Peace Corps

Introductory Persian
PREFACE
,

I would like to acknoWledge.firat of all the International

Center of the University...of Texas and the Peace Corps
for
.enabling me te. further 'develop the-preliminary materials
-for this text and ,so put them to use.
Hardly secondary in
importance was_eVery trainee of the Peace Corps Training
Program - Iran held Summer, 1966.

Among individuals who were,of inte- imable help to me were:

Dr. David de Camp of the University-of Texas for his advice'
and criticisms, nr. Abolzilasem Sadegh for his practical
criticisms and suggestions as both a teacher,and a native
speaker of Persian and Mr. Jerome N. Clinton for his sug-
gestions and aid.

Mr. Maurice Hall, Direc :or of the Trainillg Program is to

be thanked for doing everything-in his power to make the
administratipn of the Language Program and the publi hing
of the materials as effortless as possible, and
even more
for his constant encouragement.
Mr. Mehdi Marashi was responsible for the supplementary
lessons contained herein and contributed significantly to
the finished text by meaas of his knowledge of linguistics
modern language pedagoEy and the PerSian language.
,
Editingl'earlier lesson development, developtert of and
consisteney of .format, manuscript typing and -polycopying
were the.contributions of my wife, Sharon Barr Stilo.

.Donald L. Stilo
INTRODUCTION FOR THE TEACHER

This Inti'cduetion is written for the language

instructor who will be
teaching the lessons to follow. It consists of a brief outline of how
to teach this cOurse. It; is intended, for
a per-on untrained in linguis-
ties and does not pretend to be a
resume of the methodology of language
teaching. This introduction will
be supplemented by a short course and
practice teaching.

r
Each lesson of this language course
consists of a dialog followed by
pattern practices -r various types.
During the first part of the course,
a

the dialog will be no longer than 4

to 6 lines in length while longer
dialogs will be included after the:
students have acquired some fluency.,

1. The Dialog

The first step in teaching a lesson is

to have the students memor-
ize the dialog.

1. Say the dia og through once.

2. Repeat each sentence of the dialog twice

and give the English
equivalent of the sentence, not wo d by
word.
3. Have the students repeat the dialog,
sentence by.sent nee af-
ter you.

4. The teacher takes the role of the first

speaker and the cla s
takes the role of the second speaker.

5. The roles are re e d: the teacher takes the second speakert

part and the class taken the first.

6. The clas divided'in half and the dialog is

repeated again,
each half taking a part.

Individual student- take the part of

the first or secona
speaker and the teacher takes the opposite
par
4
The final- tep have the students repeat the dialog

among themselves, individually.

roblcmsinTeacbinthe ialog

1. If the students seem riable to repeat a long sentence, break

the sentence apart by phrase, beginninff, at the 3nd

of the sen-
tence. For.example:

cWrs mide.

inglisi d2rs mide.

ran inglisi dmrs mide.

an inglisi efers mide.

bradre j.nthid dalr tehran inglisi dxrs mide.

It is important to break the sentence up in this way so that

the intonation.pattern remaIns constantly the

same.

2. It is important that the students do not give

wo ds such as
/tegzas/, /kalifornia/, /kolombia/ etc. the English pronunci-
ation. These Words for American places aust be pronounced
as
they woUld be pronounced in Iran by a non-English
speaking Iran-
ian. They must contain Persian sounds, not English
sounds. It
will be strange to the students at first
to.pronounce these fam-
iliar words with "a Persian accent".
The tendency will be to
say them in English. Remind them that they occur in a Persian

dialog or drilland mast be c nsidered Persian

words.

Speak naturall- and at your nonal speed. It is especially im-

portant that you be carefUl not to pick up an "American
accent.
It is especially easy-to pick up English
intn1 tion paterrts af-
ter listening to the s udents say a Persian Sentence with

English intonation over and over. You may find other Persian
sounds such as /r also changing after many repititions.

This point muAt be watched in doing drills also.

Use only your own natural pronunciation. Do not sound like

Rad 0 Tehran.

Do not translate any unit smaller than those found in the dia-

log with translation. In other words if dwrs mide is, list-

ed in the dialog as meaning "he teaches" do not explain that

/rs/ means "lesson".

The dialogs for at least the first half of the course will
be very short.
The sentences-in the dialogs mill be sentences that contain
patterns ba-
Sic to the language. After the student has memorized one of these pen-

tences, he has memorized a basic Pattern.

The next step, then, is to
enable _im 10 uSe this pattern in saying other senten
es. The pVrpose
f the drill or pattern practice is to make him fluent
in the use of sen-
tences similar to the one he has memorized.

e n Practices

Pattern practices are of different kinds all of which will be di

cussed, but the general method of using them isthe
same. The student
will be unfamiliar with how to participate inAhis kind
uf drill for the
first week or t For this period and whenever new types of drill are

iritroduced subsequently) the teacher must "do the drill with

himself"
once, to show the student how he should respond. Whene er you start a
drill, do a few examples to show the student what he
is to' do.

6
1. The t acher repeats the basic sentence several times,
'having

the students repeat with him, and:then after him.

Usually this
sentence will be one from the dialog.

The teacher gives a cue by means of a picture or a

w rd and
the student (s) repeat the sentence including a change.-
A cue
s some action on the pext of the teacher, verbal
or non-verbal,
that signalg to the student what response he is to make.
For
xample:

T: bmra rnm dmr amrika zendegi mikone. xahar

5: xaharrm dar amrika zendegi mikone.

ahmram dar amrika zendegi mikone. per

5: pedmrnm dmr amrika zendegi mikone.

Some kinds of cues you may use are:

word T: in ci-e? ke 8: ln ketab7e._

picture T: in ci-e? (point to .picture of a book)

5: in ketab-e.

gesture T: mmnzeletun nmzdik-e? _e negative gesture)

S: mmnzelmm razdik nist.

The teacher should always repeat the correct

response after
the student(s).

Do not repeat a drill more than once substituting

he items,
in the same order. The students- ill memorize the order and

will learn nothing from the drill. Give the cues in a:differ-
ent order each time you do a drill so that
you=have their.full
attention.
7
t ough pattern practices are used primarily to teach

tical patterns, be sure and notice which students are making

'uthich mistakes in pronunciatiOn,sothat theymay be drilled

after the,completion of the drill.

.The responses to each drill should be done as a gro-_-

and then, after the class has reachedsame fluency, the drill

should be done with the individual. Tne drill should be repeat-

til the re s absolutely automatic on the sart of

each individual.

7. Be -ure'to retain yeur natural intonation and pronuncIation at

your normal rate of speed.'

8. New vocabularyJ that is used in a drill should be introduced be-

fore you start the drill be baying studentt repeat the new wordt

after you until they know them well. New vocabulary will not

often be more than five or six words. New vocabulary items in

the drills will be marked by an aster2.s1c ( ).

4. -Types of Pattern Practices

Simple Substitution Drill

In this drill one word is substituted for another, always in the

same place in the sentence, For example:

T: mmnzele mmn nmzdik-e. soma

S: mmnzele soma zdik-e.

T: mmnzele kma
,Iemeer
nmzdik-e.

S: ieñzele ma rezdik-e.

in' impl-. substitution drills, as in-all other dri ls- you

should give only the substitutions listed inthe drill.

-6-

Subst tution Dril

This drill differs from simple substitut on only in that sub-

tituted items may be said in two or more places in the sentence.

For example:,

T:, mmnzele mmn nmzdike.

S: mmnzele mmn dur-e.

T: nzele mmn dur-e. àoma

S. mmnzele 'Soma dur-e.

T: mmnzele ooma dur-e. masIn.

mahne soma dur-e.

Multiple Substitution Drill

In this drill the cue is more than one item. It maybe any
combination of the kinds of cues. The studen response,

then, changes the basic sentence n more than one way. F

example:

T; mUemettm inglisi midune. s poin

S: bmradmrmm inglisi midune.

t is important that the first cue be for one positIon in the

sentence and the second cue for another, and that the student

knows where to put each item that is cued. It doesn't make any

difference which cue you put first long as the order of cues
remains c nsistent.

Most multiple substitutioq drillswill have no more than two

cues.

Forced SubstItution Drill

In this type of drill, the teacher gives a cue Which

force
the student to change not only the one word but
something else
as well. An example of this is when the teacher gives a new

subject to the sentence, the student must change the

verb end-
ing as well. For example:

T: ma Mirim sinema. kms

S: soma mirid sinema.

er example is the negative:

T: fereydun dmr tegzas zendegi mikone. nmxeyr.

S: xey, fereydun dm r tegzas zendegi nemlkone.

This type of drill may include substitutions or forced,sub-

titutions.

T: pedmrmm crs mide. inglisi

S: pedormm glisi dors mide.

T: pedmrmm inglisi dors mide. msdr

S: pedmro marrom inglisi dmrs midmnd.

Remember to start from the end of the Sentence if the tude

are not able to repeat a long sentence the first time.

Be

surato watch for mispronunciations and wrong intonatio

:onversation Drills

These usually will consist of the teacher asking a question

and the student responding with the correct answer.

The answer
may be cued by,the teacher or not. The former type WilI
g0
like this:

T: boradmretun dor amnika zendegimikone? nmxeyr

S: bmradmrom dmr amrika zendegi nemikon,.

In the second type, the student will respond with e-

answer_he can say, as trutbiully as he wishes or is possible.

onuncation Drills

explanation of drills for pronunciation is includedhere 81-

though pronunciation drills do not occur in all of the lessons.

Pronunciation drills will be, for the most part, simpleimita-

tion of lists of wo do or -=_ ences. These drills will be on

sounds difficult for the English speaking student, such as /q/

/x/, /r/, A/ and /a/.

1. Have the students li ten carefully the first time. Point

out the,sound that they should listen for. ,Then say the

words or whatever material is included in the lesson).

2. Lists of minimal pairs are included in pronunciationlesson

A Elnillal_Ela is a set of two words that are identical --

cept for one sound. Minimal pairs are used to show stu-

dents pronunciation distinctions that they should make in

order to be understood. Note that the following minimal'

pairs are exactly the same except for thepronunciation of

one sound:

/xali/ kali/
/mikmnde/ :/mixmnde/

/higt/ /hmst

/d- / /dad/

Lists'of minimal pairs will be included in the textbook.

When students begin to substitute an Engl ahsound for a

-Persian s-und, stIch as /k/ fo /x/, you will be able t

refer to these lists to drill the stlylents thq :41rfArrmcp.

-9-

You should, however, be atie to make

pairs on the spot.

Ey placing emphasis on minimal pair-

you can show the
students that what they consider
a small mistake or
accent 'can make a Persian speaker think they said
some-

thing different than what they wanted

th say.
After you have said the examples (3r
minimal pairs) cle
ly, have:the class repeat after
you.

You say one of the prLir of words,

and the students repeat
the other one. Or have them tell you whether it'i_

one or two that you are saying.

Teaching intonation involves slightly differeht

problems.
Intonation for statements
and sentences may be drilled by
imitation or by asking questions
or giving statements and
having the students transform the statements
into questions.

In sothe cases, when the students continue

to say Persian
sentences with English intonation, it is helpfUl
to "_
the sentence by leaving oUt all the
words and saying the
intonation using 'ml or tdat. For ex

Minn:1MM M_MM Min

Se_Aadadada _ad
a dada dadadd (37
dadada

Another problem you may encounter while

teaching the inton-
12
ation patterns is biliYding up a question from the end of

the sentence. -Ydu may have the:tendency to hUild

up ihe
sentence using the statpent intonationand then, after it

is complete, change the intonation to a question. In other

words, you-might do this:

dors mide.

inglisi dors mide.

inglisi dors mide.

boradmre i dEers-mide.

borattere mU inglii dors mide?

L..-----n-bizillin-uPuestigAinteachhr"etha-vemus
the_question intonation. In other words, you should do this:

dors mide?

inglisi dors mide?

mli in lisi dors mide?

boradore'Mli inglisi dmrs mide?

boradore mli inglisi dors mide?

Review Drills

Review drills of all the above types will be included

in some
lessons. Do these drals bef9re you teach the dialog for the

day or any new drills.-

lementary.Conversation

In addition to the regular lessons destribed above,

upplement-
ary lessons will be drilled by the teacher.
These lessons will'
differ in that there will be no English used.
They will con-
sist of easy phra es and sentences that for the most part. will

13
-he asjer and s er er than those the regular lesson.

The pUrpose section of the lesson is to drill students

in giving short aftwers and asking short,questions

aswell as
building Vocabularyjespecially conerete nouns and vocabulary

useful for the classroom). The patterns will be simplified ver

sions of grammatical patterns that they
are learning or haVe
learned from the regular'lessons;

At the beginning the supplementary conversation lessond will

be very short, with the-purpose of increasing

vocabulary. 'There
will be charts to'accompany this part of several:lessons.
-

AS the lessons progress, however; this section,of

the leSsons
will be expanded into an hour-long conversation
period. -These
conversations wili nOt, however, be totally free.
.The teaCher-
will beinstructed in exactly what words and
,
sent nce types he
can use dthg this period. The purpose of this s in the
first supplementary conversation:periods, is to
reinforce the ,

patterns the students ar ,learning in the

regular lessons.
Grarmnationsana
Do not attempt to explain why samething is
said the
ow to day sotething that hes not already been
covered. There will be
an hour of grammar explanation
per week with time for questions Tell
the students to,write down their questions
for then.
It is above all importantto teach. nothing
to the students that is
not.in the dialog or the pattern practices uf
the day except review, un-
less otherwise indicated. The lessens are
a very carefuUy planned for
the simplest and fastest leerning on the-part Of
the students. A
itp r
-12-

-point introdue early can only contuse your students.

6 Translation

Avoid translation if there is came other meanSpossible ofconvey-

ing what the word meanS. If the cue is on a chart or can be given in 1

same other way, it is by all means advisable to do so.

4awever, dete to the 'monotony of these kinds of drills, itmay b

necessary to check on the students' comprehension by askiAag them thetrans-

lation of a sentence somewhere in=the middle ofa drill: This shOuld not

be done too often, but often enough to keep themaware of wilat is,going

It id easy enoukh foi)a student to give the correct response with-

haVing the.slightest idea of what he is saying.

of-Lessons
r
.There is no way to determine exactly how longit will take to do a

single length of time will be determined by haw fast the ,

,fitudents master the patterns of the dialog and howfastthey learn to

manipulate them through the use of drills. Go just as-fast as the class

can and no iitAer. Do not leave,any student behind/. The only'way that

language skills any other skill such as swimming or MUSIC can be

learned correctly is with practice and more practice. Do not become im-

patient and go on to another drill just because you are tired of the one

doing

une lO 1966

Donald L. S lo

DS: S
GREETINGSI

1: smlam hale sonia c

2: mersi, bmd nist. hale s

/
cetor
1: bmd nist, mersi.

"Hello"

hale-game cetore
"Haw are you?"
mers
"Thank you"
bnd nist-
"Not bad"

16
2

PIMENIARy CONVERSATION
The foil -1ernntary material should be lesxziedduring the first

week:

Li on 1 for recognItion onl-r): tekrar konid

telinfoz konid

Leeson 2: xod&fez

Lesson.3a.:- ilmvab bedid -eco

-bettrmaid

o T

(SubstItute names of elasa m.bc, , teethe

17
Pronunciation Unit 1

e sounds that must be lycdistinguished in Persian.

both of Umse sounds occur in English, they may sound
different
according to the dialect of English or the word they
occur in. Listen
to the quality of the,vowel as you imitate these Per -an
ds:

mleft" /Up/ "print"

typi
eed"
-

f( ."plain, desert" /dattt/ "he had"

Al, you compare, is simil !tau

sound in "cat". The English
sound often changes in quality before /m/,
1/. 'Mu t be
0

carefUl not to give the Englien.qmlity to this sound in Persiah.

Listen to the f011owing woxds p onounced-by an Iranian and

compare them
to your own pronunciation:- fEnglish words whiCh sound similar:

Persian

"chap"

/.
e"

sad"

/pmst/ "Iasi"
eth
Ilm311/

/dmst/ "dashed

It is important to remember that these sounds

are as different in Per fan
p/ and /b/ are. If you do not make the distinction betweed

you will bemisunderst od.

nunciation.Drill 1.1 -imitation

bad

cap

18
Pronunciation Drill 1. cont'd)

zad
ECZ
az

dedgt
dat
pees pas

mad'

na

dam

saf

Pronunciation ill 1.2 Now -te he7 folldwing words..

damad:

mradr
krzneorbeend

mriba

ommmn

cZer

'known

(The teacher should becarefal to nottce if

the students substitute
a/. If they do, the following minimalliairs may be dril1ed0
t=

mod
na no(h
darn dom
sad sod

.4t
19
5
(If t e s udent subititutes the English/o
as in Hdogtl, "fall", the
followingvords should be ctril1ed0

Pronumbiation Drill 102 (cont'd)

bar bor
dar dor

ler lor

The Per prove difficult for some English Listen

to your teacher as he. ays the following list of wordsi

fmranse

dmr- mdde

:bmrf mizmne

_iraz

This soungalmost like the "r" in sh) is made by a short flap of

the tongue against the alVeoler
idge) behind the front'teeth.
Do not confuse this sound with English /1 or/d/. Practice the'following
words

uncjation Drill 1.3

dir

dur
rus

rast

bora,
6

Be careful :,t to change the vowel qual±ty before or 'after /r

Pronunciation Drill 1.4 Pronounce the following / / /a/ minimal pairs

which contain the Persian /r/:

b-
LESSON 1

dialog

brother

dmr

amrikit
America
zendegi mlkone
he, she lIves, is living
Jra&rm dnr amrika zendegi My brother lives in America
mikone.
'mat migid?
really?
unju
there
kone , he works-
migid unja kay miko e? Renlly? Does he york there'
bnle yes
tegz4s
Texas
dArs- rade
he teaches

.dmr tegzasdrs iide. Yes, he teaches in Texas.

4

dialog
Jamshid:
anrikg zendegtmlkone.
George: rfist 'mlgid ?. unja kgr salkone%

Jamshid: Wile,dnr.teguis d:Srs midq.

22
8
Drill la Simple Substitution

d dmr tebrar dmrs mide.

(In

fereite

-101r41 1.2 Sipple Substitution

bmradmrmm_ dmr amrika zenclegi mikone.

pednrf

madAr*

dutt*

pedmr
bmradmr

dm-

Dril Sipple Substitution

dust= dmr amrika dmrs mide.

tegzas

esfmhan

kalifornia

tehran

51raz

nyu york

iran

Drill l.L ee Substi ion (substitute any item in DrI11 '1.3)

T: unja-kar mikone?

S: bmle, dmr drs mide.

I (1
9
Drill 1.5 Simple Subs itution

pedarizm dmr tehran zendegi mikone.

kar mikone.

dzxs mide

kar mikone.

zendegi mikone.

dmrs

kar mikone.
Drill 1.6 Complex substitution

toradmr,411 dr amnrika
zendegi mikene.

tegzas

ikone.

esfwban

kalifo nia

zendegi mikone.
t ehr an
dmrs mide.
ferete
tegzas

fereydun

te
madalmm

'araz
yoyork
dust=

iran

2
10
DrIU 1.6 cont'd)

dustmm dmr iran kar mikone.

0,
sirin

zendegi mikone.

kar mikone.

tegzas

pedmr=
Dr 11 1.7 Free Subs ution

e students should repeat the dialog Inpars, substituting any ve-

place name or subject they wish.)

11

Pronunciation-Unit 2

.Pronung ation Drill 2.1 Listen to and practice the following words-con ain-

ing the so s /a/ d./m/.

bmd bad

bmm bam

mmst mast

hml hal

smf saf

mb ab

This lesson introduces the new sound /x/.

Because this sound is not
found in English, you are likely to substitute the English
sound /k/.
Listen to the following paIrs of words in Persian and imitate:

Pronunciation Drill 2.-9

xub kub

xar kar

xol kol

xog kog'

xam kam

xase .
kase

xal

xord kord

Some English speake:..-s substitute theEnglish sound /h/. for Persian

.X. 4 x/.
It iS important to remember that in Persian /hi') /k/1 and /x/ are three

different sounds that di tinguish meaning.

3
Prbnunciation Drill . 3

xan hen'

c
12

Pronunciation Drill 23 cort'd

nx %ah

xe, he

-xal hal

xeSt hat
Pronunciation Drill 2.4

1 2

har xar- kar

hud

hol xol kol

hal . xal kal

han xan
13

LESSON 2
dialog a

'etun your

danesga university

bmaradmretun dr danega dmrs Does your brother teach at a univ

mide?

-fizik
Phys
-o and
imi
chemistry
bmle, fizik -s mlde. Yes he teaches physics and chemistry.
pms

inglisi English
itmten for sure, Undoubtedly
xub well
mid_ e he knows
G: pzes h.:ell nlisi xub midune. Then be tto doubt kn_ lish well.
xeyli very
herf mizmne he speaks,

J: hmle, inglisi xeyli xub lye Yes he speaks English very well.
mizmne.-

IE SON 2
dialog_a

George: bmraalretun de. dane.ggA dlrs mlAe?

Jamshid: '1e, fiziko tsnI s Diide

George: ktti -si xub mIdune.

Jamphid: e, inglist xyli xib= 14.rf mIzmne.

Drill 2a.l Simple Substitution

dmrwm inglisi dmrs midi.

Eaponi
er7

espanyoli

rusi

fizik

Drill 2a.2 Simple Substitution

dust= izgitsio farsi lurf mizmne.

espanyoli

mrmbi

rusi

ZapOn

inglisi

.
rusi

esloanyoli

zaponi

inglisi

Drill 2a13 Simple Substitution

pedmrmm 5imio fizik dmr

farsi

mrmbi

espanyoli

imponi

inglisi
15

Drill 2a.4 Dcpansion

inglisi rub midune.,

inglisio farsi rub midune.

inglisio farsin espsnyoli b midune.

irglisio farsio espanyolio rusi xub midune.

fizik dmrs mide.

fiziko gimi dmrs side.

fiziko 'am o'farsi dxs side.

fiziko simio farsio bio141* dmrs side.

dmr tegzas fiziko isio farsio bioloii dmrs mide.

Drill 2a.5 :Complex Substitution

dustetun inglisi hmrf mizmne.

haradmr

pedmr

xahmr*

dust

(-etun)

De

ireradpr
3,6

Drill 2a. cont'd)

dustetun inglisi jf mizmne.

'pedzer

etun

dust

Drill 2a.6 Multiple Substitution (Repeat Drill a 5 substituting both

items at the same time.)

Drill 2a.7 Expansion

dmrs mide.

psd.zELt_un dmrs mide:

pe etun inglisi dmrs mdde.

pedmretun inglisio espanyRii dmrs mide.

pedmretan inglisio espanyolio imi dmrs midi.

pedetuninglisio espanyolio 151mi xub dmrs mide.

pedmretun inglisio espanyolio %imi xeyli xub dmrs mide.

pedmretun hmtmmn inglisio espanyolio timi xub dmrs mide.

Drill 2a.8 Free Substitution (If time allows, dialogs one and two
should be repeated by all students. Free substitutions
of proper names, place names and subject names should be
encouraged.

31
17

LESSON 2

dialo
koji-
where?
zendegi mlkonmnd
they live, are living
pedmro madmretun koja zendegi '1.1here
mikonmnd do your mother and father live?

3: zendegi M4komend.
They live ia Shiraz.
G. pedsretun upja kar mikone?
s your father work here?

no longer(with negative verb

he doesa't work

no,

eyr. pedmr= dige kar No, my father \do

-nemikone. a' work ny longer.

LESSON 2

dialog, b.
George: pea;ro adretun ko A zendegi mlkorend
Jamshid: girin zendee mikonund,

George: Pediretun urj k.r zakone?

,Jamshid: nAxeyr, pezm dig& 'n&mikone.

32
18

Drill 2b.1 &Implex Substitution (Revie

bmradmram inglisi dmrs mide.

farsi

bmrf mizmne.

'midune

pedmr

farsi

inglisi

ne

midune

dmrd- mide.

Drill 2b.2

pedmro madmretun giraz zendegi ',ikorncL

tmradmr

madmr

xaher

bmradmr

D ill 2b.8

pedmro _ dmrimm. farsi xerI.1 xib mjcIuind..

-etun)
19
Drill a. 3 (cont'd

ped2ro medmrmm si xeyli xub m dumnd.

mm)

-tun)
*Drill 2b.4 Multjple Substitution

,pedmro madmretun dmr nyo york farsi d.

madmr bmradmr

pedmr x-

pedmr bcel

bzerada'r

perlmr madmr

madmr xater

Drill 2b.5 Multiple Substitution (Repeat Dril12b."1- usin$

Drill 2b.6 Forced Substitution

-
p dmro madmrmm av-zendegi mikonmnd:

pedmro bmradm

dustetun

jimmhd

alio jmes'id
V.

vaido fereydun

dudtmal

--baertamrem

madmro xahmmm
20

Drill 2b.6 cont'

x -.. iraz zendegi miko

pedEaretun

ferate.

Drill 2b.7 Simple Sub itution (Use'the Infinitive as a cue.)

pedromadrn dmr tegzas zendegi mikonand.

kar ikon-

dur mid-

zendegi mikon-

kar mikon-

dmrs mid-

Drill 2b.8 Complex Subs ution (Use infinitive cues for verbs.,

bmradmretun dmrs mide.-

pedmro madmretun

dustetun

mikon-

bmradmro xahmre un

zendegi mikon-

dustmm

inglisi dmrs mid-

pedro

inglisi hmrf

jamXid

jmaido fereydun

farsi dears mid-

inglisi

d
21

(Give a short explana ion of the "no" gesture in Persian

and use it as a
visual cue for negatièn. Point ci'L that the-word stress of the inflected

verb moves from when the word becomes negative. Have the

-students imitate the following pair

kár mIkcne
1

kAr n6mikone.

zendegi mlkone zendegl amikone.

dbrs

hadrf nalizmns

midune némidune
Drill 2b.9.1 Simple Substitution (Use in 'initive as cue for verb.)

a. bmradmrmm dar iraz zendegi nemikone.

kar nemikone.

drs j
nemide.

zendegi nemikone.

ker nemikone.

dmr nemide.

b. xretun±'5j xeyli xub hmrf nesaiz=e.

nemidune.

daw s n ezu i d e

hmrf nemizmne.

nemidume.

dars nemide.

,Drill 2b.9.2 Forced Substitution Oive negative gesture as clue.

Iaponi xub inIdune (neg)

inglisi xub hmrf mdzmnmnd. (n g)

dmr iran zendegi mikonmnd. (neg)

dmr dane'gga kar ikone. (neg)

21a

Drill 2b.9.3 Ferrced Substitution (Make affirmative gesture a cue.

t
dmr tegzas zendegi nemikone. a

farsi hmrf nemizmnmnd. (aff

gind xeyli xub nemidune.

inglisi dmrs nemidmnd. (aff)

pedmrmm 4poni nemidune. (af

Drill 2b.9.4 Forced Substitution (Give negative or affirmative gestures

as cues where indicated.

dmrmm espanyoli xub nemidune. (aff)

madmretun dmr danaga dmrs nemide. (aff)

.pedmrwm:unja kar mikone. Cneg

glisi xeyli b -idunmnd. (neg)

bmradmretun f ai xub hmrf mizmn neg)

unja zendegi mikonmnd. (neg)

uhja kar nedikene.

fiziko gimi dmrs mde. (n g)

Drill 2b,9.5 Conversation with Cue Given Do not elicit L.5=1

bmle or
with these questions.)

inglisi xub hmrf mizmne? (neg

Xaponi,xub hmrf nemizmne? (aff) -

dmr danegga inglisi dmrs mide- eg

unja kar nemikonmnd? (aff)
bmradmretun unja zendegi nemikone? (
unja farsi dmrs nemide? (aff)
jmnigid gimi xub midune? (neg
jaaido mli inglisi nemidunmnd? (

Drill 2b.1O Complex end Forced Substitution

brada&m &r arnrlka zendegi mikon,

pedmraim
22

Dr 11 2b.10 cont'd)

pedrrmm dmr tehran zendegi mikone.

siraz

zendegi mikon-

peazro
anzika

:tram

mikon-

(afil

tegzas

esfrhan

neg)

hmradmrxm

varngton*

zendegi kon-
. .

madmro teradmrmm
y.
slraz

Iran

__'dy

amrika

tegzas
Drill2b.10 (cont'd)

pedmro radsrm dmr tegzas --s midmnd.

zendegi mikon
roadmram

tehran

_etun

neg)

D ill 2b.11 Free' Conve sation

S pedmro -__dmretun koja zendegi mikonmn

1
$ unja kar mikonmnd?

S.
-2 .
haraiaretun koja one

-02 fEoanse midune?,

ped.retwi in1izi midune?

pedmretun inglisi dmrs mide7

54 madmretun kar mikone?

s4 (if affirmative: koja kar m ne

(if negative: pedmretun kar mikone2)

ro madmretun dmr tegzas zendegi mik_ d?

5
pedmretun koja-kar mikone
24
brill 211?ll con d)
$6. bmradmretun espanyoli bmrf ni e?

S6 bmradmretun fizik dr8 mide?

7 etun kar mikonmnd?

koja zendegi mikone/

cVers mide?

pedaetun koja kar mikone/

40
25

LESSON 3

dial° a.

sem. you
faranse French
fmranse -id? Do you speak FrenchT
)cmmi
a little

I understand

kiemi mif Iaderctnd a little:.

isi midunid? Do you know English? tr.1

I stu

ga Yes, I study English-at the

University.

LESSON 3

dialog a

George: nag mlum1d7

amshid: za'xeyr;---kimi mifahamm.

George: inglisi midunid?

Jamshid: bnle, mmn dmr danegingli4 mixunmm

41
3a.l

hmrf mmnmm

nn zendegi mikonmm

mmn kar mikonn;

drs midnm

mmn midunmm

mmn mixunma

fmhmom

f mizmnid

%Soma zendegi mikonid

Boma kar mikonid

dmrs midid

midunid

a mixunid

oma mifmhmid

Drill 3a.2 Multiple Substi ution

namP If mizmnmm
goma

mixun-
.=

mmh

degi mikon-

-Pe

dwr d-

peo macz

soma

42
27
Drill 3a.2 (cont'd)

Ooma midunid

nifc2hm-

dars mid-

xahmro

zendegi mikon-

midun-

immIido wli

mif2hm-

fereydun

mid- _

Drill 3a3 MultIple Substitutio (Elepeat D 11311.2 n the ne ve.

Drilr3a.4 140.tiple and Forced Subtituton

daneaga injisi inixuzm .

asmr ka

dors mide.

dustm

par

ftcranse

ran

43
28

Drill 3a.4 (cont:d

ramn d paris taranse

farsi

ped:ere tun

.-az

mid-

hran

rusi

neg)

Diill 3a.5 Multtple and Fo e d Substitution

jnid inglisi xub hmrf mizmne.

mon

E6ma

quest

midun-

neg)

mi4nhm-

a ent)

trual
4;1
29
Drill 3a.5 nt'd

-(que3tlon

e anyoli

tatement)
fereydiSno pei

question
midun-

neg)
mid

aff)
Drill 3a.6 ee Convera io epeat Drill 2b.4)

45
CIATION UNIT

Iesson introduce e Persian sound g/ This sound has two major var-

ons depending on the position in which it occurs within the word. When the

is at the beginning of a word, you can pronounce it by putting the back of

tongue as far back"as you can (in the uvular position ) and keeping it in

that position, " Another way'is to repeat the wOrd /gi/, slowly

moving the back Of the-tongue back as far as you can and, at the same tirnj
chang the /i/ to /a/.

Iisteh to the teacher pronounce the following words:

qaf

;gaz

qtmnd

qxvi

gol

gom

qix
Now repeat the following pairs of words which show the contrast of /q/

with /g/:

Ttonunciatign Drill 3.1 -

gol gol

gom- gom

qaf gaf

gaz gaz

gar gar

gir 46 gir

gu
The following words show the qontrazt bet een .an k
,

'a.Onuncia on El-ill:3.2

gol
.gaf

gar

gal

ku
The ollowing list shows the wntrast of and /x/:

gol xol
qar xar

qali xali

qmnd xmnd
qu xu
n ciation Dril

g=mri gesse qodrat

gatel qermez qor _

gafele geble gorub

gazi geyr qosun
quri qmmgin giyas

guz vblmn giyafe

quti qmt qableme

LiSten for the different pronunciat on of this solind

when it oc curs in
.

the middle of a ord. Whenever this sound occurs between vowels or befo e

certain consonants, it is a fricative and not a pp. This means the tongue
in the seine position but the air is alloWcd.to pass through.

4 7
32

aqa cgat rogmn

baqban tagribmn

ronunclatiori Drill 3 5

The following words contras /.4 in medial'Po t on:

borgi bmrgi

aqa aga(h)

The contraSt of fqJ With /x edial-posi ion, is e:xempl a by:

tmgri timxribmn

bwrqi lerxi .

onunciaton Drill 3.6

baqéla

oqab

zoqal

hqiqi

tvcidim

eqbal

Pronunciation Drill 3.7

_

If /q/ occurs at the end of the mord, either pronunciation is acceptable .

Variation depends
, - on the individual speaker, or b th may be used. Examples of':,

/g/ at the end of a word are:

otaq

,ojaq

daq7

scam"

hoquq

48
LESSOT 3

dialog b

yad mi
/earn
neve
writing-
nevegtmn,yad migirid?
u learning ing?
hala
now
frqrt
only
mokaleme
conversation, dialog
yad migirim
we learn, are learnin
nnxeyr, ma hala froot mokaleme No,
yad migirim. e are learning only dialogs now.

morllem
teacher
-ba,
with
ba mcllemetun i.nglisi. hnrr
,n4mnid? Do.yqu speak Engilab with your teadherl

bitr
ritexeyr, ma. Pis
sliedi mostly PersIan.
miAnnim.

dialog

Geo gei nevettAn mIgirid?

Jamsbid: hnxeYr, ma hail

George: pa mqn114metun inglisi h4rf mIzienid?

Jamshid: ntexeyr, ma bigtkr farsi liArfiaZmhim.

49
34,

Drill 313.1 omplex Substitution

ba mdBllemetun tnglj8j horf mi nam

pedsarom

id
pedmro madmr

11mrf rn-

ba xshmrmm zendegi mikomm.

pedmrtm

kar mikon-

pe rmm

aendegi mikon-

dusts.=

amllemmm

horf mi

D11.11 3.1)12 Imitation Repeat once in ive --A once ins egative,

nglisi hmrf mizmnim

.
tegzas zendegi mikonim.

inglisi midunim.

farsi ynd migirim.

50
'35

Drill 3b.2 (cont'd)

jjni dors midim.

ingiii mixunim.

dor amrika kar mikonim.

espan1i yad zuigfrim

rusi mithim.

foranse midunim.

:Drill 3b. Forced Substitution C lex

farsi yad migirim.

soma

mon

pedoro macler

mite
ma

mid-

mrobi

mon

mokaieme

neveston

jomlido reza

Drill 3b.4 Forced Subst_u -n Complex

men inglLsj

soma

51
36

PE111JILI -c 'd

coma d.

ansabi

yad migxr

,inglisi

farsi

midun-

n4S3-isi

mid-

airebi

d gir-

Drill 31?.5 Forced Subst tution (co x )

(Repeatalternatixg affirmative
and negative among the substitutions.)

52
313 6 Simple Substtuton

Enort mokaleM yad

neveittn

farsi

inglisi

inglisio fars

0
mokaleme

mmbi
farsio mrEsbi

nevaten

Drill b.7 Forced Substitution (Complex

qnt nevestm yad ni irim.

(neg)
wan

-tarsi

msd
torki

inglisi

farsi

yad migir
TTT L'etE ) (paluoo

qAbaj Texe; plit& TZTur

Ts
2
sazP

pait

pIasam

Ts

AUG=

'MOO

unppu

ToTT9sT

tqaum

TIM

XUJ Ts

-PT

PTITaggP

sTt
39

Drill 3b.8 Free Conversa ion. A-k each stud.ent two questions.
1. sona farsi yad migirid?

aubi h2m yad micirid?

2. oma almani midunid?

fz:ranse hmm midunid?

aImani midunid?

franse 'ram mid id?

soma farsi xub hmrf miz2nid?

rusi Item idunid?

5. mokaleme yad migirid?

nevest2n 1m yad migirid?

6. .inglisi dmrs midid?

mokaleme drs midid?

almani yad migi id?

mzn farsi dr idmm?

ba soma far fmi

soma b- -cmilemetun farsi Yr2rf mizenid?

9- pepro ma&nretun ba orna tarsi h2rf nd?

tft7rad=creun ftranse midune?

10.
rma ba bmradmretun inglisi 1rf raiz:mid?
.

'kma ba aqaye mlmvi 'arsi 1rf mimnid?

