Peace Corps Introductory Persian

Introductory Persian
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PREFACE
,
I would like to acknoWledge.firat of all the International

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

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

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

INTRODUCTION FOR THE TEACHER
This Inti'cduetion is written for the language

instructor who will be
teaching the lessons to follow. It consists of a brief outline of how
to teach this cOurse. It; is intended, for
a per-on untrained in linguis-
ties and does not pretend to be a
resume of the methodology of language
teaching. This introduction will
be supplemented by a short course and
practice teaching.
r
Each lesson of this language course
consists of a dialog followed by
pattern practices -r various types.
During the first part of the course,
a
the dialog will be no longer than 4

to 6 lines in length while longer
dialogs will be included after the:
students have acquired some fluency.,
1. The Dialog
The first step in teaching a lesson is

to have the students memor-
ize the dialog.
1. Say the dia og through once.
2. Repeat each sentence of the dialog twice

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

speaker and the cla s
takes the role of the second speaker.
5. The roles are re e d: the teacher takes the second speakert

part and the class taken the first.
6. The clas divided'in half and the dialog is

repeated again,
each half taking a part.
Individual student- take the part of

the first or secona
speaker and the teacher takes the opposite
par
4
The final- tep have the students repeat the dialog
among themselves, individually.
roblcmsinTeacbinthe ialog
1. If the students seem riable to repeat a long sentence, break
the sentence apart by phrase, beginninff, at the 3nd

of the sen-
tence. For.example:
cWrs mide.
inglisi d2rs mide.
ran inglisi dmrs mide.
an inglisi efers mide.
bradre j.nthid dalr tehran inglisi dxrs mide.
It is important to break the sentence up in this way so that
the intonation.pattern remaIns constantly the

same.
2. It is important that the students do not give

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

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

portant that you be carefUl not to pick up an "American
accent.
It is especially easy-to pick up English
intn1 tion paterrts af-

ter listening to the s udents say a Persian Sentence with
English intonation over and over. You may find other Persian
sounds such as /r also changing after many repititions.
This point muAt be watched in doing drills also.
Use only your own natural pronunciation. Do not sound like

Rad 0 Tehran.
Do not translate any unit smaller than those found in the dia-
log with translation. In other words if dwrs mide is, list-
ed in the dialog as meaning "he teaches" do not explain that

/rs/ means "lesson".
The dialogs for at least the first half of the course will
be very short.
The sentences-in the dialogs mill be sentences that contain
patterns ba-
Sic to the language. After the student has memorized one of these pen-
tences, he has memorized a basic Pattern.

The next step, then, is to
enable _im 10 uSe this pattern in saying other senten
es. The pVrpose
f the drill or pattern practice is to make him fluent
in the use of sen-
tences similar to the one he has memorized.
e n Practices
Pattern practices are of different kinds all of which will be di

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

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

1. The t acher repeats the basic sentence several times,
'having
the students repeat with him, and:then after him.

Usually this
sentence will be one from the dialog.
The teacher gives a cue by means of a picture or a

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

5: xaharrm dar amrika zendegi mikone.
ahmram dar amrika zendegi mikone. per

5: pedmrnm dmr amrika zendegi mikone.
Some kinds of cues you may use are:
word T: in ci-e? ke 8: ln ketab7e._
picture T: in ci-e? (point to .picture of a book)
5: in ketab-e.
gesture T: mmnzeletun nmzdik-e? _e negative gesture)

S: mmnzelmm razdik nist.
The teacher should always repeat the correct

response after
the student(s).
Do not repeat a drill more than once substituting

he items,
in the same order. The students- ill memorize the order and
will learn nothing from the drill. Give the cues in a:differ-
ent order each time you do a drill so that
you=have their.full
attention.
7

t ough pattern practices are used primarily to teach
tical patterns, be sure and notice which students are making
'uthich mistakes in pronunciatiOn,sothat they may be drilled
after the,completion of the drill.
.The responses to each drill should be done as a gro-_-
and then, after the class has reached same fluency, the drill
should be done with the individual. Tne drill should be repeat-
til the re s absolutely automatic on the sart of
each individual.
7. Be -ure'to retain yeur natural intonation and pronuncIation at
your normal rate of speed.'
8. New vocabularyJ that is used in a drill should be introduced be-
fore you start the drill be baying studentt repeat the new wordt
after you until they know them well. New vocabulary will not
often be more than five or six words. New vocabulary items in
the drills will be marked by an aster2.s1c ( ).
4. -Types of Pattern Practices
Simple Substitution Drill
In this drill one word is substituted for another, always in the
same place in the sentence, For example:
T: mmnzele mmn nmzdik-e. soma
S: mmnzele soma zdik-e.
T: mmnzele kma
,Iemeer
nmzdik-e.
S: ieñzele ma rezdik-e.
in' impl-. substitution drills, as in-all other dri ls- you
should give only the substitutions listed in the drill.

-6-
Subst tution Dril
This drill differs from simple substitut on only in that sub-
tituted items may be said in two or more places in the sentence.
For example:,
T:, mmnzele mmn nmzdike.
S: mmnzele mmn dur-e.
T: nzele mmn dur-e. àoma
S. mmnzele 'Soma dur-e.
T: mmnzele ooma dur-e. masIn.
mahne soma dur-e.
Multiple Substitution Drill
In this drill the cue is more than one item. It maybe any
combination of the kinds of cues. The studen response,
then, changes the basic sentence n more than one way. F

example:
T; mUemettm inglisi midune. s poin
S: bmradmrmm inglisi midune.
t is important that the first cue be for one positIon in the
sentence and the second cue for another, and that the student
knows where to put each item that is cued. It doesn't make any
difference which cue you put first long as the order of cues
remains c nsistent.
Most multiple substitutioq drills will have no more than two
cues.
Forced SubstItution Drill
In this type of drill, the teacher gives a cue Which

force
the student to change not only the one word but
something else

as well. An example of this is when the teacher gives a new
subject to the sentence, the student must change the

verb end-
ing as well. For example:
T: ma Mirim sinema. kms

S: soma mirid sinema.
er example is the negative:
T: fereydun dmr tegzas zendegi mikone. nmxeyr.

S: xey, fereydun dm r tegzas zendegi nemlkone.
This type of drill may include substitutions or forced,sub-
titutions.
T: pedmrmm crs mide. inglisi
S: pedormm glisi dors mide.
T: pedmrmm inglisi dors mide. msdr

S: pedmro marrom inglisi dmrs midmnd.
Remember to start from the end of the Sentence if the tude

are not able to repeat a long sentence the first time.
Be
surato watch for mispronunciations and wrong intonatio
:onversation Drills
These usually will consist of the teacher asking a question
and the student responding with the correct answer.

The answer
may be cued by,the teacher or not. The former type WilI g0
like this:
T: boradmretun dor amnika zendegi mikone? nmxeyr

S: bmradmrom dmr amrika zendegi nemikon,.
In the second type, the student will respond with e-

answer_he can say, as trutbiully as he wishes or is possible.
onuncation Drills
explanation of drills for pronunciation is included here 81-
though pronunciation drills do not occur in all of the lessons.
Pronunciation drills will be, for the most part, simple imita-
tion of lists of wo do or -=_ ences. These drills will be on
sounds difficult for the English speaking student, such as /q/
/x/, /r/, A/ and /a/.
1. Have the students li ten carefully the first time. Point
out the,sound that they should listen for. ,Then say the
words or whatever material is included in the lesson).
2. Lists of minimal pairs are included in pronunciation lesson
A Elnillal_Ela is a set of two words that are identical --
cept for one sound. Minimal pairs are used to show stu-
dents pronunciation distinctions that they should make in
order to be understood. Note that the following minimal'
pairs are exactly the same except for the pronunciation of
one sound:
/xali/ kali/
/mikmnde/ :/mixmnde/
/higt/ /hmst
/d- / /dad/
Lists'of minimal pairs will be included in the textbook.
When students begin to substitute an Engl ah sound for a
-Persian s-und, stIch as /k/ fo /x/, you will be able t
refer to these lists to drill the stlylents thq :41rfArrmcp.

-9-
You should, however, be atie to make
pairs on the spot.
Ey placing emphasis on minimal pair-

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

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

and the students repeat
the other one. Or have them tell you whether it'i_
one or two that you are saying.
Teaching intonation involves slightly differeht

problems.
Intonation for statements
and sentences may be drilled by
imitation or by asking questions
or giving statements and
having the students transform the statements
into questions.
In sothe cases, when the students continue

to say Persian
sentences with English intonation, it is helpfUl
to "_
the sentence by leaving oUt all the
words and saying the
intonation using 'ml or tdat. For ex
Minn:1MM M_MM Min

Se_Aadadada _ad
adada dadadd (37
dadada
Another problem you may encounter while

teaching the inton-
12
ation patterns is biliYding up a question from the end of
the sentence. -Ydu may have the:tendency to hUild

up ihe
sentence using the statpent intonation and then, after it
is complete, change the intonation to a question. In other

words, you-might do this:
dors mide.
inglisi dors mide.
inglisi dors mide.
boradmre i dEers-mide.
borattere mU inglii dors mide?
L..-----n-bizillin-uPuestigAinteachhr"etha-vemus
the_question intonation. In other words, you should do this:
dors mide?
inglisi dors mide?
mli in lisi dors mide?
boradore'Mli inglisi dmrs mide?
boradore mli inglisi dors mide?
Review Drills
Review drills of all the above types will be included

in some
lessons. Do these drals bef9re you teach the dialog for the
day or any new drills.-
lementary.Conversation
In addition to the regular lessons destribed above,

upplement-
ary lessons will be drilled by the teacher.
These lessons will'
differ in that there will be no English used.
They will con-
sist of easy phra es and sentences that for the most part. will
13
-he asjer and s er er than those the regular lesson.
The pUrpose section of the lesson is to drill students
in giving short aftwers and asking short,questions

aswell as
building Vocabularyjespecially conerete nouns and vocabulary
useful for the classroom). The patterns will be simplified ver

sions of grammatical patterns that they
are learning or haVe
learned from the regular'lessons;
At the beginning the supplementary conversation lessond will
be very short, with the-purpose of increasing

vocabulary. 'There
will be charts to'accompany this part of several:lessons.
-
AS the lessons progress, however; this section,of

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

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

-12-
-point introdue early can only contuse your students.
6 Translation
Avoid translation if there is came other meanSpossible of convey-
ing what the word meanS. If the cue is on a chart or can be given in 1
same other way, it is by all means advisable to do so.
4awever, dete to the 'monotony of these kinds of drills, it may b
necessary to check on the students' comprehension by askiAag them the trans-
lation of a sentence somewhere in=the middle of a drill: This shOuld not
be done too often, but often enough to keep them aware of wilat is,going
It id easy enoukh foi)a student to give the correct response with-
haVing the.slightest idea of what he is saying.
of-Lessons
r
.There is no way to determine exactly how long it will take to do a
single length of time will be determined by haw fast the ,
,fitudents master the patterns of the dialog and how fastthey learn to
manipulate them through the use of drills. Go just as-fast as the class
can and no iitAer. Do not leave,any student behind/. The only'way that
language skills any other skill such as swimming or MUSIC can be
learned correctly is with practice and more practice. Do not become im-
patient and go on to another drill just because you are tired of the one
doing
une lO 1966
Donald L. S lo
DS: S

GREETINGSI
1: smlam hale sonia c
2: mersi, bmd nist. hale s

/
cetor
1: bmd nist, mersi.
"Hello"
hale-game cetore
"Haw are you?"
mers
"Thank you"
bnd nist-
"Not bad"
16

2
PIMENIARy CONVERSATION
The foil -1ernntary material should be lesxzied during the first
week:
Li on 1 for recognItion onl-r): tekrar konid
telinfoz konid
Leeson 2: xod&fez
Lesson.3a.:- ilmvab bedid -eco
-bettrmaid
o T
(SubstItute names of elasa m.bc, , teethe
17

Pronunciation Unit 1
e sounds that must be lycdistinguished in Persian.

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

typi
eed"
-
f( ."plain, desert" /dattt/ "he had"
Al, you compare, is simil !tau

sound in "cat". The English
sound often changes in quality before /m/,
1/. 'Mu t be
0
carefUl not to give the Englien.qmlity to this sound in Persiah.
Listen to the f011owing woxds p onounced-by an Iranian and

compare them
to your own pronunciation:- fEnglish words whiCh sound similar:
Persian
"chap"
/.
e"
sad"
/pmst/ "Iasi"
eth
Ilm311/
/dmst/ "dashed
It is important to remember that these sounds

are as different in Per fan
p/ and /b/ are. If you do not make the distinction betweed
you will bemisunderst od.
nunciation.Drill 1.1 -imitation
bad
cap
18

Pronunciation Drill 1. cont'd)
zad
ECZ
az
dedgt
dat
pees pas
mad'
na
dam
saf
Pronunciation ill 1.2 Now -te he7 folldwing words..
damad:
mradr
krzneorbeend
mriba
ommmn
cZer
'known
(The teacher should becarefal to nottce if

the students substitute
a/. If they do, the following minimalliairs may be dril1ed0
t=
mod
na no(h
darn dom
sad sod
.4t
19
5
(If t e s udent subititutes the English/o
as in Hdogtl, "fall", the
followingvords should be ctril1ed0
Pronumbiation Drill 102 (cont'd)
bar bor
dar dor
ler lor
The Per prove difficult for some English Listen

to your teacher as he. ays the following list of wordsi
fmranse
dmr- mdde
:bmrf mizmne
_iraz
This soungalmost like the "r" in sh) is made by a short flap of

the tongue against the alVeoler
idge) behind the front'teeth.
Do not confuse this sound with English /1 or/d/. Practice the'following
words
uncjation Drill 1.3
dir
dur
rus
rast
bora,

6
Be careful :,t to change the vowel qual±ty before or 'after /r
Pronunciation Drill 1.4 Pronounce the following / / /a/ minimal pairs

which contain the Persian /r/:
b-

LESSON 1
dialog
brother
dmr
amrikit
America
zendegi mlkone
he, she lIves, is living
Jra&rm dnr amrika zendegi My brother lives in America
mikone.
'mat migid?
really?
unju
there
kone , he works-
migid unja kay miko e? Renlly? Does he york there'
bnle yes
tegz4s
Texas
dArs- rade
he teaches
.dmr tegzasdrs iide. Yes, he teaches in Texas.

4
dialog
Jamshid:
anrikg zendegtmlkone.
George: rfist 'mlgid ?. unja kgr salkone%
Jamshid: Wile,dnr.teguis d:Srs midq.
22

8
Drill la Simple Substitution
d dmr tebrar dmrs mide.
(In
fereite
-101r41 1.2 Sipple Substitution
bmradmrmm_ dmr amrika zenclegi mikone.

pednrf
madAr*
dutt*
pedmr
bmradmr
dm-
Dril Sipple Substitution

dust= dmr amrika dmrs mide.
tegzas
esfmhan
kalifornia
tehran
51raz
nyu york
iran
Drill l.L ee Substi ion (substitute any item in DrI11 '1.3)

T: unja-kar mikone?
S: bmle, dmr drs mide.
I (1

9
Drill 1.5 Simple Subs itution
pedarizm dmr tehran zendegi mikone.
kar mikone.
dzxs mide
kar mikone.
zendegi mikone.
dmrs
kar mikone.
Drill 1.6 Complex substitution
toradmr,411 dr amnrika
zendegi mikene.
tegzas
ikone.
esfwban
kalifo nia
zendegi mikone.
t ehr an
dmrs mide.
ferete
tegzas
fereydun
te
madalmm
'araz
yoyork
dust=
iran

10
DrIU 1.6 cont'd)
dustmm dmr iran kar mikone.

0,
sirin
zendegi mikone.
kar mikone.
tegzas
pedmr=
Dr 11 1.7 Free Subs ution
e students should repeat the dialog In pars, substituting any ve-
place name or subject they wish.)

11
Pronunciation-Unit 2
.Pronung ation Drill 2.1 Listen to and practice the following words-con ain-
ing the so s /a/ d./m/.
bmd bad
bmm bam
mmst mast
hml hal
smf saf
mb ab
This lesson introduces the new sound /x/.

Because this sound is not
found in English, you are likely to substitute the English
sound /k/.
Listen to the following paIrs of words in Persian and imitate:
Pronunciation Drill 2.-9
xub kub
xar kar
xol kol
xog kog'
xam kam
xase .
kase
xal
xord kord
Some English speake:..-s substitute the English sound /h/. for Persian
.X. 4 x/.
It iS important to remember that in Persian /hi') /k/1 and /x/ are three
different sounds that di tinguish meaning.

3
Prbnunciation Drill . 3
xan hen'

12
Pronunciation Drill 23 cort'd
nx %ah
xe, he
-xal hal
xeSt hat
Pronunciation Drill 2.4
1 2
har xar- kar
hud
hol xol kol
hal . xal kal
han xan

13
LESSON 2
dialog a
'etun your
danesga university
bmaradmretun dr danega dmrs Does your brother teach at a univ

mide?
-fizik
Phys
-o and
imi
chemistry
bmle, fizik -s mlde. Yes he teaches physics and chemistry.
pms
inglisi English
itmten for sure, Undoubtedly
xub well
mid_ e he knows
G: pzes h.:ell nlisi xub midune. Then be tto doubt kn_ lish well.
xeyli very
herf mizmne he speaks,
J: hmle, inglisi xeyli xub lye Yes he speaks English very well.
mizmne.-
IE SON 2
dialog_a
George: bmraalretun de. dane.ggA dlrs mlAe?
Jamshid: '1e, fiziko tsnI s Diide

George: ktti -si xub mIdune.
Jamphid: e, inglist xyli xib= 14.rf mIzmne.

Drill 2a.l Simple Substitution
dmrwm inglisi dmrs midi.
Eaponi
er7
espanyoli
rusi
fizik
Drill 2a.2 Simple Substitution
dust= izgitsio farsi lurf mizmne.
espanyoli
mrmbi
rusi
ZapOn
inglisi
.
rusi
esloanyoli
zaponi
inglisi
Drill 2a13 Simple Substitution
pedmrmm 5imio fizik dmr
farsi
mrmbi
espanyoli
imponi
inglisi

15
Drill 2a.4 Dcpansion
inglisi rub midune.,
inglisio farsi rub midune.
inglisio farsin espsnyoli b midune.
irglisio farsio espanyolio rusi xub midune.
fizik dmrs mide.
fiziko gimi dmrs side.
fiziko 'am o'farsi dxs side.
fiziko simio farsio bio141* dmrs side.
dmr tegzas fiziko isio farsio bioloii dmrs mide.
Drill 2a.5 :Complex Substitution
dustetun inglisi hmrf mizmne.
haradmr
pedmr
xahmr*
dust
(-etun)
De
ireradpr

3,6
Drill 2a. cont'd)
dustetun inglisi jf mizmne.
'pedzer
etun
dust
Drill 2a.6 Multiple Substitution (Repeat Drill a 5 substituting both

items at the same time.)
Drill 2a.7 Expansion
dmrs mide.
psd.zELt_un dmrs mide:
pe etun inglisi dmrs mdde.
pedmretun inglisio espanyRii dmrs mide.
pedmretan inglisio espanyolio imi dmrs midi.
pedetuninglisio espanyolio 151mi xub dmrs mide.
pedmretun inglisio espanyolio %imi xeyli xub dmrs mide.
pedmretun hmtmmn inglisio espanyolio timi xub dmrs mide.
Drill 2a.8 Free Substitution (If time allows, dialogs one and two
should be repeated by all students. Free substitutions
of proper names, place names and subject names should be
encouraged.
31

17
LESSON 2
dialo
koji-
where?
zendegi mlkonmnd
they live, are living
pedmro madmretun koja zendegi '1.1here
mikonmnd do your mother and father live?
3: zendegi M4komend.
They live ia Shiraz.
G. pedsretun upja kar mikone?
s your father work here?
no longer(with negative verb
he doesa't work
no,
eyr. pedmr= dige kar No, my father \do

-nemikone. a' work ny longer.
LESSON 2
dialog, b.
George: pea;ro adretun ko A zendegi mlkorend

Jamshid: girin zendee mikonund,
George: Pediretun urj k.r zakone?

,Jamshid: nAxeyr, pezm dig& 'n&mikone.
32

18
Drill 2b.1 &Implex Substitution (Revie
bmradmram inglisi dmrs mide.
farsi
bmrf mizmne.
'midune
pedmr
farsi
inglisi
ne
midune
dmrd- mide.
Drill 2b.2
pedmro madmretun giraz zendegi ',ikorncL
tmradmr
madmr
xaher
bmradmr
D ill 2b.8
pedmro _ dmrimm. farsi xerI.1 xib mjcIuind..
-etun)

19
Drill a. 3 (cont'd
ped2ro medmrmm si xeyli xub m dumnd.
mm)
-tun)
*Drill 2b.4 Multjple Substitution
,pedmro madmretun dmr nyo york farsi d.
madmr bmradmr
pedmr x-
pedmr bcel
bzerada'r
perlmr madmr
madmr xater
Drill 2b.5 Multiple Substitution (Repeat Dril12b."1- usin$
Drill 2b.6 Forced Substitution

-
p dmro madmrmm av-zendegi mikonmnd:
pedmro bmradm
dustetun
jimmhd
alio jmes'id
V.
vaido fereydun
dudtmal
--baertamrem
madmro xahmmm

20
Drill 2b.6 cont'
x -.. iraz zendegi miko
pedEaretun
ferate.
Drill 2b.7 Simple Sub itution (Use'the Infinitive as a cue.)
pedromadrn dmr tegzas zendegi mikonand.
kar ikon-
dur mid-
zendegi mikon-
kar mikon-
dmrs mid-
Drill 2b.8 Complex Subs ution (Use infinitive cues for verbs.,
bmradmretun dmrs mide.-
pedmro madmretun
dustetun
mikon-
bmradmro xahmre un
zendegi mikon-
dustmm
inglisi dmrs mid-
pedro
inglisi hmrf
jamXid
jmaido fereydun
farsi dears mid-
inglisi

21
(Give a short explana ion of the "no" gesture in Persian

and use it as a
visual cue for negatièn. Point ci'L that the-word stress of the inflected
verb moves from when the word becomes negative. Have the
-students imitate the following pair
1
kár mIkcne kAr n6mikone.
zendegi mlkone zendegl amikone.
dbrs
hadrf nalizmns
midune némidune
Drill 2b.9.1 Simple Substitution (Use in 'initive as cue for verb.)
a. bmradmrmm dar iraz zendegi nemikone.
kar nemikone.
j
drs nemide.
zendegi nemikone.
ker nemikone.
dmr nemide.
b. xretun±'5j xeyli xub hmrf nesaiz=e.

nemidune.
daw s n ezu i d e
hmrf nemizmne.
nemidume.
dars nemide.
,Drill 2b.9.2 Forced Substitution Oive negative gesture as clue.
Iaponi xub inIdune (neg)
inglisi xub hmrf mdzmnmnd. (n g)
dmr iran zendegi mikonmnd. (neg)
dmr dane'gga kar ikone. (neg)

21a
Drill 2b.9.3 Ferrced Substitution (Make affirmative gesture a cue.

t
dmr tegzas zendegi nemikone. a
farsi hmrf nemizmnmnd. (aff
gind xeyli xub nemidune.
inglisi dmrs nemidmnd. (aff)
pedmrmm 4poni nemidune. (af
Drill 2b.9.4 Forced Substitution (Give negative or affirmative gestures

as cues where indicated.
dmrmm espanyoli xub nemidune. (aff)
madmretun dmr danaga dmrs nemide. (aff)
.pedmrwm:unja kar mikone. Cneg
glisi xeyli b -idunmnd. (neg)
bmradmretun f ai xub hmrf mizmn neg)
unja zendegi mikonmnd. (neg)
uhja kar nedikene.
fiziko gimi dmrs mde. (n g)
Drill 2b,9.5 Conversation with Cue Given Do not elicit L.5=1

bmle or
with these questions.)
inglisi xub hmrf mizmne? (neg

Xaponi,xub hmrf nemizmne? (aff) -
dmr danegga inglisi dmrs mide- eg

unja kar nemikonmnd? (aff)
bmradmretun unja zendegi nemikone? (
unja farsi dmrs nemide? (aff)
jmnigid gimi xub midune? (neg
jaaido mli inglisi nemidunmnd? (
Drill 2b.1O Complex end Forced Substitution
brada&m &r arnrlka zendegi mikon,
pedmraim

22
Dr 11 2b.10 cont'd)
pedrrmm dmr tehran zendegi mikone.
siraz
zendegi mikon-
peazro
anzika
:tram
mikon-
(afil
tegzas
esfrhan
neg)
hmradmrxm
varngton*
zendegi kon-
. .
madmro teradmrmm
y.
slraz
Iran
__'dy
amrika
tegzas

Drill2b.10 (cont'd)
pedmro radsrm dmr tegzas --s midmnd.
zendegi mikon
roadmram
tehran
_etun
neg)
D ill 2b.11 Free' Conve sation
S pedmro -__dmretun koja zendegi mikonmn

1
$ unja kar mikonmnd?
S.
-2 .
haraiaretun koja one
-02 fEoanse midune?,
ped.retwi in1izi midune?
pedmretun inglisi dmrs mide7
54 madmretun kar mikone?
s4 (if affirmative: koja kar m ne

(if negative: pedmretun kar mikone2)
ro madmretun dmr tegzas zendegi mik_ d?
5
pedmretun koja-kar mikone

24
brill 211?ll con d)
$6. bmradmretun espanyoli bmrf ni e?
S6 bmradmretun fizik dr8 mide?
7 etun kar mikonmnd?
koja zendegi mikone/
cVers mide?
pedaetun koja kar mikone/
40

25
LESSON 3
dial° a.
sem. you
faranse French
fmranse -id? Do you speak FrenchT
)cmmi
a little
I understand
kiemi mif Iaderctnd a little:.

isi midunid? Do you know English? tr.1
I stu
ga Yes, I study English-at the

University.
LESSON 3
dialog a
George: nag mlum1d7

amshid: za'xeyr;---kimi mifahamm.
George: inglisi midunid?
Jamshid: bnle, mmn dmr danegingli4 mixunmm
41

3a.l
hmrf mmnmm
nn zendegi mikonmm
mmn kar mikonn;
drs midnm
mmn midunmm
mmn mixunma
fmhmom
f mizmnid
%Soma zendegi mikonid
Boma kar mikonid
dmrs midid
midunid
a mixunid
oma mifmhmid
Drill 3a.2 Multiple Substi ution
namP If mizmnmm
goma
mixun-
.=
mmh
degi mikon-
-Pe
dwr d-
peo macz
soma
42

27
Drill 3a.2 (cont'd)
Ooma midunid
nifc2hm-
dars mid-
xahmro
zendegi mikon-
midun-
immIido wli
mif2hm-
fereydun
mid- _
Drill 3a3 MultIple Substitutio (Elepeat D 11311.2 n the ne ve.

Drilr3a.4 140.tiple and Forced Subtituton
daneaga injisi inixuzm .
asmr ka
dors mide.
dustm
par
ftcranse
ran
43

28
Drill 3a.4 (cont:d
ramn d paris taranse
farsi
ped:ere tun
.-az
mid-
hran
rusi
neg)
Diill 3a.5 Multtple and Fo e d Substitution
jnid inglisi xub hmrf mizmne.
mon
E6ma
quest
midun-
neg)
mi4nhm-
a ent)
trual
4;1

29
Drill 3a.5 nt'd
-(que3tlon
e anyoli
tatement)
fereydiSno pei
question
midun-
neg)
mid
aff)
Drill 3a.6 ee Convera io epeat Drill 2b.4)
45

CIATION UNIT
Iesson introduce e Persian sound g/ This sound has two major var-
ons depending on the position in which it occurs within the word. When the
is at the beginning of a word, you can pronounce it by putting the back of
tongue as far back"as you can (in the uvular position ) and keeping it in
that position, " Another way'is to repeat the wOrd /gi/, slowly
moving the back Of the-tongue back as far as you can and, at the same tirnj
chang the /i/ to /a/.
Iisteh to the teacher pronounce the following words:
qaf
;gaz
qtmnd
qxvi
gol
gom
qix
Now repeat the following pairs of words which show the contrast of /q/
with /g/:
Ttonunciatign Drill 3.1 -
gol gol
gom- gom
qaf gaf
gaz gaz
gar gar
gir 46 gir
gu

The following words show the qontrazt bet een .an k
,
'a.Onuncia on El-ill:3.2
gol
.gaf
gar
gal
ku
The ollowing list shows the wntrast of and /x/:
gol xol
qar xar
qali xali
qmnd xmnd
qu xu
n ciation Dril
g=mri gesse qodrat
gatel qermez qor _
gafele geble gorub

gazi geyr qosun
quri qmmgin giyas
guz vblmn giyafe

quti qmt qableme
LiSten for the different pronunciat on of this solind

when it oc curs in
.
the middle of a ord. Whenever this sound occurs between vowels or befo e
certain consonants, it is a fricative and not a pp. This means the tongue
in the seine position but the air is alloWcd.to pass through.
4 7

32
aqa cgat rogmn
baqban tagribmn
ronunclatiori Drill 3 5
The following words contras /.4 in medial'Po t on:
borgi bmrgi
aqa aga(h)
The contraSt of fqJ With /x edial-posi ion, is e:xempl a by:
tmgri timxribmn
bwrqi lerxi .
onunciaton Drill 3.6
baqéla
oqab
zoqal
hqiqi
tvcidim
eqbal
Pronunciation Drill 3.7

_
If /q/ occurs at the end of the mord, either pronunciation is acceptable .
Variation depends
, - on the individual speaker, or b th may be used. Examples of':,
/g/ at the end of a word are:
otaq
,ojaq
daq7
scam"
hoquq
48
LESSOT 3
dialog b
yad mi
/earn
neve
writing-
nevegtmn,yad migirid?
u learning ing?
hala
now
frqrt
only
mokaleme
conversation, dialog
yad migirim
we learn, are learnin
nnxeyr, ma hala froot mokaleme No,
yad migirim. e are learning only dialogs now.
morllem
teacher
-ba,
with
ba mcllemetun i.nglisi. hnrr
,n4mnid? Do.yqu speak Engilab with your teadherl
bitr
ritexeyr, ma. Pis
sliedi mostly PersIan.
miAnnim.
dialog
Geo gei nevettAn mIgirid?

Jamsbid: hnxeYr, ma hail
George: pa mqn114metun inglisi h4rf mIzienid?
Jamshid: ntexeyr, ma bigtkr farsi liArfiaZmhim.
49

34,
Drill 313.1 omplex Substitution
ba mdBllemetun tnglj8j horf mi nam
pedsarom
id
pedmro madmr
11mrf rn-
ba xshmrmm zendegi mikomm.
pedmrtm
kar mikon-
pe rmm
aendegi mikon-
dusts.=
amllemmm
horf mi
D11.11 3.1)12 Imitation Repeat once in ive --A once ins egative,
nglisi hmrf mizmnim

.
tegzas zendegi mikonim.
inglisi midunim.
farsi ynd migirim.
50

'35
Drill 3b.2 (cont'd)
jjni dors midim.
ingiii mixunim.
dor amrika kar mikonim.
espan1i yad zuigfrim

rusi mithim.
foranse midunim.
:Drill 3b. Forced Substitution C lex
farsi yad migirim.
soma
mon
pedoro macler
mite
ma
mid-
mrobi
mon
mokaieme
neveston
jomlido reza
Drill 3b.4 Forced Subst_u -n Complex

men inglLsj
soma
51
36
PE111JILI -c 'd
coma d.
ansabi
yad migxr
,inglisi
farsi
midun-
n4S3-isi
mid-
airebi
d gir-
Drill 31?.5 Forced Subst tution (co x )

(Repeatalternatixg affirmative
and negative among the substitutions.)
52

313 6 Simple Substtuton
Enort mokaleM yad
neveittn
farsi
inglisi
inglisio fars
0
mokaleme
mmbi
farsio mrEsbi
nevaten
Drill b.7 Forced Substitution (Complex
qnt nevestm yad ni irim.
(neg)
wan
-tarsi
msd
torki
inglisi
farsi
yad migir

TTT L'etE ) (paluoo
qAbaj Texe; plit& TZTur
Ts
2
sazP
pait
pIasam
Ts
AUG=
'MOO
unppu
ToTT9sT
tqaum
TIM
XUJ Ts
-PT
PTITaggP
sTt

39
Drill 3b.8 Free Conversa ion. A-k each stud.ent two questions.
1. sona farsi yad migirid?
aubi h2m yad micirid?
2. oma almani midunid?
fz:ranse hmm midunid?
aImani midunid?
franse 'ram mid id?
soma farsi xub hmrf miz2nid?
rusi Item idunid?
5. mokaleme yad migirid?
nevest2n 1m yad migirid?
6. .inglisi dmrs midid?
mokaleme drs midid?
almani yad migi id?
mzn farsi dr idmm?
ba soma far fmi

soma b- -cmilemetun farsi Yr2rf mizenid?
9- pepro ma&nretun ba orna tarsi h2rf nd?
tft7rad=creun ftranse midune?

. 10.
rma ba bmradmretun inglisi 1rf raiz:mid?
'kma ba aqaye mlmvi 'arsi 1rf mimnid?

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

Drill 3b.8
13 aaye ivi ba aqaye mermsi jijsj rf mizmne?
awe =Wit espaabli midune?

14. ama ba xanume ;Brifi espanYali herf mizmneY
aYm kelinton (Clinton) ba ;oma farsi bmrf mime

41
LESSON 4
emsab
Cekar mikome What are they doing

1: jemIlido jorj emImb eekar What are Jamshid and George doing
mikonmnd tonight?
&levet inintation
darend they have
eamb domvet xnd. 'They are invited out tonigh
eetor how, haw about

kar darid? Axe you busyl
ama ceorf kar d id? _ow about yoU? Are you busy/
2: nexeyr. kar nedemmm. I'm not busy.
dialpg_a.
1: jmdo j rj -emIkb cekgr mikomenq

v
2: emsab demNdt carrnd.
1: ;oma eetor/ kgr &mid?

