The Writing System

Introduction
The Persian alphabet, like the alphabets of many Muslim nations, is based on the 28letter alphabet of Arabic. It has 32 letters and is written from right to left. Four of these
letters are devised exclusively for Persian. We shall see these letters later. The Persian
alphabet does not use capital letters. It does, however, use a modified version of the Western
punctuation system.
Unlike the alphabet, the Persian numbers are written from left to right. Persian uses the
same figures as Arabic, the language from which the Arabic numerals of English are derived.
The Persian numbers, thus, can be easily compared with those in English. We shall discuss
the numerals later.
In the pages that follow, the alphabet is divided into a number of letter groups. Each letter
group uses a basic form. After explaining each basic form, and the manner in which that form
is made, individual letters are introduced and discussed. These individual letters are different
from the basic form in the number of dots and the type of diacritics or symbols that may
accompany them.
The sequence used in the earlier stages of this study is not the same as the native sequence of letters taught in the schools in Iran. Once the students are familiar with the mechanism for producing letters and letter blocks, the native sequence will be introduced and memorized. This latter sequence is the one used in all alphabetizing of telephone directories,
dictionaries, and other such manuals using the Persian alphabet.
The entire Persian alphabet is presented on the next page. The letters are in their independent or isolated form. The sequence is the native sequence mentioned above in relation to the
use of dictionaries, directories, etc. The following information is provided for each letter: the
Persian name of the letter, the pronunciation or sound that the letter represents,1 the
transliteration used to symbolize that letter in the Latin script (transliteration is an aid for the
graduate student undertaking research using secondary materials in the field),2 and
information as to whether a given letter is a connector or a nonconnector. The symbol (+)
marks a connector. The symbol (-) marks a nonconnecting letter. More information on
connectors and nonconnectors will follow.

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In the pages that follow, this list, and the characteristics of each letter or group of letters,
will be discussed in detail. Before beginning the discussion of letter groups, however, there
are three points that must be mentioned. First, not all the letters of the Persian alphabet
connect to the letters that follow them. There are seven letters known as the nonconnectors.
They connect only to connecting letters that precede them. Second, depending on where in a
block of letters a connecting letter is used (it is necessary to make the distinction between a
block of letters and a word, since most Persian words are made up of two or three blocks of
letters where each block, except possibly the last, ends in a nonconnecting letter), the shape
of the letter may undergo a substantial amount of reduction--in most cases a modified form of
the initial portion of the letter is used. Third, a group of letters may share the same basic
form. In such cases dots and other diacritics distinguish one letter from another.
The major distinction to be made is the connector/nonconnector distinction. Since the English alphabet does not make this distinction, the principle underlying letter blocks as
formative components of words sometimes escapes American students.
Letter

Z
[
~
\
]
^

_
`
a
b
c
d

e
f
g
h
i

Persian name

lef
be
pe
te

se
jim

e
he
xe
dal
zal
re
ze
e
sin
in
sad
zad
ta

Pronunciation/
transcription
see vowel letters

b
p
t
s
j

h
x
d
z
r
z

s
z
t

transliteration

a
b
p
t

x
d

r
z

connected/
nonconnected
+
+
+
+
+
+
+
+
+
+
+
+
+

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j
k
l
m
n
o

p
q
r
t
s
w

za
'eyn
qeyn
fe
qaf
kaf
gaf
lam
mim
nun
vav
he
ye

z
'
q
f
q
k
g
l
m
n
v/u
h
y

' or c

f
q
k
g
l
m
n
v/u
h
y

+
+
+
+
+
+
+
+
+
+
+
+

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The Nonconnectors
The first group of letters to be discussed is the nonconnectors. Obviously, the
designation nonconnector is somewhat misleading. These letters actually connect only to
connecting letters that precede them, never to letters that follow them. If a word is composed
only of nonconnecting letters, there will be no block of connected letters. All the letters in
such a word are independent, pretty much like printed English letters. It is only when the
connecting letters enter the picture, and when they precede the nonconnectors that the latter
use a hook (to the right) to attach to preceding connecting letters.
In the discussion that follows we shall deal with the independent form of the nonconnectors only. Later on, when we learn a few connecting letters as well, we shall return to the
nonconnectors. The words that we produce at this stage do not include letter blocks, they are
words consisting of independent nonconnecting letters only. Now, let us look at the seven
nonconnecting Persian letters. The first line shows the nonconnectors in their isolated forms.
The second line places them in relation to an imaginary line on the paper:

t d c b a Z
t( ( d( c( b( a( Z(
Basic Forms
1. The Letter lef
The letter

lef is a single vertical stroke. The independent form of lef is written from

top to bottom. It rests on the line (see below, for the final form of lef ).

basic form

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

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2. The dal-group
basic form

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

3. The re-group

basic form

c
d

r e always represents the sound r.

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

4. The letter vav

basic form

vav has two basic uses. It is used as the vowel u as well as the consonant v. As the
vowel u, when used syllable initially, it must be preceded by an lef:

tZ

u (he).

In syllable medial and syllable final positions, it usually represents the sound u,
vav.
except if it is preceded by an lef, in which case it is pronounced v:

tZt

Syllable initially (without a preceding lef), it represents the consonant v. See

also further below for the use of vav as a consonant.

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In a few instances such as in

ta

do (two), vav represents the vowel o. The words that

use vav to represent the vowel o will have to be memorized.

Vocalization
The letter lef is most frequently used to represent the unwritten vowels of the Persian
alphabet. In fact, in syllable initial position, with the help of a set of diacritics, the letter

lef represents almost all the vowel initial syllables of Persian. These symbols are:
1. Madda

( P ). When added directly over the top

represents a syllable initial a, thus:

form of

of a syllable initial lef, the madda

= a. Dictionaries explain the madda as a modified

ZZ

lef itself. They say it is written in this way to avoid writing two lefs ( ) to

represent the initial vowel a. If the syllable is not a word-initial syllable, the madda may be
dropped. The letter lef alone represents the sound a in syllable-medial and syllable-final
positions:

aZa ZcZa aZd Zc Zc d c

I

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

ZI = e. This symbol may be added directly underneath a consonant

letter as well. Its value remains the same: Ia is pronounced de. The kasra is not usually used

a syllable initial e, thus:

in nontextbook materials such as newspapers, etc. :

cZcMaZI Ia dZcIa dZc aZc

G

3. Fatha, or zebar (

). When added directly over a syllable initial

represents a syllable initial , thus:

lef, the fatha

= . This symbol may be added directly over a

consonant letter as well. Its value remains the same:

Ga

is pronounced d. The fatha is

aGc cGa dGZ

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

4. Zamma, or

p i (H ). When added directly over a

represents a syllable initial o, thus:

Z = o. This

syllable initial

lef, the zamma

symbol may be added directly over a

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consonant letter as well. Its value stays the same:

Ha

is pronounced do. The zamma is

cHa dHc taMcZH

usually not used in nontextbook materials:

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

taMcZH cta tZ

The only remaining vowel to be discussed is the vowel i. Since the case of i, like that of
u, is one of letter combinations (in this case lef + ye in syllable initial, and ye alone in
syllable medial and syllable final positions), we shall postpone the discussion of this vowel
until later (see Letters with the Arabesque below the Line).
5. Sokun. In English, it is the presence rather than the absence of a vowel that is important.
In the case of vowels of Persian, however, the absence of a vowel is also significant. In fact
there is a symbol (

) called sokun to represent the absence of a vowel in syllable medial and

syllable final positions. The last letter of the word is usually not marked for sokun:

aMc aMcGa aMdHa taMcHZ

Before concluding this section on the independent forms of the nonconnectors and the
discussion of vocalization, it should be added that the rules mentioned above are not a
hundred percent workable at all times. We mentioned, for instance, that although the zamma
do.
represents the sound o, in a few cases this sound is produced with a vav as well:

ta

Similarly, while the use of the symbols mentioned above is generally limited to textbooks, in
a few cases these symbols play an essential role in differentiating words which otherwise
would remain undistinguishable. Compare:

as opposed to

aMcGa

drd

pain

aMcHa

dord

dregs

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

taMcHZ cGaMGZ tZt

aMcGt

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dHc aMdaH cZcMaZI

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

dtc
ZcZa
tZ
aMc
atcHt
ta
cGa
Ia
aMcaH

ruz (day). The letter

in syllable medial position represents the vowel u.

da.ra (title of ancient Iranian kings). In syllable final position, the vowel a
is written with an lef.
u (he/she). Syllable initially, the sound u is produced with the letter vav
preceded by an lef.
ard (flour). Syllable initially, the vowel a, is composed of lef with a madda on
top of it. A sokun on the letter re shows that this letter is not voweled.
vo.rud (entrance). Syllable initially, the consonant v is produced with a

t alone.

The vowel o is written with a zamma added above the preceding consonant. The
vowel u is produced with a in syllable medial position.

do (two). One of the words in which

t represents o

dr (door). The vowel is produced with a fatha over dal.

de (fort). The vowel e is written with a kasra underneath dal.

dord (dregs). o is written with a zamma. sokun over re.

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

tdIc cGaM ZG tcZa atc ctd

atcHa aGcZa aMcaG

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taMcZH dZc cGd tc dZcIa

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

az, ra.dar, zrd, dozd, va, do, vav, da.dar, u

ru, va.dar, dud, dord, ed.rar, dar, dr, da.rd

The Connectors
The connectors are letters which can join a preceding letter, a following letter or both.
These letters will be discussed in four groups as follows:
1. Letters that in full form are always made above the line.
2. Letters, in full form, with an arabesque made below the line,
3. Letters with a reverse arabesque, and
4. The letter mim.
Like the nonconnectors, the connectors have an independent form. This is the full form of
each letter. Depending on where in a block of letters a certain letter is used, the shape of the
independent letter may be reduced or somewhat modified. These modifications do not affect
the number of dots or other diacritical symbols attached to the independent form of the letter.
They affect the basic form only.
In order to study the letters that form a given word, the word is broken down into its
formative letter-block components. For each letter block the following letter shapes, or
allographs, are distinguished:
a. initial, the form of the letter that begins a letter block and connects to the following
letters only;
b. medial, the form of the letter that joins both the preceding and the following letters;
c. final, the form of a connecting or nonconnecting letter which joins the preceding
letter only;
d. independent, the form of the letter which follows nonconnecting letters when only
one letter is remaining to be written.
As an example of the use of allographs in the positions mentioned above, let us consider
the letter group usually referred to as the be-group. This group consists of four letters distinguished by dots only; it is a member of the larger group of letters that are always written
above the line.

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1. Letters that in full form are made above the line

a. The be- group

basic form
initial

medial

final

independent

[
~
\
]

be always represents the sound b

pe always represents the sound p. One of the four Persian letters, it is found in
words of non-Arabic origin.
te is one of two letters representing the sound t (see the letter ta)
se is one of three letters representing the sound s. It is found in words of Arabic
origin.

is transliterated as .

Note: Normally each one of the sounds of a language is represented by one letter, or by a
combination of letters, in the orthographic system of that language. In the case of the Persian
orthography, however, due to the adaptation of the Arabic script, some sounds such as t and
s are represented by more than one symbol. In fact, a minor example of this can be seen in
English where two letters (k and c) represent the sound k. For our purpose, and at this early
stage, we can ignore the reasons why such a multiplicity of letters should represent a single
sound. The introduction into the language of Arabic words with their "frozen" orthographic
form could explain part of the problem.
The knowledge of which letter to use is part of a number of things that one learns about a
word. These include the pronunciation of the word, its meaning, and whether it is a borrowed
form. The latter is a major factor in guiding the student in his choice of the correct spelling for
a given word; it is, however, not the only one. For the present, however, the transliteration
system outlined above will aid us in distinguishing these letter-sound combinations.
We said earlier that the designation "nonconnector" was misleading, and that the nonconnectors actually join connecting letters that precede them to their right. Now that we have
learned a few connecting letters as well, let us see how the system works.
In order for a nonconnecting letter to join a connecting letter, a connecting "hook" is attached to the right side of the independent form. This is, in fact, the same process that
converted the initial be- into medial, and the independent be into final. For lef this hook is
at the bottom, to the right. It rests on the line. A similar hook joins the other members of the

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group to the letters that precede them as they come into contact on the line. In the following,
the arrows show the direction of the movement of the pen:

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

bu
ta
pa
tb
tbr
torbt
torab
tur
pedr

G
G G
G MH
[ZH
ct
cGI

t +
+
+
+ G
+ G + G
+ G + M + H
[ + Z + + H
c + t +
c + G + I

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

initial

medial

final

independent

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m fe always represents the sound f.

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

basic form

initial

medial

final

independent

kaf (with one stroke) always represents the sound k. In print, on the final and

independent forms the stroke is optional.

gaf (with two obligatory strokes) always represents the sound g. This letter is
found in words of non-Arabic origin. gaf is a Persian letter.

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

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basic form
initial

medial

final

independent

i ta is one of two letters representing the sound t. When transliterating this letter, a
j

dot is placed underneath t :

za is one of four letters representing the sound z. When transliterating this letter,

a line is placed underneath it: . Both of these letters are found in words of Arabic
origin.

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

fi
s

basic form
initial

medial

final

independent

s he is one of two letters representing the sound h. This letter is usually referred to
as
he-ye hvvz (see the section on "letters and numbers"), or he-ye hendune. We
shall see later that the word hendune means water-melon, and that is the letter

with which this word is written in Persian.

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Study the structure of the following words carefully:

M G G

tgrg (hailstone). In this word we have an initial

G (te with a fatha for

G (gaf marked with another

fatha), again representing the vowel . The block is completed by a final M
the vowel ). This is followed by a medial

re. Since gaf, a connector, is the only letter to be added to a nonconnector, it

is used in its independent form. Lack of vowel at the transition of re to gaf
is marked by a sokun.

mMG

brf (snow). In this word we have an initial

(be marked with a fatha for

M re marked with a sokun.c

re, a nonconnector, is followed by an independent m fe, because this letter
the vowel ). The short block ends in a final

is the last and only letter to be added after a nonconnector. Once again,
sokun marks the lack of a transition vowel between re and fe.

M H

potk (sledge hammer). This is a one-block word with an initial, medial and
final form. We have initial
vowel o), a medial

H (pe marked with a zamma to represent

the

M (te marked by sokun for no vowel), and a final

kaf.

G M cG

rh.br (leader). Independent G

block initial

(he marked with a sokun), medial

fatha), and a final

aM I

(re [nonconnecting] marked with a fatha),

G (be marked with

re.

beh.bud (well-being). Initial

I (be marked by a kasra for the vowel e). This

M (he marked with a sokun). The block continues

with a medial be followed by a final vav indicating the vowel u. The
is followed by a medial

letter vav ends this block. There is only one more letter left to be written, a
dal. The dal is written in its independent form.

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

\
Gt
ZaMG
G
iIMcIZ
fiIMHc

~
GG
c
HMHa
Gc
cZMI

o
MG
mGG
fiG
[
ZMG

cIG
MH
c
G
GMI
sIc

2. Write the following in the Persian script and hand in to your instructor. The sounds
symbolized by more than one letter are transliterated. Compare your answers with
section (4) below:

bot
grd
ru.deh
ba.zu
zeh
ab
a.har
kbk
at

ku.zeh
gord
du.deh
rf
bu
.dr
ahu
ut
keb

fkk
gerd
bhr
gu
bd
va.zheh
or.du.gah
r.vt
k.rt

tut
beh
a.zad
df
ah
a.hk
rb
er

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3. Write the following in the Persian script. Compare your renditions with section (1)
above.

k.der
gorg
gur
kf
beh.tr
ku.reh

puk
brg
.rf
th
tab
ft.va

tup
.fr
tur
dok.tor
rg
beh.dar

fut
v.fa
fr.da
tb
er.te.ba
rot.beh

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

\ NG
sId
fiI
aMI
aMH
aZd MG
sIata
mGa

mMcG
s
G

G sIZt
cGaMGZ
MGc staMcZH

]McIZ \GtMG \tZ

\GMG [MI

H
aMG
sIatc
td
sId
[
c
MG
\Zb

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2. Letters with the arabesque made below the line

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

basic form
initial

medial

final

independent

w ye represents the vowel i. To produce the same vowel in syllable initial position,
an lef should precede this letter, thus: Z = i.
2. The letter nun
This letter has the same initial and medial forms as ye. Its final and independent forms are
slightly different.

basic form
initial

medial

final

independent

nun represents the sound n.

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b. The letter qaf

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

basic form

initial

medial

final

independent

n qaf is one of two letters representing the sound q.

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

basic form

initial

medial

final

independent

lam always represents the sound l.

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

1. The sin-group in print

basic form
initial

medial

final

independent

2. The sin-group in handwriting

basic form
initial

medial

final

independent

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

f in always represents the sound .
e. The sad-group
This group includes two letters, sad and zad. In their initial and medial position, these
letters include a loop followed by a dent. It is crucial to include this dent each time the letters
are used in these positions.

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basic form
initial

medial

final

independent

g
h

g is transliterated as .
zad is one of four letters representing the sound z. h is transliterated as .

sad is one of three letters representing the sound s.

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

MtG MG eZa
MG IM I iH GG rZ
G nMG gMH ctH
tc G dZ ZI
aMG sI pMct HZ
Zc hMG \GtM G r

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2. Write the following in the Persian script and hand in to your instructor. The sounds
symbolized by more than one letter are transliterated. Compare your answers with
section (4) below:

qa.yeq
l.if
f.n.ri
n.da.zeh
or.di.be.het

e.f.han
fl.s.feh
f.na.p.ir
b.ha
i.ra.ni

qa.tel
bi.b.ri
teh.ran
es.teq.ra.i

keti
e.kof.te.gi
eh.ran
es.ten.ba

gol.gt
ke.lid
dus.ti
t.rak

3. Write the following in the Persian script. Compare your rendition with section (1)
above.

sib
li.van
o.dur
e.da
qa.li
sa.san

das
f.q
qor
i.raz
a.pon
r.vt

fqr
so.qu
frq
sg
ur.nal
qr

u.i
fel.fel
d
ru.si
se.pah
rai

vqt
t
si.ni
pip
h.tad

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

MG M H MI I rG
M ZI I
I IM H I wM
G fiI
G M G G
Mta rZMI rZMI GG wGG
oZMZG iMI M ZI ZMI M ZI G sIdZMZG
ZZ MI I aMcZH

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3. Letters with a reverse arabesque.

a. The 'eyn-group

basic form
initial

medial

final

independent

k 'eyn represents the glottal stop '. It is found in words of Arabic origin.
l qeyn is one of two letters representing the sound q . The difference between qaf
and qeyn is orthographic rather than phonological. Indeed most speakers
pronounce them indiscriminately (see also "The Persian sound q", above). qeyn is
usually written as gh in English. qeyn is transliterated as .
Note that the medial form of fe resembles that of the 'eyn-group. The medial form of fe
, however, is a loop. That of the 'eyn-group is an upside down triangle
with sharp

edges and a fairly flat top. Compare

G G nfr "person" with MG

b'd "later".

b. The jim-group

basic form
initial

medial

final

independent

There is also the following alternate jim-group which is used in handwriting:

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basic form
initial
medial

final
independent

^ jim always represents the sound j.

 e always represents the sound .  is found in words of non-Arabic origin. It is
_

a Persian letter.
he is one of two letters representing the sound h. This letter is called he-ye hotti

(see "Letters and Numbers," above, pp. 29-30), he-ye jimi or he-ye hmmal.
hmmal means "porter". he is transliterated .
xe always represents the sound x.

c. The letter mim

basic form
initial

medial

final

independent

mim always represents the sound m

Bashiri

24

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Homework
1. Read the following aloud. Compare your pronunciation with section (3) below.
Then copy the exercises and hand in to your instructor:

^Ic MG GMG ZH
c kH l ^
MH H ^MH GI
MG GMG cGMI fiIMG
^ ^ o
sIc G sIdIZ MG
MG Mc s

2. Write the following in the Persian script . Compare your renditions with section (4)
below:

e.ja.reh
md.re.seh
m.hd
ker.man
.rak
qa.i
'.ru.si

mh.tab
m'.mu.li
tb.riz
qur.ba.eh
h.vaz
o.aq
xo.al

xa.neh
'.lb
a.ba.dan
qom
qnd
n.d.li
t'.il

3. Write the following in the Persian script. Compare your renditions with section (1)
above:

jo.da
'aj
xe.ja.lt
m.bu.beh
xuk
txt
mah

pn.r
ti
borj
me.vr
ma.in
e.ja.zeh
si.mi

tr
ba
mo
'n.br
ja
p
xor.id

xa.rej
o.'a'
hi
sim
taj
a.reh
mx.u.i

i.ni
ar
mohr
jm
baj
bix

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fiI [MG
sIcIZ
GMG MG fiIIcMG
rZa MG
G
M G
H fiIMc rMI
MG
dZMZG
oZcGZ
GM
G
nHZ

MG pM tG

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

Bashiri

26

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Positional Variants of the Persian Alphabet

independent

Z
[
~
\
]
^

_
`
a
b
c
d

e
f
g
h
i
j
k
l
m
n
o

p
q

final

medial

initial

a
b
c
d

i
j

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r
t
s
w

fi

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

GZ -,

IZ e -,

Read the following aloud:

H Z o -,

i -,

tZ u -, and

a-

G qGa tdIc aMc s r d [

G wc G G cGb
rZZ \tZ sIctZ rtZ MtZ tZ f
sMZ rGaMZ Z aGZ Z MZ
oGacM ZH nHZ nHZ HZ MZH aZ rZ
GGZ McGZ G GZ GGZ HHZ eHZ GMdHZ
GMGZ MGZ GGZ MGZ MGZ ^McGZ [GaGZ

Bashiri

28

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cIMIZ qMGZ sIcIZ sIcZaIZ MIZ GGZ

pMIZ rGMIZ GMIZ MGMIZ dtMIZ
2. In other positions, the Persian vowels are represented by:
a. independent or final lef for a. Please read aloud:

H eZa M lZa MZ qZa qZc

w ZH p Ic o ZG r
G s Gc p G o Ha n
c ZcZa a ^ G ~ Gt
q Mc p ZH o MaH d
cZaZc o e cZaZa ~ ZHM G
o e d c ^ [ w

b. medial, final or independent ye for i. Please read aloud:

sI sI aZ d fiI fiI
dZ sGaM
I wMG H MZG McH H

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waZMZI waZI I
M I I
M G
wc wc waMI waMHZ
w w w w
c. independent or final vav for u. This letter represents the sound v in syllable initial, or in
lqv and
srv.
syllable final position after a. There are a few exceptions such as

M G

tM G

These we shall discuss later.

Please read aloud:

ctd fta atc tG tI cta ^tH

M aG sIdtc tc dtc
sI a a p o
oZt t t wtZc
GtG MtI rZt wZt rZt qZt tZt
fiIIZt

3. Double consonants are marked with a

tdid (

placed directly over the consonant

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

H G
N G GG H G G H
tc cZaZa atcHt tcZa G G H NG

Bashiri

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N G H G H G G N G ta
sGa qHa qGa
N G
N I
N G
N G pIa NnIa

N G
N G N G G G N G
H G GM G
N I H G G sIa
lGtlGt GG
N H H G NG G HMH
sNI G sNI H sIG N I HH
4. Ligatures are combinations of two letters written in a "frozen," stylized form. In Persian,
lam and lef represent such frozen forms. The independent ligature looks like this: , and

the final looks like this:

. Note that even though lam is a connecting letter and technically

should be connected to the following lef, the lef is written as an independent stroke,
ends in an lef, the letter
slightly slanted and placed inside the lam. Because the ligature

that follows does not join it.

When an lef follows a kaf or a gaf, this combination results in a ligature as well. In this
case the beginning of the kaf or gaf is written (actually drawn) slightly curved towards the
lef, thus:.

Please read aloud:

I fiI G H G G G
I H G G G nMI eI

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H H G G H e c sH
\I o c fiI fiG N G G m
GG \NG G \I
M ZI G I pG
wc r m n q ` ^ G
\Z \Z e
5. The letter vav again:
After xe, the vowel a is sometimes written as a silent vav followed by an lef:
Thus, xastn "want" is written

xa.

GMZ ; xab "sleep" is written [Z . This results in

homonyms with different spellings. Example:

cZ
c

xar

contemptible

xar

thorn

and in identical spellings with different pronunciations:

cZ
^IcZG

xar

contemptible

xvarej

foreigners

The second form may be distinguished by placing a fatha over xe:

^IcZG

. The

combination of vav and lef discussed above can represent a only after xe. Therefore,
should be read '.va.mel, never 'amel.

IZG

Please read the following:

rGM Z c rZ rZt rZ
IZ

Bashiri

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\tZ GZ MZ tG r G
6. The Diphthongs ey and ow:
The diphthongs ey and ow are indicated by letters ye and vav with a fatha. Thus:

G
I
ctGa

seyf

sword

beyn

between

dowr

around

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

I
cta

beyn

between

dur

far

ctGa

dowr

around

bin

pres. stem of "to see"

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

7. The Tanvin
The Arabic indefinite accusative suffix has retained its original form. Thus a few Persian
words end in an lef on which a tnvin mark (

J)

is placed, thus:

The tnvin, the seat

of which is usually an lef, is pronounced n. Example:

fow.rn

M G
NI

quickly

tq.ri.bn approximately
jed.dn

seriously

Certain Western words like

MG m'.mu.ln
M
G GZ

usually

(lam + lef, independent)

fe'.ln

now

(lam + lef, attached)

.b.dn

at all

tel.ge.ra.fn "by telegram," are also written with

a tnvin.
8. The Short lef
Certain Arabic words with final ye have retained this feature after their adoption into Peris read mu.sa instead of mu.si, and
is read ht.ta.
sian. Thus,

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9. The Letter hmza

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

GG
pMG
Ic
I
IzH
Gz

m'.xz

source

ms.'ul

responsible

re.'is

director

hey.'t

delegation

mo'.men

a pious person

mo'.bd

Zoroastrian priest

Please read the following:

cG MZI G wcI mGc

[G r YMZI YM ZI MIZ
H N G fiI YMH rMH Y rGZ
G G MGZ MI MG
10. Morphemes that may join other forms
Some prefixes and some monosyllabic words tend to join the word that follows them in
writing. Among the most frequently used forms that join the words following them are miand be-. -ra joins the word that precedes it (see also contractions, below). The number of
forms that can be used as independent forms or joined to following forms is indefinite. The
student, after working with the language for a while , will have a better grasp of the situation.
For this reason here we shall give only a few examples:

G H = G H
ZZ = Zc Z

mi.kon.m

I do

in.ra

this (object)

Bashiri

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

ZG = Zc G
ZH = Zc
GI = G fiI
MGZ = MGZ Z

mn ra = mra

I (object), me

to ra = tora

you (sing., object)

beh hm = behm

to each other

in st = inst

this is

Please read the following and identify:

1) the morphemes that have joined other words
2) the contractions, if there are any:

G MI I G MI GaI tI GG
ZMG rG
M I I fiII ZMI G MGI
MG Z ZH ZG

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

8 9

written
stage 1
stage 2
written

printed

The Cardinal Numbers

English
zero
one
two
three
four
five
six
seven
eight
nine
ten
eleven
twelve
thirteen
fourteen
fifteen
sixteen

transcription written

figures

sefr
yek
do
se
har
pnj
i
hft
ht
noh
dh
yazdh
dvazdh
sizdh
hardh
panzdh
anzdh

0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

ta
fi
c

fi
sa
sad
sadZta
sa
sac
sa
sa

Bashiri

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seventeen
eighteen
nineteen
twenty
twenty-one
thirty
forty
fifty
sixty
seventy
eighty
ninety
one hundred
two hundred
three hundred
four hundred
five hundred
six hundred
seven hundred
eight hundred
nine hundred
one thousand
one million

hivdh
hijdh
nuzdh
bist
bisto yek
si
ehel
pnjah
st
hftad
htad
nvd
sd
devist
sisd
harsd
pansd
esd
hftsd
htsd
nohsd
(yek) hezar
(yek) melyun

s
s
sad

a
a
a

ta

cZ
r

17
18
19
20
21
30
40
50
60
70
80
90
100
200
300
400
500
600
700
800
900
1,000
1,000,000

The Ordinal Numbers

The ordinal numbers are derived from the cardinal numbers with the addition of the suffix
-om. This suffix is added to the last digit of the number:

qNta
qN
qc

qN t
t a t

Fractions

yekom
dovvom
sevvom
harom
pnjom
bisto sevvom
sdo nvdo hftom

first 3
second
third
fourth
fifth
twenty third
one hundred and ninty seventh

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Fractions are formed by combining the cardinal numbers with the ordinal numbers.
Example:

qc fi
qN ta

se harom
do sevvom

three quarters (three fourths)

two thirds

Percentage
Percentage is expressed with the word
Example:

sdi bist

s d

(hundred) and a cardinal number.

twenty per cent.

Bashiri

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Letters and Numbers

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

GIG GMG GIG NH dNIG

GMGZ
IN
G G N G
Each of the letters in the words listed above is assigned a number. The order of the words
and, thereby, the value of each letter within the series remains a constant. The value assigned
to each letter is provided below:
1
2
3
4
5
6
7
8
9
10
20
30
40
50
60
70

1
2
3
4
5
6
7
8
9
10
20
30
40
50
60
70

Z
)~* [
)* ^
a
s
t
)* d
_
i
w
)* o
p
q
r
e
k

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80
90
100
200
300
400
500
600
700
800
900
1,000

80
90
100
200
300
400
500
600
700
800
900
1000

m
g
n
c
f
\
]
`
b
h
j
l

In order to assign an bjd to a given date, the date is analyzed into various letter combinations until a phrase somewhat defining the event to be commemorated is achieved. The
chronogram thus arrived at is then quoted to commemorate that event. For example, the
chronogram for Nadir Shah's proclamation of the Persian throne is the Arabic phrase:

t Z

al-xayru fi ma vq' (the best is in what happened). The total which

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

1 + 30 + 600 + 10 + 200 + 80 + 10 + 40 + 1 + 6 + 100 + 70 = 1148
Finally, the value of a geminated letter (i.e., the same letter occurring twice in succession)
is the same as a single letter.
1

For a discussion of the sound system of Persian, see "The Sounds of Persian" in the Tape Manual,

In the "Writing System," transliteration is employed to teach the sound-letter combinations where two or more letters
represent a single sound.

The Arabic numeral

pp. 1-14.

pNtZ 'vvl' is also used for "first". In forming compound numbers, however, the
ordinal number is used more frequently. Example:
pNtZI dtc
ruz-e vvl
first day
t
bisto yekom
twenty-first

Lesson One
Vocabulary
Learn the following words:

gol
drxt
em
gu
ketab
main
eraq
ja
in
an
pesr
doxtr
pedr
madr
telefon
miz
dr
televiziyon
hotel
bank
bnm
reza
slam
slam 'lykom
hal
oma
hal-e oma
e-towr
st
bd
nist-m
motkker
motkker-m
mn
hm

flower
tree
ca
eye

ear
f
book
[
car

lamp
lZ
place

this
Z
that
r
boy; son

girl; daughter
a
father
c
mother
ca
telephone

table; desk

door
ca
television
r
hotel

bank

Shabnam (girl's name)

Reza (boy's name)

c
hello (person beginning a conversation)
q
hello (the other person)
q
condition; health
p
you (pl. or sing., polite)

your health
I p
how (question word)

is
Z
bad

I am not

thankful
N
thank you
qN
I

also; too

Bashiri

___________________________________________________________________________________

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

[
I am fine (lit., I am good)

thank you

God
Z
protector

bye (said by the person leaving)

Z
goodbye (said by the person staying)
good

Nouns
1. Objects
Persian does not have an equivalent for the English "the". Thus the word ca
'drxt' means both "tree" and "the tree," but not "that tree".

gol
drxt
ketab
main
eraq
ja

flower [the flower]

tree [the tree]
book [the book]
car [the car]
lamp [the lamp]
place [the place]

ca
[

lZ

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

gol-ha
drxt-ha
ketab-ha
main-ha
eraq-ha
ja-ha2

flowers
trees
books
cars
lamps
places

ca
[

lZ

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

pesr
doxtr
pedr
madr

boy
girl
father
mother

a
c
ca

Main Text

__________________________________________________________________________________

Demonstrative Adjectives
in
this (pointing to an object close to you)
an
that (pointing to an object away from you)

Z
r

To form a demonstrative phrase, place a demonstrative adjective before the

singular or the plural form of the noun. Note that only the noun, not the demonstrative
adjective, assumes a plural form. Example:
singular:

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

here, this place

this eye
that tree
this book
that car
this lamp

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

those places
these trees
those books
these cars
those lamps
those eyes

Z
Z
ca r
[ Z
r
lZ Z

plural:

r
ca Z
r
Z
Z r
r r

Learn the following sample phrases:

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

this book
these books
those trees
these cars
that flower

[ Z
Z
rca r
Z
r

Summary
So far in this lesson we have learned that:
(a) Like English nouns, Persian nouns have a singular and a plural form--the
plural is derived from the singular by adding '-ha'.
(b) Persian does not distinguish gender.
(c) Demonstrative adjectives precede the noun. The demonstrative adjective
does not have a plural form.

Bashiri

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Dialog
Learn the following dialog between Reza and Shabnam:

/ c q :
/ q : c
? Z c I p :
? Z c I p / qN / : c
/ / :
/ Z : c
/ :
Transcription
Shabnam:
slam reza.
slam 'lykom bnm.
Reza:
hal-e oma e-towr st?
Shabnam:
bd nist-m. motkker-m. hal-e oma e-towr
Reza:
st?
Shabnam:
mn hm xub-m. mrsi.
xoda hafez.
Reza:
be-slamt.
Shabnam:
Translation
Shabnam:
Reza:
Shabnam:
Reza:
Shabnam:
Reza:
Shabnam:

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

Homework
1. Translate the following phrases into Persian and hand in to your instructor.
Make sure that your answers are in the Persian script!
this book
that book
these flowers
the television
these trees (two forms)
those fathers (two forms)

those telephones
these hotels
these girls (two forms)
that bank
that door
this television

Main Text

__________________________________________________________________________________

those lamps
the doors
those mothers (two forms)

those tables.
these places
those eyes

2. Translate the following from Persian into English:

an mizha
an drha
in madran
in gol
golha
an hotel
an ketab
an pesran
in bankha
in drxtha
televiziyon
an eraq
in emha
eraqha
an jaha
in doxtran
3. (in class) Practice the dialog using students' names.
4. Write out the dialog using other names.

r
ca r
rZca Z
Z

r
[ r
rZ r
Z
ca Z
r
lZ r
Z
Z
r
rZa Z

Bashiri

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Lesson Two
Vocabulary
Learn the following words:

jeld
nfr
mrd
kaqz
vrq
qaleb 3
sabun
sasan
b-bx-id
aqa
ki
ale 4
amuzgar 5
esm
i
e
aqa-ye jvad 6
mi-dan-id
sa't
dqiqe(h)
ble(h)
xyli
xahe mi-kon-m 7
minu
mina
hsn
mehrdad
ptu

volume (book)
individual
man
paper
sheet (of paper)
bar (of soap)
soap
Sasan (boy's name)
excuse me!
mister; gentleman
who (question word)
Zhaleh (girl's name)
teacher
name
what (question word)
what (literary form)
Mr. Javadi
do you know?
time; clock; hour; watch
minute
yes
very; much; a lot
you are welcome!
Minu (girl's name)
Mina (girl's name)
Hassan (boy's name)
Mehrdad (boy's name)
blanket

nct

r
r

fiZ
cd
Z

fi
waZI w
?Z

fia
fi

aZa

Main Text

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Nouns
Objects (cont.)
As mentioned, Persian does not have a definite article. Persian nouns, therefore, are
inherently definite unless otherwise marked:
gol
bank

flower [the flower]

bank [the bank]

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

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

a flower
a book
a car
a place
a blanket

When w '-i' is used with the plural form of the noun, it is the equivalent of "some" in
English:

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

some tables
some places
some eyes

0
1
2
3
4
5
6
7
8
9
10

Numbers
The Persian numbers 0 -12 are: 9

sefr
yek
do
se
har
pnj
e
hft
ht
noh
dh

zero
one
two
three
four
five
six
seven
eight
nine
ten

ta
fi

fi
sa

Bashiri

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yazdh
dvazdh

eleven
twelve

11
12

sad
sadZta

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

yek drxt
se miz
hft televiziyon
do hotel

one tree
three tables
seven televisions
two hotels

ca
fi
r
ta

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

yek miz
yek miz-i

one table; a table

a certain table

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

har jeld ketab

do nfr mrd
pnj vrq kaqz
do qaleb sabun

four volumes of books

two individual men
five sheets of paper
two bars of soap

[ c
a ta
nct
r ta

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

yek eraq
har ta ketab
do ta sabun

one lamp
four books (lit,, four [units of] book)
two soaps (lit., two [units of] soap)

lZ
[ c
r ta

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

se ta miz
pnj ta dr
hft ta eraq 1 0

three tables
five doors
seven lamps

fi
ca
lZ

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The word 'nd ' is interesting in that it can be used as a numeral meaning
"several" or, it can be used as a question word to ask "how many". Compare:

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

several books
several blankets
how many books?
how many blankets?

? [
?

When 'nd' is used as a question word, the intonation pattern of the

sentence must be a question intonation, i.e., there must be a steady rise and a sharp
fall. (See the Tape Manual)
Combining the points in Lesson One about the noun and the demonstrative
adjectives with the information provided in this lesson about the numerals, we are now
able to generate phrases of the type presented below:

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

these two books

those six doors
these seven tables
those ten lamps

[ ta Z
ca r
Z
lZ sa r

The use of the unitizer 'ta' is optional, i.e., fi 'se' is just as good as fi 'se
ta' and 'hft' does the same thing as 'hft ta'. In speaking with
Persians, however, you will find that they use 'ta' quite often.
Finally, the combination of a number and the indefinite marker w '-i' imparts a
sense of vagueness and uncertainty to the phrase. In English this sense is expressed by
using words like "certain" and "about" or by using forms like "several," i.e., forms
which are inherently vague. Example:

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

a certain man
about five trees
several bars of soap

wa
ca

Summary
So far we have learned that:
(a) Persian does not have a counterpart for the English definite article "the".
But it has an equivalent for the English "a".
(b) Numerals precede the singular form of the noun.
(c) Demonstrative adjectives are used before the numerals.
(d) Nouns may be classified in specific terms by using a classifier or they may
be classified in vague terms by adding 'ta'.

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The following chart demonstrates the order in which the elements of the noun
phrase occur:
Phrase

noun

ta

miz

table(s)

num
ta

fi

se

three

dem adj

in

these

Dialog
Learn the following dialog between Sasan and Zhaleh:

? Z r -
/ Z Icd r
? Z IcdI Z
/ Z waZ Iw IcdI Z
? Z M Z
/ Z I - fi
/ qN
/ Z
Transcription
Sasan: be-bx-id, an aqa ki st?
Zhale: an aqa amuzgar-e mn st.
Sasan: esm-e amuzgar-e oma i st?
Zhale: esm-e amuzgar-e mn aqa-ye
jvadi st.
Sasan: oma mi-dan-id sa't nd st?
Zhale: ble, sa't-e hft st.
Sasan: xeyli motkker-m.
Zhale: xahe mi-kon-m.

:
:
:
:
:
:
:
:

r
fiZ
r
fiZ
r
fiZ
r
fiZ

Translation
Sasan: Excuse me, who is that man?
Zhale: That gentleman is my teacher.
Sasan: What is your teacher's name?
Zhale: My teacher's name is Mr. Javadi.
Sasan: Do you know what time it is? 1 1
Zhale: Yes. It is seven o'clock.
Sasan: Thank you very much.
Zhale: You are welcome.

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Homework
1. Translate the following phrases into Persian. Write your answers in the
Persian script and hand in to your instructor :
these nine trees
those ten cars
that one lamp
this one television
those several doors

a bank
these five hotels
these books
the telephone
those eyes

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

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

r
ca Z
[ r
ca

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

r
ca c Z
fi
ca

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

7
3
9
12
1
5
11
10
6
4

? Z
M
? Z
I
((((
? Z
? Z
? Z
? Z
? Z
? Z
? Z
? Z
? Z

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4. Answer the following questions by using the names in parantheses. Write

your answers in the Persian script. Example:

) c *

? Z Z
/ Z c Z
((((
) * ? Z Z
) * ? Z Z
) * ? Z Z
) * ? Z Z
) r * ? Z Z
) aZa * ? Z Z
) fiZ * ? Z Z
5. (in class) Practice the dialog using your own names.
6. Combine the dialog in this lesson with the dialog in Lesson One. Write out
the new dialog.

