COMPLETE

PERSIAN
:
|

13 (MODERN PERSIAN/FARSI)
Speak, read and write with confidence
(page vii) Learn an the Farsi alphabet (page
xxix) Learn the 0۰ tones and sounds of
Farsi (page ۱ SB xxxvi) Meet and
greet (page 1) ۱۳ | Counting (page 12)
Talk about your fa? CO, family (page 42)
Describe people (page 45) Make
comparisons (page 62) Ask questions
(page 71) Talk about the future (page
180) Arabic influence on Farsi (page
193) Find essential. vocabulary fast
(page 243) Test yourself and learn
online (www.teachyourself.com) ۳ 3 ۷

FROM BEGINNER TO
INTERMED. IATE
Complete Modern
3 Teach
Yourself
®

Persian (Farsi)
Narguess Farzad
For UK order enquiries: please contact
Bookpoint Ltd, 130 Milton Park, Abingdon, Oxon OX14 4SB.
Telephone: +44 (0) 1235 827720. Fax: +44 (0) 1235 400454.
Lines are open 09.00-17,00, Monday to Saturday, with a 24-hour
message answering service. Details about our titles and how to

For USA order enquiries: please contact

McGraw-Hill Customer Services, PO Box 545, Blacklick, OH 43004-0545, USA.
Telephone: 1-800-722-4726. Fax: 1-614-755-5645.
For Canada order enquiries: please contact
McGraw-Hill Ryerson Ltd, 300 Water St, Whitby, Ontario LiN 9B6, Canada.
Telephone: 905 430 5000. Fax: 905 430 5020.
Long renowned as the authoritative source for self-guided learning - with
more than 50 million copies sold worldwide - the Teach Yourself series
includes over 500 titles in the fields of languages, crafts, hobbies, business,
computing and education.
British Library Cataloguing in Publication Data:
a catalogue record for this title is available from the British Library.
Library of Congress Catalog Card Number: on file.
First published in UK 2004 as Teach Yourself Modern Persian by
Hodder Education, part of Hachette UK, 338 Euston Road, London NW1 3BH.
First published in US 2004 by The McGraw-Hill Companies, Inc.
This edition published 2010.
The Teach Yourself name is a registered trade mark of Hachette UK.
Copyright © Narguess Farzad 2004, 2010
In UK: All rights reserved. Apart from any permitted use under UK copyright law,
no part of this publication may be reproduced or transmitted in any form or by any
means, electronic or mechanical, including photocopy, recording, or any information,
storage and retrieval system, without permission in writing from the publisher
or under licence from the Copyright Licensing Agency Limited. Further details of
such licences (for reprographic reproduction) may be obtained from the Copyright
Licensing Agency Limited, of Saffron House, 6-10 Kirby Street, London EC1N 8TS.
In US: All rights reserved. Except as permitted under the United States Copyright Act
of 1976, no part of this publication may be reproduced or distributed in any form or
by any means, or stored in a database or retrieval system, without the prior written
permission of the publisher.
Typeset by MPS Limited, A Macmillan Company.
Printed in Great Britain for Hodder Education, an Hachette UK Company,
338 Euston Road, London NW1 3BH.
The publisher has used its best endeavours to ensure that the URLs for external
websites referred to in this book are correct and active at the time of going to press.
However, the publisher and the author have no responsibility for the websites and
can make no guarantee that a site will remain live or that the content will remain
relevant, decent or appropriate.
Hachette UR’s policy is to use papers that are natural, renewable and recyclable
products and made from wood grown in sustainable forests. The logging and
manufacturing processes are expected to conform to the environmental regulations
of the country of origin.
Impression number 10987654321
Year 2014 2013 2012 2011 2010
‫وه‬ ‫و‬ SOSH‫‏‬ ‫و و‬ HSE EEE‫وه ‏‬ ‫و‬ ‫و‬ ‫ و و و و و و‬SETEOESEOESESSOT ESOS EE ES HOES EEEESESOE®‫‏‬ ‫وه ووووو‬ ‫و و و‬ ‫وووووووووو‬

Contents

Meet the author vii

Only got a minute? Vili
Only got five minutes?
Introduction xiii
Writing and pronunciation xxvi

1 Greetings and meeting people

Greeting people, Saying goodbye and
good night, Saying ‘thank you’, 6۵
welcome’ and ‘please’, Saying days of
the week, months and seasons
2 Numbers
Using and writing cardinal and
ordinal numbers and qualifying
nouns, Forming plurals, Using ‘this’,
‘that’, ‘these’ and ‘those’
3 Grammar reference unit 27
4 Where are you from? What do you do? 31
Saying where you are from, Asking
how someone is, Giving basic
personal information, Saying your
nationality and occupation
5 Family, friends and other people 42
Giving more personal information
using pronouns, Describing
characteristics using adjectives,
Describing family relationships and
associations
6 Is Iran’s highest mountain higher than Mt Everest? 62
Forming and using the comparative,
Comparing two things, Forming and
using the superlative

Contents ili
 Where is it? What? Whose is it? Why? 71
Asking questions about time, place and
actions, Talking about possession (‘mine’,
‘your’, etc.), Using question words,
different functions of question words
Likes and dislikes 81
Using the verb ‘to have’ (past and
present, Saying some more about
yourself, Talking about your likes and
dislikes, The indefinite ‘a’ and ‘one’
Grammar reference unit 95
10 What are you learning? 98
Using simple verbs, Forming the
simple past tense, Using different
verbs for situations in the past
11 How did you get here so quickly? 109
Describing how and where things
happened or were done
12 Have you seen Mina’s new house? 114
Recognizing and forming other past
tense verbs, Using ‘but’, Using ‘other’
with negative verbs
13 An invitation to supper 126
Recognizing and applying more verbs,
Forming and using compound verbs
14 He saw me in the library; the man was seen 134
Identifying the direct object of verbs,
Recognizing and forming transitive
and intransitive verbs
15 Going for a quick snack 146
Forming the present tense, Talking
about what is happening now
16 Grammar reference unit 155
17 In a huff, through the door 158
Using prepositions (‘at, ‘to’, ‘from’,
‘by’, etc.), Putting prepositions into
idiomatic use

iv
18 Suggesting a visit to a friend 172
Asking for things, Asking someone
to do something for you, Expressing
wishes, hopes and plans
19 Planning a summer trip 179
Using the proper future tense,
Talking about holidays and holiday
destinations
20 How are you feeling? 184
Using idiomatic impersonal verbs,
Expressing more likes and dislikes,
Describing the various stages of
going to sleep, Saying you are tired,
Saying you are having a good time
21 Grammar reference unit 192

The story of Iran 195

Taking it further 205
Appendix: complex grammar 206
Key to the exercises 226
Persian-English glossary 242
English—Persian glossary 268
Credits 291

Contents
‫‪aur‬‬ ‫‪۱۳‬‬ ‫‪«#9‬‬
‫ندتوا ‪۳۳ 6‬‬

‫هه‬ ‫‏‪atoe 3“i oe‬‬

‫با عوزن‬
‫وی ‪eer‬‏ ‪ ea‬تم‬
SHPO O SOTHO SHOE TS EOSOSOS OHS O SOTO ESOS OSES ES EO SOS OOESESESEOSES ET SSEHEE SES OS OE SS ESE EESOSESESHEESEEES

Meet the author

When I left Iran, ostensibly like many of my fellow countrymen

intent on pursuing a science-based university education such as
engineering, that would equip me for employment in most corners
of the world, as well as with rosewater, pistachios and saffron, my
suitcase was laden with books of Persian prose and poetry, modern
and classical, intriguing, romantic and spiritual.
And they offered me respite whenever 1 needed to get away from
differential equations and inorganic chemistry! Love of Persian
poetry in particular eventually led me to take an academic interest in
the subject and to explore and re-evaluate the beauty of the Persian
language itself, its historic development and its resilience in the face
of more than a millennium of onslaught by so many invaders who
were all ultimately absorbed into the Persianate world.
I have been teaching Persian language and literature at SOAS and
other institutions for nearly twenty years and the thrill of watching
my students progress from those hesitant early steps to confident
users of the language never loses its magic. Observing their learning
process and challenges helped me create what I consider to be a
very user-friendly and comprehensive guide to learning Persian.
And perhaps that early mathematical training came into its own in
structuring this book.

Meet the author vii

 those who learn it properly as a second language.

Persian is an Indo-European language and therefore speakers

of European languages will find it a lot easier to learn than say

a Semitic language such as Arabic or a Sinitic language such

as Chinese. As a speaker of a European language you already

know several Persian words that share a common ancestry

with languages such as English or German, and | do not mean

European words such as‘taksi’ (taxi), ‘teractor’ (tractor), ‘sinema’

or‘restoran’ (restaurant) but rather words such ۵۲

(brother), ‘abrou’ (eyebrow), ‘dokhtar’ (daughter), ‘setare’ (star) or

phrases such as ‘nam-e man (literally meaning ‘name of mine; or

‘my name’). Many English words such as ‘band; ‘beggar; ‘builder’

‘check-mate; ‘pyjamas, ‘chinaware; ‘tulip; ‘taffeta; ‘orange; ‘lemon,

‘spinach; ‘aubergine’
and ‘cash’ have their origins in Persian.

Persian is the official language of Iran, the sixteenth-largest

country, in the world; as Tajiki, written in the Russian, Cyrillic

۳۱ ‫سپ‬ ‫و‬
: alphabet, it is the official language ofTajikistan and as Dari it

is one of the two official languages of Afghanistan.

As Muslim armies began to conquer their neighbouring

lands in the 7th century, the local languages of conquered

۱۲۵0, Syria and Egypt, for example, were gradually wiped out

and superseded by Arabic. lran was the only country in that

region whose language, Persian, was not replaced by Arabic.

Although Persian started to be written in what became the

Perso-Arabic script, it retained its solid grammatical features

and indeed, after it became a Muslim empire in its own right, it

_took the Perso-Arabic script and numerous Persian loanwords

further east to many parts of the Indian subcontinent, the

Malay Archipelago, Brunei (Jawi script) and to the borders of

China (Uyghur). Until the 18th century, Persian was the official

court and administrative language of India.

Learning the script may strike you as daunting but be assured

that it is more difficult for a speaker of Persian to learn English

than it would be for you to learn Persian.

Only got a minute?

 hole host of media, old and new. These days hardly
a day passes when some reference to Iran, positive or negative, is not
covered by global news outlets. However, for many, the image of Iran,
or Persia, is conjured through the study of ancient history and wars
with the Greeks, travel books, works of literature, films and, of course,
the spectacular examples of Islamic architecture.

In the 1588 play Tamburlaine Christopher Marlowe intrigued his

audiences with accounts of conquests of the great central Asian
emperor of the same name as he wrote: ‘is it not passing brave, to
be a king, and ride in triumph through Persepolis?’,, and in 2007,
the Academy Award nominated film, Persepolis, based on Marjane
Satrapi’s autobiographical graphic novel, once again brought the
name of the seat of the ancient Persian empire, to audiences across
the world.
Persepolis, this most spectacular of ancient desert cities and a
UNESCO World Heritage site, known as Takht-e Jamshid, throne
of Jamshid in Persian, is about 850 km south of the Iranian capital
Tehran and was founded at around 515 BCE by Cyrus the Great, the
founder of one of the greatest empires, both in size and influence,
that the world has ever known. The cuneiform tablets, rock-reliefs
and other archaeological finds in this city give us examples of Old
Persian, the first phase in the development of the modern language
of Iran (known to its local speakers as Farsi), large sections of Central
Asia (known as Tajiki) and Afghanistan (known as Dari).

Robert Byron, in his critically acclaimed book The Road to Oxiana

(1937), gives a magical and entertaining account of his ten-month
travels in Iran and Afghanistan in 1933 and 1934, including a journey
to Persepolis. This book has captured the imagination of, and inspired
many later travel-writers. He interlaces his observations on Persian
architecture, gardens, customs and officialdom with references to the
language too:
 The day’s journey had a wild exhilaration. Up and down the
mountains, over the endless flats, we bumped and swooped.
The sun flayed us. Great spirals of dust, dancing like demons
over the desert, stopped our dashing Chevrolet. Suddenly, from
far across a valley, came the flash of a turquoise jar, bobbing
along on a donkey. Its owner walked beside it, clad in a duller
blue. And seeing the two I understood why blue is the Persian
colour, and why the Persian word for it means water as well.

The Persian word for water is ‘ab’, formed from the first two letters
of the Persian alphabet,‘a’ and ‘b’, written in the Perso-Arabic script
(read from right to left) as 1. Wherever there is ‘ab’, or water, there
will be prosperity and the first steps in development of human
settlements. You find the Persian word ‘abad’, a euphemism for city,
in many central and south Asian city-names such as Ahmadabad,
Hyderabad, Ashgabat and Islamabad. Does the Persian word ‘abad’
not remind you of the English word ‘abode’? This is only one example
of the numerous words that, thanks to their common Indo-European
ancestry, Persian and English share.
The Persian words for several colours are formed by adding an -i
sound (pronounced as ea in easy) to an object or fruit that is that
colour. Therefore, as Robert Byron discovered, Persian for ‘blue’ is
‘abi’, that is ‘ab’ (water) + i. Similarly, the colour described in English
as ‘khaki’ comes from the Persian ‘khak’ (dust, earth) + i. Brown is:
‘qahve’i’ which is made up of ‘qahve’ (coffee, or, closer still, think
of café) and ‘i. Can you guess what colour ‘narenji’ is? Think of the
Italian pronunciation of a particular citrus fruit.

Numbers

Persian numbers originate from the Hindu-Arabic numeral Se

developed by Indian mathematicians and then adopte
mathematician Khawrazmi in 825 cE. After furthe
Arab mathematicians these numbers spread to the» western world in
the 11th and 12th centuries. You can see, for example, that if you rotate
the Persian number ۳ by 90° anti-clockwise, you will arrive at the
European, ‘Arabic’ number 3. The table below shows the Arabic and
Persian numbers:
 Western
Arabic
numbers

Persian
umbers

numbers

The Persian numeral 5 is ‘panj’ and is written as 6 looking like an

upside down heart. The Indian State ‘Punjab’ is really the Persian
‘panj-ab’ literally meaning ‘five waters’, that is the land of five rivers.
The shape of the numeral five is derived from the print of the palm
of one’s hand, where the five fingers point upwards and the middle
finger is the tip, while the lower part reflects the heart-shaped base
of the hand.

Persian numbers are written from left to right and on the whole,
and compared to some other combined number systems such as the
French for example, are remarkably easy to learn.

I hope that this brief overview of the Persian language and writing
system has whetted your appetite for the main course that follows in
this book. Enjoy the journey!

xii
SESS H LOH HH SOSH OS OOSOSE SOOO SOTOST ES OSO OSES OOOH OOO OOOO SOOO OOO STOO ES OOO OOOO EOSE LOSE OO OSESEEESEEEEEES

Introduction

Persian, known to native speakers as Farsi, is the official language of

modern-day Iran and is spoken in many parts of Afghanistan and the
central Asian republics of Tajikistan and Uzbekistan. Historically, it
has been a much more widely understood language in an area ranging
from the Middle East to India. Sizeable minority populations in other
Persian Gulf countries (Bahrain, Iraq, Oman, the People's Democratic
Republic of Yemen and the United Arab Emirates), as well as large
diaspora communities in Australia, Canada, Europe, Turkey, and the
USA, also speak Persian.
The Persian spoken in Afghanistan is known as Dari. The dialectal
variation between Farsi and Dari has been compared with that
between European French and Canadian French, or between UK
English and English spoken in Australia or South Africa.
The Persian language of Tajikistan is known as Tajiki, which is
written in Cyrillic. Tajiki had minimal contact with other Persian-
speaking countries during the Soviet era and contains a large number
of Russian and archaic Persian words.
Modern Persian, also known as New Persian, is the linguistic
continuation of Middle Persian, itself a successor to Old Persian,
the language of ancient Iran up to about 330 BCE. Old, Middle and
New Persian represent one and the same language at three stages
of its history and development. Persian has its geographical origin
in Pars (now known as Fars) in central Iran with its famous city of
Shiraz, homeland of some of Iran's most famous poets, enchanting
rose gardens and lush ‘paradise on earth’ orchards; this region is,
historically speaking, the true home of Persian, although dialectical
features of Persian vary as you travel throughout Iran.

Introduction 111
 About Iran

Iran is one of the few countries that has had a continuing influence
in shaping contemporary history and also played a prominent role in
the early history of civilization.

Iran’s history as a nation of people dates back to the second millennium

BCE. In succession to the empires of Assyria and Babylon, Iran became
the major power in the Middle East in the sixth century BCE, when the
Persian Empire of Cyrus, Xerxes and Darius stretched from the shores
of Greece to the edge of India. In the fourth century BCE Iran’s hegemony
was briefly interrupted by the short-lived dominion of Alexander the
Great and his successors, but under the Parthian and Sasanian rulers
Iran was again a dominant political power.

Iran’s ancient religion, Zoroastrianism, is considered one of the

earliest monolithic religions. It has probably influenced mankind
more than any other faith, for it had a profound impact on Judaism,
Christianity and Islam. Strong adherence to Zoroastrian beliefs and

Azerbaijan Azerbaijan

Turkmenistan
Tajikestan

wae
Azerbayjan
-6- Gharbi

Afghanistan
iraq

Chahatmahal
& Bakhtiari
Kohkiloyeh &
Boyrahmadi ee.

Saudi Arabia

Bahrein

XIV
rituals continues among its modern followers in Iran, India and
throughout the world.
Historically, the Silk Road, a trade route that made economic
exchanges between the West and the East possible and allowed
this delicate commodity to reach the markets in Rome, passed
through Iran which acted as a major junction between these
trading nations.

Iran is also an immensely fascinating modern state. One of the more

significant countries of the Middle East with a predominantly young
population of nearly 70 million and 16th in size among the countries
of the world, Iran is located at one of the most strategically important
parts of our planet, linking Central Asia and the Indo-Pakistani
subcontinent to Europe.
Iran’s role as a trading partner with the countries of the European
Community is rapidly increasing. One of the founding members of the
Organization of Petroleum Exporting Countries (OPEC), Iran is the
third largest oil-producing country with one of the largest natural gas
reserves and oil tanker fleets.
For veteran travellers in search of the new and the under-explored,
Iran is an exciting tourist destination, offering breathtaking contrasts
of nature as well as a wealth of ancient and medieval sites. Of the
world’s 12 places recognized and registered in the ‘Index of World
Human Heritage’ by UNESCO, three are located in Iran making it
seventh in the world in terms of possessing significant world heritage
sites.

Iran is the home of miniature paintings, calligraphy, exquisite carpets

and vibrant glazed tile works and its art remains a popular area of
research and study for artists and students alike.
In recent years the success of Iranian films at international festivals,
winning hundreds of prestigious awards, worldwide retrospectives
of Iranian directors and popular screenings in many major capitals,
has placed Iranian cinema firmly on the map, inviting comparison
with Italian neo-realism and similar movements in the past decades.

Introduction XV
 Linguistic development

It is estimated that the Iranian tribes came to settle on the plateau of

Iran at the beginning of the first millennium BCE. However, the most
ancient traces of Old Persian date back to about 600 BCE. Examples of
Old Persian are found in the form of inscriptions of Cyrus the Great
and Darius I at Bisitun and Persepolis in Iran, sites that feature as
highlights of archaeological tours of Iran.
By 400 BCE Old Persian was heading for extinction and a new system of
linguistic expression with relatively greater simplicity was established as
the lingua franca of the Persian Empire. Middle Persian became the official,
religious and literary language of Iran in the third to seventh centuries CE.
By the end of the tenth century CE, some 300 years after the Islamic
conquest, New Persian came to be written in the much clearer Arabic
alphabet that replaced the old, Aramaic ideograms. Before long, New
Persian became spread over a much larger area extending to Xinjiang
and to Central and South Asia.
Phonetically and grammatically, the degree of evolution from Old to
Middle Persian is considerable, the differences being comparable with
differences between Latin and French, for example. On the other hand,
New Persian remains in many respects quite close to Middle Persian.
For example, more than 60% of Persian vocabulary is identical to the
Middle Persian words. This means that most educated speakers of
Persian would have some idea of what their forebears of more than
a millennium ago might be saying, in the event of a chance meeting.
Another distinctive difference is that Old Persian was written from left
to right, but both Middle and New Persian are written from right to left.

Does learning Persian help with

learning other languages?

In a word, yes! Until recent centuries, Persian was culturally and

historically one of the most prominent languages of the Middle East
and the Indian subcontinent. Persian is the second language of Islam

Xvi
 and was instrumental in the spread of the faith during the reign of the
Moguls in the Indian subcontinent. For example, it was an important
language during the reign of the Moguls in India, where knowledge
SSS

of Persian was cultivated and held in very high esteem. To a lesser

extent it was instrumental in bringing the Arabic script, known
as Jawi, to Malaysia. Nowadays, Jawi’ is less commonly used and a
Romanized Malay writing script has gained more of an official status.
However, Jawi is written in the Perso-Arabic script. The use of Persian
in the courts of Mogul rulers ended in 1837 when it was banned by
officials of the East India Company, but not before the development of
a Persian-Indian vernacular. Persian poetry is still a significant part
of the literature of the Indo-Pakistani subcontinent.
Very close links between Persian and Urdu, and the presence of
numerous Persian words in Turkish, offer a high degree of mutual
intelligibility to speakers of these languages and the study of
Ottoman Turkish literature without a knowledge of Persian would
be meaningless. Malay also contains countless Persian words and
for scholars of Malay literature a classical Persian dictionary is often
among their most used reference books.
If you are interested in learning other modern Iranian languages, such
as Baluchi or Kurdish, knowledge of Persian and the Perso-Arabic script
helps. For example, all the languages in the following list are written in
this script or were written in it until very recently: Assyrian, Southern
Azeri spoken by 20 million people in Iran, Hausa (gradually superseded
by Romanized script), Kashmiri, Punjabi of Pakistan, Pashtu, Sindhi and
Uyghur until very recently, although there are now efforts underway to
use an adapted Latin alphabet for writing in this language.

How difficult is Persian to learn?

New Persian, that is the language of modern Iran, is written in the

Arabic script, but as a language it belongs to the Indo-European
family of languages, which includes Sanskrit, Greek, Latin and English.
This may in part explain why speakers of European languages find
learning Persian relatively easy to begin with. Moreover, some basic
vocabulary that is comparable to English, added to similarity of syntax,

Introduction xvii
 compensates for the initial strangeness of the alphabet. Words such
as barddar ‘brother’, pedar ‘father’, mddar ‘mother’, setdre ‘star’, tarik
‘dark’, lab, ‘lip’, abru ‘eyebrow’, dar ‘door’, and many more illustrate the
common Indo-European genealogy that English and Persian share.
Persian is not a very difficult language for English-speaking people to
learn, in contrast to many other major languages of the Middle East
or some European languages and is regarded as extremely sonorous
and beautiful to listen to.
New Persian contains quite a few foreign words, the majority of
which are Arabic, which reflects the extent of cultural and intellectual
exchanges between Iran and its neighbours and, of course, the impact
of Islam since the seventh century CE.
The mixed character of modern Persian vocabulary is a basic feature of
the language. A comparison can be made between Persian and English:
the Arabic element in Persian has a similar status to that of Latin and
Romance languages in relation to the original Anglo-Saxon of English.
In the first quarter of the 13th century Iran began to experience
the unimaginable havoc caused by the brutal invasion of the Mongols.
They ruled Iran for more than one hundred years without challenge
but over the next century they began to gradually lose their supremacy
to independent local rulers. During the years of Mongol rule a large
number of Mongolian and Turkic words made their way into Persian.
These are mostly words of a military or administrative nature.
From the 18th century, political and commercial contact with Europe
increased and many of the Iranian elite travelled to Europe, mostly to
Russia, France and Britain, encountering ideas, situations and objects
for which there were no Persian names. In the opposite direction,
many European visitors, mostly missionaries, merchants and military
advisors, arrived and settled in Iran. These exchanges meant that
Persian has also borrowed many loanwords from European languages
that are fully embedded in the everyday vernacular of Iranians.
Most of these words are originally French and are uttered with a French
pronunciation, ranging from the simple merci for ‘thank you’ to names of
European items of clothing such as robe de chambre for ‘dressing gown’,
cravate for ‘tie’, deux piéces ‘ladies’ two-piece’, imperméable ‘raincoat’ or
‘rainproof outerwear’, manteau ‘thin overcoat’ (the staple outerwear of
women in Iran today), sac ‘bag’ (pronounced sak), papillon ‘bow’ and

6۷111
_ Many others. Other European words invariably accompanied the arrival
_ of modern technologies or utilities in Iran, e.g. words such as telephone,
۱ television, radio, film, cinema, theatre, bus, pieces of machinery, decimal
_ units of weights and measures, names of particular European dishes and
_ some medical and modern scientific terminology. Again the majority of
_ these terms are pronounced the French way.
Persian is the official language of Iran and although there are large
areas of Iran where Persian is not the mother tongue, e.g. in Azerbaijan,
_ Kurdistan or Luristan, it is spoken or understood by most of the urban
population, and for at least half the population (70 million) of Iran,
Persian is the native tongue. In Afghanistan, Dari enjoys official status
along with Pashtu.

Study of Persian in Europe

Apart from the early familiarity of a handful of British scholars with the
names and works of some medieval Iranian scientists and philosophers,
the first steps towards the study of Persian in Europe were taken in the
early fourteenth century. Moreover, European travellers, merchants,
missionaries and, of course, the envoys and officers of European courts
increasingly encountered Persian in the huge geographic sphere where
it was spoken or existed as the lingua franca.
‘Systematic’ study of Persian in Europe, however, started in the
seventeenth century witha steady increase in the number of Europeans
interested in the orient and the literary treasures it offered.

In Britain alone this has resulted in the publication of numerous

books of grammar, dictionaries and readers over the past 300 years
written by diverse personalities ranging from envoys to adventurers,
missionaries and traders, as well as the established scholars and
orientalists. Some of these earlier books make for surprisingly good
reading and provide windows not only into the linguistic conventions
of the time and general approach to study of foreign languages but
offer fascinating descriptions of national characteristics of both the
Persians and the visitors. The sketches offered in books to assist
language acquisition, for example, tell a lot more about the circles in
which the European emissaries moved and their main preoccupations
than the usefulness of the manuals as a tool for learning Persian.

Introduction xix
The importance of immersion in the real language as spoken by its
native speakers, however, was recognized early on. The Reverend
William St Clair-Tisdall (1859-1928), for example, who served as the
Secretary of the Church of England’s Church Missionary Society in
Esfahan in Iran and who has likened Persian to ‘the Italian of the East’,
refers to his own difficulties in communicating with Persians. Having
studied and learnt to speak Persian in the Panjab in India he found,
in the course of attempted conversations with the Persians he met in
Bombay, that he was ‘almost if not quite unintelligible to them, since
many of the words, phrases and idioms he had learnt from the pages
of the poet Sa’di and other classical Persian authors had become
obsolete and had been superseded by others in the modern language
as spoken in Persia itself’. He writes in his introduction to Modern
Persian Conversation Grammar (1923): ‘It was as if a foreigner, having
discovered some corner of the world in which English was still spoken
by the learned, just as it occurs in the Elizabethan writers and with
the pronunciation of that distant day, had learnt the language from
them and then tried to converse with the English people 0۶
The Reverend St Clair-Tisdall concludes that the conversation of such
a novice ‘would seem at once stilted and vulgar, and it would amuse
everyone with whom he came in contact’. It is therefore essential for
learners of modern Persian to try and have as much contact with
native speakers or at least make use of the innumerable websites that
allow the learner near immersion in the culture, music and media of
Persian-speaking countries, as well as ever-increasing numbers of
sites that offer on-line teaching resources that complement grammar
books and readers.

Basic characteristics of Persian

‫هم کم سس مک احد جک‬ NS
NE NS Pl SE eteee‫‏‬

foesbi bs‫و‬‎ pic,Vion

Se hE Ets ‫ی‬‎ ‫و‬
= EN

Nastaligh calligraphy. Quotations oe Ane Ali ۱08-۸۵۱ Talib

Persian is written from right to left in the cursive, that is joined-up,

Perso-Arabic script. This script can be most ornamental and, in this
respect, Iranians more than others who use this script have made the
art of calligraphy and refined penmanship their own. Towards the end of
this introduction I say a little about some of the traditional instruments
that are used for Persian calligraphy. The so-called Perso-Arabic script
has innovations that accommodates sounds such as ch, as in ‘chair’ or p
as in ‘Paris’ that do not exist in Arabic but are part of Persian.
The Persian alphabet has 32 letters. All of these, with the exception of
the first letter, alef ]276 consonants. However, two of the letters of the
alphabet have a dual existence and can function as symbols for long
vowels too. These are the letters ‘v’ ‫و‬‎ and ‘y’ ‫ی‬‎ that can respectively
represent the long vowels ‘u’ and ‘i’.
It is important, however, to point out early on that seven letters of this
alphabet are best described. as one-way letters and when it comes
to writing down the words, they behave differently from the other
25 letters. I shall go over this point in much more detail later on as we
start learning the script.
There are no capital letters in the Perso-Arabic script.
For reasons of simplicity I shall suggest that there are six vowels in
Persian: three long and three short vowels.
Unlike English, the three short vowels are not written down. However,
to help you learn to read properly all short vowels will be marked in
the initial units of this book by using a system of diacritics or ‘pointing’
with small indicating signs. All long vowels are and must be written
in with the use of the ‘a’, which is the first letter of the alphabet or the
other consonants that represent ‘i’ and ‘u’.
Persian is remarkably simple in terms of formal grammar. There
is no gender, no noun inflection, no adjectival agreement and no
irregularity in verbal conjugation. However, rather like English in this
respect, what Persian lacks in inflection it more than makes up for
in syntactic and idiomatic complexity. If you know any Iranians, you
will know that they hardly ever use straightforward, simple prose
in English so you can imagine what it must be like when they speak
Persian! But do not despair: acquiring a sound, basic foundation in
the language will enable you gradually to expand and develop your
knowledge of Persian and appreciate the ornate vernacular, which is
adored and used to great effect by all Iranians.

Introduction xxi
 This brings us to the second major hurdle, which is the acquisition
of vocabulary, but that is true of any language where the students
start from the absolute beginning - remember as an Indo-European
speaker you have a head start with quite a lot of vocabulary.

Look at the following examples of commonly used Persian and English

words with Indo-European connections:

English Persian

better behtar
bezoar padzahr
body badan
candy qand
cow gav
dark tarik
dental dandan
door dar
drug daru (orig: darug)
graft gereftan
group gorouh
intern andarun
iron ahan
juvenile javan
physician pezeshk
star setdre

By taking a certain few rules into account you will see a closer similarity
still between the words above. The first rule is that, unlike English, no
Persian word begins with two consonants. Therefore, a Persian speaker
would find the English words such as ‘brown; ‘script’ or ‘stop’ quite odd.
The order of appearance of vowels and consonants in Persian are either
vowel-consonant-vowel, e.g. ‘above’, consonant-vowel-consonant, e.g.
‘got’ or vowel-consonant-consonant, e.g. ‘act’. So, to the Iranian ear the
word ‘must’ is OK but ‘star’ is not. However, if you separate the ‘s’ and
the ‘t’ of ‘star’ by the vowel ‘e’ you will get the equivalent Persian word
setare, which is how the word is pronounced.

The other observation is that over the course of the development

of Indo-European languages certain letters in one group have been

Xxil
changed by another. For example, ‘f’ and ‘v’, or ‘d’ and ‘t’ seem to
replace one another in words that evidently have a common root. For
example, the English ‘dark’ becomes even closer to the Persian tdrik
if we replace the ‘d’ with the ‘t’.

First steps

To begin with, this course will emphasize the written element of

Persian until the user comes to grips with the letters and reading
the script and feels able to follow the fundamental, elementary
aspects of grammar. However, this will not be done at the expense
of the spoken tongue, i.e. the colloquial language that reflects the
day-to-day exchanges of all levels of society in Iran. I have attempted
to familiarize the user of this book with educated contemporary,
standard Persian as written and spoken in Tehran and broadcast to
the world in radio, TV and used in many Iranian films.

Intonation

One of the hardest things about learning a new language is trying

to copy the voice pitch and the intonation of the native speakers. 1
think it would be fair to say that learning to speak like an Iranian is
nowhere near as difficult as learning to speak like an Italian, but one
or two hints may be helpful.
In most Persian words the stress is on the last syllable. In affirmative
sentences there is usually a rise in the pitch just before the verb, but
in negative sentences the pitch rises on the negative verb.

Question words in Persian, ‘how’, ‘who’, ‘where’, ‘why’ and others,

normally carry the stress which is opposite of what happens in
English. In fact, stress on the question words in English can sound
threatening and gives the impression of aggression. In Persian,
however, it is not unusual to put the stress on the interrogatives.

Script

Nastaliq, the style of writing most popular in Iran, is an art in which

laws of mathematics and nature are obeyed. It enables the artist to
create a beautiful piece of calligraphy by using several forms of the

Introduction XXili
 same letter or by employing various forms of the words and using
them in different compositions. With its mystifying beauty, nastaliq
has closely accompanied Persian poetry and has played an important
role in communicating the poetic concepts to the readers. Looking at
the works of calligraphers, both modern and traditional, reveals that
nastaliq has served both literature and mysticism. In fact, compared to
other poets, the poems of Hafiz and Rumi have most often been used
by artists. In Persian culture and art, poetry, traditional music and
calligraphy are intimately related and are complementary elements.
The most basic tools of a calligrapher are his reed pens known as
galam and his ink. The pens are traditionally carved from the reeds
taken from the reed beds of southern Iran, on the shores of the
Persian Gulf. Calligraphers then use their penknives or very sharp —
blades to cut the nib and to trim it until the desired shape of the pen
is achieved. The pens range in length from 20 cm to almost 30 cm and
are 1-112 cm thick.
Calligraphers develop a profound knowledge and almost an instinct
of how to spot the best cane suitable for a good pen, how to trim the
nib and, finally, to create the perfect writing instrument. A good pen
is treasured and rarely is it lent to another person as its use over the
years almost moulds it to the demands and expectations of its owner.
Inks can be in many colours including black, brown, yellow, red, blue,
white, silver and gold and, with the aid of new technology and changing
trends in writing styles, more vivid coloured inks are also being
developed. In the old days, many calligraphers refined the formulas
of making the best ink but their recipes, based on complex chemical
experiments, were usually carefully guarded secrets.
The arrival of paper in Iran from China in the mid-eighth century was
a turning point in the art of writing. Paper was made from cotton and
occasionally from silk..
Geometric principles play an essential role in Persian calligraphy,
which adheres very strictly to the rules of dimension and proportion.
The alef provides a unit of measure for all the other letters of the
alphabet.
The size of the dot is also of crucial importance. The dot is a diamond
or square impression made by pressing the nib of the pen on to paper.

XXIV
Depending on the calligrapher and the style of the script he is working
on, the height of the alef can vary from three to 12 dots. The width of
the alefis usually equivalent to one dot.
You will, of course, find that your initial attempts at handwriting will
look shaky and uncertain. Perhaps the letters you write down may
not always look the same or uniform, but don’t lose heart. It will take
a while before you achieve a good, legible style of writing. Even those
Iranians who pride themselves in having nice handwriting will baulk
at the prospect of writing with traditional writing tools, which is the
ultimate test of being able to write accurately and beautifully.
This is perhaps as good a place as any to return to the purpose of
writing this book, tempting as it is to go on about the artistic aspects
of the written language. This is perhaps an appropriate moment also
to remind the readers that this book does not promise to teach its
users all the complex aspects of the Persian language. That would
be a foolish promise to make and to my knowledge no book has
ever achieved it. Later sections of the book give you glimpses of the
complex grammar, and the ‘Taking it futher’ section will point you
in the direction of further academic studies of Persian. My aim is
to whet your appetite sufficiently and to give you enough of a solid
grounding to persuade you that Persian is really not a very difficult
language to learn and to entice you to use this book as the basis for a
more fundamental study of the language.
The following icon ‫هو‬‎ indicates that the material is on the recording.
The opening lines of the preface that Alexander Finn (1847-1919)
wrote for his Persian for Travellers in 1885 as an aid ‘to those
holding intercourse with the natives’, offers an apt ending for this
introduction: ‘This is a work of no pretensions.’ However, I hope it
will equip you on the start of a journey of discovery into one of the
East’s most enchanting languages and the immense body of writing
that is written in this language.

Introduction XXV
 ‫هوم‬ ‫و و‬ OOOOH OOOO SESO SOOO SO EOOHO SOSH SOL OSOSOSTO SHS S SOT SHSOSHSOSOSOSSOSSSOSSOH TOSS SOOO OS STS SS HOOD‫‏‬

Writing and pronunciation

How to write Persian

Before we even look at the alphabet let us first try the following
exercises:

Can you draw straight, horizontal lines from right to left?

Can you draw semi-circles and parts of triangles going clockwise?

ly adh

Try sketching a railway line by drawing the tracks from right to left
and then a series of connecting sleepers, vertically from top to bottom
and from the bottom to the top.

> eRe ean cea I ‫ری‬‎ ‫ سم‬om

Can you do back slashes and the mirror image above the line and can
you draw lines meeting at an angle in one sweep of the pen, like the
tip of an arrow?

XXVi
 0۳ Yo Vi

>

How about a series of small, connecting semi-circles, again going

from right to left as in the edges of a doily?

Can you make a combination of the above movements without taking

your pen off the paper?

If you find these exercises easy, then you are ready to start learning
the alphabet.
To begin with, you should try to write the full, unconnected form of
the letters and don’t worry about other forms until you are confident
about copying these full shapes. Luckily, the Perso-Arabic letters of the
alphabet fall into patterns and different number of dots distinguish
one letter from another in the same pattern.

Start with the opening letter which is the vertical letter |, {, the alef
which is drawn downwards. Next, try copying out the ‘horizontal’
group of letters that look like ‘plates’ with tiny curved edges: &, ‫تد‬‎
‎‫ رپ‬w. To write these out first try to draw horizontal lines from the
right to the left. Then repeat this movement but this time start with a
tiny downward stroke for the right-hand edge of the ‘plate’, about two
millimetres in length, and continue horizontally along the lines of the
paper for about seven or eight millimetres and finish the letters with

Writing and pronunciation XXVIli

 an up-swoop for the left-hand edge, equal in size and mirror image of
the right-hand edge. The movement of your pen should be clockwise.

+ a ae

Don’t forget the dots!

Nowtry your hands at the next pattern of letters that look like ‘hooks’:
CeEetet
To write these out you should start with drawing the two sides of a
tiny triangle or joining a forward slash on to a backward slash, moving
your pen in the clockwise direction. This will help you to get the top of
the ‘hook’ right. As you see the two sides need not be of equal length:

oN
Once you have mastered this movement try combining this shape with
the curved bottom which looks like a capital ‘C’ letter. The letter ‘C’ shape
has to be drawn in an anti-clockwise movement, as it is in English. The
size is over-exaggerated to make it easier for you to follow the movement:

XXVili
The four ‘hooked’ letters of the Persian alphabet are a combination of
clockwise and anti-clockwise movements. The next 11 letters are all
written with a clockwise movement until you get to the two Arabic
letters & and .‫غ‬‎ These two letters that look like a lower-case letter
‘c’ sitting on top of a capital ‘C’ are written with an anti-clockwise
movement. After these two letters, the rest of the alphabet is written
in the clockwise direction.

Learning the order of the alphabet

There is no magic formula for remembering the names of the Persian

letters in order. However, occasionally they do fall into a familiar
‘European’ pattern as in the sequence of J, ‫مو‬‎ ‫ )و( نر‬that is similar
to ‘I’, ‘m’, ‘n’, (0), if you take ‫و‬‎ in its guise as the vowel ‘o’ and not the
consonant ‘v’.

Once you have familiarized yourself with the full forms of the letters,
try copying out the initial versions. All you need to do to get the initial
form is to ‘chop’ the tail end off the full forms, from the left-hand side.
The initial forms are those that appear at the beginning of a word.
However, don’t forget to leave the identifying dots intact.

For example, if you cut the tail end off the letter ‫ب‬‎ you will get + .
Similarly after cutting the tail end off the letter ¢ you should be left
with ‫چ‬‎ . The initial form of a letter such as ‫گ‬‎ should look like S.
For the letters ‫س‬‎ «ju «ye ‫ض‬.‎ you will lose the deep final curve and
should replace this with an extra ‘tooth’:
ww

U= —> ud

Reminder
1 Never forget to put in the all-important dots, otherwise the letters
will be meaningless shapes.
2 Seven letters of the alphabet never change their shape as nothing
can be attached to their left side. I refer to these letters as ‘one-
way’ letters. They are: / or | (a), ‫د‬‎ (d), 5 (z),5 (7), 5 )2(, 3 (Zh), ‫و‬‎ ۷
or o/u).

Writing and pronunciation XXiX

 These letters can be connected to a preceding letter from the right
side, but will not join on to any letter that comes after them. For
example you can have a word like ‫اب‬‎ (ba) but in a word like ‫بآ‬‎ (ab),
the ‫ب‬‎ (b) cannot be joined to the left-hand side 0۶۲ (a).
3 No Persian word begins with two consonants. Now you know
why most Iranians - and many Arabs for that matter - who start
learning English find it hard to pronounce words like ‘start,
‘brown’, ‘plastic’, ‘try’, ‘street’, ‘square’ or ‘bus stop’ and instead
have to say estar, pelastic, teray, esquare or sequare or bus-estop. A
sequence of consonants can only appear after an initial vowel or in
the middle or at the end of a word.
4) CD1, TR 1, 00:35

The following table gives you the full list of the Persian alphabet
including the names of the letters and the phonetic pronunciation.

Take your time and spend a good few days just tracing the letters of
the alphabet to get the shape right and then try to remember which
consonant they represent.

dand
initial
vowels
is

aja
ited 2
i 5

Writing and pronunciation ۰۰4

 *The seven letters with an asterisk next to them are called ‘one-way’
letters in this book and this means that no letter of the alphabet can be
joined on to their left-hand side.

Insight
Try writing on lined paper and with a pencil rather than with a biro
and such like until you get a sense of the proportion of the letters.
POSS SOO SO EES EHESEE ESOS OES ESOS OSS ESESEHSOSSSHTESES SHES ESET ES ES ESSOSESO SEO ESSSE SOS OSS SEHESOSE SESS ODED

The grid below is provided as a ‘tracing template’ so that you can

practise writing the individual letters of the alphabet.

XXXil
Exercise 1
Can you write the following letters as one word?
|+ ‎‫ ی‬+۱ tot
‎‫ر‬+‫ا‬+ ‫ز‬+‫ا‬+ ‫ پ‬۲
Writing and pronunciation XXXIil
 ‫‪ +۱‬ر‬ ‫‪ +‬س ‪ +‬تن‬ ‫‏‪ter‬‬
‫‪ + ] 4‬و ‪ +۱ +‬ز‬
‫‪ ۵‬م ‪ +۱ +‬ش ‪ +‬ی جان‬
‫‪++‬ر‬ ‫ا‪+‬ز‬
‫‪ ۶‬وج‬
‫‪ ۷‬م‪+‬ر‪+‬ج ‪+‬ا‪+‬ن‬
‫‪ ۸‬ن ‪ +۱ +‬ظ ‪+‬م‬
‫*‪g‬‬ ‫جا ‪‎‬و ‪at‬‬ ‫‪5‬‬
‫س‬ ‫‪ +‬ق ‪ +‬ی ‪+۱+‬‬ ‫‪۰‬‬
‫شش ‪ +‬ان ‪ +‬ر ‪ +۱ ۲‬نج بات‬ ‫‪۷‬‬
‫‪ +‬ج ‪ +۱ +‬ق‬ ‫‪۲‬‬
‫‪Sot ۱‬‬ ‫‪‎‬و‬
‫‏‪ + Sif‬و ‪ +‬چ ‪ +‬ک‬
‫‪ ۵‬خ ‪ +‬ی ‪ +۱ +‬ب ‪ +‬ان‬
‫‪ ۶‬ک ‪ +۱ +‬ر ‪ +‬ی‬
‫‪ ۷‬م ‪ +‬و ‪ +‬ق ‪ +‬ع‬
‫‪ +‬ک‬ ‫‪ +‬و ‪ +‬س‬ ‫‪ ۸‬س‬
‫‪ +۱ +‬ک ‪ +‬پ ‪ +‬ش ‪ +‬ت‬ ‫سل‬
‫‪ ۰‬م ‪ +‬و ‪ +‬ش ‪ +‬ک‬
‫‪ +‬ف ‪ + ۵ +‬ا‪+‬ن‬ ‫ص‬ ‫‪+۱‬‬
‫‪ +‬ر ‪ +‬ر‬ ‫‪ ۲‬ض‬
‫‪ ۳۲‬ظ ‪ +‬ه ‪ +‬ر‬
‫‪ +۱ +‬و ‪ +‬و ‪ +‬س‬ ‫ط‬
‫ش ‪ +‬ک ‪ +‬ی‬ ‫‪ ۵‬ی ‪ +‬و ‪+۱ +‬‬
‫‪te‬‏‬ ‫ان‬ ‫بخ‬ ‫‏‪ + SAG‬تاک‬
‫ی ‪ +‬ه‬ ‫‪+۱+‬‬ ‫‪ +‬م ‪ +‬س‬ ‫‪۷‬‬

‫‪XXXIV‬‬
 ot ‎‫ و‬+ ‫ ه‬+ GTA
‫ر‬ ۱ + ‫و‬ ۲ | + yo

or git‫ ‏‬ro + wm ۲۰

Example of ‘chalipaa’ style of Persian nastaligh calligraphy

Writing and pronunciation XXXV

 Introduction to learning the Persian vowels

4) CD1, TR 1, 03:30

Try reading the following words that contain examples of Persian

vowels. This is just an exercise to help you read the Persian words
and familiarize you with the sound of the vowels, so don’t worry
about the meaning of the words.
Try reading them first and then listen to the recording and repeat.
Remember to read the words from the right to the left!

Long vowels

Let us start with the long vowels.

Long vowel u, ‫و‬‎

The first long vowel in the following words is the u sound as in ‘woo’
or ‘zoo’ or the long u in ‘rude’. This long vowel is always written in the
script and is denoted by the letter ‫ور‬‎ the 30th letter of the alphabet.
This vowel is written as u in English transliteration, to demonstrate
its pronunciation.

Long vowel u in the middle of a word

lace tur ‫روت‬‎ <—— blind kur ‫روک‬‎ <——
joy/salty shur ‫روش‬‎ light nur ‫رون‬‎
force Zur ‫روز‬‎ burning suz ‫زوس‬‎
ant mur ‫روم‬‎ long dur ‫رود‬‎

Long vowel i, ‫ی‬‎ (.,)

Next is the long vowel i as in ‘deep’ or ‘seat’. This vowel must be written _
in the script and is denoted by the last letter of the Persian alphabet |
which is .‫ی‬‎ In this section, we are looking at the long vowels as they
appear in the middle of the word so the middle form of the letter
‎‫ ری‬Which is ‫یر‬‎ is used for this medial ‘i’ sound. We use the letter i to
transliterate this Persian vowel in English.

XXXVi
 Long vowel i in the middle of a word
arrow tir ‫ریت‬‎ <—— twenty Dist ‫تسیب‬‎ <——
apple sib ‫بیس‬‎ it’s not there nist ‫تسین‬‎
wire/silver sim ‫میس‬‎ half nim ‫مین‬‎
before pish ‫شیپ‬‎ made of silver simin ‫نیمیس‬‎

Long vowel da, |

Finally, let us look at the long vowel ‫قر‬‎ as in the English words ‘father’,
‘cart’ or ‘sarnie’. Like the other two long vowels, the long 6 must be
written in the script by using the middle form of the first letter of
the alphabet ‫ار‬‎which is |. The long vowel ]
is shown as 6 in English
transliteration.

Long vowel a in the middle of a word

unclear tar ‫رات‬‎ + work kar ‫راک‬‎ +
(boy’s name) dard ‫اراد‬‎ snake mar ‫رام‬‎
machine ma@shin ‫نیشام‬‎ (girl’s name) ۶070 ‫اراس‬‎
last year par-sal ‫لاسراپ‬‎ year sal ‫لاس‬‎

Now let us look at examples of long vowels appearing at the beginning of

a word. This means looking at words with the initial long vowels ‫قر‬‎ i,and u.

Initial long vowel a, ‫آ‬‎

The following words all start with the vowel d. Some contain the long
vowel ۵ in the middle of the word, too. The long vowel a that appears
at the beginning of the word must always be written as ‫آر‬‎that means
it has to have its little hat:
sun aftab ‫باتفآ‬‎ <—— water ab ‫بآ‬‎ <——
free 0200 ‫دازآ‬‎ that dn ‫نآ‬‎
gentleman 696 ‫اقآ‬‎ harm azar ‫رازآ‬‎
prosperous 6960 ‫دابآ‬‎ they anhd ‫اهنآ‬‎

Insight
Persian long vowel a, as in the English word ‘car’, is a little difficult
to copy but is distinctly different from an ‘o’ or the short ‘a’. Listen
to the recording or native Farsi speakers to get the right sound.
POOP O HEHEHE HEHEHE OHHH O OO HEEEHO SOSH OOOH SOOO OHHH OSHS OSE SO SESH OED OOO SOHO SOE HEH OODESEH OTOH OOOH OOOHOOED

Writing and pronunciation XXXVil

 Initial long vowel i

The initial long vowel i sounds like the ‘ea’ in ‘eat’ or ‘ease’ or the ‘ee’
in ‘seen’. In the Persian script the initial long vowel iis written in as :‫یا‬‎

here injd ‫اجنیا‬‎ + this in ‫نیا‬‎ <——

Iran iran ‫ناریا‬‎ Stop 156 ‫تسیا‬‎
(boy’s name) iraj ‫جریا‬‎ faith iman ‫نامیا‬‎
they ishan ‫ناشیا‬‎ to provide 00 ‫داجیا‬‎

Initial long vowel u

Well, luckily for all learners of the Persian language I can think of only
one word that begins with the long vowel u, as in ‘ooze’ or ‘oodles’ -
you see there are not many English words beginning with ‘u’ sound
either. The initial long vowel u is written as ‫وا‬‎ in the Persian script.
This one and only common Persian word that is written with an
initial long vowel u happens to be just that: ‫وا‬‎ which is a third person,
singular pronoun, meaning ‘he’ or ‘she’:
he, she u ‫وا‬‎ <——

There are three clear final long vowels in Persian that must be written
in the script and are represented by the letter | ۵ as in ‘papa’ or
‘Toyota’, ‫ی‬‎ i as in ‘see’, ‘me’ or ‘happy’ and ‫و‬‎ was in ‘shoe’, ‘you’ or ‘goo’.
These vowels can be attached to the previous letter or they may stand
alone, depending on which letter precedes them.

Final long ۱

air/weather hava ‫اره‬‎ ‫هه‬ father babal..s 4

alone 207۳6۵ ‫اهنت‬‎ up/high bala Yu
they ‫ت‬20‎ ‫اهنآ‬ here injd ‫اجنیا‬‎ ۲
acceptable ravd |, to watch tamashd ‫اشامت‬‎

Final long vowel / ‫ی‬‎

who ki ‫یک‬‎ <— tea-pot quri ‫یروق‬‎ 4+

play/game baZi ‫یزاب‬‎ what chi ‫یچ‬‎
carpet qali ‫یلاق‬‎ greyhound tazi ‫یزات‬‎
tray sini ‫ینیس‬‎ taxi taksi ‫یسکات‬‎

XXXVIil
Final long vowel u ‫و‬‎
knee zanu ‫وناز‬‎ upper arm bazu ‫وزاب‬‎ <——
blanket patu ‫وتپ‬‎ lady banu ‫وناب‬‎
drug daru ‫وراد‬‎ scent bu ‫وب‬‎
conversation goftogu ‫وگتفگ‬‎ —_broom jaru ‫وراج‬‎

Short vowels

The three Persian short vowels are not usually written in the script;
however, to make it easier for learners to read the words, or to avoid
ambiguity later on, a system of markers known as diacritics is used and
these symbols are placed either above or below a consonant, such as n,
to indicate whether this consonant is read as, for example, na, or ne or no.

Short vowel markers

The marker used to indicate the short vowel a, as in ‘at’ or ‘apple’, is a

tiny forward slash (_) placed above the consonant that comes before
the vowel, i.e. placed above the letter of the alphabet that carries this
vowel. For example, na will be written as 3, while nd, with a long
vowel will be written as .‫ان‬‎ Try reading the following examples of
words that contain the short vowel a _:

Short vowel a in the middle of a word

axe tabar ‫ربت‬‎ ‫مک‬ lbh Iman ie ———

notebook/office daftar ‫رتفد‬‎ only faqat Lis ©
night shab ‫بش‬‎ 1 news khabar ‫ربخ‬‎
(boy’s name) hasan ‫نسح‬‎ cold sard ‫درس‬‎

Short vowel e

The short vowel 6 as in ‘egg’, is also indicated by a small marker in the

shape of a tiny forward slash, however, the e is placed underneath the
letter of the alphabet (_) that carries its sound. So if a consonant such
as n is followed by an e this will be indicated in writing as: 4 ne.
Short vowel e in the middle of a word

Examples of words where the short vowel e appears in the middle

position:

Writing and pronunciation XXXIX

 like mesl ‫لثم‬‎ + heavens sepehr ‫رهپس‬‎ <——
redcurrant zereshk ‫کشرز‬‎ red qermeZ ‫زمرق‬‎
heart del ‫لد‬‎ worm kerm ‫مرک‬‎
winter zemestan ‫ناتسمز‬‎ eyes cheshm ‫مشچ‬‎

Short vowel o

The third short vowel is 0, pronounced as in ‘old’, ‘hope’ and ‘boat’.

This vowel is marked by placing a tiny comma sign (_) above the
letter that carries it. For example the letter n followed by the vowel o
looks like this in Persian: 23.
Short vowel o in the middle of a word

Here are some examples of words that contain the vowel o in the
medial position:

full por se << big bozorg S ae eS

bird morgh ¢‫رم‬‎ large dorosht ‫تشزد‬‎
camel 5/100۲ ‫رتش‬‎ morning sobh ‫حبص‬‎
fistful mosht ‫تشم‬‎ he/she said goft aS
We have looked at the short vowels appearing mid-word, but what
about words that begin with a short vowel? How are these initial
short vowels indicated?

One very important point to remember is that although short vowels

are generally not represented in the Persian script, the initial short
vowels must be written in. The three initial shorts vowels in Persian are:
la,asin ‘apple’ or ‘aspect’
|6, as in ‘egg’ or ‘end’
lo, as in ‘old’ or ‘open’

Try reading the following examples of words beginning with short vowels.

Initial short vowel a}

(boy’s name) ahmad ‫دمحا‬‎ <— clouds abr ol ‫هست‬‎

is 05] ‫تسا‬‎ 1 horse ۵50 ‫بسا‬‎
frown akhm pal — origin asl ‫لصا‬‎ og
eyebrow abru ‫ورپا‬‎ brocade/Atlantic atlas ‫سلطا‬‎

xl
 Initial short vowel ‫ها‬‎

exams emtehdn ‫ناحتما‬‎ —< 12۳06 657 ‫—< مسا‬

this year emsdl ‫لاسما‬‎ ” tonight emshab ‫بشما‬‎
kindness ehsdn ‫ناسحا‬‎ contact ertebat ‫طابترا‬‎
possibility emkdn ‫ناکما‬‎ today emruz ‫زورما‬‎ 7

Initial short vowel 0

hope omid dial <_—— bus otobus ar <—_

camp/Urdu ordu ‫ود‬‎ ak master ostad ‫داتسا‬‎
room otaq ‫قاتا‬‎ Rus pattern olgu ye
steady 0560۷6۲ ‫راوتسا‬‎ he/she/it fell oftad ‫داتفا‬‎

۱ SOOO SEO SO OSES ESOS OSES SOOT OEE OE OOOOH EE ESE EO SEES ‫وه‬

Insight
The written form of all words beginning with a vowel in Persian
will start with the vertical sign for the letter alef ‘!’ which will
either be followed by an ‘~’ or an ‘9’ or will have a ‘~’ for a hat
to denote ‘i ail or ‘u 9” or ‘a 1’; or, will have one of the three
short-vowel markers “ 1 1۵ denote‘a’, ‘o’ or ‘e’ vowels.
2501 ۸

These short vowel-markers are never used in‫و‬‎ by native

or advanced speakers and will gradually be omitted as learners
progress.
cove

Ifa word in Persian ends with a final short vowel, then this vowel must
be represented in the script, The final short vowels are not written by
using the usual markers of —_; instead we ‘borrow’ two letters of the
alphabet to show that the word ends with an a, an e or an o. We use
the final forms of the letter ‫هب‬/‫ه‬‎ representing also ‘h’, to indicate the
presence of a vowel a or 6 at the end of the word. Final short vowels
a’ and ‘e’ are not too common in English, except in words such as
‘visa’ or ‘cobra’ (and perhaps a casual pronunciation of ‘footballer’
where the ‘r’ is almost omitted!). But Italian pronunciation of words
like ‘donna’ and ‘casa’ or ‘bene’ and ‘nome’ may give you some idea of
what the final short vowels a and e sound like in Persian.
To show the presence of the vowel o at the end of the word, we ‘borrow’
the letter ‫و‬‎ ‘v’ and pronounce it as something between an ‘o’ and an
‘ow’. Final short vowel ‘o’ sounds like ‘go’ or ‘hello’ or ‘woe’ or ‘toe’.

Writing and pronunciation xli

 Final short vowel a 3

Fortunately, in the educated Tehran accent that has been used as the
model in this book, there is only one common word that ends with the
sound ‘a’, and that is the informal word for ‘no’: 43 na. (Bear in mind
that in many rural and regional dialects many words that end with an
‘e’ sound in Persian are pronounced with an ‘a’ ending.)

Final short vowel e — (o +)

Note that in the following examples, I have used the marker - the
end here to indicate the presence of the short vowel e, but this is not
usually done in writing:
house khane ‫هناخ‬‎ <«— letterndme ‫همان‬‎ <——
fruit mive ۵na cooked pokhte ‫هتخپ‬‎
child bache ‫هچب‬‎ simple sdde wish
greenery sabze ۵ ‫زبس‬‎ small garden bdghche ‫هچغاب‬‎
Note: The ‘helper’ letters » ‫ه‬‎ (h acting as e) and ‫و‬‎ (v acting as o)
are only read as final short vowels e and o when they come after a
consonant; however, if they follow a vowel, they are then read as
proper consonants h and v. Example: ‫هداب‬‎ bdde (final short vowel e)
but ‫هام‬‎ mah (proper ‘h’ ending). Similarly, ‫وگو‬‎ ‫ )و‬acting as vowel u)
but ,_S gav (proper v ending).

Final short vowel o ” (4) (almost an ‘ow’)

There are not many common words in Persian that end with this o sound:
you (sing.) to ‫وت‬‎ ‫سس دیس‬ vine Mo‫وم‬‎ <——
two do ‫ود‬‎ aay barley jo ‫وج‬‎
pilau rice polo ‫ولپ‬‎ don’t go! naro ‫ورن‬‎
listen beshno sits, become sho ‫وش‬‎

Exercise 2

4) CD 1, TR 1, 16:17

a_ Read the following words out loud:

xlii
 - ‫ میخ — صابون‬- ‫ کوچه‬- ‫ کتاب‬- ‫ کاشی‬- ‫ سوپ‬- ‫ پارو‬-‫پا‬
- ‫ طاقچه‬- ‫ اشک‬- ‫ ایزد‬- ‫ امروز‬- ‫ آفغان‬- ‫ شیراز‬-‫ آقا‬- ‫مریم‬
a - ‫‏‬-

‫ عقاب‬- ‫ ایجاپ‬- ‫ اصفهان‬- ‫‏‬sled - ‫ آرامگاه‬- ‫شش‬

b Copy out the words used in this unit to practise your writing skills
further.

Exercise 3
Write the following words in Persian, paying attention to the vowels.
Remember, short vowels are not written unless they appear at
the beginning or the end of a word. Try to indicate their presence,
however, by using the three little markers.
1 farda 14 zard
2 palang 15 hava
3 boshqab 16 emshab
4 achar 17 irland
5 atash 18 shirin
6 vajeb 19 dokhtar
7 namak 20 bist
8 kuchak 21 bimarestan
9 akbar 22 shoma
10 zohr 23 hadaf
11 gusht 24 ‘amu
12 khane 25 khale
13 gahve

Things to remember...

e Persian script is more rounded and curvaceous, compared with

Arabic writing, which can look somewhat jagged. Don’t forget to
put in the dots of the letters that need one, two or three dots. It
is very common for beginners to forget the dots of the Persian
letters.

e In words that are made up of several letters, which can be joined

up, try writing the whole sequence without taking your pen off

Writing and pronunciation xliii

 the paper, rather than writing each letter individually. This will go
some way in making your handwriting look nice and closer to a
native hand.
e A huge number of Persian words end with the sound ‘e’ as in ‘café’.
In writing, this sound is transcribed using the attached or stand-
alone form of the penultimate letter of the alphabet ‘h’ ‘o or ‫هب‬‎
Therefore ‘khane’ ‘house’ is written as ‫هناخ‬‎ in Persian or ‘setare’
‘star’ is written as .‫هراتس‬‎
e There is no gender in Persian so the context alone distinguishes
between ‘he’ and ‘she’.

xliv
POOH OCOTO THOSE HS OES OSH OOOO OOOO OOO OSOSEEEEEO SOS OOS OS TOO SOE SESS OOSOEHESEOSOS OSES OSES E SOS ESOS ES ESEES

Greetings and meeting people

In this unit you will learn how to
‫ه‬ Greet people‫‏‬
e Say goodbye and goodnight
e Say ‘thank you; ‘you're welcome’ and ‘please’
e Say the days of the week and seasons

Listen to the following informal and formal ways of saying ‘hello’ and
‘goodbye’.

