Shahsavari A., Atwood B. - Persian of Iran Today. An Introductory Course. Units 11-15 - 2015 PDF

Shahsavari-Atwood
Key words: Before you begins, learn to recognize the following key words. You have
already leaned some of them.
11 _ 0 _ KeyWords
Vocabulary
Exercise
Pronunciation
Conversation
Have a conversation
Watch and listen
Culture
Grammar
Translate
Reading
Spoken/ Written
11 _ 1 _ Vocabulary
Listen to the audio file and write the sentences you hear.
‫ترجمه‬
I study
I study electrical engineering
everybody, all
family
except
husband/spouse
very much, a lot
crowded
2 Shahsavari-Atwood
crowdedness
weather/ Austin ’ s weather
also
summer
winter
a little
degree centigrade
11 _ 1 _ VocabularySentencesSpoken
Listen to the audio file. You will hear the same sentences you heard in the previous audio
file, but this time they are in spoken form. Underline the words that are pronounced differ-
ently in the spoken form, or underline the part of the sentence that changes and indicate
how it has changed. Please note that sometimes a word ’ s spoken form and written form
are both correct in spoken Persian, and in this sense there are two spoken versions of
the word. . For example, in this audio file, you will hear both ‫ کمي‬and ‫ يه کم‬for the spoken
form of ‫کمي‬.
Complete the charts and learn the vocabulary.

today
......................
Weeks of the day
....................
……………. …………….
……………. Last night
…………….
……………. …………….
Tuesday
……………. …………….
Thursday
Friday
3 Shahsavari-Atwood
Fill in the blanks with information about yourself.
Fill in the blanks with the new vocabulary from Unit 11.
4 Shahsavari-Atwood
Review the Verbs You Know
A. In Class. You know at least one use for each of the following verbs. Use the present-
tense stem to conjugate the following verbs in the present tense for the first person singu-
lar. Then use the correct conjugation for each verb to complete the sentences below. Be
prepared to discuss with your classmates the possibility of using different verbs from the
chart to complete the sentences.
‫بُن ِ حال‬ ‫حال‬ ‫مصدر‬
‫بُن ِ حال‬ ‫حال‬ ‫مصدر‬ Present stem present infinitive
Present stem present infinitive
…
…
…
…
…
…
… …
…
… …
…
together
professor
At home – Listen to the audio file and check your chart again. Make sure you have writ-
ten the correct form of the first person singular of the verbs
11 _ 1 _ VocabularyVerbs
5 Shahsavari-Atwood
Ask Your Classmates
A. Find out from your classmates in Persian:
1. What time they go home on Thursdays.

2. If they are coming to the university on Friday.
3. What time they eat dinner.
4. If they think that this city is very crowded.
5. If they have a friend who studies music ( ‫ )موسيقي‬.
6. What they will do on Sunday.
7. Where they family lives.
8. How many classes they have today. ( class: ‫)کالس‬
B. Find out from your classmates in Persian:
1. What time will they come to the university on Friday.

2. If their father/mother/brother/sister was a student at this university.
3. If they think the weather will be cold or hot tomorrow. ( to think: ‫فکر کردن‬, you think:
‫)فکر ميکنيد‬
4. If they have a friend that studies nursery ( ‫ )پرستاري‬.
5. If they have a friend who studies electrical engineering.
6. If their family lives in this city.
7. What they will eat for lunch/dinner today.
8. If they like crowded cities.
6 Shahsavari-Atwood
11 _ 2 _ video1 _ from :01 - :43
Stage 1: Listen for the big picture. Try to understand the main ideas and begin to formu-
late questions about specific information or expressions in order to prepare for Stage 2.
Stage 2: Before listening a second time, jot down ( in Persian ) the questions you came
up with in Stage 1. When you listen for a second time, focus on answering your questions
and hunting for other specific pieces of information.
Stage 3: Listen a third and think about how ideas are being expressed. Focus on listening
closely to details of language use, including pronunciation, structure, and the flow of
ideas.
A. At home, use these strategies to listen to ‫ نيما‬and write as much information as you
can, with as much vocabulary as you can about the following. Try to write in written form.
B. In class, discuss with a partner what you learned about .
7 Shahsavari-Atwood
Grammar: Interrogatives
question and answer
Undoubtedly, learning to have a conversation in Persian is one of your goals in this class.
And a conversation in its most basic form consists of asking questions and listening to
answers, and listening to questions and giving answers. Therefore, it is imperative that
you learn the words and structures necessary to ask questions and give answers.
Asking Questions:
You have already learned some the question words in Persian. Below you will find a more
complete ( but not exhaustive ) list of question words. Listen to the audio file and repeat
each word. As always, the spoken forms of these words are included in parentheses.
When
Who 11 _ Grammar _ 1
Where
Why
What
Which
With whom
How many
1- Most question words in Persian are pretty straight-forward. However, there are a cou-
ple of things to keep in mind:
Look at the first word given for “ when ” and the spoken form of “ w ho. ” What do you
notice? Even though they are spelled the same, do they have the same pronunciation?
Practice saying each word several times. If you see these two words written without the
vowel markers, how will you be able to tell them apart? ………………………
2. Consider the following question:
Why do you think that ‫ را‬follows ?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………
8 Shahsavari-Atwood
When ‫ کدام‬modifies a direct object, it automatically makes it specific. Why? Because the question
‫ کدام‬like the English “ w hich ” is asking you to decide between a set of known choices and those
options are, therefore, specific.
3. Look at the following question:
Let ’ s pull out the most basic part of this question:
You know the word ‫ چه‬and you know the word ‫ کالس‬, but when they are put together what was
added to the word ‫ ? کالس‬Hopefully you noticed that we added a ‫ ي‬to the end of the word for
“ c lass. ” This ‫ ي‬is unstressed, which means we say it at the end of the word quickly and
unceremoniously, without emphasizing its presence. The unstressed ‫ ي‬has several grammatical
functions in Persian, but for now remember that when a noun follows the word ‫چه‬, we usually add
an unstressed ‫ي‬.
Try combing the following words. Once you are done, listen to the audio file and repeat the an-
swers, paying special attention to the end of the noun.
11 _Grammar _ 2
)opportunity(
Answering Questions:
Look carefully at the following examples of questions and answers. Listen to the audio file as you
read and pay special attention to the intonation of a question:
11 _Grammar _ 3
.‫ در اِصفَهان زندگي ميکنيم‬- ‫ در کجا زندگي ميکنيد؟‬-۱
).‫ سه تا کتاب روي ميز هست‬- ‫ (چند تا کتاب روي ميز هست؟‬-۲
.‫ اين استاد در دانشگاه تگزاس درس ميدهد‬- ‫)؟‬teaches( ‫ اين استاد در کدام دانشگاه درس ميدهد‬-۳
How do the question and the answer compare in terms of structure?
………………………………………………………………………………………………………………………………
……………………………
9 Shahsavari-Atwood
When we answer a question in Persian, we simply replace the question word with the appropriate
answer. Unlike English, we don ’ t change the order of the sentence between the question and
answer.
You ’ ll remember this rule from basic yes-or-no questions. How did we change a statement into
a question in those cases? What is the role of ‫?آيا‬
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
……………………………………………………………………
Fill in the blank using the appropriate question word.
*We never use ‫درس خواندن‬to describe our study of a particular field ( e.g. math,
physics, etc. ) . Instead, we use ‫ خواندن‬by itself. ‫ درس خواندن‬just refers to the intransitive
act of studying:
10 Shahsavari-Atwood
11_Grammar_4
At home, listen to the audio file and write answers to the questions you hear. Use com-
plete sentences. The questions are asked in spoken form but you should answer in writ-
ten form. Be prepared to read your answers in class!
In class, you will pick one of your answers and it read it aloud for the class. Your class-
mates must guess which question it answers!
Write five questions for your classmates. Be sure to include new vocabulary and the
question words from this unit.
Ask your classmates the questions you have written and listen carefully to their answers.
Your teacher will ask you what you have found out about them!
Work with a classmate and for each of the following underlined words ask a question that
seeks the indicated information.
The intonation of questions is crucial to the rhythm of conversations in Persian. Now that
we know how to ask questions in Persian, let’ s practice approximating the proper into-
nation!
1- Listen and repeat. Try to mimic what you hear. Focus on recreating the sounds and
intonation, but don ’ t worry about meaning.
11 _ pronunciation _ 1
2- Listen to the following yes-no questions and repeat them. Pay attention to the rising
tone.
3- Now listen to the same questions again. This time the answer to the question will fol-
low each one. Repeat the sentences for yourself.
4- Now listen to the following set of questions, called tag questions. The first part is not a
question but the second part asks for confirmation. Repeat the sentences for yourself.
5- Now listen to a few more questions. Pay attention to the raising town. Where does it happen?
Write the words upon which you hear the stress.
11 _ 4 _ pronunciation_ 5
6 – Now read these questions.
7- Now listen to the audio file which include the sentences you just read.
following sentences in exercise #4 of this section. Now listen to the 8– You heard the
audio file and find out how the sentences you hear are different from the following sentences.
9– Record yourself reading the following questions aloud. submit the file to your instructor for
feedback.
11 _ 5 _ video1 _ from :01 - :43
A. At home, watch the video and answer the following question in full sentences.
that
B. In class, work with your partner to create a new voice-over for the video, one that tells
his story in third person. Present your voice-over to the class.
11 _ 6 _ video2
Watch the video of ‫ رها‬and answer the following questions.
1 – How does she pronounce ‫? را‬
2 – Prepare for class: Write a short biography for Raha with the information you have.
Use Written form when you write your text. In class, read your classmates ’ biographies.
3 – Listen again to Raha, and write what she says.
4 -Prepare for class: Based on what Raha says, we can ask several questions. Some
examples are included below. Try to complete the questions. Play close attention to the
structure and learn how to ask these questions so you can ask your classmates about
Raha without looking. Write three questions of your own.
Culture: The Iranian Calendar
Go to http://www.iranchamber.com/calendar/converter/iranian _ calendar _ converter.php/

and look up your birthday on the Iranian calendar. Write it here:
………………………………………………………………….
Try looking up three holidays and other dates that are important to you:
Christmas 2011 4 Dey 1390
........................................... ……………………………………..
………………………………… ……………………………………..
………………………………… ……………………………………..
What do you notice about the months and years on the Iranian calendar? How do they
correspond to the Gregorian calendar that most countries in North America and Europe
use?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
……………………………………………………………………………………
The year according to the Iranian calendar is based on one of the most important events
in Islamic history, namely Mohammad ’ s move from Mecca to Medina in 622 CE. How
would you convert the year from the Gregorian calendar to the Iranian calendar? And vice
-versa? …………………………………………………………………………………………..
Try converting the following years on the Iranian calendar to the Gregorian calendar:
1356 = …………………………..
1276 = ………………………….
1377 = ………………………….
Browse the internet and try to figure out what important events in Iranian history took
place on those dates.
………………………………………………………………………………………………………………
…………………………………………………………………………………………………
In this unit, you have learned the words for the various days of the week. Based on the
numbering system we use to count the days of the week, can you guess what day is the
first day of the week on the Iranian calendar? What is the last day?
…………………………………………………………………………………………………………
The Iranian calendar, which is the official calendar in Iran and Afghanistan, is solar-based
calendar, whose months correspond with the Zodiac signs. The Iranian calendar begins
on the first day of spring or the vernal equinox, the exact time of which is determined by
astronomical observations in Tehran and usually falls on March 21.
Use the website above and your new knowledge about the start of the Iranian calendar to
discover the names of the months. Write the months in Persian and indicate what months
they correspond to on the Gregorian calendar. Check your answers with your instructor.
Now try to categorize the months of the year according to the season in which they oc-
cur. Keep in mind when the Iranian calendar starts, and check your answers with your
instructor.
Listen to the audio file to check your answers. Write the vowels for each word. Learn
how to pronounce the months, especially your
11 _ 7 _ Culture1
birth month!
Listen to the audio file and learn how Iranians 11 _ 7 _ Culture2 pro-
nounce the months in Gregorian calendar.
In class, ask your classmates when their birthday is. Are you older than )‫ )بزرگ تر از‬or
younger than )‫ )کوچک تر از‬t hem?
Example:
Simple Past
So far you have learned how to describe actions using the present-tense. In Persian, the
present-tense is much more versatile than it is in English. We can use the present-tense
in Persian to refer to actions that are happening right now, will happen in the future, or
happen habitually. However, we require several tenses to describe actions that take
place in the past. The first past tense you will learn, the simple past, describes actions
that were completed in the past but not over a period of time.
Examine the following example:
Use the information you know in the sentence to try to translate it:
………………………………………………………
We will explain more clearly how to form the simple past below, but for now can you
explain why we have used the simple past in this sentence?
………………………………………………………………………………………………………
.……………………………………………………………………………
I ate to eat
Forming the Simple Past

Look at the verb in the example sentence above. What is the infinitive for this verb?
Say the Persian infinitive “to eat” and then the conjugation “I ate.” How do the two
compare? What is the relationship between the infinitive and the conjugation?
………………………………………………………………………………………………………
……………………………………………………………………………………
The simple past tense in Persian follows this pattern:
+
Personal Verb Past-Tense
Endings Stem
As you have probably already noticed, the past-tense stem—unlike the present-tense
stem—depends on the infinitive. In order to derive the past-tense stem, we simply remove
the ‫ ن‬from the infinitive.
‫خورد‬ ‫خوردن‬ ‫خوردن‬
The personal verb endings are the same endings we add to the present-tense verb
conjugations. The only exception is the third-person singular (he/she/it); the past-tense
conjugation for this person is always just the past-tense stem.
How would you translate this sentence into Persian?
Yesterday the professor had dinner with his mother.
........................................................................................................................................
Now that you have a basic understanding of the steps required to form the past-tense
conjugation, try filling in the following chart. Read the conjugations aloud as you write
them:
Negating the Past-Tense

Look at the negating version of our sample sentence:
What did we add to the past-tense conjugation to negate it?