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Lesson Three
Vocabulary
Learn the following words:

keyvan
qali
mal
mal-e
v
xeyr
bha
z
hezar
tuman
aya
kerman
kerman-
kaan
kaan-
ne-mi-dan-m
vli
tbriz
tbriz-
prm
prm-e iran

Kayvan, first name (male)

carpet
property
property of; belonging to
and
no
price; worth
from; than
thousand
unit of money equal to ten rials
marker for question sentences
Kerman, city in SE Iran
from (or made in) Kerman
Kashan, city in central Iran
from (or made in) Kashan
I don't know
but
Tabriz, city in NW Iran
from (or made in) Tabriz
flag
the flag of Iran

rZ

p
I p
t

dZ
cZ
r

Z
t

rZZI

Some names of countries

emrika
rusiyye
italiya
fqanestan
hend
kanada
iran
kore

America
Russia
Italy
Afghanistan
India
Canada
Iran
Korea

Z
fiNtc
Z
rZ

Za
rZZ
s

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The suffix w '-' (always stressed) is used to indicate belonging to a place or being
native of a town or a country. Often it also means made in a place or a country:

iran-
hend-

Iranian; made in Iran

ZZ
Indian; made in India
w
If the form ends in a vowel, such as in Za 'kanada' (Canada), a hamza precedes
the w , i.e., . Example:

kanada'
emrika'

Canadian; made in Canada

American; made in the US

Za
Z

Adjectives
Adjectives qualify nouns. Here are some Persian adjectives:

xub
bd
bozorg
kuek
qng
ziba
xo
xo-gel
xo-tip
xo-qiyafe
bd-qiyafe
zet
geran
rzan
bolnd
kutah

good; nice
bad
big; large
small
beautiful
beautiful; elegant
pleasant
pretty; beautiful
handsome
handsome; good looking
ugly; bad looking
ugly
expensive
inexpensive; cheap
tall; loud (sound)
short

d
f

f
fi
fi
d
rZ
rZdcZ

As a rule, Persian adjectives follow their noun and are not declined, i.e., there exists
no concordance between a noun in the plural and its modifying adjectives. The
adjectives themselves, however, may be modified by an intensifier like 'xeyli'
(very). Examples:

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

beautiful
beautiful woman
beautiful women
very beautiful

d
dI rd
d I wd
d

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The number of adjectives qualifying a noun is not limited; more than one adjective
may qualify a single noun. Example:

ketab-e xub
main-e kuek-e rzan

good book
inexpensive, small car

[ [
I
rZdcZI I

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

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

c
c
[

fi
fi
rZ
rZ

big
bigger
good
better
better
handsome
more handsome
expensive
more expensive

When two nouns are compared, the comparison marker dZ

before the second noun. Example:

pesr z doxtr bozorg-tr st

'z' "than" is used

/ Z c a dZ

The boy

is bigger than the girl.

The Superlative Degree

To indicate the superlative degree, add the suffix '-trin' "most, -est" to the
adjective. Example:

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

the biggest
the best
the best
the most handsome

c
[

fi

Unlike the demonstratives and the numerals which were simply added,
adjectives are attached to the noun (and to each other), with an ezafe (see Lesson

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Four). This attachment may be written out as a kasra ( ) below the last consonant
letter of the noun qualified. If the noun ends in an Z 'lef,' or a t 'vav,' a w 'ye' carries
the ezafe kasra. Compare:

televiziyon-e geran

expensive television

rZI

hotel-ha-ye bozorg

big hotels

cI

ptu-ye geran 1 3

expensive blanket

r
w

rZI w

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

re'is-e xo-qiyafe-ye reza

dr-e kutah-e hotel

Reza's handsome boss

short door of the hotel

cI w fi fI c
I sI ca

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

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

a good book
a small, inexpensive car

I [
ZdcZI I

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

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

bigger hotel
taller trees

cI
I wca

But

bozorg-trin hotel
bolnd-trin drxt-ha

the biggest hotel

the tallest trees

c
ca

In general, however, the adjective does not interfere with the basic structure
summarized at the end of Lesson Two. Instead, it fits right in--after the noun:

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phrase

ezafe

adj

rZ

noun

ta

num

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

Adj

sI

d
[

rZ
RZdcZ

noun

ca
lZ

r
ca

ta

num

ta
fi

fi
sa
sad
sadZta

dem

dem adj
Z

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Similarly, many simple phrases in the plural can be generated using the following:

Adj

sI

d
[

ezafe

ha

noun

rZ

ca
lZ

ca

dem

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

rng
xo-rng
bd-rng
sefid
siyah
sbz
zrd
surt-
bnf
narnj-
sorx
gol-
qermez
ab-
qhve'-
xakestr-

color
of pretty color
of ugly color
white
black
green
yellow
pink
purple
orange
red
red (rose color)
red
blue
brown
gray

c
c f
c

acd
c

c
`

wZ s
w

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Abstract Nouns and Adjectives

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

mrd-
xub-
bozorg-
sefid-

manhood
goodness
bigness; greatness
whiteness

wa

c
w

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

gol
surt
narnj
portqal
ab
qhve
xakestr

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

\c
c
p
[
s

Learn the following simple phrases:

ketab-e abi
eraq-e sefid
dr-e kutah-e sorx
main-e bozorg
gol-ha-ye zrd
hotel-ha-ye xub
dr-e sefid
gol-e sorx-tr
drxt-e sbz
main-e qng-tr
hotel-e rzan-tr
eraq-ha-ye kutah-tr
bozorg-trin bank
kuek-trin televiziyon
rzan-trin gol
bnf-trin miz
zet-trin telefon
sbz-trin drxt

blue book
white lamp
short, red door
big car
yellow flowers
good hotels
white door
redder flower
green tree
more beautiful car
cheaper hotel
shorter lamps
biggest bank
smallest television
cheapest flower
most purple table
ugliest telephone
greenest tree

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

d
ca

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Learn the following complex phrases:

in se ta ketab-e abi-ye qng

I I [ fi Z

these three beautiful blue books

an nd ta eraq-e sefid-e geran

rZI I lZ r

those several white, expensive lamps

do ta dr-e kutah-e zet

two ugly, short, doors

yek main-e siyah-e bozorg

dI sI ca ta
cI sI

a large, black car

hotel-ha-ye rzan-e xub

[I rZdcZI w

good, inexpensive hotels

an e ta gol-e qng-e zrd

acdI I r

those six beautiful, yellow flowers

Phrase Juxtaposition
It is possible to combine two or more phrases with the help of an ezafe (for ezafe,
see Lesson Four). In such cases elements of one phrase follow those of the other. And
the ezafe establishes the link. Note that the individual members of these phrases are
optional and can be left out:

phrase 2

mrd ta

phrase 1

ta

do an

main-e an mrd
main-e an do (ta) mrd
in main-e an mrd
in pnj main-e an mrd
in pnj ta main-e an do mrd
in pnj ta main-e an do ta mrd

e main ta

pnj

in

a rI
a )* ta rI
a rI Z
a rI Z
a ta rI Z
a ta rI Z

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Translation
that man's car
the car belonging to those two men
this car belonging to that man
these five cars belonging to that man
these five cars belonging to those two men
these five cars belonging to those two men

Summary
So far, in this lesson, we have learned that:
(a) Adjectives are forms that qualify nouns.
(b) In Persian, the adjective follows the noun and is attached to it by an ezafe.
(c) More than one adjective may qualify a noun.
(d) The comparative degree of adjectives is formed by adding '-tr' to the adjective.
(e) The superlative degree is formed by adding '-trin'.
(f) The superlative degree precedes the noun it qualifies.
(g) Some nouns and adjectives can be made abstract by adding a stressed '-' to them.

Dialog
? Z I p I r
/ Z a rI p r
? Z rI w
/ Z r cZ rI w
? Z rI p r
/ Z rI p r /
? Z I dZ I
/ Z wI t / Z

:
: rZ
:
: rZ
:
: rZ
:
: rZ

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Transcription

Translation

Minu: an qali-ye qng mal-e ki st?

Kayvan: an qali mal-e an mrd st.
Minu: bha-ye an qali nd st?
Kayvan: bha-ye an hezar tuman st.
Minu: aya an qali mal-e kerman st?
Kayvan: xeyr. an qali mal-e kaan st.
Minu: qali-ye kerman- z qali-ye kaan- beh-tr st?
Kayvan: ne-mi-dan-m. vli beh-trin qali qali-ye
tbriz- st.

Minu: To whom does that beautiful

carpet belong?
Kayvan: That carpet belongs to that man.
Minu: How much is the price of that
carpet?
Kayvan: The price of that carpet is a
thousand tumans.
Minu: Is that carpet a Kermani carpet?
Kayvan: No. That carpet is a Kashani
carpet.
Minu: Are Kermani carpets better than
Kashani carpets?
Kayvan: I don't know. But the best carpet
is a Tabrizi carpet.

Homework
1. Translate the following into English:

maine xakestri
hotele rzan
eraqe zrd
televiziyone kuek
gole sorx
dre kutah
telefone sefid
ketabe abi
hotele geran
banke bozorg
2. Transform the items in (1) into their plural forms.
3. Transform the items in (1)
a. into their comparative forms
b. into their superlative forms

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

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4. Write out, in the Persian script, the comparative and the superlative degrees of the following
adjectives. Example:

:
((((
- rZdcZ - [ - fi - fi f - f - - d - - c
/ wZ s - w - c - - ` - - rZ - d - s
5. Transform the following comparative phrases into superlative phrases. Write your answers in the
Persian script. Example:

c : cI
((((
rZdcZI - I ca - I - I r - I ca
/ sI ca - cI - rZdcZI - dI ca - fI c
6. Answer the following questions using the words in parentheses. Example:

) *

) *
) aZa *
) r *
) fiZ *
) *
) *
) *
)rZ *

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

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

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

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) I r * ) I r *
) I rI cI ca * ) cI ZI cI ca *
) I wZ sI * ) I wI *
8. Translate the following into English:

hotele xube rzan

maine sefide qng
drxte bolnde sbz
televiziyone sorxe kuek
telefone siyahe rzan
golhaye kueke bnf
eraqe surtiye bozorg
in do maine xakestriye zet
an nd gole abi
dre narnjiye kueke in maine bozorg

rZdcZI [I ( 1
I I ( 2
I I ca ( 3
I `I r ( 4
rZdcZI sI ( 5
I I w ( 6
cI cI lZ ( 7
dI wI ta Z ( 8
I r ( 9
cI ZI I cI ca ( 10

9. Translate the following into Persian:

1. two beautiful, blue flowers
2. a big, expensive, ugly lamp
3. those several small tables
4. eight ugly, orange telephones
5. these nine bad trees

6. ten white cars

7. a small, purple flower
8. expensive televisions
9. those five inexpensive blankets
10. the big, purple door

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

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

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Lesson Four
Vocabulary
Learn the following words:

a. General

aqa
mrd
zn
be
xanom
dust
xane
mu
gisu
pa
koja
nzdik
resturan
ruberu
ruberu-ye
sinema
sib
holu
hendvane
nan
qza
sndli
goftogu
n

man; gentleman
man; gentleman
woman; lady; wife
child
lady
friend
house
hair
hair (poetic)
foot
where (question word)
near
restaurant
opposite
opposite from
movie theater
apple
peach
watermelon
bread
food
chair
dialog; conversation
no

a
rd
fiN

ta
fi

a
rZcc
ttc
I wttc

fiZt
r
Z

fi

b. Family

bradr
xahr 1 5
pedr-bozorg
madr-bozorg
zn; xanom

brother
sister
grandfather
grandmother
wife

caZ
Z
cc
cca
rd -

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owhr
hmsr
'mu
'mme
da'i
xale

husband
spouse
uncle (paternal)
aunt (paternal)
uncle (maternal)
aunt (maternal)

fiN
Za
fi

c. Professionals

mo'llem
doktor
ners
prstar
posti
ostad
re'is
moni
ufer
rannde
agerd

teacher
doctor
nurse
nurse
mailman
university professor
director; boss; manager; head
secretary
driver
driver
student; apprentice; conductor (bus)

N
a
e
c

aZ
c

sZc
a

mister; sir
Khan (used after first name)
(fem. of r) Mrs.; Ms.
doctor (title)
engineer

a
e

Ali (boy's name)

Parvaneh (girl's name)
Hushang (boy's name)
Manizheh (girl's name)
Manuchehr (boy's name)
Farhad (boy's name)
Bizhan (boy's name)
Farkhondeh (girl's name)
Loghman (boy's name)
Parvin (girl's name)
Mariam (girl's name)

fiZt

a
r
s
r
t

d. Titles

aqa
xan
xanom
doktor
mohndes
e. Names

'li
prvane
hung
mnie
mnuehr
frhad
bin
frxonde
loqman
prvin
mrym

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Pronouns
A pronoun is a form used as a substitute for a noun or a noun equivalent. The
following are the independent personal pronouns of Persian:

mn
to
u
ma
oma
an-ha 1 6

I
you (sing., familiar)
he/she
we
you (pl., sing., polite)

tZ

they
We shall see these pronouns later where they will be used as subject, object, etc. of
the verb. In this lesson, however, we shall study them as members of ezafe
constructions. As such these pronouns assume a possessive meaning.

-e mn
-e to
-e u
-e ma
-e oma
-e an-ha

my
your
his/her
our
your
their

Examples:

ketab-e mn
main-e an-ha
televiziyon-e sefid-e u
miz-e bozorg-e to

my book
their car
his (her) white television
your (sing.) large table

I [
I
tZI I r
I cI

Possession
Possession is expressed in one of two ways:
a) by adding a set of possessive endings to the noun representing the thing
possessed.
b) by relating the possessor and the thing possessed by means of an ezafe.
This lesson deals with these two forms of expressing possession.

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Possession by adding possessive endings

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

-m
-t
-
-eman
-etan
-ean

my
your (sing.)
his/her
our
your (pl. or sing., polite)
their

qG
\G
fG
r
r
r

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

ketab-m
ketab-t
ketab-
ketab-eman
ketab-etan
ketab-ean

my book

r
r
r

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

xane-m
sndli-m

qZ fi
qZ

my house
my chair

but

ptu-ym
pa-ym

my blanket
my foot

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

xane-m

my house

qZ
\Z
fZ
r
r
r

fi
fi
fi
fi
fi
fi

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sndli-m

my chair

qZ
\Z
fZ
r
r
r

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

ptu-ym

pa-ym

my blanket

my foot

r
r
r

r
r
r

Learn the following phrases.

main-m
owhr-t
gisu-y
mu-y
gol-ha-yetan
pa-yt
dust-t
dust-ha-yt

my car
your husband
her hair
his/her hair
your flowers
your foot
your friend
your friends

ta
ta

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Possession by adding the ezafe

The ezafe construction is composed of two or more words related to each other in
either a possessor/possessed relationship or in a relationship of qualification. In both
cases the ezafe appears as a kasra ( I ) underneath the last letter of the noun
representing the thing possessed. Example:

ketab-e reza
ptu-ye u1 7

Reza's book
his/her blanket

c [
I
tZI w

The Possessor/Possessed Relationship

As can be seen, in the possessor/possessed case, the noun representing the thing
possessed appears first and is marked for ezafe with a kasra. The noun representing
the possessor follows. Here are some more examples:

miz-e amuzgar
sndli-ye oma
esm-e mn
dust-e to

cdI
I
I Z
I ta

the teacher's desk

your chair
my name
your friend

Relationship of Qualification
In this case, the noun being qualified appears first and is marked with a kasra. The
qualifying adjective follows. Example:

ketab-e xub
main-e sorx
sndli-ye kuek

good book
red car
small chair

[ [
I
`I
I

Other uses of the ezafe

In addition to possession and qualification, the ezafe is also employed for the
following purposes:
To relate the first name of an Iranian to his family name:

bnm-e jvadi

Shabnam Javadi 1 8

waZI

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

aqa-ye jvadi
xanom-e jvadi

Mr. Javadi
Mrs. Javadi

waZI w
waZI

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To relate the possessive and qualitative members of an ezafe chain:

ketab-e xub-e pesr-e mn

I [
I [
I

my son's good book

eraq-e bozorg-e xane-ye doktor

aI w fi
I cI lZ

the large lamp of the doctor's house

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

ketab-m
ketab-t
ketab-
ketab-eman
ketab-etan
ketab-ean

= ketab-e mn
= ketab-e to
= ketab-e u
= ketab-e ma
= ketab-e oma
= ketab-e an-ha

my book
your book
his/her book
our book
your book
their book

tZ

[
I
[
I
[
I
[
I
[
I
I[

r
r
r

The following rules govern the use of possessive endings and ezafe constructions:
1) If both the plural marker '-ha' and the possessive endings are to be
affixed to the same noun, the plural marker precedes the possessive ending:

ketab
ketab-ha
ketab-ha-yt

book
books
your books

2) If the possessive ending is to be added to an ezafe chain, it must be added to

the last member. The possessive endings do not take the ezafe:

eraq-e bozorg-e xane-ye doktor-m

the large lamp of my doctor's house

qaI w fi
I c I lZ

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Possession and the Noun Phrase

As you recall, the noun phrase has the following structure:

NP

noun

ta

num

dem. adj

When the possessive endings are added to this construction, they will necessarily
appear on the noun as follows:

NP

Noun

\Z fi
Z
r
r
r fiN

ta

num

fi

sad
sadZta
fi

dem adj
Z
r
Z
r
Z
r

Here are some more examples:

ketab-m
do ta bradr-t
in nd ta drxt-

my book

your two brothers

\caZ ta
these several trees belonging to him/her ca Z

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

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NP

noun
tZ
a

waZ w

ezafe
I
I
I
I

noun

w fiN
w fi

ta

num
ta

sa

dem adj
Z
r
Z
r

Here are some more examples:

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

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

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/ Z I p ca Z
/ I taI caZ I p fi r
/ Z f aI rI p Z
Translation
These several trees belong to us.
That house does not belong to my friend's brother.
This car belongs to that handsome man.
Learn the following ezafe constructions

pedr-e mn
'mu-ye u
xahr-e to
ketab-ha-ye an-ha
televiziyon-e to
main-ha-ye an-ha
sndli-ha-ye ma
eraq-ha-ye ma
ostad-e mn
ners-e u
mo'llem-ha-ye ma
moni-ye oma
re'is-e mn

my father
his/her uncle
your (sing.) sister
their books
your television
their cars
our chairs
our lamps
my professor
his/her nurse
our teachers
your secretary
my boss

I c
tZI w
I Z
I w
I r

I w
I w
I wZ
aI Z
tZI e
I wN
I
I c

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

f
ta

[
I
waZI wI
aI I wta
///
I r
I w
tZI rZcc
a ZI cd
I lZ
fiZI wcaZ
I w fi
`I rI wZ

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rZI rI w
[I rZcc rI wZ
wI w rI w sZc
d aI rI w rd
I rd rI w fiN
I cI
aI cI
aI I w fiN
Learn the following phrases

1. pesr-e doktor
2. madr-e dust-e reza
3. bradr-e ners-e minu
4. pedr-bozorg-e mo'llem-e sasan
5. owhr-e ufer-e hsn
6. zn-e re'is-e bank
7. be-ye moni-ye loqman
8. ostad-e doxtr-e dust-e mina
9. madr-bozorg-e doxtr-e mrim
10. ufer-e pedr-e bin
11. agerd-e bradr-e keyvan
12. doxtr-e qng-tr-e doktor
13. bozorg-trin bank-e in-ja
14. bolnd-trin drxt-ha-ye in hotel
15. rzan-trin eraq-ha-ye an-ja
16. beh-trin agerd-e in mo'llem
17. sorx-trin gol-ha-ye oma

aI
c
I taI ca
I eI caZ
rI N
I cc
I I
I cI rd
rI I w fiN

I taI a aI Z
I a
I cca
rI cI
rZI caZ aI
aI I a
Z
I c
ZI wca
I wZ rZdcZ
N Z aI
I w `

Translation
1. the doctor's son
2. Reza's friend's mother
3. Minu's nurse's brother
4. Sasan's teacher's grandfather
5. Hassan's driver's husband
6. the bank director's wife
7. Loghman's secretary's child
teacher
8. Mina's friend's daughter's professor
9. Mariam's daughter's grandmother

10. Bizhan's father's driver

11. Kayvan's brother's student
12. the doctor's more beautiful girl
13. the biggest bank of this place
14. the tallest trees of this hotel
15. the cheapest lamps of that place
16. the best student of this
17. your reddest flowers

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Summary
So far we have learned that:
(a) Possession is expressed either by adding a set of possessive endings to the
noun or by using the ezafe.
(b) The ezafe is also used
1) for adding adjectives to nouns and other adjectives
2) for adding the last name of Iranians to their first name
3) to form ezafe chains
(c) In the main, possessive constructions are used after the demonstrative
adjectives, numbers and classifiers.

Dialog
? Z I Z - : a
/ Z I Z :
? Z I w fi Za / : a
/ Z rZcc Ia I w fi / fi :
? Z rZcc : a
/ Z I wttc rZcc :
? Z c rZcc rI wZ : a
/ Z rZdcZ t [ rZcc rI wZ :
/ qN : a
/ Z :
/ Z : a
/ :
Transcription
Farhad: b-bxid, esm-e oma i st?
Mariam: esm-e mn mrym st.
Farhad: mrym xanom. mi-dan-id xane-ye bnm koja st?
Mariam: ble. xane-ye bnm nzdik-e resturan st.
Farhad: resturan koja st?
Mariam: resturan ruberu-ye sinema st.
Farhad: qza-ye an resturan e-towr st?
Mariam: qza-ye an resturan xub v rzan st.
Farhad: xyli motkker-m.
Mariam: xahe mi-kon-m.
Farhad: xoda hafez.
Mariam: be-slamt.

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

Practice Reading
lZ Z / Z r / Z Z / Z Z
r / Z Z / Z [ Z / Z r / Z
Z ? Z r ? Z Z / Z ca
a r / Z a r / [ r /
r - a r - fi / Z a r - fi ? Z
- cd rd r - fi ? Z cd rd r / Z rd
` Z - fi ? Z ` Z / Z ca rd r
r - fi ? [ Z / [ Z / Z
r / Z fiZt Z / Z r / [
r / Z r - fi ? Z r / Z
r - r - fi ? Z r / Z
/ Z r
lZ Z / Z lZ Z ? Z Z
r r / [ r Z / Z lZ r - fi ? Z
/ Z [ r r - fi ? Z [ r r / Z [

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Homework
1. Translate the following phrases into English:

behtrin duste hsn

madrhaye an do ta doxtr
zne doktore duste mn
ketabhaye rzantre to
golhaye sefidtre inja
telefone abiye hotel
xahre re'ise anha
ostade to
mo'lleme an agerd
doktore in beye kuek

I ta
a ta rI wca

I taI aI rd
I rZdcZI w [
ZI I w
I I
I cI Z
aI Z
a rI N
I w fiN ZI a

2. Use the words in parentheses to form sentences similar to the pattern provided in the example below.
Example:

) * ) *

/ Z I wttc rZcc
/ Z I wttc
((((
) fiZI w fi * ) I w fi *
) rZcc * ) rZZ *
) I w fi * ) I w fi *
) aI * ) tZI *
) I rZcc * ) I w fi *
) aI ZI w fi * )
I *
) I w sZc
I * ) I cI *

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

) [ *

? Z c rZcc rI wZ
/ Z [ rZcc rI wZ
((((
) * ? Z c a rI p
) rZdcZ * ? Z c rI w

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) [ * ? Z c r
I c
) rZ * ? Z c I r rI w
) [ * ? Z c fiN r
I ta
) rZ * ? Z c rI w
) rZdcZ * ? Z c fi rI w

4. Use the words in parentheses in the basic sentence to form new sentences.
Write your answers in the Persian script.
Example:

) * ) rZZ * / Z rZcc
I a I w fi
/ Z
I a rZZ
((((
) * ) *
) * ) *
) * ) r *
) ca * ) lZ *
) * ) *
) * ) ca *
) * ) r *
) rZZ * ) fiNtc *
) rZ * ) *
) Z * ) Za *
5. Translate the following phrases into Persian:
1. your (sing.) teachers
2. our better students
3. my daughter's beautiful friends
4. their sons' bigger, blue cars
5. his nurse's two children

6. the most beautiful, purple flowers

7. these inexpensive, gray tables
8. several tall boys
9. seven more expensive doors
10. some five red lamps

6. Translate the following phrases into English:

1. e ta drxte sbz
2. noh ta hotele geran
3. nd ta doxtre qng
4. in telefonhaye rzane zrd
5. beye doktore u
6. mo'llemhaye xube minu
7. pesre re'ise bank

I ca
rZI fi
I a
acdI rZdcZI w Z
tZI aI w fiN
[
I I wN
I cI

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8. maine narnjiye zete to

9. ketabhaye rzane ma
10. dusthaye beye xahre u

I dI cI
I rZdcZI w [
tZI ZI w fiNI w ta

7. Translate the following phrases into Persian:

several green trees
those inexpensive grey telephones
his brother's friend's child
our ugly, expensive television
this hotel's handsome manager
Dr. Javadi's beautiful secretary
the best watermelon of those restaurants
Dr. Javadi's small foot
8. Write a "new" dialog by combining the four dialogs presented so far.

The hyphen (-) is used to separate meaningful grammatical segments known as

morphemes. It shows what the various components of a given word are. For instance,
'xub' means "good" and the suffix '-m' means "I am". The hyphen is not a break in the
word. Therefore, pronounce the words as complete entities as if there were no hyphens:
'xubm'. This hyphen is not used in exercises.

In writing,

'-ha' may be attached to nouns that end in a connecting letter: - Z

but c . There are also other plural markers borrowed from Arabic but used on Persian
words as well. We do not intend to teach these plural formations here in full, but we shall
provide a few examples for each. The student should not feel obliged to memorize all these
forms at this early stage. We shall return to these constructions later and discuss them in
detail.
The Arabic plural marker rZ '-an'. This suffix is usually restricted in use. It is used
with animate nouns and parts of the body that come in pairs:

em-an
gu-an
drxt-an
pesr-an
doxtr-an
pedr-an
madr-an

r
r
rca
rZ
rZa
rZc
rZca

eyes
ears
trees
boys
girls
fathers
mothers

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

'-at',

plural

nbat

nbat-at

plants

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l
sa

baq
deh

Where the word ends in a final fi '-e(h),' \

ruzname(h)

Another instance is the suffix

plural

\ fidtc

ruzname(h)-jat

newspapers

'-in' used on such words as:

singular

c
N

gardens
villages

'-jat' is used instead of \Z '-at' :

singular

fidtc

baq-at
deh-at

\
\a

plural

m'mur
mo'llem

c
N

m'mur-in
mo'llem-in

officials
teachers

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

Words such as nct 'vrq' "sheet (of paper)" and 'qaleb' "bar (of soap)" are
used here for explaining grammatical points. They are not considered vocabulary to be
memorized at this stage.

The final fi '-h' is usually written but, unless followed by a vowel, is not pronounced.

The pronunciation 'amuzegar' is also correct.

For the uses of the ezafe, see Lesson Four, pp. 54-57.

The word Z

'xahe' (written with a silent t 'vav' before Z 'lef') means "request."

'xahe mikonm,' however, is an idiomatic phrase meaning "don't

mention it!" or "please!". It is the short form of "I request that you do not..." .
Note that in writing, the definite article marker w '-i' is preceded by a 'hamza' when
following a t 'vav' indicating the sound 'u' or an Z 'lef ' indicating the sound 'a'.

For fractions and percentages, see the "Writing System," p. 28.

10

11

In writing, 'ta' is usually not attached to the preceding noun.

Note the uses of the sokun and the ezafe in the exchange. Furthermore, in telling time, the
words 'nim' "half", c 'rob' ' "quarter" and 'km' "to (in telling time only)" are
used as follows:

sa't-e yek v nim st

sa't-e do v rob' st
sa't-e hft rob' km st

/ Z t
I
/ Z c t ta
I
/ Z c
I

It is half past one.

It is a quarter past two.
It is a quarter to seven.

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sa't-e se v pnj dqiqe km st

/ Z fia t fi
I

It is five minutes to three.

Note also that in spoken Persian "v" is pronounced '-o', i.e., 'yek-o nim'. And,
furthermore, that when this '-o' is preceded by a vowel, a '-v-' is inserted between that
vowel and '-o':

sa't-e do-v-o rob'

sa't-e se-v-o pnj dqiqe km

After forms ending in a final fi '-eh', the comparative suffix '-tr' "more" is written
separately.

12

13

14

15

16

17

In writing, with some exceptions, both '-tr' and '-trin' "most" may be attached
to the preceding form.
The unitizer 'ta' is not used with .
Note that Z 'xahr' "sister," written with a silent t 'vav' before Z 'lef ', is pronounced
'xahr' and not 'xvahr' as expected.
Sometimes the word r Z 'ian ' "they" is used instead of 'an-ha '. This word can
be interpreted both as he/she and they.
Note that the w in this example carries the ezafe.

18

The ezafe added to the first name of Persians is not translated into English: Shabnam
Javadi as opposed to the expected Shabnam-e Javadi.

19

Note that in all these constructions the adjective defines the preceding noun and that
the possessive construction usually ends the noun phrase.

20

A literary equivalent of p 'mal' "property" is r dZ

used with the ezafe. Example:

'z an'. This form, too, is

in qali z an-e mn nist/ I r dZ Z This carpet does not belong to me.

21

Note that c
of...?"

'e-towr' "how" can also be used in the sense of "What do you think

Lesson Five
Vocabulary
Learn the following words:

hl-e
vqt
ke
tqrib-n
sal
'jb
bld-id
km
km-i
rng-
xo-hal
mehrban
golabi
baba
fars-
engelis-
rus-
italiya'-
hend-
fransv- /frans
alman-
'rb-
tork-
i

native of
time
that
about; approximately
year
(surprise marker) is that so!
you know
small; little; low
a little
color (adj., as in color TV); in color
happy
kind (person)
pear
dad; father
Persian

Z
t
fi

c
p
r

English
Russian
Italian
Hindi
French
German
Arabic
Turkish

tc
Z
w
fiZ Dw Z

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The Equational Sentence

The sentence is a grammatically self-contained unit consisting of a word or a syntactically
related group of words. The sentence may express an assertion, a question, a command, a
wish, or an exclamation. The simple sentence consists of a verb and one or more nouns
denoting various functions: subject, object, location, source, goal, and instrumentality. We
shall discuss these relations in the next several lessons. This lesson deals with the verb,
especially the verb ra 'budn' "to be", and with the subject and subject equivalent.

The Verb
As the grammatical center--the "engine"--of the sentence, the verb may express an act, an
occurrence, or a mode of being. Unlike in English where the verb appears early in the
sentence after the subject, the Persian verb appears at the end of the sentence. Below are some
verbs in their "dictionary" citation form. The r '-n' at the end of each verb is called the
infinitive marker. r '-n' is similar in function to the English "to" in "to go":

rft-n
krd-n
od-n
bud-n
goft-n
xord-n
gereft-n
dad-n
xand-n
dat-n
danest-n
enaxt-n
xrid-n
foruxt-n
amd-n

to go
to do
to become
to be
to say

ii

iii

to eat
to take (something from someone)
to give

rZ

to read; to sing
to have; to own
to know (a thing)
to know (a person)
to buy
to sell
to come; to arrive

c
ra
r
ra

rac

raZa
Za
Za

r
t
r

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The most frequently used verb in Persian is the verb

concentrates on ra .

ra 'bud-n' "to be". This lesson

The Verb "to be"

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

The Dependent "to be"

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

-m
-i
-st
-im
-id
-nd

q
w
Z

I am
you (sing.) are
he/she is
we are
you (pl. or sing., polite) are
they are

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

zn-m
zn-i
zn-st
zn-im
zn-id
zn-nd

I am a woman
you (sing.) are a woman
she is a woman
we are women
you (pl.) are women
they are women

In this conjugation, the suffixes

q '-m', w

sentence. (For the independent ra , see below).

d
d
Z rd
d
d
d

'-i', etc. also serve as the subject of the

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The Subject
The subject is a word, or a phrase, denoting one who is in a defined state of being,
performs an action, or undergoes a change of state. In the following English sentences "John"
is the subject:
1. John is rich.
2. John went to Tehran.
3. John became angry.
Like in English, the subject of the Persian sentence begins the sentence. It is the unmarked
noun of the sentence--any noun or noun phrase can serve as subject without need for
modification either by suffixes or by prepositions (see below). Example:

loqman ufer st
gol qng st

Loghman is a driver.
(The) flower is beautiful.

/ Z r
/ Z

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

u ufer st
ma prstar-im

he (she) is a driver.
We are nurses.

/ Z tZ
/ c

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

mn
to
u
ma
oma
an-ha

I
you (sing.)
he or she
we
you (pl. or sing., polite)
they

tZ

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Except in cases of emphasis or exclamation, the use of independent pronouns in subject

position is optional, i.e., q 'ufer-m' is the same as q 'mn ufer-m'.
Henceforth, to remind you that these pronouns are optional, they will be placed inside
parentheses. Example:

/ qa )*
(mn) doktor-m I am a doctor.
(u) re'is-e bank st He (she) is the head of the bank. / Z c )tZ*
(an-ha) madr-nd They are mothers.
/ ca )*
(ma) agerd-im We are students.
/ a )*

The Plural Subject

The subject of a sentence may be inherently plural as in 'ma' "we", or it may be made

plural by using numerals and conjunctions:

t 'mn v oma' "you and I" or fiN

fi r 'an se ta be' "those three children". Example:

mn v oma bradr-im

iv

You and I are brothers.

xahr v bradr-e u xub-nd

Her brother and sister are nice.

an se ta mrd bolnd-nd

/ caZ t
/ tZ caZ t Z
/ a fi r

Those three men are tall.

Animate and Inanimate Subject

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

in mrd mo'llem st
an ketab xub st

This man is a teacher.

That book is good.

/ Z N a Z
/ Z [ [ r

But when the subject is in the plural, depending on whether the noun is animate or
inanimate, two options present themselves:

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1. Animate Subject
If the plural subject is animate, as a rule, the verb must agree with it, i.e., it must be in the
plural. Example:

an mo'llem-ha bd-nd
Those teachers are bad.

in se ta doxtr qng-nd

/ N r
/ a fi Z

These three girls are beautiful.

an mrd-ha bradr-nd

/ caZ a r

Those men are brothers.

oma xo-tip-id

/ f

You are handsome.

2. Inanimate Subject
The inanimate plural subject can be treated like the animate plural subject, i.e., make the
verb agree with it at the risk of "personification," or it can be treated like a singular subject. In
either case there is no substantial change of meaning. Example:

in miz-ha xub st
in miz-ha xub-nd

These tables are good.

These tables are good.v

/ Z [ Z
/ Z

The Independent "to be"

In addition to the dependent suffixes discussed earlier, Persian also has an independent
verb ra . This verb, 'hstn' "existence" is conjugated as follows:

hst-m
hst-i
hst-
hst-im
hst-id
hst-nd

I am; I exist

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'st', but a zero

Note that the ending for the third person singular is not the expected Z
''. example:

mrd hst-m
mrd hst-i
mrd hst-
mrd hst-im
mrd hst-id
mrd hst-nd

I am a man.
You (sing.) are a man.
He is a man.
We are men.
You (pl.) are men.
They are men.

a
a
a
a
a
a

The negative form of both the dependent and the independent ra is 'nist' "is not",

followed by the same personal endings that appear on 'hstn'.

Here is the conjugation of ra in the negative:

nist-m
nist-i
nist-
nist-im
nist-id
nist-nd

I am not
you (sing.) are not
he/she is not
we are not
you (pl.) are not
they are not

Here are some examples:

(mn) doktor nist-m

I am not a doctor.

(an-ha) xo-hal nist-nd

They are not happy.

(ma) prstar nist-im

/ a ) *
/ p )*
/ c )*

We are not nurses.

Finally, it should be noted that while the dependent ra is used to state a fact, the

independent is used to emphasize a stated fact. Suppose (A) makes the following
statement:

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an mrd mo'llem st

/ Z N a r

That man is a teacher.

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

an mrd mo'llem nist

/ N a r

That man is not a teacher.

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

an mrd mo'llem hst

/ N a r

That man is a teacher!

The Subject Equivalent

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

gol sorx st
'li xo-qiyafe st
an main geran st

The flower is red.

Ali is handsome.
That car is expensive

These sentences can be analyzed as follows:

/ Z `
/ Z fi f
/ Z rZ r

ra

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sentence

verb

Z
Z
Z

subj. equiv.

`
fi f
rZ

subj.

As can be seen each sentence begins with a subject. The subject can be a common noun
(), a proper noun () or a noun phrase ( r). And all sentences end in a verb. In

this case Z .

The function of the verb is to identify and relate the subject to a concept such as ` , a

quality such as fi

f , or a value such as rZ .

Sentences of this type are usually referred to as stative sentences, i.e., sentences that
describe the state of being in which a subject is found. Philosophically speaking, without the
subject equivalent, the concepts , , and are devoid of any attribution. The verb

ra

in these sentences relates the "empty" subjects to the concepts of redness,

handsomeness and high value. Through this process, the subject concepts assume quality
while quality concepts assume form.
The staple for generating the subject is the noun (phrase) category. The staple for the
subject equivalent, too, is the noun phrase in its full sense. By relating these two categories
through the affirmative and negative forms of ra , a large number of stative sentences can
be produced. Example:

a. Simple subject and simple subject equivalent:

drxt sbz st.

mo'llem xo-tip nist.
mn doktor nist-m.

/ Z ca ( 1
/ f N ( 2
/ a ( 3

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hotel bozorg st.

be kuek st.
drxt bolnd nist.
ma pedr nist-im.
dr bolnd st.
ketab ab-i st.
eraq rzan nist.

/ Z c ( 4
/ Z fiN ( 5
/ ca ( 6
/ c ( 7
/ Z ca ( 8
/ Z [ ( 9
/ rZdcZ lZ ( 10

Translation
1. The tree is green.
2. The teacher is not handsome.
3. I am not a doctor.
4. The hotel is big.
5. The child is small.

6. The tree is not tall.

7. We are not fathers.
8. The door is tall.
9. The book is blue.
10. The lamp is not cheap.

b. Subject with "in" and "an"

in gol qng st
an prstar zet nist
in telefon sefid nist
an televiziyon rng- st
Translation
1. This flower is beautiful.
2. That nurse is not ugly.
3. This telephone is not white.
4. That television is a color T.V.

/ Z Z ( 1
/ d c r ( 2
/ Z ( 3
/ Z c r r ( 4

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c. Numbers and 'ta' added to subject:

in pnj agerd xub-nd.

/ a Z ( 1
an hft ta ostad bd-nd.
/ aZ r ( 2
in nd ta pesr xo-tip nist-nd. / f Z ( 3
Translation
1. These five students are good.
2. Those seven professors are bad.
3. These several boys are not handsome.

d. Subject containing an ezafe construction

ketab-e minu geran nist

/ rZ [ ( 1
an televiziyon-e rng- xub st
/ Z [ c r r ( 2
main-ha-ye xakestr- qng nist-nd

/ w w ( 3

an nd ta eraq-e sefid-e geran koja st?

? Z rZ lZ r ( 4

an e ta agerd-e in ostad kutah hst-nd

/ s aZ Z a r ( 5

an nd ta mrd-e bolnd xo-tip hst-nd

/ f a r ( 6

in nd ta prstar-e qng xo-hal hst-nd

/ p c Z ( 7

Translation
1. Minu's book is not expensive.
2. That color television is good.
3. Gray cars are not beautiful.
4. Where are those several expensive white lamps.
5. Those six students of this professor are short.
6. Those several tall men are handsome.
7. These several beautiful nurses are happy.

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e. The Subject equivalent expanded

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

/ Z d r a
doxtr-e sasan xeyli ziba st
pedr v madr-e minu xub v / r t [ ca t c
mehrban hst-nd
in mrd-e kutah re'is-e bank-e ma st / Z c s a Z

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

Pronouns (cont.)
Z

and r play a dual role in Persian. On the one hand, as we have observed, they serve

as demonstrative adjectives where they point to things and people near to or far from the
speaker. Example:

in drxt sbz st
This tree is green.
an prstar mehrban nist
That nurse is not kind.