11. soma ba xanume amr fi fars mizmnid?
aqaye et adi torki midune?
12.
aqaye etemadi ba oma torki rnine?
aqaye aryan-nead ba oma farsi 1rt rnine?

5
Drill 3b.8

13 aaye ivi ba aqaye mermsi jijsj rf mizmne?

awe =Wit espaabli midune?

14. ama ba xanume ;Brifi espanYali herfmizmneY

aYm kelinton (Clinton) ba ;oma farsi bmrf mime

41

LESSON 4

emsab

Cekar mikome What are they doing

1: jemIlido jorj emImb eekar What are Jamshid and George doing
mikonmnd tonight?

&levet inintation

darend they have

eamb domvet xnd. 'They are invited out tonigh

eetor how, haw about

kar darid? Axe you busyl
ama ceorf kar d id? _ow about yoU? Are you busy/
2: nexeyr. kar nedemmm. I'm not busy.

dialpg_a.

1: jmdo j rj -emIkb cekgr mikomenq

v
2: emsab demNdt carrnd.

1: ;oma eetor/ kgr &mid?

A
nexeyr. nidairwra.

57
Lta.1 Forced Substithtiôn

do jor, ab cekar Mi1OInC1.

raderettin
pedwro macteretun

mcmllemetun
'dust=

pederettut
jorj
haradurtem

CCOIT ex Subst Substitute, one at a time, any of

LO jt listed.)

pet:UT -cTra &moot dar

mader 4 kir (neg)
tteradr d3rs (aff
xalmr kelas
dust
pedero madar
maellem
43'

ill Ii.a.3 Forced Sa titution tudents shoUld not include stibject

in the re- onse; only the verb ending should bechanged.)

tEele,
xeyli kar daxmru.

a
(son.
(jemsido'
(pedmro ma_ etun)
(peaammo momllemetun
(men)
-(soma)
(ma)

rlU Ia.1 Forced substitution (Beeat DrIU he nega_ e

59
44

PROUVCIATION iiNI T

Prornpcation Dill 41 Imitate; ,

rok

winds

bendi

aeyx bmd Mir

our

xod

noxod

mxtmr nshid

nixab nmx niluger

b6xorid ir
v
tlexeridmm _ h-xses sir

mmsnmd bisrid

xan ris b;barid

saxten ayesgs

mrmbi

xis -s barun

xiar bord

xiammt dif aerm

bend reza gorz

hmnuz gorbe
v
road

pert
-
-45

LESSON 4

dialog b.

mirim
'we g ore going
sinema
"the movies, movie theater
somam
contraction of
biayd
come.(command form
mdrisinema. o bisyd. We're going to the movies. Wr don'
you come along?
xeyli xob
fine, OK
ki
who
2: xe9.1i xob. ba ki mirid/ Fine. Thanks. Who are you going with?
1: meno rezavo ali mirim. Beza, 441i and 1 are going;
masin
car, automobile
2: ali main d e?
Does All have a car?
taks

mxeyr. takst No, he doesn't have a car. We'

mirim.
by taxi.

ma im sinema. Iomam blayd.

xAyli xlb. ba:ki mirid.

steno ezavo mir

Li main e?
usxeyr, ma;tn e. ba akst mirim.

61
46

Drill lib.1 Complex Substitution

mirim sinema .

rrieno
a

kelas
soma .

knlifornia

iran

rezavo

oklahomavd tegzas
mon

goma

Drill 41).2 Complex Substitution (Repeat Drill 413.2 alternating

negative and affirmative in
addition to listed 'substitutions

Drill Lib.3 Forced Substitution Read through once to class, empha-

sizing substitutions that require

mlio jom*Sid IngUs ixtifmna?

mmn

arkla

reza

dara
Y,
sirin

'fereite

62
ill 41) 3 con-"

fereItevo Amlid -nd?

ama

mmhmud

dara

D ill 4b,4 çpansion

reza ba ki mire?

rezavo li ba ki mirmnd?

rezavomlio fereste
_
ba ki mirmnd?

rezavomlio ferestevo dara ba ki mirmnd?

retavo mlio feratevo daravo mmhmudba ki

rezavomlio feratevo daravo mmhmnde 12E1

Drill 41.5 _Complex Substitution

ba mahn mirim tmbriz

Anvari

tebran
hmvapeyma

kerman

teree

azerb

EASin

ritM

=VOX
63
4b.5

ba cvri mirin -s

rezdye

abadan

, masin

baboiw3r

ta3briz

Drill 4b.6 Nultiple Subs ution (If time permits

as a multiple subtitutio dril3, giv411g two
cues simultaneously.)
50

LESSCIT 3

5.1 _Review of Lessons 176

1. Review the dialogs of Lessons 1-5 in sequence as one dialog.

2. Review Dri11s'1.6, 3.6,, 3.10, 3.11, 4.-4 and 5.3.

1. Pronunciation

The consonants of Persi

/p/ /b/. It/ /d/ /k/ /g/ /q/

/r/ /v/ /s/ /z/ /c//i/ /x/

/m/ /n/- /r/ /1/

The vowels of Persian are:

li/

/e/

/m/

Semivowels: /y/ /w/

'areas must be pronounced on the correct syllable.

The sound. /qJ has twvariant

air-flow is completely stopped and released when making

this sound if it occurs at the beginning ofa word.

The air-flow is partially obstructed if this soundoccurs

between two vowels or before /d/, /b/, /g/, /v/, /z/, /I/
/j/, /m/, /n/, /r/ or 1/.

L.1 The Variants_of the /k/ Sound

You will notice that the point of contact in makng a /k/ sound in

English depends on the vowel that follows it. The /k/ is Made farther back

6
-if it precedes I) /cm /4, and farther front if it precedes
/iy/ /i/, /ey/, /e/, o 4. Try to feel the exact place you make the /k/
when you say the following English words

key

Ken coat

cat co_

The Persian /k/ also is made in a re_-tively "fronted" position before the

Persian sounds
4
/1/, /e/ and /4 and is made farther back inthe mouth before

/u/ ./o/ and /a/. There is, however, an additional difference between these

two variations of the Persian /k/. The tongue is slightly raised toward
the
top of the mouth while saying /k/ before /i/, /e/ This -aising of
the tongue results in what sounds like an additional "y" -d between the
/k/ and the vouel as in the English sequence 11
Ajersian
/k before end lable 'oriounced
(kn. You vill be Much better understood learn the v one of
the Persian /k/ and use them in your speech.
_44

isten to the following words that contrast he:two -a-

in Persian:

krm

krf
I.
kes ko;

ketab kotub

ki

kise kuse

Naw, imitate, saying the k/ with its 1 II

sound in words of the
st list.
6
The same kind of variation is true of the sound g/. The raising

the tongue while making a Pers an /g/ at the end of a syllable or before

/I or /m/ results in the "y" s'uhd of the,English "Montague togyu

e melcing the variations of /g/ in the following words:

gaz gez

gar ger

gay

gol

goraz geran

guya giya(h)

gur gir

guse gise

Practice the following words with /k/ the end of a

syllable:

pak

tzk

lk
nik

lik

zmg

dig

rig

-
53

1.2 Intonation and Sentence Stress

We have been using two major intonationt

beradevem der amrika zendegi mikone.

2. be
;_eridegi

Note that the question intonatLon

opposed to the English pattern:

in the
English question: Does_your brother live in Amer ca?

The intonation pattern of a sentence containing a queS

da such
koja/, /eetor etc. is the same as the statement intona

pederetun kcJe zendegi mikone

The slight contour at the end of pattern 2 is optional

vad not o _e
=ed.. The distinguishing feature,is the pitch level
not the pitch
ection. Listen:

. --
tairaderetun de__ zendeg i mikone., question
---- ---
---=--statement
tatements with intonation type one will be marked by
a final period-
Questions with intonation.type two will be marked by
a question mark.
Questibna containing a question word will he marked by
a slashed question
mark (I)

The intonat±on py.ttern is greatly affected by the poSItIon

Orthe
loudest stress of the sentence Idch is marked here by Xi:1,u will note'Q

that the intonation rises at thIs point and that

the pattern after tbe
the loudek aress'and intdqation fall ndicates the difference between
pattern one and pattern t o. Note:
est stress the ;entonce may be moved by emphasIzing a dif

the s ntence. The intonation pattern then changes:

1. 13.1;zigTictun dnr amrika zendegi mikone.

etunrami:ikazendgi
e above sentences stress the idea of your brother (not your sis
ving
Amekca.

2. Verbs

The verbs used in the dialogs and drilic can be divided

into two classes:
I. Verbs with the i-/ prefix.

a. Simple Verbs /mikp-/, mifmhm-/, /mixun-/, etc.

b. Compound, Verbs zendigi mikon-/, /hzrf min-f, etc.
-II. Verbs Without the prefix: dar-/

The prefix /mi- perforts a ranmatcal fun tio ,which will be dis-
cussed at a later dnte.

-I tLthough the'c6mpound verbs consist, of a verb and another element, they

verbal units, and must b thought of as a ver14.

n En the Verb -

Person endings suffixes to the verb must agree with e subject pronoun.
non midmm

rna midim

a ders midid

licraciwem mide

podYro macre-rm, michnd

endings aril) suffia o the base 'fo every verb.

55

2.2 Zile Negative

The negative particle alwers prefixed to the verb preceding

the /mi-/ or, in the case of Class II verbs, prefixeddiectly t

verb stem. The pronunciation of_ when not preceding /mi

r< changes

1-a Verbs' I-b Verbs 1 Verbs

nemidumm zendegi nemikon= medal=
nernihmaza dBrs nemidzm

neMIXUIVITI hBrf-nemizeinem

The negative prefix carries the loudest stresc of the sentence (and

the highest point of intonation ) unless another word is stressed for

emphasis
Iranians learning Ex t
sh may substitute the sentence stress and intonation'

of:
I i± xub WrfiaaineM.
-%
fo the Engl1s4 stress and intonation pattern:

don't spek Reisian very well.

By stressing the negative and substitutin the res-

an Iranian saying the English sentence may say:

Iidon't'speak Persian very well.

Word Order in the Se_ ence

-amples of the two kinds of senJ-c'tices,we have seen so far

_e:

I. mBn + (r dane;ga) inglisi midmm./

III. mBn + (ba taksi) + mi + (sin

10
Type II-sentence -contain a verb of motion, which in colloquial speech

,usually precedes the object. H6 ever, if the object of.the verb is b-

/

emphasized, it may precede the%verb:

Icma mirid kalifornia?

nmxeyr, mmn tegzas xnix

If the sentence does not contain a verb of motion, sentence type I

must be.be tised.

Style
The use pf.dmr \the construction dmr esfmhan, etc. ylistically

option cmission of dmr indicates more informal asage; dmr is used in

slightly more formal speech. Ther- Is no change of grammatical meani:

57

LESSON.6

dialog a

-e granrnatcal confiector .

1: d koja inglisi Where does Jamshid's brother studY

English?

dmbirest high schoo

2! dBr dmbirestanemlborz. At Alborz high school.
ft

duSte amrikai ]rn dare? DothEl he have amAmeriàan friend, too?

-es
his, her, its

always
2: bmle. ba duste; ise,ing- Yes, he always English with his
lisi hmrf mizmne. friend.
a

dialog a
1! leeradire jimmsid koja inglisi a:tun
2 dmr dmbirestane mlb6rz.

11 41Aste amrikailhmm are?

bile. ba dates ingli hirf xninne.

72
58

Drill 6a.1 Simple Substttution

;id koja inglis

,

. pedmr

madmr

xahmr

dust

Drill 6a.2 Simple Substitution.

dmre jinid koja inglisi rncu

fereydun

fereIte

pmrviz

hoseyn

Drill uple Substitution

birestanemlborz inglisi yad migire.

zale

ferdowsi

(substitute other names of high schools.

Drill 6a.4 Multiple Substitution

xahmre fereste inglisi zidune.

pedar joilid

dust menuccr

madmr moellemmm

pear mli
tearadmr mmhmud
59

Drill 6a.5 Substitu on Repeat as a,NUltiple Substjtutlon Drill.)

ba sinema.

jor

lus

fereydun

madmr

ferate

rambraud

dust

pedmro madE
,

ma:ellen

Drill. 6a:6 Complex Substitutim Repeat as a .Multiple Substitution Drill.)

bmradmre mli duste amrikai dare.

irani

(aff)

maid

ketib

madzer

fereydun

neg)
74
6a.6 contld

e fereydun ketabe amrikai nmdare.

,-irani

pedmr

dust

iz

beta

irani

ferelts

(aff)

Drill 6a.7 _on (Pronunciation Review

xunxar

xolioiset

xuk

xodxahi kax
xahel izek

xosbal hokmi

baselxiz luxammnelii

b. xabBre xoarow xeyii xoha1e.

61.

Drill 60..8 Simple Substitution

dUsteI inglisi hmrf mizmne .

peder-

madmr

xEther

mamilem

haradcer

peser

duste; inglisi hmrf mime.

pedmr farsi

madmr rusi

bmradmr feranse

xabeir espanyoli-

momllem zaponi

Drill 6a19 Forced Substitutton Repeat omong students until attom

'c.

be. dusta nerf

ba du tem mizenmm.)

ba dusta _ne.

D'i11 6a.lo Complex Substit on RePeat giving two cues s

1
eously.)

ba bmradm e pid inglisi hmrf mizmne.

xahmr dara farai yad migire.
madmr reza arium
t question)
pacer fereydun ruai tateient
dust fereste
momllem

7
LESSON 6

dialog b

tonight

emmb cekar mikonid/ e you doing to

-raye for

gem food-
e hwie an invttation for Americ

1: rest migid? koja/ Really? Where?

xune house home

eye George's house.

1: oni emlib ceklr mlkonid/

bBraye gazaye amr kai anevm arm.

riot koji/

2: xungye 4or

77
63

Drill 6b..1 Simple Sabstitu ion Drill

xuneye j

fereydun

pedmrmE

bmradtretun

dastet

mamllemes

dustei

pedmretun

nizlleiietun

Drill 6b.2 Simple Substitution Drill (Review

xuneye ho ,rno

fereydun

Lrin fere'ite

'nmhmud. dariu
mli mmhmud

dariA mmnucer

Drill 6b.3 Complex Substitu

mmno ferate mirim d evs aye

Niraz
soma

jimmsid

78 neg)
D _ 11 6b cont' d.
Vo nemi d danagaye stashed
kolombia
on)
(aff)
Nell a e I

neg
reza york

Lvndasn*

daneiga
bteradmretun

tegzas

e un
sinema*
niagara*
ferdowsi
(neg)

Drill 6b.4 Complex Subst±tuton (Repeat a a Multiple Subtitutón Drill.

bnraye gezkIT amrikai dtt dare.

nmbar* irani
Bam inglisi
rasi
mra3bi
in 6b.4 con
-a4
Did fMrda kme irani doroat one.*
nmhar inglin
cai* ir
qmza mrabi
polo* mrnmni*
geve* torki
SUPPLEMENTARY LESSON 1.

Mate eeded: a pencil, a pen, a notebook, ft book, a sheet of

paper, a table.

Situation: Class _am Chart 1

lotDmnguI konid. (Point to objects as you say the following ords

and sentences.

ntdad. in medad-e.

xcdnevis.. in xodnevisre.

ketab. in ketab-e..

lottmn tekrar konid, (Haite the students repeat each.words and the
corresponding statement after you. 'Pointto
.the objeots as they repeat after you.)

nedad. ii medad-e.

xodnevls. in xodnevi

ketab. in ketab-e.

dmftmr. in deftmr-e.

kaqtz. -in kavz-e.

miz. in miz-e.

(Have the individual student relrat after you.)

lotDmn jmvab bedid. in Zi-e Point to a/book.)

8: in ketab-e.

(Continue in the same way, pointing to:

medact __evis

ketab

kags
67

-1)1 _e itarY Lesson 1

lotftn soal konid. Oeverse the above practice; have'theindividual

student ask you the same questions; e.g:

in ci-ef (Panting to pencil.)

in medad-e.

Have the students question and. answer o hemselves

Si: in ci-ef

in e.

1,e

82
68

Pronuneintion-Unit 5

Changes from colloquial Persian to the tore formal forms of

the language involve certain'phonetic aanges. 'The simpler and'mor

'common phonetic changes should,be introduced to the student so-that he

wilitot be confused by 4 form:that differs from one he has learned.

One example of a phonetic change that occurs on different

levels of Persian is the dropping of-the /h/ phoneme.

-The word /daneIga/ occurs again in LessOn 7. This word has

been previously presented in its colloquial.form. On.a more formal

level of Persian (one in which this Word occurs frequently) the form win

be /daneIgah/. The-trend in colloquial Persian is to drop /4/ Jr.:Syllable

final position. On a more formal level however,,the /h/ it clearly

enunciated.

Since /h/ never occurs in syllable final positionin Engliah

and because it is,often retained in normal speedh, the,followingexer-

cizes should be drilled.

Pronunciation Dr 1 5.1 Imitation

tat.h tmfrih .

dmh noh

beh rah

kuh mah

mnduh Iah

Pronunciation Drill 5.2 imitation

tehran mhmed lAhsi ehsas

behtmr mhsmn tohmmt mhIam

kmhroba mmhtab smhne ehya

83
69

Pronunciation Drill 5.2 Imitati cont'd)

mehri

m6hri

lmhj

aghvi

m iDmilitam

ehterual

8
. 70

LESSOR 7

514-14w

1: 1raãsre jrm'aid amrika Is J d's brother living in America?

zendegi mikone?

2: brle. drr danehaye tegzas

Yes, he's teaching at the University
drr- mide.
of Texas.
mcdk
small, younger
dare
he, she has
1: brradrre kuLk hm dare? Does he have a younger brother, too?
do
, two

ye
one, a (an)
bnie. do bmra o ye xahnr
dare. has two brothers and a sister.

1: berad4re J.= d amrik6 zendeg kone?

V 0 A
dr danesgaye tegzas %
drrs mide.

brradire kuak hrm dAre?

bmle. do brradro ye xahrr Are.

71

Drill 7a.l Simple Subst

beradmre reza ders mide.

xalur

dust

pedrr

pesrr

dust

bmradar

pedmr

ill 7b.2 Complex Substitution (Repeat Including

.negative and affirma ve.) alternation of

dere jimmlid dmr amrika zendegi mikone.

jorj

dariu

peSS3r

cbr de .

beracbr

id

dust

reza

bEsrt

zendegi mikone

kar mikone
74

Drill 7a.5 Complex Substitu OR _eat as Multiple Subdt

. giving no more than two cues at the same time.

jmmsid bnradnre kucik dare.

bozorg*

eg)

kiak
(aff)

mli

fereSt

ill 7a.6 Combination Drill (Revie

reza der danesgaye tegzas dnrs mide.

adore reza der danesgaye tegzas dmrs mide.

beradnre reza dmr danesgaye kolombia dnrs thide,

danagaye kolombia dors mide.

duste li drr danagaye kalifornia ders _ide.

madnre jmin1d dE3r danagaye kalifornia dr e.

pedere_sirus*dni dan4gaye kalifornia ders mide.

-
Dr 11 7a.7 Conversation

1. `ioma noradnr darid?

2; oma xabmr darid?

3, oma bmrad2re kucik darid?'

4. orna, xahere bozorg darid?

6. Boma xabere kucik darid?

7
75

Drill 7a.8 Conv on (The teaher questions students about their

families, and about other students' anawers.

-s tterackere kuca darid?

1 bmradmre kucik dare?

soma xahmr darid7

4. 3 xahmr dare?

5. soma xabnre kucik darld?

6. xahmre kucik dare

7. soma teradmr dare?

8. 7 btradmr dare?

9., -_17 xahmr darmnd?,

10. j_ xehmr darmnd?

U. xar darond?
12. soma vo j bmradmr darid?

13. 5r ,o 7 bmradmre kuc520. darmnd?

14. 0 xahnrebozorg. darmnd?

76

Pronunciation Unit

xahlire gas& x yli xoexlqe.

2. bebmxSid xantim, ye (15dri gond mIxam.

LESSON 7

dialog b

kucika ceker mi one What ,does his younger brother do?

dors mixune
he studies (in general)
2.- adore kucikeI dor tehran His brother studies in Tehran.
s mixune.

cetori What about his sister?

-agerd
pupil, student
dobes
firimary school
-e-
he, she, it, is
2. xaire s s agerde dibes
His sister is an elementary school
student.

* '*

1. bmradore akes ekAr nalkon

2. boradare kucikes dor tehrgm alms mlxune.

cetorY

2. xahkrel agerde dobentan-e.

Drill 710. Forced Subst u on (Use subject pronoun as cue.

kucikeli dmr une

V A
-es ,

(Ioma

(u)

-stun

-stun

T ,
Drill 7b.2. Complex SubstitutIon

bmradmre kuZikews unja zendegi mikone.

xabmr

bozorgit

1:wrecker

inglisi mixane

dust

fx.ran-e,.

,bozorg

hera

--dust arsi
90
78

Drill 7b.3 Complex substitution drill (Use subject pronoun as cue

for -es em, etc.

xabm!r-e bozorges fr7 se

tEeracter

kUcik

peaer

doxtmr

btracter

(s'oma).

xaher

bozorg

kuLk
mide.

doxtit

bozorg

midune

91
Dri 7b.4 Complex Substituti n

men danesgaye tegzas crs midzem.

ma danesga kalifornia farsi yad migir- neg)

soma sahr nyu york
fln dmbestan yrzd*
zendegi mikon-
inglisi dmrs m d-
aff)
jorj dMi3irestan borujerd* torki yad migir-
5=sid wrak
rezaye
limmTdan
kermansah
xoy
siraz

Drill 7b.5 Conversation (The teacher questions student one; he then

questions student two about student one's answers

darid?
xa1re kucik darid?
xaretün koja zendigi mikone
2. 1xamr dare?
xahmre kucik dare?
xahmre koja zendegi mikonef

(Repeat these questions, substituting /brradx to the third student

and question student four on student three's answers. Continue in
this manner until all the students have been questioned.)

Drill 7b.6 Conversation

At this point the teacher should make a short dcserition of his

family,

including how many brothers and sisters he has, whetner they are younger

older thEln himself, and should mention where tney live. This should
not be too long since the stUdent- willhave to remember the facts.
The

teacher will then proceed to ask the students o.out his family. Do not-

mention names yet.

92
79a

SUP TENTARY LESSON 2

1. lotfn gu.'S7 konid.

un s e

tmxtepakkon un textepakcon-e.

2. lotfmn tekrar ko- d.

samt un sat-e. un gmc-e.

dmr un r-e. Amndmli-e.

txtepakkon un txtepak1on-e. divar un divar-e.

3. lot4mh jmvab bedid.

T: un ci-e/ (Point to cue.) 5:

(Continue in this way with the following cues:

1. samt 4. gmc

2. 5. mridmli

3. tmxtep On' 6. divar

14 . Subs ce

in medad -e.

ketab
dftx
ei
un
xodnevis
kaqmz
miz
sandmli
ci
tmxtepakkon
in

Un
Samt
divar
kaqmz
xodnevis
tmxtepakkon
80

LESSON 8

dialoga

that

ki who

un aqa ki-e Who is that man?

esm name

2 un duste jmsid.e. eam That's Jamshid's friend. His name is

jorj-e. George.

1. rast migid? amrikai-e? Really? Is he an American?

tegzasi a Texan, someone from Texas

2. bmle. tegzasi-e. Yes, he's trot_ Texas.

* *

dialog a

1. un aqa ki-el

2. un dGste SEmsid-e. sme j6rj-e.

%
1. rest migid? amrikai-e?

tele, tegzasi-e.

91
_Drill 8a.4 Simple Substitaion

kucik-e

bozorg

tmd
germez*
sefid*
s;21oz*
erd*

Drill 8a.5 Complex SUbs itutioli, (Repeat

as a multiple substitution
drill.

masimm kucik-e

ketab bozorg
d2ftmr xub
medad
xodnevis germez
kagttz sefid
aBbz
-=rd

Drill 8a.1 Forced Substitution

id iLani-e?
a. amrika----

italya----

tehran---,

tegza

esfxhau----=.

Egpon-
82

Drill 8a.1 -nt'd)

sou inilis i ,
alman----

zapon--

italya--

cin

Drill 8a.2 Simple Substtution

a. fereydun kord--2

rus

tork

bzluc

torkmmmn

alfgan

b. soma kordi hmrf miz nid?

rusi

torki

1.11uci

torkmmnni

mfgani

mrabi
Drill 8a.3 Complex Substitution

'agaye sadeci irani-el

amyl

warikai

ifi

Itsrf n-

xanum

italyai

IrEerZsi

midun-

acia

bvctiari

e adi

tork

aryan-nezad

mhvazi

.sadeq

ders

mazmnderani

midun-

ifi

-e
xanum
kord.
LESSON 8

Elialo 10,

1. esme
Is your name George?
famil
last name
e, aqa, esme fami Yes, and my last name is Stone.
hrm eton-e.

pms esme kueiketun jorj-e. 'Then your first name is George.

2. hmle. esme sama ei-ei Yes. Wh&tts your name?
e me fami1m sirazi-e.
My name is Shirazi.

dialog b.

0
esme soina jorj-e?

2. bale, aqa 6sme familL.m hem est6n-e.

ves e ,

e kuciketun jorj

2. bale . e sme oma ci-eY

1. 6sme famiirm
85

Drill 8b.1 Conversation

T: e sme kuciketun ci-eY

S143 esme mmn----e.

T: eame fmmiletum ci-

S: esme fmmilmm-----e.

Drill 8b.2 :NWltiple Substitution Explain that first and last

names are connected by an "ezafe" in PerSian. Be sure
to do a number of examples before you begin this drill.)

un age. ki-el S: esme s ide nezad-e.

mli smngabi
mmhmud j4msidpur
fereste aerifi
gasem sadeq
hoseyn etemadi
Amid mInvi

Dril Converse ion

esme soma ci-

Drill 8b.4 Conversation _k each udent.)

baradmr darid?

esme kucikeI

koja zendegi mikone7

kar mikohe? koja?

espanioli midune?

mire dane.iga?
Drill 8b.4 Conversation

T: esme peaTore esmes6 fereydun-e.

xaniar krin
madwr nAin
baradmr kueik prv z
braradf-2re bozor g. mmnucer

madmr bozo

pedr.-r bozorg* mmhmud

Drill 81).6 Complex Substitution _Review

mmleme palrviz fizik xeyli xub midurie.

dust j&!idgid inglisi &rs mid-

bmradmr zohre kmi mifwhm-
pedr.ro maamr -mtna* farsi midun-
xahmal) bmradza.

10 0
Drfli gb.7 Complex Subs (Review

masine kucik-e.

medad xabmr serid

xodnevis pedmr

kagmiz madr zcerd

ketab dust umbz

mamllem germez

bmradmre kucik bozorg

bmradmre bozorg Lb

xabmre kucik Ixed

xabmre bozorg

10
87a

r3UPPLEMENTARY LESSON 3

1. lotfn tekrar konid. (Choral practice)

in miz-e. un dmli-e,
in gmc-e. un twrtepakkon-e
in xodnevis-e. un samt-e.
in ketab-e, un deter-
in medad-e. un xodnevis-e.
in dmr-e. un divar-e.
in kagmz-e. un medad-e.

2. Individual Practice Rep at unti each student can say the sente -e

mit - snndmli S: in miz-e. un smndrli-e.

medad kacimz
xodnevis aamt
dmr - divar
gme tmxtepakkon
ketab dmftmr

Repeat until each student c say the sentence easIly usi wo

cues at a time.

lotfn gu konid.

in mite momllem-e. un mite Iagerd-e.

in ketabe mmn-e. un ketabe %d-e.
4. lot_ n tekrar konid.

in mize morllem-e. un mite Iagerd-e.

in ketabe mmn-e. un ketabe
in kaigmze dan-e. un kaemze sirin-e.
in xodnevise xosrow-e. un xodnevisemxtmr-e.
in smndmlie Iagerd-e. un amndnlie mamllem-e.
In medade judi-e. un m.2dade karol-e.

(Hhve each student make a complete sentence using one of the following
possesors.)

T: mcmllem in(un) mite momllem-e.

liagerd
mmn
xosrow

karol
88

LEsSON 9

dia3.05 a

condition, sta e, health

aciaye azlam, hale razi, hello; how are you?
ma eetor-e?

mersl, xube. hale sama Fine, How ar- you?

cetor-e?

niat it is no neg. o
li but

head
dmrd mikone it hurts

mersi, bnd iist. li zrn Not bad, but I have a

d2rd mikone. headache.

ziab very mu too mudh

xob
well, (as hesitation "Well...
xob, oma ziad kar-mikonid. Well, you work too much.

dorost
right, correct true
hex& Eez zora (in the) afternoons
est rahmt mikon- res v b)

doroste. vli tezd mz zora

esterahmt mikon2m.
That's true, but I rest in the
afternoon.

dialog a

&Aye hrazi, hgle soma cet6r-e?

mêrsi xdbe. hgle soma et6r-e?

1: mrci, bmd nist. anrem dird mik n

2; xob, goma zigd kgr mikonid;

1:
103
dortIste. idli bmid az zorg estera1t
89

Dr 1 9a.l Forced Substitution (Review

Erma ziad kar mikonid.

jalmgid

mmn

dustetun

pedTretun

aclaye sirazi

pedrro madmretun

Drill 9a.2 Forced clubs itution .

1Re- ew

d mz zora ester&t mikon2m

.

kax mikon-
mir- bazar
farsi mixun-
esterahmt mikon-
drrs min
farsio inglisi

D 11 imple Substitution

brditzzora cekar mikonid?

jomeha*

smdbeha*

yek5mmbeha*

dOrmmbeha*

semmbeha* 1o
Drill 9a.3 C 0_

ammbeha* cekar mikonid?

beha*

Drill 9g. Colex Subttution

ba miram kela
soba

danesgaye tmbriz

(pedmro madmretun
dovw:mbála

o d!mmbeha

ino zohr-)

ia

kelase fizik
v
seammbeha

jomeh

mmbena

carfleha

danesgaye jraz

(mmiraud)

danesgaye tehran
91

Drill 9 le Subs on (Vocabulary)

smr cesm del

pa dmidun pos

(Point out that after /-a/ and /- / becomes /)

dane'Lgat cetor-4
xabga

patun

farsitun

inglisitun

e. (Point out that afte /-a/ and /-i/, /- becomes /-i/

in danevsga -

xabgaI

fari

ingJizi

(Point aut that /mj changes to / before a/ or

in danevsgam-e

xabgam

pam

far s

inglisim
92

Drill 9.6 Forced Subst tution

aa3mm cbrd mikone

pa

dnndum

dnst

post

del

Drill 9a.6 Forced SuliFtitntinn

(Complex)

makne'L.: Ized

dan ga

kelas -etun)

ketab

kelase farsi

dbirestan

inglisi
93

LESSON 9

ialog

Emba mikonid/ vmat do you do in the,evenings?

m-cmmulmn
usually
ketab mi n- read books
saba mr,:mulmn ab mix Tnm. I usually read in the evening.
cat hour
nd
how much, many
saxt mnd
time?

dinner
mixor-
eat
1. cEnd Sn.m mixorid?
What time d- you eat di er9

eight

_st (at) eight'o'clock

ne:m n saEt- hEt arn mixorim. We usually eat dinner at eight
o'clock.

1-(2§.12.

1. anba cekar mlkon

'Lbit memiql;n ket-ab maxunmm.

1. sftte nd sam mixorid

2. memulin sete mixorim.

1rd
94

Drill 9.b.l Simple Subs ution (Draw a clock, using Persian

numberst as a visual cue

mmmmulmn samt- yek kelae 1

do

se

hm

noh

dmh

yazdm

dmvazdm

(Repeat this exercise rearranging the numbers atrandam, po

the clock, til they are nell learned.)

,

Drill 9b.2 Conversation Cued Response

samt cmnd mirid sinemaye empayr? (do) S st-e do mirmm sinemaye empa

samt.mmnd mirid danagaye tehran? (hmft)

amt mmnd mirid mmnzele cealemetun? (yaz

amt amnd mirid un filM-e rusi? (hat)

samt mmnd mirid mmnzele ja3m;idomli?

mmnd mirid.pinemaye

omnd mirid Iemrun? vaz

nd mirid mmnzeletun?

109
Drill 9b.2 Tontld)

oind mirid __nzele etun? (yek)

samt cmnd mirid mnz4e bmradmre jmm;id? (

samt am dmirid rri

emzele mown e fereste? _

Drill 9b Complex Substltutior

mi x oran.

(neg) .ksba
sobbane*
(aff) . scam besma- z zora 2 new.
soba. sam

ba 4 qmza
pedaro madar
5

jmmtido mli 6

7
8

9-

10

Drill 91:104,. Cobversation eview

esme madmretun

esme kabmretun el

esme bmradmretun

esme m llemètun
110
Drill 9b.4 contid)

pedBretun koja-zendegi mikon

6. madBretull kar mikone?

7. xalero bmradrr darid?

8. -morilemetun irani-
9. kelasetun bozorg-e?

medade soma 4mitmez-6?

ketabe mmn bozorg-e?

12. ketabt &mid -e?

13. momlleme soma amrikal-e?

14. duste jorj irani-e.

97

SUPPLEMENTARY LESSON 4

lotfmn jimvab bedid. (Ask ea h student two questions: with ci-e

and.then with kl-e. Use titles of address when calling

T: aqaye (xanome in ci-e/ S: in ketab-e.

T: in ketabe ki-e S: iwketabe mmn-e.
(Use the following cues when askin question
1 ketab 3. smndmli 5. kagmz 7. medad
2. miz. IL ft= 6i --t 8. xodnevia
(Have the students ask and tr-the ques iona among themselVes-

lotitmn guI konid.

in xodnevise mn-e.
tn samte mmn-e.

in xodneviso samte n-e.

lotfmn tekrar konid.

in ketabo drftmre mmne. in mizo annftlie

un ketabo dmftmre Iirin-e. un mizo mBndelie aagerd-e.
in medado kaqmzemhmmd-e.
dmftmro xodnevise tam-e.
un Medado kaqmze xosrow-e. diftero Xodnevise qasem-e.
lotfmn ,*vanbedid.

aqaye xanome -----, in mizo amn lie k

in mizo senamlie momllem-e.

(Use the following pairs of cues:)

1, x'odnevis medad 5. pedmr maft

2. bmradmr xahmr 6. Retab -

3. xodnevis samt -7. miz 1

4. dmftmr --medad kagnz -'xodnevis

112
99
Esv-ieva_72Fa4O.115.

pas bitr farsi hrf miznid.

2. bmle.

1. fmransevo arnani nemidunid?

2. nmxeyr. fmqt frso torki midunmm.

1. torki ham idunid?

2. bale. pedmro madmrmm torki hairf iznd.

1. dmr xune bAtar torki hmrf niizn1d ya farsi?

torki.

pedmro madmr tun farsj midunmnd7

2. bmle. farsi xub hmrf niimnsnd.

Uma bmradaro xahmr hrn darid?

2. bale ye baradmro do xahmre kucik daram.

1. °rid midunmnd?

e. xatzsram
_ ham inglisi midune.

1. rast migid? cetorY

=these yad migire.

43as nev6Istana lad mig _

2. naxeyr. fmqat nevestmn yad nemigire. lem ikai-e.

1. xob. ps batman xub hmrf mizane

2. bale. mcalleme xeyli xub dars mide. ba agerda fmcias inglisi hmrf
mizne.
V'OCABUIJ,BY

behmxg_id exeuse me

extiar darid. phrases of politen

xae% mikohmm. - be discussed later

cera (two Meanings) .1) why?

2) imsitive assertion to
negative statement or
113 question.
unen Contraction of hqi) and
ham.
100

(The following dialog should be read

page slowly up to the asterisks on
. Then the whole dialog (including the
isks) should be:read at a normal part after-the aster.
rate of speed. Try to include as
many natural gestures as possible.
Underlined forms indicate places
you might include- yoUr:OWn gestures.
The following informatiOn should
be read to the students:

The following dialog will include words

and expre sions you have not
heard before. Some of them may be understood or figured
out by Context.
Others are not so clear. It is not,important, however, to understand
ev.
ery word and you should not attempt to do SO.
You should be able to g t
, the gist of the conversation from what
you already know.
The end of the dialog is cultural in content.
-You will not be ex-
pected to understand verything but you should
, be as observant and-ana-
lytie of the situation as possible.
Keep what you observe in mind as we
11 discuss it in the grammar session right after k

this class.The di -
log will be redd twice, once slowly,
eXluding the cultural material
the end and once again at a normal rate
of speed with the end s ction in-
cluded and natural gestures eMPloyed.

ReviDia10 10.2
sielam. hale kma ceto
2. meri, xub-e. hale Uma cetor-e/
,

'1. bmd nis , meret. koja miridl

2. mmn mix= mmnz kma cetor
1. wen dor danigga kelas darmm.

