Persian of Iran Today Unit 11-15 Book

Shahsavari-Atwood

Shahsavari-Atwood 2

ترجمه

I study

I study electrical engineering

everybody, all

family

except

husband/spouse

very much, a lot

crowded

11 _1 _Vocabulary

Key words: Before you begins, learn to recognize the following key words. You have

already leaned some of them.

Vocabulary

Exercise

Pronunciation

Conversation

Have a conversation

Watch and listen

Culture

Grammar

Translate

Reading

Spoken/ Written

Listen to the audio file and write the sentences you hear.

11 _0 _KeyWords

Shahsavari-Atwood 3

Weeks of the day

……………. …………….

……………. …………….

……………. …………….

Tuesday

……………. …………….

Thursday

Friday

Complete the charts and learn the vocabulary.

today

......................

....................

Last night

crowdedness

weather/ Austin ’ s weather

also

summer

winter

a little

degree centigrade

11 _1 _VocabularySentencesSpoken

Listen to the audio file. You will hear the same sentences you heard in the previous audio

file, but this time they are in spoken form. Underline the words that are pronounced differ-

ently in the spoken form, or underline the part of the sentence that changes and indicate

how it has changed. Please note that sometimes a word ’ s spoken form and written form

are both correct in spoken Persian, and in this sense there are two spoken versions of

the word. . For example, in this audio file, you will hear both کمي and يه کم for the spoken

form of کمي.

Shahsavari-Atwood 4

Fill in the blanks with information about yourself.

Fill in the blanks with the new vocabulary from Unit 11.

Shahsavari-Atwood 5

بُن ِ حال

Present stem

حال

present

مصدر

infinitive

…

…

…

…

…

Review the Verbs You Know

A. In Class. You know at least one use for each of the following verbs. Use the present-

tense stem to conjugate the following verbs in the present tense for the first person singu-

lar. Then use the correct conjugation for each verb to complete the sentences below. Be

prepared to discuss with your classmates the possibility of using different verbs from the

chart to complete the sentences.

together

professor

At home – Listen to the audio file and check your chart again. Make sure you have writ-

ten the correct form of the first person singular of the verbs

بُن ِ حال

Present stem

حال

present

مصدر

infinitive

…

…

…

…

…

…

…

11 _1 _VocabularyVerbs

Shahsavari-Atwood 6

A. Find out from your classmates in Persian:

1. What time they go home on Thursdays.

2. If they are coming to the university on Friday.

3. What time they eat dinner.

4. If they think that this city is very crowded.

5. If they have a friend who studies music ( (موسيقي .

6. What they will do on Sunday.

7. Where they family lives.

8. How many classes they have today. ( class: کالس)

Ask Your Classmates

B. Find out from your classmates in Persian:

1. What time will they come to the university on Friday.

2. If their father/mother/brother/sister was a student at this university.

3. If they think the weather will be cold or hot tomorrow. ( to think: فکر کردن, you think:

کنيد فکر مي )

4. If they have a friend that studies nursery ( (پرستاري .

5. If they have a friend who studies electrical engineering.

6. If their family lives in this city.

7. What they will eat for lunch/dinner today.

8. If they like crowded cities.

Shahsavari-Atwood 7

Stage 1: Listen for the big picture. Try to understand the main ideas and begin to formu-

late questions about specific information or expressions in order to prepare for Stage 2.

Stage 2: Before listening a second time, jot down ( in Persian ) the questions you came

up with in Stage 1. When you listen for a second time, focus on answering your questions

and hunting for other specific pieces of information.

Stage 3: Listen a third and think about how ideas are being expressed. Focus on listening

closely to details of language use, including pronunciation, structure, and the flow of

ideas.

A. At home, use these strategies to listen to نيما and write as much information as you

can, with as much vocabulary as you can about the following. Try to write in written form.

B. In class, discuss with a partner what you learned about .

11 _2 _video1 _from :01 - :43

Shahsavari-Atwood 8

Grammar: Interrogatives

question and answer

Undoubtedly, learning to have a conversation in Persian is one of your goals in this class.

And a conversation in its most basic form consists of asking questions and listening to

answers, and listening to questions and giving answers. Therefore, it is imperative that

you learn the words and structures necessary to ask questions and give answers.

Asking Questions:

You have already learned some the question words in Persian. Below you will find a more

complete ( but not exhaustive ) list of question words. Listen to the audio file and repeat

each word. As always, the spoken forms of these words are included in parentheses.

1- Most question words in Persian are pretty straight-forward. However, there are a cou-

ple of things to keep in mind:

Look at the first word given for “ when ” and the spoken form of “ w ho. ” What do you

notice? Even though they are spelled the same, do they have the same pronunciation?

Practice saying each word several times. If you see these two words written without the

vowel markers, how will you be able to tell them apart? ………………………

2. Consider the following question:

Why do you think that را follows ?

………………………………………………………………………………………………………………………………

………………………………………………………………………………………

11 _Grammar _1

When

Who

Where

Why

What

Which

With whom

How many

Shahsavari-Atwood 9

When کدام modifies a direct object, it automatically makes it specific. Why? Because the question

“ like the English کدام w hich ” is asking you to decide between a set of known choices and those

options are, therefore, specific.

3. Look at the following question:

Let ’ s pull out the most basic part of this question:

You know the word چه and you know the word کالس , but when they are put together what was

added to the word کالس ? Hopefully you noticed that we added a ي to the end of the word for

“ c lass. ” This ي is unstressed, which means we say it at the end of the word quickly and

unceremoniously, without emphasizing its presence. The unstressed ي has several grammatical

functions in Persian, but for now remember that when a noun follows the word چه, we usually add

an unstressed ي.

Try combing the following words. Once you are done, listen to the audio file and repeat the an-

swers, paying special attention to the end of the noun.

(opportunity )

Answering Questions:

Look carefully at the following examples of questions and answers. Listen to the audio file as you

read and pay special attention to the intonation of a question:

.کنيم در اِصفَهان زندگي مي -کنيد؟ در کجا زندگي مي -۱

.(سه تا کتاب روي ميز هست -چند تا کتاب روي ميز هست؟ ) -۲

. دهد اين استاد در دانشگاه تگزاس درس مي -؟ (teaches)دهد اين استاد در کدام دانشگاه درس مي -۳

How do the question and the answer compare in terms of structure?

………………………………………………………………………………………………………………………………

……………………………

11 _Grammar _3

11 _Grammar _2

Shahsavari-Atwood 10

When we answer a question in Persian, we simply replace the question word with the appropriate

answer. Unlike English, we don ’ t change the order of the sentence between the question and

answer.

You ’ l l remember this rule from basic yes-or-no questions. How did we change a statement into

a question in those cases? What is the role of آيا?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Fill in the blank using the appropriate question word.

*We never use درس خواندنto describe our study of a particular field ( e.g. math,

physics, etc. ) . Instead, we use خواندن by itself. درس خواندن just refers to the intransitive

act of studying:


At home, listen to the audio file and write answers to the questions you hear. Use com-

plete sentences. The questions are asked in spoken form but you should answer in writ-

ten form. Be prepared to read your answers in class!

In class, you will pick one of your answers and it read it aloud for the class. Your class-

mates must guess which question it answers!

Write five questions for your classmates. Be sure to include new vocabulary and the

question words from this unit.

Ask your classmates the questions you have written and listen carefully to their answers.

Your teacher will ask you what you have found out about them!

11_Grammar_4

http://learnpersian.wikidot.com/local--files/page-11/11_4_Grammar_2.mp3


Work with a classmate and for each of the following underlined words ask a question that

seeks the indicated information.


The intonation of questions is crucial to the rhythm of conversations in Persian. Now that

we know how to ask questions in Persian, let’ s practice approximating the proper into-

nation!

1- Listen and repeat. Try to mimic what you hear. Focus on recreating the sounds and

intonation, but don ’ t worry about meaning.

2- Listen to the following yes-no questions and repeat them. Pay attention to the rising

tone.

3- Now listen to the same questions again. This time the answer to the question will fol-

low each one. Repeat the sentences for yourself.

4- Now listen to the following set of questions, called tag questions. The first part is not a

question but the second part asks for confirmation. Repeat the sentences for yourself.

11 _pronunciation _1





5- Now listen to a few more questions. Pay attention to the raising town. Where does it happen?

Write the words upon which you hear the stress.

6 – Now read these questions.

7- Now listen to the audio file which include the sentences you just read.

8– You heard the following sentences in exercise #4 of this section. Now listen to the

audio file and find out how the sentences you hear are different from the following sentences.

9– Record yourself reading the following questions aloud. submit the file to your instructor for

feedback.

11 _4 _pronunciation_ 5




A. At home, watch the video and answer the following question in full sentences.

that

B. In class, work with your partner to create a new voice-over for the video, one that tells

his story in third person. Present your voice-over to the class.

11 _5 _video1 _from :01 - :43


Watch the video of رها and answer the following questions.

1 – How does she pronounce را ?

2 – Prepare for class: Write a short biography for Raha with the information you have.

Use Written form when you write your text. In class, read your classmates ’ biographies.

3 – Listen again to Raha, and write what she says.

4 - Prepare for class: Based on what Raha says, we can ask several questions. Some

examples are included below. Try to complete the questions. Play close attention to the

structure and learn how to ask these questions so you can ask your classmates about

Raha without looking. Write three questions of your own.

11 _6 _video2


Culture: The Iranian Calendar

Go to http://www.iranchamber.com/calendar/converter/iranian _calendar _converter.php/

and look up your birthday on the Iranian calendar. Write it here:

………………………………………………………………….

Try looking up three holidays and other dates that are important to you:

Christmas 2011 4 Dey 1390

........................................... ……………………………………..

………………………………… ……………………………………..

………………………………… ……………………………………..

What do you notice about the months and years on the Iranian calendar? How do they

correspond to the Gregorian calendar that most countries in North America and Europe

use?

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

……………………………………………………………………………………

http://payvand.com/calendar/


The year according to the Iranian calendar is based on one of the most important events

in Islamic history, namely Mohammad ’ s move from Mecca to Medina in 622 CE. How

would you convert the year from the Gregorian calendar to the Iranian calendar? And vice

-versa? …………………………………………………………………………………………..

Try converting the following years on the Iranian calendar to the Gregorian calendar:

1356 = …………………………..

1276 = ………………………….

1377 = ………………………….

Browse the internet and try to figure out what important events in Iranian history took

place on those dates.

………………………………………………………………………………………………………………

…………………………………………………………………………………………………

In this unit, you have learned the words for the various days of the week. Based on the

numbering system we use to count the days of the week, can you guess what day is the

first day of the week on the Iranian calendar? What is the last day?

…………………………………………………………………………………………………………

The Iranian calendar, which is the official calendar in Iran and Afghanistan, is solar-based

calendar, whose months correspond with the Zodiac signs. The Iranian calendar begins

on the first day of spring or the vernal equinox, the exact time of which is determined by

astronomical observations in Tehran and usually falls on March 21.

Use the website above and your new knowledge about the start of the Iranian calendar to

discover the names of the months. Write the months in Persian and indicate what months

they correspond to on the Gregorian calendar. Check your answers with your instructor.


Now try to categorize the months of the year according to the season in which they oc-

cur. Keep in mind when the Iranian calendar starts, and check your answers with your

instructor.

