another. Such forms as ,,

'ru' "oil", :: 3 'zit' "under", and d..:! 'nazdik' "near"

perform this function. Example:

The locator is attached to the noun with an ezafe. This ezafe is retained when the noun isexpanded to a noun phrase as well. Compare:

under the car

near the hotel

on the table

under these two large green cars

near the expensive hotels ofthis city

on the table ofyour brother's house

inside

above; aloft

down; below; under

.-.-i,L - i

Jir.Ji Ji

-f (5t)

-- 6rt. U+L Cer ,t:1.:.-)

:S ,y-l otrS ,.5ttL:-n.sl=:;

.i;:l-.1 dE -x- .5_l_r

We can now add another rule to our general set of rules for the construction of the noun phrase.Any form immediately following an aspectual locator must be added to the locator with an ezafe,Thefollowing diagram illustrates the revised structure of the noun phrase:

noun /Ed j eza fe noun c lass num

.>l-S ,C .ili b o

expensive house three

Inside these three expensive houses.

noun pn r€se

surface

side

following

dem ezale

o,l .\g

this

s s p l o c

t

inside

The following are some of the most commonly used aspectual locators of Persian:

-/\ l l

, . ' ;L

I ,

. t t^ i :

Bashiri 194,|]:

under; beneath; underneath

before; in audience

behind

towards; direction

direction; side

side

between; middle

in audience; with

near

vicinity

out; outside

in; inside

beginning; at

end; bottom

floor

property

inside

time

time

beginning

end

reason; occasion

about

about

direction

side

.kVi

v

.iJ.t

,l{d

ott'

5i

-:! "i. 3 : u9 - r

otxl

o-r-:.!ll)r

,*

d

.5. t

"l-1". .L i

.K-I

J G I

"t-ilt '

+-lL

dJ-.l'

t-l lr

+*iL

for; on account of

other; except

around: about

side

Stu4v the following phrases:

orlr*. for; on account of *r . <

aQ *! e..l'.,r E-e: uI .St, r o& , Ert &-- br" ol ,a-i - r

obr- ofj =(5 ,5 g*l -;tS t' *l .sr*l c/l'.:iL a,I ctJ+i - \

cftr! J:-lE ,G of .:rS - rr ol 5* .gl .rQ-.t. ol ,t*( - r

,1l -ilr.* -:kq e.L -. - \Y r=i- !51.r?l ol .5!ls - t

, lrS 4',,1; 6:i =1:5 el x) - rY Lt, *L.5t6:i;s sz) - o

e.:"ri.. i l i OI 6; - tt Ol,gl JLj lrqij gtirr rl5 - r

.ui- Jt-' r ;,1l jii .-:yS - ro sr.lF .r.lS -ri. Ct) - Y

eir* LF :l:\ ,izl o,i - r'

Tfanslate the foltowing phrases into Persian:

1. at the side ofthis large shiP2. underneath those large rocks3. above the lamp that is near the window4. inside rooms of that expensive hotel5. behind the tree that is near the river

6. above the cities and valleys oflran7. in front of that blue car8. on top of one of the mountains9. near your sisters' elementary schools

10. in audience with your king

The SentenceLesson Nine specified the various types of functions for which a noun phrasg Pqy b9. used.-The

no* ptrt"* could function as the subjelt of the sentence, as the definite or indefinite direct object

""a "i lndicator of location, source oi goal of the action. In the generation of such sentences, the

"o"t pft""r" was viewed as a whole. Related aspects such as- "beneath," "on top of," "inside," or "a!

the side of' were not discussed. Sentences that wire generated were of the type: "The janitor cle-a-nedih" tuble." Below, we add aspectual locators to the noun phrase to enable it to produce sentences like:

Thejanitor cleaned (the area) under the table.Thejanitor cleaned (the area) on top ofthe table.Thejanitor cleaned (the area) at the side ofthe table.Thejanitor cleaned (the area) inside the table'

195 Main Text

The addition ofthe aspectual locator enables us to explain the relationships that obtain among thenoun phrases in a sentence. After every lr ba', q 'be',

;l 'az', and ,.

'der' in a sentence, now we can

add a locator ofthe type explained earlier in this lesson.

The Locative Noun Phrase

The locative noun phrase is a noun phrase that begins with the locative markerr: , followed by an

aspectual marker ofthe type listed above under aspectual locators, followed by a regular noun phraseof the type discussed in Lessons Two and Three. Example:

' l* ,+.:. Erx ,l1\,t9i st

tti .d{ 'F- c-.:';r ,.,1 -y j 1.:

olr,-l JL-! .gl,: j .sL:,rr.tl;S .,t

[-,! c.-1.: --5s ,!- -.1.r

Shr{y the following sent€rrces:

. r i rrr ! !r ol j{ i ,$ (rx _: l)L. rsi r : l r r l - t

. , . . ly orlr i *! .- ; ,r .r , i I : t) .rs o. - Y

. F . r r + . o l . , g l - y l J b . S t : - ; . r Q t . , 6 , : F $ l . l L r

The Source Noun Phrase

The source noun phrase is constructed in exactly the same way as the locative noun phrase.Except, instead of r. , the source noun phrase uses -,l . Example:


.ilt+: t+:" Ert, ,li\ C; )l

At- .-! jrr c--rrr l;1r gl ,2; ;l

i/lr,-l JL-: .g1..1.; .9l2rr ,t5 ;l

. s.r*,l.S oss:. t;:* .b ol .sr, tl lt el \

.J -:f_.,, _1 ,i.! s..1 :-; riti rt_s 6ts 6 "[

>:-) ;l s;r - r

. f i . - S g " r . : : - . : - F . : Q : . . ; L S , . 1 1 ; e ! L - r

The Goal Noun Phrase

The goal noun phrase begins with q and continues in exactly the same manner as the locative

and source noun phrases. Example:

Il .;1.r-- Erkt oi.gy q

c.. l i , . ,1 S ,. ' :U -u:,. , : l ,1j ct v r

Cl ) Ol)* .gQ-.1: gl; t5 o

Stu{y the following senterrce:

. rirj{ osJ .rj.r: 6ry. ,\-. "F.

J: 6;'. 12 | - t

. *--i; .1 f, 'ul* .gl4;i.-,: ,l stx rr - r

,rj:; o.:J .rjL- JU .:k; ,.:l*-r5 .,1LS l+i:lrnl ii-:.r - Y

Bashiri 196

Homework1. Using the diagfam in Lesson Ten as a model, arrange the following noun and verb phrases into

prop€r Persian sentences. Tbanslate the sentences that result into English:

; : : l r - v

^-j5--t -

l ' 5 . - . . : tI r r

"i,:"L _l Jr.: c

, + r J ' i , ' , L L . ! , a j . . ra J r v ' -

.(3

'5 's "

nI

d/ki-l r4-) _r:

,_r"ylr- -; l=:,r$r5 'e $i :r

t t_ . . t ! t r J

. . . (t'L&

c.-t l" , i / l rr":

- -

l , 5 l - I r

. < l o . L - - : - -

,slJ ;* ;r lr ;--t ,2t

C/ . tuJJ J*

r . r ? " - / j l \ .r t r t l g K r r

,!_:-i l

! 4 l s

.:; sl;a

,J rl

, . 1 - t - , . tI L ' J e 5 - J U ; J ; t _ u i - J r l

t+l , l- t .

\ J * J r t @ )

-$ r:-=

ItL:i t{Jt4. !rkir..iL

+ + \ r

,, ' t 9

r - ( . r . I

l -r o(:1Q* *

+ l {r'

t,)i-+

t i J J - \

L cLi , l

"i_plr- -1 J*..

L.i c,,-gr .g'e ri l i o

s.J\+- ,jib OJI q

orqi I

i r s J

;

;1 r "6 - " t ( I ,1 .

.:-iJ

Srra r l r l 3 l

u:i tn r;;1,: t r

rb oi .9j -:r

$-r-t+

L L(.:.1 i-e - l

l , : : kuJc.--l;*

rl-r.; r

l . - ; - . : . . - l

L , - ,G - v5 ^ i -e r v l

L ,-Y!:L

- : 5 -l;l$ E_,3., J- oi_,,,

. .1 ' , ,1 . . i l - .5 rJs ..- l L

.:-rrl-r- _r Cr

gk;-1: y'- dt+ - 1

.:,,olr:' Jl; o+l l.

,l-*''1 ,g:' ,:

, l ' . L J - : ! . - - i . ; 1 5 i lI t J

. ' j J J s } l , P . L t

p p . il - - ' e

r ? . " : . t r ( . rr t : # z s , 4 l . e l- L J

2. Construct five sentences of your own with each containing, at least, three of the nominal functionsoutlinedabove.

r97 MainText

Derivational ProcessesIn Persian, a number of nouns and a{ectives are formed by adding prefixes and suffixes to

nouns, adjectives and verb stems. Some of these forms are discussed below. Each section is followedby a number of sentences illustrating the use of the "new" nouns and a{ectives:

I. Prefixes

1) The prefix sr rlears "without," or "lacking a quality". Words like .1r- u,. "penniless" and ,t5*'jobless" are formed by prefixing ,g 6 Jx "money" and ,6 "work" respectively. Here are some more

examples of the use of this prefix:

unintelligent

dim, dark

frank

tasteless

poor

.rX:l

. . i . :

a 5 e . J

i3-;.

l:'*t

poor, helpless o_:ti:r

unwise, foolish "F-.,

noiseless lr-o

colorless &r,:..peerless, unique .r:;l-:r

Study the following senterrces:

. ,r- : "url ; JX e;l . : l ; t i , . .rrq [L:- l ,Q .r* _Sl - t

. .tjJ.! .-,rLi* .il .rl;ti .-.1Q O-.glit--l ,l ..,-i - Y

. -r^re,.t- l , : : :+" .9bt6 -r ( : . , ; l , i ; ,- l i r ) c.- l Ji- : : r l - r

. t t - ,Sy ,K . , t+ !F .s i ) * . $ l : r - , * t , : l r * o tS d+ l r r+ - r l r - r

. $ . i G l 5 r l r . . + , . L . . * . r L r l r - 5 i s o

. sl . , ,F ,p--r I l , ,Fn-.91;l : - ,b-y - r

. + te.F ert $L* e+ &- ., ;6r- g-r. |'J fr - v

r+s rL, * i "1[ x,* 5,:'] "i f; - l. r5*. e& Dr-1. d 016 +i.f t'f sl o4s -jl Cr - \.

Translation

1. If Hassanyar resigns, his family will become penniless.2. After Hassanyar's resignation, his family became poor.3. He is brainless and does strange things.4. In spite of his being a worthy youth, Kian still roams the streets without a job.5. The thiefentered the room noiselessly and on tip toes.6. The nurse fed a colorless medicine to the patient.7. Your situation is not unlike (i.e., resembles) that of the tortoise and the hare.8. As opposed to the dog, the donkey is an unintelligent animal.9. This lamp is very dim. Give me a different one.

10. I like his boss because he speaks frankly.

Note: The word. gr.rs "without" (always with an ezafe) serves the same purpose as ., . Example:

. :l : ,ulr;; J-*.;.$=. =lrji.1:r_or+ 3lr d,3l _ |. $-r plF GLV ,iI * b_ Or.* gr - r

Without sunlight, this garden will not yield any kind of produce.I will not go to that party without you (accompanying me).

Bashiri 198

2) The prefix L means "with" or "having a particular quality". It is used in such words as Ji, t"wise" and -:l u "polite". Here are some more words formed with this prefix:

talented sl .r^:-l L

pleasant U- t,

tasty .i l.f

Example:

He is a very talented singer. e-l .9rl .r-.--l L o,r.^;lri ,l - r

She is a very well-informed polit ician. . J,:t# d$t t ,1, , ,tr-: r, . -,t y

Hehasave ry impor tan t j ob . . c . - - l u+ r l l * : t * - ; 6 .g t r t : 1 t _ r

3) The prefix [.; means "lacking a particular quality". Here are some examples:

. r , i f- j*r .9{- l U cJL.:J- , : r l - t

. ,n.5.- Jr: .s"q, gl:L p:y oQa .r: l _:r j rd I

. - ' i : lK lLiU lr oG-,6 St - r

He lives in a state of hopelessness.There are stil l many ignorant people living in this world.They left their work unfinished.

4) In certain cases, the Arabic prefix ,; "other," followed by anezafe, may indicate the absence of a

certain state or quality. Example:

. .:- | i5- r+ Ff q Crr-r ,t Cls'. \

:,' fl5. :-; il;"'l-;-' l i ;It is impossible for me to go there.This act is illegal and must not be undertaken.What you say is not acceptable to them.

5) The pref ix pr rn€arS "togetherness, with, in associat ion". In wri t ing, this pref ix is usual ly

attached to the followingnoun: .,-yS- "classmate". Here are some more words with tlris prefix:

roommate

schoolmate

colleague

,.jGl p fellow traveler ;i*-r!-.r& rr sharing the same opinion ori-o

-,1(,-o companion

. prp i r . r ! ; l . - . : i - _. , r _, ! ! I| . ' , - | - - -. ;l o:;..i oJ-io Lj t ,t(?:. i, Y

. ,- :r* 6tLt 1 " 'S.. '"- . ls , . pl . C/L:-: l J . /- I

Once, on the trip to Shiraz, we were fellow travelers.I have never shared the same opinion with you.In college, he and I used to be roommates.

r99 Main Text

Note: When added to;,-l and oi, the prefixr. indicates emphasis. Note also thatwhen combined,

the alef of 6, I and the madda of oi are dropped. Example:

.;S t-+ d c.-l dLr5 oL. o,l -

p+s ; l ; l + - r s l ' l o j g+d r r - 1 . v i d , J - -

I

This is that same book about which I spoke to you.I saw this same man and this same woman in the market.