2. ,rast migid? tabestun hmm dmrs :id?

brie .

ci mixunid/

1. fiziko im.mixur a eeto

101

Review Dialog
_ 10.2 cont'd

2. bmle. dmrs rnijoi

d ta daridt

yeki fmq

yeki fmqm eera

xob, tabestuna m,-memulmn kar mikonmm.

1. smhih. koja kar mikonid/

2. dmr ketabxuneye danaga,:

1. gmba kar mikonid ya soba?

2. gmba. soba rs ixunmm.

1. hala ci mixunidi

2. mmn fmranse mixunmm.

fmranse yad migiridl

bmle, paiz mmn,miram irano yeki-do mah dur paris

a-119-:a8-11-aLLS8-1-ge tmnha miridf

2. bmle tmnha mirmm vmli bmradmrmm dmr paris
endegi mikone.
1. rasti cekar mikonel

danagaye paris dmrs mixune.

nmtmmn fmrans midune.

e xeyli xub hmrf-izmne.

Pm Xoma cena fmranse yad migi id

2. xob, bmvAdermm kar dare, xeyli. dors mixune.
1. rast igid. ri zermt mixam, aqa, samt cmnd-e/

2. sacrt mlan do-e.

1. ert mixam. nn do kelas darmm.

c. *
102

ba ejazeye oma, mmn zudtaT mirmm.

xaamikcnmm. izfkllali Iomaro dobare miblnini. qablma

mixaym hmtmmn ke mmnze1e ma tarif biarid.

1. ba kmmale meyl. xeyli lotf darid.

2. xaa mikonmm. pmu mozah-metun

1. extiar darid. ba ejazgye smrkar.

2. xodafez mmrhmmmmte "gcma Ziad.

1. lotfetun krma ne.

2. gorbane 'gema. lotfmn be xanumetun o beresunid.

1. eAm. gorbane .goma. xodafez.

xoda. haieze soma.=

.

1 1 (3
103

G ammar

Phonology

We have seen in this unit that°/h/ is often droPped when it

occurs
in syllable-final position. The following is
a discussion of the phon-
eme /h/, its occurence and allophones.

1.1 When /h/ is dropped at the end of a syllable within a word,

there is often coiopensatory _cmgthening of the vowel that
ac-
couipanies it. This can be summed up as /CVhC/
[CVVC].
For example,

/tehran/ --) [teeren]

1.2 When /h/,occurs intervbcalically or in word-final position

it
is often but not always dropped, with no compensatory len
hen-
ing of the vowel.

The phoneme h/ gill be transcribed here but you should learn to

ake the correct phonetic changes by imitation of your teacher.

Another Persian phoneme' (the glottal stop, here-transcribed as /'/)

acts in a manner-similar to /hb .This phoneme is produced bY
sharply
cutting off the air at the gaottis. The glottal stop occurs in the
Eng-
lish sequences Pe'a/ and/WM/ (negativevanswers ).

1.3 .Mhen /'/ precedes a consonant, it is dropped.

A phonetic leng-
thening of the accompanYing.vowel ocaurs. For example/

/mmy-ulmn/ [mmmulxn1
/dm' tt [rInvIv&t]

1-4 When /'/ occurs following a consonant, it is.often

pronounced.
1.5 When P/ occurs intervocalically, it is dropped with no c m-
pencatory lengthenin of the accompanying vowel(s ). For ex-
ample,

/s mt/ t]

/ o en/ [motmaen]

In this text, transcription of /h/ and /'/ will be treated differ-

ently. Since /h/ is not always dropped,on alllevels of speech, it will
be transcribed here. Because the glottal stop is almost
never pronounc-
ed in certain positions, it will be transcribed only following consonants.
Long or double vowels occuring as a result of dropping /'/ will be written
by doubling the vowel symbol. When you begin-to write Persian,
you must
remember that words transcribed here with a double vowel willbe written
in Persian with one-vowel and a'glottal stop.
1 17
104

Mor hology and Syntax

2.1 Modifiers of nouns in Persian follow the modified noun.

Two
kinds of modifier hive been introduced in your dialogs, an ad-
jective and another noun. For-example

bmradmre jmmIid Jamshid s brother

bmradmre kucik younger brother

When a noun is' modified in such a way, the 'connector'

suffix
/-e/ 'must be added to the modified noUn.
You will notice that
the connector suffix has two pronunciationp.

When the modified n un ends 'in a vowel, the su fix is

pro-
nounced -ye/ For example

danaga-ye-tegzas Univer ity of Texas

'When the noun 6nds in a 'consonant the suffix takes the

form /.e/. For example,

bz.zark.re kucik little brother

The English equivalent to this Persian construction You will
notice, can take,more than'one form.

danegaye tegzas University of Texas

baradmre jaidgid Jamshid's brother

xahmre kuc k
YELIEME_Ilan21 ister
But in each case the noun is being modified in some way, and
this one construction is used in Persian.

2.3 A second kind of modifier that occurs following the m

'fled noun
is the personal possessive suffix.
0
bmradmram my brother

bmradmretun ysl.m.brother

buradmre% his, her brother

These inflections may be added to a nOun plus adjec ve con.

struction.

bmxadre his brother

baradre kucik younger brother

bsradxe kucike 118 his younger brother

105

2.4 The third person singular of to be in Persian

/7e/. This inflection is is ,an inflected
phoneticPlly part of the word. For -
example,

xub-e it's good

ketab e it's a book

The ne ative of this for
a separate word1
b32d nist
not bad (it isn't bad)
ketab nist not a book t isn't a book)
Because the connector suffix and the third
tions are homophonous, the verb form will person singular inflec-
phen and the connector without a hyphen. be written wl,th a hy-
-these forms in your speech, You must not confuse
They have completely different
matica.l functions. am-

Contrastiv e Notes

Note the follow- g -entenées:

a. ma mirirn sinema.

b. Xah=re7,5 hmnuz ndrese mire.

mnzele fereydun dmcml d

And their English equivalents:

a. We're going to'the movies.

b. His si,ter gtill goes to 'school.

C. a an invitation to F eydun's'house
night.

In each-of the English sentences

we use the word "to". When we con-
trast this to the Persian sentences_above,
we see that there is no
equivalent preposition On a Slfghtly more formal level of
however, the ikeposition Persian
used. Sentence (a) would
come: . than be-
QC sinema nirij1i.

Note that this inyolves a change

of-word orci6r also. This sentence
tYpe is not used,in
colloquial Persian in most circumstances.
natural transfef for Iranians studying The
Persian will be to drop the
preposition in the English sentence. ,

119
SUP :V_ARY LESSON. 5

lo fmn gu konid. (Show the relative position of objects as indi-

cated in the following statements by pointing.)

xodnevis ruye miz-e.

tmxtepakkon zire miz-e.
s2ndmli nmzdike miz-e.

2. lotfmn tekrar konid.

xodnevis ruye.miZ-e. c. samt ruye divar-e.

tmxtepakkon zire miz-e. tmxtesia ruye divar-e.
.smnamli nmzdike miz-e. samto tmxtesia-ruye divar-e.
b. ruzname ruye smnamli-e. d. mize nma nmzdike dmr-e.
medad zire smndmli-e. smndmlie 'goma nmzdike amr-e.
miz nmzdike smndmli-e. mizo smnda.lie 'goma nmzdike dmr-e.

1otfn j ab bedid. Point to pict on Chart 1)

T: aqaye (x me xodnevis ruye miz-e?

tmle. xodnevis ruye miz-e.

xodne,yis.ruye miz-e?
tmxtepakkon zire mize?
smndmli nmzdike mize?
ruzname ruye smndmli-e?
medad zire smndm1i7e?
.miz nmzdike smndmli-e?
-samtruye divar-e7
tmxtesia ruye divar-e?
samto tmxtesia rUye diva
mize sgoma nmzdilw dmr-e?
smndeclie nma nmzdike dmr-e?
mizo smndmlie nma ruezdike dmr-

4. lotfmn soal konid. (Reverse the above practice. Have.each student

ask a question usinpt truye/,Yzire/ or /nmzdike/.)

120
109

on -ciation Unit 7

We saw in our discussion of and /'/ that they are usually dropped
and that the accompanying vowel becomes long for compensation.
Since
this is particularly Strue of , let us pronounce some words with the
long vowel /mm/.

sued

WEZ vz
dmva dmmva

nmmre

smmban

tmmne
110

LESSON 11

dialog_ a

hmva
weather
hmvaye amrika cetor What the weather in America I Ice?

ja-be-ja
from place to place
hmva ja-be-j fmrq ne. The weather differs from place to
place.

example, for instance

xob, hmvaye tegzas Well, Texas for instance.
mesle
like
2. hmvaye astin e le hmveye The weather in AuStin is like the
mhvaz-e.
weather in mhvaz.

dialOg_ a

1. hmvaye amrikti cetOr-e

a-be-A f&rq mlkone.

1. xob, hmvaye tegzas mksxlmn.

2. hii=vyç actin m6sle hmvaye mfiV6z-e.

111

Drill lla.1 SImple Substitution

hmvaye amrika cetor-e%

iran

tehran

efmhan

kraz-

mazmnderan

tabri

tegzas-

two york

mmIbmd

Drill lla 2 Simple Substitution

emruz hvva gmrm-e.

mmrtub

xonmk

mbri
baruni
'xoIk
Drill lla.3 Complex Stibstitutic

hmvaye astin mesle hmvaye mb z-e.

tehran denim

mdghmd. dalas

mazmnderan oregon

tmbriz vayo ing

abadan hyuston

kerman reno'
112

Drill lla.4 Simple Substitution (The following exercize is between

pairs of students. The teacher supplies each student
with a cue.)

tehran mesle hmvaye denver-e.

abadan hyuston

mazmnderan oregon

mOhad dales

esfmhan dalas

tmb iz reno

Drill lla 5 Simple Substitutic (The following exercize follows the

same format as Drill lla.4.)

mhvaz cetor-e/ 2. hmvaye mhvaz gmr_

tmbriz

abadan mmrtub

xonmk

rmIt baruni

abadan gmrMo mmrtub

lemrun xonfiko xoWk

mazmnderan mmrtubo mbri

Review Review Drills 2b.12, 3a,Land3b.8.

13.3

LESSON 11

tabestun
summer
I. pms tabestuna gmrm-
Then the summers are hot
2. bmle. ye Mimi, ham mmrtub-e. Yes. It's also a little humi_d-
zemestun
winter
1. zemestunaN eetor/
How-about the,winters.
bmrf
_sn

bmrf miad
it_snows, is snowing
2. zemestunag smrd-e vmli-bmrf
nemaad. The winters,are 'cold but it doesn't
snmi.

dialog b

s tabestungg,drm-e?

2. b4e..ye klmi hmm inPrteb-e.

1. zemestungg cetor/

2. zemestungg sStrde-e v- n6miad.

llb.1 Simple Substitution

zethestunaye tmbriz smrd-e.

mmIhmd

tehran

gorgen

rezaye

azerbaYj

Drill-llb.2 Simple Substitution (Vocabulary)

Lunaye abadan gmrm-e.

bmhara*

paiza*

zemestuna

Drill llb.3 Mnitiple Substitution TwO cues simaltaneoUslY)

tabestunay0itaz xonmk-e .

paiza tehran
bmhara mazmnderan
zemestuna rAt
tabestunarezaye

Drill llb.4 Cued Conversation (Give a place name and an adjective

as
cues to pairs of students. Try to keep the
response fact-
ual.. Repeat the exercise using all the seasons.)

ceto -e/ 2. hmvaI -e.

Review Revie Drills 811.4, 9a.3, 9b.l and 9a.6.

Drill llb.5 lmita n (Have the students repeat the following

sen-
tences

,
hmvaye tegzas srd mist. hmvaye mazaan_eran xak n
hmvaye minesota gmrm nist.
hmvaye abadan srdnit.
hmvaye tehran martub nist. hmvaye sibiri (pm nist.
12
115

Drill Ilb.6 Forced Substitution (Go through the following exercize

once repeating everything with the students, then give
cues in the regular manner. Use only negative cues.)

T. hmvaye tegzas smrd-e? (nmxeyr) S. xeyr, hmvaye tegzas

sird nist.
hmvaye sibiri gmrm-ey nmxeyr)

hmvaye mitt xdtk-e? vyr)

hmvaye mi.gigan gmrm- yr)

hmvaye nevada mmxtub-e? naxeyrY

hmvaye luyziana xcift-e? (nmxeyr)

Drill llb.7 Cued Conversa on 4ultip1e Substitution) (Cue both the

weather term and either affirmative.or negative.)

T. Ilmv in cetor-el neg) S. hmva d nis

hmvaye miNigan cetor-e/ smrd af

hmvaye tehran cetor-e/ tub 7 ne

hmvaye abadan cetor-el (mmrtub - aff

hmvaye mazmaderan cetor-el Cxak neg)

hmVaye esfmhan cetor-e/ x aff)

hmvaye kerman cetor- f (gmrm - aff)

hmvaye kerman cetor-e/ (smrd neg)

hmvaye r t eetor-4 xak neg)

hmvaye rAt cetor-e/ mx tub - aff )

Drill llb 8 Free Conversation

(Point to the..city or place-on the map that the studmts will .

recognize. Spoken cues may be given if they cannot remember the
place 'name -or if you wish to use an American place name. Wlth
thiscue student one should ask: /hmvaye -,----- cetor-e/ -Stu-
clght twd should answer: hmvat ------- ist)/ as he wishes.

-127
1.16

SUPPLEMENTARY LESSON 6

gu% konid.

T: (Point to book and notebook ) in ketab-e. in ketab nist.

(Point to pencil and pen) in medad-e. in medad nist.

tekrar konid.-

in ketab nist.

ln,Medad nist.

in smadmli nist.

un miz nist.

un tmxtesia nist.

samt nist.

lotfmn jmvab bedid.

in ketab-e?

Yr in kntab 'st_

S: in dmftmre.

(Continue in the same way pointing to objects diffe

OM
what You use in your questions.)

lotfmn konid.

a. :_codnev s zire

nmxeyr, xodnevis zire

mxtepakkon ruye miz-e?

eyr, tmxtepakkourruye miz nist.

1otn jvab bedid. (Point to pictures on Chart 1. Have the u-

dents give negative answers tQ the qu'estion.
For example,

xodnevis zire mii-e? miz nmedike samt-e

-

saxtepakkon ruye iz-e? samt iire -e?

tmxtesia ruye smndmli-e?

117

SUPPLEMENTARY LES 0- 6 "d

Have the students repeat step 5 among themselves.

Pronunciation DrtU 8 ImItation

ferz fmrz

gerd gmrd

serv

-herfe hmrf6

xermd xmrmd

geran gigrzen

ser

b6ri

Pronunciation Drill 8.2 (Review PronuncIation Unit 6, page 76.)

118

LSSSON 12

dial.o& a

-st- same a "is" tut oc-

curs after /a/ and /e/.
1. xuneye nom kojastY Where is your house?

xiaban_ atreet, avenue

tu in on
2 th xiab- a-rezast. It'-,on Shah-Reza Avenue.
-
dur far

1. az inja dur-e? . Is-it fa here?

.2. nmxeyr. dur fist. No, it's no

dialoR a

1. xutbye 110Mb..kojast/

2. tu xiabine Xa-rezast.

1. mz inja dar-e?

. dhr nist.
119

Drill 12a,1 Simple oubstitution

xUneye 'go= kojast.

mmdrese

ketab

pedmr

dust

xabw.

peismr

dmr,

--kelas

dmbirestan

xune

Drill 12a.2 Simple SubstitutIon

tu xiabane Xa-rezast.

minesota

oklahoma

sorayya*

kalifornia

Ia*

dakota

mairabade bala
Dr creed Substitution
tu U-rezast.

tmxte jmig d*

pmhlmvi*

vila
Drill 12a.3 cont'd)

tu xiabane vilast.

dakota

eslambol

.a-reza

mmirabad

mmiyabade bala

naderi

sorayya

kalifornia

Drill '_ 4 Cued Conversation Teacher supplies cues below.

-1 Uma kojast tu xiab -------- me

rmth-ese abad

sorayya

dmbirestan pmhlmvi

kelas vila

xune mndrabade bala

mmdrese U-reza

Drill 12a.5 Comp x Substitution

dmbires ane dur-e.

neg)

bamadtertem
121

Drill ig9-5 ant'd)

maIine bmradarmn dur

clermez

ketab

bozorg

agaye

neg
dmftmr

(aff

e. a*

ketab

abi*

xodnevis

bmradrmre

germez

'go=

sefid

xune 133
122

Drill 12a.5 ontld

xuneye oma sef d-e.

dur

Drill 12a.6 Simple Substitu ion

a. esme xahmrmm fmribast*

ziba*

soheyla*

Iila*

Zombie

esme bradarn mojtmbast

reza

dara
c. Forced Substitution

esme xahmrmm fmribast.

parvin

krin
ila

Utka
Forced Substitution

esme bamadmrmom mojtMbast

amid

hoseyn

dara

gasem
Drill 12a.6.f (cc t'd)

esme bmradmrmm qasem-e.

reza

mojtmba

pmrviz
-d

dara

Drill 12a.7 Cmplex Substitution

xuneye orna z inja dur-e?

badrettm
dmb estan

(stateme

a-reza

-adaran

meedrese

neg)

'(aff)

(question

adaretun

1 3 :)
1,4

LESSON 12

dialog b

1. xuntun nmzdike
Is your house near the school?
.ru-be-ru
across from
2. 1e. ruberuye Yes. It's just acrogs from
the school.
kmare number
omnd
how rnuc h (_

Womareye xunmtun d-el Wha !s your house number

Xamarms dmvazdmst.
_

It!s number twelve.

w -re

dialog b

)cunttun nmzdlke sIst?

e rubertlye mmdreekst.

amartye xunftUn oknd-e/,

omar0 dmvazdest.
125

Drill 12b .1 Sip1e Subs utipn (Have the students imitate after you
once before yoU been drilling.
nist?

e'

7e

ketabe faranse"

mwdreawm injast.

xune

'Nomare

Atetabe faranse

c. mwdresa kojast?
0

xwe
% mare

ketabe fmranse

Drill 12b.2 'Simple Substitution

xanwm'nwzdike sefarw_

4wbireitan

twx.te jalaNid

Ukago
xiabane

Drill 12b Simple,Siabstitutipn

esme mwn fereItast.

Yale*

fateme*.

ferate

mwrzie*

Yale
126

Drill 12b.4- Simple Substitution

dike mmdresmtst?'

ketabmine.

Ombirestem Yale

xuppye ferate

Drill'12b.5 Complex Substitution

-dike mmdresmst.

(n g)

=Yid
atedrese

(aft)

xiab e _a-reza

xune

dmbires an
,

dMbirestate Y re

(neg

ciabane a3.e

danaga

koja

daneNga

(-e15)

138 kaintwuno
127-

Drill 1213.6. tomplex Substitation- Review

ALM

Uma
)
xaneye natzdik-e?

bmradmretun

dur

mat in

sefid

so --ab*

qermez

medad

bozorg

xodnevi s

xab

dustetnn

medad

. bozerg

ma in

qerraez

Drill 12b.7 Imitation

xurimm nmzdik-e.
esme familmm eston-e.
xuneye mmn natzdik-e.
esme famile mmn eston-e.
xunmtun nmzdik-e. ketabmm ciermezre.
xuneye Varna nmzdik-e. ketabe mmn qermez-e.
esmmm pmrvii-e.
ketabetun kojast
ebme mmn pmrviz-e. ketabe Woma kojas
12

D Repeat these sentences with half the class playing the

role of ,Student One and the other half playing the
role
f Student.Two. Then haVe the students do
them in pairs
with you supplying the cues.)

kojast/

'S2 dik-e. ojast/

cp, -esmetun ci-ef,

S2 esmom jorj-e. esme Ioma ci7ef

.S1 haletun cetor-ef

S-
2 mersi hale oma ceto e

ketabetun kojastl

ketabninjazt. ke abe cma koja

Drill 12b.9 Simple Substitution

xunmm M2 inja e.

mmdrese

xiabane pmhlmvi

dmbireatan

inesjed*
Dri11:12b.l0 Transforma Say a sentence containing the words dur
or /nmzdik/. The stUdent Ohould then
con-
vert the,sentence intOa sentence usin- the
other wrd. Follow the pattern'below.

T. min= atz dmbirestan dur-e. B. xuumm nmzdike dmb

xunmm mz mmdr =tun

mmdreamtun =make injast/

xuamm nmzdike mmdresmst,

xuneye Ioma az inja dure

140
129

Dr 11 12b.10 (con 'd

T. mmdreseye kma inja dur-e?

xunamiez ketabxune dur nist.

tehran az dmrya dur-e.

tebran nmzdike drra nist.

Drill 12b.11 Fr e Conversation

1. nmabmwadmr darid?
esma ci-e
xuna% kojastg

xummtun kojastt
bmveye unja cetor-e
zemestuna cetor-e

danagatun kojaatX
bozorg-e?
az xammtun dur-e?

%oma xabmr darid?

xundg kojadtg
Xuna az xuneye %oma durwe?

Xoma tu xune gorbe*darid?

esme gorbmtun ci-e?
bozorg-e ya kucik?.

ma umbar kojaillxorid
M2 inja dur-e?
cimzaX

dmftmre faraitun koja

sefid-e ya sia?.
bozorg-e ya kucik?.

141
SUPPI4ENTAR Y LE 7

Aak each stu_rnt to change.anaffirmative e atement to a -ues

Watch their intonation.

T. xodnevis ruye mize, , is ruye 'size?

Oise the six sentences in Su on 6.5 as cues.

1ottu kiid..
in unnpmnjermst.

in,kagmz tmejallmet .
in ketabre, ruznamm_

ranjerTzt.

un rmajcPlivnt.

in ketab-e. un rummest .

in kelas-e. un ketabxunmst.

in

in p_

in div -e Un

1 hen jmvab be _d.

(T. [Milt to window]

1, in dmr-e? (window

2, un tmxtepakkon-e? blackboard

3. in sant_ lagerd-e7- (tdadher's watch)

4, in xodnevise mmn-e? (student's pen)

5. in kacimz-e? (Magazine)

6. un ketab-e? (letter)

142
131

SUITIZIENMY LESSON 7 cont'd

4.7 dmftmr-et ewepaper

xodnevis.e?

9. in kelas-e? (library

10. ketabo dmftmr-e? (a sheet of paper and a magazine

11. un divar-e?

12. in pakmt-e? (letter

cia Unit 8

kmMf mik

loxt morq

tmlx

ne _f tebq

e'gq seta
132

LESSON 13

dialog a

(Lesson 13a does not follow the regular format.

Supplementary sentenceg
have been added that should be laarned along with the dialog,

daneNju college student

-id you are

Noma daneN d Are you7a student?

1 am
twie. danajumm. am a student.

know, know how (this word

is translatable by a verb
in English. In Persian, how-
ever, it fUnctions as an adj-
ective and must be though of
as such.)
_ _oma farsi bmledid? Do you know Per3ian7
2. bile. man farsi balmdmm. Yes, I know Persian,

1. oOk danaglid?

2* bile, mon danagimm.

1* Nom& tarsi d?

2* bile..

Repeat the memorize the negative answers to the above questions:

1. Nona daneNjuid?

__yr. mmn danaju nistmm.

farsi bmlmdid?

mmn farsi bmImd nistmm.

144
Drill 13a.1 ample Substitution

Xoma danetju-id?

omllem

Xagerd

doxtmr*

mohmndes*

doktor*

mmn dana

mmllem

Zagerd

doxtar

pesar

mobmndes

doktor

mmn dane%ju n

momllem

Ugerd
doktmr

pesmr

mohmndes
,

Drill 13a.2 Free Conversation

Repeat Drill :0 .1.a as
anwered questions to bt
cue bi the student.

14.
13a

nil CanpLex SUbsti ution (Repeat in ne- ve; repea_

-nailing negative and affirmative.

I.erne fersimm.

gimi

mobmndes*

dustetun

honeys
duct

Drill 13a 4 (Review ) Complex Suhct±tutiofl

amMbe samt se mirem kelase fmranse.

Jame
dogiebe
yekgmMbe
segimbe
eargmMbe

Drill 13a.5 Simple Substitut

mmn in lisi beledmm.

farsi

fMranse

espanyoli

146
Drill 13a5 con 'd)

mmn espanyoli bmlmdmm

aspmzi

nmqqasi*

duxtana

v_
senw, .

basketbal*

Wmtrmnj*

Drill 13a.6 (Repeat Drill 13a.3 as free conversation.

Drill 3.30..7 Imitation (Check for comprehension.

un ketabe feretst.

dustmm hala dmr mmdre-

medade mmn dmr xunMst.

main= ruberuye ketabxunmst.

xastmst*.

ésme xahmr lalmst.

bmradmrmm dmr fmransmst.

Nomareye-xnnmsf-sizdmat *

halt Umarmst.

duste mmn dmr reza

Drill 13a.8 Review (Review Drills lla.3 and 1la.5.)

Drill 13a0MUltiple Substitution (Repeat in the negatIve

dmftmre lama mesle detmre mmn-e .

ketab

kat
147
135

rill I3a nt'd)

kote Xoma mesle kote -e.

keravmt

pirahmn*

Medad

xodnevis,

Drill 13a.1O Multiple Substitu on (Repeat in the negative.

daftare jorj mesle daltare amXid-e.

fered

rnerj fere e

Jeri

Drill 13a.11 Complex Subs ion epeat giving more tban one cue at
a time.)

medade nz me e medde aai-e.

ketab

eg

jamik4

lebas

fereyd-

pirahan

148
136

LESSON 43

_og b

worried, di;urbed, Uncom-

fortable

emruz today

1 Noma emruz narahmtid? Is something bothering you toctly?

t. bmle. xeyli Yes something is.

1. ce-at Why? teacher should point

accompanying gesture

naxa sick

kmmi naxotp I don't know. I'm a t

sick today.

dialog b

emrtzziarahtid?
yli narshArtmm.

1. cera

2. nemidunmm.
137

Drill 1 b.1 Simple Substitution (The teacher

should be careful to
drill these aubstitutions enough with himself
attempts to have thw'students substitute before he'
items.) the vocabulary

narahmtid2

xm te

xorhal*

mmrqul*

biker*

qmmgin*

Drill 13b.2 Simple Substitution (Repeat Drill

subject of the above model
13b.1 using mmn/ as the
sentence. Change the question
to a statement.)
c-

Drill 13b.3 Simple Substitution Repeat Drill 13b.2

as a negat e e.
ment, substituting the items listed.).

ill 13b.4 Cued Converction

(Repeat in the negative.)
T. roma emruz narahmtid? S. bmle, emruz xeyli nara1tm
mmrqul

xorhal

aaxor

gasmen

biker
Drill 131).5 Cued Conversation Repeat Drill 23b.4
ner: the teacher gives
in the following man- ,
a onv word cue, student one asks the
question and student two aievQrs it.) -

T. narahmt $I roma emruz narahmtid? S2 bmle, emruz xeyli nara-

hmtid. tr. negative
answer)
138

Drill 13b.6 For ed Substitution

mmO cmruz xoWhalmm.

magclul

jeEmNic1

xmste

(question)

(statement)

neg.-
_

cyEmgin

(aff)

(question

(statemen

(neg)

e Conversation (Optional)

xerhglid ya qmmga_

rahmtid* ya narahmt/

irid*ya puldar

xibid* ya bidar/

maqnlid ya bl 151
139

Drill 13b.8 -Review Complex Substitution

xuneye %oma

bar dmretun

agaye jmaidpur-

dur

sefid

ambz

nmzrlik

dur

nmzdik

Drill 13b .9 Free Conversat$.on

"Dexter House" z inja dur-el

inemaye tegzas nazdik-e?

tehran nmzdik-e?

4. megzik az inja dur-e?

5. tabriz R2 tehran dur-e

X
6. xuneYe Xoma dur-e?

7. kafeteria nmzdike injast?

kuneyt Xoma nmzdike kojastg

152
SUPPLEMENTARY LESS

10tfan guN konid.

a. xuneye Noma kojast/ xuneye ma ruberuye danagast.

b. mmdreseye mhmmd koja t/ mmdreseye almad pate daneNgast.

otage Noma kojast/ otage man tuye xabgast.

.2. lotfan tekrar konid.:

xuneye ma ruberuye daneNgast.

madreseyemhmad pate danagast.

otage man tuye xabgast.

otage iun tuye xabgast.

mize Noma ruberuye taxtesiast.

dmlie Noma ruberuye tmxtesiast

mizo amdmliye Noma ruberuye taxtesia

kelase ma tuye dameNgast.

ketabxüxe tuye damelgast.

.lotfmn jmvab bedid. (Have the Students u e the words in p entheses

th their response
agaye ( xuneye Noma kojast/

xuneye man ruberuye aanagast.

a. otacie oma kojasti. (danaga)

b. otacie aun kojast/ (xabga)
c. mize Noma kojast/ (tmxtesia)
d. aandmlie Noma kojastl (taxtesia
e. mizo ammdmlie Noma kojast/ (tmxtes a)
f. kelase ma kojast clanaga)
g. ketabxune kojast daneNga)
--h.--mmdieseye ahmad-k f--(danaga)-
4. ketabxmneye dana a kojast xabga)
j. maanze1e bmradieretMn kojast/ .(xiabane Na-reza
k. mmnzele dustetun kojast/ (xiabune sina)
1. mmdreseye xahmretun kojast/ (danaga)
SUPPLEMENTARY LESSON 8 c 'd

4. lotfmn tekrar konid.

gmc injast. tmxtepakkon unjast.

ketab injast. medad unjast.

mizo amndmli injast. tmxtepakkono dmli unjast.

5. Have the students question ong themselves using the

following expressions.

ruberuye

pone
C. tuye
a

d. injast

e. unjast

151
142'

LESSON 14

dialog-a

hmetid you equal- ..id)

Noma irani hmstid Are you Ir tan?

2. bmle, nmn iranimm. Woma cetor' Yea, I Iranian. And y

nmxeyr. Irani nistam. No, I'm not Iranian.

kojai where fr_7

kojai hmstidf Where are you from?

I'm AMerican.

dist_ jam ji

1. omi irani histid?

2, bile. nmn iranin. oC cet r?

1. naixeyr. tam,
2. kojal hst

1. mmn
143

Drill 14a.1 Simple Substitution-(Point out that when the Noma

form of
"to be" occurs on the end of a noun or adjective
that ends
in /1/, the long form hmetid must be used'instead
of the
short form -id/.)

rona ani hmstid?

amrikai

italyai

ymz-

tehrani

esfmhani

irazi

tegzasi

nyo yorki

Drill 11a.2 Simple Substitutlon (Go throUgh t s drill once to Show

that.in all other cases, the shorte form / d
is used
in colloquial speech's)

-_orkid?

rus

kord

Drill 14E1..3 Forc d Su' st ution Be sure to alicit oma id./

not fca narahmt hmstid./)

irani hmst id?

amrika

tork

bikar

kord

qmmgin

rirazi

naxor

156
ill 4a. __nt'd)

Noma naxoVid.

rus

tehrani

mute
puldar

tork

ny9 yorki

xahal
tork

ymzdi

tegzasi

rus

fmqir*

kesel*

Dr 11 l4a.4 Combination (Complex and Forced) Substitution Drill

Xoma Irani hmstid.

question

amrAkat

jorj

eg)

=Thal
tehrani

s atement)

15 7
145

Drill 1441.4 (cont'd

tehrani- n s

puldar

jmead

Yirin
ftalyai

naxos

neg)

Repeat the above drill ueing as many &ifferent combinations of substi-

tutions as possible

Drill llia.5 Free Conver ion

a. (Ask every student.) kojai bstid

b. (Ask each student one group of the following questions.

Xoma bmradmr darid?

sme bmradmretun ci
koja zendegi mikone
danaga mire?

2. pedmro madmr-tun koja zendegi

pedmretun unja kar mikone?
mord
madmretun cetor/
bmradmro xahmr darid?

nma kojai hmstid

pedmro madmretUn dmr kodum zendegi mikonmndi
bmradmro xabmr darid?
koja zendegi mikonmndY

4. danegatun kojasti
bozorg-e?
xunmtun kojasti
Zomarm'g cmnd-e

xunmtun dmr kodum Kmbr-e/

kodum xiabun-e
,telefon dare?
nmare telefonetun emnd-e
58
146

Drill 14a.5 cont'd)

6. bmradmre bozorg darid?

zmn* dare?
bmce* dare?
esme xanumeN oi-e/

15amn dmr xuntun sig darid?

esmeN ci-ef
bozorg-ef
gorbe hmn darid?

Drill 14/1.6 Transformation (Point out that the inflec

"their", follows'the same pattern as -etuni
after vowels the inflection became 411n/. Ctherwise
it remaims -eNuni.)

T. ketabe.mlio jimId ketabeWun

maNine mlio jmaid manna.=

kelase Nirino ferate kelasaun

kelase fmranseye'mlio jmaid kelase fmransaun

kelase farsie mlio _mmNid kelase farsaun

xuneye pednvo madarmm xullviNun

mmAreseye mlio jnId mesdreamNun

kelase inglisie i110 jmm kelase inglis

Transformation (Explain that the'inflection

follows the same sound change pattern as /-etun

T. kelase I glisie no Noma S. kelase inglisimun

Maine mmno Noma malinemun

kelase mmno Noma kela-emun

ye mmno Woma

mmdireseye no Noma

ketabe meno Noma ketabemun

kelase fmranseye o Noma- kelase fmranammun

kelase far_ie mmno Noma kelase farsimun

159
a.14-7

Drill 14a.8 Multiple Substitution Sele t two cues in different

positirns to be given simultaneously.

ketab -emun bozorg-e.

kelas (-etun)
MaNin (-aun)
dmbirestan (-emun)
mmdrese

kelase fmranse
kelase inglisi
kelase farsi
samt

16 -)
1148

LESSON 14

dialog b

aqam contraction of Aga/

hamm
1. in agars amrikaimnd? this gentleinsn Ameridan ?

hmrdo both
2. tmae. ma hmrdo amrikai hstisn. Yes we're both American.
1. inn hmm farsi baamdmnd? Does he know PersIan too?

nmxeyr. inn farsi bm1md natd. No, he doesn't know Per

dialog_ b

aciam amrikaimnd?

2. bke. ma hmrd6 amrikai hstini.

1. inn hmm farsi bml&dmnd.

nmxeyr. si bmid nl tmnd.

149

Drill 14b.1 Forced Substitution (Be sure the stu ents use stid/
and /-id/ correctly in this drill.

a i-ani

narahmt

amrikai

tegzasi

hazer*

tebrani

'cabal

Drill 14b.2 Forced Substitution (Review

orna farsi xeyli xub bmlmdid.

'goma

ma

bmradmr

"goma

pedmretun

ma

Drill l4b.3 Repeat Drills 14b.l and 14b.2 in tne negativ

Drill 14b.4 Complex Substitution (Forced)'

nma amrikai hmstid.

tork 162
150
Drill 114b.5 'd)

ma torkim.

neg)

(aff)

jam id

xmste

xothal

tehrani

(neg)
Drill 14b.6 iple Substitu Drill (Repeat in the negative.
ikai hmatid.

tork

xahal
maid mate
bmradmre un mrmb

pedmrmm tehrani

duste mli Wirazi

maelleme ymzdi

Give a short explanation of the

use of / and the
when refering to a third d verb ending
person present or not present cut
Explain that this is especially of pbliteness.
truq of important
related to or friends of the person dignitaries and people
addressed.)

163
150a

111.11b.-1 Simple Substitution

un aqa emrikaLnd?

lsun
.

mlio jmm d

pedmro madmrin

pedmretun

lindon lanson

tr

mzela rat*

iun

Drill 1_413.8 Multiple Substi ion (Repeat in the negative,

un aga amrikaimnd?

l'oma ani

b kar

Zun mmqul
se1io ma,hmud Lord

agaye estilu nyo yorki

lindon janson tegzasi

nma mrmb

pedmro madar

Drill 1413.9 Transformation

T. rna1n-mm ciermez-e.
maine qerniez xub-e.
mrXinetun germez-e.
e gerMezetun xUb-e.
medadm bozorg-e. etc.

kei:abei kueik-e,

ketabig siast.
151

Drill 1413,9 (cont'd)

T. medadeN Blast.

medadam siast.

xodrievisam siast.

xodnevimmm bozorg-e.

maNinemun smbz-e.

mainamun kucik-e.

mainemun siast.

ketabemun siast.
-ketabeaman zmrd-e.*

ketabetun zmrd-e.

ketabetun bozorg-e.

dmftmretun bozorg-e.

daftmretun siast.

medadetun siast.

medadetut ciernez-e.,

medadaun germez

medadeWun bozorg-e.

ketabawm bozorg-e.'

ketabeNun slant.
Winigun siast.

matimiWun germez alast.0

maNinetbn cierMezo esefid-e.

