i--l

l
I
I

University

Today,Farhad, Mani and Shabnam'sson, is at the university. This gives

us a chance to learn a few school-relatedterms. We will also learn how
to negate verbs and use simple past tense and prepositional phrases in
Farsi. Are you ready?

5 A . U O C A B U T A RW
YA R M - U p

to take (a course), /ber dadt-ren/ Oj^tll;

to pick up

let's go fbe-rav-imf, d-l+ 6tCJ-t+

lbe-r-iml
instead of it lbeja-ya:El,
lbeja-51 ,-rtt+q ,r.$l+ +.,
semester, term Iterml ?j
gJrt+ ri
How about you? Ito te-tor?l
to know (know) /danest-an/(/dan/) (Ot) Oi^,il-:
course,lesson ldersl (}Ji
Farsi language f zeban o edab- (#Jti $it#rl J Ol+j
and literature iyat-e farsi/
class /kelas/ 1;r")$
Me, too. fmelnhem hamin- .J-J"ir"A * Ct
tor./

58. DtAtOGUE
Farhad is waiting in a hallway at school for his classto begin. He is talk-
ing to an old classmateof his. Listen to them catching up.
f,r-CS cr. JIS +; l;j;l !4j.i-.19cp)*' :rtAj

/srelam, fere5teh! in-ja de kar mi-kon-if :lferhadl

 -f .+"i e*)$ .,;}nLir ..rleJ ep)-, :4i^i-.19 Farhad: Yeah.-Farsi language and literature. How about a+
f6_;l.r gn)S you?
* rD
G
/salam, ferhad. men mont€zer_ekelas_em :fereEte/ Fereshteh: Me, too! Do you know who teachesit? (/it., Do you 5

fD
hest-rem.to hem kelas dar-i?l know who its professoris?) ttl

fJrAi -f ..+_lLi €t+lif : r_,rt+j.o_li Farhad: No, I don't know. What other coursesdo you have
:JAJS
this semester?
fare.zaban o edabiyat_efars_i.to de_torfl :lferhadl
f1$ giji-f Fereshteh: History mathematics,and English.How aboutyou?
1.r.itl .r.).++r .,- lJJL_tr.A * cl. :{uS-.19 Farhad: I havehistory too. I don't have English this semester.
lmen hem hamin_tor! mi_dun_i(mi_dan_i) :lfere{tef I took biology.
ostad_ebkr_ye?l
Fereshteh: How about math? Don't you have math?
4. ej d;l . (ptr.+)l:.r *"$ ,i
I6_;t.r,Jerrui :ie-p Farhad: No, I took an engineering course instead.
b
/ne, ne-mi-dun-em(ne_mi_dan_€m). Fereshteh: Okay, the class is starting. Let's go in.
in term :lferhadl
dige deders-ha-p dar_i?l Farhad: Yeah,let's go.
lJJh rt .**;tfuJ J cil+,,:l+J,e,Jtj
:43eJ9
ftarix, riyaziyat o engelisi. to de_tor?/ :fereSte/
.rJli,r*,Jfuf e-udjt .a_;f.r ComprehensionPractice
g+_tE
* ir^ :jAj
.efih_r'd"Li d$gj Answer the questions based on the dialogue above.

fmen hem tarix dar-em. in term engelis_i A. How does Fereshtehtell Farhad that she'swaiting for her class?
:lferhadl
ne-dar_am. zist_ienas_ibar da5t]em./
t_s$ oJlruJS.y +)S - Jr:.r-;,p.r . 'At"l P iF .\
.d.r.c .aJ.d
919_21.r-,r
-;l-p tl &f ,r*a!_1 :45.i;
B. What class are Fereshteh and Farhad waiting for?
f riyazi de_tor? riyazi ne_dar_i/ :ffere{tef Crt*.bl+J .f g*,lE .r c#JU +t++rlJ Ol+j . \
.#f.j 1.5+"16-o-1-rJr 4+ Lil+ .al
{ :tLA-,1s C. What other academic subject do Farhad and Fereshtehhave in common
fne.,beja-b ye ders_e mohendes_i this semester?
:lferhadl
ber_daSt_em./ 6-)E .r s-,U.i,',,,Uj.Y ,*jfut .t
di 1,- D. What course has Farhad taken instead of math?
t:+) t:-,lii o_;hg,)S 6+ri :43.i-.1r9
.y c-x.(.s."^ d^Jti .f ,-'jful .t c"""$A ,g,.'Jl .-f+ . \
fxob, kelas dar-e boru,mi_be (Ioru, mi_iev_ed).
:lfereitef
be_r_imtu./ 5c. UocABULARY
'P;-')t1to-21 :Jln-.,1rs literature lednb-iyatl drt#il
f are,be_r_im.l :lferhadl English /engelis-i/ s-'Jfu!
. l .
history Itarixl eSJu
Farhad: Hi, Fereshteh! What are you doing
here? other a31r ,-;$r
ldigerl,ldigel
Fereshteh: Hi, Farhad. I'm waiting for my
class. Do you have math
class,too? lriyazil ,r..-!-,1
mathematics lriyaziyatl C.l+,':l+-l
Farsi
Lesson5
 language, tongue lze.banl 01+j bachelor'sdegree /isans/, /kar5enas-i/ r,O-L";l
J
biology /zist Senasi/ .,*,,ti.& d!l;j c#l+i-iS (D

#
J
J$
.'.li
to begin /Soru'5od-en/
-
u.'lrl' cJJ$ teacher /mo'rellem/ ID
vl
natural sciences /olum-e tabi'i/ .r#it.t b trigonometry /mosellesat/ drtifi:
Farsi, Persian lfars-il (#Jti engineer /mohrendes/ crIA
engineering unit, credit unit -t+l_r
/mohendes-i/ dr$a lvahedl
too, also lhacml geometry /hendese/ 4r,,1)tt
*
the same /hemin-tor/ JJTiFi
What university do /be kodam dane5- .r-ool5liih rlr5 a+
you go to? gah mi- rev-id f(cr":J.r) t"-l-l
(mi-rev-in)?/