Homework1. Crnstruct five sentences each containing one of the prefixes discussed above.

2. Use the following words in sentenoes of your ovrn; translate the resulting sentences:

=tl- ,S . lrr cl , q_*i .g . t+-l ,S , -)l ,S

.:t= tr , 6t ! . .rg l* , Jr.i' ! , it-jl t?

. r - S U , O l i U . - u - l ; , U . . , U , l l L - t J

J:.* * , J* *. .r:b r+ , ,,.* ,.:. : l o . . 5_ r+ i r , &_J . r , . g j t r - , g1b . : J J . . r

II. Suffixes

1) The suffix cl means "Jy" as in "daily". This suffix is usually added to a noun indicating time. Here

are some words formed with this suffix: I

daily

monthly

gardener

doorkeeper

n l ) - t -s

.- i6L

annual

nightly, by night d l : i

. c!: .r-Yt ' .pl :- : s1r- nlrsr.rY! , .- :r l ;x t

. f rJq- -iQ_rJ ,l 3l Ol; e*a nl31,s ;.,. y

. .:rS.- eît:_.rr oJ _.,1 _.1): ,l;r 61 .;!L oLL - Y

.,. .-11:-ry:. .1l o;, ,L;, ;Li g. l o-;hl c..6- ; ! : .r-* cLrL L - r

My brother attends day school and my sister night school.Daily, I received twenty tumans from him.Sasan received $5,000 from London annually.We pay him $300 monthly for the rent of this apartment.

2) The suflix i,,tr indicates "one who guards or takes care of something"

oFt+. . ,1 , s

host

policeman . . . t -L

rr(f lr o_:,s ..9l{* t t)x. il Oi q -,rtuJ .5l etjr OLitr -

. .:-l ;- .- .9.: ;i: g!-;s .p_x- -rsl-:: _

. rL5 _* y "!

.'s. l, oLL*- oL;!;*. -. r-r.s:.:;E r r:5 l* l.., [r.:;s $r.L--l -:5 OF-! -

I

r

T

L

Bashiri 200

The gardener goes to that garden twice a week and weeds.Sirus' brother is a doorkeeper at my friend's office.Our host seated the guests at the table one by one.The policeman found the thieves quickly and took them to the police headquarters.

3) The suffix * means "the small version of something".

lake

local market

barracks

hospital

pharmacy

factory

telegraph office

notebook

garden of a house

kitchen 4j l.:' jr-.: i

l ibrary dl+ks

post offlrce .jt=;*-

telephone office "-: l-i-!i-L

teahouse dt-:' "Ji

s L r J

s , l i L

g } ; J J

s ;L

!*5 Ui ?[: ; : cel , : .qr l ; , . ; l r :

. r . * ! . .L - l - s . l iL ' .1 -L r -yS < , l r i - p *+v - r . J J 9 .

. +S f"--- oQLr._rSLl .r:. l_, b ?:trss ,jdl [,i!J

Why don't you want to swim in this lake?My uncle bought some pears and peaches for us from the local market.Please distribute these notebooks among your students.

4) The productive suffix.r. indicates "the person in charge".

innkeeper ., i "JS ticket seller

mailman .,..*.- telephone operator

telegraph operator ,+,1;r cart driver

. JJ Or-r Jl + tJli :;- gl gJ:J JA= ci "ru t

. .' | ":J cf j l-: .r* * ;,iSE :rS.t_, & oi Y

*"5'- ,6 cli:- ,: .;rl;SE - , .r# - T

' rl ,13- ,!-'i 'Ktr-,' .:-r' .:k"+l* ,l .* :

Upon seeing that man, the innkeeper began to shout.So far, that stray dog has injured three mailmen.Both the telephone operator and the telegraph operator work in the post office.One of the ticket sellers at the airport is very cunning.

5) The suffix cti means "place where a number of people or things are found".

I

Y

^-!J

,>il i

. : , 6

dB--r!-r

.ili+r-

+ i t . y ; l :

c ( : rK

9 l$ lJ ' . *


. ' S - : J . L 4 r [ . ' . t * . - a : j . r l . . . t L . - " $ L lo - '

. i._* .iE*+_- 1 ;+!_ryi q lj Ja:_-

. . : I g lJ " [ :

cBl ; ls ; i "5t l l j :

. ,:-l +, -.,;"!: ;;'!;l ,^:,r e;Gl cErK

. r ! or 5 iL ct i ' , ; i l i l - r , ^ i l . * ' , . * i l , r *v . e r J

:; ,J[:t-l Ji ,$ jS ;: ,r-l dljyk5 )L .5 .,iLdj,l."J J-

" i i : - : t ,- l i l . r , cGr- r l l , Lr u[ .r ; : ,1

. .\:- !+ .j.:t{:F:- glr': u,Lirr- .jbL 'jL:i-L:

I

I

-. '1

201 Main Text

Please do not park yourjeep near the barracks.They took the patient to the hospital in an ambulance.That pharmacy's drugs are very expensive.Mr. Za'im's factory is on the other side of town.The mouse had opened a hole from the outside into the kitchen.The building that is a library now used to be a stable.The mailman carried the letters from the post office to his truck.Every month the telephone office sends a bill to its customers.

6) The suffixrl: means "one in control, owner".

r ich

banker

accountant

vase

tea canister

sugar holder

pen-case

, l J -

, t 6 t *

, lqL*

partial, supporter ,l$r!shopkeeper , tst5:oflice worker, manager ,l:rss

sal tshaker otJS..r

pepper shaker gl r l i - l i

candle holder i/lr^.-:

wastebasket otJLi-: l

q' :--. : i l i< i / l rK oi rg; <.J! E.r"!- |

' * -x - f , ) ' t s l j r ; Q l r o l r :h t i ! - r

. ^ ^ 5 - U - b s i l 1 . . . . 1 $ A , . > II t - t - t " "

. .'.lrtil, "r . .-l .JE .,1 -r(; 'o tv t v l

! .E.r:r- oK;r; pl .r5 i l l r &: i olr. .- i , , j i - ot -

. i o . L u L r o , L - . J r r : - - . . j ' l J p L r ' l J - l L o \

. .t-ufu .r;rL- ":-,.,S5 " .rtttlr" lr k; .r..:tj lgtrrlJSLi Y

. s"J "[:;.

,l *i 4:.rl l, :;-f1- -p.li J-^r 6 tg-:l+kS \

. :r l .r : .9s!,1 .gbrl ,rr * 6' l C3-yl br_rt: l r

. J : : ' 5 , ; ; t r l , . - . r j i l ' - . : . p l L - l - r , 6 : oI u - . J o . L , '

. s .J l " i .s l +q! "F

; t : ; ! : ; _15 , r '1

Every year, the rich get richer and the poor more poor.Rich bankers travel by nothing but the Concorde.They transferred the l ibrarian who drank a lot of beer from Meshed to Shiraz.These days nuclear energy does not have many supporters.The aged shopkeeper bought the magic lamp for a small price.They found a revolver in the drawer of the hotel manager's desk.

7) The suffix ,t_, also expresses the idea of "having a particular quality". Tlrat suffix, however, is

usually used with abstract nouns l ike r. l"hope," and -(r; "big" to formrlr.r-l "hopeful" and rlr(r;"noble". Here are a couple of examples:

. rr-:.1 [-;i o c.-, o_lJv 1.,;lt.ryl - t

. ril*. ,S:l_S-:-y. _,t=*: ,:. .i:;- - r

I hope you reach there without trouble.His paternal uncle is an extremely noble person.

8) The productive suffix ol : indicates "a holder or container".

ols. . , t . r , L

ol .ri

;,,l r-E

Bashiri 202

How many tulips did you put in that vase?Please carry the tea canister with you to the table.I have to hide the sugar holder from my children.Both the saltshaker and the pepper shaker are empty.From which store did you buy that beautiful candle holder?

9) The productive suffix oL: appears in names of countries and in names of places inhabited bytribes. It also may indicate a place where a particular thing abounds.

. J;rjr ;,ii gL: L( .,. hr_:i - r

l--, tr- gb-r-l, e* jrr-: y

. J-:tr*. UrQj i-x Olrdl .5t{j(:-..-rf ti - Y

s.5*. .5;11 .i:l{i-rr t{ ol:JJ1S .r. lJl <Lr gLr;r, r

. sy oJ-! ,o, l+! :L-l ;l t+t:-:* - o

. J-ll,:f Olxl G)., -t -. ,L: :Li.il 1

At sunset, they tmk a stroll in the rose garden.Yesterday morning I went to my son's high school.In the mountainous regions of Iran it snows a lot.On weekdays, Akram played with his friends in the kindergarten.The graveyards were filled with the bodies of the martyrs.Afghanistan is Iran's neighbor to the east.

10) The suffix cr"u-: means "an expert in a discipline". The addition of .5 (i.e., .r-u) indicatesexpertise in that area:

Afghanistan

Pakistan

Tajikistan

Luristan

Kurdistan

anthropologist

linguist

weather man

.lr :[i l rOse garden

otrJL high school

a,L: (,r E kindergarten

Jt)J mountainous

ok-,.J graveyard

r - t tU €

...t:- *s

gtrJsJ

region oLr ^;

ob-i

oL..l-:r- geology

.y,l .:;trj psychology

,,-slt sociologY

l . l. r k ' r iI

l . r . l

I

. - t : - ! sLI

. . l :5* uJtL l;t4* p5r 1s-_s-1 -:l:b gLhl-:_y - r

. J.r.- rlri sJtL_:_;-r. l-r Otr-: Jri _r .i.:1"* .,-t..:;!; T

. J.+ _ll-ri l-r. )st- l.s eL .,L,1il Cri.f !l_r-r.r"S *t+ y

.pr$ .,-u5lrr ,,Y5 E-1.: ,r5. ,.-.rl: e--,: t

Anthropologists study the habits and customs of the people of the world.Linguistics studies the origin and the development of language.The sociologist discusses the relationships that obtain among the various

strata of society.I like to take a couple ofclasses in psychology.

ll) The suffix ;l; means "seller". The .5 indicates the place where transaction takes place:

ice-cream vendor ,):s o;acarpet seller ,_i-r-r+,l;fruit seller ,Ft;, ,st-

shoe store

flower shop

ticket offrce

gi-rJ, .JS

.rr;tS. - t . i L JI r t

203 Main Text

. :; +:!;;i l.1 .,+l$

+- * 1 l ; ; ] i

The ice-cream vendor had sold all his ice cream.I will no longer buy flowers from that flower shop.

12) The suffix .K means "place of'.

department store

maternity ward

exhibition

blacksmith

coppersmith

employee

wealthy

o15:1-r"r

"tK:- l;

"K:**

_ \T

. 2 r r ( - - . . J s , o l ( : r n c - J : r _ i J i ! L r' - -rr "4."; , --u # *"! ,r I

We lived very c.lose to the airport.He bought a bouquet of flowers and took it to the maternity ward.

1.3) The productive suffix ,5 means "the person performing an act" or "agent".

university

fire temp)e

airport

worker

mag ic ian

strong

learned

ot-(:-;1.

. t ( : : i

oK s1;j

< t <f ) -

-5:.t+

,r*. JJi

r,.-:-il.)

,5-i

;*

. .J .-L $ d!_r_r' -L- l, ":l'rL: ,5,:L r

. Jr r-:.r! .5Qpl^-': | ,l-.,-,1 t+ ..gb-.,6 .1.-l ,l Soi ,6 I

The magician transformed the prince into a frog.A blacksmith's job was among the valuable occupations of bygone societies.

14) The Suffix -r; means "one who possesses a thing or a quality".

* J j

. .-*.1 -r--- l- ; l : , l . . :-*: $' : t j Q -t , ,Js) sl

. c.- l o:y ok*-l & JL .ur6 ,: ; l - i

He is not a wealthy or a strong person; he is a learned man.His wife has been an employee of the National Bank of Isfahan.

Homework1. Construct ten sentences each containing one of the suffixes discussed above.

2. Use the following words in sentences of your ownl translate the resulting sentences:

ot,L , . :Fl.uj , JLj-rr , ,Qr-:. olr j :. ;51 . . . - - : r \ f . 31 !e :

r < - , ' " J , ' ( t . > . 1 , - . 6 - & . .9 t - 9 r 9 t ! / O r ' t 9 r

.;t-i-l.G , dt-! "*G!