Listen to the audio file to check your answers. Write the vowels for each word. Learn

how to pronounce the months, especially your

birth month!

Listen to the audio file and learn how Iranians pro-

nounce the months in Gregorian calendar.

In class, ask your classmates when their birthday is. Are you older than بزرگ تر از ) ) or

younger than کوچک تر از ) ) t hem?

Example:

-

11 _7 _Culture1

11 _7 _Culture2


So far you have learned how to describe actions using the present-tense. In Persian, the

present-tense is much more versatile than it is in English. We can use the present-tense

in Persian to refer to actions that are happening right now, will happen in the future, or

happen habitually. However, we require several tenses to describe actions that take

describes actions , the simple past, The first past tense you will learn. place in the past

that were completed in the past but not over a period of time.

Examine the following example:

Use the information you know in the sentence to try to translate it:

………………………………………………………

We will explain more clearly how to form the simple past below, but for now can you

explain why we have used the simple past in this sentence?

………………………………………………………………………………………………………

…………………………………………………………………………….

Forming the Simple Past

Look at the verb in the example sentence above. What is the infinitive for this verb?

Say the Persian infinitive “to eat” and then the conjugation “I ate.” How do the two

compare? What is the relationship between the infinitive and the conjugation?

………………………………………………………………………………………………………

……………………………………………………………………………………

The simple past tense in Persian follows this pattern:

Past-Tense

Stem + Personal Verb

Endings

Simple Past

to eat I ate


خوردن

As you have probably already noticed, the past-tense stem—unlike the present-tense

stem—depends on the infinitive. In order to derive the past-tense stem, we simply remove

the ن from the infinitive.

The personal verb endings are the same endings we add to the present-tense verb

conjugations. The only exception is the third-person singular (he/she/it); the past-tense

conjugation for this person is always just the past-tense stem.

How would you translate this sentence into Persian?

Yesterday the professor had dinner with his mother.

........................................................................................................................................

Now that you have a basic understanding of the steps required to form the past-tense

conjugation, try filling in the following chart. Read the conjugations aloud as you write

them:

Negating the Past-Tense

Look at the negating version of our sample sentence:

What did we add to the past-tense conjugation to negate it?

………………………………………………………………….....

With negation in mind, complete the following chart and read your answers as you write

them:

من نَداشتم ما

تو شما

(اون)او (اونا)ها آن

خورد خوردن


1- First complete the chart, and then use the appropriate verb and conjugation to fill in the

blanks below.

۱۳-

۱۱

2- In class, listen to your teacher read the verbs in the chart for you. Pay close attention

to the pronunciation of the verbs. With your classmates use these verbs to talk about your

family, your siblings, your friends, or anyone else who comes to mind when you hear the

verbs. Do not write these statements down. Instead, work on fluency. Try to be fast and

grammatically correct. Pay close attention to subject-verb agreement when you are talk-

ing.

*Note that we use this word to say “ I knew ” in the past tense.

past present

infinitive


3- The following sentences are in present-tense. Change them into the past-tense,

making sure you not only change the verb but also any time markers. Then, write the

closest sentence you can write for the sentences in past in English.

.......................................................................... .بينم اما برادرش اينجا نيست فردا ليلي را مي -۱

..........................................................................1-

.......................................................................... .خواند خواهرم درس نمي -۲

..........................................................................2-

.......................................................................... امروز حال شما چطور است؟ -۳

.........................................................................3-

......................................................................... . روند فردا جمعه است اما آنها به دانشگاه مي -۱

...........................................................................4-

......................................................................... کني؟ کار مي امروز چه -۵

...........................................................................5-

....................................................................... نگار چند خودکار دارد اما همه زير کتابش هستند روزنامه -۶

..........................................................................6-

......................................................................... . ها است ي آن ي ما کنار خانه خانه -۷

..........................................................................7-


Ask the following questions from your friends and report what they did yesterday to the

class.

what else did you do

First, read the following sentence several times to yourself. Then complete the sentence

with the appropriate words from this unit. Finally, translate the sentence into English as

best you can.

adjective-noun

present progressive

In Unit 10, you learned this expression in spoken Persian:

Do you remember what function the word plays in this sentence?

………………………………………………………………………………………………………

…………………………………………………………………………………………………

We use the verb “to have” conjugated in the present tense as a way of emphasizing the

fact that the action is happening right now. The conjugation of both verbs must match!

Look at the examples below:


What do you notice about the sentence structure of these two examples? Where do the

two verbs go in each sentence?

………………………………………………………………………………………………………

…………………………………………………………………………………………………

You will notice that both examples are in parentheses, because this tense is used

primarily in spoken Persian.

In class– Work with a partner and describe the pictures below. Answer the following

question.


Look at the weather information below and answer the following questions:

1. Which cell shows the weather of Ardabil on Saturday?

2. What are the provinces?

3. What are the dates?

Reading Comprehension

Reading

At home, read the text silently and then aloud several times to practice pronunciation and

fluency. Be prepared to read it aloud in class.

In class, read through the caption for this picture and

underline the word for delicious. What are other words you

know in this text? Now try to say, “this food is delicious” in

Persian!

11 _8 _Reading


At home, read the following sentences. what is significant about the sentence structure?

How do these sentences differ from the patterns we have learned so far?

As you know, word order in written Persian usually requires that the verb come at the end

of the sentence or clause. However, in spoken Persian there are exceptions to this rule,

some of which we have encountered. Can you think of any examples? Write at least

three below

………………………………………………………………………………………………………………

……………………………………………………………………………………………...

What is special about the verbs that you used in your example?

………………………………………………………………………………………………………………

…………………………

There is a category of verbs in Persian called افعال حرکتيor verbs of motion, and in

spoken Persian these verbs often come before their indirect objects. The verbs in the ex-

amples you provided above are obvious examples of verbs of motion. However, in Per-

sian words like “ to put ” and “ to take ” also fit into this category. Can you guess why?

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

…………………………………………………………

In Persian the motion of the exchange of the object is taken into consideration, which is

why verbs like “to put” and “to take” classify as verbs of motion in Persian. Can you list

some other verbs (in English) that might qualify as verbs of motion in Persian?

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………

Look at the following words. which ones are in spoken form?

Now, Listen to the audio files. You will hear 5 sentences in spoken form. Write them in

Written form.

Written-Spoken

11 _9 _SpokenWritten1


At home, read each sentence and underline the words which need to be changed in

spoken form. Then, write the sentences in spoken form.

: you will learn about the spoken form of this phrase in next unit.

At home, listen to the audio file and check your answers.

In class, use the spoken form to find out about your classmates.

11 _9 _SpokenWritten2


At home, read the following sentences. Which one of the follow can be used in response

to introducing people. Listen to the audio files to learn the pronunciation of the sentences.

How do you think number one and number four are different? Which one can you use

when you are leaving a party?

Now, listen to the sentences and practice how to say them.

In class, work with your classmate and create a very short conversation in which you

meet somebody in a party, you start with greeting him/her, and then continue your con-

versation by asking about him/her and talking about yourself. Then say goodbye in an ap-

propriate way. You can choose to create imaginary characters.

In class, listen to the audio file for the following conversation. Underline any words you do

not know. Work with a partner to use context to figure out their meaning.

11 _10 _Conversation1

11 _10 _Conversation2


Culture

There is no equivalence in English for this word, but you cannot ignore it!

Read this text in class with your instructor.

Writing

1- Write a paragraph and explain where you live, with who? If you like your city? What

you like/dislike about it… .

2- Go back and re-watch the videos about Nima and Raha. Write a paragraph in which

you compare and contrast them.


Shahsavari-Atwood

Shahsavari-Atwood 2

12 _1 _Vocabulary

every day

sleep/ asleep (noun)

to become - I become

I wake up

I wake up from sleep

usually

roommate

I eat breakfast

then, later on

I teach/ to teach

I both study and work.

I also teach

project

often

nights

till 8 o’clock– until

week

I exercise - to exercise

swimming pool

gym

I play tennis

12 _1 _Vocabulay _Spoken

Key words: Before you begins, learn to recognize the following key word.

to complete to use page 12 _0 _KeyWord

Shahsavari-Atwood 3

I run

painting– she paints

sometimes

Fridays

I am very busy!

always

after

I sleep - to sleep

since tomorrow– from ...

holiday

for

last

time

the last time that...

ago– three years ago

when (when she goes to school)

grandmother

She/he died

to see/ I see/ for visiting

history

This year

that, which, who

Shahsavari-Atwood 4

Fill in the blanks with information about yourself.

Fill in the blanks with the new vocabulary from Unit 12.

couch

hospital

Shahsavari-Atwood 5

Shahsavari-Atwood 6

The following sentences are in the present tense. Change them into the past tense,

making sure that you not only change the verb but also the relevant time markers. Then

translate the past-tense sentence into English.

anything

Review the verbs

At home, first complete the following chart with the appropriate verbs. Then try to choose

a subject for each verb and write sentences that include these verbs. Each sentence

should have at least five words.

In class, use all of these verbs to talk to your partner about yourself in the class. You also

listen to your classmates when they talk about themselves. Share what you have learned

with another group in the class.

12 _1 _Vocabulary3

Shahsavari-Atwood 7

A. Find out from your classmates in Persian:

1. What time they ate dinner yesterday.

2. If they exercise, what they do, when and where.

3. What they did on Sunday.

4. If they sleep in class.

5. When was the last time they saw their grandfather.

6. If they sleep a lot when it is a holiday.

7. Where they were 2 years ago.

8. How many times they workout during a week.

9. With whom they live.

10. Why they live in this city.

B. Find out from your classmates in Persian:

1. If they were tired after class yesterday.

2. If they always eat breakfast. If they ate breakfast yesterday and what they ate.

3. If they have a swimming pool.

4. Where they will go after class.

5. On which days they come to the university.

6. If they have a friend who studies electrical engineering.

7. If they work out.

8. When was the last time they went to the gym.

9. If they were at this university a year ago.

10. Why they like Persian.

Ask your classmates

Shahsavari-Atwood 8

Stage 1: listen what is being said in general. Get the main ideas, and formulate questions

about specific information or expressions for stage 2.

Stage 2: Listen for the second time and ask yourself what specific information you get out

of this video. Focus on answering your questions and finding specific information.

Stage 3: Listen for the third time to find out how ideas are being expressed. Focus on

close listening to details of language use, including focusing on pronunciation and struc-

ture.

A. At home, use these strategies to listen to نيما and write as much information as you

can, with as much vocabulary as you can about the following. Try to write in written form.

B. In class, discuss with a partner what you learned about .

12 _2 _video _from :43 - 1:51

Shahsavari-Atwood 9

A Note about Relative Clauses

In this unit, you officially learned the word که , and it is useful to start thinking about how to

use this word to create relative clauses in Persian. Consider the examples below:

.

What do you notice about the word that is being modified in each of the sentences? What

transformations take place?

………………………………………………………………………………………………………………

……………………………………………………………………………

Ke clauses mark another use of the unstressed ye in Persian. Note that an unstressed ye

is usually added to that thing or person that is described in more detail after the ke.

Look at the examples above again. What do you notice about the structure of the sen-

tences? How are the two verbs organized?