/ Z ca Z
/ r c r

On the other hand Z and r can be used as pronouns, i.e., they can function as nouns.
Example:

in miz st
an ketab nist
In this "new" role,

This is a table.
That is not a book.

and

/ Z Z
/ [ r

r no longer point to objects near and far. They are

the

objects being identified as table and book. Furthermore, while as demonstrative adjectives Z

and r did not have plural forms, as pronouns they do. The plural of the pronoun Z is Z
'in-ha' "these" and the plural of the pronoun r is 'an-ha' "those". Example:

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in-ha drxt-e sib st

an-ha drxt-e golabi nist

/ Z ca Z
Those are not pear trees. / ca
These are apple trees.

Identification Drill 1
In the following sentences, identify and underline the demonstrative adjectives:

/ Z Z ( 1
/ c r ( 2
/ Z r ( 3
/ a a Z ( 4
/ Z r r ( 5
/ Z wZ s - Z ( 6
/ Z s ca rd r ( 7
/ [ Z ( 8
/ Z - ( 9
/ Z [ r Z ( 10
/ Z d a r ( 11

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

"To be" and Adjectives

We have seen ra relate the subject of the sentence to the subject equivalent. But its role
is larger than that. It can participate in comparative (with
superlative cons-tructions. Compare:

dZ

'z' meaning "than") and

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in ketab z an ketab geran-tr st

/ Z rZ [ r dZ [ Z

madr-e sasan z madr-e mrym mehrban-tr nist

/ r ca dZ r ca

in z an beh-tr nist

/ r dZ Z

Translation
1. This book is more expensive than that book.
2. Sasan's mother is not more kind than Mariam's mother.
3. This (object) is not better than that (object).
In the case of the superlative, however, the adjective precedes the noun:

Keyvan beh-trin agerd st.

/ Z a rZ

Kayvan is the best student.

gol-e sorx qng-trin gol st.

/ Z `

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

Summary
So far in this lesson we have learned that:
(a) The verb is the grammatical center of the sentence; Persian
verbs appear at the end of the sentence.
(b) The verb

ra 'budn' has a dependent and an independent form.

(c) The plural subject and the main verb must correspond in number only when the
subject is animate.
(d) Subject equivalent expresses the quality or the substance of the

ra
As adjectives Z

subject of a
(e)

'budn' sentence.
'in' and r 'an' do not have plural forms; as pronouns they do.

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Dialog

? Z -
/ Z Z
? rZZ )fi* Z t
/ Z p
/ c [ -
/ q - [ c
? Z c rta
/ Z fiZ ta - fi
? Za fiZ
/ q - fi

Transcription
Manizheh: b-bx-id. oma hl-e koja
hst-id?
Russell: mn hl-e emrika hst-m.
Manizheh: nd vqt st (ke) iran hst-id?

Russell: tqrib-n yek sal st.

Manizheh: 'jb. oma xyli xub farsi
bld-id.
Russell: farsi-ye mn xyli xub nist. km-i
bld-m.
Manizheh: dust-etan hm farsi bld st?
Russell: n. dust-m km-i franse
bld st.
Manizheh: oma hm franse mi-dan-id?
Russell: n. mn km-i alman-i bld-m.
German.

:
:
:
:
:
:
:
:
:
:

s
Zc
s
Zc
s
Zc
s
Zc
s
Zc

Translation
Manizheh: Excuse me. Where are
you from?
Russell: I am from America.
Manizheh: How long is it (that)
you are in Iran?
Russell: It is about one year.
Manizheh: Is that so! You know
Persian very well.
Russell: My Persian is not very
good. I know a little.
Manizheh: Does your friend also
know Persian?
Russell: No. My friend knows a
little French.
Manizheh: Do you also know French?
Russell: No. I know a little

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Learn the following phrases

/ qa
/ a
? a
/ a - fi
/ N
?
/ - fi
/ c
? ca
/ qa - ca - fi
/ a

Substitution Drill
For each of the following substitution drills, learn the pattern sentence then substitute the
cues provided by the instructor for the appropriate form(s).

Substitution Drill 1

/ N

doctor; student; mother; father; man; woman; mailman; secretary; driver; professor;
nurse; husband; grandmother; head of the bank; dad; her sister; your wife; his spouse.

Substitution Drill 2

/ a

girl; sister; brother; teacher; grandfather; grandmother; uncle (pat.); aunt (mat.);
spouse; husband; wife; friend; doctor; secretary; mailman.

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Substitution Drill 3

/ a
(((
- caZ - waZ w - - - rZ - - - tZ
/ Z - fiN r ca - qcaZ rd - ta -c r c

Substitution Drill 4
? Z c p
(((
- s w - a w sZc - rd r - a r - rZ - -
/ [ a r c - fiZ aZ - tZ - Z - r c

Substitution Drill 5
/ Z Z
(((
/ Z - Za - rZ - Z - fiNtc - - rZZ - r - r -

Substitution Drill 6
/ c [

(((

- fiZ - w - - - Z - tc - Z

Substitution Drill 7
/ Z fiZ ta

(((

- rZ - a - - waZ w - aZ - -
- waZ a - waZ e - waZ w

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Transformation Drill
Transform the following sentences from the affirmative into the interrogative. Example:
affirmative
interrogative

/ qa
? qa
(((

/ N ( 1
/ a ( 2
/ c ( 3
/ Z fiZt r ( 4
/ [ Z (5
/ aZ (6
/ ( 7
/ sZc ( 8
/ caZ ( 9
/ Z tZ ( 10

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

? N
answers:
/ N - fi
/ a - N - fi
question:

?Z t ( 6
? Z a waZ w ( 7
? Z [ ` Z ( 8
? Z r ( 9
? Z Zc c aZ ( 10

(((

? a ( 1
? qc ( 2
? ca ( 3
? Z lZ Z ( 4
? ca r ( 5

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Practice Reading

/ Z r / Z r / Z Z
Z /Z - lZ r / Z ` ca Z
ca Z / r Z /
/ - [ fiN Z /ca rd r / Z
/ [ rZcc Z wZ / Z [
/ N / qa / Z a tZ / a tZ
lZ r / c lZ r / Z c lZ Z
- a r - fi ? Z a r / Z
rd r / N tZ / N / Z r
/ caZ / Z cd rd r ? Z a
/ Z rZ / Z

Homework
1. Translate the following into Persian. Write your answers in the Persian script:
1. That is not a chair.
2. This is a soap.
3. That is a carpet.
4. What is this?
5. This is a restaurant.
6. This is not a tree, that is a tree.
7. What is that?

8. That is a flag.
9. I am a man
10. They are women
11. We are grandfathers
12. You (sing.) are not a doctor.
13. She is a mother..
14. We are boys.

15. They are not girls.

.
16. We are not sisters
17. You (pl.) are not brothers.
18. She is a student
19. This is a watermelon.
20. That is an apple.

2. Translate the following into English:

r ? Z r ? Z ca Z / Z Z
/ Z ca rd r - fi ? Zca rd r / Z rd

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rd r - cd rd r - fi ? Z c d rd r
r ? Z r / cd fiN Z / Z ca
Z / Z r r - fi ? Z r r / Z fiZt
/ Z [ r
- a ?Z / c lZ r
a r / N / Z aZ r aI rd r / a
c / a r / Z w fiN r c
/ a / Z tZ /
?a
3. Translate the following into Persian. Write your answers in the Persian script and hand
in to your instructor:
1. These are expensive tables.
2. This is a clock.
3. Those are chairs.
4. This is a good carpet.
5. Those are cars.
6. This is a child.
7. Those tables are blue.
8. This book is red.
9. This man is Mina's uncle (pat.).
10. That woman is Mina's aunt (mat.)
11. The father is good.
12. That hotel is bad.
13. That lady is a grandmother.
14. That man is a mailman.
15. Those are professors.
16. These are not students, these are teachers.
17. This is not a flower.
18. That is not a desk.

19. Is this a carpet?

20. Isn't this a pear?
21. This is not a watermelon.
22. That is a peach.
23. Those apples are green.
24. These doors are white.
25. I am a nurse.
26. We are doctors.
27. You (sing.) are a secretary.
28. He is a driver.
29. You (sing.) are not a boss.
30. You (sing. polite) are not a professor.
31. This boy is big.
32. That girl is small.
33. This doctor is not good.
34. That doctor is good.
35. He is Farkhondeh's friend.

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Lesson Six
Vocabulary
Learn the following words:

bazar
dr
nar
kar
kar-gr
qazi
dehqan
ahsvn
kuro
yasmin
drya
drya-ye xzr
benz
dur
tu
tu-ye
ru
ru-ye
esfhan
iraz
tehran
vi

hsvar
seda

market
in; at
pomegranate
work
Kargar, a surname; worker
Qazi, a surname; judge
Dehqan, a surname; farmer
Shahsavan (lit., he who loves the
king), here used as a surname
Kurosh; Cyrus (boy's name)
Yasamin; Jasmine (girl's name)
sea
Caspian Sea
Mercedes Benz
far
in; inside
inside of
on; on top
on; on top of
Isfahan, city in central Iran
Shiraz, city in southwestern Iran
Tehran, city in the north of Iran; the
capital city of Iran
Shahsavar, resort town on the Caspian
voice; sound; noise

cZd
ca
cZ
c
c

ra
r
fc

ca
cI wca

cta

Iw
tc
Iwtc
rZ
dZ
rZ
cZ
Z

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qdr-i
ay
dane-gah
dane-ju
post
post-xane
otumobil
un
bra-ye
bra-ye in-ke
zban
beba
frda
hi
lbtte
vii

some (with noncountable nouns);

somewhat; a little
tea
university
university student
mail
post office
automobile; car
because
for
because
language; tongue
to; in the direction of
with
tomorrow
none; any; at all
of course

wc
w
sZa
Za

fi
Z
r
IwZ
fiZ IwZ
rd
fi

Za

fiNZ

Question words (see below for discussion)

kodam
koja
ki
key
era
bra-ye e
e-towr
nd
nd ta
e-qdr
e/i

which?
where?
who?
when?
why?
why?; what for?
how?
several
how many?
how much?
what?

qZ

I
Z
fiI wZ
c

c
Dfi

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Action Verbs
In Lesson Five we discussed the verb ra , a verb that expresses a state of being.
Example:

mn mo'llem-e hsn hst-m

/ N

I am Hassan's teacher.

oma agerd-e an ostad-id

/ aZ r a
You are that professor's student.

In this lesson we shall discuss the action verbs. Verbs like

and

r 'xrid-n' "to buy"

c 'rft-n' "to go" refer to transactions and movement in general. We are already

familiar with the infinitive of a number of action verbs (see Lesson Five). Below we shall
concentrate on the simple present tense of these verbs, its construction and usage. It should be
noted that the present tense of these verbs may serve as their simple future tense as well .

The Simple Present

This tense refers to an action that is happening now, or one that will happen soon in the
future. To form this tense:
1. take the present stem of the verb (see below).
2. prefix 'm-' (always stressed) to the present stem. viii

3. add: q '-m', w '-i', a '-d', '-im', '-id', '-nd'

To form the negative of these verbs, add I 'ne-' before 'mi-' and G 'n-' before cZa 'dar-' and other forms that do not begin with
present stems:

'mi-'. Study the following infinitives and

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infin.

pres. st.

od-n
rft-n
goft-n
did-n
krd-n
xord-n
gereft-n
dad-n
xand-n
danest-n
foruxt-n
xrid-n
enaxt-n
zd-n
dat-n
amd-n

-v-rv-gu-bin-kon-xor-gir-deh-xan-dan-foru-xr-enas-zn-dar-a-

meaning
to become
to go
to say
to see
to do
to eat
to take
to give
to read
to know (a thing)
to sell
to buy
to know ( a person)
to hit; to strike
to have; to possess
to come; to arrive

tc

sa
rZ
rZa
ft

e
rd
cZa

r
c

ra
ra
rac

raZa
rZ
Za
t
r

rad
Za
r

Example:

Affirmative

(mn) mi-rv-m
(to) mi-rv-i
(u) mi-rv-d
(ma) mi-rv-im
(oma) mi-rv-id
(an-ha) mi-rv-nd

I go
you (sing.) go
he/she goes
we go
you (pl.) go
they go

qtc )*
wtc ) *
atc )tZ*
tc )*
tc )*
tc )*

Negative

(mn) ne-mi-rv-m

I don't go

qtc )*

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(mn) mi-gir-m
(to) mi-gir-i
(u) mi-gir-d
(ma) mi-gir-im
(oma) mi-gir-id
(anha) mi-gir-nd

(mn) ne-mi-gir-m
(mn) mi-deh-m
(to) mi-deh-i
(u) mi-deh-d
(ma) mi-deh-im
(oma) mi-deh-id
(an-ha) mi-deh-nd

(mn) ne-mi-deh-m
(mn) mi-kon-m
(to) mi-kon-i
(u) mi-kon-d
(ma) mi-kon-im
(oma) mi-kon-id
(an-ha) mi-kon-nd

(mn) ne-mi-kon-m

q )*
w )*
a )tZ*
)*
)*
)*

I take
you (sing.) take
he/she takes
we take
you (pl.) take
they take

q )*

I don't take
I give
you (sing.) give
he/she gives
we give
you give
they give
I don't give
I do
you (sing.) do
he/she does
we do
you (pl.)do
they do
I don't do

)tZ*

)*

)*
)*
)*
)*
)*
)*
)*
)tZ*
)*
)*
)*
)*

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(mn) mi-xan-m
(to) mi-xan-i
(u) mi-xan-d
(ma) mi-xan-im
(oma) mi-xan-id
(an-ha) mi-xan-nd

(mn) ne-mi-xan-m

Z )*
Z )*
Z )tZ*
Z )*
Z )*
Z )*

I read
you (sing.) read
he/she reads
we read
you (pl.) read
they read

Z )*

I don't read

Note: In writing, if the stem ends in either an Z 'lef ' or a

'vav', a '-y-' is added

before the personal endings. This '-y-' does not have any meaning value. Example:
a) Present stem ending in Z 'lef ':

(mn)

mi-a-y-m

I come, I arrive

)*
)*
)tZ*
)*
)*
)*

Negative
(mn)

ne-mi-a-y-m

I do not come

)*

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

(mn)

mi-gu-y-m

I say

)*
)*
)tZ*
)*
)*
)*

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More often, however, in the case of

, and , instead of , a

hamza is

added. Compare:

you (sing.) come

we come
you (pl.) come

)*

you (sing.) say

we say
you (pl.) say

Za 'datn' is an exception to the 'mi-' rule. To

form the present tense of this verb, add the endings to the present stem; no 'mi-' is
required. To form the negative, add G 'n-' (rather than I 'ne-') directly to the stem:
As mentioned above, the verb

(mn) dar-m
(to) dar-i
(u) dar-d
(ma) dar-im
(oma) dar-id
(an-ha) dar-nd

I have,
you (sing.) have
he/she has
we have
you (pl.) have
they have

qcZa )*
wcZa )*
acZa )tZ*
cZa )*
cZa )*
cZa )*

Negative
(mn)

n-dar-m

I don't have; I don't possess

qcZ )*

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Compound Verbs
Besides the simple verbs, examples of which were given above, Persian also uses a set of
compound verbs. These compounds are a combination of a noun and one of a set of auxiliary
verbs. Prominent among the verbs that participate in forming compounds are ra

krd-n (-kon-), raZa dad-n (-deh-), rad zd-n (-zn-) and rZ xandn (-xan-). When forming a compound verb, the noun precedes the verb. Example:
rah
rah rft-n
yad
yad dad-n
yad gereft-n
gu
gu dad-n
drs
drs dad-n
dst
dst dad-n
zendegi
zendegi krd-n
telefon krd-n
kar krd-n
sohbt
sohbt krd-n
hrf
zd-n
hrf zd-n
ane
ane zd-n
drs xand-n

road; way
to walk
memory
to teach (informal instruction)
to learn
ear
to listen
lesson
to teach (formal instruction)
hand
to shake hands
life
to live
to telephone
to work; to operate (car, TV)
talk; speech; conversation
to speak; to talk
word; letter (alphabet)
to hit; to strike
to speak
chin
to bargain
to study

sZc
c sZc
a
raZa a
a
f
raZa f
eca
raZa eca
a
raZa a
d
ra d
ra
ra c

ra
m
rad
rad m
fi
rad fi
rZ eca

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avaz
avaz xand-n
nmaz
nmaz xand-n

voice (singing)
to sing
prayer
to pray

dZt
rZ dZt
d
rZ d

To form the present tense of a compound verb, leave the noun preceding the verbal
component untouched. Conjugate the verb as if it were a simple verb. To make the compound
verb negative, add 'ne-' to the conjugated verb:

(mn) rah mi-rv-m

(to) rah mi-rv-i
(u) rah mi-rv-d
(ma) rah mi-rv-im
(oma) rah mi-rv-id
(an-ha) rah mi-rv-nd

I walk

qtc sZc )*
wtc sZc )*
atc sZc )tZ*
tc sZc )*
tc sZc )*
tc sZc )*

Negative
(mn)

rah ne-mi-rv-m

(mn) yad mi-gir-m

(mn) yad ne- mi-gir-m

I do not walk

I learn

qtc sZc )*
q a )*
w a )*
a a )tZ*
a )*
a )*
a )*
(((

I do not learn

q a )*

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(mn) drs mi-deh-m

I teach

(((

(mn) drs ne-mi-deh-m

I do not teach

(mn) zendegi mi-kon-m

I live

a eca )*

d )*
d )*
d )tZ*
d )*
d )*
d )*
(((

mn) zendegi ne-mi-kon-m

I do not live

(mn) kar mi-kon-m

I work

(mn) kar ne-mi-kon-m

a eca )*
a eca )*
a eca )tZ*
a eca )*
aa eca )*
a eca )*

d )*
c )*
c )*
c )tZ*
c )*
c )*
c )*
(((

I do not work

c )*

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(mn) drs mi-xan-m

I study

(mn) drs ne-mi-xan-m

Z eca )*
Z eca )*
Z eca )tZ*
Z eca )*
Z eca )*
Z eca )*
(((

I do not study

Z eca )*

Note: When a specific subject is mentioned, the nominal portion of the compound

eca

, i.e., eca is replaced with the desired subject matter. ix Compare:

/ Z eca sZa Z ca
/ Z Z sZa Z ca
? Z e qZ ca

rZ

I study at this university.

I study English at this university.
In which class do you study German?

Learn the following phrases:

? Z Z ( 1
? Z Z ( 2
/ Z Z ( 3
/ [ Z ( 4
/ a r ( 5
/ Z fi r ca a ( 6
/ [ rZcc Z w s ( 7
/ [ w fi w ( 8
? ( 9
/ cd - a ( 10
/ Z wtc lZ ( 11
/ w fi ca fiN ( 12
? Z ( 13

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/ rZZ ca dZ t rZ ( 14
/ Z rZ )I Z * I p qc ( 15
/ Z rI Z fca ( 16
? Z I p fiZt r ( 17
/ Z rZ w ( 18
/ Z rZdcZ s ( 18
/ ca Z ( 19
? Z Z fi wZ r ( 20
/ Z wZ Z r ( 21
/ Z wZ ( 22
/ Z wc Z Z wZ dZ Z r wZ ( 23

Substitution and Transformation Drills

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

Substitution Drill 1

/ [ Z

hotel; door; tree; watermelon; bread; flower; peach; pear; table; chair;
telephone; television; pomegranate; tea; coffee; blanket

Substitution Drill 2

/ Z [ Z Z

expensive; big; small; cheap; very cheap; very small; red; white; blue;
purple; pink; gray; yellow

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Substitution Drill 3
/ Z rZ s Z
(((
- r - - r - fiZt - - - w -
- - - lZ - - - rZcc -
cZ - fi - ca - -ca

Substitution Drill 4
/ c Z
(((
)[* )ca*
)d* )Z*
)c* )*
)* )*
)rZdcZ* )a*
)* )N*
)* )Za*
)d* )a*

Substitution Drill 5
/ Z fi r a a
ugly; kind; big; small; very beautiful; very big; very ugly; very small

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Substitution Drill 6
/ Z c p r fi Z
(five) (mother)
(nine) (sister)
(two) (brother)
(eight) (son)
(four) (daughter)
(eleven) (professor)
(one) (doctor)
(ten) (student)
(twelve) (wife)
(three) (husband)

Transformation Drill 1
Transform the phrases with to phrases with w . Example:
(pattern phrase)
(transformed phrase)

cI I
cI I
(((
rZ c ( 1
rZdcZ w fiZt ( 2
d r a ( 3
d ( 4
rZdcZ ` w fi ( 5
[ Z ( 6
( 7
rZdcZ cZ ( 8
[ wZ ( 9
rZ ( 10

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Transformation Drill 2
Give the plural of the following:

Z ( 1
ca ( 2
rd Z ( 3
cd Z ( 4
r ( 5
[ wZa Z ( 6
rZ c w fi ( 7
( 8
r c ( 9
c r r ( 10
wZ ( 11
s w fiN ( 12

Transformation Drill 3
Make the following sentences plural:

/ Z Z ( 1
/ rZ r ( 2
/ Z d rd r ( 3
/ Z r a r ( 4
/ Z [ N Z ( 5
/ [ cZ Z ( 6
/ Z d fiN r ( 7
/ caZ r ( 8
/ Z Z ( 9
/ e r ca rd r ( 10

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Transformation Drill 4
Transform the following into singular:

/ Z ( 1
/ N r ( 2
/ r ( 3
/ c a r ( 4
? a r ( 5
/ [ r ( 6
/ fiN rZ ( 7
/ a p ( 8
/ aZ - Za rca ( 9
/ [ rZ w fiZt r ( 10

Transformation Drill 5
Transform the following ezafe constructions into possessive forms:

[ ( 1
( 2
w ( 3
w ta ( 4
tZ wZ ( 5
w fi ( 6
ra ( 7
w fiN ( 8
( 9

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Question Words
We have already seen that a declarative Persian sentence can easily be transformed into a
question sentence by changing its intonation contour (seeTape Manual, pp. 9-10). This is true
mostly of the yes/no question sentences. Other question sentences are made with the help of
question words. We shall discuss these words in the remainder of this lesson.
1.

qZ 'kodam' "which (of two or more objects or people)". qZ functions like an

adjective but appears before the noun it modifies. Example:

? Z p qZ
Which woman is Minu's mother?
? Z ca rd qZ
To which boy does this book belong?
? Z qZ p [ Z
"Which one" is expressed by qZ 'kodam yek,' and qZ 'kodam yek-i'. The
Which apple belongs to you?

latter is more selective. Example:

? Z a qZ
Which one (of them) is your friend?
? Z ta qZ
"Which ones" is expressed by the plural of qZ i.e., qZ . Example:
Which ones belong to you?
? Z p qZ
Which one is a doctor?

Every question elicits an answer and for every question word there are a few answer
words: fi 'ble' "yes", fi 'n' "no", fiNZ 'lbtte' "of course", and 'hi' "at all"
are the most frequently used words in this context. An affirmative response to qZ is usually

Z 'in yeki' "this one" or r 'an yeki' "that one". The negative response is
usually a compound of and qZ , i.e., qZ 'hi kodam' "neither or none".
Which pear belongs to your?
? Z p qZ

either

----

this one; that one; neither or none

2.

qZ ; r ; Z

'koja' "what place" or "where," (but not "the place where..."). Although usually it

appears before the verb,

is used according to the syntactic requirements of the sentence,

i.e., it can serve as subject, object, etc. So far we have been using this form before the verb.
And we shall continue doing this until subjects and objects are properly introduced. Example:

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Where is my blue book?

Where does your sister live?
Where is your brother's friend's hotel?

? Z [
? d Z
? Z rcaZ ta

"Of what place," or "where from" is expressed in one of two ways:

a. 'koja'i' "of what place"

? Z a r
? Z

Where is that doctor from?

Where is your wife from?
b.

Z 'hl-e koja' "native of what place"

? Z Z c r
Where is your brother-in-law from? ? Z Z caZ
Where is that nurse from?

would usually be either Z or r. The negative

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

Where is your teacher's house?

- My teacher's house is here.
- My teacher's house is there.
- Nowhere.
Where are you going?
- Nowhere.

3.

? Z N w fi
/ Z Z N w fi
/ Z N w fi
/
?tc
/

'ki' "who" (as in "who is that man," but not "the man who..."). is used according to

the syntactic requirements of the sentence, i.e., as subject, object, etc. Example:
Who is that handsome man?
To whom does this beautiful, red car belong?
Who goes to the market?
Who studies at the University of Tehran?

? Z f a r
? Z p ` Z
?atc cZd fi
?Z eca rZ sZa ca

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"What people" or "who all" is expressed by the plural of , i.e.,

. Example:

? w ta

Who all are your friends?

An affirmative response to

response is normally a compound of

is an appropriate declarative sentence. The negative

and 'ks' "person", i.e., 'hi ks'

"no one". Example:

? Z a r
/ Z c c a r
/

Who is that man?

That man is Reza's father.
No one
4.

I 'key' "at what time" or "when" (but not "at the time when..."). I usually follows the

subject of the sentence. Example:

At what time is Hassan at the market?
When are you going to Iran?
At what time are they calling home?

? Z cZd ca I
?tc rZcZ fi I
? fi fi I

An affirmative response to I is a declarative sentence with a time clause. The negative

response can be a compound of

and t 'vqt' "time", i.e., t 'hi vqt'

"never". Example:
When are you going to Tehran?
- I am going to Tehran tomorrow.
- I am never going to Tehran.
5.

? tc rZ fi I
/ qtc rZ fi Za
/ qtc rZ fi t

fi 'eh' or 'i' "what" (as in "What is this?," but not "what you need is..."). fi 'eh'

and are used before the verb. Example:

What is this?

What is your brother saying to that man?

? Z Z
? fi a r fi \caZ

is a declarative sentence. A negative

compound of and , i.e., 'hi iz' "nothing". Example:
An affirmative response to

response is a

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? Z Z
/ Z [ Z
/ Z

What is this
- This is a book.
- This is nothing.

? fi rd r fi
/

What are you saying to that woman?

- Nothing (lit., I don't say anything).
6.

Z 'era' "why" (as in "Why are you laughing?", but not as in "This is why..."). In

simple sentences Z usually begins the sentence. Example:

Why isn't the doctor there?
Why don't you go to Shiraz?

? a Z
?tc dZ fi Z

r 'un', Zd 'zira', and fi Z wZ 'bra-ye in

ke', all meaning "because". Of these, the literary form Zd is used less often.
The answer words for

are

Why don't you go to the movies

with your friend?
- Because I don't have time.
same meaning
same meaning

? wtc fi ta Z
/ qcZ t r
/ qcZ t fi Z wZ
/ qcZ t Zd

It should also be added that the word Z may be used to indicate approval. In this case it

is a synonym for 'ble' fi in the sense of "of course" and "but of course". Example:

?c Z rZcc r ca
But of course, I, too eat in that restaurant.
/ qc Z ca - Z
c 'e-towr' "how" (as in "How are you?", but not as in "This is how...").c
Don't you eat in that restaurant?

7.

usually precedes the main verb; adverbs of time and place may follow it. Example:

? Z c r
? Z c p

How (good) is this hotel?

How are you?

c is also used as a judgmental word. Any response to it would include an evaluation:

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How is your watermelon?

- Our watermelon is very good.
- Our watermelon is better than

? Z c w fiZt
/ Z [ w fiZt
/ Z w fiZt dZ w fiZt

your watermelon.

c may also indicate the means by which an action is accomplished. Example:

?tc fi c
/ Z

How do you go there?

- by car
8.

'nd ta' "how many" (as in "how many books did you buy?"). To have this

must be used as a question word; otherwise it would mean "several".

Furthermore, functions like a numeral, i.e., it precedes the singular form of a countable
meaning

noun. Example:
How many brothers and sisters do you have?
How many students are going to that place?

? cZa Z t caZ
?tc fi a

is also used to make an inquiry about the number of people or objects involved. The
response is usually a numeral followed by . Example:
How many wives do you have?
Three.
9.

c 'e-qdr' "how much".

?cZa rd
fi

precedes a mass, noncountable noun. The place

ofc in the sentence depends on the function of the noun to which it is attached. Example:

How much time do you have?

How much coffee do you buy?
How much of the apple is not good?

?cZa t c
? s c
? [ dZ c

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c is used in inquiries dealing with amount. Responses may include , if none exists
and c , if some exists. Other forms used with c are "a lot" and "a little". The
choice, of course, depends on the question. Example:
How much of that bread is good?
- A little of that bread is good.
____

How much time does your professor have?

- My professor doesn't have any time at all.

? Z [ r r dZ c
/ Z [ r r dZ

(((

?cZa t c raZ
/ cZ t qaZ

Summary
So far in this lesson we have learned that
a. Action verbs refer to movement and transactions in general
b. Whether action verbs are simple or compound, their conjugation is not greatly affected
by this distinction--the verbal part of the compound is treated as if it were a simple
verb.
c. Question words do not have a set place in the sentence. Their place is determined
either by he verb or by the function of the noun to which they are attached.

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? a c rd Z - Z
/ Z rZZ ca q fiZ wZ
? c rZZ ca
/ Z e q
?cZa fiN
/ a t / cZa fiN ta
? c w fiN
/ d m c / - fi
/ Z
/

:
:
:
:
:
:
:
:
:
:

waZ
Z
waZ
Z
waZ
Z
waZ
Z
waZ
Z

Transcription
xanom-e jvadi: xanom-e esmit, oma era zban-e fars- yad mi-gir-id?
xanom-e esmit: bra-ye in-ke owhr-m dr iran st.
xanom-e jvadi: owhr-e oma dr iran e-kar mi-kon-d?
xanom-e esmit: owhr-m mohndes st.
xanom-e jvadi: oma nd ta be dar-id?
xanom-e esmit: ma do ta be dar-im. yek pesr v yek doxtr.
xanom-e jvadi: be-ha-ye oma hm fars- bld-nd?
xanom-e esmit: ble, km-i. ma ba an-ha fars- hrf mi-zn-im.
xanom-e jvadi: xoda hafez.
xanom-e esmit: be-slamt.
Translation
Mrs. Javadi: Mrs. Smith, why are you learning the Persian language?
Mrs. Smith: Because my husband is in Iran.
Mrs. Javadi: What does your husband do in Iran?
Mrs. Smith: My husband is an engineer.
Mrs. Javadi: How many children do you have?
Mrs. Smith: We have two children: a boy and a girl.

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Mrs. Javadi: Do your children speak Persian as well?

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

Practice Reading
r / Z r w fi ca ? Z
rd / Z ca / Z a r ? Z a
r / d w a / Z d tZ
rZ / Z tZ w Z ? Z ? Z
r / Z rZ ca cZd Z / Z rZZ ca rZ ? Z
w a p c w fi r / rZZ ca s Za
r Z ? Z cd Z /
Z Z ? Z c qZ Z ? d
? Z rZZ
I Z Z ? Z
/ p c w Z / Z p Z
Z ? Z a qZ p cZ Z / Z p Z
r / Z rcaZ p Z ? Z p
a r / Z c r / Z c
c p cZ c Z / a r / Z
p fiZt Z / Z ta pcZ Z / tZ
` w Z / Z rta p Z / Z rta
r ? Z Z ? Z p
/ Z ta r / Z [ fi Z ? Z

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/ Z t ca Z / Z fc t c Z
c w w fi / Z c w p w fi r
w / Z a r Z / Z c wca a
ra w t w fi / Z ra ra
ca c w c w / cta c w w fi dZ
/ Z ca ra w c w / Z
p r / Z r rd r ? Z rd r
r / r a w p r / c w
r w / Z r w p
w fi dZ / Z c r w w fi / Z
c w w fi dZ / cta r w
/ Z a cZ fi r w w fi / Z cta
/ Z cta dZ ra w w fi

Homework
1. Translate the following into English:

? Z caZ Z ( 1
? Z w p [ Z ( 2
? Z a qZ p d w fi r ( 3
/ Z qc p - p r ( 4
/ Z rZ ca w fi ( 5
? Z rZ ca w fi ( 6

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/ Z dZ ca w fi - fi ( 7
/ Z cta fi dZ - cta dZ w fi ( 8
/ Z a sZa fi Za r ( 9
? Z c wca a qZ ( 10
? Z a c wca fi c w w fi ( 11
? Z rta c Z ( 12
? Z c p qZ ( 13
/ Z qZ - tZ ( 14
p Z - tZ p fiZt Z ( 15
/ Z p fiZt Z /
? Z tZ p [ r ( 16
? Z r wtc c ` cZ ( 17
? Z wZ Z ( 18
? Z wc Z qZ ( 19
/ Z [ [ r fiNZ ( 20
2. Fill in the blanks:

/ Z a ////// ca rd Z ( 1
/ Z ////// [ r ( 2
/ ca ////// rd r ( 3
/ ////// Z ( 4
/ ////// Z ( 5
? Z fi r ca ////// ( 6
/ Z ////// - p Z ( 7
/ cta w fi ////// c wca ( 8
/ Z a w fi ////// ( 9
/ Z cd ////// c ( 10

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

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Lesson Seven
Vocabulary
Learn the following words:

mma
melli
'aeq
'aeq budn
ehtiyaj
ehtiyaj datn
kelas
baq
mdrese
goldan
monaseb
m'muln
tmiz
ksif
xiyaban
bimar
bimarestan
mriz
mrizxane
pot
jelo(w)
phlu
kenar
dr kenar-e
sahel
x

xi

but; however
national
lover; one who loves
to be in love
need
to need
classroom; grade
garden
school (elementary)
vase
suitable
usually
clean
dirty
street
sick, ill
hospital
sick; ill
hospital
behind; back
front
side
side
on the side of
shore

NZ

ra
^Z
Za ^Z
e
l
fic
rZ

r
c
rc

fi

c
cI ca

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bala
zir
xanevade
famil
hfte
bstni
-foru
bstni foru
gol foru
qali foru
-forui
bstni forui
golforui
qaliforui
forudgah
oluq
modern
jdid
hr
emruz
bordn
xastn
mixahd
mixahd ... bexrd
kf
negah
negah krdn
dust datn
ya
diruz

above; over
under
family
family
week
ice cream
person who sells
ice-cream vendor
florist
carpet seller
place for selling things
ice-cream shop
flower shop
carpet store
airport
crowded
modern
new; recent
city; town
today
to take (from one
place to another)
to want
he/she wants
xii

he/she wants to buy

shoe
look
to look (at)
to like
or
yesterday

d
saZ

fi

ft
ft
ft
ft
t
t
t
t
sat
l
rc

dtZ
) G * ra
) sZ * Z
Z
a /// Z

s
) H * ra s
)cZa * Za ta

dta

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forugah
pul
ra
kffa
kfforu
joft
porsidn
qeymt
goftn
goftogu
fqt
mehman
hmkar
dorost krdn
drbare-ye
apz
apzxane
edare
hrf zdn
qbl z
pi
pi z
b'd
b'd z
am
xoda hafezi krdn
xordn
qhvexane
bikari
reza'i

st
money
p
def. direct obj. (see Lesson 8)
Zc
shoe salesman
fN
shoe salesman
ft
pair

to ask
) eMH * r
price; worth

to say; to tell
) *
dialog; conversation

only; however

guest
r
co-worker; colleague
c
to fix; to prepare;
) H * ra ca
department store

to repair
about something

w scca
cook

kitchen
fi
office (building)
scZaZ
to speak
) rGd * rad m
before
dZ
before; ago

before; earlier than

dZ
after; later

after
dZ
dinner
q
to say goodbye
ra Z
to eat; to drink
)c * rac
tea-house
fi s
jobless; idle; unemployed
c
Rezaii, a family name
c

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bazi krdn
hme
bahm
ruz
xiii

) H * ra wd
all
fi
together; with one another

day
dtc
to play

Numbers 13-21

sizdh
hardh
panzdh
anzdh
hivdh
hijdh
nuzdh
bist
bist-o yek

thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
twenty-one

)21*

)13*sa
)14* sac
)15*sa
)16* sa
)17*s
)18*s
)19* sad
)20*
t

Relative Constructions
A relative construction is made up of two simple clauses (here the word clause and the
word sentence are used interchangeably). In the case of ra , for instance, it means one
construction with proper subject, subject equivalent, and verb added to another construction
consisting of a subject, a subject equivalent and a verb. The relative clause functions like an
adjective for one of the nouns, e.g., the subject, of the main clause. The full relative
construction, therefore, has two verbs--one for each of its constituent clauses. Consider the
following English sentences:
a. The man is here.
b. The man is your friend.
c. The man, who is your friend, is here.

(main clause)
(relative clause)
(relative construction)

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The sentences in (a) and (b) are simple sentences. In (c), the sentence in (b) is used to
modify the subject noun phrase in (a), i.e., the man. The repeated noun phrase "the man" in
(b) is replaced by the relative pronoun "who". Compare:
a. The man is here.
b. WHO is your friend.
c. The man, WHO IS YOUR FRIEND, is here.
The procedure can be illustrated as follows:
Sentence

Noun Phrase

Verb Phrase

Sentence

NP

The man

VP

the man

is your friend

WHO

is your friend

is here

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As mentioned, the relative clause "who is your friend" modifies the subject of "The
man is here," i.e., the man. Now let us compare this construction with the Persian version of
the same sentence:

/ Z Z a ( 1
/ Z ta a ( 2
/ Z Z Z ta fi wa ( 3
As can easily be seen, the Persian equivalent of the English word "who" is fi 'ke' preceded by

the selective marker w '-i'. xiv

The following diagram illustrates the structure of the Persian sentence in (3):
Sentence

Verb Phrase

Noun Phrase

Sentence

VP

Z Z

NP

Verb

st

subj.equiv

mrd

ta

fi w

dust-e oma

noun

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Procedure:
To modify the subject of a main clause by means of a relative clause, proceed as
follows:
a. Make sure that the noun to be modified is the subject of that clause.
b. Replace the subject of the relative clause with fi w '-ike'.
c. Add the resulting relative clause directly after the noun being modified.
d. Complete the construction by copying the remaining portion of the main clause after
the verb of the relative clause.
Here is an example:

- d dZ ca c ( 1
/ Z r Z c ( 2
Procedure:
a. The noun to be modified is the subject: c .

b. The subject of the relative clause (2 ) is replaced by

fi w , i.e., Z r Z fi w

c. The resulting relative clause is added to the subject of the main clause:
. Z r Z fi wc
d. The rest of the main clause is copied after the verb of the relative clause:

/ d dZ ca Z r Z fi wc

The Verb 'to be' Again

We have already seen two types of

ra

: the dependent variety which appears on

nouns and adjectives as endings and the independent form that is conjugated separately as
, , etc. Relative constructions require still a third variety of ra to avoid

repetition of the same form. This new form is r ; its present tense conjugates as follows:

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I am

) *
) *
) *

) *
) *
) tZ *
) *

I am not
Compare the following:

/ Z r Z - Z rc ca fi wc ( 1
/ r Z - Z rc ca fi wc ( 2
The two sentences mean exactly the same thing, i.e., "The nurse who is in the hospital
is from Kashan." merely prevents a repetition which is stylistically not liked by the
speakers of Farsi. In certain cases where the pile up of the verbs at the end of the sentence
makes the sentence awkward, the availability of r is appreciated. Compare:

/ Z Z r fi r ca ( 1
/ Z r fi r ca ( 2
Such sentences can be handled stylistically in a way that they do not appear awkward,
but even then the use of r prevents the repetition of the verb. Compare:

/ Z r fi Z r ca ( 1
/ Z r fi r ca ( 2
Learn the following sentences:

/ c - Z cZd w fi wa ( 1
/ c caZ - Z a r fi w ( 2
/ N t ta - Z w fi wa ( 3
/ d t - rZ Z fi ( 4
/ Z ` - ca r wtc fi wcZ ( 5
/ [ t c - Z w fi fiZt ( 6
/ [ - rZZ p fi ( 7

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/ Z cta w fi dZ - Z d fi Za w fi ( 8
/ Z rZZ
N - Z s r ca fi Z ( 9
/ Z p - Z d fi [ ( 10
/ c ca - acZa w fiN ta fi d ( 11
/ c - Z fi w Z ( 12
/ Z e rca - acZa ^Z fi fi wa ( 13
/ Z p - [ fi ( 14
? l qZ p - fi ( 15
? Z - Z fic r w fi wZ fiN ( 16
/ rZdcZ t rZ r w w ( 17
/ wZ rZ ( 18
/ t s J rZdcZ w r ( 19
? rZ J t [ w rZcc ( 20

Action Verbs (cont.)

