Peace Corps Introductory Persian.pdf

Peace Corps

Introductory Persian

PREFACE ,

I would like to acknoWledge.firat of all the International

Center of the University...of Texas and the Peace Corps for .enabling me te. further 'develop the-preliminary materials -for this text and ,so put them to use.

Hardly secondary in importance was_eVery trainee of the Peace Corps Training Program - Iran held Summer, 1966.

Among individuals who were,of inte- imable help to me were: Dr. David de Camp of the University-of Texas for his advice' and criticisms, nr. Abolzilasem Sadegh for his practical criticisms and suggestions as both a teacher,and a native speaker of Persian and Mr. Jerome N. Clinton for his suggestions 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

teaching the lessons to follow. to teach this cOurse.

instructor who will be

It consists of a brief outline of how

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 memorize 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 1.

ialog

If the students seem

riable to repeat a long sentence, break

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

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/ ation.

etc.

the English pronunci-

These Words for American places aust be pronounced as

they woUld be pronounced in Iran by a non-English speaking Iranian.

They must contain Persian sounds, not English sounds.

It

will be strange to the students at first to.pronounce these familiar words with "a Persian accent". say them in English.

The tendency will be to

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. sounds

such as /r

You may find other Persian

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 dialog with translation.

In other words

if

ed in the dialog as meaning "he teaches"

dwrs mide

is, list-

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 baSic 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 sentences similar to the one he has memorized. e n Practices

Pattern practices are of different kinds

all of which will be di

cussed, but the general method of using them isthe same.

The student

will be unfamiliar with how to participate inAhis kind uf drill for the first week or t

For this period

and whenever new types of drill are

iritroduced subsequently) the teacher must "do the drill with himself"

once, to show the student how he should respond.

Whene er you start a

drill, do a few examples to show the student what he is to' do.

6

1.

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

Usually this

sentence will be one from the dialog. The teacher gives a cue by means of a picture or a w rd and the student (s) repeat the sentence including a change.A cue

s some action on the pext of the teacher, verbal or non-verbal, that

signalg to the student what response he is to make.

For

xample:

T:

bmra rnm dmr amrika zendegi mikone.

5:

xaharrm dar amrika zendegi mikone. ahmram dar amrika zendegi mikone.

5:

xahar

per

pedmrnm dmr amrika zendegi mikone.

Some kinds of cues you may use are:

word picture

gesture

T: in ci-e? ke

8: ln ketab7e._

T:

in ci-e?

5:

in ketab-e.

T:

mmnzeletun nmzdik-e?

S:

mmnzelmm razdik nist.

(point to .picture of a book)

_e negative gesture)

The teacher should always repeat the correct response after the student(s).

Do not repeat a drill more than once substituting he items, in the same order.

The students- ill memorize the order and

will learn nothing from the drill.

Give the cues in a:differ-

ent order each time you do a drill so that you=have their.full attention.

7

t ough pattern practices are used primarily to teach tical patterns, be sure and notice which students are making 'uthich mistakes in pronunciatiOn,sothat theymay be drilled after the,completion of the drill. .The responses to each drill should be done as a gro-_-

and then, after the class has reachedsame fluency, the drill should be done with the individual. Tne drill should be repeattil 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.

S:

mmnzele soma

T:

mmnzele kma nmzdik-e. ,Iemeer

S:

ieñzele ma rezdik-e.

soma

zdik-e.

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

should give only the substitutions listed inthe drill.

-6Subst tution Dril This drill differs from simple substitut on only in that subtituted 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.

S.

mmnzele 'Soma dur-e.

T:

mmnzele ooma dur-e.

àoma

masIn.

mahne soma dur-e. Multiple Substitution Drill In this drill the cue is more than one item.

combination of the kinds of cues.

It maybe any

The studen

response,

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

F

example:

T; mUemettm inglisi midune.

poin

s

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. difference which cue you put first

It doesn't make any

long as the order of cues

remains c nsistent.

Most multiple substitutioq drillswill have no more than two cues.

Forced SubstItution Drill In this type of drill, the teacher gives a cue Which force

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

as well.

An example of this is when the teacher gives a new

subject to the sentence, the student must change the verb ending as well.

For example:

T:

ma Mirim sinema.

S:

soma mirid sinema.

kms

er example is the negative: T:

fereydun dmr tegzas zendegi mikone.

S:

nmxeyr.

xey, fereydun dm r tegzas zendegi nemlkone.

This type of drill may include substitutions or forced,subtitutions. T:

pedmrmm crs mide.

S:

pedormm

T:

pedmrmm inglisi dors mide.

S:

pedmro marrom inglisi dmrs midmnd.

inglisi

glisi dors mide.

msdr

Remember to start from the end of the Sentence if the tude are not able to repeat a long sentence the first time.

Be

surato watch for mispronunciations and wrong intonatio :onversation Drills

These usually will consist of the teacher asking a question and the student responding with the correct answer.

The answer

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

boradmretun dor amnika zendegimikone?

S:

bmradmrom dmr amrika zendegi nemikon,.

nmxeyr

In the second type, the student will respond with

e-

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

onuncation Drills explanation of drills for pronunciation is includedhere 81though pronunciation drills do not occur in all of the lessons. Pronunciation drills will be, for the most part, simpleimitation 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 2.

or whatever material is included in the lesson).

Lists of minimal pairs are included in pronunciationlesson A Elnillal_Ela is a set of two words that are identical -cept for one sound.

Minimal pairs are used to show stu-

dents pronunciation distinctions that they should make in order to be understood.

Note that the following minimal'

pairs are exactly the same except for thepronunciation of one sound:

/xali/ /mikmnde/

/higt/

/d- /

kali/ :/mixmnde/ /hmst

/dad/

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

When students begin to substitute an Engl ahsound for a -Persian s-und, stIch as /k/ fo /x/, you will be able t

refer to these lists to drill the stlylents

thq :41rfArrmcp.

-9-

You should, however, be atie to make

pairs on the spot.

Ey placing emphasis on minimal pair-

you can show the

students that what they consider a small mistake or accent

'can make a Persian speaker think they said some-

thing different than what they wanted th say.

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

Or have them tell you whether it'i_

one or two that you are saying.

Teaching intonation involves slightly differeht problems. Intonation for statements

and sentences may be drilled by

imitation or by asking questions or giving statements and having the students transform the statements into questions. In sothe cases, when the students continue to say Persian

sentences with English intonation, it is helpfUl to "_

the sentence by leaving oUt all the words and saying the intonation using 'ml or tdat.

Minn:1MM M_MM Se_Aadadada

For ex

Min

_ad

a dada dadadd (37

dadada

Another problem you may encounter while teaching the inton-

12

ation patterns is biliYding up a question from the end of

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

sentence using the statpent intonationand then, after it is complete, change the intonation to a question.

In other

words, you-might do this: dors mide. inglisi dors mide. inglisi dors mide.

boradmre

i dEers-mide.

borattere mU inglii dors mide?

L..-----n-bizillin-uPuestigAinteachhr"etha-vemus the_question intonation.

In other words, you should do this: dors mide?

inglisi dors mide?

mli in lisi dors mide? boradore'Mli inglisi dmrs mide? boradore mli inglisi dors mide?

Review Drills Review drills of all the above types will be included in some lessons.

Do these drals bef9re you teach the dialog for the

day or any new drills.-

lementary.Conversation In addition to the regular lessons destribed above, ary lessons will be drilled by the teacher. differ in that there will be no English used. sist of easy phra es and sentences that

13

upplement-

These lessons will' They will con-

for the most part. will

-he

asjer and s er er than those

The pUrpose

the regular lesson.

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.

an hour of grammar explanation

There will be

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, unless otherwise indicated. The lessens are very carefuUy planned for the simplest and fastest leerning on the-part Of a

itp

the students. A r

,

-12-

early

-point introdue

6

can only contuse your students.

Translation

Avoid translation if there is came other meanSpossible ofconveying what the word meanS. If the cue is on a chart or can be given in 1 same other way, it is by all means advisable to do so. 4awever, dete to the 'monotony of these kinds of drills, itmay b

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

lation of a sentence somewhere in=the middle ofa drill:

This shOuld not

be done too often, but often enough to keep themaware of wilat is,going It id easy enoukh foi)a student to give the correct response withhaVing the.slightest idea of what he is saying.

of-Lessons

r .There is no way to determine exactly how longit will take to do a single

length of time will be determined by haw fast the

,

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

manipulate them through the use of drills. Go just as-fast as the class can and no iitAer.

Do not leave,any student behind/.

language skills

any other skill such as swimming or MUSIC can be

learned correctly is with practice and more practice.

The only'way that

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

DS: S

lo

GREETINGSI 1:

smlam

2:

mersi, bmd nist.

1:

bmd nist, mersi.

hale sonia c

hale s

/

cetor

"Hello"

hale-game cetore

"Haw are you?"

mers

"Thank you"

bnd nist-

"Not bad"

16

2 PIMENIARy CONVERSATION The foil

-1ernntary material should be lesxziedduring the first

week:

Li on 1 for recognItion onl-r):

tekrar konid telinfoz konid

Leeson 2:

xod&fez

Lesson.3a.:-

ilmvab bedid

-eco

-bettrmaid

o

T

(SubstItute names of elasa m.bc, , teethe

17

Pronunciation Unit 1

e sounds that must be

lycdistinguished in Persian.

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

/Up/

mleft"

ds:

"print"

typi

eed"

-

f(

Al,

Listen

."plain, desert"

/dattt/

you compare, is simil

"he had"

!tau

sound in "cat".

sound often changes in quality before /m/,

1/.

The English

'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 followingvords should be ctril1ed0

as in Hdogtl, "fall", the

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 the tongue against the alVeoler

sh) is made by a short flap of idge) behind the front'teeth.

Do not confuse this sound with English /1 words uncjation Drill 1.3 dir

dur rus

rast bora,

or/d/.

Practice the'following

6

Be careful :,t to change the vowel qual±ty before or 'after /r Pronunciation Drill 1.4 Pronounce the following / / which contain the Persian /r/:

b-

/a/ minimal pairs

LESSON 1 dialog

brother

dmr amrikit

America

zendegi mlkone

Jra&rm dnr

mikone. 'mat migid?

he, she lIves, is living

amrika zendegi

My brother lives in America really?

unju

there

kone

migid

he works-

,

unja kay miko e?

Renlly? Does he york there'

bnle

yes

tegz4s

Texas

dArs- rade

he teaches

.dmr tegzasdrs iide.

4

Yes, he teaches in Texas.

dialog Jamshid: George:

Jamshid:

anrikg zendegtmlkone. rfist 'mlgid ?. unja kgr salkone%

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

T:

unja-kar mikone?

S:

bmle, dmr

ion

(substitute any item in DrI11 '1.3)

drs mide. I

(1

Drill 1.5

9 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

t ehr an

zendegi mikone.

dmrs mide.

ferete tegzas

fereydun

te madalmm

'araz

yoyork dust= iran

2

10 DrIU 1.6

cont'd)

dustmm dmr iran kar mikone. 0,

sirin

zendegi mikone. kar mikone.

tegzas

pedmr= Dr 11 1.7

Free Subs

ution

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

place name or subject they wish.)

11

Pronunciation-Unit 2 .Pronung ation Drill 2.1

ing the so

s /a/

Listen to and practice the following words-con ain-

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 .X.

4

It iS

kord

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

important to remember that in Persian /hi') /k/1 and /x/ are three

different sounds that di tinguish meaning. Prbnunciation Drill

3

. 3

xan

hen'

c

12

Pronunciation Drill 23

cort'd

nx

%ah

xe,

he

-xal

hal

hat

xeSt

Pronunciation Drill 2.4 1

2

har

xar-

kar

xol

kol

xal

kal

hud hol hal

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_

xeyli

very

herf mizmne

he speaks,

J: hmle, inglisi xeyli xub lye mizmne.-

Yes

he speaks English very well.

IE SON 2 dialog_a George:

Jamshid: George:

Jamphid:

bmraalretun de. dane.ggA dlrs mlAe?

'1e, fiziko

ktti

tsnI

lish well.

s Diide

-si xub mIdune.

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 items at the same time.) Drill 2a.7

a 5 substituting both

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 do your mother and father live? mikonmnd 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.

LESSON 2 dialog, b.

George:

pea;ro adretun ko A zendegi mlkorend

Jamshid:

girin zendee mikonund,

George:

Pediretun urj

,Jamshid:

nAxeyr,

k.r zakone?

pezm dig&

'n&mikone.

32

a'

work ny longer.

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

madmr

bmradmr

pedmr

x-

pedmr

bcel

d.

bzerada'r

perlmr

madmr

madmr

xater

Drill 2b.5

Multiple Substitution

Drill 2b.6

Forced Substitution

(Repeat Dril12b."1- usin$

-

p dmro madmrmm pedmro bmradm dustetun

jimmhd alio jmes'id V.

vaido fereydun dudtmal --baertamrem

madmro xahmmm

av-zendegi mikonmnd:

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 midzendegi mikon-

kar mikondmrs mid-

Drill 2b.8

Complex Subs

bmradmretun

ution

(Use infinitive cues for verbs., dmrs mide.-

pedmro madmretun dustetun mikon-

bmradmro xahmre un zendegi mikon-

dustmm inglisi dmrs mid-

pedro inglisi hmrf

jamXid

jmaido fereydun farsi dears mid-

inglisi d

21 (Give a short explana ion of the "no" gesture in Persian and use it as a visual cue for negatièn.

Point ci'L that the-word stress of the inflected

verb moves from

when the word becomes negative. Have the

-students imitate the following pair kár mIkcne

kAr n6mikone.

zendegi mlkone

zendegl amikone.

1

dbrs hadrf nalizmns

midune

Drill 2b.9.1 a.

némidune

(Use

Simple Substitution

bmradmrmm dar

in 'initive as cue for verb.)

iraz zendegi nemikone. kar nemikone.

drs j

nemide.

zendegi nemikone. ker nemikone.

dmr

b.

nemide.

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. dmr dane'gga kar

ikone.

(neg)

(neg)

21a

Drill 2b.9.3

Ferrced Substitution t

dmr tegzas zendegi nemikone. farsi hmrf nemizmnmnd.

(Make affirmative gesture a

cue.

a

(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.

glisi xeyli

Cneg

b -idunmnd.

(neg)

bmradmretun f ai xub hmrf mizmn unja zendegi

mikonmnd.

neg)

(neg)

uhja kar nedikene.

fiziko gimi dmrs mde. Drill 2b,9.5

(n g)

Conversation with Cue Given with these questions.)

inglisi xub hmrf mizmne? (neg Xaponi,xub hmrf nemizmne? (aff) dmr danegga inglisi dmrs mideeg 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

Do not elicit L.5=1 bmle or

22

Dr 11 2b.10

pedrrmm

cont'd)

dmr

tehran

zendegi mikone.

siraz

zendegi mikon-

peazro anzika :tram

mikon(afil

tegzas

esfrhan neg)

hmradmrxm

varngton* zendegi .

.

madmro teradmrmm y.

slraz

Iran

__'dy

amrika tegzas

kon-

Drill2b.10

(cont'd)

pedmro

radsrm dmr tegzas

--s midmnd.

zendegi mikon roadmram

tehran _etun neg)

D ill 2b.11 S

Free' Conve sation

pedmro -__dmretun koja zendegi mikonmn

1

$

unja kar mikonmnd?

S.

-2 -02

haraiaretun

koja

one

.

fEoanse midune?,

ped.retwi in1izi midune? pedmretun inglisi dmrs mide7

54 madmretun kar mikone? s4 (if affirmative: (if negative:

koja kar m ne pedmretun kar mikone2)

ro madmretun dmr tegzas zendegi mik_ 5

pedmretun koja-kar mikone

d?

24 brill 211?ll

con

d)

$6.

bmradmretun espanyoli bmrf ni

S6

bmradmretun fizik dr8 mide?

7

e?

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: amshid:

nag

mlum1d7

za'xeyr;---kimi mifahamm.

George:

inglisi midunid?

Jamshid:

bnle, mmn dmr danegingli4 mixunmm

41

3a.l

hmrf

nn

mmnmm

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 namP

Multiple Substi ution

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-

midunimmIido wli

mif2hmfereydun

mid-

_

Drill 3a3

MultIple Substitutio

Drilr3a.4

140.tiple and Forced Subtituton daneaga

injisi

(Elepeat D

inixuzm .

asmr ka

dors mide.

dustm

par ftcranse

ran

43

11311.2 n the ne

ve.

28

Drill 3a.4 ramn

(cont:d

d

paris

taranse

farsi

ped:ere tun .-az

mid-

hran rusi

neg)

Diill 3a.5

jnid

Multtple and Fo e d Substitution inglisi

xub hmrf mizmne.

mon E6ma quest midunneg)

mi4nhma

trual

4;1

ent)

29

Drill

nt'd

3a.5

-(que3tlon

e anyoli

tatement) fereydiSno pei

question midun-

a

neg) mid

aff) Drill 3a.6

ee

Convera

io

epeat Drill 2b.4)

45

CIATION UNIT

Iesson

e Persian sound

introduce

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

tirnj

moving the back Of the-tongue back as far as you can and, at the same 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

n

ollowing list shows the wntrast of

and /x/:

gol

xol

qar

xar

qali

xali

qmnd

xmnd

qu

xu

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

baqban

rogmn tagribmn

ronunclatiori Drill 3 5

The following words contras /.4

in medial'Po

borgi

bmrgi

aqa

aga(h)

The contraSt of fqJ With /x

t on:

edial-posi ion, is e:xempl

tmgri

timxribmn

bwrqi

lerxi

a

by:

.

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

hala

ing?

now

frqrt

only

mokaleme

conversation, dialog

yad migirim

we learn, are learnin

nnxeyr, ma hala froot mokaleme yad migirim.

No,

morllem

e are learning only dialogs now. teacher

-ba,

with

ba mcllemetun i.nglisi. hnrr

Do.yqu speak Engilab with your teadherl

,n4mnid?

bitr ritexeyr, ma. Pis

sliedi mostly PersIan.

miAnnim.

dialog Geo gei

nevettAn

Jamsbid:

hnxeYr, ma hail

George:

pa mqn114metun inglisi h4rf mIzienid?

Jamshid:

ntexeyr, ma bigtkr farsi liArfiaZmhim.

mIgirid?

49

34, Drill 313.1

omplex Substitution

ba mdBllemetun

tnglj8j horf mi

nam

pedsarom

id pedmro madmr

11mrf ba xshmrmm

rn-

zendegi mikomm.

pedmrtm kar mikon-

pe

rmm aendegi mikon-

dusts.=

amllemmm

horf mi D11.11 3.1)12

Imitation Repeat once in

nglisi hmrf mizmnim tegzas zendegi mikonim.

.

inglisi midunim.

farsi ynd migirim.

50

ive --A once ins egative,

'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 farsi

lex

yad migirim.

soma mon pedoro macler

mite ma

mid-

mrobi mon mokaieme neveston jomlido reza

Drill 3b.4

men

Forced Subst_u

-n

Complex

inglLsj

soma

51

36 PE111JILI

-c

'd

coma

d. ansabi

yad migxr

,inglisi

farsi midun-

n4S3-isi

mid-

airebi

d

Drill 31?.5

gir-

Forced Subst tution (co

and negative among the substitutions.)

52

x )

(Repeatalternatixg affirmative

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 1.

Free Conversa ion.

sona farsi yad migirid?

aubi 2.

A-k each stud.ent two questions.

h2m yad micirid?

oma almani midunid? fz:ranse hmm midunid?

aImani midunid?

franse 'ram mid

id?

soma farsi xub hmrf miz2nid? rusi Item

5.

idunid?

mokaleme yad migirid?

nevest2n 1m yad migirid? 6.

.inglisi dmrs midid?

mokaleme drs midid? almani yad migi id?

mzn farsi dr ba soma far

idmm?

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 aqaye et

12.

mizmnid?

adi torki midune?

aqaye etemadi ba oma torki

rnine?

aqaye aryan-nead ba oma farsi 1rt rnine?

5

Drill 3b.8

13

aaye ivi ba aqaye mermsi jijsj

rf mizmne?

awe =Wit espaabli midune? 14.

ama ba xanume ;Brifi espanYali herfmizmneY aYm kelinton (Clinton) ba ;oma farsi bmrf mime

41

LESSON 4

emsab

Cekar mikome 1:

What are they doing

jemIlido jorj emImb eekar

What are Jamshid and George doing tonight?

mikonmnd &levet

inintation

darend

they have

eamb domvet

'They are invited out tonigh

eetor

how, haw about

kar darid?

Axe you busyl

ama ceorf 2:

xnd.

nexeyr.

kar d

id?

_ow about yoU? Are you busy/

kar nedemmm.

I'm not busy.

dialpg_a.

1: jmdo j rj -emIkb cekgr mikomenq v

2:

emsab demNdt carrnd.

1:

;oma eetor/ A

nexeyr.

kgr &mid? nidairwra.

57

Forced Substithtiôn

Lta.1

do jor,

ab cekar Mi1OInC1.

raderettin pedwro macteretun

mcmllemetun

'dust= pederettut

jorj haradurtem

Substitute, one at a time, any of

CCOIT ex Subst

LO jt

listed.)

pet:UT

-cTra

mader

tteradr xalmr

dust

pedero madar maellem

&moot

4 kir d3rs

kelas

dar (neg)

(aff

43'

ill

Forced Sa titution

Ii.a.3

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

59

(Beeat DrIU

he nega_

e

44

PROUVCIATION iiNI T

Prornpcation Dill 41

Imitate;

,

rok winds bendi aeyx

bmd

Mir our

xod noxod

mxtmr

nshid

nixab

nmx

niluger

b6xorid tlexeridmm

xan

ir v

_

h-xses

sir

mmsnmd

bisrid

ris

b;barid

saxten

ayesgs

mrmbi

-s

xis

xiar

xiammt

bend

barun

bord dif

reza

hmnuz

aerm gorz

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.

