Persian Main Text

Lesson One
Vocabulary
Learn the following words:
gol drxt em gu ketab main eraq ja in an pesr doxtr pedr madr telefon miz dr televiziyon hotel bank bnm reza slam slam 'lykom hal oma hal-e oma e-towr st bd nist-m motkker motkker-m mn hm
flower tree ca eye ear f book [ car lamp lZ place this Z that r boy; son girl; daughter a father c mother ca telephone table; desk door ca television r hotel bank Shabnam (girl's name) Reza (boy's name) c hello (person beginning a conversation) q hello (the other person) q condition; health p you (pl. or sing., polite) your health I p how (question word) is Z bad I am not thankful N thank you qN I also; too
Bashiri
2 [ I am fine (lit., I am good) thank you God Z protector bye (said by the person leaving) Z goodbye (said by the person staying)
good
___________________________________________________________________________________
xub xub-m1 mrsi xoda hafez xoda hafez be-slamt
Nouns
1. Objects
Persian does not have an equivalent for the English "the". Thus the word ca 'drxt' means both "tree" and "the tree," but not "that tree".
gol drxt ketab main eraq ja gol-ha drxt-ha ketab-ha main-ha eraq-ha ja-ha2
2. People
flower [the flower] tree [the tree] book [the book] car [the car] lamp [the lamp] place [the place]
ca [ lZ
Where more than one object is concerned, add '-ha' to the noun to make it plural: flowers trees books cars lamps places
ca [ lZ
Persian does not distinguish gender. Gender is reflected in the inherent content of the noun. Example:
pesr doxtr pedr madr
boy girl father mother
a c ca
Main Text
__________________________________________________________________________________
Demonstrative Adjectives in this (pointing to an object close to you) an that (pointing to an object away from you)
Z r
To form a demonstrative phrase, place a demonstrative adjective before the singular or the plural form of the noun. Note that only the noun, not the demonstrative adjective, assumes a plural form. Example: singular:
in ja in em an drxt in ketab an main in eraq

plural:
here, this place this eye that tree this book that car this lamp
Z Z ca r [ Z r lZ Z
an ja-ha in drxt-ha an ketab-ha in main-ha an eraq-ha an em-an

Learn the following sample phrases:
those places these trees those books these cars those lamps those eyes
r ca Z r Z Z r r r
in ketab in ketab-ha an drxt-an in main-ha an gol

Summary
this book these books those trees these cars that flower
[ Z Z rca r Z r
So far in this lesson we have learned that: (a) Like English nouns, Persian nouns have a singular and a plural form--the plural is derived from the singular by adding '-ha'. (b) Persian does not distinguish gender. (c) Demonstrative adjectives precede the noun. The demonstrative adjective does not have a plural form.
Bashiri
___________________________________________________________________________________
Dialog
Learn the following dialog between Reza and Shabnam:
/ c q : / q : c ? Z c I p : ? Z c I p / qN / : c / / : / Z : c / : Transcription Shabnam: slam reza. slam 'lykom bnm. Reza: hal-e oma e-towr st? Shabnam: bd nist-m. motkker-m. hal-e oma e-towr Reza: st? Shabnam: mn hm xub-m. mrsi. xoda hafez. Reza: be-slamt. Shabnam: Translation
Shabnam: Reza: Shabnam: Reza: Shabnam: Reza: Shabnam: Hello Reza. Hello Shabnam. How are you? I am fine (lit., I am not bad), thank you. How are you? I am fine, too. Thank you. Bye. Goodbye.
Homework
1. Translate the following phrases into Persian and hand in to your instructor. Make sure that your answers are in the Persian script! this book that book these flowers the television these trees (two forms) those fathers (two forms) those telephones these hotels these girls (two forms) that bank that door this television
5
those lamps the doors those mothers (two forms) those tables. these places those eyes
Main Text
__________________________________________________________________________________
2. Translate the following from Persian into English:
an mizha an drha in madran in gol golha an hotel an ketab an pesran in bankha in drxtha televiziyon an eraq in emha eraqha an jaha in doxtran
3. (in class) Practice the dialog using students' names. 4. Write out the dialog using other names.
r ca r rZca Z Z r [ r rZ r Z ca Z r lZ r Z Z r rZa Z
Bashiri
___________________________________________________________________________________
Lesson Two
Vocabulary
jeld nfr mrd kaqz vrq qaleb 3 sabun sasan b-bx-id aqa ki ale 4 amuzgar 5 esm i e aqa-ye jvad 6 mi-dan-id sa't dqiqe(h) ble(h) xyli xahe mi-kon-m 7 minu mina hsn mehrdad ptu
volume (book) individual man paper sheet (of paper) bar (of soap) soap Sasan (boy's name) excuse me! mister; gentleman who (question word) Zhaleh (girl's name) teacher name what (question word) what (literary form) Mr. Javadi do you know? time; clock; hour; watch minute yes very; much; a lot you are welcome! Minu (girl's name) Mina (girl's name) Hassan (boy's name) Mehrdad (boy's name) blanket
a nct r r Z cd Z waZI w ?Z a Z aZa
Main Text
__________________________________________________________________________________
Nouns
Objects (cont.)
As mentioned, Persian does not have a definite article. Persian nouns, therefore, are inherently definite unless otherwise marked: gol bank flower [the flower] bank [the bank]
An indefinite noun, however, is marked by an unstressed w '-i':
gl-i ketb-i man-i j-'i pt-'i 8
a flower a book a car a place a blanket
When w '-i' is used with the plural form of the noun, it is the equivalent of "some" in English:
miz-h-'i ja-h-'i em-h-'i

Numbers
The Persian numbers 0 -12 are: 9
some tables some places some eyes
sefr yek do se har pnj e hft ht noh dh
zero one two three four five six seven eight nine ten
0 1 2 3 4 5 6 7 8 9 10
ta sa
Bashiri
___________________________________________________________________________________
yazdh dvazdh
eleven twelve
11 12
sad sadZta
Numbers appear before the singular form of the noun to indicate one or more of a thing. Example:
yek drxt se miz hft televiziyon do hotel
one tree three tables seven televisions two hotels
ca r ta
The indefinite article w '-i' does not replace the numeral 'yek' "one"; rather it introduces a degree of uncertainty about the number. In other words, w and are not mutually exclusive. Compare:
yek miz yek miz-i

Classifiers
one table; a table a certain table
For counting things which come in volumes (books), bars (soap), or sheets (paper), like English, Persian uses classifiers. These classifiers follow the numeral and precede the noun. Example:
har jeld ketab do nfr mrd pnj vrq kaqz do qaleb sabun
four volumes of books two individual men five sheets of paper two bars of soap
[ c a ta nct r ta
Most classifiers, however, can be replaced by the unspecified unitizer 'ta'. This form is not used with 'yek'. Compare:
yek eraq har ta ketab do ta sabun se ta miz pnj ta dr hft ta eraq 1 0
one lamp four books (lit,, four [units of] book) two soaps (lit., two [units of] soap)
lZ [ c r ta
In translating into English, 'ta' is usually left out of the translation. Example: three tables five doors seven lamps
ca lZ
Main Text
__________________________________________________________________________________
The word 'nd ' is interesting in that it can be used as a numeral meaning "several" or, it can be used as a question word to ask "how many". Compare:
nd ta ketab nd ta ptu nd ta ketab? nd ta ptu?
several books several blankets how many books? how many blankets?
[ ? [ ?
When 'nd' is used as a question word, the intonation pattern of the sentence must be a question intonation, i.e., there must be a steady rise and a sharp fall. (See the Tape Manual) Combining the points in Lesson One about the noun and the demonstrative adjectives with the information provided in this lesson about the numerals, we are now able to generate phrases of the type presented below:
in do ta ketab an e ta dr in hft ta miz an dh ta eraq
these two books those six doors these seven tables those ten lamps
[ ta Z ca r Z lZ sa r
The use of the unitizer 'ta' is optional, i.e., 'se' is just as good as 'se ta' and 'hft' does the same thing as 'hft ta'. In speaking with Persians, however, you will find that they use 'ta' quite often. Finally, the combination of a number and the indefinite marker w '-i' imparts a sense of vagueness and uncertainty to the phrase. In English this sense is expressed by using words like "certain" and "about" or by using forms like "several," i.e., forms which are inherently vague. Example:
yek mrd-i pnj ta drxt-i nd ta sabn-i

Summary
So far we have learned that:
a certain man about five trees several bars of soap
wa ca
(a) Persian does not have a counterpart for the English definite article "the". But it has an equivalent for the English "a". (b) Numerals precede the singular form of the noun. (c) Demonstrative adjectives are used before the numerals. (d) Nouns may be classified in specific terms by using a classifier or they may be classified in vague terms by adding 'ta'.
Bashiri
10
___________________________________________________________________________________
The following chart demonstrates the order in which the elements of the noun phrase occur: Phrase
noun
miz
ta
num
ta
dem adj
se
in
table(s)
three
these
Dialog
Learn the following dialog between Sasan and Zhaleh:
? Z r - / Z Icd r ? Z IcdI Z / Z waZ Iw IcdI Z ? Z M Z / Z I - / qN / Z Transcription Sasan: be-bx-id, an aqa ki st? Zhale: an aqa amuzgar-e mn st. Sasan: esm-e amuzgar-e oma i st? Zhale: esm-e amuzgar-e mn aqa-ye jvadi st. Sasan: oma mi-dan-id sa't nd st? Zhale: ble, sa't-e hft st. Sasan: xeyli motkker-m. Zhale: xahe mi-kon-m. Translation
: : : : : : : :
r Z r Z r Z r Z
Sasan: Excuse me, who is that man? Zhale: That gentleman is my teacher. Sasan: What is your teacher's name? Zhale: My teacher's name is Mr. Javadi. Sasan: Do you know what time it is? 1 1 Zhale: Yes. It is seven o'clock. Sasan: Thank you very much. Zhale: You are welcome.
11
Main Text
__________________________________________________________________________________
Homework
1. Translate the following phrases into Persian. Write your answers in the Persian script and hand in to your instructor : these nine trees those ten cars that one lamp this one television those several doors a bank these five hotels these books the telephone those eyes
2. Translate the following into English and hand in to your instructor :
ptu'i an e ta main in nd ta drxt an ketabha drxtha
r ca Z [ r ca
an ht ta hotel in har ta dr se ta bank nd ta drxti hft ta ptu'i
r ca c Z ca
3. Answer the following questions by using the numbers provided. Write your full answers in the Persian script. Example:
7 3 9 12 1 5 11 10 6 4
? Z M ? Z I (((( ? Z ? Z ? Z ? Z ? Z ? Z ? Z ? Z ? Z
Bashiri
4. Answer the following questions by using the names in parantheses. Write your answers in the Persian script. Example:
12
___________________________________________________________________________________
? Z Z / Z c Z (((( ) * ? Z Z ) * ? Z Z ) * ? Z Z ) * ? Z Z ) r * ? Z Z ) aZa * ? Z Z ) Z * ? Z Z
5. (in class) Practice the dialog using your own names. 6. Combine the dialog in this lesson with the dialog in Lesson One. Write out the new dialog.
) c *
13
Main Text
__________________________________________________________________________________
Lesson Three
Vocabulary
keyvan qali mal mal-e v xeyr bha z hezar tuman aya kerman kerman- kaan kaan- ne-mi-dan-m vli tbriz tbriz- prm prm-e iran
Some names of countries
Kayvan, first name (male) carpet property property of; belonging to and no price; worth from; than thousand unit of money equal to ten rials marker for question sentences Kerman, city in SE Iran from (or made in) Kerman Kashan, city in central Iran from (or made in) Kashan I don't know but Tabriz, city in NW Iran from (or made in) Tabriz flag the flag of Iran
rZ p I p t dZ cZ r r r Z t w rZZI
emrika rusiyye italiya fqanestan hend kanada iran kore
America Russia Italy Afghanistan India Canada Iran Korea
Z Ntc Z rZ Za rZZ s
Bashiri
The suffix w '-' (always stressed) is used to indicate belonging to a place or being native of a town or a country. Often it also means made in a place or a country: Iranian; made in Iran ZZ Indian; made in India w If the form ends in a vowel, such as in Za 'kanada' (Canada), a hamza precedes the w , i.e., . Example:
14
___________________________________________________________________________________
iran- hend-
kanada' emrika'
Canadian; made in Canada American; made in the US
Za Z
Adjectives
Adjectives qualify nouns. Here are some Persian adjectives:
xub bd bozorg kuek qng ziba xo xo-gel xo-tip xo-qiyafe bd-qiyafe zet geran rzan bolnd kutah
good; nice bad big; large small beautiful beautiful; elegant pleasant pretty; beautiful handsome handsome; good looking ugly; bad looking ugly expensive inexpensive; cheap tall; loud (sound) short
[ c d f f d rZ rZdcZ s
As a rule, Persian adjectives follow their noun and are not declined, i.e., there exists no concordance between a noun in the plural and its modifying adjectives. The adjectives themselves, however, may be modified by an intensifier like 'xeyli' (very). Examples:
ziba zn-e ziba zn-ha-ye ziba xeyli ziba
beautiful beautiful woman beautiful women very beautiful
d dI rd d I wd d
15
Main Text
__________________________________________________________________________________
The number of adjectives qualifying a noun is not limited; more than one adjective may qualify a single noun. Example:
ketab-e xub main-e kuek-e rzan

Comparison of Adjectives
The Comparative degree
good book inexpensive, small car
[ [ I rZdcZI I
Two degrees of comparison, comparative and superlative, are distinguished. To indicate the comparative degree, add the suffix '-tr' "more, -er" to the adjective. Example:
bozorg bozorg-tr xub xub-tr beh-tr xo-qiyafe xo-qiyafe-tr 1 2 geran geran-tr
big bigger good better better handsome more handsome expensive more expensive
c c [ rZ rZ
'z' "than" is used
When two nouns are compared, the comparison marker dZ before the second noun. Example:
pesr z doxtr bozorg-tr st

is bigger than the girl.
/ Z c a dZ
The boy
The Superlative Degree

To indicate the superlative degree, add the suffix '-trin' "most, -est" to the adjective. Example:
bozorg-trin xub-trin beh-trin xo-qiyafe-trin
the biggest the best the best the most handsome
c [
Unlike the demonstratives and the numerals which were simply added, adjectives are attached to the noun (and to each other), with an ezafe (see Lesson
Bashiri
16
___________________________________________________________________________________
Four). This attachment may be written out as a kasra ( ) below the last consonant letter of the noun qualified. If the noun ends in an Z 'lef,' or a t 'vav,' a w 'ye' carries the ezafe kasra. Compare:
r w
televiziyon-e geran hotel-ha-ye bozorg ptu-ye geran 1 3
expensive television big hotels expensive blanket
rZI cI rZI w
The same procedure applies, if the noun ends in a s 'he' that is pronounced '-e,' but not if the s 'he' is pronounced 'h'. Compare:
re'is-e xo-qiyafe-ye reza dr-e kutah-e hotel
Reza's handsome boss short door of the hotel
cI w fI c I sI ca
When the indefinite marker w '-i' (not stressed) is to be added to a phrase, it will be added to the last noun or adjective in that phrase. Example:
ketab-e xb-i main-e kuek-e rzn-i
a good book a small, inexpensive car
I [ ZdcZI I
It should be noted that like the plain adjective, the comparative degree follows the noun qualified while the superlative degree precedes it. Compare:
hotel-e bozorg-tr drxt-ha-ye bolnd-tr

But
bigger hotel taller trees
cI I wca
bozorg-trin hotel bolnd-trin drxt-ha
the biggest hotel the tallest trees
c ca
In general, however, the adjective does not interfere with the basic structure summarized at the end of Lesson Two. Instead, it fits right in--after the noun:
17
Main Text
__________________________________________________________________________________
phrase
rZ
adj
ezafe
G
noun
ta
num
dem adj
Z
Using this model we can generate a large number of simple phrases: 1 4
Adj
c sI d [ rZ RZdcZ
noun
[ ca lZ r ca
ta
num
ta sa sad sadZta
dem
Bashiri
Similarly, many simple phrases in the plural can be generated using the following:
18
___________________________________________________________________________________
c sI d [ rZ
Adj
ezafe
ha
noun
[ ca lZ r ca
dem
Colors may be used as adjectives. Learn the following words for color:
rng xo-rng bd-rng sefid siyah sbz zrd surt- bnf narnj- sorx gol- qermez ab- qhve'- xakestr-
color of pretty color of ugly color white black green yellow pink purple orange red red (rose color) red blue brown gray
c c f c s acd c c ` wZ s w
19
Main Text
__________________________________________________________________________________
Abstract Nouns and Adjectives

Some nouns and adjectives can be made abstract. To form an abstract noun, add the suffix w '-' (always stressed) to the noun or adjective. Example:
mrd- xub- bozorg- sefid-
manhood goodness bigness; greatness whiteness
wa c w
In fact, the following colors are formed by adding w '-' to concrete nouns. Compare:
gol surt narnj portqal ab qhve xakestr ketab-e abi eraq-e sefid dr-e kutah-e sorx main-e bozorg gol-ha-ye zrd hotel-ha-ye xub dr-e sefid gol-e sorx-tr drxt-e sbz main-e qng-tr hotel-e rzan-tr eraq-ha-ye kutah-tr bozorg-trin bank kuek-trin televiziyon rzan-trin gol bnf-trin miz zet-trin telefon sbz-trin drxt
flower face orange (bitter) orange (sweet) water coffee ashes
\c c p [ s
Learn the following simple phrases: blue book white lamp short, red door big car yellow flowers good hotels white door redder flower green tree more beautiful car cheaper hotel shorter lamps biggest bank smallest television cheapest flower most purple table ugliest telephone greenest tree
I [ I lZ Ì sI ca cI acdI w [I w I ca Ì I ca I rZdcZI sI wZ c r rZdcZ d ca
Bashiri
Learn the following complex phrases:
20
___________________________________________________________________________________
in se ta ketab-e abi-ye qng an nd ta eraq-e sefid-e geran do ta dr-e kutah-e zet yek main-e siyah-e bozorg hotel-ha-ye rzan-e xub
a large, black car good, inexpensive hotels those six beautiful, yellow flowers two ugly, short, doors these three beautiful blue books those several white, expensive lamps
I I [ Z rZI I lZ r dI sI ca ta cI sI [I rZdcZI w acdI I r
an e ta gol-e qng-e zrd
Phrase Juxtaposition
It is possible to combine two or more phrases with the help of an ezafe (for ezafe, see Lesson Four). In such cases elements of one phrase follow those of the other. And the ezafe establishes the link. Note that the individual members of these phrases are optional and can be left out:
phrase 2
phrase 1
mrd ta
ta
do an
e main ta
pnj
in
main-e an mrd main-e an do (ta) mrd in main-e an mrd in pnj main-e an mrd in pnj ta main-e an do mrd in pnj ta main-e an do ta mrd
a rI a )* ta rI a rI Z a rI Z a ta rI Z a ta rI Z
21
Main Text
__________________________________________________________________________________
Translation
that man's car the car belonging to those two men this car belonging to that man these five cars belonging to that man these five cars belonging to those two men these five cars belonging to those two men
Summary
So far, in this lesson, we have learned that: (a) Adjectives are forms that qualify nouns. (b) In Persian, the adjective follows the noun and is attached to it by an ezafe. (c) More than one adjective may qualify a noun. (d) The comparative degree of adjectives is formed by adding '-tr' to the adjective. (e) The superlative degree is formed by adding '-trin'. (f) The superlative degree precedes the noun it qualifies. (g) Some nouns and adjectives can be made abstract by adding a stressed '-' to them.
Dialog
? Z I p I r / Z a rI p r ? Z rI w / Z r cZ rI w ? Z rI p r / Z rI p r / ? Z I dZ I / Z wI t / Z : : rZ : : rZ : : rZ : : rZ
Bashiri
22
___________________________________________________________________________________
Transcription
Translation
Minu: To whom does that beautiful carpet belong? Kayvan: That carpet belongs to that man. Minu: How much is the price of that carpet? Kayvan: The price of that carpet is a thousand tumans. Minu: Is that carpet a Kermani carpet? Kayvan: No. That carpet is a Kashani carpet. Minu: Are Kermani carpets better than Kashani carpets? Kayvan: I don't know. But the best carpet is a Tabrizi carpet.
Minu: an qali-ye qng mal-e ki st? Kayvan: an qali mal-e an mrd st. Minu: bha-ye an qali nd st? Kayvan: bha-ye an hezar tuman st. Minu: aya an qali mal-e kerman st? Kayvan: xeyr. an qali mal-e kaan st. Minu: qali-ye kerman- z qali-ye kaan- beh-tr st? Kayvan: ne-mi-dan-m. vli beh-trin qali qali-ye tbriz- st.
Homework
1. Translate the following into English:
maine xakestri hotele rzan eraqe zrd televiziyone kuek gole sorx dre kutah telefone sefid ketabe abi hotele geran banke bozorg
2. Transform the items in (1) into their plural forms. 3. Transform the items in (1) a. into their comparative forms b. into their superlative forms
wI rZdcZI acdI lZ I r Ì sI ca I I [ rZI cI
23
Main Text
__________________________________________________________________________________
4. Write out, in the Persian script, the comparative and the superlative degrees of the following adjectives. Example:
: (((( - rZdcZ - [ - - f - f - - d - - c / wZ s - w - c - - ` - - rZ - d - s
5. Transform the following comparative phrases into superlative phrases. Write your answers in the Persian script. Example:
c : cI (((( rZdcZI - I ca - I - I r - I ca / sI ca - cI - rZdcZI - dI ca - fI c

6. Answer the following questions using the words in parentheses. Example:
) *
) * ) aZa * ) r * ) Z * ) * ) * ) * )rZ *
? Z I p I r / Z I p I r (((( ? Z I p I r ? Z I p rZI w r ? Z I p I r r ? Z I p Ì Z ? Z I p I w ca Z ? Z I p I I [ r ? Z I p rZdcZI [I Z ? Z I p I r Z
7. Learn the pattern sentence, then replace the appropriate words with those in parentheses. Write your answers in the Persian script. Example:
)Ì * )I * / Z I dZ I / Z Ì dZ I (((( ) I * ) acdI * )I ca * ) sI ca * ) rZI * ) rZdcZI * )I I w * ) I I w *
Bashiri ) I r * ) I r * ) I rI cI ca * ) cI ZI cI ca * ) I wZ sI * ) I wI *
24
___________________________________________________________________________________
hotele xube rzan maine sefide qng drxte bolnde sbz televiziyone sorxe kuek telefone siyahe rzan golhaye kueke bnf eraqe surtiye bozorg in do maine xakestriye zet an nd gole abi dre narnjiye kueke in maine bozorg
9. Translate the following into Persian: 1. two beautiful, blue flowers 2. a big, expensive, ugly lamp 3. those several small tables 4. eight ugly, orange telephones 5. these nine bad trees
rZdcZI [I ( 1 I I ( 2 I I ca ( 3 I Ì r ( 4 rZdcZI sI ( 5 I I w ( 6 cI cI lZ ( 7 dI wI ta Z ( 8 I r ( 9 cI ZI I cI ca ( 10
6. ten white cars 7. a small, purple flower 8. expensive televisions 9. those five inexpensive blankets 10. the big, purple door
10. Answer the following using the colors enclosed in parentheses. Example:
) ` ( ( * ? Z c rZZI / Z ` t - rZZI (((( ) ` ( ( * ? Z c ZI ) ( ` ( ( s * ? Z c rZI ) ( ` * ? Z c ZaI ) ( ( ( ` * ? Z c I )acd ( ` * ? Z c NtcI ) ( ( * ? Z c ZI ) s ( ( ( ` * ? Z c sI
25
Main Text
__________________________________________________________________________________
Lesson Four
Vocabulary
a. General
aqa mrd zn be xanom dust xane mu gisu pa koja nzdik resturan ruberu ruberu-ye sinema sib holu hendvane nan qza sndli goftogu n
b. Family
man; gentleman man; gentleman woman; lady; wife child lady friend house hair hair (poetic) foot where (question word) near restaurant opposite opposite from movie theater apple peach watermelon bread food chair dialog; conversation no
a rd N ta a rZcc ttc I wttc Zt r Z caZ Z cc cca rd -
bradr xahr 1 5 pedr-bozorg madr-bozorg zn; xanom
brother sister grandfather grandmother wife
Bashiri
26
husband spouse uncle (paternal) aunt (paternal) uncle (maternal) aunt (maternal)
___________________________________________________________________________________
owhr hmsr 'mu 'mme da'i xale

c. Professionals
N Za N a e c aZ c sZc a r a e Zt s a r s r t
mo'llem doktor ners prstar posti ostad re'is moni ufer rannde agerd
d. Titles
teacher doctor nurse nurse mailman university professor director; boss; manager; head secretary driver driver student; apprentice; conductor (bus)
aqa xan xanom doktor mohndes

e. Names
mister; sir Khan (used after first name) (fem. of r) Mrs.; Ms. doctor (title) engineer
'li prvane hung mnie mnuehr frhad bin frxonde loqman prvin mrym
Ali (boy's name) Parvaneh (girl's name) Hushang (boy's name) Manizheh (girl's name) Manuchehr (boy's name) Farhad (boy's name) Bizhan (boy's name) Farkhondeh (girl's name) Loghman (boy's name) Parvin (girl's name) Mariam (girl's name)
27
Main Text
__________________________________________________________________________________
Pronouns
A pronoun is a form used as a substitute for a noun or a noun equivalent. The following are the independent personal pronouns of Persian:
they We shall see these pronouns later where they will be used as subject, object, etc. of the verb. In this lesson, however, we shall study them as members of ezafe constructions. As such these pronouns assume a possessive meaning.
mn to u ma oma an-ha 1 6
I you (sing., familiar) he/she we you (pl., sing., polite)
tZ
-e mn -e to -e u -e ma -e oma -e an-ha
Examples:
my your his/her our your their
ketab-e mn main-e an-ha televiziyon-e sefid-e u miz-e bozorg-e to
my book their car his (her) white television your (sing.) large table
I [ I tZI I r I cI
Possession
Possession is expressed in one of two ways: a) by adding a set of possessive endings to the noun representing the thing possessed. b) by relating the possessor and the thing possessed by means of an ezafe. This lesson deals with these two forms of expressing possession.
Bashiri
28
___________________________________________________________________________________
Possession by adding possessive endings

To form the possessive form of the noun, add the following endings to it:
-m -t - -eman -etan -ean ketab-m ketab-t ketab- ketab-eman ketab-etan ketab-ean xane-m sndli-m
but
my your (sing.) his/her our your (pl. or sing., polite) their
qG \G fG r r r q r r r qZ qZ
These endings can be attached to any noun that ends in a consonant. Example: my book
If the noun ends in a vowel, the situation is slightly different. Compare: my house my chair
ptu-ym pa-ym
my blanket my foot
In these cases, the following rules apply. If the form ends in s '-e(h)' or w '-i', add an Z 'lef' before the endings representing I, you (sing.), and he/she. Example:
xane-m
my house
qZ \Z fZ r r r
29
Main Text
__________________________________________________________________________________
sndli-m
my chair
qZ \Z fZ r r r
If the noun ends in t 'u' or Z 'a', add a w 'ye' before all the endings. Example:
ptu-ym
my blanket
r r r r r r
pa-ym
my foot
Learn the following phrases.
main-m owhr-t gisu-y mu-y gol-ha-yetan pa-yt dust-t dust-ha-yt
my car your husband her hair his/her hair your flowers your foot your friend your friends
\ r ta ta
Bashiri
30
___________________________________________________________________________________
Possession by adding the ezafe

The ezafe construction is composed of two or more words related to each other in either a possessor/possessed relationship or in a relationship of qualification. In both cases the ezafe appears as a kasra ( I ) underneath the last letter of the noun representing the thing possessed. Example:
ketab-e reza ptu-ye u1 7
Reza's book his/her blanket
c [ I tZI w
The Possessor/Possessed Relationship

As can be seen, in the possessor/possessed case, the noun representing the thing possessed appears first and is marked for ezafe with a kasra. The noun representing the possessor follows. Here are some more examples:
miz-e amuzgar sndli-ye oma esm-e mn dust-e to
the teacher's desk your chair my name your friend
cdI I I Z I ta
Relationship of Qualification
In this case, the noun being qualified appears first and is marked with a kasra. The qualifying adjective follows. Example:
ketab-e xub main-e sorx sndli-ye kuek

Other uses of the ezafe
good book red car small chair
[ [ I Ì I
In addition to possession and qualification, the ezafe is also employed for the following purposes: To relate the first name of an Iranian to his family name:
bnm-e jvadi aqa-ye jvadi xanom-e jvadi
Shabnam Javadi 1 8
waZI
To relate a nonprofessional title to the family name of an Iranian: Mr. Javadi Mrs. Javadi
waZI w waZI
31
To relate the possessive and qualitative members of an ezafe chain:
Main Text
__________________________________________________________________________________
ketab-e xub-e pesr-e mn

my son's good book
I [ [ I I aI w cI lZ I
eraq-e bozorg-e xane-ye doktor
the large lamp of the doctor's house In an ezafe construction, the head noun is the first member. Other nouns and adjectives are used after the head noun and all but the last must be marked with an ezafe. The two ways of expressing possession, i.e., the use of the possessive endings on nouns and the use of ezafe are interchangeable:
ketab-m ketab-t ketab- ketab-eman ketab-etan ketab-ean
= ketab-e mn = ketab-e to = ketab-e u = ketab-e ma = ketab-e oma = ketab-e an-ha
my book your book his/her book our book your book their book
tZ
[ I [ I [ I [ I [ I I[
r r r
The following rules govern the use of possessive endings and ezafe constructions: 1) If both the plural marker '-ha' and the possessive endings are to be affixed to the same noun, the plural marker precedes the possessive ending:
ketab ketab-ha ketab-ha-yt
book books your books
2) If the possessive ending is to be added to an ezafe chain, it must be added to the last member. The possessive endings do not take the ezafe:
eraq-e bozorg-e xane-ye doktor-m

the large lamp of my doctor's house
qaI w c I lZ I
Bashiri
32
___________________________________________________________________________________
Possession and the Noun Phrase

As you recall, the noun phrase has the following structure:
NP
noun
ta
num
dem. adj
When the possessive endings are added to this construction, they will necessarily appear on the noun as follows:
NP
Noun \Z Z r r r N
Here are some more examples:
ta
num sad sadZta
dem adj Z r Z r Z r
ketab-m do ta bradr-t in nd ta drxt-
my book your two brothers \caZ ta these several trees belonging to him/her ca Z
In the case of possession through the use of the ezafe, the ezafe is added to the noun indicating the thing possessed:
33 NP
Main Text
__________________________________________________________________________________
noun tZ a waZ w
ezafe I I I I
noun w N w
ta
num ta sa
dem adj Z r Z r
Here are some more examples:
I aI r Z I caZI a ca r I aZ taI rZI r I I Translation

These several televisions belonging to Mina's daughter. Those three trees belonging to your brother's daughter. Those eight expensive cars belonging to my professor's friend. Finally, as you recall, the noun phrase can accommodate adjectives. The adjective appears after the noun it qualifies. It is added to the noun by means of an ezafe. Compare:
I caZI a [ ca r I I I caZ [I a ca r I I [I caZI a ca r I I Translation

Those three good trees belonging to your brother's daughter. Those three trees belonging to your brother's good daughter. Those three trees belonging to your good brother's daughter. 1 9 Finally, to conclude this section on possession, a word must be said about the frequently used word p 'mal' "property; belonging" as an indicator of ownership. 2 0 As such p is used at the beginning of the phrase and is followed by an ezafe and the noun indicating possessor. The verb of the sentence is usually "to be". Example:
Bashiri / Z I p ca Z / I taI caZ I p r / Z f a rI p Z I Translation

These several trees belong to us. That house does not belong to my friend's brother. This car belongs to that handsome man. Learn the following ezafe constructions
34
___________________________________________________________________________________
pedr-e mn 'mu-ye u xahr-e to ketab-ha-ye an-ha televiziyon-e to main-ha-ye an-ha sndli-ha-ye ma eraq-ha-ye ma ostad-e mn ners-e u mo'llem-ha-ye ma moni-ye oma re'is-e mn
Drill
my father his/her uncle your (sing.) sister their books your television
their cars our chairs our lamps my professor his/her nurse our teachers your secretary my boss
I w I w I wZ aZ I tZI e I wN I I c
I c tZI w I Z I w I r
Using the possessive endings, transform the following ezafe constructions into possessive constructions. Example:
f ta
[ I waZI wI aI I wta /// I r I w tZI rZcc a ZI cd I lZ ZI wcaZ I w Ì rI wZ
35 rZI rI w [I rZcc rI wZ wI w rI w sZc d a rI w rd I I rd rI w N I cI aI cI aI w N I

Learn the following phrases
Main Text
__________________________________________________________________________________
1. pesr-e doktor 2. madr-e dust-e reza 3. bradr-e ners-e minu 4. pedr-bozorg-e mo'llem-e sasan 5. owhr-e ufer-e hsn 6. zn-e re'is-e bank 7. be-ye moni-ye loqman 8. ostad-e doxtr-e dust-e mina 9. madr-bozorg-e doxtr-e mrim 10. ufer-e pedr-e bin 11. agerd-e bradr-e keyvan 12. doxtr-e qng-tr-e doktor 13. bozorg-trin bank-e in-ja 14. bolnd-trin drxt-ha-ye in hotel 15. rzan-trin eraq-ha-ye an-ja 16. beh-trin agerd-e in mo'llem 17. sorx-trin gol-ha-ye oma
Translation
1. the doctor's son 2. Reza's friend's mother 3. Minu's nurse's brother 4. Sasan's teacher's grandfather 5. Hassan's driver's husband 6. the bank director's wife 7. Loghman's secretary's child teacher 8. Mina's friend's daughter's professor 9. Mariam's daughter's grandmother
aI c taI ca I I eI caZ rI N cc I I I I cI rd rI I w N taI a aZ I I I a cca I rI cI rZI caZ a I aI I a Z c I ZI wca I wZ rZdcZ N Z a I I w `
10. Bizhan's father's driver 11. Kayvan's brother's student 12. the doctor's more beautiful girl 13. the biggest bank of this place 14. the tallest trees of this hotel 15. the cheapest lamps of that place 16. the best student of this 17. your reddest flowers
Bashiri
36
___________________________________________________________________________________
Summary
So far we have learned that: (a) Possession is expressed either by adding a set of possessive endings to the noun or by using the ezafe. (b) The ezafe is also used 1) for adding adjectives to nouns and other adjectives 2) for adding the last name of Iranians to their first name 3) to form ezafe chains (c) In the main, possessive constructions are used after the demonstrative adjectives, numbers and classifiers.
Dialog
? Z I Z - : a / Z I Z : ? Z I w Za / : a / Z rZcc Ia I w / : ? Z rZcc : a / Z I wttc rZcc : ? Z c rZcc rI wZ : a / Z rZdcZ t [ rZcc rI wZ : / qN : a / Z : / Z : a / : Transcription Farhad: b-bxid, esm-e oma i st? Mariam: esm-e mn mrym st. Farhad: mrym xanom. mi-dan-id xane-ye bnm koja st? Mariam: ble. xane-ye bnm nzdik-e resturan st. Farhad: resturan koja st? Mariam: resturan ruberu-ye sinema st. Farhad: qza-ye an resturan e-towr st? Mariam: qza-ye an resturan xub v rzan st. Farhad: xyli motkker-m. Mariam: xahe mi-kon-m. Farhad: xoda hafez. Mariam: be-slamt.
37
Main Text
__________________________________________________________________________________
Translation
Farhad: Excuse me. What is your name? Mariam: My name is Mariam. Farhad: Mariam Khanom, Do you know where Shabnam lives (lit., where Shabnam's house is)? Mariam: Yes (I do). Shabnam's house is near the restaurant. Farhad: Where is the restaurant? Mariam: The restaurant is opposite from the movie theater. Farhad: How is the food at that restaurant? 2 1 Mariam: The food of that restaurant is good and inexpensive. Farhad: Thank you very much. Mariam: You are welcome. Farhad: Goodbye. Mariam: Bye.
Practice Reading
lZ Z / Z r / Z Z / Z Z r / Z Z / Z [ Z / Z r / Z Z ? Z r ? Z Z / Z ca a r / Z a r / [ r / r - a r - / Z a r - ? Z - cd rd r - ? Z cd rd r / Z rd ` Z - ? Z ` Z / Z ca rd r r - ? [ Z / [ Z / Z r / Z Zt Z / Z r / [ r / Z r - ? Z r / Z r - r - ? Z r / Z / Z r lZ Z / Z lZ Z ? Z Z r r / [ r Z / Z lZ r - ? Z / Z [ r r - ? Z [ r r / Z [
Bashiri
38
___________________________________________________________________________________
Homework
1. Translate the following phrases into English:
behtrin duste hsn madrhaye an do ta doxtr zne doktore duste mn ketabhaye rzantre to golhaye sefidtre inja telefone abiye hotel xahre re'ise anha ostade to mo'lleme an agerd doktore in beye kuek
ta I a ta rI wca taI aI rd I I rZdcZI w [ ZI I w I I I cI Z aZ I a rI N I w N ZI a
2. Use the words in parentheses to form sentences similar to the pattern provided in the example below. Example:
) * ) *
/ Z I wttc rZcc / Z I wttc (((( ) ZI w * ) I w * ) rZcc * ) rZZ * ) I w * ) I w * ) aI * ) tZI * ) I rZcc * ) I w * ) aZI w * ) * I I ) I w sZc * ) I cI * I
3. Answer the following questions. Use the words in parentheses in your answer and make necessary changes. Example:
) [ *
? Z c rZcc rI wZ / Z [ rZcc rI wZ (((( ) * ? Z c a rI p ) rZdcZ * ? Z c rI w
39 ) [ * ? Z c r c I ) rZ * ? Z c I r rI w ) [ * ? Z c N r ta I ) rZ * ? Z c rI w ) rZdcZ * ? Z c rI w
Main Text
__________________________________________________________________________________
4. Use the words in parentheses in the basic sentence to form new sentences. Write your answers in the Persian script. Example:
) * ) rZZ * / Z rZcc a I w I / Z a rZZ I (((( ) * ) * ) * ) * ) * ) r * ) ca * ) lZ * ) * ) * ) * ) ca * ) * ) r * ) rZZ * ) Ntc * ) rZ * ) * ) Z * ) Za *

5. Translate the following phrases into Persian: 1. your (sing.) teachers 2. our better students 3. my daughter's beautiful friends 4. their sons' bigger, blue cars 5. his nurse's two children 6. the most beautiful, purple flowers 7. these inexpensive, gray tables 8. several tall boys 9. seven more expensive doors 10. some five red lamps
6. Translate the following phrases into English:
1. e ta drxte sbz 2. noh ta hotele geran 3. nd ta doxtre qng 4. in telefonhaye rzane zrd 5. beye doktore u 6. mo'llemhaye xube minu 7. pesre re'ise bank
ca I rZI I a acdI rZdcZI w Z tZI aI w N [I wN I I cI
Bashiri
40 dI cI I I rZdcZI w [ tZI ZI w NI w ta
___________________________________________________________________________________
8. maine narnjiye zete to 9. ketabhaye rzane ma 10. dusthaye beye xahre u

7. Translate the following phrases into Persian: several green trees those inexpensive grey telephones his brother's friend's child our ugly, expensive television this hotel's handsome manager Dr. Javadi's beautiful secretary the best watermelon of those restaurants Dr. Javadi's small foot
8. Write a "new" dialog by combining the four dialogs presented so far.
The hyphen (-) is used to separate meaningful grammatical segments known as morphemes. It shows what the various components of a given word are. For instance, 'xub' means "good" and the suffix '-m' means "I am". The hyphen is not a break in the word. Therefore, pronounce the words as complete entities as if there were no hyphens: 'xubm'. This hyphen is not used in exercises. In writing, but c . There are also other plural markers borrowed from Arabic but used on Persian words as well. We do not intend to teach these plural formations here in full, but we shall provide a few examples for each. The student should not feel obliged to memorize all these forms at this early stage. We shall return to these constructions later and discuss them in detail. The Arabic plural marker rZ '-an'. This suffix is usually restricted in use. It is used with animate nouns and parts of the body that come in pairs:
'-ha' may be attached to nouns that end in a connecting letter: - Z
em-an gu-an drxt-an pesr-an doxtr-an pedr-an madr-an
eyes ears trees boys girls fathers mothers
r r rca rZ rZa rZc rZca
Generally, words of Arabic origin may have either a regular or a broken plural. \Z for instance, is a regular plural marker; it appears on words such as the following: singular plural
'-at',
nbat
nbat-at
plants
41
Main Text
__________________________________________________________________________________
l sa
baq deh
\ \a
baq-at deh-at
gardens villages
Where the word ends in a final '-e(h),' \ singular
'-jat' is used instead of \Z '-at' :

plural
dtc
ruzname(h)
singular
\ dtc
ruzname(h)-jat
plural
newspapers
Another instance is the suffix
'-in' used on such words as:

c N
c N
m'mur mo'llem
m'mur-in mo'llem-in
officials teachers
For the broken plural, see Lesson Nine, p. 168.

3
Words such as nct 'vrq' "sheet (of paper)" and 'qaleb' "bar (of soap)" are used here for explaining grammatical points. They are not considered vocabulary to be memorized at this stage. The final '-h' is usually written but, unless followed by a vowel, is not pronounced. The pronunciation 'amuzegar' is also correct. For the uses of the ezafe, see Lesson Four, pp. 54-57. The word Z
'xahe' (written with a silent t 'vav' before Z 'lef') means "request." 'xahe mikonm,' however, is an idiomatic phrase meaning "don't
mention it!" or "please!". It is the short form of "I request that you do not..." .
8
Note that in writing, the definite article marker w '-i' is preceded by a 'hamza' when following a t 'vav' indicating the sound 'u' or an Z 'lef ' indicating the sound 'a'. For fractions and percentages, see the "Writing System," p. 28. In writing, 'ta' is usually not attached to the preceding noun. Note the uses of the sokun and the ezafe in the exchange. Furthermore, in telling time, the words 'nim' "half", c 'rob' ' "quarter" and 'km' "to (in telling time only)" are used as follows:
10
11
sa't-e yek v nim st sa't-e do v rob' st sa't-e hft rob' km st
/ Z t I / Z c t ta I / Z c I
It is half past one. It is a quarter past two. It is a quarter to seven.
Bashiri
42
___________________________________________________________________________________
sa't-e se v pnj dqiqe km st
/ Z a t I
It is five minutes to three.
Note also that in spoken Persian "v" is pronounced '-o', i.e., 'yek-o nim'. And, furthermore, that when this '-o' is preceded by a vowel, a '-v-' is inserted between that vowel and '-o':
sa't-e do-v-o rob' sa't-e se-v-o pnj dqiqe km
12
After forms ending in a final '-eh', the comparative suffix '-tr' "more" is written separately. In writing, with some exceptions, both '-tr' and '-trin' "most" may be attached to the preceding form. The unitizer 'ta' is not used with . Note that Z 'xahr' "sister," written with a silent t 'vav' before Z 'lef ', is pronounced 'xahr' and not 'xvahr' as expected. Sometimes the word r Z 'ian ' "they" is used instead of 'an-ha '. This word can be interpreted both as he/she and they. Note that the w in this example carries the ezafe. The ezafe added to the first name of Persians is not translated into English: Shabnam Javadi as opposed to the expected Shabnam-e Javadi. Note that in all these constructions the adjective defines the preceding noun and that the possessive construction usually ends the noun phrase. A literary equivalent of p 'mal' "property" is r dZ used with the ezafe. Example:
13
14
15
16
17
18
19
20
'z an'. This form, too, is
in qali z an-e mn nist/ I r dZ Z This carpet does not belong to me.

21
Note that c of...?"
'e-towr' "how" can also be used in the sense of "What do you think
Lesson Five
Vocabulary
hl-e vqt ke tqrib-n sal 'jb bld-id km km-i rng- xo-hal mehrban golabi baba fars- engelis- rus- italiya'- hend- fransv- /frans alman- 'rb- tork-
i
native of time that about; approximately year (surprise marker) is that so! you know small; little; low a little color (adj., as in color TV); in color happy kind (person) pear dad; father Persian English Russian Italian Hindi French German Arabic Turkish
Z t p c p r c
tc Z w Z Dw Z
Bashiri
44
______________________________________________________________________________________
The Equational Sentence

The sentence is a grammatically self-contained unit consisting of a word or a syntactically related group of words. The sentence may express an assertion, a question, a command, a wish, or an exclamation. The simple sentence consists of a verb and one or more nouns denoting various functions: subject, object, location, source, goal, and instrumentality. We shall discuss these relations in the next several lessons. This lesson deals with the verb, especially the verb ra 'budn' "to be", and with the subject and subject equivalent.
The Verb
As the grammatical center--the "engine"--of the sentence, the verb may express an act, an occurrence, or a mode of being. Unlike in English where the verb appears early in the sentence after the subject, the Persian verb appears at the end of the sentence. Below are some verbs in their "dictionary" citation form. The r '-n' at the end of each verb is called the infinitive marker. r '-n' is similar in function to the English "to" in "to go":
rft-n krd-n od-n bud-n goft-n xord-n gereft-n dad-n xand-n dat-n danest-n enaxt-n xrid-n foruxt-n amd-n
ii iii
to go to do to become to be to say to eat to take (something from someone) to give to read; to sing to have; to own to know (a thing) to know (a person) to buy to sell to come; to arrive
rZ
c ra r ra rac raZa Za Za r t r
45
The most frequently used verb in Persian is the verb concentrates on ra .
Main Text
______________________________________________________________________________________
ra 'bud-n' "to be". This lesson
The Verb "to be"

ra has two forms. It may appear on nouns and adjectives as a set of dependent suffixes
or it may be used with nouns or adjectives as an independent form. Below we shall discuss these two forms of ra .
The Dependent "to be"

The dependent ra appears as the following set of suffixes on nouns and adjectives:
-m -i -st -im -id -nd
I am you (sing.) are he/she is we are you (pl. or sing., polite) are they are
q w Z
Below these suffixes are added to the noun rd 'zn' "woman":
zn-m zn-i zn-st zn-im zn-id zn-nd
I am a woman you (sing.) are a woman she is a woman we are women you (pl.) are women they are women
d d Z rd d d d
In this conjugation, the suffixes
sentence. (For the independent ra , see below).
q '-m', w
'-i', etc. also serve as the subject of the
Bashiri
46
______________________________________________________________________________________
The Subject
The subject is a word, or a phrase, denoting one who is in a defined state of being, performs an action, or undergoes a change of state. In the following English sentences "John" is the subject: 1. John is rich. 2. John went to Tehran. 3. John became angry. Like in English, the subject of the Persian sentence begins the sentence. It is the unmarked noun of the sentence--any noun or noun phrase can serve as subject without need for modification either by suffixes or by prepositions (see below). Example:
loqman ufer st gol qng st
Loghman is a driver. (The) flower is beautiful.
/ Z r / Z
In the above sentences r 'loqman' and 'gol' are subjects. Furthermore, in English it is possible to replace "John" with the pronoun "he", e.g., "He is rich" and "He went to Tehran." Similarly, in Persian the noun in subject position--and, indeed in other positions--can be replaced by independent pronouns. Compare.
u ufer st ma prstar-im
he (she) is a driver. We are nurses.
/ Z tZ / c
You have already seen the independent Persian pronouns. Below they are listed to refresh your memory:
mn to u ma oma an-ha
I you (sing.) he or she we you (pl. or sing., polite) they
tZ
47
Main Text
______________________________________________________________________________________
Except in cases of emphasis or exclamation, the use of independent pronouns in subject position is optional, i.e., q 'ufer-m' is the same as q 'mn ufer-m'. Henceforth, to remind you that these pronouns are optional, they will be placed inside parentheses. Example:
/ qa )* (mn) doktor-m I am a doctor. (u) re'is-e bank st He (she) is the head of the bank. / Z c )tZ* (an-ha) madr-nd They are mothers. / ca )* (ma) agerd-im We are students. / a )*
The Plural Subject

plural by using numerals and conjunctions: The subject of a sentence may be inherently plural as in 'ma' "we", or it may be made
r 'an se ta be' "those three children". Example:
t 'mn v oma' "you and I" or N / caZ t / tZ caZ t Z / a r
mn v oma bradr-im an se ta mrd bolnd-nd
iv
xahr v bradr-e u xub-nd

Her brother and sister are nice. Those three men are tall.
You and I are brothers.
Animate and Inanimate Subject

Whether the noun is animate (primarily referring to human beings) or inanimate, the singular subject and the verb always agree in number:
in mrd mo'llem st an ketab xub st
This man is a teacher. That book is good.
/ Z N a Z / Z [ [ r
But when the subject is in the plural, depending on whether the noun is animate or inanimate, two options present themselves:
Bashiri
48
______________________________________________________________________________________
1. Animate Subject
If the plural subject is animate, as a rule, the verb must agree with it, i.e., it must be in the plural. Example:
an mo'llem-ha bd-nd in se ta doxtr qng-nd an mrd-ha bradr-nd oma xo-tip-id

You are handsome. These three girls are beautiful. Those men are brothers. Those teachers are bad.
/ N r / a Z / caZ a r / f
2. Inanimate Subject
The inanimate plural subject can be treated like the animate plural subject, i.e., make the verb agree with it at the risk of "personification," or it can be treated like a singular subject. In either case there is no substantial change of meaning. Example:
in miz-ha xub st in miz-ha xub-nd
These tables are good. These tables are good.v
/ Z [ Z / Z
The Independent "to be"

In addition to the dependent suffixes discussed earlier, Persian also has an independent verb ra . This verb, 'hstn' "existence" is conjugated as follows:
hst-m hst-i hst- hst-im hst-id hst-nd
I am; I exist
49
Note that the ending for the third person singular is not the expected Z ''. example:
Main Text
______________________________________________________________________________________
'st', but a zero

a a a a a a
mrd hst-m mrd hst-i mrd hst- mrd hst-im mrd hst-id mrd hst-nd
I am a man. You (sing.) are a man. He is a man. We are men. You (pl.) are men. They are men.
followed by the same personal endings that appear on 'hstn'. Here is the conjugation of ra in the negative:
The negative form of both the dependent and the independent ra is 'nist' "is not",
nist-m nist-i nist- nist-im nist-id nist-nd

Here are some examples:
I am not you (sing.) are not he/she is not we are not you (pl.) are not they are not
/ a ) * / p )* / c )*
(mn) doktor nist-m (an-ha) xo-hal nist-nd (ma) prstar nist-im

I am not a doctor. They are not happy. We are not nurses.
independent is used to emphasize a stated fact. Suppose (A) makes the following statement:
Finally, it should be noted that while the dependent ra is used to state a fact, the
Bashiri
50
______________________________________________________________________________________
an mrd mo'llem st
That man is a teacher.
/ Z N a r
And suppose that (B) hearing that statement negates it and says that that man is not a teacher:
an mrd mo'llem nist

That man is not a teacher.
/ N a r
Were (A) now to dispute (B)'s statement, she would have to confirm and emphasize her view with the verb :
an mrd mo'llem hst

That man is a teacher!
/ N a r
The Subject Equivalent

The Subject Equivalent expresses the quality or the substance of the subject of the sentence. Consider the following sentences:
ra
gol sorx st 'li xo-qiyafe st an main geran st
The flower is red. Ali is handsome. That car is expensive
/ Z ` / Z f / Z rZ r
These sentences can be analyzed as follows:
51
Main Text
______________________________________________________________________________________
sentence
verb
subj. equiv.
subj.
Z Z Z
` f rZ
this case Z .
As can be seen each sentence begins with a subject. The subject can be a common noun (), a proper noun () or a noun phrase ( r). And all sentences end in a verb. In The function of the verb is to identify and relate the subject to a concept such as ` , a
quality such as
f , or a value such as rZ .
Sentences of this type are usually referred to as stative sentences, i.e., sentences that describe the state of being in which a subject is found. Philosophically speaking, without the subject equivalent, the concepts , , and are devoid of any attribution. The verb
ra
in these sentences relates the "empty" subjects to the concepts of redness,
handsomeness and high value. Through this process, the subject concepts assume quality while quality concepts assume form. The staple for generating the subject is the noun (phrase) category. The staple for the subject equivalent, too, is the noun phrase in its full sense. By relating these two categories through the affirmative and negative forms of ra , a large number of stative sentences can be produced. Example:
a. Simple subject and simple subject equivalent:
drxt sbz st. mo'llem xo-tip nist. mn doktor nist-m.
/ Z ca ( 1 / f N ( 2 / a ( 3
Bashiri
52
______________________________________________________________________________________
hotel bozorg st. be kuek st. drxt bolnd nist. ma pedr nist-im. dr bolnd st. ketab ab-i st. eraq rzan nist.
Translation
1. The tree is green. 2. The teacher is not handsome. 3. I am not a doctor. 4. The hotel is big. 5. The child is small.
/ Z c ( 4 / Z N ( 5 / ca ( 6 / c ( 7 / Z ca ( 8 / Z [ ( 9 / rZdcZ lZ ( 10
6. The tree is not tall. 7. We are not fathers. 8. The door is tall. 9. The book is blue. 10. The lamp is not cheap.
b. Subject with "in" and "an"
in gol qng st an prstar zet nist in telefon sefid nist an televiziyon rng- st
Translation
1. This flower is beautiful. 2. That nurse is not ugly. 3. This telephone is not white. 4. That television is a color T.V.
/ Z Z ( 1 / d c r ( 2 / Z ( 3 / Z c r r ( 4
53
Main Text
______________________________________________________________________________________
c. Numbers and 'ta' added to subject:
in pnj agerd xub-nd. / a Z ( 1 an hft ta ostad bd-nd. / aZ r ( 2 in nd ta pesr xo-tip nist-nd. / f Z ( 3

Translation
1. These five students are good. 2. Those seven professors are bad. 3. These several boys are not handsome.
d. Subject containing an ezafe construction
ketab-e minu geran nist / rZ [ ( 1 an televiziyon-e rng- xub st / Z [ c r r ( 2 main-ha-ye xakestr- qng nist-nd an nd ta eraq-e sefid-e geran koja st? an e ta agerd-e in ostad kutah hst-nd
? Z rZ lZ r ( 4
/ w w ( 3
an nd ta mrd-e bolnd xo-tip hst-nd
/ s aZ Z a r ( 5 / f a r ( 6
in nd ta prstar-e qng xo-hal hst-nd

Translation
1. Minu's book is not expensive. 2. That color television is good. 3. Gray cars are not beautiful. 4. Where are those several expensive white lamps. 5. Those six students of this professor are short. 6. Those several tall men are handsome. 7. These several beautiful nurses are happy.
/ p c Z ( 7
Bashiri
54
______________________________________________________________________________________
e. The Subject equivalent expanded

Similarly, the subject equivalent can be expanded to express more complex ideas. Here are some examples:
/ Z d r a doxtr-e sasan xeyli ziba st pedr v madr-e minu xub v / r t [ ca t c mehrban hst-nd in mrd-e kutah re'is-e bank-e ma st / Z c s a Z
Translation
1. Sasan's daughter is very beautiful. 2. Minu's parents are nice and kind. 3. This short man is the manager of our bank.
Pronouns (cont.)
Z
and r play a dual role in Persian. On the one hand, as we have observed, they serve as demonstrative adjectives where they point to things and people near to or far from the speaker. Example:
in drxt sbz st This tree is green. an prstar mehrban nist That nurse is not kind.
Example:
/ Z ca Z / r c r
On the other hand Z and r can be used as pronouns, i.e., they can function as nouns.
in miz st an ketab nist

In this "new" role,
This is a table. That is not a book.
/ Z Z / [ r
the
and r did not have plural forms, as pronouns they do. The plural of the pronoun Z is Z 'in-ha' "these" and the plural of the pronoun r is 'an-ha' "those". Example:
objects being identified as table and book. Furthermore, while as demonstrative adjectives Z
and
r no longer point to objects near and far. They are
55
Main Text
______________________________________________________________________________________
in-ha drxt-e sib st an-ha drxt-e golabi nist

Identification Drill 1
/ Z ca Z Those are not pear trees. / ca

These are apple trees.
In the following sentences, identify and underline the demonstrative adjectives:
/ Z Z ( 1 / c r ( 2 / Z r ( 3 / a a Z ( 4 / Z r r ( 5 / Z wZ s - Z ( 6 / Z s ca rd r ( 7 / [ Z ( 8 / Z - ( 9 / Z [ r Z ( 10 / Z d a r ( 11
Identification Drill 2
In the above sentences identify the subject and the subject equivalent.
"To be" and Adjectives

We have seen ra relate the subject of the sentence to the subject equivalent. But its role is larger than that. It can participate in comparative (with superlative cons-tructions. Compare:
dZ
'z' meaning "than") and
Bashiri
56
______________________________________________________________________________________
in ketab z an ketab geran-tr st
/ Z rZ [ r dZ [ Z
madr-e sasan z madr-e mrym mehrban-tr nist in z an beh-tr nist

Translation
1. This book is more expensive than that book. 2. Sasan's mother is not more kind than Mariam's mother. 3. This (object) is not better than that (object). In the case of the superlative, however, the adjective precedes the noun:
/ r ca dZ r ca / r dZ Z
Keyvan beh-trin agerd st.