5 t t . K E V P HR A S E S I go to the University fmenbe daneS-

olK,illr 4r ,'r
of Tehran. gah-e tehran mi- ist e oljij
algebra rav-em (mir-am)./ .(p-l cr)
ljabrl -rii
geography lioqrafiyal, jlJii,t$tr+ What's your major? /daneSju-ye de re5te- € csj+-l'if')
ljoqrafil (/ir.,Studentof what yi hest-idf ! ul'"t s9la-i'-i;
field are you?)
blackboard, chalkboard /taxte siyah/ o!- 4ii3
What's your major? /de re5te-yi mi- cgl aj.,i", €
knowledge ldaneil cfilr (/ir.,What field do xan-id?/ f+rl;= .f
grade school student /daneS amuzf jj"l uijlr you study?)
university student /dane5-ju/ _n l'llr I study engineering. /man mohendesi
'..E-.+e.
dr
mi-xan-em./ .flfFd
college /dane5-kede/ o.l'5,.i9l.r
university /dane5-gah/ ot3.gl.l
office
5 E . C U t T U R ET O P T CI
ldalfta'rl J-iii
doctorate /doktora/ tJ33 About Higher EducationTerminologyin lran
field of study, major lreitel 4i.,iJ The first Persian university, which was also one of the first universities
in the world, was built during the Sassanidera in around AD z7t in
biologist /zist Senas/ grtl$'"'"Hj
the ancient city of Jy"l.i qgrK (/gondi Sapur/,Gondi Shapur). However,
chemistry lsimil ,J.ot.,i the first modern airi=Weitern-style higher education institute in Iran
was established in r85r. Before that, in the eighteenth and nineteenth
social sciences /olum-e ejtema'i/ cft4+! -?-b centuries, many people received higher education in Europe, especially
humanities (lit., /olum-e ensani/ .J*,,iJ-t E, in France.The modern Iranian education system is largely based on the
human sciences) French education system. Becauseof that, many Farsi education terms
are words that have been borrowed from French, for example, g'ort*J
master's degree lfoq-elisans/, ,cl-U -6js (/isans/ bachelor's degree)and ll3Si fldoktora/, doctorate).Other such
/karSenasi-ye $_ll -cr*"l+iJS words are ibr (/diplom/), which refers solely to a high school diploma,
er5red/ and -! (ltezfi,which means thesis.Many other borrowed French words
physics lfizikl .l;j*, were also used until recently, but they have been replaced with Farsi
(or borrowed Arabic) terms. For example, if someone failed a grade in
library /ketab-xane/ 4il+ljs grade school thirty years ago, he or she became e;9] (frofuzef, f.rom

-*-J- -""-f *-
I
6oi i
Farsi Lesson5 i6r
I
!
 the French refus6,meaning rejectedl,but nowadays that person is said If you know both the present stem and the past stem of a verb, then r+
r+
to have become J:l-f (/merdud/, from Arabic, also meaning rejectedl. switching betWeenpresent tense and past tense is easy.Recall that with 5
.D
You saw two such term substitutions in the vocabularv section above: regular verbs, the past stem is made by adding the suffix + (/ idn to the f
present stem; for example, .f (/per/) is the present stem of iump, and ?'
s*,U.SJlS (/kar-5enas-i/)and cl"L,;l flisans/) mean the same thing; the (D

first word is pure Farsi,and the second is from French. A similar exam- its past stem is .tl-,r*(/p*"id/). As for irregular verbs, you will have to !1.

ple is .ui_;l -,r^,,tr.,i_,fSfkar-5enas-i-ye er5edfi and g'"rLal _q9g flfoq-e
lisans/), except that d:A isn't French; it's from an Arabic word meaning
above, so gr.,nL".J-JJg ir a degree above g,Jt+I.
5F. GRAMMAR
learn both stems ot aiut"-by-case basis, such as J) (lrol, go) and d.li-,;
(lreftl, went).
Can you now guess what the past tense of the verb gi9 (/bud-en/, to
be) is? It's J-li (pud1, was). Let's look at some examples of past tense
sentenceswith gl3'r and other verbs.

Simple PastTense .Sla-X .,-,t.i.i,,'', "lj Ui

/mren zist Senas-iber-da5t-em./
We talked about past and present stems of verbs in Lesson 4. Now we I took biology.
will learn how to make sentencesin the simple past tense.This is a tense
that we use when we talk about events in the past. For example, in the
.r3p$-!l rtay
opening dialogue of this lesson,we heard Farhad say: /ferhad in-ia bud./
Farhad was here.
.jill.: (#l$,'',,Hj
Senas-iber daSt-em./ t+.r-l+l+ll Lii
/zist
I took biology. /Soma in-fa bud-idf
You were here?
This ientence refers to a past event and is in the past tense becauseit
.$l3r .Ui, 4i.':,J
uses a verb with a past stem,,''.tll (ida3t/).Making past tenseverbs in
ferebte fizik xand./
Farsi is simple. All we do is take the past stem of the verb and add the
Fereshtehstudied physics.
appropriate person ending to it, the same person endings-that we use to
conjugate verbs in other tenses (i.e.,JL 6+ 6el ( - s(S tp-); the symbol
- is for no ending. llegation

Let's seehow we can conjugatethe verb Uii-,; (lreft-enl,to go). Can you
tell what the past stem of this verb is? Yes,you just take away the infini-
tive marker ;1- (l-acnl)from the inffnitive form of the verb, and you're
done. The past stem of the verb ,#|l is d$_2 (lrr;ftl,went). And here's
how we conjugatethis verb in the simple past tense.
T H EV E R B
,#'S(/raft-an/, t o g o ) l N T H ES I M P LP
EA S T T E N S E
Sentencesin Farsi can be made negative by adding the prefix t (lne-ll
o, ; (lltp-ll to the verb. j is used before the habitual marker 4 tl^fll:
as in IJJ ct' (/mi-rav-rlmf ,I go), which has the negated form p.-lJ cr+'r
(/ne-mi-rev-amf ,I don't go). i is used in other cases,such as eJ-) (/raft-
a:mf,Iwent), which becomesf, flne-reft-rem/,I didn't go). Here are
the negative forms of the verbs OiJS flkerd-an/, to do) and r-ri-l3i.
(fxast-anf,to want) in the present and past tenses.
First, here are some examples in the simple present tense.

Iy:* 2 ,i:3 u+
^h2ft;eml iltJ rst person = *lri u+ -n^1,
c') / ne-mi-xah-em/
g /ne-mi-kon
you (sg.)went lraftil .#-l znd person
I don't do, I don't want
he/she/it went
fraftl C_
r_ 3rd person
D
-t
!+lJ= c# 6d3 cr.;
\Mewent lraft-fiyl n+"-l rst peyso-1 /ne-mi-kon-if , f ne-mi-xah-i/
you (sg.)don't do, you (sg.)don't want
you (pl. or sgl lreft-idl +$J znd person !t
e it'<,4;
ful') w-9nt 7t "il:-,r-;
/ne-mi-kon- a.dl, I ne-mi-xah-ad/
they (pl. or lraft-a;ndl Jt'tiJ 3rd person he/she/it doesn't do, he/she/it doesn't want
sg.fml.l went
----*-ff--
i

6z Farsi Lesson5 i6t

I
!
 n*l-n *+ ,eis.-+ negation of crfih;g is r,rtj-r-'-; (/bar na-dait-en/, not to pick up),
and the negationof UrJS .,SS_,,is rJiJS: #S_,, (/zendegina-t<ard-
d

f,
/ne-mi-kon-iml, I ne-mi-xah-im/ (D

we don't do, we don't want an/, notto live).

