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BOL 450 – AN ENGLISH-BASED

MULTI-LANGUAGE LEARNING SYSTEM

P E R S I A N

INDIVIDUAL COURSE DIARY

(To be retained by the participant)

Copyright RGAB 2006/1

No copies without written permission

English German Dutch EsperantoFrench Spanish Italian PortugueseJapanese Mandarin Cantonese IndonesianRussian Swahili Xhosa ZuluSaudi Arabic Egyptian Arabic Gulf Arabic Persian

BOL 450 – INDIVIDUAL COURSE DIARY

INDEX

ITEM Page

Important Note for the Learner 2

Data Sheet 3

Individual Learning Ideas 4

Opening Quiz Answer Sheet 5

Closing Quiz Answer Sheet 6

Feedback Summary 7

Appendices

Simplified Grammatical Summary – Persian A

Word Summary – Persian B

BOL 450

IMPORTANT NOTE FOR THE LEARNER

The BOL 450 material is a very complex group learning instrument which has been designed and redesigned over and over to appear to be a simple but standardised multi-language learning system, using English as a common international language base.

The key feature of the system is that it must be rapidly learnable ... and yet be as “correct” as possible. But what is correct in language? Can the full cultural meaning of any important sentence ever be exactly translated into another language without a compromise?

Every “natural speaker” of a language tends to feel that he “knows what is correct and normal” in the language, but others naturally do not agree! The “natural speaker” normally fails completely to really identify with the learner or to understand the learner’s extreme difficulties before he reaches the “threshold of the language”, i.e. the ability to use the new language itself to ask questions about it.

In over 200 pages of BOL 450 materials some inevitable language differences of opinion or. “errors” must exist! They cannot simply be corrected like a dictionary ... or-the resulting “correct language” may be far too complex for the learner to grasp and he may give up before he reaches the threshold. Thus, error correction is a slow, difficult and subtle process which balances “correct language” at any stage with “learner difficulties” ...

Generally you will find that the BOL 450 language style tends to be rather “formal” and “English”. However, it should be simple and rapidly understandable, so that a more intimate and complex style can come from personal experience after initial language confidence has been achieved.

In your learning therefore, with the BOL 450 system, please, please try not to allow your learning to be blocked at any stage by worrying excessively about “errors” in word selection, grammatical form or accent ... ours or yours ... recognise them ... deal with them in group discussion ... and concentrate on your main objective ... personal language confidence for practical and effective communication.

After all you cannot expect to learn to speak a new language from a dictionary .............

– 2 –


DATA SHEET

COURSE LOCATION AND DATE:

PARTICIPANT’S NAME:

TITLE:

COMPANY:

BUSINESS ADDRESS:

PREVIOUS LANGUAGE EXPERIENCE:

1. English

2. Other

THREE PERSONAL OBJECTIVES IN TAKING THE COURSE:(Try to be specific)

1.

2.

3.

NOTE: COMPLETE ONE SHEET OF YOUR NOTEBOOKFOR EACH DAY INDICATING:

1. Key points learned.2. Reactions to group learning.3. Any question not satisfactorily answered.4. Results of any quizzes during the day.

– 3 –


INDIVIDUAL LEARNING IDEAS

1. Recognise that effective communication is only 20% verbal (the actual words used) and about 80% non-verbal (tone, expression, speed, eyes, hands, body, environment etc.) Use your body to communicate.

2. You have to speak to learn a language ... open wide, speak loud and clear and use your hands. Don’t worry about mistakes until Saturday!

3. Play radio or TV words (not music) in the room ALL THE TIME to train your ears to listen to the “music” of the new language.

4. Read all notices aloud ... speak to people ... visit many shops ... ask silly questions ... ask directions continually even when you know the way ... ask the price of things ... discuss with waiters, shopkeepers, doormen, receptionists, other guests the weather, prices, directions, learning the language, etc. ... ask several people the same question until you understand.

5. Try to argue.

6. Get a paper every day to read the news. Do not read your own newspapers or listen to the radio in your own language ... create the personal need to understand the new language ... listen to all news broadcasts.