4) CD1,TR2

hello, dear Maryam salam maryam jan! ‫!ناج‬‎ ‫ میرم‬eu

hello, darling salam ‘azizam ‫مزی‬‎
aye ads
good morning, sobh be-kheyr babak Gls ‫ریخب‬‎ ‫حبص‬
Babak
good day, madam ruz be-kheyr khanom ‫مناخ‬‎ ‫زور ریخب‬
goodbye, Mrs khoda-hdafez 0 ‫یداهرف‬‎ ails ‫ظفاحادخ‬‎
Farhadi farhadi
goodbye, till khoda-hafez ta farda ‫ادرف‬‎ ‫ظفاحادخت ات‬
tomorrow

goodnight, myson _ shab be-kheyr pesaram

goodnight, shab be-kheyrmaman gla ‫نامام‬‎ oe ‫بس‬‎
(dear) mum jan
goodbye, children = khoda-hafez bache-ha ‫اه‌هچب‬‎ ‫ظفاحادخ‬
farewell, safe khoda negahdar, safar 5353 ‫رفس‬‎ ‫»رادهگنادخ‬
journey be-kheyr
Unit1 Greetings and meeting people 1
 Learning a few basic, polite phrases in Persian could not be easier
and it will earn you a lot of Brownie points.
POCO OSES OHO EH EHS E SHEESH ETE SES SS HEHEHE EHES ESOS EEO EEESESESES OSES SEES ESTES ES EO OSES ESESHE SES ES EO EHO S OOD

Insight
The greeting salam, ‫مالس‬‎ ‘hello’, lit. peace, can be used at any
time of day or night and if necessary can be followed by a more
time-specific greeting.
POPS ‎‫ و‬OSES OEE HSE O HEE E SEES ESSE ESSE SSE SHESSSSEESEE ESSE ES ESESESESSSESESESESEE SESE SEES ESE ESSE EEEES ESS

Yes’ and ‘no’;‘hello’ and ‘goodbye’

4) CD 1, TR 2, 01:04

Try out these phrases on your own and then listen to the recording:
bale yes (formal)
are yup, yes (informal)
na no (informal)
nakheyr no (formal)
salam hello, hi! (can be used any
time of day or night)
dorud hi! greetings!
sobh-bekheyr good morning
ruz-bekheyr good day (formal or on TV
and radio)
‘asr-bekheyr good afternoon (used in
formal settings)
۰ 3
‫یی‬ ‫سب‬ shab-bekheyr goodnight (when it’s time to
leave or bedtime)
safar-bekheyr safe journey (bon voyage)
‫خداحافظ‬ khoda-hafez goodbye, farewell

‫خدانگهدار‬ khoda-negahdar goodbye (God keep you safe)

 ‫ات ادرف‬ ta farda till tomorrow (informal)‫‏‬
‫تمنیب‌یم‬ mibinamet see you (informal, addressed‫‏‬
° to one person)‫‏‬

Always listen out for other native speakers greeting you first. You can‫‏‬
then just imitate them. If you know a person’s name you should use‫‏‬
it or otherwise prefix your greeting by ‘mister’ or ‘madam’ on more‫‏‬
formal occasions:‫‏‬

‫میرم‬. ‫ = مالس‬salam Maryam Hello, Maryam.‫‏‬

‫زیورپ‬. ‫ ریخب‬tte pu salam, sobh- Hi! Good morning,‫‏‬
bekheyr parviz Parviz.‫‏‬
‫اقآ‬. ‫ریخبرصع‬ ‘asr-bekheyr 6 Good afternoon, sir.‫‏‬
(addressed to a man‫‏‬
you do not know)
‎.‫سب بخیر عزیزم‬ ryehkeb-bahs dooG ,thgin ym .raed
‘azizam
‎.‫خداحافظ خانم‬ 2 ,eybdooG .madam
khanom (Miss or Mrs)
aes ails ‫رادهگنادخ‬‎ khoda-negahdar Goodbye, Mrs Salimi.
khanom-e Salimi

By now you may have worked out that the phrase ‫ریخب‬‎ bekheyr means
‘good, well or pleasant’ as in ‘good morning’ or ‘good journey’.

POCO ‎‫و وه‬ ‫ و‬SSEH TESE SOE ‎‫و‬ ‫و‬ ‫و‬ STOH ‎‫ و‬ES OO SOSE SOSE EOE S SOSE SE SESEOESEOE ESSE SOSE OES DESESESEEEHE

Insight
The huge number of greeting-terms in Persian are a direct
illustration of the emphasis the culture places on observing
rituals of formality and showing and receiving respect. No other
language, to my knowledge, has so many different ways of asking
after other people’s state of being, wishing them good health or
bidding them farewell or safe journeys. Itis important for learners
to learn a few useful ways of saying hello, goodbye, please and
thank you, and not be alarmed at the amount of time given by
Persian native speakers to these ritualized social exchanges.
OOO TOOT EH HHO HOSE ESE H EEE EHE HOSES TEESE SESE SEES SEES EEE SEES SESH SH OEEESOEH EH OSES ESET EH EOESESESESEEEOESD

Unit 1+ Greetings and meeting people 3

Exercise 1
How would you greet a female shopkeeper in the morning; neighbour's
little boy Ahmad; your friend’s grandfather in the afternoon?
Say ‘goodbye’ to Maryam; ‘goodnight’ to Babak, ‘safe journey’ to
Mr Shams.
Listen to the following semi-formal exchange of niceties:

4) CD 1, TR 2, 02:30

Hello sir, good salam 066, sobh- ‫ریخب‬.‎ ‫ حبص‬Al ‫مالس‬‎

morning. bekheyr.
Hello madam, salam khdnom, ‫دییامرفب‬.‎ ‫مناخ‬. ‫مالس‬
022 ] ۱۵۱۴ ۲ 10,

Thank you, a motshakeram, lotfan ‫هوهق‬‎ ‫»مَّرکْشَتُم کیافطل‬

coffee with yek qahve ba shir. ‫شاه‬‎
milk, please.

Here you are, befarmaid, qahve ba ‫ریش‬‎ ‫»دییامرفب هوهق اب‬

ffee wi with
coffee shirhi va hekar,
shekar, didigar ‫؟تسین‬:‎ ‫یو‬‎
‫یرمآ‬ ore ‫و‬
‫رکش رگید‬.
milk and sugar. amry nist?
Anything else?

No thanks; na ۱6۵۲5۱ 09,۱۵7 ‫نونمم‬.‎ ‫ یلیخ‬ai ‫یسرم‬‎ ‫هنآ‬

thank you mamnun.
very much.
You are welcome. khahesh mikonam. ‫منک‬.‎ ‫شهاوخ یم‬
Goodbye. khoda-hdafez. ‫ظفاحادخ‬.‎
You're welcome ۰05 dmadid ‫؛مناخ‬‎ ‫شوخ نیل‬
)1.6. nice tohave ۵0۵ Ohi (SI wea
had you in the negahdar.
shop), goodbye.

As explained in the introduction, Persian places a lot of emphasis on

self-deprecation and humility. There are endless words and phrases
in Persian for saying ‘please’ and ‘thank you’ to show various degrees
of appreciation. Here are a few common examples:
 ais ‎‫خواهش می‬ manokim-hsehahk esaelp .til( 1 tseuqer
from you)

‫ تّمحر‬ist ۶۵۸۳۱۵02-۲ please (if it’s no trouble)‫‏‬

(ats lotfan please (if you’d be so kind)

4) CD 1, TR 2, 03:30

In Persian as in English or French (pardon), the same word for ‘sorry’

or ‘excuse me’ can be used to apologize or to seek information. The
changing of the stress changes the meaning. Listen to the recording:
‫ !دیشخبپ‬bebakhshid excuse me (if you want to ask a question, get‫‏‬
someone’s attention, get through or to say sorry; lit. forgive me)‫‏‬

‫ ؟دیشخبب‬bebakhshid sorry?, excuse me? (if you want someone to‫‏‬

repeat what they have just said)‫‏‬

Another similar expression:

taal‎‫ مَعذرّت می خو‬tarez’am mahahk-im yrros .til( 1 geb ruoy
pardon)
‫ یم ؟مهاوخ‬2542 ma’zerat mi-khaham pardon?‫‏‬

And another:

‫ دییامرفب‬,26/07771010 a word that you will hear a lot in a Persian‫‏‬

conversation, can mean ‘here you are’, ‘please help yourself’,‫‏‬
‘what can I do for you’ and ‘what would you like to order’ as in a‫‏‬
restaurant, for example.‫‏‬

Insight
Intonation and stress positions in Persian can make a word
that is usually a compliment sound like an insult or vice versa.
That’s why you should pay close attention to the tone used by
native speakers or in the recordings.
POCO SOHO OHHH HEHE OO SOOO ESOS ODEO SOO OO SOSH OH ESES OSHS OS OE SHES OSOSH SOS OH ESOS ESOS ODO TOTS SOO SOOO OSEOED

There are endless ways of saying ‘thank you’ in Persian. Here are
some of the common and less idiomatic expressions:

Unit? Greetings and meeting people 5

 ‫ مرکشتم‬motshakram thank you (lit. I'm grateful)‫‏‬
‫ نونمم‬mamnun thanks!‫‏‬
e.‎‫ سپاسگرزار‬sepds-gozdram ۲۲۵ grateful
‫ !یسرم‬merci! Thanks! (originally French but commonly used in‫‏‬
cities in Iran)‫‏‬
Persian uses two different words to express welcome, as in ‘welcome
to the city’ and as in ‘you’re welcome’ in reply to ‘thank you’ In the
latter case, anumber of different words and expressions can be used:
‫شوخ !دیدَمآ‬ khosh amadid Welcome. (to our house, for example)‫‏‬
‫منک‬. is?‫ شهاوخ ‏‬khahesh-mikonam Welcome. (‘you're welcome’‫‏‬
in response to ‘thank you’)‫‏‬
You may have noticed that ‫منک‬‎‫ شهاوخ یم‬khahesh-mikonam is exactly
the same as the word used for ‘please’ (see earlier). This is because
in response to gratitude a Persian speaker should show humility and
0 ‘please don’t even mention it. Therefore, in Persian ‘please’=
‘you're welcome’= us ize ‫شها‬‎ ‫ اوخ‬khahesh-mikonam.
Two more useful expressions:
‎‫ حتما‬hatman sure, definitely

ail, bdshad (bdshe informally) OK, all right

Insight
Some languages have specific terms of endearment, appearing
in the form of suffixes that are put on a name. Japanese,
for example, has a large number of these terms such as the
suffixes-chan or -san. Persian has one very common, everyday
suffix of endearment: ‘jan’, ‫ناجر‬‎ that is put after the names of
close friends and relations, e.g. ‘Maryam jan’, lit. ‘Maryam my
soul’, or ‘Dariush jan’. ‘jan’, meaning life-essence or soul, goes
with names that are more than one syllable long but sounds
odd if used with one-syllable names. Therefore you can say
‘Thomas jan’ or ‘Katie jan’ but it sounds odd to say ‘Tom jan’
or ‘Kate jan’! You'll see the word ‘jan’ used in many dialogues
in this book.
۱ OOOO OOOO EES OSHS SOOO EO SOE OO SHES ETEOES OSES OOOO OSH OSS OOOO SOS OS ODES OOOE OOOO OSE DESEO SOOS
Exercise 2
(a) Translate the following into Persian:
1 Good morning Mehri, welcome!
2 Yes please, tea if you don’t mind.
3 Iam sorry, Babak.
4 No thank you, Pari.
5 Safe journey, Reza and thank you.
Don’t mention it

(b) Translate into English:

.‫‏ بفرمایید‬laL ‫ سلام‬۱

.‫ چای‌وي شیرینی دانمارکی‬glbl ‫‏‬۲
.‫‏ می خواهم‬sedo ‫ خیلی‬.‫ پبخشید خانم‬۳
elO ‫‏‬hS ‫ نه مرسی‬۴
.‫خواهش می کت خدانگهدار‬ ۵

Days of the week, months and seasons

Don’t despair if you find the endless expressions of greetings and

showing gratitude in Persian confusing. Let’s try learning some other
useful and relatively easy vocabulary: days of the week in Persian.

Days of the week

4 CD1, TR 2, 05:10

The Persian names of the days of the week are very easy to remember.

The Persian week or ‫هتفه‬‎ hafte (lit. of seven) begins on Saturday,

‎‫ شنبه‬shanbe, the ancient Sabbath. Thereafter, the following days are
identified by numbers one to five added to the word 4.4% shanbe, with
the exception of Friday, which has its Arabic name to denote the day
of communal prayers i.e. ‫هعمج‬‎ jom’e.

Unit? Greetings and meeting people 7

Listen to the name of the days of the week:
Saturday (ist day of the week) ‫هرم‬‎ shambe
Sunday (one day after Saturday) ‫هبنشکی‬‎ yekshambe
Monday (two days after...) ‫هبنشب‬‎‫ود‬ doshambe
Tuesday (three days after ...) PER ‫هس‬‎ seshambe
Wednesday (four days after . . .) ‫هبنشب‬‎‫راهچ‬ chaharshambe
Thursday (five days after ...( ‫بنت‬‎ panjshambe
Friday ‫هعمج‬‎ jom’e
The weekend in Iran is Thursday and Friday; ‫هعمج‬‎ ‫ و‬,‫هبنشجنپ‬
You will have noticed that the word ‫هبنش‬‎ shanbe is pronounced as
shambe, with an ‘m’ instead of an ‘n’. This is because when an ‘n’
precedes 2 ‘b’ itis pronounced as an ‘m.
Some pocket diaries and calendars carry the Persian name for Friday
too which is ‫هنیدآ‬‎ ddine. However, the use of this noun in everyday or
informal conversation and writing is very rare.

The Persian calendar

The everyday Persian calendar is based on the solar
calculation of the Muslim era. This means that although the
Persian calendar goes back a very long time, the starting
point of the current calendar is the morning after the flight
of Mohammed, the prophet of Islam, from Mecca to Medina
(in Saudi Arabia) on 16 July 622 CE. The Persian months and
the start of the New Year, however, are still based on the
pre-Islamic Persian traditions.

The Iranian New Year, celebrated by Persians, Afghans,

Tajikis, Kurds, Parsis of the Asian subcontinent and many
more, falls at the beginning of the vernal equinox which
coincides with 20 or 21 March. The first day of the New Year
is on the first of the month of farvardin, the first month of
the Iranian year. The Royal Observatory at Greenwich is a
very good source of when the earth passes through the
four equinoxes and the website can give you the precise
time when the Iranian New Year begins!
The months

4) CD1, TR 2, 06:18

The names of the Persian months can be quite a mouthful as they

are mostly the names of Zoroastrian archangels. It is quite interesting
that the Persian months correspond exactly to the signs of the zodiac.
For example, if you are born on 18 June, then your birthday, according
to the arrangement of the Persian months, will be on 28 khorddd,
which is the 28" day of the sign of Gemini.
The names of the 12 Persian months and the corresponding zodiac
signs follow. They are quite a mouthful to pronounce. Listen to the
name of the months and follow the script as they are being read:
<7

‫نیدرورف‬ farvardin Aries starts 21 March‫‏‬

‫رآ تشوپود‬ ordibehesht Taurus starts 21 April‫‏‬

‫دادرخ‬ khordad Gemini starts 22 May‫‏‬
‫ریت‬ tir Cancer starts 22 June‫‏‬

‫ داد‬me mordad Leo starts 23 July‫‏‬

is‎‫شهرد‬ shahrivar Virgo starts 23 August
‎‫مهر‬ mehr Libra starts 23 September
‎‫آبان‬ aban Scorpio starts 23 October
‎‫آذار‬ azar Sagittarius starts 22 November
‎‫دی‬ dey Capricorn starts 22 December
Sag bahman Aquarius starts 21 January
‎‫آسفند‬ esfand Pisces starts 20 February

The first six months of the Persian year have 31 days each, the next five
have 30 days each and esfand, the last month of the year, is 29 days long.
However, every fourth year, in a leap year, known as kabise, 4ussS.
esfand also is 30 days long.
All public institutions and almost all daily newspapers note the
Persian, Muslim and the Christian calendars. In this way, religious
>
Uniti Greetings and meeting people
festivals and important anniversaries can be observed and the
business and academic community can keep up with dates used in
the West.

The seasons

4) CD 1, TR 2, 08:20

The four seasons in Persian are:

‫راهب‬ bahar spring‫‏‬

‫ناتسبات‬ tabestan summer‫‏‬
‫زییاپ‬ pa’eez autumn‫‏‬
‫ناتسمز‬ zemestan winter‫‏‬

Exercise 3
1 Put the following in the correct order:

‫ یکشنبه» جمعه» سه شنبه‬,‫ پنجشنبه‬۱

‫ بهار‬.‫ تابستان‬.‫ زمستان‬۲

2 Whatare the last two Persian months of autumn?

3 What are the Persian summer months?
4 What Persian months correspond to 14 April, 21 July,
8 January and 30 October?
5 How many days are there in the Persian summer months?

Things to remember...

e Persian has a lot of complimentary responses that are features

of its very complex socio-cultural system of communication. For
example as well as the straightforward ‘thank-you’ and ‘please’
you can use ‘may your hands not hurt’ (daste shoma dard nakonad
‎‫ (دست شما درد تکند‬daetsni fo knaht‘ ’uoy dna eht esnopser ot siht
would be ‘may your head never ache’ (sar-e shoma dard nakonad
‎‫ در دنکند‬daL ‎‫(سر‬.
 Politeness with regard to people’s status, whether male or female,
close friend and relative or more distant and formal, is flexible in
Persian. Terms such as Mr, Miss and Mrs can be used both with
first names and surnames and, unlike in English, you can call your
friends and close relations ‘Mr’ or ‘Mrs’, such as Maryam khdnom,
lit. ‘Miss’ or ‘Mrs Maryam’, or Hasan Agha, lit. ‘Mr Hasan’. In a formal
setting ‘Mr’ and ‘Mrs’ precedes the surname as in Khadnom-e Salimi,
‘Mrs Salimi’, or Aghd-ye Rastegar, ‘Mr Rastegar’.
The Persian week starts on a Saturday, shambe, the old Sabbath,
and the days of the weekend are Thursday and Friday. To learn your
days of the week learn the numbers 1 to 5 in Persian. Friday is the
day of ‘assembly’, coming together for ritual worship, and has its
own name: Jom’eh, or a Persian name used less commonly, Adineh.
The Persian calendar is solar and is organized according to the
timings of equinoxes and solstices in the northern hemisphere. Every
New Year starts when the earth moves through the vernal equinox at
a precisely measured time. This is usually on 20" or 21 of March.
Persian months run in perfect tandem with the months of the
Zodiac. The first month of the year is Farvardin and corresponds to
Aries and the last is Esfand which is exactly in parallel with Pisces.
Iranian media, academic institutions, the commercial sector and
Persian newspapers use the Gregorian and Islamic calendars, too,
but the Persian calendar is the calendar that is used most widely.
Can you answer these questions? They have all been covered in this
unit.
What is the most common greeting in Persian?
How do you greet someone in the morning?
What is the formal ‘yes’ in Persian?
How do you address a woman you have just met?
Is there any difference in phrases for ‘please’ and ‘you are welcome’?
-m
‫تن‬‎
‫هد‬
<
Am What is the most common soubriquet or term of endearment
used with names in Persian? How would you say ‘dear Isabel’?
What is the first day of the Persian week?
onWhat’s the significance of Vernal Equinox for Iranians?
What is your birth sign if you are born on the 16th of the Persian
month of Aban?
10 Can you work out your Persian birthday if you were born on
5th May 1968?

Unit1 Greetings and meeting people 11

 COSCO CECE OSE ‫و‬‎ ‫و‬ ‫و و و‬ OOETEOOOSOOSESOOEE® ‫هوووووو‬ SOS‫ و و ‏‬SESS TOOESESEOSETESESEO OO SOTSSSOOSOSOSOSODOSO®‫‏‬

Numbers

In this unit you will learn how to

e Use and write cardinal and ordinal numbers and qualifying
nouns
e Form plurals
e Use ‘this; ‘that; ‘these’ and ‘those’

Persian numbers

4( CD1,TR3

Persian uses Arabic numerals and these are written numerically

from left to right (in the opposite direction to the script). The
following are the cardinal numbers from 1 to 20. Listen to how they
are pronounced:

‎‫ یک‬yek\1 ‫ دو‬00 ۲ 2
‎‫سه‬ 3 ‫ چهار‬chahar ۴ ‫‏‬4

els panj 5 ‫ شش‬shesh ۶ ‫‏‬6

‎‫هفت‬ ۷7 ‫هشت‬ 8
43 noh4 9 ‫ ده‬dah ‫‏‬۵
‎‫ یازده‬yazdah \\ 11 ‫ دوازده‬davazdah ‫‏‬2۲۱
‎‫ سیزده‬sizdah ۱۳ 13 ‫ چهارده‬chahdrdah ۴ ‫‏‬41
‫ پانزده‬pdnzdah ۵۱ ‫‏‬51 ‫ شانزده‬shanzdah ۶۱ ‫‏‬6

12
 ‫ هفده‬hivdah ۷ ‫‏‬71 ‫هجده‬ ۱1002۱ 81
‫ نوزده‬nuzdah 4\ ‫‏‬91 ‫ بیست‬Dist+¥ ‫‏‬0

‘Zero’ is ‫رفص‬‎ 6/۲ (+) in ۰

In numbers greater than 20,

the different elements follow
each other as they do in English
with the larger number coming
first; in pronunciation they are
joined together by the sound
-o, meaning ‘and’. So, for example,
21 )۲۱( is:
‫بیست و یک‬ 0-651
۰
Similarly 136 )۱۳۶( is:
‫صد و سی و شش‬
500-0 si-yo shesh
2,574(¥ OV¥) is:
‫صد هوفتاد چوهار‬
‫نو‬‫ازار‬
‫دپو ه‬
do hezar-o pansad-o haftad-o‫‏‬
chahar.‫‏‬
Mausoleum of Omar Khayyam, north-east Iran

Bear in mind that there are irregularities and differences in the way
some numbers are written and pronounced. For example, 17 and 18
are not pronounced as they are written. Seventeen (1V), is written
25 ‫هدقه‬‎ hefdah, but is pronounced as hivdah; similarly, 18 0 = is
written as ‫هدجه‬‎ hejdah but pronounced as hizhdah.
The tens of numbers have some element of the unit in them but are,
on the whole, irregular.
The round units of ten, from 20 to 90, are:

‫ بیست‬bist ۰۲ ‫‏‬0 ‫ سی‬SIV* ‫‏‬03

‫ چهل‬chehel ۰۴ ‫‏‬04 ‫ پنجاه‬panjah +0 ‫‏‬۵
‫و‬ -
o
‫ شصت‬shast ¥ + ‫‏‬06 ‫ هفتاد‬haftad۰۷ ‫‏‬07
‫ داتشه‬hashtdd A+ 80‫‏‬ ‫ نود‬navad +4 ‫‏‬09

Unit2 Numbers
13
 Formation of the hundreds is almost regular, with the exception of
100, 200, 300 and 500. Again, you will spot the presence of the unit
number in the two, three and five hundred. Listen to the recording as
these numbers are read out:

‫‏ صد‬das \*+ 001 ‫ دویست‬devist ¥ »+ ‫‏‬002

ea ‫‏‬dasis ۰۰۳ 003 ‫ چهارصد‬chaharsad ۰۰۴ ‫‏‬004

‫ پانصد‬00517 ۰۰۵ 005 ‫ ششصد‬sheshsad ۰۰۶ ‫‏‬006

‫ دصتفه‬۵/۲500 ۷۰۱۰7۵۵ ‫دصتشه‬ hashtsadA+ + 0‫‏‬
‫( نهصد‬00510 0۵
There are no irregularities in forming the thousands:‫‏‬
‫ رازهکی‬or‫ رازه ‏‬hezar or yek-hezar Yee 1,000‫‏‬
‫ رازه‬94 dohezar Yess 2,000‫‏‬
‫ پنج هزار‬panj-hezar ۵ ۰۰۰ ‫‏‬0

‫ ده هزار‬dah-hezar ۱ ‫‏‬000,01
‫یس و تفه رازه‬ Si-yo haft-hezar ۳۷۰۰ ۰ 37,000 and so on‫‏‬
The cardinal numbers always come before the noun, object or the
person that is counted, which is similar to English:

‫ود زور‬ ۱ do ruz two days‫‏‬

‫هس باتک‬ se ketab three books‫‏‬
‘gills‫تسیب و جنپ ‏‬ bist-o panj mosdfer 25 passengers‫‏‬

Remember that quantified nouns always stay in the singular in

Persian. This means that, unlike in English, nouns in Persian stay in
the singular after numbers.

Exercise 1
1 Write the following numbers in Persian in digits: 6, 12, 25, 34, 7, 0 94

107, 358, 819, 48, 987, 1046, 26, 903.

2 Write these numbers in words in Persian:
forty-two, eleven, eight, thirteen, forty, sixty-nine, one hundred
and fifty-one, two hundred, one thousand six hundred and
twenty-five.

14
4) CD 1, TR 3, 03:38

3 Say these numbers out loud in Persian, and write them in English:
۷ - ۱٩۲ - ۲۳ - ۱1۹۸ - ۵٩۱ - ۱۸۳ - ۰
4 Translate into Persian: three books, one boy, eight cars, two men,
14 days.

Insight
Persian numbers originate from Hindu-Arabic numeral
systems, developed by Indian mathematicians and then adopted
by the Persian mathematician Khawrazmi in 825 cE. After
further modification by Arab mathematicians these numbers
spread to the western world in the 11th and 12th centuries. You
can see, for example, that if you rotate the Persian number ۳
by 90° anti-clockwise, you will arrive at the European, ‘Arabic’
number 3. The following table shows the Arabic and Persian
numbers:

Western Arabic 1 3 4 5 7
numbers

Persian num- ۱ ۲ 7 ۴ ۶ ۷ ۸

‫‏‬oc ‫ل ع الطشا مهنبا‬

bers

COO OS HOSE ESO OO EEE O OOOO ESOSTO TOS OO TS SHOSOSOS OD OSOHOTED OOOO OSOO OOOO ESOS OEOSSOSOSOOH SO SOSS OE SO OOO EE OOS

Counting words or qualifying nouns

One major difference between Persian and English is that usually a

singular, sometimes idiomatic, qualifying word is inserted between
the number and the counted noun. Depending on the reference book
you choose, these qualifiers are also known as ‘counting words’,
‘classifiers’, ‘numerative words’ or ‘counters’. These qualifiers are
rarely used in English but to give you the idea, consider these
examples:
300 head of Jersey cattle
four items of clothing

Unit2 Numbers is
 three batches of loaves
two rounds of golf
two dozen eggs
four pairs of shoes
ten volumes of poetry
The words head, items, batches, rounds, dozen, pairs, and volumes
typically precede a certain type of noun.
The following may also help to explain the point further, although
the words shoal, herd and flock are ‘collective nouns’ in English and
usually refer to large numbers of the following noun:

a school or shoal of fish

a herd of cattle
a flock of geese

Persian has many more qualifying words than English and uses
them a lot more extensively. Indeed, to an Iranian, it feels odd to
hear a singular noun linked to a number without the buffer of some
qualifying word.

Many South Asian languages have these classifiers that must come
after cardinal numbers, to the extent that some Tibeto-Burman
languages have many classifiers used for round things, metal things,
animals and birds, etc. In comparison with these languages, Persian
has fewer classifiers for you to learn, you'll be pleased to know!

The most common of the Persian qualifying nouns is G ta, roughly

translated as item and it can accompany almost any counted noun
(but has to be more than one) with the exception of expressions of
time. Units of time such as hour, minute, day, month, etc. already act
as specific qualified nouns.

‫ ات‬ta is the most widely used classifier of nouns in the spoken‫‏‬

language: ۱‫‏‬

ls ‎‫سه نا‬ es at elahk eerht stnua )lanretam(

‎‫ ده تاکلاه‬- had at halok net stah
‫جنپ ات باتک‬ panj ta ketab five books‫‏‬
‫ود ات مناخ‬ do ta khanom two ladies‫‏‬
‫دص ان وجشناد‬ sad ta daneshju 100 students‫‏‬

16
Note: Remember that you cannot say US ‫ات‬‎ ‫ کی‬yek ta ketab ‘one
book’. ‫ات‬‎ ta must follow numbers of two or more.

Other common qualifying words

The other most common qualifying or classifying words in Persian are:

bas nafar person (used for living beings)
‫ هناد‬dane grain, seed (used for ‘things’, ie. concrete but small‫‏‬
objects varying from one grape to an emerald; it is occasionally‫‏‬
used in the colloquial for cars or houses to denote the rather small‫‏‬
_ or insignificant size)
‫ ددع‬adad item, number (used mainly for small objects)‫‏‬
‫ دلج‬jeld volume, copy (used mainly for books)‫‏‬
‫ تسد‬dast lit. hand, can mean ‘set’ too (used for clothes as in ‘a suit’;‫‏‬
,also ‘ suite’ for furniture)
‎‫ جفت‬joft pair
All units of weights and measures, such as ‫رتم‬‎ metr ‘metre’, ‫ولیک‬‎ kilu
‘kilogram’, ‫رتیل‬‎ ‫‘ انس‬litre’ are used as qualifying words. Note that the
French pronunciation of these metric units is used in Persian:

‫ دمیمشی‬da ly‫ هس رتم ‏‬Se metr parche-ye abrishami three metres of‫‏‬
BM ClO <<‫‏‬
mefe ‫مک‬‎‫ ود رتیل ریش‬do litr shir-e kam charbi two litres of low-fat
milk ©
‫ کی ولیک و مین تشوگ خرچ هدرک‬yek kilo 0 nim gusht-e charkh karde‫‏‬
one kilo and a half (lit.) minced meat‫‏‬

Word order of numbers and nouns

The cardinal number precedes the singular noun that it refers to. If,
as is mostly the case, a qualifying or classifying noun is also used then
the word order is as follows: number followed by qualifying word,
followed by the noun in its singular:
‫ یناریا‬a jes chahar nafar irani four Iranians (lit. four ‘persons‫‏‬
Iranian’)‫‏‬
‫ شفک‬ee‫ جنپ ‏‬panj joft kafsh five pairs of shoes‫‏‬

Unit2 Numbers
17
 ‫ کی هناد بیس و ود ات زوم‬yek dane sib va do ta mowz one (seed/‫‏‬
item) apple and two (item) bananas‫‏‬
Pinas ‎‫ ده روز‬had zur lit’at net syad yadiloh ro kaerb

Ordinals

4 CDi, TR 3, 5

Ordinal numbers in Persian are generally formed by the addition of

the suffix ‫مت‬‎-om, to the cardinal number. In English, the ordinals are
made by adding -st, -nd or -rd to the first three numbers and to their
compounds thereafter, e.g. 21st, 22nd, 23rd, and by adding -th to the
subsequent numbers, e.g. fifth, tenth, 20th, 126th.
Although the suffix -om is added to all cardinals, the first three
ordinals in Persian are slightly irregular. This is because the Arabic
word ‫لوا‬‎ avval ‘first’ is much, more commonly used in Persian than
the equivalent Iranian word aS: yekom.
The Iranian ass yekom is, however, used in
all the compounds, such as
‎‫ بیست و یکم‬o-tsib mokey ts12 ro ‎‫ سیصد و هفتاد و یکم‬o-dasis o-datfah
yekom 15,

Moreover, the subsequent numbers ‫ود‬‎ do ‘two’ and ‫هس‬‎ se ‘three’ in

Persian end in the short vowels ‘o’ and ‘e’. Therefore, we have to
compensate for the two short vowels (one at the end of the numeral
and the other at the beginning of the suffix -om) coming together by
the addition of a ‘v’ between the vowels ‘o’ and ‘e’
‫ = مود‬a+‫ ود ‏‬do + om = (not do-om but) dovom second‫‏‬
‫ = موس‬a+‫ هس ‏‬56 + om = (not se-om but) sevom third‫‏‬
Hence the change of ‘o’ and ‘e’ to ۰

This formation will be carried through the compounds as well, such as:
‎‫تست سوم‬ o-tsib moves dr32
‫مد‬
‫ لهچ و ید‬chehel-o dovom 42nd‫‏‬
‫ دص و تصأش و موس‬500-0 shast-o sevom 163rd‫‏‬

18
 Look at the following comparison table:

‫ )مکی‬yekom)‫ لوا ‏‬0۷۷۵ much more common‫‏‬

‫ دوم‬dovvom‫‏‬
‫ سوم‬sevvom‫‏‬

The ordinals after the first three, however, are very regular, as they
are in English. So, in English the ordinals of numbers from four to
100,000 and beyond, with the exception of any compound number
ending in one, two or three, are formed by the addition of th. In
Persian, too, the ordinals of all numbers from ۴ ‫راهچ‬‎ (four) upwards
are formed by the addition of a -om to the last element of number
(see following table of comparison).

7 oles chahar estes chaharom

in) ‎‫ پنج‬panj ‎‫ پنجم‬panjom

20 ۲۰ ‫تسیب‬‎ bist ‫متسیب‬‎ bistom

21 ۲۱ ‫کی‬‎ Bip bist-o yek ‫مکی‬‎‫ تسیب‬۱5-0 yekom
27 ۲۷ ‫تفه‬‎ ‫ تسیب و‬bist-o haft ‫متفه‬‎ ‫ تسی و‬bist-o haftom
Ber

100 ۱۰۰ ‫دص‬‎ 0 ‫ مدص‬sadom

1,000 ۱۰۰۰ ‫را‬‎‫ ره‬hezar e‫رازه‬‎ hezarom

and so on thoughout the number system.

COCO O OOOO EEE SE EE EE HEE SO SESS EOE SESES OSE ESESESESESSESOESEOOS ESOS OS OSSSOS OS OSOS OSES SH SO OSES ES EO SISOS ۰...

Insight
Persian zero looks just like a dot (+). The decimal point is
shown by a slash sign (/). 35.72 is therefore written as Yo/VY.
Persian uses ‘million’ for ‘million’ but the French ‘milliard’ for
‘billion’.
COO ‎‫و موم موم‬ ‫ و‬EHEH ESO OES O OOOS OHE ES ESES SE SHSE ESO OSOSOOOSES OEDOOH HOOO HOTE SESO HOOO EO OSES HO DOOOOHOSESO

Unit2 Numbers
19
 Summary

1 Incase of compound numbers ending with the numeral ‘one’ such

as 231 for example, the suffix -om of yekom is attached to the end of
the entire group and not avval. Therefore, the Persian equivalent
of 231st, for example, will be:

‫تسیود و یس و مکی‬ devist-o si-yo yekom‫‏‬

2 The Persian ordinal of compound numbers ending in two or three

will have the same irregular suffixes of -vom for ‘second’ and
‘third’, e.g. 52nd will be ‫مود‬‎ ‫ هاجنپ و‬panjah-o dovom and 63rd will be
‎‫ شصت و سوم‬0-tsahS .movves
3 Ordinal numbers behave as adverb-adjectives. As adjectives they
will follow the noun as in:
mare ‎‫ هفتة‬hafteh-ye chaharom the fourth week
ee ‫‌س‬‎‫یا‬ otobus-e sevvom the third bus
‎‫ او‬ast film-e avval the first film
۰۰ SCOCCHO SOOO OOOO OOEOO EE OOLOD OOS OOEOO99000 ‫ووووووووو‬‎ ‫وه وو وه و و و و و و‬ OOOO OCOOLO HOSEL OO HSOL THESES OOOO DOOD

Insight
Persian uses a large number of ‘counting-words’ or qualifying
nouns such
as ‘td’, or ‘nafar’, etc. These are similar to the more
specific English counting words such as ‘loaves’ or ‘head’ or
‘round’ or ‘rasher’. The counting words follow the number and
come before the noun. The universal counting word is ‘ta’ and is
used with number 2 and above.
SOSHSOOOHOHTOHTO OOH OOOO SHS ODESODO OS OOOSOOOS SOOT OED OSOSOOSSOOSOSSSOTOSOTOOOSOSOOS OOO SSO SOSOOE ODORS

Exercise 2

4) CD 1, TR 3, 05:07

1 Write these numbers in Persian, and say the ordinal and cardinal
forms: 2, 6, 10, 11, 23, 41, 125, 94.
2 Translate into English:
»‫‏ یازدهم فروردین‬a ‫= شب سوم ان هزازم‬ ‫ بیست و سح‬- ‫چهازم‬

‫ و یکم‬i‫‏‬ »‫ خرداد‬Ju!‫‏‬

20
Plurals

CD 1, TR 3, 4

Listen to the recording where the nouns ‘book’ ‫باتک‬‎ ketab and ‘boy’
‎‫ پسر‬pesar are used, first in the singular, then quantified with numbers,
in combination with ‘this’ and ‘that’ and, finally, in the plural:

book ketab ‫باتک‬‎

two book(s) do ketab ‫باتک‬‎ ‫ود‬

five book(s) panj ketab ‫باتک‬‎ ‫جنپ‬

five (items of) book(s) panj ta ketab ‫باتک‬‎ ‫جنپ ات‬

those (lit. that) five book(s) Gn panj ketab ‫باتک‬‎ ‫نآ جنپ‬
these (lit. this) two book(s) in do ketab ‫باتک‬‎ ‫ ود‬Sal

books ketab-ha ‫اه‬‎ ‫بات‬

these (lit. this) books in ketab-ha La ‫باتک‬‎ ‫نیا‬
boy pesar ‫رتسپ‬‎

one boy yek pesar ‫رتسپ‬‎ ‫کی‬

two boy(s) do pesar ‫رتسپ‬‎ ‫ود‬

two (numbers of) boy(s) do ta pesar ‫رتسپ‬‎ ‫ود ات‬

that boy dn pesar ‫رسپ‬‎ ‫نآ‬

those (lit. that) boys dn pesar-ha ‫اهرتسپ‬‎ ai
these (lit. this) two boy(s) in do pesar ‫رسپ‬‎‫نیآ ود‬

Insight
Demonstratives ‘this’ and ‘that’ also remain singular if
accompanied by numbers and/or plural nouns as in ‘this two
girl’ or ‘that boys’.
‫و مو و و و و و و و و و و و‬ I ee‫‏‬

Unit2 Numbers 21
 Forming the plural

There are several ways of making plurals in Persian.

1 The most common way is by adding a ‫اه‬‎ hd to the end of a noun. This
is almost the equivalent of adding an ‘s’ to English nouns to form the
plural and is most commonly used with non-living, inanimate things:

‫‏ کتاب‬koob + ‫‏ = ها‬aL ‫‏ کتاب‬ro ‫کنابها‬ 56

JS flower+la=ls Js or‫ گنها ‏‬flowers‫‏‬

‫‏ خانه‬esuoh + ‫نخانه ها = ها‬ 56

Insight
Numbers and plurals must never be used together in Modern
Persian. Therefore you'll never have 6 cats but rather 6 cat or
24 student or one thousand bird.
CO OCSCO CE OO OOOO EOE OOOOH OOOOH OOOH OOOOH O OOO OOOOOO OOOOH OO SLOSS OSES OS SO SOS OSES OOOH OHO HSEHEOESEOSSESESES

2 By adding the plural ending ‫نا‬‎ dn. However, the plural ending ‫نا‬‎ is
only ever used for animate beings (including the nouns for growing
things such as trees or herbs) or nouns and adjectives referring to
living things and is more commonly found in the written language.
Wherever possible, the ending ‫نا‬‎ is joined to the word:
‫‏ دوست‬dneirf + ‫دوستان = ان‬ 5
‫‏ پدر‬rehtaf + ‫ پدران = ان‬fathers‫‏‬
‫‏ مرد‬naM + ‫مردان < ان‬
0
‫‏ کی دک‬dlihc + ‫ کودکان = ان‬children‫‏‬
‫ حد‬girl/daughter‫ ‏‬+ ‫ ارتخدنا < نا‬girls, daughters‫‏‬

Other uses of an ‫نا‬‎ plural ending

1 In the written language, particularly in a literary text, the plural

ending ‫نا‬‎ dn can also be used for some animals:
‎‫ سگ‬sag dog — ‫ناگس‬‎ sagan dogs
‫ اسب‬bsa ‫‏‬esroh + ‫اسبان‬ 1 56

22
 é‎‫ و‬morgh bird + ‫ناغ‬‎ ‫ وه‬morghan birds
‫ ریش‬Shir lion‫ ناریش — ‏‬shirdn lions‫‏‬

2 When adjectives such as ‘good’, ‘young, ‘great’, ‘bad’, etc., are used
in written, literary language to refer to a group of people such as
‘the good’ or ‘the young’ the plural ending ‫نا‬‎ dn is used:
‫ بوخ‬khub good‫ ‏‬+ ‫ نابوخ‬khuban the good‫‏‬
‫ ناوج‬javan young‫ ‏‬+ ‫ ناناوج‬javdndn the youth‫‏‬
Sf۳ bozorg great‫ ‏‬+- ‫ ناگرزب‬bozorgan the great‫‏‬
‫ دب‬bad bad‫ ‏‬+- ‫ نادب‬badan the bad‫‏‬

Note: These adjectives in the plural never follow nouns; rather they
are used as nouns.
In the examples just given, when the adjectives qualifying human
beings end in the two long vowels ۵ and u, the plural ending becomes
a ‫نای‬‎ yan, instead of ‫نا‬‎ an.
‫ اناد‬0070 wise‫ ‏‬+- ‫ نایاناد‬0071001۱ wise ones, the wise‫‏‬

‫ انیبان‬nabind blind‫ ‏‬+ ‫ نایانیبان‬nabinayan blind ones, the blind‫‏‬

‫ رک‬sokhangu spokesperson, speaker‫نای > ‏‬ypS‫‏‬

sokhanguyan the speakers‫‏‬

‫ وجارجام‬majerdaju adventurer‫ ‏‬+- ‫ نایوجارجام‬majerajuyan the‫‏‬

adventurers‫‏‬
Similarly, when nouns or adjectives attributable to living things end
in the short vowel e, indicated by the sign ‫ه‬‎ ‫ و‬the plural ending
changes to ‫ناگ‬‎ gan and the final vowel sign of a /o is dropped:
‫ هچب‬bache child, childish‫ ‏‬+ ‫ ناگچب‬bachegan children or childish‫‏‬
ones.‫‏‬
‫ یکهنس‬gorosne hungry‫ ‏‬+ ‫ ناگنس‬3 gorosnegan the hungry ones‫‏‬

‫ هدنرد‬darande savage‫ ‏‬+- ‫ دنرد ناگ‬darandegan the savage ones‫‏‬

‫ هراتس‬setdre star‫« ‏‬- ‫ ناگراتس‬setaregan the stars‫‏‬

Unit 2 Numbers. 23
 ‫موه‬ ‫و و و و و‬ ‫و و و‬ ‫ووووووووووووووووووووووووووووووووووووووووووووووووووووووو‬ ‫وووووهوووووووووووووووو‬

Insight
The equivalent of the universal English plural ‘s’ in Persian is ‘ha’
added to any noun to make its plural, but there are other more
specific plurals too, such as ‘an’ used only for living, animate things.
‫ سرت‬CPOOCOCOSOOOOOHSOOHO OOOO ESOS OOO OSES SHOT SOOS SOOO SESS OSE SESH OTOSOOSESOOO OSES OTOH OOOO OSSD OS OSES OSOOR

Plural of units of time and place

The plural of units of time and adverbs of place are always made with
La ha.

Time
‎‫ روز‬۲۷2 day — ‫اهزور‬‎ ruzha days
‎‫ شب‬shab night — ‫اهبش‬‎ shabhd nights
‎‫ هفته‬hafte week — ‫اه‬‎ ‫ هتفه‬hafteha weeks

‎‫ ماه‬mah month + ‫اه‬‎ ‫ هام‬mah-ha months

‎‫ سال‬sal year 4 ‫اهلاس‬‎ salhd years

‫ تعاس‬sa’at hour‫ ‏‬+ ‫ اهتعاس‬sd’atha hours‫‏‬

Place
‎‫ کشور‬keshvar country — La ‫روشک‬‎ keshvarha countries
‎‫ جنگل‬jangal forest ‫اهلگنج‬‎ jangalha forests

‎‫ شهر‬shahr city, town — ‫اه‬‎‫ ارهش‬shahrhd cities, towns

Other plurals

In addition to the methods just explained, other ways of forming

the plural exist in Persian that deal almost exclusively with forming
the plurals of Arabic words in Persian. These range from ‘feminine
plurals’ to ‘duals’ and the broken plurals.

It is not necessary at this stage in the book to spend time on formation .

of these plurals.

Note: In Persian, a quantified noun, i.e. a noun accompanied by a

number, never takes the plural. This means that, for example, the

24
moment you specify how many books, apples or tourists you are
referring to, you use the singular noun. Remember, numbers are
always followed by nouns in the singular, not in the plural.
one book ‫باتک‬‎ ‫کی‬
‫‏‬skoob ‫کتاب ها‬
two books UUs ‫ود‬‎ lit. two book and not ‫اه‬‎ Gs ‫ود‬‎
thousand books ‫باتک‬‎ ‫رازه‬
ten boys ‫رسپ‬‎ ‫هد‬

Exercise 3
1 Put the following words into the plural:

‫ون‬ ‫استاد‬ ‫روز‬ ‫پنجره‬ ‫کتابخانه‬ ‫‏‬dy ‫ماشین‬ ‫خواهر‬

2 Translate the following plurals into Persian: cities, boys, flowers,

cats, women, days, summers, pens, trains, the young, the wise,
three sisters, ten birds, two hours.

Things to remember...

e Persian numbers are written from left to right, in the opposite

direction of the script.
e Combinations of numbers are formed very logically and in
pronunciation the numbers are linked by the vowel ‘o’, short for
‘and’. Therefore 451 is ۴۵۱, ‘chahar sad o panjah o yek, lit. four-
hundred and fifty and one.
e Ordinals are formed by adding ‘-om’ to cardinal numbers but not
to number 1 (yek). The ordinal of one (i.e. first) is the Arabic ‘avval’
but in combined numbers such as 21st ‘yekom’ can be used (bist 0
yekom = 21st).

Answer these questions based on material from this unit.

1 Can you count from 1 to 10 in Persian?

2 Write down the number 51 using Persian numerals.

Unit2 Numbers 25
 Can you name a central Asian capital city with the Persian number
two in it?
Are combined Persian numbers written from right to left?
What is the most common ‘counting word’ in Persian?
How would you say ‘four brothers’? Don’t forget to use your
counting word.
What plural endings can you use for the noun ‘boy’?
How would say ‘twelfth’ in Persian?
Imagine you are in a Persian book shop. Ask for ‘these six books,
please’ in Persian.
10 How would you use the -dn plural with a word such as ‘star’ in
Persian?

26
SOSSSOSOHO THOS SOTO OOO OSTEO ESEOEOSOSEHESOSOSSSOS OSES SEEDS OEOE SHES ESESESS OOOO OOOO ESE OS EEEESEDESS

Grammar reference unit

Moving a step further

All the lone words and single phrases of greeting and the names of
the days of the week, numbers and plurals should have built up a
good store of vocabulary for you. So now it is time to start forming
proper sentences, starting with the very simple and gradually
working towards understanding and using Persian in a more
realistic manner.
Before we can go on, however, we need to look at the most common
terminology that is used to describe grammar and rules of forming
verbs, tenses and so on. Luckily the rules of Persian grammar
are relatively logical and quite simple and, compared with many
other languages spoken in the Middle East, can be learnt rather
effortlessly. Familiarizing yourself with these technical terms and
‘jargon’ will therefore make it easier to follow the subsequent
units.

Grammatical glossaries and meanings

Syntax and word order

First of all, it is important to note that the simple and normal word
order in Persian is:

Unit 3 Grammar reference unit 27:

 Subject — object — verb
i.e. |- cat — saw

In English, of course, the word order is:

Subject — verb — object

I saw (the) cat

Gradually, we will be able to introduce other elements into the

sentence and will end up with the following:

Subject — adverb of time — adverb of manner — direct object — indirect

object — adverb of place — verb.
But, for the time being, let us focus on the fundamental components
of the sentence.

Subject

(J in the example sentence.) The subject is the doer or the agent or

performer of the action in the sentence.

Object

(cat in the example sentence.) The object is a noun or equivalent or a

string of words forming a clause, towards which the action of the verb
is directed or on whom the action is performed.

Verb

(saw in the example sentence.) The verb is a word that expresses

an action, a state or feeling or what is becoming of, or happening to,
someone or something.

1 have to tell you that these rules are not always followed in the
spoken language and you may often hear native speakers of Persian
using the subject—verb—object order in the sentences, which would
bring it closer to the English sentence structure.

This word order makes it harder to follow what’s going on, because
the listener has to wait until the speaker gets to the end of the
sentence before he can work out what action is being discussed!

28
Just remember that in this book the verb in our Persian sentences is
the final component in the sentence. However, in different situations
the word order may be moved around in the sentence. There is not
much point in going into detail on all the ways the word order rules
can be broken as this is usually done in archaic prose, in the colloquial
language or in stylized texts such as film scripts or novels.
For a sentence with the verb ‘to be’, that is ‘am, are, is, were, was’,
the order is: subject - predicate - ‘to be’ (known as the copula). In
such sentences, the subject can be a noun, a phrase or a pronoun,
and in more advanced language, the subject of a sentence can be an
infinitive for example.
The word order, of course, becomes more complex as we learn more
and more about the language. A slightly more advanced sentence
will have other components such as question words (interrogatives),
adverbs and direct as well as indirect objects and then the sentences
can become even more complex as we look at relative clauses and
conditional sentences for example. The objective of this book,
however, is to teach you the basics of the grammar and, hopefully,
you will be able to build on this functional knowledge and take it
further.
[ have tried to explain the meaning of technical terms or grammatical
jargon that I have used in the following units, as it is impossible to
avoid them totally. Besides you only ever need to learn these words
once and they will always come handy when you try to learn another
new language.
POCO OOOO EHO EO EOE EEO O ESSE OSES ESO SOOT SOTO OT OSSO SOOO OSSOOOSO OSHS OHHH OOOO OH OOOH TO EHSOSHS OOOO SO SOOOOD

Insight
Every Persian verb has an ending known as the ‘subject suffix’
that tells you who is doing the action. As there are singular
and plural second persons in Persian this means that you can
have six little endings that tell you who the doer or subject of
the verb is. You only need to learn these six endings once (in
fact you only need five for simple past tenses) and use them
with all the verbs. This would be as if your English verbs would
look like, for example, went-I, went-he, went-we or bought-he,
bought-I or live-we, live-you, live-they.
POCO C SOOO HESS EE EE SHO HEESES ESOS ESE SOOO OHSS OS ESEES ESOS ODEO OOEOD ‫وووووووووووووو‬‎
ES OO EH SOOO SEDO OEEOED

Unit3 Grammar reference unit 29

 Exercise 1
«~ CD1TR4

What form of greeting would you use if you were asked to say:
‘good morning’, ‘good afternoon, Maryam, ‘thank you very much,
Reza’, ‘goodbye, Ali, safe journey’, ‘good night, ladies and gentlemen’?
|

= x

=a ‎‫اب ی‬ fat
EST —۱۱/1۱— yr

‎‫جرا‬ ‫لا هه‬

eN ‫ه‬
-‫ا‬‎‫ و‬l۲ iaT
“8?‎‫تفت‬ ‫ها‬
> ‫م‬

‫ هد‬۵29 had‫@]وه ‏‬ar‫‏‬

۸۵۵ Bozorg Mosque and Madrasah Complex, 0

30
SP POSHTHHOSOSOSOSOSOLOTOTO ES OSOSO ESOS SESE OOOO OOS OSOS OSES OSU EEESESEO EOS OD OOO OSES OS OSE OEEOOEOEOOORS

Where are you from?

What do you do?
In this unit you will learn how to
e Say where you are from
e Ask how someone is
e Give basic personal information
e Say your nationality and occupation

Dialogue

4 CD1,TR5

Listen to Maryam (M) and Babak (B) greeting each other and
enquiring after each other’s health. Maryam then introduces a new
friend, Yasaman (Y) to Babak. (Note the use of plural verb endings to
show respect and formality.)

Unit 4 Where are you from? What do you do? 31

32
chetor? how?

short, contracted form of

you (sing.) are, i.e. ۵
tanha alone
dust friend
-am [suffix] my, ‫متسود‬‎ my friend
naqqash painter
khoshvaqt fortunate, happy
short, contracted form of I am,
i.e. I’m

khoshvaqtam I’m happy 5}

rus Russian ‫روس‬

shoma you (pl.)

ahl native of, (also to have a
liking for s.t.)
koja question word where?
mesl like, similar to

daneshju student
nistam negative of to be, i.e. 1am not

‘akkas photographer

bah! bah! sign of exclamation meaning

wonderful, lovely
home, house

Unit 4 Where are you from? What do you do? 33

 Present tense of ‘to be’

The dialogue shows you the simple forms of the present tense of the
verb ‘to be’ as in ‘I am’, ‘you are, ‘we are’, etc.

The Persian verb ‘to be’ can be expressed in two ways: in the full form
or condensed. In English, you can say either ‘I am a student’ or ‘I'ma
student’. In other words, there is a full, stand-alone form of the verb,
like ‘I am’ and there is an abbreviated, contracted form like ‘I’m’.
The full form of the verb ‘to be’ in Persian expresses a slightly different
state from its English equivalent. It means more ‘to exist’ or ‘there
is’ than ‘to be’, while the English variation is really a matter of style:
formal or colloquial.
Before we go on any further and look at the Persian form of ‘to be’
it is important for you to note that the Persian verbs ‘to be’ and ‘to
have’ are totally irregular. This means that they have rules of their
own and do not fit wholly in the more or less regular system of verb
conjugation that applies to other Persian verbs. Having said that,
they are very easy to learn and getting to grips with them early on
will make some future grammatical explanations a lot simpler to
follow.

Fuli forms of ‘to be’ in the present tense

The six cases of the full present tense of the verb to be are shown in
the following table.

‫ حتسش‬hastam|am‫‏‬ ‫ میتسه‬hastim we are‫‏‬

| ‎‫ هستی‬hastiyouare — ‫دیتسه‬‎ hastid you are
‫ تسمه‬hast s/he, it, this, that is‫‏‬ ‫ دنتسه‬hastand they, these, those are‫‏‬

The use of the full form implies either formality or the sense that one
exists in the state expressed. For example: ‫متسه‬‎ ‫ نم یناریا‬man irani
hastam ‘I am Iranian’ is used either in a formal setting or means that

34
the speaker wishes to put some stress on the fact that he or she exists
as an Iranian. Similarly, ‫دنتسه‬‎ ‫ اهنا هتسخ‬anha khaste hastand ‘they
are tired’ means that they are in an exhausted state, putting more
stress on the fact that they are tired.

The distinction is not so important in colloquial, spoken Persian.

POPS OSOHOHOSOOO OOOH OOOO OTOH OOOH OOOO SHOES OS OOOO OE SOOO SOOO OSTEO OOH D ESOS OOS OL OOS OOOOH ESO O OED EEE SE SOE EOOOD

Insight
The verb ‘to be’ in Persian behaves very similarly to the English
verb ‘to be’ in the sense that it is irregular and its present, past
and conditional forms display hardly any family resemblance.
Compare ‘I am’ to ‘T was’, ‘I would’ and ‘I will be’. This happens
in Persian too.
POOH OOH EOETOOO SOOO SOOTOH OTOH OOS HSH OO ODORS ODO EOE SOOO OOH OTOL OTOH ES OO SOS OTS OTH OS OSTEO ESOS OOS ESOS EEE EEED

Attached, contracted forms of ‘to be’ in the

present tense

As already mentioned, the verb ‘to be’ can also appear as an attached
ending, not dissimilar to ‘you’re nice’ as opposed to ‘you are nice’. The
present tense of the verb ‘to be’, in its attached form, consists simply
of six personal endings or suffixes. If you look at the full form, you will
see that the short suffixes are just the endings of the full form. These
abbreviated suffixes are then fixed onto the preceding word in the
sentence. Later on in the book, when we look more closely at forming
Persian verbs, these same endings, with one exception, will be used
as the compulsory suffixes of all verbs.
The attached forms of ‘to be’ are found in the following table:

e -amlam as -im we are

‫ ای‬-iyou are‫‏‬ ‫ دی‬-id you are‫‏‬

sw -ast he, she, it is ‫دف‬‎ -and they, these are

The following table illustrates how the endings correspond to the full
form of the verb and to the personal pronouns.

Unit 4 Where are you from? What do you do? 35

 ‫ م >< ‏ متسه >< نم‬am ee‫‏‬

‫ <> وت‬you (sing.)‫> ینسه ‏‬ (gare‫‏‬ ‫ <> امش‬you (pl.) alas > aa‫‏‬

‫ >< او‬,eh ,ehs ‫‏‬ti ‫‏ ست >< هست‬si ‫‏ >< ایشان‬yeht ۳ <> 6

‫ند‬

The full, complete example of the verb ‘to be well’, used in the dialogue
in this unit, is as follows:
maT ‫‏‬llew ‫ م >< خوبم‬+ ‫خوب‬
you are well ‫یبوخ‬‎ ><
+ ‫بوخ‬
he/she/it
is well ‫تسکیوخ‬‎ >< ‫ تس‬+ ‫بوخ‬
ew era ‫‏‬llew ‫ یم >< مخاوبیم‬+ ‫(ما) خوب‬
uoy ).lp( era ‫‏‬llew ‫ ید >< ها خوبية‬+ ‫(شما) خوب‬
yeht era ‫‏‬llew ‫ ند جه آنها خوبند‬+ ‫ایشان) خوب‬-‫آ(نها‬
‫و و ووووو‬ ‫ و و‬OOO EHEOEO ES SOOOSSSOSOSOSH EHD OTST OSES OSOO SH SSSSSOOSSOSOSOSO ESOS SS TOOSHS OO EO OH OOOE OOS‫‏‬

Insight
Because the ending of every verb tells you who is doing the
action you don’t need to use the subject pronouns / or he or
they unless you wish to put some stress on who is doing the
action.
OOOO OCOOT OOOOH ESO SO SOSO OOOO ESSE OOH ES OSES OOOO SO SOSOT ODES OOSSOO THOS OO TSH HSS OOHOOESEOTODOSOOSEOOO®

Combination or clash of vowels

As we mentioned earlier in this book, Persian does not allow for a long
and a short vowel to come together. This means, for example, that the
sound e cannot follow the sound ۵ or u. This combination of vowels,
of course, does not happen in words. However, whenever there is a
need to join a short and a long vowel together, as we occasionaly have
to do to form verbs, we must insert a buffer between the two vowels
to ensure that both vowels can be pronounced easily.
There are clear rules for doing this. When short forms of the verb ‘to
be’ are joined to words ending in -e -‫)ه‬‎ . ‫ ه(ر‬such 25 ‫هچب‬‎ bache, and -i
((,), an alefis used as a buffer and inserted between the two.vowels:

36
 Singular Plural
Tama child ‫ما‬‎‫هچب‬ we are children as) ‫هچب‬‎
you (sing.) are 2 0:10 ‫یا‬‎ ‫هچب‬ you (pl.) are children ‫دیا‬‎ ‫هچب‬
he, she is a child ‫تسا‬‎ ‫هچب‬ they are children A ‫هچب‬‎

Or using ‫هتسخ‬‎ khaste, meaning ‘tired’ as an example:

Singular Plural
[am tired ‫ما‬‎‫هتسخ‬ we are tired ‫میا‬‎ ‫هتسخ‬
you (sing.) are tired ‫یا‬‎ ‫هتسخ‬ you (pl.) are tired su! ‫هتسخ‬‎

he, she, it is tired ‫تسا‬‎ ‫هتسخ‬ they are tired ‫دنا‬‎ ‫هتسخ‬

How about a word ending with the long vowel ‫ی‬‎ i, e.g. ‫یناریا‬‎ 0,
‘Iranian’?:

Singular Plural
lam Iranian ‫مینا‬‎‫ اریا‬/ al ‫یناریا‬‎ = we are Iranian asl ‫یناریا‬‎
you (sing.) are Iranian you (pl.) are Iranian
‎‫ایرانی ای‬ ‫ ایرانیید‬/ las ‎‫ایرانی‬
he, she, itis Iranian they are Iranian
‎‫ ایرانیست‬/ ‫ایرانی‌است‬ ‫ ایرانیند‬/ ‫ایرانی اند‬

And a word ending in long vowel ‫و‬‎ ۷, like ‫ورشوخ‬‎ khoshru, ‘cheerful’:

Singular Plural
lam cheerful ‫می‬‎
‫ٍورشوخ‬ we are cheerful ‫مییورشوخ‬‎
you (sing.) are cheerful you (pl.) are cheerful
‎‫خوشرویی‬ ‫خوشرویید‬
he, she, itis cheerful ‫تسورشوخ‬‎ they are cheerful ‫دنیورشوخ‬‎

POO OOOO OEE OHO HEED OSES OOO ES OO OT OS OOOO OOOO OSOOOOHSO SOOO SOOO OTOH OOOO OTOH OOOO OH SOOO SOHO HOOT OH EH STORE 099

Insight
Persian subject endings or suffixes are culled from the Persian
verb ‘to be’. In fact they are the truncated, short forms of the verb

Unit 4 Where are you from? What do you do? 37

 ‘to be’. The verb ‘to be’ is the only verb that can be shortened.
This is not exactly the same but very similar to the verb ‘you
are’ shortened to you're. The negative form, however, cannot
be shortened in the same way. So there is no you aren’t in
Persian!
‫هوم‬ ‫ و و‬SESE HOSEOSOOEHESESO OOO SOLOS ESOS SS OOHOOOSOT SFOS OOOO OS THTO OHSS SS SH OSES SHOE OSHS OS ESOODEOO®‫‏‬

Negative form of the present tense of ‘to be’

The negative of the present tense of the verb ‘to be’ is formed by
adding the personal subject endings to the verb ‫تسین‬‎ nist. There are
no short forms for the negative verb of ‘to be’.

Singular Plural
Iam not ‫متسین‬‎ we are not ‫مينسیب‬‎
you (sing.) are not ‫یتسین‬‎ you (pl.) are not ‫دیتسین‬‎

he, she, it is not ‫تسین‬‎ they are not oa

Other examples:

we are well ‫میبوخ‬‎

I am (a) teacher ‫مملعم‬‎

they are Iranian ‫دنا‬‎ ‫دنیناریا یناریا‬/
itis cold ee ae
you are students ‫دییوجشناد‬‎
you sing. area girl ‫ی‬‎aru,
he is (a) boy SRO

Since Persian verb forms always tell you who the subject or the ‘doer’
of the verb is, the additional use of personal pronouns is not always
necessary; however, their use emphasizes the person of the subject.
For example:

[ am not Chinese. I am Japanese. ‫متسه‬.‎ ‫متسین ینپاژ‬. ‫ ینیچ‬a

38
 Insight
The negative of the present tense of ‘to be’ in Persian is the only
irregular negative formation. Usually you only need to add a
‘na’ or ‘ne’ sound to the verb to get the negative. But to form the
negative of the present tense of ‘to be’ you must drop the initial
‘h’ and add a ‘ni’.

Asking questions in Persian

4) CD1,TR 5, 01:23

Persian has the equivalent of all the English question words such
as ‘why’, ‘where’, ‘who’, etc., and some more; however, one of the
easiest ways to form a question is to say something and make
it sound like a question by raising your intonation. This is very
common in spoken Persian, especially in sentences with ‘to be’.
Listen to the recording and you'll get a better idea of the change
of tone in question sentences.

They are Iranian. dn-hd irdni hastand. ‫دنتسه‬.‎ ‫)اهنآ( یناریا‬

They are Iranian? (as opposed to Are they Iranian?)
Gn-hd irani hastand? ‫؟دنتسه‬‎ ‫)اهنا( یناریا‬
Tehran is expensive. tehran 9672 ast. ‫تسا‬.‎ ‫نارهت نارگ‬
Tehran is expensive? (as opposed to Is Tehran expensive?)
tehran geran ast? ‫؟تسا‬‎ ‫نارهت نارگ‬
POPC OOOOH EEO ESO OES THEO SOS OOOO TEESE OES OOOOH SOSH SOSH OS OHOS OE OS OOOO OO SOEO SOOO OOD ESOT OSHS OOOH DOSES OS OOOOR

Insight
There is a subtle difference between the third person singular
forms ‘ast’ and ‘hast’, even if both seemingly mean ‘he/she is’.
‘ast’ corresponds to the English ‘is’ as in ‘this is my house’ or
‘Maryam is Shirin’s sister’. ‘hast’, on the other hand, conveys the
English sense of there is as in ‘there is a coffee machine on every
floor’ or when you call the surgery and ask: ‘Js the doctor in
today?’ With the answer: ‘Yes, Dr Ahmadi is in from 2 to 6 ۰
POC POSH O CHEESES SOSH SOSH ES SEEH SSS ESOOSS THESES OOO SES OSESOSESOO ESE SOSSSOH OSES SSOSO STOO OST ET EO EOHHOSOSO®

Unit 4 Where are you from? What do you do? 39

 Exercise 1
Rewrite the following sentences using the short forms of the verb ‘to
be’, then translate them into English:

‎.‫این قالیچه گران است‬ ۱

‎.‫ خیلی بزرگ نیست ولی تمیز است‬IUG ‎‫ آن‬۱

avian re ee ‫اهنآ‬‎ ۳

‎.‫ دخترها خواننده نیستند‬sB hB -

‎‫شمابا مریم دوست هستید؟‬ ‫و‬
Exercise 2
Translate these sentences into Persian:

This peach is delicious.