Note 4: ln English,if the subjectof the sentenceis a term like no one,

,r-oi c r..ri'( ,r4; -
rD
fglF !1.
nobody,or no student,or if the verb is modified by a negativeadverb
/ne-mi-kon -idl, I ne-mi-xah-id/ €
you (pl./sg.fr"U don't do, you \pl./sg fr"ll don't want like never,then the verb is not negated,as in nobodycomeor l neverget
stressed. But in Farsi,the verb in a negativesentenceis alwaysnegated,
Sil:-,r*i e ri-i'(.-n; e v e ni f t h e s e n t e n c ce o n t a i n s u c hn e g a t i v e
words.
/ne-mi-kon -rendf, / ne-mi-xah -rendl
they don't do, they don't want The present tense form of the verb clif (/bud -enf, to be) has an ir-
regular negativeform. The forms is) and,.,,.,i (Aest/, there
Now, here are some examples in the past tense. ",."1(lestl,
is) when negatedboth becomecra;r (lnistl, isn't, there isn't). All of the
negative forms of the verb g.t_9'r
are listed in the table below.
&lrrS,riJSi
/ne-kerd-re mf , f ne-xast-em/
I didn't do, I didn't want T H EN E G A T I F
VOER M
OFTHE t J i J ( I O U d - A N It ,O b C )I N T H EP R E S E N T
VERB
cqgr_.;,5j TENSE
,FlJij
/na-kerd-i f , fnre-xast-if
you (sg.)didn't do, you didn't want I am not r-u*ll d 2
/nist-em/ I rst person
=
d!,1 .ij e.l-15j 6r
you (sg.) are not lnist-il (## znd person
/ne-kerd/, fnre-xasI"f }'
he/she/it didn't do, he/she/it didn't want he/she/it is not /nist/ 3rd person 7
I S
a$-lJrl e6.l-15i we ale not /nist-im/ lst person
tlt
/ne-kerd-i mf , f nre-xast-im/ you (pl.or sg. f"irt ia7 $ qp znd person
we didn't do, we didn't want T'
fml.) are not F

+$-lJFi.j , lJr-,,;Sj they are not, /nist-end/ \i-i,,rri 3rd person -

/ne-kerd-i dl, I na-xast-idl he/she is not F

you (pl/sg.f*L) didn't do, you didn't want

{sg.fml)
rr-t..lyij 6$iJ5:
/nre-krerd-e ndf, f ne-xast-end/
they didn't do, they didn't want
Prepositional Phrases
Note r: The presentprogressive tense doesn't have a negativeform. The
Prepositions are words that often denoteposition or direction in time or
n e g a t i o no f a s e n t e n c ei n t h e p r e s e npt r o g r e s s i vt e n s et a l < e tsh e s i m p l e
space.In English, the words in, on, over,under, above,below,at, eround,
presenttenseform. Forexample,the negationof 7S': d e-tta(/dar-am
about, through, and across are all prepositions. There are also other
m i - r e v - a m / , I ' m g o i n g )i s p J J g # ( / n e - m i - r e v - e m / ) .
words that are prepositionsbut don't necessarilyrepresentposition or
N o t ez : T h en e g a t i o no f a n i n f i n i t i v ei s j u s t l i k et h e n e g a t i o no f o t h e r v e r b direction in time or spacersuch as of,for, with, and by.
forms. For example,the negation of d,iiiJ (/reft-an/, to go) ir O:i_r-,
Here is a list of Farsi prepositions with example sentences.some of
(/na-raft an/, not to go).
them you have already encountered; others are new.
N o t e 3 : R e c a ltlh a t p h r a s avl e r b sa r e m a d e u p o f m o r e t h a n o n e w o r d -
the verb plus a particle-e.g.,a,j-,ilr; (/ber da5t-en/, to pick up) or
OUS Jl: ( / z e n d e - gki e r d * e n / , t o t i v e ) .U n l i l < p
e h r a s avt e r b si n E n g -
l i s h( e . g . ,t o c o m eu p ) ,t h e p a r t i c l ep r e c e d e s t hvee r bi n F a r s il.n t h e n e g a -
t i o n so f t h e s ev e r b s o , n l y t h e v e r b a le l e m e n ti s n e g a t e d F . o re x a m p l et,h e

Farsi Lesson
5
+--*-*
l6l
I
 SOMECOMMONFARSIPREPOSITIONS .,.,s.r Js_r OlJd Ji ir +
d

fma-n der tehran zendegi mi-kon-em./

J

.D

from l*rl I live in Tehran.

='
rD
ftala-yel .,',',!l ji. -6J) -f --. ES !!.
/ketab-e to ru-ye miz est./
hel Your book is on the desk.
i--*
i a after
I
f lbn'd,ezf .r',.r1.,.lri. .Jfj Jbj _.iS
J,,
jou
outside /birun-e/ /kif-e ferhad zir-e sendeli rest./
1
l:alle
1i Farhad'sbag is under the chair.
lpi6 nzl
.r-,,,iJi.+ cab JlaU jl ,J$ -rl
Itu-yel /u qebl ez nahar day ne-mi-nu5-red./
ldarl He/She does not drink tea before lunch.

lru-y.l .LSJJ .'''"'l JJ -JUS -.+,i,il.r.!

/yek daneS-ju kenar-eder rest./
urtder, belou' lzir-el )Di There is a student beside the door.
I before - lqabLezl .,'r."1 _,;3r!l-r, -n".iil.: e!
f--
/yek dane5-ju nezdik-e drer est./
I beside
There is a student near the door.
tL _"-*
_ As you can see,most Farsi prepositions are connectedto their following
noun phrase with the conjoining vowel l-el $ee Lesson 3). Some aren't,
.tJ .r ol3.iil.r jl .lA-.;s however. The conjoining vowel has been added to the prepositions that
fferhad ez daneS-gahmi-a-yed./ take it for your convenience.
Farhad is coming (comes) from the university'

.d-,1j+^,.9Y! 1lA.! lfumbers 2r-gg

/yek deraq bala-ye miz est./
There is a light over the desk. The numbers 21 through gg arcquite easyto learn. All you need to do is
learn how to say 2c.,3c., . ,90, and then add the numbers r through
.ij-l r-*otK.i'il.r q eii-19 9 to them, just as you would in English. So let's do that.
/fere5te be daneS-gahmi-rev-ed./
Fereshtehis going (goes)to the university.
NUMBER
2 0S- 9 0 l N T E N S
q+ ol3"i'll.: jl &+ 4i.,1'J1!
.ijl,-7+ili
l-^**..-
ferebte ba'd rez dane5-gahbe xane mi-rev-red./
Fereshtehgoeshome after school (/ir., university). i twenty /bist/ dt*{tf ' Y.

.r"t..rri Ulr)S -rJJJf+ # ${tv l"il (JJ''l

/kes-i birun-e kelas'nist./ -{o.Iy.,. cJ,q+

There is nobody outside the classroom.
fiftv rtsi*
.$; r# (.'b -jal-i -,11
d+:l
/u piS ez nahar day ne-mi-nu5-ed/
He/She does not drink tea before lunch.
- &s$:al
.d!,,1 -iS1g-i f.K
/haStad/
Aetab-am tu-ye kif-em est./
My book is in my bag. lna;vredl JJJ f.
i
*-----r--*-*
i

tesson
5 iI 6 7
i
 N U M B E R2S
1-29
5 H . C U T T U RTEO P I C2 r+
d

;G
rD

Y't The Significance of Education Among lranians

;;;
J

;;;;;/ ='
o
YI Education is extremely important to Iranians. More than eighty percent
Tbisto$j/ ol r drul h

1 J
, -.twentY.two of the Iranians over fifteen can read and write. There are more than two
twenty-three /bist o se/ 4.r.tJ C+# YT hundred public universities and hundreds of private ones. Admission
tT YT to university requires taking a highly demanding national entrance ex-
; twenty-four /bist o taltrarl -lb:
amination, which almost all high school graduatestake. The exam is ex-
I] twenty five
twenty-five /bist o penii
peni/ ei J d
et t.ltr*! lo tremely competitive, so applicants spend months preparing for it. Only
the top five percent of all applicants get admitted to universities. Public
ii:*v-'il- /bisto 5e5/ .. ,,!*i-":H
Y1
I -il;tseven i
I
universities are extremely popular, and thus harder to get into, because
i /bist o haft/ cril I {+t4 YV students at these universities pay no tuition. In exchange for the free
education, graduates of public universities are required to work inside
i1 . :-y-::y:i*: /bi" ohest/ ddA J
"'"*H
YA
Iran for a period of time equal to the length of their free higher educa-
,t.
I twenty-nine /bist o noh/ C-l
J
(-lltrl Y1 tion. This is a measureto control the country's brain drain problem. For
l
sociopolitical reasons,however, the problem has escalated,and now ac-
cording to the International Monetary Fund, Iran ranks highest in brain
drain among ninety countries measured.This is mainly becauseof the
5G. REAIDIIlG country's inability to absorb and retain this highly qualified workforce.

