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FARSIA COMPLETE COURSEFOR BEGINNERS

written by

Nick Pendar, Ph.D., Iowa State University

edited by

ZvjezdanaYrzi{ Ph.D., and Atousa Mirzaei

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S A U D I A R A B I A

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Tropic of Cancer

YEMENLIVING TANGUAGE'&

Copyright @ zcr'1 by Living Language, an imprint of Random House, Inc.

Living Language is a member of the Random House InformationGroup

Living Language and colophon are registered trademarks of Random House, Inc.

All rights reserved. No part of this book may be reproduced or transmitted in

any form or by any means, electronic or mechanical, including photocopying,

recording, or by any information storage and retrieval system, without permission

in writing from the publisher.

Published in the United States by Living Language, an imprint of Random House,

Inc.

www.livinglanguage. com

Editor : Zvlezdana Y rzi(.Production Editor: Lisbeth DYerProduction Manager: Thomas MarshallInterior Design: Sophie Ye Chin

First Edition

I S BN : 97 8- r- 4ooo-z 347 -9

Library of Congress Cataloging-in-Publication Data available upon request.

This book is available at special discounts for bulk purchases for sales promotions

or premiums. Special editions, including personalized covers, excerpts of existing

books, and corporate imprints, can be created in large quantities for special needs'

For more information, write to Special Markets/Premium Sales, 1745 Broadway,

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PRINTED IN THE UNITED STATES OF AMERICA

1 0 9 8 7 6 5 4 3 2 r

ACKTOWTEDGMEi lTS

Thanks to the Living Language team: Tom Russell, Nicole Benhabib,christopher warnasch, zviezdana verzich, suzanne Mceuade, shainaMalkin, Elham shabahat, Denise De Gennaro, Linda K. schmidt, LisbethDyer, Alison skrabek, Tom Marshall, Fabrizio La Rocca, Tigist Getachew,and Sophie Ye Chin.

Course 0utline

List of Abbreviations ix

Introduction x

How to Use This Course x

Farsi or Persian xiii

Farsi Writing System

Farsi Alphabet xiv

The Sounds of Farsi

Reading Farsi

Written vs. Spoken Farsi

V O C A B U T A R Y G RAM MAR

Greetings and Introductions

Kinship Terms

Home Objects and Colors

Possessive Constructions Lgwith Possessive Endings

Plurals zo

DefiniteNouns,Indefinite 2LNouns, and lralll

Personal Pronouns

Possessive Forms

The Present Tense

Yes/No Questions j2

Questions Using Question 33Words

Adjectives 33

Numerals and Partitives 34

7

8

8

Course 0utline

V O C A B U L A R Y

:1.. _-.tll,,,lJ f.,'=$

Daily Routine

n r D0

iftffir'$.,iit'r ff;'=f,'$$li$ f "f

Education and Schools

G RAM MAR

tffi.'?-,.l l*,'Verb Forms

Numbers 11-2o

Telling Time

5 ITYSimple Past Tense

Negation

Prepositional Phrases

Numbers 2r-99

A MUSEUM.

Imperatives and the

Subjunctive Mood

Comparatives andSuperlatives

Ordinal Numbers

Numbers 1oo-t,ooo

p ,F"'..-'1r' [:,'"1

Counting Units

Future Tense

Nationalities

' i;=|"=',1,il i,l.,-

The Subjunctive Mood

Past Habitual

Obfect Endings on Verbs

ffi #l ia;rM IGFood and Restaurants

'fiN.rgr ff fiExpressing Likes and rrgDislikes

Doub le . . . d i . . . e - : and r2 r

+ + Constructions

Using .4t i flSayre d1, rnay, r22might)

. ,i,rlial

Present Perfect ry3

Verbs after 0i-13s, 135(fxast-anf , to want)

Questions with 'tr-i,r ry6(l&qredrl, how much) andu r+ (/dend ta/, how many)

Hvt=E ffi'Past Progressive

Conditional Sentences

Embedded Clauses with eS(/ke/, that)

V O C A B U L A R Y 6 RAM MAR

, f

45

49

5o

5T

6z

63

65

67

prn$r

Hl$# ff-l# liffi tt$l,I',nAround the City and Giving

Directions

'[:s=#$oifi i'#.i*ffi 'dfi lN'dTravel, Months, and DaYs of

the Week

L E S S O I { 8 D O E 5 T H I 5 F I T

Clothing and Shopping

?.'.,3

77

iil * Hlril ffirs'i#Health and Doctors

T E S S O ] I r r P A R L I A M E N T APolitics, Media, and theInternet

Errands and Money

# $$ o,m;fl. $i' n ip;#/r=#ffi ftWork and the Office

Polite Past 16o

Passive Voice (Present t6tTense)

Middle Voice

i i i [nTemporal Clauses with45

"$r flveqt-i ke/, when)

Expressing Manner

The Modal !"1+ (&ayedi,must)

79

8o

8z

8 7

93

94

95

wiiilr48

r+gr50

1.o': l

105

107

ro8

L63

ffi175

176

177

vl tars l Course Out l ine

V O C A B U L A R Y

Interests and Recreation

Nature, Weather, and Sports

Farsi-English Glossary 2rr

English-Farsi Glossary 247

6 RAM MAR

Adverbial Clauses withd al+ Uja-V, ket/, where)

Using; (/por/, full),

# (A*-/,little), andc.l .0s+ I (hil,/bedun-e/,without) to Make Adiectives

Emphatic.S (4"0

Reflexive Pronouns

Exclamatory Sentences

Impersonal Construction

189

192

20,4

205

zo6

;n{;;i

L lsT oF

adl

adv.

art.

aux.

colloq,

conj.

tut.inter.

inful.

lit.

n.

nutn.

p.

pl.

pro.

sg.

v.

A B B R E U I A T I O l I S

adjective

adverb

article

auxiliary verb

colloquial

conjunction

formal

interiection

informal

literally

noun

numeral

preposition

plural

pronoun

singular

verb

t l t TRO l l ucT lo l l

So you've decided to learn Farsi. Congratulations! Learning a new language

is one of the best and most rewarding decisions you can make in your

lifetime. It opens up a door to a whole new world and a window into the

minds of the people in that world. There is no better way to understand a

nation and communicate with its people than by studying their literature

and culture in their native language. At the same time, learning any new

language is also a major commitment. It takes time, practice, and a great

deal of patience. You learned your native language during the first seven or

so years of your life through constant exposure to and use of the language'

You shouldn't expect to learn a new language fluently in any time shorter

than that. However, you can learn the basics of a language, understand

everyday conversations, and make yourself understood to a fair degree in

a couple of years with consistent practice and the right kind of input. This

course is designed to help you take that initial step toward mastering Farsi,

the language of Iran. This course covers most major Farsi grammatical

concepts and basic vocabulary used in everyday situations' It should give

you the head start you need toward becoming a proficient speaker of

Farsi.

H O W T O U S E T H I S C O U R S E

This beginner-level course is designed to use both audio and visual

instruction to help you master the basics of Farsi. No previous knowledge

of Farsi at all is assumed.

Following this introduction, you'll find a section that teaches you everything

you need to know about Farsi spelling and pronunciation. Use it in

conjunction with the audio to become fully acquainted with the sounds of

Farsi. Imitate the native speakers that you hear, but don't be worried if you

don't sound quite native yourself; after all, you're not. Good pronunciation

will come in time. fust use the pronunciation section enough that you're

familiar with the sounds and spelling of Farsi. Then you can begin the

fifteen lessons, each of which is dedicated to a particular topic and to a

number of structural points.

As a general piece of advice, fight the urge to skip ahead or rush over any

part of this course. It's designed in a careful sequencer and each section

iepresents a building block that adds to everything before it while at the

same time preparing you for everything that comes after it. Always move

ahead at your own pace; if you don't understand something, or if you don't

feel quite comfortable with some point, simply go over it again. That's the

best way to make sure your learning experience is painless and effective.

Each lesson of this course contains the following sections:

Vocabulary WarmUp

The vocabulary warm-up kicks off the lesson with key words you'll hear in

llrc dialogue. Many will be related to the topic of the lesson; some will ber t'lated to the grammar you'll be learning in that particular lesson.

I)iulogue

't'he dialogue in each lesson serves the double purpose of allowing you to

read and hear natural Farsi at work and teaching you about Farsi culture aswell. Read these dialogues carefully; they'll contain the grammar and keyphrases that you will be learning later in the lesson. Don't be afraid to readlhem several times, in fact, and to listen to them on the recordings a fewtimes as well. Always go at your own pace, and stick with a section untilyou're comfortable with it.

Vocabulary

The vocabulary list contains new words from the dialogue as well asother words related to the overall topic of the lesson. You can refer to thislist while reading through the dialogue, but of course the translation ofthe dialogue is also provided. use the vocabulary lists to build a goodfoundation for your Farsi vocabulary one topic at a time. Experiment withdifferent methods of learning vocabulary-spoken or written repetition,flash cards, practice sentences, web searches, etc. Be creative, and find whatworks for vou.

Key Phrases

The key phrases section contains more practical words or phrases relatedto the lesson topic. Don't worry if you don't grasp the grammar behindeach phrase right away. Treat the phrases as extended vocabulary lists; thegrammar will be filled in as you progress, and the idiomatic and practicalexpressions you learn in the key phrases section will come in handy.

Culture Notes

Each lesson contains two culture notes. These notes are intended to giveyou a window on Farsi culture. The notes cover such topics as food,clothing, manners, and etiquette, and they also offer practical advice foranyone traveling to the Farsi-speaking region.

Grammar

Each lesson contains a number of notes on particular aspects of Farsigrammar. These notes are introduced in a careful sequence, so that theybuild on one another and explain the key structures you encounter in thelesson, particularly in the dialogue. Each point is explained in plain andsimple language, and there are plenty of examples to help you understand.(lrammar can be tricky for many beginning language learners, especiallywith a language that looks and sounds so different from English. Butlake your time on the grammar notes. Grammar is the nuts-and-bolts ofirny language learning; without it, you wouldn't know how to put wordsIogether!

**--*--x

I Farsi How to Use This Course i x i

Ii

' i

x i l :1

Exercises

The exercises in each lesson will give you more opportunities to practice

the grammar and vocabulary you ve learned in each lesson. Each lesson

includes an answer key at the end so that you can check your progress.

Independent Challenge

The most important part of learning a language is practice. These

challenge activities are designed to give you ideas for finding contexts in

your life where you can practice your Farsi' They're meant as a guide; if

you feel inspired to create your own independent challenge activities, go

right ahead. The more contact you have with a language, the better you'll

learn it. And don't forget about the internet. Language learners have

an incredible tool at their disposal-they can find newspapers, blogs,

online references, travel and tourism sites, and much, much more, all of

which can be used to add depth and color to language lessons.

Audio

The audio portion of this course is divided into two sets: Set A and Set

B.

SetAincludes the dialogue, vocabulary, keyphrases, and several grammar

examples from each lesson. This part of the audio course should be used

along with the book, following the order of each lesson and allowing

you to hear the words on the page in spoken Farsi. A good approach is

to read each section first without the audio, so that you're prepared to

get the most out of the audio when you do listen to it. Then, take it step-

by-step and listen to each section at a time, always allowing yourself the

time and repetition that you need.

xHelpful Hint: once you've listened to the dialogue several times while

reading along in the book, try listening to it without the help of the book.

This will help attune your ear to Farsi, and it will make understanding

the spoken language easier down the line.

Set B is intended to be used on the go to supplement your studies.

It contains the dialogue from each lesson, broken down into easily

digestible sentences with English translations. You'll hear pauses after

each line of dialogue; use the pause to repeat the line and practice your

pronunciation. Set B also includes several audio-only exercises that do

not appear in the book but are based on exactly the same grammar

points. A good way to make use of Set B is to listen to it following each

lesson, once you've comfortably completed reading the text and listening

to the Set A audio. Use Set B wherever it's convenient for you-in the

car, on the train, at the gym, while you do dishes, in the garden-it's up

to you. You can also use Set B as a review of lessons you completed long

ago to keep you on your toes!

GIossary

At the end of this book you'll find a Farsi-English/English-Farsiglossary. It includes all of the words from the vocabulary lists, plusany important vocabulary that's taught in the grammar notes. It alsoincludes a wide range of common and practical words that may notcome up in the context of this course. It's not meant as a completedictionary but it certainly includes enough to be a valuable referencetool for the beginning student of Farsi.

As you use this course, keep this in mind: language learning is a gradualprocess; it won't happen overnight. still, with repeated exposure andpractice, you'll find yourself becoming a better and better Farsi speakereach time you pick up this course. But languages aren't used by books;they're used by people. so, if you can, seek out speakers of Farsi whereyou live or on the internet. That way, you can practice the language anddiscover new people while you do.

I+$t-,,#?/moveffeq baS-id!/

Good luck!

F A R S I O R P E R S I A l { ?

The language you are about to learn has two names-Farsi and persian.The reasons for this are historical. A long time ago, from about 64g BCE,the Persians (a tribe belonging to the people who called themselvesAryans) ruled a vast area including present-day Iran, Iraq, Afghanistan,Turkey, Syria, Armenia, and even parts of Egypt. They also had manybattles with the Greeks. The Greeks would call these people perses. Theword then traveled through Europe and ended up in English as persians.The word Persia was used throughout history by Europeans to refer tothe country of the Persians and their language.

The people of Persia, however, called their country Iran (from an oldIranian word meaning the land of the Aryansl and their language parsi,and later, Farsi.In 1935, Reza shah, the ruling king of persia at the time,asked the international community to call the country by its native name,Iran. Thus the words Persia and persian gradually lost their popularityand gave way to Iran and, Farsi as the names of the country and its officiallanguage, respectively. some Iranians still prefer to call their language"Persian" rather than "Farsi" when they are speaking English in order tostay connected to their history. In this book we will call the language byits native name, Farsi, but from time to time the word "persian" may beused to refer to the people, culture, and language of Iran.

1... . . . . . . . . . . .-t . . .l x l l lI

i

Fa rsi Farsi or Persian?

F A R S I W R I T I l { G S Y S T E M

The writing system of modern Farsi is based on the Arabic alphabet witha few extra symbols for sounds that do not exist in Standard Arabic.The script differs significantly in several ways from the English writingsystem.

First, the script goes from right to left, which means that Farsi booksopen from the left. This is something that you should definitely keep inmind, because reading a mystery novel backwards is no fun.

Second, many letters are connected to each other within words. Thismeans that for each letter there could be more than one form, and theform used depends on the letter's position in the word and whether ornot it can connect to the following letter.

Third, some vowel sounds are not represented in the alphabet. Thesevowels are shown using diacritics (small markings above and belowthe letters) only in children's books, but they do not exist in writing foradults.

This means that beginners may have difficulty figuring out thepronunciation of a word based on its written form alone. This mightsound discouraging at first, but it isn't as hard as you might think,especially considering that the pronunciation of English words isn'texactly predictable from their written forms either. Remember how youlearned to pronounce the first f in palient as a sh sound and how youlearned not to pronounce the c in indigt, not to mention the differencebetween the i's in each? In order to facilitate learning the Farsi alphabet,you will be provided with phonetic alphabet pronunciations next towords where necessarv.

F A R S I A T P H A B E T

There are 32letters in Farsi alphabet. The following table shows the Farsialphabet. For each letter, its different forms, its name, and the sound or soundsassociated with it are also shown. Because Farsi is written from right to left,tables containing Farsi text are arranged from right to left, too. Remember toread the following table and other tables like it from the right.

FARSI ALPHABET

SOUND NAME OF THE LETTER LETTER

la-lef I

END MIDDLEltu']"yr'Itel (-.1

a a

J J

IJ

-r.-

sJ

&IJlselI'l

lil)

S :o j

s j

) i;- -l

) i.**.;& it i

s)

J-;")&

)

liiml i*+ ee +

_c_ e7 7

4s.lrlht

Itel 5n

hel 4-s

ei)/xl**''',ldt

lzl

*-**;-;;***-*-3

t_ee)(- (-- --.;

IJ

5.

K

JOlnl lnunl

l"l

l*el 4+Jil

J

J;-\

TI'

TTTI

I*.*"":*-**-*4

J

A+ht

**_ /daV

lzall

\

\

lrel

cJli.) )

Jl'"1lzel

L,J'. - - ;

!lr E

&*I

&*lt

&..- -'.-_t'_'" _

s

s

.ra

Ital

l;;lTTTIT

l'eynl Ut*,,lqeynl ,'rr-.c'

vt.. I

slrel

lg rlkarl

:^fLltl I

LilS gS .5. sl<=f le"rl

lla l rY , I(J

t :

i BEclll"rNgi t l

lmiml _tro9;l;

J ij

I- j

lal ,-ilj lvavl

hl

lpl

h:l

lp:l

a4J*

* *J

J.3

I(-i€

J

J.t

h"l .{-l

lvl,-*.*"*]J J

--lxiv

IFa rsi

tel u

Farsi Alphabet

lvel tu

The forms in the column labeled beginning appear at the beginning ofthe word, those in the column labeled middle come in the middle of theword, and the ones in the column labeled end come at the end of theword.

We can also categorize letters based on whether they get attached totheir adjacent letters, and on which side or sides, as follows:

a. Forms that attach only to the following letter (the one on theirleft):

A

b. Forms that attach only to the preceding letter (the one on their

c. Forms that attach to both the preceding and the following let-ters:

* . t . t l b & ,J J

5.

produce the actual Farsi sounds representedbythese symbols bycomparing

the pronunciation guides in the vocabulary sections of the book with the

pronunciations of the words on the accompanying CDs. To distinguish the

phonetic transcriptions of the Farsi words from their English translations,

the phonetic symbols are placed between two slanted lines (/ /).

Phonet ic Symbols for Fars i Consonant Sounds

The table shows the Farsi consonant sounds. The letters that correspond

to the sounds represented by the phonetic symbols appear in boldface

type in the examples.

FARSI CONSONANTS

right):

Li r# 3 j ) I I e e e e & c! ? c+ tLs 4 r O t d . ( .S d L i 6 C & F

J!8

s

S S

i l< .S + r l * ! S S

&J.ll S

J + J

J J

3 ,

d. Forms that don't attach to their adjacent letters:

6 0 I

You may have noticed that for some sounds there are several letters. Forexample, the letters L-)a, U and & all represent the /s/ sound, and !and c3 both represent the /t/ sound. There is a historical reason for that.As mentioned before, the writing system of Farsi was borrowed fromArabic after the adoption of Islam. The older writing systems died outduring the period when Arabic was the official language in Iran. TheArabic sound system is more complex than that of Farsi, and when Per-sians adopted the script that was written for that more complex soundsystem, they ended up with many letters that, to them, all sounded thesame. But instead of dropping those letters from the alphabet, they de-cided to keep them in words they borrowed from Arabic.

T H E S O U l I I ' S O F F A R S I

The phonetic alphabet that we will be using is shown below together witha description of what sound each symbol represents and an example ofeach. Farsi has twenty-two consonant sounds and six vowel sounds. Thesesounds are listed in the tables below. For each phonetic symbol, at leastone illustrative English example (where possible) and one Farsi exampleare given to show you what sound the symbol represents. You can learn to

SYM BO L

I

lbl r bat, cab

lr I church

APPROXI MATEE N G L I S H S O U N D

door , cord

farm, ca l f

;il,;;;hear t

i;il, b;Js;

kite

FARSI EXAMPLE

ibal, with !.1Ita;!1, :*i"s.itll6zl,thing -hlp-l(l: screw

$lda;r l , door ' )J

/-ma_dd/, tide l-o

lfill, elephant d$

lkefl, foam 5i$

lgoll, flower gJK

lseslr dos 1(llholul, peach 3lil

lmehl, fog 43

ljui"l, chifk 4+j|

lkejl, crooked g-\

lkif l, bag, purs" q-i$

lkr'la,kl, trick .5$'

ldt

lfl

lsl

thl

ttil

lkl

lrl lamb

man

;;;;

pool , map

l lampl,lightbulb ?fYlmall , possessiot dl

frrrr-,nf ,I LElkeml, l i11lg f '5

lpuU, -o.,"y cJ-.,:4llampl ,lightbulb ?.7

l^l

lnl

lpl

IXVI Fa rsi The Sounds of Farsi

- - - - - - l - - . . - -

I xvl lI

flfr,lilSYM BO L

lql

l t l

APPROXI MATEE N G T I S H S O U N D

(see no te rbe low)

root , car (seenote z be low)

FARSI EXAMPLE

lqofll ,lock glri/qaSoq/, spoon d;^il-{

lrahl, road, *ay ol-,1f sa-lf , head -F

example, the word ,=rl5 (book) is transcribed as /ketab/, and the word

4jL: i ; ;rr .) i r tr .ni.r ibed as /xane/. Then, the word 4j\-; i js ( l ibrarv)

wil l be transcribed as /ketab-xane/. This transcript ion highl ights the facts

that diLsr. l$ ( l ibrary) is made up of two smaller meaningful units and

that i t l i teral ly means book house.

Phonetic Symbols for Farsi Uowel Sounds

The table below consists of the phonetic symbols for Farsi vowel sounds'

As with the previous table, the letters in the English examples that

correspond to the sound represented by the phonetic symbol appear in

boldface type.

FARSI VOWELS

lsl

Itl

t l

l';,1

lir

lrl

tt'l

soon, bass

team, bat

l"upl, soup \f-rylgilasl , cherry g*)S

Itiml , team l#lkot l , coat, jacket. :3 :

val ley, cave

(;;; ";l; 3below)

t;ii;;

zebra, maze

;r';';;, i"i;;;;,beige

(see no te 4below)

* , r * "lvelil, but q5J_9

lguul, cow, bull _9lSlxubf , good+JA

f rr.ixf , nail S*'

lyurl,."*p;; i;p;friend J$

lroyl: ztnc LSJ)

lzibal, beautiful \jfb2zl, gout j

lzalel, deit',4lljI peL-v akl,

".iro .Sl:I

l 'alif , excellent J!.l"n'Yl, effort CSLtt

:JMBOL

lv

/;i

lal

lvl

'l;

lal

EXAMPTE

keep, bean

cape, bait (seenote l below)

at

fAl_sl EXAMPLE

fimanf ,faith gLaJl

/sib/, apple !tt-/ali/, excellent JLe

6J;;;1, ;rn;", ;;;;; uli!/mewaly', toothbrush t-Sl o^n+

/se/, three 4-.,r

fenarf ,pomegranat" $1lpederl, father JJd

Notes:

( t )The sound /q / doesn ' t ex is t in Engl ish. l t sounds l ike a g but pronouncedwith the back of the tongue touching the very back of the soft part of theroof o f your mouth, the same p lace where the French r is produced.

(z) The sound / r / is ro l led, a lmost s imi lar to the l ta l ian or Spanish r .

( l) /x/ doesn't exist in English either. l t is the soft fr ict ion sound that onehears in the German pronunciat ion of ch in the word Bach. This sound isproduced by l ightly touching the soft part of the roof of your mouth withthe back ofyour tongue.

(+) The sound / ' / does not typ ica l ly appear in s tandard Engl ish. l t i s ,however , found in cer ta in d ia lects . For example, you can hear i t in theCocl<ney pronunciat ion of t in the word bott le, lba' l l .

You wil l also notice that the phonetic transcript ions of the words mayconta in hyphens ( - ) . Hyphens wi l l be used to separate the meaningfu lparts of words (e.9., suff ixes and prefixes) from each other to faci l i tatepronunc ia t ion as wel l as unders tanding of the meanings of words. For

Notes:

(1) The /e / sound in Engl ish is a lways fo l lowed by the /y / sound, as in the

above examples (cape and boit). Farsi, on the other hand, resembles

French in this respect; /e/ is not fol lowed by the /y/ sound'

(z) S imi lar ly , /o / in Engl ish is a lways fo l lowed by the /w/ sound, as in coof ,

bowl, or boot, but in Farsi this is not the case.

suit, boot

bowl, coat (see

ngte 2 below)

bar

fuf ,he, *" :l/sut/, whistle sJ$

fkatf , coat, ,ti.i;, +/sol/, loose 1 u!

l^bl,*u,", q.rl' harl,load -,fu

lbabal,dad t-i-r

xv i i i [ , r rs i The Sounds of Farsi

-J------l x r xI

R E A D I l I G F A R S I

The Uowel lal

Let us -now try to make some words with these letters. consider theletters | (l"l), + (bn, 4 (th, J (/d/), and O (nll. we can make severalwords with these.

For example, r-.,J is pronounced labland means water. Remember toread from righf to left. what do you think this word rorrrrd, tik t0l+i-

If you said /aban/, you are right. gl-lj 1r.trr," name of the eighth month inthe Persian calendar. Now try this,gf .lLrl

Yes, it is /abadan/ Ohl+i is the name of a city in southern Iran. Usually,if lis the first letterin thL word, it appears as iand is pronoun ced lal.Thesame letter may appear as I at the beginning of a word, but it will soundlike lnl,lel,or lol.

Now try this word: Jlq

It is pronounced /bad/ and means wind.

How about this? r..:JE

This one is pronoun ced ftabf , and it means swing.

Now take a look at this word:gt-r

It is pronounced fnanf , and it means bread.

And this: clU

what do you think this one sounds like? Did you say lnabl? yes! Thisword means genuine.

Now try this: Uh

This should be easy now. It is pronounced fdanal, and it meansknowledgeable.

Let's try a longer word: tJlJtJ

This one is the opposite or l-rlr. It is pronounced fnadanl,and it meansignorant.

The Uowel t,l

This vowel is also written in the Farsi script. The letter for it is c9 and allits variants. Let's look at some examples of its use.

, ',.,!l 6j e;-,; e;J ecJ# 6!rr.r

These words are, from right to left, lsibl(apple), /bif (shovel), ldirl(late),I zir I (under), I tiz I ( sharp), and /bist/ (twenty).

The letter (9 is also pronounced lyl,when it is preceded or followed byanother vowel.

g;Y eqglj t-,;l; t!

The above words, for example, are, from right to left, lyal @rl,lyarf ,(com-panion, friend), lvayl (wow), and /ay/ (dirt). (Notice that when d and Iare put together, they show up as Y /l"/ )

The Uowel lul

So far the vowels we have been using in our words have been lal and lil.Here's another one: fuf ,which is written with J. But you must be carefulwith this one. This letter stands for fulas well as loland even the conso-nant fvf . Let's look at some examples of J used for lul.

Our first example is:j

This word is pronounced fbuf , and it means smell or scent.

Now try this: J-.!

This time the consonant J /r/ is also used. This word is pronounced

lnurland means light, as in sunlight.

Here's another word:J.!i

This one is pronounced lburland means blonde.

Now try these: )J) 6JJJ , )-S,J-6 ,J3i 6JJ*{

They are pronounced, from right to left, /sur/ (banquet), /5uri (salty),

/kur/ (blind), lgurl (grave), /dur/ (far), and fzurf (force).

J is also pronounce d fvf , as in 313 fvavf ,the name of the letter J; thispronunciation is usually found when J is preceded or followed by an-other vowel. Look at these examples:

clls e rJl3 .3L .,-913

From right to left, the above words are f gavf (cow/bull), lnavl $avy ship),

lvanl pathtub), and /vaf (whale).

The Uowel fof

As mentioned before, sometimes J is also used for the vowel lol.Hereare some examples of its use as lol.

3J e3i c_9'r

These words are f nof (new), ltol (you, sg.), and /do/ (two).

J is often used as lol when it's at the end of a syllable, and the vowel ispronounced lowl (kind of like the English word row). Other times, /o/ isnot written. To help beginners, elementary textbooks may use diacritics

1---:---i XXIReading Farsi

to clarify which vowel follows a consonant. This diacritic, which we willalso use sometimes, is', a little J placed above a consonant. See theseexamples:

4 .LljS ,3i ,J-1]These words are, from right to left, lbordl (took), ldoml (tail), /5of (loose),and/pof (bridge),

The Uowel lal

This vowel is not written either. The diacritic used for it is -, a smallslanted line placed above the consonant that precedes it in pronuncia-tion. Look at these examples:

J! cp- e.l_! ,pi ,p,; ,+These words are, from right to left, lbedl pad), hn l (bass), ldeml(breath), ldr-rdl (pain), /sremm/ (poison), and /serd/ (cold).

lrel may also follow l, as in these examples:

_,pl ,_,;rl 6qbrl ed.r.'u1

These words are, from right to left, f estf (is), /esb/ (horse), lebrl (cloud),and I a'mr I (order, decree).

The Uowel lef

This vowel is not represented by a letter of the alphabet either. The dia-critic used for it to help learners is -, a little slanted line placed under theconsonant that carries it. Look at these examples:

+t$ e lrr rjlThese words are, from right to left,ldei,l (fortress), lsedal(sound, voice),and/ketab/ (book).

lf lel is at the beginning of a word, then the letter lis used to show it.

These words are, from right to

ledarel(office).

If lel is at the end of a word,amples.

o_;l"rJ ,dttj! e,r'ju!Ieft, /estep/ (steppe), lesbatl (proof), and

then it is written with o, as in these ex-

o++ co_;l.tl e4r,r c4.r

These words are, from right to teft, lbel (to), /se/ (three), ledarel (office),and /pedide/ (phenomenon).

The following table summarizes the discussion of vowels and their sym-bols in Farsi.

FARSI VOWELS

WRITTEN SYMBOL 1 VOWTT i WRINTN SYMBOL1"." f-;;*'^-; f-;.;;---f;;;-;;;;;,--iL_, _l

----" j_/yl_ i_- r *[:,r-]k-j---i

Note: From now on, wherever we want to show a diacri t ic alone, we wil lplace i t over or under a small horizontal l ine (J, as in the table above, forconvenience.

Geminate Consonants

Farsi uses geminate consonants especially in words that have been bor-rowed from Arabic. A geminate consonant is pronounced twice as longas a simple consonant. Look at the following words, for example, fromright to left. In all of these pairs, the first word uses simple consonantsand the second one contains a geminate consonant. In beginners'books,geminates are shown with the diacritic symbol - above the letter.

fderref ,valley oji

lbetel,child {";

lgellel,herd 41ff,

lderldoor -,1i

/del, what $

lgelel,complaint 4(

This should get you started. Other rules about reading the Farsi scriptwill follow as we progress through the course. Diacritics will be usedin this book, but as the course progresses, their use will be graduallyreduced, especially for known words.

W R I T T E l I U S . S P O K E I I F A R S I

Spoken Farsi deviates from written Farsi in many respects. This is ofcourse true of all languages, but in Farsi it is more noticeable. |ust to giveyou an idea of the differences that can exist between words in speechand in writing, note that in English the form going fo is usually pro-nounced gonna, and want fo and got toare pronounced wanna and gotta,respectively.

In Farsi, especially in the dialect of Tehran, many lal sounds turn into /u/before lml and lnl in spoken language. Also, many common verb stemsget reduced to a single consonant, and many endings change. These dif-ferences will be pointed out as we go along.

Written vs. Spoken Farsi

LESSON

Hel lo !

In this lesson, we will learn about basic greetings and introductions inFarsi. We will also learn about personal pronouns, the possessive con-struction, and using some simple verbs. But let's warm up with somecommon phrases.

In order to get a head start with reading and writing and not get en-tangled in the alphabet, it is a good idea to learn the shape of each newword as a whole and not try to break words up into letters in the firstplace. Get a pack of index cards, and write each word you learn on oneside of a card and its pronuncialion and meaning on the other side. Re-view the cards frequently until you can recognize the words and theirmeanings iust by looking at their Farsi written form. Then, as you ac-cumulate more cards, you can take out the ones that you know and goback to them from time to time for review. As you build up vocabularyand review the alphabet, you will notice that you are also picking uphow the alphabet works.

Also remember that Farsi goes from right to left. First read the Farsi col-umn on the right, then check the pronunciation in the middle, and onlyafter that should you look at the English translation on the left.

IA . UOCABULARY WARM-UP

I

Hello!

How are you?

What is your name?

Pardon me. / Excuseme.

Good-bye.

!c[rAt.ii,dL=f.ii -cjt-cf.',','rl

fo-l:l'a'

6f ." , . " , . r . H.e- jt++ W.e,-!

.O*.tf+ e rl't:.i.t

/selam!/

/hale Soma de-torast?f ,/h"le Somade-torefl

/esme Soma dist?1,/esme Soma liye?l

/bebaxSid.f/bebexSin/

/xodahafez.f , fxodafez.f .lil.ri sliL-l,.li

As mentioned earlier, there are consistent differences in Farsi be-tween the written, or formal,language and the spoken, or informal,

language. The pronunciation and spelling of the same words dillt'r

depending on the usage style chosen. For instance, the pronurtt i,r

tion and spelling of verbs differ depending on the style. In all vo

cabulary lists (including the glossaries), both the written/formal :rrtrl

spoken/informal pronunciation and spelling will be provided for tlrr'

same word, with the formal one coming first. In the dialogues, thr'

informal style, pronunciation, and spelling will prevail, as they do irr

everyday communication. In order to help the learner, the written/

formal spellings of all verbs appearing in the dialogues will be giverr

in parentheses at their first occurrence. In the grammar examples,

the spelling will be mainly written/formal unless the example is a

direct quote from the dialogue, where an informal spelling and pro

nunciation were used.

I B . D I A T O G U E

Shabnam runs into Ramin at Tehran Mehrabad airport. She is picking

up an old friend of her husband's, Mr. fim Douglas, who is arriving any

minute now from Canada. |im is a Middle East scholar and knows Farsi

well, but this is his first visit to Iran in about fifteen years'

!ex* .ij+.l'

/selam!/ :/Sebnem/

folA l^.'i -dlt= leL :cl+.1-,1

/selam! hale Soma le-tor-e?f :framinf

rr. rs I j+li .ori; "J*i

.iJr iF :#+lf( rtr"ut; 'i3;

fmnnxubam. xeyli memnun. xanum xub :/Sebnem/hestan (hastend)|

"*;S J*!"b!l t -l .(#-),^ 4li :Cl^l_r

f( rll. "n; O+\3;

fba,le, mersi. Soma inja montrezere kesi :ltaminl

hestin (hestid)f

r-ll;l e+ bElS -,11 L fuj.t-.1JJ!.4\ :fil-i'(+t .s') r\r

fbe,le, emruz dust-e ma ez kanada be iran :/Sabnem/mi-ya-d (mi-a-yed)./

9+1; u *f+*l !..i .i a-s f l.tElS jf :.JJ^IJ

lezkanada? de xub! esm-e-5un fi-ye?l :framinf

htron t

.cp)Kl.:

/daglas./f( !.r.-lr; dju,ir+

/bebexS-in (bebexS-id) ?i

.g*Xl.l fi+ cgtii ,',r.NA oJAi^^,,|

/esmebun hest aqaye jim daglas./

fOi*i t-"li tu:.r

/dust-e Soma hest-enf

.,i3*a C;^ ;A-# fr^.r1.: OJ4l

/iSun dust-e Soher-e mren hest-en./

f(S;.r') CJ*J d OlJd q,55

/key be tehran mi-res-en (mi-res-end)/

.(.yS.,.) +fu O_rlg4 cs.::j; rr"t+ .'$_r: cr-15

/(izi ne-mun-de. bayed be-zud-i peyda-5unbe-5-e (be-5ev-ad).i

..Ljl=lii..-,. A ;l1.++

/besiyar xob. xodah afez.f

.li'-i- t=lii

fxodahafez.f

Shabnam: Hello!

Ramin:

Shabnam:

Ramin:

Shabnam:

Ramin:

Shabnam: Douglas.

Ramin: Pardon?

Shabnam: His name is Mr. |im Douglas.

Ramin: Is he vour friend?

Ehabnam: He's my husband's friend.

:r:+.^.^':/Sebnem/

:cl^l_l

:framinf:d+t.'

:/Sebnem/

:clrl_,r

:framinf

:-+;

:/Sebnem/

:cll^l_,r

:framinf:d+;

:/Sebnem/

,,rp"l,r

:framinf:f:$

:/Sebnem/

@

5

Hi! How are you?

I am fine. Thank you very much. Is your wife fine?

Yes, thanks. Are you waiting for someone here?

Yes, our friend is coming to Iran from Canadatoday.

From Canada? How nice!What's his name?

Ramin: When is he arriving in Tehran?Shabnam: Any time now. He must show up soon.Ramin: Ail right. Good_bye.

Shabnam: Good_bye.

Comprehension practice

flrJ* the fo,owing questions based on the dialogue you just prac_

A.Ramin wants to know how Shabam is. What does he say?fOi."A + a lli . f !p)-, . y fo ,:ti l*.i -.JU. ft

,Tl""J"liil: "1fr]}

t set Mr' Douglas's name, how does he ask shabnam

fgj*-e L,,*, gr'.,,_r.l .y fiJ[r.ii# .y -]$L bjrf l^.i .l

c. How do you say yes, thanksin Farsi? fiJ$*a s*,.,s

.s+ ,y ,4 l i . f !+_n€.V . l ; i1 . l s . lD. How do you say good_bye in Farsi?

. \ui{i i .\" !+ d € . fE. What does,.)-, mean?

sir, mister, Mr.

from/of

name

today

Iran

must

soon

very well, all right

yes

laqul

lerl

lesm/

/emruzf

liranl

lbaya,dl

lbe-zudil

/besiyar xob/

lbale/

l;'iLrlri . t

l_il

jl

e-Jis-1,.!

cll*l

+l+csr_ri+

tJJi Jt+.,+

4Ji

I C . U O C A B U I . A R Y

These are the new words used in the diarogue. Note that they are inll"r#"'alphabetical

order. n"^"^ii, to read these tabres from right

to

Tehran

how

what

(physical) condition

lady, wife, Mrs., Ms.

good

very a lot

friend, friends

husband

old

someone

when

thanks

thanks, grateful

waiting

ID . KEY PHRASES

Hello. ffint.)Good day.

Good morning.

Good afternoon/evening.

Good night.

How are you? (fmt.)

How are you? (infinl.)

Are you well? (infmt.)

Are you well? (infinl)

Is you husband well?VmL)

How is your husband?(infmt.)

hel

Itehranl

/te-torl

/til, ltel

[huU

fxanomf ,lxanuml

lxubl

lxeylil

ldustl,/dustan/

/Soharl

/qedim-il

lkasil

keyl

/mersi/

/memnun/

fmontezerf

!dl_rd

JA+

5 'c+

cjtp3'rti.,trili

9F

J+ia r l l ,UJ 5 r , r . ,UJ

-'j3,.&

(4ti

,s-,5

#(tr-)-+

o_1,;l . a , t

JFu4

o

o

/selam eleykom./

/ruzbe-xeyr./

/sobh be-xeyr.f

f asr be-xeyr.f

/5eb be-xeyr./

/hal-etan (,e-tor_e? f ,/haletun te-tor_e?f

/hal-et de-tor-e/

/hal-et xub-e?l

lxub-i?l

/5oher-etanxub-end?l

lhal-e Soher-etunft-tor-e?f

f5.+J.e fX*.-*i+ i_l_.r

.Jli+ e*-.JH'A+ ),-L

.Jr*i+ s:ifoJr4. OL]Il.s

foJr.Li crjt-r.

!+.;i cdt.r

f.+A

! rtl o.r OlSy+,.i

OIJA-d -cjL=foJr+

What is your name?(f^t.lWhat is your name?(f*t.lWhat is your name?(infmt.l

What is his/her name?(fr"l.l

What is his/her/itsname? (infml.l

My name is Shabnam.

His name is Ramin. lf*L)

His name is Ramin.(infmt.l

/esm-e Soma ti-ye?l fq;1,",i -il

/esm-etan li-ye?/,/esm-etun lJ'-ye?l

/esm-et ti-ye?l

UJt*.tl/UE ..,l!a-s. .3

fqJ= d!or.,,ld t

/esm-e5an li-ye?1, Uj^if-l/6LS.^.,1/esm-ebun ti-ye?l f't;;

fqJs., fi.o-lt . C v '

4.1+.i g* .ill

/esm-eb &ye?l

/esm-e menSebnem-e./

/esme-Sun ramin-e./ .4+lJ OJr$4$l

/esm-eb ramin-e./ .4+lJ Uif-l

I E . CUTTURE TOPIC I

Greetings in the Persian Culture

Greetings are very important in the Iranian culture. Family members

and colleagues always greet each other when they meet. It is also very

important to greet people before you start talking to them. Greeting in

the Persian culture is almost a ritual, and it might take longer than it

does in Western societies. During a family or a formal gathering, it is

common to see the same two people asking each other how they are

more than once. This is a form of acknowledging the person's presence

and letting him or her know that you care.

)ust starting talking to someone before greeting him or her is consideredrude. Using plural pronouns (e.g., plural youl and plural forms of verbs

to refer to individuals, especially elders, is a sign of respect and is used in

formal and semiformal situations. This would be like referring to some-

one you respect as they, and say things like They are here to mean that he

or she is here. Friends use singular pronouns and verbs to refer to each

other. Farsi does not have gender, which means that there is no distinc-

tion between he and she. This is in fact a source of confusion for Farsi

speakers learning a language like English, which has this distinction.

I F . G R A M M A R

Farsi Personal Pronouns

Personal pronouns are words that are used to refer to people or thingswithout using their names. subject pronouns are used in the subjectposition of the sentence-i.e., the beginning of the sentence-to refer tothe person who performs the action described in the sentence. In Eng-lish, personal subject pronouns are the words I, you, he, she, it, we, you,and they. English also has a set of object pronouns- me, yott, him, her, it,tts, yott, and them-and a set of possessive pronouns- mine, yours, his,hers, its, ours, yours, and theirs.There is also a set of possessive determin-ers in English-my, your, his, her, its, our, your, and their. The pronounsystem in Farsi is far simpler; it only includes the pronouns listed in thetable below.

FARSI PERSONAL PRONOUNS

I, mg, my lma:nl

lt;lful,lanl

you, your (sg.)

he/ehe1it, him,rhea

rD

U.J l

t ' :rJ ) il

olhis/her/its

we, us, our l ^ l t llj

you, your (pl.) lSornal l r l\ \.0

th"y, them, their;he/she, hisyher lan-hal; li{anl Ol4l .t*.1

{lss.fuLl

Notice that there are two forms for the third person singular (he/she/it),namely, Jl Vun and gi (1""1).The first of thesi formg (:li ir used to referto people (male or female), and the second form (gl1 is used for nonhu-mans. Also note that there are two forms for the third person plural,rhey-tgii (lan-hall and ULU fli5an/). The first one ($i) is used to referto more than one person (they).The second one (Ut4l) is used to refer tor single person in a more formal, respectful way; while the meaning of

Ot4lis singular, it is listed as a plural pronoun because it is used with aplural,form of the verb. In spoken language, Ol4l is often pronounced

OJ4l/isun/).

Look at these examples that use personal pronouns.

?rL.J d OlJd e.;.,J Ol4l/llan key be tehran mi-res-end/When does he arrive in Tehran?

--------- -t- - - --- --"'

, 7brron t

f lJ --r dfr ,):-'li'o l++l l;;/5oma inja montezer-e kas-i hrest-idfAre you waiting for someone here?

..',.r1 ij+-l' Jl/u Sebnem rest./She is Shabnam.

Possessive Construction

Possessive constructions, like my book, her name, or fohn's bag, are thosethat tell us who something belongs to. In Farsi, the possessor is men-tioned last in a possessive construction (literally, "book my"). The noungroup that expresses what belongs to the possessor is mentioned firstand is connected to the possessor with the vowel /e/, which is roughlyequivalent to the English ol This vowel does not normally show up inwriting, but it is marked in the examples below

POSSESSIVE CONSTRUCTI ON

my name /esm-e mren/ U^ -f*l

your name {sg.} /esm-e to/ r*lJ ' l .

his/her na(ne,'i{-ngy__

our name

/esm-e uf , f esrn-e anf

/esm-e ma/

c.li.l*l c-91 ,p-l

t tL. _e.rl

your name (pl.or sg.tfml,l

/esm-e Soma/ 6 -e*l

their name,his/her nirme(sg.f"rtl

/esm-e anha/,

/esm-e iSan/djl&l .p*l r$i.p*l

The Present Tense

Verbs are words that talk about actions. For example, in the sentence Shetalked to him, the word talked is the verb. Verbs in Farsi are inflected fortense and person. This means that depending on the time of the actionand the person who performed it, we add prefixes and suffixes to theverb. Prefixes are meaningful units that are attached to the beginning ofwords, and suffixes are those that are attached to the end of words.

The present tense of the verb gi31 (/bud-en/, to be) is conjugated as fol-lows. (When we list all the possible forms of a verb in a certain tense forall persons, we say that we are conjugating that verb.)

Here are the present tense forms of the verb gJj Vbud-anl,to be).

THE VERB O i -X ( / bud -an / , t o be ) tN THE pRESENT TENSE

.D

6-

(I) am &jr rstt -

CrJ-rA 2ncl(you) are (sg)'*r:*.. ..t^.*;-. ";-**-..,*--'

(he/.she/it) is

(we) are

ftast-arnl

ftest-il

fhestf ,lastl -d""ll1i-i *:;d

lhast-iml *"-;;

g2G)c

'E

at

c5

rst

(you) are (p/.and, sg.fmt,l

**,.1:---"--! .*, , , , , , , .*. .- . . . . .- . . . . , . , ,- , , , , :--

(thuy) are / (he

/she) is (sg.fr"t.l

/hast-id/

/h*;i:;di

+-il ,"a*

$i-.ic 3rd

Note: The inf init ive forms of verbs in Farsi are made with the past stem ofthe verb. That is why the verb LJiJ,t is conjugated as 13"1, etc., in thetable above-that is, using a very dif ferent root form. verb forms and thepresent and past stems are discussed in lessons 4 and 5.

lt"r" can seer the stem cr^.6 (/hest/) is given a suffix based on per-

The verbs,''' Jr! (lha.stfi and dr.,rl (restll both mean js, but the formerhas an existential meaning-that is, it is used in the same situationswhere English speakers use there is/are. For example:

.,',*i q,rl.is.! t+ll/inja yek ketab hest./There is a book here.

But:

.r ' r . . , f , , , j1 crrLjS

/ketab xub est./The book is good.

You may have noticed that word order in Farsi is different from English.ln Farsi, the verb usually appears at the end of a sentence and followsthe object, whereas in English it usually appears earlier and precedes theobiect, as in the examples below:

.J1r lJ cl.lt ;.t1.iflebnem ramin ra did./Shabnam saw Ramin.

.d*i i$,,r./men Sebnem hestem./lrm Shabnam.

lilon r--*-----^^---".-i

i oIi

..jj cl.l: -i/to ramin hesti./You are Ramin.

., ',ul d+ Jl/u jim est/He is |im.

..'r:jlb+l t-/ma inja hestim./We are here.

.+$-i OlJi Ji l.',.i'

/5oma der tehran hrestid./You are in Tehran.

. ri'i..,i [ElS Ji 141l

/anha dar kanada hrestend./They are in Canada.

Vocabulary Note: The word JJ (/dar/) means in or at.

Usage Note: The worO lJ (/ra/) in the f irst example is an object marker. We

wi l l ta lk about th is marker la ter .

The verb.',,.r1 (/rest/, is). in spoken language turns into the suffix 4

V.h,".g.,4+lJ tJ^ -e.^,lflesm-e men ramin-e/, My name is Ramin), as

opposed to.'t!Nl Cl*^l-,; Ll .e-,1 (/esm-e men ravmin est/, My name

is Ramin).

The present tense of verbs other than cJij (/bud-en/, to be) is a little

different. Like Uljr, the present stem of other verbs takes a suffix based

on person; unlike cJU, the gresent stem also takes the prefix cs' (/mi-

ll.,Fo, example, the verb OJ'F (/kerd-ren/, to do), with the present stem

cls (Aon/), has the following forms.

Thke a look at the present tense forms of the verb cli-lS (/kerd-ery', to do).

THE VERB i J . JS ( / ka rd -an / , t o do ) lN THE PRESENT TENSE

(I) do /mi-kon-rem/ rs; i"'g; ij js;

(you)_lo (se,) /mi-kon-i/

(he/shelit) does /mi kon-ed/

/rni;korr-im/

/mi-kon-id/

(we) do

f*"lor d;-ss.fui.l' t*"rt i", trr"lrrr"ldoes (sg.ftnl.l

F+;',ir"

/mi-kon-end/ri'it.r..c

1 0 !

This is a very useful verb because many verbs in Farsi are created bycombining this verb (and a few other verbs likeJhis) with another word.For example, the verb fo live inFarsi is OUS JS-,1'7"endegi krerdan/),which, if translated literally, would mean to do living or to do life inEnglish.

Usage Note: In spoken language, the third person singular f6r6 JS .rr(/mi-kon-ed/) is pronounced ajS ,r-o (/mi-kon-e/). The same is true of al lverbs, i .e., the suff ix/-ad/ in writ ten form turns into /-e/ in spoken form.Also note that when a word ends in the vowel /-e/, i t is writ ten with e. Thisls notthe same as the suff ix4, which is the spoken form of the verb dr-, | .

In Farsi, it is also possible to completely drop the subject of a sentence,because the verb already carries information about the subject. For ex-ample, instead of saying:

.eK.r *Ss-l OlJi Jr rJ/mren drer tehran zende-gi mi-kon-em./I live in Tehran.

we can say:

.f'6.r #s-t cll-li-,1:/der tehran zende-gi mi-kon-em./I live in Tehran.

Dropping the subject is quite common in Farsi.

I G . R E A I ' I l I G

Read the following sentences about Shabnam. Try to get comfortablewith the way the words look. As mentioned at the beginning of the les-Eon, when learning the Farsi alphabet, it helps to recognize words as awhole, in addition to knowing how to put the letters together, to figureout how to pronounce the words.

g!'UJ t1*+.d-r^,,| g.o fur3.r(.rp"f-) .i*,j| # dr .P-'.dr..,ldU i1.o -F-'.i .dr..l g.e -FJ-

Hello. I am Shabnam. Ramin is my friend. fim is my husband'sfrlend. My husband is Mani.

I I I . CUTTURE TOPIC 2

At the airports in Iran, it is quite common to see groups of family mem-brrs or friends carrying flowers and waiting to greet their guests. Prob-rbly the most notable difference for a Western visitor on arrival is how

II

fD

o

rb

hron r

women dress. According to the dress code enforced since the ry79Iq-lamic revolution in Iran, women must fully cover their hair and bod-ies. Depending on their beliefs.and social class, women wearra rangeof styles of clothing, from the traditional black sheet called -!$ (/da-dor/) to a shorter overall-called 3SL. (lmantol, from the French wordmanteaul-together with a colorful scarf. You will probably find mostIranians friendly and yet formal. Men often shake hands and sometimeslightly kiss their male friends and relatives on the cheeks. Women dothe same with other women. Women don't typically shake hands withmen or kiss them in public. Some women, depending on their religiousbeliefs, do shake hands with men, but usually only in a private setting.People often introduce themselves by their last names. When introduc-ing other people, individuals tend to say that person's title before hisor her last name. SaFng one's own title is unusual. You can learn moreabout Iran and Iranian culture by visiting http://persia.org/.

Exercises

The exercises are enumerated using Hindi numerals, which are used inFarsi. Unlike the alphabet, numerals go from left to right, iust like theydo in English. Here is a list to help you remember what they are:

A. Complete the following sentences with the correct present tense formof the verb oJ-#.

t-sJ.tl ,.1. . \

olJi -,P L.6 .tc.rl-1..1 Jr t4.li . f

ir" iti. tl .tO.. db'JJ ji . o

li.ilS Jr l- .1

B. Complete the following dialogue using the words below. There are morewords in the list than required.

4r.F oJ.lh p- dru_9J (#-.;lc

_.p

. ' t Y f t o 1 V A 1 \ .

o r 2 3 4 5 6 7 8 9 1 0

!jl+lil-l.ri

-,-il1t (Y) L.$ dt* ! ('l)

E. hello

( f ) L,,i dl.- - (r) ea.Ir -r-.r

.5s; otJ(i ' (o) L-i .,1j1,.. .C.F 0^ -.ill

.tj

f0irls .,.o

i)^ ,,, .i, .+\ -+

.+F Jt+.r+ -.ill

..Lit-ls, -c.r

.D

o-'

(1)

I

i

(v)

C. Use the words in parentheses to state individuals'names. The first oneis done for you as an example.

cr-,| ,pl; g,o p*l s1. e.!nl_; glo f-'l (Cl+l: ,g") . \

(#,t*i) .Y(d+ 6rl) .f

(;u 6ou+l) . t

Vocabulary ilote:3 (/va/) means ond.

Look back at the first dialogue in this lesson. Ramin wants to knowwhen |im will arrive in Tehran. He asks, f.ti*,,;X^ OlJ6j 4+ .'$ (/key betehran mi-res-end|). Can you conjugate the verb g !"t by comparingit to the verb gJ-.f discussed above?

we arrive--(t)--

he/she/it arrives - (f) -

you arrive (o)

I arrive

you arrive

they arrive ti'oJ crf

A ] I S W E R K E Y

Comprehension Practice

A. r. B. z. C. 3. D. r.

Exercises

A.

r ' r , " f . f $i*rA Y

Jl .o "1 qL? . f' .,*,,,J^ .f

t j i ' " t ' \

ft$'*A '1

! F . \

liit=lri .V

+"4 .1.j.^,O .o

t \ \

l tJ l u t

C. In this lesson, we will learn about kinship terms in Farsi. We will alsolearn more about possessive constructions. The other grammatical termsthat we cover are plurals of nouns and the object marker l; (lrall.

2 A . U O C A B U T A R Y W A R M - U P

/ .a..5 rl p-ll .f.d$l ^J+ -ol .*.'l

/ .4^i+.i: Cr*"I-,r 1-o jl .o

d-,1 p.r'r'.i:Cl^l-,rLf-l

/ .4-it$ t^.$ f-l .Y

.d-,1 p'r.l.$ Ge-l

/ .4$l- Otfol .*l .1c!,,,1 .,jU Otll fl

I

D.

ei--l G^ .t e-,J d . \

.|rr-,1 ,r.o . o (#J g.o . \

r-'-,1 art .Y

I N D E P E N D E N T C H A T L E N G E

For this section, you need to prepare and maintain a language jour-

nal. At the end of each lesson, you are instructed to perform an in-

dependent task and write the results in the iournal. These tasks are

deslgned to give you more exposure to Farsi as used in real-world

contexts, and completing them can be extremely rewarding and fun.

To start, take another look at the introduction to the Farsi alphabet,

and also visit http://www.omniglot.com/writing/persian.htm for an

alternative introduction to the alphabet. Then try writing a greeting

dialogue of your own using the words and phrases you learned in this

lesson. See if you can spell your own name in Farsi.

ObuiL

2 8 . D I A T O G U E

|im has arrived in Tehran and Shabnam will be driving him home.They have already met and are now walking toward Shabnam's car.Listen to their conversation that is taking place on the way to the

Drl1iJi-dL:, .cgr,ol dF OlJi ar e fi,r+fo-1A*l

ljim,be tehran xoi amad-i. hal-e xunevade-et :/Sebnem/de-tor-e?/

boy, son

suitcase

family

home, house

girl, daughter

company

work, job

where

bag, briefcase,purse, wallet

car, vehicle, machine

lpesarl

l(a-medanl, /demedun/

/xanevade/, /xunevade/

fxanef , fxunef

ldoxterl

lEerketl

katl

kojal

kifl

/maiin/

;,J

r ' r o 6 , , , ' t 1 6 ,v J ' . c v

o.ll-9,r-gs c o.llg-ls

4iJA sa.lli'a

' l'

}J5.J

cisJ$

-,11sb3, i , (

-*-l1 4 i

I

LESSON

Welcome,

Fa rsi

,.sl*i t rrg .+F a^i .UJ,i^.,r-tf.($b_l .f) +:_XJi^

,Jt*l ,',rcri

lxeyli mamnun. heme xub-end. xanum-emxeyli be-het selam mi-res-un-e (mi-res-an-ad) /

9(.1S .,. Jq 4jS G- JtS + Oyf cuiiS

/doxter-et el'an de kar mi-kon-e (kar mi-kon-ed)/

.{iS (J-o JtS clsJj g .,s:: iJyl dJ|(+

/nikol el'an tu-ye ye Serket kar mi-kon-e./

fdd+3 gjl f-r:t+ c+jjt'i.

/xanum-et de-tor-e? un koja-stf

-Jq .{S c/ JIS Oli".lr"i a; _! Ol_l_r*f6.r JLS 4" l.ii

f suzan der ye drebir-estan kar mi-kon-e. peser-

:tl+

:ljiml

. &:d+":/Sebnem/

:fi}+

:liiml. ! t

:il+^

:/Sabnem/

:ir+

:ljiml

"di;:5:;::; :.$/peser-em mi-r-e (mi-rev-ed) daneb-gah/ :/iebnem/

fd eoja_j Uitr-l

/esm-eb ferhad-e, na-?l

cjl$.g+.iL * gpl ,41 qrF.oJi

.,.,.i-. JIK+ (l_l) :_,,

:fuj+

:ljiml

:i$

/are. xob dige, in ham ma5in. demedun-et :/iebnem/ro (ra) be-gozar' e.qa,b.f

.' . '-i-' rJf K cr^ * JJ iS lrisi J' i,i

/de-qedr seng-in-e! kif-em ro hem mi-gozar

:d+

:ljiml-am'eqab./

.dJA (t"-ry) d-D .+F Jl+..^+ :i$/besiyar xob. be-r-im (be-rrev-im) xune./ :/iebnem/

Shabnam: Welcome to Tehran, fim. How's your family?

|im: Thanks a lot. Everybody's fine. My wife sends youher warmest regards.

Shabnam: What does your daughter do now?

fim: Nicole works at a company now.' , ' j'ul Farsi lesson z

_ . - -_ - - * - -+ - - -i

i17II

How about your wife? Where is she?

Susan works at a'high school. What does your sondo?

My son goes to the university.

His name's Farhad, isn't it?

Yeah. Well, here's the car. put your suitcase in theback.

fim: It's so heavy! I,ll put my briefcase in the back, too.Shabnam. Very well. Let,s go home.

Comprehension practice

A.What does this phrase mean? crJ.oi LiFr. thanks z. welcome

Shabnam:

fim:

Shabnam:

fim:

Shabnam:

B. Where does fim's daughter work?

cSJ.i.! -,1.r .l olK,i:fr Jr .yC. What does Shabnam's son do?

dsJ"i * -1. ,I .ol3.i:l.r oJ (t' .Y.+iS .f _,,tS

Eo

o3JD==

3. very well

c.lE--r+.r e5,; _;.t . \

OE-,r*.).! +t . \.6.r -iS

D. How does fim say /f's so heavylin Farsi?

*Jt iS .r .dq..+Lt_y .y I4rS! J.l5 .t.+t eJlis:t^E. How does Shabnam say Let,s go homein Farsi?

.4iJA eJj .f .0ruiL * ,.lll .f .r.,r .s Jl+.+ . \

2C. UOCABUTARY

Remember that the words are arphabetically organized based on the Far_si alphabet and that you should read these tables from right to left. Alsonote that the irregular Farsi verbs are followed by their piesent stems inparentheses (see lesson 4).

yeah

now

university

larel

f'reI'anf

/daneS-gah/

oJl

ovlolK.qf.r

iliit ol3;if.rto attend a university/ /danelgah racftaenfto go to a university

to go ( lrol is the present

stem)

to send regards/to say hello

heavy

back

to work (/kon/ isthe present stem)

to put (lgozarl isthe present stem)

one, a

2 D . K E Y P H R A S E S

niece, nephew (brother'schild, sister's child)

large, great, big, grand

father

grandfather

father-inlaw (wife's

father), mother-in-law(wife's mother)

father-in-law (husband'sfather), mother-in-law(husband's mother)

cousin (mother's

brother's son, mother'sbrother's daughter)

cousin (mother's sister'sson, mother's sister'sdaughter)

aunt (mother's sister)

uncle (mother's brother)

woman, wife (infmll

aunt (father's sister)

lrreft-anl (lrol\

/selam resand-ren/,

/selam resund-ren/

lsalng-inl

l'e,qa-bl

/kar kerd-acnl (lkonll

(-r-l) os-.r

e g.rrl*^r.; p)-,rJJrj-J 6\

o6i", .,-t-.

(O5) oi-F -.rts

4lti

cs+h

J')

AtA

fgozait-renf (lgozarll (ttK) 0,1^ili<

lna,l

lyekl,lyel

/berader zadef ,/xaher zadef

lbozorgl

lpederl

/peder bozorgf

/pedar znnf ,fmader zenf

/peder Soher/,

/mader Sohar/

/pesar dayil,/doxter dayil

/peser xalef ,/doxter xale/

lxalel

ldayil

lzenl

f'errrrr'ef

4i

4r c r-5-r

eo)l-,y Jiljortl-,; .pljA

4 t . t6J-)+

J+i..(-l:-l!

crj -liL ,ttj -t\

,-,ltry-l*.;AJ- JJLo

s,r+l.t h,r;ll +ii.l

,+ll-, A4Jta .;il'i

uncle (father's brother)

mother

grandmother

grandchild

spouse

f'a,muf

lmaderl

/mader bozorgf

lnevel

/hemser/

-*

;oL.K-,1; -;.rL

o;1t

_;irSpell ing Note: ln most cases, the letters l-r i are pronounced /xa/, the letter -rbeing si lent. For example, the worO -}AlF (sister) is pronounced /xahar/.

2E . CUTTURE TOPIC I

Farsi Kinship Terms

As you can see in the vocabulary sections above, kinship terms in Farsiare quite descriptive and detailed. Farsi speakers distinguish betweenrelatives on the father's side and those on the mother's side. In particu-lar, where English uses only one word, cousin, to describe a group of rela-tives, Farsi uses eight. You can see four of them in the previous section:,r;lr -r.*d (/peser"dayi/), ,r;l: -Jiil fldoxter d,ayill,all-:, -r.+.r (/peserxale/), and +JLi _Jii3 (/doxtar xale/). Now.trl to guess what these termsmean: J^c-I.*-i flpeser'emu/), -fc ;iif (/doxter'emu/), arc u+rr(/peser'emme/), and 4-ee Jiii (/doxtar'emme/). Right! These are thecousins on your father's side, whereas the first four terms refer to thecousins on your mother's side. In-laws each have their own term, too.For example, where English has the single word father-in-law, Farsi hastwo, Oj Jld ilpeder zenfl and -rA:i Jld ilpeder Sohrer/), to refer towife's father and the husband's father, respectively. What do you think

UJ Jllj (/barader zenll means? Yes, you guessed it. It means wife'sbrother, a brother-inlaw. But be careful. Order matters. If you switch theorder of the words, the meaning changes. -,yJl-,,p 91 (lzaln berader/)means brother's wife, a sister-in-law.

It should be mentioned that the use of the word c.tj to mean wife iscolloquial and informal. The more formal form is p-:li flxanom/), asused in lesson r. Therefore, in all of the above expressions, Oj can bereplaced with r'JA.

2F . c RAM MAR

Possessive Construction with Possessive Endings

In lesson 1, we talked about the possessive construction in Farsi. Welearned that Farsi speakers can say tF )+l flpesar-e man/) for myson or ii!.& ->A-fi(/5ohar-e Sebnem/) for Shabnam's husband. Thereis a shorter way to form possessive constructions in Farsi if the pos-sessor is mentioned as a pronoun. Look at the following examples.

=ono3JD==.