A
nexeyr. nidairwra.
57

Lta.1 Forced Substithtiôn
do jor, ab cekar Mi1OInC1.
raderettin
pedwro macteretun
mcmllemetun
'dust=
pederettut
jorj
haradurtem
CCOIT ex Subst Substitute, one at a time, any of

LO jt listed.)
pet:UT -cTra &moot dar

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

43'
ill Ii.a.3 Forced Sa titution tudents shoUld not include stibject

in the re- onse; only the verb ending should bechanged.)
tEele,
xeyli kar daxmru.
a
(son.
(jemsido'
(pedmro ma_ etun)
(peaammo momllemetun
(men)
-(soma)
(ma)
rlU Ia.1 Forced substitution (Beeat DrIU he nega_ e
59

44
PROUVCIATION iiNI T
Prornpcation Dill 41 Imitate; ,
rok
winds
bendi
aeyx bmd Mir
our
xod
noxod
mxtmr nshid
nixab nmx niluger
b6xorid ir
v
tlexeridmm _ h-xses sir
mmsnmd bisrid
xan ris b;barid
saxten ayesgs
mrmbi
xis -s barun
xiar bord
xiammt dif aerm
bend reza gorz
hmnuz gorbe
v
road
pert
-

-45
LESSON 4
dialog b.
mirim
'we g ore going
sinema
"the movies, movie theater
somam
contraction of
biayd
come.(command form
mdrisinema. o bisyd. We're going to the movies. Wr don'
you come along?
xeyli xob
fine, OK
ki
who
2: xe9.1i xob. ba ki mirid/ Fine. Thanks. Who are you going with?
1: meno rezavo ali mirim. Beza, 441i and 1 are going;
masin
car, automobile
2: ali main d e?
Does All have a car?
taks
mxeyr. takst No, he doesn't have a car. We'

mirim.
by taxi.
ma im sinema. Iomam blayd.
xAyli xlb. ba:ki mirid.
steno ezavo mir
Li main e?
usxeyr, ma;tn e. ba akst mirim.
61

46
Drill lib.1 Complex Substitution
mirim sinema .
rrieno
a
kelas
soma .
knlifornia
iran
rezavo
oklahomavd tegzas
mon
goma
Drill 41).2 Complex Substitution (Repeat Drill 413.2 alternating

negative and affirmative in
addition to listed 'substitutions
Drill Lib.3 Forced Substitution Read through once to class, empha-

sizing substitutions that require
mlio jom*Sid IngUs ixtifmna?

mmn
arkla
reza
dara
Y,
sirin
'fereite
62

ill 41) 3 con-"
fereItevo Amlid -nd?
ama
mmhmud
dara
D ill 4b,4 çpansion
reza ba ki mire?
rezavo li ba ki mirmnd?
rezavomlio fereste
_
ba ki mirmnd?
rezavomlio ferestevo dara ba ki mirmnd?
retavo mlio feratevo daravo mmhmud ba ki
rezavomlio feratevo daravo mmhmnde 12E1
Drill 41.5 _Complex Substitution
ba mahn mirim tmbriz
Anvari
tebran
hmvapeyma
kerman
teree
azerb
EASin
ritM
=VOX
63

4b.5
ba cvri mirin -s
rezdye
abadan
, masin
baboiw3r
ta3briz
Drill 4b.6 Nultiple Subs ution (If time permits

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

50
LESSCIT 3
5.1 _Review of Lessons 176
1. Review the dialogs of Lessons 1-5 in sequence as one dialog.
2. Review Dri11s'1.6, 3.6,, 3.10, 3.11, 4.-4 and 5.3.
1. Pronunciation
The consonants of Persi
/p/ /b/. It/ /d/ /k/ /g/ /q/
/r/ /v/ /s/ /z/ /c//i/ /x/

/m/ /n/- /r/ /1/
The vowels of Persian are:
li/
/e/
/m/
Semivowels: /y/ /w/
'areas must be pronounced on the correct syllable.
The sound. /qJ has twvariant
air-flow is completely stopped and released when making

this sound if it occurs at the beginning of a word.
The air-flow is partially obstructed if this sound occurs

between two vowels or before /d/, /b/, /g/, /v/, /z/, /I/
/j/, /m/, /n/, /r/ or 1/.
L.1 The Variants_of the /k/ Sound
You will notice that the point of contact in mak ng a /k/ sound in
English depends on the vowel that follows it. The /k/ is Made farther back

-if it precedes I) /cm /4, and farther front if it precedes
/iy/ /i/, /ey/, /e/, o 4. Try to feel the exact place you make the /k/
when you say the following English words
key
Ken coat
cat co_
The Persian /k/ also is made in a re_-tively "fronted" position before the
Persian sounds
4
/1/, /e/ and /4 and is made farther back inthe mouth before
/u/ ./o/ and /a/. There is, however, an additional difference between these
two variations of the Persian /k/. The tongue is slightly raised toward the
top of the mouth while saying /k/ before /i/, /e/ This -aising of
the tongue results in what sounds like an additional "y" -d between the
/k/ and the vouel as in the English sequence 11
Ajersian
/k before end lable 'oriounced
(kn. You vill be Much better understood learn the v one of
the Persian /k/ and use them in your speech.
_44
isten to the following words that contrast he:two -a-

in Persian:
krm
krf
I.
kes ko;
ketab kotub
ki
kise kuse
II
Naw, imitate, saying the k/ with its 1
sound in words of the

st list.
6
The same kind of variation is true of the sound g/. The raising
the tongue while making a Pers an /g/ at the end of a syllable or before
/I or /m/ results in the "y" s'uhd of the,English "Montague togyu

e melcing the variations of /g/ in the following words:
gaz gez
gar ger
gay
gol
goraz geran
guya giya(h)
gur gir
guse gise
Practice the following words with /k/ the end of a
syllable:
pak
tzk
lk
nik
lik
zmg
dig
rig

53
1.2 Intonation and Sentence Stress
We have been using two major intonation t
beradevem der amrika zendegi mikone.
2. be
;_eridegi
Note that the question intonatLon

opposed to the English pattern:
in the
English question: Does_your brother live in Amer ca?
The intonation pattern of a sentence containing a queS

da such
koja/, /eetor etc. is the same as the statement intona
pederetun kcJe zendegi mikone
The slight contour at the end of pattern 2 is optional

vad not o _e
=ed.. The distinguishing feature,is the pitch level
not the pitch
ection. Listen:
. --
tairaderetun de__ zendeg i mikone., question
---- ---
---=--statement
tatements with intonation type one will be marked by
a final period-
Questions with intonation.type two will be marked by
a question mark.
Questibna containing a question word will he marked by
a slashed question
mark (I)
The intonat±on py.ttern is greatly affected by the poSItIon

Orthe
loudest stress of the sentence Idch is marked here by Xi:1,u will note'Q
that the intonation rises at thIs point and that

the pattern after tbe
the loudek aress'and intdqation fall ndicates the difference between
pattern one and pattern t o. Note:

est stress the ;entonce may be moved by emphasIzing a dif
the s ntence. The intonation pattern then changes:
1. 13.1;zigTictun dnr amrika zendegi mikone.
etunrami:ikazendgi
e above sentences stress the idea of your brother (not your sis
ving
Amekca.
2. Verbs
The verbs used in the dialogs and drilic can be divided

into two classes:
I. Verbs with the i-/ prefix.
a. Simple Verbs /mikp-/, mifmhm-/, /mixun-/, etc.

b. Compound, Verbs zendigi mikon-/, /hzrf min-f, etc.
-II. Verbs Without the prefix: dar-/
The prefix /mi- perforts a ranmatcal fun tio ,which will be dis-
cussed at a later dnte.
-I tLthough the'c6mpound verbs consist, of a verb and another element, they
verbal units, and must b thought of as a ver14.
n En the Verb -
Person endings suffixes to the verb must agree with e subject pronoun.
non midmm
rna midim
a ders midid
licraciwem mide
podYro macre-rm, michnd
endings aril) suffia o the base 'fo every verb.

55
2.2 Zile Negative
The negative particle alwers prefixed to the verb preceding

the /mi-/ or, in the case of Class II verbs, prefixed diectly t
verb stem. The pronunciation of_ when not preceding /mi

r< changes
1-a Verbs' I-b Verbs 1 Verbs

nemidumm zendegi nemikon= medal=
nernihmaza dBrs nemidzm
neMIXUIVITI hBrf-nemizeinem
The negative prefix carries the loudest stresc of the sentence (and
the highest point of intonation ) unless another word is stressed for

emphasis
Iranians learning Ex t
sh may substitute the sentence stress and intonation'
of:
I i± xub WrfiaaineM.
-%
fo the Engl1s4 stress and intonation pattern:
don't spek Reisian very well.
By stressing the negative and substitutin the res-
an Iranian saying the English sentence may say:
Iidon't'speak Persian very well.
Word Order in the Se_ ence
-amples of the two kinds of senJ-c'tices,we have seen so far

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

III. mBn + (ba taksi) + mi + (sin
10

Type II-sentence -contain a verb of motion, which in colloquial speech
,usually precedes the object. H6 ever, if the object of.the verb is b-

/
emphasized, it may precede the%verb:
Icma mirid kalifornia?
nmxeyr, mmn tegzas xnix
If the sentence does not contain a verb of motion, sentence type I
must be.be tised.
Style
The use pf.dmr \the construction dmr esfmhan, etc. ylistically
option cmission of dmr indicates more informal asage; dmr is used in
slightly more formal speech. Ther- Is no change of grammatical meani:

57
LESSON.6
dialog a
-e granrnatcal confiector .
1: d koja inglisi Where does Jamshid's brother studY

English?
dmbirest high schoo

2! dBr dmbirestanemlborz. At Alborz high school.
ft
duSte amrikai ]rn dare? DothEl he have amAmeriàan friend, too?
-es
his, her, its
always
2: bmle. ba duste; ise,ing- Yes, he always English with his
lisi hmrf mizmne. friend.
a
dialog a
1! leeradire jimmsid koja inglisi a:tun
2 dmr dmbirestane mlb6rz.
11 41Aste amrikailhmm are?
bile. ba dates ingli hirf xninne.
72

58
Drill 6a.1 Simple Substttution
;id koja inglis

,
. pedmr
madmr
xahmr
dust
Drill 6a.2 Simple Substitution.
dmre jinid koja inglisi rncu
fereydun
fereIte
pmrviz
hoseyn
Drill uple Substitution
birestanemlborz inglisi yad migire.
zale
ferdowsi
(substitute other names of high schools.
Drill 6a.4 Multiple Substitution
xahmre fereste inglisi zidune.
pedar joilid
dust menuccr
madmr moellemmm
pear mli
tearadmr mmhmud

59
Drill 6a.5 Substitu on Repeat as a,NUltiple Substjtutlon Drill.)
ba sinema.
jor
lus
fereydun
madmr
ferate
rambraud
dust
pedmro madE
,
ma:ellen
Drill. 6a:6 Complex Substitutim Repeat as a .Multiple Substitution Drill.)
bmradmre mli duste amrikai dare.
irani
(aff)
maid
ketib
madzer
fereydun
neg)
74

6a.6 contld
e fereydun ketabe amrikai nmdare.
,-irani
pedmr
dust
iz
beta
irani
ferelts
(aff)
Drill 6a.7 _on (Pronunciation Review
xunxar
xolioiset
xuk
xodxahi kax
xahel izek
xosbal hokmi
baselxiz luxammnelii
b. xabBre xoarow xeyii xoha1e.

61.
Drill 60..8 Simple Substitution
dUsteI inglisi hmrf mizmne .

peder-
madmr
xEther
mamilem
haradcer
peser
duste; inglisi hmrf mime.

pedmr farsi
madmr rusi
bmradmr feranse
xabeir espanyoli-
momllem zaponi
Drill 6a19 Forced Substitutton Repeat omong students until attom

'c.
be. dusta nerf

ba du tem mizenmm.)
ba dusta _ne.
D'i11 6a.lo Complex Substit on RePeat giving two cues s

1
eously.)
ba bmradm e pid inglisi hmrf mizmne.

xahmr dara farai yad migire.
madmr reza arium
t question)
pacer fereydun ruai tateient
dust fereste
momllem
7
LESSON 6
dialog b
tonight
emmb cekar mikonid/ e you doing to
-raye for
gem food-
e hwie an invttation for Americ
1: rest migid? koja/ Really? Where?
xune house home
eye George's house.
1: oni emlib ceklr mlkonid/
bBraye gazaye amr kai anevm arm.
riot koji/
2: xungye 4or
77

63
Drill 6b..1 Simple Sabstitu ion Drill
xuneye j
fereydun
pedmrmE
bmradtretun
dastet
mamllemes
dustei
pedmretun
nizlleiietun
Drill 6b.2 Simple Substitution Drill (Review
xuneye ho ,rno
fereydun
Lrin fere'ite
'nmhmud. dariu
mli mmhmud
dariA mmnucer
Drill 6b.3 Complex Substitu
mmno ferate mirim d evs aye
Niraz
soma
jimmsid
78 neg)

D _ 11 6b cont' d.
Vo nemi d danagaye stashed
kolombia
on)
(aff)
Nell a e I
neg
reza york
Lvndasn*
daneiga
bteradmretun
tegzas
e un
sinema*
niagara*
ferdowsi
(neg)
Drill 6b.4 Complex Subst±tuton (Repeat a a Multiple Subtitutón Drill.
bnraye gezkIT amrikai dtt dare.

nmbar* irani
Bam inglisi
rasi
mra3bi

in 6b.4 con
-a4
Did fMrda kme irani doroat one.*
nmhar inglin
cai* ir
qmza mrabi
polo* mrnmni*
geve* torki

SUPPLEMENTARY LESSON 1.
Mate eeded: a pencil, a pen, a notebook, ft book, a sheet of

paper, a table.
Situation: Class _am Chart 1
lotDmnguI konid. (Point to objects as you say the following ords

and sentences.
ntdad. in medad-e.
xcdnevis.. in xodnevisre.
ketab. in ketab-e..
lottmn tekrar konid, (Haite the students repeat each.words and the
corresponding statement after you. 'Point to
.the objeots as they repeat after you.)
nedad. ii medad-e.
xodnevls. in xodnevi
ketab. in ketab-e.
dmftmr. in deftmr-e.
kaqtz. -in kavz-e.
miz. in miz-e.
(Have the individual student relrat after you.)
lotDmn jmvab bedid. in Zi-e Point to a/book.)
8: in ketab-e.
(Continue in the same way, pointing to:
medact __evis
ketab
kags

67
-1)1 _e itarY Lesson 1
lotftn soal konid. Oeverse the above practice; have'the individual

student ask you the same questions; e.g:
in ci-ef (Panting to pencil.)
in medad-e.
Have the students question and. answer o hemselves
Si: in ci-ef
in e.
1,e
82

68
Pronuneintion-Unit 5
Changes from colloquial Persian to the tore formal forms of
the language involve certain'phonetic aanges. 'The simpler and' mor
'common phonetic changes should,be introduced to the student so-that he
wilitot be confused by 4 form:that differs from one he has learned.
One example of a phonetic change that occurs on different
levels of Persian is the dropping of-the /h/ phoneme.
-The word /daneIga/ occurs again in LessOn 7. This word has
been previously presented in its colloquial.form. On.a more formal
level of Persian (one in which this Word occurs frequently) the form win
be /daneIgah/. The-trend in colloquial Persian is to drop /4/ Jr.:Syllable
final position. On a more formal level however,,the /h/ it clearly
enunciated.
Since /h/ never occurs in syllable final positionin Engliah
and because it is,often retained in normal speedh, the,following exer-
cizes should be drilled.
Pronunciation Dr 1 5.1 Imitation
tat.h tmfrih .
dmh noh
beh rah
kuh mah
mnduh Iah
Pronunciation Drill 5.2 imitation
tehran mhmed lAhsi ehsas
behtmr mhsmn tohmmt mhIam
kmhroba mmhtab smhne ehya

83

69
Pronunciation Drill 5.2 Imitati cont'd)

mehri
m6hri
lmhj
aghvi
m iDmilitam
ehterual

. 70
LESSOR 7
514-14w
1: 1raãsre jrm'aid amrika Is J d's brother living in America?

zendegi mikone?
2: brle. drr danehaye tegzas

Yes, he's teaching at the University
drr- mide.
of Texas.
mcdk
small, younger
dare
he, she has
1: brradrre kuLk hm dare? Does he have a younger brother, too?
do
, two
ye
one, a (an)
bnie. do bmra o ye xahnr
dare. has two brothers and a sister.
1: berad4re J.= d amrik6 zendeg kone?

V 0 A
dr danesgaye tegzas %
drrs mide.
brradire kuak hrm dAre?
bmle. do brradro ye xahrr Are.

71
Drill 7a.l Simple Subst
beradmre reza ders mide.
xalur
dust
pedrr
pesrr
dust
bmradar
pedmr
ill 7b.2 Complex Substitution (Repeat Including alternation of

.negative and affirma ve.)
dere jimmlid dmr amrika zendegi mikone.

jorj
dariu
peSS3r
cbr de .
beracbr
id
dust
reza
bEsrt
zendegi mikone
kar mikone

74
Drill 7a.5 Complex Substitu OR _eat as Multiple Subdt

. giving no more than two cues at the same time.
jmmsid bnradnre kucik dare.
bozorg*
eg)
kiak
(aff)
mli
fereSt
ill 7a.6 Combination Drill (Revie
reza der danesgaye tegzas dnrs mide.
adore reza der danesgaye tegzas dmrs mide.
beradnre reza dmr danesgaye kolombia dnrs thide,
danagaye kolombia dors mide.
duste li drr danagaye kalifornia ders _ide.
madnre jmin1d dE3r danagaye kalifornia dr e.
pedere_sirus*dni dan4gaye kalifornia ders mide.
-
Dr 11 7a.7 Conversation
1. `ioma noradnr darid?
2; oma xabmr darid?
3, oma bmrad2re kucik darid?'
4. orna, xahere bozorg darid?
6. Boma xabere kucik darid?

75
Drill 7a.8 Conv on (The teaher questions students about their

families, and about other students' anawers.
-s tterackere kuca darid?
1 bmradmre kucik dare?
soma xahmr darid7
4. 3 xahmr dare?
5. soma xabnre kucik darld?
6. xahmre kucik dare
7. soma teradmr dare?
8. 7 btradmr dare?
9., -_17 xahmr darmnd?,
10. j_ xehmr darmnd?
U. xar darond?
12. soma vo j bmradmr darid?
13. 5r ,o 7 bmradmre kuc520. darmnd?
14. 0 xahnrebozorg. darmnd?

76
Pronunciation Unit
xahlire gas& x yli xoexlqe.

2. bebmxSid xantim, ye (15dri gond mIxam.
LESSON 7
dialog b
kucika ceker mi one What ,does his younger brother do?
dors mixune
he studies (in general)
2.- adore kucikeI dor tehran His brother studies in Tehran.
s mixune.
cetori What about his sister?

-agerd
pupil, student
dobes
firimary school
-e-
he, she, it, is
2. xaire s s agerde dibes
His sister is an elementary school
student.
* '*
1. bmradore akes ekAr nalkon

2. boradare kucikes dor tehrgm alms mlxune.
cetorY
2. xahkrel agerde dobentan-e.

Drill 710. Forced Subst u on (Use subject pronoun as cue.
kucikeli dmr une
V A
-es ,
(Ioma
(u)
-stun
-stun
T ,
Drill 7b.2. Complex SubstitutIon
bmradmre kuZikews unja zendegi mikone.
xabmr
bozorgit
1:wrecker
inglisi mixane
dust
fx.ran-e,.
,bozorg
hera
--dust arsi
90

78
Drill 7b.3 Complex substitution drill (Use subject pronoun as cue

for -es em, etc.
xabm!r-e bozorges fr7 se
tEeracter
kUcik
peaer
doxtmr
btracter
(s'oma).
xaher
bozorg
kuLk
mide.
doxtit
bozorg
midune
91

Dri 7b.4 Complex Substituti n
men danesgaye tegzas crs midzem.
ma danesga kalifornia farsi yad migir- neg)

soma sahr nyu york zendegi mikon-
fln dmbestan yrzd* inglisi dmrs m d-
aff)
jorj dMi3irestan borujerd* torki yad migir-
5=sid wrak
rezaye
limmTdan
kermansah
xoy
siraz
Drill 7b.5 Conversation (The teacher questions student one; he then

questions student two about student one's answers
darid?
xa1re kucik darid?
xaretün koja zendigi mikone
2. 1xamr dare?
xahmre kucik dare?
xahmre koja zendegi mikonef
(Repeat these questions, substituting /brradx to the third student

and question student four on student three's answers. Continue in
this manner until all the students have been questioned.)
Drill 7b.6 Conversation
At this point the teacher should make a short dcserition of his

family,
including how many brothers and sisters he has, whetner they are younger
older thEln himself, and should mention where tney live. This should
not be too long since the stUdent- will have to remember the facts.
The
teacher will then proceed to ask the students o.out his family. Do not-
mention names yet.
92

79a
SUP TENTARY LESSON 2
1. lotfn gu.'S7 konid.
un s e
tmxtepakkon un textepakcon-e.
2. lotfmn tekrar ko- d.
samt un sat-e. un gmc-e.
dmr un r-e. Amndmli-e.
txtepakkon un txtepak1on-e. divar un divar-e.
3. lot4mh jmvab bedid.
T: un ci-e/ (Point to cue.) 5:
(Continue in this way with the following cues:
1. samt 4. gmc
2. 5. mridmli
3. tmxtep On' 6. divar
14 . Subs ce
in medad -e.
ketab
dftx
ei
un
xodnevis
kaqmz
miz
sandmli
ci
tmxtepakkon
in
Un
Samt
divar
kaqmz
xodnevis
tmxtepakkon

80
LESSON 8
dialoga
that
ki who
un aqa ki-e Who is that man?
esm name
2 un duste jmsid.e. eam That's Jamshid's friend. His name is

jorj-e. George.
1. rast migid? amrikai-e? Really? Is he an American?
tegzasi a Texan, someone from Texas
2. bmle. tegzasi-e. Yes, he's trot_ Texas.
* *
dialog a
1. un aqa ki-el
2. un dGste SEmsid-e. sme j6rj-e.

%
1. rest migid? amrikai-e?
tele, tegzasi-e.
91

_Drill 8a.4 Simple Substitaion
kucik-e
bozorg
tmd
germez*
sefid*
s;21oz*
erd*
Drill 8a.5 Complex SUbs itutioli, (Repeat as a multiple substitution

drill.
masimm kucik-e
ketab bozorg
d2ftmr xub
medad
xodnevis germez
kagttz sefid
aBbz
-=rd
Drill 8a.1 Forced Substitution
id iLani-e?
a. amrika----
italya----
tehran---,
tegza
esfxhau----=.
Egpon-

82
Drill 8a.1 -nt'd)
sou inilis i ,
alman----
zapon--
italya--
cin
Drill 8a.2 Simple Substtution
a. fereydun kord--2
rus
tork
bzluc
torkmmmn
alfgan
b. soma kordi hmrf miz nid?
rusi
torki
1.11uci
torkmmnni
mfgani
mrabi

Drill 8a.3 Complex Substitution
'agaye sadeci irani-el
amyl
warikai
ifi
Itsrf n-
xanum
italyai
IrEerZsi
midun-
acia
bvctiari
e adi
tork
aryan-nezad
mhvazi
.sadeq
ders
mazmnderani
midun-
ifi
-e
xanum
kord.

LESSON 8
Elialo 10,
1. esme
Is your name George?
famil
last name
e, aqa, esme fami Yes, and my last name is Stone.
hrm eton-e.
pms esme kueiketun jorj-e. 'Then your first name is George.

2. hmle. esme sama ei-ei Yes. Wh&tts your name?
e me fami1m sirazi-e.
My name is Shirazi.
dialog b.
0
esme soina jorj-e?
2. bale, aqa 6sme familL.m hem est6n-e.
ves e ,
e kuciketun jorj
2. bale . e sme oma ci-eY

1. 6sme famiirm

85
T: e sme kuciketun ci-eY
S143 esme mmn----e.
T: eame fmmiletum ci-
S: esme fmmilmm-----e.
Drill 8b.2 :NWltiple Substitution Explain that first and last

names are connected by an "ezafe" in PerSian. Be sure
to do a number of examples before you begin this drill.)
un age. ki-el S: esme s ide nezad-e.
mli smngabi
mmhmud j4msidpur
fereste aerifi
gasem sadeq
hoseyn etemadi
Amid mInvi
Dril Converse ion
esme soma ci-
Drill 8b.4 Conversation _k each udent.)
baradmr darid?
esme kucikeI
koja zendegi mikone7
kar mikohe? koja?
espanioli midune?
mire dane.iga?

T: esme peaTore esmes6 fereydun-e.
xaniar krin
madwr nAin
baradmr kueik prv z
braradf-2re bozor g. mmnucer
madmr bozo
pedr.-r bozorg* mmhmud
Drill 81).6 Complex Substitution _Review
mmleme palrviz fizik xeyli xub midurie.
dust j&!idgid inglisi &rs mid-

bmradmr zohre kmi mifwhm-
pedr.ro maamr -mtna* farsi midun-
xahmal) bmradza.
10 0

Drfli gb.7 Complex Subs (Review
masine kucik-e.
medad xabmr serid
xodnevis pedmr
kagmiz madr zcerd
ketab dust umbz
mamllem germez
bmradmre kucik bozorg
bmradmre bozorg Lb
xabmre kucik Ixed
xabmre bozorg
10

87a
r3UPPLEMENTARY LESSON 3
1. lotfn tekrar konid. (Choral practice)
in miz-e. un dmli-e,
in gmc-e. un twrtepakkon-e
in xodnevis-e. un samt-e.
in ketab-e, un deter-
in medad-e. un xodnevis-e.
in dmr-e. un divar-e.
in kagmz-e. un medad-e.
2. Individual Practice Rep at unti each student can say the sente -e
mit - snndmli S: in miz-e. un smndrli-e.
medad kacimz
xodnevis aamt
dmr - divar
gme tmxtepakkon
ketab dmftmr
Repeat until each student c say the sentence easIly usi wo

cues at a time.
lotfn gu konid.
in mite momllem-e. un mite Iagerd-e.

in ketabe mmn-e. un ketabe %d-e.
4. lot_ n tekrar konid.
in mize morllem-e. un mite Iagerd-e.

in ketabe mmn-e. un ketabe
in kaigmze dan-e. un kaemze sirin-e.
in xodnevise xosrow-e. un xodnevisemxtmr-e.
in smndmlie Iagerd-e. un amndnlie mamllem-e.
In medade judi-e. un m.2dade karol-e.
(Hhve each student make a complete sentence using one of the following
possesors.)
T: mcmllem in(un) mite momllem-e.
liagerd
mmn
xosrow
karol

88
LEsSON 9
dia3.05 a
condition, sta e, health

aciaye azlam, hale razi, hello; how are you?
ma eetor-e?
mersl, xube. hale sama Fine, How ar- you?

cetor-e?
niat it is no neg. o
li but
head
dmrd mikone it hurts
mersi, bnd iist. li zrn Not bad, but I have a

d2rd mikone. headache.
ziab very mu too mudh

xob
well, (as hesitation "Well...
xob, oma ziad kar-mikonid. Well, you work too much.
dorost
right, correct true
hex& Eez zora (in the) afternoons
est rahmt mikon- res v b)
doroste. vli tezd mz zora

esterahmt mikon2m.
That's true, but I rest in the
afternoon.
dialog a
&Aye hrazi, hgle soma cet6r-e?
mêrsi xdbe. hgle soma et6r-e?
1: mrci, bmd nist. anrem dird mik n

2; xob, goma zigd kgr mikonid;
1:
103
dortIste. idli bmid az zorg estera1t

89
Dr 1 9a.l Forced Substitution (Review
Erma ziad kar mikonid.
jalmgid
mmn
dustetun
pedTretun
aclaye sirazi
pedrro madmretun
Drill 9a.2 Forced clubs itution .

1Re- ew
d mz zora ester&t mikon2m .
kax mikon-
mir- bazar
farsi mixun-
esterahmt mikon-
drrs min
farsio inglisi
D 11 imple Substitution
brditzzora cekar mikonid?
jomeha*
smdbeha*
yek5mmbeha*
dOrmmbeha*
semmbeha* 1o

Drill 9a.3 C 0_
ammbeha* cekar mikonid?
beha*
Drill 9g. Colex Subttution
ba miram kela
soba
danesgaye tmbriz
(pedmro madmretun
dovw:mbála
o d!mmbeha
ino zohr-)
ia
kelase fizik
v
seammbeha
jomeh
mmbena
carfleha
danesgaye jraz
(mmiraud)
danesgaye tehran

91
Drill 9 le Subs on (Vocabulary)
smr cesm del
pa dmidun pos
(Point out that after /-a/ and /- / becomes /)

dane'Lgat cetor-4
xabga
patun
farsitun
inglisitun
e. (Point out that afte /-a/ and /-i/, /- becomes /-i/

in danevsga -
xabgaI
fari
ingJizi
(Point aut that /mj changes to / before a/ or

in danevsgam-e
xabgam
pam
far s
inglisim

92
Drill 9.6 Forced Subst tution
aa3mm cbrd mikone
pa
dnndum
dnst
post
del
Drill 9a.6 Forced SuliFtitntinn
(Complex)
makne'L.: Ized
dan ga
kelas -etun)
ketab
kelase farsi
dbirestan
inglisi

93
LESSON 9
ialog
Emba mikonid/ vmat do you do in the,evenings?
m-cmmulmn
usually
ketab mi n- read books
saba mr,:mulmn ab mix Tnm. I usually read in the evening.
cat hour
nd
how much, many
saxt mnd
time?
dinner
mixor-
eat
1. cEnd Sn.m mixorid?
What time d- you eat di er9
eight
_st (at) eight'o'clock

ne:m n saEt- hEt arn mixorim. We usually eat dinner at eight
o'clock.
1-(2§.12.
1. anba cekar mlkon
'Lbit memiql;n ket-ab maxunmm.
1. sftte nd sam mixorid
2. memulin sete mixorim.
1rd

94
Drill 9.b.l Simple Subs ution (Draw a clock, using Persian

numberst as a visual cue
mmmmulmn samt- yek kelae 1

do
se
hm
noh
dmh
yazdm
dmvazdm
(Repeat this exercise rearranging the numbers at randam, po
the clock, til they are nell learned.)

,
Drill 9b.2 Conversation Cued Response
samt cmnd mirid sinemaye empayr? (do) S st-e do mirmm sinemaye empa
samt.mmnd mirid danagaye tehran? (hmft)
amt mmnd mirid mmnzele cealemetun? (yaz
amt amnd mirid un filM-e rusi? (hat)
samt mmnd mirid mmnzele ja3m;idomli?
mmnd mirid.pinemaye
omnd mirid Iemrun? vaz
nd mirid mmnzeletun?
109
Drill 9b.2 Tontld)
oind mirid __nzele etun? (yek)
samt cmnd mirid mnz4e bmradmre jmm;id? (
samt am dmirid rri

emzele mown e fereste? _
Drill 9b Complex Substltutior
mi x oran.
(neg) .ksba
sobbane*
(aff) . scam z zora
besma- 2 new.
soba. sam
ba 4 qmza
pedaro madar
5
jmmtido mli 6
7
8
9-
10
Drill 91:104,. Cobversation eview
esme madmretun
esme kabmretun el
esme bmradmretun
esme m llemètun
110

Drill 9b.4 contid)
pedBretun koja-zendegi mikon
6. madBretull kar mikone?
7. xalero bmradrr darid?

8. -morilemetun irani-
9. kelasetun bozorg-e?
medade soma 4mitmez-6?
ketabe mmn bozorg-e?
12. ketabt &mid -e?
13. momlleme soma amrikal-e?
14. duste jorj irani-e.

97
SUPPLEMENTARY LESSON 4
lotfmn jimvab bedid. (Ask ea h student two questions: with ci-e

and.then with kl-e. Use titles of address when calling
T: aqaye (xanome in ci-e/ S: in ketab-e.

T: in ketabe ki-e S: iwketabe mmn-e.
(Use the following cues when askin question
1 ketab 3. smndmli 5. kagmz 7. medad
2. miz. ft=
IL 6i --t 8. xodnevia
(Have the students ask and tr-the ques iona among themselVes-
lotitmn guI konid.
in xodnevise mn-e.
tn samte mmn-e.
in xodneviso samte n-e.
lotfmn tekrar konid.
in ketabo drftmre mmne. in mizo annftlie

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

in mizo senamlie momllem-e.
(Use the following pairs of cues:)
1, x'odnevis medad 5. pedmr maft

2. bmradmr xahmr 6. Retab -
3. xodnevis samt -7. miz 1

4. dmftmr --medad kagnz -'xodnevis
112

99
Esv-ieva_72Fa4O.115.
pas bitr farsi hrf miznid.

2. bmle.
1. fmransevo arnani nemidunid?
2. nmxeyr. fmqt frso torki midunmm.

1. torki ham idunid?
2. bale. pedmro madmrmm torki hairf iznd.

1. dmr xune bAtar torki hmrf niizn1d ya farsi?
torki.
pedmro madmr tun farsj midunmnd7
2. bmle. farsi xub hmrf niimnsnd.
Uma bmradaro xahmr hrn darid?
2. bale ye baradmro do xahmre kucik daram.
1. °rid midunmnd?
e. xatzsram_ ham inglisi midune.
1. rast migid? cetorY
=these yad migire.
43as nev6Istana lad mig _
2. naxeyr. fmqat nevestmn yad nemigire. lem ikai-e.

1. xob. ps batman xub hmrf mizane
2. bale. mcalleme xeyli xub dars mide. ba agerda fmcias inglisi hmrf
mizne.
V'OCABUIJ,BY
behmxg_id exeuse me
extiar darid. phrases of politen

xae% mikohmm. - be discussed later
cera (two Meanings) .1) why?

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

100
(The following dialog should be read

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

and expre sions you have not
heard before. Some of them may be understood or figured
out by Context.
Others are not so clear. It is not,important, however, to understand
ev.
ery word and you should not attempt to do SO.
You should be able to g t
, the gist of the conversation from what
you already know.
The end of the dialog is cultural in content.
-You will not be ex-
pected to understand verything but you should
, be as observant and-ana-
lytie of the situation as possible.
Keep what you observe in mind as we
11 discuss it in the grammar session right after k
this class.The di -
log will be redd twice, once slowly,
eXluding the cultural material
the end and once again at a normal rate
of speed with the end s ction in-
cluded and natural gestures eMPloyed.
ReviDia10 10.2
sielam. hale kma ceto
2. meri, xub-e. hale Uma cetor-e/
,
'1. bmd nis , meret. koja miridl

2. mmn mix= mmnz kma cetor
1. wen dor danigga kelas darmm.
2. ,rast migid? tabestun hmm dmrs :id?
brie .
ci mixunid/
1. fiziko im.mixur a eeto

101
Review Dialog
_
10.2 cont'd
2. bmle. dmrs rnijoi
d ta daridt
yeki fmq
yeki fmqm eera
xob, tabestuna m,-memulmn kar mikonmm.
1. smhih. koja kar mikonid/
2. dmr ketabxuneye danaga,:
1. gmba kar mikonid ya soba?
2. gmba. soba rs ixunmm.