1:

meno rezavo ali mirim.

ba ki mirid/

Fine.

Beza,

Thanks.

441i and 1 are going;

masin 2:

Who are you going with?

car, automobile

ali main d e?

Does All have a car?

taks

mxeyr.

takst

mirim.

ma

im sinema.

Iomam blayd.

xAyli xlb. steno

ba:ki mirid.

ezavo

Li main usxeyr,

No, he doesn't have a car. by taxi.

mir

e?

ma;tn

e.

ba akst mirim.

61

We'

46 Drill lib.1

Complex Substitution

mirim

sinema .

rrieno a

kelas

soma

.

knlifornia

iran

rezavo oklahomavd tegzas

mon goma Drill 41).2

Complex Substitution

negative and affirmative in Drill Lib.3

alternating

addition to listed 'substitutions

Forced Substitution

sizing substitutions that require

mlio jom*Sid IngUs

(Repeat Drill 413.2

ixtifmna?

mmn arkla

reza dara Y, sirin

'fereite

62

Read through once to class, empha-

con-"

ill 41) 3

fereItevo Amlid

-nd?

ama

mmhmud

dara D ill 4b,4

çpansion

reza ba ki mire?

rezavo li ba ki mirmnd? rezavomlio fereste ba ki mirmnd? _

rezavomlio ferestevo dara ba ki mirmnd? retavo mlio feratevo daravo mmhmudba ki

rezavomlio feratevo daravo mmhmnde 12E1 Drill 41.5

ba

_Complex Substitution

mahn

mirim

tmbriz

Anvari

tebran hmvapeyma

kerman

teree

azerb

EASin ritM

=VOX

63

4b.5

ba cvri

mirin

-s

rezdye

abadan

, masin

baboiw3r ta3briz

Drill 4b.6

Nultiple Subs

ution

(If time permits

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

50 LESSCIT 3

5.1 _Review of Lessons 176

1.

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

2.

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

1.

Pronunciation The consonants of Persi

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

/r/ /v/ /s/ /z/

/c//i/ /x/

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

The vowels of Persian are:

li/ /e/ /m/ Semivowels:

/y/

/w/

'areas must be pronounced on the correct syllable.

The sound. /qJ has twvariant air-flow is completely stopped and released when making this sound if it occurs at the beginning ofa word.

The air-flow is partially obstructed if this soundoccurs between two vowels or before /d/, /b/, /g/, /v/, /z/, /I/ /j/, /m/, /n/, /r/ or 1/. L.1

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

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

6

-if it precedes

/iy/

I) /cm

/i/, /ey/, /e/, o

/4, and farther front if it precedes

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 /1/, /e/ and /4 and is made farther back inthe mouth before 4 /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" /k/ and the vouel

as in the English sequence

/k before

(kn.

end

11

-d between the

Ajersian lable

You vill be Much better understood

'oriounced

learn the v

one of

the Persian /k/ and use them in your speech. _44

isten to the following words that contrast he:two

-a-

in Persian:

krm krf I.

kes

ko;

ketab

kotub

ki

kise

kuse

Naw, imitate, saying the k/ with its st list.

6

1

II

sound

in words of the

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/ syllable:

pak tzk

lk nik lik

zmg dig rig

-

the end of a

53 1.2

Intonation and Sentence Stress

We have been using two major intonationt beradevem der amrika zendegi mikone. 2.

be

;_eridegi

Note that the question intonatLon opposed to the English pattern: English question:

in

Does_your brother live in Amer ca?

The intonation pattern of a sentence containing a queS koja/, /eetor

the

da such

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 periodQuestions 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

loudest stress of the sentence

Idch is marked here by

Orthe

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 pattern one and pattern t o.

Note:

ndicates the difference between

est stress the s ntence. 1.

the ;entonce may be moved by emphasIzing a dif The intonation pattern then changes:

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.

-II.

Verbs with the

i-/ prefix.

a.

Simple Verbs /mikp-/,

b.

Compound, Verbs

Verbs Without the

The prefix /mi-

mifmhm-/, /mixun-/, etc.

zendigi mikon-/, /hzrf min-f, etc. prefix:

dar-/

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

non

midmm

rna

midim a

ders midid

licraciwem

mide

podYro macre-rm,

michnd

endings aril) suffia

e subject pronoun.

o the base 'fo

every verb.

55 2.2 Zile Negative

The negative particle the /mi-/ verb stem.

alwers prefixed to the verb preceding

or, in the case of Class II verbs, prefixeddiectly t The pronunciation of_ r<

when not preceding /mi

changes

,

1-a Verbs'

I-b Verbs

nemidumm

zendegi nemikon=

nernihmaza

dBrs nemidzm

neMIXUIVITI

hBrf-nemizeinem

1 Verbs

medal=

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 I.

III.

mBn + (r dane;ga) mBn + (ba taksi) + mi

10

inglisi

+ (sin

midmm./

_e:

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/

0

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 option

\the construction dmr esfmhan, etc.

ylistically

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 1:

granrnatcal confiector

d koja inglisi

Where does Jamshid's brother studY English?

dmbirest 2!

.

high schoo

dBr dmbirestanemlborz.

At Alborz high school.

duSte amrikai ]rn dare?

DothEl he have amAmeriàan friend, too?

ft

-es

his, her, its always

2:

bmle. ba duste; lisi hmrf mizmne.

ise,ing-

a

Yes, he always friend.

dialog a 1!

leeradire jimmsid koja

2

dmr dmbirestane mlb6rz.

11

41Aste amrikailhmm are? bile.

ba dates

inglisi a:tun

ingli

72

hirf xninne.

English with his

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

ba

on Repeat as a,NUltiple Substjtutlon Drill.) sinema.

jor

x

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

74

neg)

6a.6

e

contld

fereydun

ketabe

amrikai

nmdare.

,-irani

pedmr

dust

iz beta irani

ferelts (aff)

Drill 6a.7

_on (Pronunciation Review

xunxar xolioiset

xuk

b.

xodxahi

kax

xahel

izek

xosbal

hokmi

baselxiz

luxammnelii

xabBre xoarow xeyii xoha1e.

61. Drill 60..8

Simple Substitution

dUsteI

inglisi

hmrf

mizmne .

peder-

madmr

xEther mamilem haradcer

peser duste;

inglisi

pedmr

farsi

madmr

rusi

bmradmr

feranse

xabeir

espanyoli-

momllem

zaponi

Drill 6a19

Forced Substitutton be. dusta

1

xahmr madmr pacer dust momllem

ba du tem

'c.

mizenmm.)

_ne.

Complex Substit

ba bmradm e

Repeat omong students until attom

nerf

ba dusta

D'i11 6a.lo

mime.

hmrf

pid dara reza fereydun fereste

on

RePeat giving two cues s

inglisi

hmrf mizmne.

farai

yad migire.

t arium

ruai

7

eously.)

question) tateient

LESSON 6 dialog b

tonight

emmb cekar mikonid/

e you doing to

-raye

for

food-

gem

hwie an invttation for Americ

e

1:

rest migid?

koja/

Really?

xune

house

eye

George's house.

*

1:

oni

emlib ceklr mlkonid/

bBraye gazaye amr kai anevm arm. riot 2:

Where?

koji/

xungye 4or

77

home

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

Drill 6b.3

mmno

fere'ite

'nmhmud.

dariu

mli

mmhmud

dariA

mmnucer

Complex Substitu

ferate

mirim

d

evs aye

Niraz soma

jimmsid

78

neg)

D

_

11 6b

cont' d.

nemi d

Vo

danagaye

stashed

kolombia on)

(aff) Nell

a

e

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 nmbar* Bam

amrikai dtt dare. irani inglisi rasi

mra3bi

I

in 6b.4 Did

con

-a4

fMrda kme

irani

nmhar inglin cai* ir qmza mrabi

doroat

polo* mrnmni* geve* torki

one.*

SUPPLEMENTARY LESSON 1.

Mate

eeded:

Situation:

a pencil, a pen, a notebook, ft book, a sheet of paper, a table.

Class _am Chart 1

lotDmnguI konid. ntdad.

(Point to objects as you say the following and sentences.

in medad-e.

xcdnevis..

ketab.

in xodnevisre.

in ketab-e..

lottmn tekrar konid,

nedad.

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

ii medad-e.

xodnevls. ketab.

in xodnevi

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 8:

Point to a/book.)

in ketab-e.

(Continue in the same way, pointing to: medact

ketab kags

ords

__evis

67 -1)1 _e itarY Lesson 1

lotftn soal konid. Oeverse the above practice; have'theindividual student ask you the same questions; e.g: in ci-ef

(Panting to pencil.)

in medad-e.

Have the students question and. answer Si:

in ci-ef in

e.

1,e

82

o

hemselves

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,followingexercizes 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

behtmr

mhsmn

tohmmt

mhIam

kmhroba

mmhtab

smhne

ehya

83

ehsas

69 Pronunciation Drill 5.2

Imitati

mehri

m6hri lmhj

aghvi m iDmilitam

ehterual

8

cont'd)

.

70

LESSOR 7

514-14w 1:

1raãsre jrm'aid amrika zendegi mikone?

2:

brle. drr danehaye tegzas drr- mide.

Is J

Yes, he's teaching at the University of Texas.

mcdk

small, younger

dare 1:

he, she has

brradrre kuLk hm dare?

Does he have a younger brother, too?

do

, two

ye

bnie. do bmra dare.

1:

berad4re J.=

d's brother living in America?

one, a (an) o ye xahnr

d amrik6 zendeg V 0

has two brothers and a sister.

kone?

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 1.

-

Conversation `ioma noradnr darid?

2;

oma xabmr darid?

3,

oma bmrad2re kucik darid?'

4.

orna, xahere bozorg darid?

6.

Boma xabere kucik darid?

7

75

Drill 7a.8

Conv

on

(The teaher questions students about their

families, and about other students' anawers.

tterackere kuca darid?

-s

1

bmradmre kucik dare?

soma xahmr darid7 4. 5.

xahmr dare?

3

soma xabnre kucik darld?

6. 7.

xahmre kucik dare soma teradmr dare?

8.

7

9.,

-_17

xahmr darmnd?,

10. j_

xehmr darmnd?

U.

btradmr dare?

xar darond?

12. soma vo 13.

5r ,o

14.

0

j

bmradmr darid?

7

bmradmre kuc520. darmnd?

xahnrebozorg. darmnd?

76 Pronunciation Unit

xahlire gas& x yli 2.

xoexlqe.

bebmxSid xantim, ye (15dri gond mIxam.

LESSON 7 dialog b

kucika ceker mi one

What ,does his younger brother do?

dors mixune 2.-

adore kucikeI dor tehran s mixune. cetori

he studies (in general) His brother studies in Tehran. What about his sister?

-agerd

pupil, student

dobes

firimary school

-e-

2.

he, she, it, is

xaire s s agerde dibes

His sister is an elementary school student.

* '*

1.

bmradore

2.

boradare kucikes dor tehrgm alms mlxune.

akes ekAr nalkon

cetorY 2.

xahkrel

agerde dobentan-e.

Drill 710.

Forced Subst u on (Use subject pronoun as cue.

une

kucikeli dmr

V A -es ,

(Ioma (u)

-stun -stun

Drill 7b.2.

bmradmre

T ,

Complex SubstitutIon

kuZikews unja zendegi mikone.

xabmr bozorgit 1:wrecker

inglisi mixane

dust

fx.ran-e,.

,bozorg

hera --dust

arsi

90

78 Drill 7b.3

xabm!r-e

Complex substitution drill (Use subject pronoun as cue em, etc. for -es

fr7 se

bozorges

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 soma

danesga sahr dmbestan

kalifornia nyu york yrzd* borujerd*

farsi yad migirzendegi mikoninglisi dmrs m dtorki yad migir-

fln

jorj

dMi3irestan

5=sid

wrak

neg) aff)

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 xahmre

kucik dare? koja zendegi mikonef

(Repeat these questions, substituting /brradx to the third student and question student four on student three's answers. Continue in this manner until all the students have been questioned.)

Drill 7b.6

Conversation

At this point the teacher should make a short dcserition of his family, including how many brothers and sisters he has, whetner they are younger older thEln himself, and should mention where tney live.

This should

not be too long since the stUdent- willhave to remember the facts.

The

teacher will then proceed to ask the students o.out his family. Do notmention names yet.

92

79a

SUP 1.

TENTARY LESSON 2

lotfn gu.'S7 konid.

un s

tmxtepakkon 2.

3.

e

un textepakcon-e.

lotfmn tekrar ko- d. samt

un sat-e.

dmr

un

txtepakkon

un txtepak1on-e.

un gmc-e.

r-e.

Amndmli-e.

divar

un divar-e.

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.

3. tmxtep 14 .

Subs

ce in

medad -e.

ketab

dftx ei

un xodnevis kaqmz miz sandmli ci

tmxtepakkon in

Un Samt divar kaqmz xodnevis tmxtepakkon

On'

mridmli

6. divar

80

LESSON 8

dialoga that

who

ki

un aqa ki-e

Who is that man?

esm 2

name

un duste jmsid.e.

eam

That's Jamshid's friend. George.

jorj-e. 1.

rast migid?

amrikai-e?

Really?

tegzasi 2.

bmle.

Yes, he's trot_ Texas.

*

*

dialog a

un aqa ki-el

2.

un dGste SEmsid-e.

1.

rest migid?

%

Is he an American?

a Texan, someone from Texas

tegzasi-e.

1.

His name is

sme

j6rj-e.

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 ketab d2ftmr medad xodnevis kagttz

Drill 8a.1

kucik-e

bozorg xub

germez sefid aBbz -=rd

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 a.

Simple Substtution 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

xanum italyai IrEerZsi

midun-

acia

bvctiari e

adi

tork aryan-nezad

mhvazi

.sadeq

ders

mazmnderani midunifi -e

xanum kord.

n-

LESSON 8 Elialo

1.

esme

10,

Is your name George? famil

last name

e, aqa, esme

hrm eton-e.

fami

pms esme kueiketun jorj-e. 2.

hmle.

esme sama ei-ei

e me fami1m sirazi-e.

Yes,

'Then your first name is George. Yes.

0

esme soina jorj-e? bale, aqa

6sme familL.m hem est6n-e.

ves e

e kuciketun jorj

2.

bale .

e sme

1.

6sme famiirm

,

oma ci-eY

Wh&tts your name?

My name is Shirazi.

dialog b.

2.

and my last name is Stone.

85 Drill 8b.1 T:

Conversation

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

mli mmhmud fereste gasem hoseyn Amid

Dril

ide

smngabi j4msidpur aerifi sadeq etemadi

mInvi

Converse ion

esme soma ci-

Drill 8b.4

Conversation

_k each

baradmr darid? esme kucikeI

koja zendegi mikone7 kar mikohe?

koja?

espanioli midune? mire dane.iga?

udent.)

nezad-e.

Drill 8b.4 T:

Conversation

esme peaTore

esmes6

fereydun-e.

xaniar

krin

madwr

nAin

baradmr

prv z

kueik

mmnucer

braradf-2re bozor g.

madmr bozo pedr.-r bozorg*

Drill 81).6

mmhmud

Complex Substitution

_Review

mmleme

palrviz

dust bmradmr

j&!idgid

inglisi

pedr.ro maamr xahmal) bmradza.

kmi

&rs mid-

zohre -mtna*

farsi

mifwhmmidun-

10 0

fizik

xeyli xub

midurie.

Drfli

gb.7

Complex Subs

(Review

masine

kucik-e.

medad

xabmr

xodnevis

pedmr

kagmiz

madr

zcerd

ketab

dust

umbz

mamllem

germez

bmradmre kucik

bozorg

serid

bmradmre bozorg

xabmre kucik xabmre bozorg

10

Lb

Ixed

87a

r3UPPLEMENTARY LESSON 3 1.

lotfn tekrar konid. in in in in in in in

2.

(Choral practice)

miz-e. gmc-e. xodnevis-e. ketab-e, medad-e. dmr-e. kagmz-e.

Individual Practice

un dmli-e, un twrtepakkon-e un samt-e.

un deterun xodnevis-e. un divar-e. un medad-e.

Rep at unti

mit - snndmli

each student can say the sente -e S:

in miz-e.

un smndrli-e.

medad kacimz xodnevis aamt dmr - divar tmxtepakkon gme ketab dmftmr Repeat until each student c cues at a time.

say the sentence easIly usi

wo

lotfn gu konid. in mite momllem-e. in ketabe mmn-e. 4.

un mite Iagerd-e. un ketabe %d-e.

lot_ n tekrar konid. in mize morllem-e. in ketabe mmn-e. in kaigmze dan-e.

in xodnevise xosrow-e. in smndmlie Iagerd-e. In medade judi-e.

un mite Iagerd-e. un ketabe un kaemze sirin-e.

un xodnevisemxtmr-e. un amndnlie mamllem-e. un m.2dade karol-e.

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

mcmllem liagerd

mmn xosrow karol

in(un) mite momllem-e.

88 LEsSON 9 dia3.05 a

condition, sta e, health aciaye

ma eetor-e? mersl, xube. cetor-e?

azlam, hale

razi, hello; how are you?

Fine,

hale sama

niat

How ar- you?

it is no

li

neg. o

but

head dmrd mikone

mersi, bnd iist. d2rd mikone.

it hurts li

zrn

Not bad, headache.

ziab

very mu

xob xob,

but I have a

too mudh

well, (as hesitation "Well...

oma ziad kar-mikonid.

Well, you work too much.

dorost

right, correct

hex& Eez zora

(in the) afternoons

est rahmt mikon-

res

doroste. vli tezd mz zora esterahmt mikon2m.

v b)

That's true, but I rest in afternoon.

dialog a

&Aye hrazi, mêrsi xdbe.

true

hgle soma cet6r-e?

hgle soma

et6r-e?

1:

mrci, bmd nist.

2;

xob, goma

zigd kgr mikonid;

1:

dortIste.

idli bmid az zorg estera1t

anrem dird mik

n

103

the

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 kax mikonmir- bazar farsi mixunesterahmt mikondrrs farsio inglisi

min

D

11

imple Substitution

brditzzora cekar mikonid?

jomeha* smdbeha*

yek5mmbeha* dOrmmbeha* semmbeha*

1o

mikon2m

.

Drill 9a.3

C 0_

ammbeha* cekar mikonid?

beha* Drill 9g.

ba

Colex Subttution 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

smr

cesm

pa

dmidun

on

(Vocabulary)

del

pos

(Point out that after /-a/ and /dane'Lgat

/

becomes

cetor-4

xabga patun farsitun inglisitun e.

(Point out that afte in danevsga

/-a/ and /-i/, /-

becomes /-i/

-

xabgaI

fari ingJizi

(Point aut that /mj changes to in danevsgam-e

xabgam

pam far s

inglisim

/ before

a/ or

/)

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

ketab mi saba mr,:mulmn

usually n-

read

ab mix Tnm.

books

I usually read in the evening.

cat

hour

nd

how much, many

saxt mnd

time?

dinner

mixor-

1.

eat

cEnd Sn.m mixorid?

What time d- you eat di er9 eight

_st ne:m

(at) eight'o'clock

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

2.

memulin sete

nd sam mixorid mixorim.

1rd

94 Drill 9.b.l

mmmmulmn

Simple Subs ution (Draw a clock, using Persian numberst as a visual cue

samt-

kelae

yek

1

do

se

hm

noh dmh yazdm dmvazdm

(Repeat this exercise rearranging the numbers atrandam, po the clock,

Drill 9b.2

til they

are

nell learned.) ,

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) (aff)

.ksba

. scam

besma-

sobbane* z zora

2

soba.

sam

ba

4

pedaro madar

5

jmmtido mli

6

7

8 910

Drill 91:104,.

Cobversation

eview

esme madmretun esme kabmretun

new.

el

esme bmradmretun

esme m llemètun

110

qmza

Drill 9b.4

contid)

pedBretun koja-zendegi mikon 6.

madBretull kar mikone?

7.

xalero bmradrr

8. -morilemetun 9.

darid?

irani-

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: Use titles of address when calling

and.then with kl-e. T: T:

aqaye (xanome in ketabe ki-e

in ci-e/

(Use the following cues when askin 1

ketab

3.

smndmli

5.

2.

miz.

IL

ft=

6i

(Have the students ask and

S: S:

with ci-e

in ketab-e.

iwketabe mmn-e.

question

7.

kagmz

medad

8. xodnevia

--t

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. un ketabo dmftmre Iirin-e.

in mizo annftlie un mizo mBndelie aagerd-e.

in medado kaqmzemhmmd-e. un Medado kaqmze xosrow-e.

dmftmro xodnevise tam-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

2.

bmradmr

3.

xodnevis

4.

dmftmr --medad

medad

5.

pedmr

xahmr

6.

Retab -

samt

-7.

miz

maft

1

kagnz -'xodnevis

112

99

Esv-ieva_72Fa4O.115. pas bitr farsi hrf miznid. 2.

bmle.

1.

fmransevo arnani nemidunid?

2.

nmxeyr.

1.

torki ham

2.

bale.

1.

dmr xune bAtar torki hmrf niizn1d ya farsi?

fmqt frso torki midunmm. idunid?

pedmro madmrmm torki hairf

iznd.

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.

1.

xatzsram _ ham inglisi midune.

rast migid?

cetorY

=these yad migire. 43as nev6Istana lad mig

_

2.

naxeyr.

1.

xob. ps batman xub hmrf mizane

2.

bale.

mizne.

fmqat nevestmn yad nemigire.

mcalleme

xeyli xub dars mide.

lem

ba

ikai-e.

agerda fmcias inglisi hmrf

V'OCABUIJ,BY

behmxg_id

extiar darid. xae% mikohmm.

exeuse me

phrases of politen be discussed later

-

cera (two Meanings)

unen

113

.1) why?

2) imsitive assertion to negative statement or question. Contraction of ham.

hqi) and

100

(The following dialog should be read slowly up to the asterisks on page . Then the whole dialog (including the part after-the aster. isks) should be:read at a normal 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. , the

You should be able to g t

gist of the conversation from what you already know.

