Unit1to10 PDF

Iraj Bashiri
PERSIAN
FOR BEGINNERS
Fourth Edition
Tape Manual
Bashiri
ii
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Copyright 1991, 1981, 1975, 1972 by Iraj Bashiri
All rights reserved. No part of this book may be reproduced in any form
whatsoever, by photograph or mimeograph or by any other means, by
broadcast or transmission, by translation into any kind of language, nor
by recording electronically or otherwise, without permission in writing
from the publisher, except by a reviewer, who may quote brief passages
in critical articles and reviews.
Library of Congress catalogue number: 90-092057
ISBN 0-915327-04-X
Manufactured in the United States of America
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Contents
Introduction
The Sounds of Persian
Persian Vowels
Persian Semi-vowels
Persian Consonants
1. Persian r
2. The Glottal Stop ' and h
3. The Consonants k and g
4. The Persian Sound x
5. The Persian Sound q
The Suprasegmentals of Persian
Question in Persian
Intonation Pattern of Address
Stress in Persian
Harmony
Spectrogram
Transition
Phonological Differences
Morphological Differences
Syntactic Differences
Unit One
Unit Two
Unit Three
Unit Four
Unit Five
Unit Six
Unit Seven
Unit Eight
Unit Nine
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Unit Ten
Unit Eleven
Unit Twelve
Unit Thirteen
Unit Fourteen
Unit Fifteen
Unit Sixteen
Unit Seventeen
Unit Eighteen
Unit Nineteen
Unit Twenty
Glossary
Persian-English
English-Persian
THE SOUNDS OF PERSIAN

INTRODUCTION
Most of the sounds in Persian are quite similar to those in English, but none are
exactly the same. Some minor and some crucial differences distinguish the sounds of
Persian from similar sounds in English. And there are some sounds in Persian for which
there exist no English equivalents. These are mostly guttural sounds represented in
everyday English by kh, gh, and the like.
The sounds of Persian can easily be divided into three main categories: vowels,
semi-vowels (diphthongs) and consonants. In "The Sounds of Persian," we will examine
the feature distinctions mentioned above and focus mostly on what makes Persian sound
different from English.
PERSIAN VOWELS
Vowels are sounds which are produced with no closure in the vocal apparatus.
The air stream flows unimpeded from the lungs. The position of the tongue and the
rounding of the lips determine the features of the vowel.
The six vowels of Persian are differentiated by the height of the tongue: high,
mid, low; and by the place in the mouth where each vowel is produced: front or back.
The chart below shows this distinction:
front
back
high
mid
low
chart 1: Persian vowels
Persian vowels
In length, Persian vowels are almost the same. The vowel which receives the
word stress, however, is always slightly longer in duration than other vowels in the
word, and longer than itself, were it to be in an unstressed position. Note that only
vowels carry stress. The most common place for Persian word stress is on the vowel of
the last syllable. There are, however, some words such as ge 'if' that are exceptions to
this rule. Below we will examine the six vowels of Persian and compare them to those
sounds in English that come closest to them:
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1. The vowel i is pronounced roughly like ee in the English word seen. The
difference lies in the y-glide that follows the English i. The Persian i is not
followed by this glide:
Compare:
Persian
English
sn
bn
kn
dn
seen
been
keen
dean
Drill
Repeat the following after your instructor:
: kf, bst, n, l, bin, mell
i: birn, bidr, gils, inj, irn
2. The vowel u is pronounced roughly like oo in the English word mood. The
difference lies in the w-glide that follows the English u. The Persian u is not
followed by such a glide.
Compare:
Persian
rd
mr
r
pl
tr
English
rude
moor
sure
pool
tour
Drill
: g, xam, br, ras, , n
u: mur, ku, ut, unj, ku, un
3. The vowel o is pronounced roughly like the o in the English word gold. The
difference lies in a w-glide that follows the English sound. The Persian o is
not followed by such a glide.
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Compare:
Persian
English
gl
t
d
bn
goal
tow
dough
bone
Drill
: xl, xk, dorst, t, jel, pol
o: ostd, omd, kolh, bolbl, otq, otobs
4. The vowel e is fairly close in pronunciation to the vowel e in the English
word bed.
Drill
: sm, dan, xah, lng, xan, lan
e: delb r, en, sep r, ketb, emz, emrik
5. The vowel is pronounced roughly like a in the English word bad. The
difference lies in the -glide (movement of the tongue to a neutral position)
that follows the English sound. The Persian is not followed by this glide.
Compare:
Persian
English
j m
rm
sd
cp
dm
jam
ram
sad
chap
dam
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Drill
: gr, sb, br, sng, m rd, n

: kbb, srb, kmr, smr, fsn
6. The vowel a is fairly close in pronunciation to the vowel a in the English
word father.
Drill
: n, b, m, xk, aq, xod
a: ad m, ab, kaf r, ka, dam n, kesal t
Important Note:
The glides that distinguish the English vowel sounds from those of Persian do
not usually affect the meaning of the words. If one were to pronounce the Persian words
with the English vowels, he would be understood, albeit as a non-native with a heavy
accent. The difference between and a, however, is one that may constitute a meaning
distinction. The fact that English speakers find it difficult to distinguish these two
vowels makes it imperative to learn to distinguish from a at an early stage.
Furthermore, as we learn more about Persian, we realize that this distinction is essential
for writing Persian as well. In Persian only the long vowels, in this case a, are written
using a letter. is represented by a vowel sign (see "The Persian Writing System," for
details). The words that follow illustrate how one might confuse the listener by using
for a and vice versa:
Compare:
xr
dr
t k
kr
bd
donkey
door
unique
deaf
bad
a
xr
dr
tk
kr
bd
thorn
gallows
vine
work
wind
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PERSIAN SEMI-VOWELS
(diphthongs)
There are two diphthongs in Persian: ey and ow. These diphthongs are
pronounced roughly like the ai in the English word bait, and the oa in the English word
boat respectively.
Drill
ey : syf, syl, qyd, myl, eyvn, dy
ow : owqt, owz', howlh, dowlt, nowbt, twr
Contrast:
e - ey : sr syr, xr xyr, sl syl, qr qyr
o - ow : ql qwl, kn kwn, kt kwt, bl bwl
PERSIAN CONSONANTS
Consonants are sounds which are produced when the air stream initiating in the
lungs is checked in one or two places at, or between, the vocal cords and the lips. A full
closure produces a stop ( e.g., p). A partial closure produces a fricative (e.g., f ). If the
vocal cords vibrate when producing the sound, the consonant is voiced (e.g., b, v). If the
vocal cords do not vibrate, the consonant is voiceless (e.g., p, f).
This text teaches the sounds of Persian through imitation of given models, rather
than through instruction; it assumes that the instructor supplies the students with a fair
knowledge of the rudiments of phonology. And that students, especially those who use
this text as a teach-yourself manual, consult a good introductory linguistics text, listen
to tapes and to a native Iranian. This procedure insures that the sounds they produce are
fairly close to those produced by a native speaker. The following consonants of Persian
are pronounced approximately the same in English and Persian.
Drill
Repeat after your instructor:
p
pl, p, kpr, sepr, tp, p
b, br, ab, bab, kbb, hobb
tp, tr, str, ketb, dst, pakt
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dst, dm, sed, medd, mrd, keld
frd, fl, felfl, nft, kf, tsadf
vm, vb, divr, jelv, dv, srv
rx, b, b, ar, g, m
jn, jng, ajl, hjm, snj, brj
sng, sin, asmn, mesl, rqs, xs
zbn, zoql, kuz, vzn, grz, mz
m, otr, xord, rown, h, nq
rf, ulid, kdm, mo, g, d
mur, kmr, rmz, sm, xtm, zxm
noqr, kenr, xn, payn, mtn, dfn
lal, lgr, jolg, dlr, gl, dl
owqt, owld, twr, twq, jelw, paltw
yk, yr, siy, dony, ky, my
The following consonants are either not found in English at all, or their
distribution in the two languages is somewhat different.
1. The Persian r
The Persian r is pronounced differently from the English r. In intervocalic
positions (i.e., between two vowels), Persian r is trilled. It sounds somewhat like the
Spanish trilled r in perro 'dog'. At the end of a word, the Persian r is a flap. In other
positions it is a single tap.
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Drill
Please repeat after your instructor:
r between vowels : drr, rk, borad, traz, rr
r word final : sr, axr, adr, dr, dr
r in other positions: rz, rg, fars, drd, fr
2. The glottal stop ' and h
The glottal stop is produced by the opening and closing of the glottis. ' is
produced in the area immediately in front of the glottis. Unlike the glottal stop which is
produced by a complete closure of the glottis, h needs only a partial closure (h is a
fricative) at the area in which it is produced. Glottal stop and h are found in both
English and Persian. The environment in which these sounds occur in English, however,
is more restricted than in Persian. In English h occurs in words such as house and bah!;
the glottal stop occurs in certain exclamations like 'oh 'oh!
Drill
h : h, hol, mah, mhr, mh, gorh, hr, nhr
' : 'j, 'd, r'd, 'r, jm', o'', b'd, j'd, s'd
It should be noted that after vowels both the glottal stop and h may be dropped
and their place be taken by the lengthening of the vowels that precede them. This is
usually referred to as compensatory lengthening of the vowel preceding the deleted
consonant.
Compare:
hr
nhr
mh
r'd
b'd
j'd
:r
n:r
m:
r:d
b:d
j:d
city
stream
moon
thunder
later
curl
[r
[nr
[m
[rd
[bd
[jdd
evil ]
male ]
we ]
refusal ]
bad ]
ancestor ]
It was mentioned earlier that Persian vowels in stressed positions are always
slightly longer than those in unstressed positions. The compensatory lengthening,
brought about by the deletion of ' and h, produces enough duration to eliminate any
confusion that might arise.
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Compare:
hr = :r r
bhs = b:s bs
s'd = s:d sd
r'd = r:d rd
nhr = n:r nr
shm = s:m sm
b'd = b:d bd
d'v = d:v dv
jhl = j:l jl
rhm = r:m rm
m'n = m:n mn
b's = b:s bs
3. The Consonants k and g