Lesson z

U S E O F P O S S E S S I V E E N D I N G S

my son

your (sg.) son

his son/her son

our son

your (p/. orsg. full.l son

their son,his son/her(sg.fml.l son

tFid,f r-+-l

*"/ Ul lll-)

lLJLJA+t i

,'rti r-.rr-r iv 4 l

his/ l-a:(|, cfi = '6'-

her/it l-uil

PLU RAL

spouses /hamser-ha/, ell-,P.ca

/hremseer-an/ Ol Ji-'r^A

boys, fpeser-haf, ,\Y*

sons /pesrer an I OIY*

houses lxane-haf lA +.lli

men lrnard-hal, etl't;'o

/mard-an/ UlJ;,r

bags lkif-hal tA dS

mothers frnada;r-haf , cla_;lL

frnadar-anf gl.;.tL

S I N G U L A R

spouse fha,msarl ;*laA

;; ip;';'l ,*dson

houie fxanef a:U.

man lrrrerdl a;^

brs k|f Imother lrnadarl

/pesar-eSan/ OE.l't

S I N G U L A R

my |arnl

your l-a;tl,(rg.) l-etl

them. There are, however, some exceptions ,like child/children. We call

these exceptional nouns irregular. Farsi is similar. Most nouns can be

made plural by adding the suffix ta (A"D to them. Most nouns referring

to human beings .urr.-ulro be made plural by adding the suffix gl ganl)

to them. The irregular plural forms in Farsi usually come from Arabic.

Look at the following examples of regular plurals'

S O M E N O U N S A N D T H E I R P L U R A L F O R M S

=.D

al

3I=3

I/peser-em/

fpesar-ntf ,

/pesar et/

/peser-re5/,/pesrer ei/

/peser emarr/

/pesrer-etan/

j ( :

: za l

: c i

i >: F

1'

7D

As you can see, in this construction, instead of using the complete per-

,on'ul pronouns c-F (lmenl), i 11to11, sl (luh, L (/ma/), L"l (/Soma/)' and

1*.rr v""n"r, we are uulng their shortened versions, which attach directly

to the ends of nouns. These short forms are called possessive endings and

are listed separatelY below

P O S S E S S I V E E N D I N G S

our

your

lpt. orsg.fml.l

their, l-eftanf , cJF t 6cJH t

his/her /-e5un/(sg.fml)

;" ; , ; , . , ; . ; ; ; ; . , , ; ; ; ; ; , . ; ; , ." ; ' ; ' ; ' ; ; ; ' ; ; ' : ; ' ; ' ; ; ' ; ;

spel l ing in each case.

Plura ls

The word building is a singular noun that has a plural form, buildings,

referring to more than one building. A noun is a word that typically

refers to a person, place, or thing and can be the subject of a sentence. In

English, most nouns can be made plural by adding the suffix -s or -es to

Definite and Indefinite l louns 3n6 l-, ; l ral

A definite noun is a noun that is supposed to be known to both the

speaker and the hearer at the time of the conversation; an indefinite

noun isn't. For example, when a speaker says"'I met a man," the speaker

is mentioning the man for the first time and therefore uses the indefinite

article o before man, treatirrg man as an indefinite noun. The speaker

may then say,"The manwas my old math teacher." This time, because the

speaker has mentioned the man before , man is treated as a definite noun

and takes the definite article thebefore it. Farsi is similar. An indefinite

noun is followed by the indefinite suffix C9. For example, the word J-i

(lmnrdll means man, so if you want to say that a man came, you say:

..ul qgr-;,.

/merd-i amed./A man came.

In written Farsi, definite nouns don't have any markers. In spoken

language, a definite noun ends with the definite suffix o; (l ell'

noieximple, in spoken and informal Farsi, the man would be oJ1n

(/merd-e/), but in formal written Farsi, it would iust be ':-.2' (/merd/)''iherefore,

the sentence The man came in spoken Farsi would be:

.is- ;

JJK

PLURAL i

f-elrnanf , c)-9^: 6Ob :

l-mrnl

f-etanf , tJ-il t 6OU "

l-etunl

2 -I

d.r - rcLl -

I1----121

Fa rsi I r ,550n 2

.fe3l ol-,p

/merd-e umed./

and in written language it would be:

..r.ol .r-.2o

/merd amed./

Recall that many /a/ sounds turn into lulbefore lml and /n/ in spo-ken Farsi.

If a noun is the obiect of a sentence (the person or thing that un-dergoes the action in the sentence), then it must be followed by theobject marker, t) (lrall.In written language, using the object marker,l-1, after indefinite nouns is optional. In spoken language, l-1 is pro-nouncedJ) (lroll. Look at the following examples:

.e+ d sil-t csr.l./merd-i ra/ro mi-bin-am./I see a man.

.eJ# d l_,1 ry

/merd ra mi-bin-em./I see the man. (written)

.f+ d JJ ori

/merd-e ro mi-bin-a-m.lI see the man. (spoken)

Pronunciat ion Note: /-e/ turns into /-a/ before /ro/. For instance, in thelast example above, o)-. ,pc (/merd-e/) is pronounced /mard-a/ because i tprecedes l-,1(/ra/).

2 G . R E A I ' I T I G

Read the following passage about Shabnam, her husband, and theirfriend )im. Are there any words that you don't recognize? Underline

.eJlJ -,;'a-e- ir .#./ #$j OlJi )J A.,',.*l r+.,i rJ. -e-l :

e.F-r.cr*"i.t.1E-,-lJ jl c.s5+ )Jyl .''''"f .lL e 'la-e- -e-,1 i:u-l-il Jl #+..',.r1 eJ+ Jl .e-l ..r.,J cs+ ctl;l +r lrElS jI

.&*t-o -gF.rI;A ..',.uJJ Jl .JlS./ J$j:

My name is Shabnam. I live in Tehran. I have a husband. My hus- .band's name is Mani. Today one of my husband's old friends iscoming to Iran from Canada. His name is |im. fim lives in Toronto.He is a very good friend of ours.

to have /dabren/ (ldarll (tl.) ,!.1'lr

Spel l ing Note: l f the word before the word, ' , . " f gp6 l5 in l , then we on lywrite dr^1. For example, instead of writ ing:

.,''",1 L +-p fr-,:.1 3l/u duts-e xub-e ma est./He's our good friend.

we write:

.CJ-IU HJs fr^,,jJ -91

and we say:

/u dust-e xub-e mast./

2H. CUTTURE TOPIC 2

As mentioned in Lesson r, it is important for Farsi speakers to use peo-ple's titles when speaking to or about them. The most common titlesare these:

=ono3JD=3

Pfof3ssor

Mr. -Ms., Mrs., Miss

Dr., _doctolengineer

losyallluqayel

ix11om e/

/doktoy'

/mohendes/

rti*f l-- - :'-- :cgl,il ., ' " . ' . - !

t . t .

-ts. i

-r3s3(.}ra :

The most common titles are agtil Taqa-ye/, Mr.) and $s (xanom-ef ,Ms.), which can be used before a-ny man's or woman's name. For exam-ple, if someone's last name is -,lE (beharll,you can address that personas Jh 6L!l yaqa-ye behar/) or Jh p.ils. flxanom-e behar/), dependingon whether that person is a man or a woman. .lE-l (/ostad/, professor,master) is a title given to professors as well as to any skilled craftsper-son or artist. Ui,rJlF (/mohendes/, engineer) is a title for people whohave an engineering degree, and JrlS.l fldoktor/, doctor) is for peoplewho have a doctorate degree. One can also use gl-51 or iB bufote thesetitles. For example, if Jkl iB nur a doctoral degree, you can refer toher as Jk+ J3SJ p.rLr (/xanom-e doktor behar/, Dr. Ms. B_ahar), and if

Jk+ cgl3l is an engineer, you can call him-.1Q CJ,,\ie o .gtil yaqa-ye mo-handes behar/, Engineer Mr. Bahar).

It's also common in Farsi to address or refer to relatives by namingtheir relationship to us. For example, one might refer to his or her un-cle or aunt as ,r.rL -5r"c (/amu mani/, Uncle Mani) or irr-,i aJLs TxaleSebnem/, Aunt Shabnam).

22 i

-__--%--I

Farsi Lesson z

l l y i l rr Li l i l rr r i l r i l t . t t i l . . wr. l l t t l wri l l l l r l tr . l r . t lo sonleone you love, you

r rrn \rrf t l rr . ;x.rrt fn'r n.unr,rrrrr l lolkrw i t with the word c. lb f l janf. forrf r\f ,rn( f ', Ob ./t- ()r ULF p$ ."., roughly be translat ed as d,ear Mani,rrrrf rlrrrr Shtilnvtm, but it's not quite as formal as "dear" sounds in Eng-lish. You usually use g$ in an informal conversation, not as the open-ing of a letter.

Exercises

A. Use the short version of possessive pronouns in the following phrases.

;jl -UJ'.iL .\ :0^ -Ol* . \

:kJ --.r! .t ;t-1i.dlL- .f:-f .-riL .1 ;L -_Fi3 .o

B. Fill in the blanks using the words given. There are more words in the listthan required. This is a vocabulary exercise, so you need to make surethat your selections yield meaningful sentences.

ptlsK .r le glr,^'r ciSJ$ olr4+ q l-1(.,til

s.r -iS '! _! f.J-t .1

C. For each of the items below, use the words in parentheses to make twosentences, one with a singular indefinite object on the line labeled lilland one with a plural definite obiect on the line labeled $. Follow theexample.

:(f+i.r^ eei$)

.er# is+ lJ rr45 .sijl

.er# cr' lJ Ll LigS .tf

(e++ .r 6dc"'iu) ' \

. ' l

.Y

.r

. to

.-ill

(J

(ql- rJlK.4 eglrns) .Ysill

€.D

no3JD=.=

(J

(.* .-r. e _.fAr) .r

,-i1l

coniugate the present tense form of theaerb q+a fldiden/, to see). Re-

calt ihit the present stem of the verb OliJ is L)# (/bini, see). Fill in the

blanks with the correct form of the verb. The first one is done for you'

. f+cr ' t-rn . \

_FY

Ul .1 r l . f

AlISTI I IER KEY

Comprehension Practice

A.z . B .3 . C .z . D . r . E ' 3

Exercises

A.

C.

rj,iif,iil- 91 Ui,!J.$L.Y fll+.1gL-:ii.r.o O1',,S-2{.1

4" .1 l-l .Y Ol.r"c; .Y Lr gl.t"; . \

ds-s.1

'f+# c/ lJ csit''iL 'r.ill "l.er# cr. l-,2 b UrdL .e.l

.qJ- eJlK c*l-tuil+.'-iJl .\

.qrit fJlK cr l-l l't gl4 .+

SiliGjl'tx# .,4 .1 +p*.f .o f*rr.r^ .€ r+.r .Y ci+ c/ .Y

\..-l

to

B.

OtiILr .fc!_,!L .1

rJlK d .o

D.

Lesson z

I I N D E P E N D E N T € H A I I E N G E :

r ' t . . i

l"ftl to

the reading papsager,in this lesson about Shabnam and her

fu-ily. Then take your language iournal and,try to write a sirnilarparagraph in Farsi'about your own family. Be patient and creativ-e,and try to include as marrf femily rnernbers as you c;ut in your para-graph. Alternatively, you may draw your family tree and write eaehpersorCs name beside his or her relationship to you.

LESSO

3Where ls My Room?

In this lesson, we will learn some names of rooms, some basic obiects,

and colors. We also go over yes/no questions, demonstratives, and adfec-

tives, and work a little with numbers.

3A . UOCABUTARY WARM-UP

c;l3A $Ef

4jrij$l 6+:tijf..li

bedroom

kitchen

there

here

After you, Hereyou are.

how many

bathroom

restroom

upstairs, downstairs

pretty

lotaqxabl

f a6-pnz-xanef ,/a5-pez-xune/

lan-jal, lun-ial

lin-ial

/beferma-ydl,fbefa,rma-yinl

Ita':ndtal

/hemmam/, /hemum/

/drest-5u-yi/

/tabeqe-ye balal,

/tebaqe-ye payin/

lqa:ia:ngl

t+r:l ,t+rl

l i i i l

O#!-j,q,+l-Jfu

t r+t '

f it='l ' ts'

ts+Jpii-i

ir#L/YU ,.6 aiaL

.ft;ii

3 B . ID IA toGUE

Shabnam and fim have arrived home. |im will stay at the Payamis's

house during his visit. Listen to their conversation as Shabnam shows

|im around the house.

.(-"J-*) O*Jt^-,1rr1.\. Lr 4iri * OJI .+Ji :t$

/xob. in hrem xune-ye ma. befermayrn :/Sebnem/(befermayid)./

6El E S .(+rt.r) uriJlr,r5oi! cg +.,_r=f (.r1l.t) o;l.r ., ,lri.

/xune-ye qeireng-i dar-in (dar_id).dend ta otaq xab dar-e (dar_ed)f

.di*A Yl+ cs 4Et lA cJlJ: .!tjl .E e-,

/se ta. otaq xab-ha bala hest_en./

fuc_rlr.,;cJ#!6+iJ"

/tebeqe-ye payin di dar-in/

J clA * 1;.r1l .a*$J,ei-J ,',. olJ fr^.^r.l.a+ll++ Ct^,,

/dest-e rast dest-bu-yi-e. inja hem halo salon-e pezir a-yi-ye.f

fd.r-l+S 4iJi-;.,3'i

f al-prez-xune koia-st/

.t-.r:=jalj CL- g -9l_r_,r .15 gr^r.r

/dest-e dap. ru-be-ru hem salon_enahar-xor-iye./

fC-l+S t9.s/hremmum koia-stf

.:-Al-,r -Fl ,Yt+ 6 +iJ"

Itebeqe-ye bala, ;rxer-e rah_ro.f

fe+lr- .,. l+3 ir/men koja mi-xab-a-m?l

.g$t^.-i -dt- $L:l cJ"jf

/in otaq mal-e Soma-st./

tlSJ! clEl/otaq-e bozorg-i-yelf

.4eJt U3l o€+ .olll * a"t+;_,r 6 o_,4,^ .tLlbe.le. manzare-ye zlba-yi hem dar_e.

penjere un teref-e./

:d+

:liiml

:i$:/Sebnem/

:d+:liiml

. i:t+"'

:/Sabnem/

:lJ.':

:ljiml

:i$:/Sebnem/

:tJ+

:liiml

:i$:linbnemf

.AlS

:ljiml. t

:il+-

:/Sebnem/

'aJ.S.' l , .

:liiml. &

:$-

:/Sabnem/

Shabnam:

fim:

Shabnam:

fim:

Shabnam:

fim:

Shabnam:

fim:

Shabnam:

|im:

Shabnam:

1 . . sci oJrla!. .l

!o;ll4t;;j

3 c . UocABULARY

room

end

.,Jt-.lEl OJI .YCr^{t-q.-i

lotaql

laxerl

!tS-r-rl -dul . \

Three. The bedrooms are upstairs.

What do you have downstairs?

There is the restroom on the right. And here are theliving room and the reception room.

Where's the kitchen?

On the left. And the dining room is in front.

Where's the bathroom?

Upstairs, at the end of the corridor.

Where do I sleep?

This room is yours.

It's a large room!

Yes. It has a beautiful view, too. The window is onthat side.

=rD-rD

6

=Fo

3

Comprehension Practice

Answer the following questions based the above dialogue.

A. Where are the bedrooms?

?? g:rs.: .f Cl+"! cS 4i+t . Y Yt+ cs 4i+t. \

B. When |im wants to know where he sleeps, what does he ask?

.,," b3 gr .rrele

9d-,t+S lL"- . Y fo_,11"1 qrl3i 6til E + . I

C. How does Shabnam say on the right?

J}.JJ .T r',r,,1_,; f.l,.,.lJ.y e-s frurJ . \

D. Where is the bathroom in Shabnam's house?

JIJJ .f ,Yq cs 4fot .Y rCl+"! cS 4iil" . \

:-Sl-,; -r-l ,'r,"f-,; dlr.rj

E. How does fim say that his room is large?

Shabnam:

|im:

Well, this is our house. After you.

You have a pretty house. How many bedrooms doesit have?

.juf

J.l

t -I

i 29I

Lesson 3

that

this

window

to have ( ldarl is thepresent stem)

you have

he/she/it has

(on the) left

(on the) right

corridor

beautiful

reception room

dining room

side

yours

view

hall,living room

3D. KEY PHRASES

apartment

stove

pillow

blanket

bed

mattress

toilet

light,lamp

yard

door

/salon-e pezir-a-yif .s+l;\,Cl-

/salon-enahar csJJiJLrLi,iEygll*,,xorif , /otaq-enahar xori/

Itaeracfl ,-iJ$

/mal-e Soma/ \-.'i -dlL

fma,nzacref ';1JLL

lhall dt^

/aparteman/ Ot4-,r\l

loj"ql 6l;f

lbalell "Fl-

1+

lpetul iq

ftextf , ftext-e xabf +l3i frrl e ,j.lii

/tosek/ .5::,,3

Itovaletl cllj3

lbrasl Ll;4

lhnyall l1+-

lderl Jr

lanl, lunl

linl

lpa-nierel

/da5t-en/ (ldarl\

ldar-idl, ldar-inl

lda;-a"dl, ldar-el

/dest-e dep/

/dest-e rast/

lrahrol

lzibal

g3le gl

, 'U lv,

0 r-s,-ljJ " I

(tlr) 6i,'ilr

c.rUlr c q-;l-r

o_;lr , .:_;l.l

i-.s f.t^.r.1

'"'*lJ gJ^rJ

:-ral_.r

ui

Now concentrate on some additional key phrases related to the topic

of the lesson.

i**--*-i---

3 0 iI

Fa rsi lcsson 3

building

chair

kitchen cabinet

furniture

dishwasher

washing machine

sheet

home, domicile

table

dining table

3E . CUtTURE

/saxt-eman/

/sendeli/

/kabinete abpaz xanef

flnvazern-emenzelf ,

/resas-e menzelf ,

/resas-e xane/

/ma5in-e zerf Suyi/

/maSin-e lebas Suyi/

/malafe, melhrefe/

fmrcnzelf

lrrrizl

fmiz-e nahar xori/

T O P I C I

gLii- t-

Ji,-'4ilij+,il g+ls

.clJn- -rjlj4iti/dji. +81

,-i-JrJi .gb!.it^sJJ-

Or,Ll .d;"'it

sJJ-

4i1,t ,+iX

u.y

jt^

qe-l-lijaE j;^

€(D

.D

6

=Foo=

About the Persian Home

Iranians revere elders and guests. When going through a door, for ex-ample, they always stop and let guests or elders go through first. Men

also give way to women. The term that is equivalent to after you in Farsi

and is used in a situation like this is.tpJ-A fbe-frerma-yid/). When

two people are entering a house or a room, you will probably often see

both of them stop and say +.t-J+ to the other. Elders also say this out ofpoliteness to younger persons. When entering a home with a guest, Ira-

nians usually open the door for the guest and let their guest enter first.

Most Iranians cover the floors of their homes with hand-knotted Persianrugs, which they like to keep very clean, so be prepared to take off your

shoes when entering an Iranian home. Iranians usually keep slippersaround for entering bathrooms and kitchens.

In most houses, people receive their guests in a special great room or area

called Cf;{ -,!El flotaq-e pezir-a1i/, reception roo1l),,r+l-l\ .Cl*(/salon-e pezir-a-yif , reception hall), or simply (rflJi+ (lpazir-a-yif , re-

ception), where everybody sits on the nicest chairs in the house. This is

different from a living room, which is called dl+l+ -q!El flotaq-e neS-

imen/). The reception room is reserved for receiving guests, and theliving room is for the family' and casual gatherings. In some traditional

or rural places, everybody sits on the floor, which is usually covered withhand-woven Persian rugs, too.

3 F . G R A M M A R

Yesfl lo Questions

Yes/no questions are those that require a yes or no answer. Thesequestions are the easiest to make in Farsi. In spoken language, youcan make a yes/no question by changing only the intonafion (melo-dy) of the sentence. A statement in Farsi ends with a falling intona-tion (i.e., you lower your pitch at the end of the sentence), but a yes/no question ends with a r ising intonation ( i .e., you end the sentencewith a higher tone). Look at the following examples:

.d-,t;il a.jt-;,t&i

f alpez-xane inja-st./Here is the kitchen.

fd.r.',,t+i;l 4ilAj:r,Si

f alpaz-xane inja-st?/Is the kitchen here?

.d"^,Yl+ ct 4i+t iJ^ -dtil/otaq-e men trebeqe-ye bala-st./My room is upstairs.

fd!,,}+ c, a-ilJa dF -6Ul/otaq-e man tebeqe-ye bala-stfIs my room upstairs?

In written or formal language, you should add the question particle,l :J ( layal l , to the beginning of the sentence in addit ion to using therising intonation. Look at the following examples:

.&r1+1 t^.,i L9 a.Js

/xane-ye Soma anja-st./Your house is there.

fd!.,I-rii 1-.S g 4iLi. Lj

/aya xane-ye Soma anja-st?/Is your house there?

. l$."{ ;l_,pl La$

/5oma iran-i hest-id./You are lranian.

f !t'"n al.xl 1..i tj/aya Soma iran-i hest-id?/Are you Iranian?

The only difference between these questions and the previous set ofquestions is that the latter are formal and are used in writing.

Questions Using Question Words

Questions with question words are those that cannot be answered with yesor no.In English, most of these questions start with a word like what,who,why, where, when, or how. Unlike English, question words in Farsi don'thave to come at the beginning of the sentence. They can appear where theanswer would appear in a statement, at the end of the sentence.

fd'.,I+S csJ3ijnU _Olt*,,/salon-e nahar-xor-i koja-stIWhere is the dining room?

.c'-l++l csJJ:jAE _Ct^,,/salon-e nahar-xor-i inja-st./The dining room is here.

f,"''"t+S,r.r rrfi-.)

/dest-5u-yi koja-stfWhere is the restroom?

.4i-lJ f$rr ar.l E^ii-rJ 61 .,',.u1 ("rvrlJ fr-r.l ,; c&i-rr

/dest-5u-yi dest-e rast est./ or /dest 5u-yi dest-e rast-e./The restroom is on the r ight.

f€ Ottor fc-r..,'*i ggl

/in di-st| or /in c"-ye?lWhat is this?

.r+_l_li'_,rLlE j+^ g,rl or .,',. g_.13s._,1b1-i jf +l/in miz-e nahar-xor-i-st./ or fin miz-e nahar-xor-i-ye./This is the/a dining table.

fsl g;$3lor f rii,ol 4+ 1.61l

/an-ha de hrest-end?l or /un-ha di-rend?/What are they?

, rrf Jrt. k :lor.J.ri*,rA J.:.- t6jt/an-ha sendmli hast-end.l or lun-ha sendali-end./They are chairs.

?oJj$ L.,i -dlt or f ,',..,,,1 J,t' t^^1, dL/hal-e Soma de-tor est/ or /hal-e Soma (e-tor-e?l

l low are you?

.{+J- dJ. .(-l[s, or. cLr^"1 c+ oS, dF dLr/lraf-e mren xub est./ or lhal-e men xub-e./l 'm f ine.

ldJectives

Arfjectives are words that modify nouns. They are words like big,vnall, and round that help describe the properties of objects. In Eng-l lsh, adjectives precede the noun they modify. Farsi is the opposite.l , ike possessive adjectives, other adjectives in Farsi fol low the noun

=f.DrD

=Foo3.{

hron 3

they are modifying, and they are linked together and to the noun

with the vowel , (lell.For example, a large room in Farsi is

.3-,r: -dtll .!/yek otaq-ebozorgf .

When the preceding word ends in a vowel (e.g., +rlA lxanell,then l-elappears as E (lyefi. For instance, a beautiful house in Farsi is

h_l .,g +lLi'.!

/yek xane-ye zibaf ,

and o beautiful big house is

t+j f_1r.(., 4j1A.!/yek xane-ye bozorg-e zibal.

The ordering of adiectives is not fixed in Farsi. Therefore, when

there is more than one adjective present, they can be ordered in a

number of different ways.

l{umerals and Partitives

Like adjectives, numerals can modify nouns. For example, instead

of just talking about one table, we can mention two, three, or more

tables. In Farsi, numerals come at the beginning of a noun phrase,

iust like in English.

N U M B E R S O - I O

lsefrl J+J*

*****j

:f j

ly"kl \ r.'.''.'.''..''''''''...''':

t

$ldol Y i' i

l

l".l 4.!r

five

. eight

i runei-,"*i.

j tena , .i.-****'

o

tslx lEeEl* *

d+rt

heftl dri6

lha,xtl ,'.,'i6

lno}al 1 i

ldre}al

Note: Numerals in Farsi are writ ten from left to r ight, just l ike in English;

therefore, to is writ ten as \ . . When talking about more than one of any

4.3

\ . ,l

aJ

-*--f**-3 4 i

i

Fa rsi hsson 3

object, Farsi speakers say the number and then mention the object. Forexample, three tables is Xrar (/se miz/). Notice that, unl ike in English,you don ' t have to p lura l ize the noun af ter a number larger than one; thatis, you say:

J*".5*lyekrrrizlone table

and

jd^ 4^'.r

lse rrlizlthree tables

and not

tA-;^ 4.,,

lsemiz-haf .

Often, after the numeral, Farsi speakers use the word.lrl (/aded/) or ti(ltafi as a counting unit for the object they are mentioning. For in-

stance,

Ji.e JJe 4-\t

lse a,da,dmizl

and

jf. ti 4*^,

f se ta mizf

both mean three tableq but literally they could be translated as three

units of table. The word ti is informal, and JJs is more formal. The fol-lowing is a summary of all this.

!,tjJ.5+/yek ketab/one/a book

ur. liJ _9.t/do ketab/two books

r-rEJ E 3.t/do ta ketab/two books (infuLl

cr. tl$ J'{c aJ/do aded ketab/two books (frnl.)

Note: : . ls (/edad/) is only used for non-l iving objects and not for people,

an ima l s , o r p l an t s .

=frD

.D

6

=Foo3

Partitives are expressions that contain one of, two of, part of, some of, or

the like. In Farsi, they are constructed as follows:

PARTITIVES

I

. r * . lJl (5-uts.+ i

jl 15$.'lj*

j l u+il /ss\ E cJ

- - l \ t 1---- jill.!lkr:m-i ezl

lli,viiil

Study the following examples:

.d-,'l+ll ta 6El jl .*lyek-i ez otaq-ha in-ja-st./

One of the rooms is here.

. rii..,{ Yl{ Lajr jl E 3.:/do ta ez miz-habala hest-end./TWo of the tables are upstairs.

.$i$A .3t: ta gt-o3-.;tr.i jl E +/dend ta ez aparteman-ha bozorg hest-and./

Some (a number) of the apartments are large.

.eJ,r# ./ lJ Ll Ul-ii[-, jl grlrri

/te'dad-i ez saxt-eman-ha ra mi-bin-im./

We see a few of the buildings.

.d!.1 .t+JU dlA jl ,r,lf+/bex5-i ez xan-e tarik est./Part of the house is dark.

Vocabulary Note: e!-,18 (/tarik/) means dork.

3G. READt i lG

Read the following passage about Shabnam and Mani's house

4*,' J +irt 3t k l-.S +rl-: .S_,;h hj _c, 4.,L: .! dt^ J iSUIl*^, ,.,fl-.;g+ C1*.' ,LJIA e.,+ efi-,r.r;lJ c;lri1.3El

JJ^ .! .rX$A dJ-""! g; +irt -.2r 4jlsjtr.il J crJFJLaLr-d-r.t^ -rjlJ .'''',+-,;yiJLaU Cl^., -,rr l:: -csJJiJLaE

Y\ cs +lJa -;.: t-l +l:= cjEl .$3-,A .<j^i! .,J;i GrL^ J i+$.,+hj a; o-.;.LLeJ+ -dEl .,',.r1 :-Sl-,r.,pl -,2-rel4r.$3."A

.r;lr * -t!=.! dL J i+^l .9 a1l-.r_2lr

Shabnam and Mani have a beautiful house. Their house has twofloors and three bedrooms. The restroom, living room, receptionroom, dining room, and kitchen are downstairs. There is a largedining table in the dining room. Shabnam and Mani's furnitureis very pretty. The bedrooms are upstairs. The bathroom is at theend of the corridor. |im's room has a beautiful view. Shabnam andMani's house has a yard, too.

!H . CUTTURE TOPTC 2

Archi tec ture in l ran

There is archaeological evidence that architecture and urban planningdate back ten thousand years in Persia. Persians, who used mathematicsand geometry in architecture, had a great and widespread architecturalinfluence on the ancient world. The two original designers of the cityof Baghdad, for instance, were both Persian. Iran is among the top tennations in the world in terms of its number of ancient architectural sitesand has been labeled one of the "cradles of civilization" bv the UnitedNations Educational, Scientific and Cultural Organization (UNESCO).

Exercises

A. Make questions using the question markers or question words given.TWo are done for you as examples.

Examples:

9db'l+S .,.r Eii-J :(l;S e.r.r "$i-.t)

f$."A l;4l Ltr 61-:l (Lj) :(l+41 61^ JUI)

=.D-.D

=noo3

part of

a number of

a few of

two of

;;;;i -

" riiti" "i*one of

lbaxl-i ezl

fte'dad-i nzf

/dend ta rezf

ldo taazl

lqadr-i azl

jl "r^Sli"*

F.$:x

3 6 iI

Fa rsi Lesson 3

:(1;S eta .rJrt. ) . \

-t-l"

: (l*-j.l .c-9-D-JtaUjJ^) . Y

:(r.5; su."l) .f

:(u+'tdl) ' t

:(1;S eb ,.rlrA 6Ul) .o

:(t++l 'rL".) .1:(.r+l;+ gll^^, -2.t ,ta-,*^) .V

B. Change the second sentence in the example below using the phrase giv-

en in parentheses. The first one is done as an example.

Examples:

.-,, iltr*fffii$

f

f

f

s

f

f

:('+i):(et+):(#)

:(til.,.)

:(H)

:(#):(J. ' t ' )

. ' l

. Y

. r. t

. o

. 1

V

C. Write these numerals in words.

/ t (a

D. How would you say these sentences in Farsi?

r. Two of the girls are here.

z. A number of the chairs are old.

3. A few of the rooms are dark.

4. Part of the building is new.

5. Three of the tables are large.

\ .

-t, t l Fa rsi lnron 3

A] ISWER KEY

Comprehension practice

A . r B . 3 C . z

Exercises

A.

D . z E . r

=fD-.D

6

=Foo3

B.

f rii. o l.,-S lA Jl,. . \

9c!,I+irl r.s_)JiJnE_rr (t-,) . t!o+ +ts1!. ' ,.",,r. OJI .f

fJlii 1.6-rjlor ! ri'i,,,..r t4.ii . t

f$iaA l+S 14 r=rl-9i crtil .o9dr.,I+-i;l d-- (LlD .l

f ri1. -{ c;l:* r-rlt*, _! te;p. (l+D .V

.d-,1 # .dl- l+j _,381 gi . \

.dul p5 -cj- t+j -citjl ui . Y

.dr^.'l p;; -dL Uj _j*. Oi .f

.'"'"'l l*+ -dl- $l+ -.;,'- OI .t

.d&il4.i.cJ- Jtl+ -jJ^ OI .o

.d!,14^i -dt- 4fuS _j;.o Oi .1.C!.'t4^i .dt +td -t.:i.- Oi .V

C.

D.

j .Y

clii .v

g { . o

o i . \ .

Jl{-: . t

43 1

4+. ' . f

, " ' .? . i . I

dJ 'l

& s t1 Lrllrl I

. rii."{ l+ll LA-$.: jl E 3l . \

. rii."{ 4ig(lA J,',. jl g.:l.rri .y

. ri'i."{ .!Ji tA 6El jl ti + .f

.cr-l -i gt cit.l jl (J*i3+ . t

. rii,,,'r .(_l-,1 ta;g. jl E a*,, .o

i39

I N D E P E N D E N T

-^---"t-4 0 i

I

Fa rsi

LESSON

What 's He Doing?

In this lesson you will learn about daily routines, some verb forms, thepresent progressive tense, and how to tell time. You will also learn alittle bit about Mani and how he spends his days. But first, let's warmup a little.

4A . UOCABUTARY WARI { -UP

my dear

What time is it?

It's eight o'clock.

What are you doing?

to make tea

to have breakfast

f'aziz-emf

/sa'et dend-ef

f sa'a-t haSt-e./

p)u!s ri-- d!l-,

I

.4i.&i d6l^.'

/de kar dar-i mi-kon-i/ f.jS c/ 6Jlr JtS 4?

/day dorost kerd-en/ iJrJS c*']3 .gb

/sobh-ane xord-an/ (-le) Ol ''F 4jts|.a

I B . ID IATOG U E

It's the morning after fim has arrived in Tehran. Shabnam is in the kitch-en as Mani walks in. Listen to them talking about fim and Farhad.

!-r*i+ e* :i$

/sobhbe-xeyr!/ :/5ebnrem/

f'$i s;l*,, .#i,d; :clt.c

/srelam, a,ziz-em. sa'et dand-e/ :lrr'anil

fd.b't+3 p5 .eii6 crcl*.' :i$

/sa'et hreSt-e. jim koja-st/ :/Sabnam/

.(.r;$,;"cFlr.l_21.r) o-# r_;c-Flr o_;h i,r+ :cct-fd3 (r' 13Jh JIS 4+

/jim dar-e (dar-ed) du5 mi-gir-e (mi-gir-ed).de kar dar-i mi-kon-if

fcg-.1-l-./ .i3 .r" d-,,']3 cs$ p-2b

/dar-rem day dorost mi-kon-em. mi-xor-i/

(*t;=.r) el_n a .6i:;,r: gYl.e; ei+ dLsri- 'J+ l+

fel'an ne, mremnun. mi-xa-m (mi-xah-am)ba jim sobh-ane be-xor-em./

f+#.+ JIS 4+ rby

lferhad de kar mi-kon-ef

.r-;l-r) 4'-s e.Sl ..r+ o-,1lr .q;-9''3'3-i 33.(S-l .r-.Sl o^""o

/tu dest-5u-yi-ye. dar-e (dar-ed) mesvakmi-zen-e (mi-zen-ed)./

fo_21.t LJ")S "rrU

+

:lmanil

. &:il+-

:/Sebnam/

:dl-

:lmanil

. &:d+-

:/Sebnem/

:dl-

:lmanil

. &:t.t+-

/de sa'eti kelas dar-e?/ :/Sebnem

.e# : oi g3tl^^, :crt-c

/sa'at-e deh o nim./ :lmanil

.(r"!" r_;lr) .r!^ o_,11.r .fri+ * OJI :i$

/5in hrem lim. dar-e mi-yad (mi-ay-ad)./ :/Sebnam/

l{ote: The worO i here is pronounced /tu/, and i t 's a preposit ion meaningin that is used in spoken Fars i . l t i s spe l led the same as the second person

singular pronoun -r i ( t tol , you), but they are two completely dif ferentwords.

Shabnam:

Mani:

Shabnam:

Mani:

Shabnam:

Mani:

Shabnam:

Mani:

Good morning!

Hello, my dear. What time is it?

It's eight o'clock. Where's fim?

fim is taking a shower. What are you doing?

I'm making tea. Would you like some? (Ilr., Do youeat?)

Not now, thanks. I want to have breakfast with fim.

What's Farhad doing?

He's in the restroom. He's brushing his teeth.

42 Fa rsi lcsson 4

Shabnam:

Mani:

Shabnam:

tea

to want (want)

to eat (eatl (colloq.,a/so to drink)

to have (presentprogressive marker)(have)

clock, watch

morning

breakfast

dear

toothbrush

What time does he have class?

At half past ten.

Here's fim. He's coming.

lhyl

fxast-enf (lxahl)

lxord-enl (lxorll

/dasran/ (ldarl)

fsa'a-tf

lsobhl

/sobhane/

f'nzizf

/mesvak/

"J*r 6+t iJYl .l

.e;#ii-r Ji . \

cab("lri) dF-lF(-l:-) c.l.r-l-r-

(Jh) o$l-)

CtaL-

e*.-4i1s+L

'j'--ts.51 ...y.

=5OJ-!

-lD

tr2

='J

oq

Com prehension Practice

Answer the following questions based on the dialogue that you justheard.

A.At what time is the conversation between shabnam and Mani takingplace?

a# _r oi gtil*^' .f o.l 9:iiL .Y ,',.1i ti;l- . \B. What is ]im doing?

t.Sl .."f o-,1l_.r p5.y cfi:r o_;lr d+ .1 c9$ o_2h al+ .\.+r-,1 cf .o-15 c+ .4K .,- d"..,]3

c. what does Mani say when shabnam asks him if he wants some tea?o rl.l .:Ll 'l I ci_lr o-,1!r p;; .y

.$j ; .s l - } ; o H5./

D. Where is Farhad?

.d!.1 4jt.i,jd.&l Ji.f .4-cl.^r 3ll .Y

E. When Shabnam sees |im coming, what does she say?

c9$ o-;1.: i"+ .r .$^ o-2lr d+ .y o_2b e+ . \.oJ c's' cs-c .4!_,1 c+ .SlJ,^".

' { - c . UocABUtARY

ItlliTt r '-

lunch

l l D . K E Y P H R A S E S

news

to wake up (/1t., to rise

from sleep) (become)

to go to work

to shave

television

to watch

to have tea, to drink tea

to take a bath

dry

to dry

to sleep

to read (read)

hand

shower

to take a shower

newspaper

dinner

to have dinner

night

to wash

to have breakfast

face

to shave (one's face)

noon

afternoon

lnaharl

lexbarl

f ez xab bolend5od-en/ (/5o/)

/(be) sar-e karreft-en/

/tera5-id-en/

Iteleviziyunl

/temaba kard-en/

/day nuS-id-an/,

/day xord-en/

/hemmam kard-acnf , fhnrnmamgereft-ren/

/xo5k/

/xo5k kerd-en/

lxab-id-enl

fxand-a:nf (lxanl)

ldestl

/du5/

/du5 gereft-en/

f rtznamef

l(taml

/Sam xord-en/

lY;a"bl

/5ost-en/

ls;.na;tl

/suret treraSid-en/

lzohrl

f'esrf

/sobhane xord-en/ cJJ tJs 4it-+',a

JLaU

JliIslj +l:- -ll

(-d) o*tp_t_rts-y(r)

o$liOJT}"JJ

OrJS Lil-I

O.r-l-F/O+ "-r, csb

o"3o.-,rS rL"-

.5,1'3.

Or-,1S.S,fA

o+lF(Ol:=) O$lF

d,!.,J

ci-lr

O"-F ,-F-1.a-.Lij_l_l

l ie*

c.r.:-l:i fBI$

. * ) ? '

CJ|J.'Ju.t

6-si,'-.

O+$l-i d.r rJ*-a

-t+L

-6

to brush (one's teeth)

to have lunch

to look, to watch

to drink

every day

/mesvak kerd-ren/,

/mesvak za'.d-a;nf

/nahar xord-an/

/negah kerd-an/

/nuSid-en/

fhr- ruzf

OijlO-:_.F.Sl ..-^+

UJJJs' -rlaU

g.r;S otS;

gt*1.?ri

) i l 9

=OJtv!

(D

Io.

oq

r -E . CU tTURE TOPIC I

Affinity Expressions

Farsi is full of idioms expressing contentment, or one's love or fondnessfor another. We've already ,u"r i couple of those-i-lt+ (liunldear), as in

Ol+ i.d flSebnem jan/), and 3-r*f (leziz-nml, my dear/my darling).If you're around Farsi speakers a lot, you probably.hear exgSessions like

e; d.,i-l+;fi Tqoruan-et be-r-emfl ani pg tj,li ,Ol+j3 flqorban-eSoma be-r-am/). These expressions, if translated literally, mean some-thing close to May I get sacrificed for you, which may sound a little ex-treme. These are very old expressions, and nobody really means themthat way. Their use, depending on the situation, has a wide range ofmeanings, from a simple greeting to an expression of deep love. If a per-son says.to an lcquaintance, at the beginning or end of a conversation,

lJ:+ ta-l -Ot+-lJ (/qorban-e Soma be-r-am/), and mixes it with the rest ofhis or her greetings, the expression will simply serve the same purposeas Nfce to see you does in English. But if a parent walks by his or herchild, who is doing 91 sayjng something cute, and says to the child ina loving tone, p-)* ctJ-)l (/qorbun-et be-r-em/), then that expressionserves the same purpose as I love you does in English.

Another very common Farsi term is a+ a+ Ub*tt beh/). This is a generalterm of contentment. If you walk into the kitchen and smell the appetiz-ing scent of a home-cooked meal and you'fe hungry you might say 4i a{

(&ah beh/) or sometimes just a single ) (lbehll.If you go outside inthe morning and feel the fresh air, you're likely to do the same. If you seesomeone you like and you are happy to see that person, you will also say

t t, and so on. This term is very widely used to express that you likewhat you see, hear, smell, touch, or taste.

I t F . G R A M I I A R

Uerb Forms

The Farsi verb comes in several forms indicating different tenses, aspects,and moods. The tense of a verb corresponds to the time of the action (i.e.,past, present, or future). The aspect of a verb refers to the completeness orincompleteness of the action. For example,I am reading this book is in the

+**--*-,iuuLesson 4

progressive ospect, meaning that it refers to an action that is in progress,

whereas I have read this book is in the perfect aspect, meaning that it

refers to a completed action. I read the paper every day is in the habitual

aspectbecatse it refers to an action that habitually takes place' In this les-

son we look at the present, past, and infinitival forms of verbs.

All verbs in Farsi have a stem, and all of the different verb forms are

made by adding plefixes and suffixes to the stem. For example, the

stem of jump is )t (lperll. You can change this stem into the past

tense by adding the suffix +- (/-id/) to it. (Note the resemblance to the

English -ed.l lumped in Farsi is then'tf-){ (/prer-id/).

In lesson r, we talked about the present tense. Let's look at it again. we

said that present habitual is made with c/ (l^"fi plus the present stem

of the verb (e.g., j.lpa':rl,j.t-p) and the personal endings'

THE VERB O+Ji ( /par - id-an/ , to jump) lN THE HABITUAL PRESENTTENSE

i****':-1**---:

j r i,r*p /mi-per-em/ fl"i ct4 rst person2it6fc

ut

L : " " ' -you (sgJ iump

i t'"/tl"# iyrypswe iump

il4"-6ifi,*'

;;p;;-t- 6 i t i znd person

3rd personlmi-per-edl ' J;4 ase

/''itT^I:]*l *S*""* rstperson

/mi-par-id/ **.r+ znd person

EeFF

i ttrey;ump lnri-pa;r-alnd,l $+.f 3rd person

THE PAST STEM

As explained before, past verbs are made by adding the suffix J5 fl-id/) to

the end of the present stem in a manner similar to the English formation

of iumpedfrom jump. Also as in English and in other languages, Farsi has

a number of irregular verbs, which don't follow this nice and simple gen-

eral rule. What's the past tense form of do in English? It's did, not doed.

In Farsi, too, the past tense of 03 (konl, do) is irregular. It's .t iS (lkerdl,

did). Here are some examples of regular and irregular verb stems.

REGULAR PRESENT AND

i :

PAST VERB STEMS

i"-lPRESENT

i -9::rlt' /**'-id-/i tatt ldav-id,li--

: gew lruy-id,l

, rubbed lmal-id I

++, iE*n " - /p - : l i!"JA-_*-__-"

|yy_ -. lx;erl J3**-T*i*t-*-'** -- ,i"t ; i *"' ldol ri

63)...JL

Farsi

i lote: The pronunciat ion of JJ changes from /do/ in the present tense to/dav/ in the past tense in formal language. ln col loquial speech, {3J(/dev-id/) is pronounced /do-id/.

IRRE6ULAR PRESENT AND PAST VERB STEMS

=o,tt 1

fD

Io.=

gq

lkalrd,l .1rSio-1.s-.T:::r**..,.............................................:...**-----**r^-::_:r::**

; eaid lgoftl dris

It is interesting to see that all of these Farsi irregular verbs are also ir-regular in English.

IN F IN IT IVE

The infinitive form of the verb, like tg iump or to do, is made with thegasJ$ery of the verb plus the suffix ti (-anll.Therefore, to jumpwouldbe u*J-r (/par-id-en/). Here is a list of the infinitive forms of the verbsmentioned above.

S O M E I N F I N I T I V E S

/per-id-en/

lxar-id-alnl

ldadt-anl

ldav-id-rlnl

lralft-alnl

l6od-alnl

ldard-alnl

lgoft-anl

/mal-id-an/ NJJlote: In the vocabulary l ists and the glossary, the present stems of irregularverbs are provided in parentheses beside the inf init ive form of the verbto that you know you are dealing with an irregular verb and can learn i tspresent stem form.

do

say

16ol ', '*

I-- l-'**-----*--*J

lkgg '#_j

_rff:ffi

P R E S E N T P R O G R E S S I V E

As mentioned above, the progressive aspect refers to an action or pro-

cess in progress. The present progressive is used to talk about an action

that is in progress at the time of speaking. The present progressiye in

spoken Farsi is made with the present form of the auxiliary verb ,.F$lr(/dait-ren/) plus the present habitual form of the main verb. Both the

auxiliary verb +i-&lr and the main verb inflect for tense and person. See

the following example:

eJJ- d eJlJy'dar-em mi-xor-em/I am eating/I am having

ciJF c/ cgJlr

ldar-i mi-xor-i/you are eating/you are having

oJF .r-o o-1lr I {Sf .r- r-,1l.l

/dar-ed mi-xor-ed/, f dar-e mi-xor-e/he/she/it is eating; he/she/it is having

eUF c5^ dJlr

/dar-im mi-xor-im/we are eating/we are having

OJ 'F c/ UJJII /+-l-l- cf r;-.lb

/dar-id mi-xor-id/, /dar-in mi-xor-in/yott (pl. or sg. fml.l are eating/you (p/. or sg. fml.) are having

O-l-l- d UJh /S-,r'9i.r- S-,;b

/dar-end mi-xor-end/, /dar-ren mi-xor-en/they (p/. or sg. fmll are eating/they (p/. or sg. fml.l are having

Notice that the vslf gJJJa means both to eat and to have, as in to have

breakfast or to have some tea.In the beginning dialogue of this lesson,

we hear Shabnam say

-.l5 .r S*,ilce$ p;l.r/dar-rem cay oorost ml-Kon-am./I am making tea.

Let's conjugate the compound verb giJS d-.]'a (/dorost kerd-an/, to

make) with the object O\ (lUVl, tea). Recall that we can drop the sub-ject in Farsi; therefore, all of the following forms are also complete sen-tences in Farsi.

----t-**L8 i Farsiuti hsson 4

r - r . . r t

THE VERB oils c-,] i csL; (reay dorost kard-an/, to make tea) rNTHE PRESENT PRO6RESSIVE

=f,

-t

-(D

Io.3

gq

il

r I am making tea.

--

1 You (sg.) aremaking tea.

; He/She is: making tea.:i

We are making

.Iea: -You (pl.) aremaking tea.

They are makingtea.

lhy dar-am dorostmi-kon-am./

/day dar-i dorostmikon-i./

fday dar-red dorostmi-kon-ed.l, ltaydar-e dorostmi-kon-e./

/day dar-im dorostmi kon-im./

/day dar-id dorostmi-kon-id.l, ltay dar-in dorosl lqi-kon in./

ftay dar-end dorostmi-kon-and.l, ltaydar-aen dorost mi-kon-en./

.',*JJ fJlr cgb. $ , r

. . . . . . . . 1 . . . . \

,r-r cLru_2.t cSllJ cgb ,s_'gr'r."_.1J.t;l.t qrLr

o_;l.r qgtr / .S .*.4jS ., .

r ' r .n;J

r,r.UJ dJh cab.ers .r

arr r',.rr_,;J -JUh Crl+u-,rl.r 19b / .+ps

.d;iriS s- dru_;J

t'r."_,;J .rr_;b 1.9L:

clJl.r 13b /..ir( .r i.c6 ar """-,;J

:

iNote: In th is sentence, the ob ject may a lso appear between the aux i l ia ryverb, o3.ih (/dait-en/), and the main verb, oJJs.- ' . ,rJr (/dorost kerd-en/ ) , as in the fo l lowing example:

l lumbers t r -2o

The numbers eleven through twenty in Farsi are as follows:

NUMBERS r t - r_1-

elew-en lya;z!,reh1twelve ldavazdahlthigggn 1s,i,iiil

-

fourtegn 7t*ft"tJ*ft7fifteen

lV,arlzda;h.lsixtggn /Sanzdehlsevp _tgen /hefdahleighteen lheidahlnineteen lnuzdre}l'lt*u".y i"inl-

:ijrdo.l_,1fri

oJ 'S -- ;lik+rlr\

oi;1"i

fretoJ+t

;1jj

l l

1 Y

_ i il t tI t

\ o

\ 9

i\ \ /t t :

t A '' - - - . - l

t q ,

Y t l' ' ' ' . . , , . . . . .

-l*..€-"

i4e

Telling Time

In this section, we are going to learn how to tell time in Farsi' In the first

dialogue of this lesson, we heard Shabnam and Mani talk about time'

We heard them say eight o'clock and half past ten. Let's now learn how

we can tell other times.

Exact hours are easy. If it's one o'clock, you iust say:

.4'Y d6t-,

fsa'etyek-e/

or, in written language, You write:

.d-'l .! c;L-/sa'et yek ast./

If it's two o'clock, you say:

.03.: dllt ^'

/sa'et do-e.l

or you write:

..',.',rl JJ g;l*.,

f sa'at do est./

The same system is used until twelve o'clock, at which time you say:

.4^ijlri &al.,./sa'et devazdeh-e./

or you write:

.cul oijl3i d6l*,,

/sa'et devazdeh est'/

Hatf inFarsi is p# (/nim/). If it's half past one, you should say:

.e.+ -1.! d-t-/sa'at yek o nim-e./

and you should write:

.d- ' l #J4dreL-f sa'ntyek o nim ast./

If it's half past two, You say:

.+.+ -l j.: dsl^.r

f sa'etdo o nim-e./

and you write:

.C* l # j3Jdret - r/sa'et'do va nim est./

You continue in the same way until half past twelve, at which time you

can say:

.e-+ _l oJ_,;ljJ ."'e 111

fsa'at devazdeh o nim-e./

and you can write:

.d-,1 #3oJ_,;l3JC.lc1.,,/sa'et devazdeh o nim ast./

Quarteris $) ftob'l) in Farsi. Therefore, if it's a quarter after one, yousay:

.qi r.! drtl.'^,f sa'at yek o rob'-e.f

and so on.

If it's a quarter to one, you say:

.+r; + 6;l.! d6l*,,/sa'et yek rob'be yek-e./

and if it's a quarter to four, you say:

.oJ14;.+ g].! crc,l*,,

/sa'et yek rob'be dehar-e./

and so on.

Minute in Farsi is +ilsi (/deqiqe/). If it's ten after one, you say:

.."r."1 4f$.1 oJ 3 el; .',e14.1

/sa'et yek o dah deqiqe ast./

and if it's ten to one, you say:

.d-.,1 .5+ q +i$.t oJ clrcl*.'

fsa'et deh daqiqe be yek est./

and so on. Look at the following examples:

.C-'l .5+ d6t-,

f sa'etyek ast./It's one o'clock.

.g-l f# 3 oljl3.l d.rc1t,,

fsa'at devazdah o nim ast./It's half past twelve.

.Cr.,t E+i 3 -9.r d.lcL

/sa'et do vo rob'est./It's a quarter after two.

.r'rr,,ul 4^r144 e_1.! C-l*.r

/sa'et yek rob'be se ast./It's a quarter to three.

lesson 4

E5OJ.t6

rDIo.f

oc|

t.C!,,,1 4i$i oi 3 ar..",al*,1

/sa'et se vo deh deqiqe est./It's ten after three.

.C-,1 _,rb q +i$,',...jt C.lct-

/sa'et bist deqiqe be dahar est./It's twenty to four.

When you want to say something like at four o'clock or at half past fivein Farsi, you should say:

_lk- f-L_li/der sa'et-e dehar/at four o'clock

or :

f# r ei g-l*.r -li/der sa'ret-e penj o nim/at half past five

The preposition -,yi in spoken language is optional.

4G. READt I tG

Read the following paragraph about Mani's daily routine. How differentis it from vours?

rJA -drJJ'^a:l.lF .,. Jl+ di grlL- j _lsl>n ;U.UJi .,- 4jl-:+L i$ l.,' J US cr cFlr e -r^il_.! ,e l_l

jl + .i:_l ,+ JtS -j* a.. : Sj s^ .51 0..,,.o e41Lr.r*o jl &+r-lh ;L d}l .rjlJA c/ 4-t jJJ J !j .'. tuLi' +r. e _,;tS

,lr( ./ Lil-i OJ"TJJJ,

Every day Mani wakes up at six o'clock. He shaves (his face), .takes a shower, and has breakfast with Shabnam. After breakfast,he brushes (his teeth) and goes to work. After work, he comeshome and reads the newspaper. Right noq Mani is watching

i

television. l

11H. CUTTURE TOPIC 2

The Significance of Water in the lranian Culture

Most of Iran has a dry climate. Northern Iran meets the Caspian Sea, andthe south is bordered by the Persian Gulf and the Arabian sea. Thesetwo areas are humid, but most of central Iran is arid. That is why most

5 2 t Fa rsi lesson 4

major Iranian cities that are inland are built on the edge of deserts nearrivers. This dry climate has made water extremely important in the Ira-nian culture, more so than in European cultures. water symbolizes life.That is why the English expression a rainy day does not translate wellinto Farsi. Iranians would consider a rainy day a good day because rainproduces an abundance of water. The word for waierin Farsi is!J 1/ab/),and you can see the importance of water in the culture when you look allof the words that are derived from r_ri. For exampl", j+l (ab_adfi refersto a thriving and prosperous place, and the wor_d 19.rtrj iTut-ua-i/; *.urmtown or village. Another good example is ;hlal flab-ad-an-i/), which re-fers to civic development and prosperity. All of these words hint at howsignificant water has been in persian history and culture.

Exercises

A. Make sentences in the present progressive tense using the words in pa-rentheses. The first one is done for you as an example.

Example:

.rJF s. 4il.rlo erf.: cl^ (oi-lF arr- 1. e ga)

:(d$lF uEj3_,1 cg,e)

:(F-5.i:.r cjf)

:(cli-t-r- -.feE eL)

:(OJJS ,''. 'JJ.9b .-1ll) . f

:(O+ri 6l-'t)

:(dliJ,bD

:(Oi-l-l- eB ,.1 )

B. Ask what each person is doing by changing the last sentence, using thewords in parentheses. The first one is done for you as an example.

ExamPle:

6-) f#.r .,Jrr Jts + -il9+i5:r JtS € g_;l.r tai 01 f rJr( cr .:ul.: JIS 4t L...i

r_ (sD .,tr_(l-) . Yr--- (e$) .rr- (iF) .tf (rl) .o

t =l ol d

l -l oII El ol = 'i o qi . {i

. l

.Yr

. o

. 1

V

C. Write what time it is using the information provided in parentheses, asin the example below.

Example:

.dr^.,l 4i$i,',.,!,, J .! dri,l*^' (. \ :Y . )

( ' \ " : Y ' ) . \. 1 : \ o ) . Y

\ Y : . . ) . f. o : f o )

. f( . A . o . ) . o

( . 1 ; \ Y ) . 1

( . | \ ' o o ) . v

D. Complete the following dialogue using the words listed below.

rrJri.r" (o) rls .r (1) p*(r) "5

.r (Y) OrL. (l )q'iS.r (v) 'tS .r. (1)

f_ a-e_;l.r _115 € -,-.ilf

,',.UJ gl$ p-1l.t -r-r

o_,11.r_,fS€#-Lill

cil.: o-lll -r.,.r

f_4ils+.- -Lill

e,+\ -qr

A] ISWER KEY

Com prehension Practice

B . z C . r D . r E , Z

Exercises

A..-lJi cf a,oEj_l_f pJb rF . \

..]S cs- d:l .l_;l-r 3l .Y.IJJJ= c/ JlnU 6-rh L .f

."+S .f ,',. "]'J 19b 19JlJ Ji . t

lilb eptl" -eill_(J

A . r

B.

..tr._lr cs. q_21.: L.i .o

.JIJJ,rr ri-;lr l.6,l'i .1.p-lJ= c/ lL& p;ll.: 6 .V

! rii'( cr' JtS l; .rt-;l.r t+ry frufu^ $-,11.: -,fS € bl .lfr$s (r' Jls € ,*r'. L/ ffrS cr' ppl.t Jls € L .Y

fiis d JIS e= .r;1.: i+V tS,r.c .:_;l.r JIS + i,'.i .ffiis cr' JIS € ett. i,1. / faS cr' p.,;lr JtS € gr .t

f \-r< d JIS r= .:_21.r Jll fJtS .r.c .r_;1.: JLS rl Jl .o

c' .d-,1 # -9 t*,, cGL* .

.c-'t 6li J uiri draL .

..",."1 oijlJi d;L- .'.dr.,| r&i 4+ e.t.! d.6L- .

..',."f 4-l a+ +irll ai d.rtL ..dl-l 4i$i o.r_,113.r J J1-3; dlil*.^, .

.cr^,'l oijl_ei 4+ 4$i i crirL^" .

lil.',- cPtl" -r-il|

.-(D--+9_(Y)_ csJlr _;tS q -eill

._(t)_ r",.._,;J cr$ p:h -+

f_(v)_ o_;l.t _,fS € # -.Jl

._(1)_ cJiJ.t o_;ll -.,.

!-(".f (-rT".i

. I . I { D E P E N D E I I T C H A L I E 1 { G Ei ; : 1 , - - ' - , : - - - l f l L I | ' t L L L f t l r L :

' ,hrrrO of fo,r, own daily routine and how it differs from Mani's.

, Write a para€raph in your language iournal in Farsi describing yourdaily rll tr".

,

=o,t

-.D

g

Lfcrq

i--l

Today, Farhad, Mani and Shabnam's son, is at the university. This givesus a chance to learn a few school-related terms. We will also learn howto negate verbs and use simple past tense and prepositional phrases inFarsi. Are you ready?

5A . UOCABUTARY WARM-Up

I

lII

to take (a course),to pick up

let's go

instead of it

semester, term

How about you?

to know (know)

course, lesson

Farsi languageand literature

class

Me, too.

Iterml

Ito te-tor?l

/danest-an/ (/dan/)

ldersl

Oj^tll;

d-l+ 6tCJ-t+

?j

gJrt+ ri(Ot) Oi^,il-:

(}Ji

/ber dadt-ren/

fbe-rav-imf ,lbe-r-iml

lbe ja-ya:El, lbe ja-51 ,-rtt+ q ,r.$l+ +.,

f zeban o edab- (#Jti $it#rl J Ol+jiyat-e farsi/

/kelas/ 1;r")$

fmelnhem hamin- .J-J"ir"A * Cttor./

58 . D tA tOGUE

Farhad is waiting in a hallway at school for his class to begin. He is talk-ing to an old classmate of his. Listen to them catching up.

f,r-CS cr. JIS +; l;j;l !4j.i-.19 cp)*' :rtAj

/srelam, fere5teh! in-ja de kar mi-kon-if :lferhadl

Univers i ty

-f .+"i e*)$ .,;}nL ir ..rleJ ep)-,f6_;l.r gn)S *

/salam, ferhad. men mont€zer_e kelas_emhest-rem. to hem kelas dar-i?l

fJrAi -f ..+_lLi €t+lif : r_,rt+j .o_li

fare. zaban o edabiyat_e fars_i. to de_torflf1$ giji-f 1.r.itl .r.).++r .,- lJJL_tr.A * cl.

lmen hem hamin_tor! mi_dun_i (mi_dan_i)ostad_eb kr_ye?l

4. ej d;l . (ptr.+)l:.r *"$ ,iI6_;t.r,Je rrui b/ne, ne-mi-dun-em (ne_mi_dan_€m). in term

dige de ders-ha-p dar_i?llJJh rt .**;tfuJ J cil+,,:l+J ,e,Jtj

ftarix, riyaziyat o engelisi. to de_tor ?/

.rJli,r*,Jfuf e-u djt .a_;f.r g+_tE * ir^.efih_r'd"Li d$gj

fmen hem tarix dar-em. in term engelis_ine-dar_am. zist_ienas_i bar da5t]em./

919_21.r-,r -;l-p tl &f ,r*a!_1

f riyazi de_tor ? riyazi ne_dar_i /

.#f.j 1.5+"16-o -1-rJr 4+ Lil+ { .al

fne.,beja-b ye ders_e mohendes_iber_daSt_em./

t:+) di 1,- t:-,lii o_;h g,)S 6+ri.y c-x .(.s."^

fxob, kelas dar-e boru,mi_be (Ioru, mi_iev_ed).be_r_im tu./

'P;-')t1 to-21

f are,be_r_im.l

:4i^i-.19

:fereEte/

:JAJS

:lferhadl

:{uS-.19

:lfere{tef

:ie-p

:lferhadl

:43eJ9

:fereSte/

: jAj

:lferhadl

:45.i;

:ffere{tef

:tLA-,1s

:lferhadl

:43.i-.1r9

:lfereitef

:Jln-.,1rs

:lferhadl

Farhad:

Fereshteh:

Hi, Fereshteh! What are you doing here?

Hi, Farhad. I'm waiting for my class. Do you haveclass, too?

Farsi

Yeah. -Farsi language and literature. How aboutyou?

Me, too! Do you know who teaches it? (/it., Do youknow who its professor is?)

No, I don't know. What other courses do you havethis semester?

History mathematics, and English. How about you?

I have history too. I don't have English this semester.I took biology.

Fereshteh: How about math? Don't you have math?

Farhad: No, I took an engineering course instead.

Fereshteh: Okay, the class is starting. Let's go in.

Farhad: Yeah,let's go.

Comprehension Practice

Answer the questions based on the dialogue above.

A. How does Fereshteh tell Farhad that she's waiting for her class?

t_s$ oJlr uJS.y +)S - Jr:.r-;,p .r . 'At"l P iF .\.d.r.c .aJ.d

B. What class are Fereshteh and Farhad waiting for?

Crt*.bl+J .f g*,lE .r c#JU +t++rl J Ol+j . \

C. What other academic subject do Farhad and Fereshteh have in commonthis semester?

6-)E .r s-,U.i,',,,Uj .Y ,*jfut .tD. What course has Farhad taken instead of math?

Farhad:

Fereshteh:

Farhad:

Fereshteh:

Farhad:

d^Jti .f

5c . UocABULARY

literature

English

history

other

math

mathematics

,-'jful .t c"""$A ,g,.'Jl .-f+ . \

a+

rDG5

fDttl

lednb-iyatl

/engelis-i/

Itarixl

ldigerl,ldigel

lriyazil

lriyaziyatl

drt#il

s-'Jfu!. l .

eSJua31r ,-;$r

,r..-!-,1C.l+,':l+-l

Lesson 5

language, tongue

biology

to begin

natural sciences

Farsi, Persian

engineering

too, also

the same

5 t t . KEV PH RASES

algebra

geography

blackboard, chalkboard

knowledge

grade school student

university student

college

university

office

doctorate

field of study, major

biologist

chemistry

social sciences

humanities (lit.,human sciences)

master's degree

physics

library

lze.banl

/zist Senasi/

/Soru'5od-en/

/olum-e tabi'i/

lfars-il

/mohendes-i/

lhacml

/hemin-tor/

ljabrl

lioqrafiyal,ljoqrafil

/taxte siyah/

ldaneil

/daneS amuzf

/dane5-ju/

/dane5-kede/

/dane5-gah/

ldalfta'rl

/doktora/

lreitel

/zist Senas/

lsimil

/olum-e ejtema'i/

/olum-e ensani/

lfoq-e lisans/,/karSenasi-yeer5red/

lfizikl

/ketab-xane/

01+j

.,*,,ti.& d!l;j. ' . l i -

J $

u.'lrl' cJJ$

.r#it.t b

(#Jti

dr$a

*

JJTiFi

-rii

jlJii,t$tr+

o!- 4ii3

cfilr

jj"l uijlr

_n l'llr

o.l'5,.i9l.r

ot3.gl.l

J-iii

tJ33

4i.,iJ

grt l$'" '"Hj

,J.ot.,i

cft4+! -?-b

.J*,,iJ -t E,

,cl-U -6js$_ll -cr*"l+iJS

.l;j*,

4il+ljs

-*-J-6 o i

iFarsi Lesson 5

bachelor's degree

teacher

trigonometry

engineer

unit, credit unit

geometry

What university doyou go to?

