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PERSIAN OF IRAN TODAY AN INTRODUCTORY COURSE VOLUME 1 (2015) - page 6

4. Use the vocabulary from this lesson to fill in the blanks in the sentences below.

The sentences in parentheses are in the spoken form.

.تسا ینارهت وا ،هلب - ؟تسا نارهت

امش تسود .1

.تسا بوخ ناروتسر نیا

2

.دروخیم بآ ،درادن تسود

مردپ .3

).هنوخ

؟

اجک( .4

؟یروخیم بآ ؟یا

5

.تسا اپورا رد مهاگشناد

متسه ییاکیرمآ نم .6

)

نم .تسا مرگ اجنیا( .7

.هلب - ؟

ناروتسر نیا رد .8

.ایناپسا دیردام رد- ؟ینکیم

اجک .9

5. Listen to what Ali says and answer the following questions in complete

sentences in Persian.

Grammar 1

؟تساجک لها و دراد لاس دنچ یلع .1

؟دنکیم یگدنز اجک وا .2

؟دنکیم یگدنز یک اب .3

؟دروخیم ار شماش و راهان اجک .4

5. What is his room like?

6. How does he get to school?

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PERSIAN OF IRAN TODAY

A New Verb

Grammar 2

وگ -نتفگ

The verb “to say” will add depth to your abilities in Persian

by allowing you to communicate your own ideas and the

)مگیم( میوگیم

نم

ideas of other people as well. Use your knowledge of

وت

present-tense verb conjugations to complete the chart

(نوا( وا

below. The spoken variation is included in the parentheses.

Listen to the audio file to check your answers.

ام

)نیگیم( دییوگیم

امش

(ننکیم( دننکیم

(انوا( اهنآ

check your answers again!

گ - یوگ -نتفگ

Read the following sentences with the verb “to say” and

مگیم

میوگیم

answer the questions below.

یگیم /نیگیم

ییوگیم /دییوگیم

.دوریم هناخباتک هب زور ره دیوگیم متسود .1

هگیم /نگیم

دیوگیم /دنیوگیم

).هنوخباتک هریم زور ره هگیم متسود(

میگیم

مییوگیم

).همرگ اجنوا نگیم( .تسا مرگ اجنآ دنیوگیم .2

نیگیم

دییوگیم

نگیم

دنیوگیم

1. What do you notice about the sentence structure when this verb is involved? This structure is similar to

sentences with what other verb that you know?

………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………

2. How do you think this verb is being used in the second sentence? (Hint: Do we necessarily know who the

subject is?)

………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………..

Fill in the blank using the appropriate present-tense conjugation

of the verb “to say” and translate the sentences into English.

.تسا بوخ یلیخ ناروتسر نیا

مردام و نم .1

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Writing exercise نتشون

Write a paragraph about yourself. Try to talk about where you are from, what you do, how old you are, where

you live, how many siblings you have, where they live and how old they are, etc.

Speaking Activities ندز فرح

In Class:

Review the vocabulary on page 110 and 111 about telling someone how you feel, then play charades with one of

your classmates. Make a face indicating how you feel and your partner will guess the emotion in Persian.

Homework:

Review the vocabulary and grammar note and think about how you would ask the following questions. Practice

them aloud several times so you can ask them fluidly in class, and think about how you might answer these

questions yourself.

~ Where do you live?

~ Where does your mother live? Where does your father live?

~ Do you go to your mother’s house?

~ Are the students in this class lazy?!!

~ Is this room cold or warm?

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UNIT 8

ص

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ج

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چ

ق

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ک

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گ

د

ل

ذ

م

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ژ

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!ريخ هب نوتحبص

Good morning!

Welcome!

!ديدمآ شوخ

Cultural Note یگنهرف تشاددای

.ديدمآ شوخ ،ریخ هب نوتحبص

Being an early bird is a valuable trait according to Iranian culture. There are a number of Iranian proverbs and

poems that suggest that waking up early in the morning may help one have a successful day. “ات شاب زیخرحس

یوش اورماک” /sahar khiz bâsh tâ kâmravâ bâshi/ is one such proverb that elderly people use to give advice to

young people. It means “wake up early to be successful”. However, Iranian culture does not necessarily value

promptness! Iranians does not usually stress setting an exact time for a meeting or plans. It is not uncommon for

an event, even a very formal gathering, to start half an hour or an hour late.