Read this passageabout the Iranian school system'

Exercises
..iJJ d s+lqlsg a*,r-;r,e4+ dt-, i ctl;l -li Ol-l-l^f ulilr
cg a*,-)L{4r ;l[-. a^.,Oi jl Jr+ A. Turn these sentencesfrom simple present tense into simple past tense.
Ji bl .-rrlJ .,- csr$lJ
q*,'JJo The first one is done for you as an example.
-li Oti--r*j.$ilJA cf cgrbJ cgLaryJr,r-r.t-oial-;cg
.!sj ,+ otK.iil.l4+rLa-,;s
d^.,,.! d1lj-1"i c.rU.r .olK-,iql.ljl uh J: ,c.^^l dll- a*., gl;l
.riilJi d (J"Ji,ratK;qtlui,Ji -eh Ji .cdJ olK--iul.:4+
rbj
rjf3i d (#lj.&,'',,.Jj ej^i;r.'l
Studentsin Iran go to elementary school for five years.After that,
they go to middle school (llr.. guidange lchoot] fo-t three years. ..rF cr sl++l:- jl .ii +et...ujl-.\
They study many subjectsin middle school.High schoolin Iran is . rii."{ gdS J.l Ljr,J+.&il.t jl q9rl.re3.f
three years,but before universiry studentsstudy at the pre- uni-
versity level for one y€ar.
' .#lF./ ut'l.l*i.L.1
.ig .r ftl:' # 3 .",ii +a\..,O^.o
d..,, e
year lsall 5i^,rAfuLr _;.133.1
elementary /ebteda-yi/ . -rl$.il
\t,
r+-n d q.v
guidance, advice /rahnrema-yi/ ,r.il-$l-,1
high school OE-.1*i B. Turn these simple past tense sentences into the present progressive
/debirestan/
tense (with C'i.,f,lr).The first one is done for you as an example.
level lsethl et;
c/ t+S q_11.r
9+_l_,r or f+_t_,r
.r- +_2btJ f+$J l+3
pre-university /pi5 dane5gah-i/ .ratK.:ijll LJfr+i
.d$lJi -;l;; L. \

Farsi tesson5
 dr.&lK jr --,rtSlJ r,iiJ6,pg. V A]ISWER KEY
a
..1;S.S13,..* 61iU.f C omprehensi on Practice
4iii 4+l-. t ='
.dUS ol5j o!- A.z B .r C.3 D .t
(D
g.
T 9+$':t e; Lc's'o €
f fsi"'ilK b3 lJ cr-:l-r.o;.1
Exercises
A.
.$l3i '''"'ij 4i;!,9 .'\
ex- s*,,ti.-i
C. Negatethe following sentences.The first one is done for you as an
ample. .$! riri +l:- jl di +;1*.l dl- .Y
. ri1.,,.rig*)S _;r gl;.+"$lr .$3.^,'AUrJS -,P gl-r,jq'.inlr .si-r+g')S ; gta-n i:h jl sg.tl.t'i.Y
.dr3lri jlJni' L .',
r_l_li c/ llJ ,',.?.-a *al- e-)+. t
.riJS et.ll' + r ddi *at^, ir.o.o
. ri1..i )Lr i-5.ij! $'r-,fl;r . Y lcgrj a.rLr -.1r3r .1
.rJS d-,,]3,.tb ir .;rllF.f f.trl A q-l V
. i J . l '

.rl.,l3i d (#S t 1i -J*,*i. t

l- . \
.er*l:- o.l9:61-,.,'
6.o .f#lF ,r' ai;$ d-ll'r \-oor.Sle'i c/ 6-;l"r .,,d1
or..l-;lK ,r.o .l-21-r
j* -ltS lJ ui'i5 i+.i .Y
ss3,i OE-*r 4+rt.ca-9o.tl-.;-.plJi.1
..r-2lKd j*^ -lt6 l-,rr&i$ .t-21.t
pj'ui
.p-lbo-t+l Cl".v
. r-i'( .r.o cSfJ,,,,*,l_;lr p_;"rLor lS ,r-o .:;1.r,-SlJ".* p-,;rL .Y
or.6pS d o15ip;-,11.: o!+ aiii a+L . t
D. Look at the diagram below and finish the sentencesthat follow using .AS .+ olSi o!- 4iii 4+g-,lb L
the words given. fr,r-gji d 4" +-,1h t-o.,i'or f+$-d cr {tl.t + 1-..i .o

AP C.
orf6-,11Kd crJlr li'( lJ d-rilr"or.1

.fJ-
tie-.;lK d b3 g;Jlr l-) r:.$lu=

,J eE ,',.1,'as3;[- f-,1+ . t
. ri-i,,,.ri
Y! cgai+t l"tAJil-)+ .Y
.r;5: d-']3 csb (J.oJA|F .Y
.Jill3i c+ a*rg+1' 1"L! -'.'.oi . f
.f+l3-j oi gilt*. iJ." .o
e!r) ;J .j) (lgoU,flower)cJK
..tj's oa OE--r*i ) L;^ Lt orlJJAlJs .1
..',.u1_,11.o J-JL- d+ . \ .eJl$ dt$ (J^ .V
.d-,1 jf^ ,L9J) '-5..+.Y

.d!,'l j+^ tl*.f D.

