SHAHS AVA R I I ATWOOD
persian of iran today an  introductory course volume 2 second edition
anousha shahsavari   |   blake atwood
CENTER FOR MIDDLE  EASTERN STUDIES THE UNIVERSITY OF TEXAS AT AUSTIN
This project would not have been possible without the generous support of the PARSA Community Foundation, the Department of Middle Eastern Studies and the Center for Middle Eastern Studies at the University of Texas at Austin and the encouragement and support of Kamran Aghaie, Kristen Brustad, Karin Wilkins, and Kim Dahl. We are especially grateful to our Iranian friends who agreed to be on film and in pictures and lent their voices to this project.Their presence made this book come alive!
Layout and Graphic Design: Reza Abedi
Raha Series Videos: Mehdi Zarei
Cafe Denj Videos: REN Productions
Illustrations: Gholam Ahmadi
Cover Design: Kristi Shuey
Cover Art:© Faegheh Shirazi
Website Design and Maintenance: LAITS
ISBN: 978-0-692-51 135-0
© 201 9The University of Texas at Austin Center for Middle Eastern Studies and Shahsavari-Atwood. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher.
This work is licensed under the Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/ by-nc-nd/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
SHAHS AVA R I I ATWOOD
OF CONTENTS
To the Student...
To the Instructor
Unitl: I Am Very Busy
I .Vocabulary
2. Grammar I: Simple Past
3. Video: I Am Very Busy
4. Grammar 2: Question Words
5. Pronunciation
6. Grammar 3: Indefinite Ye
7. Grammar 4: Relative Clauses
8. Culture: Persian Calendar
9. Grammar 5:
10. Grammar 6: Present Progressive I I. Reading: A Selection of Texts
12.Written vs. Spoken
I 3.Vocabulary: University Majors
14. Conversation: ^lJ^^ ^ $LS
15. Reading 2: Behrang, a History Student
16. Reading 3 and Culture: j-^U a^-J-
17. Pronunciation and Music:        ^ J?
18. Paragraph Writing
19. Listening Comprehension
20. Vocabulary Review
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Unit2: Shirin Does Not Have Much Time..
55
I .Vocabulary
2. Video: Shirin Does Not Have Much Time
3. Vocabulary for Reading Passage
4. Grammar I imperative
5. Grammar 2: Negative Imperative
6. Introducing a NewWord: aJA
7. Reviewing Infinitives
8. Listening Comprehension
9. Pronunciation
10. Culture: Calligraphy in Iran I I.Grammar 3: Adverbs
12. Grammar 4: Demonstrative Adjectives
13. Grammar 5:3I J^s/J^i
14. Reading: a Selection of Texts
15. Grammar 6: Ordinal and Cardinal numbers
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PERSIAN  OF  IRAN TODAY
16. Reading 2: The City of Tehran
17. Written vs. Spoken
18. Vocabulary: Reviewing Previous Adjectives and Introducing New Adjectives
19. Grammar 7: Comperative and Superlative
20. Reading 3: Russian Cities
21. Reading 4: Chinese Cities
22. Reading 5: Shi'a Population in Today's World
23. Conversation: May I Go Out?
24. Pronunciation and Music:
25. Paragraph Writing
26. Listening Comprehension: 10 Minutes in Cafe Denj
27. Vocabulary Review
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Unit 3: I'm Getting Ready for the Konkur.........................................................................................................................................................................105
1. Vocabulary Cp''h
2. Video: I'm Getting Ready for the Konkur -V
3. Listening Comprehension jl-V^ ^%
4. Reading I and Pronunciation: Behrang's Weekly Schedule ^y. --^^ s ^ o^'-P"
5. Grammar I: Subjunctive, Part I J5I J^h         ^5 :^ jf-~>± ■&
6. Culture: What Do the People Wear? 0U1 ^ --^"Jf
7. Grammar 2: Past Progressive ai^A? :Y .Y
8. Pronunciation and Calligraphy: Khayam, the Persian Poet J$yJ      >fLp- y>*- '-^..y^^ 5 ^> -A
9. Spoken vs.Written ^h^y .^hif A
10. Grammar 6: Present Perfect ai^A? T ^3^.3 .\ ■ I I. Conversation I: What a Disaster! 'ur^" v-^: ^iSf^^
12. Reading 2: My Daily Schedule iy      ^y:Y o^'-P"
13. A Few Words: aT    3I    <aT    3I o^.' 31        oi1 31 ^.-^ lS^'s -^r
14. A FewWords: ^3 ^ ^5 ^ :V .^T
15. A FewWords: L/L <aj/aj . p&lp* k'k '43'43 '        * ^.-^ ^5
16. Cu Itu re 2:Ta'rof ^ :Y -^V • ^?
17. Grammar 4: Reviewing «ly> ^ v
18. Reading 3: A Commercial l?^'     :Y u-^'^
19. Reading 4: Single Girls and Their Different Types of Living     olr^ iS^y?" d'y':<f u^'^
20. Reading 5: A Story :i> u^1^ Y'
21. Conversation 2: Do You Need Help? \^A^^^S :Y ^jjfci? .Y\
22. Conversation 3: Excuse me! Could You Repeat That? 4li^' '±A**>. * iSf^ ^
23. Paragraph Writing u^ty -^^
24. Pronunciation and Music:         ^U-ji o^P-' <S^¥- :^~>¥° 9 y^
25. Listening Comprehension: 10 Minutes in Cafe Denj Aij^>   r^lj^i ^Ty .Yi>
26. Vocabulary Review Cp'h Y?
SHAHS AVA R I I ATWOOD
Unit 4: I Live by Myself...
153
I .Vocabulary
2. Videos: I Live by Myself
3. Pronunciation
4. Conversation I: What Would You Like?
5. Conversation I: I Have a Bad Headache.
6. Reading l:The Boot I - Introducing the author
7. Grammar I: Subjunctive
8. Grammar 2: Attached Object Pronouns
9. Grammar 3: ImpersonalVerbs
10. Reading 4:The Boot, Part 2 I I. Grammar: Conditionals I 12. Grammar 5:The Future
I 3. Reading 4:The Boot, Part 3
14. Grammar 5: Passive
15. Grammar 6: Past Perfect
16. Pronunciation and Music: ajp- ^Y&^Sj^cS
17. Listening Comprehension: 10 Minutes in Cafe Denj
18. Vocabulary Review
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3. Grammar in Use J3~'"'A'i
4. Pronunciation
5. Culture
7. Speaking
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SHAHS AVA R I  I ATWOOD
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O   THE STUDENT
Persian of Iran Today II is the continuation of Persian of Iran Today, I, and it draws on many of the same learning principles that you developed in the previous ten units.There are, however, some crucial differences in the structure of units in this volume, and understanding these differences will help you make the most of the five units in this book.
While Persian of Iran Today, I sought to introduce the sounds of Persian, its writing system, the structures and vocabulary necessary to use the language on a basic conversational level, and the strategies necessary to begin speaking Persian, Persian of Iran Today, II includes almost all of the remaining grammatical structures, a large corpus of vocabulary words, intensive reading, listening, and writing instruction, and a series of in-class activities designed to help you continue your work fearlessly speaking in Persian. By the end of this volume, you should be ready to transition into content-based courses in Persian.This volume is accompanied by audio and video clips that service these goals and are available on a website for you to use outside of class.The website (http://www. laits.utexas.edu/persian_teaching_resources/) includes cultural material, supplementary files, and an innovative narrative film called Cafe Denj that is intended to guide your progress through these units.
This book comprises five units, each of which includes both textbook material and workbook space.Each unit begins with amain list of vocabulary that organizes the materials that follow, worked into grammar lessons, cultural notes, and listening activities.The vocabulary is especially crucial to the "monologue" videos that are included in each unit.These short videos feature one character from the Cafe Denj series and are intended to help you develop listening accuracy.You should recognize almost all of the vocabulary and grammatical structures in these short videos. In contrast, the longer videos at the end of each unit, the episodes of Cafe Denj, were specially produced to help you develop your communicative listening strategies.These episodes feature vocabulary, expressions, and structures that you may not know.Your goal as you watch these episodes is to infer meaning from what you do know.The worksheets that accompany each video and the designated in-class activities will help you in this regard. Remember, that we only expect you to understand each episode well enough to complete the assigned tasks. If you are able to do that, then you are on the right track!
Because this book endeavors to teach you most of Persian grammar, each unit features several grammar notes. As with the Persian of Iran Today, I, the grammar notes in this book are inductive lessons that should be completed at home first, and then a series of carefully paced in-class activities will help you activate your knowledge of these structures. Remember that knowing and understanding grammar is not the end-all be-all of learning a language; grammar is a tool that helps you communicate in a language. Because you will be learning lots of grammar in this volume, you should not expect full mastery of all of the different tenses and structures. Instead, you should strive to learn these lessons as well as you can, but you should also be comfortable with the fact that your full command of these grammatical structures will come as you move through the intermediate and advanced levels.
Good luck and enjoy Persian!
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Lj* ^ (^ojL^j (^l&ojl^ ^j.5" JLjti euJUi .V JiLo tii^*^»^g-o ^^-Ijia ^LiLwjI Ja^j^j* C--JLjl9) V *\ ( . . . t^_^o^ILjLj L> t^v^C («JL-^öjj Lj (^jLj (j^ftJ	(^La4.L)j> ^ Laojl^ 4j Jo^jj-q ^3-«* ^Jj Ls 4.j .V Ij Lä4.LoJ> (Jj--0 3 J^-JLS" ^jio^5" V *\ Lj ^ (^OjLo-*1i .Jk_JL$" 4^j>j,j ^mmIXjI 4_i ^ Jlumj^Jo CjjLS* Y "\ LjM (^ojL^j (^Laojl^ l£4^j& ^1 jj T	\
AA   V* (^Uojl^ Lj* V * (^ojUJj (^Laojl^ ^j.5" JLjti cuJLjti T ^^Jj^o     J.!?       Ja^j^j* c*-JLjti     - &A .... (^..^o^IjLj	(^La4^»L> ^ LäöjI^ 4.j Ja^jj.^ i^y^ Lji'"S ^ • ^ Ij La4.L)j> (jj^-o •^*-*-">*            Lj* V* (^0jL^)-1i .Jk_jl$" 4^j>j,j ^mmIXjI 4.j ^ Jlumj^Jo AA Lj V * (^OjU-^j (^l&Ojl^ L£4^Jb (^|jj .V .jk_jLS"    jj^i ^aS'jjjI CjjLS" .^-^5" J-oli" Ij p                    «4j*L> j^» (jIäJ t	Y
		r
V		V
PERSIAN OF IRAN TODAY
Keywords: Before you begins, learn to recognize the following keywords.You have already learned some of them. l_0_KeyWbrds
	
translate	
reading	
spoken	
written	
to complete	u>f J-15"
to use	
^page	
t5**" c^"3 Ji^ ^ 6^ 6^ ^ 'O*^ tSJ^ j'
I. Follow the instructions on the recommended class schedule on the previous page: For day one of the class, at home, listen to the audio file up to word number 29, and write sentences I to 29.Translate them into English. Make flash cards for these vocabulary words. Bring them to class for the class activity.
.jjiiijf    }IJ Ij 1^:1 jl
r	
exercise	an*1
pronunciation	
conversation	
have a conversation	
watch and listen	jLuS'                  ^         *—1—1—1
culture	
^grammar	
X^i* 4,^j>jj ......_i_bdl 4.J ^ .....j j-o Ij l^j I ^ JluS' ^j^S
j CjjLS" ,j£Ji Lftojlj jjjI jj
l_l_Vocabularyl
2. For day two of the class, listen to the audio file for 3      J>£    l" V • ^Uai^ 3 JS^3 <b     j3j .V
vocabulary 30 to 58 and write sentences 30 to 58. 6a' <-slh       ^-^s ls™^'' ^ l> k5' 3 ■X^J.& l>
Translate them into English. Make flash cards for these ij ^S^S cJL*i      Ij L^'l 3      c^j^ ojiii U03I3
vocabulary words, Bring them to class for the class ju.j31-^ *a
activity. l_l_Vocabulary2 \Xjy
r	
1 study	
1 study electrical engineering	(f^'^LS^ • • • ) (*J''^"LS'° ^ij'^j^JI t^-J-J-^ -V
everybody, all	4_oJS X
family	(o*j|^J^>) o*jI^jL>- X
except	
^ husband,spouse	
SHAHS AVA R I I ATWOOD
very much, a lot	
crowded	£^li> .A
crowdedness	<J-^
weather, Austin's weather	
also	.\\
summer	(^j^L^Lj) ^jL^oLj . \ Y
winter	
a little	
degree centigrade	
every day	J3J y
sleep, asleep (noun)	
to become, 1 become	
1 wake up	([»■^ls^ • • • ) f^t^0 jl>^ri ^
1 wake up from sleep	from :jl / (^jj^-o ...) f^ti^gn jijljj *
usually	V^^o .Y1
roommate	(tsliJ^ ^a) <_sslj1     l(_jU;U- .YY
1 eat breakfast	(|öj^>^^ 4.j^*_«£>/4jL*_*_«£>) |öj^>^0 4jL*_*_«£> .YY
then, later on	Juu .Yf
1 teach, to teach	
1 both study and work	
1 also teach	
project	oj^j .YA
often	vJcl .Y1
nights	(l^jj) l&^^Jj .Y *
until 8 o'clock	A cxlj ij .Y ^
week	4.1afi> .YY
1 exercise, to exercise	
swimming pool	j^c^i\ .Yf
Vgym	
PERSIAN OF IRAN TODAY
^ 1 play tennis	
1 run	
painting, she paints	(4^5"^.........) jllS^-o u^LflJ i^^JjlaJ TA
sometimes	
Fridays	(4jcoj>           4j<^- cS^JiJ '
1 am very busy!	
always	
after	
1 sleep, to sleep	
starting tomorrow	b^i jl .f &
holiday	
for	
last	
time	
the last time that...	^ (-SjL; iji>>l •
ago, three years ago	
when, when she goes to school	
grandmother	
he/she passed away	J^S" CjjS .6f
to see, 1 see, in order to visit	
history	
this year	JLJ
^ that, which, who	
Flashcard Game
At home, for each new vocabulary word prepare a flashcard that has the English word on one side and the Persian word on the other. Bring your set of flashcards for the first 29 vocabulary words.
l> Ij      Lt ^ ,_jli>ojl^ ^LadjlS" .Jk-^^jo lj ^1 uj^J&I
SHAHS AVA R I I ATWOOD
6
1^
In class, work with a partner to begin using these words in context. Sit across from your partner and take turns showing one another a flashcard. When you show your partner a flashcard, he or she should ask you a question that uses that word and you should answer and then ask your own question using the same word before switching roles. Feel free to ask follow-up questions to keep the flow of the conversation going.
Flashcard Game-At home, for each new vocabulary word prepare a flashcard that has the English word on one side and the Persian word on the other. Bring your set of flashcards for the next 29 vocabulary words.
In class, work with a partner to begin using these words in context. Sit across from your partner and take turns showing one another a flashcard. When you show your partner a flashcard, he or she should ask you a question that uses that word and you should answer and then ask your own question using the same word before switching roles. Feel free to ask follow up questions to keep the flow of the conversation going.
Written vs. Spoken Vocabulary Sentences
Listen to the audio file l_l_vocabulary3, which features your vocabulary sentences from this unit in the spoken form. Compare these sentences to the written-form sentences that you transcribed before. Underline any words or structures that are different in the spoken form.You should use the spoken form when speaking in class, so you'll need to know how it affects the new vocabulary words you are learning.
Please note that sometimes a word's spoken form and written form are both correct in spoken Persian, and in this sense there are two spoken versions of the word. For example, in this audio file, you will hear both _^5" and ^5   for the spoken form of _^5".
■4 (** lS3S-3j
^j^^j j Jl*ä*} ^_jI^> JI^j     I 4j Lo»Jj .Jl^«JjJ •XSblj^- _JI^«j
^jS^S 4_j      L Ij A A 17 \°[ (^l&ojl^ (^LaOjLS' .Ju_«*j^_o Ij ^1
oolfllLvjl ^oj l_9j.j>- iS^ji Lj ^Lj^S^SpJb L i^yS^S
OjLS* ^^jjLä <«9jJö) Ij OjLS* ^_So ^ i^^ji^j
jl OjLS* jjj| i-Jk-ojT' 4j ^1 .Jujä^j ijL^J tjLj*^«j,^l5*^jÄ 4.j (Ij
L> ^w_«j ^ JuJiO  iwj|^J> Jl^vJ        I   4j Ls«Jj .Juw-JjJ   Jji|^>- ^JI^wJ
jo j.5"l .Ju_«jj.£j tjLj*^«j,^l5*^jÄ jl ^Jl^wj 4^15* jj-^o-ä jl o^LäILwjI
_j|    jlia5* Ul ijulojk^i       <J?y° (_k^ jJ '-^J'
4^" (^jLil>-L,wj L -4—«JLS" jjb ^jizJiS ^Sijt> Ju_lS" ^^Jt-wJ
.Juj.^JO oL   Ij O^*ll^-0 ^SjJUO LäOjI^ J^JC> jO
(^La^JiLli ,jl_h-£ 4j Ij «ffrS" 4j» ^ «LS^5'» Ojl^ j,Ä
l_l_Vocabulary3        > ^w ^ ^
(djU- jO) Review the Verbs You Know JUil jjy> -t^S1')^ $
At home, complete the following chart with appropriate verbs.Then listen to the audio file and check your answers.
^y^^J .Jl^LS' J-oLS' u^_«jlj-0        Lü^JjtS L> Ij jJ j J^jc^ t4jL^ j^i
Lä^jI^> ^ Jl^lS- ^j^S" _j^5 ^
l_l_Vocabulary4
PERSIAN OF IRAN TODAY
'      Present Stem - JL> -J	Present- First Person Singular - JU-	
i		
		
		
		
(jiL . ..		
>		
		
		
or...		
or...		6^
or...		
		
		
or...		
JLo ...		
OJ-		
J*		(O^y) o^'b
1		
or...		^r oixj
or...		^r j>£
		o-^y
or...		j^rj^rj
OJ-		
		
		
		
		0^ 0^
SHAHS AVA R I I ATWOOD
Fill in the blanks with the information about ^     ^ y_- 6^ ± ^ l
yourself.
J.................................JJ (*jli-»3<i jl • ^
■ ffrjl^-^^o (^J1^ C*£l**> ............................... lft>4_jJ_Ju£tJLj V^«-x-o jj^-o .V
.a^5"ls^o ^jj'jjj.................................i»jjLo X
................................. Jj>l Jyo X
.................................. CH^" Lffld^Li^ ^ .A
.................................. ^j'^lS' j*j l«w£i 3 ^j-o .9"
•io-^ls^ 'j 3' ............................Jl-j/^l^iia 3 cU-jI.................................(o.-iw^j .Y
"fj^Ls*      ^JliL^a^ L...........................cucL«j V^«-x-o     ^.a> .A
..................................^S"j^j^j ^JjjsI Lo ^—jjli jLl*J . ^
(j-Jj'j ................................. . ^ *
■CuJ ^I^XJo'Lj (_j4.^-jJ ................................eU-jl ................................. 1^6 ^Vl   . \ )
.CwjI ^j^i .................................. jJ ^iji' lS^}^   • ^
.................................. |ftj*jLo j jju ^£4jL> . ^ Y
.|Ojl*A_;j ............................... CUCL^j Lj* L&^cJj . \ f
.|oal ..................... ls^" 3 t^—s^j' cy • ^ ^
.JJ-lS"^ ...........................jJ i<>loolyL>- .^P
................................. V^«juo 4_jcoj> ^L&j^j . \ Y
^W^a..........................U
'f^'i^ls'0 CtcL-j i_Jil U>i_«Jl> ^ pjjj^o jIA*J v'i^ j' ...................... CtcL-j V^oJCO l&£L«a . ^ ^
.C^xjI j_jLi> ^Ls- f ................................. ls^jiJ '
.•^5" o^s jI-j Jl_> jcj>......................................Y ^
.............................o'    *^ lSj-^
•■j^j.......................................fOj       |t>jjLo L aS ^jL XY
•(tt-^J ......................... ^-V*1 *a u"^i ...........................^
......................J^*j" l>V .Y?
PERSIAN OF IRAN TODAY
Fill in the blanks with the new vocabulary from ^ ^ s ^ ^ ., ojUlJ g {j
Unit I. You may use some words more than
once.
(^-Lj> ............................... j£ Lo <S^5^ - ^
................................ ^So o\S^Zj\^ j£ jftj^l^j .Y
................................ jlj^Jj ol^JLib .V
. JJsS^gja ^JJj j I       jii jljj* A • •  4j ^So^jJ ■<-........J ................................... j U jAjii .f
.JLol^.o |a|4jl_> 4j j^j-ol ^jLlL^j^^ ..................................&
.pldJL^- J3j ,_c .......................... l(Oj^-^oJ 4.j'l^3 ^3 .P
•[O-^LS^ 0*0^ LSiM-?—1' |** 3 .......................... ^ .Y
............................ 3 C^ol ^L9li*l j^i J3^-°^ J^tt
................................. 3 f»i3j^ ^        J3J -r*       j' ^
• ffr^S'(j^jj^ o*1^1 J^^ri .................... 4 >JL*       . ^ •
.^^j       oLo ^So    j L-^^-> ^"^0^ ^ .......................^ • ^ ^
•f3Jt^        o'jV *-^i^J" lS^-^ ^ 'SJ^ *i pz**}*................................cS'^i (^*^
........................... L&4_xrf3j>- ^j^^" 'fc^3j(-5-«-' 4_«jjJ»o 4.j 4.jcoJ>- ^L&j^j ^Ij^ol^jiub tjlj-jl j<i -^V"
•f^cs"0 J^"............................<-?3j 'j JL~J .^f
.AjUubS" (=»3j(_s^o - ttS3j(^> .................................^ ^
................................ ^_j|^> jl        L&4_jJ_Jj4_«j . ^ ^
.AJt5\^ .....................
•|°3J(jr*.................................^U^tAjjJtSl* bji.U
.^JLi^Jfe............................ ^ o-*
■ftj-^j ol?V ^ jU-^-1^^ L 3 .............................J3j j'"^?" o^i lS4---*-* *
.Jjj^-^^o Ijx. j^j ......................... (j*^1 Lfcjl -V ^
•f^Jcs*0 ^'^-^b 4.j jLaU.................................YY
.4JL*jj.5" ...................... 4JLw^ ........................... ^ILmj^ .YV
SHAHS AVA R I  I ATWOOD
At home, complete the charts, listen to the audio file and learn the words.
today	j3jJ .A
	
	
y|ast night	
Complete the sentences .^jS J-ol^ lj j-jj ^Lfc^JL©^
............................ J3JJ'^ _4_«j j^j-°l — ^
• C^J ............................ J3J*\ -*3i       ^j^~^ J3Ji^ ~^
.^^j .................................. J3ji^ —^ 4_jcoJ> «1
I I
_Vocabulary5
c	
	
	\
	
	............V
	
	............v
	
Tuesday	
	.............&
	
Thursday	4_JLvj^läj .9"
^ Friday	4jcoj> y^
Role Play
Student A: Jennifer or Shawn Student B: Mr. or Mrs. Meysami
Student A: an Iranian friend who is studying in the United States has invited you to his/her house when his/her parents are visiting. Mr. and Mrs. Meisami have a lot of questions for you. Use the information in the schedule below to answer their questions. Remember that your goal is to have an actual conversation using this information. Focus on actually exchanging information.
Student B:You are Mr. or Mrs. Meysami. Ask your partner, who is now your son's or daughter's friend, the questions below. Remember, your goal is to have an actual conversation, so focus on exchanging information.
. L^-di jl 4.5" Jujl^i (^^Lj o VI^-wj ^.«JL^o (^lil ^ fü"jL>" 2 i—»l^j> L^jI o VI^-wj 4j iw-t-wjLo_di jLjl>-I    4.5"   ^sjiS (^^XJI L>
^^SjiS t—^jJL^il^ i-o-^j l_9jl& 4^* 4^* Jk.uliL 4JI_Jj|li 4_>-^j .^uJ&ii
5*j.^J
tjLj^,«j,^l5*^.Ä jl .J-JLwJb ^.«JL^o (^Lil L j^jL^ Lo-*li :u (^^äJLJI^ 1—^jJL^il^ Lo^j lJJlü 4^" Jl*1iL 4JI_*li|li jisl^- 4j .lj ^^ILfl5"
PERSIAN  OF  IRAN TODAY
Monday Persian class work playing soccer
Tuesday ............... work ...................
Wednesday Persian class work swimming
Thursday Persian class work work out
Friday Persian class .......... ................
Saturday ............... work playing soccer
Sunday ............... work work out
Did you have class today? Classmate: Yes, today is..........I had Persian class.
I thought today is.........Do you exercise?
Classmate: Yes, I work out on........
Do you play volleyball like my son/my daughter? Classmate: No, I do not, but I play soccer on...........I also swim on
My son goes to the gym on Wednesday. Do you go too? Classmate: Yes! We both swim on........
Do you like jlsS /koshti/? Classmate: What is koshti? Wrestling?! Yes I love watching j^S.
Determine what questions you would ask in Persian to elicit the information below. Do NOT translate the sentences directly. Use the vocabulary and grammar you know to formulate a question that communicates the meaning of the sentences below rather than the exact words. Once you have figured out your questions, ask them of someone with a different set of questions. Be sure to answer all questions in complete sentences and make sure you give your classmates a chance to ask their question fully before you answer.
If you finish early, then ask your classmates follow up questions to keep the conversation going.
.j^jlS" iwjI^cIjI Ij B L
C--vJ^ 4_> oJlJj 4.H_«j|jjj ^^_J^j| oVI^wJ j^i  4.5" Ij Lc^LLsl
jl .JuuSj 4-0J>jJ  ^^JjU 4j l^.JL"......-o Ij jjj ^Lfc^JLoJ^ -^Jj^l
45* ^VI^vJ (^Ijj Jul419j.5" \jB 4.5" (^jIjJ 2 l&Ojl^
Juu .j~jS 4-«J>j.j 4.^-15" 4j 4^1s" Ij CjVIy+> j la>4.Lj> JuLJ g
Ij OVI^vJ ,Jjj|  Juil^J^^ tJjjU (j^j-^* iS^ji ^ iS*-^^ ^
oVI^-vJ 4»> 2 Jw*_wjj^j tjLj^&jj,5"^..& jl Ij ^^>- O VI4JLvj^ i—»l^j> oVI^wJ 4j ^--s^ 4-5" Jk_<«JjL> 4JL«jI^ 4_>-.Jk_jfc^ iwj|^j> ^1
^j^l^i iwj|^j> jl ^jz*_o ^ iwj|^j> J-0L5* ^Lji4.L«j> L> tJk_ji^^-o .jjS J-ol5" Ij jjiJI^ 45"
(jLL 4.j j.^J*i ^{jbo^jS" jl j-J^3J Ij C*-JUi o^j-S" j^ j,5*l
SHAHS AVA R I I ATWOOD
A. Talk with your classmates in Persian and find out... .. .if they are tired after class. .. .if they are coming to the university on Friday. .. .if they have a friend who studies nursing ( ^ll^,). .. .if they think that this city is very crowded. .. .what they will do on Sunday. .. .where their family lives. .. .if they sleep in class. .. .how many times per week they exercise. .. .where they were two years ago.
B. Talk with your classmates and find out...
...what time will they come to the university on Friday.
...if their father/mother/brother/sister was a student at this university.
...if they have a friend who studies electrical engineering.
...if their family lives in this city.
...if they like crowded cities.
...when the last time they went to the gym was.
...on which days they come to campus.
...where they will go after class.
...if they always eat breakfast.
So far you have learned how to describe actions using the present tense. In Persian, the present tense is much more versatile than it is in English.We can use the present tense in Persian to refer to actions that are happening right now, will happen in the future, or happen habitually. However, we require several tenses to describe actions that take place in the past.The first past tense you will learn, the simple past, describes actions that were completed in the past but not over a period of time.
Examine the following example:
1. Use the information you know in the sentence to try to translate it.
2. We will explain more clearly how to form the simple past below, but for now can you explain why we have used the simple past in this sentence?
1 ate		to eat	
PERSIAN OF IRAN TODAY
Forming the Simple Past
3. Look at the verb in the example sentence above. What is the infinitive for this verb?
Say the Persian infinitive "to eat" and then the conjugation "I ate." How do the two compare? What is the relationship between the infinitive and the conjugation?
The simple past tense in Persian follows this pattern:
Personal Verb Endings
+
Past Tense Stem
As you have probably already noticed, the past tense stem—unlike the present-tense stem—depends on the infinitive. In order to derive the past tense stem, we simply remove the ^ from the infinitive.
The personal verb endings are the same endings we add to the present tense verb conjugations.The only exception is the third person singular (he/she/it); the past tense conjugation for this person is always just the past tense stem.
4. How would you translate this sentence into Persian? Yesterday the professor had dinner with his mother.
5. Now that you have a basic understanding of the steps required to form the past tense conjugation, try filling in the following chart. Read the conjugations aloud as you write them:
	Lo		\
			
	(L3I) m		J
Negating the Past Tense
6. Look at the negating version of our sample sentence:
What did we add to the past tense conjugation to negate it?
7.With negation in mind, complete the following chart and read your answers as you write them.
(	Lo		
			ř
	(L3I) m		J
SHAHS AVA R I I ATWOOD
Past JüJjjf	Present JL>	Infinitive -
		
		
		
		
		
		
	l,	
	3l	
	i>"	
		
		
		
		
		
		
		
	r	
		
	l,	
		Cr**?
		
		
	l,	^jJlJj jl*A_*j
		
		
v	3I	
....................olx^jl^ j<5 -V*
...................... Ij J3j-i^
.|öjb Ij ..........................^jLiS- .A
(.<üä*j i^s^" ^o^J^ Ott............................cUcLj      i> cSJ3j)
(U*5"**   ?.......................^>-w
.......................................öüji^1 J'-1' 6a' jj ^
.c^jLäS" L^j'I ,_j4jL>-...................... .
In groups of two or three,     ^ ^ ^ JUi| .,
use the verbs from the chart    .      ..    .    ..     . ^
to talk about something that     ' ". ^
... Ij LsJj , CI >j A^liJo   ,J iS .
happened in past: "        J' . ,
...............^y^i
........( JL-jjIj) J'-~j
............j^r.^
Jj
PERSIAN
OF IRAN TODAY
The following sentences are in the present tense. Change them into the past tense, making sure you not only change the verb but also any time markers. Then translate the past tense sentences into English.
4nJjJi5' jjl-oj ju lj L^j'I .'.V-'-"-.....a JL> jjl-oj ju j-jj (_5La4.Loj>
<Juj&o j^ju \j ^j-^s juL L^_u 4j ^lS' Ju_JjL> *h_JjIo .....j
L.o_Jj (Jl^" J3j-°I .Ju^j^-o oL^JLjl^ 4j L^jI Lol C-_mjI 4.jc«j>- Itij.5 .^f
tjioLi5' jjj 4»«ji Lol ojlo jLS'o^^ Ju_>- jlXJ4»oLjj^j
I. At home, write a short paragraph (at least 50 words) in which you answer the question below. Be sure to use as much of the vocabulary from this lesson as possible and try to include connector words that establish relationships between your sentences. Read the example below carefully before you write your paragraph.
45* L?tj| Lj Jk_jl$" ^j<-«j .>S-<Jb<5 iwj|^j>        Jl^vj 4j ..
<4j'L>
•tS^y j15"4^
\ \ Lj ^ OlcL«j jl            oL^JLilo 4.j Juu               j-*-u J ^jLj 4.jL?t^*5 ^ |fi-Ju>j jljuu Ol£LwJ j^jjo
t^jl jl  JuU .|ft^5' oL\J ^j^jjj^Jj   C^L^j ffc..u JuU ^ |ftJul^> (J*>jU •ffr--^,l^ (J^'^S'
.p^S3j jljLj      f^jLlLwj^o Lj Juu ^ f^^' ^-"jLiiJ           ^jtj^)S jl Juu   -ffr--9j ^-i °J^i^
I .After you have turned in your paragraphs, work in groups of three or four and tell your group what you did yesterday. You should ask each other follow-up questions like the ones below:
j^-".....q : \ Y ^jJjmj
j_o^5o ^Lj(^La(^«j,^lS*^ja 4j oj.iijL^> L 4_«j (^Lao^j.s'    tJj^U
^jVI^wJ JJ_i^5"^-o 4j^tj| OjLj^i j.XjJl^j jl .Ju^j.5* 4^> j^j-1^
/(,_jju^>-....) ?,_£jul^>-        CxLj jcj> / (,_£juj>- ...) ?,_jjul^>-       / jLaL' UtS" / ^^-Sj Lj*5" / ^(_j^^j L^S"
/ (c^^^l--) ^oLX^jI^ (^Juol *-j-^> cucL«j
2. Once everyone in your group has presented his or her schedule, then the group should pick one person's day to present to the class. Someone else from your group should report about what that person did yesterday without using his or her name. The rest of the class must guess about whom the speaker is presenting.
0^5* <Ju*}|*i ^jljl  Ij ^jLjjI^LijJ ^jLjO^j.5* *L^_Ll| jl  JUU .V
(^La^l jl j-^ju j^5u ^ fSjS ^-jL'luI Ij a^j% (^La^l jl j^5u L«-*li
. JkJ^£j ^jtJ^)S ^1 jl  Jj^jJ j^Lj ^j^Ju Ij ^jOS^J        I     4»oLjjJ O^jS
^^S- 4j> ojLjju ou_u^5* ^5* Juujj ^jju^ JuLj L«-^i (^La^^j'^lS'^.ji
SHAHS AVA R I I ATWOOD
2. Use the examples below to talk about a bad day or semester with one of your classmates.
Stage I: Listen for the bigpicture.Try to understand the main ideas and begin to formulate questions about specific information or expressions in order to prepare for Stage 2.
Stage 2: Before listening a second time, jot down (in Persian) the questions you came up with in Stage I .When you listen for a second time, focus on answering your questions and hunting for other specific pieces of information.
Stage 3: Listen a third time and think about how ideas are being expressed. Focus on listening closely to details of language use, including pronunciation, structure, and the flow of ideas.
At home, use these strategies to listen to L_j and write as much information as you can, with as much vocabulary as you can about the following. Try to respond in written form.
4JLjj|ii ^jJs^a jl ^J5"    y^sj 45* Jk_JL$* ^j^i^5" (^j^Ls ^(J^l j^LS"
Juj^j.-j ^jLj^jji^ yLti^a 45* ^aöL>- oL^^LLa^l L oLc"^LL3l 4j^X>- ojj_i^5" 45*tj_>l öjLjii ^ Jk_ji5" ^o^5" j^^-^-1 jL> •jft3^*J
Ol_Jj.J> 4_j L -AjjJLS" jSis Ju^^-o Jj^5o JJfcl^>^js 45* lj 4j?u'|
^^J^Zs* J <jllj>-lvj tJaäJbi 4.LoJ> jl '^«5* 4j>^j (jLjj jl o^LilL«j|
o^LfliL«j| Lo-J (^^jju^ ^jtij5* ol£j    VL    jj jl t4iL> -uftJI
4_j j.jj tijl^-o Ojljj'i 4.5* Ij ^Lc.'^LLsl ^j^-« 45* LäjI Lj ^ J-^J-s* Jul^läjS" ^Lj JL> 4j Lj 45* ^jLS'jl^ jl ö^Li£_vj| L Juj^l^^ CujJ
o^I^jL> .v Lo-J i—5*jjjj^L^ .A
PERSIAN  OF  IRAN TODAY
^
I 2 Video I
? jcir^o jir^ ai£iJb jiU.u •      ^f   ^' jj ^ J1" ^ -r
I .Work with a partner and discuss what you learned about Nima.
2. Work with a partner to write a monologue for Nima's roommate, Mehran. Use the questions above as a guide for the kind of information that you should include. Make sure that Mehran's life is different from Nima's. Present your new monologue to the class.
jj^lf J(5 - pLk :Y ♦ ^y>j
Jk._Jil^>-^»o 45" 4_?t) 1 {^\j-> L«JJilj ^jl^-LC 4j VL OVI^vJ jl .Jo-«*j^J_i jl ^jlj^-o ^5"Juj 4.5" Jk_<«JjL> 4.ILJjI^ 4_>-.Jk_JLS" o^LfllLwjl lL^j^JJ
SHAHS AVA R I  I ATWOOD
Grammar: Interrogatives <sAkmjjj__ Cj%os? :T j^Uo^
(ajU-j^) question and answer
Learning to have a conversation in Persian is likely one of your goals in this class. And a conversation in its most basic form consists of asking questions and listening to answers, and listening to questions and giving answers. Therefore, it is imperative that you learn the words and structures necessary to ask questions and give answers.
Asking Questions:
You have already learned some of the question words in Persian. Below you will find a more complete (but not exhaustive) list of question words. Listen to the audio file and repeat each word. As always, the spoken forms of these words are included in parentheses.
I 3 Grammar I
r When	^3 ^ 1 J
Who	
Where	
Why	
What	
Which	
With whom	
^ How many	
1. Most question words ((_s_jl^>j oUiS") in Persian are pretty straightforward. However,there are a couple of things to keep in mind:
Look at the first word given for "when" and the spoken form of "who." What do you notice? Even though they are spelled the same, do they have the same pronunciation? Practice saying each word several times. If you see these two words written without the vowel markers, how will you be able to tell them apart?
2. Consider the following question: Why do you think that b follows pLu> ?
PERSIAN OF IRAN TODAY
^
When f\±S modifies a direct object, it automatically makes it specific.Why? Because the question f\±S like the English "which" is asking you to decide between a set of known choices and those options are, therefore, specific.
3. Look at the following question:
Let's pull out the most basic part of this question:
You know the word 4^> and you know the word        , but when they are put together what was added to the word ^^15"? Hopefully you noticed that we added a ^  to the end of the word for "class." This ^ is unstressed, which means we say it at the end of the word quickly and unceremoniously, without emphasizing its presence.The unstressed ^ has several grammatical functions in Persian, but for now remember that when a noun follows the word 4^>, we usually add an unstressed t5.
Try combing the following words. Once you are done, listen to the audio file and repeat the answers, paying special attention to the end of the noun.
®
I 3 Grammar2
,j + As> x
■jL-jI + <l> X
............................= oULiuta + 4j> X
(opportunity) c^jh + <l>
Answering Questions:
4. Look carefully at the following examples of questions and answers. Listen to the audio file as you read and pay special attention to the intonation of a question:
?(teaches) jjm^      olS^ub ^IaS" ^ jLJ ^1 X How do the question and the answer compare in terms of structure?
I 3 Grammar3
SHAHS AVA R I I ATWOOD
When we answer a question in Persian, we simply replace the question word with the appropriate answer. Unlike English, we don't change the order of the sentence between the question and answer.
5. You'll remember this rule from basic yes/no questions. How did we change a statement into a question in those cases? What is the role of?l_J
Fill in the blank using the appropriate question .^s JJS i_^J_lo iSJ^yr oUiS" L
word.
...... J3jl*
.iZ>u$>\>5 ^jjA5" t^^Z" ~ ^a-oLj J3jJi^ >^L>jJt>\^>-...........V
.Jul^o - ?Jul^o ol^JLjl^ 4j      L ..........V
4_j<»oJ> - l^,o 4.^jj JwO 4j ..........
^jlj-^j ol^JLjl^ j^i — ?^j/Jji^ o\SSj\<5.........j^i OjJu
.JJ_i l^-o LjL^w^j Lj — ? JJ_i .........L> ^tJLvjj^ ^ l&j .P
.jftl^jlji^j        L - ^Lo_i_*_wj 4.j c^Lwj^^ .........L .Y
At home, listen to the audio file and write answers to the questions you hear. Use complete sentences. The questions are asked in spoken form but you should answer in written form. Be prepared to read your answers in class!
I 3 Grammar4
In class, you will pick one of your answers and read it aloud for the class.Your classmates must guess which question it answers!
(^IjJ JüJj Ij jjl  3 ^-jL^cIil  Ij ^jLj^La^-jI^J^- jl  j^5o   (.^jtJ^S j£
loins' Lo«Jj jüjjj ^üJl^ JuLl ^jLj^l&^-wJ jlS^a .JloI^ÄJ ^yJ^S
.Julo^b vl^?- Ij Jl^**1
AWrite five questions for your classmates. Be sure to include new vocabulary and the question words from this unit.
.Jl^lS' o^LfliL«j| ^-^wjjj oLo-lS* 3 ^üj^i jjjl jujc>
PERSIAN OF IRAN TODAY
Work with a classmate and for each of the following underlined words ask a question that seeks the indicated information.
oJlJj Oi-N-i-i.*^ Ja>-     I jjj ^5* JlJjL ^jL&O^^1 jl
I .Work with your partner and match the pictures to the following sentences.
.Ju-LS" ljuj Ij 4.Lj>
jlj~i-vJ ^-Soi^Jj t_^>^5"
.ojS" ^jf ^ ^j^?- ,_jL> .Y .•xiS^g* (^Juj ^^jS" j^*> os-*-" jj
L-fl-i-i^jJ Ij VL j.J^L*2J .V
.............O**^ Oil JJ
.............^ii^j Oi' jJ
..................I* Oil
djL?- j£ - l~ihIt :YY ^jjj-»J
The intonation of questions is crucial to the rhythm of conversations in Persian. Now that we know how to ask questions in Persian, let's practice approximating the proper intonation!
Lj .Jujb Ch-i-oj^I jL_«^i ^ZsS ffc.-jj    CjVI^-j >jC_i_a> I t^^jjLi c-J jjl cJi^ VL> .(ft^iS" JI^-j        ^ y}*^ß ^ ^
(^LoJJilj j£^>£  .^_»_LS' ^jJ^j^J j^JL^J 'jjS CjVI^-J I (S3J
1. 1 LM
I. Listen and repeat.Try to mimic what you hear. Focus on recreating the sounds and intonation, but don't worry about meaning.
l_4_pronunciation I
2. Listen to the following yes/no questions and repeat them. Pay attention to the rising tone.
I _4_pronunciation2
■iS^¥ ^¥*~ J3Ji^
3. Now listen to the same questions again.This time the answer to the question will follow each one. Repeat the sentences for yourself.
I _4_pronunciation3
.|öjb j\S t5'LJ>' '4j- ^Lo-L*—j (^1^5-°
4. Now listen to the following set of questions, called ^ ^
tag questions. The first part is not a question but *
the second part asks for confirmation. Repeat the ^ 'L°-~~J <_Sjur° cSjb
sentences for yourself. <f^ ,1^^
I _4_pronunciation4
I _4_pronunciation5
5. Now listen to a few more questions. Pay attention to the raising tone.Where does it happen? Write the •  ^*
words upon which you hear the stress. ?<_Sjur°
PERSIAN OF IRAN TODAY
6. Now read these questions. 9 tt*     * .. ,
7. Now listen to the audio file which include the sentences you just read.
I _4_pronunciation6
8. You heard the following sentences in exercise #4 of this section. Now listen to the audio file and find out how the sentences you hear are different from the following sentences.
l_4_pronunciation7    £   ,) In ^jb <_cl:>
9. Record yourself reading the following questions <_sLh L>       Ji^ 3        I j x;
aloud. Submit the file to your instructor for feedback ^bl^Lu u-i ^Ijj jUJ      lj£o_o .j*—-^ jI-jLJ
.JlLJjL) 4JLJj|^ j.il^j Jailj* (^Ij-j
SHAHS AVA R I  I ATWOOD
0\c ^cJAÜ\
*Unstressed Ye oj&j^ :T j^Uo^
djL?- j£ - oj£j ^ :YA ^jjj^J
Think about the relationship between the following pairs.
While it is possible to translate the left column as "a book" "a day," and "a class," it is better not to think about this concept only in terms of the English indefinite article. By adding an unstressed ye to the end of words, we are suggesting that the noun is less identifiable because the context or situation assumes less shared knowledge.We call this an unstressed ye because its presence does not change the stress of the original word.
This structure is especially common in equational sentences that involve adjectives in the predicate. Look at the examples below.
.c^J ^j^> ffc.Lx-o ^jji .V
Why do you think that we need an indefinite ye in the second sentence?
Spelling Conventions
Words that end in a consonant:
1. Look at the examples above again. All of the words in the right column end in a consonant.When a word ends in a consonant, how do we add an unstressed ye?
Words that end with vav and o/efi
2. Look at the following examples and try to determine how we add the indefinite ye to words to words that end with vav and alef.
^> ^
I 5 Grammarl
Unstressed Ye*: In Persian grammar, the unstressed ye is called ye-e nakare but ye-e nakare is always pronounced /I/ like at the end of the words "see" or "tea."To avoid mispronouncing ye-e nakare you can call it /-ye nakare.
PERSIAN OF IRAN TODAY
Words that end with ye:
Consider the following examples and listen to the audio file:
I 5 Grammar2
When a word ends with a ye and has an indefinite ye attached to it, you will see it written in one of two ways. Either the word will appear as it normally does but pronounced with an additional ye or an unconnected alef and unconnected ye are written at the end of the word.
Words that end in e-akhar.
3. Look at the examples below and listen to the audio file. Practice saying the words with the indefinite ye. Can you determine the rule that governs the spelling convention?
4. It is important to write the unconnected alef between the he and the ye. Without it, we would once again be marking ezofe and not indeflniteness.
Listen to the audio flle.You will hear examples of ezofe and ye-e nakare. Pay attention to the pronunciation of each. Underline the words which contain ye-e nakare, then translate the sentences.
I 5 Grammar3
.jjjlii JLs-Jj        (^l4iL>- L^jI .c^-mjI ^.5"jj.jj^Lo ^ t-5*jj.jjju (^4iL>- c-_«jLo (^4_jl_>- ^^j+^j ^ ^I^Jl^- .V
5. Read the following sentences, record yourself and send the audio file to your instructor per her/his instruction.
lt^"^ (J^ lS4-3^ o^W^ o'      ^ JjJi lS4-*^
.Ju_lS*^o (^jj^ ffc-& eUcL«j ^_So ^£j^j tJJ-LwJi ^jl^^ ^j-Jj^      1&4„stj 45* fj^lj-j j-^-j, ^ j.IL>0 .Ca
SHAHS AVA R I  I ATWOOD
1^
6. Exercise: Read the paragraph below and underline all of the instances of the unstressed ye. Pick three instances and explain why you think it was necessary in each case.
*}j^o 4_«j .Jl^JL^j Ja^- OjSij *}jl^o jjj j JloI^äj Ij jjj Jüj
*}LJj j Luj (^|4j^5* Lou .*}jl*i Lou ^.^jI 4j (^|4j^5* '^jLo t^j^ljj j-^*^ Lol tjujlju 4->jZ" L ^^^j ^jLJj^L&^L^   V^«jt-o Lä^jI^jI
sL-l
A Note on Yek (Ye)
So far you have encountered many sentences that use yek like the sentence below.
In this sentence, yek means one: I saw one student there. However, in spoken Persian you will sometimes hear speakers use ye, the spoken version of yek, to mark indefiniteness.You might also hear speakers use both ye and the unstressed ye, for example:
At this point, you only need to be able to recognize this pattern if you hear it.You do not need to worry about producing it yourself. But keep in mind that in written Persian yek indicates number and indefiniteness.
I 5 Grammar4
7. Exercise: Listen to the audio file.You will hear a number of sentences that end in the hi sound. Write them down and decide which ones are indefinite nouns. Indicate how you determined whether the word was indefinite or not.
I 5 Grammar5
PERSIAN OF IRAN TODAY
In Volume I ,you learned the Persian word for "that" or "which," and it is useful to start thinking about how to use the word to create relative clauses in Persian. Look at the examples below.
1. What do you notice about the word that is being modified in each of the sentences? What transformations take place?
Ke clauses mark another use of the unstressed ye in Persian. Note that an unstressed ye is usually added to that thing or person that is described in more detail after the ke.
2. Look at the examples above again.What do you notice about the structure of the sentences? How are the two verbs organized?
There are cases in which we do not add an unstressed ye to words modified by a ke clause. Consider the following examples.
3. What do you notice about the words that are being described? Why do you think they don't take an unstressed ye?
Ra + Relative Clauses
5. Relative clauses and the unstressed ye that we use when we construct relative clauses do not change the rules of our friend ra. If the word being modified by the relative clause requires ra in either part of the sentence, then you must include it. Look at the examples below and explain why ra is necessary in each.
..Sjj 4jcoJ> pijS' ^ lSj^j Clii^
jJI^j      j •SjS^a ^5"Juj 6^"V ^
I 5 Grammar6
SHAHS AVA R I I ATWOOD
Grammar Exercise: Read the following paragraphs and make the words in parentheses indefinite. Then translate the paragraphs into English.
Ojl^ ^   ^A_*j|^J?tJ   Ij jjj JJj
.a_*j_S* 4^jj>jj ^«jjli 4j |j
^jlj^j   t_£j^jJ    (j.^_dl) (Jj&l  IJlÄÄ^ jJu   .C^-mjI  (^Ij-jI j-^L^j ^
Jjj^jJ jl jjij-j^ü ^j^-ol LjJ'i 4j jl ^J_*_9 L-ol fi_jJ JjJ^ji jöLj 4j 4j C^-mjI^ JLwJ 1—*£-> ^ CUj-w-u IJlää^ ^LSj .£*3j ^jlj^j 4j I j^ 45* (4_wjjJwo) ieU9j ^jlj^j j^i ^«jL_«j j^^-L^ (_^4_wjjJwO
.ii3jf ji (jLj
^jl^ (jb-^lxjl j^ 4.5* (4jL>-) .^L^JxjI j^ i-5*j>^5* (4iL>) ^ tj"^-^ j^j-0        (^-j^")<j"^-^ j^j-0    (4.jL>-) .tijlti 4.iL> ^-^> fj^.
jii Ij ^jllL-ywoj |öL«ü C«jI ^j\^s>- (oJJ-wj^j) 45* |öjJu Cvj^ii tii^j kij^j (^jbLw^oj) 45* JLwJ ^jLlLw^oj .C«jI
Lol Jjlju' (O;3Üj) .c^J
.Coili (i_JL») o1^^ (v1^) •
jöJul^>- Ij        I   ^ji_*j   4JLflJb 45* Cull(i—>Lll5*) ^
At home, write a sentence to describe each picture below. Make sure you use an indefinite ye in your sentence. Be prepared to share your sentences in class.
,_jljj Ij J^j>- ,_jli>4.Loj> ^jlS" jj •>A~5' ojliL-jl oj5o jl
.Jul^j^ Jk-jjal^j^- ^3j> LS^jjl5'^ja
PERSIAN OF IRAN TODAY
In groups of two, tell your partner which one you like j' o' jj ^ ^^.3-4 S^^r       y        lS^s. jJ
(like the example provided). i»* lsLh L> ^3=~ iS^^r       ^       0.5U1J»j& «Lj»
.C*~>l jjijlj iS^j^j1* _}-■• i£3j   ^^^b .................... (*jl^ ^ isi^"
.............................i^u- l/^j 6' jj ^ lsI4j'i->
............................I^^Jls*0 ^* (-5J^J3J
............................. ^-■-^5 J3j-°^ ^* (^l^-jL^-^s
............................. i^J^^LS*0 ^^ij ^* (^^4^-^
.................................t-9^1 Lj 45* iS&jA
..............................f'Ajp 3^ C^o-Jti (_£3j ^* ^ILc-l^o
..............................j«Juj|^>    I      V-^i^ ^*
Work in groups and connect the following words in order to create sentences with an unstressed ye like the example below.
.S^jS 4j>y JljLo 4j .JjjL*j 4jLj> oj5o «<_£» jl .^^J Ljj J^**"i f1-^^ y+£t& ^3 tJ^iW^" {J^^-^- :J'"^0
		
