The Writing System

Introduction
The Persian alphabet, like the alphabets of many Muslim nations, is based on the 28-
letter alphabet of Arabic. It has 32 letters and is written from right to left. Four of these
letters are devised exclusively for Persian. We shall see these letters later. The Persian
alphabet does not use capital letters. It does, however, use a modified version of the Western
punctuation system.

Unlike the alphabet, the Persian numbers are written from left to right. Persian uses the
same figures as Arabic, the language from which the Arabic numerals of English are derived.
The Persian numbers, thus, can be easily compared with those in English. We shall discuss
the numerals later.

In the pages that follow, the alphabet is divided into a number of letter groups. Each letter
group uses a basic form. After explaining each basic form, and the manner in which that form
is made, individual letters are introduced and discussed. These individual letters are different
from the basic form in the number of dots and the type of diacritics or symbols that may
accompany them.

The sequence used in the earlier stages of this study is not the same as the native se-
quence of letters taught in the schools in Iran. Once the students are familiar with the mech-
anism for producing letters and letter blocks, the native sequence will be introduced and mem-
orized. This latter sequence is the one used in all alphabetizing of telephone directories,
dictionaries, and other such manuals using the Persian alphabet.

The entire Persian alphabet is presented on the next page. The letters are in their indepen-
dent or isolated form. The sequence is the native sequence mentioned above in relation to the
use of dictionaries, directories, etc. The following information is provided for each letter: the
Persian name of the letter, the pronunciation or sound that the letter represents,1 the
transliteration used to symbolize that letter in the Latin script (transliteration is an aid for the
graduate student undertaking research using secondary materials in the field),2 and
information as to whether a given letter is a connector or a nonconnector. The symbol (+)
marks a connector. The symbol (-) marks a nonconnecting letter. More information on
connectors and nonconnectors will follow.
Bashiri 2
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In the pages that follow, this list, and the characteristics of each letter or group of letters,
will be discussed in detail. Before beginning the discussion of letter groups, however, there
are three points that must be mentioned. First, not all the letters of the Persian alphabet
connect to the letters that follow them. There are seven letters known as the nonconnectors.
They connect only to connecting letters that precede them. Second, depending on where in a
block of letters a connecting letter is used (it is necessary to make the distinction between a
block of letters and a word, since most Persian words are made up of two or three blocks of
letters where each block, except possibly the last, ends in a nonconnecting letter), the shape
of the letter may undergo a substantial amount of reduction--in most cases a modified form of
the initial portion of the letter is used. Third, a group of letters may share the same basic
form. In such cases dots and other diacritics distinguish one letter from another.

The major distinction to be made is the connector/nonconnector distinction. Since the En-
glish alphabet does not make this distinction, the principle underlying letter blocks as
formative components of words sometimes escapes American students.

Letter Persian name Pronunciation/ transliteration connected/

transcription nonconnected
Z ælef see vowel letters a -
[ be b b +
~ pe p p +
\ te t t +
] se s £ +
^ jim j j +
 Çe Ç Ç +
_ he h ˙ +
` xe x x +
a dal d d -
b zal z ¢ -
c re r r -
d ze z z -
Ä Ûe Û Û -
e sin s s +
f Íin Í Í +
g sad s ƒ +
h zad z ™ +
i ta t † +
3 Main Text
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j za z ¡ +
k 'eyn ' ' or c +
l qeyn q ø +
m fe f f +
n qaf q q +
o kaf k k +
Å gaf g g +
p lam l l +
q mim m m +
r nun n n +
t vav v/u v/u -
s he h h +
w ye y y +
Bashiri 4
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The Nonconnectors
The first group of letters to be discussed is the nonconnectors. Obviously, the
designation nonconnector is somewhat misleading. These letters actually connect only to
connecting letters that precede them, never to letters that follow them. If a word is composed
only of nonconnecting letters, there will be no block of connected letters. All the letters in
such a word are independent, pretty much like printed English letters. It is only when the
connecting letters enter the picture, and when they precede the nonconnectors that the latter
use a hook (to the right) to attach to preceding connecting letters.

In the discussion that follows we shall deal with the independent form of the nonconnec-
tors only. Later on, when we learn a few connecting letters as well, we shall return to the
nonconnectors. The words that we produce at this stage do not include letter blocks, they are
words consisting of independent nonconnecting letters only. Now, let us look at the seven
nonconnecting Persian letters. The first line shows the nonconnectors in their isolated forms.
The second line places them in relation to an imaginary line on the paper:

t Ä d c b a Z
t( Ä( d( c( b( a( Z(
Basic Forms

1. The Letter ælef

The letter Z ælef is a single vertical stroke. The independent form of ælef is written from
top to bottom. It rests on the line (see below, for the final form of ælef ).

basic form

Z
As previously noted, several letters of the alphabet may share the same basic form. Dots
and other symbols are used to distinguish one member of such a group from another.
Consider the next two sets of letters: d a l / z a l and r e / z e / Û e . The former includes two
letters differentiated by no dot and one dot, the latter includes three letters differentiated by
no dot, one dot, and three dots respectively.
5 Main Text
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2. The dal-group

basic form

a
a dal always represents the sound d.
b zal is one of the four letters representing the sound z. zal is used primarily in
words of Arabic origin and is used much less than the letter ze. b is
transliterated as ¢.

3. The re-group

c
basic form

c r e always represents the sound r.

d ze is one of the four letters that represent the sound z.
Ä Û e always represents the sound Û. It is found in words of non-Arabic origin. It is
a Persian letter.

4. The letter vav

t
basic form

t vav has two basic uses. It is used as the vowel u as well as the consonant v. As the
vowel u, when used syllable initially, it must be preceded by an ælef: tZ u (he).
In syllable medial and syllable final positions, it usually represents the sound u,
except if it is preceded by an ælef, in which case it is pronounced v: tZt vav.
Syllable initially (without a preceding ælef), it represents the consonant v. See
also further below for the use of vav as a consonant.
Bashiri 6
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In a few instances such as in ta do (two), vav represents the vowel o. The words that
use vav to represent the vowel o will have to be memorized.

Vocalization
The letter ælef is most frequently used to represent the unwritten vowels of the Persian
alphabet. In fact, in syllable initial position, with the help of a set of diacritics, the letter Z
ælef represents almost all the vowel initial syllables of Persian. These symbols are:

1. Madda ( P ). When added directly over the top of a syllable initial ælef, the madda

represents a syllable initial a, thus: ˜ = a. Dictionaries explain the madda as a modified

form of Z ælef itself. They say it is written in this way to avoid writing two ælefs ( ) to ZZ
represent the initial vowel a. If the syllable is not a word-initial syllable, the madda may be
dropped. The letter ælef alone represents the sound a in syllable-medial and syllable-final
positions:

aZa ZcZa aZd˜ Zc˜ Zc d˜ c˜

I
2. Kasra, or zir ( ). When added directly underneath a syllable initial ælef, kasra represents

a syllable initial e, thus: ZI = e. This symbol may be added directly underneath a consonant
letter as well. Its value remains the same: Ia is pronounced de. The kasra is not usually used
in nontextbook materials such as newspapers, etc. :

cZcMaZI ÄIa dZcIa dZc aZc

3. Fatha, or zebar ( G ). When added directly over a syllable initial Z ælef, the fatha

represents a syllable initial æ, thus: G Z = æ. This symbol may be added directly over a
consonant letter as well. Its value remains the same: Ga is pronounced dæ. The fatha is

aGc cGa dGZ

usually not used in nontextbook materials such as newspapers, etc. Compare:

4. Zamma, or p i Í (H ). When added directly over a syllable initial Z ælef, the zamma

represents a syllable initial o, thus: H Z = o. This symbol may be added directly over a
7 Main Text
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consonant letter as well. Its value stays the same: Ha is pronounced do. The zamma is

cHa dHc taMcZH

usually not used in nontextbook materials:

We have already seen the combination of ælef and vav representing an initial u: tZ . We
have also mentioned that in most syllable medial and syllable final positions the letter vav

taMcZH cta tZ
alone symbolizes the sound u :

The only remaining vowel to be discussed is the vowel i. Since the case of i, like that of
u, is one of letter combinations (in this case ælef + ye in syllable initial, and ye alone in
syllable medial and syllable final positions), we shall postpone the discussion of this vowel
until later (see Letters with the Arabesque below the Line).

5. Sokun. In English, it is the presence rather than the absence of a vowel that is important.
In the case of vowels of Persian, however, the absence of a vowel is also significant. In fact
there is a symbol ( M ) called sokun to represent the absence of a vowel in syllable medial and
syllable final positions. The last letter of the word is usually not marked for sokun:

aMc˜ aMcGa aMdHa taMcHZ

Before concluding this section on the independent forms of the nonconnectors and the
discussion of vocalization, it should be added that the rules mentioned above are not a
hundred percent workable at all times. We mentioned, for instance, that although the zamma
represents the sound o, in a few cases this sound is produced with a vav as well: ta
do.
Similarly, while the use of the symbols mentioned above is generally limited to textbooks, in
a few cases these symbols play an essential role in differentiating words which otherwise
would remain undistinguishable. Compare:

aMcGa dærd pain

as opposed to
aMcHa dord dregs
We shall, in the course of our explanations, return to these inconsistencies and point them
out. Compare:

taMcHZ cGaMÄGZ tZt aMcGt˜

Bashiri 8
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dHc aMdaH cZcMaZI

Study the structure of the following words carefully. Note that all the letters are noncon-
nectors. There are, therefore, no connected letter blocks involved. All the words are
composed of independent letters. The dots in the transcriptions (.) represent syllable
boundary:

dtc ruz (day). The letter t in syllable medial position represents the vowel u.

ZcZa da.ra (title of ancient Iranian kings). In syllable final position, the vowel a

is written with an ælef.

tZ u (he/she). Syllable initially, the sound u is produced with the letter vav

preceded by an ælef.

aMc˜ ard (flour). Syllable initially, the vowel a, is composed of ælef with a madda on

top of it. A sokun on the letter re shows that this letter is not voweled.

atcHt vo.rud (entrance). Syllable initially, the consonant v is produced with a t alone.
The vowel o is written with a zamma added above the preceding consonant. The
t
vowel u is produced with a in syllable medial position.

ta do (two). One of the words in which t represents o

cGa dær (door). The vowel æ is produced with a fatha over dal.

ÄIa deÛ (fort). The vowel e is written with a kasra underneath dal.
aMcaH dord (dregs). o is written with a zamma. sokun over re.

Homework
1. Copy the following and hand in to your instructor:

tdIc˜ cGaÄM ZG tcZa atc ctd

atcHa aGcZa aMcaG
9 Main Text
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taMcZH dZc cGd Ätc dZcIa

tb aZd aZc aZa
2. Write the following in the Persian script and hand in to your instructor:

az, ra.dar, zærd, dozd, vaÛ, do, vav, da.dar, ¢u

ru, va.dar, dud, dord, ed.rar, dar, dær, da.ræd

The Connectors
The connectors are letters which can join a preceding letter, a following letter or both.
These letters will be discussed in four groups as follows:

1. Letters that in full form are always made above the line.
2. Letters, in full form, with an arabesque made below the line,
3. Letters with a reverse arabesque, and
4. The letter mim.

Like the nonconnectors, the connectors have an independent form. This is the full form of
each letter. Depending on where in a block of letters a certain letter is used, the shape of the
independent letter may be reduced or somewhat modified. These modifications do not affect
the number of dots or other diacritical symbols attached to the independent form of the letter.
They affect the basic form only.

In order to study the letters that form a given word, the word is broken down into its
formative letter-block components. For each letter block the following letter shapes, or
allographs, are distinguished:

a. initial, the form of the letter that begins a letter block and connects to the following
letters only;
b. medial, the form of the letter that joins both the preceding and the following letters;
c. final, the form of a connecting or nonconnecting letter which joins the preceding
letter only;
d. independent, the form of the letter which follows nonconnecting letters when only
one letter is remaining to be written.

As an example of the use of allographs in the positions mentioned above, let us consider
the letter group usually referred to as the be-group. This group consists of four letters distin-
guished by dots only; it is a member of the larger group of letters that are always written
above the line.
Bashiri 10
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1. Letters that in full form are made above the line

a. The be- group

ÇÑ
basic form

initial

medial Ç Ç£Ç
final ␣ÇÇ
independent [
[ be always represents the sound b
~ pe always represents the sound p. One of the four Persian letters, it is found in
words of non-Arabic origin.
\ te is one of two letters representing the sound t (see the letter ta)
] se is one of three letters representing the sound s. It is found in words of Arabic
origin. ] is transliterated as £ .

Note: Normally each one of the sounds of a language is represented by one letter, or by a
combination of letters, in the orthographic system of that language. In the case of the Persian
orthography, however, due to the adaptation of the Arabic script, some sounds such as t and
s are represented by more than one symbol. In fact, a minor example of this can be seen in
English where two letters (k and c) represent the sound k. For our purpose, and at this early
stage, we can ignore the reasons why such a multiplicity of letters should represent a single
sound. The introduction into the language of Arabic words with their "frozen" orthographic
form could explain part of the problem.

The knowledge of which letter to use is part of a number of things that one learns about a
word. These include the pronunciation of the word, its meaning, and whether it is a borrowed
form. The latter is a major factor in guiding the student in his choice of the correct spelling for
a given word; it is, however, not the only one. For the present, however, the transliteration
system outlined above will aid us in distinguishing these letter-sound combinations.

We said earlier that the designation "nonconnector" was misleading, and that the non-
connectors actually join connecting letters that precede them to their right. Now that we have
learned a few connecting letters as well, let us see how the system works.

In order for a nonconnecting letter to join a connecting letter, a connecting "hook" is at-
tached to the right side of the independent form. This is, in fact, the same process that
converted the initial be- into medial, and the independent be into final. For ælef this hook is
at the bottom, to the right. It rests on the line. A similar hook joins the other members of the
11 Main Text
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group to the letters that precede them as they come into contact on the line. In the following,
the arrows show the direction of the movement of the pen:

tÇÇ ´ÇÇ ©ÇÇ ¢ÇÇ

Here are some examples of connecting and nonconnecting letters forming letter blocks and
words:

bu ºÑ tÇ + ÇÑ
ta ¢Ö ¢Ç + ÇÖ
pa ¢ü ¢Ç + Çü
tæb ␣GÇ Ö ␣Ç + GÇ ÇÖ
tæbær ´ÇGÇ£Ç GÇ Ö ´Ç + ÇG £Ç + GÇ ÇÖ
torbæt ÀÇGÇ ÑM´ÇH Ç Ö ÀÇ + ÇG ÇÑ + ´M Ç + ÇH ÇÖ
torab [Z´ÇÇH ÇÖ [ + Z +´Ç + HÇ ÇÖ
tur ctÖ c + tÇ + ÇÖ
pedær cG©ÇIÇ ü c + ©G Ç + ÇIÇÇü
b. The Letter fe

The independent form of this letter is similar to that of the letter be just discussed. The
difference lies in a loop that appears on the initial portion of the letter fe. The dot for fe is
placed right above this loop. The body of the letter rests on the line. Here are the basic forms
of fe:

basic form

initial Çí
medial ǵÇ
final ÿÇ
independent m
Bashiri 12
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m fe always represents the sound f.

c. The kaf-group

This group, too, resembles the be-group; however, instead of a loop added onto the initial
portion of be, the initial portion is elongated upwards. The kaf-group does not use any dots,
but it uses strokes.

The two members of this group are called kaf and gaf. kaf is always written with one
stroke. This stroke is optional on the independent kaf and may not appear in printed materi-
als. When writing, the stroke is drawn from top to bottom left where it meets the top of the
initial portion of the letter. gaf has two obligatory strokes. They are made in the same way
that the stroke for kaf is made. They look like two small horizontal lines with the top line
somewhat smaller. Inside the independent forms of both of these letters, there is a "squiggle,"
which is found in the printed materials quite often. This squiggle does not have any specific
meaning. It is purely decorative and may be left out altogether. Like be and fe, the bodies of
the letters kaf and gaf rest on the line. Here are the positional variants of the basic form for
these letters:

basic form

initial Çî
medial Ç ∑Ç
final ڂ
independent o
o kaf (with one stroke) always represents the sound k. In print, on the final and
independent forms the stroke is optional.
Å gaf (with two obligatory strokes) always represents the sound g. This letter is
found in words of non-Arabic origin. gaf is a Persian letter.

d. The ta-group

Were the initial portion of the basic form for be to meet the end portion of that letter, a
loop would result. The addition of the stroke of kaf vertically to this loop would result in the
basic form for ta and za. The two members of the ta-group are distinguished by one dot. The
base of the loop rests on the line.
13 Main Text
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i
basic form

initial

medial DZÇ
final ‘Ç
independent i
i ta is one of two letters representing the sound t. When transliterating this letter, a
dot is placed underneath t : †
j za is one of four letters representing the sound z. When transliterating this letter,
a line is placed underneath it: ¡ . Both of these letters are found in words of Arabic
origin.

e. The letter he

The letter he does not have any dots. Deriving this letter from the basic form of be would
involve some stretching of the imagination. That is, if we have not already gone too far with
ta. Here are the positional variants of he :

Çò
basic form

initial

medial ªÇÇ
final fiÇÇ
independent s
s he is one of two letters representing the sound h. This letter is usually referred to
as
he-ye hævvæz (see the section on "letters and numbers"), or he-ye hendune. We
s
shall see later that the word hendune means water-melon, and that is the letter
with which this word is written in Persian.
Bashiri 14
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Study the structure of the following words carefully:

ÅM´Ç ÇG …ÇG Ö tægærg (hailstone). In this word we have an initial ÇG ÇÖ (te with a fatha for
the vowel æ). This is followed by a medial ÇG Ç Ç…Ç (gaf marked with another
fatha), again representing the vowel æ. The block is completed by a final M´Ç
re. Since gaf, a connector, is the only letter to be added to a nonconnector, it
is used in its independent form. Lack of vowel at the transition of re to gaf
is marked by a sokun.

mM´ÇG Ñ bærf (snow). In this word we have an initial GÇ Ñ (be marked with a fatha for

the vowel æ). The short block ends in a finalM´Ç re marked with a sokun.c
re, a nonconnector, is followed by an independent m fe, because this letter
is the last and only letter to be added after a nonconnector. Once again,
sokun marks the lack of a transition vowel between re and fe.

⁄ǧM ÇüH potk (sledge hammer). This is a one-block word with an initial, medial and

final form. We have initial HÇü (pe marked with a zamma to represent the
vowel o), a medial ÇM Ç§Ç Ç (te marked by sokun for no vowel), and a final ⁄Ç
kaf.

´ÇÇ£G Ç òM cG ræh.bær (leader). Independent G c (re [nonconnecting] marked with a fatha),

block initial ÇMò (he marked with a sokun), medial GÇ£Ç (be marked with a
fatha), and a final ´Ç re.

aº£ÇǪM ÇI Ñ beh.bud (well-being). Initial ÇI Ñ (be marked by a kasra for the vowel e). This
is followed by a medial MÇªÇ (he marked with a sokun). The block continues
with a medial Ç Ç£Ç be followed by a final ºÇ vav indicating the vowel u. The
letter vav ends this block. There is only one more letter left to be written, a
a dal. The dal is written in its independent form.
15 Main Text
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Homework
1. Copy the following and hand in to your instructor. Compare your pronunciation
with section (3) below:

\ºí ~ºÖ oºü cI©Gî

¢íGt ´GµGè ÅM´GÑ ÅM´HÇ °
ZaM´Gí cºÖ mG´Gé cº°
␣GÖ ´H§MîHa fiGÖ ÿGî
i¢£IÖMcIZ ÅGc [¢Ö ´G§MªIÑ
fiI£MÖHc cZ©MªIÑ ZºM§Gí sIcºî
2. Write the following in the Persian script and hand in to your instructor. The sounds
symbolized by more than one letter are transliterated. Compare your answers with
section (4) below:

bot ku.zeh fækk tut

gærd gord gerd beh
ru.deh du.deh bæhr a.zad
ba.zu Ûærf guÛ dæf
zeh bu bæd ah
ab æÛ.dær va.zheh a.hæk
a.har ahu or.du.gah ræb†
kæbk ut £ær.væt er£
¢at ke¢b kæ£.ræt
Bashiri 16
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3. Write the following in the Persian script. Compare your renditions with section (1)
above.

kæ.der puk tup fut

gorg bærg ¡æ.fær væ.fa
gur †æ.ræf tur fær.da
kæf tæh dok.tor tæb
beh.tær tab ræg er.te.ba†
ku.reh fæt.va beh.dar rot.beh
4. Read the following aloud. Compare your pronunciation with section (2) above.

\ºÖ N⁄Gí sIdºî ÀHÑ

fiIÑ aM´I° aM´HÇ ° aM´GÇ Ç°
aZd˜ ´MªGÑ sIata sIatc
mGa ĺ° mMcGÄ td¢Ñ
s˜ ©GÑ ºÑ sId
⁄Gò˜ sIÄZt cGaMÄGZ [˜
‘MÑGc s¢°taMcZH ºò˜ c¢ò˜
]McIZ \GtM´ÜG \tZ ⁄M£Gî
\G´M•Gî [M™Iî \Zb
17 Main Text
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2. Letters with the arabesque made below the line

a. The letters ye and nun

1. The letter ye

This letter has the same initial and medial forms as the basic initial and medial forms of
the be-group. Most of its final and independent forms, however, are written below the line.

Ç Çõ
basic form

initial

medial Ç Çø
final ·Ç
independent w
w ye represents the vowel i. To produce the same vowel in syllable initial position,
an ælef should precede this letter, thus: õZ = i.

2. The letter nun

This letter has the same initial and medial forms as ye. Its final and independent forms are
slightly different.

Çó
basic form

initial

medial Ç∫Ç
final ݂
independent r
r nun represents the sound n.
Bashiri 18
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b. The letter qaf

This letter has the same initial and medial forms as fe. Its final and independent forms
resemble a combination of the initial portion of fe and the arabesque of nun.

basic form

initial Ç Çì
medial Ç ∂Ç
final ŸÇ
independent n
n qaf is one of two letters representing the sound q.

c. The letter lam

The initial and medial forms of this letter resemble those of the letter kaf when it is
written without its single stroke. The final and independent forms of lam are made below the
line.

basic form

initial ï
medial Ç∏Ç
final ۂ
independent p
p lam always represents the sound l.
19 Main Text
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d. The sin-group

This group includes two letters, sin and Í i n . Both members of the group have alternate
sets of forms that may replace them, especially in handwriting.

1. The sin-group in print

ä
basic form

initial

medial Ç≠Ç
final –Ç
independent e
2. The sin-group in handwriting

basic form

initial

medial

final

independent

e sin is one of three letters representing the sound s.

f Íin always represents the sound Í.
e. The sad-group

This group includes two letters, sad and zad. In their initial and medial position, these
letters include a loop followed by a dent. It is crucial to include this dent each time the letters
are used in these positions.
Bashiri 20
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Çå
basic form

initial

medial ÇØÇ

final “Ç
independent g
g sad is one of three letters representing the sound s.g is transliterated as ƒ.
h zad is one of four letters representing the sound z. h is transliterated as ™ .

Homework
1. Copy the following and hand in to your instructor. Compare your pronunciation
with section (3) below:

ÀMìtG ·éºé ´M∂íG eZa ␣øä

ÀMØãG €Iµ∏M íI iº∂Hä ‘G∂íG rZºøï
·∫øä ©Gå nM´íG gM´ìH ct©Hå
Âøü ·ätc ÁGä dZ´øã Z©Iå
a¢§MÆòG s¢∆Iä p¢óMctÄ ›HüZÄ Ò¢ì
·çZc hM´Gì \Gt´M ÜG r¢ä¢ä
21 Main Text
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2. Write the following in the Persian script and hand in to your instructor. The sounds
symbolized by more than one letter are transliterated. Compare your answers with
section (4) below:

qa.yeq eƒ.fæ.han qa.tel keÍti gol.gæÍt

læ.†if fæl.sæ.feh bi.ƒæb.ri Íe.kof.te.gi ke.lid
fæ.næ.ri fæ.na.pæ.¢ir teh.ran †eh.ran dus.ti
æn.da.zeh bæ.ha es.teq.ra.™i es.ten.ba† æt.rak
or.di.be.heÍt i.ra.ni
3. Write the following in the Persian script. Compare your rendition with section (1)
above.

sib das fæqr †u.†i væqt

li.van fæ.qæ† so.qu† fel.fel Íæƒt
ƒo.dur qorƒ færq ƒæd si.ni
ƒe.da Íi.raz sæg ru.si pip
qa.li Ûa.pon Ûur.nal se.pah hæÍ.tad
sa.san £ær.væt qær™ ra™i
4. Read the following aloud. Compare your pronunciation with section (2) above.

ÀMÆÇG …∏M ÇH ° ·§MÆîI €IÖ¢ì r¢ªGµå M ZI ŸIõ¢ì

©ø∏Iî ·…I§µM ∑H ãI w´M£ØG øÑ fiIµ≠ G ∏M íG ÿø±Gï
·§Mäta rZ´MªéI rZ´MªÖI ´õ™Gü¢∫Gí w´G∫íG
oZ´MÖZG i¢£M∫§I äM ZI ·çZ´M∂§I äM ZI ¢ªGÑ sIdZ©MóZG
·óZ´õZ ÀMƪI £I õaMcZH
Bashiri 22
__________________________________________________________________________

3. Letters with a reverse arabesque.

a. The 'eyn-group

Çê
basic form

initial

medial Ç ≥Ç
final ւ
independent k
k 'eyn represents the glottal stop '. It is found in words of Arabic origin.
l qeyn is one of two letters representing the sound q . The difference between qaf
and qeyn is orthographic rather than phonological. Indeed most speakers
pronounce them indiscriminately (see also "The Persian sound q", above). qeyn is
usually written as gh in English. qeyn is transliterated as ø .

Note that the medial form of fe resembles that of the 'eyn-group. The medial form of fe
Ç ÇµÇ Ç, however, is a loop. That of the 'eyn-group is an upside down triangle Ç ≥Ç Ç
with sharp
edges and a fairly flat top. Compare ´ÇÇG Ç µÇ Ç GÇó næfær "person" with ©ÇMÇ≥ÇG ÇÑ bæ'd "later".

b. The jim-group

Çà
basic form

initial

medial Ç ßÇ
final ΂
independent _
There is also the following alternate jim-group which is used in handwriting:
23 Main Text
__________________________________________________________________________

basic form
initial

medial

final

independent

^ jim always represents the sound j.

 Çe always represents the sound Ç.  is found in words of non-Arabic origin. It is
a Persian letter.
_ he is one of two letters representing the sound h. This letter is called he-ye hotti
(see "Letters and Numbers," above, pp. 29-30), he-ye jimi or he-ye hæmmal.
hæmmal means "porter". he is transliterated ˙ .
` xe always represents the sound x.

c. The letter mim

Çñ
basic form

initial

medial Ç πÇ
final ‹Ç
independent q
q mim always represents the sound m
Bashiri 24
__________________________________________________________________________

Homework
1. Read the following aloud. Compare your pronunciation with section (3) below.

·∫ø† ^Ic¢â ´M§G† ´G«M∫Gü Z©Há

Then copy the exercises and hand in to your instructor:

c¢ë k¢≥Hã l¢Ñ ◊øÖ ^¢ê

´MªHñ Êøò ÊHñ ^M´HÑ ÀGIâ
‹M¶Gà ‹øä ´G£M∫Gê cGºMßIñ fiIѺ£MßGñ
^¢Ñ ^¢Ö ¢á ›øã¢ñ oºâ
œøÑ sIc¢† ÂG† sId¢áIZ ÀM®GÖ
·åºØM®Gñ ©øãMcºâ ·πøä s¢ñ
2. Write the following in the Persian script . Compare your renditions with section (4)
below:
e.ja.reh mæh.tab xa.neh
mæd.re.seh mæ'.mu.li £æ'.læb
mæÍ.hæd tæb.riz a.ba.dan
ker.man qur.ba.øeh qom
æ.rak æh.vaz qænd
qa.™i o.†aq ƒæn.dæ.li
'æ.ru.si xoÍ.˙al tæ'.†il
3. Write the following in the Persian script. Compare your renditions with section (1)
above:

jo.da pæn.Çær Çætr xa.rej Çi.ni

'aj tiø baø Ío.'a' øar
xe.ja.læt borj moÇ hiÇ mohr
mæ˙.bu.beh me˙.vær 'æn.bær sim ˙æjm
xuk ma.Íin ja taj baj
tæxt e.ja.zeh Çæp Ça.reh bix
mah si.mi xor.Íid mæx.ƒu.ƒi
25 Main Text
__________________________________________________________________________

fiIó¢â [¢§MªñG sIc¢áIZ

4. Read the following aloud. Compare with section (2) above.

␣G∏M≥GÜ ÒºπM≥Gñ fiIäIcM©Gñ

rZa¢Ñ˜ ¨õ´M£ÖG ©GªÆM ñG
‹Hì fiIë¢ÑMcºì r¢ñM´îI
©M∫ìG dZºMòZG oZcGZ
ÒG©∫M å
G n¢éHZ ·ç¢ì
€ø±M≥ÖG p¢ßMãºâ ·ät´Gê
Bashiri 26
__________________________________________________________________________

Positional Variants of the Persian Alphabet

independent final medial initial

Z ¢ÇÇ ÇÇÇ Z
[ ␣ÇÇ Ç £Ç Ç ÇÑ
~ ÂÇÇ Ç ∆Ç Çü
\ ÀÇÇ Ç §Ç ÇÖ
] ÃÇÇ Ç•Ç ÇÜ
^ ÕÇÇ Ç¶Ç Çá
 ÊÇÇ Ç«Ç Ç†
_ ŒÇÇ ÇßÇ Çà
` œÇÇ Ç®Ç Çâ
a ©ÇÇ ÇÇÇ a
b ™ÇÇ ÇÇÇ b
c ´ÇÇ ÇÇÇ c
d ¨ÇÇ ÇÇÇ d
Ä »ÇÇ ÇÇÇ Ä
e –ÇÇ Ç ≠Ç Çä
f —ÇÇ Ç ÆÇ Çã
g “ÇÇ Ç ØÇ Çå
h ”ÇÇ Ç ∞Ç Çç
i ‘ÇÇ Ç ±Ç i
j ’ÇÇ Ç ≤Ç j
k ÷ÇÇ Ç ≥Ç Çê
l ◊ÇÇ Ç ¥Ç Çë
m ÿÇÇ Ç µÇ Çí
n ŸÇÇ Ç ∂Ç Çì
o ⁄ Ç∑Ç Çî
Å ÁÇ Ç…Ç ÇÇ°
p €ÇÇ Ç ∏Ç Çï
q ‹ÇÇ ÇπÇ Çñ
27 Main Text
__________________________________________________________________________

r ›ÇÇ Ç ∫Ç Çó
t ºÇÇ ÇÇÇÇ t
s fiÇÇ Ç ªÇ Çò
w ·ÇÇ ÇøÇ Çõ

Practice reading
The following reading exercises are designed to aid the student in prompt recognition of
letters and letter combinations. They include a review of previous materials as well as some
additional information:
1. The letter ælef occurs syllable (word) initially in these forms:

GZ æ -, IZ e -, H Z o -, õZ i -, tZ u -, and ˜ a-

Read the following aloud:

´G☠qGa˜ tdIc˜ aMc˜ s˜ r˜ d˜ [˜

©Gñ˜ wc˜ ⁄Gò˜ ›Gò˜ cGb˜ ºò˜ ·Ñ˜
rZ´õZ \tZ sIctZ rtZ ÀMätZ tZ f˜
s¢…§M≠õZ rGa¢§M≠õZ €õZ aG¨õZ ›õZ ¢¶M∫õZ
oGacM ZH n¢éHZ n¢áHZ ºÖHZ –MóZH a¢¶õZ r¢πõZ
©GàGZ ÅMcGZ ´GÇ °GZ ©GÑGZ ŸHíHZ eºÑºÖHZ ⁄GÑMdHZ
©GπMàGZ ⁄MãGZ ©GäGZ ›MñGZ ´MñGZ ^McGZ [GaGZ
Bashiri 28
__________________________________________________________________________

c¢®I§MíIZ q¢≥MóGZ sIc¢áIZ sIcZaIZ ‹MäIZ ºì´GÑGZ

p¢≠MñIZ r¢ªGµMåIZ ␣GÆMñIZ ´M®G§MäIZ dt´MñIZ
2. In other positions, the Persian vowels are represented by:

a. independent or final ælef for a. Please read aloud:

¢¶Hî eZa ¢¶Mó˜ lZa ¢¶M∫õZ qZa qZc

w¢† Z©Hâ p¢â ¢çIc o¢â ZºGò r¢â
¢µGá s¢† ¢òGc p¢† ¢ªGÑ o¢† ¢êHa n¢†
c¢Ñ ZcZa a¢Ñ ^¢Ñ ¢Ñ ¢µGå ~¢† ¢íGt
q¢Ñ ¢äMc¢ü p¢Ñ Z©Há o¢Ñ ¢øMóaH d¢Ñ ¢øä˜
cZaZc o¢ü e¢ü cZaZa ~¢ü Z©Hâ©M îG
o¢Ö e¢Ö d¢Ö c¢Ö ^¢Ö [¢Ö w¢ü
b. medial, final or independent ye for i. Please read aloud:

sIºøñ sIºøÑ aZ©øÑ ¢£õd fiI∫øî fiI∫øä ´øä

·Ñº† ·∫øä dZ´øã sGa¨M øä œøä ‹øä
·Iî Ò¢ì w©M∫∏G ÑH ÚMòZG ·°Mc¨H ÑH ·Ñºâ
29 Main Text
__________________________________________________________________________

waZ©MñZI waZ©Iñ ·…I∫Æ

M ÖI ·…I§≠
M âG ·ó¢í
wc¢πøÑ wc¢∑øÑ waM´°I ¢ã wa¢§MäHZ
wºä wºñ wºÑ w¢†
c. independent or final vav for u. This letter represents the sound v in syllable initial, or in
syllable final position after a. There are a few exceptions such asºMÇ Ç¥ÇG Ç Çï
læqv and tM´Ç Ç Ç Gä
særv.
These we shall discuss later.

Please read aloud:

ctd fta atc t©Gê t©Iî cta ^t´Hâ

ºñ º° º£Mãºâ aº£Gî sIdtc Ätc dtc
ºêºê sIĺä aºä aºî pºü oºü
oZt t¢° t¢ó wtZc ºîºî ºïºï ºäºä
⁄GótG –MõtI rZ´õt wZt rZt qZt tZt
fiI±IäZt
3. Double consonants are marked with a tæÍdid ( N ) placed directly over the consonant

geminated, or doubled. Please read and identify words with doubled consonants:

¢á ›HÑ –GÑ ␣
N àG ÷GÑ÷GÑ ¨HÑ ´GÑ ©GÑ ÀHÑ
tc cZaZa atcHt tcZa ÂG† ‹Gá ¨Há N©Gá
Bashiri 30
__________________________________________________________________________

ºâ ©N àG ‹Hâ ‹Gâ €Hâ ¨Gâ ´Gâ ÕN àG ta

sGa qHa qGa · N àG –
N àI ⁄ N àG €
N àG pIa NnIa
·ä ‘ N ãG ⁄ N ãG ºä ‹N äG ÁGä ´Gä ©N äG
‹Hå ÿGå ´Gê´M êG · N éI €Hã €Gã ©Gå sIa
lGtlGt ÷Gï÷Gï € N îH ´Hî ´GÇ ° N›Gí ‹Gë ´HëM´Hë
sN¨I ñG sN´I îH sI´îG ´N äI ´øä ©Hò©Hò
4. Ligatures are combinations of two letters written in a "frozen," stylized form. In Persian,
lam and ælef represent such frozen forms. The independent ligature looks like this: , and Ë
the final looks like this: ÈÇÇ . Note that even though lam is a connecting letter and technically
should be connected to the following ælef, the ælef is written as an independent stroke,
slightly slanted and placed inside the lam. Because the ligature ÈÇÇ
ends in an ælef, the letter
that follows does not join it.
When an ælef follows a kaf or a gaf, this combination results in a ligature as well. In this
case the beginning of the kaf or gaf is written (actually drawn) slightly curved towards the
ælef, thus:.

Please read aloud:

·Iî ·î fiIî ‹Gî ·ÑÈHÇ ° ÿGî ÕGî ©Gì

€I° €HÇ ° ¨GÇ ° ÊGÇ ° ÂGÇ ° nÈMøõI eÈIî
31 Main Text
__________________________________________________________________________

œHñ ÊHñ ¢ñ ÕGï ␣Gï ´Hï eË cË sÈHî

\ÈIí oË c¢õ fiIñ fiGñ ºñ ©N ñG ©Gñ mË
ÀGñÈGñ \NȶG ñG \¢àÈI±å M ZI œGó ·Iñ pÈGñ
wc¢ò r¢ó m¢ó n¢ä q¢ê `¢î ^¢î ‹Gò
\ÈõZ \Ë¢õZ e¢õ
5. The letter vav again:

After xe, the vowel a is sometimes written as a silent vav followed by an ælef: Zºâ xa.
Thus, xastæn "want" is written ›G§MäZºâ ; xab "sleep" is written [Zºâ . This results in
homonyms with different spellings. Example:

cZºâ xar contemptible

c¢â xar thorn

and in identical spellings with different pronunciations:

cZºâ xar contemptible

^IcZºÇÇG â xævarej foreigners

The second form may be distinguished by placing a fatha over xe: ^IcZºGâ . The
combination of vav and ælef discussed above can represent a only after xe. Therefore,
€IñZºGê should be read 'æ.va.mel, never 'amel.

Please read the following:

rG©óM Zºâ cºî rZºâ rZ´õt r¢πõZ

—IòZºâ
Bashiri 32
__________________________________________________________________________

\tZ ´GòZºâ ÀMäZºâ t©Gê r¢â ºâ©GÑ

6. The Diphthongs ey and ow:

The diphthongs ey and ow are indicated by letters ye and vav with a fatha. Thus:

ÿøGä seyf sword

›øIÑ beyn between
ctGa dowr around

The use of the fatha is primarily to distinguished ey from i, and ow from u. Compare:

›øIÑ beyn between ctGa dowr around

cta dur far ›øÑ bin pres. stem of "to see"

The spelling of ey and ow are clearly not very accurate phonetically. This is because most
words containing ey and ow were borrowed from Arabic. During the borrowing, the
pronunciation changed to fit the Persian system, but the orthography remained unchanged.
Occasionally these words are pronounced as they are pronounced in Arabic (e.g., sayf or
lawn) to demonstrate the speaker's learning.

7. The Tanvin

The Arabic indefinite accusative suffix has retained its original form. Thus a few Persian

words end in an ælef on which a tænvin mark ( J) is placed, thus: ı The tænvin, the seat

of which is usually an ælef, is pronounced æn. Example:

ıcºí fow.ræn quickly ͺπM≥Gñ mæ'.mu.læn usually

(lam + ælef, independent)
ˆ£õ´ÇMÇ Ç∂Ç ÇGÖ tæq.ri.bæn approximately ÎM≥í fe'.læn now
(lam + ælef, attached)
ıN©Iá jed.dæn seriously ı©GÇ ÑGZ æ.bæ.dæn at all

Certain Western words like ˆíZ´…∏Ö tel.ge.ra.fæn "by telegram," are also written with
a tænvin.

8. The Short ælef

Certain Arabic words with final ye have retained this feature after their adoption into Per-
sian. Thus, ·äºñ is read mu.sa instead of mu.si, and ·ÇÇN ǧà
is read hæt.ta.
33 Main Text
__________________________________________________________________________

9. The Letter hæmza

The hæmza represents the glottal stop. In writing, it usually appears in conjunction with
ÇÇú
an ælef, a vav or this special seat : (ye without dots). Examples:

™ÇGÇâ¿Gñ mæ'.xæz source

pº√M≠Gñ mæs.'ul responsible
–øúIc re.'is director
À√øIò hey.'æt delegation
›IñzÇHÇ ñ mo'.men a pious person
©GÑzñ mo'.bæd Zoroastrian priest

Please read the following:

cºñ¿Gñ ·ú¢∑õ´MñZI ©øî¿GÖ wcº√IÖ mºúGc

[¯GÇ ñ r˜¢ÇÇì YÈMñZI Y¢ÇÇ∞ñM ZI ·ú¢ÇÇøó¢Ç∆MäIZ
‹HÇ ïN ¿GÖ fiI∑øú¢ò¢á YM¨áH r˜M´ìH Yºä r˘GZ
ÎÇG•Ç Gñ ÎMåGZ ÎM≥Ií ͺπM≥Gñ
10. Morphemes that may join other forms

Some prefixes and some monosyllabic words tend to join the word that follows them in
writing. Among the most frequently used forms that join the words following them are mi-
and be-. -ra joins the word that precedes it (see also contractions, below). The number of
forms that can be used as independent forms or joined to following forms is indefinite. The
student, after working with the language for a while , will have a better grasp of the situation.
For this reason here we shall give only a few examples:

‹G∫Ç ∑H øñ = ‹G∫Ç ÇîH ·ñ mi.kon.æm I do

Z´∫õZ = Zc ›õZ in.ra this (object)

Bashiri 34
__________________________________________________________________________

11. Contractions

When two words are combined, sometimes one of the original letters of a word may be
dropped:

Z´Gñ = Zc ›Gñ mæn ra = mæra I (object), me

Z´ÇÇH Ö = Zc ºÖ to ra = tora you (sing., object)
‹GªIÑ = ‹Gò fiIÑ beh hæm = behæm to each other
ÀM≠G∫õZ = ÀMäGZ ›õZ in æst = inæst this is

Please read the following and identify:

1) the morphemes that have joined other words

2) the contractions, if there are any:

´GÇ …õ©M∑øI ÑI ´GÇ …õ©M∑õI ‹GòaI ·ñ t¢IÑ ‹GóG¨øñ

Z´M∫ñG r¢ªGµå M ¢I ÑI fiIó¢®IÑ Z´MÑ¢§Iî ´GÇ Ç…õ©MπGªIÑ
ÀM≠∫G õZ Z´HÇÖ Z´Gñ
35 Main Text
__________________________________________________________________________

Numerals
The Persian numbers are written from left to right. They resemble the Arabic numbers
which originate in the Hindu numerical system. The numbers from zero to ten are presented
below.
It was mentioned earlier that the Persian numbers resemble those of English. An attempt
is made here to show the relationship of the two sets of numbers by deriving the Persian set
from English. After this the student should be able to remember the shape of the Persian
letters with ease. These are the cardinal numbers:

printed 0 1 2 3 4 5 6 7 8 9

written

stage 1

stage 2

written

printed 0 1 2 3 4 5 6 7 8 9

The Cardinal Numbers

English transcription written figures
zero sefr ´µå 0
one yek ⁄õ 1
two do ta 2
three se fiä 3
four Çæhar c¢ª† 4
five pænj Õ∫ü 5
six ÍiÍ —ã 6
seven hæft Àµò 7
eight hæÍt ÀÆò 8
nine noh fió 9
ten dæh sa 10
eleven yazdæh sad¢õ 11
twelve dævazdæh sadZta 12
thirteen sizdæh sa¨øä 13
fourteen Çæhardæh sac¢ª† 14
fifteen panzdæh sa¨ó¢ü 15
sixteen Íanzdæh sa¨ó¢ã 16
Bashiri 36
__________________________________________________________________________

seventeen hivdæh s©µò 17

eighteen hijdæh s©¶øò 18
nineteen nuzdæh sadºó 19
twenty bist À≠øÑ 20
twenty-one bisto yek ⁄õ t À≠øÑ 21
thirty si ·ä 30
forty Çehel €ª† 40
fifty pænjah s¢¶∫ü 50
sixty Íæst ÀØã 60
seventy hæftad a¢§µò 70
eighty hæÍtad a¢§Æò 80
ninety nævæd aºó 90
one hundred sæd ©å 100
two hundred devist À≠õta 200
three hundred sisæd ©Øøä 300
four hundred Çæharsæd ©åc¢ª† 400
five hundred pansæd ©Øó¢ü 500
six hundred ÍeÍsæd ©ØÆã 600
seven hundred hæftsæd ©Ø§µò 700
eight hundred hæÍtsæd ©Ø§Æò 800
nine hundred nohsæd ©Øªó 900
one thousand (yek) hezar cZ¨ò 1,000
one million (yek) melyun rºø∏ñ 1,000,000

The Ordinal Numbers

The ordinal numbers are derived from the cardinal numbers with the addition of the suffix
-om. This suffix is added to the last digit of the number:
‹∑õ yekom first 3
qNta dovvom second
qNºä sevvom third
qc¢ª† Çæharom fourth
‹¶∫ü pænjom fifth
qNºä t À≠øÑ bisto sevvom twenty third
‹§µò t aºó t ©å sædo nævædo hæftom one hundred and ninty seventh

Fractions
37 Main Text
__________________________________________________________________________

Fractions are formed by combining the cardinal numbers with the ordinal numbers.
Example:
qc¢ª† fiä se Çæharom three quarters (three fourths)
qNºä ta do sevvom two thirds

Percentage
Percentage is expressed with the word ©å s æ d (hundred) and a cardinal number.
Example:
À≠øÑ w©å sædi bist twenty per cent.
Bashiri 38
__________________________________________________________________________

Letters and Numbers

The numerical system known as the æbjæd is an aid for remembering historical dates per-
taining to events of importance. The system is based on the Arabic alphabet and uses Arabic
letters only. The system is used in Persian with the addition of four letters. It should be
noted that the values given to the Persian letters pe, Ç e , Û e , and gaf are the same as those
already assigned to be, jim, ze, and kaf respectively. Here are the eight nonsensical words
on which the æbjæd system draws:

ÀGãI´Gì “GµM≥Gä ›GπI∏Gî ·N±Hà dNIºGò

©G¶MÑGZ
◊I≤N ç
G ™ÇÇG ®N ÜG
Each of the letters in the words listed above is assigned a number. The order of the words
and, thereby, the value of each letter within the series remains a constant. The value assigned
to each letter is provided below:

1 1 Z
2 2 )~* [
3 3 )* ^
4 4 a
5 5 s
6 6 t
7 7 )Ä* d
8 8 _
9 9 i
10 10 w
20 20 )Å* o
30 30 p
40 40 q
50 50 r
60 60 e
70 70 k
39 Main Text
__________________________________________________________________________

80 80 m
90 90 g
100 100 n
200 200 c
300 300 f
400 400 \
500 500 ]
600 600 `
700 700 b
800 800 h
900 900 j
1,000 1000 l
In order to assign an æbjæd to a given date, the date is analyzed into various letter com-
binations until a phrase somewhat defining the event to be commemorated is achieved. The
chronogram thus arrived at is then quoted to commemorate that event. For example, the
chronogram for Nadir Shah's proclamation of the Persian throne is the Arabic phrase:
÷ìt ¢ñ ·í ´ø®ïZ al-xayru fi ma væqæ' (the best is in what happened). The total which

corresponds to the year 1148 A.H. (1735-6 A.D.) is arrived at as follows:

1 + 30 + 600 + 10 + 200 + 80 + 10 + 40 + 1 + 6 + 100 + 70 = 1148

Finally, the value of a geminated letter (i.e., the same letter occurring twice in succession)
is the same as a single letter.

1
For a discussion of the sound system of Persian, see "The Sounds of Persian" in the Tape Manual, pp. 1-14.
2
In the "Writing System," transliteration is employed to teach the sound-letter combinations where two or more letters
represent a single sound.
3
The Arabic numeral pNtZ 'ævvæl' is also used for "first". In forming compound numbers, however, the
ordinal number ‹∑õ is used more frequently. Example:
pNtZI dtc ruz-e ævvæl first day
‹∑õ t À≠øÑ bisto yekom twenty-first
 Lesson One
Vocabulary
Learn the following words:
gol flower €°
dæræxt tree Àâca
ÇeÍm eye ‹Æ†
guÍ ear fº°
ketab book [¢§î
maÍin car ›øã¢ñ
Çeraq lamp lZ´†
ja place ¢á
in this ›õZ
an that r˜
pesær boy; son ´≠ü
doxtær girl; daughter ´§âa
pedær father c©ü
madær mother ca¢ñ
telefon telephone ›µ∏Ö
miz table; desk ¨øñ
dær door ca
televiziyon television rºõ¨õº∏Ö
hotel hotel €§ò
bank bank ⁄ó¢Ñ
Íæbnæm Shabnam (girl's name) ‹∫£ã
reza Reza (boy's name) ¢çc
sælam hello (person beginning a conversation) qÈä
sælam 'ælæykom hello (the other person) ‹∑ø∏ê qÈä
hal condition; health p¢à
Íoma you (pl. or sing., polite) ¢πã
hal-e Íoma your health ¢πãI p¢à
Çe-towr how (question word) º±†
æst is ÀäZ
bæd bad ©Ñ
nist-æm I am not ‹§≠øó
motæÍækker thankful ´NÇ Ç∑Ƨñ
motæÍækker-æm thank you q´NÇ Ç∑Ƨñ
mæn I ›ñ
hæm also; too ‹ò
Bashiri 2
___________________________________________________________________________________

xub good [ºâ

xub-æm1 I am fine (lit., I am good) ‹Ñºâ
mérsi thank you ·ä´ñ
xoda God Z©â
hafez protector ’í¢à
xoda hafez bye (said by the person leaving) ’í¢à Z©â
be-sælamæt goodbye (said by the person staying) ÀñÈ≠Ñ

Nouns
1. Objects
Persian does not have an equivalent for the English "the". Thus the word Àâca
'dæræxt' means both "tree" and "the tree," but not "that tree".
gol flower [the flower] €°
dæræxt tree [the tree] Àâca
ketab book [the book] [¢§î
maÍin car [the car] ›øã¢ñ
Çeraq lamp [the lamp] lZ´†
ja place [the place] ¢á

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

gol-ha flowers ¢ò €°
dæræxt-ha trees ¢ò Àâca
ketab-ha books ¢ò [¢§î
maÍin-ha cars ¢ò ›øã¢ñ
Çeraq-ha lamps ¢ò lZ´†
ja-ha2 places ¢ò¢á

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

pesær boy ´≠ü

doxtær girl ´§âa
pedær father c©ü
madær mother ca¢ñ
3 Main Text
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Demonstrative Adjectives
in this (pointing to an object close to you) ›õZ
an that (pointing to an object away from you) 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 here, this place ¢á ›õZ

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

plural:

an ja-ha those places ¢ò¢á r˜

in dæræxt-ha these trees ¢ò Àâca ›õZ
an ketab-ha those books ¢ªÑ¢§î r˜
in maÍin-ha these cars ¢ò ›øã¢ñ ›õZ
an Çeraq-ha those lamps ¢ªëZ´† r˜
an ÇeÍm-an those eyes r¢ñƆ r˜

Learn the following sample phrases:

in ketab this book [¢§î ›õZ

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

Summary
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 ¢ò '-ha'.
(b) Persian does not distinguish gender.
(c) Demonstrative adjectives precede the noun. The demonstrative adjective
does not have a plural form.
Bashiri 4
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Dialog
Learn the following dialog between Reza and Shabnam:
/ ¢çc qÈä : ‹∫£ã
/ ‹∫£ã ‹∑ø∏ê qÈä : ¢Ççc
? ÀäZ cº±† ¢πãI p¢à : ‹∫£ã
? ÀäZ cº±† ¢πãI p¢à / q´NÇÇÇ∑Ƨñ / ‹§≠øó ©Ñ : ¢Ççc
/ ·ä´ñ / ‹Ñºâ ‹ò ›ñ : ‹∫£ã
/ ’í¢à Z©â : ¢ÇÇçc
/ ÀñÈ≠Ñ : ‹∫£ã
Transcription
Shabnam: sælam reza.
Reza: sælam 'ælæykom Íæbnæm.
Shabnam: hal-e Íoma Çe-towr æst?
Reza: bæd nist-æm. motæÍækker-æm. hal-e Íoma Çe-towr
æst?
Shabnam: mæn hæm xub-æm. mérsi.
Reza: xoda hafez.
Shabnam: be-sælamæt.

Translation
Shabnam: Hello Reza.
Reza: Hello Shabnam.
Shabnam: How are you?
Reza: I am fine (lit., I am not bad), thank you. How are you?
Shabnam: I am fine, too. Thank you.
Reza: Bye.
Shabnam: Goodbye.

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 those telephones

that book these hotels
these flowers these girls (two forms)
the television that bank
these trees (two forms) that door
those fathers (two forms) this television
5 Main Text
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those lamps those tables.

the doors these places
those mothers (two forms) those eyes

2. Translate the following from Persian into English:

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

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

4. Write out the dialog using other names.

Bashiri 6
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Lesson Two
Vocabulary
Learn the following words:
jeld volume (book) ©∏á
næfær individual ´µó
mærd man a´ñ
kaqæz paper ™ë¢î
væræq sheet (of paper) nct
qaleb 3 bar (of soap) ␣ï¢ì
sabun soap rºÑ¢å
sasan Sasan (boy's name) r¢ä¢ä
bé-bæxÍ-id excuse me! ©øÆ®£Ñ
aqa mister; gentleman ¢ì˜
ki who (question word) ·î
Ûale 4 Zhaleh (girl's name) fiïZÄ
amuzgar 5 teacher c¢°dºñ˜
esm name ‹äZ
Çi what (question word) ·†
Çe what (literary form) fi†
aqa-ye jævadí 6 Mr. Javadi waZºáI w¢ì˜
mi-dan-id do you know? ?©øóZ©øñ
sa'æt time; clock; hour; watch Àê¢ä
dæqiqe(h) minute fi∂øìa
b…le(h) yes fi∏Ñ
xéyli very; much; a lot Úøâ
xaheÍ mi-kon-æm 7 you are welcome! ‹∫∑øñ —òZºâ
minu Minu (girl's name) º∫øñ
mina Mina (girl's name) ¢∫øñ
hæsæn Hassan (boy's name) ›≠à
mehrdad Mehrdad (boy's name) aZa´ªñ
pætu blanket º§ü
 7 Main Text
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Nouns
Objects (cont.)
As mentioned, Persian does not have a definite article. Persian nouns, therefore, are
inherently definite unless otherwise marked:
gol flower [the flower] €°
bank bank [the bank] ⁄ó¢Ñ
An indefinite noun, however, is marked by an unstressed w '-i':

gól-i a flower Ú°
ketáb-i a book ·Ñ¢§î
maÍín-i a car ·∫øã¢ñ
já-'i a place ·ú¢á
pætú-'i 8 a blanket ·úº§ü

When w '-i' is used with the plural form of the noun, it is the equivalent of "some" in
English:
miz-há-'i some tables ·ú¢ò¨øñ
ja-há-'i some places ·ú¢ò¢á
ÇeÍm-há-'i some eyes ·ú¢ªñƆ

Numbers
The Persian numbers 0 -12 are: 9

sefr zero 0 ´µå

yek one 1 ⁄õ
do two 2 ta
se three 3 fiä
Çæhar four 4 ¢ª†
pænj five 5 Õ∫ü
ÍeÍ six 6 —ã
hæft seven 7 Àµò
hæÍt eight 8 ÀÆò
noh nine 9 fió
dæh ten 10 sa
Bashiri 8
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yazdæh eleven 11 sad¢õ

dævazdæh twelve 12 sadZta

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

yek dæræxt one tree Àâca ⁄õ

se miz three tables ¨øñ fiä
hæft televiziyon seven televisions rºõ¨õº∏Ö Àµò
do hotel two hotels €§ò ta

The indefinite article w '-i' does not replace the numeral ⁄õ 'yek' "one"; rather it
introduces a degree of uncertainty about the number. In other words, w and ⁄õ are not
mutually exclusive. Compare:

yek miz one table; a table ¨øñ ⁄õ

yek miz-i a certain table w¨øñ ⁄õ

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

Çæhar jeld ketab four volumes of books [¢§î ©∏á c¢ª†

do næfær mærd two individual men a´ñ ´µó ta
pænj væræq kaqæz five sheets of paper ™ë¢î nct Õ∫ü
do qaleb sabun two bars of soap rºÑ¢å ␣ï¢ì ta

Most classifiers, however, can be replaced by the unspecified unitizer ¢Ö 'ta'. This
form is not used with ⁄õ 'yek'. Compare:

yek Çeraq one lamp lZ´† ⁄õ

Çæhar ta ketab four books (lit,, four [units of] book) [¢§î ¢Öc¢ª†
do ta sabun two soaps (lit., two [units of] soap) rºÑ¢å ¢Öta

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

se ta miz three tables ¨øñ ¢Ö fiä

pænj ta dær five doors ca ¢Ö Õ∫ü
hæft ta Çeraq 1 0 seven lamps lZ´† ¢Ö Àµò
9 Main Text
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The word ©∫† 'Çænd ' is interesting in that it can be used as a numeral meaning
"several" or, it can be used as a question word to ask "how many". Compare:

Çænd ta ketab several books [¢§î ¢Ö©∫†

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

When ©∫† 'Çænd' is used as a question word, the intonation pattern of the
sentence must be a question intonation, i.e., there must be a steady rise and a 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 these two books [¢§î ¢Öta ›õZ
an ÍeÍ ta dær those six doors ca ¢Ö —ã r˜
in hæft ta miz these seven tables ¨øñ ¢Ö Àµò ›õZ
an dæh ta Çeraq those ten lamps lZ´† ¢Ö sa r˜
The use of the unitizer ¢Ö 'ta' is optional, i.e., fiä 'se' is just as good as ¢Ö fiä 'se
ta' and Àµò 'hæft' does the same thing as ¢Ö Àµò 'hæft ta'. In speaking with
Persians, however, you will find that they use ¢Ö 'ta' quite often.

Finally, the combination of a number and the indefinite marker w '-i' imparts a
sense of vagueness and uncertainty to the phrase. In English this sense is expressed by
using words like "certain" and "about" or by using forms like "several," i.e., forms
which are inherently vague. Example:

yek m…rd-i a certain man wa´ñ ⁄õ

pænj ta dær…xt-i about five trees ·§âca ¢Ö Õ∫ü
Çænd ta sabún-i several bars of soap ·óºÑ¢å ¢Ö ©∫†

Summary
So far we have learned that:

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

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

(c) Demonstrative adjectives are used before the numerals.

(d) Nouns may be classified in specific terms by using a classifier or they may
be classified in vague terms by adding ¢Ö 'ta'.
Bashiri 10
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The following chart demonstrates the order in which the elements of the noun
phrase occur:
Phrase

noun ta num dem adj

¨øñ miz ¢Ö ta fiä se ›õZ in
table(s) ø three these

Dialog
Learn the following dialog between Sasan and Zhaleh:

? ÀÇäZ ·î ¢ÇÇì˜ r˜ -©øÇÇÆ®ÇÇ£Ñ : r¢ä¢ä

/ ÀÇäZ ›ñ Ic¢°dºÇñ˜ ¢ÇÇì˜ r˜ : fiÇÇÇÇÇÇÇÇÇÇïZÄ
? ÀÇäZ ·Çdž ¢πÇÇã Ic¢°dºÇñ˜I ‹äZ : r¢ä¢ä
/ ÀÇäZ waZºÇÇá Iw¢ÇÇì˜ ›ñ Ic¢°dºÇñ˜I ‹äZ : fiÇÇÇÇÇÇÇÇÇÇïZÄ
? ÀÇäZ ©∫Çdž MÀÇê¢Çä ©øóZ©øÇñ ¢πÇã : r¢ä¢ä
/ ÀÇäZ ÀǵÇò IÀÇê¢ÇÇä - fiÇÇ∏Ñ : fiÇÇÇÇÇÇÇÇÇÇïZÄ
/ q´NÇÇÇ∑Ƨñ Úøâ : r¢ä¢ä
/ ‹∫∑øñ —òZºâ : fiÇÇÇÇÇÇÇÇÇÇïZÄ

Transcription Translation
Sasan: be-bæxÍ-id, an aqa ki æst? Sasan: Excuse me, who is that man?
Zhale: an aqa amuzgar-e mæn æst. Zhale: That gentleman is my teacher.
Sasan: esm-e amuzgar-e Íoma Çi æst? Sasan: What is your teacher's name?
Zhale: esm-e amuzgar-e mæn aqa-ye Zhale: My teacher's name is Mr. Javadi.
jævadi æst.
Sasan: Íoma mi-dan-id sa'æt Çænd æst? Sasan: Do you know what time it is? 1 1
Zhale: b…le, sa'æt-e hæft æst. Zhale: Yes. It is seven o'clock.
Sasan: xeyli motæÍækker-æm. Sasan: Thank you very much.
Zhale: xaheÍ mi-kon-æm. Zhale: You are welcome.
11 Main Text
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Homework
1. Translate the following phrases into Persian. Write your answers in the
Persian script and hand in to your instructor :

these nine trees a bank

those ten cars these five hotels
that one lamp these books
this one television the telephone
those several doors those eyes

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

pætu'i ·úº§ü an hæÍt ta hotel €§ò ¢Ö ÀÆò r˜

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

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

7 ? ÀäZ ©∫† À
M ê¢ä
? ÀäZ Àµò À I ê¢ä
((((
3 ? ÀäZ ©∫† Àê¢ä
9 ? ÀäZ ©∫† Àê¢ä
12 ? ÀäZ ©∫† Àê¢ä
1 ? ÀäZ ©∫† Àê¢ä
5 ? ÀäZ ©∫† Àê¢ä
11 ? ÀäZ ©∫† Àê¢ä
10 ? ÀäZ ©∫† Àê¢ä
6 ? ÀäZ ©∫† Àê¢ä
4 ? ÀäZ ©∫† Àê¢ä
Bashiri 12
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4. Answer the following questions by using the names in parantheses. Write

your answers in the Persian script. Example:

) ¢çc * ? ÀäZ ·† ¢πã ‹äZ

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

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

6. Combine the dialog in this lesson with the dialog in Lesson One. Write out
the new dialog.
13 Main Text
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Lesson Three
Vocabulary
Learn the following words:

keyvan Kayvan, first name (male) rZºøî

qali carpet Ò¢ì
mal property p¢ñ
mal-e property of; belonging to I p¢ñ
væ and t
xeyr no ´øâ
bæha price; worth ¢ªÑ
æz from; than dZ
hezar thousand cZ¨ò
tuman unit of money equal to ten rials r¢ñºÖ
aya marker for question sentences ¢õ˜
kerman Kerman, city in SE Iran r¢ñ´î
kerman-í from (or made in) Kerman ·ó¢ñ´î
kaÍan Kashan, city in central Iran r¢ã¢î
kaÍan-í from (or made in) Kashan ·ó¢ã¢î
ne-mi-dan-æm I don't know ‹óZ©øπó
v…li but Òt
tæbriz Tabriz, city in NW Iran ¨õ´£Ö
tæbriz-í from (or made in) Tabriz w¨õ´£Ö
pærÇæm flag ‹†´ü
pærÇæm-e iran the flag of Iran rZ´õZI ‹†´ü

Some names of countries

emrika America ¢∑õ´ñZ
rusiyye Russia fiNøätc
italiya Italy ¢øõZ
æfqanestan Afghanistan r¢§≠ó¢¥íZ
hend India ©∫ò
kanada Canada Za¢ó¢î
iran Iran rZ´õZ
kore Korea s´î
Bashiri 14
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The suffix w '-í' (always stressed) is used to indicate belonging to a place or being
native of a town or a country. Often it also means made in a place or a country:

iran-í Iranian; made in Iran ·óZ´õZ

hend-í Indian; made in India w©∫ò
If the form ends in a vowel, such as in Za¢ó¢î 'kanada' (Canada), a hamza ú precedes
the w , i.e., ·ú . Example:

kanada'í Canadian; made in Canada ·úZa¢ó¢î

emrika'í American; made in the US ·ú¢∑õ´ñZ

Adjectives
Adjectives qualify nouns. Here are some Persian adjectives:

xub good; nice [ºâ

bæd bad ©Ñ
bozorg big; large Åc¨Ñ
kuÇek small ⁄†ºî
qæÍæng beautiful Á∫Æì
ziba beautiful; elegant ¢£õd
xoÍ pleasant fºâ
xoÍ-gel pretty; beautiful €…ãºâ
xoÍ-tip handsome ÂøÖ fºâ
xoÍ-qiyafe handsome; good looking fií¢ø∂ãºâ
bæd-qiyafe ugly; bad looking fií¢øì ©Ñ
zeÍt ugly Àãd
geran expensive rZ´°
ærzan inexpensive; cheap rZdcZ
bolænd tall; loud (sound) ©∫∏Ñ
kutah short s¢Öºî

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 Úøâ 'xeyli'
(very). Examples:
ziba beautiful ¢£õd
zæn-e ziba beautiful woman ¢£õdI rd
zæn-ha-ye ziba beautiful women ¢£õd I w¢ªód
xeyli ziba very beautiful ¢£õd Úøâ
15 Main Text
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The number of adjectives qualifying a noun is not limited; more than one adjective
may qualify a single noun. Example:

ketab-e xub good book [ºâ [ I ¢§î

maÍin-e kuÇek-e ærzan inexpensive, small car rZdcZI ⁄†ºîI ›øã¢ñ

Comparison of Adjectives
The Comparative degree
Two degrees of comparison, comparative and superlative, are distinguished. To
indicate the comparative degree, add the suffix ´Ö '-tær' "more, -er" to the adjective.
Example:

bozorg big Åc¨Ñ

bozorg-tær bigger ´§°c¨Ñ
xub good [ºâ
xub-tær better ´§Ñºâ
beh-tær better ´§ªÑ
xoÍ-qiyafe handsome fií¢ø∂ãºâ
xoÍ-qiyafe-tær 1 2 more handsome ´Ö fií¢ø∂ãºâ
geran expensive rZ´°
geran-tær more expensive ´Ö rZ´°

When two nouns are compared, the comparison marker dZ 'æz' "than" is used
before the second noun. Example:

pesær æz doxtær bozorg-tær æst / ÀäZ ´§°c¨Ñ ´§âa dZ ´≠ü The boy
is bigger than the girl.

The Superlative Degree

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

bozorg-tærin the biggest ›õ´§°c¨Ñ

xub-tærin the best ›õ´Ö [ºâ
beh-tærin the best ›õ´§ªÑ
xoÍ-qiyafe-tærin the most handsome ›õ´Ö fií¢ø∂ãºâ

Unlike the demonstratives and the numerals which were simply added,
adjectives are attached to the noun (and to each other), with an ezafe (see Lesson
Bashiri 16
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I
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 'ælef,' or a t 'vav,' a w 'ye' carries
the ezafe kasra. Compare:

televiziyon-e geran expensive television rZ´°I

rºõ¨õº∏Ö
hotel-ha-ye bozorg big hotels Åc¨ÑI
w¢ª∏§ò
pætu-ye geran 1 3 expensive blanket rZ´°I wº§ü

The same procedure applies, if the noun ends in a s 'he' that is pronounced '-e,' but
not if the s 'he' is pronounced 'h'. Compare:

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

When the indefinite marker w '-i' (not stressed) is to be added to a phrase, it will be
added to the last noun or adjective in that phrase. Example:

ketab-e xúb-i a good book ·ÑºâI [¢§î

maÍin-e kuÇek-e ærzán-i a small, inexpensive car ·óZdcZI ⁄†ºîI ›øã¢ñ

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

Compare:

hotel-e bozorg-tær bigger hotel ´Ö Åc¨ÑI €§ò

dæræxt-ha-ye bolænd-tær taller trees ´Ö ©∫∏ÑI w¢ª§âca

But

bozorg-tærin hotel the biggest hotel €§ò ›õ´Ö Åc¨Ñ

bolænd-tærin dæræxt-ha the tallest trees ¢ª§âca ›õ´Ö ©∫∏Ñ

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
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phrase

adj ezafe noun ta num dem adj

rZ´° G ¨øñ ¢Ö Õ∫ü ›õZ

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

Adj noun ta num dem

Åc¨Ñ ¨øñ ⁄õ
⁄†ºî [¢§î ta
©∫∏Ñ ›øã¢ñ fiä
s¢ÖºîI Àâca ¢ª†
Á∫Æì lZ´† Õ∫ü
Àãd ‹†´ü ¢Ö —ã ›õZ
[ºâ rºõ¨õº∏Ö Àµò
©Ñ ca ÀÆò
rZ´° €§ò fió
RZdcZ ›µ∏Ö sa
·Ñ˜ €° sad¢õ
sadZta
Bashiri 18
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Similarly, many simple phrases in the plural can be generated using the following:

Adj ezafe ha noun dem

Åc¨Ñ ¨øñ
⁄†ºî [¢§î
©∫∏Ñ ›øã¢ñ
s¢ÖºîI Àâca
Á∫Æì w ¢ò lZ´† ›õZ
Àãd ›µ∏Ö
[ºâ rºõ¨õ
º∏Ö
©Ñ ca
rZ´° €§ò

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

ræng color Áóc

xoÍ-ræng of pretty color Áóc fºâ
bæd-ræng of ugly color Áóc ©Ñ
sefid white ©øµä
siyah black s¢øä
sæbz green ¨£ä
zærd yellow acd
suræt-í pink ·Öcºå
bænæfÍ purple —µ∫Ñ
narænj-í orange ·¶óc¢ó
sorx red `´ä
gol-í red (rose color) Ú°
qermez red ¨ñ´ì
ab-í blue ·Ñ˜
qæhve'-í brown wZ sºªì
xakestær-í gray w´§≠î¢â
19 Main Text
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Abstract Nouns and Adjectives

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

mærd-í manhood wa´ñ

xub-í goodness ·Ñºâ
bozorg-í bigness; greatness ·°c¨Ñ
sefid-í whiteness w©øµä

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

gol flower €°
suræt face \cºå
narænj orange (bitter) Õóc¢ó
portæqal orange (sweet) p¢∂Ö´ü
ab water [˜
qæhve coffee sºªì
xakestær ashes ´§≠î¢â

Learn the following simple phrases:

ketab-e abi blue book ·Ñ˜I [¢§î

Çeraq-e sefid white lamp ©øµäI lZ´†
dær-e kutah-e sorx short, red door `´äI s¢ÖºîI ca
maÍin-e bozorg big car Åc¨ÑI ›øã¢ñ
gol-ha-ye zærd yellow flowers acdI w¢ª∏°
hotel-ha-ye xub good hotels [ºâI w¢ª∏§ò
dær-e sefid white door ©øµäI ca
gol-e sorx-tær redder flower ´Ö `´äI €°
dæræxt-e sæbz green tree ¨£äI Àâca
maÍin-e qæÍæng-tær more beautiful car ´Ö Á∫ÆìI ›øã¢ñ
hotel-e ærzan-tær cheaper hotel ´Ö rZdcZI €§ò
Çeraq-ha-ye kutah-tær shorter lamps ´Ö s¢ÖºîI w¢ªëZ´†
bozorg-tærin bank biggest bank ⁄ó¢Ñ ›õ´Ö Åc¨Ñ
kuÇek-tærin televiziyon smallest television rºõ¨õº∏Ö ›õ´Ö ⁄†ºî
ærzan-tærin gol cheapest flower €° ›õ´Ö rZdcZ
bænæfÍ-tærin miz most purple table ¨øñ ›õ´Ö —µ∫Ñ
zeÍt-tærin telefon ugliest telephone ›µ∏Ö ›õ´Ö Àãd
sæbz-tærin dæræxt greenest tree Àâca ›õ´Ö ¨£ä
Bashiri 20
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Learn the following complex phrases:

in se ta ketab-e abi-ye qæÍæng Á∫ÆìI ·Ñ˜I [¢§î ¢Ö fiä ›õZ

these three beautiful blue books
an Çænd ta Çeraq-e sefid-e geran rZ´°I ©øµäI lZ´† ¢Ö©∫† r˜
those several white, expensive lamps
do ta dær-e kutah-e zeÍt ÀãdI s¢ÖºîI ca ¢Öta
two ugly, short, doors
yek maÍin-e siyah-e bozorg Åc¨ÑI s¢øäI ›øã¢ñ ⁄õ
a large, black car
hotel-ha-ye ærzan-e xub [ºâI rZdcZI w¢ª∏§ò
good, inexpensive hotels
an ÍeÍ ta gol-e qæÍæng-e zærd acdI Á∫ÆìI €° ¢Ö —ã r˜
those six beautiful, yellow flowers

Phrase Juxtaposition
It is possible to combine two or more phrases with the help of an ezafe (for ezafe,
see Lesson Four). In such cases elements of one phrase follow those of the other. 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

a´ñ ¢Ö ta r˜ G ›øã¢ñ ¢Ö Õ∫ü ›õZ

mærd ta do an e maÍin ta pænj in

maÍin-e an mærd a´ñ r˜I ›øã¢ñ

maÍin-e an do (ta) mærd a´ñ )¢Ö* ta r˜I ›øã¢ñ
in maÍin-e an mærd a´ñ r˜I ›øã¢ñ ›õZ
in pænj maÍin-e an mærd a´ñ r˜I ›øã¢ñ Õ∫ü ›õZ
in pænj ta maÍin-e an do mærd a´ñ ta r˜I ›øã¢ñ ¢Ö Õ∫ü ›õZ
in pænj ta maÍin-e an do ta mærd a´ñ ¢Öta r˜I ›øã¢ñ ¢Ö Õ∫ü ›õZ
21 Main Text
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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 ´Ö '-tær' to the adjective.
(e) The superlative degree is formed by adding ›õ´Ö '-tærin'.
(f) The superlative degree precedes the noun it qualifies.
(g) Some nouns and adjectives can be made abstract by adding a stressed · '-í' to them.

Dialog
? ÀäZ ·îI p¢ñ Á∫ÆìI Ò¢ì r˜ :ºÇÇÇÇ∫ÇÇøÇÇñ
/ ÀäZ a´ñ r˜I p¢ñ Ò¢ì r˜ : rZºøî
? ÀäZ ©∫† Ò¢ì r˜I w¢ªÑ :ºÇÇÇÇ∫ÇÇøÇÇñ
/ ÀäZ r¢ñºÖ cZ¨ò r˜I w¢ªÑ : rZºøî
? ÀäZ r¢ñ´îI p¢ñ Ò¢ì r˜ ¢õ˜ :ºÇÇÇÇ∫ÇÇøÇÇñ
/ ÀäZ r¢ã¢îI p¢ñ Ò¢ì r˜ /´øâ : rZºøî
? ÀäZ ´§ªÑ ·ó¢ã¢îI Ò¢ì dZ ·ó¢ñ´îI Ò¢ì :ºÇÇÇÇ∫ÇÇøÇÇñ
/ ÀäZ w¨õ´£ÖI Ò¢ì Ò¢ì ›õ´§ªÑ Òt / ‹óZ©øπó : rZºøî
Bashiri 22
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Transcription Translation
Minu: an qali-ye qæÍæng mal-e ki æst? Minu: To whom does that beautiful
carpet belong?
Kayvan: an qali mal-e an mærd æst. Kayvan: That carpet belongs to that man.
Minu: bæha-ye an qali Çænd æst? Minu: How much is the price of that
carpet?
Kayvan: bæha-ye an hezar tuman æst. Kayvan: The price of that carpet is a
thousand tumans.
Minu: aya an qali mal-e kerman æst? Minu: Is that carpet a Kermani carpet?
Kayvan: xeyr. an qali mal-e kaÍan æst. Kayvan: No. That carpet is a Kashani
carpet.
Minu: qali-ye kerman-í æz qali-ye kaÍan-í beh-tær æst? Minu: Are Kermani carpets better than
Kashani carpets?
Kayvan: ne-mi-dan-æm. v…li beh-tærin qali qali-ye Kayvan: I don't know. But the best carpet
tæbriz-í æst. is a Tabrizi carpet.

Homework
1. Translate the following into English:

maÍine xakestæri w´§≠î¢âI ›øã¢ñ

hotele ærzan rZdcZI €§ò
Çeraqe zærd acdI lZ´†
televiziyone kuÇek ⁄†ºîI rºõ¨õº∏Ö
gole sorx `´äI €°
dære kutah s¢ÖºîI ca
telefone sefid ©øµäI ›µ∏Ö
ketabe abi ·Ñ˜I [¢§î
hotele geran rZ´°I €§ò
banke bozorg Åc¨ÑI ⁄ó¢Ñ

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

3. Transform the items in (1)

a. into their comparative forms

b. into their superlative forms
23 Main Text
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4. Write out, in the Persian script, the comparative and the superlative degrees of the following
adjectives. Example:

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

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

¨øñ ›õ´Ö Åc¨Ñ : ´Ö Åc¨ÑI ¨øñ

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

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

) ›ñ * ? ÀäZ ·îI p¢ñ Á∫ÆìI Ò¢ì r˜

/ ÀäZ ›ñI p¢ñ Á∫ÆìI Ò¢ì r˜
((((
) º∫øñ * ? ÀäZ ·îI p¢ñ ©øµäI ›øã¢ñ r˜
) aZa´ªñ * ? ÀäZ ·îI p¢ñ rZ´°I wº§ü r˜
) r¢ä¢ä * ? ÀäZ ·îI p¢ñ ⁄†ºîI rºõ¨õº∏Ö r˜
) fiïZÄ * ? ÀäZ ·îI p¢ñ `´äI €° ›õZ
) ›≠à * ? ÀäZ ·îI p¢ñ ©∫∏ÑI w¢ò Àâca ›õZ
) ‹∫£ã * ? ÀäZ ·îI p¢ñ Á∫ÆìI ·Ñ˜I [¢§î ¢Ö fiä r˜
) ¢∫øñ * ? ÀäZ ·îI p¢ñ rZdcZI [ºâI €§ò ›õZ
)rZºøî * ? ÀäZ ·îI p¢ñ Ú°I rºÑ¢å ›õZ

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

)`´äI ›øã¢ñ* )©øµäI ›øã¢ñ* / ÀäZ ´§ªÑ ·ó¢ã¢îI Ò¢ì dZ ·ó¢ñ´îI Ò¢ì
/ ÀäZ ´§ªÑ `´äI ›øã¢ñ dZ ©øµäI ›øã¢ñ
((((
) ·Ñ˜I €°* ) acdI €° *
)©∫∏ÑI ca * ) s¢ÖºîI ca *
) rZ´°I €§ò * ) rZdcZI €§ò *
)¨ñ´ìI ⁄†ºîI w¢ò €° * ) —µ∫ÑI ⁄†ºîI w¢ª∏° *
Bashiri 24
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) ›ñI rºõ¨õº∏Ö ©∫† * ) ¢πãI rºõ¨õº∏Ö ©∫† *

) ⁄†ºîI ›øã¢ñ r˜I ·ÖcºåI ca * ) Åc¨ÑI ›øã¢ñ ›õZI ·¶óc¢óI ca *
) ›ñI wZ sºªìI ¨øñ * ) ¢πãI w´§≠î¢âI ¨øñ *

8. Translate the following into English:

hotele xube ærzan rZdcZI [ºâI €§ò ( 1

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

9. Translate the following into Persian:

1. two beautiful, blue flowers 6. ten white cars

2. a big, expensive, ugly lamp 7. a small, purple flower
3. those several small tables 8. expensive televisions
4. eight ugly, orange telephones 9. those five inexpensive blankets
5. these nine bad trees 10. the big, purple door

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

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

/ ÀäZ `´ä t ©øµä -¨£ä rZ´õZI ‹†´ü
((((
) `´ä ( ©øµä ( ·Ñ˜ * ? ÀäZ Áóc fi† ¢∑õ´ñZI ‹†´ü
)¨£ä ( `´ä ( ©øµä ( s¢øä * ? ÀäZ Áóc fi† r¢§≠ó¢¥íZI ‹†´ü
)©øµä ( `´ä * ? ÀäZ Áóc fi† Za¢ó¢îI ‹†´ü
)·Ñ˜ ( ¨£ä ( ©øµä ( `´ä * ? ÀäZ Áóc fi† ©∫òI ‹†´ü
)acd ( `´ä * ? ÀäZ Áóc fi† fiNøätcI ‹†´ü
)¨ñ´ì ( ©øµä ( ¨£ä * ? ÀäZ Áóc fi† ¢øõZI ‹†´ü
) s¢øä ( ·Ñ˜ ( ©øµä ( `´ä * ? ÀäZ Áóc fi† s´îI ‹†´ü
25 Main Text
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Lesson Four
Vocabulary
Learn the following words:

a. General

aqa man; gentleman ¢ì˜

mærd man; gentleman a´ñ
zæn woman; lady; wife rd
bæÇÇe child fiÇN«Ñ
xanom lady ‹ó¢â
dust friend Àäta
xane house fió¢â
mu hair ºñ
gisu hair (poetic) º≠ø°
pa foot ¢ü
koja where (question word) ¢¶î
næzdik near ⁄õa¨ó
resturan restaurant rZcº§äc
ruberu opposite t´Ñtc
ruberu-ye opposite from I wt´Ñtc
sinema movie theater ¢π∫øä
sib apple ␣øä
holu peach º∏ò
hendævane watermelon fióZt©∫ò
nan bread r¢ó
qæza food Z™ë
sændæli chair Ò©∫å
goftogu dialog; conversation º…§µ°
næ no fió

b. Family
bæradær brother caZ´Ñ
xahær 1 5 sister ´òZºâ
pedær-bozorg grandfather Åc¨Ñc©ü
madær-bozorg grandmother Åc¨Ñca¢ñ
zæn; xanom wife rd - ‹ó¢â
Bashiri 26
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Íowhær husband ´òºã

hæmsær spouse ´≠πò
'æmu uncle (paternal) ºπê
'æmme aunt (paternal) fiNπê
da'i uncle (maternal) ·úZa
xale aunt (maternal) fiï¢â

c. Professionals
mo'ællem teacher ‹N∏≥ñ
doktor doctor ´§îa
ners nurse e´ó
pæræstar nurse c¢§ä´ü
postÇi mailman ·«§≠ü
ostad university professor a¢§äZ
re'is director; boss; manager; head –øúc
monÍi secretary ·Æ∫ñ
Íufer driver ´íºã
ranænde driver s©∫óZc
Íagerd student; apprentice; conductor (bus) a´°¢ã

d. Titles
aqa mister; sir ¢ì˜
xan Khan (used after first name) r¢â
xanom (fem. of r¢â) Mrs.; Ms. ‹ó¢â
doktor doctor (title) ´§îa
mohændes engineer e©∫ªñ

e. Names
'æli Ali (boy's name) Úê
pærvane Parvaneh (girl's name) fióZt´ü
huÍæng Hushang (boy's name) Á∫ãºò
mæniÛe Manizheh (girl's name) s»ø∫ñ
mænuÇehr Manuchehr (boy's name) ´ª†º∫ñ
færhad Farhad (boy's name) a¢ò´í
biÛæn Bizhan (boy's name) r»øÑ
færxonde Farkhondeh (girl's name) s©∫â´í
loqman Loghman (boy's name) r¢π∂ï
pærvin Parvin (girl's name) ›õt´ü
mæryæm Mariam (girl's name) ‹õ´ñ
27 Main Text
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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:

mæn I ›ñ
to you (sing., familiar) ºÖ
u he/she tZ
ma we ¢ñ
Íoma you (pl., sing., polite) ¢πã
an-ha 1 6 they ¢ªó˜
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.