The end of the dialog is cultural in content. -You will not be expected to understand verything but you should , be as observant and-analytie of the situation as possible. Keep what you observe in mind as we 11 discuss it in the grammar session right after this class. k

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 included and natural gestures eMPloyed.

ReviDia10 10.2 sielam.

2.

meri, xub-e.

hale kma ceto

hale Uma cetor-e/ ,

'1.

bmd nis , meret.

koja miridl

2.

mmn mix= mmnz

1.

wen dor danigga kelas darmm.

2.

,rast migid?

kma cetor

tabestun hmm dmrs

brie .

ci mixunid/ 1.

fiziko im.mixur

a eeto

:id?

101 Review Dialog 10.2 _ 2.

cont'd dmrs rnijoi

bmle.

d ta

daridt

yeki fmq yeki fmqm

eera

xob, tabestuna m,-memulmn kar mikonmm. 1.

smhih.

2.

dmr ketabxuneye danaga,:

1.

gmba kar mikonid ya soba?

2.

gmba.

1.

hala

2.

mmn fmranse mixunmm.

koja kar mikonid/

soba

rs

ixunmm.

ci mixunidi

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

a-119-:a8-11-aLLS8-1-ge 2.

bmle

1.

rasti

tmnha miridf

tmnha mirmm vmli bmradmrmm dmr paris

endegi mikone.

cekar mikonel

danagaye paris dmrs mixune. nmtmmn fmrans e

midune.

xeyli xub hmrf-izmne.

Pm Xoma cena fmranse yad migi id 2.

xob, bmvAdermm kar dare, xeyli.

1.

rast

2.

sacrt mlan do-e.

1.

dors mixune.

igid. ri zermt mixam, aqa, samt cmnd-e/

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.

2.

xaa mikonmm.

pmu mozah-metun

1.

extiar darid.

ba ejazgye smrkar.

2.

xodafez mmrhmmmmte "gcma Ziad.

1.

lotfetun krma ne.

2.

gorbane 'gema.

1.

eAm.

xeyli lotf darid.

lotfmn be xanumetun

gorbane .goma.

xodafez.

xoda. haieze soma.= .

1 1 (3

o beresunid.

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 phoneme /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 accouipanies 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 hening 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 lengthening 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 mpencatory lengthenin of the accompanying vowel(s ). For example,

/s

/ o

mt/ en/

t]

[motmaen]

In this text, transcription of /h/ and /'/ will be treated differSince /h/ is not always dropped,on alllevels of speech, it will be transcribed here. Because the glottal stop is almost never pronounced 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 1 in Persian with one-vowel and a'glottal ently.

stop.

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 adjective 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 pronounced -ye/ For example

danaga-ye-tegzas

Univer ity of Texas

'When the noun 6nds in a 'consonant form /.e/. For example,

the suffix takes the

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 is the personal possessive suffix.

'fled noun

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 is ,an inflected /7e/. This inflection is 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 inflecphen and the connector without a hyphen. be written wl,th a hyYou must not confuse -these forms in your speech, They have completely different ammatica.l functions. 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 night.

an invitation to F eydun's'house

In each-of the English sentences we use the word "to". When we contrast this to the Persian sentences_above, we see that there is no equivalent preposition On a Slfghtly more formal level of Persian however, the ikeposition used. Sentence (a) would than be. come: 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. The natural transfef for Iranians studying Persian will be to drop the preposition in the English sentence.

,

119

SUP lo fmn gu

konid.

:V_ARY LESSON. 5

(Show the relative position of objects as indicated in the following statements by pointing.)

xodnevis ruye miz-e. tmxtepakkon zire miz-e. s2ndmli nmzdike miz-e. 2.

lotfmn tekrar konid.

b.

xodnevis ruye.miZ-e. tmxtepakkon zire miz-e. .smnamli nmzdike miz-e.

c.

samt ruye divar-e. tmxtesia ruye divar-e. samto tmxtesia-ruye divar-e.

ruzname ruye smnamli-e. medad zire smndmli-e. miz nmzdike smndmli-e.

d.

mize nma nmzdike dmr-e.

1otfn j

ab bedid.

T: aqaye (x tmle.

Point to pict

me

smndmlie 'goma nmzdike amr-e. mizo smnda.lie 'goma nmzdike dmr-e.

on Chart 1)

xodnevis ruye miz-e?

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 dmr4.

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

ja-be-ja hmva

ja-be-j

the weather in America

I Ice?

from place to place fmrq

ne.

The weather differs from place to place. example, for instance

xob, hmvaye tegzas

Well, Texas for instance.

like

mesle 2.

hmvaye astin mhvaz-e.

e le hmveye

The weather in AuStin is like the 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

krazmazmnderan tabri

tegzastwo 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

Review

rmIt

baruni

abadan

gmrMo mmrtub

lemrun

xonfiko xoWk

mazmnderan

mmrtubo mbri

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

13.3 LESSON 11

tabestun

summer

I. pms tabestuna gmrm2. bmle.

Then the summers are hot

ye Mimi, ham mmrtub-e.

Yes.

zemestun

1.

It's also a little humi_dwinter

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

tabestunay0itaz xonmk-e paiza bmhara zemestuna

TwO cues simaltaneoUslY)

.

tehran mazmnderan

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 factual.. Repeat the exercise using all the seasons.) ceto -e/

Review

hmvaI

-e.

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

Drill llb.5

,

2.

lmita tences

n

(Have the students repeat the following sen-

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

T.

Forced Substitution (Go through the following exercize once repeating everything with the students, then give cues in the regular manner. Use only negative cues.)

hmvaye tegzas smrd-e? (nmxeyr) S. hmvaye sibiri gmrm-ey

nmxeyr)

hmvaye mitt xdtk-e?

vyr)

hmvaye mi.gigan gmrm-

T.

yr)

hmvaye nevada mmxtub-e?

naxeyrY

hmvaye luyziana xcift-e?

(nmxeyr)

Drill llb.7

xeyr, hmvaye tegzas sird nist.

Cued Conversa on 4ultip1e Substitution) (Cue both the weather term and either affirmative.or negative.)

Ilmv

in cetor-el

hmvaye miNigan cetor-e/

smrd

hmvaye tehran cetor-e/

hmVaye esfmhan cetor-e/

af

Cxak

x

neg)

aff)

hmvaye kerman cetor- f

(gmrm - aff)

hmvaye kerman cetor-e/

(smrd

hmvaye rAt cetor-e/

d nis

(mmrtub - aff

hmvaye mazmaderan cetor-el

t eetor-4

hmva

tub 7 ne

hmvaye abadan cetor-el

hmvaye r

S.

neg)

neg)

xak

neg)

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/ -Stuist)/ as he wishes. hmvat ------clght twd should answer:

-127

1.16

SUPPLEMENTARY LESSON 6

.

gu% konid. T: (Point to book and notebook )

in ketab-e.

in ketab nist.

(Point to pencil and pen)

in medad-e.

in medad nist.

tekrar konid.in ketab nist.

ln,Medad nist. in smadmli nist.

un miz nist. un tmxtesia nist. samt nist.

lotfmn jmvab bedid. in ketab-e?

Yr

S:

in kntab

'st_

in dmftmre.

(Continue in the same way pointing to objects diffe what You use in your questions.)

lotfmn a.

OM

konid.

:_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 udents 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

-st1.

2

same a "is" tut occurs after /a/ and /e/.

xuneye nom kojastY

Where is your house?

xiaban_

atreet, avenue

tu

in

th xiab-

a-rezast. -

It'-,on Shah-Reza Avenue.

dur 1. .2.

far

az inja dur-e? nmxeyr.

.

dur fist.

1.

xutbye 110Mb..kojast/

2.

tu xiabine Xa-rezast.

1.

mz inja dar-e? dhr nist.

Is-it

fa

No, it's no

dialoR a

.

on

here?

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

Uma kojast

-1

Teacher supplies cues below.

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

maIine

ant'd)

bmradarmn

dur

clermez

ketab bozorg agaye

neg

dmftmr

(aff

e. a*

ketab

abi*

xodnevis bmradrmre

germez

'go= sefid xune

133

122 Drill 12a.5

xuneye

ontld

oma

sef d-e.

dur

Drill 12a.6 a.

Simple Substitu ion

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 2.

1e.

across from

ruberuye

Yes. It's just acrogs from the school.

kmare

number

omnd Womareye xunmtun Xamarms

how rnuc h (_

d-el

Wha !s your house number

dmvazdmst.

_

It!s number twelve. w

-re

dialog b )cunttun nmzdlke e

sIst?

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

127Drill )

1213.6. tomplex Substitation- Review

xaneye

Uma

ALM

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. xuneye mmn natzdik-e.

esme familmm eston-e. esme famile mmn eston-e.

xunmtun nmzdik-e. xuneye Varna nmzdik-e.

ketabmm ciermezre.

esmmm pmrvii-e. ebme mmn pmrviz-e.

ketabe mmn qermez-e.

ketabetun kojast 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

.S1 S-

2

esmom jorj-e.

esme Ioma ci7ef

haletun cetor-ef mersi

hale

oma ceto

e

ketabetun kojastl

ketabninjazt. ke abe Drill 12b.9

cma koja

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.

xunmm mz mmdr =tun

mmdreamtun =make injast/ xuamm nmzdike mmdresmst,

xuneye Ioma az inja dure

140

B.

xuumm nmzdike dmb

129 Dr 11 12b.10 T.

(con 'd

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,

,

Oise the six sentences in Su

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

Un

-e

1 hen jmvab be _d. (T.

[Milt to window]

1,

in dmr-e?

2,

un tmxtepakkon-e?

3.

in sant_

4,

in xodnevise mmn-e?

5.

in kacimz-e?

(Magazine)

6.

un ketab-e?

(letter)

(window

blackboard

lagerd-e7- (tdadher's watch)

142

(student's pen)

is ruye 'size?

on 6.5 as cues.

131 SUITIZIENMY LESSON 7

4.7

cont'd

dmftmr-et

ewepaper

xodnevis.e? 9. in kelas-e? 10.

(library

ketabo dmftmr-e?

(a sheet of paper and a magazine

11. un divar-e? 12. in pakmt-e?

(letter

cia

kmMf

Unit 8

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

danajumm.

twie.

am a student.

know, know how (this word is translatable by a verb in English. In Persian, however, it fUnctions as an adjective and must be though of as such.) _

2.

1.

_oma farsi bmledid? bile.

Do you know Per3ian7

man farsi balmdmm.

Yes, I know Persian,

oOk danaglid?

2*

bile, mon danagimm.

1*

Nom& tarsi

2*

bile..

d?

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 questions to bt anwered cue bi the student.

14.

13a

nil

CanpLex SUbsti ution (Repeat in ne-nailing negative and affirmative. I.erne fersimm.

gimi mobmndes*

dustetun

honeys

duct Drill 13a 4

(Review )

amMbe samt

se

Complex Suhct±tutiofl

mirem kelase fmranse.

Jame dogiebe yekgmMbe segimbe eargmMbe

Drill 13a.5

mmn

Simple Substitut

in lisi

beledmm.

farsi

fMranse espanyoli

146

ve;

repea_

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 medade

nz

me

e

ion

epeat giving more tban one cue at a time.)

medde aai-e.

ketab eg

jamik4 lebas

fereyd-

pirahan

148

136

LESSON 43 _og b

worried, di;urbed, Uncomfortable emruz

today

1 Noma emruz narahmtid? t.

bmle.

1.

ce-at

Is something bothering you toctly?

xeyli

Yes

something is.

Why? teacher should point accompanying gesture

naxa

sick

kmmi naxotp

dialog b

emrtzziarahtid?

yli 1.

cera

2.

nemidunmm.

narshArtmm.

I don't know. sick today.

I'm a

t

137 Drill 1 b.1

Simple Substitution (The teacher should be careful to drill these aubstitutions enough with himself before he' attempts to have thw'students substitute the vocabulary items.) narahmtid2

xm te xorhal*

mmrqul* biker* qmmgin*

Drill 13b.2

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

Drill 13b.3

Simple Substitution Repeat Drill 13b.2 as a negat ment, substituting the items listed.).

ill 13b.4 Cued Converction T.

e

e.

(Repeat in the negative.)

roma emruz narahmtid?

S.

bmle, emruz xeyli nara1tm

mmrqul xorhal

aaxor gasmen biker

Drill T.

131).5

narahmt

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

$I roma emruz narahmtid?

S2

bmle, emruz xeyli narahmtid. tr. negative answer)

-

138 Drill 13b.6

mmO

For ed cmruz

Substitution 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 jmaidpurdur

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

6.

xuneYe Xoma dur-e?

7.

kafeteria nmzdike injast?

X

kuneyt Xoma nmzdike kojastg

152

SUPPLEMENTARY LESS 10tfan guN konid.

.2.

a.

xuneye Noma kojast/

xuneye ma ruberuye danagast.

b.

mmdreseye mhmmd koja t/

mmdreseye almad pate daneNgast.

otage Noma kojast/

otage man tuye xabgast.

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)

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) b.

SUPPLEMENTARY LESSON 8 4.

5.

c

'd

lotfmn tekrar konid. gmc injast.

tmxtepakkon unjast.

ketab injast.

medad unjast.

mizo amndmli injast.

tmxtepakkono

Have the students question following expressions. ruberuye

pone C.

tuye a

d.

injast

e.

unjast

151

dmli unjast.

ong themselves using the

142' LESSON 14

dialog-a

hmetid

you

Noma irani hmstid 2.

bmle,

nmn iranimm.

nmxeyr.

equal- ..id)

Are you Ir Woma cetor'

Irani nistam.

kojai

Yea, I

tan?

Iranian.

No, I'm not Iranian. where fr_7

kojai hmstidf

Where are you from? I'm AMerican.

dist_ jam ji 1.

omi irani histid?

2,

bile. nmn iranin.

1.

naixeyr.

2.

kojal hst

1.

mmn

oC cet r?

tam,

And y

143 Drill 14a.1

rona

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/.) ani hmstid?

amrikai italyai

ymztehrani 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

not fca narahmt hmstid./) irani

hmst id?

amrika

tork bikar kord qmmgin rirazi

naxor

156

oma

id./

ill

4a.

__nt'd)

Noma naxoVid. rus

tehrani

mute puldar

tork ny9 yorki

xahal tork ymzdi tegzasi rus

fmqir* kesel*

Dr 11 l4a.4 Xoma

Combination (Complex and Forced) Substitution Drill

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 substitutions as possible Drill llia.5

Free Conver

ion

bstid

a.

(Ask every student.)

b.

(Ask each student one group of the following questions.

kojai

Xoma bmradmr darid? sme bmradmretun ci koja zendegi mikone

danaga mire? 2.

pedmro madmr-tun koja zendegi pedmretun unja kar mikone? madmretun cetor/ bmradmro xahmr darid?

mord

nma kojai hmstid pedmro madmretUn dmr kodum bmradmro xabmr darid? koja zendegi mikonmndY 4.

zendegi mikonmndi

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 6.

cont'd)

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

T.

Transformation (Point out that the inflec "their", follows'the same pattern as -etuni after vowels the inflection became 411n/. it remaims -eNuni.)

Ctherwise

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

ketabe.mlio

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

ketabemun

ketabe meno Noma kelase fmranseye

o Noma-

kelase far_ie mmno Noma

159

kelase fmranammun kelase farsimun

a.14-7

Drill

14a.8

Multiple Substitution Sele t two cues in different positirns to be given simultaneously.

ketab

-emun

kelas

(-etun)

bozorg-e.

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.

1.

inn hmm farsi baamdmnd?

ma hmrdo amrikai hstisn.

nmxeyr.

dialog_ b

aciam amrikaimnd?

bke.

1.

inn hmm farsi bml&dmnd. nmxeyr.

we're both American.

Does he know PersIan too?

inn farsi bm1md natd.

2.

Yes

ma hmrd6 amrikai hstini.

si bmid nl tmnd.

No, he doesn't know Per

?

149 Drill 14b.1

Forced Substitution (Be sure the stu ents use and /-id/ correctly in this drill.

a i-ani

narahmt amrikai

tegzasi

hazer*

tebrani

'cabal

Drill 14b.2

orna

Forced Substitution

(Review

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

nma

amrikai

tork

(Forced)'

hmstid.

162

stid/

150 Drill 114b.5

ma

'd)

torkim. neg)

(aff)

jam id

xmste

xothal tehrani

(neg)

Drill

14b.6

iple Substitu ikai

Drill

(Repeat in the negative.

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 of pbliteness. Explain that this is especially truq of important dignitaries and people related to or friends of the person addressed.)

163

150a Simple Substitution

111.11b.-1

un aqa

emrikaLnd?

. lsun

mlio

d

jmm

pedmro madmrin pedmretun lindon lanson tr

mzela

rat*

iun Drill 1_413.8

Multiple Substi

un aga

ion (Repeat in the negative,

amrikaimnd?

l'oma

ani

b kar

Zun

mmqul

se1io ma,hmud

Lord

agaye estilu nyo yorki lindon janson

nma

tegzasi

mrmb

pedmro madar

Drill T.

1413.9

Transformation

rna1n-mm

ciermez-e.

mrXinetun germez-e.

medadm bozorg-e. kei:abei kueik-e,

ketabig siast.

maine qerniez

xub-e.

e gerMezetun xUb-e. etc.

151 Drill 1413,9 T.

(cont'd)

medadeN Blast. medadam siast. xodrievisam siast.

xodnevimmm bozorg-e.

maNinemun smbz-e.

mainamun kucik-e. mainemun siast. ketabemun

siast.

-ketabeaman zmrd-e.*

ketabetun zmrd-e. ketabetun bozorg-e. dmftmretun bozorg-e. daftmretun siast. medadetun siast. medadetut ciernez-e.,

medadaun germez medadeWun bozorg-e.

ketabawm bozorg-e.' ketabeNun

slant.

Winigun siast.

matimiWun germez

alast.0

maNinetbn cierMezo esefid-e.

(TheteaCher should read the followingparagraphs aloud to the stUdents Milne in:the blanks with the correct information about himself this

should be read,at normal speed. The teacher may have to repeat the reador threb times until all the information isunderstood by the students.)

ing

-

152

Drill 14.10_ Comprehension man mcmlleme farsimm.

mmn irani hmst an vmai dmr arnrika dmrs mi.

sale dmr amrikam.

pedmro madmram dr

konMndo xunmNun dmr xialnine

bmradmro

zendegi mi-

xiabune

dike

xahmn darmmo unap

- esme bmradmrmm

zendegi mikonmnd.

-e.

in tabestun-dmr daneNgaye tegzas dmrs midmm. allah mirmnd iran.

dusfamun

hala farsi yad migirmn

az tabes-

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 gmrm-e.

vmli mmn emruz xeyli

mmn xeyli nar

mikonmm.

vmli bmmd

stemm.

hmvaye tegzas xey11

z kelas mi mm xabggvo esterahmt

emNmb ma samte NiN (pmnjo.nim) Nam mixorim.

kai mixorim Drill 141).11

irani

1

aqaye

82

bele.

hmmiNe qmzaye am

qz.zaya irani dust darqm vma ma inja dorost nemikonin

.

Conversation (Nem the teacher should. give the followingcues 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.)

(You should hope to elicit a question similar to the following from this cue. iranimnd? aqaye

Cues: amlleme farsi b.

dmrs xun&mn admr

d.

esterahmt sobhane te

azn

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

to the questions.

.in ketab-e? (Point to your book). in ketabe mmn-e? ketabe mmn ruye miz-e?

S.

(Continue in the same way using the foll

-er

bmle. in ketabe. bile. in ketabe No bmle. ketabe Noma miz=e. ds.)

1

(xodnevi

b.. (dmr

- Noma - zire mmjmlie

kelas

(Nuna

bab

nmzdike tmxtesia) 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 statements according to the cUe."Use Chait 1. in xodnevis-e?

(watch)

S.

in samte tam-e? samte mmn unjast? 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

nmxeyr,

un xodnevis nist.

samt-e. umxeyr. nmxeyr.

un samte Nomast. samte Noma ruye m

154 lotfmn

P.

oal konid.

Have the students make questions from the fo ing answers.

in ketab-e. in ketabe mmn. Ietabe mmn injast.

in ci-e in ketabe ki-e ,ketabe Woma kojas

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

in

kelas-e. in kelase farsi-e. kelase farsi nmzdike

ketabxun

c.

un ketabxunmst. un ketabxuneye danetgast. ketabxuneye danetga umjast.

d.

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

e.

un samt-é .

un

samte kelas-e. samte kelas ruye divar-e.

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

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

(Substitution Practice) rmenzele

pate

mmdresmst.

ruberuye danetga

tuye xabga nmzdike kelas nmzdike mmdrese

xuneye mina koja

1

8

155 cont'-d)

xuneye mina

kojast.

xiabUne Xa-reza

unja mdze

oma

rube

e

a

nmzdik6 pmnjere 11-Timale

Have the stude- s question and answer each other. T.

xoddevis

samt)

Si in'xodneviso samte ki-et! S 2

'(Flave the

edad

a.

b.

in'xodnevi o samte

udents use the follow ng words in their conversation. kaqmz)

smndmli)

diver - pnjere ruzname

e. (dmftmr f.

na

kelas)

g. (xabga - ketabxune) h.

Hetab

1. (medad

j.

(mi

(xanume

mmjmale) ketab

dMftmr

daftmr-r rune)

169

56 LFSSON 15 Review Unit)

Review Dialog 15.1 Please see page 98 for instructions in reading t dure will be the same aS for Review Dialog. 10.1. 1.

mile= aqa.

2.

merai.

1.

xeyll xUb-e.

hale Woma cetor-e/ hale Woma eetor-e

xub-e.

merai.

oma inglisi hastid? eyr.

mmn mmrikaimm.

2.

man iranimm.

1.

Noma danajuid?

ozna cetorf

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.