, .jt-:-,, , dB_,_r_,

, , 1+ ; - - , 1 . : - , l r J s , l s r4 - : , lS

Bashiri 204

,l.u6 , 4,1 .r. li , ,l "',

ob: . ol:-Jf . ,t|:-^-rr. ,hJ; . ,tl;*4J , ,LrF.

s-S l:" . o-tr, *l* , .fS O=.J , 6L5t,

eirJ -;olr+ , ,|:_:t $ . "i_rr,

.r-L.J . ..,;ir_rr ,.5l:ri-

ol j ;Lr:, .L(:* LI, . lSi- i l - : i . o6-t; l ;-

&- . _5 a* . Jt* , _5"-r_.,'J ; - ) ) ) . JLJ ; . JLF . . l JL , .u : j *

oi -r-ilr;

)[, i.or .g orl jt i L cL--*

.$':*- ,1.q1 .;13* tl r: j C- _tss t O$oJ ,.g o.rl_9"t-i

j e-s -91 ,1J*---J JJ .s3-r=. g-i-e':-:-J q ;Lj-rs .5lif JJI

4 jL l l , . , ' : :Lr r ,$ j - - rJ lJ* l , . i :Q; | . : , r ,+J- :* , l j eFlss

. .ry..:'1- FL d[s* 6l-y. s r-l<1-

Jr*:- _l r_rl ,l=. .,r-:A lr ot+S 6u3)s-s Jl j+" -pI r u I , ' t ! <-"L; ; j , ,s . f l t+ -€ , : i3 ;o y . r+. i . , - i /$ l -n=

. . . -K crL-- E)s:: t , .* ," .r j ] i l . , f ; " :r : ,o*,sJ{ o.r-l o.rl i :- l .Sh- O-l..3-=, .9l-r: Ji j l nS <-.br-n, ;-l .r-n:

r J l 3 o . * ! r . ! I r u I O [ b r c s $ i _ l . : - , l l s l , , t r r *

;l lr t$x trj s'1- r La €;1+ D

.r;S*" eJ_*. t4,, L:-r.,1 s

Lr ,"-*.-o l [+j *, =l', ,-i*n rul oL.]-iUJ agt+h- **-r ,sI t r - J t r J J ( t - |

<, <-:lr;-i. .gt+L-_r*J -rs i.r*: y fl .:i. _rr ..::*1j .5- l-

l) l--t ,+jL:.. Ok--,ii.l* ;-.3 (# q -51 " ' .r.-1 9(- Lr,::s

". r ;d fr" l f eJ-* ,br. .s ; l f r ;

t,t4 jS 6 GJ* <a <jlr- aSG Ol. ,-*s -.2s g*:.-s.-e-o

osL- r f ! : .b35 gts-r" t +L: rr ' -y - l . : - j3 ,r "

" . , : j t * i 0 1 = , > # r q ( J l ! * : j . - 5 1

;rk- '-*s ,l l) .rr ;-,i gtf t,tors" - .r-t JL

ol: t.-* r. -.r-i d o,Lr;-:," JL-r! Ut . ,:.-rS i:- ,j-.-*

OL- i * ,a . i+ JJ* c r l " - l _ : rJ . : t * t+ i . " ; " rJ l ' , i l , .91 o ; t i

Jt=t-rj i/k-- '=:: O:ij , !t-?- $$l-f U- !r.JJ J

205 Main Text

U l) rJ= .gl(+ls , .:j*1 ..:- uJ)* ;t:- '"+.r ,l Si _l r:*-

g- ls r l : : : - r , a! - l $+i l# ! ! , : -13'-- OL:J.r o5 L=; i

t rr ; ;" Jt* l JLJ" g,: l c . ssr, ! - &r1r " . , .* . " rJ i "+

". $JJi {dJJ.{ J r* +# Cf l" -l -,:J* a}t* .!:jlJ:-;

q9$ ,sl " ;l tr*. rr; &*;r 6l-t'- te:'a gG'rs ,;t-re t-i,i-:l <a )JJ- Or; C)-tjt )l u-i .9J . J.5*" o.rtj:--l

t41 cG* cSl: t .s3-. :=- <i t*_ OrJ 4a;r Jrt : - J rJ_: g;-

t . l j r , , i r t .$ rr!- or-s t ? ,- a-i i , t :J- , o-.25 , ;L; "!-n*

9 - r w r l

.$J-6- i* \ t ) : - J-211 aJ- p r9t+.: :9k,tr : . .St"n t{r ]

-r*.j 4i

r l br<l

t .

' . 1

l ) d. i -S Oti is, .gt j i . rJ-: j r lL": 2*5 t-$i .94-;L-*

r\E '*.; {,JG . s*.i-- -,t- l <-;Li )l : srl.t--r,L _ . J - J - l J

J+ . J-;lJiS*- ,Gf, Or-,S &r-,r J .;[- l ,. 'rS

c9 o,r!;. pq Lgi -l ri(* d+l: ,:^;G--js ;l .,(1: ")J-e,*-

. . . 4 - t . Is s e . # J J J a F J l

i*l(:

:J-.rrJ u/9> di l : i c9 oslt t t Q-!--t1 .r: l y - |

! ,q/*. l -5: rr l r , ;P--:,> s.- - : 4rGr: .9Gi \

f r^l- -,L5" dt-:- ;- ;* ;rGr: .51i1 Y

' l : - * . < o . L , : * i ' l : 5 , | 5 - . . . l . i r : . < G i , . - l I

\: JirJS- ot-r:.: (l u;t'- ,l l; tl,ro l;- t

\ , r :5 , t< - + ! L . ; : r ,e y - l ,g ls . t or 9 _ -

|

t : J ; ; .S , l5 - - ! Ln 1- .e ) - l , c ls . t 1

r f e - J I v .

*tS*. ,6" 7- )ss p c/GI: iti' v

\ i .rX- *r: [=5 ;: l ; l i " t l A

\$J-1>=. .i dl,-:- .Sl-r: ObJ .'5 oJlil- 1

\s;;- l.-5 q Uil 4il.': ^ ,l .r.- gLb: .gGi

: Ji iJ :/>+ ,)b rS. cg osl+:s lgA--,- s:l y - f

\ . r - : . ; e dL - * , . 1 u * . . - l L : , \V J ' L .

\.i.5- ---r: sh:l-,: l; L-1, .9 ";l-: -

C Y

\i:_21.=- ft.j ..r-L e L"l ;:r1! d|-.. I

c ' ' t ( | ! . t - c l . - - . , . r i , t - l ' ,1 ' - . .' * r - k 9 v I

\-1 :;5"-; .;,,E *;t+ o(Si:l: , l u.-L s L-l o

:-i*5 4.]), 6usL: I, o*=Kl .sb 4-t* Jf I - r

1. Every morning my father sits at the breakfast table and reads the paper.

Bashiri 206

2. I must go and visit my relatives in Abadan.3. What is the role of Iran in the economy of the free world?4. I read this news in a newspaper several days ago.5. Mr. Shahriyar flew to Ramsar to deliver a lecture on Iranian politics.6. Iranian polit icians used to prefer America over Russia.7. When the oil is depleted, what will Iranians do?8. Is this true that the industrialization of Iran attracted the farmers from

the villages to the cities?9. Several years ago oil was not one of Iran's major industries, carpets were.10. Russia and GreatBritain exerted a great deal ofinfluence on Iranian polit ics. .

r i i . 5 h ; s ; K ; 'J+-J ;3*-ot-s .e osl3;L-r \\vt J;* .:,)L;-:l ;l ,l-+L S i , t . r ) s s . $ ' * : l _ , K l - J J - d t " r s , ( 5 , s l J O L : . ; t i . - t j

7-J oW ,s:: ,S r+ : $sr(*o l.-* Q_,s _," .'.5 Jrt. $rs:- ?bji J=L

.r. : t : j - 7:3 \ :* )J c- i : ix l ,s ; l r - ,1 JL.* i calro

cakl-L" _.," l_., OL::@ r** u_.jF*,rt-l .g o.:l;E ._|*J. ;1l c

?J):- cS.; IS +f L4-| :- , .Hl ss .$Jj l r i -< . ,* Lrs , t :5

.,5S d/L:al-.-J: .gL* cl;1 o.5 , $J:4j-,1. .r.5 r Jjr;-+>*

. Jjr; .,. r.(:;5 vB:tti-:: ! oS t .r..isls .,.

_rQ_lE );:*. . c.-l Jlr-l $;S :,!t- f - -r_:* r9t:-:r

,S l -> ' - . J j ;S . , - , rL* f t - Cx l j l t+ - : r , t ( , : l y l l , , t+

JLl- :k j{Li r lJ* r : - , C.-- ol ' :5 i+L , , t : - t t : , or:-r i c.-Jr

$ L , " - [ : , i , s t - * + i , 6 s r l : ' r s , e L i $ - n ; a - [ : _ . l J * - . $ - - l t "

l ) v ! . v J t

,L-L- <-1 o-tjL J +:*- =J)r ftS-:r .ur-?- .J:lS €- ,6 -.

. .1.-; s *-( , ", :

.-l.:.:-lls -J-.-95 ,S_)yF" .11G eti ,j.3-.*.l|.} ig o.:13-;(-

_n - t ;srS 6 _y l :4G ! - , r _ , r r_. - ,_ i -S ! L$i br- . , . j i *?

lr ' .. '-= i.-(.r-r; Q_.,r ,, 1 J ;t -5=tU €s *gL.rr-., (r-*i

..r;.rrS* L; L"-:

.$s ' - , lJ3; g3*aLi .9 o. r l3 ; t i J5 OG. l r .9 o. r l ; l - : ,

t*_,. rLS q ti ol_t *:*- fJ,-1"=.' l_e"r 4qjL'r3, J.ii $1' ,1 e J i r :J , . - ;L ; c t - : , : r l : As csbj -9_, tsu\'

. .u srs*- .rlr: *; ,Ll-: E*-s

,4 - l l .Sk:*3s .:. i ls .g.rL; gE-3s C/Lj-rs ,^JL:,L+LI*C Jt r is r ( : . J t ; u l r t l -&. esbr+ i : , l r+ rs

;Li.-rs ;t- i $r.1 u- JL* a+ ' ,L::1-+*J J+l; i3 *-91_r,

207 MainText

.g oslejl-i ,.Sl_x La $jL*$- ;-l . -ll .r-* .,-J! ;;t;*-"s 6ls-.

) J lHl , t ^r l gtr ;+ _.rJ l : k j i O-- s-- r+ .J-! gG.rs

tArS:. i5 o-,- l - : r or j aStA , l oh" - t t . . : , : l . rS- oL6;

. i_r*- , .9s1;; . : . rJ , i . ;Lr j . r ! O"J &.s.e j l s

r+-:- Jt$l L{Jf . $.r_*; -rl:*$ JL-!l -SrS .9 osljt-:,

.r3r o.ut Jfh-. _,lr*+:-i r+:- ;l ,j:tr ,KrS .sGi r .$sei

..g osl +-:Li J Otj-6s .g osl +it-l j l -,:--+ JIJ-*{-5 Js L-Ff

|, ..,L"i.!Uol +i-"? 'F" C*"+ J J-i-i-tt+ l, arJ er-c*rrL!J v Jj .+lr i<- ,31 .uo t+ cg rr

.ii: r*:{ Jl r-q o;-.,r Q -. .(;r, gl-*= -S,S .Fr-.s

- rs J rJ ; : . - ,1 - r ( * . : - l -9 ; € J l OJ?,J* l : i< ' - , *J t l= - l )

. .15 c-Sr; ..-,1_r€ "tS:-lr $sJ,:J a/G;-l

t - : rr [*- Lr i e r ,so-q t+i . r-* lJ j j r ju -5,,K .9 oslc, t=JJr \) . .:;:-:s*.r, : s-r*. Q-,. ,K

o ; ; " " I - t S l ) r l r , l r s 6 u r f t \ \ v 1 J L - - ) { ; l

J $sls e-s , l lJ s*- i .gL-or5 f . r- -r l , . f_, t**: ._ 'J

.-9Q;r ;" *-,JJ L* .r.:srjl s-J{ .;;* .9G;5 _:=i g,,,!*:

; '*. -.3; J .-,J-rts =SsL J -o; s3,-'q .9;ft s rl"(; -.r:3

' ' J J - , J L : b

. , i1 t -L k i l g - l cs -25 i .9 rQj - : *s , l r : ( : "L 6u ,

r-; t , Jl $.: 5*.r, L+_l_.rr -e Jiy;- Q:J t b C- J-**-(-

;9r JS ,A -S,rS -r .-,6r , ;-e*.rt*! ,,gtr osl;ti .,(-j. s- | s.r-f,

Jl r-it"ro-: ,13*4; -b[ cr:: -.1,(;. gJ*.{(-: .9Gi , "){-i.*

.us rS J ; l , u l r t | -y i l JJ I .9G_r3_r r ;G _r " " i l

os l ; t - j

.gt"r+j ,l .,51 J.r !t- r.,rrt-: .9Gi ru-;r oti.*lSl q _r

. '-S*o ,,K .r:-r-: .r- -t? ,s ;t:**JK;l

. d--l o r- s13 ,13**-g.f *l.jL ct-*': ;G.r.: .9Gi ,.59rrs

-r:.5 .,- .rrjL* JU q 6 ,, ,-r[:-3s ,l ,3-^* "i,r-*,-.

J Jl

o . r - i €3s t+ i oS.u- , - , . d .9 , * k i .+q- , t l : ; t

c9 o:(-;r :4 Qi ,-l-r-l . r-l(1 f t<-i UUr(;*3 .9 oje-

-,k .-El_x c"+ cSG-:_t-r : '-'-'S=o c..-* C:r OI JJ-l J l)J-*l. J-l_r*" J+*.: ' -t L+

,_Fr_# J: . .s"; i | i lr r lr*{r: :: ,5:6.9 osl;t-

, .,r-G;x r-t-x e rq -o l5 lG l, uli ldr': e*;l-n: ,SrG

Bashiri 208

) l L l a. s3r, Ol j - c r : .61 cr-r [-S OrJ l ' * i , . r l r , .L, i _13.^=-. J l

,6 J* r rJ r 3 &r l os 5 | ' . i l , u :$ lFs , t - ( ;3 ; .

" . r ( o -

' l C *t-Q,-u-lj..r

i.!-.$r =l* st) 6Q^:--:ryt -

\$rr5+. -rS -rr , ,sQ-rJ tK $kl; -rr -)G;l , l J., o-r**Ll .9 ": l ; l - : ' \

!J;iri-. l,+S c b C-- olr"!-U y

!$ ' , , : l , l ( .- . iS- l , , . ,L!k:-. , , o.rdLi, .9 o: l ;( i y

--r.; Ji-, os ;: ;Gr: prs ;L:--,: r\.r. {* ;Gr: ft-:, "9lr

,:;k--r: t o.J .:-* lj- oq ,_:1, \(* r; . , l j - : jGrl ; :_: Jr6 .gul . . r

Ss:rS -: l ; lJ ol j- l rr_jFrL, .9 . : l ;L:, l r- v

<; "(*- ,K- , - | FS !L ;r;ol:' .5G1 A

\ru5=. e1-. t t9 o-:lr-:: )t- d/Us: .9 o:l;l.i 1

t";S"- ,K- !L ;rK lr t i i \ .