I go to the Universityof Tehran.

What's your major?(/ir., Student of whatfield are you?)

What's your major?(/ir., What field doyou study?)

I study engineering.

/isans/, /kar5enas-i/

/mo'rellem/

/mosellesat/

/mohrendes/

lvahedl

/hendese/

/be kodam dane5-gah mi- rev-id(mi-rev-in)?/

fmenbe daneS-gah-e tehran mi-rav-em (mir-am)./

/daneSju-ye de re5te-yi hest-idf

/de re5te-yi mi-xan-id?/

/man mohendesimi-xan-em./

r,O-L";lc#l+i-iS

#drtifi:

crIA-t+l_r

4r,,1)tt

.r-o ol5liih rlr5 a+f(cr":J.r) t"-l-l

olK,illr 4r ,'rist e oljij

.(p-l cr)

€ csj+-l'if')! ul'"t s9l a-i'-i;

cgl aj.,i", €f+rl;= .f

'..E-.+e. dr. f l fFd

J(D

J

ID

vl

5 E . C U t T U R E T O P T C I

About Higher Education Terminology in lran

The first Persian university, which was also one of the first universitiesin the world, was built during the Sassanid era in around AD z7t inthe ancient city of Jy"l.i qgrK (/gondi Sapur/, Gondi Shapur). However,the first modern airi= Weitern-style higher education institute in Iranwas established in r85r. Before that, in the eighteenth and nineteenthcenturies, many people received higher education in Europe, especiallyin France. The modern Iranian education system is largely based on theFrench education system. Because of that, many Farsi education termsare words that have been borrowed from French, for example, g'ort*J(/isans/ bachelor's degree) and ll3Si fldoktora/, doctorate). Other suchwords are ibr (/diplom/), which refers solely to a high school diploma,and -! (ltezfi,which means thesis. Many other borrowed French wordswere also used until recently, but they have been replaced with Farsi(or borrowed Arabic) terms. For example, if someone failed a grade ingrade school thirty years ago, he or she became e;9] (frofuzef , f.rom

-""-f *-I

i 6 rI!

the French refus6, meaning rejectedl, but nowadays that person is saidto have become J:l-f (/merdud/, from Arabic, also meaning rejectedl.You saw two such term substitutions in the vocabularv section above:

s*,U.SJlS (/kar-5enas-i/) and cl"L,;l flisans/) mean the same thing; thefirst word is pure Farsi, and the second is from French. A similar exam-ple is .ui_;l -,r^,,tr.,i_,fS fkar-5enas-i-ye er5edfi and g'"rLal _q9g flfoq-elisans/), except that d:A isn't French; it's from an Arabic word meaningabove, so gr.,nL".J -JJg ir a degree above g,Jt+I.

5 F . G R A M M A R

Simple Past Tense

We talked about past and present stems of verbs in Lesson 4. Now wewill learn how to make sentences in the simple past tense. This is a tensethat we use when we talk about events in the past. For example, in theopening dialogue of this lesson, we heard Farhad say:

. j i l l . : (#l$, ' ' , ,Hj

/zist Senas-i ber daSt-em./I took biology.

This ientence refers to a past event and is in the past tense because ituses a verb with a past stem,,''.tll (ida3t/). Making past tense verbs inFarsi is simple. All we do is take the past stem of the verb and add theappropriate person ending to it, the same person endings-that we use toconjugate verbs in other tenses (i.e., JL 6+ 6el ( - s(S tp-); the symbol- is for no ending.

Let's see how we can conjugate the verb Uii-,; (lreft-enl,to go). Can youtell what the past stem of this verb is? Yes, you just take away the infini-tive marker ;1- (l-acnl) from the inffnitive form of the verb, and you'redone. The past stem of the verb ,#|l is d$_2 (lrr;ftl,went). And here'show we conjugate this verb in the simple past tense.

THE VERB ,# 'S( / ra f t -an/ , to go) lN THE SIMPLE PASTTENSE

Iy:*

you (sg.)went

he/she/it went

\Me went

you (pl. or sgl

ful') w-9nt

they (pl. orsg.fml.l went

^h2ft;emllraftil

fraftllraft-fiyl

lreft-idl

lraft-a;ndl

rst person

znd person

3rd person

rst peyso-1

znd person

3rd person

iltJ

.#-lC_ r_n+" -l

+$J

2=c')g

D-t

!t

7t

Jt'tiJ

6z Farsi Lesson 5

If you know both the present stem and the past stem of a verb, then

switching betWeen present tense and past tense is easy. Recall that with

regular verbs, the past stem is made by adding the suffix + (/ idn to the

present stem; for example, .f (/per/) is the present stem of iump, and

its past stem is .tl-,r* (/p*"id/). As for irregular verbs, you will have to

learn both stems ot aiut"-by-case basis, such as J) (lrol, go) and d.li-,;

(lreftl, went).

Can you now guess what the past tense of the verb gi9 (/bud-en/, to

be) is? It's J-li (pud1, was). Let's look at some examples of past tense

sentences with gl3'r and other verbs.

.Sla-X .,-,t.i.i, ,'', "lj Ui/mren zist Senas-i ber-da5t-em./I took biology.

.r3p $-!l rtay/ferhad in-ia bud./Farhad was here.

t+.r-l+ l+ll Lii/Soma in-fa bud-idfYou were here?

.$l3r .Ui, 4i.':,J

ferebte fizik xand./Fereshteh studied physics.

llegation

Sentences in Farsi can be made negative by adding the prefix t (lne-ll

o, ; (lltp-ll to the verb. j is used before the habitual marker 4 tl^fll:as in IJJ ct' (/mi-rav-rlmf ,I go), which has the negated form p.-lJ cr+'r

(/ne-mi-rev-amf ,I don't go). i is used in other cases, such as eJ-) (/raft-

a:mf ,Iwent), which becomes f, flne-reft-rem/,I didn't go). Here are

the negative forms of the verbs OiJS flkerd-an/, to do) and r-ri-l3i.(fxast-anf ,to want) in the present and past tenses.

First, here are some examples in the simple present tense.

*lri u+ ,i:3 u+/ne-mi-kon -n^1, / ne-mi-xah-em/I don't do, I don't want

!+lJ= c# 6d3 cr.;/ne-mi-kon-if , f ne-mi-xah-i/you (sg.) don't do, you (sg.) don't want

"il:-,r-; e it'<,4;

/ne-mi-kon- a.dl, I ne-mi-xah-ad/he/she/it doesn't do, he/she/it doesn't want

r+r+5.D

f?'(D

!1.

i----*-f f--

i 6 tI!

n*l-n *+ ,eis.-+/ne-mi-kon-iml, I ne-mi-xah-im/we don't do, we don't want

fglF ,r-oi c r..ri'( ,r4;/ne-mi-kon -idl, I ne-mi-xah-id/you (pl./sg.fr"U don't do, you \pl./sg fr"ll don't want

Sil:-,r*i e ri-i'(.-n;

/ne-mi-kon -rendf , / ne-mi-xah -rendl

they don't do, they don't want

Now, here are some examples in the past tense.

&lrrS,riJSi/ne-kerd-re mf , f ne-xast-em/I didn't do, I didn't want

,FlJij cqgr_.;,5j

/na-kerd-i f , fnre-xast-ifyou (sg.) didn't do, you didn't want

d!,1 .ij e.l-15j

/ne-kerd/, fnre-xasI"fhe/she/it didn't do, he/she/it didn't want

a$-lJrl e6.l-15i

/ne-kerd-i mf , f nre-xast-im/we didn't do, we didn't want

+$-lJFi.j , lJr-,,;Sj

/ne-kerd-i dl, I na-xast-idlyou (pl/sg.f*L) didn't do, you didn't want

rr-t..lyij 6$iJ5:

/nre-krerd-e ndf , f ne-xast-end/they didn't do, they didn't want

Note r: The present progressive tense doesn't have a negative form. Thenegat ion o f a sentence in the present progress ive tense ta l<es the s implepresent tense form. For example, the negation of 7S': d e-tta (/dar-ammi- rev-am/ , I 'm go ing) is pJJ g# ( /ne-mi- rev-em/) .

Note z : The negat ion o f an in f in i t ive is jus t l i ke the negat ion o f o therverbforms. For example, the negation of d,iiiJ (/reft-an/, to go) ir O:i_r-,(/na-raft an/, not to go).

Note 3 : Recal l that phrasa l verbs are made up of more than one word-the verb plus a part icle-e.g., a, j- , i l r ; ( /ber da5t-en/, to pick up) or

OUS J l : ( /zende-g i kerd*en/ , to t ive) . Unl i l<e phrasat verbs in Eng-l ish (e .g . , to come up) , the par t ic le precedesthe verb in Fars i . ln the nega-t ions o f these verbs, on ly the verba l e lement is negated. For example, the

negation of crfih;g is r,rtj-r-'-; (/bar na-dait-en/, not to pick up),and the negation of UrJS .,SS_,, is rJiJS: #S_,, (/zendegi na-t<ard-an/ , not to l ive) .

Note 4: ln English, i f the subject of the sentence is a term l ike no one,nobody, or no student, or i f the verb is modif ied by a negative adverbl ike never, then the verb is not negated, as in nobody come or l never getstressed. But in Farsi, the verb in a negative sentence is always negated,even i f the sentence conta ins such negat ive words.

The present tense form of the verb clif (/bud -enf , to be) has an ir-regular negative form. The forms

",."1(lestl, is) and,.,,.,i (Aest/, there

is) when negated both become cra;r (lnistl, isn't, there isn't). All of thenegative forms of the verb g.t_9'r are listed in the table below.

THE NEGATIVE FORM OFTHE VERB t J i J ( IOUd-ANI , tO bC) IN THE PRESENTTENSE

d

f,(D

rD-!1.€

I am not /nist-em/

you (sg.) are not lnist-il

I he/she/it is not /nist/

we ale not /nist-im/

you (pl.or sg. f"irt ia7

fml.) are not

they are not, /nist-end/he/she is not

{sg.fml)

r-u*llI d rst person

(## znd person

S 3rd person

tlt lst person

$ qp znd personT'F

\ i- i,,rri 3rd person -F

2=6r

}'7

Prepos i t iona l Phrases

Prepositions are words that often denote position or direction in time orspace. In English, the words in, on, over, under, above, below, at, eround,about, through, and across are all prepositions. There are also otherwords that are prepositions but don't necessarily represent position ordirection in time or spacer such as of, for, with, and by.

Here is a list of Farsi prepositions with example sentences. some ofthem you have already encountered; others are new.

+--*-*l 6 lI

Farsi Lesson 5

SOME COMMON FARSI PREPOSITIONS

from

outside

I beforef-- -

I beside

t "-*L__

l*rl

ftala-yel

i--*i a fIJ , ,j o u1l:alle1 i

hel

after lbn'd, ezf

/birun-e/

lpi6 nzl

Itu-yel

ldarl

lru-y.l .LSJJ

urtder, belou' lzir-el ) D i

lqabL ezl

.tJ .r ol3.iil.r jl .lA-.;s

fferhad ez daneS-gah mi-a-yed./

Farhad is coming (comes) from the university'

.d-,1 j+^,.9Y! 1lA.!/yek deraq bala-ye miz est./

There is a light over the desk.

.ij-l r-*otK.i'il.r q eii-19

/fere5te be daneS-gah mi-rev-ed./

Fereshteh is going (goes) to the university.

.ijl,-7+ili q+ ol3"i'll.: jl &+ 4i.,1'J1!

ferebte ba'd rez dane5-gah be xane mi-rev-red./

Fereshteh goes home after school (/ir., university).

.r"t..rri Ulr)S -rJJJf+ #/kes-i birun-e kelas' nist./

There is nobody outside the classroom.

.$; r# (.'b -jal-i -,11 d+:l/u piS ez nahar day ne-mi-nu5-ed/

He/She does not drink tea before lunch.

.d!,,1 -iS 1g-i f.K

Aetab-am tu-ye kif-em est./

My book is in my bag.

.,.,s.r Js_r OlJd Ji irfma-n der tehran zendegi mi-kon-em./I live in Tehran.

.,',',!l ji. -6J) -f --. ES

/ketab-e to ru-ye miz est./Your book is on the desk.

.r ' , .r1 . , . l r i . .Jf j Jbj _. iS/kif-e ferhad zir-e sendeli rest./Farhad's bag is under the chair.

.r-,,,iJi .+ cab JlaU jl ,J$ -rl/u qebl ez nahar day ne-mi-nu5-red./He/She does not drink tea before lunch.

.'' '"'l JJ -JUS -.+,i,il.r.!/yek daneS -ju kenar-e der rest./There is a student beside the door.

.,'r."1 _,;3 r!l-r, -n".iil.: e!

/yek dane5-ju nezdik-e drer est./There is a student near the door.

As you can see, most Farsi prepositions are connected to their followingnoun phrase with the conjoining vowel l-el $ee Lesson 3). Some aren't,however. The conjoining vowel has been added to the prepositions thattake it for your convenience.

lfumbers 2r-gg

The numbers 21 through gg arcquite easy to learn. All you need to do islearn how to say 2c.,3c., . ,90, and then add the numbers r through

9 to them, just as you would in English. So let's do that.

N U M B E R S 2 0 - 9 0 l N T E N S

+d

J

.D

='rD!!.

l - ^ * * . . -

i twenty /bist/

l"il

dt*{tf ' Y.

(JJ''l${tv-{o.Iy.,.fiftv

cJ,q+rtsi*

- &s$:al/haStad/

lna;vredl f . i

i*-----r--*-*i 6 7Ii

tesson 5

JJJ

NUMBERS 21-29

;G ;;;;;/ ; ; ; Y ' t

, -.twentY.twotwenty-three

Tbist o$j/

/bist o se/

ol r drul1 J

4.r.t J C+#

Y I

Y T

; twenty-four /bist o taltrarl -lb: tT

] twenty-five /bist o peni/ ei J dI twenty five /bist o penii et J t.ltr*!

Y T

l o

Y 1I ii:*v-'il- /bist o 5e5/ .. ,,!*i-":Hi

-il;tseven /bist o haft/ cril I {+t4

ddA J "'"*H

iI

Y V

Y Ai :-y-::y:i*: /bi" o hest/1 .I twenty-nine /bist o noh/l

, t .C-l J

(-lltrl Y 1

5 G . R E A I D I I l G

Read this passage about the Iranian school system'

..iJJ d s+lqlsg a*,r-;r,e 4+ dt-, i ctl;l -li Ol-l-l^f ulilr

Ji bl .-rrlJ .,- csr$lJ cg a*,-)L{4r ;l[-. a^., Oi jl Jr+

-li Oti--r*j.$ilJA cf cgrbJ cgLa ryJr,r-r.t-oial-;cg q*,'JJo

d^.,,.! d1lj-1"i c.rU.r .olK-,iql.l jl uh J: ,c.^^l dll- a*., gl;l

.riilJi d (J"Ji,ratK;qtlui,Ji -eh Ji

Students in Iran go to elementary school for five years. After that,they go to middle school (llr.. guidange lchoot] fo-t three years.They study many subjects in middle school. High school in Iran isthree years, but before universiry students study at the pre- uni-versity level for one y€ar. '

d..,,. -rl$.il\ t ,

,r.il-$l-,1

OE-.1*i

et;.ratK.:ijll LJfr+i

year

elementary

guidance, advice

high school

level

pre-university

lsall

/ebteda-yi/

/rahnrema-yi/

/debirestan/

lsethl

/pi5 dane5gah-i/

Farsi tesson 5

5H. CUTTURE TOPIC 2

The Sign i f icance of Educat ion Among l ran ians

Education is extremely important to Iranians. More than eighty percentof the Iranians over fifteen can read and write. There are more than twohundred public universities and hundreds of private ones. Admissionto university requires taking a highly demanding national entrance ex-amination, which almost all high school graduates take. The exam is ex-tremely competitive, so applicants spend months preparing for it. Onlythe top five percent of all applicants get admitted to universities. Publicuniversities are extremely popular, and thus harder to get into, becausestudents at these universities pay no tuition. In exchange for the freeeducation, graduates of public universities are required to work insideIran for a period of time equal to the length of their free higher educa-tion. This is a measure to control the country's brain drain problem. Forsociopolitical reasons, however, the problem has escalated, and now ac-cording to the International Monetary Fund, Iran ranks highest in braindrain among ninety countries measured. This is mainly because of thecountry's inability to absorb and retain this highly qualified workforce.

Exercises

A. Turn these sentences from simple present tense into simple past tense.The first one is done for you as an example.

.!sj ,+ otK.iil.l4+ rLa-,;s

.cdJ olK--iul.:4+ rbj

rjf3i d (#lj.&,'',,.Jj ej^i;r.'l

..rF cr sl+ +l:- jl .ii +et... ujl-.\. rii."{ gdS J.l Ljr,J+.&il.t jl q9rl.re3.f

.#lF./ ut'l.l*i. L.1

.ig .r ftl:' # 3 .",ii +a\.., O^.oe

5i^,rA fuLr _;.1 33.1

r+-n d q.v

B. Turn these simple past tense sentences into the present progressivetense (with C'i.,f,lr). The first one is done for you as an example.

9+_l_,r c/ t+S q_11.r or f+_t_,r .r- +_2b tJ f+$J l+3

.d$lJi -;l;; L. \

r+d

5rD

J

='oh

T

f

dr.&lK jr --,rtS lJ r,iiJ6, pg. V

..1;S .S13,..* 61iU.f

.dUS ol5j o!- 4iii 4+ l-. t

9+$':t e; Lc's 'o

fsi"'ilK b3 lJ cr-:l-r.o;.1

.$3.^,'A UrJS -,P gl-r,jq'.inlr

r_l_li c/ llJ ,',.?.-a *al- e-)+. t

. ri1..i )Lr i-5 .ij! $'r-,fl;r . Y

.rJS d-,,]3,.tb ir .;rllF.f

.rl.,l3i d (#S t 1i -J*,*i. t

.er*l:- o.l9:61-,.,' 6.o

C. Negate the following sentences. The first one is done for you as an ex-

ample.

. ri1.,,.ri g*)S _;r gl;.+"$lr

D. Look at the diagram below

the words given.

ss3 ,i OE-*r 4+ rt.c a-9 o.tl-.;-.plJi.1

.p-lb o-t+l Cl".v

and finish the sentences that follow using

e!r) ;J .j) (lgoU,flower)cJK

..',.u1 _,11.o J-JL- d+ . \

.d-,1 jf^ ,L9J) '-5..+.Y

.d!,'l j+^ tl*.f

.d!,,1 alJ" dS .t

AP

Fa rsi

,',,.,,1 (/gol-dan/, vase) Ol$< . !3 .o

lesson 5

ceY! .r cJK .t .-!':-l, .t

i 71

A ] I S W E R K E Y

Comprehension

A . z B . r

Practice

C . 3 D . t

i

iIIII

a

='(D

g.

€

Exercises

A.

D.

J r . o j j . t

C.

.$l3i s*,,ti.-i '''"'ij 4i;!,9 .'\

.$! riri +l:- jl di +;1*.l dl- .Y

.si-r+ g')S ; gta-n i:h jl sg.tl.t'i .Y.dr3lri jlJni' L .',

.riJS et.ll' + r ddi *at^, ir.o .olcgrj a.rLr -.1r 3r .1

f.trl A q-l V. i J . l '

.f#lF ,r' ai;$ d-ll'r \-o or.Sle'i c/ 6-;l"r .,,d1 l- . \

or..l-;lK ,r.o .l-21-r j* -ltS lJ ui'i5 i+.i .Y

..r-2lK d j*^ -lt6 l-,r r&i$ .t-21.t pj'ui

. r-i'( .r.o cSfJ,,,,* ,l_;lr p_;"rL or lS ,r-o .:;1.r,-SlJ".* p-,;rL .Y

or.6pS d o15i p;-,11.: o!+ aiii a+ L . t

.AS .+ olSi o!- 4iii 4+ g-,lb L

fr,r-gji d 4" +-,1h t-o.,i' or f+$-d cr {tl.t + 1-..i .o

orf6-,11K d crJlr li'( lJ d-rilr"or .1tie-.;lK d b3 g;Jlr l-) r:.$lu=

.fJ- ,J eE ,',.1,'a s3;[- f-,1+ . t

. ri-i,,,.ri Y! cg ai+t l"tAJil-)+ .Y

.r;5: d-']3 csb (J.o JA|F .Y

.Jill3i c+ a*rg+1' 1"L! -'.'.oi . f

.f+l3-j oi gilt*. iJ." .o

..tj's oa OE--r*i ) L;^ Lt orlJJAlJs .1

.eJl$ dt$ (J^ .V

'$B

I N D E P E N D E N T C H A t L E N 6 E

In this activity, you are about to embark on your first Web surfing on

Persian sites. In the second culture topic of this lesson, you learned

that one of the oldest universities in the world was built by the Per-

sians in Gondi Shapur. Now, you're going to visit a Farsi site and try

to find some information about this universiry'

First, go to http:/fa.wikipedia.org, On the upper left-hand side of

the screen, you should see dt {-ill (/relef - yell, which points to an

alphabetical index of all of the Farsi documents on the site. Then,

locate the link l.r (/da/) in the index. This will show you all of the

documents that begin with l.r. In the dropdown menu toward the

top of the page ut d irt front of the phrase pU 691':i (lfaza-ye naml,

name space) select aJ-; (/rede/ portal) and click on J-9 { flbe-rev-ad/,go). Now you will see a list of all of the Farsi documents starting with

l.r Try to locate the word le otf*liil.: (/dane5-gah-ha/, universi-

ties) and click on it. Under the letter r-i, you will find the phrase

J3l.Ufori< ;ltlK:l ;l (ferheng-estan-e gondi-5apur/, Gondi Shapour

Academy). Follow that link. Try to see if you can recognize anywords

there. Print out that page if you can, circle the words that you recog-

nize, and write their meanings next to them. Keep the printout and

your notes in your language journal.

LESSON

Jim Vis i ts a Museum.

In this lesson, you'll learn how to ask for directions. You'll also learn alittle about arts and crafts in Iran. The grammar points that we focuson in this lesson are imperative sentences, comparative and superlativeadiectives, and ordinal numbers. Now let's warm up!

6A . UocABUIARY WARM-uP

end

first

on foot

street

far

second

carpet, rug

museum

near

no (fmll

lentehal

f evvalf ,lrevval-inl

lpiyadel

fxiyabanf ,lxiyabunl

ldurl

f dovvornf ,/dowom-in/

lfer!;l

lmuzel

lna.-zdikl

lnn-xeyrl

t#l

Orlil .,J31ort+d

o}.F 6c)l+F

JJJ, t 6 t

O+a3J e;3J

,-iio 'r-r

.!l-r-,

J#

6 B . DTA IoGUE

bll jl c.rl_tl -cij e o)y.elt.a. s ri.?,.r..,rfo-.13J

/bebexSid, xanum. muze-ye ferS-e rran &zinja dur-e/

.4nlj 4i$i oi .rt+ .J+ii

/nre-xeyr. piyade deh daqiqe rah-e./

'5 l f

:liiml

. 1 4

:JJ)\nJ

:frehgoza-rf

fl+rrf i>t ;j.r -lrla

/de-tor mi-tun-em be-r-em un-ja|

.O-r.l+- clll cskSl E (t;y) +J+ dil

/ewel be-rid (be-rav-id) ta enteha-ye inxiyabun./

. + A

lxob.lol_l_ll.6; iJJ^i3 .t .?i fr^,,.r q-; e .rq

.,.....1J gs,i (Ul+r) tlt*t+

he'd,be-r-id dest-e dap. ser-e dow-omindehar-rah be-pid-in (be-pid-id) dest-e rast./

fol-,1'fu6 Or'rb --r-,

/ser-e dend-omin dehar-rah|

.ol-r-rk+ if"13

/dow-omin dahar-rah./

f-,;,A .g oJJ.l+'i.!r-.1r.r .-F-,;ls G D)y

fmuze-ye fers nrezdik-trer-e t" ilt;Tli

6 e3.y,-$:.St} .o-f!r-,fi.,i-1'r I oE.(.r_;lr) o_;1.: gl_,;l Jr * JJ ta rl}

f muze-ye fer5 nezdik-trer-e. bozorg-terinmejmu'e-ye ferS-ha ro hem der iran dar-e

(dar-ed)./

.OJr.c J*f.

/xeyli mmmnun./

.ig.r uialr;'

/xahe5 mi-kon-em./

|im:

Passerby:

fim:

Passerby:

Excuse me, ma'am. Is the Iranian Carpet Museum

far from here?

No. It's a ten-minute walk (lit.,lt's ten minutes on

foot).

How can I get there?

First, go to the end of this street.

'..llf' 1 ' '

:ljiml. 1 4

;_,p:$_,1

:frehgozerf

:er+

:liiml. E

;_;Jln_,1

:fra-hgozalrf

:i5

:ljiml. E

;_.pln_,1

:frahgozerl

:ft+

:liiml

. 1 4

:JJ5 J

:fra,hgozal,rf

:d+

,ljiml. E

:JJ) J

:frahgozerf

fim: Okay.

Passerby: Then, go left. At the second intersection, turn right.

fim: At which intersection?

Passerby: The second intersection.

fim: Is the carpet museum closer or the art museum?

Passerby: The carpet museum is closer. It also has the largestcollection of rugs in Iran.

|im: Thanks a lot.

Passerby: You're welcome.

Comprehension Practice

A.Where does |im want to go?

Olr.l+i 19l.e$l.f cll-rll cFj c, oj-r .Y r.ll-;f -r.l c9 oj-r . \

B. Is the carpet museum far from where he is?

d$.t o.t o\ e .:gi.f C.Ul qgk$l _,1i e -rgi .y .eelt c6t.r e# ,+l+.'t

.aAl_,1 4jlr.l+r

C. What does the passerby tell |im to do first to get to the museum?

r'r..J {_,p ,Ll.Y .r-,} r 'r.- i +: dll.t 6k$l E +; r.!1.\..''"'lJ .O-9.l.t+- +l

D. How does |im ask at which intersection he has to turn?

0J.+ -y.rfol_,1_,1$

=3so

v!

OJ

=c6.Dc3

E. What does the passerby say about the carpet museum at the end of theconversation?

.oJl.r glJ.,rl JJ -9-,1 ta ,-i.,;s a-g a-c r"c+"c +-6-,r: gFy ,-s oj-f . \

.DJJr l*-!l jl "J$ "i-,;s

cg oj3^. Y

.4r.r$,'J5 ,-F.;o e o)y.Y

6 c . UocABUIARY

ts tg oi-r.Yfo-j!.r-,;i

hn'dl

/pid-id-ren/

Ital

/tevan-est-en/(ltavanll

l*.r!l jl oj_r. \to_,13J

J+

/'6r.rlv . € r €

u(Olrr) Ol-jl3:

then

to turn

to, until

can, to be able to

lesson 5

which (in order)

intersection

You're welcome. / Please.

Okay.

way, road

passerby

at

collection

art

6D. KEy pHRAsEs

that side of the street/this side of the street

expressway

cul-de-sac, dead end

boutique

mall

iback, behind

:'i:"'overpass

road

traffic light

(street) line

right (odv.), fust

in front of, opposite

underpass

city

pedestrian

store

side street, lane, alley

kiosk

/dend-om-in/

/dehar-rah/

/xaheS mi-kon-em./

lxob.l

lrahl

lrnh-gozerf

lser-el

/meimu'e/

lhonerl

,',r.O'.$1,v r t

ot_rtki

.iK - dtlF

.lJF

olJ

. E

lUrn_.1

.t4.c'J,.-

-#

f anteraef-e xiyabanf ,/in taref-e xiyabanf

fbozory-rahf

/bon-bast/

lbutikl

lpasail

/po5t/

lpoU

lpiV

ljaddel

/deraq-e rah-nama-yi/

/xet kebi/

/dorost/

fru-be-ru-yef

fzir-gozerf

li;ehrl

f aberepiyadel

foruS-gah/

lkurr'l

/kiyusk/, /dakke/

,i'jL Utl1lol..l-jr

sSudr^+ i.5.'634

il*,,trJ . t

* l ,LJu.t

"'le-'

'ibl-r'i

I

sJt jalJ _t

,r.is-Lj.d*']i

.GJ}J)

-rK+i-d

oJLu ulet.t 2J-'

"tf.ir-1ii4.r, S

4 J

45i..s.*,Jbs

gallery

straight

shop

roundabout, circle

hotel

lgaleril

/mosteqim/

lmeqazel

lmeydanl

lhotell

Lej'K

#fi..-oj6

olrv

.Jla

6E. cut ruRE ToPrc I

Arts and Crafts in Persia

Iran is a land rich in history literature, and arts and crafts. There havebeen people living in the Iranian plateau since the Stone Age; however,archaeologists believe that the formation of a town in.t!- (/sielk/, Si-alk) in central Iran around 4,5oo BC marks the beginnings of civilizationin that area. Citizens of this little town knew pottery and metalwork. Inthe centuries that followed,Iran (Persia) came to play a major role in theancient world. The Persians were the innovators of mail and of the bank-ing system. The word check (a bank note) comes from the Farsi word al.l,(liahl, king). Persia was also among the first nations to employ a writingsystem. Thousands of years of interaction with a variety of world cul-tures have provided Iranians with a great repertoire of modes of artisticexpression. Hand-knotted Persian rugs are known throughout the world.Iran also has a wealth of other art forms, such as music, poetry calligra-phy, painting, architecture, and many different kinds of crafts. For moreinformation, visit the website of the Iranian Cultural Heritage Organiza-tion at http ://iranmiras.ir.

6 F . G R A M M A R

lmperatives and the Subjunctiue Mood

An imperative sentence is in essence an order or instruction. Imperativesin English are made with the base form of the verb in sentences with nosubject (e.g., Comel). In Farsi, imperative sentences do not have a subjecteither, but the verb comes in a special imperative form. An imperativeverb in Farsi is made with the prefix ; (h"-h plus the present stem of theverb. For example, recall that the present stem of the verb O$lJi (lxan-d-a:nf ,to read) is rll-r- \lxanll; the imperative form of this verb will thenbe gl .-+ (lbe-xanll.

Pronunciat ion Note: When the f irst vowel in the stem is /o/, e.g., J) ( lrol ,go), !h9 vowel in the prefix also becomes /o/. For example, the imperativeof i,iiiJ (/raft-an/, to go) is l1+ (/bo-ro/).

Spell ing Note: l f the verb stem starts with the vowel /a/, then the prefix

turns into +l (/bi-/) . For example, the present stem of 6r,.11tamad-en/,

=3=2.do

OJ

=cu(Dc3

i 7 7: r lit

[esson 6

to come) is I ( lat), so the imperative form of this verb wil l be h ( lniy-at).

Grammar Note: Many Fars i phrasa lverbs, which conta in both a par t ic le anda verb-e.g., Uri. , i l r . . ,14 (/ber daSt-en/, to take, to pick up)-especial ly thosestart ing with the part icle J (/bar/), do not tal<e the prefix + (/be-/) in theirimperative form. ln the case of cli--il.r-,p (/bar dait-en/), for example, theimperative form is -,1l.l: (/bar dar/), because the present stem of gj.,ilr( /dait-an/) is -; l l ( /dar/).

Here are some examples of verbs in their infinitival form (on the right)with their present stem (in the middle) and their second person singularimperative form (on the left).

S O M E V E R B S W I T H T H E I R P R E S E N T S T E M S A N D I M P E R A T I V E F O R M S

turn lbe-pif.l

SINGULARPRESENT

lpil,l @

/xa-b/ +]F

/xan/ OIF

lrol J)4

lgul -ll

I

] srrr'a rNFrNrTrvE1-i * .,,, -,, - , - . . , .

/pid-id-an/ O+t?++

/xab-id-an/ O+fF' ' ---") "/xan;d-an/ 6:11-54

lra:t;-a:nl __ .tlAJ

lgoft-nnl gjdK

2IJI.Jlg,€-.

+f r-+

olJ+

zno PERSONIMPERATIVE

sleep /be xab/

__ r"11 , /b":*.r"/

.. so _ &"-r_:1*say he-g l

G#d

:-1,*olJ*{

t

J}

-6*

The above second person singular forms are used in informal settings.

To address one person in a formal setting or to address multiple people,the plural form of the imperative is used. You can turn the above formsinto plural constructions by adding the second person plural ending S(/-id/) to the end of them. Below you can see the previous examples alongwith their plural forms.

A COMPARISON OF S INGULAR AND PLURAL IMPERATIVES

ti /bepid-id/(written),

i Pgg*i*/l:Pgkg"l ., /b*rev id/ (written),t,

l$:dl(spoken)

, pe-xatrid/ (*ritten),

i -&e-xatFin/ (rp&._+J _

i &exan-id/ (written),r /be-xan-in/ (spoken)

r'r.llJll e \s.llfvt .l t€. r q ..,/. lbe-pitl

rl;r; rr*-r+ lborol

dJ#lJ+ e rltl*F+ lbexabl

*ir=,.,+;;;;

t

JJ

-.*."-+"-' "I

78 i FarsiII

^**4,/ t*.t"""1, O#-& .+-6+&e-g"-ytn/ (spoken)

&.gul

--"-.".'*'1

4 lc)ll I

l

ii

, , . ' ' , , ' ' i

=.3sg.6

OJ

=cUT(Dcp

Negative imperatives use the prefix i (lnr.-ll before the present stem ofthe verb instead of the prefix ; (lb"-ll.

.+-r#I na-pp a-r. l, /ne-ppar-id./Don't go. (s9., pl.)

.l*-t., Jif na-r o. f , I na'-r ev-id. IDon't say. (s9., pl.)

.J#-r"(j t*lnn-W./, lnre-gu-yid.lDon't run. (s9., p/.)

.*_lri JJjf ne-do. f , /na-dev-id./Don't run. (s9., p/.)

Comparatives and Superlat ives

Gradable adjectives, adjectives that describe gradable properties, such asbig or quiet, can come in a comparative and a superlative form in addi-tion to their base form. For example, the adjective taII in English has thecomparative form taller and the superlative form tallest.

In Farsi, we make comparative adjectives by adding the suffix i(l-terl\ to the adjective. Superlatives are made by adding the suffix UJy(l-terinll. For example, the adjective -yt (ldurl, far) has the follow-ing comparative and superlative forms: ;F-;3.1 (/dur-terf farther) and

clUj-ll.l (/dur-terin/, farthest). Here are some examples.

SOME GRADABLE ADJECTIVES WITH THEIR COMPARATIVE AND SUPERTATIVEFORMS

longest i

dark, darker, . +-F .!-tl:

i j SUPERLATTVE I C0MPARATTVE i BASE i, bad, worse, worst j +;+ i -,tj{ i + iI j fibad-tarin/) ; (ftmd-tmr/)

, (&ad/) :

i iJi;i"tt;ii'ir"'t;-I---;r:ru1 i ;.ili ! --{q

Ii long,longer, i (ftoland-tarin/) i(/bolantrter/) j(/bolend/),

Lesson 6

(/tarik-tarin/) f

- - . . " - * * - " * * .

good, better, best

beautiful, morebeautiful, mostbeautiful '.

ir-lj .lF

ui*lTTl

"H-'.Ui(lziba-tr;nnll

O*-1'',.fu-iii(/qasang-tarin/)-

;,3;G;ftutahterin/)

::! 9J:

(/oibtr.rfl

-l+;"-l(ziba-terll

.. ...,..-,,.... . :..-.....-.....,.....*...*...Ji.ftJi

Uqafang{ari)

,-i oti 6

l4uiatr-tei4

c-1. _5rr

(/*"b/)

hj(ziball

.Ki3I(qariarllrg[)

-$$

G"t"hn

pretty, prettier,prettiest

short, shorter,shortest

It . . . . . .l1

Vocabulary Note r: There is another adjective in Farsi, a; (/beh/), thatmeans good. This adjective is now somewhat dated, but i ts comparativeand super la t ive forms are qu i te common and are f requent ly used as thecomparative and superlat ive forms of r=.rF (/xub/, good), even more com-monlythan;F + A (/xub-tar/) and gl. ; i ?F (/xub-tarint). these formsare jie; (/beh-tar/, better) and gg:lj++ (/beh-tarin/, best).

Vocabufary Note z: The word rfu (/bi5/) means very ot a lot, but,like 4;,i t is very rare in today's Farsi. l ts comparative and superlat ive forms, -s4+(/bii-tar/, more) and g,'r-rlit (/bi5-tarin/, most), however, are very widelyused'.

Spelling Note: The suffixes Ji (t-tert, -er) and i;fi (/-tarin/, -est), ac-cording to today's writ ing standards, are writ ten separated from the mainadjective, as in ;F .!l>,, and UJJF .!-:ji, but you might still see peo-ple attach these suffixes to the adjective, as in -,!5.g.:-,p,r and UUif+lJi.

Ord ina l l lumbers

The numbers thatwe have been s tudy ing so far ( i .e . , t ,2 ,3 ,4 . . . ) arecalled cardinal numbers. When you use terms like -79rsl, second, third,

fourth, etc., to refer to the rank or position of something in a sequence,you are using ordinal numbers. Ordinal numbers in Farsi are made bysimply adding the suffix i (l o ll to cardinal numbers, just as you wouldadd the suffix -th (and -st, -nd, and -rdl to English cardinal numbers (e.g.,

fourbecomes fourthl. Here is a sample of cardinal numbers.

SOME FARSI ORDINAL NUMBERS

:!

t ', 1:------**-..-I favva,lf ,lyekornl i

ORDINAL

iq 6cj3l' - - - - - : - - i - ;

lJr3

elr

second /dow-om/

I third l'"#'ryt i

CAR?II.AL

* . !-JJ

.{$l

Farsi lesson 6

foTth

fifth

tenth

/dahar-om/

7i*"t;i;tia*n-rt"f

.rk* ir . - l

.5.lll ' i !" - - - t - : - ' : ' -

d r :

Jk+* * * * : - * '

eioJ

==su+v!o,

c(,.D

=twentieth I /bist-om/,i

f,i:iiffu I q.'+*+

r ' r , . , r r j

" . - " : ia j - l . ( " t . . , r r

. J l

3J 3 r-r"rl. ' itwenty-second i /bist o dow-om/

Note that the first three cardinal numbers don't follow the rule precisely.The only completely irregular form is -!11 flewaf, first), which is actu-ally borrowed f5om Arabic. The word j! t/y"t om/) is used but is notvery common. fJJ (/dow-om/, second) and p-l+ (/sew-om/, third) aren'ttechnically irregular. Usually, in Farsi, when a word ends in the vowel /o/and we want to add a suffix starting with lolto it, we insert a /v/ betweenthe two /o/ vowels. Essentially, the same thing is happening here.

Note r: Sometimes the suff ix 6;.J 1t-omin/) is used instead of i ( /om/) inmore formal language (e.C., O;^! ,O;.ol'Je4lj1, etc.).

Note z: While there is no dif ference between the meanings of ordinal num-bers with j { f -oml) and those with 6"t,cl ( /-omin/), there is a major dif fer-ence in where they appear in a noun phrase.

Ordinals with i appear after the nouns they modify and are connectedto the noun with aiL:l U

"h. Examples:

,J3l -Ot-r.!i (/xiyaban-e a'vva:lf ,the first street)6 t r , -

eJr lJta (/ketab-e dow-om/, the second book)

Ordinals with O# appear before the nouns they modify, and no 4il-^:lis used. Examples:

Ol-,.S .$1 Tewelin xiyaban/, the first street)

.+US Cl-1J fldow-omin ketab/, the second book)

Farsi also has an interesting question word that is used to inguire aboutthe rank or position of something in a sequence. The word,.rti fldend-om/), or iJJ'+ (/drend-omin/), can be roughly translated into Englishas which, but the difference is that the answer to a question with t+,, or iJJ^$, must be an ordinal number. In the dialogue, we heard thepedestrian tell |im to turn right at the fourth intersection.

.,',*fJ gu'i l*a*+ olJ-rLGL if^13 i/ser-e dow-omin dehar-rah be-pid-id dest-e rast./

f im, who does not get the entire sentence, asks:

;5r, .

I9ol;-,fai O*.rb "p/ser-e dend-omin dehar-rahfAt which intersection?

and the passerby answers:| | - A t

.ol_,1_;165 iLr^:r/dow-omin dehar-rah./The second intersection.

l lumbers roo-r,ooo

In the previous lessons we learned how to count from r to 99 in Farsi.To count to l,ooo, all we need now is to learn the multiples of roo. Herethey are:

N U M B E R S 1 o o - 1 , o o o I N H U N D R E D S

j orru h,rndr"d lsa,d,l,/yek-sed/ i"l+ ei..o \ . .

Y . .: two hundred

l;.;;;;"d,;;l!5uls;tl/si-sed/

r t t ' . . r 6 ltJ'-;- -

\ . + t * 1 . .

1 r"* n-J;;;I n r" h""dr;di**-- - *-,I six hundred

i!:::;*"t;

/dahar-sad/ S.-_lk+ t. .

lpan-sa,dl

is;i-;;q1 .iheft-sred/

!-itr- -^,..'o

& &

:i::ir'. rii

O r r

;-*-[ r I

V ; .

eight hundred: *--_-- --

nine hundred

/ha5t-sed/

/;h-#di

r - , ^ i . ? , i A . . ;

,: i .--ilr - T;; ..l

;; th;;;,,J fhezarf ,lyek-hezarl Jtj,6+ ,;lji \ . . .i_

The numbers in between the multiples of loo are made by connect-ing the above numbers to the smaller numbers with -r (lol, and).

. ! _1, ' , , . .J1 j l ^ -5g ; \ Y \

/yek-sedobist oyeklone hundred and twenty-one

r'r.i.d , ol;i _l J.-Jte ; t oA

/dehar-sed o penjah o hebt/four hundred and fifty-eight

r ' r i { , \ . . i ,$ i l . V

/Se5-sed o heft/six hundred and seven

ol;L _, r. 1i+ :V \ o

/heft-sed o panzdeh/seven hundred and fifteen

U _f .t^.a4-r ;11 .

/noh-sed o neved/nine hundred and ninetv

6 G . R E A D I T G

Read this passage about the Persian rug.

d * Jt!,-Si 4+ .dr-,Si r.9lA di uuj:e _,11 gl_;l -"i$.! ..rl;l Jr jlJ.J .d!,^,ljt#lt! Jti _O._F d-,,]3 J3 .+J<1l;^^+ 6 ttca.o1.a.! .tl;l 1-fiji 6 D)_tn..",*l s+jJi ..l,vi .;li

rJl_JHl ceLa 6i jl ,.sl"a _f3r .r-11.: ta_2 (.,tA JE jl <_l_x.rrsl+./ Jti

The Iranian carpet is among the best carpets in the world. Carpetsare also called rugs. The art of making rugs is rug weaving. Rugweaving is a very old art in Iran. The Carpet Museum of Iran has avery large collection of beautiful rugs. The people of many Iraniancities weave rugs.

world

rug

people

to weave

ldonyal

lqaril

/merdom/

lbaft-renl (hufll

1+3

Jr-{riY

(.iq) ,.;liq

=3sVrt

o,

=ch(DE

=

6H. cut ruRE ToPrc 2

Fars i Scr ip t and Cal l ig raphy

Like English and other languages, Farsi script has many different type-faces. The word for script in Farsi is l-= (lxettl\, which also meansllner.\lgscript typeface commonly used in books like this one is called

e.*'t '#S (/xett-e nesx/), which is based on a certain Arabic scriptcalled j-6 lL-- flxett-e kuf-i/). During the early post-Islamic periodsof Iran, a new Farsi script was developed and several other scripts were

lesson 6

designed afterwards. Because the development of these scripts predated

printing technology, people had to write books by hand, and the most

popular books to write were the Koran and literary works. It was com-mon to try to make these books as visually pleasing as possible, and this

gave rise to the art of modern calligraphy in lran. TWo of the most com-

mon scripts used in Persian calligraphy nowadays are q!trej-j lL -

(/xett-e naste'liq,/) and 43-5r,i l}':. (lxett-e 5ekrest-e/). The most

prominent characteristic of these scripts is that they mostly use curvesrather than straight lines. The sharp teeth of letters like cJ" and ci are

also avoided; instead, the teeth are smoothed out as curves. You canlearn more about Persian calligraphy and see some samples by visiting

http://www.persianpaintings.com/caligra.html and the Rumi Gallery

website at http ://rumigallery.com/.

Exercises

A. Complete the following sentences using the correct form of the verb in

parentheses. But first, here are two words that you will need to know.

(l diruz l, yesterday) j-l-l'l

(kn, ruzf , every day) j-U)

(OjliJ) ot(.^i:|.: a; j-r-tr .rLrY. \

(,il--ii) gr")S-tr -l-lt:a 4i.$JA J rtAj.\

V*l.l .- (OjliJ) ojLi- .Jr^r- B.Y

(infml.l (tJsJ) ojU. r..r*^, -r E. t

(pt) . _(+:..,,.^"r; ry)S-l.t . o

(fmt. and, nesativel (Oi-F) d-,]3 cab.l

(infml and, negativel . -lLi$lr;r.r) l-,1 ett3S .V

B. Use the correct form of the adjective in parentheses. But before you start,take a look at a couple of useful words.

(yek-il,one)c5*

(/asar-e honer-i/, works of art, artistic works) .SJii -Jii

d!,1-_ (-. F) .,.! Oi -,1f c;tiS a;t . \

.dr*^,| dlar.Es +l s.,. ES (+F) r.l*l .Y

.d!^,1- (;rl) 4S;n .OFt it- jl J.AJi .Cr*lt- .f

..r-2lr l-; Ls-;u .:BI ts a-c-F- ((-l:) .eit< irrl . t

."''"1-($4) j;^ oi jl -u' ..ll .o

.d-,bll ce a.ll.: (.*S) L qe dt'r .1

-^-*--i---Bh; Fars i

ILesson 6

1 " , -

I 'u

C. Use the correct ordinal form of the number given in parentheses.

.r=r+ *r^,,i t+lJ+=' (! ll-l-lb .+ . \

.rs e-l! -cI- +ili _(o)

.iu; l_.,r.s (r).r..rs +

"J#r iF (Y) dH.it^

.,',."1-(A) -Otr.F .cskll Ji &

D. Write out these numbers.

.Y

.r. to

. l

.Y

. r. 2o

==tJl

+oo)

=EtnrDe

3

: ( 1 1 1 ;

:(Y' l A)

: (Y \ 1 ;

: ( \Y \1 ): ( 4 . 1 )

A ] I S W E R K E Y

Comprehension Practice

A . z B . 3

Exercises

A.

E . rD . 3C . r

B.

d-r.J .\ri'tj.tj s-o .Y

rr,- l) .Y

:-i 'tr r i r , ? . i r O

+o.',J l $ j . V

_,ri .+.i or Jj(+ . \

U''. r-.rJr o, U,iji# .Yj ; . r

#Jj 3 : \ . t

-fs4 .oOj-.;lj.r.;.:'!.1

C.d t

l y ' I

,''r.o5 Y

O.lrl .f6 t

-P-9J . r

f3.ii .o

c - l . rF J . r1 a^l . l

o l i i J r - . J . " .Y

"ij3r.l 3 dr^,rr;J .Y

"ij3l _9 dr^,r5.1 J JIJA ,-f* . {

+1, r1 r ' r ' i .o

I N D EPEN D E I IT CHALtE l ' l 6 E

Visit the website of Golestan Palace {http ://wwur,golestanpalace.ir/),

an old palace that was converted into a museum. Click on the link en-

titled Ll ne-;,o;. (which, as you should know, mean-s collections).Yo1

will see a list of the names of the locations in the palace. Visit some of

the locations and print out pictures of them for your langrlage lgiilnalif you can. Also write down the name of each location. Then look at

the English version of the site and try to visit the samelocations on

the English version.See if you can find out what some of the location

names mean in English, and write those down in your journal, too.

_ . _ _ . . tI

8 6 la

Fa rsi

LESSO

In this lesson, you will learn about making travel arrangements. We alsostudy counting units, the future tense and nationalities. But first, let'swarm up with some new words and phrases.

7 A . UOCABUTARY WARM-UP

agency laLansl #ljl

if possible f aegaer momken est/, oS';'3t t/rege momken-e/ d!.1 O$1 J-(l

agent, responsible /mas'uf d-9n I J:#

travel, trip /mosaferetf , f saefarf -r'[" ,cry,l..,'l

week lhnftel 4ii-t

7B . D IALOGUE

Mani is calling a travel agent to book a flight for |im and himself. He isplanning to take |im to Esfahan, one of the most ancient cities of Iran.Listen to Mani's telephone conversation with the travel agent.

Oiit -l+ .Ui A --fu -.j;n-l* -L,jp'llji .jl :gl,iljl 1J$*'(+!Jj.,J

fe,lo. al,ans-e mosaferati-ye sefrer-e xo5. :/mes'ul-e ai.ansfbeferma-yin (beferma-yid)./

-p iil3i.t" .(+$Lli. ) i,S\$ 4i*-i' .tB eL.# :l;; Ok_i.-j sgl_,;r ,"!l,,lJ

/srelam xanom. xeste nebaSin (nebaiid).mi-xast-em do ta belit bera-ye esfehan

:cll-

:lmanil

rezerv kon-rem./

f.,+Jtj 4+ -g;l;+ :gl"lljl -,J:'..,".o

fbara-ye de tarix-if :/mes'ul-e ai,ansf

C.d \

i l r r . t

,'u^l5 Yv , . € .

idll .YA t

'lJJ ' l

#.l i .oD.

a-i -l rF J .:i.a 4-i . \

oL i f J r ' , l . o .Y

"ij3.l r '"'"'JJJ .Y

"ij3r 3 dr.rr.jJ J )l$.q . t

a-3 3 ri 'i'ti .o

I N D E P E N D E N T C H A t t E N G E

. . i ' , .Visit th€ website of Golestan Palace (http://wwwgolestanpalacg.ir/),

an old palace that was converted into amuseum. Click 1l

the link_en-

titled te e-c q.+. (which, as you should know, means collections). You

will see a list of the names of the locations in the palace. Visit some of

the locations and print out pictures of them for your language iournalif you can. Also write down the name of each location. Then look at

the English version of the site and try to visit the samelocations on

the English version. See if you can find out what some of the location

,ru*"r"*"un in English, and write those down in your journal, too'

-.-.....-..-.,...tI

8 6 iI

Fa rsi

fbara-ye de tarix-if :/mes'ul-e aY.ansf

LESSO

In this lesson, you will learn about making travel arrangements. We alsostudy counting units, the future tense and nationalities. But first, let'swarm up with some new words and phrases.

7 A . UOCABUTARY WARM-UP

agency lai.ansl .trlji

if possible f acgacr momken est/, a:;A a3l t/ege momken-e/ d!^1 O5-: J3l

agent, responsible /mes'ul/ dJn I J:#

travel, trip /mosaferatl,lsefrerl j- ,cl_,fl.-1

week lheftel 4ii-{

7F . D tA tOGUE

Mani is calling a travel agent to book a flight for fim and himself. He isplanning to take fim to Esfahan, one of the most ancient cities of Iran.Listen to Mani's telephone conversation with the travel agent.

i1rr-J^-,;s; .dF .-fu _"jy.t "^ -u.,ilji .JI :u,tljl -ct3j,^.,-.(-"J-A)

f e.lo. ai,ans-e mosaferetiye sefer-e xo5. :/mes'ul-e al.ansfbefarma-yin (beferma-yid)./

3r ,:-,16./ .(+$U) dSl+ 4i.*i .CE eL :dt.# sl;s cJWi.-Jigl_.,;r; cr;! ti

/selam xanom. xmste neba5in (nebaSid). :fmanilmi-xast-rem do ta belit bera-ye esfehan

'j1"I; ;H :ddrjr .a-r33*,.

.o..irj.S 4iiA 19 ++-,,,_lb -,Slt

fb er a-y e dehar-5enbe-ye hefte-ye ayende./

fJH$.#-i+,J+

fye.'ni bist-om-e tirI

.4jf-: l(t +* e,a:,

fba,le, bist-om ege momken-e./

* -l r'rv!,, .r'r,,,ri l+ fj!r+# C9lJ* .dti!ii.fDJ .ti

/mote'ssefane, bera-ye bist-om ia nist. bist oyek-om de-tor-e/

!.", ." i h t- l4 e^i_l-* .olJ * _9 r 'r . .d,r 5{

/bist o yek-om dir-e. nuzdeh-om de-tor?

ia hastf

Ofr-S s4 J+ ,r.S .45-.1 $i_l-* 4jtji+iJA 64Iir(+._F.r:)

fbale, xo5bext-ane nuzdeh-om momken-e. keyber mi-gerd-in (ber mi-gard-id)|

.,,,.i-( i*.A l3i_,+ 4r-'i

fjom'e ber xah-im gebt/

f+;q. O:i*,,| e ,,, A J_L-tt

/besiyar xob, esm-etun diyef

.u*)[(fr fi;+ J dh -.,jl-.

/mani-ye peyami ve iim daglas./

f0l-i c/.l+S c,1")<lr cal-ii

laqa-ye daglas koia-yi hest-enf

.,r;1.:lJlS

lkanada-yi.l

:clL

:lmanil

:d'ifjl .dsl,,-

:/mas'ul-e ai,ansf

:clL"

:lmanil

:dljl -,J-l'*"^

:/mes'ul-e ai,ansf

:cfL

:lmanil

:d,ilji Uq""

:/mes'ul-e af.ansf

:c/l'

:lmanil

:dljl ,cj-r:*,,^

:/mes'ul-e ai,ansf

:cJ'

:lmanil

:(J,,'iljl .,J_lj*

:/mes'ul-e ai,ansf

:clt'

:lmanil

Mani:

Travel agent: Hello! Pleasant Trip Travel Agency. How can I helpyou?

Hello, ma'am. I want to reserve two tickets forEsfahan.

Travel agent: For what date?

Lesson 7

IMani: For the Wednesday of next week.

Travel agent: That is the twentieth of Tir?

Mani: Yes, the twentieth, if possible.

rraver asent : #:::HiTl';;:"tr"T*T:i[i":*::f#: .ffi;first?

No, the twenty-first is too late. How about the

nineteenth? Are there any seats available? (/ir', Is

there room?)

Travel agent: Yes, fortunately, the nineteenth is possible. When

are you coming back?

We will return on Friday.

Travel agent: Very well. What are your names?

Mani: Mani Payami and |im Douglas.

Travel agent: Where is Mr. Douglas from?

Mani: He's Canadian.

Spell ing Note: The letter i (cal led ojtA /hemze/) and i ts capital form,U,

s tand for the sound / ' / in the midd le and at the end of the words, respec-

t ively. However, when this sound (/ ' /) is fol lowed by the vowel lu/, i t may

be writ ten as -1. Newer Farsi writ ing standards require the use of 3 before

the vowel /o/, and older standards used j . that is why the word fot ogent

has two spellings-cJ Jj'-"'a anO cl J.,',,.c (/mas'ul/). The same sound when

fol lowed by the vowel /e/ comes In this form: l . We saw this in the word

4il4rt$ (/mote'assef-a ne/, u nfortu nately).

Usage l{ote: You may have noticed that an English translation is not pro-

vided for the expression +$l+ 4:-j. (/xaste ne-ba5-id/). That's because

there is no good translat ion for this expression. The closest would be greet-

ings, which isn't really that close. The adjective {.'ri (/xaste/) means

tired, and the verb +$!l (/na-ba5-id/) is the negative subjunctive form

of the verb OJ} (/bud-en/, to be), inf lected for the second person plural.

This verb l i teral ly means moy you not be. The l i teral meaning of the whole

expression is then May you not be tired.lhis is a form of greeting very com-

monly used when init iat ing a conversation with someone who's working.

It 's close to the English expression more power to your elbow in meaning

but is dif ferent in usage. The English expression is quite rare and is never

used as a greeting.

o,:fq9.

J

gq

AJ

{--.AJ

Mani:

Mani:

:i

I

Com prehension Practice

A. How many tickets does Mani want to reserve?4 - r .Y J l .T

B. Where does Mani plan to go?

oki.al .Y jlJ$ .Y

C. Why can't he leave on the twentieth?

.'''"$ OlJd -,1r 3l .Y .olr #^{# .Y

D. Can he leave on the twenty-first?

OI dl- .Jij,j .f J .",..,Jt .JJij .Y. ij-t*:.r j:_,r .o;r i!

E. What day of the week will Mani return?

4.*^- .y r+t i++ .

7c . UocABUIARY

future, next

hello(for telephoneconversations)

for

ticket

date

fortunately

to reserve

unfortunately

week

next week

7 D . K E Y P H R A S E S

bus

weekend

to stay

to pay

flight

to fly

layar-ndel

lr-lol

lbara-yel

lbelitl

Itarixl

/xo5-bext-ane/

frezew kerd-en/

/mote'ass ef-anef

lheftel

/hefte-ye ayende/

/oto-bus/

f axar-eheftel

/eqamet kerd-an/

/pardaxt kmrd-en/

fparvazf

fpewaz kerd-en/

cst,r. ' \

-lr-l-i . t

. r ' , . , , : i [ 5 . \

.4ll . \

4rLiJk; . \

o.t,r-l,i

JI

-tsll

J."L / d+l;. t ,

zl llJI E J

. . 1 ' . - l .

+ l t r r r r . n q s

oiJs r)))4iutt$

4iii

o.rf'rj.9 agi

t}i'}f

43rA J'ri

oiJs dJ..t!l

OrJS eilr_.4

:ls4oiJs tl:e

t___90 i Farsi

i

!:

the day after tomorrow

money

to pay

taxi

holidays, vacation

to make a phone call

tour

check

to give

to see

to visit

tomorrow

train

fare

ship

excursion

month

place to stay,accommodations

traveler

to take a trip, to travel

cost

airplane

/pa:s feerda/

lp"U

/pul dad-en/

/taksii

fte.'tllatl

/telefon kerd-an/,

/telefon zr"d-r-nf

Iturl

Ir.ekl

/dad-en/

/did-en/

/did-en kerd-en/

lfacrdal

lqetarl

lkerayel

/kebti/

/gerd-ebi

lmahl

/mehrell-e eqamet/

/mosafer/

/mosaferet kerd-an/,

/mosaferet reft-en/

lhr,zinel

lheva-peymaf

l.:"1.t+cJa

Url.r cjjl

15+,,sucDt*tri

6l: t OiJs O.rJ;

)-f

+gil"r

o+rOi-rS O+.1

l.>i

Jt-L!4+lJs

.j^trs

t-SljK

oL

d;13! .tS;

Ji- l-;

I ,jr-;Sc,-+ScFs-)

4+Jal^r-rl ..A*.i r

OJ=q9.:t

qa

Ot-{€'

7E . CUtTURE TOPIC I

The Pers ian Calendar

Iranians use an ancient calendar that marks the beginning of the year

on the first day of spring. The idea is that the rebirth of nature is also the

start of a new year. The calendar is very orderly in terms of the number

of days in each month-the first six months of the year each have thirty-

one days; the next five months have thirty days, and the last month has

twenty-nine days, except on leap years, when it has thirty days. Seasons

t****l e 1Lesson Z

change every three months, which means the beginnings of the first,fourth, seventh, and tenth months coincide with the beginning of a newseason, so you won't have to keep reminding yourself what the officialseason is all the time.

Even though the calendar itself is ancient, the number of the yearin the calendar was adjusted after the advent of Islam to the yearwhen prophet Muhammad migrated from Mecca to Medina (theHijral.In order to find out what year it is in the Persian calendar,you need to subtracl 6zz from the Common Era year if it is beforeMarch zoth, and after March zoth, you should subtract 6zr. For ex-ample, from fanuary 1st to March 2oth,2oo7, it is the year 1385 inIran, and from March ztst to December 3tst, zoo7, i t is the yearr386. You can convert dates from any common calendar to anotherat http ://www.calendarhome.com/converter/.

Below is the list of months and seasons in the Persian calendar.

THE PERSIAN CALENDAR

(IMAH-HAt, M0NTHS) tt ol,e

iii;.";;;i"7j ar-2 e; . i

i7"'Jiuur'"it1, ",''i.,c,iuf . Y(/xordad, jljJ'i .f

( l t i r1 \ .$ . t- .

(/mordad/) rlr-,f .o (/tabestan/, summer) OE.!r-.U

(/Sahrivar/) -.13p-X-,,i . 1

( lazet l l - ,Pr .1

Udevfl cei ' lI '

* (&ehm*"/) 11t :l] (/zemestan/, winter)

(/esfand/) \t-i'"i .\ Y

The first day of the week, and also the first workday, is Saturday, andthe last day of the week, the weekend, is Friday. Here is a list of thedays of the week.

(tFlEsr-HAr, sEAsoNs) lA d,ai

giuaeirarlt,rp'i"gj Jh

OE "rj l

;I

. . . . . t

-*--le2 i Fa rsi lesson 7

' Thursday:, Friday

i "

7 F . G R A M M A R

Counting Units

DAYS OF THE WEEKi ;: i

: Saturday /5enbe/ 4$

:- 1 - - - - - - +

; lunday /yek-srenbe/ * '; . . , ' . . ' b

I Monday /do-5enbe/ cr-^J'JJ

i; - - * - :

t - - - - - r " " i

I frresday /se-5renbe/ nl-'L * i

i Wednesday /Cahar-5enbe/ 4+;iJt{+ i

/panj-5enbe/

li"*;"i

In the dialogue, when Mani wants to refer to two tickets, he doesn't iustsay dr;! jl (/do belit/); he says ''ul,J E 3.1 (/do ta belit/). The word E

(/ta/) here is not a preposition meaning until or to; it is a counting word

that mean s unit or number. Even though it is correct to say '" lll -9.: fldobelit/), it is more common, especially in spoken language, to use a count-

ing unit after numbers greater than one (and sometimes even with one).

In informal spoken language, the most common counting unit is E, but

in written or more formal language, several others are used depending

on the type of noun that is counted. Another common counting unit is

.:rL (/redred/, number). This counting unit is used in both spoken and

written language.

Counting units are also used in English with mass nouns (nouns that

don't have a plural form, e.g.,water or sandl. For example, in English we

have expressions like o glass of milk or a cup of coffee, and not, typically,

amilkor a coffee. Farsi uses counting units with all nouns. The counting

unit E is used with count nouns (those that do have a plural form), and

other words describing the container are used with many mass nouns.

Here are some examples of count nouns used without any counting

units and with E and lii>.

(/do belit/)c+l+ j.)

(/do ta belit/),'u1,. I j3

(/do edred belit/)d,g! .:.rc a"r

two tickets

(/se maSin/)CSl- n*,,

q,

=€.3

gq

o,-l=.

E

(/se ta maSin/) gtr'i,L U a-.,'

(/se redad madin/) Orr.it.o JJe 4-e,

three cars

(/dahar otaq/)1.!El _,,k+

(/dahar ta otad) 6Ul U Jt+"

(/dahar edad otad).!til sc -.fa;

four rooms

Future Tense

The future tense is most often used to refer to future events. In English,

we make future tense sentences by using the modal auxiliary verb will

and the base form of the main verb, e.g., I will get a haircut tomorrow.We

also use the expression fo be going fo for this purpose, €.$., I'm going to

get a haircut tomorrow. In spoken English, we even use the simple pres-

ent tense or the present progressive tense to refer to future events, as in,

I'm getting a haircut tomorrow, or, I'm out of town tomorrow.