1. hala ci mixunidi
2. mmn fmranse mixunmm.
fmranse yad migiridl
bmle, paiz mmn,miram irano yeki-do mah dur paris
a-119-:a8-11-aLLS8-1-ge tmnha miridf

2. bmle tmnha mirmm vmli bmradmrmm dmr paris
endegi mikone.
1. rasti cekar mikonel
danagaye paris dmrs mixune.
nmtmmn fmrans midune.
e xeyli xub hmrf-izmne.
Pm Xoma cena fmranse yad migi id

2. xob, bmvAdermm kar dare, xeyli. dors mixune.
1. rast igid. ri zermt mixam, aqa, samt cmnd-e/
2. sacrt mlan do-e.
1. ert mixam. nn do kelas darmm.

c. *

102
ba ejazeye oma, mmn zudtaT mirmm.
xaamikcnmm. izfkllali Iomaro dobare miblnini. qablma

mixaym hmtmmn ke mmnze1e ma tarif biarid.
1. ba kmmale meyl. xeyli lotf darid.
2. xaa mikonmm. pmu mozah-metun
1. extiar darid. ba ejazgye smrkar.
2. xodafez mmrhmmmmte "gcma Ziad.
1. lotfetun krma ne.
2. gorbane 'gema. lotfmn be xanumetun o beresunid.
1. eAm. gorbane .goma. xodafez.
xoda. haieze soma.=

.
1 1 (3

103
G ammar
Phonology
We have seen in this unit that°/h/ is often droPped when it

occurs
in syllable-final position. The following is
a discussion of the phon-
eme /h/, its occurence and allophones.
1.1 When /h/ is dropped at the end of a syllable within a word,

there is often coiopensatory _cmgthening of the vowel that
ac-
couipanies it. This can be summed up as /CVhC/
[CVVC].
For example,
/tehran/ --) [teeren]
1.2 When /h/,occurs intervbcalically or in word-final position

it
is often but not always dropped, with no compensatory len
hen-
ing of the vowel.
The phoneme h/ gill be transcribed here but you should learn to

ake the correct phonetic changes by imitation of your teacher.
Another Persian phoneme' (the glottal stop, here-transcribed as /'/)

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

A phonetic leng-
thening of the accompanYing.vowel ocaurs. For example/
/mmy-ulmn/ [mmmulxn1
/dm' tt [rInvIv&t]
1-4 When /'/ occurs following a consonant, it is.often

pronounced.
1.5 When P/ occurs intervocalically, it is dropped with no c m-
pencatory lengthenin of the accompanying vowel(s ) . For ex-
ample,
/s mt/ t]
/ o en/ [motmaen]
In this text, transcription of /h/ and /'/ will be treated differ-

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

Two
kinds of modifier hive been introduced in your dialogs, an ad-
jective and another noun. For-example
bmradmre jmmIid Jamshid s brother
bmradmre kucik younger brother
When a noun is' modified in such a way, the 'connector'

suffix
/-e/ 'must be added to the modified noUn.
You will notice that
the connector suffix has two pronunciationp.
When the modified n un ends 'in a vowel, the su fix is

pro-
nounced -ye/ For example
danaga-ye-tegzas Univer ity of Texas
'When the noun 6nds in a 'consonant the suffix takes the

form /.e/. For example,
bz.zark.re kucik little brother

The English equivalent to this Persian construction You will
notice, can take,more than'one form.
danegaye tegzas University of Texas
baradmre jaidgid Jamshid's brother
xahmre kuc k
YELIEME_Ilan21 ister
But in each case the noun is being modified in some way, and
this one construction is used in Persian.
2.3 A second kind of modifier that occurs following the m

'fled noun
is the personal possessive suffix.
0
bmradmram my brother
bmradmretun ysl.m.brother
buradmre% his, her brother
These inflections may be added to a nOun plus adjec ve con.

struction.
bmxadre his brother
baradre kucik younger brother
bsradxe kucike 118 his younger brother

105
2.4 The third person singular of to be in Persian

/7e/. This inflection is is ,an inflected
phoneticPlly part of the word. For -
example,
xub-e it's good
ketab e it's a book

The ne ative of this for
a separate word1
b32d nist
not bad (it isn't bad)
ketab nist not a book t isn't a book)
Because the connector suffix and the third
tions are homophonous, the verb form will person singular inflec-
phen and the connector without a hyphen. be written wl,th a hy-
-these forms in your speech, You must not confuse
They have completely different
matica.l functions. am-
Contrastiv e Notes
Note the follow- g -entenées:
a. ma mirirn sinema.
b. Xah=re7,5 hmnuz ndrese mire.
mnzele fereydun dmcml d

And their English equivalents:
a. We're going to'the movies.
b. His si,ter gtill goes to 'school.
C. a an invitation to F eydun's'house
night.
In each-of the English sentences

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

of-word orci6r also. This sentence
tYpe is not used,in
colloquial Persian in most circumstances.
natural transfef for Iranians studying The
Persian will be to drop the
preposition in the English sentence. ,
119
SUP :V_ARY LESSON. 5
lo fmn gu konid. (Show the relative position of objects as indi-

cated in the following statements by pointing.)
xodnevis ruye miz-e.

tmxtepakkon zire miz-e.
s2ndmli nmzdike miz-e .
2. lotfmn tekrar konid.
xodnevis ruye.miZ-e. c. samt ruye divar-e.

tmxtepakkon zire miz-e. tmxtesia ruye divar-e.
.smnamli nmzdike miz-e. samto tmxtesia-ruye divar-e.
b. ruzname ruye smnamli-e. d. mize nma nmzdike dmr-e.
medad zire smndmli-e. smndmlie 'goma nmzdike amr-e.
miz nmzdike smndmli-e. mizo smnda.lie 'goma nmzdike dmr-e.
1otfn j ab bedid. Point to pict on Chart 1)
T: aqaye (x me xodnevis ruye miz-e?
tmle. xodnevis ruye miz-e.
xodne,yis.ruye miz-e?
tmxtepakkon zire mize?
smndmli nmzdike mize?
ruzname ruye smndmli-e?
medad zire smndm1i7e?
.miz nmzdike smndmli-e?
-samtruye divar-e7
tmxtesia ruye divar-e?
samto tmxtesia rUye diva
mize sgoma nmzdilw dmr-e?
smndeclie nma nmzdike dmr-e?
mizo smndmlie nma ruezdike dmr-
4. lotfmn soal konid. (Reverse the above practice. Have.each student

ask a question usinpt truye/,Yzire/ or /nmzdike/.)
120

109
on -ciation Unit 7
We saw in our discussion of and /'/ that they are usually dropped
and that the accompanying vowel becomes long for compensation.
Since
this is particularly Strue of , let us pronounce some words with the
long vowel /mm/.
sued
WEZ vz
dmva dmmva
nmmre
smmban
tmmne

110
LESSON 11
dialog_ a
hmva
weather
hmvaye amrika cetor What the weather in America I Ice?
ja-be-ja
from place to place
hmva ja-be-j fmrq ne. The weather differs from place to
place.
example, for instance

xob, hmvaye tegzas Well, Texas for instance.
mesle
like
2. hmvaye astin e le hmveye The weather in AuStin is like the
mhvaz-e.
weather in mhvaz.
dialOg_ a
1. hmvaye amrikti cetOr-e
a-be-A f&rq mlkone.

1. xob, hmvaye tegzas mksxlmn.
2. hii=vyç actin m6sle hmvaye mfiV6z-e.

111
Drill lla.1 SImple Substitution
hmvaye amrika cetor-e%
iran
tehran
efmhan
kraz-
mazmnderan
tabri
tegzas-
two york
mmIbmd
Drill lla 2 Simple Substitution
emruz hvva gmrm-e.
mmrtub
xonmk
mbri
baruni
'xoIk
Drill lla.3 Complex Stibstitutic
hmvaye astin mesle hmvaye mb z-e.
tehran denim
mdghmd. dalas
mazmnderan oregon
tmbriz vayo ing
abadan hyuston
kerman reno'

112
Drill lla.4 Simple Substitution (The following exercize is between

pairs of students. The teacher supplies each student
with a cue.)
tehran mesle hmvaye denver-e.
abadan hyuston
mazmnderan oregon
mOhad dales
esfmhan dalas
tmb iz reno
Drill lla 5 Simple Substitutic (The following exercize follows the

same format as Drill lla.4.)
mhvaz cetor-e/ 2. hmvaye mhvaz gmr_
tmbriz
abadan mmrtub
xonmk
rmIt baruni
abadan gmrMo mmrtub
lemrun xonfiko xoWk
mazmnderan mmrtubo mbri
Review Review Drills 2b.12, 3a,Land3b.8.

13.3
LESSON 11
tabestun
summer
I. pms tabestuna gmrm-
Then the summers are hot
2. bmle. ye Mimi, ham mmrtub-e. Yes. It's also a little humi_d-
zemestun
winter
1. zemestunaN eetor/
How-about the,winters.
bmrf
_sn
bmrf miad
it_snows, is snowing
2. zemestunag smrd-e vmli-bmrf
nemaad. The winters,are 'cold but it doesn't
snmi.
dialog b
s tabestungg,drm-e?
2. b4e..ye klmi hmm inPrteb-e.

1. zemestungg cetor/
2. zemestungg sStrde-e v- n6miad.

llb.1 Simple Substitution
zethestunaye tmbriz smrd-e.
mmIhmd
tehran
gorgen
rezaye
azerbaYj
Drill-llb.2 Simple Substitution (Vocabulary)
Lunaye abadan gmrm-e.
bmhara*
paiza*
zemestuna
Drill llb.3 Mnitiple Substitution TwO cues simaltaneoUslY)
tabestunay0itaz xonmk-e .
paiza tehran
bmhara mazmnderan
zemestuna rAt
tabestunarezaye
Drill llb.4 Cued Conversation (Give a place

name and an adjective as
cues to pairs of students. Try to keep the
response fact-
ual.. Repeat the exercise using all the seasons.)
ceto -e/ 2. hmvaI -e.
Review Revie Drills 811.4, 9a.3, 9b.l and 9a.6.
Drill llb.5 lmita n (Have the students repeat the following

sen-
tences
,
hmvaye tegzas srd mist. hmvaye mazaan_eran xak n
hmvaye minesota gmrm nist.
hmvaye abadan srdnit.
hmvaye tehran martub nist. hmvaye sibiri (pm nist.
12
115
Drill Ilb.6 Forced Substitution (Go through the following exercize

once repeating everything with the students, then give
cues in the regular manner. Use only negative cues.)
T. hmvaye tegzas smrd-e? (nmxeyr) S. xeyr, hmvaye tegzas

sird nist.
hmvaye sibiri gmrm-ey nmxeyr)
hmvaye mitt xdtk-e? vyr)
hmvaye mi.gigan gmrm- yr)
hmvaye nevada mmxtub-e? naxeyrY
hmvaye luyziana xcift-e? (nmxeyr)
Drill llb.7 Cued Conversa on 4ultip1e Substitution) (Cue both the

weather term and either affirmative.or negative.)
T. Ilmv in cetor-el neg) S. hmva d nis
hmvaye miNigan cetor-e/ smrd af
hmvaye tehran cetor-e/ tub 7 ne
hmvaye abadan cetor-el (mmrtub - aff
hmvaye mazmaderan cetor-el Cxak neg)
hmVaye esfmhan cetor-e/ x aff)
hmvaye kerman cetor- f (gmrm - aff)
hmvaye kerman cetor-e/ (smrd neg)
hmvaye r t eetor-4 xak neg)
hmvaye rAt cetor-e/ mx tub - aff )
Drill llb 8 Free Conversation
(Point to the..city or place-on the map that the studmts will .

recognize. Spoken cues may be given if they cannot remember the
place 'name -or if you wish to use an American place name. Wlth
thiscue student one should ask: /hmvaye -,----- cetor-e/ -Stu-
clght twd should answer: hmvat ------- ist)/ as he wishes.
-127

1.16
gu% konid.
T: (Point to book and notebook ) in ketab-e. in ketab nist.
(Point to pencil and pen) in medad-e. in medad nist.
tekrar konid.-
in ketab nist.
ln,Medad nist.
in smadmli nist.
un miz nist.
un tmxtesia nist.
samt nist.
lotfmn jmvab bedid.
in ketab-e?
Yr in kntab 'st_
S: in dmftmre.
(Continue in the same way pointing to objects diffe

OM
what You use in your questions.)
lotfmn konid.
a. :_codnev s zire
nmxeyr, xodnevis zire
mxtepakkon ruye miz-e?
eyr, tmxtepakkourruye miz nist.
1otn jvab bedid. (Point to pictures on Chart 1. Have the u-

dents give negative answers tQ the qu'estion.
For example,
xodnevis zire mii-e? miz nmedike samt-e

-
saxtepakkon ruye iz-e? samt iire -e?
tmxtesia ruye smndmli-e?

117
SUPPLEMENTARY LES 0- 6 "d
Have the students repeat step 5 among themselves.
Pronunciation DrtU 8 ImItation
ferz fmrz
gerd gmrd
serv
-herfe hmrf6
xermd xmrmd
geran gigrzen
ser
b6ri
Pronunciation Drill 8.2 (Review PronuncIation Unit 6, page 76.)

118
LSSSON 12
dial.o& a
-st- same a "is" tut oc-

curs after /a/ and /e/.
1. xuneye nom kojastY Where is your house?
xiaban_ atreet, avenue
tu in on
2 th xiab- a-rezast. It'-,on Shah-Reza Avenue.
-
dur far
1. az inja dur-e? . Is-it fa here?

.2. nmxeyr. dur fist. No, it's no
dialoR a
1. xutbye 110Mb..kojast/
2. tu xiabine Xa-rezast.
1. mz inja dar-e?
. dhr nist.

119
Drill 12a,1 Simple oubstitution
xUneye 'go= kojast.
mmdrese
ketab
pedmr
dust
xabw.
peismr
dmr,
--kelas
dmbirestan
xune
Drill 12a.2 Simple SubstitutIon
tu xiabane Xa-rezast.
minesota
oklahoma
sorayya*
kalifornia
Ia*
dakota
mairabade bala
Dr creed Substitution
tu U-rezast.
tmxte jmig d*
pmhlmvi*
vila

Drill 12a.3 cont'd)
tu xiabane vilast.
dakota
eslambol
.a-reza
mmirabad
mmiyabade bala
naderi
sorayya
kalifornia
Drill '_ 4 Cued Conversation Teacher supplies cues below.
-1 Uma kojast tu xiab -------- me
rmth-ese abad
sorayya
dmbirestan pmhlmvi
kelas vila
xune mndrabade bala
mmdrese U-reza
Drill 12a.5 Comp x Substitution
dmbires ane dur-e.
neg)
bamadtertem

121
Drill ig9-5 ant'd)
maIine bmradarmn dur
clermez
ketab
bozorg
agaye
neg
dmftmr
(aff
e. a*
ketab
abi*
xodnevis
bmradrmre
germez
'go=
sefid
xune 133
122
Drill 12a.5 ontld
xuneye oma sef d-e.
dur
Drill 12a.6 Simple Substitu ion

a. esme xahmrmm fmribast*
ziba*
soheyla*
Iila*
Zombie
esme bradarn mojtmbast
reza
dara
c. Forced Substitution
esme xahmrmm fmribast.
parvin
krin
ila
Utka
Forced Substitution
esme bamadmrmom mojtMbast
amid
hoseyn
dara
gasem

Drill 12a.6.f (cc t'd)
esme bmradmrmm qasem-e.
reza
mojtmba
pmrviz
-d
dara
Drill 12a.7 Cmplex Substitution
xuneye orna z inja dur-e?
badrettm
dmb estan
(stateme
a-reza
-adaran
meedrese
neg)
'(aff)
(question
adaretun
1 3 :)

1,4
LESSON 12
dialog b
1. xuntun nmzdike
Is your house near the school?
.ru-be-ru
across from
2. 1e. ruberuye Yes. It's just acrogs from
the school.
kmare number
omnd
how rnuc h (_
Womareye xunmtun d-el Wha !s your house number

Xamarms dmvazdmst.
_
It!s number twelve.

w -re
dialog b
)cunttun nmzdlke sIst?

e rubertlye mmdreekst.
amartye xunftUn oknd-e/,
omar0 dmvazdest.

125
Drill 12b .1 Sip1e Subs utipn (Have the students imitate after you
once before yoU been drilling.
nist?
e'
7e
ketabe faranse"
mwdreawm injast.
xune
'Nomare
Atetabe faranse
c. mwdresa kojast?
0
xwe
% mare
ketabe fmranse
Drill 12b.2 'Simple Substitution
xanwm'nwzdike sefarw_
4wbireitan
twx.te jalaNid
Ukago
xiabane
Drill 12b Simple,Siabstitutipn
esme mwn fereItast.
Yale*
fateme*.
ferate
mwrzie*
Yale

126
Drill 12b.4- Simple Substitution
dike mmdresmtst?'
ketabmine.
Ombirestem Yale
xuppye ferate
Drill'12b.5 Complex Substitution
-dike mmdresmst.
(n g)
=Yid
atedrese
(aft)
xiab e _a-reza
xune
dmbires an
,
dMbirestate Y re
(neg
ciabane a3.e
danaga
koja
daneNga
(-e15)
138 kaintwuno

127-
Drill 1213.6. tomplex Substitation- Review

ALM
)
xaneye Uma natzdik-e?
bmradmretun
dur
mat in
sefid
so --ab*
qermez
medad
bozorg
xodnevi s
xab
dustetnn
medad
. bozerg
ma in
qerraez
Drill 12b.7 Imitation
xurimm nmzdik-e.
esme familmm eston-e.
xuneye mmn natzdik-e.
esme famile mmn eston-e.
xunmtun nmzdik-e. ketabmm ciermezre.
xuneye Varna nmzdik-e. ketabe mmn qermez-e.
esmmm pmrvii-e .
ketabetun kojast
ebme mmn pmrviz-e. ketabe Woma kojas

12
D Repeat these sentences with half the class playing the

role of ,Student One and the other half playing the
role
f Student.Two. Then haVe the students do
them in pairs
with you supplying the cues.)
kojast/
'S2 dik-e. ojast/
cp, -esmetun ci-ef,
S2 esmom jorj-e. esme Ioma ci7ef
.S1 haletun cetor-ef
S-
2 mersi hale oma ceto e
ketabetun kojastl
ketabninjazt. ke abe cma koja
Drill 12b.9 Simple Substitution
xunmm M2 inja e.
mmdrese
xiabane pmhlmvi
dmbireatan
inesjed*
Dri11:12b.l0 Transforma Say a sentence containing the words dur
or /nmzdik/. The stUdent Ohould then
con-
vert the,sentence intOa sentence usin- the
other wrd. Follow the pattern'below.
T. min= atz dmbirestan dur-e. B. xuumm nmzdike dmb

xunmm mz mmdr =tun
mmdreamtun =make injast/
xuamm nmzdike mmdresmst,
xuneye Ioma az inja dure
140

129
Dr 11 12b.10 (con 'd
T. mmdreseye kma inja dur-e?
xunamiez ketabxune dur nist.
tehran az dmrya dur-e .
tebran nmzdike drra nist.
Drill 12b.11 Fr e Conversation
1. nmabmwadmr darid?
esma ci-e
xuna% kojastg
xummtun kojastt
bmveye unja cetor-e
zemestuna cetor-e
danagatun kojaatX
bozorg-e?
az xammtun dur-e?
%oma xabmr darid?

xundg kojadtg
Xuna az xuneye %oma durwe?
Xoma tu xune gorbe*darid?

esme gorbmtun ci-e?
bozorg-e ya kucik?.
ma umbar kojaillxorid
M2 inja dur-e?
cimzaX
dmftmre faraitun koja

sefid-e ya sia?.
bozorg-e ya kucik?.
141

SUPPI4ENTAR Y LE 7
Aak each stu_rnt to change.anaffirmative e atement to a -ues

Watch their intonation.
T. xodnevis ruye mize, , is ruye 'size?
Oise the six sentences in Su on 6.5 as cues.
1ottu kiid..
in unnpmnjermst.
in,kagmz tmejallmet .
in ketabre, ruznamm_
ranjerTzt.
un rmajcPlivnt.
in ketab-e. un rummest .
in kelas-e. un ketabxunmst.
in
in p_
in div -e Un
1 hen jmvab be _d.
(T. [Milt to window]
1, in dmr-e? (window
2, un tmxtepakkon-e? blackboard
3. in sant_ lagerd-e7- (tdadher's watch)
4, in xodnevise mmn-e? (student's pen)
5. in kacimz-e? (Magazine)
6. un ketab-e? (letter)
142
131
SUITIZIENMY LESSON 7 cont'd
4.7 dmftmr-et ewepaper
xodnevis.e?
9. in kelas-e? (library
10. ketabo dmftmr-e? (a sheet of paper and a magazine
11. un divar-e?
12. in pakmt-e? (letter
cia Unit 8
kmMf mik
loxt morq
tmlx
ne _f tebq
e'gq seta

132
LESSON 13
dialog a
(Lesson 13a does not follow the regular format.

Supplementary sentenceg
have been added that should be laarned along with the dialog,
daneNju college student
-id you are

Noma daneN d Are you7a student?
1 am
twie. danajumm. am a student.
know, know how (this word

is translatable by a verb
in English. In Persian, how-
ever, it fUnctions as an adj-
ective and must be though of
as such.)
_ _oma farsi bmledid? Do you know Per3ian7
2. bile. man farsi balmdmm. Yes, I know Persian,
1. oOk danaglid?
2* bile, mon danagimm.
1* Nom& tarsi d?
2* bile..
Repeat the memorize the negative answers to the above questions:
1. Nona daneNjuid?
__yr. mmn danaju nistmm.
farsi bmlmdid?
mmn farsi bmImd nistmm.
144

Drill 13a.1 ample Substitution
Xoma danetju-id?
omllem
Xagerd
doxtmr*
mohmndes*
doktor*
mmn dana
mmllem
Zagerd
doxtar
pesar
mobmndes
doktor
mmn dane%ju n
momllem
Ugerd
doktmr
pesmr
mohmndes
,
Drill 13a.2 Free Conversation Repeat Drill :0 .1.a as

anwered questions to bt
cue bi the student.
14.

13a
nil CanpLex SUbsti ution (Repeat in neve; repea_

-nailing negative and affirmative.
I.erne fersimm.
gimi
mobmndes*
dustetun
honeys
duct
Drill 13a 4 (Review ) Complex Suhct±tutiofl
amMbe samt se mirem kelase fmranse.
Jame
dogiebe
yekgmMbe
segimbe
eargmMbe
Drill 13a.5 Simple Substitut
mmn in lisi beledmm.
farsi
fMranse
espanyoli
146
Drill 13a5 con 'd)
mmn espanyoli bmlmdmm
aspmzi
nmqqasi*
duxtana
v_
senw, .
basketbal*
Wmtrmnj*
Drill 13a.6 (Repeat Drill 13a.3 as free conversation.
Drill 3.30..7 Imitation (Check for comprehension.
un ketabe feretst.
dustmm hala dmr mmdre-
medade mmn dmr xunMst .
main= ruberuye ketabxunmst.
xastmst*.
ésme xahmr lalmst.
bmradmrmm dmr fmransmst.
Nomareye-xnnmsf-sizdmat *
halt Umarmst.
duste mmn dmr reza
Drill 13a.8 Review (Review Drills lla.3 and 1la.5.)
Drill 13a0MUltiple Substitution (Repeat in the negatIve

dmftmre lama mesle detmre mmn-e .
ketab
kat
147

135
rill I3a nt'd)
kote Xoma mesle kote -e.
keravmt
pirahmn*
Medad
xodnevis,
Drill 13a.1O Multiple Substitu on (Repeat in the negative.
daftare jorj mesle daltare amXid-e.
fered
rnerj fere e
Jeri
Drill 13a.11 Complex Subs ion epeat giving more tban one cue at
a time.)
medade nz me e medde aai-e.

ketab
eg
jamik4
lebas
fereyd-
pirahan
148

136
LESSON 43
_og b
worried, di;urbed, Uncom-

fortable
emruz today
1 Noma emruz narahmtid? Is something bothering you toctly?
t. bmle. xeyli Yes something is.
1. ce-at Why? teacher should point

accompanying gesture
naxa sick
kmmi naxotp I don't know. I'm a t

sick today.
dialog b
emrtzziarahtid?
yli narshArtmm.
1. cera
2. nemidunmm.

137
Drill 1 b.1 Simple Substitution (The teacher

should be careful to
drill these aubstitutions enough with himself
attempts to have thw'students substitute before he'
items.) the vocabulary
narahmtid2
xm te
xorhal*
mmrqul*
biker*
qmmgin*
Drill 13b.2 Simple Substitution (Repeat Drill

subject of the above model
13b.1 using mmn/ as the
sentence. Change the question
to a statement.)
c-
Drill 13b.3 Simple Substitution Repeat Drill 13b.2
as a negat e e.
ment, substituting the items listed.).
ill 13b.4 Cued Converction (Repeat in the negative.)

T. roma emruz narahmtid?
S. bmle, emruz xeyli nara1tm
mmrqul
xorhal
aaxor
gasmen
biker
Drill 131).5 Cued Conversation Repeat Drill 23b.4
ner: the teacher gives
in the following man- ,
a onv word cue, student one asks the
question and student two aievQrs it.) -
T. narahmt $I roma emruz narahmtid? S2 bmle, emruz xeyli nara-

hmtid. tr. negative
answer)

138
Drill 13b.6 For ed Substitution
mmO cmruz xoWhalmm.
magclul
jeEmNic1
xmste
(question)
(statement)
neg.-
_
cyEmgin
(aff)
(question
(statemen
(neg)
e Conversation (Optional)
xerhglid ya qmmga_
rahmtid* ya narahmt/
irid*ya puldar
xibid* ya bidar/
maqnlid ya bl 151

139
Drill 13b.8 -Review Complex Substitution
xuneye %oma
bar dmretun
agaye jmaidpur-
dur
sefid
ambz
nmzrlik
dur
nmzdik
Drill 13b .9 Free Conversat$.on
"Dexter House" z inja dur-el
inemaye tegzas nazdik-e?
tehran nmzdik-e?
4. megzik az inja dur-e?
5. tabriz R2 tehran dur-e

X
6. xuneYe Xoma dur-e?
7. kafeteria nmzdike injast?
kuneyt X oma nmzdike kojastg
152

SUPPLEMENTARY LESS
10tfan guN konid.
a. xuneye Noma kojast/ xuneye ma ruberuye danagast.
b. mmdreseye mhmmd koja t/ mmdreseye almad pate daneNgast.
otage Noma kojast/ otage man tuye xabgast.
.2. lotfan tekrar konid.:
xuneye ma ruberuye daneNgast.
madreseyemhmad pate danagast.
otage man tuye xabgast.
otage iun tuye xabgast.
mize Noma ruberuye taxtesiast.
dmlie Noma ruberuye tmxtesiast
mizo amdmliye Noma ruberuye taxtesia
kelase ma tuye dameNgast.
ketabxüxe tuye damelgast.
.lotfmn jmvab bedid. (Have the Students u e the words in p entheses

th their response
agaye ( xuneye Noma kojast/
xuneye man ruberuye aanagast.
a. otacie oma kojasti. (danaga)

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

SUPPLEMENTARY LESSON 8 c 'd
4. lotfmn tekrar konid.
gmc injast. tmxtepakkon unjast.
ketab injast. medad unjast.
mizo amndmli injast. tmxtepakkono dmli unjast.
5. Have the students question ong themselves using the

following expressions.
ruberuye
pone
C. tuye
a
d. injast
e. unjast
151

142'
LESSON 14
dialog-a
hmetid you equal- ..id)
Noma irani hmstid Are you Ir tan?
2. bmle, nmn iranimm. Woma cetor' Yea, I Iranian. And y
nmxeyr. Irani nistam. No, I'm not Iranian.
kojai where fr_7
kojai hmstidf Where are you from?
I'm AMerican.
dist_ jam ji
1. omi irani histid?
2, bile. nmn iranin. oC cet r?
1. naixeyr. tam,
2. kojal hst
1. mmn

143
Drill 14a.1 Simple Substitution-(Point out that when the Noma

form of
"to be" occurs on the end of a noun or adjective
that ends
in /1/, the long form hmetid must be used'instead
of the
short form -id/.)
rona ani hmstid?
amrikai
italyai
ymz-
tehrani
esfmhani
irazi
tegzasi
nyo yorki
Drill 11a.2 Simple Substitutlon (Go throUgh t s drill once to Show

that.in all other cases, the shorte form / d
is used
in colloquial speech's)
-_orkid?
rus
kord
Drill 14E1..3 Forc d Su' st ution Be sure to alicit oma id./

not fca narahmt hmstid./)
irani hmst id?
amrika
tork
bikar
kord
qmmgin
rirazi
naxor
156
ill 4a. __nt'd)
Noma naxoVid.
rus
tehrani
mute
puldar
tork
ny9 yorki
xahal
tork
ymzdi
tegzasi
rus
fmqir*
kesel*
Dr 11 l4a.4 Combination (Complex and Forced) Substitution Drill
Xoma Irani hmstid.
question
amrAkat
jorj
eg)
=Thal
tehrani
s atement)
15 7

145
Drill 1441.4 (cont'd
tehrani- n s
puldar
jmead
Yirin
ftalyai
naxos
neg)
Repeat the above drill ueing as many &ifferent combinations of substi-

tutions as possible
Drill llia.5 Free Conver ion
a. (Ask every student.) kojai bstid

b. (Ask each student one group of the following questions.
Xoma bmradmr darid?

sme bmradmretun ci
koja zendegi mikone
danaga mire?
2. pedmro madmr-tun koja zendegi

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

pedmro madmretUn dmr kodum zendegi mikonmndi
bmradmro xabmr darid?
koja zendegi mikonmndY
4. danegatun kojasti
bozorg-e?
xunmtun kojasti
Zomarm'g cmnd-e
xunmtun dmr kodum Kmbr-e/

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

146
Drill 14a.5 cont'd)
6. bmradmre bozorg darid?

zmn* dare?
bmce* dare?
esme xanumeN oi-e/
15amn dmr xuntun sig darid?

esmeN ci-ef
bozorg-ef
gorbe hmn darid?
Drill 14/1.6 Transformation (Point out that the inflec

"their", follows'the same pattern as -etuni
after vowels the inflection became 411n/. Ctherwise
it remaims -eNuni.)
T. ketabe.mlio jimId ketabeWun
maNine mlio jmaid manna.=

kelase Nirino ferate kelasaun
kelase fmranseye'mlio jmaid kelase fmransaun
kelase farsie mlio _mmNid kelase farsaun
xuneye pednvo madarmm xullviNun
mmAreseye mlio jnId mesdreamNun
kelase inglisie i110 jmm kelase inglis
Transformation (Explain that the'inflection

follows the same sound change pattern as /-etun
T. kelase I glisie no Noma S. kelase inglisimun
Maine mmno Noma malinemun
kelase mmno Noma kela-emun
ye mmno Woma
mmdireseye no Noma
ketabe meno Noma ketabemun
kelase fmranseye o Noma- kelase fmranammun
kelase far_ie mmno Noma kelase farsimun
159

a.14-7
Drill 14a.8 Multiple Substitution Sele t two cues in different

positirns to be given simultaneously.
ketab -emun bozorg-e.
kelas (-etun)
MaNin (-aun)
dmbirestan (-emun)
mmdrese
kelase fmranse
kelase inglisi
kelase farsi
samt
16 -)

1148
LESSON 14
dialog b
aqam contraction of Aga/

hamm
1. in agars amrikaimnd? this gentleinsn Ameridan ?
hmrdo both
2. tmae. ma hmrdo amrikai hstisn. Yes we're both American.
1. inn hmm farsi baamdmnd? Does he know PersIan too?
nmxeyr. inn farsi bm1md natd. No, he doesn't know Per
dialog_ b
aciam amrikaimnd?
2. bke. ma hmrd6 amrikai hstini.
1. inn hmm farsi bml&dmnd.
nmxeyr. si bmid nl tmnd.

149
Drill 14b.1 Forced Substitution (Be sure the stu ents use stid/
and /-id/ correctly in this drill.
a i-ani
narahmt
amrikai
tegzasi
hazer*
tebrani
'cabal
Drill 14b.2 Forced Substitution (Review
orna farsi xeyli xub bmlmdid.
'goma
ma
bmradmr
"goma
pedmretun
ma
Drill l4b.3 Repeat Drills 14b.l and 14b.2 in tne negativ
Drill 14b.4 Complex Substitution (Forced)'
nma amrikai hmstid.
tork 162
150
Drill 114b.5 'd)
ma torkim.
neg)
(aff)
jam id
xmste
xothal
tehrani
(neg)
Drill 14b.6 iple Substitu Drill (Repeat in the negative.
ikai hmatid.
tork
xahal
maid mate
bmradmre un mrmb
pedmrmm tehrani
duste mli Wirazi
maelleme ymzdi
Give a short explanation of the

use of / and the
when refering to a third d verb ending
person present or not present cut
Explain that this is especially of pbliteness.
truq of important
related to or friends of the person dignitaries and people
addressed.)
163

150a
111.11b.-1 Simple Substitution
un aqa emrikaLnd?
.
lsun
mlio jmm d
pedmro madmrin
pedmretun
lindon lanson
tr
mzela rat*
iun
Drill 1_413.8 Multiple Substi ion (Repeat in the negative,

un aga amrikaimnd?
l'oma ani
b kar
Zun mmqul
se1io ma,hmud Lord
agaye estilu nyo yorki
lindon janson tegzasi
nma mrmb
pedmro madar
Drill 1413.9 Transformation
T. rna1n-mm ciermez-e.
maine qerniez xub-e.
mrXinetun germez-e.
e gerMezetun xUb-e.
medadm bozorg-e. etc.
kei:abei kueik-e,
ketabig siast.

151
Drill 1413,9 (cont'd)
T. medadeN Blast.
medadam siast.
xodrievisam siast.
xodnevimmm bozorg-e.
maNinemun smbz-e.
mainamun kucik-e.
mainemun siast.
ketabemun siast.
-ketabeaman zmrd-e.*
ketabetun zmrd-e.
ketabetun bozorg-e.
dmftmretun bozorg-e.
daftmretun siast.
medadetun siast.
medadetut ciernez-e.,
medadaun germez
medadeWun bozorg-e.
ketabawm bozorg-e.'
ketabeNun slant.
Winigun siast.
matimiWun germez alast.0
maNinetbn cierMezo esefid-e.
(TheteaCher should read the following paragraphs aloud to the stUdents

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

- 152
Drill 14.10_ Comprehension
man mcmlleme farsimm. mmn irani hmst an vmai dmr arnrika dmrs mi-
.
sale dmr amrikam. pedmro madmram dr zendegi mi-
konMndo xunmNun dmr xialnine xiabune dike
bmradmro xahmn darmmo unap zendegi mikonmnd.