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

Examples:

ketab-e mæn my book ›ñI [¢§î

maÍin-e an-ha their car ¢ªó˜I ›øã¢ñ
televiziyon-e sefid-e u his (her) white television tZI ©øµäI rºõ¨õº∏Ö
miz-e bozorg-e to your (sing.) large table ºÖI Åc¨ÑI ¨øñ

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
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Possession by adding possessive endings

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

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

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

ketab-æm my book qÑ¢§î

ketab-æt ÀÑ¢§î
ketab-æÍ —Ñ¢§î
ketab-eman r¢πÑ¢§î
ketab-etan r¢§Ñ¢§î
ketab-eÍan r¢ÆÑ¢§î

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

xane-æm my house qZ fió¢â

sændæli-æm my chair qZ Ò©∫å

but

pætu-yæm my blanket ‹õº§ü

pa-yæm my foot ‹õ¢ü

In these cases, the following rules apply. If the form ends in s '-e(h)' or w '-i', add
an Z 'ælef' before the endings representing I, you (sing.), and he/she. Example:

xane-æm my house qZ fió¢â

\Z fió¢â
fZ fió¢â
r¢ñ fió¢â
r¢Ö fió¢â
r¢ã fió¢â
29 Main Text
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sændæli-æm my chair qZ Ò©∫å

\Z 񩺌
fZ 񩺌
r¢πøï©∫å
r¢§øï©∫å
r¢Æøï©∫å

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

pætu-yæm my blanket ‹õº§ü

Àõº§ü
—õº§ü
r¢πõº§ü
r¢§õº§ü
r¢Æõº§ü

pa-yæm my foot ‹õ¢ü

Àõ¢ü
—õ¢ü
r¢πõ¢ü
r¢§õ¢ü
r¢Æõ¢ü

Learn the following phrases.

maÍin-æm my car ‹∫øã¢ñ

Íowhær-æt your husband \´òºã
gisu-yæÍ her hair —õº≠ø°
mu-yæÍ his/her hair —õºñ
gol-ha-yetan your flowers r¢§õ¢ª∏°
pa-yæt your foot Àõ¢ü
dust-æt your friend À§äta
dust-ha-yæt your friends Àõ¢ª§äta
Bashiri 30
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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 Reza's book ¢çc [ I ¢§î
pætu-ye u1 7 his/her blanket tZI wº§ü

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 the teacher's desk c¢°dºñ˜I ¨øñ

sændæli-ye Íoma your chair ¢πãI Ò©∫å
esm-e mæn my name ›ñI ‹äZ
dust-e to your friend ºÖI Àäta

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 good book [ºâ [ I ¢§î

maÍin-e sorx red car `´äI ›øã¢ñ
sændæli-ye kuÇek small chair ⁄†ºîI Ò©∫å

Other uses of the ezafe

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:

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

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

aqa-ye jævadi Mr. Javadi waZºáI w¢ì˜

xanom-e jævadi Mrs. Javadi waZºáI ‹ó¢â
31 Main Text
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To relate the possessive and qualitative members of an ezafe chain:

ketab-e xub-e pesær-e mæn ›ñI ´≠ü [

I ºâ [
I ¢§î
my son's good book

Çeraq-e bozorg-e xane-ye doktor ´§îaI w fió¢â Å

I c¨ÑI lZ´†
the large lamp of the doctor's house

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

ketab-æm = ketab-e mæn my book ›ñ [ I ¢§î ‹Ñ¢§î

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

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

1) If both the plural marker ¢ò '-ha' and the possessive endings are to be
affixed to the same noun, the plural marker precedes the possessive ending:

ketab book [¢§î

ketab-ha books ¢ªÑ¢§î
ketab-ha-yæt your books Àõ¢ªÑ¢§î

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:

Çeraq-e bozorg-e xane-ye doktor-æm q´§îaI w fió¢â Å

I c¨Ñ I lZ´†
the large lamp of my doctor's house
Bashiri 32
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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 ta num dem adj

‹Ñ¢§î ¢Ö Õ∫ü ›õZ
\Z fió¢â ¢Ö fiä r˜
—ëZ´† ¢Ö —ã ›õZ
r¢ñ¨øñ ¢Ö sad¢õ r˜
r¢§§ê¢ä ¢Ö sadZta ›õZ
r¢ã fiN«Ñ ¢Ö fió r˜

Here are some more examples:

ketab-æm my book ‹Ñ¢§î

do ta bæradær-æt your two brothers \caZ´Ñ ¢Öta
in Çænd ta dæræxt-æÍ these several trees belonging to him/her —§âca ¢Ö©∫† ›õZ

In the case of possession through the use of the ezafe, the ezafe is added to the
noun indicating the thing possessed:
33 Main Text
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NP

noun ezafe noun ta num dem adj

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

Here are some more examples:

¢∫øñI ´§âaI rºõ¨õº∏Ö ¢Ö ©∫† ›õZ

¢πãI caZ´ÑI ´§âa À
I âca ¢Ö fiä r˜
›ñ aI ¢§äZ ÀI ätaI rZ´°I ›øã¢ñ ¢Ö ÀÆò r˜

Translation
These several televisions belonging to Mina's daughter.
Those three trees belonging to your brother's daughter.
Those eight expensive cars belonging to my professor's friend.

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

¢πãI caZ´ÑI ´§âa [I ºâ À

I âca ¢Ö fiä r˜
¢πãI caZ´Ñ [I ºâI ´§âa ÀI âca ¢Ö fiä r˜
¢πã [I ºâI caZ´ÑI ´§âa À I âca ¢Ö fiä r˜

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

Finally, to conclude this section on possession, a word must be said about

the frequently used word p¢ñ 'mal' "property; belonging" as an indicator of
ownership. 2 0 As such p¢ñ 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 34
___________________________________________________________________________________

/ ÀäZ ¢ñI p¢ñ Àâca ©∫† ›õZ

/ À≠øó ›ñI ÀätaI caZ´Ñ I p¢ñ fió¢â r˜
/ ÀäZ ÂøÖ fºâ aI ´ñ r˜I p¢ñ ›øã¢ñ ›õZ

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

Learn the following ezafe constructions

pedær-e mæn my father ›ñI c©ü
'æmu-ye u his/her uncle tZI wºπê
xahær-e to your (sing.) sister ºÖI ´òZºâ
ketab-ha-ye an-ha their books ¢ªó˜I w¢ªÑ¢§î
televiziyon-e to your television ºÖI rºõ¨õº∏Ö
maÍin-ha-ye an-ha their cars ¢ªó˜I w¢ª∫øã¢ñ
sændæli-ha-ye ma our chairs ¢ñI w¢ªøï©∫å
Çeraq-ha-ye ma our lamps ¢ñI w¢ªëZ´†
ostad-e mæn my professor ›ñ aI ¢§äZ
ners-e u his/her nurse tZI e´ó
mo'ællem-ha-ye ma our teachers ¢ñI w¢ªπN∏≥ñ
monÍi-ye Íoma your secretary ¢πãI ·Æ∫ñ
re'is-e mæn my boss ›ñI –øúc

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

‹Ñ¢§î ›ñ [I ¢§î
f´≠ü waZºáI w¢ì˜I ´≠ü
—õ¢ª§äta ´§îaI ´≠üI w¢ª§äta
///
¢πãI rºõ¨õº∏Ö
ºÖI wºπê
tZI rZcº§äc
a´°¢ã ›õZI c¢°dºñ˜
›øã¢ñI lZ´†
fiïZÄI w¢òcaZ´Ñ
¢ñI w¢ò fió¢â
`´äI ›øã¢ñ r˜I w¢ªëZ´†
35 Main Text
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rZ´°I €§ò r˜I w¢ò Ò©∫å

[ºâI rZcº§äc r˜I w¢òZ™ë
w´§≠î¢âI w¢ª∫øã¢ñ r˜I w¢ò s©∫óZc
Àãd aI ´ñ r˜I w¢ò rd
©∫∏ÑI rd r˜I w¢ò fiN«Ñ
⁄ó¢ÑI –øúcI ·Æ∫ñ
´§îaI ´Ö Åc¨ÑI ´≠ü
¢πã aI ´°¢ãI w fiN«Ñ

Learn the following phrases

1. pesær-e doktor ´§îaI ´≠ü

2. madær-e dust-e reza ¢çc À I ätaI ca¢ñ
3. bæradær-e ners-e minu º∫øñI e´óI caZ´Ñ
4. pedær-bozorg-e mo'ællem-e sasan r¢ä¢äI ‹N∏≥ñ Å I c¨Ñc©ü
5. Íowhær-e Íufer-e hæsæn ›≠àI ´íºãI ´òºã
6. zæn-e re'is-e bank ⁄ó¢ÑI –øúcI rd
7. bæÇÇe-ye monÍi-ye loqman r¢π∂ïI ·Æ∫ñI w fiN«Ñ
8. ostad-e doxtær-e dust-e mina ¢∫øñ ÀI ätaI ´§âa aI ¢§äZ
9. madær-bozorg-e doxtær-e mæriæm ‹õ´ñI ´§âa Å I c¨Ñca¢ñ
10. Íufer-e pedær-e biÛæn r»øÑI c©üI ´íºã
11. Íagerd-e bæradær-e keyvan rZºøîI caZ´Ñ aI ´°¢ã
12. doxtær-e qæÍæng-tær-e doktor ´§îaI ´Ö Á∫ÆìI ´§âa
13. bozorg-tærin bank-e in-ja ¢¶∫õZ ⁄ I ó¢Ñ ›õ´Ö Åc¨Ñ
14. bolænd-tærin dæræxt-ha-ye in hotel €§ò ›õZI w¢ª§âca ›õ´Ö©∫∏Ñ
15. ærzan-tærin Çeraq-ha-ye an-ja ¢¶ó˜I w¢ªëZ´† ›õ´Ö rZdcZ
16. beh-tærin Íagerd-e in mo'ællem ‹N∏≥ñ ›õZ aI ´°¢ã ›õ´§ªÑ
17. sorx-tærin gol-ha-ye Íoma ¢πãI w¢ª∏° ›õ´Ö `´ä

Translation
1. the doctor's son 10. Bizhan's father's driver
2. Reza's friend's mother 11. Kayvan's brother's student
3. Minu's nurse's brother 12. the doctor's more beautiful girl
4. Sasan's teacher's grandfather 13. the biggest bank of this place
5. Hassan's driver's husband 14. the tallest trees of this hotel
6. the bank director's wife 15. the cheapest lamps of that place
7. Loghman's secretary's child 16. the best student of this
teacher
8. Mina's friend's daughter's professor 17. your reddest flowers
9. Mariam's daughter's grandmother
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
? ÀäZ ·† ¢πãI ‹äZ -©øÆ®£Ñ : a¢ò´í
/ ÀäZ ‹õ´ñ ›ñI ‹äZ : ‹õ´ñ
? ÀäZ ¢¶î ‹∫£ãI w fió¢â ©øóZa ·ñ / ‹ó¢â ‹õ´ñ : a¢ò´í
/ ÀäZ rZcº§äc I⁄õa¨ó ‹∫£ãI w fió¢â / fi∏Ñ : ‹õ´ñ
? ÀäZ ¢¶î rZcº§äc : a¢ò´í
/ ÀäZ ¢π∫øäI wt´Ñtc rZcº§äc : ‹õ´ñ
? ÀäZ cº±† rZcº§äc r˜I wZ™ë : a¢ò´í
/ ÀäZ rZdcZ t [ºâ rZcº§äc r˜I wZ™ë : ‹õ´ñ
/ q´NÇÇÇÇ∑Ƨñ Úøâ : a¢ò´í
/ ‹∫î ·ñ —òZºâ : ‹õ´ñ
/ ’í¢à Z©â : a¢ò´í
/ ÀñÈ≠Ñ : ‹õ´ñ
Transcription
Farhad: bé-bæxÍid, esm-e Íoma Çi æst?
Mariam: esm-e mæn mæryæm æst.
Farhad: mæryæm xanom. mi-dan-id xane-ye Íæbnæm koja æst?
Mariam: b…le. xane-ye Íæbnæm næzdik-e resturan æst.
Farhad: resturan koja æst?
Mariam: resturan ruberu-ye sinema æst.
Farhad: qæza-ye an resturan Çe-towr æst?
Mariam: qæza-ye an resturan xub væ ærzan æst.
Farhad: xéyli motæÍækker-æm.
Mariam: xaheÍ mi-kon-æm.
Farhad: xoda hafez.
Mariam: be-sælam…t.
37 Main Text
__________________________________________________________________________________

Translation
Farhad: Excuse me. What is your name?
Mariam: My name is Mariam.
Farhad: Mariam Khanom, Do you know where Shabnam lives
(lit., where Shabnam's house is)?
Mariam: Yes (I do). Shabnam's house is near the restaurant.
Farhad: Where is the restaurant?
Mariam: The restaurant is opposite from the movie theater.
Farhad: How is the food at that restaurant? 2 1
Mariam: The food of that restaurant is good and inexpensive.
Farhad: Thank you very much.
Mariam: You are welcome.
Farhad: Goodbye.
Mariam: Bye.

Practice Reading
lZ´† ›õZ / ÀäZ Ò©∫å r˜ / ÀäZ ›µ∏Ö ›õZ / ÀäZ ¨øñ ›õZ
r˜ / ÀäZ €§Çò ⁄õ ›õZ / ÀäZ [¢§ÇÇî ›õZ / ÀäZ ›øã¢ñ r˜ / ÀäZ
¨øÇÇÇÇñ ⁄Çõ ›ÇõZ ? ÀÇäZ ·Çdž r˜ ? ÀÇäZ ·Çdž ›ÇõZ / ÀÇäZ ÀÇâca ⁄Çõ
a´ÇÇÇÇÇñ ⁄õ r˜ ¢ÇÇõ˜ / ÀÇäZ a´ÇÇÇÇñ ⁄Çõ r˜ / ÀÇ≠øó [¢§ÇÇÇî r˜ / À≠øó
⁄õ r˜ - À≠øó a´ÇÇñ ⁄õ r˜ - fiÇÇÇó / ÀäZ a´Çñ ⁄õ r˜ - fiÇÇÇ∏Ñ ? ÀäZ
- À≠øó c¢°dºñ˜ rd r˜ - fió ? ÀäZ c¢°dºñ˜ rd r˜ ¢õ˜ / ÀäZ rd
`´ÇÇÇä €ÇÇ° ›õZ - fi∏Ñ ? ÀäZ `´ÇÇÇä €° ›õZ ¢õ˜ / ÀäZ ca¢ÇÇñ rd r˜
r˜ - fió ? À≠øó [ºâ ␣øä ›õZ ¢õ˜ / À≠øó [ºâ ␣øä ›õZ / ÀäZ
r˜ / ÀäZ fióZt©∫ÇÇò ⁄õ ›õZ / ÀäZ ©ÇÇÑ ␣øä r˜ / À≠øó [ºÇâ ␣øä
r˜ / ÀäZ º∏ò ⁄õ r˜ - fi∏Ñ ? ÀäZ º∏ÇÇò ⁄õ r˜ ¢õ˜ / ÀäZ º∏ò ⁄õ
r˜ - À≠øó ›ÇµÇ∏Ö ⁄õ r˜ - fiÇó ? ÀäZ ›µÇ∏Ö ⁄õ r˜ ¢õ˜ / ÀäZ ›µ∏Ö
/ ÀäZ rºõ¨õº∏Ö ⁄õ
lZ´ÇÇÇdž ⁄õ ›ÇõZ ¢Çõ˜ / ÀäZ lZ´ÇÇdž ⁄õ ›ÇõZ ? ÀÇäZ ·Çdž ›ÇõZ
r¢ÇÇó r˜ / À≠øó [ºÇÇÇâ r¢ÇÇÇó ›õZ / ÀäZ lZ´ÇÇdž ⁄õ r˜ - fiÇÇÇ∏Ñ ? ÀäZ
/ ÀäZ [ºâ r¢ó r˜ - fi∏Ñ ? ÀäZ [ºâ r¢ó r˜ ¢õ˜ / ÀäZ [ºâ
Bashiri 38
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Homework
1. Translate the following phrases into English:

behtærin duste hæsæn ›≠à À I äta ›õ´§ªÑ

madærhaye an do ta doxtær ´§âa ¢Öta r˜I w¢òca¢ñ
zæne doktore duste mæn ›ñ ÀI ätaI ´§îaI rd
ketabhaye ærzantære to ºÖI ´Ö rZdcZI w¢ò [¢§î
golhaye sefidtære inja ¢¶∫õZI ´Ö©øµäI w¢ò €°
telefone abiye hotel €§òI ·Ñ˜I ›µ∏Ö
xahære re'ise anha ¢ªó˜I –øúcI ´òZºâ
ostade to ºÖ aI ¢§äZ
mo'ælleme an Íagerd a´°¢ã r˜I ‹N∏≥ñ
doktore in bæÇÇeye kuÇek ⁄†ºîI w fiN«Ñ ›õZI ´§îa

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

Example:
) ⁄ó¢Ñ * ) €§ò * / ÀäZ ¢π∫øäI wt´Ñtc rZcº§äc
/ ÀäZ ⁄ó¢ÑI wt´Ñtc €§ò
((((
) fiïZÄI w fió¢â * ) ‹∫£ãI w fió¢â *
) rZcº§äc * ) rZ´õZ ¢π∫øä *
) ¢ñI w fió¢â * ) ¢πãI w fió¢â *
) ´§îaI €§ò * ) tZI ⁄ó¢Ñ *
) ›ñI rZcº§äc * ) ·«§≠üI w fió¢â *
) ¢∫øñ aI ¢§äZI w fió¢â * ) ºÖ ⁄I ó¢Ñ *
) ¢ªó˜I w s©∫óZc ⁄ I ó¢Ñ * ) ⁄ó¢ÑI –øúcI €§ò *

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

Example:
) [ºâ * ? ÀäZ cº±† rZcº§äc r˜I wZ™ë
/ ÀäZ [ºâ rZcº§äc r˜I wZ™ë
((((
) ©Ñ * ? ÀäZ cº±† ´§âa r˜I p¢à
) rZdcZ * ? ÀäZ cº±† ›øã¢ñ r˜I w¢ªÑ
39 Main Text
__________________________________________________________________________________

) [ºâ * ? ÀäZ cº±† Ò¢ì r˜ Á I óc

) rZ´° * ? ÀäZ cº±† ⁄†ºîI rºõ¨õº∏Ö r˜I w¢ªÑ
) [ºâ * ? ÀäZ cº±† fiN«Ñ r˜ ÀI äta
) rZ´° * ? ÀäZ cº±† ¢ªï¢∂Ö´ü r˜I w¢ªÑ
) rZdcZ * ? ÀäZ cº±† fió¢â r˜I w¢ªÑ

4. Use the words in parentheses in the basic sentence to form new sentences.
Write your answers in the Persian script.
Example:
) ⁄ó¢Ñ * ) rZ´õZ ¢π∫øä * / ÀäZ rZcº§äc ⁄ I õa¨ó ‹∫£ãI w fió¢â
/ ÀäZ ⁄ó¢Ñ ⁄I õa¨ó rZ´õZ ¢π∫øä
((((
) ‹†´ü * ) €° *
) €§ò * ) ›øã¢ñ *
) ›µ∏Ö * ) rºõ¨õº∏Ö *
) ca * ) lZ´† *
) ¨øñ * ) Ò©∫å *
) ⁄ó¢Ñ * ) Àâca *
) Ò¢ì * ) rºÑ¢å *
) rZ´õZ * ) fiNøätc *
) r¢§≠ó¢¥íZ * ) ©∫ò *
) ¢∑õ´ñZ * ) Za¢ó¢î *
5. Translate the following phrases into Persian:

1. your (sing.) teachers 6. the most beautiful, purple flowers

2. our better students 7. these inexpensive, gray tables
3. my daughter's beautiful friends 8. several tall boys
4. their sons' bigger, blue cars 9. seven more expensive doors
5. his nurse's two children 10. some five red lamps

6. Translate the following phrases into English:

1. ÍeÍ ta dæræxte sæbz ¨£ä À

I âca ¢Ö —ã
2. noh ta hotele geran rZ´°I €§ò ¢Ö fió
3. Çænd ta doxtære qæÍæng Á∫ÆìI ´§âa ¢Ö©∫†
4. in telefonhaye ærzane zærd acdI rZdcZI w¢ª∫µ∏Ö ›õZ
5. bæÇÇeye doktore u tZI ´§îaI w fiN«Ñ
6. mo'ællemhaye xube minu º∫øñ [I ºâI w¢ªπN∏≥ñ
7. pesære re'ise bank ⁄ó¢ÑI –øúcI ´≠ü
Bashiri 40
___________________________________________________________________________________

8. maÍine narænjiye zeÍte to ºÖ À

I ãdI ·¶óc¢óI ›øã¢ñ
9. ketabhaye ærzane ma ¢ñI rZdcZI w¢ò [¢§î
10. dusthaye bæÇÇeye xahære u tZI ´òZºâI w fiN«ÑI w¢ò Àäta
7. Translate the following phrases into Persian:
several green 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.

1
The hyphen (-) is used to separate meaningful grammatical segments known as
morphemes. It shows what the various components of a given word are. For instance,
'xub' means "good" and the suffix '-æm' means "I am". The hyphen is not a break in the
word. Therefore, pronounce the words as complete entities as if there were no hyphens:
'xubæm'. This hyphen is not used in exercises.
2
In writing, ¢ò '-ha' may be attached to nouns that end in a connecting letter: ¢ª∏° - ¢ªëZ´†
but ¢òc©ü . There are also other plural markers borrowed from Arabic but used on Persian
words as well. We do not intend to teach these plural formations here in full, but we 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:

ÇeÍm-an eyes r¢ñƆ

guÍ-an ears r¢ãº°
dæræxt-an trees r¢§âca
pesær-an boys rZ´≠ü
doxtær-an girls rZ´§âa
pedær-an fathers rZc©ü
madær-an mothers rZca¢ñ

Generally, words of Arabic origin may have either a regular or a broken plural. \Z '-at',
for instance, is a regular plural marker; it appears on words such as the following:

singular plural

\¢£ó næbat \¢Ö¢£ó næbat-at plants

41 Main Text
__________________________________________________________________________________

l¢Ñ baq \¢ë¢Ñ baq-at gardens

sa deh \¢òa deh-at villages

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

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

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

singular plural

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

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

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

3
Words such as nct 'væræq' "sheet (of paper)" and ␣ï¢ì 'qaleb' "bar (of soap)" are
used here for explaining grammatical points. They are not considered vocabulary to be
memorized at this stage.
4
The final fiÇÇÇÇÇÇ '-h' is usually written but, unless followed by a vowel, is not pronounced.

5
The pronunciation 'amuzegar' is also correct.
6
For the uses of the ezafe, see Lesson Four, pp. 54-57.
7
The word —òZºâ 'xaheÍ' (written with a silent t 'vav' before Z 'ælef') means "request."
‹∫∑øñ —òZºâ 'xaheÍ mikonæm,' however, is an idiomatic phrase meaning "don't
mention it!" or "please!". It is the short form of "I request that you do not..." .
8
Note that in writing, the definite article marker w '-i' is preceded by a ú 'hamza' when
following a t 'vav' indicating the sound 'u' or an Z 'ælef ' indicating the sound 'a'.

9
For fractions and percentages, see the "Writing System," p. 28.
10
In writing, ¢Ö 'ta' is usually not attached to the preceding noun.
11
Note the uses of the sokun and the ezafe in the exchange. Furthermore, in telling time, the
words ‹øó 'nim' "half", ÷Ñc 'rob' ' "quarter" and ‹î 'kæm' "to (in telling time only)" are
used as follows:

sa'æt-e yek væ nim æst / ÀäZ ‹øó t ⁄õ ÀI ê¢ä It is half past one.
sa'æt-e do væ rob' æst / ÀäZ ÷Ñc t ta À I ê¢ä It is a quarter past two.
sa'æt-e hæft rob' kæm æst / ÀäZ ‹î ÷Ñc Àµò ÀI ê¢ä It is a quarter to seven.
Bashiri 42
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sa'æt-e se væ pænj dæqiqe kæm æst

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

Note also that in spoken Persian "væ" is pronounced '-o', i.e., 'yek-o nim'. And,
furthermore, that when this '-o' is preceded by a vowel, a '-v-' is inserted between that
vowel and '-o':
sa'æt-e do-v-o rob'
sa'æt-e se-v-o pænj dæqiqe kæm
12
After forms ending in a final fiÇÇÇÇ '-eh', the comparative suffix ´Ö '-tær' "more" is written
separately.
13
In writing, with some exceptions, both ´Ö '-tær' and ›õ´Ö '-tærin' "most" may be attached
to the preceding form.
14
The unitizer ¢Ö 'ta' is not used with ⁄õ .
15
Note that ´òZºâ 'xahær' "sister," written with a silent t 'vav' before Z 'ælef ', is pronounced
'xahær' and not 'xævahær' as expected.
16
Sometimes the word r¢Æõ Z 'iÍan ' "they" is used instead of ¢ªó˜ 'an-ha '. This word can
be interpreted both as he/she and they.
17
Note that the w in this example carries the ezafe.

18
The ezafe added to the first name of Persians is not translated into English: Shabnam
Javadi as opposed to the expected Shabnam-e Javadi.
19
Note that in all these constructions the adjective defines the preceding noun and that
the possessive construction usually ends the noun phrase.
20
A literary equivalent of p¢ñ 'mal' "property" is r˜ dZ 'æz an'. This form, too, is
used with the ezafe. Example:
in qali æz an-e mæn nist/ À≠øó ›ñI r˜ dZ Ò¢ì ›õZ This carpet does not belong to me.

21
Note that cº±† 'Çe-towr' "how" can also be used in the sense of "What do you think
of...?"
 Lesson Five
Vocabulary
Learn the following words:

æhl-e native of €òZ

væqt time Àìt
ke that fiî
tæqrib-æn i
about; approximately ˆ£õ´∂Ö
sal year p¢ä
'æjæb (surprise marker) is that so! ␣¶ê
bælæd-id you know ©õ©∏Ñ
kæm small; little; low ‹î
k…m-i a little ·πî
ræng-í color (adj., as in color TV); in color ·…óc
xoÍ-hal happy p¢ßãºâ
mehræban kind (person) r¢Ñ´ªñ
golabi pear ·ÑÈ°
baba dad; father ¢Ñ¢Ñ
fars-í Persian ·äc¢í
engelis-í English ·≠ø∏…ó
rus-í Russian ·ätc
italiya'-í Italian ·ú¢øõZ
hend-í Hindi w©∫ò
færansæv-í /færansé French fi≠óZ´í Dw º≠óZ´í
alman-í German ·ó¢πÇï˜
'æræb-í Arabic ·Ñ´ê
tork-í Turkish ·î´Ö
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 raºÑ 'budæn' "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 '-æn' at the end of each verb is called the
infinitive marker. r '-æn' is similar in function to the English "to" in "to go":

ræft-æn to go ›§íc
kærd-æn to do ra´î
Íod-æn to become r©ã
bud-æn to be raºÑ
goft-æn to say ›§µ°
xord-æn ii
to eat racºâ
gereft-æn to take (something from someone) ›§í´°
dad-æn to give raZa
xand-æn iii
to read; to sing r©óZºâ
daÍt-æn to have; to own ›§ãZa
danest-æn to know (a thing) ›§≠óZa
Íenaxt-æn to know (a person) ›§â¢∫ã
xærid-æn to buy r©õ´â
foruxt-æn to sell ›§ât´í
amæd-æn to come; to arrive r©ñ˜
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The most frequently used verb in Persian is the verb raºÑ 'bud-æn' "to be". This lesson
concentrates on raºÑ .

The Verb "to be"

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

The Dependent "to be"

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

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

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

zæn-æm I am a woman ‹ód

zæn-i you (sing.) are a woman ·ód
zæn-æst she is a woman ÀäZ rd
zæn-im we are women ‹øód
zæn-id you (pl.) are women ©øód
zæn-ænd they are women ©∫ód

In this conjugation, the suffixes q '-æm', w '-i', etc. also serve as the subject of the
sentence. (For the independent raºÑ , see below).
Bashiri 46
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The Subject
The subject is a word, or a phrase, denoting one who is in a defined state of being,
performs an action, or undergoes a change of state. In the following English sentences "John"
is the subject:

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

Like in English, the subject of the Persian sentence begins the sentence. It is the 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 Íufer æst Loghman is a driver. / ÀäZ ´íºã r¢π∂ï

gol qæÍæng æst (The) flower is beautiful. / ÀäZ Á∫Æì €°

In the above sentences r¢π∂ï 'loqman' and €° 'gol' are subjects. Furthermore, in English it
is possible to replace "John" with the pronoun "he", e.g., "He is rich" and "He went to
Tehran." Similarly, in Persian the noun in subject position--and, indeed in other positions--can
be replaced by independent pronouns. Compare.

u Íufer æst he (she) is a driver. / ÀäZ ´íºã tZ

ma pæræstar-im We are nurses. / ‹õc¢§ä´ü ¢ñ

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

mæn I ›ñ
to you (sing.) ºÖ
u he or she tZ
ma we ¢ñ
Íoma you (pl. or sing., polite) ¢πã
an-ha they ¢ªó˜
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Except in cases of emphasis or exclamation, the use of independent pronouns in subject

position is optional, i.e., q´íºã 'Íufer-æm' is the same as q´íºã ›ñ 'mæn Íufer-æm'.
Henceforth, to remind you that these pronouns are optional, they will be placed inside
parentheses. Example:

(mæn) doktor-æm I am a doctor. / q´§îa )›ñ*

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

The Plural Subject

The subject of a sentence may be inherently plural as in ¢ñ 'ma' "we", or it may be made
plural by using numerals and conjunctions: ¢πã t ›ñ 'mæn væ Íoma' "you and I" or fiN«Ñ
¢Ö fiä r˜ 'an se ta bæÇÇe' "those three children". Example:
mæn væ Íoma bæradær-im iv
/ ‹õcaZ´Ñ ¢πã t ›ñ
You and I are brothers.
xahær væ bæradær-e u xub-ænd / ©∫Ѻâ tZ caZ´Ñ t ´òZºâ
Her brother and sister are nice.
an se ta mærd bolænd-ænd / ©ó©∫∏Ñ a´ñ ¢Ö fiä r˜
Those three men are tall.

Animate and Inanimate Subject

Whether the noun is animate (primarily referring to human beings) or inanimate, the
singular subject and the verb always agree in number:

in mærd mo'ællem æst This man is a teacher. / ÀäZ ‹N∏≥ñ a´ñ ›õZ
an ketab xub æst That book is good. / ÀäZ [ºâ [¢§î r˜
But when the subject is in the plural, depending on whether the noun is animate or
inanimate, two options present themselves:
Bashiri 48
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1. Animate Subject
If the plural subject is animate, as a rule, the verb must agree with it, i.e., it must be in the
plural. Example:

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

Those teachers are bad.
in se ta doxtær qæÍæng-ænd / ©∫…∫Æì ´§âa ¢Ö fiä ›õZ
These three girls are beautiful.
an mærd-ha bæradær-ænd / ©ócaZ´Ñ ¢òa´ñ r˜
Those men are brothers.
Íoma xoÍ-tip-id / ©ø∆øÖ fºâ ¢πã
You are handsome.

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

The Independent "to be"

In addition to the dependent suffixes discussed earlier, Persian also has an independent
verb raºÑ . This verb, ›§≠ò 'hæstæn' "existence" is conjugated as follows:

hæst-æm I am; I exist ‹§≠ò

hæst-i ·§≠ò
hæst-ø À≠ò
hæst-im ‹ø§≠ò
hæst-id ©ø§≠ò
hæst-ænd ©∫§≠ò
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Note that the ending for the third person singular is not the expected ÀäZ 'æst', but a zero
'ø'. example:

mærd hæst-æm I am a man. ‹§≠ò a´ñ

mærd hæst-i You (sing.) are a man. ·§≠ò a´ñ
mærd hæst-ø He is a man. À≠ò a´ñ
mærd hæst-im We are men. ‹ø§≠ò a´ñ
mærd hæst-id You (pl.) are men. ©ø§≠ò a´ñ
mærd hæst-ænd They are men. ©∫§≠ò a´ñ
The negative form of both the dependent and the independent raºÑ is À≠øó 'nist' "is not",
followed by the same personal endings that appear on ›§≠ò 'hæstæn'.

Here is the conjugation of raºÑ in the negative:

nist-æm I am not ‹§≠øó

nist-i you (sing.) are not ·§≠øó
nist-ø he/she is not À≠øó
nist-im we are not ‹ø§≠øó
nist-id you (pl.) are not ©ø§≠øó
nist-ænd they are not ©∫§≠øó
Here are some examples:

(mæn) doktor nist-æm / ‹§≠øó ´§îa ) ›ñ*

I am not a doctor.
(an-ha) xoÍ-hal nist-ænd / ©∫§≠øó p¢ßãºâ )¢ªó˜*
They are not happy.
(ma) pæræstar nist-im / ‹ø§≠øó c¢§ä´ü )¢ñ*
We are not nurses.

Finally, it should be noted that while the dependent raºÑ is used to state a fact, the
independent ›§≠ò is used to emphasize a stated fact. Suppose (A) makes the following
statement:
Bashiri 50
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an mærd mo'ællem æst / ÀäZ ‹N∏≥ñ a´ñ r˜

That man is a teacher.

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

an mærd mo'ællem nist / À≠øó ‹N∏≥ñ a´ñ r˜

That man is not a teacher.

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

an mærd mo'ællem hæst / À≠ò ‹N∏≥ñ a´ñ r˜

That man is a teacher!

The Subject Equivalent

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

gol sorx æst The flower is red. / ÀäZ `´ä €°

'æli xoÍ-qiyafe æst Ali is handsome. / ÀäZ fií¢øì fºâ Úê
an maÍin geran æst That car is expensive / ÀäZ rZ´° ›øã¢ñ r˜

These sentences can be analyzed as follows:

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sentence

verb subj. equiv. subj.

ÀäZ `´ä €°
ÀäZ fií¢øì fºâ ·Ç∏ê
ÀäZ rZ´° ›øã¢ñ r˜
As can be seen each sentence begins with a subject. The subject can be a common noun
(€°), a proper noun (·Ç∏ê) or a noun phrase (›øã¢ñ r˜). And all sentences end in a verb. In
this case ÀäZ .
The function of the verb is to identify and relate the subject to a concept such as `´ä , a
quality such as fií¢øì fºâ , or a value such as rZ´° .
Sentences of this type are usually referred to as stative sentences, i.e., sentences that
describe the state of being in which a subject is found. Philosophically speaking, without the
subject equivalent, the concepts €° , ·Ç∏ê , and ›øã¢ñ are devoid of any attribution. The verb
raºÑ in these sentences relates the "empty" subjects to the concepts of redness,
handsomeness and high value. Through this process, the subject concepts assume 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 raºÑ , a large number of stative sentences can
be produced. Example:

a. Simple subject and simple subject equivalent:

dæræxt sæbz æst. / ÀäZ ¨£ä Àâca ( 1
mo'ællem xoÍ-tip nist. / À≠øó ÂøÖ fºâ ‹N∏≥ñ ( 2
mæn doktor nist-æm. / ‹§≠øó ´§îa ›ñ ( 3
Bashiri 52
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hotel bozorg æst. / ÀäZ Åc¨Ñ €§ò ( 4

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

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

b. Subject with "in" and "an"

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

Translation
1. This flower is beautiful.
2. That nurse is not ugly.
3. This telephone is not white.
4. That television is a color T.V.
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c. Numbers and 'ta' added to subject:

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

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

d. Subject containing an ezafe construction

ketab-e minu geran nist / À≠øó rZ´° º∫øñ [¢§î ( 1
an televiziyon-e ræng-í xub æst / ÀäZ [ºâ ·…óc rºõ¨õº∏Ö r˜ ( 2
maÍin-ha-ye xakestær-í qæÍæng nist-ænd
/ ©∫§≠øó Á∫Æì w´§≠î¢â w¢ò ›øã¢ñ ( 3
an Çænd ta Çeraq-e sefid-e geran koja æst?
? ÀäZ ¢¶î rZ´° ©øµä lZ´† ¢Ö ©∫† r˜ ( 4
an ÍeÍ ta Íagerd-e in ostad kutah hæst-ænd
/ ©∫§≠ò s¢Öºî a¢§äZ ›õZ a´°¢ã ¢Ö —ã r˜ ( 5
an Çænd ta mærd-e bolænd xoÍ-tip hæst-ænd
/ ©∫§≠ò ÂøÖ fºâ ©∫∏Ñ a´ñ ¢Ö ©∫† r˜ ( 6
in Çænd ta pæræstar-e qæÍæng xoÍ-hal hæst-ænd
/ ©∫§≠ò p¢ßãºâ Á∫Æì c¢§ä´ü ¢Ö ©∫† ›õZ ( 7
Translation
1. Minu's book is not expensive.
2. That color television is good.
3. Gray cars are not beautiful.
4. Where are those several expensive white lamps.
5. Those six students of this professor are short.
6. Those several tall men are handsome.
7. These several beautiful nurses are happy.
Bashiri 54
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e. The Subject equivalent expanded

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

doxtær-e sasan xeyli ziba æst / ÀäZ ¢£õd Úøâ r¢ä¢ä ´§âa
pedær væ madær-e minu xub væ / ©∫§≠ò r¢Ñ´ªñ t [ºâ º∫øñ ca¢ñ t c©ü
mehræban hæst-ænd
in mærd-e kutah re'is-e bank-e ma æst / ÀäZ ¢ñ ⁄ó¢Ñ –øúc s¢Öºî a´ñ ›õZ

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

Pronouns (cont.)
›õZ and r˜ play a dual role in Persian. On the one hand, as we have observed, they serve
as demonstrative adjectives where they point to things and people near to or far from the
speaker. Example:

in dæræxt sæbz æst / ÀäZ ¨£ä Àâca ›õZ

This tree is green.
an pæræstar mehræban nist / À≠øó r¢Ñ´ªñ c¢§ä´ü r˜
That nurse is not kind.
On the other hand ›õZ and r˜ can be used as pronouns, i.e., they can function as nouns.
Example:
in miz æst This is a table. / ÀäZ ¨øñ ›õZ
an ketab nist That is not a book. / À≠øó [¢§î r˜
In this "new" role, ›õZ and r˜ no longer point to objects near and far. They are the
objects being identified as table and book. Furthermore, while as demonstrative adjectives ›õZ
and r˜ did not have plural forms, as pronouns they do. The plural of the pronoun ›õZ is ¢ª∫õZ
'in-ha' "these" and the plural of the pronoun r˜ is ¢ªó˜ 'an-ha' "those". Example:
55 Main Text
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in-ha dæræxt-e sib æst These are apple trees. / ÀäZ ␣øä Àâca ¢ª∫õZ
an-ha dæræxt-e golabi nist Those are not pear trees. / À≠øó ·ÑÈ° Àâca ¢ªó˜

Identification Drill 1
In the following sentences, identify and underline the demonstrative adjectives:
/ ÀäZ ›øã¢ñ ›õZ ( 1
/ ©∫Ѻ⠢òc©ü r˜ ( 2
/ ÀäZ ©Ñ r˜ ( 3
/©∫§≠øó ´§îa ¢òa´ñ ›õZ ( 4
/ ÀäZ rºõ¨õº∏Ö r˜ ( 5
/ ÀäZ wZ sºªì - À≠øó ©øµä ›µ∏Ö ›õZ ( 6
/ ÀäZ s©∫â´í ca¢ñ rd r˜ ( 7
/ À≠øó [¢§î ¢ª∫õZ ( 8
/ ÀäZ ·ÑÈ° - À≠øó ␣øä ¢ªó˜ ( 9
/ ÀäZ [ºâ Úøâ r¢ó ›õZ ( 10
/ ÀäZ ¢£õd Úøâ ´§âa r˜ ( 11

Identification Drill 2
In the above sentences identify the subject and the subject equivalent.

"To be" and Adjectives

We have seen raºÑ relate the subject of the sentence to the subject equivalent. But its role
is larger than that. It can participate in comparative (with dZ 'æz' meaning "than") and
superlative cons-tructions. Compare:
Bashiri 56
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in ketab æz an ketab geran-tær æst / ÀäZ ´Ö rZ´° [¢§î r˜ dZ [¢§î ›õZ

madær-e sasan æz madær-e mæryæm mehræban-tær nist
/ À≠øó ´Ö r¢Ñ´ªñ ‹õ´ñ ca¢ñ dZ r¢ä¢ä ca¢ñ
in æz an beh-tær nist / À≠øó ´§ªÑ r˜ dZ ›õZ

Translation
1. This book is more expensive than that book.
2. Sasan's mother is not more kind than Mariam's mother.
3. This (object) is not better than that (object).
In the case of the superlative, however, the adjective precedes the noun:
Keyvan beh-tærin Íagerd æst. / ÀäZ a´°¢ã ›õ´§ªÑ rZºøî
Kayvan is the best student.

gol-e sorx qæÍæng-tærin gol æst. / ÀäZ €° ›õ´Ö Á∫Æì `´ä €°

The rose (lit., red flower) is the most beautiful flower.

Summary
So far in this lesson we have learned that:

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

verbs appear at the end of the sentence.
(b) The verb raºÑ 'budæn' has a dependent and an independent form.
(c) The plural subject and the main verb must correspond in number only when the
subject is animate.
(d) Subject equivalent expresses the quality or the substance of the
subject of araºÑ 'budæn' sentence.
(e) As adjectives ›õZ 'in' and r˜ 'an' do not have plural forms; as pronouns they do.
57 Main Text
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Dialog
?©ø§≠ò ¢¶î €òZ ¢πã - ©øÆ®£Ñ : s»ø∫ñ
/ ‹§≠ò ¢∑õ´ñZ €òZ ›ñ : €äZc
?©ø§≠ò rZ´õZ )fiî* ÀäZ Àìt ©∫† : s»ø∫ñ
/ ÀäZ p¢ä ⁄õ ˆ£õ´∂Ö : €äZc
/ ©õ©∏Ñ ·äc¢í [ºâ Úøâ ¢πã - ␣¶ê : s»ø∫ñ
/ q©∏Ñ ·πî - À≠øó [ºâ Úøâ ›ñ ·äc¢í : €äZc
? ÀäZ ©∏Ñ ·äc¢í ‹ò r¢§§äta : s»ø∫ñ
/ ÀäZ ©∏Ñ fi≠óZ´í ·πî ‹§äta - fió : €äZc
? ©øóZa ·ñ fi≠óZ´í ‹ò ¢πã : s»ø∫ñ
/ q©∏Ñ ·ó¢πÇï˜ ·πî ›ñ - fió : €äZc

Transcription Translation
Manizheh: bé-bæxÍ-id. Íoma æhl-e koja Manizheh: Excuse me. Where are
hæst-id? you from?
Russell: mæn æhl-e emrika hæst-æm. Russell: I am from America.
Manizheh: Çænd væqt æst (ke) iran hæst-id? Manizheh: How long is it (that)
you are in Iran?
Russell: tæqrib-æn yek sal æst. Russell: It is about one year.
Manizheh: 'æjæb. Íoma xéyli xub farsi Manizheh: Is that so! You know
bælæd-id. Persian very well.
Russell: farsi-ye mæn xéyli xub nist. k…m-i Russell: My Persian is not very
bælæd-æm. good. I know a little.
Manizheh: dust-etan hæm farsi bælæd æst? Manizheh: Does your friend also
know Persian?
Russell: næ. dust-æm k…m-i færanse Russell: No. My friend knows a
bælæd æst. little French.
Manizheh: Íoma hæm færanse mi-dan-id? Manizheh: Do you also know French?
Russell: næ. mæn k…m-i alman-i bælæd-æm. Russell: No. I know a little
German.
Bashiri 58
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Learn the following phrases

/ q´§îa ›ñ
/ ‹õa´°¢ã ¢ñ
? ‹õa´°¢ã ¢ñ ¢õ˜
/ ©õa´°¢ã ¢πã - fi∏Ñ
/ ·πN∏≥ñ ºÖ
?©ó´≠ü ¢ªó˜ ¢õ˜
/ ©∫§≠øó ´≠ü ¢ªó˜ - fió
/ ‹ø§≠øó c©ü ¢ñ
? ·§≠øó ca¢ñ ºÖ ¢õ˜
/ q´§âa ›ñ - ‹§≠øó ca¢ñ ›ñ - fió
/ ©ø§≠øó a´°¢ã ¢πã

Substitution 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
/ ‹πN∏≥ñ ›ñ
doctor; student; mother; father; man; woman; mailman; secretary; driver; professor;
nurse; husband; grandmother; head of the bank; dad; her sister; your wife; his spouse.

Substitution Drill 2
/ ‹õa´°¢ã ¢ñ
girl; sister; brother; teacher; grandfather; grandmother; uncle (pat.); aunt (mat.);
spouse; husband; wife; friend; doctor; secretary; mailman.
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Substitution Drill 3
/ ·§≠øó ´§îa ºÖ
(((
- º∫øñ caZ´Ñ - waZºá w¢ì˜ - ›ñ - ¢πã - r¢ÆõZ - ¢ñ - ¢ªó˜ - tZ
/ ºÖ ´òZºâ - fiN«Ñ r˜ ca¢ñ - qcaZ´Ñ rd - ¢πã Àäta -c¢§ä´ü r˜ c©ü

Substitution Drill 4
? ÀäZ cº±† ¢πã p¢à
(((
- s»ø∫ñ wºπê - ´§îa w s©∫óZc - rd r˜ - a´ñ r˜ - r¢ÆõZ - ºÖ - ¢ñ
/ [ºâ a´ñ r˜ c¢§ä´ü - fiïZÄ a¢§äZ - tZ - Ú° ´òZºâ - r¢ä¢ä c©ü

Substitution Drill 5
/ ‹§≠ò ¢∑õ´ñZ €òZ ›ñ
(((
/ ¢¶∫õZ - Za¢ó¢î - r¢§≠ó¢¥íZ - ¢øõZ - fiNøätc - ©∫ò - rZ´õZ - r¢ñ´î - r¢ã¢î - ¨õ´£Ö

Substitution Drill 6
/ ©õ©∏Ñ ·äc¢í [ºâ Úøâ ¢πã
(((
·ó¢Û˜ - fi≠óZ´í - w©∫ò - ·î´Ö - ·Ñ´ê - ·ú¢øõZ - ·ätc - ·≠ø∏…óZ

Substitution Drill 7
/ ÀäZ ©∏Ñ fi≠óZ´í ·πî ‹§äta
(((
- r¢ÆõZ - ´§îa ‹ó¢â -¢ñ - waZºá w¢ì˜´≠ü - º∫øñ a¢§äZ - ¢πã - ›ñ
ºÖ - waZºá ´§îa - waZºá e©∫ªñ - waZºá w¢ì˜
Bashiri 60
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Transformation Drill
Transform the following sentences from the affirmative into the interrogative. Example:

affirmative / q´§îa ›ñ
interrogative ? q´§îa ›ñ ¢õ˜
(((
/ ‹øπN∏≥ñ ¢ñ ( 1
/ ©∫§≠øó a´°¢ã ¢ªó˜ ( 2
/ ‹õc©ü ¢ñ ( 3
/ ÀäZ fióZt©∫ò ⁄õ r˜ ( 4
/ À≠øó [ºâ ␣øä ›õZ (5
/ ·§≠øó º∫øñ a¢§äZ ºÖ (6
/ ‹ø§≠øó ·Æ∫ñ ¢ñ ( 7
/ ©∫§≠øó s©∫óZc ¢ªó˜ ( 8
/ ‹õcaZ´Ñ ¢ñ ( 9
/ ÀäZ ·«§≠ü tZ ( 10

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

question: ? ©øπN∏≥ñ ¢πã ¢õ˜

answers: / ‹øπN∏≥ñ ¢ñ - fi∏Ñ
/ ‹õa´°¢ã ¢ñ - ‹ø§≠øó ‹N∏≥ñ ¢ñ - fió
(((
?©ó´òZºâ º∫øñ t ¢∫øñ ¢õ˜ ( 6 ? ©óa´°¢ã ¢ªó˜ ¢õ˜ ( 1
? ÀäZ ´§îa waZºá w¢ì˜ ¢õ˜ ( 7 ? qc©ü ›ñ ¢õ˜ ( 2
? ÀäZ [ºâ `´ä ␣øä ›õZ ¢õ˜ ( 8 ? ·§≠ò ca¢ñ ºÖ ¢õ˜ ( 3
? ÀäZ ©Ñ ¢ò º∏ò r˜ ¢õ˜ ( 9 ? ÀäZ lZ´† ¢ò ›õZ ¢õ˜ ( 4
? ÀäZ €…ãºâ €äZc ·äc¢í a¢§äZ ¢õ˜ ( 10 ? ©∫§≠ò ¨£ä ¢ò Àâca r˜ ¢õ˜ ( 5
61 Main Text
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Practice Reading
/ ÀäZ ©øµä ¢ªÇÇ∫µ∏Ö r˜ / ÀäZ Ò©∫å ⁄õ r˜ / ÀäZ ¨øñ ⁄õ ›õZ
›ÇÇõZ /ÀäZ ·ÇÇ Ñ˜ - À≠øó ¨£Çä lZ´Çdž r˜ / ÀäZ `´ÇÇ ä ¢ÇÇòca ›õZ
ÀÇâca ⁄õ ›õZ / À≠øó rºõ¨õºÇÇ Ç ∏Ö ⁄õ ›õZ / À≠øó ©Ñ ›øÇÇ ã¢ñ
¢Ñ¢Ñ / ©ó©Ñ -©∫§≠øó [ºâ ¢ò fiNÇ Ç«Ñ ›õZ /©óca¢ñ ¢ò rd r˜ / ÀäZ
/ À≠øó [ºâ rZcº§äc ›õZ wZ™ë / ÀäZ [ºâ
/ ·§≠øó ‹N∏Ç ≥ñ ºÖ / q´§îa ›ñ / ÀäZ a´°¢Çã tZ / À≠øó ´§îa tZ
⁄džºî lZ´† r˜ / À≠øó Åc¨Ñ lZ´† r˜ / ÀäZ Åc¨Ñ lZ´† ›õZ
- À≠øó ⁄†ºî ´§âa r˜ - fió ? ÀäZ ⁄†ºî ´§âa r˜ ¢õ˜ / ÀäZ
rd r˜ ¢õ˜ / À≠øó ‹N∏≥ñ tZ / ©øπN∏Ç ≥ñ ¢πã / ÀäZ ⁄†ºî ´≠ü r˜
¢Çñ / ©∫§≠øó caZ´Ñ ¢ÇÇ ªó˜ / ÀäZ c¢°dºÇÇ ñ˜ rd r˜ ? ÀäZ a´°¢ã
/ ©ó´òZºâ r¢ÆõZ / ‹ø§≠øó ´òZºâ

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

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

2. Translate the following into English:

r˜ ? ÀäZ ·î r˜ ? ÀäZ ¨£ä ca ›õZ ¢õ˜ / ÀäZ ©øµä €° ›õZ

/ ÀäZ ca¢Çñ rd r˜ - fi∏Ñ ? ÀäZca¢ñ rd r˜ ¢õ˜ / ÀäZ rd ⁄õ
Bashiri 62
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rd r˜ - À≠øó c¢°dºñ˜ rd r˜ - fió ? ÀäZ c¢Ç °dºñ˜ rd r˜ ¢õ˜

⁄õ r˜ ? ÀäZ ·Çdž r˜ / À≠øó c¢°dºñ˜ fiN«Ç Ç Ñ ›õZ / ÀäZ ca¢ÇÇ Ç ñ
›õZ / ÀäZ ©Ñ r¢ó r˜ - fi∏Ñ ? ÀäZ ©Ñ r¢ó r˜ ¢õ˜ / ÀäZ fióZt©∫ò
/ ÀäZ [ºâ r¢ó
¢πã - ‹ø§≠øó ´§îa ¢ñ ?©ó´òZºâ ¢ªó˜ ¢õ˜ / À≠øó Åc¨Ñ lZ´† r˜
a´ÇÇ Çñ r˜ / ‹øπN∏≥ñ ¢ÇÇ ñ / ÀäZ a¢§äZ r˜ aI ´ÇÇ °¢ã rd r˜ / ©õ´§îa
Åc¨Ñ ºÇÇÖ / À≠øó ´§ÇÇ îa ´≠ü r˜ / ÀäZ ⁄†ºÇÇ î w fiN«Ç Ñ r˜ c©ÇÇ Ç ü
¢πÇÇ ã ¢ÇÇ õ˜ / ©ÇÇ õa´°¢ÇÇ Ç Ç Ç Çã ¢πÇÇ Ç ã / ÀäZ ⁄ÇdžºÇÇ Ç î ÚÇÇ Çøâ tZ / ·§≠øó
?©õa´°¢ÇÇ Ç Ç Ç Çã
3. Translate the following into Persian. Write your answers in the Persian script and hand
in to your instructor:

1. These are expensive tables. 19. Is this a carpet?

2. This is a clock. 20. Isn't this a pear?
3. Those are chairs. 21. This is not a watermelon.
4. This is a good carpet. 22. That is a peach.
5. Those are cars. 23. Those apples are green.
6. This is a child. 24. These doors are white.
7. Those tables are blue. 25. I am a nurse.
8. This book is red. 26. We are doctors.
9. This man is Mina's uncle (pat.). 27. You (sing.) are a secretary.
10. That woman is Mina's aunt (mat.) 28. He is a driver.
11. The father is good. 29. You (sing.) are not a boss.
12. That hotel is bad. 30. You (sing. polite) are not a professor.
13. That lady is a grandmother. 31. This boy is big.
14. That man is a mailman. 32. That girl is small.
15. Those are professors. 33. This doctor is not good.
16. These are not students, these are teachers. 34. That doctor is good.
17. This is not a flower. 35. He is Farkhondeh's friend.
18. That is not a desk.
63 Main Text
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Lesson Six
Vocabulary
Learn the following words:

bazar market cZd¢Ñ

dær in; at ca
ænar pomegranate c¢óZ
kar work c¢î
kar-gær Kargar, a surname; worker ´°c¢î
qazi Qazi, a surname; judge ·ç¢ì
dehqan Dehqan, a surname; farmer r¢∂òa
Íahsævæn Shahsavan (lit., he who loves the rº≠ò¢ã
king), here used as a surname
kuroÍ Kurosh; Cyrus (boy's name) fcºî
yasæmin Yasamin; Jasmine (girl's name) ›øπä¢õ
dærya sea ¢õca
dærya-ye xæzær Caspian Sea c¨âI w¢õca
benz Mercedes Benz ¨∫Ñ
dur far cta
tu in; inside ºÖ
tu-ye inside of IwºÖ
ru on; on top tc
ru-ye on; on top of Iwtc
esfæhan Isfahan, city in central Iran r¢ªµåZ
Íiraz Shiraz, city in southwestern Iran dZ´øã
tehran vi
Tehran, city in the north of Iran; the rZ´ªÖ
capital city of Iran
Íæhsævar Shahsavar, resort town on the Caspian cZº≠ªã
seda voice; sound; noise Z©å
Bashiri 64
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q…dr-i some (with noncountable nouns); wc©ì

somewhat; a little
Çay tea w¢†
daneÍ-gah university s¢…ÆóZa
daneÍ-ju university student º¶ÆóZa
post mail À≠ü
post-xane post office fi󢮧≠ü
otumobil automobile; car €ø£ñºÖZ
Çun because rº†
bæra-ye for IwZ´Ñ
bæra-ye in-ke because fi∑∫õZ IwZ´Ñ
zæban language; tongue r¢Ñd
be- to; in the direction of fiÑ
ba with ¢Ñ
færda tomorrow Za´í
hiÇ vii
none; any; at all Êøò
…lbætte of course fiN§£ïZ
Question words (see below for discussion)
kodam which? qZ©î
koja where? ¢¶î
ki who? ·î
key when? ·Iî
Çera why? Z´†
bæra-ye Çe why?; what for? fi†I wZ´Ñ
Çe-towr how? cº±†
Çænd several ©∫†
Çænd ta how many? ¢Ö©∫†
Çe-qædr how much? c©∂†
Çe/Çi what? ·† Dfi†
65 Main Text
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Action Verbs
In Lesson Five we discussed the verb raºÑ , a verb that expresses a state of being.
Example:

mæn mo'ællem-e hæsæn hæst-æm / ‹§≠ò ›≠à ‹N∏≥ñ ›ñ

I am Hassan's teacher.

Íoma Íagerd-e an ostad-id / ©õa¢§äZ r˜ a´°¢ã ¢πã

You are that professor's student.

In this lesson we shall discuss the action verbs. Verbs like r©õ´â 'xærid-æn' "to buy"
and ›§íc 'ræft-æn' "to go" refer to transactions and movement in general. We are already
familiar with the infinitive of a number of action verbs (see Lesson Five). Below we 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 ·ñ 'mí-' (always stressed) to the present stem. viii
3. add: q '-æm', w '-i', a '-æd', ‹õ '-im', ©õ '-id', ©ó '-ænd'

To form the negative of these verbs, add Ç ÇI Çó 'ne-' before ·ñ 'mi-' and Ç GÇ Çó 'næ-' before cZa '-
dar-' and other forms that do not begin with ·ñ 'mi-'. Study the following infinitives and
present stems:
Bashiri 66
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infin. pres. st. meaning

Íod-æn -Íæv- to become ºã r©ã

ræft-æn -ræv- to go tc ›§íc
goft-æn -gu- to say º° ›§µ°
did-æn -bin- to see ›øÑ r©õa
kærd-æn -kon- to do ›î ra´î
xord-æn -xor- to eat cºâ racºâ
gereft-æn -gir- to take ´ø° ›§í´°
dad-æn -deh- to give sa raZa
xand-æn -xan- to read rZºâ r©óZºâ
danest-æn -dan- to know (a thing) rZa ›§≠óZa
foruxt-æn -foruÍ- to sell ft´í ›§ât´í
xærid-æn -xær- to buy ´â r©õ´â
Íenaxt-æn -Íenas- to know ( a person) e¢∫ã ›§â¢∫ã
zæd-æn -zæn- to hit; to strike rd rad
daÍt-æn -dar- to have; to possess cZa ›§ãZa
amæd-æn -a- to come; to arrive ˜ r©ñ˜
Example:

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

Negative
(mæn) ne-mi-ræv-æm I don't go qtc ·πó )›ñ*
67 Main Text
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(mæn) mi-gir-æm I take q´ø…øñ )›ñ*

(to) mi-gir-i you (sing.) take w´ø…øñ )ºÖ*
(u) mi-gir-æd he/she takes a´ø…øñ )tZ*
(ma) mi-gir-im we take ‹õ´ø…øñ )¢ñ*
(Íoma) mi-gir-id you (pl.) take ©õ´ø…øñ )¢πã*
(anha) mi-gir-ænd they take ©ó´ø…øñ )¢ªó˜*
(mæn) ne-mi-gir-æm I don't take q´ø…øπó )›ñ*

(mæn) mi-deh-æm I give ‹ò©øñ )›ñ*

(to) mi-deh-i you (sing.) give ·ò©øñ )ºÖ*
(u) mi-deh-æd he/she gives©ò©øñ )tZ*
(ma) mi-deh-im we give ‹øò©øñ )¢ñ*
(Íoma) mi-deh-id you give ©øò©øñ )¢πã*
(an-ha) mi-deh-ænd they give ©∫ò©øñ )¢ªó˜*
(mæn) ne-mi-deh-æm I don't give ‹ò©øπó )›ñ*

(mæn) mi-kon-æm I do ‹∫î ·ñ )›ñ*

(to) mi-kon-i you (sing.) do ·∫î ·ñ )ºÖ*
(u) mi-kon-æd he/she does ©∫î ·ñ )tZ*
(ma) mi-kon-im we do ‹ø∫î ·ñ )¢ñ*
(Íoma) mi-kon-id you (pl.)do ©ø∫î ·ñ )¢πã*
(an-ha) mi-kon-ænd they do ©∫∫î ·ñ )¢ªó˜*
(mæn) ne-mi-kon-æm I don't do ‹∫î ·πó )›ñ*
Bashiri 68
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(mæn) mi-xan-æm I read ‹óZº®øñ )›ñ*

(to) mi-xan-i you (sing.) read ·óZº®øñ )ºÖ*
(u) mi-xan-æd he/she reads ©óZº®øñ )tZ*
(ma) mi-xan-im we read ‹øóZº®øñ )¢ñ*
(Íoma) mi-xan-id you (pl.) read ©øóZº®øñ )¢πã*
(an-ha) mi-xan-ænd they read ©∫óZº®øñ )¢ªó˜*
(mæn) ne-mi-xan-æm I don't read ‹óZº®øπó )›ñ*
Note: In writing, if the stem ends in either an Z 'ælef ' or a t 'vav', a · '-y-' is added
before the personal endings. This '-y-' does not have any meaning value. Example:

a) Present stem ending in Z 'ælef ':

(mæn) mi-a-y-æm I come, I arrive ‹õ˜ ·ñ )›ñ*

·õ˜ ·ñ )ºÖ*
©õ˜ ·ñ )tZ*
‹øõ˜ ·ñ )¢ñ*
©øõ˜ ·ñ )¢πã*
©∫õ˜ ·ñ )¢ªó˜*
Negative

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

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

(mæn) mi-gu-y-æm I say ‹õº° ·ñ )›ñ*

·õº° ·ñ )ºÖ*
©õº° ·ñ )tZ*
‹øõº° ·ñ )¢ñ*
©øõº° ·ñ )¢πã*
©∫õº° ·ñ )¢ªó˜*
69 Main Text
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More often, however, in the case of ºÖ , ¢ñ , and ¢πã , instead of · , a ú hamza is

added. Compare:

you (sing.) come ·ú˜ ·ñ

we come ‹øú˜ ·ñ
you (pl.) come ©øú˜ ·ñ

you (sing.) say ·úº° ·ñ )ºÖ*

we say ‹øúº° ·ñ ¢ñ
you (pl.) say ©øúº° ·ñ ¢πã

As mentioned above, the verb ›§ãZa 'daÍtæn' is an exception to the ·ñ 'mi-' rule. To
form the present tense of this verb, add the endings to the present stem; no ·ñ 'mi-' is
required. To form the negative, add Ç ÇG Ç ó 'næ-' (rather than Ç ÇI Çó 'ne-') directly to the stem:

(mæn) dar-æm I have, qcZa )›ñ*

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

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

Bashiri 70
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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´î
kærd-æn (-kon-), raZa dad-æn (-deh-), rad zæd-æn (-zæn-) and r©óZºâ xand-
æn (-xan-). When forming a compound verb, the noun precedes the verb. Example:
rah road; way sZc
rah ræft-æn to walk ›§íc sZc
yad memory a¢õ
yad dad-æn to teach (informal instruction) raZa a¢õ
yad gereft-æn to learn ›§í´° a¢õ
guÍ ear fº°
guÍ dad-æn to listen raZa fº°
dærs lesson eca
dærs dad-æn to teach (formal instruction) raZa eca
dæst hand Àäa
dæst dad-æn to shake hands raZa Àäa
zendegi life ·°©ód
zendegi kærd-æn to live ra´î ·°©ód
telefon kærd-æn to telephone ra´î ›µ∏Ö
kar kærd-æn to work; to operate (car, TV) ra´î c¢î
sohbæt talk; speech; conversation À£ßå
sohbæt kærd-æn to speak; to talk ra´î À£ßå
hærf word; letter (alphabet) m´à
zæd-æn to hit; to strike rad
hærf zæd-æn to speak rad m´à
Çane chin fió¢†
Çane zæd-æn to bargain rad fió¢†
dærs xand-æn to study r©óZºâ eca
71 Main Text
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avaz voice (singing) dZt˜

avaz xand-æn to sing r©óZºâ dZt˜
næmaz prayer d¢πó
næmaz xand-æn to pray r©óZºâ d¢πó

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 Çó 'ne-' to the conjugated verb:

(mæn) rah mi-ræv-æm I walk qtc ·ñ sZc )›ñ*

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

Negative

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

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

w´ø° ·ñ a¢õ )ºÖ*
a´ø° ·ñ a¢õ )tZ*
‹õ´ø° ·ñ a¢õ )¢ñ*
©õ´ø° ·ñ a¢õ )¢πã*
©ó´ø° ·ñ a¢õ )¢ªó˜*
(((
(mæn) yad ne- mi-gir-æm I do not learn q´ø° ·πó a¢õ )›ñ*
Bashiri 72
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(mæn) dærs mi-deh-æm I teach ‹òa ·ñ eca )›ñ*

·òa ·ñ eca )ºÖ*
©òa ·ñ eca )tZ*
‹øòa ·ñ eca )¢ñ*
aøòa ·ñ eca )¢πã*
©∫òa ·ñ eca )¢ªó˜*
(((
(mæn) dærs ne-mi-deh-æm I do not teach ‹òa ·πó eca )›ñ*

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

·∫î ·ñ ·°©ód )ºÖ*
©∫î ·ñ ·°©ód )tZ*
‹ø∫î ·ñ ·°©ód )¢ñ*
©ø∫î ·ñ ·°©ód )¢πã*
©∫∫î ·ñ ·°©ód )¢ªó˜*
(((
mæn) zendegi ne-mi-kon-æm I do not live ‹∫î ·πó ·°©ód )›ñ*

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

·∫î ·ñ c¢î )ºÖ*
©∫î ·ñ c¢î )tZ*
‹ø∫î ·ñ c¢î )¢ñ*
©ø∫î ·ñ c¢î )¢πã*
©∫∫î ·ñ c¢î )¢ªó˜*
(((
(mæn) kar ne-mi-kon-æm I do not work ‹∫î ·πó c¢î )›ñ*
73 Main Text
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(mæn) dærs mi-xan-æm I study ‹óZºâ ·ñ eca )›ñ*

·óZºâ ·ñ eca )ºÖ*
©óZºâ ·ñ eca )tZ*
‹øóZºâ ·ñ eca )¢ñ*
©øóZºâ ·ñ eca )¢πã*
©∫óZºâ ·ñ eca )¢ªó˜*
(((
(mæn) dærs ne-mi-xan-æm I do not study ‹óZºâ ·πó eca )›ñ*

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

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

/ ‹óZºâ ·ñ ·≠ø∏…óZ s¢…ÆóZa ›õZ ca ›ñ I study English at this university.
? ©øóZºâ ·ñ ·ó¢Û˜ eÈî qZ©î ca ¢πã In which class do you study German?

Learn the following phrases:

? ÀäZ ·† ›õZ ( 1
? ÀäZ ·† ¢ò ›õZ ( 2
/ ÀäZ ¨øñ ¢ò ›õZ ( 3
/ ©∫§≠ò [ºâ ¢ò¨øñ ›õZ ( 4
/ ©∫§≠øó ©Ñ ¢òa´°¢ã r˜ ( 5
/ ÀäZ fió¢â r˜ ca ·…∫Æì ´§âa ( 6
/ À≠øó [ºâ rZcº§äc ›õZ w sºªì ( 7
/ À≠øó [ºâ Úøâ ¢πã w fió¢â w¢† ( 8
? ©∫§≠ò ·î ¢ªó˜ ( 9
/ ©óc¢°dºñ˜ - ©∫§≠øó ´§îa ¢ªó˜ ( 10
/ ÀäZ ¨øñ wtc lZ´† ¢Ö Àµò ( 11
/ ©∫§≠ò ¢ñ w fió¢â ca fiN«Ñ ¢Ö©∫† ( 12
? ÀäZ ¢¶ó˜ ␣øä ¢Ö©∫† ( 13
Bashiri 74
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/ ©∫§≠ò rZ´õZ ca dZ´øã t r¢ªµåZ ( 14

/ ÀäZ r¢ªµåZ )I €òZ * I p¢ñ qc©ü ( 15
/ ÀäZ r¢ñ´îI €òZ fca¢ñ ( 16
? ÀäZ ·îI p¢ñ ¢ò fióZt©∫ò r˜ ( 17
/ ÀäZ rZ´° Úøâ w¢† ( 18
/ ÀäZ rZdcZ Úøâ sºªì ( 18
/ ©∫ó¢Ñ´ªñ ·Ç∏øâ ¢òca¢ñ ›õZ ( 19
? ÀäZ ·úZ©å fi† ©∫∏Ñ wZ©å r˜ ( 20
/ ÀäZ ¢πã ›øã¢ñ wZ©å Z©å r˜ ( 21
/ ÀäZ ©∫∏Ñ Úøâ ¢πã ›øã¢ñ wZ©å ( 22
/ ÀäZ ´Ö©∫∏Ñ wc©ì €ø£ñºÖZ ›õZ wZ©å dZ €ø£ñºÖZ r˜ wZ©å ( 23

Substitution and Transformation Drills

Learn the pattern sentences and change according to the cues provided:

Substitution Drill 1
/ À≠øó [¢§î ¢ò ›õZ
hotel; door; tree; watermelon; bread; flower; peach; pear; table; chair;
telephone; television; pomegranate; tea; coffee; blanket

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

expensive; big; small; cheap; very cheap; very small; red; white; blue;
purple; pink; gray; yellow
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Substitution Drill 3
/ ÀäZ rZ´° ·πî sºªì ›õZ
(((
- rºõ¨õº∏Ö - €° - r¢ó - fióZt©∫ò - º∏ò - ␣øä - w¢† - º§ü
-Ò©∫å -¨øñ - lZ´† - €§ò - ¢π∫øä - rZcº§äc - ›µ∏Ö
c¢óZ - fió¢â - Àâca - ›øã¢ñ -ca

Substitution Drill 4
/ ©∫ó¢Ñ´ªñ Úøâ ¢òc©ü ›õZ
(((
)[ºâ* )ca¢ñ*
)¢£õd* )´òZºâ*
)Åc¨Ñ* )¢Ñ¢Ñ*
)⁄†ºî* )´≠ü*
)rZdcZ* )´§îa*
)©Ñ* )‹N∏≥ñ*
)Á∫Æì* )º¶ÆóZa*
)Àãd* )´§âa*

Substitution Drill 5
/ ÀäZ fió¢â r˜ ⁄õa¨ó ·…∫Æì ´§âa
ugly; kind; big; small; very beautiful; very big; very ugly; very small
Bashiri 76
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Substitution Drill 6
/ ÀäZ ›ñ c©ü p¢ñ rºõ¨õº∏Ö ¢Ö fiä ›õZ
(five) (mother)
(nine) (sister)
(two) (brother)
(eight) (son)
(four) (daughter)
(eleven) (professor)
(one) (doctor)
(ten) (student)
(twelve) (wife)
(three) (husband)

Transformation Drill 1
Transform the phrases with ⁄õ to phrases with w . Example:

(pattern phrase) Åc¨ÑI Á∫ÆìI ¨øñ ⁄õ

(transformed phrase) ·°c¨ÑI Á∫ÆìI ¨øñ
(((
rZ´° Åc¨Ñ ›øã¢ñ ⁄õ ( 1
rZdcZ ⁄†ºî w fióZt©∫ò ⁄õ ( 2
¢£õd r¢Ñ´ªñ ´§âa ⁄õ ( 3
Àãd ⁄†ºî ´≠ü ⁄õ ( 4
rZdcZ `´ä w fió¢â ⁄õ ( 5
[ºâ ©øµä €ø£ñºÖZ ⁄õ ( 6
Á∫Æì ©øµä €° ⁄õ ( 7
rZdcZ c¢óZ ⁄õ ( 8
©∫∏Ñ [ºâ wZ©å ⁄õ ( 9
rZ´° ¨∫Ñ ›øã¢ñ ⁄õ ( 10
77 Main Text
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Transformation Drill 2
Give the plural of the following:

Z©å ( 1
Àâca ( 2
rd ›õZ ( 3
c¢°dºñ˜ ›õZ ( 4
Ò©∫å r˜ ( 5
[ºâ wº¶ÆóZa ›õZ ( 6
rZ´° Åc¨Ñ w fió¢â ( 7
¢πã ·Æ∫ñ ( 8
·«§≠ü r˜ c¢§ä´ü ( 9
·…óc rºõ¨õº∏Ö r˜ ( 10
©∫∏Ñ wZ©å ( 11
s¢Öºî w fiN«Ñ ( 12

Transformation Drill 3
Make the following sentences plural:
/ ÀäZ ¨øñ ›õZ ( 1
/ À≠øó rZ´° ›øã¢ñ r˜ ( 2
/ ÀäZ ¢£õd rd r˜ ( 3
/ ÀäZ r¢Ñ´ªñ a´ñ r˜ ( 4
/ ÀäZ [ºâ ‹N∏≥ñ ›õZ ( 5
/ À≠øó [ºâ c¢óZ ›õZ ( 6
/ ÀäZ Àãd fiN«Ñ r˜ ( 7
/ À≠øó ºÖ caZ´Ñ ´≠ü r˜ ( 8
/ ÀäZ ©øµä ›øã¢ñ ›õZ ( 9
/ À≠øó e´ó r˜ ca¢ñ rd r˜ ( 10
Bashiri 78
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Transformation Drill 4
Transform the following into singular:

/ ©ó©øµä ¢ò¨øñ ›õZ ( 1

/ ©∫Ѻ⠢ò ‹N∏≥ñ r˜ ( 2
/ ©∫§≠øó ·Ñ˜ r¢§õ¢ò Ò©∫å ( 3
/ ©óc©ü ¢òa´ñ r˜ ( 4
? ©ó´§îa ¢ò ‹ó¢â r˜ ¢õ˜ ( 5
/ ©∫§≠øó [ºâ r¢Æõ¢ò¨øñ ( 6
/ ©∫§≠ò fiN«Ñ r¢ÆõZ ( 7
/ À≠øó ©Ñ ‹õ¢ò´§âa p¢à ( 8
/ ©∫§≠ò a¢§äZ - ©∫§≠øó º¶ÆóZa r¢Æõ¢òca¢ñ ( 9
/ ©∫§≠øó [ºâ rZ´° w¢ò fióZt©∫ò r˜ ( 10

Transformation Drill 5
Transform the following ezafe constructions into possessive forms:
›ñ [¢§î ( 1
¢ñ ›øã¢ñ ( 2
¢ªó˜ w¢ò º§ü ( 3
¢πã w¢ò Àäta ( 4
tZ wZ©å ( 5
¢ªó˜ w fió¢â ( 6
r¢∂òa ‹ó¢â ´òºã ( 7
ºÖ w fiN«Ñ ( 8
ºÖ ´≠πò ( 9
79 Main Text
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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©î 'kodam' "which (of two or more objects or people)". qZ©î functions like an
adjective but appears before the noun it modifies. Example:
Which apple belongs to you? ? ÀäZ ¢πã p¢ñ ␣øä qZ©î
Which woman is Minu's mother? ? ÀäZ º∫øñ ca¢ñ rd qZ©î
To which boy does this book belong? ? ÀäZ ´≠ü qZ©î p¢ñ [¢§î ›õZ
"Which one" is expressed by ⁄õ qZ©î 'kodam yek,' and ·∑õ qZ©î 'kodam yek-i'. The
latter is more selective. Example:
Which one is a doctor? ? ÀäZ ´§îa ⁄õ qZ©î
Which one (of them) is your friend? ? ÀäZ ¢πã Àäta ·∑õ qZ©î
"Which ones" is expressed by the plural of qZ©î i.e., ¢ò qZ©î . Example:

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

Every question elicits an answer and for every question word there are a few answer
words: fi∏Ñ 'b…le' "yes", fió 'næ' "no", fiN§£ïZ '…lbætte' "of course", and Êøò 'hiÇ' "at all"
are the most frequently used words in this context. An affirmative response to qZ©î is usually
either ·∑õ ›õZ 'in yeki' "this one" or ·∑õ r˜ 'an yeki' "that one". The negative response is
usually a compound of Êøò and qZ©î , i.e., qZ©î Êøò 'hiÇ kodam' "neither or none".

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

----
this one; that one; neither or none qZ©î Êøò ; ·∑õ r˜ ; ·∑õ ›õZ
2. ¢¶î 'koja' "what place" or "where," (but not "the place where..."). Although usually it
appears before the verb, ¢¶î is used according to the syntactic requirements of the sentence,
i.e., it can serve as subject, object, etc. So far we have been using this form before the verb.
And we shall continue doing this until subjects and objects are properly introduced. Example:
Bashiri 80
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Where is my blue book? ? ÀäZ ¢¶î ›ñ ·Ñ˜ [¢§î

Where does your sister live? ?©∫î ·ñ ·°©ód ¢¶î ¢πã ´òZºâ
Where is your brother's friend's hotel? ? ÀäZ ¢¶î r¢ÖcaZ´Ñ Àäta €§ò
"Of what place," or "where from" is expressed in one of two ways:

a. ·ú¢¶î 'koja'i' "of what place"

Where is that doctor from? ? ÀäZ ·ú¢¶î ´§îa r˜

Where is your wife from? ? ÀäZ ·ú¢¶î ¢πã ‹ó¢â
b. ¢¶î €òZ 'æhl-e koja' "native of what place"
Where is that nurse from? ? ÀäZ ¢¶î €òZ c¢§ä´ü r˜
Where is your brother-in-law from? ? ÀäZ ¢¶î €òZ ¢πã ´òºã caZ´Ñ

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

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

Where is your teacher's house? ? ÀäZ ¢¶î ¢πã ‹N∏≥ñ w fió¢â

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

3. ·î 'ki' "who" (as in "who is that man," but not "the man who..."). ·î is used according to
the syntactic requirements of the sentence, i.e., as subject, object, etc. Example:

Who is that handsome man? ? ÀäZ ·î ÂøÖ fºâ a´ñ r˜

To whom does this beautiful, red car belong? ? ÀäZ ·î p¢ñ Á∫Æì `´ä ›øã¢ñ ›õZ
Who goes to the market? ?atc ·ñ cZd¢Ñ fiÑ ·î
Who studies at the University of Tehran? ?©óZºâ ·ñ eca rZ´ªÖ s¢…ÆóZa ca ·î
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"What people" or "who all" is expressed by the plural of ·î , i.e., ¢ò ·î . Example:

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

An affirmative response to ·î is an appropriate declarative sentence. The negative
response is normally a compound of Êøò and –î 'kæs' "person", i.e., –î Êøò 'hiÇ kæs'
"no one". Example:
Who is that man? ? ÀäZ ·î a´ñ r˜
That man is Reza's father. / ÀäZ ¢çc c©ü a´ñ r˜ Ç Ç Ç
No one / –î Êøò Ç Ç Ç

4. ·Iî 'key' "at what time" or "when" (but not "at the time when..."). ·Iî usually follows the
subject of the sentence. Example:

At what time is Hassan at the market? ? ÀäZ cZd¢Ñ ca ·Iî ›≠à

When are you going to Iran? ?©õtc ·ñ rZcõZ fiÑ ·Iî ¢πã
At what time are they calling home? ?©∫∫î ·ñ ›µ∏Ö fió¢â fiÑ ·Iî ¢ªó˜
An affirmative response to ·Iî is a declarative sentence with a time clause. The negative
response can be a compound of Êøò and Àìt 'væqt' "time", i.e., Àìt Êøò 'hiÇ væqt'
"never". Example:
When are you going to Tehran? ? ©õtc ·ñ rZ´ªÖ fiÑ ·Iî ¢πã
- I am going to Tehran tomorrow. / qtc ·ñ rZ´ªÖ fiÑ Za´í ›ñ Ç Ç Ç
- I am never going to Tehran. / qtc ·πó rZ´ªÖ fiÑ Àìt Êøò ›ñ Ç Ç Ç

5. fi† 'Çeh' or ·† 'Çi' "what" (as in "What is this?," but not "what you need is..."). fi† 'Çeh'
and ·† are used before the verb. Example:

What is this? ? ÀäZ ·† ›õZ

What is your brother saying to that man? ?©õº° ·ñ fi† a´ñ r˜ fiÑ \caZ´Ñ
An affirmative response to ·† is a declarative sentence. A negative response is a
compound of Êøò and ¨ø† , i.e., ¨ø† Êøò 'hiÇ Çiz' "nothing". Example:
Bashiri 82
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What is this ? ÀäZ ·† ›õZ

- This is a book. / ÀäZ [¢§î ⁄õ ›õZ Ç Ç Ç
- This is nothing. / À≠øó ¨ø† Êøò ›õZ Ç Ç Ç
What are you saying to that woman? ?©øúº° ·ñ fi† rd r˜ fiÑ ¢πã
- Nothing (lit., I don't say anything). / ‹õº° ·πó ¨ø† Êøò Ç Ç Ç

6. Z´† 'Çera' "why" (as in "Why are you laughing?", but not as in "This is why..."). In
simple sentences Z´† usually begins the sentence. Example:

Why isn't the doctor there? ? À≠øó ¢¶ó˜ ´§îa Z´†

Why don't you go to Shiraz? ?©õtc ·πó dZ´øã fiÑ Z´†
The answer words for Z´† rº† 'Çun', Z´õd 'zira', and fiî ›õZ wZ´Ñ 'bæra-ye in
are
ke', all meaning "because". Of these, the literary form Z´õd is used less often.
Why don't you go to the movies ? wtc ·πó ¢π∫øä fiÑ À§äta ¢Ñ Z´†
with your friend?
- Because I don't have time. / qcZ©ó Àìt rº† Ç Ç Ç
same meaning / qcZ©ó Àìt fiî ›õZ wZ´Ñ Ç Ç Ç
same meaning / qcZ©ó Àìt Z´õd Ç Ç Ç
It should also be added that the word Z´† may be used to indicate approval. In this case it
is a synonym for 'b…le' fi∏Ñ in the sense of "of course" and "but of course". Example:

Don't you eat in that restaurant? ?©õcºâ ·πó Z™ë rZcº§äc r˜ ca ¢πã
But of course, I, too eat in that restaurant. / qcºâ ·ñ Z™ë ¢¶ó˜ ca ‹ò ›ñ - Z´† Ç Ç Ç
7. cº±† 'Çe-towr' "how" (as in "How are you?", but not as in "This is how...").cº±†
usually precedes the main verb; adverbs of time and place may follow it. Example:

How (good) is this hotel? ? ÀäZ cº±† €§ò r˜

How are you? ? ÀäZ cº±† ¢πã p¢à

cº±† is also used as a judgmental word. Any response to it would include an evaluation:
83 Main Text
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How is your watermelon? ? ÀäZ cº±† ¢πã w fióZt©∫ò

- Our watermelon is very good. / ÀäZ [ºâ Úøâ ¢ñ w fióZt©∫ò Ç Ç Ç
- Our watermelon is better than / ÀäZ ´§ªÑ ¢πã w fióZt©∫ò dZ ¢ñ w fióZt©∫ò Ç Ç Ç
your watermelon.