7. Repeat all phrases you hear and recognise, over and over again.

8. Read the newspaper to someone else.

9. Buy books and magazines that interest you ... try joke books. Go to see a film twice.

10. Try to sing local songs ... write out the words.

11. Do mood music relaxation with TV and radio regularly.

12. Use the telephone to get information.

13. Use flip charts for problems ... graffitti!

14. Revise the learning units at night – aloud.

15. Repeat all words and phrases until they come without effort.

16. Overall, just for one week, refuse to speak your own language except those words that you “put in” to keep up a conversation in the new language ... use a language “mix”.

17. Help other learners and thereby help yourself to achieve success by reaching the threshold of the language.

– 4 –

BOL 450

QUIZ ANSWER SHEET

OPENING QUIZ

1. (a) (b) (c) (d) 26. (a) (b) (c) (d)2. (a) (b) (c) (d) 27. (a) (b) (c) (d)3. (a) (b) (c) (d) 28. (a) (b) (c) (d)4. (a) (b) (c) (d) 29. (a) (b) (c) (d)5. (a) (b) (c) (d) 30. (a) (b) (c) (d)6. (a) (b) (c) (d) 31. (a) (b) (c) (d)7. (a) (b) (c) (d) 32. (a) (b) (c) (d)8. (a) (b) (c) (d) 33. (a) (b) (c) (d)9. (a) (b) (c) (d) 34. (a) (b) (c) (d)10. (a) (b) (c) (d) 35. (a) (b) (c) (d)11. (a) (b) (c) (d) 36. (a) (b) (c) (d)12. (a) (b) (c) (d) 37. (a) (b) (c) (d)13. (a) (b) (c) (d) 36. (a) (b) (c) (d)14. (a) (b) (c) (d) 39. (a) (b) (c) (d)15. (a) (b) (c) (d) 40. (a) (b) (c) (d)16. (a) (b) (c) (d) 41. (a) (b) (c) (d)17. (a) (b) (c) (d) 42. (a) (b) (c) (d)18. (a) (b) (c) (d) 43. (a) (b) (c) (d)19. (a) (b) (c) (d) 44. (a) (b) (c) (d)20. (a) (b) (c) (d) 45. (a) (b) (c) (d)21. (a) (b) (c) (d) 46. (a) (b) (c) (d)22. (a) (b) (c) (d) 47. (a) (b) (c) (d)

23. (a) (b) (c) (d) 48. (a) (b) (c) (d)24. (a) (b) (c) (d) 49. (a) (b) (c) (d)25. (a) (b) (c) (d) 50. (a) (b) (c) (d)

– 5 –

BOL 450

QUIZ ANSWER SHEET

CLOSING QUIZ

1. (a) (b) (c) (d) 26. (a) (b) (c) (d)2. (a) (b) (c) (d) 27. (a) (b) (c) (d)3. (a) (b) (c) (d) 28. (a) (b) (c) (d)4. (a) (b) (c) (d) 29. (a) (b) (c) (d)5. (a) (b) (c) (d) 30. (a) (b) (c) (d)6. (a) (b) (c) (d) 31. (a) (b) (c) (d)7. (a) (b) (c) (d) 32. (a) (b) (c) (d)8. (a) (b) (c) (d) 33. (a) (b) (c) (d)9. (a) (b) (c) (d) 34. (a) (b) (c) (d)10. (a) (b) (c) (d) 35. (a) (b) (c) (d)11. (a) (b) (c) (d) 36. (a) (b) (c) (d)12. (a) (b) (c) (d) 37. (a) (b) (c) (d)13. (a) (b) (c) (d) 36. (a) (b) (c) (d)14. (a) (b) (c) (d) 39. (a) (b) (c) (d)15. (a) (b) (c) (d) 40. (a) (b) (c) (d)16. (a) (b) (c) (d) 41. (a) (b) (c) (d)17. (a) (b) (c) (d) 42. (a) (b) (c) (d)18. (a) (b) (c) (d) 43. (a) (b) (c) (d)19. (a) (b) (c) (d) 44. (a) (b) (c) (d)20. (a) (b) (c) (d) 45. (a) (b) (c) (d)21. (a) (b) (c) (d) 46. (a) (b) (c) (d)22. (a) (b) (c) (d) 47. (a) (b) (c) (d)23. (a) (b) (c) (d) 48. (a) (b) (c) (d)24. (a) (b) (c) (d) 49. (a) (b) (c) (d)25. (a) (b) (c) (d) 50. (a) (b) (c) (d)