Compare the sound of k in the English word cool with the same sound in the
English word kitten. It is apparent that the two sounds differ, albeit minimally, both in
their release and in their place of articulation. The k in cool has a clear and sharp
release, produced further back in the mouth than the k in kitten. The k in kitten has a
somewhat aspirated or a y-glide release and, of course, it is produced further forward in
the mouth than the k in cool.
These features of the English k are shared by all English words in which the k
sound precedes a front vowel (e.g., cane, cat, keel); and by those words in which the
sound k occurs before a back vowel (e.g., code, comb, coast). This important distinction
exists in Persian as well. Here, however, the distinction is more prominent than in
English. Listen to your instructor pronounce these words, then repeat:
before back vowels: kh, kd, krd, kr, km, knd
before front vowels: kf, k, krm, ketb, krd, km
elsewhere: xk, kk, k, trk, ordk, tkml, mktb
As is evident, the front/back distinction explained for English also holds true for
Persian. Namely, before i, e, and (front vowels) the sound k is produced further
forward in the mouth, and it has a y-glide release. When it occurs in front of u, o, and a
(back vowels) it is produced further back in the mouth and does not have a distinct
release.
The y-glide release discussed above results from the raising of the front portion
of the tongue when k is before a front vowel, or when k is in word, or syllable, final
position. The intensity of the release differs from speaker to speaker. For some
speakers, the release of k in a word such as ketb 'book' can be strong enough to sound
like a .
Drill
kh, kd, kn, ks, kin, kis, kj, tk, ptk, lkl, kd
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In the same environment, the

manner as k.
g-sound of Persian behaves in exactly the same
Drill
gr, gv, gils, gr, gll, gel, grm, rg, sg
mrg, gm, ngr, sngn, rgbr, sggrg
4. The Persian sound x
The sound x does not occur in English. It is a guttural sound and Americans
usually replace it with either an English k or an h. To avoid mispronunciations such as
*keyli kub and *heyli hub for xeyli xub 'very good,' these three sounds are presented
below in contrast to one another.
Drill
xr, bxt, sxt, xord, txm, xm, zxm, rx, tnasx,
nosx, bx, sx, rxt, bxt, xb, mx, sxt, dxt,
axr, xtr, mxml, axnd, xorm, rx, bx.
x : xr, xk, boxr, bxt, x, sx
k : kh, kn, 'ks, kin, kj, tk
h : h, hol, mah, mhr, mh, gorh
Please contrast:
lx lk,
bx bk, rx rk, xl kl, xt kt
Contrast x and k:
xd kd, xk kk, xm km, xr kr, rx rk,
xl kl, xr kr, xb kb
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Contrast x and h:
Please repeat:
xr hr, xz hz, xl hl,
x h, xm hm,
xr hr
Contrast k and h:
kl hl, kr hr, kr hr, kr hr, km hm, kn hn
Contrast x, h, and k:
xm hm km,
xr hr kr,
xl hl kl,
xn hn kn
5. The Persian sound q

Like x, q is not one of the sounds of the English language. To produce this
voiceless stop, place the farthest back portion of the tongue against the uvula and try to
say k.
Drill
Repeat the following words three times after your instructor:
qb, qr, bq, otq, qm, qbr, qz, qt, meqdr,
qomr, rqs, sqf, qtr, qws, qesmt, qlb
Contrast q and g
qnd gnd, qern gern, q g,
qol gol, qbr gbr, qz gz
Contrast q and x
qb xb, qm xm, qnd xnd,
q x, qal xal, qomr xomr
Contrast q and k
qk kk, qsb ksb, q k,
qm km, qr kr, ql kl
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Contrast q, x and k
q x k, ql xl kl, qr xr kr, qk xk kk,
qm xm km, qnd xnd knd, qr xr kr
The voiceless stop q has a voiced fricative variant symbolized by . For some
speakers this variant replaces q in intervocalic (between vowels) position, before voiced
consonants and in syllable final positions. For other speakers it may replace q
altogether. Speakers using are familiar with Arabic. They use the Arabic
pronunciation of the words borrowed from Arabic into Persian in quite the same way
that some actors put on a French or Spanish accent.
Drill
Repeat the following words three times after your instructor:
q : rqs, sqf, vqf, vqt, sqt, rtq, ftq, mqtl, nq
: d, a, toiyn, ot, sor, elm, neb, n
Contrast q and
dqq d , aq a, olq ol, fqr fr,
mqbl mbl, sorq sor, brq br,
meqdr medr
THE SUPRASEGMENTALS
The suprasegmentals are intonation patterns, stresses, emphases, and other
elements that affect the pronunciation.
1. Question in Persian
Questions in Persian are made either by using a question word like e 'what',
and koj 'where' or by changing the intonation contour of the declarative sentence. This
section deals with the latter sentence types (yes/no questions).
Both the declarative and question sentences in Persian carry a sentence stress.
Both start at the same level pitch contour. The contour of both types rises at the
sentence stress. After the rise both contours fall, except the contour of the question
resumes the original level while that of the statement falls below the original level.
Example:
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Statement:
u dr bazr kar mikone.
Contour:
Question:
u dr bazr kar mikone?
Contour:
One can transform the statement "He works in the market" into a question
sentence in English by raising the intonation. However, the intonation contour of
English sentences of this type rises sharply at the end of the sentence and does not level
off:
Question:
Does he work in the market?
Contour:
Drill
Repeat the following, first as statements then as questions. The words that carry
the sentence stress are emboldened:
statement
question
in ketb e
in
un man
ketb e
un man e
m fars yd mgirim
om fars drs mdid
t dr tehrn zendeg mkoni
m fars yd mgirim?
om fars drs mdid?
t dr tehrn zendeg mkoni?
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un dr dane g drs mxunn

n ketbe
n ma ne
in erqe
un dr dane g drs mxunn?

n ketbe?
n ma ne?
in erqe?
2. Emphasis in Persian
We have already seen how question formation changes the intonation contour of
the declarative sentence. This unit deals with intonation change when it signals
emphasis on one or more parts of the sentence. Compare the following sentences and
their respective intonation contours:
Statement:
pedre
mn
tuye
bazre.
Contour (1):
Contour (2):
(emphasis on
mn).
Contour (3):
(emphasis on
tuye)
The second intonation contour indicates that the speaker's father is in the market,
not, for example, the hearer's. The third intonation contour indicates that the father is in
the market, not outside or near it. The same phenomenon, of course, occurs in English.
Compare the following sentences. The words that are emphasized are emboldened:
statement:
emphasis on my:
emphasis on in:
emphasis on in:
My father is in the market.

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Multiple Transformation Drill

The instructor repeats the model sentences three times. The students listen. Then
the instructor gives the first declarative sentence to individual students and the students
give the other four possibilities:
Example:
Statement:
xahre
unja
rus
mixune
Question:
xahre
unja
rus
mixune?
xahre
unja
rus
mixune
xahre
unja
rus
mixune
xahre
unja
rus
mixune ?
(emphasis
on xahr)
(emphasis
on unj)
(emphasis on
xahr+ question)
1. bradre inja kar mikone

2. zne iraz danega mire
3. pesret unja drs mide
4. ma tuye danega hendi mixunim
5. madretun zinja betehran mire
6. oma unja kar nemikonid
7. u zma kmi pul migire
8. mn tuye in hotel zendegi mikonm
9. mn tuye bazarm
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3. Intonation pattern of address

When using people's names in Persian a distinction is made between
when
a person is being talked about, and when he is being addressed. The former carries the
normal Persian stress pattern: hs n; the latter does not: h sn. The intonation
patterns of the two forms are also different. When speaking about someone, the
intonation pattern is low, it rises and reaches its peak at the end where the stress is
located. On the other hand, the intonation pattern for addressing a person starts high
where the stress is located (at the initial syllable). It falls as it passes the peak. Compare
the following:
mentioning or naming
addressing
hm d
rez
r za
aqaye qaz
mid
qaye qazi
4. Stress in Persian
Some verbal prefixes like the negative marker n - and the imperative marker
b- are always stressed. This is in contradistinction to the nominal stress pattern of
Persian--only a few forms have initial stress. To illustrate this point some nouns and
verbs are contrasted below:
b-de
b-zn
b-xun
b-gu
b-gir
b-pr
b-xr
give!
hit!
read!
say!
take!
jump!
buy!
be-d
be-zn
be-xn
be-g
be-gr
be-pr
be-xr
to the village
to the woman
in blood
to the ball
to the pin
to the feather
to the donkey
These illustrations show that the shift of stress on some basic forms can affect
the meaning of a given form. To prevent confusion, it is important to learn the verbal
prefixes that carry stress.
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Another example of stress shift is where Persian uses an unstressed i to denote

indefiniteness and a stressed to make abstract nouns out of adjectives and nouns. An
accidental shift of stress on the same basic form, thus, may create confusion.
Compare:
km-
xub-
mrd-
bozorg-
delavr-
pir-
jvan-
lack
goodness
manhood
greatness
heroism
old age
youth
km-i
xb-i
mrd-i
bozrg-i
delavr-i
pr-i
jvn-i
a little
a good one
a man
a noble one
a hero
an old person
a youth
5. Harmony
Although not a feature of the Persian sound system, there are instances of both
vowel and consonant harmony:
a. Vowel Harmony
In spoken Persian, when the prefix b- (either for forming the imperative or the
subjunctive) is used, the -- may be changed to i, o, or u to match the vowel of the stem.
This change does not affect the stress pattern. Example:
b + bin
b + xor
b + xun
b - bin
b - xor
b -xun
see!
eat!
read!
b. Consonant Harmony
Second members of consonant clusters tend to assimilate to the first. Example:
dst
bstn
dzd
mzd
dss
bssn
dzz
mzz
hand
ice cream
thief
wages
Spectrogram
One of the ways to see some of the differences outlined above for the sounds of
Persian is to look at spectrographs produced for individual sounds in the language
laboratory. The spectrograph indicates where stops, fricatives, etc. begin and where they
end. It also shows how vowels make a gradual transition into the consonants and out of
them. The following spectrograms show a) how the sound h is overtaken by the vowel
, b) how the geminate consonant tt is different from the simple consonant t.
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Transition
Spoken and written Persian share the same phonological system, morphological
derivations, and syntactic constructions. Spoken Persian, however, is a somewhat
abbreviated form of the written language.
Written or formal Persian is employed by public speakers, the print media, radio
and television and by educational forums for the dissemination of various national
programs. Tajiki and Dari languages are very close to this version of the language.
Unlike formal Persian, which enjoys international prestige, spoken Persian is
restricted by geography and by local idiosyncrasies. It is the language used among the
members of the family and among friends; a refined version is spoken by businessmen
and professionals. The spoken language presented in these materials is based on the
speech of the educated and professional Iranians of the Tehran region.
The basic differences outlined above for the written and spoken languages are
broadly categorized below as phonological, morphological or syntactic. They are not,
however, all the differences that distinguish the two levels of Persian. Students are thus
urged to listen to their instructor, to tapes, and to native speakers and to ask questions
regarding forms that sound familiar but which do not fit the patterns they already
recognize. In the following discussion, the formal language is written out in the Persian
script; the spoken version of the same is transcribed.
Phonological Differences
a. The following correspondences show that spoken Persian uses u before a nasal
(i.e., m or n); written Persian uses a represented by an lef:
Example:
written
r
rZdcZ
r
r
r
Z
rZ
fi
spoken
meaning
nun
bread
rzun
cheap; inexpensive
un
that
xiyabun
street
mehmun
guest
midunm
I know
gerun
expensive
xune
house
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Newly formed words, words borrowed from other languages, and some Iranian
names remain the same for both the written and colloquial.
Example:
written
spoken
sZa
Za
rZcc
rZ
r
rc
rZc
university
university student
restaurant
tea cup
Sasan, boy's name
apartment
Turan, girl's name
b. Some syllables that are pronounced with an e in the written, change the e into i
in the colloquial.
Example:
written
spoken
meaning
c
s
fi
Z
ku ik
small
ikar
niga
what work
look
what
ingilisi
English
Again, borrowed words such as c 'sigar' (cigarette) are not affected.

c. Some words ending in c -re in the written language are pronounced with a final
-e in the colloquial.
Example:
written
Z
a
spoken
meaning
ge
if
dige
other
mge
surprise marker
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d. The members of the consonant cluster st remain distinct in the written but
undergo assimilation (
= ss) in the colloquial.
Example:
written
fi
ta
spoken
meaning
bssni
ice cream
dss
hand
niss
is not
xsse
tired
duss
friend
Consonant clusters might lose one or other of their members in the colloquial.
Example:
written
c
c
spoken
meaning
hf
seven
etow
eqd
eight
how
how much
fek
thought
:r
city
me:r
love
xoal
happy
sob
morning
e. Some forms that end in sZ ah in the written lose the final h in the colloquial.
Example:
written
s
sZa
s
s
st
spoken
siya
meaning
black
danega
university
kola
hat
foruga
king
department store
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Morphological Differences
The discussion of morphological differences here is restricted to differences that
affect the endings that fulfill grammatical functions:
I. Nouns and Pronouns
a. The plural marker for written Persian is
-ha; for the colloquial it is -a.
Example:
written

ca
[

spoken
meaning
miza
tables
drxta
trees
ketaba
books
sndlia
chairs
Note: Often, in order to soften the transition from i to a, in the spoken language, a
buffer - y - is pronounced. The pronunciation then is sndli-y-a; the -y- has no
meaning.
b. The definite direct object marker in formal Persian is
Zc
ra. In colloquial
Persian ra is pronounced as an o after consonants and ro after vowels.