………………………………………………………………………………………………………………

………………………………………………………………………………

There are cases in which we do not add an unstressed ye to words modified by a ke

clause. Consider the following examples.

.

What do you notice about the words that are being described? Why do you think they

don ’ t take an unstressed ye?

………………………………………………………………………………………………………………

…………………………………………………

This discussion of the relative clause is just a first introduction to the concept. You will

learn more about this structure in future units.


Think about the relationship between the following pairs:

کتاب کتابي روز روزي

کالس کالسيWhile it is possible to translate the left column as [a book], [a day], and [a class], it is

better not to think about this concept only in terms of the English indefinite article. By

using the unstressed /i:/, which is traditionally called “ye e Nakare”, in this way, we are

suggesting that the noun is less identifiable because the context or situation assumes

less shared knowledge.

Spelling Conventions

-Words that end with consonants

Look at the examples above again. All of the words in the right column end in a

consonant. When a word ends in a consonant, how do we add an unstressed /ye/?

………………………………………………………………………………………………

-Words that end with ا or و

Look at the following examples and try to determine how we add the indefinite /ye/ to

words that end with either و or ا : ……………………………………………………………..

دانشجويي دانشجو

جايي جا

روزهايي روزها

We have to affix two /ye/s to words that end with either vâv or alef. It is important to

remember this convention because only one /ye/ after these two letters marks ezâfe and

designates a connection to the following words, which will undoubtedly confuse the

reader.

-Words that end with ي

Consider the following examples and listen to the audio file:

صندلي اي صندلي صندلي

12 _3 _grammar1

12 _3 _grammar2

/I:/ indefinite /i:/ traditionally called ye-e nakare


When a word ends with a ye and has an indefinite ye attached to it, you will see it written

in one of two ways. Either the word will appear as it normally does but pronounced with

an additional /ye/ or an unconnected alef and unconnected ye are written at the end of

the word. While both are acceptable, we encourage you to use the latter in your own

writing so you become more aware of your usage of this feature.

-Words that end with :هـ

Look at the examples below and listen to the audio file. Practice saying the words with

the indefinite ye. Can you determine the rule that governs the spelling convention?

………………………………………………………………………………………………………

……………………………………………………………………

It is important to write the unconnected alef between the he and the ye. Without it, we

would once again be marking ezâfe and not indefiniteness.

Indefiniteness and Yek (Ye)

In this lesson, you learn the word yek (or ye in spoken), which can be also be used before

words to create indefiniteness with singular nouns.

Both forms are correct and common. Try to use both in your writing. Complete the

following chart.

Listen to the audio file, in which you will hear many words end in /i:/. Write them down

and decide which ones are indefinite nouns.

12_3_grammar3

12_3_grammar4


Two Caveats

1. Using an unstressed ye or the word yek to represent indefiniteness almost always

applies to nouns that can be counted. Abstract nouns and nouns that represent broad

categories (like bread or money) are assumed to be indefinite.

2. Since the unstressed ye represent indefiniteness and râ marks specific direct objects,

the two do not often come together. However, there are instances when a sentence will

require both. In these cases, the direct object will be both specific (because it is known to

the subject) and indefinite (because it is not indentified) and might equate to the English

“a certain.”

Look at the two examples below.

Listen to the audio file and pay attention to the stress on کتاب and کيف.

Our professor likes the book which is on table.

My friend’s brother has the certain bag which he and I bought together 40 years ago.

It is not often that you will see these two grammatical features side-by-side; however, it is

useful to remember that it is possible and that this combination implies a very specific and

nuanced meaning.

In spoken, it is common to use “

”يه . Look at the following examples:

In spoken, it is also common to com-

bine these forms. Look at the following

examples:

12_3_grammar5


Make the following words indefinite and use them in a sentence. Make sure that your

sentences are at least six words long. Include some sentences that use an unstressed ye

as an indefinite marker and some that use yek.

For homework: On two index cards (1/2 of 3x5), write the names of two friends, relatives,

or acquaintances (one name per card) and something unusual or special that they do.

In class: We will put these cards in a basket. Each student will take two cards and find the

person who wrote them by asking:


Use the sets of words below to write a sentence that uses . Try to use past-tense and

present-tense verbs and make sure to include conjugations for a variety of pronouns.

Work with a classmate and describe the following pictures. Be sure to use ke clauses in

your descriptions. (pictures are all taken in Iran.)


Listen to the audio file and repeat the sentences. Pay attention to "e" at the end of each

sentence.

.

These sentences you read were all in spoken form. Here are the written form for each:

What does "e" stand for? …………………………..

What other differences do you see? underline them.

12_4_pronunciation1

The following text comes from Amir’s blog. At home, read the text and rewrite it in written

form.

Listen to Mahnaz and write a paragraph about her in written form.

12_4_pronunciation2

12_4_pronunciation3


B. At home, watch the video and answer the following question in full sentences.

B. In Class, then, with the second off, work with your partner to create a new voice-over

for the video, one that tells his story in third person. Present your voice-over to the class.

12 _5 _video1 _from :43 - 1:51


They speak both English and Spanish.

They have both a brother and a sister.

Their father is a teacher or a nurse.

They like either Justin Bieber or Rebecca Black.

They both work and study.

Yesterday after class they went home or to the library.

The day before yesterday they went to the gym or the ice cream shop ( (بستني فروشي .

They know both Persian and Arabic.

They have both a pen and a notebook.

Their mother is a homemaker or a lawyer.

They like either Adele or Anastasia.

They drink both tea and coffee.

Last night they went to the movie theater or the library.

The day before yesterday they went to the gym or a restaurant.

12 _5 _video2


Culture: The Iranian Family

Read the following text to learn about Iranian families and be able to complete the chart.

“two-

veined”, as they say in Persian)

I've grown up in a bicultural household where we celebrate

the New Year on January 1st and نوروز ( “ New Day ” ) on

or around March 21st ( it varies from year to year since the

is based on the astronomical vernal equinox سال نو ايراني ) .

As kids my sisters and I ate hamburgers and french fries

just as frequently as we gobbled up قورمه سبزي and فسنجان

( d elicious hearty stews) poured over پلو ( steamed

white rice ) .

Though my parents did not raise me speaking fluent Persian ( that I cultivated on my own at UT

in classes such as this one! ) , I came to understand colloquial terms for family through observa-

tion as family members came to visit for weeks at a time, including my مادربزرگ ( or “ ”ماماني or

“ ”مامان جون , as I would call my grandmother ) , my پدربزرگ ( or “ ”بابا جون , as I would call my

grandfather ) , and my عمو ( paternal uncle ) . In Iran, mothers are typically addressed by their

children as “ ”مامان or “ ”مامان جون ( “ m other dear ” ) and fathers are similarly addressed as

“ ”بابا or “ ”بابا جون ( “ f ather dear ” ) . However, these terms are not used exclusively by

children to address their parents. As you read, grandchildren as well as other young people also

use these terms to address grandmothers, grandfathers, and other close elders.

Family is a very integral component of Iranian culture. In Iran, my عمّه نرگِس ( paternal Aunt

Nargess ) always has her house full of my cousins running around, eating, playing guitar, danc-

ing to the latest Persian music videos, sleeping over,

and texting on their cellphones in “ pinglish ”

( P ersian in English font) . Other extended family

members will frequently come over to eat dinner, chat,

and relax together up until the wee hours of the morn-

ing.

In Persian, the terms for extended family members are

not all lumped into general categories of aunts, uncles,

and cousins as they are in English. Rather, Persian

divides such family members into paternal and mater-

nal sides. For example, as you read above, my pater-

nal uncle is عمو and my paternal aunt is عمّه; but if I had a maternal Iranian aunt, she would be my

For example, when I visit Iran .دايي and if I had a maternal Iranian uncle, he would be my ,خاله

with my father, عمّه نرگس ‘ s children call my father دايي سِپِهر since he is their maternal uncle.

The term for a cousin is similarly divided according to whether he or she is the son or daughter of

my خاله ,عمّه ,عمو, or دايي. For example, my عمّه Nargess' daughter, Mahshid, is my دختر خاله.

Following this formula, my عمو Sina's son is my پسر عمو.

Dancing with my

In the airport with my


I will be marrying an Iranian man next year, and this

strong value of familial closeness in Iranian culture is

represented in the way I address his parents. Unlike in

American culture, where a man's wife typically ad-

dresses his parents as “ M r. ” and “ Mrs. ” or by their

first names, I address my partner's parents endearingly

and without reference to their first names, as if they are

my own parents, with the terms “ ”مامان جون and “ بابا

”جون . At first I feared that I might offend them with this lack of formality and signal of closeness,

but it became clear to me over time that this was the most suitable way for me to address them.

It is important to note, however, that when first meeting someone, it is better to err on the side of

formality. A fine balance must be found between politeness and cordiality, and in Persian there

are many ways to address someone depending upon your temperament, character, and status.

For example, my fiance's father addresses his wife respectfully as حاج خانم“ h aaj khaanum ”

( “ p ilgrim lady ” ) . I believe it takes some time and experience to understand Persian's terms of

address and the appropriate contexts for each one.

Boy, are there tons of stories I could get into about the trials and tribulations of being bicultural, of

feeling like you're straddling two worlds without com-

pletely belonging in either; but as I look back on all the

moments that made me cringe when I was younger--like

being asked why I had a unibrow, or having my last

name constantly mispronounced—I like to think that it all

has given me a greater perspective of people and the

world around me. يک دنيا ممنون ( “ a world of thanks ” )

goes to all the people who, like yourselves, are commit-

ted to learning about other people, their languages, and

their cultures, because such study facilitates cross-cultural understanding and peaceful coexis-

tence.

“ A riana Haddad, The University of Texas at Austin ”

At home, complete the following chart with the names of your cousins. In class, your classmate

will use the chart to ask you if you have any cousins and what their names are.

Eating dinner out with

يک صبح زود در تهران

12_6_culture


»«»«

Persian has at least six different demonstrative adjectives. You already know two and in

this lesson you will learn two more. Read the following two words aloud:

Does the second syllable of each word sound familiar? Where have you heard it before?

………………………………………………………………………………………………………………

………………………………………………

By adding هم to اين and آن we are making them more emphatic:

:are used in the following useful expressions همان and همين

In spoken Persian همين is used by itself to mean “ that ’ s all ” or “ that ’ s it. ”

Try translating the following sentences into English:

Demonstrative Pronouns

Demonstrative adjectives can be used by themselves as pronouns, standing in for a

known subject or object. Because Persian doesn ’ t have an exact equivalent to the Eng-

lish word “ it, ” demonstratives pronouns are used to suggest that meaning.

Translate the following sentences into English and note when a demonstrative pronoun

means simply “ this/that ” rather than “ it. ”

Right now

Right here

Right there

This very

That very


read the description to be able to do the exercise.

At home, review the following chart. One column

includes a few Persian phrases. The other includes

their English equivalent. Explain the rule.

Look at the following sentences. They are both correct.

correctincorrect

In Class, tell your classmates that:

These books on the tables are not your father’s.

Those students (in the history class) study in the library.

These cell phones in your bag are not yours.

These kids in this picture عکس are from Iran.

In class, ask your classmates if:

They know these words: haft-sin and Yalda

They know where those students went (the students in the history class).

These classes are all English classes.