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

How do you go there? ?©õtc ·ñ ¢¶ó˜ fiÑ cº±†

- by car / €ø£ñºÖZ ¢Ñ Ç Ç Ç

8. ¢Ö©∫† 'Çænd ta' "how many" (as in "how many books did you buy?"). To have this
meaning ¢Ö©∫† must be used as a question word; otherwise it would mean "several".
Furthermore, ¢Ö©∫† functions like a numeral, i.e., it precedes the singular form of a countable
noun. Example:

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

¢Ö©∫† is also used to make an inquiry about the number of people or objects involved. The
response is usually a numeral followed by ¢Ö . Example:

How many wives do you have? ?©õcZa rd ¢Ö©∫† ¢πã

Three. ¢Ö fiä Ç Ç Ç

9. c©∂† 'Çe-qædr' "how much". c©∂† precedes a mass, noncountable noun. The place
ofc©∂† in the sentence depends on the function of the noun to which it is attached. Example:

How much time do you have? ?©õcZa Àìt c©∂† ¢πã

How much coffee do you buy? ?©õ´â ·ñ sºªì c©∂†
How much of the apple is not good? ? À≠øó [ºâ ␣øä dZ c©∂†
Bashiri 84
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c©∂† is used in inquiries dealing with amount. Responses may include Êøò , if none exists
and ·c©ì , if some exists. Other forms used with c©∂† are Úøâ "a lot" and ·πî "a little". The
choice, of course, depends on the question. Example:

How much of that bread is good? ? ÀäZ [ºâ r¢ó r˜ dZ c©∂†

- A little of that bread is good. / ÀäZ [ºâ r¢ó r˜ dZ ·πî Ç Ç Ç
____ (((
How much time does your professor have? ?©ócZa Àìt c©∂† r¢Öa¢§äZ
- My professor doesn't have any time at all. / ©ócZ©ó Àìt Êøò qa¢§äZ Ç Ç Ç

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
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º…§µ°
? ©õ´ø° ·ñ a¢õ ·äc¢í r¢Ñd Z´† ¢πã - ÀøπäZ ‹ó¢â : waZºá ‹ó¢â
/ ÀäZ rZ´õZ ca q´òºã fi∑∫õZ wZ´Ñ : ÀøπäZ ‹ó¢â
?©∫î ·ñ c¢∑† rZ´õZ ca ¢πã ´òºã : waZºá ‹ó¢â
/ ÀäZ e©∫ªñ q´òºã : ÀøπäZ ‹ó¢â
?©õcZa fiN«Ñ ¢Ö ©∫† ¢πã : waZºá ‹ó¢â
/ ´§âa ⁄õ t ´≠ü ⁄õ / ‹õcZa fiN«Ñ ¢Ö ta ¢ñ : ÀøπäZ ‹ó¢â
?©ó©∏Ñ ·äc¢í ‹ò ¢πã w¢ò fiN«Ñ : waZºá ‹ó¢â
/ ‹øód ·ñ m´à ·äc¢í ¢ªó˜ ¢Ñ ¢ñ / ·πî - fi∏Ñ : ÀøπäZ ‹ó¢â
/ ’í¢à Z©â : waZºá ‹ó¢â
/ ÀñÈ≠Ñ : ÀøπäZ ‹ó¢â
Transcription
xanom-e jævadi: xanom-e esmit, Íoma Çera zæban-e fars-í yad mi-gir-id?
xanom-e esmit: bæra-ye in-ke Íowhær-æm dær iran æst.
xanom-e jævadi: Íowhær-e Íoma dær iran Çe-kar mi-kon-æd?
xanom-e esmit: Íowhær-æm mohændes æst.
xanom-e jævadi: Íoma Çænd ta bæÇÇe dar-id?
xanom-e esmit: ma do ta bæÇÇe dar-im. yek pesær væ yek doxtær.
xanom-e jævadi: bæÇÇe-ha-ye Íoma hæm fars-í bælæd-ænd?
xanom-e esmit: b…le, k…m-i. ma ba an-ha fars-í hærf mi-zæn-im.
xanom-e jævadi: xoda hafez.
xanom-e esmit: be-sælamæt.
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 86
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Mrs. Javadi: Do your children speak Persian as well?

Mrs. Smith. Yes, some. We speak Persian to them.
Mrs. Javadi: Bye.
Mrs. Smith: Goodbye.

Practice Reading
r˜ / ÀäZ r»ÇøÇÑ w fió¢Çâ ca ›ñ ›øã¢ñ ? ÀäZ ¢Ç¶î ¢πã ›øã¢ñ
rd / ÀäZ ⁄ó¢Ñ ca ‹∫£ã / ÀäZ ‹∫£ã ´§âa r˜ ? ÀäZ ·î ´§âa
·î ´≠ü r˜ / À≠øó ¢£õd ·ç¢ì w¢ÇÇì˜ ´§âa / ÀäZ ¢£õd Úøâ tZ
¢¶î rZ´ÇÇªÖ / ÀäZ tZ w¢ÇÇá ¢ÇÇá ›õZ ? ÀÇäZ ¢¶î ¢πÇÇã ⁄ó¢Ñ ? ÀäZ
r˜ / ÀäZ rZ´ÇÇ Ç ªÖ ca cZd¢ÇÇ Ñ ›õZ / ÀäZ rZ´õZ ca rZ´ªÖ ? ÀäZ
w¢ÇÇ Ç Çì˜ ´ÇÇ §âa p¢ñ Åc¨ÇÇÑ w fió¢ÇÇ Çâ r˜ / À≠øó rZ´ÇÇõZ ca s¢…ÇÇ ÆóZa
‹ÇÇó¢â r˜ ‹ÇäZ ¢õ˜ ? ÀäZ ·Ç† ¢πÇÇã c¢°dºÇÇñ˜ ‹ÇäZ / À≠øó ·ç¢ÇÇì
·† ⁄Çó¢Ñ ›õZ ‹äZ ? ÀäZ ¢çc ´≠ü qZ©Çî ‹äZ ? À≠øó ‹∫ÇÇ£Ç ã ¢£õd
? ÀäZ rZ´õZ ⁄ I ó¢Ñ ⁄ó¢Ñ ›õZ ‹äZ ¢õ˜ ? ÀäZ
/ À≠øó ›ñ p¢ñ Åc¨Ñ w¢ò ›øã¢ñ ›õZ / ÀäZ ›ñ p¢ñ ›øã¢ñ ›õZ
›õZ ? ÀäZ a´ñ qZ©î p¢ñ c¢óZ ¢Ö Õ∫ü ›õZ / ÀäZ ¢πã p¢ñ ¢ò ›õZ
€§ò r˜ / ÀäZ r¢§õ¢ÇòcaZ´Ñ p¢Çñ ¢ò ›õZ ? ÀäZ ·î p¢ñ ¢ò ␣øä
ÚÇÇ Çøâ ´§âa r˜ / ÀäZ Åc¨Ñ Úøâ ¢ò €§ò r˜ / ÀäZ Åc¨Ñ Úøâ
c©ü p¢ñ c¢óZ ¢Öc¢ª† ›õZ / ©∫Ç∑†ºî Úøâ ¢ò´§âa r˜ / ÀäZ ⁄†ºî
p¢Çñ ¢ò fióZt©∫ò ›õZ / ÀäZ ¢πã Àäta p¢Çñc¢ÇÇóZ ©∫† ›õZ / À≠øó tZ
`´ä w¢ò ␣øä ›ÇõZ / ÀäZ r¢§õ¢ª§Çäta p¢ñ ¢ò ›õZ / ÀäZ r¢§§äta
Ò¢ÇÇì ¢Ö©∫† ¢Çò r˜ ? ÀäZ ␣øä ¢Ö©∫ÇÇ Ç† ¢ò ›õZ ? ÀäZ ¢¶î p¢ÇÇñ
/ ÀäZ ©Ñ ¢Öta r˜ / ÀäZ [ºâ Ò¢ì ¢Ö fiä ›õZ ? ÀäZ
87 Main Text
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/ ÀäZ ›øπä¢õ ›õt´ü ca¢ñ ‹äZ / ÀäZ fcºî ›õt´ü c©ü ‹äZ
´°c¢ÇÇ î w¢ì˜ w fió¢ÇÇ â / ÀäZ ´°c¢ÇÇ Çî w¢ì˜ p¢ÇÇñ ⁄Çdžºî w fió¢ÇÇ â r˜
w¢ÇÇ Ç Ç Çì˜ / ÀäZ ´ª†º∫ñ a´ÇÇñ r˜ ‹ÇÇäZ / ÀäZ c¨ÇÇ â w¢õca ⁄õa¨ó
r¢∂ÇÇòa w¢ì˜ t ‹ó¢â w fió¢â / ÀäZ r¢∂òa ‹ó¢â ´òºã r¢∂òa´ª†º∫ñ
⁄ó¢Ñ ca ´°c¢î w¢ì˜ c¢î w¢ÇÇ á / À≠øó cta ´°c¢î w¢ì˜ w fió¢â dZ
/ ÀäZ ⁄ó¢Ñ ca ‹ò r¢∂òa w¢ì˜ c¢î w¢á / ÀäZ
p¢ñ ›øã¢ñ r˜ / ÀäZ rº≠ò¢ã ‹ó¢â rd r˜ ? ÀäZ ·î rd r˜
r˜ / À≠øó ‹ò r¢∂ÇÇ òa w¢ì˜ p¢ñ ›øã¢ñ r˜ / À≠øó ´°c¢î w¢ÇÇ ì˜
›øã¢ñ ⁄õ rº≠ÇÇò¢ã w¢ì˜ ›øã¢ñ / ÀäZ rº≠ò¢ã w¢ì˜ p¢ñ ›øã¢ñ
w fió¢â dZ ⁄ó¢Ñ / ÀäZ Åc¨Ñ Úøâ rº≠ò¢ã w¢ì˜ w fió¢â / ÀäZ ¨∫Ñ
·πî ´°c¢î w¢ì˜ w fió¢â dZ ⁄ó¢Ñ / À≠øó cta Úøâ rº≠ò¢ã w¢ì˜
/ ÀäZ ⁄õa¨ÇÇó cZº≠ÇÇ Ç ªã ⁄ó¢Ñ fiÑ rº≠ò¢ã w¢ì˜ w fió¢â / ÀäZ cta
/ ÀäZ cta ·πî ‹ò ⁄ó¢Ñ dZ r¢∂òa w¢ì˜ w fió¢â

Homework
1. Translate the following into English:
? ÀäZ ·† ¢πã caZ´Ñ ‹äZ ( 1
? ÀäZ ·ç¢ì w¢ì˜ p¢ñ [¢§î ›õZ ¢õ˜ ( 2
? ÀäZ a´ñ qZ©î p¢ñ ¢£õd w fió¢â r˜ ( 3
/ ÀäZ qc©ü p¢ñ - À≠øó ›ñ p¢ñ ©øµä ›øã¢ñ r˜ ( 4
/ ÀäZ rZ´ªÖ ca ¢ñ w fió¢â ( 5
? ÀäZ r¢ªµåZ ca ¢ªó˜ w fió¢â ¢õ˜ ( 6
Bashiri 88
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/ ÀäZ dZ´øã ca ¢ªó˜ w fió¢â - fió ( 7

/ ÀäZ cta fi󢮧≠ü dZ - À≠øó cta ⁄ó¢Ñ dZ ¢ñ w fió¢â ( 8
/ ÀäZ ⁄õa¨ó s¢…ÆóZa fiÑ º¶ÆóZa r˜ ›øã¢ñ ( 9
? ÀäZ c¨â w¢õca ⁄õa¨ó ⁄ó¢Ñ qZ©î ( 10
? ÀäZ ⁄õa¨ó c¨â w¢õca fiÑ ´°c¢î w¢ì˜ w fió¢â ¢õ˜ ( 11
? ÀäZ ·† r¢§§äta c©ü ‹äZ ( 12
? ÀäZ ·ç¢ì ‹∫£ã c©ü p¢ñ ›øã¢ñ qZ©î ( 13
/ ÀäZ q´òZºâ ´òºã - À≠øó ›ñ ´òºã tZ ( 14
¢πã p¢ñ ¢ò ›õZ - À≠øó tZ p¢ñ ¢ò fióZt©∫ò ›õZ ( 15
/ ÀäZ ›ñ p¢ñ ¢ò fióZt©∫ò ›õZ / À≠øó ‹ò
? ÀäZ tZ p¢ñ [¢§î ©∫† r˜ ¢õ˜ ( 16
? ÀäZ ⁄†ºî ¨øñ r˜ wtc Åc¨Ñ `´ä c¢óZ ¢Ö©∫† ( 17
? ÀäZ ·† wZ©å ›õZ ( 18
? ÀäZ ©∫∏Ñ wc©ì Z©å qZ©î ( 19
/ ÀäZ [ºâ Úøâ [¢§î r˜ fiN§£ïZ ( 20
2. Fill in the blanks:
/ ÀäZ ´§âa ////// ca¢ñ rd ›õZ ( 1
/ ÀäZ ›ñ ////// ¢ò [¢§î r˜ ( 2
/ ©óca¢ñ ////// rd r˜ ( 3
/ ////// €° ¢ò ›õZ ( 4
/ ©∫§≠ò ////// Úøâ ¢ò €° ›õZ ( 5
? ÀäZ fió¢â r˜ ca ////// ´≠πò ¢õ˜ ( 6
/ ÀäZ ¢πã ////// - À≠øó ›ñ p¢ñ ¢ò ›õZ ( 7
/ À≠øó cta Úøâ ¢πã w fió¢â ////// c¨â w¢õca ( 8
/ ÀäZ ⁄õa¨ó ºÖ w fió¢â ////// ⁄ó¢Ñ ( 9
/ ÀäZ c¢°dºñ˜ ‹ò ////// c©ü ( 10
89 Main Text
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3. Translate the following into Persian. Write your answers in the Persian script:

1. These are not trees.

2. This car is not good.
3. These university students are good.
4. These cars are not good, they are bad.
5. Those lamps are good.
6. This man is a doctor.
7. These women are mothers.
8. That man is a teacher.
9. Those are doors.
10. I am (a) man.
11. Where is Shabnam's sister?
12. That big car belongs to my father.
13. Which watermelon belongs to you?
14. To which girl does this red flower belong?
15. What is that small girl's name?
16. This restaurant belongs to Bizhan's father.
17. Your brother's teacher is in the bank.
18. Our television does not belong to you.
19. Her sister's name is not Shabnam.
20. His daughter is a student at the university.
21. Whose place is this place?
22. This small house belongs to me.
23. These big houses are not mine (do not belong to me).
24. To which girl do these five pomegranates belong?
25. These several pomegranates belong to your father's friend.
26. These three blankets are good. Those two are bad.
27. Where do those red apples come from (i.e., to which place do those red apples
belong)?
Bashiri 90
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Lesson Seven
Vocabulary
Learn the following words:

…mma x
but; however ¢NñZ
melli national Ú
N ñ
'aÍeq lover; one who loves Ÿã¢ê
'aÍeq budæn to be in love raºÑ Ÿã¢ê
ehtiyaj need ^¢ø§àZ
ehtiyaj daÍtæn to need ›§ãZa ^¢ø§àZ
kelas classroom; grade eÈî
baq garden l¢Ñ
mædrese school (elementary) fiäc©ñ
goldan xi
vase rZ©∏°
monaseb suitable ␣ä¢∫ñ
mæ'mulæn usually J˺π≥ñ
tæmiz clean ¨øπÖ
kæsif dirty ÿø•î
xiyaban street r¢Ñ¢øâ
bimar sick, ill c¢πøÑ
bimarestan hospital r¢§äc¢πøÑ
mæriz sick; ill ”õ´ñ
mærizxane hospital fió¢®∞õ´ñ
poÍt behind; back ÀÆü
jelo(w) front º∏á
pæhlu side º∏ªü
kenar side c¢∫î
dær kenar-e on the side of cI ¢∫î ca
sahel shore €à¢ä
91 Main Text
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bala above; over 袄

zir under ´õd
xanevade family saZºó¢â
famil family €øñ¢í
hæfte week fi§µò
bæstæni ice cream ·∫§≠Ñ
-foruÍ person who sells ft´í
bæstæni foruÍ ice-cream vendor ft´í ·∫§≠Ñ
gol foruÍ florist ft´í €°
qali foruÍ carpet seller ft´í Ò¢ì
-foruÍi place for selling things ·ãt´í
bæstæni foruÍi ice-cream shop ·ãt´í ·∫§≠Ñ
golforuÍi flower shop ·ãt´í €°
qaliforuÍi carpet store ·ãt´í Ò¢ì
forudgah airport s¢°at´í
Íoluq crowded lº∏ã
modern modern rc©ñ
jædid new; recent ©õ©á
Íæhr city; town ´ªã
emruz today dt´ñZ
bordæn to take (from one ) ´GÑ * ra´Ñ
place to another)
xastæn to want ) sZºâ * ›§äZºâ
mixahæd he/she wants ©òZºâ ·ñ
mixahæd ... bexæræd xii
he/she wants to buy a´®Ñ /// ©òZºâ ·ñ
kæfÍ shoe —µî
negah look s¢…ó
negah kærdæn to look (at) ) ›HÇ Çî * ra´î s¢…ó
dust daÍtæn to like )cZa * ›§ãZa Àäta
ya or ¢õ
diruz yesterday dt´õa
Bashiri 92
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foruÍgah department store s¢…ãt´í

pul money pºü
ra def. direct obj. (see Lesson 8) Zc
kæffaÍ shoe salesman f¢NÇ Çµî
kæfÍforuÍ shoe salesman ft´í —µî
joft pair Àµá
porsidæn to ask ) eM´üH * r©øä´ü
qeymæt price; worth Àπøì
goftæn to say; to tell ) º° * ›§µ°
goftogu dialog; conversation º…§µ°
fæqæt only; however ‘∂í
mehman guest r¢πªñ
hæmkar co-worker; colleague c¢∑πò
dorost kærdæn to fix; to prepare; ) ›HÇ Ç î * ra´î Àäca
to repair
dærbare-ye about something w sc¢Ñca
aÍpæz cook ¨∆ã˜
aÍpæzxane kitchen fió¢â¨∆ã˜
edare office (building) scZaZ
hærf zædæn to speak ) rGd * rad m´à
qæbl æz before dZ €£ì
piÍ before; ago —øü
piÍ æz before; earlier than dZ —øü
bæ'd after; later ©≥Ñ
bæ'd æz after dZ ©≥Ñ
Íam dinner q¢ã
xoda hafezi kærdæn to say goodbye ra´î ·≤í¢à Z©â
xordæn to eat; to drink )cºâ * racºâ
qæhvexane tea-house fió¢â sºªì
bikari jobless; idle; unemployed c¢∑øÑ
reza'i Rezaii, a family name ·ú¢çc
93 Main Text
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bazi kærdæn to play ) ›ÇÇH Çî * ra´î wd¢Ñ

hæme xiii
all fiπò
bahæm together; with one another ‹ò¢Ñ
ruz day dtc
Numbers 13-21
sizdæh thirteen )13*sa¨øä
Çæhardæh fourteen )14* sac¢ª†
panzdæh fifteen )15*sa¨ó¢ü
Íanzdæh sixteen )16* sa¨ó¢ã
hivdæh seventeen )17*s©µøò
hijdæh eighteen )18*s©¶øò
nuzdæh nineteen )19* sadºó
bist twenty )20* À≠øÑ
bist-o yek twenty-one )21* ⁄õ t À≠øÑ

Relative Constructions
A relative construction is made up of two simple clauses (here the word clause and the
word sentence are used interchangeably). In the case of raºÑ , for instance, it means one
construction with proper subject, subject equivalent, and verb added to another 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. (main clause)

b. The man is your friend. (relative clause)
c. The man, who is your friend, is here. (relative construction)
Bashiri 94
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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
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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:

/ ÀäZ ¢á ›õZ a´ñ ( 1

/ ÀäZ ¢πã Àäta a´ñ ( 2
/ ÀäZ ¢¶∫õZ ÀäZ ¢πã Àäta fiî wa´ñ ( 3

As can easily be seen, the Persian equivalent of the English word "who" is fiî 'ke' preceded by
the selective marker w '-i'. xiv
The following diagram illustrates the structure of the Persian sentence in (3):

Sentence

Verb Phrase Noun Phrase

Sentence

VP NP

Verb subj.equiv noun

æst dust-e Íoma mærd

ÀäZ ¢¶∫õZ ÀäZ ¢πã Àäta fiî w a´ñ

Bashiri 96
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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 fiî w '-ike'.
c. Add the resulting relative clause directly after the noun being modified.
d. Complete the construction by copying the remaining portion of the main clause after
the verb of the relative clause.

Here is an example:

- ©∫î ·ñ ·°©ód dZ´øã ca c¢§ä´ü ( 1

/ ÀäZ r¢ã¢î €òZ c¢§ä´ü ( 2

Procedure:

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

b. The subject of the relative clause (2 ) is replaced by
fiî w , i.e., ÀäZ r¢ã¢î €òZ fiî w
c. The resulting relative clause is added to the subject of the main clause:
. ÀäZ r¢ã¢î €òZ fiî wc¢§ä´ü
d. The rest of the main clause is copied after the verb of the relative clause:

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

The Verb 'to be' Again

We have already seen two types of raºÑ : the dependent variety which appears on
nouns and adjectives as endings and the independent form that is conjugated separately as
‹§≠ò , ·§≠ò , etc. Relative constructions require still a third variety of raºÑ to avoid
repetition of the same form. This new form is r©øã¢Ñ ; its present tense conjugates as follows:
97 Main Text
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I am ‹øã¢Ñ ·ñ ) ¢ñ * ‹ã¢Ñ ·ñ ) ›ñ *
©øã¢Ñ ·ñ ) ¢πã * ·ã¢Ñ ·ñ ) ºÖ *
©∫ã¢Ñ ·ñ ) ¢ªó˜ * ©ã¢Ñ ·ñ ) tZ *

I am not ‹ã¢Ñ ·πó ) ›ñ *

Compare the following:

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

/ ©ã¢Ñ ·ñ r¢ã¢î €òZ - ÀäZ r¢§äc¢πøÑ ca fiî wc¢§ä´ü ( 2
The two sentences mean exactly the same thing, i.e., "The nurse who is in the hospital
is from Kashan."©ã¢Ñ ·ñ merely prevents a repetition which is stylistically not liked by the
speakers of Farsi. In certain cases where the pile up of the verbs at the end of the sentence
makes the sentence awkward, the availability of r©øã¢Ñ is appreciated. Compare:

/ ÀäZ ÀäZ r¢Ñ´ªñ fiî ·πó¢â r˜ ‹õ´ñ ca¢ñ ( 1

/ ÀäZ ©ã¢£øñ r¢Ñ´ªñ fiî ·πó¢â r˜ ‹õ´ñ ca¢ñ ( 2
Such sentences can be handled stylistically in a way that they do not appear awkward,
but even then the use of r©øã¢Ñ prevents the repetition of the verb. Compare:

/ ÀäZ r¢Ñ´ªñ fiî ÀäZ ·πó¢â r˜ ‹õ´ñ ca¢ñ ( 1

/ ÀäZ r¢Ñ´ªñ fiî ©ã¢£øñ ·πó¢â r˜ ‹õ´ñ ca¢ñ ( 2
Learn the following sentences:

/ ©ã¢Ñ ·ñ ›ñ c©ü - ÀäZ cZd¢Ñ wºÖ fiî w´§îa ( 1

/ ©ã¢Ñ ·ñ ¢çc caZ´Ñ ´≠ü - ÀäZ ´§âa r˜ ¢Ñ fiî w´≠ü ( 2
/ À≠øó ›ñ ‹N∏≥ñ Òt À≠ò ›ñ Àäta - ÀäZ ⁄ó¢Ñ wºÖ fiî wa´ñ ( 3
/ À≠øó ¢£õd Òt À≠ò Á∫Æì - ©ã¢Ñ ·ñ r¢ªµåZ €òZ fiî ·πó¢â ( 4
/ ÀäZ `´ä Úøâ - ©ã¢Ñ ·ñ Àâca r˜ wtc fiî wc¢óZ ( 5
/ ©ã¢Ñ ·πó [ºâÚøâ Òt À≠ò Åc¨Ñ Úøâ - ÀäZ ›øã¢ñ wºÖ fiî ·ú¢ò fióZt©∫ò ( 6
/ ©∫ã¢Ñ ·πó [ºâ - ©∫§≠øó rZ´õZ p¢ñ fiî ·ú¢ò Ò¢ì ( 7
Bashiri 98
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/ ÀäZ cta Úøâ ¢ñ w fió¢â dZ - ÀäZ ¢£õd fiî ·úº¶ÆóZa w fió¢â ( 8

/ ÀäZ rZ´õZ Ú N ñ ⁄ó¢Ñ - ÀäZ s¢ã r¢Ñ¢øâ ca fiî ·∑ó¢Ñ ‹äZ ( 9
/ ©∫ã¢Ñ ·ñ ›ñ ´òZºâ p¢ñ - ÀäZ ¢πã ¨øñ ´õd fiî ·ú¢ò [¢§î ( 10
/ ©ã¢Ñ ·ñ ¢çc ca¢ñ - acZa ⁄†ºî w fiN«Ñ ta fiî ·ód ( 11
/ ©ã¢Ñ ·πó ¢çc - ÀäZ ‹∫£ã Ÿã¢ê fiî w´≠ü ‹äZ ( 12
/ ÀäZ eÈî r˜ca - acZa ^¢ø§àZ ¢πã fiÑ fiî wa´°¢ã ( 13
/ ©∫󢪵åZ p¢ñ - ©∫§≠ò [ºâ Úøâ fiî ·ú¢òº∏ò ( 14
?©∫ã¢Ñ ·ñ l¢Ñ qZ©î p¢ñ - ©∫â´ä Úøâ fiî ·ú¢ò ␣øä ( 15
?©ã¢Ñ ·ñ ·î ´òZºâ ´≠ü - ÀäZ fiäc©ñ r˜ wºÖ fiî wZ fiN«Ñ ( 16
/ ©∫㢣øπó rZdcZ Òt ©∫§≠ò Á∫Æì ·Ñ˜ rZ©∏° r˜ wºÖ w¢ò €° ( 17
/ À≠øó ␣ä¢∫ñ ¢ñ wZ´Ñ rZ´° Úøâ ›øã¢ñ ( 18
/ ©∫㢣øñ ©øµä t s¢øä J˺π≥ñ rZdcZ w¢ò rºõ¨õº∏Ö ( 19
?©∫ã¢Ñ ·πó rZ´° J˺π≥ñ ¨øπÖ t [ºâ w¢ò rZcº§äc ¢õ˜ ( 20

Action Verbs (cont.)

We are already familiar with the present/future of action verbs. The simple past 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 '-æm', w '-i', ø '-ø' , ‹õ '-im', ©õ '-id', ©ó
'-ænd' are added to the past stem. This latter is derived from the infinitive by dropping the
infinitive marker r '-æn':

past stem infinitive past stem infinitive

aºÑ raºÑ a´î ra´î

Àíc ›§íc ©óZºâ r©óZºâ
Àí´° ›§í´° ©ñ˜ r©ñ˜
aZa raZa acºâ racºâ
99 Main Text
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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., ø versus a '-æd':

I was qaºÑ ) ›ñ *
waºÑ ) ºÖ *
aºÑ ) tZ *
‹õaºÑ ) ¢ñ *
©õaºÑ ) ¢πã *
©óaºÑ ) ¢ªó˜ *
I was not qaº£ó ) ›ñ *
I came q©ñ˜
w©ñ˜
©ñ˜
‹õ©ñ˜
©õ©ñ˜
©ó©ñ˜

I did not come q©ñ¢øó

Note that the negative of the verbr©ñ˜ includes a w between the negative marker and the
past stem.
I went ‹§íc
ᤒc
Àíc
‹ø§íc
©ø§íc
©∫§íc
I did not go ‹§í´ó
Bashiri 100
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I took ‹§í´°
·§í´°
Àí´°
‹ø§í´°
©ø§í´°
©∫§í´°
I did not take

‹§í´…ó

I gave, you gave, etc. ©óaZa -©õaZa -‹õaZa -aZa -waZa -qaZa
I did not give qaZ©ó
I did, you did, etc. ©óa´î -©õa´î -‹õa´î -a´î -wa´î -qa´î
I did not do qa´∑ó
I read, you read, etc. ©ó©óZºâ -©õ©óZºâ -‹õ©óZºâ -©óZºâ -w©óZºâ -q©óZºâ
I did not read q©óZº®ó
The conjugation of the compound verbs follows the same procedure as explained 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 Àíc sZc

learned Àí´° a¢õ
taught aZa eca
worked a´î c¢î
studied ©óZºâ eca
To form the negative, add ÇG Ç Ç Çó 'næ-' to the past stem of the verb. Here are some
examples of the conjugation of these verbs for simple past tense:
I walked ‹ø§íc sZc ) ¢ñ * ‹§íc sZc ) ›ñ *
101 Main Text
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©ø§íc sZc ) ¢πã * ·§íc sZc ) ºÖ *

©∫§íc sZc ) ¢ªó˜ * Àíc sZc ) tZ *
I did not walk ‹§í´ó sZc ) ›ñ *

I learned
©∫§í´° a¢õ - ©ø§í´° a¢õ - ‹ø§í´° a¢õ - Àí´° a¢õ - ·§í´° a¢õ - ‹§í´° a¢õ
I did not learn ‹§í´…ó a¢õ

I taught
©óaZa eca - ©õaZa eca - ‹õaZa eca - aZa eca - waZa eca - qaZa eca
I did not teach qaZ©ó eca

I worked
©óa´î c¢î - ©õa´î c¢î - ‹õa´î c¢î - a´î c¢î - wa´î c¢î - qa´î c¢î
I did not work qa´∑óc¢î

I studied - ‹õ©óZºâ eca - ©óZºâ eca - w©óZºâ eca - q©óZºâ eca

©ó©óZºâ eca - ©õ©óZºâ eca
I did not study q©óZº®ó eca

Substitution Drills
Learn the pattern sentence, then substitute:

Substitution Drill 1
/ ©ã¢Ñ ·πó [ºâ - ÀäZ rZdcZ Úøâ fiî Ú§ò
- €ø£ñºÖZ - lZ´† - º§ü - rZcº§äc - €° - ␣øä - fió¢â - Ò¢ì - fióZt©∫ò -c¢óZ
rZ©∏° - º∏ò - Z™ë - r¢ó - p¢∂Ö´ü - rºÑ¢å - ‹†´ü - ·ÑÈ°
Bashiri 102
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Substitution Drill 2

/ ©ã¢£øπó [ºâ Òt À≠ò Åc¨Ñ ÀäZ ¨øñ wtc fi∑øëZ´†

under, over, at the side of, in front of, behind, inside, on top of

Transformation Drills
Transformation Drill 1
Transform the phrases with ezafe to clauses with 'ike'. Example:
©øµä lZ´† pattern phrase
ÀäZ ©øµä fiî ·ëZ´† clause with 'ike'
Åc¨Ñ €§ò
r¢Ñ´ªñ rd
fií¢øì fºâ a´ñ
w´§≠î¢â Áóc
rZ´° [¢§î
Áóc fºâ wº§ü
ÿø•î rZcº§äc
lº∏ã r¢Ñ¢øâ
·Ñ˜ rZ©∏°
Transformation Drill 2
Transform the phrases with ezafe to clauses with 'ike'. Note that only true possession
can be so transformed. Example:

¢çcI €§ò But not tZI ca¢ñ

ÀäZ ¢çc p¢ñ fiî Ú§ò ÀäZ tZ p¢ñ fiî wca¢ñ

This latter is not a true possessive, because the mother is not owned by the child! Also
note that the word p¢ñ 'mal' expresses the concept of possession in the clause.
103 Main Text
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¢£õd ´§âa
¢πã wº§ü
·Ñ˜ rZ©∏°
tZ rd
›ñ ´òºã
c¢§ä´ü w fió¢â
´§îa r¢§äc¢πøÑ
¢ñ ‹N∏≥ñ
·ç¢ì w¢ì˜ €ø£ñºÖZ
fiN«Ñ w¢ò ␣øä
‹N∏≥ñ ¨øñ
a´°¢ã w¢ò [¢§î
ݖ ˊta
waZºá w¢ì˜ ·Æ∫ñ
fiïZÄ Åc¨Ñc©ü w¢ò fió¢â
Transformation Drill 3
Transform the ezafe constructions in the following into relative clauses. Example:
/ ÀäZ ·Ñ˜ rZ©∏° wºÖ w¢ò €°
/ ÀäZ ·Ñ˜ - ©ã¢Ñ ·ñ rZ©∏° wºÖ fiî ·ú¢ò €°
....
/ ÀäZ ¢õca ⁄õa¨ó ¢ñ l¢Ñ ( 1
/ aºÑ ·Ñ˜ - aº£ó ©øµä f´òZºâ ›øã¢ñ ( 2
? ÀäZ r¢Ñ¢øâ qZ©î ca r¢Öc©ü rZcº§äc ( 3
/ ÀäZ rZ´° Úøâ Åc¨Ñ w fióZt©∫ò r˜ ( 4
/ ©ã¢Ñ ·ñ ⁄õa¨ó s¢°at´í fiÑ - À≠øó cta s¢°at´í dZ ‹N∏≥ñ w fió¢â ( 5
Bashiri 104
______________________________________________________________________________________

Transformation Drill 4
Transform the relative clauses in the following into ezafe constructions. Example:

/ ©ã¢Ñ ·ñ ¢çc c©ü - ÀäZ r¢Ñ´ªñ fiî wa´ñ

/ ©ã¢Ñ ·ñ ¢çc c©ü r¢Ñ´ªñ a´ñ
....
/ ©ã¢Ñ ·πó ‹∫£ã ca¢ñ - ÀäZ ¢£õd fiî ·ód ( 1
/ À≠øó [ºâ - ©ã¢Ñ ·ñ rZdcZ fiî ·óZcº§äc r˜ ( 2
/ ©ã¢Ñ ·πó ␣ä¢∫ñ ¢ñ wZ´Ñ - ÀäZ rZ´° Úøâ fiî ·∫øã¢ñ ›õZ ( 3
/ ÀäZ f´òZºâwZ´Ñ - À≠øó tZ wZ´Ñ - ©ã¢Ñ ·ñ `´ä Úøâ fiî ·ú¢ò €° r˜ ( 4
/ ©∫ã¢Ñ ·ñ s¢…ÆóZa w fió¢®Ñ¢§î p¢ñ - ©∫§≠ò ÿø•î fiî ·ú¢ò [¢§î r˜ ( 5

Transformation Drill 5
Combine the following clauses into sentences. Example:

ÀäZ l¢Ñ wºÖ a´ñ

©ã¢Ñ ·ñ ›ñ ´òºã a´ñ
/ ©ã¢Ñ ·ñ ›ñ ´òºã - ÀäZ l¢Ñ wºÖ fiî wa´ñ
....
À≠øó ␣ä¢∫ñ ¢ñ wZ´Ñ ›øã¢ñ ( 1
ÀäZ rZ´° ›øã¢ñ
©∫ã¢Ñ ·ñ ‹ë¢Ñ p¢ñ ¢ò €° ( 2
©∫§≠ò Á∫Æì ¢ò €°
©ã¢Ñ ·ñ ·î p¢ñ fiN«Ñ ›õZ ( 3
ÀäZ ÿø•î fiN«Ñ ›õZ
©∫§≠ò ·î rd t a´ñ r˜ ( 4
©∫ã¢Ñ ·ñ r¢§äc¢πøÑ wºÖ rd t a´ñ r˜
105 Main Text
______________________________________________________________________________________

©∫§≠ò ¢¶î p¢ñ rZ©∏° ¢Ö c¢ª† r˜ ( 5

©∫§≠ò Á∫Æì Úøâ rZ©∏° ¢Ö c¢ª† r˜
©ã¢Ñ ·ñ ¢πã ‹N∏≥ñ a´ñ r˜ ( 6
ÀäZ ·ç¢ì w¢ì˜ caZ´Ñ ´≠ü a´ñ r˜
©ã¢Ñ ·ñ c¨â w¢õca c¢∫î ca fió¢â r˜ ( 7
©ã¢Ñ ·ñ ¢£õd fió¢â r˜
©ã¢Ñ ·πó ␣ä¢∫ñ r¢ÆõZ wZ´Ñ rZcº§äc r˜ ( 8
ÀäZ rZdcZ Úøâ rZcº§äc r˜
©∫î ·ñ ·°©ód r¢ã¢î ca rd r˜ ( 9
ÀäZ ¢πã Àäta ´òZºâ ´§âa rd r˜
©ã¢Ñ ·ñ ¢çc ´≠ü r˜ ( 10
©∫î ·ñ c¢î Ú
N ñ ⁄ó¢Ñ wºÖ´≠ü r˜

Transformation Drill 6
Transform the sentences with ezafe constructions into ones with possessive forms.
Example:
?©ò©øñ eca fiäc©ñ qZ©î ca º∫øñ ´òZºâ
?©òa ·ñ eca fiäc©ñ qZ©î ca f´òZºâ
....
/ ©∫∫î ·ñ ·°©ód rZ´ªÖ ca ¢çc w¢òcaZ´Ñ ( 1
/ ©∫§≠øó rZ´° Úøâ ¢ñ w¢ò Ò¢ì ( 2
/ ©∫óZºâ ·πó ·≠ø∏…óZ ¢ò ‹N∏≥ñ r˜ w¢òa´°¢ã ( 3
/ ©∫î ·πó ›µ∏Ö ºÖ ´≠ü fiÑ ›ñ ´§âa ( 4
/ ©ótc ·ñ fiäc©ñ fiÑ rd r˜ w¢ò fiN«Ñ ( 5
/ ©∫ã¢Ñ ·ñ rZ´° Úøâ ·ãt´µ∏° r˜ w¢ò €° ( 6
/ ÀäZ rZdcZ t [ºâ Úøâ ·ãt´í ·∫§≠Ñ ›õZ ·∫§≠Ñ ( 7
/ ©∫î ·πó c¢î ÚN ñ ⁄ó¢Ñ ca ›≠à wºπê ( 8
/ ©∫î ·ñ ·°©ód fiïZÄ r¢Ñ¢øâ ca º∫øñ w fiï¢â ( 9
Bashiri 106
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/ ©ã¢Ñ ·ñ r¢ä¢ä caZ´Ñ Àäta ›ñ ´§âa ( 10

? ©∫∫î ·ñ c¢î s¢°at´í qZ©î ca ¢πã w¢òcaZ´Ñ ( 11
/ ÀäZ ·Ñºâ Úøâ a´ñ ºÖ c©ü ( 12

Summary
So far in this lesson we have learned that

(a) Relative constructions are attached to the nouns of a sentence; the noun is marked
with a w followed by a fiî .
(b) r©øã¢Ñ is a variant of the verb raºÑ .
(c) The simple past is formed by adding the personal endings to the past stem of the
verb.

º…§µ°
? ÀäZ ·† ¢πã ‹äZ / ÀäZ r¢π∂ï ›ñ ‹äZ - ©øÆ®£Ñ : r¢ÇÇ Ç Ç Ç π∂ï
/ ÀäZ s©∫â´í ›ñ ‹äZ : s©∫â´í
? ©ø∫∑øñ ·°©ód ¢¶î ¢πã / ‹ó¢â s©∫â´í : r¢ÇÇ Ç Ç Ç Çπ∂ï
/ ‹∫î ·ñ ·°©ód fiïZÄ r¢Ñ¢øâ ca ›ñ : s©∫â´í
? ©ø∫î ·ñ c¢î ¢¶î ¢πã : r¢ÇÇ Ç Ç Ç Çπ∂ï
/ ‹∫î ·ñ c¢î Ú
N ñ ⁄ó¢Ñ ca ›ñ : s©∫â´í
? ©õcZa ´òZºâ t caZ´Ñ ¢Ö©∫† ¢πã : r¢ÇÇ Ç Ç Ç Çπ∂ï
/ qcZa ´òZºâ ⁄õ t caZ´Ñ ⁄õ ›ñ : s©∫â´í
?©∫∫î ·ñ c¢î ¢¶î ¢πã caZ´Ñ t ´òZºâ : r¢ÇÇ Ç Ç Ç Çπ∂ï
c¢î qcaZ´Ñ / ÀäZ c¢§ä´ü r¢§äc¢πøÑ wºÖ q´òZºâ : s©∫â´í
/ ÀäZ c¢∑øÑ tZ / ©∫î ·πó
/ ’í¢à Z©â : r¢ÇÇ Ç Ç Ç Çπ∂ï
/ ÀñÈ≠Ñ : s©∫â´í
107 Main Text
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Transcription
Loqman: bebæxÍid, esm-e mæn loqman æst. esm-e Íoma Çi æst?
Farkhondeh: esm-e mæn færxonde æst.
Loqman: færxonde xanom. Íoma koja zendegi mikonid?
Farkhondeh: mæn dær xiyaban-e Ûale zendegi mikonæm.
Loqman: Íoma koja kar mikonid?
Farkhondeh: mæn dær bank-e melli kar mikonæm.
Loqman: Íoma Çændta bæradær væ xahær darid?
Farkhondeh: mæn yek bæradær væ yek xahær daræm.
Loqman: xahær væ bæradær-e Íoma koja kar mikonænd?
Farkhondeh: xahæræm tu-ye bimarestan pæræstar æst. bæradæræm
kar nemikonæd. u bikar æst.
Loqman: xoda hafez.
Farkhondeh: besælamæt.

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
/©∫ÇÇ Ç ∫î ·ñ ·°©ód cZº≠ªã ca fZ saZºó¢â t ›õt´ü
c©ü / ©ÇÇã¢Ñ ·ñ c¨â w¢õca c¢ÇÇ∫î ca ·∑†ºî ´ªã cZº≠ªã
/ ÀäZ fcºî ›õt´ü c©ü ‹äZ / ©∫î ·ñ c¢î ⁄ó¢Ñ ca ›õt´ü
·ÇÇ ñ rZ´õZ €òZ tZ / À≠øó ¢∑õ´ñZ €òZ ´°c¢ÇÇî fcºî w¢ì˜
¢Çªó˜ w fió¢â dZ cZd¢Ñ /atc ·ñ cZd¢ÇÇ Ñ fiÑ ›õt´ÇÇü ca¢ñ /©ã¢Ñ
/ À≠øó Åc¨ÇÇ Ç Ñ ÚÇÇ øâ cZº≠ªÇÇ Çã cZd¢Ñ /©ÇÇ Ç ã¢Ñ ·πó cta ÚÇÇøâ
fiÇÇÑ tZ w fiÇÇäc©ñ /atc ·ñ fiäc©ñ fiÑ fi§Çǵò w¢ÇÇòdtc ›õt´ÇÇü
/ ÀäZ ⁄õa¨ó ⁄ó¢Ñ

:©øò©Ñ [Zºá ˆµ±ï

?©∫∑øñ ·°©ód ¢¶î ca ›õt´ü ( 1
? ÀäZ ¢¶î cZº≠ªã ( 2
? À≠ø† ›õt´ü c©ü ‹äZ ( 3
? at´øñ ¢¶∑Ñ ›õt´ü ca¢ñ ( 4
? ÀäZ Åc¨Ñ cZº≠ªã cZd¢Ñ ¢õ˜ ( 5

Reading 2
´Ç§âa ⁄õ ‘∂í ¢ªó˜ /©ócZ©ÇÇ Ç ó ´≠ü ´ÇÇ°c¢î w saZºó¢ÇÇâ
ca¢ÇÇ Ç Çñ dt´ÇÇñZ /©ÇÇ Çã¢Ñ ·ñ ›õt´ÇÇü ¢ÇÇ Ç ªó˜ ´Çǧâa ‹ÇÇäZ /©ócZa
—µî —õZ´Ñ ©òZºâ ·ÇÇñ tZ /a´Ñ ·ñ cZd¢Ñ fiÇÇ ÇÑ Zc tZ ›õt´ü
—µî ›õt´ü /©∫ÇÇ∫î ·ñ s¢…ÇÇó ¢ªÇÇƵî fiÑ ¢ªó˜ cZd¢ÇÇÑ ca /a´®Ñ
109 Main Text
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f¢ÇÇN ǵî /acZa Àäta `´ä —µî tZ / acZ©ó ÀÇäta wZ sºªì

dZ ›ÇÇõt´ÇÇü ca¢ñ /©ÇÇòa ·ñ ¢ªÇÇ ó˜ fiÇÇ Ñ s¢øä —µÇÇî ÀµÇÇ á ⁄õ
: ©ä´ü ·ñ f¢ÇÇN ǵî
? ÀäZ ©∫† ¢ªÆµî ›õZ Àπøì (
: ©õº° ·ñ tZ fiÑ f¢ÇÇN ǵî
/ r¢ñºÖ sa (
:©øò©Ñ [Zºá ˆµ±ï
? ©ócZa ´§âa ©∫† t ´≠ü ©∫† ´°c¢î w saZºó¢â ( 1
? aG´ÑG ·ñ ¢¶∑Ñ Zc tZ ›õt´ü ca¢ñ ( 2
? ©∫∫∑øñ c¢∑† cZd¢Ñ ca ¢ªó˜ ( 3
? acZ©ó Àäta s¢øä —µî ·î ( 4
? aºÑ ©∫† s¢øä w¢ªÆµ∑ó˜ Àπøì ( 5

Reading 3
w¢ÇÇì˜ / ©∫§ãZa r¢πÇǪñ ›õt´ü ca¢ñ t c©ü dt´õa
ca¢ñ / ©ñ˜ ¢ªó˜ w fió¢â fiÑ - ›õt´ü c©ü Àäta - r¢∂òa
r¢ÇÇ ∂òa w¢ÇÇ ì˜ /a´î Àäca w¢Ç† r¢Æó¢πÇǪñ wZ´Ñ ›õt´ü
/ ©óad m´à scZaZ ca r¢ãc¢ÇÇî w sc¢ÇÇÑca ›ÇÇõt´ÇÇü c©ÇÇü t
€£ì r¢∂òa w¢Çì˜ /©óaºÑ fió¢â¨∆㘠ca fca¢Çñ t ›õt´ü
/ Àíc t a´î ·≤í¢à Z©â q¢ÇÇã dZ

:©øò©Ñ [Zºá ˆµ±ï

Bashiri 110
______________________________________________________________________________________

? À≠ø† ›õt´ü ca¢ñ t c©ü r¢πªñ ‹äZ ( 1

? a´î Àäca ·† r¢Æó¢πªñ wZ´Ñ ›õt´ü ca¢ñ ( 2
? ©óa´î À£ßå ·† w sc¢Ñca ¢ªó˜ ( 3
? ©óaºÑ ¢¶î fca¢ñ t ›õt´ü ( 4
? Àíc t a´î ·≤í¢à Z©â ·Iî r¢∂òa w¢ì˜ ( 5

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 Main Text
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24. She has only one pair of shoes.

25. I am buying (I buy) a big house near the Caspian Sea.
26. They have only one son and one daughter.
27. Yesterday I went to the market, today I am going to the bank.
28. His father works in Iran.
29. My mother and his sisters are in the kitchen.
30. They are fixing tea for our guests.
31. We talked about our work in the office.
32. He said goodbye, but he did not leave (go).
33. We do not walk from the market to the bank.
34. Where do your mother and father live?
35. Is Tehran a large city?
36. Yesterday their house was very crowded.
37. They went to the coffee-house and had (drank) tea.

2) Translate into English:

/ ÀäZ `´ä €° - ©ã¢Ñ ·ñ ·Ñ˜ rZ©∏° r˜ wºÖ fiî ·ú¢ò €° ( 1

/ ©ã¢Ñ ·ñ ‹∫£ã - ÀäZ rZcº§äc r˜ wºÖ fiî wa´ñ rd ‹äZ ( 2
/ ©ã¢Ñ ·ñ r¢ªµåZ Ú N ñ ⁄ó¢Ñ - ÀäZ r¢ªµåZ ca fiî ·°c¨Ñ ⁄ó¢Ñ ‹äZ ( 3
?©ã¢Ñ ·ñ ‹∫£ã - ÀäZ ÿø•î rZcº§äc r˜ca fiî ·πó¢â ‹äZ ¢õ˜ ( 4
? ©ã¢Ñ ·ñ r¢ÖcaZ´Ñ rd ¢õ ÀäZ ¢πã rd - aºÑ ¢πã w fió¢â wºÖ dt´õa fiî ·ú¢£õd ‹ó¢â ( 5
? fió ¢õ - ©ã¢Ñ ·ñ ␣ä¢∫ñ ¢ñ wZ´Ñ rZ´° ›øã¢ñ ›õZ ( 6
/ ©ã¢Ñ ·ñ ›ñ Àäta ‹ò ‹∫£ã - ÀäZ ›ñ Àäta ¢çc ( 7
/ ©ã¢Ñ ·πó Á∫Æì t ¨øπÖ Òt À≠ò Åc¨Ñ l¢Ñ ›õZ ( 8
/ ‹§≠øó tZ c©ü ›ñ Òt - ‹§≠ò tZ ‹N∏≥ñ ›ñ ( 9
? ©∫ã¢Ñ ·ñ ¢¶î €òZ ¢ªó˜ - ©∫§≠øó rZ´ªÖ €òZ ¢òa´ñ ›õZ ( 10
? ÀäZ ¢¶î €òZ ¢πã ‹ó¢â ( 11
/ ©ã¢Ñ ·πó cta Úøâ ¢ß∫õZ dZ s¢°at´í ( 12
/ ‹õtc ·πó s¢…ãt´í fiÑ ¢ñ ( 13
/ À≠øó ⁄†ºî ÚøâcZº≠ªã cZd¢Ñ ( 14
? ©ø∫î ·ñ ·°©ód ¢¶î ¢πã ( 15
? ©∫î ·ñ c¢î ¢¶î ¢πã c©ü ( 16
/ ©ã¢Ñ ·ñ cta Úøâ ¢ªó˜ w fió¢â dZ cZd¢Ñ ( 17
Bashiri 112
______________________________________________________________________________________

/ aº£ó fió¢â¨∆㘠ca ›õt´ü c©ü c¢∑πò ´§âa ( 18

/ a´∑ó Àäca w¢† —õ¢òc¢∑πò wZ´Ñ r¢∂òa w¢ì˜ ( 19
/ ©ã¢Ñ ·πó cta Úøâ ¢õca c¢∫î dZ ¢ªó˜ r¢πªñ w fió¢â ( 20
/ ©óad m´à s¢…ÆóZa ca r¢ãc¢î w sc¢Ñca ¢ªó˜ ( 21
/ ‹õad m´à fiäc©ñ ca r¢ñc¢î w sc¢Ñca ¢ñ ( 22
? ©∫î ·πó ·°©ód fió¢â ›õZ ca wZ saZºó¢â ¢õ˜ ( 23
/ ©óaºÑ ·∑†ºî €ø£ñºÖZ ca ·∑†ºî w fiN«Ñ t ·ód dt´õa ( 24
3) Translate into Persian:

1. I have fifteen oranges and eighteen apples.

2. Who has thirteen chairs and twelve lamps?
3. Which hotel is nice and inexpensive?
4. Where is your husband's doctor from?
5. How much money do you have?
6. When is your nurse going to that hotel?
7. Why are their cars black and white?
8. Because they are not pink and purple.
9. My father and her father work in that hotel.
10. Our wives study Arabic in that university.
11. I do not speak Turkish with them.
12. Those nineteen students do not study Hindi, they study German.
13. Their sons and daughters work in Tehran.
14. Her husband owns (i.e., has) a small hotel in Isfahan.
15. We do not have any books; we have a lot of money.

4) Translate the following into English:

/ ©∫∫î ·ñ c¢î cZd¢Ñ ca ¢πã w¢ò´òZºâ ( 1
? ©∫î ·ñ ·°©ód rZ´ªÖ ca ·î ( 2
? ©øòa ·ñ eca )·†* fi† ¢πã - ‹òa ·ñ eca ·ó¢Û˜ ›ñ ( 3
? ©õtc ·ñ ¢¶î fiÑ ¢πã / qtc ·ñ s¢°at´í fiÑ ›ñ ( 4
/ ©∫î ·πó c¢î [ºâ ›ñ caZ´Ñ rºõ¨õº∏Ö ( 5
? ©õcZa fiN«Ñ ¢Ö©∫† ¢πã ( 6
? ÀäZ ·† ¢πã w¢ò´òZºâ )w¢ò ‹äZ * ‹äZ ( 7
/ ©ótc ·ñ sZc cZd¢Ñ ca ¢çc w¢ò ‹N∏≥ñ ( 8
113 Main Text
______________________________________________________________________________________

? acZa s¢°at´í ¢Ö ©∫† ´ªã ›õZ ( 9

/ qcZa rZ´° t [ºâ [¢§î ¢Ö sa ›ñ ( 10
? ÀäZ ¢¶î ¢πã Àäta w fió¢â ( 11
/ ‹òa ·ñ Àäa tZ ¢Ñ ›ñ ( 12
/ ©óZºâ ·ñ d¢πó ¢πã ca¢ñ ( 13
/ ©ód ·ñ fió¢† Úøâ tZ c©ü ( 14
/ ©ótc ·ñ sZc Úøâ ¢òc¢§ä´ü ›õZ ( 15
? º∫øñ ¢õ ÀäZ ¢∫øñ ¢πã ‹äZ ( 16
? ©ã¢Ñ ·ñcta ¢¶∫õZ dZ ¢õ ÀäZ ⁄õa¨ó ¢¶∫õZ fiÑ ¢πã ·äc¢í eÈî ( 17
? ÀäZ r¢Ñ¢øâ qZ©î wºÖ r¢ÖcaZ´Ñ ·ãt´í ·∫§≠Ñ ( 18
5) Translate the following into Persian:

I am a teacher. My name is Sasan. I live in Shiraz. My brother lives in Tehran. 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:

? ÀäZ ·î ca¢ñ —§äta ´§âa ( 1

? ©ód ·ñ fió¢† Úøâ ¢πã ´òZºâ Z´† ( 2
? ©òa ·ñ Àäa waZºá ´§îa ¢Ñ ·î ( 3
? ©∫∫î ·πó c¢î [ºâ ¢ò rºõ¨õº∏Ö qZ©î ( 4
? ÀäZ –øúc qZ©î p¢ñ ·ÑÈ° w¢ò Àâca r˜ ( 5
Bashiri 114
______________________________________________________________________________________

? ©óZºâ ·ñ eca s¢…ÆóZa qZ©î ca r¢Öc¢§ä´ü ( 6

? ©∫î ·ñ ›µ∏Ö rZ´ªÖ fiÑ ·Iî ·ú¢çc e©∫ªñ ( 7
? acZa ´§âa ¢Ö ©∫† t ´≠ü ¢Ö ©∫† r¢ä¢ä ( 8
? ©ótc ·ñ fiäc©ñ fiÑ r¢ã fió¢â dZ cº±† ¢ªó˜ ( 9
? acZa pºü c©∂† r¢ªµåZ ⁄ó¢Ñ wºÖ \ca¢ñ ( 10
? ÀäZ ·î p¢ñ - À≠øó ¢ñ p¢ñ ¨£ä rZ©∏° ¢Ö sadZta r˜ ( 11
/ ©∫óZºâ ·ñ ·äc¢í tZ eÈî ca fií¢øì ©Ñ a´°¢ã ¢Ö À≠øÑ ( 12
? ©ãt´í ·ñ Ò¢ì cZd¢Ñ wºÖ rd qZ©î ´òºã ( 13
/ ©òa ·ñ f´òZºâ fiÑ pºü wc©ì tZ ( 14
/ ©ó´ø° ·ñ pºü ·πî tZ dZ —õ¢ò´òZºâ ( 15
? ©∫î ·ñ ›µ∏Ö ¢õ a´î ›µ∏Ö rZ´ªÖ fiÑ ·ú¢çc ´§îa ( 16
? ©õcºâ ·ñ Z™ë fió¢â¨∆㘠qZ©î ca J˺π≥ñ ¢πã ( 17
/ qad m´à tZ ¢Ñ ºÖ c¢î w sc¢Ñca ›ñ ( 18
? ©øóZa ·ñ fi† ⁄ó¢Ñ –øúc w sc¢Ñca ¢πã ( 19
/ ÀäZ ´Ö lº∏ã rZ´õZ w¢ò´ªã dZ ¢∑õ´ñZ w¢ò´ªã ( 20
7) Translate the following sentences:

/ ÀäZ ´Ö rZdcZ º∏ò Àπøì dZ ·ÑÈ° Àπøì ( 1

/ ÀäZ ´§πî f¢µî r˜ w¢ªÆµî w¢ªÑ dZ ·ã¢µî ›õZ w¢ò —µî Àπøì ( 2
? ©ã¢Ñ ·ñ r¢Ñ¢øâ qZ©î ca ¢πã w scZaZ ( 3
? q¢ã dZ ©≥Ñ ¢õ ©ñ˜ q¢ã dZ €£ì r¢§§äta ( 4
? Àíc t a´î ·≤í¢à Z©â ta Àê¢ä dZ —øü \c©ü Z´† ( 5
? ©ø§íc ¢¶î fiÑ ¢¶∫õZ dZ €£ì ¢πã ( 6
? ©óacºâ w¢† fió¢â sºªì qZ©î ca —õ¢ò Àäta t tZ ( 7
/ ÀäZ c¢∑øÑ tZ rº† acZ©ó pºü tZ ( 8
/ Àíc cZd¢Ñ fiÑ ¢¶∫õZ dZ —§äta ¢Ñ Úê ( 9
? ©õa´î À£ßå fió¢â sºªì wºÖ ·î ¢Ñ ¢πã ( 10
/ ÀãZ©ó pºü q¢ã wZ´Ñ tZ rº† acº®ó q¢ã tZ ( 11
115 Main Text
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8) Translate the following sentences:

/ ÀãZ©ó pºü Êøò tZ ¢NñZ ‹§ãZa r¢ñºÖ sa ›ñ ( 1

/ ©ã¢£øπó ›≠à Ÿã¢ê ¢∫øñ ¢NñZ ÀäZ ¢∫øñ Ÿã¢ê ›≠à ( 2
/ ©õcZa ^¢ø§àZ Úøâ ¢πÑ ¢πã Òt ‹õcZ©ó ^¢ø§àZ ¢πã fiÑ ¢ñ ( 3
? ©ø∫î ·ñ c¢î r¢§äc¢πøÑ qZ©î ca J˺π≥ñ ¢πã ( 4
/ ‹ø∫î ·ñ wd¢Ñ ‹ò¢Ñ fió¢â r˜ ÀÆü J˺π≥ñ ›ñ t r¢π∂ï ( 5
/ ÀäZ ´Ö Á∫Æì ¢ñ w fió¢â wº∏á dZ fió¢â ›õZ ÀÆü ( 6
/ aºÑ rZ´õZ ¢π∫øä wº∏ªü \caZ´Ñ Àäta rZcº§äc ( 7
/ ÀäZ Àâca w袄 `´ä t [ºâ w¢ò ␣øä ( 8
/ aºÑ ¨øñ ›õZ ´õd ft´í ·∫§≠Ñ r˜ ´≠ü w¢ò [¢§î ( 9
/ ©∫∫î ·ñ ·°©ód c¨â w¢õca €à¢ä ca fZ saZºó¢â t tZ ( 10
/ ÀäZ lº∏ã t Åc¨Ñ Úøâ rZ´ªÖ ´ªã ( 11
/ ÀãZa [ºâ Úøâ ´§îa ©∫† ©õ©á r¢§äc¢πøÑ ›õZ ( 12
/ Àíc €ø£ñºÖZ ¢Ñ tZ - ÀäZ cta ¢¶∫õZ dZ s¢°at´í fi∑∫õZ wZ´Ñ ( 13
/ ‹õ©õ´®ó Zc ¢ªÆµî r˜ ‹ø§ãZ©ó pºü fi∑∫õZ wZ´Ñ ( 14
" qcZa Àäta Zc ›øπä¢õ t ›õt´ü ›ñ xv fiî fiN§£ïZ ( 15
" ©∫§≠ò ´Ö rZ´° t ´Ö rc©ñ ©õ©á w¢ò s¢…ãt´í fiî fiN§£ïZ ( 16
? ©ø∫î ·πó À£ßå ›ñ c¢î w sc¢Ñca r¢§õ¢ª§äta ¢Ñ ¢πã Z´† ( 17

i
ı
In the word ˆ£õ´∂Ö 'tæqrib-æn' "approximately", the 'ælef ' with the tænvin marker ( J)
is pronounced "-æn".
ii
In reading, the t 'vav' in racºâ 'xordæn' "to eat" is pronounced 'o' (cf., ta 'do' "two").
iii
The t 'vav' in r©óZºâ 'xandæn' "to read, to sing" is silent before Z 'ælef ' (cf., ´òZºâ 'xahær').
iv
Unlike English, in Persian ›ñ 'mæn' "I" precedes ¢πã ' Íoma' "you, pl. or singular, polite".
v
There is no defined status for animals and pets. Depending on speaker discretion, they can
be treated as animate or inanimate.

vi
In Persian script, both rZ´ªÖ and rZ´ªi are acceptable.
vii
Note that Êøò 'hiÇ' "none, at all" is used with the negative form of the verb. Example:
Bashiri 116
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in golabi hiÇ xub nist / À≠øó [ºâ Êøò ·ÑÈ° ›õZ

This pear is not good at all.
viii
The verb ›§ãZa 'daÍtæn' "to have" does not take the present suffix ·ñ 'mi-'. In
orthography, for the verbs that take ·ñ 'mi', it may be attached to the stem: qtcõñ 'mi-
ræv-æm' "I go" or it may be written separately: qtc ·ñ .

ix
The same procedure is true for some other verbs like racºâ Z™ë 'qæza xord-æn' "to eat
(food)", where the word Z™ë 'qæza' "food" is replaced with other words such as q¢ã 'Íam'
"dinner" or w¢† 'Çay' "tea":

She ate at that restaurant. / acºâ Z™ë rZcº§äc r˜ ca tZ

We drank tea at this teahouse. / ‹õacºâ w¢† fió¢â sºªì ›õZ ca ¢ñ
At what time do they eat dinner? ? ©ócº®øñ q¢ã ©∫†I Àê¢ä ¢ªó˜
x
Beginning with this lesson, we shall discontinue the use of transcription for every phrase and
sentence used. We shall, however, continue to use it for providing pronunciation for new
vocabulary and for certain new structures.
xi
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 'dan' "container". (For a study of derivational suffixes, see Lesson Eleven.)
xii
In constructing subjunctive sentences, the verb ›§äZºâ 'xastæn' "to want", used as an
auxiliary verb, is conjugated with a main verb to indicate volition. (For a full discussion of
the subjunctives, see Lesson Nine.)
xiii
Note that fiπò 'hæme' "all" can be used as a pronoun as well as an adjective. Example:
hæme-ye hæfte(h) fi§µò w fiπò all (of) the week; the whole week
hæme ruz dtc fiπò every day

xiv
In writing, the w and fiî may be written together as fiîõ . When this combination occurs
after t vav or ælef Z , a ú hamza precedes it, i.e., fiî ·ú or, written together: fiîõú . When it
occurs after a final s , or · an Z 'ælef ' precedes it, i.e., fiîõZ .
117 Main Text
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Example:
fiî wc¢§ä´ü the nurse who... (written separately)
fi∑øëZ´† the lamp which... (written together)
fiî ·úº¶ÆóZa the university student who... ('hamza' after 'vav')
fiîõZ fiN«Ñ Dfiî wZ fiN«Ñ the child who... ('ælef' after '-he')

xv
The fiî used after fiN§£ïZ indicates emphasis. It is equal in emphasis to the word "but" in the
English phrase "but of course..."
 Lesson Eight
Vocabulary
Learn the following words:

poxtæn to cook )¨Gü* ›§®ü

bæstæn to close; to tie )©MÇ ∫ÑG * ›§≠Ñ
baz open d¢Ñ
baz kærdæn to open; to untie )›î* ra´î d¢Ñ
xæridæn to buy )´Gâ* r©õ´â
didæn to see )›øÑ* r©õa
Íenaxtæn to know (a person) )e¢∫Iã * ›§â¢∫ã
xandæn to read; to sing )rZºâ* r©óZºâ
dadæn to give )sIa* raZa
baqÇe small garden (of a house) fi«ë¢Ñ
deh village sa
mæsjed mosque ©¶≠ñ
kar daÍtæn to bother; have business with )cZa* ›§ãZa c¢î
Íæb night; evening ␣ã
diÍæb last night ␣Æõa
parsal last year p¢äc¢ü
emsal this year p¢≠ñZ
emÍæb tonight; this evening ␣ÆñZ
bærf snow m´Ñ
bærf amædæn to snow )˜* r©ñ˜ m´Ñ
baran rain rZc¢Ñ
baran amædæn to rain )˜* r©ñ˜ rZc¢Ñ
hær every ´ò
hær ruz everyday dtc´ò
Íomal north p¢πã
119 Main Text
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pænir cheese ´ø∫ü

sævar Íodæn to ride )ºã* r©ã cZºä
taksi taxi ·≠î¢Ö
neÍæstæn to sit )›øÆIó* ›§≠Æó
xændidæn to laugh )©ÇÇM Ç∫âG * r©õ©∫â
mosaferæt travel; journey; trip \´í¢≠ñ
mosaferæt kærdæn to travel )›î* ra´î \´í¢≠ñ
jævan young; a family name rZºá
hala now; at the present 袈
ketabxane library fió¢®Ñ¢§î
film movie; film (photography) ‹∏øí
bazi game; play wd¢Ñ
bazi kærdæn to play; to act )›î* ra´î wd¢Ñ
mozahem Íodæn to bother; to annoy )ºã* r©ã ‹àZ¨ñ
lotfæn please ˆµ±ï
biÍtær more ´§ÆøÑ
mærdom people qa´ñ
biÍtær-e mærdom most of the people qa´ñI ´§ÆøÑ
hæmdigær each other ´…õ©πò
bexosus especially gºØ®Ñ
yeki æz...ha one of...i ¢ò /// dZ ·∑õ
puldar rich cZ©ïºü
mæÍhur famous cºªÆñ
mærkæz center ¨î´ñ
damæne slope; side of a hill or mountain fi∫ñZa
kuh mountain sºî
kuh-e ælborz the Alborz mountain range d´£ïZ sI ºî
bæ'zi some ·∞≥Ñ
bæ'zi væqtha sometimes ¢ª§ìt ·∞≥Ñ
tæmam Íodæn to be finished )ºã* r©ã q¢πÖ
digær other ´…õa
Bashiri 120
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yeki digær the other (one) ´…õa ·∑õ

xorræm abad Khorram Abad, name of city in Iran a¢Ñ˜ qN´â
qædim ancient times ‹õ©ì
qædimi old; ancient ·πõ©ì
name letter (mail) fiñ¢ó
æz didæn-e upon seeing I r©õa dZ
besiyar very; much c¢ø≠Ñ
xoÍhal Íodæn to become happy )ºã* r©ã p¢ßãºâ
xoÍhal kærdæn to make happy )›î* ra´î p¢ßãºâ
jomleh sentence (grammar) fi∏πá
enÍa'ællah God willing FZY¢ÆóZ
xahim amæd will come ii
©ñ˜ ‹øòZºâ
xabidæn to sleep )[Zºâ* r©øÑZºâ
hæva weather; air Zºò
gærm hot q´°
hær do both ta ´ò
mah moon s¢ñ
næne jan dear grandma! r¢á fi∫ó
rast right; truth ÀäZc
ræfte-ænd they have gone; they have traveled ©óZ fi§íc
'æziz dear ¨õ¨ê
hærf what is said m´à
in hærfha these words; these talks ¢ò m´à ›õZ
hæme all fiπò
doruq a lie ltca
'æks picture –∑ê
ruzname newspaper fiñ¢ódtc
kævir desert ´õºî
gerefte-ænd they have taken ©óZ fi§í´°
dobare again sc¢Ñta
pæs then –ü
121 Main Text
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mars Mars ec¢ñ

fekr thought ´∑í
fekr kærdæn to think )›î* ra´î ´∑í
xæste tired fi§≠â
Íæb bexeyr good night! ´ø®Ñ ␣ã
Çiz thing ¨ø†
ta until; up to ¢Ö
nime half; middle fiπøó
nime-ye Íæb middle of the night ␣ã w fiπøó
jaleb interesting ␣ï¢á
næqÍe map; plan fiÆ∂ó
park kærdæn to park )›î* ra´î oc¢ü
adres address eca˜
aværdæn to bring )cGt˜* ract˜
neveÍtæn to write )–õºIó* ›§ãºó
telefoni by telephone ·∫µ∏Ö
væqti when; the time when ·§ìt
xod self aºâ
aÍena Íodæn to become acquainted )ºã* r©ã ¢∫ã˜
peyda kærdæn to find )›î* ra´î Z©øü
pænjere window s´¶∫ü
dæbestan school (elementary) r¢§≠Ña
hæmædan Hamadan; city in western Iran rZ©πò
bidar awake cZ©øÑ

Numbers 30-101

si thirty 30 ·ä
Çehel forty 40 €ª†
Bashiri 122
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pænjah fifty 50 s¢¶∫ü

Íæst sixty 60 ÀØã
hæftad seventy 70 a¢§µò
hæÍtad eighty 80 a¢§Æò
nævæd ninety 90 aºó
sæd one hundred 100 ©å
sædo yek one hundred and one 101 ⁄õ t ©å

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:

/ ÀäZ Á∫Æì €° ›õZ

/ ÀäZ ©∫∏Ñ Àâca ¢Ö fiä r˜
/ ©∫§≠øó p¢ßãºâ ¢ò fiN«Ñ ›õZ
The equational sentence, due to the "stative" nature of its verb, does not include
"transactions". In the equational sentence things exist in a frozen form. There is not much
activity involved. Flowers are red, trees are tall, and children are not happy.
When action enters the picture, however, it brings with it a certain sense of direction, an
awareness of location, and most importantly, a mechanism for transferring action from one ele-
ment of the sentence, the subject, to another, the direct object. In this lesson we shall discuss the
subject, the definite direct object, and the transfer of action from the former to the latter.

Study the following sentences:

/ q´â ·ñ Zc ›øã¢ñ r˜ ›ñ
/ w¨ü ·ñ Zc Z™ë r˜ ºÖ
/©ãt´í ·ñ Zc Ò¢ì tZ
123 Main Text
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/ ‹õcºâ ·ñ Zc r¢ó r˜ ¢ñ
/ ©õ©∫Ñ ·ñ Zc ca ¢πã
/ ©∫∫î ·ñ d¢Ñ Zc s´¶∫ü ¢ªó˜

Definite Direct Object

A comparison of these sentences shows that they all include a subject (›ñ ,ºÖ , etc.), a
definite direct object (Ò¢ì , Z™ë r˜ , ›øã¢ñ r˜ , etc.) , and a verb ( q´â ·ñ , w¨ü ·ñ , etc.).
What is different about these sentences vis-à-vis the equational sentence is that they include
transfer of action from the subject to the direct object, i.e., the act of buying is performed by ݖ
on ›øã¢ñ. Similarly, the act of cooking is performed by ºÖ on Z™ë , and so forth. This direct
transfer of action from subject to object is marked by the postposition Zc . The following chart
illustrates the structure of these sentences:

Verb Phrase Noun Phrase

object subject

def. noun

q´â ·ñ Zc ›øã¢ñ r˜ ›ñ
Bashiri 124
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Note that in the chart above, the category under which Zc appears is called definite. This
means that only the direct objects that are definite are marked with Zc . 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 Zc :

1. Proper nouns used as definite direct object:

I saw Hassan in the market. / q©õa cZd¢Ñ wºÖ Zc ›≠à ›ñ

2. Nouns and phrases preceded by rõZ and r˜ when such phrases are used as definite
direct object. rõZ and r˜ are, of course, used as adjectives:

I do not (will not) buy that car. / q´â ·πó Zc ›øã¢ñ r˜ ›ñ

3. Independent personal pronouns used as definite direct object:

We do not know you. / ‹øä¢∫ã ·πó Zc ¢πã ¢ñ

4. ezafe constructions used as definite direct object:

She sold my car. / Àât´í Zc ›ñI ›øã¢ñ tZ

5. Nouns augmented with possessive endings used as definite direct object:

My sister sees your car. / ©∫øÑ ·ñ Zc r¢§∫øã¢ñ q´òZºâ

6. Parts of speech preceded by question words used as definite direct object:

Which book are you reading? ? ·óZºâ ·ñ Zc [¢§î qZ©î ºÖ

7. Anaphoric references, i.e., references to information already made available in
previous sentence or sentences: iii

/ ‹òa ·ñ ·§äta fiÑ Zc ›øã¢ñ r˜ ©≥Ñ / q´â ·ñ ›øã¢ñ ⁄õ ›ñ

/ a´Ñ ·ñ cZd¢Ñ fiÑ Zc qcaZ´Ñ Àäta r˜ / ©∫øÑ ·ñ Zc Àäta r˜ qcaZ´Ñ
I buy a car. Then I give that car to a friend. My brother sees that friend. That friend takes
my brother to the market.
125 Main Text
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Indefinite Direct Object

If the noun used as direct object is not definite, it means that a more general transfer is being
referred to. Thus, buying a specific car, like "that car," becomes buying "cars" in general. Or
cooking "That food," becomes "cooking food,". Obviously, the definite direct object marker Zc is
no longer needed. Compare:

I buy cars. / q´â ·ñ ›øã¢ñ ›ñ

You cook (food). / w¨ü ·ñ Z™ë ºÖ
She sells carpets. / ©ãt´í ·ñ Ò¢ì tZ
We eat bread. / ‹õcºâ ·ñ r¢ó ¢ñ

The above information can be diagrammed as follows:

Verb Phrase Noun Phrase

object subject

q´â ·ñ ›øã¢ñ ›ñ
I buy cars.
Bashiri 126
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The Verb "to have"

You are already familiar with the simple present tense of ›§ãZa 'daÍtæn' "to have, to pos-
sess". To construct that structure, the appropriate forms of personal suffixes were added to the
present stem cZa 'dar'. The present tense marker ·ñ 'mi-' was not required. Since "to have" is a
frequently used form, like "to be" it has variant forms used to avoid repetition. To form these
variants, conjugate the present of raºÑ after the frozen form ZcZa 'dara'. Compare:

I have ‹ã¢Ñ ·ñ ZcZa = ‹§≠ò ZcZa = ‹cZa

·ã¢Ñ ·ñ ZcZa ·§≠ò ZcZa wcZa
©ã¢Ñ ·ñ ZcZa À≠ò ZcZa acZa
‹øã¢Ñ ·ñ ZcZa ‹ø§≠ò ZcZa ‹õcZa
©øã¢Ñ ·ñ ZcZa ©ø§≠ò ZcZa ©õcZa
©∫ã¢Ñ ·ñ ZcZa ©∫§≠ò ZcZa ©ócZa
To form the past tense of raºÑ ZcZa "to possess", conjugate the past of raºÑ after ZcZa :

I had qaºÑ ZcZa

waºÑ ZcZa
aºÑ ZcZa
‹õaºÑ ZcZa
©õaºÑ ZcZa
©óaºÑ ZcZa
To negate these structures, add ÇG Ç Ç Çó 'næ' to the verb:

I don't have ‹§≠øó ZcZa

I didn't have qaº£ó ZcZa
Note that the thing possessed occurs after ZcZa and is added to it with an ezafe: I wZcZa
Example:

He has several books / ÀäZ [¢§î ¢Ö ©∫† wZcZa tZ

I have two houses and three cars. / ‹§≠ò ›øã¢ñ ¢Ö fiä t fió¢â ¢Ö ta wZcZa ›ñ
127 Main Text
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His house has a beautiful garden. / ©ã¢Ñ ·ñ ·…∫Æì w fi«ë¢Ñ wZcZa tZ w fió¢â
This town had a small movie theater. / aºÑ ⁄†ºî w¢π∫øä ⁄õ wZcZa ´ªã ›õZ
Doesn't that village have any movie theaters? ?©ã¢Ñ ·πó ¢π∫øä wZcZa sa r˜ ¢õ˜
No. This village did not have any movie theaters. / aºÑó ¢π∫øä wZcZa sa ›õZ - fió
This village has several mosques. / ©ã¢Ñ ·ñ ©¶≠ñ ©∫† wZcZa sa ›õZ

The Imperative
The imperative is based on the present stem. To form the imperative, prefix Ç ÇÑ bé- (always
stressed) to the present stem. Then add one of the following two suffixes:

ø for you (sing.) ø

id for you (pl. or sing., polite) ©õ
Examples:

be-xor-ø eat! (you sing.) cº®Ñ

be-xor-id eat! (you pl. or sing., polite) ©õcº®Ñ
The imperative of ›§íc i.e., tcÑ is pronounced 'boro' instead of 'be-ræv'.

The verb racî may omit 'be-'.

telephone! ›î ›µ∏Ö
work! ›î c¢î
›îÑ ›µ∏Ö and ›îÑ c¢î are also used.

The verbs raºÑ and ›§ãZa are exceptions to the rule explained above for the formation of the
imperative. The verb raºÑ does not use ÇI ÇÑ be-. It adds ø or ©õ to the present stem of r©øã¢Ñ , i.e.,
f¢Ñ :

be! (you sing.) f¢Ñ

be! (you pl. or sing., polite) ©øã¢Ñ
Bashiri 128
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The verb ›§ãZa fi§ãZa (past stem + s ) as base and adds the
uses its past participle
appropriate forms of the present of r©øã¢Ñ , i.e., f¢Ñ and ©øã¢Ñ :

have! (you sing.) f¢Ñ fi§ãZa

have! (you pl. or sing., polite) ©øã¢Ñ fi§ãZa
Example:
go! (you sing.) "t´Ñ
go! (you pl. or sing., polite) "©õt´Ñ
Speak! (you sing.) "r¨Ñ m´à
telephone! (you sing.) ")›∑Ñ* ›î ›µ∏Ö
have! (you sing.) "f¢Ñ fi§ãZa
have! (you pl. or sing., polite) "©øã¢Ñ fi§ãZa
be! (you sing.) "f¢Ñ
be! (you pl. or sing., polite) "©øã¢Ñ
Telephone your mother ! "›î ›µ∏Ö \ca¢ñ fiÑ
Open the door! "›î d¢Ñ Zc ca
Buy this car! "´®Ñ Zc ›øã¢ñ ›õZ
Sell your house! "ft´µÑ Zc \Z fió¢â
Go from Shiraz to Tehran! "t´Ñ rZ´ªÖ fiÑ dZ´øã dZ
Be there at three o'clock! "f¢Ñ ¢¶ó˜ fiä Àê¢ä
Don't have any money on you" f¢Ñ fi§ãZ©ó pºü \aºâ ¢Ñ
To form the negative of these forms, replace the imperative marker ÇIÇ ÇÑ with the negative
marker ÇG Çó . Example:

Don't buy that book! "´®ó Zc [¢§î r˜

Don't go to that place! "t´ó ¢¶ó˜ fiÑ
Don't open the door! "›∑ó d¢Ñ Zc ca
129 Main Text
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The mi-Past
The definite past, described in Lesson Seven, indicates a completed action or state that has
occurred at some point in the past. It is a one-time event. An adverb of time such as dt´õa
'diruz' "yesterday", ␣Æõa 'diÍæb ' "last night", or p¢äc¢ü 'parsal' "last year" pinpoints the
exact time. Example:

Yesterday we went to the restaurant with Mina. / ‹ø§íc rZcº§äc fiÑ ¢∫øñ ¢Ñ dt´õa
He did not come to our house last night ./ ©ñ¢øó ¢ñ w fió¢â fiÑ ␣Æõa tZ
It did not snow at all last year, but it rained a lot. / ©ñ˜ rZc¢Ñ Úøâ Òt ©ñ¢øó m´Ñ Êøò p¢äc¢ü

For an action that happened regularly in the past for a length of time, the habitual or ·ñ-past
is used. To form this tense, prefix·ñ 'mi-' to the past stem and affix the personal endings for
simple past tense. The verb ›§ãZa is an exception. It does not take ·ñ 'mi-':

I used to go/I was going ‹§íc ·ñ )›ñ*

·§íc ·ñ )ºÖ*
Àíc ·ñ )tZ*
‹ø§íc ·ñ )¢ñ*
©ø§íc ·ñ )¢πã*
©∫§íc ·ñ )¢ªó˜*
Negative
To negate, add ÇI Çó 'ne-' to ·ñ 'mi-':

I did not use to go/I was not going ‹§íc ·ñÇÇI ó )›ñ*
The same principle applies to the affirmative and negative forms of the compound verbs.
Example:

I used to work/I was working. qa´î ·ñ c¢î ›ñ

You were speaking. ©õad ·ñ m´à ¢πã
We were shaking hands. ‹õaZa ·ñ Àäa ‹ò¢Ñ ¢ñ
They were studying (lit., learning lessons). ©∫§í´° ·ñ a¢õ eca ¢ªó˜
Bashiri 130
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Learn the following sentences

/ ‹§íc ·ñ fiäc©ñ fiÑ dtc ´ò ›ñ

/ ©õa´î ·ñ ·°©ód fió¢â r˜ wºÖ ¢πã
? ·§íc ·ñ ¢¶î fiÑ \caZ´Ñ ¢Ñ ␣Æõa
/ ‹õa´î ·ñ ·°©ód p¢πã ca ‹πó¢â t ›ñ
/ ©õ´â ·ñ ´ø∫ü t r¢ó cZd¢Ñ dZ dtc ´ò
/ ‹õ©ã ·ñ cZºä ·≠î¢Ö - ‹õ©ã ·πó cZºä eºÑºÖZ

Translation
Every day I used to go to school.
You used to live in this house.
Where were you going with your brother last night?
My wife and I used to live in the north.
Every day she used to buy bread and cheese from the market.
We did not use to ride buses, we used to ride taxis.