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

The Simple Past

The formation of the simple past tense is quite similar to that of the simple
present/future. Here the personal endings q '-m', w '-i', '-' , '-im', '-id',
'-nd' are added to the past stem. This latter is derived from the infinitive by dropping the
infinitive marker r '-n':
past stem

a
c

aZa

infinitive

ra
c

raZa

past stem

a
Z

ac

infinitive

ra
rZ
r
rac

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The following are examples of past tense conjugation of simple action verbs. Note
that the personal endings are the same as those for the simple present/future, except for the
third person singular i.e., versus a '-d':
I was

I was not
I came

I did not come

qa )
wa )
a ) tZ
a )
a )
a )

*
*
*
*
*
*

qa ) *
q
w

Note that the negative of the verbr includes a w between the negative marker and the
past stem.
I went

I did not go

c
c
c
c
c
c

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I took

I did not take

I gave, you gave, etc.

I did not give
I did, you did, etc.
I did not do
I read, you read, etc.

aZa -aZa -aZa -aZa -waZa -qaZa

qaZ
a -a -a -a -wa -qa
qa
Z -Z -Z -Z -wZ -qZ
qZ

I did not read

The conjugation of the compound verbs follows the same procedure as explained for
the present/future compound, i.e., the noun which precedes the verb remains untouched; the
verb is conjugated as if it were a simple verb. Here are the past stems of some compound
verbs:
walked
learned
taught
worked
studied
To form the negative, add

c sZc
a
aZa eca
a c
Z eca
G 'n-' to the past stem of the verb. Here are some

examples of the conjugation of these verbs for simple past tense:

I walked

c sZc ) *

c sZc ) *

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c sZc ) *
c sZc ) *

c sZc ) *
c sZc ) tZ *
sZc ) *

I did not walk

I learned

a - a - a - a - a - a
a

I did not learn

I taught

aZa eca - aZa eca - aZa eca - aZa eca - waZa eca - qaZa eca
qaZ eca

I did not teach

I worked

a c - a c - a c - a c - wa c - qa c
I did not work
qac
I studied

I did not study

- Z eca - Z eca - wZ eca - qZ eca

Z eca - Z eca
qZ eca

Substitution Drills
Learn the pattern sentence, then substitute:

Substitution Drill 1
/ [ - Z rZdcZ fi
- Z - lZ - - rZcc - - - fi - - fiZt -cZ
rZ - - Z - r - p - r - -

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Substitution Drill 2
/ [ t c Z wtc fiZ
under, over, at the side of, in front of, behind, inside, on top of

Transformation Drills
Transformation Drill 1
Transform the phrases with ezafe to clauses with 'ike'. Example:

lZ
Z fi Z

pattern phrase
clause with 'ike'

c
r rd
fi f a
w c
rZ [
c f w
rZcc
l r
rZ

Transformation Drill 2
Transform the phrases with ezafe to clauses with 'ike'. Note that only true possession
can be so transformed. Example:

cI
Z c p fi

But not

tZI ca
Z tZ p fi wca

This latter is not a true possessive, because the mother is not owned by the child! Also
note that the word p 'mal' expresses the concept of possession in the clause.

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d a
w
rZ
tZ rd

c w fi
a rc
N
w Z
fiN w
N
a w [
ta
waZ w
fiZ cc w fi

Transformation Drill 3
Transform the ezafe constructions in the following into relative clauses. Example:

/ Z rZ w w
/ Z - rZ w fi
....

/ Z ca a l ( 1
/ a - a fZ ( 2
? Z r qZ ca rc rZcc ( 3
/ Z rZ c w fiZt r ( 4
/ a sat fi - cta sat dZ N w fi ( 5

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

/ c c - Z r fi wa
/ c c r a
....

/ ca - Z d fi d ( 1
/ [ - rZdcZ fi Zcc r ( 2
/ wZ - Z rZ fi Z ( 3
/ Z fZwZ - tZ wZ - ` fi r ( 4
/ sZa w fi p - fi [ r ( 5

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

Z l w a
a
/ - Z l w fi wa
....
wZ ( 1
Z rZ
p ( 2

p fiN Z ( 3
Z fiN Z
rd t a r ( 4
rc w rd t a r

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p rZ c r ( 5
rZ c r
N a r ( 6
Z w caZ a r
c wca c ca fi r ( 7
d fi r
rZ wZ rZcc r ( 8
Z rZdcZ rZcc r
d r ca rd r ( 9
Z ta Z a rd r
c r ( 10
c
N w r

Transformation Drill 6
Transform the sentences with ezafe constructions into ones with possessive forms.
Example:

? eca fic qZ ca Z
?a eca fic qZ ca fZ
....

/ d rZ ca c wcaZ ( 1
/ rZ w ( 2
/ Z Z N r wa ( 3
/ fi a ( 4
/ tc fic fi rd r w fiN ( 5
/ rZ t r w ( 6
/ Z rZdcZ t [ t Z ( 7
/ c
N ca w ( 8
/ d fiZ r ca w fi ( 9

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/ r caZ ta a ( 10
? c sat qZ ca wcaZ ( 11
/ Z a c ( 12

Summary
So far in this lesson we have learned that
(a) Relative constructions are attached to the nouns of a sentence; the noun is marked
with a w followed by a fi .

(b) r is a variant of the verb ra .

(c) The simple past is formed by adding the personal endings to the past stem of the
verb.

? Z Z / Z r Z - : r
/ Z s Z : s
? d / s : r
/ d fiZ r ca : s
? c : r
/ c
N ca : s
? cZa Z t caZ : r
/ qcZa Z t caZ : s
? c caZ t Z : r
c qcaZ / Z c rc w qZ : s
/ Z c tZ /
/ Z : r
/ : s

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Transcription
Loqman: bebxid, esm-e mn loqman st. esm-e oma i st?
Farkhondeh: esm-e mn frxonde st.
Loqman: frxonde xanom. oma koja zendegi mikonid?
Farkhondeh: mn dr xiyaban-e ale zendegi mikonm.
Loqman: oma koja kar mikonid?
Farkhondeh: mn dr bank-e melli kar mikonm.
Loqman: oma ndta bradr v xahr darid?
Farkhondeh: mn yek bradr v yek xahr darm.
Loqman: xahr v bradr-e oma koja kar mikonnd?
Farkhondeh: xahrm tu-ye bimarestan prstar st. bradrm
kar nemikond. u bikar st.
Loqman: xoda hafez.
Farkhondeh: beslamt.
Translation
Loghman: Excuse me. My name is Loghman. What is your name?
Farkhondeh: My name is Farkhondeh.
Loghman: Farkhondeh khanom. Where do you live?
Farkhondeh: I live on Zhaleh street.
Loghman: Where do you work?
Farkhondeh: I work in the National Bank.
Loghman: How many brothers and sisters do you have?
Farkhondeh: I have one brother and one sister.
Loghman: Where do your brother and sister work?
Farkhondeh: My sister is a nurse at the hospital.
My brother does not work. He is jobless.
Loghman: Bye.
Farkhondeh: Goodbye.

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Reading 1

/ d cZ ca fZ saZ t t
c / c wca c ca cZ
/ Z fc t c Z / c ca t
rZZ Z tZ / Z Z c fc w
w fi dZ cZd /atc cZd fi t ca /
/ c cZ cZd / cta
fi tZ w fic /atc fic fi fi wdtc t
/ Z a
: [Z
? d ca t ( 1
? Z cZ ( 2
? t c Z ( 3
? at t ca ( 4
? Z c cZ cZd ( 5

Reading 2

a /cZ c w saZ
ca dtZ / t a Z /cZa
Z Z tZ /a cZd fi Zc tZ t
t / s fi cZd ca /a

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fN /acZa ta ` tZ / acZ ta wZ s
dZ t ca /a fi s
: fN
? Z Z (
: tZ fi fN
/ r sa (
: [Z
? cZa a t c w saZ ( 1
? aGG Zc tZ t ca ( 2
? c cZd ca ( 3
? acZ ta s ( 4
? a s w ( 5
Reading 3

w / Za r t ca t c dta
ca / w fi fi - t c ta - ra
r a w /a ca w r wZ t
/ ad m scZaZ ca rc w scca t c t
ra w /a fi ca fca t t
/ c t a Z q dZ
: [Z

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? t ca t c r Z ( 1
? a ca r wZ t ca ( 2
? a w scca ( 3
? a fca t t ( 4
? c t a Z I ra w ( 5

Homework
1) Translate into Persian:
1. The child, who was in the restaurant, is Reza's son.
2. The lady, who is a teacher, is my mother.
3. The house, which is expensive, belongs to his daughter.
4. The television, which was big, does not belong to us.
5. The girl, who is usually in this restaurant, is his daughter.
6. This book is cheap. That book is cheap, too.
7. The apple, which is on that chair, is from our garden.
8. The car, which was red, did not belong to his mother.
9. Where do your parents come from?
10. Is the city which is very dirty, very big as well?
11. To which school does this student belong?
12. Where are those ice-cream shops?
13. The airport was not far from the city of Isfahan.
14. The streets of this city are very crowded.
15. The hotels of Shiraz are modern.
16. The department store is near my school.
17. Their family lives in a small town on the shore of the Caspian Sea.
18. We are not from Tehran. We are from Tabriz.
19. Mina buys a small carpet.
20. Hassan and Bizhan were not in the bank.
21. We look at you.
22. You go to the garden. I go to the bank.
23. Your wife went to the market.

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24. She has only one pair of shoes.

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

2) Translate into English:

/ Z ` - rZ r w fi ( 1
/ - Z rZcc r w fi wa rd Z ( 2
/ rZ
N - Z rZ ca fi c Z ( 3
? - Z rZcc rca fi Z ( 4
? rcaZ rd Z rd - a w fi w dta fi d ( 5
? fi - wZ rZ Z ( 6
/ ta - Z ta c ( 7
/ t t c l Z ( 8
/ tZ c t - tZ N ( 9
? Z - rZ Z a Z ( 10
? Z Z ( 11
/ cta Z dZ sat ( 12
/ tc st fi ( 13
/ cZ cZd ( 14
? d ( 15
? c c ( 16
/ cta w fi dZ cZd ( 17

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/ a fi ca t c c a ( 18
/ a ca w c wZ ra w ( 19
/ cta ca c dZ r w fi ( 20
/ ad m sZa ca rc w scca ( 21
/ ad m fic ca rc w scca ( 22
? d fi Z ca wZ saZ ( 23
/ a Z ca w fiN t d dta ( 24
3) Translate into Persian:
1. I have fifteen oranges and eighteen apples.
2. Who has thirteen chairs and twelve lamps?
3. Which hotel is nice and inexpensive?
4. Where is your husband's doctor from?
5. How much money do you have?
6. When is your nurse going to that hotel?
7. Why are their cars black and white?
8. Because they are not pink and purple.
9. My father and her father work in that hotel.
10. Our wives study Arabic in that university.
11. I do not speak Turkish with them.
12. Those nineteen students do not study Hindi, they study German.
13. Their sons and daughters work in Tehran.
14. Her husband owns (i.e., has) a small hotel in Isfahan.
15. We do not have any books; we have a lot of money.
4) Translate the following into English:

/ c cZd ca wZ ( 1
? d rZ ca ( 2
? a eca )* fi - a eca ( 3
? tc fi / qtc sat fi ( 4
/ c [ caZ r ( 5
? cZa fiN ( 6
? Z wZ )w Z * Z ( 7
/ tc sZc cZd ca c w N ( 8

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? acZa sat Z ( 9
/ qcZa rZ t [ [ sa ( 10
? Z ta w fi ( 11
/ a a tZ ( 12
/ Z d ca ( 13
/ d fi tZ c ( 14
/ tc sZc c Z ( 15
? Z Z ( 16
? cta Z dZ Z a Z fi c e ( 17
? Z r qZ w rcaZ t ( 18
5) Translate the following into Persian:
I am a teacher. My name is Sasan. I live in Shiraz. My brother lives in Tehran. He
works in the bazaar of Tehran. My sister lives in that hotel. She studies English at the
university. My brother has three children. My brother's wife is beautiful. They have a small
red car. They live in Tehran.
I feel fine (i.e., my condition is good). My mother does not feel fine. Where are you
going? I am going to the hotel. To which hotel? To the small white hotel. Where is the small
white hotel? It is (over) there.
Those teachers do not teach at this university. They teach at that university. Do you
study at this university? I teach at this university. Which professor teaches at that university?
I don't know.
Does that television work well? No. That television does not work well. This
television works well.

6) Translate the following into English:

? Z ca ta a ( 1
? d fi Z Z ( 2
? a a waZ a ( 3
? c [ r qZ ( 4
? Z c qZ p w ca r ( 5

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? Z eca sZa qZ ca rc ( 6
? rZ fi I c e ( 7
? acZa a t r ( 8
? tc fic fi r fi dZ c ( 9
? acZa p c rZ w \ca ( 10
? Z p - p rZ sadZta r ( 11
/ Z c tZ e ca fi a ( 12
? t cZd w rd qZ ( 13
/ a fZ fi p wc tZ ( 14
/ p tZ dZ Z ( 15
? a rZ fi c a ( 16
? c Z fi qZ ca J ( 17
/ qad m tZ c w scca ( 18
? Za fi c w scca ( 19
/ Z l rZZ w dZ Z w ( 20
7) Translate the following sentences:

/ Z rZdcZ dZ ( 1
/ Z f r w w dZ Z w ( 2
? r qZ ca w scZaZ ( 3
? q dZ q dZ rta ( 4
? c t a Z ta dZ \c Z ( 5
? c fi Z dZ ( 6
? ac w fi s qZ ca ta t tZ ( 7
/ Z c tZ r acZ p tZ ( 8
/ c cZd fi Z dZ ta ( 9
? a fi s w ( 10
/ Z p q wZ tZ r ac q tZ ( 11

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8) Translate the following sentences:

/ Z p tZ NZ Za r sa ( 1
/ NZ Z ( 2
/ cZa ^Z t cZ ^Z fi ( 3
? c rc qZ ca J ( 4
/ wd fi r J t r ( 5
/ Z w fi w dZ fi Z ( 6
/ a rZZ w \caZ ta rZcc ( 7
/ Z ca w ` t [ w ( 8
/ a Z d ft r w [ ( 9
/ d c wca ca fZ saZ t tZ ( 10
/ Z l t c rZ ( 11
/ Za [ a rc Z ( 12
/ c Z tZ - Z cta Z dZ sat fiZ wZ ( 13
/ Zc r Z p fiZ wZ ( 14
" qcZa ta Zc t t xv fi fiNZ ( 15
" rZ t rc w st fi fiNZ ( 16
? c w scca rta Z ( 17
i

In the word 'tqrib-n' "approximately", the 'lef ' with the tnvin marker (
is pronounced "-n".

J)

ii

In reading, the t 'vav' in rac 'xordn' "to eat" is pronounced 'o' (cf., ta 'do' "two").

iii

The t 'vav' in rZ 'xandn' "to read, to sing" is silent before Z 'lef ' (cf., Z 'xahr').

iv

Unlike English, in Persian 'mn' "I" precedes ' oma' "you, pl. or singular, polite".

There is no defined status for animals and pets. Depending on speaker discretion, they can
be treated as animate or inanimate.

vi

vii

In Persian script, both rZ and

Note that

'hi'

rZi

are acceptable.

"none, at all" is used with the negative form of the verb. Example:

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in golabi hi xub nist

/ [ Z

This pear is not good at all.

viii

Za 'datn'

'mi-'. In
orthography, for the verbs that take 'mi', it may be attached to the stem: qtc 'mirv-m' "I go" or it may be written separately: qtc .
The verb

"to have" does not take the present suffix

rac Z 'qza xord-n' "to eat

(food)", where the word Z 'qza' "food" is replaced with other words such as q 'am'
"dinner" or w 'ay' "tea":

ix

The same procedure is true for some other verbs like

She ate at that restaurant.

We drank tea at this teahouse.
At what time do they eat dinner?

/ ac Z rZcc r ca tZ
/ ac w fi s Z ca
? c q I

Beginning with this lesson, we shall discontinue the use of transcription for every phrase and
sentence used. We shall, however, continue to use it for providing pronunciation for new
vocabulary and for certain new structures.

xi

Many Persian nouns are made up of other nouns modified by addition of suffixes and
prefixes. rZ 'gold-an' "vase" is one such word. It is a combination of 'gol' "flower"
and rZa

xii

'dan' "container". (For a study of derivational suffixes, see Lesson Eleven.)

In constructing subjunctive sentences, the verb

Z 'xastn' "to want", used as an

auxiliary verb, is conjugated with a main verb to indicate volition. (For a full discussion of
the subjunctives, see Lesson Nine.)
xiii

Note that

fi

'hme' "all" can be used as a pronoun as well as an adjective. Example:

hme-ye hfte(h)
hme ruz

xiv

all (of) the week; the whole week

every day

fi . When this combination occurs

after t vav or lef Z , a hamza precedes it, i.e., fi or, written together: fi . When it
occurs after a final s , or an Z 'lef ' precedes it, i.e., fiZ .

In writing, the

fi w fi
dtc fi

and fi may be written together as

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Example:

fi wc
fiZ
fi Za
fiZ fiN Dfi wZ fiN
xv

The

fi

used after

the nurse who... (written separately)

the lamp which... (written together)
the university student who... ('hamza' after 'vav')
the child who... ('lef' after '-he')

fiNZ indicates emphasis. It is equal in emphasis to the word "but" in the

English phrase "but of course..."

Lesson Eight
Vocabulary
Learn the following words:

poxtn
bstn
baz
baz krdn
xridn
didn
enaxtn
xandn
dadn
baqe
deh
msjed
kar datn
b
dib
parsal
emsal
emb
brf
brf amdn
baran
baran amdn
hr
hr ruz
omal

to cook
to close; to tie
open
to open; to untie
to buy
to see
to know (a person)
to read; to sing
to give
small garden (of a house)
village
mosque
to bother; have business with
night; evening
last night
last year
this year
tonight; this evening
snow
to snow
rain
to rain
every
everyday
north

)G*
)M G *
d
)* ra d
)G* r
)* ra
)eI *
)rZ* rZ
)sIa* raZa
fi
sa

)cZa* Za c

a
pc
pZ
Z
m
)* r m
rZc
)* r rZc

dtc
p

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pnir
svar odn
taksi
nestn
xndidn
mosafert
mosafert krdn
jvan
hala
ketabxane
film
bazi
bazi krdn
mozahem odn
lotfn
bitr
mrdom
bitr-e mrdom
hmdigr
bexosus
yeki z...ha
puldar
mhur
mrkz
damne
kuh
kuh-e lborz
b'zi
b'zi vqtha
tmam odn
digr

to ride
)* r cZ
taxi

to sit
)I*
to laugh
)M G * r
travel; journey; trip
\
to travel
)* ra \
young; a family name
rZ
now; at the present

library
fi
movie; film (photography)

game; play
wd
to play; to act
)* ra wd
to bother; to annoy
)* r Z
please

more

people
qa
most of the people
qaI
each other

especially
g
one of...i
/// dZ
rich
cZ
famous
c
center

slope; side of a hill or mountain

fiZa
mountain
s
the Alborz mountain range
dZ sI
some

sometimes
t
to be finished
)* r q
other
a
cheese

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yeki digr
xorrm abad
qdim
qdimi
name
z didn-e
besiyar
xohal odn
xohal krdn
jomleh
ena'llah
xahim amd
xabidn
hva
grm
hr do
mah
nne jan
rast
rfte-nd
'ziz
hrf
in hrfha
hme
doruq
'ks
ruzname
kvir
gerefte-nd
dobare
ps

a
Khorram Abad, name of city in Iran
a qN
ancient times

old; ancient

letter (mail)
fi
upon seeing
I ra dZ
very; much
c
to become happy
)* r p
to make happy
)* ra p
sentence (grammar)
fi
God willing
FZYZ
ii
will come
Z
to sleep
)[Z* rZ
weather; air
Z
hot
q
both
ta
moon
s
dear grandma!
r fi
right; truth
Zc
they have gone; they have traveled
Z fic
dear

what is said
m
these words; these talks
m Z
all
fi
a lie
ltca
picture

newspaper
fidtc
desert

they have taken

Z fi
again
scta
then

the other (one)

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mars
fekr
fekr krdn
xste
b bexeyr
iz
ta
nime
nime-ye b
jaleb
nqe
park krdn
adres
avrdn
nevetn
telefoni
vqti
xod
aena odn
peyda krdn
pnjere
dbestan
hmdan
bidar

Mars
thought
to think
tired
good night!
thing
until; up to
half; middle
middle of the night
interesting
map; plan
to park
address
to bring
to write
by telephone
when; the time when
self
to become acquainted
to find
window
school (elementary)
Hamadan; city in western Iran

awake

ec

)* ra
fi

fi
w fi

fi
)* ra oc
eca
)cGt* ract
)I*

t
a
)* r
)* ra Z
s
ra
rZ
cZ

Numbers 30-101

si
ehel

thirty
forty

30
40

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pnjah
st
hftad
htad
nvd
sd
sdo yek

fifty
sixty
seventy
eighty
ninety
one hundred
one hundred and one

50
60
70
80
90
100
101

a
a
a

Action Verbs
We are already familiar with equational sentences. These are sentences that consist of a
subject, a complement, and a verb. The subject occurs at the beginning and the verb at the end of
the sentence. Example:

/ Z Z
/ Z ca fi r
/ p fiN Z
The equational sentence, due to the "stative" nature of its verb, does not include
"transactions". In the equational sentence things exist in a frozen form. There is not much
activity involved. Flowers are red, trees are tall, and children are not happy.
When action enters the picture, however, it brings with it a certain sense of direction, an
awareness of location, and most importantly, a mechanism for transferring action from one element of the sentence, the subject, to another, the direct object. In this lesson we shall discuss the
subject, the definite direct object, and the transfer of action from the former to the latter.
Study the following sentences:

/ q Zc r
/ w Zc Z r
/t Zc tZ

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/ c Zc r r
/ Zc ca
/ d Zc s

Definite Direct Object

A comparison of these sentences shows that they all include a subject ( , , etc.), a

definite direct object ( , Z

r , r ,

etc.) , and a verb ( q

, w ,

etc.).

What is different about these sentences vis--vis the equational sentence is that they include
transfer of action from the subject to the direct object, i.e., the act of buying is performed by
on

. Similarly, the act of cooking is performed by

on

, and so forth. This direct

transfer of action from subject to object is marked by the postposition

Zc . The following chart

illustrates the structure of these sentences:

Verb Phrase

Noun Phrase

object

def.

Zc

subject

noun

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Note that in the chart above, the category under which

Zc

appears is called definite. This

means that only the direct objects that are definite are marked with

Zc . A look at the sentences

presented earlier, too, shows that the nouns used as object are definite (that car; that food; the
carpet, etc.).
The following structures are always definite and, when used as definite direct object, should
be followed by Zc :
1. Proper nouns used as definite direct object:

/ qa cZd w Zc

I saw Hassan in the market.

2. Nouns and phrases preceded by

rZ

and

r when such phrases are used as definite

direct object. rZ and r are, of course, used as adjectives:

/ q Zc r

I do not (will not) buy that car.

3. Independent personal pronouns used as definite direct object:

/ Zc

We do not know you.

4. ezafe constructions used as definite direct object:
She sold my car.

/ t Zc I tZ

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

My sister sees your car.

/ Zc r qZ

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

Which book are you reading?

? Z Zc [ qZ

7. Anaphoric references, i.e., references to information already made available in

previous sentence or sentences: iii

/ a ta fi Zc r / q
/ a cZd fi Zc qcaZ ta r / Zc ta r qcaZ
I buy a car. Then I give that car to a friend. My brother sees that friend. That friend takes
my brother to the market.

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Indefinite Direct Object

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

/ q
/ w Z
/ t tZ
/ c r

I buy cars.
You cook (food).
She sells carpets.
We eat bread.

The above information can be diagrammed as follows:

S

Verb Phrase

Noun Phrase

object

q
I buy cars.

subject

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The Verb "to have"

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

ZcZa
ZcZa
ZcZa
ZcZa
ZcZa
ZcZa

I have

ZcZa
ZcZa
ZcZa
ZcZa
ZcZa
ZcZa

cZa
wcZa
acZa
cZa
cZa
cZa

To form the past tense of ra ZcZa "to possess", conjugate the past of ra after ZcZa :

qa
wa
a
a
a
a

I had

ZcZa
ZcZa
ZcZa
ZcZa
ZcZa
ZcZa

To negate these structures, add G 'n' to the verb:

I don't have
I didn't have

ZcZa
qa ZcZa

Note that the thing possessed occurs after ZcZa and is added to it with an ezafe: I

wZcZa

Example:
He has several books
I have two houses and three cars.

/ Z [ wZcZa tZ
/ fi t fi ta wZcZa

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/ w fi wZcZa tZ w fi
This town had a small movie theater.
/ a w wZcZa Z
Doesn't that village have any movie theaters?
? wZcZa sa r
No. This village did not have any movie theaters.
/ a wZcZa sa Z - fi
This village has several mosques.
/ wZcZa sa Z
His house has a beautiful garden.

The Imperative
The imperative is based on the present stem. To form the imperative, prefix

b- (always

stressed) to the present stem. Then add one of the following two suffixes:

id

for you (sing.)

for you (pl. or sing., polite)

Examples:

be-xor-
be-xor-id

eat! (you sing.)

eat! (you pl. or sing., polite)

c
c

The imperative of c i.e., tc is pronounced 'boro' instead of 'be-rv'.

The verb rac may omit 'be-'.

telephone!
work!

and

are also used.

The verbs ra and Za are exceptions to the rule explained above for the formation of the

imperative. The verb ra does not use I be-. It adds or to the present stem of r , i.e.,

:
be! (you sing.)
be! (you pl. or sing., polite)

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fiZa (past stem + s ) as base and adds the

appropriate forms of the present of r , i.e., f and :
The verb

Za

uses its past participle

have! (you sing.)

have! (you pl. or sing., polite)

f fiZa
fiZa

Example:
go! (you sing.)
go! (you pl. or sing., polite)
Speak! (you sing.)
telephone! (you sing.)
have! (you sing.)
have! (you pl. or sing., polite)
be! (you sing.)
be! (you pl. or sing., polite)
Telephone your mother !
Open the door!
Buy this car!
Sell your house!
Go from Shiraz to Tehran!
Be there at three o'clock!
Don't have any money on you"

"t
"t
"r m
")*
"f fiZa
" fiZa
"f
"
" \ca fi
" d Zc ca
" Zc Z
"ft Zc \Z fi
"t rZ fi dZ dZ
"f fi
f fiZ p \a

To form the negative of these forms, replace the imperative marker

marker G . Example:
Don't buy that book!
Don't go to that place!
Don't open the door!

" Zc [ r
"t fi
" d Zc ca

with the negative

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The mi-Past
The definite past, described in Lesson Seven, indicates a completed action or state that has
occurred at some point in the past. It is a one-time event. An adverb of time such as dta
'diruz' "yesterday",
exact time.

a 'dib ' "last night", or pc 'parsal' "last year" pinpoints the

Example:

/ c rZcc fi dta
He did not come to our house last night
./ w fi fi a tZ
It did not snow at all last year, but it rained a lot. / rZc t m pc

Yesterday we went to the restaurant with Mina.

For an action that happened regularly in the past for a length of time, the habitual or -past

'mi-' to the past stem and affix the personal endings for
simple past tense. The verb Za is an exception. It does not take 'mi-':

is used. To form this tense, prefix

I used to go/I was going

c )*
c )*
c )tZ*
c )*
c )*
c )*

Negative
To negate, add I 'ne-' to 'mi-':
I did not use to go/I was not going

c I )*

The same principle applies to the affirmative and negative forms of the compound verbs.
Example:
I used to work/I was working.
You were speaking.
We were shaking hands.
They were studying (lit., learning lessons).

qa c
ad m
aZa a
a eca

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Learn the following sentences

/ c fic fi dtc
/ a d fi r w
? c fi \caZ a
/ a d p ca t
/ t r cZd dZ dtc
/ cZ - cZ eZ

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

Ongoing Action in the Present

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

c
rac
r
raZa eca
ra d
raZa a

Za
Za
Za
Za
Za
Za

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The "compound" of Za and a main verb can be conjugated for the present as follows:iv
I am (in the process of) going

qtc qcZa )*
wtc wcZa )*
atc acZa )tZ*
tc cZa )*
tc cZa )*
tc cZa )*

Here are some examples:

I am telephoning.
I am working.
We are sitting.
They are laughing.
You are bargaining.

/ qcZa )*
/ c qcZa )*
/ cZa )*
/ cZa )*
/ d fi cZa )*

Negative
There is no negative. The idea of negating an ongoing action does not exist in Persian.
Learn the following sentences:

/ tc cZd fi fic dZ cZa fc t t

/ ` cZa
/ t tZ fi [ cZa
/ ta Z fi acZa qcaZ
/ \ rZ fi rZ dZ cZa ta t
/ c st ca acZa ca
/ d m acZa c
/ a a \c acZa qc

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

Ongoing Action in the Past

To indicate an ongoing action in the past, the past of Za is conjugated alongside the past of the desired verb. Example:
I was (in the process of) going

c Za )*
c Za )*
c Za )tZ*
c Za )*
c Za )*
c Za )*

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

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

/ c cZd fi fic dZ Za fc t t
Parvin and her father were going from the school to the market.

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Transformation Drill 2
Transform the following clauses into ezafe constructions, then use the ezafe-construction in
a sentence. Example:
(1) relative clause
(2) ezafe-construction
(3) sentence with ezafe construction

Z wtc fi
I I wtcI [
/ a rZ wtc [
Z p fi ( 1
p fi fi ( 2
Z wtc fi Z ( 3
Z Z c p fi c ( 4
Z c caZ p fi ( 5

Transformation Drill 3
Transform the sentences with the present of Za and a main verb to sentences with the
past of Za and a main verb. Example:

/ cZ cZa
/ cZ Za
....
/ qcaZ fi fi qcZa ( 1
/ atc sZc cZd ca fca t c acZa tZ ( 2
/ rca cZa ( 3
/ act Z fi rZ dZ [ acZa w ( 4
/ Z wZ [ acZa N ( 5
/ tc fic fi rca t c cZa fiN ( 6
/ a rc fi wZ acZa caZ ( 7
/ rc fi fi cZa w w fiN ( 8
/ w saZ cZa qcaZ t c ( 9
/ acZa c ( 10

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Substitution Drill 1
Learn the pattern sentence then substitute

/ tc sZc r ca rd t a r
....
( ( ( fa t w ( a t ca ( fiN
d w rd ( N ( ( qcaZ t

Substitution Drill 2

/ w fi fi t tZ dta
....
( l ( fic ( cZd ( rZ sZa ( ( rZcc
rc ( qa e ( Z ( ( cZ

Substitution Drill 3

?a d fi qZ ca ca t c
....
( N r ( ta t ( ( ( ( ( ( tZ
( cZ fi a ( Z rc ca fi wa
c Z dZ fi wc

Substitution Drill 4

/ ta t t fi

teacher, doctor, wife, brother, mother, nurse, daughter, good students,

kind sisters, small children, father

Substitution Drill 5

/ act Z fi rZ dZ [ fi w

50-televisions, 30-flowers, 70-blankets, 100-lamps, 40-watermelons, 90-cars,

20-tables, 50-interesting books, 30-expensive chairs, 40-cheap trees

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Substitution Drill 6
/ Z w r dZ ` w Z
....
w - w ( rZdcZ w [ - rZ w [
- c w ( d w fi - w fi (
w a ( w Z - w Z ( w
w N - [ w N ( d w a - d

Substitution Drill 7
/ Z Z w l w fi dZ l Z
blanket, television, table, chair, lamp, restaurant, bank, tree, class,
market, university, girl, woman, house, school, car, small garden,
mountain, street , city
Learn the following sentences

/ tc sZc r ca rd t a r ( 1
/ w fi fi t tZ dta ( 2
? d fi qZ ca ca t c ( 3
/ ta t t fi ( 4
? d fi qZ ca r t ( 5
/ act Z fi rZ dZ [ fi w ( 6
/ Z eca t c w fi fi dtc ( 7
/ Z wZ [ Za N ( 8
/ Z w r dZ ` w Z ( 9
/ dZ w l w fi dZ l Z ( 10
/ Z rZ ca rZZ wcZd c dZ ( 11
/ aZa eca rZ sZa ca aZ ( 12

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Learn the following sentences

?acZa p c ( 1
/ acZa p ta t c ( 2
? Za p tZ ca ( 3
/ Za p fca Z ( 4
? acZa p c t a ( 5
/ Za p c t a \c wta dZ ( 6
/ Z fi rZZ dZ p s ( 7
? a \ fi qa Z dZ p ( 8
/ acZa p sadZta dZ / qcZa Z ta ( 9
/ dtc I wZcZa fi t fi c I wZcZa s ( 10

/ rZ w q :
? Z c p - r q :rZ w
? Z c p - - :
? tc fi cZa - - : rZ w
/ c fi Za :
? c qZ fi : rZ w
/ rZZ fi :
? Z [ rZZ : rZ w
/ Z [ ta / Za :
? Z r Z : rZ w
/ Z (((( r Z :
? wd r w " sa : rZ w

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/ wd r w (((( :
/ Z - q Z : rZ w
/ Z :
Transcription
hung: slam aqaye jvan.
aqaye jvan: slam hung xan. hale oma etowr st?
hung: bd nist. mersi. hale oma etowr st?
aqaye jvan: xubm. mersi. oma darid bekoja mirvid?
hung: mn datm besinema mirftm.
aqaye jvan: bekodam sinema?
hung: besinema iran.
aqaye jvan: filme sinema iran xub st?
hung: nemidanm. dustm migoft xeyli xub st.
aqaye jvan: esme an film i st?
hung: esme an film _______ st.
aqaye jvan: de! ki tuye an film bazi mikond?
hung: fekr mikonm _______ tuye an film bazi mikond.
aqaye jvan: ps mn mozaheme oma nemivm. xoda hafez.
hung: xoda hafez.
Translation
Hushang: Hello, Mr. Javan.
Mr. Javan: Hello, Hushang Khan. How are you?
Hushang: Not bad, thank you. How are you?
Mr. Javan: I'm fine, thank you. Where are you going?
Hushang: I was (in the process of) going to the movies.
Mr. Javan: To which movie theater?
Hushang: To the Iran movie theater.
Mr. Javan: Is the movie at Iran theater good?
Hushang: I don't know. My friend said it is very good.
Mr. Javan: What is the name of that film?
Hushang: The name of that film is _______.
Mr. Javan: Is that right? Who plays in that film?
Hushang: I think _______ plays in that film.
Mr. Javan: Then I won't keep you any longer. So long.
Hushang: Good-bye.

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Readings

:Z
t rZcc - fi wZcZa cZ
/ Zc cZ qa / Z fic
dZ tZ / fi Zc c - r w g
/ rZZ p qa c t cZ
ca w fi ca dZ cta c w saZ
wdtc - t - a / d dZ s w fiZa
/ cta r fi dZ a / atc fic fi fi
fc ca / atc fi fic sZc dZ t t
- a q c w c t / Zc ra w t
/ atc fi fi tZ t
vi

vii

: [Z
? rZZ p qa cZ dZ ( 1
? d ca c w saZ ( 2
? c fi wdtc ca t ( 3
? Z t ra ( 4
? c - a q c w c t ( 5

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:Z
dZ a qN / d a qN ca t w
N a qN ca t w / rZZ w
dZ tZ / a eca ca ra ca tZ / Z
/ ra r [ w N
t /Za wZ fi a qN dZ c w saZ dtZ
w fi c w / p c w fi I ra dZ
fi fi cca t t - / Z fi wZ Zc fcaZ
Zc t w fi dZ fi Z / aZa f c w
I ra wZ w fi a p FZYZ # :a p
#/ Z cZ fi a qN dZ
viii

ix

/a t w w fi dZ Z
: [Z
? d ca t w ( 1
? Z N c tZ ( 2
?Z fi wZ Zc fi ( 3
?aZa f c w fi ( 4
?a p Zc t fi dZ fi qZ ( 5

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:Z
t a /acZa p t t cca
t cca / a q Z / Z c ca w
: cca dZ t /a s s fi ta t
?Z fic s fi Z fi Z Zc Z - r fi (
: cca
/ c Z c / q - fi (
w Z / Z ltca fi m Z / at s fi Z
/ Z fi w Zc fidtc w
: scta t
: e w rN dtZ Z - r fi (
ec - r fi / t ec fi Za - tc s fi dtZ
? Z
: t a cca
" [Z t Zc / wZ fi / q (
" / wcZa fic Za
t a cZ w fi t / wa t
[Z Z t a fi tZ /a s w scca
/at

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: [Z
?Z t a ( 1
?a c Z ( 2
?ad m fi w scca cca t t ( 3
? Z ec Za ( 4
?at [Z Z t Z ( 5

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

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

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

/ qtc rZ fi Za ( 1
/ cZd ca rd t a r ( 2
/ Z tZ wZ [ fZ ( 3
/ qZ Z ( 4
/ c fi wZ fi Za tZ ( 5
/ ct rZ [ w t ( 6
/ a eca t tc fic fi fiN ( 7
/ ac Z rta rZcc ca ( 8
/ d ca fi fcaZ fi wZ fi ( 9
/ w fic fi ta t tZ ( 10
/ Z t c rZcc wZcZa r ( 11
/ rZZ qa c dZ tZ ( 12
/ a cta fi dZ - a cta dZ t ra ( 13
/ wa oc r w Zc Za ( 14
/ qa Z fi wtc Zc \Z fi eca Za ( 15
/ t Zc r [ Za ( 16
/ c sZa fi Z dZ dtc ( 17
? ac Z rZcc qZ ca dta ( 18
/ Za Zc tZ Z qa ( 19
/ Zc tZ qa w fi ( 20

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- N Z w fic dZ ca Z ( 21
/ dZ w fic dZ cd tZ
? p fcaZ w fi ra dZ tZ Z ( 22
/ ad m r w Za wZ fi t d - wa ( 23
/ aZa f cc w m fi - aZa f tZ w m fi ( 24
? Zc dZ qZ r w ( 25
/ [ Zc r t - c scZaZ fi tZ Za fi fc ( 26
" p Zc fi t f p ( 27
/ ad m c w scca tZ t a Z fcaZ ( 28
/ a eca t c fic fi Za fiN Z ( 29
" rd m tZ - fi tZ fi ( 30
3. Translate the following into Persian:
1. She ate her sisters' apples.
2. Why didn't you eat that good food?
3. Read the red book!
4. Drink your tea and come here!
5. Do you know all those professors?
6. Parvin read all the books in her school library.
7. When did you see that woman on the street?
8. Why do you do that work?
4. Fill in the blanks:

fca / Z q /////// Z / Z fca /////// t Z

: /////// fi fca / s s /////// ta /////// t
Z / at s fi /////// / /////// c Z c #
#/ dZ /////// Zc fidtc /////// w
dt Z # N fi c ca / /////// Za t
#/ t /////// fi Za - t s ///////
/ Z t a /////// tZ / /////// fi t

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Review Dialog Two

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

? Z - : Z
/ Z Z Z :Z
? Z - r Z : Z
/ dZZ Z :Z
? d rZ ca : Z
/ d rZ ca fi Z p c - fi :Z
? ) sc* c rZ ca : Z
/ cZa sd cZd ca qcaZ t :Z
? t fi : Z
/ sa t ca t e wZ fic :Z
? Z c dZ rcaZ : Z
/ Z c p c dZ qcaZ - fi :Z
? acZa fiN t rd tZ : Z
/ ta t a fi / cZa fiN - fi :Z
? t fic r fiN : Z
/ t fic dZ fi - fi :Z
? - r Z : Z
x

xi

xii

xiii

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/ q - fi :Z
? c rcaZ : Z
/ Z tZ / tZ - fi :Z
/ r Z - qN : Z
/ Z :Z
i

dZ is always followed by a noun in the plural.

ii

For a discussion of the formal future, see Lesson Ten.

iii

Note that in the first sentence is introduced with , i.e., as an indefinite noun. In the
second sentence

is definite because it is already introduced in the first sentence.

Similarly, in the second sentence ta is indefinite. It is marked with the indefinite marker w
. Then, in the third sentence

ta

becomes definite, because of having been mentioned in

the second sentence.

iv

Note that both verbs are fully conjugated. The phrase " in the process of" is usually left out of
the English translation.

The following subjunctive constructions used in the third reading below must be memorized as
frozen forms for the present. A full discussion of the subjunctive is found in Lesson Nine:

hi ks nemitvand...bervd

no one can go...

nemitvanest bexab bervd

was not able to go to sleep

Z
Z
vi

at [Z

In Persian, like in English, distance is expressed in reference to a point. If the object is far from
that point, the preposition dZ 'z' (from) is used; if it is close, the preposition fi 'be' (to) is
used.

vii

at 000

I sZc dZ "on the way from"

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viii

Note the difference between wZ fi 'nam-i' and w fi 'name-ye', the word "letter" followed

by an ezafe. The former, which is

distinguishable by the Z
ix

xi

fi

'name' suffixed by the unstressed

'lef ' that precedes the w

'-i' is

'ye'. It means "a letter".

