DOCUMENT RESUAE ED 137 698 FL 008 148 AUTHOR * Stilo, Donala L.; And Others TITLE Introductory Persian INSTITOTION Peace Corps, Washington, D.C PUB DATE [66] : NOTE 392p. EDRS PRICE MP-$0.83 HC-$20.75 Plus Postage. DESCRIPTORS English (Second Language) ; *Intensive Language Courses} *Language Instruction; Language Programs; Languages for Special Purposes; Language Teachers; Pattern Drills (Language); *Persian; *Second Language Learning; *Teacher Education; Textbooks Volunteers IDENTIFIERS *Paace Corps ABSTRACT This introductory text for Persian vas designed for use in intensive Peace Corps training, with emphasis on the field of teaching English as a foreign language. The text includes an introduction which gives the language instructor a brief outline of how to teach the course, Zach lesson consists of a dialogue followed by pattern practices of various types: simple, complex, multiple, and forced substitution; expansion; conversation; pronunciation; intonation; and review drills. (CPH) TERE ROB I OSG OOO ISITE TBE IOI AO TO IIE AOA * Documents acquired by ERIC include many informal unpublished * * materials not available from other sources, ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available + * via the ERIC Document Reproduction Service (EDRS). EDRS is not * * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. * TEBE BSBA AO a IIIA AIR IOI TAO ATA IIIAED131694 ~ -Looeles INTRODUCTORY PERSIAN by Donzld L. Stilo in cooperation with Mehdi Marashi and Sharon Barr Stilo A course designed for use in intensive Peace Corps Training, with emphasis on the field of Teaching Mnglish as a Foreign Language.PREFACE I would like to acknowledge first of all the International Center of the University of Texas and the Peace Corps for enabling me to further develop the preliminary materiale for this text and so put them to use. Hardly secondary in importance was every trainee of the Peace Corps Training Program - Iran held Summer, 1966. Among individuals who were of intestimable help to me were: br, David de Camp of the University of Texas for his advice and criticisms, ir, Abolghasem Sadegh for his practical + criticiems and suggestions as both a teacher. and a native speaker of Persian and Mr. Jerome W. Clinton for his sug gestions and aid. Maurice iall, Director of the Training Program is to be thanked for doing everything in his power to make the administration of the Language Program and the publishing of the materials as efZortless as possible, and even more for his constunt encouragement. Mir. Mehdi Marashi was responsible for’ the supplementary lessons contained herein and contributed significantly to the finished text ty means of his Imowledge of linguistics, modern language pedagogy and the Persian language. Editing, earlier lesson development, dévelopment of and consistency of format, manuscript typing and polycorying were the contributions of my wife, Sharon Barr Stilo. Donald L. StiloDVIRODUCTION FOR THE TEACHER Tis intxoduction 16 written for the language instructor vho will be teaching the lessong to follov. It consists of a brief outline of how fe teach this course. It ig intended for a person untrained in Linguis- ‘thes and does not pretend to be a resume of the methodology of Janguage teaching, This introduction will be supplemented by a short course and Practice teaching. 2 Fach lesson of this language course consists of a dialog followed by Pattern practices of various types. During the first part of the course, the dialog will be no longer than 4 to 6 Lines in length vile Longer Gialogs will be included after the students have acquired some fluency, 1. The Dialog \ The first step in teaching a lesson is to have the students menor- ize the dialog ae Say the dialog through once. 2." Repeat each sentence of the dialog twice and give the English equivalent of the sentence, not word by word. 3. Have the students repeat the dialog, sentence by sentence, af- ter you. 4, The teacher takes the role of the first speaker and the class takes the role of the second speaker. 5. The roles are reversed: the teacher takes the second speaker's part and the class takes the first. . 6. The class is divided in half ana the dialog is repeated again, each half taking a part. 7. Individual studento take the part of the first or second Speaker and the teacher takes the opposite part. / L 48:. The final'step is to have the students repeat the dialog among themselves, individually. Problems in Teaching the Dialog 1. If the students seem unadle to repeat a long sentence, break the sentence apart by phrase, beginning at the ond of the sen- tence. For example: ders mide. inglisi ders mide. der tehran inglisi ders mide. Jemiid der tehran inglisi ders mide. Ueradere jamiid der tehran inglisi ders mide. Xt is important to bresk the sentence up in this way so that ‘the intonation pattern remains constantly the sane. 2, Tt is important that the students do not give words stich as /tegzas/, /kalifornia/, /kolonbie/, ete., the English pronunci- ation, These words for Auerican places must be pronounced as . they wold be pronounced in Iran by a non-English speaking Iran jen. They must contain Persian sounds, not Bnglich sounds. °Tt will be strange to the students at first to.pronounce these fan- iMiar words with "a Peréian accent". the tendency vil.be to say them in English. Remind them that they occur in a Persian dialog or drill-and must be considered Persian words. 3. Speak naturally and at your nora} speed. It is especially in- Portant that you be careful not to pick up an “American” accent. Tt is especially easy to pick up English intonation patterns af- 5 :ter Listening to the students say a Persian sentence with English intonation over and over. You aay find other Persian sounds, auch as /+/, also changing after many repititions. Mais point most be watched in doing drills also. 4, Use only your own natural pronunciation. Do not sound like Radio Tehran! 5. Do not transiate any unit smaller than’ those found 4n’the dia- Jog vith franslation, In other words, if flere nide/ ts list~ ed in the dialog as meaning "he teaches", do not explain that : Jeers] means "Lesson". ‘The dialogs for at least the first half of the course vill be very short. The sentences in the dialogs will be ‘sentences that contain patterns ba- sic to the language. After the student has memorized one of these sen- tences, he has memorized a basic pattern. ‘The next step, then, is to enable hin to use this pattern in saying othe? sentences. The purpose Of the drill or pattera practice is to make him fluent in the use of sen= tences similar to the one he has memorized. 3. Pattern Practices : Pattern practices are of different kinds, ‘all of vhich will be dis- cussed, but the general method of using them is°the sane, The student Will be unfamiliar with how to participate in-this kind of arili for the first week or two.” For this period (and whenever new types of arili are iritroducea subsequently) the teacher must "do the drill with himself” once, to show the student how he should respond. Whenever you start a rill, do a few exemples to show the student what he is to do. 6‘The teacher repeats the basic sentence several times, having the students repeat with him, and then after him. Usually this sentence will be one from the dialog. The teacher gives a cue by means of a picture or a word and the student(s) repeat the sentence including a change. A cue is some action on the part of the teacher, verbal or non-verbal, that signalé to the student what response he is to make. For example: ‘T: teraderem der emrika zendegi mikone. xahwr St xaherem dsr amrika zendegi mikone. %: xalwrom dor amrika zendegi mikone. ° pedor S: pedersm der amrika zendegi mikone. . Sone kinds of cues you may use are! @. word “Tin ci-e? ketad 8: in ketab-e. >. picture f: in ef-e? (point to picture of a book) 7 S: in ketab-e. © gesture T: menzeletun mezdik-e? (nake negative gesture) S: menzelem nozdik nist. ‘The teacher should always repeat the correct response after the stuaent(s). ‘Do not repeat drill more than once substituting the items in the same order. The students-wili memorize the order and will learn uothing from the drill. Give the cues in a differ- ent order each time you do a drill so. ‘that you have their full attention. 76. Se Although pattern practices are used primarily to teach grama- tical patter we and notice which students are making “which mistakes in pronunciation so that they may be drilled after the completion of the drill. The resporises to each drill should be done as a group first and then, after the class has reached sone fluency, the drill. should be done with the individual. ae ari22 should be repeat- ed until the response is absolutely automatic on the part of each individual : Be sure’ to retain your natural intonation and promnciation at your normal rate of speed. New vocabulary that is used in a drill should be introduced be- fore you start the drill. be having students repeat the new words after you until they know then well. New vocabulary will. not often be more than five or six words. New vocabulary items in the drills will be marked by an asterisk (*). 4, Types of Pattern Practices fr Simple Substitution Drill In this drill one word is substituted for another, elways in the same place in the sentence, For example: ,T: manele mn mezdik-e. Soma - menzele Soma nezdik-e, T: menzele Soma nezdik-e, ma mefizele ma nezdik-e, In’simple substitution drills, as in all other drills, you should give only the substitutions listed in the drill.ob. lex Substitution Drill This drill differs from simple substitution only in that sub- stituted items may be said in two or more places in the sentence. Yor example: ‘Tt. monzele men mezdike. dur Si mnzele men dur-e, menzele wen dur-e, oma, S: menzele Zoma dur-e, menzele Soma dur-e. maSin, S: magine Sona dur-e. 3. Multiple Substitution Drill In this drill the cue is more than one item. It may be any combination of the kinds of cues. The students’ response, ‘then, changes the basic sentence in more than one way. For example: T: maellemetun inglisi midune. Soma (point to berader) S: beraderem inglisi midune. ; Xt is important, that the first cue be for one position in the sentence and the second cue for another, and that the student Jmovs where to put each item that is cued. It doesn't make any difference which cue you put first, as long as the order of cues remains consistent. 1 Most multiple substitution drilis will have no more than two cues. 4, Forced Substitution Drills In this type of drill, the teacher Gives @ cue which forces 9 the student to change not only the one vord but something elseTe a8 well, An example of this 1s when the teacher giver a new Subject to the sentence, the student must change the verb end- ig as well. For example: T: ma mirim sinema. Homa Sona mirid sinema. Apctiuer example is the negative: ‘Tt fereydun der tegzas zendegi mikone. rmxeyr. 8: mexeyr, fereydun der tegzas zendegi nemikone, S._Bepansion Dritis ‘This type of drill may {nclude substitutions or forced. eub- stitutions. ° T: “pedmrem ders mide. inglisi 8: pederem inglisi ders mide. Tt pederam inglist des mide. mader : pedero masren inglisi ders midend, Remember to start from the end of the sentence if the students are not able to repeat a long sentence the first time. Be “sure to watch for mispronunciations and wrong intonation. Conversation Drills These usually will consist of the teacher asking a question and the student responding with the correct answer. ‘The answer nay be cued by the teacher or not. The former type will go Like this: ‘T: Yeraderetun cer amrika zendegi mikone? nexe; S: Ymraderem der anrika zendegi nemikon- . In the second type, the student will respond with whatever 7 10 1answer;he can say, as truthfully as he wishes or is possible. T._Pronunciation Drills An explanation of drills for pronunciation ie included here al- ‘though pronunciation drills do not occur in all of the lessons. Pronunciation drills will be, for the most part, simple imita- tion’of lists of words or sentences, These drills will be on sounds difficult for the English speaking student, such as /q/, fe], [2], fe] axa /o/. 1, Have the students listen carefully the first time. Point out the sound that they should listen for. Then say the words (or vhatever waterial is included in the lesson). 2, Lists of minimal pairs are included in pronunciation lessons. A minimal pair is a set of two words that are identical ex- cept for one sound, Minimal pairs are used to show stu- dents pronunciation distinctions that they should make in order to be understood. Note that the following minimal’ pairs are exactly the same except for the pronunciation of one sound: /xani/ /a0i/ Jostente/ — ; /atxende/ /eskt/ [ivest/ : eax] Jana] Lists of minimal pairs will be included in the textbook. When students begin to substitute an English sound for a "Persian sound, such as /k/ for /x/, you will be able to refer to these lists to drill the students on the Aiftarence, 11Se You should, however, be atie to make up your ovn mininal pairs on the spot. By placing emphasis on minimal pairs, you can show the students that vhat they consider a small mistake or “an ‘Sccent", can make ® Persian speaker think they safd some« thing different than what they vanted to say. 3+ After you have said the examples (or minimal pairs) clear- Jy; have the class repeat after you, ‘te You soy one of the pair of vords, and the studente repeat ‘the other one, Or have them tell you vhether it'4s sound fone or two that you are saying, S._Teaching Intonation ‘Teaching intonation involves slightly different probl Intonation for statements and sentences may be drilied by imitation or by asking questions or giving statements and having the students transform the statements into questions, In sone cases, when the students continue to say Persian sentences with English intonation, it is helpful to "hum" the sentence by leaving out all the words and saying thé ‘intonation using 'n' or 'da', For example: Yeraderetuh espaniolio inglisi{xeshi xub midune, Boomo oma omen oanfala m Sedadadada dadedadada dadada dia ds dadada, Sesadededa dadadadada dadade | Another problem you may encounter while teaching the inton- 12 2ae : ation patterns is building up a question from the end of the sentence. “You may have the tendency to bufld up the ie sentence using the statement intonation and theri, after it is complete, change the intonation to a question. In other werds, you might do thi: 2 dere mide, inglisi ders mide. * @ld inglisi ders mide. . Uarradere ali’ inglisi ders’mide. veradere wli inglisi dere mide? in butlding up question intonation, each phrase must have the question intonation, In other words, you should do this: dare mide? : inglist ders ‘mide? : : : eli inglisi dere mide? beradere'eli inglisi dere mide? ‘tmradere eli inglisi dere mide? Review Drilis ' « ; Review drills of all the above types will be included in some lessons. ‘Do these @r‘lis before you teach the dialog for the “aey or any new arilie, 2. ‘Supplenentary Conversation . 