.....…………………………………………………………………
With negation in mind, complete the following chart and read your answers as you write
them:
‫ما‬ ‫نَداشتم‬ ‫من‬
‫شما‬ ‫تو‬
)‫آنها (اونا‬ )‫او (اون‬
1- First complete the chart, and then use the appropriate verb and conjugation to fill in the
blanks below.
infinitive
past present
-۱۳
۱۱
2- In class, listen to your teacher read the verbs in the chart for you. Pay close attention
to the pronunciation of the verbs. With your classmates use these verbs to talk about your
family, your siblings, your friends, or anyone else who comes to mind when you hear the
verbs. Do not write these statements down. Instead, work on fluency. Try to be fast and
grammatically correct. Pay close attention to subject-verb agreement when you are talk-
ing.
*Note that we use this word to say “ I knew ” in the past tense.
3- The following sentences are in present-tense. Change them into the past-tense,
making sure you not only change the verb but also any time markers. Then, write the
closest sentence you can write for the sentences in past in English.
.......................................................................... .‫ فردا ليلي را ميبينم اما برادرش اينجا نيست‬-۱

1- ..........................................................................
.......................................................................... .‫ خواهرم درس نميخواند‬-۲
2- ..........................................................................
.......................................................................... ‫ امروز حال شما چطور است؟‬-۳
3- .........................................................................
......................................................................... .‫ فردا جمعه است اما آنها به دانشگاه ميروند‬-۱
4- ...........................................................................
......................................................................... ‫ امروز چهکار ميکني؟‬-۵
5- ...........................................................................
...................................................................... .‫ روزنامهنگار چند خودکار دارد اما همه زير کتابش هستند‬-۶
6- ..........................................................................
......................................................................... .‫ خانهي ما کنار خانهي آنها است‬-۷
7- ..........................................................................
Ask the following questions from your friends and report what they did yesterday to the
class.
what else did you do
adjective-noun
First, read the following sentence several times to yourself. Then complete the sentence
with the appropriate words from this unit. Finally, translate the sentence into English as
best you can.
present progressive
In Unit 10, you learned this expression in spoken Persian:
Do you remember what function the word plays in this sentence?

………………………………………………………………………………………………………
…………………………………………………………………………………………………
We use the verb “to have” conjugated in the present tense as a way of emphasizing the
fact that the action is happening right now. The conjugation of both verbs must match!
Look at the examples below:
What do you notice about the sentence structure of these two examples? Where do the
two verbs go in each sentence?
………………………………………………………………………………………………………
…………………………………………………………………………………………………
You will notice that both examples are in parentheses, because this tense is used
primarily in spoken Persian.
In class– Work with a partner and describe the pictures below. Answer the following
question.
Reading Comprehension
Look at the weather information below and answer the following questions:
1. Which cell shows the weather of Ardabil on Saturday?
2. What are the provinces?
3. What are the dates?
Reading
At home, read the text silently and then aloud several times to practice pronunciation and
fluency. Be prepared to read it aloud in class. 11 _ 8 _ Reading
In class, read through the caption for this picture and

underline the word for delicious. What are other words you
know in this text? Now try to say, “this food is delicious” in
Persian!
Written-Spoken
At home, read the following sentences. what is significant about the sentence structure?
How do these sentences differ from the patterns we have learned so far?
As you know, word order in written Persian usually requires that the verb come at the end
of the sentence or clause. However, in spoken Persian there are exceptions to this rule,
some of which we have encountered. Can you think of any examples? Write at least
three below
………………………………………………………………………………………………………………
……………………………………………………………………………………………...
What is special about the verbs that you used in your example?
………………………………………………………………………………………………………………
…………………………
There is a category of verbs in Persian called ‫افعال حرکتي‬or verbs of motion, and in
spoken Persian these verbs often come before their indirect objects. The verbs in the ex-
amples you provided above are obvious examples of verbs of motion. However, in Per-
sian words like “ to put ” and “ to take ” also fit into this category. Can you guess why?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
…………………………………………………………
In Persian the motion of the exchange of the object is taken into consideration, which is
why verbs like “to put” and “to take” classify as verbs of motion in Persian. Can you list
some other verbs (in English) that might qualify as verbs of motion in Persian?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………
Look at the following words. which ones are in spoken form?
Now, Listen to the audio files. You will hear 5 sentences in spoken form. Write them in
Written form.
11 _ 9 _ SpokenWritten1
At home, read each sentence and underline the words which need to be changed in
spoken form. Then, write the sentences in spoken form.
: you will learn about the spoken form of this phrase in next unit.
At home, listen to the audio file and check your answers.
11 _ 9 _ SpokenWritten2
In class, use the spoken form to find out about your classmates.
At home, read the following sentences. Which one of the follow can be used in response
to introducing people. Listen to the audio files to learn the pronunciation of the sentences.
How do you think number one and number four are different? Which one can you use
when you are leaving a party?
Now, listen to the sentences and practice how to say them.
11 _ 10 _ Conversation1
In class, work with your classmate and create a very short conversation in which you
meet somebody in a party, you start with greeting him/her, and then continue your con-
versation by asking about him/her and talking about yourself. Then say goodbye in an ap-
propriate way. You can choose to create imaginary characters.
In class, listen to the audio file for the following conversation. Underline any words you do
not know. Work with a partner to use context to figure out their meaning.
11 _ 10 _ Conversation2
Culture
There is no equivalence in English for this word, but you cannot ignore it!
Read this text in class with your instructor.
Writing
1- Write a paragraph and explain where you live, with who? If you like your city? What
you like/dislike about it… .
2- Go back and re-watch the videos about Nima and Raha. Write a paragraph in which
you compare and contrast them.
Shahsavari-Atwood
Key words: Before you begins, learn to recognize the following key word.
12 _ 0 _ KeyWord page to use to complete

12 _ 1 _ Vocabulary
12 _ 1 _ Vocabulay _ S poken
every day
sleep/ asleep (noun)
to become - I become
I wake up
I wake up from sleep
usually
roommate
I eat breakfast
then, later on
I teach/ to teach
I both study and work.
I also teach
project
often
nights
till 8 o’clock– until
week
I exercise - to exercise
swimming pool
gym
I play tennis
2 Shahsavari-Atwood
I run
painting– she paints
sometimes
Fridays
I am very busy!
always
after
I sleep - to sleep
since tomorrow– from ...
holiday
for
last
time
the last time that...
ago– three years ago
when (when she goes to school)
grandmother
She/he died
to see/ I see/ for visiting
history
This year
that, which, who
3 Shahsavari-Atwood
Fill in the blanks with information about yourself.
Fill in the blanks with the new vocabulary from Unit 12.
couch
hospital
4 Shahsavari-Atwood
5 Shahsavari-Atwood
The following sentences are in the present tense. Change them into the past tense,
making sure that you not only change the verb but also the relevant time markers. Then
translate the past-tense sentence into English.
anything
Review the verbs

At home, first complete the following chart with the appropriate verbs. Then try to choose
a subject for each verb and write sentences that include these verbs. Each sentence
should have at least five words.
In class, use all of these verbs to talk to your partner about yourself in the class. You also
listen to your classmates when they talk about themselves. Share what you have learned
with another group in the class.
12 _ 1 _ Vocabulary3
6 Shahsavari-Atwood
Ask your classmates
A. Find out from your classmates in Persian:
1. What time they ate dinner yesterday.

2. If they exercise, what they do, when and where.
3. What they did on Sunday.
4. If they sleep in class.
5. When was the last time they saw their grandfather.
6. If they sleep a lot when it is a holiday.
7. Where they were 2 years ago.
8. How many times they workout during a week.
9. With whom they live.
10. Why they live in this city.
B. Find out from your classmates in Persian:
1. If they were tired after class yesterday.

2. If they always eat breakfast. If they ate breakfast yesterday and what they ate.
3. If they have a swimming pool.
4. Where they will go after class.
5. On which days they come to the university.
6. If they have a friend who studies electrical engineering.
7. If they work out.
8. When was the last time they went to the gym.
9. If they were at this university a year ago.
10. Why they like Persian.
7 Shahsavari-Atwood
12 _ 2 _ video _ from :43 - 1:51
Stage 1: listen what is being said in general. Get the main ideas, and formulate questions
about specific information or expressions for stage 2.
Stage 2: Listen for the second time and ask yourself what specific information you get out
of this video. Focus on answering your questions and finding specific information.
Stage 3: Listen for the third time to find out how ideas are being expressed. Focus on
close listening to details of language use, including focusing on pronunciation and struc-
ture.
A. At home, use these strategies to listen to ‫ نيما‬and write as much information as you
can, with as much vocabulary as you can about the following. Try to write in written form.
B. In class, discuss with a partner what you learned about .
8 Shahsavari-Atwood
A Note about Relative Clauses
In this unit, you officially learned the word ,‫که‬and it is useful to start thinking about how to
use this word to create relative clauses in Persian. Consider the examples below:
What do you notice about the word that is being modified in each of the sentences? What
transformations take place?
………………………………………………………………………………………………………………
……………………………………………………………………………
Ke clauses mark another use of the unstressed ye in Persian. Note that an unstressed ye
is usually added to that thing or person that is described in more detail after the ke.
Look at the examples above again. What do you notice about the structure of the sen-
tences? How are the two verbs organized?
………………………………………………………………………………………………………………
………………………………………………………………………………
There are cases in which we do not add an unstressed ye to words modified by a ke

clause. Consider the following examples.
What do you notice about the words that are being described? Why do you think they
don ’ t take an unstressed ye?
………………………………………………………………………………………………………………
…………………………………………………
This discussion of the relative clause is just a first introduction to the concept. You will
learn more about this structure in future units.
9 Shahsavari-Atwood
indefinite /i:/ traditionally called ye-e nakare /I:/
Think about the relationship between the following pairs:

‫کتابي‬ ‫کتاب‬
‫روزي‬ ‫روز‬
‫کالسي‬ ‫کالس‬
While it is possible to translate the left column as [a book], [a day], and [a class], it is
better not to think about this concept only in terms of the English indefinite article. By
using the unstressed /i:/, which is traditionally called “ye e Nakare”, in this way, we are
suggesting that the noun is less identifiable because the context or situation assumes
less shared knowledge.
Spelling Conventions
-Words that end with consonants
Look at the examples above again. All of the words in the right column end in a
consonant. When a word ends in a consonant, how do we add an unstressed /ye/?
………………………………………………………………………………………………
-Words that end with ‫ ا‬or ‫و‬