(TheteaCher should read the followingparagraphs aloud to the stUdents

Milne in:the blanks with the correct information about himself this
should be read,at normal speed. The teacher may have to repeat the read-
ing or threb times until all the information isunderstood by the
students.)
- 152
Drill 14.10_ Comprehension

man mcmlleme farsimm. mmn irani hmst an vmai dmr arnrika dmrs mi-
.

sale dmr amrikam. pedmro madmram dr zendegi mi-

konMndo xunmNun dmr xialnine xiabune dike

bmradmro xahmn darmmo unap zendegi mikonmnd.

- esme bmradmrmm -e.

in tabestun-dmr daneNgaye tegzas dmrs midmm. dusfamun az tabes-

allah mirmnd iran. hala farsi yad migirmn farsiNun md nist.
kmmi znifbiindo kmmi hmrf imizmnmad vmli ba mcmllemeWun hmmige inglisi

f mizmnmnd. un xeyli bmd-e. vmli maWallah xub yad Migirmnd.

soba mmmmulmn dmr xabga sobhand mixormm. samt bake sob dmr danaga

kelase tarsi dari vmli mmn emruz xeyli stemm. hmvaye tegzas xey11
gmrm-e. mmn xeyli nar vmli bmmd z kelas mi mm xabggvo esterahmt
mikonmm. emNmb ma samte NiN (pmnjo.nim) Nam mixorim. hmmiNe qmzaye am
kai mixorim qz.zaya irani dust darqm vma ma inja dorost nemikonin .

Drill 141).11 Conversation (Nem the teacher should. give the following-
cues and have one student use-it in a'question-to another
student about the above paragraphs. All questions and
anAwers should be in the /inn/ form since they are
speaking about their teacher. For this reason they
should use the aqaye ----- form.)

irani (You should hope to elicit a question similar to the follow-

ing from this cue.

1 aqaye iranimnd?

82 bele. aqaye

Cues:

amlleme farsi d. esterahmt

b. dmrs xun&mn sobhane azn

admr te qmzaye Irani

153

SUPPLEMENTARY LESSON 9-10

The contnts of this lesson should be drilled over the

period in which
regular lessons 14a.,.14b. and 15 are drilled.
The material covered
in this lesson is review material.

1. lotfmn j ab bedid. (Have the student's give an affir -er

to the questions.

.in ketab-e? (Point to your book). S. bmle. in ketabe.

in ketabe mmn-e? bile. in ketabe No
ketabe mmn ruye miz-e? bmle. ketabe Noma
miz=e.
(Continue in the same way using the foll
ds.)
1

(xodnevi - Noma - zire mmjmlie

b.. (dmr kelas nmzdike tmxtesia)

(Nuna bab ruye ruz eme),

(kelas - ma - ruberuye ketabiun

e. (otaq 7 barbara - tuye Xabga)

f. (mmdrese mxtmr poWte daue ga)

(Have the students make negative or affirmative

to the cUe."Use Chait 1. statements according

in xodnevis-e? (watch) S. nmxeyr, un xodnevis nist.

samt-e.
in samte tam-e? umxeyr. un samte Nomast.
samte mmn unjast? nmxeyr. samte Noma ruye m
b. in divar-e? (blackboard)
tmxtesia ruye zmmin-e?

un kaqmz-e? (pencil)
ud medade gloriast?
medade -------kojast?

-e? (map)
nmxNeye amrikast?
nmxNeye iran ruye

cltre? (window)
jcre nmzdike somt-e

in umxXmst? (letter)
name tuye,ketabe?

167
154

lotfmn oal konid. Have the students make questions from the fo
ing answers.

P. in ketab-e. in ci-e
in ketabe mmn. in ketabe ki-e
Ietabe mmn injast. ,ketabe Woma kojas

un otaqe.
un otaqe barbarast.
otaqe barbara tUye xabgast.-

in kelas-e.
in kelase farsi-e.
kelase farsi nmzdike ketabxun
c. un ketabxunmst.
un ketabxuneye danetgast.
ketabxuneye danetga umjast.

d. in miz-e.
in mize momllem-e.
mize momllem nmzdike taxtesiast.

e. un samt-é .
un samte kelas-e.
samte kelas ruye divar-e.

in samto xodnevis-e.
in samto xodnevise mmn-e
samto xodnevise mmn zire

g. in nammst.
in nameye bmradmrmm-e.'
nameye bmradmrmm injast.

(Substitution Practice)

rmenzele pate mmdresmst.

ruberuye danetga

tuye xabga

nmzdike kelas

nmzdike mmdrese

xuneye mina

koja 1 8
155

cont'-d)

xuneye mina kojast.

xiabUne Xa-reza

unja

mdze oma

rube e

nmzdik6 pmnjere

11-Timale

Have the stude- s question and answer each

other.
T. xoddevis samt) Si in'xodneviso samte ki-et!

S in'xodnevi o samte
2 (xanume
'(Flave the udents use the follow ng words in their conversation.

a. edad kaqmz)

b. smndmli)

diver - pnjere

ruzname

e. (dmftmr na

f. kelas)

g. (xabga - ketabxune)

h. Hetab mmjmale)

1. (medad ketab dMftmr

j. (mi daftmr-r rune)

169
56

LFSSON 15

Review Unit)

Review Dialog 15.1

Please see page 98 for instructions in reading t proce-

dure will be the same aS for Review Dialog. 10.1.

1. mile= aqa. hale Woma cetor-e/

2. merai. xub-e. hale Woma eetor-e

1. xeyll xUb-e. merai.

oma inglisi hastid?

eyr. mmn mmrikaimm. ozna cetorf

2. man iranimm.

1. Noma danajuid?

daneNjumm.

dmr kodum danagaidl

2. mmn dmr danagaye Wirazmm.

Nirazi hmstid7

eyr.. tehranimm vmli hala dmr Niraz zendegi mikonim.

1. pedmro madmretun koja zendegi mikowandt

2. dmr Niraz zendegi mikonmnd.

1. pedmretun cekar mikone/

pedmr dige kar nemikone.

Noma ci mixunid?

2. mmn Wimio fiziko inglisi mi-

l. dmr danaga inglisi mixunid?

2. nmxeyr. dmr danaga,fmgmt iniio f zik mixunmm.

1. pm s inglisi koja mixunid/

-2. mmn dmr mnjommne iran-mmrika mixunmm.

7-0
157 ,

BEY1=21S125.111 (con !d)

e amrikai hmm d?

mmn ye duste ingiiai darmm.

dustetun farsi midune?

tmxeyr. kmmi mimev1i. hmrf nemizne.

inja kar mikone?

mobmndes-e.

1. be
dustmm mohmndes-e.

mohandep.

mohandes dee.

1. mohmndes mobndes. mohmndes ymmni ci I

2 rnobdes nemidunid ci-e? inglici migmnd "engineer'

1. hae! rest migid. mohmndes. mersi, aria.

2. xaeN mikonmm. Noma mallolah f.rsi xeyli xub

1. extiar darid, age. farsim xub nist.

2. extiar derid. ama menle irania nmrf m1znjd.

1. xaeN mikonmm.

2. Vaasa eetor farsi yad migirid?

1. mmn Imba heemi%e farsi mixunmm.

2. hmrf-zmdmn cetor/

1. bmmmle. hnje feral haf miza

2. Noma kojei hmstid/

1. mmn tegzasimm.

2. tegzaa kojact;

1. tegzas dmr junube emrikast.

71
158
Review Dialoc 1 c 'd

2. unja, Yalire bozorg e?

1. bale. car-pmnj ta Wahre bozorg

2. hmvaye unja cetor-ef

1. tegzas xeyli bozorg-e. bmva ja-be-ja Dem mikone.

2. rast mlgid? tahre W(;ma cetor

1. Uhre ma xey11 mmrtub-e, nmzdike dryast.

2* zeéstiana cetor-e bmrf miad?

1. nmxeyr. bmrf nemiad. barun miad.

pms hmtmmn mesle mazmnderan-e.

hmvaye mazmnderan eetor=ef

mazmnderan xeyli mmxtub-e. -e.

1. gmrm-e?

2. gmrm-e bmle. vmai xeyli gmrsa'nist. tegzas cetorf

1. n. tabestunaye tegzas xeyli gmrm-e.

2. lams hmtmmn mesle hmvaye mlavaz-e. mhvaz tabestun

ub-e.

sm z-e unja?

2, naeyr. mhvaz aibz nist.

1. xob, tegzas xeyli bozorg-e vmli nmzdike darya xeyli smbz e.

2. a hmva mesle mhvaz-e vmli mes1e maztenderan smbz e.

1. azozbayJan hmm smbz-e.

bmle azmrbayjano gilano zuaznderan xeyli smbz-e.

barun cetor?

2. bmle. hirun m ad vmli gilano mazmnderan biNtmr barun miad.

1. tmbriz dmr azmrbayjan..c. nist?

2. bmle. tmbriz xeyli bozorg-e. bmmd az tehran ihre d.cNvcie iran-e.

172
159

Review Dialog 15.1 eon 'd)

1. rast migid? vmli tmbrizia fazi hrf nemizmnmnd.

2. nxeyr. tmbriziavo azmrbayjania torki hmrf mizmnmnd.
1 farsi cetoe/

2. frsj hmm dmr mmdreseha

1. (orpa torki midunid?

torki? naxeyr. fmgmt ye km1mme midunmm "yaxci"

be farsi ci mige/

"yaxci" be farsi m g b".

1. mersi. mmn ye duste azerbay ani derma. torki xub hmrf

ye kmlriftme midunmm
e. hala
"yaxci". mersil age,.

xaermikonmm.

Grammar

1. The Verb to be
.1ggmif

We have seen the following sentences with different

verb to be. forms of the

ma fa.rsi badim.
mmn irani nistmm
ma irani n s im.
amrikai hmstim.
ama multi narabmtid?
rna irani nistid. n a hmm amrikaimnd
cma irani tostid?
iun arsi bxlmd nistmnd.
un asa ki-e/
mslmn nmzdik nist.
pms kojast
ruberuye =dreams

At first sight the forms,of the verb to be

and may have caused you some trouble in your ----- may seem confusing
pattern practices. The
situation becomes more clear when we paint Out that
these,forms depends on the phonemic environment the alternation in
in which they are found.

17 3
160

To simplify matters, we will examine the negative forms first. The

negative.form has. /nist-/ as its base and to this the'regular endings of
all other verbs are added. The only exception to this is that in the
third person singular there is no verb ending added. Go back over the
list of sentences on the previous page and examine the negative forms.

Of the affirmative forms the "X" and "they" forms present no partic-
ular problem. The endings are /-,mm/ and -mind/ respectively and are al-
ways attached without change to the noun or adjective.

The "Woma" and. "ma" forms act in a similar manner. The basic forms
of these are /-id/ and /-im/, and are suffited to the noun or adjective.
When the noun or adjective ends in the phoneme /i/ then an alternate form,
the long form, is used.

/Noma iran plus /- d/ bec e irani hst1d./

/Ma amrika / plus- im/ becomes /ma amrikai hmstim./

The "u" form presents different problems of phonological environ-

ment. When the noun or adjective before it ends in a consonant or any
vowel except /a/, /m/ or /e/, the form of the verb to be is /-e/.

ki-ef

nmzdik-e.

When the preceding words ends e of the vowe /a/, /m/, or /e/, the
form of the verb is /-st/.

There is an additional phonological chan'e in connection ith he

"u" form. When the preceding word ends in /e mmdrese, xune, etc.
the /e/ of the word before the /-st/ inflection changes to /m/. For
example, /mmdrese plus "to be" is /Mmdrennt/. Examples of the "u"
forms are:

awzdik-e.

tu qabsne rezast.

ruberuye madre nmst.

---
cantata:0st.

2. Phonological Alternation of Inflections

The rule of word-final /e/ becoming /m/ before certain suffixes

can be aPplied in cases other than thst of before the "to be" inflection.
Note the following examples.

/xune/ plus /-etun is /xunmt n/ /xune/ plus /-eW/ is

/xune/ plus /-41m/ in /xunirm/ /xune/ plus /-eNun/ is /xunmNun/

/xune/ plus -emun/ is /xunmm 17

161

3. S -le

We have seen that there are two ways of expressing

the possessives
/xunmtun 'Imjast/ r /xuneye%7goma kojast/

,/esmmm jp -e./ or /esmp mmn jorj-e./

There it no important difference between these two structures
when
they appear in this intonational pattern. When One wishes tottress
the
possessor then the longer form must be used with sentence
vstestor. For example, stress onthe

/xuneye Ioma ko. °Where! á your house?"

162

Tx:MI 16

dialog a

-a plural laarker

mal pess tsion

(male Noma) your(s)

1. un ketaba male Noma-t? Are tho e books your

2. kodum ketaba/ Which ones?

1. un ketabaye farsi. Those Persian books.

2. mmxeyr. male mmm mist. No, they're not hdne.

1. pms ma,le ki-e/ Then whose are they?

2. magle aclaye Nirazi-e. 'they're Mr. Shirazi's.

dialog a

un ketaba male Nomast?

2. kodtim ketaba/

1. un ketabaye farsl.

2. neyr. male mmn hist.

1. pms.m&le ki-e/

2. mgle agave Nirazl-e.

17i
163

Drill 16a.l Conversation with Cue. (Review

P. ln ci-e? xiaban un xiaban-e.

xune xunmst

xiabane a reza

mmdrese

xunmtun

xiabane ferdowsi

daneIga

mainetun

sinema

Drill )6a.2 Forced Substitution '

un ketaba male Y, mast?

jmaid
dara

ma

danegga

bmradmre irin

.6oma

uma*

aqaye sadeq

Drill 16a.3 Forced Substitu in Multiple Repeat Drill 16a.2

alternating neatjve or aiiiraativ a additional cue.)

Drill l6a.4 'dimple Subs u n (itular cut, plui I response.

un ketaba male 1Somast.

medad
1614

Drill 16a.4 cont'd)

un medada male Iomast.

xodnevis

qali*

.in

takEi

botri;;'

kaqmz

miz

smndmli

livao'

fenju.;

Drill l6a.. 5 -Cued Conversa ion ( epeat

Drill 16a.4
the students answer.in the negative.) as a question that

For example, T. un ketaba male 'to S. un ketaba male mmn nist.

Drill 16a.6 Simple Substitu on Repeat this' drill at

The first time the' cue should be in the least two times.
time give the singular as a plural. The second
cue and make clear to the stu-
dent(s) that they should change it to
response ) the plural in their

ketabaye jmaid xeyli xub-e..

medad

xodnevis

qali

main
kaqmz

miz

smn -01

livan

fenjun
Drill 16a.7 Forced Substitution (lbe stud:rat should textge the subjp _s
of the following sentences to plural in hi ,response.

1. qaliye jamXid xey34 bczor

2. mesine fereydun ciermez--

3. ketabe man ru miz-e.

4. xodnevise mum xmrab-e.

5. sandcoliye DeIxter House rahat

6. livane jwm.gid,kucikTe.

Drill 16a.8 Imitation

ketabatun ru miz-e.

dadatun ru miz-e.

kagazam ru

xodnevisam rit mi

ru miz.e.

ketabali ru miz-e.

botriam

.medadamun ru

d=ftaraIu miz-e.

kagaza'6un ru miz-e.

Drill 16a9 Transformatifm Le studenLz; aLio &hang

subject to the n1 ion to chantAna the su
pronoun the :sive i. flecti n

tar - tun

ketab mxn

xodnevis .6cma

medad

liven
166

Drill 16a.9 (cont'd)

T. botri una
b-e.
y, u

qali nma
fenjun - ma

xodnevis -

botri u

medad - ma

dmftmr -

Drill 16a.10 Complex SubStitut on

ketabaye aqaye nrazi ru

medad

jm6gid

smndmli

kaqmz

neg)
in lar)

liven

l'oma

(question
mmno sorna

miz

tement)
fenjun
180
Drill 16all iultiple Substituti_n

ketabaye farsi unjast.

medad sefid

xadnevi

gall esfmnani

mann rusi

taksi kucik

mmdrese amrikai
botri Isif
bozorg

miz gei
kucik

cal

fenjun qame-:

Drill 16a.12 Complex Subs Ai-tic:in--One cue at a time,

smndmliaye kucik male aQaye

medad .smbz um
xodnevis sefid '6oma
gall qmvei ma
mann bozorg 'IA id
taksi rusi jon
ketab irani hoseyn
botri amrikai agaT3 jivvad
now* xanumL, sgmrifi
livan esf,Thani pedmre fereydun,
fenjun kmsif
168

LES6ON 16

dialog b

tmdris mikon- same a /dmrs mid-/but

on a more educated level
of speech

la inglisi tdris adkonid? Do you teach English?

dmbir momlleme dabirestad

panjom fifth

hmstara long form

2. hale dmbire kelase pnjom Yes, I teach fifth grade high school.
hmstmm. (equivalent to American junior year.)
1. cmnd-ta kelas &sirs How many classes do you teach?

soba do-ta kelas dmrs midmm, I teach two in the morning and two
bmmd mz zoram do-ta. in the afternoon.

1. cmnd ta Ugerd darid/- How many students do you have?

2. xeyli Ugerd daram; kelas be I have a lot of stUdepts. It dif-
kelas farq mikone. fers from class to class.

dialog b

1. mikonid?

dmbfre kelAse panjft hs

and-ta kelis

sobs d6-ta kej.s ds admm, bmmdaz zoeam

1. cnd-ta ag4rd diridf

2. xgyli Xagird damn. kelag be kelgs firq mikone.

w't

182
169

Drill 16b.1 Simple Substitution

mmn kelase pmnjom dars midmm.

carom*

sevvom ,

dovvom

ml*

pmnjom

om*

Drill 16b.2 Simple Substitutjon

mmn z ketabe mvvml midTm.

dovvom

sevvom

carom

pmnjom

'Mom
nmisto

hAtom*

noh

dmhoe'

Drill 16b.3 Simple Subst tution

men mlivm1 mehr=

dovvom

sevvom

carom

pmnjom

%iXom

3
170
Drill 16b,3 cont'd

iran .

hmttom

nohom

dmhom

Drill 16a.4 Complex Substitution

dmbire kelase pmnjom

momllem

dmb

Ugerd

dmbirestan

moltmse- "-

daneaye tehran
ot
daneY.gaye sgira4

danagaye mAhmd

sale* sevvom

mohesel

kelase carom

.4ane uz*

dabestan

%a er4

dmbirestan

kelase n'gom

184
171

Drill 16b.5 cont'd)

Uierde kela

dmbes an

Ambestane _erdwzi

thbirestane ferdow

dmbir

danaga

dabirestan

dmbestan

iohase1

danaga

dmbirestan

dmbe

Vagerd

dmbi

daneXmuz

dmbestan

(Repeat the above exercise using _d the cm' spon n -)

Drill 16b.6 Complex SubstitUtion

bmradmrmm dmr dmbir _tc

d age.

dmbirestan

185
172

Drill 16b.6 cont(d)

bmradmrmm dmr d:Pbires1 drs mixune.

dTbestan

(Jmr- ide.

dandiga

mikone*

dmbirestan

dmrs mi

dane ga
tmhsil mikone.

mide.

tmdris mikone.

Drill 16b.7 Forced Substitution (Be sure that the students responses
contain the plural.)

oma mesle irania hmrf mizmnid.

amrikai

tehrani

esfmbani
rus

fmr amyl*

(Repeat the above exercize once using / -d once again using

the subject and using the negative.)

Drill 16b.8 Complex Substitution

ma mesle irania zendegi mikonim.

hmrf mizmnim.

qmza mixorim.

qmza dorost mikonim.

173

Drill 16b.8 (cont'd)

ma mesle irania qza dorost mikonirn.

mosaferxt mihonim

inglisi daos

hrf mizmnim.
ixamdim

yad mi irim.

migim "inIallah"

"befmr aid"

t o mikonim.

Drill 16b.9 Zimple Substitution (Repeat in the negative.

mmn mesle 14oma farsi bm1md7,

almani

inglisi

torki

aspmzi
_ .

nmqqa

duxtxn

ena

basketbal

Iatranj

187
174

Drill 1617.10 Simple Substitution

nma d ta Y,agerd daridi

ketab

medad

otaq

bmradmr

xodnevis

mohmsel

xahmr

pirahmn*

dammn,

momllem

Drill 16b.11 Co plex Substjtution

ma do-ta 'gagerd darim.

se

car

ketab

ke

bi

medad

medade germez

se

non

mohmsel

1S d
175

Drill 16b,11 ( n d

ma moh-ta mot it

p71,2njall,

ma7,211em

d.-ch

dane6a

Drill 16b.12 Simple Substitution

eeqwd* kaciwz dariq

14-ekmr

polo

kar

ab

girma

ad

gu'6t$

pul

v-_

Drill 16b.13 Simple SubstltutiQn

xeyli .gagerd damm.

katab

katiz=

kar

polo

*Ukar
176

Drill 16b.1h Conversation (The teacher gives the cue, student one a
the question, and student two answers as below.)

T. ketab d -tab darid xey3i ketab darmm.

ad Yeki.--lr d
xeyli Nekmr darmm.
kaqmz

Nagerd

:polo

qmza

pul

Drill 16b.15 Conversation

1. dmr Xelasemun omnd-ta Yagerd dar mg

2. Noma cmnd-ta momllem darid
3. dmr astin cmnd-ta momlleme farsi dan
4. dmr daneNgaye tegzas cmnd-ta mohm irani darling
5. dmr Dexter House cmnd-ta dmftmr* dari
6 tu kelasemun cmnd-ta doxtmr darim
7. dmr kelasemun cmnd-ta perar darimg
8. tu jibetun% cend-ta medad daridg
9. tu jibetun cmnd-ta xodnevis daridg
10 ketabe farsimun cmnd-ta smfe* dare/
U. emrika cmnd-ta myyalmt* dare/
12 iran cmnd-ta daneYga dare/
13. Ymhre vaYmngton cmnd-ta daneYga dare 10)
14. Noma cmnd-ta jib darid?
15. Yoma dmr astin cmnd-ta ketab daridg
16. otacie Noma omnd-ta ceracr, dareg
17. jmaid cmnd-ta bmradmr dmr amrika dare,
177

SUPPLEKENTARY LESSON 11

1. lotfmn acnid.

kelase ma si-ta* ngerd dare.

kelase 'goma bist-ta sgagerd dare .
kelase ma az aelase nma
kelase nma wz kelase ma xmlvmttmr-e.

in saxteman car tmbmqmst.

1.1n saxtemun do tecaamst.
in saxtemun az un saxtemun
un saxtemun 322 in saxtemun autatmr-e.

2. lotfmn tekrpr konid.

kelase ma mz kelase nma nluqtmr-e.

kelase nma mz kelase ma ,,,xlvattzr-e.
in saxtemun ms un saxtemun b:-.)1xndtmr-e .

un saxtemun mz in saxtemun kutatmr-e.

samte liouriaz samte mmn geruntar-e.
samte man7
. mz samte nma arzuntar-e.
amrse emruz alz amrso dirus smxttar-o .

dmrse diraz mz dmrse emruz asuntar-e.

farsie jamnd mz farsie tam behtmr-e.
farsie tam maz farsie imml"sid tmdtmr-e. .

hmvaye nmale iran mz hmvayc junub smrdtar-c.

hmvaye junube irap"-Mz hmvaye nmal garmtar-c.

Have the students use comparatives in Sentences. Give a pair state-

ments as cues. Practice this chorally and then ind1vidual17.

T. kelasc ma nluq-o. S. kelase Ma z.L,s kelase kma

kelaso Yoma ziad u1uq nist. suluqtxre.
kelase nma xmlvmt-e .

kelase ma ziad xmlvmt nist.

in saxtomun bolud-e.
un saxtemun ziad n st.
un saxtemun kutast.
in saxtemun ziad kuta nist.

saate Y..oma gerun-e .

samte ma ziad gerun nist.

samte mirFarzun-e.
Samte *goma ziad arzun nist.

19
177a
Supplementary Losscn 11

3. ( ont'd)

T inglisie ahmad bmd-e.

inglisie aie bad nist.

farsie fereydun xub7e.

farsle man ziad xub nist.

darse emruz saxt-e,

darse diruz ziad smxt nist

dx-se diruz asun-e.

darse emruz ziad asun nist.

lotfan javab bedid. (Affirmative cue.

T. kelase ma mz ke ase nma suluqtar-e? S. bale kelase ma a z kelase

lloma nluqtar-e.

kelase ''gcma az kelase ma xmlym mr-e?

un saxtemun z in saxtemun kutatur-e?

in saxtemun az un saxtemun bolandtar-e

e soma smate man ger

saate man az mate sgomm arzuntar-e?

dza. e e z drse diruz saxttar-

darse diruz az darse emruz asnntar-e?

178

LESSON 17

dialog a

otobus
bus
miad
he, she, it comes
1. otobus samt mud tehrari miad? What time does the bus come from
Tehran?
gorban
sir
sob samt dmh miad, qorban.
It comes at ten o'clock in the
morning, sir.
dir mlkone
he she,- it arrives late
xeyli xob mmulan dir mikone? Pine. Is it usually late?
montmzer
waiting for (adj.
kmsi
so eone
mmmmulmn dir nemikone. montzere It doesn't usually arrive late.
Rmsi hmstid?
Are you waiting for someone?
miand
they come
bmle. do-se-ta mz dustam mz -Yes, tro or three of my friends are
tehran miand.
coming from Tehran.
dustatun amrikaimnd? Are your friends American?
hmme6un
all of thew
bmle . hmmm
Yes, and they all speak Persian
bmlmdmnd. well.

dialog a
1. otobfl tehrân miad?

sob sat c3Mmed, qorban.

x6yli x b. mmmmulin dir mik ne?

mmmmulin dIf nemikone. mOntmze

do-si=ta mz dustm mz tehran mland.

2. dustatun attikaand?

1. bil.e bakminn h:Mm farsi uib1dnd. 193

179 .

Drill 17a.1 Complex Subs ution (Review

dUstatun inglisi hmrf miz

dmratun

farsi

yad migirmnd

rusi

1thnd
"gagerdatun

inglisi

rnixunznd

yad migirmnd

dustatun

bmixdand
,rena

dust d rmnd*

qmzaye

xaltmrat-_-

doroEt m1kcnnc1

qmzaye_amrikai

mixormnd

bmradmra

sobhane

masto xiar*

dust darmn

19 4
180

17a.2 Transformation (Using the following sentences as the cue,

elicit the corresponding singular sentence as
a response.
1 Ugerdatun inglisi xub hmrf mizmnmnd,
2. bmradmratun Roja Zendegi mikonmnd.

3. dUstatun dmr dmbirestan dmrs midmnd?

)4 .
momllemaye koJaind1
5. dustatun s&t cnd mi d/

6. xahmratun'apmzi bmlmdmnd.

7. agerdatun fmranse yad migirmnd?

8. dustatun qmzaye Irani dorost mikonmnd?

9. .bmradmratun dmr 'irsz kar miko d?

i11 17a.3 Transformation (Elicit:a plural re_ onse to the singular

sentence.)

1. brdretun koja zendegi'mikonel

2. dustetun qmzaye irani mixore?

Xagerdim %ena dust dare.

xahmre jmegid Xagerde dmbe -e.

5. dustmm farsi xeyli xub balmd-e.

6. bmradmrmm qmzaye hendi* dust dare.

7. Xagerdmm rusi yad nemigire.

xahmrem hmmiXe sobhane mixore.

Ll l7a.4 Simple Substitution

do-ta mz ketabam ru miz-e.

medadam

kaqmzam

xoanevi sam
181

Drill 17a.5 Simple Subt1tutjori

mz dustam tu otaqmnd.

?4agerdam

dustatun

nzerdatun

momllema

1rania

momllematun

.gagerdaye irani

momllemaye amrikai

dUstaye irani

Drill 17a.6 Forced Substitu

d agerdatun tu otaqmnd.

ketabatun

medadatun

momllema

ania

76agerdaye ir_

kaqmzatun

dustaye amrikaitui
xodnevi

dustaye 1r

mOmllemaye amrikaitun

ketabayefarsitun

ketabaye amrikaitun

momllema
1 2

Drill 17a.6 ont/d

do ta az moallema tu otacimnd.

medadaye ciermezetun

medadaye ger ezemun

_omllemaye iranimun

ketabayc fars

ketabaye al ikaimun

dustaye amrikaimun

Ugerdaye iranimun

Drill 17a.7 Simple Substitution

hamegun farsi xub balmdmnd.

inglisi

azi
'Eena

fmranse

Utranj
Dr 11 17a.8. Simple Substitution (Repeat this drill using Ammeaun
hmmmtun farai xub bm1mdid.

hmrf mizmnith

midunid

talmfoz mikonid*

dmrs midid
yad migirid

minevisid

Drill 17a.9 Simple-Substitution (Repeat in the negative .

montmzere hmstmm.

bmra
183

Drill 170- 9 cont'd

ere bmradmrmm hmstmm.

omllemmm

dustmm

pedmro madmrmm

vmzire fmrhmne

ketabmm

Xagerdam

modire mmdrese

Drill 17a.10 Review the following exercises:

14a.8. 12a.3, 12a. 5, 14a.

198
184

T!ESSON 17

dialog b

miaid you come

xodetun yourself
1. xodetun samt dah miaid inja? Are you coning here at ten your-
self?

ye kmmi a little

2. mmn ye kmmi dir miam. I'm coming a little late.

be to

I tell, say, am saying,

will tell, say

ke that

1. pms mmn be dustat ke Then I'll tell your friends that

dir miaid. you e coming late.

motUke sza thank you

xeyli xob. mot.mkermm,,aqa. Fine. Thank you,

xae6 mikonmm you're welcome

befmrmaid- you're welcome (This

=phrase in this case is
the equivalent of "Any
time, sir.")

xae_ mikon_ qorban, befmrmaid. You're welcome, sir, you're welcome.

dialog b

1. Adet--- satdh misid injg?

ye kmml. dir [Liam.

pms mmn be dustaun ke dir miaid.

x6yli xab. motImkermm,aqa.

xda ikonmm, qorban, bearmaid.-

199
185

Drill 17b.1 Forced Substitu (Be Lure the verb changes.

xodetun mirid unja

xodet*

xodmm*

xodemun*

xodeIun*

Drill 17b.2 Conversation

T. xodetun farsi dmrs midid? xodmm dmrs mi

Janson xode qmza dorostmikone? xode% qmza dorost mikonc.

pedmro madmretun xodetun mirmnd xodetummirmnd iran.

iran?

Xomavo bmradmretun xodetun in-

gitsi yad migirid?

mmn xodmm iranimm?

j lid xode% dmr amrika dmrs

mixune?

xodetun celow kmbab doros

Dr 11 17b.3 Complex Substitut on

mmn be dustatun migMm ke dir miaid.

zud*

ye samt dir

do

hmft

now
Drill 17b.4 Tran f rmation The cue' sentence should be combined with
/mmn be dustatun migmm ke... / by the students.

T. gaza dorost mikonid. S. rr- be dus atun m: am ke gaza dorost _ikonid

farsi hmLndid.

emruz dir -ikonid.

u- kar darld.

emruz narahmtid.

emruz xeyli ymst 'd

bmmd mz zor (Jars midid.

eMgmb c1anvat darid.

emIab mirid sinema.

Drill 17b.5 Conversation (The teacher gives cue. Student one makeE the
corresponding statement and student two combines this with'
the ke/ clause.)

T. narahmt S emruz narahmtmm . man be dustatun mi ke emruz

narahatid.
xmste

makul
biker

man emruz pu

kar

kelas

(af.f)
erAmb
18
Drill 17b.6 Review Drills 7b.3, 9a.3, 1141,.2 in the negative
and any
other drill that practices a problem that your'class may
be having.)

Drill 17b.7 Comprehension

jan hmmilton amrika e. dElr hre ymzd zendegi mikone. ymzd ye

Iabre irani-e va* ye sal ke jan unja kar mikone. dor do-ta dmbi
anti, inglisi tadri- mikone. soba dr,Ar dmbirestane ferdowsi dmrs midevo,

bane az zora kelasAI thar dabirest eYalost, dar dmbirestane terdowsi

kelase pnjom dmrs mide. Isgerda.6 inglisi xub balmdmnd vmli trAtmr neve'6-

tan baladand. ye sal-e ke ba jan inglisi mixunmnd. jan ba soagerdaI hamige

inglisi harf miz evo hala inglia xub mitahmmndo kmmi hart mizanand. a1-

1=tte jan farsi xeyli xub balad-e vm baraye in, l'agerde6

hamisLe ba's farsi
hart mizanmnd ya be farsi soal mikon d.

dmbirestane zale kelase sevvom dmrs mide. Ja e farsi

hart mlz "gagerdaI inglia 1 taladando modire drese hmm inglisi
nemidune. i'gun faranse xub hmrt miz d vali jan faranse balad nist.

emruz tmmbmst, ruze vvle hmfte. jan samte 1d bider m se vmli

bOland nemi'ge.* xeyli xastast. Usgo nim* boland mAevo hammam mikone.*
toad lebas mipuIe. samt hadt sobhane mixore. bmraye sothand6 hmmAe
nuno poni±* ixore. sa,4, hmfto bist dmycle* mire mmdrese. dmbirestane
ferdowsi az xundg dur nist va hami.ge piade* mire.
dmh dayge tul mikeIe.*

202
188

SUPPLEMENTARY LESSCN 12
1. SubstItution Practice

kelase ma mz kelase

xmlvat
bozorg
kucik
xub

asun
smxt

bmd

Substitution Practice

xuneye ma mz e oma bozo

kucik
arzun
bolmnd
gerun
keta
nazdik
xub
dux

neg)

ziba

3. iot vb bedid. (Negative cue.

goma mz bmradmretun bozorgtmrid? S. nmx yr, bworg-

ar nistam.
daneggaye tehran mz daneggaye tegzas bozorgtmr-e?
havaye inja M2 hmvaye mAigan garmtar-e7
xuneye goma az xuneye ma bolandtmr-a?
samte mmn az samte nma geruntmr-e?
havaya Yomal az hmvaye junub garmtar-e?
farsi az inglisi asuntmr-e?
dmrse diruz az dmrse emruz.saxtar-e?
inglisie man az inglisie .goma behtar-e?
vaXmngton mz nyo york guluqtar-e?
restoraine danegga az in restoran xmlvattax-e?
i88a

Supplementary Lesson 12

4. lotfmn jmvab bedid. (Free Couversation

kelase ma a_ kelase roma xmlvmttmr-

bmle . kelase Ilcma mz kelase ma xmlvmttmr-e.

nmxeyr. kelase ma .:Dz kelase roma nluq-c
arzun
gerun

bad
xub

kuta
bolmnd

asun
smxt

kucik
,bozorg

nmzdik
dur
189

LESSON 18

dialog_a

gorbs
you are hungry
_ jorj, goroshat 7e? George I are you hungry.
. _

.gorosnmme,
I'm hungry
gorosnmm nist Ilm not,hun
hala

eyr, aq, hala gorosi .nist. not hun

qmza mixor- eat (in'general)
.1* maenulmn samt cmnd qmza mix What time do you usually eat?
memeniori samt hmft a mixormm, I usually eat at seven.,

befmrmaid
pleaie (come
eramb samt be d Then please come over to our housi----
in.r.zele ma.
tonight at six.
xeyli mcamker lotf ank you very much.
darid.

xaeI mikommm. You're welcome.

1. &Aye jbrj-, goro e.

nixeyr, aqa. hal gorosnlm nia

,

ulln salt cand qmzi lixorid?

mmemulln samt bft qlza ir

pms.emIlb salt beflrmaid mmnzele ma.

motImkel aqa. 3i2tf dirid.

1 xahI mIkonmm.

205
190

Drill 18a.1 Imitation

gorosnatun-e?

bmle. gorosnmm-e.

gorosnmtune?

nmxeyr. gorosnmm nist.

gorosaMg-e?

gorosnd4-e.

gorosndg-e?

nmxeyr. gorosndg nist.

jmdgid gorosam

b e jmdgid gorosudg-e.

mdgid gorosn n t.

Drill 18a.2 Complex Substitution

gorosamm-e.

question

(statement

g)

(aff)

fereydun

(que- on)

Drill 18a.3 Imitation

tegnmtun-e?*

tegnmm-e.
191

Drill 18a.3 tc1)

aserdetun-e?*

dmm-e.

gmrmetun-e?*

gmrmmm-e .

omnd saletun-e?*

bist salgm-e.

DriU 188..4 Complex Substitution

hala goros-

(question)

te ne

jadbid
(statement)

irin

gorosne

tend-sal

neg)

.6oma

(question
192

Drill 18a.5 SiMple Substitution

ulmn sat cmnd qmza mixorid?