5 "tn addition to the regular lessons described above, supplenent~ ary lessons will be drilled by the teacher, ‘These leasons will ‘ aiffer-in that there will be no English used. They will con: sist of easy phrases and sentences that, for the most part. will 13- be casier and shorter than those in the regular lesson. The purpose of thie section of the lesson is to drill students in giving short artwers and asking suerte questions as well ag building vocabulary (especially concrete nouns and vocabulary useful for the classroan). ‘The patterns will be simplified ver=™ sions of grammtical patterns that they are learning or have “Learned from the regular ‘lessons: At the beginning, the supplementary conversation lessong will. de very short, with the'purpose of increasing vocabulary. ° There will be charts to’ accompany this part of several’ lessons. fons progress, however, this section of the lessons will be expanded into an hour-long conversation period. ‘These ++ conversations will act, however, be totally fre’. ‘the teacher * will be. instructed in exactly what Laces and sentence types he can use during this perica, Te Purpose of this, as in the first supplenientary conversation perioda, is to reinforce the patterns the students are learning in the regular Lessons. Ss Grammar Explanations ° - Ro not attenpt to explain why something ie sald the way it 4s, or how to gay something that has not @lrendy been covered. There will be sn hour of grammar explanation per week, with time for questions, elt the students to-wite down their questions for then, ‘. It is above all important, to teach, nothing to the students that is not. in the dielog or the pattern practices uf the day except review, un- ess otherwise indicated, The lessons are very “carefully planned for . the simplest and fastest ledrning on the-part of the student: 14: : . A gram: 2. mar point introduced too early can only confuse your students. ‘Translation Avoid translation if there is cone other means’ possible of convey- ing what the word means. If the cue is on a chart or can be given in . same other way, it is by all means advisable to do so. However, die to the monotony of these kinds of drills, it may be necessary to check on the students’ comprehension by asking then the trane- ation of a sentence somevhere in the middle of a drill, ‘This should not be done too often, but often enough to keep them aware of what is going on, It is easy enough for a student to give the correct response with- out having the slightest idea of what he is saying. a Zs Length of Lessons : : . There is no way to determine exactly how long it'will take to do a single ‘lesson.’ the length of time will bé determined ty hav fast the , _sbudents master the patterns of the dialog and how fast they learn to manipulate then through the use of drills.’ Go just as fast as the class - can and no faster. Do not leave any student dehind; ‘The only way that Jangunge skits (or any other silt ouch as ovioning or muste) can be learned correctly 4s with practice and more practice. Do not become’ im= Patient and go on to another aril) Just because you are tired of the one « you,are doings °° 5 June 10, 1966 : Donald L, Stilo. Ds:88GREETINGS! selam. hale Sona cetore/ mersi, bed nist. hale Soma Cetore/ + bed nist, mersi, G Vocabulary eelen “Helo” hale “Sona cetore? ~ "How are you?" bed nist” “Not baa” 16 :SUPPLEMENTARY CONVERSATION = ‘The following supplementary material should be learned during the first - week: Iéanon 1 (for recognition onl): tekrar konia. i twlafor konid 2. Lesson 2; xodifex v 3. Lesson, 3e.: Javad bedid (recognition only), deftormaia 4. Lesson 30/2 age xanume) += (Substitute names of class muubors, teachers and staff.)3 Pronunciation Unit 1 /a/ and fe/ are somas that mist be clearly-distinguished in Persian, Although both of these sounds occur in English, they may sound different According to the dlalect of English or the word they occur in. listen ‘to the quality of thé vowel as you imitate these Persian words: Fp] "ett" . Peenf “print / feel ° "Seem" - fez] "area" fesbt/ "plain, desert" —/aait/ “he naa” . “a/, if you compare, is similar to the "a" sound in "cat". the English Sound often changes in quality before. /m/, /n/, /r/, or /1/. You ru careful not to give the English quality to this sound in Persia. Loten to the following words pronounced-by an Iranian and compare then‘ * to your own pronunciation of English wortis which sound similar: . Fean/ : _— : fees) 5 Mase” ' /saxi/ . saa" : : » rest / oe « “past ee vem) "hem" 7 » /eabt/- » 7S Maashea", 2 It is important to remember thet these sounds are as different in Persian a8./p/ and /b/ are. If you do not make the distinction betweea Jef ena fo), you will be misunderstood, Pronuneigtion.Drill 1.1 “imitation : ° bed © : bad kp 7 tap :Pronunciation Dri2i 1.1 (cont'd) rad zad az az : ‘ ent . dat, : Pes Pas - wed mad ben * bam ne na, dem, ’ dam sot sat Pronunciation Drill 1.2 Now imitate the following words: > cola’ aye Teacher shouid be-caretul to notice if the students substitute /o/ for fof. If they do, the following minimal:pairs may be drilled:) mad, nod, . o na no(n) r, Baa . Boas : kit kodt i5 (Zf the student substitutes the English/2/ (as in “dog' following words should be drilled: ) Pronunciation Drill 1.2 (cont'd) “ bar ‘bor : dar dor 5 lar : lor ° sar ” : sor The Persian /x/ may prove difficult for sone English speakers.. Listen to your teacher as he says the following list of words forense varader : > deraderem . ders mide . ” herf mizene o 5 Biraz This souné(alnost Like the "r" in Spanish) is made by @ short flap of » the tongue against the alveolar (gum ridge) behind the frontteeth. Po not confuse this sound with English /1/ or/a/, Practice the folloving words: 5 * Pronunciation Drill 1.3 “ e rus rast bororik reng run Be careful not to change the vowel quality before or after fe/. Pronunciation Drill 1.4 Pronounce the) following /e/ - /a/ minimal pairs which contain the Persian /r/: iagag ¢ BEELESSON 1 - Sialog : beradér brother -en ny Ger in amriké, America, zenéegf mikone he, she lives, is living Jrberadarem der amrika zendegi My brother itves in America wut mig? reeniy? ungt there : kde mikone_ he works G: rast migid? unja kar mikone? Really? Does he work there tale ° yee tegrés Texas eérs mide 6 a he teaches : “ ot wele, dar tegzas ders mide, Yes, he teaches in Texas, eee Jamshia: boradéron der amriké zendegf mikone. George: rst migta? unja kdr Stkone? , Jenshid: bbe, der tegads drs mide,” ° 22Drill 1.1 Simple substitution demBfd dar tehran dars mide, alt ° fereydun dora Sarin fereite Drill 1.2 simple substitution varaderem der anrika gendegi mikone. pedir nadér# aust berader . mader Drill 1.3 Simple Substitution dustam do anrika’ dare mide, , tegzas esfehan kalifornié tehran Siraz ~ nyu york , “dren . Drill 1.4 Free Substitution (substitute any iten in Drill 1.3) unja-kar mikone? ~ bele, dor, ders mide, .7 Drill 1.5° simple substitution pedoram dcr tehran zendegi mikone. kar nikone, dors mide kar mikone, zendegi mikone. ders mide, kar mikone, Drill 1.6 Complex substitution Weradone ‘der ' amrika zendegi mikone, jemiia . tegzns kar mikone, estechan ali kalifornia * nendegi mikone. tenran dors mide, feredte tegans fereydun tehran madsrem _ Siraz «, nyo york ditstom oo kar mikoie, iran ‘ 2dDrill 1.6 (cont'd) dustem der iran kar mikone. Sirin ‘tehran , zendegi mikone, rar ikon, : tegzas - Dedarem Drill 1.7 Free Substitution (the students should repeat the dialog in pairs, subetituting any verb, Place name or subject they wish.) 25n Pronunciation Unit 2 -Promunciation Drill 2.1 Idisten to and practice the following words’ contain- ing the sounds /a/ and. /e/. bed baa bem, bam mast mast hel fe had 2 set sat : ab eb This lesson introduces the new sound /x/. Because this sound is not found in English, you are likely to substitute the English sound /k/. Listen to the following pairs of vords in Persian and imitate: Pronunciation Drill 2.2 a sub ab - war kar . a xot kot : ei vol xem “kam + . xase Kase - ae, . ya wf a xord ora ae Some English speakers substitute ‘the Engligh sound /h/. for Persian ted. ‘We 48 smportant to renenber that in Persian [aly [e], ad Ja) ave tow'ee different sounds that distinguish meaning. Pronunciation Drill 2.3 . : xan han 5 xen lemaz Pronunciation’ Drill 273°° (cont'd) ¥ox Yon xe he xa hal xeit hedt Pronunciation Drill 2.4 1 2 3 har xar kar hud oe ua hol xol ol, hal - xal. kal “pan xan kan 2713 LESSON 2 aialog a : +etun - your danedga university Gt bearadoretun der daneSga ders Does your brother teach at a university? mide? piace Physics -0 and Eimi . chemistry a: bale, fiziko Simi ders mide. Yes, he teaches physica’ and chemistry. Pes , inglist English : _ fete for sure, tindoubtealy * xub well nidune he mows. , G: pes htum inclisi xub midune. Then he no doubt knows English well. xeyli very ' herf mizené : he speaks, télks Bele, inglisi xeyli xub herf Yes, he speaks English very well. mizane. Loe LESSON 2 : dialog a George: beradéretun der daneigé aérs mide? Jamshid: wale, fiztko Sin{ aérs glade. George: pes hustuiin ingliss sib midune. Jomshid: wéle, ingiist xéyli xtb hérf mzene,te Drill 20.1 Simple Substitution veradsrem inglisi ders midi, Eapont farsis espanyoli | arebi Bind rust . _. thetk Drill 2a.2 Simple Substitution - dustem inglisio farsi herf mizone, espanyoli arebi rusi 7 Zaponi . inglisi rusi espanyoli Heponi inglisi Drill 20.3 Simple Substitution pederem Simio fizik ders mide, farsi usd erebi espanyoli Zeponi Beis 29a5 Drill 2a. pansion inglisi sub midune.- inglisio farsi xb midune. inglisio farsio espenyoli xub midune. irglisio farsio espanyolio rust, xub midune. fizik dors mide. fiziko Simi dare mide, fiziko Bimio‘farei ders mide. + fiziko Bimio farsio biclo#i* dara mide. sar _tegzas fiziko Simio farsio bicloZi ders mide. Drill 2a.5 .Complex Substitution dustetun inglisi herf mizene. tarader (-etun) pedar berader E - (am).16 Drill 20.5 (cont'd) _. dustetun inglisi harf mizene. pedar (-etun) aust (-«m) - Drill 20.6 Multiple Substitution (Repeat Drill 2a.5 substituting both items at the same time.) « . Drill 2.7 Expansion ders mide. “ pederetun ders mide. pedayetun ingliot dare mide, Pedaretun inglisio eepenvol! ders ide. Vedmretin inglisio espanyolio Bint ders mide. pederetun: inglisio espanyolio ¥imi xub dere mide. . pederetun inglisio espanyolio Simi xeyli xub ders mide. pedaretun hetmen inglisio espanyolio Simi aub dare mide. Drill 20.8 Free Substitution (If time allows, dialogs one and two should be repeated by all students. Free substitutions of proper names, place names and subject names should be encouraged. 3hog. where? zendegt mikonend ‘they live, are living mike Gt pedaro maderetun Koja zendegi '. Where do your nother and father live? coneand yf J: Bivaz zendegi nilkonend, They Live in Shiraz. ee G. pederetun unja kar mikone? 0e8 your father work there? no longer (with negative verb) Xr némikone , he doesn't work » nexeyr no c Jt nexeyr. pedzram dige kar No, my father \loesn't work any longer. nemikone. \ George: Jamshia: Jamshid: ., Lesson 2 dialog b. Pediro meaéretun kojé zendegt mlkonanaf Birds. zendegt mikoomnt, peséretun unjé kde mikone? ndxeyes peatrnin digé Xr némtkone, : . 32g 18 Drill 2b... Complex Substitution (Review) Veradaren inglisi ders mide, farsi bert nizene, ~ (-etun) : . espanyoli midune pedar farsi ‘ * inglisi , herf mizane farsi : * (an) midune ” dere nite. Drill 20.2 y Pedero madaretun Siraz zendegi mikorwnd. tareder nader Drill 2b,3 Pedero médarem farsi xeyli xub midurend, (-etun) (-en) : a1g Drill 2b.3 (cont'd) Petsro mederem farsi xeyli xub midunend, (-em) (-etun) (on) Gotan) . ‘Drill 20.4 Multiple Substitution Pedero __maderetun der nyo york farsi dere midmna. ader ~~ terader pedar xaher Peder berader : peter mader = mader xaher i Drill 2b.5 Multiple Substitution (Repeat Drillz.l using /-an/) Drill 20.6 Forced substitution 2 Pedaro maderen Hiraz zenteg mikonend.” : pedero teradercn dustetun demBia alio janbia Sarin demBido fereydun 2 _ austen 5 berederem ’ medsro xaheren20 * Drill 2b.6 (cont 'a) nadiero xaharem ¥iraz zendegi mikonend, pedaretun feredte Drill 2.7 Simple Substitution (Use the infinitive as a cue.) pedairo.madaram der tegzas zendegi mikonand. 7 ker mikon= ders mia zendegi mikon~ kar mikon= ‘ dare mid- + Drill 2.8 Complex Substitution (Use infinitive cues for verbs.) beredsretun . der iran dare mide. : pedaro maderetun : dustetun Ker mikon- beradero xaheretun zendegi mikon~ dusten inglisi dare mid- pedaro baradar : inglisi herf mizen- dem¥ia ’ Jenifido fereydun forsi dars mid- wh imelist ie - 7 midun~al (Give © short explanation of tie “no” gesture ‘in Persian and use it asa Visual cue for negatibn. Point os thet thé word stress of the inflected “verb moves frou /ni-/ to /ne~/ when the word becones negative. Have the students imitate the following pairs.) kér rXkene 7 kar némikone. : zendegi mikone : zendegl némikone, dirs mide ars némide. birt mfzane hit némizane nfaune némidune CC ————C—CTTC O Neradaren dar fires endegt newthone, : Kar nemikone. mo dars nemide, zendegi nenikone, kar nemikone, dare nenide. b- - xehuretun feréi xeyli xu mrt nemizane, " nemidune, ders. nenide. harf nemizane, nemidune. dars nemide. Z Drill 2b.9.2 Forced Substitution (Give negative gesture as cue.) Yaponi aud midune. (neg) Inglis} mh tert mizmmends (neg) * der iran zendegi mikonand. (neg) , S#P dane¥ga kar nikone, (neg) wo aalo Drill 2b.9.3 Forced Substitution (Nake affirmative gesture as cue.) der tegzas zendegi nemikone, (aff) fersi horf nemizonsna. (at?) ‘¥imi xeyli xub nemidune. (aff) inglisi durs nemidend. (aff) Pedstem Yaponi nenidune. (aff) Drill 2b.9.4 Forced Substitution (Give negative or affirmative gestures as cues where indicated.) . ~ beradercn espanyoli xub nemidune. (aff) . madaretun der dane¥ga dears nemide. (aff) pederum unja kar mikone. (neg) ~ inglist xeyli yb ‘midunand, (neg) teradaretun £6341 sab her? mizane. (neg) unja zendegi mikonend. (neg) : unjo kar nenikene, (af2). . fiziko ¥imi ders mide. (neg) Drill 2.9.5 Conversation with Cue Given (Do not elicit bale or naxeyr with these questions.) inglisi 2b haf mizane? (neg) Yaponixub harf nemizone? (aff) - der dane¥ga inglisi ders mide? (neg) unja kar nemikonend? (aff) baraderetun unja zendegi nemixone? (aff) + unja farsi ders nemide? (aff) dem¥ia Bini ub midune? (neg) . demifido #1i inglisi nemidunend? (aff) Drill 2b.10 Complex and Forced Substitution Yeradaram der amrika zendegi mikon. tehran pedarem22 Drill 2b.10 (cont'a) " pederam der tehran zendegi mikone. (neg) Biras maderetun® =” zendegi mikon- pedaro maderam anrika iran . kar mikon~ (ate) tegzas . esfehan (neg) " pradaenem : . (are) , ‘vatengtont zendegi mikon- madero brraderen Biraz iran a (neg) ” Gers mid- Pedare beraderem *« amrika oe * tegzas233 Drill2b.10 (conta) Pedaro Reraderem dey tegzas dare midend. , (ote) zendegi mikon~ madorem tetren beradcretun an) ders mid- Drill 2b.11 Pree Conversation 8, Pedere maderetun koja zendegt mikotengt 8) unja kar mikonend? . 