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

allah mirmnd iran. hala farsi yad migirmn farsiNun md nist.
kmmi znifbiindo kmmi hmrf imizmnmad vmli ba mcmllemeWun hmmige inglisi
f mizmnmnd. un xeyli bmd-e. vmli maWallah xub yad Migirmnd .
soba mmmmulmn dmr xabga sobhand mixormm. samt bake sob dmr danaga
kelase tarsi dari vmli mmn emruz xeyli stemm. hmvaye tegzas xey11
gmrm-e. mmn xeyli nar vmli bmmd z kelas mi mm xabggvo esterahmt
mikonmm. emNmb ma samte NiN (pmnjo.nim) Nam mixorim. hmmiNe qmzaye am
kai mixorim qz.zaya irani dust darqm vma ma inja dorost nemikonin .
Drill 141).11 Conversation (Nem the teacher should. give the following-
cues and have one student use-it in a'question-to another
student about the above paragraphs. All questions and
anAwers should be in the /inn/ form since they are
speaking about their teacher. For this reason they
should use the aqaye ----- form.)
irani (You should hope to elicit a question similar to the follow-

ing from this cue.
1 aqaye iranimnd?
82 bele. aqaye
Cues:
amlleme farsi d. esterahmt

b. dmrs xun&mn sobhane azn
admr te qmzaye Irani

153
SUPPLEMENTARY LESSON 9-10
The contnts of this lesson should be drilled over the

period in which
regular lessons 14a.,.14b. and 15 are drilled.
The material covered
in this lesson is review material.
1. lotfmn j ab bedid. (Have the student's give an affir -er

to the questions.
.in ketab-e? (Point to your book). S. bmle. in ketabe.
in ketabe mmn-e? bile. in ketabe No
ketabe mmn ruye miz-e? bmle. ketabe Noma
miz=e.
(Continue in the same way using the foll
ds.)
1
(xodnevi - Noma - zire mmjmlie
b.. (dmr kelas nmzdike tmxtesia)
(Nuna bab ruye ruz eme),
(kelas - ma - ruberuye ketabiun
e. (otaq 7 barbara - tuye Xabga)
f. (mmdrese mxtmr poWte daue ga)
(Have the students make negative or affirmative

to the cUe."Use Chait 1. statements according
in xodnevis-e? (watch) S. nmxeyr, un xodnevis nist.

samt-e.
in samte tam-e? umxeyr. un samte Nomast.
samte mmn unjast? nmxeyr. samte Noma ruye m
b. in divar-e? (blackboard)
tmxtesia ruye zmmin-e?
un kaqmz-e? (pencil)
ud medade gloriast?
medade -------kojast?
-e? (map)
nmxNeye amrikast?
nmxNeye iran ruye
cltre? (window)
jcre nmzdike somt-e
in umxXmst? (letter)
name tuye,ketabe?
167

154
lotfmn oal konid. Have the students make questions from the fo
ing answers.
P. in ketab-e. in ci-e
in ketabe mmn. in ketabe ki-e
Ietabe mmn injast. ,ketabe Woma kojas
un otaqe.
un otaqe barbarast.
otaqe barbara tUye xabgast.-
inkelas-e.
in kelase farsi-e.
kelase farsi nmzdike ketabxun
c. un ketabxunmst.
un ketabxuneye danetgast.
ketabxuneye danetga umjast.
d. in miz-e.
in mize momllem-e.
mize momllem nmzdike taxtesiast .
e. un samt-é .
un samte kelas-e.
samte kelas ruye divar-e.
in samto xodnevis-e.
in samto xodnevise mmn-e
samto xodnevise mmn zire
g. in nammst.
in nameye bmradmrmm-e.'
nameye bmradmrmm injast.
(Substitution Practice)
rmenzele pate mmdresmst.
ruberuye danetga
tuye xabga
nmzdike kelas
nmzdike mmdrese
xuneye mina
koja 1 8

155
cont'-d)
xuneye mina kojast.
xiabUne Xa-reza
unja
mdze oma
rube e
nmzdik6 pmnjere
11-Timale
Have the stude- s question and answer each

other.
T. xoddevis samt) Si in'xodneviso samte ki-et!
S in'xodnevi o samte
2 (xanume
'(Flave the udents use the follow ng words in their conversation.
a. edad kaqmz)
b. smndmli)
diver - pnjere
ruzname
e. (dmftmr na
f. kelas)
g. (xabga - ketabxune)
h. Hetab mmjmale)
1. (medad ketab dMftmr
j. (mi daftmr-r rune)
169

56
LFSSON 15
Review Unit)
Review Dialog 15.1
Please see page 98 for instructions in reading t proce-

dure will be the same aS for Review Dialog. 10.1.
1. mile= aqa. hale Woma cetor-e/
2. merai. xub-e. hale Woma eetor-e
1. xeyll xUb-e. merai.
oma inglisi hastid?
eyr. mmn mmrikaimm. ozna cetorf
2. man iranimm.
1. Noma danajuid?
daneNjumm.
dmr kodum danagaidl
2. mmn dmr danagaye Wirazmm.
Nirazi hmstid7
eyr.. tehranimm vmli hala dmr Niraz zendegi mikonim.
1. pedmro madmretun koja zendegi mikowandt
2. dmr Niraz zendegi mikonmnd.
1. pedmretun cekar mikone/
pedmr dige kar nemikone.
Noma ci mixunid?
2. mmn Wimio fiziko inglisi mi-
l. dmr danaga inglisi mixunid?
2. nmxeyr. dmr danaga,fmgmt iniio f zik mixunmm.
1. pm s inglisi koja mixunid/
-2. mmn dmr mnjommne iran-mmrika mixunmm.
7-0

157 ,
BEY1=21S125.111 (con !d)
e amrikai hmm d?
mmn ye duste ingiiai darmm.
dustetun farsi midune?
tmxeyr. kmmi mimev1i. hmrf nemizne.

inja kar mikone?
mobmndes-e.
1. be
dustmm mohmndes-e.
mohandep.
mohandes dee.
1. mohmndes mobndes. mohmndes ymmni ci I
2 rnobdes nemidunid ci-e? inglici migmnd "engineer'
1. hae! rest migid. mohmndes. mersi, aria.
2. xaeN mikonmm. Noma mallolah f.rsi xeyli xub
1. extiar darid, age. farsim xub nist.
2. extiar derid. ama menle irania nmrf m1znjd.
1. xaeN mikonmm.
2. Vaasa eetor farsi yad migirid?
1. mmn Imba heemi%e farsi mixunmm.
2. hmrf-zmdmn cetor/
1. bmmmle. hnje feral haf miza

2. Noma kojei hmstid/
1. mmn tegzasimm.
2. tegzaa kojact;
1. tegzas dmr junube emrikast.
71

158
Review Dialoc 1 c 'd
2. unja, Yalire bozorg e?
1. bale. car-pmnj ta Wahre bozorg
2. hmvaye unja cetor-ef
1. tegzas xeyli bozorg-e. bmva ja-be-ja Dem mikone.
2. rast mlgid? tahre W(;ma cetor
1. Uhre ma xey11 mmrtub-e, nmzdike dryast.
2* zeéstiana cetor-e bmrf miad?
1. nmxeyr. bmrf nemiad. barun miad.
pms hmtmmn mesle mazmnderan-e.
hmvaye mazmnderan eetor=ef
mazmnderan xeyli mmxtub-e. -e.
1. gmrm-e?
2. gmrm-e bmle. vmai xeyli gmrsa'nist. tegzas cetorf
1. n. tabestunaye tegzas xeyli gmrm-e.
2. lams hmtmmn mesle hmvaye mlavaz-e. mhvaz tabestun

ub-e.
sm z-e unja?
2, naeyr. mhvaz aibz nist.
1. xob, tegzas xeyli bozorg-e vmli nmzdike darya xeyli smbz e.
2. a hmva mesle mhvaz-e vmli mes1e maztenderan smbz e.
1. azozbayJan hmm smbz-e.
bmle azmrbayjano gilano zuaznderan xeyli smbz-e.
barun cetor?
2. bmle. hirun m ad vmli gilano mazmnderan biNtmr barun miad.
1. tmbriz dmr azmrbayjan..c. nist?
2. bmle. tmbriz xeyli bozorg-e. bmmd az tehran ihre d.cNvcie iran-e.
172
159
Review Dialog 15.1 eon 'd)
1. rast migid? vmli tmbrizia fazi hrf nemizmnmnd.

2. nxeyr. tmbriziavo azmrbayjania torki hmrf mizmnmnd.
1 farsi cetoe/
2. frsj hmm dmr mmdreseha
1. (orpa torki midunid?
torki? naxeyr. fmgmt ye km1mme midunmm "yaxci"

be farsi ci mige/
"yaxci" be farsi m g b".
1. mersi. mmn ye duste azerbay ani derma. torki xub hmrf e. hala
ye kmlriftme midunmm "yaxci". mersil age,.
xaermikonmm.
Grammar
1. The Verb to be
.1ggmif
We have seen the following sentences with different

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

and may have caused you some trouble in your ----- may seem confusing
pattern practices. The
situation becomes more clear when we paint Out that
these,forms depends on the phonemic environment the alternation in
in which they are found.
17 3

160
To simplify matters, we will examine the negative forms first. The

negative.form has. /nist-/ as its base and to this the'regular endings of
all other verbs are added. The only exception to this is that in the
third person singular there is no verb ending added. Go back over the
list of sentences on the previous page and examine the negative forms.
Of the affirmative forms the "X" and "they" forms present no partic-
ular problem. The endings are /-,mm/ and -mind/ respectively and are al-
ways attached without change to the noun or adjective.
The "Woma" and. "ma" forms act in a similar manner. The basic forms
of these are /-id/ and /-im/, and are suffited to the noun or adjective.
When the noun or adjective ends in the phoneme /i/ then an alternate form,
the long form, is used.
/Noma iran plus /- d/ bec e irani hst1d./
/Ma amrika / plus- im/ becomes /ma amrikai hmstim./
The "u" form presents different problems of phonological environ-

ment. When the noun or adjective before it ends in a consonant or any
vowel except /a/, /m/ or /e/, the form of the verb to be is /-e/.
ki-ef
nmzdik-e.
When the preceding words ends e of the vowe /a/, /m/, or /e/, the
form of the verb is /-st/.
There is an additional phonological chan'e in connection ith he

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

---
cantata:0st.
2. Phonological Alternation of Inflections
The rule of word-final /e/ becoming /m/ before certain suffixes

can be aPplied in cases other than thst of before the "to be" inflection.
Note the following examples.
/xune/ plus /-etun is /xunmt n/ /xune/ plus /-eW/ is
/xune/ plus /-41m/ in /xunirm/ /xune/ plus /-eNun/ is /xunmNun/
/xune/ plus -emun/ is /xunmm 17

161
3. S -le
We have seen that there are two ways of expressing

the possessives
/xunmtun 'Imjast/ r /xuneye%7goma kojast/
,/esmmm jp -e./ or /esmp mmn jorj-e./

There it no important difference between these two structures
when
they appear in this intonational pattern. When One wishes tottress
the
possessor then the longer form must be used with sentence
vstestor. For example, stress onthe
/xuneye Ioma ko. °Where! á your house?"

162
Tx:MI 16
dialog a
-a plural laarker
mal pess tsion
(male Noma) your(s)
1. un ketaba male Noma-t? Are tho e books your

2. kodum ketaba/ Which ones?
1. un ketabaye farsi. Those Persian books.
2. mmxeyr. male mmm mist. No, they're not hdne.
1. pms ma,le ki-e/ Then whose are they?
2. magle aclaye Nirazi-e. 'they're Mr. Shirazi's.
dialog a
un ketaba male Nomast?
2. kodtim ketaba/
1. un ketabaye farsl.
2. neyr. male mmn hist.

1. pms.m&le ki-e/
2. mgle agave Nirazl-e.
17i

163
Drill 16a.l Conversation with Cue. (Review
P. ln ci-e? xiaban un xiaban-e.
xune xunmst
xiabane a reza
mmdrese
xunmtun
xiabane ferdowsi
daneIga
mainetun
sinema
Drill )6a.2 Forced Substitution '
un ketaba male Y, mast?
jmaid
dara
ma
danegga
bmradmre irin
.6oma
uma*
aqaye sadeq
Drill 16a.3 Forced Substitu in Multiple Repeat Drill 16a.2

alternating neatjve or aiiiraativ a additional cue.)
Drill l6a.4 'dimple Subs u n (itular cut, plui I response.
un ketaba male 1Somast.
medad

1614
Drill 16a.4 cont'd)
un medada male Iomast.
xodnevis
qali*
.in
takEi
botri;;'
kaqmz
miz
smndmli
livao'
fenju.;
Drill l6a.. 5 -Cued Conversa ion ( epeat

Drill 16a.4
the students answer.in the negative.) as a question that
For example, T. un ketaba male 'to S. un ketaba male mmn nist.
Drill 16a.6 Simple Substitu on Repeat this' drill at

The first time the' cue should be in the least two times.
time give the singular as a plural. The second
cue and make clear to the stu-
dent(s) that they should change it to
response ) the plural in their
ketabaye jmaid xeyli xub-e..
medad
xodnevis
qali
main
kaqmz
miz
smn -01
livan
fenjun

Drill 16a.7 Forced Substitution (lbe stud:rat should textge the subjp _s
of the following sentences to plural in hi ,response.
1. qaliye jamXid xey34 bczor

2. mesine fereydun ciermez--
3. ketabe man ru miz-e.
4. xodnevise mum xmrab-e.
5. sandcoliye DeIxter House rahat
6. livane jwm.gid,kucikTe.
Drill 16a.8 Imitation
ketabatun ru miz-e.
dadatun ru miz-e.
kagazam ru
xodnevisam rit mi
ru miz.e.
ketabali ru miz-e.
botriam
.medadamun ru
d=ftaraIu miz-e.
kagaza'6un ru miz-e.
Drill 16a9 Transformatifm Le studenLz; aLio &hang

subject to the n1 ion to chantAna the su
pronoun the :sive i. flecti n
tar - tun
ketab mxn
xodnevis .6cma
medad
liven

166
Drill 16a.9 (cont'd)
T. botri una
b-e.
y, u
qali nma
fenjun - ma
xodnevis -
botri u
medad - ma
dmftmr -
Drill 16a.10 Complex SubStitut on
ketabaye aqaye nrazi ru

medad
jm6gid
smndmli
kaqmz
neg)
in lar)
liven
l'oma
(question
mmno sorna
miz
tement)
fenjun
180
Drill 16all iultiple Substituti_n
ketabaye farsi unjast.
medad sefid
xadnevi
gall esfmnani
mann rusi
taksi kucik
mmdrese amrikai
botri Isif
bozorg
miz gei
kucik
cal
fenjun qame-:
Drill 16a.12 Complex Subs Ai-tic:in--One cue at a time,
smndmliaye kucik male aQaye
medad .smbz um
xodnevis sefid '6oma
gall qmvei ma
mann bozorg 'IA id
taksi rusi jon
ketab irani hoseyn
botri amrikai agaT3 jivvad
now* xanumL, sgmrifi
livan esf,Thani pedmre fereydun,
fenjun kmsif

168
LES6ON 16
dialog b
tmdris mikon- same a /dmrs mid-/but

on a more educated level
of speech
la inglisi tdris adkonid? Do you teach English?
dmbir momlleme dabirestad

panjom fifth
hmstara long form

2. hale dmbire kelase pnjom Yes, I teach fifth grade high school.
hmstmm. (equivalent to American junior year.)
1. cmnd-ta kelas &sirs How many classes do you teach?
soba do-ta kelas dmrs midmm, I teach two in the morning and two
bmmd mz zoram do-ta. in the afternoon.
1. cmnd ta Ugerd darid/- How many students do you have?

2. xeyli Ugerd daram; kelas be I have a lot of stUdepts. It dif-
kelas farq mikone. fers from class to class.
dialog b
1. mikonid?
dmbfre kelAse panjft hs
and-ta kelis
sobs d6-ta kej.s ds admm, bmmd az zoeam
1. cnd-ta ag4rd diridf
2. xgyli Xagird damn. kelag be kelgs firq mikone.
w't
182
169
mmn kelase pmnjom dars midmm.
carom*
sevvom ,
dovvom
ml*
pmnjom
om*
Drill 16b.2 Simple Substitutjon
mmn z ketabe mvvml midTm.
dovvom
sevvom
carom
pmnjom
'Mom
nmisto
hAtom*
noh
dmhoe'
Drill 16b.3 Simple Subst tution
men mlivm1 mehr=
dovvom
sevvom
carom
pmnjom
%iXom
3
170
Drill 16b,3 cont'd
iran .
hmttom
nohom
dmhom
dmbire kelase pmnjom
momllem
dmb
Ugerd
dmbirestan
moltmse- "-
daneaye tehran
ot
daneY.gaye sgira4
danagaye mAhmd
sale* sevvom
mohesel
kelase carom
.4ane uz*
dabestan
%a er4
dmbirestan
kelase n'gom
184
171
Drill 16b.5 cont'd)
Uierde kela
dmbes an
Ambestane _erdwzi
thbirestane ferdow
dmbir
danaga
dabirestan
dmbestan
iohase1
danaga
dmbirestan
dmbe
Vagerd
dmbi
daneXmuz
dmbestan
(Repeat the above exercise using _d the cm' spon n -)
Drill 16b.6 Complex SubstitUtion
bmradmrmm dmr dmbir _tc
d age.
dmbirestan
185
172
Drill 16b.6 cont(d)
bmradmrmm dmr d:Pbires1 drs mixune.
dTbestan
(Jmr- ide.
dandiga
mikone*
dmbirestan
dmrs mi
dane ga
tmhsil mikone.
mide.
tmdris mikone.
Drill 16b.7 Forced Substitution (Be sure that the students responses
contain the plural.)
oma mesle irania hmrf mizmnid.
amrikai
tehrani
esfmbani
rus
fmr amyl*
(Repeat the above exercize once using / -d once again using

the subject and using the negative.)
Drill 16b.8 Complex Substitution
ma mesle irania zendegi mikonim.
hmrf mizmnim.
qmza mixorim.
qmza dorost mikonim.

173
Drill 16b.8 (cont'd)
ma mesle irania qza dorost mikonirn.
mosaferxt mihonim
inglisi daos
hrf mizmnim.
ixamdim
yad mi irim.
migim "inIallah"
"befmr aid"
t o mikonim.
Drill 16b.9 Zimple Substitution (Repeat in the negative.
mmn mesle 14oma farsi bm1md7,
almani
inglisi
torki
_ .
aspmzi
nmqqa
duxtxn
ena
basketbal
Iatranj
187

174
Drill 1617.10 Simple Substitution
nma d ta Y,agerd daridi
ketab
medad
otaq
bmradmr
xodnevis
mohmsel
xahmr
pirahmn*
dammn,
momllem
Drill 16b.11 Co plex Substjtution
ma do-ta 'gagerd darim.
se
car
ketab
ke
bi
medad
medade germez
se
non
mohmsel
1S d

175
Drill 16b,11 ( n d
ma moh-ta mot it
p71,2njall,
ma7,211em
d.-ch
dane6a
eeqwd* kaciwz dariq
14-ekmr
polo
kar
ab
girma
ad
gu'6t$
pul
v-_
Drill 16b.13 Simple SubstltutiQn
xeyli .gagerd damm.
katab
katiz=
kar
polo
*Ukar

176
Drill 16b.1h Conversation (The teacher gives the cue, student one a
the question, and student two answers as below.)
T. ketab d -tab darid xey3i ketab darmm.
ad Yeki.--lr d
xeyli Nekmr darmm.
kaqmz
Nagerd
:polo
qmza
pul
1. dmr Xelasemun omnd-ta Yagerd dar mg

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

177
SUPPLEKENTARY LESSON 11
1. lotfmn acnid.
kelase ma si-ta* ngerd dare.

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

1.1n saxtemun do tecaamst.
in saxtemun az un saxtemun
un saxtemun 322 in saxtemun autatmr-e.
2. lotfmn tekrpr konid.
kelase ma mz kelase nma nluqtmr-e.

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

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

farsie jamnd mz farsie tam behtmr-e.
farsie tam maz farsie imml"sid tmdtmr-e. .
hmvaye nmale iran mz hmvayc junub smrdtar-c.

hmvaye junube irap"-Mz hmvaye nmal garmtar-c.
Have the students use comparatives in Sentences. Give a pair state-

ments as cues. Practice this chorally and then ind1vidual17.
T. kelasc ma nluq-o. S. kelase Ma z.L,s kelase kma

kelaso Yoma ziad u1uq nist. suluqtxre.
kelase nma xmlvmt-e .
kelase ma ziad xmlvmt nist.
in saxtomun bolud-e.
un saxtemun ziad n st.
un saxtemun kutast.
in saxtemun ziad kuta nist.
saate Y..oma gerun-e .
samte ma ziad gerun nist.
samte mirFarzun-e.
Samte *goma ziad arzun nist.
19
177a
Supplementary Losscn 11
3. ( ont'd)
T inglisie ahmad bmd-e.

inglisie aie bad nist.
farsie fereydun xub7e.

farsle man ziad xub nist.
darse emruz saxt-e,

darse diruz ziad smxt nist
dx-se diruz asun-e.

darse emruz ziad asun nist.
lotfan javab bedid. (Affirmative cue.
T. kelase ma mz ke ase nma suluqtar-e? S. bale kelase ma a z kelase

lloma nluqtar-e.
kelase ''gcma az kelase ma xmlym mr-e?
un saxtemun z in saxtemun kutatur-e?
in saxtemun az un saxtemun bolandtar-e
e soma smate man ger
saate man az mate sgomm arzuntar-e?
dza. e e z drse diruz saxttar-
darse diruz az darse emruz asnntar-e?

178
LESSON 17
dialog a
otobus
bus
miad
he, she, it comes
1. otobus samt mud tehrari miad? What time does the bus come from
Tehran?
gorban
sir
sob samt dmh miad, qorban.
It comes at ten o'clock in the
morning, sir.
dir mlkone
he she,- it arrives late
xeyli xob mmulan dir mikone? Pine. Is it usually late?
montmzer
waiting for (adj.
kmsi
so eone
mmmmulmn dir nemikone. montzere It doesn't usually arrive late.
Rmsi hmstid?
Are you waiting for someone?
miand
they come
bmle. do-se-ta mz dustam mz -Yes, tro or three of my friends are
tehran miand.
coming from Tehran.
dustatun amrikaimnd? Are your friends American?
hmme6un
all of thew
bmle . hmmm
Yes, and they all speak Persian
bmlmdmnd.
well.
dialog a
1. otobfl tehrân miad?
sob sat c3Mmed, qorban.
x6yli x b. mmmmulin dir mik ne?
mmmmulin dIf nemikone. mOntmze
do-si=ta mz dustm mz tehran mland.

2. dustatun attikaand?
1. bil.e bakminn h:Mm farsi uib1dnd. 193

179 .
Drill 17a.1 Complex Subs ution (Review
dUstatun inglisi hmrf miz
dmratun
farsi
yad migirmnd
rusi
1thnd
"gagerdatun
inglisi
rnixunznd
yad migirmnd
dustatun
bmixdand
,rena
dust d rmnd*
qmzaye
xaltmrat-_-
doroEt m1kcnnc1
qmzaye_amrikai
mixormnd
bmradmra
sobhane
masto xiar*
dust darmn
19 4

180
17a.2 Transformation (Using the following sentences as the cue,

elicit the corresponding singular sentence as
a response.
1 Ugerdatun inglisi xub hmrf mizmnmnd,
2. bmradmratun Roja Zendegi mikonmnd.
3. dUstatun dmr dmbirestan dmrs midmnd?

)4 .
momllemaye koJaind1
5. dustatun s&t cnd mi d/
6. xahmratun'apmzi bmlmdmnd.
7. agerdatun fmranse yad migirmnd?
8. dustatun qmzaye Irani dorost mikonmnd?
9. .bmradmratun dmr 'irsz kar miko d?
i11 17a.3 Transformation (Elicit:a plural re_ onse to the singular

sentence.)
1. brdretun koja zendegi'mikonel

2. dustetun qmzaye irani mixore?
Xagerdim %ena dust dare .
xahmre jmegid Xagerde dmbe -e.
5. dustmm farsi xeyli xub balmd-e.
6. bmradmrmm qmzaye hendi* dust dare.
7. Xagerdmm rusi yad nemigire.
xahmrem hmmiXe sobhane mixore.
Ll l7a.4 Simple Substitution
do-ta mz ketabam ru miz-e.
medadam
kaqmzam
xoanevi sam

181
Drill 17a.5 Simple Subt1tutjori
mz dustam tu otaqmnd.
?4agerdam
dustatun
nzerdatun
momllema
1rania
momllematun
.gagerdaye irani
momllemaye amrikai
dUstaye irani
Drill 17a.6 Forced Substitu
d agerdatun tu otaqmnd.
ketabatun
medadatun
momllema
ania
76agerdaye ir_
kaqmzatun
dustaye amrikaitui
xodnevi
dustaye 1r
mOmllemaye amrikaitun
ketabayefarsitun
ketabaye amrikaitun
momllema

1 2
Drill 17a.6 ont/d
do ta az moallema tu otacimnd.
medadaye ciermezetun
medadaye ger ezemun
_omllemaye iranimun
ketabayc fars
ketabaye al ikaimun
dustaye amrikaimun
Ugerdaye iranimun
hamegun farsi xub balmdmnd.
inglisi
azi
'Eena
fmranse
Utranj
Dr 11 17a.8. Simple Substitution (Repeat this drill using Ammeaun
hmmmtun farai xub bm1mdid.
hmrf mizmnith
midunid
talmfoz mikonid*
dmrs midid
yad migirid
minevisid
Drill 17a.9 Simple-Substitution (Repeat in the negative .

montmzere hmstmm.
bmra

183
Drill 170- 9 cont'd
ere bmradmrmm hmstmm.
omllemmm
dustmm
pedmro madmrmm
vmzire fmrhmne
ketabmm
Xagerdam
modire mmdrese
Drill 17a.10 Review the following exercises:

14a.8. 12a.3, 12a. 5, 14a.
198

184
T!ESSON 17
dialog b
miaid you come
xodetun yourself
1. xodetun samt dah miaid inja? Are you coning here at ten your-
self?
ye kmmi a little
2. mmn ye kmmi dir miam. I'm coming a little late.
be to
I tell, say, am saying,

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

dir miaid. you e coming late.
motUke sza thank you
xeyli xob. mot.mkermm,,aqa. Fine. Thank you,
xae6 mikonmm you're welcome
befmrmaid- you're welcome (This

=phrase in this case is
the equivalent of "Any
time, sir.")
xae_ mikon_ qorban, befmrmaid. You're welcome, sir, you're welcome.
dialog b
1. Adet--- satdh misid injg?
ye kmml. dir [Liam.
pms mmn be dustaun ke dir miaid.
x6yli xab. motImkermm,aqa.
xda ikonmm, qorban, bearmaid.-
199

185
Drill 17b.1 Forced Substitu (Be Lure the verb changes.
xodetun mirid unja

xodet*
xodmm*
xodemun*
xodeIun*
T. xodetun farsi dmrs midid? xodmm dmrs mi

Janson xode qmza dorostmikone? xode% qmza dorost mikonc.
pedmro madmretun xodetun mirmnd xodetummirmnd iran.

iran?
Xomavo bmradmretun xodetun in-

gitsi yad migirid?
mmn xodmm iranimm?
j lid xode% dmr amrika dmrs

mixune?
xodetun celow kmbab doros
Dr 11 17b.3 Complex Substitut on
mmn be dustatun migMm ke dir miaid.
zud*
ye samt dir
do
hmft
now

Drill 17b.4 Tran f rmation The cue' sentence should be combined with
/mmn be dustatun migmm ke... / by the students.
T. gaza dorost mikonid. S. rr- be dus atun m: am ke gaza dorost _ikonid
farsi hmLndid.
emruz dir -ikonid.
u- kar darld.
emruz narahmtid.
emruz xeyli ymst 'd
bmmd mz zor (Jars midid.
eMgmb c1anvat darid.
emIab mirid sinema.
Drill 17b.5 Conversation (The teacher gives cue. Student one makeE the
corresponding statement and student two combines this with'
the ke/ clause.)
T. narahmt S emruz narahmtmm . man be dustatun mi ke emruz

narahatid.
xmste
makul
biker
man emruz pu
kar
kelas
(af.f)
erAmb

18
Drill 17b.6 Review Drills 7b.3, 9a.3, 1141,.2 in the negative
and any
other drill that practices a problem that your'class may
be having.)
Drill 17b.7 Comprehension
jan hmmilton amrika e. dElr hre ymzd zendegi mikone. ymzd ye

Iabre irani-e va* ye sal ke jan unja kar mikone. dor do-ta dmbi
anti, inglisi tadri- mikone. soba dr,Ar dmbirestane ferdowsi dmrs midevo,
bane az zora kelasAI thar dabirest eYalost, dar dmbirestane terdowsi

kelase pnjom dmrs mide. Isgerda.6 inglisi xub balmdmnd vmli trAtmr neve'6-
tan baladand. ye sal-e ke ba jan inglisi mixunmnd. jan ba soagerdaI hamige

inglisi harf miz evo hala inglia xub mitahmmndo kmmi hart mizanand. a1-
1=tte jan farsi xeyli xub balad-e vm baraye in, l'agerde6
hamisLe ba's farsi
hart mizanmnd ya be farsi soal mikon d.
dmbirestane zale kelase sevvom dmrs mide. Ja e farsi

hart mlz "gagerdaI inglia 1 taladando modire drese hmm inglisi
nemidune. i'gun faranse xub hmrt miz d vali jan faranse balad nist.
emruz tmmbmst, ruze vvle hmfte. jan samte 1d bider m se vmli

bOland nemi'ge.* xeyli xastast. Usgo nim* boland mAevo hammam mikone.*
toad lebas mipuIe. samt hadt sobhane mixore. bmraye sothand6 hmmAe
nuno poni±* ixore. sa,4, hmfto bist dmycle* mire mmdrese. dmbirestane
ferdowsi az xundg dur nist va hami.ge piade* mire.
dmh dayge tul mikeIe.*
202
188
SUPPLEMENTARY LESSCN 12
1. SubstItution Practice
kelase ma mz kelase
xmlvat
bozorg
kucik
xub
asun
smxt
bmd
Substitution Practice
xuneye ma mz e oma bozo
kucik
arzun
bolmnd
gerun
keta
nazdik
xub
dux
neg)
ziba
3. iot vb bedid. (Negative cue.
goma mz bmradmretun bozorgtmrid? S. nmx yr, bworg-

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

i88a
Supplementary Lesson 12
4. lotfmn jmvab bedid. (Free Couversation
kelase ma a_ kelase roma xmlvmttmr-
bmle . kelase Ilcma mz kelase ma xmlvmttmr-e.

nmxeyr. kelase ma .:Dz kelase roma nluq-c
arzun
gerun
bad
xub
kuta
bolmnd
asun
smxt
kucik
,bozorg
nmzdik
dur

189
LESSON 18
dialog_a
gorbs
you are hungry
_ jorj, goroshat 7e? George I are you hungry.
. _
.gorosnmme,
I'm hungry
gorosnmm nist Ilm not,hun
hala
eyr, aq, hala gorosi .nist. not hun

qmza mixor- eat (in'general)
.1* maenulmn samt cmnd qmza mix What time do you usually eat?
memeniori samt hmft a mixormm, I usually eat at seven.,
befmrmaid
pleaie (come
eramb samt be d Then please come over to our housi----
in.r.zele ma.
tonight at six.
xeyli mcamker lotf ank you very much.
darid.
xaeI mikommm. You're welcome.
1. &Aye jbrj-, goro e.
nixeyr, aqa. hal gorosnlm nia

,
ulln salt cand qmzi lixorid?
mmemulln samt bft qlza ir

pms.emIlb salt beflrmaid mmnzele ma.
motImkel aqa. 3i2tf dirid.
1 xahI mIkonmm.
205

190
gorosnatun-e?
bmle. gorosnmm-e.
gorosnmtune?
nmxeyr. gorosnmm nist.
gorosaMg-e?
gorosnd4-e.
gorosndg-e?
nmxeyr. gorosndg nist.
jmdgid gorosam
b e jmdgid gorosudg-e.
mdgid gorosn n t.
gorosamm-e.
question
(statement
g)
(aff)
fereydun
(que- on)
tegnmtun-e?*
tegnmm-e.

191
Drill 18a.3 tc1)
aserdetun-e?*
dmm-e.
gmrmetun-e?*
gmrmmm-e .
omnd saletun-e?*
bist salgm-e.
DriU 188..4 Complex Substitution
hala goros-
(question)
te ne
jadbid
(statement)
irin
gorosne
tend-sal
neg)
.6oma
(question

192
Drill 18a.5 SiMple Substitution
ulmn sat cmnd qmza mixorid?
,sobbane
mixabidA
bolmnd
mitid smre kelas.
mirid danaga.
miaid inja.
nitric Dexter House
dmrs mixunid.
nmhar uixorid.
mixabid.
mixorid.
Dri11.14.6 Repeat Drill 18a.6 as ques ions to be answeredby
dent. The,answer should be :u-
on the hour and not exact.)
Drill 18a.7 Complex Sub titution
eml'ab qFoaye rani mixorlm. befnmaid.

exarikai
d.orot mikonim.
qmza
minim sinema
restorane lalezar
xuneye bmradmrxm
2 08
193
Drill 1_a.8 'Conversation Drilllka.7 should be repeated in the folloW-

ing manner. -The teacher gives the short cue. Student one
'says the whole sentence and student'two answers with the
sentence /mottmkermm, aqa. lotf darid4 Student one
completes the conversation with xae% mikonmm./)
qmzaye irani
S ma ems6mb gmzaye irani mixorim. Iomam be id.
S motkern, aqa. xeyli lotf darid.

2
S xaeI mikonmm .
Continue in this manner using the cuesin Drill 18a.7.)
Drill 18a.9 Conversation
1. 'Noma mmmoulmu samt mad bidar 'dtif

mmmmulmn samt omnd mixabid?*
2. samt mad sobhane mixOrid?

koja
NomaImba kelase farsi darid?

°egad tul mikeIe?
4. toba kelase farsi darid?

samt cand,
koja nmhar mixorid?

Loma eamb dammlat darid
kelase farsitun ceqad tul mikeIe?

seat omnd cni mixorid?
limmbeha samt'emnd mixabid?

yeklembeha saat cnd bolmnd miIid?*
yekammbeha samt omad sohaue rnixorid X

'yek4mmbeha am koja mixorid

195
LESSON 18,
dialog b
xaetun miad
you like
aye irani xdgetun miad?
Do you like Persian food?
2. bale xeyli xoNam miad.
'Yes, I like it veri much.
1. az kodum bi%tar.xdgetun miad?
Which kind do you like most?
fesenjun
( xplain)
,dust darm'
like
enjun xeyli_dust &tram.
like "fesenjun" a lot.
1. pas eamb bmruye Xoma fespn un
dorost mikcnim. "lhen we will fix "fesenjua" for
you.tonight.
bah-bah!' .ce xub!
(untranslatable exclamatiOn of
enthusiaum)
biarid. formal expres
dialog b
.1. z gazaye irani x(ge un mlad?
2. b1e. xayli xm mlad.
a.. az kodudt biAlr xaetUn ad?
?. fesenjfin xeyli chi t aram.