,sobbane

mixabidA

bolmnd

mitid smre kelas.

mirid danaga.

miaid inja.

nitric Dexter House

dmrs mixunid.

nmhar uixorid.

mixabid.

mixorid.
Dri11.14.6 Repeat Drill 18a.6 as ques ions to be answeredby
dent. The,answer should be :u-
on the hour and not exact.)
Drill 18a.7 Complex Sub titution

eml'ab qFoaye rani mixorlm. befnmaid.

exarikai

d.orot mikonim.

qmza

minim sinema

restorane lalezar

xuneye bmradmrxm

2 08
193

Drill 1_a.8 'Conversation Drilllka.7 should be repeated in the folloW-

ing manner. -The teacher gives the short cue. Student one
'says the whole sentence and student'two answers with the
sentence /mottmkermm, aqa. lotf darid4 Student one
completes the conversation with xae% mikonmm./)

qmzaye irani

S ma ems6mb gmzaye irani mixorim. Iomam be id.

S
2 motkern, aqa. xeyli lotf darid.
S xaeI mikonmm .

Continue in this manner using the cuesin Drill 18a.7.)

Drill 18a.9 Conversation

1. 'Noma mmmoulmu samt mad bidar 'dtif

mmmmulmn samt omnd mixabid?*

2. samt mad sobhane mixOrid?

koja

NomaImba kelase farsi darid?

°egad tul mikeIe?

4. toba kelase farsi darid?

samt cand,

koja nmhar mixorid?

Loma eamb dammlat darid

kelase farsitun ceqad tul mikeIe?

seat omnd cni mixorid?

limmbeha samt'emnd mixabid?

yeklembeha saat cnd bolmnd miIid?*

yekammbeha samt omad sohaue rnixorid X

'yek4mmbeha am koja mixorid
195

LESSON 18,

dialog b

xaetun miad
you like
aye irani xdgetun miad?
Do you like Persian food?
2. bale xeyli xoNam miad.
'Yes, I like it veri much.
1. az kodum bi%tar.xdgetun miad?
Which kind do you like most?
fesenjun
( xplain)
,dust darm'
like
enjun xeyli_dust &tram.
like "fesenjun" a lot.
1. pas eamb bmruye Xoma fespn un
dorost mikcnim. "lhen we will fix "fesenjua" for
you.tonight.
bah-bah!' .ce xub!
(untranslatable exclamatiOn of
enthusiaum)
biarid. formal expres

dialog b
.1. z gazaye irani x(ge un mlad?

2. b1e. xayli xm mlad.

a.. az kodudt biAlr xaetUn ad?

?. fesenjfin xeyli chi t aram.

1. pas emlUb bmrgye onifeeenjtn dorôst m1koni.
bleh-Mh c xdb!

1 ,xan mikonsme. if blarid.

210
196

Drill 18b.1 Simple Substiton

az vzaye irani xdetun miad?

musigie* irani

xorege bademjun

rilmayL amrikai

pirahmne jaaid

'Xanre ma

Drill 18b.2 Imitation

.il

xaetun miad?

.xontun nemlad?

xabetun iad?*

miad.*

miadc

xabmm nemiad.

bad= nemiad .

xeyli x(Amm miad.

xeyli xes'a miad.

xeyli xabeI Miad.

xeyli bade% miad.

jmmtid xcige.g miad.

fereydun xaeg nemiad

M2 qmzaye irapi xeyli

211
197

Drill 14.3

xaeI miad.

xeyli xae% ndad.

zwusIi xeyli xae% miad.

miisiqiye irani xeyli xaig iad.

mz musiqio cimzave irani xeyli xaa

miad.
;mmtitAme musiqio qmzaye i,ranl xeyli xdge
miad.
jmaido jorj az musiqio qmzaye irani
xeyli xaaun miad.
=IMO smAido jorj mz musiqio qmzaye imni
xeyli xaemunAtid.

Drill 18b:i4 Complex Substitution

5maid az qmzaye amrikai xae% mi

nag
musiqi

fereydun

xa

.gorna
Drill 18b.5 Comprehension

hMoammd firuzi ye pesmre _rani-e. mohmommd blat sale

IMhre kerman zendegi mikonevo unja tmh- 1 mikone. mohmammd mohmsele

sale IiNome dmbirestane Nahpurre. dmr hmfte* se ruz kelase inglisi dare -

yekNmMbeha, seImmbehavo psenjUmbeha. mohmmmmd Ye du te amrikai dare.

dusteN dar kerman nist. dusteN dmr amrika zendegi-mikone y bmraye mohmm-

meed name minevise. bmraye in, mohmmmmd mokaleme bmImd nist vmli name be

inglisi lidgmn minevise. esme duster "Phuln-e. Paul hmm farsi yad mi-

gire wall hmnuz xeyli kmm bmImd-e. Paul momlleme farsi nadare atZ

hmmmmd yad migire. bmraye in, tmlmfozell xub mist. ye, iohmseIe

Nabre Paul iendegi mikone vm Paul'hmmile ba tin mohmsel hmrf

mizmne.: vmli

un mohmsel xeyli kat dare vm ziad*be Paul kommk* nemikone. Paul mohmsele
sale davvome danagast.

ohmmmmd se,zmban.- farsio kordiä inglisi.. farsi xeyli xub

hmrf mizmnevo xundmno neveItmn be kordi fmgmt bmrf-zmdmn

vm be inglisi fmalmt neveNtmn bm1md-e mohmmmmd dmr kerman zendegi

mikone vmli kermani nst. pedmreN hmmmdan'i-e. dor hmsodan farsavo* korda-

vo torka zendegi mikonmnd. .re ohmmw4hmm kord-e. madareI farsio

torki -e vamli ba ohmeammd hmmiNe kordi hmrf mizmne. pedmreI

bmraye bang* kar rulkone vm do saI-e ke kerman zendegi

mikone .

1. mohmmmed irani-e? 13.

'
Paul eekar mikone/
2. esme famileN ci-e? 14. Paul-feral midune
3. koja zendegi mikone 15. tmakeroz- tarsi% actor-
4. dmr kerman cekar mikone% 16. mohmmmed omnd-ta zabon_midune
5. Oar kodum-mmdrese tmhsil mikonel 17. koduma
6. dmr kodum kelas-eI 18. mohmeammd kermani-e?
7. inglisi hmlmd-e? lg. kojai-e
B. duste amrikai dare? 20.' kordiN cetor-e
9. dusteN kojasti 21. madmreN kojai-e
10. esme dusteN cl-el 22. pedmreN kojai-e
11. bmraye mohmmmmd name minevise? 23.. esme pedmreN (nemidunmm
12. lbe inglisi ya be far i minevise? 24. pedmre% dmr kerMan cekar mikone
2 1:3'
Drill 18b.6 .

Conversation
1. az gazaye /rani xobetn
2. mz cal smxd xagetun mlad

az cal set xastun miad?

filmaye Uponi xaetunfliiad2

romanay.0 rusk xaetun SLUM

6. malaileye "Life" xedetun miad?

,musicaye irani xotetun miad?

8 az celow kmbab x0Ietun miadt

9. al Wevaye tegzas xoNetun miad

Drill 18b.7 Conversation

(Repeat the above questions
, following format.) aecues

(to 81) z gazaye iranikoWetun tiad?

bole. NZ 41s8ye irani =Ikea

miad. (or)

ani xoliet ml e to Si
e. az clazaye liani xota mlad.
,

xolce% n-

21
200

SUPPLEZENTABY ass .
lotfmn 0 konid.
,..
_ ga mikonmm. lotfMn glig konid.
mmn tekrar mikonmm.
lotfmn,tekrar konid.
mmn seal mikonmm. lotfMn seal konid.

tekrar Ronid.

lotfmn gtA ko id.

lotfMn tekrar konid
lotfmn soal
lotfmn niaga konid;'
lotfmn jmvab bedid.
lotfmn dmrs bedid.
lotfmn dmst bedid,
lotfmn farsi bexunid.
lotfmn farsi -benevisid,
lotfan farsi hmrf bezmnid.

Have the student change thefollowing statements into the req4.t

ga mikonam. S. lotfmn gu_ k d.

mem tekrar mikonmm.

mmn soal mikonmm,
mmn jmvab midmm.
mmn dmrs midmm.
mmn nega mikonim.
mmn dmst midmm.
mmn farsi MiXUTIMIL
mmn farsi minevismm
mmn farsi hmrf mizmnmm.

4. Have each student make two Sentences, one statement

and one reque r,
Give the following cues-

km-dmn S. ikonm.m. lotfmn gu c.onid

tekrar kmrdmn
soal kmrdmn
nevkmr
dmrs dadmn-
dmat dadmni,
xundmn'
neve.Umn
hmrf zmdmn
200a

Supplementary Lesson 12

5 miforiat1on Practice

Cues:

ingli

far

hmrf bezmnid

mixunirn

bexunid

inglisi

dmrs midmm

dmrs bedid

yad begirid
201

LESSON 19

dialog a

nmx'ge
map
in nmigeye tehran-e?
this a map of Tehran?
2. ne nmAeye No, it's a map of Iran.
paytmxt
capital
1. paytmxte iran kodum 'gmhr-e?
What's the capital of Iran.
2. paytmxte iran tehran-e.
The capital :of Iran is Tehran.

dialog a

1. in nmxnye -e?

n&xeyr. nmxY6ye irin-e.

1. paytg.xte iran kodm
2. paytlxte irgJa tehrip-e.

217
202

19a.1 Conversation

1. esfahan kojast% esfhan bozorg-e?

2. Uraz kojast Uraz nmzdike-mdgbabd-e?

3. tmbriz kojast dmr kordestan-e?

4. mahmd kojastt had paytaxte iran-e?

5. ahvaz kojast_ kucik-e?

6. rezaye kojast rezaye az tabriz dur

7. rak kojast namdike dmryast?

-keroaz kojastf qmtar mire ke man?

9. tehran kojastl tehran paytaxte iran-e?

10. eafMhan kojasq qaMng-e?
11. mfonestan kojast aXonest-__ nmzdik-e?'
12. raq ,kojastY mraq farsi hmrf mizmnmnd?

torkiye koja torkiye bozorg-e?

14. rus owrmv kojast rusiye kucik-e?

Drill 19a.2 (Prepare a talk about Iran using the map as an aid.
Say as
much as you think your students can understand
trying not
to introduce so much vocabulary that they.cannot
.

understand.
Avoid translation as much as posaible, using simple
in Persian, gestures or pictures to get your meaningdefinitions
across.
,Bring in the sentence types and vocabulary concerning the
weather found in Lesson lla and 11b. Ask questions to check
on the students questions. No new grammar constructions
be used in your talk. For this,reason, this talk should
must be
thought out aheadjg time.)

Drill 19a.3 Review Drills 16a.11, 16b.3, 16b.4, 16b.12, 17a03, and
3,7a.G. Be sure that the students resPonses are automat
c.
205

Drill 19b.1 (Review ,Drills a.2 and Ba.3 using the map as an aid.)

Drill 19b.2 Im tation (Point to corresponding areas on the map.)

iia inja zendegi mikn

tmbrizia

korda

esfmhania

ymzdia

ruse.

Drill 19b.3 Forced Substitution (Explain that the teacher will supply
only the place name, the student_should respond with a sen:
tence' containing a plural noun of nationa4ty.)

T. telu-

teraniahja zendegi mikonmnd.

The students should be warned-that theYLwill not be,famillar With some

of the place names but they s be able to derive the correct forms
th& using the same pattern

T. iran (Point to the map at the sametime you give the verbal
cue.)
tMbriz

azmxbayjan

kordestan

'Mrmbestan

esfmhart

lorestan

tehran

raz

ymzd

mf4anestan
206

Drill 191).3 (Cent d

T. torkie

rusie

bmlueestat

hen&

kordestan

cin

Iran

Drill 19b.4 Conversation

1.. Iiraz dmr Umale iran-e?

2. tehran dmr junube

mAhad dmr mdgreqe* iran-e?

4. rMst amT %omale iran-el

5. mhvaz dmr junube

6. tmbri dmr junube iran-e?

7. kermansah dmr magrebe iran-e?

8. hmmmdan dmr mmeirebe iren-e?

9. hmmmdan nmzdike kermaaast?

10. mammnderan kojaye iren-e?

11. abadan kojaye iran-e?

12. xorasan dmr-mAre4e-iran-e?

rezaye daT mmrkmze ane?

-14. mmIbmd dmr junube-iran-e?

15. abadan dmr junube dr -?

16. ymzd dmr mmr--ze iran-e?

220
207

SU?PLENTARY LESSON j_4

lotfn gu korai .

mmn mirmm paye t- lotfmn berid paye tmxtesia.

mmn ye jomle minisi. lotfmn ye jomle benevisid.
mmn mi`gimmm. lotfmn

Have the students repeat the above sentences

after you chorally.

Give the statements as,cues and have, the students respond

with the
requests. Continue for ali the above statements.

T. mmn mirrn paye tmxtesia. 5 lotfmn berid paye tmxtesia.

Give the requests as cues. The students respond with the stacments.
Continue as above.

T. lotfmn berid paye tctesia. S. mmn mirmm paye tmxtesia.

Combine the three simple sentences into one compovmd sentence.
Have
the students repeat both forms (statement and request )
after you.
mmn mirmm payetmXtesia, ye jomle mineviammo

lotfmn berid paye txtesia, yejomle benevisido bennid

6. lotfmn gii konid.

miam inja., lotfMn biayd inja.

mmm ruye smndmli mi lotfmn ruye s dmai beginid.

mmn be mmx8eye ir n negamikonmm. lotfmn bc nxeye iran
mega konid.
Have the students repeat the sentences after Y ou. Then have them
change statements to requests and vice versa.

Combine the three simple sentenc into one compound sentence. Have
_

the students repeat both forms. (statement and reques

after you'sev-
eral times. e.g.,

miam inja, ruye sandmli miinrno be mmxiguye ircn nega mikenmm,

b. lotfmn biayd inja, ruye sndli bennidobe nmAeye iran mega

konid.

22i
208

Svpp1eientary Lesson 14

8. Pattern Practice

mmn efligmb mir sine

jmaid
kdlase

.goma

berid

ketabxune

blayd

xuneye ma

restoran

berid

park

miam

biayd,-

konsert

2 2
209

liSSON 20

Review

Drill 20.1 Conversation

1. paytmxte iran kodum Nmhr-e

tehran mz inja dur7e?.
mz inja ta* tehran ba hmvapeyma eeqmd tu1 mikeNe?*

2. hmvaye tehran cetor-e

hmvaye tehran mesle haye as -e?
hmvaye astin mmrtub-e?

mz hmvaye astin xoNetun miad?

Noma kojai hmstid/
hmvaye Xmhretun cetor-e?

paytmxte amrika kodum,Nmhr-e?

mz inja dur-e?
hmvaye vaNmn on cetor-e/

Nxhre abadan kojast/

mz mbvazAur7e?
abadan bozorg-e?

rAt.kojast
tu mazmnderan-e?
mz mazmnderan dur-eT

hmvaye rmXt cetor-e

hmvaye mmrtub xoNetun miad?
hmvaye astin mmrtub-e?

dmr kelasemun cmnd-ta Nagprd dar

da.r-hmfte-cand ruz dmrs mi im?
dmr ruz cmcd samt mixunim/

Noma Nmba farsi tmmrin mikonid?*

Noma farsi xub mifmhmid?
farsi mesle mrmbi-e?

10. Nomareye otautun omndr.

otagetun smrd-e?
bozorg-e?

11." kmege' Noma siast

muye* smid siast?
dmftmre farsitun smbz-e?
210

Drill 20. ont'd)

12. dmftare* TEFL kojast

mesle dmftare zmbane farsioe?
dmftmre zmbane farsi tmmiz-e?

13. xoreWe bademjunxoNetun miad?

Woma rmxs beeladid?
rmxse irani yad migirid?

14. heraye tmbriz menle havaye kojaat ,

tmbriz az Wowrmvi,dur-e?
tmhriz kucik-e?

15 hammdan koja
dar hmmmdan kordi hmrf mizanand?
kordi mesle farsi-e?

16. iranja baraye sobhane ci mixormnd?

Woma sobhaneye amrikai mixorid?
az qmzaye irani xoWetun miad?

17. torki koaa hmrf mizanandf

Woma torki midunid?
"yaxci" ymani cif

Woma farsi xub bmladid?

neveXtmn yad migirid?
farsi moligel*-e?

19. soba samt cand bidar mi d?*

soba vmrzet mikanid?*
az vmrzeW xoWetun miad?
+

20, Woma duste irani darid?

ba dustetun farsi hmrf m id?
dustetun dmr amrika dmrs mixune?

madar bozorgetUn qwzaye irani.dorost mikone?

I)edmr bozorgétun qmzaye irani dust dare?*
esme madmr bozorgetun feregtmat?

dmr satin barun miad?

ba otcbus mirid smre kelase Thaw
,kelasaye farsi az Dexter House dur-e?

23. abadan kojast

abadan nmIt*.dare?
hmvaye abadan ceto- e
211

Drill 2001 cont'd)

24. gomapmruz narahmtid?

=rat= dmrd mlkone?
gorosnatun7eT

25. goma irani hms d?

Tarsi mifmhmid
kojai hmstid?

26. esme familetun ci-

be farsi cetor tmlmfoz mikonid/
esmaye irani moggel-e?

27. ba inglisi dmrs midid?

kelasetun az inja dur-e?
msammulmn. smre vaxt* miresidT*

28. goma piade mirid srrekelaae. farsi?

cacird tul mikege?
xrsteid?

29. gmba samt ornd kela e farsi darid?

emgrb ki dmrs mide?
kelase farsi bmmd az gam-e?

30. irania samt omnd nahar mixormnd?

az amrikaia bigtrr mixormnd ya kmmtmr?
goma az polow xogetun miad?

yekgmmbeha koja mirid?

esterahmt mikonid?
gena mikonid?
Gi-anlinar

L Noun P els

The pluraLis formally expressed only when there is no other deter-

Liner of plurality.Determiners of,plurality include numbers and ad-
erbS of quantity.

ommf-ta Wagerd darid?

xeyli Wagerd darmm.

dMh-ta Wagerd

When there is no other plural indicator in the sentence the noun

ay ,be made plural by the addition, of the pluralmorpheme 1/. The
lural morpheme is always stressed.

Ntimber Concord

Amen a plural noun is the stibjectof a sentence in Persian, specific

4041 of concord must be observed. An_inaniMate-plural sUb4ect_willre-
flectiOn while an animate -lural sub e-t
with a lural verb inflection. 'This rule of COACQ-
wU
the third person. For example,

un ketaba male Womast?

dustatun amrikaimnd?

Other uses of the third person plural verb%

eaking of a third person who is present.

in age amrikaimnd?

Oun farsi bm/mdmnd?

b Speaking of an important third person who is not present.

vmzire fmrhmng emruz miand'inja.

'Speaking of a third person not present who is related to the'

person you are speaking too His familk meMbers are referred
to,in the third person plural out of politeness even if they
are not present.

pedaretun koja kar mikonmndf

'1: al used with singularnouns-to indicate politeness holds true

verb morphology but other morphologyas well.

b bmlmdmnd. in-aqa imnd. esteWun hmwesmit-e.

3. Counters

There is a difference in Persian (as there

is-in En I between
countable and non-countable-nouns.
Thia difference is shown by occur-
ence with different adverbs of quantity.
For example,

omnd-ta ketab darid/

ceqmd .6ekmr darid/

A counter (in this case /-ta/) must be suf ixed

verb you are using as a modifier of the to the number' or 'ad.
noun. /cmnd/ means "how Many' but
when used with a countable object it Must take
bers /yek/, /do/, etc. are used alone the counter /ta/. The num-
only when enumerating or counting.
When used to modify countable nouns, however,
./do-ta/, /se-ta/, /car.ta/, etc. they occur in the form
to a countable noun not mentioned. This counter is retained when referring

.goma d-ta ketab daridi

dah-ta.

The counter used with the number one

/Ye/ qr /yek/) i 7dune/.-

ornd-ta medad darid/

ye-dune.

The counters - are not _-ed with units of

bete, mah, sal, etc. time such as ruz, _amt,

ye samt

do s- t

se ruz

-_ar hmfte

Certain PersIan verbs occur in the compound state

direct object expressed. When the direct object when there is no
the place of the noun component. is indicated, it takes
Bxamples of this type of verbs that
you have seen are /mixoram/ and /mixunam/.
Both of these verbs generally
ocatir with a_noun component even when the meaning
and no direct object is intended. is general in nature,

227
214

les of this type of compo d verb are:

/nmhar mixormm/ "I eat lunch"

Aam mixo "I eat supper

/nun mixormm "I eat bread"

/ma. mixormm/ "I eat"

ann. mixUnmm/ "I study,Per ian"

imi mixunmm/ "I study chemistr

drshi "I study"

orude melli mixunmm/ "I am sInging the nation hem"

avaz mixunmm/ "I am singing"

Note that the verb mixunmm means eitior "I read study-, sing" de.
pending on the noun component. It is for this reason that compound verb
forms mist always be considered in their entirety.
215

SUPPLE- ARY LESSON 1-5

1 gu 'g konid.

lotfmn tekrar konid.

lotfmn soal konid. lotfmn tekrar Lmkonid.
lotfmn jmvab'bedid. lotfmn soal nmkonid.
lotfMn kar konid. lotfmn jmvab nmdid.
lotfmn dmrs lotfmn kar nmkonid.
lotfmn dmst bedid. lotfmn dmrs nmdid.
lotfmn farsi bexunid. lotfmn dast nmdid.
lotfMn farsi hmrf bez_ id. lotfmn farsi nmxunid.
lotfmn farsi hmrf nmzmnid
Have the students change the requests
abo-- to the negative. e.g.,
T. lotfmn inglisi hmrf bezmnid. S. lotfmn inglisi hmrf a.
Have individual students-make affirmative
Give infinitives as cues. efig., and negative,request fo

dmrs dadmn. S. lotfmn dmrs bedid. id.

tekrar kmrdmn
scam kmrdmn
nega kmrdmn
kar kmrdmn
dmrs dadmn
dmst dadmn
neveUmn'
xundmn
hmrf zmdmn
rfthn
neUstmn

liotfmn konid.

lotfmn farsi hmrf bezmnid, vmli inglisi

hmrf nmzmnid.
lotfmn ruye amndmli beinid, vmli ruye
miz inid
lotfan ketabxune berid, vmli sinema
Lmrid.
lotfmn farsi benevisid, vmli inglisi
nmnevisid.
lotfmn soal konid, vmli hmrf'nmzmnid.
lotfmn gti konid, vmli jmvab nmdid.

Have individual students make sentences

Give two cues at a time. e.g., those raeticed above'.

T. soal kmrdmn, hmrf zmdmn

lotfMn seal konid v1i hmrf id.
tekrar kmrdmn, soal kmrdmn
.
nevegtmn, hmrf zmdmn
xemdmn, soal kmrdmn
kar kmrdmn, esterahmt kmr-
mmlam kmrOmn, dmst dadmn
216

LESSON 21

dialog, a

naiad family name

be acquainted 'th

aciaye naado mil'enasid? Do you Nezad?

migid an

JaMade neYado migid? Do you mean Jamshid Nezad?

1. nmxeyr. lamradmredo Migmm, No, I mean his brat)-ler.

MM. fmqmt jMaide nezado I only know Jamshid Nezad.

miXenaam.

* *)* *

diakog a

] aqiye neddo mnenastd?

2. jmaide nenldo

:eyr dire'do migmm.

ft jmaide neXgdo mfgenas

217

Drill 21a.1 --Simpl Substttition

,

aelaye"neYad9\mfgen id?

sadeq

burbu
ohani

yan nand

katemian

fiuzat

Drill 21a.2 Simple Su 1 ion (Repeat in the negative.

bmradmretano miXenaamm.

pedmr

madmr

xahmr

dust

mnellem

dMbir

ostad
-
Drill 21a.3 Repeat, Drill 21a.2 using the model sentence oma bmraclr o
mienasid?/)

Drill 2la.1i MUltige Substitu 'on

de naado miNenaamm.
_
perviz aryan neYad

qasem sadeq

saSan burbur

vigen ohanian

2
Drill 21a.5 d Conversation

T. neWad , Si Xoma aqaye ndado milienesid? S2 jiide neado d?

aryan-neYad

sadeq

burbur

ohanian

Drill 21a.6 Cued Conversation- Repeat the s __from Drill 21a.5 using
the following model sentences.

T. neYad

S1 Xsoma aqayé neWado m26 _a

jmaide neYado migid?

eyry bmradmrao migmm.

Drill 7 imple Suistltution

zor aq.ayo neWado _mibinmm.w

burbur

sadeq

smid

hoseyn

pmrviz

ohanian

bmradmretun

pechm

_admr

momllem

dmbir

dust
219

Dri11 21a.7. t'd)

zor-dustetuno ndb

ostad

-abmr

.8 Complex Substitution

bmmd am zor'bamrsamramio" mibinid?

pedier

-etitn)

ostad

omllem

dust
220

Drial 21a.,9 Simple"Substitu

:a m4ido miWenaamm.

fereydun

pmrviz

hoseyn

amid

sohrab

clasem

Drill 2111.10 sation_

T. dertmr Mibinid?' S
2 nemidunmm
_

ketab

me

xodnevf s

pirahmn

main
nmvar*

Drill 21a.11 Simple Substitution

Ama aclaye neYado mibinim.

dmbirestane mlborz

daneWgaye tehran

xatume kazemian

dmbestane pars*

danehaye Wiraz

agaye fiuzat

4
221

Drill 21aal cOnt/d)

ma aciilye fiuzato mibinim.

bimarest

jam _d

inemaye emp

xiabane tmxte immXid

xaneye fereydun'

ketabe =toad

dmbirest e mehr*

Wine mmn

jmaido bmradmre%

ketabaye sMid

)medreammun

ketabmm

medadmm-

f&nrie

mn*11pmetun

nmllememan

mcmllemaun

mnmlleme*.i

momllemid

ketaba.g

Amra
twradaar

barrldar
222

Drill 21a.12 Simple Substtu

mehun ketabo mi

medad

main
livan

fenjun

gme

jobmr*

ketabe germez

dmrtmre kucik

maine xarab-

livane-kacik

fenjune sefid

gmce zmrd

hmre ambz

Drill 21a.13 Forced Substitution (Review ) (Give one-cue at a tIme, pro-

ducing as many coMbinations as possible.

saibium.
kma bmirf,mizmn- (neg)
ma dmrs mid- (aff)
inn kar mikon-
. alio d midun-
=In mixun-
yad migi
bmr mir-
esterabat mikon-
dmmvat dar-
lamza mix6r-
dar-
dir mikon-
mia-
mixa-
miNenas-

.236
223

Drill- .14 Expansion

un ketab male mmn-e.-

un ketabe bczorg male mmn-e.

unketabe bozorgo wymez tale

un medad ru

un medade kucik ru miz-e.

edade kuciko sMbz ru miz-e.

un ketab

un ketab koloft*

unketabe kolofto sia magel-e.

d. un kagmz male ki

un kaqze sefid male ki

_

un káofize sefido kohne* male ki-

Dri 1 21a.15 Expansion

un medado mixam.

un medade kuciko mixam.'

un medade kuciko lumezo

un_ketsbo mdbinid?

un ketabe.kolofto mibinid?

nn ketabe kolofto ombzo mib_ d?

un main° nemixam.
0

un manne Imenif*0 nemixam.

un magine keifo xmrnbo nelu

237
22,4

itSSON 21

dialog b

1. esme bmradmieto Midunie

Do yoil knowh±s brother's name?
2. nmxeyr. esmt No. his name?
behruz
first name
fmrda
tomorrow
bet
to him
betun
to hjm (poli e), to them
momrefi mikon-
introduce
esmet behruze.fdomaro betun His name is Behruz. I'll introduce
momrefi mikonmm.
you to him tomorrow.
2. xeyli xob. .pms fmrda tomaro Fine. Then I'll see you tombrrpw.
mibinmm.

bring
bele. aqaye neado ba xoamm
Yes. bring Nezhad with
miarmm.
me.

dialog b
--------

gsme bmrad.kreto mfdunid?

2. n&xeyr. 6smet ci

6smet behr-efd =Aro betun mref mlkonmm.

x6yli xtib. pms fmri. tom4ro mAbinmm,

hAle. aq6ye neYlido ba xftemmiarmm.

225

Dr11l-21b.I- Simple SubstitutiGn

aciage etemadiro miNenasid?

=nal
zia.

mehdi

eTmrifiro miNenasid?

umraNi

Drill 12b.2 Forced Subs itution

Kaye mlmtriro milenasim.

merai
kasemian

pmrviz

mehdi

sadeq

zia

irazi
hoseyn

neYad

Yan-neYad

sohrab

Tarifi

fiuzat

mImvi

mehdi

2
9
-226

DrIll 211.3, Simple Substitu ion

esme bxadreo midunid?

pedmr

rnad

dust

mUem
oetad

b. esme mmdresmNo midunid?

mmjmlle

danaga

bmradivra

Drill 21b.k Forced Subs tu

a. mmn Womatotai enasmm.

jmmNid

pedmro madmrmm

rnn
momlle

mmn esme Nomaro midunmm.

jamNid

orall_emsza
227

Drill 21b5 Simple Subatitution

.aqaye neVado ba xodmm miarmm.

zia

sadeq

mmwmh
reza

Drill 21b.6 Review Drill 18b.3.

'Drill 231.7 Forced Substitution (Change the verb to where n es-

sary. )
mmn bmr&,dmrao miVenasmm.

pedar

esme bmradmr

esmefamil

esme dust

dust

Drill 21b.8

mmn ferenmro nemibinmrn.

iale

mmilmale

ruzname

fateme

%mare
ketabxune ,

mmrzie*

mmdrese

241
228

Drill 21b.9 Forded Substitution

jid
mmn fereNtmro mibinmm.

reza

fmriba

mmdrese

ketab

hoseyn

ketabxune

mlle

sinema

sinemaye ferdowSi
ketabe

ketabe fizik

Drill 21b.10 Conversation

jmmNid S un amp mibinid?

52 bmle.
S1 esmeo midunid?
S2 bmle esme jmmtid-e.

doxtmr,
pesmr, reza

pesar, pmrviz

doxtax nla
doxtmr, fmriba

peamr, dara

pesmr, amid

242
229

Drill 2113.10 cont'd

T. doxtmr, Yale

doxtmr, ferate

doct ziba

.Drill 21b.11 Imitation

teeba mmmmulmn ketab inixunn.

dmr mmdrese in ketabo mixunim.

mmn hmmiWe ruzname mixmrmar*

mmn hmmilSe ruznameye keybano niin.

*aid hnie ketab mixune

d bmmiXe ketabe xoden mixune.

memmulmt qmzaye irani dust de..

mmn hmmiNe caimixormm.

in cairo nemixormm.

omnd-ta ketab daridf

Noma ketabaye mono mixunid?

mmn ketab dust darmm.

in ketabo dust dar

mmn gmve mixormm.

mmft in immtro mixormm.

cai dorost mikonith

kodum cairo dorost mikonid?

qmzaye irani dust darid?

in qmzaro dust darid?

243
230

Drill abag, S1p1e .Stbsti ution

a. Uba mmmmulmn ketab mixunmm.

male

ruzname

roman

zmbane erci
ketabaye inglisi

ketabaye almaai

mmn em ab in ketabo mixunmm

.-eme

ketabe farsi

in ketabo mixunew

kodum:

Drill 21b.13 Complex Sübstitutton

eamb in ketabo mixune.

ruzname

Ull

roman

kodum

mmjalle

ketab

ruzname.
44
SUPPLEMENTARY LESSON 16

1. lc:At= gu konid.

n ketab xoWaan miad atma z un ketaba xoWsza rAemiad.

film xo*Wana miad ra z un ft/ma xoin nemiad .

2. lotfmn tekmar konid.

1. Man el% in ketab xotam miad

ketaba xoNam nemiad.
2. man az in film xamm-miad ama az un filma xamm
nemiad.
3. man az in ahmng xaam nind ana az
un ahanga xoWam nemiad.
4. man M2 in sprud xoWam miadama z un soruda
XoWam'nemiad.
5. nan az in tablo xamm miad ama az un tabloa
xoWam nemiad.
6. man az in dastan =tam miad mma MI
n dastana xamm nemiad.
Have the students use sIngular and plural
above pattern sentence. forms of th'e nouns in
Give the following cues as substitution
the

ketab

film

ahang

rud'

tablo

daatan

lotfmn jab bedid.

Woma az in xodnevis xoWetun fIcl? S. bmle, mmn z in xodneyis xamn

mi.ad Mita az Un xodnevisa xoWmm
nemiad.
seat

main
restoran

24.3
q-
232
Supplementary Lesson 16

4. a)

T. %oma z in qmza xoetun miad.

dastan

mive

nmmaya
Goal iconid. Reverse the above practice. Rave the students ask
questions using the same cues. e.g.,

das an S Ioma mz in dast xoYetun miad?

mmn z in .dastan xamm miad &ma z un

2 -
dastana xamm nemiad.
. lctf2n gu% konid.

mmn fmqmt ye bmra4mx darmm t1i dustmm a bra&r dare.

mmn fmlmt yemmu darmmv2li dustmm se-ta

lotfmn tekrar konid.

1. mmn fmqmt ye bmradmr darmm'vmli dust= c ar-ta badr dare.

2. i fmqmt ye mmu darmm vmli dustmm se-ta

3. n fmqmt ye xahmr darmmvali dustmm do-ta dare.

4 mmn fag* ye momlleme farsi dsrmm vmli dustmm do-tamomlleme far i
dare.

5. mmn fmqmt ye kelase ingl vall dust kelase ing1isi

dare.

lotfmn jievab bedid.

I
a

`goma omnd-ta bmradmr darid S. mmn fqa 7 ye bmradmr darm vm2i dr,
do-ta bmradmr dare.

bmradmre bozoigtmr
bmradmre kuciktmr
xahmr
xahmre kuci%tax '

xah5rebozorgt2r
mmu
xale
momlls e farsi
`)11.6-
233

LES ON 22

qmnd
lump sugar
Wekmr
granular sugar
Woma cai ba qmnd dust darid
ya Do you like ta with
Nekmr? sugar or "qand"?
2. ivend c
s
1. gaud me ale eii vlj seftte. 11
nd" is like sugar but it's hard.
ejuri
what manner
pms qmndo cejuri maxormnd
Then how do you use eat 'gaud"?
mizar-
put

mouth
qmndo mizarmnd tu
cairo mixormnd. You put the "qand" in your mouth
then drink the tem.

dullolF a
ba oad dst dArld ya Wekx.'e
2. colnd ci-e/

1 ad m4sle Nemare vili 6ft-e.

2. pms qfindo cejuri mixormnd?

1. ciandO mizarmnd tu dMhmn un vant

caLro niixorrid.
234

D 11 22a.1- Multiple Substitution

roma cai dust dArid ya qmhve ?

re qmnd

farsi mbi

fmranse inglisi

cai cal smrd

fenjun livan

medad xodnevis

zmrd bz

aye rtub hmvaye xork

barun

kartbazi

basketbal voleybal

Drill 22a.2 Free Conversation (Give cues listed above. S forms the
question senteace and 62 answers freely.

T. cai, qmhve Si roma cai dust darid ya qmhve?

'S2 cai dust damn. (o ) qmhve dust damm.

Drill 22a.3 Free Conversation

1. roma cal ba qmnd dust daridYa rekmr?

2. tu fen unmixorid ya estekan ?

3. cai ba limu mixorid rir?

248
235

Dr 11 22a.4 (cont'd
a

4. Uma cal ha ymx dust d4rid ya eai gmrm?

5. stioma
qmhve amrikai xdgetun miad ya qmhveye
tork?
6. ozna cal irin dust darid ya cai tmlx*?

7. kma clMhve ha nr mixorid

ya beduae*
8. Noma gat gav- dust darid ya gate gus mud?
9. irania gate gav mixormnd
ya gulite gusfmnd?
10. irania cal ba Xekmr batmr
mixormnd ya gmnd?
11. irania cal ba ymx mixormnd ya cai
girm?
12. amrikaia cai ba,qmnd dust darmnd
ya .gekmr?
23.- amrikaia gate gusrmnd
bitr mixormnd ya gate
ga
14. irania me-cal Nil% xoNeNen miad
ya cai tmlx?

Drill 22a.5 Simple Substitution Give infinitive as cue.

iao'midunmm.

dorost mikon-

mixor-

g-

min vis-

miput-

mibin-

mxrn-
mixa-

Drill 22a.6 Simple Substitution (Repeat Drill

the.subjeet, and once with flgoma/ 22a.7 once with /.-Thla
as the subject. V.,e-6he
question form with the third
repetition.

2 4 z--)
236

Drill 22a.7 Simple Substi utiov.