Example:
written
spoken
meaning
Zc r
Zc
bino
Bizhan-def. d. o. marker
toro
you (sing.)-def. d. o. marker
Note: When this marker, or others like the possessive endings, is added to words that end
in I- eh, the -eh changes to before the o or the possessive ending is added.
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Example:
written
spoken
meaning
Zc fi
xunro
house-def d. o. marker
c. The conjunction
is written independently in all instances in written Persian
and is pronounced v. This conjunction, which becomes an integral part of the preceding
word, is pronounced o (vo after vowels) in colloquial Persian.
Example:
written
spoken
bnmo rezavo mn
t c t
d. The word
meaning
Shabnam, Reza and I
hm (also), is reduced to m or just m in the colloquial
language.
Example:
written
spoken
mnm
omam
meaning
I also
you (pl.) also
e. The possessive endings are pronounced somewhat differently in the two levels.
Compare:
written
r
r
r
spoken
ketabm
ketabet
ketabe
ketabemun
ketabetun
ketabeun
meaning
my book
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In written Persian, forms that end in s -e, add an
lef to carry the vowel of the
endings. This lef is optional for the plural forms (i.e., we, you [pl.], they). In the spoken
language, the rule explained in the Note after (b), above, applies.
Example:
written
qZ fi
\Z fi
fZ fi
r fi
r fi
r fi
spoken
meaning
xunm
my house
xunt
xun
xunmun
xuntun
xunun
Similarly, nouns ending in Z -a and
-u add a
w -ye to the written to carry the
vowel of the endings. The vowels of the endings are dropped in the colloquial.
Compare:
written
r
r
r
r
r
r
spoken
meaning
ptum
my blanket
ptut
ptu
ptumun
ptutun
ptuun
pam
pat
pa
pamun
patun
paun
my foot
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The same procedure applies to prepositions that take the ezafe.

Compare:
written
spoken
meaning
bram
for me
bam
with me
II. The Verb "to be"

When the verb to be appears on a noun, or on an adjective, the following
differences can be distinguished:
a. The third person singular is Z st in the written. In colloquial Persian
is pronounced e.
Example:
written
spoken
meaning
Z Z
in mize
This is a table.
Z ca r
un drxte
That is a tree.
b. The second person plural is always -id in written, but either -id or -in in
the colloquial.
Example:
written
a b
spoken
meaning
oma doxtrid/in
You are a girl.

You are girls.
c. The third person plural is always nd in the written, n in the colloquial.
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Example:
written
ca
spoken
meaning
una madrn
They are mothers.
In forms such as (child), which end in a s -e, an Z lef precedes the

endings for the written (cf., ), and the -e is dropped for the colloquial.
Example:
qZ
wZ
Z
Z fi
Z fi
Z fi
If the form ends in
bm
bei
bss
beim
I am a child
beid/in
bn
lef or
u, the vowel of the ending is dropped in the
colloquial; an added lef carries the vowel of the ending in the written. In these cases the
independent forms of "to be" (i.e., ... - ) are preferred.
Example:
written
= qZ
= wZ
= Z
= Z
= Z
= Z
spoken
meaning
babam
I am a father.
babai
babass
babaim
babaid/in
baban
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III. Other Verbs

The present stems of some verbs are abbreviated in the colloquial.
Example:
written
qtc
wt
at
t
t
t
spoken
meaning
mirm
I go
miri
mire
mirim
mirid/in
mirn
Other such abbreviated present stems are:

written
sZ
ct
sa
cZ
spoken
meaning
xa
to want
ar
to bring
to become
to give
zar
to put
to say
in
to sit
When the present stem ends in a vowel in the written, a w ye or a hamza precedes
the endings. The short form of the endings is used in the colloquial.
Example:
written
spoken
meaning
miyam
I come
miyai
miad
miaim
miaid/in
mian
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Similarly:
Z
Z
Z
Z
Z
Z
mixam
I want
mixai
mixa(d)
mixaim
mixaid/in
mixan
Note: The s he in the present stem of s
Z xah is part of the full form of the stem. The t
is silent before lef. Some stems are not abbreviated but include some of the
phonological changes explained earlier.
Compare:
written
rZ
rZa
rZc
spoken
meaning
xun
to read
dun
to know
run
to drive
Compound verbs may include one or more of the changes outlined above.
Example:
written

acZa ta
s
spoken
meaning
fek mikonm
I think.
duss dare
He/she likes.
niga konid/in
look!
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Syntactic Differences
There are no great syntactic differences between the two levels of Persian. A few
exceptions are worth mentioning.
1. While the verb of the sentence invariably appears at the end of a sentence, in
the spoken language other elements might follow the verb.
Example:
written:
qt fi fi Z
spoken:
mixam berm xune
I want to go home.
As can be seen, in such cases the preposition
fi
be (to) is dropped from the
colloquial sentence.
2. In the colloquial language, often the definite direct object is repeated as an
ending on the verb. The ezafe is usually dropped.
Example:
written:
spoken:
qa r w ca Zc
hsno tu xiyabun didme
I saw Hassan on the street.
3. There are two types of prepositions in Persian; those like

which do not take the ezafe and those like tu,
zir,
tc
ca dr, fi
be, etc.,
ru, etc., which take the
ezafe. In the formal language, the preposition that takes the ezafe follows the one that
does not. In the spoken language, the latter is used without its ezafe.
Compare:
written:
spoken:
Z nZ w
Z nZ ca
Z nZ w ca
hsn tu otaqe Hassan is in the room.
4. In colloquial Persian, the conjunction Z ge (if) may be dropped, but must

be retained in the written language.
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Example:
written:
...Z
Zc Zc Z
spoken:
rasse o bexay...
to tell you the truth...
5. Certain constructions are used on only one level. The formal future, for
instance, c Z - c Z - c Z (I will go, etc.), is a feature of written
Persian.
Another feature of colloquial Persian is the addition of a stressed -e to the noun or
adjective to indicate definiteness.
Compare:
spoken:
kuike male mne
pesre tu xiyabune bud
The small one belongs to me.

The boy was in the street.
Features of this type may pertain only to certain dialects of colloquial Persian. An
example of this is in colloquial Shirazi where the -e is replaced by -u.
Compare:
spoken:
kuuku male mne
pesru tu xiyabunu bud
End of Transition
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Unit One
The Verb 'to be'
The verb 'budn' (to be) appears as a set of endings on nouns and adjectives. For
instance, the combination of the noun 'mrd' (man) and '-e', the third person singular of
'budn', results in 'mrd-e' (He is a man).
The full conjugation of 'budn' is presented below. This Unit focuses on the third
person singular of 'budn':
spoken
written
meaning
qa
wa
Z a
a
a
a
mrdm
mrdi
mrde
mrdim
mrdid / in
mrdn
I am a man.
You (sing.) are a man.
He is a man.
We are men.
You (pl.) are men.
They are men.
The endings representing 'budn' never carry the stress. The ending for second
person plural has a frequently used variant represented by '-in'.
In the example above, the endings are added to a noun that ends in a consonant.
When the noun ends in a vowel, a buffer '-y-' is used between that vowel and the ending:
'sndl-y-e' (it is a chair).
Vocabulary:
Please repeat:
spoken
mz
sndl
telefn
dr
erq
written
ca
lZ
meaning
table
chair
telephone
door
lamp
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man
televiziyn
ketb
drxt
n
n
hotl
r
[
ca
Z
r
car
television
book
tree
this
that
hotel
Basic Sentences
spoken
written
n mz-e
n telefn-e
n sndl-ye
n erq-e
n man-e
n ketb-e
n hotl-e
n drxt-e
meaning
/ Z Z
/ Z Z
/ Z r
/ Z lZ Z
/ Z r
/ Z [ Z
/ Z Z
/ Z ca r
This is a table.
This is a telephone.
That is a chair.
This is a lamp.
That is a car.
This is a book.
This is a hotel.
That is a tree.
Repetition Drill
The instructor repeats the basic pattern two times. The students listen. The
students then repeat after the instructor's third and subsequent repetitions of the basic
pattern.
Example:
spoken
written
teacher: n mze
teacher: n mze
teacher:
student:
teacher:
student:
n mze
repeat
n mz-e
repeat
/ Z Z
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teacher: n mz-e
student: repeat
Please Repeat:
spoken
n telefne
n sndlye
n erqe
n mane
n hotle
n drxte
n ketbe
End of Unit One
written
/
/
/
/
Z Z
Z r
Z lZ Z
Z r
/ Z Z
/ Z ca r
/ Z [ Z
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Unit Two
The Verb 'to be'--Negative
To negate 'mrd-e' (He is a man), replace '-e' with '-st' and prefix 'n-', the marker
for negation, to it. This marker is always stressed. The combination of this marker and
'-st' is, of course, 'n-st' ([it] is not). Here is the negative of the conjugation of 'mrd' and
'budn':
spoken
mrd n-st-m
mrd n-st-i
mrd n-st
mrd n-st-im
mrd n-st-id/in
mrd n-st-n
written
/ a
/ a
/ a
/ a
/ a
/ a
meaning
I am not a man.
You are not a man.
He is not a man.
We are not men.
You (pl.) are not men.
They are not men.
This Unit also teaches how to form a question by affixing 'budn' (3rd. sing.,
usually) to '' (what).
Vocabulary
spoken
n-st
-ye
tekrr
written
meaning
? fi
? Z fi
cZ
is not
what (question word)
what is...
repetition
Basic Sentences
spoken
written
n -ye
? Z fi Z
? Z fi r
n -ye
meaning
What is this?
What is that?
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n mz n-st
n sndl n-st
n hotl n-st
n ketb n-st
/ Z
/ r
/ Z
/ [ r
This is not a table.