These pencils on the floor are theirs.

plural

this book

these books

that book

those books

this gentleman

these gentlemen


ESL

»«

[email protected]

7228=p?/com.shahrvand.www://http: Source

1- Read the announcements for community events below and try to answer the following

questions.

What city are these announcements from?

What type of events are advertised here?

Try to find the Persian equivalents of the following words:

church /adults / tournament

Local News

Birth Certificate

Job Posting

mailto:[email protected]

http://www.shahrvand.com/?p=7228


2- Look at the first page of an Iranian birth certificate and answer the following questions. .

- Guess the meaning of the following words:

3- Look at the following adds and answer the following questions.

A. What are two different qualifications which are needed in two adds?

B. Do they both needs a person who knows English?

C. Where are the places of the jobs?

D. What are the words for “single” and “married”?

:

:

Text From: http://www.vaseteh.com/


At home, read the text silently and then aloud several times to practice pronunciation and

fluency. Be prepared to read it aloud in class.

In class, answer the following questions:

۱

3- What is different about this year for بهرنگ? Why?

4 – What are a few words you do not know? Can you guess their meaning?

Reading

12_7_reading


At home, Find your major in the list, learn how to pronounce it and completer the follow-

ing sentences.

Try to find the name of your major if it is not

listed.

At home. Listen to the audio file and write a

paragraph about Hamed and Farima.

In class, Ask three classmates about their majors and be ready to tell the class about

your classmates.

Biology

Communication

Asian Studies

Linguistics

Business

Middle Eastern Studies

Political Science

English

Persian Literature

Psychology

Sociology

Education

Anthropology

Radio, Television, Film

Electrical Engineering

Petroleum Engineering

Electrical Engineering

Art History

. . . . . . . . . . . . . . . . . . . . . . . . .

University Majors

12_8_vocabulary1

12_8_vocabulary2


At home, you have been already introduced to educational system in Iran in unit 10. Lis-

ten to the audio file and learn how pronounce different levels in this educational system.

Find the equivalent for each in American system.

-Watch an interesting documentary at: http://www.cultureunplugged.com/documentary/watch-online/play/5418/Iran--Education-for-All

In class, find out from your classmates if someone in their family

is doing a PhD.

is in elementary school.

is a high school teacher.

12_8_vocabulary3

»«

۱ ۲

۳

۴


At home, Review the chart below, compare the sentences in and and

underline the words which are different.

Listen to the audio file and learn to say the following phrases.

In class, talk to your classmates and tell

them that:

You will have dinner with her/him tonight.

You will go to movie with them tomorrow

night.

If their parents live with them.

If their mothers talks to them everyday.

In class, describe this picture with the words

you know.

Spoken-written

12_9_written-spoken1

12_9_written-spoken2


At home, listen to the following conversation. It is written in . Practice how to ask for

a few items, for example a kilo of cheese and a half a kilo of olives ( ) .

In class, work with a partner and use what you have learned in this conversation to write

a skit. Practice it and be prepared to perform it in class. Try to use the following

sentences in your skits.

you will use these sentences when you want somebody to repeat himself.

You are saying "Excuse me. I did not understand. What did you say? Would you please

say it again?

store

sliced chicken/chicken cold cuts

anything else

walnuts

This too; and as for this

“you’re welcome, it was nothing”; it

is also a sign of politeness before

you accept the money you are

12_10_conversation1

12_10_conversation2


you were telling me that I'm nothing without you

stay with me forever

if you're not be here, I'll die

flower without flower-vase, it's impossible (it can't be)

what a mistake I made

that i believed your words

a cold day in autumn

you broke your flower-vase

like the bride of flowers

you sat in the greenhouse

the spring will come again

they'll bring you again

like an ornamental flower

they'll plant you in greenhouse

you'll say to your (new) flower-vase again

stay with me forever"

you say "I'll die without you"

flower without flower-vase, it's impossible

what a mistake she makes

that she believes your words

Read the lines and underline the words you know. Find the song on

YouTube by typing the first line. Listen to the song and pay attention to

how the singer pronounce the words. Use 3 new phrases you have learned

in this song to write a very short dramatic play! And act it out in class. Translation: Vanda, Nooresabz from http://iraniansongstranslations.blogspot.com/search/label/Googoosh


1- Write a paragraph and explain what you study, in which university, if you are busy.

2- Write a paragraph and explain what you are planning to do tomorrow.

3- Write a paragraph and explain what you have to do tomorrow.


boyfriend

girlfriend

Shahsavari-Atwood

Shahsavari-Atwood 2

ترجمه

I have lived

English translation (major)

I know (somebody) - to know

Master ’ s

sociology

s/he is interested

most of her friends

s/he should write

semester

thesis

She does not have much time

although… but, Still

together

She arrives / She does her work/She takes care of

her work/

these days

less

each other

Key words: Before you begins, learn to recognize the following key words.

example

like

13 _0 _Key Words

13 _1 _Vocabulary

13 _1 _Vocabulay2 _ Spoken

Shahsavari-Atwood 3

south

they have gone

to introduce

I want/would like to introduce him to you

about her

I would like to talk

I have not seen

last year

It was fun

airplane

ticket

cheap

kind

hospitable

I got to know [her], I met her

still, yet

s/he calls - to call

journalist

writer

He has a meeting with someone, s/he

has an appointment

agree / she agrees with me

disagree / I disagree with that

worried / to be worried

Shahsavari-Atwood 4

Tomorrow

Tomorrow night

The day after tomorrow

The night after tomorrow night

The day before yesterday

The night before last night

At home, You have already learned the following words.

There are a few other adverbs of time which will be very useful to learn. Listen to the au-

dio file and answer the following questions.

In class, talk to your classmates and tell them:

Whom will you see the day after tomorrow.

What you will do tomorrow night.

Where you were the day before yesterday.

Where you will go tomorrow.

What you did the night before last night.

In class, imagine that today is the day given in the column labeled “ t oday ” and take

turns telling each other in Persian what day yesterday and the day before yesterday

were, and what day tomorrow and the day after tomorrow will be. You may fill in the

blanks with the corresponding Persian names of the days, but don ’ t forget to practice

speaking to one another!

help

13 _1 _Vocabulary3

Shahsavari-Atwood 5

Shahsavari-Atwood 6

documentary

At home, first, complete the following chart with appropriate verbs, then try to choose a

subject for each verb and write sentences that includes these verbs. Each sentence

should have at least 5 words.

In class, use all of these verbs to talk to

your partner about yourself in the class.

You also listen to your classmates when

they talk about themselves. Share what

you have learned with another group in the

class.

13 _1 _Vocabulary4

Shahsavari-Atwood 7

1. If they are seeing anybody after the class.

2. If they know somebody who studies sociology.

3. If they like their major.

4. If they are interested in sports.

5. If they see their friends from high school. If not, why.

6. If they like to introduce somebody to their parents.

7. If they talk about their studies to their family.

8. If they are worried for anybody.

9. Whom they usually disagree with.

10. Whom they are usually agree with ( in their family ) .

11. Where do they usually eat these days.

12. For how long ( (چند وقت است t hey have not seen their grandfather.

1. If they are going to library these days.

2. If they know a model.

3. If they like their university.

4. If they are interested in reading history books.

5. Where do they go to see the doctor.

6. If they like to introduce their siblings to their friends.

7. If they like to talk about their family in class.

8. Whom they usually disagree with ( in their family ) .

9. Whom they are seeing after class.

10. What do they know about “A separation ” ?

11. If they have seen their close friends this week.

12. What they are worried about.

Shahsavari-Atwood 8

how often

۳-

A. Find Erfan’s hometown on the map.

B. Find the following cities on the map:

C. Write the names of Iran’s neighbors in

Persian.

........................................................................

........................................................................

........................................................................

13 _2 _video1

Shahsavari-Atwood 9

trip

If they had fun last summer.

If it’s cheap to go visit their grandparents.

If the ticket for bus is cheap in their city.

If they know who Kiarostami is.

If they know Asghar-e Farhadi.

How often ( چند وقت يک بار) they call their grandparents.

How often ( (چند بار در روز t hey drink coffee?

How often they check their email.

13 _2 _video2

13 _2 _3Audio


imperative

At home, translate the following sentences from your Unit 10 vocabulary:

1. Write this in the notebook …………………………..……………………….

2. Speak Persian with my friend ………………………………………………

3. Repeat this exercise at home ……………………………………………….

Which of the following best describes the sentences above?

a. statement

b. question

c. command

Based on verb endings, which person are the sentences above addressing?

Look carefully at sentence 1. What do you notice about the verb “ w rite ” ? How do we

form the command for شما ?

Based on the chart above, write a rule to explain how we usually form the command for

collective/formal second person. Share your rule with your classmates and instructor.

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

………………………………………

Now carefully examine sentence 2 from the beginning of this Grammar Note. What do

you notice about where we place the بـ in compound verbs?

……………………………………………………………………………………………..

What is different about the imperative verb in sentence 3?

…………………………………………………………………....

Note: We form the imperative with the verbs کردن and شدن, we usually omit the . بـ

especially in written Persian. In spoken Persian, you ’ l l hear commands both with and

without the بـ.

………… + +

Do you recognize this part? ....................................

…………


REVIEW:

When do we use شما rather than تو?

…………………………………………………………………………………………

The following sentences are the same commands that you translated at the beginning

of this Grammar Note; however, they have been conjugated for تو rather than شما .

Rewrite the sentences, directing the commands to شما.

Check your answers:

Carefully compare the sentences in the right column with those in the left. Write a rule

that explains how we form a command for the second person singular. Share your rule

with your classmates and instructors.

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

………………………

We can also use the imperative for the first person plural ( (. ما This is similar to adding

“ L et ’ s ” in front of a command in English. For example, “ Let ’ s eat! ” or “ Let ’ s

go! ” Consider these two examples in Persian and write the same command for شما

and تو next to them:

Carefully compare the imperative forms above. What do you notice about the conjuga-

tion for ما? What changes?

…………………………………………………………………………………………………

What do you notice about the spoken form of the second example?

……………………………………………………………………………………………………………

Note: Imperative conjugations in the spoken form make use of the spoken form of the

present tense stem! Similarly, we use the spoken verb ending ين- when forming

commands for شما.

13 _3 _grammar1

13 _3 _grammar2


Negating the Imperative

Look at the four sentences below. While the first sentence in each set tells you what to

do, the second one tells you what not to do.

REVIEW 1 : Why do we use را in the sentences above?

………………………………………………………………………..........

After carefully examining the examples above, try negating the following commands.

answerquestion

Which of the sentences above are directed at تو ?

۱ ۲ ۳ ۴ ۵ ۶ ۷ ۸

How are you able to tell that those sentences are for تو?

…………………………………………………………………………

Based on the work you did above, write a rule that explains how we negate commands in

Persian. Share your rule with your classmates and instructor.

…………………………………………………………………………………………………………

REVIEW 2:

۱تمرين

Fill in the chart below using the proper form of the imperative.


During the course of this grammar note, you have written several rules for forming the

imperative in Persian. Go back and review those rules and fill in the chart below. Use

this page as a reference to review the imperative later.

In class-

A- Work with a partner and come up with a list of five tips you would give to a new stu-

dent at your school. What things should he or she do to be successful here?