Kayvan is the best student.
/ Z a rZ / Z `
gol-e sorx qng-trin gol st.

Summary
So far in this lesson we have learned that:
The rose (lit., red flower) is the most beautiful flower.
(a) The verb is the grammatical center of the sentence; Persian verbs appear at the end of the sentence. (b) The verb
ra 'budn' has a dependent and an independent form.
(c) The plural subject and the main verb must correspond in number only when the subject is animate. (d) Subject equivalent expresses the quality or the substance of the subject of a (e)
ra As adjectives Z
'budn' sentence. 'in' and r 'an' do not have plural forms; as pronouns they do.
57
Main Text
______________________________________________________________________________________
Dialog
? Z - / Z Z ? rZZ )* Z t / Z p / c [ - / q - [ c ? Z c rta / Z Z ta - ? Za Z / q -
Translation
: : : : : : : : : :
s Zc s Zc s Zc s Zc s Zc
Transcription Manizheh: b-bx-id. oma hl-e koja hst-id? Russell: mn hl-e emrika hst-m. Manizheh: nd vqt st (ke) iran hst-id?
Russell: tqrib-n yek sal st. Manizheh: 'jb. oma xyli xub farsi bld-id. Russell: farsi-ye mn xyli xub nist. km-i bld-m. Manizheh: dust-etan hm farsi bld st? Russell: n. dust-m km-i franse bld st. Manizheh: oma hm franse mi-dan-id? Russell: n. mn km-i alman-i bld-m.
German.
Manizheh: Excuse me. Where are you from? Russell: I am from America. Manizheh: How long is it (that) you are in Iran? Russell: It is about one year. Manizheh: Is that so! You know Persian very well. Russell: My Persian is not very good. I know a little. Manizheh: Does your friend also know Persian? Russell: No. My friend knows a little French. Manizheh: Do you also know French? Russell: No. I know a little
Bashiri
Learn the following phrases
58
______________________________________________________________________________________
/ qa / a ? a / a - / N ? / - / c ? ca / qa - ca - / a
Substitution Drill
For each of the following substitution drills, learn the pattern sentence then substitute the cues provided by the instructor for the appropriate form(s).
Substitution Drill 1
/ N
doctor; student; mother; father; man; woman; mailman; secretary; driver; professor; nurse; husband; grandmother; head of the bank; dad; her sister; your wife; his spouse.
/ a
girl; sister; brother; teacher; grandfather; grandmother; uncle (pat.); aunt (mat.); spouse; husband; wife; friend; doctor; secretary; mailman.
59
Main Text
______________________________________________________________________________________
/ a ((( - caZ - waZ w - - - rZ - - - tZ / Z - N r ca - qcaZ rd - ta -c r c
? Z c p ((( - s w - a w sZc - rd r - a r - rZ - - / [ a r c - Z aZ - tZ - Z - r c
/ Z Z ((( / Z - Za - rZ - Z - Ntc - - rZZ - r - r -
/ c [ - Z - w - - - Z - tc - Z
(((
/ Z Z ta - rZ - a - - waZ w - aZ - - - waZ a - waZ e - waZ w
(((
Bashiri
60
______________________________________________________________________________________
Transformation Drill
Transform the following sentences from the affirmative into the interrogative. Example: affirmative interrogative
/ qa ? qa
(((
/ N ( 1 / a ( 2 / c ( 3 / Z Zt r ( 4 / [ Z (5 / aZ (6 / ( 7 / sZc ( 8 / caZ ( 9 / Z tZ ( 10
Question-Answer Drill
Answer the following questions a) in the affirmative, b) in the negative. Example:
? N answers: / N - / a - N -
question:
?Z t ( 6 ? Z a waZ w ( 7 ? Z [ ` Z ( 8 ? Z r ( 9 ? Z Zc c aZ ( 10
? a ( 1 ? qc ( 2 ? ca ( 3 ? Z lZ Z ( 4 ? ca r ( 5
(((
61
Main Text
______________________________________________________________________________________
Practice Reading
/ Z r / Z r / Z Z Z /Z - lZ r / Z ` ca Z ca Z / r Z / / - [ N Z /ca rd r / Z / [ rZcc Z wZ / Z [ / N / qa / Z a tZ / a tZ lZ r / c lZ r / Z c lZ Z - a r - ? Z a r / Z rd r / N tZ / N / Z r / caZ / Z cd rd r ? Z a / Z rZ / Z
Homework
1. Translate the following into Persian. Write your answers in the Persian script: 1. That is not a chair. 2. This is a soap. 3. That is a carpet. 4. What is this? 5. This is a restaurant. 6. This is not a tree, that is a tree. 7. What is that? 8. That is a flag. 9. I am a man 10. They are women 11. We are grandfathers 12. You (sing.) are not a doctor. 13. She is a mother.. 14. We are boys. 15. They are not girls. . 16. We are not sisters 17. You (pl.) are not brothers. 18. She is a student 19. This is a watermelon. 20. That is an apple.
r ? Z r ? Z ca Z / Z Z / Z ca rd r - ? Zca rd r / Z rd
Bashiri
62
______________________________________________________________________________________
rd r - cd rd r - ? Z c d rd r r ? Z r / cd N Z / Z ca Z / Z r r - ? Z r r / Z Zt / Z [ r - a ?Z / c lZ r a r / N / Z aZ r a rd r / a I c / a r / Z w N r c / a / Z tZ / ?a
3. Translate the following into Persian. Write your answers in the Persian script and hand in to your instructor: 1. These are expensive tables. 2. This is a clock. 3. Those are chairs. 4. This is a good carpet. 5. Those are cars. 6. This is a child. 7. Those tables are blue. 8. This book is red. 9. This man is Mina's uncle (pat.). 10. That woman is Mina's aunt (mat.) 11. The father is good. 12. That hotel is bad. 13. That lady is a grandmother. 14. That man is a mailman. 15. Those are professors. 16. These are not students, these are teachers. 17. This is not a flower. 18. That is not a desk. 19. Is this a carpet? 20. Isn't this a pear? 21. This is not a watermelon. 22. That is a peach. 23. Those apples are green. 24. These doors are white. 25. I am a nurse. 26. We are doctors. 27. You (sing.) are a secretary. 28. He is a driver. 29. You (sing.) are not a boss. 30. You (sing. polite) are not a professor. 31. This boy is big. 32. That girl is small. 33. This doctor is not good. 34. That doctor is good. 35. He is Farkhondeh's friend.
63
Main Text
______________________________________________________________________________________
Lesson Six
Vocabulary
bazar dr nar kar kar-gr qazi dehqan ahsvn kuro yasmin drya drya-ye xzr benz dur tu tu-ye ru ru-ye esfhan iraz tehran
vi
market in; at pomegranate work Kargar, a surname; worker Qazi, a surname; judge Dehqan, a surname; farmer Shahsavan (lit., he who loves the king), here used as a surname Kurosh; Cyrus (boy's name) Yasamin; Jasmine (girl's name) sea Caspian Sea Mercedes Benz far in; inside inside of on; on top on; on top of Isfahan, city in central Iran Shiraz, city in southwestern Iran Tehran, city in the north of Iran; the capital city of Iran Shahsavar, resort town on the Caspian voice; sound; noise
cZd ca cZ c c ra r fc ca cI wca cta Iw tc Iwtc rZ dZ rZ cZ Z
hsvar seda
Bashiri
64
some (with noncountable nouns); somewhat; a little tea university university student mail post office automobile; car because for because language; tongue to; in the direction of with tomorrow none; any; at all of course
______________________________________________________________________________________
qdr-i ay dane-gah dane-ju post post-xane otumobil un bra-ye bra-ye in-ke zban beba frda hi lbtte
vii
wc w sZa Za Z r IwZ Z IwZ rd Za NZ qZ I Z I wZ c c D
Question words (see below for discussion)
kodam koja ki key era bra-ye e e-towr nd nd ta e-qdr e/i
which? where? who? when? why? why?; what for? how? several how many? how much? what?
65
Main Text
______________________________________________________________________________________
Action Verbs
In Lesson Five we discussed the verb ra , a verb that expresses a state of being. Example:
mn mo'llem-e hsn hst-m

I am Hassan's teacher.
/ N / aZ r a
oma agerd-e an ostad-id

In this lesson we shall discuss the action verbs. Verbs like and
You are that professor's student.
c 'rft-n' "to go" refer to transactions and movement in general. We are already
r 'xrid-n' "to buy"
familiar with the infinitive of a number of action verbs (see Lesson Five). Below we shall concentrate on the simple present tense of these verbs, its construction and usage. It should be noted that the present tense of these verbs may serve as their simple future tense as well .
The Simple Present

This tense refers to an action that is happening now, or one that will happen soon in the future. To form this tense: 1. take the present stem of the verb (see below). 2. prefix 'm-' (always stressed) to the present stem. viii
3. add: q '-m', w '-i', a '-d', '-im', '-id', '-nd' To form the negative of these verbs, add I 'ne-' before 'mi-' and G 'n-' before cZa 'dar-' and other forms that do not begin with present stems:
'mi-'. Study the following infinitives and
Bashiri
infin. pres. st. meaning to become to go to say to see to do to eat to take to give to read to know (a thing) to sell to buy to know ( a person) to hit; to strike to have; to possess to come; to arrive
66
______________________________________________________________________________________
od-n rft-n goft-n did-n krd-n xord-n gereft-n dad-n xand-n danest-n foruxt-n xrid-n enaxt-n zd-n dat-n amd-n
Example:
-v-rv-gu-bin-kon-xor-gir-deh-xan-dan-foru-xr-enas-zn-dar-a-
tc c sa rZ rZa ft e rd cZa
r c ra ra rac raZa rZ Za t r rad Za r
Affirmative
(mn) mi-rv-m (to) mi-rv-i (u) mi-rv-d (ma) mi-rv-im (oma) mi-rv-id (an-ha) mi-rv-nd
Negative
I go you (sing.) go he/she goes we go you (pl.) go they go
qtc )* wtc ) * atc )tZ* tc )* tc )* tc )* qtc )*
(mn) ne-mi-rv-m
I don't go
67
Main Text
______________________________________________________________________________________
(mn) mi-gir-m (to) mi-gir-i (u) mi-gir-d (ma) mi-gir-im (oma) mi-gir-id (anha) mi-gir-nd
I take you (sing.) take he/she takes we take you (pl.) take they take I don't take I give you (sing.) give he/she gives we give you give they give I don't give I do you (sing.) do he/she does we do you (pl.)do they do I don't do
q )* w )* a )tZ* )* )* )* q )* )* )* )* )* )* )* )* )* )tZ* )* )* )* )*
(mn) ne-mi-gir-m
(mn) mi-deh-m (to) mi-deh-i (u) mi-deh-d (ma) mi-deh-im (oma) mi-deh-id (an-ha) mi-deh-nd
)tZ*
(mn) ne-mi-deh-m
(mn) mi-kon-m (to) mi-kon-i (u) mi-kon-d (ma) mi-kon-im (oma) mi-kon-id (an-ha) mi-kon-nd
(mn) ne-mi-kon-m
Bashiri
68
I read you (sing.) read he/she reads we read you (pl.) read they read I don't read
______________________________________________________________________________________
(mn) mi-xan-m (to) mi-xan-i (u) mi-xan-d (ma) mi-xan-im (oma) mi-xan-id (an-ha) mi-xan-nd
Z )* Z )* Z )tZ* Z )* Z )* Z )* Z )* t
'vav', a '-y-' is added
(mn) ne-mi-xan-m
Note: In writing, if the stem ends in either an Z 'lef ' or a a) Present stem ending in Z 'lef ':
before the personal endings. This '-y-' does not have any meaning value. Example:
(mn)
mi-a-y-m
I come, I arrive
)* )* )tZ* )* )* )* )* )* )* )tZ* )* )* )*
Negative
(mn)
ne-mi-a-y-m mi-gu-y-m
I do not come
b) Present stem ending in , t , 'vav':
(mn)
I say
69
More often, however, in the case of added. Compare: you (sing.) come we come you (pl.) come you (sing.) say we say you (pl.) say As mentioned above, the verb
Main Text
______________________________________________________________________________________
, and , instead of , a
hamza is
)*
Za 'datn' is an exception to the 'mi-' rule. To form the present tense of this verb, add the endings to the present stem; no 'mi-' is required. To form the negative, add G 'n-' (rather than I 'ne-') directly to the stem:
(mn) dar-m (to) dar-i (u) dar-d (ma) dar-im (oma) dar-id (an-ha) dar-nd
Negative
(mn)
I have, you (sing.) have he/she has we have you (pl.) have they have
qcZa )* wcZa )* acZa )tZ* cZa )* cZa )* cZa )* qcZ )*
n-dar-m
I don't have; I don't possess
Bashiri
70
______________________________________________________________________________________
Compound Verbs
Besides the simple verbs, examples of which were given above, Persian also uses a set of compound verbs. These compounds are a combination of a noun and one of a set of auxiliary verbs. Prominent among the verbs that participate in forming compounds are ra
krd-n (-kon-), raZa dad-n (-deh-), rad zd-n (-zn-) and rZ xandn (-xan-). When forming a compound verb, the noun precedes the verb. Example: rah rah rft-n yad yad dad-n yad gereft-n gu gu dad-n drs drs dad-n dst dst dad-n zendegi zendegi krd-n telefon krd-n kar krd-n sohbt sohbt krd-n hrf zd-n hrf zd-n ane ane zd-n drs xand-n
road; way to walk memory to teach (informal instruction) to learn ear to listen lesson to teach (formal instruction) hand to shake hands life to live to telephone to work; to operate (car, TV) talk; speech; conversation to speak; to talk word; letter (alphabet) to hit; to strike to speak chin to bargain to study
sZc c sZc a raZa a a f raZa f eca raZa eca a raZa a d ra d ra ra c ra m rad rad m rad rZ eca
71
Main Text
______________________________________________________________________________________
avaz avaz xand-n nmaz nmaz xand-n
voice (singing) to sing prayer to pray
dZt rZ dZt d rZ d
To form the present tense of a compound verb, leave the noun preceding the verbal component untouched. Conjugate the verb as if it were a simple verb. To make the compound verb negative, add 'ne-' to the conjugated verb:
(mn) rah mi-rv-m (to) rah mi-rv-i (u) rah mi-rv-d (ma) rah mi-rv-im (oma) rah mi-rv-id (an-ha) rah mi-rv-nd
Negative
(mn)
I walk
qtc sZc )* wtc sZc )* atc sZc )tZ* tc sZc )* tc sZc )* tc sZc )*
rah ne-mi-rv-m
I do not walk
qtc sZc )* q a )* w a )* a a )tZ* a )* a )* a )* q a )*

(((
(mn) yad mi-gir-m
I learn
(mn) yad ne- mi-gir-m
I do not learn
Bashiri
72
______________________________________________________________________________________
(mn) drs mi-deh-m
I teach
a eca )* a eca )* a eca )tZ* a eca )* aa eca )* a eca )* a eca )*

(((
(mn) drs ne-mi-deh-m (mn) zendegi mi-kon-m
I do not teach
I live
d )* d )* d )tZ* d )* d )* d )* d )* c )* c )* c )tZ* c )* c )* c )* c )*
((( (((
mn) zendegi ne-mi-kon-m (mn) kar mi-kon-m
I do not live
I work
(mn) kar ne-mi-kon-m
I do not work
73
Main Text
______________________________________________________________________________________
(mn) drs mi-xan-m
I study
Z eca )* Z eca )* Z eca )tZ* Z eca )* Z eca )* Z eca )* Z eca )*

(((
(mn) drs ne-mi-xan-m

eca
I do not study
Note: When a specific subject is mentioned, the nominal portion of the compound , i.e., eca is replaced with the desired subject matter. ix Compare: I study at this university.
rZ
/ Z eca sZa Z ca / Z Z sZa Z ca ? Z e qZ ca

Learn the following phrases:
I study English at this university. In which class do you study German?
? Z Z ( 1 ? Z Z ( 2 / Z Z ( 3 / [ Z ( 4 / a r ( 5 / Z r ca a ( 6 / [ rZcc Z w s ( 7 / [ w w ( 8 ? ( 9 / cd - a ( 10 / Z wtc lZ ( 11 / w ca N ( 12 ? Z ( 13
Bashiri
74
______________________________________________________________________________________
/ rZZ ca dZ t rZ ( 14 / Z rZ )I Z * I p qc ( 15 / Z rI Z fca ( 16 ? Z I p Zt r ( 17 / Z rZ w ( 18 / Z rZdcZ s ( 18 / ca Z ( 19 ? Z Z wZ r ( 20 / Z wZ Z r ( 21 / Z wZ ( 22 / Z wc Z Z wZ dZ Z r wZ ( 23
Substitution and Transformation Drills

Learn the pattern sentences and change according to the cues provided:
/ [ Z
hotel; door; tree; watermelon; bread; flower; peach; pear; table; chair; telephone; television; pomegranate; tea; coffee; blanket
/ Z [ Z Z
expensive; big; small; cheap; very cheap; very small; red; white; blue; purple; pink; gray; yellow
75
Main Text
______________________________________________________________________________________
/ Z rZ s Z ((( - r - - r - Zt - - - w - - - - lZ - - - rZcc - cZ - - ca - -ca
/ c Z ((( )[* )ca* )d* )Z* )c* )* )* )* )rZdcZ* )a* )* )N* )* )Za* )d* )a*
/ Z r a a
ugly; kind; big; small; very beautiful; very big; very ugly; very small
Bashiri
76
______________________________________________________________________________________
/ Z c p r Z
(five) (mother) (nine) (sister) (two) (brother) (eight) (son) (four) (daughter) (eleven) (professor) (one) (doctor) (ten) (student) (twelve) (wife) (three) (husband)
Transformation Drill 1
Transform the phrases with to phrases with w . Example: (pattern phrase) (transformed phrase)
cI I cI I ((( rZ c ( 1 rZdcZ w Zt ( 2 d r a ( 3 d ( 4 rZdcZ ` w ( 5 [ Z ( 6 ( 7 rZdcZ cZ ( 8 [ wZ ( 9 rZ ( 10
77
Main Text
______________________________________________________________________________________
Give the plural of the following:
Z ( 1 ca ( 2 rd Z ( 3 cd Z ( 4 r ( 5 [ wZa Z ( 6 rZ c w ( 7 ( 8 r c ( 9 c r r ( 10 wZ ( 11 s w N ( 12
Make the following sentences plural:
/ Z Z ( 1 / rZ r ( 2 / Z d rd r ( 3 / Z r a r ( 4 / Z [ N Z ( 5 / [ cZ Z ( 6 / Z d N r ( 7 / caZ r ( 8 / Z Z ( 9 / e r ca rd r ( 10
Bashiri
78
______________________________________________________________________________________
Transform the following into singular:
/ Z ( 1 / N r ( 2 / r ( 3 / c a r ( 4 ? a r ( 5 / [ r ( 6 / N rZ ( 7 / a p ( 8 / aZ - Za rca ( 9 / [ rZ w Zt r ( 10
Transform the following ezafe constructions into possessive forms:
[ ( 1 ( 2 w ( 3 w ta ( 4 tZ wZ ( 5 w ( 6 ra ( 7 w N ( 8 ( 9
79
Main Text
______________________________________________________________________________________
Question Words
We have already seen that a declarative Persian sentence can easily be transformed into a question sentence by changing its intonation contour (seeTape Manual, pp. 9-10). This is true mostly of the yes/no question sentences. Other question sentences are made with the help of question words. We shall discuss these words in the remainder of this lesson. 1.
qZ 'kodam' "which (of two or more objects or people)". qZ functions like an

? Z p qZ Which woman is Minu's mother? ? Z ca rd qZ To which boy does this book belong? ? Z qZ p [ Z "Which one" is expressed by qZ 'kodam yek,' and qZ 'kodam yek-i'. The
Which apple belongs to you?
adjective but appears before the noun it modifies. Example:
latter is more selective. Example:
? Z a qZ Which one (of them) is your friend? ? Z ta qZ "Which ones" is expressed by the plural of qZ i.e., qZ . Example: Which ones belong to you? ? Z p qZ
Which one is a doctor? Every question elicits an answer and for every question word there are a few answer words: 'ble' "yes", 'n' "no", NZ 'lbtte' "of course", and 'hi' "at all" either are the most frequently used words in this context. An affirmative response to qZ is usually
Z 'in yeki' "this one" or r 'an yeki' "that one". The negative response is usually a compound of and qZ , i.e., qZ 'hi kodam' "neither or none". Which pear belongs to your? ? Z p qZ
this one; that one; neither or none
qZ ; r ; Z
----
2.
'koja' "what place" or "where," (but not "the place where..."). Although usually it
appears before the verb,
is used according to the syntactic requirements of the sentence,
i.e., it can serve as subject, object, etc. So far we have been using this form before the verb. And we shall continue doing this until subjects and objects are properly introduced. Example:
Bashiri
Where is my blue book? Where does your sister live? Where is your brother's friend's hotel?
80
______________________________________________________________________________________
? Z [ ? d Z ? Z rcaZ ta
"Of what place," or "where from" is expressed in one of two ways: a. 'koja'i' "of what place" Where is that doctor from? Where is your wife from? b.
? Z a r ? Z
Z 'hl-e koja' "native of what place" ? Z Z c r Where is your brother-in-law from? ? Z Z caZ
Where is that nurse from?
would usually be either Z or r. The negative response would be a compound of and , i.e., 'hi ja' "nowhere". Example:
An affirmative response to Where is your teacher's house? - My teacher's house is here. - My teacher's house is there. - Nowhere. Where are you going? - Nowhere.
? Z N w / Z Z N w / Z N w / ?tc /
3.
'ki' "who" (as in "who is that man," but not "the man who..."). is used according to
Who is that handsome man? To whom does this beautiful, red car belong? Who goes to the market? Who studies at the University of Tehran?
the syntactic requirements of the sentence, i.e., as subject, object, etc. Example:
? Z f a r ? Z p ` Z ?atc cZd ?Z eca rZ sZa ca
81
"What people" or "who all" is expressed by the plural of , i.e., Who all are your friends? An affirmative response to "no one". Example: Who is that man? That man is Reza's father. No one 4.
Main Text
______________________________________________________________________________________
. Example:
? w ta
is an appropriate declarative sentence. The negative
response is normally a compound of
and 'ks' "person", i.e., 'hi ks' ? Z a r / Z c c a r /
I 'key' "at what time" or "when" (but not "at the time when..."). I usually follows the
At what time is Hassan at the market? When are you going to Iran? At what time are they calling home?
subject of the sentence. Example:
? Z cZd ca I ?tc rZcZ I ? I
An affirmative response to I is a declarative sentence with a time clause. The negative response can be a compound of "never". Example: When are you going to Tehran? - I am going to Tehran tomorrow. - I am never going to Tehran. 5.
and t 'vqt' "time", i.e., t 'hi vqt' ? tc rZ I / qtc rZ Za / qtc rZ t
and are used before the verb. Example: What is this?
'eh' or 'i' "what" (as in "What is this?," but not "what you need is..."). 'eh'
What is your brother saying to that man? An affirmative response to
? Z Z ? a r \caZ
response is a
is a declarative sentence. A negative compound of and , i.e., 'hi iz' "nothing". Example:
Bashiri
What is this - This is a book. - This is nothing. What are you saying to that woman? - Nothing (lit., I don't say anything). 6.
82
______________________________________________________________________________________
? Z Z / Z [ Z / Z ? rd r /
simple sentences Z usually begins the sentence. Example: Why isn't the doctor there? Why don't you go to Shiraz? The answer words for
Z 'era' "why" (as in "Why are you laughing?", but not as in "This is why..."). In
? a Z ?tc dZ Z
r 'un', Zd 'zira', and Z wZ 'bra-ye in ke', all meaning "because". Of these, the literary form Zd is used less often. Z
are Why don't you go to the movies with your friend? - Because I don't have time. same meaning same meaning
? wtc ta Z / qcZ t r / qcZ t Z wZ / qcZ t Zd
is a synonym for 'ble' in the sense of "of course" and "but of course". Example: Don't you eat in that restaurant?
It should also be added that the word Z may be used to indicate approval. In this case it
7.
?c Z rZcc r ca But of course, I, too eat in that restaurant. / qc Z ca - Z c 'e-towr' "how" (as in "How are you?", but not as in "This is how...").c
How (good) is this hotel? How are you?
usually precedes the main verb; adverbs of time and place may follow it. Example:
? Z c r ? Z c p
c is also used as a judgmental word. Any response to it would include an evaluation:
83
How is your watermelon? - Our watermelon is very good. - Our watermelon is better than your watermelon.
Main Text
______________________________________________________________________________________
? Z c w Zt / Z [ w Zt / Z w Zt dZ w Zt
c may also indicate the means by which an action is accomplished. Example:

How do you go there? - by car 8.
?tc c / Z
must be used as a question word; otherwise it would mean "several". Furthermore, functions like a numeral, i.e., it precedes the singular form of a countable
meaning noun. Example: How many brothers and sisters do you have? How many students are going to that place?
'nd ta' "how many" (as in "how many books did you buy?"). To have this
? cZa Z t caZ ?tc a
is also used to make an inquiry about the number of people or objects involved. The response is usually a numeral followed by . Example:
How many wives do you have? Three. 9.
?cZa rd
ofc in the sentence depends on the function of the noun to which it is attached. Example:
c 'e-qdr' "how much".
precedes a mass, noncountable noun. The place
How much time do you have? How much coffee do you buy? How much of the apple is not good?
?cZa t c ? s c ? [ dZ c
Bashiri
84
______________________________________________________________________________________
c is used in inquiries dealing with amount. Responses may include , if none exists and c , if some exists. Other forms used with c are "a lot" and "a little". The
choice, of course, depends on the question. Example: How much of that bread is good? - A little of that bread is good.
____
? Z [ r r dZ c / Z [ r r dZ
How much time does your professor have? - My professor doesn't have any time at all.
?cZa t c raZ / cZ t qaZ
(((
Summary
So far in this lesson we have learned that a. Action verbs refer to movement and transactions in general b. Whether action verbs are simple or compound, their conjugation is not greatly affected by this distinction--the verbal part of the compound is treated as if it were a simple verb. c. Question words do not have a set place in the sentence. Their place is determined either by he verb or by the function of the noun to which they are attached.
85
Main Text
______________________________________________________________________________________
waZ Z waZ Z waZ Z waZ Z waZ Z
? a c rd Z - Z / Z rZZ ca q Z wZ ? c rZZ ca / Z e q ?cZa N / a t / cZa N ta ? c w N / d m c / - / Z /
: : : : : : : : : :
Transcription xanom-e jvadi: xanom-e esmit, oma era zban-e fars- yad mi-gir-id? xanom-e esmit: bra-ye in-ke owhr-m dr iran st. xanom-e jvadi: owhr-e oma dr iran e-kar mi-kon-d? xanom-e esmit: owhr-m mohndes st. xanom-e jvadi: oma nd ta be dar-id? xanom-e esmit: ma do ta be dar-im. yek pesr v yek doxtr. xanom-e jvadi: be-ha-ye oma hm fars- bld-nd? xanom-e esmit: ble, km-i. ma ba an-ha fars- hrf mi-zn-im. xanom-e jvadi: xoda hafez. xanom-e esmit: be-slamt. Translation
Mrs. Javadi: Mrs. Smith, why are you learning the Persian language? Mrs. Smith: Because my husband is in Iran. Mrs. Javadi: What does your husband do in Iran? Mrs. Smith: My husband is an engineer. Mrs. Javadi: How many children do you have? Mrs. Smith: We have two children: a boy and a girl.
Bashiri
Mrs. Javadi: Do your children speak Persian as well? Mrs. Smith. Yes, some. We speak Persian to them. Mrs. Javadi: Bye. Mrs. Smith: Goodbye.
86
______________________________________________________________________________________
Practice Reading
r / Z r w ca ? Z rd / Z ca / Z a r ? Z a r / d w a / Z d tZ rZ / Z tZ w Z ? Z ? Z r / Z rZ ca cZd Z / Z rZZ ca rZ ? Z w a p c w r / rZZ ca s Za r Z ? Z cd Z / Z Z ? Z c qZ Z ? d ? Z rZZ Z Z ? Z I / p c w Z / Z p Z Z ? Z a qZ p cZ Z / Z p Z r / Z rcaZ p Z ? Z p a r / Z c r / Z c c p cZ c Z / a r / Z p Zt Z / Z ta pcZ Z / tZ ` w Z / Z rta p Z / Z rta r ? Z Z ? Z p / Z ta r / Z [ Z ? Z
87
Main Text
______________________________________________________________________________________
/ Z t ca Z / Z fc t c Z c w w / Z c w p w r w / Z a r Z / Z c wca a ra w t w / Z ra ra ca c w c w / cta c w w dZ / Z ca ra w c w / Z p r / Z r rd r ? Z rd r r / r a w p r / c w r w / Z r w p w dZ / Z c r w w / Z c w w dZ / cta r w / Z a cZ r w w / Z cta / Z cta dZ ra w w
Homework
? Z caZ Z ( 1 ? Z w p [ Z ( 2 ? Z a qZ p d w r ( 3 / Z qc p - p r ( 4 / Z rZ ca w ( 5 ? Z rZ ca w ( 6
Bashiri
88
______________________________________________________________________________________
/ Z dZ ca w - ( 7 / Z cta dZ - cta dZ w ( 8 / Z a sZa Za r ( 9 ? Z c wca a qZ ( 10 ? Z a c wca c w w ( 11 ? Z rta c Z ( 12 ? Z c p qZ ( 13 / Z qZ - tZ ( 14 p Z - tZ p Zt Z ( 15 / Z p Zt Z / ? Z tZ p [ r ( 16 ? Z r wtc c ` cZ ( 17 ? Z wZ Z ( 18 ? Z wc Z qZ ( 19 / Z [ [ r NZ ( 20

2. Fill in the blanks:
/ Z a ////// ca rd Z ( 1 / Z ////// [ r ( 2 / ca ////// rd r ( 3 / ////// Z ( 4 / ////// Z ( 5 ? Z r ca ////// ( 6 / Z ////// - p Z ( 7 / cta w ////// c wca ( 8 / Z a w ////// ( 9 / Z cd ////// c ( 10
89
Main Text
______________________________________________________________________________________
3. Translate the following into Persian. Write your answers in the Persian script: 1. These are not trees. 2. This car is not good. 3. These university students are good. 4. These cars are not good, they are bad. 5. Those lamps are good. 6. This man is a doctor. 7. These women are mothers. 8. That man is a teacher. 9. Those are doors. 10. I am (a) man. 11. Where is Shabnam's sister? 12. That big car belongs to my father. 13. Which watermelon belongs to you? 14. To which girl does this red flower belong? 15. What is that small girl's name? 16. This restaurant belongs to Bizhan's father. 17. Your brother's teacher is in the bank. 18. Our television does not belong to you. 19. Her sister's name is not Shabnam. 20. His daughter is a student at the university. 21. Whose place is this place? 22. This small house belongs to me. 23. These big houses are not mine (do not belong to me). 24. To which girl do these five pomegranates belong? 25. These several pomegranates belong to your father's friend. 26. These three blankets are good. Those two are bad. 27. Where do those red apples come from (i.e., to which place do those red apples belong)?
Bashiri
90
______________________________________________________________________________________
Lesson Seven
Vocabulary
mma melli 'aeq 'aeq budn ehtiyaj ehtiyaj datn kelas baq mdrese goldan monaseb m'muln tmiz ksif xiyaban bimar bimarestan mriz mrizxane pot jelo(w) phlu kenar dr kenar-e sahel
x xi
but; however national lover; one who loves to be in love need to need classroom; grade garden school (elementary) vase suitable usually clean dirty street sick, ill hospital sick; ill hospital behind; back front side side on the side of shore
NZ N ra ^Z Za ^Z e l c rZ J r c rc c c ca I
91
Main Text
above; over under family family week ice cream person who sells ice-cream vendor florist carpet seller place for selling things ice-cream shop flower shop carpet store airport crowded modern new; recent city; town today to take (from one place to another) to want he/she wants
xii
______________________________________________________________________________________
bala zir xanevade famil hfte bstni -foru bstni foru gol foru qali foru -forui bstni forui golforui qaliforui forudgah oluq modern jdid hr emruz bordn xastn mixahd mixahd ... bexrd kf negah negah krdn dust datn ya diruz
d saZ ft ft ft ft t t t t sat l rc dtZ ) G * ra ) sZ * Z Z a /// Z s ) H * ra s )cZa * Za ta dta
he/she wants to buy shoe look to look (at) to like or yesterday
Bashiri
92
______________________________________________________________________________________
forugah pul ra kffa kfforu joft porsidn qeymt goftn goftogu fqt mehman hmkar dorost krdn drbare-ye apz apzxane edare hrf zdn qbl z pi pi z b'd b'd z am xoda hafezi krdn xordn qhvexane bikari reza'i
st money p def. direct obj. (see Lesson 8) Zc shoe salesman fN shoe salesman ft pair to ask ) eM * r H price; worth to say; to tell ) * dialog; conversation only; however guest r co-worker; colleague c to fix; to prepare; ) H * ra ca
department store to repair about something
w scca cook kitchen office (building) scZaZ to speak ) rGd * rad m before dZ before; ago before; earlier than dZ after; later after dZ dinner q to say goodbye ra Z to eat; to drink )c * rac tea-house s jobless; idle; unemployed c Rezaii, a family name c
93
Main Text
______________________________________________________________________________________
bazi krdn hme bahm ruz

xiii
) H * ra wd all together; with one another day dtc

to play
Numbers 13-21
sizdh hardh panzdh anzdh hivdh hijdh nuzdh bist bist-o yek
thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty twenty-one
)21*
)13*sa )14* sac )15*sa )16* sa )17*s )18*s )19* sad )20*
t
Relative Constructions
A relative construction is made up of two simple clauses (here the word clause and the word sentence are used interchangeably). In the case of ra , for instance, it means one construction with proper subject, subject equivalent, and verb added to another construction consisting of a subject, a subject equivalent and a verb. The relative clause functions like an adjective for one of the nouns, e.g., the subject, of the main clause. The full relative construction, therefore, has two verbs--one for each of its constituent clauses. Consider the following English sentences: a. The man is here. b. The man is your friend. c. The man, who is your friend, is here. (main clause) (relative clause) (relative construction)
Bashiri
94
______________________________________________________________________________________
The sentences in (a) and (b) are simple sentences. In (c), the sentence in (b) is used to modify the subject noun phrase in (a), i.e., the man. The repeated noun phrase "the man" in (b) is replaced by the relative pronoun "who". Compare: a. The man is here. b. WHO is your friend. c. The man, WHO IS YOUR FRIEND, is here. The procedure can be illustrated as follows: Sentence
Noun Phrase
Verb Phrase
Sentence
NP
VP
the man
is your friend
The man
WHO
is your friend
is here
95
Main Text
______________________________________________________________________________________
As mentioned, the relative clause "who is your friend" modifies the subject of "The man is here," i.e., the man. Now let us compare this construction with the Persian version of the same sentence:
/ Z Z a ( 1 / Z ta a ( 2 / Z Z Z ta wa ( 3
the selective marker w '-i'. xiv As can easily be seen, the Persian equivalent of the English word "who" is 'ke' preceded by The following diagram illustrates the structure of the Persian sentence in (3): Sentence
Verb Phrase
Noun Phrase
Sentence
VP
NP
Verb
st
subj.equiv
dust-e oma
noun
mrd
Z Z
ta
Bashiri
96
______________________________________________________________________________________
Procedure:
To modify the subject of a main clause by means of a relative clause, proceed as follows: a. Make sure that the noun to be modified is the subject of that clause. b. Replace the subject of the relative clause with w '-ike'. c. Add the resulting relative clause directly after the noun being modified. d. Complete the construction by copying the remaining portion of the main clause after the verb of the relative clause. Here is an example:
- d dZ ca c ( 1 / Z r Z c ( 2
Procedure:
b. The subject of the relative clause (2 ) is replaced by a. The noun to be modified is the subject: c .
w , i.e., Z r Z w
c. The resulting relative clause is added to the subject of the main clause: . Z r Z wc d. The rest of the main clause is copied after the verb of the relative clause:
/ d dZ ca Z r Z wc
The Verb 'to be' Again

We have already seen two types of
ra
: the dependent variety which appears on
nouns and adjectives as endings and the independent form that is conjugated separately as , , etc. Relative constructions require still a third variety of ra to avoid
repetition of the same form. This new form is r ; its present tense conjugates as follows:
97
I am
Main Text
______________________________________________________________________________________
) * ) * ) *
) * ) * ) tZ * ) *
I am not Compare the following:
/ Z r Z - Z rc ca wc ( 1 / r Z - Z rc ca wc ( 2
The two sentences mean exactly the same thing, i.e., "The nurse who is in the hospital is from Kashan." merely prevents a repetition which is stylistically not liked by the speakers of Farsi. In certain cases where the pile up of the verbs at the end of the sentence makes the sentence awkward, the availability of r is appreciated. Compare:
/ Z Z r r ca ( 1 / Z r r ca ( 2
Such sentences can be handled stylistically in a way that they do not appear awkward, but even then the use of r prevents the repetition of the verb. Compare:
/ Z r Z r ca ( 1 / Z r r ca ( 2
Learn the following sentences:
/ c - Z cZd w wa ( 1 / c caZ - Z a r w ( 2 / N t ta - Z w wa ( 3 / d t - rZ Z ( 4 / Z ` - ca r wtc wcZ ( 5 / [ t c - Z w Zt ( 6 / [ - rZZ p ( 7
Bashiri
98
______________________________________________________________________________________
/ Z cta w dZ - Z d Za w ( 8 / Z rZZ - Z s r ca Z ( 9 N / Z p - Z d [ ( 10 / c ca - acZa w N ta d ( 11 / c - Z w Z ( 12 / Z e rca - acZa ^Z wa ( 13 / Z p - [ ( 14 ? l qZ p - ( 15 ? Z - Z c r w wZ N ( 16 / rZdcZ t rZ r w w ( 17 / wZ rZ ( 18 / t s J rZdcZ w r ( 19 ? rZ J t [ w rZcc ( 20
Action Verbs (cont.)