Ongoing Action in the Present

The simple present tense deals with an action that occurs now. Sometimes, however, we need
to focus on action as it goes on--we need to describe action in process as would a commentator.
For this the verb ›§ãZa is employed as an auxiliary verb. A "compound" of ›§ãZa and the main
verb describes the ongoing action. The infinitive of a verb indicating action in progress looks like
this:

be in the process of going ›§íc ›§ãZa

be in the process of eating racºâ ›§ãZa
be in the process of buying r©õ´â ›§ãZa
be in the process of teaching raZa eca ›§ãZa
be in the process of living ra´î ·°©ód ›§ãZa
be in the process of shaking hands raZa Àäa ›§ãZa
131 Main Text
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The "compound" of ›§ãZa and a main verb can be conjugated for the present as follows:iv

I am (in the process of) going qtc ᖠqcZa )ݖ*

wtc ·ñ wcZa )ºÖ*
atc ·ñ acZa )tZ*
‹õtc ·ñ ‹õcZa )¢ñ*
©õtc ·ñ ©õcZa )¢πã*
©ótc ·ñ ©ócZa )¢ªó˜*

Here are some examples:

I am telephoning. / ‹∫î ·ñ ›µ∏Ö qcZa )›ñ*

I am working. / ‹∫î ·ñ c¢î qcZa )›ñ*
We are sitting. / ‹ø∫øÆó ·ñ ‹õcZa )¢ñ*
They are laughing. / ©ó©∫â ·ñ ©ócZa )¢ªó˜*
You are bargaining. / ©øód ·ñ fió¢† ©õcZa )¢πã*
Negative

There is no negative. The idea of negating an ongoing action does not exist in Persian.

Learn the following sentences:

/ ©ótc ·ñ cZd¢Ñ fiÑ fiäc©ñ dZ ©ócZa fc©ü t ›õt´ü

/ ©õ´â ·ñ `´ä Á∫Æì €° ©∫† ©õcZa ¢πã
/ ‹øãt´í ·ñ tZ fiÑ [ºâ Ò¢ì ©∫† ‹õcZa ¢ñ
/ ©∫î ·ñ ›µ∏Ö ¢πã Àäta ´òZºâ fiÑ acZa qcaZ´Ñ
/ ©∫∫î ·ñ \´í¢≠ñ rZ´ªÖ fiÑ r¢ªµåZ dZ ©ócZa —§äta t ›≠à
/ ©∫î ·ñ c¢î s¢…ãt´í ⁄õ ca acZa ¢πã ca¢ñ
/ ©ód ·ñ m´à —πó¢â ·Æ∫ñ ¢Ñ acZa ⁄ó¢Ñ –øúc
/ ©òa ·ñ Àäa \c©ü ¢Ñ acZa qc©ü
Bashiri 132
______________________________________________________________________________________

Translation
Parvin and her father are going from the school to the market.
You are buying several beautiful red flowers.
We are selling him several good carpets.
My brother is calling your friend's sister.
Hassan and his friend are traveling from Isfahan to Tehran.
Your mother is working in a store.
The bank manager is talking with his wife's secretary.
My father is shaking your father's hand.

Ongoing Action in the Past

To indicate an ongoing action in the past, the past of ›§ãZa is conjugated alongside the ·ñ -
past of the desired verb. Example:

I was (in the process of) going ‹§íc ·ñ ‹§ãZa )›ñ*

·§íc ·ñ ·§ãZa )ºÖ*
Àíc ·ñ ÀãZa )tZ*
‹ø§íc ·ñ ‹ø§ãZa )¢ñ*
©ø§íc ·ñ ©ø§ãZa )¢πã*
©∫§íc ·ñ ©∫§ãZa )¢ªó˜*
Negative:
There is no negative. The idea of negating an ongoing action does not exist in Persian.

Transformation Drill 1
Transform the sentences cited above for ongoing action in the present into ongoing action
in the past. Example:

/ ©∫§íc ·ñ cZd¢Ñ fiÑ fiäc©ñ dZ ©∫§ãZa fc©ü t ›õt´ü

Parvin and her father were going from the school to the market.
133 Main Text
______________________________________________________________________________________

Transformation Drill 2
Transform the following clauses into ezafe constructions, then use the ezafe-construction in
a sentence. Example:

(1) relative clause ÀäZ ›ñ ¨øñ wtc fiî ·Ñ¢§î

(2) ezafe-construction ›ñI ¨øñI wtcI [¢§î
(3) sentence with ezafe construction / aºÑ rZ´° ›ñ ¨øñ wtc [¢§î
ÀäZ Úê p¢ñ fiî ·…∫Æì ›øã¢ñ ( 1
©∫ã¢Ñ ·ñ ¢ñ p¢ñ fiî ·ú¢ò fió¢â ( 2
ÀäZ ¢πã ¨øñ wtc fiî ·ëZ´† ( 3
ÀäZ ¢¶∫õZ ⁄ó¢Ñ –øúc p¢ñ fiî ·°c¨Ñ ¨øñ ( 4
ÀäZ ¢πã Åc¨Ñ caZ´Ñ p¢ñ fiî ·∑†ºî Ò©∫å ( 5
Transformation Drill 3
Transform the sentences with the present of ›§ãZa and a main verb to sentences with the
past of ›§ãZa and a main verb. Example:
/ ‹õ´â ·ñ c¢óZ ¢Ö©∫† ‹õcZa ¢ñ
/ ‹õ©õ´â ·ñ c¢óZ ¢Ö©∫† ‹ø§ãZa ¢ñ
....
/ ‹≠õºó ·ñ qcaZ´Ñ fiÑ fiñ¢ó ⁄õ qcZa ›ñ ( 1
/ atc ·ñ sZc cZd¢Ñ ca fca¢ñ t c©ü ¢Ñ acZa tZ ( 2
/ ©∫∫î ·ñ À£ßå ·∫µ∏Ö r¢ãca¢ñ ¢Ñ ©ócZa ¢ªó˜ ( 3
/ act˜ ·ñ ¢¶∫õZ fiÑ r¢ªµåZ dZ [ºâ Ò¢ì ©∫† acZa ·ç¢ì w¢ì˜ ( 4
/ ©óZºâ ·ñ —äÈî wZ´Ñ ·£ï¢á [¢§î acZa ‹N∏≥ñ ( 5
/ ©ótc ·ñ fiäc©ñ fiÑ r¢ãca¢ñ t c©ü ¢Ñ ©ócZa ¢ò fiN«Ñ ( 6
/ a´Ñ ·ñ r¢§äc¢πøÑ fiÑ —πó¢â wZ´Ñ Á∫Æì €° ©∫† acZa ·ç¢ì ‹ó¢â caZ´Ñ ( 7
/ ©∫≠õºó ·ñ r¢ãc©ü fiÑ fiñ¢ó ©∫† ©ócZa ·ç¢ì w¢ì˜ w¢ò fiN«Ñ ( 8
/ ©óºã ·ñ ¢∫㘠¢πã w saZºó¢â ¢Ñ ©ócZa qcaZ´Ñ t c©ü ( 9
/ ©∫î ·ñ À£ßå ⁄ó¢Ñ ·Æóñ ¢Ñ acZa ⁄ó¢Ñ –øúc ( 10
Bashiri 134
______________________________________________________________________________________

Substitution Drill 1
Learn the pattern sentence then substitute
/ ©ótc ·ñ sZc r¢Ñ¢øâ ca rd t a´ñ r˜
....
( ºÖ ( ¢ñ ( f´§âa t ·ç¢ì w¢ì˜ ( ´§âa t ca¢ñ ( ¢ò fiN«Ñ
¢£õd w¢ò rd ( ¢ò ‹N∏≥ñ ( ¢πã ( qcaZ´Ñ t ›ñ

Substitution Drill 2
/ ©ó©ñ˜ ¢ñ w fió¢â fiÑ —πó¢â t tZ dt´õa
....
( ¢πã l¢Ñ ( fiäc©ñ ( cZd¢Ñ ( rZ´ªé s¢…ÆóZa ( ⁄ó¢Ñ ( rZcº§äc
r¢§äc¢πøÑ ( q´§âa eÈî ( ¢¶∫õZ ( ¨õ´£Ö ( cZº≠ªã

Substitution Drill 3
?©óa´∑øñ ·°©ód fió¢â qZ©î ca ¢πã ca¢ñ t c©ü
....
( ¢ò ‹N∏≥ñ r˜ ( ‹§äta t ›ñ ( ¢πã ( ¢ªó˜ ( ºÖ ( ›ñ ( ¢ñ ( tZ
( ©∫§≠ò cZ©ïºü Úøâ fiî ·ú¢ò ´§îa ( ÀäZ r¢§äc¢πøÑ ca fiî wa´ñ
Àíc ¢¶∫õZ dZ fiî wc¢§ä´ü

Substitution Drill 4
/ ©ø∫î À£ßå ›ñ Àäta ¢Ñ t ©õt´Ñ ¢¶ó˜ fiÑ
teacher, doctor, wife, brother, mother, nurse, daughter, good students,
kind sisters, small children, father

Substitution Drill 5
/ act˜ ¢¶∫õZ fiÑ r¢ªµåZ dZ [ºâ Ò¢ì ¢Ö fiä ·ç¢ì w¢ì˜
50-televisions, 30-flowers, 70-blankets, 100-lamps, 40-watermelons, 90-cars,
20-tables, 50-interesting books, 30-expensive chairs, 40-cheap trees
135 Main Text
______________________________________________________________________________________

Substitution Drill 6
/ ÀäZ ´§ªÑ ©øµä w¢ò €° r˜ dZ `´ä w¢ò €° ›õZ
....
w¢ò Ò¢ì - ¨øπÖ w¢ò Ò¢ì ( rZdcZ w¢ò [¢§î - rZ´° w¢ò [¢§î
␣øä - Åc¨Ñ w¢ò ␣øä ( Àãd w¢ò fió¢â - Á∫Æì w¢ò fió¢â ( ÿø•î
w¢ò ´§âa ( ·Ñ˜ w¢ò €ø£ñºÖZ - ©øµä w¢ò €ø£ñºÖZ ( ⁄†ºî w¢ò
©Ñ w¢ò ‹N∏≥ñ - [ºâ w¢ò ‹N∏≥ñ ( Àãd w¢ò ´§âa - ¢£õd

Substitution Drill 7
/ ÀäZ ´Ö Á∫Æì ¢¶∫õZ w¢ò l¢Ñ w fiπò dZ l¢Ñ ›õZ
blanket, television, table, chair, lamp, restaurant, bank, tree, class,
market, university, girl, woman, house, school, car, small garden,
mountain, street , city

Learn the following sentences

/ ©ótc ·ñ sZc r¢Ñ¢øâ ca rd t a´ñ r˜ ( 1
/ ©ó©ñ˜ ¢ñ w fió¢â fiÑ —πó¢â t tZ dt´õa ( 2
?©∫∫î ·ñ ·°©ód fió¢â qZ©î ca ¢πã ca¢ñ t c©ü ( 3
/ ©ø∫î À£ßå ›ñ Àäta ¢Ñ t ©õt´Ñ ¢¶ó˜ fiÑ ( 4
?©ø∫î ·ñ ·°©ód fió¢â qZ©î ca Ë¢à r¢§πó¢â t ¢πã ( 5
/ act˜ ¢¶∫õZ fiÑ r¢ªµåZ dZ [ºâ Ò¢ì fiä ·ç¢ì w¢ì˜ ( 6
/ ‹õ©óZºâ ·ñ eca ‹ò¢Ñ t ‹ø§íc ·ñ ¢ªó ˜ w fió¢â fiÑ dtc ´ò ¢ñ ( 7
/ ©óZºâ ·ñ —äÈî wZ´Ñ ·£ï¢á [¢§î ÀãZa ‹N∏≥ñ ( 8
/ ÀäZ ´§ªÑ ©øµä w¢ò €° r˜ dZ `´ä w¢ò €° ›õZ ( 9
/ ©ã¢Ñ ·ñ ´Ö Á∫Æì dZ´øã w¢ò l¢Ñ w fiπò dZ l¢Ñ ›õZ ( 10
/ ÀäZ r¢ªµåZ ca rZ´õZ w¢òcZd¢Ñ ›õ´Ö Åc¨Ñ dZ ·îõ ( 11
/ aZa ·πó eca rZ´ªÖ s¢…ÆóZa ca ¢ñ a¢§äZ ( 12
Bashiri 136
______________________________________________________________________________________

Learn the following sentences

?acZa p¢ä ©∫† ¢πã c©ü ( 1
/ acZa p¢ä ta t €ª† ›ñ c©ü ( 2
? ÀãZa p¢ä ©∫† tZ ca¢ñ ( 3
/ ÀãZa p¢ä ©∫† fca¢ñ ‹óZ©øπó ›ñ ( 4
? acZa p¢ä c¢ª† t a¢§Æò ·î ( 5
/ ÀãZa p¢ä c¢ª† t a¢§Æò \c©ü w¢ª§äta dZ ·∑õ ( 6
/ ©ñ˜ ¢∑õ´ñZ fiÑ rZ´õZ dZ —øü p¢ä s¢¶∫ü ‹õºπê ( 7
? ©óa´î ·ñ \´í¢≠ñ fi† ¢Ñ qa´ñ ›õZ dZ €£ì p¢ä ©å ( 8
/ acZa p¢ä sadZta ¢ªó˜ dZ ·∑õ / qcZa ´òZºâ ¢Ö ta ›ñ ( 9
/ ©ã¢Ñ ·ñ dtc ÀµòI wZcZa fi§µò ´ò t fi§µò c¢ª† I wZcZa s¢ñ ´ò ( 10

º…§µ°
/ rZºá w¢ì˜ qÈä :Á∫ãºò
? ÀäZ cº±† ¢πã p¢à - r¢â Á∫ãºò qÈä :rZºá w¢ì˜
? ÀäZ cº±† ¢πã p¢à - ·ä´ñ - À≠øó ©Ñ : Á∫ãºò
? ©õtc ·ñ ¢¶î fiÑ ©õcZa ¢πã - ·ä´ñ - ‹Ñºâ : rZºá w¢ì˜
/ ‹§íc ·ñ ¢π∫øä fiÑ ‹§ãZa ›ñ : Á∫ãºò
? ©ø§íc ·ñ ¢π∫øä qZ©î fiÑ : rZºá w¢ì˜
/ rZ´õZ ¢π∫øä fiÑ : Á∫ãºò
? ÀäZ [ºâ rZ´õZ ¢π∫øä ‹∏øí : rZºá w¢ì˜
/ ÀäZ [ºâ Úøâ Àµ° ·ñ ‹§äta / ‹óZa ·πó : Á∫ãºò
? ÀäZ ·† ‹∏øí r˜ ‹äZ : rZºá w¢ì˜
/ ÀäZ (((( ‹∏øí r˜ ‹äZ : Á∫ãºò
? ©∫î ·ñ wd¢Ñ ‹∏øí r˜ wºÖ ·î " sa : rZºá w¢ì˜
137 Main Text
______________________________________________________________________________________

/ ©∫î ·ñ wd¢Ñ ‹∏øí r˜ wºÖ (((( ‹∫î ·ñ ´∑í : Á∫ãºò

/ ’í¢à Z©â - qºã ·πó ¢πã ‹àZ¨ñ –ü : rZºá w¢ì˜
/ ’í¢à Z©â : Á∫ãºò
Transcription
huÍæng: sælam aqaye jævan.
aqaye jævan: sælam huÍæng xan. hale Íoma Çetowr æst?
huÍæng: bæd nist. mersi. hale Íoma Çetowr æst?
aqaye jævan: xubæm. mersi. Íoma darid bekoja mirævid?
huÍæng: mæn daÍtæm besinema miræftæm.
aqaye jævan: bekodam sinema?
huÍæng: besinema iran.
aqaye jævan: filme sinema iran xub æst?
huÍæng: nemidanæm. dustæm migoft xeyli xub æst.
aqaye jævan: esme an film Çi æst?
huÍæng: esme an film _______ æst.
aqaye jævan: de! ki tuye an film bazi mikonæd?
huÍæng: fekr mikonæm _______ tuye an film bazi mikonæd.
aqaye jævan: pæs mæn mozaheme Íoma nemiÍævæm. xoda hafez.
huÍæng: xoda hafez.
Translation
Hushang: Hello, Mr. Javan.
Mr. Javan: Hello, Hushang Khan. How are you?
Hushang: Not bad, thank you. How are you?
Mr. Javan: I'm fine, thank you. Where are you going?
Hushang: I was (in the process of) going to the movies.
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?
Hushang: I think _______ plays in that film.
Mr. Javan: Then I won't keep you any longer. So long.
Hushang: Good-bye.
Bashiri 138
______________________________________________________________________________________

Readings v

:©øóZº®Ñ ˆµ±ï
t rZcº§äc ⁄õ - fió¢â À≠ü ⁄õ wZcZa cZº≠ªã ⁄†ºî ´ªã
/ ©∫ÇÇä¢∫ã ·ñ Zc ´…õ©ÇÇπò cZº≠ÇǪã qa´ñ ´§ÆøÑ / ÀäZ fiäc©ñ ⁄õ
dZ ·∑õ tZ / ©∫ä¢∫ã ·ñ fiπò Zc ⁄ó¢Ñ –øúc - rº≠ò¢ã w¢ì˜ gºØ®Ñ
/ ©ã¢Ñ ·ñ rZ´õZ p¢πã qa´ñ ›õ´ÖcºªÆñ t ›õ´ÖcZ©ïºü
ca ·∑†ºî w fió¢â ca ´ªÇÇã ¨î´Çñ dZ cta ´°c¢î w saZºó¢â
w¢Çòdtc - ›õt´ü - ¢ªó˜ ´§âa / ©∫∫î ·ñ ·°©ód d´Ç£ïZ sºî w fi∫ñZa
/ À≠øó cta Úøâ r¢ã fió¢â dZ —ó¢§Ç≠Ña / atc ·ñ fiäc©ñ fiÑ fi§Çµò
vi

fc©ü ⁄ó¢Ñ ca / atc ·ñ ⁄ó¢Ñ fiÑ fiäc©ñ sZc dZ ¢ª§ìt ·∞≥Ñ ›õt´ü
vii

- aºÆøñ q¢πÖ ´°c¢î w¢ì˜ c¢Çî ·§ìt / ©∫ÇÇ øÑ ·ñ Zc r¢∂òa w¢ì˜ t

/ atc ·ñ fió¢â fiÑ tZ ¢Ñ ›õt´ü

:©øò©Ñ [Zºá ˆµ±ï

? ©ã¢Ñ ·ñ rZ´õZ p¢πã qa´ñ ›õ´ÖcZ©ïºü dZ ·∑õ ·î ( 1
? ©∫∫î ·ñ ·°©ód ¢¶î ca ´°c¢î w saZºó¢â ( 2
? ©∫∑øñ c¢ÇÇ∑† fi§Çµò w¢ÇÇòdtc ca ›õt´ü ( 3
? ÀäZ ¢¶î ›õt´ü r¢§Ç≠Ña ( 4
? ©∫∫∑øñ c¢ÇÇ∑† ¢ªó˜ - aºÆøñ q¢ÇπÖ ´°c¢î w¢ÇÇ ì˜ c¢ÇÇî ·§ìt ( 5
139 Main Text
______________________________________________________________________________________

:©øóZº®Ñ ˆµ±ï
dZ ·∑õ a¢Ñ˜ qN´â /©∫î ·ñ ·°©ód a¢Ñ˜ qN´â ca ›õt´ü wºπê
‹N∏≥ñ a¢Ñ˜ qN´â ca ›õt´ü wºπê /©ã¢Ñ ·Çñ rZ´õZ ·πõ©ì w¢ò´ªÇã
dZ ·∑õ tZ / ©òa ·ñ eca ¢¶ÇÇó˜ ca ·∑†ºî r¢§≠Ña ca tZ / ÀäZ
/©ã¢Ñ ·ñ r¢§≠Ña r˜ [ºâ w¢ò ‹N∏≥ñ
›õt´ü /©∫§ÇÇãZa wZ fiÇÇñ¢ó a¢Ñ˜ qN´â dZ ´°c¢î w saZºó¢ÇÇâ dt´ÇñZ
viii

w fiñ¢ó ´°c¢Çî w¢ÇÇì˜ / ©ã p¢ßãºâ c¢ø≠Ñ —õºπê w fiÇñ¢ÇÇó I r©õa dZ ix

fiÇÇÑ fiπò Åc¨Ñca¢ñ t ›õt´Çü - ›øπä¢õ / ©óZºâ fiπò wZ´Ñ Zc fcaZ´Ñ

Zc ›õt´ü —õºπê w fiñ¢ó dZ fi∏πá ›õZ / ©óaZa ·ñ fº° ´°c¢î w¢ì˜
¢πãI r©õa wZ´Ñ ¢ñ w fiπò ´…õa p¢ä FZY¢ÆóZ # :a´î p¢ßãºâ Úøâ
#/©ñ˜ ‹øòZºâ cZº≠ªã fiÑ a¢Ñ˜ qN´â dZ
/aºÑ ›õt´ü wºπê w¢ò fiñ¢ó ›õ´§ªÑ dZ ·∑õ ›õZ

:©øò©Ñ [Zºá ˆµ±ï

?©∫∑øñ ·°©ód ¢¶î ca ›õt´ü wºπê ( 1
? ÀäZ ·πN∏≥ñ cº±† tZ ( 2
?©óZºâ fiπò wZ´Ñ Zc fiñ¢ó ·î ( 3
?aZa fº° ´°c¢î w¢ì˜ fiÑ ·î ( 4
?a´î p¢ßãºâ Zc ›õt´ü fiñ¢ó dZ fi∏πá qZ©î ( 5
Bashiri 140
______________________________________________________________________________________

:©øóZº®Ñ ˆµ±ï
›õt´ü ␣Æõa /acZa p¢ÇÇä Õ∫ü t ÀØã ›õt´ü Åc¨Ñca¢ÇÇ Çñ
t —°c¨Ñca¢ñ / aºÑ q´Ç° Úøâ Zºò / ©øÑZºâ —°c¨Ñ ca¢ñ wº∏Ǫü
:©øä´ü —°c¨Ñca¢ñ dZ ›õt´ü /©óa´∑øñ s¢…ó s¢ñ fiÑ ta ´ò ›õt´ü
?©óZ fi§íc s¢ñ fiÑ ¢ò ·ú¢∑õ´ñZ fiî ÀäZ ÀäZc ›õZ - r¢á fi∫ó (
: Àµ° Åc¨Ñca¢ñ
·πó –∑«øò / À≠øó ·∑†ºÇÇ Ç î c¢î Z©â c¢î / q¨õ¨ê - fió (
w¢Çª≠Ç∑ê ›õZ / ÀäZ ltca fiπò ¢ò m´à ›õZ / at´Ñ s¢ñ fiÇÇ Ñ ©óZºÖ
/ ©óZ fi§í´° ´õºî wºÖ Zc ¢ò fiñ¢ódtc wºÖ
: Àµ° sc¢Ñta ›õt´ü
: Àµ° ·ñ eÈî wºÖ r¢ππN∏≥ñ dt´ñZ Z´† –ü - r¢á fi∫ó (
ec¢ñ - r¢ÇÇ Çá fi∫ó / ©ót´øñ ec¢ñ fiÑ Za´í - ©ótc ·ñ s¢ñ fiÑ dt´ñZ
? ÀäZ ¢¶î
: Àµ° t a´î ´∑í ·πî Åc¨Ñca¢ñ
" [Zº®Ñ t ©∫£Ñ Zc Àõ¢ò ‹ÇƆ / wZ fi§≠â ºÖ / q¨õ¨Çê (
"´ø®Ñ ␣ã / wcZa fiäc©ñ Za´Çí

t aºÇÑ cZ©øÑ ␣ã w¢ò fiπÇÇøó ¢Ö Òt / Àµ…ó w¨ø†´…õa ›Çõt´Çü

[Zº®ÇÇÑ À≠óZºÖ ·ÇÇπó Òt aºÑ fi§≠â tZ /a´î ·ñ´ÇÇ∑í s¢Çñ w sc¢Ñca
/at´Ñ
141 Main Text
______________________________________________________________________________________

:©øò©Ñ [Zºá ˆµ±ï

?©øÑZºâ ¢¶î ›õt´ü ␣Æõa ( 1
?aºÑ cº±† Zºò ( 2
?©óad m´à fi† w sc¢Ñca —°c¨Ñca¢ñ t ›õt´ü ( 3
? ÀäZ ¢¶î ec¢ñ ©∫§≠óZa ·ñ ¢ªó˜ ¢õ˜ ( 4
?at´Ñ [Zº®Ñ À≠óZºÖ ·πó ›õt´ü Z´† ( 5

Homework
1. Translate into Persian:

1. We are learning Persian at this university.

2. He and his father work in the market.
3. You are not teaching Persian to your sister.
4. Why don't you live in your house in Tehran?
5. Were those students studying in Tehran?
6. Yesterday I saw a beautiful carpet in your house.
7. I am taking (carrying) his lunch to his classroom.
8. They used to write books.
9. I saw him in the university library.
10. She possesses several houses and gardens.
11. I have two houses and a small restaurant.
12. Most of the people of Tehran do not like him.
13. One of my houses is red, the other one is brown.
14. His son lives near our house.
15. One of his daughters lives in a big, black house near the mountain.
16. His other daughter lives in a small house in the center of the city.
17. They are one of the richest families of the city.
18. She is more famous than her father.
19. I know your name, but I don't know where you live.
20. He is not the head of the bank, he is the head of the post office.
21. Which car belongs to you?
Bashiri 142
______________________________________________________________________________________

22. Why don't they buy a small car?

23. Where do his father and uncle live?
24. Do you know when they are going to Hamadan?
25. When are your brothers coming from the U.S.?
26. How many houses does that doctor own?
27. Where is your language instructor from?
28. How much money do they have in their bank?
29. He drinks a lot of tea!
30. This hospital had several good doctors.
31. Which one of these men is very famous and rich?
32. None of these books is good.
33. What were you saying to that beautiful lady?

2. Translate into English:

/ qtc ·ñ r¢ªµåZ fiÑ Za´í ›ñ ( 1
/ ©∫§≠ò cZd¢Ñ ca rd t a´ñ r˜ ( 2
/ ©óZºâ tZ wZ´Ñ ·£ï¢á [¢§î f´òZºâ ( 3
/ ‹∫î ·ñ À£ßå ·∫µ∏Ö q´òZºâ ¢Ñ ␣ÆñZ ( 4
/ ©≠õºó ·ñ ⁄ó¢Ñ –øúc fiÑ wZ fiñ¢ó Za´í tZ ( 5
/ ‹õct˜ ·ñ r¢§õZ´Ñ [ºâ wº§ü t Ò¢ì ©∫† ( 6
/ ©ó´ø° ·ñ a¢õ eca t ©ótc ·ñ fiäc©ñ fiÑ ¢ò fiN«Ñ ( 7
/ ‹õacºâ ·ñ Z™ë r¢§§äta rZcº§äc ca ( 8
/ ‹§ãºó ©∫∑øñ ·°©ód ¨õ´£Ö ca fiî fcaZ´Ñ fiÑ wZ fiñ¢ó ( 9
/ ©∫õ˜ ·πó ¢ñ w fiäc©ñ fiÑ —õ¢ò Àäta t tZ ( 10
/ ÀäZ ⁄†ºî t Åc¨Ñ rZcº§äc ©∫† wZcZa ´ªã r˜ ( 11
/ ©ã¢Ñ ·ñ rZ´õZ qa´ñ ›õ´ÖcºªÆñ dZ ·∑õ ‘∂í tZ ( 12
/ aºÑ cta fi󢮧≠ü dZ - aº£ó cta ⁄ó¢Ñ dZ ›õt´ü r¢§≠Ña ( 13
/ wa´î ·ñ oc¢ü r¢Ñ¢øâ wºÖ Zc À∫øã¢ñ ·§ãZa ºÖ ( 14
/ qa´î ·ñ Z©øü fiÆ∂ó wtc Zc \Z fió¢â eca˜ ‹§ãZa ( 15
/ ©∫§ât´í ·ñ Zc r¢§õ¢ò [¢§î ©∫§ãZa ¢ªó˜ ( 16
/ ‹§íc ·ñ s¢…ÆóZa fiÑ ¢¶∫õZ dZ dtc ´ò ›ñ ( 17
? ©õacºâ Z™ë rZcº§äc qZ©î ca dt´õa ¢πã ( 18
/ ©∫óZa ·πó Zc tZ ‹äZ qa´ñ ´§ÆøÑ ( 19
/ ©∫ä¢∫ã ·ñ Zc tZ ´ªã qa´ñ w fiπò ( 20
143 Main Text
______________________________________________________________________________________

- À≠øó ‹N∏≥ñ ¢¶∫õZ w¢ò fiäc©ñ dZ ·∑õ ca ›ñ ⁄†ºî ´òZºâ ( 21

/ ©ã¢Ñ ·ñ dZ´øã w¢ò fiäc©ñ dZ ·∑õ c¢°dºñ˜ tZ
? ©Æó p¢ßãºâ fcaZ´Ñ w fiñ¢ó r©õa dZ tZ Z´† ( 22
/ ©óad ·ñ m´à ‹ò ¢Ñ r¢Ñ¢øâ wºÖ ©∫§ãZa wZ fi«Ñ t ·ód - wa´ñ ( 23
/ ‹õaZa ·ñ fº° —°c¨Ñc©ü w¢ò m´à fiÑ - ‹õaZa ·πó fº° tZ w¢ò m´à fiÑ ¢ñ ( 24
? Àâ¢∫ã Zc ¢πã dZ ⁄õ qZ©î rº≠ò¢ã w¢ì˜ ( 25
/ Àâ¢∫ã ·ñ [ºâ Zc r¢§πó¢â t ¢πã - Àíc ·ñ scZaZ fiÑ tZ ¢Ñ ÀãZa fiî fc¢∑πò ( 26
" ›î p¢ßãºâ Zc fiπò t f¢Ñ p¢ßãºâ ( 27
/ ‹õad m´à ¢πã c¢î w sc¢Ñca tZ ¢Ñ ¢ñ t aºÑ ¢¶∫õZ fcaZ´Ñ ( 28
/ ©∫§í´° ·ñ a¢ÇÇ Ç õ eca t ©∫§íc ·ñ fiäc©ÇÇ ñ fiÇÇÑ ©∫§ÇÇ ÇãZa ¢ÇÇò fiÇNÇ «Ñ ›õZ ( 29
" rdÑ m´à tZ ¢Ñ - –õº∫ó fiñ¢ó tZ fiÑ ( 30

3. Translate the following into Persian:

1. She ate her sisters' apples.

2. Why didn't you eat that good food?
3. Read the red book!
4. Drink your tea and come here!
5. Do you know all those professors?
6. Parvin read all the books in her school library.
7. When did you see that woman on the street?
8. Why do you do that work?

4. Fill in the blanks:

fca¢ñ / ÀäZ q´° /////// Zºò / ©ÑZº®øñ fca¢ñ /////// ›õt´ü ␣ÆñZ
: ©õºÇÇ Ç Ç Ç…øñ /////// fiÇÇ Ñ fca¢ñ / ©∫∫∑øñ s¢…ó s¢ÇÇ Ç Ç ñ /////// ta´ÇÇ ò /////// t
›õZ / at´ÇÇ Ç Ñ s¢ÇÇ Ç Çñ fiÑ /////// –∑«øò / /////// ·∑ÇÇ †ºî c¢ÇÇ Ç Ç î Z©ÇÇ â c¢ÇÇ Çî #
#/ ©ó´ø…øñ ¢ò´õºî dZ ·∑õ /////// Zc ¢ò fiñ¢ódtc /////// w¢ÇÇ Çª≠∑ê
dt´ÇÇ Ç ÇñZ # ©õº…øñ ‹N∏Ç Ç≥ñ fiÇÇ äc©ñ ca / ©õºÇÇ Ç …Ñ /////// ©ÇÇ Ç Ç óZa ·πó ›õt´ÇÇü
#/ ©ót´øñ /////// fiÑ Za´í - ©ót´øñ s¢ÇÇ Ç Ç ñ ///////
/ ©ÑZº®ÇÇ Ç Ç øñ t a©ÇÇ Ç Ç ∫Ñ ·ñ /////// —õ¢ÇÇ Ç ªπÇÇ Æ† tZ / /////// fi§ÇÇ Ç Ç ≠â ›õt´ü
Bashiri 144
______________________________________________________________________________________

Review Dialog Two

This dialog between two young men, Akbar and As'ad, combines the dialogs for Lessons Six,
Seven and Eight. Memorize this dialog and practice it substituting as many vocabulary items as
possible.

º…§µ°
? À≠ø† ¢πã ‹äZ - ¢ì˜ ©øÆ®£Ñ : ´£îZ
/ ÀäZ ·ç¢ì ©≥äZ ›ñ ‹äZ :©≥äZ
? ©ø§≠ò ¢¶î €òZ ¢πã - r¢â ©≥äZ : ´£îZ
/ ‹§≠ò dZºòZ €òZ ›ñ :©≥äZ
? ©ø∫∑øñ ·°©ód rZ´ªÖ ca Ë¢à : ´£îZ
/ ‹∫∑øñ ·°©ód rZ´ªÖ ca fiî ÀäZ p¢ä c¢ª† Ë¢à - fi∏Ñ :©≥äZ
? )©ø§≠ò sc¢∑†* ©ø∫∑øñ c¢∑† rZ´ªÖ ca ¢πã : ´£îZ
/ ‹õcZa sd¢¥ñ ⁄õ cZd¢Ñ ca qcaZ´Ñ t ›ñ :©≥äZ
x

? ©øãt´µøñ ·ú¢ò¨ø† fi† : ´£îZ

xi

/ sa´ü t ca¢† t e¢£ï wZ´Ñ fi†c¢ü :©≥äZ

xii

? ÀäZ ´§°c¨Ñ ¢πã dZ r¢ÖcaZ´Ñ : ´£îZ

/ ÀäZ ´§°c¨Ñ p¢ä c¢ª† ›ñ dZ qcaZ´Ñ - fi∏Ñ :©≥äZ
? acZa fiN«Ñ t rd tZ : ´£îZ
/ ´≠ü ta t ´§âa fiä / ©ócZa fiN«Ñ ¢Ö Õ∫ü - fi∏Ñ :©≥äZ
xiii

? ©ót´øñ fiäc©πÑ r¢Æõ¢ò fiN«Ñ : ´£îZ

/ ©ót´øñ fiäc©πÑ ¢ªó˜ dZ ¢Ö fiä - fi∏Ñ :©≥äZ
? ©õ©∏Ñ ·î´Ö ¢πã - r¢â ©≥äZ : ´£îZ
145 Main Text
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/ q©∏Ñ ·Ñ´ê ·πî ‘∂í ›ñ - fió :©≥äZ

? cº±† r¢ÖcaZ´Ñ : ´£îZ
/ Àä©∏Ñ ·≠ø∏…óZ ·πî tZ / À≠øó ©∏Ñ ·î´Ö ‹ò tZ - fió :©≥äZ
/ r¢â ©≥äZ - q´N∑Ƨñ Úøâ : ´£îZ
/ ‹∫∑øñ —òZºâ :©≥äZ

i
dZ ·∑õ is always followed by a noun in the plural.
ii
For a discussion of the formal future, see Lesson Ten.
iii
Note that in the first sentence ›øã¢ñ is introduced with ⁄õ , i.e., as an indefinite noun. In the
second sentence ›øã¢ñ is definite because it is already introduced in the first sentence.
Similarly, in the second sentence ᤊta is indefinite. It is marked with the indefinite marker w
. Then, in the third sentence Àäta becomes definite, because of having been mentioned in
the second sentence.
iv
Note that both verbs are fully conjugated. The phrase " in the process of" is usually left out of
the English translation.
v
The following subjunctive constructions used in the third reading below must be memorized as
frozen forms for the present. A full discussion of the subjunctive is found in Lesson Nine:

hiÇ kæs nemitævanæd...berævæd no one can go... at´Ñ 000

©óZºÖ·πó –∑«øò
nemitævanest bexab berævæd was not able to go to sleep at´Ñ [Zº®ÇÇÑ
À≠óZºÖ ·ÇÇπó
vi
In Persian, like in English, distance is expressed in reference to a point. If the object is far from
that point, the preposition dZ 'æz' (from) is used; if it is close, the preposition fiÑ 'be' (to) is
used.
vii
I sZc dZ "on the way from"
Bashiri 146
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viii
Note the difference between wZ fiÇÇñ¢ó 'namé-i' and w fiÇÇñ¢ó 'name-ye', the word "letter" followed
by an ezafe. The former, which is fiÇÇñ¢ó 'name' suffixed by the unstressed w '-i' is
distinguishable by the Z 'ælef ' that precedes the w 'ye'. It means "a letter".

ix
Note that in its capacity as a verbal noun, the infinitive may be used with an ezafe . A good
translation of it is "upon...-ing," as in "upon seeing" in our text.
x
sd¢¥ñ "shop, store"
xi
·ú¢ò¨ø† fi† "what (kinds of) things (do you sell) ?"
xii
fi†c¢ü "cloth, material, fabric", e¢£ï "clothes", ca¢† see Lesson Nine, Reading 3, sa´ü
"curtain"
xiii
The use of the plural is indicative of As'ad's respect for his brother. It also can be interpreted
as a reference to the brother and his wife as a couple.
 Lesson Nine
Vocabulary
Learn the following words

tævanestæn to be able to )rZºGÖ* ›§≠óZºÖ

xastæn to want )sZºâ* ›§äZºâ
fekr kærdæn to think )›î* ra´î ´∑í
mæjbur budæn to be obliged to )f¢Ñ* raºÑ cº£¶ñ
ta so that; in order to ¢Ö
bayæd must ©õ¢Ñ
Íayæd perhaps ©õ¢ã
momken budæn to be possible raºÑ ›∑πñ
behtær budæn to be better raºÑ ´§ªÑ
lazem budæn to be necessary raºÑ qdË
sæd hundred ©å
bælæd budæn to know (a thing) raºÑ ©∏Ñ
dolar dollar cËa
kilumetr kilometer ´§ñº∏øî
ketabxane library fió¢®Ñ¢§î
estæxr pond; swimming pool ´®§äZ
Íena kærdæn to swim )›î* ra´î ¢∫ã
xod dari kærdæn to refrain )›î* ra´î wcZa aºâ
hævapeyma airplane ¢πøüZºò
otobus bus eºÑºÖZ
keÍti ship ·§Æî
æsb horse ␣äZ
ferestadæn to send ) ÀMä´I íI * ra¢§ä´í
tærjome(h) translation fiπá´Ö
tærjome(h) kærdæn to translate )›î* ra´î fiπá´Ö
148 Main Text
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kar daÍtæn to have business with; to bother )cZa* ›§ãZa c¢î

ziyad much; excessive a¢õd
næhar/nahar lunch c¢ò¢ó Dc¢ªó
mosafer passenger, traveler ´í¢≠ñ
kermanÍah Kermanshah, city in Western Iran s¢Æó¢ñ´î
abadan Abadan, city in Western Iran rZa¢Ñ˜
zahedan Zahedan, city in SE Iran rZ©òZd
mæÍhæd Mashhad, city in NE Iran ©ªÆñ
sær head; sharp (time) ´ä
sær-e sa'æt (at an) exact time (e.g., 6:00 sharp) Àê¢äI ´ä

Numbers 200-1001

devist two hundred 200 À≠õta

sisæd three hundred 300 ©Øøä
Çæharsæd four hundred 400 ©åc¢ª†
pansæd five hundred 500 ©Øó¢ü
ÍeÍsæd six hundred 600 ©ØÆã
hæftsæd seven hundred 700 ©Ø§µò
hæÍtsæd eight hundred 800 ©Ø§Æò
nohsæd nine hundred 900 ©Øªó
hezar thousand 1000 cZ¨ò
hezar-o yek thousand and one 1001 ⁄õ t cZ¨ò
Bashiri 149
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The Subjunctive
The subjunctive is employed to express any uncertainty that might exist with respect to the
completion of an action or concerning the existence of a state. Such uncertainties include
possibility, probability, desire, intent, doubt, and the like. To express these modifications of the
main action or state, the speaker makes use of an appropriate subjunctive auxiliary (see below).
The combination of the auxiliary and the subjunctive form of the main verb then expresses the
speaker's desired modification of the verb. To illustrate the above discussion, let us transform an
indicative sentence into a subjunctive sentence. Take the following sentence meaning "I see
Bizhan.":

/ ‹∫øÑ ·ñ Zc r»øÑ (›ñ)

In this sentence, "seeing Bizhan" is a fact. But suppose, rather than a fact, seeing Bizhan
were an obligation, i.e., suppose the sentence reads, "I must see Bizhan." To express this new
statement, the subjunctive auxiliary ©õ¢Ñ 'bayæd' "must" is added after the subject: ›ñ . i

*/ ‹∫øÑ ·ñ Zc r»øÑ ©õ¢Ñ (›ñ)

This sentence, however, is still incorrect. The main verb ‹∫øÑ ·ñ must also be changed from
the indicative (present) to the subjunctive mood. This change requires that the ·ñ 'mi-' present
marker be replaced by the subjunctive marker Ç ÇÑI 'bé-'. ii This combination then means "I must see
Bizhan.":

/ ‹∫ø£Ñ Zc r»øÑ ©õ¢Ñ (›ñ)

Subjunctive Auxiliaries
There are two types of subjunctive auxiliaries--those which are conjugated and those which
appear in frozen forms. These auxiliaries are presented below.
150 Main Text
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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 sen-
tence, after the subject. The main verb, in its subjunctive form (see below), appears at the end.
Other elements of the sentence may fill in the gap between the two verbal elements:

tævanestæn to be able to )rZºÖ* ›§≠óZºÖ

xastæn to want )sZºâ* ›§äZºâ
fekr kærdæn to think )›î* ra´î ´∑í
mæjbur budæn to be obliged to )f¢Ñ* raºÑ cº£¶ñ

Subjunctive Auxiliaries that are not conjugated

The following are some of the most frequently used frozen, or indeclinable, subjunctive
auxiliaries. A few others remain to be discussed later:
ta so that; in order to ¢Ö
bay…d must ©õ¢Ñ
Íáyæd perhaps ©õ¢ã
momken æst it is possible ÀäZ ›∑πñ
behtær æst it is better ÀäZ ´§ªÑ
lazem æst it is necessary ÀäZ qdË

The Present Subjunctive

To form the present subjunctive (also referred to as the Ç Ç IÑ 'bé-'-form) of the verb, do as fol-
lows:
1. Take the present stem of the desired verb
2. Prefix the subjunctive marker Ç ÇIÑ 'bé-' (always stressed)
3. Suffix q '-æm', w '-i', a '-æd', ‹õ '-im', ©õ '-id', ©ó '-ænd'

Here is the present subjunctive of racºâ "to eat, to drink". The present stem, as you recall, is
cºâ :
Bashiri 151
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be-xor-æm that I eat qcº®Ñ

wcº®Ñ
acº®Ñ
‹õcº®Ñ
©õcº®Ñ
©ócº®Ñ
A comparison of the present subjunctive and the simple present tense shows that the ·ñ 'mi-'
present marker is replaced by the Ç IÇ ÇÑ 'bé-' subjunctive marker. The endings are the same.
Compare:
present subjunctive present indicative
bexoræm that I eat qcº®Ñ mixoræm I eat qcºâ ·ñ
wcº®Ñ wcºâ ·ñ
acº®Ñ acºâ ·ñ
‹õcº®Ñ ‹õcºâ ·ñ
©õcº®Ñ ©õcºâ ·ñ
©ócº®Ñ ©ócºâ ·ñ

A Few Notes
1. The verb ra´î 'kærdæn' (present stem ›î 'kon') may omit the subjunctive markerÇ ÇÑI . It,
therefore, may appear in one of the following two forms: iii

©∫∫î - ©ø∫î - ‹ø∫î - ©∫î - ·∫î - ‹∫î or ©∫∫∑Ñ - ©ø∫∑Ñ - ‹ø∫∑Ñ - ©∫∑Ñ - ·∫∑Ñ - ‹∫∑Ñ
Example:
©∫∫∑Ñ ›µ∏Ö - ©ø∫∑Ñ ›µ∏Ö - ‹ø∫∑Ñ ›µ∏Ö - ©∫∑Ñ ›µ∏Ö - ·∫∑Ñ ›µ∏Ö - ‹∫∑Ñ ›µ∏Ö
or
©∫∫î ›µ∏Ö - ©ø∫î ›µ∏Ö - ‹ø∫î ›µ∏Ö - ©∫î ›µ∏Ö - ·∫î ›µ∏Ö - ‹∫î ›µ∏Ö

Both these forms mean exactly the same thing, i.e., "that I telephone; that you telephone,
etc."
152 Main Text
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2. To make the subjunctive conjugation negative, replace the Ç ÇÑ 'bé-' subjunctive marker with
the negative marker GÇ Çó 'næ-'. Example:

næxoræm that I do not eat ‹õcº®ó qcº®ó

©õcº®ó wcº®ó
©ócº®ó acº®ó
3. The verbs raºÇÑ "to be" and r§ãZa "to have, to own, to possess" are exceptions to the rule
explained above for the formation of the subjunctive. They have their own subjunctive forms.
These forms, which must be memorized, are presented below:

The Subjunctive of "to be"

The subjunctive of raºÇÑ is:

baÍæm that I be ‹ã¢Ñ

·ã¢Ñ
©ã¢Ñ
‹øã¢Ñ
©øã¢Ñ
©∫ã¢Ñ
The negative of this is:
©∫㢣ó - ©ø㢣ó - ‹ø㢣ó - ©ã¢£ó - ·ã¢£ó - ‹ã¢£ó

The Subjunctive of "to have"

The subjunctive of r§ãZa is:

(mæn) daÍte baÍæm that I have ‹ã¢Ñ fi§ãZa )›ñ*

·ã¢Ñ fi§ãZa )ºÖ *
©ã¢Ñ fi§ãZa )tZ *
‹øã¢Ñ fi§ãZa )¢ñ *
©øã¢Ñ fi§ãZa )¢πã*
©∫ã¢Ñ fi§ãZa )¢ªó˜*
Bashiri 153
______________________________________________________________________________________

To negate this, add Ç Çó 'næ-' to fi§ãZa 'daÍte', i.e., ‹ã¢Ñ fi§ãZaó 'nædaÍte baÍæm' "that I
do not own":

©∫ã¢Ñ fi§ãZ©ó - ©øã¢Ñ fi§ãZ©ó - ‹øã¢Ñ fi§ãZ©ó - ©ã¢Ñ fi§ãZ©ó - ·ã¢Ñ fi§ãZ©ó - ‹ã¢Ñ fi§ãZ©ó

The Uses of 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 of Ability
Ability is expressed by conjugating the present of the subjunctive auxiliary r§≠óZºÖ "to be
able" after the subject. Thus, if the main verb is racºâ "to eat, to drink", the conjugation appears
as follows: iv

(mæn) mitævanæm bexoræm I am able to eat qcº®Ñ /// ‹óZºÖ ·ñ )›ñ*

wcº®Ñ /// ·óZºÖ ·ñ )ºÖ *
acº®Ñ /// ©óZºÖ ·ñ )tZ *
‹õcº®Ñ /// ‹øóZºÖ ·ñ )¢ñ *
©õcº®Ñ /// ©øóZºÖ ·ñ )¢πã*
©ócº®Ñ /// ©∫óZºÖ ·ñ )¢ªó˜*
Depending on need, both the subjunctive auxiliary and the main verb may be negated.
Compare:

nemitævanæm bexoræm I am not able to eat qcº®Ñ ‹óZºÖ ·πó

mitævanæm næxoræm I am able to refrain qcº®ó ‹óZºÖ ·ñ
from eating (i.e., not eat)
nemitævanæm næxoræm I am not able to refrain qcº®ó ‹óZºÖ ·πó
from eating
154 Main Text
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Learn the following sentences:

/ ‹∫î ·°©ód ¢ªó˜ w fió¢â wºÖ ‹óZº§øñ ›ñ ( 1
/ ©ø∫î À£ßå ·äc¢í tZ caZ´Ñ ¢Ñ ©øóZº§øñ ¢πã ( 2
?©ó´ø…Ñ pºü r¢ñºÖ cZ¨ò ©ªÆñ ca r¢Æ∑ó¢Ñ dZ ©∫óZº§øπó Z´† ( 3
/ acZ©ó pºü tZ fi∑∫õZ wZ´Ñ at´Ñ ·≠î¢Ö ¢Ñ ©óZº§øπó tZ ( 4
/ ‹ø≠õº∫Ñ fiñ¢ó ⁄õ fZ saZºó¢â t ›≠à wZ´Ñ ¢¶ó˜ dZ ‹øóZº§øñ ( 5
/ ©∫ã¢Ñ fi§ãZa r¢ñºÖ ©å Za´í ©∫óZº§øπó ¢ªó˜ ( 6
/ ‹øã¢Ñ ⁄ó¢Ñ ca sadZta Àê¢ä Za´í ‹øóZº§øπó ¢ñ ( 7
/ ‹õ´®øπó ¢NñZ ‹õ´®Ñ fió¢â ⁄õ t ¨∫Ñ ›øã¢ñ ⁄õ ‹øóZº§øñ ( 8
/ ©óZº®Ñ ·äc¢í ©óZº§øπó Òt ©ó¨Ñ m´à ·äc¢í ©óZº§øñ ( 9
/ À≠øó [ºâ —õZ©å ©õº…Ñ tZ fiÑ ©óZº§øπó –∑«øò ( 10
Study these sentences. Compare your translation with the translation provided further
below:
/ qt´Ñ fió¢®Ñ¢§∑Ñ ‹óZº§øñ ›ñ ( 1
/ ‹ã¢Ñ ¢¶∫õZ ‹óZº§øñ ›ñ ( 2
/ ©ã¢Ñ fi§ãZa r¢ñºÖ sa ©óZº§øñ tZ ( 3
/ ©∫ã¢Ñ fi§ãZa Zc r¢ñºÖ sa )r˜* ©∫óZº§øπó ¢ªó˜ ( 4
/ ‹ø∫î À£ßå ·äc¢í ¢ªó˜ ¢Ñ ‹øóZº§øπó ¢ñ ( 5
/ ·≠õº∫Ñ ·äc¢í ·óZº§øπó Òt ·ó¨Ñ m´à ·äc¢í ·óZº§øñ ºÖ ( 6
/ ‹ãt´µÑ Zc Àë¢Ñ ‹óZº§øπó Òt q´®Ñ Zc \Z fió¢â ‹óZº§øñ ›ñ ( 7
) / ©∫î wcZa aºâ fiñ¢ódtc r©óZºâ dZ ©óZº§øñ tZ * / ©óZº®ó Zc fiñ¢ódtc ©óZº§øñ tZ ( 8
¢ªÑ¢§∑ó˜ w fiπò r©óZºâ dZ ©∫óZº§øπó ¢ªó˜ * / ©∫óZº®ó Zc ¢ªÑ¢§∑ó˜ w fiπò ©∫óZº§øπó ¢ªó˜ ( 9
) / ©∫∫î wcZa aºâ
/ q¨∆Ñ Z™ë r¢§õ¢ª§äta t ¢πã wZ´Ñ ‹óZº§øñ ›ñ ( 10
/ ·∫î c¢î fió¢®Ñ¢§î ca c¢ª† Àê¢ä ¢Ö ta Àê¢ä dZ ·óZº§øñ ºÖ ( 11
) / ‹∫î wcZa aºâ —µî r©õ´â dZ ‹óZº§øπó ›ñ * / q´®ó —µî ‹óZº§øπó ›ñ ( 12
/ ©ót´Ñ r¢ã fiäc©πÑ ©∫óZº§øπó ¢ªó˜ ( 13
/ wcº®Ñ Zc \c¢ªó ·óZº§øπó ºÖ ( 14
/ ©∫ó¨Ñ fió¢† dZ´øã cZd¢Ñ ca ©∫óZº§øñ ¢ªó˜ ( 15
/ ·óZº®Ñ dZt˜ [ºâ Úøâ ·óZº§øñ ºÖ ( 16
Bashiri 155
______________________________________________________________________________________

Translation
1. I am able to go to the library.
2. I am able to be here.
3. She is able to have ten tumans.
4. They are not able to have the ten tumans.
5. We are not able to talk to them in Persian.
6. You can read Persian, but you are not able to write in Persian.
7. I am able to buy your house, but I cannot sell your garden.
8. She is able to refrain from reading the newspaper.
9. They are not able to refrain from reading all those books.
10. I am able to cook (food) for you and your friends.
11. You are able to work at the library from 2:00 to 4:00.
12. I am not able to refrain from buying shoes.
13. They are not able to go to their school.
14. You (sing.) are not able to eat your lunch.
15. They are able to bargain at the bazaar of Shiraz.
16. You are able to sing very well.

2. Expression of Desire
Desire is expressed by conjugating the present subjunctive auxiliary ›§äZºâ "to want" after
the subject. Thus, if the main verb is racºâ "to eat, to drink", the conjugation appears as fol-
lows:
(mæn) mixahæm bexoræm I want to eat qcº®Ñ /// ‹òZº®øñ )›ñ*
wcº®Ñ /// ·òZº®øñ )ºÖ *
acº®Ñ /// ©òZº®øñ )tZ *
‹õcº®Ñ /// ‹øòZº®øñ )¢ñ *
©õcº®Ñ /// ©øòZº®øñ )¢πã*
©ócº®Ñ /// ©∫òZº®øñ )¢ªó˜*
Again, depending on need, both the subjunctive auxiliary and the main verb may be negated.
Compare:
nemixahæm bexoræm I do not want to eat qcº®Ñ /// ‹òZº®øπó
mixahæm næxoræm I want to refrain from eating qcº®ó /// ‹òZº®øñ
nemixahæm næxoræm I don't want to refrain from eating qcº®ó /// ‹òZº®øπó
156 Main Text
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Learn the following sentences:

/ ©∫∫ø£Ñ r¢Ñ¢øâ ›õZ ca Zc ¢πã ©∫òZº®øπó ¢ªó˜ ( 1

/ ÀäZ ÿø•î Úøâ rZcº§äc ›õZ rº† - acº®Ñ Z™ë rZcº§äc ›õZ ca ©òZº®øπó tZ ( 2
? fiäc©πÑ ¢õ ‹õt´Ñ ⁄ó¢£Ñ ©øòZº®øñ ( 3
/ ‹ø§≠øó ©∏Ñ ·äc¢í Òt ‹ø∫î À£ßå ·äc¢í tZ ¢Ñ ‹øòZº®øñ ¢ñ ( 4
/ a´®Ñ Á∫Æì ·óZ´õZ Ò¢ì ¢Ö fiä ©òZº®øñ ‹§äta ( 5
/ ©ãt´µÑ aºÑ ¢¶∫õZ fi∑õa´πÑ Z´ó¢ã fió¢â ©òZº®øñ r»øÑ c©ü ( 6
? ·≠õº∫Ñ fiñ¢ó \Z saZºó¢â wZ´Ñ ·òZº®øñ ·Iî ( 7
/ ©∫î ·°©ód s¢Æó¢ñ´î ca ©òZº®øπó Òt ©ã¢Ñ cZ©ïºü ©òZº®øñ ( 8
/ ©∫∫î c¢î ©∫òZº®øπó Òt ©∫ã¢Ñ fi§ãZa ›øã¢ñ t fió¢â ¢Ö ©∫† ©∫òZº®øñ ( 9
? ©õ´£Ñ rZ´ª§Ñ Z´ó¢§õ¢ò fiN«Ñ ©øòZº®øñ Z´† ( 10
Study these sentences. Compare your translation with the translation provided further
below:
/ ©∫ä¢∫ÆÑ ´§ªÑ Zc ¢πã ©∫òZº®øñ ¢ªó˜ ( 1
/ ‹øã¢Ñ fi§ãZa r¢ñ fió¢â ÀÆü ca fi«ë¢Ñ ©∫† ‹øòZº®øñ ¢ñ ( 2
/ ‹≠õº∫Ñ ´…õa w fi∏πá ⁄õ ‹òZº®øπó ›ñ ( 3
/ ©∫ÑZº®Ñ ©∫òZº®øñ ¢ªó˜ ( 4
/ ‹∫∑Ñ ·≤í¢àZ©â ‹òZº®øπó ›ñ ( 5
/ ©∫§≠ò rZ´° Úøâ )¢ªó˜* Òt ‹õ´®Ñ Zc ¢ªøï¢ì ›õZ ‹øòZº®øñ )¢ñ* ( 6
/ ©∫∫î wd¢Ñ ©∫òZº®øñ - ©∫ÑZº®Ñ ©∫òZº®øπó ¢ò fiN«Ñ r˜ ␣ÆñZ ( 7
/ ©ã¢£øñ ©Ñ Úøâ —õZ©å rº† ©óZº®Ñ dZt˜ tZ ‹òZº®øπó ›ñ ( 8
/ q¨∆Ñ Z™ë [ºâ ‹óZº§øπó ›ñ fi∑∫õZ wZ´Ñ q¨∆Ñ Z™ë ›ñ fiî ©òZº®øπó q´òºã ( 9
/ ÀäZ lº∏ã Úøâ rº† qt´øπó Òt qt´Ñ ©õ©á ·ãt´í ·∫§≠Ñ fiÑ ‹òZº®øñ ( 10
/ at´Ñ fió¢®Ñ¢§∑Ñ ©òZº®øñ tZ Òt ·óZº®Ñ À∑†ºî ´òZºâ wZ´Ñ ·£ï¢á [¢§î ·òZº®øñ ºÖ ( 11
?©ócº®Ñ Z™ë r¢§§äta rZcº§äc ca ©∫òZº®øñ r¢Öca¢ñ t c©ü Z´† ( 12
/ ‹∫î ·≤í¢à Z©â ºÖ ¢Ñ ‹òZº®øπó ›ñ ( 13
?©õ´£Ñ fi󢮧≠ü fiÑ Zc fiñ¢ó qZ©î ©øòZº®øñ )¢πã* ( 14
/ ©∫∑øñ ·°©ód r¢ñ´î ca tZ rº† ©óZº§øπó Òt ©∫î ¢∫ã c¨â w¢õca ca ©òZº®øñ tZ ( 15
Bashiri 157
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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 because his voice is very bad.
9. My husband doesn't want me to cook, because I am not able to cook well.
10. I want to go to the new ice-cream shop, but I won't because it is very crowded.
11. You want to read an interesting book to your younger sister, but she wants to 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 because he lives in Kerman.

3. Expression of Uncertainty
One way to express uncertainty is through the compound verb ra´î ´∑í "to think". This
auxiliary verb is conjugated after the subject. Example:

(mæn) fekr mikonæm bexæræm I think I (might) buy q´®Ñ /// ‹∫∑øñ ´∑í )›ñ*
w´®Ñ /// ·∫∑øñ ´∑í )ºÖ *
a´®Ñ /// ©∫∑øñ ´∑í )tZ *
‹õ´®Ñ /// ‹ø∫∑øñ ´∑í )¢ñ *
©õ´®Ñ /// ©ø∫∑øñ ´∑í )¢πã*
©ó´®Ñ /// ©∫∫∑øñ ´∑í )¢ªó˜*

Depending on circumstances, both qc®Ñ ‹∫∑øπó ´∑í "I don't think I buy" as well as q´®ó
‹∫∑øñ ´∑í "I think I don't buy" are possible negatives.
158 Main Text
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Learn the following sentences:

/ ©ã¢Ñ ¢¶ó˜ ‹ò ¢πã ‹ó¢â fiî ‹∫∑øñ ´∑í ( 1
/ acZa c¢î r¢ÖcaZ´Ñ ¢Ñ - ©ã¢Ñ fi§ãZa c¢î ¢πã ¢Ñ ‹∫∑øπó ´∑í ( 2
/ ‹≠õº∫Ñ dZ´øã ca —§äta t ›≠ßÑ fiñ¢ó ⁄õ Za´í ‹∫∑øñ ´∑í ( 3
/ ©ã¢Ñ ␣ä¢∫ñ r¢§§äta wZ´Ñ fió¢â ›õZ ‹∫∑øπó ´∑í ( 4
/ ©ã¢Ñ ´Ö rZ´° ·∑õ ›õZ dZ Ò¢ì r˜ fiî ©∫∑øñ ´∑í ( 5
/ ©ã¢Ñ ´§ªÑ ¢πã ·≠ø∏…óZ dZ r¢Ö´òZºâ ·äc¢í ‹ø∫∑øπó ´∑í ( 6
/ at´Ñ cZd¢£Ñ fc©ü ¢Ñ tZ ‹ø∫∑øñ ´∑í ( 7
/ ©ø㢣ó ©∏Ñ Zc r¢§§äta w fió¢â eca˜ ¢πã ©∫∑øπó ´∑í ( 8
/ ‹∫î ·°©ód c¨â w¢õca €à¢ä ca ·∑†ºî w fió¢â ca ‹∫∑øñ ´∑í ( 9
/ ©õ¢øÑ rZc¢Ñ ‹ø∫∑øñ ´∑í - ©õ¢øÑ m´Ñ dt´ñZ ‹ø∫∑øπó ´∑í ( 10

Study these sentences. Compare your translation with the translation provided further
below:
/ ©óa´Ñ fió¢®∞õ´ñ fiÑ Zc tZ fZ saZºó¢â rº† ÀäZ ”õ´ñ Úøâ rº≠ò¢ã w¢ì˜ ‹∫∑øñ ´∑í ( 1
/ ©õ¢øÑ m´Ñ ␣ÆñZ ‘∂í fiî ‹∫∑øñ ´∑í ›ñ Òt ©õ¢øÑ m´Ñ dtc ´ò p¢≠ñZ ©∫∑øñ ´∑í tZ ( 2
/ w´ø…Ñ a¢õ ·ó¢Û˜ t wt´Ñ fiäc©πÑ ©õ¢Ñ ºÖ ‹ø∫∑øñ ´∑í ¢ñ ( 3
/ ©øã¢Ñ rZ´ªÖ qa´ñ ›õ´ÖcZ©ïºü dZ ·∑õ ©õ¢Ñ ¢πã fiî ‹∫∑øñ ´∑í ›ñ ( 4
/ w´ø…Ñ a¢õ ¢∫ã fiî ÀäZ qdË ºÖ wZ´Ñ fiî ©∫∫∑øñ ´∑í ¢ªó˜ ( 5
/ ·§ä´µÑ Zc \Z fiNπê w fiñ¢ó fiî ©ã¢Ñ ·Ñºâ dtc dt´ñZ ‹∫∑øπó ´∑í ›ñ ( 6
/ ‹ÑZº®Ñ qt´Ñ t ‹∫î q¢πÖ Zc qc¢î fiî À≠ò —§ìt fiî ‹∫∑øñ ´∑í ›ñ ( 7
/ ÀäZ Á∫Æì tZ fiî ‹∫∑øπó ´∑í ›ñ ( 8
·∑õa¨ó ca ¢πã fiî ‹∫∑øñ ´∑í ›ñ Òt ©ø∫∑øñ ·°©ód rZ´ªÖ [º∫á ca ¢πã fiî ©∫∑øñ ´∑í tZ ( 9
/ ©ø∫∑øñ ·°©ód d´£ïZ sºî
/ ©ã¢Ñ rZdcZ t [ºâ rZcº§äc r˜ wZ™ë fiî ‹∫∑øñ ´∑í ›ñ ( 10
? ©õ´£øñ cZd¢£Ñ ·Iî Zc r¢Öca¢ñ ©ø∫∑øñ ´∑í ¢πã ( 11
/ q´®Ñ cZd¢Ñ dZ fiñ¢ódtc ⁄õ fiî ‹∫∑øñ ´∑í ›ñ ( 12
/ ©ø§≠øó p¢ßãºâ Òt ©ø§≠ò p¢ßãºâ fiî ©ø∫∑øñ ´∑í ( 13
/ ©õ¢øÑ m´Ñ fiî ‹∫∑øñ ´∑í ›ñ Òt ©õ¢øÑ rZc¢Ñ fiî ©∫∫∑øñ ´∑í ¢ªó˜ ( 14
/ ‹ãt´µÑ Zc ¢ª£øä ›õZ w fiπò dt´ñZ fiî ‹∫∑øπó ´∑í ( 15
Bashiri 159
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Translation
1. I think Mr. Shahsavan is very sick because his family took him to the hospital.
2. She thinks that this year it will snow here every day, but I think it will snow only tonight.
3. We think you must go to school and learn German.
4. I think that you must be one of the richest people of Tehran.
5. They think it is necessary for you to learn to swim.
6. I don't think that today is a good day to send your aunt's (paternal) letter.
7. I think it is time to finish my work and go to bed.
8. I don't think that she is beautiful.
9. He thinks that you live in the south of Tehran, but I think that you live near the Alborz
Mountain.
10. I think that restaurant's food is cheap and good.
11. At what time (when) do you think you are taking your mother to the market?
12. I think I will buy a newspaper from the market.
13. You think you are very happy, but you are not.
14. They think it will rain, but I think it will snow.
15. I don't think I will sell all these apples today.

4. Expression of External Obligation

Obligation that is not within the speaker's personal convictions is expressed by conjugating
the auxiliary verb raºÑ cº£¶ñ "to be obliged to" after the subject. Example:

(mæn) mæjburæm berævæm I am obliged to go qt´Ñ /// qcº£¶ñ )›ñ*

wt´Ñ /// wcº£¶ñ )ºÖ *
at´Ñ /// ÀäZ cº£¶ñ )tZ *
‹õt´Ñ /// ‹õcº£¶ñ )¢ñ *
©õt´Ñ /// ©õcº£¶ñ )¢πã*
©ót´Ñ /// ©ócº£¶ñ )¢ªó˜*
Note: the subjunctive auxiliary or the main verb or both may be compound verbs. Their conjugation
proceeds as usual, i.e., the noun preceding the verb of the compound remains untouched. Compare:

I think I (might) study ‹óZº®Ñ eca ‹∫∑øñ ´∑í

She does not want to listen ©ò©Ñ fº° ©òZº®øπó
160 Main Text
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We are obliged to walk ‹õt´Ñ sZc ‹õcº£¶ñ

Learn the following sentences:

/ ‹õt´Ñ ¢ªó˜ w fió¢®Ñ ‹ò¢Ñ ‹ø§≠ò cº£¶ñ ( 1

/ a´ø…Ñ tZ dZ cËa ©∫† ÀäZ cº£¶ñ \caZ´Ñ ( 2
?©∫î \´í¢≠ñ dZ´øÆÑ rZa¢Ñ˜ dZ eºÑºÖZ ¢Ñ ÀäZ cº£¶ñ ·î ( 3
?©øò©Ñ eca ·äc¢í —§äta t tZ fiÑ ©õcº£¶ñ Z´† ( 4
/ ‹øò©Ñ Àäa tZ ¢Ñ ‹ø§≠ò cº£¶ñ ¢ñ ( 5
/ ·≠õº∫Ñ tZ Àät©Ñ fiñ¢ó ⁄õ t tZ fiÑ fiñ¢ó ⁄õ ·§≠ò cº£¶ñ ( 6
?acº®Ñ Z™ë ÀäZ ¢π∫øä ⁄õa¨ó fi∑øóZcº§äc ca ÀäZ cº£¶ñ a´ñ qZ©î ( 7
/ ©ó¨Ñ m´à ·äc¢í —õ¢ò´í¢≠ñ ¢Ñ ÀäZ cº£¶ñ À≠øó ©∏Ñ ·≠ø∏…óZ fi∑õZ s©∫óZc ( 8
/ a´®Ñ Z™ë Úøâ ÀäZ cº£¶ñ ÀäZ Åc¨Ñ fiî wZ saZºó¢â ( 9
/ ©∫î c¢î Úøâ ÀäZ cº£¶ñ acZa [ºâ w¢òa´°¢ã fi∑øπN∏≥ñ ( 10
Study these sentences. Compare your translation with the translation provided further
below:
/ qcº®Ñ Z™ë t qt´Ñ ¢ªó˜ w fió¢®Ñ qaºÑ cº£¶ñ ›ñ ( 1
/ ©øãt´µÑ tZ fiÑ Zc r¢§õ¢ªøï¢ì w fiπò ©õaº£ó cº£¶ñ ¢πã ( 2
/ ©∫î Àäca fió¢ß£å aºÑ cº£¶ñ tZ Œ£å dtc ´ò ( 3
/ ‹õ´ø…Ñ a¢õ ·äc¢í tZ dZ ‹õaºÑ cº£¶ñ ¢ñ ( 4
/ qt´Ñ cZd¢£Ñ tZ ¢Ñ qaºÑ cº£¶ñ ( 5
/ ‹∫î pº£ì Zc ¢πã \ºêa ‹§≠ò cº£¶ñ ( 6
/ q¨∆Ñ q¢ã ␣ã´ò ‹§≠ò cº£¶ñ ›ñ ( 7
/ ©∫∫î d¢Ñ Zc s¢…ãt´í ÀÆò Àê¢äI ´ä dtc´ò ©∫§≠ò cº£¶ñ ¢ªó˜ ( 8

Translation
1. I was obliged to go to their house and eat (food).
2. You were not obliged to sell all your carpets to him.
3. She was obliged to fix breakfast every morning.
4. We were obliged to learn Persian from him.
5. I was obliged to go to the market with her.
6. I am obliged to accept your invitation.
7. I am obliged to cook dinner every night.
Bashiri 161
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8. They are obliged to open the store every day at eight o'clock sharp.

Subjunctive Auxiliaries that are Not Conjugated

Like subjunctive auxiliaries that are conjugated, these frozen forms occur early in the
sentence--after the subject--and may be separated from the main verb by other elements of the
sentence.

5. Expression of Personal Obligation

To express something that you must do because of some inner conviction, the frozen form
©õ¢Ñ 'bayæd' "must" is used after the subject. Here is the conjugation:

(mæn) bayæd berævæm I must go qt´Ñ /// ©õ¢Ñ )›ñ *

wt´Ñ /// ©õ¢Ñ )ºÖ *
at´Ñ /// ©õ¢Ñ )tZ *
‹õt´Ñ /// ©õ¢Ñ )¢ñ *
©õt´Ñ /// ©õ¢Ñ )¢πã*
©ót´Ñ /// ©õ¢Ñ )¢ªó˜*

Depending on circumstances, both ©õ¢Ñ and the main verb may be negated. Example:

næbayæd berævæm I must not go qt´Ñ /// ©õ¢£ó

bayæd nærævæm I must refrain from going qt´ó /// ©õ¢Ñ

Learn the following sentences:

/ ‹ø∫î À£ßå ¢πã c¢î w sc¢Ñca ¢ªó˜ ¢Ñ ©õ¢Ñ ¢ñ ( 1

? ©∫óZº®Ñ eca fiäc©ñ ›õZ ca ©õ¢£ó —õ¢ª§äta t tZ Z´† ( 2
/ ©õt´Ñ sZc fió¢®Ñ¢§î ¢Ö ¢¶∫õZ dZ ©õ¢Ñ ¢πã w fiπò ( 3
/ ©∫î ¢∫ã ´®§äZ ›õZ wºÖ ©õ¢£ó ·≠î ( 4
/ ©ã¢Ñ dZ´øã s¢°at´í ca ÀÆò Àê¢ä ©õ¢Ñ ¢πøüZºò ›õZ ( 5
/ ©ó´ø…Ñ a¢õ [ºâ Z´ó¢Æõ¢ªäca ©õ¢Ñ ¢ò fiN«Ñ w fiπò ( 6
162 Main Text
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/ ·ãt´µÑ acZ©ó pºü fiî wa´πÑ Zc Àøï¢ì ©õ¢£ó ºÖ ( 7

/ ©ócº®Ñ Z™ë acZ©ó [ºâ wZ™ë fiî ·óZcº§äc ca ©õ¢£ó ¢ªó˜ ( 8
? ·∫î ›µ∏Ö \caZ´Ñ fiÑ fiä Àê¢ä ©õ¢Ñ ºÖ Z´† ( 9
/ ©ót´Ñ sZc Àê¢ä ©∫† ©õ¢Ñ r¢óI r©õ´â wZ´Ñ ( 10
Study these sentences. Compare your translation with the translation provided further
below:
/ ©ót´Ñ cZd¢£Ñ ‹ò ¢Ñ ©õ¢Ñ ¢ªó˜ ( 1
/ ‹õ´®Ñ Zc Àãd ›øã¢ñ r˜ ©õ¢£ó ¢ñ ( 2
/ qcº®Ñ c¢ªó tZ ¢Ñ dt´ñZ ©õ¢Ñ ›ñ ( 3
/ qt´Ñ ¢π∫ø≠Ñ ©õ¢Ñ ›ñ ␣ÆñZ ( 4
/ ©ãt´µÑ r¢ñºÖ cZ¨ò ⁄õ Àπø∂Ñ Z´øï©∫å r˜ ©õ¢Ñ tZ ( 5
/ ©øò©Ñ fº° r¢§õ¢ªπN∏≥ñ w¢ªí´ßÑ ©õ¢Ñ ¢πã ( 6
/ ‹øã¢Ñ ¢¶∫õZ —ã Àê¢äI ´ä ©õ¢Ñ ¢ñ ( 7
/ ©øãº∆Ñ Z´ó¢§õ¢ªä¢£ï Ë¢à ©õ¢£ó ¢πã ( 8
/ ©∫óZº®Ñ d¢πó ›ñ fió¢â wºÖ ©õ¢£ó ¢πã w¢ª§äta ( 9
/ ©∫∫î wd¢Ñ r¢Ñ¢øâ wºÖ ©õ¢£ó ¢πã w¢ò fiN«Ñ ( 10
Translation
1. They must go to the bazaar together.
2. We must not buy that ugly car.
3. I must eat lunch with her today.
4. Tonight I must go to the movie theater.
5. She must sell that chair for the price of one thousand tumans.
6. You must listen to your teachers (lit., teachers' words).
7. We must be here at two o'clock.
8. You must not put your clothes on now.
9. Your friends must not pray in my house.
10. Your children must not play in the street.
Bashiri 163
______________________________________________________________________________________

6. Expression of Probability
For this, the frozen form ©õ¢ã 'Íayæd' "perhaps" is used. Example:

Íayæd berævæm perhaps I go ‹õt´Ñ /// ©õ¢ã qt´Ñ /// ©õ¢ã

©õt´Ñ ///©õ¢ã wt´Ñ /// ©õ¢ã
©ót´Ñ /// ©õ¢ã at´Ñ /// ©õ¢ã
©õ¢ã is used before the subject. It does not have a negative. The only possible negative is the
negation of the main verb. Example:
Íayæd nærævæm perhaps I do not go qt´ó /// ©õ¢ã
Learn the following sentences:
/ qt´Ñ ¢ªó˜ w fió¢®Ñ ¢πã w fió¢â dZ ›ñ ©õ¢ã ( 1
/ ©ót´Ñ ¢π∫ø≠Ñ ·≠î¢Ö ¢Ñ ¢ªó˜ w fiπò ©õ¢ã ( 2
/ ‹ø∫î ›µ∏Ö ¢πÆÑ ␣ãZa´í ¢ñ ©õ¢ã ( 3
/ ©ã¢Ñ fi§ãZ©ó Àäta `´ä €° ÀäZ r¢§äc¢πøÑ ca fiî tZ ca¢ñ ©õ¢ã ( 4
/ ©ã¢£ó ´§ªÑ ´§°c¨Ñ ›øã¢ñ dZ ´§∑†ºî ›øã¢ñ ©õ¢ã ( 5
7. Expression of Possibility
For the expression of possibility of the occurrence of an action, the third person singular of
the compound verb ratÑ ›∑πñ 'momken budæn' "to be possible" is used as a frozen form.
ÀäZ ›∑πñ usually precedes the subject.

momken æst berævæm It is possible that I go qt´Ñ /// ÀäZ ›∑πñ

wt´Ñ /// ÀäZ ›∑πñ
at´Ñ /// ÀäZ ›∑πñ
‹õt´Ñ /// ÀäZ ›∑πñ
©õt´Ñ /// ÀäZ ›∑πñ
©ót´Ñ /// ÀäZ ›∑πñ
Both qt´Ñ À≠øó ›∑πñ "It is not possible that I go" as well as qt´ó ÀäZ ›∑πñ "It is possible
that I do not go" are possible negatives. The double negative qt´ó À≠øó ›∑πñ "It is not possible
that I do not go" is also acceptable.
164 Main Text
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Learn the following sentences:

/ ©ã¢Ñ [ºâ Zºò Za´í ÀäZ ›∑πñ ( 1
/ ‹ø∫î ·°©ód r¢ªµåZ ca ‹ò ¢Ñ ¢ñ w fiπò À≠øó ›∑πñ ( 2
/ ©ò©Ñ eca ·ó¢Û˜ s¢…ÆóZa ca tZ ÀäZ ›∑πñ ( 3
/ ©≠õº∫Ñ fiñ¢ó ⁄õ º§Ñ fcaZ´Ñ À≠øó ›∑πñ ( 4
?©õct¢øÑ ¢ñ wZ´Ñ [ºâ w¨õ´£Ö Ò¢ì ©∫† ¢πã ÀäZ ›∑πñ ¢õ˜ ( 5

8. Expression of Preference
Preference is expressed by using the third person singular of ratÑ ´§ªÑ "to be better", as a
frozen form. ÀäZ´§ªÑ usually precedes the subject. Example:
behtær æst berævæm It is better that I go qt´Ñ /// ÀäZ´§ªÑ
wt´Ñ /// ÀäZ´§ªÑ
at´Ñ /// ÀäZ´§ªÑ
‹õt´Ñ /// ÀäZ´§ªÑ
©õt´Ñ /// ÀäZ´§ªÑ
©ót´Ñ /// ÀäZ´§ªÑ

The same possibilities that existed for negating ratÑ ›∑πñ exist for this verb as well:

It is better that I do not go qt´ó /// ÀäZ´§ªÑ

It is not better that I go qt´Ñ /// À≠ø󴧪Ñ
It is not better that I do not go qt´ó /// À≠ø󴧪Ñ
Learn the following sentences:
/ ©ø§ä´µÑ tZ wZ´Ñ t ©ø≠õº∫Ñ Zc fiñ¢ó r˜ ¢πã ÀäZ´§ªÑ ( 1
/ ÀäZ rZ´° ¢πøüZºò rº† -at´Ñ ¢πøüZºò ¢Ñ tZ À≠øó´§ªÑ ( 2
/ ‹ø∫∑ó À£ßå ·î´Ö ‹ò¢Ñ ¢ªó˜ w fió¢â ca dt´ñZ ¢ñ ÀäZ´§ªÑ ( 3
/ ©ã¢Ñ s¢…ãt´í ca Àµò Àê¢ä Za´í tZ ÀäZ´§ªÑ ( 4
/ ©øã¢Ñ fi§ãZ©ó wc¢î fZ saZºó¢â t tZ ¢Ñ ¢πã ÀäZ´§ªÑ ( 5
Bashiri 165
______________________________________________________________________________________

Study these sentences. Compare your translation with the translation provided further
below:
/ ©ø∫î À£ßå ‹§äta ¢Ñ Za´í ¢πã fiî ÀäZ ´§ªÑ ( 1
/ aºÑ q´° Zºò rº† - ©∫∫î ¢∫ã ¢ò fiN«Ñ fiî aºÑ ´§ªÑ ( 2
Translation
It is better that you talk to my friend tomorrow.
It was better for the children to swim, because it was hot.