In Farsi, the proper future tense is almost exclusively used in writing'

In spoken Farsi, the simple present tense is the more common tense

used to refer to future events. We make the proper future tense by using

the present stem of the verb Oj-,15 (/xast-an/)-i.e., ol-5A (/xah/)-it-

flected for person and number, plus the past stem of the main verb with

no inflection. For example, let's coniugate the verb r.tji-,; (lrqfy-enl, t9

go) in the future tense. Recall that the past stem of the verb g3-,1 is dri-,;

( l raft l l .

THE VERB 'S j ( / ra f t -en/ , to go) lN THE FUTURE TENSE

I will go /xah-rem rreftl

y*ou (sg.) will go {xan-t::nl

, he/she/it Yqil g,:_ /xah ed rattl

we will

you (pL or sg.

ful.l will go

/xah-im reftl

/;;h-iA.;i't -

i;;h-;; lin/they (pl. or sg.

ful.l will go

As mentioned above, in spoken language, we can simply use the present

habitual form to refer to future events, as in:

Fa rsi lesson 7

rr_U cf 6+JJ d cetJJ ,r.c cJ3_,1 (f s6J) d ?J) d

/mi-rev-em/, f mi-r av -i f , /mi-rev-e df , f mi-r ev-im/, /mi-rav-id/, /mi-rev-a:,ndl

Note r: Just l ike other verbs, the auxi l iary and main verbs together comeafter the object. For example, in the sentence $lF fnlJi gllJI L,1l (/

men darsxah-am xand/ , lw i l l s tudy1. l i t . , l w i l l read lessons) , the ob jectis c.t"- l i ( /ders/, lesson), and i t precedes the verbal group Jl lJi fnlF( /xah-am xand/ , w i l l s tudy) .

Note z : l f the verb is a phrasa lverb ( i .e . , a verb wi th a par t ic le) , such as theFarsi verb (,j'i31;^(/ber geit-en/, to return) or uri.ifr; (/bar daSt-en/,to pick up, to tal<e), then the auxi l iary verb ol3i ( /xah/) can come eitherbefore orafter the part iclei €.g., 5s16 " '$-( F*alJi; l ; ( /ber xah-im gait/)

and dr$Sj e+AlF (/xah-im bar gait/) are correct for We wilt return.Thef616, ' ,$-(: 'Cpl:= (/xah-im bar geit /) is, however, more often used informal language and in wr i t ing than in in formal speech.

Note 3 : When us ing adverbs in a sentence, i t is common to p lace the ad-verb either immediately after the subject or at the very beginning of thesentence, as in the examples below.

.,.,.?,'( enl3i-,,;; lr-rr alfrna,n frerda ber xah-rem ge5t./I will return tomorrow.

.,',,i '( eil .j. + d" cl-rJi

fferda, men ber xah-em geit./Tomorrow, I will return.

To negate a future tense sentence, you only need to negate the auxiliaryol-lA, not the main verb, as in the examples below.

.c.ri_,l plJij l.-,1o i.r"/men ferda nre-xah-em ra-ft.lI won't go tomorrow.

.,',,1-( rjll3sr_.p 4-r-cs. -JJJ |*1l

f anhra ruz-e jom'e ber ne-xah-end geSt.iThey won't return on Friday.

llationalities

Words that refer to people's nationalities and places of origin or resi-dence are extremely easy to make in Farsi. All you need to do is add thesuffix tS V-ill to the place name. For example, ii someone is from OIJ#(ltehranl,Tehran), then that person is.jl Xi lltehran-il,Tehrani). Hereare some other examples.

(/alman-i/, German)1,ilJi ? (lalmanl. Germany) 6Lli(/su'ed-i/, Swedish) cg$J* e flsu'ed7, Sweden) $--l-

(/niyu yorhi/ from New York) ,-F-,r:*-l+ e flniyu yorly', New York) .5-,1y,-l+

iII

il..{

--o,=q9.5gacu-{=.

i

i o E

I

(/esfehan-i/, Esfahani),jjl-d,al e flesfrehan/, Esfahan) Oki^al

Note t : l f the p lace name ends in a vowel sound other than l i l and le l ,

then the suff ix c9 (/- i /) becomes csl (/-yi /) or, according to older grammar

standards, sl ( /- ' i / ) . Look at the examples that fol low.

(/amrika-yi/, American) cfJs+yl e flamrika/, America) 5+-rl

(/kanada-yi/, Canadian) cr;hl-ilS €- fkanada/, Canada) l$lS

(lperu'yil, Peruvian) dJli ? (lperul, Peru)J.l*r

(/espania-yi/, Spanish)G/,1n, L-,| e flespania/, Spain)tJ, L!,,|

(ftongo-yi/, Congolesel,r.,t"jK:3 e (/kongo/, Congo) -ft3

Note z: l f the place name ends in the vowel / i / , then the suff ix L9 ( l- i l )

becomes dI ( t -ay i t ) or , accord ing to o lder s tandards, . r - iL ( / -a ' i / ) , as in

the examples below.

(l malezi-ayi/, M alaysi a" ),r+!-j! ? \l malezi/, Malays ia) c.9 -Ll-(/endonezi-ayi/, Indonesian) c;!>-lSI e

(f endonezif , I ndonesia) cS )_r$l

Note 3 : l f the p lace name ends in the vowel /e / , then the /e / is de le ted and

the suf f ix 6 ( t - i t ) becomes 6yU-av i l ) . See the example be low.

(/ferans-evi/, French) sgjr-^rl-.p e (/feranse/, France) 4*if;rJ

7G. READt I tG

The following passage is about the Persian New Year.

. - - . - |-tJJ-9r l

,J5 -0.s|.! j-r-l-tr ..i.13 .r )r)j l-2 -r. -cjl^^, -Oi+ cl$l;l id ?:fi,t-ll.l-,r-l-l-i -dJlcsi+ ,cJl^^, i-l-,r t-.rJ:l -,rr J d!"1 c/J$ i

i jfurtl O+r q OLj cll -rr dy .""u1 jrJ \ I j-r-.rv -O.i+ .13'6 l

i .f$ .S+ q a.cA ejr -,JL -*i-ll- -)J) )r..JJJ .,- gJFl*,;' a+ l+ i

i J. J: s-l-l ,r-e; a-.,.;r," a+ -,1-l-l oi 'l* cll -,lr disi-6 .I':'t,q ii .,',.L-( Sil_,5:4*,,JJo { 4-oA cjl^.r --l-l-l Ol-i-,,ki i

Noruz .

Iranians call their New Year's celebrati on Noruz (lnoruzll. Noruz is la very old celebration and begins on the first day of the year-that Iis, Farvardin r. Noruz celebrations take thirteen days. During thistime, people visit each other or Bo on trips. On the thirteenth day,

everyone goes on a picnic. Children do not go to school on thesethirteen days, but on the fourteenth day, everyone returns (/if., wiil lreturn) to school.

Farsi Lesson 7

plcnlc

celebration

time

to begin

child

to name, to call

Persian New Year(lit., new dayl

all, everyone

each other,one another

/p iknik/

ljreinl

f ze.manf

/5oru'5od-en/

/kudek/

/nam-id-en/

lno-ruzf

lhemel

/yek-diger/

,-srig5rrr r €

Oi;. l

' .

ohJ. ' . r * - t b

U.r*l tJ-tst

.si-6

u.Jr.rJ

)J)9

III

lI

-o,fc9.

J

oqOJ-.1

€'

4-qA

l4s;

7H. CULTURE TOPrC 2

The Persian l lew Year

The biggest Persian celebration is Noruz, which you read a little aboutin the preceding passage. Because it is an ancient celebration, Noruz hasa lot of mythology around it, and no one exactly knows when and howit started. However, it is now one of the most important celebrationsin western Asia. Noruz has always been celebrated at the beginning ofspring, and in Iran and Afghanistan it marks the official beginning of anew year. At Noruz, people set a special symbolic table, called +* dlii(/haft sin/, the seven ss), with seven items, the name of each of whichstarts with the letter cJ" (cJJ-') Each item symbolizes something. Thissetting also includes a bowl of water, symbolizing light, and a fishbowlcontaining a goldfish. There is often a Koran or a book of poetry present,depending on the religious beliefs of the family celebrating.

There are two other celebrations in Iran that occur close to Noruz and areconsidered parts of, or at least very close to, the same ancient tradition.The first one is called L9)_y +i*_,rb /drehar_benbe sur_i/). The word)-9A (lsurl) in Farsi means banquet, feast, or festival. 6)y ++-._lbis a celebration that happens on the eve of the last wednesday of thePersian year (i.e., mid-March). During Lg)-t-)+$-lb, p"opi" makebonfires and jump over them. They play games, and children sometimesdress up and engage in an activity similar to the Halloween traditionof trick-or-treating. The second celebration that is close to Noruz, andwas mentioned in the preceding passage, is called Jt ! oJ rJ-r (lsizdebe derf , outdoor thirteen). This celebration happens on the thirteenthday of the month of Farvadin, +;ls$ (/farverdinf ,the first month ofthe Persian calendar). The idea behind it is that people should leave thehouse on the thirteenth day of the year to take bad luck away from the

house. This custom has now turned into a national picnic day when peo-ple will have a picnic pretty much anywhere a little grass can be found.

Another important and old Persian celebration called h[ -I.d fl5eb-eyalda/) happens at the winter solstice. On this night, families gathertogether, play games, and eat a lot of pomegranates, nuts, watermelon,and fish. They try to stay up as long as they can and have fun. For moreinformation about Noruz and other Persian celebrations, visit http.llen.wikipedia.org/wiki/Noruz.

Exercises

A. Fill in the blanks using the words given.

o$J rlrA cllr_l_r-.;s

.frf_F.-r. ES

ri.Alj3.

4- its

.#JJ ,r- 6lai^al o+-.9L t- . y

f.gl_n ct' ,"!li ..o + _ .f.,',,,,1_ cJt^,l EL tJJiJ-r . t,

.:''x'<i- & , r'r"''rj j-l-,r -,r'r Wl .o

B. Write the proper future tense of these sentences.

.r3_.1 .r.cr olK.illr a+ l"ry .:Ll;i . \

fr,_l_l ,r- Uki^-l ) cSlsla; e+ J ."1L .Y

.d-.ll: (+.x r5-,ji D$J -fJi U .Y

(/amed-en/, to come:Or"D .rri .+ l++l e+ i -o;1*., U ;+-i . t

.-fF (e )J;'lrl lt ty-,;.t Oil .o

C. Write the correct tense of the verb for these sentences.

(orJS) i,FIt .l ilji ! j:_,r;.r L . \

(rJ3J) a."Jro a+ l.ly fJr,; . Y

(O+F).SJy.*ltr-sl-x ''lli E e.,, orrrJ cs +iil .-r .ff_(uiJJ-) _,;teU .jeL a+ _l_r_l-,;a L*i .2

f_(or_Js) d;l-ll .!i atss ; o.rirj el- l<Jl .o

D. Write the nationality of a person from each of the following countries.

t^.$

. \

-*-t**-e 8 i

iFa rsi

:15+yl . \

Lesson 7

:cr+lful .:(/pakestan/, pakistan)

Olj.$! .:(lmekzikl, Mexico) .!54 .

;l.tLtS

:(lh,endl,India) lrA

:(/holend/, fi 6llnnd) ri-l't

A ] I S W E R K E Y

Comprehension practice

A . z B . 3 C . r D . z

Exercises

A.

.lr,rl_6 .o .rl.rA . {,

B.

t^.$.f o-$ul .Y

.&iJ rAl:s olK.iih e+ ll-.;s .rb_,f . \fei_,, rialJi rj.ei.-l ) Ols:++ eS J srl- .y

61., ' ' . i ,1.1 #lri i #.+_tU o+i _fj U .f

.r',.?.13_,p i$lJi.j cs_JLi "+-t -e> U..r^i .utj,i t++l a+ e+ -c.,rt,.. tj *$ .f

.JllJ. *l-n )Jl,l lt cr_,1.r dJJl .o

C.

tts c/ or {5 Pl-n .f .r_rJ c/ or.d.ri_,pllJA .y drJS .ltii( ,r-c or.l_,f rolji . o *_l:i s^ .t

D.

(5s+5-.{

,Yr1

rIa

-qq

oq

OJ-.1=.

E . 3

t i l

GjU,SL .f ."*"tfuf .V

ca$lA .V crJrA .1

,"+t!>"1 .l

.r;hl-rlS .o

^-*--t---i o o: t r

i

I N D E P E N D E N T C H A T L E N G E

Imagine that you are planning a trip to or around lran. Visit

http:1/www.hotelbooking.ir/ and start searching for a hotel. Under the

l:lTfl .f;Y'-n'#'K":t'tSft ff ;ilT::f"?YJJJ:;Print out yorrr hotel search results for your language iournal if you

can. Then pick a few hotels that you like and start circling the words

that you can recognize in their descriptions. Finally, select your favor-

ite hotel description and try to look up some of the unknowrx words

in the onliire dictionary http://www.farsidic.com/. On this website,

you will see a virtual Farsi keyboard that ailows you to enter Falsi

text. Bookmark this website; you will find it very useful'

LESSON

In this lesson we will learn about shopping for clothes, store types, andprices. We will also learn about subjunctives and first person impera-tives, as well as the past habitual tense and object clitics.

8A . UocABUIARY wARM-up

{

t

Does it fit me?

to wear (clothes)

to shop

color

to think

suit (/it., coatand trousers)

8B . DTA IoGUE

/be men mi-ay-a,d?f ,/be-hem mi-yadf

/puS-id-en/

/xer-id kard-an/

lra'ngl

/fekr krerd-en/

/kot o Selvar/

, f.Il cs^ c.1* 4+f.!" C'H

o+$-l*

OiJs +J33i3

oiJs Jrj

JIJ*.', '"'(

:i$

Mani and Shabnam are out shopping. Mani wants to go to his favoriteboutique to buy a suit. Listen to his conversation with Shabnam, who isbeing a little playful today.

.fg .f +Jr djl4,lFn aS Cul .rfrA_5qr gal :cll-

/in butik-i est ke hemiSe auz-ali xer-id :lmanilmi-kon-rem./

jl -il 45 riJS .,- Jfj 4,i;.e dJ. fd!,,,l++l.cgUS c/ +J.: o_,yti- .,l; O_ll

/in-ja-st? men hamiSe fekr mi-kerd-em ke :/Sebnam/to ez un yek-i maqaze xer-id mi-krerd-i./

fj e-,1; .p td Lrr:l c:ll'ri+A 6;" .+: :clL^/na. men hid-veqt un-ia ne.mi-rem. be-r-im tufl :lmanil

b+l 4s (#1. "#)

ii.,irr (J.qi iF.dJl+.r.r,,,-{ .S-r3. 34

/berim. m&n ne-mi-dun-est-em (ne-mi-dan-

est-em) ke in-ia butik hest./

ir 4..) lt- f1* fo-2 &+ o-,11 ,fi , '""( i.;lf(.,J+

/in kot o Selvar-e de-tor-e? beh-em mi-a-d(be men mi-aY-ed)?/

.,.64 .4<jiii!.J$' .o-.;i

/are' xeYli qe5eng-e be-xar-e5'/

iift gLri.l c^ -r-l .* +l Jl$

fbe-gozar in yek-i ro hem emtehan be-kon-rem'/

.,-Fb j-,j;fK+ .(t'-F -i 4't) jl'1^3 '"r'e "'

c4'3

lnn,beh-et ne-mi-a-d (be to ne-mi-ay-ed)'be-gozar-eb ser-e ia-5./

.,.,j,,1,11 drrr-9J .tt JJ-,;4^l*"A -f J-l

/vali to hemiSe rang-e abi dust daSt-i'/

.+j .ll-ili r di5 Jl ,e-,;lj.9-r. ai..js-?' .p-2lri d.ur3J'),..o1

/reng-e abi dust u* *::ffi*:::ii:]J:::*)

fu[!i$l .Jjri

f ya-'ni ne-Pu5-em-e5f

.rg jje+ (.J+ ";,,+ O:l .d.,sJ# 641

f nn,n*-pu5-e5. un qermez-e xeyli O"l-j5.;

:i$

:/Sebnem/

:cJU

:lmanil

. $

:di-

:/5rebnem/

:du:fmanil

. l

:tr+-

:/Sebnem/

:cll-

:lmanil. &

:tt+-

:/Sebnem/

:du

:lmanil. l

:d+*

:/Sebnem/

Mani:

Shabnam:

Mani:

Shabnam:

Mani:

Shabnam:

Fa rsl

This is the boutique that I always shop at'

Is it here? I always thought that you shopped at that

other store.

No. I never go there. Should we go in?

Let's go. I didn't know there was a boutique here'

How's this suit? Does it fit me?

Yeah. [t's reallY PrettY. BuY it.

102

Let me try this one, too.

No, that doesn't suit you. Put it back (/ir., Put it backat its place).

But you always liked the blue color.

Shabnam: I like the blue color, but I don't like blue suit at all.

Mani: You mean I shouldn't wear it?

Shabnam: No, don't wear it. That red one was much better.

Spell ing Note: The word ') .^-ol

( test-ant, at al l) , which is a borrowedword f rom Arabic , has an unexpected pronunc ia t ion. A l though i t is spe l ledwi th L ( /a / ) , the /a / is pronounced /an/ . The d iacr i t ic l when p laced overI signals this pronunciat ion. In everyday writ ing, however, the diacri t ic 1,l ike o ther d iacr i t ics , does not typ ica l ly show up.

Com prehension Practice

Now answer the following questions based on the dialogue.

A. At what type of store does Mani usually shop for clothes?

ojti- .Y .5..ri. g .Y

Mani:

Shabnam:

Mani:

B. What color is the suit that Mani tries on first?

ccl .Y +i/,. .YC. What does Shabnam say about the blue suit?

.rj 6J .l, .r ..:l;.ci , ',re

,l . Y.CgJh dr^.r-9.1

D. How does Shabnam tell Mani, Don'twear it?

.y'* ciic .f .lirt'i-1p .Y

ao(D

-l5

6'f!

=rD

8c . UocABUIARY

blue

boutique

yellow

green

white

otK;r_;3 . t

J+-F . \

.4fu3i sl*i, .ldA

, i i e r j Iv . J C

,Jl9fr , ' ""( . l4fu.{l .rt$.+j

dJ.f"r331

l-,rj

J+.*t

l i r" '

E. What does Shabnam say about blue suits?

.,1l -_,rl:ft r,', '( .f .Jl-9Li r,', '( .t.eJlrj .',*JJ ')r-ol

.:!.g .f a+ ;J

labil

/butiki

lzerdl

lsebzl

/sefid/

1'to3Lesson 8

black

trousers, pants

grey

red

brown

coat

always

never

8D. KEY PHRASES

These blousesare twenty percentoff.

How much is this?

Are these clotheson sale?

raincoat

child

blouse

winter coat

boot

shirt

discount

sock, stocking

skirt

percent

slipper

jacket

shoe

hat, cap

some, a little

lsiyahl o!-

l(r.lvarl JlJft

ftusif ,/xakestrer-i/ crJi-'fli,s+"Jt

f qermezf ,"8

lqehveil c-91 o .d

kotl dJs

/hemiSe/ 4.&;"-l

/hid-veqt/ d$J#A

/in boluz-ha bistder-sad texfifdar-end./

/in dend-e/

/in lebas-ha hrerajhast-and (heraj-end)/

fbaran-if , fbarun-il

lbe(tel

lboluzl

lpaltol

/putin/

fpirahenf ,lpirhenl

Itexfifl

liurabl

ldama-nl

lder-sedl

ldem-pa-yil

/kapSen/

lkafsl

/kolah/

lknm-il

d!r# t"jA Oll, :Ui:.-l r-. Ji

..tr_;|.:

forj..s.,'ult v .

Cl> te .r$ ulf(r!rlJ-)$i."A

.t-r-i+ ,crl-A

"?+iJ+

r l t..!lJ

J Q

dr#ri

ilAJil clel-;;

, ijii-i

.Jf t_l+

il l.:

t- ' Jl

,"JFl

,'"iris

(.Jifi

o)3

./S

104 i Fa rsi Lesson 8

\clothes

Can I look at that skirt?

llebasl

/mi-tevan-a-mlan damen ra be-bin-em|, /mi-tun-em un damen robe-bin-amI

cr!'J

6rl.:6i ely.rl-lu.r- ffi,tl lJ

3-,1 U.-olr 6319"irrr\ ' . .

q2o.Dq

-.1

;'=l

=fD

8E. cULTURE Top tc I

l ran ian Currency

The official Iranian currency is the rial (cJ!_;) lriyall. At this time, eachAmerican dollar can buy about nine thousand rials. In everyday conver-satior, however, people don't use the term cJt;-),r"ty often. Instead, Farsispeakers usually use the term gLSj fltuman/ or, colloquially, /tomen/),which refers to ten rials. so you might hear peopl" ,uy, io, example, thatan American dollar is uLJl r-. g-r (/noh-sed tuman/, nine hundredtumans), as opposed to ci+_,r Jl-)l d ynoh heza'iyuil,nine thousandrials). The term oLy is gradually coming into use in official languageas well.

8 F . G R A M M A R

The Subjunctiye Mood

In Lesson 6 we talked about imperatives. We learned that imperatives inFarsi are inflected for second person singular and plural and that theyare made by adding the prefix ; (h4 to the present stem of the verb(e.g., cliii lbe-binl for Look!), and in the case of second person plural,we also add the second person plural ending -rr (/ idfi to the ste--".g.,tii*rtrl /be-b in-idf , Look (you,p/.)/ sentences that are inflected like this aresaid to be in the imperative mood.

In Farsi, the subjunctive mood, which refers to hypothetical situations, isvery close to the imperative mood in its form. English uses the subjunc-tive in limited contexts. For example, when you say something like, Thejudge demanded that he stay in prison, you are using the veib stay inthe subjunctive mood (note that you are not saying . .-. that he stays . . . ,which shows that the verb is not in the declarative mood).

In Farsi, subjunctives are used in a variety of contexts: in conditionalsentences (Lesson rr), in embedded clauses and with modal auxiliaries(Lesson r3), and in first person imperatives (this lesson). The subjunc-tive mood in Farsi is simply made with the prefix ; (h*h plus the pres_ent stem of the verb plus these subject endings:

. r { , + , p r , i s L S ( ;

[* 1, l-il, l-red1, l-iml, l-idl, l-nndlj

: 1 o 5i

As an example, let's see the verb d1+l (/did-renf , to see) with the presentstem U# (lbi"l, see) conjugated in the subjunctive mood.

THE VERB O+J ( / d i d -an / , t o see ) lN THE SUBJUNCTIVE M00D

llyR$fte-bin-im/

lb,e-bin ildl

/be-bin-end/

; S I N G U L A R I

t Y . / b e s i n - f t m / # , r : t p e r s o n

* 1 /be--bin-i/ :tt- , 'znd Personr'r-ijiri , fte-bin-ed/

t-ijiri i 3rd person

Look especially at the first person singular and plural. The first personsubjunctive in Farsi is used for first person imperatives; thus, the verbsp# (/be bin-em/) and p.ill*i (/be-bin-im/) can be translated to Let mesee/I should see and Let us seeftVe should see, respectively.

Pronunciat ion Note: l f the f irst vowel in the verb stem is /o/, then thepref ix + ( /be- / ) somet imes becomes

' t ( /bo- / ) in co l loqu ia l language. For

example, the imperative form of the verb O3-1 (/raft-en/, to go) is pro-

nounced as J ; ( /bo- ro / , 6o! ) and not ( /be- ro / ) . Th is phenomenon is lessf requent in educated speech.

Grammar Note: In the case of phrasal verbs, as in Oi.$l.r-. ,p ( lUar Oa5t-en/, to pick up, to ta[e), the prefix t is not used-e.g., ,+-,1lr l ( /ber dar-im/) and not 6-,11.!-){ ( /ber be-dar-im/).

In the opening dialogue of this lesson, we hear Mani and Slabnam say

S) (/be-r-im/), which is the spoken form of the.verb dJ-ti (/be-rrev-im/). When you use this verb as a question, as in :S.)| fbe-r-im/), youare saying Shall we go? And when you say it as a response, as in fi')i(/be-r-im/), you are saying Let's go. Now here are some more examples:

f,+-l-.ll-+ JLAU/nahar be-xor-imfShall we have lunch?

.CJJ-ls+ JLaU

/nahar be-xor-im./Let's have lunch.

f#tr.+ c-r. EJ/ketab be-xan-im/Shall we read a book?

.f#lri+ uti5/ketab be-xan-im./Let's read a book.

f#j+ u'i! G.,1^ q/be mani telefon be-zan-im?fShall we phone Mani?

.#j; cr"$.lt'^t/be mani telefon be-zan-im./Let's phone Mani.

Past Habi tua l

The past habitual tense is used to talk about events that used to happenhabitually in the past but no longer occur. In English, simple past tenseverbs and the modal idiom used to are used for this purpose. For ex-ample, when passing by a school you might hear your friend say,I wentto school here when I was a kid, or,I used to go to school here when I wasa kid. Your friend is referring to a past habitual event.

In Farsi, the past habitual is just like the simple present except that theverb is in its past form. That is, we make past habitual verbs by addingthe habitual prefix cf (lrnr-ll to the beginning of the past stem of theverb. of course, subject endings also need to be added based on personand number. Here is the coniugation of the verb g{Jri (/xer-id-ren/, tobuy) in the past habitual tense.

THE VERB O+JA (/xer d an/, to buy) tN THE PAST HABTTUAL TENSE

/mi-xar-id-aoml e+-lr (t' rst person

/mi-xer-id-i/ Cr+Js (r' znd person

l-i**. iil ;;; il p".,o.

/mi xer id-im/ dliF gc rst person

you (pl. or sg. /mi-xar-id-id/fnl.) used to buy

f"l.!_.;.s ar-c znd person

they (pl. or sg. /mixar-id-alnd,l .$.:;_,1r..r ,r.cfnl.) used to buy

Here are some sample sentences in the past habitual.

.f"J ,r-c ar_;J.o ! e-,1+ L 4ii^i dF/men hremi5e ba peder-em be medrese mi-reft-em./I always went/used to go to school with my father.

IorD0-{6'f!+

3(D

I used to buy

you (sg.)usedto buy

he/she/it usedto buy

we used to buy

2z,6)

F

T'

n

**

B

3rd person

to6 , 1*-I 107Farsi Lesson B

.$tl c/ l;al ) _l_s_l -'^ tdl

f an-ha hrer ruz be inja mi-amed-end./They came/used to come here every day.

$r.l oi , -o Ll +1,-. . J \ J

/badde-ha mi-dev-id- a'nd.lThe children ran/used to run.

Object Endings on Uerbs

Farsi verbs carry a lot of information. We know that verbs in Farsi are in-flected for person using subject endings, as in p-i-91 c/ (/mi-nevis-am/,I write-from cli.&;/nevebt-en/, to write) with the present stem rli-#(/nevis/). This allows us to drop the subject of the sentence if it isknown.

You can also use object endings for known objects and do away withobject pronouns. For example, in the opening dialogue of this lesson weheard Shabnam tell Mani,

dri# (instead of d + l-,,ui)/ne-pu5-e5./Don't wear it.

As you can see, sometimes a single Farsi verb carries as much informa-tion as a sentence does-for example, the verb

"Fr+$:* c# (instead of p'J$ o*r ,r^r l-2 OI iJ )

/ne-mi-pu5-id-em-e5./I didn't use to wear it.

The table below lists the obiect endings of Farsi.

OBJECT ENDINGS

l-emanl OLe Lreml,|eml ? (?

I etanl Ol4 -

l-*tl, l-e:tl c+ t,cr-

liiAil ot+ --

t-'.lt, l ;;t ",1-;.,r

first

second

third

Grammar Note: These object endings can also be attached to preposit ions.For example, O 4+ (/be man/, to me) can be changed to 6;6; (/beh-em/,to me) . In the d ia logue, you heard Mani ask Shabnam, fa !^ e*+ ( /beh-em mi-yad?/ ) . Th is l i te ra l ly means Does i t come to me? which is an id iomfor Does it fit me?

Usage Note t: As in the rest of the course, where there are two forms in thetable above, the f irst form (with /e/) is formal.

Usage Note z: l t is also possible to name both the object and the object

ending in a sentence for emphasis, e.g., arir .o-, i .r . cl-) ;L (/mani rar na-did-am-ei/). This is roughry equivarent to saying, Mani, r hoven,t seenhim.

Here are some examples of sentences containing object endings.

.uli+ ts-/mi-bin-em-eb./I see it.

.JLa-,;s +r gt-$rc.:l.l

/dad-em-eian be farhad./I gave them to Farhad.

))^ L9J) cJU+g,,ifK/gozabt-im-eian ruy-e miz./We put them on the table.

.#rJS O+r djlf ez-a.3 did-en kerd-im./We visited it. (lit.,We did visiting from it.)

.,Ji^+J-rf/ne-xar-id-em-ei/I didn't buy it.

8G. READI IG

Read this ad for a clothing manufacturer.

i

.lll .:.,-,1.,.r1+lti crtl;-rr<{ +lj 9rr c,+;rt jt *ft Hjl fiH$iYJr,-r.- .rIS ..,- $-* o:Ui, cfr; ;d*fJ:.,.$i+rs r jJ+ e+rLj j +:tr! -.rni+ ,&ir, cf ,jF: k-,iAcllJdJi di..r c#+ r,.,..1 ir-""! t iyr^-:;b .^$;;

TqF'

;l' { i{J?

IIi,n J t

tL

cfo.D

-{;'nr+

=.D

i1

]t,I.:i l

i l

i

I'd-rlr

. c & l i J U J i \ o r r . . E O L - f A . . . . j l t - - c g t a _ J l l i J c r S g l . c $.ri ' i . ,,d Ot--i l o r r r .E y. . . . j l Lsgta gr"l. l

Arian Clothing

1..i"" clothing"is one of the oldest clothing manufacturers in Iran.This company produces men,s and women,s clothes. O";;;;d;;include-suits (/ir., iacket and trousers), skirt suits (/ir., jacket andskirt), shirts, dresses, and iackets. The prices of our products arelow, and we have several boutiques in Tehran.

The prices of our suits are from go,ooo to 15o,ooo tumans. ourskirts are from 2o,ooo to 5o,ooo tumans.

*-t----**1o8

i Farsi Lesson B

manufacturer,producer

to manufacture, toproduce

several

to include

product, products

/tolid kon-ende/

/tolid krerd-en/

/dendini

/5amel bud-an/

/mahsuf,/mahsulat/

5 ri'i'< 5!;

dirs +l-i

0i+c.rl:+ &Li

,cJ or.a-.o

&YJr,-..

8H. cu t ruRE ToP lc 2

What Do l ran ians Typica l ly Wear?

The way Iranians dress has changed dramatically and frequently i" jltg

last two centuries. During the Qajar (-lt-. E lqaiarll and Pahlavi (cr;&

/prehlevi/) dynasties (the last two monarchic regimes before rhe ry79revolution), the country underwent a remarkable modernization period.

During this time, Western education and values gradually became a

sign of social status. People dressed more and more like Europeans, and

many women stopped wearing the traditional Islamic veil (albeit many

by force during Reza Shah Pahlavi's reign, ry25-t94rl.

Since the ry79 revolution, however, the government has been trying to

replace Western values with traditional Islamic ones. This clash of ide-

als has created a wide range of opinions among individuals about what

people should wear. For example, wearing a tie may be considered a

sign of etiquette, elegance, and professionalism by modernists, but it

might be regarded as a sign of blind submission to Western values by

fundamentalists. Wearing jeans and T-shirts may be viewed similarly.

Younger, more liberal people like to dress in jeans and T-shirts, while

traditionalists avoid that.

Nowadays, many men wear a shirt, a pair of long pants, and, if it's cold,

a sports jacket. Government officials wear suits, but they don't wear ties.

Wearing short-sleeved shirts by men is frowned on by the government,

but many men do it anyway.

Women, by law, have to cover all their bodies and hair. Liberal and

younger women wear tight and short manteaus together with jeans and

colorful scarves. Women who work for the government have to wear

loose and long manteaus, and they must cover their hair with larger

scaryesr called 4rii1 (frrrrcqnr-'ef), that fit around the face. More tra-

ditional women *"u. iu.g" ttact sheets called -!l; Ttudor/) and only

show their faces. You can learn more about such cultural issues athttp:ll

www. cultureofi ran. com.

I

110 i FarsiIt

Exerclses

A. Use the subjunctive form of the verb in these sentences.

(pI) .-(Oi-l:') eli A: ' ' drtL-.'!

(pr) r_((-F!i<Ji) Olji 4+ (J'i+JU q. Y

('g') .- (O+) l-,1 c-.ES.l

('g ) t- (O+>) l-1 gel;; cll. t

(pt) t- (dili-r) oJr. 4+ l.t-;i. o

B. Use the correct form of the verb in parentheses in the following sentences.

(Orj) csl or# Ci^ .e-r str c;fis . \

(O+>) Cref*.! "iJil;-+

,clt OJJ'"i j-r-tr Y

(cis-r) .s-A q $j L ,+,i.'i.K -cJt-, .f(Or_t) 0i$ L.,i a+ p+ f.y . t

(J$lF) crJr.JS s" .o

C. Turn the objects of verbs and objects of prepositions in these sentencesinto object pronouns. The first one is done as an example.

.pih .;L e.p l-,1 Ll r-r. tiS

'd# 61'"it'il:

l++l -,1l4 lJ ,',oJ(. \

.P+.l l-l -rl. Y,',.,r1L l-)

"F*l+l.Y.o-,14 irsll k l 4+. t

.elilJi. cs- lJ a.cl.t-,;3-; . o

D. Fill in the blanks using the following words.

ul3i ,.lJ"-U G.itK ;r,ai -is oE++JJJJ+S.,',..f dil.- 91-

J.rl.r.c dlt -,rl:li +lrbj.d!,1 ei+,i

; ot5.-,litl.l jl &ia iret* Jlqal o.JA ,',c1,^r1 ,'r.tl

J q o Y a

IorDv|-{f

6

f!a+

=(D

. \. Y. r. t. o

t

sj3,r,.i

Lesson 8

, ' , .?, - (

.dts d - jl lJ t'iiS

A I I S W E R K E Y

Comprehension Practice

A . z B . r

Exercises

A.

d J J . O

B.

i fF cy'.o

C.

.oJ+ oslJ rrtii+ . f

D.

.Jt6.1 JIS .o

C . z D . E . 3

eJ-+.f e++.f eri:.Y dJJ+. \

.rj raljri, .1 #-,, .* .f +-F .Y .ri:*l . t

.Uil-1i.f .",i,-o.1.1 .Y .lrrJl "FJl$.\

.rf,.-Slri i5ro .o

$ lJA. f *^ ' * .Y OE6; .Y ip .^ f i . \

Make a list of **u articles of clothing that haven't been listed inthis lesson. Try to look them up in the online Farsi dictionary vvwwfarsidic.com. Write the words and the Farsi equivalents:that you findin your language iournal. Another online dictionary you can use canbe found at-www.aryarrpo,rr..o*. This is also a very good dicti'onarythat you might want to bookmark.

Fa rsi

Jim in a Pers ian Restaurant

In this lesson, you will learn about persian food and restaurants. youwill also learn to express likes and dislikes, as well as the equivalents ofboth . . . and and neither . . . nor constructions in Farsi. Finally, you willalso learn how to use the subiunctive mood with the auxiliary verb rj-S(l(ayedl, may).

9A . UOCABUTARY WARM-UP

SSO

9

to recommend

a (usually) meatsauce served oversteamed rice

fesenjan (a sauce /xore5-e fesenjan/made with chickenor beef, crushedwalnuts, andpomegranate paste,served over rice)

a drink made with ld"qlyogurt, water, salt,and sometimesdried mint

salad lsaladl

How about you? /5oma de-tor|

a rice dish with dill /Bevid baqela/and broad beans,often served withbeef

/pi5nehad krerd-en/ OIJS lta;.^iA

lxorell cFr->

ubir,4 -cF"t_l-

tr'

JYL.r

! r ^ L - L ^ ' , . ? .

).i.11 l"_yi

food

yogurt

special occasion

lqnzal

lmastl

/monasebet-e xass/

lii

Cl^lU

uroti f{,-l.i

A ] I S W E R K E Y

Comprehension Practice

A . z B . r

Exercises

A.

dj j .o

B.

f l l F ( 4 .o

C . z D . E . 3

eJS+.{ f i ;++.f eri: . \ eJ-l-lrr+ . t

rj .uljrL .l #: .f .f

C.

.O-.11 il.l3 gtia; . € .Uil-,lX .f .si-qr .

D.

,,.llis .1 JIS .o .ulyA .t -,,1'* .f OE44 .Y Oi!,".i,.i . \

+Ji .Y JX'"A . \

Y .bll "FJl4

. \

.rt,.-Slf c/ .o

I N D E P E N D E N T C H A L L E N 6 E

Make a list of some articles of clothing that haven't been listed in

this lesson. Try to look them up in the online Farsi dictionary www.

farsidic.com. Write the words and the Farsi equivalents that you find

in your language journal. Another online dictionary you can use can

be found ui*."ryunpour.com. This is also a very good dictionary

that you might want to bookmark.

_--.--.. I.-..........I'nzi FarsiiI

ESSON

9Jim a Pers ian Restaurant

In this lesson, you will learn about persian food and restaurants. youwill also learn to express likes and dislikes, as well as the equivalents ofboth . . . and and neither . . . nor constructions in Farsi. rinilly, you willalso learn how to use the subjunctive mood with the auxiliaryveru rr.Li(litaya"dl, may).

9A . UOCABUTARY WARM-UP

to recommend

a (usually) meatsauce served oversteamed rice

fesenian (a sauce /xored-e fesenian/made with chickenor beef crushedwalnuts, andpomegranate paste,served over rice)

a drink made withyogurt, water, salt,and sometimesdried mint

salad

How about you?

a rice dish with dilland broad beans,often served withbeef

food

yogurt

special occasion

ld"ql

/piSnehad kerd-en/ OIJS lta:-4

lxorell ci",r-n

OLrird -cF.,r-n

i-r'

lsaladl

/5oma lr_tor?l

/5evid baqela/

lqazal

lmastl

/monasebet-e xass/

JYl*,,

f r t L - L o l i

Xt+ +_#

lin, ' ,uuL

1;roti g++.U:

9 B . D IA IOGUE

shabnam has taken |im to a Persian restaurant' Listen to their conversa-

tion as they choose food from the menu'

iJ#J+. b+l $j \^^i I,rtLXi -cll-l-f--2 €f(+u4)

/de resturan-e qaSeng-i! Soma ziyad inia mi-ya-

in (miYa-id)|

.b.lA Lrta d+r"Li. ̂ 9li J+ .+l lUj

I ziyadne. bi5ter bera-ye monasebet-

ha-Ye xass'/

f#.+ l\;fu,r;lr;9 '+r

/xob, de qeza-yipi5-nehad mi-kon-if

.ni. ;\:-;; U*l3l Ul+i,"g .,-F-l-l'ji'Jf

/elbette xoreS-e fesenian ewelin pi5-

nehad-e men-e'/

r4r (u"i-i) di

/tu-5 (tu-Ye5) di-Ye/

.o-;1.:3.r-,13 * "i-1l, .drif Ll a.,,$-r-r JF t

fdJlJ d.tr.r3J JJ-S

/Yek iur xor-e5-e ba guSt' tu-S hem

gerdu dar-e. gerdu dust dar-if

fcgJ3- cr^ c+ l^i^i !45+11

/elbettel Soma di mi-xor-if

.pJ++ )!la 'rr.-Yi' +Le iF

/men Sayed Sevid baqela be-xor-em'/

pa .p-,llr,','r:l )[i! * iJ- .4+F # OJ.rrJs

/un hem xub-e. men hem baqela dust dar-

em, hem gerdu'/

fu+l-n t/ cf .r+$-il

/nu5-id-ren-i di mi-xa-hiI

.pJlJ ,"'"'J: '.rl+;. L:J c,t f'tr-;l': f-lr b4l

:eJ+

:ljiml

. &:e'+-:iSebnam/

'^lS

:ljiml. l

:d+-

:/Sebnem/

''.lS

:l l iml. t

:d+-

:/Sebnem/

:#+

:liiml. $

:eri-

:/Sebnem/' t l}. \ , .

:liiml

. i

:tt+-

:/Sebnem/'t-15'. l r .

Fars lLesson 9 i 115

i

/ inja duq darand? men duq xt'yl i t l trst daram./

.(*t-n .f) el:- c/ * rYL- '-'- .rrlb L{.s''

i1r,Al:= .f dr*rl,c l; r)t- f-,, 4 C

t1+*l:- c+)

/hetmen dar-end. m€n salad hem mi-xam

(mi-xah-em)' Soma de-tor? salad ya mast

mi-xah-in (mi-xah-id) ?/

.dr-,|^ +r cp l-9n' .r- .:YL 4r iJ.

/men ne salad mi-xah-em, ne mast'/

!' 'r ' ".ti d.l;-.p.',r 1--i .a-i-)'^" b4l i

/men inia serd-em-e. Soma serd-et nist?/

d,;J+ J';L O:l d-x .a,.ci-.,1'*" rA iF .l-l+.( l l t l 'x i ' i )

f &ramen hem serd-em-e. be-rim un teref

be-5in-im (be-ne5in-im)./

:/iim

. &:t'+"'

:/Sebnem/

't.ls'

:liiml. *

:t'+-

:/5rebnam/' lLs' \ , '

:lllml

J

5'clJ

10(D

9.CU5

.Dttrr+OJco,:t

[im:

Shabnam:

fim:

Shabnam:

fim:

Shabnam:

fim:

Shabnam:

fim:

Shabnam:

| im:

Shabnam:

fim:

Shabnam:

)im:

What a pretty restaurant! Do you come here often?

Not often. Mostly for special occasions.

Okay, what (food) do You recommend?

Fesenjan is my first recommendation, of course'

What's in it?

It's a sort of sauce with meat. It also has walnuts in

it. Do you like walnuts?

Of course. What are You having?

I may have shevid baqela.

That's good too. I like both walnuts and broad

beans.

What drink would You like?

Do they have duqhere? I like duq very much'

They must. I also want salad. How about you? Do

you want salad or Yogurt?

I want neither salad nor Yogurt.

I'm cold here. Aren't You cold?

"":_ t,a.:l! too, Let's go sit on

l_|e other side

**+*--*.-

Usage Note: The word l-€ ft.erafi here mean s yes, but the differencebetween l ;p and al.r ( lUetei) i i tnat lJF is used as a response to a negativequest ion. Not ice that Shabnam asks J im,

! r ' r , ,$ i g) ! 1- '$

/5oma serd-et nist|Aren't you cold?

This is a negative question, to which |im responds,

.AJ.p,' 3t cfo e l->

f(era, men hem serd-em-e./Yes, I'm cold, too.

If Shabnam had asked, f4$P L .i flioma serd-et-ef, Are you cold?),

a positive question, then |im would have answered with +I+ (iuete/).

Comprehension Practice

Now answer the following questions based on the dialogue you iustpracticed.

A. How often does Shabnam come to this restaurant?

crs*A+l .1" ci*;nl.rl _cglf .tcrl.s. rgtA

B. What food does Shabnam recommend to |im?

Ot+i,.,g -cF::- .r Xl+ +_ry.YC. Which one of these items is in fesenjan?

dl$U .f

D. How does |im ask what's in fesenjan?

fc.g_,;ji .,- c+ .f fu+ "F-l.t

E. Which of the following does |im like?

Xt+ + 6rri rA .r ,u!.y

9c . uocABUIARY

liii -.,1rl .l

JYI*,,

rrJs

fs9_;1.: !+ . \

rr-f . \

broad bean

plate

recommendation

yes (answer to anegative question)

fork

certainly

lbaqelal

lboiqabl

/pi5-nehad/

l&ral

Ita,ngall

lha-trn-a,nl

)jl+

$ti.ii.k;fu

l_r+

,iK+Li'-

' n 6 iIj

Fa rsi Lesson 9

cool (not warm)

hot

napkin

to like

restaurant

sandwich

cold

perhaps, maybe, may

dill

spoon

knife

walnut

warm

meat

glass

fish

chicken, hen

fruit

soft drink

pD. KEY PHRASES

cook

Are you ready to order?

Excuse me, where'sthe restroom?

rice

waiter, waitress

lxonekl

lduql

/dest-maf

/dust da5t-en/

/resturan/

/sandevid/

lserdl

lEayredl

/5evid/

lqaiod

lkardl

lger&tl

lgerml

lgu(;tl

flivanl

lmahil

lmorql

lmivel

/nu5-id-en-i/

.5ri:.

tl.dul.,,i

,lr.j,,ilr C&rJJ

ol.l.f-;

C;$l*,.J}

lJ"t i

+ddlit-{l-,;ls

JJ.6- ,EF

dr^tJ

olril

,31-

L-nUJ,A

.+i*'?'-r

=3='rUErD

:?.q,

:'F(Dg

o,c

ofd

lai-pnzl

/amade hest-idsefareS be-deh-id?1, famade hast-in sefareS be-d-idI

/be-bax5-id, dest-5u-yi koja-st?f , fbe-bax5-in, drest-5u-yi koia-stf

lberenil

/pi5 xedmat/,fgarsonf

jFi^i1

rii"'-t git'i

,f+a+ "i_tti*"

U$-'A oJLIfq"rl UiJU^,

rs+J-$3-i 5 rJ'ii'-.r-r

c cf*&ig e fcr^.,L.S!d-,l+S ,r.rjr$i-.t

e..Hsdj,o.:-i, , ti.r.r

. v . l

UJ",,JK

What appetizer wouldyou like?

a dish made withsteamed rice, beefkabob, and oftengrilled tomatoes

How many peopleare you?, Party ofhow many?

What would you like?

dessert

chef

to order

to take an order

main course

Can you bringthe bill, please?

Can you bring themenu, please?

I'll have a chelo-kaboband a soda.

/pi5 qeza di meyldar-id/, lpii qezadi meyl dar-inf

/delo kebab/

/dend nefer-id?l,ldrendnefrer-inI

/di meyl dar-idf

ldeserl

lser al-pezl

/sefareS dad-en/

/sefareS gereft-en/

fqeza-ye eslif

/momken estlotfen surethesab ra bi-yavar-idf, /momken-elotfan suret hesabro biar-idf

/momken estlotfen suret qe.zara bi-yaver-id?f ,/momken-e lotfensuret-e qe,zarobi-ar-idf

/men yek delo-kebab mi-xor-remba yek nu5abe./

lnanl

lvr.-*l

trdS""sfcJiJl.r ,J,.o .+

,-rt-r3 "L-J / 4 i

bread

ice

fq_;l.r,Jy u+

j+lteT

JhlJ:t_t*,

gil.r ,j.,;ti.*,,

c#-S ci.lti+

,J^-l -calt;[iXl ,",,,.t 05,-

I r c-i."r (-3'r c^.aJ J J

4jl; cf.u r J:ro J J . .

d.t;-o.o [il.'l

f+:l+ 3_,y c-r. t ";

ffi, ',."1 aJS--l-,1 ls fi_l_l-4if-L.f .t*-l:h

l.r; gi_13H- tiLlf+-,,h l-l

,rt.l3 ^l - .S-r,'i.oJ . l - o v

.t; ltJF cr'.4r.t.i3,t

Ju*t

9E . CUTTURE TOPTC t

Persian Table Manners

You learned earlier that Persians are very particular about how they showrespect toward elders and guests. People of other nations, of course, respect

I-----'-t^-r r8 | Fa rsi Lesson 9

.d: lr r ' r . . ,JJ e: L

their elders and guests too, but they rriay do so differently. This also appliesto etiquette at the dining table. When they want to sit at a dining table to eat,Iranians usually wait for the oldest person in the group or for any guests tosit first. You might hear a lot of q;LA (/be-ferma-id/, after you).

Except for restaurants where the food comes in portions, the food is usu-ally set in the middle of the table in large dishes, and everyone serveshimself or herself the desired amount. Here, again, everyone waits forthe oldest person or the guests to serve their food and start.

When people compliment the person who has made the food, that personusually responds by sayng, OL+ -s$jlr (/nu5-e jan/), which can roughly betranslated as bon appdtit.If you want to thank the person who has madethe food, you can use the usual tdy (/mersi/, thanks) or OJi^ (''l*i(/*eyli memnun/, much appreciated). You can also use the more formalterm for thanking, ?:-#'1t3t flmoto5ekk "rEryt/,

I am ̂ thankful I Alterna-tively, you can.m" ih" very common idiom 4j5i .:-,1i L& fi^'!J (/dest-eSoma derd nekon-e/). This idiom literally means May your hand not hurt,but it is just another way of sayrng thank you. This way, you are wishingsomeone well who has just done something for you. The expression ismost suitable in the context of manual work, but it's by no means limitedto such a situation. You can use the term in almost all situations.

P F . G R A M M A R

Expressing Likes and Disl ikes

To say that they like or dislike something, Farsi speakers often use the verb

rJi.i'|.1,',, t J (/dust dabt-en/). This is a phrasal verb; that is, it is made upof a noun plus a "light" verb (see lesson r). The noun part i5 dr*l3J (/dust/friend, fondness), and the verb part is OSll flda5t-en/, to have). ,ii,,ilr

is an irregular verb, and the present stem of this verb is -.1l.l (ldarl, have).Therefore, O;til.: r'r. rJJ literally means to have a fondness for. This verbdoes not appear in the habitual or progressive forms, but it can come in allother tenses. Here are two examples of the verb 0i^ll.: dru-9J, conjugatedfor all persons and for the present and past tenses.

THE VERB,. . l ' i , , i l . t r ' r . , .JJ ( /dust da i t -an/ , to l ike) lN THE PRESENTTENSE

=35'OJ

E.D

:3.q,

f

F.D

r+Otc

o,J

+

i - ^ -

itIt'".::1

1'ii

I like rice. /man berenidust dar-em./

.p-,ll.t ,-,"'-lJ er-,,14 g*

"*oul:g] S" rice, ftg_berenj dust d11i/

:.9J1. d.u.'r3r q*t ,

.t lJ r*,."jJ er rt .He/She/It likes

rice./u berenj dustdar-ad./

We like rice. /ma berenidust dar-im./

fl

You (p/. or sg.f*I.l like rice.

They (pl. or sg.f^l.l like rice.

/5oma berenjdust dar-id./

.tr rlJ ,',v! qJ zrj r,r [.o.ri. a r J \ : J .

.ij.,il.t r*r..,JJ AUj r.1.c

..j,el.r.",.Ut eJ .lr

/an-ha berenj dust .Jj[ ilri e: W

THE VERB Oi , , i l . t r ' r .UJ ( /dust da i t -an/ , to l ike) tN THE PASTTENSE

I liked rice.

You (sg.) liked rice.

He/She/It likedrice.

We liked rice.

You (pl. or sg. frnl.lliked rice.

in"y (pI. or sg.fml) liked rice.

/u bereni .Cdlr r'ru' eJ 25l-.1; Jld u s t d a i i . I

J e J ' J

/ma bereni dust .e$.'Xlr r'r.,, eJ e.r-.;; l.^daSt-im./

'r' J \i'

/5oma bereni .!i.th r'r.',JJ eJ L-&

dust daSt-id./

/un-nr bereni . ri;i.113 i'r..JJ FJ_.;; 1.6;ldust daSt- a:nd.l

' J \: r

fmeln bereni

$3st da5t-rem./

/to berenidust daSt-i./

To negate Cfil.: r'r' "JJ, as with all other verbs, we only add the negativeprefix : (lna-ll to the verb. For example, to say I dtdn't like rice, you say

#l.j r'r."3J

ej O^ (/men berenj dust na-dait-em/).

There are two other commonly used terms to express likes and dis-likes, namely, uil dF . . . jl (lnt .. . xob amed-en/, to like) and

dJJ-l .+ . . . 1l (lez. . . bed amed-en/, to dislike, to hate). The bestway to explain these terms is through examples:

..rj cr #r- ej Jl rJ^/mren ez berenjxoS-em mi-ay-ed./I like rice.

.+l .r- Ury.,Ui dr-,l- jt Jlfu ez mast xo5-e5 mi-ay-red./He/She/It likes yogurt.

.+l .+ Ol-#F )!l+ jl l-fma ez baqela xo5-eman mi-ay-ed./We like broad beans.

As you can see, the expression 6-J,ol dF . . . jl is used to expresslikes, just like Oi-,ilr'*' ',rJJ. ttre difference is that we have to use thepersonal endings-Ol4 ,|ti ,OLs cgi' e dr ,i-after the word dF*--t_-

120 | Fars i

(which means nice or Pleasantl.

In order to express dislikes, one can either negate OJ.l g'iF jl

or use O!"1 + -,;1, as in the fbllowing examples:

.+l .r Cr+ e: Jl rrfmen ez berenj bed-em mi-aY-ed'/

I hate rice.

.lj .r- "Ff+

dr-,L jl Jl

fr ez mast bed-eb mi-aY-ad'/

He/She/It hates yogurt.

.+l .r O14+ X14 -11 L"fma ez baqla bred-eman mi-aY-ad./

We hate broad beans.

Double i l . . . i3 l lna . . . naf) and(fhem . . . heml) Constructions

r" . . r"

Thedouble4- j . . . a j ( /ne. . . ne/ ) andpa . . . * (&- rn . "hem/)

constructions in Farsi are equivalent to neither . . . nor and both . . . and

in English, respectively. For example, we heard fim say in the dialogue

that he liked both walnuts and broad beans; he said

.JUS i cp-,ll'r dru3J )!! e-l .l^

/mren hem baqela dust dar-am, hem gerdu./

I like both broad beans and walnuts.

We also heard him say that he wanted neither salad nor yogurt; he said

.dr.,,,t-e d eelyi i; r)lt,. 4.l O^

/men ne salad mi-xam, ne mast./

I want neither salad nor Yogurt.

As in Engli sh neither. . . nor construction, the verb used with a 4j . . . 4j

construction is not negated' Look at the examples below:

..s+-tr pa dr.$lr-.p .r*:l+J aA aj.$-,;o

/fere5te hem riyazi bar daSt hem fizik'/

Fereshteh took both math and physics.

.jlJ#i 4+ fA siiJ Uki^-l 4+ * d+ -l r.:rL/mani vre jim hem be esfehan raft-and, hem be Siraz'f

Mani and |im went to both Esfahan and Shiraz.

.+-J9 d p r$lF c/ c#Jti p H

/5oma hem farsi mi-xan-id hem mi-nevis-id./

You both read and write Farsi.

.OU +l riUF .i!S 4j e$ , e+/jim vre Sebnem nre kebab xord-end ne nan./

|im and Shabnam had neither kabob nor bread'

.'='J

OJ

(D

!1.OJ

n(D

*OJ-

+

I

| 121II

Lesson 9

.l.p +r .rrq_p ,-. tiS +: k l/an-ha ne ketab xer-id-end na-. qa..za.fThey bought neither books nor food.

.lt .'rL +i 6{.t l_; p5 +i L

/ma ne jim ra did-im ne mani ra./We saw neither fim nor Mani.

Using i$J (l5ayedr, niV, might)

The word.uJ.i liSayad/) is a modal auxiliary verb that means maybe,perhaps, may, or might.It is used before the verb, and when it is pres-ent, the verb comes in the subjunctive mood (see Lesson 8). This modalauxiliary isn't inflected for tense or person; only the main verb is. Lookat these examples:

.fJJ-+,-r. !6 -tJ.i O.fman Sayed kebab be-xor-em./I may eat kabob.

.1.9JJr+ qJtS qLi -i/to Sayed kebab be-xor-i./You (sg.) may eat kabob.

.UJi+ r.pLS.r;t-& _el/u Sayad kebab be-xor-ed./He/She/It may eat kabob.

.dJJs+ r-tl;S qLi L

/ma Sayad kebab be-xor-im./We may eat kabob.

.*-rA +l$ +1,$ l-.S/5oma Sayed kebab be-xor-id./You (p/. or sg. fml.l may eat kabob.

.$JJi+ +!S +t i Le.l/an-ha Sayed kabab be-xor-end./They may eat kabob.

I

9 G . READI I |G

The following passage is a simple recipe for cooking Persian-style rice'

Fi# e>t th

:p;Y ")13-

(jt3 rr crl-x cu\+ii rJ) e.x

(.gJr=t.i 6lili rr) arerJ

(c-s-rAb -dlil'i 3':) Jl-''i

=3='o)'9rD

2.CU=n.Dr+cuEo,:lr+

.d^is c/ sJ l-; 6i qJjl ,ej -_03+ jl,J*, j4^tr.l-i .drli3 *W*,e d.y.-l:t q.ri l'. '?ri

Y i' "lf .'r-+U ,-i-l+ 4+ ,J. i E 6-,llK cr^ 6l+1 6il1)

,g-o+r.r ory\ u *.r;"f ;;"':*T.* 3r::

Ingredients: l

Rice (two cups, for two PeoPIe)

Oil (two tablespoons)

Salt (two teaspoons)

Before cooking the rice, we first rinse it'

How to Cook Rice

material, materials

necessary required

cup

person

tablespoon (/it.,

meal-eating sPoon)

teaspoon (Iit., tea-

drinking spoon)

to rinse

cooking pot

medium

ready prepared

/madde/, /mevadd/

flazeml

lfenjanl

lna:ferl

/qa5oq-e qaza-xor-if

/qaSoq-e daY-xor-i/

/ab ke5-id-en/

lqablnmel

/motevesset/

lamadel

3l3n eoiL

TJY

obii

_#gJrilr-; .6lit!

caJr!"b -6:ili

u-+ss '-J4^-lr.13

t ]"-l,t o

o.rLi

Then we put it in a medium pot yith- water' We put the pot "i :l]"

stove until the water starts to boil. After a few minutes, we put the

lid on. Ten to fifteen minutes later, the rice is ready. Bon app6tit.

ILesson 9

$H. CUTTURE TOPTC 2

Persian Food

Persian food is heavily rice-based. Most dishes consist of a rich saucecalled.4-$ (xor-e5) served on a bed of steamed white long-grain rice.The gF-)JF almost always contains red meat or chicken togelher withvegetables. Fesenjan (Ot+-'l;, which was mentioned in the opening dia-logue of this lesson, is very popular, especially among westerners. Thereare also some dishes in which meat and vegetables are mixed directlyinto the rice, and therefore, no cF-t_li is served with them. The mostpopular Persian side dishes are plain yogurt, bread, and fresh vegetables.The blend of fresh vegetables that Persians have alongside theii food iscalled ui-rF tjj- (sabzi xord-en/, lit., eating.r"j"t"bl"r) and con-sists of red and green basil, radish, green onions, leek, mint, tarragon,and sometimes pennyroyal. It tastes great and is very healthy.

Exercises

A. change the last sentence using the cue words given. start with this sen-tence:

. rrj.r un$ ci. _)r-i jl i,uJ+i

- t l -1fS." , .oJJ . \ "

. T . t i.tll cf Ul*n+ . t

l_ .orj.r Ol^iF 1

d-,) l l , ' , .uJJ

.V

into subjunctive constructions

.r_l_li,e Ly.:_;f.l .jL . \

.+$i_,r o_,11i-o a1 ld .y-rol lii;l a; u" 19 altiJ*i

.y

B. Turn these sentences in various tenseswith Jr-1..i.

1[,4 Fa rsi

$rJS d,l^Ef cjil ;.l la1t . t

_.nr:.l,lrr,r4tfut U .o

lesson 9

C. Answer these questions with double t'structions.

(*

(4i .

t ' a n d t . . . 4 j c o n -

(* . . . p) f'-r*" ! +;b r.lrusJ Le-t- u !i . \

(4i . . . 4j) f4jtiJ.ES +1 ! .:i_l_,r g. 4*,.,Jro a.1 t.61l Li .tf6lai^-l Jr ! rrs ."","<$j jlJ#i Jr pl,r.i !i .Y

(4i . . .4i)

D. Fill in the blanks using the following words.

JLIU f+ltn ?-;< .rJl-rs 6;:riL- o)3

.UF Ul+j-i,cF_,rF L9IJH udJd.& . \

.p;'l; o: l'tri ' fo-,1.ljJJ,.l L.Y

.e-l-l- s-. CJ^.l-c l+ ,-f" .f

r-J+ _ .fa OE "^ S cSl1^ rJ.i Jl . t

.JJ+ -

ATSWER KEY

Comprehension Practice

A . z B . 3 C . r D . z E . 3

Exercises

A..J_.;lJ .",...rJ x^rl OiJ#i . \

.s-;l.f r'r.rrJJ -;ur.:.:ley J OJJ#i .\l

.s-.;l-rr dur3J -;ul .:ley J O"rJ+e .f

.lj .r- rJl.i+ -,1*J jl Jtaj J OJJrti . t

.rj cf OL+ -.;-r.l -,11 L .o

.+l .f dJHJ- -.1r-,.1 -,11 L .1

.d;llr t'r'"-9J -,p,r.t L .V

B' ..:-136; ty +l.l uiL .\

.rU-,11 o_,fi.o 4+ +Li l-"^i .Y

.+b l+ll a; rt"Li oa G a.lti_;r-+ .f

.rll5+ dl.ot5l cjie _! r,"U l.61l . t

.riJlrj ,s+Jlful rj-^i L . o

. *) fa-Lij_e_,; l+ +lJi cr' +US t^^i l+l .t{) tj* 6rJ ! d!.,1 4jE j*ii -p l.re l-rj .o

,J#.4LiK .gl:,.rfi .o

j

C.

D.

D ) S . t d l i i . f ,sj:-rs @:.lit- .\

or.oJJ^ * e-,11. r'r."JJ crJ+-r * dJ .'!

.o_*^ * d_,ll.l ,',.uJ cgJ+-r 6a L

.4ilir.lS a1 a, .rr:_,1 ,=a a-u;Jo ! 4j l.6.ll . Y

.6lai--l Jr +r $( .,^ J.r_l jlJ$ Jr +.r i+& .fo, a-l"j:J * ilJs d c,;tjS * iJ^ .{

.a-Uj:t * #lJi .,- stis pl t-

.-Ea L;J)+l ,',.,r1 +.lLi..!,si JJ +.r l.:s .o

_,1taU . \

e -6 .o

I N D E P E N D E N T C H A L T E N G E

Visit wmry.aghaghi.com. Click on the c*j-f* tub. (,-"s1*"

/ser-g€rm-i/ means entertainmenr.) Then click on the link entitledcrj$f J *:-J fldestur-e ai.-paez-if , recipe). You will see a list of typesof food. Click on cfi_,1_l= and then on Ul+i$i cfi_l_l-. Print out therecipe for your language journal. Read through it and highlight thewords that you know. See how much of the recipe you can followAlso try printing out some of the the pizza recipes and see if you canfollow those. Write down in your journal the meanings of any wordsyou look up.

t z 6 :i

Fa rsi

/selam, xanom doktor./ :frr.anif

LESSO

In this lesson you will learn the names of major body parts. You willalso learn about visiting a doctor and expressing pains and some ill-nesses. The grammar points that we will cover in this lesson in-clude the present perfect tense, using subjunctives after the verb

dJi$lJA (/xast-en/, to want), and asking questions with how muchand how many.

I O A . U O C A B U T A R Y W A R M . U P

body

to go away (saidof a problem), toget resolved

fever

medicine

pain, ache

to cough

pill

throat

to use, to take

What seems to bethe problem? (lit.,What is yourproblem?)

I O B . D I A T O G U E

lbeda,nf ,ltenl

/ber teref 5od-en/

Ita"bl

ldarul

lderdl

/sorfe kerd-an/

lqorsl

lga-luf

/mesref kerd-en/

/moSkel-etan di-st|,

/moSkel-etun di-ye|

. t r l r t tOii.i-rt r

,.J

JJIJ

r-F

OiJS 4!Ji*,.