Maryam is a painter.
You (pl.) are tired.
lam young.
uPWe are in Tehran.
WON
=

Insight
A lot of Persian grammatical functions are performed by adding
prefixes or suffixes that themselves are a long or a short vowel,
or end or begin with short vowels like ‘i’ or ‘be’ or ‘na’ or ‘and’.
If two vowels, one as part of the word and the other as part of
the suffix or prefix, come together then we have to erect little
buffers between these two converging vowels to make sure
they each retain their individual pronunciation.
PSOOOOCO TODOS OSSOOHOOETOS OOOO OOH SSOSOH TOTES OOOO OO TOTO OSES OSES SESS ES OS TOHTOSOSTOSSOOO ESET OSES OEESOSOER

Exercise 3
Give full negative answers to the following questions:

‫ "آن پسر اسکاتلندی است؟‬۱

‫ ؛ شماایا ایرج دوست هستید؟‬۲

‫من ورزشکار هستم؟‬ ۳

40
 ‫آنها خیلی خسته اند؟‬ ‫؟‬
‫شما نقاشید؟‬ ۵
Exercise 4
Rewrite the dialogue, using the short forms of the verb ‘to be’
wherever appropriate.

Something to remember

As well as using the question words ‘what’, ‘where’ and so on,

Persian speakers use the tone of voice to make questions, while
in English the word order is changed to make questions. So the
Persian equivalent of ‘Is the library open today?’ would still be
‘the library is open today?’ but the last word will be uttered in an
inquisitive more high pitched tone.

Complete the following:

1 In anormal written Persian sentence where would you put the verb?
2 Introduce yourself in Persian, following the pattern: My name
is . 17 (place your nationality where the blank is).
Ask how someone is using two common Persian models.
How do you ask someone you have met for the first time ‘What is
your name?’
Put the following in the correct order:
-‫ هستم‬-‫ ولی‬-‫ شوهّم‬-‫ ایرانی‬.‫ هست‬-‫من‬
Say ‘they are happy’ in Persian using both the full and short forms
of the verb ‘are’.
How is the negative of the verb ‘to be’ in the present tense formed?
Can you say ‘I am not tired’ or ‘Alex and Isabel are not German’?
Do you always need to use a pronoun in Persian sentences? Why?
Can you remember three professions or occupations in Persian
you have seen in the units so far?
10 Correct the following sentence:
.‫ شیراز هستید و در لندن دانشجو هست‬Jal‫من ‏‬

Unit 4 Where are you from? What do you do? 41

 ‫ووووووموووووو‬ ‫ و‬EOS ESS SOSOOSSOS OES OOS OS OS SES OSES SOSOS‫‏‬ eccoce ‎‫موه‬

Family, friends and

other people
In this unit you will learn how to
e Give more personal information using pronouns
‎‫ه‬ Describe characteristics using adjectives
e Describe family relationships and associations

Dialogue

۰ CD1,TR6

Listen to the conversation between Maryam and Amir, who have just
been introduced by Dariush. Can you work out the relationships?

42
dust friend
dokhtarkhale cousin, daughter of maternal aunt

hamkelas classmate

esm-e famil lit. family name, surname

tavalod birth (also birthday)
yekruz ۱ lit. one day, meaning the same day too ‫زورکی‬‎ ِ ِ
jeddan Arabic word structure as adverb ‫ادج‬‎ ِ
meaning really, seriously

Units Family, friends and other people 43

aS

_ che? what? and vocative exclamation as

in how wonderful!
ja leb interesting

pas SO, in that case, therefore

month; moon

ayan de next, future

byes
kay when?

7 khane house, home

koja? where?

in, at, inside

kh iyaban street, avenue

Steel door panel, Isfahan, 17th century

Personal pronouns.

3 3 'S = oF)
’

‫ امش‬shoma you‫‏‬

@)Lutes ‫اهنآ‬/۱ anha they‫‏‬

Persian has an honorific system of pronouns. Something similar
happens in French, when you have to choose between ‘tu’ and ‘vous’
when addressing a person. In general, all the plural pronouns can
be used to indicate formality and respect. For example, in an Iranian
primary classroom, children rarely refer to themselves in the first
person singular but refer to themselves as ‘we’ in order to show
humility and respect towards the teacher. Similarly, the third person
plural ‘they’ can be used to refer to a|singular third party in a formal
setting and to show respect. (Incidentally, be warned that the formal
pronouns can also be used to show disdain and contempt!) As you
can see, there are two second person pronouns:

‫ وت‬to, is used at times of great intimacy to address close friends, loved‫‏‬

ones and children‫‏‬

‫ امش‬shoma, as well as its function as the second person plural pronoun, is‫‏‬
used to address a singular person to observe formality and to indicate‫‏‬
respect between strangers and elders as well as in the peer groups.‫‏‬

Exercise 1
How would you address or refer to the following in Persian? Use the
appropriate pronoun.

1 Your new, elderly neighbour.

2 Your closest friend.
3 The bank manager.
4 Your cousin’s small child.
5 The immigration officer.

Insight
In a Persian sentence, things that belong together in a clause,
such as a noun and its descriptive adjectives, or a noun, its
adjectives and its possessor, must be vocally linked by the
vowel ‘e’. It’s almost as if the words in this vocally strung chain
end with the vowel ‘e’ rhyming with the French ‘café’.
POCO oOo HEE SOSH EET EEO TEE O ESE EOESSHESOO SHE SOD ESOS SS OOOH OSES OOH S OSES H OSH OSTOSSSSO OSH LOSH OOOO SOOO 9OOOD

How to describe something or someone?: linking nouns,

adjectives and pronouns

Before being able to use the personal pronouns in even a simple or

meaningful construction, such as ‘my name’, ‘your brother’ or ‘his car,
Units Family, friends and other people AS
and then giving more information such as ‘your elder brother’ or ‘his
blue car’, we must learn one of the most fundamental characteristics
of the Persian language.
Both in written and in spoken Persian, we must show an agreement and
correspondence between nouns, pronouns, adjectives and prepositions.
We must be able to demonstrate possession or close association.
Look at the following English construction: ‘my fast, beautiful,
expensive, thoroughbred, young horse’. In this example, there is
no sign in the script or any indication when spoken, that joins the
adjectives (‘young, fast, beautiful’, etc.) to one another or ultimately to
the possessor (‘my’) and from there onto the noun (‘horse’).
The native speaker of English knows, and the learner will soon
understand, that these adjectives tell us something about the noun
(‘horse’) they describe and that the whole ‘package’ belongs to a first
person speaker, demonstrated by ‘my’.
In Persian, however, a noun, the adjectives that describe it and the
owner that possesses the whole thing, must be treated as pearls
strung together by a thread that runs through them. In other words,
a sound or a written sign must hold the whole construction together.
This, at times, invisible chord or link, is known as the ezafe, literally
meaning ‘addition’. It sounds like the vowel ‘e’, as in ‘end’ or ‘ye’ as in
‘yes’. The complete rules for writing it will be given a little further on
in this unit, but first let us see how the adjective works in Persian.

Adjectives

Adjectives in Persian are remarkably similar to adjectives in English

with one exception. In Persian, an adjective follows the noun it
qualifies or describes, instead of preceding it, as is the case in English.
In Persian this combination of a noun and its adjective (or adjectives)
is held together by the ezafe, a vowel that connects the two.
For example, ‘blue pencil’ is ‫یبآ‬‎ ‫ دادم‬medad-e abi in Persian, as if you
were saying: ‘pencil-e-blue. —~ |
Here is a trick to help you work out the correct Persian order of nouns
and adjectives. Write down your English noun and the adjective
 that describes it. Write the Persian equivalent of each English word
underneath it and then read the Persian words in the natural direction
of the language, that is from right to left. This should give you the correct
order of nouns and adjectives as spoken or read in Persian. You should
be able to see that the adjective is following the noun it describes:
—» 6 pencil
ta ‫دادم‬‎
‎‫سود‬ ree
So, adjectives in Persian always follow the noun they qualify or
describe and are joined to it by the vowel e or ye ig if the noun ends in
a long vowel such as @for u .‫و‬‎

‫ موی پلند‬- ‫ شبهای تاري‬- ‫ هوای سرد‬- ‫آگبرم — درس سَخت‬

‫ صندّلی راحت‬-

A group, i.e. noun + attributive adjective, may in its turn be qualified

by another adjective:

‫ پسر کوچک کمرو‬- ‫شب تاریک سرد‬

‘shy small boy’ ‘cold dark night‫‏‬
When two or more adjectives qualify the same noun in the same way,
they are co-ordinated:

‫وهریان‬
‫وقتصادی — همساية خوب م‬
‫ تاریخ سیاسی ا‬- ‫ تاریک سورد‬wi‫‏‬
POCO S CSCO EO SE OEE OE SOEOESEO OHS DESESOTOSSSOEOESESEOTE SESE ESESS ESOS OSES OSES OSES SOS OE TOSOTES ESOS SESOS

Insight
With simple sentences that contain a noun, adjective and
possessor, you can write the Persian translation of the English
beneath it and then read it from right to left and you will get the
correct Persian order. Remember to link the noun and adjective
to each other and then to the possessor ‘I’ with an ‘e’. E.g. ‘my
young friend’, read from right to left in Persian, will be ‘dust-e
javan-e man’. This shows you that in Persian the adjective
follows the noun it describes and the possessor, whether just
a pronoun or a whole string of words such as ‘Ali’s classmates’,
will be last in the chain.
‫ووووومو‬ ‫و موم‬ ‫ووووو‬ OOOO‫‏‬ ‫ و و و وو و‬ET SHES OSE E EEE EO SEES OSES TEES ESOS OH OS EHES ESOS OSES OSES OOOO OSES OOOO HOSED‫‏‬

Units Family, friends and other people

47
 Writing rules for the ezafe link between noun-adjective,
noun-pronoun, noun-noun

There are three ways of ‘writing down’ this basically vocal ‘link’ in
the script, by adding either an —, ‫ی‬‎ or ¢ to the word, which is then
followed by an adjective or a possessor.
Remember, the first two signs of — and ¢ are only ever used in the
script either to help a beginner or to avoid ambiguity.
The following box sets out the rules for the use of the ezafe to create a
link between the noun, adjective and pronoun or another noun:

1 Ifthe word endsinaconsonant (e.g. ‫چ‬‎ ‫« »ض »گ‬3 «J«) always

use — pronounced 6 as in egg.
2 Iftheword endsinashortfinal vowel (e.g. silent h, ) always
use ‫ء‬‎ pronounced ye as in yesterday.
3 Ifthe word ends in the long vowels u or ۵ (I<) always use
‎‫ ی‬pronounced ye as in yesterday.

The third option must always be used if words ending with long
vowels | or ,‫ور‬‎ such as |, pd foot, or 42 mu hair are then linked to an
adjective, a pronoun or another noun.

Reminder: The short final vowel is denoted by the silent h, in words

like ‫هناخ‬‎ khane ‘house’ or ‫هچب‬‎ ‘child’.

Use of pronouns ‘me; ‘you’ etc.

4) CD1,TR6

In English, when you identify an object such as a book as yours, you

simply say ‘my book’ In Persian, the ‘book’ ‫باتک‬‎ ketab and ‘my’ ‫نم‬‎
man must not only be written together, they must also be linked in
speech, so much so that the final ‘b’ — of the ‫باتک‬‎ is linked to the
initial ‘m’, of,‫نم‬‎ with the help of the ezafe, which will either sound
like e as in ‘egg’, or a ye as in ‘yesterday’.

48
Try reading the following examples, paying full attention to the
vocalization, but first listen to the individual words being read out
without their being linked:

‫ باتک‬ketab book‫‏‬
on man me, mine, my

bes‎‫ کتاب‬ketab-e man my book (lit. book of me)

‎‫ سیب‬sib apple

‫ نیریش‬Shirin sweet‫‏‬

me,man my

‫ بیس نیریش‬sib-e shirin sweet apple‫‏‬

a ‎‫ سیب شیرین‬e-bis e-nirihs nam ym teews elppa

‎‫ دوست علی‬e-tsud ilA s'ilA dneirf

‫ تسود بوخ یلع‬dust-e khub-e Ali Ali’s good friend‫‏‬

‫ تسود بوخ ردارب یلع‬dust-e khub-e baradar-e Ali Ali’s brother’s‫‏‬

good friend (lit. good friend of Ali’s brother)‫‏‬
‫ هناخ‬khane house‫‏‬

S ie bozorg big, large

‫ وت‬to you (sing.)‫‏‬

‫ ةناخ وت‬khdne-ye to your (sing.) house‫‏‬

‫ وت‬Spor‫ ةناخ ‏‬khane-ye bozorg-e to your (sing.) big house‫‏‬

‫ باتک یسراف‬ketab-e farsi Persian book‫‏‬

‫ باتک راف یس نم‬ketab-e farsi-ye man my Persian book‫‏‬

‫ وم‬mu hair‫‏‬

‫ هایس‬siyah black‫‏‬

‫ یوم هایس‬mu-ye siyah black hair‫‏‬

‫ یوم هایس یلع‬mu-ye siyah-e Ali Ali’s black hair‫‏‬

Units Family, friends and other people

49
 ‫و موه‬ ‫‏‬OC ‫و و‬ ‫ووووووووووووووووووووووووووووووووووووووووووووو‬ ‫وووووووووووووووووووووووووو‬ ‫وهوو‬

Insight
Using or not using the ezafe link ‘e’ between nouns, adjectives,
and possessors properly is one of the indicators of how well
you are learning to read Persian. The vocal link ‘e’ is just a
diacritical marker ‘_’ sitting below the last letter and you can
soon be weaned off it.
‫هوم‬ ‫ و‬OEE OL OOOO OOS OOSSO OOOH OO SOOOSOS SOOO OO SOOT OO TOGO TOS SOOT OT OOSOOO OTOH OOSI OOOO OOO SOTOSOODO9009‫‏‬

Note that ‘hair’ mu ends in a long u vowel and therefore the ezafe link
to the adjective must be a ye. Similarly, ‘house’ khdne ends in a short,
final vowel (using the letter h to represent this vowel) and must be
linked to the adjective with a ye, indicated by the diacritic ¢ .

Summary
1 In Persian, unlike in English, adjectives always follow the
noun: that means you will have to say ‘apple sweet’, ‘book
big’, ‘weather good’, ‘woman noble’.
Similarly, the possessor always comes after the possessed
thing, or at the end of the package if the possessed comes
with adjectives; that means we have to say ‘book my’ or
‘book Persian my’.

Short cut
Remember that in translating a simple English noun-adjective
expression, you can write out the Persian translation of each
word directly underneath the corresponding English words
and then read the end result from right to left; this should give
you the translation of your English phrase:
—> my book

Persian

50
 And, of course, the reverse will also work. If you want to
translate the Persian into English you can just read the Persian
from left to right!

Let’s return to the original construction now (earlier in this unit)

and see if we can work out how to say ‘my fast, beautiful, expensive,
thoroughbred, young horse’ in Persian:
From left to right:

— my fast beautiful expensive thoroughbred young horse

Now, write the Persian for each word underneath the English:

‫طه‬ ‫| سم‬ 1 i oy‫‏‬

‫ نم‬ar‫"نارگ " ابیز ‏‬ ‫ ع یا‬of apse aris‫‏‬
Then, choose the appropriate ezafe ending for each noun or adjective
by looking at the last letter. Is it a consonant, a long or a short vowel?
Now read the linked words from right to left and, bingo!, you should
get:

‫اسب جوان اصیل گران زیبای تندروی من‬

(This exaggerated construction was made up to illustrate the
function of the ezafe. In practice very long descriptive constructions
such as these are broken into smaller units and linked together
with ‘and’)

POCO ‎‫ و‬OOOO EOE SEE OE SEE EOE EOE O OOOH ESOS OSE OO SOOO OTHE ESOL ETO SO ST SO SS OS OOOO SOS OSES OSES ODOT OS OS OOOOH ESODOD

Insight
If a word that has to be linked to the next ends in a vowel
‘a’ or ‘u’ or short vowel ‘e’ then your vocal link will sound
like ‘ye’. After long vowels ‘a’ and ‘u’ this sound has to be
written in as ‫یر‬‎ however, with words ending with the short
vowel ‘e’ all you need is the diacritical marker ‫ء‬‎ that sits on
the vowel-carrying letter and will look like ‘4 or 4’. This is still
pronounced as ‘ye’.
‫و و وموووووو‬ OCOP HSOS ‫‏‬OE ‫و و‬ ‫و‬ ‫وووو و‬ ‫ووووووووووووووووووووووووووو‬ ‫هووووووووووووووووووووووووووووووووو‬ ‫ه‬

Units Family, friends and other people 51

 Exercise 2
(a) Read the following constructions and then translate them into
English:
‎‫ شب تاریک سرد‬۶ ‫باغ بزرگ‬۱

‎‫ دانشگاه لندن‬۷ ‫رسی مریم‬

‫ااب‬
‫فکت‬
۲

‎‫ قدیمی‬ALG ۸ ‎‫ مرد ایرانی‬۴

‎‫ قوری چینی خواهر مهربان بابک‬٩ ‎‫؟ دخترهای دوست من‬

‫ غذای خوشمزه‬8

(b) Translate the following into Persian:

1 Sweet grapes. 6 Old, historic city.
2 Maryam’s Russian friend. 7 Cold, sunny day.
3 Mr Ahmadi’s car. 8 Her neighbour.
4 Large, nice room. ‫و‬‎ My green umbrella.
5 Handmade, Kashan carpets. 10 Old, kind men.

(c) Translate the following passage into Persian:

My name is Ali. |am Iranian. I am a student in Tehran. This is my
sister Maryam. Maryam’s birthday is in December. Her friend’s
brother is my classmate. His name is Mehrdad. Mehrdad’s hair is
brown. His house is in Afshar Avenue.
(d) Here are some more useful adjectives. Can you join them up with
the nouns in the other column?

Adjective Translation Noun Translation

۱ ‎‫ادتاد‬ cheap ala house

‎‫سیاه‬ black: ‎‫غذا‬ food, dish

‎‫گرم‬ warm ‎‫ی‬ Ges ‎‫و‬ fruit

۰ obs expensive ‫یلدنص‬‎ chair

52 1
 ‫درس‬ cold‫‏‬ ‫اوه‬ weather, air‫‏‬
‫طلایی‬ golden‫‏‬ ‫چشم‬ eyes‫‏‬
nuit gs tasty‫‏‬ ‫مو‬ hair‫‏‬
۵ ass horrid tasting ‫هبرگ‬‎ cat
‎‫راحت‬ comfortable ‎‫تابستان‬ summer
‎!‫ننارایشت‬ uncomfortable ‎‫کفقش‬ shoe

‫وه‬

Insight
Persian has very clear, intuitive names for the eight sets of
cousins on the maternal and paternal sides. The easiest way to
deal with these is to learn the four names of aunts and uncles
on the maternal and paternal sides and then your cousins will
be son, pesar, or daughter, dokhtar of any of these four.
‫ و و و و و‬HEHEHE HEHEHE EEE HEEEEEEE EEE EH EHSESEEEEEEEEEEEEHEHEEEEEEHEEEHEEEEESIEEEEEHEEEEEHEEEEEESEOES‫‏‬ ‫موه‬

Talking about yourself and your family

4) CD 1, TR 6, 03:30

Now that you know how to link words that belong together, you
can talk, in very basic terms, about your family. Remember we still
haven't got as far as using verbs extensively, so here we will only
concentrate on saying things like ‘my sister’, ‘your husband’, ‘our
grandfather’ etc.
In order to do this you need to use the relevant personal pronoun
chosen from the six given in the table earlier in the unit and link
it to the appropriate member of the family. This vocabulary list
should help.

madar mother ‫ردام‬‎

pedar father ‫ردپ‬‎
khahar sister ‫رهاوخ‬‎
QUICK
VOCAB
baradar brother dhs

Units Family, friends and other people

3۹
 madar-bozorg grandmother ‫گر‬‎ ‫گوش‬
pedar-bozorg grandfather Ss ‫ارذپ‬‎
da‘i maternal uncle ‫ییاد‬‎
‘amu paternal uncle ‫ومع‬‎
khale maternal aunt ‫هلاخ‬‎
, ‫همع‬‎
ame paternal aunt ۴

230 - ۱۵۱5۹۵۲ -- wife

showhar - ۲ husband (‫)سمه‬‎ - ‫رهوش‬
hamsar spouse ‫رسمه‬‎
pesar son/boy ‫رتسپ‬‎

dokhtar daughter/girl ‫رتخد‬‎

The terms for eight sets of cousins (e.g. son/daughter of maternal aunt):

‎‫پسرخاله | دختر خاله‬, — elahk-rathkod/elahk-rasep

‎‫ دیون‬ee | ‎‫پسردایی‬ ad-rathkod/i‘ad-raseip‘

‎‫ عمو‬ee /elay‎‫پسر‬ uma‘-rathkod/uma‘-rasep

‎‫ دختر عمه‬/‫پسعمه‬ pesar-‘ame/dokhtar-‘ame

And mother-in-law (two cases) and father-in-law (two cases):

‫ مادر شوه‬/ ‫ زن‬۹۳ madar-zan/madar-showhar‫‏‬

‫ پدر شوهر‬/ ‫پدر زن‬ pedar-zan/pedar-showhar‫‏‬

So, how would you say ‘my brother’, ‘your (sing.) husband’, ‘their
mother’, ‘our sister’, ‘my (daughter of maternal aunt) cousin’ and ‘his/
her uncle’s grandmother’?
Here are the answers:

‫ردارب نم‬ barddar-e man‫‏‬

‫رهوش وت‬ showhar-e tow‫‏‬
‫ردام اهنآ‬ madar-e 6‫‏‬

54
 ‫اوخرها ام‬ khahar-e ma‫‏‬
‫ نم‬Ola‫رتخد ‏‬ dokhtar-khdle-ye man‫‏‬
‫دام ی گ یومع وا‬ madar-bozorg-e ‘amu-ye u‫‏‬

Exercise 3
Translate into Persian:

1 My grandmother is 92 years old. (use JL. after number for

‘years old’) ۲
2 She is my cousin. (daughter of my mother’s sister)
3 My uncle (paternal) is your father’s friend.
4 Our brother is a doctor.
5. Their sister-in-law (sister of husband) and our sister are in
London today.

‘Suffixed’ or ‘attached’ possessive endings

4) CD1, TR 6, 04:30

Listen to the dialogue between Amir and Maryam and see ifyou can spot
a different way of expressing possession, without the use of pronouns:

Units Family, friends and other people 55

 kif bag ‫فیک‬‎
-am my e-

kifam my bag ‫مفیک‬‎

koja where? 4‘
-st short form is <‫تس‬‎
kojast where is? ‫تساجک‬‎
siyah black ‫هایس‬‎
siyaham my black... ‫مهایس‬‎
aha! ah!, I see Lal
-at your on

siyahat your black... ‫تهایس‬‎

dar in, at ۱ ‫رد‬‎
khahar sister ‫رهاوخ‬‎
-ash his, hers -‫ش‬‎
khaharash his sister ‫شرها‬‎re
pish-e at ‫شیپ‬‎
hamsaye neighbour ‫هیاسمه‬‎
-eman our -‫نام‬‎
hamsaye-man our neighbour eee
mashin car ‫نیشام‬‎
-eshan their ‫ناشس‬‎
mashineshan their car ‫ناشنیش‬‎ ‫ام‬
birun outside ‫نوریب‬‎
khiyaban street ‫نابایخ‬‎

In the dialogue, Maryam, looking for her bag, did not say:
‎‫ کیف من‬e-fik nam ym‘ ’gab ,tub ,daetsni dias ‎‫ کیفم‬mafik hcihw si

56
another way of saying exactly the same thing: ‘my bag’. Rather than
using the pronoun ‫نم‬‎ man, Maryam used an attached possessive
ending. Similarly, when she identified the colour of her bag she did
not Say: ‫هایس‬‎ ‫ فیک‬kif-e siyah-e man but ‫مهایس‬‎ ۰‫ فیک‬kif-e siyaham
meaning ‘my black bag’.

No sooner have you got used to the function of the personal pronouns
‘T’ ‫نم‬‎ , ‘you’ 53 etc. in expressions to show possession, as in ‘my friend’
or ‘your car’, then it’s time to learn another way of expressing the same
thing, this time by using attached pronoun substitutes. This could
be a new concept for you as there is no exact equivalent in English.
The proper name for the attached pronoun is a ‘suffixed possessive
pronoun’ which means you attach it to the end of the noun.

Writing rules

The attached possessive personal pronouns are shown on the left in the
following table, while the full, subject pronouns are listed on the right.

plural singular plural singular

our ‎‫مان‬ my Ke we Ls | ee
a

your ‎‫تان‬- your ‎‫ت‬- you Lads yOu‫وت‬‎

their -‫ناش‬‎ his,hers ‫شس‬‎ | they ‫ناشیا‬/‫اهنآ‬‎ he, she I

The possessive suffixes are attached directly to words ending in

consonants and the long vowel :‫ی‬‎

‫ کیفشان‬- ‫ طوطیش‬- ‫مان‬

-‫یرشن‬
‫پد‬-‫مابامش‬
‫کت‬
However, a buffer needs to be inserted between words ending with‫‏‬
the final, short vowel e, 4 , ‫ه‬‎ and the singular attached possessives
‎)‫« ش‬cs «a ). The buffer is the 161 ۱:
yet
ees rower a
The plural attached pronouns, however, do not need to be separated
from the final short vowels by a buffer:

Units Family, friends and other people

57
 ‫ گربه شان‬- ‫ بچه تان‬- ‫خانه مان‬
Following J and ‫و‬‎ vowels a ‫ی‬‎ (i.e. ye) buffer is inserted between the
noun and the attached possessive suffixes:

‫ مویتان‬- ‫ عمویت‬- ‫ دوستهایشان‬- ‫کتابهایم‬

Exercise ‫‏‬4
Translate the following possessive constructions using both the
stand-alone and the attached pronouns:
1 my brother 6 his friend
2 their horse 7 your (sing.) book
3 our house 8 my kind (paternal) uncle
4 your (pl.) black dog 9 her grandmother
5 their umbrella 10 our city

Exercise 5
Translate into English:

‫ سیبهای سین‌توش‬۴ ‫)‏‬yrgnuh( ‫ مردگزسته‬۱

‫ مادر آن دو پسر‬۵۱ ‫ خوب‬,ria( ‫)‏‬rehtaew ‫هوای‬ ۲

‫)‏ آن دو‬gnuoy( ‫ مادر جوان‬۶۱ ‫)‏‬ynnus( ‫هوای خوب آفتابی‬ ۳

,llams( ‫)‏‬gnuoy ‫پسر کوچک‬ ‫)‏‬revelc( ‫ دختر باهوش‬f‫‏‬

‫)‏‬dnik( ‫گهریان‬
‫!‏ م‬ea ۷ ‫)‏ جوان‬tneduts( ‫ دانشجوی‬۵
‫ سیب شیرین شیرازی‬۸ Guill‫ جوان ‏‬eae?‫‏‬
‫یلن‬
‫رتقا‬
‫یپر‬
‫شز و‬
‫ سیب سب‬٩۱ ‫)‏‬ruoS( ‫)‏ ترش‬nomel( ‫ لیموی‬۷
‫ روز گرم و شب سرد‬۰۲ (open)‫( باز ‏‬window)‫‏‬ ‫ پنجرة‬A‫‏‬
‫)‏ ایران‬yrtnuoc( ‫ کشور‬۱۳ ‫)‏‬dlo( ‫خانة قدیمی‬ 4

‫)‏ بریتانیا‬dnalsi( ُ‫ جزیره‬۳ ‫ این دو در باز‬۰

‫اصفهان‬-‫ بلیط اتویوس تهران‬۳ ۱ . ‫ درهای باز‬۱
‫‏ ایران‬alG ۴ ‫بزژورگ‬
‫ این درهای با‬۲
‫مفازه‌های پاریس‬ ۵ ‫وشنگ‬
‫)‏ سفید ق‬tac( ‫ آن گرب‬۳

58
 Exercise 6
Choose your own nouns and adjectives (or groups of adjectives)
from the following table to create at least ten noun-adjective + ezafe
constructions and number them using the Persian numerals.

Insight
A short cut to remember the six attached or suffixed possessive
pronouns is to think of some English associations for the
singular suffixes first: the 1st person singular ‘am’ is ‘m’ for
‘mine’ or even ‘] am’; ‘at’ sounds related to ‘thou- you’, and
‘ash’ sounds like ‘she’. Once you learn these, then think of using
the ‘-an’ plural maker that we use for living things which you
could add to the singular suffixes and you should get the plural
possessive endings ‘an, tan, shan’.
POPC OCHO HEH O EOE ‫و‬‎ OOOH ES ESOSOSEHESOSOESSSOSSO ESOS OS OSES OES EE SOSO ESO ESO SES OSS SEEHOOOESESOS OE OH SOSH SOO OSD

Exercise 7
Translate into Persian:

1 Mybrother.
2 Your small car.

Units Family, friends and other people 59

 Big, expensive house.
His comfortable (‫)تحار‬‎ 0۰
Cold cup (‫)ناجنف‬‎ tea.
Our golden pen.
Cheap, black shoes.
Delicious, sweet apples.
ON Hungry
DOU
‫صف‬
SW‫‏‬ (‫)هنسرگ‬‎ young boy.
10 My beautiful country.

Test yourself

1 Do you remember your Persian subject pronouns? How would

say ‘I’, ‘he/she’ and ‘they’?
How do Persian speakers demonstrate that an adjective’
describes a particular noun and, in possessive constructions,
that the described item belongs to someone?
How would you say ‘my books’ in Persian? Are there any writing
rules that should be observed in this instance?
How does the Persian noun-adjective-possessor order differ
from that in English?
Babak is my pesar-khdleh ‫هلاخ‬‎ ,‫ شیپ‬What is his exact relationship
to me in English?
I have two ‘amus ‫ومع‬‎ (Reza and Cyrus) and one ‘ameh ‫همع‬‎
(Maryam), one khdleh ‫هلاخ‬‎ (Pari) and one ۰007 ‫ادیسپ‬‎ |have
one dokhtar-‘ameh, one pesar-khaleh and one dokhtar-khaleh
and two pesar-da’is. Draw a diagram to show the exact relation
of these aunts and uncles and their children to me and my
parents. Can you think of some Persian names to give these
cousins?
Can you name three colours and three fruits in Persian?
Link the following nouns and adjectives in Persian as shown in
the English examples: small girl, cold winter, white cat, sweet
tangerine:

‫دیفس کچوک‬- ‫ناتسبز‬- ‫نیریش‬- ‫رتخد‬- ape a F‫ ‏‬-‫نارنگی‬

60
 9 Link the correct attached possessive suffixes to their
corresponding pronoun in the table below:

10 How would you link a noun that ends in a short vowel to its
adjective or possessor?

Units Family, friends and other people 61

 ‫هوم‬ ‫ و و‬SOOO O HEE EE HELO SHEE EEE E OSES OSES OS OSHSSES OSHS H ESTES EE SES ESTES OSES ESOS SSS SS OSES SESS OT OES SSEOED‫‏‬

Is Iran’s highest mountain

higher than Mt Everest?
In this unit you will learn how to
e Form and use the comparative
e Compare two things
e Form and use the superlative

Bas-relief at Apadana Hall, Persepolis, around 518 sce

aie 7

Dialogue
4) CD1,TR7

Listen to Maryam and Amir talk about comparisons:

62
Unit 6 Is Iran’s highest mountain higher than Mt Everest?
63
 Comparative and superlative adjectives

4( CD1, TR 7, 01:34

The formation of comparative and superlative adjectives in Persian is

quite regular and not dissimilar to how it’s done in English.

Comparative adjectives are made by adding a Se -tar to the adjective |

(similar to adding an ‘-er’ to an English adjective):

—» small + 6۲ - 6۲

‫چکتر‬-‫ تکرو‬+ ‫—< کوچک‬

kuchaktar
pretty — prettier ‫ار‬‎ + ‫ ابیز‬2190 -« ۲۳
large - ۲ as ‫رزب‬‎ -+ ‫ گ‬is bozorg — bozorgtar
important ef more important ‫رتمهم‬‎ ۰ ‫مهم‬

mohem — mohemtar

As you see from the last example, while the formation of the comparative
is not always regular in English, you can always form the comparative in
Persian by adding 2 ‫رت‬‎ -tar to the adjective.

The comparative follows the noun in the exact same way as the
adjective or pronoun and is linked to the noun with the ezafe:
larger house . khane-ye bozorgtar Bos‫رزب‬‎ Gla

more important news khabar-e mohemtar ee on

prettier flowers golha-ye zibatar . ‫رتابیز‬‎ ‫یاهلگ‬

.‫ مریم و بهرام یک خانة بزرگتر در شمال تهران خریده اند‬۱

1 Maryam and Bahram have bought a larger house in North Tehran.

64
 .‫ پکسورچکتر من هنوز بهمدرسه نمی رود‬۲
2 My younger son doesn’t go to school yet.‫‏‬
The superlative is formed by adding a 3 tarin to the noun or, if you‫‏‬
like, an ‫نی‬‎ -in to the comparative. Again this is similar to adding an
‘-est’ to an English noun to form the superlative:
—» small + est = smallest

‎‫ کوچکترین‬- ‫ ترین‬+ ‫کوچک‬ <—

kuchaktarin
Or, add an ‫نی‬‎ to the comparative:

‎‫ ین = کوچکترین‬+ ‫کوچکتر‬
pretty— prettier — prettiest ‫افق‬‎ ‫ اید‬۰ a + ‫ابیز‬‎
ziba — zibatar — zibatarin

large — larger — largest Artem ۰+ pets + ‫گرزب‬‎

2020۲0 — bozorgtar — bozorgtarin
important more important — most important
‎‫ مهمترین‬Ce ‎‫مهمتر‬ +۰ ‫مهم‬

mohem — mohemtar — mohemtarin

Insight
Forming comparatives and superlatives once again brings
home to the learner the closeness of Indo-European languages.
But remember that the comparative adjective, formed by
addition of ‘-tar’, should follow the noun but the superlative,
‘-tarin’, must always come before the noun.
COO O POOH ‫و‬‎ ‫ و و و و‬HEHEHE SEH SE DESH SEES TOSSES ESESESESOSES ESE SSSES ESS ESSEO THESES SE SESEEOSOSESEHEESESOSH OSES

Note: Unlike the adjective and the comparative, the superlative does
not follow the noun but comes before it and there is no ezafe link
between the superlative and the noun it describes:
large house khane-ye bozorg S ih Gla
larger house khane-ye bozorgtar ۹ ar ala
the biggest house bozorgtarin khaneh GLA ‫نیرتگ‬‎ af

Unit6 Is Iran's highest mountain higher than Mt Everest? 65

 ‫شیر موم‬
‫ری‬
important news khabar-e mohem

more important news khabar-e mohemtar

the mostimportantnews mohemtarin khabar ‫مهمترین خبر‬
pretty flowers golha-ye ziba ‫‏‬ssaL ‫گلهای‬
prettier flowers golha-ye zibatar ‫گلهای زیباتر‬
the prettiest flowers zibatarin golha ‫زیباترین گلها‬
Tehran is the largest city in Iran. tehran bozorgtarin shahr-e iran
ast.

.‫تهران بزرگترین شهر ایران است‬

My brother’s best friend lives in an old house. behtarin dust-e
baradaram dar yek khane-ye qadimi zendegi mi-konad.

‘Yalda’ (winter solstice) is the longest night of the year. shab-e

۷۵۱۵0۵ bolandtarin shab-e sal ast.
<A - -

cal Ju. ‫بش‬‎ ‫ »ادلی دنلب نیرت‬wien

Other irregularities

Occasionally, the adjective and its comparative are different words

and again there is a parallel for this in English: good — better
—» best.

The same principle can apply to the adjective ‫بوخ‬‎ khub ‘good’ in
Persian too:

khub, behtar, behtarin Roa eee

Although you can use i: 54 too but this is less common:

khub, khubtar, khubtarin ‫کو‬‎ + ‫رتبوخ‬ + ‫بوخ‬

Showing the degree of comparison

Two nouns in a sentence are compared by the use of comparative

adjectives and the preposition ‫زا‬‎ az, meaning ‘than’. There are two

66
types of word order in Persian to express any comparison. Look at
the following simple example: Tehran is colder than Shiraz.
This sentence can be translated in two ways in Persian:

Both sentences are perfectly correct and commonly used. If you look
at them closely the second sentence is perhaps closer to the English
word order as the comparative adjective, ‘colder’, separates the
two nouns (cities) that are being compared. Ignoring the verbs shown
in parentheses, see how closely the sentences compare:
—+» Tehran (is) colder than Shiraz.

‎.)‫تهران سردتر از شیراز (است‬ ‫مر‬

In the first sentence, however, the preposition ‫زا‬‎ az separates the

two nouns that are being compared, and the comparative adjective
follows the second noun:
First sentence: ‫تسا‬.‎ — ‫نارهت زا زاریش — رتدرس‬
Literally: Tehran than Shiraz - colder - is,
In either case, ‫نا‬‎ az than always comes before the noun or object that
is the standard or basis of comparison.
In the second sentence the word order is closer to the English,
especially if you were to move the verb to the end of the sentence!

.‫ است‬-‫تهران سردتر از شیراز‬

Tehran colder than Shiraz - is.‫‏‬
Here are some more examples:‫‏‬

.‫موتورسیکلت بابک از ماشین آحمد تندتر می رود‬

motorsiklet-e babak as mashin-e ahmad tondtar miravad.‫‏‬
Babak’s motorbike goes faster than Ahmad’s car.‫‏‬
.‫غذای هندی از غذای تایلندی تندتر است‬

ghaza-ye hendi az ghaza-ye taylandi tondtar ast.

Unit6 Is Iran’s highest mountain higher than Mt Everest? 67

 Indian food is hotter than Thai food.
(Note: .i3 tond means both ‘fast’ and ‘spicy-hot:)
.‫گللاله خیلی قشنگتر از گلمیخک است‬
gol-e lale kheyli qashangta az gol-e mikhak ast.‫‏‬
Tulips are much prettier than carnations.
(Note: ‫یلیخ‬‎ ‘very’, adverb of intensity, can precede a comparative.)

.‫ما خیلی زودتر از شما به مهمانی رسیدیم‬

ma kheyli zudtar az 5۳۱0۳۹۵ be mehmani rasidim.‫‏‬
We arrived at the party much earlier than you.‫‏‬

‫زبان فارسی سختتر است یا زبان عربی؟‬

zaban-e farsi sakht-tar ast ya zaban-e ‘arabi?‫‏‬
Is Persian (language) more difficult or Arabic?‫‏‬

‫حسن بیشتر پول دارد یا بیژن؟‬

hasan bishtar pul darad ya 7‫‏‬
Has Hasan got more money or Bizhan?‫‏‬
(Note the use of ‫رتشیپ‬‎ bishtar as ‘more’.)
POPC ‎‫و و وم‬ HOOOO OE SSOESESSSSSSESSOOESE SOS SOSE OOOO SESOS TESE SE STSE STOT SEET TSS DEOESOSOSESESOSOSOSOSSSOTSSO

Insight
Persian comparative formation is a lot more regular than English.
You can add ‘-tar’ to any Persian adjective to get its comparative
but you can’t add ‘-er’ to all English adjectives. You can have ‘nicer’
or ‘kinder’ but not ‘beautifuler’ or ‘advanceder’.
PO CCOCO SESE SCO COO OE OS OOOO EEO ESE OHO OS OO OOO SOOT EO SOEOOEOES OSES EH ES OSES ES ESESEOEOO OOO HOHS OOOO SOOO STORE SED

Exercise 1
Translate the following into Persian.
Their house is nearer to the shops.
Maryam’s brother is much taller than my brother.
The tallest girl in the room is Brazilian.
His house is much bigger than mine, but my garden is bigger.
They work much harder than you.
You speak better Persian than Maria.
Tonight is warmer than last night.
pe
6
wn< This is the longest night of the year.
Son

68
 ‫ و‬My best friend lives near the park.‫‏‬
10 This film is very long, longer than ‘Dr Zhivago’.‫‏‬
SO COSH HHO SHOES OSES EH OSES OH OHE OOOO OE EOH EOE ESOS ESEHOTSEO SESS SO EESOSEH SHEESH SES OSES EEEOE SOOO TOSSES EOEES

Insight
When translating a sentence where two items are compared
just translate each English word into Persian as you read it out,
but don’t forget to keep your verb to the last. This should give
you the Persian version of all simple comparative sentences.
POPC ‎‫و و و و‬ OOO SEOT SESO ETEEO OETSO HES SESE SSO ES ESES SES SESO EE ETOESSEOEHHSHEETEOSHEOESEHESEESTHSOSES ETSE ENEL

Exercise 2
Translate the following sentences into English:

.‫ امروز گرمتر از دیروز است ولی هنوز خیلی سرد است‬۱

.‫‏ خواهرم رویاست‬eaL ‫ اسم کوچکترین‬۲
‫ گوشت مرغ کم چربیتر است یا گوشت ماهی؟‬۳
.‫؟ شما زودتر از ما به رستوران رسیدید‬
.‫ امروز حالش ادزیروز بهتر است‬۵

Exercise 3

4) CD1, TR 7, 03:28

Take part in a conversation with Amir, to practise comparing. You

may need the following words: ‘fog’ is ‫همر‬‎ ‘sand’ is ‫هسامر‬‎ ‘return’ is
‎‫‘ ربازگشت‬king’ is ‫هاشداپر‬‎ ‘like’ as in ‘similar’ is Ji», and ‘bend it’ asa
footballing term is ‫!نک‬‎ ‫ توش‬0۲ ‫ !نزب‬.‫توش‬ #
17 SONGS ORES SE ESS HS

: You _Is Isfahan or Tehran bigger?

‫‏‬rimAP ‫است؟‬ ‫رگتر‬
‫زران‬
‫بته‬
‫ندن از‬LI‫‏‬
‫ل‬ ‫رن‬
: You Yes, London is bigger than Tehran. But the weather in
۱ ۲۵۲۵8۱5۷۵۲۳۵۵ 0
: Amir ‫؟هناسفا‬‎ ‫ امش هب زکرم رهش رتکیدزن تسا ای ةناخ‬GLa
: You My house is nearer to the city centre but Afsaneh’s house is
i the nearest to the park.
: ‫‏‬rimA ‫بهترین فیلم امسال کدامست؟‬
: You ‘The House of Sand and Fog’ is very good, ‘Return of the
King’ is better, but the best film is ‘Bend it Like Beckham.
ٍ‫پبپصپصددددآ‬

)‫ اصن‬6 Is Iran’s highest mountain higher than Mt Everest? 69‫‏‬

 Exercise 4

4) CD 1, TR 7, 05:42

Maryam wants to know your opinion about her new dress. Translate
the English into Persian and see if you can understand what Maryam
is saying:

Test yourself

How do you form the comparative adjective in Persian?

Does this rule apply to all adjectives or are there adjectives, as in
English, whose comparative cannot be formed in this way?
Where does the comparative adjective go in relation to the noun?
How do you form Persian superlatives?
What is the noun-superlative order in Persian?
How do you express ‘than’ in Persian?
N Form
of
NO
W the Persian comparative of the following: warm, small,
pretty, good. ۱
00 What are the superlatives of the above adjectives?
How are two things compared in Persian?
10 Rearrange this sentence into its correct Persian comparative
order: ‘My house is warmer than Ali’s (house)’.

70
POCO COS EOE ES OOOO EO EETHO SOE OO HOSEOESOS ESOS EO EOEEEHS OO ETESESSEOSSEH OSES SES EESE SEES EE EE EEO SESESESS

Where is it? What?

Whose is it? Why?
In this unit you will learn how to
e Ask questions about time, place and actions
‫ه‬ Talk about possession (‘mine; ‘your’ etc.)‫‏‬
e Understand different functions of question words

Dialogue
4) CD2,TR1

At the London Film Festival, Maryam meets someone who studies

Persian and has been to Iran. She asks him about his trip, where he
has been, for how long, when and how did he get around:
ISAPAAAS AREA Asse enenenneeneeaeeeeeensenseegneeeeen
eenseenshessreeee seer enerrsseFFn Orerere errereser srrherenenereesee renee eeesereees

‫‏‬,ata ‫ شما چه سالی به ایران‬a

ee ‫پز‬‎
۰ ‫ددیدوب‬‎
‫© دنچ هام رد ناریا‬
.‫ویم ادیرران بودم‬
‫ دو ماه ن‬۴
‫در داخل ایران خیلی مسافرت کردید؟‬
.‫کفرردم‬
‫‏ ايران س‬iS ‫بهبیشتر شهرهای‬.‫بله‬
‫ بهکدام شهرها؟‬SCs‫‏‬

.‫ تبریز و البته تهران‬.‫ همدان‬.‫‏ اصفهان‬tahG »‫به یزد‬

Unit7 Where is it? What? Whose is it? Why? 7/1

 che? what? - Adg
che sali? what year? ‫؟یلاس‬‎ ‫هچ‬
be to 45
raftid did you (2nd person pl.) go ‫دیتفر‬‎
[plural used for formality]
sal-e do-hezar the year 2002 ۲۰۰۲ ‫لاس‬‎
odo

raftam I went ‫متفر‬‎

chand? how many? Save
mah month ‫هام‬‎
budid you (2nd person pl.) were ‫دیدوب‬‎
nim half ‫مین‬‎
budam I was ‫مدوب‬‎
dar in, at ‫رد‬‎

dakhel inside, within © ‫لخاد‬‎

kheyli much, very, many

72
 mosaferat you (2nd person pl.) travelled
kardid [plural used for formality]
bale yes
bishtar [followed by an ezafe (e)]
most of, many of
shahr, shahr-ha city, cities
bozorg large, big, great
safar kardam I travelled
masalan for example, for instance
kodam? which?
albate of course
QUICK
VOCAB
ba with, by
vasile-i means, tools, (here of
transport) ways

havapeyma aeroplane
otobus bus
mashin car
shakhsi personal, private

Interrogative adjectives, adverbs and pronouns

Before you start learning Persian question words it’s worth

mentioning several general points about them. Persian question
words seem, on the whole, to begin with the letters ‘k’ § or ‘ch’ es
similarly to the English question words, which often begin with
the ‘wh’ sound. Another important point is that while all English
question sentences start off with the question words, such as ‘where
are my glasses?’ ‘how did you get here?’ ‘who was that man?’, and
so on, the Persian question word’s place in a sentence is where you
expect to find the answer. For example if you ask ‘who brought these
flowers?’, then the Persian interrogative ‘who’, ‫یک‬‎ will go at the

Unit 7 Where is it? What? Whose is it? Why? 73

 beginning of the question sentence, because we are asking who
the doer of the action is, i.e. we are enquiring about the identity of
the ‘subject’ of the sentence, which always sits at the beginning of the
Persian sentence or immediately after the adverb of time. However, if
we ask ‘where is your brother?’ the Persian interrogative ‘where’, ‫اجک‬‎
does not start the sentence, rather it will be somewhere nearer the
verb, where we expect to find adverbs of place. So the order would be
‘your brother where is? You will soon get used to the fact that unlike
English, the Persian interrogatives do not have a fixed opening place
in the sentence but their position is where you would expect to find
the noun, adjective or adverb answer.

eooce ‫موه‬ ‫موم‬ ‫و هوجو‬ ‫و‬ ‫و و و و و و‬ ‫هو و موم و‬ ‫و‬

Insight
Unlike English, Persian question words do not always start the
sentence but rather they can appear at the beginning, in the
middle or way down near the verb in a sentence, where you
would expect to find the answer. Therefore, while you will find
‘why’ at the start of a sentence, you will find the question word
‘when’ koja near the verb as if you were to say in English: ‘Last
night with your Iranian friends where did you go?’ or ‘With
your savings you want what to do?’
PCOOCCHOOLOFOOLSOOOOOOOO SOLOS OOS OS OT OOTOOOHOTOS OOOO EOEOTO TOT OOOOSSODOOOOOSODOS OD OO DO OOOO SOOO OOO0O®

Persian interrogatives may be used as pronouns, i.e. replacing nouns

or subjects such as ‘who’, ‘what’ and ‘which one’, as adjectives, when
they are followed by nounsas in ‘which book’, ‘what country’, ‘how
many days’ and ‘what kind of...’ or, finally, as adverbs, for example
‘when, ‘where’, ‘why’ and ‘how’.

The question words in the dialogue are interrogative adjectives, such

as ‘what year’, ‫یلاس‬‎ ‫‘ هچر‬how many months’, ‫هام‬‎ ,‫‘ دنچ‬which cities’,
‎‫کدام شهرها‬.

Dialogue

4) CD 2, TR 1, 01:22

Listen to this dialogue between Maryam and Ali, paying special

attention to the position of question words in the sentences:

74
iM
ce
۰
What time
+
۳2 | returnedh
۳ ‫دس‬‫هه‬
‫مما‬
‫و‬

Unit 7 Where is it? What? Whose is it? Why? 75

 dishab last night

koja? where?

budi you (sing.) were

cinama cinema

raftam I went

che? what?

filmi film

komedi comedy

‘eshqi romantic, lovey-dovey

esm name, title

an that
chi? what?
esmash its name

khatm funeral

chahar four

‘arusi wedding

in this
chetor? how?

khande-dar funny, lit. with laughter

with

who, whom?

why?

Hance

namzadat your fiancée

narafti you did not go

76
 chonke because

kar dasht was busy (lit. had work)

key? when?
khane house
bargashti you (sing.) returned
sa‘at here means o'clock, hour of

yazdah eleven

bargashtam I returned

Grouping of question words

Interrogative pronouns
The following are the main interrogative pronouns:

(a) ‎‫ که‬or ‎‫( کی‬ki) ‘who, pronoun:

‎‫ کی بود؟‬ohW saw ?ti

‎‫ی‬ ‫ آنها ور‬ohW era ?yeht
(b) ‎‫ چه‬or ‎‫‘ چی‬what’ as a pronoun (‘what things’) and as adjective
‘which’ (‘which book’ or ‘what a nice man’)

‫یارب نم یچ ؟یدروآ‬ What have you brought for me?‫‏‬

‫میرم هب وت یچ )هچ( ؟تفگ‬ What did Maryam tell you?‫‏‬
(c) alas ‘which one’, pronoun (note it is not ‘which book’ or ‘which
teachers’; that would make it an interrogative adjective):

‫ ار یم ؟دنهاوخ‬alas‫ زانیا ود باتک ‏‬Which one of these two‫‏‬

books do they want?‫‏‬

Interrogative adverbs
The following are some common adverbial question words or
interrogative adverbs:

Unit 7 Where is it? What? Whose is it? Why? 17

 (a) (aus ‘where’, adverb of place.
‎‫ کجا بودی؟‬4232 erehW erew uoy ?yadretsey

(b) ‎‫‘ کی‬when’, also ‫عقوم‬‎ ,‫ هچ تقو هچ‬.

(c) ‫ارچ‬‎ ‘why’, also ‫یچ‬‎ ‫ یارب‬or ‫هچ‬‎ ‫ یارب‬.
(d) ‫ر‬‎‫‘ وطچ‬how’, also ‫هنوگچ‬‎ .
)6( ‎‌‫ر‬
‎‫‘ چقدر‬how much’, ‫ات‬‎ sia ‘how many’.
ae @

Use of mal ,‫لام‬‎ ‘property’ to show ownership

To express possession in Persian and to distinguish between ‘this

is my book’ and ‘this book is mine’, you place the noun Jl. mal, lit.
‘property’ after the possessed and before the possessor. Note that
the word ‫لام‬‎ is linked by an ezafe to the possessor but is not vocally
linked to the possessed:

‫تسا‬. ‫ نآ هناخ لام نم‬That house is mine. (lit. my property)‫‏‬

‫تساهنآ‬. ‫ نیا اهباتک لام‬These books are mine.‫‏‬
.‫‏ میز چوبی مال آن اتاق است‬lahc ‫‏ است ولی‬LG ‫مال این‬.‫آن صدبوتزلی‬
Those two chairs belong to this room but this wooden
table belongs to that room.
Note: You can introduce a question without using any of the
interrogative words but instead using the particle ‫ایا‬‎ (d@ ya). This is
usually done in written Persian:

‫ لام ؟تسامش‬GUS‫ نیا ‏‬Ll aya in ketab mal-e shomast?‫‏‬

Is this book yours?‫‏‬
‫ ایآ نآ وتلاپ نارگ ؟تسا‬aya an palto geran ast?‫‏‬
Is that coat expensive?’

In spoken Persian, questions that do not contain an interrogative

word are usually indicated by a rising intonation at the end of the .
sentence, rather than the use of .‫ایا‬‎ :

78
POPC ‎‫و‬ ‫و‬ ‫و‬ SSO OSSSO OOOS TO SESO ESO EO OSOOOSOOEO OOOO OETSO OHTOS DESOH SOSE OO EO TEE OO OE SE OSE SOEOOEDO

Insight
Persian has two different ‘yes’ responses depending on
whether the affirmative answer is to a positive or negative
questions. Just like in French where you use ‘oui’ or ‘si’, in
Persian too, if you want to say ‘yes’ to a positive question you
use bale 41; or the informal dreh ,‫هرآ‬‎ or use cherd ‫ارچ‬‎ if you
want to give a positive answer to a negative question. chera
also means ‘why’ in another incarnation.
‫و و و و و و‬ ‫و‬ HOSE SH OSESOLOOO SOOO OO EO OOOO SH TOOOT OOS OS ET OEES TOSSES SO OSUSSOSS SES EO OE ESESEESES ES EDESEOES‫‏‬

Answers to questions

Both |> chera and 44; bale mean ‘yes’, but the difference between
them is that bale is the positive answer to a positive (affirmative)
question. For example, if the answer to ‘Is your brother here?’ is
positive then we must use ‫هلب‬‎ bale as the answer:

.‫‏ اینجاست‬ylA ‫ بُرادرّت اینجاست؟‬LI‫‏‬

tuB fi eht noitseuq si evitagen dna eht rewsna si evitisop ‫‏‬neht ‫چرا‬
chera must be used:‫‏‬
Is your brother not here? ‫؟تسین‬‎ ‫تردارپ اجنیا‬
Yes, he is here. ‫تساجنیا‬.‎ ‫ءارچ‬

Exercise 1
Translate the following dialogue into English:

Unit 7 Where is it? What? Whose is it? Why? 79

 4) CD 2, TR1, 02:14

Exercise 2
Give your own answers to the following questions in Persian:

ladapS ‫‏‬aduS ‫‏ کجا‬taL ۶ ‫سات؟‬ ‫ اس‬۱

‫چمیشم‬

‫ شماروزها چکار می کنید؟‬۷ ‫ت؟‬‫‏‬sta‫س‬ aul ‫‏‬۲

‫چ فا‬
L ‫یمیل‬
‫ رانشجو هستین؟‬lQ ‫‏‬A ‫ شا کخاشه؟‬Glan?‫‏‬
‫‏ برادر دارید؟‬re ‫‏ آیا‬٩ ‫ چیست؟‬gnisaeno ‫‏‬ib ‫بجر‬ ۴

‫چنتد استت؟‬.‫ ساعت الای‬۰ ‫سما ک‬

‫تی؟‬ ‫ تول‬0
‫اد ش‬

There is no exact equivalent of ‘mine’ or ‘yours’ in Persian so, for

example, to say ‘this book is mine’ you have to say ‘this book belongs
to me’ using the word mal.

Reply to the following question:

1 What are the two most common letters found in almost all
Persian question words?
2 Can you think of three Persian interrogatives (that is question
words)?
3 Do Persian question words always start the sentence?
4 Does Persian have a mechanism for expressing the notion of
possession such as ‘mine’, ‘yours’?
When do we use ‘Aya’ in Persian?
71
a What would be the positive answer to a negative question?

80
PCOS OSOE ESO OSOE HOT OTOH TO OE SEES SOO SOOO EO ESEO SOTO TE SOOEOEEEOOES TEESE ES ESSSO EOS OS SOOO SEE EEEESESES

Likes and dislikes

In this unit you will learn how to

e Use the verb ‘to have’ (past and present)
e Say some more about yourself
e Talk about your likes and dislikes

Dialogue
4) CD2,TR2

Listen to Maryam and Dariush tell us more about themselves and talk
to each other about some likes and dislikes:

Unit8 Likes and dislikes 81

 Design on large metal dish, 1210-1310 century

82
khahar sister

baradar brother
kuchaktar smaller, younger

bozorg-tar bigger, older

Reza boy’s name

Nasrin girl’s name

bachegi childhood
gorbe cat
sefid white

dashtam I had
khargush rabbit
siyah black

Unit8 Likes and dislikes

83
 darad he, she has ‫دراد‬‎

khaharam my sister ‫مرهاوخ‬‎

heyvan animal ‫ناویح‬‎

dar in J
khane house, home ‫هناخ‬‎

dust usually friend, here, liking ‫تسود‬‎

-na negative marker 44
na-darad does not have alg
dandansaz dentist boon tee
naqqash painter ‫شاقن‬‎

markaz centre se‫رم‬‎

shahr city ‫رهش‬‎

darim we have ‫میراد‬‎
kheyli very, much on

dust friend ‫تسود‬‎

va and R)

ashna acquaintance Ga
darand they have ‫دنراد‬‎

chand ta (as question) how many? i as

dari you have ‫یراد‬‎

na-daram I don’t have ‫مرادن‬‎
faqat only Ln
Ardeshir boy’s name ‫ریشد‬‎ 1
kheyli 0 very much ; ‫دایز‬‎ ۳

khane-ye man my house (lit. house of mine) ‫نم‬‎ Gla

84
 birun outside

az of
asb horse
ma us

Rakhsh name of legendary horse

hafte week
kar jobs, work, things that keep
one busy
kar drram lam busy
baray-e for
savari riding
vaqt time

vaqt nadaram I don’t have time

madrese school
chand ta several
khareji foreign
dashtam I had

To have

The verb ‘to have’ ‫نتشاد‬‎ dashtan is an irregular verb, more irregular
than our standard irregular Persian verbs such as ‘to come’ ‫ندمآ‬‎
amadan, which we will look at in detail shortly, but not as irregular as
the verb ‘to be’, discussed earlier.

The various forms of the verb ‘to have’ can be conjugated regularly but
this verb does not take on any verbal prefixes such as the continuous
prefix -mi ‫یم‬‎ or the subjunctive prefix -be ~ that we will cover in later
units. ‘

Unit8 Likes and dislikes

85
 This irregularity does not affect the formation of the simple past
tense but, as with all other irregular Persian verbs, we need to know
the present stem before we proceed to work out the various present
tense forms of the verb. The present stem of the verb ‫نتشاد‬‎ can be
found in the list of irregular stems provided in the appendix.

POCO COCO EHO DORE S ESO OE OSOTEO ‫اب‬‎

Insight
After the verb ‘to be’ the next verb that sometimes defies
the straightforward rules of conjugation is the Persian
verb ‘to have’. In its present tense it should not take the
prefix -mi .‫یم‬‎ Nor should it take the -mi ‫یم‬‎ with the
habitual past tense. Having said that, some educated native
speakers adopt this wrong use of the -mi prefix with the
verb ‘to have’ making its erroneous use more common.
‫هوم‬ ‫ و و و‬OEE HO SELES ESOS OOOO DOSES EOE SS SOOO ESSOESOOSSOSOS OOS ESOS OSES SO SO EHTS SOTO ESET OSES ESOC SE OHESS‫‏‬

Present tense of ‫نتشاد‬‎ ‘to have’

The present stem of ‫نتشاد‬‎ is ‫راد‬‎ dar. However, the standard present
tense formation formula (shown in full in Unit 13) cannot be applied
to this verb in its entirety.

The irregular nature of ‘to have’ in Persian dictates that this verb does
not take any prefixes in its present tense forms. Therefore the general
formula which is: present tense = subject endings + present stem +
‎‫“ می‬mi has to be modified for the verb ‘to have’.
The modified formula is: present tense of ‫نتشاد‬‎ = subject endings +
2 ‎‫ دا‬dar.
The six forms of the present indicative of ‘to have’ are:

1 ‫مراد‬‎ 067007182۵۷6 | ‫ داریم‬darim we have

2 ‎‫ داری‬dari you have ‫دیراد‬‎ darid you (pl.) have

3 ۳۲ darad he, she, it has ‫فرات‬‎ darand they have

The negative present tenses of ‘to have’ are:

86
 1 ‎‫ ندارم‬nadaram | do not have ‫میرادن‬‎ nadarim we do not have
2 ‎‫ نداری‬nadari you do not have ‫دیرادن‬‎ nadarid you (pl.) do not have

3 ‫درادن‬‎ nadarad he, she, it does not | ‫دنرادن‬‎ nadarand they do not have
have

Exercise 1
Translate into Persian:

1 Maryam and Amir have a very nice, small house.

2 I don't like Japanese food, but like Lebanese food.
3 They have a lot of work tomarrow.
4 Do you have any friends in Paris?
5 My brother’s wife has six uncles (maternal).

Exercise 2
Translate into English:

.‫من یک کلبة کوچک در کوهستان نزدیک دریاچة مازندران دارم‬

.‫اینکلبهنهبرق دارد نهتلفن ولی منظرهُ آن خیلی قشنگ است‬
‫ یک‬,‫ اینکلبه دوسهتاصندلی‬.‫‏ یک چشمة آب است‬SIG ‫نزدیک‬
‫وک‬
‫ یک آشپزخانة کوچک ی‬,‫ یک تختخواب بزرگ‬,‫میز چوبی‬
‫‏ برای‬el ‫‏ دور از شهر بهترین‬SIG ‫ این‬.‫بخاری دیواری دارد‬
.‫استراحت است‬

Past tense of ‫نتشاد‬‎

For the simple past we follow the standard formula that helps us form
all past tense verbs: past tense = subject ending + past stem.

Subject endings are the same as the endings of all Persian verbs that
tell you who the doer of the verb is. Their use is compulsory and
without them the verb will be incomplete. They tell us exactly who the
subject of any action is and therefore, unlike English, we do not need
to use a subject pronoun in a Persian sentence. The subject pronouns

Unit8 Likes and dislikes

87
 were discussed in detail earlier in the book but the following table
lists the verb ending for use in this unit.

2nd you ‫ی‬‎ -i

3rd s/he ‫د‬‎ * no suffix for past tenses | they ‫دن‬‎ -and

*s -ad is never used with the past tense verbs: this means that the
third person singular of Persian past tense verbs does not have an
attached subject marker or suffix.