9. Expression of Necessity
For this, the third person singular of the verb ratÑ qdË "to be necessary" is used as a frozen
form. ÀäZ qdË usually precedes the subject. Example:
lazem æst berævæm It is necessary that I go qt´Ñ /// ÀäZ qdË
wt´Ñ /// ÀäZ qdË
at´Ñ /// ÀäZ qdË
‹õt´Ñ /// ÀäZ qdË
©õt´Ñ /// ÀäZ qdË
©ót´Ñ /// ÀäZ qdË
Learn the following sentences:
/ ‹ø∫∑ó À£ßå tZ c¢î w sc¢Ñca ‹ò¢Ñ ¢πã t ›ñ ÀäZ qdË ( 1
/ ©ó¨ó m´à ⁄ó¢Ñ –øúc ¢Ñ fc¢î w sc¢Ñca r¢ÖcaZ´Ñ ÀäZ qdË ( 2
/ ©ø∫î fiπá´Ö ·äc¢µÑ ·≠ø∏…óZ dZ Zc [¢§î ›õZ ¢πã ÀäZ qdË ( 3
/ ©ã¢Ñ —∏§ò ca Àµò Àê¢ä Za´í tZ À≠øó qdË ( 4
/ ©øã¢Ñ fi§ãZ©ó wc¢î fZ saZºó¢â t tZ ¢Ñ ¢πã ÀäZ qdË ( 5
166 Main Text
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Study these sentences. Compare your translation with the translation provided further
below:
/ ·∫ø£Ñ oc¢ü ca Zc ¢ªó˜ dt´ñZ ºÖ fiî À≠øó qdË ( 1
/ ‹ø∫î \´í¢≠ñ ¢∑õ´ñZ fiÑ ·§Æî ¢Ñ ¢ñ fiî ÀäZ qdË ( 2
/ ©ø∫î ›µ∏Ö r¢Öc©ü fiÑ ␣ÆñZ fiî ÀäZ qdË ( 3
/ ©õt´Ñ ¢¶∫õZ dZ Àµò Àê¢ä ¢πã fiî aº£ó qdË ( 4
/ ©∫î d¢Ñ Zc Ú
N ñ ⁄ó¢Ñ cI a ÀÆò Àê¢äI ´ä tZ fiî ÀäZ qdË ( 5
/ ©ót´Ñ fió¢®Ñ¢§∑Ñ f´òZºâ t tZ fiî À≠øó qdË ( 6
/ ‹≠õº∫Ñ wZ fiñ¢ó qca¢ñ wZ´Ñ ›ñ fiî ÀäZ qdË ( 7
/ ·ò©Ñ pºü ·πî ›πÑ ºÖ fiî À≠øó qdË ( 8
/ w´ø…Ñ a¢õ Zc ¢ªó¢Ñd ›õZ w fiπò ºÖ fiî ÀäZ qdË ( 9
Translation
1. It is not necessary that you see them in the park today.
2. It is necessary that we travel by ship to America.
3. It is necessary that you call your father tonight.
4. It was not necessary for you to leave this place at seven.
5. It is necessary that he opens the door of the National Bank at 8:00 sharp.
6. It is not necessary that she and her sister go to the library.
7. It is necessary that I write a letter to my mother.
8. It is not necessary that you give some money to me.
9. Is it necessary that you study all these languages?

10. Expression of Intent

To indicate purpose, the frozen auxiliary ¢Ö 'ta' "so that, in order to" is used. Sentences with ¢Ö
, being complex, consist of two sentences. The first expresses a present or past action; the second
a reason. This latter begins with ¢Ö and ends with the main verb in the subjunctive.

ta berævæm so that I go qt´Ñ /// ¢Ö

wt´Ñ /// ¢Ö
at´Ñ /// ¢Ö
‹õt´Ñ /// ¢Ö
©õt´Ñ /// ¢Ö
©ót´Ñ /// ¢Ö
Bashiri 167
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The auxiliary ¢Ö 'ta' does not have a negative. Therefore, only the main verb can be made
negative, i.e., qt´ó ¢Ö "so that I do not go".

Learn the following sentences:

/ at´Ñ cZd¢£Ñ r¢§§äta w s©∫óZc ¢Ñ ¢Ö at´øñ ¢πã w fió¢®Ñ ( 1
/ ‹ò©Ñ ¢πÆÑ ¢Ö q´ø…øñ cËa ©∫† tZ dZ ( 2
/ ©õ´ø…Ñ wa¢õd pºü ¢Ö ©ø∫î c¢î Úøâ ( 3
/ q´ø…Ñ pºü ·πî ¢Ö qt´øñ ⁄ó¢Ñ fiÑ ( 4
/ ‹∫î À£ßå tZ ¢Ñ ¢Ö ‹∫∑øñ ›µ∏Ö \´òZº®Ñ ( 5
Study these sentences. Compare your translation with the translation provided further
below:
/ ‹ò©Ñ fº° rZc¢Ñ wZ©ØÑ ¢Ö qa´î d¢Ñ Zc s´¶∫ü ›ñ ( 1
/ ©∫ø£Ñ Zc ©õ©á ‹∏øí ¢Ö Àíc ¢π∫ø≠Ñ sa¢øü Œ£å dt´ñZ tZ ( 2
/ acº®Ñ f©ïºÖ ›Æá dtc ca Zc ¢ªó˜ ©óZº§Ñ \caZ´Ñ ¢Ö ‹õ¨∆Ñ ·∫õ´øã ©õ¢Ñ ¢ñ ( 3
/ qºÆÑ eºÑºÖZ cZºä ‹óZº§Ñ ¢Ö ‹õ˜·ñ rt´øÑ qZ fió¢â dZ ‹øó t —ã Àê¢äI ´ä ›ñ ( 4

Translation
1. I opened the window in order to listen to the sound of the rain.
2. She walked to the movie theater this morning in order to see the new movie.
3. We must bake cookies so that your brother can eat them on his birthday.
4. I leave my house at 6:30 so that I can ride the bus.

The Past Subjunctive

The past subjunctive expresses an action that could have existed but which, due to some
reason, does not exist any more. To form the past subjunctive, the subjunctive auxiliaries that
conjugate are used in their ·ñ mi-past (cf., ·ñ mi-present) form; the main verb is conjugated in
the present subjunctive, after the auxiliary verb. Example:
168 Main Text
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mixastæm berævæm I wanted to go qt´Ñ /// ‹§äZº®øñ

wt´Ñ /// ·§äZº®øñ
at´Ñ /// ÀäZº®øñ
‹õt´Ñ /// ‹ø§äZº®øñ
©õt´Ñ /// ©ø§äZº®øñ
©ót´Ñ /// ©∫§äZº®øñ
With regard to negative and to mood, the same procedures that were explained for the present
subjunctive hold true for the past as well. For example, the expression of ability takes the
following form:

nemitævanestæm berævæm I was not able to go qt´Ñ /// ‹§≠óZº§øñó

wt´Ñ /// ·§≠óZº§øñó
at´Ñ /// À≠óZº§øñó
‹õt´Ñ /// ‹ø§≠óZº§øñó
©õt´Ñ /// ©ø§≠óZº§øñó
©ót´Ñ /// ©∫§≠óZº§øñó
In the case of the subjunctive auxiliaries that are not conjugated, the ·ñ mi-past of the main
verb follows the frozen auxiliary. Example:

bayæd miræftæm I should have gone/I had to go ‹§í´øñ ©õ¢Ñ

·§í´øñ ©õ¢Ñ
Àí´øñ ©õ¢Ñ
‹ø§í´øñ ©õ¢Ñ
©ø§í´øñ ©õ¢Ñ
©∫§í´øñ ©õ¢Ñ
In thev case of raºÑ ›∑πñ , raºÑ ´§ªÑ , and raºÑ qdË thevi past of the latter (i.e., aºÑ ) is used
before the wñ -past of the main verb. Example:

It was possible that I would go. ‹§í´øñ aºÑ ›∑πñ

It was necessary that she went. Àí´øñ aºÑ qdË
Bashiri 169
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Learn the following sentences:

/ q©õa ·ñ Zc —§äta t r»øÑ ©õ¢Ñ ›ñ ( 1
/ ©õa´∑øñ ›µ∏Ö tZ fiÑ ¢õ ›πÑ ©õ¢Ñ ¢πã ( 2
/ ©õ´£Ñ ÀäZ ¢õca ⁄õa¨ó fiî ·ó¢§äc¢πø£Ñ Zc tZ ©ø§≠óZº§øñ ( 3
/ ©ó´®Ñ ‹î Àπøì ¢Ñ Zc ¢πã w fió¢â ©∫§äZº®øñ ( 4
/ ©øã¢Ñ ¢¶∫õZ ca r¢§õ¢ª§äta t ¢πã fiî ©óa´∑øñ ´∑í ( 5
/ ‹øó¨Ñ m´à t ‹õcº®Ñ Z™ë ¢ªó˜ ¢Ñ ‹õaºÑ cº£¶ñ ( 6
/ a´®Ñ Z™ë Úøâ aºÑ cº£¶ñ ÀãZa ⁄†ºî t Åc¨Ñ w fiN«Ñ ¢Ö©∫† fiî ·ód ( 7
/ qa´∑øñ À£ßå ¢πã c¢î w sc¢Ñca tZ ¢Ñ ©õ¢Ñ ›ñ ( 8
/ ·§ât´µøñ ÀãZ©ó pºü fiî wa´πÑ Zc Àõ¢ªøï¢ì ©õ¢£ó ºÖ ( 9
/ ©∫§í´øñ sZc Àê¢ä ©∫† ©õ¢Ñ r¢ó r©õ´â wZ´Ñ ( 10
/ ©∫§í´øñ ¢ªó˜ w fió¢®Ñ ¢ñ w fió¢â dZ ©õ¢ã ( 11
/ ©ò©Ñ eca ·äc¢í ¢ñ s¢…ÆóZa ca aºÑ ›∑πñ ( 12
/ ©õa´∑øñ À£ßå tZ ¢Ñ scZaZ ca r¢Öc¢î w sc¢Ñca aºÑ ´§ªÑ ( 13
/ qa´∑øñ fiπá´Ö ·äc¢µÑ ·≠ø∏…óZ dZ Zc [¢§î r˜ aºÑ qdË ( 14
/ ‹ò©Ñ eca ·äc¢í ¢ªó˜ w fiN«Ñ fiÑ ¢Ö ‹§íc ¢ªó˜ w fió¢®Ñ ( 15

Transform the above sentences into present subjunctive.

170 Main Text
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Here is a summary of the discussion presented above:

main v erb subjunctive auxiliary tense

©õ¢Ñ present
©õ¢ã
¢Ö
ÀäZ ›∑πñ
ÀäZ ´§ªÑ
qcº®Ñ ÀäZ qdË
/// - ‹øòZº®øñ
/// - ‹óZº§øñ
/// - ‹∫∑øñ ´∑í
/// - ‹òZº®øñ
‹a´®øπ ©õ¢Ñ past
‹a´®øπ ©õ¢ã
qcº®Ñ ¢Ö
‹a´®øπ raºÑ ›∑πñ
‹a´®øπ raºÑ ´§ªÑ
‹a´®øπ raºÑ qdË
qcº®Ñ /// - ‹§äZº®øñ
qcº®Ñ /// - ‹óZºÖøñ
qcº®Ñ /// - qa´∑øñ ´∑í
qcº®Ñ /// - qaºÑ cº£¶ñ

i
In the following, the asterisk marks the incorrect form. It should also be noted again that the
subject of the sentence may have been omitted from the beginning of the sentence. In that case
and in the absence of any other introductory elements such as the adverbs of time, the
subjunctive auxiliary appears as the first word of the sentence.
ii
This prefix is always stressed and is always written as part of the verbal form.
iii
Cf., the imperative, Lesson Eight.
Bashiri 171
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iv
Note that when a subjunctive auxiliary that conjugates is used in a sentence, both it and the
main verb are conjugated in full.
v
In the following, the asterisk marks the incorrect form. It should also be noted again that the
subject of the sentence may have been omitted from the beginning of the sentence. In that case
and in the absence of any other introductory elements such as the adverbs of time, the
subjunctive auxiliary appears as the first word of the sentence.
vi
This prefix is always stressed and is always written as part of the verbal form.
172 Main Text
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Practice Sentences
Note: In the following sentences you will encounter the phraseI —øü fiÑ 'be piÍ-e'. This
form is always with the ezafe and is used in the context of appearing before a doctor, a
judge or a king. The phrase ´§îa fiÑ 'be doktor' is used in the context of "saying
something to the doctor" or "giving something to the doctor," but not "going to the doctor"
or "being taken to the doctor". (See also Lesson Eleven.)

/ qt´Ñ rZ©òZd fiÑ ¢πã Àäta ¢Ñ ‹òZº®øñ ( 1

/ a´£Ñ ´§îa —øü fiÑ Zc —õ¢ò fiN«Ñ ©õ¢Ñ tZ ( 2
/ ©∫ã¢Ñ c¨â w¢õca €à¢ä ca Za´í ÀäZ ›∑πñ ( 3
/ ©õ´®Ñ tZ dZ Zc [¢§î ›õZ ÀäZ qdË ( 4
/ ‹øó¨Ñ m´à \caZ´Ñ ¢Ñ ¢Ö ‹ø§íc cZd¢Ñ fiÑ ( 5
? ©õ´®Ñ ›ñ wZ´Ñ Zc ·óZ´õZ Ò¢ì r˜ ©øóZº§øñ ( 6
/ ©ã¢Ñ rZ´ªÖ ca ¢πã Àäta ‹∫∑øñ ´∑í ( 7
/ ‹õ´£Ñ ´§îa —øü fiÑ Zc r¢Öca¢ñ ÀäZ ´§ªÑ ( 8
/ ©∫∫ø£Ñ rZ´õZ ¢π∫øä ca Zc ¢ñ ¢ªó˜ ÀäZ ›∑πñ ( 9
/ ‹õ´£Ñ ·ç¢ì w¢ì˜ w fió¢â fiÑ Zc r¢§πó¢â t ¢πã ‹õcº£¶ñ ( 10
Translate the following into Persian:

1. Who must telephone you from my house?

2. I don't have to listen to you and your brothers.
3. She didn't want to eat that food.
4. You did not have to sell all your houses.
5. They were able to live in that small city.
6. You must not read these two books.
7. Did you want to go to Shiraz by bus?
8. She went to the bazaar (in order) to buy flowers.
9. I must take his lunch to his classroom.
10. I don't want to go to the doctor, I want to go there.

Transform the following sentences from present to past subjunctive:

/ qt´Ñ ©¶≠πÑ ¢¶∫õZ dZ qcaZ´Ñ ¢Ñ ©õ¢Ñ ›ñ ( 1

/ ©ó¨Ñ m´à r¢ÖcaZ´Ñ t ¢πã ¢Ñ ©õ¢ã tZ ( 2
/ ‹∫ø£Ñ Zc ‹§äta ¢Ö qt´øñ ¢¶ó˜ fiÑ ( 3
/ ‹øãt´µÑ ¢πã fiÑ Zc ¢ªÑ¢§î ›õZ ÀäZ ›∑πñ ( 4
/ ©ø≠õº∫Ñ [¢§î ›õZ wtc Zc r¢§πäZ ÀäZ ´§ªÑ ( 5
/ ©õ´®Ñ tZ dZ Zc fió¢â r˜ ÀäZ qdË ( 6
Bashiri 173
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/ at´Ñ s¢…ÆóZa w fió¢®Ñ¢§∑Ñ r¢ã fió¢â dZ eºÑºÖZ ¢Ñ ©òZº®øñ tZ ( 7

/ ©õcº®Ñ Zc r¢ó ›õZ w fiπò ©øóZº§øπó ¢πã ( 8
/ ©ó¨Ñ m´à ·äc¢í ¢πã ¢Ñ ‹∫∑øñ ´∑í ( 9
/ ‹øãt´µÑ —§äta ´≠ü fiÑ Zc r¢π∫øã¢ñ ‹õcº£¶ñ ( 10

Substitution Drill 1
Substitute the following cues in the pattern sentence.

Example:
(car-10,000) / ©ã¢£øñ r¢ñºÖ cZ¨ò fió¢â ›õZ Àπøì
-----
/ ©ã¢£øñ r¢ñºÖ cZ¨ò sa ›øã¢ñ ›õZ Àπøì
blanket - 100
chair - 400
lamp - 150
television - 5,000
restaurant - 900
watch - 300
garden - 700
vase - 200
horse - 600

Substitution Drill 2
Substitute the following cues in the pattern sentence.
Example:
(Shiraz -30) / ©ã¢£øñ ´§ñº∏øî ©å ˆ£õ´∂Ö ¢ªó˜ sa ¢Ö r¢ªµåZ ´ªã dZ
-----
/ ©ã¢£øñ ´§ñº∏øî ·ä ˆ£õ´∂Ö ¢ªó˜ sa ¢Ö dZ´øã ´ªã dZ
Kerman - 300
Tabriz - 600
Kashan - 100
Abadan - 900
Tehran - 700
Zahedan - 200
Mashhad 400
Kermanshah - 50
174 Main Text
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Readings
This Lesson includes four independent reading passages. Each passage has its own
brief notes, discussion of vocabulary use, and homework. On the whole, the readings may
be regarded as a series of reviews covering the grammatical points covered thus far,
especially of the verb tenses.

Reading 1
This reading deals with the simple present tense. Some special uses of the ezafe are
illustrated below. Compare the following infinitives and their use of the ezafe:

sævar Íodæn to get into, to ride, to mount, to board r©ã cZºä

sævar-e...Íodæn to get into a..., to mount a... r©ã ///I cZºä
mæÍqul budæn to be busy raºÑ pº¥Æñ
mæÍqul-e...budæn to be busy at... raºÑ ///I pº¥Æñ
mæÍqul Íodæn to become busy r©ã pº¥Æñ
mæÍqul-e Íodæn to become busy at... r©ã ///I pº¥Æñ
Example:

sævar-e hævapeyma Íodæn to board a plane r©ã ¢πøüZºòI cZºä

sævar-e keÍti Íodæn to embark a ship r©ã ·§ÆîI cZºä
sævar-e æsb Íodæn to mount a horse r©ã ␣äZ cI Zºä
bæÇÇeha mæÍqul-e bazi budænd / ©óaºÑ wd¢ÑI pº¥Æñ ¢ò fiN«Ñ
The children were busy playing.
mo'ællem mæÍqul-e dærs dadæn bud / aºÑ raZa ecaI pº¥Æñ ‹N∏≥ñ
The teacher was busy teaching.
bæÇÇeha mæÍqul-e bazi Íodænd / ©ó©ã wd¢ÑI pº¥Æñ ¢ò fiN«Ñ
The children became busy playing.
mo'ællem mæÍqul-e dærs dadæn Íod / ©ã raZa ecaI pº¥Æñ ‹N∏≥ñ
The teacher became busy teaching.

Similarly:

vared Íodæn to enter r©ã acZt

vared-e Íodæn to enter a place, to arrive at r©ã . . .I acZt
Bashiri 175
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Examples:

vared-e xane-ye ma Íod She entered our house. / ©ã ¢ñ fió¢âI acZt

vared-e daneÍgah Íodim We entered the university. / ‹õ©ã s¢…ÆóZaI acZt
vared-e tehran Íodænd They entered Tehran. / ©ó©ã rZ´ªÖI acZt
Often fiÑ may replace the ezafe. Compare:

bexane-ye ma vared Íod She entered our house. / ©ã acZt ¢ñI w fió¢â fiÑ
r©ã sa¢øü 'piyade Íodæn' "to dismount" and r©ã ^c¢â 'xarej Íodæn' "to
leave" are used with dZ . Compare:

æzhævapeyma piyade Íodim We disembarked from the plane. /‹õ©ã sa¢øü ¢πøüZºò dZ
æzæsb piyade Íod He dismounted from the horse. / ©ã sa¢øü ␣äZ dZ
æzxane-ye ma xarej Íodænd They left our house. / ©ó©ã ^c¢â ¢ñ w fió¢â dZ
The verb r§Æ°´Ñ (pres. stem a´° 'gærd') 'bærgæÍtæn' "to return" is composed of
the verb r§Æ° and the preverb ´Ñ . When conjugating, the present marker ·ñ is attached to
r§Æ° . (See also the notes to Reading Four in this Lesson.) Example:
mæn bexane bær migærdæm I return home. / qa´…øñ ´Ñ fió¢®Ñ ›ñ

Vocabulary
Learn the following words:

xandæni reading ·ó©óZºâ

sobh morning Œ£å
sobhane breakfast fió¢ß£å
sævar Íodæn to ride; to get in a car )ºã* r©ã cZºä
Çizha'i some things ·ú¢ò¨ø†
dæftær office (private) ´§ía
væqti (at the time) when ·§ìt
piyade on foot sa¢øü
piyade Íodæn to get off; dismount )ºã* r©ã sa¢øü
tæræf direction; side m´é
betæræf-e... hærekæt kærdæn to set out in the direction of ra´î Àî´à ///I m´±Ñ
hærekæt kærdæn to set out; to move )›î* ra´î Àî´à
ævvæl first pNtZ
176 Main Text
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parking parking lot Á∫øîc¢ü

park park (city) oc¢ü
park kærdæn to park )›î* ra´î oc¢ü
kelid key ©ø∏î
vared Íodæn to enter )ºã* r©ã acZt
baz Íodæn to open (intr. verb); be opened )ºã* r©ã d¢Ñ
Íodæn to open into r©ã d¢Ñ /// Ç ÇÑ
mæÍqul busy pº¥Æñ
mæÍqul budæn to be busy raºÑ pº¥Æñ
mæÍqul Íodæn to become busy r©ã pº¥Æñ
guÍe corner fi㺰
niz also (literary form) ¨øó
mive fruit sºøñ
amæd væ ræft traffic (lit., coming and going) Àíc t ©ñ˜
bæ'd then; later; afterwards ©≥Ñ
pæs æz after;...later dZ –ü
tæqribæn nearly; approximately; about ˆ£õ´∂Ö
nim half ‹øó
pærænd Parand, a family name ©ó´ü
fenjan cup r¢¶∫í
xæbær news ´£â
æxbar pl. of ´£â c¢£âZ
tæmam Íodæn to be finished; )ºã* r©ã q¢πÖ
to be completed
bærgæÍtæn to return )a´° (´Ñ* ›§Æ°´Ñ
hærvæqt whenever Àìt´ò
radiyo radio ºõaZc
bæ'zi ruzha some days ¢òdtc ·∞≥Ñ
Bashiri 177
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·ó©óZºâ
fZ scZaZ ca rº≠ò¢ã w¢ì˜
-acº®øñ Zc fZ fió¢ß£å Àµò Àê¢ÇÇ ä Œ£å dtc cÇÇò rº≠ò¢ã w¢ì˜
¢ÇÇ Ñ tZ sZc ca /a´ÇÑ ·Çñ r¢§ÇÇ≠Ñ©ÇÇÑ Zc f´§âa t aºÆøñ —∫øã¢ñ cZºÇÇä
t ¢ÇªÇπ∏N Ç≥ñ w sc¢ÇÇ ÇÑca t ©∫∑ÇÇ øñ À£Çßå fZ fiÇÇ Ç äc©Çñ w sc¢ÇÑca f´§âa
sa ‘∂Çí rºÇÇ≠ò¢ã w¢ÇÇ Ç ì˜ ´Ç§âa /©ä´∆ÇÇøÇñ ·ú¢ò¨ødž tZ dZ —õ¢ò eca
/©∫Ç∑øÇñ À£Çßå fiäc©ñca —õ¢ÇǪ§äta w sc¢ÇÑca fc©ü ¢Ñ tZ /acZa p¢ä
m´é fiÇÑ rº≠ò¢ã w¢ì˜ -aºã ·ñ sa¢øü ›øã¢Çñ dZ f´§Çâa ·§ìt
-©∫î ·ñ oc¢Çü Á∫øîc¢Çü ca Zc —∫øã¢ñ tZ pNtZ /©∫∑øñ Àî´Çà f´Ç§ía
·ñ d¢Ñ ©ø∏î ¢Ñ Zc f´§ÇíaI ca /atc ·ñ f´§ía fiÇÑ sa¢øü ¢¶ó˜ dZ ©≥Ñ
/aºã ·ñ f´§íaI acZt t ©∫î
r¢Ñ¢øâ fiÇÑ s´Ç¶∫ü ›õZ /acZa s´¶∫ü ⁄õ ‘∂ÇÇí rº≠ò¢ã w¢Ç옴§ía
ca /©∫î ·ñ s¢…ó r¢Ñ¢øâ wºÖ fiÑ s´¶∫ü dZ rº≠ò¢ã w¢ì˜ /aºã ·ñ d¢Ñ
¨ÇÇøó r¢Ñ¢øâ w fiÇÇ ãº°ca /©∫ã¢Ñ ·ñ Àíc t ©Çñ˜ pºÇ¥Ç Æñ qa´Çñ r¢Ñ¢øâ
Ò¢ÇÇì ⁄õ t ft´ÇÇ í €° ⁄õ - ft´ÇÇ Çí fiñ¢ódtc ⁄õ - ft´ÇÇ í sºÇÇ øñ ©∫†
/©∫ã¢Ñ ·ñ c¢î pº¥Æñ ft´í
·Çñ fc¢Çî pºÇ¥Ç Æñ t ©∫øÆ∫øñ f¨Çøñ ÀÆü rº≠ò¢ã w¢ì˜ -©≥Ñ
´§ía fiÇÑ -©ó´ü w¢ì˜ - tZ Àäta ‹Çøó t Àê¢ä ta ˆ£õc∂Ö dZ –ü /aºã
¢Ö ta ·∑õ fió¢â sºÇªìca / ©ót´øñ fió¢â sºªì fiÑ ‹ò¢Ñ ¢ÇǪó˜ t ©õ˜ ·ñ tZ
‹Çò ¢ÇÇ Ñ dtc cI ¢ÇÇ£âZ w sc¢ÇÇÑca t ©ócºÇ®øñ w¢Çdž r¢¶Ç∫Çí )¢Ö ta ¢õ ·∑õ*
/©Ç∫Ç∫Çî ·Çñ À£ßå
©ó´ü w¢ì˜t rº≠ò¢ã w¢ì˜ -aºÆøñ q¢πÖ ¢ªó˜I racºâ w¢† ·§ìt
/©óºÆøñ c¢Çî pºÇ¥Æñ sc¢ÇÇÑta t ©óa´° ·ñ´Ñ r¢ã scZaZ fiÑ ‹Çò ¢Ñ
178 Main Text
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ÿø∏∑Ö
:©øò©Ñ [Zºá ´õd w¢ªïZº√≠Ñ ˆµ±ï
? acº®øñ ©∫† Àê¢ä Zc fZ fió¢ß£å rº≠ò¢ã w¢ì˜ ( 1
?a´Ñ ·ñ fiäc©πÑ fi† ¢Ñ Zc f´§âa tZ ( 2
? ©∫ód ·ñ m´à fi† w sc¢Ñca ¢ªó˜ ›øã¢ñ ca ( 3
?acZa p¢ä ©∫† rº≠ò¢ã w¢ì˜ ´§âa ( 4
? at´øñ fi† ¢Ñ f´§ía ¢Ö Á∫øîc¢ü dZ rº≠ò¢ã w¢ì˜ ( 5
? ©∫∑øñ d¢Ñ fi† ¢Ñ Zc f´§íaI ca tZ ( 6
? acZa s´¶∫ü ©∫† tZ ´§ía ( 7
? aºÆøñ d¢Ñ ¢¶î fiÑ f´§ía w s´¶∫ü ( 8
? ©∫ã¢Ñ ·ñ ·ú¢òc¢î fi† pº¥Æñ qa´ñ r¢Ñ¢øâ ca ( 9
? ©õ˜ ·ñ rº≠ò¢ã w¢ì˜I r©õa fiÑ ·Iî ©ó´ü w¢ì˜ ( 10
? ©ót´øñ ¢¶î fiÑ ‹ò¢Ñ ¢ªó˜ ( 11
? ©∫∫∑øñ c¢∑† ¢ªó˜ fió¢â sºªì ca ( 12
? ©ót´øñ ¢¶î fiÑ w¢† I racºâ dZ ©≥Ñ ¢ªó˜ ( 13

2. Identify and underline all instances of simple present tense in the reading above.

3. Rewrite the reading in the words of Mr. Shahsavan:

·ñ ‹∫øã¢ñ cZºä - qcºâ·ñ Zc qZ fió¢ß£å Àµò Àê¢ä Œ£å dtc ´ò ›ñ #

fZ fiäc©ñ w sc¢Ñca tZ ¢Ñ sZc ca / q´Ñ ·ñ r¢§≠Ña fiÑ Zc q´§âa t qºã
# /// w sc¢Ñca t ‹∫î ·ñ À£ßå
4. Rewrite the same in the words of Mr. Shahsavan's daughter .

cZºä - ‹õcºâ ·ñ Zc r¢ñ fió¢ß£å Àµò Àê¢ä Œ£å dtc ´ò qc©ü t ›ñ #

# /// t ‹õºã ·ñ r¢π∫øã¢ñ
5. Write the reading above in simple past tense:

- acºâ Zc fZ fió¢ß£å Àµò Àê¢ä Œ£å dtcõa rº≠ò¢ã w¢ì˜ #

# /// t ©ã —∫øã¢ñ cZºä
6. Write out an interview with Mr. Shahsavan.
Bashiri 179
______________________________________________________________________________________

7. Translate into Persian:

1. He got in the car and went to his office.

2. We eat our dinner at 7:00, they eat at 8:00.
3. In the restaurant, several men and women were talking to each other.
4. I have two keys for my office--one of them is in my car, the other is in my hand.
5. Whenever he comes to my house, we sit and talk about Iran.
6. Only on some days I can listen to radio Iran.
7. Every day at 12:00 we go to that restaurant for lunch.
8. At what time did your friends say good-bye and leave?
9. How many years is it that you are learning Persian?
10. What did your friends speak about?
11. How many kilometers is it from Zahedan to Kerman?
12. From my village to Tehran is three hundred kilometers.

Reading 2
This reading deals primarily with the simple past tense. In it, you will also encounter
the word ´ä 'sær' "head". Here the word ´ä is used as a preposition and is followed by
an ezafe. Rather than "head," here it means "at" or "to". Example:

u dær sær-e miz neÍæst He sat at (lit., the head of) the table. / À≠Æó ¨øñI ´ä ca tZ
mæn be sær-e kar ræftæm I went to (lit., the head of) work. / ‹§íc c¢îI ´ä fiÑ ›ñ
As can be seen, the word ´ä is not used in its original meaning of "head". It indicates
the "head of" or the "unspecified location" of an action.

The verb r©ñ˜ fºâ 'xoÍ amædæn "to like, to come pleasing to" has a rather
peculiar conjugation. To begin with it is always used with the preposition dZ 'æz'. Secondly,
when conjugated it is fºâ that is conjugated, not r©ñ˜ . The latter is always in third
person singular, a frozen form. Here is the conjugation of r©ñ˜ fºâ :

xoÍæm miayæd I like ©õ˜ ·ñ ‹ãºâ

©õ˜ ·ñ Àãºâ
©õ˜ ·ñ —ãºâ
©õ˜ ·ñ r¢πãºâ
©õ˜ ·ñ r¢§ãºâ
©õ˜ ·ñ r¢Æãºâ
The past tense of this verb is conjugated by replacing the present tense, i.e., ©õ˜ ·ñ ,
with ©ñ˜. Compare:
180 Main Text
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mæn æz u xoÍæm miayæd I like her. / ©õ˜ ·ñ ‹ãºâ tZ dZ ›ñ

mæn æz u xoÍæm amæd I liked her. / ©ñ˜ ‹ãºâ tZ dZ ›ñ
In comparison, rañ˜ fºâ is somewhat weaker than ›§ãZa Àäta .
The verb raZa Œøá´Ö 'tærjih dadæn' "to prefer" is used with either Ç Ñ or ´Ñ . In
either case, the thing preferred is mentioned first. That noun is then followed by Zc and Ç Ç Ñ or
´Ñ . The noun indicating the thing less preferred is used closest to the verb. Example:
/ qòa ·ñ Œøá´Ö sºªì ´Ñ Zc w¢† ›ñ
mæn Çay ra bær qæhve tærjih midehæm . I prefer tea over
coffee.
/ ‹õaZa·ñó Œøá´Ö r¢ñ´î ca ·°©ód ´Ñ Zc dZ´øã ca ·°©ód ¢ñ
ma zendegi dær Íiraz ra bær zendegi dær kerman tærjih nemidadim
We did not prefer living in Shiraz to living in Kerman.

Vocabulary
Learn the following words:

piyade ræftæn to go on foot; to walk )tc* ›§íc sa¢øü

molaqat kærdæn to meet )›î* ra´î \¢ìÈñ
ÍæmÍiri Shamshiri, name of a restaurant w´øÆπã
garson waiter rºäc¢°
livan glass (drinking) rZºøï
aqayan pl. of ¢ì˜; gentlemen r¢õ¢ì˜
Çe meyl mifærma'id what do you wish (to order)? ?©øú¢ñ´µøñ €øñ fi†
Çelo cooked rice (without additions) º∏†
kæbab kabob; roasted meat [¢£î
Çelo kæbab rice with roasted meat [¢£î º∏†
pepsi Pepsi Cola ·≠∆ü
hæmin this same; the same ›øπò
zohr noon ´ªè
bæ'd æz zohr afternoon ´ªè dZ ©≥Ñ
tæ'til vacation; holiday €ø±≥Ö
tæ'til Íodæn to be closed )ºã* r©ã €ø±≥Ö
birun out; outside rt´øÑ
birun amædæn to come out; to leave )˜* r©ñ˜ rt´øÑ
dæ'væt invitation \ºêa
Bashiri 181
______________________________________________________________________________________

dæ'væt kærdæn to invite )›î* ra´î \ºêa

æz...dæ'væt kærdæn to invite someone ra´î \ºêa /// dZ
qæbul kærdæn to accept )›î* ra´î pº£ì
neÍan dadæn to show; to point to; to play (movies) )sa* raZa r¢Æó
ben hur Ben Hur cºò ›Ñ
Çarltun hestun Charlton Heston rº§≠ò rº§ïc¢†
dær hodud-e i
about I at©à ca
tarik dark ⁄õc¢Ö
qesmæt part; portion Àπ≠ì
dovvom second qNta
pakæt pack(age) Àî¢ü
sigar cigarette c¢…øä
hærÇe zudtær as soon as possible ´Öatd fi†´ò
nim sa'æt-e digær in half an hour ´…õaI Àê¢ä ‹øó
abjo beer º¶Ñ˜
tærjih dadæn to prefer )sa* raZa Œøá´Ö
be...tærjih dadæn to prefer...over raZa Œøá´Ö /// Ç Ñ
bær...tærjih dadæn to prefer...over raZa Œøá´Ö /// ´Ñ
æz estefade kærdæn to use ra´î sa¢µ§äZ /// dZ
jonub south [º∫á

·ó©óZºâ
rZcº§äc ca rº≠ò¢ã w¢ì˜
rZcº§äc /acºÇâ rZcº§äc ca Zc fc¢Çò¢Çó rºÇ≠ò¢Çã w¢ÇÇ ì˜ dt´õa
/ Àíc sa¢Çøü Zc rZcº§äc ¢ÇÖ scZaZ dZ rº≠ò¢ã w¢ì˜ /aºÑ cZd¢ÇÑ ⁄õa¨ó
fiÑ ÀäZºÇâ ·ñ ¨øó —§äta /a´î \¢ìÈñ Zc —õ¢ª§äta dZ ·îõ sZc ca
rZcº§äc r˜ ‹ÇäZ /©∫§íc ·óZcº§äcÑ ‹ò¢Ñ ¢ªó˜ /acº®Ñ Z™ë t at´Ñ ·ú¢á
rºäc¢° /©∫§≠Æó w¨øñI ´ä ¢Çªó˜ rZcº§äc ca /aºÑ w´øÆπãI rZcº§äc
:©øä´ü ¢ªó˜ dZ rºäc¢° ©Ç≥Ñ /act˜ [˜ rM Zºøï ta r¢ÆõZ´Ñ
ii

?©øú¢ñ´µøñ €øñ fi† r¢õ¢Çì˜ (

: Àµ° rº≠ò¢ã w¢ì˜
182 Main Text
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"ct¢øÑ w¢† r¢¶∫í ⁄õ t ·≠∆ü ⁄õ - [¢£î º∏† ⁄õ ›ñ wZ´Ñ (

: Àµ° rº≠ò¢ã w¢ì˜ Àäta
"©õct¢øÑ Zc ›øπò ‹ò ›ñ wZ´Ñ ˆµ±ï (
iii

¢Ö ¢Çªó˜ /©∫§Æ°´Ñ scZaZ fiÇÑ —§äta t rº≠ò¢ã w¢ì˜ c¢ªó dZ ©≥Ñ

dtc c¢ÇÇ£âZ w sc¢ÇÇÑca t ©∫§≠ÇÆó rºÇ≠ò¢ÇÇã w¢ÇÇ Ç옴§ía ca ta ÀÇê¢ÇÇ ä
dZ ‹ò ¢Ñ ¢Çªó˜t ©ã €ø±≥Ö scZaZ ´ªÇè dZ ©≥Ñ ta Àê¢ä /©óa´î À£ßå
fiÇÇÑ tZ ¢Ñ ¢Ö a´î \ºÇêa —§Çäta dZ rº≠ò¢Çã w¢ì˜ /©ó©ñ˜ rt´øÑ ´§ía
/©∫§íc ¢π∫ø≠Ñ ‹ò¢ÇÑ ¢Çªó˜ t a´î pº£ì Zc tZ \ºêa —§äta /at´Ñ ¢π∫øä
r˜ ‹ÇäZ /aZa ·ñ r¢Æó [ºâ ‹∏Çøí ⁄õ cZº≠ªã w¢Çò¢π∫øä dZ ·∑õ
Àäta /a´ÇÇî ·ñ wd¢Ñ r˜ca rº§≠ò rºÇ§ïc¢Çdž t aºÇÇÑ #cºò ›Ñ # ‹∏øí
/©ñ˜ —ãºâ Úøâ rº§≠ò ‹∏øí ›õZ dZ rº≠ò¢ã w¢ì˜
rt´øÑ ¢π∫øä dZ —Çã Àê¢ä at©Çà ca —§äta t rº≠ò¢ã w¢ì˜
/ Àíc t a´î ·≤í¢à Z©â rº≠ò¢ã w¢ì˜ Àäta /aºÑ ⁄õc¢Ö Zºò /©ó©ñ˜
fZ fió¢â fiÇÑ ›øã¢Çñ ¢Ñ ¢Ö ÀÆ°´ÇÑ Á∫Çøîc¢üÇÇ Ñ sa¢Çøü ‹Çò rº≠ò¢ã w¢Çì˜
/at´ÇÇ Ñ

ÿø∏∑Ö
:©øò©Ñ [Zºá ´õd w¢ªïZº√≠Ñ ˆµ±ï
? acºâ ¢¶î ca Zc fc¢ò¢ó rº≠ò¢ã w¢Çì˜ dt´õa ( 1
? aºÑ ¢¶î rZcº§äc ( 2
? Àíc ¢¶ó˜ fiÇÑ ·Ç† ¢Ñ rº≠ò¢ã w¢Çì˜ ( 3
? a´Çî \¢ìÈÇÇñ Zc ·î rº≠ò¢ã w¢ì˜ rZcº§äc sZc ca ( 4
? ©∫î c¢∑dž ÀäZºÇÇâ ·ñ —§äta ( 5
? ©∫§íc ¢ÇǶî fiÇÑ ‹ò ¢Ñ ¢ÇǪó˜ ( 6
? aºÑ fiÇdž rZcº§äc r˜ ‹äZ ( 7
? a´î c¢∑† rºäc¢° ( 8
? Àµ° fi† rºäc¢° fiÑ rº≠ò¢ã w¢ì˜ ( 9
? Àµ° fi† rºäc¢Ç° fiÑ rº≠ò¢ã w¢ì˜ Àäta ( 10
? ©óa´î c¢∑† scZaZ ca ?©óa´î c¢∑† c¢ªó dZ ©≥Ñ ¢ªó˜ ( 11
Bashiri 183
______________________________________________________________________________________

? ©ã €ø±≥Ö )©∫† Àê¢ä* ·§ê¢ä fi† scZaZ ( 12

? a´î \ºêa ¢¶î fiÑ Zc —§äta rº≠ò¢ã w¢ì˜ ( 13
? ©Çó©Çõa Zc ·π∏øí fiÇdž ¢ªó˜ ( 14
? a´î ·ñ wd¢ÇÑ ‹∏ÇÇøí r˜ ca ·Çî ( 15
? aºÑ cº±† ZºÇÇò ©Çó©Çñ˜ rt´ÇÇøÑ ¢π∫øä dZ ·§ìt ( 16
? ©óa´ÇÇî c¢∑† ¢ÇǪó˜ ÀìºÇÇó˜ ( 17
2. Rewrite the reading above in the words of Mr. Shahsavan:

cZd¢Ñ ⁄õa¨ó rZcº§äc / qacºâ rZcº§äc ca Zc qc¢ªó dt´õa ›ñ #

# / ‹§íc sa¢øü cZd¢Ñ ¢Ö rZcº§äc dZ ›ñ / aºÑ
3. Rewrite the reading above in simple present/future tense:

rZcº§äc / acº®øñ rZcº§äc ca Zc fc¢ò¢ó rº≠ò¢ã w¢ì˜ dt´ñZ #

# /// / ÀäZ cZd¢Ñ ⁄õa¨ó
4. Rewrite the reading above in Mr. Shahsavan's words in simple present/future
tense:

# / ÀäZ cZd¢Ñ ⁄õa¨ó rZcº§äc / qcº®øñ rZcº§äc ca Zc qc¢ªó ›ñ dt´ñZ #

5. Identify and underline all instances of simple past tense in the reading above.

6. Translate into Persian:

1. Yesterday afternoon my friend and I went to the movies.

2. I did not like the first part of the movie, but the second part was good.
3. When it was dark (it became dark), my friend said good-bye and left.
4. Several of his friends are my friends as well.
5. Bring me a cup of coffee and a pack(age) of cigarettes, please!
6. I would 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 of Tehran is about 200 years old.
184 Main Text
_______________________________________________________________________________________

Reading 3
This reading examines the · ñ -past--an action that used to happen regularly over a
period of time.

Note 1:ca¢† 'Çador' is a cover worn by Muslim women and girls. It is a head covering,
veil and shawl worn in a way that, when held by the inside edges, only the eyes can be
seen.

Note 2: The word ⁄õ 'yek' besides meaning "one" is also used in the sense of "(the)
same":
We did not attend the same school. / ‹ø§íc ·πó fiäc©ñ ⁄õ fiÑ ¢ñ
They did not go to the same place. / ©∫§í´ó ¢á ⁄õ fiÑ ¢ªó˜

Vocabulary
Learn the following words:

æhmæd Ahmad, boy's name ©πàZ

bozorg Íodæn to grow up )ºã* r©ã Åc¨Ñ
dokkan small store; shop r¢Nîa
sæbzi vegetable w¨£ä
guÍt meat À㺰
ræd Íodæn to pass (by a place) )ºã* r©ã ac
bedun-e without I rt©Ñ
Çætr umbrella ´§†
xis Íodæn to get wet; to become wet )ºã* r©ã –øâ
aftab the sun; sunshine [¢§í˜
aftabi sunny ·Ñ¢§í˜
qayem muÍæk hide-and-seek ⁄ãºñ ‹õ¢ì
residæn o reach; to arrive )ec* r©øäc
ferdowsi erdowsi, famous Persian poet ·äta´í
sæ'di a'di, famous Persian poet w©≥ä
montæzer waiting ´≤§∫ñ
istadæn to stand )À≠õZ* ra¢§≠õZ
montæzer istadæn to (stand) wait(ing) ra¢§≠õZ ´≤§∫ñ
dir late ´õa
dæm beginning; threshold qa
Bashiri 185
______________________________________________________________________________________

dæm-e in front of I qa
jom'e Friday fi≥πá
kuÇe alley fi†ºî
mæÍq kærdæn to do homework; to practice )›î* ra´î ŸÆñ
bæra-ye in for this reason ›õZI wZ´Ñ
komæk help; assistance; aid ⁄πî
be...ehtiyaj daÍtæn to need something ›§ãZa ^¢ø§àZ /// Ç Ñ
komæk kærdæn to help; to assist; to aid )›î* ra´î ⁄πî
hæmiÍe always fiÆøπò
mehræbani kindness ·ó¢Ñ´ªñ
mesl-e like; the same as; comparable to I €•ñ
atæÍ fire —Ö˜
kenar-e atæÍ by the (side of the) fire —Ö˜I c¢∫î
bemosaferæt ræftæn to go out of town; go on a journey )tc* ›§íc \´í¢≠πÑ
parti dadæn to give a party )sa* raZa ·Öc¢ü
tærk kærdæn to leave; to abandon )›î* ra´î o´Ö
parÇe cloth; material fi†c¢ü
xærj kærdæn to spend (money) )›î* ra´î ^´â
xærj-e...kærdæn to spend on... ra´î /// I ^´â
fæhmidæn to understand )‹ªí* r©øπªí
186 Main Text
_______________________________________________________________________________________

·ó©óZºâ
›õt´ü t ©πàZ
dZ Œ£å dtc ´ò ¢ªó˜ /©ó©ÇÇÆøñ Åc¨Ñ ´…õ©ÇÇ πò ¢Ñ ›Çõt´ü t ©πàZ
fiÇäc©ñ sZc ca / ©∫§íc ·ñ fiÇäc©ñ fiÑ t ©ó©Çñ˜ ·ñ rt´øÑ r¢Æõ¢ò fió¢â
t ·ãt´í À㺰 - ·ãt´Çí w¨£ä - ·ãt´Çí sºÇøñ w¢ªó¢Nîa wº∏á dZ
¢ªó˜
·ãt´í ·∫§≠Ñ r¢ÇîN a dZ ¢Çªó˜ ¢òdtc ·∞≥Ñ /©ó©Æøñ ac ·ãt´í ·∫§≠Ñ
©ÇÇ ñ˜ ·ÇÇ ñ rZc¢ÇÑ fi∑Çøú¢Çòdtc /©ÇóacºÇâ ·Çñ sZc ca t ©Çó©õ´®ÇÇøñ ·∫§≠Ñ
/©ÇÇ ó©ÇÆøÇñ –Çøâ t ©ÇÇ∫§Çí´ÇÇøñ sZc rZc¢ÇÇ Ñ ´ÇÇõd ca -´§Ç† rt©ÇÇ Ñ -¢ÇǪó˜
⁄ÇÇãºñ ‹õ¢Çì r¢ÇÑ¢øÇâ c¢∫î w¢ªÇ§âca ÀÆü ¢Çªó˜ -aºÇÑ ·Ñ¢§Çí˜ fi∑Çøú¢òdtc
/©ó©øä´øñ fiäc©ñ fiÑ ¢Ö ©óa´î ·ñ wd¢Ñ
w fiÇÇäc©Çñ fiÇÇÑ ©ÇÇπÇàZ /©∫Çǧíc ·Çπó fiÇäc©ÇÇñ ⁄õ fiÇÇÑ ©ÇÇπÇàZ t ›õt´Çü
w¢ò fiäc©ñ Òt / Àíc ·ñ w©≥ä w fiäc©πÇÑ ›õt´ü t Àí´øñ ·äta´í
¢ò fiÇäc©ñ sadZta Àê¢ÇÇä at©Çà ca dtc ´ò /aºÑ ⁄õa¨ó Úøâ ‹ªÇÑ ¢Çªó˜
-aºÑ ´Öcta ›Çõt´ü w fiäc©ñ dZ ©πàZ w fiäc©ñ rº† /©Çã ·ñ €ø±≥Ö
·∞Ç≥Ñ /a¢Ç§≠õZ ·ñ ©ÇπàZ ´≤ǧÇ∫ñ fZ fiÇäc©ñ wº∏á ca dtc ´ò ›õt´ü
·ñ ›õt´ü w fiäc©ñI qa fiÇÑ ©πàZ ·§ìt /©Çñ˜ ·ñ ´õa ·πî ©πàZ ¢òdtc
/©∫ÇǧÇÆ…ÇÇ øñ´ÇÑ r¢ÆÇÇõ¢Çò fió¢®ÇÇÑ r¢ÇÇ ãc¢Çªó wZ´Ñ ‹ò ¢ÇÑ ›õt´ü t tZ -©øäc
´…õa w¢òdtc ·∞≥Ñ t ©πÇàZ w fió¢ÇÇâ ca Zc r¢Çãc¢ªó ¢Çªó˜ ¢òdtc ·∞≥Ñ
/©óacºâ ·ñ ›õt´ü w fió¢â ca Zc r¢ãc¢ò¢ó
t c©Çü t ©Çñ˜ ·ñ r¢ÆÇÇ ãºâ Úøâ ©πÇàZ dZ ›õt´ü ca¢Çñ t c©Çü
´≠ü ›õZ fi≥πá w¢òdtc /©∫§ÇãZa Àäta Úøâ Zc ›õt´ü ¨øó ©πàZ ca¢Çñ
¢ªÇÇ ó˜ w fiÇÇ †ºÇî /©óa´∑øñ wd¢ÇÇÑ fidžºî wºÖ ´…õa w¢Çò fiÇÇN «Ñ ¢Ñ ´§âa t
/aºÇÇÑ ¨øπÖ ÚÇÇøâ Òt ⁄džºî
fiÑ q¢ã wZ´Ñ ©πàZ t ›õt´ü -©ã ·ñ q¢ÇπÖ ¢ÇǪó˜I ra´î wd¢ÇÑ ·§ìt
Bashiri 187
______________________________________________________________________________________

t ©óact˜ ·ñ Zc r¢Æõ¢ò [¢§î ¢ªó˜ q¢ã dZ ©≥Ñ /©∫§íc ·ñ r¢Æõ¢ò fió¢â

/©ó©ã ·ñ ra´î ŸÆñ t r©óZºâ eca pº¥Æñ
›õt´ü Àìt ´ò - ›õZ wZ´Ñ /aºÑ ´ÖË¢ÇÇÑ eÈÇî ⁄õ ›õt´ü dZ ©πÇàZ
fiÑ ·ó¢Ñ´ªñ ¢Ñ fiÆøπò ©πàZ t a´∑øñ ›µÇ∏Ö ©πàZ fiÑ ÀãZa ^¢ø§àZ ⁄πî fiÑ
/©óaºÑ ´òZºâ t caZ´Ñ €•ñ ›õt´ü t ©πàZ /a´î ·ñ ⁄πî ›õt´ü
ÿø∏∑Ö
:©øò©Ñ [Zºá ´õd w¢ªïZº√≠Ñ ˆµ±ï
? ©∫§íc ·ñ ¢¶î fiÑ r¢ã fió¢â dZ ›õt´ü t ©πàZ ( 1
? ©ó©õa ·ñ Zc ·ú¢ò¨ø† fi† sZc ca ( 2
? ©óa´î ·ñ c¢∑† aºÑ ·óZc¢Ñ fiî ·ú¢òdtc ( 3
? ©óa´î ·ñ c¢∑† aºÑ ·Ñ¢§í˜ fiî ·ú¢òdtc ( 4
? a¢§≠õZ ·ñ ´≤ǧÇ∫ñ fZ fiäc©ñ ca wº∏á ·î ( 5
? ©óacºâ ·ñ ¢¶î ca Zc r¢ãc¢ò¢ó ¢ªó˜ ( 6
? ©óa´î ·ñ c¢ÇÇ∑† fiÇ≥πá w¢òdtc ›õt´ü t ©πàZ ( 7
? ©óa´î ·ñ c¢Ç∑† q¢ã dZ ©Ç≥Ñ ( 8
? a´î ·ñ ›Çǵ∏Ö ©πàZ fiÑ ›õt´ü Z´† ( 9
? ©∫§ãZa Àäta Zc ´…õ©∑õ ©πàZ t ›õt´ü ¢õ˜ ( 10
2. Identify and underline all instances of simple past and mi-past. Put a double line
underneath the verbs in the mi-past. Example:

/ ©ó©Æøñ Åc¨Ñ ‹ò¢Ñ ¢ªó˜ / ©óaºÑ Àäta ‹ò¢Ñ ›õt´ü t ©πàZ

3. Rewrite the reading in the words of Parvin and/or Ahmad.

4. Transform the tenses in the reading to simple present/future tense and hand in to
your instructor:

# /// / ©óºÆøñ Åc¨Ñ ´…õ©πò¢Ñ ›õt´ü t ©πàZ #

5. Write a paragraph describing a similar incident in your own childhood.

6. Translate 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.
188 Main Text
_______________________________________________________________________________________

3. Some days my family went out of town. On those days I used to give a party.
4. Why are you walking in this rain without an umbrella?
5. We both have to go to that store and buy food for the get-together.
6. Do they have to have their keys in their hands?
7. We do not have to make that chador.
8. Do you have to go to that expensive university?
9. Why does he have to spend all his money on beer and cigarettes?
10. We all did not understand this lesson.

Reading 4
This reading deals primarily with the subjunctive form of the verb. In it you will also
encounter the verb r©õa´° 'gærdidæn' (pres. stem a´° ), meaning "to become". In
literary Persian this verb alternates with the verb r©ã 'Íodæn' in essentially the same way
that r©øã ¢Ñ ( ‹ã¢Ñ
·ñ , ·ã¢Ñ ·ñ , etc.) alternates with the verb raºÑ . The verb ›§Æ°
'gæÍtæn' has the same present stem as r©õa´° but uses ÀÆ° 'gæÍt' as its past stem.
Compare:

The car entered the city. / ©ã ´ªãI acZt ›øã¢ñ ( 1

same meaning as above / ©õa´° ´ªãI acZt ›øã¢ñ ( 2
same meaning as above / ÀÆ° ´ªãI acZt ›øã¢ñ ( 3
She was very glad to see you. / ©ã p¢ßãºâ Úøâ ¢πãI r©õa dZ tZ ( 4
same meaning as above / ©õa´° p¢ßãºâ Úøâ ¢πãI r©õa dZ tZ ( 5
same meaning as above / ÀÆ° p¢ßãºâ Úøâ ¢πãI r©õa dZ tZ ( 6
It should be noted that as main verbs r©õa´° and ›§Æ° 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 I p¢£óa :
The moon rotates around the earth. / aa´° ·ñ ›øñd ct©Ñ s¢ñ
We are searching for her. / ‹Çõa´° ·ñ tZ p¢£óa ¢ñ
Thus, in the sense of "to rotate" and "to look for," r©õa´° and ›§Æ° cannot replace
r©ã .
Finally, depending on whether a´° is the stem of r©õa´° or of ›§Æ° two past forms
for each sentence are possible:

The moon rotated around the earth / ©õa´° ›øñdI ct©Ñ s¢ñ
same meaning as above / ÀÆ° ›øñdI ct©Ñ s¢ñ
We searched for her. / ‹Çõ©õa´° tZ I p¢£óa ¢ñ
same meaning as above / ‹øǧư tZI p¢£óa ¢ñ
Bashiri 189
______________________________________________________________________________________

ct¢πä 'sæmavær' is a metal urn with a spigot and an internal tube for heating water in
making tea. Samovar was introduced into Iran from Russia.

Vocabulary
Learn the following words:

bærq electricity n´Ñ

bærqi electric ·ì´Ñ
sæmavær sazi a samovar shop wd¢äct¢πä
færd Fard; unique a´í
hæraj a sale ^Z´à
ziyad very much; excessive amount; alot a¢õd
delxah favorite sZº®ïa
xahæd daÍt will have (see Lesson Ten) ÀãZa ©òZºâ
metr meter (measure) ´§ñ
hala now 袈
jævab answer; reply [Zºá
jævab dadæn to answer )sa* raZa [Zºá
besiyar xub o.k.; fine; very well [ºâ c¢ø≠Ñ
vared gærdidæn to enter )a´°* r©õa´° acZt
varede gærdidæn to enter a place r©õa´° ...I acZt
ændaze measurement sdZ©óZ
kafi sufficient; enough ·í¢î
beændaze-ye kafi to the degree needed; enough ·í¢îI w sdZ©óZ fiÑ
parÇe-ye goldar material printed with designs or flowers cZ©∏° w fi†c¢ü
pæs then; in that case –ü
sæbr patience ´£å
sæbr kærdæn to wait; to delay action )›î* ra´î ´£å
kif wallet; purse ÿøî
tænha alone ¢ª∫Ö
sæxt difficult; hard (substance) À®ä
moÍkel difficult €∑Æñ
Çetowr how; what kind? cº±†
190 Main Text
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·ó©óZºâ
cZd¢Ñ ca fióZt´ü t ›øπä¢õ
⁄õ cZd¢ÇÇÑ dZ ©ÇÇòZºÇÇ®øñ tZ /at´ÇÑ cZd¢ÇÑ fiÇÇÑ ©õ¢ÇÑ ›øπä¢õ dt´ÇñZ
Zc a´í wd¢äct¢πä ©õ¢Ñ tZ ct¢πä ›õZI r©õ´â wZ´Ñ /a´®Ñ ·ì´Ñ ct¢πä
/acZa ^Z´à dt´ñZ a´í wd¢ä ct¢πä rº† /©∫î Z©øü
wa¢õd w¢òct¢πÇä fiÇÇÑ pNtZ ©ÇóZºÖ ·ñ ›øπä¢õ a´í wd¢Çäct¢Çπäca
a´í wd¢Çäct¢πä ©∫î ·ñ ´∑í tZ /a´®ÇÑ Zc ¢ªó˜ dZ ·∑õ ©≥Ñ t ©∫î s¢Ç…ó
/ ÀÇãZa ©ÇòZºÇâ Zc tZ sZº®ïa ct¢πä
©ÇòZº®Çøñ fióZt´ÇÇü rºÇdž /at´Ñ cZd¢£ÇÑ ›øπä¢õ ¢Ñ ¨øó fiÇóZt´ü ©Çõ¢Çã
·ó¢Nîa dZ Zc fi†c¢ü r˜ ©òZºâ ·ñ tZ /a´®Ñ ca¢† wZ´Ñ fi†c¢ü ´§ñ ©∫†
/a´®ÇÑ ©ã¢ÇÑ ·ñ a´Çí ·ãt´íct¢Çπä ⁄õa¨ó fiÇÇî
·πó fióZt´ü t ›øπä¢õ - ÀäZ cta ·πî cZd¢Ñ dZ ¢Çªó˜ w fió¢Çâ rºÇ†
fiÑ ·≠î¢Ö ¢Ñ ¢õ eºÑºÖZ ¢Ñ ¢ªó˜ ÀäZ ›∑πñ /©ót´Ñ cZd¢£Ñ sa¢øü ©∫òZºâ
/©Çót´ÇÑ ¢¶Çó˜
·Çñ fiÇóZt´ÇÇ ü fiÇÇÑ ›øÇπä¢õ /©∫§≠ò cZd¢ÇÇ Ñ ca Ë¢Çà fióZt´ü t ›øπä¢õ
¢òct¢πä fiÑ t qt´Ñ a´Çí ·ãt´íct¢πä fiÇÑ ©õ¢Ñ ›ñ - ‹Çó¢â fiÇóZt´ü # :©õº°
#/ ‹ÇÇ∫î s¢ÇÇ…ó
s¢…Çó ¢òct¢πä fiÑ ©õt´Ñ ¢πã - [ºâ c¢ø≠Ñ # :©òa ·ñ [Zºá fióZt´ü
#/ ‹∫î s¢…ó ¢ò fi†c¢ü fiÑ ·ãt´í fi†c¢ü wºÖ qt´Ñ ©õ¢Ñ ›ñ /©ø∫î
acZt ·ãt´í fi†c¢ü fiÇÑ fiÇóZt´ü t atc ·ñ ·ãt´í ct¢Çπä fiÇÑ ›øπä¢õ
t ©∫î ·ñ s¢…ó wa¢õd w¢òct¢πä fiÑ ›øπä¢õ ·ãtcíct¢πä ca /aa´° ·ñ
·ñ rt´øÑ ·ãt´í ct¢πä dZ ›øπä¢õ ©≥Ñ /a´®øñ [ºâ ·ì´Ñ ct¢πä ⁄õ
©óZº§øπó fióZt´ü /©∫î Z©øü Zc fióZt´ü ¢Ö atc ·ñ ·ãtcí fi†c¢ü fiÑ t ©õ˜
pºü ·ÇÇí¢ÇÇ Çî w sdZ©ÇÇ ÇóZ fiÑ tZ rºÇÇ Ç† -a´Ç®Ñ ©òZºÇâ ·ñ fiÇÇî Zc wZ fiÇdžc¢Çü
Òt Á∫Æì cZ©∏° w fi†c¢ü ⁄õ a´®Ñ ©òZº®øñ fióZt´ü fi∑ÇõZ fi†c¢ü /acZ©ó
/ÀäZ rZ´ÇÇ° Úøâ
Bashiri 191
______________________________________________________________________________________

- ‹Çó¢â ›øπä¢õ # :©õºÇ° ·ñ tZ fiÑ ©∫øÑ ·ñ Zc ›øπä¢õ fióZt´ü ·§ìt

#///q´®Ñ Zc r˜ ‹óZºÖ ·πó Òt ©ÇÇ Çõ˜ ·ñ ‹ãºâ ÚÇøâ fidžc¢Çü ›õZ dZ ›ñ
?w´ÇÇ Ç®Ñ Zc r˜ ·óZºÇÖ ·ÇÇ Çπó Z´Çdž # :©Çä´ÇÇü ·ÇÇ Çñ fiÇÇ Ç óZt´ÇÇ Ç Çü dZ ›øπä¢õ
# " ÀäZ ·…∫Æì w fi†c¢ü
/ qcZ©ó pºü r˜ wZ´ÇÇÑ ·í¢î w sdZ©óZ fiÑ rº† # :©õº° ·ñ fióZt´ü
# ?·∫î c¢∑† ·òZº®øñ –ü # :©ä´ü ·ñ sc¢Ñta ›øπä¢õ
#/ q´ø…Ñ pºü wc©ì t qt´Ñ ⁄ó¢Ñ fiÑ qcº£¶ñ # :©ò©øñ [Zºá fióZt´ü
I ›§íc fiÑ ^¢ø§àZ - ‹ó¢â fióZt´ü - fiÇÇó # :©õº° ·ñ fiÇóZt´ü fiÇÑ ›øπä¢õ
©õ¢ÇÇã / ‹Ç∫î s¢Ç…ó ‹µÇøî wºÖ ©õ¢Ñ ›ñ " ›î ´£å ·πî / À≠øó ⁄ó¢Ñ fiÇÑ
# / ‹Çã¢Ñ fiǧãZa ‹Çµøî wºÖ pºü ·í¢î w sdZ©óZ fiÇÇÑ
/©Ç∫î Z©Çøü Zc —õ¢ªïºü ¢ÇÖ ©Ç∫∑øñ s¢Ç…ó —µøî wºÖ ›øπä¢õ
ÿø∏∑Ö
:©øò©Ñ [Zºá ´õd w¢ªïZº√≠Ñ ˆµ±ï
? at´Ñ cZd¢Ñ fiÑ dt´ñZ ©õ¢Ñ ›øπä¢õ Z´† ( 1
? ©∫î c¢∑† ©óZºÖ ·ñ ›øπä¢õ a´í wd¢ä ct¢πä ca ( 2
? at´Ñ cZd¢Ñ fiÑ ›øπä¢õ ¢Ñ ©òZºâ ·ñ fióZt´ü Z´† ( 3
? ©ót´Ñ cZd¢Ñ fiÑ sa¢øü ©∫òZºâ ·πó ¢ªó˜ Z´† ( 4
? atc ·ñ ·ãt´í fi†c¢ü fiÑ fi† wZ´Ñ ›øπä¢õ ( 5
? ÀäZ ¢¶î ·ãt´í fi†c¢ü ( 6
? a´®Ñ Zc —òZº®ïa w fi†c¢ü ©óZºÖ ·ñ fióZt´ü ¢õ˜ ( 7
? acZa Àäta Zc wZ fi†c¢ü cº±† fióZt´ü ( 8
? ©õº° ·ñ fi† ›øπä¢õ fiÑ fióZt´ü ( 9
? ©∫î ·ñ c¢∑† ›øπä¢õ ( 10
2. Identify all instances of the subjunctive. Underline both the subjunctive auxiliary
and the main verb. Then draw a line from the auxiliary to the main verb. Example:

/ at´Ñ cZd¢£Ñ ©õ¢Ñ ›øπä¢õ dt´ñZ

3. Rewrite the reading first in the words of Yasamin and then in the words of
Parvane.
192 Main Text
_______________________________________________________________________________________

4. Transform all tenses in the reading into simple past tense and hand in to your
instructor. The "new" reading begins with this sentence:

#/ Àí´øñ cZd¢£Ñ ©õ¢Ñ ›øπä¢õ dt´õa #

5. Write a paragraph describing a shopping excursion.

6. Translate into Persian:

1. It is possible that his wife may cook some Iranian food for us.
2. It is necessary that you take this child to the doctor.
3. It is better that the child not eat those bad apples.
4. He did not want us to buy those flowers for his mother.
5. Is she able to return from the hospital alone?
6. Who wanted to read those books?
7. Perhaps they may not attend (go to) their Persian lesson.
8. It is possible (that) your brother may have that book.
9. She may be at your house.
10. It is possible that they may not like Iranian food.
11. We are not obliged to ride this car to Isfahan.
12. You must have all that money tomorrow morning.
13. It is possible that he is at his office.
14. I don't know how I could eat that apple.
15. Were you able to read those difficult books?
Bashiri 193
______________________________________________________________________________________

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:

wºÖ ·ãt´µ∏Ç° /©∫§íc ·ãt´ÇÇ µ∏° fiÇÇÑ ‹ò ¢Ñ f´òZºâ t r»øÑ dt´õa

·ñ ¢ÇǪó˜ /©∫§íc ¢¶ó˜ fiÇÑ r¢ãc©ü ›øã¢Çñ ¢ÇÑ ¢Çªó˜ /aºÇÑ ·äta´Çí r¢ÇÑ¢Çøâ
fiÇÑ Zc ¢ª∏° r˜ ©∫§äZº®øñ ¢ªó˜ /©ó´®ÇÑ €° ¢Ö©∫† ·ãt´µ∏° dZ ©∫§äZºâ
/©ÇÇ∫ò©ÇÑ r¢ãca¢ñ
r˜ w¢ª∏° rº† /©ó©õ´®ó €ÇÇ ° ·ãt´µÇ∏° r˜ dZ f´òZºÇÇ â t r»ÇøÑ
›õZ w¢ª∏° /©∫§íc ´…õa ·ãt´µ∏° ⁄õ fiÑ ¢ªó˜ /aºÑ rZ´° Úøâ ·ãt´µ∏°
›øã¢ñ ¢Ñ t ©ó©õ´â €ÇÇ ° ¢Ö©∫† ¢ªó˜ /aºÑ rZdcZ t [ºâ Úøâ ·ãt´µ∏°
w¢ò fiNÇ«Ñ # : Àµ° t a´î s¢…ó ¢ª∏° r˜ fiÑ r¢ãca¢ñ /©∫§Æ°´Ñ r¢ã fió¢®Ñ
Zc ¢ª∏° ›õZ ›ñ / ©õ˜ ·ñ ‹ãºâ Úøâ €° dZ ›ñ / q´N∑Ƨñ Úøâ - q¨õ¨ê
# / qcZa Àäta ÚÇøâ
©øò©Ñ [Zºá ´õd w¢ªïZº√≠Ñ ˆµ±ï
? ©∫§íc ¢¶î fiÑ f´òZºâ t r»øÑ ( 1
? ©∫§íc ¢¶ó˜ fiÑ ·î ›øã¢ñ ¢Ñ ¢ªó˜ ( 2
? aºÑ ¢¶î ·ãt´µ∏° ( 3
? ©∫∫î c¢∑† ·ãt´µ∏° r˜ ca ©∫§äZºâ ·ñ ¢ªó˜ ( 4
? ©∫ò©Ñ ·î fiÑ Zc ¢ª∏° r˜ ©∫§äZºâ ·ñ ¢ªó˜ ( 5
? ©ó©õ´®ó €° ·ãt´µ∏° r˜ dZ ¢ªó˜ Z´† ( 6
? ©∫§íc ¢¶î fiÑ pNtZ ·ãt´µ∏° dZ ©≥Ñ ( 7
? ©óa´î c¢∑† qNta ·ãt´µ∏° ca ¢ªó˜ ( 8
? aºÑ cº±† qNta ·ãt´µ∏° w¢ª∏° ( 9
? Àµ° fi† ¢ª∏°I r©õa dZ ©≥Ñ r¢ãca¢ñ ( 10
i
at©à 'hodud' is the plural of N©à 'hædd' "limit". It is one of a number of Arabic broken plurals that have
entered Persian in their original Arabic form. The following list includes a number of other such broken plurals.
It is advisable to memorize these forms as part of the vocabulary of this lesson:
singular broken plural meaning
194 Main Text
_______________________________________________________________________________________

[¢§î ␣§î kotob books

Àìt \¢ìtZ owqat time(s)
m´é mZ´éZ ætraf sides, directions
“®ã g¢®ãZ æÍxas persons
fiñN©∂ñ \¢ñN©∂ñ moqæddæmat preliminaries
‹∏ê qº∏ê 'olum sciences
´õdt YZcdt vozæra' ministers (govt.)
À¥ï \¢¥ï loqat words
´ê¢ã Z´≥ã Ío'æra poets
[´ê [Z´êZ 'æ'rab Arabs

All the broken plurals used in this text are cited in the Persian-English section of the Glossary.

ii
A distinction must be made between the following:
[˜ rM Zºøï ⁄õ a glassful (amount) of water
[˜I rZºøï ⁄õ a glass (container) for water

iii
Note that Mr. Shahsavan's friend is using the more polite form of the command by adding the plural ending
instead of the singular.
 Lesson Ten
Vocabulary
Learn the following words:

dævidæn to run; to jog )ta* r©õta

færar kærdæn to run away; to escape )›î* ra´îcZ´í
baqban gardener r¢£ë¢Ñ
ab dadæn to water; to irrigate ) sa* raZa [˜
ræqsidæn to dance ) “ìc* r©øØìc
aÍna kærdæn to acquaint )›î* ra´î ¢∫ã˜
xod self aºâ
'ævæzi gereftæn to mistake one for another )´ø°* ›§í´° ·çºê
boridæn to cut )´HÑ * r©õ´Ñ
kard knife ac¢î
otaq room n¢éZ D n¢ÖZ
sæyyad hunter a¢Nøå
Íir lion ´øã
tofæng gun; rifle Á∫µÖ
koÍtæn to kill )—Hî * ›§Æî
zur force; strength ctd
Íoja'æt bravery Àꢶã
Íekæst dadæn to defeat )sIa * raZa À≠∑ã
mohæbbæt kindness ÀN£ßñ
sæxti difficulty ·§®ä
morvarid / morvar pearl wcZt´ñ D©õcZt´ñ
xælij-e fars Persian Gulf ec¢í Õø∏â
næzdiki vicinity ·∑õa¨ó
ehtiyat caution; care i¢ø§àZ
garaÛ garage ÄZc¢°
æsb horse ␣äZ
durbin binocular; camera ›øÑcta
196 Main Text
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zæhmæt trouble Àπàd

nur light cºó
Çub wood [º†
pelastik plastic ⁄ø§äÈü
birun kærdæn to kick out )›î* ra´î rt´øÑ
yæx ice œõ
yæxÇal refrigerator p¢«®õ
orupa Europe ¢ütcZ
zayænde rud the Zayandeh river in Isfahan atc s©∫õZd
kilumetr kilometer ´§ñº∏øî
ta hala so far; until now Ë¢à ¢Ö
dæf'e time (as in once, twice) fi≥ía
bar same as fi≥ía c¢Ñ
pærvaz kærdæn to fly )›î* ra´î dZt´ü
Íostæn to wash )ºã* ›§≠ã
a'ine mirror fi∫øú˜
sæfhe record (music); page (book) fißµå
yad amædæn to recall )˜* r©ñ˜ a¢õ
tæla gold Èé
Íohræt fame \´ªã
ketabdar librarian cZ©Ñ¢§î
mar snake c¢ñ
pasban policeman r¢£ä¢ü
kalifornia California ¢øó´µøï¢î
teren train r´Ö
parti party ·Öc¢ü
mehmani get-together ·ó¢πªñ
qom Qom, city south of Tehran ‹ì
mohemm important ‹N ªñ
bærdaÍtæn to pick up; to take )cZa´Ñ* ›§ãZa´Ñ
mæ'ni meaning ·∫≥ñ
loqæt word À¥ï
sær-e pa standing ¢üI ´ä
Bashiri 197
______________________________________________________________________________________

istgah-e otobus bus stop eºÑºÖZ s¢…§≠õZ

sahæb / saheb owner ␣à¢å
sahæbxane landlord fi󢮣à¢å

Days of the Week

Íænbe Saturday fi£∫ã
yekÍænbe Sunday fi£∫Æ∑õ
doÍænbe Monday fi£∫ãta
se Íænbe Tuesday fi£∫ã fiä
Çæhar Íænbe Wednesday fi£∫ãc¢ª†
pænj Íænbe Thursday fi£∫ƶ∫ü
jom'e i
Friday fi≥πá

The Sentence: An Overview

We are already familiar with most of the elements that constitute the Persian sentence. The
subject appears at the beginning, the direct object (definite as well as indefinite) follows the
subject. The definite direct object is marked with the postposition Zc 'ra'. The verb appears at the
end. Examples:
I (will) buy that carpet. / q´®øñ Zc Ò¢ì r˜ ›ñ
She sells carpets. / ©ãt´µøñ Ò¢ì tZ
This lesson deals with the noun phrase and its various functions in relation to the verb. As
soon as we have mastered these functions and relations, we will be able to use phrases that begin
with ¢Ñ "with (a person or thing)", ca "at/in", dZ "from" and fiÑ "to, in the direction of" correctly.
These 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 sentence in relation to the
verb:
198 Main Text
______________________________________________________________________________________

verb phrase noun phrase

object

subj.

verb indirect direct

goal source loc inst/com def. N

N

qa´Ñ fió¢®Ñ fiäc©ñ dZ dZ´øã ca ›øã¢ñ ¢Ñ Zc ¢çc ›ñ

Let us briefly consider the "theater of operation" of this sentence. It consists of two parts. The
nominal which deals with "things" and the verbal which deals with "action". The sentence breaks
down as follows:

nominal part: fió¢®Ñ fiäc©ñ dZ dZ´øã ca ›øã¢ñ ¢Ñ Zc ¢çc ›ñ

verbal part: qa´Ñ
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.
Bashiri 199
______________________________________________________________________________________

The sentence above, for instance, indicates that a subject (›ñ ) affected a person (¢çc ) by
moving him ( qa´Ñ ) with an instrument (›øã¢ñ ¢Ñ ) at a known location (dZ´øã ca ) from one
place (fiäc©ñ dZ ) to another (fió¢®Ñ ). 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 ra´Ñ "to carry; to take away" requires a definite
direct object.

I took (i.e., carried away) Reza. / qa´Ñ Zc ¢çc ›ñ

I took Reza from school. / qa´Ñ fiäc©ñ dZ Zc ¢çc ›ñ
I took Reza to school. / qa´Ñ fiäc©ñ fiÑ Zc ¢çc ›ñ
I took Reza from school (to) home. / qa´Ñ fió¢®Ñ fiäc©ñ dZ Zc ¢çc ›ñ
In Shiraz, I took Reza home from school. / qa´Ñ fiäc©ñ dZ dZ´øã ca Zc ¢çc ›ñ

A Note of Caution
Although quite systematic, the arrangement for the placement of the elements of the sentence
suggested above is a logical understanding of the way Persians form their sentences. It is,
however, not the only way. Like in English, in Persian, too, stylistic variations exist. For stylistic
reasons, for instance, one might put the goal before the source or the locative before the direct
object.
At this stage of learning the language, however, the arrangement introduced above and
discussed in detail below, provides a model whereby the structures and the vocabulary you have
mastered can be placed in a reasonably good order. In fact, this model will not only enable you to
form new sentences, but more importantly, it will give you confidence that your sentences are
well formed. Later, when you read literature, you will learn to move the components of the
sentence about to satisfy stylistic requirements.

The Elements of the Sentence

Subject
The subject is the topic of discussion; it is the instigator or the performer of the action of the
verb. When mentioned, the subject noun phrase is the first noun phrase in the sentence and it is
always unmarked. In the following examples, the subject noun phrases are underlined:
200 Main Text
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Study the following sentences:

/ at´øñ cZd¢£Ñ r»øÑ
/ qt©øñ ¢ª∫Ö ›ñ
/ ©óa´∑øñ ·°©ód ‹ò¢Ñ ¢ªó˜
/ Àíc ›≠à
/ ©ã¢£øñ ÿø•î [¢§î ›õZ
/ ©∫∑øπó ·°©ód ´ªã r˜ ca ¢πã ·äc¢í ‹N∏≥ñ
/ ©õ´â Zc rZ´õZ ¢π∫øä aºÑ cZd¢Ñ wºÖ fiî w´≠ü c©ü
As is apparent, the subject is not necessarily a one-word noun. It is a phrase and, as such, can
be modified with an ezafe, ezafe chains and fiî -clauses. (See Lessons Seven and Twelve.)

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 Zc 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:

/ ‹õ©õ´â Ò¢ì )¢ñ*

/ ©∫§ât´í Zc r¢Æõ¢ªøï¢ì )¢ªó˜*
/ ©∫∑øñ fi§≠â Zc ¢òa´°¢ã a¢õd eca
/ aZa \´òZº®Ñ Zc [¢§î qcaZ´Ñ
/ aZa [˜ Zc l¢Ñ w¢£õd w¢ª∏° r¢£ë¢Ñ
/ a¢§ä´í cZd¢£Ñ Zc fcaZ´Ñ ‹õ´ñ
/ ‹ø§í´° tZ dZ Zc ÀãZa [ºâ –∑ê ©∫† fiî ·Ñ¢§î )¢ñ*
/ ©∫òZº®øñ [ºâ [¢§î - ©∫òZº®øπó Åc¨Ñ [¢§î )¢ªó˜*
Bashiri 201
______________________________________________________________________________________

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 (Ò¢ì), a simple ezafe
construction (l¢ÑI w¢ª∏° ), or a noun modified by a fiî -clause (ÀãZa [ºâI –∑ê ©∫† fiî). In the
case of the latter, the definite object marker Zc is preferred after the fiî -clause.

The Comitative and the Instrumental

a. The Comitative
Comitative refers to the fact that in the performance of an action, the subject has been
accompanied by another person. Comitativity is almost always associated with the animate form
of the noun. The noun phrase to be used comitatively is prefixed with ¢Ñ "with".

Study the following sentences:

/ qa¨ó m´à tZ ¢Ñ ›ñ
/ ‹õ©õta ·ñ ‹ò¢Ñ ¢ñ
/ qaºÑ c¢∑πò fiïZÄ c©ü ¢Ñ ›ñ
/ ©øØìc ·ñ Àíc ¢π∫øä fiÑ fiî wa´ñ ´òZºâ ¢Ñ Úê
Structurally, if a direct object is present, the comitative follows the object. Example:

/ qa´î ¢∫㘠r¢ä¢ä ¢Ñ Zc Úê ›ñ

/ a´Ñ r¢ñ´∑Ñ faºâ ¢Ñ Zc ›ñ tZ
/ ©ø§í´° ·çºê r¢Ö´≠ü ‹N∏≥ñ ¢Ñ Zc ›ñ ¢πã

b. The Instrumental
The instrumental is used to express the fact that an instrument has been employed in the
performance of 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 ¢Ñ "with".
The animate/inanimate factor alone decides whether a noun phrase preceded by ¢Ñ is used
comitatively or instrumentally.
In the sentence, the instrumental--the first member of the indirect object group--is used after
the direct object. (See illustration, above.)
202 Main Text
______________________________________________________________________________________

Study the following sentences:

/ ©õ´Ñ ac¢î ¢Ñ Zc ¢ò r¢ó Úê

/ ‹∫∑øñ d¢Ñ ©ø∏î ¢Ñ Zc ‹ì¢éZI ca ›ñ
? ©ø§ãº∫ó Àäa ¢Ñ Zc fiñ¢ó r˜ ¢πã Z´†
? act˜ ¢¶∫õZ fiÑ €ø£ñºÖZ ¢Ñ Zc ¢πã ·≠î fi†
/ ÀÆî aºÑ —§äa ca fiî ·…∫µÖ ¢Ñ Zc ´øã a¢Nøå
Abstract nouns are treated in the same way. Compare:

/ a´î cZ´í t Àí´° ctd ¢Ñ Zc ¢ñ w¢ªïºü ada

/ ©õaZa À≠∑ã Àê¢¶ã ¢Ñ Zc tZ ¢πã
/ ©øäºÑ ÀN£ßñ ¢Ñ Zc f´§âa rº≠ò¢ã ‹ó¢â
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 prefixed with the locative marker ca
"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:

/ ©∫§ât´í cZd¢Ñ ca ·§®ä ¢Ñ Zc ¢ªøï¢ì ¢ªó˜

/ qa´î Z©øü ec¢í Õø∏âc¢∫îca Zc ©õcZt´ñ ›õZ ›ñ
/ a´î oc¢ü ¢ñ w fió¢â ÄZc¢° ca i¢ø§àZ ¢Ñ Zc ›øã¢ñ \caZ´Ñ
/ qa´î \¢ìÈñ qcaZ´Ñ w fió¢â ·∑õa¨ó ca Zc r¢§§äta ca¢ñ t c©ü
/ ©õ´â aºÑ r¢ã fió¢â ⁄õa¨ó fiî wcZd¢Ñ ca a¢õd rad fió¢† ¢Ñ Zc ct¢πä ›øπä¢õ
/ ©õa ·°c¨Ñ Àâca ·∑õa¨ó ca ›øÑcta ¢Ñ Zc ¢πã ␣äZ r¢ä¢ä
/ ©óZºâ lZ´† ‹î cºó ca a¢õd Àπàd ¢Ñ Zc [¢§î tZ
/ ‹õa´î À£ßå ©ã¢£øñ cZd¢Ñ wº∏ªü fiî w©¶≠ñ ca r¢§õ¢òcaZ´Ñ ¢Ñ ¢ñ
/ a´∑øπó ·°©ód c¨â w¢õca c¢∫î ca fc©ü
?©õa´∑øñ c¢∑† ©øµä Åc¨Ñ w fió¢â r˜ ca
Bashiri 203
______________________________________________________________________________________

Source
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 dZ "from, made of". In the structure of the sentence,
source follows the locative.