8, beraderetun koja kar mikoneg 8» fisranse midune? 8; pederetun inglisi midune? 8, pederetun inglisi ders nideg 8, ‘madsretun kar mikone? 8, (if affirmative: koja kar mikonef) (Af negative: pedsretun kar mikone?) 85 pedaro maderetun der tegzes zendegi mikonend? Pedaretun koja kar mikone/ G) 392k (cont 'a) beraderetun espanyoli harf mizene? woraduretun fizik dors mide? Pedero maderetun kar mikonend? beraderetun koja zendegi mikonef maceretun ders mide? pedstetun koja Kar mikonef 4025 LESSON 3 ~ : * atatog * oan you ferense French Sona feranse hart mivenia? Do you speak French? en oo a Little + mifabmemn . ©. ar undéPatana J: naxeyr, komt mifiimen No, I understand a little.” G: angliei miaunia? Do you know English? “ mixunem I study, read, men I . : J: Wile, men dar daneiga ‘slisi Yes, I study English’at the nixunsm, : University. LESSON 3 : dialog SoG feransé hire mizentar noe Jamshid:' néxeyr; “kimi mifehnen. ‘ George: inglist m{dunia? Jamehid: bSle, men der daneSgh inglief mfxunem, 417 6 Drill 3a:1 . Initation * nin Her? tama men zendegi mikonen men kar mikorasa men dors midem a men midunem = ° mon mixunmd mom mifishaom * Soma herf mizania oma zendegi mikonia Soma kar mikonia . Boma ders midia Boma midunia Boma mixunid Soma mifzhmid Drill 3a.2 Multiple substitution mgt ert mizenem Soma, mixun= zendegi mikon~ -Pedoretun ders mia- pedaro mador + + midun-*“Drill 3a.2 (cont'd) Fona midunid migehn- men . ders mid- xahero beradsrom’ * zendegi mikon- : dustin midun- demB4ao eli mifehn- fereydun ore ati. : Drill 32.3 Multiple substitution (Repeat Drill3e.2 in the negative.) Drill’ 3.4. Multaple and Forced Substitution mon Gor danefiga inglisi — mixunen, ssBoma : vomrika % dars mide, 7 . farsi . dustem . (neg) . paris feranse : men . 43 (att) - :Dri 28 2 3a.k (conta) men dar ports foranse — mixuhen + Yoma ° : _ damBido: dustaam fared mixun- nen . 5 pedsretun é Sire oli - tehran rush DPilJ. 3a.5 "Multiple and Forced Substitution demite inglisi xub herf mizene. sh Some 7 midun- eet 7 (neg) (ete) (neg) =(quest) (neg) ~(statenent)29 Drill 3a.5° (cont'd) © tien imgliet xub ter?” nentzanen, ” farsi (att) a : (question) Soma espanyoli dors mide + (statement) fereydiino pederen “bert mizen- a (008) Soma (question) midun- inglisi i '=(statement) (att) nifieaa men Bona (neg) nidun- . : (are) Drill 3a.6 Free Conversation ~(Repeat Drill 25,4) ¥ 45” 30 PRONUNCIATION UNIT 3 Lesson 3 introducig $ the Persian sound /q/. “This sound has two major var- Jations depending’ on the position in vhich it occurs within the yord.. When the /a/ 1s at the beginning ofa vord,, you can pronounce it by putting the back of your tongue as far back‘as you can (in the uvular position) and, keeping 4t’in Another way 4s to repeat the word /gi/, slowly that position, saying a _ moving the back of the tongue back as far as you can and, at the sane ting, changing the /1/ to /s/. : _ Ieten to the teacher pronounce the following words: - a 4 5 ef 2932 a an wend. , evi 5 e 4 ah qom qu air Now repeat the following pairs of words which show the contrast of /q/ with /a/: Pronunciation Drill 3. gol 7 gol. gon gon qat °" ° gat a az gaz ger,” gar ‘ gir 46 7 gir . au eu31 e : The following words show the contrast between /a/:and /k/: Pronunciation Drill 3.2 toa go Kol: oI 2 . kat : . ger kor gal kal au ku The following List shows the contrast of /a/ and /x/* aol, xol, a ‘gar . xar qali” xali . ene . ena . au . . xu Pronuneia’ ion Drill 3.3 te corart + esse godrat qatel . gernen gore) * . gafee geble gorub gazi geyr qosun qui” gengin’ atyas que qblan ayate | quti* get qablene : Listen for the different pronunciat'on of this sovnd when it ‘occurs in the middle of a vord. Whenever this sound occurs betweon vovels or before certain consonants, {t is a fricative and not a stop. ‘This means the tongue isin the seme positioh but the air is alloved.to pass through.Pronunciation Drill 3.4 aga . ‘bagban * Pronunciation Drill 3.5 vqat, rogan taglia tagriten \ The following words contrast /g/ with /g/ in médial ‘position: vergi aga. tergi aga(h) The contrast of /a/ with /x/ in medial position is exemplified by: taqriben terad Pronunciation Drill 3.6 Pronunciation Drill 3.7 taxriten terxt - bagéla : oad zogal heqiat ‘tegdim eqbal If /o/ occurs at the end of the word, either pronunciation is acceptable. Variation depends on the individual speaker, or both may be used, Examples of’, _ Jaf ot the ena of a vord are: ei otag ofa, daq; ae hhoqua 4833, LESSON 3 . Galogb + : yad migir- , learn : neveSten~ writing neveSten yad migiria? Are you learning writing? = hala now . » feget only mokaleme . conversation, dialog “yad migirin We learn, are learning — Jo mxeyr, ma hela feget mokalene No, ve are learning only dialogs ncir. yad migirim, : moplien — * ‘teacher ba with G: ba mopllenetun inglisi herf Do.you speak English with your teacher? migenia? ‘ didter : Texeyr, ma biter farsi her No,.we speak nostly Persian, nizenin. y ee ee dialog» George! nevebtén . yéd. migiriar : enshid: nexeyr, ma halé feqnt mokaléné yaa migirim. oo George: ba mow) Lénetun inglisf hérf migenfar Janshid: | néxeyr, ma biStér farst Hert mzenin. 49: 3h, Dri2i 36.1.” Complex Substitution 8. ba mo@lienctun inglisi ierf aimonan . pedaren farsi mixun- gembia . pedaro mager (neg) alio teraderetun. Simi : inglist . “cimrf mizen- * D. ba xalmyem, zendegi mikoren. : pecre ° kar milkon~ 5 pedero maderem : zendegi mikori- , ustem noe Lemem . ingliei mixun- ert mizen- : Drill 3b.2 Bnitation (Repeat once in affirmative and once in negative.) inglisi tert misonin + der tegzas. zendegd mikonim, ”'* ingliei midunim. ~ + fdrad yad migirim. | 50°y . 35 Drilt_3b.2 (cont‘a) 4 ders midim. & inglict mixunin, der auvika kar mikonin, espanyoli yaa migirim, rust: miteimin, ferense niduhin, : : Drill 3b.3 Forced Substitution (Complex) me farsi -yad migirim, Bona men : : pedero mader micun~ miftehe- ma ‘ (neg) . ders mid- a@rebi men nokaTene nevesten SenBido reza Drill 3b.4 Forced Substitution (complex) men. inglisi mixuiem, Soma farsi 5136 ‘ . Dri 3b.4 (cont"a) s . Boma farsi mixunid. ambi 5 4 za yad migir- inglisi ° men . farsi . midun- a . , Weradsrem . fone : ‘ inglisi farsi . Da aa 7 inglisi * . dove mid- “men ° eommbi yad migir~ ” farsi ee Drill 3b.5 Forced Substitution (Complex) (Repeat-alternating affirmative ‘and negative among the substitutions.) : : 520Drill. 3b.’ enSid Jan 37 Simple substitution eget mokalene yad migirin, neveSten farsi . Anglisi * inglisio farsi mokalene + arebi farsio ambi nevesten, Forced Substitution (complex) eget nevelten yad nigirim, (neg) uokaleme Gee? , (ate) farsi . lmrf nizen- torks, : (ng) Anglist farsi (ate) yed migir~ 53Drill _3b.7. (cont'd) Jan gembia treet frat, inglisi, erebi farei Anglist arebi, faxed inglisi 38 yad migir-, Gers mid- yad migir- lerf-mizen- yad migir- ore mid-~ yod migix- x (neg) ” (att)39 Drill 30.8 Pree Conversation. (Ask each student two questions, ) 1. Sona farsi yaa migiria? emebi tem yad migirid? 2. Sona almani midunia? foranse tm midunid? 3. Soma almani midunia? feranse hem midunid? Soma farsi xub tert mizenia? rusi hem midunia? ° 5+ moknleme yad migiriar neveten iam yad migiria? 6. inglisi ders miata? nokaleme ders midia? almani yad migiria? men farsi devs. miden? 8. ba Soma farsi tert micen Soma ba mcsllenetun farsi tort mizoniae . Ped2ro maduretun ba Joma farsi tart mimenend? Yeradoretun frense midune? 20. Goma ba teraderetun inglist ere mizenid? oma ba agaye elevi farsi tert mimnia? i. Soma ba xanune Zerifi fers, tert mizenia? aqaye etenadi torki midune? 12. agaye etemadi ba Boma torki tert mizene? aqaye aryan-neZad ba Soma farsi herf mizene? 55Drill_3b.8 ho 13. agaye wlavi ba agaye uprebi inglisi terf migene? eqaye meet espanyoli midune? Us, Boma ba xanume Heriff espanvoli terf migone? ets ‘agaye kelinton (Clinton) ba Soma farsi terf miamne?wa LESSON 4 ialog a. enkad : tonight Sekar mikoreend? What are they doing? A: jamBido Jorj enieb cekar What are Jamshia and George deing mikonenaf tonight? anevet . infdtation darena they have 2: emiwb demvet derend. ‘They are invited out tonight. cetor : “how, how about, kar daria? are you busy? josa cetor? kar darid? "How about you? Are you busyt 2: mexeyr. ar mderen, — No, x'a not busy. . . er . : ‘ _. dalog 1: gamifdo jorj emi cekér mikorenaf enide amvgt dbaena. . 1: ond cotrf ier aria? 2: nfxeyr. Sar nbgorem, 57 -Forced Substitution SuSido jorj enbeb cekar mikonend. % . Sema, ae c tereaeretin peésro maderetun na : . nonliemetun * “dustom” ~ Soma pedaretun . . dors . beraderem AL 4e.2 Complex substitution (Substitute, ona at a time, any of we items listed.) - peor am 2 aut dar we mader (-etun) kar (neg) ‘terader. (om) ‘ters (att) xebez kelas * dust pedsro madar mozllem 5843 Drill a.3 Forced substitution (Students should’ not inelude subject 4n the response; only the verb ending should be: changed.) wele, xeyl{ kar daren, i / (ma) : (some) (gembiao #14) (pedero maésretun) (pederemo noe] lemetun) (wen) (soma) (ma) Drilt ba. Forced Substitution (Repeat Drill -.::. in the negative). osdation Drili 4.1 € Nexeriaem 60 > nahid oy PROMUNCIATION UNIT 4 Initate; xaj a wende hendi. tnd mt : xoa noxod nexbe rysied mind, rib. rebte rial rivas “ext redit reza a okt ro8d rox ou ren ud rok ‘ rug fers forsLBSSOM 4 dialog ' nirim we go; .gre going sinema . " ‘the movies, movie theater Sonam contraction of /Ecra/ and /ten/ Diayad cone (cemzand form) na mirim sinema. Yomam biayd. We're going to the movies. Why don't you come along? xeyli xob fine, ok Ai who xePli xob. ba ki miridf Fine. Thanks. who are you going with? meno rezavo ali mirin, es 414 maSin dare? takes wexeyr. maSin nedere, ba taksi mirin, 45 Reia, ALL and Tare going: car, automobile Does ALL have a car? taxi, No, he doesn't have a car, We! by taxi. wR . Stalog na mirim sinend, Sonim ofayd. xéylt xdd. weno rezavo #if mfrin, eli maSin darep « ba it mirsa. sixeyr. main nfdere. ba takef nirin, “61 Going46 Drill Mb. Complex Substitution ma nirim sinem, mn = meno @1i ‘ kelas Boma kalifornia that the intonation rises at thie potnt and that the pattern after the 7 the loudest ctress ‘and intcnation fall indicates the difference between tern one and pattern two. _ Note: ‘ 7 ne FT u54 Sentence may be moved by emphasizing a different word in the sentence, The intonation pattern then changes: Le euplteriotun Ger amrike zendegi mikone, | eet 2. Aprd@tfetun der amrike zendegi mikone? oe Lm idea of your brother (not your sister), Living in Aneivicn, Verbs “The verbs used in the @lalogs and drills can be divided-into two classes: Verbs vith the /mi-/ prefix, ®. Simple Verbs /nidun-/, /attobm-/, /aixune/, ete. be Compound Verbs /zendigi mikon-/, /ierf mizen-/, ete. IE. Verbo uithout the /aix/ pretties fear-/ « ; he pretixe /mi-/ performs @ granmatical function which will be dis- ~ cussed at & later date. : .3 complex Substitutdon meno —ferelte mirim daneSgaye tehran. Biraz Boma meBhed den’ia 78 (neg)Drill 6b.3 (cont'd) . + Bomavo jemBid nemirid . danelgaye mabhed . kolonbia, ' : 5 (question) : (aft) men * . (statement) (neg) reza nyo york ionr* . Btxago | lenden* danedga, sinema* niagara* ferdowes (neg) Drill 6b.4 Complex Substitution (Repeat as a Multiple Substitution Drill.) 8, joaSid weraye gezaye amrikai dmvwst dare, ghart front Bam*.- ingliss rust orb 7aDrill 6.4 — (cont*a) denbid ferda Same mhar inglist cai* drank ra srabi : = polo* ermni* : Geve* torki 8066 SUPPLEMENTARY LESSON 1 . . Materials needed: a pencil, a pen, a notebook, book, @ sheet of . Paper, a table, Situation: Classroom Chart 1 ~~ a eee, . 1. otfan gui konid, (Point to objects as you say the following jlords and sentences: ) ‘ . medad, in medad-e, xodnevis.’ in xodneyis-e. : S ketad, in ketab-e, 2.. lotiten tekrar konid. (HeVe the students repeat each, words and the corresponding statenent after you. ~ Point to the objeots as they repeat after you.) medad. in medad-e, xodnevis, in xodnevis-e, * ~ keteb, in ketab-e, efter, in daftor-e, kagez, -in kagoz~e. niz., in mize, 3. (Have the individual student repeat after yous) 4, lotto jevab bedia, in Bie? . (Foint to a’ book.) 8: in ketab-e, (Continue in the same way, pointing to:) medad xodnevis ketab dott kogne miz, RLd eens 6r ea Supplementary Lesson 1. (cont'd) “(Reverse the above practice; have the individual . student ask you the sane questions, e.g.:) 5. lotfen soal konid. (_-77B: in ci-ef (Pointing to pened.) in medad-e. 6, (Have the students question and answer anong thenselves, e.g.:) 8): in-ci-ef + Sy:68 c Pronwiciation-Unit 5 " Changes from colloquial Persien to the more formal forms of the language involve certain ‘phonetic éhanges. “The simpler and more ‘coumon phonetic changes should: be introduced to the student so that he will! not be confused by @ form that differs from one he has learned. ~~ One example of a phonetic change thet occurs on different Levels of Persian is the dropping of-the /h/ phoneme. The word /daneSge/ occurs again in Lesson 7. This ‘word has beén previously presented in its colloquial form. On.a more formal. . level of Persian (one in which this vard occurs frequently) the form wil1 be /daneBgah/, The trend in colloquial Persian is to drop /h/ in syllable final position. On a more fornal level, however, the /b/ is clearly , enunciated, i Since /h/ never occurs in syllable final position’ in Engligh and because it is often retained in normal speech, the following exer- . cizes should be drilled. ———— teh tefrih > eh B noh . beh rah kuh mah enduh Beh. Pronunciation Drill 5.2 Imitation : . tehran ehmd ‘bihst ehsas behtar when tohmet ehien Jehroba mehtab sehne ehys.69 Pronunciation Brill 5.2 Imitation (cont'd) mehr ahi néhri dahje sthvi nlfehmen ebtenal b 8470 LESSON 7 dialog a twradore jemBid amrika 1s Jamshid's brother living in America? zendegi mikone? Bele. der daneBgaye tegeas Yes, he's teaching at the University cers mide, of Texas. wudit small, younger dare he, she has Weradere kugik hem dare? Does he have a younger brother, too? do’ : two , ye one, a an)” vere’ teradero ye xaker Yes, he has two brothers and a sister, dare. we ee teradére jemi{a anrikd zendegi mikono? Bele. der dancigiye tegete afra mide. beradére kuéik tm ddre? ile. do teradfro ye xakgr dre,n Drill 7a.1 Simple Substitution (Review) teradere reza dors mide, xaker dust nader peder peser aust > Yeradar peder Drill 7b.2 Complex Substitution (Repeat including alternation of negative and affirmative, teradere jemiid der amrika 2zendegi mikone. dor xaker darius ager . : pesor : dors mide, sondia reza + inglist mixune, tenho . : aut . zendegi mikone ‘ ker mikone 2™ Brill 7a.5° Couplex substitution (Repent aa Multiple Substitution, Giving no nore than tio cues at the gene tine.) demiid tmradere intix dare. a . bozorg* (neg) xabor : . (att) ol fereite , Drili 72.6 Combination Drill (Review) % reza der daneSgaye tegzas dors mide. ‘Bradere reva der daneSgaye tegzas cars mide. beradere reza dor daneigaye koloubia dure side. deriuS daneSgaye kolombia ders mide, duste gli der daneigaye Kalifornia ders mide, nadsre Jenbid dor daneigaye Kalifornia dere mide. Redare sirusMder danelgaye kalifornia ders mide. n Drill 7a.7 Conversation . 