!ريخ هب رهظ

!ريخ هب حبص

!ريخ هب بش

!ريخ هب رصع

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Short Conversations هاتوک یاهوگتفگ

In class, listen to the audio files, repeat what you hear and try to fill in the blanks. At home repeat what you

hear several times and try to follow the rhythm. Write at least two sentences in Persian about each picture.

During the next class time, you will work with a classmate to create a scenario that uses these expressions.

!ريخ هب

حبص ،ملس .

؟

نوتلاح .ريخ هب

،ملس .

؟نيروط هچ امش ،

.مبوخ ،

1

1

2

2

.ديدمآ

یليخ

هب نوترهظ ،ملس .

1

1

2

2

؟هبوخ

ريخ هب

،هلب .

1

1

2

2

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؟

یچ .ريخ هب نوتبش .

1

1

2

2

In class, work with a classmate to create a scenario that uses these expressions.

)used at the time of sleeping( !ريخ هب بش

)anytime before evening( !ريخ هب نوتزور

)when leaving( !شوخ نوتزور

)usually when leaving( !شوخ نوتبش

...ظ

....غ...ﻎ...ﻐ...ﻏ...

In this unit, you will learn the last two letters.

Part 1: gheyn

/gh/

_ﻍ_ﻎ__ﻐ__ﻏ_

غاد

غيج

بولغم

راغ

1. Listen to the audio file for غ gheyn.

This letter is pronounced exactly like ق , which you learned in Unit 5. You will have to memorize the spelling of

any words containing ق or غ . Note that this letter is written exactly like ع , but with a dot above it.

2. Watch the video and follow the instructions.

...........................................................ﻐ

ﻏ

..........................................................ﻍ

ﻎ

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PERSIAN OF IRAN TODAY

3. Watch the video and write the following words.

...................................................... لاغترپ

مغ

.......................................................... غلک

غيم

4. Listen and check when you hear the /gh/ sound in the word .

□ .۵

□ .۴

□ .٣

□ .٢

□ .١

5. Circle the letter غ in the following

text. Report to your instructor how

many غ you identified in the text.

6. Listen and write the words you hear.

.١

.٢

٣

4

.٥

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Part 2: zâ

/z/

___ظ___

ظفاح

مظن

نظ

1. Listen to the audio file for ظ zâ.

The letter zaa represents the fourth letter you have learned that is pronounced ز ! Like the letters ذ and ض , the

letter ظ is used in words of Arabic origin. Most Persian words you learn will use ز , but when you come across

words spelled with one of the other letters, you must memorize their proper spelling.

2. Watch the video and follow the instructions.

.........................................................................................................................ظ

3. Watch the video and write the following words.

........................................................ رهظ

رهاظ

.................................................. ظفاحادخ

رظن

4. Listen and write the words you hear. Use ظ when you hear /z/ sound.

.٥

.۴

.٣

.٢

.١

5. Read aloud the following words with your partner.

نونظم .5

رهظ .4

مولظم .3

رهاظت .2

تاراهظا .1

6. Circle the letter ظ in the following

text. Report to your instructor how

many ظ you identified in the text.

تاعلطا همانزور

۱۳۸۹ دادرخ

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PERSIAN OF IRAN TODAY

Vocabulary 1

1 ناگژاو

1. Listen to and learn these words. The spoken variations have been included in parentheses.

.مروخيم اذغ ناروتسر رد نم

I eat food. (never use khordan by itself)

مروخیم اذغ .1

) .مروخيم اذغ ناروتسر نيا وت نم(

morning / breakfast

.مروخیمن هناحبص نم .منکيم راک حبص نم

هناحبص /حبص .2

good morning.

!ردام ريخ هب حبص

ريخ هب حبص .3

greeting for noon

!ريخ هب نوترهظ

ريخ هب رهظ .4

good afternoon.

!ريخ هب امش رصع

ريخ هب رصع .5

good night. (when you are going to bed at night)

!مرتخد ريخ هب بش

ريخ هب بش .6

؟تسا نابايخ نيا رد ناروتسر دنچ

how many?

؟دنچ .7

)؟تسه نوبايخ نيا وت ناروتسر دنچ(

؟ديروخيم راهان دنچ تعاس

what time? when?

یک /؟دنچ تعاس .8

؟ديروخیم راهان یک

two o’clock

.ميروخيم راهان ود تعاس

ود تعاس .9

؟يتسه هناخ رد کي تعاس

one o’clock

کي تعاس .10

)؟یتسه هنوخ وت ...(

؟ديروخيم يزيچ هچ راهان

what?