		
(interesting) ^JU- X		
	^Jjl^J .f	
		
		^
	jLI .Y	>. .Y
j .A	^XJ .A	^l.^^^j .A
(entertaining) ojcdr		
.........V	........V	........V
I. At home, make the following words indefinite *Z ^.j^ c/^W M ^ 3 J*i*'     L> jtj ^UiS" 44iL>
and use them in a sentence Make sure that your sen- .jll^L 4^ib     ji^i JSIj^
tences are at least six words long.
jfy*> t4.L«j> teX^jj*}        t^^c-iolki (4.^15' t4jL>- <4.^> tLil
SHAHS AVAR I I ATWOOD
2. For homework, on two index cards, write about two friends, relatives, or acquaintances (one name per card) and something unusual or special that they do.
3. In class, your instructor will put these cards in basket. Each student will take two cards and find the person who wrote them by asking:
Use the sets of words below to write sentences with relative clauses. Use both present tense and past tense verbs and make sure to include conjugations for a variety of pronouns. You can add more words to make your sentences.
ojlo^-oj,j Ju_«j jl OjLS" ^jx^olo j.ä .eU^-l Jul JJbl(^Ju_«j jo ^jVI^wJ ^jIjXjo jl oJu*u 4JI_*1i^j OjLS" jo 45* (^|4.L«j> 4j 4.j>^j L> ^
Iw*_>-Lö JuLl 4»«Ji .JuiS" lj*-*J  Ij OjLS" lw*->-Lö Ii* Jl«Jj,J^-0 JLS-o jjjLo
ooLäILwjI ^J^aö^-o oIjLa£ Lj ^jUä4.Loj> JjILdi^J (^Ij-i j-ij (^l&öjl^ jl
^Uj JLjtil jftjb 3 4^>jjs ^Uj JUil jftjb la>4.Lj>     jo .Ju_l5* 4j>_y L Ij JLtil     45* j^Lj <cLl>b 4j>y .^jj-ri jl5" 4j Ij JL>
(^Ijj .Ju_l5* t_9j.^3 Ju_l5*^o oolfl*I_vj| 45* ^JlLIäo ^l&j.*»«^ 4.j
^Jo« Laojl^ (jj-.oja L^jj* oj-jjI-S*    Ij La4.L)j>-
i Lj_o o s.j \15* 4_i 1
6i'
4JUl^3 - V
Ju_w\j
SSL-|
t—5"jjjjoLo ■
Work with a classmate and describe the following pictures. Be sure to use ke clauses in your descriptions.
.Ju_LS" L_fi-*-^3^J   Ij jJJ jJ^L^2J   ^J^aö^-O (j^L&djjL-c jl  Oolfl*I_vj| L
üu5* tjfrjl^ . ^
.Ju\5*^.o oL\J (Jj-o 4j ojlo t-ä-5* 45* ^^^jLi-
^LcwJ^O    tjAA*J .
PERSIAN  OF  IRAN TODAY
•\c.)f O
Culture:The Iranian Calendar ^1 j>\ f*>.5& :<-£lfcji
Ifff ^iHI        - Jj^1 jiU / Mai-dn-ftpril 2013
PQP ipqjb
iolf
22 1.	r	21 1	\									23	r\	
29 IV	i	2i IF	A	z? 10	V	If		2£ IT		24 IT	T	23 11	y	
5 TIC	\*	4 vr	\fi	3 VV		2 f I	\r	1 1- +		31 W		3d	\*	
12 \	yy	n	rr	1C ri		a tA	r*	TV		7	u	B rfl	\y	
19	r«	13 V	y1	17 p	TA	4	rv	1S f	y*	14 r	ra	13 T	yy	
1. Use an online "Iranian calendar converter" to look up your birthday on the Iranian calendar. Write it here:
2. Try looking up three holidays and other dates that are important to you: Christmas 201 I 4 1390 ^
3. What do you notice about the months and years on the Iranian calendar? How do they correspond to the Gregorian calendar that most countries in North America and Europe use?
4. The year according to the Iranian calendar is based on one of the most important events in Islamic history, namely Mohammad's move from Mecca to Medina in 622 CE. How would you convert the year from the Gregorian calendar to the Iranian calendar? And vice-versa?
5. Try converting the following years on the Iranian calendar to the Gregorian calendar: 1356 =................................
1276 =...............................
I 377 =...............................
6. Browse the internet and try to figure out what important events in Iranian history took place on those dates.
7. In this unit, you have learned the words for the various days of the week. Based on the numbering system we use to count the days of the week, can you guess what day is the first day of the week on the Iranian calendar? What is the last day?
SHAHS AVA R I I ATWOOD
1^
8. The Iranian calendar, which is the official calendar in Iran and Afghanistan, is a solar-based calendar, whose months correspond with the Zodiac signs.The Iranian calendar begins on the first day of spring, or the vernal equinox. The exact time is determined by astronomical observations in Tehran and usually falls on March 21.
Use the online converter that you found and your new knowledge about the start of the Iranian calendar to discover the names of the months.Write the months in Persian and indicate what months they correspond to on the Gregorian calendar. Check your answers with your instructor.
.Y .A
j3> 3 l^y
Cri*j3s
.3
X X
AX
.f
.A
9. Now try to categorize the months of the year according to the season in which they occur. Keep in mind when the Iranian calendar starts, and check your answers with your instructor.
10. Listen to the audio file to check your answers.Write the vowels for each word. Learn how to pronounce the months, especially your birth month!
I 6 Culture I
PERSIAN OF IRAN TODAY
I I. Listen to the audio file and learn how Iranians pronounce the months in Gregorian calendar (p—ijZ;
.Jl*j^£j ^sjjlk Aj \j ^S^L^a (^LaoLo 4jo^>
I 6 Culture2
12. In class, ask your classmates when their birthday ^>    jLijJ^" *S        jl^U^-a^?,^ jl .^j^IS" ^ AX
is.Are you older than( jl ^ <S^yJ) or younger than ^.^S^g L ju^r^fjjj U-i LI .c^J ^hjIj"
( jl y ^>^) them? Example:
■k
.....-ffl> ............................. jJ^Lo — .....-ffl> ^JL>j 4.:> jJ^Lo
(.pjuoaj Lj'.j 4j ................................ JLj [jj] ^^Juoaj Lj'.j 4j JLj 4j> [j^])
...................................................... - j^S" ^j^jjJoJ ^tjjL"
.Jk^LS"    lj JU- cSl-fi>L>- 3 v'i^ ^VI^-j 4j 1jIjI(_s^j'>ISLoJ!> ^SLoi" L '^yi^S jii .^V
..........^.y^L-o......................^^-^o^i
..........^^"^L^o........................^.&Lo
•f^J^-a................"*J .................oLo
SHAHS AVA R I I ATWOOD
You already know two demonstrative adjectives and J\. In this lesson you will learn two more. Read the following two words aloud:
Does the second syllable of each word sound familiar? Where have you heard it before?
By adding ^ to    and ^J> we add emphasis to them:
The following expressions that use       and ^Uj» are useful:
In spoken Persian, is used to mean "that's it" or "that's all.' I .Try translating the following sentences into English:
This very	
That very	J
''Right now	6*1 0*-^
Right here	
^Right there	
2. In class, work with a partner and write six classroom commands that use       and ^Uj*.
PERSIAN  OF  IRAN TODAY
		
		Present Progressive ^jljjjJUoI JL> j^^i
J 9
1. In Unit 10,you learned this expression in spoken Persian:f>Juro pjb Do you remember what function the word pjb  plays in this sentence?
2. We use the verb "to have" conjugated in the present tense as a way of emphasizing the fact that the action is happening right now.This structure can only be used to emphasize action verbs, so you won't see it with "to be" or "to have." The subject of the conjugation of both verbs in the sentence must match.
Look at the examples below:
What do you notice about the sentence structure of these two examples? Where do the two verbs go in each sentence?
Note: examples are in parentheses, because this tense is used primarily in spoken Persian.
3. Homework: Go on your favorite social media site and find three pictures of people doing things that you can describe using the vocabulary you know. Print the pictures individually in black and white to bring to class.Write your name on the back of each image.Write small so other people cannot see it when you do the class activity. On a separate piece of paper, write two sentences about each picture. Look at the example below.
4. In class, turn in the sentences you wrote, and then work in groups of three or four. Everyone in the group should put his or her pictures in the middle. Someone should shuffle the pictures and spread them out so that all of the pictures are visible. Go around the group and each person should describe one of his or her pictures. Once the person describing the picture has said two sentences, the first person to identify the correct picture gets a point. Continue until all of the pictures have been identified.The person with the most points wins.
4.5" JlTL™2> ^jUjIS" pUu'l JL> jo fOj-o JI jo AS IjUj
^S^&S 4j .jk.^S' ^wjjli 4j Labis' I ojLjo jL*il^i*^o L««Jj Jk_JL*j ^ oLwj c<_oj.j 4jL5"Ijc> La^j^Jx^ jl jabs' jjb jl .....i£P
Jjc> JlcLS" i—Sij j<5 .Juj^Lo ^jjA5" 4j |j j,j^L^2j ^ >-^J-*^->
,jjj| jl Juu .^Jj^tj Ju|4Jl1i^J 45* Ij ^jLa4.LoJ>- 4(^0^15" jii .^P
4j tJulo^l^ 2 •AJjI'i {_y*^c- ^-«-& ^5" JlJj ^jJLc-La-o ^jlj^bLvjl 45*
j..& 45* Ij (^j-1 3-^aJ* ^IS-«jI .Ju^.^wwJb OjiJ jL^> Ij 4_«j (^Ljio^j,5" ^Ji^j,5" j^i ^jx^oI^ ^..vjI ^jtilti ^jLjLJ tJ31-^1 o^l^i     ^?tj* ^jx^oI^ 03^ •^3_^'(-s*0 ^3j,"^> ^-^'"w-^0 .tijli3k5'(^-o Ju5*^.o jLS* ^jl j^
^^5* J^J^I -,-^3^'(>5-0    (j*'^^*-?' "-^-^* (-j*,ji3-^aj* ^-i (^lojL-dil 4^_ol 4j .^j^S^o jLjLol 1—Jl&^ ^jLJLj* Ij 4.L«j> 4j Ja^jj,^ ^yjSic- 45* ^jLlij-j^L^aJ* ^ >^^ti oJul^>- La^LcJ^- 4^Ji Ij Jk_Jb^ 4^|^| ^J^li
oJujj 4JL9j5" o^jS" j<5 Ij jLjLol     j.ILw_o 4.5* ^^5* .Ju^*li ^jO^Ji^o
SHAHS AVA R I  I ATWOOD
I. Read the announcements for community events ^ ^ ^ oVl^ -u 3 jlJ^ Ij ^,3 ^1
below and try to answer the following questions in
Persian.
A What city are these announcements from?
B. What type of events are advertised here?
C. Try to find the Persian equivalents of the following words:
church / adults / tournament
j-^-b j^1-^ ^ ^      ^ eUcL«j jl ESL ^^-_L^j| ^jIjj o^j^-0^ o*0"^*
j-^i^jljuij V Lj ^ eUcL«j jl jj^_^ol5" jjij^-ol (^j'^l5* j-^-b j^1-^ A Lj V ttjVL-^*5"jjj jjj-o (^^j (^Ul L> JJjI^j^^ 4„oLjj.j JjjI j<5 c^Sjjt) 4_>     JLLaj'^l^ —(^V^j> ^ A 4_JLJji»^j j^j t^^jJ-il^ jl Ju^jLj 2 ljL5"Lo ^j_>jL5* 4_> oj^j t—j.iL/j
.Ju^^j ^jjjLoJ * ^ ^ V-VV * -^f ^ P tj-^ 0jL«-*1i L ^JlH-o
jlj5"j.j (^V^>- ^ * 4_*J_Jj ^tjjLj j^i OjJ6^ 2 (^'ilj-fl-jl (_^Lj£i4JLlij j^i        2 Jjj 0*^1"***^"^^ l^j^ {jr^ir*-* Ljjj ^j^_*J-j twj^lS*
.ju'^ ^jLj rezajavdan@circuitcentre.com J^J I f Y« •-YYY-'Hf
Source: http://www.shahrvand.com/?p=7228 2. Tel I your classmate what these images are.
JäsL> oj-^o jl 45* ^b-^o^ C^¥?   j--^"^ (j^SCc.
.Jk_JLS* c*<-*s^& ^ä^j.5"^jä Lj j.jj jJ^Läj öjLj^ .V
j^i ^L-j|jj| ^LLv^jLj OjI^_L^j> i^j-oL
L^jj.^1 j^i 0^J3^ Ju_Ljj^j
PERSIAN  OF  IRAN TODAY
3- Look at the first page of an Iranian birth certificate and answer the following questions in Persian.
Bfir
I-:
5
i *
1 ■
JJI
-■— ■ ■ ■ ■■—'—■
3 -1 ^
Xt£L
4. Look at the following ads and answer the following questions in Persian.
A What are two different qualifications which are needed in two ads?
B. Do they both need a person who knows English?
C. Where are the places of the jobs?
DWhat are the words for "single" and "married"?
in
(£j3j ^^-^ '^-9^ j^L^j djj^ SL^ : j^
j1 u
SHAHS AVA R I I ATWOOD
(
Written-Spoken jLLCoy ^Ljj t^istS ^Ljj
I. Read the following sentences.What is significant about the sentence structure? How do these sentences differ from the patterns we have learned so far?
As you know, word order in written Persian usually requires that the verb come at the end of the sentence or clause. However, in spoken Persian there are exceptions to this rule, some of which we have encountered. Can you think of any examples? Write at least three below.
2. What is special about the verbs that you used in your example?
3. There is a category of verbs in Persian called -Sj> JL^JI or verbs of motion, and in spoken Persian these verbs often come before their destination.The verbs in the examples you provided above are obvious examples of verbs of motion.
4. Look at the following words.Which ones are in spoken form?
5. Now, Listen to the audio files.You will hear 5 sentences in spoken form.Write them in written form.
l_7_SpokenWrittenl
PERSIAN OF IRAN TODAY
6. At home, read each sentence and underline the words which need to be changed in spoken form. Then, write the sentences in spoken form.
	
	
	
	l-o-Co J3j-°I
	
	
	.JuJL^Ji ^JuS'j^) 4„«J!> Lol t^jl^ jLS*^^> JLL> jlXJ4^Ljj^j ,jl .P
	^JLL^^-o ^AJj UtS" Jj-o ^1 Ju'b^-o            4j> .Y
	.JuJuol ölXjLjl^ 4j ^Oj^IjJ ^j>^-> -A
	
	
	
	
7. At home, listen to the audio file and check your answers.
Oi^-«-J c^L&V'l^-?' 3 ^^-^ jij ^s*¥^ l)^^ ^ tAjL>- jJi .Y
l_7_SpokenWritten2
8. In class, use the spoken form to find out about your classmates.
.juj^l        4j Ij J23JJ..0 oLc'^li^l tjLj^«j,^lS'^jÄ ojLj^i
?jloI^o olSLio'ta 4j bji T
SHAHS AVA R I I ATWOOD
4jL>- j£ — ]n ff it :f V £ji j-oj
The following text comes from Amir's blog.At home, listen to the text and rewrite it in written form.
I 8 Pronunciation!
^mJjIS  4_>   |j   tj-*^  3  JLaJÄ^   ^0^5"  ^Jj^J  J-1^ '^j^ j^
4.5" (^4j^>- (^^j ^j^l Ij ^jlj^J* j^i (^J^lj"1 3 tj-0  • 4j ^ ^lS-JL& i—5"jj\jj^Lo
jljuj i»_j|^>- jl gtJu ^-"^-^ jl J""^ J3J        ^Jjij^0 •fö-i-^*c5*° C5^"^j öjlii JjIjI ^ 3^
.4jj^»o i-Sj^- ^jJUj ^oLLvj^ Lj       ^^LcL«j ^ („j^1 3 '^"^"(^s*0 °I-*^J* O^j1"1.?"^ 4_di^« 4JL«^-
j^j-ol i—5*jjjj^Lo .öjlii j^^Lj (^Ll_vJ^ -öj^-0 lfc-^"jl"J? 4-1 (^j-jl^-wJJ'i I"1 Läj^Ls jl  juu V^-«-3t-0
4jL>- j£ — ]n ff it :f f ^jjj^>j
Listen to Mahnaz and write a paragraph about her in ■■^j,r->. 3'       ^ ^ 3 "V5" 0*3^ ^-3^ is* j'-H-0
written form.
PERSIAN OF IRAN TODAY
	
	Spoken-written ^jliJjp-^jLif
)	
I. At home, look the chart below and compare the sentences in ^pjS and ^L^y. Underline the words that are different.
l_9_SpokenWrittenl (I^J
Llä5* 5^     ^jLäojI^ jjj ^ Jl^lS- 4_«^ilJLo
cSj^r 3 lSj
2. In spoken Persian, sometimes instead of using pronouns with L> we use the possessive pronouns that you learned in Unit 4.We add "bähä" to the possessive pronoun. Review the chart below and listen to the corresponding audio file. From now on when you speak, try to use this construction. Remember that we use this construction when the stress in on the verb not on the object pronoun, like the example below.
- Did you go to the restaurant with your-friend?  -Yes, I went with her. In this example, if our emphasis is on "mom," we use "ba un," but if the emphasis is on "raf-ti," we can use"bähäsh." Use the following questions to practice.
?LöJ_<-vJ (^La-0 Lo L Iwoll
?j_*j-S'^o diss Lo L    ffrJLJ jjj-j I
r	
	
	
	
	
	
	
	
pj-a^-o jl
J^JkJ> .JwJLSjS jL J^l v_jLa5" f (^j-Jj^ AJJL-.*A ^^Lo jjL«.^ ^LoJb 4_«_^j
^jjI jl •J^-Ä*i o*1^*     ^ i*s*3^        ^ 3 J3J1*0   '-^ L lj jjj
.AjJ-5" ojLflll—j| (JU^-L-j ^jj| j| JwJI^j^o AjOJ^o 1-3^jLLäS" ^—jjli 4j tJUSj ^LImj Lo J^JTLj &S ojLflll—j| ^jLoj ljLl^-Lmj ^jj| jl 4^ AjwliL 4JL^j|J 4j>^j
O^-jj^i L -    :J_oljÄ) lj jjj JLl^
Jl^j j-STj jfl Lol ailii»il «^5i L» jl jJjL «0^3^»      ^5"Lj ^fl
Lol .^^5"
ojLfli«jI ,j^j t-9j*i c^j>Lo ^jj| jl Lcl>- c*-*a;o j«5jV ^15"
l_9_SpokenWritten2
			(^jLiÄS" L (^jLlJj^j
	Lo Lj		
	1.o_vj L		L
	L^-IL		
SHAHS AVA R I I ATWOOD
University Majors ^jJ&lSLwili ^L&d-oij
1. At home, learn all of the majors in the box and
how to pronounce them.You will need to pronounce them correctly during class.
I_l 0_Vbcabulary I
^ juoL>- 0jL>j*j jlo ^S^> ^ >^-jS ^^1^5* ^i^s ^J-1^ 4-t t4jL>- j^j .V
2. At home, listen to the audio file and write a paragraph about Hamed and Farima.
I_l 0_Vocabulary2
3. In Class-Gossip game! In groups of two.talkabout two of your friends who study different majors: their names, their major, what year they are graduating, and one of their interesting characteristics. Your partner will take notes and report what you said to other groups.
.4j|^-^o CUcL*i oJjI^J iSJ3j
Ij |ö|JlS" j.ä JäiUj 2 ^ is*J-1^ •^Jj-^J
(   . 4..(»vjl_LvJ  Iw^-wJj   |ö|4JI_^lj)   .d>«-wj|   ^£^j1_LwJ   iw-t-wJj   |ö|4.H_Jjj -
Biology	
Communication	OLULjjl
Asian Studies	
Linguistics	^Jc^ ^Lj
Business	
Middle Eastern Studies	
Political Science	
English	(^«--_LXjLj|) ^v^_lXj|
Persian Literature	^^jLi c'LJj^I
Psychology	
Sociology	
Education	
Anthropology	
Radio,Television, Film	
Electrical Engineering	
Petroleum Engineering	
Art History	
Finance	
PERSIAN OF IRAN TODAY
4. My Major Isn't Art: Your instructor will divide the class into two groups. Each group will play a game of Pictionary, in which all of the prompts are the majors you learned. Representatives from each team will take turns drawing a picture of the major that the instructor has chosen from a list.The members of his or her team must guess the major in Persian. For this activity, make sure your books are closed.
I.At home,you have been already introduced to educational system in Iran in Unit 10. Listen to the audio file and learn how to pronounce different levels in this educational system. And learn all of them. Find the equivalent for each in American system.
Ij (^cl^CLjjj *}LL«jI .•Sjj^a &Z^u (^cLj °3J^ (^cloJLoLoJ ••Sj^'
.•XJb^^a ^jLJLJ ^1 4j iA^LS* (^c^j Ij      0^*(-j-0 °J ^ j^lj I o^jS* ^jL^cUjI
l&0^j.5"^_& 45* Ju5* ^_5*_^5* Lj ^ °3J^" .Ajjlii C--9j 4_oLj ^J-^^" -lailS 4JI_*lij jJb ^j'ij ^j*iJl>-
^Lj*(^LaiwjLiS* (^jLj c--9j .c--9j Ju_a>l^> 4JL?tJ*      4.j o jjjLoj jL^>
^Ji^j,5" oJujj o^j.5" .JlJjL 4JLwj JuL jJj^jvo (Jjl-^j* j^ Ij *_-t-^jj^
^■dij^-ol ^JL^-i-wj OjLj^ 'J3I *—»1-^5* j^     * ^jjii j^i t4jl_>- j^i .\ Jailj* ^ Jk_*_&^ ^jlijS" jjj ^iy^s ^Jj 1_9 4j .Jj|^JLLa^ tjlj-il
.Juj,_J\j ^L> ^ Jk_JL$" ^j-lj-CJ Ij (^^-^j^-0! (^La4jL C--vJj^
j^ Ij L^j| ^ Joy^Sj i^Lj   Ij I_C>4jI>   (Jjjl  4^jJ!> 4j  JojJj,-q (^L&OjI^
l_IO_Vocabulary3
, _jllLw_0
^jL«j_alj
«^1*       ji» jUT
LS'^ij'"' ij^i ■■^^is* JW^J* .cx«jl (J*^-> (JI-«j
(_c4jjjA^ ^So ^cj^j^ jj :VL> jj j-^u
^IS^sjIj
2. In class, in group of two ask your classmates.
1.^
- If they have anybody in their family who is in elementary school/middle school.
-What subject they liked when they were in high school.
- If their great grandparents had diploma, or bachelors.
- If they are a PhD students.
I.At home-The form on the next page is the application for student visa for the students who want to go to
Dehkhoda Institute to take a Persian course. Fill up the form with your information. Listen to the audio file to learn the pronunciation of the new words. Make sure that you are able to pronounce them correctly, because you will use them in class activity.
jl Ij 3jJ,3j oLc'^lLI 0jib j£ (^cl&o^jS" j*i <4jL> j£ a
(_cljj ^j^cjLib iS^}i3 4»oljLiLi5j Juu 4j*JU£> |ftji -djL>- j»i A
.^a^t^x^o L Ij ^jl .JLoIjJ^Xj ^«jjL9
ojl^      -^-^ <J*£ 1^3^ t-k^ ^ Laojl^ JaiJj ^jlBjS"      (_cljj j^ ^S- j^I-JLjti j^ Jj^' '^^i-^ ^k Ij (j^J^ili* 3 ^^-^ jlj-So Ij
.j^-jj-S" o^LiL«j| Ljaojl^ jjjl jl JuL 1
SHAHS AVA R I I ATWOOD
................. :£jLaJLo .........:^L*_^2j?tj 4JI_Jjj
c Data	Latin		\
Name			
Middle name			
Last name			
Father's name			
Grandfather's name (onlyArab people)			(    jc\ ) Jc> flj
Date of birth			
Place of birth			
Nationality			
Passport number			4-oljj <Ä5" OjLo-*1i
Date of issue			
Expiration date			gl..AÖj| £tj jLj
City visa to be issued			
How long are you going to stay in Iran?			
Last entry in Iran			
Specify your course attending date			Jk_JL$" jaxLo Ij ^"j^
^ Your major of study			
2. In class, your instructor will give you a copy of the form above that is only in Persian. Without looking at the copy with English, use the new words you learned to ask your partner for his/her information and fill out the form.
.J^-jJ-S" jJ  Olc"}!!?! 4j <*J>^J L Ij fjS ^ Juj-;Xj
PERSIAN OF IRAN TODAY
I.At home: listen to the following conversation. It is written in ^hjf. Practice how to ask for a few items, for example a kilo of cheese and a half kilo of olives (^j^.You will be asked to act out a shopping situation in class.
store :ojlA/>
sliced chicken/chicken cold cuts -.^y, ^ULf anything else        ^ (<j\&* ^) walnuts :3^f
This too; and as for this
"you're welcome, it was nothing"; it is also a sign of politeness before you accept the money you are receiving for performing a service.
Jl3>Ju L©Jt> 4_>
I  I I Conversation!
?oJll> ^j^LS* jjjl _L«j
Jj> .^j^Lo^a (^L^ l^^^L*) ffc-)L>
2.At home: Listen to the audio file and read the text.You will use these sentences when you want somebody to repeat himself. You are saying: "Excuse me. I did not understand.What did you say? Would you please say it again?"
Make sure to learn how to use a few of them.You will use them in class activity.
Oil jl Ij o~*-° 3 ls^¥^ l)^^ ^ tAjL>- jji .T
Lj^jl jl  JuL ^jtJ^S eU-JLli j^ .-Sjj^Sj Ij ^j3-0 •^ST jlj5o
SHAHS AVA R I I ATWOOD
I  I I Conversation!
^^j-Jxj OjL^o 4_Jj^»o .|öJk_JL*U |ö|^>^o
3. In class: In groups of two, pick a specific product and act out a very short "sell and buy" skit! Add a few sentences that you learned in section 2 to your
jl tjLj(^La^^Lfl5* jo .Ju-lS'   jLt ^j^j^ji ^ juj^- OLIOS' ^LiLoJ ^
I. At home, read the text silently and then aloud several times to practice pronunciation and fluency. Be prepared to read it aloud in class.
^jLjO^^  (^IjJ   JüJj jlj   JÜ_>- ^ .....I   |j jjj   Jj--0  sAjL^ Jli
^ü'^lS' j^j JüJj Ij     I 4.5* Jl*_JjL> ooLol .Ju-LS' ^jJj^j j JloI^äj
l_l2_Reading
(^£^?cJLj|o .Jul^^^-o ^jaIjO Jj-aJLwjI jO ^ülj^j   oL\JLj|o jO ^1  .OjIo <JI"«j V* * ^3oj.^j
u^J^ UjLtf u~^i j'""j ^ •      <_s^° ls^^J '-V*-' •l^Jl lS^-^j ~^i>j\
<-£'^ j^i      Lao'-1™;'--' 3 j^i jWf ^ 4-~J '■■öij'-"^0j "^3-°^-°
^jaIjO Ö3~^" ^3J(-s"*""1 3"^".....-'-.....-'IjibLwj 4j ^3oj.^j JLw^ol ^jbLw^ilj .O^j^.0 .....-I-.....jIjÄjLwJ
j^j L^JI .u-o l^-o Jj-JL^jI 4j ^LJJuo (^IjJ o^j^I"0 3 1-°! 'U-LS^-o jLS" ^Ji ^ Jul^>^o
o3?" '-^™iJ' il«^' U»'.H '-^3 Oi^H^       -^-i't^-0 ^3' fj'-V?
Ij L_9jLc ^jULwJ^O o^^" ^—^^  jJLttJj^^ ^3oj.^j Lol  CX«j|  (^j^* jL-«^ d)^l  0L0 jO Jj-aJLwjI
jLw^j d)^l 0L0 jo I^ä .Ju^j^o La^^iLij^- oJuu iS^ji ^-^jb L^Jl ^.ä ^ •sjS^a ^ijjuo L^Jl 4j
3. What is different about this year for Behrang? Why?
4. What are a few words you don't know? Can you guess their meaning?
5. Record yourself reading the text and send it to your instructor per his/her instruction.
persian of iran today
CrY\»
In class- the following short text is factual and describes an important Persian expression.You will read it in class, using the questions and prompts below to guide your understanding of it. Since this is a text written for native speakers of Persian, you shouldn't expect to understand all of it. Our goal is to use what we do understand to figure out the major points.These kinds of exercises will help you develop reading strategies, which will become increasingly important as we continue working on authentic texts.Your instructor will not translate any of the words in the text for you and you should not look up words in the dictionary. We have provided a few words for you.
J-ouiLJ dCLu*^ :i_xJJi j-S 3 T (jJul^ji-
ffc.j^-o ^"}Ua«£>l ^JXj ^ C^j\ ^5*^3 jij olios' 0-*-° ~i^^^ *^
(^lj.j (Jjjl 45* l^tll jl ->A_j|^tJ Ij JjILo <Ju~o^JiJ I j 1-^-^*(-5-0
45* JuJjL
jl 4.^tJ I jl oolftlLvjl L 45* C^-mjI JjjI Lo l_9Jl& .Ju~o»^Jlj lj JjILo ^LoJ
lj ^jLj^jJuI^^- ^La^jj|j.iLwj| jjS^a t-£»«5* L©»Jj 4j La(jjjj,^J
^jl9|^ ^j^ILo Jjjl Lj jILJL*j 45* Juu 4.j JuJ jl .Jk..*Jfco O^J"
^j.5* Jl&I^iJ 4^j>j,j ^jl-j^lj-j tl^i^ l£^°J^3 l-o-Co oLLvJ
Ojl^ JJ->- ^.ouo Lol tJuj5* OolftH_vj| C-jJ i—jl JuLo j_o I-o-^j j
6JJ -pijj-ii JJ >
f^-J^ JlS" 3
Reading Strategies
1. Read the paragraph once and try to determine how many situations it discusses for this expression.What words helped you count? Check your answers with
a partner and then review your reasoning with your instructor.
2. Read the paragraph again.This time focus on the three different situations in which you use this expression. Underline all of the words that you know or the words that have parts that you know. Even if you don't know all (or even most) of the words in each description, try to figure out the gist of each usage. Do not try to translate! Review with a partner and then your other classmates.
3. Read the paragraph one more time. Did you understand anything new this time? Once you have finished reading, work with a partner and create a short skit that illustrates one situation in which you use this expression.
.JujIj^j j*^ ^jljtitL**j| b Ij (jLj*i_J,d>^^ 3 Jw«j5' j^j-o
oJ ^
.Y
45" ^jL&ojl^ |aL«J jjj .J^jS j5j.«j J^j^o j^S* 4j     | ^^Ua*tfl
A-oIj^^o p>A lj L^il jl 45" ^^jLftojl^ j.jj .J^*lS*> las* ^j-oIj^^-o
U>4
'j'3 .
6^ d-^-^ j'
o1 j° "j's oi1
L ^ja*^—j ^ ^Ij^ft^jS'^ft L IjJoI AjIoJ^ 4j>^ILo 45* lj 4j?u| .J^j^Jnj^j 4j>^ILo jL ^jj| LI .*j_oI^?u Ij jjj ^jjI j^j*i jL
oil jl ^
.JJbJ ^Lio Ij LftO-ot9^-o ^jjI jl 45* Jw«j5' ojLol oIj^S* ^LjL«J So
situation :c4*5^ they pass :Ju'^i^o jj silence -.cj^JL they break tjc^^-o to remind -.^jS
mistake :oL^i.l sarcasm :4^Js
^ ^jljL^cJi t5"*^3 *^li-o .jlllS'^-o o^Ljiil«jI i»aliL?c-o (^1-^^—^ol9^o ^ ^Lj OjL^£ O-1! jl l"^(^l^jl cx«jI o^-*-° 3 '-\-'-'Jx.>.o^o Ij tOjLx ojl      ^ ^^'i'ts-0    jSjS^jb      jl Lj^^«j,^l^-«ji
4j jLLal^^^o (y^S y>\ j^i Lj^^?t*tjb ^jLoj jSj^ ^JLi-o .jlllS' jL Ij ^s^"
V
jftLoJ jjj^lS* C-j^ 45* jlllS* (^j^IoL (jLlioLi
:JJ_i^\ 4j 4_'olL? j-wj jl Ju5*^-o ^JiL^I_*li|
jLS* t^-^'
J^3 ^ Cri) A*
SHAHS AVA R I I ATWOOD
I. In class: listen to the audio file for the following conversation. Underline any words you do not know. Work with a partner to use context to figure out their meaning.
iS j& jjj .A-JSJ ^J>£ LS"^"3 i_k^ ^ '0*,<^' J1^ ^
.Jl^lS' I^-*j Jl*jI*}^.oj ^5* Ij ^jl&ojl^ ^_Lx-o Jl^lS- j
I  13 Conversation
?0JCJ> jjl iJk^ÄO LSI
The big one
he at the end of the word is the definite article in spoken form.
2. In class: in groups of three, form a store. Label several cards with products and their prices.Another group will come to your store and will try to buy what they need. Sell as much as you can.The other group will try to buy for less.You can use the following phrases to spice it up.
.•S^jS eX^jj*} ol^Jj^ji Oj£J 4_«j (^Läo^j5* j*} t^yi^S jA A o^j5* .....jj-o Ij L^jI ^l^o-^S j ^Jj■n'*iA |öLj OjlS* jjJLL^'
4.5" LäjI   Lj   XjS^O j^Jt-wJ jIJuj.^- .Jk_i-*-ü^j.Äj Ij L^j|
Jl-.IS' jJiwJL>- Ij (jLj^^li-T 4.5Uj|  (^IjJ .^jbj-o ^jl^S (^L^J
.jk_jLS" o^LäILwjI j.j j (^üidjjLx jl Jwol
4JSJ? 4J3jjl
(discount
PERSIAN  OF  IRAN TODAY
^You were telling me that I'm nothing without you	
Stay with me forever	
If you're not be here, I'll die	
Flower without flower-vase, it's impossible (it can't be)	
What a mistake 1 made	
That 1 believed your words	|Oj.5"j^L ^jlij.^-
A cold day in autumn	j._oL> ^j..vJ j^J
You broke your flower vase	
Like the bride of flowers	
You sat in the greenhouse	
The spring will come again	
I'll bring you again	PjW8 3j ¥
Like an ornamental flower	
I'll plant you in greenhouse	
You'll say to your (new) flower vase again	
Stay with me forever	
You say'TII die without you"	
flower without flower vase is impossible	^L5^ 03^
She's making a mistake	
That she believes your words	
4j|jj jj| Ja^- j-J^I ij^J^ ^ •'-^-'-'■*-^J J*-*jl<i^o
4.j ^ Jl^lS- ^jjS" ^X-l&l 4j .Jl^lS' Ij ^jl i^^jS^j
4_«j jl o^lfllLwjl L> ^ tjLj^ii^j5*^Ji 4j t^yii^s jA
At home, read the lines and underline the " words you know. Find the song on YouTube by typing the first line. Listen to the song and pay attention to how the singer pronounces the words.
In class, with your partner, use three new phrases that you have learned in this song to write a very short dramatic play! Act it out in class.
shahs ava r i I atwood
Paragraph Writing ^^amj^J Juj
I .At home: review the Nima video from this lesson and watch two additional videos about Raha. Write two paragraphs (at least 250 words) in which you
compare Raha and Nima. (previous videos I_6_Vid-
eo2 and 2_5_video2)
OjL>3*}  <JuJu*i  ^jaIj*} j*i Ij L«-*J (^^jJu^ Jli A
.....j j-o JÜJ 3^ .i-\-iJ-i-iJ j.*j Ij L&j OjLj*} j£j*i (^^jJu^
Ij  L«-*J 3 l&j ^5"juj jüj Jjjl j*i 3 JlJjL) *h_Jj|*i  Öjl^ VÄ* ^.S'CXwJ^
omprehension   j^ji dil5"    dJuii     - jIjl*JuCo
I.At home: watch the first episode of Cafe Denj at least two times and complete the following chart about the characters in the film. Include as much
jL ^        c^j*} 4£j^x0 ^l?TJ Jj-J^l s^jL^ J(i
3
information as possible about each character. ^^g/ l_4_Video3_CafeDenjl	
f	J--01
	
	oJul
	
V	
2. In class: Work with a partner and discuss what you understood from the first episode of Cafe Denj. Then you and your partner should write one question about something you didn't understand from the episode. Share your question with the class. Students will try to answer the questions.
OjLj*} ^JI^^J Lo-Jj jl  loins' jJb ^y^^J .Jl^LS' öu^d ^jLj^wJjl^oJfc j*i  ^üjlS- L> Ij ^jLjJI^^J .....j j-o JuJk-JLJ 4j>3H»0 4.5" ^AäJ
^jI^J^ ^aIAJj tOVI^—j 4j JLLlS'^.o J1^ 4»«JÄ .JujIjkXj
PERSIAN OF IRAN TODAY
3. In class- In order to fine tune your listening skills, you will listen to one section of the episode several times and you must fill in the blanks below.After listening three times, review your answers with a partner and then with the class.
juu •*A_;_L5' jJ   Ij jJj (^J^        Lfi>L^- ^ Ij ^J^J^ (j^^
l_4_Video3_CafeDenjl
45* i^ji 4-^9j5" |^..-wO-.^J 4JLJL5"jJ j^jlj"1! 4_> ■
.............................. jl JlvJ ................................ jl Juu ...................... >ll^-Q 4.JL>-
.i—'j^-o...................................^ jl......................................
(j*>ljJ 3j 4Jl5*^ ........................... ^Lj 4.5* lilii ^L^J_JL*j ^ lij t-£jj ............................ 4j .........................^J1^* "^IS* (,5^"b ^j^-vJ j^Sb ^ J3^°
......................................................................................................3............................................................................................... <^*i -r^V^
.Ju;_lS* j.j Ij jjj -aji -^i-1-^* jL ^jL^ii ^slS*      ^^ja^j.s'^.ja L     ^>^js 45* j^j-S* (jiji -^"^15* j^ -^f
vli JS
customer -.^jl^
characteristics :oL^^
iilj5Lj->Lj (_c"3l>jii .^A
j3j ji
(oiil^ijjj-) Oiil^iLi- .f
(J^) jL^ .Y ^^Li .A
shahs ava r i I atwood
Oji .Of
• lil* '(»^i^-0
JLJ.AY
.řY aL.^Y
iý/ jL<,3^jL.řf
l>ů/ l(t3"^ Jj5u
Ů0J o*"**- 't^Jur* V *
.YY
j^Lj d.~.^.-> .vy
jw^iiL c^a^LLi ,Yf jl>a .V A
Jo YY 'JS-ři^ 'S-'-'-'"-'^ 'JSJ"°^ YA bji     <bji bji.bji.Y^
í Ji1 jí Ji Ji
.A-
jjí-oA .A \
(ó3**>) <J-°Á -AY ^jVl jj--oÁ .AY
Ls-^j^^a .Af (b-jj^ft) L>^jUÁ .A A
0^3 ^
.AY
loži" .AA
LS-0 • • • ) f.J—'lJ-0 ^
from :jl / ((vi^ . . .)
V^-ojí-o .Y ^
(^láj^í- j^jb) ^Ul pst> ^UiU- ^ .YY
Jou.Yf
(.... ...) .^S^ jL5" ^ l(^j|^-^ ^3 i^jÍ .V?
(f^ts- •••) c^ur* i^o-^ -YY oj^jj .YA
(L-Jj) Ia^^Í) T * A cucLj L" T^ <ná& .YY
jAl-jI .Yf ol^iL Tů
(^^^o) ,»3^ .YY ls-o.........) ^^-iläJ c^liLSJ .YA
(d_taj> eslj^j) djujj> i^lAj^j .f ' (|!<téjJLi ^Lp- .f \
.fY
jí Joú .fY
Ó^'^ '(^l^cs^ -f f
bji jl .f& ■ ■ ■ Jj, fY jL.f^
^ÍJls^5 a^-^b íb ^glij '(^3 -AY .-í^ýL .6Y
persian of iran today
^JLLi- ^ji-l .^A
- i
.A-Ji' (jíjä^o Ij jiij .ij^ ^jjt
jíl
£ji ^uir
.w-
.WY
.wr
.WT .WA .Wř .WY .WA .w1 .M-.\A\ .UY
.Mr
.UT .MA .Mr .UY .MA .Ml
.w .w .m
(^^i)^j^i .u?
^ojlšolLSl.WV ^L^. ^j. \ YA
djwLs-.WI C^JjJ 3 fttjJjU . W •
Ö3iji.3^_ '|t>Mí^jdj.WY >-SLi3 jiSÜI / jjj ^ai^ .\ Y Y
oij j^jj^I . \ Yf Ja*jj |oLj. ^ YY
^I^U-^lj.WA joü^ü.Wi J-Ijj ^ijt • w • JaJ Jiti. ^ T)
c4*jl-.wy
4jj5í . ^ f T
Ó^tó-WY ^Vj^ /<uj5* . \ f A
j^-oLo.lAY
sä/Ab?
^S^íjr* kUÝ (^(^ *ü>) • > ÖA
i^ÁL^^j.^^ ojldj J^U .CoilJJ ^LU . Ir 1
55ÜT.A^
^ijí.^Y U
J^<Wfj5.<\f
jjiji" o>iUi^l .<\Y
jLl>^j^ . ^ * *
^.Uiaslj. V \ jjb-jj^j^. ^ ♦ Y
jLUjjJLA.^ • Y
t
ft>-L*j >i (j^š. ^ * ů J j^i IôJ>) ^Lijir .VY
Aj-L^J^-Lj . ^ W
oVIj-j 1JI3-i). ^ m
OlIaLjjI.W-
^jjL.wr
AJĽíjjU-oUJUai.lYf
^-jLwjjo^ic.^Yö
SHAHS AVA R I I ATWOOD 54
^ J*i :Y .6
^bj c*^y
jl J-i < JJ :A j^I^jo . \ Y ^^jjj 3 ^IijLo-jj : P j3~.,.,.IJ . ^
(^jbJj^J 1(_£jLi5". ^ Y
^jjjjj* C^Jua <■ y j> CÁa :V j3~.....Q . ^ ^ d_;^j3j (_^Laj^-^j :T ^0013^»- .Y • ^Uj^i. :f ^jJJ|^> .Y ^
9-o3x* fy. pJřis* "^r^*-* -VY
^sjIj c^~J3>5 3X)       cb : ^0 3 jjcjj c l-i ň lt .YT
J3J jjj .Y&
,u .YY
cP'h aj3
example
like
2_l_Vocabulary I
. Jl*^o^J_i Ju^-*-«J^-ö 45* I j      l&4.L«j> ^ Jk_j5* ^o^5" ^jj^J j-1^
2_0_KeyWords   v ^)
I have lived
English translation (major)
I know (somebody), to know
Masters degree
Sociology
She/he is interested
Most of her friends
She/he should write
Semester
Thesis
She does not have much time
Nevertheless
Jl* oil W-^Y
Together
She arrives, she does her work, she takes care of her work
These days
Less
(Ij9j öiD Lajsj oi1
SHAHS AVA R I I ATWOOD
Each other	(<*Jo a*J>) jSjJuoJs . \ Y
South	i_>aJj> . \ A
They have gone	(jjlilij) Ju'U^ij . ) 1
To introduce	
1 want/would like to introduce him to you	
About her	^1 (^ojLjo .YY
1 would like to talk	(ftp'jj <Jj> ^\^>^) ftp'jj   j> pA^^A .YY
1 have not seen	
Last year	JLüjL XA
It was fun	c--**uJlS" (^ti^j>- .YP
Airplane	U-oly, .YY
Ticket	CuJj /JaJj .YA
Cheap	
Kind	
Hospitable	(jl aJ                jl aJjU^o X \
1 got to know [her], 1 met her	(....jal ....) ^Jui Luil [3I l] XY
Still, yet	ja^js XY
She/he calls, to call	jjj ^Sjj i(4jj^ ^Sj'j) AJj^ ^Sj'j Xf
Reporter, journalist - journalism	(^jlXJ 4„oljjaj 1                  —jl£j4»oljjaj tjlXJj^^ X&
Writer	Oi-\-i-.....j aj X?"
He has a meeting with someone, she/he has an appointment	(0jb jljl) Jjb jlj.S XY
Agree, she agrees with me	(4Jisla^ ...) eU-J          jj-o I; al / Jjsla^ XA
Disagree, 1 disagree with that	((^ÜLäo Jjal L Jj^) (^ÜLä« ^1 Ij        1 >JdL?u X^
Worried, to be worried	
Polluted	o^aJI X ^
More polluted	jJoiaJl XY
The most polluted	Jjjj.jo.iaJI XY
PERSIAN OF IRAN TODAY
jXjo   jb ^ c5—>jli ,jl    jb t-S*-j -^«5* C--vjjo ,j^5*JujI djLS* oSo j.J (j-jj'i      ojl^ j-fb (^1 j-) AX askJuc1 j& JuJLo s4jL> jii
.Joj^Lo ^0*^15" 4j Ij L&CjjlS" Jjjl  . Jk——0^-° Ij  OjI^ ^vJjl.9 JoIjuo JoJbO 0-»I^j> ^LII^-vJ 4j .Jl—T^-0 ^JI^vJ L«-Jj jl Ojl^ Jjjl jl <5oLftH_vj| L> ^1 ^ JoJbO ^jl-JLJ 0^>- ^Sb^jS'^j.Jb 4j Ij 0^>- (^bbCjjLS" jl ^_^-> % ^>^-*-£^->
^jLjLi L«-*li 4j (^l^jl^ 45* c--«jL«-*1i ^sb^jS'^.jb c-j^j        .Joj5* o^LsCvjI o^>- ^jb^j.5"j^jb jl ^Jl^«j ^Jo-«jj.j (^Ijj      tlw*"^   L©-»*> ^a-—j ^
.Jo-«jj.-j     JoAj> CjVI^wJ Juj^5"^-o 45" ^jI^j> 4.j 4j>^j L Jool^j^.0 o^j      _o ^j<_—is j^-b 4j l.o_Jj ^^SZjiS 45\j_i| (^IjJ -JuSo
2_l_Vocabulary2
(ajU- j^) ^jblf n£jbJiy - ^l^jlj -.f
<Z>j^£> 4j ^jjjj^ (^Laojl^ 4j Js^jj-o ^La4.L)j> <(J^>3 ^ A^Juo & ^JjjOJ JuJLo (Jjli (JjjI jJ •^*-'-">* <J"i^ ^
(^jL^flS" jftji L 4.5* (j£jlij>-Lwj L 4-oi5* jib jjj .J^5* 4_wjliLo Ju|4Jl1i^j "}L-9 4.5* ^jLlJjjj (^La4.L)j> L Ij la>4.Ljj>- .^^Jj^m (jL-j ^jliiiS' jfr^^ Underline any words or structures that are different in the spoken form .j~-^5*j
.Joj.*^j oL ^Jb Ij Jo Jc> (^bbojl^ (^jbLa5" ^J^-^j C^-mjI j-^j o^*i 'f^i-^'c.s*0 0^l-.ftILvj| ^jlzJS ^J-^-*^ jl -.1^1
2_l_Vocabulary3 ( )	
	