We are already familiar with the present/future of action verbs. The simple past tense is discussed below.
The Simple Past

The formation of the simple past tense is quite similar to that of the simple present/future. Here the personal endings q '-m', w '-i', '-' , '-im', '-id', '-nd' are added to the past stem. This latter is derived from the infinitive by dropping the infinitive marker r '-n': past stem infinitive past stem infinitive
a c aZa
ra c raZa
a Z ac
ra rZ r rac
99
Main Text
______________________________________________________________________________________
The following are examples of past tense conjugation of simple action verbs. Note that the personal endings are the same as those for the simple present/future, except for the third person singular i.e., versus a '-d': I was
qa ) wa ) a ) tZ a ) a ) a )
* * * * * *
I was not I came
qa ) * q w q
I did not come
Note that the negative of the verbr includes a w between the negative marker and the past stem. I went
c c c c c c
I did not go
Bashiri
I took
100
______________________________________________________________________________________
I did not take
I gave, you gave, etc. I did not give I did, you did, etc. I did not do I read, you read, etc. I did not read
aZa -aZa -aZa -aZa -waZa -qaZa qaZ a -a -a -a -wa -qa qa Z -Z -Z -Z -wZ -qZ qZ
The conjugation of the compound verbs follows the same procedure as explained for the present/future compound, i.e., the noun which precedes the verb remains untouched; the verb is conjugated as if it were a simple verb. Here are the past stems of some compound verbs: walked learned taught worked studied To form the negative, add
c sZc a aZa eca a c Z eca

G 'n-' to the past stem of the verb. Here are some
examples of the conjugation of these verbs for simple past tense: I walked
c sZc ) *
c sZc ) *
101
Main Text
______________________________________________________________________________________
c sZc ) * c sZc ) *
I did not walk I learned
c sZc ) * c sZc ) tZ * sZc ) *
a - a - a - a - a - a a
I did not learn I taught
aZa eca - aZa eca - aZa eca - aZa eca - waZa eca - qaZa eca
I did not teach I worked
qaZ eca
a c - a c - a c - a c - wa c - qa c I did not work qac

I studied
I did not study
- Z eca - Z eca - wZ eca - qZ eca Z eca - Z eca qZ eca
Substitution Drills
Learn the pattern sentence, then substitute:
/ [ - Z rZdcZ - Z - lZ - - rZcc - - - - - Zt -cZ rZ - - Z - r - p - r - -
Bashiri
102
______________________________________________________________________________________
/ [ t c Z wtc Z
under, over, at the side of, in front of, behind, inside, on top of
Transformation Drills
Transform the phrases with ezafe to clauses with 'ike'. Example:
lZ Z Z
pattern phrase clause with 'ike'
c r rd f a w c rZ [ c f w rZcc l r rZ
Transform the phrases with ezafe to clauses with 'ike'. Note that only true possession can be so transformed. Example:
cI Z c p
But not
tZI ca Z tZ p wca
This latter is not a true possessive, because the mother is not owned by the child! Also note that the word p 'mal' expresses the concept of possession in the clause.
103
Main Text
______________________________________________________________________________________
d a w rZ tZ rd c w a rc N w Z N w N a w [ ta waZ w Z cc w
Transform the ezafe constructions in the following into relative clauses. Example:
/ Z rZ w w / Z - rZ w / Z ca a l ( 1 / a - a fZ ( 2 ? Z r qZ ca rc rZcc ( 3 / Z rZ c w Zt r ( 4 / a sat - cta sat dZ N w ( 5

....
Bashiri
104
______________________________________________________________________________________
Transform the relative clauses in the following into ezafe constructions. Example:
/ c c - Z r wa / c c r a / ca - Z d d ( 1 / [ - rZdcZ Zcc r ( 2 / wZ - Z rZ Z ( 3 / Z fZwZ - tZ wZ - ` r ( 4 / sZa w p - [ r ( 5

....
Combine the following clauses into sentences. Example:
Z l w a a / - Z l w wa .... wZ ( 1 Z rZ p ( 2 p N Z ( 3 Z N Z rd t a r ( 4 rc w rd t a r
105
Main Text
______________________________________________________________________________________
p rZ c r ( 5 rZ c r N a r ( 6 Z w caZ a r c wca c ca r ( 7 d r rZ wZ rZcc r ( 8 Z rZdcZ rZcc r
d r ca rd r ( 9 Z ta Z a rd r c r ( 10 c w r N
Transform the sentences with ezafe constructions into ones with possessive forms. Example:
? eca c qZ ca Z ?a eca c qZ ca fZ / d rZ ca c wcaZ ( 1 / rZ w ( 2 / Z Z N r wa ( 3 / a ( 4 / tc c rd r w N ( 5 / rZ t r w ( 6 / Z rZdcZ t [ t Z ( 7 / c ca w ( 8 N / d Z r ca w ( 9

....
Bashiri
106
______________________________________________________________________________________
/ r caZ ta a ( 10 ? c sat qZ ca wcaZ ( 11 / Z a c ( 12
Summary
So far in this lesson we have learned that (a) Relative constructions are attached to the nouns of a sentence; the noun is marked with a w followed by a .
(b) r is a variant of the verb ra .
(c) The simple past is formed by adding the personal endings to the past stem of the verb.
? Z Z / Z r Z - : r / Z s Z : s ? d / s : r / d Z r ca : s ? c : r / c ca : s N ? cZa Z t caZ : r / qcZa Z t caZ : s ? c caZ t Z : r c qcaZ / Z c rc w qZ : s / Z c tZ / / Z : r / : s
107
Main Text
______________________________________________________________________________________
Transcription Loqman: bebxid, esm-e mn loqman st. esm-e oma i st? Farkhondeh: esm-e mn frxonde st. Loqman: frxonde xanom. oma koja zendegi mikonid? Farkhondeh: mn dr xiyaban-e ale zendegi mikonm. Loqman: oma koja kar mikonid? Farkhondeh: mn dr bank-e melli kar mikonm. Loqman: oma ndta bradr v xahr darid? Farkhondeh: mn yek bradr v yek xahr darm. Loqman: xahr v bradr-e oma koja kar mikonnd? Farkhondeh: xahrm tu-ye bimarestan prstar st. bradrm kar nemikond. u bikar st. Loqman: xoda hafez. Farkhondeh: beslamt. Translation
Loghman: Excuse me. My name is Loghman. What is your name? Farkhondeh: My name is Farkhondeh. Loghman: Farkhondeh khanom. Where do you live? Farkhondeh: I live on Zhaleh street. Loghman: Where do you work? Farkhondeh: I work in the National Bank. Loghman: How many brothers and sisters do you have? Farkhondeh: I have one brother and one sister. Loghman: Where do your brother and sister work? Farkhondeh: My sister is a nurse at the hospital. My brother does not work. He is jobless. Loghman: Bye. Farkhondeh: Goodbye.
Bashiri
108
______________________________________________________________________________________
Reading 1
/ d cZ ca fZ saZ t t c / c wca c ca cZ / Z fc t c Z / c ca t rZZ Z tZ / Z Z c fc w w dZ cZd /atc cZd t ca / / c cZ cZd / cta tZ w c /atc c wdtc t / Z a : [Z ? d ca t ( 1 ? Z cZ ( 2 ? t c Z ( 3 ? at t ca ( 4 ? Z c cZ cZd ( 5
Reading 2
a /cZ c w saZ ca dtZ / t a Z /cZa Z Z tZ /a cZd Zc tZ t t / s cZd ca /a
109
Main Text
______________________________________________________________________________________
fN /acZa ta ` tZ / acZ ta wZ s dZ t ca /a s : fN ? Z Z ( : tZ fN / r sa ( : [Z ? cZa a t c w saZ ( 1 ? aGG Zc tZ t ca ( 2 ? c cZd ca ( 3 ? acZ ta s ( 4 ? a s w ( 5

Reading 3
w / Za r t ca t c dta ca / w - t c ta - ra r a w /a ca w r wZ t / ad m scZaZ ca rc w scca t c t ra w /a ca fca t t / c t a Z q dZ : [Z
Bashiri
110
______________________________________________________________________________________
? t ca t c r Z ( 1 ? a ca r wZ t ca ( 2 ? a w scca ( 3 ? a fca t t ( 4 ? c t a Z I ra w ( 5
Homework
1) Translate into Persian: 1. The child, who was in the restaurant, is Reza's son. 2. The lady, who is a teacher, is my mother. 3. The house, which is expensive, belongs to his daughter. 4. The television, which was big, does not belong to us. 5. The girl, who is usually in this restaurant, is his daughter. 6. This book is cheap. That book is cheap, too. 7. The apple, which is on that chair, is from our garden. 8. The car, which was red, did not belong to his mother. 9. Where do your parents come from? 10. Is the city which is very dirty, very big as well? 11. To which school does this student belong? 12. Where are those ice-cream shops? 13. The airport was not far from the city of Isfahan. 14. The streets of this city are very crowded. 15. The hotels of Shiraz are modern. 16. The department store is near my school. 17. Their family lives in a small town on the shore of the Caspian Sea. 18. We are not from Tehran. We are from Tabriz. 19. Mina buys a small carpet. 20. Hassan and Bizhan were not in the bank. 21. We look at you. 22. You go to the garden. I go to the bank. 23. Your wife went to the market.
111
24. She has only one pair of shoes. 25. I am buying (I buy) a big house near the Caspian Sea. 26. They have only one son and one daughter. 27. Yesterday I went to the market, today I am going to the bank. 28. His father works in Iran. 29. My mother and his sisters are in the kitchen. 30. They are fixing tea for our guests. 31. We talked about our work in the office. 32. He said goodbye, but he did not leave (go). 33. We do not walk from the market to the bank. 34. Where do your mother and father live? 35. Is Tehran a large city? 36. Yesterday their house was very crowded. 37. They went to the coffee-house and had (drank) tea.
Main Text
______________________________________________________________________________________
2) Translate into English:
/ Z ` - rZ r w ( 1 / - Z rZcc r w wa rd Z ( 2 / rZ - Z rZ ca c Z ( 3 N ? - Z rZcc rca Z ( 4 ? rcaZ rd Z rd - a w w dta d ( 5 ? - wZ rZ Z ( 6 / ta - Z ta c ( 7 / t t c l Z ( 8 / tZ c t - tZ N ( 9 ? Z - rZ Z a Z ( 10 ? Z Z ( 11 / cta Z dZ sat ( 12 / tc st ( 13 / cZ cZd ( 14 ? d ( 15 ? c c ( 16 / cta w dZ cZd ( 17
Bashiri
112
______________________________________________________________________________________
/ a ca t c c a ( 18 / a ca w c wZ ra w ( 19 / cta ca c dZ r w ( 20 / ad m sZa ca rc w scca ( 21 / ad m c ca rc w scca ( 22 ? d Z ca wZ saZ ( 23 / a Z ca w N t d dta ( 24

3) Translate into Persian: 1. I have fifteen oranges and eighteen apples. 2. Who has thirteen chairs and twelve lamps? 3. Which hotel is nice and inexpensive? 4. Where is your husband's doctor from? 5. How much money do you have? 6. When is your nurse going to that hotel? 7. Why are their cars black and white? 8. Because they are not pink and purple. 9. My father and her father work in that hotel. 10. Our wives study Arabic in that university. 11. I do not speak Turkish with them. 12. Those nineteen students do not study Hindi, they study German. 13. Their sons and daughters work in Tehran. 14. Her husband owns (i.e., has) a small hotel in Isfahan. 15. We do not have any books; we have a lot of money. 4) Translate the following into English:
/ c cZd ca wZ ( 1 ? d rZ ca ( 2 ? a eca )* - a eca ( 3 ? tc / qtc sat ( 4 / c [ caZ r ( 5 ? cZa N ( 6 ? Z wZ )w Z * Z ( 7 / tc sZc cZd ca c w N ( 8
113
Main Text
______________________________________________________________________________________
? acZa sat Z ( 9 / qcZa rZ t [ [ sa ( 10 ? Z ta w ( 11 / a a tZ ( 12 / Z d ca ( 13 / d tZ c ( 14 / tc sZc c Z ( 15 ? Z Z ( 16 ? cta Z dZ Z a Z c e ( 17 ? Z r qZ w rcaZ t ( 18

5) Translate the following into Persian: I am a teacher. My name is Sasan. I live in Shiraz. My brother lives in Tehran. He works in the bazaar of Tehran. My sister lives in that hotel. She studies English at the university. My brother has three children. My brother's wife is beautiful. They have a small red car. They live in Tehran. I feel fine (i.e., my condition is good). My mother does not feel fine. Where are you going? I am going to the hotel. To which hotel? To the small white hotel. Where is the small white hotel? It is (over) there. Those teachers do not teach at this university. They teach at that university. Do you study at this university? I teach at this university. Which professor teaches at that university? I don't know. Does that television work well? No. That television does not work well. This television works well.
6) Translate the following into English:
? Z ca ta a ( 1 ? d Z Z ( 2 ? a a waZ a ( 3 ? c [ r qZ ( 4 ? Z c qZ p w ca r ( 5
Bashiri
114
______________________________________________________________________________________
? Z eca sZa qZ ca rc ( 6 ? rZ I c e ( 7 ? acZa a t r ( 8 ? tc c r dZ c ( 9 ? acZa p c rZ w \ca ( 10 ? Z p - p rZ sadZta r ( 11 / Z c tZ e ca a ( 12 ? t cZd w rd qZ ( 13 / a fZ p wc tZ ( 14 / p tZ dZ Z ( 15 ? a rZ c a ( 16 ? c Z qZ ca J ( 17 / qad m tZ c w scca ( 18 ? Za c w scca ( 19 / Z l rZZ w dZ Z w ( 20
7) Translate the following sentences:
/ Z rZdcZ dZ ( 1 / Z f r w w dZ Z w ( 2 ? r qZ ca w scZaZ ( 3 ? q dZ q dZ rta ( 4 ? c t a Z ta dZ \c Z ( 5 ? c Z dZ ( 6 ? ac w s qZ ca ta t tZ ( 7 / Z c tZ r acZ p tZ ( 8 / c cZd Z dZ ta ( 9 ? a s w ( 10 / Z p q wZ tZ r ac q tZ ( 11
115
8) Translate the following sentences:
Main Text
______________________________________________________________________________________
/ Z p tZ NZ Za r sa ( 1 / NZ Z ( 2 / cZa ^Z t cZ ^Z ( 3 ? c rc qZ ca J ( 4 / wd r J t r ( 5 / Z w w dZ Z ( 6 / a rZZ w \caZ ta rZcc ( 7 / Z ca w ` t [ w ( 8 / a Z d ft r w [ ( 9 / d c wca ca fZ saZ t tZ ( 10 / Z l t c rZ ( 11 / Za [ a rc Z ( 12 / c Z tZ - Z cta Z dZ sat Z wZ ( 13 / Zc r Z p Z wZ ( 14 " qcZa ta Zc t t xv NZ ( 15 " rZ t rc w st NZ ( 16 ? c w scca rta Z ( 17
i
In the word 'tqrib-n' "approximately", the 'lef ' with the tnvin marker ( In reading, the t 'vav' in rac 'xordn' "to eat" is pronounced 'o' (cf., ta 'do' "two"). is pronounced "-n".
J)
ii
iii
The t 'vav' in rZ 'xandn' "to read, to sing" is silent before Z 'lef ' (cf., Z 'xahr'). Unlike English, in Persian 'mn' "I" precedes ' oma' "you, pl. or singular, polite". There is no defined status for animals and pets. Depending on speaker discretion, they can be treated as animate or inanimate. In Persian script, both rZ and Note that
iv
vi
vii
'hi'
rZi
are acceptable.
"none, at all" is used with the negative form of the verb. Example:
Bashiri
116
______________________________________________________________________________________
in golabi hi xub nist

This pear is not good at all.
viii
/ [ Z
'mi-'. In orthography, for the verbs that take 'mi', it may be attached to the stem: qtc 'mirv-m' "I go" or it may be written separately: qtc .
The verb "to have" does not take the present suffix
Za 'datn'
ix
The same procedure is true for some other verbs like
rac Z 'qza xord-n' "to eat (food)", where the word Z 'qza' "food" is replaced with other words such as q 'am' "dinner" or w 'ay' "tea":
She ate at that restaurant. We drank tea at this teahouse. At what time do they eat dinner?
/ ac Z rZcc r ca tZ / ac w s Z ca ? c q I
Beginning with this lesson, we shall discontinue the use of transcription for every phrase and sentence used. We shall, however, continue to use it for providing pronunciation for new vocabulary and for certain new structures. Many Persian nouns are made up of other nouns modified by addition of suffixes and prefixes. rZ 'gold-an' "vase" is one such word. It is a combination of 'gol' "flower" and rZa
xi
'dan' "container". (For a study of derivational suffixes, see Lesson Eleven.)
xii
In constructing subjunctive sentences, the verb
Z 'xastn' "to want", used as an
auxiliary verb, is conjugated with a main verb to indicate volition. (For a full discussion of the subjunctives, see Lesson Nine.)
xiii
Note that
hme-ye hfte(h) hme ruz

w
'hme' "all" can be used as a pronoun as well as an adjective. Example:
w dtc
all (of) the week; the whole week every day
xiv
In writing, the
. When this combination occurs after t vav or lef Z , a hamza precedes it, i.e., or, written together: . When it occurs after a final s , or an Z 'lef ' precedes it, i.e., Z .
and may be written together as
117
Main Text
______________________________________________________________________________________
Example:
wc Z Za Z N D wZ N
xv
the nurse who... (written separately) the lamp which... (written together) the university student who... ('hamza' after 'vav') the child who... ('lef' after '-he')
The
used after
NZ indicates emphasis. It is equal in emphasis to the word "but" in the
English phrase "but of course..."
Eight Lesson
Vocabulary
Learn the following words: poxten baestan baz baz kardan x:eridaen didan Senaxten xanden dadan baqUe deh masjed kar daSten 3eb diSeeb parsal emsal en*eb barf barf amadaen baran baran amadan hrer her ruz Sonral panir savar Sodan taksi ne3eesten xendid"en mosaferat mosaferat kardan jaevan hala ketabxane film bazi
to cook to close;to tie open to open;to untie to buy to see to know (a person) to read; to sing to give small garden (of a house) village mosque to bother; have businesswith night; evening last night last year this year tonight; this evening snow to snow rain to rain every everyday north cheese to ride taxi to sit to laugh travel; journey; trip to travel young; a family name now; at the present library movie; frlm (photography) game;play
I !
{'-l
,',:t-
t-r-r1 F*...
. l
t;it o:J.)tr t ir .'.r,s

(.'*)
I rL/k l . I I '
.',J- I
- . 1 . .
, . , 't ,
.,", ..
t _ r_l r J _ r, l_r "
siL
o J
J'L.
{ r l : ) O : ^ 1: ; 6 1
.:*-::
,IL.L
v
tL- |
.=--x|
ij/
rir O,r.i j;a . , t, ( , li) ,,ul ;rl;lq

.a
)s-:st
ll I
O* JiI*,r l \ ,.r& I !rts
<r. l
(uil
..J. U . Ji5 c, r.r L*-
toSt ,:J
.r;sL, rir F
)|'dt+uS
FL^J ,aiL
Bashiri
. 4
118
to play; to act to bother; to annoy please more people most of the people each other especiallY one of...l rich famous center slope;side of a hill or mountain mountain the Alborz mountain range some sometimes to be finished other the other (one) Khorram Abad, name of citY in Iran ancient times old; ancient letter (mail) upon seeing very; much happy to become to make happy sentence (grammar) God willing will come2 to sleep weather; air hot both moon dear grandma! right; truth they have gone;they have traveled dear what is said
-r5 .lr oL ..L Jjl (;iJ i.ii t t-tril ( Jl
rs
bazi kardan mozahem Sodan lotfan biStar merdom bi3tar-e mardom hamdigar bexosus yeki az...ha puldar mashrr markaz damene kuh kuh-e aelborz ba-'zi ba'zivaqtha tamamSodan digar yeki digar xorram abad qaedim qadimi
nalne az diden-e besiyar xoshal sodan xoShal kardan jomleh en3a'allah xahim amad xabidan hava gerln har do mah nane jan rast rafte-and 'aziz harf
(osr osJ !9jt,

(.,11 .'..r-i >l J V *
'u!J
,F4 rJ g 9.g | - -y
..,-!'ft^* t ...il L* .l.iJ e .:-t{j*
f.,
g'l:
,jS :tlt tfij

...$
:f ('^+ ur*,.1
eLi
/
-,,J?
.i,
.^C
sLi .'*
r$
,-$ s0 ' . " t ,s i l
,:4-.
('il Or., Jt*r
Uir g:J Jt*;

{irl.|:il .i-i .gl;
t ' d/JiilF
l9
jJ-
119
in harfha hame doruq 'aks rualame kavir gerefte-end dobare pas mars fekr fekr karden xaste Sab bexeyr Ciz ta nime nime-ye Seb jaleb naqse park keerden adres avardaen nevegten telefoni vaqti xod a3ena Sodan peyda kardan panjere dabestan hamaedan bidar
Main Text thesewords; these talks all a lie picture newspaper desert they have taken again then Mars thought to think tired goodnight! thing until; up to half; middle middle of the night interesting map; p.lan to park address to bring to write by telephone when; the time when self to becomeacquainted to find window school(elementary) Hamadan;city in westernIran awake
r) 1 ' ! r ' . ! \Je
Lr j.p
,. s
! J J
i . 's
Lr*
uv )ss
9 p
Jl dirs
o-:lr-r J ui r.r'.)L
r;ir ,:J
4--
,s3 ,s
I
-x+ --,
ii"
tta, .-J aS...-
=Jt+ ( . . 5 r . ' , : 5 - : JL , u-J rI (-rrl-t ;tr3[

trt-t-i,t iJ-Y
.:l: u
O
,.:;.
J
ri
l . A T wl
( .5) ..s 5 l.rv v r

o *;J
'jE-5
gl.ra -tl.!r
Numbers 101 30si Cehel penjah Sest haftad
thirty forty fifty sixty seventy
I r
t .
J+r
o L-:-
1 .
:l;-ir
Bashiri
hastad navad sad sado yek
r20
eighty ninety one hundred one hundred and one
\ r
:k-,j.l Ji
1 . . \ . 1
..:! r s
Action Verbs
We are already familiar with equational sentences. These are sentences that consist of a subject, a complement, and a verb. The subject occurs at the beginning and the verb at the end of the sentence.Example: ..- t&:i 6orl
::*;,;;1
The equational sentence, due to the "stative" nature ofits verb, doesnot include "transactions". In the equational sentencethings exist in a frozen form. There is not much activity involved. Flowers are red,,trees ore tall, and children are not happy. When action enters the picture, however,it brings with it a certain sense of direction, an awarenessof location, and most importantly, a mechanismfor transferring action from one element of the sentence,the subject,to another, the direct object.In this lessonwe shall discussthe subject, the definite direct object,and the transfer ofaction from the former to the latter. Study the following sentences:
' lP (f l) ;r"tL c)l J'
i CZlrl&.,1 .$rJ lr Jg rl .'. 'Frf i5' lr oU oi L

. ! --r - i.r , -u l, .s [..1
S CI- jq
l, .r'-
t4i
Definite Direct Object

A comparisonof these sentencesshows that they all include a subject (o- ,,: , etc.), a defrnite directobject(.;u,lu oi,o-.jL oi, etc.),andaverb(r- ,,ci 6 , etc.).Whatisdifferentabout these sentencesvis-d-vis the equational sentenceis that they include transfer of action from the subject to the direct object, i.e., the act of buying is performedby,i- on c/i-:L. Similarly, the act of cookingis performedby ; on lr, , and so forth. This direct transfer of action from subjectto objectis marked by the postpositionl, . The following chart illustrates the structure of these sentences:
t2r
Main Text
Verb
Noun Phlase
sub ect
def.
ltoutl
J.:l
oI
Note that in the chart above, the category under which tr appears is called definite. This means that only the direct objects that are definite are marhed with t,. A look at the sentences presented earlier, too, shows that the nouns used as object are definite (that car; that food; the carpet, etc.). The following structures are always definite and, when used as definite direct object, should be followed by t, : 1. Proper nouns used as definite direct object: I saw Hassan in the market. . p.r:: rlrlr ci l,: irc/.
2. Nouns and phrases precededby a I and ,i when such phrases are used as definite direct object. o- | and ,i are, of course,used as adjectives: I do not (will not) buy that car. . f-,- ..,- t) J.:t Ji ;r.
3. Independent personal pronouns used as definite direct object: We do not know you. 4. ezafe constructions used as definite direct object: She sold my car. . .:--:,ri t) ;)- o+L rl . f uj .,..; tr Li L
5. Nouns augmented with possessive endings used as definite direct object: My sister sees your car. .r;.16 l, ;,|:i-iL ,.rle
Bashiri
6. Parts of speech preceded by question words used as definite direct object:
122
Which book are you reading? i.e., references information already made available in previous 7. Anaphoric references, to 3 sentenceor sentences:
I buy a car. Then I give that car to a friend. My brother seesthat friend. That friend takes my brother to the market.
Indefinite DirectObject
If the noun used as direct objectis not definite,it means that a more general transfer is being referred to. Thus, buying a specific car, like "that car," becomesbuying "cars" in general. Or "cookingfood ". Obviously,the definite direct object marker t, is no cooking "That food," becomes longer needed.Compare: I buy cars. You cook (food). She sells carpets. We eat bread.
. . *!
I
.,-iL
.-
. C X e l t L i . $tJ 'FrF cr JE tl (t ou L
The above information can be diagrammed as follows:
Nonn Phlase
subject
'jrit
buy cars.
'" -:=*:: _::'
The Verb "to have"

You are already familiar with the simple present tense of ;r.:-il: 'dastan"'to have, to possess". To construct that structure, the appropriate forms of personal suffixes were added to the present stem 'mi-'was not required.Since "to have" is a frequently used ,l:'dar'. The present tense marker .r"to be" it has variant forms used to avoid repetition. To form these variants, conjugatethe form, like presentof o.:r.1 after the frozenform lrl..'dara'.Compare: Ihave t'Q 6 lrt"
ciU 6 .ti,! 6 , . * , 1 , t6 ,r--!L 6 ,t-.iL 6 l;l: lrl: lrls lrl: l;l:
f*r
lrl.:
,r,,
,2slt .:-;lr f:_.rl: +-,1" $rl:
lrlr .,:a .- . l-,l: F:r ,r.":-r lrls .u-t-*. l-,lr lrls
To form the past tense of ;,sy t-,tr "to possess", conjugate the past of ;r_1 after trt: :
I had
p:; l.,,1.:
.5sY l;l: :v l-rl:
,..q :_2 lrl: isr, l;lr
:_7 l, | :
To negate these structures, add -; I don't have I didn't have
'ne'
to the verb: -*+ ;:;i trt: trtr
Note that the thing possessed occurs after trt: and is added to it with an ezafe: .5trt: Example: He has several books I have two houses and three cars. His house has a beautiful garden. This town had a small movie theater. Doesn't thatvillage have any movie theaters? No. This village did not have any movie theaters. This village has several mosques. ;*.1 .,.(5 E .u- .5lrlr ,l E - s ct-i b .,: .91;l: g. .r.|'! ,.91;l:rt !, dt! .errr: ,.4-: ;,. 1
. aro ,:--L r-rt, u- uc:: . "r.. .hf
4 .rqSr.!t, u, L:-- .gt-;tso: gi QI ri k:- .9t;t: o: J:t . .i rn-ri .glrls o: ;-l
$q d
The Imperative
The imperative is based on the present stem. To form the imperative, prefix * b6- (always stressed) to the present stem. Then add one of the following two suffixes: A id for you (sing.) for you (pl. or sing., polite) A *
Bashiri
Examples: be-xor-@ be-xor-id eat! (you sing.) eat! (you pl. or sing., polite) r_'1 r:,:-F. of 'be-rav'.
1a /l
t L a
The imperative of o:;r i.e., ,r, is pronounced 'be-'. The verb g:rS may omit telephone! work! -S, +s and 15, ,6 JS Jitr oS ,K are also used.
'boro'instead
The verbs g:-11 and g:.i1.: are exceptions to the rule explained above for the formation of tlre imperative. The verb or_r, does not use --., be-. It adds 6 or '-_to the present stem of , -r; L , i.e., ;! : be! (you sing.) be! (you pl. or sing., polite) .it 'l**q
The verb;.:-r, lr uSSits past participle.:-:, ls (past stem + " ) as base and adds the appropriate forms of the present of , ',,I L , i.e., .iL, and r, I Q : have! (you sing.) have! (you pl. or sing., polite) Example: go! (you sing.) go! (you pl. or sing., polite) Speak! (you sing.) telephone! (you sing.) have! (you sing.) have! (you pl. or sing., polite) be! (you sing.) be! (you pl. or sing., polite) Telephone your mother ! Open the door! Buy this carl Sell your house! Go from Shiraz to Tehran! Be there at three o'clock! Don't have any money on you!
lj+ t,?t* IOS JjJr
, ( :UJ . t ju
eilr
t:,! l:
.r.--i,L c-i,l:
lss: I .r: ,r_:: 1..,;x i;'
rtrsot ;5 ;;I
r u , ; t 'l : ' , <-J lri l : r ' , . 1 - - . 1 ,
t. ,5L
r'ri!
:_;:L
I lJ
Jl
lr O+L l- :l
C,,Jl cLi
l1-x Olr.p +,lr-.:.,l t.,lli |v . ! L . i . : , l j ' bji

vJf
s g:*
.:rL L
l-
To form the negative of these forms, replace the imperative marker -. with the negative marker -; Example:
Don'tbuy that book! Don't go to that place! Don't open the door!
t_*J lr .:kS trr;
./i
L-;i w
rc/S rl.r l, ,:
125
MainText
The mi-Past
The definite past, describedin Lesson Seven,indicates a completedaction or state that has occurred at some point in the past. It is a one-timeevent. An adverb of time such as )tstt 'diruz' "yesterday",=i: s'disab' "last night", or JLrL'parsal' "last year" pinpoints the exact time. Example:
. h:- lr -p>:r i;i-.1 d/lr5,r-_: c . r.F L .9 dli .r 3,1;r 1l
. .r,.ic/lrl.t J+ J, r.l* i.x e. JLr!
Translation
Yesterdaywe went to the restaurant with Mina. He did not ome to our houselast night. It did not snow at all last year, but it rained a lot. For an action that happenedregularly in the past for a length of time, the habitual or o--past is 'mi-' used. To form this tense, prefix .,to the past stem and afflrxthe personal endings for simple past tense.The verb ;r:-!ls is an exception. doesnot take .,. 'mi-': It I used tn go/I was going (o-) f--r ,s,Ft rr til
c.î; .,- (Jll (Ll l+i'r ' (L-!l Ji:.i-) ('. r.::.iJ u- (ldlt
Ncgative To negate, add;'ne-'to .,. 'mi-':

I did not use to goll was not going f-, .r-l (cr)
The same principle applies to the affirmative and negative forms of the compound verbs. Example: I used to worM was working. You were speaking. We were shaking hands. They were studying Qit., learning lessons). ,.rt' 6 -,6 ,r. + Jj d ir- L-! ;-.:l: 6 c--s ;rq L '..i_S .r. rQ .r,;s t4I
Learn the following sentences:

Fr.f . +rj,y f .,:ir,.,f ' -* v. dLi, oi \9i l; Js-: (15 r1 .:-;.:l-y Lr :--+.: a-:! q iu
. F"J.j- Crj J* -r. fB I o. +r- .5- r:t ,r ob -:l-rQ )ss -* )l

Fs 6 )lt\5*SE ,F$ .,.; sly ,rst-il
Bashiri
t26
Translation
Every day I used to go to school. You used to live in this house. Where were you going with your brother last night? My wife and I used to live in the north. Every day she used to buy bread and cheesefrom the market. We did not use to ride buses.we used to ride taxis.
OngoingAction in the Present

The simple present tense deals with an action that occursnow. Sometimes,however,we need to focuson action as it goeson--weneed to describeaction in processas would a commentator.For this the verb o::l: is employedas an auxiliary verb. A "compound" ;;-:l: and the main verb describes of the ongoingaction. The infinitive of a verb indicating action in progresslmks like this: be in the processof going be in the process eating of be in the process buying of be in the processof teaching be in the process living of be in the process shaking hands of ;:i, c-:trtr
i,sr_f o-:!t: or:-r c$t: g:t: ,..,.: g:-ilr a,rJ ,r3s3 o:-:t: gst: .- : o:-:tr
The "compound"of o:-:l: and a main verb can be coqjugatedfor the present as follows:a I am (in the processo0 going
7ts 6 r.Ss,s 6 :-1; 6 l;rl 7,s1" .5.1l: t;t srlr (-11)
r tLl r!t) , ;rl !.. .r .r. .1: (t-!)

-Jr I
$_r-, cr. srl:
tl4;il
Here are someexamples: I am telephoning. I am working. We are sitting. They are laughing. You are bargaining. Negative There is no negative.The idea of negating an ongoingaction doesnot exist in Persian. Learn the following sentences:
sts , ,l;! q u-,1.r.. ;l Srl.: "i_:* .(..,1i..',1l( ,\-rt: t; * r ,-r:r-ts
't'(Jrsil;;-,l :(cr) ' t' tr -:ls ;-.llr {g')

(L) fi.:.lj (t Frlr {Q;l) . $rji 6 "r;rlr (L-!) ' U i .- CL' .r. .lr '
J 9
. +r- , ay
' ':Jt;J 6 . r:S .,. Oib ti
! t:r c--1:
L JE li;:-rlr o :.1l: 1..;:1..;x ,rl;
127
. u5 .,- stl Olrp q Ol(i.-l jl srl: ,:.:-1: J Cr* . uS u- ,6 -L _.ri rrl: L-i ,:L "l(-lr; . $j - .jrulLl .,*r. t: srl.: -[L ,.;,
. JrJ
I
Main Text
'
&5
.:.r.
: .- 1 :
'.r.
I '
Translation
Parvin and her father are going from the schoolto the market. You are buying severalbeautiful red flowers. We are selling him several goodcarpets. My brother is calling your friend's sister. Hassan and his friend are traveling from Isfahan to Tehran. Your mother is working in a store. The bank manageris talking with his wife's secretary. My father is shakingyour father'shand.
OngoingAction in the Past

To indicate an ongoing action in the past, the past of ;-*l: is conjugated alongside the .,. -past of (.,''l
the desiredverb. Example: I was (in the process going o0

f,.r
e
t';l:
o
.i,
'
-9
.^:-i,l: (.jl
4)
I -
-i.
'
(rl) 6..'-llr - : - i ,l . l ( L l e. t -
'r-1; ru-i,
cf .,-
r,:ll.:
(L-3)
..:'-i I r { t+, il
Negative: There is no negative. The idea ofnegating an ongoingactiondoesnot exist in Persian.
Tbansfiorm the sentences cited above for ongoing action in the present into ongoing action in the pasL Example:
Parvin and her father were going from the school to the market.
Transform the following clauses into ezafe constructions, then use the ezafe-construction in a sentence. Example: (1) relativeclause (2) ezafe-construction (3) sentencewith ezafeconstruction
.:,1 .g . <r . .5 I -Lrs
;r - j:'--r-:-'-'k5 g-r-: .:h5 "r* OIJ ;r. ):.
Bashiri
-| & JL .5 u.S-lij o*rt- - \ .)irl.t .,- L Jt .S oJb .it-:' - Y .-- | L-: -E \5)) 5,Jl-'l I - L - o
r28
j:.r-:--., .1U .5 J;-,r c.--l L-i Erra ,Jy Jt 5 A-15 J.r.* J!
c. -l Gil
Tlansforrn I the sentences with the present of c/-: I. and a main verb to sentences with the past of o:-s, s a rnain verb. Example: and
. !,! . p r, .!
e
.-
.l;l E.r.;=-.1 : L ,
l - -
.Ul t:.r.,' -:ilr , , l _
' '* -L; 'jli - t l*-aY r:' 1'-rrl-r* ;:l: ;t tr :;l: 1l . r)) \, ol, ,lrL ;: j,;:L r r ;{ . uS u- --r-r ! srl s l4;i (f.iJ ;rLl;:L . tssl cs. L.-^:l ok;l .u-:rl:;G.5trl L c ;l -,r- JG . rrlF , j*t' o .slr Ct* ..ttS r;lr y'- -t,ss,l aJ! q gtir:L -1,{ l+ r;rl: b s 1 v - A .. \ \, . rJ o- ob_rL:: r el;li.gl-S;:-: ;S + :.1: .r;6 ;l-i ,:l-qU -u- .r;;l: . !*"i o lrGl lrb o o. OU;f .r;tr . r,* 6- U-ii L-l .g ! srl: 1.;.1-.:_r j+ ":l;tq :rls :.[L ,-;, . r:( u- --:.* JIq .,.*
Drill 1 Substitution
Learnthe pattern sentence then substitute
. -tir,.e
J J 9
"l t ,.,LF
)r
a,) )
rJ- ,rl
- ;
L - ,!-*: t:,
1 .r;ti .Sb Jj
b {;* .96i - -.::,s ; r:L - Lr - tj ft1s:lt s ,t
r;.ui L .9 dl: c ,_Fg _, sl )ss,_t
L.l Lq
erJ'. ,',1-:-)l-.-
-.,1j! e n:::
,l *! ,.).(
"t(:;l: tni:l -
..:-l-;t >:* -
ul-:*-,: tlt*<:
SJrrS=. .r(s; .;L:, ,.1r5 ;: I -j. r:L _r
- Lfi.- d/l-*-_rr r v. -L-: - l+i - ; -o- - L - )l - l:r rlJrp J+ .( ;l- ,5: - .:*l ub-:L:-r -r: d.9:r$r t+^:l -,1d.grt:--a
129
Main Text
. ,gl5 c.\J. ,LlJr! : "t-l-r: FI t
teacher, doctor, wife, brother, mother, nurse, daughter, good students, kind sisters,small children, father
. :r-,i L1l q oki-l -rl .::JU C u u;G !9Ei
5O-televisions, 30-flowers, 100lamps,40-watermelons, 70-blankets, 90-cars, 20-tables, 50-interesting books,30-expensive chairs,40-cheap trees
. .: I ,l{r "_-" .sb S ol :l ,t-_ a6 ,_F ,i.l
,.sb JE . ;"; .:b JG -.. ;llrl .sb =LlS . oljS \9b -LlS ..-:- - e-.rj .,(l ,-;l-:' , 6.,1: .9b cB J"iS ==- , 3-rr.5b --. ,,1i.9Lr _[-.'1rl . 'ri- ..s1.J*-;l -!f ..sLt_,t:r ,:tt . =-r- .sb/- --l, .5tl i':-r. t:-i + .9bfL
c--l ; &:i Ln+l .sb lt (, * jl ttr ",:l
blanket, te.levision,table, chair, lamp, restaurant, bank, tree, class, market, university, girl, woman, house, school, car, small garden, mountain, street , city Learn the following sentences . $_r_r .l-, ;!F s) u) s rr ,i u. .r;.r..i L !5.-:l-:, u5L:' , ,l ,rr,-: c .rS f 'l*5 .,- .rSs; <;ti ,.1 ,: L-t ,:L , ,rLS g,*
r r r
.F$lF
O- \:-rJ.: tr -1 J:-l-x lnii c - r !+5 .,- ..r(s; cl-:, pl.rS _;: !L oU,iB .:r l-.1 -, o -1 .:-,1i $*1 | e Ot{;l jl .=,_r-JG - u-E lrEi v $ f .sdB c )_t_s 'L s 6. s)) 1l+ ;;--;.r. ili ^ .sl. .rJt- =US .:--11:il-. j*f
..:*-t ,rg r+- !e6 ,_Foi :l tr- c6,f

. r:U .
u
,.t - 1
' v -
&-S
i l - - ^ i . e L r L L. i
.a .s v
',1iL
e
.-l
\.
. c--l
gl(i-l
,r glr-l .sb-,ljl.. ut:. S:l ,l ,r5. -, r r :l : 6; 9r-,.: Olr.6: .KSl.: _;: L .:b-l rY
Learn the following sentences

!:;l: JL .u- L-i. ,* . rrl.: .JL -,r -, &? ./. r* S c.il-: Jt_. *t ,l ,:L . .:-5lr JU *: uirJL dlr-.; ;! .:rl: JL- :k; 1 :L:5 .rS \ T _ r - L - o
Bashiri
JL ,G -1 :k.io o_.r* ,_El*:-_rs;l ,rS. - r . .r-i l5=-t ..t Olrl jl - v JL .L*f Ft' ",-"; ' . 1 .-l ! A S i r sr . a . i i L - g s L r:-r F JL . srls JL .s3le: l4;i _fl c+ .;tl: plr b rr 1 "r ';;;
d..ir ,61 ;lr c-ir yr I c-ir rk,61 .l: oL -o l'
130
. ,:-ll:
.r.3L 9' ,
+\i-q.>
/t f
,/t r a
S,:-l S.:-l
q
rA r-.+
G5 o,
' .-,lY+g;tii tE*i^ lYL.-i JL ,ot: K-:ro ,;lj,- r53l ,.1-lJ , &*J + , Kt)eo JL , i./r
.r- .1.: L-i t (. J ' 4
-
J: c.
(J
,4
, r
l.-
r>
vJ,
' , 1t -
,.lif
.pr-: '
rt' ':.$-r
l;: u-
ir , -4.;:s.o " 9 f,Jl" U+- f l"5 q ' Ult" ,gl|t <' ; '{*t^ ',-,1-xl L:*
I .:-l . .:--l ?J-
.r . r:S .,- jt{ fti
I J
t ;13-,9lil fl"j .'-l" .r^; , .4;)9^ .,!1- -K .f --:r S ,:- t , Olj- Olil fl=: gl 7l "t , c.r | ---' .4,*io ;1 7l *i jti -ti ,si 6 ! o r : O l J i 6 l 3 t
^,.ei
uls<l t-+"
fl+ ,tl ,Si ---
. tit- l.r: , l_* ,f Transcription
t'
-l;
u- ',5j , 6;)s,o L|-i : OlJ" elSl L l.:-:, , E*eo
husaeng: salam aqaye javan. aqaye javan: seelam huSeng xan. irale SorrraCetorr,e" ast? hu3eng: bad nist. mersi. hale Soma Cetolw aest? aqaye jevan: xubeem. mersi. Soma darid bekoja nirevid? husang: maen dagtam besinena miraftem. aqaye javan: bekodam sinema? husangl besinema ir"an. aqaye javan: filme sinema iran xub ast? hu5ang: nemidanam. dustam migolt xeyli xub ast. aqaye javan: esme an film ti ast? huseng: esme an film ___ ast. aqaye jevan: de! ki tuye an film bazi mikoned? husang: fekr mikonam __ tuye an film bazi mikonad. aqaye javan: pes men mozaheme soma nemiSavem. xoda haf'ez. hu3ang: xoda hafez.
131
MainText
Translation
Hushang:Hello, Mr. Javan. Mr. Javan: Hello, Hushang Khan. How are you? Hushang: Not bad, thank you. How are you? Mr. Javan: I'm fine, thank you. Where are you going? Hushang: I was (in the processo0 going to the moyies. Mr. Javan: To which movie theater? Hushang: To the Iran movie theater. Mr. Javan: Is the movie at Iran theater good? Hushang: I don't know. My friend said it is very good. Mr. Javan:What is the name of that film? Hushang: The name of that film is Mr. Javan: Is that right? Who plays in that film? plays in that film. Hushang: I think Mr. Javan:Then I won't keepyou any longer.So long. Hushang: Good-bye.
' Readings
: .r",:l;,r; s vls-*-,
-U--k-i
r .
'LttJ
-L
,". \ | )
t
, c,ti */
J:
,l *-L,
.glrls Jl *+,
l esr,. ,;-i^"1
*h-5 r+. a-l <--r.:-o C-L
,S,
t-ot r
jl
.r!
_91 .u-L*
u-
<,"-ul-1 rLL
,r::,
;pli
i9tjl
.J--*'f
. $L ,s
Olr.Jl Jt*: -.:r -r# ,3s

l r .,(j .r
9 '
lr_F
9a_r,_,_"+L J U;_,lJr? .9 ssl;rt;;l o - " 5. 9 c - - l - :

4-dJi. .--f.!
l >
uS?35 .t dLt
. I . U}aS
J
jr-
-.,1:_rr JrS Jt,
cgGj:;,,tJJ:,t-(r[
. &.* ,l v '-lr
..r:S 6
a . l rF,E^-{a
JJJ
- 1 < r.( > ".j l6 . 1 *b[
e - b L.
's
. s oJ. J
c,7 <-- .J-.
"_l_f tt '. ol . 1 tr;j.
4:
4irn
v h J J ?
..J c r
, s3*-1- lL"i _SrS .gtjl rK
u*r-q . Jj:{
. J o r . :
J r t )
lr utirs.95i
q j l i c , o l L. . 'v - Jo tr J
i t1.
t{
?lJ+
ii]=j \
Y
L*L
'
.-
. . r1 , 1 . l L - i r s , . . V
V-r
.- ': .l-rJJ rt
'.1 .l\>
.S
t r:5 u- 6u:
c J;'.(*.- rt5= f r:r(*,L5* ta;l , sf*r s l
t;5 ," _5rS .s o-rt ut-i

o:l,r i.gG_.,:_.r -,: i.x_r_:; I .:-- I GS d- J x *-,f-r s rL.: 5,6
J v J
Y ,
.6L3i ,15 ,":i:

g ,
Bashiri r .q:13,=1 fuJ.J
132
"! i d* .rL
tl "!
J
3t
sLi '.,l
'',-i
J
. J:.S .\t
V - J J | \
.^(s
', sLi .J-:t{
'',i tf
rr
v-JJt
..; . e .'-jJi
, c +4r
vJ
.J ..r.{
,gj.s
,l-xl
c9b,# . _91g-l
- r o s ,) c o ,vr , J l J t + i i t ,
r s ,) " 5 t-J 5 , . r !1 = - * r . : r s t
.r-rt{ d
Ok*{.
Oi .:r-
.tt^ d*
ip e rJ .J-u-ils
v - J J t
8 . 9 1< - . b r t + l e-r= ;l -StS V
.9 otl;l
. -,:r-l
., -U f rS gt-,I . u
4{ 4.-r -(r;1rsL ls U)Ji G. t;'-_r.J: .9*b
Jt*:,
j**y
,!**
Gt*
.$lJi
cr -.t-; ]o**"
u,r ..51r,l, ;rsl,,
3t
: UJ-d,
,l <-l* O-l . .!-rls 6 ui,< JSrS ..5tjl o.r:r cgl-x L .9t-o ,1. JL *i,tl,l'-tl":sJ JU:r J+ "..u1 r.,rlj* q ;l -rls*+t l "!l r'F .se; g4-n;4 r9-# (.,t *U i,/j+ ;l "!
: J:-l \{ -lJ} 'Gl=J
d/-l
Sr4-
.,f r;
I
$
gdl
_,r i,,?J;; g;_..r _ r

9
1 ,-.J'g
.A-
ol
S.r,l;
u.r Ol:t
l_, <-"tj C
lsl.r e_S ,( r K dLr i c oS - t S:J Jt-'*3,= l, g-33- <.b ;l .-L- 11.15 o "LttJ
: -1.*.il9;.1 'J.r
. ' J -c r
- - . t1 - J s . vs , l\ : .
U
lr L - J ^ v,
V
nJ & * - l r r
5.i.st-
..i.<.i,sL V
. i s-
r * (J . t - . -
InrJ
. l - l v* i
. :J S . ' , , \ . s L t , c J - c -
,r*-:i Sslc-;,
otS; oL q Jr p ,yJx ;l .X-.,; .s-rrS* GfrrrrsL oL q t^.,,[S;J-l <5 .-:-l c-*ls rl-l ,;[ ."; ' -K -(r;rsL ''-',.c r<i l J b J
f )
.;.*S-r^
v
c-"--i .l=J
( J r J
.6 t.ri
.tS
qr-(r
O-, l
.:-l
L-{Jr
{.r
G iF :<_$
;1 | . s-n; Ci
,
. JjljjS
l)
.:iS
4i $li "L G +"br_e, .93:

c;Q-o: uf?-q'{
r .:-i5 6
,?
c,, S
.r/
.9J,
OL-t-
)::^l
lr?
.t*i
, g$
<.li -
133
i-f sl , ,)l T <i! Ji-r;* i,r.-lL q lJt , $ es otq ):-rl
Main Text
on
t.:-l , -;5
I 'r'lj,-:.; j o..;..1 l_: *-:6
!:s I
LS
r r;
t . , cl v
ri
c-*.-
y'
Jnj
-(r;rsL
. r'g I J'J '.-c -
!-E+ -9 :ja .ilJ=+ _21+: c.-;l; :.i ,f .gLo +*i J: tj
.:.i
.ca-:lr {rJ*L.
l"-r,
J-r . -.i3
i-r-*3-r& r dr3>;
,,r. S oL .t o-rQ-rs
'JJ-rt
r_er <:-*-i Jl ."J
: r.Jr +
-lJ*
'Gl=J
Sr*lr
l,r; s; -jro
c g- r r .
t+S cx:_:; =3*: - \ S.y. r3'+ lyo T J .Y-J)i (ri
t
|
cs o-:tr-.rr;(r;-rsL
tJ q (
o/J"
r
t
*J'J
.r.
t.-i Li
.ii'
ts-n;a =l-.-*
+;l;
,,f
,J'-J4
l-r? -
"
Homework
[. Tlanslate into Persian: 1. We are learning Persianat this university. 2. He and his father work in the market. 3. You are not teaching Persian to your sister. 4. Why don't you live in your housein Tehran? 5. Were those students studying in Tehran? 6. YesterdayI saw a beautiful carpet in your house. 7. I am taking (carrfng) his lunch to his classroom. 8. They used to write books. 9. I saw him in the universitylibrary. 10. She possesses severalhousesand gardens. 11. I have two housesand a small restaurant. 12.Most of the people Tehran do not like him. of 13. One of my houses red, the other oneis brown. is 14. His son lives near our house. 15. One of his daughters lives in a big, black housenear the mountain. 16. His other daughter lives in a small housein the center of the city. 17. They are one of the richest families of the city. 18. She is more famousthan her father. 19. I know your name,but I don't know whereyou live. 20. He is not the headof the bank,he is the headof the postoffice. 21. Which car belongs you? to 22. Why don't they buy a small car? 23. Where do his father and unclelive? 24. Do you know when they are going to Hamadan?
Bashiri
25. When are your brothers comingfrom the U.S.? 26. How many housesdoesthat doctorown? 27. Where is your languageinstructor from? 28. How much money do they have in their bank? 29.He drinks a lot of tea! 30. This hospital had severalgooddoctors. 31. Which one of these men is very famous and rich? 32. None of thesebooksis good. 33. What were you sayingto that beautiful lady? 2. Translate into English:
ltt Cr - \ l)) 6' Ok;-l c . -r.:i*j -,1_ll+ Oj -1 r;. Oi Y ,.rr . sl; * Y ,l .sl_" .Jt+ .715 ;-*lr' t'.t . l-t . . ,;-5 . --..,jl; ,.-olp lr --:-l
t
r34
1l .r. JXL. ,s4: t .gl ul; l:; .-,r- c* t J[3 + FstI n gt+l-x o Lr e 6 :Q --;: s tt: 6 u;l.
.l
l.rr gL--. is ;l;;i-; sJ Fr-:.1* 6 .5 ;r:1, ai .91ut: .r5s; _,:;i _.rr r^:i.:L .g o-r. g urs , ,l -"r-:tt . --l +t' 3rr. ul:*-.s -r..-.91;l: *i oi -r . J,lt, d glr-l ;l u5. t-ij ,1 .-1:y Ct:y:*:, . rJ,r _.r,l dG:. .1..- ;_1. Jl+ ,l utsri Ob-l: ,l p, ,,(,. ...:5 . l.J.f 9 - : JL . , t L : ' . < . : , l. c,:,.^xL -:-i,lr .: .. U Lr-, +j.i; 6s: l.s.rl cls ,-.:l glr cr- lr Oql- -trs -\::-ilr L$;i . otS..lll: q l'*:l )l )ss p ,r l-: o. \ +r,-1. l-rr ,lrr:-, pl -r5 ,: _.1_1;:L-1 -!:rj,r;
\\
\T \l l0
, +
. -i.r.;lr./ l) tl -l 1.rr i:.:: . -r.;-Lî , l: sl ..4-l ,.:_- .g o t".. 1 .5b o;-t-. ,l ,rS- ,: ;. J:J f lr*',1 ,.5.j . .r"j,! ,- il ...: ,eb a t ,r. o ' 9 t ,S;yI ! r5 J[-i,i ir .9u0 gJ:: ;l ,l lr- -"F;"|-x g_; -u:-:,1: .Sl .;.: -, c/j , !9rr. j; J l . 5 L li _ - . L ,.::lr
I. YI
IT II
It
. Jrj . e : l r , -I l .55 v r
! .rtrS 1 5r .' u . - rt -v . l n i * r . ' v (t

* - _
. c-iu.:.,. rro.i.-j(! ?,, *t'.::;.i

.Frj *;-5 af .jrk :L-: '_rr
1ir'::?j,fl
IV
I OS JG:F l_; o -, ;1. JS:; otL_:. rl lr L -r i; 1..--:l,i:.|_,r ,6.9 q J: o, Lr *; ;21 l.r J J-::iJ .,- -JL jr* | ..,r r l | , , " : s - - L l - 1 1{ "
I.
3. T[anslate the following into Persiaru 1. She ate her sisters'apples. 2. Why didn't you eat that goodfood? 3. Read the red book! 4. Drink Your tea and comehere!
135 5. Do you know all those professors? 6. Parvin read all the booksin her schoollibrary. 7. When did you seethat woman on the street? 8. Why do you do that work? 4. FiIl in the blanks:
....... vt:X ....... l_9 . +lr-r. .,-l =-:-l ,_ijsL 1f "i_.:r[. .....'. r oL- ....... lr:i *"S* , .q_;3=. ....... <-i ei-;sL "& .-l : . . . - o L - e . -. . . . . . - ( - ^ . . . . . . . 9. . S . . 5 . C l ; t . . ,15" V
Main Text
". ,Jr*(..- b_x_$ -:l ,r! ..... l_; lo uL;3.1 .......g;L+*S" ' ....... .r--:l: tf ,rr_rli rr . +; )_ts-.| ".fd- u)r.
i . +lr;--i_r rr--*r J:_r*. ....... 9 lrt rl . S;-x. oL......."i{L4.-i.; ....... <':_*3 drrX
-......
1 -;l
.'! is always followedby a noun in the plural.
2 For a discussionof the formal future, seeIsson Ten. 3 Note that in the first sentence i L is introducedwith J. , i.e., as an indefinite noun. In the secoi in Similarly,in the it is definitebecause is alreadyintroduced the first sentence. ond sentence o:-rL second sentenceu:--r" is indefinite.It is marked with the indefinite marker.e. Then, in the third in sentence. of definitebecause its havingbeenmentioned the second sentence -^--," becomes 4 Note that both verbs are fully conjugated. of The phrase" in the process is usually left out of the English translation. 5 The following subjunctiveconstructions used in the third reading below must be memorizedas of frozen forms for the present.A full discussion the subjunctiveis found in LessonNine: no one can go... rr,r* '' ' 'r;li u- ,,li"t r1r1 -lr;-. . :l-,; s-; was not able to go to sleep 6 In Persian,like in English, distanceis expressed reference a point. If the objectis far from in to 'az' "from"is used;if it is close, preposition 'be' "to" is used. . the jt that point, the preposition hid kas nemitevanad...beravaed nemitevanest bexabbereved 7 ,J _, )l "on the way from"
'nam6-i'and.eLu 'name-ye', word "letter"followed an 8 Note the difference by the between ,5tuL 'name'suflixedby the unstressed '-i'is distinguishable the I by ezafe.The former, which is *t; o 'ye'.It means"a letter". 'alef ' that precedes the .9 9 Note that in its capacity as a verbal noun, the infinitive may be used with an ezafe. A good in as translation of it is "upon...-ing," in "upon seeing" our text.
Bashiri
136
Review Dialog Two

This dialog between two young men, Akbar and As'ad, combinesthe dialogs for LessonsSix, Seven and Eight. Memorize this dialog and practiceit substituting as many vocabularyitems as possible.
'a .-/
J\i.-q.)
S.:*
. g-l
l^. r-l I
.,jtj
, tjl *S::
.l*l g,.-l
, ;l
r.r*l
\.r.-;*,r
t+S J^l
L-) , g[i .r*l

,ljo I ,-l-o| ;,-
: ;l
: r* |
,f t:
S(.1;*-o
. rl - -
! +5*" Jt; 6 c-*l JL olr4p -,"

o,(5-)
rlJ I o;LJ
Jlj/
,s !L , ;l ,t.g3 !t- , d{ :.r*l

JJ L-: : ,Jl
:J*l r r:l-r1 -n ;l -
J-jSJ- b
, t ( *t
.liL
-
, . , 1,\S J v
.J
SJ*-:-.J,I:" rr;C;"
3. cJ.J
t
?,
t
rJl
:.r*-l
n t
. J LV J
- JL J . ,rc l / s
c-.L
l.:--l ..-:-l ;Srr,

. J*1
_#r,
Ja
' ,Jl L-: ,l ;br:lr, ,|16 .r ;l 1;sl_x ,.-! :.r*l I srls q" , ,t) sl r _r5l
ti et ,.! o-:.r*-l t ;l r-l*l
3J -e ;:sJ
o-";rl" S -r;-nr* (dJr4? ca .o t+i ,l
;L.i^rln ti
. $_r_:*- ujJ.:
4-d ,4
t + r!
.prL
l
,f,;
t--: , gt- .r*-l : ,Jl

lij j,<l:r*l
, -c * , J r J 9 t
t r.+
. c-*,'l: o,*"lS,l ,# jl .,:*; .;(i + l*-l
gbrslr" : Jl
Cr, t' 3l , <i :r*-l ,li3iiJ+ t ;Jl lri :.r* I .-S* d"
1 o-1Li-"shop, store" 2 .rut* o "what (kindso0 things (doyou sell)?" "cloth,material, fabric", r,u "clotheS", -.:JSseeLessonNine, Reading3, o:r- "curtain"
3.ar!
4 The use of the plural is indicativeof As'ad'srespectfor his brother. It also can be interpretedas a referenceto the brother and his wife as a couple.
Lesson Nine
Vocabulary
Learn the following words tavanestan xastan fekr kardan majbur ta bayaed Sayad momken budan behtar bud;en lazem budan sad baelad budan dolar kilrrnetr ketabxane esta)o Sena kardan xod dari kardaen havapeyma otobus kesti asb ferestadan tarjome(h) tarjome(h) kardan kar dastan ziyad naehar/nahar mosafer kermanSah abadan zahedan mashad ser sar-e sa'at budan
to be able to to want to think to be obligedto so that; in orderto must perhaps to be possible to be better to be necessary hundred to know (a thing) dollar ki.lometer library pond; swimming pool to swim to refrain airplane bus ship horse to send translation to translate to havebusiness with; to bother much; excessive lunch passenger, traveler Kermanshah,city in Western Iran Abadan,city in WesternIran Zahedan, city in SE Iran Mashhad,city in NE Iran head; sharp (time) (at an) exact time (e.g.,6:00 sharp)
(Ol;t trl;)
6-;li a-:-l;
r;ir ,:J
(..1L) .,:e \+
,$
t-
+!
':D
o.r O5c, r-r* .}:'(rl