Look at the following examples and try to determine how we add the indefinite /ye/ to
words that end with either ‫ و‬or ‫ ا‬: ……………………………………………………………..
12 _ 3 _ grammar1
‫دانشجويي‬ ‫دانشجو‬
‫جايي‬ ‫جا‬
‫روزهايي‬ ‫روزها‬
We have to affix two /ye/s to words that end with either vâv or alef. It is important to
remember this convention because only one /ye/ after these two letters marks ezâfe and
designates a connection to the following words, which will undoubtedly confuse the
reader.
-Words that end with ‫ي‬
Consider the following examples and listen to the audio file:
12 _ 3 _ grammar2 ‫صندلي‬ ‫صندلياي‬ ‫صندلي‬
When a word ends with a ye and has an indefinite ye attached to it, you will see it written
in one of two ways. Either the word will appear as it normally does but pronounced with
an additional /ye/ or an unconnected alef and unconnected ye are written at the end of
the word. While both are acceptable, we encourage you to use the latter in your own
writing so you become more aware of your usage of this feature.
-Words that end with ‫ ـه‬:

Look at the examples below and listen to the audio file. Practice saying the words with
the indefinite ye. Can you determine the rule that governs the spelling convention?
12_3_grammar3
………………………………………………………………………………………………………
……………………………………………………………………
It is important to write the unconnected alef between the he and the ye. Without it, we
would once again be marking ezâfe and not indefiniteness.
Indefiniteness and Yek (Ye)

In this lesson, you learn the word yek (or ye in spoken), which can be also be used before
words to create indefiniteness with singular nouns.
Both forms are correct and common. Try to use both in your writing. Complete the
following chart.
Listen to the audio file, in which you will hear many words end in /i:/. Write them down
and decide which ones are indefinite nouns.
12_3_grammar4
Two Caveats
1. Using an unstressed ye or the word yek to represent indefiniteness almost always
applies to nouns that can be counted. Abstract nouns and nouns that represent broad
categories (like bread or money) are assumed to be indefinite.
2. Since the unstressed ye represent indefiniteness and râ marks specific direct objects,
the two do not often come together. However, there are instances when a sentence will
require both. In these cases, the direct object will be both specific (because it is known to
the subject) and indefinite (because it is not indentified) and might equate to the English
“a certain.”
Look at the two examples below.

Listen to the audio file and pay attention to the stress on ‫ کتاب‬and ‫کيف‬.
12_3_grammar5
Our professor likes the book which is on table.
My friend’s brother has the certain bag which he and I bought together 40 years ago.
It is not often that you will see these two grammatical features side-by-side; however, it is
useful to remember that it is possible and that this combination implies a very specific and
nuanced meaning.
In spoken, it is also common to com-

In spoken, it is common to use “ bine these forms. Look at the following
‫ ”يه‬. Look at the following examples: examples:
Make the following words indefinite and use them in a sentence. Make sure that your
sentences are at least six words long. Include some sentences that use an unstressed ye
as an indefinite marker and some that use yek.
For homework: On two index cards (1/2 of 3x5), write the names of two friends, relatives,
or acquaintances (one name per card) and something unusual or special that they do.
In class: We will put these cards in a basket. Each student will take two cards and find the
person who wrote them by asking:
Use the sets of words below to write a sentence that uses . Try to use past-tense and
present-tense verbs and make sure to include conjugations for a variety of pronouns.
Work with a classmate and describe the following pictures. Be sure to use ke clauses in
your descriptions. (pictures are all taken in Iran.)
Listen to the audio file and repeat the sentences. Pay attention to "e" at the end of each
sentence.
12_4_pronunciation1
.
These sentences you read were all in spoken form. Here are the written form for each:
What does "e" stand for? …………………………..

What other differences do you see? underline them.
The following text comes from Amir’s blog. At home, read the text and rewrite it in written
form.
12_4_pronunciation2
Listen to Mahnaz and write a paragraph about her in written form.
12_4_pronunciation3
12 _ 5 _ video1 _ from :43 - 1:51
B. At home, watch the video and answer the following question in full sentences.
B. In Class, then, with the second off, work with your partner to create a new voice-over
for the video, one that tells his story in third person. Present your voice-over to the class.
12 _ 5 _ video2
They speak both English and Spanish.

They have both a brother and a sister.
Their father is a teacher or a nurse.
They like either Justin Bieber or Rebecca Black.
They both work and study.
Yesterday after class they went home or to the library.
The day before yesterday they went to the gym or the ice cream shop ( ‫ )بستني فروشي‬.
They know both Persian and Arabic.

They have both a pen and a notebook.
Their mother is a homemaker or a lawyer.
They like either Adele or Anastasia.
They drink both tea and coffee.
Last night they went to the movie theater or the library.
The day before yesterday they went to the gym or a restaurant.
Culture: The Iranian Family
Read the following text to learn about Iranian families and be able to complete the chart.
“two-
veined”, as they say in Persian)
I've grown up in a bicultural household where we celebrate

the New Year on January 1st and ‫ “ ( نوروز‬N ew Day ” ) on
or around March 21st ( it varies from year to year since the
‫ سال نو ايراني‬is based on the astronomical vernal equinox ) .
As kids my sisters and I ate hamburgers and french fries
just as frequently as we gobbled up ‫ قورمه سبزي‬and ‫فسنجان‬
In the airport with my ( d elicious hearty stews) poured over ‫ ( پلو‬steamed
white rice ) .
Though my parents did not raise me speaking fluent Persian ( that I cultivated on my own at UT
in classes such as this one! ) , I came to understand colloquial terms for family through observa-
tion as family members came to visit for weeks at a time, including my ‫ ( مادربزرگ‬or “ ‫ ”ماماني‬or
“ ‫ ”مامان جون‬, as I would call my grandmother ) , my ‫ ( پدربزرگ‬or “ ‫ ”بابا جون‬, as I would call my
grandfather ) , and my ‫ ( عمو‬paternal uncle ) . In Iran, mothers are typically addressed by their
children as “ ‫ ”مامان‬or “ ‫ “ ( ”مامان جون‬m other dear ” ) and fathers are similarly addressed as
“ ‫ ”بابا‬or “ ‫ “ ( ”بابا جون‬f ather dear ” ) . However, these terms are not used exclusively by
children to address their parents. As you read, grandchildren as well as other young people also
use these terms to address grandmothers, grandfathers, and other close elders.
Family is a very integral component of Iranian culture. In Iran, my ‫ ( عمّه نرگِس‬paternal Aunt
Nargess ) always has her house full of my cousins running around, eating, playing guitar, danc-
ing to the latest Persian music videos, sleeping over,
and texting on their cellphones in “ pinglish ”
( P ersian in English font) . Other extended family
members will frequently come over to eat dinner, chat,
and relax together up until the wee hours of the morn-
ing.
In Persian, the terms for extended family members are

not all lumped into general categories of aunts, uncles,
and cousins as they are in English. Rather, Persian Dancing with my
divides such family members into paternal and mater-
nal sides. For example, as you read above, my pater-
nal uncle is ‫ عمو‬and my paternal aunt is ‫ ;عمّه‬but if I had a maternal Iranian aunt, she would be my
‫خاله‬, and if I had a maternal Iranian uncle, he would be my ‫دايي‬. For example, when I visit Iran
with my father, ‫ ‘ عمّه نرگس‬s children call my father ‫ دايي سِپِهر‬since he is their maternal uncle.
The term for a cousin is similarly divided according to whether he or she is the son or daughter of
my ‫عمو‬, ‫عمّه‬, ‫خاله‬, or ‫دايي‬. For example, my ‫ عمّه‬Nargess' daughter, Mahshid, is my ‫دختر خاله‬.
Following this formula, my ‫ عمو‬Sina's son is my ‫پسر عمو‬.
I will be marrying an Iranian man next year, and this
strong value of familial closeness in Iranian culture is
represented in the way I address his parents. Unlike in
American culture, where a man's wife typically ad-
dresses his parents as “ M r. ” and “ Mrs. ” or by their
first names, I address my partner's parents endearingly
and without reference to their first names, as if they are
Eating dinner out with
my own parents, with the terms “ ‫”مامان جون‬ and “ ‫بابا‬
‫ ”جون‬. At first I feared that I might offend them with this lack of formality and signal of closeness,
but it became clear to me over time that this was the most suitable way for me to address them.
It is important to note, however, that when first meeting someone, it is better to err on the side of
formality. A fine balance must be found between politeness and cordiality, and in Persian there
are many ways to address someone depending upon your temperament, character, and status.
For example, my fiance's father addresses his wife respectfully as ‫ “حاج خانم‬h aaj khaanum ”
( “ p ilgrim lady ” ) . I believe it takes some time and experience to understand Persian's terms of
address and the appropriate contexts for each one.
Boy, are there tons of stories I could get into about the trials and tribulations of being bicultural, of
feeling like you're straddling two worlds without com-
pletely belonging in either; but as I look back on all the
moments that made me cringe when I was younger--like
being asked why I had a unibrow, or having my last
name constantly mispronounced—I like to think that it all
has given me a greater perspective of people and the
world around me. ‫ “ ( يک دنيا ممنون‬a world of thanks ” )
goes to all the people who, like yourselves, are commit-
‫يک صبح زود در تهران‬
ted to learning about other people, their languages, and
their cultures, because such study facilitates cross-cultural understanding and peaceful coexis-
tence.
“ A riana Haddad, The University of Texas at Austin ”
At home, complete the following chart with the names of your cousins. In class, your classmate
will use the chart to ask you if you have any cousins and what their names are.
12_6_culture
« » « »
Persian has at least six different demonstrative adjectives. You already know two and in
this lesson you will learn two more. Read the following two words aloud:
Does the second syllable of each word sound familiar? Where have you heard it before?
………………………………………………………………………………………………………………
………………………………………………
By adding ‫ هم‬to ‫ اين‬and ‫ آن‬we are making them more emphatic:
This very
That very
‫ همين‬and ‫ همان‬are used in the following useful expressions:
Right now
Right here
Right there
In spoken Persian ‫ همين‬is used by itself to mean “ that ’ s all ” or “ that ’ s it. ”
Try translating the following sentences into English:
Demonstrative Pronouns
Demonstrative adjectives can be used by themselves as pronouns, standing in for a
known subject or object. Because Persian doesn ’ t have an exact equivalent to the Eng-
lish word “ it, ” demonstratives pronouns are used to suggest that meaning.
Translate the following sentences into English and note when a demonstrative pronoun
means simply “ this/that ” rather than “ it. ”
plural
read the description to be able to do the exercise.
At home, review the following chart. One column this book

includes a few Persian phrases. The other includes
their English equivalent. Explain the rule. these books
that book
those books
this gentleman
these gentlemen
Look at the following sentences. They are both correct.
incorrect correct
In Class, tell your classmates that:

These books on the tables are not your father’s.
Those students (in the history class) study in the library.
These cell phones in your bag are not yours.
These kids in this picture ‫ عکس‬are from Iran.
In class, ask your classmates if:

They know these words: haft-sin and Yalda
They know where those students went (the students in the history class).
These classes are all English classes.
These pencils on the floor are theirs.
Local News
Birth Certificate
Job Posting
1- Read the announcements for community events below and try to answer the following
questions.
What city are these announcements from?
What type of events are advertised here?
Try to find the Persian equivalents of the following words:
church /adults / tournament
ESL 
« » 
rezajavdan@circuitcentre.com
Source: http://www.shahrvand.com/?p=7228
2- Look at the first page of an Iranian birth certificate and answer the following questions. .
- Guess the meaning of the following words:
3- Look at the following adds and answer the following questions.
A. What are two different qualifications which are needed in two adds?
B. Do they both needs a person who knows English?
C. Where are the places of the jobs?
D. What are the words for “single” and “married”?
Text From: http://www.vaseteh.com/
Reading
At home, read the text silently and then aloud several times to practice pronunciation and
fluency. Be prepared to read it aloud in class.
12_7_reading
In class, answer the following questions:

۱
3- What is different about this year for ‫ ?بهرنگ‬Why?
4 – What are a few words you do not know? Can you guess their meaning?
University Majors
At home, Find your major in the list, learn how to pronounce it and completer the follow-
ing sentences.
Biology
12_8_vocabulary1 Communication
Asian Studies

 Linguistics
Business
Middle Eastern Studies

Try to find the name of your major if it is not
listed. Political Science
English
Persian Literature
Psychology
Sociology
Education
Anthropology
Radio, Television, Film
Electrical Engineering
Petroleum Engineering
Electrical Engineering
At home. Listen to the audio file and write a
paragraph about Hamed and Farima. Art History
12_8_vocabulary2
............. ............
In class, Ask three classmates about their majors and be ready to tell the class about
your classmates.
At home, you have been already introduced to educational system in Iran in unit 10. Lis-
ten to the audio file and learn how pronounce different levels in this educational system.
Find the equivalent for each in American system.
-Watch an interesting documentary at:
http://www.cultureunplugged.com/documentary/watch-online/play/5418/Iran--Education-for-All
12_8_vocabulary3
« »
In class, find out from your classmates if someone in their family

is doing a PhD.
is in elementary school.
is a high school teacher.
۱ ۲
26 ۴ Shahsavari-Atwood
Spoken-written
At home, Review the chart below, compare the sentences in and and
underline the words which are different.
12_9_written-spoken1
Listen to the audio file and learn to say the following phrases.
12_9_written-spoken2
In class, talk to your classmates and tell

them that:
You will have dinner with her/him tonight.