-umn in livano dust d un llvtno dx- n

ketab

cai

mmdrese

j obr *

xodnevis

ketabxUne

estekan

gmhve

hmva

Wt

fenjun

kelas

da aga

Drill 22a.8 Simple Substitution

reza dmftmretuno mixad.

medad

ketab

main
liven

fenjun

ketabe ciermez

dmftmre kucik

rna'ine -rah
250
237

Drill 22a.8 cont'd)

rezd maine. x&rabetuno maxad.

livane kucik

fenjune sefid

gce 7.9-rd

johmre smbz

Drill 22a.9 Repeat Drill 22a.8 using the model sentence reza dftmo
mixad./

Drill 22a.10 Sipple Substitution

in mesle un-evmtli bozo

kucik

kohne

kuta

Sett

tor46

tlx

koloft

kmsif

germez

Drill 22a.11 Repe Drill 22a,l0 using the model sentence

bozo mr mixam.

251
22a.12 Expansion

a. un ketab male ki-

un ketabe farsi male ki-e/

un ketabe farsie sia male ki-e/

b. un ruzname ru miz-e.

un ruzn eye inglisi ru miz-e.

Un ruznaineye inglisielcobne ru miz-e,

c. un ketab meggel-e.

un ketabe ingli moIgel-e.

un ketabe inglisie koloft o el-e.

d. ii kagmz

un kaqmze almani -e.

un kaoyeze almcnie sefid xub-e.

Drill 22a.13 Expansion

un ketabo mi

un ketabe farsiro mixam.

un ketabe farsie siaro

un ruzn o mlxa

ruznaineye farsiro mixam.-

un ruznameye farsie kobnaro mixam.

-

c. un kaqmzo nemibidmm.

un kaqmzealmaniro nemlbimm.

un kaqmze almanle sefidc nemiUnmm.

252
239

Drill 22a. n d)

d. in Zto mixayd?

daftare farsiro mixayd?

in dadtare farsie kolofto mixayd?

2140

LESSON 22

eltak2g21

jaleb interesting
2. rast igid? xeyli Really? That s very interesting.
1. bmle. tue migmnd cal qmnd-pahlu. Yes, this is called "cland-pahlu"
tea.

2. xob, cai ba Wekmr cetor? _Well, what about tea with sugar?

cal ba 'Nekmro migmnd cai Tea with sugar is called sweet tea.

kodum yeki which one

2. xodetun kodum yekiro dust darid Which one do you like Trere your-
self?

1. "Qand-pahlu"

dialog b

2. rist mlgid? xyli

ino Migmnd cal timnd--

xob, cal ba.WekEfir cet6r?

1. cal ba ekxo mlgmnd cal Wir.

xOdetun kodam yeklro dilst arid?

cal qmnd-pmhliiro.

254
241

Drill 22b.1 Complex Substitution

bmadmretiano ba xodmm mdarmm.

pedmr

xahmr

ketab

momllem

dilst

dmbir

.ghgerd

xodnevl

madmr bozorg

duste irani

dmftmre sia

255
2132

Drill 22b.2 Simple Substitution (Repeat thin drill afrIr Drill 22%,
-mma fesenjun mixormm.

cai

qmhve

polo

celo kMbab

xoree bademjan

cal gmrm

gate gav

Dvlfl 22b.3 Simple SUbstitution (U e the cues from Drill-22b.2 as sub-

stitution items in thR following model .ntence.

mmn in fesenjuno mixorsm

Drill 2213.4 Sample Enbstitution Use the cues from Lrill 22b.2 a sub-
stitution items in.the model sentence below.)

mmn fesenjunetuno mixormm.

Drill 22b.5 cd v- -e an hmst d

in Yv...hr

tehran

ym.ed

kerman

rat
*gahre ma

mazmnderan

in dmbirestan

dmhirestane ma

kekolre ma*
243

Drill 22b.6 Simple Substitution

d -e farsi yad migirid?

farsi mixunid

inglisi dmrs midid

dmr iraa zendegi mikonid

dmr iran dmra midid

dmr in Wmbr hmstid

momllem bmsAid

qmzaye Irani mixorid

inja zendegi mlkonid

Drill 22b.7 Simple Substitution

do-ta ketab ru miz-e. kodum yeki male "km stg

dmitmr

medad

xodnevis

name

livan

fen un

Drill 22b.8 Conyers on Repeat Drill 22b.9 in the fouo

T. ketab-
8 do-ta ketab ru miz-e. kodum yeki mai2 oma
1

92 in yeki male mmn-e.

Drill 22b.9 Simple-_ubstitution

mmn in livano dust darmn. Ioma kodum yekiro dust aarq

ketab

cai
2144

D_ 11 22b.9 cont'd)

ih cairo dust darmm. owa kodum yekiro dust dar

mmdrese

Xodnevis

ketabxune

estekan

gehve

fenjun

xune

kelas

daneWga

dmftmr

Uhr
xiaban

dMbirestan

Drill 22b.10 Conve a (Repeat Drill 22b.9 in the following manner.

T. ketab

S
1 mmn in ketabo dust darm oma kodum yekiro dust darid?

8- dust danma.i-

Drill 22bal Expansion

in ftmr mesle un draftmr-e.

dteftere kUcik mesle un dettmre k-e .

in dmftmre kuciko sefid mesle un dmftmre kuoiko _efid-e.

in drafter me le Un dmftmr-e.

in dmftmre farsi mesle un dmftare farei-e.

in dmftmrefarsiekoloft mesle un &nth:me tars ekolo

-e*

258
245

Drill 22b.11 Expansion nt'd

c. rn kaqmzo mi-

un kaq e _efido mixain

un kaqmze sefido xdbo mixmn.

d. un kaqmzo nemixam.

kaqmze alManiro nemixam.

e almanie kohnmro n

e. un ketabo bar midarmn .

un ketabe Rermezo-bmr midanmm.

un ketabe farsie qermezo bar midaram .

kojast,

me- ye zmrd ko astif

ye almanie zmrd kojaatX

--o

un romane elo

un.-mane male oe1onthcunni.

259
21461

SUPPLEMENTARY LESSONnl7

lotfmn gug konid.

bebanaid aqa, Woma tond ra mirid, lotf ni ymvagtmr ra berid.

b. bebmaid aqa, goma tond hmrf mizmaid, lotfn kmmi ymvagtar'.hme

bezmnid.

c. bebmaid aqa, Woma tend mirunid, agtar berunid.

2. lotfam terar konid.

bebmaid aqa, lioma tend ra mirid, lotfmn ki ratr berid.

bebmaid aqa, Woma tond zmnid, lotfmn kmmi ymvatar hmrf

bezmnid.

C. bebmAid age., oa tond mirunid, lotfmn kmmi y atr berunid.

bebma d aqa, Noma tond mixunid, lotfmn kmmi ymvaUmr bexunid.

e. bebmaid aqa, Woma tond mineviCid, lotfmn kmmi ymvatmr benevisid.

bebmaid aqa, goma tend dmrs midid, lotfmn kmmi ymvagtmr dmrs bedid.

Have the individual students follow the pattern. Give the following
cues.

T. hoar__ bebanaid aqa, Om tond hf miznjd, lotfmn kmmi

ymvatmr hmrf bezmnid.

ra rmitmn

kundmn

dMrs dadmn

_vatmn

*Tab dadmn

floal kmrdmn

tekrar kmr

20
247

Supplementary Lesson 17

4. Repeat ihe above drill subst ut bebama d x o /bebid

5. lotfmn-tekrar konid.

10ma ziad kar nemikonid lotfmn bi'tar kar konid.

Ioma ziad dmrs nemixunid, lotfmn biItmr dmrs bexunid.

c. Ionia ziad tmmrin nemikonid, lotfmn biItmr
tmmrin kohid.
d. Ioma ziad soal nemikonid lOtfmn biItmr soal konid.

Ioma ziad harf nemizmnid, lotfmn biltmw hmrf

bezmnid.
Ioma z,iad xuneye ma nemi0d,lotfmn biItmr
xuneye ma biayd.
Have the students follow the pattern. Give the following cues.
T. kar kmrdmn S. Ioma ziad kar nemikonid, lotfmn biItmr kar konid.

dmrs dadmn

tmmrin kmrdmn

soal kmrdmn

hmrf zmdmn

ammdmn xuneye ma

raftmn ketabxune

eiterahmt kmrdmn

yad gereftmn
248

LESSON 23

. 1. aqaye ion, ci id/ -e you reading, George?

ruzname newspaper
uznazne ni reading the newspaper.

ye ing1isiro?- The English newspaper?

2. nmixeyr. ruznarneye keyhano No, I'm reading the K_
mixunmm.

bmratun bmraye Noma

1. batun magel-e? Is it hard. for you?.

xmste mikon- tire out, make tired

bmle. xeyli. mmno rnate mikone. Yes, very much so. It tires me
out.

d_ALE_o_a_

3.. idt
20 roam

1. ruznamAye inglisiro?

2. -nlixeyr. ruznam6ye ke

1. bearfitun molig61.,e?

2. 1Ale. x6y1i. m&no ma 6 mikone

f
62
249

Drill 23a.l Simple Substitution

a. mmn ruzname mixunmm.

ketab

mmjaole

roman

b. mmn in ruznammro rnixunn

ketab

mmjmlle

roman

Drill 23a.2 Complex Substitution

=en ruznameye inglisiro mixunsem.

'farsi

ketab

rusl

roman

fmransmvi

mile

irani
ketab

ingl

ruzname

amrikai

Drill 23a.3 Conversation (Repeat Drill 23a.2 in the following

farsi

kodum ruznanro mixunid

ruznameye fariro mixunmm.

250

Drill 23a.4 Transforma o (Change the indefinite to thç definite.

T. mmn cai dust alarm. S. mmn in cairo dust d

mmn hmvaye mmrtub dust darmm.

mmn Imba ketab mi

mmn Ymba ruzn- e

mmn gmhve mixam.

Xoma cal dust darid?

Nbma roman mixunid.

mmbmud medad nemixad.

Drill 23a.5 Transformation Repeat the.above drill using. e in the

following sentence type. Repe4 all the sentences in this
manner and have the students trnsform them into the definite.

mmn oat dust dams. cafgo dust darm.

n hrnvaye mmrta dust hmvaye mmrtubeNo dust &imam.

Drill 23s.%6 Simple Subst tution

mmn tebrano dust daTai

iran

nyo york

vamngton

ymzd

Xiraz

matunderan

kerman

rat
italya

mahmd
tmbriz
Drill 23a.6 t d

mmn tmbr zo dust

fmramse

telltale

esfthan
0

azerbay

kalifornia

unube iran

rezaye

Drill 23a.7 Simple Substitution (Use cues from Drill. 23e:.6 above.)

mmn tehrano mienas

Dri11.23a.8 Simple Substitut on Use cues from Drill 23a 6 ab e.

mmn hmvaye tehrano dust alarm'.

Drill 23a.9 Imitation. (Explain that the following pairs

have the same
meaning.)

bmratun
bmraye toma
batun ba Woma
betun be toma

bmra un motgel-e?

bat hmrf mizmnid?

bram mogei-e.

betun migmm.

bamun mirid?

bmratun magel

bet migmm.

bam hmrf miz id?

252

Drill 23A:10 Transformation (Have the students change the short forms
to long forms and the long forms to short forms.

in ketab-bmraye Ioma magel e?-

2. jmaid bamun hmrf nemizmne.

3. mmn be Ioma migmm.

i4 .
bmram as -e.

5. batun neminmm.

Drill 23aAl S imp1e Substitution

mmno xmste mikone.

Uma
jmaid

fereYdun

una

e mikone.

narahmt

qmmgin

xahal
bidar

fmqir

Drill 23a.12 Miljtiple Substjtution

=mho xmste mikone.

toma fmqi

maid xahal
ma bidar
253

D ill 23a cont'd)

bldar mikone.

una qmmgmn

xahal
Aun* narahmt

fereydun xmste

Drill 23a.13 Simple Substitution

ye el.-e dmr iran hmstmn.

hmfte

Drill 23a.14 Camplex SubstItution

ye sal-e dmr iran zendegi mikone.

tehran

drs midorn.
sal

kertnan

se

Wiraz
254

Drill 23a.14

se -e _az Igestam.
zendegi

mid

in dbIrestpn

dmrs mixtinsm.

Drill 23a.15 Expansi

a. =I dmftmr male mmn mist.

un dmftmre farsi male mmn nis

dmftmre farsie koloft male zmn ni t.

dmftmrefarsie kolofto sia male mmn nist.

b. un maXin male

'gine smrikai male ki 4

maNine amrikaie bozorg male ki-e/

maxine amrikaie bozorgo gerun* ma e

parce* mand-e/

in parceye italyai amnd-e/

in parceye italyaie koloft cmnd-e/

in parceye italyaie kolofto xub cimnd-e/

2 e
255

Drill 23e.35 ont'd)

d. in ko xeyli qmNmng-e.

ia kolaye rusi xeyli ciAmng-e.

in kolaye rlasie salif xeyli qamng-e.

in kolaye rusie gprdo sia xeyli cygmau-e.

un ketabo ndbinid?

un ketabe inglisiro modbinid?

un ketabe inglisie kolofto mibinid7

un ketabe inglisie kolofto sMbzo

in paxco nemixam.

in parceye inglisiro nemixam.

in parceye inglisie xmrsbo nemixen4

in parceye inglisie xmrabo kobnmro ne_

256

LESSON

'al

kommk mikon- to help

:1. pms men be Xoma kommk mkon. The I'll help you.

2. mersi, aqa. kar nmdarid? Thank you. Don't you have

to do?

otaq room

bmr migmrd- return, come back

1. nmxeyr. in ketabaro mizarmm to No. I'll put these books in

otaqmmo bmr migmrdmm. room and come back.

xeyli xob, mersl. Fine, thanks.

qesmmt section, part

kodum qes- teWo mixunid/ part are you reading?

right' now

safe page

mlan smfeye mvv- o Right now I'm reading the first

page.

un qeazEte xeyli magel-e. That part is very difflet

d.Iaiog b

be X oma kok m1korin.

2. aqfi. khr nAdarid?

1. axeyr. in ketabgro mizarmm tu

xtlb, mersi.

kodum qesmgtesPo mixonid?

mlAn amf6ye mvvAlo mixuomm.

un qecmte xyli magel-c.

70
257

Drill 23b.1 Complex Substitution

in ketabaro mizarium tu otatietta.

ma in

xune

ketab

otaq
ruzn _e

rmenzel

ketab

medad

pirabam

otaq
Prill 23b4 Simple Substitution

in ketabaro mizarmm tu otaqmmo

br m1gdm.
mm bazar.

be Noma kommk mikoomm.

qmzaye irani dorost mikonmm.

miam inja.

bmratun avaz mixunam.

ye name minevi

ruzname mixun

tam mixormm.
258

23b-.2 (eontld)

in ketabaro mizarmm tu otagmmO %am mixormp.

batufi hm.f. mi rn.

ye fen un cai mixormm.

be jmm%id kommk mikonmm.

mirmm smre kelas.

be jmaid telefon mikon

Drill 23b.3 Sipple Substitution

inketabaro mizarm tu ota mmo, b migmrdmm.

1

in eairo mixer

in ketabo tam= mikonmm

in ketabo mizarmm ru miz

in (Imlay o miz tu a%pmzxune*

ye ruzname mixmrmm

in dmftmraro mizatmm tu main

be dustmm telefon mikonmm

mit= &are kela_

Drill 23b04 Simple Substitution

mmn un medadaro mibinmm.

dmftmr

main
liven

fenjun

ketab

Wee

/iagerd

kaqmz
272 eatekan
259

Dr 11 231).4 (contLd

mnri ud estekaniro mibinmm.

ostad

ketabe germez

dmftmre kucik

maine.Yarab

livane kucik

fenjune,sefid

qmce-zmr&

Drill 23b. onvercation --(Follow the followingpattern.. Give s ngul

cues.

T. dmftmr 81 un detmraro mibinid7s male

2 nemidunmm
ketab

medad

kaqez

xodnevis

pirahnn

knel

main

.Drill 23b.6 SImpi&'Substitutiofl

smfeyenNvalo mixunmm.

dovvom

nohom

hmftom

sevvom
273
260

Drill 23b.6 cont'd)

smfeyd sertomo mixunmm.

d0h-

pmnj

bistom

,yazdhorn

=seri*

WiWom

punzdOhom

Drill 23b07 Simple Substitution

kodum qespiestaomixunid/

ketab

ruzname

roman

snfe

b. kodum tmradmr zendegi m1kone1 Repeat using

pesmr

dust

Drill 23b.8 Complex Subttut±on

in ketabmm xub-a.

(-etun)

in
-e 1un
261

Drill 23b.8 (con ' )

0
in keabe'gun xub-e.

kodum

(-etun

(-emun)

in

kodum

Drill 23b.9 Transformation ng forms of prepositional phrases should

te &hanged to .41(dit forts. Change 4jmaid to the pro-
nominal /-et/ as in /ba jmiXid/ )

ba onia harf hemizmumm. .batun hmrf nemizmnmm.

baraye man asun-e.

be jam id kommk mikonmm.

mmXido be %oma momrefi mikonmm.

bmraye,Xoma chmzaye irani dorost mikonam.

ba ma hmrf bezmnid.

farsi hmraye jmaid mcAgel nist.

-d
cera be mmn nemagidi

be nma nega mikonmnd

laTraye una tmrjome mike-

ba toma miram bazar.

.uomaro be jamnd mcrefi ml onmm.

275
262

Drill 23b.l0 Cenver8atio n

T. ketabp mogel S1 mmn ketab

52 bcfmrmaid.

51 z ii moggeltaT mixam.

S2 mz in molgeltmT amdarim.

kaqmz, koloft

kohne

livan bozorg

johmr, sia

parte, qermez

pirahmn, qmgmng

bmoilava girin

samt mrzun

fenjun, gerun

medad, kuta

Drill 23b.11 Conversation (Si has free choite of response'but his que
tion must incluae the cue.
T. farsi S mmn farsi mixunmm.
_ _ _ _

S2 omnd vmxt-e farsi mixunidY

S do mah-.e farai dxunmm.

-1

inglisi

kerman zendegi

dmbi- estan

Iran

tmhre ma

-dmbire-tane ma
263

Dr' 23b 11 cont'd)

T. mcmllem

in.whr

kesvmre ma

mazazaderan

dmrs mid-

DriLl 23b.12 Expansion

un ketab-e.

um ketabe jmaid-e.

un ketabe aermeze jmaid-e.

un ketabe germezo bozorge

e fereydun-e.

ine Rucike fereydun-

ine kuciko sefide fereydun-e.

c. in ruznammst.

in ruznameye mmn-e.

inglisie mmn-e .

in ruznameye inglisie kohneye

mmn-e .

d. un ketabo

un ketsbe mmhmudo mixam.

un ketabe farsie mmhmudo mixam.

un ketabe farsie magele mmhmudo mixam.

un ketabe farsi meggele mmhmudo fereyduno

mi

27
2614

Drill 23b.12 (cont'd)

un ketabo bar dar'd.

un ketabc rezaro bar darid.

un ketabe farsie rezaro bar darid.

un ketabe farsie.kohneye rczaro hir darid.

tin ketabe farsic kohneye rezavo dararc bar darid.

265

SUPPLEMENTkRY LESSON 18

lotfmn konid. (Demonstrate the actions.)

mma dmre kelaso baz miko mmn dmre kelaso mibandam.

2. 1otfmn tekrar konid.

mmn dmre kelaso baz mikonmm.

mmn dmre ke1aso mibmadmm.
mmn panjere kelaso baz mikonmm.
mmn pmnjere kelaso mdbmndmm.
=mmn ketabe farsiro baz taikonmi,
mmin ketabe farsiro mihmadmm.

iotfmn gur konid. Demonstrate thç actions.

MMn ketabe farsiro ruye miz mizarmm.

cffn ketabe farsiro az ruye miz hmr mida

4. 1Otfn tekrat konid.

mmn ketabe farsiro ruye miz mizarmm.

mmn ketabe farsiro az ruye miz bmr midarmm.
mmn nmxreye irano ruye divar mizarmm.
min nmxreye irano mz ruye miz bmr midarmm.
mmn tz.:tepakkono ruye smndmli mizarmm.
mmn tmxtepakkono mz ruye smndmli bmr midarmm.
gmco mz ruye miz bar midarmm.

gur Ronid. (Demonstrate the actions.

aan daliro miarmm inja.

mmn smndmliro mibarmm unja.

lotfmn tekrar konid.

mmn smadmliro miarmm inja.

mmn menda.liro mibaumm unja.

mmn ketabamo miarmm mmdrese.

mmn ketabamo mibmrxm madrese.

mmn bmradmrmmo miarmm sinema.

mmn baradmrwmo mibmxmm sinema.

Have the students substitute jmmrid for mmn in number 2

in number 4 and..aam.rWm1
inn for man in number 6. e.g.,

T. man dmre kelaso baz mikhamm.

S. iid dmre kelaso baz mikone.

2
266

_Supplementary Lesson 18

Y. (cont'd)

T. k tabe farsiro ruye miz mizarmm.

S. TErTa. ketabe farsiro ruye miz mizarid..

T. mmn smndmliro miarmm inja.

16un sndliro miarmnd in3a.

Have individual students combine the statements and reque olTow

T. mn dmre kelaso baz mikonmm.

S. rearm dmre kelaso baz mikonmm, kelaso baz

1. mmn dmre kelaso baz mikonmm.

2. mmn (Imre Relaso mibmndmm.
mmn ketabe farsiro ruye mlz mizarnm.
mmn ketabe farsiro 'az ruye miz bmr mi
5. mmn smndmliro miarmm inja.
b. mmn smndmliro mibmrmm unja.
=

9. Have individual students use the following verbs in sentences, either

statements or requests. Give the infinitive and the direct object as
cues. e.g.,

baz kmrdmn, dmre kelas

bmstmn, pmnjmreha

gozeZtmn, tmxtepakkon

bmrdaWtmn dnevisa

avmrdmn, ketaba

pula

20
2c,7

LESSON 24

Grammar

1. Phonolaa

Note the fo ing,sentences.

1. _ cai ba.i-ta dust darid ya sekmr.

_
-
som qTm-inid ya

3. '7gom xmstaid

The intonatiOn of the above sentences through the

'riestion; the /ya ------/ phrase verb is -Llat of a
takes statement intonation. There is,
aewever-, no pause between these two intonations.
This'new intonation
pattern is tt xefore a- combination of two intonations ,

must be considered as one intonation. a1r6ady learned but

You will also notice that there av
two sentence stresses on this type of senterwe.

2. Reflexives

There are two m of the inaected forwis of /xod- in Pers

1. Emphasis that the speaker isdo something himself (not
anyone else).

/mmn xodrPm qmza dorost mikonmm/ "I fix dinner self".

xodes qza dorost mikone/ "Jamshid is fixing dinner

himself."
2. If the subject of the sentence and the objeCt of any preposi-
tion are the *ame, the object of the preposition is /xod-/
in
the corresponding person. For example,

/mmn aqaye sairaziro ba xodam miaram./

"I'll bring Mr. Shirazi
with me.

It would be impossible to .ay /*mmn aqaye -siraziro ba

m,-zn
miarmm./ For this reason, Iranians
often translate this
type of Concord into English as "I'll bring him with myself
tomorrow" instead of the correct form "I'll bring him with
me tomorrow."

If the subject of the sentence and the object of the

p posi-
tion are different, the usual pronoun is used instead
od-/.
ba >code hwrf mizmne./ "Jamshid is talking to himSelf'.
/jmnoI.id bes hr1 mizne./ "Jamshid is talking to
him someone
els_
268

epositional Phrases Containin Pronouns

Certain preposil lnal phrases consisting of a preposition snda

personal pronoun have long and short forms. The lonr; form consists
the preposition plus the subject pronoun.

bmvaye mmn

be 'goma

be u

The short.form consists of the preposition plus thepersonalposses-

sive form of .the pronoun., The phonological forms of thepronounfollow
the same rules as for pronouns attached to nouns. Note the analogous
changes:

paye mmn 'my foot" pam "my foot"

ketabaye mmn "my book " ketbam my book.?

paye '6oma patun "your foot"

ketabaye Ioma "your book " ketabatun "your books"

ba mn "with me" :-bam "with me"

ba Uma "with you" batun "with you"

be una "to them" begun 'to them

bmxaye u "for him" bmTa's "for hi "

Note that the short form o /braye /bara-/. This case is similar
to inemaye mmn/ changing to /sinemam/.

4. Direct ObAect Marker

Direct objects of Persian verbs are of two kinds, dufinite and indef-
inite. These two grammatical categories ar2 not always distinguished form-
ally in Persian, but modifiers such as /in/, / /, /kodum or personal pos-
sessive inflections alwaysmark the definite noun. The direct obieet m _ke
occurs only with definite direct objects.

Examples of the occurence- of the dreet objectmarker are:

1. in ketabo mibinm. "1 see this book."

2. kodum ketabo mibinid "Which book do you see?"

3. ketabetuno mi "1 see your book."

28L
ketab mibitwm see a bcc

etabo "I sec the h-(_

Note that the direct object marker /-ro/ in numbdr 5 has t e aconti
ary purpose of distinguishing the object as being definite. Note also-
that while the English definite mid indefinite is always marked formally
(by "a" and "the" ) the Persian -equivalent does not always lave a formal
marker.

Noun elements of compoundverbs or nouns thtta1e their place (c.f

Chapter 15, Part 4.) when used in sentences denoting habitual action
do not take the direct object marker. The English'equivalents, however,
often do take the definite artiel'e.

ketab mixwm..d.il I read (in general)

ketabo mixunan. I read the book.

mnn har '6L'ab ruzname mi umn. I read the newsnaper every night .

in ruzn 0 idx11/1,721a. I'm reading this newspaper.

The direct object arker /-ro is suffixed to nou,.s r noun phrasus.

ketabo mibinmm. ketabe farsie sefido

un cairo mixam. un cal ba qmndo mixam.

lou will notice th the phonemic shape of this suffix is / ./ after

consonants and /-ro/ a er vowels. The usual change of final /e/ to /4
upen suffixation holds rue for this suffix also.

mmdrese plus ro
-

5. Phonemic Alterat ion of Verb _Inflec

Verbs stems that end In consonants are cd in tho following nianri

amn mibinz-.4a
soma mibinici
ma mibinim
nun (un;-.T
u mibine

Verb stems that (-nd in vowel are inflected in the following n _ner.

cxzn mixam
scma mixawd
ma mixaym
isun kuna ni:zand
u

23 ,3
270

Contrastiv

Two classes of modifiers that preceUe the noun in Englisn this,

that, which and 2) my, your, his, etc. In English these two classes are
mutually exclusive in occurence. In Persian, however, there is no such
restriction of occurenee of the Persian equivalents. Both types of modi-
fier can modify one noun at the same time.

gesi-teg "this section of it"

in ketabam hese books of mine"

kodum bcaradwretun "which brother of yours" or " hien

of your brothers"

Because this restriction does not occur in Persian, an Iranian learner

of English will transfer his pattern into English, as in the following
phrases:

this my book

which your brother

271

LESSON 25

dialog a

last night

went (past root of mil--

1. dAmb koja rmftid/
Where did you go last night?
2. ba rarm rmftmm went to the movie with my brother.
ce filmi
what movie
did- .

saw (past of mibin-)

ce f lmi didid/
e did you see
federa
Phaedra
2. filme federaro didim We saw the movie "Phaedra"

dialoti a_
1. dila) kog rift d/

2. ba bmrad4almm rAftmm sinemA

1. c6 filmi didid/

2. filme feder6ro didim.

272

Drill 25a.I Simple Substitut±cn

digmb rmftid: inema?

danegga

xune

dmrse

actin

mmnzele jmagid

teatr*

tehran

Drill 25a.2 Simple Substitution (Repeat Drill 25a.1 using the model sen-
tence e. digmb rmfti sinema./)

Drill 25a.3 Simple Substitution (Repeat cues listed in Drill 25a 1 using
the model sentence nmxeyr. digmb nmrmftmm cinema.

Drill 25a_.4 Conversation (Use the above drills to form a conver ation
practice, following the format below.)

T. cinema

S ditmb rmftid sin

S
2 bmle digmb rmftmm &iJb nrafta cinema..
Drill 25a.5 Forced Substitut

gmmbe rezaro didid?

fereydun

aclaye girazi

un film

feregte

gagerda

ketab

xanume tehrani

dustetun

magine sli
28o
273

Drill 25a.6 Repeat the above exercise 25a.5 in the same way as Dr lls
25a.2 through 25a.4. Use the following models:

a. bmle. gmmbe rezaro

b. nmxeyr. .gmmbe rezaro nadidmm.

c. T. reza

S gmmbe rezaro didid?

1
S
2 bmle. gmmbe rezaro di -e tmmbe rez
nmdidmm.

Drill 25a.7 Simple Sub titution

goma aqaye neXado didid?

dmbirestane xlborz

danergaye tebran
xan_e kazemian

dmbestane par

danagaye giraz

qaye finzat

bimarestan

maid
sinemaye empayr

xiabane tmxte jmnaid

xuneye fereydun

ketabe mmhmud

dMbirestane mehr

maZine mmn

imaido barada-reg

ketabaye amid

mmdreammun'
274

Drill 25a07 (coat

Woma mmdresmmuno didid?

ketab

edad

momllembtnn

momilememun

momllemenn

momilema

maallema%

ketabaW

bmrafl a

bmradmr=

hmradn'amun

Drill 250..8 Multiple Substitution

ba baTadearmm retain siteua-0

dust dateha

xuneye rete
konferans*

lagerda kelube inglisi*

duste hoseyn teatr

reifimm* sineua

pedmretun xuaeye aciaire irazi

Drill 25a.9 Conver ation (Explain t while heS tatin )
T. sinemaye empayr S damb koja rmftid%

disgmb rmftmm ciz.. ..searkernpa,rr,

288
275

Drill 24a.9 (contgd)

T. filme federa

ye filme hendi

xuneye mbmmd

kelase farsi

daneWgaye tehran

kelube inglisi

ketabxune

Nemrun

Drill 25a./0 Simple Substitution

film cet r bud*?

kelas

dmrse farsi

ketabe micalemetun

xiabane ferdowsi

danaga

moOlemetun

farsi
Drill 25a41 Simple Substitution (Repeat the above
cue,1 for the model
sentence film xeyll xub bud.

Drill 25a.12 Conversa ion (Use cues from Dr 11 25a.10.)

T. film S film cetor bud?

S film. xeyli kub bud.

2
Drill 25a.13 Forced Substitution

ba dustmm rmftmm sinema.

2 ,3
276

Drill 25a.13 1d

ba dustnm rftm sinema.

ma)

Drill 25a.14 Repeat Drill 25a.13 in the negative.

Drill 25a.15 Forced Substitution

Ce filmi didid?

ketab

doktor

mks*

kms*

main
momllem

mmdrese

Xmbr

ostad

dmbirestan

'TM

Drill 25a.16 Free Conversation (Although the final response is free,

the conve::sation should follow the format below.

Si aqaye _e dinh koja rmftid/

S2 bm14? ci goftid?*

S- goftmm diUb koja rmftid.

1

s2 &crab rafts=

290
277

Drill 25a.17 Traneforma

T. dirt= Wide didmm. S. fxrda jmeado mibinmm.

fmrda koja drid/ diruz koja rftid/

diruz be 'maid ci go id/

diruz ce filmi didid/

fmrda mirid daneWga

ill 211Z momllemetun koja rftj

fmrda pedmro madmretun mirnd Wiraz.
LESSON

dialog

xoetun arrd you liked

(auwd
QUMU ( of miadl)
1. fedora , _tor :bud/ xaetun mmmd? How ,1 "Phaedra" Did you like
it?

hiTzuz
yet
hmae. xeyli xoiernun ammd. xodetun Yes, I liked it very mlch.
hmnuz nmrmftid? Haven't
you gone yourself"!

pmrirmb
night before last
c6ra. pmr
Sure I did. I went night before
x0.6mm ammd.
Tact. 1 liked it too.

dialoa

feder6 eetar bad/ x etue. aml:d?

t ae. x6yli x6g un xndet nSxmftid?

c6ra: prib f'tm ram hxa xamm amxd.
279

Drill 25b.1 Review

a. Simple Substitution

federa eetor bud?

film

rsetun

dustetun

hale%

hale pedmretun

xuneye minima

un danaga

dmbirestane mehr

maine aai

farsie jorj

b. federa xUb bud. (Substitute the cUes listed in )

e. T. federa federa eet r bua federa xub bud.

Drill 25b.2 Simple Substitution

az federa xamm ammd.

ketabetun

un film

farsie jorj

xuneye reza

ahmng

r.mhr

male

dmrse diruz

un kmf%

esfahan

mmdresmtun
279a

Drill 2W.3 Simple Substitution T=lopent Drill 25b.2 using the model
.sentonce mz fedora xonmun nmyaman

Drill 25b.4 Simple Substitution (Vocabulary)

a. dilat rmftwm xuneye mli.

pmriruz*

diruz sob*

pxriruz sob

.pmrimb

b. fmrda mirmm xuneye mli

fmrda 1'mb

fmrda sob*,

pmsfmrda ilmb*-

psfarda ob*

Drill 25b,5 Forced Substitution

direab rrft000 xuneye mli..

diruz

fmrda

fmrda sob

rwriruz sob

diruz sob

pmsfmrda 'get)

nmriYmb

pmsfmrda

pmsfaxda sob

rariruz

2
280

Drill 25b.6 Trans ion

a. Use the following transformations in changing the sentences.

di ------------- fmrda

di b -------------- fmrda Lb
diruz soh fmrda sob

pwriruz ---------- pmsfmrda

pmriruz sob pmsfmrda sob

pmriYmb ------------ pmsfmrda Wmb

Drill these as an exercise in itself before going on to c

sentences.

b, T. ma dilgmb rmftim sinema. ma far _b

jmaid diruz raft tebrun

mmno %oma pmriruz rmftim emrun.

cgun pmriru2 sob ammdmnd

%oma pmriImb ammdid inja?

pedmro madmrmm diruz sob

Drill 25b.7 Complex Substitution

mmn se ruze rmftmm.

ye

sal
dmh

do

bmfte

SC

29 a
281

Drill 2512.7 ont'd)

mmn se hmIteye piW

dmelitle*

car

PET-nj

samt
dmh

bist

-e

samt

ruz

hmfte

mah

sal

Drill 251).8 Complex Subs itution (Use the cues lis ed in Drill 25b07
as substitutions for the model sentence
mmn se ruze dige
mirmm./)

Drill 25b.9 Combinatio Drill (4uit1ple Forced Substitution

Samigid do ruze dige mixe tehran.

fereydun

car

29
282

Drill 25b.9 contid)

mane rmftiem nhad
arnrika
dige
sal
mmno %ma

az
himft

se

inn

/Somale iran

dige
dustmm

miad
nja
du

ruz
smre kelas
pfg
dmqicie

man

297
283

Drill 2 cont'd)

ye dmlige-c pir

hmfte

dige

semt

Drill 25blO Cued Conversation

bmradmr, fererte, nase

ferestmro nmdi d?

kodumbsaradmraomiidi
Si bmradmre kucikao migmm.
Cues:
-sero didmm.
bmr, mmhmud, mli

xahmr, pmrvin

pesmr1 awe rirszi, jmaid

bmradmr, xanume jmvadi, xosro

doxtmr, xanume jmvadi, fmriba

peamr, aclaye jmvadi, fereydun

Drill 25b.11 Complex Substitution not cues that are not

listed.
mmn goftmm.

roma rmft- aff pres)

ma goft- neg) past)
frun ammd-
una dia-
28)4

SUPPLEMENTARY LESSON 19

lotfn gu konid.

mmn darmm farsi dirs midmm.

a darid farsi yad migirid.

e!..
mmn da hmrf m1zmru

ma darid gu mikonid.

lotfmn tekrar konid.

mmn hala darmm farsi yad migiraz

ma hala darim farsi yad migirim.

.goma hala darid faxs.L drs midid.

.6oma hala darid farsi hmr- mizmnid.

ma hala darim dmrs

nma hala darid dmrs midid.

lotfmn jmvah bedid. (Have individual students answer the questions

using the following cues.

ma hala darid cekar mikonid? 1. dmrs

yad gere

jmvab dadmn

nega kmrdmn

gng kmrdmn

tekrar kmrdmn

7. kar kmrdmn

8. neve-gtmn

4. Have each student ask the ''question using the following cues.

T. dmrs dadmn hala darid dmrs midid?

T. bmle. man bala darm dmrs mi

285

Supplementar sson 19

4. (cont'd)

T. hmrf zmdmn

kar kmrdmn

nega kmrdmn

jmvab dadmn

dmrs aadmn

yad gereftmn

tmmrin kmrdmn

Sabstitution Practice

roma hala darid farsi bexf m.iziid..

yad er ftma

reza

xahmrmm

inelisi

nna

hmrf zwiwn

dmrs dadmn

xundn
name

nevegtmn-
286

Supplementary Lesson 19

6. Have the students change the tense to present progressive. e.g.,

T. mmn dmrs mixunmmo kar mik S. mmn darm dmrs mixunmmo kar mikom.

(Explain tocthe s udents that only the first verb iE used to form the
progiessive form for the whole sentence.)