)؟يچ/یزيچ هچ /هچ .11

)؟نيروخیم یچ راهان(

occupation

)؟هيچ امش ردپ لغش(

لغش .12

I was

.ملاحشوخ زورما اما ،مدوب تحاران زوريد نم

مدوب .13

،مدوب هنسرگ ود تعاس

I was not

مدوبن .14

.متسين هنسرگ نلا اما

now

.متسين هنسرگ نلا

نلا .15

2. Listen to the audio file again. Based on what you hear, write the vowels on the example sentences. Now listen to the

next audio file. Write the sentences you hear and translate them to English.

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Vocabulary 2

2 ناگژاو

Numbers

3. Listen to the audio file. Translate the sample sentences into English. Then follow the pattern for numbers 20 through 30 to

write the numbers 31 through 40. Read them aloud and write a sentence for each number.

twenty

).تسه سلک نيا وت یلدنص هي و تسيب(.تسا سلک نيا رد یلدنص کي و تسيب

کي و تسيب

one

twenty

).هراد هچب ات ود و تسيب یزيربت درم نوا(.دراد هچب ود و تسيب یزيربت درم نآ

ود و تسيب

two

twenty

).هشلاس هس و تسيب نووج رتخد نيا( .دراد لاس هس و تسيب ناوج رتخد نيا

هس و تسيب

three

twenty

).ندوب سلک وت نووج درم راهاچ و تسيب( .دندوب سلک رد ناوج درم راهچ و تسيب

راهچ و تسيب

four

.ميوریم هيکرت هب مناتسود زا رفن جنپ و تسيب و نم

twenty

جنپ و تسيب

five

).هيکرت ميریم ماتسود زا ات جنپ و تسيب و نم(

twenty

).مراد وجشناد ات شيش و تسيب نم( .مراد وجشناد شش و تسيب نم

شش و تسيب

six

twenty

).مراد دادم ات ...( .مراد دادم تفه و تسيب

تفه و تسيب

seven

twenty

).تساجنوا یسراف باتک ات ...( .تساجنآ يسراف باتک تشه و تسيب

تشه و تسيب

eight

twenty

).نراد ملعم هي زومآشناد ات

( .دنراد ملعم کي زومآ شناد هن و تسيب نيا

هن و تسيب

nine

thirty

).هملاس یس نم( .مراد لاس یس نم

يس

4. Listen to the audio file again. Based on what you hear, write the vowels on the example sentences. Now listen to the next

audio file. Write the sentences you hear and translate them to English.

ارچ

Read the following questions and answers:

هلب . ؟ديروخیم راهان

هن- ؟ديروخیم راهان

.مروخیم ،ارچ- ؟ديروخیمن راهان

5. Can you guess what ارچ means in the third sentence? As you know, we use “هلب” to mean “yes” in the affirmative.

How do we respond “yes” to a negative question? Explain the rule.

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PERSIAN OF IRAN TODAY

6. Write possible questions for the following answers.

.منکیم یگدنز اجنيا ،ارچ . ؟

1

.مراد تسود ،ارچ . ؟

2

.ماهتسخ ،ارچ . ؟

3

.مراد ،ارچ . ؟

4

Memorize these two phrases for future use!

~ From now on, when somone sneezes in class, you should say the following expression, which literately means,

“may it be healthy”: هشاب تيفاع

/âfiyat bâshe/.

~ The person who has sneezed can answer with the following sentence which literary means “may you be

healthy”: ديشاب تملس /salâmat bâshid/.

Listening Comprehension رادينش کرد

Watch the videos and answer the following questions in Persian.

Try to answer in complete sentences whenever it is possible.

1. Whose picture did Shayli show us?

2. What did you learn about the people whose pictures Shayli showed us?

3. What was the first word that Shayli said when she picked up the phone?

4. Who called Shayli?

5. What information did she give to Shayli?

6. How does Shayli say goodbye?

7. How does Shayli feel when she arrives home from school?

8. How is the weather today?

9. Where does she decide to go?

10. What do you think she is planning to eat?

11. How does Shayli feel when she is leaving the house?

12. What does Leili say when she calls?

13. What do you think /manzel/ means in Persian?

14. What does the man say?

15. What does Leili say to apologize? How does the man answer the apology?

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What time is it?