Study the following sentences:

/ Àíc cZd¢Ñ dZ ›≠à

/ a´Ñ fiäc©ñ dZ Zc fZ fiN«Ñ ca¢ñ
/ ©õ´â ·∑†ºî ·ãt´í fi†c¢ü dZ cZd¢Ñ ca a¢õd Àπàd ¢Ñ Zc fi†c¢ü fióZt´ü
/ q©øä´∆ó w¨ø† tZ dZ ›ñ
/ ©∫§í´° ¢ñ dZ cZd¢Ñ ca Zc ¢ªøï¢ì ¢ªó˜
/ ©ã¢£øñ ⁄ø§äÈü dZ - À≠øó [º† dZ ¨øñ ›õZ
/ a´î rt´øÑ fi󢮧≠ü dZ cZº≠ªã ca Zc qa´ñ r¢£ä¢ü
?©ø§í´…ó tZ dZ Zc r¢§õ¢ªïºü Z´† ¢πã
? ÀäZ )¢¶î €òZ * ¢¶î dZ ¢πã ´§îa

Goal
Goal refers to the destination of the action. The noun phrase to be used as goal is prefixed
with the goal marker fiÑ "to, in the direction of". Often ¢Ö "up to" is used to indicate extent. Thus
¢¶ó˜ ¢Ö ¢¶∫õZ dZ 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:

/ Àíc ¢ütcZ fiÑ ¢çc
/ ©óa´Ñ ¢∑õ´ñZ fiÑ Zc a¢§äZ
/ ‹õa´Ñ ´ªã cZd¢Ñ fiÑ a¢õd Àπàd ¢Ñ Zc ¢ªøï¢ì
/ a´Ñ atc s©∫õZd c¢∫∑Ñ r¢ªµåZ ca ·≠î¢Ö ¢Ñ Zc —õ¢ò fiN«Ñ c©ü
? ©ø∫î ⁄πî ›≠à fiÑ rZ´ªÖ ca ©øóZº§øñ ¢õ˜
204 Main Text
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When both source and goal are used, the source occurs first:

/ a´Ñ ©¶≠πÑ cZd¢Ñ dZ eºÑºÖZ ¢Ñ Zc —õ¢ò fiN«Ñ c©ü

?©∫î ⁄πî ›πÑ ¢πã pºü dZ ©óZº§øñ tZ ¢õ˜
? ÀäZ sZc ´§ñº∏øî ©∫† dZ´øã ¢Ö r¢ªµåZ dZ

The Perfect Tenses

Perfect tenses are formed with the help of the past participle of the desired verb and an
appropriate tense of raºÑ .

The Past Participle

The past participle of simple verbs is formed by adding s 'é(h)' (always stressed) to the past
stem. Thus the past participle of raºÑ is saºÑ and the past participle of ›§íc is fi§íc . Compare:

meaning past participle past stem infinitive

eaten sacºâ acºâ racºâ

seen s©õa ©õa r©õa
recognized fi§â¢∫ã Àâ¢∫ã ›§â¢∫ã
given saZa aZa raZa
written fi§ãºó Àãºó ›§ãºó
sent sa¢§ä´í a¢§ä´í ra¢§ä´í
become s©ã ©ã r©ã
brought sact˜ act˜ ract˜
come s©ñ˜ ©ñ˜ r©ñ˜
cut s©õ´Ñ ©õ´Ñ r©õ´Ñ
Bashiri 205
______________________________________________________________________________________

For compound verbs the past participial marker s 'eh' is added to the verbal element.
Compare:

meaning past participlepast stem infinitive

played sa´î wd¢Ñ a´î wd¢Ñ ra´î wd¢Ñ

thought sa´î ´∑í a´î ´∑í ra´î ´∑í
listened saZa fº° aZa fº° raZa fº°
spoken sad m´à ad m´à rad m´à
The past participle can be used as an adjective. In this usage, the past participle follows
the noun that it modifies:

broken chair fi§≠∑ã Ò©∫å

sleeping man s©øÑZºâ a´ñ
With the verb raºÑ , the past participle indicates a state. Example:

The man is sleeping. / ÀäZ s©øÑZºâ a´ñ

We were standing on the shore of the sea. / ‹õaºÑ sa¢§≠õZ ¢õca c¢∫î ca ¢ñ
They were sitting on the wall of the garden. / ©óaºÑ fi§≠Æó l¢Ñ cZºõa wtc

Indeed, the present and past perfect forms of the verb are formed by using the past
participle and the verb raºÑ . Compare the formation and the meaning of these tenses with the
statement made above about describing a state.

Present Perfect
The present perfect is formed by combining the past participle with the present indicative
of raºÑ :
xorde-æm I have eaten qZ sacºâ ‹õZ sacºâ
wZ sacºâ ©õZ sacºâ
ÀäZ sacºâ ©óZ sacºâ

In the case of the subjunctive, the present subjunctive of raºÑ is used.

(that) I may have eaten ‹ã¢Ñ sacºâ ‹øã¢Ñ sacºâ

·ã¢Ñ sacºâ ©øã¢Ñ sacºâ
©ã¢Ñ sacºâ ©∫ã¢Ñ sacºâ
206 Main Text
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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. / qZ sa´î ›µ∏Ö tZ fiÑ c¢Ñ fiä Ë¢à ¢Ö

The adverbs dº∫ò "still, yet" and Ë¢à¢Ö "so far, until now" are frequently used with the present
perfect.

Study the following sentences:

/ qZ sa´î ›µ∏Ö tZ fiÑ )fi≥ía* c¢Ñ fiä ›ñ

/ ÀäZ fi§ãº∫ó fiñ¢ó cZº≠ªã ca fZ saZºó¢â fiÑ dº∫ò tZ
? ©õZ sa´î \¢ìÈñ Zc ·ç¢ì w¢ì˜ t ‹ó¢â ¢πã ¢õ˜
/ ÀäZ fi§ât´í fc¢∑πªÑ Zc fZ fió¢â ‹§äta c©ü
? ©õZ fi§í´ó r¢Ö fiäc©ñ fiÑ dº∫ò ¢πã Z´†
/ ÀäZ fi§íc c¢îI ´ä fiÑ ´°c¢î ‹ó¢â ´òºã
/ ©óZ fi§≠Æó ¨øñI ´ä ¢πã w¢ªó¢πªñ w fiπò
/ ‹õa´î À£ßå t ‹õa¢§≠õZ ¢üI ´ä Àê¢ä ta
Past Perfect

The past perfect is formed by combining the past participle with the past tense of raºÑ :

xorde budæm I had eaten qaºÑ sacºâ ‹õaºÑ sacºâ

waºÑ sacºâ ©õaºÑ sacºâ
aºÑ sacºâ ©óaºÑ sacºâ
The past perfect expresses an action that had started and ended before another (past) action
began. ·§ìt "when" and dZ —øü "before" are used quite frequently with the past perfect.

Study the following sentences

/ qaºÑ sa´î ›µ∏Ö tZ fiÑ fi≥ía fiä ›ñ - a´î ›µ∏Ö ›πÑ tZ ·§ìt
/ aºÑ fi§ãº∫ó fiñ¢ó cZº≠ªã ca fZ saZºó¢®Ñ dº∫ò tZ - ‹õa´î À£ßå tZ ¢Ñ ¢ñ ·§ìt
? ©õaºÑ sa´î \¢ìÈñ rZ´õZ ´ªã qZ©î ca Zc ·ç¢ì w¢ì˜ t ‹ó¢â ¢πã
/ qaºÑ sa´∑ó \¢ìÈñ Zc ‹õ¢ò fiN«Ñ ‹N∏≥ñ dº∫ò dt´ó˜ ¢Ö ›ñ
/ ‹õaºÑ fi§í´ó fiäc©πÑ dº∫ò qcaZ´Ñ t ›ñ ¢πã r©ñ˜ dZ —øü
/ aºÑ fi§íc c¢î ´ä fiÑ ⁄ó¢Ñ –øúc dZ —øü ·ç¢ì ‹ó¢â ´òºã
Bashiri 207
______________________________________________________________________________________

/ ©óaºÑ fi§≠Æó ¨øñI ´ä fiπò ¢ªó¢πªñ ‹õ©øäc ¢¶ó˜ fiÑ ¢ñ ·§ìt

/ aºÑ sa¢§≠õZ ¢üI ´ä Àê¢ä Õ∫ü ´°c¢î w¢ì˜ ·ó¢πªñ ␣ã
/ aºÑ sa´î cZ´í –ø∏üI r©ñ˜ dZ €£ì ada

Written/Formal Future
a. Simple Verbs:
To form this tense, conjugate the auxiliary verb ›§äZºâ before the past stem of the desired
verb. Here is the written/formal conjugation of the verb ›§íc "to go":

xahæm ræft I will go Àíc ‹òZºâ Àíc ‹øòZºâ

Àíc ·òZºâ Àíc ©øòZºâ
Àíc ©òZºâ Àíc ©∫òZºâ
negative:
næxahæm ræft I will not go Àíc ‹òZº®ó
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 ›§Æ° ´Ñ that include a
preverb, the same principle holds. The preverb is treated like a noun forming a compound.
Examples:

telefon xahæm kærd I will telephone a´î ‹òZºâ ›µ∏Ö a´î ‹øòZºâ ›µ∏Ö
a´î ·òZºâ ›µ∏Ö a´î ©øòZºâ ›µ∏Ö
a´î ©òZºâ ›µ∏Ö a´î ©∫òZºâ ›µ∏Ö
negative:
telefon næxahæm kærd I will not telephone a´î ‹òZº®ó ›µ∏Ö
bær xahæm gæÍt I will return ÀÆ° ‹òZºâ ´Ñ ÀÆ° ‹øòZºâ ´Ñ
ÀÆ° ·òZºâ ´Ñ ÀÆ° ©øòZºâ ´Ñ
ÀÆ° ©òZºâ ´Ñ ÀÆ° ©∫òZºâ ´Ñ
negative

bær næxahæm gæÍt I will not return ÀÆ° ‹òZº®ó ´Ñ

208 Main Text
______________________________________________________________________________________

Study the following sentences:

/ a´î ‹òZºâ \´í¢≠ñ dZ´øÆÑ r¢ªµåZ dZ eºÑºÖZ ¢Ñ ›ñ Za´í

/ a´î ©òZºâ dZt´ü fiä Àê¢äI ´ä ¢ªó˜ w¢πøüZºò
/ Àíc ©∫òZº®ó cZº≠ªÆÑ —õ¢ª§äta t tZ
? Àãºó ©øòZºâ ›ñ Àäta fiÑ Zc ¢ò fiñ¢ó r˜ ·Iî ¢πã
/ ÀÆ° ©òZº®ó´Ñ —∏§ò fiÑ tZ

Conjunctions
We are already familiar with the conjunction t "and". The Persian equivalent of "either... or"
is:
¢õ ...¢õ.... ii
Study the following sentences:

/ ©¶≠ñ fiÑ ¢õ ©∫§í´øñ r¢Æõ¢ò fió¢â fiÑ ¢õ ¢ªó˜

/ ‹∫£ã c©ü ¢õ ©ã¢Ñ ¢çc c©ü ¢õ ©õ¢Ñ a´ñ r˜
/ ´§îa ¢õ ÀäZ c¢§ä´ü ¢õ —§äta rd
The equivalent of "neither...nor" is fió ... fió ...
Study the following sentences:
/ ©¶≠ñ fiÑ fió ©∫§í´øñ r¢Æõ¢ò fió¢â fiÑ fió ¢ªó˜
/ ‹∫£ã c©ü fió ©ã¢Ñ ·ñ ¢çc c©ü fió a´ñ r˜
/ ©∫∑øñ c¢î rZ´õZ ºõaZc ca -c¢§ä´ü fió ÀäZ ´§îa fió —§äta rd
The equivalent of "both...and" is ‹ò ... ‹ò ... iii

Study the following sentences:

/ ©∫∑øñ c¢î ¢¶î ca ‹øóZ©øñ ‹ò ‹øä¢∫Æøñ Zc tZ ‹ò ¢ñ

/ )©ã¢£øñ * ‹∫£ã ‹N∏≥ñ ‹ò ÀäZ ¢çc c©ü ‹ò a´ñ r˜
/ ´§îa ‹ò ÀäZ c¢§ä´ü ‹ò tZ rd

Exceptions to a fact are introduced by Òt "but".

Bashiri 209
______________________________________________________________________________________

Study the following sentences:

/ ©õ˜ ·πó —ãºâ ‹∫£ã ´òZºâ dZ Òt acZa Àäta Úøâ Zc ‹∫£ã

/ ‹õacº®ó ¢ñ Òt a´î Àäca w¢† ¢ñ wZ´Ñ tZ
/ ©ò©øπó [Zºá tZ Òt ‹ø≠õºó ·ñ fiñ¢ó tZ fiÑ ¢ñ

ÿø∏∑Ö
1. Translate the following sentences into English:

/ q´ø…Ñ a¢õ Za´í wZ´Ñ Zc eca ›õZ w fiπò ©õ¢Ñ ( 1

/ ‹ø∫î ›µ∏Ö ¢ªó˜ w fió¢â fiÑ r¢Öc©ü ´§ía dZ ‹øóZº§øñ ( 2
/ ©∫∫î \¢ìÈñ ·ó¢πªñ r˜ wºÖ Zc r¢§õ¢ò´òZºâ t ¢πã ©∫òZº®øñ ( 3
/ aºÆÑ raZa eca pº¥Æñ ¨õ´£Ö s¢…ÆóZa ca ´…õa p¢ä ©õ¢ã ( 4
/ ©õt´Ñ ·≠î¢Ö ¢Ñ ÀäZ ´§ªÑ - at´øπó ¢¶ó˜ fiÑ eºÑºÖZ rº† ( 5
/ qa´∑øñ fiπá´Ö ·≠ø∏…óZ fiÑ fi≠óZ´í dZ r¢ÆõZ´Ñ Zc [¢§î r˜ aºÑ ›∑πñ ( 6
?©∫î d¢Ñ ©ø∏î r˜ ¢Ñ Zc r¢πÖc¢ü˜ ›õZI ca ©óZº§øñ r¢ÖcaZ´Ñ ¢õ˜ ( 7
/ ‹õaZ©øπó tZ fiÑ Zc ©Ñ ´£â ›õZ ¢πã t ›ñ aºÑ ´§ªÑ ( 8
/ ‹ò©Ñ act˜ Zc ´£â r˜ fiî w´§âa c©ü fiÑ cËa ©∫† qcº£¶ñ ( 9
/ at´øñ s¢…ÆóZ©Ñ sa¢øü ÀäZ ·Ñ¢§í˜ fi∑øú¢òdtc ( 10
/ ‹õZ sa´∑ó \¢ìÈñ tZ ¢Ñ ´…õa ¢ñ fiî ÀäZ s¢ñ ÀÆò ˆ£õ´∂Ö ( 11
/ Àí´øñ ´®§äZ c¢∫∑Ñ ¢ª∫Ö t ÀãZ©øñ´Ñ Zc —Ñ¢§î ¢ò´ªè dZ ©≥Ñ ( 12
/ ©ã¢Ñ €ø±≥Ö fiπò cZd¢Ñ t ¢ª∑ó¢Ñ - ¢ò scZaZ dt´ñZ ‹∫∑øñ ´∑í ( 13
/ ©∫ã¢Ñ sa¢§≠õZ ¢πã ´≤§∫ñ ©¶≠ñ rt´øÑ ca —πó¢â t tZ ©õ¢ã ( 14
/ ©õa´∑øñ pº£ì Zc tZ \ºêa ©õ¢£ó ¢πã - a´∑øñ mc¢≥Ö ÀãZa tZ rº† ( 15
?©ò©Ñ r¢Æó [ºâ ‹∏øí ⁄õ ÀäZ ›∑πñ ¢π∫øä qZ©î ©øóZ©øñ ¢õ˜ ( 16
/ ‹ò©øñ Œøá´Ö ´…õa w¢òZ™ë w fiπò ´Ñ Zc [¢£îº∏† ›ñ ( 17
/ ©§ä´µÑ ¢¶ó˜ fiÑ r´Ö ¢Ñ Zc —πó¢â À≠óZº§ó ÀãZ©ó pºü ·í¢î w sdZ©óZ fiÑ rº† ( 18
/ qa´∑øñ c¢î ⁄õc¢Ö ´§ía r˜ ca ‹ò ‹§í´øñ fiäc©πÑ ‹ò ©õ¢Ñ ( 19
" À≠øó ©Ñ a¢õd wÈé fiN§£ïZ Ç Ç Ç Ç a¢õd \´ªã fió ÀäZ [ºâ a¢õd pºü fió ( 20
/ ÀäZ sa´î cZ´í t fi§ãZa´Ñ Zc ⁄ó¢Ñ w¢ªïºü dZ cËa cZ¨ò ©å ( 21
? waºÑ sa´î cZ´í –ø∏üI r©õa ”ßπÑ Z´† ( 22
210 Main Text
______________________________________________________________________________________

2. Translate the following sentences into English. Wherever possible, identify the function
of the phrases involved:

/ a´Ñ s¢…ÆóZ©Ñ f´§ía dZ r¢ªµåZ ca ›øã¢ñ ¢Ñ Zc ‹∫£ã \c©ü ( 1

/ a´Ñ ´§îaI —øü fiÑ ·≠î¢Ö ¢Ñ Zc —õ¢ò fiN«Ñ ‹§äta ( 2
? ©ã¢£øñ ´§ñº∏øî ©∫† ‹ì ¢Ö rZ´ªÖ dZ ©øóZ©øñ ¢πã ¢õ˜ ( 3
/ ‹ø§íc sZc sa¢øü ´ªè dZ ©≥Ñ c¢ª† ¢Ö Œ£å Àµò Àê¢ä dZ ( 4
? ©õ©õ´®øñ ·ãt´í sºøñ qZ©î dZ Zc sN¨πãºâ w¢ò sºøñ r˜ ( 5
/ ©øä´ü ·ñ f´òZºâ ·äc¢í ‹N∏≥ñ dZ Zc À®ä w¢ª§¥ï r˜ ·∫≥ñ ( 6
/ aºÑ saZa eca —øü dtc ©∫† Zc À≠øÑ w fißµå ¢Ö ¢¶∫õZ dZ ( 7
/ ©∫ó¨Ñ m´à r¢ã sc¢Ñca ©≥Ñ ©∫óZº®Ñ Zc ¢ªÑ¢§î r˜ pNtZ ©∫§äZº®øñ ( 8
?©õa¨ó m´à [¢§î r˜ w sc¢Ñca cZ©Ñ¢§î ¢Ñ ©õaºÑ fió¢®Ñ¢§î ca ·§ìt Z´† ( 9
/ ©óaºÑ sa´î ›µ∏Ö tZ fiÑ –õc¢ü dZ —õ¢ò fiN«Ñ €£ì Àê¢ä ©∫† ( 10
/ ‹õaºÑ sa¢§ä´í dZ´øÆÑ ¨õ´£Ö dZ ¢πøüZºò ¢Ñ Zc tZ ( 11
?©ø∫î d¢Ñ ©ø∏î ›õZ ¢Ñ Zc p¢«®õ qZ©îI ca ©øòZº®øñ ( 12
/ a´∑øñ ·°©ód ec¢í Õø∏â c¢∫î ca ·∑†ºî w fió¢â ca ¢ª∫Ö fc©ü ( 13
/ ÀäZ s©õa —õ¢ª§äta dZ ·∑õ w fió¢®Ñ¢§î ca Zc [¢§î ›õZ ‹πN∏≥ñ ( 14
/ ‹§ât´í À§ät©Ñ Zc ‹øóZ´õZ w¢ªøï¢ì —øü w fi£∫ãta dtc ( 15
/ aºÑ sa´î \¢ìÈñ ¢ñ w fió¢â ca Zc À≠ü –øúc fcºî w fi󢮣à¢å ( 16
/ aºÑ saZa —§ät©Ñ Z´ó˜ - aºÑ fi§ât´µó —§ät©Ñ Zc —∫øã¢ñ tZ ( 17
/ ÀäZ sa´î fiπá´Ö ·äc¢µÑ ·ätc dZ Zc €∑Æñ w¢ªÑ¢§î ›õZ f´òZºâ ( 18
/ aºÑ sa´∑ó \´í¢≠ñ r¢§ät©∫ªÑ Òt aºÑ fi§íc rZ´õZ fiÑ c¢Ñ ©∫† tZ ( 19
/ ÀäZ ·î w sc¢Ñca ‹óZ©øñ Òt qZ s©õ©ó Zc ‹∏øí r˜ ›ñ ( 20
/ ‹õa´∑øñ À£ßå ¢ütcZ w sc¢Ñca t ‹ø§≠Æó ·ñ —Ö˜ c¢∫î ca ¢ª£ã ( 21
/ wa¢§ä´µøñ tZ wZ´Ñ t w©õ´®øñ ·Ñ¢§î aºÑ ´§ªÑ ( 22
/ ©øò©ó r¢§∑†ºî caZ´Ñ fiÑ Zc €∑Æñ c¢î ›õZ ÀäZ ´§ªÑ ( 23
/ ©∫∫∑øπó ¢∫ã c¨â w¢õca ca ‹ò¢Ñ ¢ªód t ¢òa´ñ ´…õa Ë¢à ( 24
/ ÀäZ s©õ´â –õc¢ü w¢ªò¢…ãt´í dZ ·∑õ dZ ·ç¢ì ‹ó¢â Zc ÿøî r˜ ( 25
Bashiri 211
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3. Transform the following ‹ò ... ‹ò sentences into fió ... fió sentences. Example:

/ fZ saZºó¢â dZ ‹ò ‹õa´î ´N∑ÆÖ tZ dZ ‹ò ¢ñ

/ fZ saZºó¢â dZ fió ‹õa´î ´N∑ÆÖ tZ dZ fió ¢ñ
((((
/ ÀäZ sa´î ›µ∏Ö ‹ò ÀäZ fi§ãºó fiñ¢ó ‹ò ( 1
/ aºÑ sa´î fiπá´Ö ·ätc fiÑ Zc r˜ ‹ò aºÑ s©óZºâ Zc [¢§î r˜ ‹ò ( 2
/ Á∫Æì t Åc¨Ñ w fió¢â ©∫† ‹ò ÀäZ s©õ´â rZ´° Ò¢ì ©∫† ‹ò ( 3
/ ÀäZ s©ã ¢∫㘠ÀäZ ´§îa fiî —§äta ¢Ñ –õc¢ü ca ‹ò ÀäZ saºÑ r¢Û˜ ca ‹ò ( 4
/ )©ã¢£øñ * ·Ñºâ Àäta ‹ò ÀäZ ·Ñºâ a´°¢ã ‹ò ( 5
/ ‹ø§â¢∫ã ·ñ [ºâ Zc r˜ qa´ñ ‹ò ‹õaºÑ sa´î ·°©ód ´ªã r˜ ca ‹ò ¢ñ ( 6
/ r¢ã fió¢â t ›øã¢ñ dZ ‹ò ©ñ˜ ‹ãºâ r¢ã´§âa dZ ‹ò ›ñ ( 7
/ Zc fióZt©∫ò w fiπò ‹ò wZ sacºâ Zc ¢òº∏ò w fiπò ‹ò ºÖ ( 8
/ wa¢õd rZc¢Ñ ‹ò ©ñ˜ ·ñ wa¢õd m´Ñ ‹ò dtc r˜ ( 9
/ ©∫∑øñ fiπá´Ö [¢§î ⁄õ ‹ò ©≠õº∫øñ [¢§î ⁄õ ‹ò acZa tZ ( 10
4. Wherever possible, transform the ‹ò ... ‹ò sentences above to ¢õ ... ¢õ sentences.
Example:

/ fZ saZºó¢â dZ ‹ò ‹õa´î ´N∑ÆÖ tZ dZ ‹ò ¢ñ

/ fZ saZºó¢â dZ ¢õ ‹õa´î ´N∑ÆÖ tZ dZ ¢õ ¢ñ
5. Replace ‹ò ... ‹ò in the above exercise with Òt , and make appropriate
adjustments. Example:

/ fZ saZºó¢â dZ ‹ò ‹õa´î ´N∑ÆÖ tZ dZ ‹ò ¢ñ

/ ‹õa´∑ó ´N∑ÆÖ fZ saZºó¢â dZ Òt ‹õa´î ´N∑ÆÖ tZ dZ ¢ñ
6. Translate the following sentences into Persian:

1. To which (one) of these families does that beautiful garden belong?

2. Whom did they take to the bus station yesterday afternoon?
3. When did the man who bought your carpet escape from the city?
4. Why do all these people spend their money on beer?
5. How many of your friends liked your new umbrella?
6. Where did you find all those beautiful trees?
7. How much was the price of this old samovar?
8. How did you and your father return to this small village?
9. How did you open the door of that refrigerator?
212 Main Text
______________________________________________________________________________________

10. What a beautiful day! I am going to go to the seashore.

11. Both my brother and I like Iranian food very much.
12. Neither I nor my sister went to that party.
13. I will either fly (go by plane) to California or ride the train.
14. I don't like either him or his family.
15. I like his wife, but I don't like his sister at all.

Readings
Before the advent of the radio and television in Iran, visiting neighbors and colleagues
constituted a forum in which to discuss and learn about the goingson in the community. This
forum also served as a pastime and the "get-togethers," later, gave way to the more Western form
of entertainment, the party ( ·Öc¢ü ).
This lesson has three readings on the subject of ·ó¢πªñ "get-together". Each reading, as usual,
begins with grammatical and cultural points and with vocabulary.

Reading 1
The word sNdñ means "taste". The prefixes ¢Ñ "with" and ·Ñ "without" along with other forms
like fºâ "pleasant" and ©ÇÇÇÑ "bad, unpleasant" may be added to modify this form. Many
compounds like sNdñ fºâ "good tasting", sNdñ ©ÇÇ Ñ "bad tasting", sNdñ ·Ñ "tasteless", and sNdñ ¢Ñ
"tasty" as well as forms like fií¢øì fºâ, etc., are formed in this way. (For a discussion of prefixes
and suffixes, see Lesson Eleven.)

Vocabulary
Learn the following words:

tazeh fresh, recently sd¢Ö

tazegi recently ·°d¢Ö
moÍkel kærdæn to make difficult )›î* ra´î €∑Æñ
hætta even ·N§à
now' kind; sort kºó
mahi-ye sorx kærdeh fried fish sa´î `´ä ·ò¢ñ
lubiya string bean ¢øѺï
lubiya polo string beans with rice º∏ü ¢øѺï
Bashiri 213
______________________________________________________________________________________

Íæb-e jom'e Thursday (lit., eve of Friday) iv fi≥πáI ␣ã

færavan plenty; ample rZtZ´í
qæbul kærdæn to accept )›î* ra´î pº£ì
bænabærin therefore ›õZ´Ñ¢∫Ñ
pæzira'i kærdæn to entertain )›î* ra´î ·úZ´õ™ü
nemiÍævæd it is not proper aºÆøπó
zeynæb Zaynab, girl's name ␣∫õd
bæ'd next ©≥Ñ
tæ'arof compliment mc¢≥Ö

·ó©óZºâ
1
\ºêa
À£ßÇÇå ‹Çò¢Ñ ©∫ÇÇ §ãZa fcºÇî t ›øÇÇ Çπä¢õ q¢ÇÇã dZ ©ÇÇ≥Ñ ␣Æõa
´Çªã fiÇÇ Ñ sd¢ÇÇÖ ¢Çñ - fcºÇÇî # : Àµ° f´ÇòºÆÑ ›øπä¢õ /©óa´Çî ·ñ
‹ø∫î \ºÇêa r¢∂ÇÇ òa w saZºÇÇó¢â dZ ÀäZ cºÇÇ ±† / ‹õZ s©ÇÇ ñ˜ cZº≠ªã
# ?©∫õ¢øÑ ¢¶∫õZ fiÑ q¢ã wZ´Ñ fi≥πá ␣ã ¢Ö
c¢ø≠ÑI ´∑Çí ›õZ # : aZa [ZºÇÇ á t a´î ´ÇÇ∑í ·πî ´°c¢î w¢Çì˜
/ ‹ø∫î \ºÇÇêa ‹ÇÇò rº≠ò¢ã w saZºÇó¢â dZ ©õ¢Ñ Àìºó˜ / ÀäZ ·ÇÇѺâ
# "a´∑ó \ºêa ⁄ó¢Ñ –øúc dZ aºÆøπó
›ñ c¢î rº≠ò¢ã w saZºó¢âI ra´î \ºêa Òt # : Àµ° ›øπä¢õ
‹øóZ©øπó ·N§à / ‹øä¢∫ã ·πó [ºâ Zc ¢ªó˜ ¢ñ /a´î ©òZºâ €∑Æñ Zc
# /©õ˜ ·ñ r¢Æãºâ ·ú¢òZ™ë kºó fi† dZ
¨øπÖ Zc fió¢ÇÇâ ºÇÇÖ / À≠øó ‹N Ç Çªñ Úøâ Z™ë kºÇÇ ó # : Àµ° fcºî
t sa´ÇÇî `´ä ·ò¢ÇÇ ñ - [¢Ç£î º∏dž €•ñ sN¨Ç Çπãºâ wZ™Çë ·πî t ›Çî
¢òZ™ë ›õZ ¢ªøóZ´õZ w fiπò / ÀäZ ·óZ´õZ w¢òZ™ë ¢ª∫õZ /¨∆Ñ º∏ü ¢øѺï
# /©ócZa Àäta Zc
214 Main Text
______________________________________________________________________________________

␣∫õd ⁄πÇÇî ¢ÇÇÑ Zc c¢ÇÇî ›õZ ›ñ / [ºâ c¢ø≠Ñ # : Àµ° ›øπä¢õ

# /a´î ‹òZºâ ‹ó¢â
w sc¢Ñca ¢Çªó˜ ¢ÇÇÑ Za´Çí ›ñ - FZY¢ÇÇ ÆóZ - –ü # : Àǵ° fcºÇî
# /a´î ‹òZºâ À£ßå ·ó¢πªñ
w sc¢Ñca ‹ó¢â ␣ÇÇ ∫õd ¢ÇÇ Ñ t Àíc fca¢Çñ n¢éZ fiÑ fcºî ©Ç≥Ñ
ca ¢πã - r¢áca¢ñ # : ©øä´ü ‹ó¢â ␣∫õd dZ t a´î À£ßå ·ó¢πÇÇ ªñ
# ? ©ø∫∑øñ ´∑í fi† sc¢Ñ ›õZ v

-Z©â w fió¢Çâ -©¶≠ñ fiÇÇÑ ›ñ fi≥ÇÇ πá ␣Çã # : Àµ° ‹ó¢ÇÇâ ␣∫õd

# /©ø㢣ó ›ñI ´∑í ca ¢πã / Àíc ‹òZºâ
t r¢∂òa w¢ì˜ fcºî ·§ìt -aºÑ fi£∫ã fiä dtc ⁄õ fiî ©≥Ñ dtc
a´î \ºêa q¢ã wZ´Ñ ¢ªó˜ dZ -a´î \¢ìÈñ ⁄ó¢Ñ ca Zc rº≠ò¢ã w¢Çì˜
- ›õZ´Ñ¢∫Ñ /©óa´î pº£ì Zc tZ \ºêa rZtZ´í mc¢≥Ö dZ –ü ‹ò ¢ªó˜ t
w saZºó¢ÇÇ â dZ ‹ò t r¢ÇÇ ∂òa w saZºÇó¢â dZ ‹ò ´°c¢î ‹ó¢â fiÇ≥πá ␣ã
/a´î ©òZºâ ·úZ´õ™ü rº≠ò¢ã

ÿø∏∑Ö
:©øòa [Zºá ´õd w¢ªïZº√ä fiÑ ˆµ±ï
? Àµ° fi† f´òºÆÑ ›øπä¢õ ␣Æõa ( 1
?aZa [Zºá fi† ›øπä¢øÑ f´òºã ( 2
?aºÑ €∑Æñ ›øπä¢õ wZ´Ñ rº≠ò¢ã w saZºó¢âI ra´î \ºêa Z´† ( 3
?©õ˜ ·ñ r¢Æãºâ ·ú¢òZ™ë kºó fi† dZ ¢ªøóZ´õZ ( 4
?©øä´ü fi† - ‹ó¢â ␣∫õd - fca¢ñ dZ fcºî ( 5
?aZa [Zºá fi† tZ fiÑ ‹ó¢â ␣∫õd ( 6
?©óa´î pº£ì Zc fcºî \ºêa r¢∂òa w¢ì˜ t rº≠ò¢ã w¢ì˜ ¢õ˜ ( 7
Bashiri 215
______________________________________________________________________________________

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's wife
student D: Zeynab Khanom, Kurosh's mother

3. Write a telephone conversation inviting a friend and his/her family to dinner.

4. Translate the following into Persian:

1. I like neither their house, nor their swimming pool.

2. His family prefers tea over coffee, but my family prefers coffee over tea.
3. He likes both a nice car and a big house.
4. This is the fourth time that our fathers are having (eating) lunch together.
5. This food is not bland, it is very tasty. I like it very much.
6. The trees near our house have become green.
7. He has traveled (gone) to Iran, but he has not traveled to Afghanistan.
8. She sent her daughter to school and her husband to work.
9. He either likes the fried fish or the rice and string beans dish.
10. When I saw her she had not gone to the mosque yet.

Reading 2
In this reading you will encounter the word aºâ "self". Structures based on this form are
either emphatic or reflexive. Here is the conjugation of this form:

xodæm myself qaºâ r¢ñaºâ

\aºâ r¢Öaºâ
faºâ r¢ãaºâ
In the case of the reflexive, the subject and the object of the sentence are the same. Compare:

The mother washed the child. / À≠ã Zc fiN«Ñ ca¢ñ

The mother washed herself. / À≠ã Zc faºâ ca¢ñ
I saw the snake in the mirror. / q©õa fi∫øú˜ ca Zc c¢ñ ›ñ
I saw myself in the mirror. / q©õa fi∫øú˜ ca Zc qaºâ ›ñ
216 Main Text
______________________________________________________________________________________

The emphatic aºâ is used after the noun being emphasized. Example:

He himself saw me. / ©õa Zc ›ñ faºâ tZ

I saw the doctor himself. / q©õa Zc faºâ ´§îa ›ñ
Finally, it was noted earlier that ratÑ and r©ã have certain literary alternates. Compare:

/ ÀäZ eÈî ›õZ ‹N∏≥ñ fi£∫ãc¢ª† w¢òdtc tZ

/ ©ã¢£øñ eÈî ›õZ ‹N∏≥ñ fi£∫ãc¢ª† w¢òdtc tZ
/ ©ã eÈî ›õZ ‹N∏≥ñ €£ì w fi£∫Æ∑õ tZ
/ ©õa´° eÈî ›õZ ‹N∏≥ñ €£ì w fi£∫Æ∑õ tZ
The verb raºπó 'næmudæn' is the literary alternate of ra´î :
/ a´î raZa ec©Ñ kt´ã ‹N∏≥ñ
/ aºπó raZa ec©Ñ kt´ã ‹N∏≥ñ

Vocabulary
Learn the following words:

zud early atd

bidar Íodæn to wake up )ºã* r©ã cZ©øÑ
mæÍqul gærdidæn to become busy )a´°* r©õa´° pº¥Æñ
mæÍqul-e gærdidæn to become busy at... r©õa´° ...I pº¥Æñ
nanva'i bakery ·úZºó¢ó
bidar kærdæn to wake someone up )›î* ra´î cZ©øÑ
tærk kærdæn to leave; to abandon )›î* ra´î o´Ö
Íekær sugar ´∑ã
berenj rice Õó´Ñ
Íoru' gærdidæn to begin (intr.) )a´°* r©õa´° kt´ã
morq chicken l´ñ
daxel inside ۉZa
tæsmim gereftæn to decide )´ø°* ›§í´° ‹øπØÖ
digær vi
no longer; another; other ´…õa
aparteman apartment r¢πÖc¢ü˜
kæbabi person who cooks kabob ·Ñ¢£î
Bashiri 217
______________________________________________________________________________________

æz væqti ke since (time) fiî ·§ìt dZ

ælbætte ke certainly! (emphatic use of fiî ) fiî fiN§Ç Ç £ïZ
Íoru' næmudæn to begin; become engaged in )¢πó* raºπó kt´ã

·ó©óZºâ
2
·ó¢πªñ
/©ÇÇ ócZa r¢πÇÇ ªñ ´°c¢ÇÇî w saZºÇÇó¢ÇÇ â t ÀäZ fi≥ÇÇπáI ␣ÇÇã dt´ÇñZ
dZ €£ì /©õa´° c¢î pº¥Æñ t ©ã cZ©øÑ [Zºâ dZ atd Œ£å ›øπä¢õ
©ÇÇ≥Ñ /a¢§ä´í ·úZºó¢ó fiÇÑ r¢óI r©õ´â wZ´Ñ Zc ›õt´ü pNtZ tZ fió¢ß£Çå
ca ¢Ö aºÇÇπó cZ©ÇÇøÑ aºÇÇÑ s©øÑZºâ sc¢Ñta d¢ÇÇπó dZ ©Ç≥Ñ fiî Zc fcºî
fiÇÇÑ faºÇÇâ ›øπä¢õ /©∫î ⁄ÇÇπî ‹ó¢ÇÇ Çâ ␣∫õd fiÇÇ ÇÑ w¢Ç†I ra´î Àäca
/©∫î ¨øπÖ [ºâ Zc ¢¶ó˜ ¢Ö Àíc fió¢â¨∆ã˜
fcºî / Àíc rt´øÑ fió¢â dZ wd¢ÇÇ Ñ wZ´Ñ ›õt´ü fió¢ß£å dZ ©≥Ñ
/©ó©Çã ¢ª∫Ö ›øπä¢õ t ‹ó¢â ␣∫õd /a´î o´Ö Zc fiÇÇó¢â wc¢î wZ´Ñ ‹Çò
©øóZº§øñ ¢πã ¢õ˜ - r¢á fiÇÇ Ç∫ó # : Àµ° ‹ó¢â ␣∫õd fiÇÑ ›øπä¢õ Àìºó˜
-´∑ÇÇã - w¢ÇdžI r©õ´â wZ´Ñ ©õ¢Ñ ›ñ rºÇ† ?©ø∫î ¨øπÖ Zc fió¢â ¢ª∫Ö
# / qt´Ñ cZd¢Ñ fiÑ Õó´Ñ t À㺰
¢¶∫õZ ›ñ /©õt´Ñ ¢πÇã / ‹óZº§øñ fiÇÇ Çî fiN§Ç£ïZ # : Àµ° ‹ó¢â ␣∫õd
# /a´î ‹òZºâ ¨øπÖ [ºâ Zc
©∫§ãZa ¢ªó˜ /©õa´° kt´ã Z™ÇÇëI ra´î ÀäcaI c¢î ´ªè dZ ©≥Ñ
- [¢£îº∏† ¢òZ™ë ›õZ /©óa´∑øñ Àäca Z™ë kºó fiä r¢Æõ¢ªó¢πªñ wZ´Ñ
©¶≠ñ fiÑ fiî ‹ó¢â ␣∫õd /aºÑ l´ñ ¢Ñ º∏ü ¢øѺÇï t sa´Çî `´ä ·ò¢ñ
·ÇÇѺâ Úøâ ¨∆ÇÇ㘠tZ /a´î Àäca Zc sa´Çî `´ä ·ò¢ñ -aºÑ fi§í´ó
/ À®ü Zc l´ñ ¢Ñ º∏ü ¢øѺï faºâ ›øπä¢õ /©ã¢£øñ
218 Main Text
______________________________________________________________________________________

fiÑ ¢ª∫Ö r¢∂òa ‹ó¢ÇÇâ ´ªÇÇè dZ ©≥Ñ ‹ÇÇ Çøó t Àµò Àê¢ä at©Çàca
tZ / ÀãZa c¢î q´òºÇÇã # : Àµ° ›øπä¢õ fiÇÇÑ t ©ñ˜ ´°c¢î w fiÇó¢Çâ
# /©ñ˜ ©òZºâ ©≥Ñ ·πî
w saZºÇó¢â - r¢ÇÇ∂òa ‹ó¢Çâ r©ÇÇ Çñ˜ dZ ©ÇÇ Ç≥Ñ Àê¢ä ‹ÇÇ øó ˆ£õ´∂Ö
Zc ¢ªó˜ mc¢Ç≥Ö t qÈä dZ –ü ›øπä¢õ /©ó©øäc ‹ò¢Ñ fiπò ‹ò rº≠ò¢ã
n¢éZ ⁄õ fiÑ rº≠ò¢ã ‹ó¢â t r¢∂òa ‹ó¢â ¢¶ó˜ dZ /act˜ fió¢â €âZa fiÑ
r¢∂òa w¢ì˜ / Àíc w´…õa n¢ÇÇéZ fiÑ ¢ª∫Ö ‹ò rºÇÇ Ç≠ò¢ã w¢ì˜ t ©∫§íc
r˜ ca rº≠ò¢ã w¢ì˜ fiî ·ì¢éZ r¢πò fiÑ ©ñ˜ ´…õa Àê¢≠πøó fiÇî ‹ò
/ Àíc aºÑ
[¢£îI ra´î Àäc©ÇÑ kt´ã fcºî -©ó©ñ˜ ¢ªó¢πªñ w fiπò ·§ìt
/©ã¢£øñ ·Ñºâ Úøâ ·Ñ¢£î fcºî /aºπó

ÿø∏∑Ö
:©øòa [Zºá ´õd w¢ªïZº√ä fiÑ ˆµ±ï
?a¢§ä´í ¢¶î fiÑ Zc ›õt´ü ›øπä¢õ ( 1
?a´î cZ©øÑ fi† wZ´Ñ Zc fcºî ›øπä¢õ ( 2
? Àíc ¢¶î fiÑ ›õt´ü ? Àíc ¢¶∑Ñ fcºî fió¢ß£å dZ ©≥Ñ ( 3
? Àíc cZd¢£Ñ fi† wZ´Ñ ›øπä¢õ ( 4
?©óa´î Àäca Zc ·ú¢òZ™ë fi† q¢ã wZ´Ñ ¢ªó˜ ( 5
?©ñ¢øó ´°c¢î w fió¢®Ñ f´≠πò ¢Ñ r¢∂òa w¢ì˜ Z´† ( 6
?©ó©ñ˜ ´°c¢î w fió¢®Ñ ·Iî rº≠ò¢ã w saZºó¢â ( 7
?©∫§íc ¢¶∑Ñ rº≠ò¢ã ‹ó¢â t r¢∂òa ‹ó¢â ( 8
? Àíc ¢¶∑Ñ ¢ª∫Ö rº≠ò¢ã w¢ì˜ ( 9
?a´î c¢∑† fcºî ©ó©ñ˜ ¢ªó¢πªñ w fiπò ·§ìt ( 10
Bashiri 219
______________________________________________________________________________________

2. Rewrite/read the Reading in the words of Yasamin:

# /// / ‹õcZa r¢πªñ ¢ñ t ÀäZ fi≥πá ␣ã dt´ñZ #

3. Translate the following into Persian:

1. Because he had drunk a lot of beer, he was not able to go home alone.
2. They have lived there for four years now.
3. I have met her either in your apartment or at your office.
4. I have written two letters and I must write another two.
5. When she telephoned us, we still had not sold that carpet.
6. He has decided to take his son to the doctor.
7. They have written us two letters, but we have not answered them yet.
8. Since the time he returned from America he has not lived in Tehran.
9. They still work together, but they no longer live in the same apartment.
10. They have sent all their children to Europe.

Reading 3
The words Ë¢ÇÑ "above, high" and ›øú¢ü "low, below, under" have the following cultural
values when they are used with the word n¢éZ "room". n¢éZI wË¢ÇÑ is the farthest place from the
entrance--it is a place of honor usually reserved for a special guest. n¢éZ I ›øú¢ü , also referred to
as caI qa "by the door" is the opposite of n¢éZI wË¢ÇÑ .
r¢ø∏ì 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 keÍidæn to smoke cigarettes )—Iî* r©øÆî c¢…øä

beqeyr æz other than; except for; in addition to dZ ´ø¥Ñ
Íæhbaz Shahbaz, a surname d¢£ªã
xan a nonprofessional title used after first name r¢â
digæran others rZ´…õa
kæmi a short while ·πî
særfe næzær kærdæn to give up; forgive; decide not to do )›î* ra´î ´≤ó m´å
220 Main Text
______________________________________________________________________________________

qælyan keÍidæn to smoke the hooka(h) )—Iî* r©øÆî r¢ø∏ì

rixtæn to pour )¨õc* ›§®õc
ævvælin the first ›øïNtZ
mowzu' subject (of discussion) kºçºñ
bær'æks on the contrary –∑ê´Ñ
xaheÍ kærdæn to request; to ask )›î* ra´î —òZºâ
'æqæb back ␣∂ê
hæmmam Turkish bath q¢Nπà
xosusi private ·åºØâ
Íæxsi private; personal ·Ø®ã
'omumi public ·ñºπê
fuleks Volkswagen –∑ïºí
zæmin-e tenis tennis court –ø∫Ö ›øñd
te'dad number (of individuals in a group) aZ©≥Ö
gozaÍtæn to put; to place )cZ™ÇÇH Ç Ç°* ›§ãZ™°

·ó©óZºâ
3
q¢ã dZ ©≥Ñ
ca n¢éZ wË¢ÇÑ rº≠ò¢ã w¢Çì˜ - )¢òa´ñ n¢éZ* fióZa´ñ n¢éZ ca
- r¢∂òa w¢ì˜ /©øÇÆ∑øñ c¢…ÇÇøä t aºÑ fi§≠ÇÇ Æó Á∫Æì Ò¢ì ⁄õ wtc
/aºÑ fi§≠Æó rº≠ò¢ã w¢ì˜ wº∏ªü -´Ö ›øú¢ü ·πî -´°c¢î w¢ì˜ c¢∑πò
·∑õ /©óaºÑ ¢¶ó˜ ¨øó ´…õa a´ñ ©∫† -a´ñ ta ›õZ dZ ´ø¥Ñ
dZ ´ÇÖ ›øú¢ü ·πî tZ /aºÑ cZº≠ªã À≠ü –øúc -d¢£ªã w¢ì˜ ¢ªó˜ dZ
w¢ÇÇ ì˜ ´…õa wº∏Ǫü ca /aºÑ fi§≠ÇÇ Æó tZ wº∏ÇǪü Òt rºÇÇ≠ò¢ã w¢Çì˜
)qa* ⁄õa¨ó -tZ wº∏ªü t - fcºî w fió¢®ÇÇ£à¢å - r¢ÇÇâ ›≠à r¢∂òa
/©óaºÑ fi§≠Æó ´…õa a´ñ ¢Öta -ca
Bashiri 221
______________________________________________________________________________________

w sc¢Ñca tZ /a¨øñ m´ÇÇ Çà ´§ÆøÑ fiÇπò dZ rº≠ò¢ÇÇ Ç Ç Çã w¢ÇÇ Ç Çì˜

fº° tZ w¢ªí´à fiÑ fiπò rZ´…õa t a´∑øñ À£ßå rZ´ªÖ ca —ó¢§äta
d¢£Çªã w¢ì˜ wº∏ªü ·πî t ©ñ˜ ·ñ ¢ª§ìt ·∞≥Ñ ‹ò fcºî /©óaZ©øñ
w¢† ¢òa´ñ wZ´Ñ ¢Ö ÀÆ…øñ´Ñ fió¢â¨∆㘠fiÑ sc¢Ñta ©≥Ñ / À≠Æó ·ñ
/act¢øÑ
w¢ªí´ßÑ rZ´…õa t rº≠ò¢ã ‹ó¢â -)¢ªód n¢éZ* fió¢ÇÇód n¢ÇÇéZ ca
ca fiî f´òZºâ w sc¢Ñca r¢Ç∂òa ‹ó¢â /©óaZ©ÇÇøñ fº° r¢∂òa ‹ó¢â
rd -d¢£ªã ‹ó¢â /a¨øñ m´à a´∑øñ c¢ÇÇî rZ´õZ rºÇõ¨õºÇ∏Ö t ºõaZc
t rº≠ò¢ã w¢ò fiN«Ñ /aºÑ fi§≠Æó rº≠ò¢ã ‹ó¢â wº∏ªü - À≠ü –øúc
/©óaºÑ wd¢Ñ pº¥Æñ ‹ò¢Ñ n¢éZ ›õZ w fi㺰 ca ›õt´ü
fi㺰 ca -aºÑ sa´î ´≤ó m´å ©¶≠πÑI ›§íc dZ fiî ‹ó¢â ␣∫õd
wZ´Ñ t ©øÆ∑øñ r¢ø∏ì ÀãZa tZ / aºÑ fi§≠Æó ct¢πä ÀÆü n¢éZ ›õZ
fió¢Çâ¨∆Ç㘠wºÇÖ dZ ¢ªÇ§ìt ·∞≥Ñ ¨ÇÇøó ›øπä¢õ / À®õ´øñ w¢† ¢ªó¢πªñ
/ À≠Æó ·ñ r¢∂òa ‹ó¢â wº∏ªü ·πî t ©ñ˜ ·ñ
·úZ´õ™ü f´òºã –øúc dZ ›øπä¢õ fiî ÀäZ fi≥ía ›øïNtZ ›õZ vii

À£ßå rº≠ò¢ã ‹ó¢â ¢Ñ ·ú¢ÇǪêºçºñ fi† w sc¢ÇÇÑca ©óZ©øÇπó tZ /©∫∑øñ

´∑í t ÀäZ sa´Çî À£ßå r¢Ç∂òa ‹ÇÇó¢Çâ ¢Ñ c¢Ñ©ÇÇ∫† tZ –∑ê´ÇÇÑ /©ÇÇ∫î
‹Çó¢â dZ ›øπä¢õ ›ÇÇõZ wZ´ÇÇÑ /©ÇÇä¢∫Æøñ [ºÇâ Zc r¢Ç∂òa ‹ó¢ÇÇâ ©∫∑øñ
›øπä¢õ /©õ¢øÑ ¢ªó˜ w fió¢ÇÇâ fiÑ ´Öatd ·πî aºÑ sa´î —òZºâ r¢∂òa
/©ã¢Ñ n¢éZ ⁄õ ca ¢ª∫Ö rº≠ò¢ã ‹ó¢â ¢Ñ ÀäZº®øπó
/©ã q¢ÇÇ πÖ sadZta Àê¢ä at©ÇÇ àca ´°c¢î w saZºÇÇó¢ÇÇâ ·ó¢πÇǪñ
rº≠ò¢ã w¢ò fiÇÇN «Ñ r¢∂òa w¢Çì˜ t fcºî /©óaºÇÑ s©øÑZºâ fiÇÇπò ¢ò fiN«Ñ
rºÇ≠ò¢ã w saZºó¢â Àìºó˜ /©∫§ÇÇãZ™° ›øã¢ñ ␣∂ê Ò©∫ÇÇå wtc Zc
/©∫§íc t ©óa´î ·≤í¢àZ©â
¢ªó˜ / ÀäZ ⁄õa¨ó ´ÇÇ°c¢ÇÇî w fió¢ÇÇ®Ñ r¢ÇÇ∂òa w saZºó¢ÇÇâ w fió¢ÇÇâ
fiÇÑ sa¢Çøü t ©óa´Çî ·≤Çí¢àZ©â rº≠ò¢ÇÇã w saZºó¢âI ›§íc dZ ©≥Ñ ‹ò
/©∫§Æ°´Ñ r¢ã fió¢â
222 Main Text
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ÿø∏∑Ö
:©øò©Ñ [Zºá ´õd w¢ªïZº√≠Ñ ˆµ±ï
?©∫§í´ó n¢éZ ⁄øÑ ¢ªód t ¢òa´ñ Z´† ( 1
?aºÑ fi§≠Æó ¢¶î rº≠ò¢ã w¢ì˜ ( 2
? À≠ø† fcºî w fi󢮣à¢å ‹äZ ( 3
? Àí´øñ fió¢â¨∆㘠fiÑ fi† wZ´Ñ fcºî ( 4
?a´∑øñ c¢∑† rZ´ªÖ ca r¢∂òa ‹ó¢â ´òZºâ ( 5
?©óa´∑øñ wd¢Ñ ¢¶î ca ¢ò fiN«Ñ ( 6
?aºÑ wc¢î fi† pº¥Æñ ‹ó¢â ␣∫õd ( 7
?Zc rº≠ò¢ã ‹ó¢â ¢õ Àâ¢∫Æøñ ´§ªÑ Zc r¢∂òa ‹ó¢â ›øπä¢õ ( 8
?©ã q¢πÖ ·Iî ·ó¢πªñ ( 9
?©∫§Æ°´Ñ r¢ã fió¢®Ñ fi† ¢Ñ r¢∂òa w saZºó¢â ( 10

2. Write a short account of the three readings above: q¢ã dZ ©≥Ñ , ·ó¢πªñ and \ºêa in your
own words.

3. Write a few paragraphs describing a similar event in an American setting.

4) Translate the following into Persian:

1. Their house had a very nice garden, two bedrooms and a small pool.
2. They do not have a private bath, they go to the public baths.
3. In Tehran the number of taxis was more than the number of private automobiles.
4. All the shops in the bazaar belong to his family.
5. Other than the Volkswagen, he has two other small cars.
6. I prefer a modern apartment with a new refrigerator over an old house
with beautiful windows.
7. He has worked both at this and at the Sa'di school.
8. Neither the bazaar nor the bank is open.
9. Both the swimming pool and the tennis court are near our house.
10. He is either at his office or in the nearest mosque.
Bashiri 223
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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:

¢ªó˜ / ©∫§ãZ©ó fiäc©ñ —§äta t r»øÑ t aºÑ fi≥Çπá —øü dtc ©∫†
c©ÇÇü / a´øÇ…Ñ pºü wc©ì tZ dZ r»ÇÇøÑ ¢ÇÖ ©∫ǧíc r»øÑ c©ü ´§ía fiÑ ‹ò¢Ñ
/ ©ã¢£øñ €§ò r˜ –øúc tZ / ©∫∑øñ c¢î €§ò ⁄õ ca r»øÑ
dZ cZd¢Ñ /©∫§íc cZd¢£Ñ €§ò dZ sa¢øü ¢ÇǪó˜ - r»øÑ c©ÇÇüI r©õa dZ ©≥Ñ
⁄õ aºÑ fi§í´° fc©ü dZ fiî Òºü ¢Ñ ÀäZº®øñ r»øÑ / aº£ó cta Úøâ €§ò
/ aº£ó d¢Ñ ÀãZa Zc r»ÇøÑ sZº®ïa w fißµå fi∑Çøò¢…ÇÇãt´í ¢ñZ / a´®Ñ fißµå
/ a´®Ñ Zc —òZº®ïa w fißµå À≠óZº§ó r»øÑ ›õZ´Ñ¢∫Ñ
¢ªó˜ / aºÑ rc©ñ ·ãt´í ·∫§≠Ñ ⁄õ ·ãt´í fißÇǵå r˜ ·∑õa¨ó ca
·∫§≠Ñ / ©ÇÇóacºâ t ©ó©ÇÇõ´â ·∫§≠Ñ ·πî t ©∫ǧíc ·ãt´í ·∫§≠Ñ r˜ fiÑ
/ aºÑ [ºâ Úøâ ·ãt´í ·∫§≠Ñ r˜
fiÇÇÑ r»ÇøÑ ca¢ÇÇñ / ©∫§Æ°´Ñ r»ÇÇøÑ w fió¢®Ñ ¢ªó˜ fiä Àê¢ä at©ÇÇà ca
fi§≠Ñ ¢ò fi≥Çπá ·ãt´ÇÇí fißǵå fiÇÇî ©ÇÇñ˜ qa¢õ ©øÇǧíc ·§ìt # : Àµ° r»ÇÇøÑ
# / ÀäZ
fißµå / aºÑ d¢ÇÑ ·ãt´ÇÇí ·∫Çǧ≠Ñ / À≠øó ‹N Ç ªñ # : aZa [Zºá r»ÇÇøÑ
#/ ©õ´â ‹øòZºâ ´…õa dtc ⁄õ Zc

:©øòa œä¢ü ´õd w¢ªïZº√≠Ñ ˆµ±ï

? ©∫§í´ó fiäc©πÑ Z´† —§äta t r»øÑ - dtc r˜ ( 1
? ©∫§íc ¢¶∑Ñ ¢ªó˜ ( 2
? ÀäZ sc¢∑† r»øÑ c©ü ( 3
? ©∫§íc ¢¶∑Ñ r»øÑ c©ü ´§ía dZ —§äta t r»øÑ ( 4
? a´®Ñ fi† ÀäZº®øñ r»øÑ ( 5
? a´®Ñ Zc —òZº®ïa w fißµå À≠óZº§ó tZ Z´† ( 6
? aºÑ ¢¶î ·ãt´í ·∫§≠Ñ ( 7
224 Main Text
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? ©∫§Æ°´Ñ r»øÑ w fió¢®Ñ ©∫† Àê¢ä ¢ªó˜ ( 8

? Àµ° fi† ¢ªó˜ fiÑ ©õa Zc ¢ªó˜ r»øÑ ca¢ñ ·§ìt ( 9
? aZa œä¢ü fi† r»øÑ ( 10

i
fi£∫ƶ∫ü "Thursday" is the last working day of the week. Often the afternoon of this day begins
the weekend holiday. fi≥πá "Friday" is the day off just as Sunday is the day off in the West.
ii
an alternate form for ¢õ ...¢õ ...'ya... ya...' "either... or" is ... sZºâ ... sZºâ 'xah...xah...'

iii
an alternate form for ‹ò ... ‹ò ... 'hæm... hæm' "both... and" is ... fi†... fi† 'Çe...Çe'
iv
Note that there is a difference between fi≥ÇÇπáI ␣ÇÇã and ␣ÇÇã fi≥ÇÇπá :
/ ÀãZa c¢î q´òºÇÇã fi≥ÇÇπáI ␣ÇÇã On Thursday (i.e., eve of Friday) my husband was
busy.
/ ÀãZa c¢î q´òºÇÇã ␣ÇÇã fi≥ÇÇπá On Friday evening my husband was busy.

v
The phrase sc¢Ñ ›õZ ca is the same as ›õZ I w sc¢Ñ ca "about this".

vi
Note that the word ´…õa has two distinct meanings: "other" and "no longer". Here are a couple
of examples illustrating these usages:
/ ©Æ∑øπó c¢…øä ´…õa tZ He/she no longer smokes.
! r¨ó m´à ›ñ ¢Ñ ´…õa Do not speak to me any more!
/ ÀãZa ÀõZ´Ñ w´…õa ´£â tZ She had another item of news for you.

vii
The suffix ›ÇÇõ , added to an ordinal number, indicates the position of that number in a series:
n¢éZ ›øñNta the second room
—òZºâ ›ÇÇõ´â˜ the last request
For a discussion of numbers, see "The Writing System" at the beginning of this text, pp. 27-29.
 Lesson Eleven
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 comprehensive glossary at the end of the text. All
the words in this volume as well as many words deemed of secondary importance for this level
of Persian are presented there. The words used in the lessons are 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 beginning of the glossary for specific usages.

Aspectual Locators
Aspectual locators are prepositional forms that, in terms of space, determine the exact
relation of one thing to another. Such forms as tc 'ru' "on", ´õd 'zir' "under", and ⁄õa¨ó
'næzdik' "near" perform this function. Example:

under the car ›øã¢ñI ´õd

near the hotel €§òI ⁄õa¨ó
on the table ¨øñI wtc
The locator is attached to the noun with an ezafe. This ezafe is retained when the noun is
expanded to a noun phrase as well. Compare:

under these two large green cars ¨£ä Åc¨Ñ ›øã¢ñ ¢Öta ›õZI ´õd
near the expensive hotels of this city ´ªã ›õZ rZ´° w¢ª∏§òI ⁄õa¨ó
on the table of your brother's house \caZ´Ñ fió¢â ¨øñI wtc
We can now add another rule to our general set of rules for the construction of the noun
phrase. Any form immediately following an aspectual locator must be added to the locator with
an ezafe. The following diagram illustrates the revised structure of the noun phrase:
226 Main Text
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noun phrase

noun/adj ezafe noun class num dem ezafe asp loc

rZ´° Iw fió¢â ¢Ö fiä ›õZ I w ºÖ
expensive house three this inside

Inside these three expensive houses.

The following are some of the most commonly used aspectual locators of Persian:

inside ºÖ surface tc
above; aloft 袄 side €¥Ñ
down; below; under ›øú¢ü following p¢£óa
under; beneath; underneath ´õd beginning; at ´ä
before; in audience —øü end; bottom fiÖ
behind –ü floor ÿî
towards; direction ºä property r˜
direction; side m´é inside €âZa
side º∏ªü time r¢ñd
between; middle r¢øñ time q¢…∫ò
in audience; with a¨ó beginning d¢ë˜
near ⁄õa¨ó end q¢¶óZ
vicinity ·∑õa¨ó reason; occasion À£ä¢∫ñ
out; outside rt´øÑ about gºØâ
in; inside rtc©óZ abou sc¢Ñ
for; on account of Z´Ñ direction Àªá
other; except ´øë side ␣ó¢á
around; about rºñZ´øü for; on account of ´ªÑ
side c¢∫î
Bashiri 227
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Study the following phrases:

l¢Ñ ©∫∏Ñ Àâca ¢Öta r˜ wtc ( 9 ›ø…∫ä t Åc¨Ñ Á∫ä ¢Öta r˜ ´õd ( 1
r¢Ö´≠ü rZ´° [¢§î ©∫† ›õZ c¢∫î ( 10 ©∫∏Ñ w´á˜ r¢π§â¢ä r˜ wº∏ªü ( 2
·ó˺é ⁄õc¢Ö c¢ë r˜ fi㺰 ( 11 rZ´∑øÑ ·Ñ˜ w¢õca r˜ c¢∫î ( 3
´ªè dZ©≥Ñ c¢ª† Àê¢ä ´ä ( 12 ©øµä w¢ò´ÑZ r˜ w袄 ( 4
rZ´° Á∫Æì Åc¨Ñ [¢§î ›õZ ´õd ( 13 l¢Ñ ©∫∏Ñ w¢ª§âca ´õd ( 5
·πõ©ì fió¢â r˜ wºÖ ( 14 rZ´õZ p¢πã w¢£õd w¢õca c¢∫î ( 6
©øµä p¢π§äa ›õZ ¨øπÖ fi㺰 ( 15 \´òZºâ eÈî ¨øñ wtc ( 7
Êøü¢«øü lº∏ã cZd¢Ñ ›õZ wºÖ ( 8
Translate the following phrases into Persian:

1. at the side of this large ship 6. above the cities and valleys of Iran
2. underneath those large rocks 7. in front of that blue car
3. above the lamp that is near the window 8. on top of one of the mountains
4. inside rooms of that expensive hotel 9. near your sisters' elementary schools
5. behind the tree that is near the river 10. in audience with your king

The Sentence
Lesson Nine specified the various types of functions for which a noun phrase may be used.
The noun phrase could function as the subject of the sentence, as the definite or indefinite direct
object and as indicator of location, source or goal of the action. In the generation of such
sentences, the noun phrase was viewed as a whole. Related aspects such as "beneath," "on top
of," "inside," or "at the side of" were not discussed. Sentences that were generated were of the
type: "The janitor cleaned the table." Below, we add aspectual locators to the noun phrase to
enable it to produce sentences like:

The janitor cleaned (the area) under the table.

The janitor cleaned (the area) on top of the table.
The janitor cleaned (the area) at the side of the table.
The janitor cleaned (the area) inside the table.

The addition of the aspectual locator enables us to explain the relationships that obtain
among the noun phrases in a sentence. After every ¢Ñ 'ba', fiÑ 'be', dZ 'æz', and ca 'dær' in a
sentence, now we can add a locator of the type explained earlier in this lesson.
228 Main Text
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The Locative Noun Phrase

The locative noun phrase is a noun phrase that begins with the locative markerca , followed
by an aspectual marker of the type listed above under aspectual locators, followed by a regular
noun phrase of the type discussed in Lessons Two and Three. Example:

rZ´ªÖ ´ªã Åc¨Ñ cZd¢ÑI wºÖ ca

l¢Ñ ©∫∏Ñ ¨£ä Àâca r˜I ´õd ca
rZ´õZ p¢πã w¢£õd w¢õcaI c¢∫î ca
¢πã Àäta ´§îaI —øü ca
Study the following sentences

/ ©óaºÑ s©õa rZ´ªÖ ´ªã Åc¨Ñ cZd¢Ñ wºÖ ca Zc tZ ( 1

/ qaºÑ s©øÑZºâ ©∫∏Ñ Àâca r˜ ´õd ca ›ñ ( 2
/ ‹ø§í´øñ sZc rZ´õZ p¢πã w¢£õd w¢õca c¢∫î ca ‹ø§ãZa ¢ñ ( 3

The Source Noun Phrase

The source noun phrase is constructed in exactly the same way as the locative noun phrase.
Except, instead of ca , the source noun phrase uses dZ . Example:

rZ´ªÖ ´ªã Åc¨Ñ cZd¢Ñ wºÖ dZ

l¢Ñ ©∫∏Ñ ¨£ä Àâca ¢Öta r˜ ´õd dZ
rZ´õZ p¢πã w¢£õd w¢õca c¢∫î dZ
Study the following sentences:
/ ©ó©øÆî rt´øÑ Ÿøπê s¢† r˜ wºÖ dZ Zc tZ ( 1
/ a´î cZ´í t ©ã ac aºÑ fió¢âatc wtc fiî Úü ´õd dZ ada ( 2
/ ‹õa´î r©õa c¨â w¢õca c¢∫î dZ ‹ò¢Ñ ¢ñ ( 3

The Goal Noun Phrase

The goal noun phrase begins with fiÑ and continues in exactly the same manner as the locative
and source noun phrases. Example:

Èé nt©∫å ¢Öc¢ª† r˜ wºÖ fiÑ

Àãd rZ´° ›øã¢ñ ©∫† ›õZ ´õd fiÑ
Bashiri 229
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·Ñ˜ t rZ´∑øÑ w¢õca r˜ c¢∫î fiÑ

Study the following sentences

/ ©óaºÑ sa´î \ºêa Åc¨Ñ c¢ø≠Ñ €§ò ⁄õ wº§Ñ Zc ¢ñ ( 1

/ ‹§≠Æó t ‹§íc ©∫∏Ñ w¢ª§âca r˜ ´õ¨Ñ ›ñ ( 2
/ ©óaºÑ sa´î \´í¢≠ñ p¢πã w¢£õd w¢õca c¢∫∑Ñ ¢ªøóZ´õZ ´§ÆøÑ ( 3

Homework
1. Using the diagram in Lesson Ten as a model, arrange the following noun and verb
phrases into proper Persian sentences. Translate the sentences that result into English:

‹õcZa ( 7 ›µ∏Ö ( 1
‹ø∫∑øñ ¢ñ fió¢â dZ
·∑†ºî ›øÑcta ¢Ñ f´òZºâ t ©øπà
fca¢ñ t ©øπà fiÑ ¢πã Àäta wºπê fió¢â fiÑ
·äta´í r¢Ñ¢øâ wºÖca ©óa´î
s¢…ó ©øµä ›µ∏Ö ›õZ ¢Ñ
·°©ód ( 8 sa¢øü ( 2
r¢ªµåZ ´ªã ca dt´õa
f´òZºâ t ‹∫£ã ©Nπßñ
·∑†ºî fió¢â wºÖ ca rZ´ªÖ s¢…ÆóZa
rZ´õZ ca Àíc
©∫∫∑øπó Åc¨Ñ cZd¢Ñ dZ
aZa ( 9 —õ¢òa´°¢ã fiÑ ( 3
ÀãZ©ó rZ©óa fiî €§ò r˜ wºÖ ca
Zc —õZ™ë ©ãt´µÑ
wZ sc¢«øÑ a´ñ fiÑ ¢ñ ·≠ø∏…óZ ‹N∏≥ñ
·óZ´° ¨øπÖ rZcº§äc ca Z´Æõ¢ªÑ¢§î
›ñ Àäta c©ü ÀäZº®øñ
230 Main Text
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Z´óZ´° w¢ªÑ¢§∑ó˜ ( 10 aZ©ó ( 4

©õ´â Zc [ºâ eca ›õZ
ºÖ wZ´Ñ ¢ñ ·äc¢í eÈî ‹N∏≥ñ
\caZ´Ñ ¢ñ eÈ∑Ñ
·î dZ a¢õ
©∫∏Ñ Àâca ¢Ö t©ó˜ ´õd ca ( 11 ‹õa´î ( 5
¢ªó˜ dZ Z´óZ´° Åc¨Ñ €§ò r˜I ca
—§äta t ¢çc d¢Ñ
©ó©õ´â rZdcZ ⁄†ºî ©ø∏î ›õZ ¢Ñ
Z´ó¢Æõ¢ªó¢πªñ w¢ª∫øã¢ñ \´òZºâ t ›ñ
©øò©Ñ ( 12 r¢§§äta ‹N∏≥ñ fió¢®Ñ ( 6
t \´òZºâ rZ´° ›øã¢ñ ¢Ñ
›ñ fiÑ dZ´øã ´ªã ca
r¢§∑ó¢Ñ dZ cZd¢Ñ ⁄õa¨ó ·ãt´µ∏° dZ
Zc r¢§õ¢ªïºü fiπò À§äta caZ´Ñ t ›ñ
©õ¢Ñ ‹õ´Ñ ·πó
©õ´ø…Ñ Zc Á∫Æì `´ä w¢ª∏…ó˜

2. Construct five sentences of your own with each containing, at least, three of the nominal
functions outlined above.

Derivational Processes
In Persian, a number of nouns and adjectives are formed by adding prefixes and suffixes to
nouns, adjectives and verb stems. Some of these forms are discussed below. Each section is
followed by a number of sentences illustrating the use of the "new" nouns and adjectives:

I. Prefixes
1) The prefix ·Ñ means "without," or "lacking a quality". Words like pºü ·Ñ "penniless" and c¢∑øÑ
"jobless" are formed by prefixing ·Ñ to pºü "money" and c¢î "work" respectively. Here are some
more examples of the use of this prefix:
Bashiri 231
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unintelligent fºªøÑ poor, helpless sc¢«øÑ

dim, dark cºó ·Ñ unwise, foolish €∂≥øÑ
frank sa´ü ·Ñ noiseless Z©ØøÑ
tasteless sN¨πøÑ colorless Áó´øÑ
poor Zº∫øÑ peerless, unique ©∫ó¢πøÑ
Study the following sentences:

/ ©ã ©∫òZºâ pºü ·Ñ fZ saZºó¢â - ©ò©Ñ ¢µ≥§äZ c¢õ ›≠à ´°Z ( 1

/ ©ó©ã sc¢«øÑ fZ saZºó¢â -c¢õ ›≠à w¢µ≥§äZ dZ –ü ( 2
/ ©ò©øñ q¢¶óZ ·£øø¶ê w¢òc¢î t ) acZ©ó €∂ê * ÀäZ €∂≥øÑ tZ ( 3
/ aa´…øñ c¢∑øÑ ¢ªó¢Ñ¢øâ wºÖ dº∫ò - ©ã¢£øñ ·∂õË rZºá r¢øî fi∑∫õZ aºát ¢Ñ ( 4
/ ©ã n¢éZ acZt ›ø†ct¢ü ›ø†ct¢ü t Z©ØøÑ ada ( 5
/ ©óZcºâ ”õ´ñ fiÑ Zc ·…ó´øÑ wtcZa c¢§ä´ü ( 6
/ À≠øó )Àò¢£ã ·Ñ* ©∫ó¢πøÑ ÀÆü Á∫ä t fº°´â ÷çºÑ ¢πã ÷çt ( 7
/ ©ã¢£øñ ·ãºªøÑ rZºøà lËZ - Áä –∑ê ´Ñ ( 8
/ ©ø∫î ÿ±ï ›πÑ ´…õa lZ´† ⁄õ / ÀäZ cº∫øÑ Úøâ lZ´† ›õZ ( 9
/ ©∫∑øñ À£ßå sa´ü ·Ñ rº† ©õ˜ ·ñ ‹ãºâ tZ –øúc dZ ›ñ ( 10

Translation
1. If Hassanyar resigns, his family will become penniless.
2. After Hassanyar's resignation, his family became poor.
3. He is brainless and does strange things.
4. In spite of his being a worthy youth, Kian still roams the streets without a job.
5. The thief entered the room noiselessly and on tip toes.
6. The nurse fed a colorless medicine to the patient.
7. Your situation is not unlike (i.e., resembles) that of the tortoise and the hare.
8. As opposed to the dog, the donkey is an unintelligent animal.
9. This lamp is very dim. Give me a different one.
10. I like his boss because he speaks frankly.

Note: The wordI rt©Ñ "without" (always with an ezafe) serves the same purpose as ·Ñ . Example:

/ aZa ©òZº®ó ÒºØßñ fióº…«øò [¢§í˜ cºóI rt©Ñ l¢Ñ ›õZ ( 1

/ Àíc ‹òZº®ó ·ó¢πªñ r˜ fiÑ ¢πãI rt©Ñ ›ñ ( 2
232 Main Text
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Without sunlight, this garden will not yield any kind of produce.
I will not go to that party without you (accompanying me).

2) The prefix ¢Ñ means "with" or "having a particular quality". It is used in such words as €∂ê ¢Ñ
"wise" and [aZ ¢Ñ "polite". Here are some more words formed with this prefix:
talented aZ©≥§äZ ¢Ñ
pleasant ¢µå ¢Ñ
tasty sN¨ñ ¢Ñ
Example:

He is a very talented singer. / ÀäZ waZ©≥§äZ ¢Ñ s©∫óZºâ tZ ( 1

She is a very well-informed politician./ ©ã¢£øñ ·êÈNéZ ¢Ñ c¢ø≠Ñ cZ©π§ä¢øä tZ ( 2
He has a very important job. / ÀäZ ·§NøπòZ ¢Ñ c¢ø≠Ñ c¢î wZcZa tZ ( 3

3) The prefix ¢ó means "lacking a particular quality". Here are some examples:

/ a´£øñ ´≠Ñ w©øñZ ¢ó Àï¢à ⁄õ ca tZ ( 1

/ ©∫∫∑øñ ·°©ód wa¢õd rZa¢ó qa´ñ r¢ªá ›õZ ca dº∫ò ( 2
/ ©∫§ãZ™° q¢πÖ¢ó Zc r¢ãc¢î ¢ªó˜ ( 3
He lives in a state of hopelessness.
There are still many ignorant people living in this world.
They left their work unfinished.

4) In certain cases, the Arabic prefix ´øë "other," followed by an ezafe, may indicate the absence
of a certain state or quality. Example:

/ ÀäZ ›∑πñ ´øë ¢¶ó˜ fiÑ ›§íc ›ñ wZ´Ñ ( 1

/ a´ø° q¢¶óZ ©õ¢£ó t ©ã¢£øñ ·óºó¢ì ´øë c¢∑∫õZ ( 2
/ ÀäZ pº£ì €Ñ¢ì´øë ¢ªó˜ wZ´Ñ ©øú¢ñ´µøñ ¢πã fi«ó˜ ( 3
It is impossible for me to go there.
This act is illegal and must not be undertaken.
What you say is not acceptable to them.

5) The prefix ‹ò means "togetherness, with, in association". In writing, this prefix is usually
attached to the following noun: eÈ∑πò "classmate". Here are some more words with this prefix:
Bashiri 233
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roommate n¢éZ ‹ò fellow traveler ´µ≠πò

schoolmate fiäc©ñ ‹ò sharing the same opinion s©ø∂≥πò
colleague c¢∑πò companion À£ßØπò
/ ‹õaºÑ ´µ≠πò ‹ò ¢Ñ dZ´øã ´µä ca c¢£∑õ ( 1
/ qZ saº£ó s©ø∂≥πò ¢πã ¢Ñ s¢…«øò ›ñ ( 2
/ ‹õaºÑ n¢éZ ‹ò s©∑ÆóZa ca ‹ò¢Ñ r¢ÆõZ t ›ñ ( 3
Once, on the trip to Shiraz, we were fellow travelers.
I have never shared the same opinion with you.
In college, he and I used to be roommates.

Note: When added to ›õZ and r˜ , the prefix ‹ò indicates emphasis. Note also that when
combined, the ælef of ›õZ and the madda of r˜ are dropped. Example:

/ ‹§µ° ¢πÆÑ fiî ÀäZ ·Ñ¢§î r¢πò ›õZ ( 1

/ q©õa cZd¢Ñ ca Zc rd ›øπò t a´ñ ›øπò ›ñ ( 2
This is that same book about which I spoke to you.
I saw this same man and this same woman in the market.

Homework
1. Construct five sentences each containing one of the prefixes discussed above.

2. Use the following words in sentences of your own; translate the resulting sentences:

[¢¶à ·Ñ - ¢ít ·Ñ - fiÑ´¶Ö ·Ñ - ¢ª§óZ ·Ñ - ´ÜZ ·Ñ

[¢¶à ¢Ñ - ¢ít ¢Ñ - sº∑ã ¢Ñ - a´â ¢Ñ - m¢ØóZ ¢Ñ
e¢∫ã¢ó - rZºÖ¢ó - ©∫≠ü¢ó - ¢∫øÑ¢ó - qº∏≥ñ¢ó
Òºπ≥ñ ´øë - Úπê ´øë - wNa¢ê ´øë - ·≥ø£é ´øë
fiõ¢≠πò - w´ªÆπò - Áó´πò - wd¢£πò - kº∫πò - ac©πò
234 Main Text
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II. Suffixes
1) The suffix fióZ means "-ly" as in "daily". This suffix is usually added to a noun indicating time.
Here are some words formed with this suffix: i

daily fióZdtc annual fióË¢ä

monthly fió¢ò¢ñ nightly, by night fió¢£ã

/ fió¢£ã eÈ∑Ñ q´òZºâ t at´øñ fióZdtc eÈ∑Ñ qcaZ´Ñ ( 1

/ qa´∑øñ Àí¢õca tZ dZ r¢ñºÖ À≠øÑ fióZdtc ›ñ ( 2
/ a´∑øñ Àí¢õca r©∫ï dZ cËa cZ¨ò Õ∫ü fióË¢ä r¢ä¢ä ( 3
/ ‹õdZa´∆øñ tZ fiÑ r¢πÖc¢ü˜ ›õZ sc¢áZ Àªá cËa ©Øøä fió¢ò¢ñ ¢ñ ( 4

My brother attends day school and my sister night school.

Daily, I received twenty tumans from him.
Sasan received $5,000 from London annually.
We pay him $300 monthly for the rent of this apartment.

2) The suffix r¢Ñ indicates "one who guards or takes care of something"

gardener r¢£ë¢Ñ host r¢Ñ¨øñ

doorkeeper r¢Ñca policeman r¢£ä¢ü

/ ©∫∑øñ Zc sd´ò w¢ªµ∏ê t at´øñ l¢Ñ r˜ fiÑ c¢Ñta wZ fi§µò r¢£ë¢Ñ ( 1

/ ÀäZ ›ñ Àäta ´§ía r¢Ñca et´øä caZ´Ñ ( 2
/ ©ó¢Æó ¨øñ ´ä ·∑õ ·∑õ Zc r¢ó¢πªñ r¢πó¢Ñ¨øñ ( 3
/ a´Ñ w´§óÈ∑Ñ t a´î Z©øü Zc ¢òada ÀìtI k´äZ ca r¢£ä¢ü ( 4
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 fi† means "the small version of something".

lake fi†¢õca notebook fi†´§ía

local market fi†cZd¢Ñ garden of a house fi«ë¢Ñ
Bashiri 235
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?©ø∫î ¢∫ã fi†¢õca ›õZ ca ©øòZº®øπó Z´† ( 1

/ ©õ´â r¢πõZ´Ñ fi†cZd¢Ñ dZ º∏ò t ·ÑÈ° wcZ©∂ñ ‹õºπê ( 2
/ ©ø∫î ‹ø≠∂Ö r¢§õ¢òa´°¢ã ›øÑ Zc ¢ò fi†´§ía ›õZ ˆµ±ï ( 3
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·† indicates "the person in charge".

innkeeper ·† sºªì ticket seller ·«±ø∏Ñ

mailman ·«§≠ü telephone operator ·«∫µ∏Ö
telegraph operator ·«íZ´…∏Ö cart driver ·«õc¢°
/ a´î rad aZ©Ñ kt´ã a´ñ r˜ r©õa ”ßπÑ ·† sºªì ( 1
/ ÀäZ sa´î ·πâd Zc ·«§≠ü fiä rº∫î¢Ö a´…ït Áä r˜ ( 2
/ ©∫∫∑øñ c¢î fi󢮧≠ü ca ·«íZ´…∏Ö ‹ò t ·«∫µ∏Ö ‹ò ( 3
/ ÀäZ c¢N∑ñ Úøâ s¢°at´í wºÖ w¢ªø«±ø∏Ñ dZ ·∑õ ( 4
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 fió¢â means "place where a number of people or things are found".

barracks fió¢âd¢Ñ´ä kitchen fió¢â¨∆ã˜

hospital fió¢®∞õ´ñ library fió¢®Ñ¢§î
pharmacy fió¢âtcZa post office fi󢮧≠ü
factory fió¢âc¢î telephone office fió¢®∫µ∏Ö
telegraph office fió¢®íZ´…∏Ö teahouse fió¢â sºªì
Study the following sentences:

/ ©ø∫∑ó oc¢ü fió¢âd¢Ñ´ä ·∑õa¨ó ca Zc r¢§∆øá ˆµ±ï ( 1

/ ©óa´Ñ fió¢®∞õ´ñ fiÑ –ó˺£ñ˜ ¢Ñ Zc ”õ´ñ ( 2
/ ÀäZ rZ´° Úøâ fió¢âtcZa r˜ w¢òZta ( 3
/ ÀäZ ´ªã ´…õa m´±ó˜ ‹øêd w¢ì˜ fió¢âc¢î ( 4
/ aºÑ sa´î d¢Ñ fió¢â¨∆㘠€âZ©Ñ ·âZcºä rt´øÑ dZ fºñ ( 5
236 Main Text
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/ aºÑ €£±åZ ⁄õ fi§ã™° ca ÀäZ fió¢®Ñ¢§î Ë¢à fiî ·ó¢π§â¢ä ( 6

/ a´î €πà —∫øã¢ñ €âZ©Ñ fi󢮧≠ü dZ Zc ¢ò fiñ¢ó ·«§≠ü ( 7
/ ©§ä´µøñ —õ¢ªõ´§Æñ wZ´Ñ ·Ñ¢≠ßÖcºå fió¢ò¢ñ fió¢®∫µ∏Ö ( 8
Please do not park your jeep near the barracks.
They took the patient to the hospital in an ambulance.
That pharmacy's drugs are very expensive.
Mr. Za'im's factory is on the other side of town.
The mouse had opened a hole from the outside into the kitchen.
The building that is a library now used to be a stable.
The mailman carried the letters from the post office to his truck.
Every month the telephone office sends a bill to its customers.