:,t*i,L) 4^+; ,5-)q l) €*:J*l ,Sb 4!* ;/. 1 r

1. Last week my friend and I went to the seashore.2. We went there in order to swim in the sea and to watch the fishermen.3. Each time you swim in the salty sea water, you must take a shower.4. My friend's family owns a small house on the Caspian Sea.5. That morning I saw the sea for the first t ime.6. The Mazandaran mountains are covered with evergreen trees.7. The house was located in the middle of a forest.8. From far away I could hear the sound of the waves.9. The water of the Caspian Sea is somewhat salty.

10. The shore of the Caspian is much more beautiful than the shoreof the Persian Gulf in the south of Iran.

1 cQ-L and cl*lr.- are alternate forms for.jbL and.j!L respectively.

2 For the use of .5 in relative clauses. see Lesson Twe.lve.

3 *oL1 jLj "communal prayer, Friday prayer"

4 ,r* o-,t5 is the same as \gri+ -,6 "a better job".

249 Main Text

Comprehension

Read the following passage carefully. Write out the answers to the questions that follow thepassage and hand in to your instructor. Make sure that your answers are complete:

J3J+ ,s ..:- i, t+ cS4iti*t O,* , G) .:ct* , g.i.:s

.r,.ui ,-,-o-* b-* "gcLi

:l t't* t-+- -. j'* ,

f-j -o c--la ,:;L

, t**: "3,

t l--; * l* t+I olr:, tr. . r: . . : ; ; i , ul:<l L*_- q _l

Jr J r3"+ " s-r- cl* J O).:J- " /+ uI f- l .r;r:r :Jt+

J"t # ol :l t+. ..r-;srS* .9;Q ,..,T -rs G-r*'lt' a<-:.-r;.r. .1-. i .Fi : i

S.uT ui-*r t--+- tl t-+" J gF* l*r J oJ ,:tL ":J- -lJ

rjr o$ jt: ,,-Jrt O!t*i,-S_t, ojtj 6 rr.r-. ,rir:+ttS 4 q _l

ol:-JJ el-x : r_r-: ?-*' .,--JU =L:S ,-+ i*, 1-n>.- L+- .Ji:;J

..u--r*1 J.l'S=- 6t: !_lrl _,. d

s3-:1 ,5.r .ulj"-*- Jl ..r:lr;* erJr ;,tl i ri t+" e*jJ

, l r .u* l q- &r3r.r :( rJJ .r- ; t<*- f+ b rrJ_r: ol_r: l o+ _l

t r g l * :+ e r>" t i . r : ( l - l - 4 . j t j , , i l _ f s r l_x l o* . ( * .5 , - - l- J . l r V

..us .r u lsl s3s J t; ,.t t- jt-l )i

: , t *a t V*L t ) ,gQls : - t Gt l- L _ t J - r V

S $_r U:-. .S cEy -" .:rL dr* I

! ' . . i . - : r + ! a Q t + i _ r\ i : -S- grL ci r , J J JJ.. ? J.q:.5 . ,-+ - l \

! $ : i , ^ ^ : . i t i s . l * t - d i - tr I r r ' '

l ''S* .rSs-i 115 ,: Lr- .:--r-: o

S'u!- J+-J t o[i -;: Lr- c.--1.: 1

i:srSr, olr: l q .ulr;* l l . .: .,.: l ,; - u

i,ur: sl: l crL.:Js; ,-t l;, ,:- lr l L $l;*.; l t;. l ;? A

Lesson TwelveThe Causative

Compare the following English sentences:

a) The baby eats his food.b) The mother feeds the baby.

In sentence (a), the baby performs the act of eating on his own initiative. In sentence [b), the baby'sinitiative to eat is not a factor. We can say the following about this process. Whenever an agent otherthan the self brings about the occurrence of an action, i.e., when a person or a thing performs anaction not on his, her or its own initiative but on the initiative of another party, a process of causationis in progress. This process is conveyed by means of a causative construction, using one of two ways:

Inherently Causative

Verbs l ike ,"t=-rJ "to send, to cause to go", .,rJ ctrr "to dispatch",;:-i.=, "to pour, to cause to

flow" and ,*5 "to kil l , to cause to die" are inherently causative. These verbs are treated l ike ordinary

verbs. Here are some examples:

The mother sent her daughter to the market.

The child poured the water.

The policeman kil led the thief.

Not Inherently Causative

Verbs that are not inherently causative but which can be made causative are made so by addingthe infix c/t

'-an-' to their present stem. Example:

I feed (lit., I cause to eat)

The following are some of the verbs in which the causative is formed by adding d/t '-an-'; the infix

-it '-ani-'is an alternate form for .,1 :

to communicate (l i t., to cause to understand)

to cause to arrive, cause to reach

to put someone to bed

to cause to sit; seat

to (cause to) burn

to bring to a boil

to make someone rurl

to clothe someone

to frighten

to cause to appear (in a court of law), to drag

In the case of the double causatives, the imperative of ,:1. is followed by the subjunctive of a mair-r

verb in the third person. Example:

^*rl , ;-t ' - - -

{l_rr-:-

r:.:lJi*

p r , ; *| - - 'i l , . i - -

Jl,,r-:-

orLi

. JL- ,

oJUr -, ' l ! '

u$l )s-

oJtsr+

; s l r :

. . . r ] L1 e

l , I

u* * - t '

O r=.LC,

oSL-,

O$l*l>-, . l r .

u * *

o{i l i ; -

,$ts:+

, 't'a:lr:

. .r*;L: -

o{iu-r '. ' r r (

211 Main Text

Have this car washed!

Please, have these shoes polished!

Please, have this carpet cleaned!

| ' ' j -i".f '+ | ;".:L ;. 1

IU; ,51; J:"J,1 l - : k i jJ O, l

I.rl5 3*: '+.r, lrJG-;i

To form the past causative, add ,l or .; l before the past marker -d/t. There is no difference in

meaning between these two forms with i/l or .,il : I

I fed ".r.-: l .; ,$l ,.!| - - - | ' -.S{l-;-1o .5Sl-.r-

sl_.rr Jljr

- . r J l . ; - J l , . !t - - - - t -

.! {l_r_r- .r: $l_.rr-

sJ: j l_)r $$lr i

As a verbal form, the causative has its own infinit ive and verbal tenses. The conjugation of theseforms of the causative conforms to the regular conjugational rules explained earlier for verbs ingeneral. The causative, therefore, may appear in the following forms:

causative infinit ive to feed o.r;t,- oJt,>-formal future I will feed Sl-.,r- 1lr ilrF ,ôlFpresent I feed 1-l_,-r,=.past I fed f {trr- l$trr-present pedect I have fed ; l r ' . : l r ;

f l "$ l rFpast perfect I have fed ,.:y o..r*;l;1: ,.:_y oJlrli

perfect subjunctive that I have fed ,..:t? "J-:lr,: -q "rlrr!


. -r.:L4i:- rl* l-*;-r+l iL r

. ; L - . t l , L i . y - . - \

. .t;L_, .ul; L.l- l-, ;. utj ;L; vLl I

'::L5 .:.:j L . , ,ir J -r.:- ,.9s: | .: *= ; rL t

. J : ] l tJ . f ) - : : , t : - ) J , r _r l r o: l ; 6"JL: ; ; r_r aL o

sl .; -sl; _;: ,.: l_-J .911: .L- - 1

. c . - - l o -u l L l * " 5 r ,

e ;S , s i | r i ' + i v

' .r..:L o'::Ll-.:r' ,.r'- ;rL.:-L ,tl Ci lr ta't- .!!i ll A

Tlarnlate the following sentences into Persian:

1. Can you take me to the airport in your car?2. We must hospitalize Bizhan, but we do not have enough money.3. It is necessary that they boil this water before they drink it.4. Is it possible for you to make them understand this lesson?5. Can either you or the doctor feed this medicine to that patient?6. Have those newspapers burned.7. Have that radio that is out oforder repaired.

Bashiri 212

Relative ConstructionsRestrictive Relative Clauses

As we saw in Lesson Seven, the 'ke'-clauses of Persian function quite similarly to the relativeclauses of English. A relative construction is made up of two simple clauses: a main clause withsubject, object, verb, and a relative clause, with its own subject, object, and verb. The procedure forthe formation of restrictive relative clauses is explained in detail in Lesson Seven. Below are somesentences to refresh your memory.

Stu{v the following Sentenoes:

. $ Jr+ .l('.:'ls Ol-; I -r.s s:-,S- lJ UriiJ".: * .S,r-L - r

. . :- l r .r ; l ; r . .r-rr L . l( . j ' j l : . ,s lS.- ,K E obrtt* ,S-F E..5.: ; ' r - y

od jsgi : , t- i ,- f i r i j l ,Js{ fo: l : gl . ; t , l { ot i | ; : r5!5.rr- - y

. $t*- Olrll .gtr.r1-. c.!L:: =r- lr ,r ; t i frJ t$ t t c-. l . . ; l , -- : A-r1 ct} l .5i d. js>. - !

. .-(= ,K ._,r d : .- | ,(.,.: c +:;'r'i * .5 ,:+U _ o

. .:rSl=^: , "rr..:rri f -r.-l .(.'.li ,.r l5 6lrs;l ,l L .r.rl;* E, d.5-.;i: 1g-+ "':':;; jil-",.=T,f ' ::"i ;' :,;:T il,I _ :

. e- i : , , I5 :r ls cl . c; i .5 (5-fS, f

. € - l i * , . r o l $ j ; l : r l s o x r t * . S 1 l c t i - r .

In the above sentences, the .5 'ke'-clauses invariably modify the subject of the main clause. The

direct object of the main clause, as well as the other functions explained in Lesson Ten, i.e., locative,source, and goal, can also be defined in the same manner. In the following example, the nounphrase functioning as the defrnite direct object is expanded:

(main clause)(to-be relative clause)

' : : O l i ^ l , : l , t ; r , . . : - i . :

. . ' I t - ' . - - - r r ; r i b - r

In order to combine these two clauses, we shall follow the same procedures that concernedsentences in which the subject was modified.

a. Make sure that the noun to be modified is the direct object (t;, 'reza' is the direct object of

o rd .: 'didan', in the example above).

b. Attach 5:' 'ike' tn the subject of the to-be relatiue clause and place the result after the headnoun of the relative clause, in this case iir :

' - | I ' . : -1s ; r - ; - l .S. t t j_)

c. Add this relative clause to the subject of the main clause, i.e., ,. .-:

.r-l I l '' sr f -* ,S,r[-:, ; ':-i:

d. Complete the new sentence by adding the direct object marker t, , and by copying therest of the main clause after the relative clause: + r otri | -.1: t-,

The resulting sentence will be:. . r 1 : d / t { i - l . , : l . , . ' l l ' ' - J . : r r r . ! & t j r ; , : - : , :

The subject of the main clause may be brought closer to its verb:

.rg.r drt+i-l .,: pji: l, .:-l [.-l .' -1s ,J.: {S.:Ur

213 MainText


. .^. i3r1 _rejr _r,:- : l lK oQlr A-r, l . . , : ; r .r-! . : l -r- 6 csi iL 6rJlr \

. .:J Ul;l +.i, aK ;l l, :-f &), .5 !rsJ. ,4-i cff_.r - Y

. : J g : - . : r . J " y S j l l . 1 : F i r F J + . S . " - S t i l - I

. " 1 . r . ; . - , : l - . , t r l ! : o t r Q . i . g r , . S ; t . s U c / G , , J - r * - i

. .J-,1:, r c. i lK _rlr :r _.xj 11 t2a ;r3z- J+ 4lJE :; : - o

. : l : , l -^L ot s rst l l - ; : ; r :-11-r.( .sls:r --) s;: dlJE OL-! - .

. s-. ,r " i l

. j ( . .1 -1 . : , i l : - ; l , : l : 3l I ot i- ! { lJG ,JC ..-G v

. :ti-rs .J*? "il

o.r.:-_;i ,glst l_s *l$ U.rJl .!lr[ u* A

. : l c^(L l - . , :5.- q_S,f .S.t+ ,sL _ 1. s 5 o . L o . L l . : - o - * i - . : 5 f i & l g U - . L ; \ .

Drill

Bring the subject of the above relative clauses closer to the verb. Example:

. i . lSr . f ,e . : t r ; ' l . rS o l l11.gr , l - .1 :_y r . r - . i : l r - .5u:+L . r t l r

--:-<-r{ -rej* -r eilK O\4 Ci o,uil-1 l1 J-y or^5 -l; "5 u:+U

If the head noun of the relative clause functions as the goal of the main clause, the relative clausefollows the goal head noun:

. : l : : - , , o : t : : l s* l .s ts i 6 .s"JLi l - r . , .LJ :L: I

The teacher gave the book to the student who was standing in the hallway.

Inthissentencei s; o:t-r*. 1 _r,l l_., e; ^S istherelativizedformofi :,y o:L:- :t r,ot_, .5i .JL:.