. , l y - . v r i ) t Jb
.,r -
.tL
).\l .
)"-P
"it+US .- |
'}>dI
(J5) trst ,:J
!:J 6rl:
tji :;:
- l
L- .l.r
, P t g l - r (
(5*
*l , ;-J,uJ(:-t
{^: -P
(O5)
OtJ "=r, t_rl:) +:-,1,1:_;[5 :Li rl$ U /rkj J-iL*l . ' l (
;l:Ll ;l ul;
\( -"J
r
- - l +v )4
Bashiri
138
Numbers 2OO-1001
devist sisad Caharsad pansad Se3sad hêftsad haJtsad nohsad hezar hezar-o yek
two hundred three hundred four hundred five hundred six hundred seven hundred eight hundred nine hundred thousand thousand and one
Y . . Y . . t . . o . . \ . .
.:--f
:5
-_rtet
J4.;L
. r.i. t --'r
1 . .
4
tl,.
l . . l
c!
r -.,1j'
The Subjunctive
The subjunctive is employed to express any uncertainty that might exist with respect to the completionof an action or concerningthe existenceof a state. Such uncertainties include possibility, probability, desire, intent, doubt, and the like. To expressthese modificationsof the main action or state, the speakermakes use of an appropriatesubjunctiveauxiliary (seebelow).The combinationof the auxiliary and the subjunctive form of the main verb then expressesthe speaker'sdesired modification of the verb. To illustrate the abovediscussion,let us transform an indicative sentence into a subjunctive sentence. Take the following sentencemeaning "I seeBizhan.":
' ft't o' lj d/i:i (..)
In this sentence,"seeingBizhan" is a fact. But suppose,rather than a fact, seeing Bizhan were an obligation, i.e., supposethe sentencereads, "I must see Bizhan." To expressthis new statement, 'bayed"'must" the subjunctive auxiliary +q is added after thc subject: o. .r *. F c,. l-r o* +t, G)
This sentence, however, is still incorrect. The main verb ;^:r .,- must also be changed from the 'mi-' present (present)to the subjunctive mood.This changerequires that the indicative marker ,jb replacedby the subjunctivemarker * 'b6-'.2This combinationthen means "I must seeBizhan.": +t* ('r)
SubjunctiveAuxiliaries
There are two types of subjunctive auxiliaries--those which are conjugated and those which appear in frozen forms. These auxiliaries are presentedbelow.
139
Main Text
Subjunctive Auxiliaries that are Conjugated

The following verbs are usually used as subjunctive auxiliaries. In this capacity they are conjugated as if they were being used for simple present tense and they appear early in the sentence, after the subject. The main verb, in its subjunctive form (see below), appears at the end. Other elements of the sentence may filI in the gap between the two verbal elements: tavanestan xastan fekr kardan majbur budan to be able to to want to think to be obliged to (oli) trl;) C-!-:li
C-:-l; trSt ;:J -23 (.ptr) o.rr -.,r.,-
SubjunctiveAuxiliaries that are not conjugated

The following are some of the most frequently used frozen, or indeclinable, subjunctive later: auxiliaries. A few others remain to be discussed ta bayad seyad momken ast behtar est lazemest so that; in order to must perhaps it is possible it is better it is necessary t: +t. +t: .-.- | ;l'.-- | ;+ .'-l pr)
The Present Subjunctive

'b6-'-form) of the verb, do as fo.llows: To form the present subjunctive (also referred to as the , 1. Take the present stem ofthe desired verb 'b6-' (always stressed) 2. Prefix the subjunctive marker '-id', '-and' '-i', '-red',,.: '-im', '-&m', .r,r; 3. Suffix I ,-9 " Here is the present subjunctive of ;,,..rri "to eat, to drink". The present stem, as you recall, is ,r.i : be-xor-am that I eat r),p
' <' & J-lFt Fi,>'
*_.:_r-:
$-lFl
'mi-' A comparisonof the present subjunctiveand the simple present tense shows that the ,r'b6-'subjunctive presentmarker is replaced the -* marker. The endingsare the same.Compare: by presentsubjunctive bexoram that I eat lr-,-f
rrjFf s.rA FrFr Jt-rfr $-l:-l
present indicative mixoram I eat f)p

6)1 trF P-)F +Jr> Jt:;:
6
6 ct 6' ci g-
Bashiri
r40
A Few Notes
( p r e s e n ts t e m ; r 5 ' k o n ' ) m a y o m i t t h e s u b j u n c t i v e m a r k e r , . I t , 1. The verb ,:rS'kardan' therefore, may appear in one of the following two forms: 3 .u5, r.'(, FrS, tS, rS.d Example: t,.!
OI
or'"(r,
"iS, F.t,
"5,
r5,
,.S
oÊ , ta!
r;5
crtb , F.:51 oiJ: , -Sr .)tJ , ,{

. :J J.tlJ , f=S .rJ: , r5 , -S
oiJ: , f5
.
,jJ
jrll
+iX
;*,t
t-5 i$
Both these forms mean exactly the same thing, i.e., "that I telephone; that you telephone, etc." 2. To make the subjunctive conjugation negative, replace the , 'nE-'. Example: negative marker i naxor&m that I do not eat F )pJ
'!;F l.i;Js,
'b6-'
subjunctive marker with the
l));
r9-:rj J-;F
3. The verbs d/rJ, "to be" and o--r ts "to have, to own, to possess"are exceptionsto the rule explained above for the formation of the subjunctive. They have their own subjunctive forms. These forms, which must be memorized, are presented below:
The Subjunctive "to be" of

The subjunctive of e:,.. is: basam that I be ,-:L I
! l
lu
f=i tl
$r.1
, . . I
The negativeofthis is: -t:.ll.n.r+f
, F-:,tr, r-:U. .f ti. -.L-;
The Subjunctive "to have" of

The subjunctive of ,:-: l.: is: (meen) da3te baSam that I have r:tr .:.:l: tar.t
,:l* ":-:l: -r-1L +:.:'l: "t:1"
- - a l .
f;
(Jl I (L )
{ l r l
f*ll*
, r l
'r.:! +*l-: {Q;l) Tonegatethis,addi'nE-'to*r-:l:'da5te',i.e.,ptr {:jl-:i'nadastebaSam"'thatldonotown": gL {:-:lJ,cr:t* < . r . : . i q ; i l r : . - r 1 , 1 t , . : i l J , y . 1 . 1c : t s , ! ";-:,ts,,.-tr.:.lt-u "
74r
Main Text
The Usesof the Subjunctive

As mentioned, the subjunctive is used to express ability, desire, doubt, and the like. These modifications of the main action are discussed below case by case.
1. Expression Ability of
"to be able"afier Ability is expressed conjugatingthe presentof the subjunctiveauxiliary C;l; by appearsas follows:4 Thus, if the main verb is oJ-:r! "to eat, to drink", the conjugation the subject.
(man) mitavanam bexoraem
I am ableto eat
Depending on need, both the subjunctive auxiliary and the main verb may be negated. Compare: nemitavanam mitevanam nemitavanem Learn the following bexoram naxoram nexorem sentences:
.d . rJ Jt; .-:- l.&,1 !r.-;t; 6; ft;:.ril;:Jt-: I
I am not able to eat I am able to refrain from eating (i.e., not eat) I am not able to refrain from eating
. t r . >
| , r r . > -' |
.t t t 9 , ,
I J ! t l r u 9 . e
1:,tx 1li
!s-1
'l-t-t
r 6_sli 1l;.1,x ! .r4"1- ,: d/L:Sit jl $lF+ lrr ,lr ;,li _,l-r" . :_rl.r; Jy rl .S!l Clt t Jlri+ rs-x rl -- I "Jb o -U:! ;l ":l;[i r v-^ Ul-x t5l ;l a;l;ta;I 1 ., .r-:-.!L c..iil: OLi r- l:_;i ul-14; ,_
. p\-r-i Ll
t! :Jj!
-.;"
_;: o:;1-1: erL

dt!.lL .
l:-.p
ftl9;".].
eL;l ;-
v
A
'-..---:L
. -r;lr+ .,-rU JIF:-j . c--+ -; ,..1.r-
Jt +-1!
8r
.,-rtr :l o .r;l_;=J
jr-
sl .r"1"="
1 \.
Study these sentences. Compare your translation with the translation provided further below:
. 1.',. ct-rk! 7lr:' r-q t?+l 1ls':' v,.t' \ T
. riL *;.iu;',::;,'r;;l
.f=5 -.tall t? t
o 6;1, ;.,IF:J 1 ; J-t G-r i;..:-rG 6;Li ;l ;-; Gl;=' o-t-t -it*l-, v $! lr.:,l cB flF:; Jr pr+ dl;:- c/. t . .r.5.9.,l: .:-;.i uU3j, ;sl; sl;=- rl ) . JlFi l-2 ul;3_2-1 ;.- ,l -,r sl ;l t{jl ) . .r-ul.1.:.; t&itisl .9 o lr -rsl4.; tgtrSl .: c.a g.$l_p ,l .ul;=; S1 , 1 t . .uS .9;l: :-rr . ,J
9
l$ Ot-:kt--rt ) lt liir E q: *L rK "it-2US :J :k- *L

J r 9
Cli
r
yl*:-
O-
\' l\
ll ,";lr::- i
Bashiri
(.J,s;lr
I v -
I A a
:$
,i5,.,+F
t l r l -* :- ; : r" ) . r . . - -i t |
. Ssst . .9JJ-?
, i 5 FI l F +
-
C/.
Wi t
\I
\l \!
OG -t.r,..1 l_r *,rL(r
JJIJ;:-.; ujl.i=-j
"1,::;;:i";H 1'_ ,.
I r r r . J 9 I
Translation
1. I am able to go to the library. 2. I am able to be here. 3. Sheis able to have ten tumans. 4. They are not able to have the ten tumans. 5. We are not ableto talk to them in Persian. 6. You can read Persian,but you are not ableto write in Persian. 7. I am able to buy your house,but I cannot sell your garden. 8. She is able to refrain from reading the newspaper. 9. They are not able to refrain from reading a)l thosebooks. 10. I am able to cook(food)for you and your friends. 11.You are ableto work at the library from 2:00to 4:00. 12. I am not able to refrain from buying shoes. 13.They are not able to go to their school. 14. You (sing.; are not able to eat your lunch. 15.They are ableto bargainat the bazaarofShiraz. 16.You are ableto sing very well.
2. Expression Desire of
Desire is expressed by conjugating the present subjunctive auxiliary ;;-t1- "to want" afler the "to eat, to drink", the conjugation appears as follows: subject. Thus, if the main verb is ;:rri (man) mixahem bexoram I want to eat
irJ+
... r:IlF-
(l-$i) verb may be negated
Again, depending on need, both the subjunctive Compare: nemixaham mixaham nemixaham I-arn the following bexoram naxoram sentences:
. .r.:.:'11 ,-.,tr[i .:--l -i5.j.= ,l:F-;.r:l ur? r-:l-r ln
auxiliary
and the main
I do not want to eat I want to refrain from eating I don't want to refrain from eating
naxorem
.,r:l ,.: ;lt;-:,t-tl l,:
l;
L-l
JjalF:.-l ..:s -:.rlr>-: rliL

l -
t{jl ,l
I T T , _ a
! *_;-t. ^-;--J l -
r L'
-.G.J.^-5
e*-
;t-r -.U
':rl_j-.1-
L ' r l ; --. l
. s; . $_r-:+ :;
!
9
(::j |.*il
-
dl----l JG tj o -:ole=- 1.-;: lit-l .il-i .ulr;= {tr-l O]: :*

.i qti
J r
.il
.
osl .;li
9
..1 .
J -
..ll;9 ,
t43
Jt3 rsS rt5 .r:rl;,; . d .U;LJ 1.: ,rel;=; Jr u! ,lJr- .ralrs=- -, n J: i;(+ <;-:l: O:-:L J .it: E .r'? .:.:rlr;- - t
i .t- ''l ,s, I "]l':'b o r'^l* |e \'
Main T'ext
. .r-:.-l'.lr _,:.(,1 L: l-., .fj! c.-.:J r.:.f"t{ "r:t.: OL,if.:' . p& .5-: ..{L| - ' . ' v
.url;=-
t+i -- t L .t6;i r ...r L
rrlrS= JL ^.rl;;
|
*"
. r+lr+ (tSI)
.ul,;,.-
. ft
. .\u.r
polrs..- tUt Jr 1.:>-r l-, kJti.r:l OlrS "!-i . r?l;+ to * . .r.:;.( .9rt .r:rlr; .r.olr;.; ;ri *:-l . r,!q+ ,!! ,;,,Ji rilJ-r ;lrl ,l ,.rl_r;; ;.r!l*
;l
' v
"rr,-'"t
-l;-=;
cr
o
1 v n
1
"'|
lJr
' t
--
.-
1 .' .
"S!l
..1 .
| '
,'f
lJr
'
..
.5 .ulo*-i
| -
e o c^l
. ul . :;-- dBlL-!
c -l;:J=- o_rt 1s>- Js lt).! .5i:>J # L|: -:ttS.5"lrlf -+-5 .ul;>1- :l J: Glrt 'lr-.:l;.r.lt+ i (i-r.;rp1 lii -ulrl_ri..-gb;:L J J* l--i gt:-:-;s al:_f-s r: t' \':r-1 cLi;lr: ,f,U o l; cLi i t pl;--; ':"li^cr (Lj,) ;l
--*:
r' \r lr r! \l to
'(=
Jr,
guj
;r -rl .-,-;1 Jlr:-;
Jr
t5
llrs u-: -r-* u5Q-:r ;:
-ulr;"-
Translation
1. They want to know you better. 2. We want to own several small gardens behind our house. 3. I don't want to write another sentence. 4. They want to (go to) sleep. 5. I don't want to say goodbye. 6. We want to buy these carpets,but they are very expensive. 7. Those children don't want to sleep tonight. They want to play. 8. I don't want him to sing becausehis voice is very bad. 9. My husband doesn't want me to cook, becauseI am not able to cook well. 10. I want to go to the new ice-cream shop, but I won't becauseit is very crowded. 11. You want to read an interesting book to your younger sister, but she wants bo go to the library. 12. Why do your parents want to eat at your friend's restaurant? 13. I don't want to say good-bye to you. 14. Which letter do you want to take to the post office? 15. He wants to swim in the Caspian Sea but he cannot becausehe lives in Kerman.
of 3. Expression Uncertainty
One way to express uncertainty is through the compound verb ;:rS 15; "to think". This auxiliary verb is conjugated after the subject. Example: (man) fekr mikonam bexaram I think I (might) buy r,+ ... iJ... .>- ..- u '-1
rJ-? ... p &
t -
,S to-t S; r; t
F S;
1ij
''<.
(Ji ) tL
(Lj)
... ^-:S'.'<r
Jt;-:...
r;F.{ ... "'-(. ;i
(k-;T)
Bashiri
both 1.-.,..r ^4-j Dependingon circumstances, think I don't buy" are possiblenegatives. Learn the following sentences: rSJ "I don't think I buy" as well as fF #-
144 F "I
. J-!r.. t' t; rt r+1

. s - . , l :- r K g E ; : l y tt. $tt c-il:-,6 '0 ti *L
d i+
,s - \
I Y I
tr fS:-jF lr..;,r . l'-t1 rS! r o'-sl ;lr=-: ,s o--r5 -1. .r,rlr ..-L gk:.-1: 6lrr .jti O,il -(:-j F ,'<. F . J.:t? i ,li crdl rl ltj o1 6 & L-: .,-=131 3l d/tir^l;.,.-rU . .r:tr ;+ F.:S:^; rSi . ! rl r:d:- jS "r-': -;lj!r 'i..,* . +jf + lr ot--r: .g.Jti ,.r:1 L-: vqt F -
. ts J";
. r:tt
-.rF ,.st?-.r: -r. At' J-L

,rl-.rt* t::qr.(i. r:! i;
.s 'jti ,: t':- ,! ;-r-l -":S=- rS
Study these sentences. Compare your translation with the translation pruvided further below:
.r.isr1<iti:-9 ls sl ;l .:l;Li oJ- c^-l ,.:r orrrl.: Util -!- ,S - t F '-! F rl r r:Q i-::.;-:-l L-J.S -S:- F,f J; +Q ust )ts r. JL-l Y tr:! t f:d- F . 6A :Q ;Ui ) Atr *,r.: ! . .r,.t, olJ4; lJr- crr,rlJt ;l ,r! +! ti "S f5:- F cr .'-l pr! i ,sl,:t.S '"q ,S $f o . 6A :! L: .5 -1 . 6-A l, .:l ic .5 -b .5 $Q .o.r- 3s-s )ss-l fS+ F -' '5 u - v '5 lr . ,::, ,-S- -tSr ,r l-16 ftlr+ ltt t f fLi
l-:
.j
,: L-! .5 fS.- -,S .r- Jl r:5:
Jr,
. .:--t &:i rt .5 -q; F .,- ._ ^ '5* .,5-iJl 1 otr+ .:,;r -.rr t -: 'S ','(- Jt; . ;;t ",S
ol)-*-r
. e
.r..:L d/l;rl ).!t' i .r2 ,.erlr

r
oi .9l$ .S fS,llt-. ,5 l_; gl;-,:L ',5,

r
F ,S
Cr L-:
\' \\
lr
,l
' . L ' . 1s U ' : r :
J L-
. 5 lr S : -
j5i J-
. .l5-_; . JtQ i-,r
Jt-:;
J', J*:-k:-
"S #:' it*lr
,5, cr Jr *!r
JU-:; olrQ 6
.S r:S- rS .- tr '''5, -tS t+l \t \o
ctl r,*
jl-rl 5 ,..S.i,S
Translation
his is 1. I think Mr. Shahsavan very sick because family took him to the hospital. 2. Shethinks that this year it will snowhere everyday,but I think it will snowonly tonight. 3. We think you must go to schooland learn German. 4. I think that you must be one of the richest peopleof Tehran' for 5. They think it is necessary you to learn to swim. 6. I don't think that today is a goodday to sendyour aunt's (paternal)letter. 7. I think it is time to finish my work and go to bed. 8. I don't think that she is beautiful. 9. He thinks that you live in the south of Tehran, but I think that you live near the Alborz Mountain. 10. I think that restaurant's foodis cheapand good. 11. At what time (when) do you think you are taking your mother to the market? 12. I think I will buy a newspaperfrom the market.
r45
13.You think you are yery happy,but you are not. 14. They think it will rain, but I think it will snow. 15. I don't think I will sell all these applestoday.
Main Text
4. Expression ExtemalObligation of
Obligation that is not within the speaker'spersonal convictionsis expressedby conjugating the auxiliary verb g:ra ,r,+. "to be obligedto" after the subject. Example:
(men) majbu'em beravam I am obliged to go
(.'-) | - - ' | ^ ,'.* ' - .

At)l "'rSl;:-1-.; ... .:-l -:-r:(-i I (-rl )
(L ) 'Fr-.jE+fr))! .r:.1-x ... J:-.r-:x- (L:) (kjT) i_r-:r ... $rJ'-
Note: the subjunctive auxiliary or the main verb or both may be compoundverbs. Their conjugation remains untouched. Compare: proceeds usual, i.e., the noun preceding the verb of the compound as îl.-.: ^l.5r I think I (might) study
I J v ' I
She doesnot want to listen We are obligedto walk Larn the following sentences:
.b+
"i-5
.ul_r;.;
1:ss-t
olsFJJ*
la,'l .s cl-r 1':-':r: -t* . .,-51 -11;l ,!: rii ,:'l ' !15 er:t ,lr*:1
r 0
I ,u:F-,-2;- .i_;:lr, ..* I
;rl:[l
t
)l ,r:til
l:-..: .
! ..l s
I -r,.r.,.>
d
lo
Y t
! : a- - \ ., . -v. :
-.tj
.Fi+ . o-r.;l *;q {:-./ L c^-l "r:b;l . :-i. . J l:r u!:i c.--l -U -! j
c--:
;l o oti
_.,r:- L -;l li fi:a -l: gi-iJ.+' .1,23 ;l'r5 &lo.r.:1, .:l;t-: .S*j:-.;
-1
f:-.1-1.3q l.r.c c,^-l t;: J,rr il 6rG
<5;lr;-' ;J:a. *l ,r,+ i-:, -;_r::-;l:
-;: c.-l + ..:,J-
.r--til | 9rt
E.5l
-,6 g[:
dl^:rSU
Study these sentences. Compare your translation with the translation provided furthcr below:
- \ t+l .r ct-r lr-1t -r-1a;. O' '" - I . r:i_l_* tl .: ls Ot+t*.JE lro +r:: _.p:- t . r5 c.-r: :; ->s:t- tl g<ib)s: rr - I ' . 1p r g r . - --<, :L .-.ti r+ L .l ' fre l& t ltt
9 J | .
. r..
,liL
.l L rly
r+
f ' . .rJ _r! l-r,6-:,r;.-"Ji^
.,tr: l- L-l 'r;r -r!:-a
r;':r-2.a. Cr
.t v
lri fl': :-::t +L -s- )s.st
_;_p S1 - A
Translation
1. I was obligedto go to their houseand eat (food). 2. You were not obligedto sell all your carpetsto him. 3. She was obligedto fix breakfast every morning. 4. We were obliged to learn Persian from him.
Bashiri
5. I was obligedto go to the market with her. 6. I am obligedto acceptyour invitation. 7. I am obligedto cook dinner every night. 8. They are obligedto openthe store every day at eight o'clocksharp.
t46
Auxiliariesthat are Not Conjugated Subjunctive

Like subjunctive auxiliaries that are conjugated,these frozen forms occur early in the sentence-may be separatedfrom the main verb by other elementsof the sentence. after the subject--and
Obligation of 5. Expression Personal

[, To express something that you must do because of some inner conviction, the frozen fotm ,r.. 'bayad' "must" is used after the subject. Here is the conjugation: (maen) bayad berevam
I must go
| . ... I, L " .- - ' \,-t)t "' +tr (r )

r_r_l ... ,!lr (Jl ) ! .- - - ' . . ' - r . . L ( L I e
{.'-
J:l-x ... .\:tr
{t ')
J_r_x ... r,L (t{j'T)
Depending on circumstances,both ',t and the main verb may be negated. Example: nabayad beravem bayad neeravam I must not go I must refrain from going
|-'' |"
..+r
,...t.L
Larn the following sentences:

.i"i I $l,; .-.* B ,6 r.9o;!_.r: t91 ! .pta L t I r - , o .r v e el lr-r: +[1 .itt+--r: u,-r) a).!.,r:l . . ! l _ : r o l , c 8 . t : 5 E t ? + l _ . r+ t r l l l U ;* . rS ti ,,i;-l l .gr +F .r-5 o. ' s .:t
I
- .r,lLi jl ,ii
.r:l +tr u * "= . , r rr* :,lr; , ly .5,st r-. lJ eJG +L-; t ".l to
t J ' ,
c.-5 *L "6:-1;.i Jr -=,r l-;L!t4-r: :L
-Vl* L::lr.
. i-,Fr
l.\9 :rl r:.:_r- Ltl! .S;lr;-, S .,S .*tt .:.,:l-,, o q c;L

!. s ol . c:L .t:-t,L
_;: *F +!
*!
WI - A l*
. <l ,
1
l.
..U ..r,
;ljt+ p "i;; . e ,,ir l, c-.!; O+L t* +t* Wi - t L O- Y I
Jl +tj . a,,'v -.,t+;l l+ jt>-l *! | --
. $-r-r+ -rlr^ oLi .r.'fi:tjfl

. ++ .-if
. ..jt? t -
-:
\
v _r +lr L
ot+kû- .skpr+ +! L-:

tn+l ,1,-l c:L
'^, == .":..,. . r+r, ::. ljL+k-u !|'- r1U L-: A
"':'-:r:rt:: :: I :Fi'- ']

Translation
1. They must go to the bazaartogether. 2. We must not buy that ugly car. 3. I must eat lunch with her today. 4. Tonight I must go to the movie theater. 5. She must sell that chair for the price of one thousand,tuma.ns. 6. You must listen to your teachersflit., teachers'words). 7. We must be here at two o'clock. 8. You must not put your clotheson now. 9. Your friends must not pray in my house. 10. Your children must not play in the street.
6. Expressionof Probability
For this, the frozen form .r, l.: Sayadberavam 'Sayad' "perhaps" is used. Example: ... 1.:_r_r* +L! J:r-rr ...J:E
J_l_x ... .r: (-!
perhaps I go
... .qt: l-l-x U:;r ... .!t-3

rr;1 ... .! [-1
'E
is used before the subject. It does not have a negative. The only possible negative is the negaperhaps I do not go
tion of the main verb. Example: Sayad naravam Larn the following sentences: . 1 . _ r _tH l . , g c t + L : . 9 c 8 g _ r lc / . s_r_:.r -.- ,rJU tt t+l ,,ss k | ).r ',-11:-.P L f=5 oiJ: . r:L .;.:lJ ':---2t 7:r- JS *l -11 obrL=., ..1.:.5 ,.:L . r:L: -.+ .r3 ... .:r":L- ,t -;5-rS cr-jL +L: - \ \,t-: - Y Y +L: 'utl - t qL: o --r, ... *D
of 7. Expression Possibility
For the expression of possibility of the occurrence of an action, the third person singular of the 'momken budan' "to be possible" is used as a frozen form. .^-t jrS^- usucompound verb o., ;Sally precedes the subject. momken ast beravem It is possible that I go rt)t ... : ctJ "'':'
rt,f. ... ul f:rJ .r:,:-t ... .:-l ts; ... ."' ;l
I F I F
OSaS:S| ;l-
that I do not eBoth ;r.x -:-=" g5- "It is not possible that I go" as well as 1.-r_r. | ;5-. "It is possible go" are possiblenegatives.The doublenegative lrj, g-:, sS- "It is not possiblethat I do not go" is also acceptable.
Bashiri
Larn the following sentences:
148
# rl'.":]
of 8. Expression Preference
. $l* -.,r
ljr l:_.p e
I F
- t -:-.=: F .r'-11a o0 4 * "i-r"l-,t t l - o !+-r-rt , L .'slr* .:r .g::>.i JG "l:? L-! c.-l F
;,i"il,.",:,:f -;
Preference is expressed by using the third person singular of g.:1 _r;a;"to be better", as a frozen usually precedes the subject. Example: form. .--lrq; behtar ast beravam It is better that I go
"' '.- l"t+ rtt)1 "' '--l ;+ :J'/ "' '- - | ;+ ItJ lr;). .!t'r "' ':-l;'i,' ... .:--lr:.i;
J-r_:: ... c.-- lr:"tr,
The same possibilities that existed for negating o'r
F
-
exist for this verb as well:

t .
It is better that I do not go It is not better that I go It is not better that I do not go Larn the following sentences:
. +r4 . c.-l . i=S --.* . $! . .l=.lt? .;:ls ;lJ sl ,tlx L:;lr" Cr, f ! .l5.!l;,
| -' |--' |--
+r:.9 **-;;+
_r r:---:r.r l.., -0 ..t-x L-lro l::
gl L:
.--l ;+
I r
L ,l ..:;r:.qr
r t{jl $.iti' ,s) )ss-l L c.-l;:.tr1 :ir *L l:rs -1l c.--l;.:.6; - r -.1: Li, .:^-l;4, ":l;(-:, -1 _rl ! -- o
.5rK ;l
Study these sentences. Compare your translation with the translation pr.ovided further below:
tr l:rs L-: 6 .:-l ;.-r: . :r e,5 lro or?, ruS ui t"+ 5 :r . ,r*5 g,-:+ | r:.6,* Y
Translation
It is better that you talk to my friend tomorrow. it It was better for the childrento swim, because was hot.
of 9. Expression Necessity
For this, the third person singular of the verb o._r lj! the ,:-l ;;! usually precedes subject.Example: "to be necessary" used o.sa frozenform. is
r49
lazem ast beravam
Main Text It is necessary that I go
Learn the following senten@s:

. --5 t . s_y ir . .r=5 *-; .> -L! .l .[5," o.L.: oL L,-:,...l o;!.,: gE.;sl; .,,-:,-., lr "irS.9 ,l l, -t;5 cll L3 .r--rt+ *-=Kl u'l:l .5;t5 -;: u.-ir ,!l .:l;l; c;L l:-p *l c.-l e-l eij pl! ,.;! ljJ 1-11 I I
- Y
t
. Jjti . .r..:li r:.:l.rj
Jl {----j c.-l
J Jl t? Li
-:J-.rt? l. t4l )t:'l i 5 e ,: .l: g,:L. r ur:S t, L .5 : -l Q-l t-d5 . O-lJ OE_.rf r ., :- | .S e--l "{ L: :;; . r:-r-.: G-l ;l cîr sL "5 .5 .:--l * -rl ,t* l, & -l;l* rr .:^:i .:cL J.;rr.. dt:.us ; ',l ,5 e--+ "irl-r. sil
,'1) 1.:! l;! 1;) ;;i,l fj!

îi
\ , r
-.- r r o ", 1
v n
. d
e.,J..1
' J v
s[i
. V't
".:L..1 lI
.-.S;l
.i!
.-S..-
.j 5.--
i r',)
.,.*!
. Q l - 1t e ! - : O : l . 5 *
-f .5.:--l
1 . , : )- r
Translation
that you seethem in the park today. 1. It is not necessary that we travel by ship to America. 2. It is necessary that you call your father tonight. 3. It is necessary for 4. It was not necessary you to leavethis placeat seven. that he opensthe doorof the NationalBank at 8:00sharp. 5. It is necessary that she and her sistergo to the library. 6. It is not necessary that I write a letter to my mother. 7. It is necessary that you give somemoney to me. 8. It is not necessary that you study all theselanguages? 9. Is it necessary
of 10.Expression Intent
'ta' "so that, in order to" is used. Sentences with E , beTo indicate purpose, the frozen auxiliary g ing complex, consist of two sentences.The first expressesa present or past action; the second a reason. This latter begins with u and ends with the main verb in the subjunctive. ta beravam
so that I go
|--'
u
t: ttr
t'--'
t-
$_u
...
t-
Bashiri
150
'ta' doesnot have a negative.Therefore,only the main verb can be made negative, The auxiliary E i.e., l-ry u "so that I do not go"' Larrl the following sentences:
. :t_:r :ljQ 4rk:-j: .9 r.l;,.i|.;! E tr-x- L: .9 cG* - t Y . L-l.l u fr:q,)J: .r.:- ,l ,l - + - r . +r.$ .9r!j JJi tr $ ,tS $ r. *LL g . ,--(, .l- .J E ,.*
t t - , v J ] I t J J -
.5
--.-
-1l l* E 1'S-
d.:l
.:-pl91
- o
. d-\, .15 . -r:. J-.rr-: ' 7A "iJt ,r:t-rl Cr:" -tli. . 1L . . 1 - r - , l ; . : 5 , U...-.1 ti Fji "rH iL I, o!s:J.., * C:s.-l t f r J: r+ t y'i - E c-ir .:r:l-.; E sl - r I L
j_r_.r l, ta:I sl; -.:r ilja ,-1.r
+1.. L .'+r+ ':'cL.-s- u'u)s:t 1l dt- il t--.; I "V'2
Translation
1. I opened the window in order to listen to the sound of the rain. 2. She walked to the movie theater this morning in order to see the new movie. 3. We must bake cookiesso that your brother can eat them on his birthday. 4. I leave my house at 6:30 so that I can ride the bus.
The PastSubjunctive
an The past subjunctiveexpresses action that could have existedbut which, due to somereason, doesnof exist any more. To form the past subjunctive,the subjunctive auxiliaries that conjugateare used in their .,. mi-past (cf., ,r- mi-present) form; the main verb is conjugatedin the present subjunctive,after the auxiliary verb. Example:
mixastam beravam I wanted to go
that were explainedfor the present With regard to negativeand to mood,the sameprocedures of past as well. For example,the expression ability takes the following subjunctivehold true for the form:
nemitavanestam beravaem I was not able to go
the .,- mi-past of the main verb In the caseof the subjunctiveauxiliaries that are not conjugated, follows the frozen auxiliary. Example:
l5l
bayadmiraftam I should have gone/I had to go
ji *
J -
Main Text
J.L
.i
.r.L .! t* .t,L +tr ': L
$-x^-;i * ,:i_x.r:.:-i --
In the case of o"rr ._,(-, o:r"i J+ past of the main verb. Example:
and g:ra p:) the past of these forms is used before the .,- mi-
It was possiblethat I would go. that she went. It was necessarv Learn the following sentences:
. l+r d . -p:5* . .r:,)1* .' | !-)i .L:rr, : ,:j*r +tr ;r j* sl q ! Or r:t? Lj .'s .yLjL:.r l, ,l .:.-:;lri:* l, ,5-1: I Y Y
. -r.;r+ - ' 1! t-il . -;! :sl:r

u-
.:.+lrl_r f ,-r .rt*:k:-t: .& i
.gdt- r'.-*.1-1sy - | o E 6 s:;S,S , -\ .+ lrr Ldl L -ry v A \

\. \\ \r \Y r!
l;
E . r - ' -" 5 . i i c-.il:gLS ,+ .5,v,.* . p: S- c.* L-: -,6 .9 o-.;L-;:-rl t +lt .r . ..:- r -i- .-ilJ ,l,- d,srr.r l, *:kJG +Q i :I
. .r:i,:-
ol_; .:rL
*"
+Ll L
gtJ g,!j, ltdt.i jl
gtlri +[-1
. r::ir. .r.* . .q:..(* . .:5* s i ;l
t+l .Sct-? L
,.r-_rr u-;U !
ot(.:il:
-.,: :-y 95-
o.,l:l .,: oEjK

. I -
.-,L; J I
r s o - . 1 ! - . 1: - y ; t ? .,i :, .ij t $ l 'i l l , - k 5 - ' t v
t'+
..r-;. gr-;G ta,,l!5.-
9 b l-,
t<ri .s ct-.'1
\o
T\mnsform the above sentences into prescnt subjunctive.
Bashiri
Here is a summary of the discussion presented above: main verb subjunctive auxiliary tense presenr
152
+q
.1t;
(present) E c.*l oS-
'-. | ,t+
| -- '
c..-l ''.i ... . ^rla-
"' ' r t*:'

.. , rS- , . a r g
.5.i
| -- eJ -r - | +.!|-eJ eJ I r>r r-!-
+t.
.qL: (Past) l; .-lr o(r-r: -F+
: -- ' Ir '' . ! ' ^:-l;t - .t |4':+
pirst
| -- ' | -' ' | -- '

,
t ' -
|-- '
I J J
^: ' St ,''l;
'
,5i
)-F
PracticeSentences
'be piS-e'. you This form is always the phrase;:; q Note: In the followingsentences will encounter with the ezafe and is used in the context of appearingbefore a doctor, a judge or a king. The phrase 'be doktor'is usedin the contextof "sayingsomethingto the doctor"or "giving somethingto ;5: q the doctor,"but not "goingto the doctor"or "beingtaken to the doctor".(Seealso LessonEleven.)
I
Y I L
153 Tfanslate the following into Persian: 1. Who must telephoneyou from my house? 2. I don't have to listen to you and your brothers. 3. She didn't want to eat that food. 4. You did not have to sell all your houses. 5. They were able to live in that small city. 6. You must not read thesetwo books. 7. Did you want to go to Shiraz by bus? 8. She went to the bazaar (in order) to buy flowers. 9. I must take his lunch to his classroom. 10. I don't want to go to the doctor,I want to go there. T[ansform the following sentences fiom present to past subjunctive:
. a.e '.1
Main Text
| --'
J*
t-il
'.:l
l-L
.'-
. J-rr i-r'
gl;.,:l;a -, ti
+b
tl
Y t L o -1 v A
t' l*l ** l-r 1r-.*' l*:+ 6-1: . L-) q l.1 tgt;S cr. I '-*-l c,Sf.-lr;+ ul ' J+'":J4 =6 ;+ -r*l ,Jt-s l-s gb-l . +_--{ ,l ,l lr.jl;' Oi .:--l p;Y . ..rr, ot(-::lt .9 dt+US oLr.il.i )l ,:-tyl . J:-r-l-: lJ CrUO.l .9 o . $-x i;' 1:it* Lil-:-Jr -r1 t2 .ulr-l*;l-;; yl L:,
cr-rG [-l l. dS*. ,5s - r \' *r l-r OL+;L FJ1r-* "
Substitute the following cues in the pattern sentence.
Example:
(car-10,000)
. .l-3,q?. OL; ,l_,r ": ;gL j-l gi
blanket - 100 400 chair 150 lamp television - 5,000 900 restaurant watch - 300 garden 700 vase - 200 horse 600
Substitute the following cues in the pattern sentence. 'r*,t*- *,LS . l:Ltr-itJ J- LF
I
Example:
(Shiraz -30) lgi o: b orr; -l 'e.: jl i :t
.r ,*'r'..r.i.: l.X;l b ,t*
Kerman Tabriz Kashan Abadan -
300 600 100 900
Bashiri
Tehran - 700 Zahedan- 200 Mashhad - 400 Kermanshah - 50
154
Readings
This Lessonincludesfour independentreading passages. Each passage has its own brief notes, discussionof vocabularyuse, and homework. On the whole, the readings may be regarded as a seriesof reviewscovering the grammaticalpoints covered thus far, especially the verb tenses. of
Reading I
This reading deals with the simple present tense. Some special uses of the ezafe are i.llustrated below. Compare the following infinitives and their use of the ezafe'. sevar Sodan sevar-e...Soden mesqul buden mesqul-e...budan neSqul Soden mesqul-e sod.en Example: sevar-e hevapeyrla s&var-e keSti Soden s&var-e asb soden beCteha nesqul-e bazi budand Sodan to board a plane to embark a ship to mount a horse
. J.:j \rrt{
to get into, to ride, to mount, to board to get into a..., to mount a... to be busy to be busy at... to become busy to becomebusy at...
uJ-i
'"'*
-;lr
. . . _j l J -
.,,rv'l J>* ;r:v "' Jv*O*

U\!...JJl'4 | ' r
rJj*
l . r
d/r-, L*.lri ;lrou ..r:5 rlrJr-t *t )t)J}*ti <>
The children were busy playing. mo'allem mae5qnl-e deers dadaenbud . :y g:l: .r:, J>L The teacher w a s b u s y t e a c h i n g . betdeha mae3qul-ebazi Sodend . ,$ .Srl* JriiThe children became busy playing. mo'allem maeSqul-edeers daden Sod . r.1 ;:l : .r-;. J;* The teacher became busy teaching. Similarly: valed soden vat'ed-e Sodan Examples: vared-e xane-ye ma Sod vared-e dane3gah Sodim vared-e tehran Sodeend She entered our house. We entered the university. They enteredTehran. to enter to enter a place, to amive at
g.i-1
*tn s
*-
.:;l_1
. l
U * . . . , J ' J
. J-1, L .jl!_ :;l_1 . e -r-:, ,l5.i-l:

t -
: ,l
"
. J$
;1r"6-:_:rl_1
Often . may replace the ezafe. Compare: bexane-ye ma vared god She entered our house.
,r-l 'r;lj L .9 dto
155
g.r.l or!Compare: 'piyade Sodan' "to dismount" and ,.r: 6rti
Main Text 'xarej sodan' "to leave" are used with ;l . . ,.-r-: ":l== L.'l-,o ;l .r-l o:L- .--l jl JjJ-i er|i L .9 <;ti _.11
from the plane. azhavapeyma piyade Sodim We disembarked He dismountedfrom the horse. azasb piyade3od They left our house. ezxane-ye ma xarej Sodeend
return" is composed the verb .'-.:-( and of The verb o.*(-r, (pres.stem .r5'gard')'barga3tan"'to (Seealso the notes to the preverb . . When conjugating,the present marker ,r- is attachedto o::(. Example: ReadingFour in this Lesson.)
maen bexane bar migerdem
I return home.
Vocabularv
Learn the following words: xandani sobh sobhane savar Sodan Cizha'i daltar vaqti piyade piyade Sodan taref beteraf-e... herekat awal parking park park karden kelid vared sodan baz Soden Soden masqul masqul budan masqul Sodan guSe niz mive amadve ba'd pas ez reft hereket kardan kardan
reading morning breakfast to ride; to get in a car somethings office(private) (at the time) when on foot to get off; dismount direction;side to set out in the directionof to set out; to move first parking lot park (city) to park key to enter to open(intr. verb);be opened to openinto busy to be busy to become busy corner also (literary form) fruit traffic (lit., coming and going) then; later; afterwards after;...later
.:-i, ot;
e*
| P ,. i r
r
'i$l;
c:'
.jL-(..i) ..,r:
u
,l *
.-itr'*
-l::
, i .r 9
o.:ta? ("j)..,,rj o:L-
i+
;,:J c.5;- ..._i+i r;lr o:J e5r-
\))'
j. . u ! u. ( l . <
-:l , l'( . 5 t . . r 5 - ! JL . v v t
""6
. r , & , A J r , t . l
r r ,a ,
Je
. l
)y .-. _:
, r
i/&
Jy
l
J-P
'
JrL:'
\Jr
aP
| ' !
, a
F
o-t!
, -r,.1
. l
Bashiri
taqriben nim parand fenjan xabar axbar tamam Sodan bargestan harvaqt radiyo ba'zi ruzha nearly; approximately;about half Parand, a family name cup news pl. of ; to be finished;to be completed to return whenever radio somedays
rrr
156
*-'.i:
r-"
$ p
Ot*i J+ -:Fl
(..i,1 ...r1 .[j
I
(.:5 _,.) JLLST. ':i1-.P :: rl-r b'.., .^;I
d r'lr;
ull rJ;3;1r1, t* rl ol, .-il 4jt.s.* ,.r .r,.f rt' yltl 2r ec[_l, 'j*tr& g* ;;:s 6GI s1-s -_.l'frL: 3 s3-i--.gGi ._F:+L ,l:,:i,r Oti---+-r+
J t-$-l* os !i.j . ''(*. irt
.g o;L:-.;: g-*rrl^l &"->..
-r J.:.(*. .rGI;-s
.:1->* .JrJs
,pl<*,-2rr ilbr"; tg o-r[+;" "i-:* ;l
.9 o-rt-:-.rs ci-rgs -.1 ,l ! ",53t.r -ll .srls o:i3 -,,;s JL
(rJJ-.-,J .96i
ci:L<**:J ,s3,.i ,
.*
gJ*--Al*:
osL-
g,-".)L
ul ,:3s
,J;5 .,. Jr!

.a e '.t J ' r-lS t
{"5,!
| J.
,s l) ,r-+-:t- rt J;l .}'S:-. c-5,. v, 5 r. i J J. J .Jq. JJ ,r \)' , ,1 ,is .".;

J \ )
,,r;i-r
',1 --. J * J .j..s
<. ,*
' V J
o:L-
t--:i t-,1-.
.r,F.
.lo tiJ ;r-l .srl-r ,r* ;-.*--ot.: ,.gGir;-rs Ot+t+.r .+ o-r* otK; Ot*t--..tJ, q o;i;l ,s.1:56 O3'*aL.i .gtil .rJi .,- jq 'r:.iL 6 gj-r : .r-"i J:'*:-H t:ti!! Ol'it*! 6e-S:s l3r.'l* , -U-.,:_, o_1-- .*? *li ,,Pssci:_rJLj ..ln s clsP .J-*U .,- JtS J--,L:- .Ps_* -j; .-9Gi ,-r-, -n -:.1-l;=" &:+ O-*l-.1 .2,rt5 J-.i:* 'qr; -". ,l 9*;.J-ri -r:j. o-: ,.rj;i ..gGi , -"1 &r-oJ la-i 3 &cL [+i -. +i.s{.;(: o-*$-rr Ji-n-* dt-i .:<+ c.q b -nS -ol "q tb Jr Q t- -r:_: .9 o:t-r-rs -t $rJ"."*" .9t- gt*; S.) /+l f.
. JJjs $9^s.p
.ti-2- ..g5i-n v-:r.*,rt-: .gtil .J3":=- ,[5 J-;:-
,s-*:-
lL.i Wi. O.-,;= .9+ ur-r: o-.rl+-rr -. .t;sr5 o-;* ;Li o-.21-rl p c
t{
151
Main Text
-+lSJ
,+
! s_.13;.,r.: c,cL q.-r S JirJ .,. j;-
+ =ls+ ,t,
lJ u,l dL'? g;'JLi,
,gQJltt*,
.9Gi rl ,: r r I
GLJ
.,- a-:L: ci
L, l-, ,-i$: ;-;L
.9 o.,la.,,: Qi
S:;1.: JL i tr_r"- .i t ,iJjJ. S r5+.
o-r-Lx .9EI ,:s-: + U <iSrL gul rl gr*iL5 -:tr .1 t+ l, ;r:r:_ rs ,l S :;l: or*l- ,u- ,l ;i: r, "ri*; gl*[*i ;:
r o 'r v A I r.
! s-yl-a. jU tn5 C ,iF. ! lit?
.f .lb,6 ? Jr*,.:;r , ! - u l . - . V . rrL . ! V . l i l - . . -' r - s 9. . J . r i - . a l i i . g
i ,j-r,*. J
* e!
t+i
u
rI rI
\ .rS"- ,K: l+f <lS o_1$;: ! Jr--. trS q .sh or;r- -.rl r'.r l+i 2. Identifu 3. Rewrite and underline
all instances of simple present tense in the reading above.
the reading in the words of Mr. Shahsavan:
4. Rewrite the same in the words of Mr. Shahsavan's daughter.