1. Soma terader daria? 2: Boma xaher daria? 3. Boma beradere kucik dariar* 4, Goma, xatere bozorg daria? 6, Some xahere kucik daria? 87: . 5 Drill 7a.8 Conversation (The teathér questions students about their families, and about other students’ anavers.) i, ‘soma beradere kucik derid? 2. 2 beradmre kucik dare? 3. “soma xater daria? he 3 xater dare?” 5. soma xahore kucik daria? * 6. 5. xakere Incik dare? = 7. soma Yerader dare? 8. _7_ teradsr dare? . % ko xaker darend? S 10. 13/0 5. xaber darena? & Le 5! xater darena? 22, soma vo 3 terader dari? 33. 5 0 _7_ beradere kueth, darend? : Ue 70 3 xaterebozorg, darwnd?cn Le 2. 2. 6 Pronunciation Unit 6 xakre qasém xéyli xomexlAge. Debexid xantim, ye qldri gond mixan, LESSON 7 : dialog b weradore kucikel coker mikone? What does his younger brother do? ders mixune he studies (in general) twradere kucikel der tehren His brother studies in Tebren. @ers mine. xatere’ cetorf What about his sister? Bagera ‘pupil, student éebestan prinary achoal ve he, she, it, ia xahere’ Sagerde dbestan-e, His sister is an elementary school . student, eee : Atalog b turadsre kuchked cokgt mxoney mradire incfked apr tonrén dre mune. xakgrei cetorf xanbrel fagérde asbentin-e,7 Drill 7b.- Forced Substitution (Use subject pronoun as cue.) beradar kucikes der tehran ders mixune. on (an) -e5") : (u) om (mn) (Soma) (u) en (aen) ~etun (Boma) ~etun (Soma) en (en) Drill 7.2. Complex substitution Ueradwre kuéiked unja zendegi mikone, xater dozorgt terader inglisi mixune dust teranse . weudik xahor ° espanyoli ° vozorg terader . dust PareieDrill 7.3 xalmr-e bozorge’ berader wusik peanr. doxter berader xalor = bozorg kubik doxter bozorg 78 : Complex cubstitution drill (Use subject pronoun as cue for -e8, -an, etic.) feranse —mixune. (Soma) (men) ders mide. Bind (a) (men) nixune. (ema) (a) . biglozs ders mide. (cen) . C adduneos 9 Drill 7b.4 Complex Substitution men der daneSgaye —tegzas ders mide, ma ganeciga —kalifornia farsi yad migir- (neg) Soma Sahr * nyu york —zendegi mikon- _- (aff) men @ebestan —ynzd inglisi ders mid- Jerj G@ebirestan borujerd* tori yad migir- Semsia eral rezaye lemedan kermanseh 7 e xoy Siren Drill 7.5 Conversation (The teacher questions student ore; he then : Questions student two about student one's answers.) 2, Soma xaker . daria? xalwire kuctk daria? xalwretin koja zendigt mtkonef 2.- 2 xaher dare? xakere, kucik dare? xakerel Koja zendegi mikonef (Repeat these questions, substituting /uradmr/, to the third student and question student four on student three's answers, Continue in this manner until all the students have been questioned. ) Drill 7.6." Conversation = At this Point the teacher shoud make a short description,of bis family, including how many brothers and sisters he has, vhevner they are younger or older thin himself, and should mention where (ney live, ‘This should not be too long since the students will have to renenber the facts. ‘The teacher will: then proceed to ask the students alout his family. Do not mention names yet. 923. a 798 SUPPLEMENTARY LESSOW 2 lotfen gus konid, seat un sagt-e. der un der-e. textepakkon un taxtepakkon-e, Lotfen tekrar konid. sont, un sext-e. gee un gec-e. er un ere, senéeli un gendeli-e. ‘textepalkon un textepakkon-e. " divar un divar-e. lotfen jevab bedid. T% un ci-ef (Point to cue.) s: un dar-e. (Continue in this way with the following cues: 1. saat 4. gee 2. dor 5. sondelt ‘ttextepakkon 6. divar Substitution Practice in medad~ in” Y kagez xodnevis ‘taxtepakkon 9380 i Lesson 8 i, 8 dialog a 7 un that Ki who . 2. un aga kive/ Who 4s thet mane pe : ane un duste jemsid-e, esuch That's Janshid's friend, iis nane is jorj-e. George. 1, rast migid? amrikai-e? Really? Is he an American? tegeast 8 Texan, someone from Texas tele. tegzasi-e. Yes, he's from. Texas. , week : aiatog un agé ki-e? un diste jemsfd-e, Gsme3 Jérj-e. 1, fast migid? amriket-e? 2. ble, tegeasi-e, 94 oooDrill 8a.4 Simple substitution makimm — kucik-e bozorg xub tea germen* sefia* saba* werd Drill 83.5 Complex Substitution: (Repeat as a multiple substitution drill.) masintn Kucik-e ketab (-e8) — bozorg Getter (2m) xub medad. (-etun) bed xodnevis Qermez kage2 sefid sebe. zerd Drill 82.1 Forced Substitution Jemsia isani-e? anrika-. italya---~ ‘tehran---= tegzas---~ esfehan---= tabriz---- Bspen---- wae 95Drill 6a,l (cont 'a) some inglisi tert ~‘zenda7 >, alman. eapon: italya---+ Drill 8a.2 Simple Substitution a. fereydun kord-e? rus tork uelue torkeman efqen amb D. soma kordi hort mizenia? rusi torki veluck ‘torkemni eef'gani erebi83 Drill 8.3 Complex Substitution aqeye sadeq.dranine? @lavi amrikad rift almani herf mizen- xanun italyai meresi midun~ esti 2 age bextiard etemadi tork aryan-nezed ehvazi j tert mizen- sadeq farsi gers mid- mazenderani midun- Serifi xanu ~ wu! kord S 9%ay LESSON 8 dialog b esme Soma jorj-e? Is your name George? fami last nane 2. tle, aga, esme fanilem Yes, (Sir), and my last name is Stone. hem eston-e. A+ Res esne kuciketun jorj-e, “Then your first nane is George. 2. tele, esme Soma ci-ef Yes. What's your name? 1. eome familem Sirazi- My name is Shirazi’, tae diadog b. ésme Bomé jorj-e? bade, agd, Esme fanflam tom estén-e. Tes ésme kucdketun Jérj-e. bite. gene Song cf-ef 1. Gsne fomftem Sirezt-e. 98Drill. 8b. 85 Conversation a, T: esme kuciketun ci-ef S1.g esme men--. b. T: esme femiletun ci-ef Drill. 8b.2 esme fpmilem- Multiple Substitution (Explain that first and last names are connected by an "ezafe" in Persian. Be sure to do a number of examples before you begin this drill.) un aga ki-cf esmed JamBide —nefad-e. eli senjabi mehmud demBidpur fereste eerifi gasen sadeq hoseyn ——etenaa seid elavi Drill 8.3 Conversation T: esme Soma ci-of S: esme men, ~---¢- Drill 8b.4 Conversation (Ask each student.) terader daria? eame kucike ci e? koja zendegi mikone? kar mikone? koja? espanioli midune? + mire daneiga?86 Drill 8.4 Conversation esuie pedare jemBid cin Ss esme% fereydun-e. xahr . Sirin madesr ; nu¥in bvaradare kucik parviz beradare bozorg nanucer madar bozorg* parvin peder bozorg* nachumd, Drill &b.6 Complex Substitution (Review) + noeLeme porvic © fizik © -xeyli xub midutie. aust jaubid — inglisi durs mid neg) veradar zohre ini witch aff) pedaro wader — saine® xarsi midun- xaluxo bareder 100aT Drill 8.7 Complex Substitution “ gebine trade medad xaber xodnevia peder kage: nader keteb dust moeLlen weradere kucik terddere bozorg, xahore kucik xahere bozorg 10L (Review) kucik-e. sefid vera, sebz qermez bozorg “ub1. 2. 3. 87a, SUPPLEMENTARY LUSSON 3 otfien tekrar konid, (Choral practice) in miz-e, un gendali-e, in gec~e. un tzextepalkon-e. in xodnevis-c. un soxt-e, in ketab-e, un defter-e. in medad-e. un xodnevis-e. in der-e. un divar-e. in kagez-e, un medad-e. Individual Practice (Repeat until each student can say the sentence T: mig - sendeli 8: in miz-e, un gendgli-e. ~ medad - kagez xodnevis - sant der - divar gec - textepalckon ketab - defter (Repeat until each student can say the sentence easily using two cues at a time.) lotien gu’ konid. in mize mazllen-e. un mize bagerd-e. in ketebe men-e. un ketabe jemBid-e. lotfen tekrar konid. in mize mapllem-e. un mize Sagerd-e. in ketabe men-e. un Ketabe jemiid-e. in kageze dan-e. un kageze Sirin-e. in xodnevise xosrow-e. un xodnevise axter-e. in agnéglie Eagerd-e, un sendelie morllem-e. in medade Judi-e. un nedade karol-e, (inve each student make a complete sentence using one of the following possesors. ) Tr mopllem in(un) mize mazlien-e. Bagera men xosrow Joombie karol, 102al: 2: 388 LESSON 9 dialog hal, gaye Eirazi, dolan, hale Soma cetor-e? merai, xube, hale %ona cetor-e? nist vel, ser derd mikone mersi, bed nist. veld soren derd mikone. ziab xob xob, Boma ziad kar-mikonid. dorost ted mz zora esterahet mikon- condition, state, health Mr. Shirazi, helloy how are you? Fine, thanks, How are you? it ds not (neg. of /-e/) but head it hurts Not bad, thanks, but I have a headache, very much, too mich well, (as hesitation "Well Well, you work too much. right, correct, true (in the) afternoons rest (verb) doroste. vali tend az sore That's true, but I rest in the esterahst mikoron, afternoon, eee + dialog a agtye Birazi, aidn, héle soma cetér-e? nérsi, xibe, nile Sond cetér-e? nérei, bed nist, ‘fli afnem dfrd mikone, xob, Soma zidd kdr mikonid; 103 doréste, véli temd a zord esterabit mikonem.- 89 Drill 9a.l Forced Substitution (Review) Soma ziad kar mikonid. djemBia men 5 dustetun pederetun ma agaye Birazi pedero maderetun Drill 94.2 Forced Substitution (Review) tend et zora esterahet mikonem. (man) kar mikon- (Soma) mir- bazar (ma) farsi mixun- (u) esterahet mikon~ ders mixun farsio inglisi mioun- Drill 92.3 Simple Substitution ted @zzora cekar mikonia? sobe* Eaba Jomeha* Eambeha* yekXenbeha* dc¥embeha* seznbena* 104Drill 92.3 (cont'd) tarkenbeha* celar mikonia? Pohjfembeha* Drill 9a. Complex substitution Rabe iran kelase Angites soba (SemBia) dokenbeha danesgaye tabriz (pedzro maderetun) dokembaia vartenbeha (Sirino zohre) (Soma) eonjSembeha . kelase fizik seiembdia, Jone (coon) Eembeha carfambeha . daneSgaye Sirax (metmud) Jomeha . daneSgaye tehranOL Drill 94.5 Simple Substitution (Vocabulary) a. sar” Besm cast del pa dendun pot (Point out that after /-a/ ana /-i/, /etun/ becomes /-tun/,) daneSgatun cetor-ef inglisitun c+ (Point out that after /-a/ and /-4/, /-08/ vecones /-#/ in danedged-e, xabga’, pas tarsi Anglisié - @. (Point out that /-un/ changes to /-n/ vefore /-a/ or /-i/ in daneigan-e xabgan pam farein inglisim 10892 Drill 9a.6 Forced Substitution smmm derd mikone Seam ~ pa deendumn dest post acer Drill 94.6 Forced (Complex) maBines- ted nist stitution danesga ( dotter 61 sent 8, xodnevis (eve the students ask and ansver the questions anong thenselves.) Lotion gui konta. in xodnevise man-e, in seate men-e, : ; in xodneviso sante men-e. Lottion tekrar kota. ‘ in ketabo dittere aen-e. in mizo apndelie noaiien-e. un ketabo deftare Hirin-e. un mizo gondniie Bagerd-e in medado kageze ahmd-e. in dzftaro iodnevise’ ten-e. un deftero xodnevise qasen- un itedado kigeze xosrow-e. lotion Jevab beaid. ” T: agaye (xanome) -----, in mizo sundvlie ki-ef * 8: in mizo sendelie marlien-e. : (Use the following pairs of cues:) 1, xodnevis - medad 5. peder - mador 2. Werader = xater Ce 3. xodnevis - sext Ts miz - gondii : u efter -medad 8. kagez ~'xodnevis 112Review Dialog 10.1 (cont 'a) : 2: pes biter farsi herf mizanid. 2, bald.) : 2. feranseyo alneni nemidunia? 2. naxeyr, feget farsio torki midunam, 2. torki ham midunia? . hele. pedaro madmrum torki barf aizanand, i. der xune bi¥ter torki herf mizenid ya farsi? * B torks. 2, pedaro madaretun farsi midunend? 2. bale. farsi xub herf mizensnd. ~ 2. Soma baradero xahar ham darid? 2, bale, Ye baradaro Go xahere kueik dara, 1. unem™torki midunma?* =) 2, bale. xahuran hem inglisi midune. 1. rast migid? cetorf 2. dr medrese yad migire. pes nevéstem fad migire, nexeyr. faqat nevesten yad nemigire. mowlleneS amrikai~c. xob. pas hatmun xub herf mizane, bale. memllemeS xeyli xub ders mide, ba ¥agerda faqet inglisi hart _mizene. : ‘VOCABULARY debaxtid . “excuse me : extiar daria. phrases of politeness (to xae’ mikonam, ~ de discussed later) — : cera (two meanings), 1) why? 2) positive assertion to » negative statement or . 113 question. Contraction of una(they) ahd unam bam.100 2. Review Dialog 10.2 (The following dialog should be read slowly up to the asterisks on Page cupsan the whole dialog (including the part after the aster Asks) should be read at a normal rate of speed. “try to inclten ne Yany Retural gestures as possible. Underlined forms indicate places You might include your ovn gestures, ‘The following information shold de read to the students.) ‘The following dialog will inelude words and expressions you have not heard befcre. Sone of them may be understood or figured out by context. Others are not so clear, Tt is not important, havever, to understand ev= “ry word and you should not attespt to do so. You should be able to get the gist of the conversation from what you already know. ‘The end of the dialog is cultural in content. -You will not. be exe * Pected to understand everything; but you should be as observant and-anae lytic of the situation as possible. Keep vhat you observe in mind as we will discuss it in the grammar session right after this olase. ‘The dia- jog will be reéd twice, once slowly, exluding the cultural'material at ‘the end and once again at a normal rate of speed with the end section ine eluded and natural gestures eliployed.. * 9 Review Dialog 10.2 + smlam. hale ¥en cetonef aqaye meréi, rib-e, hate Youa cetor-ef bad nist, mersi, koja wirid/ men miren nance). Yona cetorf men dar dane¥ga kelae daram. ‘rast migid? tabestun hem dere mixunid? belle, . . Fs; ci mixunidf | . ( fiziko Yin mixunam, Yona cetorf i oe “44d201 cont *a) bee. man haw ders mixunen, cand ta kurs dariaf yeki faget. yeki fagat? ceraf xob, tabestuna mamulan kar mikonam, Sahih. koje Ker mikonid/ dar ketabruneye dene¥ga,’ : Beba kar mikonid ya soba? %eba. soba ders mixunam, hala Yone ci! mixunday men furarise mixunem, : fmrensé yad migirias Yele, pais men miram irano yeki-do mah dur paris mmunen, shasa pes feranse yad migirid, taenha miridf ’ dele, tonha mirom vali baradaran dar paris “Zensegi mikone. rasti? cekar ‘nikonef . dur danetigaye paris dara miune, pes hates fexhnse xu midune. + “bale, xeyli-xub harf mizene. pes ¥oua cera furanse yud migiriay xob, beruderen kar dare, xeyli. ders mixune. Fast migid, mareret mixan, aga, saxt cind-e/ sont alan do-e, ex, ax. mamzerat mixan. man do kelas daren. _ 115202 1. ba ejazeye Yona, men zudter miran. 2. xae¥ mikenam, in¥allah ¥owaro dobare mibinii. gablez raftanetun mixayn hetmen ke menzele ma tairif biarid. . 1. ba kamale meyl, xeyli lot? daria. 2. ac atkonm. peu uozahenetun nan. 1. extiar daria. ba ejazeye sarkar. xodafez merhasmete Yona ziad. 1. lotfetun im nave. 2. qorbane Yoma. iotfan be xanumetun swlane mero beresunid, 2, cam, gorbane ¥oma. xodafex. 2." xoda hafeze Soma.103 Groumer 1. Fhonology We have seen in this unit that’ /n/ is often dropped when it occurs in syllable-final position. The folloving isa discussion of the phen. ene /b/, its occurence and allophones. 