( .).

B- Work with a partner and come up with a list of five activities you could do tonight.

Phrase your suggestions using the imperative for ما.

C- Use the following picture to ask your classmate do/do not do something tomorrow.

imparativeامر ruleقانون Exampleمثال

Forming the imperative for شما

Forming the imperative for تو

Forming the imperative for ما

Negating the imperative


The Infinitive

At home- Read the examples below:

As you noticed, there are several ways in which the Persian infinitive can be used or

function as a noun. Complete the following chart ( Listen to the audio file to check your

answers. You can hear گفتاري version of each sentence as well. ) , then choose five

verbs and write a sentence for infinitive form of each verb you have chosen.

irregularsick

irregular))

I knew you would not come.

I would like (wanted) to talk to her.

13 _3 _grammar3


news

In class – Complete the following chart. Add the verbs you have already learned to the

chart. Then work with your partner and:

1- compare your answers.

2 – How do we say the spoken form for each sentence.


be introduced

newspaper

...then write the closest sentence you can write for each in English.

13 _4 _ listening1

13 _4 _ listening3

13 _4 _ listening2

13 _4 _ listening4


a few times

Listen to the audio file. You will hear the spoken form of the sentences above. Listen

carefully and underline the words and phrases which are different in گفتاري.

13 _5 _pronunciation1

13 _4 _ listening5


At home, watch this video. It gives an overview of how to learn

calligraphy: “It introduces the art of calligraphy in the Arab,

Ottoman and Persian traditions and discusses the unique

features of the Arabic alphabet."

/com.calligraphyqalam://http

For watching Persian calligraphy, Nasta'ligh, read and watch:

/expedition/publications/documents/museum.penn.www://http

pdf.Negahban/1-31/PDFs

zZuo08IpH5P=v?watch/com.youtube.www://http

poem»«»«

.........................................................................

..........................................................................

..........................................................................

..........................................................................

..........................................................................

..........................................................................

..........................................................................

Calligraphy in fashion Photo from NIMANY Studio look

book, Original Art by Nima

Behnoud

13 _6 _culture1

http://calligraphyqalam.com/

http://www.youtube.com/watch?v=P5IpH08zZuo

http://fa.wikipedia.org/wiki/%D8%AE%D9%88%D8%B4%D9%86%D9%88%DB%8C%D8%B3%DB%8C_%D8%A7%D8%B3%D9%84%D8%A7%D9%85%DB%8C

http://fa.wikipedia.org/wiki/%D8%A7%DB%8C%D8%B1%D8%A7%D9%86

http://fa.wikipedia.org/wiki/%D8%A2%D8%B3%DB%8C%D8%A7%DB%8C_%D9%85%DB%8C%D8%A7%D9%86%D9%87

http://fa.wikipedia.org/wiki/%D8%A7%D9%81%D8%BA%D8%A7%D9%86%D8%B3%D8%AA%D8%A7%D9%86

http://fa.wikipedia.org/wiki/%D8%B4%D8%A8%D9%87_%D9%82%D8%A7%D8%B1%D9%87_%D9%87%D9%86%D8%AF

http://fa.wikipedia.org/wiki/%D8%B4%D8%A8%D9%87_%D9%82%D8%A7%D8%B1%D9%87_%D9%87%D9%86%D8%AF


Use the internet or a dictionary to come up with a working definition of “ adverb. ” De-

scribe the concept in your own words and be prepared to discuss your definition in class.

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

……………………

Like English, Persian has many categories of adverbs that each accomplishes a slightly

different task. In this lesson you will learn some of the different types of adverbs and how

they ’ re formed. You already know quite a few adverbs in Persian, but understanding

how these words function will help you use them more comfortably and expand your vo-

cabulary in the future.

Adverbs of Time describe when an action was completed.

Read the following sentences

.

What do you noticed about the sentence structure? Where can these adverbs of time oc-

cur relative to the other words in the sentences?

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

………………………………………………………………

List of the adverbs of time from the list of واژگان in this درس:

Adverbs of Place explain where an action was completed.

Translate the following sentences into English:

adverbs

13 _7 _grammar1

13 _7 _grammar2


Where do adverbs of place go in spoken and written sentences?

………………………………………………………………………………………………………………

……………………………………………………………….

What are some of the adverbs of place that you know?

………………………………………………………………………………………………………………

………………………………………………………………………

Adverbs of Manner describe how an action is completed.

Read the sentences below and circle the adverbs of manner:

In the first two sentences, what do you notice about how the adverb of manner is formed?

How do they relate to their adjective forms?

………………………………………………………………………………………………………………

……………………………………………………………………………

In the third sentence, how is the adverb formed? How many words are required to ex-

press this adverb? ………………………………...…………………………………………………..

In Persian, sometimes phrases are created to convey adverbial meaning. Look at the

chart below to learn other examples of this construct:

Notes on Forming Adverbs

There are no rules that can predict how an adverb is formed. You have to learn each ad-

verb individually. However, there are some patterns which can prove useful as you con-

tinue your encounters with adverbs!

To review, what is tanvin ( as you learned in Lesson 10 ) ?

……………………………………………………………………………………………………

Not all adverbs end with tanvin; however, almost all words that end in tanvin are adverbs.

Try to complete the chart below:

accurately با دقت accuracy دقت

especially به ويژه special ويژه

quickly (سريع، زود)به سرعت speed سرعت

13 _7 _grammar3

13 _7 _grammar4


The suffix انه is another relatively common way to mark adverbs. Try to fill in the following

chart with adverbs that follow that pattern.

In Class

A. Find out the following from your classmates…

Where they lived before.

How many Iranians they know personally.

If they do ( hint: write) their homework quickly.

What they do every day before coming to class.

If they listen carefully ( h int: accurately ) to the news ) ) o n television.

Which persons they oppose.

B. Find out the following from your classmates…

Where they studied before.

If they know any singers personally.

If they type in English quickly.

What they do every day before coming to class.

If they carefully ( accurately ) read the news ) ) online.

Which persons they oppose.

مَعمول usual مَعموالً

مَخصوص special مَخصوصاً

قَبل previous قَبالً

شَخص person شَخصاً

Generally ًعَموما public عَموم

13 _7 _grammar5


You already have some experience using the demonstrative adjectives ( اون) آن and اين in your

writing and speaking. To review, look at the following sentences and circle the demonstrative

adjectives:

Where do the demonstrative adjectives come relative to the nouns they modify?

………………………………………………………………………………………………………………………

…………………………………………

Although most adjectives come after the noun in Persian, these special adjectives always

comes before the noun they modify.

In the first example sentence, why do we use را after the demonstrative adjective and noun?

………………………………………………………………………………………………………………………

…………………………………………

Remember: demonstrative adjectives automatically make a word specific, so if they modify di-

rects objects, را is necessary!

»«

Demonstrative Adjectives

13 _7 _grammar6


last/ before

- Look at the examples below and pay special attention to the words and .

What do and mean when they follow a noun like in examples 2 and three?

……………………………………………………………………………………………………………………………

……………………………

What happens when we add the word after these two words? How does the meaning change?

……………………………………………………………………………………………………………………………

What kind of words must follow and ? Remember, these two words are prepositions in

Persian. What kinds of words follow prepositions?

……………………………………………………………………………………………………………………………………

………………………………………………………………………………………………

Look at the two examples below:

How would you describe the two words that come after and in the sentences above?

……………………………………………………………………………………………………………………………………

What does this tell us about infinitives in Persian?

…………………………………………………………………………………………………………………………………

»«»«


1- What is the main idea of the text?

A. Golestan Hotel facilities

B. Bahman Hotel location

C. Bahman Hotel on sale

D. Golestan Hotel location

2- What does the last sentence mean?

Learn the verb “ ”قَرار دارم before you answer the questions. قرار داشتن means to plan to see

somebody, for example:


Reading

Record yourself and submit the audio file.

13 _8 _ reading1


Complete the chart. Then, listen to the audio file and check your answers.

: Discuss with your partner, how would you ask these questions in فارسي گفتاري

Normally, what do you do after you study?

Today what did you do before ( (قبل از you came to class?

Before you entered this very university, what were you doing?

Do you think that all Iranians know Persian?

فارسي گفتاري Discuss with your partner, how would you ask these questions in :گروه ب

What are you doing right now?

Normally what do you do after you eat dinner?

Normally, what do you every day do before ( (قَبْل از you come to campus?

Do you think that all همه) ) Iranians are Persians?

Spoken-written

13 _9 _spoken-wriiten1


With your partner, discuss how each sentence would differ in and then take turns

reading the sentences aloud in their spoken variations. After you finished, your instructor

will play the audio file. Listen to the audio file and check your answers

13 _9 _spoken-wriiten2


If you would like to leave the class for a few minutes you will uses the above question,

"Excuse me, may I go out"? You can also add a phrase to that and make it more specific:

"Excuse me, may I go out for a few moments"?

You can also use another word instead of /bebakhshid/. It is:

/ma'zerat mikhaam/ which is close to "I beg your pardon" seems to be more prestigious

to use. I would suggest that you use it if you are in a more formal situation, for example

when you are talking to your teacher.

Listen to the audio file to hear the examples. Memorize one of the sentences to be ready

to work on a skit with your partner.

At home, listen to the following conversations. They are written in گفتاري. Learn how to

say بله or نه to somebody ’ s request.

starts

by all means

I've caught a cold

First practice the conversations with your partner. Then, work with your partner and make

your own conversation and be ready to act it out in class.

13 _10 _conversation1



-در خانه

A. Listen to the song on line and try to follow the lines. There are a few words you know.

What are they? Be aware that this song is sang in “ گفتاري. ” Read the translation of the

lyrics and guess what the underlined words mean.

B. Find the name of the singer and read about him. What is his name? What period this

song belong to?

Work with your classmate. Use 3

new phrases you have learned in

this song to write a very short

dramatic play! And act it out in

class.

Now that your work is

Full of deception and lies

Now that your heart is

Miles far from God

Don’t say you love me

I don’t believe that

Don’t say you have only me

I don’t believe that

With your words

You always lie to me

You want to deceive me

You always lie to me

To my broken heart

Don’t be so unfaithful

If you don’t love me

Don’t perform/act like this

2- Write a paragraph about your daily schedule. When do you wake up? What time do you go to school?

Do you work as well? What do you do after class or work? How often do you see your friends?...


Shahsavari-Atwood

Shahsavari-Atwood 2

ترجمه

is located

north east

sea/ Caspian sea

I have come - to come

Konkur (University entrance exam in Iran)

so that I can go

… to get ready- I get ready - to get ready

although

last year

I was not accepted - I should be accepted

they think- to think

s/he calls - to call [to call sb]

asks - to ask [to ask sb]

I answer – to answer

They would like me to study

Because

try - to try/ I’ll do my best

otherwise

other

to rest

14 _1 _Vocabulary

14 _1 _Vocabulay2 _ Spoken

Shahsavari-Atwood 3

ترجمه

birthday / birthday party

party

I wear

I should wear - I want to wear

closet, dresser

favorite

It starts

I don’t wear make up

ready

I should go

late, it’s late

gift / to give a gift

story

I’m sure

she will like it (more colloquial)

interesting

]to give -

subject

important

time

in my opinion

appropriate

Shahsavari-Atwood 4

ترجمه

Clothes

mantou (coat)

pants / jeans

green/ dark green

scarf

white

shoes

socks

backpack

4 pairs

What is your favorite color?