That is not a chair.
This is not a hotel.
That is not a book.
Repetition Drill
pattern:
Example:
spoken
teacher: n mz nst
written
/ Z
teacher: repeat
teacher: in miz nist
student: repeat
student: repeat
student: repeat
Please repeat:
spoken
n sndl nst
n hotl nst
n ketb nst
written
/ Z
/ r
/ [ Z
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Substitution Drill (1)

Learn the pattern sentence then substitute the cues provided by the instructor for
the underlined form:
Example:
spoken
written
n telefne
teacher: in telefone
student: repeat
teacher: in telefone
student: repeat
Please substitute:
teacher:
student:
teacher:
student:
teacher:
student:
teacher:
student:
book
in ketabe
repeat
car
in maine
repeat
teacher: hotel
student:
teacher: in hotele
student: repeat
teacher: tree
student:
teacher: in drxte
student: repeat
teacher: lamp
student:
teacher: in eraqe
student: repeat
/ Z Z
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Learn the pattern sentence then substitution the cues provided by the instructor for
Example:
spoken
n ketb nst
written
/ [ r
teacher: un ketab nis(t)

student: tekrar
teacher: un ketab nis(t)
student: tekrar
Please substitute:
teacher: tree
student:
teacher: un drxt nis(t)
student: tekrar
teacher: chair
student:
teacher: un sndli nis(t)
student: tekrar
teacher: door
student:
teacher: un dr nis(t)
student: tekrar
teacher: lamp
student:
teacher: un eraq nis(t)
student: tekrar
teacher: hotel
student:
teacher: un hotel nis(t)
student: tekrar
End of Unit Two
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Unit Three
Personal Pronouns
The subject of a Persian sentence using the verb 'budn' is marked by the
following dependent pronouns: '-m', '-i', '-e', '-im', '-id/-in', and '-n'. The use of these
pronouns is obligatory.
Persian also uses a set of independent pronouns. Except in cases when these latter
are used to emphasize or clarify the subject of the sentence, the use of independent
pronouns is optional. The independent pronouns are:
Spoken
written
(mn)
(t)
()
(m)
(om)
(un)
meaning
tZ
I
you (sing.)
he/she
we
you (pl. or sing. polite)
they
The independent pronouns may thus appear with the conjugation of the verb
'budn' and a noun. The parentheses indicate that the independent pronouns are optional:
Affirmative:
spoken
(mn) mrdm
(t) mrdi
() mrde
(m) mrdim
(om) mrdid/in
(un) mrdn
written
qa ) *
wa ) *
Z a )tZ *
a )*
a )*
a )*
meaning
I am a man
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Negative:
spoken
written
(mn) mrd nstm

(t) mrd nsti
() mrd nst
(m) mrd nstim
(om) mrd nstid/in

(un) mrd nstn
meaning
/ a ) *
/ a ) *
/ a )tZ *
/ a ) *
/ a ) *
/ a )*
I am not a man
Vocabulary
Please repeat:
spoken
zn
doxtr
mo'llm
agrd
doktr
pesr
pedr
madr
bradr
xahr
written
meaning
rd
a
a
a
c
ca
caZ
Z
woman; wife; lady

girl; daughter
teacher, instructor
student; apprentice
doctor
boy; son
father
mother
brother
sister
Basic Sentences
spoken
mn doktrm.
m agrdim.
t mo'llmi.
un pesrn.
doktre.
written
/ qa
/ a
/
/
/ Z a tZ
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m pedr nstim.
t madr nsti.
doxtr nst.
om agrd nstid.
/ c
/ ca
/ a tZ
/ a
Translation
I am a doctor.
We are students.
You (sing.) are a teacher.
They are boys.
He/she is a doctor.
We are not fathers.
You are not a mother.
She is not a girl.
You (pl. or sing. polite) are not a student.
Note: Normally Persian does not distinguish gender. Thus '' can be translated as either
'he' or 'she,' depending on context.
Repetition Drill
See Basic Sentences, above.
spoken
mn mo'llmm
teacher: doctor
student: mn doktorm
teacher: student
student: mn agerdm
written
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teacher: mother
student: mn madrm
teacher: father
student: mn pedrm
teacher: man
student: mn mrdm
teacher: woman
student: mn znm

spoken
written
m agrdim
/ a
teacher: daughter
student: ma doxtrim
teacher: sister; brother; teacher; man
spoken
t doktri
written
/ wa
teacher: u
student: u doktore
teacher: oma; una; mn
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spoken
written
/ a
m doktr nstim
teacher: student
student: ma agerd nistim
teacher: teacher; girl; woman; mother; boy

spoken
agrd nst
written
/ a tZ
teacher: I
student: mn agerd nistm
teacher: they; you (sing.); we; he; you (pl.)
End of Unit Three
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Unit Four
The 'ezaf' : a Brief Note
The 'ezaf' relates two nouns to each other in a possessed/possessor relationship.
The thing possessed is cited first followed by an 'ezaf'; the possessor follows the 'ezaf'.
The 'ezaf' is pronounced with the noun representing the object possessed. Example:
spoken
written
meaning
ketb-e mn
my book
In the example above 'ketb' (book) is the thing possessed; '-e' marks the 'ezaf'
and 'mn' (I) is the possessor.
spoken
ketb-e
n ketb-e mn-e
written
tZ [
/ Z [ Z
meaning
his/her book
This is my book.
For more information on the 'ezafe' and its uses see Lesson Four.
Vocabulary
Please repeat:
spoken
slm
slm 'lykom
hl
etw(r)
bd
motkkr
xod
hafz
rez
bnm
written
q
q
p
c
meaning
hello
response to slm
condition
how (question word)
bad
thankful
God
protector, keeper
Reza, first name male
Shabnam, first name female
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Basic Sentences
In Persian, as in English, there are various ways of greeting, paying respect or
saying good-bye. The following dialog is one of the more common ways:
Dialog
Please listen:
spoken
slm bnm
slm 'lykm, rez.
hl-e om etwr-e?
bd nst, motkkrm
xod hafz
beslamt
written
q
/ c q
? Z c p
/ q -
/ Z
/
Translation:
Hello, Shabnam.
Hello, Reza.
How are you?
It (i.e., my 'hl') is not bad, Thank you.
Good-bye.
Good-bye (response to 'xod hafz').
Note 1: Note that the verb 'budn' in 'hl-e om etwr-e?' (How are you?) is singular.
The reason for this is that the inquiry is made with regard to the listener's 'hl' (health,
condition) and not in relation to himself.
Note 2: The mc 't'arf' system is one of the interesting aspects of the Iranian culture.
And it is a complex one at that.The few remarks that follow are intended to acquaint the
student with the rudimentary elements of this system. The remarks are strictly for
information purposes; the student need not memorize them yet.
The cultural aspects outlined below deal with the way Iranians meet and try to make
each other feel comfortable. In a Persian way of putting it, "They tarff". In this context,
the 't'arf' system is a way of socializing which, within its simple formulae, allows the
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experienced to find delicate ways of expressing approval, willingness, refusal, and the
like. Indeed, through the introductory remarks, one can communicate the tone of a whole
conversation.
1. Greeting
'slm' (hello) is the standard way to greet at all times. 'slm 'rz mkonm' (hello
[lit., I offer peace]) is also frequently heard.
'slm 'lykm' is the standard response to the above greetings. Among friends a
mere 'slm' will do.
'slm z-bnd' (hello [lit., hello from this slave]) expresses humility on the part of
the person responding. It also may indicate that the person responding is in a lower social
category.
'hle om etwre?' (How are you?) is the standard way to inquire about someone's
health. This is, however, the colloquial or the informal way. A more formal way is 'hle
om etwr st?'. The word "om" may be replaced by a number of honorific terms of
address to indicate the social status of the addressee. Thus greetings such as 'hl-e rf
etwr st?' or 'hl-e jenb-e 'al etwr st?' or 'hl-e hzrt-e 'al etwr st?' are also
heard. These latter terms of greeting, however, occur in conversations that are formal and
that take place at a high level of society.
Below the "om" level, if we can call it that, is 'to' (you singular, informal or
familiar). 'hlet etwre?' (How are you?) is said to a ild, a close friend, a member of the
family or to a servant.
2. With Company
There are certain terms of 't'arf' that have acquired "universal" usage. They may
be used in more than one situation. In each situation, however, the word is interpreted
differently. One such word is 'bfrma'id'. Like its Turkish equivalent buyurun ,
'bfrma'id' is an invitation to action. If it is said when pointing to a chair, for example, it
means please take a seat; if it is used when entering or leaving a place, or in the course of
a conversation, it means please go ahead; if said when offering tea, sweets, fruit or other
foodstuffs, it means please help yourself. In all such cases 'bfrma'id' is accompanied by
a gesture indicating the action to be undertaken. Some of these gestures are facial; others
involve motion of the head, hand or hands.
If, when visiting a friend, he or she offers you something or, if he or she prepares
food, you say: 'dste om drd nkone' (Thank you! [lit., may your hand not ae!]); in
return you hear:
'sre om drd nkone' (Thank you! [lit., may your head not ae!]).
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When a friend offers to prepare food or drink for you or, if he or she offers to put
you up for the night, you say: 'nmixam be om zhmt bdm' (I don't want to
inconvenience you) and, in return, you hear: 'xah mkonm, hi zhmti nst' (That's
all right; or, Please, that's all right [lit., I beg of you. It is no inconvenience at all]).
If you accidentally bump into someone, step on his or her toe in a dark place, or if
you want to attract someone's attention, perhaps someone sitting directly behind you, you
say: 'm'zert mxam' (excuse me!). In return you will hear: 'xah mkonm' (that's all
right [lit., I beg of you]).
Normally, if someone is sitting directly behind you, you may say: 'm'zert mxam
(or, bbxid) ptm beomst' (Excuse me, I have my back towards you!). In return
you might hear: 'xah mkonm, gol pto ru ndare' (please, don't bother. That's all
right. [lit., I beg of you, a flower has no front or back!]).
If a guest enters your house you say: 'xyli xo mdid, bfrma'id tu' (You are
very welcome. Come in!). Your guest, in turn, will say: 'motkkrm' or 'mrsi,'
(Thank you!). Sometimes the phrase: 'sf avrdid' (Welcome [lit., you brought serenity
with you!]) is added to: 'xo amdid'. To make your guest more comfortable, you say:
'xunye xdetune' (Treat here as if it were your own house [lit., this is your own house!]).
Your guest will say: 'sahbe zend be' (May its owner live [a long life]!).
If someone is wearing a new dress or a new suit, you say: 'mobark be' (May it be
auspicious!) The wearer will answer with: 'slamt bid' (May you remain healthy!)
and 'motkkrm' (Thank you!).
As a compliment to one who wears a new suit, you may say: 'in lebs xyli beom
(or betn) myad' (This suit suits you very well!). The answer again is: 'motkkrm'
or 'mers' (Thank you!).
A warning might be in order here with regard to what is usually known as 'pik'
(gift). When you compliment a person on a nice tie or a nice watch, the chances are that
he or she might try to give the tie or the watch to you as a gift . The acceptance or
rejection of such a gift depends on how close you feel you are to the person and whether,
in similar circumstances, you would be ready and willing to respond in kind.
If someone is working hard at something, you say: 'xst nbaid' (Working hard!
[lit., don't be tired]). The answer is: 'slamt bid' (Thank you! [lit., May you remain
healthy!]).
If a person sneezes, you say: 'affiyt b e' (Bless you!) and the person will answer:
'slamt bid' (Thank you!). The same phrase is used if you encounter someone leaving
a bathhouse or when someone has just taken a shower or a swim. The answer remains the
same.
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3. Leave-taking
Leave taking can be as elaborate as greeting. When you are about to say good-bye,
you say 'ba ejazye om mn morxxs mm' (With your permission, I now take my
leave!), or: 'mn bayd zhmto km knm' (I should diminish the trouble). To both
of these elaborate ways of saying 'I have to leave,' the host says: 'koj trf mbrid?'
(Why do you wish to leave? [lit., where are you going?]), and may also add: 'hal ke
zde' (It is still early [for you to leave]).
When the guest is on the way out, the host repeats the phrase used in greeting the
guest, i.e.,: 'xyli xo mdid, sf avrdid', and adds: 'inall dobar trf byarid'
(God willing, come back again!). The guest responds with: ' m, inall dobar
xedmt mresim' (Of course, I [lit, we] will come to your service again).
The last remark before saying good-bye may be: 'xyli zhmt kedid' (You went
into a lot of trouble!). The host answers: 'qabli ndare' (No trouble at all!). The final
leave taking is: 'xod hafz' and the response is either 'bslamt' or just a repetition of
'xod hafz'.
The host may here, as a last remark, say: 'lotfn be-... slm brsunid' (Please say
hello to...). The guest responds with: 'm' (of course) and adds: 'omm slm
bresunid' (you, too, say hello [to your family or whomever]).
The word "enallh" (also pronounced 'inalla' and 'ialla') is frequently used in
conversation. It has many meanings among them "God willing". It is used at the
beginning or planning stage of an action, or as a wish for bliss for the present. 'inall
hle om xbe?' (lit., God willing, are you feeling fine?) or 'i all key be-esfhn
mrid?' (God willing, when are you going to Isfahan?).
A humorous way of asking about someone's health is: 'dmqe om qe?' (How
are you [lit., Is your nose fat?]).
The answer to all inquiries about one's health can be simply: 'xbm' (I am fine.);
'xbm, mers' (I am fine, thank you!); 'xbm motkkrm' (I am fine, thank you!).
And all these answers may be preceded by the Arabic phrase: 'lhmdolellh' (Praise be
to God).
Other phrases such as: 'ltfe om ziyd' (Thank you! [lit., may your kindness
increase!]); 'sayye om km ne' (Thank you! [ lit., may your shadow never decrease
or diminish!]); or the more formal 'sayye jenbe 'al km ne' or 'sayye hzrte 'al
km ne' are also heard frequently, albeit in very formal conversation.
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If a friend receives a piece of good news, or if a relative returns from a journey, you
say: 'me om rown' (I heard the good news [ lit., may your eye be lighted!]). As
an answer you might hear: 'mo dle om rown' (Thank you! [lit., may your eyes
and heart be lighted!]).
If you unexpectedly see someone far from home you say: 'om koj, inj koj?'
(What are you doing in this neck of the woods? [lit., you where, here where?]). The
person responds with an explanation of the circumstances that have brought him to the
place.
Repetition Drill
pattern:
Example:
spoken
teacher: slm bnm
written
/ q
teacher: tekrar
teacher: slam bnm
student: tekrar
teacher: slam bnm
student: tekrar
teacher: slam bnm
student: tekrar
Please repeat:
spoken
slm 'lykm, rez.
hl-e om etwr-e?
bd nst, motkkrm.
xod hafz.
beslamt
written
/ c q
? Z c p
/ q -
/ Z
/
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spoken
written
slm, bnm
/ q
teacher: Reza
student: slam, reza
teacher: John, Bill, Mary, Tina, Ray
spoken
written
/ c q
slm 'lykom, rez