1. Listen to the audio file to find out what time it is and how you ask the

time in Persian. Repeat what you hear several times so that you are ready to

ask your classmates later.

Time1

)؟هدنچ تعاس ،ديشخبب( :میرم

).هتشه تعاس( :رذگهر

2. Listen to the audio file and find out how we tell time in Persian. The audio

file includes both the written and spoken forms. Underline the differences

and be prepared to discuss them in class.

Time 2

ددع

یراتفگ

یراتشون

۹:۰۰

.ههن تعاس .1

.تسا هن تعاس .1

۹:۰۵

.تسهقيقد جنپ و هن تعاس .2

.تسا هقيقد جنپ و هن تعاس .2

.تسهقيقد هدزناپ و هن تعاس .3

.تسا هقيقد هدزناپ و هن تعاس .3

۹:۱۵

.هعبر و هن تعاس

.تسا عبر و هن تعاس

.تسهقيقد یس و هن تعاس .4

.تسا هقيقد یس و هن تعاس .4

۹:۳۰

.همين و هن تعاس

.تسا مين و هن تعاس

.تسهقيقد جنپ و لهچ و هن تعاس .5

.تسا هقيقد جنپ و لهچ و هن تعاس .5

۹:۴۵

.ههد هب عبر کي تعاس

.تسا هد هب عبر کي تعاس

۱۰:۰۰

.ههد تعاس .6

.تسا هد تعاس .6

3. What time is it in different cities now?

،

تعاس ندنل رد ،

تعاس سيراپ رد نلا

،

تعاس کرويوين رد

.تسا

تعاس وکسيسنارفناس رد و

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PERSIAN OF IRAN TODAY

4. Listen to the audio file. Then, read the following sentences for yourself

and find the related clocks. Underline the words you do not know and

guess what they mean.

.تسا هدزاود تعاس .1

.تسا هقيقد جنپ و هدزاود تعاس .2

.تسا هقيقد هد و هدزاود تعاس .3

.تسا عبر و هدزاود تعاس / .تسا هقيقد هدزناپ و هدزاود تعاس .4

.تسا هقيقد تسیب و هدزاود تعاس .5

.تسا هقيقد جنپ و تسیب و هدزاود تعاس .6

.تسا مين و هدزاود تعاس .7

هب هقيقد جنپ و تسيب تعاس /.تسا هقيقد جنپ و یس و هدزاود تعاس .8

.تسا کي

.تسا کي هب هقيقد تسیب تعاس /.تسا هقيقد لهچ و هدزاود تعاس .9

.تسا کي هب عبر کي تعاس / .تسا هقيقد جنپ و لهچ و هدزاود تعاس .10

.تسا کي هب هقيقد هد تعاس / .تسا هقيقد هاجنپ و هدزاود تعاس .11

.تسا کي هب هقيقد جنپ تعاس / .تسا هقيقد جنپ و هاجنپ و هدزاود تعاس .12

5. Read the following sentences and write the appropriate time.

. . . . . . . .۸:۴0

.تسا هن هب هقيقد تسيب تعاس/ .تسا هقيقد لهچ و تشه تعاس :لاثم

.تسا هقيقد هدزاود و شش تعاس .1

.تسا عبر و شش تعاس / .تسا هقيقد هدزناپ و شش تعاس .2

.تسا مين و شش تعاس / .تسا هقيقد یس و شش تعاس .3

.تسا تفه هب عبر کي تعاس / .تسا هقيقد جنپ و لهچ و شش تعاس .4

.تسا تفه تعاس .5

6. In the following text, there are several words that you do not know. Underline them and

guess what they mean. Be prepared to discuss how you arrived at your answer in class.

).هنم تعاس نيا( .تسا نم تعاس نيا

هبرقع هس متعاس .تسا نم تعاس نيا .مراد تسود گرزب تعاس نم

رامش هيناث یهبرقع و ،رامش هقيقد یهبرقع ،رامش تعاس یهبرقع :دراد

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Writing exercise نتشون

Use the vocabulary you have learned to write a conversation. Your conversation should have a setting

(a restaurant, a class) and a short narrative. Write at least 20 sentences for your conversation.

Speaking Activities ندز فرح

Homework:

Review the vocabulary and grammar for this lesson and think about how you would ask (and answer) the

following questions. Practice them aloud until you can ask them comfortably.

At what time do you eat breakfast?

Where do you eat dinner?