6) The suffixcZa means "one in control, owner".

rich cZ©ïºü partial, supporter cZ©í´é

banker cZ©∑ó¢Ñ shopkeeper cZ©ó¢îa
accountant cZ©Ñ¢≠à office worker, manager cZa´§ía
/ ´Ö sc¢«øÑ ¢ò sc¢«øÑ t ©óºÆøñ ´ÖcZ©ïºü ¢òcZ©ïºü p¢ä´ò ( 1
/ ©∫∫∑øñ \´í¢≠ñ #acº∑∫î # w¢πøüZºò ¢Ñ ¢ª∫Ö ©∫πÖt´Ü w¢òcZ©∑ó¢Ñ ( 2
/ ©óa´î €∂§∫ñ dZ´øÆÑ ©ªÆñdZ Zc acº®øñ º¶Ñ˜ Úøâ fiî wcZ©Ñ¢§î ( 3
/ acZ©ó wa¢õd w¢òcZ©í´é ·πÖZ wÄ´óZ ¢òdt´∫õZ ( 4
/ ©õ´â ‹î ·§πøì ¢Ñ Zc ·πõ©ì lZ´† sacº®ï¢ä cZ©ó¢îa ( 5
/ ©óa´î Z©øü wZ fi«ó¢∆é €§ò cZa´§ía ¨øñ ºÆî ca ( 6
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 cZt also expresses the idea of "having a particular quality". That suffix, however, is
usually used with abstract nouns like ©øñZ "hope," and Åc¨Ñ "big" to formcZt©øñZ "hopeful" and
cZº°c¨Ñ "noble". Here are a couple of examples:
/ ©øä´Ñ ¢¶ó˜ fiÑ Àπàd rt©Ñ qcZt©øñZ ( 1
/ ©ã¢£øñ wcZº°c¨Ñ c¢ø≠Ñ a´ñ —õºπê ( 2
Bashiri 237
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I hope you reach there without trouble.

His paternal uncle is an extremely noble person.

8) The productive suffix rZ a indicates "a holder or container".

vase rZ©∏° saltshaker rZ©∑πó

tea canister rZ©õ¢† pepper shaker rZ©∏µ∏í
sugar holder rZ©∫ì candle holder rZ©≥πã
pen-case rZ©π∏ì wastebasket rZ©ï¢¥ã˜

?©ø§ãZ™° rZ©∏° r˜ wºÖ fiïË ¢Ö©∫† ( 1

/ ©õ´£Ñ ¨øñ ´ä fiÑ r¢Öaºâ ¢Ñ Zc rZ©õ¢† ˆµ±ï ( 2
/ ‹∫î ‹õ¢ì ‹õ¢ò fiN«Ñ dZ Zc rZ©∫ì qcº£¶ñ ( 3
/ rZ©∏µ∏í ‹ò t ÀäZ Ò¢â rZ©∑πó ‹ò ( 4
? w©õ´â s¢…ãt´í qZ©î dZ Zc Á∫Æì rZ©≥πã r˜ ( 5
How many tulips did you put in that vase?
Please carry the tea canister with you to the table.
I have to hide the sugar holder from my children.
Both the saltshaker and the pepper shaker are empty.
From which store did you buy that beautiful candle holder?

9) The productive suffix r¢§ä appears in names of countries and in names of places inhabited by
tribes. It also may indicate a place where a particular thing abounds.

Afghanistan r¢§≠ó¢¥íZ rose garden r¢§≠∏°

Pakistan r¢§≠î¢ü high school r¢§ä´øÑa
Tajikistan r¢§≠∑øá¢Ö kindergarten r¢§≠îaºî
Luristan r¢§ä´ï mountainous region r¢§≠òºî
Kurdistan r¢§äa´î graveyard r¢§ä´£ì
/ ©óa¨øñ q©ì r¢§≠∏° ca ¢ªÑt´ë ( 1
/ ‹§íc q´≠ü r¢§ä´øÑ©Ñ Œ£å dt´õa ( 2
/ ac¢£øñ wa¢õd m´Ñ rZ´õZ w¢ªó¢§≠òºî ca ( 3
/ a´∑øñ wd¢Ñ —õ¢ª§äta ¢Ñ r¢§≠îaºî ca q´îZ fi§µò w¢òdtc ( 4
/ aºÑ s©ã ´ü Z©ªHã a¢≠áZ dZ ¢ªó¢§ä´£ì ( 5
/ ©ã¢£øñ rZ´õZ ·ì´ã fiõ¢≠πò r¢§≠ó¢¥íZ ( 6
238 Main Text
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At sunset, they took a stroll in the rose garden.

Yesterday morning I went to my son's high school.
In the mountainous regions of Iran it snows a lot.
On weekdays, Akram played with his friends in the kindergarten.
The graveyards were filled with the bodies of the martyrs.
Afghanistan is Iran's neighbor to the east.

10) The suffix e¢∫ã means "an expert in a discipline". The addition of w (i.e., ·ä¢∫ã) indicates
expertise in that area:

anthropologist e¢∫Æña´ñ geology ·ä¢∫ã ›øñd

linguist e¢∫Æó¢Ñd psychology ·ä¢∫ÆóZtc
weather man e¢∫ãZºò sociology ·ä¢∫ã fi≥ñ¢á
/ ©∫∫∑øñ fi≥ñ Z´ó¢ªá qa´ñ qºäc t \Za¢ê r¢ä¢∫Æña´ñ ( 1
/ ©ò©øñ cZ´ì fi≥ñI acºñ Zc r¢Ñd pºßÖ t —õZ©øü ·ä¢∫Æó¢Ñd ( 2
/ ©ò©øñ cZ´ì ÃßÑI acºñ Zc fi≥ñ¢á c¢ÆìZ ›øÑ ‘ÑZtc e¢∫ã fi≥ñ¢á ( 3
/ q´ø…Ñ ·ä¢∫ÆóZtc eÈî ¢Öta ·∑õ qcZa Àäta ( 4
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 of classes in psychology.

11) The suffix ft´í means "seller". The w indicates the place where transaction takes place:

ice-cream vendorft´í ·∫§≠Ñ shoe store ·ãt´í —µî

carpet seller ft´µøï¢ì flower shop ·ãt´µ∏°
fruit seller ft´í sºøñ ticket office ·ãt´í ‘ø∏Ñ

/ aºÑ fi§ât´í Zc —õ¢ò ·∫§≠Ñ fiπò ft´í ·∫§≠Ñ ( 1

/ ©õ´â ‹òZº®ó €° ·ãt´µ∏° r˜ dZ ´…õa ›ñ ( 2
The ice-cream vendor had sold all his ice cream.
I will no longer buy flowers from that flower shop.
Bashiri 239
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12) The suffix s¢° means "place of".

university s¢…ÆóZa department store s¢…ãt´í

fire temple s¢…ÆÖ˜ maternity ward s¢…ÆõZd
airport s¢°at´í exhibition s¢…Æõ¢πó
/ ‹õa´∑øñ ·°©ód s¢°at´µÑ ⁄õa¨ó Úøâ ¢ñ ( 1
/ a´Ñ s¢…ÆõZ¨Ñ t ©õ´â €° fi§ä©∑õ tZ ( 2
We lived very close to the airport.
He bought a bouquet of flowers and took it to the maternity ward.

13) The productive suffix ´° means "the person performing an act" or "agent".

worker ´°c¢î blacksmith ´…∫ò˜

magician ´°ta¢á coppersmith ´…≠ñ

/ a´î €õ©£Ö fië¢Ñcºë ⁄øÑ Zc saZ¨ò¢ã ´°ta¢á ( 1

/ aºÑ ‹õ©ì w¢ªê¢π§áZ fdcZ ¢Ñ w¢òc¢î fi∏πá dZ ´…∫ò˜ c¢î ( 2
The magician transformed the prince into a frog.
A blacksmith's job was among the valuable occupations of bygone societies.

14) The suffix ©∫ñ means "one who possesses a thing or a quality".

strong ©∫ñctd employee ©∫ñc¢î

learned ©∫πÆóZa wealthy ©∫πÖt´Ü

/ ÀäZ ©∫πÆóZa tZ - À≠øó ©∫ñctd ¢õ t ©∫πÖt´Ü tZ ( 1

/ ÀäZ saºÑ r¢ªµåZ Ú
N ñ ⁄ó¢Ñ ©∫ñc¢î —πó¢â ( 2
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.
240 Main Text
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Homework
1. Construct ten sentences each containing one of the suffixes discussed above.

2. Use the following words in sentences of your own; translate the resulting sentences:

r¢Ñc¢ä - r¢£óZ©ód - r¢£§ãa - r¢Ñd´ñ - r¢ÑÄa

fi«…õa - fi«õca - fi†ºî - fi«ÑËta
·«∑øÆî - ·«…∫µÖ - ·«üºÖ - ·«õc¢° - ·† fi∑ãca
fió¢®ä¢N∑ê - fió¢â sºªì - fió¢âatc - fió¢âctd
cZ©õ´â - cZa´ä - cZ©ïa - cZa´ªã - cZ©∏°
rZ©ò¢î - rZ©π∏ì - rZ©®õ
r¢§äºÑ - r¢§ä´£ì - r¢§≠Ña - r¢§≠î´Ö - r¢§≠ªï - r¢§äc¢¶ñ
·ä¢∫ã Zºò - ·ä¢∫ã fi≥ñ¢á - ·ä¢∫ã ›øñd - ·ä¢∫Æó¢Ñd
ft´í ´òZºá - ft´í Èé - ft´í e¢£ï - ft´í ·∫õ´øã
s¢…ó¢ñca - s¢…Æõ¢ä˜ - s¢…ÆõZc˜ - s¢…ãct´ü
´…π§ä - ´° fi∏øà - ´°¢∫ã - ´°atca
©∫ñt´Ñ - ©∫ña´â - ©∫ñ´∫ò - ©∫Û¢ä - ©∫ñaºä

·ó©óZºâ
r¢∂òa w saZºó¢â ¢Ñ fió¢ß£å
/©óºÆøñ cZ©øÑ [Zºâ dZ atd Œ£å dtc ´ò r¢∂òa w saZºó¢â
t ÀÇäa tZ ·úºÆÇǧäa ca /at´ÇÇøñ ·úºÆÇǧäa fiÑ r¢ÇÇ∂òa w¢ÇÇì˜ pNtZ
fió¢ÇÇ ã Zc —õ¢òºñ -©ó¨øñ oZº≠ñ Zc —õ¢ªóZ©óa -©õºÆøñ Zc —õtc
/ aºÆøñ ´ç¢à fió¢ß£å wZ´Ñ t ©∫∑øñ
pº¥ÇÆñ t acZ™ÇÇ…øñ —õº∏á Zc r¢ªøî w fiÇñ¢ÇÇódtc tZ ¨Çøñ ´I Ç ä
Zc r˜ - ©ÇÇ ã¢Ñ fiÇñ¢ÇÇódtc ca ·£ï¢Çá ¨ÇÇø† Àìt´ò t /aºã ·ñ r©óZºâ
/ ©óZº®øñ f´≠πò wZ´Ñ ©∫∏Ñ©∫∏Ñ
Bashiri 241
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fi§ÇÇ ã™° w¢ÇÇò fiñ¢ódtc dZ ·ÇÇ∑õ ca w´…õa ␣ï¢ÇÇá ¨ødž dt´ÇÇñZ

-aºÑ s©ã sa¢µ§äZ w¢ÇdžI r©ø«ÇÇøü wZ´Ñ r˜ dZ fiÇî fiÇñ¢ódtc ›õZ /aºÑ
:©óZºâ ©∫∏Ñ©∫∏Ñ Zc r˜ r¢∂òa w¢ì˜ t ÀãZa Zc ´õd ´£â
dZ Zc ¢ªãºü ~tÄ ·∫øñ t ¢ò ·∆øò A
©∫∫∑øñ rt´øÑ ¢ªó¢§ä´øÑa
¢ò ·∆øò t ¢ªãºü ~tÄ ·∫øñ ‹äZ s¢Æó¢ñ´î w¢ªó¢§ä´øÑa ca
fiÑ fióZ´§âa w¢ªó¢§ä´øÑa ca ·≠õºó ‹äZ Àìt ca /©∫≠õºó ·πó Zc
Zc ¢πã -©øú¢øÑ r¢§ä´øÑ©Ñ ~tÄ ·∫øñ ¢Ñ ´°Z # : ©∫õº…øñ ¢ò´§âa
# / aºπó ‹øòZºâ rt´øÑ r¢§ä´øÑa dZ ıcºí
:©Ç∫õº° ·ñ ¢Çò´ÇÇ≠ü fiÇÇÑ fiÇÇóZ´≠ü w¢Çò r¢§ÇÇä´ÇÇøÑa ca ›ø∫Ç«πò
sa¢ÇÇ Çä e¢ÇÇ£ï t s¢ÇÇÖºÇÇî w¢ÇÇ Çòºñ ¢ÇÑ ©õ¢ÇÑ ·≠õºó ‹ÇÇ Ç ÇäZ ÀÇÇìt ca #
#/ ©øú¢øÑ r¢§ä´øÑa fiÑ )cZº∏ã t Àî*
r¢Ç§ä´ÇøÑa dZ Zc fºü ~tÄ ·∫øñ w¢ò´Çǧâa ‹ÇÇò —øü p¢ÇÇä
sZc ©óaºÑ ©Çñ t´ÇÇøü fiî ·ú¢ò´§âa p¢ÇÇäc¢ü ¢NñZ / ©óa´î ·ñ rt´øÑ
r¢Çǧä´ÇøÑ©Ñ ÒºÇÇπ≥ñ ›ñZa t dº∏Ñ ¢Ñ ¢Çªó˜ / ©óa´Çî Z©øÇü Zc wZ sd¢Ö
€ø±Ç≥Ö r¢Çǧä´øÑa ·§ìt - –ÇÇ ∆ä / ©Çó©ÇóZºâ ·ñ eca t ©ÇÇ∫ǧÇí´øñ
¢ÇÖ Zc aºâ w¢ªÇ∫ñZa - ©ó©ñ˜ ·ñ rt´øÑ r¢§ä´øÑa dZ ¢ªó˜ t ©Æøñ
›ñZa dZ ␣øÖ´Ö ›õ¢Ñ t ©ó©øÆ∑øñ 袄 ÀÇäZº®øñ r¢ÇÇÆïa fiî ¢¶ó˜
¢ò´§âa p¢≠ñZ €øïa ›õZ fiÑ / ©óa´∑øñ Àäca # ·∫øñ # aºâ ©∫∏Ñ
@/ ©ót´Ñ fiäc©πÑ t ©∫ãº∆Ñ ›ñZa t dº∏Ñ ·N§à ©∫óZº§øπó
·§µó ct¢ÇÇπä dZ w¢ÇdžI ra´î ÀÇäca wZ´Ñ dºÇÇ∫ò r¢∂Çòa ‹ÇÇó¢â
fiÇÇó¢ÇÇâ¨∆ÇÇ ã˜ fiÇÇÑ ct¢Çπä ra´î ›ÇÇ ãtc dZ –ü wt / ©∫∑Çøñ sa¢ÇµÇ §äZ
¢ªó˜ fió¢ß£å wZ´Ñ /aºÆøñ fió¢ß£åI ra´î Àäca pº¥Æñ t atc ·ñ
¢òdtc ·∞≥Ñ /©ócº®øñ sºøñ t l´ñ ‹®Ö - ¢ÑN´Çñ - s´î - r¢Çó ͺπ≥ñ
/©ócº®øñ w¨£ä t ´ø∫ü l´ñ ‹®Ö w¢¶Ñ t €≠ê - ¢ÑN´ñ w¢¶Ñ ¢ªó˜
242 Main Text
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Zc —µÇÇøî r¢ÇÇ Ç∂òa w¢ÇÇì˜ - aºÆÇÇ øñ q¢ÇÇπÖ fiî ¢ÇÇ ªó˜ w fiÇó¢ßÇÇ£å
ii

¨øÇπÇÖ fiÇÑ Zc Œ£ÇÇå ¨Çøó fiπÇÇé¢í / aºÆÇøñ ^c¢Çâ fiÇó¢ÇÇâ dZ t acZ©ÇÇøñ´Ñ

tZ ¢ò´ªè dZ ©ÇÇ≥Ñ / ©ÇóZc™…ÇÇøñ c¢ÇÇò¢ÇÇóI ra´Çî Àäca t fiÇó¢Çâ rI a´Çî
w sc¢ÇÑca ‹ÇÇò¢ÇÑ ¢ÇǪÇó˜ t ©∫∑ÇÇøñ ›Çǵ∏ÇÖ —Çó¢Çǧäta dZ ·∑ÇÇøÑ ÍºÇπÇ ≥Çñ
/ ©∫∫∑øñ À£ßå dtc k¢çtZ

ÿø∏∑Ö
:©øòa [Zºá ·ó©óZºâ w sc¢Ñ ca ¢ªÇÆÇ ä´ü ›õZ fiÑ ( 1
?©õºÆøñ ¢¶î ca Zc —õtc t Àäa r¢∂òa w¢ì˜ ( 1
?©∫∑øñ c¢∑† fió¢ß£å ¨øñ ´ä r¢∂òa w¢í˜ ( 2
?aºÑ fi† w sc¢Ñ ca ´£â ?a´î c¢∑† r¢∂òa w¢ì˜ dt´ñZ ( 3
? ©óa´∑øñ rt´øÑ ¢ò fiäc©ñ dZ Zc ¢ò ·∆øò Z´† ( 4
?©∫∫î c¢∑† ©õ¢Ñ ¢ò´§âa ·≠õºó ‹äZ wZ´Ñ ( 5
?©∫∫î c¢∑† ©õ¢Ñ ¢ò´≠ü ·≠õºó ‹äZ wZ´Ñ ( 6
?©∫∑øñ c¢∑† Œ£å dtc ´ò r¢∂òa ‹ó¢â ( 7
?©∫∑øñ Àäca ¢¶î ca Zc Z™ë tZ ( 8
?©ócº®øñ fi† fió¢ß£å wZ´Ñ r¢∂òa w saZºó¢â ( 9
?at´øñ ¢¶î fiÑ fZ fió¢ß£å dZ ©≥Ñ r¢∂òa w¢ì˜ ( 10

: ©øòa [Zºá r¢Öaºâ w sc¢Ñca ¢ªÆÇÇä´ü ›õZ fiÑ ( 2

?©õacºâ fi† fió¢ß£å wZ´Ñ Œ£å dt´ñZ ¢πã ( 1
?©∫∑øñ Àäca r¢§õZ´Ñ Zc ¢πã w fió¢ß£å ·î ( 2
?aºÆøñ q¢πÖ ·§ê¢ä fi† ¢πã racºâ fió¢ß£å ( 3
?©ø∫∑øñ c¢∑† ¢πã r¢Ö fió¢ß£å r©ã q¢πÖ dZ ©≥Ñ ( 4
?©õa´…øñ´Ñ r¢Ö fió¢®Ñ s¢…ÆóZa dZ ·§ê¢ä fi† ¢πã ( 5
Bashiri 243
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:©ø∫î fiπá´Ö ·äc¢µÑ Zc ·≠ø∏…óZ w¢ò fi∏πá ›õZ ( 3

1. Every morning my father sits at the breakfast table and reads the paper.
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 Great Britain exerted a great deal of influence on Iranian politics. .

c¨âI w¢õcaI c¢∫îca

€Çø±ÇÇ≥ÇÖ rºÇ≠Çò¢Çã w saZºÇÇó¢ÇÇâ 1979 p¢ÇÇ ä [ÈÇÇ∂ÇóZ dZ €ÇÇ £ì
¢ÇǪó˜ - ¢òdtc / ©ó©ÇøóZc™…øñ c¨â w¢õca c¢∫î ca Zc r¢ÆÇó¢§Ç≠Ñ¢Ö
q´ÇÇ Ç° w¢ÇǪ∫Çã wtc ·πî ©ÇÇ≥ÇÑ t ©óa´∑øñ ¢ÇÇ∫ã ¢õca ca ·πî pNtZ
/ ©∫§í´…øñ [¢§í˜ €à¢ä
/©Ç㢣øñ q´ÇÇ° ͺπÇ≥ñ p¢ÇÇ ä Àìt ›õZ ca rZ´õZ p¢Çπã wZºò
w¢ª∏ǧñ ca Zc r¢Æõ¢ª£ã ´§ÆøÑ rº≠ò¢ã w saZºó¢â €øïa ›õZ fiÑ
[t´ÇÆñ wc©Çì ¢ÇǪÇó˜ ¢ÇǪÇ∏ǧñ ›ÇõZ ca /©Çó©ÇóZc™ÇÇ ° ·Çñ ¢Çõca c¢ÇÇ Ç∫î
fº° r¢ÇÇÆòZº®ïa w¢ò fióZ´§Ñ ·πî - ©ó©øÇØÇì´øñ ·πî - ©óacº®Çøñ
/ ©óa´î ·ñ º…§µ° r¢Æõ¢ª§äta ¢Ñ ·πî t ©óaZa ·ñ
c¢õt¢Çâ ´§ÇÆøÑ / ÀäZ rZ´õZ w´ø…ÇÇ Çøò¢ñ ¨î´ñ c¨Çâ w¢õca
wZ´ÇÑ / ©∫∫î ·ñ ca¢ÇÇå ¨Çî´ÇÇñ ›õZ dZ ¢Çªätc t ¢ÇªøóZ´õZ Zc r¢ÇǪá
r¢ÇÇÆõ¢ªÇ∂õ¢Çì cZºä atd Œ£ÇÇå rZ´øÇ…Çøò¢ñ - c¢õt¢ÇâI ract˜ Àä©Ñ
©∫ó¢ñ ·ñ ¢õca w¢ÇǪј wtc Zc dtc q¢πÖ / ©ót´øñ ¢õc©Ñ t ©óºÆøñ
€ÇÇà¢ÇÇä fiÇÇÑ s©Çó¢Çñ t fi§ÇÇ≠â [t´ÇÇë q¢…ÇÇ∫ò - –Ç∆ä /©∫ÇÇ∫î ·ñ c¢î t
/©ÇÇóa´ÇÇ…Ç øñ´ÇÇÑ
244 Main Text
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/©∫ÇǧÇãZa ⁄ÇdžºÇÇî wcºÇÖºÇÇñ ŸÇÇõ¢Çì ⁄õ rºÇ≠Ç ò¢Çã w saZºÇÇó¢Çâ

t ©óa´î ·ñ ·óZ´Ç∂õ¢Çì ¢õca ca aºâ ŸÇÇõ¢Çì ¢Ñ ¢ÇÇªó˜ ¢òdtc ·∞Ç≥Ñ
Zc ©∫ÇÇ§Ç Æ° ·ñ´ÇÑ ¢õca dZ fiÇÇî ·óZ´øÇÇ…øò¢ñ ´…õa w¢ÇÇòdtc ·ÇÇ∞≥ÇÑ
/©óa´∑øñ ¢ÇÇã¢ÇÇπÖ
/©óaº£ó cZ©ïºü rº≠ò¢ã w saZºó¢â €Ç•ñ r¢∂òa w saZºó¢ÇÇâ
¢õca c¢∫î fiÑ ¢∫ã wZ´Ñ ©Æøñ q´° Úøâ Zºò fi∑øú¢òdtc ‘∂ÇÇí ¢ªó˜
dZ t ©ÇÇó©ÇÇó¢Çñ ·Çñ r¢ÇÇ ã fiÇó¢Çâ ca Zc ´ÇÇ…õa w¢ÇÇòdtc / ©Ç∫Ç Ç§Çíc ·Çñ
/ ©óa´∑øñ ·úZ´õ™ü r¢Æó¢§ÇÇäta
´§ÇÇÆÇøÑ tZ w¢Çª§äta / ÀãZa wa¢õd r¢§äta r¢ÇÇ∂Çòa ‹ÇÇó¢Çâ
¢ÇǪó¢§≠Ñ¢Ö Òt ©óa´∑øñ ·°©ód rZ´õZ ´…õa w¢ò´ªã t rZ´ÇªÖ ca
r¢Ç∂Çòa ‹Çó¢Çâ / ©ó©Çñ˜ ·ñ p¢Çπã fiÇÑ r¢ÇÇÆÖÈÇø±Ç≥Ö r©ÇÇøóZc™Ç° wZ´ÇÑ
w saZºÇó¢Çâ wZ´Ñ ¢ò ·Çó¢ÇπÇ ªñ ›õZ / aZ©ÇÇøñ ·ÇÖc¢Çü —ó¢Ç§äta wZ´ÇÇ Ñ
t rZ´ÇÇõZ c¢ÇÇ£ÇâZ r¢õ´á ca Zc ¢ÇªÇó˜ rºÇ† aºÑ ©øǵñ ÚÇøâ r¢∂òa
¢òº…§µÇ° ›õZ ca ra´î Àî´ã dZ r¢∂òa ‹Çó¢â / ÀãZ™…øñ r¢ÇªÇá
/ a´£øñ wa¢õd \N™ï —ó¢§äta ¢Ñ ra´î À£ßå dZ t
©ÇªÇ Æñ €ÇÇòZ ¢ÇªÇó˜ / ©ÇóaºÇ£Çó cZº≠Ǫ㠀ÇÇ òZ ´°c¢Çî w saZºó¢Çâ
/aºÑ s©Çã €∂§∫ñ cZº≠ªÆÇÑ ©ªÆñ dZ ·°d¢Ö ´°c¢î w¢ì˜ t ©óaºÑ
w saZºÇÇ Çó¢Çâ t r¢ÇÇ ∂Çòa w saZºÇÇ ó¢Çâ dZ ´øÇÇ Ç¥Ç Ñ cZºÇÇ ≠ÇªÇ ã ca ¢ÇÇ ªÇ ó˜
Zc r¢ÆÖ¢ìtZ ´§ÆøÑ €øïa ›øπªÑ t / ©∫§â¢∫Æøπó Zc ·≠î rº≠ò¢ã
/ ©ó©øóZc™…øñ ´…õ©πò ¢Ñ fió¢â ca
—§ìt ´§ÆøÑ tZ / aºÑ ·ãºò¢Ñ t Áócd rZºá ´Ç°c¢Çî fcºî
ca t at´Ñ rZ´ªÇÇ§Ñ ÀäZºâ ·ñ tZ rºÇ† - ©ÇøóZc™° ·ñ fi≥Çï¢Ç±πÇÑ Zc
/ ©∫î Àî´ã rZ´ªÖ s¢…ÆóZa watct r¢ß§ñZ
¢Ö sa¢øü ¢òdtc ·∞Ç≥Ñ ¢ªó˜ / ©∫§ãZ©ó ›øã¢ñ ´°c¢î w saZºó¢â
/ ©∫§Æ…øñ´Ñ t ©∫§í´øñ ¢õca c¢∫î
Bashiri 245
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rºÇ°´Ç°a Îñ¢î Zc rZ´õZ ca ·°©ód ÷çt 1979 p¢ä [È∂óZ

t ©ÇÇóaZa Àäa dZ Zc aºÇÇ Ç â w¢ÇÇòc¢ÇÇ î qa´ÇÇ ñ dZ wc¢øÇÇ Ç≠Ñ / a´ÇÇ î
w¢õca ca ra´î ¢∫ã / ©óact˜ Àä©Ñ [ºÇâ w¢Çòc¢Çî ¨øó wc¢ø≠Ñ
r©øÇÇ ÇØìc t racºâ [t´ÇÇÆñ t Àí´° aºÇÇ®Ñ w´…õa €∑Çã c¨ÇÇ â
/ ©ÇÇ õa´ÇÇ ° kº∫πñ
ŸÇÇÑ¢ÇÇ Ç±ñ ¢Çªó˜ / ÀäZ sa´ÇÇ∑ó wa¢õd ´øø¥Ö rZ´ø…øò¢ñ ·°©ód
÷ÇÇ çt Òt / ©óa´…øñ´Ñ ¢ÇǪÑt´ë t ©ót´øñ ¢õca fiÑ ¢ò Œ£ÇÇå pºπÇ≥Çñ
hºÇê Ú N î cºÇ±Ñ ´°c¢ÇÇî t r¢∂òa - rº≠ò¢ã w¢ò saZºó¢â ·°©ÇÇ ód
/ ÀäZ s©ÇÇ ã
tZ / ©ã¢£øπó cZº≠ªã ⁄ó¢Ñ –øúc ´…õa rº≠ò¢ã w¢ì˜ - Εñ
©óa´î o´Ö Zc rZ´õZ [ÈÇÇ ∂óZ ptZ w¢òdtc r¢Çπò ca fZ saZºó¢â t
w¢Çò´ÇÇ ªã dZ ·Ç∑õ ca Ë¢Çà rº≠ò¢Çã w¢Çì˜ / ©∫§íc r¢§ÇÇ≠∏…óZ fiÑ t
/ ©∫∑øñ c¢î ›õ¨∫Ñ Âπü ⁄õ ca r¢§≠∏…óZ
/ ÀäZ s©õa´ÇÇ° cZºÇÇ≠ªã ⁄Çó¢Ñ –øúc r¢∂Çòa w¢Çì˜ hºÇêca
©∫∫î ·ñ \´Çí¢Ç≠ñ p¢πÇã fiÑ fiî r¢ÇÆó¢§äta dZ dºÇ∫ò f´Ç≠πò t tZ
s©ÇÇã hºÇê ¢Çªó˜ ·Ç°©Çód ca fiÇî w¨ø† ¢Çª∫Ö / ©∫õ¢Çπ∫ÇÇøñ ·úZ´õ™ü
w sc¢ÇÇ ÇÑca ´§ÆøÑ ¢ÇÇ ªó˜ dt´ÇÇñZ / ©ã¢£ÇÇøñ ¢ªÇó˜ w¢Çòº…ÇǧµÇ° w sĺä
d¢Çπó wZ´Ñ fiÇÇ≥πá w¢Çòdtc t ©∫∫∑øñ À£ßÇå ›õa r˜ pºåZ t qÈäZ
/ ©ót´øñ ©¶≠πÑ Àê¢πá iii

fcºÇî Òt / ©óa´î o´Ö Zc cZº≠ÇǪ㠨øó ´°c¢ÇÇî w saZºÇÇó¢Çâ

- –∑ê´Ñ / at´Ñ ^c¢®Ñ t ©∫î q¢ÇπÖ Zc —ÖÈøØÇßÖ À≠óZº§ó ´Ç°c¢Çî
tZ ¢ñZ / at´Ñ rZ´ªÖ fiÑ ´§ªÑ wc¢Çî ra´î Z©Çøü wZ´Ñ ©ã cº£Ç¶ñ tZ
iv

c¢ÇÇî p¢ÇÇ£óa dºÇÇ ∫ò t ÀäZ sa´ÇÇ ∑ó Z©ÇÇ Çøü Zc —òZºÇÇ®ïa c¢ÇÇî dºÇÇ∫ò
/ aa´° ·ñ
246 Main Text
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ÿø∏∑Ö
:©Çøòa [Zºá ´õd w¢ªÆÇÇä´∆Ñ ( 1
?©óa´∑øñ c¢∑† c¨â w¢õca c¢∫î w¢ª∏§ñ ca [È∂óZ dZ €£ì rº≠ò¢ã w saZºó¢â ( 1
?©∫§í´øñ ¢¶î fiÑ ¢ò Œ£å rZ´ø…øò¢ñ ( 2
?©ó©øóZc™…øñ fióº…† Zc r¢Æõ¢ªÑt´ë rº≠ò¢ã w saZºó¢â ( 3
?©óa´∑øñ ·°©ód ¢¶î ca r¢∂òa ‹ó¢â r¢§äta ( 4
?aºÑ ©øµñ r¢∂òa ‹ó¢â wZ´Ñ —ó¢§äta ¢Ñ ra´î À£ßå Z´† ( 5
?©øóZc™…øñ cº±† Z´ÆÖ¢ìtZ ´§ÆøÑ ´°c¢î w¢ì˜ ( 6
?©óa´î o´Ö Zc rZ´õZ rº≠ò¢ã w saZºó¢â Z´† ( 7
?©∫∑øñ c¢∑† t ÀäZ ¢¶î Ë¢à rº≠ò¢ã w¢ì˜ ( 8
?©∫∫∑øñ À£ßå fi† w sc¢Ñca Ë¢à r¢∂òa w saZºó¢â ( 9
?©∫∑øñ c¢∑† Ë¢à ´°c¢î w¢ì˜ ( 10

:©øú¢πó fiπá´Ö ·äc¢µÑ Zc ·≠ø∏…óZ w¢ò fi∏πá ›õZ ( 2

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.
Bashiri 247
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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:

at©Çà ca / Àíc ¢∫ÇÇ Çøñ w fiÇÇó¢ÇÇ®ÇÑ ›≠à - —ÇÇã Àê¢ÇÇ Çä - ␣Æõa

©ó©ñ˜ rt´øÑ ¢∫ÇÇøñ w fió¢â dZ ‹ò ¢Ñ ¢∫Çøñ t ›≠à - ‹Çøó t Àµò Àê¢ä
c¢øÇ≠Ñ ·…óc ‹∏ÇÇøí ⁄õ ¢ªó˜ rZ´õZ ¢π∫øä ca /©∫§íc rZ´ÇõZ ¢π∫øä fiÑ t
ta t aºÇÇ Ñ # a´ÇÇñ ⁄ÇÇõ t rd ⁄ÇÇõ # ‹∏ÇÇøí r˜ ‹ÇÇ äZ /©ÇÇó©ÇÇõa ␣ÇÇï¢ÇÇá
Úøâ ‹∏ÇÇøí r˜ dZ ¢∫øñ /©óa´∑øñ wd¢ÇÇÑ r˜ ca wºÇ≠óZ´Çí w fiÇÇÆøü´∫ò
/©ñ˜ —ãºâ
©ó©ñ˜ rt´øÑ ¢π∫øä dZ ¢∫ÇÇøñ t ›≠à ‹øó t sa Àê¢Çä at©Çà ca
aºÑ s©ã d¢Ñ ·äta´í r¢Ñ¢øâ wºÖ sd¢Ö fiî rc©ñ ·ãt´µÑ¢§î ⁄õ fiÑ t
—§äta wZ´Ñ t a´®Ñ [ºâ ·äc¢í [¢§î ©ÇÇ∫† ÀäZº®øñ ¢∫øñ /©∫Çǧíc
/©§ä´µÑ ©∫∑øñ ·°©ód ¢ütcZ ca fiî
aºÆÑ ´§îa ©òZº®øñ tZ /©óZº®øñ eca r¢ÇÇÛ˜ ca ¢∫ÇÇøñ Àäta
cZt©ÇÇøñZ ¢∫øñ Àäta /©∫î ⁄πî —ó¢∫ÇǪøñ ‹ÇÇªÑ ¢Ö aa´Ç°´ÇÇÑ rZ´õZ fiÇÇÑ t
¢Ñ ©∫óZº§Ñ qa´ñ ¢Ö ©∫î Z©øü fiπÖ¢ÇÇâ nZ´ê t rZ´õZ ›ÇøÑ Á∫á fiî ÀäZ
/©∫òa fiñZaZ aºâ ·°©ó¨Ñ ´é¢â —ñZc˜
:©øòa œä¢ü ´õd w¢ªïZº√ä fiÑ ˆµ±ï
? Àíc ¢∫øñ w fió¢®Ñ ©∫† Àê¢ä ›≠à ( 1
?©∫§íc ¢¶∑Ñ ‹ò ¢Ñ ¢ªó˜ ( 2
?a´∑øñ wd¢Ñ r˜ ca ·î t aºÑ fi† ©ó©õa fiî ·π∏øí ‹äZ ( 3
?©∫§íc ·ãt´µÑ¢§î fiÑ Z´† ¢ªó˜ ( 4
?©∫∑øñ ·°©ód ¢¶î ca ¢∫øñ Àäta ( 5
?©∫∑øñ €øØßÖ fi† r¢Û˜ ca ¢∫øñ Àäta ( 6
?aa´°´Ñ rZ´õZ fiÑ ©òZº®øñ ¢∫øñ Àäta Z´† ( 7
?©∫òa fiñZaZ r¢Æø°©ó¨Ñ ´é¢â —ñZc˜ ¢Ñ ©∫óZº§øπó qa´ñ Z´† ( 8
248 Main Text
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i
fió¢øò¢ñ and fió¢øï¢ä are alternate forms for fió¢ò¢ñ and fióË¢ä respectively.

ii
For the use of fiî in relative clauses, see Lesson Twelve.
iii
Àê¢πá d¢πó "communal prayer, Friday prayer"
iv
´§ªÑ wc¢Çî is the same as w´§ªÑI c¢Çî "a better job".
 Lesson Twelve
The Causative
Compare the following English sentences:

a) The baby eats his food.

b) The mother feeds the baby.

In sentence (a), the baby performs the act of eating on his own initiative. In sentence (b), the
baby's initiative to eat is not a factor. We can say the following about this process. Whenever an
agent other than the self brings about the occurrence of 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
process of causation is in progress. This process is conveyed by means of a causative
construction, using one of two ways:

Inherently Causative
Verbs like ra¢§ä´í "to send, to cause to go", ra´î fióZtc "to dispatch", ›§®õc "to pour, to
cause to flow" and ›§Æî "to kill, to cause to die" are inherently causative. These verbs are
treated like ordinary verbs. Here are some examples:

The mother sent her daughter to the market. / a¢§ä´í cZd¢Ñ fiÑ Zc f´§âa ca¢ñ
The child poured the water. / À®õc Zc [˜ fiN«Ñ
The policeman killed the thief. / ÀÆî Zc ada r¢£ä¢ü

Not Inherently Causative

Verbs that are not inherently causative but which can be made causative are made so by
adding the infix rZ '-an-' to their present stem. Example:

I feed (lit., I cause to eat) ‹øóZcº®øñ

‹óZcº®øñ
©øóZcº®øñ
·óZcº®øñ
©∫óZcº®øñ
©óZcº®øñ
250 Main Text
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The following are some of the verbs in which the causative is formed by adding rZ '-an-'; the
infix ·óZ '-ani-' is an alternate form for rZ :

to communicate (lit., to cause to understand) r©øó¢πªí r©ó¢πªí

to cause to arrive, cause to reach r©øó¢äc r©ó¢äc
to put someone to bed r©øó¢ÑZºâ r©ó¢ÑZºâ
to cause to sit; seat r©øó¢Æó r©ó¢Æó
to (cause to) burn r©øóZdºä r©óZdºä
to bring to a boil r©øó¢ãºá r©ó¢ãºá
to make someone run r©øóZta r©óZta
to clothe someone r©øó¢ãºü r©ó¢ãºü
to frighten r©øó¢ä´Ö r©ó¢ä´Ö
to cause to appear (in a court of law), to drag r©øó¢Æî r©ó¢Æî
In the case of the double causatives, the imperative of raZa is followed by the subjunctive of
a main verb in the third person. Example:

Have this car washed! " ©∫õºÆÑ s©Ñ Z´∫øã¢ñ ›õZ

Please, have these shoes polished! "©∫ó¨Ñ –îZt ©øò©Ñ Zc ¢ªÆµî ›õZ
Please, have this carpet cleaned! "©∫∫î ¨øπÖ ©øò©Ñ Z´øï¢∂ó˜

To form the past causative, add rZ or ·óZ before the past marker -d/t. There is no difference
in meaning between these two forms with rZ or ·óZ : i

I fed q©øóZcºâ q©óZcºâ

w©øóZcºâ w©óZcºâ
©øóZcºâ ©óZcºâ
‹õ©øóZcºâ ‹õ©óZcºâ
©õ©øóZcºâ ©õ©óZcºâ
©ó©øóZcºâ ©ó©óZcºâ
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:
Bashiri 251
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causative infinitive to feed r©øóZcºâ r©óZcºâ

formal future I will feed ©øóZcºâ ‹òZºâ ©óZcºâ ‹òZºâ
present I feed ‹óZcº®øñ
past I fed q©øóZcºâ q©óZcºâ
present perfect I have fed qZ s©øóZcºâ qZ s©óZcºâ
past perfect I have fed qaºÑ s©øóZcºâ qaºÑ s©óZcºâ
perfect subjunctive that I have fed ‹ã¢Ñ s©øóZcºâ ‹ã¢Ñ s©óZcºâ

Study the following sentences:

/ ©ó¢πªµøñ t¢Ñ Z´äc©∫õZ ‹N∏≥ñ ( 1
/ ‹ó¢ä´øñ t¢Ñ Zc ¢πã qÈä ›ñ ( 2
/ ©øó¢äc ©òZºâ ¢πÆÑ Zc ›ñ fiñ¢ó r¢äc fiñ¢ó ( 3
/ ©øó¢Æó ›øã¢ñ ␣∂ê Ò©∫å wtc Zc fiN«Ñ ca¢ñ ( 4
/ ©øóZta fdct ›øñd cta c¢Ñ sa Zc ¢òa´°¢ã fdct ‹N∏≥ñ ( 5
/ ©óZcºâ ©òZºâ ”õ´πÑ Z´®∏Ö wZta c¢§ä´ü ( 6
/ ÀäZ s©øó¢ãºá ·°c¨Ñ w´§î wºÖ Z´Ñ˜ ¨∆㘠( 7
/ ©ã¢Ñ s©øó¢ÑZºâ c©øÑ r¢π§â¢ä r˜ wºÖ Zc ¢ò´í¢≠ñ ©õ¢£ó tZ ( 8

Translate the following sentences into Persian:

1. Can you take me to the airport in your car?

2. We must hospitalize Bizhan, but we do not have enough money.
3. It is necessary that they boil this water before they drink it.
4. Is it possible for you to make them understand this lesson?
5. Can either you or the doctor feed this medicine to that patient?
6. Have those newspapers burned.
7. Have that radio that is out of order repaired.

Relative Constructions
Restrictive Relative Clauses
As we saw in Lesson Seven, the 'ke'-clauses of 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 procedure
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for the formation of restrictive relative clauses is explained in detail in Lesson Seven. Below are
some sentences to refresh your memory.

Study the following Sentences:

/ ©Æó pº£ì s¢…ÆóZa r¢ß§ñZ ca ©óa´∑øñ Zc —µõ´≥Ö fiπò fiî ·πN∏≥ñ ( 1
/ ÀäZ s©óZºâ eca ¢ñ s¢…ÆóZa ca ©∫∑øñ c¢î ¢πã r¢§äc¢πøÑ wºÖ fiî w´§âa ( 2
›õ´§…∫Æì t ›õ´Ö ·πõ©ì dZ ·∑õ ‹õaZa r¢Æó ¢πÆÑ r¢ªµåZ ca fiî w©¶≠ñ ( 3
/ ©ã¢£øñ rZ´õZ w¢ò©¶≠ñ
/ Àâ¢∫Æøñ [ºâ Zc ·ç¢ì ‹∫£ã ´òºã aºÑ fi§≠Æó ¢πã wº∏ªü eºÑºÖZ wºÖ fiî wa´ñ ( 4
/ ©∫∑øñ c¢î [ºâ fió t ÀäZ Á∫Æì fió ©ø§ât´í ›πÑ fiî ·∫øã¢ñ ( 5
/ sa´∑∏øØßÖ t ©∫πÖt´Ü ‹ò t ÀäZ Á∫Æì ‹ò ©∫î ^ZtadZ tZ ¢Ñ ©òZº®øñ ¢çc fiî w´§âa ( 6
/ À≠øó ·äc¢µÑ Òt À≠ò ›ñ ^¢ø§àZ acºñ [¢§î wact˜ ›ñ wZ´Ñ fió¢®Ñ¢§î dZ fi∑øÑ¢§î ( 7
/ ©∫∑øñ dZt´ü ÷õ´ä Úøâ aºÑ a¢Ñ˜´ªñ s¢°at´í ca dt´õa fi∑øú¢πøüZºò ( 8
/ À≠øó eÈî acZ©ó s¢øä fi§®Ö fiî ·äÈî ( 9
/ ÀäZ ´Ö©Ñ ‹ò rZ©ód dZ acZ©ó rºõ¨õº∏Ö fi∑õZ fió¢â ( 10
In the above sentences, the fiî 'ke'-clauses invariably modify the subject of the main clause.
The direct object of the main clause, as well as the other functions explained in Lesson Ten, i.e.,
locative, source, and goal, can also be defined in the same manner. In the following example, the
noun phrase functioning as the definite direct object is expanded:

(main clause) / ©õa r¢ªµåZ ca Zc ¢çc q´§âa

(to-be relative clause) / ÀäZ ¢πã Àäta ´òºã ¢çc
In order to combine these two clauses, we shall follow the same procedures that concerned
sentences in which the subject was modified.

a. Make sure that the noun to be modified is the direct object (¢çc 'reza' is the direct
object of r©õa 'didæn', in the example above).
b. Attach fi∑øú 'ike' to the subject of the to-be relative clause and place the result after the
head noun of the relative clause, in this case ¢çc :
ÀäZ ¢πã Àäta ´òºã fi∑øú¢çc
c. Add this relative clause to the subject of the main clause, i.e., q´§âa

ÀäZ ¢πã Àäta ´òºã fi∑øú¢çc q´§âa

d. Complete the new sentence by adding the direct object marker Zc , and by copying the
rest of the main clause after the relative clause: ©õa r¢ªµåZ ca Zc .
Bashiri 253
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The resulting sentence will be:

/ ©õa r¢ªµåZ ca Zc ÀäZ ¢πã Àäta ´òºã fi∑øú¢çc q´§âa
The subject of the main clause may be brought closer to its verb:
/ ©õa r¢ªµåZ ca q´§âa Zc ÀäZ ¢πã Àäta ´òºã fi∑øú¢çc
Study the following sentences:
/ ÀÆ°´Ñ ´ªÆÑ t ÀãZ™° r¢Ñ¢øÑ wºÖ Zc aºÑ s©ã [Z´â fiî ·∫øã¢ñ s©∫óZc ( 1
/ a´î ^Z´âZ ©øµä `¢î dZ Zc aº£ó ŸõË fiî wa´ñ cºªπá –øúc ( 2
/ a´î rt´øÑ eÈî dZ Zc a¨øñ m´à Úøâ fi∑õa´°¢ã ‹∏≥ñ ( 3
/ ÀãZ©ó Àäta Zc aºÑ q¢øâ r¢Ñ¢øâ wºÖ fiî ·ó¢π§â¢ä ·ú¢çc e©∫ªñ ( 4
/ a´î cZ´í t ÀãZ™° cZºõa ´õd Zc aºÑ ›ø…∫ä Úøâ fi∑õZ Ò¢ì ada ( 5
/ aZa —£à¢å fiÑ t act˜ Zc aºÑ fi§ãZ™° cZºõa ´õd ada fi∑õZ Ò¢ì r¢£ä¢ü ( 6
/ a´Ñ fZ fió¢®Ñ t ÀãZa´Ñ Zc aZa tZ fiÑ r¢£ä¢ü fi∑õZ Ò¢ì - Ò¢ì ␣à¢å ( 7
/ a¢§ä´í –ü fZ s©∫§ä´í wZ´Ñ Zc ÀãZ©ó eca˜ fi∑õZ fiñ¢ó ·«§≠ü ( 8
/ aºπó Àî¢ä Zc a´∑øñ fiõ´° Úøâ fi∑õZ fiN«Ñ ca¢ñ ( 9
/ a´î sc¢ü sc¢ü Zc aºÑ s©ã ÿø•î Úøâ fi∑õZ fiñ¢ó ·Æ∫ñ ( 10
Drill
Bring the subject of the above relative clauses closer to the verb. Example:
/ ÀÆ°´Ñ ´ªÆÑ t ÀãZ™° r¢Ñ¢øÑ wºÖ Zc aºÑ s©ã [Z´â fiî ·∫øã¢ñ s©∫óZc
/ ÀÆ°´Ñ ´ªÆÑ t ÀãZ™° r¢Ñ¢øÑ wºÖ s©∫óZc Zc aºÑ s©ã [Z´â fiî ·∫øã¢ñ
If the head noun of the relative clause functions as the goal of the main clause, the relative
clause follows the goal head noun:
/ aZa aºÑ sa¢§≠õZ t´òZc wºÖ fiî wa´°¢ÆÑ Zc [¢§î a¢§äZ
The teacher gave the book to the student who was standing in the hallway.

In this sentence : aºÑ sa¢§≠õZ t´òZc wºÖ fiî is the relativized form of:
aºÑ sa¢§≠õZ t´òZc wºÖ a´°¢ã .
Study the following sentences:
/ aZa a´∑øñ fiõ´° ÀãZa fi∑õZ fiN«Ñ fiÑ Zc ºõaZc ca¢ñ ( 1
/ ©øóZa´°´Ñ aºÑ ·ãt´µøï¢ì ␣à¢å fi∑õa´πÑ Zc Ò¢ì r¢£ä¢ü ( 2
/ Àât´í ©∫∑øñ ·°©ód s¢°at´í ⁄õa¨ó fiî —§ät©Ñ Zc ºõaZc fiN«Ñ ( 3
/ ©óZcºâ a´∑øñ fiï¢ó Úøâ fi∑ø∞õ´πÑ Zc ¢ªå´ì c¢§ä´ü ( 4
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/ Àí´° a´∑øñ wd¢Ñ ¢ªó˜ ¢Ñ fi∑õZ fiN«Ñ dZ Zc ¢ªå´ì ´§îa ( 5

/ ©øä´ü aºÑ ¢πã ´§ía wºÖ fi∑õa¢§äZ dZ Zc fi∏πá r˜ ·∫≥ñ a´°¢ã ( 6
/ a´î Àât´µøñ Èé cZd¢Ñ wºÖ fi∑õa´ñ dZ Zc ¢ªïZº√ä ›õZ –ø∏ü ( 7
/ aZa aºÑ fi§≠Æó s©∫óZc wº∏ªü fi∑øπó¢®Ñ Zc ·≠∆ü rºäc¢° ( 8
Non-restrictive Relative Clauses
When the noun of a relative clause is one of a kind, the selective marker w '-i' does not
appear before fiî 'ke'. These clauses are called non-restrictive or appositional. Examples:

/ ©õa´° n¢éZ acZt aºÑ s©øãºü ·…∫Æì e¢£ï fiî ´§âa ( 1

/ a¢§íZ sZ´Ñ aº®Ñaºâ aºÑ oc¢ü ÄZc¢° wºÖ fiî ›øã¢ñ ( 2
/ aºÑ ‹N∏≥ñ rt©Ñ ÀãZa a´°¢ã À≠øÑ dZ —øÑ fiî eÈî ( 3
/ a´î ¢µ≥§äZ ©ñ¯øπó —ãºâ cºªπá –øúc w¢òc¢î dZ fiî ´õdt À≠®ó ( 4
/ ‹§Æ…øñ ¢ªó¢Ñ¢øâ wºÖ c¢∑øÑ aZºä fió t ‹§ãZa pºü fió fiî ›ñ ( 5
?©õa´…øñ ¢ªó¢Ñ¢øâ wºÖ c¢∑øÑ Z´† aZºä ‹ò t ©õcZa pºü ‹ò fiî ¢πã ( 6
Drill
Transform the above non-restrictive relative clauses into restrictive relative clauses.
Example:

/ ©õa´° n¢éZ acZt aºÑ s©øãºü ·…∫Æì e¢£ï fiî ´§âa

------
/ ©õa´° n¢éZ acZt aºÑ s©øãºü ·…∫Æì e¢£ï fiî w´§âa
Manner Relative Clauses
In these clauses the noun modified expresses the manner in which an action takes place:
/ ©∫î ⁄πî tZ fiÑ À≠óZº§øπó –∑«øò fiî a´∑øñ c¢î wcºé tZ ( 1
/ ÀâZ©óZ ·ñ s©∫®Ñ Zc ¢ñ w fiπò fiî ©óacº®øñ Z™ë wcºé ¢ªó˜ ( 2
/ ÀâZ©óZ ·ñ fiõ´…Ñ Zc ¢ñ w fiπò fiî a¨øñ ·ó [ºâ c©∂ó˜ qcaZ´Ñ ( 3
/ ©∫∫î ^ZtadZ tZ ¢Ñ ©∫§äZº®øñ fiπò fiî aºÑ ¢£õd c©∂ó˜ s¢ã ´§âa ( 4
´õdt À≠®ó ·N§à fiî ÀãZa \c©ì wZ sdZ©óZ ¢Ö # oZt¢ä # –øúc ( 5
/ )©øä´§øñ tZ dZ * ÀãZa fiπòZt tZ dZ ‹ò
/ a´®Ñ Z´ó˜ ©óZº§øπó –∑«øò fiî ÀäZ rZ´° c©∂ó˜ ›øã¢ñ ›õZ ( 6
/ acº®øπó ‹Æ«Ñ [˜ wtc ‹ò Ÿõ¢ì ⁄õ ·§à fiî aºÑ ·ó¢íºé c©∂ó˜ ¢õca ( 7
/ ©ódZa´∆Ñ Zc r¢ã fió¢â fiõZ´î ©∫§≠óZº§øπó ·§à fiî ©óaºÑ ´ø∂í c©∂ó˜ fZ saZºó¢â ( 8
Bashiri 255
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Indefinite Relative Clause

The "-ever" constructions (whenever, whoever, whatever, etc.) are composed of the word ´ò
'hær' and a number of forms like fiî 'ke' or –î 'kæs' (for animate nouns), fi† 'Çe' (for inanimate
nouns),¢á 'ja' (for place), and Àìt 'væqt' (for time). The compounds most frequently used with
´ò are:

hærkæs or hærke whoever fiî´ò D–î´ò

hærÇe whatever fi†´ò
hærja wherever ¢á´ò
hærkodam whichever qZ©î´ò
hærvæqt whenever Àìt´ò
hærtowr however, by whatever means cºé´ò
hærqædr however much c©ì´ò
Study the following sentences:

/ at´Ñ ¢π∫ø≠Ñ ¢ñ ¢Ñ ©óZº§øπó acZ©ó pºü –î´ò ( 1

/ ´£Ñ \aºâ ¢Ñ t cZa´Ñ wcZa qdË w¢† c©ì´ò ( 2
/ ©∫∑øñ rt´øÑ fº° r˜ dZ t aº∫Æøñ fº° ›õZ dZ ‹ø∫∑øñ ÀßøØó tZ fiÑ fi†´ò ( 3
/ ‹õ©õ©øñ ¢òcZºõa wtc Zc tZ –∑ê ‹ø§í´øñ ¢á ´ªÑ ( 4
/ q´®Ñ ÀõZ´Ñ ¢Ö º…Ñ ›πÑ ·òZº®øñ Zc ¢ªøï¢ì ›õZ dZ qZ©î´ò ( 5
/ ‹ó¢ä´Ñ \Z fió¢®Ñ Zc ºÖ ¢Ö º…Ñ ›πÑ ©õ˜ ·ñ ÀÑZºâ Àìt´ò ( 6
/ Àí´° ‹øòZºâ tZ dZ s©ã cºé´ò Zc Àõ¢ªïºü ( 7

Adverbial Relative Clauses

If the noun which a relative clause modifies is a noun of time (Àìt 'væqt,' r¢ñd 'zæman' and
q¢…∫ò 'hengam,' all mean "time"), or if it is a noun of place (¢á'ja' and r¢∑ñ 'mækan' both mean
"place"), 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:

/ ©óa´î ©ø≥£Ö ÀãZa ÿ∏ê fió t [˜ fió fiî ·ú¢¶Ñ Zc tZ ( 1

/ ·πõ©ì ‹ò t aºÑ ¢£õd ‹ò ‹õ©ã acZt r˜ ca fi∑õ´ªã ( 2
256 Main Text
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/ n´Ñ fió t acZa [˜ fió ©óZ s©õ´â fi∑õZ fió¢â ( 3

/ ©õ˜ ·πó r¢Æãºâ ÎåZ n´Ñ fió t acZa [˜ fió fi∑õZ fió¢â dZ ¢ªó˜ ( 4
/ ÀäZ q¢ñZ ©¶≠ñ ©ã¢£øñ cZd¢Ñ ⁄õa¨ó fiî w©¶≠ñ ‹äZ ( 5
/ ©ã¢£øñ d´£ïZ sºî ÀäZ rZ´ªÖ p¢πã ca fiî ·òºî ‹äZ ( 6

b. Temporal Relative Clauses

In these clauses the noun modified is a noun of time. Compare:

/ a´î ´N∑ÆÖ fiπò dZ ©ã [ºâ —ï¢à )fiî* ·§ìt ( 1

/ aZa Àäa waZºá w¢ì˜ ¢Ñ ©ã sa¢øü ›øã¢ñ dZ )fiî* ·§ìt ( 2
/ aºπó ra´î fiõ´…Ñ kt´ã ©õa Zc fZ fiN«Ñ fi∑øñ¢…∫ò ( 3
/ ©∫§ãZa ·Ñºâ t sa¢ä ·°©ód ©óa´∑øñ ·°©ód r¢ªµåZ ca fi∑øó¢ñd ( 4
/ aºπó r©õ©∫®Ñ kt´ã ‹õaZa r¢Æó tZ fiÑ Zc À≠∑ê )fiî* ·§ìt ( 5
The nouns of time, i.e., Àìt , r¢ñd , q¢…∫ò , etc., may be dropped and the object moved
before fiî . In this usage the fiî is referred to as the temporal fiî . Compare:

/ a´î ´N∑ÆÖ fiπò dZ ©ã [ºâ —ï¢à ·§ìt ( 1

/ a´î ´N∑ÆÖ fiπò dZ ©ã [ºâ fiî —ï¢à
/ aZa Àäa waZºá w¢ì˜ ¢Ñ ©ã sa¢øü ›øã¢ñ dZ ·§ìt ( 2
/ aZa Àäa waZºá w¢ì˜ ¢Ñ ©ã sa¢øü fiî ›øã¢ñ dZ
/ aºπó ra´î fiõ´…Ñ kt´ã ©õa Zc fZ fiN«Ñ ·§ìt ( 3
/ aºπó ra´î fiõ´…Ñ kt´ã ©õa fiî Zc fZ fiN«Ñ
/ ‹ø§ãZa ·Ñºâ t sa¢ä ·°©ód ‹õa´∑øñ ·°©ód rZa¢Ñ˜ ca ·§ìt ( 4
/ ‹ø§ãZa ·Ñºâ t sa¢ä ·°©ód ‹õa´∑øñ ·°©ód fiî rZa¢Ñ˜ ca
/ aºπó r©õ©∫®Ñ kt´ã ‹õaZa r¢Æó tZ fiÑ Zc À≠∑ê ·§ìt ( 5
/ aºπó r©õ©∫®Ñ kt´ã ‹õaZa r¢Æó tZ fiÑ fiî Zc À≠∑ê
/ ©ã ‹õ¢ì cZºõa ÀÆü ©õa Zc ›ñ ·§ìt ( 6
/ ©ã ‹õ¢ì cZºõa ÀÆü ©õa fiî Zc ›ñ
Translate the following sentences into Persian:

1. The driver who took Hassan to Karaj is my neighbor.

2. The policeman took the lady who sold her car to prison.
3. We sold the television that worked well to the driver who brought us from the
Mehrabad airport.
Bashiri 257
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4. The man who is smoking a pipe does not like smoking in places that are crowded.
5. The nurse who used to call you has married one of the doctors who works in this clinic.
6. The judge who does not like the south traveled to the north to rest and swim in the sea.
7. The man who is smoking a hookah is the brother of the one who is smoking a pipe.
8. The carpet which was very expensive is still in the store.
9. Whoever does not like to pay for the food must pay for the bus.
10. I used to be so poor that I could not pay for my clothes
11. Upon seeing you, he hid himself behind the car.
12. As soon as the train stopped in the station, he took his briefcase and left.
13. When she completes her studies, she will return to Iran.
14. I will buy you whichever of these clothes that you like.
15. Wherever I go, I hear a lot about her and her marriage.

Readings
This lesson includes two stories based on two Persian proverbs attributed to the kings of
ancient Iran. These proverbs are "practice makes perfect" (lit., doing a job well is the result of
doing it repeatedly) and "other people's efforts sustain us" (lit., 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 lesson on, unlike in previous lessons where given texts were modified for
person, tense, etc., the operative phrase is in your own words. Try to learn these readings well
enough to be able to rewrite them and, later, retell their contents in your own words with little or
no help from the texts.

·ó©óZºâ
ÀäZ ra´î ´ü dZ ra´î º∑øó c¢î
dZ - r¢øó¢ä¢ä w fi∏≠∏ä cºªÆñ r¢ò¢Çã dZ ·∑õ - rZt´øãºÇóZ wdtc
pº¥Æñ ·≠î´ò / a´î ·ñ ¢ã¢πÖ Zc qa´ñ t Àã™…øñ ·∑†ºî sIa c¢∫î
t aZ©øñ [˜ —õ¢ÇÇ ªóZºÇøà fiÇÇ Ñ ·∑õ / Àã¢∑Çøñ Àâca ·∑õ /aºÇÑ wc¢î
·∑õ ca / Àât´µøñ cZd¢ÇÑ ca aºÑ sact˜ sºî dZ fiî Z´øú¢ªñ¨øò ·Ç∑õ
/ a´∑øñ ·£ø¶ê c¢î fiî ©õa Zc w´§âa rZt´øÇÇãºóZ - sa w¢ò fi†ºî dZ
w¢ò fiN∏ü dZ Z´ó˜ t aºÇÑ fi§ãZ™° fZ fió¢Çã wtc Zc ·°c¨Ñ t¢Ç° ´§âa ›õZ
258 Main Text
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fiÇÇÑ Z´Æ£äZ rZt´øÇÇ ãºóZ - aºÑ ›ø…∫ä t¢° r˜ rº† /a´£øñ 袄 wZ fió¢â
©∫Çdž ºÖ / ‹ó¢â´§âa # :©øä´ü ´§ÇÇâa r˜ dZ t ©óZc ¢ò fiN∏ü r˜ m´é
# ? wcZa p¢ä
# /©øä´∆Ñ qc©ü dZ / ¢ì˜ - ‹óZ©øπó # :aZa [Zºá ´§âa
# ? À≠øó ›ø…∫ä ºÖ wZ´Ñ t¢° ›õZ # : ©øä´ü sc¢Ñta rZt´øãºóZ
#/ À≠øó ›øÇÇ…∫ä ›ñ wZ´Ñ ÎåZ t¢° ›õZ - fiÇÇ ó # :aZa [Zºá ´§âa
·πó ›ø…∫ä ºÖ wZ´Ñ t¢° ›õZ cº±† # :©øä´ü ␣N¶≥Ö ¢Ñ rZt´øãºóZ
# ! ÀäZ ›ø…∫ä ‹ò ›ñ w¢òd¢Ñ´Çä dZ ·∑õ wZ´ÇÇÑ ·N§à t¢° ›õZ ? ©ã¢Ñ
–
N à Z´ó˜ ·∫ø…∫ä ›Çñ /©ã¢Ñ ›ø…∫ä ‹ò ©õ¢ã # :aZa [Zºá ´§âa
saºÑ ·∑†ºÇÇ î w fiï¢ÇÇäºÇÇ Ç° fi∑õdtc dZ - Zc t¢° ›õZ ›Çñ rºÇdž / ‹∫∑øπó
¢ÇÇò fiN∏Ç ü ›õZ dZ t¢° ›õZ ra´Ñ 袄 / qZ sa´ÇÇÑ Ë¢Ñ ¢ò fiN∏Ç ü ›õZ dZ dtc ´ò
# / ÀäZ ›ñ w fióZdtcI c¢î
ºÖ ¢Ñ ŸN à / ‹ó¢â´§âa ›õ´ÇÇí˜ # : Àµ° t a´î ´∑í ·πî rZt´øãºóZ
:©óZ fi§µ° ¢ªó˜ /©óZ fi§ãZa Zc s©ø∂ê ›øπò ‹ò r¢°c¨Ñ / ÀäZ ii

# ' ÀäZ ra´î ´ü dZ ra´î º∑øó c¢î '

fiÑ Èé w fi≠øî ⁄õ aZa cº§äa rZ´ç¢à dZ ·∑øÑ rZt´øãºóZ Àìºó˜
iii

/ aZa fiñZaZ aºâ sZ´Ñ t ©ò©Ñ ´§âa r˜

:©øòa [Zºá ´õd w¢ªïZº√≠Ñ ¢µ±ï : ÿïZ
?a´∑øñ cº£ê ¢¶î dZ t ÀäZ ·î rZt´øãºóZ ( 1
?©óaºÑ ·ú¢òc¢î fi† pº¥Æñ sa qa´ñ ( 2
?a´∑øñ fi† a´î À£ßå tZ ¢Ñ rZt´øãºóZ fiî w´§âa ( 3
?©øä´ü fi† t¢° w sc¢Ñca tZ dZ rZt´øãºóZ ( 4
?aº£ó ›ø…∫ä ´§âa wZ´Ñ t¢° Z´† ( 5

/©øúº…Ñ eÈî wZ´Ñ t ©ø≠õº∫Ñ sa¢ä r¢Ñ¨Ñ Zc r¢§äZa ›õZ : [

Bashiri 259
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·ó©óZºâ
c¢îº∑øó r¢£ë¢Ñ
fiî Zcña´ñ t Àã™…øñ w´…õa ⁄†ºî sa dZ rZt´øãºóZ wdtc
©õa Zc w´ÇÇøü c¢ø≠Ñ a´ÇÇ ñ c¢Ñ ›õZ /a´∑øñ ¢ÇÇã¢πÖ ©óaºÑ c¢î pº¥Æñ
aºÇÇâ ␣äZ rZt´øãºóZ / Àã¢∑øñ Àâca ·Ñ˜ wºá c¢∫î ca ÀãZa fiî
©∫† ºÖ - r¢ác©ü # :©øä´ü tZ dZ t ©ÇÇóZc a´ñ´øü r˜ m´ÇÇé fiÇÇÑ Zc
# ? wcZa p¢ä
-©õta s¢ã ␣äZ m´±Ñ wºác¢∫î dZ Àâ¢∫ã Z´ò¢ã fiî a´ñ ´øü
fiÇÇä ›ñ / ©∫ÇÇã¢Ñ ÀñÈÇÇ ≠Ñ s¢Æ∫Çò¢ã # : Àµ° t ©øÇäºÇÇÑ Zc s¢ã [¢îc
# / qcZa a¢øÑ ·Ñº®Ñ Zc s¢Çã
fiÇdž ·ó¢ÇÇÆó ·ñ fiÇÇî ·ú¢Çª§âca ›õZ # :©øä´Çü sc¢ÇÇÑta rZt´øãºóiv

? ÀäZ ·ú¢ª§âca kºó

# / ÀäZ sºøñ Àâca ¢ªÇ∫õZ / r¢Ñ´ì # : Àµ° œÇÇä¢ü ca a´ñ´øü
w sºøñ À≠óZºÖ ·ÇòZºâ ·∫∑øñ´∑í ºÖ ¢õ˜ # :©øä´ü rZt´øãºóZ
v

# ? wcº®Ñ Zc ¢ª§âc©∫õZ
vi

:©óZ fi§µ° r¢°c¨ÇÑ Òt / r¢Ñ´ì -´øâ fiî fiN§Ç£ïZ # : aZa [Zºá a´ñ´øü
‹õacºâ ¢ñ ©∫§ã¢î rZ´…õa '
# '©ócº®Ñ rZ´…õa ¢Ö ‹õc¢∑øñ ¢ñ
tZ fiÑ t ©ñ˜ —ãºâ ÚÇÇøâ a´ÇÇñ´ÇÇøü ›õZ w fi§Çǵ° dZ rZt´øÇÇãºóZ
/ ÀãZa Zc s©ø∂ê ›øπò ‹ò qc©ü / ÀäZ ºÖ ¢Ñ ŸN à / r¢ác©ÇÇü # : Àµ°
s©∫õ˜ wZ´Ñ ©õ¢Ñ ¢ªó˜ / ©∫ã¢Ñ r¢ãaºâ ´∑µÑ ¢ª∫Ö ©õ¢£ó qa´ñ Àµ…øñ tZ
# / ©∫∫î c¢î r¢Æõ¢ò fiN«Ñ
260 Main Text
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r˜ fiÑ ÈÇÇé w fi≠øî ©∫† aZa cº§Çäa - Àµ° Zc ›õZ rZt´øãºóZ

/ aZa fiñZaZ aºâ sZ´Ñ t -©óaZa a´ÇÇñ´øü
:©øòa [Zºá ´õd w¢ªïZº√≠Ñ ˆµ±ï : ÿïZ
?©õa Zc ·≠î fi† aºâ sZc ca rZt´øãºóZ ( 1
?aºÑ wc¢î fi† pº¥Æñ a´ñ´øü r˜ ( 2
?a´î ␣¶≥Ö a´ñ´øü c¢î dZ rZt´øãºóZ Z´† ( 3
? Àµ° fi† acº®Ñ Zc ¢ª§âca w sºøñ À≠óZº§øπó fi∑∫õZ w sc¢Ñca a´ñ´øü ( 4
?a´î c¢∑† rZt´øãºóZ ( 5

/©øúº…Ñ eÈî wZ´Ñ t ©ø≠õº∫Ñ sa¢ä r¢Ñ¨Ñ Zc r¢§äZa ›õZ : [

Bashiri 261
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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:

‹∏ÇÇ Çê €øØß§Ñ t Àíc ¢∑õ´ñZ fiÑ [È∂óZ dZ ©ÇÇ≥Ñ p¢ÇÇä ©∫† ‹õ´ÇÇî
€øØßN§ïZ lc¢í ºÇÇ °¢∑øã s¢…ÇÇÆóZa dZ —øü p¢ä wt / ÀâZa´ü a¢ØÇǧìZ
w¢ªÇÇ ∑ó¢ÇÇ Ñ dZ ·ÇÇ Ç∑õ ca Ë¢ÇÇ à tZ / ÀÆ°´ÇÇÑ rZ´õZ fiÇÇÑ ¢∑õ´ñZ dZ t ©ÇÇ ã
ÀNìºñ qZ©®§äZ Zc wt ¨øó rZ´ªÖ s¢…ÆóZa /©ã¢£øñ c¢ÇÇî pº¥Æñ cºÆî
/©õ¢πó cZ´ì´Ñ Ú∏ÛZ ›øÑ a¢Ø§ìZ w fi§ãc ca ·äÈî ¢Ö saºπó
–õc©ÇÇÖ t at´ÇÇøñ s¢…ÆóZ©ÇÇ ÇÑ c¢ÇÇ Ñta wZ fi§Çǵò ‘ÇÇ∂Çí ÎÇ≥í ‹ÇÇõ´ÇÇî
‹õ´î rº† ©õ˜ ·ñ r¢Æãºâ tZ –õc©Ö d´ÇÇé dZ tZ rZa´°¢ã /©∫∑øñ
·≠õc©Ö w¢ÇÇò©Çǧñ ›§®øñ˜ ‹Çòca dZ fiî acZa aºÇ®Ñ gºÇÇØ®ñ w©Çǧñ
/ ÀäZ s©ã €å¢à [´ë t n´ã
r¢ÇõºÇǶÆóZa t m´±ÇÇ∑õ ca ´≠ü r¢ÇÇõºÇ¶Ç ÆóZa ‹õ´ÇÇî eÈÇÇî ca
fiÑ ‹õ´î Òt /©∫∫øÆó ·ñ ´…õ©πò dZ cta eÈî ´…õa m´é ca ´§âa
wZ´ÇÑ t ©∫§≠ò r¢≠∑õ fiπÇÇò tZ wZ´ÇÇÑ Z´õd ©ò©øπó ÀNøπòZ kºÇçºñ ›õZ
/©óZ s©ñ˜ eÈ∑Ñ —óZa ␣≠î
¢ªó˜ w¢Ç¶Ñ t fi§ãZ™° c¢∫î Zc ·Ñ´ÇÇë w¢ò©§ñ rZ´õZ w¢ªÇÇò¢…ÆóZa
‹õ´î wa¢ª∫Æøü _´é €øïa ›õZ fiÑ /©óZ saºπó cZ´ÇÇì´Ñ ·ñÈäZ w¢ò©§ñ
vii

fiÇÇ î aºÇÇÑ ©ÇÇòZºâ ·ñÈÇÇäZ _´Çé ⁄õ s¢…ÇÇÆóZa ca a¢Ø§ÇìZ w scta Àªá

r¢õº¶ÆóZ©Ñ ·ñÈäZ ›õdZºñ [º†c¢ÇǪ† ca Zc Ú∏ÛZ ›øÑ a¢Ø§ìZ ©óZº§Ñ
/©ó¢πÇÇ ªµÑ
wZ´ÇÇ Ç Ñ Zc ·ú¢ÇǪà´ÇÇ é cº±ÇÇ∫øπò ¨ÇÇ øó s¢…ÇÇÆóZa w¢ÇÇòa¢Ç§äZI ´õ¢ÇÇ ä
w¢ªò¢…ÆóZa w¢ÇÇªÇ ÇäÈî q¢ÇÇπÖ ␣ÇÇøÖ´ÇÇÖ ›õ¢Ñ / ©ÇóZ fiÇǧ®õc aºÇÇâ w¢ÇǪäÈÇî
/©óºÆøñ –õc©Ö ·ñÈäZ pºåZ Ÿ£é ´Ñ rZ´õZ
262 Main Text
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:©øòa œä¢ü ´õd w¢ªïZº√ä fiÑ ˆµ±ï

?a´î c¢∑† ¢∑õ´ñZ ca ‹õ´î ( 1
? ÀäZ wc¢î fi† pº¥Æñ rZ´õZ ca Ë¢à tZ ( 2
?©∫∫øÆó ·πó ‹ò wº∏ªü ´§âa t ´≠ü r¢õº¶ÆóZa Z´† ( 3
?aZa ©òZºâ eca Zc ·äÈî fi† s©∫õ˜ ca ‹õ´î ( 4
?©óºÆøñ –õc©Ö ÒºåZ fi† Ÿ£é ´Ñ rZ´õZ w¢ªò¢…ÆóZa w¢ªäÈî ( 5
i
In our discussion of the formation of the past tense, we introduced the past stem as a unit. In
reality, the past stem is derived from the present stem by the addition of '-d-' or '-t-' as
appropriate: 'xor-d-æm'. This derivational endeavor, however, is cumbersome; it involves too
many exceptions and too many phonological rules of the type 'ræv-d-æm' changed to 'ræf-t-
æm' "I went". For this reason textbooks opt for asking the students to memorize the past and
present stems rather than attempt to relate them to each other.
ii
ÀäZ ºÖ ¢Ñ ŸN à "you are in the right! (familiar)" or ÀäZ ¢πã ¢Ñ ŸN à " you are in the right !
(polite)"
iii
rZ´ç¢à "pl. of ´ç¢à (lit., those present), the king's attendants". This word is usually used in
its present plural form. It refers to those attendants who accompany the king and carry out his
orders.
iv
rZt´øãºó is an alternate rendition of rZt´øãºóZ .
v
In addition to its use as an indicator of question sentences in literary Persian, ¢õ˜ is also used in
the sense of "if" and "whether":

?´øâ ¢õ ©õ˜ ·ñ tZ ¢õ˜ fiî ©øóZ©øñ Do you know whether she is coming (or not)
?
/ fió ¢õ ‹õº…Ñ w¨ø† ¢õ˜ ‹§≠óZ©øπó I did not know whether I should say
anything.
/ aºÑ ›ø…∫ä t¢° ¢õ˜ ©óZ©Ñ ÀäZº®øñ s¢ãThe king wanted to know if the cow was
heavy.
vi
À≠óZºÖ ·ÇòZºâ is the same as ·óZº§øñ "you (sing.) will be able to".
vii
wa¢ª∫Æøü _´é "proposed plan"
 Lesson Thirteen
The Stative
We are already familiar with the past participle of the verb (see Lesson Ten). As subject
equivalent, the past participle can be combined with the verb raºÑ to indicate a state that results
from an action. Compare:

1. The boy broke the window. / À≠∑ã Zc s´¶∫ü ´≠ü

2. The window is broken. / ÀäZ fi§≠∑ã s´¶∫ü
In the above example, the sentence in (2) demonstrates the result of the action performed in
(1), i.e., breaking of the window. In Persian the states of being hungry, thirsty, tired, and the like
are also expressed in this way.

Study the following sentences:

/ aºÑ fi§≠Æó Ò©∫å wtc ¢¶ó˜ r¢Ö´≠ü
/ ©óa´∑øñ ¢ã¢πÖ Zc ¢πã t ©óaºÑ sa¢§≠õZ ©∫∏Ñ Àâc©ó˜ ´õd ¢ªó˜
/ ‹§≠ò fi∫ÆÖ c©∂∫õZ dt´ñZ Z´† ‹óZ©øπó
/ qaZa tZ fiÑ Z™ë wcZ©∂ñ aºÑ fi∫ä´° Úøâ fiN«Ñ rº†
/ qcº®Ñ r¢∑Ö ‹õ¢á dZ ‹§≠óZº§øπó fiî aºÑ qZ fi§≠â c©∂ó˜
The Passive
A passive sentence expresses the 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). / À≠∑ã Zc s´¶∫ü ´≠ü
2. (stative) The window was broken (that is how I found it). / aºÑ fi§≠∑ã s´¶∫ü
3. (passive) The window was broken (I don't know who did it). / ©ã fi§≠∑ã s´¶∫ü
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:
264 Main Text
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a) Take out the agent, ´≠ü in the example above.

b) Treat the definite direct object (without Zc ), i.e., s´¶∫ü , as if it were the agent.
c) For verb, use the past participle of the action concerned, fi§≠∑ã in this case, with the
appropriate conjugation of r©ã .

Present Passive
I am/will be seen ‹õºÆøñ s©õa qºÆøñ s©õa
©õºÆøñ s©õa wºÆøñ s©õa
©óºÆøñ s©õa aºÆøñ s©õa
Past Passive
I was seen ‹õ©ã s©õa q©ã s©õa
©õ©ã s©õa w©ã s©õa
©ó©ã s©õa ©ã s©õa
Like the causative, the passive has its own infinitive and tenses. Here are some examples:

to be eaten r©ã sacºâ

it is (being) eaten aºÆøñ sacºâ
it should be eaten aºÆÑ sacºâ
it was eaten ©ã sacºâ
it was being eaten ©Æøñ sacºâ
it has been eaten ÀäZ s©ã sacºâ
it may have been eaten ©ã¢Ñ s©ã sacºâ
it had been eaten aºÑ s©ã sacºâ
it would have been eaten aºÑ s©Æøñ sacºâ
Study the following sentences:
/ ©óºÆøñ sa´Ñ fiäc©ñ fiÑ dt´ñZ ¢ò fiN«Ñ
/ ©ó©ã sa´Ñ fiäc©ñ fiÑ dt´õa ¢ò fiN«Ñ
/ aºÆøñ sa´î d¢Ñ ·∑†ºî ©ø∏î ¢Ñ ¢ªó˜ w fió¢â ca
/ ©ã sa´î d¢Ñ ·∑†ºî ©ø∏î ¢Ñ ¢ªó˜ w fió¢â ca
/ ÀäZ s©ã fi§≠∑ã ·∑†ºî ~ºÖ ¢Ñ d¢£ªã w¢ì˜ ´§ía w s´¶∫ü
/ aºÑ s©ã fi§≠∑ã ·∑†ºî ~ºÖ ¢Ñ d¢£ªã w¢ì˜ ´§ía w s´¶∫ü
/ aa´…øñ s©øó¢ãºá fió¢â¨∆㘠ca w¢† wZ´Ñ [˜
Bashiri 265
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/ ©õa´° s©øó¢ãºá fió¢â¨∆㘠ca w¢† wZ´Ñ [˜

/ ©ã ©òZºâ fi§ât´í acºâ Z™ë ¢πã rZcº§äc wºÖ fi∑õa´ñ fiÑ ¢ªó˜ w fió¢â
/ ©ã fi§ât´í acºâ Z™ë ¢πã rZcº§äc wºÖ fi∑õa´ñ fiÑ ¢ªó˜ w fió¢â
/ aºÆøñ sact˜ w´øÆπã rZcº§äc dZ ‹§äta ·Öc¢ü wZ´Ñ Z™ë
/ ©ã sact˜ w´øÆπã rZcº§äc dZ ‹§äta ·Öc¢ü wZ´Ñ Z™ë

Homework
1. Translate the following sentences into Persian.