Note that in its capacity as a verbal noun, the infinitive may be used with an ezafe . A good
translation of it is "upon...-ing," as in "upon seeing" in our text.

sd "shop, store"
fi "what (kinds of) things (do you sell) ?"

xii

fic

"cloth, material, fabric", e "clothes", ca see Lesson Nine, Reading 3,

sa

"curtain"
xiii

The use of the plural is indicative of As'ad's respect for his brother. It also can be interpreted
as a reference to the brother and his wife as a couple.

Lesson Nine
Vocabulary
Learn the following words

tvanestn
xastn
fekr krdn
mjbur budn
ta
bayd
ayd
momken budn
behtr budn
lazem budn
sd
bld budn
dolar
kilumetr
ketabxane
estxr
ena krdn
xod dari krdn
hvapeyma
otobus
keti
sb
ferestadn
trjome(h)
trjome(h) krdn

to be able to
to want
to think
to be obliged to
so that; in order to
must
perhaps
to be possible
to be better
to be necessary
hundred
to know (a thing)
dollar
kilometer
library
pond; swimming pool
to swim
to refrain
airplane
bus
ship
horse
to send
translation
to translate

)rZG* Z
)sZ* Z
)* ra
)f* ra c

ra
ra
ra qd

ra
ca

fi
Z
)* ra
)* ra wcZa a
Z
eZ

Z
) MI I * ra
fi
)* ra fi

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kar datn
ziyad
nhar/nahar
mosafer
kermanah
abadan
zahedan
mhd
sr
sr-e sa't

)cZa* Za c
much; excessive
ad
lunch
c Dc
passenger, traveler

Kermanshah, city in Western Iran

s
Abadan, city in Western Iran
rZa
Zahedan, city in SE Iran
rZZd
Mashhad, city in NE Iran

head; sharp (time)

(at an) exact time (e.g., 6:00 sharp) I

to have business with; to bother

Numbers 200-1001

devist
sisd
harsd
pansd
esd
hftsd
htsd
nohsd
hezar
hezar-o yek

two hundred
three hundred
four hundred
five hundred
six hundred
seven hundred
eight hundred
nine hundred
thousand
thousand and one

200
300
400
500
600
700
800
900
1000
1001

ta

cZ
t cZ

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The Subjunctive
The subjunctive is employed to express any uncertainty that might exist with respect to the
completion of an action or concerning the existence of a state. Such uncertainties include
possibility, probability, desire, intent, doubt, and the like. To express these modifications of the
main action or state, the speaker makes use of an appropriate subjunctive auxiliary (see below).
The combination of the auxiliary and the subjunctive form of the main verb then expresses the
speaker's desired modification of the verb. To illustrate the above discussion, let us transform an
indicative sentence into a subjunctive sentence. Take the following sentence meaning "I see
Bizhan.":

/ Zc r ()
In this sentence, "seeing Bizhan" is a fact. But suppose, rather than a fact, seeing Bizhan
were an obligation, i.e., suppose the sentence reads, "I must see Bizhan." To express this new
statement, the subjunctive auxiliary 'bayd' "must" is added after the subject: . i
*/

Zc r ()

This sentence, however, is still incorrect. The main verb

must also be changed from

the indicative (present) to the subjunctive mood. This change requires that the 'mi-' present
marker be replaced by the subjunctive marker I 'b-'. ii This combination then means "I must see
Bizhan.":

/ Zc r ()

Subjunctive Auxiliaries
There are two types of subjunctive auxiliaries--those which are conjugated and those which
appear in frozen forms. These auxiliaries are presented below.

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Subjunctive Auxiliaries that are Conjugated

The following verbs are usually used as subjunctive auxiliaries. In this capacity they are
conjugated as if they were being used for simple present tense and they appear early in the sentence, after the subject. The main verb, in its subjunctive form (see below), appears at the end.
Other elements of the sentence may fill in the gap between the two verbal elements:

tvanestn
xastn
fekr krdn
mjbur budn

to be able to
to want
to think
to be obliged to

)rZ* Z
)sZ* Z
)* ra
)f* ra c

Subjunctive Auxiliaries that are not conjugated

The following are some of the most frequently used frozen, or indeclinable, subjunctive
auxiliaries. A few others remain to be discussed later:

ta
bayd
yd
momken st
behtr st
lazem st

so that; in order to
must
perhaps
it is possible
it is better
it is necessary

Z
Z
Z qd

The Present Subjunctive

To form the present subjunctive (also referred to as the I 'b-'-form) of the verb, do as follows:
1. Take the present stem of the desired verb
2. Prefix the subjunctive marker I 'b-' (always stressed)
3. Suffix q '-m', w '-i', a '-d', '-im', '-id', '-nd'

Here is the present subjunctive of rac "to eat, to drink". The present stem, as you recall, is

c :

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be-xor-m

that I eat

qc
wc
ac
c
c
c

A comparison of the present subjunctive and the simple present tense shows that the 'mi-'
present marker is replaced by the

I 'b-' subjunctive marker. The endings are the same.

Compare:
present subjunctive

bexorm

that I eat

present indicative

qc
wc
ac
c
c
c

mixorm

I eat

qc
wc
ac
c
c
c

A Few Notes
1. The verb ra 'krdn' (present stem 'kon') may omit the subjunctive marker I . It,
therefore, may appear in one of the following two forms: iii

- - - - -

or

- - - - -

Example:

- - - - -
or

- - - - -
Both these forms mean exactly the same thing, i.e., "that I telephone; that you telephone,
etc."

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2. To make the subjunctive conjugation negative, replace the 'b-' subjunctive marker with
the negative marker

'n-'. Example:

nxorm

c
c
c

that I do not eat

qc
wc
ac

3. The verbs ra "to be" and rZa "to have, to own, to possess" are exceptions to the rule
explained above for the formation of the subjunctive. They have their own subjunctive forms.
These forms, which must be memorized, are presented below:

The Subjunctive of "to be"

The subjunctive of ra is:

bam

that I be

The negative of this is:

- - - - -

The Subjunctive of "to have"

The subjunctive of rZa is:

(mn) date bam

that I have

fiZa )*
fiZa ) *
fiZa )tZ *
fiZa ) *
fiZa )*
fiZa )*

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To negate this, add

'n-' to fiZa 'date', i.e., fiZa

'ndate bam' "that I

do not own":

fiZ - fiZ - fiZ - fiZ - fiZ - fiZ

The Uses of the Subjunctive

As mentioned, the subjunctive is used to express ability, desire, doubt, and the like. These
modifications of the main action are discussed below case by case.

1. Expression of Ability
Ability is expressed by conjugating the present of the subjunctive auxiliary

rZ "to be

able" after the subject. Thus, if the main verb is rac "to eat, to drink", the conjugation appears
as follows: iv

(mn) mitvanm bexorm

qc /// Z )*
wc /// Z ) *
ac /// Z )tZ *
c /// Z ) *
c /// Z )*
c /// Z )*

I am able to eat

Depending on need, both the subjunctive auxiliary and the main verb may be negated.
Compare:

nemitvanm bexorm
mitvanm nxorm
nemitvanm nxorm

I am able to refrain

qc Z
qc Z

from eating (i.e., not eat)

I am not able to refrain

qc Z

I am not able to eat

from eating

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Learn the following sentences:

/ d w fi w Z ( 1
/ c tZ caZ Z ( 2
? p r cZ ca r dZ Z Z ( 3
/ acZ p tZ fiZ wZ at Z tZ ( 4
/ fi fZ saZ t wZ dZ Z ( 5
/ fiZa r Za Z ( 6
/ ca sadZta Za Z ( 7
/ NZ fi t Z ( 8
/ Z c Z t m c Z ( 9
/ [ Z tZ fi Z ( 10

Study these sentences. Compare your translation with the translation provided further
below:

/ qt fi Z ( 1
/ Z Z ( 2
/ fiZa r sa Z tZ ( 3
/ fiZa Zc r sa )r* Z ( 4
/ c Z ( 5
/ c Z t m c Z ( 6
/ t Zc Z t q Zc \Z fi Z ( 7
) / wcZa a fidtc rZ dZ Z tZ * / Z Zc fidtc Z tZ ( 8
w fi rZ dZ Z * / Z Zc w fi Z ( 9
) / wcZa a
/ q Z rta t wZ Z ( 10
/ c fi ca c ta dZ Z ( 11
) / wcZa a r dZ Z * / q Z ( 12
/ t r fic Z ( 13
/ wc Zc \c Z ( 14
/ fi dZ cZd ca Z ( 15
/ Z dZt [ Z ( 16

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

2. Expression of Desire
Desire is expressed by conjugating the present subjunctive auxiliary Z "to want" after
the subject. Thus, if the main verb is

rac "to eat, to drink", the conjugation appears as fol-

lows:

(mn) mixahm bexorm

I want to eat

qc /// Z )*
wc /// Z ) *
ac /// Z )tZ *
c /// Z ) *
c /// Z )*
c /// Z )*

Again, depending on need, both the subjunctive auxiliary and the main verb may be negated.
Compare:

nemixahm bexorm
mixahm nxorm
nemixahm nxorm

I do not want to eat

I want to refrain from eating
I don't want to refrain from eating

qc /// Z
qc /// Z
qc /// Z

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Learn the following sentences:

/ r Z ca Zc Z ( 1
/ Z rZcc Z r - ac Z rZcc Z ca Z tZ ( 2
? fic t Z ( 3
/ c t c tZ Z ( 4
/ a ZZ fi Z ta ( 5
/ t a Z fia Z fi Z r c ( 6
? fi \Z saZ wZ Z I ( 7
/ d s ca Z t cZ Z ( 8
/ c Z t fiZa t fi Z ( 9
? rZ Z fiN Z Z ( 10
Study these sentences. Compare your translation with the translation provided further
below:

/ Zc Z ( 1
/ fiZa r fi ca fi Z ( 2
/ a w fi Z ( 3
/ Z Z ( 4
/ Z Z ( 5
/ rZ )* t Zc Z Z )* ( 6
/ wd Z - Z Z fiN r Z ( 7
/ Z r Z dZt tZ Z ( 8
/ q Z [ Z fiZ wZ q Z fi Z q ( 9
/ Z l r qt t qt t fi Z ( 10
/ at fi Z tZ t Z Z wZ [ Z ( 11
?c Z rta rZcc ca Z rca t c Z ( 12
/ Z Z ( 13
? fi fi Zc fi qZ Z )* ( 14
/ d r ca tZ r Z t c wca ca Z tZ ( 15

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Translation
1. They want to know you better.
2. We want to own several small gardens behind our house.
3. I don't want to write another sentence.
4. They want to (go to) sleep.
5. I don't want to say goodbye.
6. We want to buy these carpets, but they are very expensive.
7. Those children don't want to sleep tonight. They want to play.
8. I don't want him to sing because his voice is very bad.
9. My husband doesn't want me to cook, because I am not able to cook well.
10. I want to go to the new ice-cream shop, but I won't because it is very crowded.
11. You want to read an interesting book to your younger sister, but she wants to go
to the library.
12. Why do your parents want to eat at your friend's restaurant?
13. I don't want to say good-bye to you.
14. Which letter do you want to take to the post office?
15. He wants to swim in the Caspian Sea but he cannot because he lives in Kerman.

3. Expression of Uncertainty
One way to express uncertainty is through the compound verb

ra "to think". This

auxiliary verb is conjugated after the subject. Example:

(mn) fekr mikonm bexrm

I think I (might) buy

Depending on circumstances, both qc

"I think I don't buy" are possible negatives.

q /// )*
w /// ) *
a /// )tZ *
/// ) *
/// )*
/// )*

"I don't think I buy" as well as q

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Learn the following sentences:

/ fi ( 1
/ acZa c rcaZ - fiZa c ( 2
/ dZ ca ta t fi Za ( 3
/ rta wZ fi Z ( 4
/ rZ Z dZ r fi ( 5
/ Z dZ rZ c ( 6
/ at cZd fc tZ ( 7
/ Zc rta w fi eca ( 8
/ d c wca ca w fi ca ( 9
/ rZc - m dtZ ( 10

Study these sentences. Compare your translation with the translation provided further
below:

/ a fi fi Zc tZ fZ saZ r Z r w ( 1
/ m Z fi t m dtc pZ tZ ( 2
/ w a t wt fic ( 3
/ rZ qa cZ dZ fi ( 4
/ w a fi Z qd wZ fi ( 5
/ Zc \Z fiN w fi fi dtc dtZ ( 6
/ Z qt t q Zc qc fi t fi ( 7
/ Z tZ fi ( 8
a ca fi t d rZ [ ca fi tZ ( 9
/ d dZ s
/ rZdcZ t [ rZcc r wZ fi ( 10
? cZd I Zc rca ( 11
/ q cZd dZ fidtc fi ( 12
/ p t p fi ( 13
/ m fi t rZc fi ( 14
/ t Zc Z w fi dtZ fi ( 15

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Translation
1. I think Mr. Shahsavan is very sick because his family took him to the hospital.
2. She thinks that this year it will snow here every day, but I think it will snow only tonight.
3. We think you must go to school and learn German.
4. I think that you must be one of the richest people of Tehran.
5. They think it is necessary for you to learn to swim.
6. I don't think that today is a good day to send your aunt's (paternal) letter.
7. I think it is time to finish my work and go to bed.
8. I don't think that she is beautiful.
9. He thinks that you live in the south of Tehran, but I think that you live near the Alborz
Mountain.
10. I think that restaurant's food is cheap and good.
11. At what time (when) do you think you are taking your mother to the market?
12. I think I will buy a newspaper from the market.
13. You think you are very happy, but you are not.
14. They think it will rain, but I think it will snow.
15. I don't think I will sell all these apples today.

4. Expression of External Obligation

Obligation that is not within the speaker's personal convictions is expressed by conjugating
the auxiliary verb ra c "to be obliged to" after the subject. Example:

(mn) mjburm bervm

I am obliged to go

qt /// qc )*
wt /// wc ) *
at /// Z c )tZ *
t /// c ) *
t /// c )*
t /// c )*

Note: the subjunctive auxiliary or the main verb or both may be compound verbs. Their conjugation
proceeds as usual, i.e., the noun preceding the verb of the compound remains untouched. Compare:
I think I (might) study
She does not want to listen

Z eca
f Z

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We are obliged to walk

t sZc c

Learn the following sentences:

/ t w fi c ( 1
/ a tZ dZ ca Z c \caZ ( 2
? \ dZ rZa dZ eZ Z c ( 3
? eca c ta t tZ fi c Z ( 4
/ a tZ c ( 5
/ tZ t fi t tZ fi fi c ( 6
?ac Z Z a fiZcc ca Z c a qZ ( 7
/ m c Z c Z fiZ sZc ( 8
/ a Z Z c Z c fi wZ saZ ( 9
/ c Z c acZa [ wa fiN ( 10
Study these sentences. Compare your translation with the translation provided further
below:

/ qc Z t qt w fi qa c ( 1
/ t tZ fi Zc r w fi a c ( 2
/ ca fi a c tZ dtc ( 3
/ a c tZ dZ a c ( 4
/ qt cZd tZ qa c ( 5
/ p Zc \a c ( 6
/ q q c ( 7
/ d Zc st I dtc c ( 8

Translation
1. I was obliged to go to their house and eat (food).
2. You were not obliged to sell all your carpets to him.
3. She was obliged to fix breakfast every morning.
4. We were obliged to learn Persian from him.
5. I was obliged to go to the market with her.
6. I am obliged to accept your invitation.
7. I am obliged to cook dinner every night.

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8. They are obliged to open the store every day at eight o'clock sharp.

Subjunctive Auxiliaries that are Not Conjugated

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

5. Expression of Personal Obligation

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

(mn) bayd bervm

I must go

qt /// ) *
wt /// ) *
at /// )tZ *
t /// ) *
t /// )*
t /// )*

Depending on circumstances, both and the main verb may be negated. Example:

nbayd bervm
bayd nrvm

I must not go
I must refrain from going

qt ///
qt ///

Learn the following sentences:

/ c w scca ( 1
? Z eca fic Z ca ta t tZ Z ( 2
/ t sZc fi Z dZ w fi ( 3
/ Z Z w ( 4
/ dZ sat ca Z Z ( 5
/ a [ Zca fiN w fi ( 6

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/ t acZ p fi wa Zc ( 7
/ c Z acZ [ wZ fi Zcc ca ( 8
? \caZ fi fi Z ( 9
/ t sZc rI r wZ ( 10
Study these sentences. Compare your translation with the translation provided further
below:

/ t cZd ( 1
/ Zc d r ( 2
/ qc c tZ dtZ ( 3
/ qt Z ( 4
/ t r cZ Z r tZ ( 5
/ f rN w ( 6
/ Z I ( 7
/ Z ( 8
/ Z d fi w wta ( 9
/ wd r w w fiN ( 10

Translation
1. They must go to the bazaar together.
2. We must not buy that ugly car.
3. I must eat lunch with her today.
4. Tonight I must go to the movie theater.
5. She must sell that chair for the price of one thousand tumans.
6. You must listen to your teachers (lit., teachers' words).
7. We must be here at two o'clock.
8. You must not put your clothes on now.
9. Your friends must not pray in my house.
10. Your children must not play in the street.

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6. Expression of Probability
For this, the frozen form 'ayd' "perhaps" is used. Example:

ayd bervm

perhaps I go

t ///
t ///
t ///

is used before the subject. It does not have a

qt ///
wt ///
at ///

negative. The only possible negative is the

negation of the main verb. Example:

ayd nrvm

perhaps I do not go

qt ///

Learn the following sentences:

/ qt w fi w fi dZ ( 1
/ t w fi ( 2
/ Za ( 3
/ fiZ ta ` Z rc ca fi tZ ca ( 4
/ c dZ ( 5

7. Expression of Possibility
For the expression of possibility of the occurrence of an action, the third person singular of
the compound verb rat 'momken budn' "to be possible" is used as a frozen form.

usually precedes the subject.

momken st bervm

Both qt

It is possible that I go

qt
wt
at
t
t
t

///
///
///
///
///
///

Z
Z
Z
Z
Z
Z

"It is not possible that I go" as well as qt Z "It is possible

that I do not go" are possible negatives. The double negative qt "It is not possible
that I do not go" is also acceptable.

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Learn the following sentences:

/ [ Z Za Z ( 1
/ d rZ ca w fi ( 2
/ eca sZa ca tZ Z ( 3
/ fi fcaZ ( 4
?ct wZ [ w Z ( 5

8. Expression of Preference
Preference is expressed by using the third person singular of
frozen form.

Z usually precedes the subject. Example:

behtr st bervm

It is better that I go

rat "to be better", as a

qt
wt
at
t
t
t

///
///
///
///
///
///

Z
Z
Z
Z
Z
Z

The same possibilities that existed for negating rat exist for this verb as well:
It is better that I do not go
It is not better that I go
It is not better that I do not go
Learn the following sentences:

qt /// Z
qt ///
qt ///

/ tZ wZ t Zc fi r Z ( 1
/ Z rZ Z r -at Z tZ ( 2
/ w fi ca dtZ Z ( 3
/ st ca Za tZ Z ( 4
/ fiZ wc fZ saZ t tZ Z ( 5

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Study these sentences. Compare your translation with the translation provided further
below:

/ ta Za fi Z ( 1
/ a q Z r - fiN fi a ( 2

Translation
It is better that you talk to my friend tomorrow.
It was better for the children to swim, because it was hot.

9. Expression of Necessity
For this, the third person singular of the verb rat

form. Z

qd usually precedes the subject. Example:

lazem st bervm

qd

"to be necessary" is used as a frozen

It is necessary that I go

qt
wt
at
t
t
t

///
///
///
///
///
///

Z
Z
Z
Z
Z
Z

qd
qd
qd
qd
qd
qd

Learn the following sentences:

/ tZ c w scca t Z qd ( 1
/ m c fc w scca rcaZ Z qd ( 2
/ fi c Z dZ Zc [ Z Z qd ( 3
/ ca Za tZ qd ( 4
/ fiZ wc fZ saZ t tZ Z qd ( 5

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Study these sentences. Compare your translation with the translation provided further
below:

/ oc ca Zc dtZ fi qd ( 1
/ \ Z fi fi Z qd ( 2
/ rc fi Z fi Z qd ( 3
/ t Z dZ fi a qd ( 4
/ d Zc
N cI a I tZ fi Z qd ( 5
/ t fi fZ t tZ fi qd ( 6
/ wZ fi qca wZ fi Z qd ( 7
/ p fi qd ( 8
/ w a Zc d Z w fi fi Z qd ( 9

Translation
1. It is not necessary that you see them in the park today.
2. It is necessary that we travel by ship to America.
3. It is necessary that you call your father tonight.
4. It was not necessary for you to leave this place at seven.
5. It is necessary that he opens the door of the National Bank at 8:00 sharp.
6. It is not necessary that she and her sister go to the library.
7. It is necessary that I write a letter to my mother.
8. It is not necessary that you give some money to me.
9. Is it necessary that you study all these languages?

10. Expression of Intent

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

ta bervm

so that I go

qt
wt
at
t
t
t

///
///
///
///
///
///

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The auxiliary 'ta' does not have a negative. Therefore, only the main verb can be made

negative, i.e., qt

"so that I do not go".

Learn the following sentences:

/ at cZd rta w sZc at w fi ( 1

/ q ca tZ dZ ( 2
/ wad p c ( 3
/ q p qt fi ( 4
/ tZ \Z ( 5
Study these sentences. Compare your translation with the translation provided further
below:

/ f rZc wZ qa d Zc s ( 1
/ Zc c sa dtZ tZ ( 2
/ ac f dtc ca Zc Z \caZ ( 3
/ q eZ cZ Z rt qZ fi dZ t I ( 4

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

The Past Subjunctive

The past subjunctive expresses an action that could have existed but which, due to some
reason, does not exist any more. To form the past subjunctive, the subjunctive auxiliaries that
conjugate are used in their mi-past (cf., mi-present) form; the main verb is conjugated in
the present subjunctive, after the auxiliary verb. Example:

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mixastm bervm

I wanted to go

qt /// Z
wt /// Z
at /// Z
t /// Z
t /// Z
t /// Z

With regard to negative and to mood, the same procedures that were explained for the present
subjunctive hold true for the past as well. For example, the expression of ability takes the
following form:

nemitvanestm bervm

I was not able to go

qt /// Z
wt /// Z
at /// Z
t /// Z
t /// Z
t /// Z

In the case of the subjunctive auxiliaries that are not conjugated, the mi-past of the main
verb follows the frozen auxiliary. Example:

bayd mirftm

In thev case of ra

I should have gone/I had to go

, ra , and ra qd

before the w -past of the main verb. Example:

It was possible that I would go.
It was necessary that she went.

thevi past of the latter (i.e., a ) is used

a
a qd

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Learn the following sentences:

/ qa Zc ta t r ( 1
/ a tZ fi ( 2
/ Z ca a fi c Zc tZ Z ( 3
/ Zc w fi Z ( 4
/ Z ca rta t fi a ( 5
/ m t c Z a c ( 6
/ a Z a c Za t c w fiN fi d ( 7
/ qa c w scca tZ ( 8
/ t Z p fi wa Zc ( 9
/ sZc r r wZ ( 10
/ w fi w fi dZ ( 11
/ eca c sZa ca a ( 12
/ a tZ scZaZ ca rc w scca a ( 13
/ qa fi c Z dZ Zc [ r a qd ( 14
/ eca c w fiN fi c w fi ( 15

Transform the above sentences into present subjunctive.

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Here is a summary of the discussion presented above:

main v erb

subjunctive auxiliary

qc

a
a
qc
a
a
a
qc
qc
qc
qc

Z
Z
Z qd
/// - Z
/// - Z
/// -
/// - Z

ra
ra
ra qd
/// - Z
/// - Z
/// - qa
/// - qa c

tense
present

past

In the following, the asterisk marks the incorrect form. It should also be noted again that the
subject of the sentence may have been omitted from the beginning of the sentence. In that case
and in the absence of any other introductory elements such as the adverbs of time, the
subjunctive auxiliary appears as the first word of the sentence.

ii

This prefix is always stressed and is always written as part of the verbal form.

iii

Cf., the imperative, Lesson Eight.

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iv

Note that when a subjunctive auxiliary that conjugates is used in a sentence, both it and the
main verb are conjugated in full.

In the following, the asterisk marks the incorrect form. It should also be noted again that the
subject of the sentence may have been omitted from the beginning of the sentence. In that case
and in the absence of any other introductory elements such as the adverbs of time, the
subjunctive auxiliary appears as the first word of the sentence.

vi

This prefix is always stressed and is always written as part of the verbal form.

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Practice Sentences
Note: In the following sentences you will encounter the phraseI

fi 'be pi-e'. This

form is always with the ezafe and is used in the context of appearing before a doctor, a
judge or a king. The phrase a fi 'be doktor' is used in the context of "saying
something to the doctor" or "giving something to the doctor," but not "going to the doctor"
or "being taken to the doctor". (See also Lesson Eleven.)

/ qt rZZd fi ta Z ( 1
/ a a fi Zc fiN tZ ( 2
/ c wca ca Za Z ( 3
/ tZ dZ Zc [ Z Z qd ( 4
/ m \caZ c cZd fi ( 5
? wZ Zc ZZ r Z ( 6
/ rZ ca ta ( 7
/ a fi Zc rca Z ( 8
/ rZZ ca Zc Z ( 9
/ w w fi fi Zc r t c ( 10
Translate the following into Persian:
1. Who must telephone you from my house?
2. I don't have to listen to you and your brothers.
3. She didn't want to eat that food.
4. You did not have to sell all your houses.
5. They were able to live in that small city.
6. You must not read these two books.
7. Did you want to go to Shiraz by bus?
8. She went to the bazaar (in order) to buy flowers.
9. I must take his lunch to his classroom.
10. I don't want to go to the doctor, I want to go there.
Transform the following sentences from present to past subjunctive:

/ qt Z dZ qcaZ ( 1
/ m rcaZ t tZ ( 2
/ Zc ta qt fi ( 3
/ t fi Zc Z Z ( 4
/ [ Z wtc Zc rZ Z ( 5
/ tZ dZ Zc fi r Z qd ( 6

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/ at sZa w fi r fi dZ eZ Z tZ ( 7
/ c Zc r Z w fi Z ( 8
/ m c ( 9
/ t ta fi Zc r c ( 10

Substitution Drill 1
Substitute the following cues in the pattern sentence.
Example:
(car-10,000)

/ r cZ fi Z
-----

/ r cZ sa Z
blanket 100
chair 400
lamp 150
television - 5,000
restaurant - 900
watch 300
garden 700
vase 200
horse 600

Substitution Drill 2
Substitute the following cues in the pattern sentence.
Example:
(Shiraz -30)

/ sa rZ dZ
-----

/ sa dZ dZ
Kerman Tabriz Kashan Abadan Tehran Zahedan Mashhad
Kermanshah

300
600
100
900
700
200
400
- 50

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Readings
This Lesson includes four independent reading passages. Each passage has its own
brief notes, discussion of vocabulary use, and homework. On the whole, the readings may
be regarded as a series of reviews covering the grammatical points covered thus far,
especially of the verb tenses.

Reading 1
This reading deals with the simple present tense. Some special uses of the ezafe are
illustrated below. Compare the following infinitives and their use of the ezafe:

svar odn
svar-e...odn
mqul budn
mqul-e...budn
mqul odn
mqul-e odn

r cZ
r ///I cZ
ra p
ra ///I p
r p
r ///I p

to get into, to ride, to mount, to board

to get into a..., to mount a...
to be busy
to be busy at...
to become busy
to become busy at...

Example:

r ZI cZ
svar-e hvapeyma odn to board a plane
svar-e keti odn
to embark a ship
r I cZ
svar-e sb odn
to mount a horse
r Z cI Z
beha mqul-e bazi budnd
/ a wdI p fiN
The children were busy playing.

mo'llem mqul-e drs dadn bud

beha mqul-e bazi odnd

/ a raZa ecaI p N

The teacher was busy teaching.

/ wdI p fiN

The children became busy playing.

mo'llem mqul-e drs dadn od

/ raZa ecaI p N

The teacher became busy teaching.

Similarly:

vared odn
vared-e odn

to enter
to enter a place, to arrive at

r acZt
r . . .I acZt

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Examples:

vared-e xane-ye ma od
vared-e danegah odim
vared-e tehran odnd

/ fiI acZt
We entered the university. / sZaI acZt
They entered Tehran.
/ rZI acZt

She entered our house.

Often fi may replace the ezafe. Compare:

bexane-ye ma vared od

She entered our house.

/ acZt I w fi fi

r sa 'piyade odn' "to dismount" and r ^c 'xarej odn'

leave" are used with dZ . Compare:

zhvapeyma piyade odim

zsb piyade od
zxane-ye ma xarej odnd

"to

We disembarked from the plane. /

sa Z dZ
He dismounted from the horse.
/ sa Z dZ
They left our house.
/ ^c w fi dZ

r (pres. stem a 'grd') 'brgtn' "to return" is composed of

the verb r and the preverb . When conjugating, the present marker is attached to
r . (See also the notes to Reading Four in this Lesson.) Example:
The verb

mn bexane br migrdm

I return home.

/ qa fi

Vocabulary
Learn the following words:

xandni
sobh
sobhane
svar odn
izha'i
dftr
vqti
piyade
piyade odn
trf
betrf-e... hrekt krdn
hrekt krdn
vvl

reading
morning
breakfast
to ride; to get in a car
some things
office (private)
(at the time) when
on foot
to get off; dismount
direction; side
to set out in the direction of
to set out; to move
first

fi
)* r cZ

a
t
sa
)* r sa
m
ra ///I m
)* ra
pNtZ

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parking
park
park krdn
kelid
vared odn
baz odn
odn
mqul
mqul budn
mqul odn
gue
niz
mive
amd v rft
b'd
ps z
tqribn
nim
prnd
fenjan
xbr
xbar
tmam odn
brgtn
hrvqt
radiyo
b'zi ruzha

parking lot
park (city)
to park
key
to enter
to open (intr. verb); be opened
to open into
busy
to be busy
to become busy
corner
also (literary form)
fruit
traffic (lit., coming and going)
then; later; afterwards
after;...later
nearly; approximately; about
half
Parand, a family name
cup
news
pl. of
to be finished;
to be completed
to return
whenever
radio
some days

c
oc
)* ra oc

)* r acZt
)* r d
r d ///
p
ra p
r p
fi

s
c t

dZ

cZ
)* r q
)a (*
t
aZc
dtc

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Z
fZ scZaZ ca r w
-ac Zc fZ fi dtc c r w
tZ sZc ca /a r Zc fa t a cZ
t N w sc ca t fZ fi c w scca fa
sa r w a / tZ dZ eca
/ ficca ta w scca fc tZ /acZa p
m fi r w -a sa dZ fa t
- oc c ca Zc tZ pNtZ / fa
d Zc faI ca /atc fa fi sa dZ
/a faI acZt t
r fi s Z /acZa s r wa
ca / s r w fi s dZ r w /a d
r w fi ca / c t p qa r
t ft - ft fidtc - ft s
/ c p ft
fc p t f r w -
a fi - w - tZ ta t ta c dZ /a
ta fi sca / t fi s fi t tZ
dtc cI Z w scca t c w r ) ta *
/
wt r w -a q I rac w t
/ c p scta t a r scZaZ fi

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: [Z d wZ
? ac Zc fZ fi r w ( 1
?a fic fi Zc fa tZ ( 2
? d m fi w scca ca ( 3
?acZa p r w a ( 4
? at fi fa c dZ r w ( 5
? d fi Zc faI ca tZ ( 6
? acZa s tZ a ( 7
? a d fi fa w s ( 8
? c fi p qa r ca ( 9
? r wI ra fi I w ( 10
? t fi ( 11
? c fi s ca ( 12
? t fi w I rac dZ ( 13
2. Identify and underline all instances of simple present tense in the reading above.
3. Rewrite the reading in the words of Mr. Shahsavan:

cZ - qc Zc qZ fi dtc #
fZ fic w scca tZ sZc ca / q ra fi Zc qa t q
# /// w scca t
4. Rewrite the same in the words of Mr. Shahsavan's daughter .

cZ - c Zc r fi dtc qc t #
# /// t r
5. Write the reading above in simple past tense:

- ac Zc fZ fi dtca r w #
# /// t cZ
6. Write out an interview with Mr. Shahsavan.

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7. Translate into Persian:

1. He got in the car and went to his office.
2. We eat our dinner at 7:00, they eat at 8:00.
3. In the restaurant, several men and women were talking to each other.
4. I have two keys for my office--one of them is in my car, the other is in my hand.
5. Whenever he comes to my house, we sit and talk about Iran.
6. Only on some days I can listen to radio Iran.
7. Every day at 12:00 we go to that restaurant for lunch.
8. At what time did your friends say good-bye and leave?
9. How many years is it that you are learning Persian?
10. What did your friends speak about?
11. How many kilometers is it from Zahedan to Kerman?
12. From my village to Tehran is three hundred kilometers.

Reading 2
This reading deals primarily with the simple past tense. In it, you will also encounter
the word 'sr' "head". Here the word is used as a preposition and is followed by
an ezafe. Rather than "head," here it means "at" or "to". Example:

u dr sr-e miz nest

mn be sr-e kar rftm

He sat at (lit., the head of) the table. /

I went to (lit., the head of) work.

I ca tZ
/ c cI fi

As can be seen, the word is not used in its original meaning of "head". It indicates
the "head of" or the "unspecified location" of an action.
The verb

r f 'xo amdn

"to like, to come pleasing to" has a rather

peculiar conjugation. To begin with it is always used with the preposition dZ 'z'. Secondly,

f that is conjugated, not r . The latter is always in third

person singular, a frozen form. Here is the conjugation of r f :

when conjugated it is

xom miayd

I like

r
r
r

The past tense of this verb is conjugated by replacing the present tense, i.e.,
with . Compare:

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mn z u xom miayd
mn z u xom amd

/ tZ dZ
I liked her.
/ tZ dZ
In comparison, ra f is somewhat weaker than Za ta .
The verb raZa 'trjih dadn' "to prefer" is used with either or . In
either case, the thing preferred is mentioned first. That noun is then followed by Zc and or
. The noun indicating the thing less preferred is used closest to the verb. Example:
I like her.

/ qa s Zc w

mn ay ra br qhve trjih midehm .

I prefer tea over

coffee.

/ aZa r ca d Zc dZ ca d

ma zendegi dr iraz ra br zendegi dr kerman trjih nemidadim

We did not prefer living in Shiraz to living in Kerman.

Vocabulary
Learn the following words:

piyade rftn
molaqat krdn
miri
garson
livan
aqayan
e meyl mifrma'id
elo
kbab
elo kbab
pepsi
hmin
zohr
b'd z zohr
t'til
t'til odn
birun
birun amdn
d'vt

)tc* c sa
to meet
)* ra \
Shamshiri, name of a restaurant
w
waiter
rc
glass (drinking)
rZ
pl. of ; gentlemen
r
what do you wish (to order)?
? fi
cooked rice (without additions)

kabob; roasted meat

[
rice with roasted meat
[
Pepsi Cola

this same; the same

noon

afternoon
dZ
vacation; holiday

to be closed
)* r
out; outside
rt
to come out; to leave
)* r rt
invitation
\a
to go on foot; to walk

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d'vt krdn
z...d'vt krdn
qbul krdn
nean dadn
ben hur
arltun hestun
dr hodud-e
tarik
qesmt
dovvom
pakt
sigar
hre zudtr
nim sa't-e digr
abjo
trjih dadn
be...trjih dadn
br...trjih dadn
z estefade krdn
jonub
i

)* ra \a
to invite someone
ra \a /// dZ
to accept
)* ra p
to show; to point to; to play (movies) )sa* raZa r
Ben Hur
c
Charlton Heston
r rc
about
I at ca
dark
c
part; portion

second
qNta
pack(age)

cigarette
c
as soon as possible
atd fi
in half an hour
aI
beer

to prefer
)sa* raZa
to prefer...over
raZa ///
to prefer...over
raZa ///
to use
ra saZ /// dZ
south
[
to invite

Z
rZcc ca r w
rZcc /ac rZcc ca Zc fc r w dta
/ c sa Zc rZcc scZaZ dZ r w /a cZd a
fi Z ta /a \ Zc ta dZ sZc ca
rZcc r Z /c Zcc /ac Z t at
rc / wI rZcc ca /a wI rZcc
: dZ rc /act [ rM Z ta rZ
? fi r (
: r w
ii

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"ct w r t - [ wZ (
: r w ta
"ct Zc wZ (
/ scZaZ fi ta t r w c dZ
dtc cZ w scca t r w a ca ta
dZ t scZaZ dZ ta /a
fi tZ a \a ta dZ r w / rt a
/c t a p Zc tZ \a ta /at
r Z /aZa r [ cZ w dZ
ta /a wd rca r rc t a #c #
/ r Z dZ r w
rt dZ at ca ta t r w
/ c t a Z r w ta /a c Z /
fZ fi fi c sa r w
/at
iii

: [Z d wZ
? ac ca Zc fc r w dta ( 1
? a rZcc ( 2
? c fi r w ( 3
? a \ Zc r w rZcc sZc ca ( 4
? c Z ta ( 5
? c fi ( 6
? a fi rZcc r Z ( 7
? a c rc ( 8
? fi rc fi r w ( 9
? fi rc fi r w ta ( 10
? a c scZaZ ca ?a c c dZ ( 11

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? ) * fi scZaZ ( 12
? a \a fi Zc ta r w ( 13
? a Zc fi ( 14
? a wd r ca ( 15
? a c Z rt dZ t ( 16
? a c ( 17
2. Rewrite the reading above in the words of Mr. Shahsavan:

cZd a rZcc / qac rZcc ca Zc qc dta #

# / c sa cZd rZcc dZ / a
3. Rewrite the reading above in simple present/future tense:

rZcc / ac rZcc ca Zc fc r w dtZ #

# /// / Z cZd a
4. Rewrite the reading above in Mr. Shahsavan's words in simple present/future
tense:

# / Z cZd a rZcc / qc rZcc ca Zc qc dtZ #

5. Identify and underline all instances of simple past tense in the reading above.
6. Translate into Persian:
1. Yesterday afternoon my friend and I went to the movies.
2. I did not like the first part of the movie, but the second part was good.
3. When it was dark (it became dark), my friend said good-bye and left.
4. Several of his friends are my friends as well.
5. Bring me a cup of coffee and a pack(age) of cigarettes, please!
6. I would like to eat my lunch as soon as possible and leave; my ship leaves
in about half an hour.
7. All these restaurants have good Persian food, but this restaurant is the
best (is better than all the others).
8. There is a restaurant near the university. I like the beer of that restaurant a lot.
9. I wonder (I don't know) why he prefers the north over the south.
10. Since it was dark outside, we used that small lamp.
11. How old is the city of Tehran?
12. The city of Tehran is about 200 years old.

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Reading 3
This reading examines the -past--an action that used to happen regularly over a
period of time.
Note 1:ca

'ador' is a cover worn by Muslim women and girls. It is a head covering,

veil and shawl worn in a way that, when held by the inside edges, only the eyes can be
seen.
Note 2: The word

'yek' besides meaning "one" is also used in the sense of "(the)

same":
We did not attend the same school.
They did not go to the same place.