How many brothers do you have? How many sisters?

When do you go to class?

How many chairs are in your house?

In class:

1. Watch Video 9 with your instructor and learn a few new greetings. Try using them with several classmates, and

then ask the questions above. Remember what your classmates say so that you can report back to the rest of the

class later.

2. First greet your partner using one of the new greetings you’ve learned. Then in spoken Persian, take turns

practicing asking each other: a) where you were at different times yesterday (زورید) and today (زورما), and b) where

you will go at different times today and tomorrow (ادرف).

Language Games

1. The instructor will write a sentence on the board. The group with the most questions related to that sentence

will be the winner.

مروخیم یکيزکم یاذغ یناريا ناروتسر کي رد نارهت رد : لاثم.

2. The instructor will write 20 words on the board and then erase them. Groups of three have 45 seconds to write

down as many words as they remember on a piece of paper. Words with incorrect spellings will not be counted.

3. The class is divided into groups of 3 to 5. The students will tell their team how they felt yesterday (زوريد) and how

they feel now.

.متسه ضيرم زورما .متسين هتسخ زورما اما ،مدوب هتسخ زوريد

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UNIT 9

ص

آ

ض

ب

ط

پ

ظ

ت

ع

ث

غ

ج

ف

چ

ق

ح

ک

خ

گ

د

ل

ذ

م

ر

ن

ز

و

ژ

ه

س

ي

ش

What do you do?/

/ ؟دينکیم راکهچ امش

What is your job?

؟هيچ امش لغش /؟ديتسه هراک هچ امش

1

Cultural Note یگنهرف تشاددای

دییامرفب

دییامرفب is one of the most important and most commonly used expressions in Persian. Its meaning shifts and

changes according to the context in which it is used; however, in general it is a polite way of asking someone to

do something. The word can be coupled with commands so that the speaker’s request is clear. You could say, for

example, دینیشب دییامرفب to mean “please sit down” or “go ahead and sit.”

The word is used by itself, and the speaker’s request or command is clarified

by hand gestures and/or the context. For example, when a visitor arrives, you

might invite him or her in by saying دییامرفب and signaling inside. Similarly, you

might give up your seat at a party and encourage someone else to sit in your

spot by saying دییامرفب and pointing at the seat. This word is also used to en-

courage someone to do something first. So if two people are entering a build-

ing at the same time, one person will allow the other to enter first by دییامرفب.

Or if two people start talking at the same time, one person will allow the

other to begin by saying دییامرفب. In Iranian culture, it is polite to allow the other

person to do things first, so sometimes two people will exchange دییامرفب, both

encouraging the other to go ahead and speak, enter, eat, etc. first.

Just as hand gestures are often important, so too is one’s tone of voice. Using a warm, encouraging tone lets your

listeners know that you want them to do something, while using a firm tone is a way of exerting your control and

requesting that they not do something. دییامرفب is part of a system of politeness in Persian called فراعت, about which

you will learn more as you continue your study of Persian!

You will often hear مش یمن نوتمحازم in response to دییامرفب as a way of saying “I don’t want to bother you...”

In class, work in groups of three and prepare a skit that only uses the word دييامرفب. Remember to use lots of hand

gestures so that your intentions are clear!

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PERSIAN OF IRAN TODAY

Short Conversations هاتوک یاهوگتفگ

In class, listen to the audio files, repeat what you hear and try to fill in the blanks. At home repeat what you hear

several times and try to follow the rhythm. Write at least two sentences in Persian about each conversation you

hear. During the next class time, you will work with a classmate to create a scenario that uses these expressions.

؟دينکیم یگدنز

نيا رد امش ،ملس .

؟

اجنيا امش ،ملس .

.هلب .

.هلب .

؟ديتسه

هچ .

؟ديتسه

؟دينکیم راک

.متسه نارمع

.متسه

،هن .

؟ديراد تسود

اجنيا .

؟یچ یوجشناد .

.دايز

،هلب .

.متسه

یوجشناد .

1

1

1

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؟هيچ

امش ،ملس .

.متسه

نم .

!

نووج یليخ امش !هوا .

1

1

2

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In this unit, you will learn about certain grammatical markers that are used in Persian.

نوکس

هزمه

نيونت

Part 1: tanvin

/t/

___ا__

افطل

1. Listen to the audio file for نيونت tanvin.

The word tanvin refers to the an sound that is found at the end of certain adverbs. The /an/ sound is represented

in writing by the doubling of the zebar vowel symbol above alef.