.d!,,1alJ" dS .t Jr.o jj .t ceY!.r cJK.t .-!':-l, .t

vase)Ol$<
,',,.,,1(/gol-dan/, .!3.o
i

'$
B lesson5 i71
i
II
Farsi
I
I
 LESSON
I N D E P E N D E NC
TH A t L E N 6 E

In this activity, you are about to embark on your first Web surfing on
Persian sites. In the second culture topic of this lesson,you learned
that one of the oldest universities in the world was built by the Per-
sians in Gondi Shapur. Now, you're going to visit a Farsi site and try
to find some information about this universiry'
Jim Visitsa Museum.
First, go to http:/fa.wikipedia.org, On the upper left-hand side of
the screen,you should see dt {-ill (/relef - yell, which points to an
alphabetical index of all of the Farsi documents on the site. Then,
locate the link l.r (/da/) in the index. This will show you all of the In this lesson,you'll learn how to ask for directions. You'll also learn a
documents that begin with l.r. In the dropdown menu toward the little about arts and crafts in Iran. The grammar points that we focus
top of the page ut d irt front of the phrase pU 691':i (lfaza-ye naml, on in this lesson are imperative sentences,comparative and superlative
name space)select aJ-; (/rede/ portal) and click on J-9 { flbe-rev-ad/, adiectives,and ordinal numbers. Now let's warm up!
go). Now you will see a list of all of the Farsi documents starting with
l.r Try to locate the word le otf*liil.: (/dane5-gah-ha/, universi-
6 A . U o c A B U I A R YW A R M - u P
ties) and click on it. Under the letter r-i, you will find the phrase
J3l.Ufori< ;ltlK:l ;l (ferheng-estan-e gondi-5apur/, Gondi Shapour end t#l
lentehal
Academy).Follow that link. Try to seeif you can recognizeanywords
there. Print out that page if you can, circle the words that you recog- first f evvalf,lrevval-inl Orlil.,J31
nize, and write their meanings next to them. Keep the printout and ort+d
on foot lpiyadel
your notes in your language journal.
street fxiyabanf, o}.F 6c)l+F
lxiyabunl
far ldurl JJJ
,t 6t
second f dovvornf, O+a3J e;3J
/dowom-in/
carpet, rug lfer!;l ,-ii
museum lmuzel o 'r-r
near lna.-zdikl .!l-r-,
no (fmll lnn-xeyrl J#

6 B. DTAIoGUE

s ri.?,.r..,r '5lf
bll jl c.rl_tl-cij e o)y.elt.a.
fo-.13J

/bebexSid, xanum. muze-ye ferS-e rran &z :liiml

inja dur-e/
.14
.4nlj 4i$i oi .rt+ .J+ii :JJ)\nJ

/nre-xeyr. piyade deh daqiqe rah-e./ :frehgoza-rf

 Okay. =
fl+rrf i>t ;j.r -lrla
'..llf
'1 ' ' fim: 3
Passerby: Then, go left. At the secondintersection,turn right. s
o

/de-tor mi-tun-em be-r-em un-ja| :ljiml v!

.14
fim: At which intersection? OJ
.O-r.l+-clll cskSl E (t;y) +J+ dil ;_,p:$_,1 =
c
Passerby: The secondintersection. 6
.D
/ewel be-rid (be-rav-id) ta enteha-ye in :frehgozerf c
Is the carpetmuseumcloseror the art museum? 3
xiyabun./ fim:
.+A :er+ Passerby: The carpet museum is closer.It also has the largest
collectionof rugs in Iran.
lxob.l :liiml
.E |im: Thanks a lot.
ol_l_ll.6;iJJ^i3.t .?i fr^,,.rq-; e.rq ;_;Jln_,1
gs,i (Ul+r) tlt*t+
.,.....1J Passerby: You're welcome.

he'd,be-r-iddest-edap.ser-edow-omin :fra-hgozalrf Comprehension Practice

dest-erast./
dehar-rahbe-pid-in(be-pid-id)
:i5 A.Wheredoes|im want to go?
fol-,1'fu6Or'rb --r-,
:ljiml Olr.l+i 19l.e$l.f cll-rll cFj c, oj-r .Y r.ll-;f -r.l c9 oj-r . \
/ser-e dend-omin dehar-rah|
.E B.Is the carpetmuseumfar from wherehe is?
.ol-r-rk+
if"13 ;_.pln_,1
d$.t o.to\ e.:gi.f qgk$l _,1ie-rgi .y .eelt c6t.r e# ,+l+.'t
C.Ul
/dow-omin dahar-rah./ :frahgozerl .aAl_,1 4jlr.l+r
f-,;,A .g oJJ.l+'i.!r-.1r.r .-F-,;lsG D)y :ft+
C.What doesthe passerbytell |im to do first to getto the museum?
fers nrezdik-trer-e
fmuze-ye t" :liiml r'r..J {_,p,Ll.Y .r-,} r'r.-i +: 6k$l E +; r.!1.\
dll.t
ilt;Tli ..''"'lJ .O-9.l.t+-
+l
.14

6 e3.y,-$:.St} .o-f!r-,fi.,i-1'r I oE :JJ5 J D.How does|im askat which intersectionhe hasto turn?
gl_,;l Jr * JJ ta rl}
.(.r_;lr) o_;1.:
0J.+ -y.r ts tg oi-r.Y l*.r!l jl oj_r. \
f muze-yefer5 nezdik-trer-e.bozorg-terin :fra,hgozal,rf fol_,1_,1$ fo-j!.r-,;i to_,13J
mejmu'e-ye ferS-ha ro hem der iran dar-e
(dar-ed)./ E.What doesthe passerbysayabout the carpetmuseumat the end of the
conversation?
.OJr.c J*f. :d+
ta ,-i.,;s a-ga-c r"c+"c+-6-,r:
.oJl.r glJ.,rl JJ -9-,1 gFy ,-soj-f . \
/xeyli mmmnun./ ,ljiml
.E .DJJr l*-!l jl cg oj3^. Y
.ig.r uialr;' :JJ) J "J$ "i-,;s
.4r.r$,'J5 ,-F.;oe o)y.Y
/xahe5 mi-kon-em./ :frahgozerf
6 c. UocABUIARY
|im: Excuse me, ma'am. Is the Iranian Carpet Museum
then hn'dl J+
far from here?
to turn /pid-id-ren/ /'6r.rl
v .€r€
Passerby: No. It's a ten-minute walk (lit.,lt's ten minutes on
foot). to, until Ital u
fim: How can I get there? can,to be able to /tevan-est-en/ (Olrr) Ol-jl3:
(ltavanll
Passerby: First, go to the end of this street.

lesson5
 which (in order) ,',r.O'.$1, =
/dend-om-in/ vrt gallery lgaleril Lej'K 3
intersection ot_rtki =
/dehar-rah/ straight /mosteqim/ #fi..- 2.
d
o