You will go to movie with them tomorrow
night.
If their parents live with them.
If their mothers talks to them everyday.
In class, describe this picture with the words

you know.
At home, listen to the following conversation. It is written in . Practice how to ask for
a few items, for example a kilo of cheese and a half a kilo of olives ( ).
12_10_conversation1
store
sliced chicken/chicken cold cuts

anything else
walnuts
This too; and as for this
“you’re welcome, it was nothing”; it

is also a sign of politeness before
you accept the money you are
In class, work with a partner and use what you have learned in this conversation to write
a skit. Practice it and be prepared to perform it in class. Try to use the following
sentences in your skits.
12_10_conversation2
you will use these sentences when you want somebody to repeat himself.
You are saying "Excuse me. I did not understand. What did you say? Would you please
say it again?
Read the lines and underline the words you know. Find the song on
YouTube by typing the first line. Listen to the song and pay attention to
how the singer pronounce the words. Use 3 new phrases you have learned
in this song to write a very short dramatic play! And act it out in class.
Translation: Vanda, Nooresabz from http://iraniansongstranslations.blogspot.com/search/label/
Googoosh
you were telling me that I'm nothing without you
stay with me forever
if you're not be here, I'll die
flower without flower-vase, it's impossible (it can't be)
what a mistake I made
that i believed your words
a cold day in autumn
you broke your flower-vase
like the bride of flowers
you sat in the greenhouse
the spring will come again
they'll bring you again
like an ornamental flower
they'll plant you in greenhouse
you'll say to your (new) flower-vase again
stay with me forever"
you say "I'll die without you"
flower without flower-vase, it's impossible
what a mistake she makes
that she believes your words
1- Write a paragraph and explain what you study, in which university, if you are busy.
2- Write a paragraph and explain what you are planning to do tomorrow.
3- Write a paragraph and explain what you have to do tomorrow.
boyfriend
girlfriend
Shahsavari-Atwood
Key words: Before you begins, learn to recognize the following key words.
13 _ 0 _ Key Words
example
like
13 _ 1 _ Vocabulary
13 _ 1 _ Vocabulay2 _ Spoken
‫ترجمه‬
I have lived
English translation (major)
I know (somebody) - to know
Master ’ s
sociology
s/he is interested
most of her friends
s/he should write
semester
thesis
She does not have much time
although… but, Still
together
She arrives / She does her work/She takes care of

her work/
these days
less
each other
2 Shahsavari-Atwood
south
they have gone
to introduce
I want/would like to introduce him to you
about her
I would like to talk
I have not seen
last year
It was fun
airplane
ticket
cheap
kind
hospitable
I got to know [her], I met her
still, yet
s/he calls - to call
journalist
writer
He has a meeting with someone, s/he

has an appointment
agree / she agrees with me
disagree / I disagree with that
worried / to be worried
3 Shahsavari-Atwood
At home, You have already learned the following words.
There are a few other adverbs of time which will be very useful to learn. Listen to the au-
dio file and answer the following questions.
Tomorrow
Tomorrow night
The day after tomorrow
The night after tomorrow night
The day before yesterday
The night before last night
In class, talk to your classmates and tell them: help
Whom will you see the day after tomorrow.

What you will do tomorrow night.
Where you were the day before yesterday.
Where you will go tomorrow.
What you did the night before last night.
In class, imagine that today is the day given in the column labeled “ t oday ” and take
turns telling each other in Persian what day yesterday and the day before yesterday
were, and what day tomorrow and the day after tomorrow will be. You may fill in the
blanks with the corresponding Persian names of the days, but don ’ t forget to practice
speaking to one another!
4 Shahsavari-Atwood
5 Shahsavari-Atwood
documentary
At home, first, complete the following chart with appropriate verbs, then try to choose a
subject for each verb and write sentences that includes these verbs. Each sentence
should have at least 5 words.
In class, use all of these verbs to talk to

your partner about yourself in the class.
You also listen to your classmates when
they talk about themselves. Share what
you have learned with another group in the
class.
6 Shahsavari-Atwood
1. If they are seeing anybody after the class.
2. If they know somebody who studies sociology.
3. If they like their major.
4. If they are interested in sports.
5. If they see their friends from high school. If not, why.
6. If they like to introduce somebody to their parents.
7. If they talk about their studies to their family.
8. If they are worried for anybody.
9. Whom they usually disagree with.
10. Whom they are usually agree with ( in their family ) .
11. Where do they usually eat these days.
12. For how long ( ‫ )چند وقت است‬t hey have not seen their grandfather.
1. If they are going to library these days.

2. If they know a model.
3. If they like their university.
4. If they are interested in reading history books.
5. Where do they go to see the doctor.
6. If they like to introduce their siblings to their friends.
7. If they like to talk about their family in class.
8. Whom they usually disagree with ( in their family ) .
9. Whom they are seeing after class.
10. What do they know about “ A separation ” ?
11. If they have seen their close friends this week.
12. What they are worried about.
7 Shahsavari-Atwood
13 _ 2 _ video1
how often
-۳
A. Find Erfan’s hometown on the map.
B. Find the following cities on the map:
C. Write the names of Iran’s neighbors in

Persian.
........................................................................
........................................................................
........................................................................
8 Shahsavari-Atwood
13 _ 2 _ video2
trip
13 _ 2 _ 3Audio
If they had fun last summer.

If it’s cheap to go visit their grandparents.
If the ticket for bus is cheap in their city.
If they know who Kiarostami is.
If they know Asghar-e Farhadi.
How often ( ‫ ( چند وقت يک بار‬they call their grandparents.
How often ( ‫ )چند بار در روز‬t hey drink coffee?
How often they check their email.
9 Shahsavari-Atwood
imperative
At home, translate the following sentences from your Unit 10 vocabulary:

1. Write this in the notebook …………………………..……………………….
2. Speak Persian with my friend ………………………………………………
3. Repeat this exercise at home ……………………………………………….
Which of the following best describes the sentences above?
a. statement
b. question
c. command
Based on verb endings, which person are the sentences above addressing?
Look carefully at sentence 1. What do you notice about the verb “ w rite ” ? How do we
form the command for ?‫شما‬
…………
+ + …………
Do you recognize this part? ....................................
Based on the chart above, write a rule to explain how we usually form the command for
collective/formal second person. Share your rule with your classmates and instructor.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………
Now carefully examine sentence 2 from the beginning of this Grammar Note. What do
you notice about where we place the ‫ بـ‬in compound verbs?
……………………………………………………………………………………………..
What is different about the imperative verb in sentence 3?
…………………………………………………………………....
Note: We form the imperative with the verbs ‫ کردن‬and ‫شدن‬, we usually omit the ‫بـ‬.
especially in written Persian. In spoken Persian, you ’ ll hear commands both with and
without the ‫بـ‬.
REVIEW:
When do we use ‫ شما‬rather than ‫?تو‬
…………………………………………………………………………………………
The following sentences are the same commands that you translated at the beginning
of this Grammar Note; however, they have been conjugated for ‫ تو‬rather than ‫ شما‬.
Rewrite the sentences, directing the commands to ‫شما‬. 13 _ 3 _ grammar1
Check your answers: 13 _ 3 _ grammar2
Carefully compare the sentences in the right column with those in the left. Write a rule
that explains how we form a command for the second person singular. Share your rule
with your classmates and instructors.
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
………………………
We can also use the imperative for the first person plural ( .)‫ما‬This is similar to adding
“ L et ’ s ” in front of a command in English. For example, “ Let ’ s eat! ” or “ Let ’ s
go! ” Consider these two examples in Persian and write the same command for ‫شما‬
and ‫ تو‬next to them:
Carefully compare the imperative forms above. What do you notice about the conjuga-
tion for ‫ ?ما‬What changes?
…………………………………………………………………………………………………
What do you notice about the spoken form of the second example?
……………………………………………………………………………………………………………
Note: Imperative conjugations in the spoken form make use of the spoken form of the
present tense stem! Similarly, we use the spoken verb ending -‫ ين‬when forming
commands for ‫شما‬.
Negating the Imperative
Look at the four sentences below. While the first sentence in each set tells you what to
do, the second one tells you what not to do.
REVIEW 1 : Why do we use ‫ را‬in the sentences above?

………………………………………………………………………..........
After carefully examining the examples above, try negating the following commands.
question answer
Which of the sentences above are directed at ‫? تو‬

۸ ۷ ۶ ۵ ۴ ۳ ۲ ۱
How are you able to tell that those sentences are for ‫?تو‬
…………………………………………………………………………
Based on the work you did above, write a rule that explains how we negate commands in
Persian. Share your rule with your classmates and instructor.
…………………………………………………………………………………………………………
REVIEW 2:
۱ ‫تمرين‬
Fill in the chart below using the proper form of the imperative.
During the course of this grammar note, you have written several rules for forming the
imperative in Persian. Go back and review those rules and fill in the chart below. Use
this page as a reference to review the imperative later.
imparative ‫امر‬ rule ‫قانون‬ Example ‫مثال‬

Forming the imperative for ‫شما‬
Forming the imperative for ‫تو‬
Forming the imperative for ‫ما‬

Negating the imperative
In class-
A- Work with a partner and come up with a list of five tips you would give to a new stu-
dent at your school. What things should he or she do to be successful here?
). ( .
B- Work with a partner and come up with a list of five activities you could do tonight.
Phrase your suggestions using the imperative for ‫ما‬.
C- Use the following picture to ask your classmate do/do not do something tomorrow.
The Infinitive
At home- Read the examples below:
As you noticed, there are several ways in which the Persian infinitive can be used or
function as a noun. Complete the following chart ( Listen to the audio file to check your
answers. You can hear ‫ گفتاري‬version of each sentence as well. ) , then choose five
verbs and write a sentence for infinitive form of each verb you have chosen.
13 _ 3 _ grammar3
sick irregular
)irregular)
I knew you would not come.