2. Writing tanvin: Watch the video and follow the instructions.

................................................................................................................. ا

3. Watch the video and write the following words.

.........................................لماک

امتح

4. Listen and check when the word needs tanvin at the end.

□ .۸

□ .۷

□ .۶

□ .۵

□ .۴

□ .٣

□ .٢

□ .١

5. Circle ا in the following texts. Report to your

instructor how many ا you identified in the text.

تبايد هب لتبم دارفا اعقاو ايآ

ور همه و رادرب زيم يور زا ور اهباتک افطل

لوصا و دنننک شزرو دنناوتيم

ات امتح و هاگشناد مريم مراد نم .هنوخباتک ربب

شزرو ماگنه دياب ار يتاکن هچ

.امنيس ميرب هک مدرگيمرب هن تعاس

؟دننک تياعر

6. Listen and write the words you hear.

.٥

.4

٣

.٢

.١

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PERSIAN OF IRAN TODAY

Part 2: hamze

__أ__ﺅ___ﺋ__

لاﺅﺳ

نئمطم

1. Listen to the audio file for hamze.

Hamze is a marker representing the same sound as the letter eyn. It doesn’t have an independent alphabetic form,

but instead sits on top of other consonants, specifically alef, vâv, and ye. Hamze only occurs in words of foreign

origin.

2. Watch the video and follow the instructions.

................................................................................... ﺅ

ﺋ

3. Watch the video and write the following words.

..................................................................................................رتائت

.................................................................................................لوئس

................................................................................................لوئسم

..............................................................................................اکيئاماج

4. Circle hamze in the following texts. Report

to your instructor how many hamze you identi-

fied in the text.

دعب رتائت ميريم بشما

.هنامس يهنوخ ميريم مه

.هلوئس نوبايخ وت نوشهنوخ

تاعلطا همانزور

۱۳۸۹ دادرخ

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Part 3: sokun ـــــ ــــ

درس

1. Listen to the audio file for ـــ sokun.

This symbol is a pronunciation marker that indicates the absence of a vowel. So far, you have learned to use

zir, pish, and zebar over consonants to indicate vowels, and consonants not followed by a vowel have been left

“blank.” If you want to clarify that there is no vowel between two consonants, you use a sokun.

Like the short vowel symbols, the sokun is rarely used in unvocalized or partially vocalized texts. When it is written,

it appears as a small open circle above a letter not followed by a vowel. In writing sokun, make sure to draw a closed

circle and not a pish or a dot.

2. Watch the video and follow the instructions.

.................................... ـــ

3. Circle sokun in the following texts. Report to

your instructor how many sokun you identified

in the text.

4. Read the following words aloud with your partner.

رتائت .4

اعقاو .3

سأر .2

ابيرقت .1

هنافسأتم .8

امتح .7

يروئت .6

لوا .5

لاؤس .12

ابلاغ .11

هسسؤم .10

نمتح .9

وئاکاک .16

لومعم .15

نئوگنپ .14

لوصا .13

رومأم .20

لبق .19

أشنم .18

ادعب .17

اوأم .24

يأر .23

نأش .22

مأوت .21

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PERSIAN OF IRAN TODAY

Vocabulary 1 ناگژاو

1. Listen to and learn these words. The spoken variations have been included in parentheses.

What are you doing?

؟دينک يم راک هچ حبص امش

؟دينکيم راک هچ .1

)؟نينکیم راک هچ حبص امش(

what do you do?

)؟نيتسه هراک هچ امش( ؟ديتسه هراک هچ امش

؟ديتسه هراک هچ .2

what is your job?

)؟اقآ هيچ امش لغش( ؟اقآ ،تسيچ امش لغش

)؟هيچ امش لغش( ؟تسيچ امش لغش .3

what does he do? What do they do?

)؟نتسه هراک هچ امش ردپ( ؟دنتسه هراک هچ امش ردپ

؟دنتسه هراک هچ .4

how are you?