. : l : :15- oJ c-11. : € l+ ! l .s s : :1, , :L I

. -r-, lr j-r .; c*_:*JE .-^L 4s-.-: l; JU o|-! \

. r.îrt 'S= Jt3 "13:1rs d:"y d.F-;* l, _y:1, *- r

. Jl_.,r :5:. +JU "l::

d.;:,rt l_, t+-rr ,Lx r

. c . j ; :5 . - .e ; t $ f q * ! l ty j l l r k- r F. o

. +- i :_2 t - l p : C; d:L- l _r l l_ ; .L+ ,T, r : - :JL: 1

. :J c:jr*- $ rlr l* .5t {sr-;l l , Wl*- Cll .r.=! v

. :l: :; c*-l-! r.r!l-, .9-1.q {;B- l-r cr=? 'r-:6 A

Non-restrictive Relative Clauses

When the noun of a relative clause is one of a kind, the selective marker o '- i ' does not appear

before.S'ke'. These clauses are called non-restrictive or appositional. Examples:

. +rJ ;ttl :rl; :_2 oJ--!;r .,(.l.}-! ou "5 r::: r

. :h! l ol-. .r , ' :yrF :rt J;! ) l :6 Ci "Si. :U I

. :; f- ;r1.q c.-!l: .,Sti .-- :r )l ,_i-:t 5 ,-K r

. :J U-:-l .r-t-; ,::; Jr&= qr-:,J .9GrK ,l .5 ;,y *; r

. ^--ti t4itL! ui -r(S- :l-y d ; ,-::1.: J; d 5 ./. ot -

!-q:.1- t<,,t*Ls gr, rK= l-.1 :l:- t' -r *-,1 . Jl - 6 u -1

Bashiri 214

Drill

Tbansforrn the above non-r.estrictive relative clauses into restrictive relative clauses. Example:

.q: rS. ; t - t l : - ; l j :y "#11 # " - tJ . (

, : - : . :

.gsr3 .;tll s..,l-, .:; o.r--!jr uK*: oU OO*l

Manner Relative Clauses

In these clauses the noun modif ied expresses the manner in which an action takes place:

. rS c.LS 1l <1 c.;14=; ,F":" .5 s S:- ,t5 .5rrl ,l .- r

. c.rl.r;l u- .rl;y l-., L .So r5 .r.;:r_1;.- lit Or+ l{.;l Y

. c . ; l s l € 2 & 1 , L . s o d s ' - - d y J - - ; . r i l 1 . - ; : l : x Y

. r l5 z l ; : i l 1 l L . r .a - l r ; . - u6 : -y t1 j ,su l oL ! ; - : !

r,jj) .:--J CI:- .S c.-.11: .:r.r.! .91 o;l.rjl ti " rJl_rL " ,s4_: o

. (.!-_f:- ,l ;l ) e-i,l: ol1 jl _.11 1. .:; l;l $lF+ .F?:" .5 rl ,lJ r.r-a;l i/+L ar, l

'1

i_:_rsi d$ .-,i tj)) - &ti .! .r=- 6 "r .lGrt ,:;i L .: v

. .r;;l:r- lJ Ol,.! dt- qlJ .'': :l ;-; .,=- .5 .r,;:_7 ,=i.! ,.r;;i ;l ":l;t-i A

Indefinite Relative Clause

The "-ever" constructions (whenever, whoever, whatever, etc.) are composed of the word ,o 'her'

and a number of forms like .J 'ke' or ,*( 'kres' (for animate nouns), +- 'de' (for inanimate nouns),t+

ja' (for place), and c-!, 'vaqt' (for t ime). The compounds most frequently used with ,r 8r€i

harkaes or harke

harte

harja

harkodam

hawaqt

hartowr

harqadr


whoever "5rr zr5r^

whatever ?rowherever (:_:o

whichever l t i rowhenever c.-i,,a

however, by whatever means _r**however much ,$,"n

215 MainText

Adverbial Relative Clauses

I f the noun which a re lat ive c lause modi f ies is a noun of t ime (a ie 'vreet , 'gL; 'zreman'and, . tK:o'hengam, 'a l l mean " t ime") , or i f i t is a noun of p lace ( t - ja 'and , t ( .

'makan'both mean "p lace") ,

the resulting clause will be an adverbial relative clause.

a. Location Relative Clauses

In these clauses the noun modified is a noun of place. Compare:

. s.J .r--; c.-!ls -iJ, .j r -1 c 6 6l- lr jl \

. - J i a r r y L i ^ r - ' ' r , l . . , 1 . : . 5 - * : re - | - - ' l -

. . ; , '1 . . i -1 :_; ls , .1 . j r ; l !+F dlCt . I

. + l . , - i /L- : - : ; L, , r < i I . : r l : - i c d lct - i , l ta; l L

. . : - - l rL l r+- gLi : - _. , l r l * - ! : ; ,

"5.9.q*. p- l o

t l

. r-:ti:- )|l "_$ ; I c/lj{j Jk -,. 6 et' rl r

b. Tcmporal Rclativc Clauscs

In these clauses the noun modified is a noun of time. Compare:

:r: c-: "tj,';- .L;f;,I] 5l ]. rr- oJJ -r& Url ' :: l , ; l .- <1-S^ y

. ru- i : l : ,JJ- -1 o:L J l ; . : ; :5* J t , , :k : l . , : &;L; t

. r ; - Or: . r : - r l - ;_: j 1: ls gL3-; s l y l : ; <. ( { i ) . , iJ o

The nouns of t ime, i.e., c.!, , oL j , l t<j^ , etc., may be dropped and the object moved before "5 . In

this usage the .5 is referred to as the temporal .5 . Compare:

. -:J S:: u ;l ,r-i .:r- ,llt .'-, \

. :J S:; o ,l .r,: =r 5 rlL. : l : r : .5.: l_p .561 [ J-: ":L- 9":L j l F, r

. : l : c--: .9: l_5+.gGl [ i .r . . l , o:L- "5,;+U ,t

. .r' .,,rt' ---S U-:: -i-: l, ;l * .r-, \

. r : - . r r _ 5 - - ; . L r * 1 : . 5 1 _ , - i l *

. . - : - ! l : : o . r : L . ^ ( - r ; ' , - . : 5 - J s ' . . , t . U I . : i . tf - v J J I . l - - - e e

. + : - : l : , a i r . : L . J . r ; r . - : , 5 - . J t : S ; l : L i , :l - r I ' l - . - u

. : : - u r : - r : + , t t ; j , . - : l : ; L ! - ; r l C l j . : - *& , 5 r3 o

. J-r- .,,J:.r:'v L;y' ,^.:l: gLl; ;l q 6l, :*5c

. r . 1 - G . l - : : ' - - i - : l . . - i . - \e r

S f*G - ; l - ; : c . - .L- ' , :

"5 l - ; r

Tlanslate the following sentences into Persian:

1. The driver who took Hassan to Karaj is my neighbor.2. The policeman took the lady who sold her car to prison.3. We sold the television that worked well to the driver who brought us from the

Mehrabad airport.4. The man who is smoking a pipe does not like smoking in places that are crowded.5. The nurse who used to call you has married one of the doctors who works in this clinic.

Bashiri 216

6. The judge who does not like the south traveled to the north to rest and swim in the sea.7. The man who is smoking a hookah is the brother of the one who is smoking a pipe.8. The carpet which was very expensive is still in the store.9. Whoever does not like to pay for the food must pay for the bus.

10. I used to be so poor that I could not pay for my clothes11. Upon seeing you, he hid himself behind the car.12. As soon as the train stopped in the station, he took his briefcase and left.13. When she completes her studies, she will return to Iran.14. I will buy you whichever of these clothes that you like.15. Wherever I go, I hear a lot about her and her marriage.

ReadingsThis lesson includes two stories based on two Persian proverbs attributed to the kings of ancient

Iran. These proverbs are "practice makes perfect" (lit., doing a job well is the result of doing itrepeatedly) and "other people's efforts sustain us" flit., others planted we ate, we plant so that othersmay eat). Read these readings carefully and follow the instructions provided at the end of eachreading.

Note: From this lesson on, unlike in previous lessons where given texts were modified for person,tense, etc., the operative phrase is in your own words. Try to learn these readings well enough to beable to rewrite them and, later, retel.l their contents in your own words with little or no help from thetexts.

,ri .r.i f r;,z-l ; :rS X )l Or; JS:; )S

, l , oQQL ao.L ' -L ' " - , r t ; to t* ; l " !

, OIJ ' : t i l a)ss

-9 r l ' .0 ? i " i? t -4 - ; l - -

o - , " !

. . : , ! t ( . . . : ! rs " !

. . :+ .J - ,6

.* Jr . . --J l i : . " -r l_rt+ rr ry os-;3i "35 , l .5 l ;kr ;"" , , . ( .

. srS.- t f i+t ,K d !s l -1 .g ' : -s ; l r . : - :3i l , os .5t^ gt ' ; l

.g t^ J - , l l - r I s s3r c - ! tK ; l < ,1 -L 6 ,32 ls 6 r , , t5 ; : " cx l

4 { l - : : ,1 o l r * t , ; l , ry o+<;* ,K , i J3 , ; . r ;# !U .91 c t i

}' } t . Pt-:, >iir " :r*-, >r >:-ir Ol )l r $l-r L^ J- JI j)J!

r I " s . s r l . J L

" . J=-;1: li * tl 61 , f, l +.:' " : sls =l-.+ ;> r

" S . - : * . : c ; ; * t ' , s ls t sS cx l " , * -X o- , t r - r r u ls r *y l". .-:**'. #:* v 6lj{ !-- | _rK url , <i " ::l.r :l:+ ,:-r

, ; , ' - .5 . - t J .c l ' , . t ( . ' , , 1 , ' t - " : - ) * - - -L . j L . ,1 . * - i * ; l9 v - J v - J r J t . V J r - r

"!.:- l O+S't p 4,. .sb-,I*-"- ; l ,+ .5lr-? u:=-rK o.l S r-:t

os, AJ ' tJ; 4,, , t , t r rK o.t c- o,* $*,

2 1 7

t , I , + 5

t - - .o J - u - l : l "K

, * l , . , sx !L .p l os - r -1 i t { ta J - " d r? l j l : l - r ;at v - v - v J . . l . l v .

" c - - l , y ,SCl ;3 , , t5

. - t r ; . r . cr : - r - i " , *K . , "J F , f o ls*_t , l: . r . : l cK t+ i . * : l c - ! l t l ) o '1b Or : .n ia u6r r . .2 , .=u l

" ' ,>.-l o"f -. jl otf Js:; )ts

'

t y . t .9 .*J c- ! s ls ,3 ; -s3 g l , -L , l "+

J l t$ t , l .Je; i

sls c" lsl sJ; ol _>t t J.o + )i- i J

,J-.-6r =l-t+ -tts ,JW|J4 liLJ : -ilI

!:-rS- ,,r $ ,l r ---l J ul:-: i l r

lssri ; l lrtS ? Jri:- o. l.- I

!:S:- o :J .:* )l L Olt),:t j) l .5.5r::: Y

S+-X ? ,K .s . rLr : - , l j l J l r=t i l t

!s; ;--(- ,:.is .5111 ,6 lr? o

. t J - & , _ r " \ S , S l - r t s * * : s ^ : o - r L ; Q : t l ) C , ) L u l t J : l ' ?

. . . | .

(gr +r f J.}

,6"*; o+Q

o-( l r -s- ) e:K*. ar l s Jt ;S os : l , t ls: : iy l .srs,

.\.r l-: \s)-i r!* r:- :Q cxl .srS- t-:L"i Js_- rK JJi:.s + - = - l u l s , : t - y l . . ' . . : t 5 * - c - . ! J r 6 l e * , 6 , s c . ^ , ! l s < 5

-L+ t , , . , t+ l J - " :4 - > - t l j l r l j l r J>o >- , . , i i y ' 4 i l )

i .5 r l - r JL

I J v ' J r t J J - t - , ,

,J.jr o|.-i ,?-l iJ-{ ..9_r+,rL5 rl .:-iL^-! lroti d s;,- '-

44. O. .i. itr .r.y*: oLl;-oti " : ij.( J *-:+ l) ot-! .:6_r

" . e r l J J L y , c - F t l ) o t - lt J 9 '

Main Text

. l

qssjt-:i (5- 45 6t<;.:';r

.ai 'Jr k+l

. . , r 1 " : J s u o . L c S 4 . . 1 o , * , : n . l- J r V r J -

S .-:- l . l t6:r L_r| - r r . 7 . I

. . , U r J : . : l ) , a 4 W r S J r a r sv . J \ , t J J J - t

" . . : - l o3 *

Bashiri 218

:,ril +:K u6 r -

I r . la s u _ . . t a r d u l

- J l V J J - J

S ..Sr:-, | ) t+'. , "*l I

: s l s - l o > s r r *r r - t

t9 '* . : ; l ; cs+lr , rs#F; 5 t { i "6 n

J : ' o t r ' ' - r : i d i l | "

ft r:s- L 'l--*? 6 ;rtt{ t'

"' l;rj4 ol-&: t: p:K=- t-

: l q : .r- i ;-: , ; J-+ rr--,= ul O.c;S -r l olJ .*,: i l

. . :- i ls l , o.t* ic dr:." l" lr .1 . g-l ; Q .p. Ot+_r-r-" : .rX

o.u1l .5 ly +t { t$ i . r -Lr t i gLtsF rs l : k- +* l " - . -K" . , l" . J : 5 J K O L - * b *

o i c U .s*J * s ls ,o : - r , c .K l : ,J l o l , = , t i l. s l s < - l . r l J J ; o l _ r : : , . t l s l s sJ - :q

..+4r -|t+ -t:s ol<Jl:+ i;LJ ' ;Jt

!+: l , .rJ . t : ; i ol-, , t ;r l5r=2;l \

!:_y .9.,6 .f J+ r_r-,r:? Ol - r

S:J *c "_r-xi _rK ;l gle,:-:ril l_* y

S si< s :.,-1.!y l-., l{-rrJ !, o,:- .-- :l .+; 6+l U orQrs .:_.;_.1- - !