You're welcome. / Please. /xaheS mi-kon-em./ .iK - dtlF shop lmeqazel oj6 OJ

=
c
u
Okay. lxob.l .lJF roundabout,circle lmeydanl olrv (D
c

way, road 3
lrahl olJ hotel lhotell .Jla
.E
passerby lrnh-gozerf lUrn_.1
at lser-el .t 6 E . c u t r u R ET o P r cI
collection /meimu'e/ 4.c'J,.-
Arts and Crafts in Persia
art lhonerl -# Iran is a land rich in history literature, and arts and crafts. There have
been people living in the Iranian plateau since the Stone Age; however,
6D. KEy pHRAsEs archaeologistsbelieve that the formation of a town in.t!- (/sielk/, Si-
alk) in central Iran around 4,5oo BC marks the beginnings of civilization
that side of the street/ f anteraef-e xiyabanf, ,i'jL Utl1l in that area. Citizens of this little town knew pottery and metalwork. In
this side of the street /in taref-e xiyabanf the centuries that followed,Iran (Persia)came to play a major role in the
ol..l-jr
ancient world. The Persianswere the innovators of mail and of the bank-
expressway fbozory-rahf sSu ing system.The word check(a bank note) comesfrom the Farsi word al.l,
cul-de-sac,dead end /bon-bast/ dr^+ i (liahl, king). Persiawas also among the first nations to employ a writing
boutique .5.'634 system. Thousands of years of interaction with a variety of world cul-
lbutikl tures have provided Iranians with a great repertoire of modes of artistic
mall lpasail J . t
il*,,tr expression.Hand-knotted Persianrugs are known throughout the world.
* l, Iran also has a wealth of other art forms, such as music, poetry calligra-
iback, behind /po5t/ LJu.t
phy, painting, architecture,and many different kinds of crafts. For more
lpoU information, visit the website of the Iranian Cultural Heritage Organiza-
:'i:"'overpass
"'l tion at http ://iranmiras.ir.
lpiV e-'
road ljaddel 'ib 6 F . G R A MM A R
traffic light /deraq-e rah- sJt jalJ _t l-r'i
nama-yi/ lmperatives and the SubjunctiueMood
(street) line /xet kebi/ ,r.is-Lj. An imperative sentenceis in essencean order or instruction. Imperatives
I in English are made with the base form of the verb in sentenceswith no
right (odv.), fust /dorost/ d*']i
subject (e.g.,Comel).In Farsi,imperative sentencesdo not have a subject
in front of, opposite fru-be-ru-yef .GJ}J) either, but the verb comes in a special imperative form. An imperative
verb in Farsi is made with the prefix ; (h"-h plus the present stem of the
underpass fzir-gozerf -rK+i verb. For example, recall that the present stem of the verb O$lJi (lxan-
city li;ehrl -d d-a:nf,to read) is rll-r- \lxanll; the imperative form of this verb will then
pedestrian be gl .-+ (lbe-xanll.
f aberepiyadel oJLu t.t 2J-'
ule
store PronunciationNote:Whenthe first vowel in the stem is /o/, e.g.,J) (lrol,
foruS-gah/ "tf.ir-1ii go),!h9 vowel in the prefixalsobecomes/o/. Forexample,the imperative
side street, lane, alley lkurr'l 4.r, S 4 J
of i,iiiJ (/raft-an/, to go) is l1+ (/bo-ro/).
kiosk /kiyusk/, /dakke/ 45i..s.*,Jbs SpellingNote: lf the verb stem startswith the vowel /a/, then the prefix
turns into +l (/bi-/). Forexample,the presentstem of 6r,.11tamad-en/,

[esson6 i77
: r l
i
t
 --"-.".'*'1
to come)is I (lat),so the imperativeform of this verbwill be h (lniy-at).
=.
4l 3
^**4,/ t*.t"""1, O#-&.+-6+ &.gul c)ll I
sg.
G r a m m aN s ,h i c hc o n t a i nb o t ha p a r t i c l ea n d
r o t e :M a n yF a r spi h r a s a l v e r bw l

&e-g"-ytn/ (spoken) i 6
a verb-e.g.,Uri.,ilr..,14 (/ber daSt-en/,to take,to pickup)-especially those i
OJ
,,.'',,''i
startingwith the particleJ (/bar/), do not tal<ethe prefix+ (/be-/) in their =
c
imperativeform. ln the caseof cli--il.r-,p(/bar dait-en/), for example,the Negative imperatives use the prefix i (lnr.-ll before the present stem of UT
(D
c
imperativeform is -,1l.l: (/bar dar/), becausethe presentstem of gj.,ilr the verb instead of the prefix ; (lb"-ll. p
(/dait-an/) is -;ll (/dar/).
.+-r#
Here are some examples of verbs in their infinitival form (on the right) I na-pp a-r.l, /ne-ppar-id./
with their present stem (in the middle) and their secondperson singular Don't go. (s9.,pl.)
imperative form (on the left). .l*-t., Ji
f na-r o.f , I na'-r ev-id. I
V E R BW
SOME STT E MASN DI M P E R A T IFVO
S I T HT H E I RP R E S E N ER M S Don't say.(s9.,pl.)
.J#-r"(j t*
I
zno PERSON SINGULAR ] rNFrNrTrvE
srrr'a lnn-W./, lnre-gu-yid.l
IMPERATIVE PRESENT Don't run. (s9.,p/.)
1
-i * .,,,-,, - , - . . , .

.*_lri JJj
turn lbe-pif.l G#d lpil,l @ /pid-id-an/ O+t?++
f ne-do.f , /na-dev-id./
sleep /be xab/
:-1,* /xa-b/ +]F /xab-id-an/
' O+fF
'---")
Don't run. (s9.,p/.)
"
__r"11 , /b":*.r"/ olJ*{
t
/xan/ OIF /xan;d-an/ 6:11-54
Comparatives and Superlatives
J)
..so_ &"-r_:1* J} lrol
4
lra:t;-a:nl __ .tlAJ
Gradableadjectives,adjectivesthat describegradableproperties, such as
say he-g l -6* lgul -ll lgoft-nnl gjdK
big or quiet, can come in a comparative and a superlative form in addi-
tion to their baseform. For example,the adjective taII in English has the
The above secondperson singular forms are used in informal settings. comparative form taller and the superlative form tallest.

To addressone person in a formal setting or to addressmultiple people,
the plural form of the imperative is used.You can turn the above forms
into plural constructions by adding the second person plural ending S
(/-id/) to the end of them. Below you can seethe previous examplesalong
with their plural forms.
In Farsi, we make comparative adjectives by adding the suffix i
(l-terl\ to the adjective.Superlativesare made by adding the suffix UJy
(l-terinll. For example, the adjective -yt (ldurl, far) has the follow-
ing comparative and superlative forms: ;F-;3.1 (/dur-terf farther) and
clUj-ll.l (/dur-terin/, farthest). Here are some examples.

ADJECTIVES
SOMEGRADABLE WITH THEIRCOMPARATIVE
AND SUPERTATIVE
S I N G U L AAR
A C O M P A R I SOOFN N DP L U R AI L
MPERATIVES
FORMS
t r'r.llJll e \s.llf 2IJI.J
i /bepid-id/(written), lbe-pitl j SUPERLATTVE BASE i
I C0MPARATTVE i
vt .l t€. r q ..,/. lg,€-.
i
i Pgg*i*/l:Pgkg"l
. , bad,worse,worst j +;+ + i
rl;r; rr*-r+
t
i -,tj{ i
, /b*rev id/ (written), lborol JJ
fibad-tarin/) ; (ftmd-tmr/) , (&ad/)
t,
l$:dl(spoken)
I j
--{q :
dJ#lJ+ erltl*F+ +f r-+
i iJi;i"tt;ii'ir"'t;-I---;r:ru1 i ;.ili ! I
, pe-xatrid/ (*ritten), lbexabl i (ftoland-tarin/) i(/bolantrter/) j(/bolend/),
i long,longer,
i -&e-xatFin/ (rp&._+J_ longest i
i &exan-id/ (written), *ir=,.,+;;;; olJ+ dark, darker, . +-F .!-tl:
r /be-xan-in/(spoken) (/tarik-tarin/) f

-.*."-+"-' "
I

78 i Farsi Lesson6
I
I
 --.."-**-"**.
:: =
good,better,best ir-lj .lF ! 9J: c-1.
_5rr =
ui*lTTl (/oibtr.rfl (/*"b/)
foTth /dahar-om/ .rk* i r .-
Jk+
****:-*' su
l
beautiful, more -l+;"-l
fifth 7i*"t;i;t .5.ll ei
+
v!
hj "-- -t-:-': '-
l ' i ! o,

beautiful, most "H-'.Ui

(lziba-tr;nnll (ziba-terll (ziball tenth ia*n-rt"f dr: oJ
(,
c
.D
beautiful twentieth
,i