/ c fic fi
/ fi

Vocabulary
Learn the following words:

hmd
bozorg odn
dokkan
sbzi
gut
rd odn
bedun-e
tr
xis odn
aftab
aftabi
qayem muk
residn
ferdowsi
s'di
montzer
istadn
montzer istadn
dir
dm

Ahmad, boy's name

to grow up
small store; shop
vegetable
meat
to pass (by a place)
without
umbrella
to get wet; to become wet
the sun; sunshine
sunny
hide-and-seek
o reach; to arrive
erdowsi, famous Persian poet
a'di, famous Persian poet
waiting
to stand
to (stand) wait(ing)
late
beginning; threshold

Z
)* r c
rNa
w

)* r ac
I rt

)* r
[

)ec* rc
ta
w

)Z* raZ
raZ
a
qa

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dm-e
jom'e
kue
mq krdn
bra-ye in
komk
be...ehtiyaj datn
komk krdn
hmie
mehrbani
mesl-e
at
kenar-e at
bemosafert rftn
parti dadn
trk krdn
pare
xrj krdn
xrj-e...krdn
fhmidn

in front of
Friday
alley
to do homework; to practice
for this reason
help; assistance; aid
to need something
to help; to assist; to aid
always
kindness
like; the same as; comparable to
fire
by the (side of the) fire
to go out of town; go on a journey
to give a party
to leave; to abandon
cloth; material
to spend (money)
to spend on...
to understand

I qa
fi
fi
)* ra
ZI wZ

Za ^Z ///
)* ra
fi

I c
)tc* c \
)sa* raZa c
)* ra o
fic
)* ra ^
ra /// I ^
)* r

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t t Z
dZ dtc / c t t Z
fic sZc ca / c fic fi t rt r fi
t t - t w - t s wNa w dZ

t rN a dZ dtc / ac t
rZc fidtc /ac sZc ca t
/ t sZc rZc d ca - rt -
r c wca -a fidtc
/ fic fi a wd
w fic fi Z /c fic fi Z t t
w fic t / c w w fic t t ta
fic sadZta at ca dtc /a a
-a cta t w fic dZ Z w fic r /
/aZ Z fZ fic w ca dtc t
t w ficI qa fi Z t / a Z dtc
/ r fi r c wZ t t tZ -c
a wdtc t Z w fi ca Zc rc dtc
/ac t w fi ca Zc rc
t c t r Z dZ t ca t c
Z fi wdtc /Za ta Zc t Z ca
w fi /a wd fi w a w fiN a t
/a t
fi q wZ Z t t - q I ra wd t

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t act Zc r [ q dZ /c r fi
/ ra t rZ eca p
t t - Z wZ /a e t dZ Z
fi fi Z t a Z fi Za ^Z fi
/a Z t caZ t t Z /a t

: [Z d wZ
? c fi r fi dZ t t Z ( 1
? a Zc fi sZc ca ( 2
? a c a Zc fi dtc ( 3
? a c a fi dtc ( 4
? aZ fZ fic ca w ( 5
? ac ca Zc rc ( 6
? a c fi wdtc t t Z ( 7
? a c q dZ ( 8
? a Z fi t Z ( 9
? Za ta Zc Z t t ( 10
2. Identify and underline all instances of simple past and mi-past. Put a double line
underneath the verbs in the mi-past. Example:

/ c / a ta t t Z
3. Rewrite the reading in the words of Parvin and/or Ahmad.
4. Transform the tenses in the reading to simple present/future tense and hand in to
your instructor:

# /// / c t t Z #
5. Write a paragraph describing a similar incident in your own childhood.

6. Translate into Persian:

1. My friend and I grew up together in a small town in Iran.
2. After dinner we used to sit by the fire and read books.

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3. Some days my family went out of town. On those days I used to give a party.
4. Why are you walking in this rain without an umbrella?
5. We both have to go to that store and buy food for the get-together.
6. Do they have to have their keys in their hands?
7. We do not have to make that chador.
8. Do you have to go to that expensive university?
9. Why does he have to spend all his money on beer and cigarettes?
10. We all did not understand this lesson.

Reading 4
This reading deals primarily with the subjunctive form of the verb. In it you will also
encounter the verb ra 'grdidn' (pres. stem a ), meaning "to become". In

literary Persian this verb alternates with the verb r 'odn' in essentially the same way
that r (

, , etc.) alternates with the verb ra . The verb

'gtn' has the same present stem as ra but uses 'gt' as its past stem.

Compare:

/ I acZt ( 1
same meaning as above
/ a I acZt ( 2
same meaning as above
/ I acZt ( 3
She was very glad to see you. / p I ra dZ tZ ( 4
same meaning as above
/ a p I ra dZ tZ ( 5
same meaning as above
/ p I ra dZ tZ ( 6

The car entered the city.

It should be noted that as main verbs ra and mean "to turn" and "to rotate" as

well as "to search" and "to look for". When used in this latter sense, they are used with I pa :
The moon rotates around the earth.
We are searching for her.

/ aa d ct s
/ a tZ pa

Thus, in the sense of "to rotate" and "to look for," ra and

r .

cannot replace

Finally, depending on whether a is the stem of ra or of two past forms

for each sentence are possible:

The moon rotated around the earth
same meaning as above
We searched for her.
same meaning as above

/ a dI ct s
/ dI ct s
/ a tZ I pa
/ tZI pa

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ct 'smavr' is a metal urn with a spigot and an internal tube for heating water in
making tea. Samovar was introduced into Iran from Russia.

Vocabulary
Learn the following words:

brq
brqi
smavr sazi
frd
hraj
ziyad
delxah
xahd dat
metr
hala
jvab
jvab dadn
besiyar xub
vared grdidn
varede grdidn
ndaze
kafi
bendaze-ye kafi
pare-ye goldar
ps
sbr
sbr krdn
kif
tnha
sxt
mokel
etowr

n
electric

a samovar shop
wdct
Fard; unique
a
a sale
^Z
very much; excessive amount; alot
ad
favorite
sZa
will have (see Lesson Ten)
Za Z
meter (measure)

now

answer; reply
[Z
to answer
)sa* raZa [Z
o.k.; fine; very well
[ c
to enter
)a* ra acZt
to enter a place
ra ...I acZt
measurement
sdZZ
sufficient; enough

to the degree needed; enough

I w sdZZ fi
material printed with designs or flowers cZ w fic
then; in that case

patience

to wait; to delay action

)* ra
wallet; purse

alone

difficult; hard (substance)

difficult

how; what kind?

c
electricity

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cZd ca fiZt t
cZd dZ Z tZ /at cZd fi dtZ
Zc a wdct tZ ct ZI r wZ /a ct
/acZa ^Z dtZ a wd ct r / Z
wad wct fi pNtZ Z a wdctca
a wdct tZ /a Zc dZ t s
/ Za Z Zc tZ sZa ct
Z fiZt r /at cZd fiZt
Na dZ Zc fic r Z tZ /a ca wZ fic
/a a tct a fi
fiZt t - Z cta cZd dZ w fi r
fi eZ Z /t cZd sa Z
/t
fiZt fi / cZd ca fiZt t
ct fi t qt a tct fi - fiZt # :
#/ s
s ct fi t - [ c # :a [Z fiZt
#/ s fic fi t fic w qt /
acZt t fic fi fiZt t atc t ct fi
t s wad wct fi tcct ca /aa
rt t ct dZ /a [ ct
Z fiZt / Z Zc fiZt atc tc fic fi t
p w sdZ Z fi tZ r -a Z fi Zc wZ fic
t cZ w fic a Z fiZt fiZ fic /acZ
/Z rZ

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- # : tZ fi Zc fiZt t
#///q Zc r Z t fic Z dZ
?w Zc r Z Z # : fi Zt dZ
# " Z w fic
/ qcZ p r wZ w sdZZ fi r # : fiZt
# ? c Z # : scta
#/ q p wc t qt fi qc # : [Z fiZt
I c fi ^Z - fiZt - fi # : fiZt fi
/ s w " / fi
# / fiZa w p w sdZZ fi
/ Z Zc s w

: [Z d wZ
? at cZd fi dtZ Z ( 1
? c Z a wd ct ca ( 2
? at cZd fi Z fiZt Z ( 3
? t cZd fi sa Z Z ( 4
? atc t fic fi fi wZ ( 5
? Z t fic ( 6
? a Zc Za w fic Z fiZt ( 7
? acZa ta Zc wZ fic c fiZt ( 8
? fi fi fiZt ( 9
? c ( 10
2. Identify all instances of the subjunctive. Underline both the subjunctive auxiliary
and the main verb. Then draw a line from the auxiliary to the main verb. Example:

/ at cZd dtZ
3. Rewrite the reading first in the words of Yasamin and then in the words of
Parvane.

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4. Transform all tenses in the reading into simple past tense and hand in to your
instructor. The "new" reading begins with this sentence:

#/ cZd dta #
5. Write a paragraph describing a shopping excursion.
6. Translate into Persian:
1. It is possible that his wife may cook some Iranian food for us.
2. It is necessary that you take this child to the doctor.
3. It is better that the child not eat those bad apples.
4. He did not want us to buy those flowers for his mother.
5. Is she able to return from the hospital alone?
6. Who wanted to read those books?
7. Perhaps they may not attend (go to) their Persian lesson.
8. It is possible (that) your brother may have that book.
9. She may be at your house.
10. It is possible that they may not like Iranian food.
11. We are not obliged to ride this car to Isfahan.
12. You must have all that money tomorrow morning.
13. It is possible that he is at his office.
14. I don't know how I could eat that apple.
15. Were you able to read those difficult books?

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Comprehension
Read the following passage carefully. Write out the answers to the questions that follow the
passage and hand in to your instructor. Make sure that your answers are complete:

w t /c t fi fZ t r dta
/c fi rc /a ta r
fi Zc r Z / t dZ Z
/ rca
r w r / t r dZ fZ t r
Z w /c a t fi /a rZ t
t /a rZdcZ t [ t
w fiN # : t a s r fi rca / r fi
Zc Z / dZ / qN - q
# / qcZa ta

[Z d wZ
? c fi fZ t r ( 1
? c fi ( 2
? a t ( 3
? c t r ca Z ( 4
? fi Zc r Z ( 5
? t r dZ Z ( 6
? c fi pNtZ t dZ ( 7
? a c qNta t ca ( 8
? a c qNta t w ( 9
? fi I ra dZ rca ( 10
i

at 'hodud' is the plural of N 'hdd' "limit". It is one of a number of Arabic broken plurals that have
entered Persian in their original Arabic form. The following list includes a number of other such broken plurals.
It is advisable to memorize these forms as part of the vocabulary of this lesson:
singular

broken plural

meaning

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[
t
m

fiN

dt

\tZ
mZZ
gZ
\N
q
YZcdt
\
Z
[ZZ

kotob
owqat
traf
xas
moqddmat
'olum
vozra'
loqat
o'ra
''rab

books
time(s)
sides, directions
persons
preliminaries
sciences
ministers (govt.)
words
poets
Arabs

All the broken plurals used in this text are cited in the Persian-English section of the Glossary.
ii

A distinction must be made between the following:

[ rM Z
[I rZ
iii

a glassful (amount) of water

a glass (container) for water

Note that Mr. Shahsavan's friend is using the more polite form of the command by adding the plural ending
instead of the singular.

Lesson Ten
Vocabulary
Learn the following words:

dvidn
frar krdn
baqban
ab dadn
rqsidn
ana krdn
xod
'vzi gereftn
boridn
kard
otaq
syyad
ir
tofng
kotn
zur
oja't
ekst dadn
mohbbt
sxti
morvarid / morvar
xlij-e fars
nzdiki
ehtiyat
gara
sb
durbin

to run; to jog
to run away; to escape
gardener
to water; to irrigate
to dance
to acquaint
self
to mistake one for another
to cut
knife
room
hunter
lion
gun; rifle
to kill
force; strength
bravery
to defeat
kindness
difficulty
pearl
Persian Gulf
vicinity
caution; care
garage
horse
binocular; camera

)ta* rta
)* racZ
r
) sa* raZa [
) c* rc
)* ra
a
)*
)H * r
ac
nZ D nZ
aN

)H *
ctd

)sIa * raZa
N

wcZt DcZt
ec
a
iZ
Zc
Z
cta

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zhmt
nur
ub
pelastik
birun krdn
yx
yxal
orupa
zaynde rud
kilumetr
ta hala
df'e
bar
prvaz krdn
ostn
a'ine
sfhe
yad amdn
tla
ohrt
ketabdar
mar
pasban
kalifornia
teren
parti
mehmani
qom
mohemm
brdatn
m'ni
loqt
sr-e pa

trouble
light
wood
plastic
to kick out
ice
refrigerator
Europe
the Zayandeh river in Isfahan
kilometer
so far; until now
time (as in once, twice)
same as fia
to fly
to wash
mirror
record (music); page (book)
to recall
gold
fame
librarian
snake
policeman
California
train
party
get-together
Qom, city south of Tehran
important
to pick up; to take
meaning
word
standing

d
c
[

)* ra rt

p
tcZ
atc sZd

fia
c
)* ra dZt
)*
fi
fi
)* r a

\
cZ
c
r

r
c

N
)cZa* Za

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istgah-e otobus
sahb / saheb
sahbxane

eZ sZ

fi

bus stop
owner
landlord

Days of the Week

nbe
yeknbe
donbe
se nbe
har nbe
pnj nbe
jom'e
i

Saturday
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday

fi
fi
fita
fi fi
fic
fi
fi

The Sentence: An Overview

We are already familiar with most of the elements that constitute the Persian sentence. The
subject appears at the beginning, the direct object (definite as well as indefinite) follows the
subject. The definite direct object is marked with the postposition Zc 'ra'. The verb appears at the
end.

Examples:
I (will) buy that carpet.
She sells carpets.

/ q Zc r
/ t tZ

This lesson deals with the noun phrase and its various functions in relation to the verb. As
soon as we have mastered these functions and relations, we will be able to use phrases that begin
with "with (a person or thing)", ca "at/in", dZ "from" and fi "to, in the direction of" correctly.
These prepositional phrases, discussed below under the general rubric of indirect object, are
treated under the subcategories of instrumental/comitative, locative, source, and goal. The
diagram that follows illustrates the placement of these phrases in the sentence in relation to the
verb:

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verb phrase

noun phrase

object

subj.
verb

indirect

goal

source

loc

direct

inst/com

def.

N
N

qa

fi

fic dZ dZ ca

Zc

Let us briefly consider the "theater of operation" of this sentence. It consists of two parts. The
nominal which deals with "things" and the verbal which deals with "action". The sentence breaks
down as follows:

fi fic dZ dZ ca Zc c
verbal part: qa

nominal part:

Although seemingly detached on the surface, the verb is in full control of the various noun
phrases to its right. The noun phrases fall into different categories and subcategories according to
which arrangement they function in the sentence. These include the subject, the object affected
directly by the subject as well as ancillary concerns like the instrument used, the place where the
action takes place, and the temporal and locational dimensions of the action, concerns which
define the "shape" of the action.

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The sentence above, for instance, indicates that a subject ( ) affected a person (c ) by

qa ) with an instrument ( ) at a known location (dZ ca ) from one

place (fic dZ ) to another (fi ). Using this pattern, an infinite number of sentences can be
moving him (

generated. Shorter, less informative sentences can be generated by leaving some of the elements
of the indirect object category out. And, indeed, this is what happens in real speech; the
sentences of language are not always as complete as the sentence above. Besides the subject,
object and verb, they may also contain one or two of the members of the indirect object category.
Here are some variations. Note that the verb ra "to carry; to take away" requires a definite
direct object.

/ qa
I took Reza from school.
/ qa fic dZ
I took Reza to school.
/ qa fic fi
I took Reza from school (to) home.
/ qa fi fic dZ
In Shiraz, I took Reza home from school. / qa fic dZ dZ ca
I took (i.e., carried away) Reza.

Zc
Zc
Zc
Zc
Zc

c
c
c
c
c

A Note of Caution
Although quite systematic, the arrangement for the placement of the elements of the sentence
suggested above is a logical understanding of the way Persians form their sentences. It is,
however, not the only way. Like in English, in Persian, too, stylistic variations exist. For stylistic
reasons, for instance, one might put the goal before the source or the locative before the direct
object.
At this stage of learning the language, however, the arrangement introduced above and
discussed in detail below, provides a model whereby the structures and the vocabulary you have
mastered can be placed in a reasonably good order. In fact, this model will not only enable you to
form new sentences, but more importantly, it will give you confidence that your sentences are
well formed. Later, when you read literature, you will learn to move the components of the
sentence about to satisfy stylistic requirements.

The Elements of the Sentence

Subject
The subject is the topic of discussion; it is the instigator or the performer of the action of the
verb. When mentioned, the subject noun phrase is the first noun phrase in the sentence and it is
always unmarked. In the following examples, the subject noun phrases are underlined:

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Study the following sentences:

/ at cZd r
/ qt
/ a d
/ c
/ [ Z
/ d r ca c N
/ Zc rZZ a cZd w fi w c
As is apparent, the subject is not necessarily a one-word noun. It is a phrase and, as such, can
be modified with an ezafe, ezafe chains and fi -clauses. (See Lessons Seven and Twelve.)

Direct Object
We have already seen the direct object at work. The direct object experiences the outcome of
the action performed by the subject. If a specific object is involved, the postposition Zc is added
to the noun or noun phrase functioning as the definite direct object of the verb. In the formation
of the sentence, the (direct) object is the second member of the chain from the subject to the
verb. Thus, if the subject is mentioned, the next noun phrase marked--or unmarked in the case of
the indefinite --is the direct object. Noun phrases dealing with location, source, goal, etc. are
marked for those functions (see below). In the following examples, noun phrases representing
the direct object are underlined:
Study the following sentences:

/ )*
/ t Zc r )*
/ fi Zc a ad eca
/ aZa \Z Zc [ qcaZ
/ aZa [ Zc l wd w r
/ a cZd Zc fcaZ
/ tZ dZ Zc Za [ fi )*
/ Z [ [ - Z c [ )*

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It should be noted again that, like the subject, the object both in its definite and in its
indefinite modes, is a noun phrase. And that as such it can be a single noun (), a simple ezafe

construction (lI

w ), or a noun modified by a fi -clause (Za [I fi). In the

case of the latter, the definite object marker Zc is preferred after the fi -clause.

The Comitative and the Instrumental

a. The Comitative
Comitative refers to the fact that in the performance of an action, the subject has been
accompanied by another person. Comitativity is almost always associated with the animate form
of the noun. The noun phrase to be used comitatively is prefixed with "with".

Study the following sentences:

/ qa m tZ
/ ta
/ qa c fiZ c
/ c c fi fi wa Z
Structurally, if a direct object is present, the comitative follows the object. Example:

/ qa r Zc
/ a r fa Zc tZ
/ r N Zc
b. The Instrumental
The instrumental is used to express the fact that an instrument has been employed in the
performance of the action indicated by the verb. Instrumentality is almost always associated with
the inanimate form of the noun. The noun phrase to be used as instrument is prefixed with the
instrument marker "with".
The animate/inanimate factor alone decides whether a noun phrase preceded by

is used

comitatively or instrumentally.
In the sentence, the instrumental--the first member of the indirect object group--is used after
the direct object. (See illustration, above.)

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Study the following sentences:

/ ac Zc r
/ d Zc ZI ca
? a Zc fi r Z
? act Z fi Z Zc fi
/ a a ca fi Zc aN
Abstract nouns are treated in the same way. Compare:

/ a cZ t ctd Zc w ada
/ aZa Zc tZ
/ N Zc fa r

Locative
Locative indicates the general location at which an event takes place, or where an object or
person exists. The noun phrase to be used as locative is prefixed with the locative marker ca
"in/at".
As the second member of the indirect object group, the locative follows the comitative/
instrumental (i.e., when they are used) and, therefore, after the direct object.
Study the following sentences:

/ t cZd ca Zc
/ qa Z ec cca Zc cZt Z
/ a oc w fi Zc ca iZ Zc \caZ
/ qa \ qcaZ w fi a ca Zc rta ca t c
/ a r fi a fi wcZd ca ad rad fi Zc ct
/ a c ca a ca cta Zc Z r
/ Z lZ c ca ad d Zc [ tZ
/ a cZd w fi w ca rcaZ
/ a d c wca c ca fc
?a c c w fi r ca

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Source
Source refers to the beginning of an action or to the origin of a thing. The noun phrase used
as source is prefixed with the source marker dZ "from, made of". In the structure of the sentence,
source follows the locative.
Study the following sentences:

/ c cZd dZ
/ a fic dZ Zc fZ fiN ca
/ t fic dZ cZd ca ad d Zc fic fiZt
/ q w tZ dZ
/ dZ cZd ca Zc
/ dZ - [ dZ Z
/ a rt fi dZ cZ ca Zc qa r
? tZ dZ Zc r Z
? Z ) Z * dZ a

Goal
Goal refers to the destination of the action. The noun phrase to be used as goal is prefixed
with the goal marker fi "to, in the direction of". Often "up to" is used to indicate extent. Thus

Z dZ

means "from this place up to that place".

In sequence, as the last member of the indirect object group, goal precedes the main verb of
the sentence.
Study the following sentences:

/ c tcZ fi c
/ a Z fi Zc aZ
/ a cZd fi ad d Zc
/ a atc sZd c rZ ca Zc fiN c
? fi rZ ca Z

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When both source and goal are used, the source occurs first:

/ a cZd dZ eZ Zc fiN c
? p dZ Z tZ
? Z sZc dZ rZ dZ

The Perfect Tenses

Perfect tenses are formed with the help of the past participle of the desired verb and an
appropriate tense of ra .

The Past Participle

s '(h)' (always stressed) to the past

stem. Thus the past participle of ra is sa and the past participle of c is fic . Compare:
The past participle of simple verbs is formed by adding

meaning
eaten
seen
recognized
given
written
sent
become
brought
come
cut

past participle

past stem

sac
sa
fi
saZa
fi
sa
s
sact
s
s

ac
a

aZa

act

infinitive

rac
ra

raZa

ra
r
ract
r
r

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For compound verbs the past participial marker s 'eh' is added to the verbal element.
Compare:
meaning

past participlepast stem

sa wd
sa
saZa f
sad m

played
thought
listened
spoken

a wd
a
aZa f
ad m

infinitive

ra wd
ra
raZa f
rad m

The past participle can be used as an adjective. In this usage, the past participle follows
the noun that it modifies:
broken chair
sleeping man

fi
sZ a

With the verb ra , the past participle indicates a state. Example:

The man is sleeping.

/ Z sZ a

We were standing on the shore of the sea. /

a saZ ca c ca
They were sitting on the wall of the garden. / a fi l cZa wtc
Indeed, the present and past perfect forms of the verb are formed by using the past
participle and the verb ra . Compare the formation and the meaning of these tenses with the
statement made above about describing a state.

Present Perfect
The present perfect is formed by combining the past participle with the present indicative
of ra :
xorde-m

I have eaten

qZ sac
wZ sac
Z sac

Z sac
Z sac
Z sac

In the case of the subjunctive, the present subjunctive of ra is used.

(that) I may have eaten

sac
sac
sac

sac
sac
sac

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The present perfect is used to express an action which started in the past, but the effect of
which is still visible or present. For instance, the person with the receiver in his/her hand says:
So far, I have called him/her three times.

/ qZ sa tZ fi c fi

The adverbs d "still, yet" and "so far, until now" are frequently used with the present
perfect.
Study the following sentences:

/ qZ sa tZ fi )fia* c fi
/ Z fi fi cZ ca fZ saZ fi d tZ
? Z sa \ Zc w t
/ Z fit fc Zc fZ fi ta c
? Z fi r fic fi d Z
/ Z fic cI fi c
/ Z fi I w w fi
/ a t aZ I ta
Past Perfect
The past perfect is formed by combining the past participle with the past tense of ra :
xorde budm

I had eaten

qa sac
wa sac
a sac

a sac
a sac
a sac

The past perfect expresses an action that had started and ended before another (past) action
began. t "when" and dZ "before" are used quite frequently with the past perfect.
Study the following sentences

/ qa sa tZ fi fia fi - a tZ t
/ a fi fi cZ ca fZ saZ d tZ - a tZ t
? a sa \ rZZ qZ ca Zc w t
/ qa sa \ Zc fiN N d dt
/ a fi fic d qcaZ t r dZ
/ a fic c fi c dZ

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/ a fi I fi c fi t
/ a saZ I c w
/ a sa cZ I r dZ ada

Written/Formal Future
a. Simple Verbs:

Z before the past stem of the desired

verb. Here is the written/formal conjugation of the verb c "to go":
To form this tense, conjugate the auxiliary verb

xahm rft

I will go

c Z
c Z
c Z

c Z
c Z
c Z

negative:

nxahm rft

c Z

I will not go

b. Compound Verbs:
In the case of the compound verbs, the auxiliary splits the compound and is conjugated
between the nominal and the verbal parts of the verb. For verbs like that include a
preverb, the same principle holds. The preverb is treated like a noun forming a compound.
Examples:
telefon xahm krd

I will telephone

a Z
a Z
a Z

a Z
a Z
a Z

negative:
telefon nxahm krd

br xahm gt

I will not telephone

I will return

Z
Z
Z

a Z
Z
Z
Z

negative

br nxahm gt

I will not return

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Study the following sentences:

/ a Z \ dZ rZ dZ eZ Za
/ a Z dZt fi I wZ
/ c Z cZ ta t tZ
? Z ta fi Zc fi r I
/ Z fi tZ

Conjunctions
We are already familiar with the conjunction t "and". The Persian equivalent of "either... or"
is:

....... ii

Study the following sentences:

/ fi r fi fi
/ c c c a r
/ a Z c ta rd
The equivalent of "neither...nor" is fi ... fi ...
Study the following sentences:

/ fi fi r fi fi fi
/ c fi c c fi a r
/ c rZZ aZc ca -c fi Z a fi ta rd

The equivalent of "both...and" is ... ... iii

Study the following sentences:

/ c ca Z Zc tZ
/ ) * N Z c c a r
/ a Z c tZ rd
Exceptions to a fact are introduced by t "but".

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Study the following sentences:

/ Z dZ t acZa ta Zc
/ ac t a ca w wZ tZ
/ [Z tZ t fi tZ fi

1. Translate the following sentences into English:

/ q a Za wZ Zc eca Z w fi ( 1
/ w fi fi rc a dZ Z ( 2
/ \ r w Zc rZ t Z ( 3
/ a raZa eca p sZa ca a p ( 4
/ t Z - at fi eZ r ( 5
/ qa fi Z fi fiZ dZ rZ Zc [ r a ( 6
? d r Zc rc ZI ca Z rcaZ ( 7
/ aZ tZ fi Zc Z t a ( 8
/ act Zc r fi wa c fi ca qc ( 9
/ at sZ sa Z fidtc ( 10
/ Z sa \ tZ a fi Z s ( 11
/ Z c t Z Zc dZ ( 12
/ fi cZd t - scZaZ dtZ ( 13
/ saZ rt ca t tZ ( 14
/ a p Zc tZ \a - a mc Za tZ r ( 15
? r [ Z qZ Z ( 16
/ a wZ w fi Zc [ ( 17
/ fi r Zc Z Z p w sdZZ fi r ( 18
/ qa c c a r ca fic ( 19
" ad w fiNZ ad \ fi Z [ ad p fi ( 20
/ Z sa cZ t fiZa Zc w dZ ca cZ ( 21
? wa sa cZ I ra Z ( 22

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2. Translate the following sentences into English. Wherever possible, identify the function
of the phrases involved:

/ a sZ fa dZ rZ ca Zc \c ( 1
/ a aI fi Zc fiN ta ( 2
? rZ dZ Z ( 3
/ c sZc sa dZ c dZ ( 4
? t s qZ dZ Zc sN w s r ( 5
/ fZ c N dZ Zc w r ( 6
/ a saZa eca dtc Zc w fi Z dZ ( 7
/ m r scca Z Zc r pNtZ Z ( 8
?a m [ r w scca cZ a fi ca t Z ( 9
/ a sa tZ fi c dZ fiN ( 10
/ a sa dZ dZ Z Zc tZ ( 11
? d Z Zc p qZI ca Z ( 12
/ a d ec c ca w fi ca fc ( 13
/ Z sa ta dZ w fi ca Zc [ Z N ( 14
/ t t Zc ZZ w w fita dtc ( 15
/ a sa \ w fi ca Zc c fc w fi ( 16
/ a saZa t Z - a fit t Zc tZ ( 17
/ Z sa fi c tc dZ Zc w Z fZ ( 18
/ a sa \ rt t a fic rZZ fi c tZ ( 19
/ Z w scca Z t qZ s Zc r ( 20
/ a tcZ w scca t c ca ( 21
/ wa tZ wZ t w a ( 22
/ r caZ fi Zc c Z Z ( 23
/ c wca ca d t a a ( 24
/ Z s c wt dZ dZ Zc r ( 25

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3. Transform the following ... sentences into fi ... fi sentences. Example:

/ fZ saZ dZ a N tZ dZ
/ fZ saZ dZ fi a N tZ dZ fi
((((
/ Z sa Z fi fi ( 1
/ a sa fi tc fi Zc r a sZ Zc [ r ( 2
/ t c w fi Z s rZ ( 3
/ Z s Z a fi ta c ca Z sa r ca ( 4
/ ) * ta Z a ( 5
/ [ Zc r qa a sa d r ca ( 6
/ r fi t dZ ra dZ ( 7
/ Zc fiZt w fi wZ sac Zc w fi ( 8
/ wad rZc wad m dtc r ( 9
/ fi [ [ acZa tZ ( 10
4. Wherever possible, transform the

...

sentences above to

... sentences.

Example:

/ fZ saZ dZ a N tZ dZ
/ fZ saZ dZ a N tZ dZ
5. Replace

...

in the above exercise with

, and make appropriate

adjustments. Example:

/ fZ saZ dZ a N tZ dZ
/ a N fZ saZ dZ t a N tZ dZ
6. Translate the following sentences into Persian:
1. To which (one) of these families does that beautiful garden belong?
2. Whom did they take to the bus station yesterday afternoon?
3. When did the man who bought your carpet escape from the city?
4. Why do all these people spend their money on beer?
5. How many of your friends liked your new umbrella?
6. Where did you find all those beautiful trees?
7. How much was the price of this old samovar?
8. How did you and your father return to this small village?
9. How did you open the door of that refrigerator?

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10. What a beautiful day! I am going to go to the seashore.

11. Both my brother and I like Iranian food very much.
12. Neither I nor my sister went to that party.
13. I will either fly (go by plane) to California or ride the train.
14. I don't like either him or his family.
15. I like his wife, but I don't like his sister at all.

Readings
Before the advent of the radio and television in Iran, visiting neighbors and colleagues
constituted a forum in which to discuss and learn about the goingson in the community. This
forum also served as a pastime and the "get-togethers," later, gave way to the more Western form
of entertainment, the party ( c ).
This lesson has three readings on the subject of "get-together". Each reading, as usual,

begins with grammatical and cultural points and with vocabulary.

Reading 1
The word sNd means "taste". The prefixes "with" and "without" along with other forms
like

"pleasant" and

compounds like

sNd f

"bad, unpleasant" may be added to modify this form. Many

"good tasting", sNd

"bad tasting", sNd "tasteless", and sNd

"tasty" as well as forms like fi f, etc., are formed in this way. (For a discussion of prefixes
and suffixes, see Lesson Eleven.)

Vocabulary
Learn the following words:

tazeh
tazegi
mokel krdn
htta
now'
mahi-ye sorx krdeh
lubiya
lubiya polo

fresh, recently
recently
to make difficult
even
kind; sort
fried fish
string bean
string beans with rice

sd
d
)* ra
N
k
sa `

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b-e jom'e
fravan
qbul krdn
bnabrin
pzira'i krdn
nemivd
zeynb
b'd
t'arof

fiI
rZtZ
)* ra p
Z
)* ra Z
a
d

mc

Thursday (lit., eve of Friday) iv

plenty; ample
to accept
therefore
to entertain
it is not proper
Zaynab, girl's name
next
compliment

Z
1
\a

Za fc t q dZ a
fi sd - fc # : f /a
\a r a w saZ dZ Z c / Z s cZ
# ? Z fi q wZ fi
cI Z # : aZa [Z t a c w
/ \a r w saZ dZ / Z
# "a \a c dZ a
c r w saZI ra \a t # :
Z N / [ Zc /a Z Zc
# / r Z k fi dZ
Zc fi / N Z k # : fc
t sa ` - [ sN wZ t
Z Z ZZ w fi / Z ZZ wZ Z /
# /cZa ta Zc

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d Zc c Z / [ c # :
# /a Z
w scca Za - FZY Z - # : fc
# /a Z
w scca d t c fca nZ fi fc
ca - rca # : d dZ t a
# ? fi sc Z
-Z w fi - fi fi # : d
# / I ca / c Z
t ra w fc t -a fi fi dtc fi dtc
a \a q wZ dZ -a \ ca Zc r w
- Z /a p Zc tZ \a rZtZ mc dZ t
w saZ dZ t r a w saZ dZ c fi
/a Z Z r
v

:a [Z d wZ fi
? fi f a ( 1
?aZa [Z fi f ( 2
?a wZ r w saZI ra \a Z ( 3
? r Z k fi dZ ZZ ( 4
? fi - d - fca dZ fc ( 5
?aZa [Z fi tZ fi d ( 6
?a p Zc fc \a ra w t r w ( 7

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2. Assign the following roles to four students and have them read the text. Change roles and
repeat the same:
student A: narrates the story
student B: Kurosh, the husband
student C: Yasamin, Kurosh's wife
student D: Zeynab Khanom, Kurosh's mother
3. Write a telephone conversation inviting a friend and his/her family to dinner.

4. Translate the following into Persian:

1. I like neither their house, nor their swimming pool.
2. His family prefers tea over coffee, but my family prefers coffee over tea.
3. He likes both a nice car and a big house.
4. This is the fourth time that our fathers are having (eating) lunch together.
5. This food is not bland, it is very tasty. I like it very much.
6. The trees near our house have become green.
7. He has traveled (gone) to Iran, but he has not traveled to Afghanistan.
8. She sent her daughter to school and her husband to work.
9. He either likes the fried fish or the rice and string beans dish.
10. When I saw her she had not gone to the mosque yet.

Reading 2
In this reading you will encounter the word

a "self". Structures based on this form are

either emphatic or reflexive. Here is the conjugation of this form:

xodm

myself

qa
\a
fa

ra
ra
ra

In the case of the reflexive, the subject and the object of the sentence are the same. Compare:
The mother washed the child.
The mother washed herself.
I saw the snake in the mirror.
I saw myself in the mirror.

/ Zc fiN ca
/ Zc fa ca
/ qa fi ca Zc c
/ qa fi ca Zc qa

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The emphatic a is used after the noun being emphasized. Example:

/ a Zc fa tZ
/ qa Zc fa a

He himself saw me.

I saw the doctor himself.

Finally, it was noted earlier that rat and r have certain literary alternates. Compare:

/ Z e Z N fic wdtc
/ e Z N fic wdtc
/ e Z N w fi
/ a e Z N w fi
The verb ra 'nmudn' is the literary alternate of ra :

/ a raZa ec kt N
/ a raZa ec kt N

Vocabulary
Learn the following words:

zud
bidar odn
mqul grdidn
mqul-e grdidn
nanva'i
bidar krdn
trk krdn
ekr
berenj
oru' grdidn
morq
daxel
tsmim gereftn
digr
aparteman
kbabi
vi

early
to wake up

to become busy
to become busy at...
bakery
to wake someone up
to leave; to abandon
sugar
rice
to begin (intr.)
chicken
inside
to decide
no longer; another; other
apartment
person who cooks kabob

tZ
tZ
tZ
tZ

atd
)* r cZ
)a* ra p
ra ...I p
Z
)* ra cZ
)* ra o

)a* ra kt
l
Za
)*
a
rc

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z vqti ke
lbtte ke
oru' nmudn

since (time)
certainly! (emphatic use of fi )
to begin; become engaged in

fi t dZ
fi fiN Z
)* ra kt

Z
2

/ cZa r c w saZ t Z fiI dtZ

dZ /a c p t cZ [Z dZ atd
/a Z fi rI r wZ Zc t pNtZ tZ fi
ca a cZ a sZ scta d dZ fi Zc fc
fi fa / d fi wI ra ca
/ [ Zc c fi
fc / c rt fi dZ wd wZ t fi dZ
/ t d /a o Zc fi wc wZ
Z - r fi # : d fi
- - wI r wZ r ? Zc fi
# / qt cZd fi t
Z /t / Z fi fiNZ # : d
# /a Z [ Zc
Za /a kt ZI ra caI c dZ
- [ Z Z /a ca Z k fi r wZ
fi fi d /a l t sa `
tZ /a ca Zc sa ` -a fi
/ Zc l fa /

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fi ra dZ t atca
tZ / Za c q # : fi t c w fi
# / Z
w saZ - ra r dZ
Zc mc t q dZ /c fi r
nZ fi r t ra dZ /act fi Za fi
ra w / c wa nZ fi r w t c
r ca r w fi Z r fi a fi
/ c a
[I ra c kt fc - w fi t
/ fc /a

:a [Z d wZ fi
?a fi Zc t ( 1
?a cZ fi wZ Zc fc ( 2
? c fi t ? c fc fi dZ ( 3
? c cZd fi wZ ( 4
?a ca Zc Z fi q wZ ( 5
? c w fi f ra w Z ( 6
? c w fi I r w saZ ( 7
?c r t ra ( 8
? c r w ( 9
?a c fc w fi t ( 10

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2. Rewrite/read the Reading in the words of Yasamin:

# /// / cZa r t Z fi dtZ #

3. Translate the following into Persian:
1. Because he had drunk a lot of beer, he was not able to go home alone.
2. They have lived there for four years now.
3. I have met her either in your apartment or at your office.
4. I have written two letters and I must write another two.
5. When she telephoned us, we still had not sold that carpet.
6. He has decided to take his son to the doctor.
7. They have written us two letters, but we have not answered them yet.
8. Since the time he returned from America he has not lived in Tehran.
9. They still work together, but they no longer live in the same apartment.
10. They have sent all their children to Europe.

Reading 3
"above, high" and "low, below, under" have the following cultural
values when they are used with the word nZ "room". nZI w is the farthest place from the
entrance--it is a place of honor usually reserved for a special guest. nZ I , also referred to
as caI qa "by the door" is the opposite of nZI w .
r is a water pipe or a hooka(h). It is a pipe for smoking tobacco that has a long flexible
The words

tube which draws the smoke through water causing the smoke to be cooled.

Vocabulary
Learn the following words:

sigar keidn
beqeyr z
hbaz
xan
digran
kmi
srfe nzr krdn

)I* r c
other than; except for; in addition to
dZ
Shahbaz, a surname
d
a nonprofessional title used after first name
r
others
rZa
a short while

to give up; forgive; decide not to do )* ra m

to smoke cigarettes

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qlyan keidn
rixtn
vvlin
mowzu'
br'ks
xahe krdn
'qb
hmmam
xosusi
xsi
'omumi
fuleks
zmin-e tenis
te'dad
gozatn

to smoke the hooka(h)

to pour
the first
subject (of discussion)
on the contrary
to request; to ask
back
Turkish bath
private
private; personal
public
Volkswagen
tennis court
number (of individuals in a group)
to put; to place

)I* r r
)c* c
NtZ
k

)* ra Z

qN

d
aZ
)cZH * Z

Z
3
q dZ

ca nZ w r w - )a nZ* fiZa nZ ca
- ra w / c t a fi wtc
/a fi r w w - -c w c
/a a a -a ta Z dZ
dZ tZ /a cZ c -d w dZ
w a w ca /a fi tZ w t r w
)qa* a -tZ w t - fc w fi - r ra
/a fi a a ta -ca

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w scca tZ /a m fi dZ r w
f tZ w fi fi rZa t a rZ ca ta
d w w t t fc /aZ
w a wZ fi fi scta /
/act
w rZa t r -)d nZ* fid nZ ca
ca fi fZ w scca ra /aZ f ra
rd -d /a m a c rZZ r t aZc
t r w fiN /a fi r w - c
/a wd p nZ Z w fi ca t
fi ca -a sa m I c dZ fi d
wZ t r Za tZ / a fi ct nZ Z
fi w dZ t / w
/ ra w t
Z f c dZ fi Z fia NtZ Z
r fi w scca Z tZ /
t Z sa ra c tZ /
dZ Z wZ / [ Zc ra
/ w fi fi atd a sa Z ra
/ nZ ca r Z
/ q sadZta at ca c w saZ
r w fiN ra w t fc /a sZ fi fiN
r w saZ /Z wtc Zc
/c t a Z
/ Z a c w fi ra w saZ w fi
fi sa t a Z r w saZI c dZ
/ r fi
vii

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: [Z d wZ
? nZ d t a Z ( 1
?a fi r w ( 2
? fc w fi Z ( 3
? fi fi fi wZ fc ( 4
?a c rZ ca ra Z ( 5
?a wd ca fiN ( 6
?a wc fi p d ( 7
?Zc r Zc ra ( 8
? q I ( 9
? r fi fi ra w saZ ( 10
2. Write a short account of the three readings above: q

dZ ,

and \a in your

own words.
3. Write a few paragraphs describing a similar event in an American setting.
4) Translate the following into Persian:
1. Their house had a very nice garden, two bedrooms and a small pool.
2. They do not have a private bath, they go to the public baths.
3. In Tehran the number of taxis was more than the number of private automobiles.
4. All the shops in the bazaar belong to his family.
5. Other than the Volkswagen, he has two other small cars.
6. I prefer a modern apartment with a new refrigerator over an old house
with beautiful windows.
7. He has worked both at this and at the Sa'di school.
8. Neither the bazaar nor the bank is open.
9. Both the swimming pool and the tennis court are near our house.
10. He is either at his office or in the nearest mosque.