1.

pm s inglisi koja mixunid/

-2.

dmr danaga,fmgmt

iniio f zik mixunmm.

mmn dmr mnjommne iran-mmrika mixunmm.

7-0

proce-

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?

1.

hae!

2.

xaeN mikonmm.

1.

extiar darid, age.

2.

extiar derid.

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.

rest migid.

inglici migmnd "engineer'

mohmndes.

mersi, aria.

Noma mallolah f.rsi xeyli xub farsim xub nist.

ama menle irania nmrf m1znjd.

71

158 Review Dialoc 1

c

'd

2.

unja, Yalire bozorg

1.

bale.

2.

hmvaye unja cetor-ef

1.

tegzas xeyli bozorg-e.

2.

rast mlgid?

e?

car-pmnj ta Wahre bozorg

bmva

ja-be-ja Dem mikone.

tahre W(;ma cetor

1. Uhre ma xey11 mmrtub-e, nmzdike dryast. 2*

zeéstiana

1.

nmxeyr.

cetor-e

bmrf miad?

bmrf nemiad.

barun miad.

pms hmtmmn mesle mazmnderan-e.

hmvaye mazmnderan eetor=ef mazmnderan xeyli mmxtub-e. 1.

gmrm-e?

2.

gmrm-e bmle.

-e.

vmai xeyli gmrsa'nist.

tegzas cetorf

1. n. tabestunaye tegzas xeyli gmrm-e. 2.

lams hmtmmn mesle hmvaye mlavaz-e. mhvaz ub-e.

tabestun

sm z-e unja? 2,

naeyr.

1.

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

2.

1.

mhvaz aibz nist.

a hmva mesle mhvaz-e vmli mes1e maztenderan smbz e. azozbayJan hmm smbz-e.

bmle

azmrbayjano gilano zuaznderan xeyli smbz-e.

barun cetor? 2.

bmle.

1.

tmbriz dmr azmrbayjan..c.

2.

bmle.

hirun m ad vmli gilano mazmnderan biNtmr barun miad. nist?

tmbriz xeyli bozorg-e. bmmd az tehran

172

ihre d.cNvcie iran-e.

159

Review Dialog 15.1

eon 'd)

1.

rast migid?

2.

nxeyr.

1

farsi cetoe/

2.

frsj hmm dmr mmdreseha

1.

vmli tmbrizia fazi hrf nemizmnmnd.

tmbriziavo azmrbayjania torki hmrf mizmnmnd.

(orpa torki midunid?

torki?

naxeyr.

fmgmt ye km1mme midunmm

"yaxci"

be farsi ci mige/ "yaxci" be farsi m g 1.

mersi.

b".

mmn ye duste azerbay ani derma. torki xub hmrf

ye kmlriftme midunmm

"yaxci".

mersil age,.

e.

hala

xaermikonmm.

Grammar 1.

The Verb to be .1ggmif

We have seen the following sentences with different forms of the verb to be.

ma fa.rsi badim.

mmn irani nistmm

ma irani n s im. amrikai hmstim.

ama multi narabmtid? rna irani nistid.

n a hmm amrikaimnd iun arsi bxlmd nistmnd.

cma irani tostid?

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 the alternation in these,forms depends on the phonemic environment 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 particular problem. The endings are /-,mm/ and -mind/ respectively and are always attached without change to the noun or adjective. The of these When the the long

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

/Noma iran

plus /- d/ bec

/Ma amrika / plus-

e

irani hst1d./

im/ becomes /ma amrikai hmstim./

The "u" form presents different problems of phonological environment. 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 form of the verb is /-st/.

e of the vowe

/a/, /m/, or /e/, the

There is an additional phonological chan'e in connection ith he 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: "u" form.

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

-emun/ is /xunmm

/xune/ plus /-eNun/ is /xunmNun/

17

161

3.

S -le

We have seen that there are two ways of expressing the possessives /xunmtun 'Imjast/

,/esmmm jp

-e./

r or

/xuneye%7goma kojast/

/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 stress onthe vstestor. For example, /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.

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.

male mmm mist.

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

P.

Conversation with Cue. (Review

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

un ketaba male 1Somast.

medad

u

n (itular cut, plui I response.

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,

Drill 16a.6

T.

un ketaba male 'to

xodnevis qali

main kaqmz

miz smn -01

livan

fenjun

un ketaba male mmn nist.

Simple Substitu on Repeat this' drill at least two times. The first time the' cue should be in the plural. The second time give the singular as a cue and make clear to the student(s) that they should change it to the plural in their response )

ketabaye jmaid xeyli xub-e.. medad

S.

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

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

bczor

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 subject to the n1 pronoun the tar ketab

xodnevis

medad liven

Le studenLz; aLio &hang ion to chantAna the su :sive i. flecti n tun

mxn .6cma

166 Drill 16a.9

(cont'd)

botri

T.

una

y,

b-e.

u

nma

qali

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

medad

unjast.

sefid

xadnevi gall

esfmnani

mann

rusi

taksi

kucik

mmdrese

amrikai

botri

Isif

bozorg

miz

gei kucik cal

fenjun

Drill

16a.12

qame-:

Complex Subs

smndmliaye

medad xodnevis gall

mann taksi ketab botri

livan fenjun

kucik .smbz

Ai-tic:in--One cue at a time,

male

aQaye

um

sefid qmvei bozorg rusi irani amrikai now*

xanumL, sgmrifi

esf,Thani

pedmre fereydun,

kmsif

'6oma

ma 'IA id

jon hoseyn agaT3 jivvad

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 2.

hale

hmstmm. 1.

1. 2.

long form

dmbire kelase pnjom

cmnd-ta kelas &sirs

Yes, I teach fifth grade high school. (equivalent to American junior year.) How many classes do you teach?

soba do-ta kelas dmrs midmm, bmmd mz zoram do-ta.

I teach two in the morning and two in the afternoon.

cmnd ta Ugerd darid/-

How many students do you have?

xeyli Ugerd daram; kelas be

I have a lot of stUdepts. fers from class to class.

kelas farq mikone.

dialog b

1.

mikonid?

dmbfre kelAse panjft hs

and-ta kelis

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

1.

cnd-ta ag4rd diridf

2.

xgyli Xagird damn.

kelag be kelgs firq mikone.

w't

182

It dif-

169 Drill 16b.1

Simple Substitution

mmn kelase pmnjom dars midmm. carom* sevvom ,

dovvom

ml* pmnjom om*

Drill 16b.2 mmn

Simple Substitutjon

z ketabe mvvml

midTm.

dovvom sevvom

carom

pmnjom

'Mom nmisto

hAtom* noh dmhoe'

Drill 16b.3

Simple Subst tution

men mlivm1

mehr=

dovvom sevvom carom

pmnjom

%iXom

3

170 Drill 16b,3

cont'd iran

.

hmttom nohom

dmhom Drill 16a.4 dmbire

Complex Substitution

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

Drill 16b.6

Complex SubstitUtion

bmradmrmm dmr dmbir _tc d

age.

dmbirestan

185

_d the cm'

spon

n

-)

172 Drill 16b.6

cont(d)

drs mixune.

bmradmrmm dmr d:Pbires1

dTbestan ide.

(Jmr-

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 / the subject and using the negative.)

Drill 16b.8

Complex Substitution

ma mesle irania

zendegi mikonim. hmrf mizmnim. qmza mixorim.

qmza dorost mikonim.

-d once again using

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

Drill 16b.9

o

mikonim.

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

nma

Simple Substitution

d ta Y,agerd

daridi

ketab

medad otaq bmradmr xodnevis

mohmsel xahmr

pirahmn* dammn,

momllem Drill 16b.11 ma do-ta

Co plex Substjtution 'gagerd darim.

se

car

ketab

ke

bi

medad medade germez se

non

mohmsel

1S d

175 Drill 16b,11 (

n

d

mot

ma moh-ta

it

p71,2njall,

ma7,211em d.-ch

dane6a Drill 16b.12

Simple Substitution

eeqwd*

kaciwz dariq 14-ekmr

polo kar

ab girma

ad gu'6t$

pul v-_

Drill 16b.13

Simple SubstltutiQn

xeyli .gagerd

katab katiz=

kar

polo

*Ukar

damm.

176 Drill 16b.1h

T.

Conversation (The teacher gives the cue, student one a the question, and student two answers as below.)

ketab

d

-tab darid

xey3i ketab darmm.

ad Yeki.--lr d

xeyli Nekmr darmm.

kaqmz

Nagerd :polo

qmza

pul Drill 16b.15 1. 2. 3. 4. 5.

6 7. 8. 9.

10

U. 12 13. 14. 15. 16. 17.

Conversation

dmr Xelasemun omnd-ta Yagerd dar mg Noma cmnd-ta momllem darid dmr astin cmnd-ta momlleme farsi dan dmr daneNgaye tegzas cmnd-ta mohm dmr Dexter House cmnd-ta dmftmr* dari tu kelasemun cmnd-ta doxtmr darim dmr kelasemun cmnd-ta perar darimg tu jibetun% cend-ta medad daridg tu jibetun cmnd-ta xodnevis daridg ketabe farsimun cmnd-ta smfe* dare/ emrika cmnd-ta myyalmt* dare/ iran cmnd-ta daneYga dare/ Ymhre vaYmngton cmnd-ta daneYga dare Noma cmnd-ta jib darid? Yoma dmr astin cmnd-ta ketab daridg

irani darling

otacie Noma omnd-ta ceracr, dareg

jmaid cmnd-ta bmradmr dmr amrika dare,

10)

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 samte amrse dmrse

.

liouriaz samte mmn geruntar-e. man7 . mz samte nma arzuntar-e. emruz alz amrso dirus smxttar-o 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 ments as cues. Practice this chorally and then ind1vidual17. T.

kelasc ma nluq-o. kelaso Yoma ziad u1uq nist.

S.

.

in saxtomun bolud-e. un saxtemun ziad

n

st.

un saxtemun kutast. in saxtemun ziad kuta nist. saate Y..oma gerun-e

kelase Ma z.L,s kelase kma

suluqtxre.

kelase nma xmlvmt-e kelase ma ziad xmlvmt nist.

.

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

19

state-

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. T.

(Affirmative cue.

kelase ma mz ke ase nma suluqtar-e?

S.

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?

bale kelase ma a z kelase lloma nluqtar-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

xeyli xob

he

mmulan dir mikone?

Pine.

Is it usually late?

montmzer

waiting for (adj.

kmsi

so eone

mmmmulmn dir nemikone. Rmsi hmstid?

montzere

It doesn't usually arrive late. Are you waiting for someone?

miand

they come

bmle. do-se-ta mz dustam mz tehran miand.

dustatun amrikaimnd?

-Yes, tro or three of my friends are coming from Tehran. Are your

hmme6un

friends American?

all of thew

bmle . hmmm bmlmdmnd.

Yes, and they all speak Persian well. dialog a

1.

otobfl

tehrân miad?

sob sat c3Mmed, qorban. x6yli x b.

she,- it arrives late

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 a

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

6.

xahmratun'apmzi bmlmdmnd.

7.

8. 9.

d/

agerdatun fmranse yad migirmnd? dustatun qmzaye Irani dorost mikonmnd? .bmradmratun dmr 'irsz kar miko

i11 17a.3

Transformation sentence.)

(Elicit:a plural re_ onse to the singular

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

d?

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 d

Forced Substitu agerdatun tu otaqmnd.

ketabatun

medadatun momllema ania 76agerdaye ir_

kaqmzatun dustaye

amrikaitui

xodnevi

dustaye 1r

mOmllemaye amrikaitun

ketabayefarsitun ketabaye amrikaitun

momllema

1 2

Drill 17a.6

ont/d

do ta az moallema

tu otacimnd.

medadaye ciermezetun

medadaye ger ezemun _omllemaye iranimun

ketabayc fars ketabaye al

ikaimun

dustaye amrikaimun

Ugerdaye iranimun Drill 17a.7

Simple Substitution

hamegun farsi

xub balmdmnd.

inglisi

azi 'Eena

fmranse

Utranj Dr 11 17a.8.

hmmmtun

Simple Substitution

(Repeat this drill using Ammeaun

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.

198

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

184 T!ESSON 17

dialog b

1.

miaid

you come

xodetun

yourself

xodetun samt dah miaid inja?

Are you coning here at ten yourself?

ye kmmi 2.

a little

mmn ye kmmi dir miam.

I'm coming a little late.

be

to

I tell, say, am saying, will tell, say ke 1.

that

pms mmn be dustat dir miaid.

ke

Then I'll tell your friends that you e coming late.

motUke sza xeyli xob.

thank you

mot.mkermm,,aqa.

Fine.

xae6 mikonmm

you're welcome

befmrmaid-

xae_ mikon_

you're welcome (This =phrase in this case is the equivalent of "Any time, sir.")

qorban, befmrmaid.

You're welcome, sir, you're welcome.

dialog b 1.

Adet--- satdh misid injg? ye kmml. dir [Liam.

pms mmn be dustaun x6yli xab.

Thank you,

ke dir miaid.

motImkermm,aqa.

xda ikonmm, qorban, bearmaid.-

199

185 Drill 17b.1 Forced Substitu xodetun mirid

(Be Lure the verb changes.

unja

xodet* xodmm* xodemun* xodeIun*

Drill 17b.2 T.

Conversation

xodetun farsi dmrs midid?

xodmm dmrs mi

Janson xode

xode% qmza dorost mikonc.

qmza dorostmikone?

pedmro madmretun xodetun mirmnd

xodetummirmnd iran.

iran?

Xomavo bmradmretun xodetun ingitsi 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

T.

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

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

T.

narahmt

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

emruz narahmtmm

xmste

makul biker

man emruz pu kar kelas

(af.f) erAmb

.

man be dustatun mi narahatid.

ke emruz

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.

Iabre irani-e va* ye sal

dElr

hre ymzd zendegi mikone.

ke jan unja

anti, inglisi tadri- mikone.

tan baladand.

dmbi

eYalost, dar dmbirestane terdowsi

Isgerda.6 inglisi xub balmdmnd vmli trAtmr neve'6-

ye sal-e ke ba jan inglisi mixunmnd.

inglisi harf miz

dor do-ta

soba dr,Ar dmbirestane ferdowsi dmrs midevo,

bane az zora kelasAI thar dabirest

kelase pnjom dmrs mide.

kar mikone.

ymzd ye

jan ba soagerdaI hamige

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. hart mlz nemidune.

"gagerdaI inglia 1

taladando modire

i'gun faranse xub hmrt miz

emruz tmmbmst, ruze

bOland nemi'ge.*

vvle hmfte.

xeyli xastast.

Ja

drese hmm inglisi

d vali jan faranse balad nist. jan samte

1d bider m se

vmli

Usgo nim* boland mAevo hammam mikone.*

toad lebas mipuIe.

samt hadt sobhane mixore.

nuno poni±*

sa,4, hmfto bist dmycle* mire mmdrese.

ixore.

e farsi

bmraye sothand6 hmmAe

ferdowsi az xundg dur nist va hami.ge piade* mire.

202

dmbirestane

dmh dayge tul mikeIe.*

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, 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?

bworg-

i88a Supplementary Lesson 12

4.

lotfmn jmvab bedid.

(Free Couversation

kelase ma a_ bmle .

nmxeyr.

arzun gerun bad xub kuta bolmnd

asun smxt

kucik ,bozorg nmzdik dur

kelase roma xmlvmttmr-

kelase Ilcma mz kelase ma xmlvmttmr-e. kelase ma .:Dz kelase roma nluq-c

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.1*

eat (in'general)

maenulmn samt cmnd qmza mix

What time do you usually eat?

memeniori samt hmft

I usually eat at seven.,

a mixormm,

befmrmaid eramb samt

pleaie (come be

d

in.r.zele ma.

xeyli mcamker

Then please come over to our housi---tonight at six.

lotf

darid.

ank you very much.

xaeI mikommm.

1.

You're welcome.

&Aye jbrj-, goro nixeyr, aqa.

e.

hal gorosnlm nia ,

ulln salt cand qmzi lixorid?

mmemulln samt bft qlza pms.emIlb salt motImkel 1

ir

beflrmaid mmnzele ma. aqa.

3i2tf dirid.

xahI mIkonmm.

205

190 Drill 18a.1

Imitation

gorosnatun-e? bmle.

gorosnmm-e.

gorosnmtune? nmxeyr.

gorosnmm nist.

gorosaMg-e? gorosnd4-e. gorosndg-e? nmxeyr.

gorosndg nist.

jmdgid gorosam b

e

jmdgid gorosudg-e.

mdgid gorosn Drill 18a.2

question

(statement

g)

(aff)

fereydun (que-

Imitation

tegnmtun-e?* tegnmm-e.

t.

Complex Substitution

gorosamm-e.

Drill 18a.3

n

on)

191 Drill 18a.3

tc1)

aserdetun-e?*

dmm-e.

gmrmetun-e?* gmrmmm-e .

omnd saletun-e?* bist salgm-e.

DriU 188..4 hala

Complex Substitution 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 :udent. The,answer should be on the hour and not exact.)

Drill 18a.7

Complex Sub titution

eml'ab

qFoaye

rani

mixorlm.

exarikai

d.orot mikonim.

qmza minim sinema restorane lalezar xuneye bmradmrxm

2 08

befnmaid.

193 Drill 1_a.8

'Conversation Drilllka.7 should be repeated in the folloWing 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

S

ma ems6mb gmzaye irani mixorim. Iomam be 2

S

id.

motkern, aqa. xeyli lotf darid. xaeI mikonmm .

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

Drill 18a.9

Conversation

1.

'Noma mmmoulmu samt mad bidar mmmmulmn samt omnd mixabid?*

2.

samt mad sobhane mixOrid? koja

'dtif

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? 2. 1.

bale

Do you like Persian food?

xeyli xoNam miad.

'Yes, I like it veri much.

az kodum bi%tar.xdgetun miad?

Which kind do you like most?

fesenjun

( xplain)

,dust darm'

like

enjun xeyli_dust &tram. 1.

like "fesenjun" a lot.

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 ?.

fesenjfin xeyli chi t

1.

pas emlUb bmrgye

bleh-Mh

c

ad?

aram.

onifeeenjtn dorôst m1koni.

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

Drill 18b.2

ma Imitation

.il

xaetun miad? .xontun nemlad? xabetun

iad?*

miad.* miadc xabmm nemiad.

bad= nemiad

.

xeyli x(Amm miad. xeyli xes'a miad. xeyli xabeI Miad. xeyli bade% miad. jmmtid xcige.g miad.

fereydun xaeg nemiad M2 qmzaye irapi xeyli

211

197 Drill 14.3 xaeI miad. xeyli xae% ndad.

zwusIi xeyli xae% miad. miisiqiye irani xeyli xaig iad.

mz musiqio cimzave irani xeyli xaa miad. ;mmtitAme musiqio qmzaye i,ranl xeyli xdge miad.

jmaido jorj az musiqio qmzaye irani xeyli xaaun miad. =IMO

smAido jorj mz musiqio qmzaye imni xeyli xaemunAtid.

Drill 18b:i4

Complex Substitution

5maid az qmzaye amrikai xae% mi

nag musiqi fereydun

xa

.gorna

Drill 18b.5

Comprehension

hMoammd firuzi ye pesmre _rani-e. mohmommd blat sale

IMhre kerman zendegi mikonevo unja tmh- 1 mikone.

mohmammd mohmsele

sale IiNome dmbirestane Nahpurre. dmr hmfte* se ruz kelase inglisi dare yekNmMbeha, seImmbehavo psenjUmbeha.

mohmmmmd Ye du te amrikai dare.

dusteN dar kerman nist. dusteN dmr amrika zendegi-mikone y bmraye mohmmmeed name minevise. inglisi lidgmn

bmraye in, mohmmmmd mokaleme bmImd nist vmli name be

minevise.

esme duster "Phuln-e.

Paul hmm farsi yad mi-

gire wall hmnuz xeyli kmm bmImd-e. Paul momlleme farsi nadare hmmmmd yad migire.

atZ

bmraye in, tmlmfozell xub mist. ye, iohmseIe

Nabre Paul iendegi mikone vm Paul'hmmile ba tin mohmsel hmrf mizmne.: un mohmsel xeyli kat dare vm ziad*be Paul kommk* nemikone.

vmli

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* kordavo torka zendegi mikonmnd. torki bmraye

-e vamli ba

ohmmw4hmm kord-e.

.re

madareI farsio

ohmeammd hmmiNe kordi hmrf mizmne. pedmreI

bang* kar rulkone vm do saI-e ke

kerman zendegi

mikone . 1. 2. 3. 4. 5. 6. 7. B. 9.

10. 11. 12.

mohmmmed irani-e? esme famileN ci-e? koja zendegi mikone dmr kerman cekar mikone% Oar kodum-mmdrese tmhsil mikonel dmr kodum kelas-eI inglisi hmlmd-e? duste amrikai dare? dusteN kojasti esme dusteN cl-el bmraye mohmmmmd name minevise? lbe inglisi ya be far i minevise? '

2 1:3'

13. 14. 15. 16. 17. 18. lg. 20.' 21. 22. 23..

24.

Paul eekar mikone/ Paul-feral midune tmakeroz- tarsi% actor-

mohmmmed omnd-ta zabon_midune koduma mohmeammd kermani-e?

kojai-e kordiN cetor-e madmreN kojai-e pedmreN kojai-e esme pedmreN (nemidunmm pedmre% dmr kerMan cekar mikone

Drill 18b.6

Conversation

.

xobetn

1.

az gazaye /rani

2.

mz cal smxd xagetun mlad

az cal set xastun miad? filmaye Uponi xaetunfliiad2 romanay.0 rusk xaetun SLUM 6.

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

8

az celow kmbab x0Ietun miadt

9.

al Wevaye tegzas xoNetun miad

Drill 18b.7 Conversation

(Repeat the above questions , following format.)