teacher: Shabnam
student: slam 'lykom, bnm
teacher: John, Bill, Mary, Tina, Ray
spoken
hle om etwre?
teacher: u
student: hale u etowre?
teacher: mn; ma; to
written
? Z c p
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spoken
bd nst. motkkrm.
teacher: we
student: bd nist, motkkerim
teacher: you (pl.); I; you (sing.)
End of Unit Four
written
/ q
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Unit Five
Plural in Persian
Persian uses a number of suffixes to form the plural of a noun. Of these, only '-'
is used on all nouns at all times. This marker is always stressed; the stress is shifted from
the last syllable of the noun to this suffix.
Example:
spoken
ketb
ketab-
written
meaning
[
[
book
books
The full form of '-' is '-h'. When the noun ends in a vowel, the full form of the
ending is used:
spoken
xod
xoda-h
written
Z
Z
meaning
God
gods
For more details on the plural see Lessons One and Five.
This Unit also deals with the demonstrative adjectives 'in' (this) and 'un' (that). A
discussion of these as well as a discussion of the pronouns 'in' and 'un' is found in
Lessons One and Five.
Basic Sentences
spoken
n -ye
n mz-e
in- -ye
in- mz-e
written
? Z Z
/ Z Z
? Z Z
/ Z Z
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n ketb xb-e
n ketab- xb-e
n zn xb-e
n zn- xb-n
n agrd xub nst
n agerd- xub nst-n
/ Z [ [ Z
/ Z [ Z
/ Z [ rd r
/ d r
/ [ a Z
/ [ a Z
Translation:
What is this?
This is a table.
What are these?
These are tables.
This book is good.
These books are good.
That woman is good.
Those women are good.
This student is not good.
These students are not good.
Repetition Drill
pattern:
Example:
spoken
teacher: n -ye?
teacher: tekrar
teacher: in i-ye?
student: tekrar
teacher: in i-ye?
student: tekrar
teacher: in i-ye?
student: tekrar
written
? Z Z
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Please Repeat:
spoken
written
in mize
ina iye?
ina mize
in ketab xube
in ketaba xube
un zn xube
un zna xubn
in agerd xub nist
in agerda xub nistn
/ Z Z
? Z Z
/ Z Z
/ Z [ [ Z
/ Z [ Z
/ Z [ rd r
/ d r
/ [ a Z
/ [ a Z
Drill
Contrast singular and plural:
singular
spoken
ketb
hotl
drxt
sndl
mz
mrd
zn
televiziyn
doxtr
dr
pedr
doktr
pesr
n
n
written
ca
a
rd
r
a
a
c
a
Z
r
plural
spoken
ketab-
hotel-
drxt-
sndli-y
miz-
mrd-
zn-
televiziyon-
doxtr-
dr-
pedr-
doktor-
pesr-
in-
un-
written
ca
a
d
a
a
c
a
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Transformation (1)
Transform singular into plural:
singular
spoken
n ketb
n hotl
n drxt
n sndl
n mz
n mrd
n doxtr
n pedr
n dr
plural
written
[ Z
r
ca Z
r
Z
a Z
a r
c Z
ca r
spoken
n ketab-
n hotel-
n drxt-
n sndli-y
n miz-
n mrd-
n doxtr-
n pedr-
n dr-
Transformation (2)
singular
plural
n ketbe
n mze
n drxte
n erq nst
n hotl nst
n sndlye
n dr nst
n man nst
in ketbe
in mze
un drxte
in erq nst
un hotl nst
in sndlye
in dr nst
un man nst
written
Z
r
ca Z
r
Z
a Z
a r
c Z
ca r
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Transformation (3)
singular
plural
n mrde
n doxtre
n doktr nst
n mo'llme
n agrd nst
n pedr nst
n madre
n zne
in mrdn
un doxtrn
in doktr nstn
un mo'llmn
in agrd nstn
un pedr nstn
in madrn
un znn

spoken
in ketb nst
written
/ [ Z
teacher: ina ketab nist.

student: tekrar
student: tekrar
student: tekrar
Please substitute:
teacher: table
student: ina miz nist
teacher: chair; telephone; television; hotel; door; tree
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spoken
n man xbe
written
/ Z [ Z
teacher: in main xube.

student: tekrar
student: tekrar
student: tekrar
Please substitute:
teacher: televiziyon
student: in televiziyon xube
teacher: eraq; hotel; miz; sndli; mrd; agerd; doxtr; doktor

spoken
n agerd xub nstn /
teacher: in agerda xub nistn.
student: tekrar
student: tekrar
student: tekrar
written
[ a Z
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Please substitute:
teacher: teacher
student: in mo'llema xub nistn
teacher: woman; girl; father; boy; mother; doctor; man

the underlined forms:
spoken
n main xbe
written
/ Z [ Z
teacher: in maina xube.

student: tekrar
student: tekrar
student: tekrar
Please substitute:
teacher: television
student: in televiziyona xube
teacher: lamp; hotel; table; chair; man; student; girl; doctor
End of Unit Five
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Unit Six
The Imperative
For a discussion of the imperative see Lesson Eight of the main text .
Vocabulary
Please repeat:
spoken
ltf
lotfn
g bdid/in
g knid/in
tekrr
tlffz
jvb
loqt
y'ni
joml
b'd z mn
written
f
f
cZ
[Z
? fi
fi
dZ
meaning
kindness
please
listen!
listen!
repetition
pronunciation
answer
word
what does it mean?
sentence
after me
Basic Sentences
spoken
lotfn g bdid
lotfn g knid
lotfn tekrr knid
lotfn tlffz knid
lotfn jvb bdid
in loqt y'ni ?
in joml y'ni ?
written
" f
" f
" cZ
"
" [Z
? fi Z
? fi fi Z
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Translation:
Please listen!
Please listen!
Please repeat!
Please pronounce!
Please answer!
What does this word mean?
What does this sentence mean?
Repetition Drill:
pattern:
Example:
spoken
teacher: lotfn g bdid
written
" f
teacher: tekrar
teacher: lotfn gu bedid
student: tekrar
student: tekrar
student: tekrar
Please repeat:
spoken
lotfn g knid/in
lotfn tekrr knid/in
lotfn tlffz knid/in
lotfn jvb bdid/in
in loqt yni ?
in joml y'ni ?
End of Unit Six
written
" f
" cZ
"
" [Z
? fi Z
? fi fi Z
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Unit Seven
The Present/Future Tense
To form the present/future of Persian verbs proceed as follows:
1. take the present stem of the verb
2. except for 'datn' (to have), prefix the present tense marker 'm-'
3. add the personal endings: '-m', '-i', '-e', '-im', '-id/in', '-n'.
Example:
m-r-m I go
m-r-i
m-r-e
m-r-im
m-r-id/in
m-r-n
With regard to the formation of the present tense, two points need to be
explained; the first concerns the present stem of verbs while the second relates to
the endings that indicate person.
The Present Stem
Often the stem used in the spoken language is an abbreviated version of the
one used in the written/formal language. The majority of written and spoken
stems, however, are the same. Here is a list of the most frequently used present
stems:
spoken
meaning
r
go
g
say
bin
see
kon
do
xor
eat
gir
take
d
give
xun
read
dun
know (a thing)
for
sell
xr
buy
ns
know (a person)
zn
hit
dar
have, own
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The Personal Endings