The past stem of ‫نتشاد‬‎ is formed by dropping the ‫ن‬‎ -an ending which
leaves us with ‫تشاد‬‎ 1

The six forms of ‘to have’ in the simple past can be seen in the
following table.

‫ متشاد‬dashtam | had‫‏‬ ‫ میتشاد‬dashtim we had‫‏‬

‫ یتشاد‬dashti you had‫‏‬ ‫ دیتشاد‬dashtid you (pl.) had‫‏‬

‫ تشاد‬dasht he, she, it had‫‏‬ ‫ دنتشاد‬dashtand they had‫‏‬

The six negative forms are shown in the following table.

Singular <.۳ 9
‫ متشادن‬nadashtam
| did not 77 nadashtim we did not‫‏‬
have have‫‏‬
poral
1% nadashti you did not ‫دیتشادن‬‎ 060 you (pl.) did
0 not have
‎‫ نداشت‬naddsht he, she, it did | ‫دنتشادن‬‎ 0 they did not
not have have

Remember that there is no subject suffix (or ending) for the third
person singular in any of the past tense verbs.

88
 Exercise 3
Translate the following sentences into Persian:
1 We had two cars in Iran.
She had a horse, two cats, chickens and rabbits in her house
in Turkey.
3 They had several friends in Tehran.
4 How much money did you have yesterday?
5 I did not have a television but had an old radio.

Exercise 4
Fill the gaps with an appropriate past tense form of the verb to have
or the correct subject pronoun:

‫من در ایران چند دوست ایتالیایی‬ ۱

‫در آن شهر خیلی دوست و آشنا داشتید؟‬ ۲

-.‫ ماسه روز برای کار در لندن بودیم ولی برای گردش وقت نس‬۴
‫؟‬-.‫ انها چقدر پول یورو«سس‬۵
POSSESSES EEHE EEE EEEEHS EOE SESE TESS EO TEESES OEE OEOES ESOS ES EO ‫ووووووووووووووووووووووووووووووووووووو‬‎

Insight
An indefinite noun, that is a non-specific noun can be plural or
singular, such as ‘there is a book here, whose is it’ or ‘would you
like an apple if you are hungry’ or ‘there are some students in
this class who travel every weekend’ is marked by an ‘-i’ ‫ی‬‎
ending in Persian. This suffix can be attached to either singular
or plural nouns.
SPOS ‎‫ و و و و و‬SEES EEH OEE SEES EOE EE SEES SEES SDE OSESOESESSES TS SE SESOH ESE TEEHS SESO TESE SETSE SOSE SESES OOOO SOEET

Advanced use of present and past forms of ‘to have’

In more advanced use of language, the verb ‘to have’, in both present
and past tenses, is also used as an auxiliary verb, expressing the sense
of progression ofan action, i.e. that an action is taking place right now
or will take place imminently, or that it was taking place when it was
superseded or interrupted by another action.

Units Likes and dislikes 89

 In the present tense
For example, someone is telling you to ‘Hurry up and get going. The
response might be:
‫میآ‬.‫مراد مه‬ Iam coming!‫‏‬
Or someone asks, ‘What is Ali doing just now?’ The reply:‫‏‬
‫دناوخ‬. ‫ یم‬OLS‫ یلع دراد ‏‬Ali is reading his book (right now).‫‏‬

In the past tense

‘What were you doing when ۲ called last night?’:
ree ‎‫ خسابنا می‬sys ‎‫ داشتم تلوب‬I saw gnihctaw .noisivelet
.‫دز‬. ‫متشاد زا رد نوریب یم متفر هک نفلت گنز‬ was about to leave‫‏‬
when the phone rang. (lit. leaving through the door)‫‏‬

The indefinite: ‘a’ or ‘one’ added to nouns, ‘some’

The status of a noun in Persian is not exactly the same as it is in

English and the ideas of ‘definite’ or ‘indefinite’ do not correspond
exactly to what we understand by these terms in English.

The Persian noun appears instead in two ways, the ‘absolute’ and
the ‘non-specific. What do we mean by these terms? The noun in its
absolute state is a noun with no attachments, no suffix or any other
‘bits’ joined on to it. It is the word as found in a dictionary. Such a noun
can indicate both a very specific singular word and the generic. In
English, the generic, which is the general term for something or a group
of things, is usually rendered by the plural. For example, J gol flower
means both ‘the flower’, about which we know something already, and
‘flowers’ in general, as in ‘I like to have flowers in the house’.

How do you render the sense of ‘a house’, ‘a book’ or ‘a car’ in Persian,

that is, how do you form the non-specific also known as the indefinite
in Persian?

Broadly speaking, a noun becomes indefinite, or non-specific, in

Persian through the addition of the suffix (or attachment) ‫ی‬‎ i to its
pure form as found in a dictionary.

90
 indefinite = ‫ی‬‎ + noun
This is, of course, not at all dissimilar to the way in which a non-
specific English noun is formed, except the ‘a’ is not attached the
English word; the ‫ی‬‎ is joined onto the Persian word if possible: ‘a
book’, simply means any old book, as in ‘I found a book on the shelf’
not a particular, specific book:

—> a + book =a book

—», aman

‫مردی‬, ‫گم‬

The indefinite is expressed in three ways in Persian:‫‏‬

1 by adding an ‫ی‬‎ to the end of the noun as just demonstrated
2 by putting the word ‘one’/ ‘a’, ‫کی‬‎ yek, before the definite noun
3 by using both ‫کی‬‎ and ‫ی‬‎ (the most common spoken form).

Look at these examples:

a book ketabi ‫یباتک‬‎ < ‫ ی‬+ (book) ws

a/one book yek ketab ‫باتک‬‎ ‫ باتک = کی‬+ (one) ‫کی‬‎
a book yek ketabi ‫یباتک‬‎ ‫ ی < کی‬+ GUS + ‫کی‬‎
If two or more nouns are joined by the ‘co-ordinate’ ‫و‬‎va and are all
non-specific (indefinite), the indefinite marker ‫ی‬‎ i is added to the
final one only, the group being regarded as a whole:

(biro) ‎‫( ان‬pen) ‎‫) و قلم‬licnep( ‎‫وداد‬

‫ م‬SU

The ‎‫ ی‬iis only added to the last word in the group, which is ‫راک‬‎‫دو‬
khodkar biro.

Writing rules

That’s all there is to the formation of non-specific words in Persian!

Before we move on, however, we must look at how to add an ito the

Unit8 Likes and dislikes

91
 end of a word that already ends with a vowel; words such as ‫اقآ‬‎ aqa
‘gentleman’; ‫وب‬‎ bu ‘smell’; ‫ینیس‬‎ sini ‘tray’; and ‫هناخ‬‎ khane ‘house’.
If the noun ends with a final, short vowel or the ‘silent’ he, the indefinite
‎‫ ی‬is spelt with an alef + ‫ی‬‎ i.e. ‫)یارر‬‎ that is still pronounced as i:
a house khane-i ‫یا‬‎ Gla = ‫ی‬‎ (I) + ‫هناخ‬‎
Care must be taken to distinguish between the final, silent he, which
is simply an indicator of the presence of a final short e vowel, and the
real letter he, which is a true consonant and therefore the indefinite
article ‫ی‬‎ can join onto it directly:
a house khdane-i ‫یا‬‎ ‫هناخ‬
a child bache-i¢g| doe
a (piece of) fruit mive-i ‫یا‬‎ ‫هویم‬
As opposed to words that end in the letter « /oh:

a mountain kuhi ‫یهوک‬‎

a moon mahi ‫یهام‬‎
a path or road rahi ‫یهار‬‎
Similarly, if 2 word ends in the long vowel ¢g i, e.g. Vs sandali
‘chair’ or ‫یطوط‬‎ tuti ‘parrot’, the indefinite ending will be ‫یا‬‎ i:

a chair sandali-i ‫یا‬‎ ‫= یلدنص‬a i ‫ی‬‎ (I) + chair sandali pee

Other vowel endings

If the word ends in either an | ۵ such as ‫اقا‬‎ dqd ‘gentleman’ or ‫و‬‎ u as
in ‎‫ مق‬mu ‘hair’, the ‫ی‬‎ of the indefinite marker is simply doubled to
compensate for two vowels coming together:

a gentleman aqa-i ‫ییاقآ‬‎ - i (a, one) ‫یی‬‎ + gentleman 6 ‫اقآ‬‎

a hair mu-i ‫ییوم‬‎ =1 (a, one) ‫ی‬‎ hair mu ‫وم‬‎

An alternative to doubling the ‫ی‬‎ of the indefinite marker is inserting

a hamze over a bearer (4) between the final long vowels | 6 and 4 u
and the indefinite article :‫ی‬‎

toofa ‫‏‬i-ap ‫ پایی‬۲0 ‫پائی‬ ‫پا‬

a hair mu-i ‫ییوم‬‎ OF ‫یئوم‬‎ + ‫وم‬

92
Writing rules at a glance

‫صندلی ای‬

‫ میوه ای‬- ‫خانه ای‬

The indefinite marker ‫ی‬‎ ican accompany a plural as well as a singular

word and the plural, non-specific noun will be translated as ‘some’
instead of ‘a’ or ‘one’:
some books ketabha-i ‫ییاهباتک‬‎
some cities shahrha-i ‫ییاهرهش‬‎
If the most common form of Persian plural, i.e. ‫اه‬‎ ha, is used then
the plural of all nouns formed in this way will inevitably end with
the long vowel | @ and the indefinite of all plurals made this way will
always be ‫ییاه‬‎ or ‫یئاه‬‎ , that is the ‫ی‬‎ will be doubled. For example:
some books ‫یئاهباتک‬‎ 0۲ ‫ییاهباتک‬
some girls 2 See
some flower pots or vases ‫یئاهنادلگ‬‎ 0۲ ‫ییاهنادلگ‬

Exercise 5
Form the indefinite of the following:

‫رّنده‬ ‫سب‬ ‫کشور‬

aus‫‏‬ ‫صبح‬ Bees‫‏‬

‫رد‬ ‫هفته‬ ‫کوه‬

‫همسایه‬ ‫آقا‬ ‫کتاب‬
‫خوابگاه‬ ‫پا‬ ‫دوستان‬

Unit8 Likes and dislikes

93
 ‫شهر‬ ‫راه‬
‫آسبها‬ Ale‫‏‬
‫خانه‬ ‫ستاره‬

Exercise 6
Translate the following into Persian:

aman a house some boys

a cat a star a flower

some cities some fruits a child

94
SOSH SHEE ‫و‬‎ ‫ و‬ESOT EOS THEOES SOSH SFOS HOSE SESH SOS OOEEEOEESOSSH ESTE SSH E SEH ESE EH EOE E EEO EE SE EEE EEE EO EES OSS

Grammar reference unit

Time for another pause to lookat some more grammatical terminology

before we start learning proper verbs and all the different tenses that
we need.

Verbs

Verbs are words or phrases that express what someone or something

is doing or feeling, or the state somebody or something is in or is
becoming. In many Indo-European languages, verbs can be grouped
together according to the way they behave or conjugate. In some
languages, and English is an example, verb conjugation is very simple.
For example, the verb ‘to cost’ possesses only three forms: ‘cost’,
‘costs’ and ‘costing’. (Similarly the verb ‘to cut’)

Persian verbs are not as simple to conjugate as English verbs but

compared with German or French, for example, they are still a lot
easier to learn.
Persian has developed a very logical system for verb conjugation.
There are very simple formulas that the learner can quickly grasp in
order to arrive at the correct form of verbs for any sentence. However,
like most other languages, Persian verbs are either regular or irregular.
The irregularity of a Persian verb affects it only in the present tenses
(as in ‘I travel’, ‘you are going’ or ‘they want to sell’). Otherwise the
formulas for conjugation of verbs are very straightforward.

Before we start on the verbs it is important to get used to certain

terminology.

Unit9 Grammar reference unit 95

 In many languages a verb consists of the following parts.

Infinitive

This is the form by which the verb is usually listed in dictionaries or

is referred to. In English there is only one pattern for infinitives. It is
always ‘to read’, ‘to speak’, ‘to dance’. In Persian, as we shall see very
soon, infinitives fall into three distinct patterns.

Root

This is the most basic form of the verb to which other prefixes or
suffixes are added to form other parts. ‘Do’ is the root of ‘to do’ and
‘-ing’ or ‘-es’ can be added to create other forms of the same verb.
The Persian verb has two roots or stems as it is also sometimes called.
I find it easier to think of the infinitive of the verb as an egg with
the egg white and the egg yolk as its two roots or stems. Each can
be separated from the whole and, by adding different ingredients to
the roots, other forms of the verb can be made, in exactly the same
way that mayonnaise or meringues can be made, starting with the
base material of either an egg yolk or an egg white.

Mood

This is, if you like, how a verb expresses itself to tell us whether it
is indicative, subjunctive, conditional or imperative (as in giving
commands). For a culinary equivalent think of milk chocolate, plain
chocolate, white chocolate and cooking chocolate as different moods
of the same verb.

Indicative mood states a real action such as ‘I arrived yesterday’ or

‘Tam writing a letter’. |

Subjunctive is the mood for expression of the desired, the anticipated,

the feared, the possible, obligatory, doubtful, implied or conditional
action, e.g. ‘I hope to go to Iran in the summer’, ‘He may find a cheaper
ticket’ or ‘They don’t want to leave London, but he has to find a
new job’.

96
In other words, in opposition to the indicative, which is the mood of
real action, the subjunctive is used in situations where the realization
of the action is not considered as certain.

Tense

This is the form of the verb indicating the time of the action, as in past
or present or future etc.: ‘I went to Canada last summer’, ‘They are
sitting in the car’, ‘We will be in Europe next July’.

‫‏ و وووووو‬STES ‫و‬ ‫ و و‬OOOS HE TO SESO OS HESO DE OO TOOS EOS HSO OOOO ESS O DEO OO SHSO OOS SESS HSOS SEO SO ESSE ‫‏‬SNES ‫موم‬ ‫و‬

Insight
Don’t forget the very important endings that tell you who is
doing the action! Without them you won't know who is doing
what. These endings are the short forms of the verb ‘to be’ in
the present tense.
POPS ‎‫و‬ ‫و و و و‬ EOC EE SEHS OE SE SESO ESSE EOE ESES SOSE O SESO STHE SO SESHTSHES SOSE EEE HES TO SOSE HSO DESE SOS DEOSOES

Unitg Grammar reference unit 97

 10
POO ‎‫ و‬eS HSH ‫وه‬‎ ‫و و‬ ‫ و‬OES ‫و‬‎ ‫ و‬EOE ESSE SH SE SE SEOSESOSOS OS SSSOSOSOS OS OS OSES ES EO SSSESES OST STS OS SS OS OOOES®

What are you learning?

In this unit you will learn how to
e Use simple verbs
e Form the simple past tense
e Use different verbs for situations in the past

Dialogue

4) CD2,TR3

Listen to the informal chat between two people finding out about
what the other does. Listen closely to the verbs appearing at the end
of each sentence:
 ASSPRAAREE AREAS ARRAS ADORE ee eeeeeeeeeeeeeaseneenes

Do you attend university here?

Yes, |am a student.
What do you study (it. read)? J
Istudylanguages.
What language do you sudyi
I study Persian. What do you read/study?
_Istudylanguagestoo.
_ What language do you study?
_ | study French.
Where did you learn Persian?
_| learnt Persian in Tehran.
_ How many years were you in Tehran?
| was there (for) three years.
_When did you go to Tehran?
| went to Tehran seven years ago.
FENTON
eee
eee
eee
HORE
EHPO
EEEE
EOE
Eee
Ew
EH
ee
OEEORS
ESSE
EHO
TOES
EEEEEOEOS
ENS

Unit1o0 What are you learning? 9

daneshgah university ‫دانشگاه‬

miravid you go
daneshju student

hastam Iam

che? what?

mikhanid you read

zaban language

zabani a language

mikhanam Tread
ham also
farance French
koja? where?
yad gereftid you learnt
yad gereftam I learnt
chand? how many?

_ year
budid you were

budam I was
key? when?
be to

raftid you went

sal-e pish year(s) ago
haft seven
raftam I went
bargashtid you returned

bargashtam I returned
dar in, at

che mikardid? what did you do?

nakheyr polite no

nabudam I was not

kar work, job

kar mikardam I worked

kar mikardid you worked
sefarat embassy

espania Spain

chetor? how

chetor bud? how was it?

kheyli khub very good

vali but, however

behtar better

sholugh busy, crowded

ast is ant

be qashanigi as pretty as ‫دشق‬‎ ‫هب‬

nist is not ‫تسین‬‎

Unit10 What are you learning? 101

 The infinitive

All Persian verbs are derived from the infinitive root. In Persian
dictionaries the verbs are listed in their infinitive form.

All Persian infinitives end in és -an (as all German infinitives end in
-en, e.g. spielen). For example:

‫ نتفر‬raftan to go‫‏‬ ‫ ندمآ‬Gmadan to come‫‏‬

fotyes kharidan to buy ‫نتسشن‬‎ neshastan to sit
eyes bordan to win Oe paridan to jump

‎‫ پختن‬pokhtan to cook ‫نشاد‬‎ 06007 to give

‫ ندیود‬davidan to run‫‏‬
If you look more closely, however, you will see that Persian
infinitives actually have three distinct endings which are: ‫نت‬‎
-tan, -‫ند‬‎ -dan and -‫ندی‬‎ -idan.

ecvee SOOT OCC ‫و‬‎ ‫ و و و‬SOOO EE SESE O OSES TO TELESES OO EO TESOO ESTE SS SOESSSEO ESTE SEES SOTO SH SOOO ES ESESSETESEESEOOESS

Insight
Delete all the ‘-an’ endings of Persian infinitives and what you
are left with is your past stem. Plug this information into the
various formulas for making past tenses and you get the verbal
form you need.
eecee Se eeeceoeeoeneceoveseesecescesceoeseoeee® ‫و‬‎ ‫و وووووو و و و و‬ ‫و و و‬ SESE SE TOSS OSESOOSESESOSOESEEESESES

Verb formation

Simple past

Stage |
By far the easiest Persian verbs to form are the past tense verbs, that
is verbs referring to actions that happened in the past. The main
component that will enable you to form Persian past tense verbs is
the past stem. The past stem, also known as the short infinitive, is
made by simply dropping the 4, -an ending of the infinitive.

102
For example, the past stem (or short infinitive) of the preceding
examples, after dropping the -an, will be:

Infinitive Past stem (short infinitive)

‎‫رفتن‬ +- ‫رفت‬ raft

‎‫نشستن‬ + ‫نشست‬ neshast

‎‫پختن‬ a eRey pokht

‫ال‬ ‫ و‬7 dmad‫‏‬

‫ند‬ie J ۳ bord‫‏‬

‫دادن‬ + ‫داد‬ dad‫‏‬

‫کرودن‬ ‫ك‬ ۳ kharid‫‏‬

‫‏‬egna > ‫پرید‬ parid‫‏‬

‫گفتن‬ ‫گفت هب‬ goft‫‏‬

Look closely at these short infinitives. Can you work out their common
features? Look even closer. What are the endings of the past stems
given here as examples in the right-hand column? It should be fairly
obvious that all Persian past stems end in either ‫ت‬‎ t or ‫د‬‎ d.

The past stem in Persian has another special feature. It is identical to

the third person singular past tense of that verb, i.e. the same as an
action done by the doer in the simple past. So just by using the past stem
on its own you can convey a very simple, but perfectly accurate, idea
in Persian, such as ‘Maryam went, ‘he jumped, ‘Darius said’ and ‘she
arrived’. Bearing in mind that, in Persian word order, the verb always
comes at the end of the sentence, and that there is no gender (‘he’ or
‘she’ is always ‫و‬‎ (‫ ا‬these four short sentences can be translated as:
-

Maryam went. ‫تفر‬.‎ ‫میرم‬

He jumped. 3354 ‫وا‬‎
Darius said. ‫تفگ‬.‎ ‫شویراد‬
She arrived. ‫دمآ‬.‎‫وا‬

Unit1o What are you learning? 103

 How about using the following combinations as subjects (that is the
agents or doers) of the verb to form your own sentences using those
same verbs: ‘my mother’, ‘his younger brother’, ‘our guest’ and ‘her
Iranian friend’? These are all third person, singular subjects. Your
sentences should look like these:
ro

My mother went. ‫تفر‬.‎ ‫مردام‬

His younger brother jumped. ‫دی‬.‎ne Ss 9S ‫ردا‬‎bs

Our guest said... ‫تفگام‬.‎ ‫نامهم‬
Her Iranian friend arrived. ‫دما‬.‎ ‫تسود شیناریا‬

As you can see, even before learning to form the Persian verbs in full
you can easily create short sentences.
‫سپدسصسصسصسصسصسپپپپپببدظ‬

Insight
If you look up a verb in a Persian dictionary you'll find it in its
infinitive form. Unlike English infinitives that appear in the
uniform pattern of ‘to go’, to eat’ or ‘to buy’, for example, the
Persian infinitives have three distinct endings of ‘-tan’, ‘-dan’
or ‘-idan’; basically they all end in ‘-an’, a little like the German
infinitive that all end in ‘-en’.
POO CSCO SOE EOCOEEEOTLOOOOOEOEOOOOSSEOOSEOS OS OL OSES OS OS SOOO OOOO OO OSSOOSTOHOOO SOS SSSOEHSOOESOSOO ESOS

Stage Il
Apart from the past stem, which is the main component of past tense
verbs, we need another ingredient before we construct a Persian verb
referring to an action done in the past. This crucial ingredient is the
subject verb ending, which is an essential part of the Persian verb.
The English verb, on its own, does not tell us who the agent is. We
say: ‘I went’, ‘you went’, ‘we went, ‘they went’, ‘she went’ and so on. It
is therefore crucial that a proper name or a pronoun or noun is used
in the English sentence to indicate who the doer of the action is. In
Persian however, the doer of the verb must be clearly represented in
the structure of the verb, which means a suffix is attached as a verb
ending. This will show us who the subject is.

The good news is that you will only have to learn these endings once.
Incidentally, once we reach the unit on present tense verbs you will

104
see that, with one small exception, the same endings are used for
present tenses too.

The following table shows you the subject of the verb in the endings
or suffixes in Persian and demonstrates to which pronoun or person
they correspond:

156 | @-am we ag -im

2nd you ‫یا‬‎ you ‫دی‬‎ -id

3rd ۰ s/he no suffix they ‫دن‬‎-and

Conjugation, or verb formation, in Persian is so regular that you can

actually use a simple formula to construct almost all the verbs of
your choice.

The formula for simple past tense in Persian is: simple past = past
stem + personal endings.
Let us start with one of the simplest examples and work our way
through. How would you say ‘I went’ in Persian?
To begin with, let us find what the infinitive of the verb ‘to go’ is in
Persian. The vocabulary at the back of the book or any good dictionary
should tell you that ‘to go’ in Persian is: ‫نتفر‬‎ raftan. Remember,
though, that in the dictionary you look up ‘go’ and not ‘to go’.
Can you extract the past stem from the infinitive (ay? All you have to
do is drop the ‫ن‬‎ -n from the ending: ‫نتفر‬‎ > ‫تفر‬ ۰
Next, look for the verb ending that corresponds to ‘I’, which the table
should give you as: a -am. Now put these ingredients in our simple
past formula: ‘I went’ = at oa, = ‫متفر‬‎ ۰
How about ‘you went’? Again as in the above example, find the
corresponding subject ending for ‘you’ singular which is & -i,
therefore: ‘you went’ = +‫ی‬‎ ‫یتفر = تفر‬
we

Now try ‘she went’ in Persian. What is the subject ending for third
person singular that corresponds to ‘he’ or ‘she’? The table will show
you that there is no ending for the third person singular subject. So
our formula will look like this: ‘she went’ =_ + ‫تفر‬‎ = Ga, raft.

Unit10 What are you learning? 105

 Reminder: The third person singular of any Persian verb
referring to the simple past is exactly the same as the past stem
of that verb.
Note: As Persian verbs always contain an ending which tells us
who the subjectis, there is rarely any need to use a subject pronoun
in the sentence. For example, to translate the sentence ‘we arrived’,
it is enough to say ‫میدمآ‬‎ Gmadim, and it is not necessary to translate
the ‘we’ as well, since the ending ‫می‬‎ im, already indicates who is the
agent of the verb ‘to arrive’. However, subject pronouns are used
for extra emphasis, for example, if we want to stress the fact that it
was we who arrived and not another group then the sentence can
be translated as assal Le ma Gmadim.

Exercise 1
Complete the following sentences using the appropriate subject verb
endings. :

wa de Cees ee _

..-‫ صیم به بازار رفت‬Ayal‫‏‬

...‫ما دیروز در یک چلوکبابی ناهار خورد‬
‫؟‬...‫تو کی به لندن آمد‬
...‫دیشب برادر تورا دسرینما دید‬

...‫مریم و بابک در کتابخانه بود‬

‫‏‬edni :‫من نیون دنا خانه‬
...‫من و برادرم یک گربة سفید داشت‬
...‫ینسهب هوا سرك بول‬
‫ا دد‬
‫ه‏‬
‫>م‬
=
>
o<‫ه‬
‫م‬O

..‫ دنچ زور شیپ هب نارهت دیسر ؟‬Lats V+‫‏‬

‫و و‬ 9‫و‬ ‫و‬۵۵۵ ‫و‬ ‫هو‬ ‫و‬ ‫وه‬ ‫و و هو‬ ‫ون‬

Insight
Remember that there is no subject ending for an action done
by he/she or it, in the simple and habitual past. The 3rd person
singular doer of a verb is conspicuous by the absence of

106
 a subject indicator. He/she or it are not represented by a
suffix stuck to the end of the verb in these two types of past
tense verbs.
SPCC CHH OHS OHO OS ESOL OSES OOH SEOSSEHSOS ESOS ESO O ESOL OOOO EES OS OOOO OOS EO ES OSES EOE EE OEE OOO EEOC O SOOO SEO OES

Exercise 2
4) CD 2, TR 3, 01:20

Translate the following sentences into Persian:

1 She came to our house last night.
I was in Shiraz for three years.
3 Wearrived in London two
days ago.
4 Maryam and Ali saw a very good
film on Saturday.
5 Did you (sing.) buy anything
in the market this morning?

Abu Reyhan Biruni, 11th-century

mathematician, Lalleh Park, Tehran

Things to remember

e Persian verbs have three distinct endings, ‘tan’, ‘-dan’ and ‘-idan’,
from which you can extract two vital bits of information to form
your various verbs such as ‘I went’ or ‘she goes’ or ‘they used to
buy’. These two vital ingredients are your past stems and present
stems.
‫ ه‬The simplest Persian verb form is the simple past tense such as ‘we‫‏‬
went to a museum in Tehran’ or ‘I bought a nice rug yesterday’.‫‏‬
This is made by using the formula (going from right to left): subject‫‏‬
ending + past stem (that is the infinitive without -an).‫‏‬
et ‎‫سس‬

Unit1o0 What are you learning? 107

 e The subject endings are:

si
**no suffix
Reply to the following questions.

What information can a Persian infinitive give the learner?

What are the common Persian infinitive endings?
What is the simplest Persian verb form to make?
‫ب‬ ‫ د‬How do we know who is the subject (the doer) of the Persian
‫ا‬۲<‫ت‬
verb?
5 The short infinitive or the past stem is identical to what?

108
SO OOHH OOOO SES OO ESOS SOOO OT OOOO EO EHSOH ESET OSS OSO SOOO TSS EESOOOSOSES OS ESEO OSE OO OS OEE EOEL EES OSES ESEES

How did you get here

so quickly?
In this unit you will learn how to
e Describe how things happened or were done
e Describe where things happened or were done
e Describe in what manner things happened or were done

Adverbs

What are adverbs? Adverbs are words that affect the meaning of a
verb, an adjective or another adverb and are mainly used to nuance
the action of verbs, for example, in the sentences ‘she ran quickly’
or ‘you spoke beautifully’, the words ‘quickly’ and ‘beautifully’ are
adverbs, giving more information about the verbs ‘ran’ and ‘spoke’
respectively.
An adverb can also affect an adjective as in: ‘I saw a very pretty bird’.
Here the adverb ‘very’ intensifies the meaning of the adjective ‘pretty’.
And finally, an adverb can add more emphasis to another adverb, as in
‘he walks very quickly’. Here ‘very’ emphasizes the sense of ‘quickly’,
itself an adverb describing the state of the verb ‘walk’.

Before we look at some examples of common Persian adverbs |

must remind you that in Persian, adverbs and adjectives often look
the same. For example the word ‘pretty’ can mean both ‘beautiful’
or ‘beautifully’ depending on what part of the sentence it is used to
describe:

Unit11 How did you get here so quickly? 109

 ‫دیسر‬. Lats‫ ‏‬£335 ‫ ةماخ‬Your beautiful letter arrived.‫‏‬
‫دیسیون‬. ‫ گنشق یم‬Lai, You write beautifully.‫‏‬

In the first sentence, the word ‫گنشق‬‎ qashang means ‘pretty’ and
is an adjective for ‘letter’, but, in the second sentence, ‫گنشق‬‎ 5
‘beautifully’ and is an adverb for the verb ‘you write’.

However, some adverbs, such as ‘never’ S| now’ ‫نالا‬‎-‫نونکار‬

‘still’ ‎‫هنوز‬, ‫نا گهان‬, ۲ ,erag ’yrev‘ ‎‫ خیلی‬dna os
on, only ever act as adverbs and cannot be used as adjectives.

Adverbs of time

Some common adverbs of time are:

today ‎‫امروز‬
tonight ‎‫آمشب‬
tomorrow ‎‫ف‌ردا‬
yesterday ‎‫دیروز‬
last night ‫بشید‬‎
this year ‫لاسما‬‎
now msis!
never ‫زگره‬‎
always ‫هشيمه‬‎
sometimes ‫یهاگ‬‎
often ‫بلغآ‬‎
later ‫ادعب‬‎

Adverbs of place

Any word that tells us where an action is taking place but here are
some general adverbs of place:
there | ‫اجنآ‬‎

here ‫اجنیا‬‎ .

110
 up YG
down ‎‫پایین‬

front ‎‫جلو‬

back ‎‫عقب‬
outside t ‫نوریب‬-‫راخ‬‎

inside ‫لخاد‬‎ — ‫نورد‬

Adverbs of manner

For sequence
first, second, fourth, ‘e‫راهچ‬‎ ۳ ‫ ; و‬AC
tenth, etc. ‫مهد‬‎

then ee

time to time e Ki

then ‘ee

one after the other ‫مه‬‎ ‫تشُپ رس‬

continuously ‫یپایپ‬‎

one by one ‫حب‬‎ gee

For quantity
little ‎‫کم‬

much, very ‫دایز‬‎

many, much, very ‫رایسب‬‎

much, very ‫یلیخ‬‎

little, a bit ‫دنا‬‎

a bit, just a little, a touch ‫هدرخ‬‎

Many adjectives such as ‘fast’, ‘slow’, ‘pretty’, ‘ugly’, ‘good’, ‘bad’ and
so on can be used as adverbs. These phrases can be used similarly
(and some can double as adjectives):

Unit11 How did you get here so quickly? 111

 friendly ‎‫دوستانه‬
luckily, fortunately ‫هناتخبشوخ‬‎
unfortunately ‎‫بدبختانه‬

gradually, ‘slowly, slowly’, ‫مارا‬‎ ‫مارآ‬

‘calmly, calmly’
fast, quick (as adj.), fast, quickly wis
(as adv.)
with enmity, angrily ‫هنامصخ‬‎
smilingly, cheerfully ‫نادنخ‬‎
in tears, tearfully ‫نایرگ‬‎
with difficulty ‫یراوشذ‬‎ 4s
by force, forcibly, grudgingly ‫تمحز‬‎ ‫ هب‬- ‫هب روز‬
on foot ‫هدایپ‬‎
with hesitation, reluctantly ‫دیدرت‬‎ ‫اب‬
Tools, equipment, modes of transport, etc., can also be used as
adverbs. These are often used in conjunction with the preposition ‫اب‬‎
meaning ‘by’ or ‘with’:
by air, by aeroplane ‫امیپاوه‬‎ ‫اب‬
with the hammer oe ‫اب‬‎
with a biro, pen ‫راکدوخ‬‎ ‫اب‬
by ship ‫یتشک‬‎ ‫اب‬

Exercise 1
1 Weate our food very quickly.
They often wrote nice thank you letters.
Luckily, she was a very friendly neighbour.
[ always saw Maryam in the mornings.
He usually lived in that big house with his family.
vA ‫ ن‬We went to Shiraz last month but unfortunately the weather was
‫<دت‬
not good.

112
 7 Maria dances beautifully.
8 They spoke slowly and we understood well.
‎‫و‬ Did you call them immediately?
10 Fortunately, I had an umbrella.

Exercise 2
Identify the adverbs in the sentences that follow and then translate
the sentences into English:

.‫‏ بیرون آمدم‬ILG ‫ ناگهان ساعتِ سه صبح بیدار شدم و آهسته از‬۱
.‫ریان بود‬
‫گیل‬
‫نخ‬‫ او‬۲
.‫دگاه رسیدند‬
‫روبه‬
‫ خوشبختانه زفود‬۳
.‫است‬ ‫ن‬‫نزددر‬
‫لهنو‬
‫ او‬۴
.‫‏ به خانه آمدیم‬sp ‫ ما دیشب خیلی‬۵
‫ شما فقط ده دلار دارید؟‬۶
,‫ مخصوصا باقالی پلی‬pc ‫‏‬ly ‫ من غذای ایرانی دوست‬۷
.‫ آنوقت شب همه رستوران هابسته بودند‬A‫‏‬
.‫ نامةتواقلاً سهروز پیش رسید‬٩‫‏‬
.‫ ما به پارک نزدیک است‬tals‫‏‬

Unit11 How did you get here so quickly? 113

 12
‫و و هو و و ووو و و و هو موم وووووووو‬ ‫هو‬ ‫موه‬ ‫وه‬ ‫وه‬

Have you seen Mina’s

new house?
In this unit you will learn how to
e Recognize and form other verb forms
e Use ‘but’
e Use ‘other’ with negative verbs

Dialogue
۰ CD2,TR4

Listen to Maryam and Amir talking about their friends’ living

arrangements.
©@
©€۳
۳
=
۳
4
€
۳¢:
©=
€&
۰
=
=
€
=
©
ee
©=
€
©۰
Pe۳
۰
۲
==
é
۰©
©۳
۰
۰=
*

114 ۱
Unit12 Have you seen Mina’s new house? 115
 new ‘ school ‎‫مدرسه‬
‎‫جد ید‬
have you seen elas I used to go ‫متفر‬‎ i
I have not seen a ee in front of, by ‫یولج‬‎
‎‫ ام‬۵ ‫ند ید‬
but... Be I used to pass ‫متشذگ‬‎ ‫یم‬
‎‫مگر‬
used not to live because ‫نوچ‬‎
‫زندگی نمی‬
‫کرد‬ my school ‫ما‬‎‫هسردم‬
with negative <i‫‏‬
both of us ‫ود‬‎ ‫ره‬
verb no longer,‫‏‬ ‫ب‬
no more‫‏‬ afew ۷۰۵6 090 ‫شیپ‬‎ ‫دنچ هتفه‬
one year‫‏‬ ‫شا‬ party silage
German ۱ they had gone ‫دند‬‎‫هتفر وب‬
y‫‏‬ ‫ن‬۳‫آلما ‏‬
has gone Perec:‫‏‬ where is it? : ‫؟تساچگ‬‎

116
 to (used for =
‫پیس‬ how many?
people)
where in?
her family ‫خانواده اش‬
paternal uncle
has returned
until, up to
now ‫حالا‬ last year
room abi‫‏‬ used to live
she has found cial es ‫رکادیپ‬‎
near to
owner, landlord/ ‫هناخبحاص‬‎
lady exactly

husband side street

‫شوهر‬
her husband ۰ a‫‏‬ further up
ED
ak co
lit. favourite
they are living ‎‫زندگی می‬ meeting place
‎‫کنند‬
where people
they have rented ‫دنا‬‎ ‫هراجا هداد‬ 2
Qo
hang out;
out
here, aname ==
have you seen? ‫دیده ای؟‬ gs
yo

when, at the time

plaque, door
number
‫پلاک‬ ۳9
o
that
198 ۸۹۱
I was a child
well equipped ~~
garden
how lovely! !‫به! به‬
small garden ۳ >

I hope ‫امیدوار‬
tiny, very small
as soon as ‫هرچه زودتر‬
clean possible
Spacious house warming
bedroom (subj.) that she ‫بهدد‬
bath, bathroom gives

lit. salon, hall, big us too

room (subj.) that she ‫دعوت بکند‬
kitchen invites

Unit12 Have you seen Mina’s new house? 117

 Many of the verbs used in the dialogue are not the simple past tense
verbs that we have seen in the previous units. The verbs refer to
actions that had, for example, happened at some point in the past and
their effects are either still relevant (such as ‘she has found a room’)
or no longer relevant (such as ‘went to a party’). These verbs are
discussed in detail later in this unit.
But before we look at the variation on the past tense verbs, let us look
at two other important and useful points.

Use of ‘but’ ‫رگم‬‎ , a conjunction question word

When the questioner uses the question word magar ۳۹ with a

negative sentence, he or she expects the answer ‘yes’ and if pe is
used in a positive sentence it indicates that he or she expects the
answer ‘no’.
For example ‫گم‬‎ in a negative question: ‫؟دیسانش‬‎ ‫ یلع ار یمن‬Lat iS
‘But don’t you know Ali?’ means that the questioner really expects the
addressee to know Ali and to answer ‘yes’. The ‘yes’ answer to these
questions is not ‫هلب‬‎ bale, but ||= chera.

A positive sentence with gio would be like this: ‫؟دراد‬‎ ‫ وا یلیخ لوپ‬fae
‘put does he have a lot of money?’ The answer to this is expected to be
no’. ‘No, he doesn’t have much money’.

Use of ‫رگید‬‎ with negative words

‫ رگید‬digar ‘other’ acts as an adjective when it qualifies a noun and‫‏‬

means ‘other’ or sometimes ‘more’ if it is used with a positive verb,‫‏‬
such as ‘I want the other book’ ‫مهاوخ‬‎ ‫ نآ باتک رگید ار یم‬or ‘the other
day’ ‎‫ روزدیگر‬,revewoHfi ysS, si desu sa na brevda htiw a evitagen brev
it means ‘no longer’ or ‘no more’.
‫دنتفرن‬. ‫ رگید هب ندنل‬They no longer went to London.‫‏‬
‫دیرادن‬. ‫ سگی لوپ‬We have no more money. We no longer have‫‏‬
money.‫‏‬

118
SOSOSOSSSOLO OHHH OHS OS SOSH SESS ESOS OSES STE OS OO EO TOTS ES OSES ESEE SSS O SES OO OSS O EOE SE SOTO SEO OOOH OOO OOOO OOS

Persian uses double negatives such as: ‘I didn’t see no one

WAY’ or ‘they are not buying nothing
‫زیچ‬‎ ‫ چیه‬.
۱ SHOOOSOSOHEOOSOSS SO OSESE HO EOEO STOTT SEHOSEOSH OOOO ESSE SOS OSES OSES EE EOO OOS EEOEESES

Forming the past continuous

In order to form the other past tense verbs in Persian you simply
need to expand on the ‘formula’ that we used for the simple past
tense which is: simple past = subject ending + past stem.

The next tense formed from the past stem is the imperfect or the past
continuous. This refers to habitual actions in the past, such as ‘I used
to live near a lake’, as well as actions that continued over a period of
time or were in progress at some moment in the past such as ‘I was
walking along the road’. -
Imperfect or past continuous (also known as habitual past in some
books) is formed by adding the suffix ‫یم‬‎ mi to the simple past: past
continuous/imperfect = simple past + .‫یم‬‎
Compare the two tenses given in the following example:

| came ‫مدمآ‬‎ Gmadam aual ‫یم‬‎ midmadam

| used to come, was coming
you came ‫یدمآ‬‎ Gmadi ‫یدمآ‬‎ ‫ یم‬mi Gmadi
you used to come, were coming
he, she, it came sal 0 ‫دمآ‬‎ ‫ یم‬mi dmad he, she, it
used to come, was coming

we came assal Gmadim assal (mi Gmadim

we used to come, were coming

you (pl.) came ‫دیدمآ‬‎ 0 ‫ یم دیدمآ‬mi-amadid you (pl.)

used to come, were coming
they came ‫دندمآ‬‎ 0 sisal ‫یم‬‎ 7۷ 0
they used to come, were coming

Unit12 Have you seen Mina’s new house? 119

 Here are some examples in use:

‎.‫مریم هر سه شنبه به کلاس نقاشی می رفت‬

maryam har seshambe be kelas-e naqqashi miraft.
Maryam used to go to painting class every Tuesday.
‎.‫ زندگی می کردم‬lehS ‎‫ در‬۲۷۳۱ ‫ من تا سال‬nam at 2-165 razeh o
sisado haftado do dar iran zendegi mikardam. | used to live in
Iran until 1372.

‫وقتیکه جوان بودید تعطیلات کجا می رفتید؟‬

vaqtike javan budand ta’tilat koja miraftid?‫‏‬
Where did you use to go on holiday when you were young?‫‏‬
Note that the verbs ‘to be’ and ‘to have’ do not take the ‫یم‬‎ mi prefix
in the past continuous tense.
«‫سس‬

Insight
Adding a mi ‫یم‬‎ to the simple past creates the imperfect or the
English equivalent of used to ... e.g. ‘I was going’ or ‘I used to go’
is mi-raftam “J ‫یم‬‎
COCO ‎‫ و‬OOO E EEO SESE ‫و‬‎ SOSH TOSSES OSSOOSSSSOH SO OSEOEOSTSSOLSSSSOS OHO OOOO SOS OSS SESS OOEH SSO OO SO OOES

Forming the perfect and pluperfect

The next group of verbs are compound forms that are made using
the past participle, such as ‘I have bought a very pretty hat’ or ‘I had
seen that carpet in a shop in Kerman’ The first sentence refers to
an action that was completed in the past while it maintains a link to
the present time, i.e. the hat was purchased in the past tense but the
sentence hints that the result of the purchase, i.e. the hat, is still very
much around and part of the present time. The tense of the verb of
this sentence is known as the perfect tense.

The second sentence, however, refers to an action that was achieved

at a point in the remote past and maintained some relevance for a
time but it no longer has any bearing on the present time. This tense
is known as the pluperfect. It could be said that the pluperfect is the
past tense of the perfect tense.

120
Formation of both of these compound tenses requires what is
referred to as the past participle. The past participle is then placed
in the appropriate formulas for the construction of the perfect and
pluperfect tenses.

The past participle is very easily formed. All we need to do is add a final
‎‫ ده‬h to the past stem, e.g. the verb ‘to buy’ is .‫ندیرخ‬‎ The past stem of
the verb, which if you recall is the same as the short infinitive, is formed
by dropping the final 6 an. Therefore the past stem of ‫ندیرخ‬‎ is ‫دی‬‎‫درخ‬
kharid. The past participle is then formed by adding a «./o h to this:

edirahk ‫‏‬thguob ‫ ه = خریده‬+ ‫خرید‬

= ۳

etfar ‫‏‬enog ‫ه‬2‫ت‬+

‫رتف‬
‫ رف‬+- ‫رفتن‬

edid ‫‏‬nees ‫ = دیده‬۵ + ‫ دید‬+- ‫دیدن‬

nd

pishrafte advanced, modern 435 pissy = 4. + ‫تفرشیپ‬‎ -+ ‫نتف‌شیپ‬

Forming the perfect tense

The perfect (or past narrative tense as it is sometimes known) is formed

by adding the short forms of the present tense of the verb ‘to be’ (those
that are used after nouns ending in vowels) to the past participle:
perfect tense = short forms of the verb ‘to be’ + past participle.
The short forms of the verb ‘to be’ will act as the subject endings of
the verb, telling us who is the agent of the action. Do you remember
what these short forms of ‘to be’ are?

‫ما‬amlam‫‏‬ ‫ میا‬im we are‫‏‬

‫ یا‬iyou are‫‏‬ ‫ دیا‬id you (pl.) are‫‏‬

‫ تسا‬ast he, she, it is‫‏‬ ‫ دنا‬and they are‫‏‬

Using the formula we can work out what the Persian for ‘I have gone’
is:

Unit12 Have you seen Mina’s new house? 121

 ‘to go’ = os — past stem = ‫تفر‬‎

tsap ‫‏‬elpicitrap = ‫ و‬+ ‫رفته = رفت‬

rafte-am al‫هتفر‬‎ = al+ ‫هتفر‬‎

The six cases of the perfect tense of ‘to go’ are shown in the following
table:

‫ | هتفر ما‬have gone ai!‫ هتفر ‏‬we have gone‫‏‬

‫ هتفر شا‬you have gone‫‏‬ ‫ هتفر دیا‬you (pl.) have gone‫‏‬

oe ‎‫ رفته‬he, she, it has gone ‫دنا‬‎ ‫ هنفر‬they have gone

The negative of this tense is formed by prefixing nasto the participle:

‘you (pl.) have not gone’ <= ‫دیا‬‎ ‫هتف‬ee ‘T’ve not eaten’= al‫هد‬‎‫‘ دروخنر‬you've
not 5210= ‫یا‬‎ ‫هتفگن‬

Uses of the perfect

The perfect tense expresses the present result of an action completed
in the past:

‫تسا‬. ‫می هدمآ‬

ree Maryam has come. (i.e.‫ ین ‏‬arrived, she is here)‫‏‬
‫دننام‬. ‫ اهنآ زا رتسچنم هدمآ دنا و بشما اجنیا یم‬They have arrived‫‏‬
from Manchester and are ‘spending the night here.‫‏‬

It can also indicate an action accomplished in an era considered as

closed, for example talking about historical facts that are still relevant
to today or speaking of long ago. In English, however, the simple past
is the more commonly used tense for these instances:

‫تسا‬. ‫ شوروک هاشداپ یرگداد هدوب‬Kurosh was a just king.‫‏‬

(lit. has been a just king)
Forming the pluperfect

The pluperfect, also known as the remote past, is formed with the
past participle followed by the simple past tense of the verb ‘to be’:
pluperfect tense = simple past of ‘to be’ + past participle.

122
The six cases of the pluperfect of ‘to buy’ are shown in the following
table:

‫ | هدیرخ مدوب‬had bought‫‏‬ ‫ هدیرخ میدوب‬we had bought‫‏‬

‫ هدیرخ یدوب‬you had bought‫‏‬ ‫ هدیرخ دیدوب‬you (pl.) had bought‫‏‬
394 ‎‫ خریده‬he, she, it had bought ‫دندوب‬‎ ‫ هدیرخ‬they had bought

Uses of the pluperfect

The following examples demonstrate the use of the pluperfect in
Persian:

‎.‫ دوستانم رفته بودند‬sat ‎‫ وقتی ریدم‬nehW| devirra lla fo ym

friendshad gone. ~

‫دوب‬. ‫ نیا باتک ار هس لاس شیپ هتشون‬She had written this book‫‏‬
three years ago.‫‏‬

‫میدوب‬. ‫ ات زورما وا ار هدیدن‬We had not seen him until today.‫‏‬

Note that in English the simple past may sometimes be used instead
of the pluperfect.

Exercise 1
Translate the following into Persian:
1 Maryam is asleep in that room. (Note: Persian uses ‘has slept’ for
the English present.)
We have never been (gone) to Iran.
You have lived in Africa before.
Their friends have arrived from Paris.
‫ا‬&‫ [ ل‬have stayed in this small hotel.
WN‫‏‬

Exercise 2
Translate into English:
.‫نیآمده است‬ ‫ره‬
‫داابه‬
‫اال‬
‫ ادزیروز تا ح‬1
.‫از صبح تا حالا در پارک بوده ام‬ ۱

Unit12 Have you seen Mina’s new house? 123

 ‫‏‬lap ‫ برای شام خوراک مرغ و سبزیجات پخته‬۴
‫؟ چند سال در ایران زندگی کرده اید؟‬
.‫رهیه اصفهان رفته اند‬
‫اس‬‫بنها‬
‫ آ‬۵

Insight
Pluperfect tenses (as in: ‘we had seen’) are used more frequently
in Persian compared to English. In English a simple past tense
is used while Persian tends to use the pluperfect.

Exercise 3

4) CD 2, TR 4, 02:22

You have rung Ali at home to see if he is back from work as you wish
to talk tovhim. Ali’s wife, Nasrin, answers the phone. Can you follow
the dialogue and provide the Persian translation of the English
lines?

124
Test yourself

1 What is the positive answer to a negative question sentence

starting with ‘magar’ ‫رگید‬‎7
2 What does ‘digar’ ‫رگید‬‎ mean when used with a negative verb?
3 Does Persian have double negatives?
4 How can you express the habitual action ‘I used to... in Persian?
5 Howis a Persian past participle formed?
6 Are the verb subject endings for present perfect the same as other
past tense endings?
7 What are the endings for past or pluperfect tenses in Persian?
8 When is pluperfect used in Persian?
‎‫و‬ How do you form the negative of perfect tenses?
10 Conjugate the present and pluperfect of ‘to find’ ‫ندرک‬‎ .‫ادیپ‬

Unit12 Have you seen Mina’s new house? 125

POCO ‎‫ و و و و و‬EEO HO SOO SLO SOSE EEO OE SOSES SO OOSO SSS SOST HSO OSO SOS OSSSSSTSTSSOSOSOSOSSEHSHSSO SSHO SOSE SOSE

An invitation to supper

In this unit you will learn how to

e Recognize and apply more verbs
e Form and use compound verbs

Dialogue

4) CD2,TR5

Amir and Maryam talk about an invitation to supper at his house.

Listen to the dialogue and pay special attention to the verbs:

‫ومت‬
‫‏ ردابعهشا‬lp ‫ من خانوواده‬.‫ت‬
Saal‎‫می‬
 went tot

_
۱
77 ۱ Mve
7 ow

‎‫ره‬ eee
Zy

ssi“a (9
Spe
4

yesterday
morning

shop

I was working
then, next
four o'clock
library
until, up to
6.30
I studied
afternoon
your house
I telephoned

your mother
I spoke

my family
direct object marker

Unit13 Aninvitation to supper 127

to

supper, dinner

she invited

when?

a flower

she likes

red, crimson

tulips

when, at the time that

we lived

then, in that

several

branch, stem

box

confectionery
Compound verbs

The verbs ‫مدرک‬‎ ,‫ راک‬1 worked, ‫مدناوخ‬‎ ‫ س‬ite ‘I studied’, a 3 ue ‘T

spoke or talked to’, ‫درک‬‎ ‫‘ توعدر‬she invited’, ‫دراد‬‎ ,‫‘ تسود‬She likes’
and ass ۳ ,‫یگدنز‬‎ ‘we lived’, used in the dialogue, are known as
compound verbs. As you can see they contain a noun as well as
the verb element. Compound verbs don’t behave any differently
from ordinary, single verbs. When we form the different tenses
and persons of these verbs, we still only conjugate the verbal
element and the noun component does not get changed in any
way whatsoever. The infinitive of a compound verb can consist of a
noun+ verb or a preposition + verb as in the following examples:

)‫ کردن‬+ ‫‏ (زندگی‬Sa ‫نگ‬ 060767 ۳06 ۰ ۵6:۰

‫یگدنز‬ zendegi life‫‏‬
ee‫رک‏‬ kardan to do‫‏‬

‫ )ندناوخ‬+ eas) eves 9 dars khandan to study‫‏‬

ueen dars lesson‫‏‬

‫اوخندتا‬ ‫ا‬7 to read‫‏‬

‫ )نتشگ‬+ (‫رب نتشگ رب‬ bar 1 to return,‫‏‬

to turn back‫‏‬

4G bar over, on, top

‎‫گشتن‬ gashtan to go round,

to search

‎‫و‬ RS ee Git (‫رد‬‎ dar ۸ to get out, take

out, earn
(lit. fetch out
from the
inside)

۳ dar in, at, inside

‎‫آوردن‬ Gvardan to bring, to fetch

Unit13 An invitation to supper 129

 Single versus compound

Let us look at the formation of different tenses of a compound verb

in comparison to a single verb. Let’s take the verbs ‘to live’ and ‘to-go’
and look at different forms of these verbs in the past tense.

‫متفر‬ | went‫‏‬ ‫ یگدنز مدرک‬zendegi kardam |lived‫‏‬

ate rafti you went ‫یدرک‬‎ ‫ یگدنز‬zendegi kardi you lived
‫ تفر‬raft he, she, it went‫‏‬ ‫ درک‬ne zendegi kard he, she, it lived‫‏‬
‫ میتفر‬raftim we went‫‏‬ ‫میدرک‬ zendegi kardim we lived‫‏‬
aay raftid you (pl.) went‫‏‬ ‫ یگدنز دیدرک‬zendegi kardid you (pl.) lived‫‏‬

‫ دنتفر‬raftand they went‫‏‬ ‫ یگدنز دندرک‬zendegi kardand they lived‫‏‬

The noun or the preposition complement of a compound verb

simply tags along as the appropriate tenses of the verb are formed.
All particles, such as the negative 4 na- or the continuous prefix ‫یم‬‎
mi-, are only ever attached to the verbal part of a compound verb
and never on to the noun or preposition part. Therefore, the past
continuous or habitual ‘I used to live’ will be ‫مد‬‎‫ یگدنز یم رک‬91
mi-kardam. Similarly, ‘they did not live there’ will be ‫دندرکن‬‎ ‫اجنآ یگدنز‬
‎‫@ آنها‬nhd anja zendegi na-kardand. 1
‫موه‬ ‫و‬۱ OOH SEOEEOOOE OOOH OOOO OOO OOOO OL OOOH OO OSEO OOO OTOSO OOOO OS SOOO SOOOSTSEOOSO SOOT OSES OODOSOD900

Insight
Compound verbs are made up of a verbal element combined
with a preceding noun (e.g. ‘to live’ lit. to do life), a preposition
(e.g. ‘to pick up’) or in some cases the short infinitive of another
verb. In advanced or idiomatic Persian a compound verb could
be made up of a preposition and noun plus the verb element
(e.g. ‘to be born’).
POCO OOHOOOSEHOOOOOOHOO OOOOH OH OOE SOS OS OO SS OOOH OOOO OS OOOO SOS OES SESOTO OOOH SOOO ODEO OLED EE SOOOOCOOEDE

Exercise 1
Translate the following sentences into Persian:
1 She lived in our house in Shiraz.
2 l used to study in the morning and work in the afternoon.

130
 You (sing.) don’t like our food, but you like our tea.
We listened to the radio this morning.
They thought today was Monday.
You were surprised when you saw Maryam.
He made a difficult decision.
Have you repaired the car?
I have not worked since Tuesday.
AUAmir and Maryam sang at Pari’s wedding.
1 Sw
ON
8
6

Some useful compound verbs

to listen ‫ندرک‬‎ ‫ شوگ‬۲ ‫شوگ نداد‬

to think ‫ند‬‎‫رکف رک‬
to be surprised ‫ندرک‬‎ ‫دقت‬
to decide (lit. take decisions) ee ‫رگ‬‎‫میمصت‬
to repair, mend ‫ندوک‬‎ Coat
to work ‫ندرک‬‎ ‫راک‬
to sing ‫ندناوخ‬‎ ‫زاوآ‬

۳ cased ea

Only ever conjugate the verbal element of a compound verb

and not the noun or preposition.
COOOL OH OOOH EEO EO OOOO SOOO SSEOEOEH ESOS OOHOSOOOSOO OE OL OTETOOSOSOOTESESE SOO ESOS ESOS SOOO SOHO SEOES

Exercise 2
Translate the following passage into English, paying attention to the
compound verbs:

.‫ سه سال پیش در شهر «بوردو» در فرانسه زندگی می کردیم‬Le‫‏‬

‫وادرم در مدرسة محلی‬ ‫‏ تجاری کارمی کرد م‬L ‫ یک‬G
‫پدرم در‬
‫ من در مدرسه با چند پسر و دختر ایرانی آشنا‬.‫پیانو درس می داد‬
‫ ما آخرهر هفته یادر کوچه هادوچرخه سواری می کردیم یا‬.‫شدم‬
‫ایرانی یهکرشنبه‬ ‫هزای‬
‫ری ا‬
‫سیک‬
‫پدر‬
‫ ما‬yp ‫‏‬eoS‫در استخر شنا‬

Unit13 An invitation to supper 131

 ‫عنسیا‬

‫‏‬slap ‫ من غذای ایرانی خیلی دوست‬.‫برای ما شام درست می کرد‬

‫ هد‬be‫‏‬
“T= ‎‫ی‬

‫و و و و هو وووووووو‬ ‫و وووووه و‬ ‫هو هو‬ ‫و و‬ ‫وووووووووووووووووووووووووووووووووووووووووومووووووووووووووووووووو‬

Insight
The negative marker or the prefix -mi are only ever attached to
the verbal part and not the noun or preposition of compound
verbs.

Exercise 3
4) CD 2, TR 5, 01:13

Use the Persian compound verbs ‘to live’, ‘to work’, ‘to play’, ‘to speak’
and ‘to return’ in this dialogue about your weekend:

Test yourself

1 Are most Persian verbs single or compound?

2 Do compound verbs behave differently from single verbs?
3 What do compound verbs consist of?

132
i
 4 Howare the negatives of compound verbs formed?
5 Where do you place the mi-prefix in a compound present tense?
6 What is the most common verbal element in compound verbs?
7 Form the correct compound verbs bylinking the noun, preposition
and verbal components below:

8 How are the subjunctives of compound verbs formed?

‎‫ و‬What are the passives of compound verbs with ‘kardan’ #‫ندرک‬‎
10 Can compound verbs consist of prepositions and adjectives and a
verbal element?

Unit13 An invitation to supper 133

 He saw me in the library;
the man was seen

In this unit you will learn how to

e Identify the direct object of verbs
e Recognize and form transitive and intransitive verbs.

Dialogue

4) CD2,TR6

Mona, a visiting student in Tehran, posts a letter for the first time and
tells Parvin about it. (Can you pick out the word rd ‫ار‬‎ used only in
some of the sentences?)

134
 ۶ ‫جنس ام‬ 5

11

Mountain village of Masou

post office ‫هناختسپ‬‎ became, was

parcel ‫هتسب‬‎ size, amount
letter ‫همان‬‎ sufficient
direct object marker Ly luckily
I sent ‫مداتسرف‬‎ cash
surface, land ‫ینیمر‬‎ employee,
۱ here cashier
air ‫ییاوه‬‎

Unit14 ۲۱۵ saw me in the library; the man was seen 135
 special, registered ‫یشرافی‬‎ helped ‫درک‬‎ ‫کمک‬

heavy ‎‫سنگین‬ stamp ‎‫ تمبر‬۱

scales ‫یزارت‬‎ correct, right, exact ‫تسّرد‬‎
I placed ‫متشاذگ‬‎ stuck down ‫دنایسچ‬‎

approximately, nearly aod postcard ‫لاتسپ‬‎ ‫تراک‬

form ‫مرف‬‎ the otherone S24 Gol

Ifilled ‫مدرکرُپ‬‎ still, as yet ‫زونه‬‎
for sl» someone, no one ‫یسک‬‎
with negative verb

Use of the direct object market ra},

So far we have described the word order in a Persian sentence as

subject, object, verb. We can now expand on this and add that the
object of a sentence in Persian, as in English, can be either direct
(specific) or indirect (non-specific). What do these terms mean?

Look at the following two sets of sentences:

We saw him.
She heard the news.
Did you buy those new shoes yesterday?
I went by bus.
He slept well in his bed.
They came to London three years ago.

The objects in the first group of sentences (in bold) are specific persons
or items directly referred to, while the objects of the second group of
sentences (underlined) are unspecific. Also, the direct objects follow
the English verbs in the first set of sentences but a preposition such
as ‘by’, or ‘in’ or ‘to’ separates the indirect objects of the second set of
sentences from the verb.

136
A specific or direct object is that part of the sentence which is the
immediate objective or purpose of the verb or the action in the
sentence, while an indirect object means that there is enough
information in a verb already to illustrate an action, and the object,
usually with the aid of a preposition, gives further information about
the action referred to and how it is related to the verb.

PO COPOOO HOH OEEOSOO TOTO OHOOOO SOSH OOOH ODES EOE OOOO OOEOOOOOSOS OSTEO OOOO EOS O OOO OO EEO OO OESOOESES ESE SESS 0

Insight
Verbs that are used in conjunction with a preposition in English
will also be used with a preposition in Persian (e.g. ‘to go to’, ‘to
live in’). These verbs will not take rd\_,
POOH ‎‫و‬ ‫و‬ ‫هو‬ ‫ و و‬OO SO SO HSOS OOOO SO SO OOOO SESOOOO OOOO OO SEDO OOOO EOE OOOO SO OEDO OO EOO OOOO EO DEOEO

Writing rules

In Persian, when a definite noun, i.e. a noun as it appears in the

dictionary, is the immediate and direct object of the verb, it has
to be ‘marked’. The marker is a suffix or postposition that comes
immediately after the direct object. The direct object marker is ‫ار‬‎rd in
Persian. The direct object can be simply one word, a string of words
or it can be 2 whole sub-clause. ‫ار‬‎ ra always comes at the end of the
entire group of words that make up the object of the verb.
Learning how and where to use |, rdis one of the more difficult aspects
of Persian grammar, especially for speakers of modern European
languages, where the equivalent of rd does not exist.
While you will have no problems translating a Persian sentence
containing a direct object into English, because the marker |, rd is
there to be seen, you must make extra sure to remember to puta ra in,
if necessary, when translating from English into Persian.

Types of verb: transitive or intransitive?

How will you know when a sentence requires ‫ار‬‎ rd? The direct object
of a sentence usually needs to be marked by the suffix |, ra if the
verb of the sentence is transitive. Therefore, before starting on the
examples of ‫ار‬‎ in Persian, we should perhaps learn how to identify a
transitive verb. Fortunately, transitive and intransitive verbs are the
same in Persian and English.

Unit14 He saw me in the library; the man was seen 137

 It is safe to say that a verb is either transitive or intransitive,
although there are a very few verbs that can be described as both
transitive and intransitive. A transitive verb is one that can take a
direct object: e.g. the verbs ‘to buy’, ‘to see’, ‘to bring’, ‘to read’ and ‘to
deliver’. The main object of these types of verb has to be followed by
‎‫را‬. Transitive verbs can be directly linked to their main objects as in
‘I saw the photographs and heard the music’, where the photographs
is the direct object of the verb saw and the music is the direct object
of heard.

An intransitive verb, on the other hand, is a verb that never takes a

direct object. Verbs such as ‘to go’, ‘to sit’, ‘to sleep’, ‘to live’, and ‘to
be’ are examples of intransitive verbs. These verbs never need ‫ارز‬‎
however, they often need a preposition, such as ‘to go to the cinema,
‘to sit on a bench’ so that the purpose of the action is further clarified.
The intransitive verb is not linked directly to its objects, but the
preposition that comes in between may relate it to the object, i.e. you
cannot ‘go the cinema’, ‘sleep the train’ or ‘sit the comfortable chair’.
You can assume that unless the sentence has a transitive verb in it you
don’t need to worry about putting a1, rd in after its object when you
translate it into Persian. But how can you tell if a verb is transitive or
intransitive?