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Comprehension
Read the following passage carefully. Write out the answers to the questions that follow the
passage and hand in to your instructor. Make sure that your answers are complete:

/ Z fic ta t r t a fi dtc
c / a p wc tZ dZ r c r c a fi
/ r c tZ / c ca r
dZ cZd /c cZd dZ sa - r cI ra dZ
a fi fc dZ fi Z r / a cta
/ a d Za Zc r sZa w fi fit Z / a fi
/ a Zc Za w fi Z r Z
/ a rc t t fi r a ca
/ ac t t c t r fi
/ a [ t r
fi r ca / r w fi fi at ca
fi fi t fi fi qa c t # : r
# / Z
fi / a d t / N # : aZa [Z r
#/ Z a dtc Zc

:a d wZ
? fic Z ta t r - dtc r ( 1
? c ( 2
? Z sc r c ( 3
? c r c a dZ ta t r ( 4
? a fi Z r ( 5
? a Zc Za w fi Z tZ Z ( 6
? a t ( 7

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? r w fi ( 8
? fi fi a Zc r ca t ( 9
? aZa fi r ( 10
i

fi

"Thursday" is the last working day of the week. Often the afternoon of this day begins

the weekend holiday. fi "Friday" is the day off just as Sunday is the day off in the West.

ii

an alternate form for

... ...'ya... ya...' "either... or" is ... sZ

iii

an alternate form for

... ... 'hm... hm' "both... and" is ... fi... fi 'e...e'

iv

Note that there is a difference between fiI

busy.

and fi

/ Za c q fiI

On Thursday (i.e., eve of Friday) my husband was

/ Za c q fi

On Friday evening my husband was busy.

The phrase sc

vi

... sZ 'xah...xah...'

Z ca is the same as Z I w sc ca

"about this".

Note that the word a has two distinct meanings: "other" and "no longer". Here are a couple
of examples illustrating these usages:

/ c a tZ
! r m a
/ Za Z wa tZ
vii

He/she no longer smokes.

Do not speak to me any more!
She had another item of news for you.

The suffix , added to an ordinal number, indicates the position of that number in a series:

nZ Nta
Z

the second room

the last request

For a discussion of numbers, see "The Writing System" at the beginning of this text, pp. 27-29.

Lesson Eleven
Note on Vocabulary
From this lesson on, the vocabulary will not be listed at the beginning of the lessons and
readings. Instead, the student is referred to the comprehensive glossary at the end of the text. All
the words in this volume as well as many words deemed of secondary importance for this level
of Persian are presented there. The words used in the lessons are marked for the lesson in which
they appear for the first time. The students are urged to use the glossary in preparing their lessons
and to pay special attention to the remarks at the beginning of the glossary for specific usages.

Aspectual Locators
Aspectual locators are prepositional forms that, in terms of space, determine the exact
relation of one thing to another. Such forms as tc 'ru' "on", d 'zir' "under", and a
'nzdik' "near" perform this function. Example:
under the car
near the hotel
on the table

I d
I a
I wtc

The locator is attached to the noun with an ezafe. This ezafe is retained when the noun is
expanded to a noun phrase as well. Compare:
under these two large green cars
near the expensive hotels of this city
on the table of your brother's house

c ta ZI d
Z rZ wI a
\caZ fi I wtc

We can now add another rule to our general set of rules for the construction of the noun
phrase. Any form immediately following an aspectual locator must be added to the locator with
an ezafe. The following diagram illustrates the revised structure of the noun phrase:

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noun phrase

noun/adj

ezafe

rZ

Iw

expensive

noun class

fi

num

house

dem

ezafe

fi
three

Z I w

this

asp loc

inside

Inside these three expensive houses.

The following are some of the most commonly used aspectual locators of Persian:
inside
above; aloft
down; below; under
under; beneath; underneath
before; in audience
behind
towards; direction
direction; side
side
between; middle
in audience; with
near
vicinity
out; outside
in; inside
for; on account of
other; except
around; about
side

r
a
a
a
rt
rtcZ
Z

rZ
c

surface
side
following
beginning; at
end; bottom
floor
property
inside
time
time
beginning
end
reason; occasion
about
abou
direction
side
for; on account of

tc

pa

fi

r
Za
rd
q
d
qZ

g
sc

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Study the following phrases:

l ca ta r wtc ( 9
r rZ [ Z c ( 10
c c r fi ( 11
dZ c ( 12
rZ c [ Z d ( 13
fi r w ( 14
pa Z fi ( 15

t c ta r d ( 1
w r r w ( 2
rZ wca r c ( 3
wZ r w ( 4
l wca d ( 5
rZZ p wd wca c ( 6
\Z e wtc ( 7
l cZd Z w ( 8

Translate the following phrases into Persian:

1. at the side of this large ship
6. above the cities and valleys of Iran
2. underneath those large rocks
7. in front of that blue car
3. above the lamp that is near the window 8. on top of one of the mountains
4. inside rooms of that expensive hotel
9. near your sisters' elementary schools
5. behind the tree that is near the river
10. in audience with your king

The Sentence
Lesson Nine specified the various types of functions for which a noun phrase may be used.
The noun phrase could function as the subject of the sentence, as the definite or indefinite direct
object and as indicator of location, source or goal of the action. In the generation of such
sentences, the noun phrase was viewed as a whole. Related aspects such as "beneath," "on top
of," "inside," or "at the side of" were not discussed. Sentences that were generated were of the
type: "The janitor cleaned the table." Below, we add aspectual locators to the noun phrase to
enable it to produce sentences like:
The janitor cleaned (the area) under the table.
The janitor cleaned (the area) on top of the table.
The janitor cleaned (the area) at the side of the table.
The janitor cleaned (the area) inside the table.
The addition of the aspectual locator enables us to explain the relationships that obtain
among the noun phrases in a sentence. After every 'ba', fi 'be', dZ 'z', and ca 'dr' in a
sentence, now we can add a locator of the type explained earlier in this lesson.

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The Locative Noun Phrase

The locative noun phrase is a noun phrase that begins with the locative markerca , followed
by an aspectual marker of the type listed above under aspectual locators, followed by a regular
noun phrase of the type discussed in Lessons Two and Three. Example:

rZ c cZdI w
l ca rI d
rZZ p wd wcaI c
ta aI

ca
ca
ca
ca

Study the following sentences

/ a sa rZ c cZd w ca Zc tZ ( 1
/ qa sZ ca r d ca ( 2
/ sZc rZZ p wd wca c ca Za ( 3

The Source Noun Phrase

The source noun phrase is constructed in exactly the same way as the locative noun phrase.
Except, instead of ca , the source noun phrase uses dZ . Example:

rZ c cZd w dZ
l ca ta r d dZ
rZZ p wd wca c dZ
Study the following sentences:

/ rt s r w dZ Zc tZ ( 1
/ a cZ t ac a fiatc wtc fi d dZ ada ( 2
/ a ra c wca c dZ ( 3

The Goal Noun Phrase

The goal noun phrase begins with fi and continues in exactly the same manner as the locative
and source noun phrases. Example:

nt c r w fi
d rZ Z d fi

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t rZ wca r c fi
Study the following sentences

/ a sa \a c c w Zc ( 1
/ t c wca r ( 2
/ a sa \ p wd wca c ZZ ( 3

Homework
1. Using the diagram in Lesson Ten as a model, arrange the following noun and verb
phrases into proper Persian sentences. Translate the sentences that result into English:

cZa ( 7

cta
fca t fi
ta r wca
s

( 1
fi dZ
fZ t
ta w fi fi
a
Z

d ( 8
rZ ca
fZ t
fi w ca
rZZ ca

sa ( 2
dta
N
rZ sZa
c
c cZd dZ

aZa ( 9
Z rZa fi
Zc Z
wZ sc a fi
Z rZcc ca
ta c

a fi ( 3
r w ca
t
Z N
Z
Z

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ZZ w ( 10

wZ
\caZ
dZ

aZ ( 4
Zc [ eca Z
c e N
e
a

ca t d ca ( 11
dZ
ta t c

Z w

a ( 5
ZZ c rI ca
d
rZdcZ Z
\Z t

( 12
t
fi
r dZ
Zc r fi

rta N fi ( 6
\Z rZ
dZ ca
cZd a t dZ
ta caZ t

Zc ` w

2. Construct five sentences of your own with each containing, at least, three of the nominal
functions outlined above.

Derivational Processes
In Persian, a number of nouns and adjectives are formed by adding prefixes and suffixes to
nouns, adjectives and verb stems. Some of these forms are discussed below. Each section is
followed by a number of sentences illustrating the use of the "new" nouns and adjectives:

I. Prefixes
1) The prefix means "without," or "lacking a quality". Words like p "penniless" and c
"jobless" are formed by prefixing to p "money" and c "work" respectively. Here are some
more examples of the use of this prefix:

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unintelligent
dim, dark
frank
tasteless
poor

f
c
sa
sN
Z

poor, helpless
unwise, foolish
noiseless
colorless
peerless, unique

sc

Study the following sentences:

/ Z p fZ saZ - Z c Z ( 1
/ sc fZ saZ -c wZ dZ ( 2
/ qZ wc t ) acZ * Z tZ ( 3
/ aa c w d - rZ r fiZ at ( 4
/ nZ acZt ct ct t Z ada ( 5
/ Zc fi Zc wtcZa c ( 6
/ ) * t f t ( 7
/ rZ lZ - ( 8
/ a lZ / Z c lZ Z ( 9
/ sa r tZ c dZ ( 10

Translation
1. If Hassanyar resigns, his family will become penniless.
2. After Hassanyar's resignation, his family became poor.
3. He is brainless and does strange things.
4. In spite of his being a worthy youth, Kian still roams the streets without a job.
5. The thief entered the room noiselessly and on tip toes.
6. The nurse fed a colorless medicine to the patient.
7. Your situation is not unlike (i.e., resembles) that of the tortoise and the hare.
8. As opposed to the dog, the donkey is an unintelligent animal.
9. This lamp is very dim. Give me a different one.
10. I like his boss because he speaks frankly.
Note: The wordI

rt "without" (always with an ezafe) serves the same purpose as

. Example:

/ aZa Z fi [ cI rt l Z ( 1
/ c Z r fi I rt ( 2

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Without sunlight, this garden will not yield any kind of produce.
I will not go to that party without you (accompanying me).
2) The prefix means "with" or "having a particular quality". It is used in such words as
"wise" and [aZ

"polite". Here are some more words formed with this prefix:

talented
pleasant
tasty

aZZ

sN

Example:

/ Z waZZ sZ tZ ( 1
She is a very well-informed politician./ NZ c cZ tZ ( 2
He has a very important job.
/ Z NZ c c wZcZa tZ ( 3
He is a very talented singer.

3) The prefix means "lacking a particular quality". Here are some examples:

/ a wZ ca tZ ( 1
/ d wad rZa qa r Z ca d ( 2
/ Z q Zc rc ( 3
He lives in a state of hopelessness.
There are still many ignorant people living in this world.
They left their work unfinished.
4) In certain cases, the Arabic prefix "other," followed by an ezafe, may indicate the absence
of a certain state or quality. Example:

/ Z fi c wZ ( 1
/ a qZ t cZ ( 2
/ Z p wZ fi ( 3
It is impossible for me to go there.
This act is illegal and must not be undertaken.
What you say is not acceptable to them.

means "togetherness, with, in association". In writing, this prefix is usually

attached to the following noun: e "classmate". Here are some more words with this prefix:
5) The prefix

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roommate
schoolmate
colleague

nZ
fic
c

fellow traveler
sharing the same opinion
companion

/ a dZ ca c ( 1
/ qZ sa s s ( 2
/ a nZ sZa ca rZ t ( 3
Once, on the trip to Shiraz, we were fellow travelers.
I have never shared the same opinion with you.
In college, he and I used to be roommates.

Z and r , the prefix indicates emphasis. Note also that when

combined, the lef of Z and the madda of r are dropped. Example:
Note: When added to

/ fi Z r Z ( 1
/ qa cZd ca Zc rd t a ( 2
This is that same book about which I spoke to you.
I saw this same man and this same woman in the market.

Homework
1. Construct five sentences each containing one of the prefixes discussed above.
2. Use the following words in sentences of your own; translate the resulting sentences:

[ - t - fi - Z - Z
[ - t - s - a - mZ
e - rZ - - - q
- - wNa -
fi - w - - wd - k - ac

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II. Suffixes
1) The suffix fiZ means "-ly" as in "daily". This suffix is usually added to a noun indicating time.
Here are some words formed with this suffix: i
daily
monthly

fiZdtc
fi

fi
fi

annual
nightly, by night

/ fi e qZ t at fiZdtc e qcaZ ( 1
/ qa ca tZ dZ r fiZdtc ( 2
/ a ca r dZ ca cZ fi r ( 3
/ dZa tZ fi rc Z scZ ca fi ( 4
My brother attends day school and my sister night school.
Daily, I received twenty tumans from him.
Sasan received $5,000 from London annually.
We pay him $300 monthly for the rent of this apartment.
2) The suffix r indicates "one who guards or takes care of something"
gardener
doorkeeper

r
rca

host
policeman

r
r

/ Zc sd w t at l r fi cta wZ fi r ( 1
/ Z ta a rca et caZ ( 2
/ Zc r r ( 3
/ a w t a Z Zc ada tI kZ ca r ( 4
The gardener goes to that garden twice a week and weeds.
Sirus' brother is a doorkeeper at my friend's office.
Our host seated the guests at the table one by one.
The policeman found the thieves quickly and took them to the police headquarters.
3) The suffix fi means "the small version of something".
lake
local market

fica
ficZd

notebook
garden of a house

fia
fi

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? fica Z ca Z Z ( 1
/ rZ ficZd dZ t wcZ ( 2
/ ra Zc fia Z ( 3
Why don't you want to swim in this lake?
My uncle bought some pears and peaches for us from the local market.
Please distribute these notebooks among your students.
4) The productive suffix indicates "the person in charge".
innkeeper
mailman
telegraph operator

ticket seller
telephone operator
cart driver

/ a rad aZ kt a r ra s ( 1
/ Z sa d Zc fi r at r ( 2
/ c fi ca Z t ( 3
/ Z cN sat w w dZ ( 4
Upon seeing that man, the innkeeper began to shout.
So far, that stray dog has injured three mailmen.
Both the telephone operator and the telegraph operator work in the post office.
One of the ticket sellers at the airport is very cunning.
5) The suffix fi means "place where a number of people or things are found".
barracks
hospital
pharmacy
factory
telegraph office

fid
fi
fitcZa
fic
fiZ

kitchen
library
post office
telephone office
teahouse

fi
fi
fi
fi
fi s

Study the following sentences:

/ oc fid a ca Zc r ( 1
/ a fi fi Zc ( 2
/ Z rZ fitcZa r wZta ( 3
/ Z a m d w fic ( 4
/ a sa d fi Z Zc rt dZ f ( 5

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/ a Z fi ca Z fi fi ( 6
/ a Z fi dZ Zc fi ( 7
/ wZ c fi fi ( 8
Please do not park your jeep near the barracks.
They took the patient to the hospital in an ambulance.
That pharmacy's drugs are very expensive.
Mr. Za'im's factory is on the other side of town.
The mouse had opened a hole from the outside into the kitchen.
The building that is a library now used to be a stable.
The mailman carried the letters from the post office to his truck.
Every month the telephone office sends a bill to its customers.
6) The suffixcZa means "one in control, owner".
rich
banker
accountant

cZ
cZ
cZ

partial, supporter
shopkeeper
office worker, manager

cZ
cZa
cZaa

/ sc sc t cZ cZ p ( 1
/ \ #ac # wZ t wcZ ( 2
/ a dZ dZ Zc ac fi wcZ ( 3
/ acZ wad wcZ Z wZ dtZ ( 4
/ Zc lZ sac cZa ( 5
/ a Z wZ fi cZaa ca ( 6
Every year, the rich get richer and the poor more poor.
Rich bankers travel by nothing but the Concorde.
They transferred the librarian who drank a lot of beer from Meshed to Shiraz.
These days nuclear energy does not have many supporters.
The aged shopkeeper bought the magic lamp for a small price.
They found a revolver in the drawer of the hotel manager's desk.
7) The suffix cZt also expresses the idea of "having a particular quality". That suffix, however, is
usually used with abstract nouns like Z "hope," and c "big" to formcZtZ "hopeful" and

cZc "noble". Here are a couple of examples:

/ fi d rt qcZtZ ( 1
/ wcZc c a ( 2

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I hope you reach there without trouble.

His paternal uncle is an extremely noble person.
8) The productive suffix rZ a indicates "a holder or container".
vase
tea canister
sugar holder
pen-case

rZ
rZ
rZ
rZ

saltshaker
pepper shaker
candle holder
wastebasket

rZ
rZ
rZ
rZ

?Z rZ r w fi ( 1
/ fi ra Zc rZ ( 2
/ fiN dZ Zc rZ qc ( 3
/ rZ t Z rZ ( 4
? w st qZ dZ Zc rZ r ( 5
How many tulips did you put in that vase?
Please carry the tea canister with you to the table.
I have to hide the sugar holder from my children.
Both the saltshaker and the pepper shaker are empty.
From which store did you buy that beautiful candle holder?
9) The productive suffix r appears in names of countries and in names of places inhabited by
tribes. It also may indicate a place where a particular thing abounds.
Afghanistan
Pakistan
Tajikistan
Luristan
Kurdistan

rZ
r
r
r
ra

rose garden
high school
kindergarten
mountainous region
graveyard

r
ra
ra
r
r

/ a q r ca t ( 1
/ c q r dta ( 2
/ ac wad m rZZ w ca ( 3
/ a wd ta ra ca qZ fi wdtc ( 4
/ a s ZH aZ dZ ( 5
/ rZZ fi rZ ( 6

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At sunset, they took a stroll in the rose garden.

Yesterday morning I went to my son's high school.
In the mountainous regions of Iran it snows a lot.
On weekdays, Akram played with his friends in the kindergarten.
The graveyards were filled with the bodies of the martyrs.
Afghanistan is Iran's neighbor to the east.
10) The suffix e means "an expert in a discipline". The addition of w (i.e., ) indicates
expertise in that area:
anthropologist
linguist
weather man

ea
ed
eZ

geology
psychology
sociology

d
Ztc
fi

/ fi Z qa qc t \Za ra ( 1
/ cZ fiI ac Zc rd p t Z d ( 2
/ cZ I ac Zc fi cZ Ztc e fi ( 3
/ q Ztc e ta qcZa ta ( 4
Anthropologists study the habits and customs of the people of the world.
Linguistics studies the origin and the development of language.
The sociologist discusses the relationships that obtain among the various
strata of society.
I like to take a couple of classes in psychology.
11) The suffix ft means "seller". The w indicates the place where transaction takes place:
ice-cream vendorft

shoe store

carpet seller

flower shop

fruit seller

ft
ft s

ticket office

t
t
t

/ a fit Zc fi ft ( 1
/ Z t r dZ a ( 2
The ice-cream vendor had sold all his ice cream.
I will no longer buy flowers from that flower shop.

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12) The suffix s means "place of".

university
fire temple
airport

sZa
department store
s maternity ward
sat
exhibition

sZd
s

st

/ a d sat a ( 1
/ a sZ t fi tZ ( 2
We lived very close to the airport.
He bought a bouquet of flowers and took it to the maternity ward.
13) The productive suffix means "the person performing an act" or "agent".
worker
magician

c blacksmith

ta coppersmith
/ a fic Zc saZ ta ( 1
/ a wZ fdcZ wc fi dZ c ( 2

The magician transformed the prince into a frog.

A blacksmith's job was among the valuable occupations of bygone societies.
14) The suffix means "one who possesses a thing or a quality".
strong
learned

ctd
Za

employee
wealthy

c
t

/ Z Za tZ - ctd t t tZ ( 1
/ Z sa rZ
N c ( 2
He is not a wealthy or a strong person; he is a learned man.
His wife has been an employee of the National Bank of Isfahan.

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Homework
1. Construct ten sentences each containing one of the suffixes discussed above.
2. Use the following words in sentences of your own; translate the resulting sentences:

rc - rZd - ra - rd - ra
fia - fica - fi - fita
- - - c - fica
fiN - fi s - fiatc - fictd
cZ - cZa - cZa - cZa - cZ
rZ - rZ - rZ
r - r - ra - r - r - rc
Z - fi - d - d
ft Z - ft - ft e - ft
sca - s - sZc - sct
- fi - - atca
t - a - - - a

Z
ra w saZ fi
/ cZ [Z dZ atd dtc ra w saZ
t a tZ a ca /at a fi ra w pNtZ
fi Zc - oZ Zc Za - Zc tc
/ a fi wZ t
p t acZ Zc r w fidtc tZ I
Zc r - fidtc ca t t /a rZ
/ Z f wZ

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fi w fidtc dZ ca wa dtZ
-a s saZ wI r wZ r dZ fi fidtc Z /a
:Z Zc r ra w t Za Zc d
dZ Zc ~t t A
rt a
t ~t Z s wa ca
fi fiZa wa ca Z t ca / Zc
Zc - r ~t Z # : a
# / a Z rt ra dZ c
: fi fiZ w ra ca
sa e t s w Z t ca #
#/ ra fi )cZ t *
ra dZ Zc f ~t wa p
sZc a t fi a pc NZ / a rt
r Za t d / a Z Zc wZ sd
ra t - / Z eca t
Zc a wZa - rt ra dZ t
Za dZ t Z ra fi
a pZ a Z fi / a ca # # a
@/ t fic t Za t d N Z
ct dZ wI ra ca wZ d ra
fi fi ct ra tc dZ wt / sa Z
fi wZ /a fiI ra ca p t atc
dtc /c s t l - N - s - r
/c w t l w t - N w

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Zc r a w - a q fi w fi
fi Zc fi / a ^c fi dZ t acZ
tZ dZ / Zc cI ra ca t fi rI a
w scca t ta dZ
/ dtc ktZ
ii

:a [Z Z w sc ca Z fi ( 1
? ca Zc tc t a ra w ( 1
? c fi ra w ( 2
?a fi w sc ca ?a c ra w dtZ ( 3
? a rt fic dZ Zc Z ( 4
? c a Z wZ ( 5
? c Z wZ ( 6
? c dtc ra ( 7
? ca ca Zc Z tZ ( 8
?c fi fi wZ ra w saZ ( 9
?at fi fZ fi dZ ra w ( 10

: a [Z ra w scca Z fi ( 2
?ac fi fi wZ dtZ ( 1
? ca rZ Zc w fi ( 2
?a q fi rac fi ( 3
? c r fi r q dZ ( 4
?a r fi sZa dZ fi ( 5

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: fi c Zc Z w fi Z ( 3
1. Every morning my father sits at the breakfast table and reads the paper.
2. I must go and visit my relatives in Abadan.
3. What is the role of Iran in the economy of the free world?
4. I read this news in a newspaper several days ago.
5. Mr. Shahriyar flew to Ramsar to deliver a lecture on Iranian politics.
6. Iranian politicians used to prefer America over Russia.
7. When the oil is depleted, what will Iranians do?
8. Is this true that the industrialization of Iran attracted the farmers from
the villages to the cities?
9. Several years ago oil was not one of Iran's major industries, carpets were.
10. Russia and Great Britain exerted a great deal of influence on Iranian politics. .

cI wcaI cca
r w saZ 1979 p [Z dZ
- dtc / Zc c wca c ca Zc r
q w wtc t a ca ca pNtZ
/ [
/ q p t Z ca rZZ p wZ
w ca Zc r r w saZ a Z fi
[t wc Z ca /Zc ca c
f rZa w fiZ - - ac
/ a rta t aZa
ct / Z rZZ w c wca
wZ / ca Z dZ tc t ZZ Zc r
r cZ atd rZ - ctI ract
ca w wtc Zc dtc q / t c t
fi s t fi [t q - / c t
/a

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/Za wc r w saZ
t a Z ca ca a dtc
Zc ca dZ fi Z a wdtc
/a
/a cZ r w saZ ra w saZ
ca c fi wZ q Z fidtc
dZ t r fi ca Zc a wdtc / c
/ a Z rta
tZ wta / Za wad rta ra
t a d rZZ a w t rZ ca
ra / p fi r rZc wZ
w saZ wZ Z / aZ c ta wZ
t rZZ cZ r ca Zc r a ra
Z ca ra dZ ra / Z r
/ a wad \N ta ra dZ t
Z / a cZ Z c w saZ
/a s cZ dZ d c w t a
w saZ t r a w saZ dZ cZ ca
Zc rtZ a t / Zc r
/ Zc fi ca
t tZ / a t cd rZ c fc
ca t at rZ Z tZ r - Zc fi Zc
/ rZ sZa watct rZ
sa dtc / Z c w saZ
/ t ca c

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ra Zc rZZ ca d t 1979 p [Z
t aZa a dZ Zc a wc qa dZ wc / a
wca ca ra / act [ wc wc
r c t rac [t t a wa c
/ a k
/ Z sa wad rZ d
t t / a t t t ca fi p
h
N c c t ra - r w saZ d
/ Z s
tZ / cZ c a r w -
a o Zc rZZ [ Z ptZ wdtc r ca fZ saZ t
w dZ ca r w / c rZ fi t
/ c ca rZ
/ Z sa cZ c ra w hca
\ p fi fi rta dZ d f t tZ
s h d ca fi w / Z
w sc ca dtZ / w w s
d wZ fi wdtc t a r pZ t qZ
/ t
fc t / a o Zc cZ c w saZ
- / at ^c t q Zc Z c
tZ Z / at rZ fi wc ra Z wZ c tZ
c pa d t Z sa Z Zc Za c d
/ aa
iii

iv

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:a [Z d w ( 1
?a c c wca c w ca [Z dZ r w saZ ( 1
? fi rZ ( 2
?Zc fi Zc rt r w saZ ( 3
?a d ca ra rta ( 4
?a ra wZ ta ra Z ( 5
?Zc c ZtZ c w ( 6
?a o Zc rZZ r w saZ Z ( 7
? c t Z r w ( 8
? fi w scca ra w saZ ( 9
? c c w ( 10

: fi c Zc Z w fi Z ( 2
1. Last week my friend and I went to the seashore.
2. We went there in order to swim in the sea and to watch the fishermen.
3. Each time you swim in the salty sea water, you must take a shower.
4. My friend's family owns a small house on the Caspian Sea.
5. That morning I saw the sea for the first time.
6. The Mazandaran mountains are covered with evergreen trees.
7. The house was located in the middle of a forest.
8. From far away I could hear the sound of the waves.
9. The water of the Caspian Sea is somewhat salty.
10. The shore of the Caspian is much more beautiful than the shore
of the Persian Gulf in the south of Iran.

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Comprehension
Read the following passage carefully. Write out the answers to the questions that follow the
passage and hand in to your instructor. Make sure that your answers are complete:

at ca / c w fi - - a
rt w fi dZ t - t
c c rZZ ca /c rZZ fi t
ta t a # a t rd # r Z /a
r dZ /a wd r ca wZ w fi
/
rt dZ t t sa at ca
a s d ta r w sd fi rc t fi t
ta wZ t a [ c [ Z /c
/ d tcZ ca fi
a a Z tZ /Z eca r ca ta
cZtZ ta / aa rZZ fi t
Z qa Z fi nZ t rZZ fi Z
/a fiZaZ a Zc

:a d wZ fi
? c w fi ( 1
?c ( 2
?a wd r ca t a fi a fi Z ( 3
?c t fi Z ( 4
? d ca ta ( 5
? fi r ca ta ( 6
?aa rZZ fi Z ta Z ( 7
?a fiZaZ r Zc Z qa Z ( 8

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fi

ii

For the use of fi in relative clauses, see Lesson Twelve.

and

fi

are alternate forms for fi and fi respectively.

iii

d "communal prayer, Friday prayer"

iv

wc

is the same as wI

"a better job".

Lesson Twelve
The Causative
Compare the following English sentences:
a) The baby eats his food.
b) The mother feeds the baby.
In sentence (a), the baby performs the act of eating on his own initiative. In sentence (b), the
baby's initiative to eat is not a factor. We can say the following about this process. Whenever an
agent other than the self brings about the occurrence of an action, i.e., when a person or a thing
performs an action not on his, her or its own initiative but on the initiative of another party, a
process of causation is in progress. This process is conveyed by means of a causative
construction, using one of two ways:

Inherently Causative
Verbs like ra "to send, to cause to go", ra
cause to flow" and

fiZtc "to dispatch", c

"to pour, to

"to kill, to cause to die" are inherently causative. These verbs are

treated like ordinary verbs. Here are some examples:

The mother sent her daughter to the market.
The child poured the water.
The policeman killed the thief.

/ a cZd fi Zc fa ca
/ c Zc [ fiN
/ Zc ada r

Not Inherently Causative

Verbs that are not inherently causative but which can be made causative are made so by
adding the infix rZ '-an-' to their present stem. Example:
I feed (lit., I cause to eat)

Zc
Zc
Zc
Zc
Zc
Zc

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The following are some of the verbs in which the causative is formed by adding rZ '-an-'; the

infix Z '-ani-' is an alternate form for rZ :

r
rc
rZ
r
rZd
r
rZta
r
r
r

to communicate (lit., to cause to understand)

to cause to arrive, cause to reach
to put someone to bed
to cause to sit; seat
to (cause to) burn
to bring to a boil
to make someone run
to clothe someone
to frighten
to cause to appear (in a court of law), to drag

r
rc
rZ
r
rZd
r
rZta
r
r
r

In the case of the double causatives, the imperative of raZa is followed by the subjunctive of
a main verb in the third person. Example:

" s Z Z
" Zt Zc Z
" Z

Have this car washed!

Please, have these shoes polished!
Please, have this carpet cleaned!

To form the past causative, add rZ or Z before the past marker -d/t. There is no difference

in meaning between these two forms with rZ or Z : i

I fed

qZc
wZc
Zc
Zc
Zc
Zc

qZc
wZc
Zc
Zc
Zc
Zc

As a verbal form, the causative has its own infinitive and verbal tenses. The conjugation of
these forms of the causative conforms to the regular conjugational rules explained earlier for
verbs in general. The causative, therefore, may appear in the following forms:

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causative infinitive

to feed

formal future

I will feed

present

I feed

past

I fed

present perfect

I have fed

past perfect

I have fed

perfect subjunctive

that I have fed

rZc
Zc Z
Zc
qZc
qZ sZc
qa sZc
sZc

rZc
Zc Z
qZc
qZ sZc
qa sZc
sZc

Study the following sentences:

/ t ZcZ N ( 1
/ t Zc q ( 2
/ c Z Zc fi rc fi ( 3
/ wtc Zc fiN ca ( 4
/ Zta fdct d cta c sa Zc a fdct N ( 5
/ Zc Z Z wZta c ( 6
/ Z s c w w Z ( 7
/ sZ c r r w Zc tZ ( 8
Translate the following sentences into Persian:
1. Can you take me to the airport in your car?
2. We must hospitalize Bizhan, but we do not have enough money.
3. It is necessary that they boil this water before they drink it.
4. Is it possible for you to make them understand this lesson?
5. Can either you or the doctor feed this medicine to that patient?
6. Have those newspapers burned.
7. Have that radio that is out of order repaired.

Relative Constructions
Restrictive Relative Clauses
As we saw in Lesson Seven, the 'ke'-clauses of Persian function quite similarly to the relative
clauses of English. A relative construction is made up of two simple clauses: a main clause with
subject, object, verb, and a relative clause, with its own subject, object, and verb. The procedure

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for the formation of restrictive relative clauses is explained in detail in Lesson Seven. Below are
some sentences to refresh your memory.
Study the following Sentences:

/ p sZa rZ ca a Zc fi fi N ( 1
/ Z sZ eca sZa ca c rc w fi wa ( 2
t dZ aZa r rZ ca fi w ( 3
/ rZZ w
/ [ Zc a fi w eZ w fi wa ( 4
/ c [ fi t Z fi t fi ( 5
/ sa t t t Z ^ZtadZ tZ Z c fi wa ( 6
/ c t ^Z ac [ wact wZ fi dZ fi ( 7
/ dZt a a sat ca dta fiZ ( 8
/ e acZ s fi fi ( 9
/ Z rZd dZ acZ r fiZ fi ( 10
In the above sentences, the fi

'ke'-clauses invariably modify the subject of the main clause.

The direct object of the main clause, as well as the other functions explained in Lesson Ten, i.e.,
locative, source, and goal, can also be defined in the same manner. In the following example, the
noun phrase functioning as the definite direct object is expanded:
(main clause)
(to-be relative clause)

/ a rZ ca Zc c qa
/ Z ta c

In order to combine these two clauses, we shall follow the same procedures that concerned
sentences in which the subject was modified.
a. Make sure that the noun to be modified is the direct object (c 'reza' is the direct

ra 'didn', in the example above).

b. Attach fi 'ike' to the subject of the to-be relative clause and place the result after the
head noun of the relative clause, in this case c :
Z ta fic
object of

c. Add this relative clause to the subject of the main clause, i.e., qa

Z ta fic qa
d. Complete the new sentence by adding the direct object marker Zc , and by copying the
rest of the main clause after the relative clause: a rZ ca Zc .

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The resulting sentence will be:

/ a rZ ca Zc Z ta fic qa
The subject of the main clause may be brought closer to its verb:

/ a rZ ca qa Zc Z ta fic
Study the following sentences:

/ t Z r w Zc a s [Z fi sZc ( 1
/ a ^ZZ ` dZ Zc a fi wa c c ( 2
/ a rt e dZ Zc a m fia ( 3
/ Z ta Zc a q r w fi c e ( 4
/ a cZ t Z cZa d Zc a fiZ ada ( 5
/ aZa fi t act Zc a fiZ cZa d ada fiZ r ( 6
/ a fZ fi t Za Zc aZa tZ fi r fiZ - ( 7
/ a fZ s wZ Zc Z eca fiZ fi ( 8
/ a Zc a fi fiZ fiN ca ( 9
/ a sc sc Zc a s fiZ fi ( 10

Drill
Bring the subject of the above relative clauses closer to the verb. Example:

/ t Z r w Zc a s [Z fi sZc
/ t Z r w sZc Zc a s [Z fi
If the head noun of the relative clause functions as the goal of the main clause, the relative
clause follows the goal head noun:

/ aZa a saZ tZc w fi wa Zc [ aZ

The teacher gave the book to the student who was standing in the hallway.
In this sentence : a

saZ tZc w fi is the relativized form of:

a saZ tZc w a .

Study the following sentences:

/ aZa a fi Za fiZ fiN fi Zc aZc ca ( 1

/ Za a t fia Zc r ( 2
/ t d sat a fi t Zc aZc fiN ( 3
/ Zc a fi fi Zc c ( 4

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/ a wd fiZ fiN dZ Zc a ( 5
/ a a w fiaZ dZ Zc fi r a ( 6
/ a t cZd w fia dZ Zc Z Z ( 7
/ aZa a fi sZc w fi Zc rc ( 8

Non-restrictive Relative Clauses

When the noun of a relative clause is one of a kind, the selective marker

w '-i' does not

appear before fi 'ke'. These clauses are called non-restrictive or appositional. Examples:

/ a nZ acZt a s e fi a ( 1
/ aZ sZ aa a oc Zc w fi ( 2
/ a N rt Za a dZ fi e ( 3
/ a Z c c wc dZ fi dt ( 4
/ w c aZ fi t Za p fi fi ( 5
?a w c Z aZ t cZa p fi ( 6

Drill
Transform the above non-restrictive relative clauses into restrictive relative clauses.
Example:

/ a nZ acZt a s e fi a
------

/ a nZ acZt a s e fi wa

Manner Relative Clauses

In these clauses the noun modified expresses the manner in which an action takes place:

/ tZ fi Z fi a c wc tZ ( 1
/ ZZ s Zc w fi fi ac Z wc ( 2
/ ZZ fi Zc w fi fi a [ c qcaZ ( 3
/ ^ZtadZ tZ Z fi fi a d c s a ( 4
dt N fi Za \c wZ sdZZ # oZt # c ( 5
/ ) tZ dZ * Za fiZt tZ dZ
/ a Z Z fi Z rZ c Z ( 6
/ ac [ wtc fi a c ca ( 7
/ dZa Zc r fi fiZ Z fi a c fZ saZ ( 8

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Indefinite Relative Clause

The "-ever" constructions (whenever, whoever, whatever, etc.) are composed of the word

'hr' and a number of forms like fi 'ke' or

'ks' (for animate nouns), fi 'e' (for inanimate

nouns), 'ja' (for place), and t 'vqt' (for time). The compounds most frequently used with

are:

hrks or hrke
hre
hrja
hrkodam
hrvqt
hrtowr
hrqdr

fi D
whatever
fi
wherever

whichever
qZ
whenever
t
however, by whatever means
c
however much
c

whoever

Study the following sentences:

/ at Z acZ p ( 1
/ \a t cZa wcZa qd w c ( 2
/ rt f r dZ t a f Z dZ tZ fi fi ( 3
/ cZa wtc Zc tZ ( 4
/ q Z Z Zc Z dZ qZ ( 5
/ \Z fi Zc Z t ( 6
/ Z tZ dZ s c Zc ( 7

Adverbial Relative Clauses

If the noun which a relative clause modifies is a noun of time (t 'vqt,' rd 'zman' and

'hengam,' all mean "time"), or if it is a noun of place ('ja' and r 'mkan' both mean

"place"), the resulting clause will be an adverbial relative clause.

a. Location Relative Clauses

In these clauses the noun modified is a noun of place. Compare:

/ a Za fi t [ fi fi Zc tZ ( 1
/ t a d acZt r ca fi ( 2

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/ n fi t acZa [ fi Z s fiZ fi ( 3
/ r Z n fi t acZa [ fi fiZ fi dZ ( 4
/ Z qZ cZd a fi w Z ( 5
/ dZ s Z rZ p ca fi Z ( 6
b. Temporal Relative Clauses
In these clauses the noun modified is a noun of time. Compare:

/ a N fi dZ [ )fi* t ( 1
/ aZa a waZ w sa dZ )fi* t ( 2
/ a ra fi kt a Zc fZ fiN fi ( 3
/ Za t sa d a d rZ ca fid ( 4
/ a r kt aZa r tZ fi Zc )fi* t ( 5
t , rd , q , etc., may be dropped and the object moved
before fi . In this usage the fi is referred to as the temporal fi . Compare:
The nouns of time, i.e.,

/ a N fi dZ [ t ( 1
/ a N fi dZ [ fi
/ aZa a waZ w sa dZ t ( 2
/ aZa a waZ w sa fi dZ
/ a ra fi kt a Zc fZ fiN t ( 3
/ a ra fi kt a fi Zc fZ fiN
/ Za t sa d a d rZa ca t ( 4
/ Za t sa d a d fi rZa ca
/ a r kt aZa r tZ fi Zc t ( 5
/ a r kt aZa r tZ fi fi Zc
/ cZa a Zc t ( 6
/ cZa a fi Zc
Translate the following sentences into Persian:
1. The driver who took Hassan to Karaj is my neighbor.
2. The policeman took the lady who sold her car to prison.
3. We sold the television that worked well to the driver who brought us from the
Mehrabad airport.

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4. The man who is smoking a pipe does not like smoking in places that are crowded.
5. The nurse who used to call you has married one of the doctors who works in this clinic.
6. The judge who does not like the south traveled to the north to rest and swim in the sea.
7. The man who is smoking a hookah is the brother of the one who is smoking a pipe.
8. The carpet which was very expensive is still in the store.
9. Whoever does not like to pay for the food must pay for the bus.
10. I used to be so poor that I could not pay for my clothes
11. Upon seeing you, he hid himself behind the car.
12. As soon as the train stopped in the station, he took his briefcase and left.
13. When she completes her studies, she will return to Iran.
14. I will buy you whichever of these clothes that you like.
15. Wherever I go, I hear a lot about her and her marriage.

Readings
This lesson includes two stories based on two Persian proverbs attributed to the kings of
ancient Iran. These proverbs are "practice makes perfect" (lit., doing a job well is the result of
doing it repeatedly) and "other people's efforts sustain us" (lit., others planted we ate, we plant so
that others may eat). Read these readings carefully and follow the instructions provided at the
end of each reading.
Note: From this lesson on, unlike in previous lessons where given texts were modified for
person, tense, etc., the operative phrase is in your own words. Try to learn these readings well
enough to be able to rewrite them and, later, retell their contents in your own words with little or
no help from the texts.