The personal endings are basically those used for the written except for the
use of '-e' for the written '-d' and minor changes for the second and third
persons plural, i.e., the use of '-id/-in' and '-n' in the spoken, discussed earlier.
For a complete study of the present tense, see Lesson Six of the main text.
Important Note
The section called "Transition" taught us how to transform formal/written
Persian into informal/colloquial Persian. Transcription, i.e., rendering the
sounds of spoken Persian into Latin equivalents, helped us achieve that goal.
Units One through Six placed the spoken language at the side of the written
and allowed us to observe the rules of Transition at work. The differences were
minimal, not so the amount of effort needed to make those rules work smoothly.
Starting with this Unit, the use of Persian orthography is discontinued so
that we can concentrate all our efforts on learning the patterns introduced. The
student is urged to use the text only for the first time that he/she listens to the
tape. Thereafter, it is advantageous to refer to the text only when patterns become
too difficult to repeat after one exposure.
If the patterns cannot be repeated comfortably in this fashion, the chances
are that the student is not ready for the unit being studied. He/she must be advised
to backtrack to a more comfortable unit and start from there.
Vocabulary
lotfn tekrar konid:
fars
yd
yd mgirim
drs
drs mdid/in
dr
bazr
kr
kr mkone
tehrn
zendeg
zendeg mkoni
daneg
mxunn
drs mxunn
k
Farsi; Persian language

memory
we learn
lesson
you (pl. or sg. polite) teach
in
market
work
he/she works
Tehran; capital of Iran
life
you (sg.) live
university
they read; they sing
they study
who (question word)
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bank
koj
kojst
key
bebehotl
Special Vocabulary
spoken
ingilis/engelestn
frans/frans
rus/rusiyy
tork/torkiyy
hend/hend(ustn)
alman/almn
'rb/mesr, etc.
fars/irn
bank
where (question word)
where is
when (question word)
to; in the direction of
to the hotel
meaning
English/England
French/France
Russian/Russia
Turkish/Turkey
Hindi/India
German/Germany
Arabic/Egypt
Persian/Iran
Basic Sentences
ma fars yad mgirim
oma fars drs mdid/in
u dr bazr kar mkone
to dr tehrn zendegi mkoni
una dr daneg drs mxunn
un mrd kye ?
bank kojst ?
ky behotl mri ?
Translation
We (are) learn(ing) Persian.
You (are) teach(ing) Persian.
He works in the market.
You (sing.) live in Tehran.
They study at the university.
Who is that man?
Where is the bank?
When are you going to the hotel?
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Repetition Drill
students then repeat after the instructor's third and subsequent repetitions of the
basic pattern:
Example:
mo'llem: ma farsi yad migirim.
mo'llem: tekrar
agerd: tekrar
agerd: tekrar
agerd: tekrar
Please repeat:
oma farsi drs midid.
u dr bazar kar mikone.
to dr tehran zendegi mikoni.
una dr danega drs mixunn.
un mrd kiye?
bank kojast?
key bebank miri?
Learn the pattern sentence then substitute the cues provided by the
instructor for the underlined form:
Example:
mo'llem: oma farsi drs midin.
agerd: tekrar
agerd: tekrar
agerd: tekrar
mo'llem: ingilisi
agerd: oma ingilisi drs midin.
mo'llem: franse
agerd: oma franse drs midin.
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mo'llem: rusi
agerd: oma rusi drs midin.
mo'llem: torki
agerd: oma torki drs midin.
mo'llem: hendi
agerd: oma hendi drs midin.
mo'llem: almani
agerd: oma almani drs midin.
mo'llem: 'rbi
agerd: oma 'rbi drs midin.
Example:
mo'llem: to
agerd: to farsi yad migiri.
mo'llem: u
agerd: u farsi yad migire.
mo'llem: mn
agerd: mn farsi yad migirm.
mo'llem: una
agerd: una farsi yad migirn.
mo'llem: oma
agerd: oma farsi yad migirid.
mo'llem: un zn
agerd: un zn farsi yad migire.
mo'llem: in doxtra
agerd: in doxtra farsi yad migirn.
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Example:
mo'llem: u dr bazar kar mikone.
mo'llem: alman
agerd: u dr alman kar mikone.
mo'llem: torkiyye
agerd: u dr torkiyye kar mikone.
mo'llem: engelestan
agerd: u dr engelestan kar mikone.
mo'llem: tehran
agerd: u dr tehran kar mikone.
mo'llem: mesr
agerd: u dr mesr kar mikone.
mo'llem: rusiyye
agerd: u dr rusiyye kar mikone.
mo'llem: franse
agerd: u dr franse kar mikone.
Example:
mo'llem: to dr tehran zendegi mikoni.
mo'llem: I
agerd: mn dr tehran zendegi mikonm.
mo'llem: they
agerd: una dr tehran zendegi mikonn.
mo'llem: we
agerd: ma dr tehran zendegi mikonim.
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mo'llem: you (pl.)

agerd: oma dr tehran zendegi mikonid.
mo'llem: these girls
agerd: in doxtra dr tehran zendegi mikonn.
mo'llem: those doctors
agerd: un doktora dr tehran zendegi mikonn.
Double Substitution Drill (1)
instructor for the underlined forms:
Example:
mo'llem: una dr danega drs mixunn.
mo'llem: mn - engelestan
agerd: mn dr engelestan drs mixunm.
mo'llem: to - alman
agerd: to dr alman drs mixuni.
mo'llem: un doxtr - emrika
agerd: un doxtr dr emrika drs mixune.
mo'llem: oma - franse
agerd: oma dr franse drs mixunid.
mo'llem: ma - iran
agerd: ma dr iran drs mixunim.
mo'llem: in pesr - mesr
agerd: in pesr dr mesr drs mixune.
mo'llem: un mo'llema - hendustan
agerd: un mo'llema dr hendustan drs mixunn.
Simple Substitution Drill (1)
instructor for the underlined forms. Do not attempt to repeat the sentence after
the instructor gives the correct form; compare your answer with the correct form
and carry on:
mo'llem: un mrd kiye?
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mo'llem: zn
agerd: un zn kiye?
mo'llem: pesr
agerd: un pesr kiye?
mo'llem: doxtr
agerd: un doxtr kiye?
mo'llem: in
agerd: in doxtr kiye?
mo'llem: agerd
agerd: in agerd kiye?
mo'llem: doktor
agerd: in doktor kiye?
mo'llem: madr
agerd: in madr kiye?
mo'llem: pedr
agerd: in pedr kiye?
mo'llem: mo'llem
agerd: in mo'llem kiye?
mo'llem: un
agerd: un mo'llem kiye?
instructor for the underlined forms. Do not attempt to repeat the sentence after
the instructor gives the correct form; compare your answer with the correct form
and carry on:
mo'llem: bank kojast ?
mo'llem: hotel
agerd: hotel kojast?
mo'llem: tehran
agerd: tehran kojast?
mo'llem: engelestan
agerd: engelestan kojast?
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mo'llem: mesr
agerd: mesr kojast?
mo'llem: hend
agerd: hend kojast?
mo'llem: alman
agerd: alman kojast?
mo'llem: injast
agerd: alman injast.
mo'llem: emrika
agerd: emrika injast.
mo'llem: franse
agerd: franse injast.
mo'llem: unjast
agerd: franse unjast.
mo'llem: torkiyye
agerd: torkiyye unjast.
mo'llem: rusiyye
agerd: rusiyye unjast.
mo'llem: kojast
agerd: rusiyye kojast?
mo'llem: iran
agerd: iran kojast?
instructor for the underlined form. Do not attempt to repeat the sentence after the
instructor gives the correct form; compare your answer with the correct form and
carry on:
mo'llem: key be hotel miri?
mo'llem: tehran
agerd: key betehran miri?
mo'llem: engelestan
agerd: key beengelestan miri?
mo'llem: mesr
agerd: key bemesr miri?
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mo'llem: hendustan
agerd: key behendustan miri?
mo'llem: emrika
agerd: key beemrika miri?
mo'llem: alman
agerd: key bealman miri?
mo'llem: unja
agerd: key beunja miri?
mo'llem: franse
agerd: key befranse miri?
End of Unit Seven
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Unit Eight
Possession
In Persian possession is expressed either by adding a set of possessive
endings to the noun representing the thing possessed or by relating the possessor
and the thing possessed to each other by means of an 'ezaf'.
a. The Possessive Endings
There are six possessive endings. Below they appear on the noun 'ketb'
(book):
ketb-m
my book
ketb-et
ketb-e
ketb-emun
ketb-etun
ketb-eun
The short form of the endings: '-m', '-t', '-', '-mun', '-tun', '-un' is added
to nouns that end in a vowel. The initial vowel of the ending is dropped.
Example:
sndl-m my chair
sndl-t
sndl-
sndl-mun
sndl-tun
sndl-un
b. The 'ezaf'
The 'ezaf' construction is composed of two or more words related to each
other with an 'ezaf'. One function of these constructions is to indicate possession.
For this, the noun representing the thing possessed is followed by noun or nouns
representing the possessor.
Example:
ketb-e rez
Reza's book
ketab-e dst-e mn
my friend's book
For additional information on possession and on the role of the 'ezaf,' see
Lesson Four of the main text.
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Vocabulary
lotfn tekrar konid:
bin
Bizhan, first name (male)
amrik/emrik America, the U.S.A.
mduni
do you know
kodm
which (question word)
fek(r)
thought
fk mkonm
I think
harvrd
Harvard
hm
also
ble
yes
Special Vocabulary: The Cities of Iran
esfhn
Isfahan
irz
Shiraz
md
Meshed
tbrz
Tabriz
hvz
Ahwaz
abadn
Abadan
kermn
Kerman
hmdn
Hamadan
rt
Rasht
xorrm abd
Khorram Abad
zahedn
Zahedan
Dialog
- xahre bnm koj drs mxune ?
- dr emrik.
- mduni dr kodm daneg ?
- fk mkonm dr daneghe harvrd.
- brdre omm unjst ?
- ble, bradrm unj ingilis mxune.
Translation
Where does Shabnam's sister go to school ?
In America.
Do you know in which university ?
At Harvard, I believe (lit., I think).
Is your brother there, too ?
Yes, my brother is studying English there.
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Repetition Drill
See the Dialog, above.
mo'llem: xahre bnm koja drs mixune?
mo'llem: bradr
agerd: bradre bnm koja drs mixune?
mo'llem: madr
agerd: madre bnm koja drs mixune?
mo'llem: pesr
agerd: pesre bnm koja drs mixune?
mo'llem: doxtr
agerd: doxtre bnm koja drs mixune?
mo'llem: agerd
agerd: agerde bnm koja drs mixune?
mo'llem: mo'llem
agerd: mo'lleme bnm koja drs mixune?
mo'llem: pedr
agerd: pedre bnm koja drs mixune?
mo'llem: fek mikonm dr danegahe harvard.
mo'llem: tehran
agerd: fek mikonm dr danegahe tehran
mo'llem: iraz
agerd: fek mikonm dr danegahe iraz.
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mo'llem: esfhan
agerd: fek mikonm dr danegahe esfhan.
mo'llem: mhd
agerd: fek mikonm dr danegahe mhd.
mo'llem: hvaz
agerd: fek mikonm dr danegahe hvaz.
mo'llem: tbriz
agerd: fek mikonm dr danegahe tbriz.
mo'llem: kerman
agerd: fek mikonm dr danegahe kerman.
mo'llem: bradrm unja ingilisi mixune.
mo'llem: farsi
agerd: bradrm unja farsi mixune.
mo'llem: torki
agerd: bradrm unja torki mixune.
mo'llem: almani
agerd: bradrm unja almani mixune.
mo'llem: franse
agerd: bradrm unja franse mixune.
mo'llem: 'rbi
agerd: bradrm unja 'rbi mixune.
mo'llem: rusi
agerd: bradrm unja rusi mixune.
mo'llem: hendi
agerd: bradrm unja hendi mixune.
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Transformation (1)
Transform: ezafe constructions into equivalent possessive phrases:
ezafe
possessive
ketabe mn
ketabm
ketabe u
ketabe
ketabe oma
ketabetun
ketabe to
ketabet
maine bradret
maine
mize ma
mizemun
sndliye oma
sndlitun
bradre bnm
bradre
xahre reza
xahre
eraqe main
eraqe
dre hotel
dre
danegahe tehran
danegahe
drse oma
drsetun
hotele unja
hotele
bazare esfhan
bazare
banke alman
banke
pesre aqaye qazi
pesre
Transformation (2)
Transform: ezafe constructions into their equivalent possessive phrases:
ezafe
possessive
ketabaye mn
ketabam
ketabaye u
ketaba
ketabaye oma
ketabatun
ketabaye to
ketabat
mainaye bradret maina
mizaye ma
mizamun
sndliaye oma
sndliyatun
bradraye bnm bradra
xahraye reza
xahra
eraqaye main
eraqa
draye hotel
dra
danegahaye tehran
danegaha
drsaye oma
drsatun
hotelaye unja
hotela
bazaraye esfhan
bazara
bankaye alman
banka
pesraye aqaye qazi
pesra
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Transformation/Substitution Drill (1)