. l* . - . ;
u
l.
..Ldl-*
c.'ir
c.*-L
C-
)t:
. l - .
s^ .:
" 7s'7 s .r - v. . L L- j L I
5. Write the reading above in simple past tense:

. J_:F l_: ;l cl-, ^ .:-ir c"cL
6. Write out an interview with Mr. Shahsavan. 7. Tt"anslate into Persian: 1. He got in the car and went to his office. 2. We eat our dinnerat 7:00,they eat at 8:00. 3. In the restaurant,severalmen and womenwere talking to eachother. 4. I have two keys for my office--one them is in my car, the other is in my hand. of 5. Wheneverhe comes my house, sit and talk aboutIran. to we 6. Only on somedaysI can listen to radio lran. 7. Every day at 12:00 go to that restaurantfor lunch. we 8. At what time did your friends say good-bye and leave? 9. How many yearsis it that you are learningPersian? 10.What did your friendsspeakabout? 11. How many kilometersis it from Zahedan Kerman? to 12. From my villageto Tehran is three hundredkilometers.
Bashiri
158
Reading2
This reading deals primarily with the simple past tense. In it, you will also encounter the word 'sar' "head".Here the word ,- is used as a prepositionand is followedby an ezafe.Rather than ,* "head,"here it means "at" or "to". Example: udarsar-emizneSast man be sar-e kar raftam Hesatatflit.,theheadol)thetable. I went to flit., the head oI) work. . .- ri *._r .tr sl . 1., ,6_ )- .t ,,
As can be seen,the word ,- is not used in its original meaning of "head". It indicates the "head of' or the "unspecified location" of an action. The verb or-i dF 'xo$ amadan "to like, to comepleasingto" has a rather peculiar coqjugation. To begin with it is always used with the prepositionjt 'ez'. Secondly, when coqjugatedit is ;; that is cort'ugated,not g.r-I . The latter is always in third person singular, a frozen form. Here is the coqjugationof gr.1 ;ri' xogam miayad : I like +1 .r- t'r.ql .,. c;; "oi.f #,J:i cr. ODr +l .,- objF
.i.i .,. ol ,l*;
The past tense of this verb is conjugatedby replacing the present tense, i.e., .r1 .,- , with .r.1. i Compare: man az u xosam miayad man az u xosam amad I like her. I liked her. +l cr. f r l,.1;:r :t jt w. st )t e
In comparisoh,gr.f .r,F is somewhatweaker than ;r*l: .-a,r:. The verb osl: g:+! 'tarjih dadan' "to prefer" is used with either + or _rr In either case,the thing . preferred is mentioned first. That noun is then followed by l, and -r or ;r . The noun indicating the thing less preferred is used closestto the verb. Example:
'fttt:'g*;r 'r+,x l-:gh Cr
man Cay ra bar qahve tarjih .;,:l:6;
mideham
I prefer tea over coffee. 11 tr;l ,r! ..;: .,(.u, L nemidadim
C*..,, oLJ
rt Js-:
ma zendegi dar Siraz ra bar zendegi dar kerman tarjih
Vocabulary
piyade raftan molaqat kârdân $am3iri garson livan
We did not prefer living in Shiraz to living in Kerman.
Irearn the following words: to go on fmt; to walk to meet Shamshiri, name of a restaurant waiter glass (drinking)
(-rr) g5-,1 rrLUSt gsJ .:EY\5-**
or--rK
,il -rrJ
159
aqayan Ce meyl mifarna'id Celo kabab delo kabab pepsi hamin zohr ba'd ez zohr ta'til tae'til Sodan birlm birrm amadan daVat daVat kerdan kardan az...da'vat neSan dadan ben hrn' Carltrur hestun dar hodud-e 3 tarik qesmat dowom paket sigar haerte zudtar nim sa'et-e digar abjo tarjih dadan be...tarjih dadan bar...tarjih jonub dadan aez estefade kardan
Main Text pl. of u1; gentlemen what do you wish (to order)? cookedrice (without additions) kabob;roastedmeat rice with roastedmeat Pepsi Cola this same;the same noon afternoon vacation;holiday to be closed out; outside to comeout; to leave invitation to invite to invite someone to accept to show;to point to; to play (movies) Ben Hur Charlton Heston about dark part; portion second pack(age) cigarette as soonas possible in half an hour beer to prefer to prefer...over to prefer...over to use south
J:.i
t rl:l &U .
I
...(J ul
Sr-iL -i-
. L-
: *L
-r5
I
-,fS .L
r "
C/*d
,+g
-1. .l _*c5 Jrr..l i l c,Fr
rf'
^ l | |
d/&
Llt.s ...a p
(il .'.1[
....* .!J' r
qabul kardan
t;ir o:J .:rc: g:J .r;".: ... ;l t.l' oti J;{o:) g:l-:
1 $
gL.l-}
. ' J
or-
oy'rh
_JJs
g:
JJ IJe
.t
.:*i
I rJ t -
.:SL r( JY
e'r
p l -
-r+:1
(o.:l '.:l: v e L - . , .^l
. . . : l : e . j . . . . . . l l l e J . . . y
g:J
orli: | ... ,l Y,â
(5r +r 'J=
uls)tu_s )r
V
OJ*aU
6Gf
. ' . ,1U * . . J . c S
J J J J J J
,tlsp'
| ,
J
. .:i
, o.rL-
- ?
;lrg-,
;r l-.r .i-.,G1; r/J,*al-: .gtii jr-xs U s ; l s l ; l o 3 ' * A t - : . . g L i i. r J { J l j ! c . ! . r i ;
Bashiri
q e-13.i af -* c,GLl, ,.i.:t<F,-lr -.rl6t ol; rs
160
rl.:--9r.sJ
pl-rj;-,
OI f-l ,ty sK ..r-;*5 :r-,x
t4i .:rp.1 l.u a.r_era;L .J-u.ir ,;lrtz*,r atr 6)f .)* ta;i pl-r3':-J Jr .r:: rS:t-:A . ,tl ssu s 'ol{ t < , 1: l u s - s & r * ? 4 . s r j l . , . i _9r ,B*lr, !r#L-'+ .J* ? ot{Lif g3"*at-: LSt i sl* ,=t S /+ J{ ,y Gl:l , -K
. r t
f ,rL.r ,6L ..,G:i -Js l ,"*JJ -V r V . L)
??
,.:jS
r.r-:r*rt-:
dGi
i-r3r
5 l+-,r!: ti t-4,1 ..r;5-r,
l, c*.-o ta ,;.
6lr{
tiIJ
orlsl <1 sF-:s J OFL^: .9Gi rt+ ,l J*i g+*.rt-l ;r 3r .:--eL-,_1, ,$l .5[j1-rir .g r;t-1;s J r-:;*-5 orl.rl +l _,1 js .:-cL .-l .rr,5 &.->.e il te.r t+ Lpi, u ,[J-i ' "**
q-? Jl t* b .J .!f r ,l.;--js ;l r,J.*.rL-:.gtjl ..t.;r.i ;3-r ;js
.J.l:jr U+** et*
Wi -..;
JJa lr:l
.r,rr
,l;--3:
.s-oy q-
ul f-l .sls 6
iajr .:_rJ u-
oL:; -r;
.5jti .-,1:r
l+
J*r
.li
,lr*<J
oy'-,Q
.rGL*_* ,l
J rJ{ "JJa
"!
*-,lLA
d,,*" fqj
..ui;;4
uJ-r:-lo-':--,;l u:-: ecl-
ur;*-a
J.r
,l=j g-l ;l ;_e*-.rL: crGi

J O3".-.lL: .9Gf
s3.Is
o:.l-JJ
. ei_;l
"J '!jL dL= <-, ;-JL dl
ls t
O:*,rtj b *:(r,
,15l:.-jr {:=(rt-
.rJ+ .irrb .r+
l_e* ..r,.ul .5Gi

'JJ-r-+
,^-l ;3*.rL:
.
t-Lstj-r
t(-
,J:i+ \ r_,-
=l,t+
-tt,t
,gQJltt*1 r Y Y r
ULJ
L5 ,s l_.1 .-5131 ,1r.: .i_.,bl; ,;'rL: t .:,a l,:5 ulsp-> ! $_.r t+i ..: .rt t* e,J*nL: !rl;i l, ,J .56i ;lrp-, orrL, t .l5 ,K: c*l;.,!
! *
'l :J
.:GI-
ol, ,:
o,u-rr - o -1 -u.3 r L.J .*' l.r l* LCI

. . , 1. : - , ,
v
:-
. . , i- l
I
t ._5 ;|53 ..,r-;K

! i J s:5 ,6oI
eK ? o'"jK ! O-.:--95 .9EI - I .,* r rG 1 g-1r-..rt-l, .91!i c.-1: - \' Vr rr tr
o,l:l ,: liJ S ,tS- ,lrr, il "r,- t+:i .l o_,lsl! rj JJ..J (.r+ .:-Lt ,*rL
161
\ sJ.:y: tlS q l, ,i;-e.: oJ-rUi, .gEi ! r;.r-: l, --Li s Lr;i t :S
J g
Main Text
rr rl ro
11
....t ,-]
v |
.f ,.
9
-5
:;
;$,
l1s
r:ri
JJ_,-i.. L;i--
-rl F:
s 'l;r;
,ts- L4;i s;i
\v
2. Rewrite the reading above in the words of Mr. Shahsavan:

-,1;! -l-: t> ulsp,s. lJ.,r" . lrrr Ol:*-,t ".:!,lr! _ : . l _ . rl : L g L ;rlt;-, j_r-::r sr sl ,t"
t:.t
3. Rewrite the reading above in simple presenVfuture tense:

ol:*-s. r_;F*. ,tl_sF--s r: l, ;rbl; o..jFaLi ... .:-l 61.3i ,1;1 _.,ljl* -L._,, "
readl'1c 4Rewrite the :"; ; :: :T::,;i;:::T

5. Identify 6. Ttanslate and underline into Persian:
*"*' ffi :l::
all instances of simple past tense in the reading above.
1. Yesterday afternoon my friend and I went to the movies. 2. I did not like the first part of the movie, but the secondpart was good. 3. When it was dark (it became dark), my friend said good-byeand left. 4. Several of his friends are my friends as well. 5. Bring me a cup of coffeeand a pack(age)of cigarettes, please! 6. I would like to eat my lunch as soon as possible and leave; my ship leaves in about half an hour. 7. All these restaurants have good Persian food, but this restaurant is the best (is better than all the others). 8. There is a restaurant near the university. I like the beer of that restaurant a lot. 9. I wonder (I don't know) why he prefers the north over the south. 10. Since it was dark outside, we used that small lamp. 11. How old is the city of Tehran? 12. The city ofTehran is about 200 years old.
Reading 3
This reading examines the .,. -past--an action that used to happen regularly over a period of time. 'dador'is Notel:r:ta c o v e r w o r n b y M u s l i m w o m e n a n d g i r l s . I t i s a h e a d c o v e r i n g ,v e i l a n d s h a w l worn in a way that, when held by the inside edges,only the eyes can be seen. Note 2: The word .:.1, 'yek' besides meaning "one" is also used in the sense of "(the) same": . ."-r .,- *r.l- JL o L Jjrii t+ -L c Qi
We did not attend the same school. They did not go to the same place.
Bashiri
162
Vocabulary
Learn the following words: ehmed bozorg Sodaen dokkan sebzi gust raed godaen bedrur-e Ceh' xis Soden aftab aftabi qayen muSek residaen I'erdou'si 'di se
11-lO11t&Zer
Ahmad, boy's name to grow up small store; shop vegetable meat to pass (by a place) without umbrella to get wet; to become wet the sun; sunshine sunny hide-and-seek to reach; to arrive Ferdowsi, famous Persian poet Sa'di, famous Persian poet waiting to stand to (stand) wait(ing) late beginning; threshold in front of Friday alley kardaen to do homework; to practice for this reason help; assistance; id a to need something to help; to assist; to aid always kindness like; the same as; comparable to fire by the (side ofthe) fire to go out of town; go on a journey to give a party to leave; to abandon cloth; material to spend (money) to spend on... to understand
(o:)
v
n l I |
! r
, .
t7 a.,D , 1 ' * J
. t
_ o-lJv
+:
'r' O* (J-* l.:i i
, -, L:ii .,1-i,* ( -,1

9
-lj .,-i-* ,
- "r : j ' ,
!9 Jrr l . - .
istacieen nlont.ezer istaden dir' dem d;em-e jorl'e kude nesq baera-yein komaek be...ehtiyaj da3ten komek k;erden haemiSe mell-ebani rlesl-e ateeg kenar-e atae3 bemosafelaet raeftaen parti dadan taerk kerdaen parte xerj kerden xaerj-e...kaerden faelllidaen
, - , ' . 1 -|
, g - - i u J g ! : 3 : l
- r - r l . - . ur-'-)"u
-*J a J af
s+
sP r <t - ( 'rt' ,yr-o '-l - , .-. 4 1-
J^5
.r*., cl:-J. ''. ?
rJr ,:5
:15
".l-:-'
ctqx' \-r"
.:i \J-- , !-i
crJ, J* l.
l.<
.)).\.r*)"J-*: .,:l:
9 r
,L
(J)
Jr 5 -:t_*;
s l L
{.5t..rS-; ..:5 ... - ;

(r*j) ., r_*j
163
Main Text
(5r +r rJ5
tH -qfi
:ll g1<-dJr.
J \ )
, . 1 .
-a
J"-- /
,-(:' ,,t ! c*3* -o r+l
jJ:
-:a t$i
.Jj'
.1.. u.:!
-(r;
ol_, ,s
.J-ujJ
q 3 s"ul6
uJ_}:-. OL:-:G cti
t ,.l-s,î c--i S ,r*:ru d:, .'-*:

lt' JIJL ,'-=-G Jt-iF
;Gs
J
o3f rgs- ,,issu ;l |'+f (,r )ss cf--.$r:*

.J-:sJrs ol; ,l;t a3olr r.: : -r-: j Q;i
csLgK" .9A rJ d:t

J J-+_r>-_rr ,J* ,s-.1 ,kji .rJs;
rl t+i trL:
.r-i .UJ-:J.-l-*
<(-.jG:J_.: .r;:-i:*-
.ru*: .-,_lJ- ,L+i d+Lnr-._, .9j!
,t5.rq-:-i;s
.$J*-_r=" SA-rj.L.4+ tg[o *_ls l,r o.-r.L.u*l J_l . si: o:;ljs .J-l-. Oi <-;L
<-,J.L. 4r ti J: o+ -r-*l
j,,lj-,: gj-;*J* Cr*_f 6+ :;J Lg;f
rSJ&d 1-94-*_.;Jar r:H.J)Jt -l sjJ> ;l _;s j:_r ,.r .J_t* -l*s_l
c-cL19u;&
,s-+1 -i-r-nJ j*-o,i \r*-: d .sLl--,., 1 UJJ! .,-
.r'"-l .9{-dJJ, .il *r.-j
u-*?.t-!, ;J -):r j-e; (,J
O^ rl=J=; ;,rr rHJ)i r-=l tr-'-.,
r-,= | -b;" l'" *+ .l*l c[--
.S-J+ U-
t'u-s"-ut*+G u:.i
Uti-l
.lu-:-(*J, ,51 r.gLr,_.;

, l
.slro t' t+ .x JX J _ol ,-r=.-, LIJ_.J _n .r,*l .gdLi rs l, ,L.!rQ, kji .,*.1 ..l.is,-c> _,J l-, i/tjJLhb .g.(: ar. ,JIJX ',t-:JW
..Li. ',
J
rJJ
?
Joi
.I V
n-
.L;
l )t
-l*l
',1 .J
V -JJI
{ r
.sL
rJJ
t
-7*? C23l<**
''-:', ls c---ns cr6;-o-, . J+
lJ ,lJ):
i1: J*lrsL
k,_,i .s"1-.5
..r,srS-
u-,t-: 5,5
u;"
,"!s .glr ...;q ! -;,i=r -o .J-n{ i:J== J-" il--nS

Lgi;-r-'5.9rL *.: .rriJ -n .,r!l-ni Jn ,f JX \r.ri-o i/L:.La r-r:r rl 6!5 u.L( 4,1-
<* ptl
.9la
r*l l,
-o..ri-n-:?,$ ;L:*b =6 .JJ,: k,i rr-
.r- lL: fB JJJS ,l
_n -risr_oi o-
-i3-
J_,il.l*l 1 J.5 ;:_.ri <,
r;,1-.4 q 6!;S"
.-:3-o ;'r
, g.l
rgl 2t.s-q l*l
-.:i.tt+ .J.yS ir-l-b .l*l J
t-: <.':*".\
-9 J;,S*"
<1 .:,ils .l*l ..r(
.J!s_c1 ,,rl-n!
l_,Jl_r:
,|.i'. lX:4
Bashiri
164
iJsj
2. Identify and underline all instances of simple past and mi-past. Prt a double line underneath verbs in the mi-past. Example: 5-.'i *;:1lr j5 r.drf ; 'r.-l fl+ Wr'::l 3. Rewrite the reading in the words of Parvin and/or Ahmadthe tenses in the reading to sirnple presentlfuture
" ... . r;Jj-i.
the
4. Transform
tense and hand in to your instructor:

;,y;r -, .:,.-l "
S-r_r. f".:.uL
5. Write a paragr:aph describing a similar incident in your own childhood6. T[anslate into Persian:
1. My friend and I grew up together in a small town in Iran. 2. After dinner we used to sit by the fire and read books. 3. Some days my family went out of town. On those days I used to give a party. 4. Why are you walking in this rain without an umbrella? 5. We both have to go to that store and buy food for the get-together. 6. Do they have to have their keys in their hands? 7. We do not have to make that chador. 8. Do you have to go to that expensiveuniversity? 9. Why does he have to spend all his money on beer and cigarettes? 10. We all did not understand this.lesson.
Reading4
This reading deals primarily with the subjunctive form of the verb. In it you will also encounter the verb sr.:r('gaeldidan'(pres. stem In ), meaning"to become". literary Persianthis verb "r,( 'Soden'in essentially alternates with the verb o": the sameway that .,,r:i t* ( tit ,r- ,,r:u ,- , etc.) 'gae3tan' the samepresentstem alternates with the verb , ',, . The verb ;4:( has as o r: r_J but uses 'geSt' as its past stem.Compare: .::-( The car enteredthe city. samemeaningas above samemeaningas above
. J-: J+, :rl; ;*l,L t
+rJ -5
r+- :;ly ;--!L ,4: rrlr J.r-iL
\ Y
165
She was very glad to seeyou. same meaning as above same meaning as above
. rl, , l L 'J. : 19i '
v
Main Text
rl 1l -
,l^.i' H
O.::
. +s_S Jt-:; . *.-i3 Jt*;
J+ J+
Li_g.r:: jl 1l - o ti o.!s _rtrt - r
It shouldbe noted that as main verbs ,Jri sf and ;:i-( mean "to turn" and "to rotate" as well as "to search"and "to look for". When used in this latter sense, they are used with J!: : " The moon rotates around the earth. We are searchingfor her.
Thus, in the sense of "to rotate" and "to look for," ,, + :f and .Ji-:-( cannot replace o $ . Finally, depending on whether -.r( is the stem of g.r..r.3 or of 6r::( two past forms for each sentence are possible: The moon rotated around the earth same meaning as above. We searched for her. same meaning as above
. -r,,:5..+ i , r.\, oL
' '-:< u:-:,::+

. -,r..:5 . -::S .l
"l
, lL;: L
.l ,lL.tr L
's&maver' is a metal urn with a spigot and an internal tube for heating water in making rJttea. Samovar was introduced into Iran from Russia.
Vocabulary
Learn the following words: beery baryi saemavar sazi ferd haraj zlyad delxah xahaed daSt meh hala javab javab dadan besiyar xub vared gardiden varede gerdidan andaze kafi beandaze-ye kafi parce-ye goldar paes electricity electric a samovar shop Fard; unique a sale very much; excessiveamount; alot favorite will have (see Lesson Ten) meter (measure) now answer; reply to answer o.k.; fine; very well to enter to enter a place measurement sufficient; enough to the degree needed; enough material printed with designs or flowers then; in that case
I
9 r .
, j ,
..iL..l--
. :
- l o
rti i
olliJ:
.:-.ilr.ulr-:, P
\ll
:'.F
(c5)
r:l : -l_; ':r-.t!*:
( : 5 ) . . r . : , 5 : , l. ;'r'::J "'-:;l-1
ojl-r,;l
. t /
(tl . - . i 6 , . o ' . l . r . :< ,

,l-r-6,<e.L
Bashiri
sabr sabr kardan kif tenha saext modkel detolw patience to wait; to delay action wallet; purse alone difficult; hard (substance) difficult how; what kind?
t;it ,sJ
r66
)f
Ja-
-#
|^ . : .w
c.;l( I
s,*'
!is
Oi -r-ilt=
'l
eti _rljt*
VJ
',lt
J
r J Jq ;T l o u V J J
o,',**L
+t+ 6**"Q :s:-l
,l
-uolj"-.."+t{
_rl .":-t, - . 1; _ . L -
-, |_rt-, og-l J+F
l. si,a'.L-.nL-
. g l _ 2 r. s ; " r 1 g f _ r t , : L
..rrls 6lr.9rti j st ,.gLr-,jL-
)s:^l
r;j
.gJL
)Jl.-
O9;" .J.5 l+-
dJL- ,L-
rt .* J-9t .r:l:-, cs. j**Q grLrjL*rs J.;S.r- ,S; -"1 .r>=+ l, ta;i ;l *S ** -n .:5 ot-(; . .:-il: J . t 1 3 - | t s l r l 3 , = J s) J L '-it-.! C,+*t" q -1*; +'lssi nl .s'.sL,cl y <>.L ':t v J. tr t J
.r-ol_9o.1. 4jl-.J- .,,-t .s-.ra ,l;! ' . 1- r , r l n - . , ; L 3 s ' .1 l . l . . L

f) J J rJ r V J \)'
rls
r
.r_r'.r .r-}t+ uf
r_r, i5iS_S::A
*!"i
A;lJ)i J i,+*Q . &-l ,-.s y' ,l_,t* jl t-gi.gct-: -r.f I t? U ,,,_t+_1,! Q;l ,- -l .JS- .$:-r* _,lrt* osL- r-rl_j,> 4{ ,Jtj ' e v v J'J
.$l-r+ a-'l_._<-: ;,**! .J-:i*$
l>
t+;i
_,ljL*
-,s
!L
4jl_.;;
_. i,**t{ d l n' ' - " : r . J - J _ r
(l .nL-
c , n r c ' r J * Jj
.*1.'j.nL-
<..r-L,'-,rjt|
".-.5
ot-(; tô )Jl-".1.5
I
,tl;
."=5
J;JJ
L*:
,y3<' , , i l )
-rt=-* r > r 6 t:JL
":JrrJ
t
-l;,= .!tr
<!lj;,cr
o t ( . i L r + t= , L t -
. g 9 ! e l- ' x v J l -
srlj
<1 <-l-.;q j r)) al iist 2nJ* n+ ;*.*t: o-&_9r"s ?rk q i,**ti r. ..sr5 6 J r:S .,- ot-(; .9st1j .9br3Ld::3:sL-l: Jru .J.l''ia yJ5 ui:+;-.1"* JJL- -ll C,**Q t ,JJ-)+4 ,ist
Jil.-i-*j <iln-.lS
JJt
l"l-
l.
+iln-E
?
Jn.,rJ I
.^,in.i <-.L
l' t J r
c,
o Jri
rr r
vJr
.l-
lJ
. i t _ S , cv
oil.Ul
c , J n | v . . . ^ r J J* ! r J t
-r-rl*i.\7
.5
l J. , c l < - . L v
J:
&:j
rlJS A ?_.,! 4:
r:-:
$l:-=.
<jl:;i .<*ltr!
.srlr;
.g- | olrJ J*i
161 :+J5 7 6
...t c r>iJ i I r l Q' l sl -. * cf l, C**! ,g, Jr .r-i is- f.iF "!1i
(J
Main Text
4jl-.r,- ui-. t_r!

?
.T . i
flr,
tr),
al
'.
J
,l c1 ',*L
v-
rt9.>.J*t)
r)
,;liJ
.^-i
lJ -
"
r t L d Jr J
l>
.r
<-ilo-
"!.-a-l
.-95,c+:.L
t u lJ ot ' J
.fl.,l-u Jx
x . ( C ; .-J t
ul ,sltn ..tK ,.so;l.r,l

t ( rq5 J t .2$ . l t ! | q>s v t , l eJ
tu .
vr
..,e
f
":.U
n( .l,
I L:i
ct'
o-lttlJ -L* .!llr,

J J t
i/*.-
"'f-r.:!
J .
JX
g -
6:$
|
-o l:-x
*[t+
J J t
lr-rl+'":ra 5,*
\ )
-l-*
+!l-o;-
,'ij : c{ 7L;-l,
;-iLi .ilsr-,
cj":+
o+ Cr**(*
qt-:
.l-5
"t3.; 4
ci ".^.}!
|
-[ti .+ *Q +" I jS )?- ,S . &*: {iils 5iJ .er: ,lr- ,+L( rrl$l <-,
| vJ vJr l)
. ri
l*
l_, .r-: Qr;
t-: .\;fu
oLK; ,uS
.9r: c.?*- ti
.
{-e-Lt)-t
tC-
:J:i+
\i :;y i r:5 ,l5$ l -t
9
=ls+
I
-t:;
6t4Jty*t
l_:,.: \ I
Gtl
-1l;! ,-
->s,r.l ,+Ll .r:-L: :"r ,cll,rL-
,.*L
! :-1; _.11_.1L c J.tr-|.: lr .r."lr- u- dlJJ- lj= 'l $r_* ,lrt s .:L- -lul; .r- Qi l-* \l :r-.r .tr! q *: tgl:r cr.:-l': rs' cirr \ al ! :; l, ,jJllSJ: !9 ?r! .:-3: l, .51.;;! ! s_.11:
i r..(
I
I t o '1 v n
\
G5 .,itt "l_r! t i Jlr u- clrjJAo
.jlJJ<ll.-
o..*L
*: rs,d 2. Identify all instances of the subjunctive. verb. Then draw a line from the auxiliary
rK+ *r=-L
r' auxiliary
_'_l;-l
Underline both the subjunctive to the main verb. brample:

. :t;r ,:ljLr -E____:":t+ Cr:-Q
and the main
3. Reuryite the readingfirst
in the words of Yasamin and then in the words of Parvane.
4. Transform all tenses in the reading into simple past tense and hand in to your instructor. The 'held'reading begins with this sentence:
". .:ij# -rl-t!r .+tr J+-Q jt-,:: "
5. Write a paragraph describing a shopping excursiorl 6. T[anslate into Persian: 1. It is possiblethat his wife may cooksomeIranian food for us. 2. It is necessary that you take this child to the doctor. 3. It is better that the child not eat thosebad apples. 4. He did not want us to buy thoseflowersfor his mother. 5. Is she able to return from the hospital alone?
Bashiri
6. Who wanted to read those books? 7. Perhapsthey may not attend (goto) their Persianlesson. 8. It is possible(that) your brother may have that book. 9. She may be at your house. 10. It is possiblethat they may not like Iranian food. 11. We are not obligedto ride this car to Isfahan. 12. You must have all that money tomorrow morning. 13. It is possiblethat he is at his office. 14. I don't know how I could eat that apple. 15. Were you able to read those difficult books?
168
1 In the following, the asterisk marks the incorrect form. It should also be noted again that the subject of the sentencemay have been omitted from the beginning of the sentence. that caseand In in the absenceof any other introductory elements such as the adverbs of time, the subjunctive auxiliary appearsas the first word ofthe sentence. 2 This prefix is always stressedand is always written as part of the verbal form. 3 Cf., the imperative, pp.I23-L24. 4 Note that when a subjunctive auxiliary that conjugates used in a sentence, is both it and the main verb are corlugated in full. See also note (1) above,about the possibility of the subject having been omitted. 'hodud'is the plural 5 of .r- 'hedd' "limit". It is one of a number of Arabic broken plurals that "r"have entered Persian in their original Arabic form. The following list includes a number of other such broken plurals. It is advisableto memorizetheseforms as part of the vocabularyof this lesson: singular -15
c-iJ iJl ,J"J
broken plural .=-5

iljll
meanlng
kotob
etraf
books time(s) sides,directions

persons preliminaries
.:G-11 owqat
,J-l;-ll .rL.ri asxas moqaddamat 'olum
-li *
-J yb
':'J$
p* ,l-t..) vozara' .:,[J l),a .:lfl loqat So'ara 'a'rab
scrences ministers (govt.) words poets Arabs
All the broken plurals used in this text are cited in the Persian-Englishsectionof the Glossary. 6 A distinction must be made betweenthe following:
.rI olrJ .J: =l ,il{ *
a glassful (amount) of water a glass (container)for water
7 Note that Mr. Shahsavan's friend is using the more polite form of the command by adding the plural ending instead ofthe singular.
169
Main Text
Comprehension
Read the following passagecarefully. Write out the answersto the questionsthat follow the passageand hand in to your instructor. Make sure that your answersare complete:
..r-u.-ir gt# ,s-r' ,g:t"13 rl L{Jf .r-ujr t+,i.* rbrt
4{
t' i,"*t-
t* .ir"l-l-l i,3* -r-r-xr t.il,+i."r, o--Jrr-e Ot{+
4{ lJ kJK of .u:*les*.
t+i ."jr=*
"+
s,-j}B
,t .u:--lg
gt-irsL
. r-:a +
J3 err.it5 ,i ;t .i_,,.l*-i s u':*. oi ukK o,* .rr::x 4 q t+l ."_rrolj ,J=t ,*rr;13 orl .sk5 ..x-ir r(;s e:_#
U* Wf ..:--;l;rl -. =:,>_JI- tr:.!+J.> "[3 "F " , *i( -r .-rS ot3 QK oi q ;Lirsl ..H:Srr dta + .1.:,K::. .f l, kKo;l cr . +1 u*-1t ,]*i # :l o^
.l-, lJ
,*t# ;L: c(;, ,fx)'

"[-
&r3s
.r=a+ :ls+
S J-ijr ! ruj)
,t,
l-S t
uQJttt*,
;rrl; , t .; Qf
'uLl
\ r
L}jf q C,Jr1L
- r \ :_; GS urt;*6 L *rS ,tS" o-r# gir: .r::-l; .r Wi - o ! 'r.o.r, ,55 t l; kK of -u:-l; er Wl -1 i . u . r - , ; v t S I. - : ., ,; K . . . ii l L ; i l * S l;ir s JjrJ SJ jl .r..r +S q Jrl ,rr# ,$ pr" .rir-S ,: lgi t ,:. ,A p-r, .rir;K .skK o kK o+J jl -r-: ;,Li,r:L v a r r'
Lesson Ten
Vocabularv
Learn the following words: davidan feerar karden baqban ab dadaen reqsiden a3na kaerden xod 'avezi gereltan boridan kard otaq sa5yad sir tofeng kodtan
z1.t
to run; to jog to run away; to escape gardener to water; to irrigate to dance to acquaint self to mistake one for another to cut knife room hunter lion gun; rifle to kill force; strength bravery to defeat kindness difficulty pearl Persian Gulf vicinity caution; care garage horse binocular; camera trouble light wood plastic to kick out ice refrigerator Europe the Zayandeh river in Isfahan kilometer so far; until now
, < .l . ( -.3) (
(.:l .'.-r..:
(o5)
oJJsrti
. . . 1 rL -i
( o5 ) p : l : u.jr)
oJ:'-j-.t
(J;)
oJ;
), e
uil
JF
.-rr S
(:, ) u*'
- l l | /
or::
JJ9
. r <
u"'
^ "1,
- l - l
.(:;:
t . ( .\Jr - - , ( \J*
sss
soja'at Sekest dadan mohabbat saexti morwarid / mowari xelij-e fars nazdiki ehtiyat gal& esb drn'bin zahmaet nur
&s
(o: I gsl:.-(-.1. '=t-' ..'3" / r- .l . * . - ,Li o-L
e
' l -- :
!r,; I
, ) t' ) t"(
*l r'':-t )J J g-j
-),
s t 5
cub
pelastik bir-rm kardan yax yexCal orupa zayende rud kihunetr ta hala
-l-.:--
I-
'o5' o.J or-*

G , lL-i''
t :1-., ,f \[ l
o.t-i l-.1 r < Je t-
t7l
dafe bar pewaz kardan Sostan a'ine salhe yad amadan tala Sohrat ketabdar mar pasban kalifornia teren parti mehmani qom mohemm barda3tan me'ni loqat sar-e pa istgah-e otobus saheb / saheb sahabxane
Main Text time (as in once,twice)

S&m IS ei: q!.: .U ( . 5 t . . s5
v v J It - ' r l '
to fly to wash mirror record (music);page (book) to recall gold fame librarian snake policeman California train party get-together Qom, city south of Tehran important to pick up;to take meaning word standing bus stop owner I andlord
il. \J*
s.k
rir ,,r..i :! )rl

sit, r . r - a Jr*w JL v . | . ?J-':J
..L-L
tta u ...j
' -J
' !
c/t{^j I
N.
trl:r,l g:-.11:;r
.;s u
e-U
\' '-r t(o.l-y|'grrg-jI |
:.-G .i L:* L-
Days of the Week

Sanbe yeksanbe dodanbe se saenbe dahar Senbe penj Sanbe jom'e t
Saturday Sunday Monday Tuesday Wednesday Thursday Friday ,...

qj:r
.::jl " . 6 G!:5r t , ^
Bashiri
172
The Sentence: Overview An

We are already familiar with most of the elementsthat constitute the Persian sentence. The subject appears at the beginning, the direct object (definite as well as indefinite) follows the subject. The definite direct objectis marked with the postpositiont, 'ra'. The verb appearsat the end. Examples: I (will) buy that carpet. . lr JG .li ir. lr:r.. . r:,r)+ JG rl She sells carpets.
This lesson deals with the noun phrase and its various functions in re.lation to the verb. As soon as we have mastered these functions and relations, we will be able to use phrases that begin with t "from" and.? "to, in the direction of'correctly. These "with (a person or thing)", r.: "atlin",;l prepositional phrases, discussed below under the general rubric of indirect object, are treated under the subcategories of instrumental/comitative, locative, source, and goal. The diagram that follows illustrates the placement of these phrases in the sentencein relation to the verb:
verbphrese
n o u np h r o s e
o b je c t
subj.
verb
indirect
d ir e c t
s0urce
loc
inst./com.
Utr I
I'l
I
o_;r.
_.11 ;lr1t
.,:
O*5t
t?
lJ
L;J
Let us briefly considerthe "theater of operation"of this sentence. consistsof two parts. The It nominal which deals with "things" and the verbal which deals with "action".The sentence breaks down as follows:
t73
nominal part: verbal part: dljy ar& l"j"r )l )l-". .,s g-JL l* l., L;-, .,,-
Main Text
Although seemingly detached on the surface, the verb is in full control of the various noun phrases to its right. The noun phrases fall into different categories and subcategories according to which arrangement they function in the sentence. These include the subject, the object affected directly by the subject as well as ancillary concerns like the instrument used, the place where the action takes place, and the temporal and locational dimensions of the action, concerns which define the "shape" of the action. The sentence above, for instance, indicates that a subject (g. ) affected a person (u;, ) by moving him(,."_,a)withaninstrument(o*:u tr)ataknownlocation(;lr-- ,")fromoneplace(-:! ;l )to another (ct+ ). Using this pattern, an infinite number of sentences can be generated. Shorter, less informative sentences can be generated by leaving some of the elements of the indirect object category out. And, indeed, this is what happens in real speech; the sentences of language are not always as complete as the sentence above. Besides the subject, object and verb, they may also contain one or two of the members of the indirect object category. Here are some variations. Note that the verb ,.:r, "to carry, bo take away" requires a definite direct object. I took (i.e., carried away) Reza. I took Reza from school. I took Reza to school. I took Reza from school (to) home. lr/ f r/ arrarr. l.: l-r G-, .r ,l l, [, ;. .r l-, f , .r
. lU .jEv u.,-r.. ,t t, s, .,In Shiraz, I took Reza home from school. . 1J_yo,r. rl jl ,.i _;: l; L-; ;-
A Note of Caution
Although quite systematic,the arrangementfor the placementof the elementsof the sentence It suggested aboveis a logical understanding the way Persiansform their sentences. is, however, of for not the only way. Like in English,in Persian,too, stylistic variationsexist. For stylistic reasons, instance,one might put the goal beforethe sourceor the locativebeforethe direct object. At this stage of learning the language,however,the arrangement introduced above and discussedin detail below, providesa model wherebythe structuresand the vocabularyyou have masgoodorder. In fact, this model will not only enableyou to form tered can be placedin a reasonably new sentences, more importantly,it will give you confidence that your sentences well formed. are but Later, when you read literature,you will learn to movethe components the sentence of about to satisfy stylistic requirements.
The Elementsof the Sentence

Subject
it The subjectis the topic of discussion; is the instigatoror the performerof the actionof the verb. and it is always When mentioned,the subjectnoun phraseis the first noun phrasein the sentence the subjectnoun phrasesare underlined: unmarked. In the followingexamples, Study the following sentences:
. Jrs ,l ,L '.'*
.tr+ * a
- r ; r- ( I
.J.r;, -U tci
r:J \ ..+
Bashiri
. L ( '....'.
t74
. ! l &(g
u(J
t - ( Odl
''( -r- -i l J. V ' , J1 l . -
'
a " rt -J Lr-
I Jtrs-
..1 .s Li
-.ti
-Lr!
.liL .<.t .5 .c +
As is apparent, the subjectis not necessarilya one-wordnoun. It is a phrase and, as such, can be (SeeLessonsSevenand Twelve.) modified with an ezafe,ezafechains and .5 -clauses.
Direct Object
We have already seen the direct object at work. The direct object experiences the outcome of the action performed by the subject. If a specific object is involved, the postposition t, is added to the noun or noun phrase functioning as the definite direct object of the verb. In the formation of the sentence, the (direct) object is the second member of the chain from the subject to the verb. Thus, if the subject is mentioned, the next noun phrase marked--or unmarked in the case of the indefinite--is the direct object. Noun phrases dealing with location, source, goal, etc. are marked for those functions (see below). In the following examples, noun phrases representing the direct object are underlined: Study the following sentences:
'F+F J.;.rir' lr oLi-:kJB JG (Ll
(QIl
.r5-
.:*-
l, b:r5t:
:!_: r.r-;r
p1:lr,
:l:;p|9.,
l1.--h5
:l: -l
l, Lq .9q:j .sL($ otrt?
. -JiiJ t -
3l l_, c.-:l: -1i
*l
.S
tU5
tUt
,lrr;.* =F
=k5 . lalr;5
6ri
=U-S tglt
It should be noted again that, like the subject, the object both in its definite and in its indefinite modes, is a noun phrase. And that as such it can be a single noun (.1u), a simple ezafe construction (aq..rW),oranounmodifiedbya.S -clause(;jl.r -;_r-G -;.5). Inthecaseof thelatter,the definite object marker t-, is preferred after the .5 -clause.
The Comitative the Instrumental and

a. The Comitativc Comitative refers to the fact that in the performanceof an action, the subject has been accompanied anotherperson.Comitativityis almost alwaysassociated by with the animate form of the noun. The noun phrase to be used comitatively is prefixed with t "with". Study the following sentences:
J - d r . : 9 J r r o
| .1,.
175
Structurally, if a direct objectis present,the comitative followsthe object.Example:
,.s,5 c:i,.,LL r-rr OLr! .grrS .r-y oE-r,lrF fLl . : l r, ,el cr
Main Text
lr l, u^ ,l ! l: ar- L-:
b. The Instrumental The instrumental is used to expressthe fact that an instrument has been employed in the performanceof the action indicated by the verb. Instrumentality is almost always associated with the inanimate form of the noun. The noun phrase to be used as instrument is prefixed with the instrument marker u "with". The animate/inanimate factor alone decideswhether a noun phrase precededby u is used comitatively or instrumentally. first memberof the indirect objectgroup--isused after the In the sentence, instrumental--the the (Seeillustration,above.) direct object. Study the following sentences:
.r--:.6 t l. L' ..ub
J V L )
S '.i-i1'!
c.--:
L l- -U
Of E
l--
I r_.1-1i $*11 e J*:.-il

c..15
lr l_, * U t,
.,J
s . l
.1.
r,i Li.:-r
;:
.5 .ri*
Abstract nouns are treatedin the sameway. Compare:

.J _,f;, -, dJ ,,t,, I ls L .gQy .:rl$, -:;:
. .r,.:1.: .:.. (;
L lr Jl L-:
Locative
Locative indicates the general location at which an event takes place, or where an object or person exists. The noun phrase to be used as locative is prefrxed with the.locative marker ,: "in/at". As the second member of the indirect object group, the locative follows the comitative/ instrumental (i.e., when they are used) and, therefore, after the direct object. Study the following sentences:
. ru-lrt rljlr -.,: .':*l.r l-, kiJU kjf
. p: $ l.r-- . .,U g - | t n=,tr,rS;r v
l; .r-rl3r- ;r,-l ;r-
"J
J',! "
o u" yr,< ,' f -O L lr o+L r;:l;'
*;,
r:r
j,L: dt,i J2:_;
"Sd;l;lr
;r
'lqj
.;,Jj dL
[. lj
,,L
.*-t:
',.:
.55t-:* .:-s-r: .rS-rt
Jr Oi{)Jr t l, *
*l
OLL
Bashiri
. .!li . Fl; e:-^ $(.+. rr, :s :Lj r.-j q l-,tis
176
ilr+ J
rl tr L
;l_rl+.gy'k 5..r"*: -(*;

9
;:;kaLr;:l-1
.^(-r;'.
, ' , !v
. < L . s .JL 5 , r . i | , r -
s_pr_.,s.,,.=II*l Source
o, ,.
Source refers to the beginning of an action or to the origin of a thing. The noun phrase used as source is prefixed with the source marker ;l "from, made of'. In the structure of the sentence, source follows the locative. Study the following sentences:
$:
' J-Y
-:ljl* l, ;l
jl e
;,:L
s l . -
rr.r..
a i . ^J-
;l
L
!,!
5 - r. J5
^ i .r it
s.L
'.1.liL
.r rLi
l , e ' L .'* .l
i | - -*|
'.1
. rji,S riL-l;-l-
,l
,l;t
ri e
lr t(.16 (Si il '* .pl
il ,
"t'
Or-::":.itj"r*i jl :lr*.b
,: l, ,.r;. ;!-! lr-: k
i"*.jrs; ,l )l l, otrrQx i e-l tLrs "lrl
I tns ;l L: ,:5r
Goal
Goal refers to the destination ofthe action. The noun phrase to be used as goal is prefixed with the goal marker.{ "to, in the direction of'. Often b "up to" is used to indicate extent. Thus b;l E t;^:t ;l means "from this place up to that place". In sequence,as the last member of the indirect object group, goal precedes the main verb of the sentence. Study the following sentences:
ri. L..l o L;,
s:r,
. r-.? rJ_: "+lr li r-x je-l -,l jlr ;r q \5JE r l': r
6-r-l
.: - - i
l, :E-l
l+ l-, (*:i G ;J:
jL:-!
ot{;-l
t? lr
u::lr.;1
! $
.l5
A.:
c glr,q,, ,:
,+.l1:+. Qi
When both source and goal are used, the source occurs first:
l s Jrr ,l ',L il *...]l L l, i-b s
glj
q l
t-
Li
Jt
'.+
;l
jl --i
slr:l; ;Qi-l
_rl L i
,l
ol, -;.3{5
17l
Main Text
The PerfectTenses
Perfect tenses are formed with the help of the past participle of the desired verb and an appropriate tense of;r"ra
The PastParticiple is by verbs formed adding. The pastparticiple simple of '6(h)' (always to stressed) the paststem.
Thus the past participle of i,.rr is o:ra and the past participle of ;-s, is .l:, . Compare: meaning eaten seen recognized given written sent become brought come cut
o:L:;-i o J-i o:_.1g1 o.r-1 o+J.a o:l .:
past participle
DJJF o+J
past stem
J-lJ! J - . 1 . .
infinitive
..J.; ..,! J
:l:
g:l :
v-v
:l-- J
;,,:L:- rr .,: ,.i

, T
ts-tI .r.. i
+r:
'eh' is added to the verbal elemerlt. Compare: infinitive
,rj J); g:l:
",rJj
For compound verbs the past participial marker " meaning played thought listened spoken
past participle
o . :5 , . ' , L
past stem "J .s-,lr

rJ)> :lr ;;5
Jj j-P
.t-tl': rS ;JS
jl
.r-5 rS
":l: ,,l-15
o:; j_.;
In The past pafticiple can be used as an adjective. this usage,the past participle followsthe noun that it modifies:
broken chair sleeping man
., <..".. ,...J
o \ 1al_1i :_.;
a With the vrb ;,:y , the past participleindicates state.Example: The man is sleeping. We were standing on the shoreof the sea. They were sitting on the wall of the garden.
. prf . .'* 5JL:!l | cr-lr.i, Q,: lL.S ,: :rL
. -ur,, ^--:J lQ :lx:
Cs:
Indeed,the presentand past perfectforms of the verb are formedby using the past participleand Comparethe formation and the meaning of these tenseswith the statement made the verb gs' aboveabout describinga state.
Bashiri
r78
PresentPerfect
The present perfect is formed by combining the past participle with the present indicative of g.:; : xorde-am
I have eaten ;l
.:-
o.:.,1i
pl t -
os ..!
.91 a:-;;:, | o s.;-p
.r. I o:.,1r .til o.:-;-f,
In the case ofthe subjunctive, the present subjunctive of g.r, (that) I may have eaten ,--ltr
I
is used.
^--!L t ' ,q-iL ,u.i ! o: ,.! o:;_f o.:;;-
o:;ro:-,-;i
.-.!L os ..-i,
,t-3!
The present perfect is used to express an action which started in the past, but the effect of which is still visible or present. For instance, the person with the receiver in his/her hand says: So far, I have called him/her three times The adverbs 3,r:o "still, yet" and !t-E perfect. Study the following sentences: .
. .:-l c-:ri
,:J ,.1
+s
_rlo ;L o
)L
"so far, until now" are frequently used with tl.re present
,.l ":J
os
-rl 9
;l
(ui:)
,l -
u-
uL;-,l_1-6.! ,:
,:l;ti
q _r_rd _rl
\ .ql ":J.:6). .: .l <.:-rri
l; (5;li gtii J t-: Ql i(j' ;* .irK-<r lr u:l {rB *-,r ! .l:l cLr; ;rE o;l. C ;-1"u U l-? . .: .l r:!, ,6 t- * J-,K B ,-..,. f . $l c--5 -* -r t-, .SQL9 .9 *
ct!r 4:h-l l; -* .-L 1:
. e:5
PastPerfect
The past perfect is formed by combining the past pafiiciple with the past tense of ;:_7 i
xorde budem
I had eaten
. J p
r J
r i
p l s
r l
r + :
. a:
5J
r.5
J.Jt .!iJ'
orJF oJJJ:
Jy
IJJF
The past perfect expresses action that had started and ended before another (past) action an began.ur;r "when" and ,l ,r* "before"are usedquite frequently with the past perfect. Study the following sentences
. ,.:; o:J o$ rl o q!: s ,j- . r; ;tr es ,l **+: ;: ,)l osl;]ts, .rp tl .Fr; "rJ
J 9
rt' .::;'l
u[
S +.-r
,:r- sl GJs ,t t* L .E-r .rG).- ol-,:l -+: ;l-r5 ,s l, .--G .etll , ;[i l'-:
l, n:b; _ t r , l- L ' -
. prr? 5rr5; :6)l-. _
'rp
':r
ri
tr ..,
t79
. ciy e--.:J.* jrr L-! d/r.f ;l uLii F:rr S:slx s O. . sr d-.r ,6 q -:Xlr ,-r-r-l jl .F:f rf C fB f-* . $s.1a l:*-5 4.. t+L+ r--l F_ rFI q L ,,li-r f* . :y o.:lr rl k_ >- .-U 65 -SrS \gtii dt{,. :i . :y o:J -rl-r, .r-:!_ c/r-i 3l ,F .j.
Main Text
Written/FormalFuture
a. SimpleVerbs: To form this tense,coqiugate auxiliary verb o:-l; beforethe past stem of the desiredverb. the Here is the written/formalcoqjugation the verb i/:iJ "to go": of
xaham raft I will go $, $,
.:i.,
ptr efl*
sl;
e.i,1 ,.9tp c..i, "r.rl;

e.i, .url;
negative: naxaham raft b. Compound Verbs:

In the case of the compound verbs, the auxiliary splits the compound and is conjugated between the nominal and the verbal parts of the verb. For verbs like 9::S . that include a preverb, the same principle holds. The preverb is treated like a noun forming a compound. Examples: telefon xaham krerd I will telephone sJ ,rtr- o;J srS .,rl_p dl; :rS .iel; Or1: srS ,.ot;, rJ ',^l; :J .r.rl; ;;l; Oil; C,iX
I will not go
$;
Plrs
negative: telefon nexaham kerd bar xaham gaSt I will not telephone I will return e-:3 plr
c.-:S .rrl; c.:3 .i.l;
sJ pl;; .
,a ,1
,;tE ,
,1 ,1
*-:3 a..l;
c.-.:3 .r..1; c.-.:3 .i-l;
negative bar naxaham gast Study the following sentnces:

. ..,5 flr .!tL . sJ ;l -& .rrl; irl+i-l 3l oy;l )ltst - .>cL,,sQ er l:r.i l+l .SL=;l,r
I will not return
-;3
pt;;
| .-*.'.i
,\.lr-
. c..i, "uelr;; ,lr-+:+ , 1l ,!t4lr': c.dJs r{ l.., lr u0 JI ,,! t* Cr . *":S .ulr:;; u-t-L!r e rl
Bashiri
r80
Conjunctions
We are already familiar with the conjunction, "and". The Persian equivalent of "either... or" is:
ti ...ti.... 2
Stu{v the following sentnoes:

. -rr-. q ! -u:!-;OtjoL .iLi, q ti k-:I . ^.:-.: .r. L r-:L l;. .-r- L .i-L s- ...i
J V
. ,5,
Q .:-l
,Lr-r-
Q ..,l:-r,
,;
The equivalentof "neither...nor" c ... d ... is Stu{v the following sentenses:

. JL .f= . -S.{. d ,* ,l::i-* .j SU d.: CL+t Es;{ | -;S:.i dti o C tgi d :.,p gi u::-JJ C/j
rtS Olr"l yrl.,.,:.Jb-J-
The equivalentof "both...and" t ...f ...3 ir Stu{y the following serrterrces: . 't,6 tJ ,: ,..,1r.-f f=-L+
,
l., j 1 L
F^: /- ,.r c.--l L;-: ,* ,.r .- o1 . r:S.p.l:,tr ..;6p _rl J o Exceptions to a fact are introduced by .;, "but". Stu{y the following senterrces: +i .,J "rt!F f lr- ;l J, :rl: e.-1s .$ l, p,: f: .lir-:..:r- L Jr c---;: .9L U 6l)t )l "J . rr"r; .:l_r+ rl J: f:-.<-y d -U jl c L
. t.:h,-
'j,-Jsi
l. Thanslate the following sentences into English:
.rr$ ' F5 ,# . t o l : - . ; . i . 9 1 .l;s , - r s 5 , j : l l4;i .9 cE q ob-:* .r:rl;r 1t.; dL1a oi ,j.] l: gt+t rlr. :-1i g:ls r".,s J;:. .tS:;l: _.," ,.(1.: JL .i1t-: - r ;;; q c.-l ,q, , rr-xi . .r::-x .,JU o $"i c .Jrr..rl O;1 -+-p S$:l* ;l irL3*l-x l, .:6 i/I srr oS- - r .,r*=J3l q dlt 1 1 6 O f q l r O I J T L I r l l _ - r s . r ; 1 3 : * .g E r : l r a Q I - v .,.,rl.g sl I ls * -ri Orl LJ 112- r' r:{i - A :-:-rl lt +ti - t "rr -.;.r: ;l f?l*r-
. .uS.:[iL
. ps $
q -:!. u? - 1 :i Oi 6.Sr-r;* fJrl+. . sr_r- olS.^,;l.q o:L- e.-l 6L:.i1 &:trr1, \. .11 o:-1S .:6L 1l tt -&. L +( c.-l oL .-.lr tF - t, . .:.ir-sc-l ,hSr Qs -1 -:--!1.r.-r, . J-ilr uLi.L; * l.,4l l, .,16 ;l r.r .,ljQ r k,(:t , tr o;l:l jr-rl f{,$ ty tr
.t',r,r
181
1î g_r-x:-,: r5ls 111 .r., - tr j-.;L: .:.,11:11 +rJiel .:1c: +tJ L.i ,.:5*. Jrplr ,.y+ - \o l,--.- ^l.rS "r-.;l,r-- Li - rr l.u.r, ...1j-;-.i FLJ.:! c.-l ..St | r-E;. .r+. ,$-r4 .frrr. j l, "r{rb d/. C.+t ;.(1:.9lrl.rr .9s (. l-, t+"i q o-r, d..!9, e--ilr'u c.-.1,1r;Jrp .,rK U o;l r;l 11 g,+ . 6 J L , b - . : . iv. : . . -. 1 , s ^ r ; i w . arJr ^r ,r-L l ":5*-+ + .Qj .:$ o,Jl - rQ: .:-4! <; c.--l -; r(:-., Jr; d, . c.--l ..:J rlrs -1c!l:r1 lt Jblr.gtd4;l ,): ',lrr Ji .g:_2 orJ ,l; 'r-! ,+J uAi.* l-* rv rA t1 r. Y\ rr . .trrli o:L: :l Li
Main Text
2. Translate the following sentenoes into English. Wherever possible, identify the function of the phrases involved:
. :r, t? lr -rJi -;r ;*rt ,.*+ . .:;1 ;5: ,l-1; c .,.Jtr 1.,lr ul2lr.;1 f r, ! J-rl"=. F,-qS t+ t' lr Jlj{/ jl +lr:L: t i ol, o:L- rC rl t."1 rk" E c"- .--i, .:cL rl .-r, | +q '--y ,".l rr, or-1.1.15 ;l l; r'y.-l,';r .9b o-1* gi -:l Ok;-l
9 J J
ol3.:;1,r, ,l::.ir
\ r r I o 1 v A 1 r. r\ \r rr \t
ro
Sq:;
.Skd Oi cr-cf .'-rl, /"iylrorl3 LrJr ul1; jt-; si l-t -*.:"r 19ciE t1l ,l . $-x i_r- gL! o_;Q-):r-i $lJ+l-, kk.s ol Jrl ''-:- l+:jr+ t* +"r+ dl+kJ ,r ..r:-!.1 lr+ *6 oi,.j o;[r_:J ,l+Li . Jr . ri:' ,:r5;ib *L .r.; ;l q ,l ",1;! "i-:b."tp . ,..:y osb-ri ,l =! L";lf l-, :l I ;; _.,1 S.q*S ,t r:6 c,.-l t l, J|3;1 ,r5_r: JiolJ-i-1l a:l r:
.-: .!
. Jr",;
;l l, e;-
. rrS"- ,Jsr.rrt, . c-*l o.u: r::k:

. ^ji,.'j
rUS r,
.,$t'.gojl-!
-l .114J$
-.l: ks l-,,t;5
,rr*
i..
,l &,SdtjytjS-,:
l. *;l
Cdl f-1-
--
:-.a{-i-:..:
L .9.j[- -.,:l_.r&-^:.r-=,, - \'1 .gdlr.-L. ;::-f . :_y o:l: eF-,+ l;L ty. <:!J}ij si.:-t+ lj u:q-rL _rl tv c.-l o:J ..+-:, 6-rl+ rA )l lr J<j-- .9tgk5 Ojl 6ts "irolF . :-1, o:f r;L11 drr Ol;-l c rli r? rl gl-:-_rxt, J::rr . --l C .g o;!;s l-lr*. J.1 ll "+Jj l, 1", oi ;r - Y. .F"rSf i:* Yr !:,:l .9 o-:!,:: r l# u- .iii ,1L5 ,: t4^.: . g:L:-tr.. YY :; ;g sl Cl:t J r5+r-f ,5k5 . r:o$ . t"S"J .3. Transforrn lo'.:F -rrl,x <r lr JS:- 16.r. I c.-l ,:6,, Ok+-f l.gj _r br,-. ,5--: !L LL: rro .gt:-rr;: -li jl .+ti l - . :i J il ,* ..'-:;!.skelSlr; ai. dL! sentences into c ... .-; sentences. . ;l ":l;E rl - F:J . ;l ..:l;(-:, jl .r Fr; . c*l Example: S: rfui ,l ,l 1 L _rl ;l c L \ \ r t YY I! ro
:-y o:J
g6t-
the following,^"
... p
o:J Cr^1, c.- | c,9; uU f I u+,J 6s: lj Oi :y or;l;S lj 'tj5 ni. C a . &ij s Ssst .9 dli s? ,.r c.--l .+>' ol_5 JS *f 1 c.--l o,ri L.il c.-l ,5.6 L, .r=r! _;:1 .:-l o:y gUi ;r,.r t5-t: . r-2 o:5
Bashiri
. f .r-:t=. ) isl.1i .-1: ;r .:--l ..Er .:5U p - o . a*::t- d =F 1.2 S;s- f fi.r .tJ J";: :ti o(.1:,.r L - r ;,1 . oL, d(i : o&L ;l ,.r .r..it'jl p gr _ v ob;r. . lJ.jl.;Jj. .r- P .51 o:r1i 1.., brL g;* p i - A . ..95!j olrL p .ui 6 .5sQ; .-l-x j-r-r o[ - \ f . r,'-<=. <.+,i :5 .:! p r-:r.:*. =6 .fi ,.r srlr -1l- r. 4 Wherever possible, transform ft"f. - p sentences above to Li .- 1.. sentences. &ample: . ;l .:l;ti :l f. f sJ 3:; 113l ,..r L . ;l .:l;ti :l Q r*sJ 3:; ,l ,l Q L 6. Renlace p .- p in tJre above exencise with J' and make appropriate a{iustments. Example:
t82
.F'r$
. ;l .:t;t-i jt f. f*:J 3; .1l;t p L f:: ;t .rl;ti ;l Jr 6.15 ,3s _rl;l U
6. Tharnlate the following sentences into Persian: 1. To which (one)of thesefamilies doesthat beautiful gardenbelong? 2. Whom did they take to the bus station yesterday afternoon? 3. When did the man who bought your carpet escape from the city? 4. Why do all these peoplespend their money on beer? 5. How many of your friends liked your new umbrella? 6. Where did you find all those beautiful trees? 7. How much was the price of this old samovar? 8. How did you and your father return to this small village? 9. How did you openthe door ofthat refrigerator? 10. What a beautiful day! I am goingto go to the seashore. 11. Both my brother and I like Iranian foodvery much. 12. Neither I nor my sister went to that party. 13. I will either fly (goby plane)to California or ride the train. 14. I don't like either him or his family. 15. I like his wife, but I don't like his sister at all.
Readings
Beforethe advent ofthe radio and televisionin Iran, visiting neighborsand colleagues constituted a forum in which to discussand learn about the goingsonin the community. This forum also served as a pastime and the "get-togethers," later, gave way to the more Western form of entertainment, the party ( ,r rk ). This lesson has three readings on the subject of o;t^1- "get-together".Each reading, as usual, beginswith grammatical and cultural points and with vocabulary.
ReadingI
The word o';. means "taste". The prefixes t'."with" and ,5: "without" along with other forms like "pleasant"and -i-1 "bad, unpleasant" may be added to modify this form. Many compounds like ;; .i dF "goodtastinE", o'? r.; "bad tasting", .; .,. "tasteless", and .3- l. "tasty" as well as forms like .i|'.: .irr, etc., are formed in this way. (For a discussion prefixesand suffixes,seeLessonEleven.) of
183
Main Text
Vocabulary
Learn the following words: tazeh tazegi moBkel kaerdan hatta now' mahi-ye sorx kardeh lubiya lubiya polo Seb-e jom'e faravan qebul kerdan baenaberin pezira'i kerdan nerr-tiSavaed zeyraeb ba'd te'arof fresh, recently recent)y to make difficult even kind; sort fried fish string bean string beans with rice Thursday (lit., eve of Friday) a plenty; ample to accept therefore to entertain it is not proper Zaynab, girl's name next compliment
i
r . ) ,
9 (.tr
t;ir ,:J
.lK.:,,s r v
l -
":5
J
; *
L J
.rL
t l tay
J
e^-+,
L J
..-j
..t.1 "'
' . J J . l d ..,- | *L!
( . 5 r . . : 5 . - : l- r e J -
-r-:.:.^: j
r'.a .1.:
.ri LilJI r!39 J
&.rs.-
,r-F ,-J
t{ I ' rr!1. .;. rr5 f$ o-: o j L : L , . . ; i r r J " .r3"rs ;t-i-*:
. ' * L-
rt-i
;l of-
.r+ ti
!:J
*K
;r'"r:"
e-lr4
.$:.5
J
(),
,^.
;l .g orl_9-!1,=
.-l
s.l-i
rl-n*g.l
" lr-:t* -,!*r.

f=5
r5j
sJ.rr
o-l " ! :l.r -l*+

lr-s j-.rli
t+.:l c <-* ?,: ,.t-i .91;a _r rJ -rS e.5 ;rK irtil
(-:
. c--l \ri-n.9 o-:l.it= | +t{ ej;i " tsf c,j,ct *bL q-*s ,l rl3=rr^ ,tS 63"---,rt-: .5 o:|9itr_ O.rS c,Jtr J, " , -*( ,*-ta l. t{ji t* .sJ l_. rtlJi '[S:o*.- .l*,S .r- yF -l.r*; ".+i.sOL:;r: rrJ|..llri Ly "" ,l ", -K ls l-, cL-l ; . d-**i F .rr-f L:l-ti .f oj-"-:J.i .9l.l; oS t ,f , osJ r+ .r.rt- , ?!5 6,"tiGl$ o.,l t<*lr:l .9<.,r .c--l Glxl .5Gl$ kil .i# _.!+!
" .$;lJ &+JJ lJ
Bashiri
184 r-tJ q lr r(5 o-l U L{ l"-t, +" .