1. pas emlUb bmrgye onifeeenjtn dorôst m1koni.
bleh-Mh c xdb!
1 ,xan mikonsme. if blarid.
210
196
Drill 18b.1 Simple Substiton

az vzaye irani xdetun miad?
musigie* irani
xorege bademjun
rilmayL amrikai
pirahmne jaaid
'Xanre ma

.il
xaetun miad?
.xontun nemlad?
xabetun iad?*
miad.*
miadc
xabmm nemiad.
bad= nemiad .
xeyli x(Amm miad.
xeyli xes'a miad.
xeyli xabeI Miad.
xeyli bade% miad.
jmmtid xcige.g miad.
fereydun xaeg nemiad
M2 qmzaye irapi xeyli
211

197
Drill 14.3
xaeI miad.
xeyli xae% ndad.
zwusIi xeyli xae% miad.
miisiqiye irani xeyli xaig iad.
mz musiqio cimzave irani xeyli xaa

miad.
;mmtitAme musiqio qmzaye i,ranl xeyli xdge
miad.
jmaido jorj az musiqio qmzaye irani
xeyli xaaun miad.
=IMO smAido jorj mz musiqio qmzaye imni
xeyli xaemunAtid.
Drill 18b:i4 Complex Substitution
5maid az qmzaye amrikai xae% mi
nag
musiqi
fereydun
xa
.gorna

Drill 18b.5 Comprehension
hMoammd firuzi ye pesmre _rani-e. mohmommd blat sale
IMhre kerman zendegi mikonevo unja tmh- 1 mikone. mohmammd mohmsele

sale IiNome dmbirestane Nahpurre. dmr hmfte* se ruz kelase inglisi dare -
yekNmMbeha, seImmbehavo psenjUmbeha. mohmmmmd Ye du te amrikai dare .
dusteN dar kerman nist. dusteN dmr amrika zendegi-mikone y bmraye mohmm-
meed name minevise. bmraye in, mohmmmmd mokaleme bmImd nist vmli name be
inglisi lidgmn minevise. esme duster "Phuln-e. Paul hmm farsi yad mi-
gire wall hmnuz xeyli kmm bmImd-e. Paul momlleme farsi nadare atZ
hmmmmd yad migire. bmraye in, tmlmfozell xub mist. ye, iohmseIe
Nabre Paul iendegi mikone vm Paul'hmmile ba tin mohmsel hmrf

mizmne.: vmli
un mohmsel xeyli kat dare vm ziad*be Paul kommk* nemikone. Paul mohmsele
sale davvome danagast.
ohmmmmd se,zmban.- farsio kordiä inglisi.. farsi xeyli xub

hmrf mizmnevo xundmno neveItmn be kordi fmgmt bmrf-zmdmn
vm be inglisi fmalmt neveNtmn bm1md-e mohmmmmd dmr kerman zendegi
mikone vmli kermani nst. pedmreN hmmmdan'i-e. dor hmsodan farsavo* korda-
vo torka zendegi mikonmnd. .re ohmmw4hmm kord-e. madareI farsio
torki -e vamli ba ohmeammd hmmiNe kordi hmrf mizmne. pedmreI
bmraye bang* kar rulkone vm do saI-e ke kerman zendegi
mikone .
1. mohmmmed irani-e? 13.

'
Paul eekar mikone/
2. esme famileN ci-e? 14. Paul-feral midune
3. koja zendegi mikone 15. tmakeroz- tarsi% actor-
4. dmr kerman cekar mikone% 16. mohmmmed omnd-ta zabon_midune
5. Oar kodum-mmdrese tmhsil mikonel 17. koduma
6. dmr kodum kelas-eI 18. mohmeammd kermani-e?
7. inglisi hmlmd-e? lg. kojai-e
B. duste amrikai dare? 20.' kordiN cetor-e
9. dusteN kojasti 21. madmreN kojai-e
10. esme dusteN cl-el 22. pedmreN kojai-e
11. bmraye mohmmmmd name minevise? 23.. esme pedmreN (nemidunmm
12. lbe inglisi ya be far i minevise? 24. pedmre% dmr kerMan cekar mikone
2 1:3'
Drill 18b.6 .
Conversation
1. az gazaye /rani xobetn
2. mz cal smxd xagetun mlad
az cal set xastun miad?
filmaye Uponi xaetunfliiad2
romanay.0 rusk xaetun SLUM

6. malaileye "Life" xedetun miad?
,musicaye irani xotetun miad?

8 az celow kmbab x0Ietun miadt
9. al Wevaye tegzas xoNetun miad
Drill 18b.7 Conversation (Repeat the

above questions aecues
, following format.)
(to 81) z gazaye iranikoWetun tiad?
bole. NZ 41s8ye irani =Ikea

miad. (or)
ani xoliet ml e to Si
e. az clazaye liani xota mlad.
,
xolce% n-
21

200
SUPPLEZENTABY ass .
lotfmn 0 konid.
,..
_ ga mikonmm. lotfMn glig konid.
mmn tekrar mikonmm.
lotfmn,tekrar konid.
mmn seal mikonmm. lotfMn seal konid.
tekrar Ronid.
lotfmn gtA ko id.

lotfMn tekrar konid
lotfmn soal
lotfmn niaga konid;'
lotfmn jmvab bedid.
lotfmn dmrs bedid.
lotfmn dmst bedid,
lotfmn farsi bexunid.
lotfmn farsi -benevisid,
lotfan farsi hmrf bezmnid.
Have the student change thefollowing statements into the req4.t

ga mikonam. S. lotfmn gu_ k d.
mem tekrar mikonmm.

mmn soal mikonmm,
mmn jmvab midmm.
mmn dmrs midmm.
mmn nega mikonim.
mmn dmst midmm.
mmn farsi MiXUTIMIL
mmn farsi minevismm
mmn farsi hmrf mizmnmm.
4. Have each student make two Sentences, one statement

and one reque r,
Give the following cues-
km-dmn S. ikonm.m. lotfmn gu c.onid
tekrar kmrdmn
soal kmrdmn
nevkmr
dmrs dadmn-
dmat dadmni,
xundmn'
neve.Umn
hmrf zmdmn

200a
5 miforiat1on Practice
Cues:
ingli
far
hmrf bezmnid
mixunirn
bexunid
inglisi
dmrs midmm
dmrs bedid
yad begirid

201
LESSON 19
dialog a
nmx'ge
map
in nmigeye tehran-e?
this a map of Tehran?
2. ne nmAeye No, it's a map of Iran.
paytmxt
capital
1. paytmxte iran kodum 'gmhr-e?
What's the capital of Iran.
2. paytmxte iran tehran-e.
The capital :of Iran is Tehran.
dialog a
1. in nmxnye -e?
n&xeyr. nmxY6ye irin-e.

1. paytg.xte iran kodm
2. paytlxte irgJa tehrip-e.
217
202
19a.1 Conversation
1. esfahan kojast% esfhan bozorg-e?
2. Uraz kojast Uraz nmzdike-mdgbabd-e?
3. tmbriz kojast dmr kordestan-e?
4. mahmd kojastt had paytaxte iran-e?
5. ahvaz kojast_ kucik-e?
6. rezaye kojast rezaye az tabriz dur
7. rak kojast namdike dmryast?
-keroaz kojastf qmtar mire ke man?
9. tehran kojastl tehran paytaxte iran-e?

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

14. rus owrmv kojast rusiye kucik-e?
Drill 19a.2 (Prepare a talk about Iran using the map as an aid.
Say as
much as you think your students can understand
trying not .
to introduce so much vocabulary that they.cannot

understand.
Avoid translation as much as posaible, using simple
in Persian, gestures or pictures to get your meaningdefinitions
across.
,Bring in the sentence types and vocabulary concerning the
weather found in Lesson lla and 11b. Ask questions to check
on the students questions. No new grammar constructions
be used in your talk. For this,reason, this talk should
must be
thought out aheadjg time.)
Drill 19a.3 Review Drills 16a.11, 16b.3, 16b.4, 16b.12, 17a03, and
3,7a.G. Be sure that the students resPonses are automat
c.

205
Drill 19b.1 (Review ,Drills a.2 and Ba.3 using the map as an aid.)
Drill 19b.2 Im tation (Point to corresponding areas on the map.)
iia inja zendegi mikn
tmbrizia
korda
esfmhania
ymzdia
ruse.
Drill 19b.3 Forced Substitution (Explain that the teacher will supply
only the place name, the student_should respond with a sen:
tence' containing a plural noun of nationa4ty.)
T. telu-
teraniahja zendegi mikonmnd.
The students should be warned-that theYLwill not be,famillar With some

of the place names but they s be able to derive the correct forms
th& using the same pattern
T. iran (Point to the map at the sametime you give the verbal
cue.)
tMbriz
azmxbayjan
kordestan
'Mrmbestan
esfmhart
lorestan
tehran
raz
ymzd
mf4anestan

206
Drill 191).3 (Cent d
T. torkie
rusie
bmlueestat
hen&
kordestan
cin
Iran
1.. Iiraz dmr Umale iran-e?
2. tehran dmr junube
mAhad dmr mdgreqe* iran-e?
4. rMst amT %omale iran-el
5. mhvaz dmr junube
6. tmbri dmr junube iran-e?
7. kermansah dmr magrebe iran-e?
8. hmmmdan dmr mmeirebe iren-e?
9. hmmmdan nmzdike kermaaast?
10. mammnderan kojaye iren-e?
11. abadan kojaye iran-e?
12. xorasan dmr-mAre4e-iran-e?
rezaye daT mmrkmze ane?

-14. mmIbmd dmr junube-iran-e?
15. abadan dmr junube dr -?
16. ymzd dmr mmr--ze iran-e?
220
207
SU?PLENTARY LESSON j_4

lotfn gu korai .
mmn mirmm paye t- lotfmn berid paye tmxtesia.

mmn ye jomle minisi. lotfmn ye jomle benevisid.
mmn mi`gimmm. lotfmn
Have the students repeat the above sentences

after you chorally.
Give the statements as,cues and have, the students respond

with the
requests. Continue for ali the above statements.
T. mmn mirrn paye tmxtesia. 5 lotfmn berid paye tmxtesia.

Give the requests as cues. The students respond with the stacments.
Continue as above.
T. lotfmn berid paye tctesia. S. mmn mirmm paye tmxtesia.

Combine the three simple sentences into one compovmd sentence.
Have
the students repeat both forms (statement and request )
after you.
mmn mirmm payetmXtesia, ye jomle mineviammo
lotfmn berid paye txtesia, yejomle benevisido bennid
6. lotfmn gii konid.
miam inja., lotfMn biayd inja.
mmm ruye smndmli mi lotfmn ruye s dmai beginid.

mmn be mmx8eye ir n negamikonmm. lotfmn bc nxeye iran
mega konid.
Have the students repeat the sentences after Y ou. Then have them
change statements to requests and vice versa.
Combine the three simple sentenc into one compound sentence. Have
_
the students repeat both forms. (statement and reques

after you'sev-
eral times. e.g.,
miam inja, ruye sandmli miinrno be mmxiguye ircn nega mikenmm,
b. lotfmn biayd inja, ruye sndli bennido be nmAeye iran mega

konid.
22i
208
Svpp1eientary Lesson 14
8. Pattern Practice
mmn efligmb mir sine

jmaid
kdlase
.goma
berid
ketabxune
blayd
xuneye ma
restoran
berid
park
miam
biayd,-
konsert
2 2

209
liSSON 20
Review
Drill 20.1 Conversation
1. paytmxte iran kodum Nmhr-e

tehran mz inja dur7e?.
mz inja ta* tehran ba hmvapeyma eeqmd tu1 mikeNe?*
2. hmvaye tehran cetor-e

hmvaye tehran mesle haye as -e?
hmvaye astin mmrtub-e?
mz hmvaye astin xoNetun miad?

Noma kojai hmstid/
hmvaye Xmhretun cetor-e?
paytmxte amrika kodum,Nmhr-e?

mz inja dur-e?
hmvaye vaNmn on cetor-e/
Nxhre abadan kojast/

mz mbvazAur7e?
abadan bozorg-e?
rAt.kojast
tu mazmnderan-e?
mz mazmnderan dur-eT
hmvaye rmXt cetor-e

hmvaye mmrtub xoNetun miad?
hmvaye astin mmrtub-e?
dmr kelasemun cmnd-ta Nagprd dar

da.r-hmfte-cand ruz dmrs mi im?
dmr ruz cmcd samt mixunim/
Noma Nmba farsi tmmrin mikonid?*

Noma farsi xub mifmhmid?
farsi mesle mrmbi-e?
10. Nomareye otautun omndr.

otagetun smrd-e?
bozorg-e?
11." kmege' Noma siast

muye* smid siast?
dmftmre farsitun smbz-e?

210
Drill 20. ont'd)
12. dmftare* TEFL kojast

mesle dmftare zmbane farsioe?
dmftmre zmbane farsi tmmiz-e?
13. xoreWe bademjunxoNetun miad?

Woma rmxs beeladid?
rmxse irani yad migirid?
14. heraye tmbriz menle havaye kojaat ,

tmbriz az Wowrmvi,dur-e?
tmhriz kucik-e?
15 hammdan koja
dar hmmmdan kordi hmrf mizanand?
kordi mesle farsi-e?
16. iranja baraye sobhane ci mixormnd?

Woma sobhaneye amrikai mixorid?
az qmzaye irani xoWetun miad?
17. torki koaa hmrf mizanandf

Woma torki midunid?
"yaxci" ymani cif
Woma farsi xub bmladid?

neveXtmn yad migirid?
farsi moligel*-e?
19. soba samt cand bidar mi d?*

soba vmrzet mikanid?*
az vmrzeW xoWetun miad?
+
20, Woma duste irani darid?

ba dustetun farsi hmrf m id?
dustetun dmr amrika dmrs mixune?
madar bozorgetUn qwzaye irani.dorost mikone?

I)edmr bozorgétun qmzaye irani dust dare?*
esme madmr bozorgetun feregtmat?
dmr satin barun miad?

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

abadan nmIt*.dare?
hmvaye abadan ceto- e

211
Drill 2001 cont'd)
24. gomapmruz narahmtid?

=rat= dmrd mlkone?
gorosnatun7eT
25. goma irani hms d?

Tarsi mifmhmid
kojai hmstid?
26. esme familetun ci-

be farsi cetor tmlmfoz mikonid/
esmaye irani moggel-e?
27. ba inglisi dmrs midid?

kelasetun az inja dur-e?
msammulmn. smre vaxt* miresidT*
28. goma piade mirid srrekelaae. farsi?

cacird tul mikege?
xrsteid?
29. gmba samt ornd kela e farsi darid?

emgrb ki dmrs mide?
kelase farsi bmmd az gam-e?
30. irania samt omnd nahar mixormnd?

az amrikaia bigtrr mixormnd ya kmmtmr?
goma az polow xogetun miad?
yekgmmbeha koja mirid?

esterahmt mikonid?
gena mikonid?

Gi-anlinar
L Noun P els
The pluraLis formally expressed only when there is no other deter-

Liner of plurality.Determiners of,plurality include numbers and ad-
erbS of quantity.
ommf-ta Wagerd darid?
xeyli Wagerd darmm.
dMh-ta Wagerd
When there is no other plural indicator in the sentence the noun

ay ,be made plural by the addition, of the plural morpheme 1/. The
lural morpheme is always stressed.
Ntimber Concord
Amen a plural noun is the stibjectof a sentence in Persian, specific

4041 of concord must be observed. An_inaniMate-plural sUb4ect_willre-
flectiOn while an animate -lural sub e-t wU
with a lural verb inflection. 'This rule of COACQ-
the third person. For example,
un ketaba male Womast?
dustatun amrikaimnd?
Other uses of the third person plural verb%
eaking of a third person who is present.
in age amrikaimnd?
Oun farsi bm/mdmnd?
b Speaking of an important third person who is not present.
vmzire fmrhmng emruz miand'inja.
'Speaking of a third person not present who is related to the'

person you are speaking too His familk meMbers are referred
to,in the third person plural out of politeness even if they
are not present.
pedaretun koja kar mikonmndf
'1: al used with singularnouns-to indicate politeness holds true

verb morphology but other morphology as well.
b bmlmdmnd. in-aqa imnd. esteWun hmwesmit-e.

3. Counters
There is a difference in Persian (as there

is-in En I between
countable and non-countable-nouns.
Thia difference is shown by occur-
ence with different adverbs of quantity.
For example,
omnd-ta ketab darid/
ceqmd .6ekmr darid/
A counter (in this case /-ta/) must be suf ixed

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

/Ye/ qr /yek/) i 7dune/.-
ornd-ta medad darid/
ye-dune.
The counters - are not _-ed with units of

bete, mah, sal, etc. time such as ruz, _amt,
ye samt
do s- t
se ruz
-_ar hmfte
Certain PersIan verbs occur in the compound state

direct object expressed. When the direct object when there is no
the place of the noun component. is indicated, it takes
Bxamples of this type of verbs that
you have seen are /mixoram/ and /mixunam/.
Both of these verbs generally
ocatir with a_noun component even when the meaning
and no direct object is intended. is general in nature,
227
214
les of this type of compo d verb are:
/nmhar mixormm/ "I eat lunch"
Aam mixo "I eat supper
/nun mixormm "I eat bread"
/ma. mixormm/ "I eat"
ann. mixUnmm/ "I study,Per ian"
imi mixunmm/ "I study chemistr
drshi "I study"
orude melli mixunmm/ "I am sInging the nation hem"
avaz mixunmm/ "I am singing"
Note that the verb mixunmm means eitior "I read study-, sing" de.
pending on the noun component. It is for this reason that compound verb
forms mist always be considered in their entirety.

215
SUPPLE- ARY LESSON 1-5
1 gu 'g konid.

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

tekrar kmrdmn
scam kmrdmn
nega kmrdmn
kar kmrdmn
dmrs dadmn
dmst dadmn
neveUmn'
xundmn
hmrf zmdmn
rfthn
neUstmn
liotfmn konid.
lotfmn farsi hmrf bezmnid, vmli inglisi

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

Give two cues at a time. e.g., those raeticed above'.
T. soal kmrdmn, hmrf zmdmn

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

216
LESSON 21
dialog, a
naiad family name
be acquainted 'th
aciaye naado mil'enasid? Do you Nezad?
migid an
JaMade neYado migid? Do you mean Jamshid Nezad?
1. nmxeyr. lamradmredo Migmm, No, I mean his brat)-ler.
MM. fmqmt jMaide nezado I only know Jamshid Nezad.

miXenaam.
* *)* *
diakog a
] aqiye neddo mnenastd?
2. jmaide nenldo
:eyr dire'do migmm .
ft jmaide neXgdo mfgenas

217
Drill 21a.1 --Simpl Substttition

,
aelaye"neYad9\mfgen id?
sadeq
burbu
ohani
yan nand
katemian
fiuzat
Drill 21a.2 Simple Su 1 ion (Repeat in the negative.
bmradmretano miXenaamm.
pedmr
madmr
xahmr
dust
mnellem
dMbir
ostad
-
Drill 21a.3 Repeat, Drill 21a.2 using the model sentence oma bmraclr o
mienasid?/)
Drill 2la.1i MUltige Substitu 'on
de naado miNenaamm.
_
perviz aryan neYad
qasem sadeq
saSan burbur
vigen ohanian

Drill 21a.5 d Conversation
T. neWad , Si Xoma aqaye ndado milienesid? S2 jiide neado d?
aryan-neYad
sadeq
burbur
ohanian
Drill 21a.6 Cued Conversation- Repeat the s __from Drill 21a.5 using
the following model sentences.
T. neYad
S1 Xsoma aqayé neWado m26 _a
jmaide neYado migid?
eyry bmradmrao migmm.
Drill 7 imple Suistltution
zor aq.ayo neWado _mibinmm.w
burbur
sadeq
smid
hoseyn
pmrviz
ohanian
bmradmretun
pechm
_admr
momllem
dmbir
dust

219
Dri11 21a.7. t'd)
zor-dustetuno ndb
ostad
-abmr
.8 Complex Substitution
bmmd am zor'bamrsamramio" mibinid?
pedier
-etitn)
ostad
omllem
dust

220
Drial 21a.,9 Simple"Substitu
:a m4ido miWenaamm.
fereydun
pmrviz
hoseyn
amid
sohrab
clasem
Drill 2111.10 sation_
T. dertmr Mibinid?' S
2 nemidunmm
_
ketab
me
xodnevf s
pirahmn
main
nmvar*
Ama aclaye neYado mibinim.
dmbirestane mlborz
daneWgaye tehran
xatume kazemian
dmbestane pars*
danehaye Wiraz
agaye fiuzat

221
Drill 21aal cOnt/d)
ma aciilye fiuzato mibinim.
bimarest
jam _d
inemaye emp
xiabane tmxte immXid
xaneye fereydun'
ketabe =toad
dmbirest e mehr*
Wine mmn
jmaido bmradmre%
ketabaye sMid
)medreammun
ketabmm
medadmm-
f&nrie
mn*11pmetun
nmllememan
mcmllemaun
mnmlleme*.i
momllemid
ketaba.g
Amra
twradaar
barrldar

222
Drill 21a.12 Simple Substtu
mehun ketabo mi
medad
main
livan
fenjun
gme
jobmr*
ketabe germez
dmrtmre kucik
maine xarab-
livane-kacik
fenjune sefid
gmce zmrd
hmre ambz
Drill 21a.13 Forced Substitution (Review ) (Give one-cue at a tIme, pro-

ducing as many coMbinations as possible.
saibium.
kma bmirf,mizmn- (neg)
ma dmrs mid- (aff)
inn kar mikon-
. alio d midun-
=In mixun-
yad migi
bmr mir-
esterabat mikon-
dmmvat dar-
lamza mix6r-
dar-
dir mikon-
mia-
mixa-
miNenas-
.236
223
Drill- .14 Expansion
un ketab male mmn-e.-
un ketabe bczorg male mmn-e.
unketabe bozorgo wymez tale
un medad ru
un medade kucik ru miz-e.
edade kuciko sMbz ru miz-e.
un ketab
un ketab koloft*
unketabe kolofto sia magel-e.

d. un kagmz male ki
un kaqze sefid male ki

_
un káofize sefido kohne* male ki-
Dri 1 21a.15 Expansion
un medado mixam.
un medade kuciko mixam.'
un medade kuciko lumezo
un_ketsbo mdbinid?
un ketabe.kolofto mibinid?
nn ketabe kolofto ombzo mib_ d?
un main° nemixam.
0
un manne Imenif*0 nemixam.
un magine keifo xmrnbo nelu
237
22,4
itSSON 21
dialog b
1. esme bmradmieto Midunie

Do yoil knowh±s brother's name?
2. nmxeyr. esmt No. his name?
behruz
first name
fmrda
tomorrow
bet
to him
betun
to hjm (poli e), to them
momrefi mikon-
introduce
esmet behruze.fdomaro betun His name is Behruz. I'll introduce
momrefi mikonmm.
you to him tomorrow.
2. xeyli xob. .pms fmrda tomaro Fine. Then I'll see you tombrrpw.
mibinmm.
bring
bele. aqaye neado ba xoamm
Yes. bring Nezhad with
miarmm.
me.
dialog b
--------
gsme bmrad.kreto mfdunid?
2. n&xeyr. 6smet ci
6smet behr-efd =Aro betun mref mlkonmm.

x6yli xtib. pms fmri. tom4ro mAbinmm,
hAle. aq6ye neYlido ba xftemmiarmm.

225
Dr11l-21b.I- Simple SubstitutiGn
aciage etemadiro miNenasid?
=nal
zia.
mehdi
eTmrifiro miNenasid?
umraNi
Drill 12b.2 Forced Subs itution
Kaye mlmtriro milenasim.
merai
kasemian
pmrviz
mehdi
sadeq
zia
irazi
hoseyn
neYad
Yan-neYad
sohrab
Tarifi
fiuzat
mImvi
mehdi
2
9
-226
DrIll 211.3, Simple Substitu ion
esme bxadreo midunid?
pedmr
rnad
dust
mUem
oetad
b. esme mmdresmNo midunid?
mmjmlle
danaga
bmradivra
Drill 21b.k Forced Subs tu
a. mmn Womatotai enasmm.
jmmNid
pedmro madmrmm
rnn
momlle
mmn esme Nomaro midunmm.
jamNid
orall_emsza

227
Drill 21b5 Simple Subatitution
.aqaye neVado ba xodmm miarmm.
zia
sadeq
mmwmh
reza
Drill 21b.6 Review Drill 18b.3.
'Drill 231.7 Forced Substitution (Change the verb to where n es-

sary. )
mmn bmr&,dmrao miVenasmm.
pedar
esme bmradmr
esmefamil
esme dust
dust
Drill 21b.8
mmn ferenmro nemibinmrn .
iale
mmilmale
ruzname
fateme
%mare
ketabxune ,
mmrzie*
mmdrese
241
228
Drill 21b.9 Forded Substitution
mmn fereNtmro mibinmm.
jid
reza
fmriba
mmdrese
ketab
hoseyn
ketabxune
mlle
sinema
sinemaye ferdowSi
ketabe
ketabe fizik
jmmNid S un amp mibinid?

52 bmle.
S1 esmeo midunid?
S2 bmle esme jmmtid-e.
doxtmr,
pesmr, reza
pesar, pmrviz
doxtax nla
doxtmr, fmriba
peamr, dara
pesmr, amid
242

229
Drill 2113.10 cont'd
T. doxtmr, Yale
doxtmr, ferate
doct ziba
.Drill 21b.11 Imitation
teeba mmmmulmn ketab inixunn.
dmr mmdrese in ketabo mixunim.
mmn hmmiWe ruzname mixmrmar*
mmn hmmilSe ruznameye keybano niin.
*aid hnie ketab mixune
d bmmiXe ketabe xoden mixune.
memmulmt qmzaye irani dust de..
mmn hmmiNe caimixormm.
in cairo nemixormm.
omnd-ta ketab daridf
Noma ketabaye mono mixunid?
mmn ketab dust darmm.
in ketabo dust dar
mmn gmve mixormm.
mmft in immtro mixormm.
cai dorost mikonith
kodum cairo dorost mikonid?
qmzaye irani dust darid?
in qmzaro dust darid?
243

230
Drill abag, S1p1e .Stbsti ution
a. Uba mmmmulmn ketab mixunmm.
male
ruzname
roman
zmbane erci
ketabaye inglisi
ketabaye almaai
mmn em ab in ketabo mixunmm
.-eme
ketabe farsi
in ketabo mixunew
kodum:
Drill 21b.13 Complex Sübstitutton
eamb in ketabo mixune.
ruzname
Ull
roman
kodum
mmjalle
ketab
ruzname.
44
1. lc:At= gu konid.
n ketab xoWaan miad atma z un ketaba xoWsza rAemiad.
film xo*Wana miad ra z un ft/ma xoin nemiad .
2. lotfmn tekmar konid.
1. Man el% in ketab xotam miad

ketaba xoNam nemiad.
2. man az in film xamm-miad ama az un filma xamm
nemiad.
3. man az in ahmng xaam nind ana az
un ahanga xoWam nemiad.
4. man M2 in sprud xoWam miadama z un soruda
XoWam'nemiad.
5. nan az in tablo xamm miad ama az un tabloa
xoWam nemiad.
6. man az in dastan =tam miad mma MI
n dastana xamm nemiad.
Have the students use sIngular and plural
above pattern sentence. forms of th'e nouns in
Give the following cues as substitution
the
ketab
film
ahang
rud'
tablo
daatan
lotfmn jab bedid.
Woma az in xodnevis xoWetun fIcl? S. bmle, mmn z in xodneyis xamn

mi.ad Mita az Un xodnevisa xoWmm
nemiad.
seat
main
restoran
q-
24.3

232
4. a)
T. %oma z in qmza xoetun miad.
dastan
mive
nmmaya
Goal iconid. Reverse the above practice. Rave the students ask
questions using the same cues. e.g.,
das an S Ioma mz in dast xoYetun miad?
mmn z in .dastan xamm miad &ma z un

2 -
dastana xamm nemiad.
. lctf2n gu% konid.
mmn fmqmt ye bmra4mx darmm t1i dustmm a bra&r dare.

mmn fmlmt yemmu darmmv2li dustmm se-ta
1. mmn fmqmt ye bmradmr darmm'vmli dust= c ar-ta badr dare.
2. i fmqmt ye mmu darmm vmli dustmm se-ta
3. n fmqmt ye xahmr darmmvali dustmm do-ta dare.

4 mmn fag* ye momlleme farsi dsrmm vmli dustmm do-ta momlleme far i
dare.
5. mmn fmqmt ye kelase ingl vall dust kelase ing1isi

dare.
lotfmn jievab bedid.

I
a
`goma omnd-ta bmradmr darid S. mmn fqa 7 ye bmradmr darm vm2i dr,
do-ta bmradmr dare.
bmradmre bozoigtmr
bmradmre kuciktmr
xahmr
xahmre kuci%tax '
xah5rebozorgt2r
mmu
xale
momlls e farsi
`)11.6-

233
LES ON 22
qmnd
lump sugar
Wekmr
granular sugar
Woma cai ba qmnd dust darid
ya Do you like ta with
Nekmr? sugar or "qand"?
2. ivend c
s
1. gaud me ale eii vlj seftte. 11
nd" is like sugar but it's hard.
ejuri
what manner
pms qmndo cejuri maxormnd
Then how do you use eat 'gaud"?
mizar-
put
mouth
qmndo mizarmnd tu
cairo mixormnd. You put the "qand" in your mouth
then drink the tem.
dullolF a
ba oad dst dArld ya Wekx.'e
2. colnd ci-e/
1 ad m4sle Nemare vili 6ft-e.

2. pms qfindo cejuri mixormnd?
1. ciandO mizarmnd tu dMhmn un vant

caLro niixorrid.

234
D 11 22a.1- Multiple Substitution
roma cai dust dArid ya qmhve ?
re qmnd
farsi mbi
fmranse inglisi
cai cal smrd
fenjun livan
medad xodnevis
zmrd bz
aye rtub hmvaye xork
barun
kartbazi
basketbal voleybal
Drill 22a.2 Free Conversation (Give cues listed above. S forms the
question senteace and 62 answers freely.
T. cai, qmhve Si roma cai dust darid ya qmhve?
'S2 cai dust damn. (o ) qmhve dust damm.
Drill 22a.3 Free Conversation
1. roma cal ba qmnd dust daridYa rekmr?
2. tu fen unmixorid ya estekan ?
3. cai ba limu mixorid rir?
248

235
Dr 11 22a.4 (cont'd
a
4. Uma cal ha ymx dust d4rid ya eai gmrm?
5. stioma
qmhve amrikai xdgetun miad ya qmhveye
tork?
6. ozna cal irin dust darid ya cai tmlx*?
7. kma clMhve ha nr mixorid

ya beduae*
8. Noma gat gav- dust darid ya gate gus mud?
9. irania gate gav mixormnd
ya gulite gusfmnd?
10. irania cal ba Xekmr batmr
mixormnd ya gmnd?
11. irania cal ba ymx mixormnd ya cai
girm?
12. amrikaia cai ba,qmnd dust darmnd
ya .gekmr?
23.- amrikaia gate gusrmnd
bitr mixormnd ya gate
ga
14. irania me-cal Nil% xoNeNen miad
ya cai tmlx?
Drill 22a.5 Simple Substitution Give infinitive as cue.

iao'midunmm.
dorost mikon-
mixor-
g-
min vis-
miput-
mibin-
mxrn-
mixa-
Drill 22a.6 Simple Substitution (Repeat Drill

the.subjeet, and once with flgoma/ 22a.7 once with /.-Thla
as the subject. V.,e-6he
question form with the third
repetition.
2 4 z--)

236
Drill 22a.7 Simple Substi utiov.
-umn in livano dust d un llvtno dx- n
ketab
cai
mmdrese
j obr *
xodnevis
ketabxUne
estekan
gmhve
hmva
Wt
fenjun
kelas
da aga
reza dmftmretuno mixad.
medad
ketab
main
liven
fenjun
ketabe ciermez
dmftmre kucik
rna'ine -rah
250
237
Drill 22a.8 cont'd)
rezd maine. x&rabetuno maxad.
livane kucik
fenjune sefid
gce 7.9-rd
johmre smbz
Drill 22a.9 Repeat Drill 22a.8 using the model sentence reza dftmo
mixad./
Drill 22a.10 Sipple Substitution
in mesle un-evmtli bozo
kucik
kohne
kuta
Sett
tor46
tlx
koloft
kmsif
germez
Drill 22a.11 Repe Drill 22a,l0 using the model sentence

bozo mr mixam.
251

22a.12 Expansion
a. un ketab male ki-
un ketabe farsi male ki-e/
un ketabe farsie sia male ki-e/
b. un ruzname ru miz-e.
un ruzn eye inglisi ru miz-e.
Un ruznaineye inglisielcobne ru miz-e,
c. un ketab meggel-e.
un ketabe ingli moIgel-e.
un ketabe inglisie koloft o el-e.
d. ii kagmz
un kaqmze almani -e.
un kaoyeze almcnie sefid xub-e.
Drill 22a.13 Expansion
un ketabo mi
un ketabe farsiro mixam.
un ketabe farsie siaro
un ruzn o mlxa
ruznaineye farsiro mixam.-
un ruznameye farsie kobnaro mixam.

-
c. un kaqmzo nemibidmm.
un kaqmzealmaniro nemlbimm.
un kaqmze almanle sefidc nemiUnmm.
252
239
Drill 22a. n d)
d. in Zto mixayd?
daftare farsiro mixayd?
in dadtare farsie kolofto mixayd?