L)--lJl

J3OlJs rj;A

f , ' , .*.- , ' r l j l (*!aI4.r=-, O-J35.i:

.J3s3 piti sp\ :.fU

t+r; ur$t*t^ .dq -6til 'p)-'

/selam, aqa-ye peyami. mo5kel-etun li,-ye?l

.p-,llr.:-,ri -# ttl3 ei-,- ll -ls-t^l

femruz ez sobh teb o gelu derd dar-em./

S(+IS cr +cJ*) iJrtis .,' f" 4i!

/sorfe hem mi-kon-in (mi-kon-id)fl

.p_;t.r.r_,;i cf ,)r.# .J5

l"eylikam. veli ten derd dar-em./

*f(+l o.r_.f r-i_ -a) +rJS .i't; .,+JJlr

/daru-yi mesref kerd-id (kerd-e-'id) /

*.(pl o.: r:i) dJJ-; q=i3 .o--f I 'i:i

lfe,qerqors-e teb bor xord-em (xord-e-am)./

*f(+l ".r-.r-F) .l;.r-l-r- F-rall r+

/dend ta qors xord-id (xord-e-'id)?/

.4: fr-L^' .,,5g

lyeki. sa'et-e noh./

f(+$l) i$l.rc'ii J.l+?

/deqedr teb daSt-in (da5t-id)|

. 4+J i#J , ' ' ' t iA Jc#

/si o haSt o nim da-raje.l

rl:= cr .rirI (+$ jt+) d#S jt+ :J OfLr.t:i+x :s ct-j-F 6-,3

/dehan-etun ro baz-konin (baz kon-id) Iotfren.

mi-xa-m tu-ye gelu-tun ro be-bin-em./

. l l l l l lf aaaaaa.f

,.,r#,crl-!ri .. j+-x ./s .! rdrfJS

/are Eeru-tun ff'lr# JTliiT;.or,i' Li'JS >+ ):yl J-l ,;3.&t: q+,i,i.)

/di5eb da5t-em, vreli emruzber teref 5od-e./

,_tsi:/doktor/

:cCl'

:frrranif

,_r:isi:/doktor/

:du:fmanil

,_r33:/doktor/

:clL

:fmanil

:Jjsi

:/doktor/

:du:lrnanil

:Jjs3

:/doktor/

:du:fmanil

:J:js3

:/doktor/

:cCL

:lmanil

:Js3

:/doktor/

:clt^

:fmanif

fim:

Doctor:

|im:

Doctor:

fim:

Doctor:

fim:

Doctor:

fim:

Doctor:

fim:

Doctor:

)im:

Doctor:

|im:

Hello, Doctor (/ft., Madam Doctor).

Hello, Mr. Payami. What seems to be the problem?

(/it., What's your problem?)

IVe had a fever and sore throat today since

morning.

Do you cough, too?

Very little. But I have a bodY ache.

Have you taken any medicine?

Ive only taken fever medication. (lit.,I have only

eaten fever-cutting Pills. )

How many pills have you taken (/if., eaten)?

One. At nine o'clock.

How much fever did you have?

Thirty-eight and a half degrees.

Open your mouth please. I want to look inside your

throat.

Ahhhhh.

Yeah. Your throat is a little red. Do you have a runny

nose, too?

I had last night. But today it's gone.

=OJ

=.h

g:r|

Grammar Note: Notice the dif ference between the spoken and the writ ten

form of theverbsg.l-,,[ ei-,;.-o"o3n6 gJ r A. ln spoken Farsi' exceptforthe

third person singular, there is no dist inct ion between the pronunciat ion of

the simple past form of a verb and the pronunciat ion of i ts present perfect

form. lt is for this reason that you hear the doctor say J,rJ-)F Utj 1l +

when she wants to learn how many pi l ls Mani has taken. You wil l learn

about the writ ten form of the present perfect tense in this lesson.

usage Note r: The verb oi_l_li (/xord-en/, to eat) is also used in the

context of taking medication. For example, to toke pills is Oi-l-lt cr ls(/qors xord-an/), and to take medicine is gi-,1-9A 3-)1-: (/daru xord-an/).

Usage l{ote z: lran uses the metric system. 5o when Mani says thirty-eight

and a ha l f degrees, he means th i r ty -e ight and a ha l f degrees Cels ius ' which

is about tot degrees Fahrenheit. Normal body temperature is 37 degrees

Cels ius.

Usage Note 3: The verb O'-f;.i 'p) (/bar teref 5od-an/, to get

resolved) is used when we want to talk about something unpleasant going

away or a problem being resolved. For example, When lvlani wants to say

that he doesn't have a runny nose anymore, he says or1i, r-i-l$: (lUer

taref 5od-e/, i t 's gone).

Lesson to

IUsage Note 4: The question fq; g3il5,,1'^, op its written variant,f ,", , , !? r j j5., i , . ( /moikel-etan r ist?/), l i teral ly means Whot is your

problem? but i t does not have the condescending tone that this question

has in English. ln the context of a doctor 's visi t and said with the r ight

tone, i t is equivalentto Whot seems to be the problem?

Comprehension Practice

Now answer the following questions based on the dialogue you just

practiced.

A. What is Mani complaining about most?

"r"r1 -LFi-rrj.f +i-,1*, .Y qj _, .r;.r 3l( .l

B. What has he done about his fever?

.o r;il9r .Y qj -rF tl .5J Y o.l-.15j 19JlS . \

.".; -iC. How does the doctor ask if Mani has a cough, too?

f0rtis c/ * +t-*.r +r-,t-r-07..,{.:B .Y .t+t+ -utJJjl . \fgs_;l.t pi

D. What does the doctor say after she looks inside Mani's throat?

f,.g.,il.r q$ J-\t .f .4+r- O-ilj< .y

E. When did Mani have a runny nose?

JJJJJ.T

TOC. UOCABUTARY

elbow

finger

toe

arm

buttocks

nose

foot

heel

eye

hand

, . i . ? ' . 1 3 . \

larnnjl or farenil

/engoSt/

/engoSt-e pa/

lbazul

fbasa,nf

lbinil

lpul

/pa5ne-ye pa/

l(elml,l t&ml

ldestl

# o;it( .t..fJ

g+.- j:-rl . \

. ' i

eJl

c*3jttr dr^X5il

J}

F!i t l

g t .

!! cs +*!

* 'ffi, - , . , , i

tooth

mouth

thigh

knee

tongue, language

forearm

shin

head

chest, breast

thumb

stomach, abdomen

: : : ' ' " ' ' " . ,

wrist, ankle

hair

past, last

huppy

flower shop

I O D . K E Y P H R A S E S

You should take thispill three times a day.

Where's theemergency room?

patient

ill

hospital

nurse

physician

ophthalmologist

/cla'r rr lir n/, /rlaendun/

f<la:hanf ,ld,rhenl

/ ran c 1 la/

f zanul

f zebanf , lzebunl

f sa'edf

lsaq-e pal

lsa-rl

lsinel

llr'stl

/5ekem/

lkef-e pal

le El

/mod-e dast/,lrnol-e pal

l^ul

lp'il

/xo5-haf

/gol foru5-i/

O:rri rgl.li

rJAi cgtAi

h -t-'l-r. t .

_ft )

u-H.;,Jl+j

J9l.-

!-out4+t-r

r ' r , ' , ' u l

#!+s6_s

t , 2 . t

! _G. 6( tv.J -C.o

v

.rhcJt*ri

.+-l-tt.JK

=oJ

-j

6

gl6

lrez in qors ruz-ise bar bayedmesref kon-id./

furi.ans koia-stI

lbimarl

lmnrizl

/bimar-estan/

/perestar/

lpezebkl

/de5m pezeSk/

Ls)J) F1s #l jl,.ij;^+t+ _rl+ c^,,

.+$fd!,1+3 cplj_,r:l

Jl'#

gA)^

. t r tr rur,rt !t-41,Jv 4

Jtf""J*

6.ij'ia b . * -

- - 4 4 ( . T

| 1 1 1| ' J I

Lesson to

I feel nauseous.

I don't feel well.

My wife's foot hurts.

pharmacy

pharmacist

to hurt

dentist

I have a headache.

My head hurts.

common cold

to burn

My husband is sick.

to sneeze

Where does it hurt?

(lower) backache

sore throat

doctor's office

to examine

I d like to fill thisprescription.

IOE . CUTTURE

/halet-etehewo'dar-em./

/hal-em xub n-ist./

/xanom-am padard dar-e./

/daru-xane/

fdaru-sazf

/derd kerd-en/

/dandan peze5k/

/ser darddar-em./

/ser-em derdmi-kon-e./

/serma xord-egi/

/suxt-en/

/5oher-emhal-ei ba,d-e.l

/etse kerd-an/

/koja-yetan derdmi-kon-adf

fka-mr-r derd/

/gelu derdl

/metebb-e doktor/

/mo'ayenekerd-en/

/mi-xah-em in

.p;l.r glai gll-

.,'r,.ui q,rF dl.-

.o_;l.r -r_,;i h f"lLr

tuLr3-;1.:

jL*3-11.t

gi-.f r-,f

6 . i ' r r , ' t l J l J424 V

.1-ll.l .l-li;l*.^'

.4-dS,r. :-)i p!

4 . 1

d)_,t_l- l-{}

dji.J*,

.o;r i-fr,J- ls. alA-t i

OiJS 4-^"Xc

c+ :-,1i OEr.,t+3f l-i'(

Ur ).c3.l:13

JSsi ii!-

O1J5 4jJ"1r:

+l * l -q.-i# l-)4-su-rnosxe ra be-pid-em./

TOPTC I

Uisiting Sick Family Members or Friends

When somebody is sick, it is common practice for family andfriends to go visit that person either in the hospital or at home. Thisis called OiJ5 dii$ fleyadet kerd-en/, to visit an ill person) or

Ci:A'5"*;S tliF ! ilb" reyadet-e kesi raft-en/). people who govisit a sick person usually buy a bouquet of flowers or a box of sweets

for that person. It is also common to take a food item that is believed tob9 Sogd for the patient. When greeting a sick person, people often sayD.r.i + l.t'i flxoda bad nede/), which Iiterally means May God not giveyou bad. This is basically a way of saying I'm sorry to hear about your ill-ness. If, on the other hand, the person who is being visited has given birth,it is common to congratulate the person by saying.SJl+l

"a;-,_,;jj -aS(/qedem-e no-rres-id-e mobarrek/), which can roughly be translated asMay the newborn be blessed.

I O F . G R A M M A R

Present Perfect

The present perfect tense is used in English and Farsi to refer to an ac-tion or a situation that started at some point in the past and continues tothe present or the effects of which are still relevant at the present time.For example, your friend asks you to go see a movie with her, but yousaw that movie only last night and it's still quite fresh in your mind, soyou say, Ive already seen that movie. You say have already seen becausethe event occurred in the past and its effect (the fact that you still re-member the movie vividly) still exists.

Farsi is almost exactly like English in this respect. Farsi speakers use thepresent perfect in the same situations as English speakers do-that is,when they want to talk about events that occurred in the past but theeffects of which persist at the present time. They also form the presentperfect similarly to the way English speakers do. The present perfect inFarsi is made with the past participle of the verb plus the normal subjectendings. However, with the exception of the third person singular, thereis no auxiliary verb. In the third person singular, the verb is followed bythe auxiliary .',..,1 (/est/, is).

The past participle form of the verb is made with the past stem of the verbplus the suffix L Unh. Let's look at some examples of past participles:

SOME EXAMPLES OF THE PRESENT STEM, PAST STEM, AND PAST PARTIC IPLEF O R M S O F V E R B S

I

I

I nnsr PARTtctpLEf - ' : :**T*- ' ! ' ' " '

: ' ,',

Y1n1'-"1'-go"";:fJ', (lgoft-el,said) ...1a'( :: (a*il,ru""y"+r

PAST STEM j PRESENT STEM i

ii;;;lrl,;i;;";l&il . (i,ot,s'yr; i(/goft/, said) cd3 i

( ldidl,saw)qr f* t ' -

i

us"t,;;tij< r:

(hilal,see)Ll#

ti#iLiiri;5 i(/xorr&e/, eaten) o J.13s. (lxordl, ate).1_;3;

Let's now look at some examples of present perfect sentences.

Lesson ro

.pl o$l3A l-,1,-rS OI cl

fma'n an ketab ra xand-e-em./I have read that book.

.qgl o-rrl_eA l_2 r-r1iS ij -i/to an ketab ra xand-e-i./You (sg.) have read that book.

..',."1 oslF l-.1 r-r1:S gi 3l/u an ketab ra xand-e est./He/She has read that book.

.61 osl3i l_2 ciis OI t-/ma an ketab ra xand-e-im./We have read that book.

.ql o.:jl_5A l_.r +ES Oi 1..'l/5oma an ketab ra xand-e-id./You (p/. or sg. fml.l have read that book.

..$l o.$l;A l-; c-r. L:S di l-6.il

/an-ha an ketab ra xand-e-end./They have read that book.

As you can see, we are using the same subiect endings, ? l-aeml,LS l-il, -,d 1-im1,4l-idl, and.ri l-a:ndl, with the verb in the presentperfect, except that in the case of the third person singular, we arealso using the verb." ' .J (/est/). The use of the verb,",." l with thethird person singular in the present perfect tense is obligatory onlyin written Farsi; in the spoken language it is hardly ever used. There-fore, in spoken language you will hear

.oJ.t3,r JJ r_.ltis t l:l :l/u un ketab ro xund-e./He/She has read that book.

as opposed to

..',..1 o.rrlji lJ ,-rajS UI 3l/u an ketab ra xand-e ast./He/She has read that book.

Here are some other examples of present perfect:

.pf or-13A Vj.! dFfrr'enyek qors xord-e-am./I have taken one pill.

..",*l oJ-F cJ+.: ojJi. jl -rlfu ez muze did-en kerd-e est./He has visited the museum.

.{l ot.r l-,1 # O"rl l-c.&/5oma in film ra did-e-id./You have seen this movie.

.61 ol-13A llJ L

/ma Sam xord-e-im./We have had dinner.

Uerbs after #^"11. (lxast-enr, to want)

In English, the verb that appears after the verb want cones as an

infinitive, e.g., I want to go or She wants to see. Farsi is a little differ-

ent. In Farsi]the verb thit appears after the verb Oi-lF flxast-en/,to want) comes in the subjunctive form and ig also inflected for per-

son. For example, I want io gowillbe TJlfolf..f (/mixah-rem

be-rrev-rem/), and He wants to go will be r:-ti ulJi c/ (/mi-xah-

ed be-rev-ed/). Let's see the phrase want to go conjugated for all

persons.

CoNJUGAT|0N gp L,j- ' lJA (/xast-en/, to want) wtfn A sEcoND VERB

=J-j

o

at

#

;;;";;";; /mi-xah-rembe-rrev-am/

.;; +'* Lt'

/mi-xah-ibe-rav-i/

/mi-xah-adbe-rev-ad/

w.e want to go /mi-xah-imbe-rav-rm/

/mi-xah-id be-rav-id/

/mi-xah-end be-rev-rend/

i ' ' ' ' - ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' '

Here are some more examples:

.llJii.+ l-;,;ES g;l S.elj+ c/ terf

/anha mi-xah-end in ketab ra be-xer-end.lThey want to buy this book.

..t-,;ll; G+-l*J ulJi c,.o iaJ-i

/ferhad mi-xah-ed riyazi bar dar-ed./Farhad wants to take math.

you (sg.J'wantt0 go, -,"

' - a .

GJt r+rF d

he/she/it rMantsto go

i i-a$G;

er> e^irr;

.fr--l--X r+ll:= i+

$-.-.;;1 $-AlF gc

y""lpl "* 'i fa.lwant to go

they (pl.* sg.fml.l; wEult to go

i13sLesson to

136 i

.fit+*# l-l -FS'' frlal3i s-o 1-

/ma mi-xah-im doktor ra be-bin-im'/

We want to see the doctor.

.rl3-.1p+ jlJ#i q $alJi cr^ cft^ J i$

/Sebnem ve mani mi-xah-end be Siraz be-rev-end'/

Shabnam and Mani want to go to Shiraz'

fr;-,1j4 pt i gYl rJalF./ t..-i l-,ri

/aya Soma mi-xah-id el'an 5am be-xor-id?f

Do you want to have dinner now?

If the sentence is in the past tense, the main verb (i'e'' Oi-'l3A) ap-

pears in the past tense. fttu second verb remains in its subiunctive

io.*. Here are the same examples as above, turned into past tense

constructions.

.$JA+ l-.1 r-iiS UJI tr-r"'lJi c/ bl

/anha mi-xast-end in ketab ra be-xer-end'l

They wanted to buY this book.

..1-.1l:-.p ,r;l;-,1 rl*l3r cr' lLly

/ferhad mi-xast riyazi bar dar-ed'/

Farhad wanted to take math.

.fi}+t# l-l -.F'#-t:= .,' L/ma mi-xast-im doktor ra be-bin-im'/

We wanted to see the doctor.

.t -l-,11 jlJ+l4+ $3-,lJA d c#t- J #

/Sebnem ve mani mi-xast-end be Siraz be-rrev-end'/

Shabnam and Mani wanted to go to Shiraz'

fr;-,13q pl',i gYl +$-lF ./ 1.^$ Li

/aya Soma mi-xast-id rel'an 5am be-xot-ild?l

Did you want to have dinner now?

Questions with ."q+ (lEeqadrf , how much) and lJ 'r(1

(lEand taf, how manY)

J \ii and E + are used to inquire about the quantities of mass

nouns and count nouns' ,erp"ciit ely' That is, we use -,pi; to ask

about the quantity of a mass, as in how much water, how much sand,

or how *uih air, andwe use E + to ask about the quantity of things

that can be counted, as in how many books, how many cars' or how

many pills.

The difference between English and Farsi here is that in Farsi, nouns

appear in their singular fo.ms even when used with E \tq (l(andtal,

nf* -uny), wherJas in English, nouns come in their plural forms

with how many. Let's look at some examples:

Farsi Lesson to

fcsr)i LF_#LI +/dend ta qors xord-ifHow many pills did you take'/

.ei-,r.i 1FJS r!

/yek qors xord-am./I took one pill.

f.r+elF .,-.Jli.ii E +/dend ta boSqab mi-xah-idfHow many plates do you (p/.) want?

.i+AlJi.r- -r. ti^ii ti q^.,

/se ta bo5qab mi-xah-im./We want three plates.

fg-.;s. Clrl;* ti + dU/mani dand ta pirahen xer-idfHow many shirts did Mani buy?

.+-,1s. Clrl;* E 3.:;L/mani do ta pirahen xer-id./Mani bought two shirts.

f,*r._,11.: eD JJi+ U/ma deqedr berenj dar-im|How much rice do we have?

.d-,rlr ej iS.! t-/ma yek kilu berenj dar-im./We have a kilo of rice.

fc.g_)J= .'. cgb J+/deqedr day mi-xor-i/How much tea do you have?

.eJri cr' crb Ob+r.5g/yek fenjan day mi-xor-em./I have a cup of tea.

9#,,ilr Ol_,r! J+ tk+ _li/der brehar deqedr baran dabt-im/How much rain did we have in the spring?

.r*filr Ol-rl+ t,l+i i{+ Ji/drer behar xeyli baran daSt-im./We had a lot of rain in the spring.

In written or formal language, we only use $, and not E $". Count-ing units other than E are also used with rs. ps1 example, you cansay ULIIE*JJ jl J:t3 .1+ {/drend nafer ez dust-an-eman/, howmany of our friends) and Sti .:rs l+ (/dend 'eded qa5od, howmany spoons).

=OJ

=.9.,-l

i137

l oG . READI I lG

Read the following excerpt from an information sheet about cold and

flu.

ff+j6+ r,! aq.$lFuj* ,rttll

.9qj $--r-.1- J rr*fu '"i-l 'i-,1 4ili Ji rrrr! lrr-,l3sL-* -efu--

gji#l-i d .fi$J+ oj.j^ FJ ! ,sb e,-rJ prrll3F.t" .dJ+

$j +S A .e!fo o.rlrl-l i + csb u-J:i jl + -ct$ -i>t:

.JSJ-r_;_nL* cslr f^ 'jE +q,Jj1- J or-j.. .fUjA'1 ,et

.r.& ulji u3A glJl.s. j-U e* ! :r -ll rr-+ .J-i3..ra t;F

What should we do during a cold?

During a cold, we must rest at home and drink a lot of fluids. Wecan drink water, tea, or fruit iuice. To relieve fever, we can usefever pills. But we must not take too many pills. Fresh fruits andveget;bles are very good for colds, too. We will feel better aftertwo or three days.

etK+during, at the time

to rest

fluid, fluids

fruit juice

fresh

/hengam/

/esterahat krerd-a-nl

fmaye'f , fmaye'atf

/ab-e mive/

Itazel

OiJS ,"i-lJj-rJ

drlr-r-J-r,g;U

oJJ^ i+i. l *

oJu

IOH . CUTTURE TOPIC 2

Pharmacies in l ran

Pharmacies in Iran are mn slightly differently from those in North Ameri-

ca. First, there are no aisles where you can pick over-the-counter drugs. All

drugs are kept behind the counter, and you need a prescription for most.

The other difference is that drugs do not have trade names. They are all rec-

ognized by their generic names. So if you need a painkiller, you should ask

for acetaminophen or ibuprofen, and not Tylenolru or AdvilrM' Drugs are

generally not too expensive in Iran unless they are imports. Sometimes, im-

ported and rare drugs can only be purchased in a handful of government-

run pharmacies. People who have medical and drug insurance through

their employers do not pay for medical services or prescription drugs. Self-

employed individuals can also insure themselves through the country's

I--".-----1 -.----"

138 i Farsi

Social Security Organization. You can learn more about lran's healthcaresystem by visiting the website of the F<xrd and Drug Department of theMinistry of Health and Medical Education at http://www.fdo.ir/.

Exercises

A. Turn these sentences into present perfect constructions.

.',.XlU OlJil.! u;l-.r._,1c+.Sl q.^".o r-,;l.t Ci+.i

.eJJ-* o-,lLi-o Jr L

$lJS &-.;st"^..Uf- ! Hi

.#r* (t' -1r -clt+l.-! clfrilji ,r- .re6:.il1. ,_i;* rtA-,;s lrJ .1

!++-r -c- r .L iSE+t^.&.V

B. Answer these questions using the verb ctj-,lF UxasLad), * in the o<ample.

fLgl aiiJ glai.-l +r

fJ'E Cnl-l= tt'9.1-,1s l-,1 .-*ll Ui ej+,i, . \

961 o.$f;A l_r _r:yl a +"V)sS .o

C. Use l-: + (lf.endll or Jq fldeqedr/) to form questions based on thesentences given, as in the example.

.*lF (r' erJ OlC.5*f#l:-.j. r-lJ J.li1

.ei+F o-5$ -il'6 3': . \.riJS cJ- q rta;fu.! .f

.t-,1 e.tlF +E it""rr jl -)ri 4t.'4+ .f

=OJf.

5

26

. t

.Y

.r. to

Q

I

f

to fall (said of rain or snow)snow

lbar-id-nnllberfl

ol;!U}

ilLesson to

---+-*I 13e

ID. Fill in the blanks in the following text using the words provided.

Oli_,rt-* _O+r l+$ DJi. JU-* ,',.-f

#-lr=.f d.ri*;,

a+ p-,E-3r jl .,5; _(\ )_ ! il. e rJh qe aiiA

._(f)_ el:r+ O. f-,rr r-,1 .i$_r _(Y)_sJ-r-n ,B;r1j:+ d3:l usl: _(t)_,r"

3l .p{F _(1)_ rl csll uLl,} a+ ._(o)_

.r:i dlJrr ,rl** 0.^ _(v)_ jl

A] ISWER KEY

Comprehension

A . r B . z

Exercises

A.

Practice

C . 3 D . r E . z

.(d-,1) qi.&l.l-1a Olr;l .! uil- .\.(d*,1) oJ_,;,-Slj*nc i*.t .Y

.p;l o.lg ojE- -,1.1 L .\"

..rrl o.:_.f c.rlt*" .!5- a.1 l4.lt . f.el o*$4 -r, .cr1+1.! Cr .o

f(c!,|) o.rrl_9A,r.rt5l.S'it.l uh .Lny lrJ .1fql "q_,6 +US + t^.$ .V

o...yi.+ l_,, ,-*bl gl .u13,- ."" # .\.r + $lr i ,el t .r$ OI i$

or .fiJJsi lre gl-.134--l -l.l n$ l-n c/ l- .Y.pJJJ.+ l.te a;el-lS cf Ol-r-i-J Jr U

or..rrr5+ dl.otll cjb _l.r $AlF d l.61l .f.rl${ dr"otil rlAlJi

"+ cjil Jr la.ll

o..$ drrl .:-l *lJi d )Jyl .t.iS+ *t:- Gi drrlJri-l _,1:yl

or.pl + lS ls-t^l cS n.,l5Ssl *lr d .o.ilJ+ eAl3i ,-'.ll )J;l,l cr 4-tijJJ

C.=-j

.)9++-n "_X, _,r$+ .\

fcsrJs dt- e; -:lai-;; (ll) + .Yfrj -al3A ib e:ti*:r jl Jri $* q .f

9,',*l o.r_,,9 gq.r .ejK G) + _,11 $a_j . t9t"_,,1+ .i: _,r$ cji.."^J JJ . o

D.

i - t+ o^.1 , ' , . " 1 . f

-o+r .vOE*_IL+ .\

o-l,l.c .1

+rl+r ..l

t+J. l 'o

I N D E P E N D E N T C H A T L E N G E

Here are the beginning lines of a food safety and health note. Thenote-has somewhat been simplified, but it still contains several wordsthat have not been introduced yet. Read this passage and try to guessthe meanings of the unknown words. Then, visit wwrv.farsidic.comand double-check your guesses. Record the words in your languagejournal.

r''ii!- -,! .J-.;h L Cs)*, -;J,r-qe+ U,iii s;hi Jl3,c.*,.tlj* C+lrr_l..t3,i .f cJ-fts b .S_rL# jl rsj+4 CU _, eJ* csars l+

.J.$L o$jJI L Crd., gglJ+ $lJi d rf!. Lll o.:L., ,=.tt" iJJl q 4-. -il

.+3*i; fr,l c.5 4+{: jl "l+-I

lJ '.i -OU-i

.f#J*t [ {- U3J .,J *i,i-i jl rri lJ !- OE*i

.+i! jf^i J +,J& crll a+ l_2la , ;-J. g 4-cA

t4. g:rEt3p, .crt_lj,l. Jr.:i -;t tJ +rtaj*ii,td

.+_,rl.l otSj -,;j.r

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

i 1t+tLesson ro

LESSON

11Pa r l ia menta ry Elect ions

This lesson covers the basic vocabulary about computers, mass media,and elections. The grammatical structures that we discuss in this les-son are conditional sentences, the past progressive tense, and embeddedclauses in reporting constructions using the subordinating coniunctioneS (/k"4.

I I A . UOCABUTARY WARM-UP

parliamentaryelections

economic plans

/entexabat-emejles/

/bername-ha-ye

/me'lum-e./

fma-n xeberne-dar-em./

lnetiiel

/vared 5od-en/

,J4+{ t:rl+lA}!

6lt -,SJ .6te +.Li_,p

u-F' ; ' -$UJ

6ib 6l_,1

4s

. ' " J l ;

.lJ[i -;rr iF

4i+\31

g.r-i r_;lj

eqtesad-i/

because ltonl

last night /di-5ab/

to vote lre'y dad-en/

that (subordinating k"lconjunctionl

It's obvious.

I don't know.

result

to enter

I IB . D IATOGUE

Shabnam and Farhad are discussing the latest parliamentary elections.

f,gr_F .t5; JJ Jt5I ,..-.!J e .rby :i$

ffarhad, diSab exbar ro negah kardif :/Sabnam/

9-2-:t+ s+r

fna,, te-tor?f

+L!.iil .5 4+",3i 45 (ihr) -if e-,le. ut'.J-$ ij+ g,*!+-

/mi-xast-em be-dun-em (be-dan-em) ke netii

e-ye entexabat-e meiles di Sod'/

;-,l3.irA (jl) {t J:,t?ls. ji;.ir" -."^l,J^

.i;'.J*r ;(.4) 4.r'+ ui,]+-

/men xebar ne-dar-em, veli ege (eger)

hoseyni vared-e meiles be-Se (be-5ev-ed)xeyli xub mi-5e./

f lJ+

Itera?l

fSF c/ e.rjrAl cs1j i3..il. JrJir tJ3;qgLl e-U; .,+',,s. 45 (e$lJir5-)

.o-;l.l,r.r3'.. -Lrrl*.ojlJ

/don diruz da5t-em tu-ye internet mi-xund-em(mi-xand-em) ke hoseyni bername-ha-ye

eqtesad-i-ye xub-i dar-e.f

tqerl.: 61-s t;:'x+ ;

/to be-heb re'y dad-if

.a-:lt-

/me'lum-e./

& .r** +(l (r-e-r ./) i c+ cJt-,s:= c,l*+I - ..it.t .9i-,1 ,i;'"*fa ir^ oS (e&)

/pes xo5-hal mi-5i (mi-5ev-i) ege be-het be-

grem (be-gu-yem) ke men hem be-heb re'ydad-em./

!-. -ri € !f(*+f ./) ,F d cri+

/jeddi mi-gi (mi-guY-i)?! de xub!/

:JLaj

:lfa.:rhadl. 1 .

:d+"'

:lEa-bna,ml

:JLt-,1s

:lferhadl

. &:e+-

:/Sebnem/

:rb-}9

:lferhadl

. &:t'+-

:/Sabnem/

:JLA-,1e

:lferhadl

:i$

:/Sebnem/

:lLa;s

:lferhadl

Shabnam: Farhad, did you watch the news last night?

Farhad: No, whY?

Shabnam: I wanted to know what the parliamentary election

sults were.

" " t - - -1b4 i Farsi

i

-!

Farhad:

Shabnam:

Farhad:

Shabnam:

Farhad:

Shabnam:

Farhad:

I don't know, lrrrt i t wi l l be real ly good i f Hosseinigets into the parrl iarrt t ' r t t .

whv?

Because I was reading on the internet yesterday thathe had very good economic plans.

Did you vote for him?

It's obvious.

Then you'll be happy if I tell you that I voted forhim, too.

Are vou serious?! How nice!

Usage Note r: The word J-:ltr+i (/te-tort) literally means how, but in this icontext it means Why do you osk? A similar expression is $:,^ J-.t+( / ee - to rmega r / ) , o r , i n i t s spoken fo rm ,45_oJ4 ( / t e - t o rmege / ) .

U s a g e N o t e 2 . T h e e x p r e s s i o n r J l f . # c , ( / m a n x e b a rna-dar-em/) l i teral ly means I hove no news (-)+ is the singular form of

_,fAl, meaning news\, and it can be used just like t hove no ideo or t hoveno clue.

Usage Note 3: The stems of the verbsg-ii(/iod-an/, to become) and,j.ii3(/goft-an/, to say, to tell) get reduced to-cF (il anO 3 (/g/) in spoken l2ng-uage.That's why, instead of 6-#*zc (/mi-iav-i/, you become) anO p-tJ5# (/Ue-gu-yem/, I should tell), Shabnam says ,e .r- (/mi-5-i/) anO j(+ (/be-g-

em/).

Comprehension Practice

Now answer these questions based on the dialogue you just practiced.

A.Why does Shabnam ask Farhad if he watched the news?

.*_,r1+ r.lfJi i-i; l-r;+ !i eS .r-il+ .ile csic U3; .\

.{-r! ral3i Ol-,r\ l.:-;'s $ aS .ul+ .lal3i c/ uJi .Y

.l*., q ,J"J+- +Ltiiil g; 4+i3i aS .ljl,,i ul1li c/ c.l-:p .l

B. What does Farhad think about the election results?

.r3-,S c/ c;F AA. c r-i.fu ,J"J+- ;-,113 .jrt.,,- -Ft . t

..:3-i .,- r;.J,l.i ,r-i,,i'+ ,J..J+.- ;-,1l-9 .crt"L -,,3t .V

..:j.,,i ,r+ cJul* .r..rL c.l'*.&+ ,J"J+- ;-;13 .jrr'',-= -,3t .f

C. What type of plans does Hosseini have?ei3s. ,6 -;f\ sgLl a-lj.,p . \

9F -6.:1,'-,:!! qgLl a-ol-r_.p . Y

tiF -6$-,--i!l J (-, iiA crLA a-UJ+ .Y

i

!

=3rD

a+o,

rTl

@nd.oJ

D. How does Farhad know about Hosseini's good plans?

drlAI Jl .f .'"' '"1 s-93 Jlrrl JJ .Y.,. , ."1 oJ.r lJA

E. How does Farhad ask Shabnam if she is serious?

!+e€ . r fJ.r c;"r+ .Y 9a--9Ju . \

/internet/

fbernarr.ef

/pors-id-en/

/post/

lpalyalr'l

/temaSa kerd-en/

/iomhur-i/

lherf za..d-a.-nf

ldolatl

frer-'Lsf

lradiyol

lre,h-berl

/Semord-en/

/5en-id-an/

/sohbet kerd-en/

/sendud

/ferest-ad-en/

lfeksl, fnema-brerf

/kandida/, fnamzedf

k"l (kill,lr.ekesil

/gub dad-enl,lguikerd-en/

/meielle/ (/maialle-ha, meiallat/)

/morur kerd-en/

lmaqalel

a-cL_.p_1 -.1J. , " , . "1 os l l i

,",riJj+l

4-U-.14

O'l+-.}i

*r.-t

C#oiJs Lelj

(.9J.(A

Oij.i-;,"i lJ.t

cl+-l

:+:l-,tj+-t

ui-;j

o-++lOiJS ' ' '-J-' '

6JJl-4

OiE--1;

-,11t^l ,U.'(i

rj^U ctq.rr\S

,rJ€.(;) os

oiJS/uih d-6

6ta4l-.-) 4J-1-

($[+.^

O1JS )J-t^

4lli;

I I C . V O C A B U L A R Y

internet

program, plan

to ask

post, mail

message

to watch

republic

to speak

government

head, boss, chief

radio

leader

to count

to hear

to talk

box, chest

to send

fax

candidate

who

to listen

magazine (magazines)

to review

article, essay

to look

I I D . K E Y P H R A S E S

to get elected, toget selected

to elect, to select

presidential elections

to e-mail

e-mail

to open

percent

president (of a country)

vote, ballot

medium (media)

to take part, to participate

city

mayor

ballot box

computer

government official(officials)

official (n.), (officials)

website

/negah krcrd-an/ O.Js't(j

/entexab Sod-en/

/entexab kard-en/

/entexab-at-e riyaset-e jomhuri/

limeyl za"d-renf

limeyll,/post-eelekteronik/

fbazka-rd-a-nf

lder sedl

fra-.'is'e jomhur/

lre'yl

Ol'.$ +tilj

OiJs.iijj!t r I I r * r l

!J..rHJ 9JlJrr ttl

CgJJ&J+

Oi-t cj++l

46di*,.J16+-r-r5)!

iriJs jl+

t ' ' JJ

J . ; .c#--s

csl't

fresan-ef (/resan- (ta 4jl*"J) 4jl*',Je-ha/)

/Serket kerd-ren/ OijS dlS_Jrl,

liehrl -l4-i

/Sehr-dar/ -,;l:_X-.i

/sanduq-e rn'yl cSl'l -Gst-.

/kampiyuter/, dU-l ei3g#ls

frayanef

/meqam-e doleti/,(/mreqam-at-edoleti/)

fmeqamf ,(/meqam-at/)

lvebsaytl

.+j3.:.et-i..;13.1t!l-U.)

(sltL) rtL

d.,l*.,, -. .l

I IE . CUTTURE TOPIC I

The l ran ian Gouernment

, Iran has had an Islamic theocratic government since the country's rg79revolution. The head of state is 4-tis ;J flvaliyye faqihl, SupremeLeader), who is appointed by rJt<ji ;h i flrnailes-e xebre-gan/, As-

Lesson tt

Ea,=OJ

3.D

-rTl

fDnar.o

sembly of Experts). The members of O\<J+i. ,J+^ are elected throughpublic ballot. The job of a;ii iJ: ir to coordinate the three main branch-es of the state-the executive, legislative, and judicial branches. Thepresident, J-.(A Ly$j (/re'is-e jomhur/), is the head of the executivebranch of the government and !s elected by public vote. The legislativebranch is the parliament 1rJ*Tmajles/), whose members are electedby public vote. The head of the judiciary, however, is appointed by theSupreme Leader, who also appoints six members of another assembly,called O!#S OIS-fi flSura-ye negeh-ban/, the Guardian Council). Thejob of the Guardian Council is to approve all of the bills passed by theparliament, as well as all of the candidates for public elections.

1 I F . G R A M M A R

Past Progressiue

In lesson 4, we talked about the present progressive tense. We learned thatthe present progressive is typically used to refer to an action that is in prog-ress at the present time, e.g., I am reading this book now.The past progres-sive tense is similar to the present progressive in the sense that it refers to anaction in progress. The only difference is that the action was in progress atsome point in the past, e.g., I was reading a magazine yesterday afiernoon.

In Farsi, we learned that the pres,ent progressive is made with the pres-ent tense of the auxiliary verb i-ifilJ fldabt-en/) plus the present formof the main verb, as in the following example.

.ilF ,r. aJ-. p;l.r/dar-em mejalle mi-xan-em./I'm reading a magazine.

With this knowledge in mind, forming the past progressive is very easy.Instead of the present form of the verb 0i'Slr and the main verb, we usethe past form, as in the example below.

.eJ,lJ- .'- 4l+^ i:,,3,1.:/da5t-em majalle mi-xand-em./I was reading a magazine.

The following is the verb J$lJi (/xan-d-en/) conjugated for past pro-gressive.

THE VERB o$l j i ( /xan-d-an/ , to read) tN THE PAST PR06RESS|VE TENSE

f$lJi,". i:,,i,lr

Jstr-J.,:;'j

I was reading

y;; i;;.i ;;,;reading

/da5t-am mixand-rem/

la"li-i *i-*u"J-i/

----i-

148 i Fa rsi

he/shewas reading

we were reading

you (pl. or sg.fml.lwere reading

they (pI.or sg.frnl.lwere reading

/dadt mi-xand/

/daSt-im mi-xand-iml

/da5t-id mi-xand-id/

/da5t-end mi-xand-and/

$lJi .,,c ,''..l'lJ

irt;J6:;r.

+$lJi cs- 'Ji'$|.)

sii3o *-.,fj..if.

Note: As with the present progressive, the past progressive is most com-monly used in spoken language and not in wr i t ten language.

Here are some more examples:

.J_JIS,r.c , ' i . ,-1 e. ir ,3' ! ," , .?,f3 iAj

/ferhad dabt ba Sebnem sohbet mi-kerd./Farhad was talking with Shabnam.

..i.j,rr r-i_.;l-r ri-1.113 j.l1-i J iAJ-i

/ferhad o Sabnem dabt-end herf mi-zed-end./Farhad and Shabnam were speaking.

.#; .r^ 4ltii.5g di.&tl U/ma dabt-im yek meqale mi-nevebt-im./We were writing an article.

..rril.r .f OIS ri-i.xl3 l4ii

lanha dabt-end re'y mi-dad-end./They were voting (casting their votes).

.fiti--,;s .'- LJ'"f-i dL" 4+ f^ill/da5t-em be mani feks mi-ferest-ad-em./I was sending a fax to Mani.

Condi t iona l Sentences

Conditional sentences are those sentences that contain a clause thatstarts with f or unless. we call this clause the fclause. conditional sen-tences come in a variety of types depending on their meaning and thetenses of their clauses. The most basic type of conditional sentence isthe kind that talks about a possible situation in the present or at a futuretime, as in, It'll be very good if he gets into the parliament.

In Farsi, conditional sentences of this type have their fclauses in thesubjunctive mood and their main clauses in the simple present tense.Look at this example:

.JF .,rc Li. F.J$ ,.:-r-,!;,j,1+.." ;:ls -#lf a;ga;r vared-e majels be-bev-ed, xeyli xub mi-5ev-ed./If he gets into the parliament, it'l l be very good.

.E

OJ=OJ

f.Df-OJ

rTl(D

IoJ

t-*-^-1r49Lesson rr

The following is another example, conjugated for all persons.

.l-+ c/ l1 jl e 7s'-,+ a. Jro 4+ -Sllegrer be medrese be-rev-em, u ra mi-bin-em./If I go to school, I'll see him/her.

.G,J# c/ l-1 jl sag_11'_Sr4 4*,lJJ.4+ Jlf acger be medrese be-rev-i, u ra mi-bin-i./If you (sg.) go to school, you'll see him/her.

..r++ cf l_2 jl cl3.p 4*rJJ. ! -Sllaugal be medrese be-rev-ed, u ra mi-bin-ed./If he/she goes to school, he/she will see him/her.

.#ll+ c/ l1 3l c6S-84*,,JJo 4+ -Slf augr',r be mredrese be-rev-im, u ra mi-bin-im./If we go to school, we'll see him/her.

.+1.l1; cf l-2 3f c.rr;-.;,;4*,,J1^ 4+ -Sllegr'r be medrese be-rev-id, u ra mi-bin-id./If you (pl. or sg. fmll go to school, you'll see him/her.

."Lt# c* l:jl r.uj-; a-ur-;J.o q -Slf a.gr.'r be medrese be-rev-end, u ra mi-bin-end./If they go to school, they'll see him/her.

usage l{ote: l t is common for the i f clause to appear f irst in Farsi. ln a moreformal style, the r/-clause can also come last. Example:

.lJj 4*,,JJo 4+ -61 er* .+ l-,r :l/u ra mi-bin-em agrer be medrese be-rev-em./I'll see him/her if I go to school.

Here are some more examples of conditional sentences.

.*r cr- :l ! l_,r l*-l fh ,r.,j# CfJ3 ;U -Stle.gr-r mani telefon be-zen-ed, payam-e Soma ra be u mi-dah-em./If Mani calls, I will give him your message.

.JF,r- cJ-,i_;S e .:-iii+ l-,1 _,ps ggl # jl

la;gr-r Sabnam in xebar ra be-5enev-ad, xo5-hal mi-5ev-ed./If Shabnam hears this (news), she'll get happy.

.r-d cf ,-iJFt j C,l 4."to 619J + l_S et &l -Slf a,gar in qors ra be-xor-i, etse-et ber taref mi-5av-ed./If you take this pill, your sneeze will go away.

.J-q-^i d +-F 6eJJ;,r gJil,.,,,- 4+ -Sllacga-r be mosaferat be-rev-im, xub mi-5ev-ed./If we take a trip, it will be good.

Embedded Clauses with +S (tket, thatl

In the opening dialogue of this lesson, shabnam tells Farhad that shewanted to know what the election results were. She says,

---*--l

15o i Fa rsi Lesson tt

.ii a-= L-J+a +Lliiil q9 \g: d a.rt+ p-.r^,13s ,r-/mi-xast-em be-dan-am ke natiic yt,r'rrlcxabat-e mejles de 5od./I wanted to know what the results o1'the parliamentary elections were.

In Farsi when we need to place a clause inside a larger clause as wereport someone's speech, we can use the subordinating conjunction aS(/ke/) to connect the subordinated clause to the main clause. Here aresome examples:

.rii i),]j d; 4s -&;u q/be mani be-gu ke men telefon zrcd-a-m.fTell Mani that I phoned.

.o:l.r .9i_.1 ,j+-,s 4+ i$ 45 i6 d -6j/fekr mi-kon-em ke Sebnem be hoseyni re'y dad-e./I think that Shabnam has voted for Hosseini.

.+l .f .-tl_.rl+ h_f eS cK ,ts.tf exbar goft ke ferda baran mi-a-yred./The news said that it is raining tomorrow.

. rii..,d li ijl ,.,.?,r grc,l*,, aS "$K

l.ejl/anha goft-end ke sa'ret-e habt inja hest-and./They said that they'd be here at 8:oo. (lit.,They said that they are hereat 8:oo.)

As in English, using the subordinating conjunction in the above contextis optional.

T I G . R E A D I l I G

Read the following newspaper report about parliamentary elections.

..jils dr.SJri rrJ+- !iL!.iil Ji cgru -dy ,ai.&.r3 q9 +iiijf r'; .$rJS jtr a.u.,.ijr )J) )rll ,Sllc;la g1r,'i. C:r +l-tl

orl:..gi_,; rj.;. ;.oJr rEil 45 r-j e9t-,Ll cgjJ -.JiJl^_iU$l+.i )_,tt_1.:*li j J-,;h cgJl;..,; cSLl cSlJ ,,+J..,s 45 +-F .r+ drLG.o

a-lr: .,4$r -.98i aS "I+_6 G^ 4-J ta +rL_2 J e3-;-o ..r-..,i;

..tr-.;ft cCF -igrL-iil qgla

Last week many people participated in the parliamentary elec-tions. Government officials opened the ballot boxes on Monday.After counting the votes, it was clear that seventy percent of thepeople had voted. officials say that Hosseini has a lot of votes andthat he may enter the parliament. People and the media all saythat Mr. Hosseini has very good economic plans.

1*- -I tstI

'0

aOJ

3o

+o,-rTl

.Dnal.o6

--___f.__--15zl Fa

i

I I H . C U T T U R E T O P I C 2

Uoting in lran

Any Iranian citizen, male or female, over the age of fifteen can vote inIran. In order to vote, voters need to take their birth certificate to a ballotstation near their residence and cast their vote in a ballot box. Iranianbirth certificates are little booklets with multiple pages, a couple of pagesof which are reserved for election stamps. When people vote, they geta stamp in their birth certificate to record that they have voted. TheIranian parliament and the president are elected every four years. Thepresident can hold office for up to two terms. Elections at the municipallevel are also held in Iran.

Exercises

A. Complete the sentences below using the past progressive form of theverb in parentheses.

(O1J5 '',-.,-i ; OJiJJJ. -;.:,r+lgr

(Oi-t' O+r) oki^-l jl Jrre++ r)+J(d)-^,9) oltL'l; ir

(ustF) c!.rl + uil-(O.t-l:-) -1taE L .o

B. Complete the following sentences using the correct forms of the verbs inparentheses. Remember that in conditional sentences referring to pos-sible situations in the present or at a future time, the verb in the fclauseis in the subiunctive mood, and the verb in the then-clause is in the pres-ent tense.

(dIK) ;l r , (..,+t; l-2aL U st .\(Os) cJt.',$ri.+L , 1cr-l) ,J+^ 4+ -rl -61 - r(o+S; l-1+gii e (or$

"i-6) l-,l -,r!al ; -St .r

(og) u,:+-r 6-(Osu; Ol-j+ -Jrj td -St .t

Turn these sentences into reported speech constructions with aS (/t "/),

as in the example.

(.*+ *i-S:l'rl-l a+ *l-P si u'> :cK #.ra+ d-6 :+rl_,1a; $l3i .,- 45 cri< p;^t

. \

.Y

.rt

qfpJ} oJJ^'^+ b+l jl J:ti>> :tJ-j uit^ .\

(.eJJ,r. Llki.-l q l.r-;i ipv "''i( &J#i .Y

(f . d # u"3all) :+-+ U^ OI .f

(f.\g*y .,^ b3 ! l; e-eU +l> :.r+--,1g U jl rtAJi . t

(.Jj Pl:- "ps

l.ly; ',",i( p.r.s Jr$^a .o

D. Match the sentences in the first column with those in the second col-

umn to form a dialogue. You will need to rearrange the lines in both

columns.

.p.:l.r LrlJ el_li a; & .-illl

^ r l zf6.rl.: 6lJ .,S a4 -f .'\

4-i.5- rJ-- laj-i .q, JJ JirU !+.ii.l 3ri c.jL .YfLerJS

"F-6-- .J$K: j$it*.t+. .L.t

4i{i;.-,l;-;.r-l

fJA,o-,; i .c! . .9 +;;ii d ,'l.r+ p.r"t:= G^ .tr:s G+ ceJ.c++g;!-; +LiAiil

!q,

=OJ

3rD

a+OJ

ErDatd.

)

j ,

:i

A] ISWER KEY

Comprehension Practice

A . 3 B . r C . z D . 3

Exerclses

A.

l_lS cf g.r;.r Cr,il.t .Y

$lJi .',c ,",'il.t . {

.r-F af , ' , 'J-' ' ,",,Ll.1 . \

#;,"- ii,$l.r .Y

eiJ-,1-lt,r.' d3"il'l . o

E . z

\- :-$.r.c . . . . t- l ; .Y

+ - # d . . . $ , L o r . t 6 * i ' . i c r ' . . .s-l5.r

ro

C..r:j oj_r ! \'+l jl J-lLi 45 r+-Ji uil- .\

Lesson tt--+

l rs r

.J, d Uki^al e+ l.ly 4! ,',i( &J#i .Y.rrj .r

"5 cr-*-fl 45 ti*-,11 r-JFe Oi .f

.firr^.,.F .,. t+S ! l-,l erE OJI 45 f;-Ji U jl rtaJi . {

.r-.f .ul-5i ,jll l.l-,1o 4! ,',i( p;; .l*.{.a .o

; fJJtn .o-;-i ..:.,

i - *-::*- ̂---- --.nKi Jl5I .;',r?!J .i-r

' .' t ; ; rL - r$- i : ; -i"- --*:;

i-.fitJ Jr etJi,q 6,* ..iti

In your language journal, write about the last time you or somgoneyou know voted. Try to use as many of the words you learned in thislesson as possible l

-lLESSON

12Mai l ing a Package

In this lesson, you will learn some common terms used at post officesand banks. You will also learn to use the polite past construction, as

well as the passive and middle voices. But first, let's practice a few new

words.

I 2 A . UOCABUTARY WARM.UP

to let, to allow

extra, addition

express

package

insurance

local, domestic

to last, to take (time)

employee, clerk

gram (o.o353ounces)

weight

I 2B . D IATOGUE

leiaze dad-an/

lezafel

/eksperes/

lbest-el

lbimel

/daxeli/

/tul keS-id-en/

/kar-mand/

lgereml

lvaznf

6ih o'f;l

4d-.:!

, t l .4"<lv 4'1

4L*+

4..#

.Jil'r

cl-l'?''< d:t

.LJSz 4 l

e>

,li:

.ij.tl-!^J9+ .r-+ Jrt

fna;f.a:-e be d. be-ferma-yin./

a+ #--ti* JJ li-i OJI #-lJ..t" .EI ,pL

.jlJ$

/selam, aqa. mi-xast-Em in beste ro be-ferest-

r(+us c*i-r) or.,s *;t::fl

:'"''"! +^-lts

:ft.ar-mande post/

:i$

:/Sabnam/

:,'''"i +.-lK

/besiyar xob. vezn-e5 kard-in (vezn-eikrerd-id)f

.or ' .?.- i O)J ({

fna-,vezn na-5od-e./

erl-H",SJ 3il5 '''"'.Ur J iS.5.;9d.f o.tE-;i

/yek kilu o devist gerem-e. eksperes ferest-ad-emi-5-e/

fo_l$ tJ" '#"Sl (, 4+JA .49-"i" +(t ,+!

fbr-.le, rege momken-e. hezine-ye eksperesde-qedr-eI

O+AIA fn 4^# +Kt .OU; oJ 3 ,",...*UJ 4rLu

.4..i (s- l-iL:l Ot^j ,$q .(+el_n+)

/mi-5-e devist o deh tuman. ege bime hembe-xah-in (be-xah-id), penjah tuman ezafe

mi-5-e./

d3t) 4,i'5 .r" jA Jq ., * r, ,.Ji pjY e.g ,+:

f(-y.) ar; jlJ$ 4+ +i; d (S .r^

/ne, bime lazem nist. de-qedr tul mi-ke5-e(mike5-ed) ke breste be biraz be-res-e

(be-res-ed)/

d d3t j_l_f a* E 3.r .Jil.l _,_l*_l+."Sl

.4.is

/eksperes-e daxel-i do ta se ruz tul mi-ke5-e./

.ciri-JA c/ g,"J*."S| .q.i

/xub-e. eksperes mi-ferest-em-eb./

.4.i .,- Ot-jl lJ 3.',.,rr_rJ .,r,.i._,;tu4r

/besiyar xob. devist o deh tuman mi-be./

.Ot--i \-, .r.,, eA i.,1,,lf .irrl""t -,+

/be-ferma-yin. in hem si-sad tuman./

.Oyl* se qti Ot--f r-lj

/neved tuman beqiye-ye pul-etun./

.Ji!_ L*lii, .OJj4. .,l+t

I xeyli mamnun . xo da-hafez. I

:/kar-mend-e post/

. n:e.t+-

:l(a-.bna,mf

:'' '"'i li"-lK

:/kar-mend-e post/

:'+'i

:/Sebnem/

:,.,."'i li"_lK

:/kar-mend-e post/

:is

:lia-.bnr-mf

:,.,,"'o.t li._lK

:/kar-mand-e post/

:fl$

:/Sebnem/

:t-tr''oJ l-.-,rK

:/kar-mend-e post/

:fl$

:/Sebnem/

:'''"'i$-,,ts:/kar-mend-e post/

:i$:l(a'.bnalml

I---*-1--

ts6 ii

Fa rsi Lesson tz

cJ!-,; dr-';3r. Y

!

.ljL-lii :,3",i li.-,K

lxoda-hafez.f :/kar-mande post/

Postal employee: The next person. How can I help you?

Shabnam: Hello, sir. I d like to send this package to Shiraz.

Postal employee: Very well. Have you weighed it?

Shabnam: No, it hasn't been weighed.

Postal employee: It's a kilo and two hundred grams. Is it to be sentexpress?

Shabnam: Yes, if possible. What's the cost of express (post)?

Postal employee: It's two hundred and ten tumans. If you wantinsurance too, it'll be fifty tumans extra.

Shabnam: No, insurance isn't necessary. How long will it takefor the package to get to Shiraz?

Postal employee: Local express takes two to three days.

Shabnam: Good. I'll send it express.

Postal employee: Very well. It'll be two hundred and ten tumans.

Shabnam: There you go. Here's three hundred tumans.

Postal employee: Ninety tumans is your change.

Shabnam: Thank you very much. Good-bye.

Postal employee: Good-bye.

Comprehension Practice

Now answer these questions based on the dialogue you just practiced.

A. How does the postal employee call on the next person in line?

p;.r .,i jij.Y

B. What is Shabnam sending to Shiraz?

4!,+.f+ .f r.J*.YC. How much does the package weigh?

eJs'1+i .r rJS 'i 3 '''"'UJ.Y

3g.

gq

Ot

!OJ11

OJgqfD

Sr

I

D. How much does insurance on the package cost?

J . . , . , , . , J J .Y,'tLo

"i oLtr-r

V J

9F t ! .+ . \

+1+5 rfu .\

r JS.!p,# c43.

Ol--f ol++

ffi

E. How long does it take for a package to get to Shiraz by express mail?

dreL^,., 3t E .S-r.Y j:-,r +- E :J. Y 4j{A JJ U ,-5.J . \

I 2C . UOCABUTARY

water

address

province

bank

electricity

envelope

stamp

check

account

savings account

checking account

foreign, international

checkbook

village

ground, earth,land

surface (adj., as insurface mail)

line, queue

mailbox

P. O. box

sender

postal code

country

receiver

letter

air (adj., as in airmail)

l"bl ,-rl

fadresf ,lnelan-il ./tij cg*;.li

lostanl

lbankl

herql

/paket-e name/

Itembrl

lrekl

lhesabl

/h.esab-e pes-endaz/

/hesab-e jari/

lxarej-il

/deste dek/

lrustal

lzeminl

f zemin-il

lsafl

/senduq-e post/

/senduq-e post-i/

/ferest-ende/

/kod-e post-i/

lkelva,rl

lgir-endel

lnarrrel

lhreva-yil

. . | , ILJ '

t ' " l

6jl+

c3ra,oLl , ' i (Lr

-)+4J

d-:

9L"r-

ilsl , r-,J-*=J V e - .

cgJb Ft">t .

c'+J'.r

e5-i 4i*i

E-:-,r

r t l A !v 6 J

cs+i^J

r i - .

, ' , , ' 1 , i o \ i - . -l ' v J

r t I - . '

, - l r i r - l rQoJl - r .a\ t 1 ' v J

5 ri ' i . u;1

, 1 , , : r5\t

' b a

JJ.Jl:>a/

oItJ*S

4-oU

rsJlJ-{

158 j Farsi

I 2D . KEY

banknote

international

post office

surface mail

airmail

P H R A S E S

/eskenas/

to open an account

to open a savings account

to open a checkingaccount

to stand in line

coin

water bill

electricity bill

telephone bill

gas bill

bill

bank teller

coins or small bills(/1r., small money)

large bills (/ir.,large money)

/beyn-ol-melrel-i/

/post-xane/

/post-e za'rnin-if

/post-e ha;va-yil

/hesab baz kerd-an/

/hesab-e pes endazbaz kard-en/

/hesab-e iaribazkerd-en/

q'1*15*,!

"ll+Jl gs;

dLi, ,',.,.1

,+j fr.-i, - l l a r ' r . . . t rUta J

OrJS jt+ +t"+il$l , t*r ,-.rtl=

J v . r 2 '

oiJs j!

19Jb e-r. L,;

oiJs j!

/der saf istad-en/ OIU*JI ' i' -,1J

/sekke/ 45*^

lqebz-e abl .Jj -,Ji+l-E

lqebz-eberql $i -,Jb;3

lqebz-etelefon/ OjF -Oz$

lqebz-e gazl jK .olo,G

lqabzl,/suret g.1-l-,o,:.rGhesab/ i-r. L,';

/kar-mend-e bank/ .-Sjt{ lL-,rK. t . I

/pul-e xord/ Jls' -U-l,l

=

qq

CU

Eo,,'l

o,qqrD

/pul-e doroSt/* b t l i

'.J$JJ -tJ}

, t r - , i

f o , r - t - , ' g l . ' , - ^ , iJ - l V 0 ' . 2

price lqeymetl

What's the price of this? /qeymret-e indeqedr-e/

I 2E . CUTTURE TOPIC I

l ranian Coins and Banknotes

Currently, the smallest Iranian coin is the five-rial coin. Coins withlarger denominations are lo, 50, roo, and z5o rials. Banknotes startat 1oo rials (ro tumans) and go up in these denominations: 2oo, 5oo,r,ooo, 2,ooo,5,ooo, 1o,ooo, and zo,ooo rials. You can see these coins and

Lesson tz

tbanknotes at http ://www.iranchamber.com/geography/iranian_currency

/iranian_currency.php. You can also see some Iranian stamps on the Ira-nian Post Company website at http://wwwpost.ir/.

I 2 F . G R A M M A R

Polite Past

In English, speakers sometimes use the past tense as a form of socialdistancing or politeness, as in Did you have a question? as opposed toDo you have a question? or I wanted to ask you something as opposed toI want to ask you something.The past tense in these examples does notrefer to past events; rather, it has an extralinguistic function. It helps the

speaker to not sound too forward or blunt.

The same thing happens in Farsi as well. Speakers often use the pasttense for politeness or social distancing. For example, Shabnam in the

opening dialogue of this lesson tells the postal employee,

.jlJ$ 4+ C--,;q JJ 45"a r-l*l i-l_n.r/mi-xast-em in beste ro be-ferest-em be 6iraz.fI d like (Lit.,I wanted) to send this package to Shiraz.

This sentence is in the past tense, but it refers to the present time. She

wants to send the package now not yesterday. We call this use of the past

tense the polite past.

Here are some more examples of using the polite past.

.fis _ll+ csJl+ ej*,e.! #-lr=.r/mi-xast-em yek hesab-e jaribaz kon-en./I d like (Lit.,I wanted) to open a checking account.

Usage Note: With some common verbs l ike gi-. ,$ (/kard-en/), we canmake a subjunctive form without adding the prefix i ( /be-/). This is espe-cial ly true in spoken language. For example, here we have - iS ( lkon-em/)

instead ot6,Jfu (/be-kon-am/). 0f courser saying i fu is not wrong.

.ilib dlj'.,'.!/yek so'al daSt-em./I had a question.

Spell ing Note: The letter J is used for the / ' / sound after an /o/ vowel, as in

,Jl3L (/so'al/ , question) in the above example.

.#-J+ Oki.al a+ l-,1 a-ol-i cJ",rl ji-,lF .,-/mi-xast-rem in name ra be esfahan be-ferest-em./I d like (Lit.,l wanted) to send this letter to Esfahan.

Usage Note: Recall that order of phrases is fair ly free in Farsi, so

+-,1q Uki^-l a+ l-,1 +-"U rJ,'il f-,,t+ cy' andUki"-l 4+ e.t--)+ l-,1a-E Oil C-lJi ,=-c are identical. Just remember

----l-160

|Farsi Lesson 12

that endingthe sentence wi th a verb (as in the second example) is formal

and more common in wr i t ten language.

The use of the polite past isn't limited to first person singular. You can

use it with all persons and numbers.

.#,,,ilr cjl_l- + U/ma dend so'al dadt-im./We had a few questions.

f !l;it l: Cy +$-l3i .'^ t^3/5oma mi-xast-id m€n ra be-bin-id?iDid you want to see me?

..rt'S ,:r'iC c!,,,lJ5 .,- 4i."+ tl J+ fJ+/peder-em dend ta breste mi-xast post kon-ed./

My father wanted to mail a few packages.

Nore: Remember that we can make new verbs f rom many nouns by adding

light verbs like g'i-i e c.ti-l-l= ,Oij ,OJj to the nouns (lesson r). The

verb gi-,;S a..-i (tpost kard-an/) then mean s to mail.

Passive Uoice (Present Tense)

Voice is a grammatical term that refers to the relationship between the

action or the state expressed by the verb and its arguments (subject, ob-

iect, etc.). All of the sentences that we have used in this book up to this

point have been in the active voice, which means the syntactic subiects

of these sentences (the noun phrases beginning the sentences) have also

been the logical subjects of those sentences (the person or thing that

performed or caused the action) and that the syntactic obiects of the

sentences have also been the logical objects (the person or thing upon

which the action took place). For example, [ohn saw Mary is in the active

voice because lohn (the syntactic subject of the sentence) is also the logi-

cal subiect (it is the person that does the seeing) and Mary (the syntactic

object of the sentence) is also the logical object (the person being seen).

There are, however, sentences in most languages, including English and

Farsi, in which the syntactic subject of the sentence is the logical object,

as in Mary was seen by lohn.In such sentences the logical subject is

either missing or mentioned in a prepositional phrase with by, as in our

example (".g., by lohn). Such sentences are in the passive voice. If you

look at English passive sentences a little more carefully, you will notice

that in all of them there is a form of the auxiliary verb fo be followed

by the past participle of a transitive verb, as in was seen, is written, will

be eaten, etc. A transitive verb is a verb that requires the presence of an

object.

The passive voice in Farsi is similar. We make passive sentences in Farsi

by using the past participial form of a transitive verb followed by the

verb gili inflected for tense, person, and number.

3g.

=oetuE'o,n

OJgqrD

The past participial form of verbs is made with the past stem of the verbfollowed by the suffix L Vnh.For example, the past participle of theverb g{J (/did-en/, to see) is o{J (ldid-el, seen). We talked about thepast participial form of verbs in lesson ro. Here is the verb gJJJ conju-gated in the present tense passive voice for all persons.