.yJ-,!*t ", -d
=-:j
C**Q
" .sJ t' l:=

.9 o-rtr-rs $f
(.l i r r ( -Ii - r lr . l Jr l , (.;*i : - t? d.-rJ q i" P :
ft- i
(
" ."-rS
t-r -l &j-.r r,i.,:L ..9 o-1!.1s ,riti :-:-., ": .L:*4 L-i , g$;sL :Ji titi ,:
1 .
!4.s. ctL*. t'lr...rt.tl c .,l:_15 t-,

n rS . . S ri-.se ,;t"-!-( , t o-,t* o; r/:l
'. 1
" I J*:Sl
,lri
._ g ct-i.rs*.
1,
, -i ' r e;K ,.;t-i =^:_. . *+ f U _* ,.: L-l . ei: le. ,..r
r oLi.l s ,.gtjl ,?r_$ ,F: , .r1, <-l-! u )ss .[ d "*, )-ls sJ .:r". lb .91-r, ;l ,sJ .rtjY- J-bt+_.,J l_r 1,.9'*at-: .9Gi ta;i , . r : l : r t - : . $ r J - ( J # l , s l .!Jrr ulsl_* jr[; tt i _l ;l u*?
.9 osle;l,_i jl . : ;G.os
,< osl Jti . sJ
il ^,r - 5,t5 '

|
;t:
t' o**
*-t
r.o lJ*
c,, l-,: *
r_,:r-*.rLi
i--Js]
,J-.Jrr :ls+
| .:-i5 : "ifr}-1 Ssls -l_p .l
,t:-t OkJl,r.g*-11 --5: -
9
r
"GLJ
r .:"-k r,lf S:y ,_$..:- u"*Q g ":l;li_ r>sf osts lr: -.. t ,Sl-y. uJFrLi l+i .r oLi_.:rj, u,titr; Ly ? )l k:,trl L .i . \::-:; j . ,i_.rrL jl o t-ti -^: "ir_f \i:l: -l_r- .; . rl .l ,.,E .--- j !Jr; c,;cr glir:.gt!i v 1\-,rFdL:, .5tjl qi Jr+ I, jrf
2. Assign the following roles to four students and have them read the text. Change roles and repeat the same: student A: narrates the story student B: Kurosh, the husband student C: Yasamin, Kurosh'swife student D: ZeynabKhanom,Kurosh'smother 3. Write a telephone conversation inviting a friend and his/her family to dinner. 4. Tbanslate the following into Persian: 1. I like neither their house,nor their swimmingpool. 2. His family prefers tea over coffee, but my family prefers coffeeover tea. 3. He likes both a nice car and a big house. 4. This is the fourth time that our fathers are having (eating)lunch together. 5. This foodis not bland, it is very tasty. I like it very much. 6. The trees near our househave becomegreen.
185
7. He has traveled(gone) Iran, but he has not traveledto Afghanistan. to 8. She sent her daughter to schooland her husbandto work. 9. He either likes the fried fish or the rice and string beansdish. yet. 10.When I saw her shehad not goneto the mosque
Main Text
Reading2
In this reading you will encounter the word .:-,i "self'. Structures based on this form are either emphatic or reflexive. Here is the conjugation of this form: xodem myself t:J!
'!JJ-
JL ":JU:>OLi,JF
"itF
In the case ofthe reflexive, the subject and the object ofthe sentence are the same. Compale: The mother washed the child. The mother washed herself. I saw the snake in the mirrorI saw myself in the mirror. .:--î t, o ;JL. .:-*-i t, ;:ri ,:L . t.r-:: u:-i ;: l; ;L ;. 1 . . ! : < r . ; ir : l r 1 . : . ; : . ; -
The emphatic :ri is used after the noun being emphasized. Example: He himself saw me. I saw the doctor himself. .r:J l_.: LpJF rl c/. l; ;:; ,5: ;I,r::
Finally, it was noted earlier that;:_2 and ,.r: have certain literary alternates. Compare: . .- | ,-K a/"rl ,gbrr_, rl rL- lirkt . J-rlrr. .r-S .rl fL qi_,k" .tb.rr_, -rl . s .r-f o.t rl /- Ji .,.i:i& . +rJ rl .r"K .rl rt- J., .9";jL The verb ,:r; 'nremudren' is the literary alternate of ,:J : ;:l: . .:;-; ;:lr . :; o-:+ l:->! l* ',-J+ | l>h l-
Vocabulary
Learn the following words: zud bidar Soden mee5qul gerdiden mesqnl-e geerdideen nanva'i bidar kerden taerk kardaen early to wake up to beconle busy to become busy at... bakery to wake someoneup to leave; to abandon tJt ,:J (;i) Jr;
I y !' l J e ) ' + ' l
J-i -:
,
t : J t , ' , : r 5 . . 1* ;.i::-S ... J*:A
i lJ * u
,l-r": -!i
Bashiri
Seker bercnj Sor-u'gardidan sugar rice to begin (intr.) chicken inside to decide no longer; another; other apartment person who cooks kabob ke ke since (time) certainly! (emphatic use of .5 ) to begin; become engaged in
(Lil ...:*; d
o r
r
186
)"^l. g r -
( : 5 t . . , . r - :, 5 r . , :
lrJ
mory
daxel tesmim gereftan digar 6 apartemaxl kebabi azvaqti albette
i n . L!ls v
t r
a ,
?r
' J J
-:
, r+r ..Lr .Li

t r
t -
,-L5 9 .
.-ir. '.1
t
.5 .r+l
r.,,i
l J J
Sor-u'namudan
.,i -r.ilfi
Y
d t'$" .U_rl.r i,L--4a JrG )s_z-l .9 osl;[ . I .-:-l c-o , ?) r | ? r t jl ,_f .+r,5 -r; ,l ',, -l_r;;l ._lj C.-- r/:*H rt5 .1-;:, Jr: .rb-t J_rt _.t <;G* 6l-.;E <1 Ob- OJ:_r- tsl-x l, ,lsri 'l: JJ+ o*lJi o-ltr_rs;L; Js ti .r3*i ;l -,1 .l* o5 l, GtsS 4-i .i.--: J.**ti ..rS rtJ . *5 ;; ,.ir-$.ej-: pt: =ij.-{.g+ ?_1- |) qJf ,.-rS e-_.r 4-; b gjr t-i;*.: i
;l r-: uJ-*. <Jl.i;l g;jL{ Ol_x Ot:X d[-* .r,J-i t{;; ;+*ti r,-J l- <it..9_.6.91; J ,-t- =+j..J r-r '.:ln:*L*: LI ,.-t+ 4-i ", e;( a+ ;+*! c.i.;i ,.;ti :{-: , J,5-.i ,19t.-t v lj 4,t-i kj ..,J:,,= .9111 +t+ .r J3.; l*=:S ;*v ' q e'-x 3 ':'-!99 rJ)';ljQ
t+.rl c- .r:-r_x L*: .ple-*. J

r-*1.
{:Jl " ! c-.;5 pti

" .sJ pl-* i*-
:+j
?j> l)
&-rr.rtS Si .+r-S ,l rn X! L:rA lii. gsJ , =t"S3'b l.al$ j. I .$rrS4*;r ls 1;r c- JL.l*t+L{r" !rlJ"
F $-{r- *:i;,':-l't;j;
| . w J . J
<, o5;E
g.i:i
.Ju
*L
t
L-J
L J
c ss-S
\ ,
*
'
.-rL
I;'"*:
187
q s L15 ..,$..1 v ;t-l u ,{-b . '.1 .r*r l eI g..i,r c-cL J-c.Is.J
Main Text
r l . ,:.:ls
,tS ll9j
" r d-K
;**t?
J r.i
rSrS
.jt3
J*i ,;
" ..l..i .r.llr; .g oslgjt-i, , ;t-io" ;,[-i ;.r.-i ,l .)4 c-.pL f+
q*r*,
t* * r lL _rl.r-i dri'*! .$*-: f t' O3,*.ati Jtj.o.: 1-tt t+,1;l .sr3i cb, Jil" q .itll .J.i q ,rrt-} ft-r gt-i-os6G1 . ,-3rr9r31s 6tJl <, t-6;,p .,F{-at-: .gUiJ J-u.-ir {-:r1,,,.+ ,ul:s or-*.rL! LgGi6,,jtll oL.! q -Ir!s "S lrt+i i_,b
.:!5. OrJ s-r+
"t Ls* ,?r-;,,,.r.-i Wt$. .r;

. J.: L*
\)t.J Lj't). . v
l,
..r-
,": A , !_.- ,.:15 , itt'
i--JSi
,J-.-or =ls+
\:E-_;r !:J .i
t:t
csQJl-t-,- 9 i*l
;r:--l I Y
! $,
,l-u u--L(;5 e r cl-, - ,l '-, ;/,-rX \ c.j-, L'5 ;rr5 - t ! ci-, ,lrL .; .Sl; ;.-L lr (ibl"rr ? pLl, .glt t+i - o !.r;sJ .:-r: -l tr ;,Liot .9Ei lr!-r,.t; ,SrK .S ot-: .F-r- v S.s.r,.i JrK .: dE* ,J Or-rLi, .9 ":l;E e r::i, LrS, - A urrt: f"tr -l Olior f[l.-S ki o,--U S eir lrGi - \ lrj ,6t ;_.1jS s.r,.i ku*.so ,r:j-1 - r.
b5 q l; ,*tX .:l-,: l: .f r$
2. Rewrite/read the Reading in the words of Yasamin:

. F-rl: oL+ U -1 ,-:-l c =-t )_t:.1 "
3. Tlanslate the following into Persian: 1. Because had drunk a lot of beer,he was not ableto go homealone. he 2. They have lived there for four years now. 3. I have met her either in your apartmentor at your office. 4. I have written two letters and I must write another two. us, 5. When she telephoned we still had not sold that carpet. 6. He has decidedto take his son to the doctor. 7. They have written us two letters, but we have not answeredthem yet. 8. Since the time he returned from America he has not lived in Tehran. 9. They still work together,but they no longer live in the sameapartment. 10.They have sent all their childrento Europe.
Bashiri
188
Reading3
The words !11 "above, high" and ;,,:L "low, below, under" have the following cultural values when they are used with the word .;t.tl "room". 6l.6t_.5tL is the farthest place from the entrance--it is a place of honor usually reserved for a special guest. .jttt is the opposite of 6ttl_.s!L . o*r! , also referred to as ,, ,.: "by the door"
.r,L: is a water pipe or a hooka(h). It is a pipe for smoking tobacco that has a long flexible tube which draws the smoke through water causing the smoke to be cooled.
Vocabulary
Learn the following words: sigar ke3iden beqeyr az Sehbaz xan digaeran kami sarfe nazer rixtan awalin mowzu' bar'eks xaheS kerdan 'aqeb hemmarn xosusi Sexsi 'omturri ftileks zamin-e tenis te'dad goza3ten kardan qalyan keSidan to smoke cigarettes other than; except for; in addition to Shahbaz, a surname a nonprofessionaltitle used after first name others a short while to give up; forgive; decide not to do to smoke the hooka(h) to pour the first subject (of discussion) on the contrary to request; to ask back Turkish bath privabe private; personal public Volkswagen tennis court number (of individuals in a group) to put; to place "r=trli3r Ui) lrj (#;r o-:J F tF, o+5 (-x',) "^S iroqr o:ir_, ul1 L;- s."&, ullti :j, tL.,--,* .r-* 6re --S; d,=.j :tu o*tK trft ,.r--:5 ,K*jt j:-! jt.+, ot-! gtr-! :
189
Main Text
) 4rfJ.5
Y
. t
lLi
;l
r*r
(t-6r,-. -.," ..jGl ..s!! o-.ll-*.oL:, .gtil , .;(.tl) clsr- .;t.tl ,s , Otj-os..gGT .r*:S*" K:* -rK* J sJ{ ci*-}j Jtj .J* cgjs .r-*f c-*.iJ ,..,,,*,!t-: dtii .9lQ ,-ri CrJ! oS ,-S,6 .55i ,1,5.,r .$sJ': t+I ; S:s r-.p r.i-r ,S-.p 3s g.,l ;l r{+ "! , jq+; .951 t+i rl )l s3 drJ! ,f tl .sjr _,1-1*g.lg*i <ri' _rl .SlL(i Jj g3-*-st-: .9t i .gtji rK1. .grkt :r .rJ* 4:**:; (rs) .l*"i ,:l ,_frQ _t,r_P:f .gcG--L ,;(3 g.* gti.rs
. $ s3.i c*-.lj c9 o-ltr-l . :l .s;*jr,J;-:-{ a.-s tl g,}dt ,51 " } r_:..9t b 1s ii ,, s
,f -S :l crkp,r- 4J{.$ Ol,rrr j srSj|'*4.: .stri .rlq , -i .,. k;r_r u* 6

, s Lr
v
ol_rp _,s,rk-- js t' ,i-r-$ .$sl.u. c**-5 ,

.J_r_ll*:
b r r .J, 6 l
J.
ti
*-:(.-r,,
c t i ; , -ti i r
r, o_;trjs.l*1
,tt+j .rtll) .jLjj 6t-tl ,-r cs$-r*r Ol_&r _rOrdb ftr _.,. d .i/l-; c9 ":tr:s gG.r. l-tr ..!.rl.r-- ,!-S ob. ,-[= .3J=" jro rrS- ,6 Olr*l u--i?# g;,;t?g: : r:rl,: ;ti t- .9}q , &*r ,-*,, J O.:r*ab .Eb ?{ .rJ{ 4:---:i rr-#[-l f .ri:J+ isjt+ Jr::&_S ,s ixr-r? 1tr ,-it-tl cxt .s o-i33 _rs ,.:3ao"J A; i * .s*.,Fs;t 6pt= ?{r
rSly. s':-,^,Si-n 4rL-lj ,:,)ls jl . s3r <;-*-.1-i JJt-- .:-:.;t-tl ddl dt-ij*.:i .5;i ,l ki: C,**t? ..-:!---. .Sh t$1"{,:"**, r* .,:*5 : r-i .slk OG.or fg 6 d q*is t C"J-"| ;al .5 ,:-l ,.-ll:; * .f;^:,s-:'s ,l ;*-t*
&*s.s .
v J l
L:
;[= .
t + , J L + p J e o t e a v4 s , 6 j
c rt-+ :J
sl.r-.;
-nl .J-Sj.
osrS c-"..'* ;G..rr,.:[tr -r!-r+:l ..r-G-r+ .J-s ,,t<l ,Sl:<.r--L::-*- ?-'- lr Otj$" l-G t5:. :l {,**q iB J3r or,5 d^lJ:' gt-i.,rs d,**tr .+t*? t<,1 .rdt-: c ;is:j d .$t, JGI dJi.,r kJ <.,Jrb [: *-l;=; ff, ,Si 3.:-l
.Jj lL.i rs;l-os ,:cL .5tr q.t r-cJsr. -SrK ,Ft-f .9 o:lnjt-! .ri"J-: r-,-r*aL} OGor cEtri-l o.,t+ori3l3,! <-.o Lr o3.:
Bashiri
,:5ji.J-:j-itK *ir i,;U J.u6ss l) ..r-u-ij -. -LisJ .r-L;t=l r: gLi-os .9 o.:l;G .5 d[_:'
L, osl-.it-S_;:l "*
l r Jw
190
crrdt-: t4;1 . .:-l

4.: o"Q
.9ssl;ts *Q.-"
-. .1.;sJ
-SrS
.jl$Ll"ri
.9 dtir
g*-oL-:
l"
- . 1 . ss
. . - n ( .HJ|:
i-.-l5l
,J:i +
{.ij:ii
:l-r+
t:-,
cs|}*t
(*l
.iGl 4.* t+: r 1r.:r- lr- - t !:-y c--l; [15 ;1^t: gGi -, r 'r Y cdl5-L,.-l '|tf dl.:'j+i ,: y ? Cly. ,_Fr_$ t - o 1 v A . a. r.
! -jr!s5:-.
;l5-;rlr,qr' tsrrSl:;
i/tilr dli, ,ll,. lrjtt tlS ,: [. .;.:
Sl; ,.,y,JLt pts !- c.-:,t** | t.u:iJJ 2. Write a short account
.9-,6 .? J,'* l-tr -j l, . . :,.,1b: rt- .,,:^-L ::+ - . .* f_

, ] ( . ,
oll cG* .t above: l0
l* oh: jl ,.t
r'" d.-ir .9 o:llti , ,it{-
of the three readings
and .:,rr: in your own words-
3.Write a few paragraphs describing a similar event in an American setting. 4) Tfanslate t]re following into Persian: 1. Their househad a very nice garden,two bedrooms and a small pool. 2. They do not have a private bath, they go to the public baths. 3. In Tehran the number of taxis was more than the number of private automobiles. 4. A11 the shopsin the bazaarbelongto his family. he 5. Other than the Volkswagen, has two other small cars. 6. I prefer a modernapartmentwith a new refrigeratorover an old house with beautiful windows. 7. He has workedboth at this and at the Sa'dischool. 8. Neither the bazaarnor the bank is open. 9. Both the swimmingpool and the tennis court are near our house. 10. He is either at his officeor in the nearestmosque. 1 "Thursday" is the last working day of the week. Often the afternoon of this day begins the t*ut weekendholiday.'--r "Friday"is the day offjust as Sundayis the day off in the West.
2 a n a l t e r n a t e o r m f o r q . . . q . . . ' y a . .y a . . . " ' e i t h e r .o r " i s . . . o t F . . . , l r i ' x a h . . . x a h . . . ' . .. f 'ce...te' 3 a n a l t e r n a t eo r m f o r f a r . . .1 o . . . ' h e m . . h a m ' " b o t h . . .a n d "i s . . . * . . . o .
1o1 ::-:
Muin Text
4 Note that there is a difference between ..--+_ .-; . c.-,!l: :6 1.r_ri -.+_ :; . c...ilr ,6 ,.-:o-r-l .--: *.+
and ., I e
On Thursday (i.e., eve of Friday) my husband was busy. On Friday evening my husband was busy.
"about this". 5 The phras o-:L g. | , r is the same as o: I _.so-:l+, s 6 Note that the word ,3..: has two distinct meanings: "other" and "no longer". Here are a couple of examples illustrating these usages: . r:S+J ,63- -;!. -,l ! or i.r ! ;,33" . e.-ils --lt 7 The suffix o;t!l c-S-: -,-i' 1l He/she no longer smokes. Do not speak to me any more! She had another item of news for you.
, added to an ordinal number, indicates the position of that number in a series: the second room
;,*.1:
the last request J--)-I "i-li For a discussion of numbers, see "The Writing System" at the beginning of this text, pp. 27-29.
Bashiri
r92
Comprehension
Read the following passagecarefully. Write out the answersto the questionsthat follow the passageand hand in to your instructor. Make sure that your answersare complete:
t$I . J.*l.t:
y '
<-_r.l-.
t
d-_1.
-. Oi:f
3 r3r
<*-e
.i1;
-r_n; *
;*
.rr*-S.f JX rSr.r.i _rl 3l g''-r tj r-u-iJ .rj* .1\ ;rtir ! f ! . J-:t:r rl . r.q. rK JE,r r-ti :s Oj:": J-' ul d-: .J:ir ,l ,lrt , l r t * J h - ! j l " - r t = - t - 6 ; 1, J j : . , : \ O,:s jl \
,s; rl d Jjg ! c-."lei*. Ofu . s# rrr .f ":, "i;* . r3i jti .:,lls l, oj* ol3Js.9<-:.-i- .<*"tfu,_r; l,.l . r; .L
. J-'5{ Le,i . #-{ "rr ,_,rJr. J-isr;s ,,*s.t -. $JjF l) .s-, .,r-"lrlc J* .5:--? .g<-:*ie ,,*st .,J <s.j_, J-jJ c-;lr* OT o!.; ,-*:t u*4 ,j11 Jr
Jtt <-jCxl_xQ
O1 q
_ 4+ Oj+. _rJL ..1-'-:-i.Sr, O*

4:# t-o <** t/-lro-=; "5
rr* :rcl+- tsh st g:-: qScG-r t+i * .:cL sJ\ - rr

.:-.i pstl q:l-: .ii_l " , ..-i(
i/i
;i :: ,,..:-l
<->-i-
. Je1 l!
,j
9
It
"j
. ,:*-.;
.-4-
" : sls
'l-e
'.
Ok
+ F tF*^l+ -
,!.
,_., J:
l)
: J--a s r<zL t_ t
! ''-i;r o,r1 l;* cF-t:
J-J
"
\ V <QJl J n:'-*, , \
, )s: uI \
Gtl
: uj*
! r:ir ! c-* | orl(' ! ru.ir h! o-r.. r* jtrr)
Lnt
Qi - r I - L -, o - r -- v
n
O3:r ,:f s u):. ,i.* ,l lr.5;*q

l.CT
;l ,::-r-: I :;=1 .; nl3s1c----jltj .9 si\i ry l;5 e*;>r
! .:;-:.1 l_; ,.llp:

c ..- " I . 9-H
v4 d L !
l-
.:sL
\l c.-i.( o
l+i q +:
L4;l .i.:,:.L l-.1

\- rl :
L
.t't
s ..."g
,1
r'
i-L
LessonEleven
Note on Vocabulary
From this lesson on, the vocabulary will not be listed at the beginning of the lessons and readings. Instead, the student is referred to the comprehensiveglossary at the end of the text. AII the words in this volume as well as many words deemedof secondaryimportance for this level of Persian are presentedthere. The words used in the lessonsare marked for the lesson in which they appear for the first time. The students are urged to use the glossary in preparing their lessons and to pay special attention to the remarks at the beginningofthe glossaryfor specifrcusages.
Aspectual Locators
Aspectuallocators are prepositionalforms that, in terms of space,determine the exact relation of 'nazdik' "near" 'ru' "oil", 'zit' "under", and d..:! one thing to another. Such forms as ,, :: 3 perform this function. Example: under the car near the hotel on the table
.-.-i,L Jir.Ji -f - i Ji (5t)
The locator is attached to the noun with an ezafe. This ezafe is retained when the noun is to expanded a noun phraseas well. Compare: under these two large green cars near the expensive hotels ofthis city on the table ofyour brother'shouse
-:S 6rt. U+L
.i;:l-.1
Cer ,t:1.:.-)
dE
,y-l otrS ,.5ttL:-n.sl=:;

-x.5_l_r
We can now add another rule to our general set of rules for the construction of the noun phrase. Any form immediately following an aspectuallocator must be addedto the locator with an ezafe,The following diagram illustrates the revised structure of the noun phrase:
p noun nrse
noun/Edezafe j
.>l-S ,C
n o u nc l a s s
.ili b
num
o
dem
o,l
ezale
.\g
s s pl o c t inside
expensive
house
three
this
Inside these three expensivehouses. The following are someof the most commonlyused aspectuallocatorsof Persian: inside above;aloft down; below; under -/
\ll
surface side following

I ,
,.';L
. ttî:
Bashiri
,|]: under; beneath; underneath before; in audience behind towards; direction direction; side side between;middle in audience;with near vicinity out; outside in; inside for; on account of other; except around: about side Stu4v the following phrases:
aQ *! obrofj r e..l'.,r E-e: uI .St, t' =(5 ,5 g*l -;tS J:-lE ,G of .:rS - rr \Y rY tt ro o& &-- br" ol ,a-i - r *l .sr*l c/l'.:iL a,I ctJ+i - \ ol 5* .gl .rQ-.t. ol ,t*( - r r=i- !51.r?l ol .5!ls - t , Ert Lt, *L.5t6:i;s sz) - o Ol,gl JLj lrqij gtirr rl5 - r sr.lF .r.lS -ri. Ct) - Y LF :l:\ ,izl o,i - r' eir*
194
beginning; at end; bottom floor property inside time time beginning end reason; occasion about about direction side for; on account of
t
.k
Vi v .iJ.t ,l{d ott' 5i
.5
. t
"l-1"
..L i
.KI
JGI
' "t-il
-:! "i .3:u

r
+-lL
dJ-.l' t-l lr
otxl o-r-:.!l l)r ,*
+
*iL
orlr*.
r.<
cftr! ,1l -ilr.* -:kq e.L -. ,lrS 4',,1; 6:i =1:5 el x) e.:"ri..ili OI 6; .-:yS .ui- Jt-' r ;,1l jii
Tfanslate the foltowing phrases into Persian: 6. abovethe cities and valleysoflran 1. at the side ofthis large shiP 7. in front of that blue car 2. underneath those large rocks 3. abovethe lamp that is near the window 8. on top of one of the mountains 9. near your sisters' elementary schools 4. inside rooms of that expensivehotel 10. in audiencewith your king tree that is near the river 5. behind the
The Sentence
Lesson Nine specifiedthe various types of functions for which a noun phrasg Pqy b9.used.-The no* ptrt"* could function as the subjelt of the sentence,as the definite or indefinite direct object lndicator of location, source oi goal of the action. In the generation of such sentences,the ""a "ipft""r" was viewed as a whole. Related aspectssuch as-"beneath,""on top of," "inside," or "a! "o"t side of' were not discussed.Sentencesthat wire generated were of the type: "The janitor cle-a-ned the ih" tuble." Below, we add aspectuallocators to the noun phrase to enable it to produce sentenceslike: Thejanitor Thejanitor Thejanitor Thejanitor cleaned (the area) under the table. cleaned(the area)on top ofthe table. cleaned(the area) at the side ofthe table. cleaned(the area)inside the table'
195
Main Text
to explain The addition ofthe aspectuallocator enablesus'be', 'az', the relationships that obtain among the 'der' in a sentence, now we can and ,. After every lr ba', q noun phrasesin a sentence. ;l in this lesson. add a locator ofthe type explainedearlier
The Locative Noun Phrase

The locative noun phrase is a noun phrase that beginswith the locative markerr: , followedby an locators,followedby a regular noun phrase aspectualmarker ofthe type listed aboveunder aspectual of the type discussedin LessonsTwo and Three. Example:
'l*
tti .d{
,+.:. Erx ,l1\,t9i
st
'F- c-.:';r ,.,1-y j 1.:
olr,-l JL-! .gl,: j .sL:,rr.tl;S .,t [-,! c.-1.: --5s ,!-.1.r
Shr{y the following sentrrces:

_:l)L.rsi r: lr rl - t .-;,r.r ,iI :t) .rs o. - Y . ,..ly r o l . ,g l - y l J b . S t : - ; . r Q t . L . ,6,: F$l.l F.rr+. . rirrr !!r olj{i ,$ or-lri *! (rx
Noun Phrase The Source

The source noun phrase is constructed in exactly the same way as the locative noun phrase. Except,instead of r. , the sourcenoun phraseuses -,l . Example:
.ilt+: t+:" Ert, ,li\ C; l;1r gl ,2; At- .-! jrr c--rrr .9l2rr ,t5 i/lr,-l JL-: .g1..1.; )l ;l ;l
Study the following sentences:

.J \ . s.r*,l.S oss:. t;:* .b ol .sr, tl lt el s;r - r ,i.! s..1 :-; riti rt_s 6ts 6 >:-) ;l -:f_.,,_1 "[ L - r .fi.-S g"r.:: -.:-F.:Q:..;LS,.11 ;e!
The Goal Noun Phrase

The goal noun phrase begins with q and continues in exactly the same manner as the locative and source noun phrases.Example:
Il .;1.r-Erkt c..lit ,.,1 ,.':U v r S Cl ) Ol)* q oi.gy -u:,.,:l ,1j c o
.gQ-.1:gl;t5
Stu{y the following senterrce:

. rirj{ osJ . ,rj:; o.:J .rjL.rj.r: *--i; JU 6ry. .1 f, .:k; J: 6;'. 12 | - t "F. 'ul* .gl4;i.-,: ,l stx rr - r ,.:l*-r5 .,1LS l+i:lrnl ii-:.r - Y ,\-.
Bashiri
196
Homework
1. Using the diagfam in Lesson Ten as a model, arrange the following noun and verb phrases into propr Persian sentences. Tbanslate the sentences that result into English:
;::lr ^-j5-t I
- v
l ' 5r r
i , ' ,' L- L v
.-..:
_l Jr.:
.! ,aj..r
t
"i_plrc
L.i c,,-gr
tiJJ-\ L cLi ,l -1 J*..

rili o
"i,:"L
,+rJ J
a r'
.g'e
s.J
\+,jib OJI orqi
i r s J
.(3
" d/ki-l r4-) _r:
I
'5's
,_r"ylr- -; l=: ,r$r5 'e $i :r

t t _ . . t! t
t'L&
;
,1. ;1r"6- "t( I
.:-iJ
rJ
...(
- -
Srra rlrl u:i tn r;;1,: rb
3l t r
c.-tl", i/lrr":
l, .<l o.L-5l-Ir :-
oi .9j -:r $-r-t+

e -
L(.:.1 îl
,slJ
;*
;rlr;--t
C/. tuJJ r.r rtrt ?
,2t
J*
l,::kuJ
c.--l;*
"l g K r r/ j l
\.
rl-r.; l. -; -.:..-l
v
,!_:i ! l 4 l s
L e, - , G r
-v5 îl L ,-Y! :L
.:; sl;a
,J rl
1 I ,L.' J e5-J tU ,.t ;J;t _ui -J rl
-:5 l;l$ E_,3., Joi_,,,
t+l ,l
\J*Jr t t . @)
-$ r:-= ItL:i t{Jt4. !rkir..iL
',,1 ..1 ..il-.5 rJs ..-l L .:-rrl-r_r Cr
++ ,
,'t r-(.r 9 . I
\r
gk;-1: .:,,olr:' Jl;

,l-*''1 ,l'.L J-:!
.' j JJ
y'- dt+ - 1 o+l

,g:' . - - it .J ; 1 5 I
s}l,P. Lt . i ' e t r(.r l
l.
,: il
l-r o(:1Q*
+l{ r' t,)i-+
r rt
-
?.": :#
L
p p l - . zs,4l.e
2. Construct five sentences of your own with each containing, at least, three of the nominal functions outlinedabove.
r97
MainText
Derivational Processes
In Persian, a number of nouns and a{ectives are formed by adding prefixes and suffixes to nouns, adjectivesand verb stems. Someof these forms are discussed below. Each sectionis followed illustrating the use of the "new" nouns and a{ectives: by a number of sentences
I. Prefixes
1) The prefix sr rlears "without," or "lacking a quality". Words like .1r- u,. "penniless" and ,t5* 'jobless" are formed by prefixing ,g 6 Jx "money"and ,6 "work" respectively.Here are somemore examplesof the use of this prefix: unintelligent dim, dark frank tasteless poor
.rX:l
. . i . :
a5 e .J
poor, helpless unwise, foolish noiseless colorless peerless, unique
o_:ti:r "F-., lr-o &r,:.. .r:;l-:r
i3-;.
l:'*t
Study the following senterrces:

. ,r-: "url; JX e;l .:l;ti, . .rrq [L:-l ,Q .r* _Sl - t . .tjJ.! .-,rLi* .il .rl;ti .-.1QO-.glit--l ,l ..,-i - Y (:.,;l,i;,-lir ) c.-l . -r^re,.t-l Ji-:: rl - r ,:::+" .9bt6 -r . tt-,Sy ,K.,t+!F $l:r- ,*t,:lr* .si )*. otS d+l rr+-r lr - r . $ . i G l 5 r lr . . + , . L ..*.rL r lr5is o - r - v . sl.,,F ,p--r e+ &ert $L* I l, ,Fn-.91;l: ., ;6rg-r.
. +
te.F
-,b-y |'J fr
. r5*.
r+s * i "1[ x,*5,:'] "i f; - l rL,

e& Dr-1. d 016 +i.f t'f sl o4s -jl Cr \.
Translation
1. If Hassanyar resigns,his family will becomepenniless. 2. After Hassanyar'sresignation,his family becamepoor. 3. He is brainless and doesstrangethings. 4. In spite of his being a worthy youth, Kian still roamsthe streetswithout a job. 5. The thiefentered the room noiselessly and on tip toes. medicineto the patient. 6. The nurse fed a colorless 7. Your situation is not unlike (i.e.,resembles) that of the tortoise and the hare. 8. As opposed the dog,the donkeyis an unintelligent animal. to 9. This lamp is very dim. Give me a different one. 10. I like his bossbecause speaksfrankly. he Note: The word. gr.rs "without" (always with an ezafe)servesthe same purpose as ., . Example: . :l : ,ulr;; J-*.;.$=. . $-r plF =lrji.1:r_or+ 3lr d,3l_ | GLV ,iI * b_ Or.* gr - r
Without sunlight, this garden will not yield any kind of produce. I will not go to that party without you (accompanyingme).
Bashiri
198 t
2) The prefix L means "with" or "having a particular quality". It is used in such words as Ji, "wise" and -:l u "polite". Here are somemore words formed with this prefix:
talented pleasant tasty Example: He is a very talented singer. She is a very well-informed politician. Hehasaveryimportantjob. .9rl .r-.--l L o,r.^;lri,l - r . J,:t# d$t t ,1, , ,tr-: r, . -,t y . c.--l u+rl l* :t*-;6.gtrt:1t _ r e-l sl.r^:-l L U- t, .i l.f
3) The prefix [.;means "lacking a particular quality". Here are some examples:
. r,if. ,n.5.- Jr: .s"q, j*r .9{-l U cJL.:J,: rl t I - r
gl:L p:y . -'i:lK
oQa .r:l _:r jrd lr oG-,6 St lLiU
He lives in a state of hopelessness. There are still many ignorant peopleliving in this world. They left their work unfinished. 4) In certain cases, the Arabic prefix ,; certain state or quality. Example: "other,"followedby anezafe,may indicate the absence a of
. .:- | i5-
r+
Ff
q Crr-r ,t
Cls'.
:,'fl5. il;"'l-;-'i ; :-; l

It is impossiblefor me to go there. This act is illegal and must not be undertaken. What you say is not acceptable them. to 5) The prefix pr rnarS "togetherness, with, in association". writing, this prefix is usually In Here are somemore words with tlris prefix: attachedto the followingnoun: .,-yS- "classmate".
roommate schoolmate colleague
,.jGl p !-.r& rr -,1(,-o
fellow traveler sharing the same opinion companion

. prp : | . ' i r .,r - | !- ; l- . - .i_.,r _,!!
;i*-r ori-o
. . ,-:r*
;l
o:;..i oJ-io
Lj
t ,t(?:.
i,
Y I
6tLt 1
,. "'S..'"-.ls pl.
C/L:-:l J ./-
Once, on the trip to Shiraz, we were fellow travelers.
I have never shared the sameopinion with you. he In college, and I usedto be roommates.
r99
Main Text
Note: When addedto;,-l and oi, the prefixr. indicatesemphasis. Note also thatwhen combined, the alef of 6, I and the madda of oi are dropped.Example:
.;S
p+s;l;l+
t-+ d c.-l dLr5 oL. o,l -rsl'l oj g+d r r-1. vid,J-
This is that samebook about which I spoketo you. I saw this same man and this samewoman in the market.
Homework
1. Crnstruct five sentences each containing one of the prefixes discussed above. 2. Use the following words in sentenoes of your ovrn; translate the resulting sentences:
=tl.:t= ,S . lrr cl , q_*i .g . t+-l ,S , -)l ,S tr , 6t ! . .rg l* , Jr.i' ! , it-jl t? .r-SU, OliU . -u-l;,
&_J.r,
U..,U,
llL-tJ
J:.* *
.:l o . .5_r+ir,
, J* *.
.r:b r+ , ,,.*
.gjtr-, g1b
,.:
. :JJ..r
II. Suffixes
1) The suffix cl means "Jy" as in "daily". This suffix is usually added to a noun indicating time. Here are some words formed with this suffix: I daily monthly
n l) - t - s .-i6L . c!:
annual nightly, by night

.r-Yt . f rJqdl: i
t : s1r- nlrsr.rY! '.pl:,.-:rl;x y -iQ_rJ ,l 3l Ol; e*a nl31,s ;.,. . .:rS.- eît:_.rr oJ _.,1 - Y _.1): ,l;r 61 .;!L oLL .,..-11:-ry:. .1l o;,,L;,;Li g.l o-;hl c..6- ;!: .r-* cLrL L - r
My brother attends day schooland my sister night school. Daily, I receivedtwenty tumans from him. Sasanreceived$5,000from London annually. We pay him $300 monthly for the rent of this apartment. 2) The suflix i,,trindicates "onewho guards or takes care of something"
gardener doorkeeper
oFt+
. . , 1, s rr(f
host policeman
lr o_:,s ..9l{* . .:-l t t)x. ;-
...t-L
il Oi q -,rtuJ .5l etjr .- .9.: ;i: g!-;s .p_xOLitr -rsl-:: _
I
r
T L
. rL5 _* y .'s. l, oLL*- oL;!;*. "![r.:;s $r.L--l . r-r.s:.:;E r r:5 l* l.., -:5 OF-! -
Bashiri
The gardener goes to that garden twice a week and weeds. Sirus' brother is a doorkeeper at my friend's office. Our host seated the guests at the table one by one. The policeman found the thieves quickly and took them to the police headquarters. 3) The suffix * means "the small version of something".
200
lake local market
sL s,l
rJ iL
notebook gardenof a house

!*5
r
g};JJ
s;L
. r. *! . +S
lr: Ui ?[:;: cel ,: .qrl;,.; '.1-Lr ..L-l- s.liL -yS <,lri- p *+

. J J 9 .
I Y
f"---
oQLr._rSLl
.r:. l_, b ?:trss
,jdl [,i!J
Why don't you want to swim in this lake? My uncle bought some pears and peaches for us from the local market. Please distribute these notebooks among your students. 4) The productive suffix.r. indicates "the person in charge". innkeeper mailman telegraph operator .,i "JS .,..*.,+,1;r ticket seller telephone operator cart driver
^-!J
,>ili
.:,6
t Y T :
. JJ Or-r Jl+ tJli :;- gl gJ:J JA= ci "ru . .' | ":J cf j l-: .r* * ;,iSE :rS.t_,& oi *"5'- ,6 cli:,: .;rl;SE - , .r# 'Ktr-,' .:-r' .:k"+l* ' rl ,l .* ,13- ,!-'i
Upon seeing that man, the innkeeper began to shout. So far, that stray dog has injured three mailmen. Both the telephone operator and the telegraph operator work in the post office. One of the ticket sellers at the airport is very cunning. 5) The suffix cti means "place where a number of people or things are found".
barracks hospital pharmacy factory telegraph office

Study the following
dB--r!-r .ili+r+it.y;l:
kitchen
4jl.:'jr-.: i
library post offlrce telephone office teahouse
dl+ks .jt=;*l-i-!i-L "-: dt-:' "Ji
c(:rK
9l$lJ'.*
sentences:
. ' S - : JL 4 r [ . ' . t * . . i._* . .: .iE*+_I glJ "[:
o
. - a :' j -
.r l.
..tL.q lj ;i
"$Ll
I I
1 ;+!_ryi cBl;ls
Ja:_"5tllj:
. ,:-l
. r ! or 5
+, -.,;"!: ;;'!;l
v
,^:,r e;Gl cErK

',. * il ,r *
-. '1
iL cti ',;i
lil-re , .
^ iJl . *
:; ."J
,J[:t-l
Ji
,$ jS ;:
,r-l
dljyk5
)L
.5
.,iLdj,l .r;:,1 'jL:i-L:
J. .\:- !+
cGrrl l, Lr u[ "ii:-:t,-lil.r, .jbL glr': u,Lirr.j.:t{:F:-
201
Pleasedo not park yourjeep near the barracks. They took the patient to the hospital in an ambulance. That pharmacy'sdrugs are very expensive. Mr. Za'im's factory is on the other side of town. The mousehad openeda hole from the outsideinto the kitchen. The building that is a library now usedto be a stable. The mailman carried the letters from the post office to his truck. Every month the telephoneofficesendsa bill to its customers. 6) The suffixrl: means "onein control,owner". rich banker accountant
. i
Main Text
,lJ -
partial, supporter shopkeeper oflice worker, manager

Lr o,L. Jrr:-..j 'lJp Lr 'lJ-
,l$r! ,tst5: ,l:rss

lL o \
,t6t* ,lqL*
o.Lu
. .t-ufu . s"J
.r;rL"[:;.
":-,.,S5 " .rtttlr" lr k; .r..:tj lgtrrlJSLi 6 tg-:l+kS l, :;-f14:.rl -p.li J-^r ,l *i . :rl.r: .9s!,1 .gbrl,rr * 6'l C3-yl br_rt:l 5,;;
I u . J
Y \ r o
. J::'
tr l, .-.rj
o . L ,
'
il'-
.:.plL
-l-r,6:
. s.J
l"i.sl
+q!
"F
;t:;!:
_15 ,r
'1
Every year, the rich get richer and the poor more poor. Rich bankers travel by nothing but the Concorde. They transferred the librarian who drank a lot of beer from Meshed to Shiraz. These days nuclear energy does not have many supporters. The aged shopkeeper bought the magic lamp for a small price. They found a revolver in the drawer of the hotel manager's desk. 7) The suffix ,t_, also expresses the idea of "having a particular quality". Tlrat suffix, however, is usually used with abstract nouns like r. l"hope," and -(r; "big" to formrlr.r-l "hopeful" and rlr(r; "noble". Here are a couple of examples:
. rr-:.1 . ril*. [-;i o c.-, o_lJv 1.,;lt.ryl ,:. .i:;t r
,S:l_S-:-y. _,t=*:
I hope you reach there without trouble. His paternal uncleis an extremelynobleperson. 8) The productivesuffix ol : indicates"a holderor container". vase tea canister sugar holder pen-case
ols
. . , t . rL , ol .ri ;,,l r-E
sal tshaker pepper shaker candle holder wastebasket q':--.:ili< '*-x
otJS..r gl rli-li i/lr^.-: otJLi-:l i/lrK oi rg; <.J! E.r"!Q lr olr:h ti! .JE t " " .,1 -r(; l 'o v
| r I
t
-f, )' t sljr; .^^5-U-bs . A i l 1 . . .$1 , . >

I t t . v .'.lrtil,
t
"r
. .-l
!.E.r:r-
oK;r;
pl.r5 -il lr &:i t
olr..-i, ,ji - o
Bashiri
How many tulips did you put in that vase? Pleasecarry the tea canister with you to the table. I have to hide the sugar holder from my children. Both the saltshakerand the peppershaker are empty. From which store did you buy that beautiful candle holder?
202
9) The productive suffix oL: appears in names of countries and in names of places inhabited by tribes. It also may indicate a placewhere a particular thing abounds. Afghanistan Pakistan Tajikistan Luristan Kurdistan .lr :[il otrJL (,r E a,L: Jt)J ok-,.J rOsegarden high school kindergarten mountainous region graveyard
. J;rjr ;,ii gL:
rU tt
...t:- *s gtrJsJ oLr ^; ob-i

L( .,. hr_:i jrr-: r y - Y r - o 1
gb-r-l, e* l--, tr. J-:tr*. UrQj i-x Olrdl .5t{j(:-..-rf ti t{ ol:JJ1S s.5*. .5;11 .i:l{i-rr <Lr gLr;r, .r. lJl . sy oJ-! ,o, l+! :L-l ;l t+t:-:* . J-ll,:f Olxl G)., -t -. ,L: :Li.il
At sunset, they tmk a stroll in the rose garden. Yesterday morning I went to my son'shigh school. In the mountainousregions of Iran it snows a lot. On weekdays,Akram played with his friends in the kindergarten. The graveyards were filled with the bodiesof the martyrs. Afghanistan is Iran's neighbor to the east. 10) The suffix cr"u-: means "an expert in a discipline".The addition of .5 (i.e., .r-u) expertisein that area: anthropologist linguist weather man
oL..l-:r.y,l.:;trj ,,-slt geology psychology sociologY
I
indicates
.rk I
l . l
'r
l . r . l I
.-t:-!
sL
. .l:5* uJtL l;t4* p5r 1s-_s-1 -:l:b gLhl-:_y . J.r.- rlri sJtL_:_;-r. l-r Otr-:Jri _r .i.:1"* .,-t..:;!; . J.+ _ll-ri l-r. )st- l.s eL .pr$ !l_r-r.r"S *t+ .,L,1ilCri.f E-1.:,r5. .,-u5lrr ,,Y5 ,.-.rl:e--,:
- r T y t
Anthropologists study the habits and customs of the people of the world. Linguistics studies the origin and the development of language. The sociologist discusses the relationships that obtain among the various strata of society. I like to take a couple ofclasses in psychology. ll) The suffix ;l; means "seller". The .5 indicates the place where transaction takes place:
ice-cream vendor ,):s o;a carpet seller ,_i-r-r+,l; fruit seller ,Ft;, ,st-
shoe store flower shop ticket offrce
gi-rJ,
.JS
.rr;tS
I
.-t. i
rt
LJ
203
. :; +:!;;i l.1 .,+l$
Main Text _ \
T
+-* 1l;;]i The ice-cream vendor had sold all his ice cream. I will no longer buy flowers from that flower shop. 12) The suffix .K means "place of'.
university fire temp)e airport
ot-(:-;1.
.t(::i
oK s1;j
department store maternity ward exhibition