T. pedmrmm ruzname mixunevo 'gam mixore.

bmradmrmm cla,v amrika dmrs mixunevo kar mikone.

mmn sobhane mixormmo be radio guli mikonmm.

reza dmr restorane danaga kar mikonevo pul jmm mikone.

agaye momllem esterahmt mikonevo sigar mikeXe.

xanume esmit ra mirevo amstmni mixore.

dustmm ketab mixunevo fek(r) mikene.

fek(r) mikonido hmrf mizmnid.

3-01
267

LESSON 26

dialoq a

1. diruz e kelas dir ammdid?

Did you come to class late yester-
day?
bolmnd rod-
got up (bolmnd mil- pres
dir bolnd lodam Yes got up late.
mmge
function w rd used in an-
swer to a statement that,
the speaker-considers doubt-
ful. Can be roughlk as
"Yob, tean...",or"You don't
mean that...
xmrab
broken,
1. e samtetun rab bud? You mean your watch was brokenZ.
bidar lod-
woke up
2. ste budmmo bidar nodi. No, I was tired and didn't wake
Up.

_dialog a
1. dirgz sire kelgs qi

2. bile. dir bolEadndmm.

1. migè saitetun xmrgb btd?

2. nm, xdste btdmmo bidir ni.godmm.

302
288

Drill 26a.1 Forced Substitution

mmnd koja bud?

bmrada.retun

inn
duste oma

.goms.

mavo 'go

"g0MAVO bmradmretun

Drill 26a.2 Repeat Drill 26a.1 using the model sentence maid sare
kelas bud.

Drill 26a.3 .Repeat the above:two drills asa Conversation Drill

the
usig
following format.'.

-am id S- koja bud?

-1

S_2 smre kelas bud.

_

Drill 26a 4 Forced Substitution

ge etun xmrab bud.

2
(xodnevis
289

'Drill 26a.4 cont'd)

mmge xodnevisetun -ab bud?

ceraq*

smvari

xodkar*

ojaq*

takai

telefcn

Drill-28a.5 Forced Substitution Use,the cues in 26a.4 wi h the model

sentence below.
,nmxeyr. s- tam. xmrab nMbud.

ill 26a.6 Complex Substitution

diruz mmre kelas dir ammdith

ka

zud

pmriruz

cmre

-rt

-b

kelas

zud

neg)
di b mtehan*

dir

3 0 71
290

Drill 26.6 oont'd)

digmb sare emtehan dir d*

diruz sob

zud

(question)

kelas

Drill 26a.7 Simple Substitu ion (Repeat in present tense Idth je

mmn digmb bidar

bolmnd

narahmt

xmste

xoghal

bidar

mmriz*

ill 26a.8 Forced Substitution Repeat Drill 26a.9 alternating affirmA-

tive and negative.)

Drill 26a.9 Transforma on (Students should change the following'sen-

tences to negative equivalents.)

mmn xUneye mhmmd budmm. xuneye mhmmd.rmbudmm.

diXmb rmftlm sinema.

diruz gomaro didmrn.

hmfteye nig rmftim te

mmn ba bmradmretun raft= ketabxune.

reza ammd inja.

kct betuno tuye kelase farsi didmm.

xahmrc kucikmm dmr mmdr- e bud.

mmn dir bolmnd godmm.

3Uo.
291

Drill'26a.9

T. samtmm xmrab bud.

b nmbud.
omlleme farsimun emruz dir ama

di%mb xste budid?

Drill 26a.lO Transformation
(Change negat±ve statements
and vice versa.
A ive
T. má nxtefti inema. S. man rmftmm sin
ante 1,edmrnm xmrab bud.
sante pedmrmm xnrab,nnbud.
mnn ye hmfteye pi% rnftmm kalifornia.

jid
diruz %omaro nmdidmm.

diWnb dmr Xoma'nmbud?

rezavo mai rmftmnd xuneye bmradmreYun.

%oma farsi hmrf mizmnid2

mmhmudsamte Wi% boImnd nmIod.

mmn az tehran ammdmm.

duste Womavo mai pa %ad?

do-ta az 'gagerdelta amre kelas nabudand.

lotfmn fstsi-hmrf bezmnid.

Drill 26.11 Transformation (Change present tense to past tense

T. mmn eamb miam xuneye %cma. S. mmn diNmb ammdmm xuneye cra.
=Win= xmrab-e.

cera nemirid dane% ?

otobus sant amnd miad?

mmn ketabetuno nemibinnm.

xun&ttum kojast?-

mmn saat pmnj bidar mi%mm.

3
292

Drill 26a.11 nt'd)

koja mirid? S. koja id?

a ba ma nemiayd?

t oma momlleme dmbest id?

emruz bmradmrmmo mib n

rmfiqe hoseyn mire iran.

xunmm ruboruye d:esmct .

Drill 26a.12 Complex Substitution

gorosnmtun bud?

tAne
(statement

(question

smrd

garra

'bist sal

(past)

hiv -* sal

011

nag
293

Dril1,26a.12 (c

rid hivam sale% nmbud.

(aff)

(question)
Tr n (Change the following sentences from /pi%/
and the corresponding past tense to /dige
and the corresponding,present
(fUture) and
vice versa.
T. ma ye bfteye dige miria kerman. S. ma ye hmfteye pi' rtim ker-

ma do mahe dige mirmm mosafe

jmaid ye sale pi% rmft amrika.

%oma do sale dige mirid amrika?

do sale dige jmaido mdbinmm.

car ruze piT dmr tehran budmm.

ye hmtteye pi% un fume didmm.

vmzire fmrbmng ye mahe dige maand

inja.
ye samte dige mirn amre kelas.

_Dr-1 26a.14 Complex Suhstitution

dir bolmnd %odmm.

jazaid
zud.

bidar

neg)

(pres)
294

Drill 26e.14 (conttd)

zud bidar nemitid.

dir

boand

(question
perimran

(past)

in )

nes_

&este

(aff)

(pres
narahm_

(neg)

deriz

'a

narahmt

past)

bidar

dir
9
295

Drill 26a.l4 cont'd)

amrjkaja dir bidar 'go

mmno Noma

(question

bolmnd

bmra a un

(s a e t

30
USSON 26

dialog 'b

bexere at last, finally

be re s -t.cmnd bo3rd odid? What t_me did you finally
2. samt yazdm. Eleven_o!clock.

bmmd after --_ds)

kar kmrd- yast tense of kar mikon-

1 bmmd cekar kmrdid/ at did You do afte wards?

lebas paid- pmst tense of lebas mipa-

bmmd lebas pundamo rmftmm sre Af eiwards I got-dressed and w2nt
kelas, to- class.

dialog

beimxer6 sakt c&nd bo1nd .godid/

akt yi cus..

1 bamd eekar k:krdid/

2. baad lebas paidmmo thftn sSlre Relas.

311
Drill 26b.l. Simple Substitutio
a. n unja kar kmrdmm.

tmhsil

eoterahmt

hmmmam

mosafermt

soal

dir

b. man xeyli kar

tmlmfoz'

esterahmt

tekrar

kommk

mosafermt

e
Drill 26b.2 Repeat Drill 26a.1.a. n the negative.
Drill 26b.3 Simple Substitution (Vocabulary)
lebas paidmmo rmftmm sinema.
kot

kot v

keg
pirahmne b *

jurabo kmfW*

Ielvare

312
298

Drill 26b.4 Cued Convex*. a.ion

T. hmWt smre kelas SI sob hamt cnd bidar

S2 samt brat bolmud ntimm.

Si bmmd cekar kmrdid

S2 td lebas pundamo rf a-se keles.

noh, restoran

ketabxune

io nim, kar
yazdm sinema

dmh, 1 Jas

hmft daia
pmnj, forudagt

hmftó nim, emtehan

Drill 281).5 Complex Substitution

-sto budid .

(pres

igetun

narahmt

amrikai

neg
_

una

past)

:=ste

bidar
Drill 261?.5 cont'd)

e una bidr bu

(Fes
reza

irani

(neg

(past

jetste

narahmt

Drill 261,.6 Multiple Substitut

warn ye laudmmo bmr pig tehran-

dc
giraz

se

mazmnderan

reza sal

tmbriz,
mlio pont

panj
omale iran
D _11 26b.7 Corlex Substitution

sal unja kar Icmrdmm.

samt

esterahmt
roma

lumfte
300

Drill 2613.7 cont'd)

.goma ye hmfte unja esterahmt kmrdid.

mosafermt

jmna d

mlio reza

neg)

dir

soal

esterahmt

li
zendegi

Sal

tmhsil

15
301

'Drill 26b.8 Complex Substitution

farsi xub bmamd budmnd.

aNpmzi

nma

(pre
nmcmas

inglisi

una

past)

kartba_

se

rena

una

basketbal

duxtmn

Drill 26b.9 CompleX Subs ution

,xodetun rmftid tehran?

neg)

una)

.giraz

ta_ement)

raznderan
302

Drill 26b 9 o 'd)

xodetun rmitid mazmnderan.

r:=11,Td

neg)

rezaye

Dr11,1 26b.l0 Complex Substitu

Ye saxt montazere fereydun budwzi.

do

panj
ig e

bist
dus .aan

ye
swat
moaalememun

nim
oalleme farsimun
3

SUP NTPRY LESSON 20

lotfmn konid.

kelas dare .goru min lotfmn dige hmrf r.tzrid.

dmrs dare nru mie lotfmn dige coal nmkonid.

2. -Glotfmn tekrar konid.

1. kelas dare nru mie lotfmn dige hmrf

2. dmrs dare Xoru mAe lotfmn dige soal nmkonid.

3. Ilagerda darmnd tekrar mikonmnd lotfmn dige javab

nmdid.
aqaye momllem darmnd 1 mikonmnd lotfmn dige tekrar nkonid.

5. sinema dare "g ru mi%e lotfmn dige cigar nmkaid.

6. aqaye mGmllem dare miad lotfmn dige hmrf nmzmnid.

Have each student make a compound sentence, using

a statement and a
request as above. GiveAhe following cues';
e.g.,
T. Xoru odn hmrf zmdmn S. kelas dare soru rnie dige
hmrf pmzmnid.

tekrar kmrdmn - coal kr_Prdr,u

'goru 'god= bazi kmrdnn

soal kmrdmn tekrar kmr

4_ f zmdmn

%uluq dmn

ktirldmn hmrf zmdmn

4. Have the students answer the questio s using the pattern

above.
T. dmrs dare nru min? S. b1e. lotfmn dige hmrf nmzmnid.

kelas dare "goru e?

sinema dare .goru -iel

bazi dare 'goru min?

aclaye momllem dare miad?

304

Suppletentary Lesson 20

4. (cont'd)

T. aerda darand dmrs mi d?

Yoma darid ruzneme _ id?

pmrviz dare be radio guY mikone?

hmradmretun dare kar mikone?

una darmnd farsi mixunmnd?

darid esterahRt mikonid?

lotfmn tekrar konid. (Affirmative request)

1. sinema dare Yoru miYe'lotfan js.11e konid.

kelas dare Yoru min lotfmn mjmlle konid.

otob s dare mire lotfmn mjalle konid.

4. taksi dare mire lotfmn mjr0Te konid.

5. pedmrmm dare ruzname mixune lotfmn saket bald.

6. aqaye tanllem dare dmro mide lotfmn saket bend.

darmm esterahmt mikonmm lotfmn saket band.

B. rvjz dare mixabe lotfmn saket band.

6. Have, each student make a compound sentence using either

jmale
-kmrdmn o- aket budmn

Have the students ask questions using the following

cues.
T. Yoru Yodmn S kelas dmre Yoru miYe?
1 S -b mle lotfan mjmlle
2
konid.
kmrdmn
tmn
Max kmrdmn
xundmn
esterahmt kmrdmn
xabidmn
bazi kmrdmn
305

LESSON 27

dialog a

yad gereft-
past stem of yad migir-
1. sgoma dmr amrika farsi yad Did you learn Persian in Am ica?
gereftid?

(npt) yet
2. bmle. vmli Yes. But I don t know it well
niLtmm. yet.

xund-
past stem of mixun-
extiar darid. c: d vmx_ arsi 71 beg to differ". How long did
xundid you study Persian?

all together, all in all

se man farsi I studied Persian for three months
all together.

'dialog a

I. gomá farsi ydd &reftid?

2. Mie. vgai hmnfiz xub bmdAd nistmm.

1. extiar ddrid: d Ar-7-Dft farsi xundid?

2. hams se m
306

Drill 27a.1 TranS_o- a ion I-kave the students change the following sen-
ences to the past tense

mmn mirmm xuneye hi-

'oma ba ma iayd?

ma fars bmamdid

a dmr dmbires-1,-_e ferciowsi irE mixunid?

,e mirid t3hran.

Ioma eLaruz narahmtid?

mai dmr Iiraz tmhsil mikone.

mz in qmza xegetun-Miad?

mmn fm2da mir Iomale iran.

- mmn daT bima

'go a dmr amrika tarsi- yad migi_ d?

iun Imtrmnj bmamdmnd.

in awrikaia tarki mixunmnd.

ye samte dige nirmm xune.

sgoma bEemd mz zor e terahmt mikonid?

27a.2 Complex Substitution

mmno xste kmrd.

soma

narahmt

bidar

narahmt

ma,

Y.zste

bidar
307

Drill 27a.3 Tr- ormation have the s udents ohange the /budmn verbs
Xmrdmn/ verbs. Make the subject "we"
T. mli bidar bud. S. (ma) aliro bider kmrdim.
Uma narahmt budid.

una xmste budmnd.

saatetun xmrab bud.

mlio reza narehmt budmnd.

pedmretun bider budmnd.

maIine fereydun xmrab bud.

sona ste nmbudid.

una narahat budmnd.

dara bider bud?

odnevisetun xmiab bud?

Drill 27a.4 Transformation (Using the 'sentence

cues in the above exercise,
have the students change the /budmn/ verbs tO
igodgnt verbs.)
T. al1 bidar bud. S. ali bider mie.

Drill 27a.5 Cued Co ersation Use the:multiple substitutions in the

the sentences according to tne following
format.)

m.zrderan mar ub S teye pi`g mazmnderan

I-
bu

S2 hmveg cetor bud?

hmveI martub bud.

Uraz, xos6k

rmst, baruni

hmmmdan, xonmk

abadan mmrtub

kermansa, sard
308

Drill 27a.5 (cont(d)

T. rezaye, abri

kordestan, xonmk

Drill 27a.6 Mulitple Substitu ion (Give infinitive and subject as cue.

cmnd vmxt farsi xundid/

amrika budid

mmriz bUdid

terahmt kard

-mre kelas budid

inglisi xundmnd

tehran budid

bidar budid

xmrab bud

dar birnarest n _budmia

esterahat kardid

farsi xundim

mazanderan hudid

Drill 27a.7 ultiple Substitution (GiVe inf nitive and subject-as cut
The student must also change the (Sen-
tence to the presedt tense. ) /'

eand vmxt arsi xundid/ S. cand vmxt-e farsi mix id/

use sentence cues from

Drill 27a.6..)

(Note: before doing Drill 27a.8, the teacher should explain the differ-
ence beVmen the followin6two sentences: )

cánd v t tehran budid/ cmnd dmmfe tehran budid

309

Drill 27a.8 Simple Substitution

eand dmmre tebran budid?

raz

&ere kelas

esrmhan

xuneye mahmud

tuad,

somale iran

dane-sgaye te

,sr.uire 'd

o tekrx kardid/

nevettid

xundid

didid

ptAidid

3oftidlt:

yad gereftid

tmlmfoz kmrdid

Drill 27a.9 Complex Substitution

lawn farsi yad gereftam.

inglisi

fair an s e=

(tmlmd bud=1)

.gena
310

Drill 27a.9 (con d)

'eta bmlaed budmm.

nmqqasi

e_

jorj

.(aff)

Iimio fizik

mlio reza

question

inglisi

(pre

fereLte

duxtmn.

*gene

(que ion)

fmranse

(yad gereftun)

(present continuous dare -])

inglisi

farsi

mrmbi
Drill 27a.9 (cont'd)

fereIte cormbi migire?

(pres [simple

(neg

esmetun

(bmlmd budmn)

(past)

afT)

srad gere

esme

(neg

(ques on

esme Itueike'6(o)

(statemen

(neg)
312

Dri1127a.10 Cued Conversation

T. farsi farsi xub balad nistma.

1
62 extiar darid. -soma farsi xeyli
xub

inglisi

1.1.rzrf-zathz

ne

torki

naggasi

runda:n

Review Dr111s 23a.14, 23a.12 the past tense 23a.15 and 23b.2.
313

T:MSON 27

dialog b

ali wonderful(iy ), extrewely

well-

datt- past:stem 01 dar-

1. p2s au blxLid. momllemc Then you know it extremely well.
irani das6tid Did you have an Iranian teacher?

hole. yazdL2-ta mamllew Yes. We had eleven Iranian teachers,

1. neveaLn hmm yad geref Did you lear_ :iting, too?

mmma but

faramUr3 for ,pres. stw

Ixele. amnia bf:stmrego falremu'S Yes. 'But I- forgot most of i

k.Mrdan.

***
dialo b

au bEplzdid. momlleme ir ii dgaid?

2. b1e. yazd:a-ta m m116me iran dasti'a

1. nevettn hnyd
a ireftidZ
2. b61e. b t&e'o fraLa'3 g
33_4

Drill 2 1 Cued ConverSation (The teacher's cUe is a sentence. S,

changes it to the past tense. S2
answers it in the negative.

T. I om e rani darid? Ioma momaleme irsni daItid?

eyr momlleme irani nadas

in ketabo mixunid:

Ionia farsi bmladid?

bazar?

momllemetun inglisi bmlEadid?

.pedar° ma&aretun in darand?

Iorna neveItan-yad migirid?

az tehran xegetun miad?-

Ioma ba j;rdiIid mirid Iiraz?

bmradaretun narahat-e?

'omaro xtste mikonim?

bist-ta Iagerd darid?

dustatun -iand inja?

otobus dir ikone?

oma fmrda xuneid?

dir boland miIe?

amtetun x2rab-e?

Drill 2 Imitation Repeat starred rrns several times after finshih

the exercise.)

man farsi yad migirmm. Man dmftmretuno baz mikonvn.

man farsi yad gereftam. h n daftaretuno baz kardr:1,

*Iowa name minevisid? *in kagazo bmr midarii

Ioma name neveItid? in kagazo bar daItm.

Ioma medad darid? mai qazaye irani dorost milconc.

Ioma-medad daItid? mai riazaye irani dorost

329
315

Drill 27b.2 Imitation

*mmn ye ruzname mixarmw.

*livano mizarmin ru miz
mmn ye ruzname xmridmm.
livano,gozaItmm ru wiz.
*farsie allro mifuhmmm. Iowa farsi xunid?
farsie mliro fabmjd. -Iowa farsi xundid?
un ketabo tmwam mikonid?
*aclaye neUdo miarmm.
un ketabo taanam kmrdid?
aclaye neado ovordmm.
ewruz jm.MIldo mibinid?
*ye dTrse inglisi minevismm.
mruz jonIido didid?
ye dmrse inglisi neveItmm.

Drill 27b.3 Simple Substitution

Idma un ketabo xundid?

tmeA kmrdid?

neveItid?

didid?

gozaItid ru wiz?

bmr daltid?

xmridid?

dorost kmrdid?

baz kmrdid?

yad gereftid?

da-tid?

fulimidid?

ovordid?

Drill 2710.4 Complex SubstitutiOn

soma un ketabo xiandia?

reza

ruzname

wridmn)
516

Pri11.27b.4- -ont'd)

reza un ruznamMT id?

p e
medad

(di
(p
acia

( tat ent)

ovor

(neg)

u*Tjalle

(bmT da tmn)

orna ,

pres

neti)

(didmn)

(past)

(goza%tmn ru miz)

(aff)

fenjun

(p
Aun
331
317

Drill 27b.4 cont'd

inn fenjuno mizarmud ru -iz.

yetab

(past)

g)

roman

(trzmau

(pres)

(aff)

cyeza

(dorost

(ra
ovordmn)

mbbas*

cai

xm'idmn)

dmftax

(baz kmrdmn)

(b.:2r dat

drat
318

Drill 27b.4 eont'd)

un kagazo rab

(pres

ma _in

(past)
Drill 27b.5 Transforrnation (Have'the students change the present tense
to the pa t tense
T. mmn dmr daneUa farsi yad migirmm.
S. mmn dmr danaga farsi yad
gereftmm.
mmn fmrda agaye ne ado mibinmm.

omlleme inglisimun dmr amrika tmhsilmikone.

mmn be dustatun migmm Ice dir miayd.

kmf%e sia mipuUm.

mmn do hmfteye dige miri kerman.

bmradmnmt cey1i narahmt

bearaye mohmmmmd ye name minevismm.

mmn sa2e dige bar rnigird.ann amrika.

dz un filme aponi xeyli xeamm mind.

roma tanatun-e?

t cand bolmnd maid?

fmrda un ketab miarid?

medade jmAido bmr midarczn.

man fmrda bmr migmrdmm.

in aoaro)cub mifahmid?

coie irani koja mixvrid?

319

Drill 27b-5 cont'd)

jpe'mkomd ci migid?

bmradmre kucike reza kojas-0

Drill 27b.6 Cued Conversa Teacher gives cues listed b low.

S in ketabo xundid9
_.
bmle. mmma birtare'go fmrama kmrdmm.
ruzname

taanam

roman

dust da_

did.=
namayeg*

Drill 27b.7 Conversation (Class repeat cue after teacher.

then answer teacher's Question about
T. ketabforui S. ketabforai T. dmr ketabforai ci rorun
S. ketab miforuXmnd.
kmfsfortigi

parceforai

mivefortift*

ketabforai

galiforunA

lebasfora3i

sdzfefora
20
Dr 11 27b.8 Conversation (Follow the example below.

T. bazar - ci 61 ma raftim bazar.

ma cai xmridim.
2

S una rftmd bazaro cai idmnd.

mmqaze*-lebas

dokun*-Iir

nunvai*-mun

ketabforuU-ketab

kmegfora -kme6

parcekorai-parce

miveforu7gi-mive*

_postxune-tambr*

ketebforai-qali

bazar-cer:

dokun-mast*

bazar-pirahan

miveforlaIi-sbzi*

pestxune-ayrogeram*

Drila 27b.9 'Cued Conversation erhe teacher gives cue tO Si who maice s a
sentence with it. 62 changes :the sentence by chaceng
verb tp its equivalent antonym using the present ten.a:l. S1
te
then changes 62's sentence to the pasttense. The t(achsz
gives only the cue not in parentheses. The student shr..uM
be able.to produce the antonym in parentheses.)

ammdan) 5. -bar gat= (rmitmn)

nevegtmn) 6. xmridmn for

bar dakmn. (gosaltmn ) 7. yad gere t (frarnu . Icrxdan)

bordmn ovordmn) 8. gu.6-kmrdmn (goftmn

321

SU7LEMENTARY LESS 21

1otfi gu kenid.

apftmraye nmqqa.gi aunei a-e?

emnd-ta dmftmre nmgclati lazem darid?

yeki lazem darm.

lotfmn tekrar konid.

in dmftmraye nmalq aunei cmnd-

emnd-ta dmftmre ncja1 lazem darid?

yeki 1azem.darmm.
e

b. in narnehaye hmvai dunei mnd-e?

emnd-ta nameye hmvai lazem darid?

ao-ta lazem

in amfehaye ireni dunei cmnd-e

emnd-ta smfeye iran ± lazern daria?

se4a lazem dar

xodnevisaye xareji dunei mina-

cmnd-t vise xareji lazem darid2

yeki lazem d

e. in dmameaaye irani. dunei. cd-e?

cmnd-ta dmstmale irani lazem darid?

car-ta lazem darmm.

in keravataye xareji dunei cmnd-e?

cmnd-ta keravate xareji lazem darid?

se-ta lazem dar

322

Supplementary Lesson 21 (conti.d.

3. lotfmn seal konid..

dmftmTe nmqqai Si aye nqai dunei-cmnd-e?

2 cmnd-ta dmftmre nmqqa.!4i lazem darid?

Si yeki lazem darmm.

(Continue in th aamè way using the folio ing cues. Have the students
change the cues to plural.)

dmftmre nmqqaXi

nameye hmvai

smfeye ir

d. xodnevise xareji

dmstmale irani

keiavate xareji

pmrdeye irani

h. kolaye xare

pakmte hmvai

5. tmobre irani

sabune amrikai

1otf kOnid.

e tmbrizi kiloi cmnd-e?

ceqmd pmnire tmbrizi lazem darid?

nim kilo lazem darmm.

lotfmn tekrar konid.

cai xareji kiloi o d-e?

ceqmd cai xareji lazem darid?

ye kilo lazem darmm.

7
323

Supplementary Lesson 21 cont d)

5. (conted)

pmnire tmbrizi kiloi mnde?

ceqmd panire tmbrizi lazem darid?

nim kilo lazem darmm.

c. roqmne kerinanabi kiloi r;end-e?

ceqmd roqmn kermanIahi lazem darid?

ye kilo lazem darmm.

d. kmreye dantarki kiloi eand

ceqmd Imre danmarki lazem

_im kilo lazem darmm.

sibe-lobnani kiloi cr.End-e

ceqmd sibe lobnani lazem id? .

do-kilo lazem

%-ekmre irani kiloi cand-e?

ceqmd .gekmr irani lazem "darid?

kilo l'azem darmm.

goje fmrmngi kiloi cand-e?

ceqmd goje fmrmngi lazem darid?

ye kilo lazem darmm.

6. lotfan soal konid.

T. cai x eji S1 cal xareji kiloi omnd-

-.S2 ceqmd cai xareji lazem darid?'

Si ye kilo lazem'darmm.

(Continue in the.same way, using the follow g cues.

a. cal xareji

panire tcbrizi
'3214

Supplementary Lesson cont'd

6. (cont'd)

c, rocimne lierman ahi

d, ki.u.eye danmarki

e. sibe lobnani

.6ekmre amrikai

g. goje fmrmngi

qm7eye eslaMbuai

arde rusi

rmnge xare
324 a

LESSON 28

(Review)

Review Dialog 28.1

The following dialog should be taught in the following

way. Three
classes should combine. The teadhers, each talcing
a part in the dialog,
should read it. through once slowly and once more quickly.
The students
should be asked how much they understand..

. The three classes should then separate and each.student

should be
given a Copy of the dialog so that he can follow
as his teacher reads
the dialog again. The teacher should explain
stood. anything that is not unde -

The s udenta should -hen repeat after the teacher.

tence several times until it can be said without Repeat'every sen-
muCh hesitation. It in
not necessary, however, to memrize the sentences.
Be careful to note
sentence:stress and correct intonation.patterns.

The students should then break,up into small

groups and read through
the dialog. After they feel they
can read through it well and_without
hesitation, groups of three should act out the dialog in skit 2'orm .

dialog
jorj . xeyli goro nom-e. 'kma cetor
jmngid. bml hmm gorosnmm-e. berim restoran nmhar boxorirn.
j. xeyli xob. ci mey1 darid* celo.kmbab mixayd?
id. mmn mz celo kmbab xegmm miad vmli daeb celo kmbab xordmm,

jorj. pms ci boxorim/ jujebab holm xub-e.

jmegid. bah-bah xeyli vmxt-e juje kmbab nnxordami. berim. taksi!!
ma xiabane naderi miriM.

taksi. kojaye naderi?

id, r'uberuye ketnbfor iye ebso.

aksi. befatmaid.

id. aqaye jorj, befmr aid.

34
325

RT.riew,bialo cont'd1

baimAid.

aqa ma xpyli 40mile darim lotfmn zud band.

górban.

jorj. aq ye jmaid, id?

jmaid. nmxe nistmm. fmqmt ye

mikone .

aspirin mixayd?

maid. mersi . mmn aspirin mmmmu/mn nemixormm.

jorj. -kodum restoran minim/

jamIid. ye celo kebabi mi%enaamm xeyli xub-e.

O J. aoye jmaid, hala samt cminde/

jmaid. hala dorost samt yek-e cera xsyli-goros -e?

jorj bmle. mmn emruz sobhane samt xordmn .

jmaid. smt tin mmmmulmn samt emnd bidar

io nim bidar 21'fori ve1i emruz sob

cèra kax dati?

jorj. nmxeyr. diYmb xeyli xas e budImo sext noh xabidn. sob hma
bidar Iodmm.

jmaid. sob msammulmn ci mlxorid'

jorj. nuno pmnir ba mormbba*, c 'tare g ,ba %e

jmaid. ps sobhaneye drani dust darid.

bmle s-chhaneye amrikai nemix-ormm dmr qmrika hn dust

d sobhaneye amrikai oejurl-el

jorj. amrikaia sob ziad mixormnd. to. e morq*, gOt, ir bye, nine
nrin,

rast, cctox.,
-

326

Review Dialog 28.1 (oont'd)

jorj haraye nmbar kmmtmr az ir ia mixorand.

maid. xeyli -aleb-e. vali toma sisteme irani niixorld.

jorj. bale .

taksi. aqa, orca emxikai has

jorj. bmle acyl.

taksi. tallah farsi xsyli xub

jorj. xaet mikonmm. Ian= daram,yad migirmm.

taksi. eand vaxt-e dar iran hastid/

jorj. do ma.

taksi. do ma: do ma farsi yad gereftid

nmxeyr se.ma ham dmr amrika xundam.

mmge dmr amrika farsi harf mizmnmnd?

jon. nmxeyr. dmr danetga yad gereftmm.

taksi. Parsi dar daxega. dmrs midmnd?

Jon bale.

maid. itun mcmlleme t and.

si. rest migid?" nja hmm iran-

b
id. danetjuye irani dmr pmrika ziadmnd.

taksl. haa. mirmnd mixunmnd. age, mohmndes. tomam A

budid?

jumtid. nmxeyr amrika nmbudam.

taksi. agaye mister. iun =bane tom mplunmr0

jorj. bale. itun gating baladand.

jamtid. xaet mikonmm. ecbiar danid. mesie farsie Vornbre%ei

taksi. awe mister,,mmn =bane amrikairo ldam.

baraye'srml hyTf bezelnid.

Ri2
3.27

ReviewDialog 28.1 cont'd)

taksi., xeyli xob. .go amrika - b1rd xub?

jorj. ti gortid?

taksi., ..5oma nmfahm d?

jorj. nmxeyr.

aksi. pms mmn hfl aponi goftan.

jaemid. aga, ma kRyli yavaX thiri aaaal

taksi bamAid age. xiabana siouq-e samte yek-e. hmaie mirmnd sre

jorj. inja kojastY

joamsid. inja)xiabanc 14ast. bmmd thZ xiabarie a, xia me naderi-e.

jorj. restoran tu naderie?

amIid. nmxeyr, tu kuomst.

jorj _ja ti d -and.

aid unja,Celo 1cmb& dzr.rand, juje kmbab darmnd celo xorel'eliun bam

jorj. pas mmn eel° xoreg mixormm.

'gid- az qmzaye irani xoetun Miad?

jorj. bmmmmle. xore'ge tademjun xtgli

taksi.' .6oma ab- t dust darid?

jorj. ab7gligt ti-e

ab-guk nemidunid ci-e/ su e 1rani ba gAt dare

Irat nun mlzarand

jorj. ordmm. xub-e?

taksi. xeyli ali-e. befrmai4 xuneye ma .- _-.3.mam 1'aye;ori c v.

mikone.

jorj. motImkerma aqa. xeyli lotf darJd.

taksi. befmrmaJA, taarof acmikonczm.-

2

Revipw Dialog 28.1 cont'd

-
jorj. xae. mikon= Lioma batz.7En xeyli kar darid.

taksi. extiar darid.

jmnigid. motImke= aga. v.i saa2te yeko nim dmr dea kar darim.
taksi. xob. inaUah dmfeye
jerj. intallab.

341
329

Drill 28U Convereati

1. lloma dit,mb koja 'gam .ordid?

ci xordid?
xub bud?

2. loma mmmmulmn am kojri. mixorid?

nmbar cetor?
mmmmulmn samt cmnd nz2har mixorcid?

loma cal dust darid ya gmhve?

dib sare miz* gmhve xordid?
'goma qmhve ba gir mixorid?

4. dilmb dMrs xundid?

bmmd mz 'gam cekar krdid?
.amt mad xabidid?

5. 'kma mmmmulmn sohane mixo d?

emruz sobhane xordid?
samt cand sobhane xordik:

6. dilmb koja.rmftid?
cekar kmrdid?.
dmrs nmxundid?

'goma sinema dust darid?

in hmfte rmftid sinema?
sumbe Cekar kmrdid?

8. kma ziad ketab mixunid?

dizb ketab xundid?
'goma mmjmlle darid?

nma darid farsi yad mi d?

hmrf-zmdmn yad migirid?
xundmno nevegtmn cetor?

10. cmad vmxt-e dmr astin

mz astiia xontun miadl
mz.hmvaye astin xegetun miad?

dmftaretuno ba xodiain ovordid?

dmftmretun koloft-e?
dmftmretun siast?

12. emruz samt cmlid bidar 1,iodid ?

vaTzeg kmrdid?
sobhane xordid?
330

D 11 26.1 (con_

13. .goma kcy amadid astim?

mz koja rucmdjd?
ceqmd tul ke'Sid?

14. a diruz smre kelas budid?

samt cmnd bmr gmaid Dexter House?
nma piade,mirid?

15. ye0ambeye pi cekar k2rdid?

ena nemirid?
'gena bmqadid?

16. 'climb name neveUid?'

tambr da`gtid?
cmnd-ta tat:L:11)r darid?

17. nmareye otagetUn cmnd-e?

dtagetun dr6mb a7,zrd bud?
tu otagetun ki zendegi mikone?

16. diruz xmste budid?

samt cand bidar cpdid?
baud mz zor esterahnt hmrdid?

19. koja tmhsil kmrdid?

az inja dur-e?
sand sal unja bud

hmvaye inja ba hmvaye iran xeyli farq mikone?

hiwaye iran cetor-e?
rna. kojast?
3

Grammr

1. Verbs-

All Persian verbs have two stems; all

verb forms and deri.vatives are
forMed from these two stems. One stem is the
as we have seen from the present tense btem3 the other,
introduction of the past teAse, is the past stem.
Let us examine the present stems of
soul.' faniliar vesbc.

midunam

mibinmm

mirmm

hmt migaerdmm

zendegi mikonmm

ketab mixunmm

As was pointed out in previous grammar discussions

verbs (except II Verbs which include (c.f. 5.2.2) all
only der- and hmst-)-have the prefix
mi:-/ in the present tense. We may therefore
the present stem. Again looking at the subtract this prefix from
list above, we see that we may
also subtract the personal ending -=
main: The following present stems re-

-dun-

-bin-

.-r-

bmr -Gmr -

noun -xun-

noun -kon-

'Mese stems are resultant from only a random

sampling nf ,111 -o2rbs
we have Already had and are by no means representative
types that occur in Persian. of 1172, the sten-
In order to set up a list of sten-t7pea,
must examine the relationships between we
order to do this type of linguistic the present and past roahs In
analysis of the relatiorenilW between
ptems, Jet us go through a list of past tenssoverbs
compare the present and past Toots of each we saw thiz wnek and
verb. Remember'tbn selectial,
of verbs is at random (only verbs
covered in the Past three 1,7,son,$).

347
Nerb (cont'd

s on Verb Present Stinm Past

SF7R1
Stem
25a miran raft-
25a mibinmm -bin- did-
25b miam -a- ammd-
25b ,mst- bud-
26a
sod -

26b mikonmm --kon- kmrd-

26b mipaam puzid-
26b bar migmx bar -gmrd- bier gm
27a yad migirmm yad -gir- yad geTeft-
27a mi xund-
27a minevisam -nevis- nevelt--
27a migmm goft-
27b dar dnIt-
27b mixmr xmrid-
-7b mifenmam fmhmid-
27b mizaram gozatt-
27b miarmm, -a- ovord-
In examining the above list of verb stems, we see that there n
classes of stems and that the changes from the present to the pa51.
are not regular. There are the-following
ways of forming thc.11-
all of which are different:

rmft. -gir gereft

- did- gozen-
ammd- -'nd,-

348
333

From this list you can see that we can not make any simple general-
izations about the formation of past stems. )1.s._t_d_ELEIn_eneraltlan-
sent stema must be learned by re etition and memorization. We will, how-
ever set up some general classes of verb roots as a general guide for the
student in his future study.