	
Populated	
United Nations	
Member	
Official	
Region	
Middle East	
Capital	
Center	
World	
The seventeenth	^.tAXoA .yy
The eighteenth	Qj.aJtt.v-'yft .Yf
Accent	4j^J .ya
People	1»^^ .y^
Jo-—o       Jo^_wli^-o 45* I j ^jLib4.L«j> ^ J*—-5* ^j^i^5" t^J^ 4j
^—^_ob\j| JoLjuo	
Trip	
Country	j^J^S .y
Is located	
Province	Jc^J .f
State	cJLJ
City	
Village	
Neighbor	4jL^«j!> .A
Sea	
North	
West	
East	j^-i . ^ y
Population v	
SHAHS AVA R I I ATWOOD
.p jl J ................................. ^j^.l
.|«jlkj CX-jop lj ................................. ^OjLj^ J^Jlpu .Y
(^-s      Jjj ................................. |*jte*dj<5 j" 'uJ T
.tXjS"        ^j5"AJj ^yjtiS ^3_kJ> jij ..................................f
•fi^j.................................<4.................................lSLh ^'i^cr0
................................<ü&U ls-*:Jj Ljli>i_.LiS' jjjjl^i- 4j j^o .Y
•f^<jr° j-*5" 'j.................................^J3j 6i'
..................................^
^Ap-.................................Ij (OdLa^j^ lS^j^ '
(** ^ .................................iS^jSj V^^jw ,«JL~>5.j 5 ^jwo
.Ajl^i-^^o.................................jJÖjI LS^jl^ijLS'..................................^ Y
.|t>Uläj ................................. ^ ................................. ^L&j^Jj l^i&jjjS 4j J^o . W
.......................................fj~> fj> 6i'
................................ 4.1'ilc jL> ^L.ujj^ 4j J^o A&
.^L^jb..................................^jljSj . \ 9"
.....................................j3^».W
.C^«jI ............................... pl^i"^ -Jj^jo oJLLv^j^J . ^A
.(>flil^ ............................... L Vj^sjuo jj-o .^1
.|Ojb jlji................................L       jjjl .Y •
.(fr^S" C*—.................................. ^ lj <_S™^^jl ft>-il^J(_s-0 J^o .Y ^
(to be familiar -.^^       .^b> LiJ.......................................j^lT ^5_L&ji L ^^5" ^ .YY
/jD^Jb............................... c5^3j3 oLXaIiL j^gaC......................YY
................................^5"joj ............................
(quantifier for person ,i.........................................................^1 Ljj ± ö\ j^S .Y<s
persian of iran today
........................................ jlj.--*li 4j ^.5"jJ.jjJu ^j'A.O (^Ij-J |ftj^Lo   . ^
•r*JVKjr* cHj^.............................................^J3J t>J
•f^jls*0 ^j-^............................................. CUcLj ^So ^5J3j f^^j^^ 3 ,j^o x
?c-—-j> (^ojLj.i Lo_li................................f
. Jl«*j ................................juL       £^Ll> ^L*^- ^j^ij-wj |ftj,.&l^>- .P
•fj^................................. ^J3J t>J
.(documentary) jll^o jJLJ 4j ^ <fjb...................................(5^*^ ^Li 4.j ^ ^ .A
.^j^j JLj^i................................... L j^ji^
.c^-i      fj^Ln      ^wJ' J3j ^^v" 6>v"4 f*-.....................................^ *
j.5o cJLll?w LJIj.^_«jI 4.j.......................L jju . \ \
.|ftjL*li ................................JuoLo 4jl_>- 4_> U-oll ^ V CUcLwJ Ij . \ X
.Jul^>-^0 ^Oj^Lo ^ jJu  Jjljl j^ ............................. Lol tiijlii (JLmJ ^ . ^ V
.C--«jI ^jLiLwj^JuJi j^_^5*..........................o^j ' ^Ju_a ^jljj .
.c--«jI jhj ^j^-l-o t-^j jl j,ul*j ^ I j"^-^> gtju ....................^ c--«jI ^j^J^S l^jj ....................(^Iffij^JLS* ^jl^-o j^ tjlj-il ,-^i^"(>5-0       ^JJLo ^jLojL-wj. ^ 9"
.li^Jj^o 4_jL»oj^l1>- 4_fllaJ-o j^i Jl^lLo ^J-Lo ^jLojlvj jjij^-ol .................... t^jlj^j '^jlj-jl ^^-o'^iv-'l ^j^-«j> ....................... :c--fi5" ^jIj^j jbj.^*li .
.Ju^j^-o l^jj-ol 4_> 4jVL«j j|ju^ (^Ij-1 J-J-0 o^j'"^ .......................... ^L&j^-^-S" .^A
.Juol LjJii 4j lijlii jlj-9 L^jj.^1 .......................... j^ ^5* i^-i}^-^ J.J^fc"*"?' O^ij Cx?°J^Cv 3 J"^"*" i^x'^-i3^ th-^j^ - ^ ^
L^jj.^1 j^i l-^j (^L&cJLiI jl j^^5"......................j^i Ljl*j>j,j^ cJLI ^ t.......................j^ ^jIj^j cJLI .V *
Jj-o L 4_^_^oJb ljJ> . \
I .At home, you have already learned the following words.
■wLO / I c-.>-i.*'.i.o1  / J3j-ol
There are a few other adverbs of time which will be very useful to learn. Listen to the audio file and learn how to pronounce each word.You will need to use them in class for the next activity. So, make sure that you can pronounce them correctly.
2_l_Vocabulary4
Tomorrow	bji
Tomorrow night	
The day after tomorrow	'■V o**i
The night after tomorrow night	i^ut) |iij,5 (J-uJ
The day before yesterday	J3JlJi
^The night before last night	
SHAHS AVA R I I ATWOOD
2. In class: imagine that today is the day given in the column labeled "today" and take turns telling each other in Persian what day yesterday and the day before yesterday were, and what day tomorrow and the day after tomorrow will be.You may fill in the blanks with the corresponding Persian names of the days, but don't forget to practice speaking to one another!
to help ■.^jS' <S^S
3. In class: your instructor will give you a weekly schedule for a student, and your partner will get a different student's schedule.Without showing one another your schedules, you and your partner must decide on which days your students do the same things and on which days they do different things. Instead of using the days of the week listed, you must use your new vocabulary words for yesterday, the day before yesterday, tomorrow, and the day after tomorrow.
At home: First, complete the following chart with appropriate verbs, then try to choose a subject for each verb and write sentences that includes these verbs. Each sentence should have at least 5 words. Listen to the audio file in order to make sure that you have completed the chart correctly.
2_l_Vocabulary5
^j^^-^j jo       ÖX«jI i^Cj^j J3j-°l ^ ^-ir^ 'O**^^"
Jl*j e^i 4.j £^2* ^*S^Spfja I .eX«j| oJlJj j5*o ^j^j-ol^
JJL>- J3J..0I jl Jou J3j 3^ 3 fXxj j^j '(^j^s-1 J3j 3^ 'O^S-1 J3j
•s^jS J-oLS' ^«jjli 4j 4_"J?ja (^cl&J3j L> Ij jjj J^Jc^ .cx«j| L>   I 0jL>j*} 4jL>- jjb ^j^jS" jj jl y^-t     Jl^l^j ^j^i^lji 3
r				
				
				
				
				
		4.jcoJ>		
		4._JLJji«^j		
V		4.^.4^.		J
Jl&I^>- tjlj^&^j,5"^_& 4j Ij ^j^LflH-o 4.<olJjj 2 i^&^^q
4„oljjj jl cJk_uÄ^ (^jl--^ ffc-& 4_> «Aj^Iw> 4.5" Ij (^|4^Ljj,j 4^J_i| ^j^Ju
,15"
4j .^j^LflH-o (^bijLS* (^l-^j^j 3 Jjji^^-o j^L^tjl ^^jL^o
^l&Ojl^ jl ( . . . t4_JL*ln»J\j t4_JLJj) 4JL&& (^I-^J3j jl öiiLälLwjl ^L^" tbj.5 'j^jij--1 iJ3ji^> *^*-*^* ötilälLj Jo 1413^5" oL 45* (_£JuJc>-
L      j        J-oLS" i_^jLlo JUil Ij Ij jjj        1^1 'dJL> ji
jJJIa^- JuL 4.Loj> ja .Jo—-^j-u (^UJ-o^?- lJ-*3 ja ,_cljj (_J£li i_jL>cij|
J^jj> jj 45" ^JLjtil ^^Lujjo jl ^Llj^JoI (_cIjj .JuiiL 4^>ib ojl^ Ö
.Jl*jäo ^jjS" ^j^mS ^J-1^ 4j 'JoI^CLJjjJ
		
	.....................uf\	
		....................
		...................m
lJjLl,b jljl	.......................Lo	.......................,i
		
	.......................?'	
	...................6-"	
PERSIAN OF IRAN TODAY
In class: In groups of two, take turns and choose J*i j*      \j ^Icli Coy <b o^i; 5j ^l&oaj? ^ 'o*>^ ^
a subject for each verb and make a sentence that jujU^-o Ij La4.Lj>          -JjjL-h       3 v^'l
includes that verb. Use the words from the list of of .^s «l& ^,1 jlfjl^ c^^i <b ^I^j^ this unit for inspiration.
1. If they are seeing anybody after the class.
2. If they know someone who studies sociology.
3. If they like their major.
4. If they are interested in sports.
5. If they see their friends from high school. If not, why?
6. If they usually like to introduce people to their parents.
7. If they talk about their studies with their family.
8. If they are worried about anybody.
9. With whom they usually disagree.
10. Where the state of Oregon is located. I I. If they grew up in a city or a town.
12. How long      oS3 j^>) since they have seen their grandfather.
13. If they know which countries are not members of the UN.
14. What the official language of the United States is.
1. If they are going to the library these days.
2. If they know the capital of the state of Illinois.
3. Where in the United States people speak with an accent.
4. If they are interested in reading history books.
5. If they know the population of the city where they live.
6. If they like to introduce their siblings to their friends.
7. If they like to talk about their family in class.
8. With whom do they usually disagree.
9. Who they plan to see after class.
10. Which region of the world they are interested in. I I. If they know their neighbor.
12. If they know where in Iran the province of Gilan is located.
13. If they have been to the Middle East.
14. If they enjoyed the last trip that they took
SHAHS AV A R I I ATWOOD
2 2 Video I
.JoJio o-»I^J> jjj     VI^-wJ 4j .V
jLT 4j> ?c**J j^-i jalji* JäI ^jlij£
?Jjb 4i^Lc L^|4IL>ij 4j> dj ^jj^Jj X bL*-j^>i jIuh_o ^4H_wJj .Y"
i^Lj c~^ji Oij*"1
.0
xjj^o jf». ^ Li (how often) jLJü oi5.
?JJJ-o^-0 Ij j5ÖA^Ä UnS"
3 t£J3J ^ ^3-°^"-° ^
ia^S* o*}Lfli_«j| ^jLj^LjÄ^wjL L ^ji^jjj j^i jjj ^L^Ojl^ jl -x^jS
? I  ? c^Jass,    6vi .a
?cu~J oJojJ Ij ^L*SI      4j> CwjI JLj jL^> ^jLiji. *
.Jk.^—O^Jj Joj|o^-0 l&j jiL/J (^OjLjO 4^> jÄ 2 >-^-*-^5* oLXJ Ij ^jJu^
*s JojIo^o l&j ^ ^jLijC Oj^OjO  4_ÄJ*|   ^£ OjLjjO ^jLj^Ä^j.5" ^Jb L . ^
.jo-i5* jSzJiS JuUiij 45*   ji_wj    jj>I ojLjjo (jLj*LSJb^j.5'     L .V
^JZ>j£-   S . . . -j^j j*i jLj • • -0-9^ j-Ä t(-5*,°Lj-^J^-o tJa_Jj tj^lS i.j<fy**> tt-5"jjj J*^"* 3 l~^*J^J^^° 'ol3j^ tö*^-^ t4H_^Jj\5" ^La***jIj
At home:
1. Listen to the audio file that lists the names of Iran's neighboring countries and seas in Persian. Write what you hear, add the names to your list of vocabulary, and memorize them.
2. Find Erfan's hometown on the map.
3. Find the following cities on the map and answer the questions:
^jLlcjjk.j_i
^l&jjjZS |öLj ^jj*£> jjjii Oil i^y^ l)^^ ^ *^
4j^ljI . Jk.j^_L^i^^ ^^jjLä 4j Ij 4„JLflj (^3j (^ULjjo 3 ^IjjI 4.jl*^a> 2 JojIj.ä*j (>jl-j(>jl--'"jl^ iw-t-wJj^i 4.j |j L^jI .Jo-*—j^J_i Ju^_w1i^^ 45* Ij
—.Jü j-w-yO jI^L^- 4j
2_3_Vocabularyl    ( )
.JcjjJLS" IJoj 4_^tcÄJ (^3j Ij ^jLijX J"^-^1
o-»I^J> jjj CjVI^-wJ 4j ^ Jo-L5* |jk_o 4.^cflJ (^3j Ij ^Jj^J iS^J^t^
.Jk-Jbo
?Jujb jljj ,jljjI (^jj^ JI-«-^    ^Laj^li 4j> -oäJI ?ojb jljJ ,jljjI (^Lj?t5* jo cu^ij
?^jl^ jlji (jlj-il J"^1 i0^^*
PERSIAN  OF  IRAN TODAY
4. Listen to the audio file and: :s      c^s^ ls'V3 Ja^ ^
A Fill in the blanks _^ a L> j1^ lS1"1^
3ulary2   ( ^
2 3 Vocable. ,^
.  .  (_g<a 01-> t n J C*~jL^j| ........jO (_gjj.i.t5" i^jl jol ^o^Lwj! (_^j3^oJ>- .........^L) L) i^jl jJ_1
.......tj:^oJi«X?ifi> Cj jiaj jl £Jj-o y^y^ ^ iPTAi ^ ^6 L) .......^jj 1 .ojlo jIjnS ......
.     j (_s->j    ^ •^--^LJ0 .....jj.i.t5" ^j^^oJiJoiA i......jJL> ^^^JLoo yy jl j.".i.t.o L j ^jL^j>- .
........'.......L>.........j' olrt' 'o' ......3......3 ^j'^.......
3 C^*j1 .......^jjl j£ 3 ........3^3 ........3 .......^2 <3 J-*"1    '.........3 *
^jljJ_1    .Ojlo   olj  ^jLoX........J ..........v-j^JJJ" jl J ...........jl
B. VVrite the name of the countries on the map above based on the information you have.
C. Listen to the audio file many times and practice reading the paragraph without any mistakes.
D. Finally, read it aloud and record yourself. Submit the file to your instructor.
l&jyZS ^.oL«j| JujI^-^-o VL u_o jo       ^Lc^LD i 4s*y L
.....jy\j 4otiL*5 jo 0^J^ (J?3J
Ij ^jlj^l Jl«£> 3 Juj|^?tj ^jljo^i- (^IjJ u-Jj Ij <j^"l jJ
4j jIjoLlJ J-ojJI j^L«jo 4j 4j>L Ij ^ya ^J-1^ 3 JuJ-S* Ja^^s
5. At home, choose two countries and three cities in the world. Use the words you learned to write one or two sentences about each one, which will help your classmates guess the name of the cities and countries you have chosen to write about (make it difficult, but possible to guess) without mentioning their names. Bring your sentences to the class. Practice reading your sentences at home.
L ^ s^jS ^jLttuI Ij Loo jo j-ty-"-1 i^ 3 j3~^^ 3° <ajL^ j»i L ^So L^j'I jl fljiS" jA ojLjo Jul^ijjf oL iS ^jL&ojI^ *S.*£
Laj-ty-*-1 3 j ytS ffc-^J Jlo     I j j-^-**1 L j ytS i^Lj ^5* jo. I    Ju L*
^joCo-o Lol ^jLtoljj Ij JjOj ^jjljjLo tojjj Ij
^^j'^IS' jo oo-ol jl (j^-> .^ioj^L_^j ^^j'^IS' i Ij tjlj(_£Lo>4„L©j>- .jo_wT
.Jo-wT jjjj^J 4iL> jo Ij La4.L«j>
6. In class:
A In groups of three, take turns and read your sentences aloud and fast, but be clear for your group.They will guess the name of the city or country you are talking about.
B. In groups of two, talk about Erfan.
C. VVhat countries border your country?
^jjj.^j* j<5 45" Ij ^jl_a4.L«j> C-j^J 4j iOjJu 4_«j (^L&o^j,5" j^i —t_aJI ^t*il^ ^ C^J3J ^ teUCj^j 4j ^ JJ_L tJul4.H_*li^J 4jL^- j^i
SHAHS AVA R I  I ATWOOD
r o-^
m
	
	Imperative  j^l J.*s :^ j^Lui^
I .At home, translate the following sentences from your Unit 10 vocabulary:
A. Write this in the notebook..............................................
B. Speak Persian with my friend............................................
C. Repeat this exercise at home...........................................
D. Which of the following best describes the sentences above?
a. statement
b. question
c. command
2. Based on verb endings, which person are the sentences above addressing?
3. Look carefully at sentence I .What do you notice about the verb "write"? How do we form the command for L-i?
Do you recognize this part?
4. Based on the chart above, write a rule to explain how we usually form the command for collective/formal second person. Share your rule with your classmates and instructor
5. Now carefully examine sentence 2 from the beginning of this Grammar Note. What do you notice about where we place the   in compound verbs?
6.What is different about the imperative verb in sentence 3?
Note: We form the imperative with the verbs j^S" and jjl4 and we usually omit the . _> especially in written Persian. In spoken Persian, you'll hear commands both with and without the _,.
65
PERSIAN OF I RAN TODAY
I .When do we use U-i rather than $1
9
2.The following sentences are the same commands that you translated at the beginning of this Grammar Note, however they have been conjugated for $ rather than U-i. Rewrite the sentences, directing the commands to U-i.
	
	
	
v	
Listen to the audio file"4_l2_Grammar2" to check your answers:
3. Carefully compare the sentences in the right column with those in the left.Write a rule that explains how we form a command for the second person singular. Share your rule with your classmates and instructors.
4. We can also use the imperative for the first person plural U. This is similar to adding "Let's" in front of a command in English. For example, "Let's eat!" or "Let's go!" Consider these two examples in Persian and write the same command for U-i and r_ next to them:
.............................. .............................. frtji^H ~ ^
............................. .............................. (fi-ij-i) pijj-l -V
5. Carefully compare the imperative forms above.What do you notice about the conjugation for U? What changes?
6. What do you notice about the spoken form of the second example?
Note: Imperative conjugations in the spoken form make use of the spoken form of the present tense stem! Similarly, we use the spoken verb ending      when forming commands for U-i.
SHAHS AVA R I I ATWOOD
		
CrY\»\		Negative Imperative c5^j J*s :Y j^i^oi
I. Look at the four sentences below. While the first sentence in each set tells you what to do, the second one tells you what not to do.
Jk_JL5o jlj^o 4jL> j£ \j ^jjj^J ••^t^' j^J^ j^ \j CjiJ'0^ C^}
2. Why do we use l_, in the sentences above?
3. After carefully examining the examples above, try negating the following commands.
4. Which of the sentences in exercise 3 are directed
at £>.
& f X V \
5. How are you able to tell that those sentences are for r_?
aJjj jjjjo lj (question) JI^-j ,y\ (answer) i_>l^> .f
.j-j5" jL lj globs' .A
6. Based on the work you did above, write a rule that explains how we negate commands in Persian. Share your rule with your classmates and instructor.
7. Fill in the chart using the proper form of the imperative.
f_				1
				
				
				
				6^j o"-^"
				6^
v				6^ J
8. During the course of this grammar note, you have written several rules for forming the imperative in Persian. Go back and review those rules and fill in the chart below. Use this page as a reference to review the imperative later.
		
Forming the imperative for U-i		
Forming the imperative for $		
Forming the imperative for U		
^ Negating the imperative		
PERSIAN OF IRAN TODAY
^jS^S j£ — jj."-....Q : ^ Y ^jj^oS
I .Work with a partner and come up with a list of ^ ^ L> cS-^i £H jl          ^ 15*3/1** ^
five tips you would give to a new student at your ^S&J^    -^-^      Jb         ijljol&iJb (_j3^j'b
school.What things should he or she do to be as*£ l&Jlto <l> .jj^i JJ33* olS-ub ^jI ^ *S jcaj pUul juL successful here? Read the examples:
(.^j-ojj l_9j^ ^j^j\jb\j 3 *}ll_«j| Jjjjj)   .Jlojj l_9j^ 3I L> 3 ju3jj *}llL«j| j!L9*} 4j
2.Work with a partner and come up with a list of five activities you could do tonight. Phrase your suggestions using the imperative for U.
•P&ji LS^J^ (** ^
(^j-ol ^Ji^J i^lj-J Ij ^J^i^Ia^LsJ^ ^-*^ i*!"^! s-*^*°l
SHAHS AVA R I  I ATWOOD
4. In groups of three, role play giving advice to an Iranian student coming to the US to study. Switch roles. After you finish, write a summary of your advice to send as an email to the student. Submit the summary at the end of class.
4^-1 :ojl3 <-£j jxjo
(0S^5' 3 djU- j^)  dL>l ^j-j
At Home: read the following description, read the examples below, and listen to the corresponding audio file.Then answer questions I and 2.
.Jl*A*j ^-jI^J^- V 3 ^  CjVI^-j 4j ^y^^J .^jS ^JjS"
In the spoken form and in informal situations,you may hear people say a±~\ instead of ^^—^ in order to indicate their disagreement with a statement or with a piece of advice.This word can also convey the surprise of the speaker. It can function as an argumentative word as well. Note that this word does not connect two clauses like ^5—=? does. Instead it sets up a reply. Because this word has a lot of different uses and there is no equivalent in English, we don't expect you to use it right away. However, you should start recognizing when you hear it in authentic texts or in class. Consider the examples below.
2_5_Vocabularyl
jLS" t^gLfä- J3-a 4^l ■
1. How would you classify the use of ajA in the examples above?
2. Were does ±jA come in the sentence? Do we put stress on this word when we use it?
PERSIAN OF IRAN TODAY
In class, work with a partner and write a short skit in which you use at least three instances of the word ajA .Your skit might include a teacher/student, doctor/patient, or parent/child.
(0s^S 3 <uU- ju) The Infinitive jj^o ■■cP'h otr^
.Ajjl^tj Ij 3jJ^j (^l-ajl-^-0 ■ ^ Jji"       JUviji- (Ij^o) Ij jjx 0lj^J «b 3I 0J^I
.CXwJ  C*l^mJ jL^O <Sjy_y*l jO  ^jUjj" ^5*Jjj
2 6 Grammar
2. As you noticed, there are several ways in which the Persian infinitive can be used or function as a noun.
- Complete the following chart. Then, listen to the audio file to check your answers.You can hear ^jL-^f version of each sentence as well
- Choose five verbs and write a sentence for each verb you have chosen.
4j ^a\Z^?zja Ojl^o jO y \ <no jl tJuloJuo JL> i Lj       jjls^j\~oJb .Y jjb    jLlLfi5" ^JSwi o-JI^j^^ .Jk-JwT j^j-o Ij 3
. Jo j^j Ij 4.LoJ>
SHAHS AV A R I I ATWOOD
	J3I		j<a^xo
.o—jI ^JIäOj^- ^1 / .p>;JL-**Ä   j.j 1 Lo / '^^i (sick.) ^jÄjj-o		(irregular) c^J>	
•fjl^ j|j-o ^-"t1.        / •O-wljo O—j^J Ij fö-L-9 ,jl 3I		(irregular) p	
^jj-T^ jlS" IäS" 3I / .f ^j5" ^^^j ^jlj^J* jii 0L0 JL->jL		p...	
.J^j^^-oJ LäjI       fj^Lo I^^Sj ^yJ^ir j**j		V»	
?JJJ l^-o Lo ^AjJ 4j ^5" / . JwO 1 jjj CacL-j Y J3ji»^		(1) ^1	(0^3') 0^'
Ij  0|4jL>  L>  ^jj| jl  ^j_0 /   ?^Jo J  L«_l»_«j jJ  Ij y>Li			
^^l^-^^-o o^j^          ^3-*-*-° / •(a*j-jl^- Ij ^LjLlS" ^j-o			
^^g—.o^J^^-o 4»oL       5" 4j> ^|jj / .pjILw^J Ij Iä4^jJ5"		a^.3j	
		oj -	
		J3^	0^3^
.JJbJ^^-o O^j^ olX*£j|j jJ ^jLjAj / ^jIj^^-o O^j^ w1-^ ^L*3 ^1 t^lj^^-o		(0) 00	job
.j^aI^-^^-O Ij  c-ft-^-T ^1  /   .j^lS" ^^ijJUO fj^.  4j  Ij  Lj^j pj^—jI^-^^-0			
.o—jLä5" ^JäI ^1 pjJj^^-oJ (j-o/ ^o—J r>ij-o jÄ^*ili ^jjjljj 45" ^j-—■JIj^^-o		(03^)	(ji^y) j^lJb
^^j—Ij            j^j /   !j^^-ü-i*J Ij (j-0		^jaiLLvJ	
jLä5" ^^JJ-^JL-j J l J^^j-JLäjJ / .la^lui^U   Ij   ^1   Lol   tjö JwJj C^w»"ljL ^J_w>-			^j t-\_io^JXJ
^J^j^^-o 4j> ^«_dXj| 4j 4_LjJ> ^jj| / .jj^> Jo rts-ILs»-		(_Wj) ^.Vj	
I knew you would not come. "   .    ,,     , .
I would like (wanted) to talk to her.
persian of iran today
3. At home, underline all of the why it is used there.
and explain
jJb Ji^j>j ^j-Jj* 3 Ju-JL_\j J_i>- U&jJuao
.Jk_JiJ) ^*_^3^j Ij
.  .  . Lol  'fjlj*  C*o-JjJ> Ij 1-LvJ^j jJ) ^jJlj-S" ^5" Juj
^l^-fc ^j-*-0 L^-«j^j l£^.3^ C-_*jjJ> Ij LLwj^j jJ> ^5"Juj .|Oj,5* ^5"Juj ^jIj-jI v'j-^     Ll«j^j       jJ> lj'-«j °^ ^j-0
^5"Juj j"^-^1 j^1 tj-0        tj-1^ ^ •J^JJ'^j O^J"^° jl-^0 *—J-^l o'-0I~*-wJ3j 3 teX*-j|ju Ji^j>j ^j-^-Lwj i—<J>^--» oJ>^JI j"^-^1 ^^"3 O^0 iS^ji '■--wJ3j     L^^'-ij      3 j-^f0^ o*Jfc->J^0 tlV° •^^J* 6^' r&-i'j^ L^-^j j^ O^J^      03^ 'f*-^
C--9j <—}^5* f^.i*-9 Ij jjIU t—I\j ^jJu Ji (^Ij--1 <l_J-*l-3-*j* t_£^J3J      4_*it_*-oJ& j^JLLmj^J) .^.«jLlJj^»o Ij ^JiLij fJ'j-* j"^-^1 j^1 -J>jljo
.C^-wjI^ iwj| (^LabL«j^j 4_> ^.jllLvj^J) L> ^j^j.5" jSu+i t4»«Ji jl j.jj,jJl-JJ) .JujIji
In class, read the sentences below.Try to find someone ^;L_r 3 ju^SL       j^ .j^jI^j Ij ^ ^Ua.L^ ^
in class who fits the description and then write his or ^ ^      i i -T    i    u i    . -1   • *      ,    1, i
her name on the blank line. The first person in the .,     ^    ..    , , t    ■   <-   ■ i
JuljLi 43     j,aj ^j-J^I -Jw-wj^JJ JJ-LwJb <j I Jo-I^ 43 (^|4.L)j>
class to find someone who fits each of the descriptions
,     , . .J)q_Jj. —0 ©Jo s.j JJLS* |j*_0 I \ . —4.1^_>' / cl vJ ,
below wins. J'       "v J ^ ' 7 °7* ^
.....................................................................................^3Jls*° 4jl>iwjll5* ^ o^3^" o^J^        ^* (^s-*^
............................................................................................... ^jl^ C--wJ^^ Ij ^i^lj 4.j ^jiij.5" ^j^i^S" 4^" ^aa*5"
.....................................................................................C*-wj| ^1 ^Ij-J (Jj1-^"' jlj*-*J ^3"^*^ ^*
...................................................................................Jjljo C-—j^ (>5-^:>"     o*j^'      o^j ^j-^" 4^*
.................................................................................................C^t«j ^1 jjI 4j tJJI3j ^| fj\j.j 45" (j**^
...........................................................................lijlii il^j^)^ Ij ^^L*-J j"^-*-j J>^  O^j"5* (^J^^JJ  4_S" ^mjS
.....................................................................................c*3j.j L«j_i-«j 4_> 1\_jLijLj ^.1*3 ^jJu^i t^lj-1 ^5" ^-«-5*
......................................................................................iij|ju C--wj^^ Ij ^jio^^->- OjLj^i ^j^j i-Sj^- 4_S" ^^S"
2_7_Listeningl
^jS)\S j iiui^-      — jIJn.»-T-..'.*.i <*Sj£ :Y ^ ^jJ j-oj
i—>I^J> jjj OVI^—j 4j ^ Jw«_l5' ^j^_5" Jo^5"^o L**jjj 4_S" ^jUb4.L«j> 4j (tjj| ^3Jl5*° 4jtflJ> j^j L—JjJ jA|^-*- — ^
?0—jI Ojls" 4j> L**jjj j jo —T ?(be introduced) j^Jj ^jjw l5—5" dj> dj jjb Cwj5j 1—jjj -f
SHAHS AVA R I  I ATWOOD
.J-^Äo i—'I^J^- joj j 4o 3   J-JjT ^üjS" ^JüjSj 3 4jL»^o 01035" ^Iä^o^LaS" 4o (u
2_7_Listening2
newspaper :d-oUj3j
S'^jj^^o t-9j> '(j-j jlw>"^ tljLy> U ^5" 4 >11> ..1 jja —T
yS ajU_o jju v_.bS" -V
fl,
2_7_Listening3
.J\_*_&J    >l^> jjj CjVI^-wj 4.j 3 J-j-LS" tJ^jZ" (^^^ Lji'-9 4j .JJÜj^o i_9j^- ^Jb l |ju 3 IjL«j
jl Jju bji IjLj
.J-j5* 4^)j>j.j ^a^IjoI 4j Ij L^jI juu tJwjjLS* J-oLS* lj La 4.Ldj> 3 j^j-5*        Jj^j-Ii^o 4.5* ^jLa4.Loj> 4j jL> jjl> ( 2_7_Listening4
.Jo l^o L^-^jjI 4j
..................................t|öj|jJ c*u*j^o Ij 4_^l^i^cJo (^Laj^j .V
^................................................................ C-_mjI JLvJ JJj> .t1
v5"«^*-............................................................0
J3J-
JJ
...................................(_5^L> j ^
ijiJ-J .......................................^ jjj'^o jLS" L> 4j^j (^j^j -a
.jjb (delicious) ^loj^i,^- ......................................
•f^'ji ....................................................... I**'J*uT° ^ ^
.Jjb ..........................................................
......................................^
.................................(a few times) jL .W
Listen to the audio file.You will hear the spoken form of the sentences above. Listen carefully and underline the words and phrases which are different
in gjbjf.
aS ^jUJS" jjj $       ^ji3^ ^ iS^&a^-o^- iSp^ (J^1 *j (c
2_7_Listening5 ^
.J—J-S* j^j-a ^\j^^j^SLj Ij 6 (^L&iwjl^^ t^obl5" j(i
PERSIAN  OF  IRAN TODAY
2_8_Pronounciation I yTjm
At home, listen to the audiofile and try to find the meaning of the phrases and sentences. In class, pick two sentences from the chart and say them out loud.
L&OjL*£ ^_Lx-o S^jS 3 S^jS ^j^S"      3^5      19 4j j»i
(^Ijl«£> L 3 ^-lS- ^_jL?cIjI Ij jjj ^La4.L«j> jl 4.L«j> ^
Calligraphy in fashion
Photo from NIMANY Studio look book.
Original art © Nima Behnoud
^jL> c*iL> -A
As* JJ 4j ?^jS"
As>
(^j^^Lj ^l^s> jj ^jfijlj^S' J^oIjJ 3*^3 jjjl -^—-jJ Ij jij (_£3i>ii3 .Jl&*}^.o jlj^ ^skj ^J3"° Ij i^J^ L^l"*^ll (-^l--*-«^(^J ^L^a^cJLo t^j-^j^oJfc .JLlS'^-o
At home, watch this video. It gives an overview of how to learn calligraphy: "It introduces the art of calligraphy in the Arab, Ottoman and Persian traditions and discusses the unique features of the Arabic alphabet."
http://calligraphyqalam.com/
aS I.
3 o'ji' J
IS*
.C^jI <4ILdjn5* (J^JJ JJJb Ojls ^L-Jj 3 ^jL"......JLxfl c<^jLwo (^L*_{S^&jj_
Lao
t_?k_t.,.,.l
SHAHS AVA R I I ATWOOD
sj\jA j.^Líj    j^^> v'j-v*^ J' jij (poem) j.j<Jj
2 9 Culture
.cJbj^ljl/^HJLý)
♦ ♦ ♦
1. Use the internet or a dictionary to come up with a working definition of "adverb." Describe the concept in your own words and be prepared to discuss your definition in class.
Like English, Persian has many categories of adverbs that each accomplishes a slightly different task In this lesson you will learn some of the different types of adverbs and how they're formed.You already know quite a few adverbs in Persian, but understanding how these words function will help you use them more comfortably and expand your vocabulary in the future.
Adverbs of Time describe when an action was completed.
2. Read the following sentences:
.Oj^^-^-o ^l^* ^*-^ C*<-JL& dcLwJ 4_JLi-«Ji oJlumJ^J
3. What do you notice about the sentence structure? Where can these adverbs of time occur relative to the other words in the sentences?
4. List the adverbs of time from the list of        in this ^^s.
Adverbs of Place explain where an action was completed. 5.Translate the following sentences into English:
.Ju'jb (^-"jjls la^fLi - \
•sjS^a ^5"juj ^SL^yj ^j^ojb -V
5.Where do adverbs of place go in spoken and written sentences?
2_ I (^grammar I
SHAHS AVA R I I ATWOOD
7. What are some of the adverbs of place that you know? Adverbs of Manner describe how an action is completed.
8. Read the sentences below and circle the adverbs of manner:
2_IO^grammar3
.^jS^A y-tjjj L&S-*-Jj [^l] A
ljk-Jj^.0        y>- o5~ljl9 ^i^> jl [l-o^j] .V
9. In the first two sentences, what do you notice about how the adverb of manner is formed? How do they relate to their adjective forms?
10. In the third sentence, how is the adverb formed? How many words are required to express this adverb?
I I. In Persian, sometimes phrases are created to convey adverbial meaning. Look at the chart below to learn other examples of this construct:
2_IO^grammar4
accurately		accuracy	
especially	Ojt 3 4j	special	
quickly V	(03J t^Jj«j) c^S.4j	speed	J
Notes on Forming Adverbs
There are no rules that can predict how an adverb is formed. You have to learn each adverb individually. However, there are some patterns which can prove useful as you continue your encounters with adverbs!
12.To review, what is tanvin (as you learned in Lesson 10)?
Not all adverbs end with tanvin; however, almost all words that end in tanvin are adverbs.
I 3.Try to complete the chart below:
2_ 10 grammar5
		usual	
		special	
		previous	
		person	
Generally v	iay&£-	public	?3^ J
14. At Home: Read the following paragraph, and underline the adverbs.
15. In Class: In groups of two, talk about what you learned about Shirin.
PERSIAN  OF  IRAN TODAY
16. At Home: Read the following sentences.They are both acceptable in Persian.What kind of adverbs each sentence contains?
17. At Home: Use some of the adverbs you learned in the previous pages to write 3 sentences. Include different
kinds of adverbs in your sentences. .atl^sj        ^ L   j3jJ I&j^sjL
In Class,
I .Your instructor will divide the class into two teams and provide each member with an index card. You must write one sentence on the index card that uses one of the new adverbs that you have learned. Your instructor will gather your team's index cards and the opposing team will take turns acting out your team's cards and vice versa.The person acting out the card may not use any words and the guessing team may not use any English and must work together to guess the entire sentence correctly.
ifji^S jA
j>Ij 4.5* (_£juJc>- ^LajL-j jl ^5o jl 4.JLoj> ^jjI j3 ^ Jl^-o^J^^ Ij L«-*-j jU_J" (^LadjjLS* Lo^ij jiLLvJ .xjS^m o^\.jc^j\ cx«j|4.i3j15" i»ji5"^j ^LiL«j L>    o j.j 4j j,2\jji o^j.5"      j,ji ^ jjS^o Ij (^|4.L«j> 4.5" Jui5" <Si-oS ^ji-«-o 4j Jij-5" Jl&I^_>- j^jt-wj ^-^o^ljLj L>
(^jL ^_^o^_oL 4.5" ^aa*5" .JuJjj ^jJl>- OjI^ 4_> OjI^ XjS^o (^jLi 4\5"
B.
Where they studied before. If they know any singers personally. If they type in English quickly. What they do every day before coming to class.
Where they lived before. How many Iranians they know personally. If they do (hint: write) their homework quickly. What they do every day before coming to class. If they listen carefully (hint: accurately) to the news ( jJa ) If they carefully (accurately) read the news {jJA ) on television. online. Which people they oppose. Which people they oppose.
Demonstrative Adjectives ojLCul C*sua :f j^JUoi
B
I .You already have some experience using the demonstrative adjectives J\ and in your writing and speaking.To review, look at the following sentences and circle the demonstrative adjectives:
2_l I^grammar5
■^3Jis" ^^3? o'ji^J o' ^
SHAHS AVA R I I ATWOOD
2. Where do the demonstrative adjectives appear relative to the nouns they modify?
3. Although most adjectives appear after the noun in Persian, these special adjectives always appears before the noun they modify.
In the first example sentence, why do we use l_, after the demonstrative adjective and noun?
Remember: demonstrative adjectives automatically make a word specific, so if they modify direct objects, l_, is necessary.
4. Read the following sentences and identify all of the 0jLil oLi^, and the nouns they modify. In your group (of three) use 0jLil       and add a sentence to each one,
^jS^Sjä :YA ^jjj^J
4_jL«^j jJu ?^J_o^o ................. Oj..o
.o^j ^jaijJu co^j .................. ^ojLlS* 45" ^£ojs.o
..........................0^3^J öi
.ojlo ^löj-o-Jj^" ^I&IJlC ......................... oL)-?"*"**^ ji
.Jo-iS* jlj.5o.............................La4.L)j>
.Ojlo  ^JjO 30 3 olü_jl& .......................... IwjLiS" Jjjl —Y
i-Sj^- eUcLwj .................... eXwJ^o JjjI L -A
PERSIAN  OF  IRAN TODAY
The Iranian Family  ^1 j>\ ^Lfc oilyL> :Y<_£lfcjh
Read the following text to learn about ^      }j ^ ^       ^        ^ ^ ^
Iranian families and be able to complete the chart in t« cs-r*2-
I've grown up in a bicultural household where we celebrate the New Year on January I st and j5j3-; ("New Day") on or around March 21 st
(it varies from year to year since the        3—; J_-< is based on the
astronomical vernal equinox).As kids my sisters and I ate hamburgers
and french fries just as frequently as we gobbled up ^y._», 4_oj5S and
^L^_i (delicious hearty stews) poured over ?L (steamed white rice).
In the airport with my J'jjjjjj
Though my parents did not raise me speaking fluent Persian (I cultivated that on my own at The University of Texas at Austin in classes such as this one), I came to understand colloquial terms for family through observation as family members came to visit for weeks at a time, including my J^-^U (or"LS_;UU" or "^j^> ^LoU," as I would
call my grandmother), my ^S^y—,^ (or "c^-=r   >\i'<as ' would call my grandfather), and my i_*s (paternal uncle).
In Iran, mothers are typically addressed by their children as "J_oU" or "c^—=r J_oLo" ("mother dear") and fathers
are similarly addressed as "l—A." or "c^—=r !—A." ("father dear"). However, these terms are not used exclusively by children to address their parents. As you read, grandchildren as well as other young people also use these terms to address grandmothers, grandfathers, and other close elders.
Family is a very integral component of Iranian culture. In Iran, my a—is (paternal Aunt Nargess) always has her house full of my cousins running around, eating, playing guitar, dancing to the latest Persian music videos, sleeping over, and texting on their cellphones in"pinglish" (Persian in English font). Other extended family members will frequently come over to eat dinner, chat, and relax together up until the wee hours of the morning.
Dancing with my Ua^ySvj
In Persian, the terms for extended family members are not all lumped into general categories of aunts, uncles, and cousins as they are in English. Rather, Persian divides such family members into paternal and maternal sides. For example, as you read above, my paternal uncle is ^s and my paternal aunt is a—Is, but if I had a maternal Iranian aunt, she would be my a_)U., and if I had a maternal Iranian uncle, he would be my ^->W For example, when I visit Iran with my father, 0~S^ 4_ic's children call my father j^-^ ^b since he is their maternal uncle.
The term for a cousin is similarly divided according to whether he or she is the son or daughter of my ,4_ic ,^s 4_IU-, or ^b. For example, my 4_ic Nargess's daughter, Mahshid, is my a_)U. Following this formula, my ^s Sina's son is my ^s ^
SHAHS AVA R I I ATWOOD
I will be marrying an Iranian man next year, and this strong value of familial closeness in Iranian culture is represented by the way I address his parents. Unlike in American culture, where a man's wife typically addresses his parents as "Mr." and "Mrs." or by their first names, I address my partner's parents endearingly and without reference to their first names, as if they are my own parents, with the terms "^LoU ^3_V and "c^—=r I—jLj." At first I feared that I might offend them with this lack of formality and sign of closeness, but it became clear to me over time that this was the most suitable way for me to address them.
Eating dinner out with fUil^U-
It is important to note, however, that when first meeting someone, it is better to err on the side of formality. A fine balance must be found between politeness and cordiality, and in Persian there are many ways to address someone depending upon your temperament, character, and status. For example, my fiance's father addresses his wife respectfully as ^_sU- ^L^>"haaj khaanum" ("pilgrim lady"). I believe it takes some time and experience to understand Persian's terms of address and the appropriate context for each one.
Boy, are there tons of stories I could get into about the trials and tribulations of being bicultural, of feeling like you're straddling two worlds without completely belonging in either; but as I look back on all the moments that made me cringe when I was younger—like being asked why I had a unibrow, or having my last name constantly mispronounced—I like to think that it all has given me a greater perspective of people and the world around me. ^3_^o ^SL_i ("a world of thanks") goes to all the people who, like yourselves, are committed to learning about other people, their languages, and their cultures, because such study facilitates cross-cultural understanding and peaceful coexistence.
Ariana Haddadjhe University of Texas at Austin
.Jl^lS- jj oJlJj 4_"_..Jj£* ^.oL«j| Ij \j jjj ^j^^s> (djl^ Jti .A~>j.o ^b^jLa «Oijl5>> "jLjj^ UJj  jl Ij JLlT^^o ojliL-jl J^-J^?- Oil jl lj^(_S~J'^V"fl> '(J*,<^' j1^
At home, complete the following chart with the names of your cousins.
In class, your classmate will use the chart to ask you if you have any cousins and what their names are.
2 12 culture
				
				
				J
PERSIAN OF IRAN TODAY
I. Look at the examples below and pay special attention to the words JJ and
2. What do      and jl^ mean when they follow a noun like in examples 2 and 3?
3. What happens when we add the word jl after these two words? How does the meaning change?
4. What kinds of words must follow jl JJ and jl jl^? Remember, these two words are prepositions in Persian. What kinds of words follow prepositions?
5. Look at the two examples below:
6. How would you describe the two words that come after jl jl^ and jl JJ in the sentences above?
7.What does this tell us about infinitives in Persian?
.j^iS" J-oLT «jl JJ » L «(_£ij/(_LJ » I Ij jjj ,_jLa4.Lj> .A
lt^" cPj
(4_oJS :pLj) .|»^jS" jlS" Ij ................
.fOjS" JAJI^   (jjjj   dj ^yil ...............................
J3J £H •
SHAHS AVA R I I ATWOOD
In Class: sit in a circle with all of your classmates and your instructor. The instructor will begin by saying a sentence in Persian that describes what he or she will do on the weekend. The person sitting to the instructor's left will add an activity to the instructor's weekend schedule by using jl J_J (see the example below).The next student must add to the schedule in a similar manner Go around the class as many times as possible.This is your opportunity to imagine your instructor's schedule, so be creative and have fun!
C-—jI 4^L**«lJ jbl—j|    ^> CmmJ 45* ^j^J^loltJ .Jj5* JJ&I^^- 4j> 4J_fiA j^*l
4iLi>l j>bL>J c*JUi 4j Ij (^j.&j c*JUs t«jl       jl ojI£l>J I
ju\ibL**j| ^4^UjiJ 4j Ij Jojlj Cwjjj 4j?u| 4jLs^lj»- 45* C—jL«-^J (^IjJ
(.4_i5*LS-o (J**ij3 '•Sr,'-*, L5^^" ^ ö"*"9^ j' lJ"^9        Jl) :^
i_iJI. What is the main idea of the text?
- Golestan Hotel facilities
- Bahman Hotel location
- Bahman Hotel on sale
- Golestan Hotel location
What does the last sentence mean?
lJj-Ls jl tjLn_«jj.^_di Jul .Ca-wjI oJl*1> ^-sl^ (^^5*oj.5*
.C^-mjI ^J-'aLo jj~JI 0^5* 4jl*l>j J^J-^- jl oJo-au^j (^L&4_>1_>0^5* 4j
ojJj ^Jl^ (jLrj,5" ^jt ^jZja jLS V Y 4.L0U jo J^-ß* 4.1s*_«jI Li tjIa^LS (jLs"j,5" o[S"^>^j3 Li jj-o^j J--^ .Cu-jI
.Jl*1iL^^ j.h-o^L5* YÄ ^jLs'j.j' ^jlj^^-jLaLj ^ j.n-o^L5* ^ * ^JLo-di
PERSIAN  OF  IRAN TODAY
ljr-U&- /L^k+£_ Uu"
21
1\
22 f
j 4_>.Y
^^^IcL/j 4j> ^tijlti j|j.3 ^^5* L 4_*J_*li^c_o j^j IjLmj .iJsJI
jl5"\j C-J^ l£J3j 'j'—' -V
? JJ_l_O^,0 Ij j5*J JwoJfc ol-O JJj> jl  JUU L^j| X
^Ijj fiJb jL ^w>>' 3 *^j *-^Jj L&j 4j jL JJ->- ^1 .JJI^^-^-o     j^C ^wjJJ-^-o jlj-ma) oIXmJIiJ jJ L-wl ^-L^ L W*o^ j*^ 3
^jjw ^lod^iU- 4j Ij Uj j-ftl^>^ ^Lc .jjJj^ ^Ssj p& 4j j5j j& aS £~+>\ ola jL^> ^Vl .j-ol ^jlj^ 4j ^jUjj^
?Jk_Jj.J Ij L&4.L©J> jl  ^g..AXJ ^JL
j|^j^-o L I .Jk_<-JL3"o Ja>- Jk_i-«jlj_*li^-o 45* ^jL&4»«»15* jjj 3 Jk_JL5* j^j-* Ij j->j (Jj-*-0
.JwJl5* ^^l&5" ^jLj^wjjA5*^ji L> 3j->3j jj^-^aJ* ojLj^ tJu^j5* j^j-« Ij (Jj-^0 ^"o-1^ ,^U<J jljijisjj ^I^j'I jl ^^SL ^j^^p- (^La ^1 jj ^Ij^jLs ^jl ^jli 03I3 t ^-^j
|j-o (^^Lj ,jljlJ-3jJi5 j-J ,jljjI j*i 45* C—j| ^Loj t-S*Jol 45" C—j| ^jX^JJj.5* ^J-C 4H_^Jj ^jj| Lj-wjU-o 3 ^Li^j^- ^Ub4jL^-J^j jJaJ jl ,jljjl 4J^j| L .O—jI j5" toj-^j 4JiL***j        4j CU^"j*i ^Ub4^-Li L «»«^15*^ ^jJ^-L-j 4_fljL*.i j^Ja^j_^«Jb 3 jI L 4^01^1-0 jJ Lol       jI ^L-^-     I jJ Ub4jL^-J^j jl ^jj_^jj\5" 3 jjLi-C Ja—j^j
^jL^Jb     jXJjJj5* 4JLJJj ^jj| Lj r>ijl»J 3j ^^3^ L5^^j J3~*"* Lftj3-**5" j^j*j
0-^9j.3 ^jj| L«^j       *A 4j> jjb JL>- j^ 4j .JwLfl^j L> ^jlj.5wJJJj5" 3     j^ ^jtH js^^^ 45" JJ«Ojl 4jL^-j^j jj tJojljjoj Ij ^^jL^- ^LbjJL-j 4JJjJb 4jo| ,J3J»j Ij Ajjlo Ij ^jJ-oJa-o .JoJj^l        j*J 4j Ij IwjU 4jjj?u ^jj| tO—jI (^j^ ^J^j^-jJ j^j jl ^jj| ^IIuhjIj Jl—j jA JojIj       J3*j 45" 0-^j|j\5" JJ&I^?- ^JZ>j£- Lo^j 4j jJJbl JuwjL j5"I jj_>- jii .^jjlju ^jJLwojIij 4j ^gJ^j    SLLCL9j ^j-c-*^ j*J •*^-*5" jlj5o Ij 4jjj?u
jtJ ^jJoLo oJoj jjJ^ J3^i3^*^ 3 »J-*-^*Jt-5-0 4JU_L> Lo^j 4j .J-J-So ja^jJx-o      ySu ^jj| jl Ij j^?- 3 Joj^^u 4..AC J^oIaJ j5"I Lol tCwj| j**-^J -V-oI-Xj L_^j
wj| ^Lo^j* jlj-^ ^ YA j*j i~5Llcl3j oj^jj\j j^j* 0-«-«3 .o—jI o^LaiLo Lj*j 3 jj*£—->l jj L-w L ^^L^-j^j ^Li_^j 45" Ijj> tjjjbj^-o jL Ij 4jL^-tJ3j
.O—jI ^jLjJ^- L pjJb ^l^o^sl 4j 0-i-5*jJ 3 Oij 4JJJA 3
http://shotokae-semirom.blogfa.com/post/67
First listen to the audio file several times.Then read the text aloud, record yourself, and submit the audio file to your instructor.
tJ-J-5" ^pJ^S" jL Jw-S*-  Ij      3-^J^-O 0Aj|^^- jJ VL 45" t^J^tf
(JjLS 3  ^y^" -Ll-_^ Ij ^IA^3 tAojI^U Jjjj  ^| Jw^5  L Ij  ^ I   ,J—J
J-j^Ojij  ^jljjLl^ol   (^IjJ Ij ^3-^
2_l3_Reading
SHAHS AVA R I  I ATWOOD
ardinal Numbers, Ordinal Numbers c^--oy> 3 j^ojUui ^IjlcI :^ j^^oi
At home, review the cardinal numbers and learn the pattern for creating ordinal numbers. Use the audio file and be sure that you are able to pronounce all of them correctly.
2_l 4_Vocabulary (/)
0^3^" ^ ^tjt^i ^ 'j ^1^1 jjjl c^jj*} JüIj 4-5ujI
tj^j&ojL <
w-O tOoj^J (OJCXä töJL&& tOojjLjj töOJjL tOOjL^>- tOojI^O töiijL tOU
'P^ 3
3
i 'jl^r 31
4j
3 c
1 i<Z>*JL& 3 1
Juö (O3J tobl_JL& tCoA^i töl^t-O  tj_^> 'j^-wJ <
3 Juö . . .        j^-^" 'j'j-^ 4-wJ 'j^j^ 3° 'J^j"^
3^ 3 j^v" 3 ^-^V* 3 Jj* S^i
How would you describe the pattern for forming the ordinal numbers?
At home, read the results from the Men's 4 x 100 Medley Relay at the 2012 Olympics in London. Determine the overall time for each team and then write the results by putting the ordinal numbers in the sentences that follow. Make sure you rewrite the entire sentence before submitting it to your instructor.
Ij jjJcJ    ^taJ* ^SL^oJI ij\Sj\^> (_$Lui> gulij i4JL> jii
J .....j j-o ^jL^J ^j^L«j j.i  Ij ^_*j  jJb jL^JLol IAIjI .JloI^ÄJ
^jLä4.L«J> jgi |j U^_«jL^-0 ^^*JjJ   gilj^l  t^LjLlJ Jol  ^ül_«j| jJ ^j^^J
Jj> jl ^ 45"
.JwUSo  Jj ^J^tJ ^jLjoLlLwjl
PERSIAN  OF  IRAN TODAY
				C--JL> Jlj-"^*	
?	fY:&Y			&Y:YA	0UI
?				&Y:&A	
	fY:rr			&T:Y^	
?	fY:^		&r.xv	&YVf ♦	LoLl_>j,j
	fA:&«	&\:X-	&A:Pf	AY^Y	
	fAiY^	&\:KX	\	&Y:YA	
	fY:fY	&X-XX			
9	fY:&Y		«:Yf	&Y:Y^	
.^^j......................................^liLo ^jLoJI f^-j . ^
.^^j.....................................i^LH-o l^jj-ol .V
.^^j..................................i^LLo 1_JIj,h_«jI .V
.^^J .................................. ^liLo LolljjJ .^f
.^^J ....................................... -aUto Jjjlj ffc-J
.^^J ............................. |ftl_H-0 ^jljLwJjLj^o .P
.j^j.....................................fliLo bL'15" .Y
......................................i^LLo jcLa i^j-J" .a
In class, pretend that you are making a "how to" video on any topic of your choosing. Use the command form and make sure the order of your instructions is clear by using ordinal numbers.You will present your "video" to the class. :JL^o cJUL ...)
(^Ij.j Oj-1^ 4_> % <5^LftH_vj| j.^1 ^J-*-9 jl .JlJjL JuI^j^-o (^jl5* j..&
o^LftH_vj| ^*_Oj,j ^IJlcI jl JlJjL (J-*-^9j 3 jlj^J-a-Jtilj^-wJ^ 4^j_i|
.^b     ^> 4jIjI ^"^15* j^ Ij (jlj^^jju^ .^«5*
SHAHS AVA R I  I ATWOOD
In Class: Read the following paragraphs. Make sure that you read them correctly.The first number has a reading guide in parenthesis. There are a few words you do not know. Try to guess what they mean, but do not use a dictionary. Once you are done, practice reading the number aloud with a partner.
L04.L0J5-
cC^-wjI oJuol JjJLo j£ 45* j^^JlC (Jj-J^I iS^jj •l^-^5^t-> Jj^i lj
(^^L> j-^lj-1       oJuol                4.5* (^^JlC Jj^J^I ^j^l^-^" ^LoJL&lj
.JuJb^^J lj /jLli^-ouo 45* lijlii ^^-^^      Laojl^ oJuol ^jl
tJo^j.5* jöLoJ lj jL5* /jj|       .Ju;_lSo o^Lä*i_«jI
Juli I , I&^JlC
.JJjj^ >-9>> ^j^Ljj-LT ^g-Jjli dj 3 JJA^^ J-^C-iJ L&^iLj>L7 lj p^jA (Jy^ojä
.J-TJ-.....-g> ^.T.....t 3 ^jLo.L......o j3.i.*t5' ^jj| 0-o«-oJ>
J3J j^>I5 .^jb (^^bj ^jLf jUJ ^3j ^Lj JL> ^1 L» <c~J (^SLjs-Lt ^jli j^^S" ^»1 ^Lj
.kjjb jljS jy^uS yj^ j^j J^c^ O-*^ -i—I d.^_T...'.*.i3^j jfy*** jj-"^ ^J-*^ C^tüL . ^jLoLmü    Li^mJC^JVLj
PERSIAN OF IRAN TODAY
Read the following text using the reading strategies that you have been developing. Remember, your goal is not to understand the entire text but rather to answer the questions below. Focus on the information you do understand in order to complete the task at hand.
.JuJl^u J^-9jS" ^Lj 45" ^Ajb^jj]yLvJ i-SL«5* L Ij j.jj L£4_IlJLo 4_5"LL> tCu^wJ (j-*"0 j*^-*^ ^5"j3 L^o-di l_9Jl& 45" JuuliL 4JL*li|ji 4j>^j* Jjjl Jk_ol^_o j-^J 4-\_ol (^Ij-J
I jjj 4_j ^jtilti *—
j5*j„«J Ju^*-j^-o 4.j>^1Lo 45* ^jL&^L^tj tJk-JiJ) |»
.1^1
Cuot^> .C-j      jl^l&jbL-jjljll^JjS"_^-o j^j*loJS        jj| .C^j jlj^S" C^CjL 3        jj^jt-fjjj jlj^jT
A,m,A-Y
3 iSj J^t^ ^ 3^->- 4j oJu****> J,-^-^> 3^ o^J"^ -^jl^1 j^j-^ jj1-^ 0^5* 4JL*lij  4_Lo|ji i»_j^Jj> ^ (^jlj-il J3^^ J^-0"1** J1^ 'o^J"^
Jlxi Ja_>- jL(^> 3 C-T^J^jj^ ffc5*lj,lLo 4_5"L_Jj t-I"o (^Ijlji ^jlj.^J* •JuI^J-.aLo ^jlj.^j* 4_j JLo-di ^ iwJ^Jj> jl ^_*_7jj 4.j ^ Juj|j> ^jUjj^u
^wjjli ^l^il ^jlj-^j* ^■L^-,l cjLi5"L^j.c--wjI o3^j ^jIj-j Ij.^jLjj.^j jl ^iiLj ^jlj.^L^-0 t_j>Aj>- j5*j.-« o^j"^ y-tP^ .c-_«jI
f^j* *\A% .C^-mjI ^wjjli        JjjI jJ> (^Ioj^L^w ^jljj o>-V^c ^ C-_«jI ^jlLl^w fl^il t^ljl^1 j"^-^1 (Jji^ j-^^ (j^" j^1 tJu3^j ^jljj
t^j-xL-f :jl JJjjL-^ tl.\j-"-......ft C*-J5l j3 3 j^Uc* ^ o'lj5''-wJ l^^^^ .AJjb ^'1      4j?l^J L ^^-Jjli ^jIjj j^-w ^1 j'i
.c-_«jI ^«jjLi L^jI 4»«ja ^jljj d5* (^j-J ^ (^3j,S*t^jL?tjLjj31 '(^jj-^ '(^g-^j^ '(^j'-^j'-0
jLol j,jL_i 45* 3^*-j^-o j---«^J-*5" j--^ jJ> j-fl-J jlj-^ o3jL jl (j^-o Ij* >-\.-a*Lfl-a' ^ j^j1-^    o~° o^j"^ j1^ c--o<-«j> ^5*1 jj
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SHAHS AVA R I I ATWOOD
	