Z ra dZ ra c
dZ - r w fi c r dZ - rZtZ wdtc
p / a Zc qa t sIa c
t aZ [ Z fi / ca /a wc
ca / t cZd ca a sact s dZ fi Z
/ a c fi a Zc wa rZtZ - sa w fi dZ
w fiN dZ Z t a fiZ fZ fi wtc Zc c t a Z

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fi ZZ rZt Z - a t r r /a wZ fi
/ a # : a r dZ t Zc fiN r m
# ? wcZa p
# / qc dZ / - Z # :aZa [Z a
# ? wZ t Z # : scta rZtZ
#/ wZ Z t Z - fi # :aZa [Z a
wZ t Z c # : N rZtZ
# ! Z wd dZ wZ N t Z ?

N Z / # :aZa [Z a
sa w fi fidtc dZ - Zc t Z r /
fiN Z dZ t Z ra / qZ sa fiN Z dZ dtc
# / Z w fiZdtcI c
N / a # : t a rZtZ
:Z fi /Z fiZa Zc s rc / Z
ii

# ' Z ra dZ ra c '
fi w fi aZa ca rZ dZ rZtZ
/ aZa fiZaZ a sZ t a r
iii

:a [Z d wZ : Z
?a c dZ t Z rZtZ ( 1
?a c fi p sa qa ( 2
?a fi a tZ rZtZ fi wa ( 3
? fi t w scca tZ dZ rZtZ ( 4
?a a wZ t Z ( 5

/ e wZ t sa r Zc rZa Z : [

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Z
c r
fi Zca t wa sa dZ rZtZ wdtc
a Zc w c a c Z /a a c p
a Z rZtZ / ca w c ca Za fi
- rc # : tZ dZ t Zc a r m fi Zc
# ? wcZa p
-ta s Z m wc dZ Z fi a
fi / s # : t Zc s [c
# / qcZa a Zc s
fi fi ca Z # : scta rZt
? Z ca k
# / Z s ca Z / r # : ca a
w s Z Z # : rZtZ
# ? wc Zc cZ
:Z fi rc t / r - fi fiNZ # : aZa [Z a
iv

vi

ac rZa '
# 'c rZa c
tZ fi t a Z w fi dZ rZtZ
/ Za Zc s qc / Z N / rc # :
s wZ / ra qa tZ
# / c r fiN

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r fi w fi aZa ca - Zc Z rZtZ
/ aZa fiZaZ a sZ t -aZa a

:a [Z d wZ : Z
?a Zc fi a sZc ca rZtZ ( 1
?a wc fi p a r ( 2
?a a c dZ rZtZ Z ( 3
? fi ac Zc ca w s Z fiZ w scca a ( 4
?a c rZtZ ( 5

/ e wZ t sa r Zc rZa Z : [

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Comprehension
Read the following passage carefully. Write out the answers to the questions that follow the
passage and hand in to your instructor. Make sure that your answers are complete:

t c Z fi [Z dZ p
NZ lc sZa dZ p wt / Za aZ
w dZ ca tZ / rZZ fi Z dZ t
N qZZ Zc wt rZ sZa / c p c
/ cZ Z aZ w fic ca sa
c t at sZ c ta wZ fi
r r tZ c d dZ tZ rZa /
c w ca dZ fi acZa a g w
/ Z s [ t n
rZa t m ca r Za e ca
fi t / dZ cta e a m ca a
wZ t r fi tZ wZ Zd NZ k Z
/Z s e Za
w t fiZ c Zc w rZZ wZa
wa _ a Z fi /Z sa cZ Z w
fi a Z Z _ sZa ca aZ w scta
rZ Z dZ [c ca Zc Z aZ Z
/
wZ Zc c sZa waZI
wZa w q / Z fic a w
/ c Z pZ rZZ
vii

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:a d wZ fi
?a c Z ca ( 1
? Z wc fi p rZZ ca tZ ( 2
? w a t rZa Z ( 3
?aZa Z eca Zc fi s ca ( 4
? c Z fi rZZ wZa w ( 5
i

ii

In our discussion of the formation of the past tense, we introduced the past stem as a unit. In
reality, the past stem is derived from the present stem by the addition of '-d-' or '-t-' as
appropriate: 'xor-d-m'. This derivational endeavor, however, is cumbersome; it involves too
many exceptions and too many phonological rules of the type 'rv-d-m' changed to 'rf-tm' "I went". For this reason textbooks opt for asking the students to memorize the past and
present stems rather than attempt to relate them to each other.

Z N "you are in the right! (familiar)" or Z N " you are in the right !

(polite)"

rZ

iii

"pl. of (lit., those present), the king's attendants". This word is usually used in

its present plural form. It refers to those attendants who accompany the king and carry out his
orders.
iv

rZt

is an alternate rendition of rZtZ .

In addition to its use as an indicator of question sentences in literary Persian, is also used in
the sense of "if" and "whether":

? tZ fi Z
?

/ fi w Z

anything.

Do you know whether she is coming (or not)

I did not know whether I should say

/ a t Z Z sThe king wanted to know if the cow was

heavy.
vi

vii

Z Z
wa _

is the same as Z "you (sing.) will be able to".

"proposed plan"

Lesson Thirteen
The Stative
We are already familiar with the past participle of the verb (see Lesson Ten). As subject
equivalent, the past participle can be combined with the verb ra to indicate a state that results
from an action. Compare:
1. The boy broke the window.
2. The window is broken.

/ Zc s
/ Z fi s

In the above example, the sentence in (2) demonstrates the result of the action performed in
(1), i.e., breaking of the window. In Persian the states of being hungry, thirsty, tired, and the like
are also expressed in this way.
Study the following sentences:

/ a fi wtc r
/ a Zc t a saZ c d
/ fi cZ dtZ Z Z
/ qaZa tZ fi Z wcZ a fi fiN r
/ qc r dZ Z fi a qZ fi c

The Passive
A passive sentence expresses the result of an action without reference to the agent who
brought about the action. Compare:
1. (active) The boy broke the window (I saw him do it).
2. (stative) The window was broken (that is how I found it).
3. (passive) The window was broken (I don't know who did it).

/ Zc s
/ a fi s
/ fi s

In the above example, the sentence in (3) is a passive sentence. It does not include
information about the agent who broke the window. It merely gives information with regard to a
change that took place with respect to the window--it was whole and then it was broken. To form
the passive, do as follows:

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a) Take out the agent, in the example above.

b) Treat the definite direct object (without Zc ), i.e., s , as if it were the agent.
c) For verb, use the past participle of the action concerned,
appropriate conjugation of r .

fi

in this case, with the

Present Passive
I am/will be seen

sa
sa
sa

q sa
w sa
a sa

sa
sa
sa

q sa
w sa
sa

Past Passive
I was seen

Like the causative, the passive has its own infinitive and tenses. Here are some examples:
to be eaten
it is (being) eaten
it should be eaten
it was eaten
it was being eaten
it has been eaten
it may have been eaten
it had been eaten
it would have been eaten

r
a
a

Z s
s
a s
a s

sac
sac
sac
sac
sac
sac
sac
sac
sac

Study the following sentences:

/ sa fic fi dtZ fiN

/ sa fic fi dta fiN
/ a sa d w fi ca
/ sa d w fi ca
/ Z s fi ~ d w a w s
/ a s fi ~ d w a w s
/ aa s fi ca w wZ [

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/ a s fi ca w wZ [
/ Z fit ac Z rZcc w fia fi w fi
/ fit ac Z rZcc w fia fi w fi
/ a sact w rZcc dZ ta c wZ Z
/ sact w rZcc dZ ta c wZ Z

Homework
1. Translate the following sentences into Persian.
1. My brother's friend translated this letter from German into English.
2. The mother put (lit., caused to wear) these nice clothes on her children.
3. The angry husband broke one of his wife's fingers.
4. The patient must have taken (lit., eaten) the pills.
5. The nurse fed (lit., caused to eat) the bitter medicine to the patient.
6. You and your brother wrecked this expensive watch.
7. I washed both the car and the windows.
8. This father and mother have lost their daughter on the way to the market.
9. I took (lit., caused to reach) Shabnam to the airport in my father's car.
10. The policeman frightened (lit., caused to be afraid) the thief in the store.
2. Transform the resulting sentences from (1) above into passive.

Conditional Sentences
Consider the following sentences:

/ Zc c - qt rc fi Z ( 1
/ qa Zc c - c rc fi Z ( 2
/ qa sa Zc c - qa fic rc fi Z ( 3
If I go to the hospital, (then) I will see the nurse.
If I went to the hospital, (then) I would see the nurse.
If I had gone to the hospital, (then) I would have seen the nurse.
Each of the above sentences consists of two clauses, an if-clause and a result or then-clause.
Normally the if-clause begins the sentence. .

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Conditional Sentence Type I

When the speaker feels that the execution of the action of the verb is either a fact or is quite
likely, he or she uses the present indicative for the if-clause and either the future, or the present
indicative, for the then-clause. Example:

/ )a Z * fi fi - at rZ fi Z
If he goes to Isfahan (and I am sure that he will), he telephones (will telephone) our house.
When there is doubt about the fulfillment of the proposition in the if-clause, the
subjunctive is employed in the if-clause:

/ fi fi - at rZ fi Z
If he goes to Isfahan (and I am not sure that he will), he calls (will call) our house.
The subjunctive is also employed if the then-clause is modified by obligation:

/ fi fi - at rZ fi Z
If he goes to Isfahan, he should telephone our house.
In case of advice, the simple imperative may suffice:

" fi fi - wt rZ fi Z
If you are going to Isfahan (and I am sure that you are), telephone our house!
When the if-clause refers to an action that is already completed, the past tense may be used in
the if-clause:

/ aZa Z ca cZ - tZ dZ Zc Z
If I take my money from him, I will give you a thousand dollars.
Study the following sentences:

/ fi atd - at Z ( 1
/ a [ c - d tZ Z ( 2
/ sat Zc tZ ca - qt fi fi Z ( 3
"s h ca c - wcZa p Z ( 4
/ aZa Z r - c tZ wZ dtc fi Z ( 5
/ a Z p sZa rZ ca - Z eca Z ( 6
/ c Z tZ Za - Zc fi r Z ( 7

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/ w - Zc Z ( 8
/ ^ZtadZ tZ atd fi - wcZa ta Zc a r Z ( 9
/ \ Z fi - q Zc ca Z Z ( 10
/ Zc Z - ca ta Z ( 11
/ Z c dZ c - d rZZ ca p Z ( 12
/ a [ - wc Zc Zta Z Z ( 13
/ w Zc r - f aZ Z ( 14
" \a Zc - wt Z ( 15

Conditional Sentence Type II

The hypothetical condition deals with unreal situations, i.e., with cases where the possibility
of the proposition being realized is remote or even impossible:

/ q Zc r - qa w Z
If I were in your place, I would not buy that car.
In these sentences both propositions are in the past tense: the if-clause is in the past
subjunctive, the then-clause is in the mi-past:

/ qa w fi - rZ fi Z
If I went to Isfahan, I would telephone your house.
It should be noted that the past subjunctive forms of
past, i.e., no mi-:

ra and Za resemble their simple

/ qa ^ZtadZ tZ - a Z
If she were beautiful, I would marry her.

/ rt fi wZ - Za Z
If we had a car, we would go to the country for a picnic.
Study the following sentences:

/ fi atd - Z ( 1
/ [ c - wa d tZ Z ( 2
/ q sat Zc tZ ca - fi fi Z ( 3

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/ waZ h ca c - Za p Z ( 4
/ aZa r - qa c tZ wZ dtc fi Z ( 5
/ wa p sZa rZ ca - wZ eca Z ( 6
/ tZ Za - wa Zc fi r dta Z ( 7
/ w - wa Zc Z ( 8
/ wa ^ZtadZ tZ atd fi - Za )* ta Zc a r Z ( 9
/ a \ Z fi - q Zc ca Z Z ( 10
/ qaZ Zc Z - waZ ca ta Z ( 11
/ c dZ c - wa d rZZ ca p Z ( 12
/ [ - wac Zc Zta Z Z ( 13
/ w Zc r - waZ f aZ Z ( 14
/ wa \a Zc - Z ( 15

Conditional Sentence Type III

"Contrary-to-fact" conditions are expressed by using the past perfect in one or both of the
clauses. This conditional sentence is used when it is known that the condition has not been, and
will not be, fulfilled:

/ wa sa w fi - wa fic rZ fi Z
If you had gone to Isfahan, you would have telephoned our house.

/ ) qa fic * fi - wa s a Z
If you had come a little later, I would have gone there alone.

/ a sa fi - Z Z
If he had been able to, he would have helped you.
Study the following sentences:

/ a sc fi atd - a fic Z ( 1
/ a s [ c - wa sa d tZ Z ( 2
/ qa sc sat Zc fca - qa fic fi fi Z ( 3
/ wa saZa h ca c - ) wa fiZa * Za p Z ( 4
/ a saZa r - qa sa c tZ wZ dtc fi Z ( 5
/ wa sa p sZa rZ ca - wa sZ eca Z ( 6

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/ a sc tZ dtZ - wa sa Zc fi r dta Z ( 7
/ wa s - wa sad Zc Z ( 8
/ wa sa ^ZtadZ tZ atd fi - ) wa fiZa * Za ta Zc a rZ ( 9
/ a sa \ Z fi - q Zc ca a fiZ Z ( 10
/ qa saZa Zc Z - wa saZa ca ta Z ( 11
/ a s c dZ c - wa sa d rZZ ca p Z ( 12
/ a s [ - wa sac Zc Zta Z Z ( 13
/ wa s Zc r - wa saZa f aZ Z ( 14
/ wa sa \a Zc - wa fic Z ( 15

Homework
Translate the following sentences into Persian
1. If we finish this lesson, we will go home.
2. If I don't study, I will not pass my exam.
3. If I drink a lot of beer, I will be happy.
4. If we don't sell our house, we will not live in Shiraz.
5. If I go to that country, I will be unhappy.
6. If I want to see the beautiful cities of Turkey, I must learn Turkish.
7. If you sold the car, you would tell me.
8. If I washed my car, it would be clean now.
9. If I worked at the bank today, I could go to the bazaar tomorrow.
10. If he were handsome, he would not need my help.
11. If I had cooked more food last night, I could eat some of it tonight.
12. If I went to the university, I would have a good job today.
13. If I bought that dress, I would go to that wedding.
14. If I worked a lot, I could travel to Israel.
15. If I were rich, I would travel all around the world.
16. If I had gone to that restaurant, I would have eaten my dinner there.
17. If you had married him, you would have been miserable.
18. If I had sat in that chair, it would have been broken.
19. If I had been smart, I would have become rich and famous.
20. If I had traveled to India, I would have seen the Taj Mahal.

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Readings
The readings of this lesson deal with the life of Mullah Nasr al-Din,i a character well-known
throughout the Middle East. The opening paragraph is somewhat more difficult than the rest; it
gives more information about the Mullah. The stories themselves are simplified so that they can
be read and retold as whole units. Whether in English or in Persian, read the stories carefully and
rewrite and retell them in your own words.

ZN
at #N# sa r NZ N w scca
s a t Z wZ fi Z wa tZ /acZa
ca c rd ca t qtc fi rd ca tZ fi cZa
wad wZa p c ca / Z sa d fiN Z
Zc Za Z dZ t Z s fi N wc w scca
/ Z ca
The Cat or the Meat?
One day Mullah bought a kilo of meat and brought it home to his wife to prepare for dinner.
He then left the house. A little while later the neighbor's wife came to visit. While talking about
other neighbors, they nibbled at ii the meat until they had eaten it all. In the evening, when the
Mullah sat at the sofre for dinner, his wife served bread and cheese iii instead of meat, and said, "I
am sorry, Mullah, but the cat took the meat out of the pan and ran off with it." Mullah ate his
dinner of bread and cheese quietly and went to bed.
The same thing iv happened several times in a row and Mullah patiently listened to the
story about the cat. Finally one night, while listening to the story, he saw the cat pass by. Quickly
he jumped on the cat, caught it, and put it on the scales. When he saw that the cat weighed
exactly one kilo, he turned to his wife and said: "Khanom, if this is the cat, where is the meat;
and if this is the meat, where is the cat?"

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Z
tZ wd t N

wdtc / p wa t a rZ / Za rd ta N
/ N # :a Zc pZt Z tZdZ t tZ fi N wd
# ? wcZa ta Zc dZ qZ
ta ? Z fi Z # : t a N
# / qcZa ta Zc
ca fi h / N # : rZ rd
[ca fi t at rZt Z t \
# ?aZa Z \ Zc dZ qZ /
Zc Z / # : t a r tc N
# ! fi

fi
ca wad qa tZ sZc ca / wZ fi ca N wdtc
a q w fia t a s wZ fi q d
fia ? Z fi Z # : t c N /a
# ?acZa a Z q wtc
r /acZ a a r / N fi # : qa
r - Z sa Z r t Z fi Z wN a
# / ca fiN fi wZ sa fZ
tZ /acZ wc fi Z # : t a N
# / [ [ / qct Zc
v

vi

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q wt Zc [ N / aZa N t act w [
! f rZ Z / w # : a fia t ZZ
ZI fi Z dZ / qct Zc qa
# / w \ ct Zc [
/aZ q ca t f ct Z a
w dZ N / \NI Zc [I Z N
Zc fi Z \ t \ qa /aMH t aZ fi w q
N a sact Zc [ fi r /a
? wa Zc cZ Z / a # : tZ dZ t c
# / Zc sc a Z
N tZ cZ Z Z t a \ N
qa fi wc /a N Z Z Z # : tZ / s
saZ w wZ fiN dtc /a wZ s fi c
tZ fi t act c / rt Z t a
# !a Zc tZ t / aZa
vii

viii

ix

a w fi
: tZ fi t c fi dZ w fi N wdtc
rc a Z / cZa r Z - fi #
# /qct rZ Z Za ? h Zc
fi w dZ Z t qt rZ / N fiN Z # : fi
# / qct wZ
c a t c fiI rtc fi
Za qd # : t aZa N Zc a /
# /ct Z a Z t t /

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/a fi Zc a t a N fi dZ N
fi t Z fZ fi ca Zc fi a N N
a N wdtc / Z saZa N Zc a fi a fZ
fi c Zc a ta t Z fi a w
a w aI ra dZ fi / aZa tZ fi t a fi
# ? wZ fia Z /N # : N dZ t a N
sa cZa fiN a q cZ dZ # : t N
# / Z a w fiN fia Z / sZd w fi ca t
N N dZ - Zc a / w a fi
/ c fZ fi rtca fi t a
r scta t c fZ fi fi scta N dtc
fZ fi ca Zc a c Z t / Z fi Zc c a
/ aZ fi t Z
N a / w N dZ t a N fi
N t w \N t / sa fZ fia
/act Zc a
a tZ c a Z r t Za r fi wdtc
- N # : fi /a d Zc ca N / ad ca t c N fi
qZ s / cZa r Z NZ / q Z fi
# / q Zc ra
fiN Z fi a # ? a fi # : N N
# ? cZa
# / a r / N - fi # : t a wZ s fi
a q cZ dZ / fi - N # : N
ZdI w fia m
I fiZ t / a s cZa fiN scta
# / c
xi

xii

xiii

xiv

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Comprehension
Read the following passage carefully. Write out the answers to the questions that follow the
passage and hand in to your instructor. Make sure that your answers are complete.

aMG t
- pa rZtZ a rd ca - rZZa fi
/ Za fi a sa fi t a kZZ Zc wd
t wad cZ a sZ Zc wd r s a
rZZ s a fi ca wt /a rZZ fi wZ fi t \ZZ
cc rZtZ \ZZ t Zc w wd rZ # :
Z Zc wd Z c Z rZZa Z / Z sa
Z NZ / cZ a wZ Zc \ZZ t Z w fi -
ta Zc \ZZ t - Z Zc wd Z c Z
# / wZ sa Z
wd c \N dZ - rZtZ dt - c
rZtZ / aZa r rZtZ fi t a Z Zc
a wd c c t / Z cc Zc
a dt f rZtZ / aH Zc wd c c t
/ aZa tZ fi rZtZ \ZZ t t

dZ a Z t wa wd c
t a aMG I wd wd Z Z / a r t rZZ s
/ Za ca Zc acd a pZ
rZZ Zc wd - rZtZ - sa
Zc a t dZ wad \N rZZa /
N aZa a
xv

xvi

xvii

xviii

xix

xx

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/ Z Zc r c Z t a wd r
N m
Zc a wd c t Z a cc Zc c sa
/ fi Zc a wd d c / tZ
dZ
c Za t f wt rZ Za t s a
w c /aZa wt fi wad wZ sa t
/ d rZZ fi t a o Zc d rZtZ wZ
Zc tZ t a p Z c dZ c rZtZ
/ Za Z dZ
xxi

xxii

xxiii

:a [Z d wZ
?a c rZZa ( 1
?a Zc wd sa ( 2
?a c r rZ t fi ca dZ rZtZ ( 3
? Z Zc wd c Z ZZ ( 4
?a wd c ( 5
?a fi a kZZ c fi w wd Z ( 6
?a rt Zc a wd c Z ( 7
? Z Zc a wd c Z ( 8
?a c sa ( 9
?a c rZtZ ( 10

NZN

Mullah Nasr al-Din is a legendary Middle Eastern wise/fool.

ii

ract

iii

Z tZ t r

iv

"Thing" here can be translated as a fiZt "event" or a rZa "story".

ra Z

"to nibble at, to eat little by little"

"to be stuck"

lit., she placed bread and cheese in front of him.

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acZ wc fi Z

vi

"(but) this is easy!"

vii

The word is used here in the sense of "end" and as such it applies to both ends of the rope.

viii

\NI "with all of one's might"

ix

"dear

s fi

"untested" as opposed to s

xi

q cZ dZ

xii

r Z

xiii

I m

xv

xvi

"tested, proven"

"apparently"

"contrary to, unlike"

"died in childbirth"

fi same as fi
Za fi "to present"

xvii

fi

"to bother, to inconvenience"

c ZdI

xiv

fellow"

"it is said that, they say that"

ra Z ta "to double, to give twice as much"

Z "to summon"
raH "to win"
"to praise"
rZ same as Z "to summon"
(pres. stem, d ), with fi "to teach"; with dZ

xviii

xix

xx

xxi

xxii

xxiii

pl. of

fi

"gifts"

"to learn"

Lesson Fourteen
This lesson consists of one long narrative--in English and Persian--dealing with the
adventures of Ali Babai and the forty thieves of Baghdad. The student is asked to read each
section carefully, and rewrite and retell its content in his or her own words. Once the whole story
is thus covered, the teacher asks for volunteers to retell parts of, or all of the story, in their own
words.

Ali Baba and the Forty Thieves (1)

Once upon a time there were two brothers. The name of the elder brother was Qasem and the
name of the younger brother was Ali Baba. Qasem was rich but Ali Baba was poor. They lived in
the same small town. Qasem had a big house and Ali Baba had a small house on the same street.
Near the town there was a mountain. On the mountain there were many trees. The people of
the town went to the mountain to bring firewood. One day, Ali Baba took his donkey to the top
of the mountain to bring firewood. He went very far up. People never went that far up the
mountain.
At the top, Ali Baba sat under a tree. From there, when he looked down, he saw that many
people were coming up the mountain. They were coming to the same place where he was sitting.
As they came nearer, Ali Baba saw that they were thieves. Each thief led a donkey. All in all,
they were forty thieves. The leader of the thieves was in front. He was riding a horse. Ali Baba
was afraid. He ran and hid behind a big rock. From there he watched the thieves. As the thieves
passed by, Ali Baba saw that the donkeys carried big boxes filled with gold.

Ali Baba and the Forty Thieves (2)

A little farther away from the rock where Ali Baba was hiding, the leader of the thieves
pointed to the side of the mountain and said, "Open Sesame!" ii A great door opened in the side
of the mountain. The leader entered the cave and the rest of the thieves and their donkeys
followed him.
Ali Baba came out from behind the rock and looked here and there to see where the door had
been. He could not find the door. He returned to the rock and hid behind it as before and waited.
After some time, the door opened and the thieves came out. They were leading their donkeys.
But this time, Ali Baba saw that the boxes were empty. The thieves had left all the gold behind in
the mountain. Ali Baba thought, "This must be the place where the thieves leave all the money
which they get by thieving!" The leader of the thieves pointed to the door and said, "Shut
Sesame!"iii The door closed, and the thieves went away.
As soon as the thieves had left the place, Ali Baba came out from behind the rock. He
pointed to the side of the mountain and said, "Open Sesame!" The door opened and he went in.
Inside the mountain there was a great hall full of boxes of gold and jewels--boxes in front of him,

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boxes behind him, boxes all around him. He brought his donkey into the hall and put as much
gold as it could carry on its back. The donkey carried the gold to Ali Baba's house in the village.

)3* aZ ada t
tZ t a Z Zc d - c fi fi t
: dZ rd / a fi Z Zc
wZ t / Z # : # ? Z c Z #
: rd #/ cZa ^Z fi fi I sdZZ
Zc fca tZ #/ fi a dZ Z #
h wZ fi rd dZ c fi t ZZ f wtc
r Zc r fi Z # : f dZ rd /a
wZ fi # : d dZ # ? h \caZ
# / Z t / Z # : d # ?Z fi
dZ - r w / ^Z r / fi # :
r r fi fi q sNcb pNtZ r fiI raZa
sNcb pNtZ tZ / a Zc c rd # / s r Zc
rd / aZa r Zc fi t Z fi fi q
/ c t a N rd dZ - Zc fi
wtc sNcb - Za Zc fi rd t
c # : fa t a s fi fi q
" sa Z ^Z fi fi rI sdZZ wZ fi acZa
fi # / Z sc Z ca tZ dZ t qt
fi / caZ t / # : t c
Z / Z p wcZa fi t Z p qcZa
dZ Z ^Z fi rI sdZZ wZ fi Zc fiZ
fi fi a r - qcZa ^Z "wZ sact
# / cZ - qa t
iv

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wZ pNtZ dZ Zc r Za q
w fi atd fi # : fic fi /a
r fi fit / ct Z fi s dZ Zc r
/ Z fi / a Z fa wZ dZ Zc
dZ wcZ t q s Zc lZ Z c / cZa lZ
/ qct Zc fiN t qa s sc ta / qct Zc
Zc t a Z s w ZZ c fi tc
# /act Z sNcb
s c t / a s w Zc Z
Z ZZ / d ca # " d Z # : c
Z wtc wad cZ tZ - fi ca t - / Zc c
Z # : t a scZ c c tZ / sa t Z
tZ / a N / ac r dZ ca t # " e
tZ Z / kt # [ # ^ZI ac fi Z
kt # [ # fi Zc # ^ # t # q # - # a # wad \
ca fi ca t a N Zc # d # t / a N
/ rt c w dZ Z tZ t d
/a d Zc c ca t s ada dtc
cZ Z Z # : t a s fi ada c
kN Z s dZ # : a fiZ tZ # ? Z s
ada dZ # / Z sa Zc w t sa Z
r Zc Z Z # : t act c fi dZ Zc w Z
Zc ada dZ a - # / a sa
t a Z # : t act c fi
dZ Z # : ada c # / a s
# " Zc tZ / Z Zc w fi
v

vi

vii

viii

ix

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/ Zc ada
Ali Baba and the Forty Thieves (4)
Qasem's wife waited for her husband, but he did not return from the mountain. At first she
thought, "Qasem is latex because he is bringing a lot of gold. He will come later." Later,
however, she began to worry. "It is late," she said to herself, "and night is near. Why does he not
come?" She waited some more. She waited untill midnight. Still xi Qasem did not return. Then
early in the morning, she went to Ali Baba and said, "Qasem went to the mountain last night and
he has not returned yet. Please go and look for him!"
Ali Baba went to the cave. He found Qasem's corpse behind the door of the Hall of Gold. He
carried the body to Qasem's house.
The thieves came back to the mountain. They saw that some person had lately opened the
door and carried the body away. The leader said to the other thirty-nine thieves, "There must be
some other people who know how to open this door, for they have carried away the body of their
friend. If we do nothing, later they will come and carry away the remainder of our gold. We must
find and kill them." Then he added, "There are thirty-nine streets in the town. Each of you thirtynine will go to each of the thirty-nine streets. There, at each house, you will ask this question:
'Has anyone died on the mountain lately ?'"
One of the thirty-nine thieves came to Qasem's house and asked Qasem's maid, "Has anyone
from this house died on the mountain lately?" The maid answered, "Yes, Qasem has died
recently. His brother, Ali Baba, found his body on the mountain."
When the leader heard about this, he said to his thieves, "Go buy forty large jars!" They
brought the jars. The leader filled one of the jars with cooking oil. Then he put each of the
thieves into each of the other thirty-nine jars. Then late that evening, he placed all the jars on a
cart xii and carried them to Ali Baba's house. He said to Ali Baba, "I am an oil seller. Night is
near. I must stay in this town tonight. Is it possible to put my jars in your house for the night? I
will take them away in the morning."

)5* aZ ada t
Z Zc r sd Z fi fiNZ # :
t Z Zc Z ra Z st / cZ
tZ fi sa Z Zc d # / r q wZ
ta r ca w wZ Z wZ - # :
# / Z r fi ca
tZ / Z fi w Zc sd rZada c
xiii

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t # : a r ca fi wad fic sd rI fi
#/ Z Zc t Z fi
q act Zc t rd - fi w
rZtc fi a fiN - c p fiZ t / a
tc sd Z # : a fa tZ / Z
- q tc t qt cZd fiZ w Z / fi w
tZ # / m Zc ft tc wtc dZ
- a sd fi t / acZa tc wc c sd dZ
- Z c rd fiZ r - a sd r w fi ada
sd dZ fi sc r t ? Z sZtc k tZ # :
# ? Zc t rt
tc fi Za Zc ada r wZ rd t
fi fiN tZ / ada c ft
/ Z sa r sd Z ca Zc ada c
scta " f sd w - fi # : wZ Z
w ada / c wa sd tZ # / qa
:aZa [Z rd # ? Z sZ tc k tZ # : sd
sd t # / qa scta " r " f #
rd / a sd r ca wada (( Z - c
/ Z tc dZ fi a t a s sd w
Zc tc - a fi fi Zc tc sd rd
Zc tc tZ / Z wtc Zc m t c c m w
wc t a Zc lZa tc tZ / f a lZa c
/ Zc ada w fi t c sdI w Z dZ
Z # : t c f - q fc t
ada c tZ / ft tc fi nZ w fi wa
xiv

xv

xvi

xvii

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Zc ada / Zc s Z fi t Z
rZa rd # / a sa sd r w
- # : t a f wZ Zc ada fi t
/ Z rt nZ dZ adaI rad Z wZ ada c
/ Zc tZ t tZ c ca
ada c / ada c c w
Zc tZ t a c acZt adaI ra Z wZ
/ c
a tZ / act s dZ Zc w fi
N a saZa \ dZ Zc tZ fi d dZ t wt
/ Za Z c Zc tZ t a
r

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Comprehension
Read the following passage carefully. Write out the answers to the questions that follow the
passage and hand in to your instructor. Make sure that your answers are complete:

c sa t dtc

pNtZ wdtc dZ / Z wc p s Z s
\N w fiNI p t Z f t ZZ s Z
t a H cZ dZ st /a p
sZ ca sa s \c t cZa s s dt
: Z t Z
Zc \ qa [cZ
s qa [cZ
w qa [cZ
? w Z qa [cZ
w fic /a kt wc fic dtc
fi t fi ca qa - ) fi fi [t * p
/ t fia fia Zc c w fiN -
: t wtc dZ -a ct fi t
dZ wacd
dZ
t a w fi fi qa - wtc dZI r dZ
wc fic / c wc fic t
/ n t qZa - fi - Z - \ - -
ZZ -dtc Z ca / Z c pNtZ dtc dtc
p t w s cta - w
xviii

xix

xx

xxi

xxii

xxiii

xxiv

xxv

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- sa c l - dtc s ca /a
- fi - s fiZ rca c fi [ w fi
t [ t sd - tc -
/a sa
t a sacZ s t ca
/aa kt # # m q pNtZ m fi Z
t - fi - - n - - dZ wZ
ca t # s # c ca /aa saZ
t wZ - ca /cZ Zc r - fi c
q t aZ cZ wZ fi wtc ca Zc - p
t r Zc fi wtc ca l Z r
/act [ p
wtc a r wa - p dZ
fi fi saZ c / fi t Zc c
/ kt Zc p ad t a t w
- w t tc - -t c w fi
a w fi wZ fi dZ fiN /c t s
/ w t -t
ca / Z fiZaZ act a a d t a
Zc dtc t ^c \a t dZ qa fi - a dtc
[t q /Zc w fiZa ca t atc c - ca
: t s s -a r d wZ -a
xxvi

xxvii

xxviii

xxix

xxx

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w fi -a p -c sa
a fi dZ fi Zc wZ s - sa d dZ
/dZZ rZtc [ca Z sact
fiN /a d fic act ac dtc
/cI c t a fic
: [Z d wZ
? Z p dZ fi ca t s fi ca dtc ( 1
? c t Z dt ( 2
? c wc ficI wZ ZZ ( 3
?a sa fi w s wtc ca ( 4
? c p dZ ( 5
? c c
?Zc fi Zc act a dtc ZZ ( 6
? fi sI rad s t ca a ( 7
?a d wdtc fi fic ( 8
?a N Zc p q fi ca ZZ ( 9
?aa fi # # ( 10

Ali Baba is the hero of a story in the Arabian Nights Entertainment, a tenth-century

collection of Persian and Indian folk tales.

ii

" d Z "I order that you be opened!"

" fi Z "I order that you be shut!"
is a surprise marker, in this case it shows Qasem's surprise at Ali Baba's access to so much

iii

iv

gold that there is need for a measuring bowl to measure it.

v

Consecutive actions (such as 1-4 below) may be combined in one of three ways--by using t , by
using commas or by using all the verbs except the last in their past participial form:

/ ac Zc Z )tZ* ( 1

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/ Zc )tZ* ( 2
/ a Z )tZ* ( 3
/ c )tZ* ( 4
/ c t a Z t Zc t ac Zc Z )tZ*
/ c t a Z - Zc - ac Zc Z )tZ*
/ c sa Z - s Zc - sac Zc Z )tZ*
The tense of the sentence is determined by the final verb in the chain.

fit same as fi Z t "otherwise, if not"

^ZI ac "necessary, needed"
fica "as a result, consequently"
I "in my opinion"; s "hiding place"
"to be late" is raa
"still" is d or d .
"cart" is wc or fiZN .
Z st "furthermore, in addition"
ra fiN "to realize, to find out"
fiZ r "thinking that, assuming that"
? Z sZtc ktZ "Is everything ready ?, Is all well?"
... "is none other than"
fiN "preparation, arrangement"
xix
dt "man with darkened face and red clothes who appears in the streets before the
vi

vii

viii

ix

xi

xii

xiii

xiv

xv

xvi

xvii

xviii

Now Ruz and who sings and dances for money."

w "sweet, loveable goat (lit., sugar-goat)"

xxi
wc fic "last Tuesday or the eve of the last Wednesday of the Persian year"
The alternate word fi is also used in this same sense of "bush" and "shrub". This alternate
xx

xxii

form, however, also means "crucible".

ra "to include"
xxiv
dtc "New Year holiday "
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p "change of the year"

xxvi
"seven S's in the Now Ruz display"
"glorious"
The suffix r indicates disposition. The actual action is expressed by the substantive.
xxv

xxvii

xxviii

Example:

r s laughing, same as rZ
r fi in tears, tearfully, same as r
xxix
ad t a "visit, exchange of visits, paying and repaying visits"
r d "to become fortunate, to bring luck into their lives"
xxx

Homework
1. Translate the following passage about the Dehghan family into Persian:

The Dehghans
Manuchehr Dehghan was born into a middle class family of Ahwaz about forty years ago. He
is a native of Ahwaz. He completed his education there. After he finished high school,
Manuchehr entered Ahwaz University in the field of economics. Two years after he entered the
university, he participated in a small riot; consequently, he was sent to prison for four months. In
prison, he spent most of his time studying his textbooks. As a result, he passed his final
examination in prison. When he left prison, he could not work in government offices; therefore,
he was employed in a bank. He worked there for some time.
Mrs. Dehghan is from Shahsavar. She and Mr. Dehghan became acquainted in Abadan. At
that time, Fatemeh had just divorced her first husband. Several months later Fatemeh and Mr.
Dehghan got married. Mr. Dehghan then transferred himself to Shahsavar.
The Dehghans do not have any children. Lack of children was the reason for the divorce of
Mrs. Dehghan and her first husband. This fact does not bother Mr. Dehghan, but it worries
Fatemeh. After the Islamic revolution in Iran and the emigration of the Shahsavans to England,
Mr. Dehghan became the director of the Shahsavar bank. Every Friday, Mr. Dehghan and his
wife go to the mosque and participate in the community prayer. Their lives have not changed
much in relation to the past, but their knowledge about Islam and about the fundamentals of that
religion has increased.
2. Translate the following biography for Kurosh Kargar into English:

c fc
ca fc / acZa p - t c -c fc
c / c ca t - rZ w dZ -
p ta / a h Zc ca t Z I c tZ
N fi p fi t a wcN t a c cN r
/ a c p / a
wt / raI acZt t a q Za fc \ Z ca
fic q fi ra ca t Z eca dtc
i

ii

c a Zc a fc fiZ dZ p /a
/ at w c p c fc t a fc
rta dZ a fc p
/ r t cZ saZ /a ^ZtadZ
/a q Za t Zc ca pa scta fc
rZc dZ - ra w fc p ta
/ a qZZ cZ ca tZ t - cZ
rZ ca fc /a c cZ ca p fc
/a sZaI acZt t a rZ sZa watct
t kt rZZ Z [Z - kt dZ
ca t sa fiZaZ dZ fc /a sZa
/aa c pa rZ
iii

3. Write similar biographies for the other characters--Parvin, Yasamin, Zaynab Khanom-on the basis of the information provided in the lessons throughout in this text.

Comprehension
Read the following passage carefully. Write out the answers to the questions that follow the
passage and hand in to your instructor. Make sure that your answers are complete:

w fi fi Z qZ a rZZ qa c a
dZ qa Zc wZ ) * FZ N \ qZ
a / Z r [ / Z s pd tZ
t fic ta / N t fi : fic ta wZcZa qZ
\ t fi r - t r dZ / r
N t N r t \ r rZd t )k*
/ s fi fic ca fi aZ t
d /Z d c dtc fi ca r
dZ dZ d -c t d - [ r dZ
w fi dZ Y d s t [t dZ [ d - [t
wd t dZ t wd rZZ ca /
/a sZ Y t [
fi /a sdtc s p ca r
wG
G t cZ [Z dZ G
G - sdtc Z
w a dt [t [ r dZ s /c
/c
NZ rZ /acZa at wNZ rZZ ca
/ t wa - - acd dZ c
xxi

xxii

: [Z d wZ
? s sact fi w fi qZ a ( 1
? Z fic wZcZa qZ a ( 2
? Z d c dtc fi ca r ( 3
? Z rZ Zc d qZ ( 4
? a sdtc s p ca r ( 5
? c sdtc Z fi ( 6
/ q Zc rZZ wNZ ( 7
i

rZ "province in the northeast of Iran"

ii

I c "a steady job"

... I pa "to pick up, to resume"

iv
Z d is the same as Z I d "is a mountainous
iii

region".
v

The construction ... ... fi means "the more... the more," or "farther/further".

vi

Note the use of with Za "to be acquainted with".

vii

ZI dZ "from a sociological point of view"

viii

is used here in the sense of "than".

ix

We have seen fi /// fi before. It is an alternate construction for ... "both ... and".

kcZ is the plural of fic "fields".

xi

wd is the same as d "following an ancient method".

xii

Here fi is used in the sense of "where".

xiii

a "birth of Christ"

xiv

"other than, except"

xv

s /// w "nothing has remained". Note that in the context of a negative verb
is translated as "nothing".

act a ca r "creates such a brilliant chapter, inaugurates such a shining

xvi

era"
xvii

c fi "who is the most eminent among them"

xviii

act [ /// rZ "one can mention, we can name"

xix

a q /// rZ same as (18) above.

xx

fic "branch of study, field of specialization"

xxi

This sign is usually placed over the name of the Prophet Muhammad. It is the abbreviation for
the Arabic phrase:

NG
G tG fiGG FZN
G
G

May God's Peace and blessings be upon him!

For the Imams (saints) of the Shi'ites, the following phrase, with an ) k* as abbreviation, is
used:

xxii

qN
G Z fiGG

Upon him be peace!

[ d "evening prayer", Y d "late night prayer"