؟هروط هچ امش لاح ،ملس

)؟هروط هچ . . .( ؟تسا روط هچ امش لاح .5

question

). مراد لاوس هي نم( .مراد لاوس کي نم

لاوس .6

answer

).هنوسآ لاوس نيا باوج( .تسا ناسآ لاوس نيا باوج

باوج .7

doctor

).هرتکد نم ردپ( .تسا رتکد نم ردپ

رتکد .8

engineer

).هسدنهم نوا ردپ( .تسا سدنهم وا ردپ

سدنهم .9

nurse

).هراتسرپ انوا ردام( .تسا راتسرپ اهنآ ردام

راتسرپ .10

teacher

)؟هملعم امش ردام( ؟تسا ملعم امش ردام

ملعم .11

house wife

)؟هرادهناخ نوتردام( ؟تسا رادهناخ ناتردام

رادهناخ .12

student (non-university)

.دراد زومآ شناد هدزناپ يسراف ملعم نيا

).هراد زومآ شناد ات هدزناپ يسراف ملعم نيا(

درگاش /زومآشناد .13

lawyer

).هليکو مرهاوخ( .تسا ليکو مرهاوخ

ليکو .14

journalist

)؟هراگن همانزور وت ردارب( ؟تسا راگن همانزور وت ردارب

راگنربخ /راگنهمانزور .15

house wife

).هرادهنوخ نم ردام( .تسا راد هناخ نم ردام

رادهناخ .16

Quantifier

)؟هزيم يور دادم ات دنچ( ؟تسا زيم يور دادم ات دنچ

ات .17

Quantifier for person

)؟نتسه سلک وت رفن دنچ( ؟دنتسه سلک رد رفن دنچ

رفن .18

because

.مدوب هنسرگ یليخ نوچ مدروخ گرزب چيودناس ات ود زورما نم

نوچ .19

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Review the various prepositions below. Examine the following images, and write the preposition that best describes the

dot’s relationship to the box.

Vocabulary 2

ناگژاو

2. Listen to and learn these words. The spoken variations have been included in parentheses. Note that we add ezâfe to

prepositions 17-24 when they are preceded by a noun or pronoun.

in

).هنورهت وت ام یهنوخ( .تسا نارهت رد ام يهناخ

رد .20

on

؟تساجک .تسين نلا .دوب رتفد يور مدادم

یور ،ور .21

under

) .تسامش باتک ريز نم راکدوخ( ؟تسا امش باتک ريز نم راکدوخ

ريز .18

close

).تس هاگشناد کيدزن تاهنوخ( ؟تسا هاگشناد کيدزن تاهناخ

کيدزن .19

beside

).تسانوا یهنوخ رانک ام یهنوخ( .تسا اهنآ یهناخ رانک ام یهناخ

رانک .20

in front of

).ههاگشناد یولج هنوخباتک( .تسا هاگشناد يولج هناخباتک

ولج .21

over/above

) .تسامش یهنوخ یلاب انوا یهنوخ( .تسامش یهناخ يلاب اهنآ یهناخ

لاب .22

behind

؟تسين امش فيک تشپ متعاس

تشپ .23

between

).هراويد

( .تسا راويد ود نيب یلدنص کی

نيب .24

3. Listen to the audio file again. Based on what you hear, write the vowel on the example sentences. Now listen to the

next audio file. Write the sentences you hear and translate them to English.

Memorize this sentence!

؟هشيم يچ يسراف هب ”book“

What is “book” in Persian?

Now ask your classmate the meanings of five words in Persian.

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PERSIAN OF IRAN TODAY

Listening Comprehension رادينش کرد

Watch the videos and answer the following questions.

1. What did you learn about the people in this video?

2. Answer Raha’s questions.

3. When does this conversation take place? At what time of day?

4- What are Shayli’s plans for tonight? Where will she go? When? With whom?

5. Guess how Shayli says “it was fun.”

؟تساجک یلياش راکدوخ -۶

7. Shyli has lots of questions for Sadaf. What does she want to know and what

does she find out?

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Grammar Note

یروتسد تشادداي

Possessive Pronouns

The possessive pronouns (mine, yours, his, hers, etc.) are made by putting لام /mâle/ before the personal pronouns.

Complete the following chart!

This book is not mine

.تسين نم لام باتک نيا

نم لام

نم

That ice cream is yours.

وت/امش

This book is hers.

)نوا /نوشيا( وا/ناشيا

That tea is ours.

ام

This is not yours.

امش

Is this theirs?

)انوا( اهنآ

Now, guess the meaning of the following sentences.

1.

……………………………………….. .

؟هيک لام باتک نيا .1

2.

……………………………………….. .

؟تسامش لام ینتسب نيا .2

3.

……………………………………….. .