POOCOCCOEE OOO OSCE EEE CELE OE SHES ESESE SOOO OSE SESOOS SHO SOS SS OSESSSSO OST SOSOSO OOOO ESET SSOS OOO SETELESESS

Insight ۱
Look at what immediately follows the transitive verb in an English
sentence. If it’s a number, the article ‘a’ or ‘an’, a noun in the plural
i.e.a generic noun such as ‘films’ or ‘friends’, or an adverb, the verb
will not take ra\_
COCO O OOO SOSH OOOO OLE SOHO OOO HOTESOO OOO SOTO OOSOSESOO SHOES SSO OS EO OOOO SOOO OSE OE OOOO OS EOECOSELESEES

Here is a simple way of working this out. If you turn around and say to
someone: ‘I saw’ and leave it at that, the question they are most likely
to ask you to find out more is: ‘You saw what?’ or ‘Whom did you see?’
Similarly, if you say: ‘Maryam bought, without elaborating further, the
listener is likely to ask: ‘What did Maryam buy?’ However, if you say
‘we sat’, or ‘they went’, the question words that the listener will use
to get more information won't be ‘what’ or ‘whom’, but he or she may
ask: ‘Where did you sit’; ‘Why did you sit’ or ‘When did they go’ and

138
‘How did they go’? No one ever asks, ‘What did you sit?’ or ‘Who did
they go?’ unless they then add a preposition and turn the questions
into: ‘What did you sit on?’, or ‘Whom did they go with?’. Without
adding the prepositions ‘on’ and ‘with’ to the last two questions the
sentences ‘What did you sit?’ or ‘Who did they go?’ make no sense.
Only verbs that can be sensibly used with interrogatives (question
words) ‘what’ and ‘who/whom’ are transitive verbs and their objects,
in Persian, are almost always followed by ‫ار‬‎ rd. The verbs that cannot
fit into a ‘what’ or ‘who/whom’ question sentence without the need
for a preposition such as ‘by’, ‘to’, ‘on’, ‘from’ etc., are intransitive and
25 arule do not take the ‫ار‬‎ rd in modern Persian.

Example
Let us work this out by way of an example. Look at the following two
sentences:
(a) Ali saw his brother.
(b) Maryam went to the park.
Now make question sentences using only the ‘what’ or ‘who/whom’
question words:
(a) What or whom did Ali see?
(b) What or whom did Maryam go?
As you see, question sentence (a) makes sense but question (b) is
nonsensical. The verb ‘to see’ is transitive and therefore responds to
a ‘who/whom’ or ‘what’ question, while the verb ‘to go’ is intransitive
and does not work with these question words.
Having established the nature of the verb, we will next try to find out
what the specific direct object of the verb ‘to see’ is in sentence (a).
The direct object is always the answer to the question we form, i.e.
‘his brother’ (Whom did Ali see? Ali saw his brother .(‫شردارب‬‎
The specific direct object of the sentence is then followed by ‫ار‬‎ in
Persian.

.‫علی برادرش را دید‬

Very soon you will build up a vocabulary list of both transitive and
intransitive verbs in Persian and will automatically work out if

Unit14 He saw me in the library; the man was seen 139

 your Persian sentence containing these transitive verbs needs a ‫ار‬‎
ra or not.

When to use ۲۵ ‫ار‬‎ with transitive verbs

Here are more guidelines for when to use ‫ار‬‎rd in Persian.

Always use ۲۵ ‫ار‬‎

(i) After all proper nouns, such as Maryam or London:

‎‫ مریم را دیدید؟‬۰۸۵۷۱۵۲۲ ۵۲ 7010۱0 diD uoy ees ?mayraM

‎.‫ لندن را دوست دارند‬nadnaL ar .dnarad-tsud yehT ekil .nodnoL
(ii) After all personal and demonstrative pronouns, such as ۲, ‘you’,
‘he’, ‘they’ or ‘this’, ‘that’ and ‘it’:
‎.‫ مرا در کتابخانه دید‬- ‫ من را در کتابخانه دید‬nam ar rad enahkbatek
did. She (or he) saw me in the library.
‎.‫ ترا نمی شناسم‬- ‫ تو را نمی شناسم‬ot ar .masanehsimen | t'nod
know you.
‫هد اد‬ Sees‫ کباب ‏‬Babak dn rd be man ddd. Babak gave it‫‏‬
(lit. that) to me.‫‏‬
(iii) After all nouns described by demonstrative adjectives or by the
possessive ezafe:
‫مدید‬. ‫ نآ هناخ ار‬dn khane rd didam. | saw that house.‫‏‬
‫مدید‬. ‫ ةناخ وا ار‬khaneh-ye u ra didam. | saw his or her house.‫‏‬
‫مدناوخ‬. ‫ یاهباتک امش ار‬60-۳07 shoma ra ۱۱۵۱۱۵۵7۱۰ read‫‏‬
your books.‫‏‬

‫مدینشن‬. ‫ ار‬Sue‫ نآ ‏‬an khabar ۳۵ nashenidam. I have not heard that‫‏‬

news.‫‏‬
(iv) When personal suffixes refer to individuals
and thus specific
persons:
J ۳ ‫ار‬‎ aus ketabam ra bord. S/he took (away) my book.
‫مدینشن‬. ‫ شمسآ ار‬esmash rd nashenidam. |did not hear her/his name.‫‏‬

140
Summary
Direct objects of transitive verbs are always followed by |.‫و‬‎
Intransitive verbs, however, do not take a specific direct object,
and therefore never come with ‫ار‬‎ The bridge between the object
of the sentence and the verb is usually a preposition. Look at these
examples:

‫مد‬.‫ باتک یسراف هی ساک روا‬I brought the Persian book to the class.‫‏‬
‫مدید‬. ‫ میرم ار رد ینامهم‬cum ]49 saw Maryam’s friend at the party.‫‏‬

‫تفر‬. ‫ بشید هب امنیس‬sae Hasan went to the cinema last night.‫‏‬

‫ ؛متفر‬ol‫ تعاس رد کراپ ‏‬ou. Boos‫ زورما ‏‬This afternoon 1 walked in the‫‏‬
park for two hours.‫‏‬

Once you get used to the idea of an object marker in Persian, you
will be able to make the final leap in this chapter and learn that
there are instances when the object or purpose of transitive verbs
is not followed by 2 ‫ار‬‎ rd. Don’t be deceived into thinking that
because the sentence has a transitive verb (‘to buy’ or ‘to hear’)
then there must be a ‫ار‬‎ in there somewhere! You must always
think about the meaning of the sentence and also look for the
other giveaway clues listed in points (i) to (iv) earlier.

Look at the following sentences:

‎3‫ ات‬۹ ‫کتاب را‬ ‫ سو‬nassuS thguob eht .koob

2 ‎.‫ خرید‬LS 9 ‫وس‬:‎ Sussan bought books.

Although the verb ‘to buy’ is a transitive verb and therefore capable
of having a specific direct object, it is only so in sentence 1. Here, ‘the
book’ is a definite noun and the immediate object of the verb is the
purchase of a specific book.
In sentence 2, however, the emphasis is on the action and on the
activities of the agent, Sussan, who is the doer of the verb, and not
on the verb’s object. The message of this sentence is that Sussan
bought books in general as opposed to, for example, ‘sat in a café
while she was at a conference in Tehran’ or ‘bought decorative tiles
on a visit there’.

Unit14 He saw me in the library; the man was seen 141

 You will also notice that none of the earlier guidelines (i) to (iv)
applies to sentence 2.
If a noun is followed by a modifier, the postposition |, is placed
after the entire group, even if it is long:

‫مدید‬. ‫یا ار‬ I saw Hasan.‫‏‬

‫مدید‬. ‫ ةناخ ین ار‬I saw Hasan’s house.‫‏‬

‫مدید‬. ‫ ةناخ تسود نسح ار‬1 saw Hasan’s friend's house.‫‏‬

‫مدید‬. ‫ ار‬il‫ ةناخ تسود یناملآ ‏‬I saw Hasan’s German friend’s‫‏‬
house.‫‏‬

sane ‎‫ن کتاب خیلی گران را‬¢ ‫ آ‬eH thguob taht yrev evisnepxe .koob

‎‫ تلفن مغازه دخترخالة مریم را داری؟‬.ef oD uoy ).gnis( evah eht

telephone number of Maryam’ s cousin’s shop?
When two or more nouns are objects of the same verb, the
particle ‫ار‬‎appears only once - at the end of the entire group:

‫مدید‬. ‫ هناخ و غاب نسح ار‬I saw Hasan’s house and garden,‫‏‬

‫مدیرخ‬. ‫ و نیا نادلگ ار‬OLS GUS‫ [ نآ ‏‬bought that expensive‫‏‬

book and this vase.‫‏‬

Insight
If any of the following comes immediately after the English verb,
you must use ۳۵ ۱) in the Persian translation: a proper noun, any
pronoun (e.g. ‘I, you, they’), any possessive (e.g. ‘my, his, our’),
‘the, that, these’ or similar demonstratives.
POCO OS OSE OO LOSOS OS EH SOOO SOS OSES OOOO OOOOH SOE SOS SOOSSO OOOH OO SOSOSOTEESSEESEH OSES SO OSEOSSSS OSES SLOSS OR

Exercise 1
Translate the following sentences into Persian:
1 ] heard his voice.
2 My friend bought these books from the shop.
3 They brought the parcel to our house.
4 She gave these flowers to her.

142
 5 I didn’t see Maryam’s mother yesterday.
6 We ate all those apples.
7 I took some food for him.
8 She gave it to her brother.
9 I saw you in the bakery yesterday. What did you buy?
10 Didn’t you want this book?
11 Have you seen my friend?
12 I don’t know them.
13 Have you heard the news?
14 I want the other car.
15 Who brought these flowers?
16 1 gave your address to the students.
17 | ate well yesterday.
18 | ate at your sister’s yesterday.
19 1 ate the chocolate in the fridge.
20 Did you like the film?

Exercise 2

4) CD 2, TR 6, 02:05

Listen to the following text being read. Now translate it into English:

‎‫در لندن بایکدختر ایرانی آشنا‬ ‫نکی‬

‫اری‬
‫مش د‬
‫ه پی‬
‫مسال‬
‫سه‬
‫ووزهای سه شنبه و‬
‫ مریم عکاس است ر‬.‫ نام او مریم است‬.‫شدم‬
‫ مریم خیلی سفر‬.‫چهارشنبه در یک استودیوی عکاسی کار می کند‬
.‫می کند و اورا زیاد نمیبینم‬
‫مدید سپ‬. ‫ وا ار رد کی ؛ینامهم رد هناخ متسود‬eo ton dans‫‏‬
‫ووش ومبعشمول گفت که خانه اش را عوض‬
‫احزوالپرسی خ‬
‫ اگوفت آپارتمان جدیدش‬.‫‏ زندگی می کند‬llaG ‫کرده حوالا در غرب‬
‫ مریم آدرس و شماره تلفن جدیدش را به من‬.‫را خیلی دوست دارد‬
‫‏‬aL ‫ اتاق‬.‫ با هم پیدا کردند‬laS deta ‫‏‬sh ‫ارتمان را مریم‬gal‫‏‬
‫ آپ‬.‫داد‬
‫و‬ ‫را تمیزکردند‬ ‫ آشپزخانه‬.‫را رنگ زدند» موکت آن را عوض کردند‬

Unit14 He saw mein the library; the man was seen 143
 ‫ پنجرة حمام شکسته بود آونرا هم‬.‫‏تند‬S‫ش‬J‫دبراغچة کوچک آکنا‬
‫ امد‬.‫‏ مریم را به اين آپارتمان آوردند‬alG ‫‏ اسباب‬ees .‫دما کردند‬

‫‏‬la‫و‬
us ‫ مریم‬.‫هم مدرهمانی بود موریم او را به من معوفی کرد‬
‫ماشینشان را نیاورده بودند بوعد از شام مآنها را به منزل‬
.‫رساندم‬

Exercise 3

4) CD 2, TR 6, 03:55

Last week you bought a book for a friend but she already has it, so
you must go back to the bookshop to return it. The English part of the
dialogue is your cue. Can you say these sentences in Persian and work
out what is being said in Persian?

Test yourself

1 What verbs are used with prepositions in Persian?

2 Is there a correlation between verbs that are used with
prepositions in English and Persian?
3 How do we identify Persian verbs as transitive or intransitive?
4 How do we mark the specific direct object of a verb in
Persian?

144
 What is the simplest rule of thumb for knowing whether to use a
‘ra’ |_) or not when translating English sentences into Persian?
Does the object of a transitive verb followed by a number or ‘a’,
‘an’ or ‘some’ in an English sentence take ‘ra’ |_,in Persian?
Do intransitive verbs such as ‘to live’, ‘to sit’ or ‘to go’ ever take
‘ra’ |_)in Persian?
Must transitive verbs such as ‘to buy’, ‘to see’ or ‘to like’ always
have a ‘ra’|_) in Persian?
How many ra’ ۱ ) can any one sentence take?
10 Give four instances when ra’ ۱‫ر‬‎ must be used in Persian.

Unit14 He saw me in the library; the man was seen 145

 15
COCO OCCOCOOSEEO COOOL HTESEEOOSOSOSSO OOOO OOOOH SSOSO SOOO OOOO OOOO SEH OOSOOO OO OHOSTSOOSOSES OSES OTO9O00

Going for a quick snack

In this unit you will learn how to
e Form the present tense
e Talk about what is happening now

Dialogue

‫(ا‬ 36 7

In this dialogue Shahriar is tempted to take a break:

146
 the fruitina aoe bas- :
i ae youthere and then. :

9 oO
> xoO oO۵
es 3‫بر‬ Oo
oe
2. =
Sie ِ
i. : a a oe7sar fo
: ‫موی‬

Unit15 Going for a quick snack 147

 you are busy ‫یرادراک‬‎ a thought, an idea Ss
to be busy, have ‫نتشاد‬‎ ‫راک‬ a bad idea or ‫یرکف‬‎ ‫دی‬
things to do thought
idiomatic why? say ‫یطچ‬‎ two or three ‫تعاس‬‎ dus ‫ود‬‎
why do you ask? : hours
I know ‫مسانش‬‎ ‫یم‬ Iam free (lit. (‫راکیب‬‎ ‫مزاکیب‬
without job, ‫)متسه‬‎
preoccupation)
| sometimes ‫یهاگ‬‎ ey walk
I go ‫مور‬‎ ‫یم‬ (spoken) a coffee ‫یا‬‎ ‫کی هوهق‬
something ‫یزیچ‬‎ allof the... els
I eat POI ‫یم‬‎ famous ۳۹‫رعم‬‎
let us go ‫میوزب‬‎ home-made ‎‫خانگی‬
let us eat ‫میروخب‬‎ delicious, tasty ‫هرمشوخ‬‎
thought, idea 8s they extract Soe
the juice
fruit juice ‫هویم‬‎ ‫بآ‬ will you eat? ‫؟یروخ‬‎ ‫یم‬
fresh ‫هزات‬‎ 61016۲... ۳ Ge
instead of . ‫یاج‬‎ ‫هب‬ ice cream ‫ی‬‎
what kind?, ‫؟روج‬‎ ‫هچ‬ bird, hen, chicken &a
sort? 1
all sorts, kinds ‫روج‬‎ ‫ره‬ _ cheese ۱ ۳
that ‫هک‬‎ tuna fish 3 ‫یهام‬‎
they place, put ‫دنزاذگ‬‎ ‫یص‬ garlic sausage ‫سابلاک‬‎
inside, into 693 eggs éba ‫مخت‬‎
basket ‫دبتس‬‎ glass, tumbler ‫ناویل‬‎
you choose ‫ینک‬‎ ‫ == باختنا یم‬pomegranate juice Be ol
there (and then) ‫اجنامه‬‎

Forming the present tense

Persian verbs fall into two categories: regular and irregular. This should
not come as too much of a surprise for speakers of English as many
common English verbs are also irregular. Just look at these examples:

eat eaten win won

meet met do done
drink drunk fly flown
buy bought have had
The irregularity of a Persian verb does not affect its formation in past
tenses and, as we have seen, you can easily extract the ‘past stem’ of
any Persian verb from its infinitive by dropping the ending ‫ن‬‎-an. The
irregularity of some Persian verbs, however, means that extracting
the ‘present stem’ is a little more difficult.

With regular verbs, all you have to do is to drop the complete ending
of the infinitive, i.e. drop either the ‫نت‬‎ -tan, ‫ند‬‎ -dan or ‫ندی‬‎ -idan and
what you are left with is the present stem. But how can you tell a
regular Persian verb from an irregular one when you have just started
learning the language? Well, I’m afraid, you can't. I can tell you that
almost all infinitives that end in ‫ندپ‬‎ -idan are regular and almost all
infinitives ending in ‫نت‬‎ -tan are irregular. Infinitives ending in ‫ند‬‎
-dan are sometimes regular and sometimes irregular. What you can
also do is to use the table of common irregular verbs (in Unit 16). If
your infinitive is not listed in this table, it means that the verb you
are looking for is regular and you simply drop the full ending of the
infinitive to arrive at the required present stem. You will be surprised
how quickly you will come to learn a lot of the common, irregular
present stems by heart and you will need to use the table less and less.

Unit15 Going for a quick snack 149

 Once you have extracted the present stem, all you need to do is to use
a simple formula to form your present indicative tense, i.e. the simple
present tense. This simple formula is: present indicative = subject
(personal) verb endings + present stem + .‫یم‬‎
COO C oOo OOOOH EOE OOH EOE O OOO OOOO OOOH OOOOH EH OD OO ESOS OS OEHSSO SO OH OHHH OO OSSHOOOSOS ST OOSEOHOHESOOONO SS

Insight
Drop the complete ending of the infinitive (that is drop the
-dan, -tan or -idan) to get the present stem.
COO COC oOo O OHH OOO OEE SESE O LOE TO OOOO OST ETES ESOS SO TOSSES O SOOO TSOO OS HOSOSOSSSSSESSSOSHSHSOSOOSOSOOEOD

Let’s work out the various components in this formula:

° (,«-mi, known also as the continuous marker, giving the sense of an
ongoing or prevalent action; is the non-removable part of all present
tense verbs in Persian with the exception of ‘to be’ and ‘to have’. (I
hope you still remember that ‘to be’ and ‘to have’ are irregular and
do not always follow rules that apply to other verbs!)
e The present stem can be found either by looking up in the table or
by dropping the full ending.
e Appropriate subject endings for present tense verbs include the
five endings which we have been using for the past tense verbs
plus one extra ending for the third person singular, i.e. for ‘he’, ‘she’,
‘it’, ‘this’ and ‘that’.

These subject endings, which tell you who the agent or the doer of the
verb is, are shown in the following table:

(۱ ‌ِ۰
‫ ج‬... ۱0 ‫ یم‬... 6

...‫ ی‬you‫‏‬ ‫ دی‬... -id you‫‏‬

‫ د‬... 0- he, she, it 3 ...-and they‫‏‬

Note that the only difference between subject endings for past and
present tenses is the extra ending for third person singular in present
tense formation, shown in bold in the table.

150
 Example 1: the present tense of ‘to buy’ kharidan Bei
‫درخ‬‎
The verb ‘to buy’ is a regular verb in Persian and therefore its present
stem is formed by dropping the full ending of the infinitive, which
means deleting ‫ندی‬‎ -idan. This leaves ‫رخ‬‎ khar, as the ‘present stem’.

Inputting the information in the formula: present tense = subject

endings + ‫رخ‬‎ + :‫یم‬
you (pl.) buy el LE 2 amt)

‫ یم حرخ‬Mikharam | buy‫‏‬ ‫ یم حیرخ‬mikharim we buy‫‏‬

‫ یم رخ ی‬Mmikhari you buy‫‏‬ ‫ یم دیرخ‬mikharid you buy‫‏‬

‫ یبم درخ‬mikharad he, she, it buys‫‏‬ ‫ یم دنرخ‬mikharand they buy‫‏‬

Example 2: the present tense of ‘to go’ raftan Gor

‘To go’ is an irregular verb in Persian. Therefore we can refer to our
table of irregular verbs and we will see that the irregular stem of this
verb is ‫ور‬‎ ۰
Using the present tense formula: present tense = subject endings +
ig + :‫یم‬‎

‫ آ‬08 ‫ م < می روم‬+ ‫ رو‬+ ‫می‬

‫ یمص مور‬۱0 ‫ یم میور‬miravim we go‫‏‬

‫ یم یور‬Miravi you go‫‏‬ ‫ یم دیور‬Miravid you go‫‏‬

‫ یم دور‬Miravad he, she, it goes‫‏‬ ‫ یم دنور‬Miravand they go‫‏‬

There are six subject verb endings for the present tenses. These
are: -am, -i, -ad, -im, -id and -and. Remember that unlike the
simple past tenses there is a third person singular verb ending
for he/she or it.
‫ و و و و هو‬EHO EOE OEE SOHO HEHE EH ES ESE EE SEES ESEHOSOSO SESE EOES SHOES SHEH OH ESESOHHSEDESEHETOSESESEO OSES OD‫‏‬

Unit15 Going for a quick snack

 Uses of the present tense

This is the tense of action happening in the present time, e.g.

‘I am writing letters’ or ‘they are working’:

‫ همان مسیون یم‬Iam writing letters.‫‏‬

‫دننک‬. ‫ راک یم‬They are working.‫‏‬
It also refers to habitual actions, e.g. ‘He buys a newspaper every day’,
‘We never eat breakfast’:
‫درخ‬. ‫ کی همانزور یم‬prea )!9( He buys a newspaper everyday.‫‏‬

‫میروخ‬. ‫زد یمن‬ ‫ ام تقوچیه‬We never eat breakfast.‫‏‬

Similarly, the present tense is used when describing an action that
was started in the past but continues in the present time:

‫مسانش‬. ‫ ار یم‬GLE,‫تسیب لاس تسا ‏‬ I have known Roxana for‫‏‬

20 years. (Lit. It is 20 years that I know Roxana.)‫‏‬
Ss ‎‫ورود من به ایران پنج ماه می‬JS I evah neeb ni narI rof evif .shtnom
(Lit. Five months pass since my arrival in Iran.)

Persian also allows you to use the present tense to refer to an action
happening in the future. This is particularly so in spoken Persian:

dies ‎‫ به شیراز می‬9 ‫ دا‬a worromoT ,noonretfa yeht era gniog ot

Shiraz.

oe ‎‫سال دیگر یک ماشین نو می‬ txeN raey ew lliw yub a wen .rac

POPES HSS HEHEHE HEHEHE SEE SOHO OSS SESE EOS EE SH EO ES ESSE SHES TEESE ESOS ESET ESESE SESE ESTE ES ESOS ESSE EEED

Insight
Always use the mi cs* prefix with present tense verbs except
with ‘to be’ and ‘to have’. You don’t say mi-hastim or mi-hastand
and you shouldn’t use it with dashtan either so no mi-darid or
mi-daram. Having said that some educated native speakers use
it erroneously so you.can be forgiven if you lapse and use it too!
SOHO SH OTOH EOOOHOH EHSL OH SHES ESE ‫مو‬‎ ‫ و‬SOO SOE OH OSE O SOOO OOOO OOOO EHO H LOOTED ES ESESEOEEEE

Exercise 1
Translate into Persian. Remember that some verbs may have a
specific direct object.

152
eS I go to my mother’s house every Saturday and take her to the
supermarket.
2 She lives in a nice, large flat with two cats.
3 Every morning we see your cousin on the bus.
4 Are you (sing.) writing a letter to Maryam?
5 They are coming to our party on Wednesday.

Exercise 2
From the following table match the present tense and past tense
verbs that have the same infinitive.

Unit15 Going for a quick snack 153

COC OCCOES OOOO OOOO ‫او‬‎

Insight
With irregular verbs you may not be able to work out what the
present stem is, even after dropping the full ending. In these
cases look up the stem in the table in Unit 16.
COO OO COLES OOS EDO OO OUSO SOOO TOTES OOTOSOTSSFOSESOSSOS OE TOTO SOOO OOSOHOOSOTOOS HSS OHSS SS OSSSOSSSEOSS99509

Test yourself

What are the essential ingredients for forming the present tense?
Do subject endings for the present and past tense differ?
What are the present tense verb subject endings?
How do we extract the present stem of Persian verbs?
What happens if the verbs are irregular?
wp Do the verbs ‘to be’ and ‘to have’ follow the same rule in forming
-&wWN
Aum
their present tense?
How are the negatives of Persian present tenses formed?
60How do we express an on-going, progressive present tense action
in Persian?
When can we use the Persian present tense?
10 How is the Persian present tense formed?

154
PO ee eco rcc eres ccescceoscoocesesosoesessoeesoee® ‫هوم‬‎ 1۱
16
Grammar reference unit

Table of present stems of irregular verbs

to arrange, adorn, decorate | 1 |0 ‫نتسارآ‬‎

to offend, vex, molest, torment 56) azordan ya ‫رزآ‬‎

to test, examine, experience ‫امزآ‬‎ dzmudan ‫نکوم‬‎ ‫رو‬

. |to rest, repose, find peace ‫اسآ‬‎ |dsudan ere |

0 of mind
to fall, happen, be omitted oe oftadan ‫نداتفا‬‎
to create ‫نیرفآ‬‎ afaridan ‫ندیرفآ‬‎

to increase, add ‫ازفا‬‎ afzudan ‫نور‬‎

to pollute, taint, contaminate ‫الآ‬‎ |dludan ‫وفا‬‎‫ولآ‬
to come, arrive 1 |@madan ‫و‬‎

to learn ‫زومآ‬‎ |Gmukhtan ‫ی‬‎

to hoard, to store ‫رابنا‬‎ |anbashtan ‫نتشابنا‬‎
to drop, throw ‫زادنا‬‎ andakhtan ‫نتخادنا‬‎
to save, amass, accumulate quail andukhtan ‫نتخ‬‎‘yal
to assume, suppose ‫راگنا‬‎ |engashtan ‫نتشاگنا‬‎

to bring, fetch ‫روآ‬‎ or ‫رآ‬‎ |Gvardan ‫ی‬‎

Unit16 Grammar reference unit 155

 to stand up, stop idtadan

to bestow, give bakhshudan

to take, carry away bordan

to tie up, close bastan
to be budan

to cook, to bake pokhtan

to accept, agree paziroftan

to pay, devote time pardakhtan

to suppose, imagine pendashtan

to join, connect peyvastan

to be able to, can tavanestan

to search, seek, look for jostan

to cut, pick, display, lay out chidan

to stand, get up khastan
to want, desire, wish, need, khastan
be about to do sth

to give, pay, offer dadan

to have, possess, hold dashtan
to know, understand danestan
to sew, stitch dukhtan
to see, realize, visit, view didan
to steal, rob, hijack, snatch robudan
to go, leave, move raftan
to hit, strike, play (instrument) zadan
to make, manufacture, build sakhtan
to entrust, deposit, leave seourdas
to compose sorudan

156
to burn (int.), suffer, grieve, pity sukhtan‫‏‬ ‫سوختن‬
to become, get shodan‫‏‬ ‫شدن‬
to wash, rinse shostan‫‏‬ ‫شستن‬
to break, shatter shekastan‫‏‬ ‫شکستن‬
to count, include, reckon ‫‏‬nadromohs ‫شمردن‬
to recognize, know someone ‫‏‬nathkanehs ‫شناختن‬
to hear, listen to shenidan‫‏‬ ‫شنیدن‬
to send, despatch, transmit ferestadan‫‏‬ ‫فرستادن‬
to order, command, say (formal) ‫‏‬nadumraf ‫فرمودن‬
to sell ‫‏‬nathkurof ‫ ختن‬9
to squeeze, apply pressure ‫‏‬nadrohsef ‫فشردن‬
to sow, cultivate, plant ‫‏‬nathsak ‫کاشتن‬
to do, complete ‫‏‬nadrak ‫ دن‬3
to place, put; allow, let ‫‏‬nathsazog ‫گذاشتن‬
to pass, cross; forgive; give up ‫‏‬natahsazog ‫گذشتن‬

to take, grab; seize; block ‫‏‬natfar ‫گرفتن‬

to flee, escape, run away ‫‏‬nathkir ‫گریختن‬
to weep, cry ‫‏‬natsireg ‫گریستن‬
to turn; walk about; seek ‫‏‬nathsag ‫گشتن‬

to open (door, exhibition, etc.) ‫‏‬naduhsog ‫گشوهر‬

to say, utter, tell, speak ‫‏‬natfog ‫گفتن‬

to die, pass away, perish mordan‫‏‬ ‫دن‬sa‫‏‬

to sit, land, perch, reside neshastan‫‏‬ ‫نشستن‬

to play (instrument) navakhtan‫‏‬ ‫نواختن‬

to write, jot down ‫‏‬nathseven ‫نوشتن‬

to place ‫‏‬nadahan ‫نهادن‬

to find, locate ‫‏‬natfay ‫یافتن‬

Unit16 Grammar reference unit 157

 COO SOH COE HESS OOO SOO OSES ESSE S OSES TOTOH SHOOTS TSS OS EFSF OOOO SOS SH SHEDS OSS OS SOSOSTSHSSHDOS SESS ESOSS

In a huff, through the door

In this unit you will learn how to
e Use prepositions (‘at; ‘to; ‘from, ‘by; etc.)
e Put prepositions into idiomatic use

Persian has only a small number of proper prepositions and this can
cause some confusion for someone who speaks English, for example,
which offers more choice of prepositions. This also explains why
Iranian learners of English ‘arrive with bus’ or ‘leave something
behind in granny’s’: the prepositions ‘by’ and ‘with’ are the same in
Persian, as are ‘in’ and ‘at’.

Persian prepositions are divided into two groups: those that are
followed by the ezafe and those which are not. There are only eight
prepositions in the first group: ‫هب‬‎ 4 )5 ‫ ءاب‬3« ‫ ءات‬Gs .‫نج‬,‎ The six most
used of these, ‫هب‬‎ 44 of ‫ءاب‬‎ ‫یب‬: «4, are explained in detail here, with
examples of their use.

Prepositions that don’t take the ezafe

44 be ‘to’, ‘in’, ‘into; ‘at’ ‘on’, ‘with’

This is used in a variety of contexts but predominantly with verbs that

are concerned with direction or location and would normally take a —
‘to’, ‘at’ or ‘in’ preposition in English. It covers motion towards in a
figurative sense. It is also used with adverbs of manner and in oaths.
(Note the necessity of use of prepositions in Persian and its occasional
absence in the English translation.)

158
‫میتفر‬. ‫ بشید هب امنیس‬dishab be cinema raftim. Last night we went‫‏‬
to the cinema.‫‏‬

‫داد‬. ‫ ار هب میرم‬GUS‫ نیا ‏‬in ketab ra be maryam dad. He/she gave‫‏‬

this book to Maryam.‫‏‬

‫دش‬. ‫ هب رد دز ودراو‬be dar zad va vared shod. He knocked (lit. on‫‏‬

the door) and came in.‫‏‬

we‎‫ کر‬aes ‎‫ به آنها‬eo۳1 9‎‫یم‬ mayram av hsaraddrab eb 6

komak kardand. Maryam and her brother helped them.

‫ ایآ رفاد هب ةناخ ام ؟ییآ‌یم‬6۳۵6 be khaneh-ye ma mi’ayi? Will‫‏‬

you come to our house tomorrow?‫‏‬

‫منک‬. ‫ زورمآ هب مراکمه نفلت یم‬emruz be ۵۸۵۲۵۵ telefon mi-‫‏‬

konam. ۲ will call my colleague today. (Lit. I will make a telephone‫‏‬
call to my colleague today.)‫‏‬

‫تشذگ‬. ‫ رد سا یلیخ هب ام شوخ‬dar esfahan kheyli be ma khosh‫‏‬

gozasht. We very much enjoyed ourselves in Esfahan. (lit. A good‫‏‬
time was had by us in Esfahan.)‫‏‬

‫ نآ هچیلاق ار هب ام یمن ورق‬dn 69616 ra be 6 nemi-‫‏‬

forushand. They won't sell that (small) carpet to us.‫‏‬

‫تسین‬. ‫ نیا لکشم هب نم طوبرم‬in moshkel be man marbut nist. This‫‏‬

problem does not concern me. (It’s none of my business or of no
concern to me.)

‫دیسیونب‬. ‫ شهاوخ منک‌یم هب یسراف‬khdhesh mi-konam be farsi‫‏‬

benevisid. Please, write it (pl.) in Persian.‫‏‬

‫میدرک‬. ‫ کیرات دوب یلو لته ار هب یتحار ادیپ‬tarik bud vali hotel ra‫‏‬
be rahti peyda kardim. It was dark but we found the hotel easily‫‏‬
(Jit. in comfort, with ease).‫‏‬

‫تسا‬. Niggas‫ مارهب هب تسدو یزابلد ‏‬Bahram be dast 0 del-bazi‫‏‬

ma’ruf ast. Bahram is known for (his) generosity (lit. for his open‫‏‬
hand and heart).‫‏‬

Unit17 Ina huff, through the door 159

 Sn 00۲۰۱۸ ‘at’, ‘into’, ‘by’, ‘of’
This preposition is used to describe an area:
‎.‫ خواهر مریم در لندن زندگی می کند‬e-rahahk mayram rad nadnal
zendegi mi-konad. Maryarm’s sister lives in London.

‫ ناتسبات‬sa dar tabestan in the summer‫‏‬

‫مد‬.‫ رکف وت وب‬53 cat‫ زورما ‏‬7 sobh dar fekr-e to budam. | was‫‏‬
thinking of you this morning.‫‏‬
(Note: You can use the preposition‫‏‬ ‫هب‬ here too and say:‫‏‬
.‫(امروز صبح به فکر تبودم‬
.‫ خیلی طرفدار دارد‬551‫‏‬lay ‫ داررویا و‬.‫ شاعر ایرانی‬.‫رومی‬
rumi, shd’er-e irdni, dar orupa va amrika kheyli tarafdar darad.‫‏‬
Rumi, the Iranian poet, has a big (lit. very) following in Europe and
in America.

‫تسا‬. ‫) نیا نامتراپآ شش رتم رد راهچ‬4145.4 ashpazkhaneh-ye in‫‏‬

aparteman shesh metr dar chahar ast. The kitchen in this flat is‫‏‬
six metres by four.‫‏‬

3h az ‘from, ‘by’, ‘through; ‘of; ‘than’, ۲

‘by way of’, ‘out of’, ‘about’
‎‫ از‬is used to express comparison, to denote direction or commence-
ment of time and journey, to give an idea of distance, material
make-up of something, causes or partition:

‫تسا‬. ‫ هچوک هب دعب گنیکراپ یناجم‬Gal‫ زا ‏‬02 in kuche be ba’d‫‏‬

parking majani ast. Parking is free beyond (lit. from this street‫‏‬
onwards) this street.‫‏‬

‫ما‬. ‫ زاحبص تعاس تشه رظتنم امش هدوب‬az sobh, 5606 ۵‫‏‬
montazer-e 5۳۵۵ bude-am. | have been waiting for you since‫‏‬
8 o'clock this morning.‫‏‬

‫دوش‬. ‫ سرد ام زا ادرف عورش یم‬dars-e md az fardd shoru’ mishavad. ~‫‏‬

Our lessons will start from tomorrow.

‫تسا‬. ‫ هناخ زا رجآ هتخاس هدش‬Gal in khdne az djor sakhte shode‫‏‬

ast. This house is made (lit. built) of brick.‫‏‬

160
‫ زا رمرم تسا ای زا ؟زنرب‬pies‫ نآ ‏‬dn mojassame az marmar astya‫‏‬
boronz? Is that statute (made) of marble or bronze?‫‏‬

‫خرانه اش یک سگ بزرگ دارد مون از ترس آن سگ‬

‫بابک د‬
‫مور‬. ‫ تقوچیه هب ةناخ وایمن‬babak dar khdneh-ash yek sag-e‫‏‬
020۲0( darad va man az tars-e an sag hichvaqt be khdane-ye u‫‏‬
nemiravam. Babak has a large dog in his house and | never go to‫‏‬
his house because of the fear of that dog (because I am so fearful of
that dog).

‫تسا‬. ‫هصغ رامیب هدش‬ ‫ وا زا‬u az ghosse bimar shode ast. He has‫‏‬
become sick because of sorrow.‫‏‬

.‫دی‬
‫رم‬‫کریف‬
‫همساية ماخیلی از فیلمجدید جیمز باند تع‬
hamsaye-ye ma kheyli az film-e jadid-e jaims band ta’rif ۵,‫‏‬
Our neighbour was full of praise of (lit. was very complimentary‫‏‬
about) the new James Bond film.‫‏‬

‫دیآ‬. ‫ ردام میرم زا راکمه نم ششوخ یمن‬171000۲7-6 770۲۵۳۷ az‫‏‬

hamkar-e man khoshash nemi-dyad. Maryam’s mother does not‫‏‬
like (lit. draws no liking from) my colleague.‫‏‬

‫میدیسر‬. GLOS‫ام بشید زا‌تقورید‏‬ md dishab dir-vaqt az kerman‫‏‬

rasidim. We got back late from Kerman last night.‫‏‬

‫دنیآ‬. ‫هداوناخ نم زا ناشاک یم‬ khdnevdde-ye man az kashan mi-‫‏‬

ayand. My family come from Kashan.‫‏‬

‫تسا‬. ‫ وا زا هداوناخ یگرزب‬uaz khanevade-ye bozorgi ast. He comes‫‏‬

(lit. is) from a large family.‫‏‬

‫تسا‬. ‫ نآ یشاقن زا لامک کلملا‬an naqqashi az kamal ol-molk ast.‫‏‬

That painting is by Kamal ol-Molk.‫‏‬

‫تسا‬. ‫ نآ ناتساد زا کی هدنسیون ناوج‬dn dastan az yek nevisande-‫‏‬

ye javan ast. That story is by a young writer.‫‏‬

‫ زا یاهرهش ناریا مادک ار رتشیب تسود ؟دیراد‬az shahr-ha-ye iran‫‏‬

kodam ra bishtar dust darid? Which one of the Iranian cities (lit.
among Iranian cities or of all Iranian cities ...) do you like most?

Unit17_ Ina huff, through the door 161

 Different word order for this example can be:
‫کدامیک از شهرهای ایران را بیشتر دوست دارید؟‬
‫هران به دانشگاه رفته اند؟‬
‫در‬‫خزواهرهای علی کدام ت‬
‫ا‬
az 22361-۳0۳61 ali kodam dar tehran be daneshgah rafte-and?‫‏‬
Which one of Ali’s sisters has gone to university in Tehran?‫‏‬

.‫ از آن استفاده نکنید‬.‫‏ این جارویرقی خراب شده است‬ni ‫قزر‬ ‫اوه‬

kharab shode ast, az an estefade nakonid. This (electric) vacuum‫‏‬
cleaner is broken down, do not use it (lit. make no use of it).‫‏‬

‫مرادن‬.
‫ دنچ هام تسا هک زا مردارب ربخ‬chand mah ast ke az‫‏‬
baradaram khabar nadaram. It’s a few months since 1 had any‫‏‬
news of my brother. (Lit. it is a few months that I have no news of
my brother.)

‫میدش‬. ‫ دنت !ورن زأ ٌهزاغم یشورفلگ در‬tond naro! az ۱۵0۱626176 gol-‫‏‬

forushi rad shodim. Don't go fast! We passed the flower shop.‫‏‬

‫مدز‬. ‫ فرح ار زا تینابصع‬Gel in harf ra az ‘asabaniyat zadam.‫‏‬

I said this out of anger.‫‏‬

‫دنز‬. ‫متسود زا نم رتهب یسراف فرح یم‬ dustam az man behtar farsi‫‏‬
harf mizanad. My friend speaks better Persian than me.‫‏‬

‫تسین‬.
‫ یریگولجزا هلزلز نکمم‬jelogiri az zelzele momken nist.‫‏‬
It’s impossible to prevent earthquakes (lit. prevention of is‫‏‬
impossible).‫‏‬

Note: The following are compounds made with .‫زا‬‎

‎‫ پیش از‬0۲ ‫ از‬duJ ,’erofeb‘ roirp‘ ’ot

These are usually synonymous and interchangeable in use.

PIS ‎‫ پیش از ناهار یک ساعت پیاده روی‬za-hsip rahan key ta’as

piyade ravi kardam. | went for an hour-long walk before lunch.

‫متفرگدای‬. ‫ لبق زا هکنيا هب ناریا مورب یمک یسراف‬qabl-az-inke be‫‏‬

iran beravam kami farsi yad gereftam. | learnt some Persian before‫‏‬
going to Iran.‫‏‬

162
‫‏ پس از‬ro ‫بعد از‬ ‘afterwards’‫‏‬
‫میتفر‬. ‫ سپ زا هس زور رد زاریش هب سابعردنب‬205-02 se ruz dar‫‏‬
shiraz be bandar-abbdas raftim. After three days in Shiraz we went‫‏‬
to Bandar Abbas.‫‏‬

‫مییآ‬. cg? Late‫بشمآ دعب زا ماش هب لزنم ‏‬. emshab, ba’d-az sham be‫‏‬
manzel-e shoma mi-dyim. We are coming to your house after‫‏‬
supper tonight.‫‏‬

‫ ریغ زا‬0۲ ‫ زا‬3a ‘apart from; ‘other than’‫‏‬

.‫غیر از پرویز» دو پسر دیگر هم در اين آپارتمان زندگی می کنند‬

gheyr-az parviz, do pesar-e digar ham dar in aparteman zendegi‫‏‬
mikonand. Apart from Parviz two other boys also live in this‫‏‬
apartment.‫‏‬

‫‏ بیرون از‬ro ‫خارج از‬ 6"

‫تسا‬. ‫تمیق نیمز جراخ زارهش رتنازرا‬ geymat-e zamin ۵۲۵-2‫‏‬
shahr arzantar ast. Land prices are cheaper outside the city.‫‏‬

.‫‏ لباس ربایرون امزنزل بپوشید‬laG ‫شما نمی توانید‬shoma‫‏‬

nemitavanid in lebas rd birun-az manzel bepushid. You cannot wear‫‏‬
this dress (or clothes) outside the house.‫‏‬

‫ اب‬ba ‘with’, ‘by’, ‘despite’, ‘because; ‘in’, ‘to’‫‏‬

‫دنز‬. ‫ اراس رگید اب نم فرح یمن‬5076 digar ba man harf nemizanad.‫‏‬
Sara no longer speaks to (lit. with) me.‫‏‬

‫دیرخ‬. ‫ نماب تروشم درکواب شلوپ کی نیشام‬ba man ۵۷‫‏‬

kard va ba pulash yek mashin kharid. He consulted me and bought‫‏‬
a car with his money.‫‏‬

‫تفر‬. ‫سگرن اب سوبوتا هب زیربت‬ narges ba otobus be tabriz raft.‫‏‬

Narges went to Tabriz by bus.‫‏‬

‫دینک‬. ‫اب راکدوخایملقرپ‬Label‫ مرف ار‏‬Sul in form ra lotfan ba‫‏‬

khodkar ya qalam por konid. Please fill in this form in biro or pen.‫‏‬

Unit17 Inahuff,throughthedoor 163

 ‫تسا‬. ‫دمحا اب رهاوخ نیریش جاودزا هدرک‬ ahmad ba khahar-e shirin‫‏‬
ezdevaj karde ast. Ahmad has married (lit. got married to/with)‫‏‬
Shirin’s sister.‫‏‬

‫دنک‬. ‫تسود ایور اب شردارب رد دئوس یگدنز یم‬ dust-e royad ba‫‏‬
barddarash dar su’ed zendegi mikonad. Roya’s friend lives with her‫‏‬
brother in Sweden.‫‏‬

‫دش‬. ‫ ربخ ملایخ تحار‬Gal‫ ابندینش ‏‬bd shanidan-e in khabar‫‏‬

khiyalam rahat shod. My mind was comforted (rested) after
hearing this news.

‫دیروخن‬. ‫ رتهب تسا اب اذغ بآ‬behtar ast ba ghaza ab nakhorid. It is‫‏‬

better if you don’t drink water with food.‫‏‬

‫درادن‬. ‫ یبوخ‬Glre‫میرم اب نسوس ‏‬ maryam ba susan miydne-ye‫‏‬

khubi nadarad. Maryam doesn’t get on well with Sussan.‫‏‬

ba adab 0 ehteram besiar az u khahesh kardim ke salon ra tark‫‏‬

konad. We asked him politely and with respect (lit. we asked of
him) to leave the hall.

.‫آنهاهميشه با یکدیگر دعوا می‌کنند‬ 6772 hamishe 6 ‫‏‬۳

da’va mikonand. They always fight with each other.‫‏‬

ot bi‘without’
‫ یب‬can also be added to nouns and adjectives to form the opposite or‫‏‬
convey the sense of ‘without’, ‘un-’, or ‘-less’.‫‏‬

‫یداد‬. ‫ لوپ ار هب ههلا‬Gal‫ یب دوخ ‏‬1-1000 in pul ۲۵ be 6166 80:‫‏‬

You shouldn’t have given the money to Elahe. (Lit. You gave her the‫‏‬
money with no good reason.)‫‏‬

.‫ هر وقت دوست دارید به خانة ما بیایید‬.‫بی تعارف می گویم‬

bi-ta’arof miguyam, har vaqt dust darid be khane-ye ma biyaid.
Iam saying it without ceremony (i.e. without just trying to be nice),
come to our house whenever you like.

164
a
 ‫تسییاف‬. ‫ یم دنیوگ هبرگ ناویح ویب‬Miguyand gorbe heyvan-e bi-‫‏‬
vafayist. They say that a cat is a faithless (unfaithful) creature‫‏‬
(animal).‫‏‬
Similarly:‫‏‬

‫ راک = راکیب‬+ ‫یب‬ unemployed, jobless‫‏‬

ol‫ = یب ‏‬wal + 2 impolite, rude (lit. without culture)‫‏‬
‫ = دیدرتیب‬+‫یب دیدرت‬ undoubtedly, without a doubt‫‏‬

‫ هراچ = هراچیب‬+ ‫یب‬ helpless, wretched, hopeless‫‏‬

‫ ان‬ta‘until’, ‘as soon as’, ‘by’ (showing the extent or limit‫‏‬

of things), ‘as far as’, ‘in order to’‫‏‬

.‫محسن ازلندن به استانبول پرواز کرد آوانزجا تا تهران با اتویوس رفت‬

mohsen az landan be estanbol 0۳۲۷۵2 kard va az an ja
ta tehran ba otobus raft. Mohsen flew from London to Istanbul and
from there took the bus to Tehran (as far as Tehran).

‫منک‬. ‫نیا باتک انار ادرف مامت یم‬ in ketab ra ta farda tamam‫‏‬
mikonam. ۲۱۱ finish this book by tomorrow (lit. till tomorrow).‫‏‬

‫دوش‬. ‫سالک یسراف وا ان هام هدنیآ مامت یم‬ kelds-e farsi-ye u ta‫‏‬
mah-e ayande tamam mishavad. His Persian classes will come to an‫‏‬
end by next month.‫‏‬

‫تفر‬. ‫ نوریب‬GLI‫ اف ارم دید زا ‏‬ta mara did az otaq birun raft.‫‏‬
He left the room as soon as he saw me.‫‏‬
‫منیبب‬. ‫ ٌهداوناخ مرهوش ار‬G‫ ناریا هدمآ ما ‏‬dy‫نم ‏‬ man be iran dmade-‫‏‬
am ta khadnevdde-ye shoharm ra bebinam. | have come to Iran to‫‏‬
see (lit. in order to see) my husband’s family.‫‏‬
Here ‎‫ تا‬acts as a co-ordinate linking two clauses rather than as a
preposition.

.‫سالار هر شب از ساعت هشت و نیم تانهو نیم به کلاس پیانو می رود‬

salar har shab az 56 06-6 hasht 0 nim ta 56 06-6 noh 0 nim be kelas-e‫‏‬
piyano miravad. Salar goes to piano classes every night from 8.30‫‏‬
to 9.30 p.m.‫‏‬

‫ ود نصا‬Inahuff,throughthedoor ‫‏‬561
 ‫مدرگ‬. ‫ یم‬GUS Gal‫ود زور تساهک زا حبص ات بش لابند ‏‬ do ruz ast‫‏‬
ke az sobh ta shab donbal-e in ketab migardam. ۲ have been‫‏‬
searching for (looking for) this book for two days, from dawn till‫‏‬
night.‫‏‬

‫دمآ‬. ‫فیح هک ات نیرخآ زور شتماقا رد نانوی ناراب‬ taakharin‫‏‬

ruz-e eqamatash dar yunan baran amad. Pity that it rained until (or —‫‏‬
to) the last day of his stay in Greece.‫‏‬

.‫ دارین مغازه به جهانگردان تاده درصد تخفیف می دهند‬dar ‫‏‬7

maghaze be jahangardan ta dah dar sad takhfif midahand. In this‫‏‬
shop they give tourists up to 10% reduction.‫‏‬

Prepositions that take the ezafe

There are great many prepositions that are linked to the noun
following them by the ezafe. They are rather too numerous to list here,
but the following are some of the most commonly used prepositions
ofthis category: ‫شیپ‬‎ ‫هرابرد‬. rad ‫»رس‬‎ ‫ مد‬ans ‫»نودب‬‎ ‫“ »رانک کیدزن‬eles
‎.‫« پشت‬5 gle ‫»نییاپ‬‎ ‫ »یور‬2d ‫یالاب‬.‎ .‫»یارب‬
Note that if the preposition ends with a vowel then the ezafe will take
the form of the ‫ی‬‎ ye or the hamze sign *. For example YU ‘up’, ends
with the long vowel | d, therefore the preposition ‘above’ will be ‫یالاب‬‎
bala-ye.

Here are some examples of usage:

ly ‘for’
‎.‫بیا ود‬ ‫ برای س‬elc ‎‫لطفا یک‬ esaelP gnirb ema puc( )fo .aet

‎.‫ خریدم‬39 ‫ این کتاب را برای‬I thguob siht koob rof .uoy

golls ‘above; ‘top’, ‘on’

‫تسا‬. ‫ نامتخاس لام کی کشزپ‬Ot‫ ةقبط یالاب ‏‬The top floor of this "‫‏‬
building belongs to a physician.‫‏‬

166
 ‫ ناویل بآ هویم ار یالاب ولت نویزی !راذگن‬Don’t put the glass of fruit‫‏‬
juice on top of the television!‫‏‬

‫‘ بایین‬beneath’‫‏‬
‫تسا‬. ‫ یلیخ گنشق‬dala‫ کی ‏‬435 Gast: Below (at the foot of) the‫‏‬
hill there is a very pretty lake.‫‏‬

‫‘ ریز‬underneath; ‘under’‫‏‬
Be‫ ندنل ریز تیاپ ار هشيمه هاگن ‏‬slag,‫ رد هدایپ ‏‬Always look‫‏‬
‘under your feet’ on the pavements of London.

‫ بظاوم شاب ریز نیشام !یورن‬Be careful not to get run over by a‫‏‬
car (don’t go under a car)!‫‏‬

‫میدرک‬. ‫تیتر هلاژ ار ریز زیم هناخزپشآ ادیپ‬ We found Zhale’s‫‏‬

necklace under the kitchen table.‫‏‬

‫‘ یور‬above’, ‘on top of’‫‏‬

‫تسا‬. ‫ دیلک امش یور زیم ورهار‬Your keys are on the hall table.‫‏‬

‫دوش‬. ‫ زیچ غاد یور رتویپماک دیراذگب بارخ یم‬JS! Ifyou place a hot‫‏‬
thing on top of the computer it will get damaged.‫‏‬

‫‘ یولج‬in front of’‫‏‬

‫دننیشن‬. ‫ اهبش طقف یولج نویزیولت یم‬At night they just sit in front‫‏‬
of the TV.‫‏‬

‫دنریگب‬. ‫ یولج گنج ار‬cord‫ دیاب هب ره ‏‬They must stop (lit. prevent,‫‏‬
stand in front of ) the war at any price.‫‏‬

‫‘ پشت‬behind’‫‏‬
‫ ارچ تشپ رس وا فرح یم ؟دینز‬Why are you talking behind his‫‏‬
back?‫‏‬
‫تسا‬. ‫ةناخ ام تشپ امنیس‬ Our house is behind the cinema.‫‏‬

Unit17 Inahuff,throughthedoor ۰7
 ‫‘ یولهپ‬beside’, ‘by the side of’, ‘next to’‫‏‬
‫مدوب‬. ‫ ردامنیس یولهپ کی یاقآ فرحرپ هتسشن‬In the cinema I was‫‏‬
sitting next to a chatterbox (man).‫‏‬

‫رانک‬ ‘next to’ ‘by’‫‏‬

‫منیشنب‬. ‫ هرجنپ‬US‫ رد امیپاوه و سوبوتا تسود مراد ‏‬On the plane‫‏‬

and on the bus | like to sit next to the window.‫‏‬

‫دنراد‬. ‫ ایرد‬JUS‫ یگنشق ‏‬Gls‫ اهنآ ‏‬They have a nice house by the‫‏‬
sea.‫‏‬

‫نزدیک‬ 6 ‘near’‫‏‬
‫تسا‬. ‫ یاه نم کیدزن کیکراپ گرزب‬day Lnye ۳‫‏‬
school is near a big park.

We heard their voices very well because we were close to the stage.

‎‫ بدون‬۲۳
‎.‫ایرانیان نمی توانند بدون ویزا به اروپا سفر کنند‬ snainarI yam ton
travel to Europe without a visa.

‎‫دنبال‬ ‘for’
(in the sense of ‘to go after something’, ‘to look for something’, ‘to go
and pick up someone’)

‫مدرگ‬. ws‫راکچ یم ؟ینک لابند مکنیع ‏‬ What are you doing? I am‫‏‬
looking for my glasses.‫‏‬

‫ یم دیناوت زور هبنش رد هاگدورفهب لابند ؟دییایبام‬Lf can you come‫‏‬

and pick us up (lit. come for us) from the airport on Saturday?‫‏‬

‫‘ مد‬next to’ ‘by, ‘close to’‫‏‬

‫دوب‬. ‫ مد رد ییاونان رظتنم امش مهاوخ‬I'll be waiting for you by the‫‏‬
entrance (lit. door) of the bakery.‫‏‬

168
|
|
|
|
|
"jaa many meanings
(prefixed to a noun ‘at the head of’, ‘at the end of’, ‘at the table’, ‘in the’,
‘during’)

‎.‫ ما یک بقالیست‬a4 S9 ‎‫سر‬ erehT si a s’recorg ta eht pot fo ruo

street. ‘

‎.‫ شدم‬List ‎‫ سر کار بامرجان‬I tem najraM ta .krow

‎.‫سر شام خیلی ساکت بود‬ eH saw yrev teiuq gnirud .reppus
‎.‫ = نباید سر کلاس حرف بزنید‬uoY tsum ton klat ni eht .ssalc

EJ ‘edge of’
‎.‫ین گلدان را لپ میز بگذارید می افتد‬
‫ ااگر‬fI uoy tup eht esav no eht
edge of the table it will fall.

‫هرابرد‬ ‘about’ ‘on the subject of; ‘concerning’‫‏‬

‫ باتک ةرابرد ؟تسچ‬Gal What is this book about?‫‏‬
.‫ با دوستم دربارة جشنوارةٌ فیلمهای ایرانی حرف می زدم‬was‫‏‬
talking to my friend about the Iranian Film Festival.‫‏‬

‫‘ شیپ‬in the presence of; ‘in front of’ ‘before’, ‘with’, ‘to’‫‏‬
‫تسامش‬. ‫باتک نم شیپ‬ My book is with you. (You have got‫‏‬
my book.)‫‏‬

‫دندرب‬. ‫ بوخ دوبن و وا ار شیپ رتکد‬Gulla He wasn’t well and they‫‏‬

took him to the doctor.‫‏‬
‫ یمن ؟دییآ‬Le‫ ارچ شیپ ‏‬Why don’t you come to us?‫‏‬

33S ‎‫پیش استاد عمومی موسیقی ایرانی یادمی‬ yehT era gninrael
Persian music with Master Omumi.

‫مور‬. ‫ ادرف بش شیپ مرهاوخ یم‬I will go to my sister’s tomorrow‫‏‬

night.‫‏‬
Note: There is a very clear distinction between the uses of ‫هب‬‎ ‘to’, and
‎‫‘ پیش‬to’. The preposition 4, is used for indicating the direction of
movement towards something, as in ‘going to a city’ or ‘into a house’.

Unit17 Inahuff,throughthedoor 169

 ‫‪However, the English idiomatic saying ‘going to someone’s’, even‬‬
‫‪though direction is indicated, must be translated using the Persian‬‬
‫‪. 4, really means towards or into, so to say 1 am going‬پیش‪preposition ‎‬‬
‫هب‪» .‬دزی شیپ متسود یم ‪‎‬مور ‪to Yazd, to my friend’s’ would be:‬‬

‫‪Exercise 1‬‬

‫)‪4‬‬ ‫‪8‬‬

‫‪Listen to the recording demonstrating the use of prepositions. Then‬‬

‫‪translate the text into English:‬‬

‫مغازه پدرزن سیروس‬

‫پدرزن سیروس یک مغازه سبزی ‪)sbreh‬‏ (‪ ,selbategev‬و میوه فروشی‬

‫‏‪ sul‬ماوت اش در خیابان فردوسی است‪ .‬جلوی مغازه یک پیاده‬

‫روی (‪)tnemevap‬‏ باریک (‪)worran‬‏ جووی آب است‪ .‬چند درخت بلند‬
‫و یک دکة روزنامه فروشی هم جلوی مغازه هست‪ .‬در طرف راست‬
‫در طرف چپ آن یک کفاشیست‪ .‬روبروی‬ ‫مغازه یک شیرینی فروشی و‬
‫مغازه‪ .‬آنطرف خیابان» یک آرایشگاه ‪)nolas‬‏ ‪,resserdriah( ytuaeb‬‬
‫یک بانک و یک آموزشگاه زبان های خارجی است‪ .‬روی مغازه‪ .‬مطب‬
‫‏)‪ (surgery‬یک دکتر است و پشت مغازه‪ .‬یک پمپ بنزین است‪ .‬پدرزن‬
‫سیروس از صبح زود تا شب د‪aS‬ر‪l‬‏ مفازه کار می کند ولی گاهی‬
‫برای ناهار به چلوکبابی نزدیک سینما می رود‪.‬‬
‫خیابان فردوسی هميشه شلوغ است‪ .‬فقط صبح های زود کمی خلوت‬
‫کتاب‬ ‫‏)‪ (quiet‬می تشون در این خیابان همه جور مغازه هست‪:‬‬

‫فروشی‪ .‬عکاسی‪slb .‬‏ نجاری‪ ,‬بوتیک ‪dlos‬‏ جواهرفروشی‪.‬‬

‫نانوایی؛ ‪daelp‬‏ داروخانه موغازه ‪ALG‬‏ دیگر‪ .‬پدرزن سیروس همه‬
‫نوع سبزی و میوه در مغازه اش می فروشد‪ :‬جعفری» نعناع‪ ,‬اسفناج‪,‬‬

‫‪170‬‬
 ,‫ پرتقال» موز‬.‫ سیب زمینی‬.‫ گوجه فرنگی‬.‫ بادنجان‬.‫ پیاز‬.‫ کدو‬Gav‫‏‬
.‫و غیرد‬ ‫‏ گلابی و خربزه‬alg ‫‏ سیب‬lg »‫انگور‬

Exercise 2
Translate the following sentences into Persian:

Maryam came to our house last night.

We went to Ali’s house by bus.
She put the vase on the table.
His shoes are under the bed.
I want to go to my grandmother’s this weekend.
There is some food in the fridge.
Don’t fill in the form in pencil.
aw Where are you going for your holidays?
Nn
On
fw

Design on pottery, 12th century

Unit17 Ina huff, through the door 171

 ‫هوم‬ ‫ و و‬SHE OO EEO HOO H OOOO OOS OS TOTES SOTO SS OSH OHSS SOSH TOSOOOS EH OO OTOH SOO SHES TOOT OSH SOSTSSSHSHOSEESD‫‏‬

Suggesting a visit to a friend

In this unit you will learn how to
e Ask for things
e Ask someone else to do something for you
e Express wishes, hopes and plans

Dialogue

4) CD2,TR9

In the dialogue, Maryam suggests a visit to a friend’s house. (Listen

carefully to the verbs.)

172
 do you (pl.) want? (‫)نتساوخ‬‎ ‫یهاوخیم‬
beravim (subjunctive) (for us) (‫)نتفر‬‎ ‫میوزب‬
to go
nemitavanam I cannot (‫)نتسناوت‬‎ ‫مناوتیمن‬
2
hich ja-i to nowhere - to anywhere ‫ییاج‬‎ ‫چیه‬ ‎‫و‬
>
beravam (subjunctive) (that) I go ‫مورب‬‎ =
i
must ‫دیاب‬‎ as
bayad
hatman definitely es
chon because ‫نوچ‬‎
emtehan examination ‫ناحتما‬‎

Unit18 Suggesting a visit to a friend 173

 ۰
darsbekhanam (subjunctive) (that) ‫مناوخب‬‎ ‫سرد‬
I study ‫)ندناوخ‬‎ (‫سرد‬
joghrafi geography ahaa |

COCO OOOO SOO EOE OL OR EOE OD OSES OT SOHO OST OSOOOSSEOSOOSO SOOO OSES HO SOHO OE OOSESOHSSOSOSSTOSO SOSH OO ODOR

Insight
The present subjunctive is quite similar to the present indicative
in formation but instead of the mics“ prefix you must use the be
> prefix. There must always be another element in the sentence
too that will make it a subjunctive sentence.
‫هوم‬ ‫ و‬OSE OE OOOO ROO OOOO OO EO ESO OOOO ESOS OS SOSHOSSOOOOO SES OS SOTHO OSES OS OS HO SOOO SSOH OSHS ESOS OS ORESO®‫‏‬

Forming the present subjunctive

When we use the present indicative mood, that is the simple present
tense, we imply that an action has either actually happened once and
continues habitually (e.g. ‘I live in Iran’, ‘I work in an office’) or will
happen or is happening right now. The subjunctive mood, by way of
contrast, implies that an action is possible, or suggested, i.e. it may,
should or could happen.

In other words, while the indicative mood describes a real action,

the subjunctive mood is used in sentences where the action is not
definitely going to happen. The subjunctive verb is used when we
make a wish, express a fear, anxiety or desire, point out a possibility
or doubt or set a condition.

Therefore the formation of the present subjunctive is similar to

that of the ordinary present tense with one small difference. The
present subjunctive is formed from the present stem of the verb plus
the addition of the personal endings and, here is the difference, the
prefix — be is used instead of the prefix ‫یم‬‎ mi, which is used for the
ordinary present tense.
First, we need to work out the present stem in exactly the same
way as we did in Unit 15 to form the simple present tense: infinitive
—» present stem. We can then use the formula: present subjunctive =
personal endings + present stem + —.