1.1 When /s/ is dropped at the end of a syllable within a word, there is often coupensatory songthening of the vowel that ac- coupanies it. This can be summed up as /cvnc/ ----> [CWC]. . For example, : /stiuesd/---9 (2nmed] oe /totran/ --> [teeren] 1.2 When /h/ occurs intervocalically or in word-final position, it is often but not always dropped, with no compensatory lengthen- ing of the vowel. : The Phoneme /h/ Will be transeribed here but you should learn to make the correct phonetic changes by imitation of your teacher, ‘ Another Persian phonene “(the glottal stop, here’ transcribed as /*/) ects in a manner similar to /n/. This phonene is produced by sharply gutting off the air at the glottis. The glottal stop occurs in the Eng- lish sequences /'92/ and /'m'n/ (negative, answers). 1.3 -When /'/ precedes a consonant, it ig dropped. A phone! thening of the accompanying vowel occurs. For example, Jom" muen/ ~--+->, (uesemiten) Jaatvat/ « Jeng- a=) (asxevat] : Ast When /'/ occurs following a consonant, it is' often pronounced. 1.5 When /'/ occurs intervocalically, it is dropped with no com pensatery lerigthening of the acceupanying vovel(a), For ex. auaple, - Jeatat] > (saat) /rotwa'en/ =~ [wotmaen] In this text, transeription of /h/ and /*/ will be treated differ- ently. Since /h/ is not always aropped.on all levels of speech, it will be transcribed here, Because the glottal stop is almost never pronounce cd in certain positions, it will be transcribed only following consonants. Long or double vowels occuring as a result of dropping /*/ will be written by doubling the vowel symbol. When you begin-to write Pérsian, you must renenber thet vords transcribed here with a double vowel willbe written { 17 in Persien with one’ vovel and a glottal stop.2. Morphology and Syntax 2.1 Modifiers of nouns in Persian follow the modified noun. Two kinds of modifier have been introduced in your dialoga, an ad- Jective and enother noun. For: example, beradare jam¥id Janshid's brother . baradare Incik younger brother When a noun is' modified in such a way, the ‘connector! suffix /-e/ must be added to the modified noun. You will notice that the connector suffix /~e/ has two pronunciations. . When the modified noun ends ‘in a vowel, the suffix is pro- nounced /-ye/. For example, « deneSga-ye tegzas University of Texas Dy ‘When the noun cnds in a Consonant, the suffix takes the * form /~e/. For example, — : ery baradare kucik’ younger (1ittie) brother ‘The English equivalent to this Pérsian construction, you will notice, can take:more than’one form. : ° dane¥geye tegeas University of Texas baradare jen¥ia Jenshid!s brother xehare kucik younger (Little) sister But in each case the noun is being modified in some way, and this one construction is used in Persian. 243 A second kind of modifier “that occurs following the modified noun is the personal possessive suffix. . : Deradarem ny brother . daraderetun your ‘brother ee besradaret his, her brother : These inflections may be added to a noun plus adjective con~ struction, 5 a taradare’ his brother “* paradere kuei% younger brother baradare kucike¥- 118 nis younger brother105 2.4 The third person singular of to be in Persian is.an inflectea (pe/., ‘This inflection is phonetically part of the word. hee - example, xub-e it's good ketab-e it's a book ‘The negative of this form is /nist/, a separate word, dad nist it's not bad (it isn't baa) ketab nist it's not a book (it isn't a book) epenuse the connector suffix and the third person singular inflec- pee oe yhemephonous, the verb form will be written with a hy~ Phen and the connector without a hyphen. You must not sonfuee reeset rus in Your speech. They have completely different gran= matical functions. +: Contrastive Notes Note the following sentenées: 4, ma mirim sinena. >. xahzre¥ hunuz mdrese mire. . cc. omtsb mmnzele fereydun dawvet darin. . And their English equivalents: a. Wetre going tothe movies, : db. His sister still goes to ‘school. We have an invitation to Pe¥eydun's "house to- night, In each*of the English sentences we use the word "to". When we con- trast this to the Persian sentences above, we see that thee is no Fauivalent preposition. Qn a sligitly more formal level of Persian, however, the preposition /be/ is used. Sentonce (a) would then ber’ come: wu be cinema miris, tote that ‘this involves p change of-wora order also. This sentence type is not used.in colloquial Persian in most circumstances, The natural transfer for Iranians studying Persian will be to drop the preposition in the English sentence, 119ak : 108 SUPPIAMENTARY LESSON 5 1. lotfen gu kenid. (Show the relative position of objects as indi- cated in the following statements by pointing.) xodnevis ruye iniz~ taxtepakkon zire miz-e. sandali nezdike mize. 2. lotfun tekrar konid. : a. xodnevis ruye miz-e. c. samt ruye divar-e, taxtepakkon sire mig~e. taxtesie ruye divar-e, smndnli nazdike miz-e. sonto taxtesia ruye divar-e, >. ruznane ruye sanduli-e. 4, ‘mize Yoma nazdike der-e. medad gire sandwli-e. sendwlie Yona nezdike der-e. miz nezdike sandali-e. mizo sandelie Yona nazdike der-e. 3.. lotfen javab bedid. (Point to pictures on Chart 1) n=, xodheiris ruye mize? i = TS agaye (xenuze) 8. tale. xodnevie ruye miz-c. a. xodnevis-ruye miz-e? b. taxteBakkon zire miz-e? ¢c. sandeli nozdike miz-e? a. ruzname ruye sendrli~e? e, medad zire sedsli-e? £. wiz nezdike sandeli-e? gs ‘samt: rye divar-e? h, taxtesia ruye divar~ i. canto taxtesia ruye divar-e? J. mize Yoma nazdike dar-e? K, Gandelie Yoma nazdike dar-e? ee 7 1, mizo sandwlie Yona nezdike dar-c? 5 “Lotfan coal konid, (Reverse the above practice. Have each student : ask a question using /ruye/, Yeire/ or /nezdike/.) “* . 120 —: 109 Fronunciation Unit 7 We saw in our discussion of /t/ ang /'/ that they are usually dropped a that the. accompanying vowel becomes long for compensation, Since thie is particularly true of /*/, let us pronounce some worde with the Jong vowel /ax/. ¢ bed teed sad sad vez ves dev doneva beden bpeden ca mare : nate : eben Yexban tone | teane110 . ‘LESSON 11 dialog a have weather 1, hevaye anrika cetor~ef "What's the weather in America like? jarbe-Ja from place to place 2, hava¥ ja-be-ja ferq mikone, The weather aiffers from place to place, nesalen for example, for instance 3. xob, hevaye tegzns meselan, Well, Toxas for instance. mesie Like 2. hevaye astin meslé haveye The weather in Austin is like the ahvaz-e, weather in abva: 7 Bone Bg dielog & havéye amriké cetér-ef 2. bava¥ ja-be-Jé frq mikone, xeb, havéye tegzés mbexlen, . ‘ 2. bwvaye actin nésle havdye whvéz-c, 122a Drill 1a.1 Simple substitution bavaye enrika cetor-of ran <> tebran esfehan Biraz mazanderan tabric tegzas © ayo york maShed Drill lla.2 Simple substitution emruz beva gerne. +, sera ' nartub xonak abril baruni xo¥k Drill lle.3 ~ Complex substitution havaye astin mesle havaye elvaz-e, tehran ‘ denver: mained deias mazanderan oregon tebriz « vayohing sedan tyuston ikerman reno” 123ue Drill lia.4 Simple Substitution (The following exercize is between pairs of students. The teacher supplies each student with 2 cue.) 1. havaye tehran cetor-ef nesle havaye denver-c, abadan hyuston nazenderan oregon nevhad dalas : esfwhan delas tabriz . reno Drill lle.5 Simple Substitutic.. (The following exercize follows the same format as Drill‘lla.4.) 2 1. hevaye ahvaz cetor-ef 2, havaye whvea germ-e. tabriz sera ebadan rertub Searun . xonak rat . baruni : abadan exrno mertub Yenrw : xonko xo¥ic nazenderan mertubo abri Review Review Drilis 2b.11, 3a.4.and. 3b.8, 124 -v3 Lasson 12 , Sialog » ‘tabestun T, pes tabestuna¥ garm-e? summer Then the summers are hot? 2. bele, ye kemi ham mertub-e, Yes, It's also a little humid. zemestun winter 1, zemestuna® cetory How about the. winters. bert snow . 2 bverf miad it snows, is snowing The winters are ‘cold but it doesn't snow. 2. zemestuna¥ sard-e vali tert nemiad.. es dialog b 1. pes tabestund¥ gérm-c? ble. ye kéui ban eertib-e. 1. zemestund¥ cetér/ 2. nenestund¥ sirde-e vali tart néniad. : 125ay - Drill 1lb.1 Simple substitution Zetiestunaye tebriz sard-e. nakhed tehran gorgan rezaye azerbayjen Drill 11b.2 Simple Substitution (Vocabulary) tunaye abaden germ-é, ‘behara* paizat zemestuna Drill 11d.3 Multiple Substitution (Two cues Simaltaneously) tabestunaye Sitaz xonzk-e, paiza tehran teherd mazenderan zenestuna rat tabestuna , rezaye . Drill 11b.4 Cued Conversation (Give a place name and an adjective as " cues to pairs of students. ‘Try to keep the response fact~ ual., Repeat the exercise using all the seasons.) eva’ havaye cetor-ef Review Review Drilis 8b.l, 9a.3, 9b. and 9a.6. Priii 11b.5 Imitation (Have the students repeat the following sen~ tences,) havaye’ tegzas serd niet.| bavaye mazenderan xo¥k nist. hevaye minesote germ nist. havaye abadan sard nist. —~ havaye tehren mertub nist. hevaye sibiri germ nist. 126 | 'us Drill Mb.6 Forced Substitution “(Go through the following exercize once repeating everything with the students, then give cues in the regular manner. Use only negative cues.) + hwvaye tegeas sxrd-e? (naxeyr) $. nexeyr, ‘hevaye tegzas ‘ sard nist. havaye sibiri garm-e?' (naxeyr) haveye ratt xo8k-e? — (nexeyr) havaye mi¥igan geru-e? (naxeyr) hhevaye nevada mertub-e? (naxeyr). hawaye luyziena xo8k-e? (naxeyr) Drill 11.7 Cued Ccuversation (Multiple Substitution) (Cue both the weather term and eitier affirmative or negative.) hvaye astin cetor-ef (serd ~neg) S$, bevel sard nist. bavaye mi¥igan cetor-ef (ourd = aff) havaye tehren cetor-ef (oartud - neg) bavaye abadan cetor-ef (wertub - aff) hwveye mazenderan ceto¥-ef (xo8k ~ neg) havaye esfihan cetor-ef (xo%k = off) havaye Kernen cetor-ef (germ - aff) havaye kerman cetor-ef (serd ~ neg) hievaye rat cetor-ef (xofk - neg) bavaye ra¥t cetor-of (murtub - aff) Drill 120.8 Free Conversation (Point to the-city or place'on the map that the students will: Jou, recognize. Spoken cues may be given if they cannot remember the Place name or if you wish to usé an American place name. With this cue student one should ask: /havaye -r----- cetor-ef Stu- dent tuo should answer: /nmva¥ ------~ ~¢ (nist)/ as he wishes. . 127 76 SUPPLEMENTARY TESSON 6 1. lotfen gu¥ konia, T: (Point to book and notebook) in ketab-e. in keteb nist, (Point to pencil and pen) in medad-e. in medad nist. 2. lotfen tekrar konid. in Ketab nist. ‘Ansinedad nist. in sandxli nist. un miz nist. un taxtesia nist. va semt nist, . lotfen Javab bedid. in ketab-e? nexeyr. in keteh nist. Tr pep, ch-ef : Si in deftar-e (Continue in the came way pointing to objects different from what you use in your questions.) 4, lotfan gu¥ konia. a. xodnevis zire miz-o7? nmxeyr, xodnevis zire miz nist. bd. taxtepalkon ruye miz-e? naxey?, taxtepakkon ‘ruye miz aist. : alin 5+ lotfan jeveb bedid. (Point to pictures on Chart 1. Have thé stu- dents give negative answers to the aiegticn, For example, ) . xodnevis zire mize? ° miz nezdike soat-e7 ‘textepakkon ruye titz-0? soxt tire mize? . sendeli nezdike der-e? 128 taxtesia ruye sandeli-e? ,u7 SUPPIEMENTARY LESSON 6 (cre ta) 6. (Have the students repeat step 5 among ‘themselves, ) Pronunciation Unit 8 Pronunciation Drill 8.1 Initation ferz fore gerd ora serv sary herté berté xerad xered (béxared) geren erren ser om dérd, bees, Pronunciation Drill 6.2 (Review Pronunciation Unit 6, page 76.)L 2, tu xiabune Ba-rezast. % 2. 2. murfeye, You kojast/ 2s tu xiebéne ¥a-reaist. -et muneye Yona kojast? xdaban, tu aur ez inja dure? naxeyr. dur nist. 1, mz inj dbv-e? a. néxeyr. dor nist. 8 LESSON 12 dialog, wea Aialog a 130 sane as /~0/ "ie" tut oc curs after /a/ and /e/. Where is your house? street, avenue in, on ‘t's on Shah-Reze Avenue. fer Is‘it far fron here? No, it's not far.: ug Drill 122.1 Simple Substitution muneye oma kojast. |” mdrece keta Pedar ; aust . . pesar kelas debirestan a mune _ Drill 12a.2 Simple Substitution tu xiabone Yanrezast. ninesote oltahoma sorayya* kaliforaia vile dakota enirabade belat, - Drill 120.3 Foreed Substitution tu xiabune ¥a-rezast. texte junBiar pehlavi® 131 vile120 Drill 120.3 (cont'd) tu idabane vilest. dakota eslaubol, Ba-reca anirabod amirabede bala naderi sana, sorayya, Kalifornia Drillige.4 Cued Conversation (Teacher supplies cues below.) medrese eenirabad vane sorayya aabizestan peblevi kelas vile xune . emtrabade bala medrese Ya-reza Drill.12a.5 Complex Substitution debirestane man dur-: mune Yona (neg) ma¥inqk Drill 1g2.5 (cont'd) ma¥ine baraderen dur nist, (ag) germez ketab vozorg agaye wlavi (neg) datter ¥oma * (att) . ma¥in mn 5 sir . (neg) ketab A (att) abi* xodnevis baradare kuciken . (neg) defter : gernez (aft) Yona sefia xune 133122 Drill 12a.5 (conta) muneye —-Yoma_* ‘sefid-e, dur medrese Drill 120.6 “Simple Substitution 8. esme xeheram feribast* zibo* soheylat %ule+ Yehla esme baradmram mojtabast* reza dara ce. Forced Substitution eome Xaheram feribast. parvin Yirin Ye Bahie Forced Substitution ome beraderam mojtabast owia hoseyn dara 134° qasentDrill lza.6.f (cont'd) esme baradmrem gasem-e. reza mojtaba parviz den¥id dara Drill 120.7 Conplex Substitution wuneye Yoma #2 inja dur-e? baradaretun éabirestan (statement ) ez Ya-reza beradarem mmarese (neg) ma vane (are) 'y wz na¥finetun (question) beradsretunlak LESSON 12 lator b 2. munetun nezdike nadresest? he a Le 2 as 2. ru-be-ru mle. ruberuye mdresest, Yoaare _ cwnd Yonareye xunetun cand-ef Yonara cavazdest. ‘ . ewe dialog emioun needike medesiest? bile. ruberfive muirestest. Bomareye xunttimn cénd-ef " YonaréS aevaztatt : “136 Is your house near the school? across fron Yes. It's just across fron ‘the school. nunber how much (many)? Whet's your house number? It's number twelve.Drill 12b.1 Simple Substitution (Have the students imitate after you once before you begin drilling.) | O, .mmdresstun inje nist vane * Bomare . + “Ketabe feranse’ —« >... medressm injast. seme Yomare ketabe faranse c+ medresa¥ koJast? zune ¥omare’ ketabe faranse a Drill 12b.2" ‘Simple Substitution vunam nazdike seferatte, dabirestan " ‘texte jam¥id kage sdabane pablavi Drill 12.3 Simple Substitution + come mn fereXtest. Yale _ fatemer . fere¥te marziet Yee 137126, Drill 12b,4. Sinple Substitution ++ mmetun nezdike medresest? : ketabaaine’ dabirestan Yale “ auneye feredte Drill 12v.5 Complex Substitution zunen neadike | - mmiresest, (-etun) : Sinema (neg) ; taxte jan¥ia medrese : . (aft) xiabene Ya-reza zune ran debirestan : ° dabirestane Yale : (nes) % gabane Yee - (att) . (en) denc¥ga (-etun) koja dane¥ga (-08) une : 138 ketabsune:127 Drill 1zb,6, Complex Substitution ~ (Review) 1 xuneye Soma nazdik-e? dwradaretun aur main , sefia sohrabt ‘ germez medaa dozorg xodnevie Yona : * oad farsi dustetun medad 7 vozorg, mma ma¥in gernez Drill 120.7 Imitation xunam nezdik-e. xuneye wen nazdik-e, xunetun nezdik-e. xuneye Yona nezdik-e, + esmem parvigee, ebme mm parviz-~e. 139 come fanilam eston-e. esme famile mm eston-e, ketabam gernezre, Ketabe man germe: ketabetun kojast? ° ketabe Yona kojast?8 128 Drill 12.8 (Repeat these sentences with half the class playing the role of Student One and the other half playing the role cf Student. Two. Then heve the students do them in paire with you supplying the cues.) SS 51 sungtun kojast/ * Sp xunmm nezdikt-e, xuneye Yous kojast/ Sy “esnetun ei-e; Sp comm jorj-e. esne Yons, cfuef 8, hgletun cetor-ef . Sq mersiy‘Fub-e. hale Yona cetordof . 