	
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2_l 5_SpokenWritten I
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	4„jÜLvJ ÜumaJ
	
	
	
	
I. With your partner, discuss how you would ask these questions in ^bjf ^jli.
.Jk-o^Xj (^jLiLfl5" ^«jjLi 4j Ij jjj CjVI^-j t^jLj^a^jS'^jÄ ^-iC^-t l
Normally what do you do after you study?
What did you do before you came to class today?
Before you entered this university, what were you doing?
Do you think that all Iranians know Persian?
What are you doing right now?
What do you normally do after you eat dinner?
What do you normally do every day before you come to campus?
Do you think that all Iranians are Persians?
2.With your partner, discuss how each sentence would differ in ^bjf and then take turns reading the sentences aloud in their spoken variations. After you finish, your instructor will play the audio file. Listen to the audio file and check your answers.
^jLj   4j  |j   l&4„LoJ>  eXl^j  4j   ^y^^J  t^jS ^ZSS 3   LA^j (^£jlli5"
tjukib i^I-^jI Ij 0jj"*^ tj-1! i^-k-|l jl ^Lxj .Jk-ol^Äj jüJj 3 (^jLiä5*
.Jk-JLS' j^j-o Ij tj^c^l-^V'l^-?'
2_l 5_SpokenWritten2
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PERSIAN OF IRAN TODAY
3.Work with a partner and use the new information . .     .       -«=  i . ,      » .      «= .1 , -t <- < i v
1 jjj .i-V-i-.....jj-Li (^CjLjIj ^juj 4j t^jjujj Jul4_Ojj oLj 4.^Jl O^oJ b .1
you learned in this lesson to write a poem in ^.hjf. .    .    m<-  i  i    »   . »<■ i • . .     i' i~-i    i -
'                                                                                                                    r .Jv_;j|^?CJ jj-JjO   (_CI jj Ij jJL«J ^ Jk_*Ji_>0  J^J>                   (^Lfl>jU->L«J ^LoJ
Underline all of the new constructions and read
your poem for the class
m
ing Old Adjectives and New Adjectives JoJj> ^I&CuL^ 3 UCoL^ ^ iSjij* :o^j'3
At home:
1. Below is a list of adjectives (mostly antonyms) that will help you describe the world around you—the people, places.and things that you regularly encounter. Listen to the audio file and learn the pronunciation of each word. Make sure that you come to class able to pronounce all of these new adjectives.
2. Listen to the audio file and transcribe the sentences that you hear.Then translate them into English.
^jj.^ 45" ^jLJjI ^ tLa^LSLo (j|jil Í(jLjlÍIi^L-Jj <x£^ ^S.^S
J*_JL5* t^Jii^5" ^>J-1^ 4-1 k-fl-'-^'^J* Ij Juj^>-^^j,j L^jI 4.j
JáflJbi JuL     l^o ^"^IS* 4.j ^19^ .Joj;^5ó oL Ij Laojl^ JááJbi ^
.Jk_o|ju I \ L&ů^la ěXwJ \0
2_l 6_Vocabulary I (^^9
Ju^jlIi^o ^5* Ij ^> L&4„Laj> IjúLiI ^       ^j^i^5* ^j^ms ^J->4j .v
4»©J>jJ   ^v^-lXjl  4j Ij L^j|   ^j^-wJ C Js-^wJ^oJJ
2_l 6_Vocabulary2
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sad	ý^S^š. -XX
handsome	i^^J(^jy>- — Xf
famous	j^^JLo — X&
clean	J-ir^ ~X9"
dirty	JlJS-XV
dangerous	^L-jki- -XA
safe	
new	
old	JÍ -f ^
frightening	^'L^jjj* —*f Y
polluted	-fr
clean	oTL -ft
comfortable	
strange	
expensive	
cheap	
difficult	
easy	
crowded	
not crowded	
populated	
not populated	
interesting	,_JL>-YŮ
tired	
hungry	u->/ - YY
happy	jLí /JL^j^- - Y a
light	lSwmJ —Y ^
heavy	
far	j3o -n
close	oSLjjj -YY
small	
big	
young	
old	
good	
bad	Ju-P
tall	jllL-Y
short	olios' -A
beautiful	
ugly	C*ol> j —\*
fat	
thin	
warm	
cold	Oj^. - ^ f
rich	jj-«j^jj - ^ 6
poor	
SHAHS AVA R I I ATWOOD
In Class-Twenty Questions: Your instructor will give you a sticky note with a famous person, place, or thing written on. He or she will tell you if it is a person, place, or thing.Without looking at it, you will put it on your forehead so you cannot see what is written but your classmates can. Walk around the room and ask your classmates yes or no questions about what is written on your forehead. Ask each person one question before moving on to the next person. Your questions should use the new adjectives that you have just learned.
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Comparative Adjectives
I. Look at the chart below, and try to determine a rule for forming the comparative adjective in Persian.
2 17 Grammarl
more beautiful		beautiful	
cheaper		cheap	
more difficult	jj C\o?LvJ	difficult	
more populated		populated	
2. Now explain the pattern for creating the comparative adjective in Persian.
3. What do you notice about the spelling convention? Does y attach to the adjective?
In older texts you will see this suffix attached to the adjective, but in more modern writing it is not attached. In a few cases, if the adjective is too short, like ^S, even in more modern texts you will see it attached.
4. Now read the examples below and see how the comparative adjective is used in context.
.c~J y^Ss>£ ^Li        jl ,y\        pjV tSy^jji li^sl
5. What preposition do we use in a comparative construction? How do we structure sentences that use the comparative?
Superlative Adjectives
6. Look at the chart below and try to determine a rule for forming the superlative adjective in Persian.
2 17 Grammar2
f most beautiful			Ljj^
cheapest			
most difficult			
most populated			
PERSIAN OF IRAN TODAY
7. Now explain the pattern for creating the superlative adjective in Persian.
8. Read the following sentences and translate them into English. Pay attention to the position of the superlative adjective in the sentence.
9. What do you notice about word order in superlative structure? Where does the superlative adjective come relative to the noun? How is that different than regular noun/adjective construction?
Two Exceptions
10. You have just learned that we form the comparative and superlative adjectives by adding to adjectives ^ or Cj—iy respectively. However, there are two important exceptions with superlative and comparative forms you must just memorize.
I I. Read the following paragraph. Underline all of the comparative adjectives and circle the superlative adjectives.
c best		better	\
most		more	"j
jCvJl C^Su^i Ju_>- *j Jk_o
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SHAHS AVA R I  I ATWOOD
Use the opposite of the following adjectives to talk about these three friends.
t^jj^j oliLtf?       f\ jl o*}LfiJL«j| L> j öjsüjä ^\jbo^jS j£
.Jlo^J^j jjj jO^u 4_wj OjLjii c^wjj^ 4,L4j>
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Find two images of airports from two different countries.Write a short composition in which you compare them.Your composition should have at least 200 words and it should include three comparative adjectives and three superlative adjectives. Be sure to turn in the pictures with your composition.
.j-iL 4X^i>U ojl^ Y • • ^Ji|jj>- *S j-j^o^jj oLj^S' (^LljI *-5o
^^^JXil L ^^jjli ?JujU c^j^^ jiLJLu Ij ^Ijj jölAS' .Y
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?cU-jI ls^j'}15' 4:> Jujb |Ojj jjjl 4.5" ls^j'>15' jjjji^j .0
B- The People in the Room. Working in groups of two, write short paragraphs about two of your classmates. In each paragraph, use comparative and superlative structures to describe this person. You might compare them to other people in the class. Once you have come up with two short paragraphs, you will present your descriptions to the class and the other groups must guess who you have described.
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S H AH S AVA R I I ATWOOD
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PERSIAN  OF  IRAN TODAY
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.ooj5"^o 4JL*il j^ JkJJL*—Ä 4_v^j|ji (^Ij^L^ (^L^_L>-ojj,«j JjS'LwJ 45* i^jäj jljÄ JJ->- toljuu
Oil *i o1^1*
^ JJJb jl ^LJ^Ls-^jI jl jJu J^a^ 4j oSoojJ t^JL-oJI oS"j^_«^o ^[jbj^tS j L*jIj.jIj tLj5* JiUa Lfljjil jj-^j 9 jo
.JuloJuoj5" Jj.S'Lwj 2 Oi^jS" C--«-ij£ 4jilaJ-o
4j oJlC. ,JjjI .JuJuol LäjI 4j 4_«^j|ji C--o^-«-^9 ^jlj^'i jl 45* fö-ij^"iS^ji C^~"*~^ (jW*^1     ^^-x-ol4j (^Lc. lJj>-Ivj tJLx-Lvj) (_^LijjiI jo
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http://vvww.andisheqomxom/Files/whoisshia.php?idVeiw
PERSIAN  OF  IRAN TODAY
2 18 conversation I
o
If you would like to leave the class for a few minutes you will use the above question, "Excuse me, may I go out?" You can also add a phrase to that and make it more specific: "Excuse me, may I go out for a few moments?"
You can also use another word instead of/bebakhshid/. It is:
/ma'zerat mikhaam/ which is close to "I beg your pardon" seems to be more prestigious to use. I would suggest that you use it if you are in a more formal situation, for example, when you are talking to your teacher.
Listen to the audio file to hear the examples. Memorize one of the sentences to be ready to work on a skit with your partner.
At home, listen to the following conversations.They are written in ^hjf. Learn how to say 4.L or <u to somebody's request.
.^jb£ ^jioLcJ ^jj^S
First practice the conversations with your partner. Then, work with your partner and make your own conversation and be ready to act it out in class.
2 18 conversation2
'j^ ^ 3J Cr* -
J- jurt-
starts :^^o by all means :!J^ JU5" I I've caught a cold^lo^^- L^.
l^ft ?LfllaJ J^jS^a jL     jj -
!flojj^- Loj.-j (j-o Lol -!A-Jo\J i^pj*°3^ "
SHAHS AVA R I  I ATWOOD
(jÄijJ      jl «jOjl>5 Cuu^tS 3ÍVÍ      4j» '.^gAjyMí^ja 3 jje-uj < láÁJj'
Now that your work is
Full of deception and lies
Now that your heart is
Miles far from God
Don't say you love me
I don't believe that
Don't say you have only me
I don't believe that
With your words
You keep lying to me
You want to deceive me
You keep lying to me
To my broken heart
Don't be so unfaithful
If you don't love me
Don't perform/act like this
L j 3 ^5oj.-J jl jl
|jc> jl jjó lfl>^-\_L«jjS
4_Jj^«j j^j^Ij AS
<ďl
._\_j5* ^J(-vJ ^ ^jío^_f 4j|j,j 4j C-jj.ILL>I í4jI^ jii — l_äJI
.J_*_wjl_I_li^o Ij L^jI 45* JJ-LwJ& ^jLß>öjl^ .^--i5* Jl-jJi Ij Lä4.LjJ> (jLj 4j 4_j|j,! ^jI 45* J_*_1iLj 4.^_li|ji 4j>-^j ?JJJLwJď 4j>- L^j|
Jk_Oj\j ^jjJAj> ^ Jk-ol^tj Ij 4_)|jJ   ^.OUO .3^*-ü^-0 OJul^>- (^jllÁ_f
4.:> oJlJj oJk_*_Jt5* Ja_>- ^jL-jj-jj 45* ^jLäöjI^ 45*
^jIícjA!-?! ^1 (^0jLj3 ^ j^iS* Ijl-j Ij oJuJ|^> ^-«jI «4íl> íA
jjlju ^jloj^J As> Aj Aj\y jj| ?Ct
Jl«^i3_o 4jlJL.ol£ olios' jL^^i (ji»jLoJ Jul4.IL9j,5* *}L> 4j|jj jj|
IjS-l Ij j I 3
A. At home, listen to the song online and try to follow the lines. There are a few words you know. What are they? Be aware that this song is sung in'^jbif." Read the translation of the lyrics and guess what the underlined words mean.
B. At home, find the name of the singer and read about him. What is his name? What period does this song belong to?
C. In class, work with your classmate. Use three new phrases that you have learned in this song to write a very short dramatic play. Act it out in class.
PERSIAN OF IRAN TODAY
a
I .Write a paragraph about your daily schedule. When do you wake up? What time do you go to school? Do you work as well? What do you do after class or work? How often do you see your friends?
2.Write a paragraph in which you compare your hometown with the city where you currently live, or with your favorite city if you live in your hometown now. How does the weather compare? The people? The restaurants? Be sure to use the new adjectives that you learned in this unit, and be sure to include both the comparative and superlative adjectives.
O"^ Oi' J'
to
I .Watch the second episode of Cafe Denj, and write two points you learned.
2.Watch it again and answer the questions in the box.
4j?u'l ,_JOjljjJ 4_»5o JiJ j Ij gu,S 4.iLS" ij"^
2_l9_Video3
.Jv_^a^ ^_j|^> ^jj^j (jp^JI^-**1 ^ 3 lj jjjl ojL^^ .Y
?lj,:> ?JLo 1^.0 ij^V ^ 0^3^**°'^ ~V
Jj'ji J3j Cfij-^ 3       ujlJ3r°' Ij--?" ~V
?eU™j> Ijdj ,_jljj ^LJidilS" ,_jU>4j?u (_£4_oL'jj
SHAHS AVA R I I ATWOOD
?jbil Jjlfljl u«^o ,JjL~o 4j> ?JuJlJj IaCh^ .rr'x^i Ojljj'i (^lojL" (^Laj^ 4j> 4j>3_Lo
.Ju^jS'^.o ^_jL?c_oI (^l4.jU>'^Ji ^jl^-lc 4j Ij LaoJu^^i 4.^-L^ls jl ^IaS* tJu^^j oJul 3 ^jjj^j iS^~T ^ J1^
1. With a partner discuss this episode of Cafe Denj.What import things happened? What new things did you learn about the characters?
When you are done, discuss which roommate you would have picked if you were Shirin and Ide.
2. In order to fine tune your listening skills, you will jiJu 4j jL ^UjIjl^ OjL^o J>jl& L .v listen to one section of the episode several ti
you must fill in the blanks below. After listening three '^jf ji Ij JLi- ^UL* 3 Ju^b ^i^f jL 4^ 45"    jl juu
times, review your answers with a partner and then .^S Jj^ib^ySpA jl I Ij jl^gl&iJ^s-the class.
aSjJ p& 3 iS^p.............jl       3 ..........iS ^j| p& -4^fjjj..........o'jV
j^-jj ..............j& .^^jji-o .............3 JlJj p>jLs 4JL»-o ..............4j j^--j (^5^
........................4j b L^-j^^- jjLtj l3o j^-^*
b5jj» ^Vl Jj+j;.............
3 ........(^Iaj^-*-J b^l fc^i^ÄJ..........45"..........^jLäJuo^I ^jljj| c_fiJlÄO (^Lä^jLi^oj^--j jl ^jljfy>
.LäJjI ^jloA-o^l ^jloJkJj JJ-L.............^ .............l£^3JjI 3 C^a^^ J3 3J
3. Your instructor will divide the class into two groups. The students in Group One are looking for a new roommate and the students in Group Two are looking for a new room.After preparing according to the instructions below, the students in Group One will interview the candidates in Group Two to see if they are a good match.
O3J.5" (^l&JÄJLjb  .JLLS'^-O ^-i-.....J?J   Ö3j5* 3*}  4j Ij ^yJ^S *}ll_«j| X
JLo*} 4j 3*} °3J^"       3-^tob 3 Ju*}j5"^o ^^L^^Ji JLjki 4j
t^j-oL (^La^J-ojJIj3^L«j^ 4j 4_>>3J l> .Ju*}j5"^o (^JuJc> 4jL_>'
Lj jlllS'^-o 4_*^Las 3^ a3j^ ^jL^^LfliLo L     ö3j5* ^jL^AJb
.JILLS' Il\_o ^jJlJj 4iL>^Ji (^IjJ Ij <iji JjJjIL^j
Group One:You are looking for a new roommate.Write an advertisement (aagahi). As you are writing your advertisement, think about the following questions:
PERSIAN OF IRAN TODAY
Group Two:You are looking for a room to rent. When you respond to advertisements for rooms for rent, write an email in which you describe your daily habits. Include answers to the following questions:
3*^
^^jL 4j L jj^jj djU- ^lif dj jjjb
(oijj') ulb'
(....jj^l ....) |flooi Lwil [3i Lj]
jly) y,b jlji
(d-aslys ...)
6^ cJj^ 'o'^
jjOO^JI JjjJoojJI jjLo
y,lo J j3 lir1
.YA .Y<\
y-.n
YY .YY Xf
x&
X? XV ya X*\ X •
x\
XX XX Xf
x&
X? XV Xk
.r\
a •
A\ ay ay .at
a a
(ojb ...) y,b il^Lc
(^JoIaJ^O ...) ^jJtoUw^O j.".w..j ,Y
(i^j 3J0        Jolo ^J_) Jo L .A
PS
(ojljo ....) ojljo (_5oLj C^ojS .\ ]
^ I .^Y Ojjj Oi') UJ3j uVJ
(4itjo-ooi) JoJojji .W
(^l^iij) oJl<csj "\ jS/ JrpJ, .y •
^jJW  jtoiljJS-^^O /-folS" ^LoJj   i)   Ij ^l   |Oj|o   lJU-JJU   .y ^
3I (_50jLjo .yy
(p>Jjj (J^>- (olj^-^) ,vjj       (toilj^-^o .yy
(»laJoJo Xf
JLojL .ya
> .y?
LjjJ^i .yy
SHAHS AVA R I I ATWOOD
.... 'pl^s«» '(t-"-»-o AT
.... i(^ÄJ>jL j J^a . . . i|o5o 3 jJs
■ • 'fS^ 3 j'j-* 'fO^A 3 j'j* AY A<\
V3^    * Y
aiy .1 •? c*Joj .^ * A
\\ \
_ii .m c>^Jj>   Y •
<u~J. .UT Sil, .UY
^ Jio ^LjL. .AA
><jL_o .PY ;5>.?T
.?Y 4ä^J .PA
|Oii.PA
by     ibjä (j^J       b^s .Y •
.VI
«lM .YY ^.b .dU- .YY i4_Lc .VT (_sj l»ii4JL>jjIj .Yö
t^ÄÄj-^. >YP
^by^-o <4JL>ji^-o .YY .YA
Jw3
aJsjL^s- .A ^
jukiL .AY ^ujs^j^j^i ,AY A^sC^La» .AT .Aö
jLidJ .AP
jl^> .AY
i^o 3 <^-"~H s J-iulj J jljA....     j jlja      3 jlja .AA ... 4jL^>,jl^a»     ,y ,jyt, .A^
■ • ■ 'ö3^^-° t-
3 oLtcJJ
'03^^ 3^ 'o^^i-0 A ^ 'fj'-vf 'i°3^ 'P^ 'Jä'
PERSIAN OF IRAN TODAY
AX •
ijrfS^Č- .\X\
i—^J^p^-AXX
.\xx
>oi AX f
jiA .\x&
S\SyL± AX?
Juai- AX A
<*-5"!-L^ jj . ^ T *
JTI AfX cJAj AfX
(j^-jj^j . ^ A X
^] «j^ .^r
j3j3i- A&f tjiš'bJi Abb ^^Jisxj A £$?
cio L A&y
la^al AfX
(f'^Lr* (^l^er« ^
(^lt0 čj-t-') ^^lt*
SHAHS AVA R I I ATWOOD
3_l_Vocabularyl
	(jL"-ft5") jL".....!^
1 have come, to come	
Konkur (University entrance exam in Iran)	
so that 1 can go	(fjj iS) w iS X
to get ready, 1 get ready, to get ready	/jJlJj O^Lol c(^_Jj^»0 O^Lol) |ft^*li^-0 o^Lol c(^_JL) o^Lol)              o^Lol .Y
although	
last year	
1 was not accepted, 1 should be accepted	/ffc-Jj jj^-^ ^i^) 4*2^ Jv^-^ *^
they think, to think	
she/he calls, to call [to call somebody]	[jjj i_Stjj is*s Aj] jjj i_Stjj i(4jj^ ^Sj'j) ^'j^ ^Sjj
asks, to ask [to ask somebody]	
1 answer, to answer	^j^jb ^-jI^J^- <(|O^0 ^-jI^J^) ffcj2>*J^.O ^-jI^J^- . ^ ^
they would like me to study	
try, to try, I'll do my best	
otherwise	
other	
to rest	
birthday, birthday party	
party	(^'3-«-^) t5JL»v • ^ A
clothes	
1 wear	
1 should wear, 1 want to wear, 1 am wearing	
closet, dresser	
SHAHS AVA R I I ATWOOD
favorite	il^lc jj^o .YY
it starts, to start	
1 don't wear make up	
ready	o^Lol X?
1 should go	o-jL) j^^j-j AjL .yy
late, it's late, I'm late	öJlJj             cöJlJj jJO tjJO .YA
gift, to give a gift	Jjolo 4.j Jl& <4.jJl3> .Yl
story	^b-jb T*
I'm sure	
she will like it (more colloquial)	
to give, they give	[^ob ^^5* 4_, (5j^>]           ^a>^ <o^
subject	^^*i^o T^f
important	TA
time	
in my opinion	^ jJal 4_> TY
appropriate	tw^-wjL-o TA
immigration	
overcoat worn by women in Iran	^Ubo .^f *
pants, jeans	
green, dark green	ö    j^-wj tj_i»vj .^Y
headscarf	.ft
white	
shoes	
socks	i-j|j^> .f ?
backpack	.f Y
4 pairs	cJ^ ^ .f A
PERSIAN OF IRAN TODAY
to put, 1 put	(jöjlÄ^o) pjÄf^a
doll	
to bring, 1 bring, to bring something to somewhere	6^3' uiW" *i b iS}**? '(fjW*) i°j3'ls- '6^3'
s/he wanted to, he would like to	cu^ol^-j^o ^j^J^ .AY
to buy	iV^lt0 'o1^^ ^Y
eye	
s/he falls, to fall	jj^hil c(4^il^o) .iiil^o .&&
to snow, It snows	(^Uo...) Jol^o ^ijj '(^-s-ojl •••) Jj-s-oi ^ijJ .0?
school, schools	^j^ijIa.0 t4*ojJ^ .AY
problem, problems	
	
Oj3^£> 4j (j-jj^ (^Laojl^ 4j J^^jj-o (^La4.Loj> ^ A^A*^> & JjJjxj JuJLo (.^^s jjjli jjjl j^j ^i
p-t^S^s* c^sx^o ^3 Underline any words or structures that are different in the spoken form .j^aSL Jos- o^U^
.•Sjj^Sj *jL ^.a lj Ju Jc> ^Laojl^ ^jLii5" ^J^li c^jI j-j^j o^*i 'f^-^es"0 ^^l"*5--^! l^j^-*-^" t^j^^1 jl ^-Lcl
3_l_Vocabulary2
shahs ava r i i atwood
What is your favorite color? I should go now! Otherwise I will be late. She says that she has thirty pairs of shoes! In my opinion, this is not an important issue.
Although the sea is right beside the house, she does not know how to swim. His most important problem is that his son's school is very far from the house.
oLc^l I
J <*ibU ................................. 4j
J (j-
.C*-vjl ................................ |ö|^H_JLj 4.1^5* ,y
Ju«5" j^i j^.ju5" 45" .................................... ^jJ-o-La-o .V
•|*3Jur* c5J'-a^e ^..................................lS^J^j ^3-cUt-°
.f jb................................... J^5" ^5o ffriljl
............................... L^^c^W^ '"^(>5^'"«-^-0 V^-o-JW
............................................jöjJ^j .Y
.j^jb iyi^> jl^Li lj.................................A
............ Jwo5*       L Ij ffrjL^jLlS* V^-oJt-o <4_jL>-
.c-_wjI............................. |öloJk-_*li^j jjVI 45* ^wjLJ . ^ *
............................... CvJ^ii Ij Jk-fciLvJ i_5s.jJ . \ \
.i-ijj5*^o ^5"jJj....................................j£ pSij^yj ^jbLwj^j . ^ y
.c-_ujI..............................pj^Lo ^aJ^^Ic ^j3-o (^lAji . W
.CuJ ......................... flai^ öjy> (j\ jki . ^ f
.|öj^tJ ......................................... £0*-^^ Crf-*jl  ^j^o I^JÄ ^ Jul^.0 l£*^3 ■ ^ ^
.......................... 4j V^-«Jt-o (jjLJ ^jJuj,^- (^IjJ . ^ ^
.^.^5*^-0 Ca^IjiILwjI....................................l^^J3j V^-«jt-o.^Y
.................................. ^£4JI_Jjj ^ILltb O-vJqJ 4_01w_oJS . ^A
.ftoJLwb 1—^_wj^j,£ ................................f^.^ ^
.C*-i»ol ^L^ii jJ^j (^Ij-J ^--«jLl« ^4jiAä ........................................y *
.................................. £*&2 X \
.j^jj^g-o 1—Xjj ................................... 4j 4JLflJb j.Ä .yy
.c*j       (actor) j&jl.............................d£        jS3 ^ .XX
.Ct*j ..........................^AS^Ac ^j3-o ^-5oj .yt
..................................... ^j_*»JoLo (^Ij-i j-w-j 1—Xjj Jj-o jiaj 4_> .ya
109
PERSIAN OF IRAN TODAY
(J-olS" ^ V jjlf3I3 jl oíUi*jI L lj   j ,_5La4.Loj>
............................... (flower) Jľ y 4j cjjJ^j j3j .jjb <ü}U ý <b 3I        ^3 ^ .)
...............................jll> c^L-j -V
jVI ..sjj..................................^(_jjo jj lj pl^s^jjj (ji^S" .T
■•^ tť0............................Vj-»j^ !«jäI^š- '(vííj^ ^jL*-^ *i t^-3? -t
■•ijb (^^jj3 (jžJt^*................................0^ f1>S>j>35' ^äI.P
.jaS" ^j*-* jjiiLft^l^jL* 4j Ij ^jj^Jj..........................6^c ^
•^aj5"ts-»j 6* *í 'j o^y^ •^a'ľt0-'...............................6i' j' 3' '>?■ (»j'^Lr0^
.....................................-(S^*^> ij*> A
•^j'«5 cs^j>> u?1-0................................^3^5^ r~i - ^'
.........................................ó' íS°Pjô J3J        •Ai'i -i**1^ v'i^ (»■''>'cs-0-1 6^" ^ ^
...........................v,'3-*' j' ij-^ v-^1 ^ íů^JvvO'i'"*0 i01^       ls^3 ' ^ ^
3I 4j ^j-^Lo k-SCj jj^iI^XJL^j \ A ó-^> (j^I^j 60^ ^ ^i^"(_5-°   '"-.....a j'^3i '-V'
.................................Lftt-jbS" ,_j3j jl .^f
.Co^J ó^' p-ď^ť £3-^3-0 ^jjl OjLjj'i ........................................ ěX«j| (J^-jI tj-o (^L^JLa
•lajuol^Ťu lj* 4jU**í>-...................................^p
.........................Jí-^š U ijJljä- ..............................,_jlJLj jL^> j|. W
.c^J..........................jjj^^j /jj|.*i A
.............................. Ul*j|  4j Ij L»l_lll5' 4_oJS . "i I
...................................lj <-?jjjj^j JL-5- 3......................................f^j./íj'i'-0 *i '-^ ~Y'
.|ô jjb^oj ,J3^S......................... (*-''3-'tí o^J*^ l"ki'"í '^^
Jjj> i^jl-w-j^O .V V
■ffrÄJo ............................. 4j> jftjb^^-oJ ............................. ("J*5^ LÍ'^j'-ÍJ^ LÍ^i^v" ^-^i '^^
.LS" 4? Cl
6i1 31
6i'
ói^iH* -^^ ...................vp
...................YY
ó'^ Lsk^ •
.............4jjjb ^j-o 4j čucL«j     |ôj^Lo .va
■ i-V-'J-t^Jb      jji ^Lä^^Í) ^■^-■■toi-V-'-oJ jjj ^r>l i o jtj ^j'^jl ................................... 6J^^J ^
.C^l JI3-0       Aj .............................r •
s h ah s ava r i i atwood
!^J_w5" /jJJ-«J* Ij L&Ojl^   J^-oJj ^ JwwjT' ^j^5" j^^S t_Jjl-9 4j Ojlj^J .Jwu^j^-o
3_l_Vocabulary3
snow, snowy : .j^,
it SnOWS : Ju l^-o lJjj
		One-piece veil and :4_«_üLo neck covering
	jl^J-Jj 2 *—'^	
		
		
		
		^b
		
jtjj 'i ^ ' ^    fc'i ^ '^c	o^j-5*	
v		jj_ij,^5"
	
	
	
	
	
	
	
	
	
	
	J
^ .......... ^ ....... Lä^LLw^jL . ^..Jj^j ......... ^ ......... ^ ......... ^.......        L&^jLLv^oj V^-«Jt-o Jj-o -
'J3J Cfi] cr° "
3..........P^Jls*0 °l-^*^-|b dj ^^Sj *f*"""'3iLS"0.........3............3.........3........... 4jL^j^ -
•••q.............i............. i..........°)VI "
PERSIAN OF IRAN TODAY
3_l_Vocabulary4 (jpw
	
blue	^1 -Y
brown	tslo^s .A
red	>ji
orange	
yellow	
purple	Y
	
color, colored, colorful	
dark	oj-J .Y
light	
rainbow	
pink	
black	
In Persian we say ^j^-^n j^i-^ ^1_J if we want to say, "I am wearing white" in English. In other words, we use
present perfect in Persian, while we use present progressive in English. You will learn how to use present perfect later in this unit, but for now just learn how to say, "I am wearing," and "you are wearing." The following sentences are in spoken form. Listen to the audio file to learn how to say plej-—^ and ^s^-^^ in spoken form.
3_l_Vocabulary5
:JLU
Lol 'j^jl^        Cj3~v iö^0i^~^'3i o-**?"       :j-^L«j -
ol-Lo (^loJk_i-*li^j 45" ^«jLJ  :|ju -
.^jjj L*j t4j3^ ^IoJla-Jj^j 4j> jjb :|ju -
.|öIoJl*_^3^j Ij p^sS" J3-a Lol ijjcLwj -
I .Write a few sentences about what you are wearing now. Make sure that you are able to talk about "what I am wearing" fluently. You will talk about it in the class activities.
2. Bring in a number of ordinary objects found around your home, e.g. a book, a vase, a box, a jar, a decoration, etc., for the in-class activity on the next page.
t^^Z" 'Aj|oJk_i-*li^j 4_>- A^j ^5o / jj-^lj 4_> J*-ol^-j
t-J\j cL>j,.o 4_JL<«Jj t4_o<J> t/j|j*.i5" tiwjLlS" ^jLS-o ^J^-«-3t-o ^^^-^ *^
4^> J.Ä L> jj 4.L^j^
SHAHS AVA R I  I ATWOOD
In groups of two, you will talkabout somebody in class (what she/he is wearing) and your classmate will guess who are talking about.
He/She is wearing       (oj^i^j) c*J o^^y
> (c^>l
.j™jj-j ljL"l(_s^jjlS'(>ö jl jLj ^j-jjli tjl&jyZS (o-^-jj (^ojLjj .v ..............— ?^jb ^ijj jj^>" ^jl-"-......C>L* ^.^jj
........ .^jI lX*^3 °^s"""'3i j*j^ V^J3""?"
........ -^jj o'^S' ^ oJv_*_Jj^j ^j| ^jj&lj.-u ^j^l
At home, find two ordinary objects to bring to class
tomorrow, for example a book, a pen, etc. Make sure
.that you are able to describe the objects in Persian In class, you will work in two teams. The instructor will call on one student to show his or her first object and establish what it is,for example, a pen. The member of the other team must add an adjective, for example, a small pen. Your team must add a new adjective (and place it in the correct order), for example, a small red pen. The teams take turn adding adjectives until a team does not place an adjective correctly or fails to add a new adjective to the description. The winning team gets one pointfor each adjective in the final description. Continue for each item.
t-J\j tLij-o 4_JL<«Jj c4_o<j> t^jljJo"" t^—jLlS" ^J^-«ovo £(^£>
^j^iS* 4j J^jS^a Ijoo (jLjlJIjo 45* 4.:> jJb L c^J-o jj 4.L_«j^ L_fi-*-^aj' ^wJjLä 4j |j s.L«Jj| Jjjl J-olyLi JoL . Joj^Lo lj Lä^jx^oIo jl ^j'j 'jL-vJ .ojlo fft.^j 30 4j jLj iSJ^"1 ~O*0^"^" J1^ JuSo ^jLjto ^0*^15" 4j ooj^l 4.5" lj ^JL-Jj JoL ^jLjtol ^ Ju5"^.o |juö :Jo^5"^o tooj^l (^jl5*o^>- j,5"l "^JjLo .C--«--j> v^-^j JjjI Jo^5o ^ ^llo töuS^-o 4JLo| <ui5"       4j «.jlS"^» t-j\j JoL Lo-Jj jU._o .C—jL^-*1i jU_o CoVL>- .^^^>^S* jLS"^^>-
i——jL-o (^L*" j*J Ij C-JLö JjjI 3 JoljiLo djjL-C Jjjl 4j jXjo* C-JLö ^^jli^s Co^J 4j Lä|U_o «.i-Jnj>^5* j-oji jLS*^^> »-So» "^JjLo tJoS^ jlji <Ju5" 4JLi| lj ^jlft*« Jo'l^u Läj^^J jl j^So 45" (^i^ Ij tJuoljil^ lj
j.ä (^IjJ öJojJ jU_*J   .JJ^o jlj-9 ^L-.vjL-O (^L> j^J Ij JuljZLJ L
L (^jL .^j^S^o jl-^-«l ^-So 0J0I1 4JL*il J^l (^öjl^ 4j 4.5* ^su&
.JoLS*^^ |juo Jo J\j> Ojl^ jjuo
(.Oj.Jj^-0 Ij (^jL Oj.5* IJOO   Ij oljÜ /ojS             4-«Jb j| j-J^^j  ^jaaS" jÄ) ...  45" Jo-LS* |joO   Ij f^LsSI^jS^S jO .6
............................ Jojlo* /  öjlti  öL_mJ 4jj,5"
............................ j0i0j0—^i^j /oJow^l^j  Joo3-wJ <wj|j^j>
............................ JojI^j /ojlo* ^^ptJjL t-fl-5*
............................ 0j-w-j   ^^äLj I / ^jijLj I 1—XJj
............................ Jo'jlo /ojlo C-J>lj (^lo^5 4.j
............................ Jd_vj^j^»o / 4.^i^j Cy^^J 1—^Jj ^Lä^jaiU 4.^_i-oJÄ
............................ Jojlo* / öjl^i ^Sij^o O^S 2 JLli 4iL> j^j
PERSIAN  OF  IRAN TODAY
1. How many pairs of jeans, shoes, and sandals they own.
2. What colors they like/don't like to wear.
3. Who their favorite author is.
4. What their favorite subject is.
5. What they gave to their friend for his/her birthday.
6. What presents they usually give to their family members for their birthdays.
7. If they have a car. What color is it?
8. What is one important subject they are thinking about these days.
9. What is their opinion about their last Persian exam.
10. Who calls them every day.
I I .Who is important to them.
12. What actress, in their opinion, wears too much (^Lj) make up.
13. What their opinion is about having an entrance exam for US universities.
14. If they are going to rest this weekend.
15. Where they usually put their bag when they get home from work.
16. If they played with dolls when they were a child.
17. What they usually bring to a party.
18. When they were a child, what they really wanted to do.
I .When their birthday is.
2. If they like birthday parties.
3. Describe a memorable birthday party.
4. What their favorite color is.
5. Who their favorite singer (ojjl;!^) is.
6. What they gave to their siblings for their birthday.
7. What presents they usually give to their friends for their birthday.
8. How many backpacks they have.What colors are they?
9. What they think they should wear to school.
10. What their opinion is about going to Tajikistan in the summer. I I. If they like Chinese food (ask in a more informal way).
12. when was the last time they rested.
13. Who they call everyday.
14. If there is anything important that they would like to talk about with their parents.
15. If they like brown eyes or blue eyes better.
16. Describe a time when they fell down.
17. What problems do they have in life these days.
18. If they like buying new things.
SHAHS AV A R I I ATWOOD
3 2 Video I
^t^jL jJ j (^lÄ^j^-vJjJ   4.J ^
Ij   ^   jfrJLJ .JÜl
?JuI^?tj ^^Jjjj JuL OjLl«j lj:> .P
4.:> Jl&I^-^tt .A
B. Watch the video one more time and write down
the information that was not covered by your answers to the questions above.
C. Find Setare's hometown on the map and answer the following questions:
i 3
I j V ^.Li .
^jiojJ^J j^j J3J-°I ^5* L&j Cowjqo rtj.^j| .V
?jjb ^jU^IJ 4j> 3I h
D. Imagine that you are in Samaneh's birthday party, and talk about what you see:
tits-
^j| / ?JkJ_vjj^.o ^^5* / ?JuloJk_wli^j 4j> I
E. Ask your classmate what their opinion is about this class.
PERSIAN  OF  IRAN TODAY
3_3_Listeningl
YA
VY
VP
_Yf _VY .^jb JSJ^a
(had worn :    oj^^j) .c~J
3 3 Listeni
ng2 O
3_3_Listening3
.Jl*A*j ^jI^J^ jjj CjVI^ 4j 3 Jl^j" ^jjS" ^gjys ^J-1^ -V
(jJl
4.:> C--wjI^>^o L&j j^j-i^ (v
3. Write an appropriate question for each answer you hear. There might be more than one question for each sentence. You only have to write one.
SHAHS AVA R I  i ATWOOD
?^jb jl5" ^j'j-^; U -V
., ... A e, -^Ji IJ Kj' »^(jäJ Ij (^Läo^I^ 4j> .V
i—£j^jj iwjLli^iLS" jl JaÄS .^j^>-^-oJ 4.JLäi-i^3 V^-«Jt-o ^1 •^3j(-5-0 oL^JLjb 4j ^ ^^*li^-o  j|jk_o   j|^>- jl ^ CUcLvj ^t-*-^' j^j t—SJjJ^j
•^3ji^_° olXJLjb 4j o^Lo V^-«j«_o .xjS^5"juj oLXJLib i—£j^j.J jL-«*j t|öjL^j> ^ cUj-w-u jLjL.-_>■ j^ ^\ .^j^S^o ö^^s olX^Lib
jL^j> Lj 4_vj ^ ^J^-0 ^-jL^-iwjLlS" 4j ^_wjj1_9      jA5* jl Juu .C^-wjI ^LLvjI jL_JL«j^ (-s"mJJ^_^ o*0*^_^* J1^ ^-^-^^^H ^ 4-*-*-**)^ (^LjÄ^*_^3
V^-«Jt-o t-Xjj,^j .Jul^>-^o {jtJj'S (,5-«*^* i-^JLi 3 ^j3^"ls*°
I (_£^-> Lj       eUcLwJ V^-«Jt-o .Jul^>-^-o ^jj^i eUcL,wJ L^j I ^ ükwuj O^jj^ J-"^ 3^ .A-LLS"^-o ^j^jj^ 3 "^^Jls*0 °LXJujb oL^-JjLj 4_> Jk_ui_vj jCJLvj^ii L> 4_^_Lvj^läj ^ 4_JLvj^ii
^.jlJj^ ^L&u-*-^» ^1 .xjS^jjj-öü ^jli-wj^-o La>4_^jl^> ^ lijb L.«JL.vj       i^^^LS* 4_jlJj4_«j ^Läj^j .jj_lS"^^ c^j'-1 {_y^-*-*-> V^-«jt-o
L&iwoli 4_*_2_JL> ^ 4_3c«j> £^JLJj O^J-^ 3 ^jb ^jjii ^1*^- 45" Jjjl L>   Lol Jul^>-^»o ^jj^ ^ iw-t-wj| jb-o C^9^ j.j^ Lj 4_*_I_di Lj
.JuIjJlS"^o eU9^ ^jXjLlLwJ^^ L ^ ^3j(,5-° (^J^-v" O^w^" ^ tJj|^J>^^j ^jjjjci V^-«Jt-o
c	
	4_JLwj^ii
	
	4_JLwj4_wj
	4_JLwj ^ 4jcoJ>-
	
3_4_Readingl 1 J
.a_*j_S" j.j lj j.jj J^Jc^- t,jj^-o oLcjlLsl i-SLsS* 4j .V
3. Fill out ^j'^ 's schedule below according to the text with as much information as you can.
jj Ij ^y^>       3 isu-*^ lj wi^^- tJk-Jl^-^tj toL_Ulil
4. Listen to the audio file of the text a few times. Make sure that you can read this paragraph without any mistakes in pronunciation. You will be asked to read it aloud in class.
IjloI^äj oLjlJjI ^j3*Ju Ij      t^l kA-ol^j^-o tJulo^jS* ^jjj^j *^L-9 ^jy> .jLol^-ti ^üjlS- j^ jüJj Ij ^j-*-« ^5* Jl^I^-^^-o Lo-^i jl ^Ll«jI i^yf^S j»i
PERSIAN OF IRAN TODAY
a
		