I should go now!

She has 8 pairs of shoes!

In my opinion, this is not an important issue.

Although the sea is right besides the house, she does not know how to

swim.

14 _1 _Vocabulary3

14 _1 _Vocabulary4 _ spoken

Shahsavari-Atwood 5

One-piece veil

and neck covering

.............................................

.............................................

.............................................

.............................................

............................................

............................................

............................................

............................................

14 _1 _vocabulary5

Shahsavari-Atwood 6

ترجمه

colored; colorful

dark

light

rainbow

you can use the online colored textbook to see the colors

14 _1 _vocabulary6 _to see the colors refer

to the online PDF file!

قرمز -۹

نارنجی -۰۱

زرد -۰۰

سبز -۰۱

آبی -۰۱

بنفش -۰۱

Shahsavari-Atwood 7

In Persian we say if we want to say: I am wearing green in English.

In other words, we use present perfect in Persian, while we use present progressive

in English.

actor

Shahsavari-Atwood 8

flower

Shahsavari-Atwood 9

1. When their birthday is.

2. If they like birthday parties.

3. About a memorable birthday party.

4. What their favorite color is.

5. Who their favorite singer ( (خواننده is.

6. What they gave to their siblings for their birthday.

7. What presents they usually give to their friends for their birthday.

8. How many backpacks they have. What colors are they?

9. What do they think they should wear for school.

10. What their opinion is about going to Tajikistan in summer.

11. If they like Chinese food ( ask in a more informal way ) .

12. when was the last time they rested.

13. Whom they call everyday.

14. If there is anything important that they would like to talk about with their parents.

1. How many pairs of jeans, shoes and sandals they own.

2. What colors they like/don ’ t like to wear.

3. Who their favorite author is.

4. What their favorite subject is.

5. What they gave to their friend for his/her birthday.

6. What presents they usually give to their family members for their birthdays.

7. If they have a car. What color is it?

8. What is one important subject they are thinking about these days.

9. What their opinion is about last Persian exam ( (امتحان .

10. Who calls them every day.

11. Who is important for them.

12. What actress in their opinion wears too much ( (زيادی make up.

13. What their opinion is about having an entrance exam for US universities.

14. If they are going to rest this weekend.


12 – Watch the video one more time and write down the information that was not covered

by your answers to the questions above.

13 – Find Sari on the map!

What their opinion is about this class.

14 _2 _video1

14 _2 _video2


In previous lesson, you learned how to say “ S/he should write ” in Persian. Write the

sentence here: ………………………………………………………………………….

This sentence consists of two words. Part of the second word in the sentence should

look familiar to you. What do you recognize in this word? What looks different? Explain

the parts of the word you do recognize.

is an example of the subjunctive. In this case, the verb “ to write ” ) )

has been conjugated in the subjunctive for he/she/it. The subjunctive has a number of

uses in Persian and we will be exploring some ( but not all ) of those uses in this les-

son. For now, let ’ s focus on how to form the subjunctive.

As you probably noticed, the subjunctive consists of three parts and is formed using the

present-tense stem of a verb. We add to the beginning of the stem and add the

personal verb endings after it. So the subjunctive conjugation usually follows this pat-

tern:

Try to conjugate the following verbs for the indicated person. Add بايد before each one.

..................................

...................................

.................................

part1Subjunctive

Present Tense Stem Personal Verb endings

14 _3 _grammar1

Check your answers!


Two Notes about Compound Verbs in the Subjunctive:

1. Don ’ t forget that when we conjugate compound verbs, we only alter the verbal com-

ponent of the compound verb. So in the case of the subjunctive, we add بـ to the actual

verb ( e.g. زدن يا دادن ) and not to the other words in the compound verb.

2. When we form the subjunctive in written Persian, we often exclude the بـfrom

compound verbs that use کردن and شدن. In spoken Persian, you will sometimes hear

people use بـon these conjugations, but it is also correct in the spoken to leave it off.

Both are acceptable in spoken Persian but in written Persian it is better form to exclude

.شدن and کردن from compound verbs that use بـ

Try conjugating the following compound verbs in subjunctive in the written form ( add

before each one بايد ) :

Using the subjunctive with بايد، خواستن و توانستن:

The subjunctive has a number of uses in Persian. In this lesson, we are going to focus

on using it with the verbs خواستن ,بايد and توانستن. This structure will allow us to express

what we should/must do, what we want to do, and what we are able to do.

Now that you understand how to form the subjunctive, trying using it in the following

sentences.

Now translate the sentences above into English.

14 _3 _grammar2

Check your answers!


Examine sentences 2, 4 and 6. What do you notice about the verb بايد? Does it

conjugate normally?

…………………………………………………………………………………………

“ means بايد should ” or “ must ” in Persian, and although it is technically a verb, we

usually only use this one conjugation for all people. We use it with the subjunctive to ex-

press the things that we should or must do now or in the future.

Look carefully at the Persian sentences above. What do you notice about the sentence

order? Where do خواستن ,بايد and توانستن come in the sentence? What about the verb

in the subjunctive? And everything else?

……………………………………………………………………………………………………………

……………………………………………

Draw a diagram of sentences that use two verbs خواستن ,بايد or توانستن plus a verb in

the subjunctive. Share your image with your classmates and your instructor!

Use your knowledge of the subjunctive to write sentences of your own. Use خواستن ,بايد

and توانستن at least twice, and try to create sentences that use at least three or four

verbs, like sentences 4 and 6 above!


»«


have worn

14 _4 _ listening1

14_4_listening2


Write an appropriate question for each answer you hear. There might be more than one question for each sentence. You only have to write one!

؟...................................................................... -۰

؟...................................................................... -۱

؟...................................................................... -۱

؟...................................................................... -۱

؟...................................................................... -۵

؟...................................................................... -۶

؟...................................................................... -۷

؟...................................................................... -۸

؟...................................................................... -۹

؟...................................................................... -۰۱

؟...................................................................... -۰۰

؟...................................................................... -۰۱

؟...................................................................... -۰۱

؟...................................................................... -۰۱

14_4_listening3


........................................... خيام اگر زباده مستي خوش باش

............................................ با الهل رخي اگر نشستي خوش باش

........................................... چون عاقبت کار جهان نيستي است

گار هک نيستي، چو هستي خوش باش ............................................ ان

Khayyam, if thou art drunk with

wine, be glad!

If seated next to one with tulips

cheeks, be glad!

Since the world’s work has no

hereafter, think then

Though mightiest not be-but since

thou art, be glad!

Omar khayyâm

Translated by Edward Fitzgerald

خيام عمر

14_5_pronunciation1

From Britannica:

“Omar Khayyam, Arabic in full Ghiyāth al-Dīn Abū al-Fatḥ ʿUmar ibn Ibrāhīm al-Nīsābūrī al

-Khayyāmī (born May 18, 1048, Neyshābūr [also spelled Nīshāpūr], Khorāsān [now Iran]

—died December 4, 1131, Neyshābūr), Persian mathematician, astronomer, and poet,

renowned in his own country and time for his scientific achievements but chiefly known to

English-speaking readers through the translation of a collection of his robāʿīyāt

(“quatrains”) in The Rubáiyát of Omar Khayyám (1859), by the English writer Edward

FitzGerald.

His name Khayyam (“Tentmaker”) may have been derived from his father’s trade. He

received a good education in the sciences and philosophy in his native …”

Read from Iranica:

“No doubt Omar Khayyam had the greatest impact on literature and society in countries where English was spoken.

Among the writers who were deeply influenced by FitzGerald's Khayyam were T. S. Eliot and Ezra Pound (D'Ambrosio,

passim). But Omar Khayyam was translated and discussed in other countries as well, especially in France and

Germany. In his Bibliography, Potter lists 114 versions of Omar Khayyam's Robāʿiyāt in 25 languages, of which 18

versions are in French and 37 in German (Potter, pp. 133-58). And an endless stream of editions and translations was

to follow in the years after 1929.”

http://www.britannica.com/EBchecked/topic/596034/time

http://www.britannica.com/EBchecked/topic/511793/The-Rubaiyat-of-Omar-Khayyam

http://www.britannica.com/EBchecked/topic/208887/Edward-FitzGerald

http://www.britannica.com/EBchecked/topic/208887/Edward-FitzGerald


Culture: What do people wear?

B) Research online and find out what is not acceptable

to wear when you are on the street in Iran.

Help them choose appropriate cloths.

"I arrived in Iran in a loose-fitting shalvar kameez

(long roomy tunic and pants) only to find myself

hideously outclassed by the Iranian women who

dress with a great sense of style. Modern Iranian

women dress a lot like modern American women,

with one important difference. In public, they must

always wear a long coat over their regular clothes

and are required to cover their heads with a scarf.

It is the law. The coat and scarf need not be black

-- the more adventurous fashion plates wear

muted greens and beiges and even earthy reds.

Their coat buttons can be decorative and it is

perfectly acceptable for women to allow wisps of

hair to frame their faces. Many females carry

briefcases to and from work as they click down the

sidewalks in high heels."


Because را is such an important concept in Persian grammar, it is a good idea to keep it in your

mind and to continue developing your understanding of it.

Review:

Do you remember the basic rules governing را?

.marks …………………. direct objects را .1

is written immediately …………………. after the …………………. direct object and را .2

any adjectives that modify it.

is pronounced …………………. When you read aloud, for example, you cannot را .3

pause between راand the direct object.

4. In spoken Persian, را is pronounced as /ro/ when…………………. and /o/ when

…………………. .

As we mentioned before, it is a good idea to organize new verbs that you learn according

to whether or not they are transitive. Update your list using the verbs from Lessons 11-13.

Look at the following sentences:

What is special about these examples?

…………………………………………………………………………………………………….

Why is it possible to use both an indefinite /ye/ and را at the same time? Are specific and

indefinite the same thing?

………………………………………………………………………………………………………………

»«

Intransitive Transitive


New Information:

Translate the two sentences below:

The second sentence would be grammatically incorrect without را. Can you guess why?

Hint: in English we indicate general direct objects using the plural. But how do we achieve

this in Persian?…………………..………………………………………………………………………

………………………………………………………………………………………………

The second sentence would be grammatically incorrect without را. Can you guess why?

……………………………….………………………………….…………………………………………

………………………………………………………………………………

Practice 1: Read the following paragraph. Work with a partner and determine where را is

necessary.

»«»«»«

immigration: مهاجرت

14 _5 _grammar1

Check your answer!


In class-

1- Read the following sentences and write the best English equivalent that you can .

2- Read the following sentences and write the best Persian equivalent that you can.

Yesterday was my father’s birthday.

Women in Iran must wear headscarves and manteaus.

My sister has two pairs of green jeans.

The party starts at 9:00 pm.

It’s late! I have to go to the coffee shop now.


Try to translate the following sentences into English:

In the second sentence, why do we use از اين که?

………………………………………………………………………………………………………………

…………………………………………………..

In Persian, prepositions ( like از) must be followed by a noun or a pronoun. If you want

to follow a preposition with a verbal clause ( l ike in sentence 2 ) , then you have to use

که is standing in for an entire sentence and اين ,after the preposition. In this case اين که

lets your reader or listener know that you are about to explain exactly what اين is.