'. .....,..-,,....
. :..-.....-.....,.....*...*... I /bist-om/ r'r,.,rr j
f,i:ii ".-":i =
pretty, prettier, O*-1'',.fu-iii Ji.ftJi .Ki3I
prettiest (/qasang-tarin/)
ffu I q.'+*+ aj-l . J
. ("t..,rr
l

;5r,.
- Uqafang{ari) I (qariarllrg[)
t...... -$$ twenty-secondi /bist o dow-om/ 3J 3
r-r"rl.' i
l
short, shorter, ;,3;G; ,-i oti 6 1
shortest ftutahterin/) l4uiatr-tei4 G"t"hn
Note that the first three cardinal numbers don't follow the rule precisely.
The only completely irregular form is -!11flewaf, first), which is actu-
VocabularyNote r: Thereis another adjectivein Farsi,a; (/beh/),that ally borrowed f5om Arabic. The word j! t/y"t om/) is used but is not
meansgood.Thisadjectiveis now somewhatdated, but its comparative very common. fJJ (/dow-om/, second)and p-l+ (/sew-om/, third) aren't
a n d s u p e r l a t i vfeo r m sa r e q u i t e c o m m o na n d a r e f r e q u e n t l yu s e da s t h e technically irregular. Usually,in Farsi,when a word ends in the vowel /o/
comparative and superlative formsof r=.rF (/xub/,good),evenmorecom- and we want to add a suffix starting with lolto it, we insert a /v/ between
monlythan;F + A (/xub-tar/)and gl.;i ?F (/xub-tarint).theseforms the two /o/ vowels. Essentially,the same thing is happening here.
are jie; (/beh-tar/, better)and gg:lj++ (/beh-tarin/, best).
Noter: Sometimes the suffix6;.J 1t-omin/)is usedinsteadof i (/om/)in
VocabufaryNote z: Theword rfu (/bi5/)meansveryot a lot, but,like 4;, more formal language(e.C.,O;^! ,O;.ol'Je4lj1, etc.).
it is veryrarein today'sFarsi.lts comparative and superlativeforms,-s4+
(/bii-tar/, more)and g,'r-rlit (/bi5-tarin/, most),however,areverywidely Notez: Whilethereis no differencebetweenthe meaningsof ordinalnum-
used'. berswith j {f-oml) and thosewith 6"t,cl(/-omin/),there is a majordiffer-
e n c ei n w h e r et h e y a p p e a ri n a n o u n p h r a s e .
SpellingNote:The suffixesJi (t-tert, -er) and i;fi (/-tarin/, -est), ac-
cordingto today'swriting standards,are written separated from the main Ordinals with i appear after the nouns they modify and are connected
adjective,as in ;F .!l>,, and UJJF .!-:ji, but you might still seepeo- to the noun with aiL:l U Examples:
"h.
ple attachthesesuffixesto the adjective,as in -,!5.g.:-,p,r
and UUif+lJi.
,J3l -Ot-r.!i (/xiyaban-e a'vva:lf,the first street)
6 t r,-
eJr lJta (/ketab-e dow-om/, the second book)
Ordinal llumbers
Ordinals with O# appear before the nouns they modify, and no 4il-^:l
T h e n u m b e r st h a t w e h a v e b e e n s t u d y i n gs o f a r ( i . e . ,t , 2 , 3 , 4 . . . ) a r e is used.Examples:
called cardinal numbers. When you use terms like -79rsl,second, third,
Ol-,.S .$1 xiyaban/, the first street)
fourth, etc.,to refer to the rank or position of something in a sequence, Tewelin
you are using ordinal numbers. Ordinal numbers in Farsi are made by .+US Cl-1J fldow-omin ketab/, the second book)
simply adding the suffix i (l o ll to cardinal numbers, just asyou would
add the suffix -th (and -st,-nd, and -rdl to English cardinal numbers (e.g., Farsi also has an interesting question word that is used to inguire about
the rank or position of something in a sequence.The word,.rti fldend-
fourbecomesfourthl. Here is a sample of cardinal numbers.
om/), or iJJ'+ (/drend-omin/),can be roughly translated into English
S O MF
EA R S
OIR D I N A
NLU M B E R S as which, but the difference is that the answer to a question with t+,
, or iJJ^$, must be an ordinal number. In the dialogue, we heard the
: !
pedestrian tell |im to turn right at the fourth intersection.
t'
,1 ORDINAL CAR?II.AL
:------**-..- .,',*fJ gu'i l*a*+ olJ-rLGL
if^13 i
I favva,lf,lyekornli 6cj3l
' -iq
----: --i-; *.! /ser-e dow-omin dehar-rah be-pid-iddest-e rast./
second /dow-om/ lJr -JJ f im, who does not get the entire sentence,asks:
I third l'"#'ry
3
elr .{$l
ti

Farsi
lesson6
I
=
3
9ol;-,faiO*.rb ol;L _, r. 1i+ :V \ o s
"p Vr
/ser-e dend-omin dehar-rahf /heft-sed o panzdeh/ t
At which intersection? seven hundred and fifteen o,
=
c
and the passerbyanswers: U _f .t^.a4-r;11 . h
(D
- E
/noh-sed o neved/
| | At
.ol_,1_;165
iLr^:r =
nine hundred and ninetv
/dow-omin dehar-rah./
The secondintersection.

llumbers roo-r,ooo 6G. READITG

In the previous lessonswe learned how to count from r to 99 in Farsi. Read this passageabout the Persianrug.
To count to l,ooo, all we need now is to learn the multiples of roo. Here
they are:
d * Jt!,-Si 4+.dr-,Si r.9lAdi uuj:e _,11gl_;l -"i$
.! ..rl;l Jr jlJ.J .d!,^,ljt#lt! Jti _O._Fd-,,]3 J3 .+J<
NUMBER
1 oSo - 1 , o o IoN H U N D R E D S
1l;^^+ 6 ttca.o1.a.! .tl;l 1-fiji 6 D)_tn..",*l s+jJi ..l,vi .;li

j orruh,rndr"d ceLa6i jl ,.sl"a_f3r .r-11.:

rJl_JHl ta_2(.,tAJE jl <_l_x
lsa,d,l,/yek-sed/ i"l+ ei..o \..
.rrsl+./ Jti
: two hundred
l!5uls;tl
rtt'..r 6l Y..
-;- -tJ'

l;.;;;;"d,;; /si-sed/ \.+t* 1.. The Iranian carpet is among the best carpets in the world. Carpets

1r"* n-J;;; /dahar-sad/ S.-_lk+ t. . are also called rugs. The art of making rugs is rug weaving. Rug
weaving is a very old art in Iran. The Carpet Museum of Iran has a
Ii**--n r" h""dr;d
- *-,
lpan-sa,dl !-itr
- -^,..'o
Or r very large collection of beautiful rugs. The people of many Iranian
;-*- cities weave rugs.
I six hundred is;i-;;q1 . :i::i
&&
[r I

i!:::;*"t; iheft-sred/ r'. rii V;.

eight hundred /ha5t-sed/ r-,^i.?,i A.. ;
world 1+3
--
:*--_-- ,:i .--ilr- T;; ..l ldonyal
nine hundred /;h-#di rug lqaril Jr-{
;; th;;;,,J fhezarf,lyek-hezarl Jtj,6+ ,;lji \ .. . people /merdom/ riY
i_
to weave (hufll
lbaft-renl (.iq) ,.;liq
The numbers in between the multiples of loo are made by connect-
ing the above numbers to the smaller numbers with -r (lol, and).