(to 81)

aecues

z gazaye iranikoWetun tiad?

bole. NZ 41s8ye irani =Ikea miad. (or) ani xoliet ml e.

az clazaye liani xota mlad.

e ,

xolce% n-

21

to Si

200

SUPPLEZENTABY ass .

lotfmn 0 konid. ,..

_

ga mikonmm.

lotfMn glig konid.

mmn tekrar mikonmm. mmn seal mikonmm.

lotfmn,tekrar konid. lotfMn seal konid.

tekrar Ronid. lotfmn gtA ko id. lotfMn tekrar konid lotfmn soal lotfmn niaga konid;'

lotfmn lotfmn lotfmn lotfmn lotfmn lotfan

jmvab bedid. dmrs bedid. dmst bedid, farsi bexunid. farsi -benevisid, farsi hmrf bezmnid.

Have the student

ga mem mmn mmn mmn mmn mmn

change thefollowing statements into the req4.t

mikonam.

S.

lotfmn gu_ k

d.

tekrar mikonmm. soal mikonmm, jmvab midmm. dmrs midmm. nega mikonim. dmst midmm.

mmn farsi MiXUTIMIL

mmn farsi minevismm mmn farsi hmrf mizmnmm. 4.

Have each student make two Sentences, one statement and one reque Give the following cueskm-dmn tekrar kmrdmn soal kmrdmn

nevkmr

dmrs dadmndmat dadmni,

xundmn' neve.Umn hmrf zmdmn

S.

ikonm.m.

lotfmn gu

c.onid

r,

200a

Supplementary Lesson 12 5

miforiat1on Practice Cues:

ingli

far

hmrf bezmnid

mixunirn bexunid inglisi

dmrs midmm dmrs bedid

yad begirid

201

LESSON 19 dialog a nmx'ge

map

in nmigeye tehran-e?

2.

ne

this a map of Tehran?

nmAeye

No, it's a map of Iran.

paytmxt

capital

1.

paytmxte iran kodum 'gmhr-e?

2.

paytmxte iran tehran-e.

What's the capital of Iran. The capital :of Iran is Tehran. A

dialog a 1.

in nmxnye n&xeyr.

-e?

nmxY6ye irin-e.

1.

paytg.xte iran

2.

paytlxte irgJa tehrip-e.

kodm

217

202

19a.1

Conversation

1.

esfahan kojast%

2.

Uraz kojast

3.

tmbriz kojast

4.

mahmd kojastt

5.

ahvaz kojast_

6.

rezaye kojast

7. rak kojast

esfhan bozorg-e?

Uraz nmzdike-mdgbabd-e? dmr kordestan-e? had paytaxte iran-e? kucik-e?

rezaye az tabriz dur namdike dmryast?

-keroaz kojastf 9.

tehran kojastl

qmtar mire ke man? tehran paytaxte iran-e?

10.

eafMhan kojasq qaMng-e?

11.

mfonestan kojast

12.

raq ,kojastY

mraq farsi hmrf mizmnmnd?

torkiye koja 14.

rus

Drill 19a.2

owrmv

aXonest-__ nmzdik-e?'

torkiye bozorg-e?

kojast

rusiye kucik-e?

(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 definitions in Persian, gestures or pictures to get your meaning 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 should be used in your talk. For this,reason, this talk must be thought out aheadjg time.) .

Drill 19a.3 Review Drills 3,7a.G.

16a.11, 16b.3, 16b.4, 16b.12, 17a03, and Be sure that the students resPonses are automat

c.

205 Drill 19b.1

(Review ,Drills

Drill 19b.2

Im tation (Point to corresponding areas on the map.)

a.2 and Ba.3 using the map as an aid.)

iia inja zendegi mikn

tmbrizia

korda esfmhania

ymzdia ruse.

Drill 19b.3

T.

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.)

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

tMbriz

azmxbayjan

kordestan 'Mrmbestan esfmhart

lorestan tehran raz

ymzd

mf4anestan

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

206 Drill 191).3 T.

(Cent d

torkie rusie

bmlueestat

hen& kordestan cin Iran

Drill 19b.4

Conversation

1.. Iiraz dmr Umale iran-e? 2.

tehran dmr junube

mAhad dmr mdgreqe* iran-e? 4.

rMst amT %omale iran-el

5.

mhvaz dmr junube

6.

tmbri dmr junube iran-e?

7.

kermansah dmr magrebe iran-e?

8.

hmmmdan dmr mmeirebe iren-e?

9.

hmmmdan nmzdike kermaaast?

10.

mammnderan kojaye iren-e?

11.

abadan kojaye iran-e?

12.

xorasan dmr-mAre4e-iran-e? rezaye daT mmrkmze

-14.

ane?

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.

Give the requests as cues. Continue as above. T.

5

lotfmn berid paye tmxtesia.

The students respond with the stacments.

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. change statements to requests and vice versa.

Then have them

Combine the three simple sentenc into one compound sentence. Have the students repeat both forms. (statement and reques after you'several times. e.g., _

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

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

22i

208 Svpp1eientary Lesson 14 8.

Pattern Practice

sine

mmn efligmb mir

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 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?

-e?

210 Drill 20. 12.

13.

ont'd)

dmftare* TEFL kojast mesle dmftare zmbane farsioe? dmftmre zmbane farsi tmmiz-e?

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 Tarsi mifmhmid kojai hmstid?

26.

esme familetun cibe farsi cetor tmlmfoz mikonid/ esmaye irani moggel-e?

27.

ba inglisi dmrs midid? kelasetun az inja dur-e?

d?

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

Noun P

L

els

The pluraLis formally expressed only when there is no other deterDeterminers of,plurality include numbers and aderbS of quantity. Liner of plurality.

ommf-ta Wagerd darid? xeyli Wagerd darmm.

dMh-ta Wagerd

When there is no other plural indicator in the sentence ay ,be made plural by the addition, of the pluralmorpheme lural morpheme is always stressed.

the noun 1/. The

Ntimber Concord

Amen a plural noun is the stibjectof a sentence in Persian, specific 4041 of concord must be observed. An_inaniMate-plural sUb4ect_willreflectiOn while an animate -lural sub e-t with a lural verb inflection. 'This rule of COACQthe third person. For example,

wU

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 verb morphology but other morphologyas well. b bmlmdmnd.

in-aqa

imnd.

esteWun hmwesmit-e.

true

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 occurence with different adverbs of quantity. For example, omnd-ta ketab darid/ ceqmd .6ekmr darid/

A counter (in this case /-ta/) must be suf ixed to the number' or 'ad. verb you are using as a modifier of the noun. /cmnd/ means "how Many' but when used with a countable object it Must take the counter /ta/. The numbers /yek/, /do/, etc. are used alone only when enumerating or counting. When used to modify countable nouns, however, they occur in the form ./do-ta/, /se-ta/, /car.ta/, etc. This counter is retained when referring to a countable noun not mentioned. .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 time such as ruz, _amt,

bete, mah, sal, etc.

ye samt do s- t se ruz -_ar hmfte

Certain PersIan verbs occur in the compound state when there is no direct object expressed. When the direct object is indicated, it takes the place of the noun component. 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 is general in nature, and no direct object is intended.

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

"I study chemistr

mixunmm/

drshi

"I study"

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

hem"

"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-

1

ARY LESSON 1-5

gu 'g konid.

lotfmn tekrar konid. lotfmn soal konid. lotfmn jmvab'bedid. lotfMn kar konid. lotfmn dmrs lotfmn dmst bedid. lotfmn farsi bexunid. lotfMn farsi hmrf bez_ id.

lotfmn lotfmn lotfmn lotfmn lotfmn lotfmn lotfmn lotfmn

tekrar Lmkonid. soal nmkonid. jmvab nmdid. kar nmkonid. dmrs nmdid. dast nmdid. farsi nmxunid. farsi hmrf nmzmnid

Have the students change the requests abo-- to the negative. T.

lotfmn inglisi hmrf bezmnid.

S.

lotfmn inglisi hmrf

e.g.,

a.

Have individual students-make affirmative and negative,request fo Give infinitives as cues. efig., dmrs dadmn.

S.

id.

lotfmn dmrs bedid.

tekrar kmrdmn scam kmrdmn nega kmrdmn kar kmrdmn dmrs dadmn dmst dadmn

neveUmn' xundmn hmrf zmdmn

rfthn

neUstmn liotfmn

konid.

lotfmn lotfmn lotfan lotfmn lotfmn

farsi hmrf bezmnid, vmli inglisi hmrf nmzmnid. ruye amndmli beinid, vmli ruye miz inid ketabxune berid, vmli sinema Lmrid. farsi benevisid, vmli inglisi nmnevisid. soal konid, vmli hmrf'nmzmnid. lotfmn gti konid, vmli jmvab nmdid. Have individual students make sentences Give two cues at a time. e.g., T. .

soal kmrdmn, hmrf zmdmn tekrar kmrdmn, soal kmrdmn nevegtmn, hmrf zmdmn xemdmn, soal kmrdmn kar kmrdmn, esterahmt kmrmmlam kmrOmn, dmst dadmn

those

raeticed above'.

lotfMn seal konid v1i hmrf

id.

216

LESSON 21 dialog, a

naiad

family name

be acquainted aciaye naado mil'enasid?

Do you

migid

1.

Nezad? an

JaMade neYado migid?

Do you mean Jamshid Nezad?

nmxeyr.

No, I mean his brat)-ler.

lamradmredo Migmm,

MM. fmqmt jMaide nezado miXenaam.

I only know Jamshid Nezad.

* *)* *

diakog a ]

aqiye neddo mnenastd?

2.

jmaide nenldo :eyr

dire'do migmm.

ft jmaide neXgdo mfgenas

'th

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

mienasid?/) Drill 2la.1i

MUltige Substitu 'on de naado miNenaamm. _

perviz

aryan neYad

qasem

sadeq

saSan

burbur

vigen

ohanian

2

oma bmraclr

o

Drill 21a.5 T.

neWad

d Conversation Si Xoma aqaye ndado milienesid?

,

S2 jiide neado

aryan-neYad sadeq

burbur ohanian

Drill 21a.6

Cued Conversation- Repeat the 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

s __from Drill 21a.5 using

d?

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 :a

Simple"Substitu

m4ido miWenaamm. fereydun pmrviz hoseyn amid sohrab clasem

Drill 2111.10

sation_

T.

Mibinid?' S

_

dertmr ketab

me

xodnevf s

pirahmn

main nmvar* Drill 21a.11

Simple Substitution

Ama aclaye neYado mibinim.

dmbirestane mlborz

daneWgaye tehran xatume kazemian dmbestane pars*

danehaye Wiraz agaye fiuzat

4

2 nemidunmm

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 medadmmf&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 xarablivane-kacik fenjune sefid

gmce zmrd hmre ambz

Drill 21a.13 Forced Substitution (Review ) (Give one-cue at a tIme, producing as many coMbinations as possible.

saibium. kma

bmirf,mizmn-

inn

dmrs midkar mikon-

ma .

alio =In bmr

d midun-

mixunyad migi miresterabat mikondmmvat darlamza mix6r-

dardir mikonmiamixamiNenas-

.236

(neg) (aff)

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

2.

nmxeyr.

Do yoil knowh±s brother's name?

esmt

No.

behruz

first name

fmrda

tomorrow

bet

to him

betun

to hjm (poli e), to them

momrefi mikon-

introduce

esmet behruze.fdomaro betun

2.

his name?

momrefi mikonmm.

His name is Behruz. I'll introduce you to him tomorrow.

xeyli xob. .pms fmrda tomaro mibinmm.

Fine.

Then I'll see you tombrrpw.

bring bele. aqaye neado ba xoamm miarmm.

Yes. me.

bring

dialog b -------gsme bmrad.kreto mfdunid? 2.

n&xeyr.

6smet ci

6smet behr-efd x6yli xtib.

hAle.

=Aro betun mref mlkonmm.

pms fmri. tom4ro mAbinmm,

aq6ye neYlido ba xftemmiarmm.

Nezhad with

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 Simple Substitu ion

DrIll 211.3,

esme bxadreo midunid? pedmr rnad dust

mUem oetad b.

esme mmdresmNo midunid?

mmjmlle

danaga bmradivra

Drill 21b.k a.

Forced Subs

tu

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

mmn bmr&,dmrao

(Change the verb to sary. )

miVenasmm.

pedar

esme bmradmr

esmefamil esme dust dust

Drill 21b.8 mmn ferenmro nemibinmrn.

iale mmilmale

ruzname fateme

%mare ketabxune

,

mmrzie* mmdrese

241

where n es-

228 Drill 21b.9

Forded Substitution

jid

mmn fereNtmro mibinmm.

reza fmriba mmdrese ketab

hoseyn ketabxune

mlle sinema sinemaye

ferdowSi

ketabe

ketabe fizik

Drill 21b.10

Conversation jmmNid

S

un amp mibinid?

52 bmle.

S1 esmeo midunid?

S2 bmle

doxtmr, pesmr, reza pesar, pmrviz

doxtax nla doxtmr, fmriba

peamr, dara

pesmr, amid

242

esme

jmmtid-e.

229 Drill 2113.10 T.

cont'd

doxtmr, Yale

doxtmr, ferate doct

.Drill 21b.11

ziba

Imitation

teeba mmmmulmn ketab inixunn.

dmr mmdrese in ketabo mixunim. mmn hmmiWe ruzname mixmrmar*

mmn hmmilSe ruznameye keybano niin.

*aid hnie ketab mixune d bmmiXe ketabe xoden mixune. memmulmt qmzaye irani dust de..

mmn hmmiNe caimixormm. in cairo nemixormm.

omnd-ta ketab daridf Noma ketabaye mono mixunid? mmn ketab dust darmm. in ketabo dust dar mmn gmve mixormm. mmft in immtro mixormm.

cai dorost mikonith

kodum cairo dorost mikonid? qmzaye irani dust darid? in qmzaro dust darid?

243

230 Drill abag, S1p1e .Stbsti ution a. Uba mmmmulmn ketab mixunmm. male ruzname roman zmbane

erci

ketabaye inglisi ketabaye almaai

mmn em ab in ketabo mixunmm

.-eme

ketabe farsi in ketabo mixunew

kodum:

Drill 21b.13

Complex Sübstitutton

eamb in ketabo mixune. ruzname Ull

roman

kodum mmjalle ketab

ruzname.

44

SUPPLEMENTARY LESSON 16

1.

lc:At= gu konid. n ketab xoWaan miad atma film xo*Wana miad

2.

ra

z un ketaba xoWsza rAemiad.

z un ft/ma xoin nemiad

.

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 forms of th'e nouns in above pattern sentence.

the

Give the following cues as substitution 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 Supplementary Lesson 16 4.

a) T.

%oma

z in qmza xoetun miad. dastan

mive

nmmaya Goal iconid.

das an

S

Reverse the above practice. Rave the students ask questions using the same cues. e.g., Ioma mz in dast

2

xoYetun miad?

mmn z in .dastan xamm miad &ma z un dastana xamm nemiad.

lctf2n gu% konid.

.

mmn fmqmt ye bmra4mx darmm t1i dustmm

a bra&r dare.

mmn fmlmt yemmu darmmv2li dustmm se-ta lotfmn tekrar konid. 1.

2. 3.

4

mmn fmqmt ye bmradmr darmm'vmli dust= c ar-ta badr dare. i fmqmt ye mmu darmm vmli dustmm se-ta

n fmqmt ye xahmr darmmvali dustmm do-ta

dare.

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

5.

mmn fmqmt ye kelase ingl

vall dust

dare.

kelase ing1isi

lotfmn jievab bedid. a

I

`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 Nekmr?

2. 1.

ivend

Do you like ta with sugar or "qand"?

c s

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

mizar-

eat

'gaud"?

put

mouth qmndo mizarmnd tu cairo mixormnd.

You put the "qand" in your mouth then drink the tem.

dullolF a

ba oad dst 2.

dArld ya Wekx.'e

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

Multiple Substitution

11 22a.1-

roma cai dust dArid ya qmhve ?

qmnd

re

farsi

mbi

fmranse

inglisi

cai

cal smrd

fenjun

livan

medad

xodnevis

zmrd

bz

aye

rtub

hmvaye xork

barun

kartbazi

voleybal

basketbal Drill 22a.2

T.

Free Conversation (Give cues listed above. question senteace and 62 answers freely.

cai, qmhve

1. 2.

3.

forms the

Si roma cai dust darid ya qmhve? 'S2

Drill 22a.3

S

cai dust damn. (o ) qmhve dust damm.

Free Conversation

roma cal ba qmnd dust daridYa rekmr?

tu fen unmixorid ya estekan ? cai ba limu mixorid

248

rir?

235

Dr 11 22a.4

(cont'd

a

4. Uma 5.

6.

cal ha ymx dust d4rid ya eai gmrm?

stioma

qmhve amrikai xdgetun miad ya qmhveye tork?

ozna cal

irin dust darid ya cai tmlx*?

7. kma clMhve ha nr mixorid ya beduae* 8.

Noma gat

9.

irania gate gav mixormnd ya gulite gusfmnd?

gav- dust darid ya gate gus mud?

10.

irania cal ba Xekmr batmr

11.

irania cal ba ymx mixormnd ya cai girm?

12.

amrikaia cai ba,qmnd dust darmnd ya .gekmr?

mixormnd ya gmnd?

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-

mixorg-

min vismiputmibin-

mxrnmixaDrill 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-

ketab cai

mmdrese j obr *

xodnevis

ketabxUne estekan gmhve

hmva Wt

fenjun

kelas

da aga Drill 22a.8

Simple Substitution

reza dmftmretuno mixad.

medad ketab

main liven

fenjun

ketabe ciermez

dmftmre kucik

rna'ine

-rah

250

n

237 Drill 22a.8

cont'd)

rezd maine. x&rabetuno maxad. livane kucik fenjune sefid gce 7.9-rd

johmre smbz

Drill 22a.9

Drill 22a.10

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

Sipple Substitution

in mesle un-evmtli bozo

kucik

kohne

kuta Sett tor46

tlx

koloft

kmsif

germez

Drill 22a.11 Repe bozo

Drill 22a,l0 using the model sentence mr mixam.

251

reza dftmo

22a.12 a.

Expansion

un ketab male kiun 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 d.

ii

el-e.

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. d.

in

n

d)

Zto mixayd? daftare farsiro mixayd?

in dadtare farsie kolofto mixayd?

2140

LESSON 22

eltak2g21 jaleb

interesting

2.

rast

1.

bmle.

2.

xob, cai ba Wekmr cetor?

igid?

xeyli

Really?

tue migmnd cal qmnd-pahlu.

Tea with sugar is called sweet tea. which one

xodetun kodum yekiro dust darid

Which one do you like Trere self?

1.

"Qand-pahlu"

dialog b rist mlgid?

xyli

ino Migmnd cal timnd-xob, cal ba.WekEfir cet6r? 1.

interesting.

Yes, this is called "cland-pahlu" tea.

kodum yeki

2.

s very

_Well, what about tea with sugar?

cal ba 'Nekmro migmnd cai

2.

That

cal ba ekxo mlgmnd cal Wir. xOdetun kodam yeklro dilst arid? cal qmnd-pmhliiro.

254

your-

241 Drill 22b.1

Complex Substitution

bmadmretiano ba xodmm mdarmm. pedmr

xahmr ketab

momllem

dilst

dmbir

.ghgerd

xodnevl

madmr bozorg duste irani

dmftmre sia

255

2132

Drill 22b.2

Simple Substitution

(Repeat thin drill afrIr Drill 22%,

-mma fesenjun mixormm. cai

qmhve

polo celo kMbab

xoree bademjan cal gmrm

gate gav Dvlfl 22b.3

Simple SUbstitution (U e the cues from Drill-22b.2 as substitution items in thR following model .ntence.

mmn in fesenjuno mixorsm Drill 2213.4

Sample Enbstitution Use the cues from Lrill 22b.2 a 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*

sub-

243 Drill 22b.6

Simple Substitution

d

-e farsi yad migirid?

farsi mixunid inglisi dmrs midid

dmr iraa zendegi mikonid dmr iran dmra midid dmr in Wmbr hmstid

momllem bmsAid qmzaye Irani mixorid inja zendegi mlkonid

Drill 22b.7

Simple Substitution

do-ta ketab ru miz-e.

kodum yeki male "km stg

dmitmr

medad xodnevis

name livan fen un

Drill 22b.8

Conyers

on

Repeat Drill 22b.9 in the

T.

ketab-

8

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

1

fouo

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

mmn in ketabo dust darm

1

8-

oma kodum yekiro dust darid?

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

258

-e*

245 Drill 22b.11 Expansion c.

nt'd

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,

ye

me-

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 b.

ni

ymvagtmr ra berid.

bebmaid aqa, goma tond hmrf mizmaid, lotfn kmmi ymvagtar'.hme bezmnid.

c.

2.

agtar berunid.

bebmaid aqa, Woma tend mirunid,

lotfam terar konid.

bebmaid aqa, lioma tend ra mirid, lotfmn ki bebmaid aqa, Woma tond

ratr

berid.

zmnid, lotfmn kmmi ymvatar hmrf

bezmnid. C.

bebmAid age.,

oa tond mirunid, lotfmn kmmi y atr berunid.

bebma d aqa, Noma tond mixunid, lotfmn kmmi ymvaUmr bexunid. e.

bebmaid aqa, Woma tond mineviCid, lotfmn kmmi ymvatmr benevisid. bebmaid aqa, goma tend dmrs midid, lotfmn kmmi ymvagtmr dmrs bedid.

Have the individual students follow the pattern. Give the following cues.

T.

hoar__

bebanaid aqa,

Om

tond hf miznjd, lotfmn kmmi

ymvatmr hmrf bezmnid.

ra rmitmn kundmn dMrs dadmn

_vatmn *Tab dadmn floal kmrdmn

tekrar kmr

20

247 Supplementary Lesson 17 4.

Repeat ihe above drill subst ut

5.

lotfmn-tekrar konid.

bebama d x

o

/bebid

10ma ziad kar nemikonid lotfmn bi'tar kar konid. Ioma ziad dmrs

c. d.

nemixunid, lotfmn biItmr dmrs bexunid.