)؟تسين امش لام ؟هيک لام نون نوا( .3

Counting (continued)

In Lesson Five, you learned that singular nouns always follow numbers in Persian. So instead of saying “five men,”

like you would in English, we say درم جنپ, using the singular (درم). In the next lesson, you’ll learn more about plurals

in Persian. However, as you master the plural don’t forget that after numbers, always use the singular!

Asking “how many?”

In order to ask “how many” of something in Persian, we use ات دنچ.You will recognize دنچ from the previous

lesson when you learned to ask ‘what time’ (دنچ تعاس). This word is the question word for numbers in Persian,

meaning usually when the answer is a number we use دنچ as the question word. For now, in order to ask “how

many” of a specific person or thing, we follow دنچ with the word ات, which has no equivalent in English but is a

counting word in Persian. A different word is used for asking how many people in general: رفن.

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PERSIAN OF IRAN TODAY

How many books do you have?

؟دیراد باتک ات دنچ

How many students are in this class?

؟تسه سلک نیا رد وجشناد ات دنچ

How many notebooks are in your bag?

؟تسا ناتفیک رد رتفد ات دنچ

How many people live inAustin?

؟دننکیم یگدنز نیتسآ رد رفن دنچ

What do you notice about the nouns that follow ات دنچ?

…………………………………………………………………………

Like numbers دنچ is always followed by a singular noun. However, look at the verb in the two sentences with دنچ

ات. How are the verbs conjugated? For which person?……………………………………………………..

*When you ask the question or make a statement رفن دنچ, you always conjugate the verb for اهنآ. Can you find the

sentence from the examples above that uses this construction? ……………………………………………………..

*When you ask the question ات دنچ and you are asking about inanimate objects, you conjugate the verb for the

third person-singular. Can you find the example? ……………………………………………………………

*When you ask the question ات دنچ and you are asking about people, then you can either conjugate the verb in the

third-person singular or plural. Can you find the example? …………………………………………….

Note: Sometimes ات is excluded from the question ات دنچ. At the same time, by itself دنچ can mean “several” or

“a few.” In this case it is still followed by singular nouns! Intonation, then, becomes important to distinguishing

between a statement of “several” and a question of “how many.” Practice reading the following examples, paying

close attention to the intonation of a question.

How many lawyers?

؟لیکو دنچ

several lawyers

لیکو دنچ

How many nights?

؟بش دنچ

several nights

بش دنچ

Answering “how many?”

In order to answer this question using a full statement, you simply replace دنچ with the appropriate number, mak-

ing sure to still use the singular noun. The use of ات is optional as long as you list the item that is being counted.

Look at the following answers to the questions above.

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I have five books.

.مراد باتک ات جنپ

There are fifteen people in this class.

.دنتسه سلک نیا رد رفن هدزناپ

There are three notebooks in my bag.

.تسا مفیک رد رتفد هس

800,000 people live in Austin.

.دننکیم یگدنز نیتسآ رد رفن ۸۰۰,۰۰۰

The use of ات in sentences like these is primarily a feature of the spoken language. In writing, ات is usually omitted.

Note: In the course of a conversation, it is far more common to answer the question “how many?” with just the

number, rather than a whole sentence. However, in Persian we can never answer the questions ات دنچ or رفن دنچ

with a number alone. Instead, we say the number and the item being counted or the number and ات or رفن. The one

exception to this rule is the number one (کی). We NEVER say or write ات کی in this context; instead we simply

say or write یکی.

Examine questions and corresponding answers:

ات جنپ

؟نیراد باتک ات دنچ

درگاش هدزنوپ

؟نتسه سلک نیا وت رفن دنچ

یکی

؟تسه نوتفیک وت رتفد ات دنچ

رفن ۸۰۰,۰۰۰

؟ننکیم یگدنز نیتسآ وت رفن دنچ

Grammar Practice: Answer the following questions with complete sentences. The questions are in written

form. How would you answer them differently in conversation?

؟تسا زیم یور دادم ات دنچ .1

؟دنتسه اجنیا رفن دنچ .2

؟یراد تفیک رد باتک ات دنچ .3

؟دننکیم یگدنز ناتاهناخ رد رفن دنچ .4

Review: Counting in Persian is relatively simple. However, it is confusing at first because there are new terms

and concepts that do not exist in English. Take some time and explain the following Persian terms in English,

making sure you account for the various meanings and usages of each term.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . دنچ

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ات

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . رفن

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . یکی

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