THE VERB O+ l ( / d i d -en / , t o see ) lN THE PRESENT HABITUAL TENSE,PASSIVE VOICE

I am seen /did e mi 5ev-em/

/did-e mi-5av-i/

lF rs'o+r ic9-d cr' o+r .td./ -o-{r,

f.-J*i cs4:)"-

Jtti d D+J :

you (sg.) are seen

he/she/it is seen /did-e mi-5av-ad/

we are seen /did-e mi5av-im/

yi" 1pi. "i is. fuii.1 /did-e mi-#v-id/

are seen

they (pl. or sg.fml.) /did-e miSev-end/ $F.",.c oJ,rJ

Passive voice is used for a variety of reasons, the most important ofwhich are (i) that the logical subject of the sentence is unknown (e.9.,The bag was stolen, when we don't know who stole the bag) or (ii)that the logical subject of the sentence is not relevant to the messageor is obvious (e.g., The bookwill be published in April, when what wecare about most is the book itself and not the publisher). There aretimes that we do mention the logical subject but only in a by-phrase(e.g., The roads are taken care of by the city\. The preposition thatis used in Farsi in the place of by in passive sentences ir J^'."F(/tavessot-e/). Here are some examples of passive sentences withby-phrases.

.$Jpi ,r-o orli--,yi p"l.r,& tr-3j b a-t-r/name-ha t€vessot-e Sebnem ferest-ad-e mi-5ev-end.rThe letters are sent by Shabnam.

.rJ-i .4 ciill-.;1 .sjt+ l.-lK J^'."F cJ*/pul tevessot-e kar-mend-e bank perdaxt mi-5ev-ed./Money is paid by the bank teller.

.$-1,i.r-" o.:-/aj crl-LL Y-^";3ta .gl-)f r e.' y-ha teves sot-e maqam-at Semord-e mi-5ev-and./The votes are counted by the officials.

/qanun tevessot-e mejles neveSt-e mi-5av-ed./Law is written by the parliament.

ti**^*t-

' r t z ii

Farsi Lesson rz

T

Middle Uoice

Middle voice is form between a('tivt'ancl passive voice in function. Inactive voice, the syntactic subjet:t is the logical subject as well, and theverb is in its active form. In passive voice, the syntactic subject is thelogical object, and the verb is in the passive form (i.e., past participleplus g.t$). In middle voice, the verb looks like an active verb (no pastparticiple), but the syntactic subject of the sentence is the logical object.Here are some sentences in the active voice together with their middlevoice versions.

=OJ

='J

0q

OJ

OJ-r

OJgqo

MIDDLE VOICE

t

.t- O_lj 4l^-+

/beste vmzn 5od./The package got weighed.

.$'r*i jq b c3:,i-.

/senduq-h a baz 5od-end./The boxes got open.

).t- &-,, *"

/miz reng 5od./The table got plinted:

.$JArr cs^ dJ-,^t 1.0 a-t:

/name-ha post mi-Srev-and./The letters get mailed.

.r-d if a:.y,3Ll.s,ijl

/entexab-at Soru' miSev-red./The elections begin.

ACTIVE VOICE

..1_f c,p:l_t4L*+ #/5rebnam breste ra vazrr krerd./Sha-bnam werghed the package.

l-; I't .3r ''t-' di-ti.q

..i1JS jl{

/maqam-at sanduq-ha ra baz kard-a;nd.l

Officials opened the boxes,

, .rJS S-t l-.,i.Jl/manl mrz ra rang Kard./

Mani painted the table.

.afs .+ C.r.'r lJ Ll q-U Ll^u name-ha ra post

mi-kon-im./We mail the letters.

l-) drti-iiil di-tL- .$6 u^ arfi

/maqam-at entexab-atra Soru'mi-kon-and./

"" "ffJ?J"'.*TrNotice that in all of the above examples, the verb is a phrasal one. Aphrasal verb is a multi-word verb. For example, in English verbs likelook out, call up, go on, and lock up are considered phrasal verbs becausethey are made up of a verbal element, namely, Iook, call, go, andlock, andanother word. Farsi phrasal verbs are typically made with an adjectiveor noun and the verb 6i,5 in the active voice or the verb gi'.l in themiddle voice. But, as mentioned before, there is no past participle asthere is in the case of the passive voice. Middle voice is very common inFarsi, even more common than the passive.

i163

IjNil1rlliiriii

riirllL

I 2 G . R E A D I N G

The following is a simplified excerpt from a bank brochure about open-ing an account.

- . . - - . " - . - j

"JJl+ gt-,.r.q.iJs jt+ i

.S+ 45 cs,l .-,1Y ,J]l ,,Ft, e.rl-^"= .S+ .Oi-lS -2l; .csU.r--,rlS jl+l:, .r l-.1 ey 1.ll .+$S i cu,ljA_,;i -p;* ).Sjt+ +l.f1^,,lji+_1K.fu ! l-,1 a-,;s .+-1;(4 Jiit-r cet^ l

.sjl+ .Lp13j!.'-f t-.,j, (!,lF_,rJ a_,ri .Sjl+ -t.1 .rr# :

_jS .! L-i +., _l rF g+ cL:"oJ la +t+ -d .j*,'-o t+ .1Sll Cr-,rlS ..Ul _ll +lJ, .,- L3.13-,,,i ,rr orlr Ji! +

:

.+t'S orl,ii-l jK U Olij .,c3; .,..-rj -,-u"r'! csl.r-,;; ::i

Opening a Bank Account i

To open a bank account, you first need to fill out an application iform. You can get this form from bank tellers. Take the form and ian identification card to the bank. At the bank, your application iform is signed by the head of the bank or the accounts officer, and la bank card is given to you. You can use this card to pay water, lelectricity, telephone, or gas bills. '

form

application

full

to fill

to get

signature

card

lforml

/der-xast/

lporl

/por kerd-en/

lgereft-enl (l1oh

f emza'f

lkartl

r-tlCr^r,l_rS-,;r

Aoi-rs -r+

(J$ cfi-SeL^:."]

d.l-,rlS

I 2 H . C U T T U R E T O P I C 2

Major lranian Cit ies

Iran has several large cities, each of which has a certain historical andcultural significance. Tehran, the capital and by far the largest city, isthe busiest one of all. It is the second most populous city in the MiddleEast, after Cairo. In addition to being the seat of the government, Tehranis also the center of most of the socioeconomic activitv in the countrv.

-_-_''''''''''''''.',.'.'.........................'''.''.''''',16h i Fars i' l

li

!

Iran's second largest city is ri ,j,- o (/rrrir'5heed/, Mashad). Mashad is themost religiously significant city ol I ran, as it is where the Shiites' eighthimam is buried. It is estimated th:rt twelve million pilgrims visit Ma-shad wery year. g\-.1^ol flesfehan/, Esfahan, also spelled Isfahan) and

JU.J!t (l\irazl, Shiraz) are arguably the cultural capitals of Iran. Esfahanhas been designated a World Heritage city by UNESCO. The city is evenolder than Persia itself, and today a great many historical sites are stillstanding for visitors to enjoy. Shiraz is also older than the Persian Em-pire. Both cities have been capitals of the country at some point duringtheir history and they house the tombs of many prominent literary, sci-entific, philosophical, and religious figures.

Exercises

A. Rewrite these sentences in the polite past tense, as in the example.

.d-llr r.Jl-l-'$.. L

.#^:,b dl3- + l-

.elJ# lJ W eol_n .r- . \

f_ *f q_;l.r JtS dr t+ . f.

Oi.&l.l JIS .,.."5 L is an idiom for fo want to see someone or to wantto talk to someone.

..s,,,r r.r-ri r-, "i,,}j.HiiT .lf+1lr _jS.r-h crEI ! l-o.,i .o

B. Turn these active sentences into passive constructions.

-r.:- cf lJ OC.'iL dl- .\

SL.r JE t" .+l;l jl cs!^+ .Y.r1l.r di lJ lA +3.,*r UJI ..j-^"S .f

.J-,,_J+ - cJl*l^' -\b _ll . f

.UF cf lS la o_9,- gl ,r.J .o

C. Turn these active sentences into middle voice constructions.

ri-i'( ,r- er. LiXl lJ ij+A aiy .'\

rJS jt+ lt cD[S Jr .,."S .Y

.r15 ul3i,"ri-f3; l_,, +l -cJa.jU .f

..jiJS \.il^i l-,1 e-ct-r; JI aiJ^ . t

. ri-i'( ./ +l,,l lJ lA iJ,Alll gil l.eJI .o

=cu

='OJ

t-}

gclrD

Lesson tz

D. Fill in the blanks using the words given.CSlt_.4 p.l-lr=.f ctj: 4i!i. ,',. ,.',

3( t r . , . ! t

!a

4-cLi J+-J .' ii.

_(Y )_ .s+ _( I )_ ir^ ,rii. jrJ r+

-(,)-illd:;- :. f, -[]r* :.fijs _(V)_ lt e-tY ,de Ci"r .'-'<

A ] ISWER KEY

Comprehenslon practice

A , Z E , ZD . r8 . 3 C . r

Exercises

A.

B.

.pqg l-; t-l p.r-t-+ g.o .lf !..i1. JL( (j'o l+ . y

.pi,,il.r _jS crh 6tii t; .f.i6 cAl.rJB lt d.$ Orl #*lri s^ .t

f !r.r13 jS .rh .9Ui l+ l^^i . o

..re.i s- 4i-,1i (;U I*3j) i,St- .l..rj-e cr' dil-, (t^ sjlJdl jl cs_j+.+ t .-i) Jti .y

..r9-,i ,r. +iil.r; ("."S J"-;) lA 4-:.+ i.Hl .f.$,,i (r" 'ff-,i (Jl l--9ll) cjl_l* $; . t

..t3-i sr oJ rF ("."S I.,.1) la o3g.o i1i .o

..r_e-i .r-o lJ-lil (f.y !*g) s+rs .l.l.i _A (.r;S,L_j) grDls Ji .Y

..rli utri dal.r_.4 (,.+U l*;) .,J -.J* .f

..r!,,i - *;,[?f;,i*;-; : :

\t

C.

dLi,. ,*1 o

D.

. ' , i . f j 1] VJ 4 . UJJ .

I .N D EPE l { D ENT CHAt tE 1 { G E

tet s go.'online and learn a Iittle bit more about shiraz. visit

i::l^/.wierlfoo.:t8..u1d, under the languages witlu o,* artictes,

nnd s*UU and click. on it. Then, under ..*-L 3 .,.,,..al-r_-,; a3lc,(i'H.illiffiJl?Tf #l$:t1.:'":o'"fr l"iqE*."'1,'f,,d

l"-y."*Fr..*/relatedsearches),r" j:'ffil:rr,:1rr"h#;::T-119,1 OlJ*.rl (/osta1 he/, p-rovrnces), you should be'able to find grr_;1ilfar,sl,

Fars]-Ut th: w;i this is *i,"r" Farsiactually.";;;;.

tii|;:;'ff[i1:1ntffiprovince' vou wilr '"" " ii'io'r;;i;; j''

=ru='

gq

OJ

!OJn

OJoEl.D

I"Y^.h::you are lookilg

": the article ,borrt shiraz, let,s see if you'can fi1d thl answerb

1o the fbllowing questions:'

What is the population,of Shiraz?

among lra-

l'l uio., r""i fo, th" words ,i*Jk+ ru#$., e,'H.JJ s.ILl

,''.i' '

f{ow ftir is shiraz from Tehian?

;, . eujro&i scpcrir

. , llintl Look for the word-;r.c_gJ$ ffkilu_metr/, kilometer).

,Record these facts'about sriiryi-d royl ranguage iournar. you might,,,wa1t ip"iolto* the'link tJ 'x1{,1{ *iI 16iilil5jr, persepoiis),ind print out a picture of it for you, lo,rrnal, too.

' -Y-svrv{ry/

-i------.............-I

; t 67II

LESSON

First

In this lesson, you'll learn words and phrases related to iobs and theoffice environment. You will also learn to use subordinate clauses withwhen. Manner adverbs and the use of the modal verb Jr]..r (lbayed,l,must) are other grammar topics that we cover here. Are you ready forsome vocabulary warm-up?

| 3A . UOCABUTARV WARM-UP

enthusiasm

international affairs

part, section,department

How do you do?

only

managing director

leave of absence

secretary

to show

when

leltiyagl

/omur-e beyn-ol-melef

lbexsl

/xo5-veqt-a-m?l

lfa,qaltl

/modir amef

/morxes-i/

/mon5i/

/ne5an dad-en/

lvauqtil

. l , l lr Qt$llv a

dtljl a s_t^f

,Jiri

f#Fr-I :i-i

&tc _;.r-"

e;^i'dLJ.

grl.r gl.,,$j

,Fj

l 3B . I , |A tOGUE

Mani's company has hired a new employee named.p+^ l_*r,$ (/5ivamilani/, Shiva Milani). She is a foreign affairs manager and it is her firstday on the job. Mani is greeting her. Listen to their conversation.

_X.r. crl;j -sjL u .e)t^,, 9u$J^.p.3ti..tl-i crsJpi.dbte

:clL

/xanom-e milani? salam. men mani-yepeyami modir amel-e Serket hest-am./

.#-r-,'/xo5-veqt-a:rnl

ir" .(+r-"1) ,-rp"t ui cr L *ts-s 4{.(*t.+ otjii)ri.+ o-dj ,i-f+,- rJo-iJ$i

/be Serket-e ma xoS amed-in (amed-id).man dafter-etun ro be-hetun ne5un mi-d-

em (ne5an mi-deh-em)./

E $+ 4lrll .r# Jr.f .,Ji+ . .. rri; C$to-;|.: rL-,fS E

lxeyli m&mnun. . . baxS-e omur-e beyn-ol-melel dand ta kar-mand dar-ef

.,:r3-i 6Jl+r.#tr l^ii,,r.l'i^ .Jj-: rfi'.i

/5eb nefer. monSi-ye Soma xanom-edidari hest-en./

fo-2l.r,rrl't tu I'i'i .liii UCI

/in bexb feqret ye monli dar-e?l

.o".rJ- 6Jl+r.#lr "$r

.,J3 ,4liOJ{f ,ctt+ 4+ r+t+ 6)J qglil e ui.*e

.($is Jts) Oi3 Jls

fbele,veli veqti xanom-e didari morxes-ihast-en, aqa-ye nuri bayed be iay-e iSun kar

kon-en (kar kon-end)./

.r-.rJr Jl+.+

/besiyar xob.l

ret4.i!1+ t^ .t..i J3i C.t +l -O*L*.eJrj til$ ;y_;] -,J:-ii'o

/befrerma-yin. in hem defter-e Soma. ma baeitiyaq montezer-e vorud-e Soma bud-im./

.Jrt+i # iF.el531/motbakker-em. men hem hemin-tor./

Mani:

:lmanil

:lJ$

:llival. . iu

:frrranil

:lJ$

:lilval

:cCU

:lmanil

:lJ$

:liival

:clU

:lmanil

:l l$

:liival

:c/t.c

:lmanil

:lJ$

:l1ival

Ms. Milani? Hello. I am Mani Payami, the managingdirector of the company.

-------"i

rzo !j

Fa rsi Lesson 13

.iJ.""l-J+ .l

Shiva:

Mani:

Shiva:

Mani:

Shiva:

Mani:

Shiva:

Mani:

Shiva:

How do you do'/

Welcome to our company. I will show you to youroffice.

Thank you very much. How many employees does theInternational Affairs Department have?

Six. Your secretary is Ms. Didari.

Does this department have only one secretary?

Yes, but when Ms. Didari is on leave, Mr. Nuri works inher place (/fr., must work in her place).

Very good.

Here you are. Here's your office. We were awaitingyourarrival with enthusiasm.

Thank you. So was I.

f!g

IOJ

o,+

=o-

Comprehension practice

Now answer the following questions based on the dialogue you justpracticed.

A.What does Mani do at the company?

.t'r..,1 dSJr.i J.l LlJJl cJ# JJ^f ..1;J. ciL . \

.t'r.-f IJH^i .,r..i.ji.o uit-" .Y

B. what does shiva saywhen Mani,",':::*"f"

-'Hrc ciL 'Y

.p[.^,.r .u3i; .,lri..Y i:!-.i_n .lc. How many employees does the International Affairs Department have?

$.-,115 c$i .r $^jS ui$.y rt^_ltS A+ . ID. who is the permanent secretary of the International Affairs Depart-

ment?

.p+. -.:Li..r L9)y c;tli.Y cgJl+r .#Li. .'lE. How does Shiva say So was I?

+ cs Jl++ .f .JJ"LIFA eA il- .Y

| 3 c . uocABU tAnY

bureau, office

market, bazaar

archive

file

folder

to decide

holiday, vacation

meeting

to answer

accountant

among

machine

again

organization

person

binder

applicant, applicants

director, principal

deputy, assistant

to hold, to keep

to teach

to learn

| 3 D . KEY pH RASES

to go on leave

ledarel

fbazarf

lbayganil

lpa;wacndel

/pube/

/tesmim gereft-an/

ftae'tilf , fte'til-atf

lia,lr,sel

ljevab dad-en/

/hesab-dar/

/der miyan-e/

/dest-gah/

ldobarel

f sazemanf

ka"sl

/kelasor/

fmotaqazif ,fmoteqazi-yanl

lmodirl

fmo'avenf

/negeh-dar-ikerd-en/

lyad dad-enl

/yad gereft-en/

/(be) morxasireft-en/

o-;l{

Jljl+

"J3."1+orl-l-fi

+.i uJc

tfiS r*"-'ldJ*t'-i r,Lltj

4^-qgilr r.,.llJ,;.

-,;l.tr.l.";,

.r-i+^ -li

olK.Lio_,f-r.3.:

Ol-jL-

diLii^ r,cli-,i

(J"s

JJ-X

e.r':tiJaUt+^-1^i3.

;-r-tud

iJiJS 6_,11.+,(j

cJih i+

O3-6.t*

occupation, occupations l(;oqll,/mebaqef

OjiJ *.;._.;r:1+r.;

Lesson 13

to fire, to get fired

to do (a task/job),to get done

calmly

carefully

hurriedly

slowly, quietly,softly, gently

Ms. Didari is late today.

Ms. Milani is at ameeting now.

to be out of order

to be in order, to bein working condition

to fix, to get fixed

fax machine

copy machine

workday

working hour

at work

hastily

to get a leave, togrant a leave

enthusiastically

customer, client

to interview, toget interviewed

I d like to apply fora position.

f exraj kard-en/,lexrai 5od-en)/

/eniam dad-en/,/enjam 5od-en/

/ba aram-e5/

lba deqqetl

lba aja-lel

fbe aram-if

/xanom-e didariem-ruz dirkerd-e./

/xanom-e milanial'an der ielesehest-end./

fxerab bud-en/

/dorost bud-an/

/dorost kard-en/,/dorost 5od-an/

/dest-gah-e feks/

/dast-gah-e kopi/

fruz-e kar-i/

/sa'et-e kar-i/

lser-ekarf

leiul-anel

/morxasi gereft-en/,/morxasidad-an/

/moStaq-ane/

/moStari/

/mosahebe kerd-en/, /mosahebe5od-en/

/mi-xast-rem bera-ye kar der xastkon-em./

,OrJS AIJ:iJur.i el>jeuilr pl-jlOr-i 6l+l

ci+l-i t+

ctil t+

4.L+.e L

.rf_,ri e+

sgJl-.rrl p'liL..o.l_;S -.,1g.1 j_t-rl

OYf 1,fli^ #U,. ri1*i 4.^,r1l'- Ji

rJij 9lJ,A

61i_rrr Cr-.]3

,OrJS dt^]3Or:i cr"]3

Un5-i rKii

.r*6 etKii

csjs J_r_)

19JLS frcl*,.,

JLS -t*.,4jyJF;

,oJASc._*CJJIJ (Jra..:J,-c

4juLi*t:6 ji'31'^

,dJUS 4sL-lg$ a1;l-a.

ii*lF .,--.,. )E -ell

.p.A. ' , . ,r lJAJJ

f!g'.+

Io,

OJ

=o-

l 3E . CU tTURE TOPIC I

l lames of Some Professions

In English, several suffixes are used to create names for professions or

occupations. Some of these are -er, as in painter and driver, and -isf, as

in artist and pianisf. Persian also has such agent suffixes. Some of them

are described below.

lv-Sntll is used in many names of occupations, such ut ;$,.''-^(/mes-6*rll, -S ":-#

(lkrne-gerl), and -,,3-,,1S (lkar-gerll. -F* is a craftsper-

son who makes dishes and pots from copper (W lmes/), a coppersmith.

-6 r-i$ is a craftsperson who makes clay or ceramic vases (oj16), a

[otte-r. And -6_lK is a laborer, someone who does work,(-jS 4arl). A

variant of thTs iuffix, ;1K 1l garll, is used in the word JKjJ^l (lam;'

Su./). JJ^l is the present stem of Oiij^l flamuxt-en/, to teach). The

word ,K i *i, then, means teacher. Another common word for teacher

i" Jl-(ilo'aellemfi, which has been borrowed from Arabic.

The suffix -;1.: fl-darfi, which comes from the present stem of the verb

Oiilr flda5t-en/, to have), is used in words like;l.utiJ fketab-dar/),

;l.rr.l."; (/hesab-dar/), Jl-t o-,;tl /meqaze-dar/), and -;lr +rl-= flxane-day'). -,;l.tJjS is a librarian (a person who takes care of books). Recall thatgrf,..sr means account; therefore,-)l-tJ-^"s' is aperson who takes care of

accounts, an accountant. Also recall that ojLia means shop; therefore,

_;lr o_,;Li-o refers to a person who takes care of a shop, a shopkeeper. Can

you guess what -.;lf 4jLi means? 4!ls, means house, home; therefore,

_;l.l +rl- is a person who takes care of the home, a homemaker.

The suffix .:i-^ (/mrend/) refers to possession; therefore, rra.&jl.t

(/dane5-mend/) is someone who possesses gijl.l \ldanell,knowledge), a

scientist or scholar, and $-cJ'iA (/honrer-mend/) is someone who pos-

sesses art, an artist. This suffix isn't exclusively used for professions,

though. For example, the word aL;lS (lniyaz-ma;nd/) refers to a person

who has -1$ lTniyazfl, a need The word, then, means needy. Another

example is the word JL 4-il-c (/elaqe-mend/), which refers to a per-

son who has a.l)s (leIaqel, interest). The word $^ d).e, then, means

interested.

There are many other more specific suffixes, as well. For example, the

suffix n Vjul),which comes from the present stem of the verb ar.i*.+(fiost-en/, to search), is used in words like c+.i+l.t (/dane5-iu/, university

student) and 3s. iil flhoner-ju/, art student). See if you can find other

examples of such suffixes in the Farsi words you know and learn.

l 3 F . G R A M M A R

Temporal Clauses with (aS) "Sj

(tuaqt-i (ke[ when)

We have already seen adverbs of time used in Farsi sentences. For ex-ample:

.isJ otgl.,,,iil.r tu _,13_,HJ O.c/man diruz be daneS-gah rreft-am./I went to the university yesterday.

.rJS $AlrA O$ oj_r _11 lry la:l/anha frerda Ez muze did-en xah-end kerd./They will visit the muEeum tomorrow

In the sentences above, the words j-l-l.l (diruzl, yesterday) "rrd

lU

\lfrerdal, tomorrow) are adverbs of time. We can also have larger units,phrases or even clauses, that are used to refer to the time when an eventtakes place. Clauses expressing time can be introduced by siL il"*qri/) or aS ,tS (l"nqt-i ke/). These expressions both mean when and, areused just as we use when in English. Look at these examples:

_jS OLfol crl+ a; G)9 6tii e $3-^r €;:i' (.'Jl+r itr 45.5jlr. rii( .'a

/veqt-i ke xanom-e didar-i morxas-i hrest-end, aqay-e nuri be ja-ye ibankar mi-kon-end./When Ms. Didari is on leave, Mr. Nuri works in her place.

.p.rl.r _el e+ lt -il eli ,p.r$ l-r rtA-,;s "Sr/veqt-i ferhad ra did-rem, peyam-e to ra be u dad-rem./

When I saw Farhad, I gave him your message.

When-clauses typically appear at the beginning of the sentence, as in theabove examples.

If the clause refers to a counterfactual situation, a situation that doesn'thold, or a situation that has not happened at the time of utterance, thenthe verb in the clause takes the subjunctive mood. Look at these exam-ples:

..ll.r plsi +lt l-1 -f. eh 5$-l+ c'it4."Jr/vaqt_l manl bly-a-y€ct, peyam-e to ra be u xah-rem dad./When Mani arrives, I will give him your message.

.+l*l cs- crr"hj Jl+.+ crk=$-,;s 6+Jj oJJ. q ll^i "$j/vaqri Soma be muze be-rav-id, ferS-ha-ye besyar ziba-yt mi-bin-id./

When you go to the museum, you (will) see very beautiful rugs.

Note that in the first example of this section, 6Jl+J itf ,FJ$3.r$ .,..al,-.;'l (when Ms. Didari is on leave), we have used the declara-tive mood of the verb, gj^r,A, as opposed to its subjunctive mood, Jiil+.This is possible because we are talking about a general rule and not a

l

\*i i1t,: :

il'I't

. . i

:!-6

IOJ

o,+

=o

dLesson t3

single occurrence. Look at these examples:

.*J cf _ll ! l_,r La el+ 6er# d l_,, .+t" ,,.r!_l

/veqt-i mani ra mi-bin-em, peyam-ha ra be u mi-deh-em./When I see Mani,I give him the messages.

.*r.r:l ! lt l.A d+ 6iJ# lJ dL,;tlr/vaqt-i mani ra be-bin-rem, peyam-ha ra be u mideh-em./When I see Mani, I will give him the messages.

The first example refers to a general rule, a habitual event: I give Manithe messages whenever I see him. The second example, on the otherhand, may or may not refer to a habitual event; it can refer to a singleevent.

Expressing l{anner

Expressions of manner are those optional phrases in sentences that de-scribe the manner in which an event occurs. In English, as in Farsi, thesecan be adverbs (e.g., carefullyl or prepositional phrases (e.g., with care).

In English, adverbs are created by adding the suffix -ly to adjectives

\careful + carefully, beautiful + beautfully, etc.l . In Farsi, many adverbsare created by adding the suffix arL (/-ane/) to the end of adjectives. Hereare some examples:

(/moitaq-ane/, eagerly) 4jEE-il e- flmoitaq/, eager) 6tl*i':

(/ajul-ane/, hastily) a.lY .+c, ? (lalfi'l, hasty) dJ+

(/semim-an{, in a friendly manner) 4iLrlL.. e (/semim-i/, friendly) €4;.^

Note that in the last example, the c9 in c# has been dropped before+.rL is added.

Look at some examples using these adverbs:

.r3r lJ*,S ;:_t': jL3L+:l-lEiL;L/mani mo5taq-ane montazer-e vorud-e Siva bud./Mani was eagerly awaiting Shiva's arrival.

.$,iJ'l +.lY_n.c l_; Ll a-l-i lx;l

/anha name-ha ra ejul-ane neveSt-end./They wrote the letters hastily.

.r_JS .r+l_,rt! L _21 +:Q.-- 3l/u semim-ane Ez ma pezir-ayi kard./He/She received us in a friendly manner.

In many cases, however, Farsi speakers use a prepositional phrase in-stead of an adverb. Typically these prepositional phrases contain thepreposition \ (h"1, with) followed by a noun describing manner. Lookat these examples:

-**4176 i, Fa rsi Lesson 13

(/ba c$tiyaq/, with eagerness)d$.&J !

(lba ajelel, with haste) {t+; L

(/ba samimi-yyeLf ,with friendliness),',"*tl -,o

t+

(/ba deqqet/, with care)dii; l-r

Here are some examples containing a prepositional phrase expressingmanner.

..r3a ljg.i ;ss's.'t3L .il$J l+ u;l-fmani ba ebtiyaq montezer-e vorud-e Siva bud./Mani was awaiting Shiva's arrival with eagerness.

. \','i,l,j 4L-;. t+ f-) la 4-tj kji

fanha name-ha ra ba rejele neve5t-end./They wrote the letters with haste.

.tJS cr+l_l\ L ;l ,',i ql '.

! jl/u ba sremimi-yyet Ez mapazir-ayikerd./He/She received us with friendliness.

The Modat rJ+ flbayadf, mustl

In lesson 9, /ou were introduced to the modal auxiliary,Lr.L& flBayed/,may).You learned that the verb that follows this modal auxiliary mustcome in the subjunctive mood, as in

.J_f;; r..L$ _ll/u Sayad be-rev-ed./He may go.

In this lesson, we look at another modal verb: li! Vbay-adl,must). Thismodal verb grammatically behaves exactly 11Ls ,ril.i; that is, it precedesthe verb, and the verb comes in the subjunctive mood. Here are someexamples:

.$1S JtS Otfof crL;.4+ +l+ cgJ-e. 19tEilaqa-ye nuri bayed be ja-ye i5an kar kon-end./Mr. Nuri must work in his/her place.

.r#lA c.'i.r l+ fJ 4l1i- c*f +l+ t-lmabayad in meqale ra ba deqqret be-xan-im./We must read this article carefully.

.Ji-itJ _,11S ;,*^' +1 g.rcl^., .rr.! gl.ria_1tS

/kar-mand-an bayed sa'et-e noh srer-e kar bab-end./Employees must be at work at nine o'clock.

.lJJj +rLr +r .l-,j +1+ , .,-.?. ol L

/ma emSeb bayed zud be xane be-rev-im./We have to go home early tonight.

I

I tzzI r l r

i

f!6+IOJ

a,+

=o-

l 3G . REAID t I tG

The following is a simple letter of job offer. Read it and try to guess the

meaning of any unknown words.

Jl-f-l 1.gJlaj drS_JFi

\ Y ojJ ,.{# Ot-,.!i ,glJd :dJJ

\ \/1/Ao :6-.28

,c/)d^ lr$ il.s

4$J<fit4.a! JlJi-l f6-l- 6 e-1fu 1""'i q Jt-^l:= l+ rr!dS-JFi -dllJl aJ# -JJ^I .,Ji.i --;rc .OlJio q l-,1 G 4J ''''"1

cJt+.-Ej:. (.'La oSJJ'.i 6 a-rads-jFi -cll.Xro . r-i'( alrii.,.l

Ol+":tiil .O!r -,1.l L.,i c; o$JJi J frJS )Jy cr-fu ! l-1l-,r _lK ;ta;fu OJI l.o.,i 45 f,$."A -,rl-lr;^f L .r-i 4iifj.$ dJJj<+

#.f,A-d.tS_* a+ t^^i 13_,1_9 Ur. Jliil l+ I Jt_,uJ#

epl_F=l l;

./h.rt'

ostovar Trading company

&L" ;r"

Address: rz Peyk Ave., Tehran

Date: Sept. 2,2006

Ms. Shiva Milani,

With pleasure, I must tell you that Ostovar Company has decidedto employ you as the company's Foreign Affairs Manager. Thecompany directors reviewed all the applicants'files carefully, andyour file was recognized as the best. We hope that you accept thisoffer, and we are eagerly awaiting your arrival at the company.

With regards,

il:HT1*".,",respect

to employ (to getemployed)

hopeful

/ehteram/

/estexdam kard-an (5od-en)/

lomid-varf

rlJFs!

OI-JS altri ' 'r!(os)tl-l.t+.f

Farsi lesson t3

t

to accept (accept)

to recognize

title

applicant(applicants)

/be onvan r ' /

fpa.zir <>lt itnf(lp:r'zirll

/Senaxt en/ (/5enas/) (,rt+l; Ati',i

Olri'

,";ti:l(oFti::;

flK .+ -.rlS csJl+r ..,ti -(J'b 4+ # G)J.etil .Y(.:-, c/ ('.as.-,;lc 4+ cgJl+r its)

-ol:G t(;+) dr$!+

f!

-EfllJ

ojr+

=o

f onvanf

lmotreqazil(/moteqazi-an/)

l 3H . CU tTURE TOPTC 2

Tehran Grand Bazaar

Tehran Grand Bazaar is the pulsating heart of the city, located in the

southeast Tehran, an area that has been settled for thousands of years.A bazaar is usually a covered marketplace. Tehran's Grand Bazaar is animmense maze of old arcades, all together covering about 6.2 miles (rokilometers). Most of the standing buildings in the Bazaar date back tothe nineteenth century; however, the concept of a bazaar has a much

older history. Similar constructions in Iran have been claimed to dateback to as early as 4ooo BCE. The current bazaar in Tehran itself seemsto have emerged during the Islamic period.

The arcades in Tehran Grand Bazaar house hundreds of shops special-izing in trading anything you can think of, from the traditional rugs,jewelry, silk, and precious metals to today's high-tech products. Becauseit is a very important aspect of lran's economy, history, and culture, Teh-ran Grand Bazaar is something you should definitely see or at least knowabout.

Exercises

A. Answer these questions using when-clauses and the information pro-vided in the parentheses. The first one is done for you as an example.

(S.1 a.rLi ,'',.o.r a+ -,1-9;J i.rJJ$) f.-f ar.-i l-,1 a-ob ,# ,*-l$

.fJS,-',t l-,1 a-t,r c,',i_,1 4.iLi.,'',,,.t a+ _l:jf OJJ+i,,.l!_l

(d{< rLa-,;s !) fr_r5 c-,jl l-,1 *# elK:-r ,rJ -rb_;i . \

*1.---*i ttg

1 B O iI

(il+ lt eu) frlr.ral_5A crt 4+ l_; c-r. ljS OJI .J ri .r

(.:,'i plrrt..,l Jlri-f g'S.1r- _2r) fr-"i OlJi aa ,J lr$ .1

(.i-F: JIS jl rl+) fc.tJ e$lri jlJ$ 4+ .-S L o

B. Answer these questions using the adverbs or prepositional phrases pro-vided.

(ci^l-li l-r.) f-:-.f ,'rr-,4 1-9 j&. ! -,4 6Jl+r its .\

(c'I. t+) tstri is- l-) 4lti^ JA eJ+$ . Y

(41+- t+) tc.'1, ur-;g 4jti jl J .t? dh 6Lll .l

(.r-l:l !) f.t , .,- +ll^ +r '-ltt .:Ll_f . t

(4it-iti^t^) fc.liJ,.,lfiii_er _O+r q _;A rl .o

C. Change these sentences by adding the modal $.! and using the correctform of the main verb.

.$a.l .* eb"f crlr ! l_,1 cJt-&JS a-ol . \

',yi c/ r$l cgr-r-f+ b-jS &l .Y

.eK .r. d.t-,;sl*" jlJ$ e+ o * lL 1.l .l

.dJJ d Jljl+ 4+ +-F csll l.t-f L . f

Farsi

D.

i--*--I 181

D. Rearrange these sentences to form a dialogue.

.l;$ cril-Jr LrJlqr cgtil J-r;r To-,f43.r . \

.o r.?ri pl4l elr ! _lK aS sl+ .rr.1+ cS:l+r O-l? .Y

.r_,rS _jS 4l+.c l+ .,J5 J; epib .,- .f

.it -r+ dl.ll .,&e+ oi+:r rr"! 1.r,. .t

.4+lJ-:. .r$ e13S-'r . o

fdj ,/l drtlS ,9;K;t -,J"S a+ l* .1

fl6r+(fo,

OJ+

=o

A ] I S W E R K E Y

Comprehension

A . 3 B . r

Practice

C . z D . r E . z

Exercises

A' .r-f cr-,-1.: l-,1 *# el3i:*.: ,l ,iK rtA-.;o a; ,J: .\

-r9l+ ) csl3r (.,Ei c.r_r_) c/ (casJa 4+ 6Jl+r fE,J_r .Y.rrS .,- JtS (rj'41) 3l

..tll ;llji :f ! l-,1 ,-r. ES 4rl e ,:*r l_,r .+L #: .f

..ui 9l;6: a+ ..r^i alrri."l Jl'-l frS-.;*,,Jr lJ+i .,ji: .1

.c$_; rpl:- jtJ$ { L e .uJJ JK _rt eJ* J: .o

B' .J-$ ,',.,-. g;-li,i^ l+

"F^l-j l+ csJl+J its .\

.$lJi cf l_,r qlti^ c$r ! # .Y

.&i_,1 O_r_u+ +rt.i, jl 4l+.c ! .rh sgLil .Y

.J_rJ cs^ +iLi a+ .fl_,rl q Jay .1.dJ-; ,rfi*y.: O+r 4+ a.rliE$^ Jl .o

.r.iA+ p\.il crsr l+ $+ lJ rJt-$JtS 4.oA . \

.$j,i plail g-rji r.,"! Ll_,,lS OJI .Y.iS cryt "^ jlJ$ ! r,! o.$.rj oL U .Y.errj Jlj! q +-,1s cslt q! l.r;i L . {

..r91,; r'r, "-,;J +! l.iil &l Fl l-: ,r"6, 91Ki-r .o

.a4lJ: ,ro6 e13S-r . o

.l_.$ olj^,Jr LrJhir cgEI j_r;l fo_.f.r.j.: . \

C.

I } I D E P E i l D E i l T C H A L T E N G E

Imagine that you are applying for a job at llfi-rl q,JL?j fs-dFill out this iob application form. What are the words,that y.ou don'tknow? Can you guess wtrat they mean? If y.,it can't, feel freb to lookthem up at http ://www.farsidic.com.

Jl-f-l .g_rH g6-d

-jS Cr.,'l-9i-,rr eJ::il-f

.e;tr

..1_,rS _jS 4l+t t+ "J5

J3 ,pll .,- .f

.#-ri ir.ll "fu

o-,[.r.3J l"l+ ,rt .1fu"lj.# ir.li 6;$at-,JJ q l* .1

or,in C+l crlr t+ JtS 45 sl+ +l+ 6Jl+r O:e .Y

' ;,rl+ 'u {5i-, '

:a\,-.:f-{;ls -;tS lg tuJFj & rr"

&: ;o.l"i Cr-l3iJr -d-llr*

.+$-Jr L,glJ+ ar r-1 ffi,9 oi.! jl €..,3.s+ tiLI

r8 , Frnl

LESSON

L et 's Concert !

In this lesson, we will learn how to talk about recreation activities. We

will also learn about where-clauses, the emphatic use of as (/ke/), and

some useful adjective forms.

| l lA .

at all

theater

recently

U O C A B U T A R Y W A R M - U P

hall

to mentionsomething, to talk

about something

noise

cinema, the movies

to be interested in,

to be fond of

soccer

deaf

le.slrenl

fte'atrf

Itaze-gil

Italarl

/herf-e diz-ira zed-aunf

/ser o seda/

/sinama/, /sinema/

lelaqe da5t-en/

/futbaf

/na-5en-eva/

'),.oI

t l t o

Jt#4

"FiEJYE

clij lt 19;;;r-r

lrr' i -,1'^.t

U-'1.,.

O,i.,ib 4il.c

c}"i. -ls

lJir'iU

l l tB . D IA IOGUE

The Payami family is planning on taki.ng |im out this weekend. Shab-

nam has called fim to ask him where he would like to go. Listen to their

conversation as they decide what to do.. t

:er+-

/elo, be-baxS-id. mi-tun-em ba aqa-ye :/Sebnem/

jim daglas sohbet kon-emf

u*Xtr eJ+ r-rtii t+ #-il ,r- .-1.iig e jJlf . 3 { ' t ' - '

#.!-!

.dHt-A.r.j*.t riri/xod-em hest-em. be-ferma-in./

os++rij&j.ri,-l -i;.ppp-,,.,,.lS -,1lS € .sJl. r'r."3J a.j= Ul

/selam, jim. Sebnem hest-rem. za'ng zacd-em be-pors-am ke in jom'e dust dar-if:Iij

9O+S JIS 4" g|JalF ,r- 1^^i .-Jr (l#9+pS _jS g t$t_n .r

/ne-mi-dun-em. Soma mi-xah-in id de karkon-in (mi-xah-id de kar kon-id)|

.Jillj d-.;a ! t"^-iJ,,dj t+ (#U.r) e+j.r/mi-tun-im (mi-tevan-im) ya be-r-im sinema

ya be-r-im te'atr.f

-fl.j 4+ * .,l*i .ri3p Li1- J;U d u,".fJlrl tile

/men ke taze-gi sinama bud-rem. xeyli hembe te'atr relaqe ne-dar-em./

't3j .j$-d f J:t+ .Jt+-9s i9 +i-r-l^,,l, .,,,+i9(Js.r

/xob. mosabeqe-ye futbal de-tor? futbalnegah mi-kon-if

ji -crb il .0'i JJ dJJ3 6 +i11** Filsrl;."t #J= 1[.-l be 31*,,

/herf-e mosabeqe-ye vrerze5-i ro na-2ren. ez ia-ye por ser o seda eslen xoS-em ne-mi-yad./

4,4 +l Ol_ri -d3ii Ji.,SJf e.j*l_,yfl-ri. Jl ei;l; c+lJi.r-o .o;ll di 'e.'t'<

/rasti, orkestr-e semfoni-ye tehran in jom'ekonsert dar-e. mixah-i be-r-im un-ja?l

g-,;h Cr r+:3 l;'( .,*,.,,ri Ut! )l.gj,$#

f(s_;l.r)

/pi5-nehad-e bad-i nist. koja konsertdar-en (dar-end)|

l-.1 cFA jl j_l_,rlr d ,r+1+ OJ.A ,gri-J JYtj

.p;.f.,,i

'rLs,. t d .

:ljiml

:fl$

:/Sebnem

:d+

:ljiml

. !

:ttt-

:/Sebnam/

:d+

:ljiml

. &:c+-

:/Sebnem/

'.J.S,' \ r '

:ljiml

. i

:et+-

:l6a,bna,ml

:#+

:ljiml

:i$

184 i Farsi Lesson t4

/talar-e vhdet, hemun ja-yi ktr di ruz ez :/Sebnem/jelo-S rart l Sod-im./

-(D-!6

6)o+

o,t-lof.\.Dr+

t( rr-r'< ./ lll ) OIS c+ l>l:-r .,j .i; flS

/kodam semfoni ro ejra mi-kon-en (mikon-rend)|

.dr.'i3; r3a lj*r'iU d .,J: O-uc! aS cr-lK

ikar-i ke betoven veqti na-ben-ava bud neveSt./

.b O-* d;l; !d" b !a: cs o-,f-o'-i -.,j-'i^-,'

/semfoniye Somare-ye noh ! ali-ye;tj"t, il

..Li.t=lii.+F Jl;^a

/besiyar xob. xoda-haf ez. I

Shabnam:

|im:

Shabnam:

fim:

Shabnam:

fim:

Shabnam:

|im:

Shabnam:

fim:

Shabnam:

)im:

Shabnam:

'..1S. l r .

:lilml. &

:fl|*:/Sebnem/

' t ls

:ljiml

. ! .:d+-:lle.bna-ml

'tL:L

:liiml.li.-i- t-lii

lxoda-hafez.l

Hello? Excuse me. Can I speak with Mr. IimDouglas?

This is he (/ir., I am myself). What can I do for you?

Hi, fim. This is Shabnam (lit., I am Shabnam)' I

called to ask you what you'd like to do this Friday.

I don't know. What do you want to do?

We can either go to the movies or go to the theater.

I was at the movies recently, and I'm not very fond

of the theater.

Well. How about a soccer game? Do you watch

soccer?

Don't mention sports matches. I don't like noisy

places at all.

By the way, Tehran's symphony orchestra has a

concert this Friday. Do you want us to go there?

That's not a bad suggestion. Where are they having

the concert?

Vahdat Hall, the same place that we passed by

yesterday.

Which symphony are they performing?

The work that Beethoven wrote when he was deaf.

f im: Symphony number 9! That's great! Let's just gothere.

Shabnam: Very well. Good-bye.

fim: Good-bye.

Usage Note: The verb qlLA (/be-ferma-id/), which we have seenbefore, is used in a variety of si tuations. In the init iat ion stage of atelephone conversation, this expression is used to invite the other personto speak.

spel l ing Note r: Recall that the letter j (cal led o jr" i /hamze/) stands forthe sound / ' / , which means that the woro _.,; i15j is pronounced /te'atr/ ,meaning theoter. This word has been borrowed from French th6atre.

Spell ing Note z: The word ")L.ol is pronounced (/aslan/). The diacri t ic 1is used in manywords of Arab ic or ig in and is pronounced /en/ . l t i s o f tenused as a suffix that creates adverbs from adjectives.

Comprehension Practice

Now answer these questions based on the dialogue you iust practiced.

A.what plans did fim have for Friday before he talked to shabnam?

ell ol gU+ Jl .f ,',,"lJA c.f _ll .Y d-,lJi (r' Jl . \

.,',,i|r.: 4ri= .J:j _,;ilS 4+ .r_U t-L e;

B. How would you say Let's go to the movies in Farsi?

Lil- rrj .\

C. Why doesn't fim like sports matches?

6le 4n1,.* Jl .f _ J ;-" jl O e .Y .',..JJ cJ€ .\.J_;ll ,',.,r.t l-1 .Jj_,r_l .r.,j ar- ,fisl lr,,o .J.^l,l+ 4jtA _;.r .:_,11i

D. When does Tehran Symphony Orchestra have a concert?j:-r.l .l orrrJ c-g qr^--.f 4ri' d.1;l . \

E. How does |im ask which symphony they are going to play?lJ Gi3i^..,li< .Y lJ dli"^,, llS .Y tcpS.r JIS a; .,tfiJfs .,- lJ+l fiJ6 .,- lJ,+l

J:u irr .r.pi_5a Ltr,,

L^iJ,o +.r .Y.t'l|rj 4-6);

l 1 1 . C . U O C A B U T A R Y

orchestra /orkestr/

cook lal-pezl

Ji+SJf. - rTLJ.rrl

lrB6 Fa rsi Lesson t4

P H R A S E S

"t

cooking

to stand, to stop

to take

park

to watch

place

thing

not busy or crowded,secluded

by the way

quiet

symphony

traditional

busy, crowded, noisy

swimming

to swim

film, movie

concert

report

match

music

successful

painter

painting

:3"sport, exercise

l 4D . KEY

to perform

number

la{pnz-il

/ist-ad-en I (listll

/bord-en/ \herl)

lparkl

/temaSa kerd-an/

hal

ltizl

lxelva;tf

lrcst-il

/saket/

/semfoni/

/sonnret-i/

/5oluq/

lSenal

/5ena kerd-en/

lfiiml

/konsert/

lgozar-ell

/mosabeqe/

/musiqi/

/moveffeq/

lneqqaSl

/neqqaS-i/

/nema-ye5-name/

lhemanl

fverueif

/ejra kerd-en/

/Somare/

,r#l(c-'Jl) OiE-Jl

(r)oir.S rL

J . c

OiJS l,il^i

b

.JrJS l-.;p.!

o-,!-1i

l-fDt

GIo+oo,a-'lofa.l(D

f

f---1 1 8 7I

'lJS

q{rl-s'

d-,lJd+51-,

,riJrgt-"o 8 . l

c#: l ' i

CHl ! &I t r r t

oiJs uii

#{.r !-'iS

,i.lt#4iJt','-

'.5i1-J^

$-huit-ij

s,iuii4-oE.-ir..Ui

ol^ii .

U))J

Where should wego today?

What should wedo this week?

What movie shouldwe go see this week?(/1t., What movieshould we go to?)

Let's go see the movie . . .

Farhang Cinema hasa good movie.

Vahdat Hall is showinga good play (/it., hasput a good play).

There's a good match/game this week.

noisy

not noisy, with little noise

spectator

(orchestra) conductor

reporter

to encourage, tourge, to applaud

end

player (of a musicalinstrument), players

/emruz kojabe-r-imf

/be - r - im f i lm -e . . . /

/sinema ferhengfilm-e xub-i dar-e./

/talar-e vehdetnemaye5-name-ye xub-i gozait-e.f

/in hafte yekmosabeqe-ye xubhest./

/por ser o seda/

/ke- ser o seda/

/tema5a-ger/

/reh-ber-eorkestr/

fxeber-negarf

/teSviq kerd-en/

fe* q3-,1-r-,2.t

ltr. J -t'r.l, -,;li

l t r . J -t^r, #

_r3uwJi*SJf -r+)

JqJ+3

oiJs &9i.:

/in hefte de kar ffrgs JIS € Cii cr;lkon-im?/

/in hafte te film-i ,,^l;i +; a:ii 4fro be-r-imf fp*: -lJ

lpayanl Ot"!

fnaevaz-rendef , OtKljlf eosjljjf na.vaz-rende-gan/

l 4E . CUTTURE T0P IC I

Weekend Acti t ivies

The workweek in Iran is from Saturday (4+Li) to Thursday(4+i-i eFrJ Iran has a one-day weekend on Friday 1er*;1, whenmany pdople go hiking or go on a picnic. People who live in large citieslike Tehran may take a day trip in the country and enjoy some time withfamily and friends playing games on a riverside. Often they set up a bar-**"-+.-

188 t Fa rsi Lesson t4 189

becue, but they may also go to a restaurant for lunch. It is common for

locals in small suburban towns to allow travelers to enioy their gardens

for a charge. Owners of such gardens often set up several large wooden

flatbeds for families to set up their picnics. They are a traditional substi-

tute for picnic tables. People who don't like the outdoors or would rather

spend the day in the city may choose to watch a soccer game or a movie,

go shopping, or iust enioy a quiet day at home.

The Iranian film industry has greatly improved in the last few years

with the production of many internationally acclaimed movies. You

can learn more about Iranian movies and see some samples by visiting

http ://www. i ranianmovies. com/.

I J I F . 6 R A M M A R

Adverbial Glauses with 6 .r+b (|ia-yi ketf, where)

Recall that we can use adverbs of place (like $-!l lin-ial, here, or l4jl

lan-ial, therel or prepositional phrases (like -)*^ 6J) f ru-ye mizf , on the

table,or qltil UJJ#&irun-e otad, outside the rooml to specify where an

action took place. Sometimes a place cannot be described with a simple

adverb or a prepositional phrase, and we need a whole clause. Look at

these examples:

I saw him there.

I saw him outside the room.

I saw him where that man is sta

In the first example, the place expression is simply an adverb; in the

second example, the place expression is a prepositional phrase; and in

the third, the place expression is a whole clause (where that man is stand'

ing now).

In Farsi, such clauses are made with 4S cf"b ,JI I 43 sJb (lia-yikel,

lan ja-yike/, the/that place that, where). Lobk at these examples:

.pqr l+ii l-,l -el/u ra an-ja did-em./I saw him there.

.p"+.1 .rEl -O-l-tr'tt lJ 3l/u ra birun-e otaq did-em./

I saw him outside the room'

.pr;i o.:U-tl r:F Oi eS G/,1+. Oi lJ -rl/u ra an ja-yi ke an merd ist-ad-e did-em/

I saw him where that man is standing.

In these sentences, the underlined parts also function as place expres-

sions. The category of the first place adiunct is adverb, the category of

fDtUIGTod

oo,

o=no!:

the second one is a prepositional phrase, and that of the third one is aclause. As you can see, a where-clause comes in the same place as otherplace expressions: just before the main verb in the sentence. of course,it is also possible to mention the place expression first and then say themain clause, as in these examples:

.,"*-r l; Jl [rlJ

lan-ja u ra did-em./I saw him there.

.p.r+.r l-1 Jl 6til -rJJJdi/birun-e otaq u ra did-em./I saw him outside the room.

.pq.r l-l _el olti-';l r_X OI aS ,r.rS OIlan ja-yi ke an merd ist-ad-e u ra did-em./I saw him where that man is standing.

In these sentences, the speaker places more emphasis on the place. It'slike saying, There, I saw him (not here).

The difference betwee" d .15 and qS d"t+ gl is that 45 .rr,!r gl is

definite (refers to a known place), but 41, ,.-rl.s. is not necessarily defi-nite-that is, it doesn't have to refer to a spilihi place (although it may).For example, if you say:

.r,.it+ d-6t^,, d.+"1.= eJ-.;p *l:-.+/mi-xah-em be-rev-em ja-yi ke saket ba5-ed./I want to go where it is quiet.

you are not referring to any specific place. Any quiet place will do. Butif you say:

..ry crSL d.+5 ul e:: eAl_l-.+/mi-xah-em be-rev-am an ja-yi ke saket bud./I want to go where it was quiet.

you are referring to a specific place that you and your hearer knowabout.

Sometimes, for emphasis, Farsi speakers use the word Ol; (fhnmanl,same) before many kinds of phrases, including place expressions. Lookat these examples:

.dJ"l j:_,r;.1 L 45 Cr..l *J; O,,lllin ja-yi ast ke ma di-ruz amed-im./This is the place where we came yesterday.

.dJ^l JJJ;J L" 45 Cr-,f ,rj; OLa +l/in haman ja-yi est ke ma di-ruz amed-im./This is the same place where we came yesterday.

In the dialogue, we hear Shabnam say,

-^-i1eo

i Fa rsi Lesson 14

el$ s-.1 ,-fr$ -ll ::-,Xr aS ,r+b OL"l/heman ja-yi ke di-ruz ez ielo-S rad 5od-im./

The same place where we passed by yesterday'

Similarly, fim says, b Ola dJ+ (Let's f ust go there). He could have sim-

ply said, h,il aU (Let's go ihere), but with OL^A, his sentence is more

emphatic. He wants to go to that very same place.

It is also common to put the place expression at the end of the sentence,

after the main verb. You just saw that in the above examples. This way

the verb isn't separated from the rest of the sentence, which makes the

sentence easier to produce and understand.

t

Using ti (tpotl, full), # flr*lnr, little), and

st/-oJ+l (rbi, bedun-dl, withoutl to Make Adjectives

Farsi speakers often .rr" ! Uporl, plenty, full), # (lkn^l,little), andc;/ ,USJ'r (bedun-el,lbi-/, without, -less) before a noun phra;e to make adiec-

tives. For example, the compound noun phrase l9a j -t*" (/ser o seda/)

means noisq andlJ=ra J -t.r.lr ttUW: ser o seda/) means noisy or,literally,

full of noise. Similarly,lJi- J -)-lll - (A** ser o seda/)means withlittle"nois",and

ltr. J t -UJ+ flbedune sar o seda/) and ltr' : -t*,' ,a

(/bi s6r o sedy') mean without noise or noiseless. look at these examples:

I'r J -^A-O*.$l-/mabin-e por srer o seda/noisy car

Iti -l -t*,, f cJ; di+

/bedde-ye krem ser o seda/quiet child

l,r. J -tsr cd --r+-**^K

/kampiyuter-e bi ser o seda/noiseless computer

Other examples of adjectives with 4 and f are:

_rtSa/ _,;ts # lJts.l1f por kar f , /kett kar l, lbi kar Ihardworking, slacker, unemployed

_Aa/_!# t* : tf por barf , /k-- barl, lbibarlfruitful, with few results, with no results

Note: -,fu means lood or result.

cl,olii-l ,r; / cr-lii*t { ld;tii-! i/por esteqametf ,/k** esteqamet/, /bi esteqamet/with much strength/stamina (strong), with little strength (weak), withno strength

(D-t(,GIod

oo,,-roJ

nrDr+

i

!! 1cl1t ' a '

II

note: dj,clij-rj means strength or stomina.

6jjt e I csjit ?$ I Le3tt Afpor enerLif, A** enerLif ,lbi enerlilfull of energy, with little energy, with no energy

Itote: ciilj r.un, energy.

cc.r? ,e I ah 'J / a-€;+/por darb-if , fkem (.erb-if , lbi (erb-il

full of fat (fatty), will little fat, with no fat (fat-free)

Note: cC-.,1r1' means fat.

Emphatic eS 0neDThe word aS (4"4 in Farsi has many different uses. You learned earlierthat it is sometimes used as a subordinating conjunction, as in reportedspeech constructions.

.$! -jS -,.^.,.i1- 45 iS c/ Jfifekr mi-kon-em ke mani sar-e kar baS-ed./I think that Mani is at work.

We have also seen this use of aS in many constructions, including6 .1.l; (li^-yike/, where), discussed above.

We have also seen aS used in other constructions. For example, in thedialogue, fim says,

.prja Li;-r #-iU 45 O^/men ke taze-gi sinema bud-em./I was at the movies recently.

In spoken Farsi, sometimes qS is used after a noun phrase or a pro-noun for emphasis or for focusing the person or thing to which the nounphrase refers to as opposed to another. For example, the sentence aS g.pl-ga La-r

"SiE can be more exactly translated to As for me, I have

recently been to the movies, which implies that the speaker doesn't wishto go to the movies again, but other people might.

Consider another example. A child asks her father if she can take hiswallet with her to school. The father says:

.G j+ 4.i .,^i aS _l-,1 ..r:l/un ro ke ne-mi-S-ebe-ber-i.fThat, you can't take.

The sentence also implies, You know you can't take that. But the fathermay continue by saying:

.t9-l# cf-f cr JJ' !< &l JJ/veli in kif ro mi-tun-i be-ber-i./But vou can take this wallet.

Farsi Lesson t4

-t**--*1 1e3

Here are some more examples of the use of emphatic 45'

_rj$, ,',.,-. _;l- l+ rAl_9,r 3-o -

/mi-xah-em ba mani sohbet kon-em./ ii

I want to speak with Mani.

.,",..$ bll 45 .,jl.^ -/mani ke inja nist./

But Mani isn't here.

..s-,r! dj -/be-r-im park.lLet's go to the Park.

.drs.5-A #-,U 45 \- -

/ma ke taze-gi park bud-im./But we've recentlY been to the Park.

l 4 G . R E A I D I I l G

i1l .,*,.?,lt a-tj:6r-: .;)tI -2r 4i.Si< r$ 615: .,j .ia^,, J+-SJIq d.r-,| ol iS * s # Jt*ll-,r

"i-.,IS +r+ ..i+'-l .-!-! Ji-SJlJ

-r-fij,Ki9i.ry-rJJJ$:+ p e o-,f-o'$ .,: 'i^-^, Of .sj'U-,;a''r-t rJir]3ul^: t;t-,*';-.1q-,,. o-ys g+lcL JIK;J+3'

.rr.il.: a-ol.:l gKs-,;li .,!Jfi ! a-Lil .O1-''l jl r*+ 4#i

.d-.i^^,, 'i*,SJl cslJ+ .<J.,11 ,#]il.1[1 ' , i'i!J g-9,S

.u irlJi

Tehran Symphony Orchestra had a performance at Vahdat Hall

last nieht. The Orchestra has started its work this year with a new

conduftor, and its first performance was Beethoven's Symphony

no. g. According to our-reporter,,the-concert was very successful

and the audienie continued applauding the players for minutes'after the end of the concert. Last night's concert was a great suc-

cess for the Tehran Symphony Orchestra.

to continue

new

number

success

/edame dad-an/

lired\dl

/Somare/

fmovreffaq-iyya-tl

gil.r arlr!

+r+l r t

oJ\-6Jl

. 4 . 4 . . tC+9,9J'-o

rDt

cloa+oOJa-to).D

l 4 H . C U T T U R E T O P T C 2

Persian Musical Instruments

Music is an integral part of the culture of any country and Iran is no ex-ception. In fact, many of Iran's greatest poets were musicians, too. Iranhas several native traditional musical instruments. There are also someinstruments commonly used in classical Iranian music that are sharedby other cultures, as well. Some of Iran's most common musical instru-ments are JU \ltarl,tar), JE e (/r" tar/, setar), 'J$l

/tanbur/, tanbur),and lje (l'udl, ud). These are all stringed instruments played with picksor fingers, like the guitar. The word 1V ltarljust means string. -)-1i+(/santur/, santur or santour) is anothervery common instrument. J ijJ.l(meaning one hundred stringsl is also known as the Persian dulcimer. Itactually has seventy-two strings and is played with two light hammers.cl (lneyl, ney) is a wind instrument made from bamboo (the word c#means strawl,and Lii (l deff l,daf),,-143 /tonbrek/, tonbak), and o;l;l.t(l dayerel,tambourine) are some percussiop instruments. Stringed instru-ments played with bows are also ,rr"d. C},-f (lviyolonl,violin) is verycommon in classical Iranian music. Another more exotic stringed instru-ment i, 4sJo LcS Gg"tg" ee/, kamancheh). The word ul-3 l/keman/)means bow, and 4.s.ltjs means little bow. To see pictures of some ofthese instruments and hear what they sound like, visit these websites:

www.de jkam.com/music/iran_ traditionafinstruments

vvvvw.santur.com

en.wikipedia.org/wiki/Persian_ music

Exercises

A. Combine these pairs of sentences into single complex sentences usingwhere-clauses. Follow the example.

.orE-r;l 1^:. I ry gi .pq.r.J+ l-l _ll

.orE^.gl ry ,.J aS p+.1 .,r5 l_,r :l

.dr3r; $il _13;r .dJF frn h'jl 0,c . \

.J.,iL CrSt^.r l.-:J .C-_l_l d crr"L} t- .Y

.r3a drSL l.=ij ..r_;1.: ."','.nrJJ l-1 .,.r5 Jl .f

.dK (J^ 4+ j .aor l-:J cl .{

.19+ l.,'+l j_l_l*r _i .d-,t+ rj-A Uil .o

Fa rsi Lesson t4

f3it

.r_.f

,'l;i Jrr JI .t

u

B. Rewrite these sentences using adjt't:tives formed with LJJ!./cC ,# ,-i

as in the example.

..:-,;l.tr lt. _l -r- O$L +l

.,'r. rl r. J -1.,r .+ CSL" cll

.Ul$ j5 .r_,;- gl .'t

.r1l.l pS lr. : _.p ot5S-i 9;l .Y

.$S G- JtS .,l+i ilU. U"rl .Y

..',.lli 4+jti ,il+r L c; a.-L . t

...,,?,1.1, " uii_9.c .J+i,ff*S . o

C. Answer these questions with the emphatic 45, using the words in theparentheses, as in the example.

(.s*.il-il.*) .r-l+ l'l +LiS i.ul i-l:=.+ -

.cg-H dl-f .,ii 45 lJ ,-iljS Uil -

($l 4iiJ) .p.S ,*,.,-'a dh caEI ! i-t:- ,,- . \

.D-l

G)o+oOJa-\o:f

rD

:=

ljJi Jjtl) f6-.r-:r.+ (lpitzal,pizzal l># c;_,rl.r ,'i.":r .Y(prl or_,;jrs.

(r:ls i:+^K) f*#-S l-,rr..r -r.J+.Jl .r

(e:ls ,',''31) fc.s-J3- .,4 d€ ji crhe . t

.(pl oqrl l: jl_t$) fs91h,',,.rJr l; _llrrrS .o

D. Complete the following sentences using the words provided.

.S_r OlJSLit-i lr. _r 1*,, lJ+l 4^l.l&J; c9 4+L^"^

.$rJS d rgJJ.iS l-; gLfu-,119i

.drJS l,it-i .Jt$js .5* 4SK q9 a3ir

1,# cS o_,;t"o.,i -d3i^^,, OIJ# c,.r .i^..,, Jn-SJl .f

U rr3r$!

i-1-****I

| 1 9 5iI

.Cl.S.f Ll't-i _.!t-r3-,1.t L .o

A ] I S W E R K E Y

Comprehension

A . 3 B . I

Exercises

A.

D.