Ionia ziad tmmrin nemikonid, lotfmn biItmr tmmrin kohid.

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. T.

kar kmrdmn

S.

dmrs dadmn tmmrin kmrdmn soal kmrdmn

hmrf zmdmn

ammdmn xuneye ma raftmn ketabxune eiterahmt kmrdmn yad gereftmn

Give the following cues.

Ioma ziad kar nemikonid, lotfmn biItmr kar konid.

248 LESSON 23

.

1. aqaye ion, ci

id/

-e you reading, George?

ruzname

newspaper

uznazne ni

reading the newspaper.

ye ing1isiro?2.

nmixeyr.

mixunmm.

The English newspaper?

ruznarneye keyhano

No, I'm reading the K_

bmratun 1.

bmraye Noma

batun magel-e?

Is it hard. for you?.

xmste mikonbmle.

xeyli.

tire out, make tired

mmno rnate mikone.

Yes, very much so. out.

d_ALE_o_a_

idt

3.. 20

roam

1.

ruznamAye inglisiro?

2. -nlixeyr.

ruznam6ye ke

1.

bearfitun molig61.,e?

2.

1Ale. x6y1i. m&no ma 6 mikone

f

62

It tires me

249 Drill 23a.l a.

Simple Substitution

mmn ruzname mixunmm.

ketab

mmjaole roman b.

mmn in ruznammro

rnixunn

ketab

mmjmlle roman

Drill 23a.2

Complex Substitution

=en ruznameye inglisiro mixunsem.

'farsi ketab rusl

roman fmransmvi

mile

irani ketab

ingl ruzname amrikai

Drill 23a.3

Conversation

(Repeat Drill 23a.2 in the following

farsi

kodum ruznanro mixunid ruznameye fariro mixunmm.

250 Drill 23a.4 T.

Transforma

mmn cai dust alarm.

o

(Change the indefinite to thç definite. 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. n

hrnvaye mmrta dust

Drill 23s.%6

Simple

Subst tution

mmn tebrano dust daTai iran

nyo york

vamngton ymzd Xiraz

matunderan

kerman

rat italya

mahmd tmbriz

cafgo dust darm. hmvaye mmrtubeNo dust &imam.

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. bmram as

i4 .

5.

-e.

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 toma

mikone.

fmqi

maid xahal ma

bidar

253 D ill 23a

cont'd)

bldar una

mikone.

qmmgmn

xahal Aun*

narahmt

fereydun xmste Drill 23a.13 ye

el.-e

Simple Substitution dmr iran hmstmn.

hmfte

Drill 23a.14 ye

sal-e

Camplex SubstItution dmr iran

zendegi mikone.

tehran

drs midorn. sal

kertnan

se

Wiraz

254 Drill 23a.14

-e

se

_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 d.

in ko

ont'd)

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

to help

kommk mikon:1.

pms men be Xoma kommk mkon.

2.

mersi, aqa.

1.

The

I'll help you.

Thank you. to do?

kar nmdarid?

Don't you have

otaq

room

bmr migmrd-

return, come back I'll put these books in room and come back.

nmxeyr. in ketabaro mizarmm to otaqmmo bmr migmrdmm.

No.

xeyli xob, mersl.

Fine, thanks. section, part

qesmmt

part are you reading?

kodum qes- teWo mixunid/

right' now

page

safe

Right now I'm reading the first

mlan smfeye mvv- o

page.

un qeazEte

That part is very difflet

xeyli magel-e.

d.Iaiog b

be X oma kok m1korin. 2.

1.

aqfi.

khr nAdarid?

axeyr. in ketabgro mizarmm tu xtlb, mersi.

kodum qesmgtesPo mixonid?

mlAn amf6ye mvvAlo mixuomm.

un qecmte xyli magel-c.

70

257 Drill 23b.1

Complex Substitution

in ketabaro mizarium tu otatietta.

ma in xune

ketab otaq

ruzn _e rmenzel

ketab

medad

pirabam otaq

Prill 23b4

Simple Substitution

in ketabaro mizarmm tu otaqmmo

br m1gdm. mm bazar.

be Noma kommk mikoomm. qmzaye irani dorost mikonmm. miam inja.

bmratun avaz mixunam. ye name minevi

ruzname mixun tam mixormm.

258 (eontld)

23b-.2

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 1

in eairo mixer

in ketabo tam= mikonmm in ketabo mizarmm ru miz o miz

in (Imlay

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

migmrdmm.

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.

T.

onvercation --(Follow the followingpattern.. Give s ngul cues.

dmftmr 81 un detmraro mibinid7s ketab

medad kaqez

xodnevis

pirahnn knel

main .Drill 23b.6

SImpi&'Substitutiofl

smfeyenNvalo mixunmm. dovvom

nohom hmftom sevvom

273

male

2 nemidunmm

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

pesmr dust

Drill 23b.8

Complex

Subttut±on

in ketabmm xub-a. (-etun)

in -e 1un

Repeat

using

261 Drill 23b.8

(con '

)

0

in keabe'gun xub-e.

kodum (-etun )

(-emun) in

kodum Drill 23b.9

ba

Transformation ng forms of prepositional phrases should te &hanged to .41(dit forts. Change 4jmaid to the pronominal /-et/ as in /ba jmiXid/ )

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 T.

Cenver8atio n

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

samt

girin

mrzun

fenjun, gerun

medad, kuta Drill 23b.11 T.

farsi

Conversation (Si has free choite of response'but his que tion must incluae the cue. S mmn farsi mixunmm.

inglisi

kerman zendegi

dmbi- estan

Iran tmhre ma -dmbire-tane ma

_

_

_

_

S2

omnd vmxt-e farsi mixunidY

S -1

do mah-.e farai dxunmm.

263 Dr'

23b 11 T.

cont'd)

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 fereydunine kuciko sefide fereydun-e. c.

in ruznammst.

in ruznameye mmn-e. inglisie mmn-e .

in ruznameye inglisie kohneye d.

mmn-e .

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 2.

mmn dmre kelaso mibandam.

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 mmn mmn min mmn mmn

ketabe farsiro ruye miz mizarmm. ketabe farsiro az ruye miz bmr midarmm. nmxreye irano ruye divar mizarmm. nmxreye irano mz ruye miz bmr midarmm. tz.:tepakkono ruye smndmli mizarmm. tmxtepakkono mz ruye smndmli bmr midarmm. gmco mz ruye miz bar midarmm. gur Ronid.

(Demonstrate the actions.

aan

daliro miarmm inja. mmn smndmliro mibarmm unja. lotfmn tekrar konid. mmn smadmliro miarmm inja. mmn menda.liro mibaumm unja.

mmn ketabamo miarmm mmdrese. mmn ketabamo mibmrxm madrese. mmn bmradmrmmo miarmm sinema. mmn baradmrwmo mibmxmm sinema.

Have the students substitute jmmrid for mmn in number 2 in number 4 and..aam.rWm1 inn for man in number 6. e.g., T.

man dmre kelaso baz mikhamm.

S. iid dmre kelaso baz mikone.

2

266 _Supplementary Lesson 18 Y.

(cont'd)

k tabe farsiro ruye miz mizarmm.

T. 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,

1. 2.

mmn mmn mmn mmn mmn mmn

5. b.

kelaso baz

dmre kelaso baz mikonmm. (Imre Relaso mibmndmm. ketabe farsiro ruye mlz mizarnm. ketabe farsiro 'az ruye miz bmr mi smndmliro miarmm inja. 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 1.

ing,sentences. _

3.

cai ba.i-ta dust darid ya sekmr. _

som

qTm-inid ya

'7gom

xmstaid

The intonatiOn of the above sentences through the verb is -Llat of a 'riestion; the /ya ------/ phrase takes statement intonation. There is, aewever-, no pause between these two intonations. This'new intonation pattern is tt xefore a- combination of two intonations a1r6ady learned but must be considered as one intonation. You will also notice that there av two sentence stresses on this type of senterwe. ,

2.

Reflexives There are two m 1.

of the inaected forwis of /xod- in Pers

Emphasis that the speaker isdo anyone else). /mmn xodrPm qmza dorost mikonmm/

something himself (not "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 preposition 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 tion are different, the usual pronoun is used instead ba >code

hwrf mizmne./

od-/.

"Jamshid is talking to himSelf'.

/jmnoI.id bes hr1 mizne./ "Jamshid is talking to him els_

posi-

someone

268 epositional Phrases Containin Pronouns Certain preposil lnal phrases consisting of a preposition snda personal pronoun have long and short forms. The lonr; form consists the preposition plus the subject pronoun.

bmvaye mmn be 'goma

be u

The short.form consists of the preposition plus thepersonalpossessive form of .the pronoun., The phonological forms of thepronounfollow the same rules as for pronouns attached to nouns. Note the analogous changes:

paye mmn

'my foot"

ketabaye mmn

ketbam

my book.?

patun

ketabaye Ioma "your book "

ketabatun

ba Uma be una bmxaye u

4.

"my book "

"my foot"

paye '6oma

ba mn

to

pam

"with me"

:-bam

"with you" "to them" "for him"

Note that the short form o /braye inemaye mmn/ changing to /sinemam/.

"your foot" "your books"

"with me"

batun

"with you"

begun

'to them

bmTa's

"for hi "

/bara-/.

This case is similar

Direct ObAect Marker

Direct objects of Persian verbs are of two kinds, dufinite and indefThese two grammatical categories ar2 not always distinguished formally in Persian, but modifiers such as /in/, / /, /kodum or personal possessive inflections alwaysmark the definite noun. The direct obieet m _ke occurs only with definite direct objects. inite.

Examples of the occurence- of the dreet objectmarker are: 1.

in ketabo mibinm.

"1 see this book."

2.

kodum ketabo mibinid

"Which book do you see?"

3.

ketabetuno mi

"1 see your book."

28L

ketab mibitwm

see a bcc

etabo

"I sec the h-(_

Note that the direct object marker /-ro/ in numbdr 5 has t e aconti ary purpose of distinguishing the object as being definite. Note alsothat 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.

The direct object ketabo

arker /-ro

I'm reading this newspaper. is suffixed to nou,.s

mibinmm.

r noun phrasus.

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 amn

cd in tho following nianri

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 modifier can modify one noun at the same time. gesi-teg

"this section of it"

in ketabam kodum bcaradwretun

hese books of mine" "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

1.

dAmb koja rmftid/

2.

ba

Where did you go last night?

rarm rmftmm

went to the movie with my brother.

ce filmi

what movie

did-

.

saw (past

ce f lmi didid/

e did you see

federa 2.

filme federaro

(past root of mil--

Phaedra

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.

of mibin-)

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 sentence e. digmb rmfti sinema./)

Drill 25a.3

Simple Substitution (Repeat cues listed in Drill 25a 1 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

bmle

2

Drill 25a.5

digmb rmftmm

&iJb nrafta

Forced Substitut

gmmbe rezaro didid?

fereydun aclaye girazi

un film feregte

gagerda ketab

xanume tehrani dustetun magine sli

28o

using

cinema..

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: bmle.

b.

nmxeyr.

c.

T.

reza

S

gmmbe rezaro didid?

S

Drill 25a.7

gmmbe rezaro

a.

1

.gmmbe rezaro nadidmm.

bmle.

2

gmmbe rezaro di

Simple Sub titution

goma aqaye neXado

didid?

dmbirestane xlborz danergaye

-e nmdidmm.

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'

tmmbe rez

274 Drill 25a07

(coat

Woma mmdresmmuno didid? ketab

edad

momllembtnn momilememun

momllemenn

momilema maallema% ketabaW bmrafl

a

bmradmr= hmradn'amun Drill 250..8

ba

Multiple Substitution

baTadearmm retain siteua-0

dust

dateha

rete

xuneye

konferans*

lagerda

kelube inglisi*

duste hoseyn

teatr

reifimm*

sineua

pedmretun

xuaeye aciaire

Drill 25a.9 T.

Conver ation

sinemaye empayr

irazi

(Explain t S

while heS tatin

damb koja rmftid% disgmb rmftmm ciz..

288

..searkernpa,rr,

)

275 Drill 24a.9 T.

(contgd)

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

Drill 25a.12 T.

film

Drill 25a.13

film xeyll xub bud.

Conversa ion

(Use cues from Dr 11 25a.10.)

S

film cetor bud?

S

film. xeyli kub bud.

2

Forced Substitution

ba dustmm rmftmm sinema.

2 ,3

276 Drill 25a.13

1d

ba dustnm rftm sinema. ma)

Drill 25a.14

Repeat Drill 25a.13 in the negative.

Drill 25a.15

Forced Substitution

Ce filmi didid?

ketab doktor

mks* kms*

main momllem mmdrese

Xmbr ostad

dmbirestan

'TM

Drill 25a.16

Free Conversation (Although the final response is free, the conve::sation should follow the format below. _e

dinh koja rmftid/

Si

aqaye

S2

bm14?

S-

goftmm diUb koja rmftid.

s2

&crab rafts=

1

ci goftid?*

290

277 Drill 25a.17 T. dirt=

Traneforma Wide didmm.

S.

fmrda koja drid/ diruz be 'maid ci go

fxrda jmeado mibinmm.

diruz koja rftid/ 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 1.

QUMU (

fedora , _tor :bud/

xaetun mmmd?

How

,1

"Phaedra"

it?

hiTzuz hmae.

xeyli xoiernun ammd.

xodetun

pmrirmb

Yes, I liked it very mlch. you gone yourself"!

Sure I did. I went night before Tact. 1 liked it too.

dialoa

feder6 eetar bad/

c6ra: prib

Haven't

night before last

c6ra. pmr x0.6mm ammd.

x6yli x6g

Did you like

yet

hmnuz nmrmftid?

t ae.

of miadl)

x

un

etue. aml:d?

xndet

f'tm ram hxa xamm amxd.

nSxmftid?

279 Drill 25b.1 a.

Review

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.

e.

T.

Drill 25b.2

federa

(Substitute the cUes listed in federa eet r bua

Simple Substitution

az federa xamm ammd. ketabetun

un film farsie jorj

xuneye reza ahmng r.mhr

male dmrse diruz

un kmf% esfahan

mmdresmtun

)

federa xub bud.

279a

Drill 2W.3

Simple Substitution .sentonce

Drill 25b.4

Simple Substitution

a. dilat rmftwm xuneye mli. pmriruz* diruz sob*

pxriruz sob

.pmrimb b. fmrda mirmm xuneye mli fmrda 1'mb

fmrda sob*,

pmsfmrda ilmb*-

psfarda Drill 25b,5 direab

T=lopent Drill 25b.2

mz fedora xonmun nmyaman

ob*

Forced Substitution rrft000 xuneye mli..

diruz

fmrda fmrda sob

rwriruz sob diruz sob pmsfmrda 'get)

nmriYmb

pmsfmrda

pmsfaxda sob rariruz

2

(Vocabulary)

using the model

280 Drill 25b.6 a.

Trans

ion

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

jmaid diruz raft tebrun mmno %oma pmriruz rmftim emrun. cgun pmriru2 sob ammdmnd

%oma pmriImb ammdid inja? pedmro madmrmm diruz sob Drill 25b.7 mmn se

Complex Substitution ruze

rmftmm.

ye

sal dmh do

bmfte SC

29 a

_b

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

Drill 25b.9 Samigid

Complex Subs itution (Use the cues lis ed in Drill 25b07 as substitutions for the model sentence mmn se ruze dige mirmm./)

Combinatio Drill (4uit1ple Forced Substitution do

ruze

dige

mixe

fereydun car

29

tehran.

282

Drill 25b.9

contid) rmftiem

mane

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:

bmr,

xahmr,

-sero didmm.

mmhmud, mli

pmrvin

pesmr1 awe rirszi, jmaid bmradmr, xanume jmvadi, xosro doxtmr, xanume jmvadi, fmriba peamr, aclaye jmvadi, fereydun

Drill 25b.11

Complex Substitution

mmn

goftmm.

roma ma frun una

rmftgoftammddia-

aff neg)

pres) past)

not listed.

cues that are not

28)4

SUPPLEMENTARY LESSON 19

lotfn gu

konid.

mmn darmm farsi dirs midmm. a darid farsi yad migirid. e!..

mmn da

hmrf m1zmru

ma darid gu

mikonid.

lotfmn tekrar konid.

mmn hala darmm farsi yad migiraz ma hala darim farsi yad migirim. .goma hala darid faxs.L drs midid.

.6oma hala darid farsi hmr- mizmnid.

ma hala darim dmrs

nma hala darid dmrs midid. lotfmn jmvah bedid.

(Have individual students answer the questions using the following cues.

ma hala darid cekar mikonid?

1.

dmrs

yad gere jmvab dadmn

nega kmrdmn gng kmrdmn

tekrar kmrdmn

4.

7.

kar kmrdmn

8.

neve-gtmn

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 4.

sson 19

(cont'd) T.

hmrf zmdmn

kar kmrdmn nega kmrdmn jmvab dadmn dmrs aadmn

yad gereftmn tmmrin kmrdmn Sabstitution Practice

roma hala darid farsi bexf m.iziid..

yad

er ftma

reza

xahmrmm inelisi

nna

hmrf zwiwn

dmrs dadmn

xundn name nevegtmn-

286 Supplementary Lesson 19 6.

Have the students change the tense to present progressive.

T.

mmn dmrs mixunmmo kar mik

e.g.,

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 yesterday?

bolmnd rod-

got up (bolmnd mil- pres

dir bolnd lodam

Yes

mmge

function w rd used in answer to a statement that, the speaker-considers doubtful. Can be roughlk as "Yob, tean...",or"You don't mean that...

xmrab 1.

e samtetun

broken,

rab bud?

You mean your watch was brokenZ.

bidar lod2.

got up late.

ste budmmo bidar

woke up

nodi.

No, I was tired and didn't wake Up.

_dialog a 1.

dirgz sire kelgs qi

2.

bile. dir bolEadndmm.

1.

migè saitetun xmrgb btd?

2. nm, xdste btdmmo bidir ni.godmm.

302

288 Drill 26a.1

Forced Substitution

mmnd koja bud?

bmrada.retun

inn duste

oma

.goms.

mavo 'go

"g0MAVO bmradmretun

Drill 26a.2 Drill 26a.3

Repeat Drill 26a.1 using the model sentence kelas bud.

ge

the

following format.'. S-1

koja bud?

S_2

smre kelas bud.

Forced Substitution etun

2

usig

.Repeat the above:two drills asa Conversation Drill

-am id

Drill 26a 4

maid sare

(xodnevis

xmrab bud.

_

289 'Drill 26a.4

cont'd)

mmge xodnevisetun

-ab bud?

ceraq* smvari

xodkar* ojaq*

takai

telefcn Drill-28a.5 ,nmxeyr.

ill 26a.6 diruz

Forced Substitution s- tam.

xmrab nMbud.

Use,the cues in 26a.4 wi h the model sentence below.

Complex Substitution mmre

kelas

dir

ammdith

ka

zud

pmriruz cmre -rt -b

kelas

zud

neg) di b

mtehan* dir

3 0 71

290 Drill 26.6 digmb

oont'd) sare

emtehan

dir

d*

diruz sob zud (question)

kelas

Drill 26a.7

Simple Substitu ion

mmn digmb

(Repeat in present tense Idth je

bidar bolmnd narahmt xmste

xoghal

bidar mmriz*

ill 26a.8 Forced Substitution Drill 26a.9

Transforma

on

Repeat Drill 26a.9 alternating affirmAtive and negative.)

(Students should change the following'sentences 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

T. má nxtefti

(Change negat±ve statements and vice versa.

inema.

S.

ante 1,edmrnm xmrab bud.

ive

A

man rmftmm sin sante pedmrmm xnrab,nnbud.

mnn ye hmfteye pi% rnftmm kalifornia.

jid

diruz %omaro nmdidmm. diWnb dmr

Xoma'nmbud?

rezavo mai rmftmnd xuneye bmradmreYun. %oma farsi hmrf mizmnid2 mmhmudsamte Wi% boImnd nmIod. mmn az tehran ammdmm.

duste Womavo mai pa %ad? do-ta az 'gagerdelta amre kelas nabudand.

lotfmn fstsi-hmrf bezmnid.

Drill 26.11 T.

Transformation

(Change present tense to past tense

mmn eamb miam xuneye %cma.

=Win= xmrab-e. cera nemirid dane%

?

otobus sant amnd miad? mmn ketabetuno nemibinnm. xun&ttum kojast?-

mmn saat pmnj bidar mi%mm.

3

S.

mmn diNmb ammdmm xuneye

cra.

292 Drill 26a.11

nt'd)

koja mirid?

S.

a ba ma nemiayd? t oma momlleme dmbest

id?

emruz bmradmrmmo mib n rmfiqe hoseyn mire iran.

xunmm ruboruye

Drill 26a.12

d:esmct .

Complex Substitution

gorosnmtun

bud?

tAne (statement

(question smrd

garra

'bist sal (past)

hiv -* sal

011

nag

koja

id?

293

Dril1,26a.12

(c

rid hivam sale% nmbud.

(aff)

(question) Tr

T.

n

(Change the following sentences from /pi%/ and the corresponding past tense to /dige and the corresponding,present (fUture) and vice versa.

ma ye bfteye dige miria kerman.

S.

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)

ma ye hmfteye pi' rtim ker-

294 Drill 26e.14

(conttd)

zud

bidar

nemitid.

dir

boand (question perimran

(past)

in )

nes_

&este

(aff)

narahm_

(pres

(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

30

t

USSON 26 dialog 'b

bexere be 2.

1

at last, finally

re s -t.cmnd bo3rd odid?

samt yazdm.

What t_me did you finally Eleven_o!clock.

bmmd

after

kar kmrd-

yast tense of kar mikon-

bmmd cekar kmrdid/

at did You do afte wards?

lebas paid-

pmst tense of lebas mipa-

bmmd lebas pundamo rmftmm sre kelas,

Af eiwards I got-dressed and w2nt to- class.

dialog

beimxer6 sakt c&nd bo1nd .godid/ akt yi

cus..