Transform the ezafe construction provided into possessive. Substitute the
possessive construction in the pattern sentence:
xahre bnm koja drs mixune?
--xahre koja drs mixune?
mo'llem: bradre bnm
agerd: bradre koja drs mixune?
mo'llem: madre bnm
agerd: madre koja drs mixune?
mo'llem: doxtre to
agerd: doxtret koja drs mixune?
mo'llem: pesraye una
agerd: pesraun koja drs mixunn?
mo'llem: mo'llemaye ma
agerd: mo'llemamun koja drs mixunn?
mo'llem: doxtre oma
agerd: doxtretun koja drs mixune?
Transformation/Substitution Drill (2)
Transform the ezafe construction provided into possessive. Substitute the
possessive construction in the negative form of the pattern sentence:
xahraye bnm unja zendegi mikonn.
--xahra unja zendegi nemikonn.
mo'llem: Shabnam's brothers
agerd: bradra unja zendegi nemikonn.
mo'llem: Reza's doctors
agerd: doktora unja zendegi nemikonn.
mo'llem: our daughters
agerd: doxtramun unja zendegi nemikonn.
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mo'llem: your doctors

agerd: doktoratun unja zendegi nemikonn.
mo'llem: his sons
agerd: pesra unja zendegi nemikonn.
mo'llem: my students
agerd: agerdam unja zendegi nemikonn.
End of Unit Eight
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Unit Nine
Present/future Tense (cont.)
It was noted earlier that the present/future marker 'm-' is not affixed to
the present stem of 'datn' (to have) to form the present/future tense for this
verb. Here is the conjugation of 'datn':
drm I have
dri
dre
drim
drid
drn
The negative of this tense is also pronounced somewhat differently. The
negative marker was pronounced 'n-' before 'm-' It is pronounced 'n-' before
forms other than m-:
ndarm I don't have
ndari
ndare
ndarim
ndarid
ndarn
Note 1: The verb 'datn' is also employed as an auxiliary to form verbs
expressing an ongoing action. In that case, there is need for simultaneous
conjugation, i.e., 'datn' and the main action verb are both conjugated for all
persons. See Lesson Eight for details.
Note: 2 The numeral 'ye(k)' (one) does not take the unitizer 'ta'. The word
'yekt' (Unique) is an attribute of the Almighty.
Vocabulary
Please repeat:
cnta/cndta?
how many?; several (if not used
as a question word)
xun
house
drid
you (pl. or sing. polite) have
dre... telefn mkone he is making a telephone call
ostd
professor; instructor; teacher
al
Zhale, girl's name
km
little
kmi
a little; some
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pul
money
mdim
we give
z
from
mgire
he/she receives, gets
min
Mina, girl's name
qal / fr
carpet
mxre
he/she buys, is buying
orup
Europe
Special Vocabulary: Numbers 1-10
Please repeat:
yek
one
do
two
se
three
ar
four
pnj
five
i
six
hf(t)
seven
h(t)
eight
no(h)
nine
d(h)
ten
Note: In Persian, as in English, the numeral precedes the noun but,
unlike English, the noun remains in the singular:
y ketb one book
pnj ketb five books
Basic Sentences
- oma ndta xun darid?
- oma ndta xun darid.
- ma beal kmi pl mdim.
- al zma kmi pl mgire.
- min dare ye qal mxre.
- un zirn beorup mrn.
Translation
How many houses do you have?
You have several houses.
We give some money to Zhale.
Zhale receives some money from us.
Mina is buying a carpet.
They are going from Iran to Europe.
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Repetition Drill
Transformation Drill (1)
Transform the question sentences provided into affirmative sentences:
oma pnjta xune darid?
--oma pnjta xune darid.
mo'llem: ma se ta hotel darim?
agerd: ma se ta hotel darim.
mo'llem: hsn beoma telefon mikone?
agerd: hsn beoma telefon mikone.
mo'llem: ma beuna kmi pul nemidim?
agerd: ma beuna kmi pul nemidim.
mo'llem: u ziran beorupa mire?
agerd: u ziran beorupa mire.
mo'llem: pedretun seta main mixre?
agerd: pedretun seta main mixre.
mo'llem: una bema telefon nemikonn?
agerd: una bema telefon nemikonn.
mo'llem: mina dare ye qali mixre?
agerd: mina dare ye qali mixre.
mo'llem: bnm doxtre aqaye qaziye?
agerd: bnm doxtre aqaye qaziye.
mo'llem: aqaye qazi pedre reza nist?
agerd: aqaye qazi pedre reza nist.
mo'llem: bradra inja zendegi mikonn?
agerd: bradra inja zendegi mikonn.
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Transformation Drill (2)

Transform the affirmative sentences provided into negative:
oma seta xune darid.
--oma seta xune ndarid.
mo'llem: u nohta agerd dare.
agerd: u nohta agerd ndare.
mo'llem: ma tuye un hotel zendegi mikonim.
agerd: ma tuye un hotel zendegi nemikonim.
mo'llem: una dhta qali darn.
agerd: una dhta qali ndarn.
mo'llem: un xanom tuye hotele ma kar mikone.
agerd: un xanom tuye hotele ma kar nemikone.
mo'llem: doxtre doktor tuye danegahe tehran drs mide.
agerd: doxtre doktor tuye danegahe tehran drs nemide.
mo'llem: pesre dr mesr drs mixune.
agerd: pesre dr mesr drs nemixune.
mo'llem: una inja farsi yad migirn.
agerd: una inja farsi yad nemigirn.
mo'llem: xahra unja zendegi mikonn.
agerd: xahra unja zendegi nemikonn.
mina dare ye qali mixre.
mo'llem: ale - ketab
agerd: ale dare ye ketab mixre.
mo'llem: un mrd - televiziyon
agerd: un mrd dare ye televiziyon mixre.
mo'llem: pedre bin - xune
agerd: pedre bin dare ye xune mixre.
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mo'llem: madret - eraq