174
i
For example, the present subjunctive of the verb ‫ندیباوخ‬‎ ‘to sleep’
is formed by working out the present stem first: ‫باوخ‬‎ -+ .‫ندیباوخ‬
Then, following the formula we get the following:

Plural Singular

‎‫بخوابیم‬ ee ‎‫م یم‬

‎‫بخوابید‬ ‫بخوابی‬ = ‫ید‬ ‫ی‬ + ‫ خواب‬+ ‫ب‬

These give you the present subjunctive of the verb ‘to sleep’.
However, these verbs are only occasionally used on their own
in a sentence. A subjunctive sentence normally needs its main
subjunctive verb and also another word or verb to point out the
sense of‘possibility’, ‘wishfulness’, ‘fear’, ‘obligation’ or ‘desire’ and
so on. For example, in English, we usually say ‘I want to buy an
umbrella’, ‘She very much hopes to go to Iran this summer’, ‘We
may come to your house’, ‘] must see that film’ and ‘They can’t go
to the party’. The underlined verbs in these examples, known as
‘modals’ (‘can’, ‘want’, ‘must’) modify the main verb by indicating
the possible, wishful or obligatory sense of the action. They will
look like this:

I want to buy an umbrella. ‫مرخب‬.‎ ae ‫کی‬‎ ‫تم مهاوخ‬

She very much hopes to go to Iran this summer.

‫دورب‬. ‫( لاسما ناتسبات هب ناریا‬4S)‫راتسا ‏‬banal alae‫‏‬

We may come to your house. aly ‫امش‬‎ Ga ‫هب‬‎ ale ‫ام‬‎
‎).‫ ما ممکن است به خانة شما بیاییم‬si osla ).elbissop

I must see that film. ‫منیبب‬.‎ ‫دیاب نآ ملیف ار‬

They can’t
go to the party. ‫دنورب‬.‎ ‫)اهنآ( یمن دنناوت هب ینامهم‬
The subjunctive form stays the same whether the modal is in the
present or the past. The present subjunctive is indicated by the
stressed prefix — in the positive and by — in the negative. In many
cases, the subjunctive, and thus the prefix is the equivalent of an
English infinitive, e.g. ‘want to go’, ‘able to stay’, ‘hopes to travel, ‘have
got to run’, etc.

Unit18 Suggesting a visit to a friend 175

 POO COCO COO EE OEEEEOOEOESOSOD OHSS OS OH ESOS OO SESS SOS SSOSOSSH OHSS HH SSSOSH SOSH SHOTS SESH ETOH OH ELIS ESO ESES

Insight
Unlike other verbs the negative of the present subjunctive is
not formed by adding a ne ‫دن‬‎ to the verb but rather you must
drop the be = prefix and just add the ne =. ۱
‫موه‬ ‫و‬ ‫و‬ ‫و و و‬ ‫وووووووووووووووووووووووووووو‬ ‫وووووووووووووووووووووووووووووووههوووووووووو‬ ‫ ووووو‬OOOOE‫‏‬

Other examples using 5

I can (am able to) see Reza. ‫منیبب‬.‎ ‫یم مناوت اضر ار‬

They could (were able to) come by bus.

‎.‫می توانستند با اتوبوس بیایند‬
You must (have to) work. ‫ینکب‬.‎ ‫)وت( دیاب راک‬
A variety of adjectives may be used for the notion of ‘must’, e.g.:

I am forced to/must work. ‫منکب‬.‎ ‫مروبجم راک‬

I have no choice but to work. ‫منکب‬.‎ ‫مراچان راک‬
It is better that you go/leave. ‫یورب‬.‎ ‫رتهب تسا‬

Subjunctive elsewhere

There are many expressions besides the modals which also modify an
action as hope, possibility, desire, intent, etc., e.g.:

I hope he phones today. ‫دنکب‬.‎ ‫( زورما نفلت‬4S) eS sus)

I feel like/inclined to sleep. ‫مباوخب‬.‎ ‫لیم مراد‬

It is possible that he may go/leave today.

.‫ممکن است که امروز برود‬

We wish to travel to China next year.

.‫ آینده به چین سفر بکنیم‬/‫آرزو میکنیم که سال دیگر‬

‫مینکب‬.) ‫ رفس‬Gas‫ شاک لاس رگید هب ‏‬is also possible.)‫‏‬
The subjunctive is also used for suggested action, e.g. ‘shall ۷6۰۰۰‫‏‬
’teJ‘ ,)3851.4( ‫’‏‬erofeb‘ )‫ پیش از اینکه‬/ ‫ از اينکه‬34), ‫’‏‬esaelp‘ )‫ لطفا‬/‫میکنم‬
‫[خواهش‬, yeht‘ ‫’‏‬dediced )‫(تصمیم گرفتند‬, daetsni‘ ‫’‏‬fo )‫(بجای اینکه‬,
‫’‏‬morf )‫ بغیر از اینکه‬/ ‫(جز اينکه‬, ۰

176
‫‪SOO‬‬ ‫‪HHOHEHOOEHO‬‬ ‫‪OOOO TOTO‬‬ ‫‪HOSES‬‬ ‫‪ESESSOOS SS OSOSOS OOO EOSESESSOES‬‬ ‫‪OSES OS SO OOS OS OS OOEESESEDESSESEDEH‬‬ ‫‪EEE OOOEOES‬‬

‫‪Insight‬‬
‫‪The present subjunctives of ‘to be’ and ‘to have’ are irregular‬‬
‫‪and have their own unique formation.‬‬

‫‪Exercise 1‬‬

‫‪4) CD 2, TR 9, 01:04‬‬

‫‪Read the story about Mr Halu, an absent-minded husband, and follow‬‬

‫‪it on the recording. Then translate it into English:‬‬

‫ظه‪:‬‬
‫افکم‬
‫حای‬
‫آق‬
‫وقتیکه آقای کم حافظه‪ .‬صبح ‪.‬از ‪ALG‬‏ ‪ luG‬بیرون می آمد» زنش‬
‫لاد و کفت‪ :‬آین عامه وا ‪ai‬‏ ‪ leppiS‬پست ‪SD‬‏‬ ‫‏‪ Ss‬کال‬
‫خیلی مهمی است‪ .‬فراموش نکن‪«.‬‬ ‫نامه‬

‫مه را به‬
‫ولی آقای کم حافظه حرف زنش رافراموش کنرداو‬
‫صندوق پست نیانداخت‪ .‬وقتی از اتوبوس پیاده شد و دوان دوان به‬
‫طرف اداره اش می رفت ناگهان ي آقایی آهسته به شانه اش زد و‬
‫نامه یادتان نرود!«‬ ‫گفت‪:‬‬
‫آقای کم حافظه خیلی تعجب کرد و نامه را به صندوق انداخت و به‬
‫رراه ناگهان خانم خوشگلی به او گفت‪:‬‬
‫طرف اداره اش راه افتاد‪ .‬د‬
‫‏‪ Lil‬نامه تان را فراموش نکنید‪«.‬‬
‫ایندفعه آقای کم حافظه ایستاد و با تعجب زیاد گفت‪ :‬خدایا! این‬
‫مردم از کجا می دانند که من باید نامه ای را پست کنم؟ من چند‬
‫دقیقه پیش آنرا پست کردم!«‬
‫‪yuG‬‏ ‪ !baL‬این یادداشت را اپشزتتان‬ ‫دجرواب ‪alip‬‏ خندید گوفت‪:‬‬
‫بردارید‪«.‬‬

‫روی یادداشت نوشته بود‪ :‬خواهش می کنم ‪yd‬‏ شوهرم بگویید نامه‬
‫را فراموش نکند‪«.‬‬

‫‪Unit18‬‬ ‫‪Suggesting a visit to a friend‬‬ ‫‪177‬‬

 Exercise 2
Translate the following sentences into Persian:
They want to see you tomorrow night.
[ can’t go to my Persian class this evening.
We hope to buy a bigger house next summer.
She wanted to travel to Shiraz too.
ta‫ب‬
‫=ه‬‫ی‬ Please call before going to his house.

Insight
The third person singular of the present subjunctive ‘to be’, ‫دشاب‬‎
is used in spoken Persian to mean ‘OK’ or ‘all right’.
COCO OOOOH TO OOOO SOOO S ESOS SOS OSES ESOS ES OOS SLES ES ES SESE SOTO SO HETOSO SES OD OSHSO ESSE SOSSSESSSOSOS OSES ESD

Test yourself

1 When do we use the subjunctive in Persian?

How similar is the formation of the present subjunctive to that
of the simple present indicative?
3 Can the present subjunctive be used entirely on its own or does
the sentence require any other element that necessitates the use
of subjunctive?
aN What are the verb subject endings for the present subjunctive in
Persian?
How are the negatives of the present subjunctive formed?
Can there be more than one subjunctive verb in a sentence?
How are possibilities, wishes and hopes expressed in Persian?
6 Are the present subjunctives of the verb ‘to be’ formed the same
7
on
way as those for all other verbs?
‎‫ و‬What are the present subjunctives of the verb ‘to be’ in Persian?
10 What does it mean if the third person singular of the present
subjunctive ‘to be’, i.e. ‘bashad’ ssi, is used in spoken Persian?

178
 POOH HOH SHSHOOEH THOS SEES SHES SESE OS SE EOS OS TOTO LEH ESOH OSES SSE EDESSS SES ES ESOS OOO OS EOS OS EEHESEEESESESS

Planning a summer trip

In this unit you will learn how to
e Use the proper future tense
e Talk about holidays and holiday destinations

Dialogue

4) CD ۰0۵

۸۹ es erseesresensennnensenrenneanesnrennnonnsaneenoesnnenssnnnonennmanranonnrennoenscnneanneerennetenoanteoneeennsests

: ‫امسال تابستان چکار میکنی؟‬ |

=“
‫د‬ ‫‏ولی بعد به ایرانخواهمر‬sp ‫چند هفته کار می‬ |.۱

.‫‏بگیریم‬L ‫آمیدوارمهر چه زودتر ویزایم‬

| skcap - ‫‏‬eia‫ در ایرانچه کارها‬.‫چه خوب‬ ‫‏‬J:
: ‫)‏‬ksaB ‫خواهی‬ 0
ere‫‏‬ ‫مرا‬ a‫‏‬
‫خواهیم ماند وبعد بهچندین شهر سفر خواهیم ود‬ :
‫در ایران دوست و آشنا دارید؟‬ ۵:
‫ در ماهژوتیهچندنفر دیگراز‬.‫ تنهانخواهیم بود‬,‫آره‬ a‫‏‬
‫ممکلامی‌هابيه بوایرت خیاف رل‬

:3 TET T TTTTT TTTTT TTT TTLITE ‫مو‬‎ ‫و‬ ‫و‬ ‫ام‬ ‫نم‬ ‫و‬ ‫و‬ ee

Unit19 Planning asummer trip 179

 Forming the proper future tense

It is quite normal to use the present tense for the future. However,
there is a proper future tense in Persian and it is generally used for
rather emphatic statements with reference to the future.
The formation of the future tense requires the help of the present
tense of the auxilary verb ‘to want’ ‫نتساوخ‬‎ khastan (present stem:
‎‫ (خواه‬and the past stem of the main verb. Remember that the ‫یم‬‎
-mi prefix that is mandatory for present tenses is omitted from the
formation of the future tense (see table).

Sas ‎‫ | خواهم‬shall go ‫تفر‬‎ ‫ میهاوخ‬we shall go

‫ یهاوخ تفر‬you shall go‫‏‬ ‫ دیهاوخ تفر‬you (pl) shall go‫‏‬

‫ دهاوخ تفر‬he, she, it shall go‫‏‬ ‫ دنهاوخ تفر‬they shall go‫‏‬

Compound verbs are formed in exactly the same way: the verb
element is conjugated and the noun or preposition component tags
along. For example, ‫ندرک‬‎ ‫‘ یگدنز‬to live’ is shown in the following
table.

180
SO POHOH ESOS S OOOH SOE OOOO TOTES STSES OHSS OO SO SOOO EES OTEH OTE O ESOS SESH SE OOO OEOOESES OEE SEES SOOO EOE OOO SOOE®

Insight
Present tense verbs can be used for future actions. However,
the proper future tense is used in simple predictive or expected
future as in the English: ‘I will go to Iran next summer’
‎‫ تابستان آینده بهايران خواهم رفت‬ro yeht‘ lliw eb gnivirra ’noos
‎‫به زودی خواهند رسید‬.

‫زندگی خواهم کرد‬ ae pee

Ae atts
8)
I shall live we s live

‫زندگی خواهی کرد‬ ‫زندگی خواهید کرد‬

you shall live you (pl.) shall live‫‏‬

‫یگدنز دهاوخ درک‬ ‫ دنهاوخ درک‬S35‫‏‬

he, she, it shall live they shall live‫‏‬

An example of preposition + verb compound verb, ‫ندروآرد‬‎ ‘to take

out, to get out’ is shown in the following table.

‫در خواهم اورد‬ ‫خواهیم آورد‬ ‫در‬

| shall bring it out we shall bring it out‫‏‬

‫در خواهی آورد‬ ‫در خواهید آورد‬

you shall bring it out you (pl.) shall bring it out‫‏‬
‫در خواهد آورد‬ ‫در خواهند آورد‬
he, she, it shall bring it out they shall bring it out‫‏‬

Exercise 1
Translate the following sentences into Persian, using the proper
future tense:

1 I will see you tomorrow evening.

2 Will they travel by bus or by train?
3 She will write this letter next week and give it to me.
4 They will call us when they get back from Paris.
5 Wewill buy a much bigger house soon.

Unit19 Planning a summer trip 181

 Insight
The proper Persian future tense is formed in an unusual way in
that the past stem of the main verb is used in the formula. The
subject endings are also not the conventional endings we have ©
been using so far. Subject endings actually come before the main
verbal element and are represented by conjugating ‫هاوخ‬‎ the
present stem of the helper verb ‘to want’ khastan ‫نتسا‬‎ ‫( وخ‬without
the mi .(‫یم‬‎
COSCO OCH SOO EOSOESOH ODO ET OEOOTS OOO SO ESOS SOLOS OSOS OSES ESOS OOOO TESESCOSO ‫و‬‎ ‫وهم و و و‬

Exercise 2
Translate into English:

.‫ هفتة آینده بهایران میروم و سه ماه در تهران خواهم ماند‬1

.‫‏ نامه را خواهند نوشت‬laS ‫اضر‬ ‫کت اه‬ ۲
‫خواهید رفت؟‬ ‫رتان‬
‫هنة‬
‫وهاخا‬
‫خب‬‫کی‬ ۳
.‫ شمارا مابه بابک خواهیم داد‬aly ‫‏‬۴
۵

Exercise 3

4) CD 2, TR 10, 00:57

In the dialogue below you hope to finish a letter in Persian in time

to send it off to Iran with your friend’s husband. Put the English
sentences into Persian and translate the Persian parts too.
Test yourself

Is it absolutely imperative to use the proper future tense in

Persian?
How else can we express future action in Persian?
Which auxiliary (helper) verb is used in the formation of future
tense?
How are the subjects, that is the doers, of the future tense in
Persian represented in the verb?
Is the component of the main verb in the Persian future tense
extracted from the present or the past stem?
How are negative future tenses formed?
How would you say ‘I will go to Iran next year’?
How would you say ‘We will not stay at this hotel again’?
How would you say ‘She will be in her office till 6 pm’?
What are the two way to say: ‘Will you (pl.) come to the cinema
with us?’

Unit19 Planning a summer trip 183

 OPO e OOO ESOL O SESH OEE HCO TOO OE OES OH ESSE SSS STTOSOO OSHS OS OSSSOSOSSOSO SOS SH OSES SH TO SESS OOOO OOOO ED

How are you feeling?

In this unit you will learn how to
e Use idiomatic impersonal verbs
e Express likes and dislikes
e Describe the various stages of going to sleep
e Say you are tired
e Say you are having a good time

Dialogue

4) CD2,TR11

184
۸
A
Freedom Monument, Tehran

Unit2o Howareyoufeeling? 185

 When we first discussed the formation of Persian verbs we emphasized
that the ending of every verb lets you know who the subject is, that
is the agent of the action undertaken by the verb, so when we see or
hear the verb ‫میتفر‬‎ raftim, by looking at the ending ‫می‬‎ -im we know
immediately that the action of ‘going’ was done by ‘us’, as in ‘we went’.
However, there are a small group of Persian verbs that do not follow
this pattern. These verbs are normally known as impersonal verbs
and their formation requires a slightly more advanced knowledge of
grammar. As these verbs refer to some of the most basic everyday
actions and, furthermore, are very frequently used by native speakers
of Persian it is important you should know something about their use
and formation. In addition, for some actions, such as ‘to fall asleep’,
there are no verbs other than these impersonal constructions.
Impersonal verbs usually refer to actions that are perceived as
involuntary. Sometimes this is clear to see, as in the example in
the dialogue for instance. ‘To fall asleep’, for example, is usually outside our
control and it happens while the subject, or the doer of the action, has very
little say or control on the outcome. Other examples are ‘suddenlyto forget
something’ or ‘suddenly to remember’. The impersonal nature of these
verbs is more or less as it is in English, when the idiomatic expressions for
‘forgetting’ such as ‘it escapes my mind’ or ‘it’s completely gone from my
mind’ are used or when we say ‘it’s coming back to me’ or ‘it will come to
me’ when we describe the involuntary process of remembering.
Impersonal verbs are always compound verbs. The formation and
conjugation of these verbs are still regular but different from the
standard Persian verb conjugation.

We can start by looking at the verb ‘to feel sleepy’ and ‘to fall asleep’
and compare these with the regular verb ‘to sleep’ to demonstrate the
differences.

Look at the six cases of the simple past tense of the verb ‘to sleep’ in
the table.

‫مدیباوخ‬ ۲ ‫ ميديباوخ‬we slept‫‏‬

‫ یدیباوخ‬you slept‫‏‬ ‫ دیدیباوخ‬you (pl.) slept‫‏‬

‫ دیباوخ‬he, she, it slept‫‏‬ ‫ دندیباوخ‬they slept‫‏‬

186
The subject ending is clearly different in each case, making it quite
clear as to who has undertaken the action which is ‘voluntary’, in the
sense that you can say:

I slept in the park last night. ‫مدیباوخ‬.‎ ‫نم بشید رد کراپ‬

They slept on (lit.in) the train. ‫دندیباوخ‬.‎ ‫اهنآ یوت راطق‬
But ‘feeling sleepy’ and ‘falling asleep’ are perceived as outside our
control, as if the force of sleep ‘comes’ (feeling sleepy) and then
‘takes us away’ (falling asleep). The impersonal Persian verb ‘to feel
sleep’ describes this process exactly. Grammatically, it is the sleep
that acts like the subject and the six cases will follow the pattern of
‘my sleep came’, ‘your sleep came, ‘his or her sleep came’ etc. (see
table). In all cases ‘the sleep’ is a third person singular subject so its
verb component of ‘came’ will always be a third person singular verb
and the compound ‘my sleep’ will be formed by using 1the attached,
‘suffixed’ possessive pronouns ‫ناش‬‎ «G15 gle ‫ش‬,‎ aa ca
7 . Plural _

‫ | مباوخ دمآ‬was sleepy ) my sleep | sol‫ کت ‏‬we were ae: (lit. our‫‏‬
came) sleep came)‫‏‬

‫ دمآ‬ole you were sleepy (lit. your | so!‫ ناتباوخ ‏‬you (pl.) were sleepy‫‏‬
sleep came) (lit. your sleep came)‫‏‬
‫ شناوخ دمآ‬he, she, it was sleepy‫) ‏‬ |‫ ناشباوخ دمآ‬they were sleepy‫‏‬
his, her, its sleep came) (lit. their sleep came)‫‏‬

Insight
Certain actions deemed as involuntary, impulsive or beyond
our control can be expressed in alternative ways, as if they are
done by someone else. The doer of the action will therefore
always be a third person singular he/she.

‎.‫ ساعت هشت خوابید‬.‫مریم خیلی خسته بود و خوابش می آمد‬

Maryam was very tired and sleepy. She slept at 8

‎.‫ و قبل از شام خوابیدند‬los ‎‫ بچه ها خوابشان می‬ehT nerdlihc erew

very sleepy and went to bed (lit. slept) before supper.
‫دیآ‬. ‫ نشتما مباوخ یمن‬Iam not sleepy (lit. my sleep is not coming)‫‏‬
tonight. ۲‫‏‬
Unit20 Howare you feeling? 187
 Other impersonal verbs

‘To fall asleep’ (lit. sleep to take someone away) ‫ندرب‬‎ Wigs:

‫ | مباوخ درب‬fell asleep (lit. sleep took‫ نامباوخ درب | ‏‬we fell asleep‫‏‬
me away)‫‏‬
‫ تیاوخ درب‬you fell asleep‫‏‬ ‫ ناتباوخ درب‬you (pl.) fell asleep‫‏‬
‫ درب‬an fee he, she, it fell asleep‫‏‬ ‫ ناشباوخ درب‬they fell asleep‫‏‬

‘To like’ or ‘dislike’ someone or something ‫ندمآ‬‎ -‫ ندمآ شوخ‬.‫ دب‬In this
verb it is the person’s pleasure or displeasure that is derived from |
something. This verb requires the preposition ‘of’ or ‘from’:

‫دیآ‬. ‫لکیام زا یاهملیف دیدج یناریا ششوخ یم‬ Michael likes (lit. his‫‏‬
joy comes from) the new Iranian films.‫‏‬

‫دیآ‬. ‫ ام یلیخ زا نیا ناروتسر نامشوخ یم‬We really like (lit. our‫‏‬
pleasure comes from) this restaurant.‫‏‬

‫دیآ‬. ‫ اهنآ زا یوب یهام ناشدب یم‬They dislike (or hate) (lit. their‫‏‬
displeasure comes from) the smell of fish.‫‏‬
The verb ‘to like’ ‫نتشاد‬‎ ‫تسود‬ is the ‘regular’ version of this
impersonal verb.

‘To forget’ ‫نتفر‬‎ sl ‫زا‬‎ )۰ gone from mind) ‫زا‬‎ is optional: ‘I forgot’
‎‫ رفت‬aul, ‘we forgot’ ‫تفر‬‎ ‫‘ نامدایر‬you (sing.) forgot’ ‫تفر‬‎ oul. ‘To
remember’ ‫ندمآ‬‎ ul ‫هب‬‎ (lit. to come back to one’s mind) 4 is optional:
‫هروایب‬. ‫ نم مدای تفر فیک ملوپ ار‬I forgot (lit. it slipped my mind)‫‏‬
to bring my (money) purse.‫‏‬
‫تسا‬. ‫ بشید ناشدای دمآ هک ادرف دلوت ناگژم‬They remembered‫‏‬
last night that tomorrow is Mojgan’s birthday.‫‏‬

Insight
Imagine saying ‘his name has just escaped me’ or ‘gone from my
mind’ instead of ‘I forgot his name’. Similarly you can say ‘it will
come to me in a minute’ instead of ‘I'll remember it in a minute’.
COOH HOHE HOH OO EE OHHH SHH OSEOEOEHOH SHOE OO SET OH OOOH OEE H SHOOT OEOSEESSE OSES OSES EE ESESE SEES ESOS OS EDESOEOEOS
‘To have a good time’ is also an impersonal Persian verb, but it is
formed slightly differently from the ones we have seen so far. This
verb is again always in the third person singular, however, the subject
is in the form of the relevant pronoun and the verb requires the
preposition ‫هب‬‎ ‘to’ as we can see from the following table.

‫به من خوش گذشت‬ ‫به‌ما خوش گذشت‬

| had a good time we had a good time‫‏‬
‫به تو خوش گذشت‬ ‫ خوش گذشت‬Las‫به ‏‬
you had a good time you (pl.) had a good time‫‏‬
‫بخهاووش گذشت‬ ‫ خوش کدرا‬Cele,‫‏‬
he, she, it had a good time they had a good time‫‏‬

‫تشذگ‬. ‫ رد ناریا هب ام یلیخ شوخ‬We had 2 lovely time in Iran.‫‏‬

‫درذگب‬. ‫ مزاودیمآ هب امش رد ینامهم شوخ‬I hope you have a nice time at‫‏‬
the party.‫‏‬

Finally, ‎‫ چیزی بودن‬si rehtona fo eseht lanosrepmi dna osla citamoidi

verbs used to describe one’s mood or state of being. In the negative,
it is close to saying ‘Iam OK’: ‫تسین‬‎ ‫ ميزيچ‬is implying ‘there is nothing
wrong with me’ or ‘I am fine’.

Exercise 1
Translate into Persian using the appropriate impersonal verbs:

1 My sister went to Italy last summer and she had a very nice time.
2 I don't like this colour but that blue is pretty.
3 You forgot to call Maryam yesterday.
4 We want to watch the ten o’clock news but I am too sleepy.
5 They fell asleep on the train and didn’t see the beautiful scenery.

Exercise 2
Translate into English:
.‫آیید‬
‫م‬ ‫ارن‬
‫ش شه‬
‫دمحلة‬
‫‏‬la‫ب‬
G‫ آنها از‬۱

Unit20 Howare you feeling? 189

 rack

.‫رید‬
‫ذم‬‫گوش‬
‫خ‬ ‫ان‬
‫هیممخیلی‬
‫ب رو‬
‫می‬ ‫اهن‬
‫ره ب‬
‫یر ک‬
‫ابا‬
‫ هر‬۳
‫ رفت که فردا قرار دندانساز دارم یا پس فردا؟‬pul‫‏‬ ‫ی‬

‫ او از موسیقی ایرانی خوشش می آید‬۵

COO OSCE SEES E OSES OE SESSS SESS OSH ES ESESSS SOS OD ES ES SO SOHO SESE OS OSSESOSTHSSEO SOLS SS SSES ESOS ESOS OSES SSOSOSES

Insight
Some actions deemed totally beyond our control can only be
expressed in the impersonal way discussed in this chapter. The
subject ending is always third person singular, whether it is
present tense, past, future or passive.
POCO HOH OO OE OOO COOH SOEOOEOCOES OSH ESEOEOSOS OOO SSESSOOEOOOSOS SESE SOSH SESS OSES OSES OPES OS OO SHEL OE SESESSOOS

Exercise 3

4) CD 2, TR 11, 01:16

Practise the use of impersonal verbs in the following dialogue.

Classical music and making a reservation at a restaurant will be
discussed:

Test yourself

1 Give three examples of Persian verbs that are not conjugated in

the usual way.

190
 In these verbs who seems to be the subject (doer) of the verb?
List the attached possessive pronouns that you need to form
Persian impersonal verbs.
Are there regular synonyms for impersonal Persian verbs?
Using the appropriate Persian verbs describe the various stages
from ‘feeling sleepy’, to ‘falling asleep’ and then ‘sleeping’.
In how many ways in Persian can you express ‘like’ or ‘dislike’
for something?
Can you think of a comparable, ‘impersonal’ way in English of
saying: ‘I’m sorry, I forgot’, or ‘I’ll remember her name in just a
second’?
How do you wish someone a good time in Persian?
Is this verb conjugated in the same way as the other impersonal
‘verbs?
10 Rewrite the following two sentences using an impersonal verb:
.‫خانة مریم را خیلی دوست دارم‬

.‫نام برادرم را فراموش کردند‬

Unit20 Howare you feeling? 191

 Grammar reference unit

Arabic influence on Persian

Owing to the influence of Islam, the Arabic alphabet is one of the most
widespread writing systems in the world, found in large regions of
Africa and Asia that were conquered either by the Arab or Muslim
armies or, later, formed parts of the non-Arab empires that had
converted to Islam. The Arabic alphabet has been adopted by users of
other groups of languages, such as Persian, Pashtu, Ottoman Turkish,
Urdu and Malay (Jawi), to write their own vernaculars.
The presence of Arab conquerors of the seventh century in lands
such as Persia often lasted for hundreds of years, inevitably leading
to the importation of numerous Arabic words into the local language.
Furthermore, Arabic was the language of intellectual, scientific and
philosophical discourse used by countless non-Arab writers, in the
same way that Latin served as the language of scientific and religious
writing in Europe.

What distinguishes Persian from the languages spoken in other

conquered parts of the early Muslim Empire, such as Syria for
example, is that the influence of Arabic on Persian has been limited to
the expansion of vocabulary and Arabic grammar has hardly touched
the structure of the language.

Moreover, the Arabic words that have entered Persian have become
‘Persianized’ to the extent that they are occasionally unrecognizable
to present-day speakers of Arabic.

Since 1979 there has been a propensity on the part of the judiciary
and academia to borrow more Arabic phrases and to use them

192
in broadcasts, speeches and writings, but again this is limited to
an increase in the number of loan nouns, adjectives, adverbs and
prepositions and it does not affect the construction or formation of
Persian words. Arabic, a Semitic language, uses aroot system that does
not exist in Persian, which means that even when Arabic plurals are
used in Persian, they apply only to Arabic words and Persian words
cannot follow the Arabic pattern to form their plurals.

Someone who is learning to speak Persian does not need to have any
prior knowledge of the Arabic language to realize quite quickly that
certain words used in Persian can be grouped together, as there seems to
be a ‘family resemblance’ demonstrated by the occurence in each group
of three fixed letters, appearing in different patterns. The following
example should illustrate this point further. Look at these words:

‫ مدرس‬-‫ مدارس‬-‫ مدرسه‬-‫ دروس‬uy‫‏‬

‫ مکتوب‬-‫ مکاتب‬-‫ مکتب‬-‫ کتب‬-‫کتاب‬
The following examples show how the Arabic root system is used to
derive nouns by inserting certain vowel patterns in the blank slots in
the root template.
Root form: k_t_b

Some words derived from the root form:

ketab book
kotob books
katbi written
kateb scribe
maktab (primary) school

Insight
Arabic words and expressions used in Persian sound rather
archaic or classical to speakers of modern Arabic. These are
mostly Arabic expressions that came to Iran over a thousand
years ago and have in many cases become quite Persianized.
POOR OOH OOO HOE OHO ‫و‬‎ ETHOS ‫و‬‎ EEO HOE EES OOH HSH DESH OOO SOOT EOE EEH OSES OOH OOSSSESS SSH OSS SSSS ESOS USES SOS ESESOOSS

These Arabic words have been imported and lexicalized in Persian.

So, for instance, the Arabic plural form for ketab is kotob obtained by
the root derivation system. In Persian, the plural for the lexical word

Unit21 Grammar referenceunit 3

 ketab can be given as in Arabic (kotob) or it can be obtained simply by
adding the Persian plural marker: ketab + ha - ketabha.

The learner of basic Persian does not need to worry about learning
the rules of Arabic word formation and can merely learn the
common Arabic words that have everyday usage as part of his or her
vocabulary. However, in-depth study of the Persian literature and even
understanding the subtleties of the common language will not be
possible without some knowledge of Arabic.

4) CD 2, TR12

The following is an example of a text that relies on many Arabic words

and derivatives (and a translation can be found in the Key):
‫کتبی هست که می توانیم جواب سوال های مختلف را در آنها پیدا‬
‫‏‬l‫ر‬a‫د‬G .‫‏ المعارف می خوانیم‬sluos ‫این کتابها را لغت نامه و‬pus‫‏‬
‫کتابها کلمه ها و اسامی به ترتیب الفبایی و با حروف سیاه درج شده‬
.‫‏ مفصلی با حروف تازک داده شده است‬ep ‫وادربارة هریک‬
‫‏ قطوری است که می توانیم هر نوع‬SUG ً‫دايرة المعارف معمولا‬
‫ جفرافیایی و جز اینها را در آن‬,‫ تارزیخی‬,‫! هنری‬dt« ‫‏‬elap« ‫اطلاعات‬
.‫ برخی از دايرة المعارف ها در جلدهای متعددی فراهم آمده است‬.‫بیابیم‬

194
‫‪OOP‬‬ ‫‪C OOOOH HEROS‬‬ ‫‪CTTOEEEEEOH‬‬ ‫‪OOOO OOO OOO SOEEOSOSOS OOOO SOOO ESET SEES ESET‬‬ ‫‪OO SEES‬‬ ‫‪EEE E SOLES OEE EEEEeCeeS‬‬

‫‪The story of Iran‬‬

‫‏‪ north‬شمال‬

‫شمال ‪en‬‏بی‬ ‫‪۷۷‬‬ ‫‏‪ northeast‬شمال شرقی‬

‫برغ‬ ‫هیچ‬ ‫‪5e5,cantre‬‬ ‫‏‪Se‬‬ ‫شرق‬

‫‪west‬‬ ‫‪east‬‬

‫‪2‬‬

‫جنوب غربی‬ ‫‪۶‬‬ ‫جنوب شرقی‬ ‫‪۲۶‬‬

‫و‬

‫‏‪ south‬جنوب‬

‫‪4) 1 <,‬‬ ‫‪13‬‬

‫‪a‬‬

‫کشور ایران در نیمکرق‪,‬شنالی و در جنوب ‪tv‬‏ ‪ lyb‬آست‪ .‬آیران‬

‫یکیاز کشورهای بزرگخاورمیانه است‪.‬مساحت ایران‬
‫‏‪( VFFANAO‬یک ملیون و ششصدو چهل و هشت هزار و صد و نود‬
‫وپنج) کیلومترمربع است‪.‬ایرانباهفت کشورهمسایه است‪a.‬‏‬
‫‏‪ Slab‬و شمالشرقی» ‪laG‬‏ با جمهوری ترکمتستان و در شمال‬
‫غربی با جمهوری های آذربایجان و ارمنستان هم مرزاست‪.‬‬
‫پایتخت آذرپایجان شهر باکوست‪ .‬پایتختجمهوری آرمنستان‪,‬‬
‫شاهیرروان آست و عشق آباد پایتخت جمهوری ترکمنستان است‪.‬‬
‫در شرق ‪!eb‬‏ کشور افغانستان قرار دارد وپاکستان در جنوب شرقی‬
‫ایران است‪.‬‬

‫‪Thestoryoflran‬‬ ‫‪195‬‬
 ‫یتخت آفغانستان شهرکابلو پایتخت پاکستان‪ .‬اسلام آباد است‪.‬‬
‫مال غربی و کشور عراق‬
‫شر‬‫ایران دوهمساية غربی دارد‪ :‬کشور ترکیهد‬
‫نا‬ ‫غدرپ‪.‬‬
‫وایتخت عراق شهرتاریخی بغداد است‪.‬‬
‫پایتخت ترکیه‪ ,‬آنکارا پ‬
‫ارهای‬
‫مرزبینایرانو همسایگانش دجراهایی بسیار کوتاه جود‬
‫دیگر طولانیست‪.‬‬
‫مثلاءمرز ایران و جمهوری آرمنستان فقط‪(۸‬سی وهشت) گیلومتر است‪.‬‬
‫ولی مرزبین ‪!abO‬‏ و عراق ‪٩‬‏ ‪(۰‬هزار و ششصد و نه) کیلومتراست‪.‬‬
‫ایران‪la ¢‬ک‏شور کوهستانی و نسبتاً خشکاست ولیدر شمالو جنوب‬
‫ایران دو دریای خیلی بزرگ قرار دارد‪ .‬دریای ‪ 85‬در شمال ایرانست و‬
‫(چهارصد ‪)x‬‏‬ ‫خلیجفارس در جنوپ ایران‪ .‬دریای خزر با ‪۰‬‬
‫وهار هزار و دویست) کیلومتر مریعوسعت‪ .‬بزرگترین درياچة‬‫بیست چ‬
‫وب‬‫ان آ‬ ‫ررز‬‫یم‬‫ات‪.‬‬
‫جهان است‪ .‬خاویار دریای خزر در دنیامعروف اس‬
‫وه) کیلومتر است‪ .‬خلیج‬‫های خلیج فارس ‪( ۳۴۰۲‬دوهزار و چهل س‬
‫فارس ‪ed‬‏آهمییتی دارد؟ نفت‪!abO‬‏ و کشورهای دیگر منطقه از ‪yla‬‏ خلیج‬
‫فارس به اقیانوس هندو ا آزنجابهکشورهای ‪soS‬‏ دنیامیرود‪.‬‬
‫مروارید و ماهی هایخلیج فارس همخیلیمعروف است‪.‬‬
‫جمعییت ایرانتزدیک به شصت و هشت ملیون نفر است‪.‬زبان رسمی‬
‫بیشتر مردمایرا‪c‬ن‏فارسی است ولی‪dhG‬‏آزایرآنیان‪BS .‬‏ ‪۵‬‬
‫‏‪ wet‬حرف می زنند‪۱ .‬‬
‫‏‪( ٩‬نود ونهدرصد) مردمايرانمسلمان هستند‪٩:‬‏ (هشتاد ونه‬
‫درصد) شیعهو * ‪VZ‬‏ (دهدرصد) سنی‪.‬ولیتاپیش ازقرن هفتم‬

‫میلادی» بیشتر ایرانیان زرتشتی بودند و هنوز هم ‪;dehsi‬‏ یهودیان و‬

‫مسیحیان در ‪lab‬‏ زندگی می کنند‪.‬‬

‫)‪*The population of Iran is nearer 70 million (2010‬‬

‫‪196‬‬
 ‫پایتخت ایران شهر تهران است‪ .‬اصفهان‪ .‬شیران تبرین کرمانشاه‪ ,‬آهوا‪,‬‬
‫رشت و مشهد از شهرهای بزرگ ایرانند‪.‬‬
‫شهر تهران در دامنة ‪ssa‬‏است‪ .‬هوای تهران در تابستان خیلی گرم و در‬
‫زمستان خیلی سرد ‪a‬‏برفی است‪.‬‬
‫بهار و پاییز تهران بسیار زیباست‪ .‬روزاول‪sel‬‏ نوروزه و عید باستانی‬
‫‏‪cou‬‬
‫عیت‬
‫یها‬
‫بنگ‬
‫طان ر‬
‫م‪ .‬قالیچه‪ ,‬و قالی های ایرانی هم‬
‫لهیای‬
‫رگنگ‬
‫ایران است‪.‬گلیم‪ .‬قالیچه‪ .‬و قالی‪alc‬‏ایرانی بسیارزیباو قشنگند‬
‫شاعران بزرگ ایران هممعروف اند‪ .‬یکی ‪ 3‬شاعران بزرگ ایران فردوسی‬
‫نام دار=‬

‫او بیشتر از هزار سال پیش در شهر طوس‪ ,‬در شال شرقی ایران به دنیا‬
‫امد‪.‬‬

‫‏‪ Gal‬شعر فردوسی آرمان خویی برای زندگیست‪:‬‬

‫‪anad‬‏ ‪anavat davob rah ek‬‬ ‫‪0‬‬ ‫توانا بود هر که دانا بود‬
‫‪ze danesh del-e‬‬ ‫‪pir borna ۵‬‬ ‫‪htc‬‬ ‫‪Aes‬‬ ‫‪ae‬‬
‫‪:‬‬ ‫‪ 5‬شناد لد ریپ انرب ‪‎‬دوب‬

‫‪Persepolis: the Columns‬‬

‫‪The story of Iran‬‬ ‫‪197‬‬

 keshvar country ‫روشک‬‎
dar in ‫رد‬‎
nim-kore hemisphere ۵ ‫نفت‬‎
shomali northern ‫یلامش‬‎
jonub south ~.gu
gharbi western ‫یبرغ‬‎
ast is exact

yeki az one of sf ‫یکپ‬‎

bozorg big, large Sa
khavar-e miyane Middle East ‫هنایم‬‎stil
masahat surface area, expanse Be
moraba’ square pipe
ba with, by ‫اب‬‎
haft seven ‫تفه‬‎
۱۵۳۱055۷6 neighbour ‫هنیاتته‬‎
‎‫(همسایگان‬
shomal north ‫لامش‬‎
jomhuri republic ‫یو‬‎
shomal-e sharqi northeast ‫یقرش‬‎ ‫لامش‬
ham-marz with common border, ‫زرم‬‎ ‫مه‬
sharing the same border
paytakht ۱ capital city ‫تختیاپ‬‎
shahr city ‫رهش‬‎

qarar darad ; placed, situated ‫دراد‬‎ ‫رقرا‬

‎‫ قرار داشتن‬morf ”
infinitive to be situated

tarikhi historic ‫یخی‬‎215

198
ja place
jaha places (pl.)
jaha‘ some places (indefinite pl.)
besiyar much, very
kutah short (brief)
tulani long
masalan for instance, for example
faqat only
vali however, but
kuhestani mountainous

nesbatan relatively

khoshk dry, arid

darya sea
kheyli very, much

darya-ye kheyli very big sea

bozorg

khazar the Caspian

Khalij-e fars Persian Gulf

vos’at expanse, surface area

bozorgtarin biggest, largest

daryache lake

jahan world

bozorgtarin biggest lake in

daryache-ye jahan the world
ab water ‎‫آب‬

khaviyar caviar ‎‫خاویار‬

dar in, at ‫رد‬‎

The story ۰۱۲۵۸۵ 199

 donya world

ma’ruf famous

che? what?
ahammiyat importance, significance

naft oil

digar other
mantaqge region

az from, of, through

rah way, path, road
be to

oqiyanus ocean
hend India

there, that place

(to go gids inf.) goes,

3rd per. sing. present tense
morvarid pearl
mahi fish
ham also, too
jam’iyyat population
nazdik near by, close to
shast o hasht 68
nafar persons
zaban language (tongue)
rasmi official
bishtar here most of
(more, majority)
mardom people

200
 harf mizanand they speak
mosalman Muslims
hastand they are
shi’e Shi'ite
sonni Sunni
pish az before, prior to
qarn century
haftom seventh

miladi Christian era (BCE)

zartoshti Zoroastrian

budand they were

hanuz still, as yet
yahudi Jewish

masihi Christian
zendegi mi-konand they live
damane outskirts
kuh mountain

hava weather (also air)

tabestan summer
garm warm (hot)
zemestan winter

sard cold
barfi snowy
bahar spring

8۱3۹12 autumn
ziba pretty (beautiful)
ruz day ‫ذور‬‎
The story of Iran 201
avval first
noruz first day of Persian
New Year

‘eid festival, feast, celebration

bastani ancient

rang colour, shade

gelim kelim rugs

qaliche small rugs

carpet
that very
nature
qashang beautiful

sha‘er poet
nam darad is named
hezar thousand
sal year
sal-e pish year(s) ago
a A

be donya amad was born, lit. came ‎‫د&نیا امد‬

to the world

in she’r this poem ‫این شعر‬

arman maxim

khub good

khubi a good
bara-ye for
zendegi life
[The country of] Iran is [situated] in the northern hemisphere, in
southwest Asia. Iran is one of the largest countries of the Middle East.
Iran’s area is 1,648,195 square kilometres. Iran borders onto seven
countries (lit. is neighbours with seven countries). To the north and the
northeast, Iran borders onto the Republic of Turkmenistan and in the
northwest it borders onto the Republics of Azerbaijan and Armenia.
The capital of Azerbaijan is the city of Baku. The capital of the
Republic of Armenia is the city of Yerevan and Ashkabad is the capital
of the Republic of Turkmenistan.
[The country of] Afghanistan is situated to the east of Iran and Pakistan
is to the southeast [borders] of Iran. The capital of Afghanistan is
Kabul and Pakistan’s capital is Islamabad.
Iran has two western neighbours: Turkey in the northwest and Iraq
in the west.
The capital of Turkey is Ankara and the capital of Iraq is the historic
city of Baghdad.
The border between Iran and its neighbours at some points is very
short and at others it is long. For example, the border between Iran
and the Republic of Armenia is only 38 km but the border between
Iran and Iraq is 1,609 km.

Iran is a mountainous and relatively dry country; however, two very

large seas lie to the north and the south of Iran. The Caspian Sea is to the
north of Iran and the Persian Gulf is to the south. The Caspian Sea, with
an area of 424,200 sq km, is the biggest lake in the world. The caviar of
the Caspian is world famous. The Persian Gulf and Iran share a 2,043-km
long border. What is the significance of the Persian Gulf? The oil from
Iran and from other countries of the region goes to other countries of
the world by way of the Persian Gulf and through the Indian Ocean. The
pearls and fish from the Persian Gulf are also very renowned.
The population of Iran is nearly 70 million. The official language of
most people in Iran is Persian; however, many Iranians speak Turkish,
Kurdish or Arabic.
Ninety-nine per cent of the people in Iran are Muslim: 89% Shi'ite and
10% Sunni. However, before the seventh century (BCE), Iranians were
Zoroastrian and Zoroastrians, Jews and Christians still live in Iran.

The story of Iran 203

 The capital of Iran is the city of Tehran. Esfahan, Shiraz, Tabriz,
Kermanshah, Ahvaz, Rasht and Mashhad are the big cities of Iran. The
city of Tehran is in the foothills of mountains. The weather in Tehran
is very hot in the summer and very cold and snowy in winter. The
spring and autumn in Tehran are very beautiful. The first day of the
spring is noruz, ‘the new (year) day’, and an ancient festival of the
Iranians.

The colours of Persian kelims, rugs and carpets are the very colours of
nature in Iran. Persian rugs and carpets are very pretty and beautiful.

The great poets of Iran are also famous. One of the great poets of Iran
is called Ferdosi. He was born, more than 1,000 years ago, in the city
of Tus, in northeast Iran.

This poem of Ferdosi is a good maxim for life:

Knowledge is Power. (Lit. He who has knowledge is powerful.)
It is from knowledge that the heart of an old person remains
rejuvenated.

204
‫ و و و و‬HEOSOHE HOSTESS SEOSSHOSOO SOOO OTOH OO SO OHSS EOS OS OOOH SOTO SSO OO EHO HO OOOO OSES OOS OO TOO EO OSE HEDEEOES‫‏‬

Taking it further
Persian/Iranian studies are offered at undergraduate or post-
graduate level at the following universities: University of London
School of Oriental and African Studies, Cambridge, Edinburgh,
Oxford, Manchester, and Durham; Australian National University
(ANU); Harvard, New York University, Princeton, Columbia, Texas
Austin, Utah, Chicago and Toronto.

The internet will give you access to a wealth of resources on Persian

culture. The Iranian Cultural and Information Center at
http://tehran.stanford.edu/
is a good place to start, with its many sections (history, literature,
names, etc.).

The British Institute of Persian Studies, at the British Academy,

10 Carlton House Terrace, London SW1Y 5AH, is another fine resource.
http://www.bips.ac.uk
Language resources are available at
http://www.columbia.edu/cu/lweb/indiv/mideast/cuvlm/
persian.html
News is available from the BBC at
http://www.bbc.co.uk/persian/
The following official government websites will give you valuable
information:
http://www.gov.ir/
For a real treasure trove, go to
http://www.iranian.com
For the latest cultural events in the UK go to:
http: //iranheritage.org
And for a list of all Iranian newspapers, radio and TV and much, much
more go to
http://www.gooya.com

Taking it further
 COCO COCO OOOO OEE ETOH SOLOS OOOO SESE OSS SOS OS OSES SOTO SOSESESFO SO SOS TS OSES ESESES OHSS OS SOSOSOS ESOS OOS

Appendix: complex grammar

Complex sentences in Persian

Complex sentences can mean anything from two simple sentences

linked by the conjunction ‘and’ to very complex sentences containing
subordinate and relative clauses, temporal and dependent clauses as
well as indirect statements.

The purpose of this appendix is to refer to some aspects of relative

clauses because although they are considered as advanced grammar
they are used widely in everyday conversation and writing.

Co-ordinate sentences

When two sentences are linked by ‘and’ ‘ they form the simplest of
complex sentences:
‫دروآ‬. ‫ میرم دمآ و مباتک ار‬Maryam arrived and brought my book.‫‏‬
The link can also be ‘but’ or ‘however’:‫‏‬

‫منک‬. ‫ نم ینپاژ متسه یلو ردسیراپ یگدنز یم‬Iam Japanese butI live in‫‏‬
Paris.‫‏‬

When the two actions in the two parts of the sentence follow each
other in time and theagent or subject of the verb is the same person,
the co-ordinate ‘and’ , can be omitted:
‫مدیرخ‬. ‫ [ هب رازاب متفر هویم‬went to the market (and) bought fruits.‫‏‬

Subordinate sentences
When the action in the second part of the sentence is somehow |
dependent on the action in the first part or if the first action is done —
‘in order’ that the second action is possible, the two sentences can —
follow each other without a conjunction; however, the verb in the
second or ‘subordinate clause’ is in the subjunctive:

206
 ‫مناوخب‬. ‫ هب هناخباتک یم مور سرد‬Iam going to the library to study‫‏‬
(lit. that I may study or in order to study).‫‏‬

‫دننیبب‬. ‫ هب ناریا هتفر دنا ناشلیماف ار‬They have gone to Iran to see‫‏‬
their family.‫‏‬

In the last two sentences the subject of the verb is one and the same
person. However, if the subjects (agents) of the two part-sentences are
different people, a conjunction such as ‫هک‬‎ ke, or ‫ات‬‎ ta (‘in order’) is
used:

‫مهدب‬. ‫ نیا باتک اه ار دندروآ ات نم هب امش‬They brought these books so‫‏‬

that I give them to you (or in order that I give them to you).‫‏‬

‫دونشب‬. ‫ ردقاتا ار زاب مدرک هک یادص ارام رتهب‬1 opened the door (of the‫‏‬
room) so that he could hear us better.‫‏‬

However, ‎‫ که‬and ‎‫ تا‬can, of course, be used in sentences where the

subject does not change, so the first examples will be:

.‫بتهابخانه می روم که درس بخوانم‬

‫ک‬
‫ سای اند‬61‫ وفته اند‬holds‫‏‬

Temporal sentences: uses of ‘when’ ‫هک‬‎

‫ هک‬ke ‘that, when, where’ is used in the following sentences, in a‫‏‬

similar way to the English use:‫‏‬

‫میدمآ‬. ‫ هس لاس شیپ دوب هک هب ناتسلگنا‬It was three years ago that we‫‏‬
came to England.‫‏‬

‫دندش‬. ‫ هدنسیون انشآ‬Gal Ls‫ رد نارهت دوب هک ‏‬It was in Tehran where they‫‏‬
met this writer.‫‏‬

‫مدیباوخ‬. ‫ ردقنآ هتسخ مدوب هک ماش مدروخن ودوز‬I was so tired that Idid‫‏‬
not eat any supper and went to bed early.‫‏‬

‫میشوپب‬. ‫ اوه ردقنآ درس تسین هک وتلاپ‬The weather is not too cold for‫‏‬
us to wear a winter coat (Jit. that we wear a winter coat).‫‏‬

‫دز‬. ‫ مدیسر هک کباب نفلت‬la‫هب ‏‬ got home when Babak telephoned.‫‏‬

Appendix: complex grammar 207

 Relative clause sentences with ‘who, which’ ‫هک‬‎

The nearest examples to the relative clause as it is understood in

English are sentences that effectively select one person, place or
unit from a wider selection. There is no separate equivalent of the
English relative pronouns ‘who’ or ‘which’ and instead ‫هک‬‎ is used. The
sentences are constructed in a remarkably similar way to the English
relative clause. However, every sentence must start according to one
of the following patterns:

.. .‫ که‬+ ‫ ی‬+ antecedent ‫)‏‬1(

...‫ که‬+ ‫ را‬+ ‫ ی‬+ ۲060666102 (2)
Look at these examples:‫‏‬

.‫ ایرانی است‬.‫مد‬
‫مردی که دیروز به خانة آما‬
The man who came to our house yesterday is Iranian.‫‏‬
The ‘antecedent’ here is‫‘ درم ‏‬the man’ so the pattern will be:‫‏‬
‫ هک‬+ (ess <<‫‏‬

.‫ ما زندگی می کنند‬aF‫‏‬Sg ‫دختران جوانی که کنار پنجره نشسته اند در‬

‫ )هک‬+ ‫ ی‬+ ‫ نارتخد( ناوج‬The young girls who are sitting by the‫‏‬
window live in our street.‫‏‬

.‫‏ قالیهای ایرانیست‬sLS ‫کتابی را کهعلی خرید‬

‫ )هک‬+ ‫ ار‬+ ‫ ی‬+ GUS) The book that Ali bought is about Persian‫‏‬
carpets. (Note: The verb in the first clause is transitive.)‫‏‬

pik‎:‫ تونشعه ام پشت‬yaje ‎‫ که‬eot ‎‫تسا تس‬

Please post the letter that I have written to my sister.
The exceptions to this rule are when the antecedent is a proper noun,
i.e. a name ora pronoun or a noun followed by a suffixed pronoun
(such as ‘my friend’ ‫متسود‬‎ OF ‫نم‬‎ cuu 94). In this case, the ‫ی‬‎ isnot added
to the antecedent: ۲

Maryam who lives upstairs is a very good cook.

208
Adverbial conjunctions

as long as ‫هکیتقو‬‎ ‫ات‬

as soon as ‫هکنیمه‬‎

because ‎‫چونکه‬
despite the fact that ‫هکیدوجو‬‎ ‫ اب‬- at

just as, as ‫هکیروطنامه‬‎

‫‏‬ecnis ‫ از زمانیکه‬- ‫از وقتیکه‬

‫‏‬nehw ‫ زمانیکه‬-‫ موقعیکه‬-‫وقتیکه‬

‫‏‬revenehw ‫هر وقتیکه‬
where ‎‫جاییکه‬
‫‏‬reverehw ‫هر جاییکه‬
‫‏‬revehcihw ‫هر کدامیکه‬
‫‏‬elihw ‫در حالیکه‬
‫‏‬reveohw ‫‏ هرکسیکه‬FO ‫هر کس که‬

Conditional sentences in Persian

Conditional sentences in Persian are introduced by the word KI agar

‘if’. The part of the sentence that contains the ‘if’ clause is known
technically as the protasis. The section of the sentence that contains
the ‘if’ clause normally precedes the section of the sentence that
deals with the consequence of the condition, which is known as the
apodosis, but we will refer to the two components of a conditional
sentence as the ‘if clause’ and the ‘subsequent’ clause.

In English, it is not unusual to place the section that contains the

word ‘if’ in the second part of the sentence and say, for example: ۱۱
come to your party if 1 can get a lift’ In Persian, however, it is very
unusual not to start a conditional sentence with the word ‘if’, that is
۳۹ agar.

Appendix: complex grammar 209

 Conditional sentences are divided into two groups:
1 Sentences that offer possible conditions
2 Sentences that offer impossible conditions.

Possible conditions

The following table demonstrates the tense or mood of verbs that

are needed in each of the two clauses or sections of a conditional
sentence, depending on whether the condition applies to a time in
the past, present or future.

Present subjunctive or | Present or future Conditionals referring

simple past* see notes to future
Present indicative** Present or future Conditionals referring
see notes to present

Past subjunctive Present or future Conditionals referring

to past

* ]] the action in the ‘if clause’ is a single action and takes place before the
action in the main or ‘subsequent’ clause then simple past is used in the ‘if’
clause. -
‫میوگ‬. ‫ رگا میرم ار مدید هب وا یم‬If1 see Maryam I will tell her.‫‏‬
We can equally use present subjunctive in the ‘if’ clause of this same
example:
.‫امگرریم ربابینم به اومی گویم‬
** With the verb ‘to be’, although the present indicative can be used (e.g.
‎‫ همست‬OF ‎‫ (هستیم‬it is quite common to use the present subjunctive of ‘to be’,
such as ‫دشاب‬‎ or ‫میشاب‬‎ in the ‘if clause’ too.

Examples of possible conditionals in future,

present and past
Future ;
.‫خواهم رفت‬/‫اگر بهمنزل علی بروید» من هم می روم‬
If you go to Ali’s house, I shall go also.‫‏‬
(The subjunctive is used when the outcome is quite likely.)

210
 .‫خواهم رفت‬/‫ من هم می روم‬.‫اگر به منزل علی رفتید‬
If you go to Ali’s house, I will go too.‫‏‬
(The use of simple past means that I will only go if you do go to Ali’s‫‏‬
house.)‫‏‬

.‫ آیپکارتمان در غرب لندن می خرم‬.‫اگر قیمت خانه در لندن ارزان بشود‬

If property prices come down in London 1’ll buy a flat in West‫‏‬
London.‫‏‬

Present ۲ ۱
‎.‫ بعدا تلفن می زنم‬.‫اگر دارید شام می خورید‬
If you are having (eating) supper, 1۱۱ call later.

If the children are making a lot of noise, tell them to keep quiet.
Note: In this last sentence, the use of the imperative ‘tell them’ means
that the second verb in the subsequent clause, ‘keep quiet’, has to be
in the subjunctive:
.‫اگر این کتاب را دوست دارید آن را به شما می دهم‬
If you like this book, I'll give it to you.‫‏‬

.‫ او را بیدار نکنید‬.‫اگر خواب است‬

Don’t wake him up if he is asleep.‫‏‬
Usually, the present subjunctive of ‘to be’ is used in conditions in the
present time.

Past
‎.‫خواهم گفت‬/‫ به اومی گویم‬lts ‎‫اگر علی خبر را نشنیده‬
If Ali hasn’t heard the news (yet or already) I will tell him.
Note: For conditionals referring to the past, where the English uses
the future perfect tense in the subsequent clause, the Persian uses the
perfect, also known as the past narrative tense:
.‫‏ گربه ام را دیده اند‬ataL ‫اگرتابهحال بهخانة ماآمده باشند‬
If they have ever (lit. up to now) been to our house they will have‫‏‬
surely seen my cat.‫‏‬

Appendix: complex grammar 211

 Impossible conditionals

Impossible conditions, whether relating to the past or present take

the imperfect (past continuous) in both clauses:

‫مدمآ‬. ‫و یته‬ ‫متسناوت‬. ‫ رگا یم‬I would have come if I could. (or If!‫‏‬
could come | would (but I cannot).)‫‏‬

.‫اگر زودتر می رفتید» به اتوبوس می رسیدید‬

If you had gone earlier, you would have caught the bus.‫‏‬

‫دیصقر‬. ‫دوب ات حبص یم‬. ‫ رگا رتناوج‬If he had been younger he would‫‏‬
have danced till morning. (or He would dance till morning if he‫‏‬
were younger (but he is not).)‫‏‬

Pluperfect (or remote past tense, as it is also known) can also be used
in both clauses of an impossible condition, but this is usually confined
to events relating to the past. Use of this tense means that we refer
to the possibility of an event in the past which in fact did not happen
because it could not:

.‫اگر تندتر رفته بودیم به اتوبوس رسیده بودیم‬

If we had gone faster we would have caught the bus.‫‏‬
.‫ وینج بود» دزد نیامده بود‬۱ Ss‫‏‬
Ifhe had locked the door, thieves wouldn't have come or, combining‫‏‬
the imperfect and the pluperfect:‫‏‬
.‫ دزد نمی آمد‬:‫اگز در را قفل کرده بود‬

Past subjunctive

Past subjunctive = present subjunctive of ‘to be’ + past participle

forms of the main verb.
Subjunctive present of ‘to be’:

‫باشیم‬ ‫باشم‬
‫باشید‬ ‫باشی‬
‫باشند‬ ‫پداتفن‬

212
Reminder: Past participle = « | ‫د‬‎ + past stem, e.g.
‎‫ زندگی کرده‬bt hsa ‎.‫» گفته‬۵ ‫رفته» خورد‬

Spoken versus written language

If you eavesdrop on a conversation between two Persian speakers,

or listen to any informal programme on the radio or television, then
you will soon realize that spoken Persian is quite different from the
written language. This is, of course, true of any language, especially of
the vernacular of the urban population living in big cities. However,
the differences between the spoken and written Persian are nothing
as drastic as the differences between colloquial and written Arabic,
for example. The most significant differences, apart from the accent
of the speakers, are contained in pronunciation of certain vowels and
verb endings. This is invariably done based on rules (of a sort) and
so can be learnt. However, nothing will aid the learning process as
much as some time spent listening to the colloquial conversations of
native speakers or radio plays, comedies and chat shows where you
will hear colloquial Persian being used.
The grammar of colloquial Persian is really not very different from
that of the written language. However, the spoken everyday language
is full of local colour and flavour and the presence of many regional
accents and dialects makes it that much more difficult for learners of
Persian to follow. It is just as mind boggling trying to work out what
a Cockney taxi driver says as it is to bargain at a stall in the Tehran
bazaar. However, there are certain grammatical rules that can help.
First of all, the sentence order is more arbitrary in colloquial Persian
than it is in the written language. For instance, it is not uncommon to
start the sentence with the verb as in the following example:
Written: ‎.‫ دیشب به سینما رفتم‬tsaL thgin I tnew ot eht .amenic
Spoken: ‎.‫دیشب رفتم سینما‬
The spoken Persian sentence order is that much closer to the subject-
verb-object of some European languages such as English. It is worth
noting that this order is most common with intransitive verbs,
i.e. verbs that do not take the direct object marker |, ra.

Appendix: complex grammar 213

 The other significant difference between the spoken and written
Persian is the way in which verbs are pronounced, especially verbs
whose present stem ends or begins with a vowel. The verb ‘to be’,
in the present tense, is used mainly in its short forms. However, in
spoken Persian the third person singular of this form is pronounced
as just a final vowel e after consonants and as the letter ‫س‬‎ s after
vowels a and 6 and sometimes u:
aa 7 as - - ‫‏‬9

‫بزرگه‬ ‫بزرگ است ‏‬ ‫> سرده‬- ‫سرد است‬

‫ مال ماس‬+- ‫‏‬etroS ‫مال‬ ‫ اینجاس‬- )‫اینجا است (اینجاست‬

The following patterns should give you some idea of the spoken verbal
forms. Compare the written with the spoken style. The asterisks
denote the unchanged forms:

‘to go’ ‫نتفر‬‎

Present tense Simple past
pl. sing. pl. sing.
‫می ریم‬ ‫‏‬iaH ‫می‌رم‬ ‫می روم‬ ‫‏‬tia“ ‫رفتیم‬ *‫ رفتم‬+‫رفتم‬
‫می‌روید می رین‬ ‫می‌ ری‬ ‫‏‬EH
‫می‬ ‫رفتید > رفتین‬ *‫ رفتی‬+ ‫رفتی‬
‫می رن‬ + ‫می روند‬ ‫می ره‬ ‫می زود‬ ‫رفن‬ +-‫رفتند‬ * ‫رفت‬ +- ‫رفت‬

As you see the changes in the past tense verbs are quite minor,‫‏‬
however, every one of the six cases of the present tense of the verb‫‏‬
‘to go’ is pronounced differently. The same applies to the subjunctive
from of the verb:

phe? 4 sing.
‎‫ بریم‬peso? ‎‫| برم‬ ‫بروم‬

. ‎‫بروید > برین‬ ‫بری‬, ‫بروی‬

‎‫ برن‬+ ‫بروند‬ ‫ده‬ ۰ 9

Look at the present tense forms of the verb ‘to say’ ‫نخ‬‎ as :

214
 Subjunctive Present tense
pl. sing. pl. sing.

‫» بگیم‬-‫»بگم بگوییم‬-‫بگویم‬ ‫می‌گیم‬+‫ می‌گوییم‬Set‫می‌گویم ‏‬

‫» بگین‬-‫‏ بگویید‬eeB ‫» می‌گین‬-‫»می گی می گویید‬- ‫می‌گویی‬
‫» بگن‬-‫»بگه بگویند‬-‫بگوید‬ ‫» می‌گن‬-‫ی»‌گه می‌گویند‬-‫می‌گوید م‬
The past tense forms are the same as in ‘to go’, where only the second‫‏‬
and third person plurals change:
they said ‫نتفگ‬‎ PRCT you (pl.) said ‫نیتفگ‬‎ atk
Other examples:

‘to come’ ‫ندمآ‬‎

Present Past
pl. sing. pl. sing.