2140
LESSON 22
eltak2g21
jaleb interesting
2. rast igid? xeyli Really? That s very interesting.
1. bmle. tue migmnd cal qmnd-pahlu. Yes, this is called "cland-pahlu"
tea.
2. xob, cai ba Wekmr cetor? _Well, what about tea with sugar?
cal ba 'Nekmro migmnd cai Tea with sugar is called sweet tea.
kodum yeki which one

2. xodetun kodum yekiro dust darid Which one do you like Trere your-
self?
1. "Qand-pahlu"
dialog b
2. rist mlgid? xyli

ino Migmnd cal timnd--
xob, cal ba.WekEfir cet6r?
1. cal ba ekxo mlgmnd cal Wir.
xOdetun kodam yeklro dilst arid?
cal qmnd-pmhliiro.
254
241
bmadmretiano ba xodmm mdarmm.
pedmr
xahmr
ketab
momllem
dilst
dmbir
.ghgerd
xodnevl
madmr bozorg
duste irani
dmftmre sia
255

2132
Drill 22b.2 Simple Substitution (Repeat thin drill afrIr Drill 22%,
-mma fesenjun mixormm.
cai
qmhve
polo
celo kMbab
xoree bademjan
cal gmrm
gate gav
Dvlfl 22b.3 Simple SUbstitution (U e the cues from Drill-22b.2 as sub-

stitution items in thR following model .ntence.
mmn in fesenjuno mixorsm
Drill 2213.4 Sample Enbstitution Use the cues from Lrill 22b.2 a sub-
stitution items in.the model sentence below.)
mmn fesenjunetuno mixormm.
Drill 22b.5 cd v- -e an hmst d
in Yv...hr
tehran
ym.ed
kerman
rat
*gahre ma
mazmnderan
in dmbirestan
dmhirestane ma
kekolre ma*

243
d -e farsi yad migirid?
farsi mixunid
inglisi dmrs midid
dmr iraa zendegi mikonid
dmr iran dmra midid
dmr in Wmbr hmstid
momllem bmsAid
qmzaye Irani mixorid
inja zendegi mlkonid
do-ta ketab ru miz-e. kodum yeki male "km stg
dmitmr
medad
xodnevis
name
livan
fen un
Drill 22b.8 Conyers on Repeat Drill 22b.9 in the fouo

T. ketab-
8 do-ta ketab ru miz-e. kodum yeki mai2 oma
1
92 in yeki male mmn-e.
Drill 22b.9 Simple-_ubstitution
mmn in livano dust darmn. Ioma kodum yekiro dust aarq
ketab
cai

2144
D_ 11 22b.9 cont'd)
ih cairo dust darmm. owa kodum yekiro dust dar
mmdrese
Xodnevis
ketabxune
estekan
gehve
fenjun
xune
kelas
daneWga
dmftmr
Uhr
xiaban
dMbirestan
Drill 22b.10 Conve a (Repeat Drill 22b.9 in the following manner.
T. ketab
S
1 mmn in ketabo dust darm oma kodum yekiro dust darid?
8- dust danma.i-
Drill 22bal Expansion
in ftmr mesle un draftmr-e .
dteftere kUcik mesle un dettmre k-e .
in dmftmre kuciko sefid mesle un dmftmre kuoiko _efid-e.
in drafter me le Un dmftmr-e.
in dmftmre farsi mesle un dmftare farei-e.
in dmftmrefarsiekoloft mesle un &nth:me tars ekolo -e*
258
245
Drill 22b.11 Expansion nt'd
c. rn kaqmzo mi-
un kaq e _efido mixain
un kaqmze sefido xdbo mixmn.
d. un kaqmzo nemixam.
kaqmze alManiro nemixam.
e almanie kohnmro n
e. un ketabo bar midarmn .
un ketabe Rermezo-bmr midanmm.
un ketabe farsie qermezo bar midaram .
kojast,
me- ye zmrd ko astif
ye almanie zmrd kojaatX
--o
un romane elo
un.-mane male oe1onthcunni.
259

21461
SUPPLEMENTARY LESSONnl7
lotfmn gug konid.
bebanaid aqa, Woma tond ra mirid, lotf ni ymvagtmr ra berid.
b. bebmaid aqa, goma tond hmrf mizmaid, lotfn kmmi ymvagtar'.hme

bezmnid.
c. bebmaid aqa, Woma tend mirunid, agtar berunid.
2. lotfam terar konid.
bebmaid aqa, lioma tend ra mirid, lotfmn ki ratr berid.
bebmaid aqa, Woma tond zmnid, lotfmn kmmi ymvatar hmrf

bezmnid.
C. bebmAid age., oa tond mirunid, lotfmn kmmi y atr berunid.
bebma d aqa, Noma tond mixunid, lotfmn kmmi ymvaUmr bexunid.
e. bebmaid aqa, Woma tond mineviCid, lotfmn kmmi ymvatmr benevisid.
bebmaid aqa, goma tend dmrs midid, lotfmn kmmi ymvagtmr dmrs bedid.
Have the individual students follow the pattern. Give the following
cues.
T. hoar__ bebanaid aqa, Om tond hf miznjd, lotfmn kmmi

ymvatmr hmrf bezmnid.
ra rmitmn
kundmn
dMrs dadmn
_vatmn
*Tab dadmn
floal kmrdmn
tekrar kmr
20
247
4. Repeat ihe above drill subst ut bebama d x o /bebid

5. lotfmn-tekrar konid.
10ma ziad kar nemikonid lotfmn bi'tar kar konid.
Ioma ziad dmrs nemixunid, lotfmn biItmr dmrs bexunid.

c. Ionia ziad tmmrin nemikonid, lotfmn biItmr
tmmrin kohid.
d. Ioma ziad soal nemikonid lOtfmn biItmr soal konid.
Ioma ziad harf nemizmnid, lotfmn biltmw hmrf

bezmnid.
Ioma z,iad xuneye ma nemi0d,lotfmn biItmr
xuneye ma biayd.
Have the students follow the pattern. Give the following cues.
T. kar kmrdmn S. Ioma ziad kar nemikonid, lotfmn biItmr kar konid.
dmrs dadmn
tmmrin kmrdmn
soal kmrdmn
hmrf zmdmn
ammdmn xuneye ma
raftmn ketabxune
eiterahmt kmrdmn
yad gereftmn

248
LESSON 23
. 1. aqaye ion, ci id/ -e you reading, George?
ruzname newspaper
uznazne ni reading the newspaper.
ye ing1isiro?- The English newspaper?

2. nmixeyr. ruznarneye keyhano No, I'm reading the K_
mixunmm.
bmratun bmraye Noma

1. batun magel-e? Is it hard. for you?.
xmste mikon- tire out, make tired

bmle. xeyli. mmno rnate mikone. Yes, very much so. It tires me
out.
d_ALE_o_a_
3.. idt
20 roam
1. ruznamAye inglisiro?
2. -nlixeyr. ruznam6ye ke
1. bearfitun molig61.,e?
2. 1Ale. x6y1i. m&no ma 6 mikone
f
62

249
a. mmn ruzname mixunmm.
ketab
mmjaole
roman
b. mmn in ruznammro rnixunn

ketab
mmjmlle
roman
=en ruznameye inglisiro mixunsem.
'farsi
ketab
rusl
roman
fmransmvi
mile
irani
ketab
ingl
ruzname
amrikai
Drill 23a.3 Conversation (Repeat Drill 23a.2 in the following
farsi
kodum ruznanro mixunid
ruznameye fariro mixunmm.

250
Drill 23a.4 Transforma o (Change the indefinite to thç definite.

T. mmn cai dust alarm. S. mmn in cairo dust d
mmn hmvaye mmrtub dust darmm.
mmn Imba ketab mi
mmn Ymba ruzn- e
mmn gmhve mixam.
Xoma cal dust darid?
Nbma roman mixunid.
mmbmud medad nemixad.
Drill 23a.5 Transformation Repeat the.above drill using. e in the

following sentence type. Repe4 all the sentences in this
manner and have the students trnsform them into the definite.
mmn oat dust dams. cafgo dust darm.

n hrnvaye mmrta dust hmvaye mmrtubeNo dust &imam.
Drill 23s.%6 Simple Subst tution
mmn tebrano dust daTai
iran
nyo york
vamngton
ymzd
Xiraz
matunderan
kerman
rat
italya
mahmd
tmbriz

Drill 23a.6 t d
mmn tmbr zo dust
fmramse
telltale
esfthan
0
azerbay
kalifornia
unube iran
rezaye
Drill 23a.7 Simple Substitution (Use cues from Drill. 23e:.6 above.)
mmn tehrano mienas
Dri11.23a.8 Simple Substitut on Use cues from Drill 23a 6 ab e.

mmn hmvaye tehrano dust alarm'.
Drill 23a.9 Imitation. (Explain that the following pairs

have the same
meaning.)
bmratun
bmraye toma
batun ba Woma
betun be toma
bmra un motgel-e?
bat hmrf mizmnid?
bram mogei-e.
betun migmm.
bamun mirid?
bmratun magel
bet migmm.
bam hmrf miz id?

252
Drill 23A:10 Transformation (Have the students change the short forms
to long forms and the long forms to short forms.
in ketab-bmraye Ioma magel e?-
2. jmaid bamun hmrf nemizmne.
3. mmn be Ioma migmm.
i4 .
bmram as -e.
5. batun neminmm.
Drill 23aAl S imp1e Substitution
mmno xmste mikone.
Uma
jmaid
fereYdun
una
e mikone.
narahmt
qmmgin
xahal
bidar
fmqir
Drill 23a.12 Miljtiple Substjtution
=mho xmste mikone.
toma fmqi
maid xahal
ma bidar

253
D ill 23a cont'd)
bldar mikone.
una qmmgmn
xahal
Aun* narahmt
fereydun xmste
ye el.-e dmr iran hmstmn.
hmfte
Drill 23a.14 Camplex SubstItution
ye sal-e dmr iran zendegi mikone.
tehran
drs midorn.
sal
kertnan
se
Wiraz

254
Drill 23a.14
se -e _az Igestam.
zendegi
mid
in dbIrestpn
dmrs mixtinsm.
Drill 23a.15 Expansi
a. =I dmftmr male mmn mist.
un dmftmre farsi male mmn nis
dmftmre farsie koloft male zmn ni t.
dmftmrefarsie kolofto sia male mmn nist.
b. un maXin male
'gine smrikai male ki 4
maNine amrikaie bozorg male ki-e/
maxine amrikaie bozorgo gerun* ma e
parce* mand-e/
in parceye italyai amnd-e/
in parceye italyaie koloft cmnd-e/
in parceye italyaie kolofto xub cimnd-e/
2 e

255
Drill 23e.35 ont'd)
d. in ko xeyli qmNmng-e.
ia kolaye rusi xeyli ciAmng-e.
in kolaye rlasie salif xeyli qamng-e.
in kolaye rusie gprdo sia xeyli cygmau-e.
un ketabo ndbinid?
un ketabe inglisiro modbinid?
un ketabe inglisie kolofto mibinid7
un ketabe inglisie kolofto sMbzo
in paxco nemixam.
in parceye inglisiro nemixam.
in parceye inglisie xmrsbo nemixen4
in parceye inglisie xmrabo kobnmro ne_

256
LESSON
'al
kommk mikon- to help
:1. pms men be Xoma kommk mkon. The I'll help you.
2. mersi, aqa. kar nmdarid? Thank you. Don't you have

to do?
otaq room
bmr migmrd- return, come back
1. nmxeyr. in ketabaro mizarmm to No. I'll put these books in

otaqmmo bmr migmrdmm. room and come back.
xeyli xob, mersl. Fine, thanks.
qesmmt section, part
kodum qes- teWo mixunid/ part are you reading?
right' now
safe page
mlan smfeye mvv- o Right now I'm reading the first

page.
un qeazEte xeyli magel-e. That part is very difflet
d.Iaiog b
be X oma kok m1korin.
2. aqfi. khr nAdarid?
1. axeyr. in ketabgro mizarmm tu
xtlb, mersi.
kodum qesmgtesPo mixonid?
mlAn amf6ye mvvAlo mixuomm.
un qecmte xyli magel-c.
70

257
in ketabaro mizarium tu otatietta.
ma in
xune
ketab
otaq
ruzn _e
rmenzel
ketab
medad
pirabam
otaq
Prill 23b4 Simple Substitution
in ketabaro mizarmm tu otaqmmo

br m1gdm.
mm bazar.
be Noma kommk mikoomm.
qmzaye irani dorost mikonmm.
miam inja.
bmratun avaz mixunam.
ye name minevi
ruzname mixun
tam mixormm.

258
23b-.2 (eontld)
in ketabaro mizarmm tu otagmmO %am mixormp.
batufi hm.f. mi rn.
ye fen un cai mixormm.
be jmm%id kommk mikonmm.
mirmm smre kelas.
be jmaid telefon mikon
Drill 23b.3 Sipple Substitution
inketabaro mizarm tu ota mmo, b migmrdmm.

1
in eairo mixer
in ketabo tam= mikonmm
in ketabo mizarmm ru miz
in (Imlay o miz tu a%pmzxune*
ye ruzname mixmrmm
in dmftmraro mizatmm tu main
be dustmm telefon mikonmm
mit= &are kela_
Drill 23b04 Simple Substitution
mmn un medadaro mibinmm.
dmftmr
main
liven
fenjun
ketab
Wee
/iagerd
kaqmz
272 eatekan

259
Dr 11 231).4 (contLd
mnri ud estekaniro mibinmm.
ostad
ketabe germez
dmftmre kucik
maine.Yarab
livane kucik
fenjune,sefid
qmce-zmr&
Drill 23b. onvercation --(Follow the following pattern.. Give s ngul

cues.
T. dmftmr 81 un detmraro mibinid7s male

2 nemidunmm
ketab
medad
kaqez
xodnevis
pirahnn
knel
main
.Drill 23b.6 SImpi&'Substitutiofl
smfeyenNvalo mixunmm.
dovvom
nohom
hmftom
sevvom
273

260
Drill 23b.6 cont'd)
smfeyd sertomo mixunmm.
d0h-
pmnj
bistom
,yazdhorn
=seri*
WiWom
punzdOhom
Drill 23b07 Simple Substitution
kodum qespiestaomixunid/
ketab
ruzname
roman
snfe
b. kodum tmradmr zendegi m1kone1 Repeat using
pesmr
dust
Drill 23b.8 Complex Subttut±on

in ketabmm xub-a.
(-etun)
in
-e 1un

261
Drill 23b.8 (con ' )

0
in keabe'gun xub-e.
kodum
(-etun
(-emun)
in
kodum
Drill 23b.9 Transformation ng forms of prepositional phrases should

te &hanged to .41(dit forts. Change 4jmaid to the pro-
nominal /-et/ as in /ba jmiXid/ )
ba onia harf hemizmumm. .batun hmrf nemizmnmm.
baraye man asun-e.
be jam id kommk mikonmm.
mmXido be %oma momrefi mikonmm.
bmraye,Xoma chmzaye irani dorost mikonam.
ba ma hmrf bezmnid.
farsi hmraye jmaid mcAgel nist.

-d
cera be mmn nemagidi
be nma nega mikonmnd
laTraye una tmrjome mike-
ba toma miram bazar.
.uomaro be jamnd mcrefi ml onmm.
275

262
Drill 23b.l0 Cenver8atio n
T. ketabp mogel S1 mmn ketab
52 bcfmrmaid.
51 z ii moggeltaT mixam.
S2 mz in molgeltmT amdarim.
kaqmz, koloft
kohne
livan bozorg
johmr, sia
parte, qermez
pirahmn, qmgmng
bmoilava girin
samt mrzun
fenjun, gerun
medad, kuta
Drill 23b.11 Conversation (Si has free choite of response'but his que
tion must incluae the cue.
T. farsi S mmn farsi mixunmm.
_ _ _ _
S2 omnd vmxt-e farsi mixunidY
S do mah-.e farai dxunmm.

-1
inglisi
kerman zendegi
dmbi- estan
Iran
tmhre ma
-dmbire-tane ma

263
Dr' 23b 11 cont'd)
T. mcmllem
in.whr
kesvmre ma
mazazaderan
dmrs mid-
DriLl 23b.12 Expansion
un ketab-e.
um ketabe jmaid-e.
un ketabe aermeze jmaid-e.
un ketabe germezo bozorge
e fereydun-e.
ine Rucike fereydun-
ine kuciko sefide fereydun-e.
c. in ruznammst.
in ruznameye mmn-e.
inglisie mmn-e .
in ruznameye inglisie kohneye

mmn-e .
d. un ketabo
un ketsbe mmhmudo mixam.
un ketabe farsie mmhmudo mixam.
un ketabe farsie magele mmhmudo mixam.
un ketabe farsi meggele mmhmudo fereyduno

mi
27
2614
Drill 23b.12 (cont'd)
un ketabo bar dar'd.
un ketabc rezaro bar darid.
un ketabe farsie rezaro bar darid.
un ketabe farsie.kohneye rczaro hir darid.
tin ketabe farsic kohneye rezavo dararc bar darid.

265
SUPPLEMENTkRY LESSON 18
lotfmn konid. (Demonstrate the actions.)
mma dmre kelaso baz miko mmn dmre kelaso mibandam.

2. 1otfmn tekrar konid.
mmn dmre kelaso baz mikonmm.

mmn dmre ke1aso mibmadmm.
mmn panjere kelaso baz mikonmm.
mmn pmnjere kelaso mdbmndmm.
=mmn ketabe farsiro baz taikonmi,
mmin ketabe farsiro mihmadmm.
iotfmn gur konid. Demonstrate thç actions.
MMn ketabe farsiro ruye miz mizarmm.

cffn ketabe farsiro az ruye miz hmr mida
4. 1Otfn tekrat konid.
mmn ketabe farsiro ruye miz mizarmm.

mmn ketabe farsiro az ruye miz bmr midarmm.
mmn nmxreye irano ruye divar mizarmm.
min nmxreye irano mz ruye miz bmr midarmm.
mmn tz.:tepakkono ruye smndmli mizarmm.
mmn tmxtepakkono mz ruye smndmli bmr midarmm.
gmco mz ruye miz bar midarmm.
gur Ronid. (Demonstrate the actions.
aan daliro miarmm inja.

mmn smndmliro mibarmm unja.
mmn smadmliro miarmm inja.

mmn menda.liro mibaumm unja .
mmn ketabamo miarmm mmdrese.

mmn ketabamo mibmrxm madrese.
mmn bmradmrmmo miarmm sinema.

mmn baradmrwmo mibmxmm sinema.
Have the students substitute jmmrid for mmn in number 2

in number 4 and ..aam.rWm1
inn for man in number 6. e.g.,
T. man dmre kelaso baz mikhamm.

S. iid dmre kelaso baz mikone.

266
_Supplementary Lesson 18
Y. (cont'd)
T. k tabe farsiro ruye miz mizarmm.

S. TErTa. ketabe farsiro ruye miz mizarid..
T. mmn smndmliro miarmm inja.

16un sndliro miarmnd in3a.
Have individual students combine the statements and reque olTow
T. mn dmre kelaso baz mikonmm.

S. rearm dmre kelaso baz mikonmm, kelaso baz
1. mmn dmre kelaso baz mikonmm.

2. mmn (Imre Relaso mibmndmm.
mmn ketabe farsiro ruye mlz mizarnm.
mmn ketabe farsiro 'az ruye miz bmr mi
5. mmn smndmliro miarmm inja.
b. mmn smndmliro mibmrmm unja.
=
9. Have individual students use the following verbs in sentences, either

statements or requests. Give the infinitive and the direct object as
cues. e.g.,
baz kmrdmn, dmre kelas
bmstmn, pmnjmreha
gozeZtmn, tmxtepakkon
bmrdaWtmn dnevisa
avmrdmn, ketaba
pula
20
2c,7
LESSON 24
Grammar
1. Phonolaa
Note the fo ing,sentences.
1. _ cai ba.i-ta dust darid ya sekmr.

_
-
som qTm-inid ya
3. '7gom xmstaid
The intonatiOn of the above sentences through the

'riestion; the /ya ------/ phrase verb is -Llat of a
takes statement intonation. There is,
aewever-, no pause between these two intonations.
This'new intonation
pattern is tt xefore a- combination of two intonations ,
must be considered as one intonation. a1r6ady learned but

You will also notice that there av
two sentence stresses on this type of senterwe.
2. Reflexives
There are two m of the inaected forwis of /xod- in Pers

1. Emphasis that the speaker isdo something himself (not
anyone else).
/mmn xodrPm qmza dorost mikonmm/ "I fix dinner self".
xodes qza dorost mikone/ "Jamshid is fixing dinner

himself."
2. If the subject of the sentence and the objeCt of any preposi-
tion are the *ame, the object of the preposition is /xod-/
in
the corresponding person. For example,
/mmn aqaye sairaziro ba xodam miaram./

"I'll bring Mr. Shirazi
with me.
It would be impossible to .ay /*mmn aqaye -siraziro ba

m,-zn
miarmm./ For this reason, Iranians
often translate this
type of Concord into English as "I'll bring him with myself
tomorrow" instead of the correct form "I'll bring him with
me tomorrow."
If the subject of the sentence and the object of the

p posi-
tion are different, the usual pronoun is used instead
od-/.
ba >code hwrf mizmne./ "Jamshid is talking to himSelf'.
/jmnoI.id bes hr1 mizne./ "Jamshid is talking to him someone
els_

268
epositional Phrases Containin Pronouns
Certain preposil lnal phrases consisting of a preposition snd a

personal pronoun have long and short forms. The lonr; form consists
the preposition plus the subject pronoun.
bmvaye mmn
be 'goma
be u
The short.form consists of the preposition plus thepersonal posses-

sive form of .the pronoun., The phonological forms of thepronoun follow
the same rules as for pronouns attached to nouns. Note the analogous
changes:
paye mmn 'my foot" pam "my foot"
ketabaye mmn "my book " ketbam my book.?
paye '6oma patun "your foot"
ketabaye Ioma "your book " ketabatun "your books"
ba mn "with me" :-bam "with me"
ba Uma "with you" batun "with you"
be una "to them" begun 'to them
bmxaye u "for him" bmTa's "for hi "
Note that the short form o /braye /bara-/. This case is similar
to inemaye mmn/ changing to /sinemam/.
4. Direct ObAect Marker
Direct objects of Persian verbs are of two kinds, dufinite and indef-
inite. These two grammatical categories ar2 not always distinguished form-
ally in Persian, but modifiers such as /in/, / /, /kodum or personal pos-
sessive inflections alwaysmark the definite noun. The direct obieet m _ke
occurs only with definite direct objects.
Examples of the occurence- of the dreet object marker are:
1. in ketabo mibinm. "1 see this book."
2. kodum ketabo mibinid "Which book do you see?"
3. ketabetuno mi "1 see your book."
28L

ketab mibitwm see a bcc
etabo "I sec the h-(_
Note that the direct object marker /-ro/ in numbdr 5 has t e aconti
ary purpose of distinguishing the object as being definite. Note also-
that while the English definite mid indefinite is always marked formally
(by "a" and "the" ) the Persian -equivalent does not always lave a formal
marker.
Noun elements of compoundverbs or nouns thtta1e their place (c.f

Chapter 15, Part 4.) when used in sentences denoting habitual action
do not take the direct object marker. The English'equivalents, however,
often do take the definite artiel'e.
ketab mixwm..d.il I read (in general)
ketabo mixunan. I read the book.
mnn har '6L'ab ruzname mi umn. I read the newsnaper every night .
in ruzn 0 idx11/1,721a. I'm reading this newspaper.
The direct object arker /-ro is suffixed to nou,.s r noun phrasus.
ketabo mibinmm. ketabe farsie sefido
un cairo mixam. un cal ba qmndo mixam.
lou will notice th the phonemic shape of this suffix is / ./ after

consonants and /-ro/ a er vowels. The usual change of final /e/ to /4
upen suffixation holds rue for this suffix also.
mmdrese plus ro
-
5. Phonemic Alterat ion of Verb _Inflec
Verbs stems that end In consonants are cd in tho following nianri
amn mibinz-.4a
soma mibinici
ma mibinim
nun (un;-.T
u mibine
Verb stems that (-nd in vowel are inflected in the following n _ner.
cxzn mixam
scma mixawd
ma mixaym
isun kuna ni:zand
u
23 ,3
270
Contrastiv
Two classes of modifiers that preceUe the noun in Englisn this,

that, which and 2) my, your, his, etc. In English these two classes are
mutually exclusive in occurence. In Persian, however, there is no such
restriction of occurenee of the Persian equivalents. Both types of modi-
fier can modify one noun at the same time.
gesi-teg "this section of it"
in ketabam hese books of mine"
kodum bcaradwretun "which brother of yours" or " hien

of your brothers"
Because this restriction does not occur in Persian, an Iranian learner

of English will transfer his pattern into English, as in the following
phrases:
this my book
which your brother

271
LESSON 25
dialog a
last night
went (past root of mil--

1. dAmb koja rmftid/
Where did you go last night?
2. ba rarm rmftmm went to the movie with my brother.
ce filmi
what movie
did- .
saw (past of mibin-)

ce f lmi didid/
e did you see
federa
Phaedra
2. filme federaro didim We saw the movie "Phaedra"
dialoti a_
1. dila) kog rift d/
2. ba bmrad4almm rAftmm sinemA
1. c6 filmi didid/
2. filme feder6ro didim.

272
Drill 25a.I Simple Substitut±cn
digmb rmftid: inema?
danegga
xune
dmrse
actin
mmnzele jmagid
teatr*
tehran
Drill 25a.2 Simple Substitution (Repeat Drill 25a.1 using the model sen-
tence e. digmb rmfti sinema./)
Drill 25a.3 Simple Substitution (Repeat cues listed in Drill 25a 1 using
the model sentence nmxeyr. digmb nmrmftmm cinema.
Drill 25a_.4 Conversation (Use the above drills to form a conver ation
practice, following the format below.)
T. cinema
S ditmb rmftid sin
S
2 bmle digmb rmftmm &iJb nrafta cinema..
Drill 25a.5 Forced Substitut
gmmbe rezaro didid?
fereydun
aclaye girazi
un film
feregte
gagerda
ketab
xanume tehrani
dustetun
magine sli
28o
273
Drill 25a.6 Repeat the above exercise 25a.5 in the same way as Dr lls
25a.2 through 25a.4. Use the following models:
a. bmle. gmmbe rezaro
b. nmxeyr. .gmmbe rezaro nadidmm.
c. T. reza
S gmmbe rezaro didid?

1
S
2
bmle. gmmbe rezaro di -e tmmbe rez
nmdidmm.
Drill 25a.7 Simple Sub titution
goma aqaye neXado didid?
dmbirestane xlborz
danergaye tebran
xan_e kazemian
dmbestane par
danagaye giraz
qaye finzat
bimarestan
maid
sinemaye empayr
xiabane tmxte jmnaid
xuneye fereydun
ketabe mmhmud
dMbirestane mehr
maZine mmn
imaido barada-reg
ketabaye amid
mmdreammun'

274
Drill 25a07 (coat
Woma mmdresmmuno didid?
ketab
edad
momllembtnn
momilememun
momllemenn
momilema
maallema%
ketabaW
bmrafl a
bmradmr=
hmradn'amun
Drill 250..8 Multiple Substitution
ba baTadearmm retain siteua-0
dust dateha
xuneye rete
konferans*
lagerda kelube inglisi*
duste hoseyn teatr
reifimm* sineua
pedmretun xuaeye aciaire irazi

Drill 25a.9 Conver ation (Explain t while heS tatin )
T. sinemaye empayr S damb koja rmftid%
disgmb rmftmm ciz.. ..searkernpa,rr,
288

275
Drill 24a.9 (contgd)
T. filme federa
ye filme hendi
xuneye mbmmd
kelase farsi
daneWgaye tehran
kelube inglisi
ketabxune
Nemrun
Drill 25a./0 Simple Substitution
film cet r bud*?
kelas
dmrse farsi
ketabe micalemetun
xiabane ferdowsi
danaga
moOlemetun
farsi
Drill 25a41 Simple Substitution (Repeat the above cue,1 for the model
sentence film xeyll xub bud.
Drill 25a.12 Conversa ion (Use cues from Dr 11 25a.10.)
T. film S film cetor bud?
S film. xeyli kub bud.

2
ba dustmm rmftmm sinema.
2 ,3

276
Drill 25a.13 1d
ba dustnm rftm sinema.
ma)
Drill 25a.14 Repeat Drill 25a.13 in the negative.
Ce filmi didid?
ketab
doktor
mks*
kms*
main
momllem
mmdrese
Xmbr
ostad
dmbirestan
'TM
Drill 25a.16 Free Conversation (Although the final response is free,

the conve::sation should follow the format below.
Si aqaye _e dinh koja rmftid/
S2 bm14? ci goftid?*
S- goftmm diUb koja rmftid.

1
s2 &crab rafts=
290
277
Drill 25a.17 Traneforma
T. dirt= Wide didmm. S. fxrda jmeado mibinmm.
fmrda koja drid/ diruz koja rftid/
diruz be 'maid ci go id/
diruz ce filmi didid/
fmrda mirid daneWga
ill 211Z momllemetun koja rftj

fmrda pedmro madmretun mirnd Wiraz.

LESSON
dialog
xoetun arrd you liked

(auwd
QUMU ( of miadl)
1. fedora , _tor :bud/ xaetun mmmd? How ,1 "Phaedra" Did you like
it?
hiTzuz
yet
hmae. xeyli xoiernun ammd. xodetun Yes, I liked it very mlch.
hmnuz nmrmftid? Haven't
you gone yourself"!
pmrirmb
night before last
c6ra. pmr
Sure I did. I went night before
x0.6mm ammd.
Tact. 1 liked it too.
dialoa
feder6 eetar bad/ x etue. aml:d?
t ae. x6yli x6g un xndet nSxmftid?

c6ra: prib f'tm ram hxa xamm amxd.

279
Drill 25b.1 Review
a. Simple Substitution
federa eetor bud?
film
rsetun
dustetun
hale%
hale pedmretun
xuneye minima
un danaga
dmbirestane mehr
maine aai
farsie jorj
b. federa xUb bud. (Substitute the cUes listed in )
e. T. federa federa eet r bua federa xub bud.

az federa xamm ammd.
ketabetun
un film
farsie jorj
xuneye reza
ahmng
r.mhr
male
dmrse diruz
un kmf%
esfahan
mmdresmtun

279a
Drill 2W.3 Simple Substitution T=lopent Drill 25b.2 using the model
.sentonce mz fedora xonmun nmyaman
Drill 25b.4 Simple Substitution (Vocabulary)
a. dilat rmftwm xuneye mli.
pmriruz*
diruz sob*
pxriruz sob
.pmrimb
b. fmrda mirmm xuneye mli
fmrda 1'mb
fmrda sob*,
pmsfmrda ilmb*-
psfarda ob*
Drill 25b,5 Forced Substitution
direab rrft000 xuneye mli..
diruz
fmrda
fmrda sob
rwriruz sob
diruz sob
pmsfmrda 'get)
nmriYmb
pmsfmrda
pmsfaxda sob
rariruz

280
Drill 25b.6 Trans ion
a. Use the following transformations in changing the sentences.
di ------------- fmrda
di b -------------- fmrda Lb
diruz soh fmrda sob
pwriruz ---------- pmsfmrda
pmriruz sob pmsfmrda sob
pmriYmb ------------ pmsfmrda Wmb
Drill these as an exercise in itself before going on to c

sentences.
b, T. ma dilgmb rmftim sinema. ma far _b
jmaid diruz raft tebrun
mmno %oma pmriruz rmftim emrun.
cgun pmriru2 sob ammdmnd
%oma pmriImb ammdid inja?
pedmro madmrmm diruz sob
mmn se ruze rmftmm.
ye
sal
dmh
do
bmfte
SC
29 a

281
Drill 2512.7 ont'd)
mmn se hmIteye piW
dmelitle*
car
PET-nj
samt
dmh
bist
-e
samt
ruz
hmfte
mah
sal
Drill 251).8 Complex Subs itution (Use the cues lis ed in Drill 25b07
as substitutions for the model sentence
mmn se ruze dige
mirmm./)
Drill 25b.9 Combinatio Drill (4uit1ple Forced Substitution
Samigid do ruze dige mixe tehran.

fereydun
car
29

282
Drill 25b.9 contid)

mane rmftiem nhad
arnrika
dige
sal
mmno %ma
az
himft
se
inn
/Somale iran
dige
dustmm
miad
nja
du
ruz
smre kelas
pfg
dmqicie
man
297

283
Drill 2 cont'd)
ye dmlige-c pir
hmfte
dige
semt
Drill 25blO Cued Conversation
bmradmr, fererte, nase

ferestmro nmdi d?
kodumbsaradmraomiidi
Si bmradmre kucikao migmm.
Cues:
-sero didmm.
bmr, mmhmud, mli
xahmr, pmrvin
pesmr1 awe rirszi, jmaid
bmradmr, xanume jmvadi, xosro
doxtmr, xanume jmvadi, fmriba
peamr, aclaye jmvadi, fereydun
Drill 25b.11 Complex Substitution not cues that are not

listed.
mmn goftmm.
roma rmft- aff pres)

ma goft- neg) past)
frun ammd-
una dia-

28)4
lotfn gu konid.
mmn darmm farsi dirs midmm.
a darid farsi yad migirid.

e!..
mmn da hmrf m1zmru
ma darid gu mikonid.
mmn hala darmm farsi yad migiraz
ma hala darim farsi yad migirim.
.goma hala darid faxs.L drs midid.
.6oma hala darid farsi hmr- mizmnid.
ma hala darim dmrs
nma hala darid dmrs midid.
lotfmn jmvah bedid. (Have individual students answer the questions

using the following cues.
ma hala darid cekar mikonid? 1. dmrs
yad gere
jmvab dadmn
nega kmrdmn
gng kmrdmn
tekrar kmrdmn
7. kar kmrdmn
8. neve-gtmn
4. Have each student ask the ''question using the following cues.
T. dmrs dadmn hala darid dmrs midid?
T. bmle. man bala darm dmrs mi

285
Supplementar sson 19
4. (cont'd)
T. hmrf zmdmn
kar kmrdmn
nega kmrdmn
jmvab dadmn
dmrs aadmn
yad gereftmn
tmmrin kmrdmn
Sabstitution Practice
roma hala darid farsi bexf m.iziid..
yad er ftma
reza
xahmrmm
inelisi
nna
hmrf zwiwn
dmrs dadmn
xundn
name
nevegtmn-

286
6. Have the students change the tense to present progressive. e.g.,
T. mmn dmrs mixunmmo kar mik S. mmn darm dmrs mixunmmo kar mikom.
(Explain tocthe s udents that only the first verb iE used to form the
progiessive form for the whole sentence.)
T. pedmrmm ruzname mixunevo 'gam mixore.
bmradmrmm cla,v amrika dmrs mixunevo kar mikone.
mmn sobhane mixormmo be radio guli mikonmm .
reza dmr restorane danaga kar mikonevo pul jmm mikone.
agaye momllem esterahmt mikonevo sigar mikeXe.
xanume esmit ra mirevo amstmni mixore.
dustmm ketab mixunevo fek(r) mikene.
fek(r) mikonido hmrf mizmnid.
3-01

267
LESSON 26
dialoq a
1. diruz e kelas dir ammdid?

Did you come to class late yester-
day?
bolmnd rod -
got up (bolmnd mil- pres
dir bolnd lodam Yes got up late.
mmge
function w rd used in an-
swer to a statement that,
the speaker-considers doubt-
ful. Can be roughlk as
"Yob, tean...",or"You don't
mean that...
xmrab
broken,
1. e samtetun rab bud? You mean your watch was brokenZ.
bidar lod-
woke up
2. ste budmmo bidar nodi. No, I was tired and didn't wake
Up.
_dialog a
1. dirgz sire kelgs qi
2. bile. dir bolEadndmm.
1. migè saitetun xmrgb btd?
2. nm, xdste btdmmo bidir ni.godmm.
302
288
mmnd koja bud?
bmrada.retun
inn
duste oma
.goms.
mavo 'go
"g0MAVO bmradmretun
Drill 26a.2 Repeat Drill 26a.1 using the model sentence maid sare
kelas bud.
Drill 26a.3 .Repeat the above:two drills asa Conversation Drill

the
usig
following format.'.
-am id S- koja bud?

-1
S_2 smre kelas bud.

_
Drill 26a 4 Forced Substitution
ge etun xmrab bud.
2
(xodnevis

289
'Drill 26a.4 cont'd)
mmge xodnevisetun -ab bud?
ceraq*
smvari
xodkar*
ojaq*
takai
telefcn
Drill-28a.5 Forced Substitution Use,the cues in 26a.4 wi h the model

sentence below.
,nmxeyr. s- tam. xmrab nMbud.
ill 26a.6 Complex Substitution
diruz mmre kelas dir ammdith
ka
zud
pmriruz
cmre
-rt
-b
kelas
zud
neg)
di b mtehan*
dir
3 0 71

290
Drill 26.6 oont'd)
digmb sare emtehan dir d*
diruz sob
zud
(question)
kelas
Drill 26a.7 Simple Substitu ion (Repeat in present tense Idth je
mmn digmb bidar
bolmnd
narahmt
xmste
xoghal
bidar
mmriz*
ill 26a.8 Forced Substitution Repeat Drill 26a.9 alternating affirmA-

tive and negative.)
Drill 26a.9 Transforma on (Students should change the following'sen-

tences to negative equivalents.)
mmn xUneye mhmmd budmm. xuneye mhmmd.rmbudmm.
diXmb rmftlm sinema.
diruz gomaro didmrn .
hmfteye nig rmftim te
mmn ba bmradmretun raft= ketabxune.
reza ammd inja.
kct betuno tuye kelase farsi didmm.
xahmrc kucikmm dmr mmdr- e bud.
mmn dir bolmnd godmm.