8), ketabetun kojast/ Sq ketabem.injast. ketabe ¥oma kojast? Drill 120.9 Simple Substitution wun ez inja dura medrese xdabane pehlevi a exbirestan ° mes jed* . . Drill 12b.10 Transformation (Say a sentence containing the words /dur/ or /nezdik/. The student should then con- vert the sentence into'a sentence using the other word, Follow the pattern’ below, T. xunan ez debirestan dur-e. S. xmam nezdike dxbirestan-e, xunem az medresetun dur-e, . . madresxtun necdike injast? xunzm nezdike medresest, . . xuneye ¥oma az inja dure? 140ig Drill 220.10. (conta), T, mudreseye Yona a2-inje dur-e? xunem az Ketabxune dur nist. tehran ez derya dur-e, tenran nagdike derya nist. Drall 12b.11 Free Conversation 1.. Yoma berader daria? esmeS ci~ef xuneS kojasty 2, xunatiun kojast? havaye unja cetor-0f senestuna¥ cetor=of 3. dane¥gatun kojast? bozorg-e? ez xunetun dur-e? 4. Noma xaher daria? sune¥ kojastZ fz xaneye Yona dur-e? 5. Yoma tu xune gorbe*daria? esme gorbetun ci-e? dozorg-e ya kucik?, ~6+-Noma nahar koja mixoriag * ez inja dur-e? qeze¥ xub-e? 1, dnftare fersitun kojast? sefid-e ya sia?. dozorg-e ya kucik?. 141i D SUPPLEMENTARY LESSON 7 1. (Ask cach student to change an affirmative statement to a question. Watch their intcaation,) T. xodnevia ruye mize, _, 8, _xodnevie ruye mize? (Use the six sentences in supplementary Lesson 6.5 as cues.) 2. lotfien gu konid. in der-e, ‘un’ penjerest. in kagez-e, un mjelleat, in ketabre, un ruznemest. lotfen tekrar konid, in der-e. tin ponjerest. in Rages-e. un mejellest. in ketab-e, vn ruzra mest. in kelas-e. un ketabxunast, ‘in sintoe, ‘un Yunest, ‘in paket~e. * un namest. | 2 dn divar-e. un nexBest. : Jotfen jeveb bedia, (f, (Point to window] un der-e, 8. nexeyr. un penjerest.) 2. dn der-e? (window) " i 2. un textepakkon-e? (blackboard) 3. dn samte Yagerd-e? (teacher's watch) "hy 4m xodnevise mm-e? (student's pen) “5. dn keqaa~e? (magazine) 6, un ketab-e? (etter) 142SUPPLENENEARY LESSON 7 (cont'd) 4.7 in duttar-e? (newspaper) (Bs in xodnevis-e? (coub) 9. in Kelas-e? (2ibrary) 20, un ketabo deftar-e? (a sheet of paper and a magazine) LL. um aivar-e? (ang) ° : 22, in palate? (1etter) . Prouumeiation Unit 8 iE ket ° atk welq bonet's vext loxt org rexs / bahs tot tel roS nest oe teba lets et omg, exdgae LESSON 13 ; _ alalog a (Lesson 13a does not follow the reguiar format. Supplementary sentences have been added that should be ivarned along with the dialog, dane¥ ju college student eid . you are 2. ons. dane¥juia? ° Are you-a student? an Tan 2, tele. men dane¥juam. Yes, I am a student. beled ‘mow, know how (this word is | translatable by a verb in English, In Persian, how- ever, it functions as an adj- ective and mist be though of ;, as such.) 1. Noma farsi beledia? Do you know Persian? 2, dele. men farsi beleden. Yes, I know Persian, . 2. ooh dane¥sGiar 2. bale, mm dane¥ jin, e 1, Bou’ fersi bejiedia? 2. ble. men farsi teliden. Repeat the memorize the negative answers to the above questions: 1. Yona dane¥juia? : . 2. nexeyr, men dane¥ju nistam. — . 2. Yona farsi baledia? 2. texeyr, men farsi baled nisten. ; 144133 dri. ial. Simple Substitution & Boma dane¥ju-ia? nowllen Yagera . mohandes* doktor* db, brle, _ men dane¥ ju-em, . mowllem . Yagera doxtar Pesar mokandes doktor ©. nexeyr. men dane¥ju nistam. nowllem Yagera dokter Pesar : 2 nobendes : Drill 13a.2 Free Conversation (Repeat Drill ‘Je.1.a ep questions to be . Snowered win cue by the studeat,) 1452338, Drill 13a.3 Complex Substitution (Repeat in negatives ternating negative and affirmative. ) ‘men. momlleme fereien, ¥imd mobendes* Yona noslien senda dered fae hoseyn aust — Drill 13a.4 (Review) Complex Substitution senbe samt se mirum kelage feranse. Jone dokenbe Bis yekiambe ° ash sekembe devazde carfembe —yazde dat bedt, Driit 134.5 simple Substitution men inglist beladen, foro : furense eopanyolt 146 repeat also al-Drill 1305 (coint'a) men espanyoli beladem aspezix neqqasi* duxtan* Yenat dasketbalt Yetranj* pri. 130.6 (Repeat Drill 13a.3 as free conversation.) Drill 138.7 Imitation (Check for comprehension.) wn ketabe fereditast. " dustam hala der medresest. medade men der xuniet. meinem ruberuye ketabxunest. Janie xeyli xestast*, . ésme xaheram Yalest. beredsran der feransest. ‘Bomareye. xunam'.sizdast.* heft Yonarest.. duete mm der rezayest. . Drill 1308 Review (Review Drills Da.3 and lla.5.) Drill 13agMultiple Substitution . (Repeat in the negative.) deftere oma mesle deftare men-e. ketab od 147Drill 13ag (cont'd) =~ 2 235 kote Yoma mesle kote mmn-e. < heravant : pirahan* kat edad xodnevis Drill 13a,40 Multiple Substitution (Repeat in the negative.) Geftere Jorj mesle deftare jam¥id-e, ferea ian “meri ferette ww said Jeri . Drill 13a.11 Complex Substitution (Repeat giving more than one cue at : @ time.) medade | . man mesle mnedmde ali-e, . . ketab (neg) ‘ deni Boma « lebas c . ma fereydun pirahan ( en (are) 1482 LESSON 13 dhaiog » Sor narahat auras oma enruz narahetid? ele. xeyli narahmten, conay naxok nemidunam, emruz lami naxcYap ¥oné enrdenaranétia? dele. xéyli narahittam. ceraf ngmidunam. emrdz ként naxdten, 149 worried, disturbed, uncon~ fortable cae today Te soucthing bothering you today? Yes, something is. Why? (teacher should point but, accompanying gesture) sick Idon't Imow. I'ma little sick today.D 137 Drill 13b-1 Simple Substitution (the teacher should be careful to drill these substitutions enough with himself before he * ieee to have the:students substitute the vocabulary itens. ‘Yona, emruz nerehatia? : uester . xo¥hal* i. saxo aque biker . : : gangin* : i Drill 13b.2 Simple Substitution (Repeat Drill 13b.1 using /man/ as the gubject of the sbove model sentence. Change the question to a statement, ) i . Drill 130.3 Simple Substitution (Repeat Drill. 13b.2 as a negative -stute~ nent, substituting the items listed.) Prill 13b.4 Cued Conversation (Repeat in the negative.) - T. Wome emruz narahsetia? S. bele; emruz xeyli narahetem, me¥gu. . xo¥hal “paxod oangin biker Drill 13.5 Cued Conversation (Repeat Drill 13.4 in ‘the following man= ner: the teacher gives a one word cue, student one asks the” question and student two anevers it.) . 7+ nerahet 6; Yona enruz narahetid? Sy tale, enruz xeyli nara~ . hetid, (or negative anewer)138 Drill 13.6 Forced substitution meet eoruz ——xo¥halam, naqul Jeniia xaste (question) (statement) t narahat oan ° (neg) men qengin biker (nt) (question) naxo xo¥bal a : (etetement ) (neg) Drill 13.7 e Conversation (Optional) Fs qothalid yo qamging 2. Boma . rahetid* ya narahet? 3. Hone teairiatya pulaarf’ 4.” Wome xibia* ya bider? 5. Noma me¥quiid ya bikers 151139 Drill 13b.8 ‘Review Complex Substitution wuneye Yona, nazdikee, baradaretun sqaye jan¥idpur- aur sefia sabz men. nezitik, dur ma me¥in el nezdik Prill 136.9 Free Conversation 2. "Dexter House" az inja dur-e? 2. sdnemaye tegzas. nezdik-e? 3. tehran nezdik~e? , “Ay megeik az inja dur-e? 5 ae 2 tenran dur-e? 6. sane Yoon dure? 7 kafeteria nezdike injast? 8. iuneye Yona nezdike kojastf . ‘ 152140 ‘SUPPLEMENTARY LESSON 8 2. lotfen gu konid. a. muneye Yona kojast? muneye ma ruberuye danc¥gast. >. medreseye ahmed kojast/ medreseye shned pote dane¥gast. ec. otage Yona kojasts otage men tuye xabgist. 2. lotfen tekrar konid. xuneye ma ruberuye daneSgast. medreseye' ahmed pokte cane¥gast. otage men tuye xabgast. otage i¥un tuye xabgast. . . nize Yona ruberuye taxtesiast. sndelie Yoma ruberuye taxtesiast. mizo sandsliye Yona ruberuye textesiast. Kelase ma tuye danc¥gast. ketabxune tuye dane¥gast.. 3° lotfan Javed bedid. (tiave the atudents use the words in parentheses in their response. ) T. agaye (xanume)------, xuneye ¥oma kojast# (daneXga) S, xuneye men ruberuye dane¥gast. a. otage Boma xojastf (dane¥ga) . otage {Yun kegast? (xabga) c. mize ¥oma kojastf (taxtesia) a. sendelie Yona kojast# (taxtesia) ¢ ey. mizo sandalie. Yona kojast/ (textesia) . f. kelase ma kojastf (danesga) : &- ketabxune kojast{’ (dane¥ga) . . —h,medreseye ahmed-kojast7—(dane¥ga) ~ 4, ketabxuneye daneSga kojast? (xabga) J. mmzele beraderetin kojast{ (xiabane ¥a-reze) : k. manzele dustetun kojast# (xiabune sina) 1. medreseye xahmretun kojast?# (dane¥ga) . 153aa SUPPLEMENTARY LESSON 8 (cont'd) 4, lotfam tekrer kona, @ec injast. ketab injast. mizo sendeli injast. ‘taxtepakkon unjast. medad unjast. taxtepakcono sxndeli unjast. 5. (ilave the students question and ansver among thenselves using the’ following expressions.) a. ruberuye b. polite ec. tuye a. injast e. unjast 154TESSON 24 diatog.a hestid ‘you are.(equals ~id) 1. Voua irant bestia? Are you Iranian? 2. bele. men iraniam, Yona cetorf Yeo, Iam Iranian. And yout 2. nexeyr, men drani nistam, * No, I’m not Dranian. koja vhere from 2. kojat hestiay : Where are you from? 2s” men amrtkateen, I'm American, wane Aalog b 1. Yom trent béstia? 2, bile. men iranfem, Yong cetdr? 1. mixeyr. mm iron? afsten, 2. dojag, néstsay 2, mm onrikefen.143 Drill 1la.1 simple substitution’ (Point out that when the Yona form of “to be" occurs on the end of a noun or adjective that ends in /i/, the long form heetid mist be used instead of the short form /-id/.) ‘Yona irani bestia? enrikai italyai yazdi tehrant esfehani Mirazi tegzasi, nyo yorki Drill lle.2 Simple Substitution (do through this arili once to shov ‘that, in all other cases, the shorter form /-id/ is usea in colloquial speech, ) Some torkia? arab rus kor . Drill lka,3 Forced Su! stitution (Be sure to elicit /Soma narahetid./ not /Soma narshet sestid./) Wome ixani het id?” eamriked tork biker kora gemgin : Mirezi . naxo¥: 2 Drill Ia.3 (cont'd) Yoma nexo¥id. rus ‘tehrant, reste puldar tork nyo yorks xo¥hal tork ‘yaad, tegzast mus faqir* kesel* - Drill la. Combination (Complex and Forced) Substitution Drill. Yom, irani hasta. (question) . amriked Jory (neg) * pavahet vein ; is tehrant © . (statement) 157Drili ba. (conta) 5 Jorj tehreni- nist. puldart Sombie ¥irin Stalyad (aft) . = : naxot (neg) (Repeat the above drill weing as nany different combinations of substi- ‘tutions as possible.) Drill 1a.5 Free Conversation a. (Ask every student.) kojai bestia? bd. (Ask each student one group of the following questions.) a) 2 a 5. Yoma berader daria? epme taraderetun cinef koja zendegi mikoned dane¥ga mire? Pedaro maderetun koja zendegi mikonanay pederetun unja kar mikone? maderetun cetorf baraderd xehar daria? Yoma kojai hestia? Pedro madzretun dar kodum* ahr zendegi mikonend/ daradero xaber darid? koja zendegi mikonend? dane¥gatun kojasts . vozorg~e? xunatun kojast? ¥omara¥ cand~ef xunetun der kodum Yehr-ef Kodum xiabun-ef —* telefon dare? 158 Yomare telefonetun cand-ef”16 Drill la.5 (cont'd) 6. beradare bozorg darid? + won dare? Yeee* dare? esme xanumeS ci-ef Yoma der xunetun seg* darid? esme’ ci-cf bozorg-ef gorbe tam daria? Drill 1%e,6 ‘Transformation (Point out that the inflection /-e¥un/ , "their", follows the same pattern as /~etun/. That is, after vowels the inflection becomes /-¥un/. Otherwise it remains 5 T. ketabe-wlio jam¥id 8, _ketabe¥un ma¥ine lio jam¥id ma¥ine¥un + elage Birino ferétte kelaselun kelase fmranseye wlio jam¥id kelase feranseSun kelase farsie #lio jam¥id kelase farsi¥un xuneye pedero madaram xune¥un medreseye mlio jaid mearesa¥un Kelase inglisie #lio jem¥id kelase inglisi¥un Drill lka.7 ‘Trensformation (Explein that the inflection /~emun/ follows the seme sound change pattern as /-etun/ and /-e¥un/.) kelase inglisie meno Yona S. kelase inglisimn ma¥ine meno Yoma na¥inema kelase mmo Yona kelasemn xowr-ye namo ¥ona seunemun mdreseye meno Yona medresemun ketabe mano Yona ketabemun kelase faranseye zexo Yous’ kelase ferensemun kelase fereie mmo ¥oma kelase fereinun 1591k Drill 1ba.8 Multiple Substitution (Select two cues’ in different positiens to be given simultaneously.) ketad -emun bozorg-e. kelas (-etun) ma¥in (~e8un) debirestan (~emun) medrese saveri kelase furanse kelase inglist kelase farsi sant 160wbale. 148 Lmsson 1h ialog > agam in agam amrikaimnd? hardo ua hardo amrikei hestim. i%un han farsi baledend? nexeyr, ifun farsi beled nistend, es Aialog b in agém amrikagend? bale. ma herdé amrikal héstim. s8n ham feraf badédma, naxeyr. i¥in farsi beled nistand. - 164 contraction of /aga/ and fosa/ 1s this gentleman American also? both Yes, we're both American. Does he know Persian too? No, he doesn't know Persian.aug Drill 1.1 Forced Substitution (Be sure the students use /nestid/ and /-id/ correctly in this drill.) Yoma irani hestid. narahet enrikai tegzasi raxok hazer* tenant arab tork xo¥hal Drill 1Mb.2 Forced Substitution (Review) Yona farsi xeyli mb taladid. mn Yona varadaran Yona men pedzretun ma, Drill Wib.3 (Repeat Drills 1Wb.1 and 1¥b,2 in the negative.) Drill lib.4 Complex Substitution (Forced) . ¥oma amrikai hestid. na 162 tork150 Drill 14.5 (cont'a) ma torkim, (neg) ered (art) me, den¥ia drani reste xoShal tehrani : Soma. (neg) Priil 1Wb.6-' Muttiple Substitution Dri (Repeat in the negative.) Yon. amrikat = heatd, ma, tork i. ma, xothat den¥ia mate, beraderetun rab pederam tehrani duste eli irezd mowlleme Jorj ymazdi 1631508 Drill, 1b,7 Simple Substitution wn age amrikaiend? Yun elio jutia pedero madaram pederetun ’ Lindon gan: %un anlahezret* aun Drill 14.8 Multiple substitution (Repeat in the negative.) un aga” amrikeiena? Youa = irani mn biker aun aqua, lio mehmad hora agaye estilu nyo yorki lindon jancon tegzasi Yoma arab Pedaro madar “naxo¥ Drill 14.9 Transformation 7. ma¥inan qermez-e. jinetun gernez-e. medaden bozorg-e, ketabet iucik-e. ketabe¥ siast. S$, malfine qermezam xub-e. ma¥ine germezetun xub-e. ete, 164” Dri22 24.9 (conta) 1, \medade¥ siast, medadam siast. xodnevis east. xodnevismm bozorg-e. ma¥inemun smbz-e, ma¥inemun kucik-e. ma¥inemun siast. ketabemun siast. ketabemun zerd-e.* ketabetun zard-e, em Ketabetun bozorg-e. daftaretun bozorg-e. deftaretun siast. medadetun siast. medadetun: qermez~¢., nedadstin qeraed. medade¥un bozorg-e. ketabeSun bozorg-e.* ketabeBun ‘siast; ne¥ineBun siast. : naliné¥un gernezo siast. ° ma¥inefun geriezo gefid-e. (the teacher should read the following paragraphs aloud to the students, filling in-the banks with the correct information about himself. ‘Thie should be read. at’ normal speed. The teacher may have to repeat the read= “dng two or thre’ times until all the inforsstion is understood by the students.) >7 Bose ‘ Drilt 2hb.10,, céuprenension mom mowlleme fareiam. man ireni hegtam veli der amrika ders mi- *xdabune ~------ nezdike -. ~ xahey darano unay -----~ Zendegi mikonand. “© or menene ae, . : ~ ip tebestun der dinc¥gaye tegzas ders midam. dustiamun baed ez tabes- tin inYaliah mirend iran, ‘hala farsi yad migirend, farsi¥un bed nist. Jami mifehemndo lent herf fizewad veli ba, moxllene¥un hemi¥e, inglisi “barf mizenand, un xeyli bade. vali ma¥alloh sub yad niigirend, * Soba memmulsn' der xabga sobhané mixoren.. sart hate sob der dane¥ga, Kelase farsi durin. veli men emruz xeyli mesteam, heveye tegzas xeyli cme, non woyis aati, vatt Tend se Halen mtn aabgavo erterehet mikonam. em¥ab ma semte.