+,ctiir.Ll .o

Practice

C . z D . r E . z

C.

or.piU j-U.t d eUr- lS .,.l.l* dr . \.er_l_li l.l! 6,;.t_9 j_l_x.r a5,r+l+r.1

or.$L gSL- aS p._lJ cr- cC.L+ t .y.dJJ 6g,^ JSl, cSl*., 6 .-.t+ U

or.J4 CrSL* tS r;l.l ,'l*JJ f_,, .J+ Ui :! .Y.l_;l.t ,',uJJ .tja d.rSl^.' aS l-,1 sit+ cli :l

o..,rii< cJ. a; ji 45 +.1 .r*t+ OI ,_l . t.fo-,l *$ u" 4+ Ji 45 cc.l+ Oi cl

.ce+ j:;.r ri 45 tul a.L1 6Lr g;f .o

.,-'.,r1 _,flS c+ Uic OI . \

..,,.,.1,r. J-)- S olSj*.1 i.;;f .y

.,','ul JtS -,,1g prti ggf .f..l3; Jt+-.;| L cs r,l+ . t

.J31 ,-Tile ;4 O *t< .o

..trl di; lS .rh ielii . \.61 or_l_li t>*

"5_,,U 45 t- . Y

.tJl$ -r-l*t K aS 1.l . f,rs*'i:;f if,IIil.jOp_g^ .t lJ+l .f c9 4il.t"^ .y OtJSLit-t . t

tg6 i Fa rsi Lesson rk

It

I N D E P E N D E N T C H A L T E N G E

The only way to master a language is to get exposed to it, and someof the best ways to get exposed to a language in natural situations, be-sides actually being in the country in which it is spoken, are to watchmovies, listen to music, and read in that language. you are invited tovisit the BBC Persian website at http://www.bbc-co.uk/persian/.

| , I L

This is one of the most informative and up-to-date websites in Farsi.on rhe home page of the site, click on Jii J .(iaJ-i flferhengva honer/, culture and art). Here you ci.t.eid newsind editorialiabout arts and entertainment. surf this site and try to find a shortarticle that interests you. Print it out for your language journal andread it, trFrng ,o g.r"r, the meanings of unkno*n"*o?a,

". i".f.r"g

them up.

Also look for links that say f r . - (/seda/, sound) and _5gJ13 (vidiyol,video), and listen to real-life Farsi. Do this often to g"i'";"a to natu-rally occurring speech in Farsi.

(D

ag

G)oF

cur-)oJ

nrD

:-+

LESSON

;

T

In this lesson, you will learn some words related to the outdoors. You

will also learn about reflexive pronouns, as well as exclamatory and im-

personal sentences. Are you ready for some vocabulary warm-up?

| 5A . UOCABULARY WARM-UP

height

sky

to climb

what

tired

I don't think so.

foot (measurementunitl

peak, summit

mountain

(a piece of) cloud

f ertef.a'f

/aseman/

lbalareft-enf

lr€,6llxestel

/fekr ne-kon-am./

lfutl

lqollel

k"hl

flrekke ebr/

tlrillOl-+i

O3J Yl+, -s s4s\ r € t

4i.*i

'tfu Jrid,Ji

tat*

4Jl

'.F-.;pl 451

| 5 B . D IA tOCUE

This is the last week of ]im's visit to lran, and he is on a daylong hiking

trip with the Payami family on the mountains in northern Tehran. Lis-

ten to him talk to Shabnam about their surroundings.

f +6i-{E )r)a* jt-rl

femntz de ruz-e qeSengi-ye!/

e.i s.i o{.r g3,c..ri .19-i * }1 4}(-1 .! .o-li.(._f ,r.cr o.!.:)

:tJ+

:liilnl. $

:er+*

I

/are vek'*ooi:H,f il,::nJfr il*i'ji;to+ sL g:S dr:l .e-,1

/esm-e un kuh-e bolend ti-ye?l

.cf_.L,rl _! 4I3 i1,_f$l+ 4l .s3Li E-9S

/kuh-e damavend. un bolend-terin qoll-eder iran-e./

,-.ffi

lr,-im.l

:/Sebnem/

'a.ls'

:ljiml

:i+l:/Sebnem/

:d+

:liiml

oJrA

foll.l Stsi_l! J$f f,.,';-.

la-ja-bl deqadr ertefa' dar-e?l

t#Jfi .f+-,1k+ J J-a.'i;i J Jl} i.C.l3o .t_,-_,;tai _l _,rljl

:frJ+

:liiml:i$

lpeni hezar o 5e5-sed o dehar metr. teqrib- :/bebnem/en hej-dah hezar o dehar sed fut./

.&sJ Yt+,jjl (.-* "#)

* (+ )r;,ll u4 'rLf

:ljiml/pas emruz ne-mi-5-e (ne-mi-bevred)ez-eS bala reft./

.i5; Jtu :i$

.Yr+e,*.f;:ffi1 /.abnt

/be ja5 az in saxre mi-r-em bala.l :ljiml

..,.lS.f 4i.*i JJ d35':i, .irrr""! l+ :i$

hi-yapayrn. xod-et ro xreste mi-kon-i./ :/Xebnem/

fim:

Shabnam:

fim:

Shabnam:

zoo i Farsi

fim: What a nice day it is today!

shabnam: Yeah. There isn't a single cloud in the sky. (rir., Noteven a single cloud is seen in the sky.)

What's the name of that tall mountain?

Mt. Damavand. It's the highest peak in Iran.

Interesting! How high is it?

Five thousand, six hundred four meters;approximately eighteen thousand, four hundredfeet.

fim: Then we can't clirrrb it today. (Lit., Then it's notpossible to climb it today.)

Shabnam: I don't think so.

fim: I'll climb this rock instead.

Shabnam: Get down. You'll exhaust yourself.

fim: Okay.

Usage Note r: The term ( r r i . (tajab,) is used to express great interest in or surpriseabout something that has just been said.

Usage Note z: In the above dialogue, when Jim wants to know the height of Mt.Damavand, he asks:

fo_;l.r t$-1l Jrl;/de qedr ertefa' dar-e?l

which literally means, How much height does it haveT When youwant to know about the measurable properties of things, such asheight, weight, length, and temperature, this is how you form yourquestions. For example, to ask about the weight of something, yousay:

foll.r clj_l;$/de qedr vazn dar-e?fHow heavy is it? (/ir., How much weight does it have?)

Usage Note 3: $i' (rEaimr) is used to express a promise or commitment. lt is acommon and polite way to agree to do something that someone has asked you to do.

Comprehension Practice

Now answer these questions based on the dialogue you just practiced.

A.What type of day is it today?

.fu.**5 )il .Y etl ._tss.\B. What is the name of the highest peak in lran?

.lI CtUsl+ .f $jt-i eJs.lfC. How does )im ask about the height of the mountain?

fo$\ J+ .r fo_;l.r oJr Jq.Y fo_;l.r tf-,;l J.li; .\D. What does |im try to do instead of climbing Mt. Damavand?

.l:-.11 Y! o-F.^- jl dr^,,lJA .,- .\

.r:j )!':S jl dr^,'lJi .,- .\l

..tyi+ 4i."i. d-,lJi .,- .f

E. What does fim say when agreeing to climb down the rock?

+

='ocl-l=.

.+l-,rl+ -JJJ . \

$a*'9JS .\

: 201Lesson 15

lill;;

a'^i'l+.\"

l r c . UocABULARY

easy

bush

wilderness

to climb down

to go on a picnic

hill

lawn, grass

meadow

to lie down

tree

valley

field

to walk

river

to fall down

hard, difficult

stone, rock

desert

deep

to stroll

mountain

mountaineer

mountaineering

to go mountaineering/hiking

to walk/drive around

path

to take a shortcut

p"li.t ', $ Jl+^+ .'t

lasanl

lbutel

lbiyabanl

/payin rreft-an/

/pik nik raft-en/

Itnppel

l(r.manl

f (rlma-n-zarf

f deraz ke5-id-en/

lderaxtl

lderrel

ldeitl

/rah reft-an/

lrudl,/rud-xane/

f zemin xord-en/

lsaxtl

lsa;ngl

lsr-hral

la-miql

/qedem zacd-a'nf

k"hl

/kuh nrevrerd/

/kuh nevrerd-i/

/kuh navrerd-ikrerd-ren/

/gerdeS kard-en/

lmes\rl

/miyan bor zaud-ar-nf

Olt,,l

arja

o\-,.b+:l-,1 Clr""!

OliJ.f$.fu+o+

Jtji+ir+Fis JIJ;

G-,rl

otr

Cr.&l

Oiit'l-.,4Js.J-9-; eJ3-,1

Os-l-l- U"j

, t . i . ' ' .

.fu,l t . ;

,Lti-ovo

oij esojs

.l-,r:, o3S

csr-lF oS

OiJS csr-J3j oF

O1J5 ul,t-FJ*^"-

oi; i olr

Fa rsi Lesson t5

--^-*t----*I 203

vast fvesilf

| 5 D . KEY PHRASES

weather, climate lab o heva/

Which route should /ez kodam

we take? mesir be-rav-rm?f , fez kodam

mesir be-r-imf

This path is hard/easY. /in mesirsext/asan ast./

with bad weather hnd ab o hava/

with good weather /xo5 ab o heva/

to be located f qerar dabt-en/

to score a goal lgol za;d-a-nl

be careful /moraqeb ba5/

be careful /movazeb ba5/

It's clear/cloudy. /hava saf/ebr-i est./

HJ

lfe :t-J

,fa;-r-.,11 -r*..* pljS jl9e-* ;,J-,* elrs jl

Jt,..,.- dil.,',. ..1 gLI/, ",:.'. ',

l;-l l.-i +

l-ll :,-'tj dJi.

Ci^&|.: Jl-;+

oij d3

"F!.+Fli.-F!.+Fli

.''''rl (.,J+1/'-il.^.o lF

/heva gnrml .dr^''l tj*,.lf-i3lfi

serd est./

fvarze|-emoreffeh/ e'-, .r-ilj:

5:foa{=.E

It's warm/cold.

recreational sPort

l 5E . CU t ruRE TOPIC I

The GeograPhY of lran

Iran has an area of greater than r.6 million square kilometers and is

one of the most mountainous countries in the world. The two main

mountain chains fi;;;, jJill (t]i.rrt,Alborz) ana u'^fl ) \lzagtosl'

Zagros), run from east to west and from northwest to southeast, respec-

tively. These mountains almost surround the Iranian Central Plateau,

which contains two large and uninhabited deserts. TWo expanses of fer-

tile lowland lie in the southwest, by the Persian Gulf, and in the north,

by the caspian sea. This geography has afforded Iran a very diverse cli-

mate. fhe irigh mountaini in the north are cold, the coastal plains by the

Caspian Sea are mild, the Central Plateau is hot and dry, and the south

is htt and humid. Tehran borders the Alborz mountains to the north, an

ideal destination for hiking and picnics for the people in the capital'

l 5F . GRAMMAR

Reflexive Pronouns

Reflexive pronouns are used when an object is the same as the subject.For example, who do you see when you look straight into a mirror? Usu-ally yourself. Words like myself, yourself, etc. are the English reflexivepronouns. Farsi has the following six reflexive pronouns.

REFLEXIVE PRONOUNS IN FARSI

nryself /xod-am/ rJJr

yourself lxod-atl glJ os,

himself/herself/itself /xod-e5/ afiir+ourselves /xod-eman/ Juj:ryourselves,yourself lsg.ful.l

/xod-etan/

-];"d-;W ,

.tr1r.

themselves, ,himself/herself/itself !tg.fut.l

- oLij;

As you can see, these pronouns are made with the word .:F /xod/,self) and the possessive suffixes a fl-rem/|, c3. (l-etl), d (l-nill, tl4(l-emanll,Ul4 il-etan/), and OL& il-eian/).

Pronunciation l'lote: Recall that the possessive suffixes Ci (l-ett) anO d(/-e5/) are pronounced ds (/-et/) and ct l ( /-e5/), respectively, in spokenla nguage.

In the opening dialogue of this lesson, when |im says that he wants toclimb a rock instead of Mt. Damavand, Shabnam iokingly tells him,

."$ .,^ 45;i J-; crtF .iJ--"! h/biya payin. xod-et ro xaste mi-kon-i./Get down. You'll exhaust yourself.

Here are some more examples of the use of reflexive pronouns.

.l_,f .,"Aj l-.1 c1ii:= j_l_,r*r ;l/u di-ruz xod-e5 ra zexm-i kerd./He/She iniured himself/herself yesterday.

.cr+t d l-2 dri3r ,.,js ot3j.+i _1. _FIf r-ga-r drer ab negah kon-i, xod-at ra mi-bin-i./If you look in the water, you will see yourself.

.fJ3+ e3-n Lgli lJ cicL- +l eel:- d A/man mi-xah-em in sa'ret ra bara-ye xod-am be-xer-em./I want to buy this watch for myself.

.e+{# .,^ e4l _li l-1 gL;j* L/ma xod-eman ra der ayene mi-bin-im./We see ourselves in the mirror.

Exclamatory Sentences

Sentences used to express surprise or great interest about something arecalled exclamatory sentences. English sentences like What a nice day ! orIt is such afast car!are exclamatory.

Farsi exclamatory sentences are just like regular declarative sentences,but they start with I Ud"/) or,-jr3 (lejebll, as in the following ex-amples.

t+K.i-i-i ic r4-:,. * 4 J J €

f (e ruz-e qeSeng-i-ye !/What a nice day it is!

!tui, Lo -Ot-#l €/de aseman-e saf-i-ye !/What a clear sky it is!

!4J$I1 e3S,,,-;'.I aja-b kuh-e bolrend-i-ye !/It is such a tall mountain!

!4:$1,ce Lg o)J,. ,- ;- .

I aia-b derre-ye emiq-i-ye !/It is such a deep valley!

Note that, just like in English, you can drop the verb in the sentence. Soall of the following expressions are also possible in Farsi.

!,rKl-{I JJJ 4?

f (e ruz-e qeSeng-i!/Wha.t a nice day!

!15!t^- -Ol-+l €/de aseman-e saf-i!/What a clear sky!

lcgrJ.li ers dlslaja"b kuh-e bolend-i!/Such a tall mountain!

f, j L9 1J,.,- i . ' .I aja-b derre-ye amiq-i !/Such a deep valley!

J

=5'

oq

=.E

Lesson t5Ii 205I

I

It is also possible to explicitly mention the topic of your sentence in tht'beginning, before b or 9+e. But if you do that, then you must use tht'verb in the sentence, as in the following examples.

f1fj-fi JJJ a; JrJ^lfemrtz de ruz-e qeieng-i-ye!/What a nice day it is today!

!r-x jL -dl-r"l € _,r_l_,r*rf di-ruz de aseman-e saf-i bud!/What a clear sky there was yesterday!

!q$li erS ++; $j-i/damavend ajab kuh-e bolend-i-ye !/Damavand is such a tall mountain!

!4$J^e (.9 oJi, . i+' . gl

lan reja-b derre-ye emiq-iye!/Such a deep valley that is!

I mpersonal Construction

Certain sentences in Farsi do not refer to a particular person as the sub-ject. They mention a general fact. Such sentences are called impersonal.For example, instead of saying:

.dr-)i !!lbayed be-rev-im./We must go.

which is very direct, we can, in a more indirect manner, say:

.d.i: rr"l+

lbayadra-ft.lOne must go.

Or instead of directly saying:

..,5q.fl-f ,r^r l-) JIS itl/in kar ra ne-mi-trevan-i be-kon-i./You can't do this (job).

you can say in a more indirect manner:

.r_F Ol-f ,r^r l_,1 JtS O"rl/in kar ra ne-mi-trevan kerd./One can't do this (job).

Look at more example sentences.

.dri_.; Y! s_9L.:6 ali jl lli,r^r _13;^lf emruz ne-mi-5ev-ed az qolle-ye demavand bala reft./One cannot climb Mt. Damavand today.

i-----i-------zo6 j

I

I

Farsi Lesson t51----I 207

V

.r_F Ol-f .,^r lJ JtS Orl/in kar ra ne-mi-tevan kerd./This (lob) can't be done. / One cannot do this (iob).

.+S-9l +i OlC,'r.1{ csj-rJ Jr.l+lbayad ruz-i hadt livan ab nu5-id./One should drink eight glasses of water a day.

As you can see, these sentences do not have a subject, and their verb isnot inflected for any person.

Reflexive pronouns in impersonal sentences appear as Jll (/xod/, self,oneself), without the possessive suffixes, as in the following examples.

.f+'"r# C.J ,.lll -,1.r l-,1 OErJi +l-f .+/mi-tevan-id xod-etan ra der in ayene be-bin-id./You can see yourself in this mirror.

.+r 4!j r.ltl -r.l l-,1 U. c.rl-f cf/mi-tevan xod ra der in ayene did./One can see oneself in this mirror.

| 5c . READ i l tG

Read this passage about Mt. Damavand.

clly cf dt - cSIAJ_r_) _,;J ..',."1 cll_ll 6 eJ! dJi-ltJi! rr3L.tjllA L9 D5 rfor-rr.rrjL.l 9-6 .{J eA dJlJi -,rl f-,r .rrjL.r

t+ .gJei .rr3L.r (., al! .drl'J",! -).r ..r:l.r )l-p cJlJsjL .gE-f -).r

J qJ -, ,',.uf cr+..$ .,J,ti. Jd.5.1 S-rUi ;e.i, ..:;l.r J:+l fU 0LAa; d.,-.;sl* Cll OE ̂ r.ti -,1.l cSr!-.1 p.:-;a ..1-,11.: ,r5:3 6lJa

.Jr:J ,r.c .tr_9L.:

-tr.^,r. J: ,dr."l :rjLt Cr4l! jl CtreJ Y! q9l_.14 _,1g*.- o.ljLi

.,',."1 Aj 4^A jl dJ.r+

+

gq-{='

Damavand is the highest peak in Iran. Damavand can be seen evenfrom Tehran on cleir days. Mt. Damavand is located in Mazanda-ran Province near Haraz valley. Under Mt. Damavand there is atown with the same name. The town of Damavand is a very oldtown and has a cool climate. Many people travel to Damavand inthe summer. There are sixteen routes for climbing Mt. Damavand,but the southern route is the most beautiful one.

-tl 5 H . C U T T U R E T O P T C 2

Sports in lran

Like citizens of any other country, most Iranians are avid sports fans.

The most favorite sport in Iran is soccer. It is not unusual to see childrenplaying mini soccer in the streets after school. The Iranian national soc-

cer team is among the best in Asia, and some Iranian soccer players play

in major European leagues. Iran is also among the world elites in wres-tling and weightlifting. The martial arts are also very popular in Iran

because of their low costs and great individual benefits. Among highlypopular recreational sports, one can mention skiing, cycling, hiking, and

climbing. By law, women in Iran are allowed to practice sports only in

closed stadiums and without the presence of men.

Exercises

A. Fill in the blanks with the correct reflexive pronoun.

..,S.+ ,.s-ij l_) .dl+ q+lr^ . \

.fts-6 jl u6e + U sojS qeY\ .\

.iA+ LF-6 Cgl'r. a4 p;lS ,".,'rJJ O.r

.$ij ..J< -.+ hl

J:j -ri.^,^ OI jl rr"t4 aS cri( 4+ .J- .

B. Rewrite these sentences as exclamatory sentences.

.*-! c+ Ol-! j-r-tl't . \

.. ' '.ul,Ji-.,,, -jl ls,j+-9s .Y

.r-.1l.r ,rS."ti 6lJA Olr.h OJI .l

."'"' l J-rle-6 &l .f.',.,,1 rs--rlJA J sJ dF 19|;. 1++l .d

C. Turn these sentences into impersonals.

.eirj ir.Il""! #l-f .# b+l jl .\.d.i5+ &1ol*,- .:rjL: q +t+ .Y.cgJ q.r+'jE +l++j+- +! .f

.Lsrj t++l jl dl-f .,ii .f

..,5q ,r5*.1 lJ- .,.i Oti.^r.E JJ .A

D. Fill in the blanks using the words Jrrovitlt'tl.

cSLa ojS ,jL"^,,I rliiJ 4j,$i< $i11; Lil.^-

_(\)_ a+ 6+ ! .rh 6 ortetr _('r)_ JrJ

_(f)-,J$ lr^ .-(D- OIJ{r dL.'i

16:-,j?;l':"1 "il?'-;A ] I S W E R K E Y

Comprehension Practice

-='

gq

-l=.E

A . 3 B . z

Exercises

A.

cF.t:i . a

B.

C.

D.Ol--l .A

C . r

O[.$IJA .f d-n .Y 6Lr3S .Y srJA .\

!+_j+ .f .+l_,r1+ c-rrc/es j_l_1.: . \

!d!,^,1 ,s.it-, ,-fi-lSs, ; ,i. /!, .Jt :. -f .Y

!l_21.: ,js.i: i9f3o c;;c,/as Ol-,,.b d;;l .fldr*,,l ,j-:l o3S ,..i./€ Oil .f

!d*,1 cdfJa J sJ ,jF g;l+. ++e/++ t++t .a

.6i_.1 cl."l Ot-f c/.i l+il jl . \

.l_.f r:;il."^ "rr_9L.:4+ +! .\.UF "jtj t!b+j+- +! .r

.&i_,1 b+l jl ,jl-i u# .r.l_.f ,r5^,,1 .-d ..+ OE^ltl: JJ .A

LiL^- .f .riii: .f sgte o-5S .Y a3.,.iK . t

E . zD . r

rf

A

t i i i l t . ?

I N D E P E N D E N T C H A T L E N G E

Pick a map of a national or state park and label the landmarks andlocations on the map with Farsi words.

-'..'-^-t208 i

ii209Fa rsi Lesson r5

Farsi-Englsh Glossary. Words are ordered according to the Farsi alphabet (see pages xiv).

' Verbs are given in their infinitive form'

. Nouns are given in their singular form.

. An irregular present tense stem of a verb is given in parentheses

after the infinitive form'

. An irregular plural form of a noun is given in parentheses after the

singular form of the noun.

. Alternative pronunciations of the same word are separated by a

comma and uppea. within a single set of forward slashes. The formal

pronunciation precedes the informal pronunciation'

T A T I F I I ' T

t I

t l

u+i,S +loj;.o 9;l

di-,J

dj

OLi-1l.1

Fl4$i J-rl

(}JJ

Jll

labl

/ab ke5-id-ren/

/ab-e mive/

labanl

labil

/aparteman/

f axerl

f axer-e hefte/

ladresl

lazerl

water

to rinse

fruit juice

eighth month of the

Persian calendar

blue

apartment

end

weekend

address

ninth month of the

persian calendar

n.

v.

n.

n.

adi.

n.

n.

n.

n.

n.

P-l-)l rPl-;l

oi!4lj. ' 7

eJ'oJi

ttrljlO_ri ,OL*i

. ' * TUrrl

J i

4jti.sl. - r i

caJr;ul

l-ii

t9EIo.rLI

(D o.,Jl4-ri

JlSiyl

ol6i

li t:l e l-rJj

t.ell

oJ-tj

4jj

n.

n.

n.

n.

inter.

n.

adi.

n.

n.

adj.

adj.

v.

n.

n.

art.

I A I I E T I ' I

f aram, arum/

/aram-e5/

larenil

larel

laLansl

/asan, asun/

lai-pezl

f aSpez-xanef

lai-pez-il

laqul

laqa-yel

lamadel

lamed-enl (lall

lamrlkal

f amuz-garl

lanl

la",l

f ania, unja/

lan}:.al

layr,ndel

layenel

calm

calmness, peace

elbow

yeah

agency

easy

cook

kitchen

cooking

sir, mister

Mr.

ready, prepared

to come

America

teacher

that

he, she, it

there

they

future, next

mirror

elementary

room

bedroom

bus

to let, to allow

stove

respect

news

pro.

adv.

pro.

n.

n.

cs+l+l adj'r l * {

dut n.

,.rlJA 6El n.

u,-q-ff n.

g:1.: o_.f;l v.

,-!t+f n.

rl.ljsl n.

Jl+=l n.

lebteda-yil

lotaql

lotaqxabl

/otobus/

fejaze dad-an/

lojaql

fehteramf

lexbarl

_'*_ ----"- i_"-_-_--_ -

212i FarsiI

OrJS ClJi.!

.l$ Gl-r=Jo-.1lr!

gil": a-lr!

sll#iI

,' , .?-e rli.l_,;f

Ji.+SJf n.

jl p.

.-Jlr'r jl v.irS $l;

L!iL!,,| nr €

JE-f n.

OE-f n.

OIJS ,l rri..,l v.

UJ,i pl rli, ri v.

,",--l tj*l v.oiJs' r i - i , , ,1

n.

Lipls*l! n.

r-l n'r l * $ f

L9r j t ' i { r n .

')*ol adv.

d-:! n.

orJs c;13! v.

JLarS! n.

cAi-4riiJ adi.

ur..l--uS1 n.

4<1 ,j31 adv.

JI inter.

)J-rt adv'

lexraj kard-an/

lexrai 5od-an/

ledarel

/edame dad-en/

ladebiyatl

/ordibeheSt/

/orkestr/

letl

f ezxab bolend5od-en/

/espaniya/

/ostad/

/ostan/

/estexdam kerd-a'nl

/estexdam Sod-en/

/esterahet kerd-a,nl

/esfend/

/eskenas/

lesml

/eStiyaq/

lacsla'nl

lezaf.el

/eqamet kerd-en/

/eqtesad/

/eqtesad-i/

/eksperes/

f e,ga,r, egef

lelol

femruzf

to fire (an employee)

to get fired

office

to continue

literature

second month of thePersian calendar

orchestra

of, from, since

to wake up

Spain

professor

province

to employ

to get employed

to rest

twelfth month of thePersian calendar

banknote

name

enthusiasm

at all

extra, addition

to stay

economy

economic

express

if

hello (telephone)

today

v.

v.

n.

v.

n.

n.

-Tto,a

!1.I

m:fq9_

J

6lossa ry

el.:.j

)vlrrl

-,1f:*r^f

ovlcJJ-i elEjij

OIJS.JlalJ, I I . t . l

lJlJr r r rl

$,;oilr C+lO.3 el+:I

f emza'f

lomurl

lomidl

/omid-var/

f a,l'anf

/entexab 5od-en/

/entexab krerd-ren/

fentexabatf

lentehal

/renjam dad-en/

lenjam 5od-en/

signature

affairs

hope

:::".'

to get elected,to get selected

to elect, to select

elections

end

to do (a task/job)

to get done (a task/

n.

n.

n.

adj.

adv.

V.

v.

n.

n.

v.

LI" ql n. litatiyal

UJJJI cgljl n. /iran, irun/

d:_ll c.,.Sf;l n., adj. firani,iruni/(c-,il) OiLL+l v. /ist-ad-en/ (/ist/)

OJ4l ,OUU pro. /i5an, ibun/

dJ/Jl n. limeytl

uij 4+tl ". /imeyl zacd-alnf

lHl art. linl'''r"Al n. /internet/

I i iil adv. linjal

iob)

C1.ifjl n. lnngoitl finger

li f$iftl n. /engobt-e pa/ toe

U4rlfuJ n. /engelis/ England

,r*,ilfuJ n., adj. /engelis-i/ English

Jl pro. l"l he, she, it

OilSl ,,JiI num. fevvalf ,lrevvalinl first

l+i adv. layul question particle(yes/no)

Italy

Iran

Iranian

to stand

he, she (fml.l

e-mail

to e-mail

this

internet

here

(Ja I B T

l+ p.

O_rtt+ ,Ol_j+ n.

a:_j+ ,Cl_j+ n.

o+_Aorjs j!

Jljl+

JJt+

+-l+(.il') O3t+

)l-!. l+ n'

.cg)t+ p.

,-mI+ n..sjl+ n.

+l+ aux.. t 4 s

d\r+ n.

OHrr,ii.# 6 r.t'i..i.r., idiom

^?+ n.

,Jij.+ n.

g1*.X--t v.

irq n'

o$i -t';L; v.

Jil-li n.

o.tlj -,!l; n.

.csll p.

CS,ilt; v.

h4fbaran, barun/

/baran-i, baruni/

lbar-id-enl

fbazknrd-enf

fbazarf

lbantl

lbasenl

lbaf-t-anl (h^fll

lbaqelal

lbala-yel

lbaleil

lbankl

lbaya,dl

lbayganil

/bebaxSid,bebexSin./

lbetrr-l

lbax(tl

/bex5-id-en/

lba,da-nl

/ber tarref 5od-en/

lberaderl

fberader zadef

lbera-yel

/ber dabt-en/

lbord-enl (ha-rll

hr-rfl

with

rain

raincoat

to fall (rain or snow)

to open

market, bazaar

arm

buttocks

to weave

broad bean

over

pillow

bank

must

archive

Pardon me,Excuse me.

child

part, section, depart-ment

to excuse, to forgive

body

to go away, to getresolved

brother

niece, nephew(brother's child)

for

to take (a course), topick up

to take

snow

-Tlo)g.I

m:5

qg

h

v.

v.

n.

n.

n.

v.

- t

OJ-x v.

uI n.

Glossary

(t)

19.H

4-E-.1';

3:t

"l_6_l!csJ_rj

4l^+c+a jl*+

+tfii&+

jl r'+

,+l-J+cl+"t--P:

.ili

4:JA

L,ll+ e,"ul..,

dr*+ iq

.ol-d'+-s-r'-,1,.1 fu

03J

Jh

iFd

4j31 n'

..(-Sg n.

e,-,.u-rr) gi3,r v.(d-,1

tri*-ri n.

t_rd+ ,Ol+1+ n.

.UJ)# p.,-, . ,U| num.

herql

fbarnamef

lbozorgl

n. fbozorg-rahf

adv. lbezudil

n. lbest-el

inter. /besiyar xob/

n. lboiqabl

adi. ha'dl

p. fbe'd nzl

idiom /befermayid,befermayin./

adi. /bolend/

inter. lbalel

n. lboluzl

n. lbelitl

adi., n. /bon-best/

p. hel

p. /be onvan-e/

v. /be morxasi reft-a-nl

n. lbeharl

n. lbehmanl

electricity

program, plan

large, great, big,grand

expressway

soon

package

very well, all right

plate

then, next

after

After you, Here youare.

tall

yes

blouse

ticket

cul-de-sac, dead end

to

as

to go on leave

spring

eleventh month ofthe Persian calendar

bush

boutique

to be

Bosnia

wilderness

outside

twenty

n.

n.

adi.

lbutel

/butik/

lbud-enl(/hest,mst/)

lbosnil

fbiyaban, biyabun/

lbirun-el

lbistl

Jl'#

,-lE-;L*

4^*l

,"ll+ll gru

.*t+

lbimarl

/bimar-estan/

lbimel

/beyn-ol-melel-i/

lbinil

lpal

lpa dardl

lpurV

lpasai.l

/pa5ne-ye pa/

/pakat-e name/

/pakestan/

lpaltol

lpanzdehl

/pan-sred/

lpayanl

lpayizl

/payin raft-enf

lpautul

lpoxt-renl (lpa-rll

lpedarl

/pedar bozorgf

fpeder znnf

/peder Soher/

fpeztu-oft-renf(lpeztrll

lpotl

/por kerd-ren/

patient, ill

hospital

insurance

international

nose

foot,leg

pain in the leg/foot

park

mall

heel

envelope

Pakistan

winter coat

fifteen

five hundred

end

fall

to go down, to climbdown

blanket

to cook

father

grandfather

father-inlaw (wife'sfather)

father-in-law(husband's father)

to aicept

plenty, full

to fill

n.

n.

n.

adi.

n.

-Tlo,

9.I

m5q9_

(Jt I P I

hn.ur ! n..S tLr a n .

jl*,! n.

\ Le 4j'iL n'

4-U (':jsL n.' t

Olj^,,S-t1 n.

c!n'i-!! num.

i--Jt{ num.

or+! n.j#b n'

. ' . 1 ' . tLtsU U#H V.

Jri n'/ . ' : . . ' o . I

(tFd/ .Frli \"

Jfd n't'-5J-!! J+ n.

oi lt n.

-p-r -,t n.

(++) o3!+ v.

-}i al

OiJS -.1r* v.

6lossary

OiJS csl.r; v.

JU-J".r n.

t-l{--l+ v.

Jli n.

_ll:sl n.

OiJS tl::l v.

ori-l-li n.

O+-E v.,.5....ijd n.

l.r-,r,1* adv.* t

\Jr*i n.

.f+rjfJ! g!"i n.. . t . * t

qJ'r.f, J.r-J n.

a t

t#J -t.*i n'

OiJs cl^"; v.l - r t

crj'Ja +t n.

J*i n.

,4ll _.p,; n.

e-co _l+ n.

J^e -}'t n.

dEYt n'

. t )u^.t p.t,ui n.

e! num.

"l++ num.

o \++ n.

agJi+ n.

iJ#4 n.

+&-5g n'

/perdaxt kerd-en/

fparastarf

/pors-id-en/

lperul

lpawazl

fpewaz kerd-en/

/prervende/

lper-id-a'nl

lpezeikl

/pas ferda/

lpostl

/post-e elekteronik/

/post-xane/

/post-e za',min-if

/post kerd-an/

/post-e heva-yil

lpeserl

/peser dayi/

/peser'emme/

/pesar'emu/

/peser xale/

/po5t/

lp"V

lpr-nil

lpenjahl

lpenierel

/peni-Senbe/

lpr:trinl

lpuiel

to pay

nurse

to ask

Peru

flight

to fly

file

to jump

physician

day after tomorrow

post, mail

e-mail

post office

ground mail

to mail

airmail

boy, son

cousin (mother'sbrother's son)

cousin (father'ssister's son)

cousin (father'sbrother's son)

cousin (mother'ssister's son)

back, behind

bridge, overpass

five

fifty

window

Thursday

boot

folder

O-+$* v. /Pu5-id-en/

cJ* n. lP"V

l-r- -.J* n' /Pul-e xord/

c.tS'-li .1.J* n. /Pul-e dorobt/

gils qJig v. /Pul dad-en/

oJl;; adv. lPiYadel

C# n. lPeYaml

eJ* n. lPul

,'r'r-.r+* v. /Pid-id-en/v . 4 ' €

Cral;* n. /pirahen/

,-F# adi' lPli'l

jl ,Jh p. lpr6 ezl

sAlS,.iUlJ Ui,ti adi., n. ipi5 dane6gah-i/

i.ei,,i# n. /Pi5-nehad/

to wear (clothes)

money

coins, small bills

large bills

to pay

on foot

message

curve

to turn

shirt

past, last

before

pre-universitY

recommendation,suggestion

TIOJ

9.I

m=qg

5

OiJ5 $4j,if.i v.

.fS ..(+i n.

ti{:'f+.s+i v.

fJ IT,

/piSnehad kerd-en/ to recommend

prcnlc/piknik/

/piknik reft-nnf to 8o on a Prcnrc

-131.ij n. fte'attf theater

E P' ltal to' until

UJI*+U e gE.ai5 n. /tabestan, tabestun/ summer

&-1tr n' ltatixl history date

.!-1tr adi. /tarik/ dark

#;U adv. ltaze-gil recentlY

oJU adi. ltazel fresh

s.,SE n. /taksi/ taxi

JYE n. ltalarl hall

IJI n. ltebl fever

o1. n. lteppel hill

,',i."i 5,',11 n. ftext,trext-e xab/ bed-

+l:i

.***|*-218 i Farsi

I

Glossary

ol+* {iii

( iJ;: '1

o+$lJj

?-)).5;i3

oljs &-d-r

f*"^-l

CfiSf..-Jrl&j

,It+l(c'\H)

ojF

/tesmim/

/tesmim gereft-en/

Ite'dadl

I t a' til I ( I te' til- atl )

Itelefonl

/telefon kerd-en/

/telefon ze.d-anf

Itelevizi:yunl

/tema5a kerd-ren/

/trema5a-gar/

Itambrl

Ita'nl

Itehranl

/tol

l n l

Itovaletl

/tevan-est-en/(ltevanll

Iturl

/turist/

/tevessot-e/

/tolid kerd-en/

/tolid kon-ende/

blackboard

discount

to shave

semester, term

mattress

decision

to decide

number, quantity

holiday (holidays,vacation)

telephone

to make a phone call

to make a phone call

television

to watch

spectator

stamp

body

Tehran

you (s9.)

in, inside

toilet

can, to be able to

tour

tourist

by (in passivesentences)

to manufacture, toproduce

manufacturer,producer

n.

n.

v.

n.

n.

V.

n.

v.

n.

n.

n.

V,

n.

V.

n.

n.

n.

n.

/taxte siyah/

Itnxfifl

/teraSid-en/

Iterml

Itoiackl

/tebviq kerd-an/ to encourage, tourge, to applaud

olJs c#ljoii iFJ;O-lr">.-d;

OIJS l"il^i

-FuwJ+"1

GolJej

ty

crll-f. ' o , l ' o

UJsrJtJ|J

(ot-l:)

J}C-.;_l-f

t d+-F

orJs +lj

6 rt-t'( ulri

pro.

p.

n.

V.

n.

n.

p.

Fa rsi

J# n'

I S I

I T I

t+ n.

o"JL;, n.

O:+ ,OL= n.

t.l-i-J . .

+r+, f / \ . ' o t

(J+, Ut'r^l+', & 'U.\r,+ n.

l$lJ4 n'

"t'lJ+ n.4*lf+ n.

4r.i n.t

g;JC^-+ n.. tqf*+ n.

gil.l crl3,; v.

" ' lJ+ n.

)g, IEI

-rlb n.

crb n.Il€ adv'

I'-)+ inter.

9l r..s,L '4 n '

9f us,-L ' q n '

.,rt-iAlJ

Ittrl

lial

liaddel

ljan, junl

liabrl

ljedidl

ljost-renl (liull

lireEnl

ljoqrafiyal

ljoqrafil

lia-lausel

liom'el

liomhur-il

lionubl,ljant;},l

lievab dad-en/

liurabl

Itaqul

lEayl

Iteral

Iteral

Iterad

/deraq-e rah-nama-yi/

fourth month of thePersian calendar

place

road

dear

lT',-to search

celebration

geography

geography

meeting

Friday

republic

south

to answer

sock, stocking

knife

tea

why

yes (to a negativequestion)

light,lamp

traffic light

'Tlo,g.I

r T=g5

&

e

n.

adi.

v.

T .

ffi.S-i')J rrir-=

4 - t \ €

J_.t+

+t,Jtgt*:-+

l(.r-iml

/de5m pezebk/

l&torl

Itekl

/dek-e mosafer-i/

l(emedanl

l(a-rna-nl

f (emen-zarf

Itendtal

/dand ta azf

/dend-om-in/

ftr-ndinl

l(,a-ngall

ide kesi/

f(a-ha4 dehar, dahar/

/dahardeh,dehardeh,dahardeh/

/dehar-rah/

/dahar-Senbe/

/dehar-sed/

ltehell

lbnl

1|i,, tel

Itizl

ldinl

eye

ophthalmologist

how

check

traveler's check

suitcase

lawn, grass

meadow

how many

a few of

which (in order)

several

fork

who

four

fourteen

intersection

Wednesday

four hundred

forty

because

what

thing

China

n.

n.

adv.

n.

n.

Ulu+ n.

L , ? n .

JtjI+ n.l l+ n .

jl E + art.

iJ+^+ adi.

#+ adi.x 4 . '

dH n.

"; a; pro.

Jt6 num.

ol-,rk! num.

ol:-lki n'

4+i-iJl{+ n.

LJki num.

cl4 num.

U$ coni.

5 tu+ pro.

-J*i n.

ttti n.

7 tH I\ - l

dt- n.

ci^ n.

Li-- adv.

haU

h"Ufha-tma'nf

physical condition

present (tense)

certainly

_----:222 i

II

Farsi G lossa ry

r9-U? rt-r-cli-l l-l

OJj.i-F

,-1. t ";

OIJS j! +L*>

jl$I Ut 9-r. l-";

jl$l Up,i !Jt+ v.

oiJs j!

cgJb e+t+ n.

C,Jb 9JL+ V.O1J5 jt+

-,;l":r.t^^; n.

It cs, n.

o.t5 eb v.

4 r

.rs-,;\ tG v..

J"1+= n.

" ,x t\-

c+Jt- adi.

cJr-ti adi.

4l\i n.

tlLi ,i15 n.

_;ll arLr n.

4lli n.

lJlJi.ls n.t 4 .

Jt'\J_).:La n.

.lil.:i,J.ii-.1$. inter.

OiJ+ +lJ'- v.

fherf.-e diz-i ra

za'd-r-nf

/herf zr,d-r-nf

A"tub/

/hesab bazkerd-en/

/hesab-e pas-

rendazf

/hesab-e pasendaz baz kard-ery'

/hesab-e jari/

/hesab-e jaribaz

kerd-en/

/hesab-dar/

/hemmam/

/hemmam kerd-

r-r'l

/hemmam gereft-

e.nl

lhayatl

to mention some-

thing, to talk about

something

to speak

account

to open an account

savings account

to open a savings

account

checking account

to open a checkingaccount

accountant

bathroom

to take a bath

to take a bath

yard

v.

-TlOJ

9.I

rn=gvr

V.

n.

n.

lxarei-il

lxassl

lxalel

/xanom, xanum/

/xane-dar/

fxanel

/xanevade/

fxeber-negarf

fxodahafez.f ,

lxodafez.l

fxnrab bud-an/

foreign, international

special

aunt (mother's sister)

lady, wife, Ms., Mrs.,

Miss

homemaker

home, house

family

reporter

Good-bye.

to be out of order

.llr_.,;A

OiJS +ji

o+F.5..t1

OiJS.S^tAI ',:.

,r.,is.[i

.r;l3i 't 'l

dUJi,

/xordad/

/xer-id kerd-en/

lxrer-id-enl

/xobk/

/xo5k kerd-en/

lxrettl

/xet ke5i/

fxett-eheva-yil

lxalva.ltl

lxona-kl

/xabid-ren/

fxast-enf (lt"hfl

fxan&enf (lxanll

lxa}lra-rl

/xaher zadef

/xahe5 mi-kon-em./

lxubl

lxobl

lxodl

/xod-em/

lxod-atl

lxod-eil

/xod-eman,xod-emun/

/xod-etan,xod-etun/

/xod-eban,xod-ebun/

third month of thePersian calendar

to shop

to buy

dry

to dry

line, script,handwriting

street line

airline

not busy, notcrowded, secluded

cool

to sleep

to want

to read

sister

niece/nephew(sister's child)

You're welcome.

good

okay

self

myself

yourself

hi m s el f/he r s e I f/it s e I f

ourselves

yourselves,yourself (fnl.)

themselves,h i m s el f/he r s el f/i t s el f

V*t.l

adj.

V.

n.

n.

n.

adj.

.5::. adj.

O+lF v.

(rlJi) Cl-,lJi. aux., v.

(Ole) ir$lri v.

-,;'alF n.

o.llj _,pl3i n.

.#3cr^ UltlF idiom

9F adj.

t.lF inter.

tJA n.

ei:- pro.

&JJA pro.

LFiF pro.

r,OldJi pro.UJ^JF

cglitJ: pro.

O}JFcgl_i..:jA pro.o-drri

(-l-n) c.li-l-r' v.

cF;-n n.

Ol+'iy,i.cfi"l-l= n.

4lEi+iJA adv.

cl*ri adi.

f-SFF idiom

O_rr.!i,u!F n.

.,J5 adj.,adv.

lxord-enl (lxorll

/xore5/

/xoreS-e fesenjan/

/xo5-bext-ane/

/xo5-haf

/xo5-veqt-am?/

/xiyaban, xiyabun/

lxeylil

to eat, to drink(colloq.)

meat sauce

fesenjan (meat sauce)

fortunately

h"ppy

How do you do?

street

very a lot

.Tlo-g.1=qs6

I D '

cjAlr n.

,.Jil.: adi.

(o;) 6ilr v.

JJIJ n.

+rt-:*9-;l.t n.

j\*.,3_21: n.

(-)U; O:.$l: v., aux.

Ll.irlr

(Ot.; C'i*il.:

t''ul'

;e"i 16;1.:'+',U't

oj5.Xil.t

olK.Jillr

-ti..,!l.l

ts+ll

ldaxell

/daxel-i/

ldad-enl lldel)

ldarul

/daru-xane/

f darvsazf

/dabt-en/ (ldarll

ld"ql

ldama,nl

/danest-en/ (ldanll

/dane5/

/daneb amuzf

/dane5-ju/

/dane5-kede/

/dane5-gah/

/dane5-mend/

ldayil

/dabirestan/

ldoxterl

inside

local, domestic

to give

medicine

pharmacy

pharmacist

to have, presentprogressive marker

hot

skirt

to know

knowledge

grade school student

university student

college

university

scientist, scholar

uncle (mother'sbrother)

high school

girl, daughter

OE--11+i n.

JiiS n.

G lossa ry

alti -:ii:

,r;1.: _)ji.l

.{-.e Jiir

3nc _Fir n'

Ji

Jl

' ' ' Ji

gr.r.t'< _,11_,1)c_l

d!,,lJAJi

dlrlJAJl

oiJs.l-,t.1

gi-.f .r-,;i

L},Ji

C-,ji

OiJ* Cr^,']i

6-r-i c-,]'l

OiJS d-,]i

o)i

C-t^',,i

r-,;i L'$ gu'i

.4-t'r: /$ti

.43"$i-.t

o6*3--:

dll-i-i

.l+ 4i-i

C.d'i

/doxter xale/

/doxter dayi/

/doxter'amme/

/doxter'emu/

lda"l

lda:,rl

/der sed/

f denz ke5-id-en/

lderaxtl

/der-xast/

/der xast kerd-ren/

lderdl

/derd kerd-an/

ldersl

/dorost/

/dorost bud-en/

/dorost Sod-en/

/dorost kerd-en/

lderrel

ldestl

/dest-e Somaderd nekon-ed

/nekon-e./

/drest5uyi/

/dest-gah/

/dast-maf

/deste rek/

ldastl

cousin (mother's

sister's daughter)

cousin (mother's

brother's daughter)

cousin (father'ssister's daughter)

cousin (father's

brother's daughter)

in

door

percent

to lie down

tree

application

to apply (to, for)

pain, ache

to hurt

course, lesson

right, just

to be in order, to be

in working condition

to get fixed

to fix

valley

hand

Thank you.

restroom

machine

napkin

checkbook

field

n.

n.

n.

p.

n.

n.

v.

n.

n.

n.

n.

adi.

v.

n.

n.

idiom

n.

n.

n.

n.

n.

, ro l FarsiGlossary

Jiii

ctll

4i$i

-i3s',rtJ3si45i

tCl+'i

UJJIJ egl-rr.l

6-ii Olrrl

1rd3 n.

oi num.

1JAJ crjAi n.

jJ num'

oi_,11;l num.

oj+_ll adv.

JJr adj.

,.Ji.'il.: d.ur3J v.

, ' t 'UJ n .

ci-ll n'

O$-S uF$ v.

-rfijJ n.

L:. n.,.,-l3J n.

3 t 3 t

i,l.tcal cp3J num.

Orr,-li v.

r " r,ui3) num.

G) n'

(u+) o+t v.

Oi_;S O+.: v.

ui-.rS:.t v.

ldacftr-rl

ldeqqetl

ideqiqe/

/doktor/

/doktora/

idekke/

ldam-pa-yil

/dendan, dendun/

/dandan peze5k/

ldonyal

ldehl

ldehanl, /dehen/

ld"l

ldevazdehl

ldobarel

ldurl

/dust dabt-en/

idust/

ldu!;l

/du5 gereft en/

/do-Senbei

ld"ql

ldoletl

/dowom/,/dowomin/

ldev-id-anl

/devist/

ldeyl

ldid-enl (hi"ll

/did-en kerd-en/

/dir kerd-en/

office

care, meticulousness

minute

doctor, Dr.

doctorate

kiosk

slipper

tooth

dentist

world

ten

mouth

two

twelve

again

far

to like

friend

shower

to take a shower

Monday

yogurt drink

government

second

to run

two hundred

tenth month of thePersian calendar

to see

to visit

to be late

-TlOJ

!!.I

lTlfqg

h

f

a

I

J

J-l-)Jl adv'

, . i.?,..rJ adv.

a-fu.r .-.fi;.r adj.

T Z I

, R '

cJ{#J n.l e -

JJt34+.cJ{#J n.

ldi-ruzl

ldi-Yia,bl

ldignrl,ldigel

fre'isf

/ra'is'-e iomhur/

lradiyol

lrast-il

lran-epal

lruhl

frahreft-enf

lrahrol

/rahnrema-yi/

lra-'yl

lre'y dad-ren/

frayanel

lrob'l

frezew kerd-en/

fresan-ef(/resan-e-ha/)

/resturan/

lreitel

lreft-anl (lroll

lrengl

lreh-berl

/reh-brer-e orkestr/

frah-gozarf

/ru-be-ru-ye/

yesterday

last night

other

head, boss, chief

president (of acountry)

radio

by the way

thigh

way, road

to walk

corridor

guidance, advice

vote, ballot

to vote

computer

quarter (esp. hours)

to reserve

medium (media)

restaurant

field of study, major

to go

color

leader

conductor (orchestra)

passerby

in front of, opposite

-l;ll-l

si-rlJ

!.ul_rolJ

ojit'l-l

:-$l_,r

,r.r.Liol_,1

csl-t

6il.:6i-,1+it+l_l

eloiJs r)))

(la 4rl^^'J) 4jl*,,J

cll-t-f-",r, , &qlrrJ

(-p) os-r.fuJ

_'+'sJi.,SJf ..b'l

. E

-.;r-xA_.1.L9J}J)

n.

inter.

n.

n.

n.

v.

n.

n.

n.

n.

p.

arliJ3_; sJ3_,1

)J)

lrudl,/rud-xane/

lruzl

fruz-e kar-i/

fruznamef

/rusta/

/ru-sar-i/

lru-yel

lnry-id-enl

/riyaset-e iomhuri/

lriyazil

lriyaziyatl

nver

d"y

workday

newspaper

village

scarf (women's)

on

to grow (plant)

presidency

math

mathematics

n.

n.

'Tto,-g.I

rTl

B5csjs J-r-) n.

a-Llj_l_,r n.

E-r_l_l n.

G.,AJ) N.

.eJ) p.

O+JJ v.

**!, n.(,JJ(.+

s.:l+J n.

d.il+^:l+J n.

a

J tz I

-dljdi-'j

i:rhil r Oqj(#Jti

rrJ

diJ

(oj) oiir-ri

ol^j

ULLlrJ

'-:}-"j

Oi-l-r= U"j

*3c;)hj

.)))

,i*-l*-l

./el-,lp;;-,l

n.

n.

n.

f zawl

lzabanl

fzebanoadebiyat-e fars-i/

lzexml

lzexm-il

lzed-anl (lzanll

lzerdl

f zemanl

fzemestanf

lzaminl

fzemin xord-en/

lzemin-il

lzenl

lzibal

lzir-el

lzir-puil

lzir-p\rahen-il

knee

language, tongue

Farsi language andliterature

wound

wounded, injured

to hit, to beat

yellow

time

winter

ground, earth,land

to fall down

surface

woman, wife (infml.l

beautiful

under, below

underwear

undershirt

n.

adi.

adj.

n.

n.

n.

v.

adi.

n.

adj.

p.

n.

n.

Glossary

*J

(-y4

_,,K-uj n.

U"tii cr*Jj n.

.,*,ti.i c*Jj n.

tl,t. , 1 tU*U n'

I S I

..Jlj* n.

Ul-jiL n.

i1l-jt-,,..' n.

dG.tt., n.

CAJTS t'''l*., n.

JgLu n.

! -ou n.CJt*, n.

JYI*., n.

/zir-gozerf

/zist Senas/

/zist Senasi/

llaponl

fso'alf

/saxteman/

fsazemanf

f sa'r-ltf

/sa'et-e kar-i/

fsa'edl

lsaq-e pal

lsall

lsaladl

/salon-e pauzirayil

/salon-e/otaq-enahar xori/

/sandevid/

lsebzl

lsebz-il (lsebz-r-iatl)

lsextl

lsacrl

lser-el

/ser derd/

/ser o seda/

lsacrdl

/sorfe kerd-en/

/serma xord-egi/

underpass

biologist

biology

fapan

question

building

organization

clock, watch

working hour

forearm

shin

year

salad

entertaining room

dining room

sandwich

green

vegetable(vegetables)

hard, difficult

head

at

headache

noise

cold

to cough

common cold

,;f-)g* -dJ'll*.'

_dEltgtl.,,6 t.s_.;lal-r

@-lfiL*'t;

J .

crj+*(c.,t++j+*)

t - , { , ' *

'l-tt

-t.r_,f _;.

l t . J #

r!OiJS 4iJi*

Jl-rr- t!

n.

n.

n.

adi.

n.

adi.

n.

p.

n.

n.

adi.

v.

n.

FarsiGlossary

C€- i-r'

-6 n.\:!i,'o adi'

45+" n.\ l -

ei*l| tnter.

O$L*J e)-, v./ . 1 \(U*J,

,jfuirt-,, n.. c . l

dig adi.

dJi.* n.

.-fu* n.. ? . -

U[>lrrlr adi.

4r, nUm.

qili r.^ n.

CS-* n.(j-r.^^) ,fi-* v.

. 6 0UJ.J+'I 6lJBrt num.

(# num.

ol;- adi.

oi-l** num.t '

* * n u m .

L - l * n '

4ii$ n'

t5 tl r

i,r.rt n.

6s,rF pti v.

Oi-+r drl-i v.

oi;t^i num.

+t i aux.

q$ n.

lsethl

lsa;fa;rl

lsefidl

/sekke/

lselaml

/selam resandren/(/resan/)

/semfoni/

/sonnet-i/

/sendef

lsengl

lsanginl

lsel

/se-5anbe/

lsutiyanl

/suxt-en/ (lsuzl)

fsevv-omf ,/sew-omin/

/sv

lsiyahl

lsizdnhl

/si-sred/

/sinema, sinema/

lsinel

level

travel, trip

white

coin

hello

to send regards

symphony

traditional

sandal

stone, rock

heavy

three

Tuesday

bra

to burn

third

thirty

black

thirteen

three hundred

cinema, movies

chest, breast

-Tlo,:6

T'rTt

g

Lfi

ftiaml

/5am xord aen/

/5amel bud-an/

/Eanzdehl

lEaya,dl

lia.bl

dinner

to have dinner

to include

sixteen

perhaps, maybe, may

night

^**^----i' 231i

e(-r) o.lll

d,sJi

OiJS dlSJFi

gJ-.l g_r-$

, ' , . , , - 11.

(,s$),j-l& F

L!.,r.^|

\'. '?.rt

, ' , . - . ? ,

diiLi;^ ,cli-,.i

t$Jlrti

arLl\-.$

9J.+ l-li

o-,f-.3

Jt^:i

oi-).jt ' iIJJI

drUs uj. - . . . | . s

L|sLrtrt

(.ls)4$

O'+ti+,ii

J.i

-,;f.l x-ijt:e

/Sebnem/

/5od-an/ (/5o/)

/Serket/

/Serket kard-en/

/5oru'5od-en/

/5est/

/5ost-an/ (/5"yi)

/ses/

/5e5-sed/

liastl

lloqll,/mabaqef

dew, female name

to become

company

to take part, toparticipate

to begin

thumb

to wash

six

six hundred

sixty

occupation,occupations

n.

v.

n.

v.

n.

v.

num.

num.

num.

n.

n. /5ekem/ stomach, abdomen

n. lielvarl Pants

adj. /5oluq/ busY, crowded, noisY

pro. lSomal You (P1., sg. fml.)

idiom /5oma detor| How about You?

n. fiomaref number

n. i5omaf north

v. /Semord-ren/ to count

n. llenal swimming

v. /Sena krerd-en/ to swim

v. /Senaxt-en/ (/5enasfi to recognize

n.

V.

n.

n.

n.

lSa-nbel

/5enid-en/

liehrl

/5ehr-dar/

/Sehriver/

liortl

lioharl

Saturday

to hear

city

mayor

sixth month of the

Persian calendar

shorts

husband

C,_,rF n.

JAJ- n.

+-l'S n'

x-! +:j n.

iJtj}^i adj., n.

,.ji*\^i n.

I S I

ef- n'

+.rL.rL n.

JJ-;F 4jl-sr^- v.

OiJS ,',-.,^'ra v.

t 'lJ.S-\.4 n.

jr- num.

l r r . n .

, i - , n.

'Pt num'

it^J^.ra adv.

.,t'J,n'..r.a adi.

, . ,1* - . n.

J-rL n.

ti: tl-' n'

. t * , : '...-...; -Oj-a' i..

. t t - . 2

C#l -JJ.:r..a n.

t-r ru - r9J" ' n '

3'_SSl.a n.

| * '\+trr> tJJ cr.a n.

/5evid/

/5evid baqela/

/5irin/

/5imi/

/sobh/

/sobhane/

/sobhane xord-en/

/sohbret kerd-an/

lsa,hral

lsndl

lsedal

lsa-fl

lsefrl

/semim-ane/

/sremimii

/samimi-yyat/

/sendali/

/sendud

/srenduq-e post/

/senduq-e post-i/

/srenduq-e ra'y/

/suret/

/suret hesab/

dill

rice dish with broadbeans

sweet, female name

chemistry

morning

breakfast

to have breakfast

to talk

desert

hundred

sound, voice

line, queue

zero

in a friendly manner

friendly

friendliness

chair

box, chest

mailbox

P.O. box

ballot box

face

bill

'Tlo,g.I

rfllqs6

oa

UF I Z I

.L ,tl

Yl+ .19 4i+t n., adv.

Cl+""! -cS ai+t n', adv'

/tebeqe-ye bala/

/tabeqe-ye payinl

upstairs

downstairs

i z t tG lossa ry

,_iJbt

e ,r^rt qt

C9-JF3^'S- li

oi*.*.,< dlt

n.

adi.

Ita-ra-lfl side

ftusif ,/xakester-i/ gray

v. /tul ke5-id-en/ to last, to take (time)

^b

e

,ZT

-te! n.

, , 1

oJLl uLc

4iYJ+r,

ol*

'v.G

OiJS 4.."t.c

qJ-

,Jr,fu

L8-# udj

Oi.$b 4il;

rL 4il; adi.

cft4+J -t-lb n.

uil*i! .f3b n.

,d++t .._F n.

4rA n.

-* n.

6,-:e adj.

Ol3ir n.

I Q I

lzohrl

/aber-e piyade/

lejul-anel

feraqf , f'eraqf

f'azizf

f'resrf

/etse krerd-en/

l'aqabl

leksl

/aks gereft-en/

/elaqe daSt-en/

/relaqe-mend/

/olum-e eitema'i/

/olum-e ensani/

/olum-e tabi'i/

f'ammef

f'amuf

lamiql

fonvanf

pedestrian

hastily

Iraq

dear

evening

to sneeze

back

picture, photograph

to take a picture, tophotograph

to be interested in, tobe fond of

interested

social sciences

humanities

natural sciences

aunt (father's sister)

uncle (father'sbrother)

deep

title

e

234i Fa rsi

n. lqezal food

r i t l t

cr+.rJ[i n'

q*^'jlJl n.

l.:, adv.

OJti-j v.

(d-,-09)

6 ri-1',.r! n.

d-ls n.

fj n.

ItA-.;s n.

c-f+l_l_l-rl n.

-TlOJ

!1.I

rTl=g

h

't($rJ3L'i-i

oiJs Jtj

U'"5:i

O .+ji eg$ei

dr$.ls

t-y"t+l -6:s-!-tr

#

lfars-il

ffa,ransef

lfardal

/ferestad-an/(/feresti)

/ferest-ende/

lfa:ritl

lforml

lfarhadl

farverdin/

/foru5-gah/

lfa,qa:tl

/fekr krerd-an/

lfaksl

ffenjan, fenjun/

/futbaf

foq-e lisans/

lfizlkl

lfiiml

/qablame/,/qableme/

lqaioql

/qa5oq-e day-xor-i/

/qa5oq-e qeza-xor-i/

lqaril

fqanunf ,lqavaninl

Farsi, Persian

France

tomorrow

to send

sender

carpet, rug

form

male name

first month of thePersian calendar

store

only

to think

fax

cup

soccer

master's degree

physics

film, movie

cooking pot

spoon

teaspoon

tablespoon

rug

law,laws

n.

adi.,adv.

v.

n.

n.

n.

n.

n.

n.

d rQ,

4^lii n.

dliti n'

-dliE n'crJr+b

-dlil-i n'(J ,Ji.ll..i

Jt! n.

i$lJr 6UlE n.

1

u:+jjl cJ$

-ll tsJ$

,-rij cs.,-.ili

,f-Ft -r,,.fu"tlJtl*!

crl o-lr--!

,. i ni!

receipt, bill

before

some of

to stroll

old

pill

red

pretty

train

brown

price

n.

adj.

n.

n. lqabzl

p. lqabl ezl

art. lqedri ezl

adj.

n.

adi.

adi.

/qedem za,d-a,nf

/qadimi/

lqorsl

fqermezl

/qeSang/

lqatarl

lqehve:il

lqeymetl

/kabinet-e aSpezxane/

/kapSen/

karl

/kar krerden/

lkartl

lkardl

lkar-garl

/kar-mend/

/kar-mend-e bank/

/karbenasi-ye erSed/

/kampiyuter/

lkanadal

/kandida/

kotl

/kot o Selvar/

/ketab-xane/

/ketab-dar/

d IKt,

oiLrj$i *,i'".ls n.

0+US n'

-is n.

Oi_F _js v.dr-,rlS n.

rJS n.' a z l l

F_;ts n.

.L:lS n.

.sjl+ +._lK n.

.c+l+i-ltS n'-i-11

i:l*"K n'

lj-tlS n.

lgslS n.

dis n'

Jl-91-i, ""( n'

4i1i.,.1$ n.

-,rl+85 n.

kitchen cabinet

jacket

work, job

to work

card

knife

laborer

employee, clerk

bank clerly'teller

master's degree

computer

Canada

candidate

coat

suit

library

librarian

1+3

"'I-.i iS

4+lJ5

(dls) ousUJ

"t"ssLxs

oit$-<

J-J^ts

!I-is(J,iuis

uifi(})5

JJ-)5

o)3

#r-,;i -x3

./3'ES

2 1 .

gJi^K

-ft34s

"5'eS

4k3oEJS

.f"-s-4-JS

.SJJS

f ':-fojs

kojal

&od-e post-i/

lkerayel

ldard-anl

ka-sl

lkesil

/kaBti/

/kre5-id-en,ke5-id-en/

/kebver/

lkef-epal

/keffas-i/

k*fsl

ftelas/

/kelasor/

ikolah/

kre*l

/kemar dard/

lkalm-il

fkenar-ef

/konsert/

/kottgo/

k"lkel, kil

/kohne/

lkutahl

/kudak/

lkutel

/kudak/

fkuze-gerf

k"hl

where

postal code

fare, rent

to do

person

someone

ship

to pull, to draw

country

sole (foot)

shoe store

shoe

class

binder

hat, cap

little

(lower) backache

some, a little

beside

concert

Congo

that (con7.)

who

old

short

small

lane, alley

child

potter

mountain

-TlOJ-!3.I

rTlJ

qg

u5

adv.

n.

n.

V.

n.

pro.

n.

v.

n.

n.

n.

n.

n.

n.

n.

adi.

n.

adv.

p.

n.

n.

conj.

conj.,pro.

adj.

adj.

adj.

n.

n.

n.

n.I

i---- l-**-izttI

Glossary

Ui uS n.

cgJJli o1S n.

c.5.tJi ojS v.

orJs1,5 adv.

+S n.iS n.

LS*,J;S n.

IG I

jt< n.

cr-jt< n.

/kuh neverd/

/kuh nevard-i/

/kuh navard-ikerd-en/

kevl

kifl

lkirul

/kiyusk/

lgarl

lgaleril

lgereft-enl (lsirll

lgozait-en/ (lgozarll

lgozelt-enl (gozarl)

lgozaltel

lgard-ell

/grerde5 kerd-en/

lgerdul

/gereft-ren/ ASxh

lgerml

lgera,rr'l

lgozar-e1l

lgoft-enl Ue"n

l e .V/gol foru5-i/

lgol-danl

lgalul

/galu derdl

lsrr{l

/gub dad-an/

mountaineer, hiker

mountaineering,hiking

to go mountaineering,to go hiking

when

bag, briefcase, wallet

kilogram

kiosk

gas

gallery

to get, to take

to put

to pass

past (tense)

excursion

to walk around, todrive around

walnut

to get

warm

Sram

report

to say

flower

flower shop

vase, flowerpot

throat

sore throat

ear

to listen

.3

(JSJ,J3..S v.