3Uo.
291
Drill'26a.9
T. samtmm xmrab bud.

b nmbud.
omlleme farsimun emruz dir ama
di%mb xste budid?
Drill 26a.lO Transformation (Change negat±ve statements A

and vice versa.
ive
T. má nxtefti inema. S. man rmftmm sin
ante 1,edmrnm xmrab bud.
sante pedmrmm xnrab,nnbud.
mnn ye hmfteye pi% rnftmm kalifornia.
diruz %omaro nmdidmm.
jid diWnb dmr Xoma'nmbud?

rezavo mai rmftmnd xuneye bmradmreYun.
%oma farsi hmrf mizmnid2
mmhmudsamte Wi% boImnd nmIod.
mmn az tehran ammdmm.
duste Womavo mai pa %ad?
do-ta az 'gagerdelta amre kelas nabudand.
lotfmn fstsi-hmrf bezmnid.
Drill 26.11 Transformation (Change present tense to past tense

T. mmn eamb miam xuneye %cma. S. mmn diNmb ammdmm xuneye cra.
=Win= xmrab-e.
cera nemirid dane% ?
otobus sant amnd miad?
mmn ketabetuno nemibinnm.
xun&ttum kojast?-
mmn saat pmnj bidar mi%mm.

292
Drill 26a.11 nt'd)
koja mirid? S. koja id?
a ba ma nemiayd?
t oma momlleme dmbest id?
emruz bmradmrmmo mib n
rmfiqe hoseyn mire iran.
xunmm ruboruye d:esmct .
gorosnmtun bud?
tAne
(statement
(question
smrd
garra
'bist sal
(past)
hiv -* sal
011
nag

293
Dril1,26a.12 (c
rid hivam sale% nmbud.
(aff)
(question)
Tr n (Change the following sentences from /pi%/
and the corresponding past tense to /dige
and the corresponding,present
(fUture) and
vice versa.
T. ma ye bfteye dige miria kerman. S. ma ye hmfteye pi' rtim ker-
ma do mahe dige mirmm mosafe
jmaid ye sale pi% rmft amrika.
%oma do sale dige mirid amrika?
do sale dige jmaido mdbinmm.
car ruze piT dmr tehran budmm.
ye hmtteye pi% un fume didmm.
vmzire fmrbmng ye mahe dige maand

inja.
ye samte dige mirn amre kelas.
_Dr-1 26a.14 Complex Suhstitution
dir bolmnd %odmm.

jazaid
zud.
bidar
neg)
(pres)

294
Drill 26e.14 (conttd)
zud bidar nemitid.
dir
boand
(question
perimran
(past)
in )
nes_
&este
(aff)
(pres
narahm_
(neg)
deriz
'a
narahmt
past)
bidar
dir
9

295
Drill 26a.l4 cont'd)
amrjkaja dir bidar 'go
mmno Noma
(question
bolmnd
bmra a un
(s a e t
30
USSON 26
dialog 'b
bexere at last, finally

be re s -t.cmnd bo3rd odid? What t_me did you finally
2. samt yazdm. Eleven_o!clock .
bmmd after --_ds)
kar kmrd- yast tense of kar mikon-

1 bmmd cekar kmrdid/ at did You do afte wards?
lebas paid- pmst tense of lebas mipa-

bmmd lebas pundamo rmftmm sre Af eiwards I got-dressed and w2nt
kelas, to- class.
dialog
beimxer6 sakt c&nd bo1nd .godid/
akt yi cus..
1 bamd eekar k:krdid/
2. baad lebas paidmmo thftn sSlre Relas.
311

Drill 26b.l. Simple Substitutio
a. n unja kar kmrdmm.
tmhsil
eoterahmt
hmmmam
mosafermt
soal
dir
b. man xeyli kar
tmlmfoz'
esterahmt
tekrar
kommk
mosafermt
e
Drill 26b.2 Repeat Drill 26a.1.a . n the negative.
Drill 26b.3 Simple Substitution (Vocabulary)
lebas paidmmo rmftmm sinema.
kot
kot v
keg
pirahmne b *
jurabo kmfW*
Ielvare
312

298
Drill 26b.4 Cued Convex*. a.ion
T. hmWt smre kelas SI sob hamt cnd bidar
S2 samt brat bolmud ntimm.
Si bmmd cekar kmrdid
S2 td lebas pundamo rf a-se keles.
noh, restoran
ketabxune
io nim, kar
yazdm sinema
dmh, 1 Jas
hmft daia
pmnj, forudagt
hmftó nim, emtehan
Drill 281).5 Complex Substitution
-sto budid .
(pres
igetun
narahmt
amrikai
neg
_
una
past)
:=ste
bidar

Drill 261?.5 cont'd)
e una bidr bu
(Fes
reza
irani
(neg
(past
jetste
narahmt
Drill 261,.6 Multiple Substitut
warn ye laudmmo bmr pig tehran-

dc
giraz
se
mazmnderan
reza sal
tmbriz,
mlio pont
panj
omale iran
D _11 26b.7 Corlex Substitution
sal unja kar Icmrdmm.
samt
esterahmt
roma
lumfte

300
Drill 2613.7 cont'd)
.goma ye hmfte unja esterahmt kmrdid.
mosafermt
jmna d
mlio reza
neg)
dir
soal
esterahmt
li
zendegi
Sal
tmhsil
15

301
'Drill 26b.8 Complex Substitution
farsi xub bmamd budmnd.
aNpmzi
nma
(pre
nmcmas
inglisi
una
past)
kartba_
se
rena
una
basketbal
duxtmn
Drill 26b.9 CompleX Subs ution
,xodetun rmftid tehran?
neg)
una)
.giraz
ta_ement)
raznderan

302
Drill 26b 9 o 'd)
xodetun rmitid mazmnderan.
r:=11,Td
neg)
rezaye
Dr11,1 26b.l0 Complex Substitu

Ye saxt montazere fereydun budwzi.
do
panj
ig e
bist
dus .aan
ye
swat
moaalememun
nim
oalleme farsimun

3
SUP NTPRY LESSON 20
lotfmn konid.
kelas dare .goru min lotfmn dige hmrf r.tzrid.
dmrs dare nru mie lotfmn dige coal nmkonid.

2. -Glotfmn tekrar konid.
1. kelas dare nru mie lotfmn dige hmrf

2. dmrs dare Xoru mAe lotfmn dige soal nmkonid.
3. Ilagerda darmnd tekrar mikonmnd lotfmn dige javab

nmdid.
aqaye momllem darmnd 1 mikonmnd lotfmn dige tekrar nkonid.
5. sinema dare "g ru mi%e lotfmn dige cigar nmkaid.
6. aqaye mGmllem dare miad lotfmn dige hmrf nmzmnid.
Have each student make a compound sentence, using

a statement and a
request as above. GiveAhe following cues';
e.g.,
T. Xoru odn hmrf zmdmn S. kelas dare soru rnie dige
hmrf pmzmnid.
tekrar kmrdmn - coal kr_Prdr,u
'goru 'god= bazi kmrdnn
soal kmrdmn tekrar kmr
4_ f zmdmn
%uluq dmn
ktirldmn hmrf zmdmn
4. Have the students answer the questio s using the pattern

above.
T. dmrs dare nru min? S. b1e. lotfmn dige hmrf nmzmnid.
kelas dare "goru e?
sinema dare .goru -iel
bazi dare 'goru min?
aclaye momllem dare miad?

304
Suppletentary Lesson 20
4. (cont'd)
T. aerda darand dmrs mi d?
Yoma darid ruzneme _ id?
pmrviz dare be radio guY mikone?
hmradmretun dare kar mikone?
una darmnd farsi mixunmnd?
darid esterahRt mikonid?
lotfmn tekrar konid. (Affirmative request)

1. sinema dare Yoru miYe'lotfan js.11e konid.
kelas dare Yoru min lotfmn mjmlle konid.
otob s dare mire lotfmn mjalle konid.
4. taksi dare mire lotfmn mjr0Te konid.
5. pedmrmm dare ruzname mixune lotfmn saket bald.
6. aqaye tanllem dare dmro mide lotfmn saket bend.
darmm esterahmt mikonmm lotfmn saket band.
B. rvjz dare mixabe lotfmn saket band.
6. Have, each student make a compound sentence using either

jmale
-kmrdmn o- aket budmn
Have the students ask questions using the following

cues.
T. Yoru Yodmn S kelas dmre Yoru miYe?
1 S -b mle lotfan mjmlle
2
konid.
kmrdmn
tmn
Max kmrdmn
xundmn
esterahmt kmrdmn
xabidmn
bazi kmrdmn

305
LESSON 27
dialog a
yad gereft-
past stem of yad migir-
1. sgoma dmr amrika farsi yad Did you learn Persian in Am ica?
gereftid?
(npt) yet
2. bmle. vmli Yes. But I don t know it well
niLtmm. yet.
xund-
past stem of mixun-
extiar darid. c: d vmx_ arsi 71 beg to differ". How long did
xundid you study Persian?
all together, all in all

se man farsi I studied Persian for three months
all together.
'dialog a
I. gomá farsi ydd &reftid?
2. Mie. vgai hmnfiz xub bmdAd nistmm.
1. extiar ddrid: d Ar-7-Dft farsi xundid?
2. hams se m

306
Drill 27a.1 TranS_o- a ion I-kave the students change the following sen-
ences to the past tense
mmn mirmm xuneye hi-

'oma ba ma iayd?
ma fars bmamdid
a dmr dmbires-1,-_e ferciowsi irE mixunid?
,e mirid t3hran.
Ioma eLaruz narahmtid?
mai dmr Iiraz tmhsil mikone.
mz in qmza xegetun-Miad?
mmn fm2da mir Iomale iran.
- mmn daT bima
'go a dmr amrika tarsi- yad migi_ d?
iun Imtrmnj bmamdmnd.
in awrikaia tarki mixunmnd.
ye samte dige nirmm xune.
sgoma bEemd mz zor e terahmt mikonid?
27a.2 Complex Substitution
mmno xste kmrd.
soma
narahmt
bidar
narahmt
ma,
Y.zste
bidar

307
Drill 27a.3 Tr- ormation have the s udents ohange the /budmn verbs
Xmrdmn/ verbs. Make the subject "we"
T. mli bidar bud. S. (ma) aliro bider kmrdim.
Uma narahmt budid.
una xmste budmnd.
saatetun xmrab bud.
mlio reza narehmt budmnd.
pedmretun bider budmnd.
maIine fereydun xmrab bud.
sona ste nmbudid.
una narahat budmnd.
dara bider bud?
odnevisetun xmiab bud?
Drill 27a.4 Transformation (Using the 'sentence cues in the above exercise,
have the students change the /budmn/ verbs tO
igodgnt verbs.)
T. al1 bidar bud. S. ali bider mie.
Drill 27a.5 Cued Co ersation Use the:multiple substitutions in the

the sentences according to tne following
format.)
m.zrderan mar ub S teye pi`g mazmnderan

I-
bu
S2 hmveg cetor bud?
hmveI martub bud.

Uraz, xos6k
rmst, baruni
hmmmdan, xonmk
abadan mmrtub
kermansa, sard

308
Drill 27a.5 (cont(d)
T. rezaye, abri
kordestan, xonmk
Drill 27a.6 Mulitple Substitu ion (Give infinitive and subject as cue.
cmnd vmxt farsi xundid/
amrika budid
mmriz bUdid
terahmt kard
-mre kelas budid
inglisi xundmnd
tehran budid
bidar budid
xmrab bud
dar birnarest n _budmia
esterahat kardid
farsi xundim
mazanderan hudid
Drill 27a.7 ultiple Substitution (GiVe inf nitive and subject-as cut
The student must also change the (Sen-
tence to the presedt tense. ) /'
eand vmxt arsi xundid/ S. cand vmxt-e farsi mix id/
use sentence cues from

Drill 27a.6..)
(Note: before doing Drill 27a.8, the teacher should explain the differ-
ence beVmen the followin6two sentences: )
cánd v t tehran budid/ cmnd dmmfe tehran budid

309
eand dmmre tebran budid?
raz
&ere kelas
esrmhan
xuneye mahmud
tuad,
somale iran
dane-sgaye te
,sr.uire 'd
o tekrx kardid/
nevettid
xundid
didid
ptAidid
3oftidlt:
yad gereftid
tmlmfoz kmrdid

lawn farsi yad gereftam.
inglisi
fair an s e=
(tmlmd bud=1)
.gena

310
Drill 27a.9 (con d)
'eta bmlaed budmm.
nmqqasi
e_
jorj
.(aff)
Iimio fizik
mlio reza
question
inglisi
(pre
fereLte
duxtmn.
*gene
(que ion)
fmranse
(yad gereftun)
(present continuous dare -])
inglisi
farsi
mrmbi

fereIte cormbi migire?
(pres [simple
(neg
esmetun
(bmlmd budmn)
(past)
afT)
srad gere
esme
(neg
(ques on
esme Itueike'6(o)
(statemen
(neg)

312
Dri1127a.10 Cued Conversation
T. farsi farsi xub balad nistma.

1
62 extiar darid. -soma farsi xeyli
xub
inglisi
1.1.rzrf-zathz
ne
torki
naggasi
runda:n
Review Dr111s 23a.14, 23a.12 the past tense 23a.15 and 23b.2.

313
T:MSON 27
dialog b
ali wonderful(iy ), extrewely

well-
datt- past:stem 01 dar-

1. p2s au blxLid. momllemc Then you know it extremely well.
irani das6tid Did you have an Iranian teacher?
hole. yazdL2-ta mamllew Yes. We had eleven Iranian teachers,
1. neveaLn hmm yad geref Did you lear_ :iting, too?
mmma but
faramUr3 for ,pres. stw
Ixele. amnia bf:stmrego falremu'S Yes. 'But I- forgot most of i

k.Mrdan.
***
dialo b
au bEplzdid. momlleme ir ii dgaid?

2. b1e. yazd:a-ta m m116me iran dasti'a
1. nevettn hnyd
a ireftidZ
2. b61e. b t&e'o fraLa'3 g

33_4
Drill 2 1 Cued ConverSation (The teacher's cUe is a sentence. S,

changes it to the past tense. S2
answers it in the negative.
T. I om e rani darid? Ioma momaleme irsni daItid?
eyr momlleme irani nadas
in ketabo mixunid:
Ionia farsi bmladid?
bazar?
momllemetun inglisi bmlEadid?
.pedar° ma&aretun in darand?
Iorna neveItan-yad migirid?
az tehran xegetun miad?-
Ioma ba j;rdiIid mirid Iiraz?
bmradaretun narahat-e?
'omaro xtste mikonim?
bist-ta Iagerd darid?
dustatun -iand inja?
otobus dir ikone?
oma fmrda xuneid?
dir boland miIe?
amtetun x2rab-e?
Drill 2 Imitation Repeat starred rrns several times after finshih

the exercise.)
man farsi yad migirmm. Man dmftmretuno baz mikonvn.

man farsi yad gereftam. h n daftaretuno baz kardr:1,
*Iowa name minevisid? *in kagazo bmr midarii

Ioma name neveItid? in kagazo bar daItm.
Ioma medad darid? mai qazaye irani dorost milconc.

Ioma-medad daItid? mai riazaye irani dorost
329
315
*mmn ye ruzname mixarmw.

*livano mizarmin ru miz
mmn ye ruzname xmridmm.
livano,gozaItmm ru wiz.
*farsie allro mifuhmmm. Iowa farsi xunid?
farsie mliro fabmjd. -Iowa farsi xundid?
un ketabo tmwam mikonid?
*aclaye neUdo miarmm.
un ketabo taanam kmrdid?
aclaye neado ovordmm.
ewruz jm.MIldo mibinid?
*ye dTrse inglisi minevismm.
mruz jonIido didid?
ye dmrse inglisi neveItmm.
Idma un ketabo xundid?
tmeA kmrdid?
neveItid?
didid?
gozaItid ru wiz?
bmr daltid?
xmridid?
dorost kmrdid?
baz kmrdid?
yad gereftid?
da-tid?
fulimidid?
ovordid?
Drill 2710.4 Complex SubstitutiOn
soma un ketabo xiandia?
reza
ruzname
wridmn)

516
Pri11.27b.4- -ont'd)
reza un ruznamMT id?
p e
medad
(di
(p
acia
( tat ent)
ovor
(neg)
u*Tjalle
(bmT da tmn)
orna ,
pres
neti)
(didmn)
(past)
(goza%tmn ru miz)
(aff)
fenjun
(p
Aun
331
317
Drill 27b.4 cont'd
inn fenjuno mizarmud ru -iz.
yetab
(past)
g)
roman
(trzmau
(pres)
(aff)
cyeza
(dorost
(ra
ovordmn)
mbbas*
cai
xm'idmn)
dmftax
(baz kmrdmn)
(b.:2r dat
drat

318
Drill 27b.4 eont'd)
un kagazo rab
(pres
ma _in
(past)
Drill 27b.5 Transforrnation (Have'the students change the present tense
to the pa t tense
T. mmn dmr daneUa farsi yad migirmm.
S. mmn dmr danaga farsi yad
gereftmm.
mmn fmrda agaye ne ado mibinmm.
omlleme inglisimun dmr amrika tmhsilmikone.
mmn be dustatun migmm Ice dir miayd.
kmf%e sia mipuUm.
mmn do hmfteye dige miri kerman.
bmradmnmt cey1i narahmt
bearaye mohmmmmd ye name minevismm.
mmn sa2e dige bar rnigird.ann amrika.
dz un filme aponi xeyli xeamm mind.
roma tanatun-e?
t cand bolmnd maid?
fmrda un ketab miarid?
medade jmAido bmr midarczn.
man fmrda bmr migmrdmm.
in aoaro)cub mifahmid?
coie irani koja mixvrid?

319
Drill 27b-5 cont'd)
jpe'mkomd ci migid?
bmradmre kucike reza kojas-0
Drill 27b.6 Cued Conversa Teacher gives cues listed b low.

S in ketabo xundid9
_.
bmle. mmma birtare'go fmrama kmrdmm.
ruzname
taanam
roman
dust da_
did.=
namayeg*
Drill 27b.7 Conversation (Class repeat cue after teacher.

then answer teacher's Question about
T. ketabforui S. ketabforai T. dmr ketabforai ci rorun
S. ketab miforuXmnd.
kmfsfortigi
parceforai
mivefortift*
ketabforai
galiforunA
lebasfora3i
sdzfefora

20
Dr 11 27b.8 Conversation (Follow the example below.
T. bazar - ci 61 ma raftim bazar.
ma cai xmridim.
2
S una rftmd bazaro cai idmnd.
mmqaze*-lebas
dokun*-Iir
nunvai*-mun
ketabforuU-ketab
kmegfora -kme6
parcekorai-parce
miveforu7gi-mive*
_postxune-tambr*
ketebforai-qali
bazar-cer:
dokun-mast*
bazar-pirahan
miveforlaIi-sbzi*
pestxune-ayrogeram*
Drila 27b.9 'Cued Conversation erhe teacher gives cue tO Si who maice s a
sentence with it. 62 changes :the sentence by chaceng
verb tp its equivalent antonym using the present ten.a:l. S1
te
then changes 62's sentence to the past tense. The t(achsz
gives only the cue not in parentheses. The student shr..uM
be able.to produce the antonym in parentheses.)
ammdan) 5. -bar gat= (rmitmn)
nevegtmn) 6. xmridmn for
bar dakmn. (gosaltmn ) 7. yad gere t (frarnu . Icrxdan)
bordmn ovordmn) 8. gu.6-kmrdmn (goftmn

321
SU7LEMENTARY LESS 21
1otfi gu kenid.
apftmraye nmqqa.gi aunei a-e?
emnd-ta dmftmre nmgclati lazem darid?
yeki lazem darm.
in dmftmraye nmalq aunei cmnd-
emnd-ta dmftmre ncja1 lazem darid?
yeki 1azem.darmm.
e
b. in narnehaye hmvai dunei mnd-e?
emnd-ta nameye hmvai lazem darid?
ao-ta lazem
in amfehaye ireni dunei cmnd-e
emnd-ta smfeye iran ± lazern daria?
se4a lazem dar
xodnevisaye xareji dunei mina-
cmnd-t vise xareji lazem darid2
yeki lazem d
e. in dmameaaye irani. dunei. cd-e?
cmnd-ta dmstmale irani lazem darid?
car-ta lazem darmm.
in keravataye xareji dunei cmnd-e?
cmnd-ta keravate xareji lazem darid?
se-ta lazem dar

322
Supplementary Lesson 21 (conti.d.
3. lotfmn seal konid..
dmftmTe nmqqai Si aye nqai dunei-cmnd-e?
2 cmnd-ta dmftmre nmqqa.!4i lazem darid?
Si yeki lazem darmm.
(Continue in th aamè way using the folio ing cues. Have the students
change the cues to plural.)
dmftmre nmqqaXi
nameye hmvai
smfeye ir
d. xodnevise xareji
dmstmale irani
keiavate xareji
pmrdeye irani
h. kolaye xare
pakmte hmvai
5. tmobre irani
sabune amrikai
1otf kOnid.
e tmbrizi kiloi cmnd-e?
ceqmd pmnire tmbrizi lazem darid?
nim kilo lazem darmm.
cai xareji kiloi o d-e?
ceqmd cai xareji lazem darid?
ye kilo lazem darmm.

323
Supplementary Lesson 21 cont d)
5. (conted)
pmnire tmbrizi kiloi mnde?
ceqmd panire tmbrizi lazem darid?
nim kilo lazem darmm.
c. roqmne kerinanabi kiloi r;end-e?
ceqmd roqmn kermanIahi lazem darid?
d. kmreye dantarki kiloi eand
ceqmd Imre danmarki lazem
_im kilo lazem darmm.
sibe-lobnani kiloi cr.End-e
ceqmd sibe lobnani lazem id? .
do-kilo lazem
%-ekmre irani kiloi cand-e?
ceqmd .gekmr irani lazem "darid?
kilo l'azem darmm.
goje fmrmngi kiloi cand-e?
ceqmd goje fmrmngi lazem darid?
6. lotfan soal konid.
T. cai x eji S1 cal xareji kiloi omnd-
-.S2 ceqmd cai xareji lazem darid?'
Si ye kilo lazem'darmm.
(Continue in the.same way, using the follow g cues.
a. cal xareji
panire tcbrizi

'3214
Supplementary Lesson cont'd
6. (cont'd)
c, rocimne lierman ahi
d, ki.u.eye danmarki
e. sibe lobnani
.6ekmre amrikai
g. goje fmrmngi
qm7eye eslaMbuai
arde rusi
rmnge xare

324 a
LESSON 28
(Review)
Review Dialog 28.1
The following dialog should be taught in the following

way. Three
classes should combine. The teadhers, each talcing
a part in the dialog,
should read it. through once slowly and once more quickly.
The students
should be asked how much they understand..
. The three classes should then separate and each.student

should be
given a Copy of the dialog so that he can follow
as his teacher reads
the dialog again. The teacher should explain
stood. anything that is not unde -
The s udenta should -hen repeat after the teacher.

tence several times until it can be said without Repeat'every sen-
muCh hesitation. It in
not necessary, however, to memrize the sentences.
Be careful to note
sentence:stress and correct intonation.patterns.
The students should then break,up into small

groups and read through
the dialog. After they feel they
can read through it well and_without
hesitation, groups of three should act out the dialog in skit 2'orm .
dialog
jorj . xeyli goro nom-e. 'kma cetor
jmngid. bml hmm gorosnmm-e. berim restoran nmhar boxorirn.
j. xeyli xob. ci mey1 darid* celo.kmbab mixayd?
id. mmn mz celo kmbab xegmm miad vmli daeb celo kmbab xordmm,
jorj. pms ci boxorim/ jujebab holm xub-e.

jmegid. bah-bah xeyli vmxt-e juje kmbab nnxordami. berim. taksi!!
ma xiabane naderi miriM.
taksi. kojaye naderi?
id, r'uberuye ketnbfor iye ebso.
aksi. befatmaid.
id. aqaye jorj, befmr aid.
34

325
RT.riew,bialo cont'd1
baimAid.
aqa ma xpyli 40mile darim lotfmn zud band.
górban.
jorj. aq ye jmaid, id?
jmaid. nmxe nistmm. fmqmt ye

mikone .
aspirin mixayd?
maid. mersi . mmn aspirin mmmmu/mn nemixormm.

jorj. -kodum restoran minim/
jamIid. ye celo kebabi mi%enaamm xeyli xub-e.
O J. aoye jmaid, hala samt cminde/
jmaid. hala dorost samt yek-e cera xsyli-goros -e?
jorj bmle. mmn emruz sobhane samt xordmn .
jmaid. smt tin mmmmulmn samt emnd bidar
io nim bidar 21'fori ve1i emruz sob
cèra kax dati?

jorj. nmxeyr. diYmb xeyli xas e budImo sext noh xabidn. sob hma
bidar Iodmm.
jmaid. sob msammulmn ci mlxorid'
jorj. nuno pmnir ba mormbba*, c 'tare g ,ba %e
jmaid. ps sobhaneye drani dust darid.
bmle s-chhaneye amrikai nemix-ormm dmr qmrika hn dust

d sobhaneye amrikai oejurl-el
jorj. amrikaia sob ziad mixormnd. to. e morq*, gOt, ir bye, nine
nrin,
rast, cctox.,

-
326
Review Dialog 28.1 (oont'd)
jorj haraye nmbar kmmtmr az ir ia mixorand.
maid. xeyli -aleb-e. vali toma sisteme irani niixorld.

jorj. bale .
taksi. aqa, orca emxikai has
jorj. bmle acyl.
taksi. tallah farsi xsyli xub
jorj. xaet mikonmm. Ian= daram,yad migirmm.

taksi. eand vaxt-e dar iran hastid/
jorj. do ma.
taksi. do ma: do ma farsi yad gereftid
nmxeyr se.ma ham dmr amrika xundam.
mmge dmr amrika farsi harf mizmnmnd?
jon. nmxeyr. dmr danetga yad gereftmm.
taksi. Parsi dar daxeg a. dmrs midmnd?
Jon bale.
maid. itun mcmlleme t and.
si. rest migid?" nja hmm iran-

b
id. danetjuye irani dmr pmrika ziadmnd.
taksl. haa. mirmnd mixunmnd. age, mohmndes. tomam A

budid?
jumtid. nmxeyr amrika nmbudam.
taksi. agaye mister. iun =bane tom mplunmr0

jorj. bale. itun gating baladand.
jamtid. xaet mikonmm. ecbiar danid. mesie farsie Vornbre%ei

taksi. awe mister,,mmn =bane amrikairo ldam.
baraye'srml hyTf bezelnid.

Ri2
3.27
ReviewDialog 28.1 cont'd)
taksi., xeyli xob. .go amrika - b1rd xub?
jorj. ti gortid?
taksi., ..5oma nmfahm d?
jorj. nmxeyr.
aksi. pms mmn hfl aponi goftan.
jaemid. aga, ma kRyli yavaX thiri aaaal
taksi bamAid age. xiabana siouq-e samte yek-e. hmaie mirmnd sre
jorj. inja kojastY
joamsid. inja)xiabanc 14ast. bmmd thZ xiabarie a, xia me naderi-e.
jorj. restoran tu naderie?
amIid. nmxeyr, tu kuomst.
jorj _ja ti d -and.
aid unja,Celo 1cmb& dzr.rand, juje kmbab darmnd celo xorel'eliun bam
jorj. pas mmn eel° xoreg mixormm.
'gid- az qmzaye irani xoetun Miad?
jorj. bmmmmle. xore'ge tademjun xtgli
taksi.' .6oma ab- t dust darid?
jorj. ab7gligt ti-e
ab-guk nemidunid ci-e/ su e 1rani ba gAt dare

Irat nun mlzarand
jorj. ordmm. xub-e?
taksi. xeyli ali-e. befrmai4 xuneye ma .- _-.3.mam 1'aye;ori c v.
mikone.
jorj. motImkerma aqa. xeyli lotf darJd.
taksi. befmrmaJA, taarof acmikonczm.-

2
Revipw Dialog 28.1 cont'd
-
jorj. xae. mikon= Lioma batz.7En xeyli kar darid.
taksi. extiar darid.
jmnigid. motImke= aga. v.i saa2te yeko nim dmr dea kar darim.
taksi. xob. inaUah dmfeye
jerj. intallab.
341

329
Drill 28U Convereati
1. lloma dit,mb koja 'gam .ordid?

ci xordid?
xub bud?
2. loma mmmmulmn am kojri. mixorid?

nmbar cetor?
mmmmulmn samt cmnd nz2har mixorcid?
loma cal dust darid ya gmhve?

dib sare miz* gmhve xordid?
'goma qmhve ba gir mixorid?
4. dilmb dMrs xundid?

bmmd mz 'gam cekar kr did?
.amt mad xabidid?
5. 'kma mmmmulmn sohane mixo d?

emruz sobhane xordid?
samt cand sobhane xordik:
6. dilmb koja.rmftid?
cekar kmrdid?.
dmrs nmxundid?
'goma sinema dust darid?

in hmfte rmftid sinema?
sumbe Cekar kmrdid?
8. kma ziad ketab mixunid?

dizb ketab xundid?
'goma mmjmlle darid?
nma darid farsi yad mi d?

hmrf-zmdmn yad migirid?
xundmno nevegtmn cetor?
10. cmad vmxt-e dmr astin

mz astiia xontun miadl
mz.hmvaye astin xegetun miad?
dmftaretuno ba xodiain ovordid?

dmftmretun koloft-e?
dmftmretun siast?
12. emruz samt cmlid bidar 1,iodid ?

vaTzeg kmrdid?
sobhane xordid?

330
D 11 26.1 (con_
13. .goma kcy amadid astim?

mz koja rucmdjd?
ceqmd tul ke'Sid?
14. a diruz smre kelas budid?

samt cmnd bmr gmaid Dexter House?
nma piade,mirid?
15. ye0ambeye pi cekar k2rdid?

ena nemirid?
'gena bmqadid?
16. 'climb name neveUid?'

tambr da`gtid?
cmnd-ta tat:L:11)r darid?
17. nmareye otagetUn cmnd-e?

dtagetun dr6mb a7,zrd bud?
tu otagetun ki zendegi mikone?
16. diruz xmste budid?

samt cand bidar cpdid?
baud mz zor esterahnt hmrdid?
19. koja tmhsil kmrdid?

az inja dur-e?
sand sal unja bud
hmvaye inja ba hmvaye iran xeyli farq mikone?

hiwaye iran cetor-e?
rna. kojast?

3
Grammr
1. Verbs-
All Persian verbs have two stems; all

verb forms and deri.vatives are
forMed from these two stems. One stem is the
as we have seen from the present tense btem3 the other,
introduction of the past teAse, is the past stem.
Let us examine the present stems of
soul.' faniliar vesbc.
midunam
mibinmm
mirmm
hmt migaerdmm
zendegi mikonmm
ketab mixunmm
As was pointed out in previous grammar discussions

verbs (except II Verbs which include (c.f. 5.2.2) all
only der- and hmst-)-have the prefix
mi:-/ in the present tense. We may therefore
the present stem. Again looking at the subtract this prefix from
list above, we see that we may
also subtract the personal ending -=
main: The following present stems re-
-dun-
-bin-
.-r-
bmr -Gmr -
noun -xun-
noun -kon-
'Mese stems are resultant from only a random

sampling nf ,111 -o2rbs
we have Already had and are by no means representative
types that occur in Persian. of 1172, the sten-
In order to set up a list of sten-t7pea,
must examine the relationships between we
order to do this type of linguistic the present and past roahs In
analysis of the relatiorenilW between
ptems, Jet us go through a list of past tenssoverbs
compare the present and past Toots of each we saw thiz wnek and
verb. Remember'tbn selectial,
of verbs is at random (only verbs
covered in the Past three 1,7,son,$).
347

Nerb (cont'd
s on Verb Present Stinm Past

SF7R1
Stem
25a miran raft-
25a mibinmm -bin- did-
25b miam -a- ammd-
25b ,mst- bud-
26a
sod -
26b mikonmm --kon- kmrd-

26b mipaam puzid-
26b bar migmx bar -gmrd- bier gm
27a yad migirmm yad -gir- yad geTeft-
27a mi xund-
27a minevisam -nevis- nevelt--
27a migmm goft-
27b dar dnIt-
27b mixmr xmrid-
-7b mifenmam fmhmid-
27b mizaram gozatt-
27b miarmm, -a- ovord-
In examining the above list of verb stems, we see that there n
classes of stems and that the changes from the present to the pa51.
are not regular. There are the-following
ways of forming thc.11-
all of which are different:
rmft. -gir gereft

- did- gozen-
ammd- -'nd,-
348
333
From this list you can see that we can not make any simple general-
izations about the formation of past stems. )1.s._t_d_ELEIn_eneraltlan-
sent stema must be learned by re etition and memorization. We will, how-
ever set up some general classes of verb roots as a general guide for the
student in his future study.
One general ization which can be made about all Per8ian past stems
is that they all invariably end in /t/ or /d/. Thus we may say that the
formation of the past stem takes place in the following manner:
present,stem- ( a change in the form) /d/ or /t/
I. (Regular-formation)
A. present stem /d/ or
-xun- xund-
-xor- xord-
B. present stem t-/-id/
-fmhm fmhmi0.-
-------* puid-
II. present stem t vowel+, /f/ or /s/-4- /t/
A. -dun- ----- dunest

goS:
-r- rmft-
(This subclass involves additional stem ch ges.)
gereft-
present root+ vo el 4-/d/
-0- ------- sgod-

-d- dad-
ry. change of to homorganic stop /n/ /d/, etc.
A. -(hmrf)
B. change of nasal plus other stem change plus /smst/
neUst-
349

14.
sibil / /t/
A.
duxt-
- enas- (2,naxt-
-fora ---- foruxt-
VI. /r d/ t ft/
A. dat-
B. (This subclass involves an additional stem change.
-zar- Ezz.at-
'VII. Irregul
-nevis neve
ammd-
-bin- ------ 4 did-

- - - ovord-
-band- higt-
-kon- kmrd-
In dictionaries verbs are listed according to infinitives.