¥i¥ (panjo-nim) Yam mixorim. “bmai¥e qazaye am- iikai mixorin. “ qezaye irani dust daram veli ma inja dorost nenikonim. Drill 14.11 Conversation (Now the teacher should give the following : cues and have one student use it in a’question to another student about the above paragraphs. All questions and answers should be in the /i¥un/ form since they are speaking about their teacher. For this reason they should use the agaye ----- forin.) T. drani (You should hope to elicit a question similar to the follow ing from this cue.) $1 agaye w-een-- iveniend? ¢ Sp bale. agaye --~i--- iraniand, Cuee: “a, mowllene farai @.seunm¥un estorabct b. ders xundan e. cobhane =, bh, Mam ce. pedro index £. xmote i. quzaye irani 166353 SUPPLEMENTARY LESSON 9-10 .. The contnta of this lesson should be drilled ovér the period in which regular lessons lha., lub, and 15 are drilled. . The material covered . 7 in thie lesson is review naterial. ; : "1. Lotfan javab bedid. (Have the students give en affirustive answer : +" “to the questions.) ‘in ketab-e? (Point to your book), §. bele. in ketabe. in ketabe:men-e? i bele. in ketabe Yonast, dele. ketabe Youa ruye > min ketabe men ruye mize? (Continue in the same way using the following words.) a (xoduevis ~ Youn = rive mjetie) Dd. (der - Kelas = nezdike textesia) _ cs (Sune - bab ~ ruye ruename) a. (kelas = ma - ruberuye ketabxune) : e. -(otag = barbara ~ tuye xebga). . 4. (omtnese ~‘axtar ~ potte dengten) : (lieve the students make nsgative or affirmative statesents according ‘to the cue.'Use Chart 1, : * / a, in xodnevis~e? (watch) S. nmxeyr. un xodnevis nist. un 5 saxt~e, in sate tam-e? raxeyr. un samte Somast. sexte men unjast? : naxeyr. sexte Yoma ruye miz~e:, b. in divar-e? (blackboard) textesia ruye zamin-e? «un kagez-e? (pencil) 5 ui medade gloriast? tedade ~----- kojast? a. un sazt-e? (map) : “ un nax¥eye amrikast? . nmx¥eye iran ruye miz-e? + un der-e? (window) . panjere nmzdike samt-c? . fin nex¥ast? (letter) name tuye, ketabe? . 167: 15h Jotfan soal konid, (Have the students make questions from the follow- ‘ing answers.) . T.. in ketab-e. S. in ci-ef in ketabe mn, in ketabe ki-ef ketabe mm injast. ketabe Yona kojest/ a. un otag-e. un otage barbarast. otage barbara tuye xabgast.- b. “in kelas-e. in kelase farsi-e. kelase farsi nezdike ketabxunest. c. un Ketebxunest, un ketabxuneye dane¥igast. ketabxuneye dane¥ga unjast. a. in miz-e. in mize morllem-e. + . mize morllem nezdike taxtesiast. . e. un seatee. un samte kelas-e. + saste kelas ruye divar~i f£. in samto xodnevis-e. in sexto xodnevise men-e: sexto xodnevise mn zire ruznamest. g. in nomest, in nameye baraderan~ nameye beraderem injast. : (Substitution Practice) 7 mmzele mm “ po¥te nadresest. ruberuye dane¥ga * otage jealtid : tye xabga nazdike kelas : ' necdike medrese xuneye mina koja «= «168155 4. (conta) wutieye mina kojast. - xiebune Ya-reze : una mize ¥oug ruberuye taxtesia sandelie men neadiké penjere majelle 5+ (Have the students question ‘and answer each other.) ° : T. (xodnevis - sast) 81 Am xodneviso samte ki-ef- 7 82 in-xodneviso sarte agaye (xanume)-----, (Have the students use the following words in their conversation.) a. (medad - kagez) >. (miz~ sendeli) . ¢.. (der ~ diver - penjere) a, (set = ruzname) e. (deftar ~-neme) £. (kéias) &. (xabga - ketabxune) h..(Ketab - mejalie) 4. (mecad = ketad deftar ) ds (miz + dafter. - Yune) . “169156 IBSSON 15 (Review Unit) Review Dialog 2: Please see page 98 for instructions in reading this dialog. The proce~ dure will be the same as for Review Dialog. 10.2. 2, sadam eqa. hale Youn aetor-ef 2, .mersi, muse. hale Yona cetor-ef 1. xejhi iub-e. nerei. 2, Wome inglisi hestia? . 1. nexeyr, men emrikaiam. Yoma cetorf . . 2, mm tranien, 1. oma dane¥juia? 2. belle. dane¥ jum. 1, der kodum dane¥gaiaf 2. men der dene¥gaye Sirazam. 1. Sirazi hestia? 5 2. nexeyr, . tehraniam veli hala die Yiraz zendegi mikonin. 1. pedaro maderetun koja zendegi mikonenaf 2. der Sires zendegi mikonznd. . 1. pederetun cekar mikonef 2. pederam dige kar nemikone. 1. Moma ei misma? , 2, men Yimio fiziko inglisi mixunen, 2, der dane¥ga inglisi mixunid? 2, nexeyr, der dane¥ga feqet Yimio fizik mixumm, 1, pee inglisi koja mixuniaf . 2, min dew enjoume iran-enrika mixunsm. 170« ast. Review Dialog 15.2 (cont'd) 2, duste amrikai hen daria? 2, men ye duste inglisi dare, 2. dustetun farsi midune? 2, “Hexeyr. lami mifshme veli herf nenizene. 1, inje kar mikone? 2. bale. mohendes-e. 1, bes? 2. dustam mobandes~e. ‘ 2, ‘mohandes. 2. wohendes - ne, mobindes, 1. mohandes, mohmdes, mohandes yaeni cif 2, mobendes nemdunid ci-e? inglisi migend "engineer". 1. hoa! rast migid. mohendes. mersi, aqa. 2. xne¥ mikonam, Yona ma¥alloh farsi xeyli xub dalmdid, 1, extiar darid, aga. farsi xub nist. 2. extiar derid, Yoma mesle irania harf mizenid. 2. xael mikonem. 2. Yoma cetor fered yad migiria? 21, men Yeba hemi¥e farei mixunan. 2, bmerf-zmden cetorf 1, tamale. hen¥e fires barf misono, 2. Woma kojai hestidf 2. men tegzasian, 2. tegzan kojaat7 : 1. tegzas der junube anrikest.Review Dialog 15.1 (cont'd) a 1 2. Le a. dw a a 158 unja, ¥ehre bozorg dare? belle. car-panj ta Yehre bozorg dare. havaye unja cetor-ef tegzas xeyli bozorg-e. hava¥ ja-be-Ja ferq mikone. rast migid? Yehre ¥oma cetorf nezdike deryast. ‘Yehre ma xeyli mertub- zehestunal cetor-ef barf miad? nexeyr. bterf nemiad, barun miad. pea babuen nesle mzanderan-e, hevaye mazenderan cetoref mazenderan xeyli mertub-e, nezdike deryaye xeer-e. germ-e? gera-e, bele: vali xeyli germ nist. tegzas cetorf ne, tabestunaye tegzes xeyli germ-e. . . bes betmm nesle hevaye ahvaz-e. ahvaz germ-e. tabestuns¥ han uertub-e, . . sabz-e unja? naxeyr. shvaz sxbz nist. : xob, tegzas xeyli bozorg-e veli nezdike darya xeyli sabe~e. pes hava¥ nesie ahvaz-e vali mesle mazenderan sebz-e. azerbayjan hem sabz-e. dele. .azerbayjano gilano wazenderan xeyli sabz~e. * barun cetor? brle. birun nied veli gileno mazenderan biter barun miad. tabriz der azerbeyjon-c. nist? vale, tobriz xeyli bozorg-e, temd az tehran Behre dovvone iran-e. : 172159 Review Dialog 15.1 (cont'd) 1, rast migid? vali tabrizia faroi herf nemizanand, : 2. nexeyr. tebrizievo azarbayjenia torki nerf mizanend. 1, farsi cetort/ 2. farsi ham dar medreseha herf mizenend. 7 1. Soma torki midunia? 2. torki? naxeyr, faqet ye keleme midunem - “yaxci" be fared of mi¥éf 2. "yexei" be farsi mi¥é "sub", ‘Bersi. en ye duste azerbayjeni daram. torki xub hart mizene, hala ye kalrme midumen - "yaxei". wersi, aga. 2, xae¥ mikonam, Grammar 1. The Verb to be iis have seen the following sentences with different forms of thé verb to be, : wd fared taladen a Soret baiedin. ten irani nistem ha irani nistin. Ba omikai bestia. * Soma emruz zarahet iar Soma irani nietia, in_aga ham amrikeiend, ¢ Wema trani bestia? fin farsi baled nistand. ua 'aga kine? elena nezdik nist. pes kojast? . ruberuye medresast.. At firat sight the forms, of the verb to be may seém confusing and may have caused you some trouble in your pattern practices, The situation becomes more clear when wo point out that the alternation in these forms depends on the phonemic environment in whieh they are found, 173 '160 To simplify matters, we will examine the negative forms first. The negative form has’ /nist-/ as its base and to this the’ regular endings of all other verbs are added. The only exception to this is that in the ‘third person singular there is no verb ending added. Go back over the list of sentences on the Previous page and examine the negative forms. Of the affirmative forms the and "they" forms present no partic- ular problen, The endings are /~m/ and /-wd/ respectively and are al- ways attached without change to the noun or adjective. The "Soma" and "ma" forms act in a similar manner. The basic forms of these are /-id/ and /~in/, and are cuffixed to the noun or adjective. When the noun or adjective ends in the phoneme /i/ then en alternate form, the long form, is used. , [Sona ireni/ plus /-84/ becones /Soua irani hestid./ fa emikei/ plus“/~im/ becomes /na amrikai hestin./ The "u" form presents different problems of phonological environ- tient. When the noun or adjective before it ends in a consonant or any vowel except /o/, /a/ or /e/, the form of the verb to be is /-e/. . kivef . necdik-e. When the preceding words ends in one of the vowels /a/, /z/, or /e/, the form of the verb is /-st/. There is an additional phonological change in connection with the‘ a" form. Waen the preceding word ends in fe) (uedrese, xune, etc.) the /e/ of the.word before the /-st/ inflection changes to /w/. For example, /amdrese/ plus "to be" is /uedresest/. Examples of the "u" neendik-e. tu xiabene Ya-rezast. vuberuye nadresnst. divazdest , 2. Phonological Alternation of Inflections ‘The rule of word-finai /e/ vecoming /m/ vefore certain suffixes can be applied in cases other than thst of before the "to be" inflection. Noté the following examples. Jrane/ plus /-ctun/ is /runatun/ —— /xune/ plus /-%/ is /suna/ /ranc/ plus /-an/ is /xunm/ /wxone/ plus /~e¥un/ is /xun%un/ /rane/ plus /emn/ is /runmmun/ 17 |161 Q 3. Style We have seen that there are two ways of expressing the possessive: /ruowtun kojast{ or /xuneye Youn kojastf Jesmmn jorj-e./ or” /esme un jorj-e./ There is no important difference between these two structures whett they appear in this intonational pattern. When one wishes to stress the Possescor then the longer forn must be used with sentence stress on the Possessor. For example, 2 /wwneye Yous koJact./ "Where!s your house?" 1751 2. ae 2. ae ae 2. lL 2 1. 2. a ad (male ¥oma) un ketaba male Youest? kodum ketabaf un ketabaye farsi. nexeyr. male mn nist, pes male ki-ef “male agaye Yirazi-e, un Keteb& male Yougst? kodim ketabaf un ketabaye feral. nixeyr. file men nist. pes, mile ki-of néle agéye Sirazi-c. LESSO."' 16 Sislog 3 dialog a c. we plural warkor pessession your(s) Are those books yours? Which ones? ‘Those’ Persian books. Ho, they'ré not mine. ‘Then whose are thoy? ‘They're Mr. Shirazi's.763 Drill 162.1 Conversation with cue. (Review) vn cise? xiaban S. un xiaban-e. xune xunest Drill 168.2 xiabane ¥a-reza wedrebe xunetun xiabane ferdowsi dane¥ga na¥inetun sinema Forced Substitution un ketaba male Yonast? Drill 162.3 Drill 16a. nen dam¥ia dara dane¥ga beradere Yirin Yona una! agaye eadeq Forced Substitution (Multiple cue) (Kepeat Drill, 162.2 alternating negative or affirmative us additional cue.) Simple Substitution (singular cue, plu‘al response.) un ketaba male Yomast. medad 177Drill 16a. ( cont'd) un medada male Yonast. xodnevis , genie mata take botris# keqez mix sande i Liven’ fenju; Drill 16a. 5 For exanple, Drill 168.6 ketabaye medad xodnevie eli ma¥in kage, miz divan fenjun Cued Conversation (Repeat Drill. 460.4 as a question that the students answer. in the negative.) T. un ketaba male Yonast? $, un ketaba male men nist. Simple Substitution (Repeat this drill at least two times, ‘The first time the’ cue showld be in the plural. The second, ‘ime give the singular as a cue and make clear to the stun dent(s) that they should change it to the plural in theie ‘response. ) Jan¥id xeyli xub-;a 465 Drill 60:7 Forced Substitution (ihe student chould change the subjects of the following sentences to plural in his response.) 1. qaliye jimiid xey1i bozorg-e, 2. wa¥ine fereydun qermez-c. 3. ketabe mn ru mize 4, xodnevise wen xerab-e, 5. smndsliye Dexter House raiutie. 6. livane Jamia kucikee.’ “ Drill 160.8 Imitation * . c ketabatun ru niz-e. : nedidatun ru nize. J. : . Ragezan ru miz-e, xodnevisam ri migee. : livaneé ru miz-e. ketaba¥ ru miz-e. botrienun ru mize. : nedadanun ru miz-c. “ : ftara¥un ru miz-c. kageza¥un ru nize : 7 Drill 16al9 Transforration (Pe gure that the stu also changy ihe 5 subject to the plural ia addition to changing the subjedt Pronoun to the possessive inflection.) dxfteratun xub-c. deftar - Yors ketab = mma Q f : yodnevis = Yema medad = ou : : 2 . ivan + man a I166 Drill 16a.9 (cont'a) T. dotri - una S. botria¥un xub-e. ma¥in = u ali = Yona fenjun - na xodnevis - una votri =u medad ~ ma éeftar ~ men Drill 162.10 Complex Substitution Ketabaye agaye Yirazi ru miane. nedad Jentia sendeli xanume. Beri fi kage (neg) (singular) (are) ivan Yona (question) meno Yona, 4) (piural) niz (statement) fenjun 180a7 Drill 1éa.11 ultiple substitution ketabaye farsi unjast. nedad —sefid xodnevis sobz ali esfahani sa¥in rust “ taksi — kucik , medrese amrikei votri ksi? . kmgaz—bozorg 5 miz © gevei sandali kucik 7 Livan cai fenjun gave : Drill 16a.12 Complex Substitution.(one cue at e time.) un sandeliaye kucik male agaye tabriai-e. medad sabe nxn xodnevis sefid Yona qali gevei ma o ma¥in bozorg Jamia rusi jorj irani hoseyn amrikei aay? Javadi miz now* xanume Korii livan esfehani pedare fereydun , fenjun ksi 181268 LESSON 16 dialog tadris mikon~ sane as /asrs nid-/but on a more educated leve? of speech 1. Yona inglisi tedris mikonia? Do you teach English? debir monlleme debirestan ‘Penjom fifth hasta /-20] long form 2. bale. debire kelase penjom Yes, I teach fifth grade high school. hestan. (equivalent to Agerican junior year.) 1. cand-ta kelas ders midiaf How many ‘classes do you teach? 2. soba do-ta kelas ders mide, © I teach two in the morning and two bend ez zoran do-ta, in the afternoon. : cund-ta Kagerd daridf How many students do you have? 2, xeyli egerd daren. Kelas be Ihave a lot of students. It ait kelas ferq mikone. fers from class to class. dialog > 1, Yomf inglisf tedrfs mtkoniat 2. béle. debfre keldse penjdn héstam. 1. ‘cdud-te kelfs atre mtaiaf 2. sobd asta kelbs dxhs mide, tend az zorém db-te. 2. cind-ta Bagéra adriag 2. xéyli Yagérd direm. kelad be kelds figrq mikone. . “, y 12) ee169 Drill 16v.1 Simple Substitution umn kelase penjom ders midwn. caron* sevvon dovvort oo penjom ¥ikom" Drill 16b.2 Simple Substitution men #z ketabe awl ders sidm. dovvon sevvon carom penjom ikon heftou* hetitomt nohoa aahon* Drill 16.3 Siuple Substitution men @vvel mehr minem iran. dovvon sevvon carom Penjom You. . ‘ e oO we170 Drill 16b.3 (cont'a) nai ¥i¥ome mehr ‘airam iran, hefton hetbtom ‘ nohom aehon Drill 160.4 Complex substitution dxbire kKelase panjon hestam, monlLem debestan Bagera dzbirestan nohesels dane¥gaye tehran ostad® dane¥gaye ¥iraz dane¥ju dane¥gaye meted sale* sevvom mohesel Lf kelase carom dane¥anuz’* ~ dabestan ¥agera dxbirestan . Kelase ¥ikon 184an Drill 16b.5 (cont'd) Yagerde © kelase ion bastam. Boellem axbestan ‘dxbestane ferdowei axbirestenc ferdowsi aebir dane¥ga, dabirestan 2 debestan mobasel é dane¥ea, dobirestan necllem aebestan Y¥agera ; dabirestan S dane¥uuz Ye anbestan (Repeat the above exercise using /itun/ and the corresponding /hestend/.) Drill 16d.6 Complex substitution beraderan dar debirestan ders mide: dane¥ ga, ~ tedris mikone, _. debirestan : 2 ders mixune. 