	Subjunctive	
1. In the previous lesson, you learned how to say "She/he should write" in Persian.Write the sentence here:
2. This sentence consists of two words. Part of the second word in the sentence should look familiar to you. What do you recognize in this word? What looks different? Explain the parts of the word you do recognize.
3. j~>yu is an example of the subjunctive. In this case, the verb "to write" (^Liji) has been conjugated in the subjunctive for he/she/it.The subjunctive has a number of uses in Persian and we will be exploring some (but not all) of those uses in this lesson. For now, let's focus on how to form the subjunctive. As you probably noticed, the subjunctive consists of three parts and is formed using the present tense stem of a verb. We add   to the beginning of the stem and add the personal verb endings after it. So the subjunctive conjugation usually follows this pattern:
Personal Verb endings
Present Tense Stem
4.Try to conjugate the following verbs for the indicated person. Listen to the audio file and check your answers. Then, translate the sentences.
.......................................................... jlio ^j^oJb jo  Ij JLiLjj*o JuL        ) ^jJLjj^J .\
Check your answers! .................................................rAe h-° tr°y 6a'       ^      o^A ^
>. ......................................................3I i     bji b* I j ^JcS jjI Jul :(U-i) jjolo X
3_5_Grammarl (    ) ' '   x ' .. .T.    . ^
,V_ ....................................... oLX-jb 4j Juy> ^jjj     ji U3J Job  :(L^j|) J^ij .T
........................................................ 4j 4_i.*-i-oJ& jl jjo^j JuL j^j-ol   ^^J") ^j^-0! *A
.............................................................. Ij f^-^-° j^t^-i ^yi^ys       JuL J^ulu .91
........................................................................ Ij i-jhS" 6a' '^ ^ ^ 6Aj''3^" -Y
.............................................................. Ij ^jOjJu c-*-JLol JuL J-o jlaj i   :(^l) JJuu .A
................................................... ^JL> iJ-2> f^L^j^u jj^j (^IjJ JuL 1(^-0) jJUj^ . ^
....................................................... ^—»1 Lo«Jj (^IjJ JuL .JuJL^dfc 4_L*tu 1(^-0) ^j^j^l *
..................................................................L> jj^-o-fis Ij L^jL^-T JuL :(LoJj) ^pJ^Y^S . \ \
...............................................................^ji-aS" ,_53j JuL LsjI^Li jjI :(1^jI) jjiilisl Y
SHAHS AVA R I I ATWOOD
Two Notes about Compound Verbs in the Subjunctive:
I .When we conjugate compound verbs, we only alter the verbal component of the compound verb. So in the case of the subjunctive, we add   to the actual verb (e.g., ^ta L ^ j.j ) and not to the other words in the compound verb.
2. When we form the subjunctive in written Persian, we often exclude the   from compound verbs that use ^j5 and ^jJui. In spoken Persian, you will sometimes hear people use   on these conjugations, but it is also correct in the spoken to leave it off. Both are acceptable in spoken Persian but in written Persian it is better form to exclude    from compound verbs that use ^£ and ^jJui.
Practice: In the subjunctive, try conjugating the following compound verbs in the written form (add Jul before each one):
.Ju-lS- eX*^t*£3 6^>jju L JuL L««Jj:( L«-^i) ^j&jS c^?l<^ .\
.........................................L^j'l 4j juL     tCjj-o) jjulu v'i^
............................Ij \\f JuL L^j'I :(l^;l) jjjS" jL .y
.............................. Ij l&ojl^ |»Uj JuL Lo :(Lo) jju^S" jl^So .f
...................k-S'j^j^j jo <JL«j ^ ^uL ^jOjS' ^5"Juj .6
...........................6 c^cL-j JuL        ^11(3!) ^jJuli jljuu
..........................rAri £3^3-° oil ojLjU JuL ^0 :(^) jujS" ^5Cs .Y
jjjlS" ^ijj^ jL <*-j (_£l<iiftA............................ JuL l^j'l :(L^j|) ^j5 ^^k-j .A
Check your answers!
3 5 Grammar2
Using the subjunctive with ,
> .Job :
dJL>- jj) —^oljlJI :Y * ^jjj^xJ
I. The subjunctive has a number of uses in Persian. In this lesson, we are going to focus on using it with the verbs
JjL and ^.t......This structure will allow us to express what we should/must do, what we want to do,
and what we are able to do. Now that you understand how to form the subjunctive, try using it in the following sentences.
(o^jf isfj*-0).....................fJ'H 3 'j ly'^LS^0 • ^
(jJuol) ................. LS^P iP-J **■! ^P. '-ao'
(jJu'l^i-) .................... i^P (frtJ'^tS-
.eU-jl^cS" ^^jjli ^'>IS' (jj^u'lu)..............JuL UJj .A
•(oJ^ (.Abi)....................^ o-^' ^' (o^''^ o*^)..................3 (ilrf;)....................■uUukS' 4.j JuI^^.*        jl Juu .P
PERSIAN OF IRAN TODAY
2. Now translate the sentences above into English.
3. Examine sentences 2,4, and 6.What do you notice about the verb jjj Does it conjugate normally?
4. jJb means "should" or "must" in Persian, and although it is technically a verb, we usually only use this one conjugation for all people.We use it with the subjunctive to express the things that we should or must do now or in the future.
5. Look carefully at the Persian sentences above.What do you notice about the sentence order? Where do jJb j^J^, and come in the sentence? What about the verb in the subjunctive? And everything else?
6. Read the following texts and underline all of the subjunctive forms and circle the reason for each.
Ju C^wj^o \j LjUl t-5uj 1&4j>u \y>
http://www.flickr.eom/photos/93865669@N00/4l787802l4/sizes/l/in/ photostream/
C^aJ^O   Ij   Ljtjl l—**"->j  LJlLL?C-0        libj^-JL5" jO  J^lj^ol^jjajlo jwwX-O
j^LCJ^j 45* Ajbj^JiS ^Juu jo .JJLj^^j ^jLL-jIo Libtjj-JK£ iS^j^ij^
At Home: use your knowledge of the subjunctive to write five sentences of your own. Use j^J^, jjL and ^-Jly at least twice, and try to create sentences that use at least three or four verbs, like sentences 4 and 6 of tamrin 20! Keep your sentences for class activity, and submit them at the end of the class.
^Lijy ^1*-^y% ^L (^IjlJI As>j 0jljj<5 ^j^u'l jl «4JL> jii
«0^0'!^» ^ «lj^j|^>» i«JuL» jl ■'i^S ojliL-jl 4.Loj> £t_o
jI^jI 4j Ij L^j'I t^i^S     j^ 3 >^ijb ol£j (_j-o">LS' CuJL»i (_jl
. Jl*J&*} Jj ^?tj
SHAHS AVA R I I ATWOOD
In Class: use your notes to ask your classmates if they can, should, or want to do the same things as you do.
At home, write a long paragraph (at least six sentences) about all of the things that you want to do and all of the things that you should do. Use at least six instances of the subjunctive with at least three different trigger words.
In class,
I .Your instructor will collect your paragraph. Work in small groups and talk about your wants and your obligations, focusing in particular on the subjunctive.
2.Your instructor will pick one person's paragraph and someone other than the person who wrote it should present it to the rest of the class, who must guess whose it is.
At home, Write the subjunctive form of each verb for the person in the parenthesis in the left columns. Then, listen to the audio file and check your answers. Make sure you learn how to say the subjunctive form for each verb and how to pronounce every verb and its subjunctive form. You will need to use them in the class activity.
^jb"^S^S       jl j Ju-wS' ool_fll_«j| ^jlj^bfceXJjboL jl t^j^S" jo Jub—T ^i\jbj\S •SJJbly^-^a L j JuL tJJol^j^-o L I 4.5" Ju_«jj^j
.JuJfcO  i^LtuI JuJfcl
y>-^a L ^ JuL < Juul^j^.0 pjb Lo-Jj
jj^i^j" j dJL> jo — ^oljCJI :YY
JuL ^jLjJJj .Ju-**u ^j_> jk_oÄji j^LäjI JuL 3 j\_oäI^>-^-o
3 ^jJLvjI^^ 3 JuL öjl^ 4_wj jJb ^_SLo5" l ^-olj."".!! 4j>^ jl Jli-o (^l&o^jS" J.S* Jl&I^js- £-«^> Ju|4JL1i^j 4.5* Ij ^A&i^Lq ^Ll«jI A
c^s^s (jLjL^jLIi^ 3 L&4JLvjI^> Ojljj'i ^Lj^La^—jji5*^ja L
4j>3 jl o^Lfl**_«j| jj 3 J^lS*
^j^jx^ub 3 JulS*^^ iwjL?t*ul Ij ^jL^ä^Jlii jl j^^-1 (jj-**-0 '"jLLwjI .V
L&^JxJLjb 3 Jul^>-^-o ^jAijAS* (jjljJ 4JI_**u^j Ij      -0 45* ^j^JxJtüb j.J>
4JI_wJ aj
4.r,
Jw> JuL
(j*i^l5' 3 dJL> jo — ^oljCJI :YY
JjLlo }^>Js       jJ Ij jJJ Jbjl jl fljlS" j.fi> ^Ijlll (JSwil i4JL> jii
tjLj(^la^j|^>' ^ Ju-lS* ^j^S" ^ ya Juli 4j ^j^^j.<_\_._.....j j_u jl
uL Ij ^IjuT ja ^Ijill 4j>3 ^ JLnil jjjI JüL" JuL .Ju-lS" j^j^ Ij
.ujS" JuJilp- oulib^l JLtil JjI jl LS^j'>lS' CuJlxi jU .JujjJO
3 5 Grammar3 J
c	(1^1) ö^jl.U		(i>^) 0^ v'^"
	dy) 0^		(Lo-i) jub .Y
			(l^j'l) jjui ouUl .Y
	(Lo-ö)      J_*-ö^J . ^ f		(^1) JJuli jIJuu .T
	(bjjl) jju—~JjJ A		( 3I ) cP-^V
	(y) Jj|j AjJJS		(U) Jujf j$3 .?
			(l^i) jujS" S
	(U-i) jjujji- A A		(y) jujf       Ju'j .A
	(LjJl) .n		
	(3I) 6übJI .Y-		(3I) JJuu • J
PERSIAN OF IRAN TODAY
In class, work in groups of three. The first student will start with the verb in the first column. The second must add "to want," "should," or "to be able" and then conjugate the verb that the first student said. The third student must take the second student's sentence and add a direct or indirect object so that the sentence is longer. Then the third student will pick one of the verbs from the chart on the previous page and start the chain again. This time, the first student will add "to want," "should," or "to be able," and the second student will add additional information to make the sentence longer.
b .jjS, ^ Cowjlj lU^wJ J^l ^j^ILvJ J1^ J"*"^ Cj^^
Ij 3 <«JuL» (J*3 jl  J_J JuL f^O
oJuol ^j^ILwj jo     I JLS-o .Ju5* i-Sj^s Ij JLjtil ^ JuljiLj
jjjkjjj Ij       I 'j*^ (-^3^t^J b 4.Lj>
t«JuL^   t^^jJLwjl^^-^   J^l  ^^jx^Ljb .Jk_LS"^-0 ^3J-^ OjL^O  Ij Oj^JXJj
1^ Ij «l\^j|3J-» 3
V (^^jjt*iJb	Y (^^jjt*iJb	
.jwjjT         jbw-jl L) Job Lo-o	.JwJ-5'               Job L3-0	
.jjjLo 4jL>.Tjb5' 4j bji jjjI^j^^-o L^jI		
.Jj|jo Ij JI3—> ^jjI <—»l^> 'j-^l^^'^g-0 3I	.JJIJo JJb|^^-^-o ^1	(3D
I. You and a partner will each be assigned one of the sets of sentences below. These sentences represent problems that you currently have. You will read off your complaints to your partner and he or she will offer advice.
.jftjlju ^jtJ^S 0JL0I *=L"-ft& .|ft|4_L«jj5"
.C^«jI fj-S" I^A
.k^^Jj ^^J^ j%->£ OlCLwJ ^.J-^d
•^W" («^3^ iA* iS^' 3 LSJ'rJ jl
.Ojlju t«J\_wJ^j£ oLC^jb oL\Jj^ji
jA5" j—1 4..JL<~«jb
jjj (^La4.L«j> jl 4.h_«jo      ^jLj*t^&^jS3 Lo»Jj jl i^IjlS" 4.j 45* Ju-fco^-o ^jLu Ij ^jjA^CjLo La>4.L>j>     .JlJj Jlc>I^> 00b JuL L«-*li .Joj5"^-o i^jJ ^—t5-*^ 3       ^jl L j*iL>-      j^ L«-*li
1__owwo 4j Ju5"^^ (^^j1-^ 1"«-^ (-5^3j,^"f^"^ 3 JojI ^?tj JuJj I j 4.L«j> jji
.JlOio 4j|j| Cj^SJ^js        £3j (^1 jj ^ol^j-JLo
.CU«j| J_JajJ bji
^-mjI j^S" ^LjioLX^Jb jujiL^j jl oLC^ob Jul —J o^jLwo ^Ijj jftlJ      ^.iS-^ j5^S
.o^*li^-o ^3j-^ jX-i'i CUcLwJ (^Juu ^0*^15"
.|»j|ju j\^.Lt>
SHAHS AVA R I  I ATWOOD
X a?J*
2.Translate the sentences below into English and then take turns coming up with new sentences that use the underlined word and the subjunctive.
^jLaojl^ jl o^LflH_«j| L Co^J Aj y^^j tJv^j.S' a^s>jj ^^]Sj\
.AJlJ(^oJ - ^^j 4j> y^)S 4.j 6^JJ" (jT^ ^jlXC^j^ii (^k^ ^
c^olS" (»j3> ,_jljj 3 JLül ^-(^ Ij jSj a£j t_f UjI AX
.Ju'jlJcf^-o
•Ch-^J u^-mjLLo (^l^a (^1 j-j (^-^jj^ • ^ ^
.jj-iL^jb |ä|^^_^j4J^S* j^j i^jLat-jLiS'. ^ A
.|öj|jo C*-9^ o^^" 'ffr-:-^*l5-«-J C-J>IjIL«jI jö|4JLw^> 4.5* (JjjI Lj A^
^LT5"tS"° P (** iS^JjJ -y
'f^^jli^-o jlJ^*j JC_>- iCC-LwJ L&4_JLJji»J\j t4._JLJj .v
^kijlki jl^o d->^j^o Oj^ljJ JuI^j^-oJ OjJu .^f
■fjk ^iSj^ J^ß 'j (frfp- ^
?^j* ^jjjj ^äI^^ j5jJ .Y
.C^-wjI ^jtJj^I^j ^.Joluj toj^-o Jjjl j^j ^JjIHj ^jjjIL^j .A
TTII I  11 llxL
^5
123
PERSIAN OF IRAN TODAY
S55
Culture: What do people wear?        <jljj\     (jiwi^j :<Slit>ji
"I arrived in Iran in a loose-fitting shalvar kameez (long roomy tunic and pants) only to find myself hideously outclassed by the Iranian women who dress with a great sense of style. Modern Iranian women dress a lot like modern American women, with one important difference. In public, they must always wear a long coat over their regular clothes and are required to cover their heads with a scarf. It is the law.The coat and scarf need not be black—the more adventurous fashion plates wear muted greens and beiges and even earthy reds.Their coat buttons can be decorative and it is perfectly acceptable for women to allow wisps of hair to frame their faces. Many females carry briefcases to and from work as they click down the sidewalks in high heels."
Research online and find out what is not acceptable to wear when you are on the street in Iran.
SHAHS AVA R I  I ATWOOD
Past Progressive   ^jljjjJLwjI äjJisJS :Y j$i*oi
I. Read the following sentences:
•P^Ais* LS^J JJ ^ LS^3
•f^Ji-S^ LS-^i"1^ O*1'^' ^ ^■■"i4-^' cS^Jij J'-^'j'-i
3 6 Grammar I
These sentences feature a new verb tense (^Jj^s—J but luckily it is formed using pieces that you know
so you should recognize the verb. Do you think this new tense is a past tense or a present tense? How do you know? What words in the sentence indicate this?
2.You already know the simple past, which describes actions that took place in the past one time, like in the examples below:
3 6 Grammar2
o
However, iSj\r^1\ n^jf is used in a different way. Read the first set of examples again.What do you notice about the period of time in which the action of the verb takes place? Is the action happening in a single instance or over a period of time? How do you know?
3. Based on the information above, can you describe when we use ^U^—J t^j^lf in Persian? Be sure to check your answer with your instructor and classmates in class.
4. Look at the two examples below and explain why simple past (0,>L, 4^i3J ) is used in the first sentence while ^Jj.o^J azJjjS is used in the second.
3_6_Grammar3 -(^Jur0 ulrt' o^^j^ jj lSj^ ^ 'f-^Lr0 ulrt' ^ ls^3
5. To review, circle the correct word in the parenthesis: iSj\r^1\ 4^i3J is a (past / present) tense that describes either actions that took place (over a period of time / in one instance) or (habitual / single) actions.
Formi
6. Examine the sentence below carefully and underline the two examples of: iSj\r^1\ n^if
7. This verb tense is formed using familiar pieces.What do you recognize in the verb?
PERSIAN OF IRAN TODAY
8. iSj\r^1\ n^if is formed simply by adding ^ to the simple past tense form that you already know. To help you visualize the form, fill out the diagram below with the proper information:
9. Apply this information by filling out the chart below. Check your answers with your instructor. Don't forget what is special about the third-person singular 3\ in the simple past!
10. Read the two sentences below :
3 6 Grammar4
o
c f**^ ls-0 l>°	u
	
	J
.•Sjj^-^a |ftl_Jj 4.J OlcL«j V^-«-x-o 3 ^b^o i^j^ ^-&Jb OlcL«j Lj 4_^_JjjL^> ^\jbjjj pJZ^>j£ JL-jjL
Which sentence has a verb that is pronounced /mi-khorad / and which sentence has a verb pronounced /mi-khord/? How do you know?
Negating iSj\r^1\ 4^i3J
I I. The sentence below includes the ^Jj^lJ 4^i3J in the negated form.
3 6 Grammar5
-Lj jl Aaj JoJ^j 4j?cj
What do you notice about how we negate this verb tense? It is similar to the negation of which other verb tense? 12. Fill out the chart below using the negated conjugation of iSj\r^1\ 4^i3J.
r	u
jo j j5*^£_oJ <S*~qS Lo^j	
	J
13. Conjugate the following verbs in ^Jj^sJ a^jS using the indicated subject pronoun. As you conjugate each verb, say it aloud!
Check your answers! 3_6_Grammar6   ,    j ......................................... . -j - + 1^» \
SHAHS AVA R I I ATWOOD
........................................ jj^ji" oISj + .t
........................................ oJ/ P + M
........................................ o*j^j>+yf
........................................ o*/ + f -Y
....................................... ^jJujI^^- + .A
14. Fill in the blanks using the indicated verb conjugated in either the simple past tense or the ^l^^iJ Then explain in detail why you chose that tense.
. {J^'jj^}..............L ^ (^I9j)..............oI^JjL 4j 4_*j_kli4_«j (^Laj^j J^J^i o"0 *^
^.3j,"^> 3^ cucLmj ^jLo^jjAS"      I (^4JL£L& (eUis").............jLo^LiLwjl j^j-1^ -V
.(^jui)............n^jta
■io^J^ U~i'j') .............. J3J j"*   |*->L^jj.S jl ^^So ftri^y jjLl-Jj^ LS-^i
.jloI^^-.oJ jVI Lol jlllS" jLS" i_jLi ^ilS" jj (^i^j'l^j)..............njii^S j± l^jl .A
ts-o^       (ij^l^)................o*T (o^5" ls^j)..............^o' -(o^')................oU' j' J^j^i 0-°
15. Listen to the audio file.You will hear 6 sentences. Write the translation of the sentences you hear in the appropriate column. Write the sentences which have J*i ^Jj^lJ 4^i3J in the right column, and the ones with
azJjjS in the left.
3 6 Grammar7
PERSIAN OF IRAN TODAY
16. Read the English sentences below and write the closest Persian equivalent that you can think of.
1. Last year in history class, our professor would ask a question in the beginning of the class every day.
2. When I was a child, I would arrive to school late every day.
3. When we would go to Iran, my little sister didn't want to wear her headscarf.
4. Some of the people who were at the party used to live in Tehran but immigrated to California last year.
5. Last year my favorite class would start at W • and we would always talk about interesting topics.
Note: The third-person singular conjugation for iSj\r^1\ i^JS of the verb y^ 's written the same as the third-person singular conjugation forJL* ^Lj (simple present tense). However, it is pronounced differently
3_6_Grammar8 ^is-J1* ok
iZJ^'^S :YV ^j^J
!what a good time - l^J- &i jab .)
.................................................................................. ^5
Your teacher will give you sheets of paper with the j' H^5" j* <-S3j ^        l~i>   ^LaJxlS" 45J jL'ubbJ
sentences from a short story. The sentences are out ^ l Lj>4.Lo>     .c^J oJui, ibi,y rj ^UaJL* jl ^ lv1
of order, and you must work with your partner to
put them in the correct order.
^3oowT 4j JuL Lo«Jj . J»-'-"-.....-ij c-^jjj 4j Lol iJulolj^j" ^jLl^jIu ^Slj
.jubbT yj^j Ij L^jI tjLj(^«j,^lS'^jÄ
.C^Sj ^j^j-o (jL*l jl 3 JuJj ^gjl ; i^C tj^Jj^oJ l_9 jJ> Jjj dj"" joLo A
OJUO   Ij jJkJ   j^l&^jlo   C^hS .Julo^O  Ij ioJb   C^SlS .Y
• jtK-9j ^j-ooJLi Jjbi 4j ^jiJLjo 4j 3 |OojS" <S{j Ij jtJ_L*jt,-^> .Y ?Jyjj5'LS^J ^yo 4j 45" Juolo^^o 4j> Lo_i ?CU~J j-p" Aj> Lij^j ^jjl ?4JJ9j L^S" c>jJu .f .Julju (^j_*j> joLo C^J^^-^-oJ |°jbu ls^.?"^' f&'^-'^t^s-0^ A
.^joj i_9ji* 4j oj5" £jj-i 3 -bus I (jljl Aj (_jL>- jjl^J t_5o L joLo <t5" jooj5'^^o i_Ai'j' jts-s'-j I
.j^Jbo t-jl^J^- j^LwjI^J^oJ A5" Jy-AJjJ^O ^jl&j_*j>-
.^!l_fl5'^-ou 3 ^St^^-toj^ 3 ^t^jit^0 -bud^ou olj^S' joLo Lol .V
Twins: Walk around the room and find two students        ^SL UJb jUj ^ jb iS juji" Ijuu Ij
who were doing exactly the same thing as you were ,.•„ .    1  - 1 ,-»1 . .1 . 1 1 » ..1 v <-    1 i<-
o / O       / obbbl^Jl ,_JjIj-o^jI 4_™>JG jjLoj jl Jub L&*j .Julouj->       Ij J^j
doing at exactly the same time. You should use the
past progressive to ask questions like the example below:
:Jk_bb_0 Ij jjj jJLwO .ju-bT
?JuUj5"^-0 J^^?" 2"^' Ofbo j^jJU —
SHAHS AVA R I I ATWOOD
Khayyam, if thou art drunk with wine, be glad!
If seated next to one with tulip cheeks, be glad!
Since the world's work has no hereafter, think then
Though mightiest not be—but since thou art, be glad!
Omar khayyam
Translated by Edward Fitzgerald
4j JloI^j^o aS I^ljI Lj .....j j-o ^ojIjlJjI Lj 3 3I OjLj*} ^Jtll^
.....j ^«jjLi
At home, do research on Omar Khayyam and write three facts about him and/or his poetry.Try to write as much as you can in Persian.
PERSIAN OF IRAN TODAY
4jL>- 5 ^jS^S j£ :YA ^jjj^J
jjj j tJk_JLS" ^o^5" (^jj-^j J-1^ ^ ^jLjJibLwjl 4j t^oblS" jii Ij j*j$> f^+JSj ^jiA-o ,j^--«J -^-^J ******
I j jjut) ^\ jl Juu Jk_JLS" j^-Awj ^ Jk_JLS" ^o^5" 4_> j,Xj3 jL
At Home:
I. review the chart below, compare the sentences in ^bjf and ^b-iy and underline the words that are different.
3_8_SpokenWritten I
t^jbJijj	
	.L«j_^«j |»jj ^j^iLaL 3 ffc-^j ^^Jj o*^V a-'Li
	.^yS c^sx^o oL&L 45" (>So j3^j pl^^
	•4-JJur°-; ^.P" f^- ^<-SAi uHi cr'i-'ur0
	
	
2. Listen to the audio file and learn to say the following phrases.
3_8_SpokenWritten 2
			
	Lo L		
			
			3I L
			
	Lo dj	(H	i>°
	Lo«Jj 4j		3J 4j
	1^:1 4j		3I dj
3. Review the chart below, compare the sentences in goftaari and neveshtaari and underline the words that are different. Listen to the audio file and check your answers.
3_8_SpokenWritten 3
	
	
.|»j|jo c--wj^3 o3^.o ffc-^-j 4.5*	.|»j|jo c--wj^3 JJiJi^-o Jj-o 4j 45* lj (^jI^jL-j
	
	
.4_ijj t-9Ju_L |aLaL JoLi	i-Sj^- jjJj jj-o L> J0L0
SHAHS AVA R I I ATWOOD
In Class: Take turns and tell your classmates the following sentences in ^pj£
-You have a friend who came to Austin (or the city you live in now) last night, and you will call him tonight. -Your mother called you yesterday, after a week, and you will call her tonight and tell her that you will call her every day from now on (a*j ^ aJ jl). -Your friend sent his best to them.
-Your classmate doesn't have the Persian textbook and if they can give the textbook to her.
At Home:
I. Read the following examples and listen to the corresponding audio file.
3_8_SpokenWritten 4
	
	
	
.CUam-o j^-i_o 4_^ft5' j^_fi5"	.C^—o A^o          O—^" (o') l1»^ 3'
What differences do you notice between the ^p^S and ^p^y sentences above?
2. You'll notice that 4_ has been added to several words in the ^pJS section.What role does this 4_ play in ^jhjf? How do you think the sentences would be different without the 4_ ?
3. Write three sentences in ^pJS, in which you use the 4_ like the examples above and translate them into English.
.....j j-o u^_«jl_Lo j£ \j 0VI3—j .Jl^wj •^-^^ {J**ß ^S*¥^ lJ-"1^ ^
3_8_SpokenWritten 5 (^)
.L> A-^oJS -   ? ........................................................................................ - )
IJljjUjäj till -   1 ........................................................................................ -V
SjÄ? J^ji- ,^t^-     JLc - ?........................................................................................-V
.(jioOjL^ jjjVI lOjl - ?........................................................................................
PERSIAN OF IRAN TODAY
3_8_SpokenWritten 6 í
I Jl& 4_> Job L™^-o .V tJiL-oü ^)**-^j "^W*0 Lľ^ŕ '4XJj Jo i<kSSj^i>^-
.J^wj^Jj ^jĽLĹo^ŕ ^-wJjLs 4j Ju^Jwli^-o lj dj> j.ä ^ Jl*J-5" (j^>jS" Ij (Jj--0 j--*^^1 J-i k-So
S H AH S AVAR I I ATWOOD
Present Perfect CiJUü &jj*jS :X
I. Read the following sentences and translate them into English.
.................................floj^ol ^1 j^i dj 45*       ,JLj <»So ^Vl
..........................jolojojj Ij ^jljjjLo ^ jJo 45*    jI oLo
3 9 Grammar I
2. You already know that the verb tense that is being used in the sentences above is similar to the English present perfect (I have come; she has lived; you have not seen).Take a moment and think about how we use this tense in English.What are you implying when you use it?
3. in Persian, we use (JJ& A^iJJ when we want to reference something that has happened in the past but is still relevant to the present conversation or discussion.As you can imagine, context is really important to determining when to use this tense and for understanding the nuance that it implies. In the space below, write in English three scenarios in which you might use this tense. Be sure to set up a context and explain why this tense is necessary. Read the following example:
1) If a friend and I are talking about how many books we have read this semester, I might say "I have read six books." This would demand the ^jz a^JjjS tense in Persian because, although I am talking about actions that have happened in the past, they still have bearing on our present conversation.
2).................................................................................................................
3).................................................................................................................
4).................................................................................................................
A Few Exceptions
4. Note that there are instances in which we use this verb tense in Persian when we wouldn't necessarily use it in English. The most notable examples involve three verbs that you already know. Look at the sample sentences below and translate them into English.
3 9 Grammar2
In Persian, we describe these states of being (wearing, sitting, and sleeping) using the J&> n^jf, even though we are talking about the present. Keep these exceptions in mind and be on the lookout for others as you continue to build your Persian vocabulary!
PERSIAN OF IRAN TODAY
Forming ajJjjS
5. Based on the information that you already know, use the space below to create a formula for forming A^iJJ ^iij. Look at page 95 in Volume I of Persian of Iran Today for a good model for visualizing verb conjugations.Try to use that model in your own formula.
6. Look at the sentences below, and listen to the audio file to determine how you form the negation of this verb tense.
3 9 Grammar3
Pronouncing ^jjtf AjJuJS'in spoken Persian
7. In spoken Persian, ^ i^JS sounds very similar to <=:>U A^iJJ or the simple past. Listen to the following examples below very carefully and try to determine the differences you hear between ^L-if and ^h-iy and
between ojU azJ>jS and^isj azJ>jS .
3 9 Grammar4
	
	
	
.flops' ^jjj J^Ijj'j:]	
__________	
	
	
	^jjj ji^- jo
8. Listen to the audio file again. Now record your own audio file and send it to your teacher.Try to copy the voice that you hear exactly. Pay special attention to where the words in the sentence are being stressed.
9. Now that you have heard examples and even tried recording them yourself, try to explain the difference you hear between <=:>L^ A^iJJ and the spoken form of ^jz a^jS. Be prepared to share your answers with your classmates.
10. Note that there is no common writing system for writing ^^—Uj 4^i3J in ^Ljaf.You may see people write it in the same way that they would write it in simple past, or they sometimes write it the same way they write it in ^jh—iy form of ^^—Uj A^—iJJ, even though the pronunciation is slightly different. In this textbook, for the sake of clarity, we have chosen to write it in ^h—i^ .
I I. Listen to the audio file and complete the following sentences.What are these verbs are called in Persian grammar?
3 9 Grammar5
(.............<c_Jj3.5").................................j^S'juj Ju^JLo jo jJL-j jL^> A
(...........................).................................ts^j >H-^ jj Jl—1 jU^> .V
(..........................) ................................ts^j >H-^ jj Jl—1 jU^> X
(.......................) ...................^jS'juj Ju^>Soo jo aS CuJ JI—j jL^> .f
SHAHS AVA R I I ATWOOD
12. Fill in the blank with the appropriate forms of ^jjj..
•(*^J o'*i ^ 3............................ ls^J >^-^     Jl~j        - ^
..................... ^5"juj iX^JLo      ^5*       Jl^j ^-°l iX^JLo 4j cs^3 — Y
AX^ • I" ^VAf JLj jl....................................ts^j -H-^-0 JJ J1-^ "Y
•f^j^-0 jl^.*_Jj Aj 4_JL*-oJ3> Juu ^ ............................. ^5"juj Jl^JLo J^Cv ~^
13. Listen to the audio file, and determine whether the ^bjf sentences you hear are in 0,>L, azj>jS or ^jz az^jS. Listen for both stress and key words.
3_9_Grammar6 A
l_siaj Aljti'^S | o^Lj AZJj'^S - X
.j^jS oAJc^J     (^LftCjjLc jl JlJIyr^o .c^J       ^jUjIS" 5" jjjLftjlS' 4j> VL> IjT Jk-^jljlj(_s^j'>15' ^js jl - \
:JÜLo
If (^jyJ cj^^iS" ^AiBj VL> b*) ^Uiij If If (^jyJ cj^^iS" 4j JL> 4j I;
— oJJ_lS" 4.H_«^- ^jjiS" i—^jJojI^^- — oo^JI ^ £^J»Jj j"^-*^1       jo ^jOjsS" ^5"Juj
.jk^S- o^Lfl^_«j| ^Iäj 4.^iA5" <J-*s ^So jl L«JL> 4.L«j>       ^5* jJ-oLS- (^1  .^a_;_lS' ^ihS ^jj oljL^c ^SL«^ 4.j tojhj ^ ^[jbo^yf y - V
........................................ ^ tSj^i OjyC^JCo* (»S" ....................................................45" ^jl* ^JjJ^^J
..............................................^ (ji-i'Lo jjjjJjj^Si-j ...................................................45" ^U- Cjiy^ß
....................................................."45" iSj^iS Cfiyjy* ............................................ *S (^Li^j^o Oi^JAj
.... 45" ^jjbLujI ^jj^j^SCj^jj .............................................aS ^jl^jb ^jj^jk-Jl*
45" ^olJ ^jjj ............................................."iS" ^JzS ^jjj^^jäc
....... ^ ,_J^jjjo^l ................................................ 45" JSy^ {jtf^i
...... as (jüS" jjjjJTCt»-!j .................................. ,_j^j^joAüS"4^^>
.....................................öii^j^y-, ^ lSj^ öiS^-J
.............................................................^jj^j4jb_«j^
PERSIAN OF IRAN TODAY
Make sure that you can pronounce everything correctly because you will use the same words and expressions in the class activity.
what a disaster! :!,
We use this expression when —c^A^S we are asking where something is when we expect it to be close, let me see :^iuj jIj^o =
I am very sorry -.^kJc^, Jl^
jjjl JlxJLo If^-o-o-o-o^ ... HoJlJj ^jI ^j^L^jLJ ^4»«ja l^l^ * ?4-5" JLo ^1 jj^> jl^Li jjjI !CujL»-l^i-jLi^ ^Lji- !4j_o JLo i^l^ —
l> i_m iSs^^ o^^^pA k jL.      J5I -^jLf jj
.Jills' ,_5jL ^ jbf
jlj^j     jlt^jlSo gb
SHAHS AVA R I I ATWOOD
			[0\r	
				
Skim the text below and try to answer these questions in Persian:
I .What is this passage about and who wrote it?
2. Fill in the chart below with the missing information.The chart has been written in written form.
3. What are some of the writer's favorite hobbies? How does she usually spend her Friday nights.
4. Find at least five verbs that are in the subjunctive, underline them, and explain why they are in subjunctive form.
5. Listen to the audio file and find examples of present perfect in the text.
Note:This text was originally written in the spoken form: http://anne-sherli.blogfa.com/
3_l l_Readingl
o
iwj|^j> ^-wjjLä 4_> jjj oVI^vJ 4_> 2 AjjIjuLo (Jj--o 4_> ^JL«j>I ^äIXJ
fjlij 4j J^a^ CjUjALI .Jwj-S* ji Ij jij J 3^      l^'-äL> .v
.CowjI oJlJj 4JL—i^j ^£jLh_«j^J 4_3coJ> (^l&iw—V^-«Jt-o ^1 ?CU—.uJ> oJJwwj4J^ic ^j^o ^Jj.Äj JJ->- .V
^JJ-f^ 4j>
.Jujlo ^.ol jH-II 4j>^ 45" Juj5* lj*_o      -o jo J-*^ 2"H f*"^* <h-^-wJ^
J^ ^^J-ÄJ ^^-iL-o» jl ^jI&JIJLo ^ J_*J-S' t^ys (J-i^S 4.j .6
.Jwj5*|j_o
	
	
	
y:t« L"y:v	
	
	
3_l l_Reading2
4j ^j-^-äj OoL-ol VL>- ^0 4_xJJLo        Juu ^ f^jt^g-0 jj 3 ^Lliljuö t^-di^j^o Ij ^_«jLJ i^j^j^A Ij ^jj^s ^ C-_«jo .^j^^o ffc-jLj> jl
.^1—,Jb fjLS* J-Äo
^jL-OjLS* ^J-^t-o 4j (HI i»oCj ^ ftt-jL^' 3^) Ij jXjo j.äj 1-^-L> ^ Jj-o j^j jÄ ^ ojlo '-^■'Ij^ fj1-^ 'f^-^LS*0 ^J (Jj-^l-0 jI       ^"^6CUcLvJ jo
i-Sj^- Cowjl jLH_«Jj.J     4.5" l&^.j*l>- jl  ^_^->   I-1 I-1   <ffc-*5"(^-« 4_3(JLIalo ^-*l>Ll 4JI_*ll|o  (^JuJC> iwjLiS" j.5"I  ©lj jO  .i^jJ^M j^LäO j"^-^1 j^
3 j~^ 3 C^-wjL*_*ai jl Cj^_*_>j^£.o
(^j^ J-j owli jl f^~-J tffr^5'LS-o '-SC^- Ij LoJj (^Lfct^jLj  Y:V* Lj Y:^ * CUcLj jl .f^-y-jj^^ ^jLS" 4j Y:^ * Lj Y:*6 CUcL—I
.^^t>^M ^3j~^ (öj'-^*    jl ,-^JLi .c--«jLijj ojlo (^JuJc> (^Laj;^- 4_<^-ojä 45* ^—5* L^jj* .4i L JuloojS* 4JLil ^ZjjJs LajLj,«j ^Ji-o ^ jUJ^j^-o ^j^>-jLaLj ^jJL^j 4.j c--«jI ^jI^j> ^.jL^- ji2*<$ 45* |öjL3C«jä L tjl&Lj ^Ijj ijJi^        ^ ;V * c^-cl—i
.o^jIi^o ^3j~^ 0^"°J^" °j^3^ 3 f^i^J'^LS*0^- 0^3^^ ^ ^ '^"^ Ca£L,«j ^ ^Jj^>-^^ jI&Lj*
PERSIAN  OF  IRAN TODAY
jl ^ f>^ti^A ^jjJ^j^jI jl^_wJ . Jo I^-oJ ^JLjJi fj'-^j 03"*" f^J^ji ^i^i {*^3^" ^jty^J^ J^*j 'f^-^CS*0 l^0^-0^ P:V *  Lj P eUcL/j
jU-;*_wJj.j ^l?t-o 4j Lj      L»_j ^aa*5"Lj L        lj j,.*_v^o ^_So ^ ^ji^C ^j^j^jI ^Ji ji}.ILw_& j^*_^o .^.HJl^-o o\j jJfa£> (jj"^"' ^-^'4-0-mJ ^-i Vj1^
^jL.^^- ^oL.&4Joj.& ^ ffc->Lo ^aa*5"Lj L |ftJL*li j^*J^o l-J^/S l£J3J ^"^v" .JuloJ>Ll_»^ol |»Ji^>- j"^-^1 4o (Jj"*~'"^"jJ l^j""1 L&tj---JjLo 45"
.<,.> j VI
lj ^jLjS^jLJ .^_«jj^.o 4oL^- 4o A:1f * Lj A:*^ * eUcL«j ^j-^ 4„JL<-«Ji ^ ^_«jj^.o ^jLojj^t) jJi t—£_L*5*jL ^J-?t-o 4o  A:* * Lj V:Y* CUcLvj .pjj-o^^o   JlvJj-j ^.ILwjJi 4j        ^i^- ^.1*3 j.5"l ^ t^_JjLj 4.H_di|ju JuJc>
£*&^ *J-^> •fft~^'(_5-0 <J*£ e^i^^*0 ^-'-*-^-^A   Lol .^I^J^^o lj O">l^-o j^^J ^JLLo JailS t^.j|^>-^-oJ j5"jA ^j" ^Ji 4»oLjj3j .fljLj^a
tO^ls jjJjlc .p^jj      j^-0 (-j*j"^' ^ -p^jj p^j-*^ j3-^-° (-j*j"^' c^cLwj j^j^J'j 4j l-ol ffr-^jt,^-0     o^j o*1'^' u*^i
, „L^» .«1
/j-o (Jj-«J 4.j 4jl«jj
^ ^oL^^oj|jk_o       Y C-X-L^j Lj* Lac-J^ ^g.-Axj L^iw-_*li 4jc«j>      ^.J^>-^o ^V:V* t^Y eUcL«j ^JiL^ (^Laj^j 'f^5* ^-^>^>
4jLJj^J jftii^^- (^Ij-j ^jL^>- !^.Jj^o i-Sj^- /jJul^^- iwjLlS* jl /j-o jjJL> .j,jI (Jj--^ ^jl jl ^ji^j 4JLflJi ^ '^J3^ i^J"^ tlVi^ l—-JjL^«jI
jU.j|^j^»oJ JiLjj ^L*Jo 4.j        Lol .Jj^Ii^o eUcL«j *^ * ^.J^u j,5*l 4JL*JI .C-X-L^j Y Ljj,Aj ^5* ^L*j> j^'iljl |w--9^ ? J_*_I_*j^o
.^_l5*^o ^j\j^s>- \j ^.jI^>- ^jj+S JuL     I jl Juu 4JL*JI .j^jI^u iwjLlS* L ^ j^^j-j (J^"^i ftt"^l^^ ^-^-i^ j.3^o t|ftjJ^3o ^ol^>- jl
4jL^- 4o JuL oLi^l ^JiLs"   I jl Juu ./jLo4oL>-     t^jLji^jLJ ^..a i^^^-     :C^-mjI iwjL,«*j ^ j^-^-1 ^* ^-*-*s>- (^Lij^j
'I^^J1-        3-**^ 3 o'"?' 3
>tjVI ^J-5-o t^JJ)*^o C^l^^oJkJ /jLLwj^Ji Lj ^Jb IjbC^Sj ^g..Jmj c^ILwjIj !4jL_>1i 4JL*JI ^ /j-o ^-"Ij^j (^4^Ljj,j jl fft-^^jjl ^v-^" 4o .^JLfi3o j^j^> 4oLjt^-^3 ^ |»Lli /jjij^>- J>j3"« jJ> (j-o *^L5-o .Jijljo ^jLj> /j|jJj> ^j^j^^" (Jj-0 (-^^-°l-'j"1 j^1 J*-^5" ^-^^J* j-^"I
!|ftloJoLo ^t^jjL^ ^.^j^3o c^-mjI j---^-1    '."V J3~^ ^-** ^—,,-mjI j-^^1 tj-'-*-^
At Home: In Volume I, you learned about a young Iranian's schedule on the weekdays and on the weekend. Fill out the chart below with information about your schedule. Be prepared to compare your schedule to your classmates' schedules and the schedule of the author of the text.
	
	(Uj4juoj> ^Ijjl j>i) la<Cft& j^>-l
	3ij y
In Class: Share your weekend, weekday, and everyday activities with your partner.Then work with your partner to write a short paragraph in which you compare your two schedules with the schedule in the text that you read for homework.
SHAHS AVA R I I ATWOOD
WM
>C.)/ Or
I .Try to translate the following sentences into English:
a few words Ojl3 jlL> jl3
45" ^jjj jl Juu i45" ^jjj jl    :     Jl> OjIj Jul>
.pjl—Ä c-j^ljU ^1 jl . \
.p>x~-.a c^ljU CU3j W-^jjl jl ^ öd' jl *Y
2. In the second sentence, why do we use aS j>\ jl ?
3. In Persian, prepositions (like jl) must be followed by a noun or a pronoun. If you want to follow a preposition with a verbal clause (like in sentence 2), then you have to use <t_t after the preposition. In this case, lJ_,l is standing in for an entire sentence and aS lets your reader or listener know that you are about to explain exactly what ,yj is.
It is not necessary to have complete control of this concept right now. We will continue to review this rule. But when you use a preposition it is useful to think about whether a verbal clause or a noun is following that preposition. If it is a verbal clause then don't forget the aS Complete the following sentence.The first set is completed as an example.
.|»u:_™s- .......................................................... di'jjjl jl .(JUvi^i- ........fjJ^A OiLJajJ Aj.... as^jjI jl
*\Ar ...4. ...................................................................... jl .pjJLn^j^?-.............................U^j ^j**i^..........jl
j&......................................................45" i>J jl .................................................Oil jl
•(tpljS;....................................................................jl .^-IjIj.............................................................jl
We can use this principle in order to add verbal clauses to jl j^u. You already know that jl ^ has to be followed by a noun. However, we can use a_S lJ_,l if we want to include a conjugated verb after jl Look at the two examples below, which have the same meaning.
.|ftjul^> (j-Jj^ 4jL>^r>Ll5' j£ <yJ^S Aj ^19j jl Jou . \
Here are more examples:
*1°3JlS*° *^ ^ 3I *^ tj°*jl*j 9I Aj Ij J9I   •(°3jt-5-° j-&~° Aj |jj3 ^5" ^1 4j jOj|j ^1 Aj Ij ^jjl j^
. J_^j^j Ij ^jl^jtJjLo        i-'SjZ O-iljl J3I •h^~-'3i Ij <_y>\A*J*SLO ZjS JLj\jl AS {jj\ jl Jou
. poj^u Job Oij ^1 45" ^jA jl Aju IpoJ^u Job ^1 jl J-*j
.^Jjj i_5oj ^1 4j Job |&J^J oobol        ^jj| jl Jou • f&Jj-j *-Sjj ^1 4j Job ^jJ^J oobol jl Jou
3_l2_Vocabularyl
o^i'ji ^ 6i' j1     ^siLs- L> r^M       o^-'j' j1 .psJ-t lo-i L (^|4_«J5' jjj> jot jö^jj aS ^jjI jl ^L-s :(>j5' cu-j^s U-i L (^|4_«J5' jjj> jot o^3j jl ^L-s
PERSIAN OF IRAN TODAY
^^-^^J-kJI jo 4«oiS* 30 jJb ^f*2-^* <5oLflIL«j| «^.193» jl <13j 4j> 3 «__5>> jl eU9^ 4j> LoJj j.laJ 4j . J^JI^u j& JCxj Lj Ij Lb 4.L>j>- ^jjl . \
When
?Ju^.0 .................................. V^-«Jt-0 . ^
tJu^_Jj ^.0 ................................. V^-«Jt-0 .V
^j^_3       l^Jj .^jj^u fjS" iS^" (*J^ to^Jj ^-0 Oj.,wJ I^Jb ...............................................V
.................................JLiSlwj fjjL _Jb     ^j* .f
?Ju_lS"     J-&> <jk.-JL«^a> iJsJL^w f^*S l_9L......................................6
.J\_Jbo iwj|^J> VL ^jjj.^j* oVI^-wj 4_> 0j.jb 30 (^Lbo^j-j*- jo  —^0*^15" jo
«l> ... 1» «... 4i... 4i«...     ...     :T a>.^> oj's ^^5" 3 <uu- jj. :v\ ^jjj-oJ
1. Review the following sentences and underline the correlative conjunctions which are repeated twice in each sentence.
In Persian,
to express either...or...we use:     • • • k
To express neither...nor... we use:   . . . <u . . . <u
To express both...and... we use:   ... ^a ... ^a
2. Listen to the sentences you just read. Pay attention to how they are pronounced.
3. Use the correlative conjunction you learned to write five sentences about yourself. You will share these sentences with your classmates.
I. In groups of two, practice saying the following sentences in Persian:
3_ 12_Vocabulary2
.^JJ^a «^jl^ C^J^J) .....-J
(•f^.P'ur* O^P ^ '(^ur* J^" ^ .jjil^ aJ «j>jb *J 3I
(•(^i^ jLS" *J «^3^-^ (j^jJ. dj)
We are thirsty and we have neither water nor coke.
My mother likes both tea and coffee.
Your friend's father likes neither tennis nor volleyball.
Her sister neither works nor studies.
We will eat either a sandwich or sushi for dinner tonight.
She will go to school either on Thursday or Friday.
They would go to either Iran or Turkey.
His brother doesn't want to go to Canada or England.
2. Check your answers with the instructor before you start the following game.
SHAHS AVA R I I ATWOOD
3.The whole class will play the chain game. One student starts with the first sentence and the second student should add more information to what was previously said, while using ^ or ijto add more information.
.bib Jbbslp- |oLä!| Ij jjj (_£jlj tptä iS^-eA X j b_bf^jjo &P Ij iSj^i aJ-«o> JjJjI     sS L ^ÄÜlb
4-obl I *  ,15" b 4.Lj>
.Jl&^ 4„obl Jul^IL* ^jL^ä^ob jl ^^-> l-J* >-)^*ö^^-o
•f»*5'LS"0 -A ^ 'f»JV"uT° O"JJ ^ l>° ..4b .j^iS"^ jlS" 4j' ^jp-^-o ^jb 4J" ^0
••(** '(t^S"^ jLS" jfrA i^p-^-o (jüjb ,»j3> ^0
4. In groups of two, compare the sentences you wrote about yourself in exercise 3 of the previous tamrin. How are you the same? How are you different?
Ij X  ^jJj-OJ j (J**^j jb 4.5" ^jLa4.L«j>' tOjSÜ ^b  (^LAO^j5* jb .T
jb 3 b-bb™fi> 4jbio0 ,_Jbjl^o 4^> jb .b-bi" 4.^o Lä-o ^Ji Ij Jul4bbjj^j
^bb^Lfllbo (^bjl^-o 4^-
5. Share your gossip_ In groups of two pick a famous person you know, and choose the two most interesting pieces of gossip to write about them and share your sentences with the class. Make sure to use the structure in car^-
!bb_
3O  3 Ju.
< 1—£j (<
Lao a S ^
.ju^u^jj jujb^g-o |öIjlS" jjb (^ojLj^i 45" Ij iwJL^- jLw»yu ^^Js^a
LoJL>- L&4.L©J> Jjjl ^jJLJj^J j^i .Jk_j|^tJ ^jS^S (^IjJ Ij Ia4.L©J> ^jjI
.Ju-LS' o^Lfl*I_«j| JmISj5" ^Lj X°[ ^jJj-oj j^ 45" ^^Ijs-Lj jl
ölSLoljl
Sibawayh's shrine in Shiraz
jL) ^l^lbbbJ^jLj ^jjjjj^^o jl as" j-;-;-'.'.' J3J0 s^UjLoO ^bwblJb ^jj^        su^-bj^-o twJ^-......*>c,o
l^ljS'y jj^jljbbj^jLj ^j^Jjl jl .bbol  Loo lb jlj^^bj
^Ujjijj jl ai" o^j ^^—.T       3 ^jLj
jj^oL> a5" v_-objlo ^Lj t—jlzXy/c^y ^jlb-T 'j 3' "^.^3 ^3^ ls^^ s' Js' 6^3
PERSIAN OF IRAN TODAY
•\c.)f O
III
At Home: Ask an Iranian the following questions ^J-' ^ J1 !J ^       ^ ^uu^;i JJ
in English about 3,1*;.Write your answers in detail ■si^.y-'. "W)?   ^.j^^ ^ lj csi^v^ -^-^
below. Be prepared to share the information you jW*    jl;LjU>ur~j'>lS'(*-a> L jJo^I c^jj <b Ij ^Lc^Ual
learned with your classmates. .juJaSj
I .What do you do when you enter an Iranian's house?
2. How do you interact with people of the opposite sex? Should men shake a woman's hand?
3. Can you make jokes about people's relatives?
4. Is it acceptable to offer alcohol to people at a party?
5. How do hosts treat their guests? What do they do in advance to prepare for guests?
6. If a taxi driver shows a sign of refusal to accept the fare, should we take it seriously? If not, why do they do so in the first place?
7. In the house of an Iranian, if you say the carpet is beautiful, he or she may say ghaabel nadaare, which can means "you can have it." What are you supposed to do in that situation?
8. What is 3,1*;?
9. If your host insists that you should eat more, what are you supposed to do?
10. How do you leave a ^U^o?
(jijliO C^^i ^JJ^i iJjliLo        ^1^5- juaJ
In Class: compare your answers with your classmates' answers. Are any of your answers different? If so, how? What do these differences say about 3jU; ? You may speak English during this in-class activity, but only during this activity!
^>3jS'^-a C^~kJ   ^jL*j OjLj^i Ij ^.J-La-o 4j> l&O^lftj jjI L««Jj jiaJ 4_>
Lol  t^jljJ ^l^JLo ^^_J.Xj|  4_> j'ij i-Sj^- teXJLjti jjl j^i
SHAHS AVA R I  I ATWOOD
I. Because Ij is such an important concept in Persian grammar, it is a good idea to keep it in your mind and to continue developing your understanding of it.
Review:
Do you remember the basic rules governing lj?
1. Ij marks......................direct objects.
2. Ij is written immediately......................after the ...................... direct object and any adjectives that
modify it.
3. Ij is pronounced ......................When you read aloud, for example, you cannot pause between Ij and the
direct object.
4. In spoken Persian, Ij is pronounced as /ro/ when...................... and lol when.......................
5. As we mentioned before, it is a good idea to organize new verbs that you learn according to whether or not they are transitive. Update your list using the verbs from Lessons I 1-13.
Transitive	Intransitive
	
6. Look at the following sentences and translate them into English: . ,. What is special about these examples?
7. Why is it possible to use both an indefinite /ye/ and   at the same time? Are specific and indefinite the same thing?
New Information:
Translate the two sentences below:
8. The second sentence would be grammatically incorrect without l_,. Can you guess why? Hint: in English we indicate general direct objects using the plural. But how do we achieve this in Persian?
9. The second sentence would be grammatically incorrect without l_,. Can you guess why?
• j^jlo c\*-vJ^o lj ^^JjLflj /.j^jlo c\*-vJ^o — \
PERSIAN  OF  IRAN TODAY
I. Read the following paragraph.Work with a •^jS Cxn^ ^^j/T^a S^S a, 3 j-jI^Ju Ij    J>\yf\jL A
partner and determine where    is necessary. .c~J pyJ ^1*1». <l> y «1 j» *S
lj » 4.j 4.5* 4.Ljj>   3 tjfc.^jJjL 4JLI1I0       4j jLj ,jl jo 4.5* Jk-_«*j^j_j 4.L«j>- *f Jo-vjL^-Ii^^ 4.5* ^L&^JjtS i-5L«5* 4j tojJ6 jo .V
,j*ijl5* j^L^j) Jul^>^js ^5o ^5o Ij La4.L)j> j.£ju       '-^■i       a3j^     o^-^ •^-*^* ^-S^*" lj ^ ^ lj ^ ^LoJ        .JuliL 4Jl1iIju jLj «
C^*_mjI (^-^3j-5" ^jji5* jo oJujj .4_j L ^_>jlu fj*^ Ij ^3_^'(-5*0 oJul^^       ^I^J-oJ^ ju Lj I 4.5* Juu       JuL <^j.5"     I ^glJacI 3 (jJj5*^-o ^5"
.Jl&Ju lj C\*-vjjo iwj|^j> Ju45*
		Li'       <Sj - x £Jl>1^
		
		
r L19J JLi Ol^* 5 Lij <_?j»IjuI j^JJ
/http://tabanOO.mihanblog.com :
?cU™j> ,_jOjljjJ t^^l       LoJj jiaj 4j .^
Fast, To become thin, Don't miss.
Getting thin without trouble and headache.
*j|^j^o .•SjjjSj j ^LaOjL^c (_£OjLj*} li^>(^«j,^lS'^ji L .a
SHAHS AVA R I I ATWOOD
	