. ! _ 1 , ' , , . . Jj l1^ - 5 g ;\ Y\ 6 H . c u t r u R ET o P r c2
/yek-sedobist oyekl
one hundred and twenty-one Farsi Script and Calligraphy
r'r.i.d , ol;i ; t oA
_l J.-Jte Like English and other languages,Farsi script has many different type-
/dehar-sed o penjah o hebt/
faces. The word for script in Farsi is l-= (lxettl\, which also means
four hundred and fifty-eight
llner.\lgscript typeface commonly used in books like this one is called
r'ri{ , \. .i,$il . V e.*'t '#S (/xett-e nesx/), which is based on a certain Arabic script
/Se5-sed o heft/ called j-6 lL-- flxett-e kuf-i/). During the early post-Islamic periods
six hundred and seven of Iran, a new Farsi script was developed and severalother scripts were

lesson6
 designed afterwards.Becausethe development of these scripts predated C. Use the correct ordinal form of the number given in parentheses. =
printing technology,people had to write books by hand, and the most =
popular books to write were the Koran and literary works. It was com- .r=r+ *r^,,i t+lJ+=' (! ll-l-lb .+ .\ tJl
+
o
mon to try to make these books as visually pleasing as possible,and this .rs e-l! -cI- +ili _(o) .Y o)
=
gave rise to the art of modern calligraphy in lran. TWo of the most com-
mon scripts used in Persian calligraphy nowadays are q!trej-j lL -
.iu; l_.,r.s (r).r. .r E
tn
rD
e

(/xett-e naste'liq,/) and 43-5r,i l}':. (lxett-e 5ekrest-e/).The most (Y) dH.it^. t 3
.rs + iF
prominent characteristicof these scripts is that they mostly use curves "J#r
rather than straight lines. The sharp teeth of letters like cJ" and ci are .,',."1-(A) -Otr.F.cskllJi & o

also avoided; instead, the teeth are smoothed out as curves. You can
learn more about Persian calligraphy and see some samples by visiting
D. Write out these numbers.
http://www.persianpaintings.com/caligra.html and the Rumi Gallery
website at http ://rumigallery.com/. :(111;.l
:(Y'lA) . Y
Exercises
: ( Y\ 1 ; .r
A. Complete the following sentencesusing the correct form of the verb in
parentheses.But first, here are two words that you will need to know. :(\Y\1).2
(l diruzl, yesterday) j-l-l'l : ( 4 .1 ) o
(kn, ruzf , everyday) j-U)
A ] I S W E RK E Y
(OjliJ) ot(.^i:|.:a; j-r-tr .rLrY. \
(,il--ii) gr")S-tr -l-lt:a 4i.$JAJ rtAj.\ ComprehensionPractice
(OjliJ) ojLi- .Jr^r- B.Y A.z B.3 C.r D.3 E.r
V*l.l .-
(infml.l -r E. t
(tJsJ) ojU. r..r*^,
(pt) ._(+:..,,.^"r; ry)S-l.t . o Exercises

(fmt. and,nesativel (Oi-F) d-,]3 cab.l A.

d-r.J .\
(infml and,negativel. -lLi$lr;r.r) l-,1ett3S.V ri'tj.tj
s-o .Y
rr,-l).Y

But beforeyou start,

B.Usethe correctform of the adjectivein parentheses. :-i 't
takea look at a coupleof usefulwords. rrir,?.i r O

(yek-il,one)c5* +o.',
(/asar-ehoner-i/, works of art, artisticworks).SJii -Jii Jl$j.V
B.
d!,1-_ (-. F) .,.! Oi -,1fc;tiS a;t . \ _,ri .+.i or Jj(+ . \
.dr*^,|dlar.Es +l s.,.ES (+F) r.l*l .Y U''. r-.rJr o, U,iji# .Y
.d!^,1- (;rl) 4S;n it-
.OFt jl J.AJi .Cr*lt- .f j;.r
..r-2lrl-; Ls-;u .:BI ts a-c-F- ((-l:) .eit< irrl . t #Jj 3:\.t
j;^ oi jl -u' ..ll .o -fs4 .o
."''"1-($4)
Oj-.;lj.r.;.:'!.1
.d-,bll cea.ll.: (.*S) L qedt'r .1
-^-*--i--- 1",-
Bh; Farsi Lesson6
I I'u
 C. LESSO
dt
ly'I
,''r.o5 Y
O.lrl .f
6t
-P-9J. r

f3.ii .o

c -l .rF J .r1 a^l .l

o l i i J r - . J . ". Y In this lesson,you will learn about making travel arrangements.We also
dr^,rr;J .Y study counting units, the future tense and nationalities. But first, let's
"ij3r.l 3 warm up with some new words and phrases.
"ij3l _9dr^,r5.1J JIJA ,-f* . {
+ 1, r1 r' r' i .o
7 A . U O C A B U T A RWYA R M - U P
agency laLansl #ljl
DE I I TC H A L t E6l ' E
I NDE P E N l
if possible f aegaer
momken est/, oS';'3t t
Visit the website of Golestan Palace {http ://wwur,golestanpalace.ir/), /regemomken-e/ d!.1 O$1 J-(l
an old palacethat was converted into a museum. Click on the link en-
agent,responsible /mas'uf d-9n I J:#
titled Ll ne-;,o;. (which, as you should know, mean-s collections).Yo1
will seea list of the names of the locations in the palace.Visit some of travel, trip /mosaferetf , f saefarf -r'[" ,cry,l..,'l
the locations and print out pictures of them for your langrlage lgiilnal
week lhnftel 4ii-t
if you can. Also write down the name of each location. Then look at
the English version of the site and try to visit the samelocations on
the English version.See if you can find out what some of the location 7B . DIALOGUE
names mean in English, and write those down in your journal, too.
Mani is calling a travel agent to book a flight for |im and himself. He is
planning to take |im to Esfahan,one of the most ancient cities of Iran.
Listen to Mani's telephone conversationwith the travel agent.

Oiit -l+ .Ui A --fu -.j;n-l* -L,jp'llji .jl :gl,iljl 1J$*

'(+!Jj.,J
fe,lo. al,ans-e mosaferati-ye sefrer-e xo5. :/mes'ul-e ai.ansf
beferma-yin (beferma-yid)./

-p iil3i.t" .(+$Lli.) i,S\$ 4i*-i' .tB eL :cll-

.# :l;; Ok_i.-j sgl_,;r ,"!l,,lJ
/srelam xanom. xeste nebaSin (nebaiid). :lmanil
mi-xast-em do ta belit bera-ye esfehan
rezervkon-rem./
f.,+Jtj 4+ -g;l;+ :gl"lljl -,J:'..,".o

fbara-yedetarix-if :/mes'ul-eai,ansf

_.__..t
I
86l Farsi
a