7185172 Drill 16b.6. (cont'd) baradwram dur dabirest 1 dars mixune, debestan dar- mide. dane¥go talisil mikone* éxbirestan ders mixune. dane¥ga taheil mikone. ders mide. tadris mikone. Drill 160.7 Forced Substitution (Be sure that the students' responses contain the plural.) : Yona mesle irenia harf mizenid. amrikai tebrani esfahani rus : feransavi* ‘mepeat the above exercize once using /nen/ and once again using /janbid/ s the eubject and using the negative.) Drill 16b.8 Complex Substitution ne nesle {renia zendegi mikonin. harf nizenim. qeza nixorin. geza dorost mikonim. 180173 Drill 16.8 (cont'a) ma mesle iranis quza dorost mikonim, mosaferat mikonin har? mizmim. beledin inglibi yod migirin. forsi nigim * "infaliah" "befcrmata" e taarot toni Drill 16.9 Simple Substitution (Repeat in the negative.) men mesle Yona farsi baledan. almeni inglioi torki aSpezi reqge¥i duxtan ena dasketbal Yetranja7 Drill 16b.10 Simple Substitution Yona cand-ta Yagerd daridf etab edad oteg barader xodnevis noha sale piratnns em moxllem 2 Drill 16v.12 Complex Substitution us do-ta ¥agerd darin, se 5 car ketab deh ketabe farsi cele : bist# medad medade gernez se nohDrill 16b.11 (cont'a) ma moh-ta mohscel dari, penjah’ noellen dane¥ga Drill 16b.12 Simple Substitution ceqnd* kagaz dariaf Yekor Polo ker abe geza cai utes pub vext Drill 160.13 Simple substitution xeyli Yagera dorsi, ketab kagaz kar polo Wekar otesel 185176 Drill 16b.1! Conversation (the teacher gives the cue, student one asks the question, and student two answers as below.) 7. etab S,cund-ta ketab daridf Sp xeyi ketab dann, Yekar S| ceqad Yekor dariaf 8, xeyli Weker darn, kagez mohiesed kar Y¥agera polo qwea pul Drill 16,15 Conversation 1. Ger kelasemun omd-ta ¥agerd daring 2. Yona cand-ta moallen daridf 3+ dar astin cmd-ta norlleme farsi daring 4, dar danetgaye tegzas cand-ta mohesele ivani darinf 5+ dex Dexter House cand-ta deftar* daring 6. tu Kelasemun cond-ta doxter daring 7. er kelasemn omd-ta peser darinf 8. tu jibetun* cend-ta medad daridf 9. tu jibetun cand-ta xodnevis daridf 20. ketabe farsimun cand-ta sufe* dare? 1, aurika cend-ta ayyalet* daref 32. iran cend-te dane¥ga daref 13. Yehre va¥engton cand-ta dane¥ga daref (10) 2k, Youa cend-ta jib darid? 15. Yoma der astin cand-ta ketab daridf 26. tage ¥oua cend=ta ceraq* dare? 17. jem¥id cond-ta barader der amrike dere? 190a7 SUPPLEMENTARY LESSON 211 1. lotfon gui kenid, kelase ma si-ta* Yagerd dare, kelose Yowa bist-ta Yagerd dare. kelase ma az kelase ¥Yoma Eulugtar-c. (or) Kelase Yona #3 kelase ma xelvetter-2. in soxtentin car tabmgast. un saxtemun do tabsqmst. in saxtemun ms un saxtemin bosudtar un saxtemun az in saxtemun kutatar-e. 2. lotfien tekrer konid. Kelase a #2 kelase Yona Yoluqiar-c. kelase Yore wz kelase ma ixlvatter-c. in. saxtemn az un saxteumn vslandtar~e, un saxtemun az in saxterum juutatar-e. sexte Rone! wz sarte mn geruntar-e, sorte nen jiez saste Youa ermuntar-c. danse emrtz az derse dir: smxttar-c. Garce dirkz wz dmrse enruz acuntar-c. farsic jam¥id m2 farsie tam behtar~ farsie tem waz farcie jan¥id tudtar-c, wavaye Somale iran wz hmvaye junub sud havaye junube a) havaye ¥cmal garmtar-e. 3. Have the students use comparatives in sentences, Give a pair of state- ments as cues, Practice this chorally and then individually. T. kelase ma ¥ulug-c. S. kelase ira we kelase ¥owa Kelase ¥oma ziad Yuluq niet. Yuluqtar-c, kelase Yoma xelvat-c. kelase mi ziad xmivat nist. in saxtecun boland-e, un saxtemun ziad boland nist. un saxtemun kutast. in saxtemun ziad kute nist. semte Youa gerun-c. semte ma ziad gerun nist. somté win arzun-e, somte ¥oma ziad arzun nist, 19LL7e Supplementary Lesscn 11 3. (cont'd) inglisie ehmed bal-e. inglisie Yoie ted nist. farsie fereyéun xub-e, farsie mn ziad sub nist. derse emruz saxt-o. darse diruz ziad sext nist. arse diruz esun-c. derse euruz 2iad asun nist. Jotfan jevab bedid. (AfPiruative cue.) T. kelase me az kelase ¥owa suluqtar-e? 3. bele. kelase wa az kelase Yoma ¥ulugter-c, kelase Yona ez kelase ma mlvettar-e? un saxtemun ez in saxtenun kutater-e? in saxtemun #2 un saxtemn bolandter-e? samte Yona az sazte wen geruntar-e? samte man az saete Soma erzuntar-~e? darse enruz az derse diruz exxttar-e? derse diruz ez éerse euruz asuntar-c?Lg lt, = 8 Weg, HWS Ms ws |178 LESSON 17 dialog a otobue bus mind he, she, it comes 1, otobus saxt cend 22 tehran miad? What time does the tus come from Tehran? gorban sir 2. sob saxt deh miad, gorban It cones at ‘ten o'clock in the morning, sir. air mikone he, she, it arrives 1ate ‘1. xeyli xob. mamulan dir mikone? Fine. Is it usually late? montezer waiting for (adj.) esi soneone 2. memnulan dir nenikone. montazere It doesn't usually arrive late: ksi hastia? Are you waiting for someone? miand they come bele. do-se-ta az dustan az Yes, two or three of my friends are tehren miand, coming from Tehran, 2. dustatun aurikeizend? Are your friends American? henefun all of thes 1. bale. hamefun hem farsi xub Yes, and they all speak Persian beladand. wy wo. i dialog 1. otobiis catt omnd az tebrén mina? 2. sob sat dzh.nfad, gordén. 1. “x6yli xd; mammulén dir mikone? : : 2. mummulén dix nemikone, montazére kaisi néstia? As bales do-séta az dustam ez tehrén mfani. 2, dustétun’ amrikasena? - . bale. hénd¥un him faref ub’ bailtdend. 193179 Drill 172.1 Complex Substitution (Review) dustatun inglisi herf mizanend. beraderatun farsi yed aigirend rusi belodend Yogerdatun inglics aimunand feranse yod migirena eSperi \ dustatun : beladend Sena a dust darend* agzaye iran xaheratun doroet mikenmna qeeaye anrikai mixorend beradaratun sobhane masto xiar* dust darend 194180 vill 17.2 Transformation (Using the following sentences as the cue, “"" cleit the corresponding singular sentence as a responce.) 1. Sagerdatun inglisi xub harf mizenand, 2. beraderatun koja zendegi mikonwnda. 3. dustatun der dwbirestan ders midend? 4, mowtténaye Yorn kojatmnaf 5. dustatun sert cend miand/ 6. xaberatun’ e¥pezi beledand. 7. ¥“agerdatun feranse yad migirend? 8. austatun qezaye irani dorost mikonand? 9. beraderatun der Yirez kar mikonend? {11 17a.3 Transforastion (Elicit plural response to the singular sentence.) 2, deraderetun koja zendegi “nikonef 2. dustetu qecaye irani atxore? 3. ¥agerdam ¥ena dust dare. 4. “xahmre Joni Yagerde eabestan- 5. dustam farsi xeyli xub baled-e. 6. berederem quzaye hendi* dust dare. 7. Cagerdem rusi yad nemigire. 8. xahermm hemi¥e sobhene mixore, 17.4 Simple Substitution do-ta.2z ketabam ru miz-e. medaden kagezan xodnevisam181 Drill 17e.5 Simple Substitution do-ta ez dustam tu otagend, ¥agerdam dustatun ¥agerdatun moxllems irania nowLLenatun Wagerdaye irani noellemcye anrikai * dustaye irani Drill 172.6 Forced substitution do-ta'az ¥agerdatun tu otagend. ketabatun™ medadetun noellena irania ¥agerdaye irani kagezatun dustaye aurikaitun xodnevisan dustaye iranitun morlleuaye amrikeitun ketabaye: farsitun ketabaye amrikaitun moellema 196182 Drill 174.6° (cont"a) @onta mz moallena tu otagand. medadaye qermezetun medadaye qermezemun mowllemaye iranimn ketabaye fersioun ketabaye amrikeimun dustaye amrikaioun ¥agerdaye irenimm Drill 17a.7 Simple substitution heme¥un farsi xub heledend. inglisi atperi ¥ena faranse Yetranj Drill 17,8 Simple substitution (Repeat this drill using /hemefun/.) humetun* farsi sub beledia. bert mizania, midunia telefoz mikonia . dare midia yaa migiria minevietd Drill 170.9 Simple substitution (Repeat in the negative. ) montezere Yona “ besten, deradaram : 197183 Drill 172.9 (cont'd) yout ezere beraderun hestem, noellenam dustem pedaro naderem vezire farheng* ketaben ¥agerdan : nodire medrese" Prill 17a.10 Review the following exercises: 122.3, 124.5, 1e.3 and Ua.8,164 TESSON 17 Aialog b miaid you come xodetun yourself 1, xodetun sewt dah miaid inja? Are you coming here at ten your- self? a little I'm coming a little late. to I tell, say, an saying, will tell, say that ‘Then I'11 tell your friends that you're coming late. ‘thank you Fine. Thank you, sir. you're welcome you're welcome (This +. phrase in this case is the equivalent of "Any time, sir.") You're welcome, sir, you're welcome. dialog b ye kam 2. men ye keni dir nian. be igen ke 1. pees man be dustatun wigan ke dir miaid, not¥akeram 2. xeyli xob, not¥akeram, aga. xae8 mikonen befarmaid- 1, xae¥ mikonam; gorban, befernaid. 1. x6detun cet deh mfaid injé? 2, man, ye komt diy mfan. 1. pes mm be dustétun afgen ke dir 2. xéyli xdb, mot¥okéram,eqa, xaé6 mikonem, gérbén, befsirmaid. mde 199 mfaid,185 Drill 17.1 Forced Substitution (Be sure the verb changes.) xodetun mirid unje xodet* xodam* xodenun* xode%un* Drill 17.2 Conversation T. xodetun farei ders midia? S. bale. xodam ders midan. Jenson xode¥ quzs dorost mikone? ble. xode¥ qeza dorost mikone. pedero maderetun xode¥un mirand bale. .xode¥un mirend iran. fran? Yomavo baraderetun xodetun in- glisi yad migiria? mm xodam iranian? Jem¥id xode¥ der anrika ders mixune? xodetun celow Kabab does: w.ikonid? Drill 17>.3 Complex Substitution tm be dustatun migim ke dir miaid. zua* smrevaxt# ye samt dir ao now 200 .186 Drill 17>.4 Transformation (The cud’ sentence should be coubined with /nxn be dustatun migam ke.../ by the students.) eta dorost mikenid. S,nun be dustatun migam ke qaza dorost mikonid farsi balndia, emruz dir mikonia. eoruz kar daria. emruz narahatid, emruz xeyli smsteid, band @2 zor ders midid. entxb danvat darid. entiab mirid cinema. . Drill 17.5 Conversation (The teacher gives cue. Student one makes. the corresponding statement and student two combines this with the /ke/ clause.) T. narahet S$) emruz narahstan, S, men be dustatun migam ke enruz narehatid. xmste iaiiqul biker man enruz pul nadarem kar kelas (ett) enix daavect287 Drill 17.6 Review Drills 7.3, 9a.3, 14.2 (in the negative) and any other drill that practices a problem that your‘ clase may be having.) Drill 17.7 — Coniprehension w Yhre yaad zendegi inikone. yazd ye jan hemilton amrikai-e. Yahre ireni-e vat ye sal-e ke jan unja kar mikone. dar do-ta cz dnbie- stané inglisi tadris mikone, soba dar debirestane ferdowsi ders midevo, bam cx uore Kelasd¥ dex dabirestone Yalmst, dar dabirestane ferdovst kKelase panjom ders mide. ¥agerda¥ inglisi xub beledend vali biSter neve¥- tan beladsnd. ye sal-e ke ba Jan inglisi mixunand, jan ba Bagerde¥ hemi¥e inglisi harf mizanevo hala inglis{ xub mifshnendo kami harf aizanend. ale dette jan farsi xeyli xub belad-e ve beraye in, Yagerdal bami¥e ba’ farsi barf mizenand ya be farsi soal mikonand. der dabirestane zale kelase sewom dara mide, jan unja hami¥e farsi harf nizane, Yagerda¥ inglici ~ beladendo modire madrese han snglisi nemidune, i¥un faranse xub herf mizanand vali dan faranse beled nist. curuz Yembest, ruze awale hatte. jan sante ¥id bidar ni¥eX vali ——_—CC=SCS tami lebas mipu¥e.* sact heft sobhane mixore. beraye soblanst hami¥e nuno panit* mixore. samt hefto bist dayge* mire mairese. dabirestane ferdowes az xunai$ dur nist ve hamt¥e piade* mire. dah dayge tul mike¥e.# : 202Le 2. 3. t Substitution Practice 168 wo SUPPLEMENTARY LESSCN 12 “kelase a ez kelase Yona Yulugtar=e. ae ulugtar-e. elvat dozorg kucik aud ders asun sext (neg) Substitution Practice muneye ma mz xuncye Yona hozorgiar-e. lotfan javab bedid. (Negative cue.) Youn ea baradaretun bozorgterid? S, nexeyr, umn az barad om bozorg- tar nistem, dane¥gaye tehran az dane¥gaye tegzas bozorgter-e? hevaye inja ez hevaye mi¥igan gurmtar-e? xuneye ¥Yoma az xuneye ma bolandtar-e? sezte men ez sazte oma geruntar-e? hevaye Yomal ez havaye junub @rnter-e? farsi az inglisi asuntar-e? Garse diruz az derse exruz, sextar-e? . inglisie mon az inglisie Yoma behter.c? vaengton ez nyo york ¥ulugtar-e? restorane dene¥ga az in restoren xwlvettar-c? 203.1680, Supplementary Lesson 12 4, lotfan javab bedid. (Free Coaversation) Te selvet 8, kelase ma xz kelase Yona xelvettar-e? Yulvg Sg bele. kelase Yen ez kelase ma xelvattar-o. (or) naxeyr. kelase ma cz Kelase Youn Yulug-c. araun gerun aaub inte bolend asun kueik dozorg neadik 204lL 2. 189 LESSON 18 dialog a Borosnetun-e you ere hungry agaye Jord, gorosmatun-e? George, ere you mungry, < “@orosninee, I'm hungry : gorosnam nist: 7 ; ‘F'm not hungry - hale . seins eat. nite giresom aist, fs} 'n‘not emer ane + qeza ttxor- . eat (in"genera) woman sant cond qaza mivoria? What ‘time “do your usually eat? ummulen samt heft quca mixorem, I usually eat at seven, > befermaid = * Please (coine) pes enBab sazt ¥1% befarmaid Then please coue over to our :houss—~\ inenzele ma. tonight at six. 7 xeyli uot¥akeran, aga. lott ‘thank you very mich. 2 2 daria. - - xae8 mikonam, You're welcone. ween og Gielog a aafye Jor J; gorosnétun-e? _ hal goromin niet. nisteye, ag wmiemuilén seit cgnd qazé. hixoria? mommulin saat heft qéza mlxoren. pes embed samt. $18 deffrmaid mmécle ma, xéyli not¥akélen, aga. Stf daria, xa wkonem, ; . 205Drill 184.1 Imitation gorosnatun-e? -* bale. gorosnam-e. ° — gorosnatun-e? nexeyr. gorosnem nist. gorosnat-e? bale. gorosna’-e. gorosna¥-e? naxeyr. gorosna¥ nist. Jamia gorosnat-e? bwle,. jamBid goroena¥-e. naxeyr. janifid gorosna¥ nist. Drill 182.2 Complex Substitution gorosnen-e, (question) (Some) (statement) jantiid . (neg) (tween ) : . (ete) fereydun — (question) Dri2i.26a.3 Imitation . ‘telinetun-e7# 5 tetinen-e. 7agi Drill 18a.3 (cont'a) smridetun-et™ sordem=e, germetun-e?# earvam-e, cand saletun-e# Dist salam-e. Drill 18a.4 © Complex substitution mn hala gorosnam-e. oma . °, (question) : 7 telne , Jentia , (statement) urn . (neg) irin mo, gorosne t ‘ (ate) = cand sal Youa aon era : (neg) ‘Foua ’ . (question)age Drill 182.5 Sitiple substitution waimulan saxt cond qeze mixorid? San uahar sobhane mixabiat doland mi¥ia. mirid sare kelas. mirid danc¥ga. miaid inja. irda Dexter House ders mixunid. : nehar wixorid. mixedid. a Fon mixorid. Prill 182.6 Repeat Drill 183.6 as questions to be answered: by thé. stuc dent. The answer should be on the hour and not exact.) Drill 183.7 Couplex Substitution & ma emfab qezaye irani mixorim. Yomam befarmaid, ‘ emrikai . « dorost mikonim, Yan “ > drani 7 Goan c nirim sinema restorane lalezar xuneye baradaren + 208193 Drill 182.8 Conversation (Drill 18a.7 should be repeated in the follov- : ing manner, ~The teacher gives the short cue. Stugent one says the whole sentence and student’ two answers with the sentence /motfakeram, aga. lotf darid./ Student one completes the conversation with /xae¥ mikonam./) 1. qezaye irani ma enifeb qezaye' irani mixorim, Yomam befermaid. 82 mot¥akerem, aga, xeyli lotf daria, 8). xee¥ mikonsm. : (Continue in this manner using the cues in Drill 188.7.) Drill 182.9 Conversation . i, Nous mmnuiai cast cma bidar al¥iare umemulan saxt cond mixabid?* 2. samt cand sobnane mixorid? kojaf 3. Yona ¥eba kelase farsi dariat cegad tul miketer* 4. Boba kelase farsi daria? sort cendf 5. koja nehar mixorid? Yona en¥ad demet daria? kelase farsitun ceqad tul mike¥e? - Saat cand Yam mixorid? 7. Yombeha sant: cand mixabia? A yekSambeha saet cand boland mikiae* 8. yeksambeha saet oma cchane wixorid? : vekfambea Yon koje aixoridf 209,