	Cjji*"* iS^js** t^JJj
	
single life, girl's dorm, monthly expenses
(how many kind -.^y jcj>) .ju^j    Ij L^jI ?a^5"^o <by*; Ij        yjuj £3J     ^J^r0 o'^-V ^ ^ i^r^^ ^ according to the
(text
?C--mjI "(j-j(J^ljj4_o jJfcjj |ö|JlS* 3 jj4Jjj.&^5*     I j.3^jo jl C5^"^j d"^"*"1 f-"--^*
?C-_«jLoco 4j> 4j j0^-«-' J-J      ^^ILJjIJl^j ^yjj^jj^j y> -0 4j 4j>L .P
.j*_jlS" |j-o Ij ^ jLä*Lo (^öjI^ tjö^wj     jo .Y
dr^* iS*j**> t/^J
jo ^5"Juj '^^^i .Juj5*^o 4jjJ?cj Ij (^ojäo ^5"juj 4_«j V^-«Jt-o JJJ I ^_,o ^jlj^j 4j jLS* (^IjJ j^ (^äL5* 3 ^J-^a^tJ* ^Ij-j e-JW 4.5* ^_j|jl—>>j
.Juj5*^»o ^5"Juj (^jÄJ & ^Jl      c^^l&^jjbi jo ^L^JX^olo 3 Ju|4J_>j.& ^.5* jL-«*j L 4_üj.ö (^j^1^-1 V^-oJt-o ^j^JX^oIo (^L&oIjoI^^ .CXmjI oLjoI^>-(^ool^jL^- L oLjoI^>- ^V^JLv^o .Juj-jT^-o jlji JjIU-S'^ OjUaJ ^j3-« 3 >AJjlo Juol 3 C^9j (^IjJ iS^°JJ3 t^-Ajj^La *—-J^l 4j|jIL>-o ^L&oLjoI^^--
.JJJio^-o (-)*,jljJ*' ^jLjl 4j Ij L&C^->w-£- 3 L&j-^Ij ^-oLoü 3 JuI^jLoü jo j^JJ^o ^J\Jj 4j ^JXJLjIo ^jljIL>-o \ * Ja^j^H-o j^-L? 4j ^jl ^LjI jJb jo 45" JJJJ^JÄ ^^Jj^a> ^jLoüjL I ^j^3L^o ^LäJl^-I^ Ü&^^j^JL .C—jI ^^_^JLj jo ^5"Juj 'j0^^ J^-1^* ^j^-i-w^jLj jo CXoLil (^IjJ 4jLäLo Oj^aö 4j ^^-«5* (^4J_iJ.ä 3 JJJ5*^-o ^5"Juj     I j^j oL-oJJj> OJuo 4j C^9^-o j^i^ 4j ^Ijil V^-«Jt-o 3 ^jl^ ^^j>3 tiijlij 3 ^3J3 L^^J""1 LS-1'Jj™^ 03^"**^^       ^^J^ .JLLi5*^-o OiiLflH_«j| ^5"jH_*^o 4.jL^-Ji^_*ÄiI 3 |öL«^- 3 ^H_*äi|j>.^j ^^o^j-wJ jl 3 Jujlojj^-o
.■j^^-cJ (jijl^ ^j^j^jIj j-j ffr^a* *ilj"9l 6^lyL>- 4j Ü&j^Ij 3 LäC^£ 3 C^jI jj^'Ij^ J-^-«j oLSol^ Oljjio <b C^wJ U La 4jL^- JjjI .JuJ5* öjL^I Ij 'j^>' jiäJ ^j^-0 ^J^3L^o (_5^3j-5" Ij (^5-^ (^*J5*^       '-^-jl^J*^-0 O^J,-*->''^ .C^-mjI ^lijXo (^4jl_>-   j^^-^-1 J-^^1
°J^m'T^ 3 lJ^J i"^*0 3    ^-"l jJ*4J_i j-^jJ 4„«jä jl i_-t.iil ^5"Juj jl ^J-\Jj JjjI .Jl*1iL 4JLj| JJj> j^Jl^-I^ Lj jL-«*j C^-oC^-wjI ^j-X-c-o
JjU oLjoI^>- t^Aji i^^->j^ 3 03-^-^^ ^£4jLj&Lo ,^-J-^« Li ^J^3L^o (^IjäJl^I^ JjJjjC^JlS"3 Jjjjjt—5\j>^5* j^j (^5-*-^" 3 "^LHj JjJjjJu j^
.iJumJ 4_wJ LH^3
3_l3_Readingl (gj /http://fa raru.com/fa/news
PERSIAN  OF  IRAN TODAY
> L
3_l 3_Reading2
. juJl^u lj      ^ 1        L 3 J_*j-S' ^jii^s" ^j^s Jj Li 4j J^l . ^
.JujIJljo 4JLi| ^Oj^j^S C--mjI j^jV 1j> JA 3 JuJl^tJ ^ju*^^^- ^Ij-j fljl Ij (Jj--0 jL t-£j .V
.Ju;_lS* ,-$'j> Ij 4JL^>I (^Lao3 ^---S*        (^5^ <J"i^    0j^i3^ ^
^Ij^llJ  ^IjJ lj ^jJ^S Jjli 3 JsL~i> lj ^'I^J Ij JIa .6
Jul^>- ->*aI^>- oJJ_«*j^j JjjI OjLj^i Juu ^jaIj^ j^i .c—jI ^jLojS*     j>1 j.-o t-j\_l**u^a (^4.*I_**u^j ^jo3\J> ^jbLwjlii
Music by Hossein Alizadeh and Madjid Khaladj/lranian Music, Improvisations/Daramad
J^l ^l^j - ^sS^-
.^jS*^-o (jjjLi 4jl_«^«jÄ j*i_>o L> *^LJ .^jS*^-o jLS* ^^L^ ol5"jl5* ^3*" 3I -jLS*     c^Bj^a ^ 4jL«^«jä   _o c-.JjIjjT'^.o lj *^LJ 'l-^j^j t*^LJ j^Lo
.^3^ jU-Jj-o 4jL»m»oJ& j*I_>0 fö-^->1 .^^j jjt-5*jj.j 3I jl JL-J t-^J fö-ij-0 3 C--**ob (JLmJ "^LJ .Ju^j5*^.o ^5"Juj ffrJj-o 4_*l>- ^IaJjIjI jl j^ (^j'*1'-0 3
^jiJ^ "^LJ .^^j "^LJ ^ji-o ^il4^ja i-^—j^j^ .jJ^jS* (^jLj ^L*j>   I L ffrjj-o 3 "^LJ 'J3j ^jl       (^^j3j^        f^ij"0 (j?'J3j
:eUÄ5"^-o fu->j-« <l«ol .Jk-diL ^i)^^- JL* t—Sij^j^jC j|^>-^-o
.....C--mjI Jj-o JLo i-^—j^j^ 'cS^3 'O1^* c£jL       ^ JläI^>-^o 4.:> jA _
:eUÄ5" 3 ^jio^.Jj> Jo3^ cJwO I ^j^ijoLo 45* i^j^jC .Jl**u C-^-ljL* *^LJ .....
^iSj^i^s^ •f^ij"0 1-^-«j3j-^ J--0 it_^M>3j^' •fö--*ö^3^"(-5-° 1-^-«-,3j^ ^j-o tjoLo tjoL^ _
:eUÄ5" joLo
: bUif %J
.jbL^ i^L^Jb ^jy> ^ho>b  ^yO —
doll	
to bring, 1 bring	
s/he wanted to	
to buy	
eye	
s/he falls, to fall	
S H AH S AVA R I I ATWOOD
.jj_lS" 3^"jL ^jjAS" jöLoü i^\ji I j ^jLiLwjIo 45" c^-mjI^^ jj&I^^jJü    L t—£j jl oLl«jI .V
.Ju l^-«j ^jLj^i^^- ^jL&j.*j> 4j> j| j_o^5o ^jLj^wjjAS* pJb 4.j .V
JJ-ftl^j>^>o ^LoL&4jL»yw©J& 4.5" C--«j| ^JjLwj^ 3jj3j jj^>
Jti^W    <b .(They are going to sell) jj>3jh
Juj.JtJ lj L&^jl JoL> 3 i^jj^-^a ^jLjojo 4j L^j| j| |ft|jk.S* Jk_o
4.j j.H_JL*J 4.jL—wsJi i^IJlS* JjLvJ^ .Oj^>-^^J ^jLjOjO  4j tta£j|ft|j\5"^
J^LiJ pjJL^- ^ Lsl JjI—->3
^ 3 oLr8^ Ji^°3
P9WI		
		
yS^S jo lj j! j Jo-*—j^j-i JoJc> 3^iLfl5" t-j\j >^S^^S L 3_l 4_Conversation I  v ^
to help a^s" ^sUi" to let, to allow a^b Thank you !4_l& ^ U-i
do me a favor a^lS" akJ to close, I close pA^-o ^
•f*J'>'<_s'0 1*^3^ 'fJ^i öT~°~°
PERSIAN OF IRAN TODAY
_
?JlaM Ojbjvi JuSjojo (jOJuaJ dj>^Lo i^uJ^j :t i^jSjsS
(j? jL
to understand ,\
( as a sign of respect when you refer to somebody who has said sth)
ilr-*5" -o^^ cA^
(as a sign of being humble, when you refer to yourself)
3 14 Conversation!
fb-j-o-^JlJ 4j>|
b !b_ol«j .... *\4jy> (^bj5*^-0jj -
?4.jp- .A bjbw>- -
	
	
CrV* \*>^C.J/ C	
Write a paragraph consisting of at least five sentence in which you explain what a student should do in order to be successful at this university.
45" bw~i^iJ ejbbb
b_&b pUu'l ^jUjIS" 4j> buL
SHAHS AVA R I  I ATWOOD
Listen to the song online and try to follow the lines. There are a few words you know. What are they? Be aware that this song is sung in "^1:
"The Sky's Peak" "I Feel Passionate Tonight," or "The Stars' Revolt" is a famous song with lyrics by Karim Fakoor and music by Homayoun Khorram.This song was first performed by Parvin.
:4jU-
(^jbLjj^J ^jLij 4j 4_j|j,j ^jjl 45* Jl*_JjL> 4JLjj|.i 4j>^j
Parvin was born Parvin Zahra'i Monfarad in 1938 in Tehran. She was a successful traditional Iranian singer, who performed a significant number of songs during her relatively short tenure as an artist.
In 1974, Parvin retired from singing, and since the Revolution of 1979, information about her has been (largely) unavailable.
Work with your classmates and use three new phrases you have learned in this song to write a very short dramatic play. Act it out in class!
http://www.youtube.com/watch?v=5HuFzgZdLHs
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PERSIAN OF IRAN TODAY
3 15 Video I
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I .With a partner, discuss this episode of Cafe Denj. What import things happened? What new things did you learn about the characters?
2. In order to fine tune your listening skills, you will listen to one section of the episode several times and you must fill in the blanks below.After listening three times, review your answers with a partner and then the class.
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SHAHS AVA R I I ATWOOD
3. At the end of this episode, Erfan exits the scene suddenly. Work with a partner and discuss what you think happened. Where do you think he went? What is he doing? Why did he leave? Then write a script for the next morning at Cafe Denj when Amir confronts Erfan about his departure.
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PERSIAN OF IRAN TODAY
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S H AH S AVA R I I ATWOOD
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4_l_Vocabulary I
.....-».bCj1 ^Jj)ljco	
trainer	
to help, 1 help, would you help me?	
in order to	
serious, really?	
poem, poet	
music	^JL^o^-o .9"
at least	
various	kJihJtA .A
s/he returned, to return, she/he returns	
decision, she/he decided, she/he decides	(ojjS^a j^_*-o-^aj) ujjS^a j^_*-o-^u t<C9j5* j^_*-o-^u tj^_*-o-^u . ^ *
only	
a few months, several months	oLo ajj> . \ X
almost, approximately	Lj       . \ X
some, some of the	
somebody, the people	
some of those who	
they sit, to sit	
1 stay, 1 would stay	(pOo^o^ ij^j^-o^) pOolo^ '(tj-iLo^g-o .^A
SHAHS AVA R I I ATWOOD
it depends	
customer	
we would have, we should have	
about (approximately)	03jo- .YY
lamp, light	a* ™
1 turn off	I*-1*'LS* cr'y^' Xf
alone, by myself	L^ii'        ilfyXj .X£$
now	JL> .VL> .Yf
until now	(VL> b) JL> 4j U .YY
future	aJJjl .YA
dark	
Yalda (the longest night of the year)	IjJL .Y-
long, the longest	
niece, nephew (daughter/son of sister)	od\jjjb\$^- .YY
1 make, to make	^j^j^ t^**Mtj>5 i^^st^-^oj^ .YY
rice, rice and kabob, ghorme sabzi, chicken, salad	^VL*j      t^y^ü^oj^s tC^-^ij^^'   jL^^Jj> t^J_>- .YY
dessert, Ranginak	L_^J-a^Jj t.Y&
delicious	
everything, nothing	(j^jÄjj») juj> gjjj» 'j^-> .YY
meat, onion, eggplant, tomato, rice, oil, date, sugar, salt, spices, walnuts, herbs, watermelon, mixed nuts	*Lojj> i^j&jj t^cjjj i^^jj3^>-jS t^lj^-o^Lj tjLo iC^ltjS .YA ^J-a_>- 1 t4j|^jj»Ä t^^j^^-^y^ü t^^jS" t4j^^l (l^^j 1 j5L<li
1 need	f> ^ -n
to wait, 1 wait, 1 am waiting for	
really	Usl3 .'H
PERSIAN OF IRAN TODAY
rain, rainy	M '(osP.) oP -™
as they say	
weather forecast [center]	^^oLujjIjji [^jLojL*;] .TT
he or she has announced	(o^jS p}lcl)         adjS ja^Lcl .T A
It snows, to snow	
piece	*S5 .TY
cloud, cloudy	-TA
sky	
sunny	JeJt] .A-
clear	
humid	<-jjia.A Y
to make someone happy	Jbijy [lj (_sy] .AY
pollution	^gT^^jT -AT
new, fresh	ajb .A A
she washes, to wash	Jj."-.....-'.O l(ujjJu^g»o) JojJu^»o .AP
to clean	^jS .AY
to take	
in fact (slang)	jm-iIj .A"\
outside, out	63^h ^ *
to change, 1 change	y^ Js^. ^y Jb^ .P *!
fruits	Oj_oo .PY
apple, orange, sweet lemon, pomegranate, tangerine	^g5ojlj tjUl t^j^-jjj-o-J tJLHj'^j *>»^_^o .PY
to arrive, 1 arrive	
if	/I .PA
fabulous	*S>o .PP
myself, yourself, himself/herself, ourselves, yourselves, themselves	^LJuu^?*-                  t^Lou^?* i^Ji>£^>- tOu^?* .PY
SHAHS AVA R I I ATWOOD
concern	ACJiC.} .PA
prize	°>> ^
title	6^ -V-
little	
masterpiece	jLS^Li .YY
to be transformed	jjjui Jj a^j .YY
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J5Li jl l-JcI ffr^iS"^ c^j?^      Underline any words or structures that are different in the spoken form .J^iSo
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4_l_Vocabulary2
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PERSIAN  OF  IRAN TODAY
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S H AH S AVA R I I ATWOOD
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PERSIAN OF IRAN TODAY
If they have everything they need in their bag.
If they think it was a good decision to study Persian.
When was the first time they drove a car and how old they were when they got their driver license (.Uj^ljf
gavaahi name-ye raanandegi). If they like to change their house they are living at now. What Persian food they would like to try, which they have not tried before. When they like to have fruits (after or before a meal).
^L-^^IS" p£> jl :«_.
When they returned home last night.
If they stay at school after the class.
How many times in a week they wash their cloths.
What some of the students in this class are wearing.
If they would like to sit in this class for more than an hour.
If they live alone.
If they used to read story books when they were kids.
What's the minimum amount of money they need to buy lunch, (start your question and answer with JSIj*)
How many bedrooms their future house should have.
If they saw any clouds in the sky when they were coming to school.
What the longest road in the United States is.
Where they usually have the most delicious food.
If their room is usually dirty.
How many times a week they clean their bathroom. What do they take to a picnic. If they have decided what their future job is. What they need to be able to run.
What really bother them, (to bother/ to make sb sad: o^ljl)
If they have any niece, and what they think about having a niece.
If it snows a lot in their hometown.
What kinds of fruits they like.
If they would like to change their major.
If thy have ever made Kabob.
S H AH S AVAR I I ATWOOD
?Aj^5"^-o 4j> JJjI^o iwjLi t^9L5* 4j 45" ^jL**5* ^OjLjJ ^jAj^
^Jjj^^o 1-3j.-> 4_ll^- jj> ^L-^S* 4j> ^OjLjJ j-jj-ol .Y
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fjV ^jUj^ dj> T
?Jjjlii C^-wJ^^ lj tjlj'-j ^jlj-^j j^'ij-o lj-^> -V
<—--JLol (^4»oljj.j Jk_o       3I 4_> 3 Jk_ojj 1—£jj oJul L> j.^ol 4j .J\_JL5* (^_£jlj lj j~^ol 4jl_>- ^j^-flj .V
.Jk-Ji^ O^J^j1^" O*0"^" ^ 3
:Juj.-^j (-^-«5*       (^LäOjI^ jl ^{j^^SZjS j£ .JuJLS* Ju*_l5"^o ^5"Juj     I j^i 4.5* ^jj^t> ^I_jA ^-^3 °j^j^ O^^-^'^* fö-^
ojlj ^I^ä tj--«-j t4j_ftÄ j^"l toj^JI ti—9L0 t^gjbjl t^jL«—jI ti_.t^ojA t^jb—o-oj tjjoLi t^b-*olj tjL^j tJ-t^ t(aj-^* t^j-—j fcl3^
61
PERSIAN OF IRAN TODAY
Below you will find three entries about famous Persian poets. Each entry features an introduction about the poet in Persian, a representative poem, an audio file of the poem, and a brief description of the poem. Read through the documents (try to guess what it is said) and listen to the corresponding audio files. Use these materials to determine what makes each of this poets unique, and then pick one poet. Use the audio file to memorize the poem by the poet you have picked. Record the poem and send it to your instructor by email.
I. Share a few facts about each poet with your classmates.
4 3 Pronunciation I
Find the translation of this Roba'i.
4 3 Pronunciation2
ffcjxij (jj-i) ^X^ 4jvui J^l j£ fLj> j-^s-C f^i5*j>-
(^L&4„JL> Jul ^| .C^-wJ^I j-JXJlj^-1 OL-C-bj J-J^ 4-) ^^SjJ^t) 2
JLj VY L^j* 45* JLj>    t^^L-o ^ * Yf L jjIj-j ((^j-oJ jb^AöLj ^ Ju-o-JLjb      (^jL^-oJi L> 45" JlJj j^-oLo tC^»b jLS* jjI ^jL^L^- .lijbji^j ^^j>^-o ^.j^flj* £\^L^I 4j j^_JLo
*f Y ^ JL^j Lj ^ eU9jS dj^s jL^iLöl 4jL>Jl«£>j 45*
4.5* j^j J"}^ ffrj_^j tfc-*^d **-°bl (^^"^l-o ^ * YA j-oi
^j|^>-^j    ^ Juol LjJii 4j c^-mjI jbL^jLjtil    j^j5*I     4.5* ^tL j-^-^    ^1 .c-_«jI (^^"^U-o ^ X jj-s) c^j-*^
^■wjjLä iwJ^I jxLli jjj,jjL5*j,j ^1 .C--^-XJjL ^tJj 4j j5"j,jÄ jS~><5 2 l—--9j 4_*5*jj j^i 4_J^9 4j jojJu olj,.«Ji 4j ^w-o-di CjLJj£^ t^^^Juco (^^JJLo^ L^jI jjj,ILo-^-o 4.5*       j| oJuL^ Lj> 4j ^^J^o jl (^^L>j jL^-«*j jLj I .£rf-Mj| ^jji-B^jjua «(^^Jjuo (^^_Li-o» .uNJ-"-.....Jb «4_x-_«j ,j^JLäo» ^ t«u^_jLSLo>> t«4_^5 L^ 4.^) ^«CjL^Ljj» t^^jjj^j
^jaiJlH-o (^L.&iwjbi5* jLj5*    j,jI jjI jl .£rf-Mj| ^«jjLi jLjj ^^_l5-o
An encouraging voice asks the Sufi to leave politics and mind and to become "divane" (a madman) for love and to become a moth to the flame, destroyed by the fire.
The voice continues "be away from yourself" and ruin your house, then come and share home with "aasheghaan" (lovers)
SHAHS AVA R I I ATWOOD
j ((^^"^L-o \ X 0^9) lSj^^ f*--ää ^jjS *}jb Oj-^Jj (y£z^> (_£jlj-*_Jj (^Jul«j
J t^jbLwJ^J    i^jllLw^lS* (^Lji^jLlS' ^yj^^jJUti jlj|   .JLol^^^o Ij JojLjlJjI  ^jAljIjuO j*i J I ^
.eX^Jjl d>LJj£ (
4 3 Pronunciations
The poet talks to his beloved about the constant presence of beloved in his mind:
I will never and do not want to wake up from this desired hangover, you were sitting in my heart before I was born You are not like a sun, falling into presence and absence Others come and go, you are the one who stays
(^jlöjja J L>3- (jj I j I jvu     I JüjJ jj&S- d-oJb
öS
45 jllpuub 3J' 3 JJjI 3 JÖ3J jlj5i
jl j.^J jO  <. ^ y a   jw-oL-JO   u   l) jj|j.J tL5—«ö-i ^ää
<0 ^   ^jLmmJ^O jl ^1  .J-ol   LoO 4j
3 oo^j i-3^jijt_o ^j^L&I^^- ^*iljl jL**ol (^1 j»j jJ-£_o   45" ^1 .Ojlo Oj-^-*-j j^j ^jli 14jI_«_olc jLx*ül 3 o^ji—j^-o j»jt*ö
j^JwwO j.Jt_«-J Jjö^jw-J jö jCLmJ ^JjJ^S^-0  Ij ^1  j|jJlI*J-0 jl  ^^jJ >U^J  ^mJjLS jjt-wl) jö j^WwO jJCwl)  L   JmmJ iJ^amJ ^j»«-L*_0
.J-iL^^-o ijlj"^ (_£4»olc *-XjJbj,3 l^°J^J° ^
4_3_Pronunciation4
You have come from the suns and the dawns, From the mirrors and the silks.
[•••]
I stand up!
A light in my hand, a light in my heart. I polish away the rust from my soul. I place a mirror in front of your mirror In order to create an eternity with you.
^IöJloI
(^IüJloI lä>^cuiojjl 3 LökUjI jl 3!)
[...]
^0)1 Ol<Ujl jjljJ ^ItUjI
3J b Ij
(<UjI j'b js^i jl ^jtUio)
2.Work with a partner and explain in Persian why you picked your poet.What about this poet was interesting to you? Listen carefully to your partner's explanation.You may be required to explain your partner's logic to the class! At the end of class, each of you will be required to recite the poet that you picked, so make sure you have rehearsed it!
163 PERSIAN OF IRAN TODAY
(q>^S 3 4il>      ? Jujb J** ^ : ^ (53^^
.j^ijxj Ja> j-j'b^-oJ <iS" ^jLaojl^ jjj ^ J~5"
Jjli <b .\
Jk_JL$" jo ^5" jL jjJJ_>- Ij ^£H_ft5" j_>l .JuIoJlJj 4JL*li^j j-ojJi 1—XJj 4_> l&Ojl^ j_>|
-^v   .Juw^»L 4JI_Jj|j) J>^>- (^LjS^wj'^l^cJi
(©)
4_4_Conversation2	
rice and kabob	
Chicken	
Cooked rice	
Saffron	
Chicken kabob with rice	
Chicken Kabob	
Tomatoes	
Extra	4iLol
A sour drink	
Soltani Kabob	
Diet	
Salad	
Yogurt and cucumber	
4 4 Conversation I
i_^od>   , J)
uVLo 4j 3 |aj3_>-(^o ^34_>3J> 3J_> 4j ^yo :«CL*lt>1 jil (t>jl_> ?Ojlu ^jSo'*->3? L' JJw>- tj3J'4j>or> ^JL> .J—aS ^a^iLT .Ojb b' 30 tC^A^i^j .JujlJJL> jfcA AsLol SjjT* 4j LikJ .4_Jlc .aJL) :41JjIjil |^>L>
.|»j3J>-t^o £30 4j :4JLiljil (tjJl-> .^Ujlju ^3^ AjLcUajLws :C1^oJl?^lwu .|aj3_>-^s-o       ^jl^^J Aj (^*u :4JLJuljil jt>jL> ?^_jljj> JujIu (>_5-?' Lo-Jo :t_l*-oJ\j>cJLu
0L0 4j 3 ^jjLLaLj ^-iLSjls* 4j :4iLiljil ^Lsl
?^jj^lt^j 3 I^jLjjS 4jj iC^JlS'cJLo ?Juj|j ^^-aujj 4jLi3J :4lJj|jJI (^111
.LaiaJ ^j-o (^IjJ i^s^jj AjLJL^ 4j (^*u !aj3_>- :4JLJulj3l (^Lsl j-ol .^j3Jtll--oJl>- jfijL-o 3j jL_>- 3 tll^oLo 3 uVL_o JjVI :t_-a-oJL5^iwu
?Juj|ju ejl^Sjj
,_jljj bljlS" (tt-io (^jIjjI oul3JL> 3o 3 03--0 L ^jLjL^-^-o jl    jj Ju
.JuloJuli 00L0I (^i-^- 3
SHAHS AVA R I I ATWOOD
These following lists include words for fruits and other foods. Add your favorits to the empty chart and remember the words that are important to you.
Add your favorites below
'l*0 LS'
JtJ ■
AS Ij 4äJ| 3 A—S' diLwól i_<J> ěUo—J Jj-^ *j Ij óyi- 4ÍbU čjyi
4_4_Conversation3				4j Jk-jta^-o
				
			Meat	
Watermelon			Onion	
Apple			Eggplant	
Orange			Rice	
Sweet lemon			Oil	
Pomegranate	jUI		Date	Lo
Tangerine			Sugar	
Kiwi			Salt	
			Spices	4jj.il
			Walnuts	
			Stew	
			Desert	
			Mixed nuts	
			Appetizer	
Raw herbs to be eaten fresh	0Jj3^ iSry
Herbs stew	
Ranginak (An Iranian desert)	
PERSIAN OF IRAN TODAY
4 4 Conversation
.O
nose	
Lips	
Ear	
mouth	
Tongue	
tooth	
Body parts	
Body	
hand, arm	
leg, foot	L
head	
Face	
belly, stomach	
Eye	
Jk_*_^tJXj Ja>- Jk_olo^-oJ 4.5* ^jI&öjI^ jjj 2 i-^_*_l5* ^0^5" ^j^ArS J-'Ls 4j  :4jL>-jo .v
It hurts	(4^5"^ Jjj) AlS^-o JjJ
Let me see	(ffc-L^ jIiÁj) ^JLw-j jl^i-^j
Fever	
Little, less, to decrease	
so	
4 4 Conversations
üj^-^jj^ ^j-'-*-^-'.*'.'J JwoLojjL i£>jij£- ^a^LwJ
LS* ůjů
jZSô :jlo-o
jLo^o jLo^o
jLo-o
?aj
.^^^ vl ai"
SHAHS AVA R I I ATWOOD
^b—j^j jO ^ YYY Jb*.I j*i        jjl ji^sLn-o j^-£wO ^oJJ—j^j t^Lsj1^" l£^IJ"*0 45"       jI ^^L&^jbL**>b J^-b 4j oo-o-o^J ^jj| Ojfy*** O^**"^ J*^ %l3^m>
Ij (jli-.j-j.i <=j3^ 3 cJj (jUjr
^ob-^-J ^^—^-Jool ,jbj 4^jj>j.j ^4JLJJj jO ^ o-i» olowob 3 t~^J     J"V ^ 3^
Jot; 3 oj.5" jLcl ^Loj.5"   tilj L ^ Xf * JLj jl Ij jj-a ^Lao-JUi <^ .c^sjf
.ob 4-obl ^jlj^ jo Ij oJUi
l5o 45" Jj Iäo L£lA4_*aS ^j-"*?"0 '^J^ J^' 4.Iäo b ^ Xf Y JLo jl Ij ^0-o*o^j
^jljjl ^^joIj «ötil^jL^^ 4^sljjj ^1 jj tO—j^I ^lä^jb—jb ^jjjjj^^-iwo 3 ,jb—jb 4£^«j^o
^jl jl L&4^aS ^j-^a ^jILw^J ^1 jj Ij « ^ T^'f Jb*i oJoj.5*j.j v_jbS*^ ^jO^lptjs ojjL> 3I .O-w3j
4_5_Readingl 03^-
4j 3I jl 45"     j.j'1 ^j—*J^I        J 0o-i» 4^jj>jj* ^Lojl ^       j£. i.^oJJa t^^Lob-*)! t^3—j|j.3 i^^^^Jool t^LJI (^bb^jbj 4j ^bsj.5" ^olj^ ^Iä»—>b5" jl ^^J^jj
(^L&^jbL**jb ^jLmjI jj ^jLoJ-«--j 3 ^j^jjj^lj fö"b-9 ^jIjjI ^UbjS'jLS' -j^j j^ää-o ^U&^as ^4£^«j?s-o jl ^j^Lo—^b—jb    > 4^j>jj* ^^.^AiXjl ,jbj
^ILJI ^j-o ^o>_b> :4jUj> jl .C^ol ooj3l C^oo 4j j^ jl £jU- 3 J^-b ^jJJb 3 ^JJ^jS oL^^o jl Ij ^obj jjJ3J> ^3 oJ—I 4^j>jj* jbl
•l>°j^I 6^^^^ c5°jiW" 3 0 ^V) ^l^> J—J L^UVJb5'
^^■(^-o p>5tij Jo 4j>jÄ S^^^wf(j-oJ jJaj jo Ij ^jLf JJj|^> ^^j^ (J^i ^ tf*-*J-3J-; C^ö3^ iS^Jt tS**0 3^i^°J^
^3jj (-^4joL>- *-5o ^j-o iS^ji ö^**1^ 'fÖ-^ls**^ 4j>^j ^*ob-ijl3j 4j 4j ^ fbo 4j 4j ^J^Jo^J jO ^j-o .jj|oJ-i (aj3J Lä**-^ ftr*-i-J^-° 3 (^jI'^'lS*0 l53J
^.Jol^-o JiiLS' (^3j 3 J3-*-Jt-£-° l5^3J*^        J*^ tOjb 03J>3 ^J-ä3 jo ^sl^-o jaboJ 3 0J-0I ^JJ&3 4j 45" ^*_LLa-o .O—jI
OjbjO (3^-° *^
?(^y ^ + j^-^JLo =(^o3b^o JLo)?J-ol boo 4o UsT jo 3 ^Lo 4j> jo ^bojS" ^olj-o .y
?cjj 0Liub 4, ur jo 3 jjijjr ^ ^br jo Ij ^buoj^oo ^0j3o 3I T
?Oj5" ^3j-^ ^^J—j 4j> jl Ij ^o-o-o^j ?(oj5" ^3j-^:) Jj^ jLcl Ij jJ-a ^LaC«Jbt3 45" o^j 4JL0 JJJ> .f
?0—)l oA-jj 4^j>jj* ^^-^olSol 4j ^Ljbwwjb falo-S' 3        ^jbwwjb |a|j5' 3I /jb—jb ^jjjjj^^^uo
to-wjT Ia-j /jJLo jo Ij jjj OLclS" ^—jjli Jobto
TV movie, the most famous, all the time, to become internalized
PERSIAN OF IRAN TODAY
Put the following events from Moradi Kermani's life in the correct order and then write the corresponding year next to the event.
.A-i       J—J (^La*—>b5" ^liflJI      j!3j ^qjAs* ^ojJj.j ^lo^jf ^jIj-o
. JwO I LoJ 4j j J
.jji5" ^IL^JaJ 4j fc^j-**' 4-Jj^>" ^4_L?w j.j .j-i Jl-j oJoj5*jj v_.>b5" ^0J.jL> ^oJJjj JwjJ^lo ^Lft4_^aS
^j^j ojI^jL^- (_£4_oLjJ,j ^IjJ lj J-^lo ^Ub4^aS i-_jbL5'
:JL-..............................................................................................................................................................\
:JL- ..............................................................................................................................................................V
: JL- ..............................................................................................................................................................V
: JL- ..............................................................................................................................................................f
: JL, ..............................................................................................................................................................&
JL ..............................................................................................................................................................f
.Ju-liL oJ>l^oI ^3^5* j^j jLS* (^1 j.j ^ JuuJS" Jj-Ji^j oJLL«*j^J i-So ^S'Juj OjLj'j -4jL> j^j
*\ (^^jIj,^ ^5"Juj J---0 ^_*_Hj?tj 45" (^loJJ—o^j ^5"Juj . ^
(^^jIj-o ^5"Juj J--0 j-Jo^j ^jLS'jJ—ojl j.ILw_o oJJwwji^IiAS" ^5"Juj L^-vti j,laj 4j .V
?ljj>        jLJ i^^-> J--* ^jLoj.5* ^tilyt ^Ssxj 45* Ju;j5*(^o j.5Cs .JuJul^> Ij 4^j5*j> ^jLLmjI^ jl ^l45o Lo-li .V
SHAHS AVA R I  I ATWOOD
1. You have already learned that the use of ^-^.\)^\ a—>} in Persian is often determined by certain trigger words. Look at the sentences below.
4 6 Grammar I .^jUj Jsa ^,1 y ^--l^-^> jl -u^jLS^ ^"jy.j^   ^ly^ <j\j> aS jL~S jl (jjuu -
1*51-
jjij CUSj j-^"l ^-*J«—jI^^-j^-o Lol j^j^jJ ^jL«_^_o 4j jJ**^3J j-'*'(-5*0 —
Why do these sentences require the subjunctive? What triggered the use of the subjunctive?
2. In the box below, list the subjunctive "trigger" verbs that you have learned up until now. Be prepared to share your list in class.
As you continue to expand your vocabulary, you will want to keep up with this list and continue adding trigger words. If you are uncertain, then make sure you listen to the sample sentences that come with each vocabulary word.
A New Trigger Word
3. Read the following sentences and try to translate the sentences.
4_6_Grammar2 (jg) ^ 'J ^ L" ^ ^   ^ "
.Juj^Xj lj->3 lj* Ju|4JL9j.J Jj_"_<*"j_l.o| ^ 4j J3*-& ^3JJ ^jL^tj Lj^j j> I 4j ^S\aZ3jS ^ i   <n~ as ^jA L —
4. Based on the sentences above, can you guess what b means in these sentences?
The word ta in Persian has many meanings, but when ta is used as a conjunction and followed by the subjunctive tense (like in the sentences above), then it means "in order to." So it indicates the reason that a subject has completed (or will complete) a particular action.
............................................................................................................................................ Lj p^Jj^o jIJl*j ^Jl& C^lcLwJ .\
............................................................................................................................................................. lj* id^iS* iS*"J^ ^
..................................................................................................................... Lj pjuli ^-5"jJJ L^tjl j£ as ffc-"-9j iSj^c^ ^
...........................................................................................................................................Lj* pjul^j*" ^ajLi^-o (^La^_jLi5' X
......................................................................... Lj *}jl*} OjLL«j ^ Jul«-> ^.bji       Jl&I^^^o oJLo I       ^j-o j^Lo
PERSIAN OF IRAN TODAY
6. In Unit 14, you learned a similar construction. Do you remember what it is? Write a sample sentence below that uses it......................................................................................................................................................................................
7. Keh + subjunctive and ta + subjunctive convey very similar meanings. Both indicate the reason that the subject has undertaken or will undertake an action.The main difference between the two structures is that ta tends to be used more often in spoken Persian; however, both structures are used in both written and spoken.
The two examples below, for example, are almost identical and both written in the Spoken form.
Try to use both constructions in your written homework assignments and when you are speaking in class.
8. Choose the appropriate verb in parenthesis to complete the sentences below. Make sure to conjugate the verb.
9. First review the different kinds of trigger words for the subjunctive in Persian, then choose the appropriate verb in parenthesis to complete the sentences in cj—tr^- Make sure to conjugate the verbs.
4 6 Grammar3
4 6 Grammar4
(o1^Ji '-^Jtr
4 6 Grammar5 I
(jAJU :j±S j»j) ........................ L> j
(jjjS" S^S /jj^ji" co-lji-jl).......................
SHAHS AVA R I I ATWOOD
45"
4 6 Grammar6
Oi1 J1 J** j
« ;l Juu Jlto
...................................'............................^ Jt 3' Jh*
•f^'Jur0 ^jj fJ^ *i'...........................................^ 6a' j' J-f3
...............................................ijjjLj oLSLiJb 4.j 45"     jl J_J
. jL&lp-^-o <S*aS ^jtjj^j ^1 jl < ................................... 45" Jjjl jl
Two Subjunctive Exceptions
I O.There are two verbs in Persian that are irregular in the simple present tense. Do you remember what they are? I I. "To be" and "to have" are also irregular in the present-tense subjunctive. Use the information in the charts below to complete them.
4 6 Grammar7
^IjlJI ^>3 - ^y
	L,		
			
	Uv'l		3I
4 6 Grammar8
	L,		
			
			3I
lib
We use these verbs in the subjunctive just like any other verb; the only difference is that they are formed differently. Please make sure you commit these conjugations to memory and practice using them in class and in
your assignments.
Another Use for the Subjunctive
12. At this point, you should be comfortable with the idea that the subjunctive is triggered by certain words. However, there are also instances in which we choose to use the subjunctive in order to express uncertainty. Consider the following example from your vocabulary sample sentences.
4 6 Grammar9
I think we should have good weather today.
4H_Jj|b ^jp- (^I^A J3j-«l 45" pjS^a jSik
PERSIAN OF IRAN TODAY
In this sentence, we know that the verb fekr kardan is not one of our trigger words for subjunctive. However, we have the option of using the subjunctive with this verb to suggest some doubt. Compare the sentence above
with the following sentence.
4 6 Grammarl0
I think we will have good weather.
■piP LsiP uj'y J3p ^ P^IS* P*
13.The two meanings are very similar. Can you explain the difference in your own words?
We will be exploring the idea that the subjunctive can also be used to express doubt our uncertainty later in more depth. For now, when you use the verb fekr kardan, pay special attention to how certain you are of what you "think."
^■XjjS o^\Jc^j\ üiIiäo ^Loj j-^> jl a^I^^-0 1-^1 jl ^^-i u?ly.    •Jv^S' A-oL't l&LJ_*i' c^tjd j^L^Jj L Ij jjj ^La4.L«j>
■(CrÄS)..........................jt-^ib jU^Ijj jjj ja    jjjj^La (ji^j LaJLj . \
■(o,xp3i>........................................L> ts^j cS'-aaJM 6i'
.(^jlBj) .................................. LoJ-j^j <4j jL JLL> jji>-j ^£4ZJl&> L^jI X
.(^jjUUTjj) ............................... .Ajl^ 4j jjj j-"^ jl j-*j f^jLL^jjo \ ' OlcL«j u^JLio .*f
•(o^^) ............................. Ij (*->Ll^3«s J3j j& (d*P J-^j) ................................ o'jV jj ls-^3
■ (o^j).............................Wo' ^ ^        uJOj^j-3 (i_r-y)............................ujlji
.Ju-lS'^o c^>IjL Ij jl '(o^j ^Sj^")...............................j-*-*^ri ^j^^-0 ^jjl iS°P.J^ ^P^
..........................Ij ji^LJ     ß ^-oi").......................................jl <b L»i> ((jjj^lji-)..................................45" ^j| jl j-J .A
•(o^j 1-SJj)......................................jL. jjj>      (pjJji- ,_-jj^)..................................^j A
.(^jjI^o) ................................. Ij L»Oj,Ä*J   LT (jj^jS" ^^5") .................................... jl  *j JuL . ) ■
.(^jJlJj ^jj^1) ........................................ 4.5* el^«j| OlcL-j k-S\j . *1 *1
.(jjulji- ^j^)...............................jl jl j^Ari ajI^j ^ (o^^)................................... L> b • ^ V
•(i>° IcP^}.......................fj'H **-! L> (*V £3^3-° öi'     '(i>° ^ir^ß (o^-^)............................^ öi' j' (P* - ^
•(Uv'l /oJp ls?jjj)...............................................Lsi3J^ jV"-1 jj j1^ ^ b .U
jj jJL-j (^4.jJkJi 4j .(^job 4_>Jl&) ..................................... La 4.j ^.5*jjjjJu ^(^jJlJj) ...................................... <4_t jj JL^j 4_i.*-i-o-ffl> t^ß*-^ l&JL-j . *1 &
•(o^af) .................................. lS-^
.(^jojS- jL)........................................j-,V**' ^3*-^ j^ '-^jj"1 °l-^**'lj p>-—jjj jA^ *—^jI Jl"^ P^c? • ^ ^"
.iJU™j jjJVo-o jjjl .(jjJjS" iS^S) ................................. Loo (_54.^fi) 4j JlüjI j^-^ jl . W
SHAHS AVA R I I ATWOOD
At home:
Your instructor will assign one of the Iranian writers to you. You will write a biography. Your biography should include at least ten instances of the subjunctive, including each of the two exceptions you learned. You should also use "ghabl az in keh" at least twice in order to tell your narrative.
:4J*L> jo
.Jl&o^o Ij jj j C5^J"J O^1-^-^.^       C5^i f*-**1^ 4.j ^jLjoLlLwjl
j-oLli ^ JlJjL 4ji_*lilo ^.oIjuJI ^j^>    ^5"c--vjo Ju1_> L«-Jj 4^Lj^5"Juj
JwliL JwJL9j5" oL 45" , ^jLjw1«jI
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^LLvJ-T (t^^&ljjI
PERSIAN  OF  IRAN TODAY
Attached Object Pronoun ^J^Ju, Jmxu>
I .You have already learned that we use the pronoun endings for things other than just possession. For example, in spoken Persian we add these sounds to Lj and to indicate the object of our preposition if it doesn't need to be explicitly stated.We can expand this use to include direct objects by attaching the pronoun endings directly to the verb.While this structure appears in both written and spoken Persian, it is most common in spoken Persian. When it is in written Persian can be very literary, and in fact we often find this structure in classical poetry. Consider the examples below.
4_7_Grammarl
^jy^j^jj ?cx«jL?t5' LJi.\-'.i^)
2. Translate two of the sentences above:
3. In the example sentences, why don't we need to explicitly state the object when the pronoun ending is used?
4. Look at the examples below and determine how we add the pronoun endings to compound verbs.
5.Where do we place the pronoun ending when compound verbs are involved?
Rewrite the following sentences and use J-ai* jir^j> where necessary, and then write three of your own that uses this structure.
i^iS^,^ jir* iS3j f^ij^ ^ 3j isiLlS") A
(f.p^s Cj^cz f>^>»f« lS'y. 3j ^3^ is^is*      -ilr-~fi> JL^ri        lsj3-H-° oi' o'0^3' ^ tsA^^S" j'15""! )-T
SHAHS AVA R I I ATWOOD
Working with a partner, compare the two charts below. How are they different? Choose several verb from each chart and make up sentences about your friends. Use ^JyJ^ J^l*       whenever you're able to.
3j	
	
	
	
	
	
	
	
	
	
	
frt*^ (_s^ (j^'-'-'-'-'Jj 1	
	
l/ u-'jV^	
	
	
	
	
	