It is not necessary to have complete control of this concept right now. We will continue to

review this rule. But when you use a preposition it is useful to think whether a verbal

clause or a noun is following that preposition. If it is a verbal clause then don ’ t forget the

.اين که

In groups of two take turn and complete the sentences.

»«»«

When

complete


this text is written in spoken form

Note: This text is written in spoken form. The dialect of Tehran can be

detected in the text as well. In some places “ra” is not written,

however it included in the form of pish (o sound) which is normally not

written. For example, after “suratam”, line 3 we would use “ra” in

written form. You can listen to the text to hear where “ra” is missing.

/com.blogfa.sherli-anne://http: from a Persian blog

Skim the text below and try to answer these questions.

1- What is this passage about and who wrote it?

2- Fill in the chart below with the missing information The chart has been written in

spoken form.

3- What are some of the writer's favorite hobbies? How does she usually spend her

Friday nights.

4– Find at least 5 verbs which are in the subjunctive and underline them.

5– Listen to the audio file and find examples of present perfect in the text.

14 _6 _ reading1

http://depth.blogfa.com/


»«

»«


4- Fill out بهرنگ’ s schedule below according to the text with as much information as you can.

Record yourself and submit the audio file.

14 _6 _ reading2


Compare your chart with your classmate. How are they the same? How are they different?

Tell the class about your partner's routine.

At home- “ Both...and…” “ Neither...nor ”

Review the following sentences and underline the correlative conjunctions which are repeated

twice in each sentence.

Listen to the sentences you just read. Pay attention to how they are pronounced.

At home- Use the same structure to gossip about people ! Write 5 sentences.

In class- Share your gossip with your partner and choose the two most interesting pieces of gos-

sip to share with class.

14 _6 _ reading3


Spoken-written

Review the chart below, compare the sentences in and and underline the

words that are different.

Listen to the audio file and learn to say the following phrases.

In class, take turn and tell your classmate the following sentences in فارسب گفتاري.

You have a friend who came to Austin ( or the city you live in now ) last night, and you

will call him tonight.

Your mother called you yesterday after a week, and you will call her tonight and tell her

that you will call her everyday from now on ( (از اين به بعد

Your friend sent his best to them.

Your classmate doesn’ t have the Persian textbook and If they can give the textbook to

her.

1- Review the chart below, compare the sentences in goftaari and neveshtaari and under-

line the words which are different.

14_7_written_spoken1





what a!: چه مصيبتي/ عجب مصيبتي

disaster!

new: نو

We use this expression —کجاست: کو

when we are asking where sth is

when we expect it to be close to us

let me see : بگذار ببينم= بذار ببينم

problem: مشکل

14_8_conversation1


In Persian, to express either…or…we use:

To express neither...nor… we use:

To express both...and… we use:


1- Now in groups of two, practice saying the following sentences in Persian:

We are thirsty and we have neither water nor coke.

My mother likes both tea and coffee.

Your friend's father likes neither tennis nor volleyball.

Her sister neither works nor studies.

We will eat either a sandwich or sushi for dinner tonight.

She will go to school either on Thursday or Friday.

They would to go to either Iran or Turkey.

His brother doesn't want to go to Canada or England.

Check your answers with the instructor before you start the following game.

- The whole class will play the chain game. One students starts with the first sentence and the

second student should add more information to what was previously said, while using هم to add

more information.

3 – Do the same with .


-در خانه

A. Listen to the song online and try to follow the lines. There

are a few words you know. What are they? Be aware that this

song is sung in “ نوشتاري. ”

http://www.youtube.com/watch?v=5HuFzgZdLHs

»«»«»«»«

»«»«

“The Sky’s Peak,” “I Feel Passionate Tonight,” or “The Stars’ Revolt” is a famous song with lyrics by Karim Fakoor and music by Homayoun Khorram. This song was first per-formed by Parvin. Parvin was born Parvin Zahrā’i Monfarad in 1938 in Tehran. She was a successful traditional Iranian singer, who performed a significant number of songs during her rela-tively short tenure as an artist. In 1974, Parvin retired from singing, and since the Revolution of 1979, information about her has been

For your

information

Work with your classmates and use 3

new phrases you have learned in this

song to write a very short dramatic

play. Act it out in class!.


2- Write a paragraph consisting of at least five sentence in which you explain what a student should do in

order to be successful at this university.


new

let me see

problem

Shahsavari-Atwood آتوود -شهسواري

2 Shahsavari-Atwood آتوود -شهسواري

ترجمه

trainer

I used to live

to help

in order to

serious

kind

poem / poet

music

at least

various

s/he would come - used to come

s/he would go - used to go

s/he returned - s/he returns

s/he decided / s/he decide

s/he opened - we have opened

s/he said– s/he says

Key words: Before you begins, learn to recognize the following key words.

complete

compare

wrong

correct

15 _1 _KeyWords

practice

again

watch

It means

15 _1 _Vocabulary

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ترجمه

would you help me?

the best

place

the world

only

a few months– several months

Almost - approximately

Some/ some of the

somebody / the people

some of those who...

they sit - to sit

I stay - I would stay

it depends

customer

we would have - we should have

about (approximately)

Lamp - light

I turn off

alone, by myself

roommate

now

until now

Not

future




1. Who in their family is kind.

2. If they know anyone who is interested in poetry.

3. Who their best friend is.

4. What their favorite subject is.

5. If they know of different/various cities in Iran.

6. If they can sit on a coach for six hours and study.

7. If they used to help their parents when they were kids.

8. If they close the door to their bedroom when they sleep.

9. At least how many hours they study every day? ( start your question with حداقل)

10. What they are going to do in near future.

1. If their best friend lives in this city.

2. When they returned home last night.

3. If they stay at school after the class.

4. If they used to go to church ( (کِليسا w hen they were a child

5. What some of the students in this class are wearing.

6. If they would like to sit in this class for more than an hour.

7. If they live alone.

8. If they used to read story books when they were kids.

9. What ’ s the minimum amount of money they need to buy lunch. ( start your question

and answer with حداقل)

10. How many bedrooms their future house should have.


15 _2 _ film1


Read the following sentences:

. کردم وقتي بچه بودم در رشت زندگي مي

رفتم شنبه به کالس موسيقي مي هاي سه پارسال روز These sentences feature a new verb tense ( (, گذشته استمراري but luckily it is formed using pieces that you

know so you should recognize the verb. Do you think this new tense is a past tense or a present tense?

How do you know? What words in the sentence indicate this?......................…………………………………

……………………………………………………………………………………………………………..…………..

You already know the simple past, which describes actions that took place in the past one time, like in the

examples below:

. چهار سال در شيراز زندگي کردم

. دو سال پيش به ايران آمدم However, گُذَشته اِستِمراري is used in a different way. Read the first set of examples again. What do you

notice about the period of time in which the action of the verb takes place? Is the action happening in a sin-

gle instance or over a period of time? How do you know? ………………..……………………………………

……………………………………………………………………………………………........................................

..........................................................................................................................

Based on the information above, can you describe when we use گُذَشته اِستِمراري in Persian? Be sure to

check your answer with your instructor and classmates in class. …………………….…………………………

……………………………………………………………………………………………………………………………

……………………………………………………………………………………………

Look at the two examples below and explain why simple past ( ) is used in the first sentence

while گذشته استمراريis used in the second.

. هاي مختلف رفتم دو سال پيش به ايران آمدم و به شهر

.رفتم ي مختلف مي آمدم، به شهرها وقتي به ايران مي ……………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………

…………………………………………………………………………………………………

To review circle the correct word in the parenthesis: گذشته استمراري is a (past / present) tense that describes

either actions that took place (over a period of time / in a one instance) or (habitual / single) actions.

15 _3 _Grammar1

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Forming گُذَشته اِستِمراري

Examine the sentence below carefully and underline the two examples of: گُذَشته اِستِمراري

This verb tense is formed using familiar pieces. What do you recognize in the verb?

……………………………………………………………………………………………………………………………

……………………………………

is formed simply by adding to the simple past tense form that you already know. To help گُذَشته اِستِمراري

you visualize the form, fill out the diagram below with the proper information:

Apply this information by filling out the chart below. Check your answers with your instructor. Don’t forget

what is special about the third-person singular او in the simple past!

Read the two sentences below:

Which sentence has a verb that is pronounced /mi-khorad/ and which sentence has a verb pronounced as /

mi-khord/? How do you know? …………………………………………………………………………………

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………

Negating

The sentence below includes the is the negated form.

What do you notice about how we negate this verb tense? It is similar to the negation of which other verb

tense? ………………………………...…………………………………………………………………………………

………………………………………………………………….…………………………………………………………

……………………………………………………………………………………………………

+

گفتم من مي ما

تو شما

او آنها

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Fill out the chart below using the negated conjugation of .

: Conjugate the following verbs in گذشته استمراري using the indicated subject pronoun. As you

conjugate each verb, say it aloud!

........................................ نوشتن + تو -۱

......................................... توانستن+ شما -۲

......................................... سعي کردن + ما -۳

........................................ تصميم گرفتن + او -۴

........................................ کار کردن + ها آن -۵

........................................ حرف زدن + تو -۶

....................................... برگشتن + شما -۷

....................................... خوابيدن + من -۸

: Fill in the blanks using the indicated verb conjugated in either the simple past tense or the

. Then explain in detail why you chose that tense.

( . کمک کردن.......................... )ام و به مربي( رفتن.................... )هاي سه شنبه به باشگاه من پارسال روز -۱

..............................................................................................................................................................................

. ي آينده کالسمان ساعت دو شروع شود هفته( تصميم گرفتن........................................... )ديروز استادمان -۲

........................................... ...................................................................................................................................

و وقتي کسي به او لباس رنگ ( پوشيدن............................................. )سبز برادرم وقتي که بچه بود فقط لباس -۳

(. شدن.................................. )، ناراحت (هديه دادن............................ )ديگري

..............................................................................................................................................................................

(. آرايش کردن........................................... )يکي از دوستانم وقتي در دبيرستان بوديم هر روز زيادي -۴

..............................................................................................................................................................................

. توانند در کافي شاپ کار کنند اما االن نمي( توانستن.................................... )آنها در گذشته -۵

..............................................................................................................................................................................

( زندگي کردن................................... )جا آن(. بر گشتن............................................. )من پارسال از ايران -۶

. خوب فارسي حرف بزنم( خوانستن......................................... )چون

من ما

تو کرديد شما کمک نمي

او آنها

15 _3 _Grammar6

Check your answers here.


: Listen to the audio file. You will hear 6 sentences. Write the translation of the sentences

you hear in the appropriate column. The sentences which have in right column,

and the ones with in left.

: Read the English sentences below and write the closest Persian equivalent that you can

think of. 1. Last year in history class, I sat in the very chair every day. …………………………………………………………………………………………………………..

2. When I was a child, I would stay at my grandparents’ house for the summer. …………………………………………………………………………………………………………..

3. When we would go to Iran, my little sister didn’t want to wear her headscarf. ………………………………………………………………………………………………………..

4. Some of the people who were at the party used to live in New York but decided to come to California last year. …………………………………………………………………………………………………………..