‘to give’ ‫نداد‬‎

Present
pl. sing.
‫دیم‬ ‫می‬ > ‫می دهیم‬ ‫دم‬ ‫می‬ ‫؟‬ ‫دهم‬ ‫می‬

‫می دین‬+- ‫می دهید‬ SI ‫‏‬teg ‫می دهی‬

‫‏‬ee + ‫می دهند‬ ‫‏‬ssioB + ‫هن هد‬

‘to allow’ or ‘to place’ ‫نتشاذگ‬‎

Present
pl. é ۱ ae

‎‫می ذارین‬ + ‫می گذارید‬ dloG ‎‫می‬ +-‫می گذاری‬

‎‫می گذارند سه اس‬ ‫ می ذاره‬+- ‫می گذارد‬

Appendix: complex grammar 215

 The present stem of the infinitive ‘to want’ ۳ ‫اوخ‬‎ changes from
‎‫ خواه‬khah to ‫اوخ‬‎ khd. The conjugation follows the pattern of ‘to come’.
The present stem of ‘to know’ ‫نتسناد‬‎ changes from ‫ناد‬‎ dan to ‫نود‬‎ dun
and its past stem changes from ‫تسناوت‬‎ tavdnest, to ‫تسنوت‬‎ tunest; the
verb is then conjugated as the verbs seen earlier. In spoken Persian,
the present tense stem of the verb ‘to sit’ ‫نتسشن‬‎ neshastan loses its
initial n and becomes ‫نیش‬‎ shin instead of ‫نیفخ‬‎ ۰
Nouns also undergo some changes. Usually, but not always, the long
vowel 6 preceding an m or an n, changes to a long vowel u:

‫مماهنم&ون‬
‫ اون مه‬-‫ ایرونی آن‬-‫ خونه نان نون ایرانی‬le‫‏‬

The numeral ‘one’ ‫کی‬‎ yek changes to ‫هی‬‎ ye if it comes before a noun
and is on its own:

‫یرکوز یهروز یپکسر یه پسر یاکتاق یهاتاق‬

However, it stays the same in number combinations and after nouns:

. ‎‫ساعت یک بعدازظهر‬ yS ‎‫صد و بیست و‬ .‫یلکو‬

‫چه‬

And finally, the direct object marker, or postposition ‫ار‬‎ rd, also
changes depending on whether it follows a vowel or a consonant.
After vowels, ‫ار‬‎ becomes ‫ور‬‎ ro with a short 0 vowel. After consonants
it becomes a mere short vowel o 5:
‫‏‬OTU ‫او رو‬ ۵۳۸ ‫او را‬ 0۵۲6
‫رو‬۷7
‫وه‬1
‫ می‬+ 0۲۵
‫را‬۷
‫وه‬۲
‫می‬

‫رو‬+‫قا‬
Lui‫‏‬
‫آ‬

mano
sie +-‫ار‬‎ ‫ نم‬ino ‫وئیا‬‎ ‫ تار‬Galumods tye een
ketabo ‫باتک‬‎ + ‫باتک ار‬
‫ گم‬magar, meaning ‘but’ (used with a negative question expecting‫‏‬
the answer ‘yes’ or with an affirmative question expecting the answer‫‏‬
‘no’), also becomes‫ هگم ‏‬mage in spoken Persian:‫‏‬

‫( گم متفگن‬But) didn’t I tell you?‫‏‬

216
Grammar formulas

Before using the formulas make sure you recognize some of

the basic terminology: e.g. past stem is formed by removing the
-an (5) from the end of the infinitive; present stem is formed
by dropping the complete ending of the regular verb (these are
43 ‫ندی‬‎ (‫ ند‬or consulting the present stem table supplied. Also, don’t
forget that there are only five subject endings for all past tense verbs:
however, present tenses have one extra ending which is for the third
person singular, making it a total of six. Finally, remember that with
compound verbs you only conjugate the verb element and then put
the noun or preposition component of it at the beginning.
Three verbs have been used in the grammar formulas that follow.
These are:
oth ‘to go’, irregular single verb; past stem: ,«‫تفر‬‎ present stem: 3

i) ‫اوخ‬‎ OLS ‘to read books’, regular compound verb; past stem:
‎‫( خواند‬LS), present stem: ‫ناوخ‬‎ (‫)باتک‬
‫ندرک‬ ‫یگدنز‬ ‘to live’, irregular compound verb; past stem:‫‏‬
‫(زندگی) کرد‬, tneserp ‫‏‬:mets ‫(زندگی) کن‬

Present tense‫‏‬

1 Present indicative mi (‫)یم‬‎ + present stem +

subject endings*
‫( یم زر‬irregular) e“ve‫ ‏‬+‫می‬
09۱ ۱۱۲۱۲0 0۵

‫)‏ کتاب می خوانی‬raluger( ‫ ی‬+ ‫ خوان‬+‫می‬

you read (a book)‫‏‬

‫) زندگی صی کنند‬ralugerri( ‫‏‬eef ‫ کن‬+‫می‬

they live‫‏‬
*Subject endings for the present tense are:‫‏‬
¢

G
J

Appendix: complex grammar 217

 2 Present progressive appropriate present form of
‘to have’* + mi (‫)یم‬‎ + present
stem + subject endings

‫دارم می روم‬ ‫ م‬+ ‫ رو‬+ ‫ می‬+ ‫دارم‬

lam just coming‫‏‬

‫‏ می خوانی‬SUG ‫داری‬ ‫ ی‬+ ‫ خوان‬+ ‫ می‬+ Gls‫‏‬

you are reading (a book)‫‏‬

‫که‬ ‫فلرنه زندگی ی‬ ‫ نی‬+ ‫ کین‬+ ‫ خبضی‬ule‫‏‬

they are living‫‏‬

3 Imperative* be (‫)ب‬‎ + present stem + subject

endings (only for 2nd person
plural ([‫]دی‬‎

‫ورب‬ ۱ ‫ ور‬+ ‫( ب‬but unusual to say 06۲0,‫‏‬

go! (singular) more common to say boro)‫‏‬

‫بروید‬ SAE‫‏‬ ‫ری‬

go! (plural)‫‏‬

* There are only two forms: second person singular or second person plural.

4 Present subjunctive’ be (4) + present stem + subject

endings

‫بروم‬ ۱ ۳
(that) |may go

‫کتاب بخوانی‬ ۰ ‫ ی‬+ ‫ خوان‬+‫ب‬

(that) you may read a book‫‏‬

‫‏ زندگی کنند‬ro ‫زندگی بکنند‬ ‫و‬ey‫‏‬

they may live‫‏‬

218
 1 The present subjunctive usually appears in conjunction with another
verb such as‘I hope’ or‘we wish’or can appear with a modal such as ‘they
want, ‘you may’ or’she can’
2 The compound subjunctive, with a few minor exceptions, doesn’t need
the be...

Past tense

1 Simple past past stem + subject endings*

‎‫ر‬ 2 Me
ae ۳
‫ خواندی‬LS‫‏‬
you read (a book) ‫سما‬‎ ‫رس‬

‫زندگی کردند‬ ‫ی‬

they lived muslin
*Subject endings for the past tenses are:
‫م‬ ‫یم‬
‫ی‬ ‫ید‬
‫ند‬

2 Imperfect mi (‫)یم‬‎ + past stem + subject

(past continous) endings

‫ی ونم‬ ‫وتا‬ a‫‏‬

| used
to go‫‏‬

you were reading (a book)

or you used to read (a book)

‫زخدگی می کرو‬ ‫ ند‬+ ‫ کرد‬+ ‫می‬

they used to live‫‏‬

Appendix: complex grammar 219

 3 Past progressive’ appropriate past form of ‘to have? +
mi (‫)یم‬‎ + past stem + subject endings

‫داشتم می رفتم‬ ‫ م‬+ ‫ رفت‬+ ‫ می‬+ ‫داشتم‬

| was about to go or
just when | was leaving or
| was just going when...

‫ می خواندی‬GUS‫داشتی ‏‬
you were reading your book
when... or just when you
were reading your book...

‫داشتند زندگی می کردند‬ ‫ ند‬+ ‫ کرد‬+ ‫ می‬+ ‫داشتند‬

they were living there when...‫‏‬

1 This gives the sense of an ongoing action that is interrupted or

immediately followed by another action.

‫داشتم‬

4 Past participle* past stem + final short vowel

‘es yf‫هه‬‎

lone missed
9 ( ۱ ‫و‬‎ + ‫دناوخ‬

well read
‫کین‬
‎‫زند گی کرده‬
lived (experienced)
* The past participle on its own could be an adjective or a noun too.

220
5 Present perfect past participle of the verb +
appropriate short form of
present tense ‘to be’*

‫رفته ام‬ ‫ ام‬+ ‫رفته‬

| have gone

‫ ای‬+ ‫خوانده‬

you have read books

‎‫زندگی گوده ان‬ ‫ اند‬+ ‫کر‬

they have lived

6 Pluperfect past participle of the verb +

appropriate past tense of the
verb ‘to be’*

‫رفته بودم‬ ‫بودم‬+ ‫رفته‬

۱ ۱۵0 gone

‫ بودی‬+ ‫خوانده‬

you had read (a book)

‎‫ ند‬93 ۳ gs ‫دنز‬‎ ‫ بودند‬+ ‫کرده‬

they had lived

Appendix: complex grammar 221

 7 Past subjunctive past participle of main verb +
appropriate present subjunctive
form of ‘to be’*

‫رفته باشم‬
| might have gone‫‏‬
‫با‬
‫کتاب خوانده باشی‬ ‫ باشی‬ata‫خوانده ‏‬

you might have read (a book)‫‏‬

eda ‎‫زند ی گرفه‬ Biot sas

they might have lived

Future tense

Future appropriate present form of the

modal ‘will’* + past stem of
main verb

‫خواهم رفت‬ ‫ رفت‬+ ‫خواهم‬

| will/shall go

‫کتاب‌خواهی خواند‬
you will/shall read a book

‫زندگی خواهی کرد‬ Retr

they will/shall live‫‏‬

* The future tense is, technically, a verb formed from the past tense. Remember you
can use the present tense for the future too. Remember no mi ‫یم‬‎

222
Passive voice

Usually only transitive verbs such as ‘to eat’, ‘to see’ and ‘to buy’ can
have a passive form. Intransitive verbs do not have a passive form.
There are two ways of forming the passive verb: (1) formation with
single verbs; (2) formation with compound verbs. In either case, we
need the help of the verb shodan ‫ندشب‬‎ ‘to become’ in order to create a
new compound, passive verb.

Passive of single verbs = past participle of main verb + ‫نیش‬‎

For example, the passive of the single verb ‘to eat’ will be ‘to
be eaten’. ‘to eat’ is «‫ندروخ‬‎ Past participle of ‫ندروخ‬‎ iS «‫هدروخ‬‎
‘To be eaten’ is therefore: ‫ندش‬‎ + ‫‘ هدروخز ندش = هدروخ‬to close’
or ‘to shut’ is ‫نتسبر‬‎ ‘to be closed’ or ‘to be shut’ is therefore ‫ندش‬‎ ‫هتسبب‬
‫( نم رد ار متسب‬active) I closed the door‫‏‬

‫( رد هتسب دش‬passive) the door was shut‫‏‬

Various tenses of the passive compound verbs are formed like any
compound verb by using the general rules listed earlier. E.g. cus! ‫هدش‬‎
‎‫ در پسته‬eht‘ rood sah neeb ’tuhs ro ‎‫ دردارد بسته می نود‬eht‘ rood si
about to be shut’, ia ‫هتسب‬‎ ‫‘ نکمم تسا رد‬the door may be about to be
shut’ (subjunctive). ;

Passive of compound verbs cin

In transitive compound verbs that have ‫ندرک‬‎ kardan ‘to
do’ as their verb part, ‫ندرک‬‎ is simply changed to jus. ۰
‎‫ کردن‬Gugels ‘to switch off’ or ‘to turn off’ becomes
‎‫ خاموش شدن‬ot‘ eb dehctiws ’ffo ro ot‘ eb denrut .’ffo ,ylralimiS ‎‫کرد‬
‎‫ فراموش‬ot‘ ’tegrof semoceb ‎‫ فراموش شدن‬ot‘ eb ;’nettogrof ‎‫ درست کردن‬0
make’ or ‘to mend’ becomes (4% ‫تسرد‬‎ ‘to be made’ or ‘to be mended’.
Some compound forms, however, have their own special passive. For
example, the verbal element of most compounds ending with ‫نداد‬‎ or
‎‫ وت‬is changed to ‫ندروخ‬‎ and ial (or pee_»S) respectively: en ‫لوگ‬‎ ‘to
deceive’ becomes (44 5% ‫لوگ‬‎ be deceived’; ‫ندر‬‎ ‫‘ کتک‬to hit, to slap’
becomes ‫ندروخ‬‎ ‫‘ کتک‬to be hit, to be slapped’.

Appendix: complex grammar 223

 However, ‎‫ سامان دادن‬ot‘ tros enoemos ,tuo ot ’pleh semoceb
‎‫ سامان گرفتن‬ro ,lsa( ‎‫سامان‬ eb detros tuo ro ,’depleh
‎‫دادن‬ ‫ پرورش‬ot‘ ’erutrun semoceb ‎‫باقن‬ ‫ پرورش‬ot‘ eb“
nurtured’; ‎‫ انجام دادن‬ot‘ ,od ot ’etelpmoc semoceb luo ‎‫ انجام‬ro(
sometimes ‎‫(انجام شدن‬.

The odd one out is ‫نداد‬‎ ‫‘ تسکش‬to defeat’ which becomes

‎‫ شکست خوردن‬ot‘ eb .’detaefed
These verbs are then conjugated like any other compound verb.
Remember, passive verbs never have a specific direct object and,
therefore, never take the postposition |, rd.

Negative

The negative of all verbs is formed by prefixing the negative sign 3

na or 5 ne to the verb. If the verb form contains the continuous or
present tense prefix of ‫یم‬‎ mi, then the negative is formed by ne.
Otherwise, all other forms are put into the negative by the prefix 3
na. Remember to use a buffer if the negative prefix has to latch onto a
verbal element that starts with a vowel.

The only exception to this rule is the formation of the negative of

subjunctive and imperative verbs in Persian. The subjunctive and
imperative verbs begin with the prefix ‫پ‬‎ be. The negative of these
verbs is formed by replacing
the . prefix with the negative na prefix.

Examples:

‎‫ رفتم‬I went > ‫متفرن‬‎ I did not go

‫مدمآ‬‎[ 62۳06 > ‫( نیامدم‬note the buffer) I did not come

‎‫ زندگی کردند‬yeht devil > ‎‫ زندگی نک درند‬yeht did ton evil

‎‫ می آمدید‬uoy erew gnimoc > ۱ ‎‫ نمی‬uoy erew ton gnimoc
‎‫ خورده است‬eh sah netae «< ‎‫ است‬iasie eh sah ton netae
‫ درس خوانده بودیم‬ew dah ‫‏‬deiduts > ‫درس کتفواافنه بودیم‬
we had not studied‫‏‬

224
 ‫ یم رخ‬She buys‫ > ‏‬7 ‫ یمن‬She does not buy‫‏‬

‫ )دیاش( دنورب‬they (may) go > ar‫ )دیاش( ‏‬they (may not) go (notice‫‏‬
na has replaced be)‫‏‬
‫ !هدپ‬give (it)!‫!هدن > ‏‬don’t give!‫‏‬
‫ !دینیشنپ‬sit down (pl.)!‫ !دینیشنن > ‏‬don't sit down!‫‏‬

Note: Although it is not necessary to use the subjunctive 4 with

compound verbs, the use of negative 4 with compound subjunctive
is compulsory:
‫ هدید دنشاب‬they may have seen‫ هیدن دنشاب > ‏‬they may not have‫‏‬
seen‫‏‬
‫ میهاوخ تفگ‬we shall say‫ میهاوخن تفگ > ‏‬we Shall not say‫‏‬

Appendix: complex grammar oar

 POCO S OOOO LEE EE CEES SEO EL OO OOOOH OOOO OOS SEEDS THOS OOOH OOOOH OSHS SOOT OSH OH OS HOSS OOSO SOTO SHOES OSSOOOSD

Key to the exercises

Writing, alphabet and pronunciation

Exercise 1 ‫‏‬۳
‫رجان‬۷‫زار م‬۶‫‏ ه‬delbag ‫واز‬۴‫رستار آ‬۲‫ازار پ‬۲‫بابا ب‬۱
‫‏‬yh۳S۱ ‫جاق‬۲‫ا‬۱ ‫ستراحت‬۱‫ا‬۱ ‫قیاس‬۰‫م‬۱ ‫ا‏ژدر‬٩ ‫ناظم‬۸
‫وسک‬۸‫س‬۱ egi‫‏‬aVpV ‫اری‬۶‫گ‬۱ ‫ خیابان‬۱ Sa ‫‏‬۴
‫ ظهر‬۳۲ ‫ ضرر‬۲۲ ‫صفهان‬۱‫ا‬۲ ‫‏‬egi۰S۲ ‫لاکپشت‬
٩‫‏‬
‫ق‏هوه‬
AV ‫مسایه‬۷‫ه‬
۲ ‫تابخانه‬۶‫ک‬۲ ‫ی‏واشکی‬
OY ‫طاووس‬
۴
‫فیر‬۰‫س‬۳ ‫رادار‬
٩‫‏‬

Exercise2
pa - paru - sup - kashi - ketab - kuche - mikh - sabun - maryam - aqa
- shirdz - afghan - emruz - 1200 - ashk - taqche - kushesh - 0
- kaghaz - esfahan - ijab - ‘oghab

Exercise 3

1 ‫ فرد‬2 ‫ پلنگ‬3 ‫ بشقاب‬4 ‫ آچار‬5 ‫ آتش‬6 ‫ واجب‬7 ‫ نمک‬8 ‫اکبر و کوچک‬

01 ‫ ظهر‬11 ‫ گوشت‬,21 ‫ خانه‬31 ‫ قهوه‬41 ‫ زرد‬51 ‫ هوا‬61 ‫‏‬luhG 71 ‫ایرلند‬
81: :‫ شیرن‬99 "‫ دختر‬02 ‫مس‬ ‫ بیمارستان‬22 ‫ تما‬32 ‫ قدف‬2
52 ‫خاله‬

۱۱1

Exercise 1 ‫‏‬:
‫ عصریخیر آقا‬po ‫‏‬wM ,‫ سلام احمد جان‬:‫صبم بخیر خانم‬
‫خداحافظ مریم شب‌بخیر بابک سفربخیر آقای شمس‬

226
‫‪Exercise 2‬‬

‫(‪)a‬‏‬ ‫‪la« ۲‬‏ ‪ baA‬بی‌زحمت چای‪.‬‬ ‫‪ ۱‬صبح بخیر (‪HS‬‏ خوش آمدی!‬

‫سفربخیر رضا و متشکرم‪.‬‬ ‫‪۵‬‬ ‫‪ ۴‬نهمرسی‪etir,‬‏‬ ‫‪ ۳‬ببخشید بابک‪.‬‬

‫خواهش می‌کنم‪.‬‬
‫‪(b) 1 Hello sir, if you please. 2 One tea and a Danish pastry, please.‬‬
‫‪3 Forgive me, madam, I am very sorry. 4 No thanks, dear Babak.‬‬
‫‪5 You are welcome, goodbye (lit. God keep you).‬‬

‫‪3‬‏‪Exercise‬‬

‫‏‪ V1‬یکشنبه ‪ -‬سه‌شنبه ‪ -‬پنجشنبه ‪ -‬جمعه ‪ ۲‬بهار‪ -‬تابستان ‪-‬‬

‫ور ف‪4‬روردین ‪-‬‬ ‫ی‪-‬‬ ‫ه‪-‬مر‬
‫رداد‬ ‫شیر‬‫زمستان آ‪2‬بان ‪ -‬آذر ‪3‬ت‬
‫‪513‬‬ ‫‪34‬‬

‫‪Unit 2‬‬

‫‪Exercise1‬‬

‫‪1 ۶ ۲‬‬ ‫‪vo ¥¥ V ۰ ۷۰۷ ۳۵۸ ۸۱۹‬‬ ‫‪۴۸ SAV‬‬ ‫‪۰۶‬‬ ‫‪۳‬‬
‫‪2‬‬ ‫‪51‬‬ ‫تست‬ ‫سیزده‪ .‬چهل‬ ‫هشت‬ ‫بازده‬ ‫چهل و دو‬

‫یکهزارو ششصدو بیست وپنج‬ ‫دویست‬ ‫یکصدو پنجاه و یک‬

‫‪e742, 2 3,.1993,.57‬‬ ‫‪1, 183, 9,212‬‬

‫‪4‬‬ ‫هشت ماشین دو مرد چهارده روز‬ ‫سکهتاب یپکسر‬

‫‪Exercise‬‬ ‫‪2‬‬ ‫‪۳‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪ar‬‬ ‫‪2‬‬ ‫‪‎‬و‬ ‫‪7‬‬

‫‪ -‬یازدهم ‪ -‬بیست و سوم — چهل و یکم — صدو بیست و پنچم ‪ -‬نودو چهارم ‪1‬‬
‫دهم‬ ‫‪-‬‬ ‫شم‬ ‫دوم —‬

‫‪2 fourth, 26th, third night, 1,000th, 11th day of Farvardin, ist Khordad, 31st.‬‬

‫‪3‬‏ ‪Exercise‬‬

‫‪dsa‬‏‬ ‫‪۳‬‬ ‫وت‬ ‫استادها‬ ‫‪sta‬‏‬ ‫=‬ ‫روزها‬ ‫‪۳‬‬ ‫پنجره‌ها‬

‫‪Key to the exercises‬‬ ‫‪227‬‬

 ‫‪2‬‬ ‫— ‪yggab‬‏ —‬ ‫"از‪-‬نها‬
‫نه‌ه‬
‫ن‪-‬اگرب‬
‫زها‬
‫‪ -‬گل‬ ‫سار‪-‬ان‬
‫پره‬
‫شه‬
‫تابستانها ‪ -‬قلمها ‪ -‬ترنها‪ -‬جوانان‪ .‬جوانها ‪ -‬عاقلان ‪-‬‬
‫تعاش‬
‫‏‪SF = SalaKe‬پ فر و‬

‫‪Unit3‬‬

‫‪Exercise 1‬‬

‫متشکرم ‪,duL‬‏ خدانگهدار علی‪,‬‬ ‫مریم‪ .‬خیلی‬ ‫عصربخیر‬ ‫بخیر»‬ ‫صبح‬

‫ر‬‫خن‪.‬یشب‬
‫بقایا‬
‫سفر بخیر» خانمها وآ‬

‫‪4‬‏‪Unit‬‬

‫‪1‬‏‪Exercise‬‬

‫‪۱‬‏ ‪ ot‬قالیچه گرانست‪ ۲ .‬آن اتاق خیلی بزرگ نیست ولی تمیزست‪.‬‬
‫نیستند‪ ۵ .‬شما با‬ ‫نده‬
‫نها‬
‫اتر‬
‫و دخ‬
‫‪۴‬خآن‬ ‫وسند‪.‬‬
‫اآتنهوابدر‬
‫‪۳‬‬
‫مریم دوستید؟‬

‫‪2‬‏ ‪Exercise‬‬

‫مزه است‪ ۲ .‬مریم نقاش است‪ ۳ .‬شما خسته هستید‬‫شلو‬

‫وه‬‫خاین‬
‫‪۱‬‬

‫‪ /‬خسته اید‪ ۴ .‬من جوانم ‪ /‬جوان هستم‪ ۵ .‬ما در تهران هستیم‪.‬‬

‫‪3‬‏ ‪Exercise‬‬

‫‪hd ۵‬‏ ما‬ ‫نییستند‪.‬‬

‫‌یل‬
‫هخ‬‫تها‬
‫خ‏سآن‬
‫‪sd ۴‬‬ ‫رهز‪,‬شتکوارنیستی‪.‬‬
‫‪۳‬ن‬‫و‬
‫نقاش نیستیم‪.‬‬

‫‪228‬‬
Exercise 4

Exercise ‫‏‬1

‫ شماء ایشان‬-5 ‫ او‬- ‫ تو‬-4 ‫شان‬

- ‫اای‬
‫ شم‬-3 ‫ تو‬-2 ‫ ایشان‬Lab ‫‏‬1-

Exercise 2
(a) 1 large garden 2 Maryam’s Persian book 3 Iranian man
4 my friend’s daughters 5 delicious food 6 dark, cold night
7 London University or University of London 8 old house
9 china teapot of Babak’s kind sister

Key to the exercises 229

 ‫)‪(b‬‬
‫‪۳‬اشین آقای احمدی‬
‫‪۲‬وست روس مریم م‬
‫‪ ۱‬انگور شیرین د‬
‫‪ ۴‬اتاق قشنگ بزرگ ‪٩‬‏ قالیهای دستباف کاشان ‪ ۶‬شهر تاریخی‬
‫‪۸‬مساية او ‪٩‬چ‏تر سبز من‬
‫ه‬ ‫ادبی‬
‫فزتسر‬
‫آرو‬
‫قدیمی ‪۷‬‬
‫مردان پیر مهریان‬ ‫‪۰۶‬‬

‫)‪(c‬‬
‫نام منعلیست‪ .‬من ایرانی هستم‪ .‬مندر تهران دانشجو هستم‪ .‬این‪,‬‬

‫خواهر من مریم أست‪ .‬روزتولدمریم در دسامبر است‪ .‬برادر دوست‬

‫او همکلاس من است‪ .‬اسم او مهرداد است‪ .‬موی مهرداد قهوه‌ایست‪.‬‬

‫خانة او در خیابان افشار است‪.‬‬

‫)‪(d‬‬
‫موی سیاه کفش‬ ‫خوشمزه‪.‬‬ ‫دای سرد میون‬ ‫خابه ‪ .‬گران‬

‫ناراحت صندلی راحت چشم سیاه هوای گرم موی طلایی‬

‫سیاه‬ ‫کفش آرزان گربه‬

‫‪Exercise 3‬‬

‫‪۱‬مادربزرگم ‏‪ ٩۲‬ساله است‪۲ .‬دخاتورخالة من است‪.‬‬

‫(دکتر) است‪.‬‬ ‫شاک‬
‫زم‬‫پدر‬
‫پدر توست‪ ۴ .‬برا‬ ‫سنت‬
‫وی م‬
‫دعمو‬
‫‪۳‬‬
‫‪ ۵‬خواهرشوهر آنها و خواهر ما امروز در لندن هستند‪.‬‬

‫‪Exercise 4‬‬
‫‪۳‬انة ما‪-‬‬ ‫خ‬ ‫ش‪-‬ان‬ ‫بها‬
‫س آن‬
‫ااسب‬
‫‪۲‬‬ ‫د‪-‬رش‬ ‫ردرامن‬
‫برا‬
‫‪۱‬ب‬
‫‏‪ ۴ sheaths,‬سگ سیاه شما ‪ -‬سگ سیاهتان ‪ ۵‬چترآنها‪-‬‬
‫چترشان ‪ ۶‬دوست او ‪ -‬دوستش ‪ ۷‬کتاب تو = کتابت ‪ ۸‬عموی‬
‫‪٩‬م‏ادربزرگ او ‪ -‬مادربزرگش‬ ‫نم‬ ‫اوی‬
‫ب عم‬
‫رن ‪-‬‬
‫ه م‬
‫مبان‬
‫مهر‬
‫‪ ۰‬شهرما‪.-‬شهر مان‬

‫‪230‬‬
‫‪Exercise 5‬‬
‫‪1 hungryman 2 good weather 3 good,sunny weather 4 clever girl‬‬
‫‪5 young student 6 young Irish student 7 sour lemon 8 open window‬‬
‫‪9 old house 10 these two open doors 11 open doors 12 these‬‬
‫‪open (and) large doors 13 that pretty (and) white cat 14 green,‬‬
‫‪sour apples 15 mother of those two boys 16 young mother of‬‬
‫‪those two small boys 17 kind grand father 18 Shirazi sweet apples‬‬
‫‪19 green apple and sweet orange 20 warm day and cold night‬‬
‫‪21 country of Iran 22 British Isles 23 Tehran-Esfahan bus ticket‬‬
‫‪24 cities of Iran 25 Parisian shops‬‬

‫‪7‬‏‪Exercise‬‬

‫‪ ۱‬برادرم ‪ -‬برادر من ‪ ۰۲‬ماشین کوچکت ‪ -‬ماشین کوچک تو‬

‫‪۵‬نجان‬
‫‪ ۳‬خانة بزرک گران ‪ ۴‬اتاق راحت او ‪ -‬أتاق راحتش ف‬
‫‪A‬‏ سیب شیرین‬ ‫ان‬
‫زیاه‬
‫رش س‬
‫اکف‬
‫ما ‪۷‬‬ ‫ایی‬
‫طقللم‬
‫چای سرد ‪۶‬‬
‫‪٩‬‏ پسر جوان گرسنه ‪ ۰۱‬کشور زیبای من‬ ‫خوشمزه‬

‫‪Unit 6‬‬

‫‪1‬‏ ‪Exercise‬‬

‫‪۱‬خانهة آنها به مغازه نزدیکتر است‪ ۲ .‬برادر مریم خیلی از برادر‬

‫من بلندتر است‪ ۳ .‬بلندترین (بلند‪-‬قدترین) دختر لتاق برزیلی است‪.‬‬
‫‪۴‬‏ ‪ UL‬اخویلی ا‪G‬ز‪E‬‏ من بزرگتر است ولی باغ من بزرگتر است‪.‬‬
‫نکانرد‪ ۶ .‬تمواارزیا بهتر فارسی‬ ‫کتو‬‫‪ ۵‬آنها خیلی سمختیتر‌از‬
‫حرف‌می‌زنی‪ - .‬تو بهتر از ماریا نارسی حرف‌میزتی‪.‬‬
‫‪ ۷‬امشب از دیشب گرمتر است‪A .‬‏ این بلندترین شب سال است‪.‬‬

‫‏‪ ٩‬بهترین دوست من نزدیک پارک زندگی می‌کند‪ ۰۱ .‬این فیلم‬

‫خیلی طولانی است‪ .‬طولانیتر از دکتر ژیواگو‪.‬‬

‫‪Keytotheexercises‬‬ ‫‪1‬‬
 Exercise 2
1 Today is warmer than yesterday, but it’s still very cold. 2 My sister’s
youngest child is called Roya. 3 Does chicken (meat) or fish (meat)
have less fat? 4 You got to the restaurant earlier than us. 5 Today he
is feeling better than yesterday.

Exercise 3

Exercise 4

Unit 7

Exercise 1

232
‫‪2‬‏ ‪Exercise‬‬
‫‪ lee Y‬فامیل ‪asap‬‏ ‪si‬‬ ‫‪ ۱‬اسم من ‪ ...‬مریم ‪)elpmaxe‬‏ (‪. rof‬تسا‬
‫‪ ۴‬خانة من در شمال لندن است‪.‬‬ ‫بهبیدی ‪)elpmaxe‬‏ (‪ rof‬است‪.‬‬
‫‪۰۳۳٩‬‏‬ ‫ان‬
‫آلدبمن‬
‫درم مهری و اسم پدرم رازی است‪ ۵ .‬تو‬
‫اسم‬
‫‪۴‬ا‬‫م‬
‫است‪ ۶ .‬من در تهران بدنیا آمدم‪ ۷ .‬من روزها در یک کتابفروشی‬
‫‪ ۸‬نه‪ .‬من دانشجو نیستم‪٩ .‬‏ من دو تا خواهر دارم ولی‬ ‫کارمی‌کنم‪.‬‬
‫برادر ندارم‪ ۰۱ .‬ساعت الآن ‪ ...‬دو و نیم بعدازظهر ‪)elpmaxe‬‏ (‪ rof‬است‪.‬‬

‫‪Unit 8‬‬

‫‪1‬‏ ‪Exercise‬‬
‫‪ ۱‬مریم و علی یک خانة کوچک خیلی قشنگ دارند‪ ۲ .‬مغنذای‬
‫ژاپنی دوست ندارم ولی غذای لبنانی دوست دارم‪ ۳ .‬فردا خیلی‬
‫‪ ۵‬زن‬ ‫‪iL ۴‬‏ در پاریس دوستی ‪ro‬‏ دوستانی داری؟‬ ‫کار دارند‪.‬‬

‫برادرم شش دایی دارد‪.‬‬

‫‪Exercise 2‬‬
‫‪I have a small cottage in the mountains near the Caspian Sea. This‬‬
‫‪cottage has neither electricity nor a telephone, but has very beautiful‬‬
‫‪views (lit. its views are very beautiful). There is a spring near the‬‬
‫‪cottage. This cottage has two or three chairs, a wooden table, a large‬‬
‫‪bed, a small kitchen and an open fireplace. This far-from-the-city‬‬
‫‪cottage is the best place for resting (or relaxation).‬‬

‫‪3‬‏ ‪Exercise‬‬
‫ران دو تا ماشین داشتیم‪ ۲ .‬اخوادنره‌اش در ترکیه یک‬
‫‪ ۱‬ماایدر‬

‫‪ ۳‬آنها چندین دوست در‬ ‫‏‪ oul‬دو تا گربه‪ .‬جوجه و خرگوش داشت‪.‬‬
‫تهران داشتند‪ ۴ .‬دیروز چقدر پول داشتی؟ ‪ ۵‬من تلویزیون نداشتم‬
‫ولی یک رادیوی قدیمی داشتم‪.‬‬
‫‪4‬‏ ‪Exercise‬‬
‫‪ ۵‬داشتند؟‬ ‫‪ ۴‬نداشتیم‪.‬‬ ‫‪YJ‬‏‬ ‫‪ ۲‬شما‬ ‫‪ ۱‬داشتم‪.‬‬

‫‪Key to the exercises‬‬ ‫‪233‬‬

 ‫‪5‬‏‪Exercise‬‬

‫کشوری تب پرنده‌ای میزی صبحی آستادی کوهی‬

‫ای دوستانی پایی‬ ‫کتابی آقایی مت‬ ‫هفته‌ای ‪eer‬‏‬

‫خوابگاهی قلمی جزیره‌هایی گربه‌ای صندلی‌ای راهی‬

‫شهری ‪soG‬‏ ‪ kahC‬اسب‌هایی روزی ستاره‌ای خانه‌ای‬
‫‪Exercise 6‬‬

‫مردی خانه‌ای پسرهایی گربه‌ای ستاره‌ای گلی شهرهایی‬

‫میوه‌هایی بچه‌ای‬

‫‪Unit 10‬‬

‫‪1‬‏‪Exercise‬‬
‫‪ ۵‬دیدیم ‪-‬‬ ‫‪ ۴‬آمدی —‬ ‫‪ ۳‬خوردیم —‬ ‫‪ ۳‬رفتند —‬ ‫‪ ۱‬رفتید —‬

‫‪۱‬ر‪۰‬سیدیدو‪-‬‬ ‫‪۸‬اشتيم ‪۰٩ -‬‏‪pga‬‬

‫پ‪۶‬ودند ‪ -‬م‪۷‬اندم ‪ -‬د‬

‫‪2‬‏‪Exercise‬‬
‫‪ ۳‬دو روز‬ ‫‪ ۲‬سه سال در شیراز بودم‪.‬‬ ‫‪ ۱‬دیشب به ‪aliG‬‏ ما امد‪.‬‬

‫‪ ۴‬مریم و علی روز شنبه یک فیلم خیلی‬ ‫یم‪.‬‬ ‫د‪l‬‏‬

‫ی‪iaG‬‬
‫رشسبه‬
‫پی‬
‫ی؟‬ ‫دار‬
‫یباز‬
‫راز‬ ‫خزی‬
‫‪۵‬یا امروز صبح چی‬
‫خوب دیدند‪ .‬آ‬
‫‪11‬‏ ‪Unit‬‬

‫‪1‬‏‪Exercise‬‬
‫‌های تشکر‬ ‫هلب‬
‫‪ ۱‬غذایمان را خیلی تند خوردیم‪۲ .‬نآناهاماغ‬
‫انی بود‪.‬‬‫بلی‬
‫هيةر خی‬
‫قشنگی می‌نوشتند‪ .‬خ‪۳‬وشبختانه هممسا‬
‫داه‌اش در‬
‫ولااً ب‬
‫نمو‬
‫خااومع‬
‫‪ ۴‬هميشه مریم را صبع‌ها می‌دیدم‪۵ .‬‬
‫آن خانة زبنزردگی‌می‌کرد‪ ۶ .‬ماماهپیش بهشیراز رفتیمولی‬
‫‪ ۸‬آنها آهسته‬ ‫قگصد‪.‬‬
‫رشن‬
‫‌ق‬‫ییا‬
‫متاسفانه هوا خوب نبود‪۷ .‬ممار‬
‫‪tsieg‬‏ ‪yti eer ereP nre‬‬ ‫صحبت کردند و ما خوب فهمیدیم‪.‬‬
‫‪ ۰‬خوشبختانه من یک چتر داشتم‪.‬‬

‫‪234‬‬
Exercise 2
11 suddenly woke up at 3 am. and came out of the room
quietly. ‫حبص‬‎ ‫هس‬ ‫تعاس‬ — ‫ هتسهآ ناهگان‬2 He was very worried.
‎‫ خیلی‬3 Luckily, they got to the airport quickly. ‫دوز‬‎ — clas ‫وخ‬‎
4 He is still in London. 55:8 5 We came home very late last night.
‎‫ خیلی دیر‬- ‫ دیشب‬6 evaH uoy ylno tog ?01$ ‎‫ فقط‬17 ekil naisreP ,doof
especially broad bean rice. ۳ ‫وصخم‬‎ 8 All the restaurants were closed
at that time of night. ‫بش‬‎ ‫ قونآتق‬9 Your letter arrived at least three days
280. ‫شیپ‬‎ ‫ القا— هس زور‬10 Our house is close to the park. ‫کیدزن‬‎

Unit 12

Exercise ‫‏‬1
.‫ ما هیچوقت به ایران نرفته‌ایم‬۲ .‫‏ خوابیده‌است‬ILG ‫ مریم در آن‬۱
‫ باوشتانشان آپزاریس‬۴ ‫‏‬elys ‫ شما قبلا آدفرریقا زندگی‬۳
.‫ من در این هتل کوچک مانده‌ام‬۵ .‫‏ آمده‌اند‬ro ‫رسیده‌اند‬

Exercise2
1 He hasn’t been to the office since yesterday. 2 I have been
in the park since this morning. 3 1 have cooked chicken and
vegetables for supper. 4 How long have you lived in Iran?
5 They have gone (been) to Esfahan three times.

Exercise‫‏‬3

/ .‫شما نسرین خانم هستید؟ من پدرامم‬/ ‫الومنزل آقای افشار؟‬

‫ الآن‬.‫ خانم حهاملشون خوبست‬.‫ بدنیستم‬,‫خیلی ممنون» خویم‬

‫ چهار‬.‫ برای یک هفته رفته است‬/ .‫ پیش مادرش است‬.‫فرانسه است‬
‫ همة‬.‫ بردارش هم از آمریکا آمده است‬.‫را ندیده‬ ‫درش‬
‫متاکه‬
‫ماه اس‬
/ ‫ علی منزل است؟‬.‫ ببخشبد‬/ .‫فامیل حالا آنجا جمع هستند‬
.‫‏ بهامید دیدار انشالله‬elip ‫‏ین‬dys ‫خداحافظ شما‬

Key to the exercises 235

 Unit 13

Exercise‫‏‬1
‫بنح‌ها درس‬
‫صم‬۲ .‫‌کرد‬
‫یاز‬
‫مشیر‬
‫یا‌در‬
‫گة م‬
‫دان‬
‫نر خ‬
‫زد‬‫ او‬۱
‫مارا دوست‌نداری‬ ‫غتذوای‬
۳ .‫کارمی‌کردم‬ ‫ها‬
‫ر و‬
‫صندم‬
‫عخوا‬
‌‫می‬

.‫ امروز صبح به رادیو گوش کردیم‬۴ .‫ولی چای مارا دوست داری‬
‫ تووقتیکه مریم را دیدی‬۶ .‫ فکرکردند امروز دوشنبه است‬۵
‫شین را درست‬
‫آایا‬۸
‫ م‬.‫گرفت‬ ‫ومیامری‬
‫شتص‬
‫داو‬
۷ .‫تعجب‌کردی‬
‫در‬ ‫یم‬
‫رو‬‫میر‬
‫ ام‬۰۱ .‫ها‌ام‬
‫رادحال‬
‫کت‬‫ننبه‬
‫ر‌ش‬
‫اسه‬
‫کاز‬
‫‏‬٩ ‫کردی؟‬
.‫عروسی پری آوازخواندند‬

Exercise 2
Three years ago we used to live in Bordeaux, in France. My father was
working ina commercial bank and my mother taught piano at the local
school. I met several Iranian boys and girls at school. Every weekend
we used to either ride bicycles in the side streets or swim in the pool.
The mother of one of the Iranian boys used to make us supper every
Sunday night. I like Persian food very much. However, my father’s job
in France came to an end and this summer we returned to London.

Exercise‫‏‬3

‫ شام خوردیم‬.‫ حدود ساعت نه و نیم رسیدم‬54 / .‫کنار دریاچه رفتم‬

‫ یکشنبه صبح رفتیم به‬/ .‫و کمی صحبت کردیم روفتیم خوابيديم‬
ish nd,
glen nates Silas ue
eee‫‏‬

Unit ‫‏‬41

Exercise‫‏‬1
.‫ دوستم این کتابها را از مفازه خرید‬۳ .‫ صدایش را شنیدم‬۱

‫ مادر‬۵ .‫ این گلها را به او داد‬۴ .‫ بسته را به منزلمان آوردند‬۴

236
 ‫ کمی غذا‬۷ .‫ همه آن سیبها را خوردیم‬۶ .‫مریم را دیروز ندیدم‬
‫‏ دیروز تو را در نانوایی‬٩ ‫ بهبراشرش فان‬lay[ ‫‏‬A .‫برای او بردم‬
‫دوست مرا‬ ۱ ‫ این کتاب را نمی‌خواستی؟‬۰ ‫ چه خریدی؟‬.‫دیدم‬
‫ آیا اخبار را شنیده‌ای؟‬۳ .‫ مآننها را نمی‌شناسم‬۲۱ ‫دیدی؟‬
‫ کی این گلها را آورد؟‬۵۱ .‫هام‬
‫ان ر‬
‫واشی‬
‫خی م‬
‫‌یک‬
‫یآن‬
‫ممن‬
۴
.‫ دیروز خوب غذا خوردم‬۷ .‫ آدرس شما را به شاگردها دادم‬۶
‫‏ آن شکلات در یخچال‬٩ .‫دیروز در خانة خواهرت غذا خوردم‬ ۸
‫‏ فیلم را دوست داشتی؟‬IL ۰ .‫را خوردم‬

Exercise 2
Three years ago I met an Iranian girl at a party in London. Her
name is Maryam. Maryam is a photographer and on Tuesdays and
Wednesdays she works in a photographic studio. She travels a lot
and I don’t see her much. Yesterday, after a long time, I saw her at a
party at my friend’s house. After the usual exchange of niceties and
how are you chitchat she said that she has moved (lit. changed) house
and lives in West London now. She said that she loves her new flat.
Maryam gave me her new address and telephone number. Maryam
and her friend Omid have found this flat together. They have painted
the walls, changed the wall-to-wall carpet, cleaned the kitchen and
planted flowers in its small garden. The window in the bathroom was
broken and they have mended that too. Then, they brought Maryam’s
thing to the flat. Omid was also at the party and she introduced him
to me. Maryam and Omid had not brought their car and I gave them a
lift home after dinner.

Exercise ‫‏‬3

‫‏ کتاب را پنجشنبة پیش خریدم؛‬laG ‫ من‬.‫ صبح بخیر‬.‫سلام خانم‬

.‫ از همینجا خریدم‬.‫ بله‬/ .‫‏ کتاب را دارد‬laG ‫برای یک دوستم بود ولی‬
‫ این‬.‫‏ صورت آن را با این دو کتاب عوض میکنم‬slaG .‫سیارخوب‬/‫ب‬
‫ قیمتش چقدر است؟‬.‫‏ ایران را هم میخواهم‬sola ‫کتاب‬

Key to the exercises 237

 Unit 15

Exercise ‫‏‬1

‫ من هر شنبه به خانة مادرم می‌روم و او را به سوپرمارکت‬۱

‫ او در آیپکارتمان بزرگ قشنگ با دو تا گربه زندگی‬۲ .‫می‌برم‬
8, ‫‏‬ixO ‫له تزا تری‬ ‫‏‬epd ‫اما‬ ‫گنت‬
‫هبنشراهچ هب‬
‫ اهنآ زور‬۵ ‫ میرم کی همان ؟یسیون‌یم‬sh» Ll ۴‫‏‬
.‫مهمانی ما می‌آیند‬

Exercise ‫‏‬2

‫نشست می نشینیم‬ ‫‏ آیند‬eg ‫آمدند‬ ‫گفتم می‌گویم‬

‫نوشتند منیویسند‬ ‫خوردیم می خوری‬ ‫گرفتید مگیی‌رم‬
‫رفت می روید‬ ‫خریدیم می خرد‬ ‫میانند‬
‫ماندی م‬
‫آوردی مآیوری‬ ‫دیدم می بینم‬
Unit ‫‏‬71
Exercise ‫‏‬1
The shop of Cyrus’s father-in-law

Cyrus’s father-in-law has a greengrocer’s and fruit shop. His shop is

in Ferdosi Avenue. In front of the shop there is a narrow pavement
and a (water) gutter. Several tall trees and a newspaper kiosk are
also in front of the shop. On the right-hand side of the shop there is a
patisserie and on the left-hand side there is a shoe shop. Opposite the
shop, on the other side of the road, there is a hairdresser, a bank and
a foreign language teaching college. Above the shop there is a doctor’s
surgery and behind the shop there is a petrol station. Cyrus’s father-
in-law works in this shop from early morning till night; however, he
sometimes goes to a rice kebab restaurant near the cinema for lunch.
Ferdosi Avenue is always busy. It is only quiet in the early morning.
There are all sorts of shops in this street: bookshops, photographers,
tailors, carpenters, clothes boutiques, jewellers, bakers, butchers,
chemists and other shops. Cyrus’s father-in-law sells all sorts of
vegetables (herbs) and fruits in his shop: parsley, mint, spinach,

238
garlic, pumpkin, onions, aubergines, tomatoes, potatoes, oranges,
bananas, grapes, pomegranates, apples, peaches, pears and melon.

Exercise‫‏‬2
‫ مابا اتوبوس به خانة علی‬۲ .‫ مریم دیشب به خانة ماآمد‬۱
.‫فشهایش زیر میز است‬۴
‫ ک‬.‫ او گلدان را روی میز گذاشت‬۳.‫رفتیم‬
‫ کمی غذادر‬۶ .‫اوادهمرپبیشزرگم بروم‬
‫م‌خ‬
‫هنفآختره می‬
‫ ای‬۵
)‫طییلات (به‬
‫بعرا‬۸
‫ ت‬..‫ قرم را بامدادپرنکن‬۷ ‫ ‏‬.‫یخچال هست‬
‫کجا می‌روی؟‬

Unit ‫‏‬8

Exercise 1
Mr Absent-minded: When Mr Absent-minded was leaving his house in
the morning his wife gave him a letter and said: ‘Make sure you post
this letter today. It’s a very important letter. Don’t forget’ Mr Absent-
minded, however, forgot what his wife had said and did not post the
letter (lit. did not throw the letter into the letter box). When he was
getting off his bus and rushing off to his office (lit. going to office by
running) a gentleman suddenly tapped him gently on the shoulder and
said: ‘Don’t forget the letter!’ Mr Absent-minded was very surprised
and put the letter in the postbox and went on towards his office. En
route, a beautiful woman suddenly said to him: ‘Sir, don’t forget your
letter’ This time Mr Absent-minded stopped and said in astonishment:
‘Dear God! How do these people know that I have to post a letter? 1
posted it a few minutes ago!’ The woman laughed in response and said:
‘In that case, please remove this note from your back’ On the note was
written: ‘Please tell my husband not to forget the letter:

Exercise‫‏‬2
‫ ن‬.‫ی‌خواهند شما را فردا شب ببینند‬۱‫م‬
‫میتوانم امشب به کلاس‬۲
‫‏ بزرگتر‬ALG‫ امیدواریم کهتابستان آینده یک‬۳ .‫فارسیم بروم‬
‫ لطفا‬۵ .)‫ او هممی‌خواست به شیراز سفربکند (سفرکند‬۴ .‫بخریم‬

.‫یند‬
‫نلف‬
‫ک ت‬
‫بوید‬
‫بر‬ ‫لهش‬
‫ز ب‬
‫نینکه‬
‫م ازا‬
‫پیش‬

Key to the exercises 239

 ‫‪Unit 19‬‬

‫‪Exercise 1‬‬ ‫‪۱‬‏‬

‫‪ ۱‬فردا ششمبارا خواهم دید‪ ۲ .‬آیابااتویوس مسافرت‬
‫‪ ۳‬او هفتذة آینده این نامه را خواهدنوشت و‬ ‫خواهندکرد یا بتارن؟‬
‫رکه ان چارون نزگردندربه ها‪staS‬‏‬ ‫‏‪al‬نا‌هتحواهده ای‬
‫م‬
‫‪ ۵.‬بزودی یک خانة بزرگتر خواهیم‌خرید‪.‬‬ ‫خواهندزد‬

‫‪۱ Exercise 2‬‬

‫‪1 I will go to Iran next week and will stay in Tehran for three‬‬
‫‪months. 2 They will definitely write this letter this afternoon. 3 When‬‬
‫‪will you go to your sister’s house? 4 We will give your message to‬‬
‫‪Babak. 5 In how many hours’ time will you finish your work with the‬‬
‫?)‪computer (lit. will your work finish with the computer‬‬

‫‪3‬‏‪Exercise‬‬

‫سعی میکنم فرداشب آنرا تمام کنم» ولی نمیتوانم قول بدهم‪ .‬شا‬
‫حندود‬
‫فرداشب منزل هستید؟ ‪ /‬آن ‪yllaL‬‏ کمک بزرگی خواهد بود‪ .‬م‬
‫ساعت نه نویم‪ .‬بعداز شاممیایم پیشتون‪.‬‬
‫‪Unit 20‬‬

‫‪1‬‏‪Exercise‬‬

‫تابلهیا رفت و خیلی به او خوش گذشت‪۲ .‬از‬

‫خ‪۱‬واهرم پااریسال‬
‫‪۳‬ادت رفت که‬
‫این رنگ خوشم نمی‌آید ولی آن آبی قشنگ است‪ .‬ی‬
‫دیروز به مریم تلفن بزنی‪ ۴ .‬مامیخواهیم اخبار ساعت ده را‬
‫می‌آید‪ .‬ین توی ترن خوابشان‬ ‫بیم‬
‫ایل‬
‫ون خ‬
‫خی م‬
‫نگامکتیم ول‬
‫ب‪sia‬‏‬
‫برد و مناظر ز‪R‬‬

‫‪Exercise 2‬‬
‫‪1 They dislike (loathe) this part of the city. 2 Why do you always‬‬
‫‪fall asleep at talks? 3 Whenever we go to Iran we have a lovely time.‬‬

‫‪240‬‬
4 Ican’tremember (it has slipped my mind) whether I have a dentist’s
appointment tomorrow or the day after. 5 He likes Persian music.

Exercise ‫‏‬3

‫ من حتما‬/ ‫ چطور مگر؟‬.‫ایرانی هستم‬ ‫قی‬‫یشق‬

‫س عا‬
‫و من‬
!‫مله‬
‫بع‬

.‫ بسیارخوب‬/ .‫رستوران خوب؟ یک رستوران ایرانی آن نزدیکیهاست‬

.‫ویم رزرو میکنم‬‫‏ برای هشت نفر» برای ساعت ده ن‬eaj ‫پس من یک‬

Unit 21

There are books in which we can find the answers to different

questions. We call these books dictionaries and encyclopaedias.
In these books, phrases and names are printed in bold letters in
alphabetical order and each one is given a detailed explanation in
ordinary print. Encyclopaedias are usually textbooks in which we can
find all sorts of scientific, literary, art, historical, geographic and other
information. Some encyclopaedias are published in several volumes.

Key to the exercises 241

SOOO OS ROO OSS OH SESE SOOO S EOE OESEOSO OSES OSES ODOT OS OS OS OS OS OOOO ESE SESE SE SESS OSESESOO SOO ESOS OS SESESESD

Persian—English glossary

‫الف‬ hello, how

are you,
water ‫آب‬ exchange of
pomegranate niceties
juice
last, in the end
they extract ‫گیرتا‬ ‫ایک‬ the last
the juice
office
‫آب میوه‬
‫اداره‬
fruit juice
manners, ‫ادب‬
cloud
politeness
eyebrow
literary, ‫ادبی‬
cloudy formal
prose
silk
address ‫آدرس‬
blue
gradually,
apartment ‫آپارتمان‬ ‘slowly,
room ‫اتاق‬ slowly’,
‘calmly,
bedroom ‫ خواب‬GLI‫‏‬ calmly’
bus ‫آتوبوس‬ mausoleum ‫آرامگاه‬
rent ‫اجاره‬ beauty salon ‫آرایشگاه‬
to rent ‫اجاره کردن‬ cheap ‫ارزان‬
they have ‫اجانه دادن‬
maxim ‫آرمان‬
rented out

permission . ‫اجازه‬ informal yes,

4

yup
2
oy!

brick ‫آجر‬
from, of,
respect through
since .‫از وقتیکه‬ mistake

‫از زمانیکه‬ to make

mistakes
to get married ‫ازدواج کردن‬
tears
experiment, ‫آزهایش‬
test familiar

easy ‫آسان‬ to become

acquainted
horse Sl
information
equipment,
furniture often

Spain ‫اسپانیا‬ sun

is ‫سا‬ sunny

master, ‫استاد‬ gentleman, sir

teacher period of stay,
rest residence

to use, to ‫استفاده کردن‬ economy

benefit from ocean
hour glass- now
shaped tea
glasses now

studio of course

spinach Germany

name, title bangles

(lit. family now

name) examination ‫امتحان‬
surname
to come, ‫امدن‬
sky arrive

cook, chef order, ‫اش‬

command,
kitchen
request

Persian-English glossary 243

 today 53a! ۵6 ‫وا‬‎
this year ‫لاسما‬‎ to sing ‫ندناوخ‬‎ ‫وآزا‬

tonight ‫بشمآ‬‎ —to bring, fetch ‫ندروآ‬‎

college ‫هاگشزومآ‬‎ - eae A

hope ‫دیما‬‎ stop (as in ‫هاگتسیا‬‎

I hope ‫مراودیما‬‎ bus stop),
3 station
that ol
۳ 7 ‫ناشیا‬‎
the other one ‫رگید‬‎ ‫نآ یکی‬
. Sthis ‫نیا‬‎
pomegranate ‫رانا‬‎ wale ‫میشن‬‎

to ch ; ‫اختنا‬‎ ‫هدنیا‬‎
— ‫ندرگ‬‎ ‫پ‬ future, next
there, that Las! ۱
place
- “
fig ‫ریجن‬‎۱ with, by ‫اب‬‎
size, amount ‫هزادنا‬‎ Ge spite the ‫>نیا‬‎ ‫اب‬

little, a bit ‫کدنا‬‎ fact that

as if ‫راگنا‬‎ despite the ‫هکیدوجو‬‎ ‫اب‬

۲ 1 fact that
finger (or toe) ‫شزگ‬-‎ ‫زا‬
- loyal, faithful ‫افواب‬‎
ring ‫رتشگنا‬‎ ‫ی‬ 7
- father ‫اباب‬‎
grape = , tol ‫نتخاب‬‎
‫اهنآ‬‎ ee ‫سخاب‬‎
they (their,
them as wind ‫داب‬‎
possessor) ۱ aubergine, stadt,

slow, slowly ‫هتسهآ‬‎ eggplant

native of; to Jal rain ‫ناراب‬‎

have a liking ۲ ۱ ۰
13 |
for something td ‫یناراب‬‎
۲ - ۶ narrow, ‫کیراب‬‎
importance, ‫تییمها‬‎ eee :
significance

244
open revolting (in ‫هرمدب‬‎
taste)
to open
without ‫نودب‬‎
bazaar, market

game, play to return ‫نتشگ‬‎ A

Gncient brother ‫ردارب‬‎
garden
for ‫یارب‬‎
ZOO
some ‫یخرب‬‎
small garden
to take, carry ‫ندرب‬‎
up away
further up snow ‫فربپ‬‎

clever, bright snowy ‫یفرب‬‎

excuse me, electricity ‫قرب‬‎
forgive me electric ‫یقرب‬‎
tiger
bronze ‫زنرب‬‎
childhood, large, big, great ‫گرزب‬‎
childlike
behaviour bigger ‫رتگرزب‬‎
child
biggest, largest
fireplace, open ‫بخاری دیواری‬ to tie up, wrap; ‫ينسپ‬‎
fire
to close, shut
bad
ice cream a
unfortunate,
parcel ‎‫پسته‬
unlucky
unfortunately to your health ‫یتمالسب‬‎
many, much, ‫رایسب‬‎
smelly, pungent
very
nasty, mean,
plate ‎‫بشقاب‬
deceitful

Persian-English glossary
 then, next Bs unfaithful, Lay i

, disloyal
later ‫ادعب‬‎ 1
» . . Yude, uncouth ‫بلا‬‎ are
afternoon le + ۱
‫رهظزادعب‬‎ for no good ‫دوخ‬-‎ ‫یب‬
next (63% reason, ‫یدوخ‬‎ ‫یب‬
۳ pointlessly
grocer’s shop ‫یلاقب‬‎
» 1] 1 5 0 ‫تمحز‬‎ ‫یب‬
tall, high ‫دنلب‬‎ trouble,
See ‫هلب‬‎ please

unemployed; ‫اک‬‎ ‫یب‬

ticket ‫طیلب‬‎ not busy a

purple ‫شفتپ‬‎ undoubtedly dg pis

to ‫هب‬‎ poor thing, ‫هراچیب‬‎
2 wretched
instead of ile 4
: outside ‫نوریب‬‎
with difficulty ‫یراوشد‬‎ ‫هب‬
7 outside ‫نوریب‬-‫راخ‬-‎
to be born ‫ندما‬‎ Liss ‫هب‬‎ ِ

by force, forcibly, = ‫دوز‬‎‫هب‬ most of many ‫شیب‬‎

grudgingly ‫همسر‬‎ ‫و‬ of [following :

as pretty as ‫ذشق‬‎ ‫هب‬ by an
ezafe (e)]
<
sign of . ‫!هب‬‎‫ی‬‎
‫!هب‬ 3re
exclamation
(meaning sick, unwell; gle»
wonderful, patient

lovely) hospital ‫ناتسرامیب‬‎

spring ۱ ‫ناهب‬‎ Saoee ‫ی‬‎

better ie

to be ‫تیوب‬‎ ‫پ‬
gee ies, foot; leg ‫اپ‬‎

246
 lit, favourite
chatterbox ‫پرحرف‬
meeting-up place,
where people obnoxious,
hang out bolshy

cloth, material question ‫پرسش‬

‫پارچه‬
last year bird, fowl ‫پرنده‬
‫پارسال‬
park to fly
‫پرواز کردن‬
car park butterfly

answer, reply to jump

overcoat, day before

winter coat yesterday

Capital city physician,

doctor
autumn
so, in that
down, below case,
to cook therefore,
then
father
to take back,
grandfather get back,
retrieve
father-in-law
(wife’s day after
father) tomorrow

father-in-law ‫ پدرشوهر‬to post

(husband’s
postman
father)
post office
full of ‫پر از‬
boy, son
to fill ‫پر کردن‬
back, behind
oranges
‫پرتقال‬
one after the
chatting too
‫پرچربی‬ other
much

Persian-English glossary 247

 plaque, door before, prior to
number
message
window

Thursday
cheese until, up to

next to, beside as long as

theatre
wide

winter
summer
snowboots date; history
skin historic
to wear
dark
money
fresh
rich, wealthy
hill
continuously
trade
on foot
bed swe

sidewalk, ‫پیاده رو‬ reduction, discount

pavement
to give
going for a walk ‫پیاده روی‬ discount
onion
eggs
message
wet
to find
scales
old
order
shirt; dress
hesitation, |
to (used for reluctantly
people: going fear
to s.o.); at
coward, scared

248
 sour os lazy
to leave; give up ‎‫ترک کردن‬ spicy, hot
thirsty
‎‫بو‬ -

- fast, quick; fast,

03§ ‫تصمیم‬ quickly
to decide (lit. take ‫نتف‬‎
decisions) alone
4 ۳

exchange of niceties ‫تعارف‬ to; you (sing.)

to be able to
are ۰ ‫تواذ‬
to be surprised ‫تعجب کردن‬
ball
to describe, give ‫تعریف‬
> -
‫توپ‬
detailed account
‫کردن‬ to explain ‫توضیح دادن‬
‫سل‬
closed, shut
birth (also birthday) ‫تولد‬
holidays, vacation inside, into
‫توی‬
approximately,
nearly
۳
bitter
telephone seconds

to make a call,
telephone
/ ‫تلفنکردن‬
‫زدن‬
television ‫تلوزیون‬ place
to watch, look at ‫تماشاکردن‬ places (pl.) ‫جاها‬
all of the... pls spacious ‫جادار‬
to finish, complete ‎‫تمام کردن‬ vacuum cleaner ‫جارویرقی‬
stamp interesting
‫جالب‬
practice, exercises soul, life, term of ‫جان‬
to practise endearment after
proper names
clean
some places ‫جاهایی‬
to clean (indefinite pl.)