One general ization which can be made about all Per8ian past stems
is that they all invariably end in /t/ or /d/. Thus we may say that the
formation of the past stem takes place in the following manner:

present,stem- ( a change in the form) /d/ or /t/

I. (Regular-formation)

A. present stem /d/ or

-xun- xund-
-xor- xord-

B. present stem t-/-id/

-fmhm fmhmi0.-
-------* puid-

II. present stem t vowel+, /f/ or /s/-4- /t/

A. -dun- ----- dunest

goS:
-r- rmft-

(This subclass involves additional stem ch ges.)

gereft-

present root+ vo el 4-/d/

-0- ------- sgod-

-d- dad-

ry. change of to homorganic stop /n/ /d/, etc.

A. -(hmrf)

B. change of nasal plus other stem change plus /smst/

neUst-

349
14.

sibil / /t/

A.

duxt-

- enas- (2,naxt-

-fora ---- foruxt-

VI. /r d/ t ft/
A. dat-
B. (This subclass involves an additional stem change.

-zar- Ezz.at-
'VII. Irregul

-nevis neve

ammd-

-bin- ------ 4 did-

- - - ovord-

-band- higt-

-kon- kmrd-

In dictionaries verbs are listed according to infinitives.

The infin,-
itive is formed from the past stem plus the infinitive marker /-mn/.
Since
the infinitive is formed on the past stem, the student will have
to derive
the present base in reverse order from_what has been listed above.
It is,
however, impossible to know which category any one verb belongs to since
the classes are not based on the phonetic shape of either stem.
For this
reason, we will list both stems from.nowon. In dictionaries where only
the infinitive is listed the student will have,te ask
a native speaker in
order to te sure what the present stem is.

The only rule that can be posited is the formation of the past
from the infinitive by the subtraction of the /-mn/ infinitive
marker.
The above classification of present and past stems is to show
the pattern
of the language insofar as-it can be analysed.

30
335

Class I. Verb Inventory

A. xundn to read

dA,rs xundmn to study

ketab xundmn to read (in gene al

avaz xundmn to sing

farsi, Wimi etc. xun dmn to study Persian chemis , etc.

xordmn -xor- to eat

rundmn -run- to drive

kat= -koW- to kill

C. fmnmidmn - fmhm- to unders nd

paidmn to put on, wear

xabidmn -xab- to sleep, go to sleep

keWidmn - keW- to pull

tul kaidmn to last,

sigar kaidmn to smoke

residmn to ar ive

Class II.

A. dunestmn to know

tunestmn tu.n- to be able

-goftmn to say

to go

B. ir- to take

yad -ge to learn

xastmn to w_t

351
336

Clasa III.

A. to become

dadmn -d- to give

dmrs dadmn to teach

dmst dadmn to shake hands

mvab dadmn to answer

oftadmn -o fnll'

Claas IV.

to hit

speak

nAmstaan to sit down

ek,mstaan -1 - to break

Class V.

duxtmn -duz- to sew.

endaxtmn -ndaz- to drop, let fall

endaxti to take a picture

suxtmn to burn intransitive

poxtan to cook

1- sxtmn 26ena to know (someone

C. foruxtmn -forusg- to sell

_Class VI.
A. to have

bmr gmrd- to return

-kar- to sow, plan

Class VII.

A. neve1tmn -nevis- to write

bordn to take, car y

mordmn to die
337

Class VII
-a- to co

xo adn to like

bmd ammdmn to dislike

xab ammdmn to be sleepy
didmn -bin- to see

ovordmn to bring
bmstmn -bmnd- to close, tie
(kmrdmn -kon- auxiliary verb
zendegi kmr live
kar kmrdmn to do, work
dmrd kmrdmn to hurt, ache

esterat kmrdmn

dir kmrdmn to come late

xaeg kmrdan to ask, beg

dorost kmrdmn - to fix, prepare

tmhsil Lmrdmn study

tmdris kmrdmn to teach, instruct

tmlmf ox kmrdmn
to pronounce
t krar kmrdmn to repeat

to help
soal kmrdan to ask

hmmmam kmrdmn o bathe

farq kmrdmn to differ

mosaferat to travel

4varof kmrdmn to taarof

3
338

Class VII

B. (con d)

baz kmrdmn (baz )lon- to open

fmramu 1crda to forget

gu.g kmrdmn to listen

nega kmrdmn to watch, look at

tmmrin kmidmn to practice

fek(r) kmrdmn to think

bazi kmrdmn to play

4alle kmrdmn to hurry, rush

339

SUPPLENENT, Y LESSON 22
1. _lctfan guI konid.

hair ruz sate xab bider miUm.

diruz samte xab bider odaiu.

lotfmn tekmr kOnid.

hmr ruz samte `LW aa xab bid

diruz samte ma xab bider

hmr ruz samte nim vmrzA mikonmm.

diruz samte nim varze.g kmrdmm.

hMr rUZ'sam e hmft sobhane mixormm.

diruz samte hmft sobhane xordmm.

hmr ruz samte haft mirmm dane4gga, farsio

diruz samte hAt raft= danegga, farsio inglisi mdxunmm.
inglisi xundmm.
fkmr ruz sete dmva_dm tu reStorane danOga
diruz samte dmvazdm tu restorane daneha nmhar mixormm.
nailer xordmm.
hair ruz bmmd z nmhar kmmi esterahat
mak n
diruz bmmd mz 2iThar kmmi esterahat kmrdmm.

hmr ruz satef do pr migmrdmm kelas ta samte

car farsi mileuumm.
diruz samtp &Jar gm"gtxm keles ta samte
car farsi xundmm.
hmr ruz samte o nim bmr migmrdmm xabgavo 'km mixormm.
diruz samte pmn br 'Amm kabgavo 'gam xordmm.
hmMAe bmmd mz am sterabt mikonmm.
damb bmmd ma 'nem es erahmt kmrdmm.

Have the students change the simple

tense-.
present tense to the simple past
a.g.,

T. hmr ruz sate bider mjImm.

S. dirua sante WS' bider kdmm.

Use the firat se -e- e of each padr listed in.2.

as a cue for

Reverse the above practice. Give the past tense sentence as the cue.
The student (s) .should respond )14,th the Present tense
sentence.
34o

5. Write the hours of the day as used in the sentences on the blackboard.
Give the infinitivr the verbs as cues. . Then ask individual stu-
dents to make the two sentences with present and past verbs.

6.00 a.m. bidaz

6.30 vze k- cl&n.

7.00 sobhane xordmi.

8.00 rmft:mn danaga, farsio inglisi xundan

12 00 nmhar xordmn

12.00 esterahmt kmrdam

2.00 p.m. bar gegtmn

ta 4.00

5.30 xabga, km xordmn

.6. Have the students give short answers to the questions,

T. samte io nim cekar mikonid? S: vmrze.g mikonim.

(Cues consist of times.listed above. 71e student should respond

with sentence.% containing the corresponding verb.),

7. Have individual students ask questions with ey/.- Give short answe
as a cue. e.g.,

T. samte S. 'key bidar mind? (continue for all time

Repeat 6 and 7 for simple past tense. e.g.

T. diruz samte sis cekar 1=rdid? bidar

T. vmrze.g kmr S. diruz key vrzekaidid.

LESSON 29

ido behruz daneT, umnd. dad- dane'sgaye tehran.tmhsil mikonmpd .

mhmd dang:jue- sale sOli-Vome danagasto behruz danegjuesale dovVom-e .

mhmmd tarix Mixune*vm behruz'aalmbiyate*iranomixune vad4 hmr-do in-

g1i6i hmm mixunmnd ruzaye ye-k,MbeV'o se-14.mmbevomn' I'mmbe kelase
inglisi darmnd

ingligie mbmied mz inglisie behruz-behtmr-e. inglisi- _aye behruz

xeyli behruz xub mixunevo tmrjome mikOne*vmli xeyli.kmm mi-
fmhme pomllemegun amrikai-e iIun dmr ipan farsi yad migirmhdo in
gui-i tadrismikprond. smre kelas momlleme dmrikargun inglisi hmrf
zmne v mtgagerda be inglisi soal mikone behruz xub nemifmhme .

dmrs? a ruz-bmraye behruz xeyli me6gelbud vmhmnuz yad nmgereft.

abmmd be behruz telefon
, .
kard vmhala darmnd h rf mizmnmhd.

dialog a

mmn mixatn bérm s1nem. O am laYd?

behruz. niers' mixam bermL bazar.

Mhmmd. emscfab cekdr.mikonidi-

behruz bmmd ez zOr mixam de'zrs bxunmm, bmmd lam eye skma.

Ahmad. .i want to o to the movies. Would you like to come too?

'Behruz.,. Thank you, no. 1-want tO go to the bazaar.

Ahffiad. What are you doing tonig

Belnuz. '1 want to study this after- -n. I'll come to your house
afterwards..
42

Drill 29a.1 Simple SubstitutiOn

mxn mixomberinsinema.

daneIga

bazar

(s: kelas
Y.
.iraz

dmbirestane Yale

e k

mmdrese

Dri 1 29a.2 Complex Substitution

mmn mixam dmrs bexunmm.

Tarsi

ketab

nevel.tan

name

xundan)

ruqname

farsi

(yad gerei

61i

Drill 29a.3 Forced Substitution

Mixem dixTO bexurimm.

mead
343

Drill 29a.3- (cont'd)

-soma mixayd dmrs bexunid.

mmno kma

mmno jmegid

dustetun

ma

mlio reza

'60ma

migido sgoma

xosro

Drill 29a.4 Complex Forced ubstitution-

rumn mixam dmrs bexunmm.

faz si

Ioma

ketab

ma

neveftmn

una

name

xundwn)

rumame

mxno adi
345

Drill-29a.4 cont'd)

mmno mli mixaym farsi bexunim.

(yad gereftmn

76ena

inglisi

Drill 29a.5 Complex Substitution

bmmd mz aor mixam dmrs b ba xuneye soma.

ketab

farsi

neveamn

name

dmrs

Drill 294.6 Transformation Add the proper form of "to want" to the
following sentences.)

T. d mire tehran. megid mixad bare tehran.

mmn fmrda mirmm tmbriz.

.71i mire smre Xelase inglisi.

j- id ketab mixune,

soma sena yad migirid?

koja mirid?

bmmd mz zor ma iini mixanim.

i.Ain ye name minev d.

Yioma ruzname ixunid?

X0 oinglisi yad migire.

360
346

Drill 29a.7 ormation (Repeat Drill 29a.0 giving an additional

negative cue. For example,) .

T: jmnigid mire tebran. S. jmegid nemixad bere tehran.

Dr111'29a.8 -Forced. SUbStitution Review)

mmn mix in.ketabo beXunan .

ruzname

roman

na.ie

kavz
ketabefarsi

ruznameye inglisi

romane rusi

Drill 29a.9 Transfprmation (S

1 changes model sentence to present
tense, p2 adds "to wan " and 83 changes
it'to.negative form.)

T. bmra__ ye name neve.gt. S bmradmr ye name minevise.

1

S2 bmradmrmm mixad ye name benevise.

bmradmrmm n mixad ye name benevise.

mmn rftmm xuneye mhmmd.

.Iagerdatun dmrs xundmnd .

mli inglisi yad'gereft.

kma in nammro neve tid?

ma rmftim kenare dmrya.

36
347

LESSON 29

dialog b

mixayd ba mmn zmnid? 'Do you want to talk to me?'

rajebe about, concerning

bmle. tnixata rajebe rf Yes. I want to talk about _he
bezmnam. lessons.

unestmn) can, b- cible to

id biayd? What time can you come?

gmblaz before

man gmblmz nemitun biam. I can t cote before six.'

A. mo t hmft biayd mitunim Then come at seven. We cgn

ba hmm dmrs bexunim. study together.

dialog b

A. mixayd ba n f bezanid?.

B. bAle. mixam rajfte dmrsa htia' nzmnmm.

A. samt cmnd mitunid biayd?

B. mmn qb1 sgig nalitunmm biam.

A. pms samt haft blayd. mitunim ba hn c]&s bNcunim.

348

Drill 29b.1 Simple Substitution

mixayd. ba nhrf bezanid.

dmrs xundan

rmftan sinema

inglisi yad gereftan

ketab xun

raftan daneha

farsi xundmn

xordmn dsponse should be nmhar boxor d/)

ruzname xnndan

ngmstmn

rmitan kenare dmrya

ain xordan

D- 11 29b.2 Complex (Forced bubstltutlon

a mixayd ba mmn hmrf bezmnid?

maid
%am xordmn

nag

Lio reza

namstmn

ma

liars

una

inglisi yad ger ftan

zmamn
349

Drill 29b.2 C 't)

Noma mi_- bezmaid?

(neg

mimilmud

xordmn

xundam

Drill 291).3

mit ba om dmrs bexunmm

tmn daneNga,

Nam xordmn

nmhar xprdmn

Nimi xordmt

_mftmn bazar

-neNmStmn

ketab xun

dmrs xun

hmrf zadmn-

rmftmn mmdrese

qmza xordmn

Drill 29b.IF Forced Substitutifon

mmn mixam ba jmniNid lwrf bez.mnmm.

mmno

Noma

una

mnm)lemetun 36,1
350

D 11'29b.4 (cont'd)

momllemet mixad ba jamnA hmrf bezmne.

Nagerdam

iNun

reza

- Drill 29b.5 Multiple Substjtu

mixam ba ali hmrf bezmamm.

Noma

pedmretun

ornA

jmaid môl1eine

dust=
Noma IagerdEitun

iNun Noma

iNun dustetun

momliemetun _0--

Drill 29b.6, Simple Substitution

mmn mi'xam rajebe dmrsa hmrf bezanmm.

ketabatun

kelase inglisi

duste jbxiNid

dmrsatun

Nagerdam

karetun
351

Drill 29b.6 eont'd)

man mixam rajebe karetun hmrf bezanam.

dustetun

kelasa

madresatun

danehaye tehran

amrika

hmvaye iran

Drill 29b.7 .Complex Substitution

toon cimblmz nemitunmm biam.

haft
bawd az

pmnJ

hAt
cimblmz

do Umbe

jome

se Umbe

ambe

hafteye dige

.gmblvz

sale dige
332

Drill 29b.8 Transfordation (Add thwcorrect form o to

to following sentences.

T. toma farsj hmrf mizmnid? S. oma mitunid farsi hmrf be id?

toma bmmd az zor dmrs mi id?

itun mirand danetga?

dustetun ba ma hmrf mizmn .

momllemetun ba ma mitine,

ma ba.hmm dmrs mixunim.

Iaradmretun inglisi yad migire?

dustatun farsi hmrf mizmnmnd?

ma ba hmm tam mixorim.

Drill 29b.9 Repeat the above exercise in the negative.

Situational Dialog
- lA

1. ba aq.áye i azi atnaid?

2. nxeyr. vmli xeyli mayelmm batun atna belmm.

pms &gar mlxayd, tomaro betun momrefi mlkonmm.

xéyli mottmkérmm.

(This dialog should be repeated until the students can 'say it as com-
fortablv as a native- s-eaker.
_ _ It should be repeated every day until
the students reach situatio al dialog 1C. The teacher should encour-
age the students to act outthese few lines in the classroom, using
whatever proper names they with.)
353

LESSON 30

dialog a

car tambe _ zor cekar Whataxe you doing Wednsday

mikonid? afternoon?

must, necessary, have to

2. i bdz zor baymd dmr I have-to teach at the Iran-
e iran-amrika dmrs America Society in the afternoon.
bedmm.

1. pmngembe mixayd cekar konid? .What do yJu do Thursday

afternoon?

tmmtil
free, holiday
2. in pmngmmbe tmmtili We're free this Thursday.

pas do rut tmmtil darid. Then you-have two days free.

2. bale. Yes.

dialo

1. car "dsamb6 bmmd az tor cat; onid?

2. mmn band z r bay*d dmr anjomfte ir an-amrika dc bedmm.

1. pmngmmbe mixayd cekar konid?

2. in pangmmbt

1. pms do rut tmmtil darid.

bmle.

.4
354

Drill 30a.l Simple Substitution

-do gmmbe mmn baymd dmr .bedmm.

mftmn sinema

inglisi yad gere

farsi xundmn

negmstmn

tmn d age,

nmhar xordmn

ruzname x dmn

inglisi drs dadmn

hmrf zmdmn

ammdmn inja

sobhane xordmq.,

Drill 30a.2 Forced Substitution Repeat in-the

egative)
mmn baymd dmrs.bexunmrn.

g ma

ino soia

mmno reza

reza

mli

rezavo mli

b admretun

fln
355

Dx5.11.30s. Compag% SODsti

'On bayma. fast be10000.
yea. Ger

stoll

rtev ton

'game

bsya4

xastma
J30

Drill 3Oa.L4 Imitation

omu mAxayd Zkar konid? (translate)

ama mixayd kar konid?
(tr;Jnx1r;Ite)

mpix mixam kar konam .

men baymd kar konmm.

mmn baymd qmza dorost konmm.

14oma mixayd qmza dorost konid?

nma mixayd esterahmt konid?

Drill 30a.5 Complex Substitution

man baywd esterahmt konmm.

tmhsil kxrdmn

kar limrdmn

xast.

soal kmrdmli

xosro

neg)

mosaferat krdmn

tunestmn

tmlmfo,

(aff)
bayred

ta2dris kmrdmn

Drill 300..6 Exens1on

dmrs mixunmn .

mmt dZO1 _ mixnLccm.

mmn ba jmolgid dmrs

35? -
Drill 30a.6 (cont'd)

mmn ba jmmisid inglisi mixunm.

-man hmmisge ba ja-mnd inglin mixuhmm.

mmn hmmi'6e ba mamlleme jmmsnd ing1i6i mixunmm.

mmn hmmie baymd ba momlieme jmmnd inglisi bexmlnm.

Drill 30a.7 EpthcIon

mmn dmrs midmm.

mmn Inglisi dmrs

man dimr-_:orian.me_iran-amrika inglisi dmrs widmm.

man seZsmmbeha dmr anjommne iran-nrarika inglisi dmrs midmm

.

mmn se I'mmbeha bayd dmr anjommne iran-amrika inglisi dmrs bedmm.

Repeat the above using mdris mikonmm/.)

Drill 30a.8 E-. _sdon

mmn mirmm esfmhan.

tmn fmrda mirmm esfmna7,

mmn fmrda ba main mirmm esfmhan.

mmn fmrda mixam ba mann berm-1-a esfmh_

mmn fmrda mixam ha manne mli bermm esfmhan.

358

LESSON 30

dialog b

kmnare dmrya
seashore, se _side
1. mn halm txmtilmm. mitunim I'm free too. We can go to the
hmm berim kenarc dxfya. beach together.
2. xeyli xob. mmn 16ena
Fina. I don't !iow how to swim
nist,11 vr1i wixam yad
but I'd like to lcrn.
begirmm

1. px.s ba maine mimn berim. Then let's go Ith my car. What

c'amt cmnd. biam xunmtun?
time should I come to your house?
2. tmciribmn hmft-hmfto nim Come about seven or seven thirty.
biayd.

dialog b
1. mmn hmm trEtil,nw. mItunim ba hmm b6rim kendre dmrya.
2. xe"yli x6b mmn ená bmlld nIstmm 175.1i mixam yad 13girmm.
1. pms ha ma:gIne mmn bérim. sa&t cnct blam xunftun?

2. tmgriUn hmft-hg2fto nim biayd.

359

Drill 30.1 Transfon tio_ nge the following sentences

to the "let's" form.

example ma Ilarf mizmni havf bemnim.

ma Inglici yad mig1rim.

ma farsi mixunim.

ma mirim b.zar
name mrnevisim.

ma ba ham s6am mixorim.

ma ruzname mixxrim.

ma ba jmindo mli minnim.

ma mirim

ma effigmb dmrs

Drill 30b.2 ( is given by the teacher. sl then uses the command

vith s2.
S2-then uses the "let's" form with s3 ex -
harf mazanid.

si farci hmrf bezmn _ s2)

hmrf bezmr

em76mb dmrs

d ta name mineviPid---'

mi.rid s kelase ingl si.

ye ketabe farsi mixmrid.

ba hmm ani mixorid.

ba jmAid harf miz1d.

ba dustetun mis

qmblmz

un ketabe farsiro mixunid.

rajebe amrika hmrf mizmnid.

Drill 30b.3 Simpl substitu

jome mmdreseha

edare
kelasa

mnjommn_ irnmrika

1-1dreseye ma

danegga

Drill 3Ob.4 Simple Substitution

ba ham berim kenare dwrya.

sinema

smre kelas

.am xordmn

harf -Tdmn

ika twnsil kmrdmn

mann xmriamn

farsi hmrf zmdan

inglisi tmmrin kmrdmn

nmi xundmn

Drill 30b.5 Repeat the above exercise with the followg sentence.

/ba hi berim kenare dmrya./

Drill 30b.6 Cued convershtion Supply cues for underlined

word in the following example

sl. nma 16ena

_ .-
bmImdi

82. nxeyr. bmlad nistn vmli mixam yad begirmm.

cues - apmzi

inglisi

nevestmne farsi
-361

Drill 30b.6 (con'.#)

basketbal

xundimn

fars

Drill 30b.7 Simple Substjtu

saat aamd

smre kelasetun

dmftmretun
Dr'_.1 30b.8 Cued conversation with multiple
cues. (In the folio ing
exercize, the teacher points to one
or two students as
indicated in parentheses and asks
The student(s) is (are) to the following questions.
answer saying /samt omnd
bermm/ or /samt amad berim/
asked. The teacher then I
dependiN on how many are
answers with the time indicat d.
ex - t.
cera nemirid danesga? (1) (hmft)

1. sat cmnd be ?

t. sat hxft.

cera 'gam nemixorid? (2) (

cera ruzname nemixmrid? yek)

cera nemirid smre kel (1

cera nemixabid? (1) (yazdm)

cera zobhane nemixori 2) hmft)

cera farsi nemixunid?

cera telefon nemikonid?

o nim
cera dalers nemidid? (1)

cerm nemdrid postxune?

cera nmhar dorost nemikonid?

(1) (yek)

3
§ituationc
(This dialog should be taught in the same msnner as Situational
Dialog IA. When it has been learned, it should be repeated as often
as possible along with IA. The students should again be encouraged
to act thJ.s out in skit form with two of the students playing
Irani
1 - Iranian 2- jori 3 - agaye nrazi)

1. aqayun. agna bend. aciaye azi. a:gays jon eston.

2. xeyli xe6xmxtalem, age..

3. mozn hi xeyli xavmxtIL hale soma xub-e?

2. motkeram, aqa. hale some eetor-e?
363

LESSON 31

dialog a
1. dustetun in a nistand? Isn't your friend here?
2. nmxeyr. raftmnd ruznarne No, he went to buy a newspaper.
bexmrmnd.

ejaze
permission
hmst there is, are
1. ps ejaze bst inja bainam? Then may I sit here?
2. xaes mikon. befmrmayd, aga. Please do.

dialog a

dlIstetun injá nap. and?

2. raxeyr, r1"tmnd ruzname tftmrmnd.

pms ejazt hkst ingi nmm?

2. xaa mlkon mm. befkrmayd, acIA.

3614

Drill 31a.1 Forced Substi ution

-uznflme bexmrmm.

SO

jaarAid

YJa

fere.gte

'goma

una

Drill 31a.2 Complex Substitu.-ion

una rmftmnd ruzname bewnd.

ketab

(dadmn)

(xundmn)

inglisi

gena

dgpmzi

s dadmn)

inglisi
365

Dri11.31a ple Substitution

ejaze hmst inja bai Tm?

dmrs xundiin

xabidmn

sigar ke'iden
h-

namstmn

esterahmt kmrdmn

dmr s xunc1n

Drill 3la.4 Simple Substiution (Repeat above

exercize with following
sentence - ejaze midid inja bainam

Drill 31a.5 Complex substitution

cpma bxlmdid qmza dorost konid?

(poxtmn*)

fesenjun

qmzaYe irani
(tunes

(dorost kmrdmn)

maon
-Y'l-

budazn)

(xmridmn)

sam mr

(uor kmrdmn)

kmrdmn)

main

30
366

Drill ,31a.5 Con'y

nma baamdid mann box_crid?

(xastan

ruzname'

xundam

baLlad budaan

farsi
haxf zaxiin
inglisi

Drill 31a.6 Complex nd ForcedSubstitution

qmza dorost kon

mmnd
poxtan

qmzaye irani
xaS_-

xordmn)

una
une irani

(baymd)

(dorost

1
Drill 31a.6 con")

all raft ma.gin doro3t kone.

nr* ("faucet")

katan*") ("lion")

(xordan ) (ltmilk")

(xastaxn

cai gand-pmhlu

(dust daan)

cai

Drill 31a.7 ( Repeat above exercize in the negative

Drill 31a.8 Complex substitution

ejaze hmst un akso bebinmm.

un ketab

xundan

un ruzname

didmn

radio

kmm kardan

r,o)gan Icardan

Drill 31a,9 Repeht above exereize with /ejaze

mifarmayd...
Drill 31a.10 Repeat 31a.8 in following form-

ai age., ejaze mifarmayd un akso bebinam?

albmte gorban, >tag mikonam.

368

LESSON 31

dialog b

1. aclaye nend , oma irazo Mr. Nezhad , do you know Shiraz

xub baelmdid? very well?

yegi daaid expression of politeness (literal

translation "Did you have a cotmand?)
2. bmle.' befrmayd. firrnay&i Yes. May I help you?
datid?

ceiamd tul mikeIe ta beresmm How long would it :ake me to

dmbirestane nile? get to Zhale high school?
2. ba taksi tmgribmn bist It takes about twenty minutes
dmolige tul mikes6e. by taxi.
--
mersi. aclaye irazi mixad Thank you. Mr. Shirazi wantsne
ke mmn emruz unja dmrs bedmm. to teach there today.

dialog b
1. acilye neUd, .gom azo xdb hmlIdid?

2. b&le. bearmayd. fmrmayai datid?

1. acimd mlkel6e ta beresam dmbirestgne ale?

2. ba taksi tmciribln bist dagigfi tlalulnae

1. mersi. acgiye iraz1 exa2 ke ri emrz un s bdmm.

369
Drill 31b.1 Complex Substitution

eegmd tul mikec ta beresn dabi

zai
raft=

tehran

mmnzeletun

resi-

smre kelas

bargAtmn
Drill 31b.2 , Comples Substitution

eeqmd tul mikee ta in ketabo

bexunmm4

(tamam kmrdmn)

dmr- dadmn)

in sfe

yad gereftmn)

inglisi

nevestmn

(dmrs dadmn)
370

Dri1l'31b.3

add /cetamd tul miken ta he following sentenceseE

1. jarnsid in lisiyad nigire.

2. nn nevestmn dxrs mi

3. mmn be n mrika 'uosafert mikonam.

4. fesenjun dorost mikonid.

5. am mixorim.

Drill 31b.4 Died conyer-ation

repeat above exercise by giving the same cues to Sl. w i 11

then ask the questi n as above to 52 who will answer with

/tagriban tul laiken The cues for the time for

82 are given below in order.

1. ye sal

2. do ma.

3. ye hm.f e

)4 . ye s- nim

5. ye saat
373.

Drill 31b.5

aqaye Mrazi mixad ke mmn unja dmrs bedmm.

-(kar kardmn)

m2hmud

inglisi yad gere

rmftmn bazar

ketabe inglisi

soma

ruzname xmridan
farsi hmrf zmdmn
inglisi tmmrin kmrdmn

Pe
Inglisi
7goma

qmza dorost kardmn

ketabe inglisi ovordmn
bwr ,Atan smre kelas

nmi dmrs dadmn

eai ovordmn
nam xordmn
bidar odan

nel6mstan
saket ne-gmstmn
in ketabo b&x de:ftan
ammdkil smre kelas
tekrar kmrdan
372

Situa ional Dialoier C

This dialog is to be learned and acted out in the same

manner as IA and IB.

1. aqaye jorj, oma ba e.cjye Iirazi aIna nistid?

2. nmxeyr, vmai xeYli mayeJ. mm ha agna beIm.

1. pme bermrmayd tu otaqe momllemin. Iomaro heIun

mmmrefi mikonmm.

aqaye Iirazi, ba duste amrikaimun aIna be id.

esmeIun aqaye jorj eston-e.

3. smlam aqa. xeyli xo'vtim

1. mn hmm hmmintor. hale Ioma xub-e?

3. motkeram. hale oma cetor e?

2. mo Imkermm. be lotfe Ioma

The _ollowing two expressions may also be taug

didmne Ioma mz molaqate Ioma) xeyli xolgvmxtmm.

mhvale,Io or ahvale Imrif-

373

Present the following situations to the studentsand have them

act them out immediately - impromptu.

1. people involved - A American) B(Iranian teacher friend),

C (third teacher)
Situation - A does not know C but wishesto meet him. C is
sitting apart, A asks B to introduce them.

2. People A (Americ B (Iranian frend) C hird Iranian

sitting apart.)
Situation - A knows 5 and C. A asks B if he knows C. Since he
doesn't know him, he asks if he would like to meet C and then
,
introduces them.

3. People - A (American) B (Iranian friend ) C ( third Iranian

present)
situation - B introduces A to C. Upon introduction, they exchange
greetings and C asks A and B to sit down. A sits next to C.
A is not familiar with Iranian names and must ask C politely
to say his name since he cannot remember it.

4. A (hmeriCan) B Iranian)
A has seen B before and thinks he knows his name. Me then gi
over to B and asks him if he is He is. A introduces
.

himself; B invites him to sit down and they talk about who
A is and where he is from. .

5. A American) B (Iranian)
B thinks he knows A and comes over to acertain if hc is
He is and B introduces himself. They exchange,greetings and
A invites B to sit down. As they sit down A politely asks for
B's name since he cannot remember Iranian names well. A and B
then start a conversttion by 'asking about each other.
- ENGLISH GLOSSARY, LESSONS 1 - 20

ab water cax"LmMbe Wednesday

abi blue
almani German omnd how many, how mucil
am,ika America cel forty
amrikai AMerican celow kebab (Persian dish)
aqa sir, Mister ceqmd how much
agpmzi cooking cdra aff. answer to neg.
question
axelaba=rmt H, I. M. ea/A
&bri why
clou ceraq
mflani light, lamp
Afghani ceWm eye
mfqanestan Afghani cetor how
&rag Iraq ci
mraqi what
Iraqi cin China
armbi Arabic Chinese
Lermnf.- Armenian bontan e7.anmtarY Be3001
avvm1 first birestan
myyalmt high sdhool
state danebamuz student (h.e. elem.)
danegju cdllege student
ba th daniVga university
baruni rairlY dar- have
basketbal basketball dmmvat invitation
band= zor afternoon dmmvmt dar 'be invited
bmce child dmbir teacher (h.E./coll.)
bid dmftar office; rotebook
bad- mia- dislike ten
bmmd e.fter dmndun tocith
bmhar spring (se- on dmr in; door
balmd know (adj.) dmrd mikon- hurt
bnle yea dmrs mid- teach
bmluc Baluchi dmrya _sea
bmra hrother dmst
bmraye hand
for dmvazdm twelve
snow dmYcle
.

minute
barf miad it's snowing del
boutlarl stomach; heart
Bakhtiari. dike
be yet (with neg.
to ,(preo.): dir mik'
bebmAid be late
excuse'me divar wall
befeermaid go ahead, pleacc, do two
after you doktor
bidar, doctor
awake dorost. ri t; ready
bidar mix- to wake up- dorost mikon-
bikar prepare
not busy, frf. do&mbe Monday
biology cloxtL:r
blot girl
twenty mldun- know
bihmr more dux far
bolittad get up dust
botri friend
bottle dust dar-
bozorg like, love
big duxtmn ewing
cal emruz today
car fotn- emgmb tonight

9
esm 'name javab mid- answer
espanyoli .0Pahish jib pocket
esterahmt mikon- rest' jcme Friday
ex:Aar darid (taarof) junub south
Lag.= paper
famil last name kar work
fars Persian person) kma shoes
farsi Persian lang.) kmlame word
mifahm- understand a little b
fmqat only someone
faqir poor kmsif dirty
fmransmvi ,Frec. (person) ke that
faranse French (lang.) keravmt tie (n.)
fmrda tomorrow kesel under the weather,
fenjun cup out of it
fesenjun (Persian dish) ketab book
film film, moVie ketab mixun- read
fizik ,physics ketabxune library
ki who
mig- say, tell kodum which
gmc chalk koja where
gmrm warm kojai whera from
gorbe cat kommk help
gorosne hungry kord Kurd
gug mion- listen kot jacket
gut meat kucik little

hala now Imndmn London

hazer ready lebas clothes
hmft seven lebas mipu get dressed
hmfte week livan glass (drinking)
hmm also lotfmn please, kindly
hmme all, evra.y(one lotf darid you're very kind
ha,mmnm n- take a bath
hmmfge always ma we
hmrdo both madmr mother
hmrf- mizan- talk,spe madmrbozorg grandmother
hAt eight mai possessidia
hatn certaiuiy, male rmma-e it's mine
doubtedly masto Persian dish)
hmva air, climate maIallah 'God keep it so
-
hmvapeyma airnlane main car (

hend India mazmndmrani Mazandarani

heudi Indlan mmm- usually
mmdrese gd49R1
ingJisi Erglish mmjalle magazine
iegallhh ,God willing Imen
Irani Iranian 7Amdiel. house, home
inn he, she (pol.) martub humid
masmimn- for.ex4m14)
-be from place to mmsjed moscm
place maqul : busy, occupied
mpqreb Wust pedmr father
mmrkmz center pedmrbozorg grandfather
mmrreq East pesmr boy
medad pencil piade by foot
mersi thank you pirahmn shirt
mesle like, as polo cooked rice
mia- come port back
miz table pate behind
momllem teacher pul money
modire mmdrese principal puldar rich
mohandes engineer
mohmsel student qali rug
mokaleme conversational qmmgin sad
montazer waiting, ex- qmrang beautiful
pecting (latex train
motrmker irrateful qWVE coffee
morgel difficult hard -qmvei brown
mu hair qaza food, meal
musiqi music qaza mixor- eat
qermez red
name letter clorban sir
-narahmt uncomfortable
naxor sick, ill mir- go
nmfc oil rast right true
nmhar lunch rmxs dance
nmqqari painting mires- arrive
nmxeyr no restoran restaurant
naxre map roman novel
nmzdik close di ance ruye cn
nevertmn writing ru-be-ru across from
minevis- write rusi Russian
nim half rusiye Rudsia
nist isn't ruzname newspaper
noh- nine
now new samt . hour, clock
nun bread . sal, year
ambz green
and smfe page
otaq room amg 'dog
otobus bus nuhih correct
ostad professor amlam -hello
sandali chair
pa foot sax head
autumn at, to
atxt c envelope
capital
surd
amre vazct
cold
on time
cheese savari type of
'Pmni five se three
'panjah fifty sefid white
panjare window ermmbe Tuesday
Penirambe Thursday sia black
pas therefore sinema movie

391
iv

soal miko ask v.) xab sleep (n.)

sob morning mixab- sleep, uo'tc s
sobhan breakfast xab- mia- becomesleepy
xabgah dormitory
Yac.trd student xaeN mikomm excuse me, please
Nam supper you are welcome
Nmb
Nmhr
evening xair sister
city xanum Mts., Miss
Nmmbe Saturday xmste tired
Natranj chess xeyli very
Nekmr granular sugar xob well... fine,..
Nena swimming xiaban street, avenue
Nimi chemistry xod self
NiN six xodafez goodbye
Noma you xodnevis fountain pen
Nomal North xonmk Cool
Nomare nutber mixor- eat, drink
Nowrmvi Soviet xoreN type of Fersia4
une comb xoN- mia- like v.)
xoNhal happy
until xoNk dry .
-ta number duffix xub good
taarof no translation mixun- read, study, sing
tabestun summer xune house
taksi taxi
is mikon- teach, instruct yad migir- learn
tuhsil mikon- study yazdm eleven
tmlmfoz mikon- pronounce ye(k) one
tmmrin mikon- practice yeki a ;certain one
tArif biarid please come pol. ) yeliImmbe- Sunday
twxtepakkon eraser
tmxtesia blackboard zmn woman, wife
tekrar mikon- repeat zmrd yellow .

telefon telephone zemestun Winter

teren train zendegi mikcn- live (v.)
teNne thirsty' ziac too, very much
torkemmn Turkomaa zinc underneath
torki TUrkish (lang) zud soon early
tu in, inside of
,r-
tul mike take time v.) , zaponi Japanese

U. he, she, it
un that those
una thek Compiled by Don West
unja there

ivmli ,
but
vmmeN mikon- exercise (v.)
vomit tithe
Vmzire fmrbmng Minister of Edu-
cat4on
vezarmte fmrbang Ministry of Edu-
.oation