I would like (wanted) to talk to her.
In class – Complete the following chart. Add the verbs you have already learned to the
chart. Then work with your partner and:
1- compare your answers.
2 – How do we say the spoken form for each sentence.
news
13 _ 4 _ listening1
be introduced
newspaper
13 _ 4 _ listening2
13 _ 4 _ listening3
13 _ 4 _ listening4
...then write the closest sentence you can write for each in English.
a few times
Listen to the audio file. You will hear the spoken form of the sentences above. Listen
carefully and underline the words and phrases which are different in ‫گفتاري‬.
13 _ 4 _ listening5
13 _ 5 _ pronunciation1
At home, watch this video. It gives an overview of how to learn
calligraphy: “It introduces the art of calligraphy in the Arab,
Ottoman and Persian traditions and discusses the unique
features of the Arabic alphabet."
http://calligraphyqalam.com/
For watching Persian calligraphy, Nasta'ligh, read and watch:
http://www.penn.museum/documents/publications/expedition/
PDFs/31-1/Negahban.pdf
http://www.youtube.com/watch?v=P5IpH08zZuo
Calligraphy in fashion
Photo from NIMANY Studio look
book, Original Art by Nima
Behnoud
« » « » poem
13 _ 6 _ culture1
.........................................................................
..........................................................................
..........................................................................
..........................................................................
..........................................................................
..........................................................................
..........................................................................
adverbs
Use the internet or a dictionary to come up with a working definition of “ adverb. ” De-
scribe the concept in your own words and be prepared to discuss your definition in class.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
……………………
Like English, Persian has many categories of adverbs that each accomplishes a slightly
different task. In this lesson you will learn some of the different types of adverbs and how
they ’ re formed. You already know quite a few adverbs in Persian, but understanding
how these words function will help you use them more comfortably and expand your vo-
cabulary in the future.
Adverbs of Time describe when an action was completed. 13 _ 7 _ grammar1

Read the following sentences
What do you noticed about the sentence structure? Where can these adverbs of time oc-
cur relative to the other words in the sentences?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………
List of the adverbs of time from the list of ‫ واژگان‬in this ‫درس‬:
Adverbs of Place explain where an action was completed.

Translate the following sentences into English: 13 _ 7 _ grammar2
Where do adverbs of place go in spoken and written sentences?
………………………………………………………………………………………………………………
……………………………………………………………….
What are some of the adverbs of place that you know?

………………………………………………………………………………………………………………
………………………………………………………………………
Adverbs of Manner describe how an action is completed. 13 _ 7 _ grammar3

Read the sentences below and circle the adverbs of manner:
In the first two sentences, what do you notice about how the adverb of manner is formed?
How do they relate to their adjective forms?
………………………………………………………………………………………………………………
……………………………………………………………………………
In the third sentence, how is the adverb formed? How many words are required to ex-
press this adverb? ………………………………...…………………………………………………..
In Persian, sometimes phrases are created to convey adverbial meaning. Look at the
chart below to learn other examples of this construct:
13 _ 7 _ grammar4
accurately ‫با دقت‬ accuracy ‫دقت‬

especially ‫به ويژه‬ special ‫ويژه‬
quickly )‫ زود‬،‫به سرعت (سريع‬ speed ‫سرعت‬
Notes on Forming Adverbs

There are no rules that can predict how an adverb is formed. You have to learn each ad-
verb individually. However, there are some patterns which can prove useful as you con-
tinue your encounters with adverbs!
To review, what is tanvin ( as you learned in Lesson 10 ) ?
……………………………………………………………………………………………………
Not all adverbs end with tanvin; however, almost all words that end in tanvin are adverbs.
Try to complete the chart below:
13 _ 7 _ grammar5
ً‫مَعموال‬ usual ‫مَعمول‬

ً‫مَخصوصا‬ special ‫مَخصوص‬
ً‫قَبال‬ previous ‫قَبل‬
ً‫شَخصا‬ person ‫شَخص‬
Generally ً‫عَموما‬ public ‫عَموم‬
The suffix ‫ انه‬is another relatively common way to mark adverbs. Try to fill in the following
chart with adverbs that follow that pattern.
In Class
A. Find out the following from your classmates…
Where they lived before.

How many Iranians they know personally.
If they do ( hint: write) their homework quickly.
What they do every day before coming to class.
If they listen carefully ( h int: accurately ) to the news ) ) o n television.
Which persons they oppose.
B. Find out the following from your classmates…
Where they studied before.

If they know any singers personally.
If they type in English quickly.
What they do every day before coming to class.
If they carefully ( accurately ) read the news ) ) online.
Which persons they oppose.
Demonstrative Adjectives
You already have some experience using the demonstrative adjectives ‫ (اون) آن‬and ‫ اين‬in your
writing and speaking. To review, look at the following sentences and circle the demonstrative
adjectives:
13 _ 7 _ grammar6
Where do the demonstrative adjectives come relative to the nouns they modify?
………………………………………………………………………………………………………………………
…………………………………………
Although most adjectives come after the noun in Persian, these special adjectives always
comes before the noun they modify.
In the first example sentence, why do we use ‫ را‬after the demonstrative adjective and noun?
………………………………………………………………………………………………………………………
…………………………………………
Remember: demonstrative adjectives automatically make a word specific, so if they modify di-
rects objects, ‫ را‬is necessary!
« »
last/ before
- Look at the examples below and pay special attention to the words and .
What do and mean when they follow a noun like in examples 2 and three?
……………………………………………………………………………………………………………………………
……………………………
What happens when we add the word after these two words? How does the meaning change?
……………………………………………………………………………………………………………………………
What kind of words must follow and ? Remember, these two words are prepositions in
Persian. What kinds of words follow prepositions?
……………………………………………………………………………………………………………………………………
………………………………………………………………………………………………
Look at the two examples below:
How would you describe the two words that come after and in the sentences above?
……………………………………………………………………………………………………………………………………
What does this tell us about infinitives in Persian?
…………………………………………………………………………………………………………………………………
« » « »
1- What is the main idea of the text?
A. Golestan Hotel facilities
B. Bahman Hotel location
C. Bahman Hotel on sale
D. Golestan Hotel location
2- What does the last sentence mean?
Learn the verb “ ‫”قَرار دارم‬ before you answer the questions. ‫ قرار داشتن‬means to plan to see
somebody, for example:
Reading
13 _ 8 _ reading1
Record yourself and submit the audio file.
Spoken-written
Complete the chart. Then, listen to the audio file and check your answers.
13 _ 9 _ spoken-wriiten1
: Discuss with your partner, how would you ask these questions in ‫فارسي گفتاري‬
Normally, what do you do after you study?
Today what did you do before ( ‫ )قبل از‬you came to class?
Before you entered this very university, what were you doing?
Do you think that all Iranians know Persian?
‫گروه ب‬: Discuss with your partner, how would you ask these questions in ‫فارسي گفتاري‬
What are you doing right now?
Normally what do you do after you eat dinner?
Normally, what do you every day do before ( ‫ )قَبْل از‬you come to campus?
Do you think that all )‫ )همه‬Iranians are Persians?
13 _ 9 _ spoken-wriiten2
With your partner, discuss how each sentence would differ in and then take turns
reading the sentences aloud in their spoken variations. After you finished, your instructor
will play the audio file. Listen to the audio file and check your answers
13 _ 10 _ conversation1
If you would like to leave the class for a few minutes you will uses the above question,
"Excuse me, may I go out"? You can also add a phrase to that and make it more specific:
"Excuse me, may I go out for a few moments"?
You can also use another word instead of /bebakhshid/. It is:
/ma'zerat mikhaam/ which is close to "I beg your pardon" seems to be more prestigious
to use. I would suggest that you use it if you are in a more formal situation, for example
when you are talking to your teacher.
Listen to the audio file to hear the examples. Memorize one of the sentences to be ready
to work on a skit with your partner.
At home, listen to the following conversations. They are written in ‫گفتاري‬. Learn how to
say ‫ بله‬or ‫ نه‬to somebody ’ s request.




starts 


by all means 

I've caught a cold 

First practice the conversations with your partner. Then, work with your partner and make
your own conversation and be ready to act it out in class.
- ‫در خانه‬
A. Listen to the song on line and try to follow the lines. There are a few words you know.
What are they? Be aware that this song is sang in “‫گفتاري‬. ” Read the translation of the
lyrics and guess what the underlined words mean.
B. Find the name of the singer and read about him. What is his name? What period this
song belong to?
Now that your work is
Full of deception and lies
Now that your heart is
Miles far from God
Don’t say you love me
I don’t believe that
Don’t say you have only me
I don’t believe that
With your words
You always lie to me

Work with your classmate. Use 3
new phrases you have learned in You want to deceive me
this song to write a very short
You always lie to me
dramatic play! And act it out in
class. To my broken heart
Don’t be so unfaithful
If you don’t love me
Don’t perform/act like this
2- Write a paragraph about your daily schedule. When do you wake up? What time do you go to school?
Do you work as well? What do you do after class or work? How often do you see your friends?...
Shahsavari-Atwood
14 _ 1 _ Vocabulary
14 _ 1 _ Vocabulay2 _ Spoken
‫ترجمه‬
is located
north east
sea/ Caspian sea
I have come - to come
Konkur (University entrance exam in

Iran)
so that I can go
… to get ready- I get ready - to get

ready
although
last year
I was not accepted - I should be

accepted
they think- to think
s/he calls - to call [to call sb]
asks - to ask [to ask sb]
I answer – to answer
They would like me to study
Because
try - to try/ I’ll do my best
otherwise
other
to rest
2 Shahsavari-Atwood
‫ترجمه‬
birthday / birthday party
party
I wear
I should wear - I want to wear
closet, dresser
favorite
It starts
I don’t wear make up
ready
I should go
late, it’s late
gift / to give a gift
story
I’m sure
she will like it (more colloquial)
interesting
to give - ]
subject
important
time
in my opinion
appropriate
3 Shahsavari-Atwood
14 _ 1 _ Vocabulary4 _ spoken
‫ترجمه‬
Clothes
mantou (coat)
pants / jeans
green/ dark green
scarf
white
shoes
socks
backpack
4 pairs
 What is your favorite color?

 I should go now!
 She has 8 pairs of shoes!
 In my opinion, this is not an important issue.
 Although the sea is right besides the house, she does not know how to
swim.
4 Shahsavari-Atwood
14 _ 1 _ vocabulary5
One-piece veil
and neck covering
............................................ .............................................
............................................ .............................................
............................................ .............................................
............................................ .............................................
5 Shahsavari-Atwood
14 _ 1 _ vocabulary6 _ t o see the colors refer
to the online PDF file!
‫ قرمز‬-۹
‫ نارنجی‬-۰۱ ‫ترجمه‬
‫ زرد‬-۰۰
colored; colorful
‫ سبز‬-۰۱
dark
‫ آبی‬-۰۱
light
‫ بنفش‬-۰۱
rainbow
you can use the online colored textbook to see the colors
6 Shahsavari-Atwood
In Persian we say if we want to say: I am wearing green in English.
In other words, we use present perfect in Persian, while we use present progressive
in English.
actor
7 Shahsavari-Atwood
flower
8 Shahsavari-Atwood
1. How many pairs of jeans, shoes and sandals they own.
2. What colors they like/don ’ t like to wear.
3. Who their favorite author is.
4. What their favorite subject is.
5. What they gave to their friend for his/her birthday.
6. What presents they usually give to their family members for their birthdays.
7. If they have a car. What color is it?
8. What is one important subject they are thinking about these days.
9. What their opinion is about last Persian exam ( ‫ )امتحان‬.
10. Who calls them every day.
11. Who is important for them.
12. What actress in their opinion wears too much ( ‫ )زيادی‬make up.
13. What their opinion is about having an entrance exam for US universities.
14. If they are going to rest this weekend.
1. When their birthday is.