! : 5 , t . ( - . . . 1 . , . - : . ; l - o

4.J*|JS"! orys cSl-tt s J-tJ4 os! rl l+_>t l) OLul, Orl t:

1 In our discussion of the formation of the past tense, we introduced the past stem as a unit. In real-ity, the past stem is derived from the present stem by the addition of'-d-' or '-t-' as appropriate:'xor-d-em'. This derivational endeavor, however, is cumbersome; it involves too many exceptionsand too many phonological rules of the type 'rav-d-am' changed to 'ref-t-em' "I went". For thisreason textbooks opt for asking the students to memorize the past and present stems rather thanattempt to relate them to each other.

2 --t ; t+ .;- "you are in the right! (familiar)" or .:-t L.: ti .i- " you are in the right I (polite)"

3 rlr-L "pl.of ,;L (lit., those present), the king's attendants". This word is usually used in itspresent plural form. It refers to those attendants who accompany the king and carry out his orders.

4 ulrr.t _y is an alternate rendition of ,l_, -:;t .

5 In addition to its use as an indicator ofquestion sentences in literary Persian, t 1 is also used in thesense of "if ' and "whether":

sr+ t +1 cr rl t-l .S +lr:- Do you know whether she is coming (or not) ?. c ! f:A .s;* t 1 -rlr:- I did not know whether I should say anything.

. "e1 ;.,a9- ,6 t t slq .- * lr;.- .(: The king wanted to know if the cow was heavy.

6 .:;l; .41; is the same as dlF:- "you (sing.) will be able to".

2t9 Main Text



/- - [ -- : { -o &. i ; t l : - - l q =i i j l : l .L.{ .- l l . , * t : rJ

,J=-.-:Jt Lru 3Jts+ oK-rls ;t ,-* JL .e3 ..:- i tsr- sL- i l

.5k$t-. r l "J.

,s !t - j l .- . ; .(;-1 , lr : l ,* t ! , . . l _,1 -r r- i

- ! :- pl-s:- l l : tSs;; Olr4, otK.:; ls . l , lL- , tJ fr; :- ,rS."q(; :l-'i:, JXI C* st-:-il .5+:-i; -;s o--iS ti os3-

.r:;$ ) r:s+ otSil ' r -:L+-ns .gl c;-o t i: lj ;J

,.:rS o:t +i t-:- ol. t*:- : l c.r*i :$ ):tr j l -r l c/ lsrStj . .r 'S*-

. ,* :_l . r i .5L-o'-- . C+i , . -ors , l oS sr ls r1 '-{ r ; ts* .9JLo

. i r l o.r- ! J-L =st S Jsi

Jq3+sls - . j J ' l : j r -*? j r t i - .+-5t" , . :J -- !3 -s

I F ; J J ' " ' : l t i r - , - ! " - r l - , J r . J ' y S , 1 " i , . t r r r - i - s

Cl-r. s r.:,:*a OL*.(1 <.-o 3l Ol:-. l_>tj .b.l.1j c.=*l Ls-s- U-l

.J j l o.r- i . , " \ . ! , l r ls =.J

t<,1 ,.SQ r ..;-il i.< rL.S l) ci-:r c;t-o.s- glyl .5t( ot(*1"

l-,J t,.g.:ta::*

C* U" dr:l <, ..r, 1 o.r-l- :l->i-tt .,-y-l .gt-o.r:-"

.J rJr . I -nlJ- . , - i - - l C)L + ol(* i - t ls ,s sL*: i l ,S orsr . : -{+

, . , t t - - : l+ , " . ) . - l , . , : , l * " 'e - 1 !q - . r r l r , t l l l , . * . rL^ i l r i I J+

r j4?

,sl ; - . l , , ; t *- J . , -1. t_^=^.o :+ ot(- : : ls .51-o.:L:-- l r : l . ,v J \ r - v

.9t4.nt1'.- ' .1. .St+-f lG :J-; d/ i t{ . rt l4 r+: JJ- .5t{-y-(. Jj*- u-i; $ u- Y-- | J* | dJ _t' ,lr: I

,Jr-6r C-Q ::) 6WUL- 9 "t;tl

.:.J ,Kt ui. -l _;: ,.:J \

\ .- | (9rt5 ? J+ glr-l ,: )L 3l r! r i i - : i . i ^ r . . . L - , ; - : . * . , L . r , ^ - l l : l s - I

- 9 | v J N r J I v - ' .

S: l : -u l ; s r . , s l_ ; . f K . t " r? l ; : , . : J I

S$r-::- q)--, .r i J_rl . l O* , d/ lJ- l .5t{pt(: l . .sk-15 - o

I .r.k | ,i cr! "proposed plan"

Lesson ThirteenThe Stative

We are already familiar with the past participle of the verb (see Lesson Ten). As subjectequivalent, the past participle can be combined with the verb ,"r to indicate a state that results from

an action. Compare:

1. The boy broke the window .:- (i. l.,, o-r* ;*;2. The window is broken. .:^-l cJi or--

In the above example, the sentence in (2) demonstrates the result of the action performed in (1),i.e., breaking of the window. In Persian the states of being hungry, thirsty, tired, and the like arealso expressed in this way.

Study the following sentences:. :y <:--.iJ J* Ctt l.+,i OU---

. - r ; r r5- . LtL i l ) [ -3 1-r ; r1 o j l : - l . !L! c . : ' r l l : :_, t * , i

. r: l +l-i.-l .Jiil '," -l I * ^ll.J*j

, : l s . l + i t . . , r t - - t -

* - - ! * : *U - r ' U J r

' l - :e oG fotr j l --- j l ' : r j '5 : ; , ' l . :*! i \-{ j i

The Passive

A passive sentence expresses the result of an action without reference to the agent who broughtabout the action. Compare:

1. (active) The boy broke the window (I saw him do it). c--" -( i t; o>*? >-2. (stative) The window was broken (that is how I found it). r,, *:*.5.^: Drs,

3. (passive) The window was broken (I don't know who did it). .r-i +:*5-: orli

In the above example, the sentence in (3) is a passive sentence. It does not include informationabout the agent who broke the window. It merely gives information with regard to a change that tookplace with respect to the window--it was whole and then it was broken. To form the passive, do asfo l lows:

a) Take out the agent, _r*; in the example above.

b) Treat the definite direct object (without t, ), i .e., o,,:= , as if i t were the agent.

c) For verb, use the past participle of the action concerned, ":*(: in this case, with the appro-

priate conjugation of g.r-1, .

Present Passive

I am/will be seen 1.:.:r:-:. r,\: ;r:^:- "+s!J-:-i- oJ,J !rJ,:.:- 6!J

.ti/-y o,i-J r-t::- .+.

Past PassiveI w a s s e e n F s " + . l J - , o l r

+ $ o + J ! t J - i D J J J

llLS o! . l J., !1, J

Like the causative, the passive has its own infinitive and tenses. Here are some examples:

221 Main Text

to be eaten

it is Oeing) eaten

it should be eaten

it was eaten

it was being eaten

it has been eaten

it may have been eaten

it had been eaten

it would have been eaten


. Jr-;.-X--. drt aJJ- q j;_rl G .;1

. r i r - l a : r , a - .1 ! g ; r - : L r . ;

. :;:=. ".t' jlr "+f "*6

q Sf .s.;ti ,.:. -: .rJ jl. .,5-; +5 tr t$i .e <;[, ;:

. . - l r r . i , " : J .1 J -5 - . ] L .L4 , .cGi c i : . . r+ iJI r r

. : - s r - l + : - - S i , 5 ' 5 . - . r L , L 4 i . " 6 i * : i : . < r s l rt ' I r t

. t .rS- o' : :b-r+ . i t- j+i -rJ ,5H , j lx =i

. +J-S or+L:f . j t- , i i i _., . .9h .gl; =i

, : .r l ; c-: ,rrs :r; l* 12 ; lr t :-r .5t 4:r- o Q;i .gct

. J-! . j i r ; : , ; Lir I h ; lr ;-r.9t €:;- o Qli .9 cl-

. :':-"- o:r_rl .9 -:*.1, ,.tl:P s ,l ,-:-1: 6;! .51;a l-u

. r- i . :11i AJ:* , t ls*--: , l a:-r: dt! .r l ja l ;

Homework1. T[anslate the following sentences into Persian.

1. My brother's friend translated this letter from German into English.2. The mother put 0it., caused to wear) these nice clothes on her children.3. The angry husband broke one of his wife's frngers.4. The patient must have taken (l it., eaten) the pil ls.5. The nurse fed fl i t., caused to eat) the bitter medicine to the patient.6. You and your brother wrecked this expensive watch.7. I washed both the car and the windows.8. This father and mother have lost their daughter on the way to the market.9. I took (l it., caused to reach) Shabnam to the airport in my father's car.

10. The policeman frightened (l it., caused to be afraid) the thief in the store.

2. Transforrn the resulting sentences fr.om (1) above into passive.

;r'!l or.)1i

.r5.i1- os;;i

:/s o:;1S

.r-i o:;-p

r.:-- oJJF

c.^-l o.t.,! o:_;_15

.r.lL o.ul or;1!

s3, o. t l o. : ;1 i

:y o,f.^l-- osrlo

Bashiri 2ZZ

Conditional SentencesConsider the following sentences:

*[ [ ];l-;j; ;:lI ; jl '. l i :+ o+ : l - .1 ,E- r - .1 . :+ d j - - , OL- rL=. , c J l I

If I go to the hospital, (then) I will see the nurse.If I went to the hospital, (then) I would see the nurse.IfI had gone to the hospital, (then) I would have seen the nurse.

Each of the above sentences consists of two clauses, an if-clause and a result or then-clause.Normally the if-clause begins the sentence.

Conditional Sentence Type I

When the speaker feels that the execution of the action of the verb is either a fact or is quite likely,he or she uses the present indicative for the if-clause and either the future, or the present indicative,for the then-clause. Example:

. ( :J slr cr i j | *5=. cr i l r t . iB c r;-x-.:L$-l c -51

If he goes to Isfahan (and I am sure that he wil l ) , he telephones (wil l telephone)our house.

When there is doubt aboutemployed in the if-clause:

If he goes to Isfahan (and I am not sure that he wil l), he calls (wil l call) our house.

The subjunctive is also employed if the then-clause is modified by obligation:

J is OiE L ct i . i +1. . ._ : - r : - . Oki - l c J l

If he goes to Isfahan, he should telephone our house.

In case of advice, the simple imperative may suffice:

lr5 ,i;Jr L c(- q ,\5))-, ,:k -l q Jl

Ifyou are going to Isfahan (and I am sure that you are), telephone our house!

When the if-clause refers to an action that is already completed, the past tense may be used in thei f -c lause:

. . : l : - r l ; j :1 , ) : - , l r r . f -J j ) l l : dr ; J t

If I take my money from him, i will give you a thousand dollars.


. r-r-- h;i q _n,r;, rt_x uJlJ t t'l t

. :_/=. =r- e-:-_,6 , .'S Jr, tl Q Jl Y

; L , , o l 5 : r r q l : l l : : L + l * . . r " G l l r * c r L , 5 1 It . . '

1.,.:.: "fJ

ir-, -ri" ,:k; . 9.,1. Jrl jl L

. : l : s l ; , i - o l ; c . -^- : , f ,6 s l c lx . t ; * j l o

the fulf i l lment of the proposition in the if-clause, the subjunctive is

t5* JJ: t .rl- c , :'1_r ol+Ll q Jl

223 Main Text

. + . ,5 d lF J ' , oK. : ; | " gLi l , r .d l* . r - - : , ch. i -5t - ' ,

. r* - - ' .u l ; r l {dJy C€ l : r r , u: - r j1 l - , u lJ i r l )L; l v

. erar- iK*j Jn .gi t, ;5-=' ,3t ^

. . r5 U l r : ; l : l \ : ' r : j . i p r : l+ . .9 ; l s u1 : l - ; - ; i r o i r3 l I

. .r;'5 .:'pt- l51,..l c +t? , J;5 1L: l, ,ir: .ul;- ,51 \.

. f rf. r+ l-r JE ;/:l . Lt'J,r ;r1 ;): c.-1r: Jl rr

. rl, J"rlF _'rg p ;r. ,s-)tr;l c.*-rG , .'S J"-: glr.l ,: JL-! ,Sl - rt

. r':-f .-,-1. dL ,.grFt l, Its ;,,'l jl \r

.e*t-: . 1-: rr- ol i - . .r .*- .J)-S .-1, 131. \ !

l s . ! r ; L r l . . - . . 4 . s - J t i t 5 l r oJ ' l I

Conditional Sentence Type II

The hypothetical condition deals with unreal situations, i.e., with cases where the possibility ofthe proposition being realized is remote or even impossible:

1'+-r-:- l r g+L oi ' f t-r t k Uh ;t -51

If I were in your place, I would not buy that car.

In these sentences both propositions are in the past tense: the if-clause is in the past subjunctive,the then-clause is in the ,,- mi-past:

. f.-Sr.. jil j Lj .9 dB{ .lJ-,:-. Crl+L-I ! 5l

If I went to Isfahan, I would telephone your house.

It should be noted that the past subjunctive forms of ,.r1 and o::l: resemble their simple past,

i.e., no .,. mi-:

. lr_S"- 6lr:rl , l t , sr, ,_5:; Jl

If she were beautiful, I would marry her.

'ftr'r--:' -'(j rr.':+ q -l+ *! .91-- ','*::'l: i"tl Sl

If we had a car, we would go to the country for a picnic.