1 bamd eekar k:krdid/ 2.

--_ds)

baad lebas paidmmo thftn sSlre Relas.

311

Drill 26b.l. a.

Simple Substitutio

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.

Drill 26b.3

Simple Substitution

lebas paidmmo rmftmm sinema. kot kot

v

keg pirahmne

b *

jurabo kmfW* Ielvare

312

n the negative. (Vocabulary)

298 Drill 26b.4 T.

Cued Convex*. a.ion

hmWt

smre kelas

SI

sob hamt cnd bidar

S2

samt brat bolmud ntimm.

Si

bmmd cekar kmrdid

S2

td lebas pundamo rf

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

a-se keles.

Drill 261?.5

e

cont'd)

una

bidr

bu

(Fes reza irani (neg (past jetste

narahmt

Drill 261,.6

Multiple Substitut

ye

warn

laudmmo bmr pig

dc

tehran-

giraz

se

mazmnderan

reza

sal tmbriz,

mlio pont

panj D _11 26b.7

omale iran

Corlex Substitution sal

unja

kar

Icmrdmm.

samt esterahmt

roma lumfte

300 Drill 2613.7

cont'd)

ye

.goma

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 ,xodetun

CompleX Subs

rmftid

ution

tehran? neg)

una) .giraz

ta_ement)

raznderan

302

Drill 26b 9

o

'd)

rmitid

xodetun

mazmnderan. r:=11,Td

neg)

rezaye

Dr11,1 26b.l0 Ye

Complex Substitu

saxt

montazere

fereydun

budwzi.

do

panj ig e

bist dus .aan

ye

swat moaalememun

nim

oalleme farsimun

3

SUP

lotfmn

NTPRY LESSON 20

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

tekrar kmrdmn

bazi kmrdnn

soal kmrdmn

tekrar kmr

4.

rnie

f zmdmn

%uluq ktirldmn

kelas dare soru hmrf pmzmnid.

- coal kr_Prdr,u

'goru 'god=

4_

S.

dmn

hmrf zmdmn

Have the students answer the questio s using the pattern above. T.

dmrs dare nru min? kelas dare "goru

S.

e?

sinema dare .goru -iel bazi dare 'goru min? aclaye momllem dare miad?

b1e.

lotfmn dige hmrf nmzmnid.

dige

304 Suppletentary Lesson 20 4.

(cont'd) T.

aerda darand dmrs mi Yoma darid ruzneme

_

d?

id?

pmrviz dare be radio guY mikone? hmradmretun dare kar mikone? una darmnd farsi mixunmnd? darid esterahRt mikonid? lotfmn tekrar konid. 1.

(Affirmative request)

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. 6.

rvjz dare mixabe lotfmn saket band.

Have, each student make a compound sentence using either -kmrdmn oaket budmn

jmale

Have the students ask questions using the following cues. T.

Yoru Yodmn

S

1

kmrdmn tmn

Max kmrdmn xundmn esterahmt kmrdmn xabidmn bazi kmrdmn

kelas dmre Yoru miYe?

S -b mle 2

konid.

lotfan mjmlle

305 LESSON 27 dialog a

yad gereft1.

past stem of yad migir-

sgoma dmr amrika farsi yad gereftid?

Did you learn Persian in Am ica? (npt) yet

2.

bmle. vmli niLtmm.

Yes. yet.

xundextiar darid. xundid

But I don t know it well

past stem of mixunc: d vmx_

arsi

71 beg to differ". you study Persian?

How long did

all together, all in all se man farsi

I studied Persian for three months all together.

'dialog a I.

gomá

2.

Mie.

1.

extiar ddrid:

2.

hams se m

farsi ydd &reftid? vgai hmnfiz xub bmdAd nistmm. d Ar-7-Dft farsi xundid?

306 TranS_o- a ion

Drill 27a.1

mmn mirmm xuneye

'oma ba ma

iayd?

ma fars

bmamdid

I-kave the students change the following senences to the past tense

hi-

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

T.

Tr-

ormation

have the s udents ohange the /budmn verbs Xmrdmn/ verbs. Make the subject "we"

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.

Drill 27a.5

Cued Co

ersation

m.zrderan mar ub

S.

ali bider mie.

Use the:multiple substitutions in the the sentences according to tne following format.) S

I-

S2

bu

teye pi`g mazmnderan

hmveg cetor bud? hmveI martub bud.

Uraz, xos6k rmst, baruni

hmmmdan, xonmk

abadan mmrtub kermansa, sard

308 Drill 27a.5

(cont(d)

rezaye, abri

T.

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

eand vmxt

arsi xundid/

(GiVe inf nitive and subject-as cut The student must also change the (Sentence to the presedt tense. ) /' 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 difference beVmen the followin6two sentences: ) cánd v

t tehran budid/

cmnd dmmfe tehran budid

309 Drill 27a.8

Simple Substitution

eand dmmre tebran budid? raz

&ere kelas esrmhan xuneye mahmud tuad,

somale iran dane-sgaye te

,sr.uire

'd

o tekrx kardid/ nevettid xundid didid

ptAidid 3oftidlt:

yad gereftid tmlmfoz kmrdid

Drill 27a.9 lawn

Complex Substitution farsi

yad

gereftam.

inglisi

fair an s e=

(tmlmd bud=1)

.gena

310 Drill 27a.9

(con

d)

'eta

bmlaed

budmm.

nmqqasi a

e_

jorj

.(aff)

Iimio fizik mlio reza question inglisi

(pre

fereLte duxtmn.

*gene (que

ion)

fmranse (yad gereftun)

(present continuous inglisi

farsi

mrmbi

dare

-])

Drill 27a.9 fereIte

(cont'd) 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 T.

Cued Conversation

farsi

1 62

farsi xub balad nistma. extiar darid. xub

-soma farsi xeyli

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-

datt1.

1.

p2s au blxLid.

past:stem 01 darmomllemc

irani das6tid

Then you know it extremely well. Did you have an Iranian teacher?

hole.

Yes.

yazdL2-ta mamllew

neveaLn hmm yad geref

Did you lear_

mmma

but

faramUr3

for

Ixele.

amnia bf:stmrego falremu'S

*** dialo bEplzdid.

2.

b1e.

1.

nevettn hnyd a

2.

b61e.

momlleme

ir ii

b

dgaid?

yazd:a-ta m m116me iran dasti'a

ireftidZ

b t&e'o fraLa'3 g

:iting, too?

,pres. stw

Yes. 'But I- forgot most of i

k.Mrdan.

au

We had eleven Iranian teachers,

33_4

Drill 2

T.

1

Cued ConverSation

I om

e

(The teacher's cUe is a sentence. S, changes it to the past tense. S2 answers it in the negative.

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 the exercise.)

man farsi yad migirmm. man farsi yad gereftam.

rrns several times after finshih

Man dmftmretuno baz mikonvn. h n daftaretuno baz kardr:1,

*Iowa name minevisid? Ioma name neveItid?

*in kagazo bmr midarii

in kagazo bar daItm.

Ioma medad darid? Ioma-medad daItid?

mai qazaye irani dorost milconc. mai riazaye irani dorost

329

315 Drill 27b.2

Imitation

*mmn ye ruzname mixarmw. mmn ye ruzname xmridmm.

*farsie allro mifuhmmm.

farsie mliro fabmjd. un ketabo tmwam mikonid? un ketabo taanam kmrdid? ewruz jm.MIldo mibinid?

mruz jonIido didid?

Drill 27b.3

Simple Substitution

Idma un ketabo xundid?

tmeA

kmrdid?

neveItid? didid?

gozaItid ru wiz? bmr daltid? xmridid?

dorost kmrdid?

baz kmrdid? yad gereftid? da-tid? fulimidid?

ovordid? Drill 2710.4

soma

Complex SubstitutiOn un

ketabo

xiandia?

reza ruzname wridmn)

*livano mizarmin ru miz livano,gozaItmm ru wiz.

Iowa farsi xunid? -Iowa farsi xundid? *aclaye neUdo miarmm. aclaye neado ovordmm.

*ye dTrse inglisi minevismm. ye dmrse inglisi neveItmm.

516 Pri11.27b.4reza

-ont'd)

un ruznamMT

id?

p e

medad

(di (p acia

( tat

ovor (neg)

u*Tjalle

(bmT da tmn) orna

,

pres

neti)

(didmn) (past)

(goza%tmn ru miz) (aff)

fenjun

(p

Aun

331

ent)

317

Drill 27b.4

inn

cont'd 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 T.

Transforrnation

(Have'the students change the present tense to the pa t tense

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 S

Cued Conversa

in ketabo

Teacher gives cues listed b low.

xundid9 _.

bmle.

mmma birtare'go fmrama kmrdmm.

ruzname

taanam

roman

dust da_

did.= namayeg* Drill 27b.7

T.

Conversation

ketabforui

(Class repeat cue after teacher. then answer teacher's Question about

S. ketabforai T. dmr ketabforai ci S.

kmfsfortigi

parceforai mivefortift*

ketabforai galiforunA lebasfora3i sdzfefora

ketab miforuXmnd.

rorun

20 Dr 11 27b.8 T.

Conversation (Follow the example below.

bazar - ci

61 ma raftim bazar. 2

ma cai xmridim.

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 then changes 62's sentence to the pasttense. The t(achsz gives only the cue not in parentheses. The student shr..uM be able.to produce the antonym in parentheses.)

te

ammdan)

5. -bar gat= (rmitmn)

nevegtmn)

6.

xmridmn

bar dakmn. (gosaltmn )

7.

yad gere t

bordmn

8.

gu.6-kmrdmn (goftmn

ovordmn)

for

(frarnu

.

Icrxdan)

321 SU7LEMENTARY LESS

21

1otfi gu kenid. apftmraye nmqqa.gi aunei

a-e?

emnd-ta dmftmre nmgclati lazem darid?

yeki lazem darm. lotfmn tekrar konid. in dmftmraye nmalq

aunei cmnd-

emnd-ta dmftmre ncja1 lazem darid? yeki 1azem.darmm. e

b.

in narnehaye hmvai dunei mnd-e? emnd-ta nameye hmvai lazem darid?

ao-ta lazem in amfehaye ireni dunei cmnd-e emnd-ta smfeye iran ± lazern daria?

se4a lazem dar xodnevisaye xareji dunei minacmnd-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

aye nqai dunei-cmnd-e?

Si 2

Si

cmnd-ta dmftmre nmqqa.!4i lazem darid?

yeki lazem darmm.

(Continue in th aamè way using the folio ing cues. change the cues to plural.)

dmftmre nmqqaXi nameye hmvai smfeye ir d.

xodnevise xareji dmstmale irani keiavate xareji

pmrdeye irani h.

kolaye xare pakmte hmvai

5.

tmobre irani sabune amrikai

1otf

kOnid.

e tmbrizi kiloi cmnd-e? ceqmd pmnire tmbrizi lazem darid? nim kilo lazem darmm. lotfmn tekrar konid.

cai xareji kiloi o d-e? ceqmd cai xareji lazem darid? ye kilo lazem darmm.

7

Have the students

323 Supplementary Lesson 21 cont d) 5.

(conted)

pmnire tmbrizi kiloi mnde? ceqmd panire tmbrizi lazem darid? nim kilo lazem darmm. c.

roqmne kerinanabi kiloi r;end-e?

ceqmd roqmn kermanIahi lazem darid? ye kilo lazem darmm. d.

kmreye dantarki kiloi eand ceqmd Imre danmarki lazem _im kilo lazem darmm. sibe-lobnani kiloi cr.End-e

ceqmd sibe lobnani lazem

id?

.

do-kilo lazem %-ekmre irani kiloi cand-e? ceqmd .gekmr irani lazem "darid? kilo l'azem darmm.

goje fmrmngi kiloi cand-e?

ceqmd goje fmrmngi lazem darid? ye kilo lazem darmm.

6.

lotfan soal konid. T.

cai x

eji

S1 -.S2

cal xareji kiloi omndceqmd

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 6.

cont'd

(cont'd) c,

rocimne lierman ahi

d, ki.u.eye

e.

danmarki

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 anything that is not unde stood. .

The s udenta should -hen repeat after the teacher. Repeat'every sentence several times until it can be said without 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 .

jmngid. j.

id.

xeyli goro nom-e.

bml xeyli xob.

'kma cetor

hmm gorosnmm-e. ci mey1 darid*

berim restoran nmhar boxorirn.

celo.kmbab mixayd?

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. ma xiabane naderi miriM.

taksi.

kojaye naderi?

id,

aksi. id.

r'uberuye ketnbfor

iye

ebso.

befatmaid. aqaye jorj, befmr aid.

34

taksi!!

325 RT.riew,bialo

cont'd1

baimAid. aqa ma xpyli 40mile darim

lotfmn zud band.

górban. jorj.

aq ye jmaid,

jmaid.

nmxe

id?

nistmm.

fmqmt ye

mikone .

aspirin mixayd?

maid. jorj.

jamIid. O J.

mersi

.

mmn aspirin mmmmu/mn

-kodum restoran minim/ ye celo kebabi mi%enaamm

xeyli xub-e.

aoye jmaid, hala samt cminde/

jmaid. hala dorost samt yek-e jorj

nemixormm.

bmle.

cera

xsyli-goros

mmn emruz sobhane samt

-e?

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. bidar Iodmm.

jmaid.

sob msammulmn ci mlxorid'

jorj.

nuno pmnir ba mormbba*, c

'tare g

sob hma

,ba %e

jmaid. ps sobhaneye drani dust darid. bmle

d jorj.

s-chhaneye amrikai nemix-ormm

dmr qmrika hn dust

sobhaneye amrikai oejurl-el amrikaia sob ziad mixormnd.

nrin, rast,

cctox.,

to. e morq*, gOt,

ir bye, nine

-

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.

taksi.

Parsi dar daxega. dmrs midmnd?

Jon

bale.

maid. si.

id.

dmr danetga yad gereftmm.

itun mcmlleme rest migid?"

t and. nja hmm iranb

danetjuye irani dmr pmrika ziadmnd.

taksl.

haa. mirmnd budid?

jumtid.

nmxeyr

taksi.

agaye mister.

jorj.

bale.

jamtid.

xaet mikonmm.

taksi.

awe mister,,mmn =bane amrikairo

mixunmnd.

age, mohmndes.

tomam

amrika nmbudam.

iun =bane tom

mplunmr0

itun gating baladand. ecbiar danid.

mesie farsie

Vornbre%ei

ldam.

baraye'srml hyTf bezelnid.

Ri2

A

3.27

ReviewDialog 28.1

cont'd)

taksi.,

xeyli xob.

jorj.

ti gortid?

taksi.,

..5oma nmfahm

jorj.

nmxeyr.

aksi.

amrika - b1rd

.go

d?

pms mmn hfl aponi goftan.

jaemid.

aga, ma kRyli yavaX thiri

taksi

bamAid age.

jorj.

inja kojastY

joamsid.

inja)xiabanc 14ast.

jorj.

restoran tu naderie?

amIid. jorj

aid jorj. 'gid-

jorj. taksi.' jorj.

xub?

aaaal

xiabana siouq-e

samte yek-e.

bmmd thZ xiabarie

hmaie mirmnd sre

a, xia me naderi-e.

nmxeyr, tu kuomst.

_ja ti d -and. unja,Celo 1cmb& dzr.rand, juje kmbab darmnd

celo xorel'eliun bam

pas mmn eel° xoreg mixormm.

az qmzaye irani xoetun Miad? bmmmmle.

xore'ge tademjun xtgli

t dust darid?

.6oma ab-

ab7gligt ti-e

ab-guk nemidunid ci-e/ su e 1rani ba gAt dare Irat nun mlzarand jorj.

ordmm.

xub-e? befrmai4 xuneye ma .-

taksi.

xeyli ali-e. mikone.

jorj.

motImkerma aqa.

taksi.

befmrmaJA,

xeyli lotf darJd.

taarof acmikonczm.-

_-.3.mam 1'aye;ori

c v.

2

Revipw Dialog 28.1

cont'd

mikon=

Lioma batz.7En xeyli kar darid.

jorj.

xae.

taksi.

extiar darid.

jmnigid.

motImke= aga. v.i saa2te yeko nim dmr dea kar darim.

taksi.

xob.

jerj.

intallab.

inaUah dmfeye

341

329 Drill 28U Convereati 1.

lloma dit,mb koja 'gam .ordid?

ci xordid? xub bud? 2.

loma mmmmulmn am kojri. mixorid? nmbar cetor? mmmmulmn samt cmnd nz2har mixorcid? loma cal dust darid ya gmhve?

dib sare miz* gmhve xordid? 'goma qmhve ba gir mixorid? 4.

dilmb dMrs xundid? bmmd mz 'gam cekar krdid? .amt mad xabidid?

5.

'kma mmmmulmn sohane mixo emruz sobhane xordid? samt cand sobhane xordik:

6.

dilmb koja.rmftid?

d?

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 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 dmftmretun koloft-e? dmftmretun siast?

12.

d?

ovordid?

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 present tense btem3 the other, as we have seen from the 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 (c.f. 5.2.2) all verbs (except II Verbs which include only der- and hmst-)-have the prefix mi:-/ in the present tense. We may therefore subtract this prefix from the present stem. Again looking at the list above, we see that we may also subtract the personal ending -= The following present stems remain: -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 of 1172, the stentypes that occur in Persian. In order to set up a list of sten-t7pea, we must examine the relationships between the present and past roahs In order to do this type of linguistic analysis of the relatiorenilW between ptems, Jet us go through a list of past tenssoverbs we saw thiz wnek and compare the present and past Toots of each 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 Stem SF7R1

25a

miran

25a

mibinmm

-bin-

did-

25b

miam

-a-

ammd-

,mst-

bud-

25b

raft-

26a

sod -

26b

mikonmm

26b

mipaam

26b

bar migmx

bar -gmrd-

bier gm

27a

yad migirmm

yad -gir-

yad geTeft-

27a

mi

27a

minevisam

27a

migmm

goft-

27b

dar

dnIt-

27b

mixmr

xmrid-

-7b

mifenmam

fmhmid-

27b

mizaram

gozatt-

27b

miarmm,

--kon-

kmrdpuzid-

xund-

-nevis-

nevelt--

-a-

ovord-

In examining the above list of verb stems, we see that there classes of stems and that the changes from the present to the pa51. are not regular. There are the-following ways of forming thc.11all of which are different: rmft. -

-gir

did-

gereft gozen-

ammd-

-'nd,-

348

n

333 From this list you can see that we can not make any simple generalizations about the formation of past stems. )1.s._t_d_ELEIn_eneraltlansent stema must be learned by re etition and memorization. We will, however 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-

I.

(

a change in the form)

/d/ or /t/

(Regular-formation)

A.

present stem -xun-xor-

B.

/d/ or

xundxord-

present stem t-/-id/ -fmhm

fmhmi0.-

-------* puidII.

present stem t vowel+, /f/ or /s/-4- /t/ A.

-dun-

-----

-r-

dunest

goS: rmft-

(This subclass involves additional stem ch

ges.)

gereft-

present root+ vo el 4-/d/ -0-dry.

-------

sgod-

dad-

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-

x - enas-

-fora VI.

/r

----

foruxt-

d/

A.

t ft/

dat-

B.

(This subclass involves an additional stem change. -zar-

'VII.

(2,naxt-

Ezz.at-

Irregul -nevis

neve ammd-

------ 4 did-

-bin-

- -

ovord-

-band-

higt-

-kon-

kmrd-

In dictionaries verbs are listed according to infinitives. The infin,itive is formed from the past stem plus the infinitive marker /-mn/. Since the infinitive is formed on the past stem, the student will have to derive the present base in reverse order from_what has been listed above. It is, however, impossible to know which category any one verb belongs to since the classes are not based on the phonetic shape of either stem. For this reason, we will list both stems from.nowon. In dictionaries where only the infinitive is listed the student will have,te ask a native speaker in order to te sure what the present stem is.

The only rule that can be posited is the formation of the past from the infinitive by the subtraction of the /-mn/ infinitive marker. The above classification of present and past stems is to show the pattern of the language insofar as-it can be analysed.

30

335 Class I.

Verb Inventory

xundn

A.

C.

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

xordmn

-xor-

to eat

rundmn

-run-

to drive

kat=

-koW-

to kill

fmnmidmn

- fmhm-

to unders

paidmn

nd

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

dunestmn

to know

Class II. A.

chemis

tunestmn

tu.n-

-goftmn

to be able to say to go

B.

ir-

to take

yad -ge

to learn

xastmn

to w_t

351

, etc.

336 Clasa III. A.

to become dadmn

to give

-d-

dmrs dadmn

to teach

dmst dadmn

to shake hands

mvab dadmn oftadmn

to answer

-o

fnll'

Claas IV.

to

hit

speak

nAmstaan ek,mstaan

to sit down -1

-

to break

Class V.

duxtmn

-duz-

to sew.

endaxtmn

-ndaz-

to drop, let fall

endaxti

C.