.2rr(--.
o15:1-r"r "tK:- l;
"K:**
.Js, ol(:rnc -J:r_i Ji! L r
'- -rr
"4."; , --u # *"!
,r I
We lived very c.loseto the airport. He bought a bouquet of flowers and took it to the maternity ward. 1.3)The productive suffix ,5 means "the person performing an act" or "agent".
worker magician
f)-
< t <
blacksmith coppersmith
. .J .-L$
,5-i ;* ,5,:L
Soi ,6
-5:.t+
d!_r_r' -L- l, ":l'rL:
r
I
. Jr
r-:.r! .5Qpl^-': | ,l-.,-,1 t+ ..gb-.,6 .1.-l ,l
The magician transformed the prince into a frog. A blacksmith's job was among the valuable occupationsof bygone societies. 14) The Suffix -r; means "one who possesses thing or a quality". a
strong learned
,r*. JJi r,.-:-il.)
employee wealthy
. .-*.1 -r---l-;l: ,l . .:-*: . c.-l o:y ok*-l $':tj & JL
*Jj
Q -t ,,Js) .ur6 ,:;l-i
sl
He is not a wealthy or a strong person; he is a learned man. His wife has been an employee of the National Bank of Isfahan.
Homework
1. Construct ten sentences each containing one of the suffixes discussed above. the resulting sentences: 2. Use the following words in sentences of your ownl translate
ot,L
, .:Fl.uj , JLj-rr , ,Qr-:. olrj: . 31!e: .;51. . .--:r \f r < -- , ' " J , ' ( t . > .! 1 ,-.6 -&.. 9 t 9 r 9 t / O r ' t 9 r
.;t-i-l.G ,,1+;, dt-! -,1.:"*G! , .jt-:-,, , dB_,_r_, ,lS
,lrJs
,lsr4-:
Bashiri
.r. ,l.u6 , 4,1 li , ,l "', . ,tl;*4J , ,LrF. . ol:-Jf . ,t|:-^-rr. ,hJ; , .fS l:" . o-tr, *l* O=.J , 6L5t, s-S eirJ -;olr+ , ,|:_:t olj;Lr:, $ . "i_rr, .L(:* LI, .r-L.J . ..,;ir_rr ,.5l:ri.lSi-il-:i . o6-t;l;-
204
ob:
&J;-))) . JLJ;
. _5a* . Jt* , _5"-r_.,'

. JLF . .lJL, .u:j*
oi -r-ilr;
)[,i.or .$':*j e-s l, ,1.q1 .;13* tl .g orljti r:j JJ C.s3-r=. rJlJ* l, L cL--* ,.g o.rl_9"t-i ;Lj-rs ,+J-:*, d[s* 6l-y. .5lif lj s JJI eFlss r-l<1_tss t O$oJ q
-91 ,1J*---J .,'::Lrr ,$j--
g-i-e':-:-J .i:Q;|.:,r
4jLl
. .ry..:'1- FL
Jr*:Ir uI
_l r_rl,l=.
, ' t!
.,r-:A
,s
lr ot+S 6u3)s-s
.fl t+ - ,:i3;o
Jl j+"
-p
i/$l-n=
<-"L;;j,
y .r+.i .,-
E)s::t,.* ,".rj]il.,f; ...-K crL-,sJ{ o.r-l o.rli:-l .ShO-l..3-=, Ir uI .9l-r: Ji O[br jl rJl3o.*!r.!
":r:,o*
nS <-.br-n, ;-l .r-n: r*
cs$i _l .:-,lls l,,tr
;l
lr
t$x .r;S*"
trj
s'1- r La ;1+ L:-r.,1 s eJ_*. t4,,

|
Lr ,"-*.-o l [+j *, =l',

I t r J t r J J
rul oL.]-iUJ agt+h- **-r ,s .:i. <, <-:lr;-i. .gt+L-_r*J _rr ..::*1j -rs i.r*: y fl .5- lq -51 " ' .r.-1 l) l--t ,+jL:.. Ok--,ii.l* Lr,::s 9(;-.3 (# ,-i*n
( t
". r;d t,t4 jS 6 GJ* <a <jlrosL- rf ! gts-r" : .b35 ;rk- '-*s ,l ol: t.-* r. l)
eJ-* aSG Ol. ,-*s t +L: rr'-y fr"lf 01=,>#r
,br..s
;l
fr;
-.2s g*:.-s.-e-o .:-j3 ,r " -l q (Jl!*: j .-51
". ,:jt*i .rr ;-,i gtf
.r-t JL Ut . ,:.-rS i:- ,j-.-* -.r-i JL-r! o,Lr;-:," l',i l , . 9 1o ; t i c r l " - l _ : r J . :t * t + i . " ; " r J OL-i*,a.i+ JJ* $$l-f Jt=t-rj i/k-- '=:: O:ij , !t-?U- !r.JJ J d
t,tors"
205
;t:- '"+.r ,l Si _l r:*..:- uJ)* !!,:-13'-g-ls rl :::-r, -l $+il# a! OL:J.r o5 L=;i " .,.*. " rJi &r1r trr;;" Jt*l JLJ" g,:l c . ssr,!"+ U l) rJ= .gl(+ls , .:j*1
". $JJi {dJJ.{ J r* +# Cf l" -l -,:J* a}t* .!:jlJ:-;
Main Text
q9$
,sl
e t-i,i-:l t41 cG*

t.l jr, ,irt 9
" ;l tr*. <a )JJ-
rr; Or;
&*;r
6l-t'- te:'a
cSl:t.s3-.:=-
)l C)-tjt <it*_ OrJ

r
,;t-r u-i .9J . J.5*" o.rtj:--l 4a;r J rJ_: g;Jrt:, t:J, o-.25 , ;L; "!-n*
gG'rs
.$
rr!r
or-s
t ? ,l
a-ii
.$J-6-i* l)
-r*.j
d.i-S
4i
J-211 aJ- p rJ-: jr Otiis,.gtji. \t):'*.;

J -
.St"n t{r] r9t+.: :9k,tr:. 2*5 t-$i .94-;L-* lL":

-,t-l lJ Or-,S <-;Li &r-,r )l : srl.t--r, ,.'rS J .;[-l
t . r\E
L_.
{,JG
. s*.i-- J ,Gf,
rl br<l
c9 o,r!;.
'.1
J+
. J-;lJiS*-
pq
Lgi
-l ri(*
d+l:
,:^;G--js
. . . 4 ss
;l
e.#
.,(1:
JJJ
")J-e,*- t aFJl . I
i*l(:
:J-.rrJ u/9> dil:i l-5: rr f r^l' l: * .< o.L ,: \: JirJSc9 oslt tt Q-!--t1 .r:l y \ Y I t o
1
!,q/*.
lr ,;P--:,> s.- -: 4rGr: .9Gi -,L5" dt-:;;* ;rGr: .51i1 * i ' l : 5 , | 5 - . . . l . i r :. < G i , . - l l;,gls.t
,cls.t
v .
(l u;t',l l; tl,ro ot-r:.: \ , r : 5 , t < - + ! L .r; : r , e _ -y |- l 9

t:J;;.S ,l5-! L n r1 f
.e) e
- J
-l
I
*tS*.
,6" 7\i.rX- *r:

.i dl,-:-
)ss p c/GI: iti' [=5 ;: l; li" tl

.'5 oJlil.gGi .r.- gLb:
v A
1
\$J-1>=. \s;;-
.Sl-r: ObJ ,l
l.-5 q Uil 4il.': ^
JiiJ
:/>+
,)b rS. cg osl+:s

\.r- : .; \.i.5---r: e dL-* sh:l-,:
V J ' L .
lgA--,.. -l
s:l
L:,
y \ Y I .
,.1 u * l;
\i:_21.=c '
* r
'' -
t(
e ..r-L ft.j | ! cl.-.t-
L-1, .9 C ";l-: L"l ;:r1! d|-..

v
.,.ri
,t-l
I
',1 '-.
\-1 :;5"-; :-i*5 4.]),
*;t+ o(Si:l: ,l u.-L s L-l o .;,,E I, .sb 4-t* Jf I o*=Kl 6usL:
1. Every morning my father sits at the breakfast table and reads the paper.
Bashiri
2. I must go and visit my relatives in Abadan. 3. What is the role of Iran in the economy of the free world? 4. I read this news in a newspaper several days ago. 5. Mr. Shahriyar flew to Ramsar to deliver a lecture on Iranian politics. 6. Iranian politicians used to prefer America over Russia. 7. When the oil is depleted, what will Iranians do? 8. Is this true that the industrialization of Iran attracted the farmers from the villages to the cities? 9. Several years ago oil was not one of Iran's major industries, carpets were. 10. Russia and GreatBritain exerted a great deal ofinfluence on Iranian politics. .
206
rii
J+-J
7-J .r.:t:joW LSi,t.r )ss . $'*:l_,Kl,s:: \:* ,S
.5h;s;K;'
J;* .:,)L;-:l ;l ,l-+
JJ- dt"rs r+ : $sr(*o c-i: ,(5 ,s lJ OL:.;ti.-tj l.-* Q_,s _," .'.5 Jrt . $rs:?bji J=L
;3*-ot-s .e osl3;L-r \\vt
;lr-,1 JL.*i calro r** ._|*J. ;1l c cakl-L" _.," l_., OL::@ u_.jF*,rt-l .g o.:l;E L4-|:- ,.Hl ss .$Jjlri-< ?J):cS.;IS +f .,* Lrs ,t:5 7:3 )J
ixl
,s
.,5S
d/L:al-.-J: .gL* cl;1 o.5 , $J:4j-,1. .r.5 r Jjr;-+>* . Jjr; ! oS t .r..isls.,. .,. r.(:;5 vB:tti-:: . c.-l Jlr-l $;S _rQ_lE );:*. :,!t- f -r_:* r9t:-:r t(,:lyl . l, ,t+ ,Sl->'- Jj;S .,- ,rL* f t- Cxl jl t+-:r, , ,t:-tt:, or:-ri c.-Jr rlJ* r:-, C.-- ol ':5i+L JLl-:kj{Li
,"l)
$L
[: ,i
,st-*+i ,6s r l:
v !. vJt
'rs,
eLi
$-n;a-
[:_.lJ* -. $--lt"
,L-L-
<-1 o-tjL
J +:*-
=J)r
ftS-:r
.ur-?-
.J:lS
,6
-. :
. .1.-; *-( , ", s .-l.:.:-lls -J-.-95 ,S_)yF" .11G eti ,j.3-.*.l|.} ig o.:13-;(.ji*? (r-*i
!-,r _n -t;srS 6 _,r r_.- ,_i-S ! L$i br-., _yl:4G '..'-= i.-(.r-r; lr Q_.,r ,, 1 J s *gL.rr-., ;t -5=tU
..r;.rrS*
.$s',lJ3; g3*aLi .9 o.rl3;ti J5 OG.lr .9 o.rl;l-:,
L; L"-:
t*_,. rLS q ti ol_t *:*l_e"r 4qjL'r3, J.ii $1 fJ,-1"=.' ',1 e J i r:J ,.csbj-9_, ;L; ct-:, :r l: As \' tsu . .u srs*- .rlr: *; ,Ll-: E*-s .:.ils .g.rL; gE-3s C/Lj-rs ,4 -ll .Sk:*3s ,^JL:, L+LI*C Jt risr(:. Jt; rs ulrtl -&. esbr+i : ,lr+ $r.1 u- JL* a+ ',L::1-+*J *-91_r, ;Li.-rs ;t-i J+l;i3
207
.g oslejl-i ,.Sl_x La $jL*$,t ^rl ;-l . -ll .r-* .,-J! ;;t;*-"s l: kji O-- s-- r+ .J-! _.rJ ..:,:l.rSO"J 6ls-. gG.rs
MainText
gtr;+ ) JlHl aStA ,l oh" tArS:.i5 o-,-l -:r orj -tt .i_r*! ,.9s1;; .:.rJ ,i.;Lrj.r Jt$l L{Jf . $.r_*; .r3r o.ut Jfh-. _,lr*+:-i r+-:..g osl +-:Li J Otj-6s 'F" |, ..,L"i.!Uol +i-"? J v -rl:*$ r+:;l jl
oL6; &.s.e jl s
JL-!l -SrS ,j:tr -,:--+ ,KrS
.9 osljt-:, .sGi r .$sei Js L-Ff
.g osl +it-l
JIJ-*{-5
J-i-i-tt+ C*"+ J Jj.+lri<-
l, arJ er-c*rrL! ,31 .uo t+ cg rr
r-q o;-.,r Q -. .(;r, gl-*= -S,S .Fr-.s ,*Jtl=- l) -rs J rJ;: .-,1-r(* .:-l-9; Jl OJ?,J*l:i<'. .15 c-Sr; ..-,1_r "tS:-lr $sJ,:J a/G;-l t-: rr[*- LrJJr r ,so-q t+i . r-*lJj jrju i e \) -5,,K .9 oslc,t= .ii: r*:{ Jl . .:;:-:s*.r, o;;" J $sls : s-r*. Q-,. ,K
"I-tS l) \\v1 JL- -){;l rlr,l rs 6ur f t ._'J e-s -rl ,.f_,t**: ,l lJ s*-i .gL-or5 f.r.r.:srjl s-J{ .;;* _:=i g,,,!*: .-9Q;r ;" *-,JJ L* .9G;5 '*. -.3; J s3,-'q .9;ft s rl"(; -.r:3 J -o; ; .-,J-rts =SsL ' 'JJ-,J L:b .,i1t-L r-; (;9r kil cs-25i .9rQj -:*s L+_l_.rr-e Jiy;$.: 5*.r, -S,rS -b[ -r .-,6r g-l ,lr:(:"L Q:J t 6u, J-**b C,,gtr osl;ti
t , Jl
JS ,A
, ;-e*.rt*!
.,(-j . s- | s.r-f,
Jl
r-it"ro-: ,13*4;
cr::
-.1,(;. gJ*.{(-:
"){-i.* .9Gi ,
.usrS J; .gt"r+j . d--l
l, ulrt | -yil ,l .,51 J.r !t-
o r- s13
osl;t- j JJI .9G_r3_r;G _r" "il q _r ru-;r oti.*lSl .9Gi r.,rrt-: . '-S*o ,,K .r:-r-: .r-t? ,s ;t:**JK;l ,13**-g.f *l.jL ct-*': ;G.r.: .9Gi ,.59rrs J Jl ,, ,-r[:-3s ,l ,3-^* "i,r-*,-. .+qki ,tl:;t oS.u-, -,. d .9,* t<-i UUr(;*3 Qi ,-l-r-l . r-l(1 f .9 ojeJU '-'-'S=o c..-* C:r OI JJ-l . J-l_r*" J+*.: J l)J-*l ' -t L+ q 6
-r:.5 .,- .rrjL* o.r-i 3s t+i c9 o:(-;r -,k :4 .-El_x c"+
cSG-:_t-r :
,_Fr_#J: . .s";
, .,r-G;x r-t-x e rq
i|i
lr rlr*{r:
-o l5 lG l,
::
,5:6.9
osl;te*;l-n: ,SrG
uli ldr':
Bashiri
a. s3r, )l Ll Olj,6 J*r rJr c r:.61 cr-r[-SOrJ | ' .i 3 &rl os 5 l'*i,.rlr, l, u:$lFs .L,i _13.^=-. Jl ,t-( ".r( ;3;. o-
208
'
t-Q,-u-lj..r
lC*
i.!-.$r \$rr5+.
=l*
st)
6Q^:--:ryt \ y y
-rS
-rr
,,sQ-rJtK
$kl;
!$ ',,:l ,l(.-
--r.;
\.r. {*
-rr -)G;l ,l J., o-r**Ll .9 ":l;l-:' l,+S c b C-- olr"!-U !J;iri-. .iS- l, ,.,L!k:-.,, o.rdLi, .9 o:l;(i
Ji-, os ;: ;Gr: prs ;L:--,:
.:-* ljo t o.J ;Gr: ft-:, ,:;k--r: q ,_:1,\(* "9lr lj-:jGrl ;:_: Jr6 r;., .gul .. r Ss:rS -:l; lJ olj-l rr_jFrL, .9 .:l;L:, lrv <; .5G1 "(*- ,K- , - | FS !L ;r;ol:' \ru5=. e1-. t t9 o-:lr-:: )t- d/Us: .9 o:l;l.i t";S"- ,K- !L ;rK lrtii A 1 \.
:,t*i,L)
4^+;
,5-)q
l)
*:J*l
,Sb 4!*
;/. 1
1. Last week my friend and I went to the seashore. 2. We went there in order to swim in the sea and to watch the fishermen. 3. Each time you swim in the salty sea water, you must take a shower. 4. My friend's family owns a small house on the Caspian Sea. 5. That morning I saw the sea for the first time. 6. The Mazandaran mountains are covered with evergreen trees. 7. The house was located in the middle of a forest. 8. From far away I could hear the sound of the waves. 9. The water of the Caspian Sea is somewhat salty. 10. The shore of the Caspian is much more beautiful than the shore of the Persian Gulf in the south of Iran. 1 cQ-L and cl*lr.- are alternate forms for.jbL and.j!L respectively.
2 For the use of .5 in relative clauses.see Lesson Twe.lve. 3 *oL1 4 ,r* jLj "communal prayer, Friday prayer"
o-,t5 is the same as \gri+ -,6 "a better job".
249
Main Text
Comprehension
Read the following passagecarefully. Write out the answers to the questions that follow the passage and hand in to your instructor. Make sure that your answersare complete:
J3J+ .r,.ui ..:-i, b-* "gcLi t+ , G) -. j'* .:ct* , f-j , g.i.:s -o c--la ,:;L
,s
cS4iti*t :l t't*
O,* t-+-
,-,-o-*
,t**:
t+I olr:, tr.. r:..:;;i, ul:<l L*_- q _l tl--; *l* "3, :Jt+ Jr J r3"+ " s-r- cl* J O).:J- " /+ uI f-l .r;r:r -rs a<-:.-r;.r ol :l t+. ..r-;srS* .9;Q ,..,T G-r*'lt' J"t #
..1-.i .Fi:i ui-*r o$ jt: oJ ,:tL l*r J ":J- -lJ q _l ojtj 6 rr.r-. ,rir:+ttS 4 O!t*i,-S_t, ,,-Jrt el-x : r_r-: ?-*' .,--JU =L:S ,-+ i*, 1-n>.- L+- .Ji:;J ..u--r*1 J.l'S=- 6t: !_lrl _,. d t--+tl t-+" J gF*
S.uT rjr
ol:-JJ
e*jJ s3-:1 ,5.r .ulj"-*Jl ..r:lr;* erJr ;,tli ri t+" q&r3r.r:( rJJ .r-;t<*b rrJ_r: ,lr.u*l ol_r:l o+ _l f+ tr gl*:+ er>" ti .r:( l-l- 4.jtj, ,il_f s rl_xl o* .(* .5,--l ..us .r u lsl s3s J t; ,.t t- jt-l )i
J . l r V
:,t*at V*L
L_
J-
t)
,gQls:V
t
I
Gtl
S $_r
U:-. .S cEy
-"
.:rL
dr*
! ' . . i . - : r + ! a Q t + i _r
\i:-SgrL ci r, J J JJ..? !$:i,
r I
.,-+ ^^:.itis.l*
rr ' '
J.q:.5
\ -l t - d i- t
o l ''S* .rSs-i 115 ,: Lr- .:--r-: S'u!- J+-J t o[i -;: Lr- c.--1.: 1 i:srSr, olr:l q .ulr;* ll. .: .,.: l,; - u A sl:l crL.:Js; ,-tl;, ,:-lrl L $l;*.; lt;. l;? i,ur:
Twelve Lesson
The Causative
Comparethe followingEnglish sentences: a) The baby eats his food. b) The mother feedsthe baby. In sentence(a), the baby performsthe act of eating on his own initiative. In sentence[b), the baby's Wheneveran agent other initiative to eat is not a factor. We can say the following about this process. of than the self brings about the occurrence an action, i.e., when a person or a thing performs an action not on his, her or its own initiative but on the initiative of another party, a processof causation using one of two ways: This process conveyed meansof a causative is by construction, is in progress.
InherentlyCausative
"to send, to cause to go", .,rJ ctrr "to dispatch",;:-i.=, "to pour, to cause to Verbs like ,"t=-rJ "to kill, to cause to die" are inherently causative. These verbs are treated like ordinary flow" and ,*5 verbs. Here are some examples: The mother sent her daughter to the market. The child poured the water. The policeman killed the thief.
Not InherentlyCausative
Verbs that are not inherently causative but which can be made causative are made so by adding '-an-' to their present stem. Example: the infix c/t
I feed(lit., I causeto eat)
^*rl -,;t ' {l_rr-:r:.:lJi*
p r -, - * ;
'
il ,.i-Jl,,r-:-
is The followingare someof the verbsin which the causative formedby adding d/t '-ani-'is -it an alternateform for .,1:
to communicate (lit., to cause to understand) to cause to arrive, cause to reach to put someone to bed to cause to sit; seat to (cause to) burn to bring to a boil to make someone rurl to clothe someone to frighten to cause to appear (in a court of law), to drag
O r=.LC,
'-an-'; the infix
orLi
.JL-, oJUr, ' l ! '
oSL-, O$l*l>u**
, . lr .
o{ili;-
u$l )s-
,$ts:+
, 't'a:lr: ..r*;L: o{iu-r'
. 'r r (
oJtsr+ ;slr:
. . . r ] L 1e u**-t'
l , I
In the caseof the doublecausatives, imperativeof ,:1. is followed the subjunctive a mair-r by the of verb in the third person.Example:
211
Have this car washed! Please, have these shoes polished! Please, have this carpet cleaned!
IU; | ''j -i".f '+ ,51; I.rl5 | ;".:L
Main Text
;. 1 O,l
J:"J,1 l-: kijJ 3*: '+.r,
lrJG-;i
To form the past causative, add ,l or .;l before the past marker -d/t. There is no difference in meaning between these two forms with i/l or .,il : I I fed ".r.-:l | -.;
.S{l-;-1o
,$l ,.! ' .5Sl-.r-
sl_.rr
-.rJl .; t- - -.! {l_r_rsJ:jl_)r
Jljr
- Jl ,.! t.r: $l_.rr$$lri
As a verbal form, the causative has its own infinitive and verbal tenses. The conjugation of these forms of the causative conforms to the regular conjugational rules explained earlier for verbs in general. The causative, therefore, may appear in the following forms: causative infinitive formal future present past p r e s e n tp e d e c t past perfect perfect subjunctive to feed I will feed I feed I fed I have fed I have fed that I have fed ;l ,.:y f {trrr '.:lr; o..r*;l;1: o.r;t,Sl-.,r- 1lr ilrF oJt,>,ôlF 1-l_,-r,=. l$trrl "$lrF f oJlrli ,.:_y -q "rlrr!
"J-:lr,: ,..:t?
Study the following
sentences: . -r.:L4i:- rl* l-*;-r+l iL .;L-.tl ,Li .y -.. .t;L_, '::L5 . J:]ltJ .f)-:: ,t:-) sl .; .ul; L.l. , ,ir l-, ;. utj ;L; vLl ; rL ,.9s: | .: *= ;;r_r .911: ,si ta't|ri .!!i
r \
I t o 1 v ll A
.:.:j L J,r -sl;
J -r.:-
_rlr o: l; _;: "5r, ,tl Ci
6"JL:
,.: l_-J e ;S lr
aL .L- '+i
. c.--l o-ulLl * ' .r..:L o'::Ll-.:r' ,.r';rL.:-L
Tlarnlate the following sentences into Persian: 1. Can you take me to the airport in your car? 2. We must hospitalize Bizhan,but we do not haveenoughmoney. 3. It is necessary that they boil this water beforethey drink it. 4. Is it possible you to make them understand for this lesson? 5. Can either you or the doctorfeedthis medicineto that patient? burned. 6. Have thosenewspapers 7. Have that radio that is out oforder repaired.
Bashiri
212
RelativeConstructions
Restrictive Relative Clauses
As we saw in Lesson Seven, the 'ke'-clausesof Persian function quite similarly to the relative clauses of English. A relative construction is made up of two simple clauses: a main clause with subject, object, verb, and a relative clause,with its own subject,object, and verb. The procedurefor the formation of restrictive relative clausesis explained in detail in Lesson Seven.Below are some sentencesto refresh your memory. Stu{v the following Sentenoes:
.l('.:'ls Ol-; I -r.s s:-,SlJ UriiJ".: * .S,r-L - r ..:-l r.r;l; r..r-rr L .l(.j'jl:.,s lS.- ,K E obrtt* E..5.:;'r - y ,S-F jl ,Js{ | ;: r5!5.rr- y gl.; t, l{ oti :,t-i,-firi od jsgi fo:l: . $t*Olrll .gtr.r1Jr+ . c.!L:: tt c-.l..; l,--: A-r1 ct}l frJ t$ . .-(= ,K ._,r d : .- | ,(.,.: c +:;'r'i .(.'.li l5 6lrs;l ,l L .r.rl;* , "rr..:rri f -r.-l ,.r =r-lr,r;ti .5i * E, d.js>. .5 ,:+U d.5-.;i: - ! _ o 1 . $
. .:rSl=^:
g-+ '::"i il,I "':':;; jil-",.=T,f ;':,;:T _:

. -l i* . e- i: ,,I5 $j;l ,.r ol :rls :rls cl. c;i .5 (5-fS, f r. oxrt*.S1lcti
In the above sentences, the .5 'ke'-clausesinvariably modify the subject of the main clause.The direct object of the main clause,as well as the other functions explainedin LessonTen, i.e., locative, source, and goal, can also be defined in the same manner. In the following example, the noun phrase functioning as the defrnite direct objectis expanded: (main clause) (to-berelative clause)
':: Oli^l ,: l,t;r,..:-i.: ..' I t-' .---rr ;ri b-r
In order to combine these two clauses, we shall follow the same procedures that concerned sentences which the subjectwas modified. in a. Make sure that the noun to be modifiedis the direct object(t;, 'reza'is the direct objectof 'didan', in the exampleabove). o rd .: 'ike' b. Attach 5:' tn the subjectof the to-berelatiue clause and place the result after the head noun of the relative clause,in this caseiir :
'| I' .:-1s ;r-;-l .S.ttj_)
c. Add this relative clauseto the subjectof the main clause,i.e., ,. .-:
.r-l I l '' sr f -* ,S,r[-:, ; ':-i:
d. Completethe new sentence adding the direct objectmarker t, , and by copyingthe by rest of the main clauseafter the relative clause:+ r otri | -.1:t-, The resulting sentencewill be:
. .r1: d/t{i-l .,: l.,.' ll' 'J.: rrr.! &tjr;,:-:,:
The subject of the main clause may be brought closer to its verb:
.rg.r drt+i-l .,: pji: l, .:-l [.-l .' -1s ,J.: {S.:Ur
213
Study the following sentences:
..^.i3r1 \ _rejr _r,:-:llK oQlr A-r, l..,:; r.r-!.:l-r- 6 csiiL 6rJlr .5 !rsJ. ,4-i . .:J Ul;l +.i, aK ;l l, :-f &), cff_.r - Y .:J jl l.1:F irF J+.S."-Sti I g:-.:r.J"yS l. " 1 . r . ; . - , : l - . ,t r i otrQ.i.gr,.S;t.sU c/G,,J-r*l!: . .J-,1:, r c.ilK 11 t2a ;r3z- J+ 4lJE :;: - o _rlr:r _.xj - . v A
MainText
ot s rstl l-; :; r:-11-r.( . :l: ,l-^L .sls:r --) s;: dlJE OL-! .j(..1 -1 .:,il:-; l, :l: 3l I oti-! {lJG . s-.,r ,JC ..-G "il . :ti-rs .J*? o.r.:-_;i ,glst l_s*l$ U.rJl .!lr[ u* "il
. :l
c^(L l-.,:5.- q_S,f

o-* i-.:5 fi
.S.t+ ,sL _ 1
-.L; \.
. s5
o.L o.L l.:-
&lgU
Drill
Bring the subjectof the aboverelative clausescloserto the verb. Example:
. i.lSr.f ,e.:tr;'l.rS --:-<-r{ -rej* -r eilK r oll11.gr, l-.1:_y .r-.i:lr- .5u:+L .rtlr O\4 Ci o,uil-1l1 J-y or^5 -l; "5 u:+U
If the head noun of the relative clause functions as the goal of the main clause, the relative clause follows the goal head noun: . : l : : - , , o : t : : l s * l . st s i 6 . s " J L i l-r.,.LJ :L: I
The teacher gave the book to the student who was standing in the hallway. Inthissentencei s; o:t-r*. 1 _r,ll_., e; Study the following sentences: . :l: :15- oJ c-11.: l+ . -r-,lrj-r .; c*_:*JE .-^L . r.îrt 'S= Jt3 d:"y d.F-;* l, _y:1, *"13:1rs . Jl_.,r :5:. +JU l_, t+-rr ,Lx d.;:,rt "l:: . c.j; :5.- .e;t $f q *!lty jl lr k-r F. . +-i :_2t-l p: C; d:L-l _ r ll _ ; . L + , T , r : - : J L : . :J c:jr*$ rlrl* .5t {sr-;l l, Wl*- Cll .r.=! . :l: :; c*-l-! r.r!l-, .9-1.q {;Bl-r cr=? 'r-:6 ! l . ss : : 1 , , : L 4s-.-: l; JU o|-! I \ r r o 1 v A ^Sistherelativizedformofi :,y o:L:- :t r,ot_, .5i .JL:.
Non-restrictive Relative Clauses

When the noun of a relative clause is one of a kind, the selective marker o before.S'ke'. These clauses are called non-restrictive or appositional. Examples:
;ttl :rl; :_2 oJ--!;r .,(.l.}-! ou "5 r::: . :h!l ol-. .r,':yrF :rt J;! )l:6 Ci "Si.:U .-- :r )l ,_i-:t 5 . :; ;r1.q c.-!l: .,Sti ,-K f.r-t-; ,::; *; qr-:,J .9GrK ,l .5 ;,y Jr&=
-
'-i'
does not appear
. +rJ
r I r r o
. :J
U-:-l
t
. ^--ti
t4itL!
ui
-r(S- :l-y
d ; ,-::1.: J;
d 5 ./.
!-q:.1-
t<,,t*Ls gr, rK= l-.1 :l:- t' -r *-,1 . Jl
6 u
-1
Bashiri
214
Drill
Tbansforrn the above non-r.estrictive relative clauses into restrictive .q:rS.;t-tl :-;lj :y "#11 # relative clauses. Example: ,:-:.: "-tJ.( oU OO*l
.gsr3 .;tll s..,l-, .:; o.r--!jr uK*:
Manner Relative Clauses

In these clauses the noun modified expresses the manner in which an action takes place: . rS c.LS 1l <1 c.;14=; .5 s S:- ,t5 .5rrl ,l .,F":" . c.rl.r;l u- .rl;y l-., L .So r5 .r.;:r_1;.- lit Or+ l{.;l . c.;lsl 2&1, L .so d s'-- dyJ--;.ril 1.-;:l:x . rl5 zl;:il 1l L .r.a-lr;.- u6:-y t1j,sul oL! ;-: r,jj) .:--J CI:- .S c.-.11: .:r.r.! .91 o;l.rjl ti " rJl_rL " ,s4_: . (.!-_f:,l ;l ) e-i,l: ol1 jl _.11 1 .5 rl . .:; l;l $lF+ .F?:" ar, l ,lJ r.r-a;l i/+L .-,i tj)) i_:_rsi .! L .: ,:;i .r=- 6 "r .lGrt d$ - &ti .'': :l ;-; .5 .r,;:_7,=i.! ,.r;;i ;l lJ Ol,.! dt- qlJ .,=":l;t-i r Y Y ! o '1 v A
. .r;;l:r-
Indefinite RelativeClause
'her' The "-ever" constructions (whenever, whoever, whatever, etc.) are composed of the word ,o 'ke' 'kres' (for 'de' (for and a number of forms like .J or ,*( animate nouns), +inanimate nouns),t+ ja' (for place), and c-!, 'vaqt' (for time). The compounds most frequently used with ,r 8ri harkaes or harke harte harja harkodam hawaqt hartowr harqadr Study the following sentences: whoever whatever wherever whichever whenever however, by whatever means however much "5rr zr5r^ ?ro (:_:o ltiro c.-i,,a _r** ,$,"n
215
MainText
AdverbialRelativeClauses
I f t h e n o u n w h i c h a r e l a t i v e c l a u s em o d i f i e si s a n o u n o f t i m e ( a i e ' v r e e t , ' g L ; ' z r e m a n ' a n d , . t K : o 'makan'both 'hengam,'all mean "place"), mean "time"), or if it is a noun of place (t-ja'and ,t(. the resulting clause will be an adverbial relative clause. a. Location Relative Clauses In these clauses the noun modified is a noun of place. Compare: . s.J
.
e -
.r--; c.-!ls -iJ, .j r -1 c 6 6l|
lr jl
*:
\
r I
-Ji
-r
r y' L i -
^r -
'' ,.1 .j -i
l -
r,l .
.,1 .:.5dlCt. ,l
. .;,'1 ..i -1 :_;ls . +l .,i/L-:-:; . .:--l rLl t L, r+<i I ,r gLi:-
r;l !+F c dlct-i
.:rl:
ta;l p-l
l
L o
_ . , l r l *- ! : ; ,
"5.9.q*.
. r-:ti:- )|l
"_$ ;
I c/lj{j Jk
-,. 6 et'
rl
b. TcmporalRclativcClauscs In theseclauses the noun modifiedis a noun of time. Compare:
. rr- oJJ -r& Url . r u - i : l : , J J - - 1o : L J l ; .:;:5*

. r;Or:.r:-r l-;_:j 1:ls
:r: "tj,';- .L;f;,I] 5l ] c-:

':: l, ;l .,:k:l <1-S^ y t
o
Jt,
.,: &;L;
<. ({i) .,iJ
gL3-; sl y l:;
The nouns of time, i.e., c.!, , oL j , lt<j^ , etc., may be dropped and the object moved before "5 . In this usage the .5 is referred to as the temporal .5 . Compare: . -:J . :J
. :l: r:
S::
S:;
;l ,r-i .:r- ,llt .'-, o ,l .r,: =r 5 rlL
\
r
.5.:l_p.561 [ J-: ":L- 9":L jl F, . :l: c--: .9:l_5+.gGl[i .r..l,o:L- "5,;+U ,t . .r' .,,rt' ---S U-:: -i-: l, ;l * .r-, .r:-.rr_5 , --;. Lr* 1:.5 1_-il *
J
. . - -: - ! l :
f
v J
:o ,ai
. r:L
r
. ^ ( - r. ; ' , . : 5 - l -
Js'. .Jt: u
. , t . U I. : i . e S ;l :Li ,:
,5r3 :*5c .e
. +:-:l: l . ::-
r .:L
. J . r ; ' r . -- : , .5 - I l
gLl; :'-
ur:-r:+,tt;j,.-:l:;L!-; .,,J:.r:'v L;y' ,^.:l: .l-: f*G
rl C lj.:-*& ;l q 6l, -i-: l. c.-.L- ',:
. J-r-
. r.1 -G S
i.
-\
r
-;l-;:
"5
l- ;r
Tlanslate the following sentences into Persian: 1. The driver who took Hassanto Karaj is my neighbor. 2. The policemantook the lady who sold her car to prison. 3. We sold the televisionthat worked well to the driver who brought us from the Mehrabad airport. 4. The man who is smokinga pipe doesnot like smokingin placesthat are crowded. who works in this clinic. 5. The nurse who usedto call you has married one of the doctors
Bashiri
6. The judge who doesnot like the south traveledto the north to rest and swim in the sea. 7. The man who is smoking a hookahis the brother of the one who is smoking a pipe. is 8. The carpet which was very expensive still in the store. 9. Whoeverdoesnot like to pay for the foodmust pay for the bus. 10. I used to be so poor that I could not pay for my clothes 11. Upon seeingyou, he hid himself behind the car. 12. As soonas the train stoppedin the station, he took his briefcaseand left. 13. When she completesher studies,she will return to Iran. 14. I will buy you whicheverof theseclothesthat you like. 15. Wherever I go, I hear a lot about her and her marriage.
216
Readings
This lessonincludes two stories basedon two Persian proverbs attributed to the kings of ancient Iran. These proverbs are "practice makes perfect" (lit., doing a job well is the result of doing it repeatedly)and "other people'sefforts sustain us" flit., others planted we ate, we plant so that others may eat). Read these readings carefully and follow the instructions provided at the end of each reading. Note: From this lessonon, unlike in previouslessonswhere given texts were modified for person, tense,etc., the operativephraseis in your own words.Try to learn thesereadingswell enoughto be able to rewrite them and, later, retel.ltheir contentsin your own words with little or no help from the texts.
,ri .r.ifr;
,z-l ,l , oQQL
'.0 -9 rl ?i
;:rS
X )l Or; ;tot* ;l
JS:; )S , O I J' : t i l
.:!rs
a o . L ' - L ' "- , r t
"!
a)ss
Jr .* . srS.- tfi+t ,K d !s ,t5;:" .gt^ J- ,l l-rI s s3r c-!tK cxl ; l < , 1 - L6 , 3 2 l s 6 r , t,;l , ry 4{ l-::,1 ! U . 9 1c t i o+<;* ,K ,i J3,; .r;# olr* }' } t . Pt-:, >iir " :r*-, >r >:-ir Ol )l r $l-r L^ J- JI j)J! r I " s.srl. JL " . J=-;1: " S.-:*.: ". .-:**'.
9
o-, "i?t-4-;l-"! ..--Jli:." -rl_rt+rr ry
..:+ .J-,6 "! .5 l;kr;"" os-;3i ,,.(. "35 ,l l-1 .g':-s , os .5t^ gt' ;l ;lr.:-:3il
..:,!t(..
li * t'
tl
61 ,
l f, +.:' *-X
" : sls =l-.+
;> r
c;;* v
v -
,slst sS cxl", 6lj{

J r
o-,tr-rr ulsr*yl -L.j

r
#:*
J
!-- | _rK url

J t . V
, <i " ::l.r

J -
,;
,'-.5.-t J .cl ', .t(.',, 1 ,'t-"
:-)*- -
,:-r :l:+ L .,1 *-i *;l .

r
"!.:-l
O+S't p 4,. .sb-,I*-"- ;l ,+
.5lr-?u:=-rK o.l S r-:t
os, AJ
'tJ;
4,,
,t , tr rK o.t c- o,*
$*,
217
t - - .J o u-l
v
Main Text , . , s x ! L . p l o s - r - 1i t {
. . l
:l
"K
,*l
v
ta J-" dr?l jl
l v .
:l-r;a ,t5
"
c--l
,y
,SCl;3,
t,
,+5
.-tr;.r.
:.r.:lcK
cr:-r-i " , *K
t+i .*:lc-!lt
., "J F
,f '
ols*_t,l
u6rr. .2,.=ul
l) o'1b
Or:.n ia
"
t y.t .9.*J
'
,>.-l o"f
-. jl otf
Js:; )ts
,l
c-! sls ,3;-s3 gl ,-L
"+ sls c" lsl sJ; ol_>t t

,J-.-6r ,JW|J4
Jlt$t,l
J.o +
.Je;i
)i-i J
. l
=l-t+
-tts
liLJ r I Y t
o
: -ilI
!:S:-
!:-rS- ,,r $ ,l r ---l J ul:-:il lssri ;llrtS ? Jri:- o. l.o :J .:* )l L Olt),:tj)l .5.5r::: S+-X ? ,K .s.rLr: -,l jl Jlr=til
!s; ;--(,:.is .5111 ,6 lr?
.tJ-&,_r"\S,Sl-rt
**:s^:
o-rL ;Q:t
l) C,)Lult J:l
'?
(gr +r fJ.}
. . |
,6"*; o+Q
o-( lr-s.\.r l-: \s)-i ) e:K*. r!* r:arl s Jt;S :Q cxl os :l .srS.srs, ,tls::iyl t-:L"i Js_- rK JJi:. ,6 , s c . ^ , ! l s< 5 e*
J J - t
s+-=-l -L+ t
I J
uls,:t-yl ..'..:t5*- c-.!Jr 6l ,,.,t+ lJ- " :4- >- tl jl r ljl r J>o >v ' J r t
,.,i iy'
- , ,
4i l)
,J.jr 44. O.
o|.-i ,?-l .i. itr
iJ-{ .r.y*:
..9_r+,rL5rl .:-iL^-! lroti oLl;-oti " : ij.(

".
i .5rl-r JL s;,- 'l)

,c-Ft 9 '
J *-:+
eJ r l J J L y t
ot-! .:6_r
l) ot-l
qs
sjt-:i
(5-
45 6t<;.:';r .ai'Jr k+l
..,r1"
: J s-
o.L
cS 4
. . 1o , * , : r J -
n.l
S .-:-l .lt6:r
". .:-l o3*
| ..,U
v . J
L_r
J - t
- r r rJ
.:l)
. 7
. ,a4W
\ ,
I
t J
rS
ra
rs
Bashiri
218
t9'*
.:;l ;
cs+l r ,rs#F;
5 t{ i"
6 n
a s
J l
r I _ . . t a r d u l
V J J -
. l
S ..Sr:-,
: sls -lo>
:,ril +:K u 6 r -
J: 'ot r''-r:i d il|"

ft r:sL 'l--*?6 ;rtt{
|) t+'. , I "*l
sr r r r *t -
t'
"' l;rj4 :l q : ..:-ils
ol-&:
t: p:K=-
t-
.r-i ;-:,; ul O.c;S -rl olJ .*,:il J-+ rr--,= l, o.t*ic dr:." . g-l ; Q .p. Ot+_r-r-" :.rX l" lr.1 o.u1l.5ly +t{ t$i . r-Lrti gLtsF rsl: k- +* .-K". ,l l"". J:5JK OL-*b* oi c U .s*J * sls ,o:-r , c.K l: ,Jl
ol_r: :
ol, =,til
,.tlsls sJ-:q
. sls <-l.rl JJ;
..+4r
!+:
-|t+
-t:s ol<Jl:+
i;LJ ' ;Jt

\ r y ! o
S si<
:.,-1.!y l-., l{-rrJ
l, .rJ .t :;i ol-, ,t ;rl5r=2;l !:_y .9.,6 .f J+ r_r-,r:? Ol S:J *c gle,:-:ril l_* "_r-xi _rK ;l !, o,:- .-- :l .+; 6+l U orQrs .:_.;_.1-!:5 , t . ( - . . . 1, . - : . ; l .
.J*|JS"!
orys
cSl-tt s
J-tJ4
os!
rll+_>t l)
OLul,
Orl
t:
1 In our discussionof the formation of the past tense,we introduced the past stem as a unit. In reality, the past stem is derivedfrom the presentstem by the addition of'-d-' or '-t-' as appropriate: 'xor-d-em'. This derivational endeavor,however,is cumbersome; involves too many exceptions it and too many phonologicalrules of the type 'rav-d-am' changedto 'ref-t-em' "I went". For this reason textbooks opt for asking the students to memorizethe past and present stems rather than attempt to relate them to eachother. 2 --t ; t+ .;- "you are in the right! (familiar)" or .:-t L.: ti .i- " you are in the right I (polite)" 3 4 "pl.of ,;L (lit., those present),the king's attendants".This word is usually used in its rlr-L present plural form. It refers to those attendants who accompany the king and carry out his orders. ulrr.t _y is an alternaterenditionof ,l_,-:;t .
5 In addition to its use as an indicator ofquestion sentences literary Persian, t 1 is also used in the in "if' and "whether": senseof sr+ t +1 cr rl t-l .S +lr:. c ! f:A .s;* t 1 -rlr:. t t slq .- * lr;.- .(: "e1;.,a9- ,6 6 .:;l; .41; is the sameas dlF:Do you know whether she is coming (or not) ? I did not know whether I should say anything. The king wanted to know if the cow was heavy.
"you (sing.)will be able to".
2t9
Main Text
Comprehension
Read the following passagecarefully. Write out the answers to the questionsthat follow the passageand hand in to your instructor. Make sure that your answersare complete: /-[--:{ -o &.i; tl:--l q =iijl :l .L.{.-ll ., * t:rJ
;t ,-* JL .e3 ..:-itsr- sL- il .-.;.(;-1 ,lr:l ,* t!,..l _,1-r r-i ,s !t - jl .5k$t-. rl "J. l: -!:pl-s:-l ,tJ fr;:,rS tSs;; Olr4, otK.:;ls .l,lL."q(; :l-'i:, JXI C* st-:-il .5+:-i; -;s o--iS ti os3,J=-.-:Jt Lru 3Jts+ .r:;$ ,.:rS o:t ) r:s+ otSil ' r -:L+-ns c;-o .gl :l c.r*i:$ ):tr
C+i
oK-rls
+i t-:- ol.t*:-
;J jl -rl c/lsrStj ..r'S*.9JLo S Jsi -s rr Ls-sr-i-s U-l =.J
t i: lj
.,*:_l .ri .5L-o'--. j
oS srls r1'-{ r;ts* ,.-ors ,l . irl o.r-! J-L =st jr -*? jrt i-.+-5t" ,.:J --!3 i,.t
Jq3+sls I F;
-.
J'l:
JJ'"':lt
Cl-r. s r.:,:*a
-rl -,Jr .J'yS ,1" ir- ,-!" OL*.(1 <.-o 3l Ol:-. l_>tj .b.l.1j c.=*l .Jjl o.r-i .," \.!
t<,1 ,.SQ r ..;-ili.< rL.S l) ci-:r c;t-o.s- glyl t,.g.:ta::* dr:l <, ..r, 1 o.r-l- :l->i-tt .,-y-l .gt-o.r:-" U" C* l-,J .J rJr .I-nlJ- .,-i--l ol(*i-tls ,s sL*:il ,S orsr .:-{+ C)L + ,.,t t--:l+ ,".).-l ,.,: ,l *" 'e1!q-. rr lr ,tlll ,.* .rLîl riIJ+ rj4? ,sl;-.
v
,lrls ot(*1" .5t(
l, J ,;t *- J \
:+ .,-1.t_^=^.o r
ot(-::lsv
.51-o.:L:--l r:l
.,
.9t4.nt1'.-'.1. .St+-f
:J-; d/it{ . rtl4 r+: lG . Jj*u-i; $ u- Y--| J*
JJ| dJ
.5t{-y-( _t' ,lr: I
,Jr-6r C-Q
::)
6WUL-
9 "t;tl \ r
I
.:.J ,Kt ui. -l _;: ,.:J \ .- | (9rt5? J+ glr-l ,: )L 3l

!rii-:i 9
.i
^r v ..L- r .J N
|
,;-:
. , L' . r , ^ - l l : - .
ls
S:l: -ul; S$r-::q)--,.ri J_rl
sr.,s l_; .f K .t ,
"r?l
;:,.:J -
I o
.l O*
d/lJ-l .5t{pt(:l..sk-15
plan" .r.k | ,i cr! "proposed
LessonThirteen
The Stative
We are already familiar with the past participle of the verb (see Lesson Ten). As subject equivalent,the past participle can be combinedwith the verb ,"r to indicate a state that results from an action. Compare: 1. The boy broke the window 2. The window is broken. .:- (i. l.,, o-r* ;*; .:^-l cJi or--
in In the aboveexample,the sentence (2) demonstrates result of the action performedin (1), the i.e., breaking of the window. In Persian the states of being hungry, thirsty, tired, and the like are in also expressed this way. Study the following sentences:
. :y . -r;rr5-. LtLi l) [-3 1-r;r1 . r: l <:--.iJ ojl:-l J* Ctt '," -l l.+,i OU--t*,i ^ll.J*j
r ' U J r
.!L! c.:'rll::_, I *
+l-i.-l -.Jiil t-
,:ls .l + it
'l-:e oG fotr jl
..,rt---jl':rj
*--!
'5 :;
U -
*:
.:*!
,'l
i \-{ji
The Passive
A passive sentence expressesthe result of an action without reference to the agent who brought about the action. Compare: 1. (active) The boy broke the window (I saw him do it). 2. (stative) The window was broken (that is how I found it). 3. (passive) The window was broken (I don't know who did it). c--"-( i t; o>*? >r,, *:*.5.^: Drs, .r-i +:*5-: orli
In the above example, the sentence in (3) is a passive sentence. It does not include information about the agent who broke the window. It merely gives information with regard to a change that took place with respect to the window--it was whole and then it was broken. To form the passive, do as follows: a) Take out the agent, _r*; in the example above. b) Treat the definite direct object (without t, ), i.e., o,,:= , as if it were the agent. in this case, with the approc) For verb, use the past participle of the action concerned, ":*(: priate conjugation of g.r-1, .
Present Passive
I am/will be seen 1.:.:r:-:.
!J-:-i.ti/-y
r,\:
oJ,J o,i-J
;r:^:- "+s
!rJ,:.:r-t::6!J .+.
Past Passive
I was seen Fs
+$ llLS
"+.
o+J o! .l
lJ-,
!tJ-i J.,
olr
DJJJ !1, J
Like the causative, the passive has its own infinitive and tenses. Here are some examples:
221
to be eaten it is Oeing)eaten it shouldbe eaten it was eaten it was beingeaten it has beeneaten it may have beeneaten it had beeneaten it would have beeneaten Study the following sentences:
. Jr-;.-X--. drt . rir-l a:r, aJJa-.1 ! q g j;_rl ;r-: G .;1 Lr .;
Main Text
;r'!l .r5.i1:/s
or.)1i os;;i o:;1S
.r-i o:;-p r.:-oJJF
c.^-l o.t.,! o:_;_15 .r.lL o.ul s3, o.tl :y o,f.^l-or;1! o.:;1i osrlo
. :;:=. ".t' jlr