1. My brother's friend translated this letter from German into English.

2. The mother put (lit., caused to wear) these nice clothes on her children.
3. The angry husband broke one of his wife's fingers.
4. The patient must have taken (lit., eaten) the pills.
5. The nurse fed (lit., caused to eat) the bitter medicine to the patient.
6. You and your brother wrecked this expensive watch.
7. I washed both the car and the windows.
8. This father and mother have lost their daughter on the way to the market.
9. I took (lit., caused to reach) Shabnam to the airport in my father's car.
10. The policeman frightened (lit., caused to be afraid) the thief in the store.

2. Transform the resulting sentences from (1) above into passive.

Conditional Sentences
Consider the following sentences:

/ ‹∫øÑ ·ñ Zc c¢§ä´ü - qt´Ñ r¢§äc¢πøÑ fiÑ ´°Z ( 1

/ q©õa ·ñ Zc c¢§ä´ü - ‹§íc ·ñ r¢§äc¢πøÑ fiÑ ´°Z ( 2
/ qaºÑ s©õa Zc c¢§ä´ü - qaºÑ fi§íc r¢§äc¢πøÑ fiÑ ´°Z ( 3
If I go to the hospital, (then) I will see the nurse.
If I went to the hospital, (then) I would see the nurse.
If I had gone to the hospital, (then) I would have seen the nurse.

Each of the above sentences consists of two clauses, an if-clause and a result or then-clause.
Normally the if-clause begins the sentence. .
266 Main Text
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Conditional Sentence Type I

When the speaker feels that the execution of the action of the verb is either a fact or is quite
likely, he or she uses the present indicative for the if-clause and either the future, or the present
indicative, for the then-clause. Example:

/ )a´î ©òZºâ ›µ∏Ö * ©∫∑øñ ›µ∏Ö ¢ñ fió¢â fiÑ - at´øñ r¢ªµåZ fiÑ ´°Z
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 employed in the if-clause:
/ ©∫∑øñ ›µ∏Ö ¢ñ fió¢â fiÑ - at´Ñ r¢ªµåZ fiÑ ´°Z
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:

/ ©∫î ›µ∏Ö ¢ñ fió¢â fiÑ ©õ¢Ñ - at´øñ r¢ªµåZ fiÑ ´°Z
If he goes to Isfahan, he should telephone our house.

In case of advice, the simple imperative may suffice:

" ›î ›µ∏Ö ¢ñ fió¢â fiÑ - wt´øñ r¢ªµåZ fiÑ ´°Z

If you 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:
/ aZa ‹òZºâ º§Ñ cËa cZ¨ò - ‹§í´° tZ dZ Zc ‹ÇÇïºü ´°Z
If I take my money from him, I will give you a thousand dollars.

Study the following sentences:

/ ©ä´øñ ¢¶ó˜ fiÑ ´Öatd - at´Ñ ·≠î¢Ö ¢Ñ ´°Z ( 1

/ aºÆøñ [ºâ Àøäc¢í - ·∫î ·°©ód tZ ¢Ñ ´°Z ( 2
/ ‹ó¢ä´Ñ s¢°at´µÑ Zc tZ ca¢ñ ©õ¢Ñ - qt´Ñ ¢¶ó˜ fiÑ fiä Àê¢ä ´°Z ( 3
"s©Ñ h´ì ›πÑ cËa c¢ª† - wcZa pºü ´°Z ( 4
/ aZa ©òZºâ ›πÑ r¢ñºÖ ÀØã - ‹∫î c¢î tZ wZ´Ñ dtc fiä ´°Z ( 5
/ ©õa´° ·òZºâ pº£ì s¢…ÆóZa r¢ß§ñZ ca - ·óZº®Ñ eca Úøâ ´°Z ( 6
/ ©øäc ©òZºâ tZ Àä©Ñ Œ£å Za´í - ·§ä´µÑ Zc fiñ¢ó r˜ Ë¢à ´°Z ( 7
Bashiri 267
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/ wºÆøñ ´§…∫Æì Úøâ - ·ó¨Ñ Zc À∑∫øê ´°Z ( 8

/ ·∫î ^ZtadZ tZ ¢Ñ ´Öatd fi†´ò ©õ¢Ñ - wcZa Àäta Zc ´§âa r˜ ´°Z ( 9
/ ©∫î \´í¢≠ñ ¢∑õ´ñZ fiÑ ©õ¢Ñ - ©∫î q¢πÖ Zc —äca ©òZº®øñ ´°Z ( 10
/ ‹ò©øñ º§Ñ Zc Ò¢ì ›õZ - ·ò©Ñ ›πÑ cËa À≠õta ´°Z ( 11
/ ©ã ©òZºâ ´§ªÑ ‹ò ›ñ ·äc¢í dZ Àøäc¢í - ·∫î ·°©ód rZ´õZ ca p¢≠∑õ ´°Z ( 12
/ aºÆøñ [ºâ Àï¢à - wcº®Ñ Zc Zta ›õZ ´°Z ( 13
/ wº∫Æøñ Zc ´£â r˜ ˆπ§à - ·ò©øñ fº° ºõaZ´Ñ ´°Z ( 14
"´£Ñ \aºâ ¢Ñ ‹ò Zc ›ñ - wt´øñ ·≠î¢Ö ¢Ñ ´°Z ( 15

Conditional Sentence Type II

The hypothetical condition deals with unreal situations, i.e., with cases where the possibility
of the proposition being realized is remote or even impossible:
/ q©õ´®øπó Zc ›øã¢ñ r˜ - qaºÑ ¢πã w¢¶Ñ ›ñ ´°Z
If I were in your place, I would not buy that car.

In these sentences both propositions are in the past tense: the if-clause is in the past
subjunctive, the then-clause is in the ·ñ mi-past:

/ qa´∑øñ ›µ∏Ö ¢πã w fió¢®Ñ - ‹§í´øñ r¢ªµåZ fiÑ ´°Z

If I went to Isfahan, I would telephone your house.

It should be noted that the past subjunctive forms of raºÑ and ›§ãZa resemble their simple
past, i.e., no ·ñ mi-:

/ qa´∑øñ ^ZtadZ tZ ¢Ñ - aºÑ €…ãºâ ´°Z

If she were beautiful, I would marry her.

/ ‹ø§í´øñ ´ªã rt´øÑ fiÑ ⁄øó ⁄øü wZ´Ñ - ‹ø§ãZa ›øã¢ñ ´°Z
If we had a car, we would go to the country for a picnic.

Study the following sentences:

/ ©øä´øñ ¢¶ó˜ fiÑ ´Öatd - Àí´øñ ·≠î¢Ö ¢Ñ ´°Z ( 1

/ ©Æøñ [ºâ Àøäc¢í - wa´∑øñ ·°©ód tZ ¢Ñ ´°Z ( 2
/ q©ó¢ä´øñ s¢°at´µÑ Zc tZ ca¢ñ ©õ¢Ñ - ‹§í´øñ ¢¶ó˜ fiÑ fiä Àê¢ä ´°Z ( 3
268 Main Text
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/ waZ©øñ h´ì ›πÑ cËa c¢ª† - ·§ãZa pºü ´°Z ( 4

/ aZa ·ñ ›πÑ r¢ñºÖ ÀØã - qa´∑øñ c¢î tZ wZ´Ñ dtc fiä ´°Z ( 5
/ w©õa´…øñ pº£ì s¢…ÆóZa r¢ß§ñZ ca - w©óZº®øñ eca Úøâ ´°Z ( 6
/ ©øä´øñ tZ Àä©Ñ Œ£å Za´í - wa¢§ä´µøñ Zc fiñ¢ó r˜ dt´õa ´°Z ( 7
/ w©Æøñ ´§…∫Æì Úøâ - wa¨øñ Zc À∑∫øê ´°Z ( 8
/ wa´∑øñ ^ZtadZ tZ ¢Ñ ´Öatd fi†´ò ©õ¢Ñ - ·§ãZa )·ñ* Àäta Zc ´§âa r˜ ´°Z ( 9
/ a´∑øñ \´í¢≠ñ ¢∑õ´ñZ fiÑ ©õ¢Ñ - ©∫î q¢πÖ Zc —äca ÀäZº®øñ ´°Z ( 10
/ qaZ©øñ º§Ñ Zc Ò¢ì ›õZ - waZ©øñ ›πÑ cËa À≠õta ´°Z ( 11
/ ©Æøñ ´§ªÑ ‹ò ›ñ ·äc¢í dZ Àøäc¢í - wa´∑øñ ·°©ód rZ´õZ ca p¢≠∑õ ´°Z ( 12
/ ©Æøñ [ºâ Àï¢à - wacº®øñ Zc Zta ›õZ ´°Z ( 13
/ w©ø∫Æøñ Zc ´£â r˜ ˆπ§à - waZ©øñ fº° ºõaZ´Ñ ´°Z ( 14
/ wa´Ñ ·ñ \aºâ ¢Ñ ‹ò Zc ›ñ - ·§í´øñ ·≠î¢Ö ¢Ñ ´°Z ( 15

Conditional Sentence Type III

"Contrary-to-fact" conditions are expressed by using the past perfect in one or both of the
clauses. This conditional sentence is used when it is known that the condition has not been, and
will not be, fulfilled:

/ waºÑ sa´î ›µ∏Ö ¢ñ w fió¢®Ñ - waºÑ fi§íc r¢ªµåZ fiÑ ´°Z

If you had gone to Isfahan, you would have telephoned our house.

/ ) qaºÑ fi§íc * ‹§í´øñ ¢¶ó˜ fiÑ ¢ª∫Ö - waºÑ s©ñ˜ ´Ö´õa ·πî ´°Z
If you had come a little later, I would have gone there alone.

/ aºÑ sa´î ⁄πî ºÖ fiÑ - À≠óZº§øñ ´°Z

If he had been able to, he would have helped you.

Study the following sentences:

/ aºÑ s©øäc ¢¶ó˜ fiÑ ´Öatd - aºÑ fi§íc ·≠î¢Ö ¢Ñ ´°Z ( 1
/ aºÑ s©ã [ºâ Àøäc¢í - waºÑ sa´î ·°©ód tZ ¢Ñ ´°Z ( 2
/ qaºÑ s©øó¢äc s¢°at´µÑ Zc fca¢ñ - qaºÑ fi§íc ¢¶ó˜ fiÑ fiä Àê¢ä ´°Z ( 3
/ waºÑ saZa h´ì ›πÑ cËa c¢ª† - ) waºÑ fi§ãZa * ·§ãZa pºü ´°Z ( 4
/ aºÑ saZa ›πÑ r¢ñºÖ ÀØã - qaºÑ sa´î c¢î tZ wZ´Ñ dtc fiä ´°Z ( 5
/ waºÑ s©õa´° pº£ì s¢…ÆóZa r¢ß§ñZ ca - waºÑ s©óZºâ eca Úøâ ´°Z ( 6
Bashiri 269
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/ aºÑ s©øäc tZ Àä©Ñ Œ£å dt´ñZ - waºÑ sa¢§ä´í Zc fiñ¢ó r˜ dt´õa ´°Z ( 7
/ waºÑ s©ã ´§…∫Æì Úøâ - waºÑ sad Zc À∑∫øê ´°Z ( 8
/ waºÑ sa´î ^ZtadZ tZ ¢Ñ ´Öatd fi†´ò ©õ¢Ñ - ) waºÑ fi§ãZa * ·§ãZa Àäta Zc ´§âa r˜´°Z ( 9
/ aºÑ sa´î \´í¢≠ñ ¢∑õ´ñZ fiÑ ©õ¢Ñ - ©∫î q¢πÖ Zc —äca aºÑ fi§äZºâ ´°Z ( 10
/ qaºÑ saZa º§Ñ Zc Ò¢ì ›õZ - waºÑ saZa ›πÑ cËa À≠õta ´°Z ( 11
/ aºÑ s©ã ´§ªÑ ‹ò ›ñ ·äc¢í dZ Àøäc¢í - waºÑ sa´î ·°©ód rZ´õZ ca p¢≠∑õ ´°Z ( 12
/ aºÑ s©ã [ºâ Àï¢à - waºÑ sacºâ Zc Zta ›õZ ´°Z ( 13
/ waºÑ s©ø∫ã Zc ´£â r˜ ˆπ§à - waºÑ saZa fº° ºõaZ´Ñ ´°Z ( 14
/ waºÑ sa´Ñ \aºâ ¢Ñ ‹ò Zc ›ñ - waºÑ fi§íc ·≠î¢Ö ¢Ñ ´°Z ( 15

Homework
Translate the following sentences into Persian

1. If we finish this lesson, we will go home.

2. If I don't study, I will not pass my exam.
3. If I drink a lot of beer, I will be happy.
4. If we don't sell our house, we will not live in Shiraz.
5. If I go to that country, I will be unhappy.
6. If I want to see the beautiful cities of Turkey, I must learn Turkish.
7. If you sold the car, you would tell me.
8. If I washed my car, it would be clean now.
9. If I worked at the bank today, I could go to the bazaar tomorrow.
10. If he were handsome, he would not need my help.
11. If I had cooked more food last night, I could eat some of it tonight.
12. If I went to the university, I would have a good job today.
13. If I 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. If I had gone to that restaurant, I would have eaten my dinner there.
17. If you had married him, you would have been miserable.
18. If I had sat in that chair, it would have been broken.
19. If I had been smart, I would have become rich and famous.
20. If I had traveled to India, I would have seen the Taj Mahal.
270 Main Text
_______________________________________________________________________________________

Readings
The readings of this lesson deal with the life of Mullah Nasr al-Din,i 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 themselves are 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.

›õ©ïZ´ØóNÈñ
aºát ·µ∏§®ñ ©õ¢∂ê #NÈñ# sa¢ä r¢Ñ¨Ñ ¢õ ›õN©ïZ´Øó ÈN ñ w sc¢Ñca
s©ø∂ê ´…õa ·∞≥Ñ t ÀäZ wZ fió¢ÇÇ ≠íZ wa´ñ tZ ©∫õº…øñ ·∞≥Ñ /acZa
ca ÁÇÇ ∫ï cºπøÖ r¢ÇÇñd ca ¢ÇÇ õ t qtc fi∂áÈÇÇ Ç ä r¢ÇÇñd ca tZ fiÇî ©ÇÇ ócZa
wa¢ÇÇõd w¢ªó¢§ÇäZa p¢ÇÇ Çà cÇÇò ca / ÀäZ sa´∑øñ ·ÇÇ°©ÇÇ Çód fiNøóºì ·àZºÇÇó
Zc ¢ªó¢§äZa ›õZ dZ ¢Ö ©∫† ¢ñ t ÀäZ s©ã fi§µ° ÈN ñ w¢òc¢Çî w sc¢Ñca
/ ‹ø∫∑øñ €∂ó ¢¶∫õZ ca

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's wife came to visit. While talking about
other neighbors, they nibbled at ii 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 cheese iii instead of meat, and said, "I
am sorry, Mullah, but the cat took the meat out of the pan and ran off with it." Mullah ate his
dinner of bread and cheese quietly and went to bed.
The same thing iv happened several 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 weighed
exactly 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 271
_________________________________________________________________________________________

·ó©óZºâ
tZ w¢ªód t ÈN ñ
wdtc / p¢≠ó¢øñ w´…õa t aºÑ rZºá ·∑õ / ÀãZa rd ta ÈN ñ
ºÖ / ÈN ñ # :©óa´î Zc pZtúä ›õZ tZdZ t ©ó©ñ˜ tZ —øü fiÑ ÈN ñ w¢ªód
# ? wcZa Àäta ´§ÆøÑ Zc ¢ñ dZ ⁄õ qZ©î
ta´ò ›ñ ? À≠øïZºÇúä fi† ›õZ # : Àµ° t a´î ´ÇÇ ∑í ·πî ÈN ñ
# / qcZa Àäta Zc ¢πã
·∂Çõ¢ÇÇì ca ¢ÇÇñ ¢ÇÇ Ñ ºÇÇÖ fiÇÇ î ›ÇÇ î h´ÇÇí / ÈN Ç ñ # : Àµ° rZºÇá rd
[˜ca fiÇä´ò ¢ñ t atÆøñ rº°ÄZt Úøï©Ñ Ÿõ¢ì ›õZ t ·∫∑øñ \´í¢ÇÇ≠ñ
# ?aZa ·òZºâ \¢¶ó Zc ¢ñ dZ ⁄õ qZ©î ºÖ / ‹ø§í¢øñ
´∑ã Zc Z©ÇÇ â / ‹ó¢â # : Àµ° t a´ÇÇî —ï¢ÇÇ≠ó¢øñ r¨ÇÇ Ñ tc ÈN Ç ñ
# !©ø§≠ò ·Ñºâ ´°¢∫ã ¢πã fiî

·ó©óZºâ
fiÑ´¶Ö
ca wa¢õd qa´ÇÇñ tZ sZc ca / Àí´ÇÇ øñ wZ fi†ºÇÇ î ca ÈN Ç Çñ wdtc
À£ßå aºÑ q¢Ñ w袄 fi∑õa´ñ ¢ÇÇÑ t ©óaºÇÇ Ñ s©ã ÷πÇÇá wZ fió¢â q¢Ñ ´õd
fi∑õa´ñ ? ÀäZ ´£â fiÇdž ¢¶ÇÇ∫õZ # :©øä´ü t Àíc º∏á ÈN Ç ñ /©óa´∑øñ
# ?acZa ·Æîaºâ ©Øì ÀäZ q¢Ñ wtc
r˜ /acZ©ÇÇó ·ÇÇ ÆîaºÇÇâ ©ÇØì a´Çñ r˜ / ÈN Ç ñ fiÇÇ ó # :©∫§µ° qa´ñ
rºÇ† - ÀäZ sa¢ÇÇ Ç§íZ ´ÇÇø° Ë¢ÇÇÑ r˜ Ë¢Çà t ÀäZ fió¢Çâ ›õZ w¢ÇÇN ∫Ñ a´Çñ
v

# / ©∫î Àäca fiN∏ü fió¢â wZ´Ñ sa´î fºñZ´í

tZ ›ñ /acZ©ÇÇ ó wc¢ÇÇî fiÇî ›õZ # : ÀµÇÇ ° t a´î ´∑í ·ÇÇπî ÈN Ç ñ
vi

# /©øò©Ñ ›πÑ [ºâ [¢∫é ⁄õ ‘∂í ¢πã / qct˜ ·ñ ›øú¢ü Zc

272 Main Text
_______________________________________________________________________________________

q¢ÇÇ Ñ wt´Ñ Zc [¢∫é ÈN Ç Çñ / ©ÇÇóaZa ÈN Ç ÇπÑ t ©ÇÇóact˜ w©∫ÇÇ Ç∏Ñ [¢∫ÇÇé

! f¢£ó rZ´…ó ÎåZ / w´ªÆπò # : Àµ° aºÑ ¢¶ó˜ fi∑õa´ÇπÑ t ÀâZ©ÇÇóZ
›õZI ´ÇÇ ä fiî ‹òZº®øñ ºÇÇ Ö dZ Ë¢ÇÇ à / qct˜ ·Çñ ›øú¢ü Zc ºÇÖ qaºÇÇâ ›ñ
# / w©∫£Ñ \´πî ct©Ñ ‹∑ßñ Zc [¢∫é vii

/a¢§≠õZ q¢Ñ ␣ï ca ´ç¢à t À≠Ñ f´πî ct©Ñ ‹∑ßñ Z´Ñ¢∫é a´ñ

w袄 dZ ¢ÇÇN ∫Ñ / ©øÆî ›øú¢ÇÇ∆Ñ \NºìI Àõ¢ªó ¢Ñ Zc [¢∫éI ´ä ›õZ ‹ò ÈN Ç Çñ
viii

Zc fi∫ßå ›õZ \ºª£ñ t \¢ñ qa´ñ /aM´ñH t a¢§íZ fi†ºî wºÖ ›øú¢∆Ñ q¢Ñ
ÈN Ç ñ —øü aºÇÇÑ sact˜ Zc [¢∫é fiÇî ·≠î r˜ ÀìºÇÇ ó˜ /©óa´∑øñ ¢ã¢πÖ
ºÇÇ Ö ? wa´ÇÇî Zc c¢∑∫õZ Z´ÇÇ † / ·Ñ¢ÇÇ≠à a´Çñ # :©øä´Çü tZ dZ t Àíc
ix

# / ·§Æî Zc sc¢«øÑ a´ñ ›õZ

¢ÇÇN ∫Ñ Å´Çñ Ãê¢Ñ tZ c¢∑∫õZ Z´Ç† À≠óZ©øπó t aºÇÇÑ \ºª£ñ ‹Çò ÈN Ç ñ
qa´î ›ñ fiÇî wc¢î /a´ñ ¢ÇÇN ∫Ñ ›õZ Z´† ‹óZ©øπó ›ñ # : Àµ° tZ / s©ã
sa¢§íZ ·ò¢† wºÖ wZ fiNÇ Ç«Ñ —øü dtc ©ÇÇ∫† /aº£ó wZ s©Æó fiÑ´¶Ö c¢î
x

tZ fiÇÇÑ t ‹õact˜ ·Ñ¢Ç∫é cº±∫øπò ¢ñ / ©õ¢ÇÇøÑ rt´ÇÇøÑ À≠óZº§øπó t aºÇÇÑ

# !aºÑ ‹ï¢ä Îñ¢î ‹õ©øÆî 袄 Zc tZ ·§ìt / ‹õaZa

·ó©óZºâ
Áõa w fi«Ñ
: Àµ° tZ fiÑ t Àíc —õ¢ò fiÇÇ õ¢ÇÇ ≠πòdZ ·∑õ w fió¢®Ñ ÈN Ç Çñ wdtc
r¢§°c¨Ñ Áõa ÀäZ ›∑πñ ¢ÇÇ õ˜ / ‹õcZa r¢πªñ ␣ÆñZ ¢ñ - fiõ¢ÇÇ Ç≠πò #
# /qct˜ ·ñ –ü r¢§õZ´Ñ Z´ÇÇ ó˜ Œ£å Za´í ›ñ ? ©øò©Ñ h´ÇÇ ì ›πÑ Zc
fió¢â¨∆ÇÇ ã˜ wºÇÖ dZ Z´ÇÇ ó˜ t qt´øñ r˘Z / ÈN Ç Ç ñ fiN§Ç Ç£ïZ # : Àµ° fiõ¢≠πò
# / qct˜ ·ñ ¢πã wZ´Ñ
·°c¨Ñ Áõa ¢Ñ ©ÇÇ≥Ñ ·πî t Àíc fió¢âI rtc©ÇÇ ÇÑ Àìºó˜ fiõ¢ÇÇ Ç Ç≠πò
Za´ÇÇí ˆπÇǧà À≠øó qdË # : ÀµÇÇ Ç° t aZa ÈN Ç Ç ÇπÑ Zc ÁÇÇ Çõa / ÀÆ°´ÇÇ Ç Ñ
# /©õct¢øÑ –ü Z´ó˜ ©õa´î Z©øü Àìt Àìt ´ò / ©ã¢ÇÇ Ñ Œ£ÇÇå
Bashiri 273
_________________________________________________________________________________________

/a´Ñ fió¢®Ñ Zc Áõa t a´î ´N∑ÆÖ fiõ¢≠πò dZ ÈN ñ

fiÇÇ õ¢≠πò t ÀãZ©ªÇÇ Ç…ó fZ fiÇÇ ó¢â ca Zc fiõ¢ÇÇ ≠πò Áõa ·ÖN©Ç Ç ñ ÈN ñ
Áõa ÈN Ç ñ wdtc ©ÇÇ ≥Ñ / ÀäZ saZa ÈN Ç Ç πÑ Zc ÁÇÇõa fiî a´ÇÇî fºñZ´ÇÇ Çí
fió¢â c©ÇÇ Ñ Zc Áõa ta ´ÇÇò t ÀãZ™ÇÇ ° fiõ¢ÇÇ ≠πò Áõa wºÇÇ Ö ·∑†ºÇÇ î
—…õa wºÖ ⁄†ºî ÁõaI r©õa dZ fiõ¢≠πò / aZa tZ fiÑ t a´ÇÑ fiõ¢≠πò
# ? À≠ø† wZ´Ñ fi«…õa ›õZ /NÈñ # : ©øä´ü ÈN ñ dZ t a´î ␣N¶Ç Ç≥Ö
saºÑ cZa fiN«Ñ ¢πã Áõa qº∏≥ñ cZ´ì dZ # : Àµ° t ©õ©∫â ÈN ñ
xi

# / ÀäZ ¢πã Áõa w fiN«Ñ fi«…õa ›õZ / s©øúZd ¢ñ w fió¢Çâ ca t

´N∑ÆÖ ÈN ñ dZ - Àí´ÇÇ° Zc ¢ª…õa / Àµ…ó w¨ÇÇ ø† ´…õa fiÇÇ Çõ¢≠πò
/ Àíc fZ fió¢â rtca fiÑ t a´î
r¢πò sc¢Ñta t Àíc fZ fiõ¢≠πò fió¢®Ñ sc¢Ñta ÈN ñ ©≥Ñ dtc ©∫†
fZ fió¢ÇÇâ ca Zc Áõa c¢ÇÇ ÇÑ ›õZ Òt / Àí´ÇÇ° Àó¢ÇÇ ÇñZ fiÑ Zc Åc¨Ñ Áõa
/ aZ©ó –ü fiõ¢≠πªÑ t ÀãZ©ª…ó
ÈN Ç Ç ñ a´î ´∑í / ©Æó w´£â ÈN ñ dZ Òt a´î ´£Çå ·ÖN©ñ fiõ¢≠πò
ÈN Ç Çñ t Àã™ÇÇ Ç ° w´§ÆøÑ \N©Ç Ç ñ Òt / sa´î fºñZ´í —øü fi≥Çía €•ñ
/act¢øó Zc Áõa
aºÑ tZ Åc¨Ñ Áõa ¢ª∫Ö ›õZ rº† t ÀãZa r¢πªñ fiõ¢≠πò wdtc
- ÈN ñ # : Àµ° fiõ¢≠πò /a´î d¢ÇÑ Zc ca ÈN ñ / ad ca t Àíc ÈN ñ fió¢ÇÇ Ç®Ñ
qZ s©ñ˜ / ‹õcZa r¢πǪñ ¢ñ ␣ÆñZ ¢NñZ / qºÆøñ ¢πã ‹àZ¨ñ fiî ©øÆ®£Ñ
xii

# / q´ø…Ñ –ü Zc r¢π…õa
fiN«Ñ ¢¶∫õZ fiÇÇ î ·…õa # ? ·…õa fiÇÇ Ç † # : ©øä´ÇÇ ü ␣N¶Ç≥Ö ¢Ñ ÈN Ç Ç ñ
# ? ©ÇÇ Ç Çã cZa
# / Áõa r¢πò / ÈN ñ - fi∏Ñ # : Àµ° t a´î wZ s©∫â fiõ¢≠πò
¢πÇÇ Çã Áõa qº∏≥ñ cZ´ÇÇ Çì dZ / fiõ¢ÇÇ ≠πò - ‹µÇÇ ÇN 俧ñ # : Àµ° ÈN Ç Ç ñ
ZdI ´ä —øü w fi≥ía m xiii
I Èâ ´Ñ fi≥í©∫õZ Òt / aºÑ s©ã cZa fiN«Ñ sc¢Ñta
# / Àíc
xiv
274 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.

aM´Gó t Õó´±ã
- pa¢ê rZt´øãºóZ ·ò¢ãa¢ü r¢ñd ca - ©∫ò rZ©∫πÆóZa fiî ©∫õº° xv

/©∫§ÇÇ ãZa fiÇç´Çê aºÇâ s¢ãa¢ü fiÇÇÑ t ©óaºÇÇπó kZ´§âZ Zc Õó´±Çã wd¢ÇÇÑ
xvi

t ÈÇÇ é wa¢õd cZ©∂ñ ¢Ñ aºÇÇ â ´øµä sZ´πÇÇªÑ Zc wd¢ÇÇÑ r˜ ©Ç∫ò s¢ÇÇ ãa¢ü
rZ´õZ s¢Æ∫ò¢ÆÑ aºâ fiñ¢ó ca wt /a¢§ä´í rZ´õZ fiÑ wZ fiñ¢ó t \Z´òZºá
c¢Ñc©Ñ rZtZ´í \Z´òZºá t ÈÇé ¢Ñ Zc w©õ©á wd¢Ñ rº∫îZ ¢ñ # : Àãºó
Z©øü Zc wd¢Ñ ›õZ ¨Çñc ©∫óZº§Ñ ¢πã rZ©∫πÆóZa ´°Z / ‹õZ sa¢§ä´í ¢πã
´Ç°Z ¢NñZ / ©õcZ©ÇÇ ª…ó aºâ wZ´ÇÇ Ñ Zc \Z´ÇòZºá t Èé ›õZ w fiÇÇπò - ©∫∫î
ta Zc ¢Çñ \Z´ÇÇòZºá t ÈÇé - ©ø∫î Z©ÇÇøü Zc wd¢ÇÑ ›õZ ¨ñc ©ø§≠óZº§ó
# / ©ø§ä´µÑ ¢ñ wZ´Ñ sa´î ´ÑZ´Ñ xvii

wd¢ÇÑ ¨ñc ·ò¢ÖºÇÇ î \N©Ç Çñ dZ –ü - rZt´øÇÇãºóZ ´õdt - ´Çªπ°c¨Ñ

©∫ò ´øµÇä rZt´øãºóZ / aZa r¢ÇÆó rZt´øãºóZ fiÑ t a´î Z©øü Zc Õó´±ã
©óa´î wd¢Ñ ‹ò ¢Ñ c¢Ñ ©∫† ´ÇÇ ªπ°c¨Ñ t ©Ç∫ò ´øµä / ÀäZºâ c¢Ñc©Ñ Zc xviii

›õ´í˜ aºâ ´õdt fºÇÇ ªÑ rZt´øÇãºóZ / a´HÇÑ Zc wd¢Ñ ´ªπ°c¨Ñ c¢Ñ´ò t

xix

/ aZa tZ fiÑ rZtZ´í \Z´òZºá t Èé t xx

Àµ°
␣ó¢á dZ aºâ ¢Ñ Z´ó˜ t Àâ¢ÇÇ ä w´…ÇÇõa wd¢Ñ ´ÇǪπ°c¨Ñ ÀìºÇÇó˜
t aºÇÇÑ aM´ÇG ÇóI wd¢Ñ wd¢Ñ ›õZ ‹ÇÇ äZ / a´ÇÇ Ñ r¢§ÇÇ ät©∫ÇÇªÑ rZ´õZ s¢ÇÇ Æ∫ò¢ÇÇ Çã
/ ÀãZa ´ÇÇÑ ca Zc Àãacd ›õa pºåZ
rZ©∫πÆóZ©Ñ Zc ©õ©á wd¢Ñ - rZt´øãºóZ ©∫ó¢ñ - ¨øó ©∫ò s¢Çãa¢ü
Zc aºâ Àìt dZ wa¢õd \N©ñ ©∫ò rZ©∫πÆóZa / ©∫ÇÇ ∫î € N à ¢Ö aZa aºâ
Bashiri 275
_________________________________________________________________________________________

/©∫ÇÇ ∫î Z©øü Zc r˜ ¨ÇÇñc ©∫§ÇÇ≠óZº§ó Òt ©óa´ÇÇ î wd¢Ñ r˜ €

N Çà m´Çå
Zc a´ó wd¢Ñ ¨ñc t ©óZºâ aºâ c¢Ñc©Ñ Zc ´ªπ°c¨Ñ ©∫ò s¢ãa¢ü ÀÇ£ì¢ê
xxi

/ Àâºñ˜ ¢ªõ©∫ò fiÑ Zc a´ó wd¢Ñ d´é ´ªπ°c¨Ñ / ©øä´ü tZ

xxii

dZ
›Çõ´ÇÇ í˜ ´ªπ°c¨Ñ —óZa t fºÇÇ ªÑ wt rZ©∫πÇÇ ÆóZa t ©∫ò s¢ÇÇ ãa¢ü
¢Ñ ©ÇÇ ≥Ñ w©ÇÇ∫† ´Çªπ°c¨Ñ /aZa wt fiÑ wa¢õd w¢õZ©Çò s¢ãa¢ü t ©∫§µ°xxiii

/ ÀÆ°d¢Ñ rZ´õZ fiÑ t a´î o´Ö Zc ©∫ò ›øñd´ä rZtZ´í w¢õZ©ò

Zc tZ t a´î p¢£∂§ÇÇ äZ ´ªπ°c¨Ñ dZ c¢ø≠Ñ Ò¢ßÇãºâ ¢Ñ rZt´øãºóZ
/ ÀãZa ´Ö ·ñZ´° —øü dZ

:©øòa [Zºá ´õd w¢ªïZº≠Ñ ˆµ±ï

?©óa´î c¢∑† ©∫ò rZ©∫πÆóZa ( 1
?a¢§ä´í ¢¶∑Ñ Zc Õó´±ã wd¢Ñ ©∫ò s¢ãa¢ü ( 2
?a´î c¢∑† r˜ r©óZºâ t fiñ¢ó Àí¢õca dZ ©≥Ñ rZt´øãºóZ ( 3
?©∫∫î Z©øü Zc Õó´±ã wd¢Ñ ¨ñc ©∫§≠óZºÖ ¢ªøóZ´õZ ¢õ˜ ( 4
?a´î wd¢Ñ ·î ¢Ñ ´ªπ°c¨Ñ ( 5
?aºÑ fi† a´î kZ´§âZ ´ªπ°c¨Ñ fiî w©õ©á wd¢Ñ ‹äZ ( 6
?a´Ñ r¢§ät©∫ªÑ Zc a´ó wd¢Ñ ´ªπ°c¨Ñ Z´† ( 7
?©∫∫î Z©øü Zc a´ó wd¢Ñ ¨ñc ©∫§≠óZºÖ ¢ªõ©∫ò ¢õ˜ ( 8
?a´î c¢∑† ©∫ò s¢ãa¢ü ( 9
?a´î c¢∑† rZt´øãºóZ ( 10

i
›õN©ïZ´ØóNÈñ Mullah Nasr al-Din is a legendary Middle Eastern wise/fool.

ii
ractâ ‹î ‹î "to nibble at, to eat little by little"

iii
ÀãZ™ÇÇ ° tZ º∏á ´ø∫ü t r¢ÇÇó lit., she placed bread and cheese in front of him.
iv
"Thing" here can be translated as a fi≥ìZt "event" or a r¢§ÇäZa "story".
v
ra¢ÇÇ Ç§íZ ´ÇÇø° "to be stuck"
276 Main Text
_______________________________________________________________________________________

vi
acZ©ó wc¢î fiî ›õZ "(but) this is easy!"
vii
The word ´ÇÇ ä is used here in the sense of "end" and as such it applies to both ends of the rope.
viii
\NºìI Àõ¢ªó ¢Ñ "with all of one's might"
ix
·Ñ¢≠à a´ñ "dear fellow"
x
s©Æó fiÑ´¶Ö "untested" as opposed to s©ã fiÑ´¶Ö "tested, proven"
xi
qº∏≥ñ cZ´ì dZ "apparently"

xii
r©ã ‹àZ¨ñ "to bother, to inconvenience"

xiii
I mÈâ´Ñ "contrary to, unlike"

xiv
Àíc ZdI ´ä "died in childbirth"

xv
fiî ©∫õº° same as fiî ©∫õº° ·ñ "it is said that, they say that"
xvi
›§ÇÇ ãZa fiÇç´Çê "to present"
xvii
ra´î ´ÑZ´Ñ ta "to double, to give twice as much"
xviii
›§äZºâ "to summon"
xix
ra´HÇÑ "to win"
xx
›§µ° ›õ´í˜ "to praise"
xxi
r©óZºâ same as ›§äZºâ "to summon"
xxii
›§âºñ˜ (pres. stem, dºñ˜ ), with fiÑ "to teach"; with dZ "to learn"
xxiii
¢õZ©Çò pl. of fiÇÇõ©Çò "gifts"
 Lesson Fourteen
This lesson consists of one long narrative--in English and Persian--dealing with the
adventures of Ali Babai and the forty thieves of Baghdad. The student is asked to read each
section carefully, 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 of the story, in their own
words.

Ali Baba and the Forty Thieves (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. Qasem was rich but Ali Baba was poor. They lived in
the same small town. Qasem had a big house and Ali Baba had a small house on the same street.
Near the town there was a mountain. On the mountain there were many trees. The people of
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. People never went that far up the
mountain.
At the top, Ali Baba sat under a tree. From there, when he looked down, he saw that many
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 watched the thieves. As the thieves
passed by, Ali Baba saw that the donkeys carried big boxes filled with gold.

Ali Baba and the Forty Thieves (2)

A little farther away from the rock where Ali Baba was hiding, the leader of the thieves
pointed to the side of the mountain and said, "Open Sesame!" ii A great door opened in the side
of the mountain. The leader entered the cave and the rest of the thieves and their donkeys
followed him.
Ali Baba came out from behind the rock and looked here and there to see where the door had
been. He could not find the door. He returned to the rock and hid behind it as before and waited.
After some time, the door opened and the thieves came out. They were leading their donkeys.
But this time, Ali Baba saw that the boxes were 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 thieves pointed to the door and said, "Shut
Sesame!"iii 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 opened and he went in.
Inside the mountain there was a great hall full of boxes of gold and jewels--boxes in front of him,
278 Main Text
_______________________________________________________________________________________

boxes behind 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 donkey carried the gold to Ali Baba's house in the village.

)3* aZ©¥Ñ ada €ª† t ¢Ñ¢Ñ Úê

tZ ⁄πî ¢Ñ t a´Çî Z©å Zc —ód ¢ÇÇ ÇÑ¢ÇÇ Ñ Úê - ©øäc fió¢â fiÑ ·§ìt
:©øä´ÇÇü ¢Ñ¢Ñ Úê dZ ¢Ñ¢Ñ Úê rd / aºÇÇπó €πà fió¢ÇÇ Çâ €ÇÇ ÇâZ©Ñ Zc ¢òÈÇÇé
wZ´ÇÇ ÇÑ Òt / ‹óZ©øπó # : Àµ° ¢ÇÇ ÇÑ¢ÇÇ ÇÑ Úê # ? ÀäZ ÈÇÇ Çé c©∂† ¢ª∫õZ #
: Àµ° ¢Ñ¢Ñ Úê rd #/ ‹õcZa ^¢ø§àZ fió¢πÇÇ Çøü ⁄õ fiÑ ¢Çªó˜I ›§í´° sdZ©óZ
Zc fca¢Ç† tZ ©Ç≥Ñ #/ Àí´° fió¢πøü ⁄õ aºÆøñ ¢¶î dZ ‹óZ©øñ ›ñ #
h´ì wZ fió¢πøü ‹ä¢ì rd dZ ¢Ö Àíc ‹ä¢ì fió¢®Ñ t ÀâZ©óZ f´ä wtc
r¨ÇÇ Ñ Zc r¢ñ fió¢πÇÇøü ‹óZº§ÇÇ øñ # :©øä´ü f´òºÇÇ Çã dZ ‹ä¢ì rd /a´ø…Ñ
wZ´Ñ fió¢πøü ¢Ñ¢Ñ Úê # :©øä´ü —ód dZ ‹ä¢ì # ? ‹Çò©Ñ h´ì \caZ´Ñ
‹ÇÇä¢ì # / ‹ä´∆Ñ ‹óZº§øñ Òt / ‹óZ©øπó # : Àµ° —ód # ?©òZº®øñ fiÇÇ Ç†
dZ €ÇÇ Ç£ì - r©øä´ÇÇ Çü w¢ÇÇ Ç¶Ñ / À≠øó ^¢øÇǧàZ r©øÇÇä´ÇÇ∆Ñ / fiÇÇ ó # : Àµ°
r˜ ©≥Ñ r¢£≠«Ñ fió¢πøü fiÖ qºñ sNcb ⁄õ pNtZ ¢Ñ¢Ñ Úê r¨Ñ fió¢πÇÇøüI raZa
sNcb ⁄õ pNtZ tZ / a´î Zc c¢Çî ›øπò ‹ä¢ì rd # / s©Ñ ¢Ñ¢Ñ Úê r¨Ñ Zc
¢Ñ¢Ñ Úê rd / aZa ¢Ñ¢Ñ Úê r¨Ñ Zc fió¢πøü ©Ç≥Ñ t ÀãZ™° fió¢πøü fiÖ qºÇÇñ
/ Àíc t a´î ´N∑ÆÖ ‹ä¢ì rd dZ - Àí´° Zc fió¢πøü
wtc Èé sNcb ⁄õ ‹ä¢ì - ©øóZa´°´Ñ Zc fió¢πøü ¢Ñ¢Ñ Úê rd ·§ìt
c©∂† ¢Ñ¢Ñ Úê ´…ñ # : Àµ° faºÇâ ¢Ñ t a´î s©ò¢Æñ fió¢πøü fiÇÇ Ö qºÇñ
iv

" sa´ÇÇî Z©øü ^¢øǧàZ fió¢πøü fiÇÇ ÇÑ r˜I ›§í´° sdZ©óZ wZ´Ñ fiÇî acZa Èé
fiÇÇ ÇÑ Àìºó˜ ‹ä¢ÇÇì # / ‹∫∑Ñ ÒZº√ä sc¢ÇÑ ›õZ ca tZ dZ t qt´ÇÇÑ À≠Ѻâ
fi†´ò / ‹ø§ÇÇ≠ò caZ´Ñ ºÇÇ Ö t ›ñ / Úê # : Àµ° t Àíc ¢Ñ¢Ñ Úê —øü
›πÑ ·óZº§øñ / ÀäZ ›ñ p¢ñ wcZa ºÖ fi†´ò t ÀäZ ºÖ p¢ñ qcZa ›ñ
dZ ÀäZ ^¢ø§àZ fió¢πø∆Ñ r˜I ›§í´° sdZ©óZ wZ´Ñ fiî Zc ÈÇé fiπª∫õZ ·úº…Ñ
fiÇî fi§ã™° €•ñ ´…õa rº† - qcZa ^¢øǧàZ 鱄 ‹ò ›ñ "wZ sact˜ ¢¶î
# / ‹§≠øó cZ©ïºü - qaºÑ ©∫πÖt´Ü
Bashiri 279
_________________________________________________________________________________________

ÿõ´≥Ö ‹ä¢ì wZ´Ñ ´ÇÇ Ç☠¢Ö pNtZ dZ Zc r¢§ÇÇ ÇäZa q¢πÖ ¢ÇÇ ÇÑ¢ÇÇ ÇÑ Úê
w fiπò ´Öatd fi†´ò ©ÇÇ õ¢Ñ ¢ñ # : Àµ° —ó¨Ñ fi§íc fió¢®Ñ ‹ä¢ÇÇ Çì /a´ÇÇ Çî
v

¢òÈé r˜ fiπò ¢Ñ¢Ñ Úê fió´°t / ‹õct¢øÑ ¢¶∫õZ fiÑ sºÇî dZ Zc ¢òÈÇÇé r˜

vi

¢Ö Õ∫ü ¢ñ / À≠∫õZ ›ñ fiÆ∂ó / a´Ñ ©òZºâ faºâ wZ´Ñ ¢ñ dZ €£ì Zc

¢òÈé dZ wcZ©∂ñ t q´£øñ sº∑Ñ Zc lËZ Õ∫ü ›õZ ıcºí ›ñ / ‹õcZa lËZ
/ qct˜ ·ñ Zc fiNøÇ Ç ∂Ñ t qa´…ÇÇøñ´ÇÇ ÇÑ sº∑ÇÇ ÇÑ sc¢ÇÇ ÇÑta ©ÇÇ Ç≥Ñ / qct˜ ·ñ Zc
Zc ¢òÈÇÇé t a´Ñ ‹ÇòZºâ sºî wË¢£Ñ Z´ó¢πõ¢ªëËZ c¢Ñ Õ∫ü ›ñ fi§í´πÇÇ Çªõtc
# /act˜ ‹òZºâ ›øú¢∆Ñ sNcb ›õ´â˜ ¢Ö
sºÇÇî c¢∫∑Ñ ·§ìt / a´ÇÇ ÇÑ sºÇÇ Çî wË¢ÇÇ Ç£Ñ Zc —õ¢ÇÇ ÇªëËZ ‹ä¢ì Àìºó˜
€âZ©Ñ Z´Æõ¢ÇªëËZ ‹ä¢ì / ©ã d¢Ñ ca # "ºã d¢Ñ ‹∫îøñ ´ñZ # : Àµ° ©øäc
¢ªëËZ wtc Èé wa¢õd cZ©∂ñ tZ -©ã fi§≠Ñ ca ·§ìt - ©≥Ñ / ©óZc c¢ë
´ñZ # : Àµ° t a´î sc¢ãZ c¢ë c©Ñ tZ / ©ã ›§Æ°´Ñ sa¢ñ˜ t ÀãZ™°
tZ / a´î ␣N¶≥Ö ‹ä¢ì / acº®ó r¢∑Ö —õ¢á dZ ca Òt # "ºã e¢Ñ ‹∫îøñ
tZ ›õZ´Ñ¢∫Ñ / ©Æøñ kt´ÇÇ Çã # [ # ¢Ñ ^¢ø§àZI acºñ À¥ï fiÇî À≠óZ©øñ
vii

kt´ÇÇ ã # [ # ¢Ñ fiî Zc # ^¢Ñ # t # q¢Ñ # - # a¢Ñ # €•ñ wa¢õd \¢¥ï

ca fi¶ø§ó ca t a´∑ó ’NµÇ∏Ö Zc # d¢Ñ # À¥ï Òt / a´î ’NµÇ ∏Ö ©ó©Æøñ
viii

/ ©õ¢øÑ rt´øÑ c¢ë wºÖ dZ À≠óZº§ó tZ t ©Æó d¢Ñ

/©óa´î d¢Ñ Zc c¢ÇÇë ca t ©∫§Æ°´Ñ sº∑Ñ ¢ÇÇ Çòada ©≥Ñ dtc Œ£å
‹î c©∂∫õZ ¢òÈé ›õZ Z´† # : Àµ° t a´î s¢…ó ¢òÈÇé fiÑ ¢òada –øúc
kÈÇÇN éZ ¢ñ s¢…ó¢ªó dZ ·≠î ›ñ ´≤∫Ñ # : a´Çî fií¢ÇçZ tZ ©≥Ñ # ? ©óZ s©ã
ix

¢ÇÇ Çòada dZ ·∑õ ÀìºÇÇ Çó˜ # / ÀäZ sa´Ñ Zc ¢ñ w¢òÈÇÇé t sa´î Z©ÇÇ øü
r˜ Zc ¢ªÇÇ ÇëËZ ›ÇÇ ÇõZ # : Àµ° t act˜ c¢ÇÇ Çë fiÇÇ ÇÖ dZ Zc ‹ÇÇ Ç Ç ä¢ì w¢ÇÇ ÇªëËZ
Zc ‹ä¢ì ¢ÇÇòada dZ ´…õa ·∑õ - ©Ç≥Ñ ·πî # / ©óaºÇÑ sa´î ‹õ¢ì ÀÆü
‹õ¢ÇÇ Çì ¢ªÇÇ Ç Çìt©∫ÇÇ Çå ÀÆü a´Çñ ›ÇÇ ÇõZ # : Àµ° t act˜ –øúc —øü fiÑ
·ó¢≠î dZ ·∑õ ©õ¢Ñ “®ã ›õZ # : Àµ° ¢òada –øúc # / aºÑ s©Çã
# " ©øÆ∑Ñ Zc tZ / ©∫óZ©øñ Zc ¢ñ w¢á fiî ©ã¢Ñ
280 Main Text
_______________________________________________________________________________________

/ ©∫§Æî Zc ‹ä¢ì ¢òada Àìºó˜

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 latex because he is bringing a lot of gold. He will come later." Later,
however, she began to worry. "It is late," she said to herself, "and night is near. Why does he not
come?" She waited some more. She waited untill midnight. Still xi Qasem did not return. Then
early in the morning, she went to Ali Baba and said, "Qasem went to the mountain last night and
he has not returned yet. Please go and look for him!"
Ali Baba went to the cave. He found Qasem's corpse behind the door of the Hall of Gold. He
carried the body to Qasem's house.
The thieves came back to the mountain. They saw that some person had lately opened the
door and carried the body away. The leader said to the other thirty-nine thieves, "There must be
some other people who know how to open this door, for they have carried away the body of their
friend. If we do nothing, later they will come and 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's house and asked Qasem's maid, "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 the jars. The leader filled one of the jars with cooking oil. Then he put each of the
thieves into each of the other thirty-nine jars. Then late that evening, he placed all the jars on a
cart xii and 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."

)5* aZ©¥Ñ ada €ª† t ¢Ñ¢Ñ Úê

¢¶∫õZ Zc r¢§õ¢ò sdºÇÇî ©øóZº§øñ ¢πã fiî fiN§Ç£ïZ # : Àµ° ¢ÇÇ ÇÑ¢ÇÇ ÇÑ Úê
t ©øó¢πÑ ¢¶∫õZ Zc ␣ÆñZ ©õ¢Ñ ‹ò r¢Öaºâ ¢πã ›õZ´Ñ stÈê / ©õcZ™…Ñ xiii

tZ fiÑ sa´î Z©ÇÇå Zc —ód ¢Ñ¢Ñ Úê ©≥Ñ # / ©øã¢Ñ ›ñ r¢πªñ q¢ã wZ´ÇÇ ÇÑ
·§äta rº† ›ÇÇ î Àäca w´§ÆøÑ wZ™ÇÇ Çë ␣ÆñZ wZ´Ñ - ‹ó¢â # : Àµ°
# / ÀäZ r¢πªñ ¢ñ fió¢â ca
tZ ©≥Ñ / ÀãZ™° ¢ÇÇ Ñ¢ÇÇ Ñ Úê fió¢â wºÇÇÖ Zc ¢ÇÇ ò sdºî rZada –øúc
Bashiri 281
_________________________________________________________________________________________

·§ìt # : Àµ° aºÑ r˜ ca fiî wad©Ñ fi§íc ¢ò sdºî r˜I ⁄õ ⁄õ ´ä fiÑ

#/ ‹ó¨øñ Z©å Zc ºÖ t ‹õ˜ ·ñ ÀäZ ´ç¢à ¨ø† fiπò
q¢ÇÇã ¢Ö act˜ Zc Õó´ÇÇ Ñ t ÀãºÇÇ ° ¢Ñ¢Ñ Úê rd - fió¢ÇÇ â¨∆㘠wºÇÇ ÇÖ
rZ©∫ÇÇëtc fiî ©õa´Ç° fiNầñ - ©ã c¢î pº¥Æñ fi∑∫õZ ”ßπÑ Òt / a¨∆Ñ
xiv

›ÇÇ Çëtc sdºî ¢Ö €ÇǪ† ␣ÇÇ ÇÆñZ # : a´î ´∑í faºâ ¢Ñ tZ / ÀäZ Ò¢ÇÇ â
- q´®Ñ ›ëtc t qt´ÇÇÑ cZd¢£Ñ fi∑∫õZ w¢ÇÇ ¶Ñ ÀäZ´§ªÑ / À≠ò ¢ñ fió¢â wºÖ
·∑õ ´≠Ñ tZ ©ÇÇ Ç Ç≥Ñ # / ‹õ¢πó m´Øñ Zc ft´µÇÇ Ç∫ëtc w¢ª∫ëtc dZ ·πÇÇ Çî
-©ã ⁄õa¨ó sdºî fiÑ ·§ìt / acZa´Ñ ›ëtc wc©Çì ¢Ö Àíc ¢Çò sdºÇÇ î dZ
- ÀäZ —≠øúc ¢Ñ¢Ñ Úê rd fi∑∫õZ r¢π…Ñ - aºÇÑ sdºî r˜ wºÖ fi∑ÇÇ õada
xv

¢ò sdºÇÇî dZ fiî s©Çøäc r˜ Àìt ? ÀäZ sZ´Ñtc k¢ÇÇ çtZ ¢õ˜ # : ©øä´ü
xvi

# ? ‹øÆ∑Ñ Zc ¢Ñ¢Ñ Úê t ‹øú¢øÑ rt´øÑ

›ëtc fiÇÇ Çî À≠óZa ©øÇÇ ∫ã Zc ada r˜ wZ©ÇÇ Çå ¢Ñ¢Ñ Úê rd ·§ìt
fiî ©ã fiNầñ ›ø∫«ÇÇ Çπò tZ / À≠øó ¢ÇÇ Çòada –øúc ¨ÇÇ Çá ·≠î ft´ÇÇ Çí
xvii

/ ÀäZ sa´î r¢ª∫ü ¢ò sdºî ›ÇõZ ca Zc —õ¢ÇÇ ò Àä©πò ¢ÇÇ òada –øúc
sc¢Ñta ›ñ " f¢Ñ sdºî wºÖ - fiÇÇ Çó # : Àµ° ·πõÈÇÇñ wZ©ÇÇå ¢Ñ ›õZ´Ñ¢∫Ñ
wºÖ ada / Àíc w´…õa sdºÇÇî ´≠Ñ ·…§≠ò¯Ñ tZ ©ÇÇ Ç≥Ñ # / qa´…øñ´ÇÇ ÇÑ
:aZa [ZºÇÇ Çá ¢ÇÇÑ¢ÇÇÑ ÚÇÇ ê rd # ? ÀäZ sZ´ÇÇ ÇÑtc k¢ÇÇ ÇçtZ # : ÀµÇÇ° sdºÇÇ Çî
sdºî ´≠ÇÇÑ ·§ìt # / qa´…øñ´Ñ sc¢Ñta ›ñ " r¢πÑ ¢¶ó¢πò " f¢Ñ Àî¢ä #
¢Ñ¢Ñ Úê rd / aº£ó sdºî r˜ ca wada (( ©ø∫Æó ·úZ©å - ©øäc ´â˜
/ ÀäZ ›ëtc dZ ´ü fiî ©õa t a´î s¢…ó sdºî wºÖ
Zc —õ¢ª∫ëtc - a´Ñ fió¢â¨ÇÇ ∆㘠fiÇÇ Ñ Zc ›ëtc sdºÇÇ î ¢ÇÇ ÇÑ¢ÇÇ ÇÑ Úê rd
Zc ›ëtc tZ / ÀãZ™° —Ö˜ wtc Zc m´è t À®õc ·°c¨Ñ m´è wºÖ
wc©ì t a´ÇÑ Zc lZa ›Çëtc tZ Àìºó˜ / ©ñ˜ fº¶Ñ ¢Ö a´î lZa c©∂ó˜
/ ÀÆî Zc ¢ò ada w fiπò t À®õc ¢ò sdºîI ⁄õ ⁄õ wºÖ Z´ó˜ dZ
›õZ # : ÀµÇÇ Ç° t Àíc f´òºÇÇ Çã —øü - ©ÇÇ ã q¢πÖ fc¢ÇÇ Çî ·§ìt
¢ÇÇ òada –øúc tZ / À≠øó ft´ÇÇ Çí ›Çëtc fi§≠Æó n¢éZ wºÖ fiÇÇî wa´ñ
282 Main Text
_______________________________________________________________________________________

Zc —õ¢Çòada / ©ÆÇÇ ∑Ñ ‹ä¢ì €Ç•ñ ‹ò Zc ºÇÇÖ ¢Ö s©ñ˜ ¢¶∫õZ fiÑ t ÀäZ

Å´ñ r¢§äZa ¢Ñ¢Ñ Úê rd Àìºó˜ # / aºÑ sa´î ‹õ¢ì ¢ò sdºî r˜ wºÖ
- ␣ã ´Ç☠# : Àµ° t a´î ÿõ´≥Ö f´òºã wZ´ÇÑ Zc ada fiÇó t ·ä
/©ñ˜ ©ÇÇòZºâ rt´øÑ n¢éZ dZ —õ¢òadaI rad Z©å wZ´Ñ ¢òada –øúc
/ ·Æ∑Ñ Zc tZ t ·ó¢πÑ tZ ´≤§∫ñ ·∑õc¢Ö ca ©õ¢Ñ ºÖ
¢ÇÇ òada –øúc / ©ó¢ñ ¢òada –øúc ´≤§∫ñ ·∑õc¢Ö wºÖ ¢Ñ¢Ñ Úê
Zc tZ ¢Ñ¢Ñ ÚÇÇê t ©ÇÇõa´° ·∑õc¢ÇÇ ÇÖ acZt —õ¢òadaI ra´î Z©å wZ´ÇÇ ÇÑ
/ ©øó¢äc €§∂Ñ ´øÆπã ¢Ñ
a´ÇÇ Çñ tZ / act˜ ›ÇÇ Çøú¢ÇÇ Ç∆Ñ sºÇÇ Çî dZ Zc ¢ÇÇ òÈÇÇ Çé w fiÇÇ Çπò ¢ÇÇ ÇÑ¢ÇÇ ÇÑ Úê
´N∑ÆÖ aºÑ saZa \¢ÇÇ ¶ó Å´ÇÇ ñ dZ Zc tZ fiî —ód dZ t ©ÇÇ Çã w©∫πÖt´ÇÇ ÇÜ
/ ÀãZa ·ñZ´° c¢ø≠Ñ Zc tZ t a´î
r¢ÇÇ Çõ¢ÇÇ Çü
Bashiri 283
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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:

c©Ñ sa¨øä t dtcºó

pNtZ w¢ÇÇòdtc dZ / ÀäZ w©øãcºâ p¢Çä s¢ÇÇñ ›õ´ÇÇ☠©∫µäZ s¢ÇÇ ñ
\¢ñN©∂ñ w fiNøªÖI pº¥ÇÆñ t ©∫ǧíZ ·ñ fºá t ␣∫¶Ñ ¢ªøóZ´õZ s¢Çñ ›õZ
xviii

·á¢Çà t aºÆøñ ´Hü cZ©õ´â dZ ¢ò s¢…ãt´í /©óa´…øñ ºÇÇó p¢ä ›ÇÇ Æá

·ñ sZ´ÇÑ ¢ªó¢Ñ¢øâ ca sa´î s¢øä \cºÇå t cZa sÇﺅ∫ñ sÈÇî ¢Ñ dt´øí xix

: ©óZº®øñ t ©§íZ
›î 袄 Zc \´ä qaºÇÇ â [¢ÑcZ
›î s¢…ó ¢πÑ qaºâ [¢ÑcZ
w©∫ì ¨Ñ¨Ñ qaºÇÇ â [¢ÑcZ
xx

? w©∫â ·πó Z´† qaºâ [¢ÑcZ

w fi£∫ãc¢Çª† ␣ã /aºÆøñ kt´Çã wcºä fi£∫ãc¢Çª† ¢Ñ dtcºó ›Æá
xxi

¢Çò fidžºÇÇî t ¢ÇÇò fió¢ÇÇâ ca qa´ÇÇñ - ) fi£∫ÇÇã fiä [t´ë ·∫ÇÇ ≥õ * p¢ÇÇ ä ´Çâ˜
/©∫ó¨Çøñ —Ö˜ t ©∫∫∑øñ fi§äa fi§äa Zc c¢Çâ w¢Çò fiNÇ §ÇÑ -©óºÆøñ ÷πá
xxii

:©∫õº…øñ t ©ó´∆øñ —Ö˜ wtc dZ ¢ªó˜ -aºÆøñ ct fi∏≥ã —Ö˜ ·§ìt

ºÇÇÖ dZ ›ñ wacd
›ñ dZ ºÖ ·â´ä
©ót´øñ aºâ w¢ò fió¢â fiÑ qa´ÇÇñ - —Ö˜ wtc dZI r©õ´ü dZ ©Ç≥Ñ
€Çñ¢ã wcºÇÇä fi£∫ãc¢ª† €ÇÇøᘠ/ ©ócº®øñ wcºÇÇä fi£∫ãc¢Çª† €Çøᘠt
/©ã¢£øñ n©∫í t qZa¢ÇÑ - fi§≠ü - ⁄Æâ´ø¶óZ - \ºÖ - ¢ñ´â - —πÆî
xxiii

¢ÇÑ ¢ÇǪøóZ´õZ -dtc ›ÇÇõZ ca / ÀÇÇäZ c¢ÇÇªÑ €ÇØí pNtZ dtc dtcºÇó xxiv

xxv
p¢Çä €õºßÖ ´≤§ÇÇ∫ñ t ©∫∫øÇÇÆó ·ñ ©øê w s´µÇä cta -ºÇó w¢ÇªÇ䢣ï
284 Main Text
_______________________________________________________________________________________

⁄õ - sa´î Áóc l´ñ ‹®Ö - ›øÇÇä Àµò dtcºÇÇó s´µÇÇä ca /©óa´…Çøñ

€° ©ÇÇ∫† - fi∫øú˜ ⁄õ - s©ã fi§ÇãZ™ÇÇ° r˜ca ·¶Çóc¢ÇÇó fiÇÇî [˜ w fiÇÇä¢Çî
·∫õ´øã t [È° t s©ód ¨ñ´ì ·ò¢ñ ⁄õ - ›ãtc ÷πã ©∫† - –°´ó
/aºÆøñ s©õa
¨ø† Àµò €ñ¢Çã t aºÆøñ sacZ™° s´µÇä ‘ÇÇät ca ›øä Àµò xxvi

ͺπ≥ñ /aa´…øñ kt´ã # ›øä # m´à ¢Ñ ¢Çªó˜ q¢Çó pNtZ m´à fiÇî ÀäZ
t ´øä - fiî´ä - ©Ç¶∫ä - n¢ÇπÇ ä - º∫Çπä - ␣øÇÇä dZ ›øä Àµò wZ´ÇÇ Ñ
ca t # s¨£Çä # ͺπ≥ñ ›øä Àµò c¢Ç∫î ca /aa´…øñ sa¢µÇǧäZ €£∫ÇÇ ä
Àìt ›øø≥Ö wZ´ÇÇÑ - ‹õ©ì ca /©ócZ™…øñ Zc ©ø¶ñ r˜´ì - fi∫øú˜ c¢∫î
xxvii

q¢…∫ò t ©óaZ©øñ cZ´ì wZ fi∫øú˜ wtc ca Zc ·ë´ñ ‹®Ö - p¢ä €õºßÖ

Àìt ¢ÇÑ r¢ñ¨Çπò Zc fi∫Çøú˜ ŒÇ±ä wtc ca l´Çñ ‹Ç®Ö ›õZ r©Çã ¢¶Ñ¢Çá
/©óact¯øñ [¢≠ßÑ p¢ÇÇ ä €õºßÖ
wtc ¢ÇÇõ Àäa r¢Ç∫î wa¢Çã ¢ò´§∑†ºÇÇî - p¢ÇÇ Çä €õºÇßÖ dZ –ü
xxviii

fiπÇò fiÑ saZºÇÇó¢â c©ü /©∫õº…øñ ⁄õ´£Ö ¢ªó˜ fiÑ t ©∫亣Çøñ Zc ¢ò´§°c¨Ñ
¢ò´§∑†ºî /©∫∑øñ kt´ã Zc ºÇó p¢ä ©õad¢ÇÇÑ t ©õa t ©ò©øñ w©øê
xxix

- w¢Ç† t ©∫∫∑øñ ·äºÑtc -©∫õº…øñ ⁄õ´Ç£Ö -©ót´øñ ¢ò´§°c¨Ñ w fió¢®Ñ

´…õa w fió¢®Ñ wZ fió¢â dZ ‹Çò ¢Ñ ¨øó ¢ò fiN«Ñ /©ócº®øñ ·∫õ´øã t sºøñ
/©ó´ø…øñ w©øê t ©∫õº…øñ ⁄õ´£Ö -©ót´øñ
ca /©∫∑øñ Z©øü fiñZaZ ›õact´í ‹òa¨øä ¢Ö ©øê ©õa d¢Ñ t ©õa
Zc dtc t ©óºÆøñ ^c¢â \¢òa t ¢ò´ªã dZ qa´ñ fiπò - ‹Çòa¨øä dtc
[t´ë q¢…∫ò /©∫óZc™…øñ ¢ªòºî w fi∫ñZa ca ¢õ t ¢òatc c¢∫î -¢ªë¢Ñ ca
:©∫õº…øñ t ©∫ó¨øñ s´° s¨£ä -aºâ À®Ñ r©ã d¢Ñ wZ´Ñ -¢ò´§âa
xxx
Bashiri 285
_________________________________________________________________________________________

´òºã w fió¢â -´…õa p¢ä -c©Ñ sa¨øä

aºÇÇâ ¢Ñ fió¢â dZ fiî Zc wZ s¨Ç£ä - sa ¢õ ´ÇÇ ªÆÑ ÀÆ°d¢Ñ dZ €£ì
/©ódZ©óZ ·ñ rZtc [˜ca ©óZ sact˜
¢ò fiÇÇN «Ñ /aºÆøñ d¢ÇÇ Ñ ¢Çò fiäc©ÇÇñ ›õact´Çí ‹ÇÇ òac¢ÇÇ ª† dtc Œ£ÇÇå
/c¢îI ´≠Ñ ¢ò´§°c¨Ñ t ©óa´…øñ´Ñ fiäc©πÑ

:©øò©Ñ €ñ¢î [Zºá ´õd w¢ªïZº√≠Ñ ˆµ±ï

? ÀäZ p¢ä dZ ÚØí fi† ca t s¢ñ fi† ca dtcºó ©øê ( 1
?©∫∑øñ c¢∑† t ÀäZ ·î dt´øí ·á¢à ( 2
?©∫∫∑øñ c¢∑† wcºä fi£∫ãc¢ª†I ␣ã wZ´ÇÇÑ ¢ªøóZ´õZ ( 3
?aºÆøñ s©õa ·ú¢ò¨ø† fi† ©øê w s´µä wtc ca ( 4
?©∫∫∑øñ c¢∑† ¢ò´§∑†ºî p¢ä €õºßÖ dZ ©≥Ñ ( 5
?©∫∫∑øñ c¢∑† ¢ò´§°c¨Ñ
?©∫óZc™…øñ fióº…† Zc ›õact´í ‹òa¨øä dtc ¢ªøóZ´õZ ( 6
?©∫õº…øñ fi† s¨£äI rad s´° Àìt ca ¢ò´§âa ( 7
?aºÆøñ d¢Ñ wdtc fi† ¢ò fiäc©ñ ( 8
?©óa´∑øñ ›Nø≥ñ Zc p¢ä €õºßÖ q¢…∫ò fióº…† ‹õ©ì ca ¢ªøóZ´õZ ( 9
?aa´…øñ ·ú¢ò¨ø† fi† €ñ¢ã # ›øä Àµò # ( 10

i
¢Ñ¢Ñ Úê Ali Baba is the hero of a story in the Arabian Nights Entertainment, a tenth-century
collection of Persian and Indian folk tales.
ii
"ºã d¢Ñ ‹∫îøñ ´ñZ "I order that you be opened!"
iii
"ºã fi§≠Ñ ‹∫îøñ ´ñZ "I order that you be shut!"
iv
´…ñ is a surprise marker, in this case it shows Qasem's surprise at Ali Baba's access to so much
gold that there is need for a measuring bowl to measure it.
v
Consecutive actions (such as 1-4 below) may be combined in one of three ways--by using t , by
using commas or by using all the verbs except the last in their past participial form:

/ acºâ Zc —õZ™ë )tZ* ( 1

286 Main Text
_______________________________________________________________________________________

/ ©øãºü Zc —õ¢ªä¢£ï )tZ* ( 2

/ a´î ·≤í¢àZ©â ¢ñ ¢Ñ )tZ* ( 3
/ Àíc )tZ* ( 4
/ Àíc t a´î ·≤í¢àZ©â ¢ñ ¢Ñ t ©øãºü Zc —õ¢ªä¢£ï t acºâ Zc —õZ™ë )tZ*
/ Àíc t a´î ·≤í¢àZ©â ¢ñ ¢Ñ - ©øãºü Zc —õ¢ªä¢£ï - acºâ Zc —õZ™ë )tZ*
/ Àíc sa´î ·≤í¢àZ©â ¢ñ ¢Ñ - s©øãºü Zc —õ¢ªä¢£ï - sacºâ Zc —õZ™ë )tZ*
The tense of the sentence is determined by the final verb in the chain.
vi
fió´°t same as fió ´°Z t "otherwise, if not"
vii
^¢ø§àZI acºñ "necessary, needed"
viii
fi¶ø§óca "as a result, consequently"
ix
›ñI ´≤∫Ñ "in my opinion"; s¢…ó¢ªó "hiding place"
x
"to be late" is ra´Çî´õa
xi
"still" is d¢Ñ or ‹ò d¢Ñ .
xii
"cart" is wc¢° or fiÑZN´ê .
xiii
›õZ´Ñ stÈê "furthermore, in addition"
xiv
r©õa´Ç° fiNầñ "to realize, to find out"
xv
fi∑∫õZ r¢π…Ñ "thinking that, assuming that"
xvi
? ÀäZ sZ´Ñtc k¢çtZ "Is everything ready ?, Is all well?"
xvii
À≠øó ... ¨ÇÇ Çá ·≠î "is none other than"
xviii
fiNøªÖ "preparation, arrangement"
xix
dt´øí ·á¢à "man with darkened face and red clothes who appears in the streets before the
Now Ruz and who sings and dances for money."
xx
w©∫ì ¨Ñ¨Ñ "sweet, loveable goat (lit., sugar-goat)"
xxi
wcºä fi£∫ãc¢ª† ␣ã "last Tuesday or the eve of the last Wednesday of the Persian year"
xxii
The alternate word fiÖºÇÑ is also used in this same sense of "bush" and "shrub". This alternate
form, however, also means "crucible".
xxiii
raºÑ €Çñ¢ã "to include"
xxiv
dtcºó ©øê "New Year holiday "
Bashiri 287
_________________________________________________________________________________________

xxv
p¢Çä €õºßÖ "change of the year"
xxvi
›øä Àµò "seven S's in the Now Ruz display"
xxvii
©ø¶ñ "glorious"
xxviii
The suffix r¢Ç∫î indicates disposition. The actual action is expressed by the substantive.
Example:
r¢Ç∫î s©∫â laughing, same as rZ©∫â
r¢Ç∫î fiõ´° in tears, tearfully, same as r¢Çõ´°
xxix
©õad¢Ñ t ©õa "visit, exchange of visits, paying and repaying visits"
xxx
À®Ñ r©ã d¢Ñ "to become fortunate, to bring luck into their lives"
 Homework
1. Translate the following passage about the Dehghan family into Persian:

The Dehghans
Manuchehr Dehghan was born into a middle class family of Ahwaz about forty years ago. He
is a native of Ahwaz. He completed his education there. After he finished high school,
Manuchehr entered Ahwaz University in the field of economics. Two years after he entered the
university, he participated in a small riot; consequently, he was sent to prison for four months. In
prison, he spent most of his time studying his textbooks. As a result, he passed his final
examination in prison. When he left prison, he could not work in government offices; therefore,
he was employed in a bank. He worked there for some time.
Mrs. Dehghan is from Shahsavar. She and Mr. Dehghan became acquainted in Abadan. At
that time, Fatemeh had just divorced her first husband. Several months later Fatemeh and Mr.
Dehghan got married. Mr. Dehghan then transferred himself to Shahsavar.
The Dehghans do not have any children. Lack of children was the reason for the divorce of
Mrs. Dehghan and her first husband. This fact does not bother Mr. Dehghan, but it worries
Fatemeh. After the Islamic revolution in Iran and the emigration of the Shahsavans to England,
Mr. Dehghan became the director of the Shahsavar bank. Every Friday, Mr. Dehghan and his
wife go to the mosque and participate in the community prayer. Their lives have not changed
much in relation to the past, but their knowledge about Islam and about the fundamentals of that
religion has increased.

2. Translate the following biography for Kurosh Kargar into English:

´°c¢î fcºî
ca fcºÇÇî / acZa p¢ÇÇÇä ·ä Ë¢ÇÇà - ›õt´ü c©ü -´°c¢ÇÇî fcºÇÇÇî
c©ü /©ã Åc¨Ñ ¢¶ó˜ ca t ©ñ˜ ¢øó©Ñ - r¢äZ´â w¢ò´ªã dZ ·∑õ -©ªÆñ
i

p¢ä ta Εñ / a´∑øñ hºê Z´ãc¢î ·ü ca ·ü t ÀãZ©ó ·ñº∏≥ñI c¢î tZ ii

¢N∫Ñ ›≠à fiÑ p¢ä fiä t Àí´° a¢õ wc¢N¶ó t a´î c¢î c¢N¶ó r¢â ©πßñ ¢Ñ
/ aºÑ c¢∑øÑ ‹ò p¢ä ©∫† / a´î ⁄πî
wt /©ã r¢§ä´øÑaI acZt t a´î q¢πÖ Z´ó¢§≠Ña fcºî \©ñ ›õZ ca
fiäc©ñ q©®§≠ñ fiÑ ¢ªäÈî ra´î ¨øπÖ ca ¢ª£ã t ©óZº®øñ eca ¢òdtc
 c©ÇÇü a´ø…Ñ Zc —π∏∆õa fcºÇÇî fi∑ÇÇ∫õZ dZ —øü p¢≠Ç∑õ /a´∑ÇÇÇøñ ⁄ÇÇπî
/ at´Ñ w´§ªÑ c¢î p¢£ó©Ñ ©ã cº£¶ñ fcºî t a´ñ fcºÇÇî
—∏øñ¢í r¢§äta dZ ·∑õ ´§âa ›øπä¢õ ¢Ñ fcºî —øü p¢ÇÇä ©∫†
⁄πî ¢Ñ / r¢Ñ´ÇǪñ ‹ò t ©∫§≠ò cZ©ïºü ‹ò ›øπä¢õ saZºó¢â /a´î ^ZtadZ
/a´î q¢πÖ Z´ó¢§ä´øÑa t Àí´° Zc —äca p¢£óa sc¢Ñta fcºî ¢ªó˜
iii

⁄ó¢Ñ rZ©∫ñc¢î dZ ·∑õ - r¢ÇÇ∂òa w¢ÇÇì˜ ¢Ñ fcºÇÇî —øü p¢ÇÇä ta

/ ©õa´° qZ©®§äZ cZº≠ÇǪã ⁄Çó¢ÇÑ ca tZ ⁄πÇÇî ¢ÇÑ t ©ã ¢∫㘠- cZº≠ªã
r¢ß§ñZ ca fcºî À£ì¢ê /a´î c¢î cZº≠ªã ⁄ó¢Ñ ca p¢ä ⁄õ fcºÇÇî
/©õa´° s¢…ÆóZaI acZt t a´î Àî´ã rZ´ªÖ s¢…ÆóZa watct
t ©Çã kt´Çã rZ´ÇõZ ·ñÈäZ [ÈÇÇ∂óZ -¢ÇǪäÈî kt´ÇÇÇã dZ ©ÇÇÇ≥Ñ ·πî
ca t sa´î ´≤∫í´å €øØßÖ fiñZaZ dZ fcºî Ë¢à /©õa´° €ø±≥Ö s¢…ÆóZa
/aa´…øñ c¢î p¢£óa rZ´ªÖ

3. Write similar biographies for the other characters--Parvin, Yasamin, Zaynab Khanom--
on the basis of the information provided in the lessons throughout in this 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:

␣ò™ñ
´£πÇ¥øü w fi∏øäºÇÑ fiÇÇî ÀäZ qÈÇäZ ›õa rZ´õZ qa´Çñ ·πäc ›Çõa
␣Çó¢Çá dZ qa´Çñ ·ú¢πÇ∫òZc wZ´ÇÑ ) ÇÇå* FZ©£ê ›ÇÑ ©ÇNπßñ \´∞à q´ÇÇîZ
xxi

›Çõa / ÀäZ r˜´Çì ›øπ∏ÇÇ≠ñ ·ó¢πä˜ [¢§î / ÀäZ s©ã pd¢ó ©ÇótZ©â
t´øü fi§ãc ta ´Çò / ·N∫ÇÇä t fi≥øã : ©Ç㢣Çøñ fiǧãc ta wZcZa qÈÇÇÇäZ
\´∞à t´øü fi≥øã r¢ó¢π∏≠ñ -´£π¥øü t r˜´ì dZ ©≥Ñ /©∫㢣øñ r˜´ì
ÀN∫ä t´øü ·N∫ä r¢ó¢π∏≠ñ Òt ©∫§≠ò \´∞à r˜ rZ©ód´í t )k* Úê
/©∫㢣øñ s©ã fiåÈâ fió¢°c¢ª† ␣Ö¢∑ñ ca fiî ·•õa¢àZ t
€£ì Œ£å d¢πó /©óZº®øñ d¢πó c¢Ñ Õ∫ü dtc fió¢ÇÇ£ã ca r¢π∏≠ñ ´ÇÇò
dZ €Ç£ì ´Çªè dZ ©Ç≥Ñ d¢Çπó -c¢Çªó Àìt ´ªÇè d¢Çπó - [¢§í˜ r©Çñ˜´ÇÑ dZ
w fiπøó dZ €£ì Y¢Æê d¢πó s´â袄 t [t´ë dZ ©≥Ñ [´¥ñ d¢πó - [t´ë
xxii

w¢òd¢πó t ‹Çò¢Ñ ´ÇǪè dZ ©Ç≥Ñ t ´ªè w¢òd¢ÇÇπó ͺπ≥ñ rZ´õZ ca / ␣ã

/aºÆøñ s©óZºâ ‹ò ¢Ñ Y¢Æê t [´¥ñ
fiÇÇÇî ·ó¢ÇÇ≠î /a´Çø…Ñ sdtc s¢Çñ ⁄Çõ p¢ÇÇä ca ©Çõ¢Ñ r¢Çπ∏ÇÇ≠ñ ´Çò
w´Gßä G t ©ÇóºÆøñ cZ©ÇøÑ [ZºÇâ dZ ´Gßä G -©ó´øÇ…Ñ sdtc ©ÇÇ∫òZºÇÇ®ÇÇøñ
w¨ø† ´…õa dt´ó˜ [t´Çë ¢Ö [¢§í˜ r©Çñ˜´Ñ dZ ©≥Ñ s¢…ó˜ /©ócº®øñ
/©ócº®øπó
¢ÇÇò ÀÇNÇø∏ìZ rÇõZ /acZa aºÇÇát ¨ÇÇøó ·ÇÇ£ò™Çñ w¢ÇǪ§NÇø∏ìZ rZ´ÇõZ ca
/ ·ú¢ªÑ t waºªõ - ·ßø≠ñ - ·§ãacd dZ ©∫Öc¢£ê
 :©øò©Ñ [Zºá ´õd w¢ªïZº√≠Ñ ˆµ±ï
? s©ã sact˜ ·≠î fi† w fi∏øäºÑ qÈäZ ›õa ( 1
? ÀäZ fi§ãc ©∫† wZcZa qÈäZ ›õa ( 2
? ©óZº®øñ d¢πó c¢Ñ ©∫† dtc fió¢£ã ca r¢π∏≠ñ ´ò ( 3
? ©óZºâ ‹ò ¢Ñ rZº§øñ Zc ¢òd¢πó qZ©î ( 4
? a´ø…øñ sdtc s¢ñ ©∫† p¢ä ca r¢π∏≠ñ ´ò ( 5
? ©∫∫î c¢∑† ©õ¢Ñ ©ó´ø…Ñ sdtc ©∫òZº®øñ fi∑øó¢≠î ( 6
/ ©õ´£Ñ q¢ó Zc rZ´õZ ·£ò™ñ w¢ª§Nø∏ìZ ( 7

i
r¢äZ´â "province in the northeast of Iran"
ii
·ñº∏≥ñI c¢î "a steady job"
iii
›§í´° ... I p¢£óa "to pick up, to resume"
iv
·ó¢§≠òºî ÀäZ ·∫Ωñd´ä is the same as ÀäZ ·ó¢§≠òºîI ›Ωñd´ä ⁄ô "is a mountainous
region".
v
The construction ... ÇÇÑ ... fi†´ò means "the more... the more," or "farther/further".
vi
Note the use of ¢Ñ with ›§ãZa ·ú¢∫㘠"to be acquainted with".
vii
·ê¢π§áZI ´≤ó dZ "from a sociological point of view"
viii
¢Ö is used here in the sense of "than".
ix
We have seen fi† /// fi† before. It is an alternate construction for ‹ò ... ‹ò "both ... and".
x
kcZ¨ñ is the plural of fiêc¨ñ "fields".
xi
·πõ©ì wd´éÑ is the same as ·πõ©ì d´é ⁄øÑ "following an ancient method".
xii
Here fiî is used in the sense of "where".
xiii
Œø≠ñ aÈøñ "birth of Christ"
xiv
¨¶Ñ "other than, except"
xv
s©ó¢πó ·ì¢Ñ /// w¨ø† "nothing has remained". Note that ¨ø† in the context of a negative verb
is translated as "nothing".
xvi
act¯øñ aºáºÑ ·ó¢Æâca r¢∫† €Øí "creates such a brilliant chapter, inaugurates such a shining
era"
xvii
Àä¢ªó˜ ›õ´§°c¨Ñ fiî "who is the most eminent among them"
xviii
act˜ [¢≠ßÑ /// rZº§øñ "one can mention, we can name"
xix
a´Ñ q¢ó /// rZº§øñ same as (18) above.
xx
ÚøØßÖ fi§ãc "branch of study, field of specialization"
xxi
This sign is usually placed over the name of the Prophet Muhammad. It is the abbreviation for
the Arabic phrase:
‹N∏G ä
G tG fiGΩ∏Gê FZN
G å
G May God's Peace and blessings be upon him!

For the Imams (saints) of the Shi'ites, the following phrase, with an ) k* as abbreviation, is
used:
qÈN≠
G ïZ fiGΩ∏Gê Upon him be peace!

xxii
[´¥ñ d¢πó "evening prayer", Y¢Æê d¢πó "late night prayer"