_Class

to take a

suxtmn

to burn

poxtan

to cook

picture

intransitive

1- sxtmn

26ena

to know (someone

foruxtmn

-forusg-

to sell

VI. to have

A.

bmr gmrd- to return -kar-

to sow, plan

-nevis-

to write

Class VII. A.

neve1tmn

bordn

to take, car y

mordmn

to die

337

Class VII -a-

to co

xo adn

to like

bmd ammdmn

to dislike

xab ammdmn

to be sleepy

didmn

-bin-

to see

ovordmn

to bring

bmstmn

-bmnd-

to close, tie

(kmrdmn

-kon-

auxiliary verb

zendegi kmr

live

kar kmrdmn

to do, work

dmrd kmrdmn

to hurt, ache

esterat kmrdmn dir kmrdmn

to come late

xaeg kmrdan

to ask, beg

dorost kmrdmn

- to fix, prepare

tmhsil Lmrdmn

study

tmdris kmrdmn

to teach, instruct

tmlmf ox kmrdmn

to pronounce

t krar kmrdmn

to repeat to help

soal kmrdan

to ask

hmmmam kmrdmn

o bathe

farq kmrdmn

to differ

mosaferat

to travel

4varof kmrdmn

to taarof

3

338 Class VII B.

(con

d)

baz kmrdmn fmramu

1crda

(baz )lon-

to open 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 diruz samte

xab bider miUm. xab

bider

odaiu.

lotfmn tekmr kOnid. hmr ruz samte `LW aa xab bid diruz samte ma xab bider hmr ruz samte diruz samte

nim vmrzA mikonmm. 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 nmhar mixormm. diruz samte dmvazdm tu restorane daneha 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 diruz samte pmn

o nim bmr migmrdmm xabgavo 'km mixormm. br 'Amm kabgavo 'gam xordmm.

hmMAe bmmd mz am sterabt mikonmm. damb bmmd ma 'nem es erahmt kmrdmm. Have the students change the simple present tense to the simple past tense-. a.g., T.

hmr ruz sate

S.

dirua sante WS' bider kdmm.

bider mjImm.

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 students 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 .6.

xabga, km xordmn

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 as a cue. e.g., T.

samte

S.

'key bidar mind?

ey/.- Give short answe

(continue for all time

Repeat 6 and 7 for simple past tense. e.g. T.

diruz samte sis cekar 1=rdid?

T.

vmrze.g kmr

S.

bidar

diruz key vrzekaidid.

LESSON 29 ido behruz daneT, umnd. dad- dane'sgaye tehran.tmhsil mikonmpd mhmd dang:jue- sale sOli-Vome danagasto behruz danegjuesale dovVom-e mhmmd tarix Mixune*vm behruz'aalmbiyate*iranomixune vad4 hmr-do ing1i6i 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 behruz xub mixunevo tmrjome mikOne*vmli xeyli.kmm mipomllemegun 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 . xeyli fmhme

dmrs? a ruz-bmraye behruz xeyli me6gelbud vmhmnuz yad nmgereft. abmmd be behruz telefon kard vmhala darmnd h rf mizmnmhd. , .

dialog a

mmn mixatn bérm s1nem.

O am

laYd?

behruz.

niers'

Mhmmd.

emscfab cekdr.mikonidi-

behruz

bmmd ez zOr mixam de'zrs bxunmm, bmmd lam

Ahmad. 'Behruz.,. Ahffiad.

Belnuz.

mixam bermL bazar.

.i want to

o to the movies.

Thank you, no.

eye skma.

Would you like to come too?

1-want tO go to the bazaar.

What are you doing tonig '1 want to study this after- -n. afterwards..

I'll come to your house

42

Drill 29a.1

Simple SubstitutiOn

mxn mixomberinsinema. daneIga bazar kelas

(s:

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

a 61i

Drill 29a.3

Forced Substitution

Mixem dixTO bexurimm.

mead

343 Drill 29a.3-

(cont'd)

-soma mixayd dmrs bexunid.

mmno kma mmno jmegid dustetun

ma mlio reza '60ma

migido sgoma

xosro

Drill 29a.4 rumn

Complex Forced

mixam

dmrs

ubstitution-

bexunmm.

faz si

Ioma ketab

ma neveftmn

una name

xundwn)

rumame

mxno adi

345 Drill-29a.4

cont'd)

mmno mli

bexunim.

farsi

mixaym

(yad gereftmn 76ena

inglisi

Drill 29a.5

Complex Substitution

ba

bmmd mz aor mixam dmrs b

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 Yioma ruzname X0

d.

ixunid?

oinglisi yad migire.

360

346 Drill 29a.7

ormation

(Repeat Drill 29a.0 giving an additional negative cue. For example,) .

T:

jmnigid

Dr111'29a.8 mmn mix

mire tebran.

S.

-Forced. SUbStitution

jmegid nemixad bere tehran. Review)

in.ketabo beXunan

.

ruzname

roman na.ie

kavz ketabefarsi ruznameye inglisi

romane rusi

Drill

T.

29a.9

bmra__

Transfprmation

1 changes model sentence to present tense, p2 adds "to wan " and 83 changes it'to.negative form.)

(S

ye name neve.gt.

S

1

S2

bmradmr

ye name minevise.

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 bezmnam.

rf

Yes. I want to talk about _he lessons.

unestmn)

can, b- cible to

id biayd?

What time can you come?

gmblaz

man gmblmz A.

before nemitun

mo t hmft biayd ba hmm dmrs bexunim.

biam.

I can t cote before six.'

mitunim

Then come at seven. study together.

dialog b

n

A.

mixayd ba

B.

bAle. mixam rajfte dmrsa

A.

samt cmnd mitunid biayd?

B.

mmn qb1

A.

pms samt haft blayd.

f bezanid?. htia'

nzmnmm.

sgig nalitunmm biam.

mitunim ba hn c]&s bNcunim.

We cgn

348 Drill 29b.1

Simple Substitution

mixayd. ba

nhrf bezanid. dmrs xundan rmftan sinema inglisi yad gereftan ketab xun

raftan daneha farsi xundmn xordmn

dsponse should be

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

nmhar boxor d/)

349 Drill 29b.2

C

't)

Noma mi_-

bezmaid? (neg mimilmud

xordmn

xundam Drill 291).3

ba

mit

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

T.

Transfordation

(Add thwcorrect form o to following sentences.

toma farsj hmrf mizmnid?

S.

toma bmmd az zor dmrs mi

to

oma mitunid farsi hmrf be

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

2.

nxeyr.

i azi atnaid?

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 comfortablv as a native- s-eaker. It should be repeated every day until _ the students reach situatio al dialog 1C. The teacher should encourage the students to act outthese few lines in the classroom, using whatever proper names they with.) _

id?

353 LESSON 30 dialog a car tambe mikonid?

_ zor cekar

Whataxe you doing Wednsday afternoon?

must, necessary, have to 2.

i bdz zor baymd dmr

I have-to teach at the IranAmerica Society in the afternoon.

e iran-amrika dmrs bedmm. 1.

pmngembe mixayd cekar konid?

.What do yJu afternoon?

tmmtil 2.

2.

do Thursday

free, holiday

in pmngmmbe tmmtili

We're free this Thursday.

pas do rut tmmtil darid.

Then you-have two days free.

bale.

Yes.

dialo 1.

car "dsamb6 bmmd az tor cat;

2.

mmn band

1.

pmngmmbe mixayd cekar konid?

2.

in pangmmbt

1.

pms do rut tmmtil darid. bmle.

.4

onid?

z r bay*d dmr anjomfte ir an-amrika dc bedmm.

354 Drill 30a.l

Simple Substitution

-do gmmbe mmn baymd dmr .bedmm. mftmn sinema inglisi yad gere

farsi xundmn

negmstmn tmn d

age,

nmhar xordmn

ruzname x dmn inglisi drs dadmn hmrf zmdmn ammdmn inja sobhane xordmq.,

Drill 30a.2

Forced Substitution Repeat in-the

mmn baymd dmrs.bexunmrn.

g ma

ino soia mmno reza reza mli rezavo mli b

fln

admretun

egative)

355 Dx5.11.30s. 'On

Compag% SODsti bayma.

fast

be10000. yea. Ger

stoll

rtev ton

'game

bsya4

xastma

J30

Drill 3Oa.L4

Imitation

omu mAxayd Zkar konid?

ama mixayd kar konid?

(translate) (tr;Jnx1r;Ite)

mpix mixam kar konam

.

men baymd kar konmm.

mmn baymd qmza dorost konmm. 14oma mixayd qmza dorost konid?

nma mixayd esterahmt konid? Drill 30a.5 man

Complex Substitution

baywd

esterahmt konmm.

tmhsil kxrdmn kar limrdmn

xast. soal kmrdmli

xosro neg)

mosaferat krdmn tunestmn tmlmfo, (aff)

bayred ta2dris kmrdmn Drill 300..6

Exens1on

dmrs mixunmn mmt

dZO1

.

_ mixnLccm.

mmn ba jmolgid

dmrs

35? Drill 30a.6

(cont'd)

mmn ba jmmisid inglisi

mixunm.

-man hmmisge ba ja-mnd inglin mixuhmm. mmn hmmi'6e ba mamlleme jmmsnd ing1i6i mixunmm.

mmn hmmie baymd ba momlieme jmmnd inglisi bexmlnm.

Drill 30a.7 EpthcIon mmn dmrs midmm.

mmn Inglisi dmrs man dimr-_:orian.me_iran-amrika inglisi dmrs widmm.

man seZsmmbeha dmr anjommne iran-nrarika inglisi dmrs midmm .

mmn se I'mmbeha bayd dmr anjommne iran-amrika inglisi dmrs bedmm.

Repeat the above using Drill 30a.8

E-.

mdris mikonmm/.)

_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 hmm berim kenarc dxfya.

I'm free too. We can go to the beach together.

2.

xeyli xob. mmn 16ena nist,11 vr1i wixam yad begirmm

Fina. I don't !iow how to swim but I'd like to lcrn.

1.

px.s ba maine mimn berim. c'amt cmnd. biam xunmtun?

2.

tmciribmn hmft-hmfto nim biayd.

Then let's go Ith my car. What

time should I come to your house?

Come about seven or seven thirty.

dialog b 1.

mmn hmm trEtil,nw.

2.

xe"yli x6b

1.

pms ha ma:gIne mmn bérim. sa&t cnct blam xunftun?

2.

tmgriUn hmft-hg2fto nim biayd.

mmn

mItunim ba hmm b6rim kendre dmrya.

ená bmlld nIstmm 175.1i mixam yad 13girmm.

359

Drill 30.1 Transfon tio_ example

ma Ilarf

mizmni

nge the following sentences to the "let's" form.

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 S2-then uses the "let's" form with s3 ex harf mazanid. (

vith s2.

si

farci hmrf bezmn

_

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.

s2)

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 following questions. The student(s) is (are) to answer saying /samt omnd bermm/ or /samt amad berim/ dependiN I on how many are asked. The teacher then 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?

cera nemirid smre kel cera nemixabid?

(1)

?

yek) (1

(yazdm)

cera zobhane nemixori

2)

hmft)

cera farsi nemixunid? cera telefon nemikonid? cera dalers nemidid?

o nim

(1)

cerm nemdrid postxune? cera nmhar dorost nemikonid?

(1)

3

(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.

2.

xeyli xe6xmxtalem, age..

3.

mozn hi xeyli xavmxtIL

2.

motkeram, aqa.

aciaye

azi.

a:gays jon

hale soma xub-e?

hale some eetor-e?

eston.

363 LESSON 31 dialog a 1.

dustetun in a nistand?

Isn't your friend here?

2.

nmxeyr. raftmnd ruznarne bexmrmnd.

No, he went to buy a newspaper.

ejaze hmst

permission 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

2.

xaa mlkon mm.

nmm?

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) -Y'lmaon

budazn) (xmridmn)

sam mr (uor

kmrdmn) kmrdmn)

main

30

366 Drill ,31a.5

Con'y

nma baamdid mann

box_crid?

(xastan

ruzname'

xundam baLlad budaan

farsi haxf zaxiin inglisi

Drill 31a.6

Complex nd ForcedSubstitution qmza

dorost kon

mmnd poxtan qmzaye

irani

xaS_-

xordmn)

una une irani (baymd)

(dorost

1

Drill

con")

31a.6

all raft ma.gin doro3t kone.

nr*

("faucet")

katan*") (xordan )

("lion") (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 formai

age., ejaze mifarmayd un akso bebinam?

albmte

gorban, >tag mikonam.

368 LESSON 31 dialog b 1.

aclaye nend ,

oma

irazo

xub baelmdid?

yegi daaid 2.

expression of politeness (literal translation "Did you have a cotmand?)

bmle.' befrmayd. firrnay&i

datid?

Mr. Nezhad , do you know Shiraz very well?

Yes. May I help you?

ceiamd tul mikeIe ta beresmm How long would it :ake me to dmbirestane nile? get to Zhale high school? 2.

ba taksi tmgribmn bist dmolige tul mikes6e.

It takes about twenty minutes 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

2.

b&le. bearmayd.

1.

acimd

2.

ba taksi tmciribln bist dagigfi tlalulnae

1.

mersi. acgiye

azo xdb hmlIdid?

fmrmayai datid?

mlkel6e ta beresam dmbirestgne ale?

iraz1 exa2 ke ri emrz un

s bdmm.

369

Drill 31b.1

Complex Substitution

eegmd tul mikec ta beresn dabi

zai

raft= tehran

mmnzeletun resi-

smre kelas

bargAtmn Drill 31b.2 , Comples Substitution

eeqmd tul mikee ta in ketabo bexunmm4 (tamam kmrdmn)

dmr- dadmn)

in sfe yad gereftmn) inglisi

nevestmn (dmrs dadmn)

370

Dri1l'31b.3 add /cetamd tul miken ta

he following sentenceseE

1. jarnsid in lisiyad nigire.

2. nn nevestmn dxrs mi 3. mmn be n mrika 'uosafert mikonam.

4. fesenjun dorost mikonid. 5.

am mixorim.

Drill 31b.4

Died conyer-ation

repeat above exercise by giving the same cues to Sl.

w i 11

then ask the questi n as above to 52 who will answer with

/tagriban

tul laiken

82 are given below in order.

1. ye sal 2. do ma. 3. ye hm.f e )4

.

ye s-

5. ye saat

nim

The cues for the time for

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,

2.

nmxeyr, vmai xeYli mayeJ. mm ha

1.

pme bermrmayd tu otaqe momllemin. Iomaro heIun mmmrefi mikonmm.

oma ba e.cjye Iirazi aIna nistid?

agna beIm.

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.

oma cetor e?

2.

mo Imkermm. be lotfe Ioma

hale

The _ollowing two expressions may also be taug didmne Ioma mz molaqate Ioma) xeyli xolgvmxtmm.

mhvale,Io

or

ahvale Imrif-

373

Present the following situations to the studentsand have them act them out immediately - impromptu. 1. people involved - A American) B(Iranian teacher friend), C (third teacher) Situation - A does not know C but wishesto meet him. C is sitting apart, A asks B to introduce them. 2. People A (Americ B (Iranian frend) C hird Iranian sitting apart.) Situation - A knows 5 and C. A asks B if he knows C. Since he doesn't know him, he asks if he would like to meet C and then introduces them. ,

3. People - A (American) B (Iranian friend ) C ( third Iranian present) situation - B introduces A to C. Upon introduction, they exchange greetings and C asks A and B to sit down. A sits next to C. A is not familiar with Iranian names and must ask C politely to say his name since he cannot remember it.

4. A (hmeriCan) B Iranian) A has seen B before and thinks he knows his name. Me then gi over to B and asks him if he is He is. A introduces himself; B invites him to sit down and they talk about who A is and where he is from. .

.

5. A

American) B (Iranian) B thinks he knows A and comes over to acertain if hc is He is and B introduces himself. They exchange,greetings and A invites B to sit down. As they sit down A politely asks for B's name since he cannot remember Iranian names well. A and B then start a conversttion by 'asking about each other.

- ENGLISH GLOSSARY, LESSONS 1 - 20 ab abi almani

am,ika amrikai aqa agpmzi axelaba=rmt

&bri mflani mfqanestan &rag mraqi armbi Lermnf.-

avvm1 myyalmt ba baruni basketbal

band= zor bmce

bad- miabmmd bmhar balmd bnle bmluc bmra bmraye

water blue German America AMerican sir, Mister cooking H, I. M. clou

th rairlY

basketball afternoon child bid dislike e.fter

spring (se- on know (adj.) yea

omnd cel celow kebab ceqmd cdra

how many, how mucil

ci

Iraqi

state

Wednesday

ea/A ceraq ceWm cetor

Afghani Afghani Iraq Arabic Armenian first

cax"LmMbe

cin

bontan birestan danebamuz danegju daniVga dardmmvat dmmvmt dar dmbir dmftar dmndun dmr dmrd mikondmrs middmrya dmst dmvazdm

forty (Persian dish) how much aff. answer to neg. question why light, lamp eye

how what China Chinese e7.anmtarY Be3001 high sdhool student (h.e. elem.) cdllege student university have invitation 'be invited teacher (h.E./coll.) office; rotebook ten tocith

botri bozorg

biology twenty more get up bottle big

mldundux dust dust darduxtmn

in; door hurt teach _sea hand twelve minute stomach; heart yet (with neg. be late wall two doctor ri t; ready prepare Monday girl know far friend like, love ewing

cal car

fotn-

emruz emgmb

today tonight

Baluchi hrother for snow it's snowing Bakhtiari. .

barf miad boutlarl be

bebmAid

befeermaid

bidar, bidar mixbikar

blot

bihmr bolittad

to ,(preo.):

excuse'me go ahead, pleacc, after you awake to wake upnot busy, frf.

dmYcle

del dike dir mik' divar do doktor dorost. dorost mikon-

do&mbe cloxtL:r

9

esm 'name espanyoli .0Pahish esterahmt mikon- rest' ex:Aar darid (taarof) famil fars farsi mifahmfmqat faqir fmransmvi faranse fmrda fenjun fesenjun film fizik

last name Persian person) Persian lang.) understand only poor ,Frec. (person) French (lang.)

miggmc gmrm gorbe gorosne gug mion-

say, tell chalk warm

tomorrow cup (Persian dish) film, moVie ,physics

javab midjib jcme junub Lag.= kar

answer pocket

kmlame

word a little

kma

cat

gut

hala hazer hmft hmfte

now ready seven week also

hmm hmme ha,mmnm

hmmfge hmrdo

hmrf- mizan-

hAt

hatn hmva hmvapeyma hend heudi ingJisi iegallhh Irani

inn

-be

all, evra.y(one

n-

take a bath always both

talk,spe

eight certaiuiy, doubtedly air, climate airnlane India Indlan

Erglish ,God willing

Iranian he, she (pol.) from place to place

south paper work shoes

b

someone

kmsif ke

keravmt kesel

ketab ketab mixunketabxune ki

hungry listen meat

Friday

kodum koja kojai kommk kord kot

dirty that tie (n.) under the weather, out of it book read library who which where whera from help Kurd

kucik

jacket little

Imndmn lebas lebas mipu livan lotfmn lotf darid

London clothes get dressed glass (drinking) please, kindly you're very kind

ma madmr madmrbozorg mai

we mother grandmother

male rmma-e

it's mine Persian dish) 'God keep it so -

masto maIallah

main

mazmndmrani mmm-

mmdrese mmjalle Imen 7Amdiel.

martub masmimnmmsjed

maqul :

possessidia

car

(

Mazandarani usually gd49R1 magazine

house, home humid

for.ex4m14) moscm busy, occupied

mpqreb mmrkmz mmrreq medad mersi mesle miamiz momllem modire mmdrese mohandes mohmsel mokaleme montazer motrmker morgel mu musiqi

Wust center East pencil thank you like, as come table teacher principal engineer student conversational waiting, expecting

pedmr pedmrbozorg pesmr piade pirahmn polo port

pate

pul puldar qali qmmgin qmrang

name -narahmt naxor nmfc nmhar nmqqari nmxeyr naxre nmzdik nevertmn minevisnim nist

otaq otobus ostad

and room bus professor

atxt 'Pmni

'panjah panjare Penirambe pas

c

foot autumn envelope capital cheese five fifty window Thursday therefore

sir

-qmvei

now nun

pa

clorban

qWVE

hard

letter uncomfortable sick, ill oil lunch painting no map close di ance writing write half isn't nine new bread .

noh-

qaza qaza mixorqermez

rug sad beautiful train coffee brown food, meal eat red

(latex

irrateful

difficult hair music

father grandfather boy by foot shirt cooked rice back behind money rich

mirrast rmxs miresrestoran roman ruye ru-be-ru rusi rusiye ruzname samt sal,

ambz smfe amg nuhih amlam sandali sax

surd amre vazct

savari se sefid ermmbe sia sinema

391

go right true dance arrive restaurant novel cn across from Russian

Rudsia newspaper .

hour, clock year green page 'dog

correct -hello chair

head at, to cold on time type of three white Tuesday black movie

iv soal miko sob sobhan

student supper evening city Saturday chess granular sugar swimming chemistry six

Yac.trd

Nam Nmb Nmhr Nmmbe Natranj Nekmr Nena Nimi NiN

Noma Nomal Nomare Nowrmvi une

you North nutber Soviet comb

-ta taarof tabestun taksi is mikontuhsil mikontmlmfoz mikontmmrin mikon-

tArif biarid twxtepakkon tmxtesia tekrar mikontelefon teren teNne torkemmn torki tu tul mike

U.

until number duffix no translation summer taxi teach, instruct study pronounce practice please come pol. eraser blackboard repeat telephone train thirsty'

Turkomaa TUrkish (lang) in, inside of

take time v.)

unja vmmeN mikon-

but exercise (v.)

vomit

tithe

,

Vmzire fmrbmng

Minister of Educat4on vezarmte fmrbang Ministry of Edu.oation

xab mixabxab- miaxabgah

xaeN mikomm

xair

xanum xmste xeyli xob xiaban xod xodafez xodnevis xonmk mixorxoreN xoN- miaxoNhal xoNk xub mixunxune yad migiryazdm ye(k) yeki ) yeliImmbe-

zmn zmrd zemestun zendegi mikcnziac zinc zud ,r-

,

he, she, it that those thek there

un una

ivmli

ask v.) morning breakfast

zaponi

sleep (n.) sleep, uo'tc s

becomesleepy

dormitory excuse me, please you are welcome sister Mts., Miss tired very well... fine,.. street, avenue self goodbye fountain pen Cool eat, drink type of Fersia4 like v.) happy dry .

good read, study, sing house learn eleven one

a ;certain Sunday

one

woman, wife yellow Winter live (v.) too, very much underneath soon early .

Japanese

Compiled by Don West