5. Last year my favorite class would start at 3:00 and we would always talk about interesting topics. …………………………………………………………………………………………………………..

Note: The third-person singular conjugation for گذشته استمراري of the verb خوردن is written the

same as the third-person singular conjugation for زمان حال (simple present tense). However, it is pronounced differently:

what a good time!

I wish I would

15 _3 _Grammar7


Read the following sentences and translate them into English.

You already know that the verb tense that is being used in the sentences above is similar to the

English present perfect (I have come; she has lived; you have not seen). Take a moment and

think about how we use this tense in English. What are you implying when you use it?

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………

in Persian, we use گذشته نقليwhen we want to reference something that has happened in the

past but is still relevant to the present conversation or discussion. As you can imagine, context is

really important to determining when use this tense and for understanding the nuance that it

implies. In the space below, write in English three scenarios in which you might use this tense. Be

sure to set up a context and explain why this tense is necessary.

1)…………………………………………………………………………………………………..

……………………………………………………………………………………………………..

2)…………………………………………………………………………………………………..

……………………………………………………………………………………………………..

3)…………………………………………………………………………………………………..

……………………………………………………………………………………………………..

4)…………………………………………………………………………………………………..

……………………………………………………………………………………………………..

A Few Exceptions

Note that there are instances in which we use this verb tense in Persian when we wouldn ’ t nec-

essarily use it in English. The most notable examples involve three verbs that you already know.

Look at the sample sentences below and translate them into English.

15 _3 _Grammar8


In Persian, we describe these states of being (wearing, sitting, and sleeping) using the گذشته

even though we are talking about the present. Keep these exceptions in mind and be on the ,نقلي

lookout for others as you continue to build your Persian vocabulary!

Forming گذشته نقلي

Based on the information that you already know, use the space below to create a formula for

forming گذشته نقلي. Look at page 110 in Volume 1 of Persian of Iran Today for a good model for

visualizing verb conjugations. Try to use that model in your own formula.

How would you create a model for the negation of this verb tense?

Pronouncing گذشته نقليin spoken Persian

In spoken Persian, گذشته نقلي sounds very similar to گذشته ساده or the simple past.

Listen to the following examples below very carefully and try to determine the differences

you hear between گفتاري and نوشتاري and between ساده گذشته and گذشته نقلي.

15 _3 _Grammar9


Listen to the audio file again. Now record your own audio file and send it to your teacher. Try to

copy the voice that you hear exactly. Pay special attention to where the words in the sentence are

being stressed.

Now that you have heard examples and even tried recording them yourself, try to explain the dif-

ference you hear between گذشته سادهand the spoken form of گذشته نقلي. Be prepared to share

your answers with your classmates.

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………

Note that there is no common writing system for writing گذشته نقلي in گفتاري. You may see people

write it in the same way that they would write it in simple past, or they sometimes people write it

the same way they write it in نوشتاري form of گذشته نقلي, even though the pronunciation is slightly

different. In this textbook, for the sake of clarity, we have chosen to write it in نوشتاري .

Listen to the audio file, and determine whether the گفتاري sentences you hear are in گذشته ساده or

.Listen for both things like stress but also key words .گذشته نقلي

15 _3 _Grammar10


Listen to the audio file and complete the following sentences. What are these verbs are

called in Persian grammar?

Fill in the blank with appropriate forms of .

15 _3 _Grammar11


You have already learned that the use of in Persian is often determined by certain

trigger words. Look at the sentences below.

Why do these sentences require the subjunctive? What triggered the use of the subjunctive? ……………………………………………………………………………………………………………………………………………………

In the box below, list the subjunctive “trigger” verbs that you have learned up until now. Be prepared to share your list in class.

As you continue to expand your vocabulary, you will want to keep up with this list and continue adding trigger words. If you are uncertain, then make sure you listen to the sample sentences that come with each vocabulary word.

A New Trigger Word

Read the following sentences and try to translate the sentences

Based on the sentences above can you guess what tā means in these sentences


The word tā in Persian has many meanings but when tā is used as a conjunction and followed by

the subjunctive tense like in the sentences above then it means “in order to So it indicates the

reason that a subject has completed or will complete a particular action

In Unit 14, you learned a similar construction. Do you remember what it is? Write a sample sentence

below that uses it.

…………………………………………………………………………………………………………………………………………………

Keh + subjunctive and tā + subjunctive convey very similar meanings. Both indicate the reason that the

subject has undertaken or will undertake an action. The main difference between the two structures is

that tā tends to be used more often in spoken Persian; however, both structures are used in both written

and spoken. The two examples below, for example, are almost identical and both written in the Spoken

form.

Try to use both constructions in your written homework assignments and when you are speaking in class.

A– Choose the appropriate verb in parenthesis to complete the sentences below. Make sure to conjugate the verb.

15 _3 _Grammar12


B– First review the different kinds of trigger words for the subjunctive in Persian, then choose the

appropriate verb in parenthesis to complete the sentences in تمرين. Make sure to conjugate the verbs.

»«

15 _3 _Grammar13

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Two Subjunctive Exceptions

There are two verbs in Persian that are irregular in the simple Present tense Do you remember what

they are

To be” and “to have” are also irregular in the present tense subjunctive Use the information in the

charts below to complete them

We use these verbs in the subjunctive just like any other verb the only difference

is that they are formed differently Please make sure you commit these

conjugations to memory and practice using them in class and in your assignments


Another Use for the Subjunctive

At this point, you should be comfortable with the idea that the subjunctive is triggered by certain words.

However, there are also instances in which we choose to use the subjunctive in order to express

uncertainty. Consider the following example from your vocabulary sample sentences.

In this sentence, we know that the verb fekr kardan is not one of our trigger words for subjunctive.

However, we have the option of using the subjunctive with this verb to suggest some doubt. Compare

the sentence above with the following sentence.

The two meanings are very similar. Can you explain the difference in your own words?

………………………………………………………………………………………………………………………………………………………

………….

We will be exploring the idea that the subjunctive can also be used to express doubt our uncertainty

later in more depth. For now, when you use the verb fekr kardan, pay special attention to how certain

you are of what you “think.”

dreams and hopes

: هاي زير را کامل کنيد جمله -۴

I think we should have good weather today.

I think we will have good weather.



3 ) We know that in Persian we usually drop subject pronouns, and this is especially true

of the first-person singular unless we want to emphasize or add contrast. Read what

Saeed said once again and try to find the potential منs in the text.

15 _4 _Listening1

http://learnpersian.wikidot.com/local--files/start/12_4_listening3.mp3


What is the subject of each sentence?

4 ) Charades: In groups of three write five sentences. Try to use different tenses in your

sentences. Write each sentence on a separate sheet of paper. You will give one sheet of

paper to one of the student from another group, s/he will act the sentence out for his/her

own group, after first drawing as many lines as there are words in the sentence. Your

competition has to figure out the tenses of the verbs too.

15 _4 _Listening2


try to say geese in English. How do you

pronounce the beginning?








: Below you will find three entries about famous Persian poets. Each entry features an

introduction about the poet in Persian, a representative poem, an audio file of the poem, and a

brief description of the poem. Read the documents and listen to the corresponding audio files.

Use these materials to determine what makes each of this poets unique, and then pick one poet.

Use the audio file to memorize the poem by the poet you have picked. Record the poem and

send it to your instructor by email.

»«»

«»«»«»« »« »«

ā




»«

: Work with a partner and explain in Persian why you picked your poet. What about this

poet was interesting to you? Listen carefully to your partner's explanation You may be required to

explain your partner's logic to the class! At the end of class, each of you will be required to recite

the poet that you picked, so make sure you have rehearsed it!

You have come from the suns and the dawns

From the mirrors and the silks.

[. . .]

I

Stand up!

A light in my hand, a light in my heart.

I polish away the rust from my soul.

I place a mirror in front of your mirror

In order to create an eternity

The poet talks to his beloved about the constant

presence of beloved in his mind:

I will never and do not want to wake up from this desired

hangover, you were sitting in my heart before I was born

You are not like a sun, falling into presence and absence

Others come and go, you are the one who stays




population

literate

Official language

dialect

Religion

Muslim

Christian

Zoroastrian

Jewish

Baha'i

follower

gardens

different

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15 _6 _culture2

15 _6 _culture3


1- Read the following advertisements and decide with your classmate which tour you will

reserve. Why? (source of text and picture: http://www.silkfly.ir/Intours.asp)

DBL

DBL

DBL

DBL

DBL

DBL

2- Now, look at the most up-to-date version of the prices for option #6:

DBL

How different it is with the prices from 2 years ago?


And pay attention to “ how superlative adjectives are expressed in Persian. ”

1- You learned that means “…?….. ” and means “……?…... ” . There are

three superlative adjectives in the following text which mean “ the most assured ” ,

“ t he healthiest ” , and “ the easiest/most comfortable ” . Find the words.

Thin/Easy/Fast/To become thin/ Don ’ t miss/A cup of tea

»«»«

http://taban00.mihanblog.com/

15 _7 _ reading1


read it out loud at home and record yourself . Submit the audio file.

to put

doll

to bring

to buy

falls- to fall

15 _7 _ reading2

Music by: Hossein Alizadeh And Madjid Khaladj\Iranian Music, Improvisations/ Daramad


They want to sell

کامران و دوستش آقا و خانم اسميت

Spoken-written

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to understand

as a sign of respect when you

refer to somebody who has said sth

as a sign of being humble,

when you refer to yourself



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Listen to the song online and try to follow along. There are

a few words you know. What are they? Be aware that this

song is sung in “ گفتاري.” Read the English summary of

the lyrics and guess what the underlined words mean. You

can probably find a performance by Googoosh by looking

for هونه يگکشجنا -گوگوو. You can also find an audio file

by looking for “ ”دانلود آهکگ گکشجک هاي هونه گوگوو

Oh, the light behind every reason

is illuminating because of you, is illuminating because of

you

Oh, your beautiful words befriend me with my own self

The sparrows of this house and I are used to seeing you

For the sake of seeing you, we will fly from the nest

Once again we will come, like everyday.

( B ecause ) you throw seed for us.

The sparrows and I will die if you are not home.

Your name has always been the first thing and last thing

that I say

I have called your name so many times that my breath

smells like you

The scent of your beautiful words, ( is like ) the scent of a

dessert full of copses

You are the same color

As the red cheeks of a lover

My poem is the same color as your eyes, the color

of pure chastity

the most beautiful color I have ever seen

the color of amber

The sparrows of this house and I

are used to seeing you

For the sake of seeing you, we will fly from the nest



you can start reviewing and practicing the verbs on pages 31-33 to be more ready for this exer-

cise

to bring/he

to read/we

to haveto work

to beto have

to have

to have

to eat

to go

to read

to understandto repeat


to see

to bring/I

to say/he

to live

to askto answer

to come/you

to live/Ito go

to help her/I

to sit/I

to play

to thinkto eat

to decideto sleep

to giveto stay

to wear

to see

to sleep

to wear

to guess

to put

to buy/ we

to wake up


to open

to get ready/youto return

to rest

to cometo exercise

to runto study

to try

to closeto say )

to turn off

to understandto listen

to help

to write

to complete

to know

to be located

to fallto speak


(for reference)




Documents

Persian of Iran Today Unit 11-15 Book