2. If they like birthday parties.
3. About a memorable birthday party.
4. What their favorite color is.
5. Who their favorite singer ( ‫ )خواننده‬is.
6. What they gave to their siblings for their birthday.
7. What presents they usually give to their friends for their birthday.
8. How many backpacks they have. What colors are they?
9. What do they think they should wear for school.
10. What their opinion is about going to Tajikistan in summer.
11. If they like Chinese food ( ask in a more informal way ) .
12. when was the last time they rested.
13. Whom they call everyday.
14. If there is anything important that they would like to talk about with their parents.
9 Shahsavari-Atwood
14 _ 2 _ video1
12 – Watch the video one more time and write down the information that was not covered
by your answers to the questions above.
13 – Find Sari on the map!
14 _ 2 _ video2
What their opinion is about this class.
Subjunctive part1
In previous lesson, you learned how to say “ S/he should write ” in Persian. Write the
sentence here: ………………………………………………………………………….
This sentence consists of two words. Part of the second word in the sentence should
look familiar to you. What do you recognize in this word? What looks different? Explain
the parts of the word you do recognize.
.................................. .................................
...................................
is an example of the subjunctive. In this case, the verb “ to write ” ) )

has been conjugated in the subjunctive for he/she/it. The subjunctive has a number of
uses in Persian and we will be exploring some ( but not all ) of those uses in this les-
son. For now, let ’ s focus on how to form the subjunctive.
As you probably noticed, the subjunctive consists of three parts and is formed using the
present-tense stem of a verb. We add to the beginning of the stem and add the
personal verb endings after it. So the subjunctive conjugation usually follows this pat-
tern:
Personal Verb endings Present Tense Stem
Try to conjugate the following verbs for the indicated person. Add ‫ بايد‬before each one.
14 _ 3 _ grammar1
Check your answers!
Two Notes about Compound Verbs in the Subjunctive:
1. Don ’ t forget that when we conjugate compound verbs, we only alter the verbal com-
ponent of the compound verb. So in the case of the subjunctive, we add ‫ بـ‬to the actual
verb ( e.g. )‫ زدن يا دادن‬and not to the other words in the compound verb.
2. When we form the subjunctive in written Persian, we often exclude the ‫بـ‬from
compound verbs that use ‫ کردن‬and ‫شدن‬. In spoken Persian, you will sometimes hear
people use ‫بـ‬on these conjugations, but it is also correct in the spoken to leave it off.
Both are acceptable in spoken Persian but in written Persian it is better form to exclude
‫ بـ‬from compound verbs that use ‫ کردن‬and ‫شدن‬.
Try conjugating the following compound verbs in subjunctive in the written form ( add
‫ بايد‬before each one ) :
14 _ 3 _ grammar2
Check your answers!
Using the subjunctive with :‫ خواستن و توانستن‬،‫بايد‬

The subjunctive has a number of uses in Persian. In this lesson, we are going to focus
on using it with the verbs ‫بايد‬, ‫ خواستن‬and ‫توانستن‬. This structure will allow us to express
what we should/must do, what we want to do, and what we are able to do.
Now that you understand how to form the subjunctive, trying using it in the following
sentences.
Now translate the sentences above into English.

Examine sentences 2, 4 and 6. What do you notice about the verb ‫ ?بايد‬Does it
conjugate normally?
…………………………………………………………………………………………
‫ بايد‬means “ should ” or “ must ” in Persian, and although it is technically a verb, we

usually only use this one conjugation for all people. We use it with the subjunctive to ex-
press the things that we should or must do now or in the future.
Look carefully at the Persian sentences above. What do you notice about the sentence
order? Where do ‫بايد‬, ‫ خواستن‬and ‫ توانستن‬come in the sentence? What about the verb
in the subjunctive? And everything else?
……………………………………………………………………………………………………………
……………………………………………
Draw a diagram of sentences that use two verbs ‫بايد‬, ‫ خواستن‬or ‫ توانستن‬plus a verb in
the subjunctive. Share your image with your classmates and your instructor!
Use your knowledge of the subjunctive to write sentences of your own. Use ‫بايد‬, ‫خواستن‬
and ‫ توانستن‬at least twice, and try to create sentences that use at least three or four
verbs, like sentences 4 and 6 above!
«»
14 _ 4 _ listening1
have worn
14_4_listening2
Write an appropriate question for each answer you hear. There might be more than one
question for each sentence. You only have to write one!
14_4_listening3
‫ ؟‬...................................................................... -۰
‫ ؟‬...................................................................... -۱
‫ ؟‬...................................................................... -۱
‫ ؟‬...................................................................... -۱
‫ ؟‬...................................................................... -۵
‫ ؟‬...................................................................... -۶
‫ ؟‬...................................................................... -۷
‫ ؟‬...................................................................... -۸
‫ ؟‬...................................................................... -۹
‫ ؟‬...................................................................... -۰۱
‫ ؟‬...................................................................... -۰۰
‫ ؟‬...................................................................... -۰۱
‫ ؟‬...................................................................... -۰۱
‫ ؟‬...................................................................... -۰۱
14_5_pronunciation1
‫مس‬
‫خيام اگر زباده تي خوش باش‬
Khayyam, if thou art drunk with
wine, be glad! ...........................................
If seated next to one with tulips
‫نشس‬
cheeks, be glad!
Since the world’s work has no ............................................ ‫با الهل رخي اگر تي خوش باش‬
hereafter, think then
‫ن يس‬
Though mightiest not be-but since
‫چون عاقبت کار جهان تي است‬

thou art, be glad!
...........................................
Omar khayyâm
Translated by Edward Fitzgerald
‫هس‬ ‫ن يس‬
............................................ ‫ چو تي خوش باش‬،‫ان گار هک تي‬
‫عم‬
‫ر خيام‬
From Britannica:
“Omar Khayyam, Arabic in full Ghiyāth al-Dīn Abū al-Fatḥ ʿUmar ibn Ibrāhīm al-Nīsābūrī al
-Khayyāmī (born May 18, 1048, Neyshābūr [also spelled Nīshāpūr], Khorāsān [now Iran]
—died December 4, 1131, Neyshābūr), Persian mathematician, astronomer, and poet,
renowned in his own country and time for his scientific achievements but chiefly known to
English-speaking readers through the translation of a collection of his robāʿīyāt
(“quatrains”) in The Rubáiyát of Omar Khayyám (1859), by the English writer Edward
FitzGerald.
His name Khayyam (“Tentmaker”) may have been derived from his father’s trade. He
received a good education in the sciences and philosophy in his native …”
Read from Iranica:

“No doubt Omar Khayyam had the greatest impact on literature and society in countries where English was spoken.
Among the writers who were deeply influenced by FitzGerald's Khayyam were T. S. Eliot and Ezra Pound (D'Ambrosio,
passim). But Omar Khayyam was translated and discussed in other countries as well, especially in France and
Germany. In his Bibliography, Potter lists 114 versions of Omar Khayyam's Robāʿiyāt in 25 languages, of which 18
versions are in French and 37 in German (Potter, pp. 133-58). And an endless stream of editions and translations was
to follow in the years after 1929.”
Culture: What do people wear?
"I arrived in Iran in a loose-fitting shalvar kameez

(long roomy tunic and pants) only to find myself
hideously outclassed by the Iranian women who
dress with a great sense of style. Modern Iranian
women dress a lot like modern American women,
with one important difference. In public, they must
always wear a long coat over their regular clothes
and are required to cover their heads with a scarf.
It is the law. The coat and scarf need not be black
-- the more adventurous fashion plates wear
muted greens and beiges and even earthy reds.
Their coat buttons can be decorative and it is
perfectly acceptable for women to allow wisps of
hair to frame their faces. Many females carry
briefcases to and from work as they click down the
sidewalks in high heels."
B) Research online and find out what is not acceptable

to wear when you are on the street in Iran.
Help them choose appropriate cloths.
« »
Because ‫ را‬is such an important concept in Persian grammar, it is a good idea to keep it in your
mind and to continue developing your understanding of it.
Review:
Do you remember the basic rules governing ‫?را‬
1. ‫ را‬marks …………………. direct objects.
2. ‫ را‬is written immediately …………………. after the …………………. direct object and
any adjectives that modify it.
3. ‫ را‬is pronounced …………………. When you read aloud, for example, you cannot
pause between ‫را‬and the direct object.
4. In spoken Persian, ‫ را‬is pronounced as /ro/ when…………………. and /o/ when
…………………. .
As we mentioned before, it is a good idea to organize new verbs that you learn according
to whether or not they are transitive. Update your list using the verbs from Lessons 11-13.
Transitive Intransitive
Look at the following sentences:
What is special about these examples?

…………………………………………………………………………………………………….
Why is it possible to use both an indefinite /ye/ and ‫ را‬at the same time? Are specific and
indefinite the same thing?
………………………………………………………………………………………………………………
New Information:
Translate the two sentences below:
The second sentence would be grammatically incorrect without ‫را‬. Can you guess why?
Hint: in English we indicate general direct objects using the plural. But how do we achieve
this in Persian?…………………..………………………………………………………………………
………………………………………………………………………………………………
The second sentence would be grammatically incorrect without ‫را‬. Can you guess why?
……………………………….………………………………….…………………………………………
………………………………………………………………………………
Practice 1: Read the following paragraph. Work with a partner and determine where ‫ را‬is
necessary.
immigration :‫مهاجرت‬
14 _ 5 _ grammar1
Check your answer!
« » « » « »
In class-
1- Read the following sentences and write the best English equivalent that you can .
2- Read the following sentences and write the best Persian equivalent that you can.
Yesterday was my father’s birthday.

Women in Iran must wear headscarves and manteaus.
My sister has two pairs of green jeans.
The party starts at 9:00 pm.
It’s late! I have to go to the coffee shop now.
Try to translate the following sentences into English:
In the second sentence, why do we use ‫?از اين که‬

………………………………………………………………………………………………………………
…………………………………………………..
In Persian, prepositions ( like ‫ )از‬must be followed by a noun or a pronoun. If you want

to follow a preposition with a verbal clause ( l ike in sentence 2 ) , then you have to use
‫ اين که‬after the preposition. In this case, ‫ اين‬is standing in for an entire sentence and ‫که‬
lets your reader or listener know that you are about to explain exactly what ‫ اين‬is.
It is not necessary to have complete control of this concept right now. We will continue to
review this rule. But when you use a preposition it is useful to think whether a verbal
clause or a noun is following that preposition. If it is a verbal clause then don ’ t forget the
‫اين که‬.
In groups of two take turn and complete the sentences.
« » « »
When
complete
Skim the text below and try to answer these questions.
1- What is this passage about and who wrote it?
2- Fill in the chart below with the missing information The chart has been written in
spoken form.
3- What are some of the writer's favorite hobbies? How does she usually spend her
Friday nights.
4– Find at least 5 verbs which are in the subjunctive and underline them.
5– Listen to the audio file and find examples of present perfect in the text.
Note: This text is written in spoken form. The dialect of Tehran can be
detected in the text as well. In some places “ra” is not written,
however it included in the form of pish (o sound) which is normally not
written. For example, after “suratam”, line 3 we would use “ra” in
written form. You can listen to the text to hear where “ra” is missing.
from a Persian blog: http://anne-sherli.blogfa.com/
14 _ 6 _ reading1
this text is written in spoken form
« »
« »
14 _ 6 _ reading2
4- Fill out ‫ ’بهرنگ‬s schedule below according to the text with as much information as you can.
Record yourself and submit the audio file.
Compare your chart with your classmate. How are they the same? How are they different?
Tell the class about your partner's routine.
At home- “ Both...and…” “ N either...nor ”

Review the following sentences and underline the correlative conjunctions which are repeated
twice in each sentence.
14 _ 6 _ reading3
Listen to the sentences you just read. Pay attention to how they are pronounced.
At home- Use the same structure to gossip about people ! Write 5 sentences.
In class- Share your gossip with your partner and choose the two most interesting pieces of gos-
sip to share with class.
Spoken-written
Review the chart below, compare the sentences in and and underline the
words that are different.
14_7_written_spoken1
Listen to the audio file and learn to say the following phrases.
In class, take turn and tell your classmate the following sentences in ‫فارسب گفتاري‬.
You have a friend who came to Austin ( or the city you live in now ) last night, and you
will call him tonight.
Your mother called you yesterday after a week, and you will call her tonight and tell her
that you will call her everyday from now on ( ‫)از اين به بعد‬
Your friend sent his best to them.
Your classmate doesn’ t have the Persian textbook and If they can give the textbook to
her.
1- Review the chart below, compare the sentences in goftaari and neveshtaari and under-
line the words which are different.
14_8_conversation1




what a :!‫ چه مصيبتي‬/‫عجب مصيبتي‬

disaster!

new :‫نو‬ 
We use this expression —‫ کجاست‬:‫کو‬
when we are asking where sth is 
when we expect it to be close to us
let me see :‫بذار ببينم = بگذار ببينم‬ 
problem :‫مشکل‬





In Persian, to express either…or…we use:
To express neither...nor… we use:
To express both...and… we use:
1- Now in groups of two, practice saying the following sentences in Persian:
We are thirsty and we have neither water nor coke.
My mother likes both tea and coffee.
Your friend's father likes neither tennis nor volleyball.
Her sister neither works nor studies.
We will eat either a sandwich or sushi for dinner tonight.
She will go to school either on Thursday or Friday.
They would to go to either Iran or Turkey.
His brother doesn't want to go to Canada or England.
Check your answers with the instructor before you start the following game.
- The whole class will play the chain game. One students starts with the first sentence and the
second student should add more information to what was previously said, while using ‫ هم‬to add
more information.