(rt.rK; i,;i;lK v

(-$) d3^ii5 v'

4i.irK adj.

"il-F n.

OiJS ,-6)J< v.

JJ-S n.

(JSJ cF-S v

?i3 adi.- 4

t.F n'

,i;t# n.(.6) o:L< v.

..J3 n.

.+_l;",JS n.

Oht< n.

-# n..r-! -9I3 n.

"F-6 n.

grlr r;i K v.

OiJS,-6-6 v.

d!t'J< n'

o$JS n.

/gub kerd-en/

/gubt/

lgir-andel

flazemf

llebasl

[ebas-e bedle-gane/

/ebas-e zan-anef

/lebas-e merd-ane/

/lebas foruS-i/

flrevazem-e ma-rrzelf

/esas-e mnnzelfxanef

[isans/

/karienasi/

livanl

to listen

meat

receiver

necessary required

clothes

children's clothes

women's clothes

men's clothes

clothes store, boutique

furniture

furniture

bachelor's degree

bachelor's degree

glass

-TlOJ

g.I

rfl=Bt^

d I L I

tJYcrl+J

+:K aii , *Uq . 2 v

4iuj.Ul.!J

+rl.l_,2o -g"-U

,+-l-r",rt-lcJ-!- -ejlj

4jtj./dji^ +El

adj.

n.

n.

n.

n.

n.

n.

n.

t

g,"L,;J n.

c+l+$_,rlS n.

old n.

I }NI

L

riueK-,1-,1a'1-:L

UJ JIU

-$s JJL

il-9ro roiL

dr^,.I,^

Ort&L

,-i$.iJbr,eU

ts+-rl

o"Ul -&"it^,J*J-

dl-

l^ul

lmadarl

/mader bozorgf

fmadar znnf

/madar Soher/

lmaddel, lmavaddl

lmastl

/maSin/

/ma5in-e zerf Suyi/

/mabin-e lebas Suyi/

lmall

we

mother

grandmother

mother-in-law (wife'smother)

mother-inlaw(husband's mother)

material, materials

yogurt

car, vehicle, machine

dishwasher

washing machine

possession

pro.

n.

n.

n.

n.

n.

n.

n.

n.

6lossa ry

n.

t'-il-Lo+ll-jitl-

.,jl^

DLc

1,4t^

(crtr+U) ert"4jr.i!bx

.eJ+'^Lf4

(s.:I.i:L(Ot+*;i:l).oJ*l,i 4+-9':^

4'** t t - l - $ ,

(Jl l t I r t

Lr"J+'5tA 45-) r+;:

(6);.

4-c. c.o+-c

(lt*1 -q-

! -e*,J_.:r<

(crYJ'.-r.c)

d;t!! -:,J.^

;J-e

cjr^te;l.

,#r-.1lc;3\,s..;+^tJJh s-^-j-

,Jr*r-,1ii,iti,6

lmalezil

lmal-id-a'nl

lmantol

lmanil

lmahl

lmahil

lmaye'f (lmaye'atll

/mote'essef-anef

/motoSekker-em./

fmoteqazif(lmotaqazi-anll

/motevajjehnaSodam./

/motevesset/

/mosallresat/

lmeilesl

lmeiellel/maialle-ha, meiallat/)

fmaimu'ef

/mod-e dast/

lmo(e pal

/mehell-e eqamet/

lmodirl

/modir amef

/morxes-i/

/morxasi rreft-enf

/morxasi dad-an/

/morxasi gereft-en/

Malaysia

to rub

manteau (women'slong overall)

male name

month, moon

fish

fluid (fluids)

unfortunately

Thank you.

applicant (applicants)

I didn't get ir.

medium

trigonometry

parliament

magazine (maga-zines)

collection

wrist

ankle

residence, accommo-dation

director, principal

managing director

leave of absence

to go on leave

to grant a leave

to get a leave

ri n..rl.r_,f n.

t -

a J r n .l J

(#y inter.. t

I s,aLJ- r l .

uJF )Jy v.

L_)4y n.

,J.i; ,cJ,3.. n.4i,r.li

jit-.;

crJl'*:

OilS crJjl..'l

ditiJ c.,jt^^':

#tjt"l

)s,-rrt..S1J".,2.

OJJS.SfJ,..,

Oij dfj..'r

J+;

68 t'-4ititi"s:,

cgli.il"

,3-fu

n.

n.

n.

v.

adi.,adv.

n.

n.

v.

V.

n.

adi.

adv.

n.

n.

V.

lma,rdl

lmordadl

/ma-rdomf

lmersi.l

lmorql

lmerizl

fmres'ulf

/mosabeqe/

/mosafer/

fmosaferatl

/mostaqim/

fmes-garf

/mesvak/

/masirl

lmoitaql

/moStaq-ane/

/mobteri/

/me{reql

illl,""",n orthePersian calendar

people

Thanks.

chicken, hen

n.

n.

-tlo,-I

rTtf,q9.6

J

n.

n.

n.

n.

adv.

idiom

n.

idiom

adi.

n.

n.

n.

/mosaferet kerd-an/ to travel, to take a trip

/mosaferet reften/ to travel, to take a trip

/morur kaerd-en/ to review

patient, sick person

agent

match

traveler

travel, trip

straight

coppersmith

toothbrush

path

enthusiastic

enthusiastically

customer, client

east

::2t+1t

n.

n.

n.

n.

n.

/mesvak kerd-en/ to brush (one,s teeth)

/mesvak zaed-a;nf to brush (one,s teeth)

/mahsu/ (/mahsulat/) product (products)

n.

n.

n.

v.

v.

V.

iJrJS 4+l;.

6.r,i +51*a^

Oi95 -jj,--

JK3 til*.orE

OiJS {i+Lr:

C'-

v.

v.

n,

n.

V.

n.

/mosahebe krerd-en/ to interview

/mosahebe iod-en/ to get interviewed

/mesref kard-en/ to use, to take

/metebb-e doktor/ doctor,s office

fmo'avenf deputy, assistant

fmo'ayene kard-anr to examine

/mo'rellem/ teacher---*t-24o i

I 6lossary

rJt.coj6

-;l.r o-;tir

+-fu4lli-

(clt E^) di^

.!5r. n.

4r!r,L ,+iX n.

Ut^t adj.

]Jr.,^ adi.,inter.

L-r Pro't - .

.lJl.:-r j*r. U^ idiom

/mre'lum/

fmaqazef

fmaqaze-darf

/maqreb/

lmeqalel

lma,qaml(/meqam-at/)

lmekzikl

fmelaf.e, malhefe/

/momken/

/mamnun/

lmanl

/man xeberne-dar-em./

/men hemhemin-tor./

/monasebat/

fmontezerf

frr.a,nzelf

/monSi/

fmrenzeref

lmehrl

/mohandes/

/mohandesi/

l^ul

lmuzel

/musiqi/

/moveffed

/moveffeq-iyyetl

fmiyanbor za,d-a'nf

/meydan/

obvious

shop

shopkeeper

west

article, essay

official (officials)

Mexico

(linen) sheet

possible

grateful, Thanks.

I

I don't know, I haveno idea.

Me, too.

occasion

waiting

home, residence

secretary

view

seventh month of thePersian calendar

engineer

engineering

hair

museum

music

successful

success

to take a shortcut

roundabout, circle

adj.

n.

n.

n.

n.

n.

.JAI^A * dF

d+i"UXl . * . '

-)JalL

cJ)$ . t

(#

o-$L

)etr

tJ-$ats*,'$a

-94

D)y

,4r"-r' t ' - t

cls-r- 6 a f r - )

r-Uo q3-.

oii -r+ ot+ol-tv

idiom

n.

adj.

n.

n.

n.

n.

n.

n.

n.

n.

n.

adj.

n.

v.

n.

JJ' n'

cS-UiJtAU jH^ n.

lmizl

fmiz-e nahar xori/

lmivel

table

dining table

fruit

OJ

g.I

IYI:tq9_6

a

U

4i*13

6il: gl.i;. t i .

c/ry

-;nuFljil

,ril5i

O1JS "KiOiJs 13Jl.l65j

-,1.l.1^l

4-.U^iJ..l;

4.i

4:

t - ' c "

y

ol-il c.r

(or<siir)

ojl' n.

, l l ,

ljliti adi.

.lyL n.

4-cU n.

Oli^U v.

JLIU n.

4i;lJ n.

JJ|J inter.

.!.tf adj.,

n.

n.

inter.

num.

num.

adi.

n.

/na-5en-reva/

lnam-zadl

lnamel

/nam-id-en/

lnaharl

lnetiiel

lne-xeyrl

lnezdikl

/nosxe/

/neSan dad-en/

/neban-i/

lna,ferl

/neqqaS/

/neqqabi/

/negah kard-en/

/negah-dar-i kerd-E^l

fnrema-brerf

/nema-ye5-name/

lnal

lnohl

/noh-sred/

lnol

fnavaz-endef(f navaz-ande-gan/)

lna.va,dl

deaf

candidate, fianc6,fianc6e

letter

to name, to call

lunch

result

no lfinl.l

near

prescription

to show

address

person

painter

painting

to look, to watch

to hold, to keep

fax

play

no

nine

nine hundred

new

player (players)(music)

ninety

Glossary

a3j num.

)J)i n'

oijj,.r num.

tul.i3r.l n.

lOb _ut-r. idiom/ . \ . ' . I

(cJ^r"-t'r) L|$.l9 v.

O+t i.l. v.

.r+li-d n'Dy n.

.L-it+ adi.

#n .

fnoruzf

lnuzdnhl

/nuS-abe/

/nu5-e jan!/

/nevedt-en/ (/nevis/)

/nu5id-en/

/nu5-id-reni/

lnavel

fniyaz-mendf

lniml

Persian New Year

nineteen

soft drink

Enjoy your meal!

to write

to drink

drink

grandchild

needy

half (esp. of an hourl

J I U I

J I J

.t>l_r

g.t-3, .r;13

dtj*l -.1

& .U))J

conj.

n.

,,li: n'

e"J adi.

#J conj.

;J conj.

:J!": n.

I H I

dlA n.

..J$ n.

o ttA num.

Jl-)l num.

-tA art.

4+Ja n.

r*, .Li num.

lval,lol

lvahedl

/vared 5od-en/

lveb saytl

lverzell

fvaznf

fvasi'f

lveqtil

lva-lil

lvidiyol

and

credit unit

to enter

website

sport, physicalexercise

weight

vast

when

but

video

hall,living room

hotel

eighteen

thousand

each, every

cost

eight

n.

n.

h^Ulhotell

/hejdeh/

fhezarf

hntl

lhazinel

l}l'a;Y;tl

i***---"i"----

244i FarsiI

f. 't.r'i

.'',ii

rEii

i . r i

4iii

o-ri4

$rar^

J;".i'

4^i

4,i*-t

J J"iFi

J.r|

4^rr)it

Jli

r+>ii\JL^Jr.ri

rKiAlJrA

\-' .l ;A

..sJlJ-a, ' r (c :$

num.

num.

num.

num.

n.

num.

n.

adv.

n.

art.,pro.

adv.

n.

n.

adi.

adv.

I Y I

gill .tla v.

O3-6 .t+ v.

"ijU num.

.! num.

-;K;s+ Pro'

/hebt-sed/

lheftl

lhaftadl

/heft-sed/

lhaftel

/hefdeh/

/holend/

ha,^l

/hamsar/

lhemel

/hemiSe/

/hamin-tor/

lhendl

/hendese/

lhonarl

/honar-ju/

/honar-mend/

/hengam/

lheval

/heva-peyma/

lheva-yil

lhlt-ve,qtl

/yad dad-en/

/yad gereft-ren/

lyazdrehl

lyekl

/yek-diger/

to teach

to learn

eleven

one

each other, oneanother

lE.&i num. /hebtad/ eighty

eight hundred

seven

seventy

seven hundred

week

seventeen

Holland

too, also

spouse

all

always

the same

India

geometry

art

art student

artist

during, at the time of

air

airplane

air (adj.)

never

-Tlo,g.I

r.'15qg6=

n.

n.

n.

n.

n.

n.

n.

6

t--**1245I

Glossary

4+lr.i5* n.

i.J+ num.

Jlj,CS+ num.

/yek-5mnbe/

/yek-sed/

lyek-hezarl

Sunday

one hundred

one thousand

Engl ish-Fa rsi G lossa rY. An irregular present stem of a verb is given in parentheses after the

infinitive form of the verb.

. An irregular plural form of a noun is given in parentheses after the

singular form of the noun.

' Alternative pronunciations of the same word are separated by

a comma and appear within a single set of forward slashes. The

formal pronunciation precedes the informal pronunciation'

A

abdomen

accept (to)

accommodation

account

accountant

ache

addition

address

advice

a few of

affairs

after

trj(;+) os!+

c;ti! .:,J'^

r;t ";-,1lql*^;

.r_!49L:!

.ftlj eurnJli

,r.rJ-Ul_l

j l E+

)-r^ljl r+

/5ekem/

fpezir-oft-enf(lpnzirll

/mehell-eeqamet/

/h"t"b/

/hesab-dar/

lderdl

lezafel

f adresf ,/neSan-i/

/rahnema-yi/

/dend ta rezf

lomurl

fbe,'d ezf

n.

v.

n.

n.

n.

n.

n.

n.

art.

n.

p.

.{'+l'.^i5+ n.

i.J+ num.

Jlj*f+ num.

/yek-5enbe/

/yek-sed/

lyek-hezal

Sunday

one hundred

one thousand

English-FarsiGlossary. An irregular present stem of a verb is given in parentheses after the

infinitive form of the verb.

' An irregular plural form of a noun is given in parentheses after thesingular form of the noun.

' Alternative pronunciations of the same word are separated bya comma and appear within a single set of forward slashes. Theformal pronunciation precedes the informal pronunciation.

A

abdomen

accept (to)

accommodation

account

accountant

ache

addition

address

advice

a few of

affairs

after

irj(*+) os!\

d;li! .:t;

er. lr";

tl+t">.r-li

4il.:!

.Cl,ij er.lJ.li

sJ-ialJif [i ri'-

1 €

)vljl r+

/5ekem/ n.

fpezir-oft-enf v.(lpazirll

/mehell-e n.eqamat/

&esaV n.

/hesab-dar/ n.

ldardl n.

lezafel n.

f adresf ,/neSan-i/ n.

/rahnema-yi/ n.

/dend ta azf art.

lomurl n.

fbe'd ezf p.

After you. ,+l-J+.cl+J-Y:

oj+-r'l

"riljldril lJ:*

IJFA

rs+lJ-a

GJIJA 5r

."+lrA i'4[r. ,l ;A*.4 r

-rr+

./S

4^i

6it.r o_,!;l

gr. -lA -!.r"+

"J*i

*4$J^3

15+_*l

s r sh.e

gil.r 913,;

ot4-ir.l

OiJS ,-hJ^il

.r;ti:1"(o!Gli{")

dJ.,,,lJ6.Ji

O1JS d!,^,lJE -.,1o

.iq!JJI+

/befermayid,befermayin./

ldobarel

lai,ansl

/mes'uf

lhreval

lll'r;va-yil

/xett-e hreva-yi/

/post-e heva-yi/

/heva-peyma/

liebrl

lkem-il

lhemel

lejaze dad-en/

/besiyar xob/

l*"VIil

h a . l

/hemiSe/

lamrikal

lva-l,lol

lmo6e pal

lievab dad-en/

/aparteman/

/teiviq kard-ren/

lmote,qazil(/motaqazi-an/)

/der-xast/

/der xast kerd-a-nl

lbayganil

lbazul

idiom

againadv.

aSency

agent

air

air

airline

airmail

airplane

algebra

a little

all

allow (to)

all right

a lot

also

always

America

and

ankle

answer (to)

apartment

applaud (to)

applicant (applicants)

application

apply (tolfor)

archive

arm

n.

n.

n.

adj.

n.

n.

n.

n.

adv.

art.,pro.

V.

inter.

adj.,adv.

adv.

adv.

n.

conj.

n.

V.

n.

v.

n.

n.

V.

n.

n.

art

article

artist

art student

AS

ask (to)

assistant

at

at all

at the time of

aunt (father's sister)

aunt (mother's sister)

B

bachelor's degree

back

back

backache (lower)

bug

ballot

ballot box

bank

bank clerk/teller

banknote

bathroom

bazaar

be (to)

be able to (to)

beat (to)

J$

d1{^It-Jl.li

r+j.i\

.ol:ri q

orr*}itjt\'l.-l'

.t')r-o1

dtuA1.e

dti

e , t ri*t''flvr . e t a

g*llt tr"JE

qJ-

P l t rlJrlll

!t

ui}"s.i5

l -Lgt)

t ' . - . 'ct) -J.J.r'l-..a

.Sjt+

.Sjl+ $;K

u*tjt-'!lL"-, l i l '

J ' J -

(C-,1 cCr,"-l) r-lif

(ol;) o'r-tl3i

lhonerl

lme.qalel

/honar-mend/

/honer-ju/

/be onvan-e/

/pors-id-en/

fmo'avenf

f srer-el

la,sla,nl

lhengaml

f'emmef

lxalel

flisans/,/karSenasi/

l'aqabl

/pobt/

/kemar dard/

k'rllra'yl

/senduq-e ra'Y/

lbankl

/kar-mend-ebank/

/eskenas/

/hremmam/

lbazarl

/bud-ren/(/hest, est/)

/tavan-est-en/(ftnvanll

lt1=qgt

ITIcuvr

n.

n.

n.

n.

p.

v.

n.

p.

adv.

n.

n.

n.

n.

n.

p.

n.

n.

n.

n.

n.

n.

n.

n.

n.

v.

6lossary

(Ol) Oi; lzed-anl (lzenl\ v'

beautiful

because

become (to)

bed

bedroom

be fond of (to)

before

begin (to)

behind

be in order (to)

be interested in (to)

be in workingcondition (to)

be late (to)

below

be out of order (to)

beside

big

bill

bills (large)

bills (small)

binder

biologist

biology

black

blackboard

blanket

blouse

blue

body

boot

hjoJ?

(-r) ott'grr-l ed.lri

+lF

r;l3i $El

,.li.il.r 4il-e

jl d$ 6jl ui+i

u.r-i t:fir i l

(JrJll

-rus' t t . t

6Jj

cr. 1,*"; e'Sta

crll3..J*l-r-.cJ*

JJ-)5

Ur,l.r.i '''*ij

s-'ti.& '''"!j

o!-

o!- 4ii'i

jq

JAc,+l

cF ,clr+

cl+*

d1i-91 d-,'Ji /dorost bud-ren/

O;l'lt 4il-c lalaqedaSt-en/

ui-l+ c-]3 Tdorost bud-en/

Oi_lS ;r /dir krerd-an/

.))) lzir+l

,-lr-rf qrl-A fxarabbud-an/

lzibal

ldonl

/sod-en/ (/5o/)

ftextf ,ltext-e xab/

lotaqxabl

/elaqe dabt-an/

lpii ezl,lqebl azl

/5oru'5od-an/

/po5t/

fkenar-el

lbozoryl

/suret hesab/

/pul-e doroSt/

/pul-e xord/

/kelasor/

/zist Senas/

/zist Senasi/

lsiyahl

/taxte siyaV

lpetul

lboluzl

l^bil

lbada:nl,ltenl

/putin/

adi.

conj.

v.

n.

n.

v.

p.

v.

p.

V.

v.

v.

n.

adj.

n.

n.

v.

p.

V.

p.

adi.

n.

n.

n.

n.

n.

n.

adi.

n.

n.

Bosnia

boss

boutique

box

boy

bra

breakfast

breast

bridge

briefcase

broad bean

brother

brown

brush (one's teeth)

(t")

building

burn (to)

bus

bush

busy

but

buttocks

buy (to)

by (in Passivesentences)

by the waY

C

call (to)

calm

calmness

can

"f-g'#:

.t$r

6J$.-

-r€

cS-r

4itr+L

4+.r

4.is)l'-E\

Jilj

crl o xj

t,OJj .SlJ*^tgr; .51 .^^r

UL.ifL-(i-r) oii-ll-

LP,JP.-if+33a

i- .Li1-J

J:i.r-!

o+-F1 d " o

Frat)

d-,lJ

/bosni/

fra.'isl

/butik/

/sandud

lpeserl

/sutiyen/

/sobhane/

lsinel

lpoU

lkifl

lbaqelal

lberada;l

lqehve:il

n.

n.

n.

n.

n.

n.

n.

n.

n.

n.

n.

m=qg

I

o,

n.

adi.

/mesvak kard-en/, v.

/mesvak za,d-enl

/saxteman/ n'

/suxt-ren/ (lsuzl\ v'

/otobus/

lburel

/5otuq/

lvel\l

lbasa;nl

/xar-id-aen/

/tavessot-e/

n.

n.

adi.

coni.

n.

v.

p.

orrutrj 6rli

Ul'+lJI

(oli) or"iljr

lrast-il inter'

/nam-id-en/ v'

f aram,arum/ adi'

/aram-e5/ n'

/tavan-est-an/ v'

(/tevan/)

6lossary

Canada

candidate

cap

car

card

care

carpet

celebration

certainly

chair

check

checkbook

checking account

chemistry

chest

chest (container)

chicken

chief

child

children's clothes

China

cinema

circle

city

class

clerk

client

climb down (to)

clock

clothes

bulsJJl.tj e l.1.rrtS

o)3

O*,it-

s-ltS

Cirr

"F-rso',siL3-*

J]L+

t.5:;' 43-J

g;Jb sL">

'.r4l.ri

4it!r

ri: ti-'

7-ntr$J

.si-6,4i+ll3 +Li , rrbl

. a . 2 Y

t'€

U-'t,,,

ol+*rJd(})5

.L_j5

L, 'i^fl^

+tl-l,*!d;L*

Lp,l+!

/kanada/ n.

/kandida/, n.

fnam-zedf

lkolahl n.

/ma5in/ n.

lkartl n.

ldeqqetl n.

lferll n.

liasnl

lhatma,nl

/sendeli/ n.

lftkl n.

/deste eek/ n.

/hesab-e jari/ n.

liimil n.

/sine/ n.

/srendud n.

lmoryl n.

fra'isf n.

lbettel,/kudak/ n.

flebas-e bedde- n.gane/

ldinl n'

/sinema, sinema/ n.

lmeydanl n.

lSahrl n.

/kelas/ n.

/kar-mend/ n.

/mobteri/ n.

/payin racft-alnf v.

f sa'etf n.

flebas/ n.

n.

adv.

clothes store

coat

coin

coins

cold

collection

college

color

come (to)

common cold

company

comPuter

concert

conductor (orchestra)

Congo

continue (to)

cook

cook (to)

cooking

cooking Pot

cool

coppersmith

corridor

cost

cough (to)

count (to)

country

course

cousin (father's

brother's daughter)

.Fr-PcAld-ds

45*,

sji,r.J*J-,;rr

4eJ.+4

oiLiigl-:

.5;J

() ornJ;-,,r'\.o-,;L

drsJ,ri

-/-r+K e+1!l-1

gJt,'iS

s-6-lf j+'t

-6isgilr a-cl.t!

jt^t'i

flebas foruS-i/ n'

lkotl n'

/sekke/ n'

/pul-e xord/ n.

lserdl adi'

/mejmu'e/ n'

/dane5-kede/ n'

lrnngl n'

lamed-enl \lal\ v'

/serma xord-egi/ n'

/Serkat/ n'

lrayanef , n'

/kamPiYuter/

/konsert/ n'

/rreh-brer-e n'

orkestr/

&ongo/ n'

/edame dad-an/ v'

lalpezl n'

/poxt-en/ (lParll v'

lalpa,z-il n'

lqablemel, n'

/qableme/

lrl:J

gt,5I

alo,

(iiJ i'3+Leja,5J4.lr.tj

.S-3:'.r'l

#

-r-Fl-l4+-,rl

OijS 4i-i"

oi-ijJJiS

(}Ji

j"ce ir.t

/xonak/

/mes-ger/

lnhrol n'

lhezinel n'

/sorfe kerd-en/ v'

/Semord-en/ v'

/keSver/ n'

ldarsl n'

/doxter'remu/ n'

adi.

n.

GlossarY

cousin (father'sbrother's son)

cousin (father'ssister's daughter)

cousin (father'ssister's son)

cousin (mother'sbrother's daughter)

cousin (mother'sbrother's son)

cousin (mother'ssister's daughter)

cousin (mother'ssister's son)

credit unit

crowded

cul-de-sac

:::.

customer

dark

darling

date

daughter

duy

day after tomorrow

deaf

dear

decide (to)

decision

deep

Jte .}urr /peser'emu/

4-ca JiiJ /doxter'emme/ n.

Arc xlrl /pesar,emme/

,r;l.l _)ii.t /doxtar dayi/

,r;lr -xi /peser dayi/

aJE -,FJ /doxtrer xale/ n.

alli *^t

r>l_l

aJl}'dr*i di

O .+ii cul++i

eJ.'crJS^i:

/peser xale/

lvahedl

/5olud

/bon-best/

ff.enian, fenjun/

lpiY

/moSteri/

n.

adj.

n.

n.

n.

n.

D

'!_i:tJJ+ 3Ub

. l *z.l !ul__J

-JFii

)J)

la-,",1+

l-i:$ti

ji

Oli-S iJ^.^l

'*fi^l.a.l

&';e

Itartkl

lian, junl

Itarixl

ldoxtarl

lruzl

lpes fa-rdal

/na-5en-ava/

f'ezizf

/tesmimgereft-en/

Itesmiml

lremid

adj.

n.

n.

n.

n.

adv.

adi.

adj.

n.

adj.

_."---_....,....t".I

254iI

Fa rsi G lossa ry

dentist

department

deputy

desert

dew

difficult

dill

dining room

dining table

dinner

director

discount

dishwasher

do (to)

do a task/job (to)

doctor

doctorate

doctor's office

domestic

door

downstairs

draw (to)

drink

drink (to)

drink (to) (colloq.)

drive around (to)

dry

dry (to)

(os) oiJsgilr pgl

-.,3silJ53

-,,3S'r "\;I;-

, l l r\ - ,

Ji

Cl+,\,cs a+

oit'x-<

.r+Fi-d

O+li.r

(-l:-) c.ri-r-r=

OiJS,-6lj3.S.il

Oi-S.5-,11'

lkerd-nnl(&o"/)

f eniam dad-en/

/doktor/ n.

/doktora/ n.

/matrebb-e n.

doktor/

ldaxel-il adi.

ldarl n.

Ite.beqe-ye n.,

payinl adv.

/kre5-id-en/ v.

/nu5-id-eni/ n.

/nu5id-an/ v.

fxord-rl,nf (lxorll v.

/gerdeb kerd-en/ v.

/xo5k/ adi.

/xoSk kerd-ren/ v'

6.ijEl OIJIJ /dendan pezebk/ n.

,Jiri lbr;xYtl n.

O;ti fmo'avenf n.

| .; lsahral n.

i:;-1' /iebnem/

,', i .-v. lsextl

+j'al /5evid/

JLAII .Ct- /salon-e nahar n'

.6Ul cLgJJtr xori/, /otaq-e

cSJJs,:LAU nahar xori/

6JFJLaU jH^ fmiz-e nahar xori/ n.

lLi llaml n.

JHi^ /modir/ n.

, i.rii.-i ltexfifl n.

,-iJE -O$\ /maSin-e zerf n'

sJJ", suYV

qg6'=I-Tl

o,

n.

adi.

n.

i255I

during

E

each

each other

ear

earth

east

easy

eat (to)

economic

economy

eight

eighteen

eighth month of thePersian calendar

eight hundred

eighty

elbow

elect (to)

elections

electricity

elementary

eleven

eleventh month of thePersian calendar

e-mail

e-mail (to)

employ (to)

employee

art.

pro.

n.

n.

n.

adi.

v.

adi.

n.

num.

num.

n.

num.

num.

n.

v.

n.

n.

adi.

num.

n.

n.

v.

etfu lhensaml

JA

,'31s*,-if6j

6&Oj'.,l sgL-i

(-l-l=)oi-rF

q9d-^4i!

.tL-ril!

, ' r .?. i

olrti

ol+l

t , . f . i . i

lE ii

dJiOiJS tJtiiij

drL'.l3.jiJ

,3icr+lTd

o:-ll+

d,{;

f.r^4 6d[.ff limeytl,/post-e.S+_pj5-I elekteronik/

Oij dJ/Jf /imeyl zad-enf

OrJS .l ,ri..,1 f;;I:rd"-

kerd_

ri._ltS /kar-mand/

lhrerl

lyek-digarl

lsuxl

lzeminl

/meSreq/

/asan, asun/

lxord-enl U**ll

/eqtesad-i/

/eqtesad/

lhaitl

lheidahl

labanl

/he5t-sed/

/heStad/

laranil

/entexabkerd-en/

/entexabat/

h*tql

lebteda-yil

lyazdehl

/brehmen/

encourage (to)

errd

engineer

engineering

England

English

Enioy your meal!

enter (to)

entertaining room

enthusiasm

enthusiastic

enthusiastically

envelope

essay

evening

every

examine (to)

excursion

excuse (to)

Excuse me.

exercise (physical)

express

expressway

extra

eye

face

fall

OiJS 6r"J.ii

ol+!.k$! ,;i

{J,-\rii,r-+lii

,J+64,s"+I5,1!

lob.d.l,

s.r1i r-;l_e

,rclj+ -OIt.r

6SIo l o t l

Lr r t , { n

+ltiE i'1'4-U gts!

4lli.

-u;

tO.JS 4-iJ,1

.il-SO!'?'- ' j

.cHnii+f e tl$'Llr

ci^itt(}J+''s!'li-r}

{it^:!

r&:t

/teSviq kerd-an/

faxerf , fentehaf ,lpayanl

/mohandes/

/rrrohendesi/

/engelis/

/engelis-i/

/nu5-e ian!/

/vared 5od-en/

/salon-e pa:zirayrl

n.

n.,adi.

idiom

v.

n.

leitiyaql n.

/moStad adi.

/mobtaq-ane/ adv.

/pakat-e name/ n.

lmaqalel n.

f'esrf

halil art.

/mo'ayene v.kerd-ren/

/gard-e5/ n.

/bax5-id-ary' v.

/bebexSid, idiombebaxiin./

lvarzell n.

/eksperes/ n.

lbozorgtahl n.

lezafel n.

/daSm/ n.

v.

n.

n.

n.

tll3g3tr5

I

OJ

d,;-ra

j#h/surat/ n.

lpaVt4 n.

fall (to) (rain or snow)

fall down (to)

family

far

fare

Farsi

Farsi language andliterature

father

father-inlaw(husband's father)

father-inlaw (wife'sfather)

fax

fesenjan (meat dish)

fever

fianc6(e)

field

field of study

fifteen

fifth month of thePersian calendar

fifty

file

fill (to)

film

finger

fire (to)

first

first month of thePersian calendar

fish

five

Oru!Oi-r:: U"j

o.:19.Li.

JJJ

4+lJ5

,r*rr-;ti

crt+il r Ot+j,r*r-.;ti

J+-P-r-lt

OJ J+

-1+.t l,U.,5.i

O1+!4."F1-n

9J

U"Li

d!$i

4i.&J

o.:';l-rJ l

.tl.l-.;l

o$5

o-fr-l-fi

oi-,rs -l+#

cr.XKil

OIJS clFiidil'..JiIcll-,r:-ll

lbar-id-renl

f za-min xord-en/

/xanevade/

ldurl

lkerayel

lfars-il

fzebanoredebiyat-e fars-i/

lpederl

/pedrer Soher/ n.

fpeder zenf n.

lfeksl, fnama-berf n.

/xore5-e fesenjan/ n.

Ita-bl

f nam-za..df

ldestl

lreltel

lpanzdr-hl

/mordad/

lpeniahl

lpa-wendel

/por kard-en/

lfiiml

lengoltl

f exrai kerd-en/

f evvalf ,la'vvalinl

ferverdin/

lrl:'al;ril

lpa,"il

n.

n.

n.

n.

n.

.,ALo

i

num.

n.

num.

n.

V.

n.

n.

v.

num.

n.

n.

num.

Farsi Glossary

five hundred

fix (to)

flight

flower

flowerpot

flower shop

fluid (fluids)

fiy (to)

folder

food

foot

for

forearm

foreign

forgive (to)

fork

form

fortunately

forty

four

four hundred

fourteen

fourth month of thePersian calendar

France

fresh

Friday

friend

friendliness

friendly

rri!

olJs d-,]i

ll:st

(.J<orJS

.+_l-,"tJK(&b-"u) c/-

OlJs jl_r*q.i cr

J€

li-e,

\

.elt

lPt-l

c+Jl-giJ.?.:.-i

x 4 . 'CJDU-s.

r}. . 1 . . - ! r .

4 l r r r r r u t o l

cJ,e+

Jk+

i.,--lki.i_rki

r.l,JJ.

ul-Fg. l *

oJu

4-4r . r ^ . 3 J

' ' { l

- '

"5+|^.l-

/pan-sed/ num.

/dorost krerd-en/ v.

lpewazl n.

leoV n.

lgol-danl n.

/gol foruS-i/ n.

fmaye'f (/maye'at/) n.

fpawazkard-en/ v.

lpu(el

lqa,zal

lpal

lbara-yel

f sa'edf

lxarej-il

/bax5-id-en/

Ita,ngall

lforml

/xo5-brext-ane/

Itehell

n.

p.

n.

adi.

n.

n.

adv.

num.

/drehaa dehar, num.dahar/

/dehar-sed/ num.

/dehardah, num.dehardah,dahardah/

Itirl n.

/feranse/

Itazel

ljom'el

/dust/

/sremimi-yyret/

/samimi/

lTl:Jq9-6

:tI-tt

o,

n.

n.

n.

adj.

n.

n.

n.

adj.

from

fruit

fruit juice

full

furniture

future

gallery

gas

geography

geometry

get (to)

get a leave (to)

get done (a task/job) (to)

get elected (to)

get employed (to)

get fired (to)

get fixed (to)

get interviewed (to)

get selected (to)

get solved (to)

girl

give (to)

glass

go (to)

jl

OJJ'

OJJ^ FJt

-}I,cj_r-.ejlJ

I . . e i l t6(JJll^ 9JLrl

4iti &til

oJ-,tj

Gjsjt-<

jl$ 6l-rilJii.

4*.t).9

(rS) c#-SLSSdAi'

otrrL?jr

OJ-i cr. lij:!

gr^,i altlj",l

rl$ e l_r-!

OJ-i C-.,]3

gl$ a.s.. lr-1

uS +t:IiOi1i.i'Ar

JiiS

(o;) g.rl.r

olc(-r-r),-F-,

lerl

lmivel

/ab-e mive/

lporl

/evazem-err,a-nzelf ,/esas-emenzelf ,/resas-exane/

layendel

lgaleril n.

lgatl n.

I ioqr afiyal, I ioqr afi I n.

/hendese/ n.

lgereft-enl (lgnll

/morxasi gereft-a'jnl

/enjam 5od-en/

/entexab Sod-ren/

/estexdam 5od-af'l

f exrai 5od-an/ v.

/dorost Sod-an/ v.

/mosahebe Sod-en/v.

/entexab 5od-en/ v.

/bar taref Sod- v.a-r'l

ldoxterl n.

ldad-anl (ldell v.

flivanl n.

lraft-anl (lrofi v.

p.

n.

n.

adi.

n.

n.

go away (to)

go down (to)

go hiking (to)

go mountaineering(to)

good

Good-bye.

go on leave (to)

go on a picnic (to)

government

grade school student

gram

grand

grandchild

grandfather

grandmother

grant a leave (to)

grass

grateful

Sray

great

Sreen

ground

ground mail

grow (to) (plant)

guidance

, ' .- ' i i 'L'tri lJv J v a * 4

csrJi o-6oiJs

cS.lJJ, o3S

oiJsgJr

.-Lils e-EiL.l,A

/payin raft-en/ v.

/kuh neverd-i v.kerd-ren/

/kuh neverd-i v.kerd-an/

lxubl adj.

fxodahafez. inter.xodafez.l

/piknik reft-en/

ldolretl

/daneb amuzf

lgeraml

lbozorgl

lnevel

/peder bozorgf

/mader bozorgf

/morxasi dad-an/

l(.a-ma:nl

/memnun/

ftusif , /xakester-i/

lbozorgl

lsebzl

lza-minl

/post-e znmin-if

/ruy-id-en/

/rahnema-yi/

V.

n.

adj.

adj.

adi.

adi.

n.

n.

V.

n.

Or-i J'-;L i fber talraf 5od- v.Enl

rTl

q9_6'5I-Tl

OJttl

d.4+J'i t /be morxasi raft- v.,s,.;Lt,O3J en/,/morxasi

t;3\ raft-en/

,',lii- t .5.i drv J r . €

, . r - l5J

jJ"i t1ilh

r--S4 t . t

6Jja

oJiJ

l_,r;_l!

.(-l-la;L

6rlr.+-i_!o+r-fi

LSJi-ttE e ,r*u J"

S-tt

j+*t

&^'j

.ir^j 4U+JJ

6l^bl_,1

n.

n.

n.

adj.

n.

n.

n.

H

hair

6lossary

l^ul n.

half (esp. of an hour)

hall

hand

handwriting

h"pPy

hard

hastily

hat

have (to)

have breakfast (to)

have dinner (to)

he

he (frnl.l

head

headache

hear (to)

heavy

heel

hello

hello (telephone)

hen

here

Here you are.

herself

herself (fnl.)

high school

hiker

hiking

hill

himself

fi|,

LltA eJYti

,', . ,,ti

L"r

cjt-..,'_li

, t , i . - . . .

4jY .+;

o)3

(-rl9 O'ir,l.rUJJF 4jlA+.a

O.t;F ru_el ,9i

Or4l ,uL{l

CSt;i.. -l ,;S-t

.r_,f _,;*.r

Oilt, i

o$l!'s nil!

d:.^JI

t-il+j;l

e lr..L;i1.Clr*t--pf

diricUL"ijJi

o-dJF

Oli*.lr"r.t-lF o:S

cSrJi o-6

4#drF

lniml

Italarl,lhall

ldrestl

lxettl

/xo5-haf

lsextl

laiul-anel

lkolahl

/daSt-en/ (ldarl)

/sobhane xord-a-nl

/5am xord en/

lanl,ltl

/i5an, isun/

fsarf , fre'isf

/ser derd/

/5enid-en/

/sengrn/

/paSne-ye pa/

lselaml

lrelol

lmorgl

linial

/befermayid,befermayin./

/xod-e5/

/xod-eban,xod-e5un/

/debirestan/

/kuh neverd/

/kuh neverd-i/

Iteppel

lxod-a6l

n.

n.

n.

n.

v.

v.

n.

adj.

adi.

adv.

v.

pro.

pro.

n.

n.

V.

adi.

n.

inter.

inter.

n.

adv.

idiom

pro.

pro.

n.

n.

n.

n.

pro.

himself (fnl.)

history

hit (to)

hold (to)

holiday (holidays)

Holland

home

homemaker

hope

hopeful

hospital

hot

hotel

house

how

How about you?

How do you do?

how many

humanities

hundred

hurt (to)

husband

sgLil A

iJJ-lF. l o

GJ'

(oj) oi-rOIJS 15Jl.l65j

d;lr" e+rt'r

_;f.r +iLr

rl.f

-,1l:.r*"f

OE*J-+tl..Jii

4jti

J-+f r.L - l-,i,i

s#F_pt r+

.fL-iJ .?Jb,t- .

UIJS rJi

jJ-

/xod-eian,xod-eSun/

Itarixl

lzad-anl (lzenll

/negreh-dar-ikard-en/

pro. rTlfq9_

I-no,-9.

n.

v.

v.

'#41 lte'tillflte'til-at/)(cDt+lal)

rili /holand/ n.

n.fxanef , fmrenzelf

fxane-darf

lomidl

/omid-var/

/bimar-estan/

ldaql

lhotell

lxanef

Itetorl

/5oma &tor?f

/xo5-vaqt-em/

Itandtal

/olum-e ensani/

lsedl

n.

n.

adj.

n.

adi.

n.

n.

adv.

idiom

idiom

n.

n.

num.

/derd kerd-en/ v.

lioharl n.

I

I didn't get it.

I don't know.

if

a.d.ij 4+_il.

.rJl$ -# ct

+3t,;3t

lmenl

/motevajjehneSodam./

/man xebrer na- idiomdar-em./

faugar,egef adv.

pro.

idiom

Glossaryi---"i.----------"

i z6J

I have no idea.

in

in a friendly manner

include (to)

India

in front of

injured

inside

insurance

interested

international

internet

intersection

interview (to)

Iran

Iranian

Iraq

it

Italy

itself

iacket

|apan

iob

jump (to)

iust

- l . ' t

.l-)t.:-t _ts J.

* t ,

} 6JJ

4jl4f^-€

Oi-r, &LSrb

.GJ)+J)

(fy

clAl'r ':i

44r

rL d)-.c

.,ll,ollip e ,r-r. ;Lr

. . d . I(-+r )++lol_,r_,rk+

OJ_JS 4.l5.L;

UJJ.JI egl;l

.f:;l e,r-rl;l

ol*jl ,gl

$qldiri

lma,n xaber ne- idiomdar-em./

ldarl , l tul

/semim-ane/

/5amel bud-an/

lhendl

/ru-be-ru-ye/

lzaxm-il

Itul,ldaxell

lbimel

/relaqe-mand/

lxarej-if ,/beyn-ol-melel-i/

/internet/

Itehar-rahl

/mosahebe krerd-a-nl

firan, irunf

firani, iruni/

feraq,'eraqf

lanl, ful

litaliyal

/xod-a5/

p.

adv.

V.

n.

p.

adi.

p.

n.

adi.

adi.

n.

n.,adi.

n.

n.

n.

V.

pro.

n.

pro.

,'t fulS

c{t-l-)ts

o+J*d-,]i

ikapBen/

liaponl

k^rl

lpar-id-enl

/dorost/

n.

n.

n.

V.

adi.

""**"""'--t---^-.

z64i Farsii

keep (to)

kilogram

kiosk

kitchen

kitchen cabinet

knee

knife

know (to)

knowledge

O1JS crJl{s;

JS.S,.,.,J;S ,45i

4jlAj*.il

oilaj$i f.4#ls

. l .

9t)

-t rLS e.!trJ J €

(ulr; ir-iuilr

cfrl't

/negeh-dar-ikrerd-an/

/kilu/

ldekkel,/kiyuski

fa(pez-xanef

/kabinet-e aSpezxane/

lzanul

Itaqul,lkardl

/danest-en/(ldanll

/dane5/

-6-ltS lkar-garl n.

llLi ,tLi /xanom, xanum/ n.

tl>+ lteracll n.

d1t^j lzeminl n.di$ lku&l n.

OL.j lzebanl n.

l_13 lbozorgl adi.

(Jh lpi6l adi.

Oil,i5 d-+L /tul keb-id-an/ v., .,-.?,JJ /di-feb/ adv.

i$lJl .UlE /qanun/, /qevanin/ n.

.4 ltremenl n.

jil lreh-barl n.

O3j .t+ /yad gereft-ren/ v.

Lr;Aji, /morxes-i/ n.

h lpd n.gr"Ji ldarsl n.

rrl3qg

I

o,q

n.

n.

n.

n.

n.

n.

v.

laborer

lady

lamp

land

lane

language

large

last

last (to)

last night

law (laws)

lawn

leader

learn (to)

leave of absence

l"g

lesson

let (to)

letter

level

librarian

library

lie down (to)

light

like (to)

line

listen (to)

literature

little

living room

local

look (to)

lunch

M

machine

magazine(magazines)

mail

mail (to)

mailbox

major

make a phone

call (to)

Malaysia

mall

man

managing director

gil.r oj;l lelazedad-en/

4..U

ef'-ll+liS4jt3".t5

gir.t-< _,11_,1)

tleCiih drr.rjJ

-Li. e,-jt-o

urJS/uilr,-i-F

dlE#i1

#dl^

.#lr

OUS "lKiJLatj

lnamel

lsethl

/ketab-dar/

/ketab-xane/

fderaz ke5-id-an/

l&rad

/dust da5t-an/

lsafl,lxattl

/guS dad-en/,

/gu5 kard-en/

ledebiyatl

k a , l

haV

/daxel-i/

/negah kard-ren/

lnaharl

V.

n.

n.

n.

n.

v.

n.

v.

n.

v.

n.

adi.

n.

adi.

v.

n.

OpSt^ o6.3-i

6ta {l+-.) 4:l---, / o \ l '

\-.-+.'4

OiJS a.."i- t o . . '

' - ' v i -

4iiJ

3iriJS o'iBoii or!;

. t rL9 jv

jL-k.r-2.

&te;.r-.

/dest-gaty',/ma5iry' n.

llrreiellelflmaialle n.ha, mejallat/)

lpostl n.

/post kard-en/ v.

/senduq-e post/ n.

lreltel n.

/telefon kerd-en/, v.

/telefon za,d-a,nf

lrrralezll n.

lpasai.l n.

lmerdl n.

/modir amef n.

manteau (women'slong overall)

manufacture (to)

manufacturer

market

master's degree

match

material (materials)

math

mathematics

mattress

may

maybe

mayor

meadow

meat

meat sauce

media

medicine

medium

meeting

men's clothes

mention (to)

message

meticulousness

Me, too.

Mexico

" l*tlL'

OiJs +l-fo ri'it +l d

Jljl+,u'i$.dJ

.c#t+S-ltS.l.i-ll

4ir-.1";

(3lrn) Dit

s.:l+JCtl+.:t+-l

.S:i3nj..i

+Li-;l't-:t'i

JIJT+d$i:<

,i"lr-la 4iL-J

JJIJ

4jt*,,J.5"-9i.

dI+

l.3l.r-,p.gr1+.

(.,-)+? +-/clU lJ

*'iClrr

.JJ"+^a * i)^

.!5,

lmantol

/tolid kerd-en/

/tolid kon-ande/

lbazarl

/foqe lisans/,

/karSenasi-yeerSad/

/mosabeqe/

lmaddel(/mevadd/)

lriyazil

lriyaziyatl

/tobek/

lSaya,dl

lsaya,dl

/5ahr-dar/

f (aman-zarf

/Sst/

/xore5/

/resan-e-ha/

ldarul

/motevesset/,/rasan-e/

lia,lesel

n.

v.

n.

n.

n.

tTl:qgvl

ITtq,

ul

aux.

aux.

n.

n.

n.

n.

n.

n.

n.

adj.

n.

n.

n.

n.

/lebas-e mard-ane/ n.

/herf-e diz-i ra v.

za"d-e,nf

lpeyaml n.

/deqqet/ n.

/men hem idiom

hemin-tor./

/mekzik/ n.

minute

mirror

mister

Monday

money

month

moon

morning

mother

mother-inlaw(husband's mother)

mother-inlaw(wife's mother)

mountain

mountaineer

mountaineering

mouth

movie

movies

Mr.

Mrs.

Ms.

museum

music

must

myself

name

name (to)

napkin

natural sciences

4iii1

4r+l

lil+rii3.l

IusoL

at"t

e+*Ji'.

-$r.i -l.:L

UJ JIU

o3s

-r_.Jj o:s

csUJi oS

UA.! eulii

'ltil -

L -u*

caEipjlli,iLi

tlLl ,iLi.

oi-r

{.,l*Jn

+l+ei-P

ldeqiqel

layenel

laqal

/do-5anbe/

lp"U

lmahl

lmahl

lsobhl

lmaderl

/mader Soher/

fmadar zrenf

k"hl

/kuh navard/

/kuh naverd-i/

/dahan, dehen/

lfiiml

/sinema, sinema/

laqa-yel

/xanom, xanum/

/xanom, xanum/

lmuzel

/musiqi/

lbayadl

lxod-eml

n.

n.

n.

n.

n.

n.

n.

n.

n.

n.

n.

n.

n.

n.

n.

n.

n.

adj.

n.

n.

n.

n.

aux.

pro.

1l

e-,1drt#Li

dil-3_i

,r-++J" -fJb

lesml

lnam-id-enl

/dast-maf

/olum-e tabi'i/

n.

v.

n.

n.

near

necessary

needy

nephew (brother's child)

nephew (sister's child)

never

new

news

newspaper

next

niece (brother's child)

niece (sister's child)

night

nine

nine hundred

nineteen

ninety

ninth month of thepersian calendar

no

no (fml.l

noise

noisy

noon

north

nose

not busy

not crowded

now

number

nurse

1!t-r. lnazdikl

rjY.L-it+

o.tlj _,pl_,;r

lrfj JAIFg!-qle

r l t

y 6+J-i

JBI

+.Lij_l_,r

-!"+ ,o$rj

orfj _,pf_,;

lrlj _JAfJA

qr;i

4:

t - ' 6 "

O-r-rJ!l

.Jl

Jli

4.i

J$l

l tr' 3 -,1'.^,

trtl&-rclh , a

Ur,a-^r

.t+ti

dlJLi

, ' , i l - i ,

irVl

, r r l l

l ) .

ad i .

adi.

n.

n.

adv.

adi.

n.

n.

n.

n.

n.

n.

num.

num.

num.

num.

n.

I

on

tI

q,

a

JfJ*j ,o_,/-,1i

JE*Jr

llazeml

lniyaz-mendl

/berader zadef

/xaher zadef

/hid-vreqt/

ljadidl,lnol

lexbarl

fntznamef

f ayandef , haldl

/berader zadef

/xahrer zadef

lEa'bl

lnohl

/noh-sed/

lnuzdehl

lna.va,dl

lazerl

lnel inter.

lne-xeyrf inter.

/ser o seda/ n.

/5oluq/ adi.

lzohrl n.

/5omaf n.

lbinil n.

lxalvatl adi.

lxelvatl adi.

f al'anf adv.

fiomaref ,lte'dadl n.

/prerestar/ n.

6lossary

o

obvious

occasion

occupation(occupations)

of

office

official (officials)

okay

old

on

one

one another

one hundred

one thousand

on foot

only

open (to)

open a checkingaccount (to)

open an account (to)

open a savingsaccount (to)

ophthalmologist

opposite

orchestra

organization

other

ri"d4/"U:

dlit^X. .cli,Li

jl

;3.r ro-;ll!

(ci-ti.) rti^

9F

"t6a e.r-o;.:l

.GJ)

'5+jfus;i..o5.+

Jl-i+r+o\

I .;_i

orjs jq

19Jb 9-.r. L,;

oijs j!il"l grt^"r' ' j t js

jl$l Un* e-ra.,",r.o._rs ;t+

.5.i'tJ ^r.f,=4 . t \ t

*l E. LgJtJ)

Ji"+SJf

ot"jt-'+!.r._;5;.r

/mre'lum/

/monasebet/

/5oql/

lerl

f edaref ,ldefterl

lmaqaml(/meqam-at/)

lxobl

lqadimil,/kohne/

lru-yel

ly"kl

lyek-digerl

/yek-sed/

lyek-hezarl

lpiyadel

lfa,qattl

fbazkerd-anl

/hesab-e jaribaz

kerd-ren/

/hesab baz kerd-a]nl

/hesab-e pesendaz baz kard-a.jr.l

/de5m pezeSk/

fru-be-ru-yecf ,

/moxalef/

/orkestr/

fsazemanf

/digea dige/

adj.

n.

n.

p.

n.

n.

inter.

adj.

p.

num.

pro.

num.

num.

adv.

adi.,adv.

v.

v.

V.

v.

n.

p.

n.

n.

adi.

ourselves

outside

over

overpass

package

pain

pain in the leg/foot

painter

painting

Pakistan

pants

Pardon me.

park

parliament

part

participate (to)

pass (to)

passerby

past

past (tense)

path

patient

pay (to)

peace

pedestrian

people

,OL)l= /xod-eman,UJ^JF xod-emun/

-UJ# /birun-e/

.q9Yl+ lbala-yel

4 lporl

m=q9.6

I'Tlo,

:1.

4iui

r-li

r-f !ui\]ij

,r.i15i

,'tE^,Strv

Jlrti

.dl#ir+ e+$i+

.S ttrJ 4

L*I+-,Jiri

OiJS crsJri

(-rK) o3^ii3. 1 4

.;J-fn_,1

dri4i.ii3

FuHi 6Jh#

,OrJS *ilr;4

6ib jj4

cJir+lJioJLs r-rLe

tQ 2J"

13i

/best-e/

ldardl

/pa dard/

/naqqaS/

/naqqaSi/

/pakestan/

l{alvarl

/bebrex5id,bebaxSin./

lparkl

/mailes/

lbex(tl

p.

p.

n.

n.

n.

n.

n.

n.

n.

n.

n.

n.

n.

idiom

/5erkret kerd-an/ v.

lgozalt-anl v'(lgozarll

lrah-gozarl n.

lpisl adi.

lgozeitel adi.

lmr-sirl n.

fbimarf ,lmerizl n'

/pardaxt kard- v.an/, /pul dad-Eil

/aram-e5/ n.

/aber-e piyade/ n.

/mardom/ n.

Glossary

percent

perhaps

Persian

Persian New Year

person

Peru

pharmacist

pharmacy

photograph

photograph (to)

physical condition

physician

physics

pick up (to)

picnic

picture

pill

pillow

place

plan

plate

play

player (players)(music)

plenty

P. O. Box

possession

possible

post

postal code

post office

t - ' JJ

+t i

s-rJl'i

iss-tt

-:iij cr-t*S

J>i

jL*3-,1l.r

dl,r3-.;l.l

,Jlulr

,fr-S Ur'5Ics-'"+ dlt--

..(*i r-lq-*

.U*q

#"il.r_.;.$.5+

'{'JF'5Ic

v-#dlt+

l+

4-tj-,1i1

r,-r. Li^ii

4iE.$+lj

o.rr-il c.r(ot<rii )

A,4.c!:.r'.

dLat*4

"14 is

{! i . , i , . - ' .

/dar sed/

lEayadl

lfarsil

fnoruzf

kesl, lna-fa-rl

lperul

fdaru-sazf

/daru-xane/

leksl

/eks gereft-ren/

/hal e iesmi/

lpezeikl

lfizikl

/ber da5t-an/

/piknik/

leksl

lqorsl

lbaleil

lial

fba.rnamef

&obq"V

/nama-ye5-name/

f nrevaz-rendef(/nevaz-ende-

Eann

lporl

/senduq-e post-i/

lmall

/momken/

lpostl

/kod-e post-i/

/post-xane/

n.

aux.

n.

n.

n.

n.

n.

n.

n.

v.

n.

n.

n.

v.

n.

n.

n.

n.

n.

n.

n.

n.

n.

adi.

n.

n.

adj.

n.

n.

n.

Farsi Glossary

potter

prepared

prescription

present (tense)

presidency

president (country)

pretty

pre-university

price

principal

produce (to)

producer

product (products)

professor

proSram

province

pull (to)

put (to)

quantity

quarter (esp. of an hour)

question

question particle (yes/no)

queue

radio

rain

-l3 '-i-6

o.rLi4i^"'3

dl.-

CSJJS^J+ fr*,,l+J

JJs.oi .Lyi))

.ft.ii

.retK.gtr gigl

lkuze-garl n.

lamadel adi.

/nosxe/ n.

haU n.

/riyasret-e n.jomhuri/

/re'is'e jomhur/ n.

/qebeng/ adj.

/pi5 daneigah-i/ adj.,n.

m:IB

h

I

o,g.

,'i +! lqeymatl

;J-" /modir/

OiJS rrl" -f /tolid kerd-en/

5 rit'< 5ir5 /tolid kon-ende/

d-..--^ /mahsuf(drY-l..as.) flmahsulat/)

JE-f lostadl

4-Ui fbarnamef

Oti-f /ostan/

Oil$3 /kreB_id_en/

(:t$; 6F.ilg lsozalt-anl(lgozarll

JlJ.jt

eJdri-,

l+l

, i -ra

Ite'dadl

lrob'l

f so'alf

layal

lsa:fl

l$l_l lradiyol

O_l_j+ ,Ol_j+ /baran, barun/

n.

n.

v.

n.

n.

n.

n.

n.

v.

V.

an.

n.

n.

adv.

n.

R

n.

n.

raincoat

read (to)

ready

receipt

receiver

recently

recognize (to)

recommend (to)

recommendation

red

rent

report

reporter

republic

required

reserve (to)

residence

respect

rest (to)

restaurant

restroom

result

review (to)

rice dish with beans

right (odi.)

rinse (to)

river

road

ul-r-i+'cll-i+

(Ot:=) O$lri

o.rLI

u:+G

o$-JS

"5;u(,vS)4F:u;i

OijS rta-:-4

$;fut"E4+lJ5

,i.i#-"fujirrsJxrJ+

ejYoiJs r)))

-ij-r. ,d-lld;E!

rlJj:!

O1JS,'J-l-ri-l

UIJJi-J

,r.tyii-.t

4++ril

oiJs )r-hXt+ +-#

d-']3

O'+$S -'J4rliJy_,; eJ3-,1

ol-,1 eo3$

/baran-i, barun-i/

fxand-a-nl (lxanll

lamadel

lqebzl

lgir-endel

Itaze-gil

/Senaxt-en/(/5enas/)

/piSnehad kerd-

ajr]'l

/pi5-nehad/

f qermezf

lkerayel

lgozar-e{l

fxeber-negarf

/iomhur-i/

llazeml

frezew kerd-en/

fmenzelf ,

/mehrell-eeqamet/

lehteraml

/esterahet kerd-a.nl

/resturan/

/destSuyi/

lnatijel

/morur kerd-en/

/5evid baqela/

/dorost/

/ab ke5-id-en/

lrudl,/rud-xane/

liaddel,lrahl

n.

adi.

n.

n.

adv.

v.

n.

adi.

n.

n.

n.

n.

adi.

v.

n.

n.

n.

n.

V.

n.

adi.

V.

n.

n.

n.

rock

room

roundabout

rub (to)

rug

run (to)

salad

same

sandal

sandwich

Saturday

savings account

say (to)

scarf (women's)

scholar

scientist

script

search (to)

secluded

second

second month of thePersian calendar

secretary

section

see (to)

select (to)

self

semester

.*;

dufol++O+rll-

J3.,i-',o$i

lsangl

lotaql

/meydan/

/mal-id-en/

lferil,lqalil

/dav-id-an/

lsaladl

/hemin-tor/

/sendaf

/sandevid/

16anbel

/hesab-e pes-andazf

lgoft-enl (lgoll v.

/ru-ser-i/ n.

/dane5-mend/ n.

/dane5-mend/ n.

lxnttl n.

liost-enl (liull v.

lxalvatl adi.

/dowom/, num.

/dowomin/

/ordibehe5t/ n.

/mon5i/ n.

lbalxi;l n.

ldid-enl v.

/entexab kard- v.e,rJl

lxodl n.

Iterml n.

lTlfqg

I.no,

n.

n.

n.

v.

n.

v.

n.

n.

n.

n.

n.

n.

JYL,'

rr"+id'Ji*,

GJJII*,'4$

ilSL tn-l r-rL"s.J v 1 . .

(-93) o:$K6.'AJ)

.riJl;lr

ll.igl.r

L-.1

(-n) o$^" +diJj.

6 t 3 t

.pcal eplJ

, ",.?.rC riJJ_;f

dii"

uiri(,.r*,.) O+.

OiJS +l+iJ

JJ6'

?-f

send (to)

sender

send regards (to)

seven

seven hundred

seventeen

seventh month of thePersian calendar

seventy

several

shave (to)

she

she (fml.l

sheet (linen)

shin

ship

shirt

shoe

shoe store

shop

shop (to)

shopkeeper

short

shorts

show (to)

shower

sick person

side

side street

signature

since

OiE-_p(d-.-,r9)

5 ri1...;i

g.trt-_; p)-r

(our), ' , i i

i . r; i

o-ri9

)ea

rtiia

ilj+

o+$lJj

3l ,si

Or+l ,oLfol4i1.L e+iX

\-ou,rf^is

cref;*

uifi

,s-i153oj6

OiJs +J-i

_;lr o_,;ti...o

ouJsCJ rJr.rt

gil.: gl,i;

uFlr

u4i,JL+,-iJE

4-: cS4 J

el-,:.j

j l

/ferestad-en/(/ferest/)

/ferest-ende/

/selam resandan/(lresanl)

lheftl

/heft-sed/

/hefdeh/

lmehrl

lheftadl

Itandinl

/teraSid-en/

lanl,lul

/i5an, isun/

V.

n.

v.

num.

num.

num.

n.

num.

adi.

V.

pro.

pro.

/malafe, melhafe/n.

/saq-e pa/ n.

lke(;til n.

lpirahenl n.

ka-fll n.

lkeffai-il n.

lmaqazel n.

/xer-id kerd-ren/

fmaqaze-darf

/kutah/

lSortl

/neian dad-en/

/d"V

fbimarf ,lmrerizl

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lkurel

f emza'f

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v.

n.

adj.

n.

V.

n.

n.

n.

n.

n.

p.

276 it

Fa rsi 6lossary

sir

sister

six

six hundred

sixteen

sixth month of thePersian calendar

sixty

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sleep (to)

slipper

small

sneeze (to)

snow

soccer

social sciences

sock

soft drink

sole (foot)

some

some of

someone

son

soon

sore throat

sound

south

Spain

speak (to)

special

spectator

spoon

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lbarfl

lfutball

/olum-e eitema'i/

ljurabl n.

/nu5-abe/ n.

lkef-epal n.

lkam-il adv.

lqedri ezl art.

lkasil pro.

lpeserl n.

lbezudil adv.

/gelu derd/ n.

lsedal n.

ljonubl,lienubl n.

/espaniya/ n.

lherf zr'd-acnf v.

lxassl adj.

/tamaSa-ger/ n.

lqaioql n.

n.

adi.

v.

n.

n.

n.

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sport

spouse

spring

stamp

stand (to)

stay (to)

stocking

stomach

stone

store

stove

straight

street

street line

stroll (to)

success

successful

suggestion

suit

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summer

Sunday

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n.

n.

n.

v.

v.

n.

n.

n.

n.

n.

adi.,adv.

n.

n.

v.

n.

adj.

n.

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adi.,n,

v.

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table

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take (a course) (to)

take (time) (to)

take (to)

take a bath (to)

take a picture (to)

take a shortcut (to)

take a shower (to)

take a trip (to)

take part (to)

talk (to)

tall

taxi

tea

teach (to)

teacher

teaspoon

Tehran

telephone

television

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fharf-e (iz-i ra v.za,d-enf ,/sohbatkerd-an/

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lhyl n'

lyaddad-enl v.

f amtz-garf, n.

/mo'ellem/

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/tehran/ n.

Itelefonl n.

Iteleviziyunl n.

ldahl num.

V,

v.

Glossary

tenth month of thePersian calendar

term

Thanks.

Thank you.

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that (coni,l

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thing

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tourist

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lbel,ltal p.

femruzf adv.

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/tovalet/ n.

lfardal adv.

lzebanl n.

halml adv.

/dendan, drendun/ n.

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lxordadl n.

lsizdehl

lsil

linl

lhezarl

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/Srest/

adj.

adv.

pro.

n.

n.

num.

num.

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num.

num.

num.

n.

n.

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n.

n.

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twelve

twenty

two

two hundred

uncle (father's brother)

uncle (mother's brother)

under

underpass

undershirt

underwear

unfortunately

university

university student

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upstairs

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use (to)

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p.

n.,adv.

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vacation (vacations)

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vast

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lxeylil

n.

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very well

video

view

village

visit (to)

voice

vote

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wake up (to)

walk (to)

walk around (to)

walnut

want (to)

warm

wash (to)

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watch (to)

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window

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work (to)

workday

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lvaznl n.

lmeqrebl n.

lli, &l pro.

kyl adv.

lva,qtil conj.

koial adv.

/dend-om-in/ adi.

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l&ka'sil, k",kil pro.

l&ral adv.

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yeah (yes)

year

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