. r--=. t-i t r:.1 r . ej-* .,JU t ;l r

. *=. .:r- c.:-,6 , .9:;5y ..r(s; ,t U t'l \

. r . r iL t - o(S. : ;n+ l , , l : :L +l+ ,e3-:+. l . i i c - c . rL , . ( l YI

. .9:1.4. .r_l ;.1 _ri. ,k? . .r::lr Jr; Jl I

. .:1.: ,a ,.- ...L.: c.---: . ' :S- sS j 612 -:t-> - f l oI v ' v J

..s+.rj*. J-* "K:;t. gt-i l ,:. !t. l ; lF=. ,".;: "!3

t ' l 1

. J*--l+. .1l c.-.rl g-- lr;r ..g.:E-rr* l., vU ;ri -t::--t -51 v

.gr : - - , lK j . - :J , t - .9r ; l , . :< i . ' ,5t A

. , q : S - 7 1 1 . : i l 1 l L , : : r i s 9 l L . . . : . l l : ( . - ) l r : l , ; = : . . , 1 5 t fg J J J 9 9

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Bashiri 224

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"Contrary-to-fact" conditions are expressed by using the past perfect in one or both of the clauses.This conditional sentence is used when it is known that the condition has not been, and will not be,fulfil led:

. .9"y o. :J Cr ib t ! , dt jy , r .5Jrr d ' r i / l+L- l e jSl

Ifyou had gone to Isfahan, you would have telephoned our house.

. ( l t r . , o i ; l i : r -x . t * l c t6*, . gry o- i - . i - ; - - r . rJ ,51

If you had come a little later, I would have gone there alone.

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Ifhe had been able to, he would have helped you.


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HomeworkTbanslate the following sentences into Persian

1. If we finish this lesson, we will go home.2. If I don't study, I will not pass my exam.3. If I drink a lot of beer, I will be happy.4. If we don't sell our house, we will not live in Shiraz.5. IfI go to that country, I will be unhappy.6. If I want to see the beautiful cities of Turkey,I must learn Turkish.7. If you sold the car, you would tell me.8. If I washed my car, it would be clean now.9. If I worked at the bank today, I could go to the bazaar tomorrow.

225 MainText

10.If he were handsome, he would not need my help.11. If I had cooked more fmd last night, I could eat some of it tonight.12. If I went to the university, I would have a good job today.13. IfI bought that dress, I would go to that wedding.14. If I worked a lot, I could travel to Israel.15. If I were rich, I would travel all around the world.16. IfI had gone to that restaurant, I would have eaten my dinner there.17. If you had married him, you would have been miserable.18. IfI had sat in that chair, it would have been broken.19. If I had been smart, I would have become rich and famous.20. If I had traveled to India, I would have seen the Tqj Mahal.

ReadingsThe readings of this lesson deal with the life of Mullah Nasr al-Din,l a character well-known

throughout the Middle East. The opening paragraph is somewhat more difficult than the rest; itgives more information about the Mullah. The stories themselves are simplified so that they can beread and retold as whole units. Whether in English or in Persian, read the stories carefully andrewrite and retell them in your own words.

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The Cat or the Meat?

One day Mullah bought a kilo of meat and brought it home to his wife to prepare for dinner. Hethen left the house. A little while later the neighbor's wife came to visit. While talking about otherneighbors, they nibbled at 2 the meat until they had eaten it all. In the evening, when the Mullah satat the sofre for dinner, his wife served bread and cheese 3 instead of meat, and said, "I am sorry,Mullah, but the cat tmk the meat out of the pan and ran offwith it." Mullah ate his dinner of breadand cheese quietly and went to bed.

The same thing I happened several times in a row and Mullah patiently listened to the storyabout the cat. Finally one night, while listening to the story, he saw the cat pass by. Quickly hejumped on the cat, caught it, and put it on the scales. When he saw that the cat weighed exactly onekilo, he turned to his wife and said: "Khanom, if this is the cat, where is the meat: and if this is themeat, where is the cat?"

Bashiri

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.-i u Mullah Nasr al-Din is a legendary Middle Eastern wise/fool.

2 urr.r f f "t" nibble at, to eat little by little"

3 -*tiJ -rt A -x-; r ;L: lit., she placed bread and cheese in front of him.

4 "Thing" here can be translated as a dtJ "event" or a gL:-ts "story".

5 osr -.it ,-=3 "tobestuck"

6 "-rt.r.; \r.,6 .S i,.t "(but) this is easy!"

7 The word '- is used here in the sense of "end" and as such it applies to both ends of the rope.

8 oi. e.:l4 q "with all of one's might"

9,.*' - s- "dear fellow"

10 o.r:.; .{r+ "unt€sted" as opposed to o.r-i ..r+i "tested, proven"

11rr- :l-s )l "aPParentlY"

12,u -l,.. "to bother, to inconvenience"

13_ ayt. "contrary to, unlike"

14 c-i-r l; ,* "died in childbirth"

229 Main Text


passage and hand in to your instructor. Make sure that your answers are complete.

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Bashiri 230

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1 S *+f same as d .-.f .,. "it is said that, they say that"

2 ;rt-:| "

-;tt "topresent"

3 ,rr5 -::l-.r+ -r: "to double, to give twice as much"

4 ;:-l2' "to summon"

5 , r - " to win"

6 ;tJ J-,1 "to praise"

7 ,.r-; lr: same as;:-lr i "to summon"

8 ; i y i ( p res . s tem, ) : - I ) , w i t h . " t o t each " ; w i t h ; l " t o l ea rn

9 ;lro pl. of ..:.r,o "gifts"

Lesson FourteenThis lesson consists of one long narrative--in English and Persian-dealing with the adventures of

Ali Babal and the forty thieves ofBaghdad. The student is asked to read each section carefully, andrewrite and retell its content in his or her own words. Once the whole story is thus covered, theteacher asks for volunteers to retell parts of, or all ofthe story, in their own words.

Ali Baba and the F'orty Thieves (1)

Once upon a time there were two brothers. The name of the elder brother was Qasem and thename of the younger brother was Ali Baba. Qasem was rich but Ali Baba was poor. They lived in thesame small town. Qasem had a big house and Ali Baba had a small house on the same street.

Near the town there was a mountain. On the mountain there were many trees. The people of thetown went to the mountain to bring firewood. One day, Ali Baba took his donkey to the top of themountain to bring firewood. He went very far up. People never went that far up the mountain.

At the top, Ali Baba sat under a tree. From there, when he looked down, he saw that many peoplewere coming up the mountain. They were coming to the same place where he was sitting. As theycame nearer, Ali Baba saw that they were thieves. Each thief led a donkey. All in all, they were fortythieves. The leader of the thieves was in front. He was riding a horse. Ali Baba was afraid. He ranand hid behind a big rock. From there he watched the thieves. As the thieves passed by, Ali Baba sawthat the donkeys carried big boxes filled with gold.

Ali Baba and the Forty Thieves (2)

A little farther away from the rock where Ali Baba was hiding, the leader of the thieves pointed tothe side of the mountain and said, "Open Sesame!" 2 Agreat door opened in the side of the mountain.The leader entered the cave and the rest of the thieves and their donkeys followed him.

Ali Baba came out from behind the rock and looked here and there to see where the door had been.He could not find the door. He returned to the rock and hid behind it as before and waited.

After some time, the door opened and the thieves came out. They were leading their donkeys. Butthis time, Ali Baba saw that the boxes were empty. The thieves had left all the gold behind in themountain. Ali Baba thought, "This must be the place where the thieves leave all the money whichthey get by thieving!" The leader of the thieves pointed to the door and said, "Shut Sesame!"3 The doorclosed, and the thieves went away.

As soon as the thieves had left the place, Ali Baba came out from behind the rock. He pointed tothe side of the mountain and said, "Open Sesame!" The door opened and he went in. Inside themountain there was a great hall full of boxes of gold and jewels--boxes in front of him, boxes behindhim, boxes all around him. He brought his donkey into the hall and put as much gold as it couldcarry on its back. The donkey carried the gold to Ali Baba's house in the village.

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tsJs y- t ._rs . t " . -b , r*1"_5r , l , cL* t * t * & o j . r i r - .

,* t-t- .1, orL ", -K

"i":: tr ; sJ o.rôL.L- <il.li <j f_r

l osJ l+ , l * -o l < ;Lo r . - : , . , 1 tS -S o r l s l ,S l : t 6 s r l s y - t- ! t : - ' v ,

<- . - ie ; I , - * t j " .p ! J t : - o- rQ._r : l ,s j l : l s Ss:+

g*r : i

?.ll .lsly -nj J ty .rlt " , *i5 -. ai-: t,:t- # u+

c/.{ 6;l3a- . g-l dr- Jt- g-.rlr -f t} r .:-l ; .JL ;-lls cr

; l c - - l At i j - l < ; l . l i r OI .7S-S o; l$ l rS l - r : o5 l - , S n{+ l d tK,+5 c-l i<.p- r.(1. o* ,, . : ls At=;- l 1& p u t.gl os;_ei $S

,lJ4 , l."t -t:; tj3i:_rJ ,.- G Alr. ,-ii b J:t ,t lr Ob-ls ;L: t-1! ,,|r

(t4--6 Jir-.J ?.,.o Jrl,? L " t.:-K trt; <;iJ 4jt ir ,.-

G .sJ

Loy.t g1 <.-o t*t* .Jr ut_Sr.;r_lt** t+^?l q

"_f : l l r tnyJ oltt e- t- ..:-+l g. c.l.J . s;a J.ol,i

"i.:- Ul_x L jl ,-l.-l lr

t l i . t j l is ; l r i - r l_# o 'Sr l r L i l f r&r l Tr_* ( t ' .St ) ls i l l. t > ; l , e l , ; i { e ps 5 - - - ; oS - : o - r t - r r J J r i . e t qT , - , I t

l - - r J . l r - n

lr loy-t J s-rr f.l:- .-f €lt11 t;t*tg!l ,t, g.o' dr- d_r*J.:

" .s;r i f" lr drJ+ ori g-,r; ' l t i

. rJ _ :h! o : i_e . s- : 03J.9! t : r l , d : t t t l l f G . : i l l

, l - l+ lr- :{ t+! l , -- t i . r*: - . , t : : r "r :- ; tr t '* -1" : . ' ,K *,Le"!l , .S-1, S.S"L:; -r l .r. i- Jl , r. i c*r -rr Fs , r4{ . $1, ,b

_r1 " , -K s sJ o; t - i l ,G ,+ l l . $ cr*Sj osLi j . : - : l iSt /

j l .srS =+i ; -- t j . r - , j ,s, ! OKi,r i t+ j l _:s J-1 " t_r i . r t* t ' "

-.1 .:.:l-qQ . r't=-. L:-.-l = tr ?gt*t-l s-.-- ,-! "-S

c-*jl+-

? c j " - " t r 6 l r " " t 1

" r " e t + " , " s t + " , [ - t - . g s t { j . r ut _ J J J t : ,

. J |

.

, :8r;.*:; -1s _9sf l ;b l_: " j(+ " . :- iJ 13. srS Ji iJ Jjr:-

.+ t* ry_f r r :V a i 3 l . - - * ; l j ; ; 3 l _1 ' ! j ( t

. . ; "J ; t+1, - rG - . rs J r - : : - :<r { . j . ! L- . js r - i sss g

f ,$i l Lay-t orl l€ " ,*d -t s;5 o[-C t.ni! q Las;s ir#-,

eLt l U s " te lg ; l *S O- rA! " : s- ;5 4 j t i lJ l r * { " i . r , l o . r - i

t " s j s j l o ! - i J iT " . . : - l os ; ; l J U € to j j J o r j l *

233 MainText

uT l , l* : ! l dr-Jl " , - t 3 sr; i ,G <-: ; l l );_ -6 rS l e : ! l

osS -E . :- i . -t

,r*: d* o{

,fes " Jj'r o'r-i

l ) t , . g t + 6 J - : !

[.o s_r.r .:ii1

l . * G L - o s ' , s i l S - s . ^ i , J g . J " . . t i s g r' t 7

6LJ 3 l "S

+! u- ; i &J l " ' . : -K Lrs3s

"! r*^}.5 I, sl . ,r. : j l .r-

. . , ._ :_ i ( l , l -G

Ali Baba and the Forty Thieves (4)

Qasem's wife waited for her husband, but he did not return from the mountain. At first shethought, "Qasem is latelo because he is bringing a lot of gold. He will come later." Later, however,she began to worry. "It is late," she said to herself, "and night is near. Why does he not come?" Shewaited some more. She waited untill midnight. Still ll Qasem did not return. Then early in themorning, she went to Ali Baba and said, "Qasem went to the mountain last night and he has notreturned yet. Please go and look for him!"

Ali Baba went to the cave. He found Qasem's corpse behind the door of the Hall of Gold. He carriedthe body to Qasem's house.

The thieves came back to the mountain. They saw that some person had lately opened the doorand carried the body away. The leader said to the other thirty-nine thieves, "There must be someother people who know how to open this door, for they have carried away the body of their friend. Ifwe do nothing, later they will come and carry away the remainder of our gold. We must find and killthem." Then he added, "There are thirty-nine streets in the town. Each of you thirty-nine will go toeach of the thirty-nine streets. There, at each house, you will ask this question: 'Has anyone died onthe mountain lately ?"'

One of the thirty-nine thieves came to Qasem's house and asked Qasem's maid, "Has anyonefrom this house died on the mountain lately?" The maid answered, "Yes, Qasem has died recently.His brother, Ali Baba, found his body on the mountain."

When the leader heard about this, he said to his thieves, "Go buy forty large jars!" They broughtthejars. The leader filled one ofthejars with cooking oil. Then he put each ofthe thieves into each ofthe other thirty-ninejars. Then late that evening, he placed all thejars on a cart 12 and carried themto Ali Baba's house. He said to Ali Baba, "I am an oil seller. Night is near. I must stay in this towntonight. Is it possible to put my jars in your house for the night? I will take them away in themorn ing . "

(o) r/J; r_.ir ,Je : Ulr . l sL)

tn+l l_: ot**t.o';rJ +:lj,-- LJ {S o;-Jl " ' -K t-*! .Jtj +Q tn+l lr ,=:.1 +t{ t ' Otis1.i 'rl c osJ | ,-o l) .F; ltr ,Jr r-l "

L-: ,t rll _y. ol S . r: _.,1 .r(

. r l | , I rYti df' O"t-' l* ,,sl -t-.