3 – Do the same with .




- ‫در خانه‬
A. Listen to the song online and try to follow the lines. There
are a few words you know. What are they? Be aware that this
song is sung in “‫نوشتاري‬. ”
http://www.youtube.com/watch?v=5HuFzgZdLHs
“The Sky’s Peak,” “I Feel Passionate

Tonight,” or “The Stars’ Revolt” is a
famous song with lyrics by Karim
Fakoor and music by Homayoun
Khorram. This song was first per-
formed by Parvin.
Parvin was born Parvin Zahrā’i

Monfarad in 1938 in Tehran. She
was a successful traditional Iranian
singer, who performed a significant
number of songs during her rela-
tively short tenure as an artist.
In 1974, Parvin retired from singing,

and since the Revolution of 1979,
information about her has been
Work with your classmates and use 3

new phrases you have learned in this
song to write a very short dramatic
play. Act it out in class!.
« » « » « » « »
« » « »
o ur
For y ation
info m
r
2- Write a paragraph consisting of at least five sentence in which you explain what a student should do in
order to be successful at this university.
new
let me see
problem
‫ آتوود‬-‫شهسواري‬ Shahsavari-Atwood
Key words: Before you begins, learn to recognize the following key words.
15 _ 1 _ KeyWords
practice complete
again compare
watch wrong
It means correct
15 _ 1 _ Vocabulary
15 _ 1 _ Vocabulay _ S poken
‫ترجمه‬
trainer
I used to live
to help
in order to
serious
kind
poem / poet
music
at least
various
s/he would come - used to come
s/he would go - used to go
s/he returned - s/he returns
s/he decided / s/he decide
s/he opened - we have opened
s/he said– s/he says
‫ آتوود‬-‫شهسواري‬ Shahsavari-Atwood 2
‫ترجمه‬
would you help me?
the best
place
the world
only
a few months– several months
Almost - approximately
Some/ some of the
somebody / the people
some of those who...
they sit - to sit
I stay - I would stay
it depends
customer
we would have - we should have
about (approximately)
Lamp - light
I turn off
alone, by myself
roommate
now
until now
Not
future
1. Who in their family is kind.
2. If they know anyone who is interested in poetry.
3. Who their best friend is.
4. What their favorite subject is.
5. If they know of different/various cities in Iran.
6. If they can sit on a coach for six hours and study.
7. If they used to help their parents when they were kids.
8. If they close the door to their bedroom when they sleep.
9. At least how many hours they study every day? ( start your question with ‫)حداقل‬
10. What they are going to do in near future.
1. If their best friend lives in this city.

2. When they returned home last night.
3. If they stay at school after the class.
4. If they used to go to church ( ‫ )کِليسا‬w hen they were a child
5. What some of the students in this class are wearing.
6. If they would like to sit in this class for more than an hour.
7. If they live alone.
8. If they used to read story books when they were kids.
9. What ’ s the minimum amount of money they need to buy lunch. ( start your question
and answer with ‫)حداقل‬
10. How many bedrooms their future house should have.
15 _ 2 _ film1
Read the following sentences:
.‫وقتي بچه بودم در رشت زندگي ميکردم‬
15 _ 3 _ Grammar1
‫پارسال روزهاي سهشنبه به کالس موسيقي ميرفتم‬
These sentences feature a new verb tense ( ,)‫گذشته استمراري‬but luckily it is formed using pieces that you
know so you should recognize the verb. Do you think this new tense is a past tense or a present tense?
How do you know? What words in the sentence indicate this?......................…………………………………
……………………………………………………………………………………………………………..…………..
You already know the simple past, which describes actions that took place in the past one time, like in the
examples below:
.‫چهار سال در شيراز زندگي کردم‬
15 _ 3 _ Grammar2
.‫دو سال پيش به ايران آمدم‬
However, ‫ گُذَشته اِستِمراري‬is used in a different way. Read the first set of examples again. What do you
notice about the period of time in which the action of the verb takes place? Is the action happening in a sin-
gle instance or over a period of time? How do you know? ………………..……………………………………
……………………………………………………………………………………………........................................
..........................................................................................................................
Based on the information above, can you describe when we use ‫ گُذَشته اِستِمراري‬in Persian? Be sure to
check your answer with your instructor and classmates in class. …………………….…………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………
Look at the two examples below and explain why simple past ( ) is used in the first sentence
while ‫گذشته استمراري‬is used in the second.
.‫دو سال پيش به ايران آمدم و به شهرهاي مختلف رفتم‬
15 _ 3 _ Grammar3 .‫ به شهرهاي مختلف ميرفتم‬،‫وقتي به ايران ميآمدم‬
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
…………………………………………………………………………………………………
To review circle the correct word in the parenthesis: ‫ گذشته استمراري‬is a (past / present) tense that describes
either actions that took place (over a period of time / in a one instance) or (habitual / single) actions.
Forming ‫گُذَشته اِستِمراري‬
Examine the sentence below carefully and underline the two examples of: ‫گُذَشته اِستِمراري‬
This verb tense is formed using familiar pieces. What do you recognize in the verb?
……………………………………………………………………………………………………………………………
……………………………………
‫ گُذَشته اِستِمراري‬is formed simply by adding to the simple past tense form that you already know. To help
you visualize the form, fill out the diagram below with the proper information:
+
Apply this information by filling out the chart below. Check your answers with your instructor. Don’t forget
what is special about the third-person singular ‫ او‬in the simple past!
‫ما‬ ‫من ميگفتم‬

‫شما‬ ‫تو‬
‫آنها‬ ‫او‬
Read the two sentences below:
15 _ 3 _ Grammar4
Which sentence has a verb that is pronounced /mi-khorad/ and which sentence has a verb pronounced as /
mi-khord/? How do you know? …………………………………………………………………………………
………………………………………………………………………………………………………………………
………………………………………………………………………………………………………
Negating
The sentence below includes the is the negated form.
15 _ 3 _ Grammar5
What do you notice about how we negate this verb tense? It is similar to the negation of which other verb
tense? ………………………………...…………………………………………………………………………………
………………………………………………………………….…………………………………………………………
……………………………………………………………………………………………………
‫‪Fill out the chart below using the negated conjugation of‬‬ ‫‪.‬‬
‫ما‬ ‫من‬
‫شما کمک نميکرديد‬ ‫تو‬
‫آنها‬ ‫او‬
‫‪ using the indicated subject pronoun. As you‬گذشته استمراري ‪: Conjugate the following verbs in‬‬
‫!‪conjugate each verb, say it aloud‬‬
‫‪........................................‬‬ ‫‪ -۱‬تو ‪ +‬نوشتن‬
‫‪.........................................‬‬ ‫‪ -۲‬شما ‪ +‬توانستن‬
‫‪15 _ 3 _ Grammar6‬‬ ‫‪.........................................‬‬ ‫‪ -۳‬ما ‪ +‬سعي کردن‬
‫‪Check your answers here.‬‬ ‫‪........................................‬‬ ‫‪ -۴‬او ‪ +‬تصميم گرفتن‬
‫‪........................................‬‬ ‫‪ -۵‬آنها ‪ +‬کار کردن‬
‫‪........................................‬‬ ‫‪ -۶‬تو ‪ +‬حرف زدن‬
‫‪.......................................‬‬ ‫‪ -۷‬شما ‪ +‬برگشتن‬
‫‪.......................................‬‬ ‫‪ -۸‬من ‪ +‬خوابيدن‬
‫‪: Fill in the blanks using the indicated verb conjugated in either the simple past tense or the‬‬
‫‪. Then explain in detail why you chose that tense.‬‬
‫‪ -۱‬من پارسال روزهاي سه شنبه به باشگاه‪( ....................‬رفتن) و به مربيام ‪( ..........................‬کمک کردن) ‪.‬‬
‫‪..............................................................................................................................................................................‬‬
‫‪ -۲‬ديروز استادمان ‪( ...........................................‬تصميم گرفتن) هفتهي آينده کالسمان ساعت دو شروع شود‪.‬‬
‫‪..............................................................................................................................................................................‬‬
‫‪ -۳‬برادرم وقتي که بچه بود فقط لباس سبز ‪( .............................................‬پوشيدن) و وقتي کسي به او لباس رنگ‬
‫ديگري ‪( ............................‬هديه دادن)‪ ،‬ناراحت ‪( ..................................‬شدن)‪.‬‬
‫‪..............................................................................................................................................................................‬‬
‫‪ -۴‬يکي از دوستانم وقتي در دبيرستان بوديم هر روز زيادي ‪( ...........................................‬آرايش کردن)‪.‬‬
‫‪..............................................................................................................................................................................‬‬
‫‪ -۵‬آنها در گذشته ‪( ....................................‬توانستن) در کافي شاپ کار کنند اما االن نميتوانند‪.‬‬
‫‪..............................................................................................................................................................................‬‬
‫‪ -۶‬من پارسال از ايران ‪( .............................................‬بر گشتن)‪ .‬آنجا ‪( ...................................‬زندگي کردن)‬
‫چون ‪( .........................................‬خوانستن) خوب فارسي حرف بزنم‪.‬‬
‫شهسواري‪ -‬آتوود‬ ‫‪Shahsavari-Atwood 10‬‬

: Listen to the audio file. You will hear 6 sentences. Write the translation of the sentences
you hear in the appropriate column. The sentences which have in right column,
and the ones with in left. 15 _ 3 _ Grammar7
: Read the English sentences below and write the closest Persian equivalent that you can
think of.
1. Last year in history class, I sat in the very chair every day.
…………………………………………………………………………………………………………..
2. When I was a child, I would stay at my grandparents’ house for the summer.
…………………………………………………………………………………………………………..
3. When we would go to Iran, my little sister didn’t want to wear her headscarf.
………………………………………………………………………………………………………..
4. Some of the people who were at the party used to live in New York but decided to come to
California last year. …………………………………………………………………………………………………………..
5. Last year my favorite class would start at 3:00 and we would always talk about interesting
topics. …………………………………………………………………………………………………………..
Note: The third-person singular conjugation for ‫ گذشته استمراري‬of the verb ‫ خوردن‬is written the
same as the third-person singular conjugation for ‫( زمان حال‬simple present tense). However, it is
pronounced differently:
what a good time!
I wish I would
Read the following sentences and translate them into English. 15 _ 3 _ Grammar8
You already know that the verb tense that is being used in the sentences above is similar to the
English present perfect (I have come; she has lived; you have not seen). Take a moment and
think about how we use this tense in English. What are you implying when you use it?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………
when we want to reference something that has happened in the ‫ گذشته نقلي‬in Persian, we use
past but is still relevant to the present conversation or discussion. As you can imagine, context is
really important to determining when use this tense and for understanding the nuance that it
implies. In the space below, write in English three scenarios in which you might use this tense. Be
sure to set up a context and explain why this tense is necessary.
1)…………………………………………………………………………………………………..
……………………………………………………………………………………………………..
2)…………………………………………………………………………………………………..
……………………………………………………………………………………………………..
3)…………………………………………………………………………………………………..
……………………………………………………………………………………………………..
4)…………………………………………………………………………………………………..
……………………………………………………………………………………………………..
A Few Exceptions
Note that there are instances in which we use this verb tense in Persian when we wouldn ’ t nec-
essarily use it in English. The most notable examples involve three verbs that you already know.
Look at the sample sentences below and translate them into English.
‫گذشته‬In Persian, we describe these states of being (wearing, sitting, and sleeping) using the
, even though we are talking about the present. Keep these exceptions in mind and be on the ‫نقلي‬
lookout for others as you continue to build your Persian vocabulary!
Forming ‫گذشته نقلي‬

Based on the information that you already know, use the space below to create a formula for
. Look at page 110 in Volume 1 of Persian of Iran Today for a good model for ‫گذشته نقلي‬forming
visualizing verb conjugations. Try to use that model in your own formula.
How would you create a model for the negation of this verb tense?
Pronouncing ‫گذشته نقلي‬in spoken Persian