. . . joIaL —^jS c^-IjCLjI ^j«o Ij
jjiLaL - («jjb jljJ jl Ij
03^ ~ t^j^
1) 4j
°J3^^
. . . CjIaL
i "^J^i^1 3J H
PERSIAN OF IRAN TODAY
m		
		(ajU-ju) ^jj^i ^ J*s :Yf ^jj^J
I. In Persian it is possible to conjugate verbs without indicating a specific person when these verbs are preceded by certain verbs.This impersonal verb conjugation is similar to the use of "one" or the general you in English. For example, "One must stick to one's morals." or "You can order a lot of dishes at this restaurant." In both cases, we want to make a general statement without identifying a specific agent. Since Persian often omits pronouns, all of
this information is contained in the verbs themselves. Consider the following Persian examples.
One can go...	
It is possible to see...	
One should/must go...	£*3j JuL
2. In order to use this structure, you start with one of three helper verbs, then what do you notice about the second verb? How is it conjugated?
3. Read the following poem and listen to the corresponding audio file. Underline all the instances of the impersonal verb construction.
4 8 Grammar I
4.The following sentences are a few examples of impersonal verb in spoken form. Read them and come up with three of your own.
.Oj^> 4.^j»«j      IJlC (jj| -
.4.LJaju
Ij J3J*1
^OjS" ^ayC ^jjLJ LstS' -
JuL I j L&jH
^ u'j^
Ojj JuL jjljlj jij 'Ij Ojbli- ilj j5o3
Ol9j JuL ^jljL jij J"^-*'"' f^J"0 ^
Ju O JuL (jljL jjj  Ij CXwJ^O
Juj|^> (jj L JuL (jljL jjj
^ <-Sj^l ^ o'j^i
tils' ji^Lj toj <Sy>- iC^tjy j-*^ JuL (jljL jjj
eX«j|  (j^lSl  4j^L«£>^> jO (jOjS" ^_u^_J I ^5"juj
The impersonal verb conjugation will allow you to move towards advanced proficiency by giving you the opportunity to express more ideas abstract ideas. Conjugate the verbs in the parentheses and then write at least
three sentences for each entry in which you use the construction. Then write one of your own.
(o^-) ^3"^ -Y ((jjLJj^J) JuL X
(......................).................................
SHAHS AVA R I I ATWOOD
I .Watch the video and look for the following two exeprts in the video. Write the time it starts and the time it ends in the video.
M7y 4 8 Grammar2
:You may also be able to find the video at https://tamasha.eom/v/ZMkWn
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2. Write three points you learned about this video.
3. Read the text related to this interview and find out what Moradi Kermani>s answer to the following question.Write it down in third pesron singular.
^Lj ^jLoj.5* 1—OjLjO ^jJu^ JjjI jl 45* (^|4JL& 4_«j .V
. J_*_wj 3~*~' |—<-9
4 8 Grammar3
.J*_i-«*j^J_i C--wj| j.jj Jl^wj 4j ^jLoj.5* (^^Ij.^ 1—
You have read a short biography about and listened to an interview with Hushang Moradi Kermani, and you have learned a lot about him and his thoughts on writing. In this activity, your instructor will divide the class into two groups. One group will be writers and the other group will be journalists. The writers must work together to write a statement on their thoughts on writing. The journalists, meanwhile, must
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177 PERSIAN  OF  IRAN TODAY
write five questions about writing that they will ask the writers. Once each group has completed its task, one journalist will interview one writer.As you write your statement and questions, be sure to use the new impersonal verb conjugation that you recently learned:
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parksara.ir
SHAHS AVA R I I ATWOOD
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(The list of words is for reference) .^^S ^> Ij diUI
station :01£l~J driver ^aJj haste :4.i?c£
tO bump lS^^?
match, mate :d&J to lose, to be lost -.^jj, to look for something -.j^s JLj\>
alley ■.^>5S'
instead of ^U- dj cry -.Ajjf to walkij^ij olj to find Ij^o
box
to be convinced, to be satisfied -.^^
tO hug : jli/ Jij
store :ojlJLo ^LSj benefit :0juli
4_9_Readingl (ß) Starting at min 2
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PERSIAN  OF  IRAN TODAY
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S H AH S AVA R I  I ATWOOD
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PERSIAN  OF  IRAN TODAY
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jjLlt^LI "^LJ ."^l-J ^j"**1 ÔU9j .Joli jl j-o fö-Jj-« J3I í^^s *0*'j'"^* J"^ l*-^J 3 J-^j jl^-wJ . Jwo I ^jjj^j^j I .jIjLaoI ^jjJ^j^jI ůÍ5JL^o I .Joli^a
:>^jS* jlj-j Ij "^l-j •J'j-S* jj^^LXJ .C^bjj Ij ,jl •Jo'i jLjI 4_*£a/5" Ij 4.^5Č> 4ô\_J fů-Jj^ .£ji v*-.?^ V
.oJuwj J3j •y^> J-0L1 (.>LJ _
:CaÁ5" jU-Jj-o .JlJLo Ij ^iolrb ^-^j^- .Jol* jIJoo *^LJ .Ca*J (j5Lli^> ^_Lo> !^£j_JL9 4„oJ\j>- 4j>
.0Jojj> AjIjiJ |ôj4iLo —
JJÜj Ij jjŽijIa^s JaLj> jl fůJj^ joLa .JoojS" jj j jjj Ij jjLjI ■■ v',".Č.S <LeSs> 4_3^jü <Jl-uo "^LJ j f^ij-0
•ó3j^ -^fi^o     jjj^ |>a 4.J Ij jjUI ljj>- _ .(ujojí,^ jiJ <u_v> 4.SJ JLJj   jb -
:d-ji5* joLc
.ooLoil ^jSoL jl ô-^^j i—"^LJ ^.13^ .0J0I1       4j>^5*     ti^wJto ô~ t(ji|4.XjJ .JoôjXJ li^cu -
.ôj5* 4jjí ^ c~~-tJ ^IcLi»^ .J^Lj^ y> eUäj 3 Jj5* JjL Ij 4-*5Ö> 4_xjJ .c^Bjf ^LJ _
.^-jlS* ^jiolj^o t|^j.jjj,Xj Ij 4j>^S* fů-i^jj a-ä L _
:CaÁ5 fů-ij-° •ó'-íW^     JuJwjj .JJ-läj ^ JJ-19j 4j>^5* (^^j .Jo^j^o L?tS* 45* CaÁÍo ^j^La 4j jfrJj-o .JJLlSj (j^j-J 4jLj>- j>i jl fů-Jj^ 3 ^-J
.jJoL o^liil (jLLo-ji-   ji Cj|4_o5ó> JoLoli
. . . ■ijb 4.^1 j>1 .JoL19j ^ Jo'ôjS* o\SJ Ij ,Jj--oj .Jo'^j c-ijj>       L ^ J0LI9j5" Ij ^j OtiLjjj
S H AH S AVA R I  I ATWOOD
Re-read the preceding excerpt from "Chakmeh" and answer the following questions. Remember, we don't expect you to understand everything in the story.You just need to be able to understand enough to answer the questions below.
j*"-^j t-S^jjjC jl 4^5~j> Ij.J> jl_J j^La jlsj Aj A 4j> ^^ij^Lo ^Ju^jj Juj^- 4j        *}jb eXwJj*} i^j^u 4„«^> ^jj^Ia aS c^J[ o^jS" jJ^-^S *}LJ ^.S*        jl Juu .V
? JUj-jT^.0 ^g^> i     11^?" 4j> ?Ju 35*^0
?Ju^"(^ 4j> ^j^lo ?Ju l^^o jji^i^J*" lfl>4^5~j> pljjT jl Ju^jj^o 45" (^IS-^ Jj^-^l j^ "^LJ X ?eX«j| <Sjjj A^Ss* Ij.:> ?eX«j| C^>lj ^j^ul&L JlJj^j^o lj 4^5"j> C^L> jl_J (^**-93 X
?^3j^.o 4.jL> 4j j^la^- jj^ij^lo 3 3I    yii^s*       ^    lfl>4„«^> j^J^- "}LJ .6
^jllT^^o jLS^> ^^jjjI     jLJ .P
^JClil^-o L*5" ^JClil^-o jLJ ,_J4^S^- ^UxlSJ jl ^JL 45" 4j> .Y
?ju'b^«J jLJ Ij^- ?c^-J ">LJ L U><i5J jl      4.5" AJb^-o cJj <l> jLJ j^U .A jLS^- jl L, ?a^_o      lj ^ cs^ui^- ^d&j        <l> .1
:Jk_Jj.j ^jJl>- Ij jj j CjLo_L5" j^-ot-o . ^ *
4j_.»>^j / u-oli j-^l / jji^jiic^-JL / j>Ljls" / (^jLiwjL_«j|
L«-Jj jl /jLj*Jibl_«j| tJudlji iwj|^j> OVI^wJ (^4.^Ji 4_> 45" /j.j| jl Juu Lol JyuwJ^JJ CUj-w-u fj*^ ."J-uäJ) <wj|^j> j.jj O VI^-wJ 4j j,3oJi ^«j'^IS'^.ä L> .V
.Jk_o^3o 4_o2j (^Ij-i Ij |wjI^> ^ L> (_£*^-> ^5* JuäI^>-^-o
CU^jI ^j^J> jJiLs *]>LJ jJiLs Lo-CJ jlaj 4j Lo-CJ .JuJf^o jL5*4j> toJoJj j^j" ^^|4^S*J> 4J\jJ t-^j ^ Juo-^JIj ^ J^'^SH J^"^       JvLS^        jJtLo .V
SjcS^^a jL5*4j> tjiJoLj 4_^5c> ^ca^tjj ^ jj^Jj jIjuj ^LJ jf \ S^jS^a j5jb 4j>
^Ju-LT IJlo, Ij ^jl 4^ JuJ>j^ jLTdj?- ?Jui 4j> .^jS C^Sxl^o Jülodj5" ^ Ij *^ c^^-«
iwj|^J> jjj OVI^wJ 4.J ^ Jk_j|^?tJ j3oJl jL l-J\J   Ij 4^3\J>- j^^d i^jtt^ZJ
/jbl_«j|ji jöLoJ Ji^j^oJ jLIälLjl Lo-*li jl 45" JwuliL 4JL*li|ji 4j>^j* .Jk_uÄJi ,Jk_uÄJ> iwj|^j> jjj CIjVI^-wJ 4j Jk_o|^ILi 45* iw-t-wj| (^9^5* L(^-o .Ju-«-^J!j Ij
PERSIAN  OF  IRAN TODAY
Read the following excerpt from Part Two of "Chakmeh" aloud with a classmate.Try to read it like a children's story with different voices and with exaggerated intonation.
4»«o"w> ^jLLvJo ^j^wXj jl ^L^j^B 45* Ij jjj ©Jo j5"jJ Jj--0
La4.jtj ^jLiLwjIo jjjLo Juj5* j^Jt-wJ .JuJ|^?tj jj_L o^>- ^«jjA5*^_& L
.JuJ|^?tj j^ol ^Jjljil 3 lJlLl^co ^L&lju^s L Ij ^jl
Lj juj* "^^j 4JLva>«i2j jLJ jkiLs jLi5* tC-<-Cj|j)    jLJ jljj 3 ^-^jj^ J^i-O ^ i{m$\°^^' 3 u3^r o3 •^^-*-/-wjj o*°^5^^ (^Lib4^CiJ jl t^^4-ow^> 4j ^J-*_oj     t-ixjj L> .jl*-JL5* ^ c-<-Cj|j)jj Ij ^jXuL_oj 4_L>c£ L ^ Jul*
^ C-<3j .^llil olj ^j^j^j^jI .JuJuJj o^Lo jSL^a Lj Juj> .CUSj ^jj .JjuL^ jLl5* ^llil _j Juslju jLJ ^Lj jl t4^5*j>
.Jij^o C>jj> jJtLs .CU9j
.vjL^ujI ^OJJJjl
JjlJ  Ij ^LJ  4j>iU  .Alio Olj
.Ji^j ^jIjj^Lo ,_J-*j oJuJL) jI^uj J3--&        .CU3j ^j^j^j^jI .^jOkiLo .Jul> oJtLo Jt^j
lj>i a^-jS" .i^-^S"    cJj j>iL
c^jIjj> t(jjL~l o\S.juLjj 4jL> dj Ij ^jivj^> vj^j j^> j^& •^-°l-^j (^j^l^ 'I-*! •^-lS' jI^j 4j 4jLLT Jj 4j>jS" .4j>j5" jj* cu-iLTjj j jjL~l 4jjjT juLljj> Ij ^LJ ijjj Ic^u-J 4_»5c> 45jJ Juii aS >jjjLj j>j Ij
.Jt^j 4Jl9j ^j^j^j^jI .^j^j^j^jI oI^ILvwjI      Jus I .^jOJiLj      Jus I ,<Z*£S t4_LlS'
In the following excerpt from Part Two of 3 ^ ^ •C^J'       o^'^ 3' ^j-1^ ^J»3 6^
"Chakmeh," we learn that Leila and her mother have ^ ^ ^ u ^ ^ ^ ^u
a long chat but we don't know exactly what they say to each other. Work with a partner and roll play this
conversation. One of you should be Leila and the jl      jSL** oLlJ .c*J %} joU        3 %J j1
other Leila's mother.Your instructor may ask you to perform for the class.
^5o .Ju_lS* (^jLj Ij jjj JjILo ^jLj^wjjAS'^.Ji i-j\-«^ Lj .JJJ^5"^o 4j>
jJ\-«-0 oLl_«j|  .C--«j|   jJ_J joLo (^jXjO ^  jJ_J L«-*ll jl
Ju-lS* (^jL ^jjA5* jo Ij ^Lj4^L.i_JL)L.«j 45* jjil^?tj
4^5*j> j^jI^ fij.jy,      t^^*0^6 —
.JiLlil 4jjn5" 4j jLJ .j^jjj>^s 4^5*j> ^ f^d^Jcs*0 fb-^ ^ 'fb-*-^j-J j^*     j ^5* (J^ajtJ*33j tja|4JL^o> VL> Jj-o _
iC-ooT ^ Jul) ^tij* ^jioLi^l jjiLo .jij jjjj ^ ji^5* ^ib^jb
^Ij>J)      ^J^r^s ^II_9^ .jOjJ>^oJ 4^5*J> C-olC^9^^-£b *—Ij-° 3 LS"^"' ^J*^ LS^^^^^ —
.Juj-^tJ 4»ow>*J> ^ ^3j*i fO-^ ^ ^"-i J3j ^        ls*^J 3 '^^3 ^J*^        ^ LS^^" O^J1^^*0 3
SHAHS AVA R I  I ATWOOD
1. Listen to the audio file and answer the questions below.
4_' 0_Grammar I (black pepper :0L^ Jili) jjoj^y-       <>L*j Jili cJU ju jfl .V
jjxj (j-jjo ^jLjstiLol (^Ijj pjiljjj^cJ tojjL^ Ij f^Li_r jS\ X
(to wait i^j^jS" j^s) •f^.^s'    j3oo 4_"jjj& Lj ^jIjj^o      c^tum cxiljj ^pSjS" ^' j5"l
.eXjjb Juslj^ ^$Ujlj (^£oJuo I JuljJ\3o Ol9j ^jULL^jjo Jol L jj~l .Y
.JulJuljj^^J t^Sj    j^L> Ij La>£lj:> |aL«j j5l .A
.JuLwT ljuj olj jj-tjT ^J»o OlfljLv^o 4.j Juuljj^o iJJwJjL AJLJjIo Ij i^j^ j^jJI jJ~l
.jo.j^S'^ ^^-wil juiL (^Lil j ciLa ^U^jI bji j?l ."i •
What kind of text is this? Where is it from? What words helped you identify what kind of text this is?
2. Listen to the audio file again.This time be on the lookout for conditional statements, which will start with /\ or aS\ in spoken.What are the two conditional possibilities in this audio file? Is the woman talking about future possibilities or past possibilities? How do you know?
3. Listen to the audio file a third time, and this time hone in on the sentences that begin with jfl. What do you notice about the verb tenses that we use with jfl ? What tense do we use in the first half of the sentence? What tense in the second half?
4. These conditional sentences fall in the realm of possibility because they are describing future events that might happen but we are not certain they will.You will learn about impossible conditional sentences later. For now, read and translate into English the following examples of future conditional sentences. Listen to the
accompanying audio file to listen for intonation and pronunciation. ^
4_l 0_Grammar2 ( )
(.ol5uCjjj3        ijy^^.P b fb-^b d-wjj|jj j^j^-CjLo &S\) •(°3j(-5-* o\SLii^j3 dj ^jjjjjl L jv-^b 4_wjj|ju j^-CjLo j5"l A
(■fjp-i :i-!r~Jjy. f^^cr0 f^3^. o^j^ V5^=* f>y t>i'     fjP-i :i-!r~Jjy. f^'^cs^ 'f^'jp'i o^j^ vp" f>y tin' P^ 3j <^j\zS j^jjI ^jjJj_>- ko-o^Lol 4_s"1) .j^j l^o Io-'j-*.o dj Low^j L ko-o^j bj3      (aLoJ Ij <^J\zS     ^jjulj^ i^JLol j5l .v
(.Lo-'j—j jol^o Low^j L ko-o^j bj3 fi-*^ f0^-0^ {■d^ o-^ij 3j ^'j? <*-"*k ^-i.p      -ijP o-^ij 'j ^t)yT      ^-i-P p\ ^ jj jjojj «ul5Low« Cy.y. Cj^P^ ^ ^"')      y. y^3J c^u^il ^j5Low« Ju3jj j^^-CjLo L j5"l .A
PERSIAN OF IRAN TODAY
5. Based on the examples you read, describe the rule for forming the future conditional sentence in Persian. Consider all of the different possibilities.
.Jujfto <-?\y>- 3 o--~J3-o        J'i"' 3° .o-Jso
Sj^jS^o j\Sj> Jx^JjIj 4I_£|jo* bji jfl
?J_*_I_*j^>o ^jL&J..*j> 4j> >Jo^j.j ^jIj-jI 4j ^jLl^jLj Jjjl j,5"I .V ?Juj,^-^-o ^jl_aj.^> 4j> J*_*_JL>L 4J1_Jj|1j jV^j ^j^-J-^o jS\ X
?Jk_*j5*^.o j'-^v' j^j j5"I X
..........................................................................................................A
..........................................................................................................r
At home, imagine that you are ojjjIj ^fLi and write a journal entry for the day that you found Leila's boot.Write at least 100 words and include at least four conditional sentences. Make sure that your conditional sentences relate only to the future and are possible.
In class, share your journal entry with a partner. Without reading your entries or showing them to one another, work together to come up with a list of two ways in which your entries are similar and two ways in which they are different.
.j-JLwJb 4^£^- ^jLLvJ^j oJJolj iij,5*l^» 45* j_*j5" j-4_jl_>-L«»Jj tj^La .Jl*—o ^J_i Ju^jj.5* |j*_o Ij *}LJ 4^^>- 45* (_£J3j ^Oj-Lsl^ 4-2-.JlJjL 4JLiiU ^ioj,Jj 4.L)j> jL(^> ^ a>j\^ \ * * Jiljo- JuL oJJ_i I OjLj^j Jl*—o^j^-o 45* ^\^lsjjt) (^Li4.L«j> 45* j*_*_wt>L 4J1_Jj|1j
^j^Ju .Juj|j\.£j ^jLwQjii ^.Mjji5"jfcJ& t-J\J   L Ij ^J^>- Oj-Lsl^- —^0 315* j^J
L ^jiij.5* c--^t^3 L tjk-ji^j ^jl-JLj     4j Ij      (^L^c--*1iI^j^jL 43\j_>l .j*_jlS* Ij*_o ^jLj^LsojI^L^ j^j d-j&L-Jj ^ ^ o^Lftj* ^ j,XjJj\j
Work with a partner and write four predictions for ^u~i           o1^ ^ ^ is-^i** *i
the story "Chakmeh." Use the future conditional u^'- jj ^ s^-cr-a
to describe what you think will happen next in the oAiJ J^j^ ^UaJL*. jl      ^L^-lo^/-, jji-iy <_jIjj
story. .j^s" ooliiJ
.oj^u Ju Ju>- (_£4^5sj> <j£ulj.J JuL jLJ joLo ljuj jLJ (^4»«5^> (_£4.»\_J j5"l JLi-o
SHAHS AVA R I I ATWOOD
You have already learned that we usually use the simple present tense to indicate future actions, and we rely on context clues in a sentence to let us know when a particular action is taking place. However, in Persian we also have a separate future tense. This tense is not used often, especially in spoken Persian, you will encounter it in written texts, formal situations, and in poetry. The tense can also be used in everyday conversation for emphasis, i.e. when you're certain that something will happen and want to convey that certainty to your listener.You should still continue using the simple present tense to describe most future actions.
I. Read the sentences below, look at the translation, and underline what you think is the future tense. 4_l l_Grammarl (f^)
Tomorrow it will snow in the west of the country.	.JujL •XJbljs* 3j.j j^JLS* ^—ju
In 1395 we will have new banks.	
2. As you can see, we use the present-tense stem of , . • ^ .. . • as a helper verb to form the future tense in Persian. Which verb do we conjugate? What do you notice about the conjugation of the main verb?
3. Look at the chart below to see the complete conjugation of in the future tense.
4 I I Grammar2
4.What do you notice about the placement of the helper verb when conjugating compound verbs?
Note; When l^_^J^ acts as a helper verb for the future tense, its pronunciation does not change in spoken Persian.
PERSIAN OF IRAN TODAY
5. Read the following quatrain by Khayyam and underline all of the instances of the future tense.Then answer the questions below.
6. Who does the poet address in this poem? How do you know?
7. Read the last line of the poem. What do you think this poem's message is? What helped you reach this conclusion?
8. Read the following text and find all the instances of the future tense.Then write all of the future tense verbs that you find in the text in the chart to the left of the text. Conjugate the verb in the future tense for the
first-person singular and then conjugate it in the present tense for the first-person singular.
	^jSutt ^j£L?tJj ^Jcj\ — 0JLo 1
	
	JuJ ^.fljl^i- .V
	.................X
	
	.................f
	
	.................&
	
	.................?
	
	.................Y
	
	.................A
	
	.................\
	
	................\-
	
	................\\
	
	................u
	
	................\x
	
	................\f
	
	................\&
	
	................\?
	
4_l l_Grammar3
*j$.pj\Aj ij J ,_9JLr^_._-jr^--' hjoja ui _>ij.i u>i
fuDu^J ijjQ-       hJLujJ- _Vj_C- i_S'C|_i 3 Lift u Ju JLiji-
Lfili        lLo-jSi       jl fy->-uy ,_?Jj ^ ^ ^jLi.^ZujjI
Jm_-LLR_i   '_■   Clb_'_'J I |_|_
w___;\ J"   -t ; J 1-Sl_>j 1_S.sLjj '_■ L-Il.-.-Il.-^":.!
i_iiib /j-jil^^ d_uj«p Ij l^j>_>j.j_>^ /^jil^j^ '_■ Ls\Lq cui- j ■' ■ ■ k_fLiS h II. .tJil- '-ij^ ,itl^jIcu±- ^qLdJ J LmjJJJ I o-.il L ji .ji^j        y&dil^^- /jJ_lS j ■ .^j 11Jhyi p-jhlr^
_Lflu ul_i lh'jmJIlJj CJj.yD-LijLi |_hJ_>lJ{_i jL5 ULCLjii jj
^ C-jllId  jfcJ&l^^ C--mJ^w)  Ij ^>-jJ -J>j5* jfcj&l^^" Oli'^Lo Ij ^iiLj
|ftL©J JL^ol odLiil ^j^jJ 4j Ij3s^JL-^j 45* Ij ^LajLS* .4i Ij ^■^■j-j ^jil^>- ji^-j tJul^>- ^jil^>- ji^-j -wjLiS* ^JLa^oI .dj-S* ^jil^>-
jILw_*j tJoJi j^Jil^>- ffc-L--9 j.^-^-j tJijS" j^Jil^>- j^j^jj^ jILw_*j tC^li^j jj ^5^> .eU9j ^Jbl^ C-Jt^-Ja 4j j^-J .^j ffc-2>l^> i-Sj^- L^-odl L
c-J^ .^JjL jjjji^j jLS* 4^ja jji dj-5* j^j&I^^ (^j<-wj -^j-^* f^-^l^^"
.^_*liL (^jIL^j jftiil 45* JuL ^ lilii ^Jil^>- jJuS 4j (^jIL«^
SHAHS AVA R I  I ATWOOD
Imagine you are the j>5y=       in        .Work with a partner and write a short announcement about the lost boot that you found. Include at least three instances of the future tense.Your instructor may ask you to share your announcement with the class. Use the example below as a model.
<S^S ....._a> 4^5vj> ^b-^jb jj^iaji -^Jj aS       ^Jsyj
(^lojut^s" ^A*tSs> ojljj^ olios' ^^jlLI ^So tjLj(^«jjlS'^ja
JlöI^ä; UJj jl ^Ij^LL-jI CuJ jj^-o-o •>J4-™i3-4 ^lo^jS" IJljJ .JlJI^äj jjjÜIS"     jj Ij ^IjA^CjiisI .Jl^j" o^LflIL«j| ^XJI ^jl^_L£ 4j jjj Jj--o jl
^    . .      . y y y
.yip |^u2>/^A
.)<fj |^u2>/^ii jü fjjß) j] /Sil <Uu C^&Lxi IJ äpyb Ci^bjj y/
4_l l_Grammar4 T   ) • r j-cm   j r>-
j-Jj^j-^" 0Ju_i I (^Lij^j       ^j-> (^l^-^       '-^-wjj(>5-0 j-kiJ 4_> .J_*_wjj JJilolj,X*JLJL«j 4j>jo (^j^-^1 3 Clumj 4j j,i5"|jL>- ^ olj,X*JLjL^j 4j>jo        Loo ^J^lAj> 4_JLJj^o j^j jo .JlvJjJ olj,^_JLjL«j 4j>jo ^ ClumJ 4j 4_JLJj 4_«j j-^-b jo l^-& (^Loo 4.5" o^Jj^.o 0"*~°?
.o^j Jl&I^>- ^j-jI L* I^Jfc 4_JLJj 4_wj j"^3 jo
oJJJ I j^j jo ojj (^Loo ^J-*j ^ji-o : 1 jlo^oJ
Sjt Mon Tue Wed Tfiu Fri
G.4.  7.4. &4. 9.4. 10.4. 11.4
22    04    10    15    22    01     10    16    22    04     10    16    22    04     10    16    22    04    10 1G
35
30
:s
ZD 15 B 5 □
»11  P^11 +4  K11  411 HI   J^7   *I1 «4   «14 #-7   «18 4-4   70   1(7  *7   «18 47 4-11  «25 kn*
http://havashenasiiran.blogfa.com/post/94
PERSIAN OF IRAN TODAY
oJLo I jjj j*j Jl^JLo (^IjA (^Lo^j (^-^ri (J"^i *^ jb^-*-'
Sun Mon Tite Wed Thu Frl
6.4.  7.4. &4. 9.4. 10.-1 11.4.
22    04    10    13    22    0+     10    16   22    04     10    16   22    04     10   15    22    04    10 16
»14 »14 »7  +7  +7  «0   «7  47   +4   +-C   4-11 «7   »4   »14 »7   »7   *7  *4  47 kn*
Write a short weather report for next week and use the future tense.Your report should include several different weather words and be at least 80 words. Refer to the weather report in    ajj-j as a model. Once you have written your report, record it in the style of a weather report and send it to your instructor. The reason that we use the future tense for a weather report is that it is a more formal text.
^Ijj oLjjS' ^\^Jb        O^J^^* ^"^J 3 x^jS o*jlflI_«j| oJLo I ^jLoj jl
t^^- (^lojlj A*  i^Cu^j CP~^3^ L^I^J .....-' j-*-1 oJLo I 4_"J?ja
• J^J-S" o*jli£_«j| Julil9j5"       ^.«jLJjIjA t^-ZTj       aS ^l&ojlj jl AJLJjjJ jl Juu .Jk-JLS' 0*jLflH_«j| jXJI aJj_L£ 4j        ^jjj-^j AjLo jl Ja-_«£> Ij ^jLj^I Jl«£> t Jk_j|jJ»lj I jA j£Jjjl j5" ^So ^J^-o Ij     I '(j^jl j^"
*jjAj ^jLj^Ll^jI (^Ijj 3 Jl^j"
SHAHS AVA R I I ATWOOD 190
.Jo-LS" IJoj Jj--o jLi5* C--«jj.^9 jl JuJl^j^-o Joj|o^-oJ 45" Ij ^jL&öjI^ ^Jjuo .JujI^tj Ij ^jZ-o ^jl ^_SLo5* L> ^ Joj5* ^0^5" J-1^ ^J '^L^ jo
Don't you remember? c^L it's a shame that ^
salt-seller :ls5Uj/ j^3jsS^ small boy -.Syz^
quarrel i^üo^io he forgot jtol sweeper ijSiäj
4_l2_Readingl Starting at min I 3:10 ^5-^
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Re-read Part III ofChakmeh" and answer the following questions on a separate piece of paper. Remember, we don't expect you to understand everything in the story.You just need to be able to understand enough to answer the questions below.
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SHAHS AVA R I I ATWOOD
I. Read the following two sentences from the story "Chakmeh" and pay attention to the final verb in each.
2. How do the final verbs in these two sentences compare? In what ways are they the same? In what ways are they different?
3. Find a definition of the "passive voice" and be prepared to share it with your instructor and classmates.
4. In Persian, we usually use the verb to form the passive voice. In this lesson, we will be looking at two different cases for forming the passive voice.The first involves the verb and the second relates to most other verbs.
5. Look at the two following sentences. In the second one, the last verb is in the passive voice. How do we form the passive voice for verbs?
6. Read the following three sets of sentences.The first is in the active voice.You should complete the second sentence so that it is in the passive voice. Listen to the audio file to check your answers.
4 13 Grammarl
bjS" Ib-U Ij 4^b\J> 4bs_J Obbblj bj.5"Lbti .bull Ib-O  4^b\J> 4bs_J
........................... Ifcjjljl 4_oJi .V
PERSIAN OF IRAN TODAY
7. Forming the passive voice for all other verbs also depends on the a.jJj . Look at the examples below and try to determine the rule for forming the passive voice for verbs other than ajJi.
4_l 3_Grammar3   ^ ^) -Fij^is* L> Ij ^ <bji
.JujJj^»o o^j^- LaIiJjC |i»L«j u^Jj Lj <bjS .V
.Ju*j|*J  ^«jL   Ij CjVIj—j 4»«Ji Lo«Jj .\
.JuJlJj o*jb ^ujL CjVIj^j ^LoJb .V
.|<>loJulji- Ij li>l_jb5' Aj|  . ^
.julojuli oJuljj> La^.jLiS' A_J .V
8. In the following examples underline the passive verbs and determine what tense each one is.
ajJ j^ .1
. JlJLJ j.<-«J u jj ^li* 4_2riL^3 .V
.Ju^JLJ OJUO L&^jLc^-o <$S ^o^-oL^ Ij l-^^lj1-^' (^4^Ji ^.ILvJJO  jJ^J   Jj-JL^- (^IjJ -V
OJul^>- ^jljLwJj^JO jO oLo 4_wJ (^IjJ ^LlS" Jjjl  JLvJjlj .^f
9. How do we form the passive tense for verbs other than ^jJj? Is this similar to any of the verb tenses we have learned so far? How do we negate the passive voice? Where does the negation go?
10. What effect do you think the passive voice has on Ij? Do we use Ij when the passive voice is formed with ^jJj ? Why or why not?
JUU J Ju-v*J ^j_) jjj jO  Ij lji4.L«j> .C--vj|  OJlJj <5oLftH_vj|   J^-^Pt* jl  L^j I jO  45" Juj5" Ijoj   4.L«j> v  J Jk_j| ^?tJ Ij  ^u^Sj> ^jllLvjIo l^y*^^ OjL^O
.Jo-lS* ^JoJ jS^Lx-O (_£4.L>J>- 4j Ij L^jI
.:JLLo
.Ju5* |jk_o Ij 4»«oC>' lO-I^j ^j^3j5C--Jj JuLli
jJjiS & l_jJIaj>- jl ^1 j>j 3 JuiiL dJLitib 4^iS"      l_jJIaj>- JuL LoJj a,1:l«jI.j ..j-—*jj-o ojLj^j Ij a,Ll«jI.j Jjb L ^So JaSs 45" ^Juj jl
.Jl*_JLSo Ja^- Jj^^c-o (^l&^JjtS (^4»«Ji jjj .*jjJj 0*jLflI_«j| Jj^^c-o
SHAHS AVA R I I ATWOOD
I. In Persian, we can use the distant past to create richer paragraphs because this tense allows us to foreground and background certain information.We use this tense when the main narrative is in the past tense and we want to reference something that happened even further in the past. It is similar to the past perfect in English. Read the example sentences below and try to translate them into English.
4_l 3_Grammar4
•|»b^j OJuJu j^jljj|  |fcJLi jLJ -fbub  lj jj-.o--"j jl jblj (^IbbJ- j3jjo  - \
• b^b 4jb> jb j 1*^3^ *h_Jj|bbT |fc_b*_JjLo jb lj ^jLlS'       |ftb_^«-^5 |ab-i-^.'j (-5-*-^3 1__ol .^j^Sj \j ^jLlS' 4.5" ^ZutSjj 4jL>- 4j ^ js^jS'^a jl5~ .V
2.We form this tense in a manner similar to ^Ji: A^ibJ, except instead of adding the personal verb endings, we conjugate y^—iin tne Past tense. Look at the charts below. 4 I ^ Grammar5
jfrj^^j 415j	4.19j
	
	^^j 4.lij
3. Based on the conjugations above, how do we go about negating the b^ 4^ij.f tense?
The verb in the parentheses needs to be in either the simple or distant past. Use context clues to decide which tense is necessary and the conjugate the verb.
•((^-bo - Jbjb) ............................... lj f$JjJjbj  iS b^j JLj 4_«j .(^^j) .................. b^JoO 4j p.?JjJjbj jjbjb (_jljj JL-ol .\
.(^AJbo — Jj^-Jj^j) ................................ 4»oLj j5j£s JLwjjL b" .V
.bulbu ^jbj Ob 4.5* (^.fl_bo — ^jb-Jj LbJjl) ................................................ ^^5* b j^j-ol b" .V
j-^Jj Jjjl jb ^5"bbbj|j 45* (^jJlJj 4j>^bo) ................................. (^jbuol) ................................................. J^t^ CS" ^ tj"° ^ u"^i J^ 3^ *^
bbbJ ^ jb^j jl JJ .(ij^j)...................<b jjb j3jib .A
PERSIAN OF IRAN TODAY
Your instructor will show you the trailer for the 1998 film Children of Heaven (^L_J ^1» ^).Then you will have 15 minutes of free-writing to write about the film and the short story "Chakmeh." You should try to write at least 100 words in the allotted time. After the free- writing, your instructor will lead a discussion about the short story and trailer.
ijjj^ gjjLc- & jl tj^o jl^A^dj       l)L*j    tjU-**j| ^Lk^^cj
Imagine that you are a filmmaker and you have been asked to make a film version of a sequel of "Chakmeh." Work with a partner and come up with a story for the film. Use the distant past to refer to the events of "Chakmeh."
4j>        c*JL>lo Jk^jal^.^-      4"^^J ^ Lo^j    jl jj^o
.....j j-o ^4„«u^>» oljjS' ^jLw-Jo 3 Jul OjLjO JuJ&l^-^^-o
^ * * Jiljo- tu^Jj^-o oulu Lo»Jj 4j A5" ^jLoj Jul jo Ju-wT ^.*-u ^.Lj JuJ (^OjLjO Ij (^-w'cj oLwul <4.iL3o \ 6 jl Juu .Ju-vU^-U 4^15" • Uj.S' JuJfcl^i*' dulujfc JjLwulo Jul 3
4 13 Grammar6
t^-x-ujlf .Ju-LS"
4_>- Juo^j oJu •4-^jl l> 4_>1_JLo ^l&Ojl^ v
?Ju'^
1 jL«j^.i*5 1—Sij L«
■ 45 J^ji*
J3^
t-Sl^S" L .JojL**j 4^J^> jbl_vj|j> (^Ij-i ^-«-L^ 45" jI oJlJj 4^5>- jbl_vj|j> 4j OjLliI (^Ij-j J3^ 4JLwjJlS" jL-oj jl J)^>- ^^SjiS
» jjj.»oJ jj| l_9Jl& £^3 j^1 :ftt-^-°
j_*_al^j>-^o L«-wj 45* ^^-Ls 45*c--«jI jjI ojLjJi jLj*^«j,^lS*^ji .jijlji 4^j^> jbi_vj|j> L> ^j^Lflj* 4^> jojL**j
tJi^j 4JL9j Jo ^ 4.j
SHAHS AVA R I  I ATWOOD
^jS^S^ £üL>jO ^jjjoj
Listen to the song online and try to follow the lines. There are a few words you know. What are they? Be aware that this song is sung in "^liif." Read the English summary of the lyrics and guess what the underlined words mean.You can probably find a performance by Googoosh by looking for
^ISjl^jS - .You can also find an audio file by looking for     £      ^1» Sj^S ^SjjsI ^JjU.
Oh, the light behind every reason
is illuminating because of you, is illuminating because of you Oh, your beautiful words befriend me with my own self The sparrows of this house and I are used to seeing you For the sake of seeing you, we will fly from the nest Once again we will come, like everyday. (Because) you throw seed for us. The sparrows and I will die if you are not home. Your name has always been the first thing and last thing that I say I have called your name so many times that my breath smells like you The scent of your beautiful words, (is like) the scent of a dessert full of copses
You are the same color
As the red cheeks of a lover
My poem is the same color as your eyes, the color
of pure chastity
the most beautiful color I have ever seen the color of amber The sparrows of this house and I are used to seeing you
For the sake of seeing you, we will fly from the nest
Z^Jb 4j> Jk_^«jli_Jj^o AS Ij ^jL&Ojl^ .Jl^LS' ^JjS"
,_Jjlla? ^Lj Aj ^S_Lfi>l ^jj| aS
ö^3j y ') ö^3j y j'
4jjj y j| j»j j-jf^ jj y jjJu^ cjly ^> ^JjLj Ajy>- AS\ y |^jj*j^a L£JLä15* 3 ^j-o
|ölij.j>       3 jj^l &^y y ffr^jl A^.t^oJb
löLö^j^ÄJ ojl^i y iSy f^Jy^ 3j y f^-^l ^ ij^-i
03' J1
aS
oy>*> y
JySAc- ^\jbAjy^ A^-jj^j 4.J l_w_*>- ^Xjj jjtjj
!«Jo J AS ^Sj'j jJjj^j 4jjj ^j* j| ftriySt_g* jJ 3J jjJu^ cjly ^
Work with your classmates and use 3 new phrases you have learned in this song to write a very short dramatic play.Act it out in class!.
PERSIAN OF IRAN TODAY
4jU-
Jl*J&.} ^_j|^J> jjj CjVI^—J 4j j lN-i-'-i-iJ OjLj^  Ij ^yj^U ^jJ I .V
(recent :Jt±\)      L^s-     ©U ^SL. jo .f
I. In order to fine tune your listening skills, you will listen to one section of the episode several times and you must fill in the blanks below.After listening three times, review your answers with a partner and then the class.
Ij JU- cjLaL> 3 a~^-ri     I jij jJ o*"-0 ^ 'j j'
L> Ij ^jlj^l&^jl^J^ <Ju.il.} ^0^5* jL> 4_«J 4^ ^jj| j|  JLXJ .Jw-LS" jJ
.4^SL«j jL     jj JjI
toL5*^jji ............................... L> 4JLJjH_o
^5* f^--*j      '-^■^ Ojlju ^L> olj ^-—5*
b._l^*-o        ^ j^j~^o ^-S*^j (_)^-^ Jaa5 ^j-o
.^jS" I.a_*j J5"^5" jl jj CoL^u^ ^j-jI <..................................^.lij^ juL jj-o j......................................4_^S"jj jl c^JjIo Ijjo
^jjll^o jj ^j|j.^> ^ySXLoJb 4j Lj jaLS" CjIo (j^lj'^li ^jlj-^J
I .With a partner discuss this episode of Cafe Denj. What import things happened? What new things did you learn about the characters?
ojLjj 1jIj(_s^j'>IS'(&j3> L .V
?JujJj
3. At the end of this episode,
1 cri< y] j
o X
SHAHS AVA R I I ATWOOD
WM
<Ss^S^j ij^ou .YA oj-o^j^j^ .YP (lsätja) j^> gjj»       aa& XV \*°y> 'O^jj '&y. iiß^'y^Asrß 'ob^L <jLo lO-i^f .YA ^jb-s-l iAjI^jjjs ijjöj^js-^j^w 'Aj3«jI '^-SÄJ ißLSi
fj* .Y<\
USIj /M [6LjU .TT
(a^ ja^Lcl) C*J a^ ,a^lc| .TA
ö^j^ ^j-;        «Jjj) ^'ß-is* ^y.
«SS .TV
l5jjI -TA
((j^-o-^jl) (jLa^ol .T^ ^tsT .A-
usLo .&] i-jßjA .AY ^iji" Jbvi^ [\j ljrS] .AY (/o^JI .AT
ajl" .A A
■■■■^ *(aj3-jj^o) Jo^Jj^o .AP
j5" j^oj .AY p^ts* ß'ß ^ßß J>'ß
a^-*-o .PY
iß^ß 'ß> iCjiji^i^ß t^JLflJjJ IC--"^.**; .PY
.PY
/I .PA
iSß, .PP
jjLixj^- i^jLj^^- i^jLoo^ <.ßöy> lOOjjj- i^o^ .PY
i^iUi" .[(jSjS" ^-SLo5" (jr_i" 4j] ßS^> iSJS <ßß SJ<£ X
L-.r
l_flllj*»0 .A
Jaii .1 1
Ljjjjj Y
(...^LS...) ^ß^S-)^3.\'r
(f-^S-*^ i(>>3-»(^») fJ-SU^ i^L^ .^A
(ajlö ßz^S) yß ß"......j 1
^jiii.Y-
^jwi .YY
r^fc^ o-'s-8'^" YT
JL> .VL> .YP (VL> b) JL> aj L" .YY
aJJjl .YA
-SbjLr.Y^
IjJLT .r •
cy-yß^i^0 'iß^s^ -Y^
a^ljjjsljji- TY
d^ß Cujjj '(ui-S'^j-o c^jß TY
203
PERSIAN OF IRAN TODAY
... ^L> Aj .Vů
jjSjŕ I. \- A
ÓA~' LS-"*'.) ^ ^ '
*\Si~,,l.m
O-1j?* Ľíi^   • u V *iwü.UA
0-"—^ tSjr» JLyJ ■ 1Y • vo»L= .UV
o-j-iyy
jSijit .Uis
j&ij .UV ' ojL) oil .UA
*5" c~J ^ijj. .lY^ ijSUJ / jjijji^sCiJ .IT«
lTjUü .in
ičjiS .PA <=>> -P". 0^ Y-
jL^aLi .YY ^li JjJui .yy .Yf
*a-j3-?L> .YA vLÍ .y? Jl? .yy .YA
£ja -VI
jLo- j .AT Iii jí-j .AT tsy^-i i^jji .Af ^y .AÚ
6^ -AP c-,:, .AY L .A A ^ .Al ojj^ .a • fjjj .<\\ (tj-i» Y
uV" aů
o^i ay
a A
(*^l^> V>) y .1 • •
Cp5-*-2-*-í j'^i)  f>^ti - \  ' )
vi A - Y
s h ah s ava r i | atwood
Ju L -
öijt^ 3 ^»j -
^ói^. (H 3J o^j^' ^ís* ~
J>!       («■^~J ^        (^>j IaŠ- -
iS^l jl Aju ,4.^1 j| JJ -diCL . . . il^-o 4J -
^r-— . . . JaSjI -
<tS" «. . . (^jJÍ 4-j -
j ^j>^ Ij —
Vocabulary and Listening 3 0
5_l_Vocabulary I
j^JJ Jo^J-^J^-o 45" Ij ^jUb4_l«j> ^ ArfJ-5* ^J^^S" j^^s t_JjL9 4j
	
to have to, 1 have to, I'll have to	
to park	
rest, the others	4..JL
side	
right	bx«jlj
left	
to turn- turn- 1 turn	
straight	
across	
alley	
corner	
square	
intersection	
dream, wish	3Jj'
	
content, satisfied, convinced	
to complain about	^j^jiS" c-jL^*1i......jl
frustrated, tired	
car	
to take a walk	
to take a cab	
metro	
bus	
to ride, to get in	^j>X^j jl^-"-* 'jl^^j
walking	(jJjjobLo
fast	CO"'
way, path	•L>
family	
heart, stomach	J*
to pour, 1 pour	
1 remember	ju l^-o      tbXuJ |»bL
lover, to be in love	^jb^j ^JL^jL^ t^JL^^
summery, in short	
to jump, 1 jump	
1 wish	
but, of course	
heavy, light	
SHAHS AVA R I I ATWOOD
tijmj 5_2_Videol
.J^^J-5* J-oLS* Joj^l^^-o C—j*i 4j 45" ^gjle^Ual L Ij jjj ^IaOjLa. ^ **£**>' olXJ Ij \ :4jL>- jJ
t5j^~J
..CjIa
..JoJ5",
l.^wJjo ^jaJjOLo ^ ji
Läj jJu   ^ joLo
oU a ,Ju 45* I, , _>IaI j\c La>
.Jo-L5* c--^t^3 o^*li^-o iw-t-wJjj ^jL&IJlC 4j> ^jLj^L^ jo 4.5* Jul OjLjo ^jLj^.wj'^L^-oJÄ Li I^jjJjT' jo
.Jk-JjT J-oLS* Juj^l^^ CujJ  4j 45* jjjlxjJ^I  L Ij j.Jj (^IäCjjLä öl5o Ij  v   (^^jJu^ .v
W 5 2 Video2
Ju^-LJj^o      Juj       AS" ^jLo-IS" ^	
	
	
	
	0JI
. ^LJ 3 Uj bji
IJlC Jj^j-5* C--«JjO (^Ij-J
tio       L Lib \
^yjo^- Lj l&j
How Raha and Leili end their conversation?
.Jo-l5* Ij,j>I (j-jjJj)*      Ij (jl 3 J^^wj^JJ jZzJiS »-So >Jo>Aj>- (^La4^)i5* i-S*.^5* 4j 0j.äj      (^Läo^j.5" jo i^jJjf jo
PERSIAN  OF  IRAN TODAY
.J^JlS" lJ-oLS* Jol^o C--wjo* 4o 45* ^Lc'^lLsl L Ij jjj ^LaCjjLx- ^ Jw*J-S* oloo Ij ^ Jo^ :4oL> jJ>
5_2_Video3
.Jk_JL$* lJl>jju ^jLjiJ
cotton t5»
most of the time olS3l
to get around (jjls^l 3 cijls ^1) yij ,-M9iiJ 3 Oi'
...............^«*5Tj L> l&j
.......................... l$Lh 31
(^Ij-1 Jj|oJk_JLjj ^5* Ij 4-2tj|   OjiJ ^J) (^1&0^j5" jJ> ^ J*-^5" oloO Ij ^jJo^ y JO J) jL> t«J\J   i^j'^J-T jJ)
5_3_Listening I
•J^S' jj Ij t^b> ^LaL> 3 J^S' (j*13^" i^y^ l)a^ ^ : j>">
..................... <...........P^*' :Ly°3^
^.........        (** 3J •o.JiW*' J-"-1 tsiW^" 3V |»Aj^
3-iJL> 3..............................................(frj^J^^oJ J3jJ J3 . ..................
.......... ^.ji L> (^jLaLj 4j L_i ^j>Xxj ? 4_JL5'^£»o ^3^.................. 4^-0 ^-»3^ :^j^3&
3J* L&1««Jj .ojj^-o 3L L-13J Ojl^i....................^^iljj ^13^^-0 .Ojlju .
l>a |»jjU    jj JuL 4j>l ^ic
!...................i_>L£> ^ilS" (»ijj °Jj-i..................03' ^.........>i!k-h ^3^ l*^"      •.................. :o"°.J*
45" cJiS" 3.................. u» jV**'...................|Oj^Lo bji iJk~S^oj>.........^La^jjlJlijI j^jjo :<_s^-
•o"4
<*Ju.S ......... 4.j ,|ju u«> ! LL
SHAHS AVA R I I ATWOOD
5_3_Listening2
4äJ| (jjLjI jj Ij (^b>b> 3 b-b5" tjiye JjLs Aj
....................jS ..............................
fü-öLj ^L_>- ^....................................................
Lj   j^^j-'l* ^.5"jjjjJu ............................................... 4j Ij 0)\ <.....
.................................. . ................
ffr^J^^ ....................................... ^ji jfrfj^JjJO ............................. (^IjJ JL-JjLj
(^Ju_a j^jL^      L ^j^j^jI    *f*-^j .....................................u"^i "^3^ o^jj^ .......................
. 4.5"       oJuol ^bLwj^JJJi jl
5_3_Listening3
iÄJl (_)*iLjI jj Ij       i^LfijU- j b-b5" ^3? tjiye JjLs Aj
J3J J*
............................................3......................................................................................jI ...................................
............................... Juu ............................................ 4j   .b^j^-o jl5~        4j        j Y CUcLwj j ^jy>^a ...................................
......................... ^5o ........................................... V3-«-x-o ............................................ ^y^- ^ ........................................... 4_jL>
\jb£^3j ^iAin............................................^_jLi5' ^ ...........................................tlw°j (J?3j ...........................................^
blj^J I«j"~J
.....
(_ji5L>^5' j-
I j       j3j y> Cr°
31 O*?
. jLS* 4j
209 PERSIAN  OF  IRAN TODAY
1*3^ <*S*¥* l-k^J^ ^ Lr'^'^ *í Jo^J_*li^-o 4j 4j5*y; L .Jo^-wli^ |j i_£^j.o 3 ^jj ^J^Jď .J-JLS" ^3^ J3I ^3-* JjLs 4j :^ 4jL> jJ
.JuJbi^ i_>l^> Jo jJÍ-Jj^^o
5_3_Listening4 (f^)
5_3_Listening5     (^) .........................................................^
.........................................................V
........................................................r
........................................................f
jjj (Sketch) <P$ß jb 45" Ij ^Itt^lj^o Jjy^íj^ (jJ^a JjIÍ jb 4j 4j>jj L ..j-.lS' (ji^? V tjiye JjLŠ Aj jSjb jL ^So :V 4j'L>
v/X .j—(^jlÁf pli j-j^
O-► O —><3r
ľJOj.-jJo L_SLoj7 j.JJ ^L&Ďjl^ jl jjtilti ^yOjol (^IjJ
^^JísLs ^'jšjA *-5oL L tJ-«ÍÄ*j t4j 3 O—jIj j J^lmj JuJw^mJj 4jT J\J*-*wO 4j     *5f j Jojj i4_L -
VC-wjLäS' C—O  (^Ôjliil Jv-J^O^^O tJ%í^TTLO -
Job ^j^Ls 4j> J-jXj 4JJ\^o .C—o (^ôjlol fjol^-^^-o (j-o ■
3j Cum^J  Ôjlôl ^^Lb* JojJ ^.L> 45" ^^-«-5" .^^jL^- J t^J^I ^^jL^- . JojJ p>-jj&««0 W^l jl "
•Cj-
s h ah s ava r i I atwood
5_3_Listening6    (^) ^ j* 'j ^ ^ul^ 3 ^
............................ 'f ^(j-o ^Aij l»A,l ^ ^ 3 1°"^'       ^....................................... |»d5^lT° '^dW^" J*l •ii-'ji(j-0 6"° i' ij^i
......ls^jj*       -i^ju?0 (irts-^ ls"1?^ i->IsT ...............................La^b—jb .^^J...............................|«jlf .|»^jiT^ jlf 3
3 a*
'blS* ^  ^IL**«lJ^-0 .......................................jJj^ol^^o ................................ jfy^ jl ^3-*-*-° jH_JLo ^ tJ^j .....................................
....................................... Ij      J^ji .......................................... J^" ftr^-^ |GjjLo ^ Jj5" 0^j3 .............................. J^j ^i^- Jl—j
. foS" O—j*j Lol tpjj-5'L5-o ^^jJj a.^_JLo j*j........................................^ fjb......................................ö^l 'foi*^-0!        4j ^1 Ij p>Ä j-i
.JuJSO  L> («-(-mjLLo (^l-ff- j£ Jjj J^JC^ j^ Ij L^jI jl  |ö|JlS" jÄ ^ Jk_;JL5o j^> J Lxil jjj VL j^ -v
	(J-IT JU) JLS;			
				
				
				
				
				
3. We know that in Persian we usually drop subject pronouns, and this is especially true of the first-person singular unless we want to emphasize or add contrast. Read what Saeed said once again and try to find the unstated a^s in the text.
5_3_Listening7
j^o^a Vj-«juo t^jSua jjääJj JjI (^IjJ ^-i 'lS^J^ O^j 'V
•X^jS l*J-*j Ij oJlJLJ ÜLä5* (^Lä ^A-o^ j JloIjäi Juj5*^-o
.JoJi^ iwj|^j> oVIj-wJ 4j 3 Jo-LS" ^j1i^5"     jj^5 J-'Lö ^-j
hope to see you -.^5?^ ^ ^> ^j
5_3_Listening8
.jo-iS* jj Ij ^JLj> ^LaLj>- ^ j_*j-S'    ^5" ^Jiy& J^Lä 4.j
V...............................................................1
.............................................................i' -r
.............................................3 ............................................-r
.........................Ij La^_.h5' |«Uj .............................................f
bji I;.
... A.liJ.iv-jlsS'.?
3I o-^^ 15'^ -v
...........................A
PERSIAN OF IRAN TODAY
.•x^jS ^j^utJLo Ij jjl-t^l j*L«j     j tjl"°j 3 j^^oy-t Ij 4.L«j> jji jjl-*5l 3 Jo~l5" ^j^S" ^jiy& J-1^ ^ ^-^J *^
Listen to the audio file one more time.Write the verbs from each sentence and identify the tense and .conjugation of each verb
			\
			r
	y		r
	A		t
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Charades: In groups of three write five sentences. Try to use different tenses in your sentences. Write each sentence on a separate sheet of paper.You will give one sheet of paper to one of the student from another group, s/he will act the sentence out for his/ her own group, after first drawing as many lines as there are words in the sentence. Your competition has to figure out the tenses of the verbs too.
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SHAHS AVA R I  I ATWOOD
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Today: Music class at 2:00. After music class: go to the library and study. Tomorrow: Meeting with my professor at 3:00. Thursday: English class at 9. Read my friends' blogs. Friday: Exercise at I 1:00.Wbrk at 2:00. Saturday: Play tennis with my brother.
PERSIAN OF IRAN TODAY
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1. If they have ever had an accident.
2. What would they do if they fall on the steet
3. If they talk on the phone when they drive.
4. If they have been to a hospital for an accident.
5. If they have ever been in an ambulance (^jV^ol).
SHAHS AVA R I  I ATWOOD
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.dj.5" ^l^^jl 3 c-jŠXj ^y^j> jôjjiLo ^ j1-^ ^ fj^j"1 *^ jl 3 dj5o JôsLj>-|jk.j>- |ôj.äI^> .f
(farming ^jUT)     ^LiS" ó1
.j-jsu pL»j| Ij jLT^^JL (^LftjlS" o-JI^j^ ^ijji ó3fzi       j' ^ Oi' US'4-- ~    ó'5''4        'j ts^i <_s'-aj^' 'ij-*f; ú3J*i       j' '
^j^jJ jlo-u i-^*j t_Ó iŕ*?' Lj* / ^jJL^olô /
^jJl^jIj Ij jjb—jIj j^I / ^julji- Ij k-ibjT 4_ojs / .V
^jôlo V^^-"*"     J*->VIj~j / ^'^i \j l&CoJ (^^-x-a / Uvl .t
jjISj yLj 4j /jjiif        5" 4j / jl .Ů
^^5"     - . . . U í . . . áS £j| I :\\ ^j-oJ" .J-jlT C-_*j?l«£> ôjj> ^gSb^jS" pjb L jjj (^LaOjL^c 4j 4j>jj L ojÁJ    ^LaojjS" jj
................................................ jOjjl
................................. JLí-JjJ^^ *-3\J^OjLo jl 45" Lj .V
................................................ AJJL*li|ju 45" Jj-jI Lj .v
* Oil lj
(fish :(_sÄ>Lo) .............................Jlj1„ä> (_5Jj> jlj^S-JiLo 45" JjjI Ij .0
.jJjU     ^L^Só (^^-^o bjj£j ti.u."...r..a « ... Lol t . .. 45" j^jI L » jL*^Luj 4_^_*j 45" jjj (^LajLij>L^j :azSj 0J3JI LJ iJjIaj' lJjLjj o-jcojj- j^-i 45" ^jjl £y>} Lj L .čU-jI 0J3JI Lol i^jljj i_5^Ljj c^jcojs- j^Jj 45" L
C^jI oôjJI Lol ijjljo (^>lLij O^ovojs- j^Jt> 45" JJL?- jA L .C^J aOjJI Lol i^jljü (^>lLjj C^jl^s- j^i) 4j> j?l
o^jJI Lol tô j I jj ejôL j c--jv«j>- j^-i 4Í" JjjI i^Čj ^ic Lj_     .ju-j| 003JI Lol cojljo" ^ôL j c*-ju«j>      45" lÍ^L>-jj
shahs ava r i I atwood
. . . píj^Js. I  . . . i_9üL>jo /  . . . L :^ Y ^jjj^j
,-Jj'-řc k I***1' j' Laojlj AjI jl Aju (j^j ijí-J^J 0«slil*j| «iSúj|» jl j^Čj^lc j ii_9}l»-jj i^jŕ-j L) (^Laojlj jl Juu AJjb J^al Ajj-oJ AjI jJ
.^.jIô^jS" a^l_fl.".....)| j, \ ,na L> t^o-~j|
...................................................................................................íO-mJ jLo-o Ct^lw íj^L)I L A
....................................................................................Ju\ijS" ^'Ijlji jji'ilj íSÚjI ^3^3 L; .Y
............................................................................................................CJ3J        (»ij^ic .Y
....................................................................ijjb j^-i ajI jl aS (_jjo oljlsLš- lÍ'>L>-jj .Y
........................................^b       I.
.uuj5* c^-jä^s» ^^>- jfrÄ L jj j (^IäCjjLx. 4j 4j>^j* L oj-flj ^ ^Iäo^í*" j*í
^jôjí out; j^i^li* / 0^3^ a*j* -X ^jkXjJL*!)     jl (^jj_L        /(jjuli (j^ijlS* ^jl^ .6
uS"j.j Ij LäíI |ôj.äI^>- tJuJu_«jj L&^jLo^-o a^^j^jä :\ JLS-o
• i-^JlS* Ij ^^j'-y" "^-^jJ La^jLs-^-o -^.IxjLjI ^jÔskaAj  :Y JLS-o
.. . fůjjoli o^Lol jj-iij jjj^j.^ ^Ijj .Y
. . . Juli jUs-u fů-5"jjjjJu 45*^^1 jÄÄO^ .V . . . iÍ^Jj ^.3J,-**J '^-^Lv^c ^S'jjjl jixodj .T
Grammar j^uo^
^ys 3 <uU- ^: Reflective Pronouns y^j> A
5 4 Grammar I
<S j\Z-£t*Q   j.j L«^^	
	