. -: . .-l
.:t '
.rJ
I
rr.i, ":J.1
J-5
r r
"+f jl. .,5-; +5 tr t$i .e <;[, ;: -.] L .L4, .cGi ci:.. r+iJ
L ,L4i."6i *:i:.<rslr
q Sf .s.;ti ,.: "*6
s r - l + : - - S i , I 5 ' 5t . - . r r
. t.rS. +J-S ,:.rl; c-:,rrs :r; :,; l* . J-! .jir; . :':-"-
o'::b-r+ or+L:f
.it-j+i .jt-,iii
-rJ ,5H ,jlx
=i
12 ;lrt:-r .5t Lir I h ;lr;-r.9t ,.tl:P
4:r:;-
_.,..9h .gl; =i o Q;i .gct o Qli .9 cl.51;a l-u 6;! dt! .rlja l;
o:r_rl .9 -:*.1, . r-i .:11i AJ:*
s ,l ,-:-1: ,tls*--: ,l a:-r:
Homework
1. T[anslate the following sentences into Persian. 1. My brother's friend translated this letter from German into English. 2. The mother put 0it., caused to wear) these nice clothes on her children. 3. The angry husband broke one of his wife's frngers. 4. The patient must have taken (lit., eaten) the pills. 5. The nurse fed flit., causedto eat) the bitter medicine to the patient. 6. You and your brother wrecked this expensive watch. 7. I washed both the car and the windows. 8. This father and mother have lost their daughter on the way to the market. 9. I took (lit., caused to reach) Shabnam to the airport in my father's car. 10. The policeman frightened (lit., causedto be afraid) the thief in the store. 2. Transforrn the resulting sentences fr.om (1) above into passive.
Bashiri
2ZZ
ConditionalSentences
Consider the following sentences:
.li:+
*[ [ ];l-;j; ;:lI ; jl '

o+: l - . 1E - r - . 1 . : + , dj--, OL-rL=., c Jl I
If I go to the hospital, (then) I will seethe nurse. If I went to the hospital, (then) I would seethe nurse. IfI had goneto the hospital,(then)I would have seenthe nurse. Each of the above sentences consistsof two clauses,an if-clauseand a result or then-clause. Normally the if-clausebegins the sentence.
Type I ConditionalSentence
When the speaker feels that the execution of the action of the verb is either a fact or is quite likely, he or she uses the present indicative for the if-clause and either the future, or the present indicative, for the then-clause. Example:
. (:J slr crij | *5=. crilr t.iB c r;-x-.:L$-l c -51
If he goes to Isfahan (and I am sure that he will), he telephones (will telephone)
our house. When there is doubt about the fulfillment of the proposition in the if-clause, the subjunctive is in employed the if-clause:
t5* JJ: t .rl- c , :'1_r ol+Ll q Jl If he goes to Isfahan (and I am not sure that he will), he calls (will call) our house. The subjunctive is also employed if the then-clause is modified by obligation: Jis OiE L cti.i +1..._:-r:-. Oki-l c Jl
If he goes to Isfahan, he should telephone our house. In case of advice, the simple imperative may suffice: lr5 ,i;Jr L c(- q ,\5))-, ,:k -l q Jl Ifyou are going to Isfahan (and I am sure that you are), telephone our house! When the if-clause refers to an action that is already completed, the past tense may be used in the if-clause: j )l l: . .:l: .f-J -rl; j:1 ,): -,lrr dr; Jt If I take my money from him, i will give you a thousand dollars. Study the following sentences: h;i q _n,r;, rt_x uJlJ t t'l . :_/=. =r- e-:-_,6 , .'S Jr, tl Q Jl
;L,, ol5:rrq l: ll ::L +l* ..r" t..' Gll r * crL ,51 jl jl 1.,.:.: . :l: sl; ,iol; ir-, -ri" ,:k; . 9.,1. Jrl "fJ c.-^-: , ,6 sl clx .t; * f
. r-r--
t Y
I L o
223
. +.,5
. r*--'
Main Text
oK.:;|" gLil
C l:rr,
dlF
.ul;
J',
,r.dl*
u:-rj1
.r--:, ch.i -5t -',

l-, ulJ irl )L;l v
rl {dJy
. rl,
. erart, ;5-=' ,3t iK*j Jn .gi . .r5 r:l+..9;ls u1: l-; -;ir oi r3l Ulr:;l :l \ :'r:j.ip . .r;'5 .:'ptl51,..l c +t? , J;5 1L: l, ,ir: .ul;,51 . rf. r+ l-r JE ;/:l . Lt'J,r ;r1 ;): c.-1r: Jl f c.*-rG , .'S J"-: J"rlF _'rg p ;r. ,s-)tr;l glr.l ,: JL-! ,Sl jl . r':-f .-,-1. dL ,.grFt l, Its ;,,'l .e*t-:. ls 1-: rr- ol i..r.*.J)-S .-1, .- ..4.s .!r; L r l. -Jti t
J ' l I
^ I \. rr rt \r
131. \! ro 5l
TypeII Sentence Conditional

The hypotheticalconditiondeals with unreal situations,i.e., with caseswhere the possibilityof being realizedis remoteor evenimpossible: the proposition
1'+-r-:lr g+L oi 'f t-rt k Uh ;t -51
If I were in your place,I would not buy that car. In thesesentences both propositions in the past tense:the if-clauseis in the past subjunctive, are is the then-clause in the ,,- mi-past:
. f.-Sr.. jilj Lj .9 dB{ .lJ-,:-. Crl+L-I ! 5l
If I went to Isfahan, I would telephone your house. It should be noted that the past subjunctive forms of ,.r1 and o::l: i.e., no .,. mi-: resemble their simple past,
. lr_S"- 6lr:rl ,l t , sr, ,_5:; If she were beautiful, I would marry her. 'ftr'r--:' -'(j rr.':+ q -l+ *! .91-- ','*::'l: i"tl
Jl
Sl
If we had a car, we would go to the country for a picnic. Study the following sentences: . r--=. . *=.
. r.riL to(S.:;n+ l, ,l
t-i t r:.1 r . ej-* .,JU t ;l .:r- c.:-,6 , .9:;5y ..r(s; ,t U t'l

::L +l+ ,e3-:+.
I
r \
Y
l.ii
c -
c.rL
,.(l
. J*--l+.
. .9:1.4. .r_l ;.1 _ri. ,k? . .r::lr Jr; Jl . .:1.: v,.- v...L.: c.---: . ':S,a ' J sS j 612 -:t-> fl I ..s+.rj*. t'l J-* "K:;t. gt-il ,:. !t.l;lF=. ,".;: "!3
.1l c.-.rl g-lr;r ..g.:E-rr* l., vU ;ri -t::--t l, .:<i.' l, ;=: -51 ,5t .gr:-.9r; ,lKj.-:J ,t. ..:.ll: (.-) lr: 9 9
I o 1
v A f
. ,q:S-
7 J1 1 .J : i l J1 l L g
,::ri
s9
lL
..,15t
. .:f;.
ersL-
Q-l i
q +q
, rS
. e:l .lI
lt JC;rl
l, ,ir: c.-l_f1. Jl ;L; ,.9:l ,r*. g,.: ;!: c.-*1-1-:Jl
\. \\
r.:-:- J+ p ,,.. ..,.--rG c.*-r6,.gsrS{rl
.rSl;
,lr*t ,: Jl <: ;51
\r
Bashiri
. ri.,i. rs-,.:.:..; . .v 4 r Jg ,
I
224
":1> dL . dr_rr-*. ..9:l
I
l; ,iF
J I
11.: ;rl xtl,'. .*58 t
(l ?t _Pl
IT l{. lo
l-r ,:-
oi'r--.' L r .
I
ry i*
r . : : . !J
l..'-.
).'
(r
Sentence TypeIII Conditional

"Contrary-to-fact"conditions are expressed using the past perfect in one or both of the clauses. by This conditionalsentence used when it is known that the conditionhas not been,and will not be, is fulfilled:
..9"y o.:J Crib t !, dtjy,r.5Jrr d'r i/l+L-l e jSl
Ifyou had gone to Isfahan, you would have telephoned our house.
. (ltr., oi;l i:r-x. t*l c t6*, . gry o-i-.i -;--r .rJ ,51
If you had come a little later, I would have gone there alone. . :_7 osJ.:JJ ; Ifhe had been able to, he would have helped you. Study the following sentences: . rt
. Jy p:y orJL, oK.,;+
o . a;lr:-
Jl
Dr-* j l.:"1 c -r, r,j . .:t ,:iJ uJb

. gs_y o:J l: .irrL .,.s7 +:i, l-;i q "lll5 )S o.r;l; | *L
t r5l
,51 ,51 fl jl Jl -51 Jl ;riJl Jl ,51 ,51 ,Sl Jl t ,5l
I
I T I o 1 v n 1 \. \\ rI rI rt ro
oJ-5 =.1o c-*-_:6
..rS,u, ,t t
. !r.:1, 6rl.r ,f:r . sy o:l: 04 Jli,
w.t -,it Ot;.:-*'-: o l S " ' . ; 1 .;:l + i l )ss'l o$
-rk? ,(ttry ,,.:; ,:;5
. , : - , 1 , 1 :J X , s s - t*
Jl Clt
..9r.1.. oJ:"J . rt DrdJ
,:,.9:;
,.;:.,!-s ,rss--t cS-e
1l c.--.r, t:. .'9:y
, g:_9, orE-ti J:eij .:il5 .g;:;
l1 uL; ;l ":, l,
. .9r-y o:-.15 61111l ;l . .:;
L -J"r; o:J.:,rs!.;sy
+;-o
,r:Q .(.9.-l* t!-l q
"!3 | .r:.i|.: a1: tr rl-r: o:l: gr .'r(,!; . \rJt ,.9-.1,
l- --:ir sra c-l; ,!: ,: l, j;5 urs Jt*S. lr:;-l -:lt .rJti
+ti,Jjs;lCtl , Ct1 o:-.f JL
o:l:-,l
l, JU
. Jy
oJ..i J*{i p
O.
6-)G
1l c1-,$
,.9:_2
d/lr:l lrJF
. r_y oJ-l .:,J..9:; . rrrt or-:-i 6r/ l-, 'l-.t:'
Oi'U:L -
lr r-
":l: .r5rr,r d,
Homework
Tbanslate the following sentences into Persian 1. If we finish this lesson,we will go home. 2. If I don't study, I will not passmy exam. 3. If I drink a lot of beer, I will be happy. 4. If we don't sell our house,we will not live in Shiraz. 5. IfI go to that country, I will be unhappy. 6. If I want to seethe beautifulcitiesof Turkey,I must learn Turkish. 7. If you sold the car, you would tell me. 8. If I washedmy car, it would be cleannow. 9. If I worked at the bank today, I could go to the bazaar tomorrow.
225
10.If he were handsome, would not need my help. he 11. If I had cookedmore fmd last night, I could eat someof it tonight. 12. If I went to the university, I would have a goodjob today. 13. IfI bought that dress,I would go to that wedding. 14. If I worked a lot, I could travel to Israel. 15. If I were rich, I would travel all around the world. 16. IfI had gone to that restaurant, I would have eaten my dinner there. 17. If you had married him, you would have been miserable. 18. IfI had sat in that chair, it would have beenbroken. 19. If I had been smart, I would have becomerich and famous. 20. If I had traveled to India, I would have seenthe Tqj Mahal.
MainText
Readings
The readings of this lesson deal with the life of Mullah Nasr al-Din,l a character well-known throughout the Middle East. The opening paragraph is somewhat more difficult than the rest; it gives more information about the Mullah. The stories themselvesare simplified so that they can be read and retold as whole units. Whether in English or in Persian, read the stories carefully and rewrite and retell them in your own words.
.,i Jl-;.*.i Y.*

yti 6*.rlt-.; ..9 o-.rtr_.rJ Ot{i ';:-.K*o"t-.ic 2!.. .srls .91ct ,,-:l .g.r-p -11 o*-+ 5 ul o;-l ,( J d-y.* ,s )_# -rst-* ,fr) ,s jl <5 -r-irls OLj oLj r,.r -2s . &al os'(*. .grL{j .5t+t.:-lr Jt+i oJ-; .,-l3j yl_, $bl.: L J^--l ori ,;.i5 gdl;l b.u..Sb-)6.9o-,!-,s rJ+J .,fl:;.qhr osL . r-$Si . .-lij t++l -r r 'i!-"
The Cat or the Meat?

One day Mullah bought a kilo of meat and brought it home to his wife to prepare for dinner. He then left the house.A little while later the neighbor'swife came to visit. While talking about other neighbors,they nibbled at 2 the meat until they had eaten it all. In the evening,when the Mullah sat at the sofre for dinner, his wife served bread and cheese3 instead of meat, and said, "I am sorry, Mullah, but the cat tmk the meat out of the pan and ran offwith it." Mullah ate his dinner of bread quietly and went to bed. and cheese The same thing I happenedseveral times in a row and Mullah patiently listened to the story about the cat. Finally one night, while listening to the story, he saw the cat pass by. Quickly he jumped on the cat, caught it, and put it on the scales. When he saw that the cat weighedexactly one kilo, he turned to his wife and said: "Khanom, if this is the cat, where is the meat: and if this is the meat, where is the cat?"
Bashiri
226
| . r | .
,r
.irr l.+ ) r
rt 6Q)r\ 'y. c.,i|" Oj Jr 6)ss.Jkt*.g-r.(:: .1 s34 r.,lr+ ,* ,, .-y- " :.rjsJ I, Jlp O,l 5l)l 3 s.r-i 1l cl* q L.Sl.+; " l.rrls r:dJJ -L:-* l-, L ;l ':-l: llrs " :.:K 3 sJ li iJsr. dr, S .:-,-Jl& t Otl .,.5
,-.i.-Li tr, -1-1s rS <--;o
l,+ J-
O-5 ep
.'Y-
l-rlJ " , *;(
' .
&a-1 s l) ;rlj4 Oj
L^-!
L j s+.1-.-.>f3l: Jtl+
'{sls,Clr-t* " , -i( .rt}jl, -: s,5 .
&E
O*l J dS*. .:;3L""-.

.frrt*. l l d i 'Lg; : j, LJ 6
L jl d?
-lS.: l) I'r
dJ|,*;t*. " !,r,-:*.6 c*:; -r(t*
(5r *, UF> 9F -;5 r.rstt-r;sr'c.1-"r* il ol, ,.: . ^'i.--:'1.Sl t:J o.u! .;s C.+
r.-i e!
. . 1
tgsls .rl ct-i 1.tr >:j 'Yc--l ,.t+ $:-l ,.s-2-
lLl iS!t+ 4"-r-
Q _l s.J-*
" llrls
4.,'.
S .:-l ;
O-:Ss1*
Ln+l " '+4

'oj J:-
J e3-, A
."5:9-i,
..u:rSy
gT ..rrll;
Oi .-y-
" : ':=;(
J g-l cE orl aCe r-re.:r3 .! cB .slrr or; ,)_rl,s -1sl V 6.srl ': ..g-:tJ <,SOil " r &i-< -l "J F u-5 ".J*oJs Cr:.iJ-.itJ.:1" lii ti .f:sl c/ O,::kl-l "1- . .r-isl: i-r l, vS -l: L : ljsrjl .9r+ 14 ,S-tt, o.:L-i.il .1'J lt* ol !(. " . r.S &a;s sy t+I {s-r*{ J c.rl,r-;l p . l: -t, ,l !tlssl ,t' O4\ lsts C2. " ..5.t;11 .:rJ l, 7 ::S -rt+ f-.sb-*-:l l-*S s-;r -. c*1 ,ir.S -rr+ t'*lt{ =J -rs:-L t oi- gr t# ! l., .:S L rS!t+ ;l l"* . '*LS dr.J+ .-f r4l t' l, r,:.*- grl .r.k- 1 .:L ."-r- -l cL:rl gt' U-:r Cxj* ;s-rt! "l-.i*; r _ r - .o s - ; . 1l1 v t l d , - 5 r , gi.-.33.;i..r-;s.S.. t-:ti olrs 1-l ,ttl. _t- .S f"lji* ! ;,+ ..9r,(+-.r " : c.K
5,.:-l
227
tl.S"ri l, ,l(.*l c-l* l;-'..tt "o .l-;l 3l jl -t $.1 " . u-:-:S lJ o_;h* r-; i/., I "yt-, : .rr* r3j4a p s.;- " :'t,_1-
MainText
6-r-
:l
,K+l
lr"-
l"J cr .5 .9.,(S.:.p Q cxl l* oshil dh.ay al ++ ci* j:-r

sl e; s Fs-r_ti uitj.t ,rltl, "!"1* /L Lt5
t"l.r*; dr
' : *-i( ,t . or.!

J r-5*; .,..:ls
U .J{t-*
OJ-nr r,*.jld:i'j !t{ I, sl uirr ;:'=-i'.5
ui $lr;
&" rs*
t .:;5 sl g -t.-i, ,+t-o <.1t , +-rl .* .f oit+
.: :-
'ir1)ss
l t, 4i [ *-.-o "
K1r c--l oS.F_:ls ,6-ra ".fssT O ir; Oh*l-:r \til g* l.t cti;*Jl .g; 3l lr-l s l_t-r Oll
,f -t, &. ls-i L-t"..y;rt* t* r-{ g-:, \ri '* (.: lj! ,f lr'I t si, " , ti_S +JJ
lri
Ot {r.
U
. "i-
1 "r*-o.ri ,f F
{l*Jl " r -K
,y
l)
adl*.,q
'
<i[i_ r-,J-r* "!l sls l'=, .:!-.
f:sl o
9[
L-: 'sl:t
"-,+ . c--l-(r-*
.- 3ji
lJ K-c" +i-.
-;o . J-ll { C1-
.r_x .jB* l) &"

.,L"--^
, rJ
'\
*3;
qL*.(os o:l-
jl Y!-
l) &" 6 sr-S ;ylr-r -.:r-r l) 4" ," _t' t c-.lli-( 9l *-,-o K:r Ori oS3; .(;s-.7.r:s;l <,L-.-o . sls jl 9 I s-rr 9l*-,+ ,:.(:r .9t +-5 '!"q g-g ..9lJ{ {-S," dxl .'L " : .r*-2)l s sJ *.>.-; tt p_/* o.r-y-;lJ l3.1 Li &" ,l_s :1 " , -i3 -1 \JJ:: y. "..:-l L-i &. .s+ s o:l .or1.lj L 19dE -rr -l y,-(:s .-11--'n ,S)l , -3_3 l, t*&s . c,-i(; u-1-3 &. dti
-y-
it1
ull dti
_rr l-: qL*-a
,,gsss -ro
. c--l
osl.r
"t o-.rtr:s ^--i-r *rt*-r ctsr ;i"{"-:::, r oLo ; "pt .:;L-l a{ l, 6rr, ,(rs ;l c|.; -rs l_r&. ,t* ,y-l J:.*i;
. sl,s (r? 4rL*^g -l *;1 ),-Y,$ "J J g.riJ . 'j!j .9;:o 19-11yc,-.r;l cJr "J J-l . o"J -x* .,;L u* 4i L*-a .;s ,-[l'((:
.,l,:-lr,
.s-.r:t* l) K:"
Bashiri s;a 51 6111 &" t<* Cxl O* J c-.ils gl.+. +,1*.a $)ss , ' y - ' r c ; 3 q L * ^ . " J _ i t +l , , s ' I . r j - r s _ 9& ! ; U c t j * o.r-i .F-rls ot{- t y"i-.| Ll .tzl* L-: 6 ra*:-:*f ;l -l;
228
t++l .J .,ls " l .,Sir {r

".&. Ob . Y- ,4
13 jL
" ' lr*<{ (ri lr OLt " ",*,1 t{'y=".,1"
t &s;-!d13.g<*i.r
" , . : , i 5 - 1s J . 5 1 . r : i - : o ",-;( :L- r l r i , l . q l . . . . A, r t - L

r* <*.i,r4lJl ..-t+ o,l-i .;ls ni- o-2!.1: 14". .:i-r
li.-r-
1c," .-i u Mullah Nasr al-Din is a legendaryMiddle Eastern wise/fool. "Jl 2 urr.r f f -rtA "t" nibbleat, to eat little by little" in -x-; r ;L: lit., sheplacedbread and cheese front of him.
3 -*tiJ
4 "Thing" here can be translated as a dtJ "event" or a gL:-ts "story". 5 6 osr -.it ,-=3 "tobestuck"
\r.,6 .S i,.t "(but)this is easy!" "-rt.r.; is used here in the senseof "end"and as suchit appliesto both ends of the rope.
7 The word '8 oi.
e.:l4 q "with all of one'smight" "dear fellow"
9,.*' - s-
10 o.r:.; .{r+ "untsted" as opposed o.r-i ..r+i "tested,proven" to 11rr12,u :l-s )l "aPParentlY" -l,.. "to bother,to inconvenience" "contrary to, unlike"
13_ ayt.
14 c-i-r l; ,* "died in childbirth"
229
Main Text
Comprehension
Read the following passage carefully. Write out the answers to the questions that follow the passage and hand in to your instructor. Make sure that your answers are complete.
t" ri e F; ,L*X
J J { : J
1.r-^::( OL-,;s , .rrr Ol.u"::ls o5 ulsr=h_yl ,r"8"! 2..l::-lls <--r; rJ,l oLi.:L q j $rJ*;1lr;:l l) 6)q dtlJ l-, cs_,t{ Ji ria oL-irt Jl"lj.- ! sg-- r1.*-- ol *{r J !-t $rQj ,J"G ,lr:l ol ,'*'",rL*-:.r9- c"tj _rs .9_r ,J(:--i ! ,l,al _,!-,Jg ul:l,, .:lrol-* -n )-t l' i l, .9-,tr ;al t--r.r-il-.+ ,31 t-l ..qrl.q$; . _l l_, L.:lr-rl:+ '>* r \ ) . r b-J ,"
(
l-, .r:+ L*: Ol$*ijts lr.rlr"-olr+ l.r--
q .91c"ti 3 .il_',r1_nrs;ti O-'Sl L " r e.!-..i ,51 .,.-1 osti-rj Li y-t -l c r - , | . 9 < - " - o, J : S
s3.i.9l;-, _l !-t, 'cl,J r r* r.5
l, c5-,trral t^r.L-;*il;:i 1;,; . .r.1;-J": J Olt, 3 ot_15 _2, >t rs , s+^Srst
,elt+
;l
.-r? d
, ,v , 1-9 ) - - - i ' ; l .-r J-i,r;,-j--
,r-r.r _r*L- ulsr$_yl

r ; s rrS . S j t {. r . r ! I
v r
..:l.r a/L:j a/l3r$il

, " - !g 5 r ;
J
q -9 rJ
l+? l, elrb
;!;J: lr
,tr.u+r
.4 c-*l-n!
;.r-ii
s-n- )l)J rJ; I
.r-"+ lr;i U-,!
:jb
J JJ-i
;l
.t.-, JlJ,+,ril . "rls jl 9 ;ljl; 3 e=L6-S-a. al f l . r:i
l_, .g_,t* ,+"5_,_n _,t*_raJ c,lrole= _l $ _l 6 **5 Lgjti ,+5rr, ,lr*l

i,isr,
c-ij,Ji oL-.i^:.rL-î
,4: J3-l
r-ri. Uj!
'r .:ij
;L:-3.r*4,
l, .riL
. d*-:ls _r: ,.r ;le-r",:;l lr.:;o l, rl J, J= .gjti , OIJ)*,J,lil
.gs!r.:L
J-i$ ,l.r:"*:1.:
, ):i J-iJr ol-lrt ,' 5 JL E sl-:':9=
.-r.-:-(l*", l-, r-r
l) rl
s-r
.r-:j.*jls;s J:
ssr_(.9;Q
t6r-, *- )i Jl ,l "-r .E-,! ,;! rrr oL,isL 3 .i:-e* 6J Ol.u.-.:;|.: j cHs:T ,#rr, ,l;lr tr ,+ c drt-ir 9.gt-llr oL5.:L 3 u;i( ,+Srr.sls.9j !9ro, _9 .rrS -:l; lr J-r ;.*j_2* .,:.:-(;U ,lr:l a/l3lrj cSQlJ, l, _rl :.:_rS JL;:-l t*;13;,a;;l , + " S r _ n _ , 1, ! * : Jt-;:. A l . g -r r J ' J J 4t 9, I J ( \) V t B! -" ' l r
,) 6)\ 8..:13".i
J7 sl3i
.r9- -.rtr-,.r:l-r r4Jr;
Jf J.:.-,t olis!
irg+b
ta;.r.-o q lJ
Bashiri
:r-.-6r =l-t+ -tts cs|ls*:
SJjJ; !.:[:-.;,r S"t' ,i ,sl; S , u l S | ' .- - . I J, z r ; J - : g r ,t5; ,K: * gl .u..:;lr oLl :L r Y Y L
230
ULJ
$S1 t, 6:rL.l 1 ub c..iQ_;: ,l \::
r9_.r! l-
,s)L. s.s
J.1 c/lrr+il :li k*ilr?l qi
!r_5 .s;t J t, x.Sri - o

gt_:t.i :J \s;, lJiS lJi-l-r gl -:-il ;4Stt l; 5.r+-r+ sy .9j! .s-r! fl ;4Sttl,3 t a 1- i r ,6$ ru !i -. u a \ r. gl:--1.ug
.-y,.g-,1* ;,
.u-;l; !:5 .i:
ol-l:L -
115- ,.) t >.: tl
1 S *+f 2 3 4 5 6 7
same as d .-.f "topresent"
.,.
"it is said that, they say that"
;rt-:| " -;tt ,rr5 ;:-l2' ,r;tJ
-r: -::l-.r+ "to double, to give twice as much" "to summon" "to win" J-,1 "to praise" "to summon" " t o t e a c h " ;w i t h ; l " t o l e a r n
,.r-;lr: same as;:-lri
8;iyi 9 ;lro
( p r e s .s t e m , ) : - I ) , w i t h . pl. of ..:.r,o "gifts"
LessonFourteen
This lessonconsistsof one long narrative--in English and Persian-dealing with the adventuresof Ali Babal and the forty thieves ofBaghdad. The student is asked to read each sectioncarefully, and rewrite and retell its content in his or her own words. Once the whole story is thus covered,the teacher asks for volunteers to retell parts of, or all ofthe story, in their own words.
Ali Babaandthe F'ortyThieves(1)

Once upon a time there were two brothers. The name of the elder brother was Qasem and the name of the younger brother was Ali Baba. Qasemwas rich but Ali Baba was poor. They lived in the same small town. Qasemhad a big houseand Ali Baba had a small houseon the same street. Near the town there was a mountain. On the mountain there were many trees. The peopleof the town went to the mountain to bring firewood. One day, Ali Baba took his donkey to the top of the mountain to bring firewood. He went very far up. Peoplenever went that far up the mountain. At the top, Ali Baba sat under a tree. From there, when he looked down, he saw that many people were coming up the mountain. They were coming to the same place where he was sitting. As they came nearer, Ali Baba saw that they were thieves.Each thief led a donkey.All in all, they were forty thieves. The leader of the thieves was in front. He was riding a horse. Ali Baba was afraid. He ran and hid behind a big rock. From there he watchedthe thieves.As the thieves passedby, Ali Baba saw that the donkeyscarried big boxesfilled with gold.
Ali Babaandthe Forty Thieves(2)

A little farther away from the rock where Ali Baba was hiding, the leader of the thieves pointed to 2 the side of the mountain and said, "Open Sesame!" Agreat door openedin the side of the mountain. The leader enteredthe caveand the rest of the thievesand their donkeysfollowedhim. Ali Baba cameout from behind the rock and lookedhere and there to seewhere the door had been. He could not find the door. He returned to the rock and hid behind it as before and waited. After sometime, the door openedand the thieves cameout. They were leading their donkeys.But this time, Ali Baba saw that the boxeswere empty. The thieves had left all the gold behind in the mountain. Ali Baba thought, "This must be the place where the thieves leave all the money which they get by thieving!" The leader of the thievespointed to the door and said, "Shut Sesame!"3 The door closed,and the thieves went away. As soon as the thieves had left the place,Ali Baba came out from behind the rock. He pointed to the side of the mountain and said, "Open Sesame!" The door openedand he went in. Inside the mountain there was a great hall full of boxesof gold and jewels--boxes front of him, boxesbehind in him, boxes all around him. He brought his donkey into the hall and put as much gold as it could carry on its back. The donkeycarried the gold to Ali Baba'shousein the village.
(r) r/4
Jl ..:-K ! j sJ l.r-l:
rjr ,J+t : Ulr,j"

ci;_r t-1t-1.Jr,rr_.r
dt.i
qq .J, ,l t*t* .Jr Oj . sri J-- ct-t ,.L-il"re l) byJ " '*i5 t-*t-t.J" " Ic--| y-t ,,* rsl_-t J,.fl.r*; ki| " ' *K tt .J, Oj ".F;lr At-i+-l ct: q ..,Jo $f_ dFj_S orl$l l) ;rst.Jo r_*y t+S :l ,.,l+ -.1 r-? ".-3_5 dq {r. " :+,1
,Sl.iL*- ,-*G O-r -rl ti $, f E ct: 3 c.il.r;l ,?y tsss gt3-r3 ":rif4 -il ,.* G dr; .:J+1 ,}:".p Or-{ l, ,Ldq ..5l-x<jL=;qL,.Jr ":r#1; ,.F_ri.r.lsl_2, d;: _il,.-6 " Sp+ ti " .f g .pt.)*.j " , -;( cF; " S.ulj,:=- f 713:-- J-l ,ej
Bashiri jl ,-$ , J+;a . d ' , ,:i5 .gl,--n{ .s*# O*-* AFI OT r-{ Oq*i{ +il.li <i f-f .ri .rl* Jrt t l,, .1" Oi .jL1;, gsls ori c.q Jj tt . .J l-., ;t5 O-:..o 1.- E O, " . aJ, t l- .J" Oi lr tt* .J" .,.,-.r .sl" !t+ & Oi l; <,tg r+ J dli3 uLa; u f-f .gi-r -. E o, 3l ,,- irS l: dl li f "J rfu y-t ._rs.t" l, cL* t*t* & oj .rir-. tsJs .-b,r*1"_5r, tr ; sJ o.rôL.L<il.li <j t-t- .1, orL ", -K ,* f_r "i":: l + - ! ,: l *-- o l < ; L o r . - : , . , 1t S - S o r l s l , S l : t 6 s r l s y - t losJ ' v t , g*r:i ".p! <- .-ie;I o - r Q . _ r : l, s j l : l s Jt:,-*tj Ss:+ .lsly -nj J ty .rlt " , *i5 -. ai-: t,:t- # u+ g-l drr .:-l ; .JL ;-lls cr c/.{ 6;l3a- . Jt- g-.rlr -f t} ; l c - - l A t i j - l < ; l . l i r O I . 7 S - S o ; l $ l r S l - r :o 5 l - , S n { + l d t K , ,,.:ls At=;- l 1& p u t.gl os;_ei$S +5 c-li<.pr.(1. o* ?.ll ,lJ4 i:_rJ
(t4--6
232
,.Jir-.J
G Alr.
?.,.o
,-ii
Jrl,?
b J:t ,t lr Ob-ls
L " t.:-K trt; <;iJ
;L:
4jtir
l."t t-1!
,.G
-t:; tj3 ,,|r

.sJ
Loy.t g1 <.-o t*t* .Jr ut_Sr.;r_lt** tt e- t- ..:-+l tli.t jl is;lri. t >;l re ,J l-l, ;i{
t+^?l q
g. c.l.J . s;a J.ol,i r l_# "i.:o'Sr lr Lil fr&rl

oS-: e ps 5 -- -;
lr tnyJ ol "_f :l Ul_x L jl ,-l.-l lr Tr_*(t' .St)ls ill

Jri
.
o-rt-rrJ
. e t q T, - , n lr-
It
lr loy-t J s-rr f.l:.rJ
.-f lt11 t;t*tg!l ,t, g.o' dr- d_r*J.: " .s;ri drJ+ ori g-,r;'l ti f"lr _:h! o:i_e . s-: 03J.9!t :r l, d:t ttll f G .:ill
,l-l+ lr-:{t+!l ,--ti . r*: -.,t::r "r:- ;tr t'*

Le"!l ,.S-1,S.S"L:; -rl.r.i- Jl , r.i c*r _r1 ", -K s sJ o;t-il ,G ,+ ll . $
t
-1" :.',K *,
, r4{ . $1, ,b osLi j .:-:liS
-rr Fs cr*Sj
r-,j,s,! OKi,rit+ jl _:s J-1 " t_ri .rt* jl =+i ;--tj. t'" ?gt*t-l s-.-- ,-! tr c-*jl+.:.:l-qQ . r't=-. L:-.-l -.1 = "-S "tr 6lr" " r " e t +" , " s t + " , [ - t - . g s t { j . r u "?cj "t1
t_JJ J t:, . J . |
.srS
,:8r;.*:; ..;"J;t+1, f
l_: " j(+ " .:-iJ 13. srS JiiJ Jjr:-1s _9sf l;b .+t* j(t 3l .--*;lj;; 3l _1 '! ry_frr :V ai r-i sss g - r G - . r sJ r - : : - : < r { . j . ! L - . j s
Lay-t orl l " ,*d ,$il -t s;5 o[-Ct.ni! q Las;s ir#-, s O- rA! ": s-;5 4jtilJl r*{ " i.r,l o.r-i eLtl U "telg ;l *S t "sjs jl -iJiT " ..:-l os;; lJ U tojj J orj l* o!
233
uT l,
l. *G
MainText
l* :!l dr-Jl " , -t
S-s .î
3 sr;i
, Jg'
,G
t .J 7
<-: ;l
"..tisgr
l)
L-os',s il
rSl e:!l ;_-6 .:-i.osS -E t
,r*: 6LJ 3l "S +!
d*
o{
" Jj'r o'r-i & J l " ' . : - K L r s 3 s ,fes u-;i "! r*^}.5 I, sl .,r.:jl.r- l ) t , . g t + 6 J - : !
. . , . _ : _ i (l ,
l-G
[.o s_r.r .:ii1
Ali Baba and the Forty Thieves (4)

Qasem's wife waited for her husband, but he did not return from the mountain. At first she thought, "Qasem is latelo becausehe is bringing a lot of gold. He will come later." Later, however, she began to worry. "It is late," she said to herself, "and night is near. Why doeshe not come?"She waited some more. She waited untill midnight. Still ll Qasem did not return. Then early in the morning, she went to Ali Baba and said, "Qasemwent to the mountain last night and he has not returned yet. Pleasego and look for him!" Ali Baba went to the cave.He found Qasem's corpsebehind the door of the Hall of Gold. He carried the body to Qasem'shouse. The thieves came back to the mountain. They saw that some person had lately openedthe door and carried the body away. The leader said to the other thirty-nine thieves, "There must be some other peoplewho know how to open this door, for they have carried away the body of their friend. If we do nothing, later they will comeand carry away the remainder of our gold. We must find and kill them." Then he added, "There are thirty-nine streets in the town. Each of you thirty-nine will go to each of the thirty-nine streets.There, at each house,you will ask this question: 'Has anyone died on the mountain lately ?"' One of the thirty-nine thieves came to Qasem'shouse and asked Qasem'smaid, "Has anyone from this house died on the mountain lately?" The maid answered,"Yes, Qasem has died recently. His brother, Ali Baba, found his body on the mountain." When the leader heard about this, he said to his thieves, "Go buy forty large jars!" They brought thejars. The leader filled one ofthejars with cookingoil. Then he put each ofthe thieves into each of the other thirty-ninejars. Then late that evening,he placedall thejars on a cart 12and carried them to Ali Baba's house.He said to Ali Baba, "I am an oil seller. Night is near. I must stay in this town tonight. Is it possible to put my jars in your house for the night? I will take them away in the morning."
(o) r/J;
r_.ir ,Je : Ulr L) l s .

.Jt
.r( . r: _.,1
I r
tn+l l_: ot**t.o';rJ +:lj,-- LJ {S o;-Jl " ' -K t-*! j +Q tn+l lr ,=:.1 +t{ t' Otis1.i'L-: ,t rll _y. ol S r l . | , rl c osJ | ,-o l) .F; ltr ,Jr r-l " Yti df' O"t-'
u&-ls O.3g O.5 &*;r g;r**{ i : *Ll .91
" ..:-l
l*
,,sl-t-.
"
.91'y , fti
OL*-
,-K
Js
t- dti
rl
t-{t-i & cLi Arlr t-.;-5 pl.r;s tN: r3,, .-ri -rs d .S"j.l* ci-l Ln o-i-f O1_..:! J{ y q 6;3J " , *K ".f"-y l.r- l; i : FI ,f c-l ,;L _-3 * qq ti .sr3l I, er_H r -,;_J itri ,J" oj ,rit-i'jf.:f It-: <514.r:s_r3 o-j;. , r-i rt-SJJ*. 4S:il ,c*{ J: .r_r# Ol$Jr
.r*1 ..:.)li.(
,pss
"j_f
tj J<*
=:.1
" , sJ
.ir9i
t* :l ..:--l fl r
Bashiri
, eFq. ,.ic,r r v l J ) .):Ft rl;t* l J <.(+l .SLn* c.,-lr;{r ..:*-s L CG, .9;
234
l) c?s-#s: " .,.-ti i;*. -t*'. tl ,-i cskrr:-.r jl ,f-S .* q ,"t.i c!r-y o_r_rS tts: .srlsr, Cp:_.,rg-:$ ti .:-!J L.o 3l ";;J , g-l d**, tt* & Ojtsn<+l gL,-(r , s3,, ,)_f ul ,Si <(-s;s t^.;rJ jl 6 o*, " l,:1 ,*-:i gi .:53 16S.:-l ol2'5stfrl " Sf+S{ l) t-t* .Jt J f*,t*. at-Er .g--i l) s;s irl .91.'o trt-,1, O) uirr G_::3.:ils I ^sjs rr::-.r -r--+ <S $ 4+-F Cr:q-.o 3l .t7,2*; ,-S ,,t,5 ..:-l osj Ok.; to.:-F dxl -rr l-1 d:l ^..:-J.-r Los3s +r*s A:t+_rs , <-i " , -.i3 (fiy..gl.r- tr CXI-xQ dr !.it ":_f Ai rgi sjr .gj-.r cs-r&s ,;;J ,*1 o.c*! ,t r-{ ".1srSyr*1 :sls 'lj,L*t* J-- oj " S.:-l 'ls-rs LI ;sl " t c.i-( oj-lJ ,- (L " o)-f -t*< cfr-l " .,...r(--ra o:t+_rsdr I OL1 GiL-6 | "it* l*t* .Jt O-r . r:1, o:-$ ,tl Jr Ltrjr - ri-*i , * s sLI .ll* . s-l ,f ss )l J- 6 "\s _r sJ otK; ':_$ ,.si l, d:t*"r:, ,.r-y <iL,'*t-tl <- ls ryss o-;3J t-1t-1 .Jr ,i) 3l ..:-!lK J g+: ,SI ,Srrl, irt aS::t -_$ ei l, ils ,t'_ts sl .-i3:1 .-i r.9-:.r.i rr J .ir+* b "; Als r.r-i.;l . c.-j!.S l, t-os;s rt{.-6 J s+, to oj_$-*! .J" 6i lr:,l 3l ( ' i -c &i; ,prt-'-: i,,?l " : c-i $11 , ,}:tJ u!-n lf I tsjs q:s sl . c-*al .i-l-r- ,t'ss 4i*-:j .f Gl .fy d .g"ls ,fss l, ,-F:Las;s.rj:lt p l: -F ti o,r.i ta,ql q -e c--l F fB 6r. oh-|.r trQ,,!c dr; .:3,ji " sjr osJ;,G t-6 o3rS gT 6e: ,?i FT " , *K J s; *i:;J al_n l) sjs d J Lr;d "p*-* ..uT r-olj; oJ)*r dtll ;l ..r-:t^srs. gs; l"r- ,Sl:+ [-osr.r rr#-r . .'*! I, sl s dL{ Jl ,t-u-. o!;b rr +t{ i t---o"jr .r*::_r . JjL [-os;.r .r-:t-: ,-t:;. ir(?jti 6_r' t-t- ] I, sl !! J- _, Jrs_j .".(1rf srl3 uF:t-os;s i/sJ l.I- rgls-t
s'2,S.:, 3l . syl c.-j+ :.-t-.*: t{ Jk& '_eJ ;l l) Lo yJ L5 4-.-n t-1t-1 .-1, Kr,l l) Jl oS ,_ii: :l J r-: .)-:..:,,-: . J1JLJ
r3rr o.rls .rt+.:
c-.tls l_S ,t"--, l, 11 3 sJ ..,1-l1,.,* ,1" Ali Baba is the hero of a story in the Arabian Nights Entertainment, a tenth-century collection ofPersian and Indian folk tales.
235
MainText
2 ,*
:\ iS.- ,-| "Iorderthatyoubeopened!" f=,-l "I order that you be shut!"
3 ,r, *.* 4Je
is a surprise marker, in this case it shows Qasem'ssurprise at Ali Baba's accessto so much gold that there is need for a measuringbowl to measureit.
5 Consecutive actions (such as 1-4 below) may be combinedin one of three ways-by using , , by using commasor by using all the verbs exceptthe last in their past participial form:
. 5_:F l-r ,jrlrr . r+r. sJ (Jll | (rl) - Y l-, .i*k-ttj L L, (Jl) Y .,liLl.s . .:i, trll - I
is The tenseof the sentence determinedbv the final verb in the chain. 6 u-S, sameas c -St-t "otherwise, not" if 7 eL.t^l,:r"necessary, needed"
'jj.yJ*ir' iIf::"; ii::lii jl ;;
8 .o=-r, "as a result, consequently" 9.,-_ ,l+ "in my opinion"; "hiding place" "t(;q; o J;s-:: :
1o "to be late" is
11 "still" is ;L or f jt . l2"cart" is.grK or ol-.p . 13 .rr' "furthermore,in addition" *ttO o* "rS .*r- "to realize,to find out" 15 ,<.:t that" ou3. "thinking that, assuming 16 r *-- I ot s;5_s7L;j "Is everythingready ?, Is all well?" 17 c.--.*; ... i--+ .rJ "is none other than"
Bashiri
236
Comprehension
Read the following passagecarefully. Write out the answers to the questions that follow the passage and hand in to your instructor. Make sure that your answersare complete:
_t -\* oSi-,-*
S jSS-1,
g-l .gJ*irF .u;l o(Jt' oL dx;i Jrl .St-:ss )l . oL g-,1 .rL".r,L r.f n* : Jr-il .,- .-ir+ I .=.++ t*lr:l -J-#jl t.ootfu:J .ssSr. ,f JU cr-:+ .,*G 3 sj,-l^.- -r;-,l+rt osJ oL* es3a 3 rls .JjS; oiS t 2 )s-;;' ol>: t{Jt{t.i ;s
: .$13'-s.*- -l 'il
oS lU l_s e-t-
fr1.*
vlr:l
,.5 ,13; L.: rs *
=lr-rl
'i"t
v
),-r, :";
r'-' I
=t+st
-Qtl
f .9.r.:i
oa
|tt
Stii
cs",l.:-,kf
G carJ r
:i
.s_*=-. L:F
orst_r r$rk+
tr -r-l_,-rcA
;f Cs F:
) Jt1 (a^: r" 4- :s->c .,:4 -.rs l"F '-'-',1:-.4-:-dJ t:rs ,JjJi=l, ,t3 t..gLo;:..$-ts dli -l t.:*13,!- -r s:?*)J<J--i d:i ui;l 63t tl t-4,,i,sj,:*. t- cE
r:
)l
d
J
tiJss
2
,? )l
$,-* srcfbdti c ls,-", rgi
"t (
.-.i J
,Sss )l.OJr,=':l
J-{
Jtti
6.J-:t:.*- $ _l *i, c - [ - ' ; r - " - - ; l, . r j j , L r - , U : . : S .f ll.!, ,)ss dr:l _rr . &al ,L<,. ,J-! J;l -tss 7 sss_tr L{ (#l-xl tJL sss ,i irt+-t! I r# -&.i. .-!;-: c/ -r-.c .g o;iJJ r oSJ J &;, J iJ F L Aj I s rt* v .:i-o sys-to-;.e-rS .$sr(--
r1s_t- "#;kt
J*I
. $rr3:-
r9-s-r #rk*
.J*+T :
#.*t (iJ#
'rs
JT
."+i J .nK
gi-o ,l-t-: \J
.J-j r or-i u-:li-( J oJjj iJi

c J-t*.
OTr.r ufirLj d ge u+t- .J: , ris:

o-;i* t-j.;s 9 ir:i
=i .9*LS J;s . qr-<-1,

.sj,.:y a+ J *:-i'a
os;ljS
!r*
J -#
..r"rSy
, 6-f
L:F
r J-a:/
dri-,"
, .;L*
j;t 3,b
j-p t* LFI fU J;l

. ?a-* :l W
+5 a-l
,:.i..o agl-;
237
Js J " oi.a- " 19-. .:-i3 gag: J*r,ft$ .JjJlJS# l-; l0.r---. Ol-;, &-ji JtjS -;s 6,1;.a ,risl.r, Jt- ,-ltr*: ,lj -rs l-r cfr .rl 443i| 6il ll'S.:.l J f.J (-: gL''.-o ls t-tl $: tn t+ ,Sst:" * Ly ;.-, O,Jl O$ W .:.i.o ,tS;s .ssrSosti-i-l
MainText
.,ri:r31* t9:-, Q ^-.,s 11;rL:S,.gsLi t"-.:Sff

4-A 4r. osl;E .,J: .${;aJdJt
vL*, ,J*r-:
bH
JU
,-IdJ=J
, JLt4,l c t
3l (ri
l,lur:3rra
t2+"jL; l: y Jl t.l i+JS . ,"'S*. L:F -. +s J r^J*. $.r.." , + -c 'L5:-. s/-tt:) , -4 & .:!J+ r Ji-r-;* t^-;Sr; ., ojt+ t-o.3q .$rF# ,.!s .9 ct+ cElcti ;l f- t* # J oH e+r+ .JJJ'*(*. A+ J JjrJS- ru_:t' ,rij_.)*
rJ .J-lSs l.l< - l. s l v . , 2 J _ q i , r
l
psi*-
b .'1.
+J
jti
J Jis
* ,1.4s-r*- )ss 6-:t- .lLor _r bra.: -rl l.y -r; t 6 . t J S. . 5 . l s - r r t * : t o r : - r ; ( 5 , t 4 . c ! - . , s r t < j - s . $ l r i -< - t r.qjS-o_S op ,J3,- 13 c--i{ OJ-i _ltr ,_51r, ,Lo;is 3 $_ts -tas)
sLi t{
ls )ss J J-;J-!-
6r;ti
,t*"
JL
'r+
6r):jl
cti
;l
c( l; .91 o;* jt-{ Lo c-r.L.rK
, o.r Q r+L. .-r,3lsl .,.
-i:t* gl3,
"F -..irs $l osrj1 sss g--
(a <---
.r3-:*"
OiJ_l-t_p t-"rk t^r;S,; j *
s.rrS-y
<-a;\
:r-.-6Jr ,J-K =l"t

i *-l JL
):)
6WU4
I r Y L
itl
! '::(-!.r:=.
jl J-i ? :r -r oL s -;s :s-:-y r:a Sr5*. rl5- t.--l d _,1r*s 6L q*rk"_:-! ;lS; .grr.gl_:-: l+ilr--l ':: a \5 o)b rgs: :5 ;lr;=-; e + ..;tS" trr:Sif JU SrJ=. &p ,Kt L.>-S'i
!sS*
,t .4 _ o
lul,
r-(*- crSi.^:f.-
l, .r:r-,t 1 ;1, l4;lr;l t':i:oj:-_Otj c-j1 ,r 6r;-i: - v ? "-5 S:jJ1. :\ ,ils: s (l o_.1.tA k.;lrdl e.-i.r " - 1 r.
SJjirS+. v:*
l_sJu &r-: u,'(* :: flfu F$ 'g+ iss_.,S.- .tLir? ? ,-f.L,
1; 2
"preparation, arrangement"
"man with darkened face and red clothes who appears in the streets before the Now Ruz )r* u-L and who sings and dances for money."
Bashiri
238
3 .s"J 1t; "sweet,loveablegoat flit., sugar-goat)" 4 orr-.i-.,k: ., -. "last T\resday the eveof the last Wednesday the Persianyear" or of
5 The alternate word c6
is also used in this same senseof "bush" and "shrub". This alternate form, however, also means "crucible". o", ,-!-tg "toinclude" -r-^'"New Year holiday "
7 )rrn 8 Jt
"changeof the year" "lrr-, 9 (r=- .=b "sevenS's in the Now Ruz display" to "r:+- "glorious" by o[5 indicates disposition.The actual action is expressed the substantive.Example:
11 The suffix
gl5 o.r"^! laughing, same as olri! in tears, tearfully, sameas ut{f oK .rJ 12 +";t 13 -;.r ofvisits, payingandrepayingvisits" 1 .q: "visit,exchange o$ fortunate,to bring luck into their lives" -:tr "to become

Persian Main Text

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Persian Main Text

Uploaded by

Copyright:

Available Formats

Lesson One

xub xub-m1 mrsi xoda hafez xoda hafez be-slamt

pesr doxtr pedr madr

boy girl father mother

in ja in em an drxt in ketab an main in eraq

an ja-ha in drxt-ha an ketab-ha in main-ha an eraq-ha an em-an

in ketab in ketab-ha an drxt-an in main-ha an gol

2. Translate the following from Persian into English:

a nct r r Z cd Z waZI w ?Z a Z aZa

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

gl-i ketb-i man-i j-'i pt-'i 8

a flower a book a car a place a blanket

miz-h-'i ja-h-'i em-h-'i

some tables some places some eyes

sefr yek do se har pnj e hft ht noh dh

yek drxt se miz hft televiziyon do hotel

one tree three tables seven televisions two hotels

yek miz yek miz-i

one table; a table a certain table

yek eraq har ta ketab do ta sabun se ta miz pnj ta dr hft ta eraq 1 0

nd ta ketab nd ta ptu nd ta ketab? nd ta ptu?

in do ta ketab an e ta dr in hft ta miz an dh ta eraq

yek mrd-i pnj ta drxt-i nd ta sabn-i

a certain man about five trees several bars of soap

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

ptu'i an e ta main in nd ta drxt an ketabha drxtha

an ht ta hotel in har ta dr se ta bank nd ta drxti hft ta ptu'i

emrika rusiyye italiya fqanestan hend kanada iran kore

America Russia Italy Afghanistan India Canada Iran Korea

Canadian; made in Canada American; made in the US

ziba zn-e ziba zn-ha-ye ziba xeyli ziba

beautiful beautiful woman beautiful women very beautiful

ketab-e xub main-e kuek-e rzan

good book inexpensive, small car

bozorg bozorg-tr xub xub-tr beh-tr xo-qiyafe xo-qiyafe-tr 1 2 geran geran-tr

pesr z doxtr bozorg-tr st

The Superlative Degree

bozorg-trin xub-trin beh-trin xo-qiyafe-trin

the biggest the best the best the most handsome

televiziyon-e geran hotel-ha-ye bozorg ptu-ye geran 1 3

expensive television big hotels expensive blanket

re'is-e xo-qiyafe-ye reza dr-e kutah-e hotel

Reza's handsome boss short door of the hotel

ketab-e xb-i main-e kuek-e rzn-i

a good book a small, inexpensive car

hotel-e bozorg-tr drxt-ha-ye bolnd-tr

bigger hotel taller trees

bozorg-trin hotel bolnd-trin drxt-ha

the biggest hotel the tallest trees

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

Abstract Nouns and Adjectives

mrd- xub- bozorg- sefid-

manhood goodness bigness; greatness whiteness

flower face orange (bitter) orange (sweet) water coffee ashes

I [ I lZ `I sI ca cI acdI w [I w I ca `I I ca I rZdcZI sI wZ c r rZdcZ d ca

I I [ Z rZI I lZ r dI sI ca ta cI sI [I rZdcZI w acdI I r

an e ta gol-e qng-e zrd

wI rZdcZI acdI lZ I r `I sI ca I I [ rZI cI

c : cI (((( rZdcZI - I ca - I - I r - I ca / sI ca - cI - rZdcZI - dI ca - fI c

? Z I p I r / Z I p I r (((( ? Z I p I r ? Z I p rZI w r ? Z I p I r r ? Z I p `I Z ? Z I p I w ca Z ? Z I p I I [ r ? Z I p rZdcZI [I Z ? Z I p I r Z

)`I * )I * / Z I dZ I / Z `I dZ I (((( ) I * ) acdI * )I ca * ) sI ca * ) rZI * ) rZdcZI * )I I w * ) I I w *

) ` ( ( * ? Z c rZZI / Z ` t - rZZI (((( ) ` ( ( * ? Z c ZI ) ( ` ( ( s * ? Z c rZI ) ( ` * ? Z c ZaI ) ( ( ( ` * ? Z c I )acd ( ` * ? Z c NtcI ) ( ( * ? Z c ZI ) s ( ( ( ` * ? Z c sI

a rd N ta a rZcc ttc I wttc Zt r Z caZ Z cc cca rd -