Persian-English glossary 249

 where ‎‫جاییکه‬ world
really, seriously ‫ادج‬‎ tourist

new game reply

apart > young; youth (person)

island ۵‫ها‬‎ jewellery

chicken, baby bird

party, celebration ‫نشج‬‎
type, kind
festival ‫هراونشج‬‎
socks
box ‫هبعج‬‎

parsley (Se

geography ‫یفارغج‬‎
fat
pair; mate ‫تفشج‬‎
kitchen or other
cover for book; volume ‫دلج‬‎ types of knife
meetings, ‫تاسلج‬‎ chin
sessions (pl.)
tea
meeting, one session ‫هسلج‬‎
left
front gle
umbrella
prevention ‫یریگولج‬‎
why?
in front of, by ‫یولج‬‎
light, lamp
Friday ‫هعمج‬‎
stuck down
population Sia
eyes
republic ‫ی‬‎‫نوبت‬ ophthalmic
war ‫گنج‬‎ physician

forest ‫لگنج‬‎ spring

south 1
‫ی‬ how was it?
 ‫رم‬

why? why do you ‫چطور مگر‬ because

ask? (idiomatic) what ‫چی؟‬
how? how come? ‫چطور؟‬ something ‫چیری‬
how are you? ‫چطوری؟‬
how ‫چقدر‬ ۹

how much? how long? ‫چقدر؟‬ ? now, presently Yu

Ae

hammer ‎‫چکش‬ definitely

several, a few ‎‫چند‬ even oe
how many? ‫ تا‬oa‫=‏‬ letters of alphabet; ‫حرف‬

a few weeks & eet a spoken word

‎‫ پیسش‬4288 ice
ago
to speak, talk ‫ردن‬ ‫حرف‬

how many? profession

several letters (pl.)
fork bath, bathroom
what kind?, sort? ‫چه جور؟‬ what a pity,
what year? ‫چه سالی؟‬ what a shame

what did you ‫چه می کردید؟‬ animal

do?

what!; how...! !‫ه‬2‫ج‬

what? ‫چه؟‬ outside

four ‫چهار‬ foreign, foreigner

Wednesday ‫چهار شنبه‬ dust, earth, soil

fourth ‫چهارم‬ grey

wooden ‫چوبی‬ maternal aunt

because switch off,

silent, dark

Persian-English glossary 251

 home made ‫خانگی‬ private, ‎‫خصوصی‬
confidential
lady, madam, term of
address for women line ‫طخ‬‎
house, home ‫خانه‬ danger ‫رطخ‬‎
family ‫خانواده‬ dangerous ‫کانرطخ‬‎
Middle East ‫خاورمیانه‬ quiet, free of people ‫تولخ‬‎

caviar ‫خاویار‬ Persian Gulf ‫سراف‬‎ ‫جیلخ‬

news toothpaste ‫نادندریمخ‬‎
to have news ‫خبر داشتن‬ smilingly, cheerfully ‫نادنخ‬‎

funeral funny (lit. with ‫راد‬‎ ‫هدنخ‬

laughter)
goodbye, farewell ‫خداحافظ‬

god bless, goodbye,

cool ‫کنش‬‎
farewell dormitory, hall of ‫هاگباوخ‬‎
residence
to go off;
to break down to sheep ‫ندیباوخ‬‎
sweet melon ‫خربره‬ singer ‫هدنناوخ‬‎
small change sister ‫رهاوخ‬‎

a bit, just a little, to ask politely, ‫ندرک‬‎ ‫شهاوخ‬

a touch request

rabbit good, nice, pleasant ‫بوخ‬‎

to buy biro, ballpoint ‫راکدوخ‬‎

pen
the Caspian Sea

tired fountain pen ‫سیوندوخ‬‎

dry, arid to eat; to drink ‫ندروخ‬‎ ۱

to have had ‫نتشذگ‬‎ ‫شوخ‬
with enmity, angrily
a good time

252
polite, pleasant ‫شب‬‎ ‫شوخ و‬ story, account of ‫داستان‬
exchanges
hot ‫داغ‬
welcome ol, Sie
bridegroom ‫داماد‬
you are welcome ‫دیدمآ‬‎ ‫شوخ‬
vet ‫دامپزشک‬
kind, honest, ‫سنج‬‎ ‫شوخ‬
skirt ‫دامن‬
decent
outskirts ‫تست‬
fortunate, happy ‫تخبش‬‎ ‫وخ‬
to know ‫دانستن‬
luckily, ‎‫خوشبختانه‬
fortunately student ‫دانشجو‬
I’m happy to ‫متخبش‬‎Ts university ‫دانشگاه‬
meet you
circle ‫دایره‬
fragrant, nicesmelling ‫خوشبو‬‎
encyclopaedia ‫دایره المعارف‬
happy, cheerful ‫لاحشوخ‬‎
maternal uncle ‫دایی‬

pretty ‎‫خوشگل‬ girl, daughter ‫دختر‬

delicious, tasty ‫هزمش‬‎‫وخ‬
cousin; daughter ‫دخترخاله‬
blood ‎‫خون‬ of maternal aunt

street, avenue ‫نابایخ‬‎ in, at, inside =

tailor’s, dressmaker’s ‫یطایخ‬‎ door, gate ‫در‬

mind, imagination ‫لایخ‬‎ to get or take ‫درآوردن‬

much, very, many ‫خیلی‬ something out,
bring out
very good ‫بوخ‬‎ ‫یلیخ‬
while ‫در حالیکه‬

to knock ‫در زدن‬

J
percentage ‫در صد‬
inside, within ‫لخاد‬‎
long ‫دراز‬
to give ‫نداد‬‎
about ‫دربار ه‬
chemist, pharmacy ‫هناخوراد‬‎

Persian-English glossary 253

 ‫دندان‬
۰
to be printed, Odie ‎‫درج‬ teeth
published
dentist ‫دندانپزشک‬
tree ‫درخت‬
dental technician ‫دندانساز‬
lesson ‫درس‬
4

world Lis
to study ‫درس خواندن‬ mouth Olas
correct, right, exact ‫درست‬
‫و‬ tenth ‎‫دهم‬
to fix, mend ‫درست کردن‬
two or three ‫دو سه ساعت‬

greetings ‫درود‬ hours

inside ‫ داخل‬- ‫درون‬ Monday ‫شونبه‬

‫د‬

sea ‫دریا‬ again ‫دوباره‬

lake ‫دریاچه‬ bicycle ‫دو‌چرخه‬

very big ‫دریای خیلی بزرگ‬ far, faraway ‫دور‬

sea
binoculars ‫دوربین‬
hand
photographic ‫دوربین عکاسی‬
bracelet camera

difficult friend ‫دوست‬

to tell off, to like ‫دوست داشتن‬

rebuke, argue
friendly
to invite
government
stand, kiosk
second
brave
to see
next to, near
yesterday
time to time ‫دمادم‬ late
to look for, ‫گشتن‬...‫دنبال‬ last night
search for

254
no longer (with negative ‫دیگر‬ to dance ‫ندیصقر‬‎
verb), no more
colour, shade, dye ay,
other ‎‫دیگر‬
to paint, colour in ‫ندز‬۱‎ ‫گنر‬
‎‫کردن‬
‎‌‫ر‬ visa ‎‫روادید‬
(direct object marker) ‫ار‬‎ river ‎‫رودخانه‬
comfortable ‫تحار‬‎ day ‎‫روز‬
to be relieved, ‫ندش‬‎ ‫تحار‬ daily ‎‫روزانه‬
become
good day ‫ریخبزور‬‎
comfortable

radio ‫ویدار‬‎ newspaper ‫همانزور‬‎

straight, true, right ‫تسار‬‎ newsagent’s ‫همانزور‬‎

‎‫فروشی‬
to drive ‫ندرک‬‎ ‫یگدننار‬
Russian ‎‫روس‬
way, path, road ‫هار‬‎
light, bright, ‫نشور‬‎
corridor, hallway ‫ورهار‬‎ switched on
name of legendary ‘nails oil ‎‫روغن‬
horse
on, on top of (SI
to pass by; to fail Cpls ‫در‬‎
beard ‫شیر‬‎
rose =
to deliver; to give ‫ندناسر‬‎ J
a lift language (tongue) ches
official Lees rough ‫ریز‬‎
to arrive; to reach ‫ندیسر‬‎ Zoroastrian xena
to go ‫نتفر‬‎ yellow ‫درز‬‎
pal, close friend, ‫قیفر‬‎ clever ‫گنرز‬‎
comrade

Persian-English glossary 255

 ugly ‎‫زشت‬ quiet, silent ‫تکاس‬‎

earthquake ‎‫زلزله‬ year ‎‫سال‬

winter ‎‫‌مستان‬ year(s) ago ‫شیپ‬‎ ‫لاس‬
ground, floor, ‫نیمز‬‎ healthy ‫ملاس‬‎
paw fend (lit. salon) hall, ‫نلاس‬‎
surface, land ‫ینیمز‬‎ big room

wife, woman ‫نز‬‎ 6 ee

wasp ‫روبنز‬‎ green ‫نبس‬‎

honey bee ‫لسعروبنز‬‎ ۵5 ‫یزبس‬

life ‫یگدنز‬‎ greengrocer’s ‫یشورف‬‎ ‫یزبس‬

to live ‫ندرک‬‎ ‫یگدنز‬ vegetables ‫تاجیزبس‬‎
soon, early ‫دوز‬‎ vegetarian ‫راوخیزبس‬‎
much, very 345 moustache ‫لیبس‬‎
pretty (beautiful) ‫ابیز‬‎ grateful ‫رازگساپس‬‎
olives ‫نوتیز‬‎ then ‫سپس‬‎
under, beneath ‫ریز‬‎ star ‫هراتس‬‎

ashtray ‫یراگیسریز‬‎ difficult ‫تخس‬‎

speech, delivered ‫ینا‬‎‫ارنخس‬
us lecture

question ‫لاوس‬‎ at the head of, at ‫رس‬‎

building ‫نامتخاس‬‎ ‫اب‬ ۰

to build, make, - . ‫نتخاس‬‎ a “3
construct red, crimson ‫خرس‬‎

(here) o'clock, jet cold J eC

hour of speed ‫تعرس‬‎

four o'clock ‫راهچ‬‎ ‫تعاس‬

256
 hobby
‫سرگرمی‬ gu
cold (noun) ‫سرما‬ branch, stem ‫هخاش‬‎
embassy ‫سفارت‬ happy ‫داش‬‎
special, registered ‫سفارشی‬ poet ‫رعاش‬‎
travel, journey ae‫‏‬ supper, dinner ‫ماش‬‎
to travel ‫سفر کردن‬ comb; shoulders ‫هناش‬‎
bon voyage ‫سفربخیر‬ perhaps ‫دیاش‬‎
white Jad night &
dog ‎‫سگ‬ goodnight ‫ریخب‬‎ ‫بش‬
hello ‎‫سلام‬ brave, courageous ‫عاجش‬‎
hairdresser’s, barber lake personal, private ee
heavy to become; to happen ‫ندش‬‎
Sunni to begin, start ‫ندش‬‎ ‫عورش‬
Tuesday
to wash ‫نتسش‬‎
riding
poetry ‫رعش‬‎
needle
sugar ‫رکش‬‎
beetle
to break ‫نتسکش‬‎
political
broken ‫هتسکش‬‎
black
chocolate ‫تالکش‬‎
apple
trousers ‫راولش‬‎
potato ‫سیب زمینی‬
busy, crowded é‫ولش‬‎
garlic
you (pl.) ‫امش‬‎
full, satiated
number ‫هرامش‬‎
cinema
telephone ‫نفلت‬‎ ‫هةرامش‬
tray number

Persian-English glossary 257

north Slab hundred

northeast ‎‫قی‬۳ ‫شال‬ sound, noise

northern ‎‫شمالی‬ peace

to recognize ‫نتخانش‬‎ chair

to swim ‫ندرکانش‬‎ pink

Saturday ‫هبنش‬‎

to hear ‫ندینش‬‎
city, cities ‫اه‬‎ee (pl.) gt melon

salty, savoury ‫روش‬‎ level, floor

husband a ‫وش‬‎ nature

milk ‫ریش‬‎ designer

sweet ‫نیریش‬‎ side, direction

confectionery ‫ینیریش‬‎ supporter ‫طرفدار‬

glass ‫هشیش‬‎ golden
(lit. Satan) naughty ‫ناطیش‬‎ long
Shiite ‎‫شیعه‬

excellent, superb
yo
bride
owner; ‫هناخبحاص‬‎
doll
landlord/landlady
wedding
morning ’ pike
dear
good morning ‫ریخب‬‎ ‫حبص‬
my dear ‫عزیزم‬
breakfast ‫هناحبص‬‎
honey
stage os
love
romantic, lovey-dovey ‫یقشع‬‎

angry French

anger to provide; to

afternoon tea, snack bring together

good afternoon tomorrow

to send
back
photographer carpet
form
photography
to sell
photograph
airport
scientific
paternal aunt store, department
store
paternal uncle

public
c+ only
‫عمومی‬
poor
ot ‫‏‬,egnahc ‫عون کردن‬
thought, idea
exchange, replace‫‏‬

religious or traditional‫‏‬ ‫عید‬ to think

celebration‫‏‬ pepper
glasses Sire‫‏‬ cup

film

Ec‫‏‬
food‫‏‬ ‫غذا‬

west‫‏‬ ‫غرب‬ spoon

western‫‏‬ ‫غربی‬ carpet
sorrow, grief‫‏‬ ‫غصه‬ small rugs
et al., etc., and others‫‏‬ ‫غیره‬ old (not for people)

Persian-English glossary 259

appointment ‎‫قرار‬ postcard ‎‫کارت پستال‬
arrangement
factory ‎‫کارخانه‬
red, crimson ‫زمرق‬‎
knife (cutlery) ‫دراک‬‎
century ‫نرق‬‎
workshop ‫هاگراک‬‎
beautiful ‫گنشق‬‎
worker, labourer ‫کارگر‬
butcher’s ‫یباصق‬‎
employee (here cashier) ‫دنمراک‬‎
train ‫راطق‬‎
bowl ‎‫کاسه‬
thick ‫روطق‬‎
if only, would that... ‫شاک‬‎
lock ‫لفق‬‎
to plant, sow ‫نتشاک‬‎
heart ‫بلق‬‎
paper ‫ذغاک‬‎
pen f
sufficient, enough ‫یفاک‬‎
coffee ‫هوهق‬‎
garlic sausage, ‫سابلاک‬‎
brown ‫یا‬‎ ‫ ه‬a mortadella

coffee house ‫هناخ‬‎ ‫هوهق‬ matches ‫تیربک‬‎

teapot ‫یروق‬‎ book ‫باتک‬‎

scissors eee) library ‫هناخباتک‬‎

price, value ‫تمیق‬‎ books ‫بتک‬‎
kettle ‫یرتک‬‎
oS
where? ‫؟اجک‬‎
present, gift ‫وداک‬‎
where in? ‫؟یاجک‬‎
jobs, work, things ‫راک‬‎
that keep one busy — from where? ‫؟ییاجک‬‎
(re nationality)
tobe busy,tohave ‫نتشاد‬‎ ‫راک‬
things to do which? ‫؟مادک‬‎
to work ‫ندرک‬‎ ‫راک‬ marrow, courgette ‫ودک‬‎

card ‎‫کارت‬ pumpkin ‫لبنت‬‎ ‫ودک‬

 butter short (brief)

sphere smaller

someone; no one side street

(with negative verb) tiny, very small
ship child

۲Lew
country mountain
shoe shop mountainside
hat K mountainous
cottage, a small house when?
thick who, whom?
word bag
key cake
church

little

low-fat sometimes

comedy to put, place;

belt to allow

shy, bashful to pass by

to help, assist cat

a little neck

rare hungry

edges of, next to, to grab, catch,

on the banks of take

that warm (hot)

old (as in rags) heat

Persian-English glossary 261

necklace clothing

in tears, tearfully please

tears ‎‫گریه‬ dictionary

lemon
to cry ‫ندرک‬‎ 4258
glass, tumbler
to say, tell ‫نتفگ‬‎
flower (arch. roses) ‫لگ‬‎

to plant flowers ‫نتشاک‬‎ JS

we, us
rosewater ae
noisy kiss
pear ‫یبالگ‬‎
grandmother ‫مادربزرگ‬
flowerpot, vase ‫نادلگ‬‎
mother-in-law ‫مادرزن‬
florist ‫یشورفلگ‬‎ (wife’s mother)
throat ‫ولگ‬‎ mother-in-law ‫مادرشوهر‬
kelim rugs ‫میلگ‬‎ (husband’s mother)

tomato ‫یگنرف‬‎ ‫هجوگ‬ yoghurt

sheep ‫دنفسوگ‬‎ car

mama, mummy
ear ‫شوگ‬‎
to remain, stay
to listen 0۲ ‫ند‬‎‫نکنووگ‬
‎‫گوش دادن‬ mouth; moon

meat; flesh ‫تشوگ‬‎ honeymoon

earring ‫هراوشوگ‬‎ fish

tuna fish ‫ماهی تن‬

J congratulations! !‫مبارک‬
thin, skinny ‫رغ‬‎‫ال‬
grateful
tulips ‫هلال‬‎
various
lip 2)
like, similar to surface area, ‫تحاسم‬‎
example, for instance expanse

triangle traveller, passenger ‫رفاسم‬‎

free to travel ‫ندرک‬‎ ‫ترفاسم‬

statue equal ‫یواسم‬‎

magazine mosque ‫دجسم‬‎

Muslim ‫ایل‬‎
well equipped
toothbrush ‫کاوسم‬‎
area, neighbourhood,
district Christian pareer

varied, different ‫ )یحیسم‬pl. of)‫‏‬

alcoholic drinks‫‏‬ ‫مشروب‬
pencil
difficult; problem‫‏‬ ‫مشکل‬
duration
ot ‫‏‬tlusnoc ‫مشورت کردن‬
for a long while
‫‏‬yregrus ‫مطب‬
school
,niatrec ‫‏‬erus ‫مطمئن‬
jam
‫‏‬elpmet ‫معیه‬
square
ot ‫‏‬ecudortni ‫معرفی کردن‬
related, connected
famous‫‏‬ ‫وف‬jase‫‏‬
man
teacher, instructor‫‏‬ ‫معلم‬
people ‫مردم‬ usual‫‏‬ ‫معمول‬
merci, thank you
common‫‏‬ ‫معمولی‬
bird, hen, chicken
shop‫‏‬ ‫ماه‬
centre
detailed sites‫‏‬
marble
2 shrine‫‏‬ ‫مقبره‬
pearl ‫مروارید‬
but‫‏‬ ‫گنه‬

Persian-English glossary 263

 nationality Christian era (BCE)

possible Monkey
grateful

me, mine, my

to be waiting uncomfortable
for s.t.
orange colour
home, house
thin, fine
house warming
to be called sth.,
region named sth.
view fiancé(e)
moonlight
letter
kind
bread
important
bakery
party
lunch
hair
not to be
to be careful,
cautious
carpenter’s

ant
thread

banana polite no

museum rate, price

music narcissus

mouse soft, smooth

wall-to-wall carpet near by, close to

carnation relatively

desk, table directions, address

264
 to sit half ‎...‫نیم‬

half hemisphere‫‏‬ ‫نیمکره‬

saucer
‫و‬
mint
to enter ‫ندش‬‎ ‫دراو‬
oil
wild ‫یشحو‬‎
persons
sport ‫شزرو‬‎
painter
athlete, sporty ‫راکشزرو‬‎
painting person
cash entrance; arrival ‫دورو‬‎

silver weight ‫نذو‬‎

to look at expanse, surface area ‫تعسو‬‎
anxious, worried, means, tools ‫هلیسو‬‎
concerned
time ‫تقو‬‎
salt
to have time ‫نتشاد‬‎ ‫تقو‬
no
when, at the time that ‫یتقو‬‎
neither...nor...
when ‫هکیعقوم‬‎ — ‫هکیتقو‬
light ‎‫ زمانیکه‬-
first day of Persian punctual ‎‫وقتشناس‬
New Year
lukewarm ‎‫ولرم‬
drink
however, but et
to write visa ‫ازیو‬‎
to drink
type
J

grandchild present‫‏‬ ‫هدیه‬

writer
‫‏‬reverehw ‫هر جاییکه‬

Persian-English glossary
 all sorts, kinds ‫روج‬‎ ‫ره‬ spouse

both of us ‫ود‬‎ ‫ره‬ fellow traveller

whichever ‫هکمادک‬‎ ‫ره‬ fellow citizen

whoever or ‫هک‬‎ ‫ره سک‬ colleague

‎‫هرکسیکه‬ classmate
whenever ‎‫هر وقتیکه‬
all
as soon as ‫رتدوز‬‎ ‫هچره‬
always
possible
as soon as
everyday ‫زورره‬‎
India
never ‫زگره‬‎
water melon
thousand ‫را‬‎‫زه‬
art
seven ‫تفه‬‎
artistic
seventh ‫متفه‬‎
still, as yet
week ‫هتفه‬‎
weather (also air)
peach ai
aeroplane
also, too ‫مه‬‎
air
roommate ‫قاتا‬‎ ‫مه‬
never
with common 3 3 ‫مه‬‎
border, sharing
the same border

that very ‫نامه‬‎ either... or

there (and then) ‫انس‬‎ to teach ‫یاد دادن‬
just as, as ‫هکیروطنامه‬‎ to learn ‫یاد گرفتن‬
companion olaa eleven ‫یازده‬
neighbour ‫نا‬‎ceca ice ِ

‎)‫ همسایگان‬pl.)
266
frozen ‫& زده‬
one of ‫زا‬‎ ‫یکی‬
fridge
one by one ‫یکی‬‎ ‫یکی‬
each other
jewish ‎‫ بهودیان‬Pl. ‎‫یهودی‬
lit. one day
slowly, quietly ‫شاوی‬‎
one year
Greece ‫نانوی‬‎
Sunday

Persian-English glossary 267

 POSSE ‎‫ و و و و‬HSO EOEOHEOEOEE OOOS OE OOH HSO HOO OOOOO OOOO SO OH OS SHHO SOO OSSO SESO SO TOSOSOSO TOOS SOSE OOOS SEOH

English—Persian glossary

a little ‫مک‬‎ ‫ کی‬- ‫یمک‬ ant

about ‫دف‬‎ anxious

address ‫یناشن‬‎ - ‫ردآ س‬ apart

aeroplane ‫امیپاوه‬‎ apartment

afternoon ane apple

afternoon tea, snack ‫هنارصع‬‎ appointment,
again ‫هرابود‬‎ arrangement

air ‫اوه‬‎ approximately,

nearly 34 ‫نزدیک‬
airport ‫هاگد‬‎gh
area, neighbour-
alcoholic drinks washes hood, district
all ‫همه‬‎ art
allof the... ‫مامت‬‎
-‫ةمه‬ artistic
all sorts, — ‫روج‬‎ ‫همه‬
arrive, reach (to)
kinds of ‫عون‬‎ ‫همه‬
as if
alone ‫اهنت‬‎
as long as ‫تا وفتیگه ام‬
also, too cee ‫نینخمه‬‎
‫تا زمانیکه‬
always ‫هه‬‎
as pretty as Rie ‎‫به‬

ancient Se ~ ‫یمیدق‬‎

aie aes aS SOON as ‫ محضص‬44 — is‫‏‬

‫اینکه‬

angry ‫ینابصع‬‎ _ ‫نیگمشخ‬ 25 SOON 25 7 ‫هرچه زودتر‬

animal ‫روناج‬‎ ‫ناویح س‬
ashtray
answer, reply ‫ جواب‬- ‫پاسخ‬ ‫زیرسیگاری‬

268
 ask politely, ‫نتساوخ‬‎ be careful, ‫مواظب بودن‬
request (to) cautious (to) 5‫‏‬
be printed, ‫رشتنم‬‎ — ‫ ندش‬ole
atlast,intheend ‎‫ بالاخره‬- al
be published (to) ‫ندش‬‎
at the head of, at the top ‫رس‬‎ be relieved, become > ea af 2
rot. at comfortable (to)
athlete, sporty person ‫راکشزرو‬‎ be surprised (to) ‫ندرک‬‎ ‫بجعت‬
aubergine, eggplant ‫ناجنداب‬‎ be waiting for ‫ندش‬‎‫رظتنم‬
autumn ‫نا‬‎۹ - ‫پاییز‬ something (to) ۱
beard ‫نان‬‎
back 43 — wie = ‫تشپ‬‎
beautiful — ‫گنشق‬‎ - ‫ابیز‬
back, behind ‫رس‬‎ ‫تشپ‬ ‎‫ناز‬
bad ‫دب‬‎ beauty salon
‫نلاس‬‎ - ‫هاگشیارآ‬
bag ‫فیک‬‎ ‎‫زیبایی‬
bakery ‫ییاونان‬‎ because — ‫هکنوچ‬‎ — ‫اریز‬
ball ‫پوت‬‎
۱
become, happen (to) ‫ندش‬‎
banana ‫زوم‬‎
bangles ‫وگنلا‬‎ become acquainted (with) ‫ندش‬‎ ‫انشآ‬
bed ‎‫تختخواب‬
basket ‫کس‬‎
bedroom ls dbl
bath (tub) ‫مامح‬‎ ol‫و‬‎
beetle ‫کسوس‬‎
bathroom ‫مامح‬‎
before, prior to - ‫هکنیازا‌شیپ‬‎
bazaar, market ‫رازاب‬‎
‎‫قبل ازاینکه‬
be (to) ‫ند‬‎‫وب‬
begin, start (to) ‫ندرک‬‎ ‫مورش‬
be able to (to) ‫نتسناوت‬‎
belt ‫دنبرمک‬‎
be born (to) ‫ندمآ‬‎ lass ‫هب‬‎ better ‫رتیوخ‬‎ — ‫رتهب‬
be busy, have ‫نتشادراک‬‎
bicycle ‫هضخرچ‌ید‬‎
things to do (to)
bigger rate
be called something, ‫نتشاد‬‎ ‫مان‬
be named something (to) biggest, largest ‫نیرتگرزب‬‎
English-Persian glossary 269
 binoculars ‫دوربین‬ bridegroom ‎‫داماد‬
bird, fowl ‫ مرغ‬- ‫پرنده‬ bring, fetch (to) ‫ند‬‎al
bird, hen, ‫ جوجه‬- ‫مرغ‬ broken ‫هتسکش‬‎
chicken
brother a bai
biro, ballpoint pen ‫خودکار‬
brown slo ae
birth (also birthday) ‫تولد‬
build, make, ‫نتخاس‬‎
bitter construct(to)
black ‫سیاه‬
building Ly - ‫نامتخاس‬‎
blood bus ‫سویوتا‬‎
blue busy, crowded ‫غول‬‎
bon voyage
but ‫یلو‬‎ - Ll
book
butcher’s ‫باضق‬‎
books butter ۵ ‫رک‬‎
both of us butterfly ‫هنا‬‎ihe
bowl
buy (to) ‫ندیرخ‬‎
box
by force, forcibly ‫روز‬‎ ‫هب‬
boy, son (also grudgingly)

bracelet
branch, stem cake ‫ینیریش‬‎ - ‫کیک‬

brave capital city ‫تختیاپ‬‎

bread car — ‫لیبموتا‬‎ - ‫نیشام‬

‎‫نفربر‬
break (to)
card ‎‫کارت‬
breakfast
carnation ‎‫ میخک‬JS
brick
car park ‫گنیکراپ‬‎
bride

270
carpenter ee chin ‎‫چانه‬

carpentry ‫ی‬‎ pew chocolate ‎‫شکلات‬

carpet ‫یلاف‬‎ — ‫رف ش‬ choose (to) ‫ندرک‬‎ ‫باختنا‬

carpet (wall to wall) ‫تکوم‬‎ Christian bails

cash ‫دقن‬‎ ‫لوپ‬ Christian era (BCE) ‫یدالیم‬‎

Caspian ‘ile church ‫اسیلک‬‎

cinema ‫سم‬‎
cat ‫هیرگ‬‎
circle ‫لفحم‬‎ — ‫هریاد‬
caviar ‫رایواخ‬‎
centre 5sa City, cities ‫اهرهش‬‎ aeyrs
classmate ‫یسالکمه‬‎
century ‫نرق‬‎
clean ‫زیمت‬‎ - ‫انا نوک‬
certain, sure ‫متح‬‎ - ‫نتمطم‬
‎‫داشتن‬ clean (to) ‫ندرک‬‎ ‫و‬
chair ‫صندلی‬ clever ‫گنرز‬‎ ‫شوهاب‬--
change, exchange, ‫ند‬‎ ‫و رک‬ closed, shut rier
replace (to)
cloth, material ‫هچراپ‬‎
chatterbox - ‫جا‬‎‫ رو‬- ‫ و ف‬a clothing aula
‎‫پرچانه‬
cloud sh
cheep ‎‫ارزان‬
cloudy ‫ی‬‎ al
cheerful ‎‫شادمان — خوشحال‬
coffee ‫هوهق‬‎
cheese ‎‫پنیر‬
coffee house ‫هفاک‬‎ — ‫یهق هناخ«ه‬
chemist, pharmacy ‫داروخانه‬‎
cold be”’gag
chicken, baby bird ‫هجوج‬‎
cold (noun) ‫ید‬‎ ‫و‬
child ‫دنزرق‬‎ hie
colleague ‎‫همکار‬
childhood ‫یگچب‬‎
childlike behaviour ‫بچگانه‬‎ ‫‏‬egelloc ~ ‫کالج _ دانشکده‬
‫آموزشگاه‬

English-Persian glossary 271

 colour, shade, dye SS, cry (to) ‫ندرک‬‎ ‫هی‬238
comb; shoulders ‫هناش‬‎ cup ‫ناجنف‬‎

come, arrive (to) ‫ندمآ‬‎ knife (cutlery) ‫دراک‬‎

comedy ‫یدمک‬‎

comfortable ‫تحا‬‎‫ر‬ daily ‫هنازور‬‎

common ‫یلومعم‬‎ — ‫یداع‬ dance ‫نییضقو‬‎

companion ‫نیشنمه‬‎ — ‫سنوم‬ danger pe

confectionery ‫ینیریش‬‎ dangerous ‫کان‬‎‫ی‬

congratu- 3 ‫کیربت‬‎
dark ‫هریت‬‎ — ‫کیرات‬
lations! ‫کرابم‬‎
date; history fy
consult (to) ‫ندرک‬‎ ‫تروشم‬ day ‫زور‬‎
continously — ‫هتسویپ‬‎ — ‫مادم‬ day after tomorrow ly‫نفت‬‎
day before 2 ۳
cook, chef ‫زپشآ‬‎ yesterday
cook (to) ‫یزپشآ کردن‬‎ piste
dear ‫زیزع‬‎
cool ‫کنخ‬‎
decide (lit. take ‫نتفرگ‬‎ ‫میمصت‬
correct, right, exact ‫تین‬‎ decisions) (to)

corridor, hall ‫لاه‬‎ ‫ورهار‬- definitely : ‫امتح‬‎

cottage, ‫کنولآ‬‎ ‫هبلک‬- delicious, tasty pi
a small house
deliver; give ‫ندناسر‬‎
‫کشور‬ a life (to)
9

country
cousin, daughter ‫دخترخاله‬ dental technician ‫ناسنادند‬‎
of maternal aunt dentist ‫کشزپنادند‬‎
cover for books; ‫جلد‬ describe, give ‫ندرک‬‎ ‫فیرعت‬
volume
9

detailed account (to)

coward, scared ‫ بزدل‬-‫ترسو‬ desk, table jo

272
despite the — ‫هکیدوجو‬‎ ‫اب‬ earring ‫گوشواره‬
fact that ‫هکنیا‬‎ ‫دوجواب‬
earthquake ‫ زمینلرزه‬-‫زلزله‬
detailed ‫هر‬‎
easy ‫ساد هت آشان‬
dictionary ‫همانتغل‬‎ - ‫ گنه‬oa
eat; drink (to) ‫خوردن‬
difficult — ‫راوشد‬‎ - ‫تخس‬
‎‫پیچیده‬
economy
fae
edges of , next to, — US — ‫بل‬‎
difficult; problem ‫لکشم‬‎ on the banks of a)
(direct object marker) ‫ار‬‎ a

eggs ‫تخم‌مرغ‬
-

directions, ‫سردآ‬‎ - ‫یناشن‬

either... or 5
address a
electric
dog ‫گیت‬‎
electricity
doll Kage
eleven
door, gate ‫رد‬‎
embassy
dormitory, hall of ‫هاگباوخ‬‎
residence employee

down, below ‫نییاپ‬‎ ‫ریز‬- encyclopaedia ij jlaathsats

drink ‫یندیماشآ‬‎ — ‫هباشون‬ enter (to) ‫وارد شدن‬
4 s‫‏‬

drink )60( ‫ندیماشآ‬‎ - ‫ندیشون‬ entrance; ‫ ورودیه‬-‫ورود‬

drive (to) ‫یگدننار‬‎ - ‫ندنار‬ arrival

‎‫کردن‬ equal ‫ مساوی‬-‫برابر‬

dry, arid ‫کشخ‬‎ equipment, lie‫آشاشن ‏‬
duration dsb ‫نارود‬-‎ furniture
‫وسایل‬
dust, earth, soil ‫کاخ‬‎ et al., etc.; ‫و غیره‬
others
‫حتی‬
‫ همدیگر‬-‫دیگری‬
even
each other ۳

everyday ‫هررور‬
ear ‫گوش‬

English-Persian glossary 273

examination ‎‫امتحان‬ father-in-law
(wife’s father)‫‏‬
‫پدرزن‬
excellent, superb ‫یلاع‬‎
favourite meeting place‫‏‬ ‫پاتوق‬
exchange of niceties Liglad
where people hang out‫‏‬
exclamation (meaning ‫!هب‬‎ ‫!هب‬
‫‏‬raef ‫گرس‬
‘wonderful, lovely’)

excuse me, forgive me ‫دیشخیپ‬‎

fellow citizen‫‏‬ ‫ی‬oak‫‏‬
fellow traveller jones‫‏‬
expanse, surface area ny
experiment, test ‫شیامزآ‬‎
‫‏‬lavitsef ‫ فستیوال‬- ‫جشنواره‬
fiancé(e) pe‫‏‬
explain (to) ‫نداد‬‎ ‫حیضوت‬
fig gee’‫‏‬
eyebrow ‫وربا‬‎
eyes ‫مشچ‬‎
llif ‫)‏‬ot( ‫و گزنن‬
‫‏‬mlif ‫فیلم‬
dnif ‫)‏‬ot( ‫پیدا کردن‬
factory ‫هناخراک‬‎
regnif ro( ‫)‏‬eot ‫انگشت‬
familiar Fei |
,hsinif ‫‏‬etelpmoc ‫تمام کردن‬
family ‫لیماف‬‎ ‫هداوناخ‬-
(to)
family name, ‫لیماف‬‎ pel
fireplace, — ‫بخاری دیواری‬
surname
open fire
famous ‫فو‬‎ qr re

first ‫اول‬
far, faraway ‫رود‬‎
fish
fast, quick; ‫عیرس‬‎ ‫سفت‬
florist
fast, quickly
flower
fat ‫راورپ‬‎ - ‫قاچ‬
(arch. roses)
father ‫ردپ‬‎
flowerpot, vase
father-in-law ‫رهوشرردپ‬‎
(husband’s father) fly (to) ‫پرواز کردن‬
food ‫ خوراکی‬-‫غذا‬ friend ‎‫— رفیق‬ ‫دوست‬
foot; leg friendly ‎‫دوستانه‬
for from, of, through 1
for a long while from where? ‫؟ییاجک‬‎
for example, (re nationality) ‫؟اجک‬‎ Jal
for instance front ‫رلج‬‎
for no good ‫ بیخودی‬- ‫بیخود‬ frozen ‫هدزخی‬‎
reason, point- Jalan-
lessly fruit juice ‫هویمبآ‬‎
full, satiated ‫ریس‬‎
foreign, foreigner ‫خارجی‬

forest
‫هیر‬
full of ‫زارپ‬‎
fork ‫چنگال‬ funeral ‫یراپسکاخ‬‎
funny ‫راد‌هدنخ‬‎
form ‫شکل‬-‫فرم‬
formal prose Pew‫‏‬ (lit. with laughter)

further up ‫رتالاب‬‎
fortunate, happy ‫خوشبخت‬ future, next ‫هدنیآ‬‎
fountain pen ‫خودنویس‬
-

four ‫چهار‬
game, play ‫یزاب‬‎
four o’clock ‫ساعت چهار‬
garden ‫غاب‬‎
fourth ‫چهارم‬
garlic ‫ریس‬‎
fragrant, nice smelling ‫خوشبو‬
garlic sausage, ‫سابلاک‬‎
‫‏‬eerf ‫ رایگان‬- ‫آزاد‬ mortadella
‫‏‬hcnerF ‫فرانسوی‬ ‫فرانییه‬
gentleman, sir ‫اقآ‬‎
‫‏‬hserf ‫تازه‬ geography ‫یفا‬‎93
‫‏‬yadirF ‫ آدینه‬- ‫جمعه‬ Germany ‫ناملآ‬‎
‫‏‬egdirf ‫یخچال‬ get married (to) ‫ندرک‬‎ ‫جاودزا‬

English-Persian glossary 275

 get or take something ‫ندروآرد‬‎ grandchild ‎‫نوه‬
out, bring out (to)
grandfather Sseewg
girl, daughter ‫رتخد‬‎
grandmother S55 sills
give (to) ‫نداد‬‎
grape ‫روگنا‬‎
give discount (to) ‫نداد‬‎ ‫فیفخت‬
grateful Pi tae
glass ‫هشیش‬‎
Greece ‫نانوی‬‎
glass, tumbler ‫ناویل‬‎
green ‫نیس‬‎
glasses ‫کنیع‬‎
greengrocer’s ‫شورف‬‎ ree
go (to) ‫نتفر‬‎ greetings ‫مالس‬‎ - ‫دورد‬
go off, break ‫ندش‬‎ ‫بارخ‬ ‎‫و احوالپرسی‬
down (to)

god bless, goodbye, ‫ظفاحادخ‬‎

ae ‎‫خاکستری‬
grocer’s shop ‫یلاقب‬‎
farewell
ground, floor, dG
going for a walk ‫یورهذاش‬‎ earth, land
golden ۱ ‫ییالط‬‎
good afternoon ‫ریخب‬‎‫برصع‬ hair ‫وسیگ‬‎ — ‫ فلژ‬- ‫وم‬
good, nice, pleasant ‫بوخ‬‎ hairdresser’s, barber ‎‫سلمانی‬
good day ‫ریخیزور‬‎ half ‎‫ نصف‬- ‫نیم‬
good morning ‫ریخب‬‎ ‫حبص‬ hammer ‎‫چکش‬
good night ‫ریخب‬‎ ‫ بش‬hand ‎‫دست‬
goodbye, ‫دوردب‬‎ ‫ظفاحادخ‬
happy ‎‫خوشحال — شاد‬
farewell
hat ‎‫کلاه‬
government ‫تل‬‎‫اود‬
have had a ‫نتشذگ‬‎ ‫شوخ‬
grab, catch, take (to) ‫نتفرگ‬‎ good time (to)
gradually, ‘slowly, slowly’, ‫شاوی‬‎ have news (to) ‫نتشاد‬‎ re
‘calmly, calmly’ ‫شاوی‬‎

276
 -

have time (to) - ‫شتن‬x ‫وقت دا‬ horse ‎‫اسب‬

‫فرصت داشتن‬
hospital ‎‫بیمارستان‬
he or she
hot ‎‫ داغ‬- ‫گرم‬
head
hour glass-shaped ‫ناکتسا‬‎
healthy tea glasses
hear (to) house warming ‫یگانه‬‎ ‫لزنم‬
heart house, home ‫لزنم‬‎ ‫هناخ‬-
heat how...! a ‫ندقچ‬‎
۳9

heavy how are you?

hello (informal)

help, assist (to) how? how come? ‫؟روطچ‬‎

hemisphere how many? ‫؟ات‬‎‫دنچ‬

herbs how much? how long? ‫؟ردقچ‬‎

here how was it? ‫؟دوب‬‎ ‫روطچ‬
hesitation (idiomatic)

hill however, but ‫اما‬‎ - ‫شو‬

historic hundred ace

hobby hungry ‫هنسرگ‬‎

holidays, vacation husband ‫رهوش‬‎

home, house

home made I hope ‫مراودیما‬‎

honey I’m happy to ‫متخبشوخ‬‎
honey bee meet you

honeymoon ice fe

hope ice cream seit

English-Persian glossary 277

 if it’s no ‫تمحز‬‎ ‫افطل — یب‬ Jewish (S992
trouble, please jobs, work, things ‫راک‬‎
if only, would ‫=کی‬
‫کشاش‬
‫کا‬ that keep one busy
98 ‎‫ج‬
jump (to) ‫ندیرپ‬‎
importance, seal just as, as ‫هک‬‎‫یوطخاحق‬
significance
a

important a4
kelim rugs ea
in front of, ‫یوریور‬‎— ‫یولج‬
kettle ‫ی‬‎‫رتک‬
by
in tears, tearfully ‫نایرگ‬‎ key ‫دیلک‬.‎

in, at, inside kind ‫نایرهم‬‎

kiss gle — ‫هسوی‬‎

information ‫تاعالطا‬‎ kitchen ‫هناخزپشآ‬‎

inside Rc ‫لخاد‬‎ kitchen or other ‫وقاچ‬‎

types of knife
inside, into ‫د‬‎ ‫وت‬-
knock (to) Aa
instead
instead 0 of ‫ضوع‬‎
99 ‫یاج‬- ‫هب‬
know (to) ‫نتسناد‬‎
interesting _

introduce (to : ae
- — ‫ندرک‬‎ ‫یفرعم‬ lady, madam, term of ‫مناخ‬‎
‎‫اشنا کردن‬ address for women
invite (to) ‫ندرک‬‎ ‫توعد‬ lake ‫هچایرد‬‎
is ‫تسا‬‎
language (tongue) ‫نایز‬‎
island bya
large, big, great ‫گرزب‬‎

last ‫یرخآ‬‎ - ‫رخآ‬

-2

jam ‫ابرم‬‎ last night ae

jewellery ‫رهاوج‬‎ ‫لاسراپ‬‎
last year

278
 ‫‏‬etal ‫دير — دیروقت‬
lock
later ‎‫دیرتر‬ long
lazy ‎‫تنیل‬
look at (to)
learn )0( ‫نتخومآ‬‎ — ‫رگدای نتف‬
look for, search
leave, give - ‫ندرک‬‎ ‫اهر‬ for (to)
up (to) ‫ندرک‬‎ ‫لو‬
lose (to)
left np
love
lemon ‫میل‬‎ low fat
lesson ‫سرد‬‎ loyal, faithful
letter ‫همان‬‎ luckily,
letters of alpha- ‫ابفلا‬‎‫فو‬ fortunately
bet; spoken word i
lukewarm ‫ولرم‬
level, floor Ree
lunch ‫ناهار‬
library ‫هناخیاتک‬‎
life ‫یگدنز‬‎ magazine
light ‫ییانشور‬‎ - ‫رون‬ make a call, ‫ کردن‬oil‫‏‬
light, bright, ‫نشور‬‎ telephone (to)
switched on make mistakes ‫اشتباه کردن‬
light, lamp (to)

like (to) ‫نتشاد‬‎ ‫تسود‬ mama, mummy is lite

line ‫طخ‬‎ man ‎‫مرد‬
lip ‫بل‬‎ manners, ‫ تربیت‬-‫ادب‬
politeness
listen (to) ‫نداد‬‎ ‫شوگ‬
many, much,
little
very
little, a bit
marble
live (to) marrow, courgette

English-Persian glossary
master, teacher morning ‎‫صبح‬

matches ‎‫کبریت‬ mosque ‎‫مسجد‬

maternal aunt ‫هلاخ‬‎ most of, many of ‫حزا‬‎ ‫یلیخ‬

maternal uncle ‫ییاد‬‎ ‎‫بسیاری از‬

mausoleum ‫هربفم‬‎ Sat ‫ارآ‬‎ mother-in-law ۷۹‫وشردام‬‎
(husband’s mother)
maxim ‫نامرآ‬‎
mother-in-law (wife’s “ee
me, mine, my Ps mother)
means, tools ee _ es mountain ‫هوک‬‎
meat; flesh ‫تشوگ‬‎ mountainous ‫یناتسهوک‬‎
meeting, one session ‫هک‬‎ mountainside ‫ناتسهوک‬‎
meetings, sessions ‫تاستاخ‬‎ mouse ‫شوم‬‎
melon ‫یبلاط‬‎ moustache Jaw
mend, fix (to) ‫ندرک‬‎ ‫شرم‬ mouth ‫ناهد‬‎
message plan a ales much, very ‫رایسب‬‎ - ‫یلیخ‬
Middle East ‫هنایم‬‎ uke museum ‫هروم‬‎

milk aS music ‫یقیسوم‬‎

ae

mind, imagination ‫لایخ‬‎ — Jae Muslim Oo ms

mint ‎‫نعناع‬ my dear ‫مزیزع‬‎
mistake ‎‫اشتباه‬

Monday ‎‫دو شنبه‬ name, title wil - ‫مان‬‎

money ‎‫پول‬ narcissus ‫سگ‬‎3 S

monkey ‎‫میمون‬ narrow, slender ‫کیراب‬‎
month; moon ‫هام‬‎ nasty, mean, ‫سنجدب‬‎
moonlight ‫الادهم‬‎ deceitful

more ‎‫بیشتر‬ nationality er

native of; have a liking Jal now OAS! - ‫نآلا‬‎ - ‫الاح‬
for something number ‫هرامش‬‎ - sue
nature ‎‫طبیعت‬

near by, close to ‫کیدزن‬‎ obnoxious, bolshy ‫و‬‎

neck ‎‫گردن‬ ocean ‫نیوناهقآ‬‎
necklace igh ‫رگ‬‎ of course ‫هتبلا‬‎
needle cae office ‫رتفد‬‎ — ‫هرادا‬
neighbour ih adh official ۳2
MEME. MOT... ‫ناب‬‎ often ‫تاقوا‬‎ ‫رتشیب‬ ‫بلغآ‬
never ‫زگره‬‎ oil (as in cooking jas
new ‫هزات‬‎ — can — or motor)

news Steal oil (as in petroleum) ‫سقف‬‎

newsagent’s ‫یشورف‌همانزور‬‎ old ‫ریپ‬‎

newspaper ‫همانزور‬‎ old (as in rags) 4345

next old (not people) ‫یمیدق‬‎

‫یدعب‬‎

next to, beside ۳ sles = Jus olives ‫نوتیز‬‎

night 11 on, on top of ‫یالاب‬‎ ‫یور‬-

no ‫ریخن‬‎ ‫هن‬- on foot ‫هدایپ‬‎
no longer, no more one after ‫یرگید‬‎ ‫ زا‬eu ‫يکي‬‎
(with negative verb) the other ‫مه‬‎ ‫تشپ رس‬
noisy kiss gle one by one gate

north ‫لامش‬‎ one day ‫زورکی‬‎

northeast ‫یقرش‬‎ ‫لامش‬ one of ‫زا‬‎ ‫یکی‬

northern ‫یلامش‬‎ one year ‫لاس‬‎ ‫کی‬

nose ‫غامد‬‎ in onion ‫زایپ‬‎

not to be only ‫اهنت‬‎- ‫طقف‬

‫ندوبن‬‎
English-Persian glossary 281
 open ‫ گشوده‬-‫باز‬ park ‎‫ باغ ملی‬- kQ
a‫‏‬

open (to) ‫ گشودن‬-‫باز کردن‬ parsley ‎‫جعفری‬

ophthalmic ‫ پزشک‬eee
‫‏‬2 party ‎‫مهمانی‬
physician party, celebration oka
orange (colour) ‫نارنجی‬ pass by (to) gisss
oranges ‫پرتقال‬ pass by; fail (to) ‫ندش‬‎ ‫در‬
order ‫ترتیب‬ paternal aunt ror

order, command, paternal uncle eee

request
peace Ris
other
peach ‫وله‬‎
outside
pear ‫یبالگ‬‎
outskirts
pearl ‫دیرا‬‎ae
overcoat,

winter coat
pen ‫مت‬‎
pencil ‫دادم‬‎
owner, landlord/
lady people pays

pepper ‫لفلف‬‎
percentage ‫دصرد‬‎
paint, colour ‫زدن‬/‫رنگ کردن‬ perhaps ‫دیاش‬‎
in (to)
period of stay, ‫تماقا‬‎
painter residence
painting permission ‫هزاجا‬‎
pair; mate Persian Gulf ‫سراف‬‎ ‫جیلخ‬
pal, close friend, personal, = ‫یصخش‬‎
comrade private ‫یصروصخ‬‎

paper persons =
parcel photograph ‫سکع‬‎

282
 photographer post (to) ‫ندرک‬‎ ‫تسپ‬
photographic post office ‫هناختسپ‬‎
camera postcard ‫لاتسیش‬‎‫راک‬
photography postman catia
physician,
potato ‫ینیمزبیس‬‎
doctor
practice, exercises ‫نیرمت‬‎
pink
practise (to) OVS ‫نیرمت‬‎
place
present ‫رضاح‬‎
places (pl.)
present, gift ‫وداک‬‎ — ‫هیده‬
plant, sow (to)
pretty ‫گنشق‬‎ - ‫ابیز‬
plaque, door
number prevention ‫یریگشیپ‬-‎
‫جلوگیری‬
plate price, value ‫اهب‬‎ — crag
please ‫اهش‬
-‫و‬‫خفا‬
‫لط‬
= ands
2

private,
‫مبیت‬
-‫ح‬‫زکنم‬
‌‫می‬ confidential hepa
poet ‫شاعر‬
-
profession ‫لغش‬‎
poetry ‫سعر‬
»

۳
provide, bring is ‫مهارف‬‎
polite, pleasant ‫خوش وبش‬ together (to)
exchanges
public = ae
political ‫سیاسی‬
pumpkin 5 ‫دک‬‎
pomegranate ‫انار‬
punctual ‫تقو‬‎ ‫ رس‬a ‫سانشتقو‬‎
pomegranate juice eid
purple aay
poor ‫ بینوا‬- ‫بیچاره‬
put, place; allow (to) ‫نتشاذگ‬‎
poor thing, ‫ بدبخت‬-‫بیچاره‬
wretched
question ‫لاوس‬‎ - ‫ِ_ شس‬
population
possible quiet, free of people ‫تولخ‬‎

English-Persian glossary 283

quiet, silent ‫تکاس‬‎ rich, wealthy — ‫رادلوپ‬‎
‫ توانگر‬- ‫ثروتمند‬
riding ‎‫سواری‬
rabbit ‫شوگ‬‎ 1"
ring ‎‫آنگشتر‬
radio ‫ویدار‬‎
river ‎‫رودخانه‬
rain ‫ناراب‬‎
romantic, ‎‫عاشقانه‬
rainy ‫یناراب‬‎
lovey, dovey
rare ‫بایان‬‎ - ‫بایمک‬
room ‫قاتا‬‎
rate, price ‫تمیق‬‎ ‫جن‌خزن‬
room (as in space) -‫اضف‬‎ ‫اچ‬
recognize (to) ‫نتخانش‬‎
room mate ‫یقاتا‌مه‬‎
red, crimson ‫زمرق‬‎ — ‫خ‬i,
rose -.‫یتروص‬‎ &ae JS
reduction, discount aes
rose water ‫بالگ‬‎
region ‫هقطنم‬‎
rough (to touch) ‫ربز‬‎
related, connected ‫ظویرم‬‎
rude, uncouth ‫تیبرت‌یب‬‎
relatively ‫اتبسن‬‎
Russian ‫سور‬‎
religious or traditional Jac
celebration ‘
remain, stay (to) ‫ندنام‬‎ salon, hall, big room ‫نلاس‬‎

rent ‫هیارک‬‎ ‫هراجا‬- salt <a

rent (to) ‫ندرک‬‎ ‫هراجا‬ salty, savoury ‫روش‬‎

reply ‫باوج‬‎ ‫خساپ‬- Satan (meaning ‫ناطیش‬‎

naughty) 1
republic eee
‫ما‬‎‫رتحا‬ Saturday ‫هبنش‬‎
respect
saucer ‫یکبلعن‬‎
rest (to) ous ‫تحارتسا‬‎
say, tell (to)
return (to) ‫نتشگرب‬‎
scales ‫وزارت‬‎
revolting ‫هزمدب‬‎
(in taste) school
 scientific sidewalk, pavement ‫پیاده‌رو‬
scissors silk ‫ابریشم‬
sea silver
second since ‫ ازوقتیکه‬-‫از‬
seconds sing (to) ‫آواز خواندن‬
Ne
see (to) singer ‫خوااننده‬

sell (to) sister

send (to) sit (to)

seriously size, amount

seven skin
skirt
seventh
sky
several
sleep (to) ‫خوابیدن‬
several, a few
slow; slowly
sheep
small change ‫پول خرد‬
Shi’ite
small garden
ship
small rugs
shirt; dress
smaller
shop
smelly, pungent
short (brief)
smilingly, cheerfully
shrine
Snow
shy, bashful
snowy
sick, unwell; ‫بیمار — مریض‬
so, in that ‫ بنابراین‬-‫پس‬
patient
case, therefore
side, direction ‫رف‬-
‫جهت ط‬ then
sidestreet ‫کوچة فرعی‬ socks ‫جوراب‬
English-Persian glossary 285
 soft, smooth ‫ نرم‬-‫صاف‬ spoon ‎‫قاشق‬
۹

some ‫بعضی‬ sport ‎‫ورزش‬

۰

some places ‫جاهایی‬ spouse ‎‫هتشر‬

(indefinite pl.)
spring ‎‫بهار‬
۳ ۷
someone; no )‫هیچکس‬-( ‫کسی‬ square (shape) ‫عبرم‬‎
one (with
negative verb) stage ‫هنحض‬‎

something ‎‫ چیزی‬stamp ‫ربمت‬‎

sometimes ‎‫ گاهی — بعضی‬stand, kiosk ‫کسویک‬‎ — dif

{ id y

star ۵ ‫راتس‬‎
7 es
soon, early ‫دور‬‎ statue ‫همسچم‬‎

sorrow, grief oil - ‫مغ‬‎ still, as yet ‫نوته‬‎

stop (as in bus ‫هاگتسیا‬‎
soul, life, term of ‫ناج‬‎
stop), station
endearment after
proper names store, department ‫هاگشو‬‎ ۳
sound, noise ‫ادص‬‎ store
story, account of ‫ناتساد‬‎
: 4

sour ‫شرت‬‎ 4 «

‎‫و‬

south ‎‫جنوب‬ straight, true, right ‫تسار‬‎

street, avenue ‫نابایخ‬‎
spacious ‎‫جادار‬
stuck down ‫هدیبسچ‬‎
Spain ‎‫اسپانیا‬
student ‫وجشناد‬‎
speak, talk (to) ‫ندز‬‎ ‫فرح‬
studio ‫ویدوتسا‬‎
special, registered ‫یشرافس‬‎
study (to) ‫ندناوخ‬‎ ‫سرد‬
speech, delivered ‫ینارنخ‬‎
sufficient; enough ‫یفاک‬‎
lecture
sugar ‫رکش‬‎
- a

speed ‫تعرس‬‎
‫دنت‬‎ summer ‫ناتشباخ‬‎
3 ۳

spicy, hot

spinach ‫جانفسا‬‎ sun ‫باقفآ‬‎

~‫دیشروخ‬
286
Sunday POTS tears ‎‫اشک‬

Sunni teeth ‎‫دندان‬

sunny ‫یباتفآ‬‎ telephone ‎‫تلفن‬
supper, dinner ‫ماش‬‎ telephone number cals ۵ ‫رامش‬‎
supporter — ‫طرفدار — هوادار‬ television ‫نویزیولت‬‎
‎‫شتیبان‬
tell off, rebuke, -< ‫ندرک‬‎ ‫اوعد‬
surface ‎‫سطح‬ argue )50( ‫ندرک‬‎ ‫شاخرپ‬
surface area, expanse Ai temple sin
surgery (doctor’s) fa tenth ‫مهد‬‎

surgery (operation) us om knaht ‫‏‬uoy — ‫ ممنو نم‬-‫متشکرم‬

sweet ‫نیریش‬‎
that ‎‫آن‬
sweet melon age
that very ‫نامه‬‎
swim (to) ‫ندرک‬‎ Ges
theatre ‫هناخشیامن‬‎ ‫رتاثت‬-
switched off, ‫شوماخ‬‎
silent, dark then ‫سپس‬‎
then ‫تقونآ‬‎

tailor’s dressmaker’s bus there (and then) ‫اضنامه‬‎

take back, get ‫نتفرگ‬‎ eet there, that place ‫اجنآ‬‎

back, retrieve (to) 51 they (their, them ‫ناشیا‬‎ - ‫اهنآ‬
take, carry away (to) ‫ند‬‎ 7 as possessor)

tall, high ail, thick ‎‫کلفت‬

tea ‫یاچ‬‎ thin, fine SL

teach (to) ‫نداد‬‎ ‫سرد‬ thin, skinny ‫رغال‬‎ - ‫کیراب‬

teacher, ‫راگزومآ‬‎ - ‫ ملعم‬think (to) ‫ندرک‬‎ ‫رکف‬

instructor thirsty atin
teapot ‫یروق‬‎ this ‫نیا‬‎
English-Persian glossary 287
 this year trade ‎‫تجارت‬
thought, idea train ‎‫ قطار‬-‫ترن‬
thousand ‎‫هزار‬ journey piles sad‫نفت‬‎
thread ‎‫نغ‬ travel, 1

throat ‎‫گلو‬ travel (to) ‫ندرک‬-‎ ‫رقم‬

Thursday
‎‫مسافرت کردن‬
‎‫پنجشنبه‬
ticket ‎‫بلیط‬ traveller, ‎‫مسافر‬
passenger
tie up, wrap, pia
close, shut (to) tray ‫ینیس‬‎
tiger oe tree ۱ ‫تخرد‬‎
time ‫نام‬‎ aE ‫تقو‬‎ triangle ‫ثلثم‬‎

time to time ‫هاگ‬‎ ‫هاگ‬ trousers ‫راولش‬‎

tiny, very small — ‫ولوچوک‬‎ Tuesday ‫هبنش‌هس‬‎

‎‫ ریز‬- ‫کوچک‬ tulips ‫هلال‬‎
tired ‘ak tuna fish ‫نت‬‎‫یهام‬
to 4, two or three ‫تعاس‬‎ ‫ود هس‬
to (used for people: ‫شیپ‬‎ hours
going to s.o.); at ,
type ‫روج‬‎ - ‫عون‬
to your health ‫یتمالس‬‎ ‫هب‬
today ‫زورما‬‎ ugly ‫بیکرتدب‬‎ - ‫تشز‬
tomato ‫یگنرف‌هج‬‎ ‫وگ‬ umbrella ‫رتچ‬‎
tomorrow ‫اد‬‎3
uncomfortable Sil ‫ران‬‎
tonight ‫تا‬‎
under, beneath ° ‫ریز‬‎
toothbrush ‫کاوسم‬‎ undoubtedly - ‫کش‬‎ ‫نودب‬
toothpaste ‫نادند‬‎‫ناز‬
‎‫بی‌تردید‬
tourist J shee - ‫تسیروت‬‎ unemployed; not busy ‫راکیب‬‎
288
unfaithful, disloyal ‫افو‌یب‬‎ watch, look at (to) — AG
‫تماشا کردن‬
unfortunate, _ Sheets
unlucky ‫سناشدپ‬‎ ‫‏‬retaw ‫آب‬

unfortunately Pe eee retaw ‫‏‬nolem ‫هندوانه‬

university ‫هاگشناد‬‎ way, path, road oly‫‏‬

until, up ‫ات‬‎ we, us‫‏‬ ‫ما‬

‎‫بالا‬ wear (to)‫‏‬ ‫پوشیدن‬

use, benefit ‫ندرک‬‎ ‫هدافتسا‬ weather (also air) ۱“‫‏‬

from (to) wedding‫‏‬ ‫یس‬ese‫‏‬
usual ‫لومعم‬‎ Wednesday‫‏‬ ‫چهارشنبه‬
week‫‏‬ ‫هفته‬
vacuum cleaner ‫جاروبرقی‬ weight ay‫‏‬
shea‫‏‬- eal ‫‏‬2

varied, -
welcome‫‏‬ ‫خوش‌آمد‬
different
well equipped ie.‫‏‬
various OSLSS west ne‫‏‬
vegetables
western 2۳۹۹‫‏‬
vegetarian ‎‫سبزیخوار‬
wet‫‏‬ ‫خیس‬
very good ‫خیلی خوب‬ what; 0 ۹‫‏‬
vet
what a pity, !‫فه‬
‫ی! چ‬
‫ح بد‬
‫چه‬
view what a shame

visa what kind, ‫چه نوع؟‬

sort? ‫چه جور؟‬
war when ‫کی؟‬
warm (hot) when, at the - ‫وقتیکه‬
time that
wash (to) 5
-
‫و‬

whenever ‫هروقت‬
wasp
English-Persian glossary 289
 -

where? Slas worker, labourer ‫کارگر‬

wherever ‫اج‬‎‫ره‬ workshop ‎‫کارگاه‬
which? ‫؟مادک‬‎ world 4 ‫و‬‎ ~ ne
whichever ‫مادک‬‎1 write (to) ‫نتشون‬‎

while ‫هکیلاح‬‎ ‫رد‬ writer ‫هدنسیون‬‎

white ‫دیش‬‎
who, whom? ‘o> year ‫لاس‬‎

whoever iS ‫ره‬‎ - ‫هکره‬ year(s) ago ‫شیپ)اه(لاس‬‎

‫هرکسیکه‬ yellow Ryee
?yhw yhw od ‫‏‬uoy ‫چرا؟‬
ask? (idiomatic)
yes ‫هلب‬‎
yes (informal), ‘yup’ ‫هرآ‬‎
wide ‫نهپ‬‎
yesterday ‫زورید‬‎
wife, woman 3
yoghurt ‫تسام‬‎
wild ‫نشو‬‎
youare welcome ‫دیدمآ‬‎ ‫شوخ‬
wind ‫داب‬‎
you (pl.) Lab
window ۵oats
you (sing.) ‫وت‬‎
winter ‫ناتسمز‬‎
young; youth (person) ‫نا‬‎bas
winter snowboots ‫نیتوپ‬‎
with, by ‫اب‬‎
with common border, _ ee
200 ‫شحو‬‎ ‫غاب‬
sharing the same border ' Zoroastrian ‫یتشترز‬‎

with difficulty pa,

without ‫یب‬‎ ‫نودب‬-
wooden ‫یبوچ‬‎
word ‫هملک‬‎ ۳ oil
work (to) ‫ندرک‬‎ ‫راک‬
290
SOOT S OHO OSHS OS TS OO TO OSES OOOO OO OEO EO SOSO OOO OO OS ESOS OOS OSTEO OOOO EE SOS SS SOS SO ES ESS OS SOO OSES SESE ED

Credits

Front cover: © Oliver leedham/Alamy

Back cover and pack: © Jakub Semeniuk/iStockphoto.com, © Royalty-

Free/Corbis, © agencyby/iStockphoto.com, © Andy Cook/iStockphoto.
com, © Christopher Ewing/iStockphoto.com, © zebicho - Fotolia.com,
© Geoffrey Holman/iStockphoto.com, © Photodisc/Getty Images,
© James C. Pruitt/iStockphoto.com, © Mohamed Saber - Fotolia.com
Pack: © Stockbyte/Getty Images

Credits 291
staredaah
۳ ¥
۰
‫اد‬ tes ‘cee U‫‏‬
 Where you find it!

“@
benl
BALTIMORE COUNTY
PUBLIC LIBRARY
www.bcpl.info
if
APRIL 2011
۹
۹

COMPLETE PERSIAN (MODERN PERSIAN/FARSI)

www.teachyourself.com

Do you want to be able to speak, read and write Farsi (Modern Persian)
confidently? All you need is this bestselling. course from Teach Yourself
- the No.1 brand in language learning. Learn everyday, useful Farsi
through real-life situations that make:the grammar and vocabulary easy
and memorable. This new edition has an easy-to-read page design and
complete audio support (available separately - MP3 compatible).

Narguess Farzad
Born in Iran, Narguess Farzad was educated in Tehran and the University of
London, where she is now a lecturer in Persian at the School of Oriental and
African Studies (SOAS).

Flexible Useful
Learn at a time that Regular grammar
suits you and‘at your reference units to help
Own pace you stay on track

Time-saving Practical
Learn something Exercises and ‫و‬‎
really useful in one examples to reinforce
or five minutes your learning

Expert Authentic
Full of expert advice Learn Farsi
from a world-class through everyday
teacher dialogues

Informative Audio ۵ compatible)

Information on Also available as a
the history and book/CD pack with
use of Farsi audio support

ISBN 978-0-07-173763-0
M HID 0-07-173763-4

CONVERSE WITH
INCREASED FLUE! —

9"780071"737630