The infin,-
itive is formed from the past stem plus the infinitive marker /-mn/.
Since
the infinitive is formed on the past stem, the student will have
to derive
the present base in reverse order from_what has been listed above.
It is,
however, impossible to know which category any one verb belongs to since
the classes are not based on the phonetic shape of either stem.
For this
reason, we will list both stems from.now on. In dictionaries where only
the infinitive is listed the student will have,te ask
a native speaker in
order to te sure what the present stem is.
The only rule that can be posited is the formation of the past
from the infinitive by the subtraction of the /-mn/ infinitive
marker.
The above classification of present and past stems is to show
the pattern
of the language insofar as-it can be analysed.
30
335
Class I. Verb Inventory
A. xundn to read
dA,rs xundmn to study
ketab xundmn to read (in gene al
avaz xundmn to sing
farsi, Wimi etc. xun dmn to study Persian chemis , etc.
xordmn -xor- to eat
rundmn -run- to drive
kat= -koW- to kill
C. fmnmidmn - fmhm- to unders nd

paidmn to put on, wear
xabidmn -xab- to sleep, go to sleep
keWidmn - keW- to pull
tul kaidmn to last,
sigar kaidmn to smoke
residmn to ar ive
Class II.
A. dunestmn to know
tunestmn tu.n- to be able
-goftmn to say
to go
B. ir- to take
yad -ge to learn
xastmn to w_t
351

336
Clasa III.
A. to become
dadmn -d- to give
dmrs dadmn to teach
dmst dadmn to shake hands
mvab dadmn to answer
oftadmn -o fnll'
Claas IV.
to hit
speak
nAmstaan to sit down
ek,mstaan -1 - to break
Class V.
duxtmn -duz- to sew.
endaxtmn -ndaz- to drop, let fall
endaxti to take a picture

suxtmn to burn intransitive
poxtan to cook
1- sxtmn 26ena to know (someone
C. foruxtmn -forusg- to sell
_Class VI.
A. to have
bmr gmrd- to return
-kar- to sow, plan
Class VII.
A. neve1tmn -nevis- to write
bordn to take, car y
mordmn to die

337
Class VII
-a- to co
xo adn to like
bmd ammdmn to dislike

xab ammdmn to be sleepy
didmn -bin- to see
ovordmn to bring
bmstmn -bmnd- to close, tie
(kmrdmn -kon- auxiliary verb
zendegi kmr live
kar kmrdmn to do, work
dmrd kmrdmn to hurt, ache
esterat kmrdmn
dir kmrdmn to come late
xaeg kmrdan to ask, beg
dorost kmrdmn - to fix, prepare
tmhsil Lmrdmn study
tmdris kmrdmn to teach, instruct

tmlmf ox kmrdmn
to pronounce
t krar kmrdmn to repeat
to help
soal kmrdan to ask
hmmmam kmrdmn o bathe
farq kmrdmn to differ
mosaferat to travel
4varof kmrdmn to taarof

338
Class VII
B. (con d)
baz kmrdmn (baz )lon- to open
fmramu 1crda to forget
gu.g kmrdmn to listen
nega kmrdmn to watch, look at
tmmrin kmidmn to practice
fek(r) kmrdmn to think
bazi kmrdmn to play
4alle kmrdmn to hurry, rush

339
SUPPLENENT, Y LESSON 22
1. _lctfan guI konid.
hair ruz sate xab bider miUm.

diruz samte xab bider odaiu.
lotfmn tekmr kOnid.
hmr ruz samte `LW aa xab bid

diruz samte ma xab bider
hmr ruz samte nim vmrzA mikonmm.

diruz samte nim varze.g kmrdmm.
hMr rUZ'sam e hmft sobhane mixormm.

diruz samte hmft sobhane xordmm.
hmr ruz samte haft mirmm dane4gga, farsio

diruz samte hAt raft= danegga, farsio inglisi mdxunmm.
inglisi xundmm.
fkmr ruz sete dmva_dm tu reStorane danOga
diruz samte dmvazdm tu restorane daneha nmhar mixormm.
nailer xordmm.
hair ruz bmmd z nmhar kmmi esterahat
mak n
diruz bmmd mz 2iThar kmmi esterahat kmrdmm.
hmr ruz satef do pr migmrdmm kelas ta samte

car farsi mileuumm.
diruz samtp &Jar gm"gtxm keles ta samte
car farsi xundmm.
hmr ruz samte o nim bmr migmrdmm xabgavo 'km mixormm.
diruz samte pmn br 'Amm kabgavo 'gam xordmm.
hmMAe bmmd mz am sterabt mikonmm.
damb bmmd ma 'nem es erahmt kmrdmm.
Have the students change the simple

tense-.
present tense to the simple past
a.g.,
T. hmr ruz sate bider mjImm.

S. dirua sante WS' bider kdmm.
Use the firat se -e- e of each padr listed in.2.

as a cue for
Reverse the above practice. Give the past tense sentence as the cue.
The student (s) .should respond )14,th the Present tense
sentence.

34o
5. Write the hours of the day as used in the sentences on the blackboard.
Give the infinitivr the verbs as cues. . Then ask individual stu-
dents to make the two sentences with present and past verbs.
6.00 a.m. bidaz
6.30 vze k- cl&n.

7.00 sobhane xordmi.
8.00 rmft:mn danaga, farsio inglisi xundan
12 00 nmhar xordmn
12.00 esterahmt kmrdam
2.00 p.m. bar gegtmn
ta 4.00
5.30 xabga, km xordmn

.6. Have the students give short answers to the questions,
T. samte io nim cekar mikonid? S: vmrze.g mikonim.
(Cues consist of times.listed above. 71e student should respond

with sentence.% containing the corresponding verb.),
7. Have individual students ask questions with ey/.- Give short answe
as a cue. e.g.,
T. samte S. 'key bidar mind? (continue for all time
Repeat 6 and 7 for simple past tense. e.g.
T. diruz samte sis cekar 1=rdid? bidar
T. vmrze.g kmr S. diruz key vrzekaidid.

LESSON 29
ido behruz daneT, umnd. dad- dane'sgaye tehran.tmhsil mikonmpd .
mhmd dang:jue- sale sOli-Vome danagasto behruz danegjue sale dovVom-e .
mhmmd tarix Mixune*vm behruz'aalmbiyate*irano mixune vad4 hmr-do in-

g1i6i hmm mixunmnd ruzaye ye-k,MbeV'o se-14.mmbevomn' I'mmbe kelase
inglisi darmnd
ingligie mbmied mz inglisie behruz-behtmr-e. inglisi- _aye behruz

xeyli behruz xub mixunevo tmrjome mikOne*vmli xeyli.kmm mi-
fmhme pomllemegun amrikai-e iIun dmr ipan farsi yad migirmhdo in
gui-i tadrismikprond. smre kelas momlleme dmrikargun inglisi hmrf
zmne v mtgagerda be inglisi soal mikone behruz xub nemifmhme .
dmrs? a ruz-bmraye behruz xeyli me6gel bud vmhmnuz yad nmgereft.

abmmd be behruz telefon
, .
kard vmhala darmnd h rf mizmnmhd.
dialog a
mmn mixatn bérm s1nem. O am laYd?
behruz. niers' mixam bermL bazar.
Mhmmd. emscfab cekdr.mikonidi-
behruz bmmd ez zOr mixam de'zrs bxunmm, bmmd lam eye skma.
Ahmad. .i want to o to the movies. Would you like to come too?
'Behruz.,. Thank you, no. 1-want tO go to the bazaar.
Ahffiad. What are you doing tonig
Belnuz. '1 want to study this after- -n. I'll come to your house
afterwards..

42
Drill 29a.1 Simple SubstitutiOn
mxn mixomberinsinema.
daneIga
bazar
(s: kelas
Y.
.iraz
dmbirestane Yale
e k
mmdrese
Dri 1 29a.2 Complex Substitution
mmn mixam dmrs bexunmm.
Tarsi
ketab
nevel.tan
name
xundan)
ruqname
farsi
(yad gerei
61i
Mixem dixTO bexurimm.
mead

343
Drill 29a.3- (cont'd)
-soma mixayd dmrs bexunid.
mmno kma
mmno jmegid
dustetun
ma
mlio reza
'60ma
migido sgoma
xosro
Drill 29a.4 Complex Forced ubstitution-
rumn mixam dmrs bexunmm.
faz si
Ioma
ketab
ma
neveftmn
una
name
xundwn)
rumame
mxno adi

345
Drill-29a.4 cont'd)
mmno mli mixaym farsi bexunim.
(yad gereftmn
76ena
inglisi
bmmd mz aor mixam dmrs b ba xuneye soma.
ketab
farsi
neveamn
name
dmrs
Drill 294.6 Transformation Add the proper form of "to want" to the
following sentences.)
T. d mire tehran. megid mixad bare tehran.
mmn fmrda mirmm tmbriz.
.71i mire smre Xelase inglisi.
j- id ketab mixune,
soma sena yad migirid?
koja mirid?
bmmd mz zor ma iini mixanim.
i.Ain ye name minev d.
Yioma ruzname ixunid?
X0 oinglisi yad migire.
360
346
Drill 29a.7 ormation (Repeat Drill 29a.0 giving an additional

negative cue. For example,) .
T: jmnigid mire tebran. S. jmegid nemixad bere tehran.
Dr111'29a.8 -Forced. SUbStitution Review)
mmn mix in.ketabo beXunan .
ruzname
roman
na.ie
kavz
ketabefarsi
ruznameye inglisi
romane rusi
Drill 29a.9 Transfprmation (S

1 changes mod el sentence to present
tense, p2 adds "to wan " and 83 changes
it'to.negative form.)
T. bmra__ ye name neve.gt. S bmradmr ye name minevise.

1
S2 bmradmrmm mixad ye name benevise.
bmradmrmm n mixad ye name benevise.
mmn rftmm xuneye mhmmd.
.Iagerdatun dmrs xundmnd .
mli inglisi yad'gereft.
kma in nammro neve tid?
ma rmftim kenare dmrya.
36

347
LESSON 29
dialog b
mixayd ba mmn zmnid? 'Do you want to talk to me?'
rajebe about, concerning

bmle. tnixata rajebe rf Yes. I want to talk about _he
bezmnam. lessons.
unestmn) can, b- cible to
id biayd? What time can you come?
gmblaz before
man gmblmz nemitun biam. I can t cote before six.'
A. mo t hmft biayd mitunim Then come at seven. We cgn

ba hmm dmrs bexunim. study together.
dialog b
A. mixayd ba n f bezanid?.
B. bAle. mixam rajfte dmrsa htia' nzmnmm.

A. samt cmnd mitunid biayd?
B. mmn qb1 sgig nalitunmm biam.
A. pms samt haft blayd. mitunim ba hn c]&s bNcunim.

348
mixayd. ba nhrf bezanid.
dmrs xundan
rmftan sinema
inglisi yad gereftan
ketab xun
raftan daneha
farsi xundmn
xordmn dsponse should be nmhar boxor d/)
ruzname xnndan
ngmstmn
rmitan kenare dmrya
ain xordan
D- 11 29b.2 Complex (Forced bubstltutlon
a mixayd ba mmn hmrf bezmnid?
maid
%am xordmn
nag
Lio reza
namstmn
ma
liars
una
inglisi yad ger ftan
zmamn

349
Drill 29b.2 C 't)
Noma mi_- bezmaid?
(neg
mimilmud
xordmn
xundam
Drill 291).3
mit ba om dmrs bexunmm
tmn daneNga,
Nam xordmn
nmhar xprdmn
Nimi xordmt
_mftmn bazar
-neNmStmn
ketab xun
dmrs xun
hmrf zadmn-
rmftmn mmdrese
qmza xordmn
Drill 29b.IF Forced Substitutifon
mmn mixam ba jmniNid lwrf bez.mnmm.
mmno
Noma
una
mnm)lemetun 36,1

350
D 11'29b.4 (cont'd)
momllemet mixad ba jamnA hmrf bezmne.
Nagerdam
iNun
reza
- Drill 29b.5 Multiple Substjtu
mixam ba ali hmrf bezmamm.
Noma
pedmretun
ornA
jmaid môl1eine
dust=
Noma IagerdEitun
iNun Noma
iNun dustetun
momliemetun _0--
Drill 29b.6, Simple Substitution
mmn mi'xam rajebe dmrsa hmrf bezanmm.
ketabatun
kelase inglisi
duste jbxiNid
dmrsatun
Nagerdam
karetun

351
Drill 29b.6 eont'd)
man mixam rajebe karetun hmrf bezanam.
dustetun
kelasa
madresatun
danehaye tehran
amrika
hmvaye iran
Drill 29b.7 .Complex Substitution
toon cimblmz nemitunmm biam.
haft
bawd az
pmnJ
hAt
cimblmz
do Umbe
jome
se Umbe
ambe
hafteye dige
.gmblvz
sale dige

332
Drill 29b.8 Transfordation (Add thwcorrect form o to

to following sentences.
T. toma farsj hmrf mizmnid? S. oma mitunid farsi hmrf be id?
toma bmmd az zor dmrs mi id?
itun mirand danetga?
dustetun ba ma hmrf mizmn .
momllemetun ba ma mitine,
ma ba.hmm dmrs mixunim.
Iaradmretun inglisi yad migire?
dustatun farsi hmrf mizmnmnd?
ma ba hmm tam mixorim.
Drill 29b.9 Repeat the above exercise in the negative.
Situational Dialog
- lA
1. ba aq.áye i azi atnaid?
2. nxeyr. vmli xeyli mayelmm batun atna belmm.
pms &gar mlxayd, tomaro betun momrefi mlkonmm.
xéyli mottmkérmm.
(This dialog should be repeated until the students can 'say it as com-
fortablv as a native- s-eaker.
_ _ It should be repeated every day until
the students reach situatio al dialog 1C. The teacher should encour-
age the students to act outthese few lines in the classroom, using
whatever proper names they with.)

353
LESSON 30
dialog a
car tambe _ zor cekar Whataxe you doing Wednsday

mikonid? afternoon?
must, necessary, have to

2. i bdz zor baymd dmr I have-to teach at the Iran-
e iran-amrika dmrs America Society in the afternoon.
bedmm.
1. pmngembe mixayd cekar konid? .What do yJu do Thursday

afternoon?
tmmtil
free, holiday
2. in pmngmmbe tmmtili We're free this Thursday.
pas do rut tmmtil darid. Then you-have two days free.

2. bale. Yes.
dialo
1. car "dsamb6 bmmd az tor cat; onid?
2. mmn band z r bay*d dmr anjomfte ir an-amrika dc bedmm.

1. pmngmmbe mixayd cekar konid?
2. in pangmmbt
1. pms do rut tmmtil darid.
bmle.
.4

354
-do gmmbe mmn baymd dmr .bedmm.
mftmn sinema
inglisi yad gere
farsi xundmn
negmstmn
tmn d age,
nmhar xordmn
ruzname x dmn
inglisi drs dadmn
hmrf zmdmn
ammdmn inja
sobhane xordmq.,
Drill 30a.2 Forced Substitution Repeat in-the egative)

mmn baymd dmrs.bexunmrn.
g ma
ino soia
mmno reza
reza
mli
rezavo mli
b admretun
fln

355
Dx5.11.30s. Compag% SODsti

'On bayma. fast be10000.
yea. Ger
stoll
rtev ton
'game
bsya4
xastma

J30
Drill 3Oa.L4 Imitation
omu mAxayd Zkar konid? (translate)

ama mixayd kar konid?
(tr;Jnx1r;Ite)
mpix mixam kar konam .
men baymd kar konmm.
mmn baymd qmza dorost konmm.
14oma mixayd qmza dorost konid?
nma mixayd esterahmt konid?
man baywd esterahmt konmm.
tmhsil kxrdmn
kar limrdmn
xast.
soal kmrdmli
xosro
neg)
mosaferat krdmn
tunestmn
tmlmfo,
(aff)
bayred
ta2dris kmrdmn
Drill 300..6 Exens1on

dmrs mixunmn .
mmt dZO1 _ mixnLccm.
mmn ba jmolgid dmrs

35? -
mmn ba jmmisid inglisi mixunm.
-man hmmisge ba ja-mnd inglin mixuhmm.
mmn hmmi'6e ba mamlleme jmmsnd ing1i6i mixunmm.
mmn hmmie baymd ba momlieme jmmnd inglisi bexmlnm.
Drill 30a.7 EpthcIon
mmn dmrs midmm.
mmn Inglisi dmrs
man dimr-_:orian.me_iran-amrika inglisi dmrs widmm.
man seZsmmbeha dmr anjommne iran-nrarika inglisi dmrs midmm .
mmn se I'mmbeha bayd dmr anjommne iran-amrika inglisi dmrs bedmm.
Repeat the above using mdris mikonmm/.)
Drill 30a.8 E-. _sdon
mmn mirmm esfmhan.
tmn fmrda mirmm esfmna7,
mmn fmrda ba main mirmm esfmhan.
mmn fmrda mixam ba mann berm-1-a esfmh_
mmn fmrda mixam ha manne mli bermm esfmhan.

358
LESSON 30
dialog b
kmnare dmrya
seashore, se _side
1. mn halm txmtilmm. mitunim I'm free too. We can go to the
hmm berim kenarc dxfya. beach together.
2. xeyli xob. mmn 16ena
Fina. I don't !iow how to swim
nist,11 vr1i wixam yad
but I'd like to lcrn.
begirmm
1. px.s ba maine mimn berim. Then let's go Ith my car. What

c'amt cmnd. biam xunmtun?
time should I come to your house?
2. tmciribmn hmft-hmfto nim Come about seven or seven thirty.
biayd.
dialog b
1. mmn hmm trEtil,nw. mItunim ba hmm b6rim kendre dmrya.
2. xe"yli x6b mmn ená bmlld nIstmm 175.1i mixam yad 13girmm.
1. pms ha ma:gIne mmn bérim. sa&t cnct blam xunftun?
2. tmgriUn hmft-hg2fto nim biayd.

359
Drill 30.1 Transfon tio_ nge the following sentences

to the "let's" form.
example ma Ilarf mizmni havf bemnim.
ma Inglici yad mig1rim.
ma farsi mixunim.
ma mirim b.zar
name mrnevisim.
ma ba ham s6am mixorim.
ma ruzname mixxrim.
ma ba jmindo mli minnim.
ma mirim
ma effigmb dmrs
Drill 30b.2 ( is given by the teacher. sl then uses the command

vith s2.S2-then uses the "let's" form with s3 ex -
harf mazanid.
si farci hmrf bezmn _ s2)

hmrf bezmr
em76mb dmrs
d ta name mineviPid---'
mi.rid s kelase ingl si.
ye ketabe farsi mixmrid.
ba hmm ani mixorid.
ba jmAid harf miz1d.
ba dustetun mis
qmblmz
un ketabe farsiro mixunid.
rajebe amrika hmrf mizmnid.

Drill 30b.3 Simpl substitu
jome mmdreseha
edare
kelasa
mnjommn_ irnmrika
1-1dreseye ma
danegga
Drill 3Ob.4 Simple Substitution
ba ham berim kenare dwrya.
sinema
smre kelas
.am xordmn
harf -Tdmn
ika twnsil kmrdmn
mann xmriamn
farsi hmrf zmdan
inglisi tmmrin kmrdmn
nmi xundmn
Drill 30b.5 Repeat the above exercise with the followg sentence.
/ba hi berim kenare dmrya./
Drill 30b.6 Cued convershtion Supply cues for underlined

word in the following example
sl. nma 16ena

_ .-
bmImdi
82. nxeyr. bmlad nistn vmli mixam yad begirmm.
cues - apmzi
inglisi
nevestmne farsi

-361
Drill 30b.6 (con'.#)
basketbal
xundimn
fars
Drill 30b.7 Simple Substjtu
saat aamd
smre kelasetun
dmftmretun
Dr'_.1 30b.8 Cued conversation with multiple
cues. (In the folio ing
exercize, the teacher points to one
or two students as
indicated in parentheses and asks
The student(s) is (are) to the following questions.
answer saying /samt omnd
bermm/ or /samt amad berim/
asked. The teacher then I
dependiN on how many are
answers with the time indicat d.
ex - t.
cera nemirid danesga? (1) (hmft)
1. sat cmnd be ?
t. sat hxft.
cera 'gam nemixorid? (2) (
cera ruzname nemixmrid? yek)
cera nemirid smre kel (1
cera nemixabid? (1) (yazdm)
cera zobhane nemixori 2) hmft)

cera farsi nemixunid?
cera telefon nemikonid?

o nim
cera dalers nemidid? (1)
cerm nemdrid postxune?
cera nmhar dorost nemikonid?

(1) (yek)

§ituationc
(This dialog should be taught in the same msnner as Situational
Dialog IA. When it has been learned, it should be repeated as often
as possible along with IA. The students should again be encouraged
to act thJ.s out in skit form with two of the students playing
Irani
1 - Iranian 2- jori 3 - agaye nrazi)
1. aqayun. agna bend. aciaye azi. a:gays jon eston.

2. xeyli xe6xmxtalem, age..
3. mozn hi xeyli xavmxtIL hale soma xub-e?

2. motkeram, aqa. hale some eetor-e?

363
LESSON 31
dialog a
1. dustetun in a nistand? Isn't your friend here?
2. nmxeyr. raftmnd ruznarne No, he went to buy a newspaper.
bexmrmnd.
ejaze
permission
hmst there is, are
1. ps ejaze bst inja bainam? Then may I sit here?
2. xaes mikon. befmrmayd, aga. Please do.
dialog a
dlIstetun injá nap. and?
2. raxeyr, r1"tmnd ruzname tftmrmnd.
pms ejazt hkst ingi nmm?
2. xaa mlkon mm. befkrmayd, acIA.

3614
Drill 31a.1 Forced Substi ution
-uznflme bexmrmm.
SO
jaarAid
YJa
fere.gte
'goma
una
Drill 31a.2 Complex Substitu.-ion
una rmftmnd ruzname bewnd.
ketab
(dadmn)
(xundmn)
inglisi
gena
dgpmzi
s dadmn)
inglisi

365
Dri11.31a ple Substitution
ejaze hmst inja bai Tm?
dmrs xundiin
xabidmn
sigar ke'iden
h-
namstmn
esterahmt kmrdmn
dmr s xunc1n
Drill 3la.4 Simple Substiution (Repeat above

exercize with following
sentence - ejaze midid inja bainam
Drill 31a.5 Complex substitution
cpma bxlmdid qmza dorost konid?
(poxtmn*)
fesenjun
qmzaYe irani
(tunes
(dorost kmrdmn)
maon
-Y'l-
budazn)
(xmridmn)
sam mr
(uor kmrdmn)
kmrdmn)
main
30

366
Drill ,31a.5 Con'y
nma baamdid mann box_crid?
(xastan
ruzname'
xundam
baLlad budaan
farsi
haxf zaxiin
inglisi
Drill 31a.6 Complex nd ForcedSubstitution
qmza dorost kon
mmnd
poxtan
qmzaye irani
xaS_-
xordmn)
una
une irani
(baymd)
(dorost

Drill 31a.6 con")
all raft ma.gin doro3t kone.
nr* ("faucet")
katan*") ("lion")
(xordan ) (ltmilk")
(xastaxn
cai gand-pmhlu
(dust daan)
cai
Drill 31a.7 ( Repeat above exercize in the negative
Drill 31a.8 Complex substitution
ejaze hmst un akso bebinmm.
un ketab
xundan
un ruzname
didmn
radio
kmm kardan
r,o)gan Icardan
Drill 31a,9 Repeht above exereize with /ejaze mifarmayd...
Drill 31a.10 Repeat 31a.8 in following form-
ai age., ejaze mifarmayd un akso bebinam?
albmte gorban, >tag mikonam.

368
LESSON 31
dialog b
1. aclaye nend , oma irazo Mr. Nezhad , do you know Shiraz

xub baelmdid? very well?
yegi daaid expression of politeness (literal

translation "Did you have a cotmand?)
2. bmle.' befrmayd. firrnay&i Yes. May I help you?
datid?
ceiamd tul mikeIe ta beresmm How long would it :ake me to

dmbirestane nile? get to Zhale high school?
2. ba taksi tmgribmn bist It takes about twenty minutes
dmolige tul mikes6e. by taxi.
--
mersi. aclaye irazi mixad Thank you. Mr. Shirazi wantsne
ke mmn emruz unja dmrs bedmm. to teach there today.
dialog b
1. acilye neUd, .gom azo xdb hmlIdid?
2. b&le. bearmayd. fmrmayai datid?

1. acimd mlkel6e ta beresam dmbirestgne ale?
2. ba taksi tmciribln bist dagigfi tlal ulnae

1. mersi. acgiye iraz1 exa2 ke ri emrz un s bdmm.

369
eegmd tul mikec ta beresn dabi

zai
raft=
tehran
mmnzeletun
resi-
smre kelas
bargAtmn
Drill 31b.2 , Comples Substitution
eeqmd tul mikee ta in ketabo

bexunmm4
(tamam kmrdmn)
dmr- dadmn)
in sfe
yad gereftmn)
inglisi
nevestmn
(dmrs dadmn)

370
Dri1l'31b.3
add /cetamd tul miken ta he following sentenceseE
1. jarnsid in lisiyad nigire.
2. nn nevestmn dxrs mi
3. mmn be n mrika 'uosafert mikonam.
4. fesenjun dorost mikonid.
5. am mixorim.
Drill 31b.4 Died conyer-ation
repeat above exercise by giving the same cues to Sl. w i 11
then ask the questi n as above to 52 who will answer with
/tagriban tul laiken The cues for the time for
82 are given below in order.
1. ye sal
2. do ma.
3. ye hm.f e
)4 . ye s- nim
5. ye saat

373.
Drill 31b.5
aqaye Mrazi mixad ke mmn unja dmrs bedmm.
-(kar kardmn)
m2hmud
inglisi yad gere

rmftmn bazar
ketabe inglisi
soma
ruzname xmridan
farsi hmrf zmdmn
inglisi tmmrin kmrdmn
Pe
Inglisi
7goma
qmza dorost kardmn

ketabe inglisi ovordmn
bwr ,Atan smre kelas
nmi dmrs dadmn

eai ovordmn
nam xordmn
bidar odan
nel6mstan
saket ne-gmstmn
in ketabo b&x de:ftan
ammdkil smre kelas
tekrar kmrdan

372
Situa ional Dialoier C
This dialog is to be learned and acted out in the same

manner as IA and IB.
1. aqaye jorj, oma ba e.cjye Iirazi aIna nistid?
2. nmxeyr, vmai xeYli mayeJ. mm ha agna beIm.
1. pme bermrmayd tu otaqe momllemin. Iomaro heIun

mmmrefi mikonmm.
aqaye Iirazi, ba duste amrikaimun aIna be id.

esmeIun aqaye jorj eston-e.
3. smlam aqa. xeyli xo'vtim
1. mn hmm hmmintor. hale Ioma xub-e?
3. motkeram. hale oma cetor e?
2. mo Imkermm. be lotfe Ioma
The _ollowing two expressions may also be taug
didmne Ioma mz molaqate Ioma) xeyli xolgvmxtmm.
mhvale,Io or ahvale Imrif-

373
Present the following situations to the students and have them

act them out immediately - impromptu.
1. people involved - A American) B(Iranian teacher friend),

C (third teacher)
Situation - A does not know C but wishes to meet him. C is
sitting apart, A asks B to introduce them.
2. People A (Americ B (Iranian frend) C hird Iranian

sitting apart.)
Situation - A knows 5 and C. A asks B if he knows C. Since he
doesn't know him, he asks if he would like to meet C and then
,
introduces them.
3. People - A (American) B (Iranian friend ) C ( third Iranian

present)
situation - B introduces A to C. Upon introduction, they exchange
greetings and C asks A and B to sit down. A sits next to C.
A is not familiar with Iranian names and must ask C politely
to say his name since he cannot remember it.
4. A (hmeriCan) B Iranian)
A has seen B before and thinks he knows his name. Me then gi
over to B and asks him if he is He is. A introduces
.
himself; B invites him to sit down and they talk about who
A is and where he is from. .
5. A American) B (Iranian)
B thinks he knows A and comes over to acertain if hc is
He is and B introduces himself. They exchange,greetings and
A invites B to sit down. As they sit down A politely asks for
B's name since he cannot remember Iranian names well. A and B
then start a conversttion by 'asking about each other.

- ENGLISH GLOSSARY, LESSONS 1 - 20
ab water cax"LmMbe Wednesday

abi blue
almani German omnd how many, how mucil
am,ika America cel forty
amrikai AMerican celow kebab (Persian dish)
aqa sir, Mister ceqmd how much
agpmzi cooking cdra aff. answer to neg.
question
axelaba=rmt H, I. M. ea/A
&bri why
clou ceraq light, lamp
mflani Afghani ceWm eye
mfqanestan Afghani cetor how
&rag Iraq ci
mraqi what
Iraqi cin China
armbi Arabic Chinese
Lermnf.- Armenian bontan e7.anmtarY Be3001
avvm1 first birestan
myyalmt high sdhool
state danebamuz student (h.e. elem.)
danegju cdllege student
ba th daniVga university
baruni rairlY dar- have
basketbal basketball dmmvat invitation
band= zor afternoon dmmvmt dar 'be invited
bmce child dmbir teacher (h.E./coll.)
bid dmftar office; rotebook
bad- mia- dislike ten
bmmd e.fter dmndun tocith
bmhar spring (se- on dmr in; door
balmd know (adj.) dmrd mikon- hurt
bnle yea dmrs mid- teach
bmluc Baluchi dmrya _sea
bmra hrother dmst
bmraye hand
for dmvazdm twelve
snow dmYcle
.
minute
barf miad it's snowing del
boutlarl stomach; heart
Bakhtiari. dike
be yet (with neg.
to ,(preo.): dir mik'
bebmAid be late
excuse'me divar wall
befeermaid go ahead, pleacc, do two
after you doktor
bidar, doctor
awake dorost. ri t; ready
bidar mix- to wake up- dorost mikon-
bikar prepare
not busy, frf. do&mbe Monday
biology cloxtL:r
blot girl
twenty mldun- know
bihmr more dux far
bolittad get up dust
botri friend
bottle dust dar-
bozorg like, love
big duxtmn ewing
cal emruz today
car fotn- emgmb tonight

esm 'name javab mid- answer
espanyoli .0Pahish jib pocket
esterahmt mikon- rest' jcme Friday
ex:Aar darid (taarof) junub south
Lag.= paper
famil last name kar work
fars Persian person) kma shoes
farsi Persian lang.) kmlame word
mifahm- understand a little b
fmqat only someone
faqir poor kmsif dirty
fmransmvi ,Frec. (person) ke that
faranse French (lang.) keravmt tie (n.)
fmrda tomorrow kesel under the weather,
fenjun cup out of it
fesenjun (Persian dish) ketab book
film film, moVie ketab mixun- read
fizik ,physics ketabxune library
ki who
mig- say, tell kodum which
gmc chalk koja where
gmrm warm kojai whera from
gorbe cat kommk help
gorosne hungry kord Kurd
gug mion- listen kot jacket
gut meat kucik little
hala now Imndmn London

hazer ready lebas clothes
hmft seven lebas mipu get dressed
hmfte week livan glass (drinking)
hmm also lotfmn please, kindly
hmme all, evra.y(one lotf darid you're very kind
ha,mmnm n- take a bath
hmmfge always ma we
hmrdo both madmr mother
hmrf- mizan- talk,spe madmrbozorg grandmother
hAt eight mai possessidia
hatn certaiuiy, male rmma-e it's mine
doubtedly masto Persian dish)
hmva air, climate maIallah 'God keep it so
-
hmvapeyma airnlane main car (
hend India mazmndmrani Mazandarani

heudi Indlan mmm- usually
mmdrese gd49R1
ingJisi Erglish mmjalle magazine
iegallhh ,God willing Imen
Irani Iranian 7Amdiel. house, home
inn he, she (pol.) martub humid
masmimn- for.ex4m14)
-be from place to mmsjed moscm
place maqul : busy, occupied

mpqreb Wust pedmr father
mmrkmz center pedmrbozorg grandfather
mmrreq East pesmr boy
medad pencil piade by foot
mersi thank you pirahmn shirt
mesle like, as polo cooked rice
mia- come port back
miz table pate behind
momllem teacher pul money
modire mmdrese principal puldar rich
mohandes engineer
mohmsel student qali rug
mokaleme conversational qmmgin sad
montazer waiting, ex- qmrang beautiful
pecting (latex train
motrmker irrateful qWVE coffee
morgel difficult hard -qmvei brown
mu hair qaza food, meal
musiqi music qaza mixor- eat
qermez red
name letter clorban sir
-narahmt uncomfortable
naxor sick, ill mir- go
nmfc oil rast right true
nmhar lunch rmxs dance
nmqqari painting mires- arrive
nmxeyr no restoran restaurant
naxre map roman novel
nmzdik close di ance ruye cn
nevertmn writing ru-be-ru across from
minevis- write rusi Russian
nim half rusiye Rudsia
nist isn't ruzname newspaper
noh- nine
now new samt . hour, clock
nun bread . sal, year
ambz green
and smfe page
otaq room amg 'dog
otobus bus nuhih correct
ostad professor amlam -hello
sandali chair
pa foot sax head
autumn at, to
envelope
atxt c
capital
surd
amre vazct
cold
on time
cheese savari type of
'Pmni five se three
'panjah fifty sefid white
panjare window ermmbe Tuesday
Penirambe Thursday sia black
pas therefore sinema movie
391
iv
soal miko ask v.) xab sleep (n.)

sob morning mixab- sleep, uo'tc s
sobhan breakfast xab- mia- becomesleepy
xabgah dormitory
Yac.trd student xaeN mikomm excuse me, please
Nam supper you are welcome
Nmb
Nmhr
evening xair sister
city xanum Mts., Miss
Nmmbe Saturday xmste tired
Natranj chess xeyli very
Nekmr granular sugar xob well... fine,..
Nena swimming xiaban street, avenue
Nimi chemistry xod self
NiN six xodafez goodbye
Noma you xodnevis fountain pen
Nomal North xonmk Cool
Nomare nutber mixor- eat, drink
Nowrmvi Soviet xoreN type of Fersia4
une comb xoN- mia- like v.)
xoNhal happy
until xoNk dry .
-ta number duffix xub good
taarof no translation mixun- read, study, sing
tabestun summer xune house
taksi taxi
is mikon- teach, instruct yad migir- learn
tuhsil mikon- study yazdm eleven
tmlmfoz mikon- pronounce ye(k) one
tmmrin mikon- practice yeki a ;certain one
tArif biarid please come pol. ) yeliImmbe- Sunday
twxtepakkon eraser
tmxtesia blackboard zmn woman, wife
tekrar mikon- repeat zmrd yellow .
telefon telephone zemestun Winter

teren train zendegi mikcn- live (v.)
teNne thirsty' ziac too, very much
torkemmn Turkomaa zinc underneath
torki TUrkish (lang) zud soon early
tu in, inside of
,r-
tul mike take time v.) , zaponi Japanese
U. he, she, it
un that those
una thek Compiled by Don West
unja there
ivmli ,
but
vmmeN mikon- exercise (v.)
vomit tithe
Vmzire fmrbmng Minister of Edu-
cat4on
vezarmte fmrbang Ministry of Edu-
.oation

Peace Corps Introductory Persian

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Introductory Persian

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I would like to acknoWledge.firat of all the International

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

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

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This Inti'cduetion is written for the language

the dialog will be no longer than 4

The first step in teaching a lesson is

1. Say the dia og through once.

2. Repeat each sentence of the dialog twice

4. The teacher takes the role of the first

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

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

Individual student- take the part of

among themselves, individually.

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

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

inglisi d2rs mide.

ran inglisi dmrs mide.

an inglisi efers mide.

bradre j.nthid dalr tehran inglisi dxrs mide.

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

the intonation.pattern remaIns constantly the

2. It is important that the students do not give

dialog or drilland mast be c nsidered Persian

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

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This point muAt be watched in doing drills also.

Use only your own natural pronunciation. Do not sound like

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

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

tences, he has memorized a basic Pattern.

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

iritroduced subsequently) the teacher must "do the drill with

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

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

T: bmra rnm dmr amrika zendegi mikone. xahar

ahmram dar amrika zendegi mikone. per

Some kinds of cues you may use are:

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

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

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

The teacher should always repeat the correct

Do not repeat a drill more than once substituting

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tical patterns, be sure and notice which students are making

'uthich mistakes in pronunciatiOn,sothat they may be drilled

after the,completion of the drill.

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

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

til the re s absolutely automatic on the sart of

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

your normal rate of speed.'

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

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

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

4. -Types of Pattern Practices

Simple Substitution Drill

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

same place in the sentence, For example:

T: mmnzele mmn nmzdik-e. soma