agerd: madret dare ye eraq mixre.
mo'llem: bradre - miz
agerd: bradre dare ye miz mixre.
mo'llem: doxtremun - sndli
agerd: doxtremun dare ye sndli mixre.
mo'llem: u - dr
agerd: u dare ye dr mixre.
mn z iran be orupa mirm.
mo'llem: mesr - engelestan
agerd: mn zmesr beengelestan mirm.
mo'llem: franse - rusiyye
agerd: mn zfranse berusiyye mirm.
mo'llem: esfhan - iraz
agerd: mn zesfhan beiraz mirm.
mo'llem: danega - bank
agerd: mn zdanega bebank mirm.
mo'llem: xuneye oma - hotel
agerd: mn zxuneye oma behotel mirm.
mo'llem: emrika - iran
agerd: mn zemrika beiran mirm.
mo'llem: inja - unja
agerd: mn zinja beunja mirm.
End of Unit Nine
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Unit Ten
a) The Simple Past Tense
The formation of the simple past tense is quite similar to that of the present
tense. The Subject markers '-m,' '-i,' '- ,' '-im,' '-id,' '-n,' are suffixed to the
past stem--the infinitive without '-n'. When the sentence is in the affirmative the
primary stress falls on the last syllable of the past stem. Because it deals with a
completed or perfected action, the simple past does not have a distinctive marker
like the 'mi-' marker of the present tense. Here is the conjugation of 'rft-n' (to
go) in the past tense:
rft-m I went
rft-i
rft
rft-im
rft-id/in
rft-n
For the compound verbs, as was the case with the present tense of such
verbs, only the verbal auxiliary is conjugated. The primary stress remains on the
noun. Here is the conjugation of 'kar krd-n' (to work):
kr krd-m I worked
kr krd-i
kr krd
kr krd-im
kr krd-id/in
kr krd-n
Present and past tenses in contrast
Please repeat:
present
past
mre
rft
kr mkone
kr krd
yd mgire
yd gerft
drs mde
drs dd
zendeg mkone
zendeg krd
drs mxune
drs xnd
mxune
xnd
fk mkone
fk krd
mdune
dunst
dre
dat
mde
dad
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mgire
gerft
mxre
xrd
jvb mde
jvb dad
g mde
gu dad
tlffz mkone
tlffz krd
To form the negative of this tense, prefix 'n-' (always with primary stress)
to the verb stem of the simple verbs or to the verbal auxiliary of the compounds:
n-rft
he/she did not go
kr n-krd
he/she did not work
b. The Definite Direct Object
The noun that receives the action of a verb is the direct object of that verb.
Such nouns are usually definite. Proper names, personal pronouns, nouns and
phrases defined by 'in' and 'un', ezaf constructions, and question words
referring to people, 'ki', or to things, 'kodm', are all regarded definite; when
used as direct object, these nouns must be marked by the direct object marker '-o'
('-ro' after vowels). Examples:
bin-o dd-m
I saw Bizhan.
ketb-o xnd-m
I read the book.
n-o xrd-m
I bought that.
un xun-ro forxt-m I sold that house.
kodum loqt-o xnd-i
Which word did you read?
When '-ro' is added to a noun ending in '-e', the '-e' is pronounced '-':
xun
house
xun-ro
house + 'ro'
c. The Conjunction '-o'
The conjunction '-o' has the same pronunciation as the definite marker 'o'. The former is usually followed by another noun; the latter by either a noun
preceded by a preposition or by the verb of the sentence.
bin-o rez-ro dd-m I saw Bizhan and Reza.
In the above sentence the first '-o' is a conjunction, while the second ('-ro'
after the vowel '-a') is the definite direct object marker '-o'. In this material both
markers are attached to the preceding noun and are pronounced as part of that
noun. Example:
bin-o bnm-o did He/she saw Bizhan and Shabnam.
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Here 'bin-o bnm' (Bizhan and Shabnam) is the definite direct object
of 'did-n' (to see).
The Word 'mal'
The word 'mal' means property or belongings. In this sense 'mal' is
usually the first part of an ezafe construction: 'mal-e' (property of):
ml-e mn
mine, my property
ml-e
his, his property
Vocabulary
Please repeat
bin-o
Bizhan, first name (male)
t-y-e
in
xiyabn
street
dd/m-bin-e
(he) saw/sees
dirz
yesterday
mehmn
guest
bnm-o
Shabnam and
bahm
together
sinem
cinema
dst
friend
forudg(h)
airport
forug(h)
department store
forugh-e ferdows Ferdowsi department store
xyli
very
dr
far
prvn
first name (female)
apz
cook
apzxun
kitchen
hvapeym
airplane
ml-e...
property of...
erkt = kompan company
Special Vocabulary for drills
Please repeat
nzdk (nzk)
near
olq
crowded, noisy
xlvt
uncrowded, empty of people
bozrg
big
kuk
small
tmz
clean
ksf
dirty
gern
expensive
rzn
cheap
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Tape Manual
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modrn (jdd)
qdm
qdim-
otobs
gar
ketabxun
ketbforu
bstn (bssn)
bstnforu
gl
glforu
nq
hr (also :r)
qalforu
belt
beltforu
b
mdres
modern
ancient days
ancient, old (not for people)
bus
garage
library
bookstore
ice cream
ice-cream shop
flower
flower shop
map
city
carpet shop
ticket
ticket office
child
school
Basic Sentences
Please listen
- bin-o t-y-e xiyabn dd-m.
- dirz bradr-m cnd(ta) mehmn dt.
- bnm-o mn bahm besinem n-rft-im.
- dst-e om t-y-e forudg n-bud.
- forugh-e ferdows xeyli dr bd.
- prvn-o xahr-e t-y-e apzxun bd-n.
- in hvapeym ml-e kodm erkt-e ?
Translation
I saw Bizhan on the street.
Yesterday my brother had several guests.
Shabnam and I did not go to the movies together.
Your friend was not in the airport.
The Ferdowsi Department Store was very far.
Parvin and her sister were in the kitchen.
To which company does this airplane belong?
Repetition Drill
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88
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diruz bradrm nd mehmun dat.
mo'llem: your sister
agerd: diruz xahret nd mehmun dat.
mo'llem: his doctor
agerd: diruz doktore nd mehmun dat.
mo'llem: my students
agerd: diruz agerdam nd mehmun datn.
mo'llem: Mr. Qazi
agerd: diruz aqaye qazi nd mehmun dat.
mo'llem: their daughters
agerd: diruz doxtraun nd mehmun datn.
mo'llem: the university professor
agerd: diruz ostade danega nd mehmun dat.
mo'llem: that man
agerd: diruz un mrd nd mehmun dat.
bnmo mn bahm besinema nrftim.
mo'llem: market
agerd: bnmo mn bahm bebazar nrftim.
mo'llem: airport
agerd: bnmo mn bahm beforudga nrftim.
mo'llem: hotel
agerd: bnmo mn bahm behotel nrftim.
mo'llem: ice-cream shop
agerd: bnmo mn bahm bebstni forui nrftim.
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mo'llem: garage
agerd: bnmo mn bahm begara nrftim.
mo'llem: library
agerd: bnmo mn bahm beketabxune nrftim.
mo'llem: school
agerd: bnmo mn bahm bemdrese nrftim.
forugahe ferdowsi xeyli dur bud.
mo'llem: big
agerd: forugahe ferdowsi xeyli bozorg bud.
mo'llem: small
agerd: forugahe ferdowsi xeyli kuik bud.
mo'llem: modern
agerd: forugahe ferdowsi xeyli modern bud.
mo'llem: old
agerd: forugahe ferdowsi xeyli qdimi bud.
mo'llem: expensive
agerd: forugahe ferdowsi xeyli gerun bud.
mo'llem: cheap
agerd: forugahe ferdowsi xeyli rzun bud.
mo'llem: crowded
agerd: forugahe ferdowsi xeyli oluq bud.
mo'llem: uncrowded
agerd: forugahe ferdowsi xeyli xlvt bud.
mo'llem: clean
agerd: forugahe ferdowsi xeyli tmiz bud.
mo'llem: dirty
agerd: forugahe ferdowsi xeyli ksif bud.
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This is a double substitution drill. Learn the pattern sentence then
substitute the cues provided by the instructor for the underlined forms:
bino tuye xiyabun didm.
mo'llem: bnm - hotel
agerd: bnmo tuye hotel didm.
mo'llem: mina - forudga
agerd: minaro tuye forudga didm.
mo'llem: agerda - mdrese.
agerd: agerdaro tuye mdrese didm.
mo'llem: dustet - foruga
agerd: dusteto tuye foruga didm.
mo'llem: prvin - apzxune
agerd: prvino tuye apzxune didm.
mo'llem: otobus - gara
agerd: otobuso tuye gara didm.
mo'llem: una - sinema
agerd: unaro tuye sinema didm.
This is a double substitution drill. Learn the pattern sentence then
substitute the cues provided by the instructor for the underlined forms:
in hvapeyma male kodum erkte?
mo'llem: child - school
agerd: in be male kodum mdresst?
mo'llem: map - city
agerd: in nqe male kodum hre?
mo'llem: flower - flower shop
agerd: in gol male kodum golforuiye?
mo'llem: ticket - ticket office
agerd: in belit male kodum belit foruiye?
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Tape Manual
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mo'llem: bus - company

agerd: in otobus male kodum erkte?
mo'llem: carpet - carpet store
agerd: in qali male kodum qaliforuiye?
mo'llem: ice cream - ice-cream shop
agerd: in bstni male kodum bstni foruiye?
Transformation
Transform the following from the present tense into past tense:
mo'llem: mina beforudga mire
agerd: mina beforudga rft
mo'llem: mn inja kar mikonm
agerd: mn inja kar krdm
mo'llem: ma farsi yad migirim
agerd: ma farsi yad gereftim
mo'llem: xahrm ingilisi drs mide
agerd: xahrm ingilisi drs dad
mo'llem: u dr tehran zendegi mikone
agerd: u dr tehran zendegi krd.
mo'llem: mn tuye in danega drs nemixunm.
agerd: mn tuye in danega drs nxundm.
mo'llem: ma beu belit midim.
agerd: ma beu belit dadim.
mo'llem: u zma belit migire.
agerd: u zma belit gereft.
mo'llem: mn ye main mixrm.
agerd: mn ye main xridm.
mo'llem: to beu jvab midi.
agerd: to beu jvab dadi.
mo'llem: xahret bemn gu nemide.
agerd: xahret bemn gu ndad.
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mo'llem: mo'llem ino xub tlffoz nemikone.

agerd: mo'llem ino xub tlffoz nkrd.
mo'llem: bazar beinja xeyli nzdike.
agerd: bazar beinja xeyli nzdik bud.
mo'llem: hale kmi bde.
agerd: hale kmi bd bud.
mo'llem: mn un televiziyono mixrm.
agerd: mn un televiziyono xridm.
mo'llem: mo'llem in loqto tekrar mikone.
agerd: mo'llem in loqto tekrar krd.
End of Unit Ten

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Iraj Bashiri

Copyright 1991, 1981, 1975, 1972 by Iraj Bashiri

Library of Congress catalogue number: 90-092057

Manufactured in the United States of America

THE SOUNDS OF PERSIAN

chart 1: Persian vowels

: gr, sb, br, sng, m rd, n

pl, p, kpr, sepr, tp, p

b, br, ab, bab, kbb, hobb

tp, tr, str, ketb, dst, pakt

dst, dm, sed, medd, mrd, keld

frd, fl, felfl, nft, kf, tsadf

vm, vb, divr, jelv, dv, srv

jn, jng, ajl, hjm, snj, brj

sng, sin, asmn, mesl, rqs, xs

zbn, zoql, kuz, vzn, grz, mz

m, otr, xord, rown, h, nq

rf, ulid, kdm, mo, g, d

mur, kmr, rmz, sm, xtm, zxm

noqr, kenr, xn, payn, mtn, dfn

lal, lgr, jolg, dlr, gl, dl

owqt, owld, twr, twq, jelw, paltw

yk, yr, siy, dony, ky, my

3. The Consonants k and g

In the same environment, the

g-sound of Persian behaves in exactly the same

bx bk, rx rk, xl kl, xt kt

5. The Persian sound q

u dr bazr kar mikone.

u dr bazr kar mikone?

Does he work in the market?

un dr dane g drs mxunn

un dr dane g drs mxunn?

My father is in the market.

Multiple Transformation Drill

1. bradre inja kar mikone

3. Intonation pattern of address

Another example of stress shift is where Persian uses an unstressed i to denote

Again, borrowed words such as c 'sigar' (cigarette) are not affected.

= ss) in the colloquial.

-ha; for the colloquial it is -a.

Persian ra is pronounced as an o after consonants and ro after vowels.

you (sing.)-def. d. o. marker

is written independently in all instances in written Persian

hm (also), is reduced to m or just m in the colloquial

In written Persian, forms that end in s -e, add an

lef to carry the vowel of the

Similarly, nouns ending in Z -a and

w -ye to the written to carry the

The same procedure applies to prepositions that take the ezafe.

II. The Verb "to be"

You are a girl.

c. The third person plural is always nd in the written, n in the colloquial.

They are mothers.

In forms such as (child), which end in a s -e, an Z lef precedes the

If the form ends in

u, the vowel of the ending is dropped in the

III. Other Verbs

Other such abbreviated present stems are:

Note: The s he in the present stem of s

Z xah is part of the full form of the stem. The t

mixam berm xune

As can be seen, in such cases the preposition