In spoken Persian, ‫ گذشته نقلي‬sounds very similar to ‫ گذشته ساده‬or the simple past.
Listen to the following examples below very carefully and try to determine the differences
you hear between ‫ گفتاري‬and ‫ نوشتاري‬and between ‫ گذشته ساده‬and ‫گذشته نقلي‬.
15 _ 3 _ Grammar9
Listen to the audio file again. Now record your own audio file and send it to your teacher. Try to
copy the voice that you hear exactly. Pay special attention to where the words in the sentence are
being stressed.
Now that you have heard examples and even tried recording them yourself, try to explain the dif-
ference you hear between ‫گذشته ساده‬and the spoken form of ‫گذشته نقلي‬. Be prepared to share
your answers with your classmates.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………
Note that there is no common writing system for writing ‫ گذشته نقلي‬in ‫گفتاري‬. You may see people
write it in the same way that they would write it in simple past, or they sometimes people write it
the same way they write it in ‫ نوشتاري‬form of ‫گذشته نقلي‬, even though the pronunciation is slightly
different. In this textbook, for the sake of clarity, we have chosen to write it in ‫ نوشتاري‬.
Listen to the audio file, and determine whether the ‫ گفتاري‬sentences you hear are in ‫ گذشته ساده‬or
‫گذشته نقلي‬. Listen for both things like stress but also key words.
15 _ 3 _ Grammar10
Listen to the audio file and complete the following sentences. What are these verbs are
called in Persian grammar?
15 _ 3 _ Grammar11
Fill in the blank with appropriate forms of .
You have already learned that the use of in Persian is often determined by certain
trigger words. Look at the sentences below.
Why do these sentences require the subjunctive? What triggered the use of the subjunctive?
……………………………………………………………………………………………………………………………………………………
In the box below, list the subjunctive “trigger” verbs that you have learned up until now. Be
prepared to share your list in class.
As you continue to expand your vocabulary, you will want to keep up with this list and continue
adding trigger words. If you are uncertain, then make sure you listen to the sample sentences that
come with each vocabulary word.
A New Trigger Word
Read the following sentences and try to translate the sentences
Based on the sentences above can you guess what tā means in these sentences
The word tā in Persian has many meanings but when tā is used as a conjunction and followed by
the subjunctive tense like in the sentences above then it means “in order to So it indicates the
reason that a subject has completed or will complete a particular action
In Unit 14, you learned a similar construction. Do you remember what it is? Write a sample sentence
below that uses it.
…………………………………………………………………………………………………………………………………………………
Keh + subjunctive and tā + subjunctive convey very similar meanings. Both indicate the reason that the
subject has undertaken or will undertake an action. The main difference between the two structures is
that tā tends to be used more often in spoken Persian; however, both structures are used in both written
and spoken. The two examples below, for example, are almost identical and both written in the Spoken
form.
15 _ 3 _ Grammar12
Try to use both constructions in your written homework assignments and when you are speaking in class.
A– Choose the appropriate verb in parenthesis to complete the sentences below. Make sure to conjugate
the verb.
B– First review the different kinds of trigger words for the subjunctive in Persian, then choose the
appropriate verb in parenthesis to complete the sentences in ‫تمرين‬. Make sure to conjugate the verbs.
15 _ 3 _ Grammar13
15 _ 3 _ Grammar14
« »
15 _ 3 _ Grammar15
Two Subjunctive Exceptions
There are two verbs in Persian that are irregular in the simple Present tense Do you remember what
they are
To be” and “to have” are also irregular in the present tense subjunctive Use the information in the
charts below to complete them
We use these verbs in the subjunctive just like any other verb the only difference
is that they are formed differently Please make sure you commit these
conjugations to memory and practice using them in class and in your assignments
Another Use for the Subjunctive
At this point, you should be comfortable with the idea that the subjunctive is triggered by certain words.
However, there are also instances in which we choose to use the subjunctive in order to express
uncertainty. Consider the following example from your vocabulary sample sentences.
I think we should have good weather today.
In this sentence, we know that the verb fekr kardan is not one of our trigger words for subjunctive.
Compare However, we have the option of using the subjunctive with this verb to suggest some doubt.
the sentence above with the following sentence.
I think we will have good weather.
The two meanings are very similar. Can you explain the difference in your own words?
………………………………………………………………………………………………………………………………………………………
………….
We will be exploring the idea that the subjunctive can also be used to express doubt our uncertainty
later in more depth. For now, when you use the verb fekr kardan, pay special attention to how certain
you are of what you “think.”
dreams and hopes
:‫ جملههاي زير را کامل کنيد‬-۴
15 _ 4 _ Listening1
3 ) We know that in Persian we usually drop subject pronouns, and this is especially true
of the first-person singular unless we want to emphasize or add contrast. Read what
Saeed said once again and try to find the potential ‫من‬s in the text.
15 _ 4 _ Listening2
What is the subject of each sentence?
4 ) Charades: In groups of three write five sentences. Try to use different tenses in your
sentences. Write each sentence on a separate sheet of paper. You will give one sheet of
paper to one of the student from another group, s/he will act the sentence out for his/her
own group, after first drawing as many lines as there are words in the sentence. Your
competition has to figure out the tenses of the verbs too.
15 _ 5 _ pronunciation2 try to say geese in English. How do you

pronounce the beginning?
: Below you will find three entries about famous Persian poets. Each entry features an
introduction about the poet in Persian, a representative poem, an audio file of the poem, and a
brief description of the poem. Read the documents and listen to the corresponding audio files.
Use these materials to determine what makes each of this poets unique, and then pick one poet.
Use the audio file to memorize the poem by the poet you have picked. Record the poem and
send it to your instructor by email.
» « »
« » « » « » « » « » «
The poet talks to his beloved about the constant

presence of beloved in his mind:
I will never and do not want to wake up from this desired
hangover, you were sitting in my heart before I was born
You are not like a sun, falling into presence and absence
Others come and go, you are the one who stays
« »
You have come from the suns and the dawns

From the mirrors and the silks.
[. . .]
I
Stand up!
A light in my hand, a light in my heart.
I polish away the rust from my soul.
I place a mirror in front of your mirror
In order to create an eternity
: Work with a partner and explain in Persian why you picked your poet. What about this
poet was interesting to you? Listen carefully to your partner's explanation You may be required to
explain your partner's logic to the class! At the end of class, each of you will be required to recite
the poet that you picked, so make sure you have rehearsed it!
15 _ 6 _ culture1
population
literate
Official language
dialect
Religion
Muslim
Christian
Zoroastrian
gardens Jewish
Baha'i
different
15 _ 6 _ culture2 follower
15 _ 6 _ culture3
1- Read the following advertisements and decide with your classmate which tour you will
reserve. Why? (source of text and picture: http://www.silkfly.ir/Intours.asp)
DBL
DBL
DBL
DBL
DBL
DBL
2- Now, look at the most up-to-date version of the prices for option #6:
DBL
How different it is with the prices from 2 years ago?
And pay attention to “ how superlative adjectives are expressed in Persian. ”
1- You learned that means “ …?….. ” and means “ ……?…... ” . There are
three superlative adjectives in the following text which mean “ the most assured ” ,
“ t he healthiest ” , and “ the easiest/most comfortable ” . Find the words.
Thin/Easy/Fast/To become thin/ Don ’ t miss/A cup of tea
http://taban00.mihanblog.com/
15 _ 7 _ reading1
« » « »
15 _ 7 _ reading2
Music by: Hossein Alizadeh And Madjid Khaladj\Iranian Music, Improvisations/ Daramad
read it out loud at home and record yourself . Submit the audio file.
to put
doll
to bring
to buy
falls- to fall
They want to sell
‫آقا و خانم اسميت‬ ‫کامران و دوستش‬
Spoken-written
15 _ 8 _ spoken/written









to understand 
as a sign of respect when you 

refer to somebody who has said sth

as a sign of being humble,
when you refer to yourself







Listen to the song online and try to follow along. There are
a few words you know. What are they? Be aware that this
song is sung in “‫گفتاري‬.” Read the English summary of
the lyrics and guess what the underlined words mean. You
can probably find a performance by Googoosh by looking
for ‫گوگوو‬- ‫هونه يگکشجنا‬. You can also find an audio file
by looking for “ ‫”دانلود آهکگ گکشجک هاي هونه گوگوو‬
 Oh, the light behind every reason 
 is illuminating because of you, is illuminating because of 

you
 Oh, your beautiful words befriend me with my own self 
 The sparrows of this house and I are used to seeing you 
 For the sake of seeing you, we will fly from the nest 
 Once again we will come, like everyday. 
 ( B ecause ) you throw seed for us. 
 The sparrows and I will die if you are not home. 
 Your name has always been the first thing and last thing 
that I say
 I have called your name so many times that my breath 

smells like you
 The scent of your beautiful words, ( is like ) the scent of a 

dessert full of copses
 You are the same color 
 As the red cheeks of a lover 
 My poem is the same color as your eyes, the color 
 of pure chastity 
 the most beautiful color I have ever seen 
 the color of amber 
 The sparrows of this house and I 
 are used to seeing you 
 For the sake of seeing you, we will fly from the nest 
you can start reviewing and practicing the verbs on pages 31-33 to be more ready for this exer-
cise
to bring/he
to read/we
to work to have
to have to be
to have
to have
to eat
to go
to read
to repeat to understand
to see
to bring/I
to say/he
to live
to answer to ask
to come/you
to go to live/I
to help her/I
to sit/I
to play
to eat to think
to sleep to decide
to stay to give
to wear
to see
to sleep
to wear
to guess
to put
to buy/ we
to wake up
to open
to return to get ready/you
to rest
to exercise to come
to study to run
to try
)to say to close
to turn off
to listen to understand
to help
to write
to complete
to know
to be located
to speak to fall
)for reference(

Shahsavari A., Atwood B. - Persian of Iran Today. An Introductory Course. Units 11-15 - 2015 PDF

Uploaded by

Copyright:

Available Formats

Shahsavari A., Atwood B. - Persian of Iran Today. An Introductory Course. Units 11-15 - 2015 PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Shahsavari A., Atwood B. - Persian of Iran Today. An Introductory Course. Units 11-15 - 2015 PDF

Uploaded by

Copyright:

Available Formats

Shahsavari-Atwood

Watch and listen

I study electrical engineering

very much, a lot

weather/ Austin ’ s weather

Complete the charts and learn the vocabulary.

A. Find out from your classmates in Persian:

1. What time they go home on Thursdays.

B. Find out from your classmates in Persian:

1. What time will they come to the university on Friday.

B. In class, discuss with a partner what you learned about .

2. Consider the following question:

Why do you think that ‫ را‬follows ?

3. Look at the following question:

Let ’ s pull out the most basic part of this question:

.‫ در اِصفَهان زندگي ميکنيم‬- ‫ در کجا زندگي ميکنيد؟‬-۱

Fill in the blank using the appropriate question word.

6 – Now read these questions.

Watch the video of ‫ رها‬and answer the following questions.

1 – How does she pronounce ‫? را‬

3 – Listen again to Raha, and write what she says.

Go to http://www.iranchamber.com/calendar/converter/iranian _ calendar _ converter.php/

Examine the following example:

Forming the Simple Past

‫خورد‬ ‫خوردن‬ ‫خوردن‬

Negating the Past-Tense

What did we add to the past-tense conjugation to negate it?

.......................................................................... .‫ فردا ليلي را ميبينم اما برادرش اينجا نيست‬-۱

what else did you do

Do you remember what function the word plays in this sentence?

Look at the examples below:

In class, read through the caption for this picture and

Look at the following words. which ones are in spoken form?

At home, listen to the audio file and check your answers.

12 _ 0 _ KeyWord page to use to complete

sleep/ asleep (noun)

I wake up from sleep

I both study and work.

till 8 o’clock– until

painting– she paints

since tomorrow– from ...

the last time that...

ago– three years ago

when (when she goes to school)

to see/ I see/ for visiting

that, which, who

Review the verbs

A. Find out from your classmates in Persian:

1. What time they ate dinner yesterday.

B. Find out from your classmates in Persian:

1. If they were tired after class yesterday.

B. In class, discuss with a partner what you learned about .

There are cases in which we do not add an unstressed ye to words modified by a ke

Think about the relationship between the following pairs:

-Words that end with ‫ ا‬or ‫و‬

-Words that end with ‫ ـه‬:

Indefiniteness and Yek (Ye)

Look at the two examples below.

Our professor likes the book which is on table.