, - Ku&-ls O.3g O.5 &*;r g;r**{ .91 i : *Ll .91'y , fti "

" . . : - l OL* - t - d t i Js

r l . r*1 . . : . ) l i . ( t -{ t - i & cLi Ar- l r t - . ; -5 pl .r ;s tN:

6;3J " , *K r3,, .-ri -rs d .S"j.l* ci-l Ln o-i-f O1_..:! J{ y q

" . f " -y l . r - l ; i : F I , f c - l , ;L _ -3 *

It-: ti .sr3l I, er_H r -,;_J qq ,J" oj ,rit-i ' jf.:f itri

Ol$Jr <514.r:s_r3 o- j ; . , r - i r t -SJJ*. 4S: i l ,c*{ J: . r_r#

,pss "j_f tj J<* =:.1 " , sJ S .ir9i t* :l ..:--l fl r

Bashiri 234

, eFq , . ic, ) . ) :Ft r l ; t* <.(+l .SLn* c. ,- l r ; {r . . :*-s L CG, .9;l J . v r r J l J

.* -t*'. tl ,-i " .,.-ti i;*. l) c?s-#s: cskrr:-.r jl ,f-S,"t.i c!r-y o_r_rS q tts: .srlsr, Cp:_., rg-:$ ti .:-!J L.o

";;J 3l, g-l d**, t t* & Ojtsn<+l gL,-(r , s3,, ,)_f ul ,Si <(-s;s

t ^ . ; r J j l 6 o * , g i . : 53 16S . : - l o l2 ' 5s t f r l l , : 1 " , * - : i

" Sf+S{ l) t-t* .Jt J f*,t*. at-Er

G_ : :3 . : i l s . g - - i l ) s ; s i r l . 91 . ' o t r t - , 1 , O) u i r r<S $ 4+-F Cr:q-.o 3l .t7,2*; I ^sjs rr::-.r -r--+ ,-S ,,t,5

. . : - l os j Ok. ; to . : -F dx l - r r l -1 d: l ^ . . : -J . - r Los3s +r*sA:t+_rs dr !.it

":_f Ai , <-i " , -.i3 (fiy- ..gl.r- tr CXI-xQ

rgi sjr .gj-.r cs-r&s ,;;J ,*1 o.c*! , t r-{ ".1srSyr*1

:sls ' l j ,- L*t* J-- oj " S.:- l ' ls-rs LI ;sl " t c. i-( oj- lJ

o)-f -t*< cfr-l " .,...r(--ra o:t+_rs dr I OL1 GiL-6 | "it*

,- (L "

l*t* .Jt O-r . r:1, o:-$ ,tl Jr Ltrjr - ri-*i .ll* , * s sLI. s-l ,f ss )l J- 6 "\s _r sJ otK; ':_$ ,.si

l, d:t*"r:, ,.r-y <iL,'*t-tl <- ls ryss o-;3J t-1t-1 .Jr ,i)ls , fss 3 l . . : - ! lK ,SI ,Srr l , i r t J g+: aS: : t -_$ e i

r.9-:.r. i J rr l , i ls , t '_ts sl .- i3:1 .- i . ir+* b "; Als r.r- i . ; l

. c.-j!.S l, t-o s;s rt{.-6 J s+, to oj_$-*! .J" 6i lr:,l 3l

i,,?l " : c-i ( -c &i; ,prt-'-: $11 , ' i lf ,}:tJ u!-n

I tsjs q:s sl . c-*al .i-l-r- ,t'ss 4i*-:j .f Gl .fy d .g"-l , , -F:Las;s . r j : l t fB F p l : -F t i o , r . i ta ,q l q -e c- - l

6r. oh-|.r trQ,,!c dr; . :3, j i " sjr osJ;,G t-6 o3rS gT 6e:,?i FT " , *K J s; * i : ;J

"p*-* al_n l) sjs d J Lr;d

..uT r-ol j ; oJ)*r dt l l ; l . .r-: t^srs. gs; l"r- ,Sl:+ [-osr.r rr#-r. .'*! I, sl s dL{ Jl ,t-u-. o!;b rr +t{ i

t---o"jr .r*::_r . JjL [-os;.r .r-:t-: ,-t:;. ir(?jti 6_r' t-t- ]I , sl ! ! J- _, Jrs_j .".(1rf srl3 uF:t-os;s i /sJ l . I- rgls-t

. J1JLJ Jk& :.-t-.*: t{

s'2- 3l . syl c.-j+ '_eJ ;l l) Lo yJ L5 4-.-n t-1t-1 .-1,

,S.:, r3rr o.rls .rt+.: Kr- ,l l) Jl oS ,_ii: :l J r-: €.)-:..:,,-:

c-.t ls €l_S ,t"--, l , 11 3 sJ

. . ,1- l -

1,.,* ,1" Ali Baba is the hero of a story in the Arabian Nights Entertainment, a tenth-century collec-

tion ofPersian and Indian folk tales.

235 MainText

2 ,* :\ iS.- ,-| "Iorderthatyoubeopened!"

3 ,r, *.* f=- ,-l "I order that you be shut!"

4Je is a surprise marker, in this case it shows Qasem's surprise at Ali Baba's access to so much

gold that there is need for a measuring bowl to measure it.

5 Consecutive actions (such as 1-4 below) may be combined in one of three ways-by using , , by using

commas or by using all the verbs except the last in their past participial form:

. 5_:F l-r ,jrlrr (Jll - |

. r+r- l-, .i*k-ttj (rl) - Y

. sJ .,liLl.s L L, (Jl) Y

. .:i, trll - I

' jj.yJ*ir' ;; i If: :"; jl ii: :liiThe tense of the sentence is determined bv the final verb in the chain.

6 u-S, same as c -St -t "otherwise, if not"

7 eL.t^l,:r- "necessary, needed"

8 .o=-r, "as a result, consequently"

9.,-_ ,l+ "in my opinion"; "t(;q; "hiding place"

1o "to be late" is o J;s-:: :

11 "stil l" is ;L or f jt .

l2"cart" is.grK or ol-.p .13 *t- .rr' "furthermore, in addition"

tO o* "rS .*r- "to realize, to find out"

15 ,<.:t ou3. "thinking that, assuming that"

16 r *-- I ot s;5_s 7L; j "Is everything ready ?, Is all well?"

17 c.--.*; ... i--+ .rJ "is none other than"

Bashiri 236



_t -\* oSi-,-* S jSS-1,

Jrl .St-:ss ) l . g-l .gJ*irF Jt ' oL dx;i .u; l o(-

.rL".r,L r.f n*€ -J-#- : Jr-il .,- .-ir+ I .=.++ t*lr:l oL g-,1

.,*G 3 sj,- l^.- -r;-, l+rt j l t .o otfu:J .ssSr. , f JU cr-:+

€ ol>: t{Jt{t.i ;s osJ oL* es3a 3 rls .JjS; oiS t 2 )s-;;': .$13'-s.*- -l 'il

oS lU l_s e-t- fr1.* vlr:l

,.5 ,13; L.: rs * =lr-rl'i"t ),-r, :"; =t+stv r ' - ' I

f .9.r.:i oa |tt Stii -Qtl

cs",l.:-,kf :i .s_*=-. L:F orst_r r$rk+ tr -r-l_,-r cA

G carJ r t- cE -.rs l"F 1 (a^: r" 4- :s->c .,:4 ) Jt- ;f

..$-ts dli -l '- '- ',1:-. 4-:-dJ t:rs l, ,t3 t..gLo;:- ,JjJi=- Cst.:*13,!- -r s:?*- ui;l 63t tl t-4,,i ,sj,:*. )J<J--i d:i F:

d tiJss

"t .-.i s

J ( 2 J

$ , - * s r - c f b d t i c l s , - " , r g i , S s s ) l . O J r , = ' : l J - {

Jtti r1s_t- "#;kt J*I . $rr3:- r9-s-r #rk* .J*+T :6.J- : t : . * - . f $ _ l l l . ! , * i , c - [ - ' ; r - " - - ; l , . r j j , Lr - , U: . :S

L{ (#l-xl ,)ss dr:l _rr . &al ,L<,. ,J-! J;l -tss 7 sss_trtJL .-!;-: -&.i. I r# c/ -r-.c .g o;i- sss ,i irt+-t!

JJ r oSJ &;, i F Aj s rt* .: i-o sys-t- o-;.e- -rS .$sr(--- J J L J I v -

#.*t ."+i .J-j r or- i u-: l i -( OTr.r uf irLj d =i .9*LS

(iJ# J .nK J oJjj iJi u+t- .J: , ris: ge J;s . qr-<-1,

.sj,.:y a+ J

'rs gi-o ,l-t-: c J-t*. os;ljS o-;i* t-j.;s 9 ir:i *:-i'a

J - T \ J J

!r* ..r"rSy L:F dri-," j;- t* LFI fU J;l j-p +5 a-l

J -# , 6-f r J-a:/ , .;L* t 3,b . ?a-* :l W ,:.i..o agl-;

r: ) l

,? ) l

237 MainText

Js J " oi.a- " 19-. W .:.i.o ,tS;s .ssrS- osti-i-l J*r-. : - i3 gag: 6,1;.a , f t$ - ;s .J jJ lJS# l- ; l0.r--- .

Ol- ; , &- j i Jt jS

ll'S.:.l J ,risl.r- ,lj .rl 443i| 6il -rs l-r cfr f.J , Jt- ,-ltr*:

$: (-: gL''.-o ls t-tl * ,Sst:" Ly ;.-, O,Jl O$ tn t+

. ,r i :r31* vL*, JU

t9:-, Q ^-.,s 11 ;rL:S,.gsLi t"-.:Sff , JL- ,J*r-: 3l

4-A 4r . os l ;E . ,J : .${ ;a- JdJt t4 , l c t bH l , lur :3rra

t.l i+JS . ,"'S*. L:F l: y Jl

t2+"jL; -. +s J r^J*. $.r..", €+ -c 'L5:-.

s/-tt:) , -4 & .:!J+ r Ji-r-;* t^-;Sr; ., ojt+

,.!s .9 ct+ cEl cti ;l f- t* # t-o .3q .$rF# e+r+ J oH

.JJJ'*(*. A+ J JjrJS- ru_:t' ,rij_.)*

r J . J - l S s l . l - < - . l s l , . , 2 J r q i p s i * - b . ' 1 . + J j t i J J i sv _ l

ls )ss J J-;J-!- 6-:t- .lLor _r bra.: -rl l.y * ,1.4s-r*- )ss

- r ; r t < j - s . $ l r i < - - t 6 . t J S . . 5 € . l s - r r t * : t o r : - r ; ( 5 , t 4 . c ! - . , st -

r.qjS-- 3 $_ts o_S op ,J3,- 13 c--i{ OJ-i _ltr ,_51r, ,Lo;is

sL i t {

- tas) 6r; t i , t*" JL ' r+ 6r):-

cti ;l c( l; .91 o;* , o.r Q r+L. -i:t* jl "F

. - r ,3 ls l . , . g l3 , - . . i r s $ l os r j1

.r3-:*" jt-{ Lo c-r.L- OiJ_l-t_p t-"rk sss g--

.rK * t^r ;S,; j s.rrS-y <-a;\

:r-.-6Jr ,J-K =l"t ):) 6WU4 itl

i *-l JL jl J-i ? :r -r oL s -;s :s-:-y r:a I

Sr5*. r l5- t .-- l d _,1r*s 6L r

! '::(-- ;lS; .grr- q*rk"_:-! .gl_:-: l+ilr--l - Y

!.r:=. a ':: ;lr;=-; e + \5 o)b rgs: :5 L

!sS* ..;tS" trr:Sif JU &p ,t .4 _ o

SrJ=. ,Kt L.>-S'i

lul, r-(*- crS- l, .r:r-,t t':i:- ;1, l4;lr;l 1

i.^:f.- ? oj:-_Otj "-5 c-j1 ,r 6r;-i: - v

S:jJ1. :\ ,ils: s (l o_.1.t- A

SJjirS+. v:* l_s Ju &r-: flfu u,'(* F$ :: k.;lrdl - 1

iss_.,S.- .tLir? ? ,-f.L, 'g+ e.-i.r " - r.

1 ; "preparation, arrangement"

2 )r* u-L "man with darkened face and red clothes who appears in the streets before the Now Ruz

and who sings and dances for money."

,-IdJ=J

(ri

(a <---

Bashiri 238

3 .s"J 1t; "sweet, loveable goat flit., sugar-goat)"

4 orr- -.i-.,k: ., -. "last T\resday or the eve of the last Wednesday of the Persian year"

5 The alternate word c- is also used in this same sense of "bush" and "shrub". This alternate form,

however, also means "crucible".

6 o", ,-!-tg "toinclude"

7 )rrn -r-^' "New Year holiday "

8 Jt "lrr-, "change of the year"

9 (r=- .= b "seven S's in the Now Ruz display"

to "r:+- "glorious"

11 The suffix o[5 indicates disposition. The actual action is expressed by the substantive. Example:

gl5 o.r"^! laughing, same as olri!

oK .rJ in tears, tearfully, same as ut{f

12 +";t 1 .q: "visit, exchange ofvisits, payingand repayingvisits"

13 -;.r o $ -:tr "to become fortunate, to bring luck into their lives"

Documents

Persian Main Text