	
^Lvjo^^-	
What is each pronoun that the reflective pronoun refers to? Underline it in the sentences. 5_4_Grammar2 (^^) .jjusju ^UtLol j-J^j j^uij.f f^^^rf ^L^o^ ^L^oUb .V
.^^.lS* j--«£> 4jL3o J_Ij> C-_«jI fjV JailS tooJ^i^s^ji C^^^
(dishes iltodsjk)
.Ju_a>o fL?tj| (jLlio^- Ij la>jlS* (^4^jb o_i_al^>^o V^-o_x_o 4_IL«j 4_«j ^La^jxj .6
.o-*_lS" j^-^Jjj-J ^jIjoLLvjI t-£.«5* Ij ^ Ojij ^o (^L&o^j,5" jo Julooj.5*  l>A-J VL Cj'^LoJ>- jo 45* Ij (^j,jL«-i^ :^ (^j'^l5* jo
ooLfllLwjl ^jLlio^^- ^ c^jljo^^ t^jLoo^^- L^jt>£^>- tdjo^>- t|fto^>- (^L&Ojl^ jl        j,jS jl jL>        JailS .o._j5* J-oLS* Ij jjj ^La4.L«j> :V ^0*^15* jo
^jL-o jo ^.a> L Ij ^Lj^Laiwj|^> ojiJ ^o ^[jbo^jS" jo ^j^^-wj .J^«5* LJ-oLS* o-ULwJ& ^-vjL-o 45* ^Jlxil ^ Laojl^ jl ooli£_vj| L Ij 4.L>j> 4_Jij .a.;j5*
.JujIJCXj
...............................................................................................o^> ,j^> fjl^-* fj"^ Ij CollS*
.................................................Ij oj^)-1i^> ^L&IJlc. /jA.........o^>
..........................................................^1 jo UJLj 3 (we made) ^s^-l^........................ o^j>
............................................................................................o^>- tj_^> (,5-^* jir*^
..............................................................................................o^>- tf^jSij ^y3^£- Ij 4j^li ^jaiLJ ^j
..........................................I, La,j
SHAHS AVA R I I ATWOOD
^jjys 5 ajU-    -wish 33jI :Y ^j-oJ
impossible wish ^
possible wish -.jSL** ^jjl
öoLiL^I j-J « c^Jy^-o ffrJj » 3 « aäI^>__* f^Jö » jl ojli^jl (jSLAlS* jl ^15" (^L> 4j jliif ^Lj :4l5o
.jöki^j J.L Lwi>     jjj-o ^^JoLS"
(^ji—wli)..........................................\j ^j-w^Lx j^j.jö jjilS* • ^
(^jjo'ljjjf)..............................................cJ5 d»jJo L yL^o bji (ji.15" .Y
(^jjjL-jj)................................................|j ^| i-o^-jö ^LS" .V
d^ö)...............................................I j j^jI jLSLoJi jLo jt.lS' .f
.jöti^j jJL Lwl> ^fl> ^j-o jjilS* :^jjl      .Ju5*(^o b_l> v'^^ 3^ -(J^-8
.......................^jilts' toJuii *ij„wj \j& J3j-°I
.......................^jilts' .ojuli «^Ljj ^-«-5* ffrjJ3 -Y
....................... ^jiilS" .j»|oJul> 4d***^- .f
.......................^LS" .julooj.5- jL \j jö .A
...... i^LS* •■aj^.li^o ^3j-1> du'l-rtlLol j-^jj 4da& .P
.......................o-^ -f*^"^ u'jJ l> öUajU-.Y
....................... 'tbir^^ji J^*J j' J3J
	o-^ 1,.......	-i
(^jji-lib		-Y
	6^ .....6^j	-r
		-r
^......		-a
225
PERSIAN OF IRAN TODAY
everybody, anybody, nobody 'o~5>
5 4 Grammar3
			
			
		L>4_oJ!>	
5 4 Grammar4
	
	
. JuLlb^-o	
.Ju'b^	
.jub^^J	
Sometimes in spoken	
	
	
	
?C--vJ   0Jjô   Ij ^| a) I  öJu Ju Ij ^1  ,_)^5* / .C^-mjI  öJu Ju Ij ^1 ^^—-5*
.Co^J j^j-O jjj j-^g^Jfc /.C^J j^j-O jjj (^j^>
'ľ^loJuo (jjL^- Ij 3I .floJu Ju Ij ^1  L> ^Jfc /  .|ô|oJk.jjJ ^jLj> |j ^|
.Juj5* lJ-oLS* (^LäoJuI L Ij jjj (^Iä4.L>j> .V .........................................................45* jjjb^ <uj&
................................................... *S fj^iS** iS)ir>
.................................................45* c--wj| ^^5* obi_«j|
................................................... O^&P ^J3J 6i'
IjXjo JJL>
.oj.5* iwju*j.j j^I t-J\_di| jl5" L^jI l-Šj-Ls 4j ^jjj-Jj 2 Juo^j oJuol ^jLL^- 4j ^oLj f^j-«
■■ 4^Ji íOljjÄlLáj j^j i-J\j jl Juu .JuLöü ^jLol jo ^jj^-L jl     Jo^ô^o ^ILo-wj 4j ,_)^5* j,a
JuOj^J ^5"j.J   Ij ^jlju-0 Lol  JUO^J 4J_vJj.5" ^ ■
.Jk._j5* fc—jIjtILJI Ij JjO (^^jl^ *Y
.ojj l_9j.j>- j-jj-ol L (ijMS^íJb /4^)ja /(jJ^5*j.jä) LoI íOj5* C-_*j?t«£> j^j ,jl (^OjLjo (j!-9j-£ Lj (J-^s-Lj.
.j^Íj^jÍ^ (^j-*-^ (l£jV?" l^s*^) i_p3J^
^cg'-V---' (jil^ /g^) lS^' ^
.JuLlb^-0 Ij JjjI  (^5*j.j£ j/4^Ji) .(^loOj^J l_fi-JĽ$* Ij JjU*l I
(.JJJLäXj I'CssSS) Jj-o 4j (^j^> ^jj«5*gt_uÄ Lol to^Jj^-o ^3j-^ j-*-^- éUcLvj ^0*^15* (JJJLwj|ô^>o /CUj-yüb^g-o) 4^J&
shahs ava r i  I atwood
.^j|o^-«J ........................... C1<4-mjI <—JL> 1__owCo jlaj 4_> 45" ^^Js^a j_>l OjLjo A
JL>   (wUS'jjAJ (jS'jüj L> jjI ................................v
.ffc.jjJLS* jLLvJjO ^.^I^J^O jLoii^" tffcJjlju j*jV Ij ........................... Lo .V
.Juol 4_j tiij i-joj .................... 4_j ...................................^.l^JLJ ^5"jjjjoLo jL>-5* Ij J3j fLoo .^f
.^_lS" t-5"jL 4jL,^-ojä (^4jL>- (^^jI^ JuL .cUj-w-u j-^JjLq jojS" S"jL ^Ij-j........................&
?^..<«JjL 4JLwti|o .......................... j^jo (^IjJ 4JjC«wO .P
.C-^l^JJ* ^Lo>- .JullL 4JLwtl|o jol^5"juj jO Ij ................................ JuL ^l .Y
.4_j5* j--J .Joj^g-o jO ...................................A
.4jLwj|j»3o (message)      l—ol töj»j t-Xjj......................................^^3^ 03^^ c5^3 *^
.ffcj^jj C^jLqjJ^mJ 4.j JuL .^.jjIJu 4_jl_>- jo ................................. ^JjT^o jSis A *
(?C-_^JÄ 4.j^^....................<|ö'^Lvj) A \
.Ju-wT jj   Ij JL> (^LäU- .6
.Ojlo 3 C-_«JjO  4Jjj5" V   (^yjSsXL^Jb i^^S tf^S jJÄ <^£j)  .OjO  jftj) .....................^.J^-wll^O Ij jO  t-Xjj j^ljuö . ^
'ü**^ ^Ä ^^ls^0 3J v'3^.....................^
.Jtjlo J'3-^3 C--«Jjo 4_o j5" V (4^Jfc tj^JouÄ 'O^* J"^ 'f^J"^*    ■t-^^t-^' ........................ ^ ^yJs^a jj| (^OjLjo J3j-iJ -V
.Jtjlo o^J>3 C--wJjiJ 4„oj5" V (4^jä if^S" t^*a*5" if^S" ja) •1^3^-j JIäJj^^- 4jL>- jl jo ................................
(4^-a <.^>jS <.i^S ja) ?4JjL Läj^I....................................j^ji-^ j5Cs .6
(4^ja i^^S tf^S ja) .ffcjjlo C--Jj^£jI J3~^ ^0j3^"c5*° ........................................^
(4^jJ!> i^^S tf^S ja) .öollil j^j-o jjj ?4JLli|ju\J L> j^> ^ .......................................Y
.Jtjlo o^J>3 C--wJjij 4J_>j5" V (^yjS t4^Ji t^*a*5") .^-uäI^jtj ^-SLoJ)' ...................................... jl JuLu Lo-wj jlaj 4j .A
.Jtjlo ^3^3 C--«Jjo 4_uj.5* v (^5* g^JÄ t4^JÄ i^^S tf^S ja) .ojJ i-joj 3I 4j ^ijJ^j (^IjJ .................................. 03^ "^-^ j^-**^
.Jtjlo ^3^3 C--«Jjo 4_uj5" V (,_)^5* g^JÄ t4^JÄ tjj^S* jÄ t^^j) .^Lfl5"^o ................................. 4j L^JL>- JuL A *
PERSIAN  OF  IRAN TODAY
5 ajU- j& -Different kinds of plural
.jo-iS* J-oLS* (wm-mjLlo ^Laojl^ L Ij jjj ^La>4.L>j> ( 5 4 Gram mar 5
.AjjJLS*        ^5*       I 4.J J^^Jj-O (JjLi 4.J ^ Joj|^?lJ Ij L&JljLo .JoJ&O ^jll^5* ^j^s (Jjli 4j . ^
5 4 Grammar6
	
	
lj.jt-di	jjljfiLi
	
	L&4jj?
Jl*jL«jI	
j^LLlo	
lJIjl&I	
	
	
our	
	La4.Loj>
	
	U^bci^l
	
	L& J^JLo
CjLjisIj	LaCuotslj
	
Juoj,^J ^5"jJ Ij ^jlju-o Lol Juo^j 4..LvJj,5" ^ '
		
		
		Lftjlis
		L&4j'L>-
		
		
		Ljs(_s—S"Lj
		U.jL-1
		La^jLiLwjIo
		
		
.JuJlJj j,_w\II_vJO  (^JlLj olj.il
4»«Ji tOlj.JiLLij j^j i—£j jl Jlxj
.JuLoj jl-ol jo jj^a-JL f^jLj jl Ij >Jo^o^-o (
i /     jI J_*_Laju L&jL
J3J
4j (J^- j.fl>
(.o^Jj^-o ooj.j jLS" 4j j,ILw_o JJJLwJb) .JJJLwJb /C--«jI J_*_Laju ^jjljuo 4»«Ji a J_JajJ       4_SjL^j^j ^5"o^JI J-Jo 4j      ^iJ^o oljlol oLoj^J X9" 4_*_wli
:Lfc4JL©j> 4_oJS ........................^
(l&jlSZ /jl9.i)  ?,_jJuJu Ij L^j'l   ..SjJ fj-^ (_$3j ............... ^
(d>"}L5LjLo /J5LJL0) Ljj^       f^—........................Y
(jLISI / lil) jJLLo L> jA IAD...........................f
((^olj.il /(^Oj.i) .JuJkJj (^g-^-^j ^—■»>-XJj 4j (jJj.-^S'jO Jjjl jo ............................ ^ JlJj j^Sjd ^tij^ti ^[jb^j^J L ^*_*_L .6
(baiwj|^> jjLjI /t—»l^> JjIjI) ^ojlo......................Lj*      (jLoJjL I JjjI
(CjL^jl9|^ /C--ol9|^) .£rf-Mj| oJl*1i 3j->3j (>_£,-*J,-^?' ^JLa^o L C-J^o 45" C--«jI jjI ........................Y
... JjjI J^l Lj--ta ^^TJuJIj |aL-KJJb jo olj~oJ!> j-fl-Lj Lj £*+&i*a 45" Jl&o^^ jLio 4.1^1,15' 4lija ........................... jl (^jLol .A
(jjl^L-o /4iLaJ-o) .eU9j.5* jlji LSoj.-ol ^j^Jjl (^Lcm-SLIi^-o L^JLtti Jjlj.£. jo ................................ JLL> j^j-i^
(^^^LsLjLo /4.JilaJLo) .Jooj.5* 4.L)j> j^-^S* *—»j.£ jo (>5a1i^o ........................... 4_j JjLoj^Jb ^^j^li
SHAHS AVA R I  I ATWOOD
CjiJ*3 9 U"J*
possible ijjito-o ojjjj — ^Joj£ (^La aloj> :A ^.j-o^
.JuJiO j^LäjI  Ij  J^^Jj.0 (^l&^jjj-öü   ^ Jk-ol^TJ Ij ^jSi^o OiAJj I   ^Lsj-Jj (^La4.LoJ> ^l^jl  4j  J^^Jj.0 (^l&JljLo :4jl_>- jO
Job ^jlj^c^jta ^ujjli 5 Ö3"°5^ b ^ JJ^^-\j jljJ
L> J-*i 4j>j	Possible jjSLo-o oJLbl ,_jLaJLo
JL- -(^IjmJI	We will arrive on time if we go earlier.
(_5j-J -*cLj.i? / JL»	If/when you go, buy a shampoo.
JL> - ^jiäJ ^CLjJCf	.^Jj^?tJ jLL ffc_fl> L ^.jl^J^o <Jul<5*Jj5' |ftLj   Ij 4.JliLo ^jJul^* j5"l If you have finished reading the article, we can eat together.
4.H_Jj|o c^-utSl^ ^jLjo^-^" OjLjo 45* Juj5* J-oLS* Ij ^jl ^j^Ls ^ Juj5* jLjtIjI Ij jjj (^La4.LoJ> jl (^"^-> <>A_o^J\j o^>- ^a^j5"^jä 4.j 45* Jjjl ^j^A-i c--wjjo .Julooj5* LJ-ol5* Ij jöL^jL) 4.LoJ> |ö|jk5* 45* C^JS Ju_ß>l^> L©«Jj 4.j ^jL^ol . J_o^5o (^&jj,5"ffcJ& 4j Jo looj5* lJ-oL5* 45* Ij ^^JLplj JaÄS .JoIiLj
?Jolooj (j^iJo-
(notice that the verb can be in past) ............(^ Ijj> ^Lj       (4.5*    jl juu ^LsLi^ ,4.5* 4_>) 1"
...............^ J% 45 up3 L" -Y
.ojL-j ^jIjLj ^5* jjjl jS^o i....................V
.................tjftjjj 4JL«*AJjLj 45* Jjjl jl ^j*yJ '1*
.............t^JOj5* jöL^J Ij JjJj.öO Jjjl (4.5* Jjjl jflJM 4j) Lj* .6
................cJlJj ^3j"*^ 4JL&& jJ> I OI^LJäju Lj .P
..............'le,3J"^ O^i^     o^"*-***^ (Jj-j I j5*l .V
.............tffrJLj^J Ij ^jJu/^joL^ 45* j^JJ 4_*So .A
(j^ijo- (jL-JLjI .j_j|^Jtj (jLjJuJc>- ^a^jS'^.a (^1 jj Julooj5* lj-oL5* 45* Ij ^Jipu o^s-^ '^-^ j-0'"^" ^3^ (-5Jt^^3 ^—'L^l^iol L Ij jjj ^La4.L)j>
.Jul0Oj5* J-oL5* Ij jöUJLj' 4.i^J> jftldS" 45* a-oj^-o
...........jlo4.jL^- 3 ^jL^j 4jL^- jo eU3^ jöL«ü jö3-*^1 ffr-^j0 O'^-^' j^L^j jl Juu j5"l
.............."V" csJlc p'ls^J1-3 Lr^3 l; -Y
..............'l»3-i>/i^b^i Aldus'- jAjI^jj- ^jb jl t5J3j j?l t
.................'f^j-So eU-_Lol ^^üL^-I c^*liL ^.aI^j>    ^JJl*1i jb j5"l .^f
.............'fb^j J-JajJ bji j?l .0
..................tfi^S Ijl*j j^b (^L- jb j^jb c^j^b 4.S- (^jlS- j5"l .9
PERSIAN OF IRAN TODAY
i^ys' 5 djU- j±) improbable J^i^o^ '.^Joj^ ^Udloj>
.JoJio fLjtll Ij -Ls^jj-o ^L&^jj j.«o ^ J-^jl^^tj Ij JjjCc-o j-*^ ^Lsj^i (^La4.L«j> 4j J^^jj^ ^L&JL-q :4jl_>- jO
Lajjti 4j>j	improbable J^^y (_jLo>JLi-o
	.|aolo^o |ftj!j>-o 4.J |j L^jI jl j^5o |aJk.JjJ>^^ ^j-^JjLo U* jo j5"l If 1 bought two cars, 1 would give one of them to my daughter.
.JoJio *—j|^j> jjj djVI^wj 4j :4jL>- jo
OjS'j^O jji) j£ I j       j;^> ^> JvJOj5"jLj j\5" 4j .....j| ^ l^ j*>1  • ^
?c^b ol^VI ^AJj L, js3Ua aj> jL-yjjj AiojS"^ y^Jj JjjI jj j?l .Y
?JoOj5"^.o 4j> Ju^jj ^->j-« OjL-wJ 4j JoL jXjo j^j ^o 45" JJJLfi5"^-o La-*li 4j j5"l .^f
(tO change ,jojS* ^js^z) ?Jo^j"^"cs-° v'"-^-*--'- ls^'^'J l^Ij-i Ij iSj3^^     ^ir^ t^^j iSj^-i^ J3^^~    Jo Jwli^o jj*s*jq j5l .6
?Jooj^^-o <L> JoJJjIo CJ^ '"aJ3j tj-i' j-^'
(to prefer _,ob ^>y) T jooj^^        5I L 4j> ojLjj 3       'j i_s-^ ^ &^j*       'j       jl      ^ jly j-^l -V
? j_J19j^_,o (^loj^o 4^> 4j tJo Oj5"jj ^xjjLj Oj^o •—So 4j JoJL^woI^jj5*| .A
(to change ^jojS* ^ji^) ?jooj5"^o ^^3^ Ij (^^-^^ 4j> tjojjT' ^j&jc- Ij ^L^Iil*j j.00 °j3j ^j^ ^—»Li5* jl ^.jL-rtj j_jlwjI3^^-« j5l
.JoJLS" ^^La5" ^Lj*(^ljio->l^j> 4.j ^jOjS" oL\J tJ3Jj 3 1-,-^wJj"{J fb-& jl Ij *^L     VI^-«j OjiJ 4_«j L ^o ^{jbo^jS" jo t^jjAS" jo
(^^15" 3 djU- j^) impossible yLo-oj^c        ^U^JLo- :Y ^.j-oj
.JoJio     xj| Ij J^^jj^ (^Lii^jjj^o ^ J*-Jl3^t> Ij ^jj^-c-o j-*^ ^bjjt) (^La4.L«j> 4j J^^jj^ (^Lajljoo :4jl_>- jo
	impossible y^-o j-x Jsj-i Jli-»
^jIj-«.IL«jI 4JLwt>JjT" —j3j 4.ILwtiJjT"	.^j Jv_^jj^o ^3-« Aj ^03^ ^9j j-^^3J j^"l If 1 bought two cars, 1 would give one of them to my daughter.
j^o 4JLwjJO — j3>^ 4.H_wjJO	.^JOjJ OJl^wJj £^3»0 Aj ^.JOjJ ^^-jSj jJOjj j5*l If we had left earlier, we would have arrived on time. It means: We did not go early, and we did not arrive on time.
.Jo-liL ooLol ^yJ^AS C^JlxS (_;ljj ^ Jo-L5" LJ-oLS' Ij jjj (_;L^4.L>j> t4j'L> jo .................'(^^3^ ^^^^ jl^^ri ^3^" jl J-^ ^^-9^
.....................'(a^3^ 0l-,-0l  !™o0 4j j^jXjO jJ^S" jO j5"I .V
............t^ILkwob^^ ^XJL«j ^ P jo ^.IaaoIo^^ tj^l Ij ^^yl j"^"l
..........................'(a^3^ 0,-^-ol-i-J (^s-^jl"^ o*0"^* ^ J"^"l *^
.................................'(a^3^ oJooLo Loo 4j j5"l .(i
SHAHS AVA R I  I ATWOOD
.......................'1*^5^ oAil^i- j--*™-;
I a, jl, JU /I .Y
.........................'fJ'^j öJool   Loo 4j jt_0   JL/J Juö j5"l .A
..........................tfJ'^j oJlJLJ jIJoo i—»l^^- jl J3j-«I j5"l . ^
................t|öo^j oJoa I l_Jo 4j j.Ji3 0>jlyL> ^-So jo jfl *
.........................L^i^ji öJuol Loo 4.J J^-^        j-5"l • ^ ^
((j*)^ jO
jlo^^j'^lS'ffc.jÄ jl 3 (^l^-^-1 (^La4.L)j> jl |ö|JlS* j.ä Cojj 4.J   tö jib 30 ^Lfco^jS' jo   . ^
:JLto
?Jooj-^^o jl5* 4j> Joo^j 0J0I1 jlo_o jl ^J-jJ 4JL3o o_Ij> j.5"l . ^
?Jooj.S"^-o 4.:> Joo^j oo-ol Loo 4j ^jXjo j^JLS" jo j5"I .V
.Jo-lS" jj Ij jjj (^La4.L>j>- JL> jjä^ü (jL*c5^j,>15' ^jb L .V
.fO^J jjJ1.2tJj^> (^L*^- <...........................j5*l A
■ |4ii^J jjJJLöü^jJ ^.L^ (.......................... jfI .V
•f0--^ßLS* <Sjty iS^°'.......................... jf I T
.|öJoli^^ ^gjL>-.^c t.........................j5"l .1"
^jjö->- Ij  Lo-wJ 4.LoJ> j^J* jL?TJ JoL Lo-wJ ^JÄ3j5"^JÄ . Jool^^TJ o 3^ Jo JC> ^J&Jj5"^..& (^Ij-1 >Aj 14JLWJ3J 4.5" Ij ^JL?TJ  JaaS tJoJC> Ö^j5" t«0\j  jO .V
.0-;_LS* lJ-oLS" (J-t9 ^-j?l«£> Lj5LwJ L Ij jjj (^LjÄ4.L)J>- :^
.(to bring/he)........................Jf r^j^1-0
.(to read/we)........................jlrJ ^L- ^ojljo ^JtS 3L jlo JU .V
.(to work)........................L    .(to have)..................
^stijlo   JaSi Jjj JLj .(to have)..................^j^ub cl~-j       .(to be)..................o—--^ olS-ub u£jj.J uu'>lS' i^^lf juj .f
.(to have)..................... ............ ^?c^olo ^c_o 3 C-_^o ^JJljo JoL ^"^15* jj| Jo^5"^o olj^olo ^j^-oj .(to have)...................
.(to go)......................jjljLwi-   t^-^?- o'j3~-j       ls*^? ls'^     eat).....................^1 ^ ^jbuj^o ^ ^ J3^iJ
^ju^j^j,^) 4j> (^ojLjJ V^^joj ^(to read)...............................Ij jLUt-iliS' VL> t .P
(to repeat) 1 .....................................4jiL^o (to understand) ......................................v
.(to see).....................................jo Ij ^.jLwu^o ^4»«ja ^jal^j>^^ e^t^ol .A
.(to bring/I)........................... Ij colas' bji A
.^3j^o Utf jLw^jl; (to say/he).......................................U 4j jyji A ■
.(tO live) ......................... fjilo 3 jJu L Li |»3j^o CjIjLoI 4j
.(to answer)..............................U 5 (to ask) ........................U jl c^l-j JI^j jcj> jL-jI y
PERSIAN OF IRAN TODAY
.(to come/you).............................^I^j a, b> jjuo ^Ijj JuL
.(to help her/1)........................ (to go/we)...........................jLUajU- a, ^3 ajl^ (to live/I).........................J^j ^ j£3 .\f
.£~J Jl^S ;(tO Sit/I) .......................J-^-"3 oil <S3J
.(to play) ........................... AjL^oJi j:^*o L V^^juo pj-al^ .\?
.(to eat) ............................Ij       jjjI juLj L-i (to think) ........................^ .W
.(to sleep)...........................eUcU P      JaHi (to decide)........................j3jj.> jl .U
.(to stay).....................,».jlo joL jJyr <(to give) ............................Ij JL-j ^V^-oJ
.eu™j i_^jIj_o ^'Lo^o (jj| (_gljj ;(to wear) ..........................Ij ^LJ ^1 jttjiS'<_s-o (j£jsI3j°- .V •
.CoJ ,^-jjIj    ^      -(to see) ............................ Ij Lcj JuL .V \
.^•jj^a ^-Sj^ f^-^j^^ Lj ^(to sleep)............................Lj* s-^i^
.(to wear).........................^.Sjj ^U^jLJ ±p c^3± 3\ .YY
\s6       (to guess).............................YT
.£~J ^ju^J- j-o jjjI ?(tO put) ............................j^o jjjI ,_j3j Ij La^bS" jjjI        <l> .YA
.(to buy/ we).............................pjj lJj^> ^ilajLj.} as" Ij ^IajU- j^ .YP
.(to wake up)............................2-^ '^bj j^j j.a ij^iij^ a^jjJuo <j£3 .YY
.c^J |«jf jIjI (jjl ?(to open) .............................Ij ^ (t^V^-0 -YA
.(to rest)...........................3 (to return).....................±3j JuL        jj.j jjb ?(to get ready/you)...............................j^ y\
.(to exercise)........................3 (to come).............................olstil, a, j3y\ T«
.(to study).......................JaSi jLw-ol .(to run).............................c*cbj A ^lAiia JL~jjL .Y"i
.^jj (to try)..........................V'.^ L; aiJ .^^j aL .YY
?c^J J^-bjj (to say)..................... La^j-ut^o a. 3 (to close)......................Ij ^ \y> Ic^jb-^l .YY
<(to turn off)..................................Ij ^ii5 .Yf
.(to listen)...........................ji^j JuL <(to understand)..........................^S^S ^^3* jl .YA
?(0ubil)................................'.5. v,' \y> .^bjuol L-i aj (to help).....................................J}i X?
.(to write) ...............................Ij ^La^iJio c^cbj a^j ^Sc^iS i_»Jj jj» ij^iSj^^o a^jjJuo Aj (_sI53 .YY
.(to know).......................................Ij ^jLj ^Laoj^ ^^^u, <(to complete)...............................Ij UaLj>    aS"    jl J_i JuL .YA
.(to be located)............................Ji^A jL-i jj a^j3j .Y"\
.(to speak)...........................^^^oj jito as" pjui <l>j*lo <(to fall)........................ as" ^1 jl juu .T •
?(tO get)...............................^jUajJui 4j> 0JJ3; ,_jljj .f *l
.(to locate).................................... jIjjI ^j-i JU-i jj j«^o .f Y
.(to see)....................................(jLjLj> jo Ij j^^j-* ^a-oT 3 z^Sj fjb ^^»30 ^j-o .TY
.(tO   pUt) .............................. j^o ,_J3j Ij Lijjf ^jjU j3jju .ft
.(to eat)............................lie 3 (to sit)............................j^o c^to ^jI^j*^ .TA
.(to make)..................................I it ±3JJ ^ ^l^ jfl .TP
.(^iLoto become).............................a^j- L; (to rest)...........................^ JuL L-i .TY
?(to come)........................^IajU- a. eUcL^. ^j'^^o ^(to talk)........................y L bji ^l^^o .TA
.(to bring).............................js 3\ J., JU T1
SHAHS AVA R I I ATWOOD
air" 9 u"j*
?(to use)....................................jfy jl <-V^)
?(tO Call) ................................... OjoLo 4j jL Joj> ,_jl4.lia .A 1
?(to sleep).................................jcj> i_ucLj k_**too .AY
.(to come)............................■*-!        <->U -^a^
.(to close)............................Ij .At
.(to buy).........................jj   a)l joL   jfcjj'j^ j5ts     .c-J       o~-°^ -AA
<(to shop)...............................y V«ju- .Af
.(to work)................................j3j   joLj 3I (to think) ...................................^ .AY
.(to stay).......................oLSLtolo jo j^Lo jl juo     i_ucLj Lj j5j }& .AA
.(to spend)..............................^M^U- L Ij     j^-l ^y^-o .A^
.(to play) ...............................(fcjlaaJU- JMj 3 jli-d L i_UcLj jL^> J3jjo .P-
•f-ijur0 LSij^W     ^v'l L> (to wake up)...............................Jj> jl o5j ^3 bji jfl .Pi
.pojjj i_fjjjjoU jjoo ,_jljj JoL ?(to return)..................................joj> i_ucLj ^sjis^ iy .PY
.(to guess)...............................Ij       ^i^jI^u .PY
.o^j-i j--*-1 j^jl^l 03^*
(to swim)................................jj^lJ jl jo ,»^131; .pf
.(tO COOk) ................................ lJuC £y Joj> loji ^j'Uj^o ,_jljj fjoLo .PA
.(to wear)................................lsIa^jU ajL^ :>LJ .PP
.(^iLoto understand )....................................Ij U-i .PY
.(to study)...................................^L^i^l ,_jljj ccLj c^toj> Jiloo* JoL Lo .PA
.(to open)............................Ij jo    1; (to help) ................................^ <b JoL L-i, .P^
?(to read)..............................Ij ^I ^Lp-^ .(to write)........................... sly ^LJo y u^lo ^ .Y •
.Jo-lS- jJ-oLS- <J-*s ^o?t«£> ^J^-1 ^ 'j jij (^I^^-J-oj?- *Y
.(jjOjS" C^sx^o) ..................... Ji^ (jj^l     Lj^j I ,_J0jLjO 3 (^OjS" olio) ...................... la(ji»o\£ ^1 Aj LsJj (^ilujl^i-^^o .1
•C^y '-^~JjJ).................................cSj-Hi (jj'1^ (j^'l^ts-8-'
.(^jojj" CX«Jjo) ............................. IJlC j^J^ t-j^:!-'u* (J?^J3J V^^ovo .Y
?(o^)............................^^(0^/).............................c^j' JWi^L)^115'
.(^jJLli^j) .........................I'^1-?' (^4-^flo^3      jo Ij 4„2tiL^ j^jI (^La^j-jj^j JuL .9"
^jIjjI IjL«j ji^Lq 2     •((j'-^l^^' o*°j^^............................o"0-j-^-* j1^ tj^*^1^ dlXAJlii j>i ^1 •((j^^)....................*—j.-*-9 ^^l*ulii IjL/j .Y
.................... oL^Ub    J4^    (^.iljj    ^jLlLwJ^.i    ijLwJ    .(^j.ijS"   ^5"jUj) ............................ l£jj.ol    J4^    4.5"   d*-Mj|    JI-WJ    '—^■1    3    C^J-W-o    L^l ((^jJ'^j) ..........................
L V^-«jt-o ^ubLvj^ ^ ^1 .(^jjul^^- ^jj^)............................^-tj ^ '(Cj^j)...................ls^j^ o*0"^* ^ -^aa j>i j^j jL^> IjL*j .(^jJLlib)
.................. ffc-fc ^-j'IjjI IjL^j •l^irZ  (J?'1^     (o^j^*") tS^^ '■i '■v*' '(o^j^" ol^iob j^
(jjILllb C--«J^4i) ..............
PERSIAN  OF  IRAN TODAY
jL-«*j ^jbi_«*jLj j<5 oljLol t^j^z*.......................................tj1-^-^    lj ^jbi_«*jLj La . \
9- ................................................. Cr° ^ is*^ lJ^^ls*
...............................................JjIjI ^L*i L&4j*y -X
................................................ juL tffrjjb ,jL?ti^l bj.i La .t1
...........................................^^jl^La j-jlj-ff-    oji_JajJ       (^tiLj j^^j-* -6
....................................jj»*JI isi^^T c^^-°b     ^ C^-mjI ^jIj-jI ^-^■i'-i O^j"^ ^
.x^jS 4-«^>jj ^^jjLi ij. \
I. She understood the question but she doesn't know the answer.
2.1 have ten close friends in Austin.
3.1 don't see well at night.
4. Peyman eats meat but he doesn't eat chicken.
5.1 can't live in New York because it's very crowded and expensive.
6.This Qormeh sabzi is very good but it doesn't have meat!
7.1 prepared "cooked rice/kabob" for dinner.
8. Can you eat lunch with me tomorrow?
9. What's up? I just wanted to see if you have beans.
— No, dude. Go to the Supermarket at the end of the street. 10.1 bought three pairs of socks for Christmas. I I. I don't like your green scarf.
12. My brother and I won't go to Dallas tomorrow.
13. He has four pairs of shoes, but he always wears this black pair (of shoes).
14. Austin has beautiful weather is beautiful but I do not like this city. 15.1 want to go to Mecca on camel.
16.The people of Shiraz are very nice and hospitable.
17.1 became acquainted with a few of the children on the airplane.
18. My daughter lives in Tajikistan but she still calls me every day.
19. Last year I went to my sister's house in San Francisco.
20. A few of the airplane tickets were more than 400 dollars! 21 .The kids went to Disney land and they said it was fun.
22. The people in Los Angeles were not very friendly.
23. Could you give me the salt please?
SHAHS AVA R I I ATWOOD
.Jo-O 4_oj>j.7 .....-uuol 4j .y
•(u^jj) ^ji Ij o' 'j3^ 3 j^-« l£3j |»i-i>lj>? Ij ^suS .\
.J_*_lSo C*-*j*l«£> LaiaJ Juj3J>^^ Ijx .Y
■f*ij3^H    o' <-S^ Jaä3 J3 n>jju^i- oLijJ Ij oJjl^ I3I 3 .Y
"■^-'^ 0^3 l£3J ^J^ls* J^' ^3 es-aL? jljil j^ -A
.ffrjjj *-uoj ^j~jjjjoLo 4_j <_.«^Lol JuL .9"
•PjIaj |OjV cu5"jUjj^j jl t5j^> "^-»5 . ^ •
.pJ-yi^J (4J — ?^Ju_*u^j   Ij c« if. 0^ .^y
.ploJwll^j t4j - ?(^loJk_^*u^j   Ij cauls'
'PiJlS* i^h^y O"^"     fj^lji L 4jl*j> (_£uSjjj .^f .JujjX;      jl Ij i_ib_T jjj I LaJaJ . ^0 .^.jI^^-^^J jLaLj jl Jou V^-cjuo . ^ ?
"fj^LS* J^H 3        3 fS^iS* j^""^ c*AÄ c*£L*» 4...t^-oA  . W '^3Jls^° ^JO^J3"*"wJJ       ^ JLjLwu^ü L J3j-ol jöjöLa . \ A
?^3j 4j>jJ j^ji^ 0-;-"-"Jl ujl^ -Y * ^Jjji"^ (jfu-Jj o^.W*- plJ^ ju Uv'l J-llo^ .Y ^ •pJ^-jl^Äi jyo .(»jjjS' (_5jL; 3 (fc-i^i^ -YY
PERSIAN OF IRAN TODAY
(djLš- ji) Ij 3 Jajj i_9jw> L dJLil i_9y> : \ ♦ ^ j^>J
joj-Í^jLS* ^6 JaÄS í .................................... j'-i-^ j-^>^ (JjjI . ^
.jlü^^-o iwj|^j> ^L^äJLíIií JI^wj..................iíLl^jI .V
.jôJJI^äj...........................J3j"i^ ^LjlíI jj-o .v
.Ju Ju_*J lj OjJXÍJ  ^_L5"^0 ........................^
t^^z" ~ ^-*-> ~íS3J ~iS^jj ~ 3 ~^ ——^ — u5\_>iijJ — 4j —j|        .Ju-L5" J-oLS" tw—wjlj-o Jajj 3 4JLi| í-S^j^" L -V
^jJuii ........... J"^5 J"^5 oli .............. í|ôJ*_ol^>- ěUcL-wj OiijL^> • f'i^j O^J"0 fů--*-Sj-J 4_«jjJuo .......... j^J"*0^ ó"°
'f^JcS*0 ^j tj-^Lo ..............V^-««juo Jj-o .u>-mjI ol-\JLj|ii ............. Lol C-_«j| j^*i |ô|4.iL^- jl 1—5"jjjjiiLo ^£4jL>' .^.lij ^ol^jL^ 4.j ^.5"jjjjiiLo
^JJuUö i-3\j .............. ěUcL/j i-^-L> t-S'j jjjiiLo (^4.jl_>- .............
.ju_>laiLšI CuJ jôjV 45" ^L&U- T
.Ju l^-o Lo öl-\JLj|ii 4.jcoJ>j^j Ju-o^jj (^LÍ|
(^loj^-*li^>- (^|j\.i j.5"jLS" ^jLL*^ ^IdjlCo (^jlj^-^-^j
.v
'I^^JlS*0 O*0*^^ fjiiLo C-_«j^ii ^jJuii (^Ij-j -V
,.\..jS 4ÍL0I «lj» c^J f j V 45" ^IäU- .f .lijIli c^-wj^ii ^ľj> jjiijS* (^jlj ,_j^J-j Lol JulS*      (^jj^ V^-«-3uo 3I
liji ?Ju_wjL_*1i^o ffrJj-O j^j-í ?u>-mAjjc5* jôiilii Ls-*li 4.j la.JLiii 4.5" ^ju-S"
(djL>- ji) JaiČ : \ \ ^jJj-aJ
. Ju-LS" ^aau 3-Jj!--1 lj 4.Loj> . Ju-JÍJXj Ja^- Jj I jj j ^ Ju-LS* I
3uj lj ^jl .lijlii ii^j>^ Jal^ 1—3\j jjj OjJ-oj^ jl 1—3\jjÄ jii .Ju_lS*^o jlj"^j Ju_L ^_lS*^o ^L&l^>- . ^
Ju\j|^>^o l-
-li ěUcL>j /J4.ÄJ
?iijS* ^j-ď o^j^ j«>IjlS* iíL*_mjI .V ?j-jLwj& 4.j>- iwjLiS* (JjjI (^ojLjií L^_li jlôj .^f
S H AH S AVA R I  I ATWOOD
r ^
(<üU- j±) JLxil :^Y L _
_-IJ_l Jb-			y\,no -0bL«j jJL>
*3li - l$3ji ~ PiJi	Ju'Ulij - Jul^lij - ^jUlij	CJj_^o -_19j_.o - (fc.l9j_.o	
			
			
			ls^^'j "(*—"ls"0 _^
			
			
			
			
			
			
			
			
			jjbj.S'                    -^S^ C^z^S
			jji^ib —|öjb
			
			
			jbjS" jL - jL
			
			
			
			ji ~P^Pls*}'-
			
			
			
			6^3' "(•__'<_?*
PERSIAN OF IRAN TODAY
^\yj Jl»			y\,no -obbj JL»
			
			
			0^3^ " P3*ls*
			pojí ^Jjjjs - pif Lg* cŕh3
			
			
			
			
			
			
			^jôjS" Ol»IjIL«jI — i^j.S'^.o Ol»IjIL«jI
			
			
			
			ó15J5" ^ ~Í<^ls* ^
			^jb-Jj obLol — |ô^Jj^£»0 obLol
			lJjLl.b jljJ - bjb jlJ.5
			
			
			ó*5-A cťy^* ~ ^ĺ?* cŕy^
			ÓŮJ ^'j " pi j ls*
			LSjk
			Ó15 J5" jl^"
			
			
S H AH S AVA R I I ATWOOD
Pronunciation kJ>±>
5 7 Pronunciation I
5 7 Pronunciation I
.O
:Jujlo Cj^Lflj ^^-«5* ^-w-^LSol ^ ^vjjli jo 4.5* J>j-5* ^_*J&I^^ jl5* ^jLäIJuö i^^j Ljij"**^ tld jj "O*0"^*
. Jo-LS" 4j>^j J      Juö 4.j . Jo-LS" ^ Jo-LS" ^j£i^5" . ^
.Jo-L5*
(try to say geese in English. How do you pronounce the beginning?)
5 7 Pronunciation!
5_7_Pronunciation3    (^) ^
(t5J''j&      jj) "£'>?■
5_7_Pronunciation4 ^ 5_7_Pronunciation5 (^)
4j>^j I (^|juö 4.j .Jo-lS* jlj-^J 3 J-*J-S' ^jli^5* .^f
- oLo - ;L - aVI - I.
.3-       I - u^C
>Jo yLti^jn 4.5* ^jLäOjI^ t-^-oJ)* L Ij j.jj (^Lä4.LoJ> ^ J_*J-S* ^jli^5* JjLi 4j
oj^>-j.j j-jMU^Ij LwlilU   ^L&^jJLo Li XjS^o ^_SLo5* Lo-*li 4.j Jjjj.^j jjI .Jo-«*j^J_i ^^_Jj\j| 4j Ij 4.LoJ> ^Jjuo ^ Ju~l5* Io-o JjjjAjI L> C-jJ
5_7_Pronunciation6 (Oj)
.|ö|oJul^>- ^5"jLj 4j 45" C^-mjI ^jLl5* ................................................. Ij ..................................^
.................................................^ c^-mjI jfriAÄ................................jxLli......................................V
.jj, ^..............................................................AJ
.JkJjL ......................................... jL5* JjjI oj.5*^«J jSis ............................ pJb ^ijoLo . £*3j^q VL .......................... jl ^jt>^^- o^j 4JL«j      ^13^ .^f
5 7 Pronunciation/
239 PERSIAN  OF  IRAN TODAY
(ajb>- jj>) 3-*-o ij^-'jLj ;Y (jjj^j
.Jl^S* jIj^j 3 Joels' ^035* j3o^ jL ^Su ^j^^wj .i-\-i-i.*^>o Ja>-    jjj 3 Joels' Ij-*j ^3^(^.0 Jl*5Tj j!LJL*j (jl (^^j a5" Ij ^Ia.s.IS' 3 Jo-lS- ^035* A
Mimic the rhythm .jjIojji, ai^^j ^pjS aj UaJL*. .j-ji" ^Ji; Ij aLj>- ^stia>T ji-ji"
5_7_Pronunciation8   ( ^
i^j^**5" —AmLS" ^-»0
he kills, to kill
This is widely used in Persian in different context for different meaning. Here, it means that Nazanin will be mad at me.
5 7 Pronunciation9
©
9 ■
?l^!?(j3j^-
.^jb jl jl Y c»cbj -^jb jljl J L, ?Y c^L, -
?4^o jjlx> t^j-ojL L> —
^ jLT <l> VL» .LI, ^1 -
•S"Lj bji i^ljJ      jl     .(jJ^ Aj^jS ^j Ojlji -
!aA5"^ 3^ oiJjL;       A^Lj ... !,_jl3 -
.oJlJj ALJJ3J ^jilsS Aj LaA-b.^ |ftbj* .Jo-LS' jIj3*o 3 JOELS' (^135* .V
(.AlT^o j^ 3J j^i ^o^l (_gl3& 03jLj) (.oj3-i(_s^ 3J ^a-i5" ,_5La(j3jbj>- (J3jLj) -V (•^HuT0 ij'^tt k 3J 03p) -Y
j^Ju A.bj> j^ 3 ^9l j^b4j> Jv-J-S' Ol9^ -^-^ jlj^o 3 ^^-^ i^3^ •frJ}0^^ A.bj>- ^So Aj (JjJlo Jajj     jJ> Lj Ij A.bj> A^j (jj| X
5_7_Pronunciation 10 ( ^
(jLjj Aj La4.bsJ> A^Jfc .Jv-J-S' Ol9^ La4.bsJ> j.j 3 ^9l Aj •Jv^J-S' jlj5o 3 Jv^J-S' (j^i3J*" JuIoJlJj (jb£>3 ffr^ Aj Jajj     jJ> Lj AS* Ij LaAbsJ> (jj| .T
5 7 Pronunciation I I
(to turn on -a5" u^'^1'-        O-^j ^ Ij tsi^j^T ti4-^ -Y
SHAHS AVA R I  I ATWOOD
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«U ^^5^-» is a song by Marjan Farsad. Read the lyrics in Persian and underline the words you know. Find the song online, listen to it and follow the rhythm.The following link has the English translation. You can read the English and suggest a better translation.
https://www.youtube.com/watch?t=50&v=o2qXgUq5ei8
Memorize a few lines and be ready to follow the lines when it is played in class.
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Jujl^i  4^J>jJ   (^IjJ (^jIL^J *}L^_LJLu  j5"l ^ Jk_j|^?CJ Ij Ij
https://www.yo utu be.com/watch?t=50&v=o2qXgUq5ei8
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PERSIAN OF IRAN TODAY
Food in Iran is a fundamental part of Iranian heritage. Their ingredients reflect the geography of Iran, while the savor and colors accent the aesthetic tastes of Iranians.The cuisines are associated with so many social events -births, weddings, funerals; and many other ceremonies and rituals- that culinary traditions are intertwined with a country's history and religion. Iranian food is a very important and integral part of Iranians' life and culture, so important that its ingredients are very frequently used as metaphors for describing beauty. For example: "Moon-faced beauties have almond-shaped eyes, peachy complexions, pistachio-like mouths,
pomegranate colored lips, hazelnut-like noses, red apple cheeks, and lemon-like breasts. "Source: http://www.iranchamber.com/recipes/recipes.php
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Read the history of most famous and most popular Iranian dish, Chelo-Kabab at: http://www.iranchamber.com/recipes/articles/history_of_chelo_kabab.php
http://www.anissas.com/blog I /?p=6048
making bread in frar
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importance :c^o_l kind/kinds ^lyl is consumed :
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SHAHS AVA R I I ATWOOD
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PERSIAN  OF  IRAN TODAY
5 8 Readi
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Zoroastrian		Official language	
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SHAHSAVARI  I ATWOOD 244
I. Read the following advertisements and decide with ,    . ,\   <          ?   ,    , .1 • i .... 1.    ?t \
your classmate which tour you will reserve.Why?                ,.„.M    .   M     , -c-   ,.„., , . ,   .mi-   i i
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(source: http://www.silkfly.ir/lntours.asp)                                             * j-
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245 PERSIAN OF IRAN TODAY
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SHAHS AVA R I  I ATWOOD
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5_8_Reading4
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memory	
to forget	
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to get in touch	
adminestrative, clerical	
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247 PERSIAN OF IRAN TODAY
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SHAHS AVA R I  I ATWOOD
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5_8_Reading6
any more (when used with a negative verb	
half-naked	
beach, coast	
habit	dole
to scribble, doodle	
mustard	
beard	
to make fun of	^j   jS* ö j^Laa^O
enemy	,Jj-«-wJii
eveluation, inspection	
tool	jl>l
collar	
dance	
kiss	4_vj^j
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weapons	
hostage-taking	(J? Jiß^^ß
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5_8_Reading7
PERSIAN OF IRAN TODAY
On a separate piece of paper, draw the before and after pictures for the dancing scene and the kissing scene.You may use a dictionary (sparingly) if you need to look up a few words. You will receive extra credit if it is clear that you put a lot of work into your drawings
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PERSIAN  OF  IRAN TODAY
If they would help you clean the classroom.
If they like sunny, hot weather or a cold, rainy day.
If they have a niece or nephew.
If it snowed last winter.
What they have decided to do this summer.
If they have ever given fruit to someone as a gift.
What time they usually arrive home.
:_JI
How many times they usually was their clothes each week. If they eat salad after lunch or before lunch. If they like cloudy skies. If they have gotten any books from the library. If they are willing to get you a book from the library. If everything is okay and if they need anything. If their street gets very dark at night. If they know how to make an omelet.
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to buy
to shop   ^bji" buj»
2.You are hosting a dinner for a few vegetarian (jb» oLf) friends. Using the new vocabulary, discuss with your partner what you will need and what to prepare
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SHAHS AVA R I  I ATWOOD
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If they think your bag is heavy.
Where they park their car.
How they come to campus every day.
If they have problems parking their car.
If they remember their very first day of school.
If they think your bag is light.
What the best way to get to the closest coffee shop is. What car they would like to have. Which singer they are in love with. What complaint they have about school.
When they make tea, do they pour water first or put the teabag in the cup first.
253 PERSIAN OF IRAN TODAY
_9_Speaking I (^)
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umbrella :yu> ! hurry up i^jiL jjj :! ^ 4.1« i4JL>tc hurry, hurry up
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l"ll come get you.
for this reason
to take off [cloths or shoes]
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In Class:
I .With your partner, practice the conversations a few times. Then, write a new conversation and act it out in class.
2. Utilize the new verbs from the recent units to discuss with your partner what to do on a date. What do you say/discuss?
Where do you go? What do you bring?
3. Role Play: One of you is a teacher, frustrated with a lazy, disrespectful student. The other is a troublemaker who is sick of being told what to do by his/her annoying teacher.
Use the proper command forms to address your partner.
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SHAHS AVA R I I ATWOOD
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255 PERSIAN OF IRAN TODAY