– 6 –

BO L 450 – INDIVIDUAL COURSE DIARY

FEEDBACK SUMMARY

1. NAME:

2. DID THE PROGRAMME COMPLETELY SATISFY YOUR PERSONAL OBJECTIVES? IF NOT, WHY?

3. WHAT SUGGESTIONS COULD YOU MAKE FOR IMPROVING THE PROGRAMME?

4. WHAT OTHER PROGRAMMES COULD BE DEVISED WHICH WOULD BE USEFUL TO YOU OR YOUR COMPANY?

5. QUIZ RESULTS:

Unit Score Unit Score

Opening

Closing

/50

/50

12345

/10/10/10/10/10

678910

/10/10/10/10/10

6. WHAT IS YOUR OVERALL EVALUATION OF THE PROGRAMME IN TERMS OF:

Criteria Excellent5

Good4

Fair3

Poor2

Terrible1

Content

Presentation

Administration

Usefulness

Note: Mark the appropriate item with an X.

– 7 –



P E R S I A N.......................

SIMPLIFIED GRAMMATICAL SUMMARY

References: “Colloquial Persian” L.P. Elwell-Sutton(Routledge, Kegan Paul)“Persian, Grammar” Lambton(Cambridge University Press)“Persian Vocabulary” Lambton(Cambridge University Press)

@ Copyright AGL International Establishment 1975/6No copies without written permission


BOL 450 SIMPLIFIED GRAMMATICAL SUMMARY – PERSIAN

1. Alphabet and Pronunciation

Name Transcription Name

ا alef may be e,a,ā or o ص sad sب be b ض zad zپ pe p ط tain tت te t ظ zain zث se s ع ainج jim j غ ghein ghج che ch ف fe fح he hoti h ق qaf qخ xe x ک kaf kد dal d گ gaf gذ zal z ل lam lر re r م mim mز ze z ن nun nز zhe zh و vav v,u,ouس sin s ع ه he havez hش shin sh ى ye y,i,ei,ai

English Pronuciation of Vowels

Vowel Persian word as in the Englishi bi = without beate beh = better beda bad = bad badā shoma = you barredo bordan = to carry (more rounded than) booku bud = he/she/it was booed

2. Numbers

Cardinal

۱ 1 yak 14 chahārdah 27 bist o haft 200 devist۲ 2 do 15 pānzdah 28 bist o hasht 300 si sad۳ 3 se 16 shāhzdah 29 bist o noh 400 chahār sad٤ 4 chahār 17 hevdah 30 si 500 pānsad٥ 5 panj 18 hijdah 40 chehel 600 shesh sad٦ 6 shesh 19 nuzdah 50 panjah 700 haft sad٧ 7 haft 20 bist 60 shast 800 hasht sad٨ 8 hasht 21 bist o yak 70 haftād 900 noh sad٩ 9 noh 22 bist o do 80 hashtad 1,000 hezāc١٠ 10 dah 23 bist o se 90 navad 1,000,000 meliun

11 yāzdah 24 bist o chahar 100 sad12 davāzdah 25 bist o panj 101 sad o yak13 sizdah 26 bist o shesh 121 sad o bist o yak

0 sefr Ordinal½ nim/nesf 1st yakom/awal¼ rob’/chahār yak 2nd dovvom

3rd sevvometc chahārometc panjom

Note: 3 + 1 = 4 is se va yak, chahar ast!3 – 1 = 2 is yak kamtar-az se, do ast!!!

3 x 1 = 3 is se dar yak, se ast3 1 = 3 is se bar yak, se ast

3. Nouns

Nom. Acc. Gen. Dat. Abl.Group_ISingular mard mard-ra e mard be mard az mardPlural mardha mardha-ra e mardha be mardha az mardha

Group IISingular dust dust-ra e dust be dust az dustPlural dustan dustan-ra e dustan be dustan az dustan

Group IIISingularPlural

4. Pronouns

a. Personal

Nom. Acc. Gen. Dat. Abl.man man mal-e-man be-man az-manshomā shomā mal-e-shomā be-shomā az-shomāu u mal-e-u be-u az-uu u mal-e-u be-u az-uān ān mal-e-ān be-ān az-ānmā mā mal-e-mā be-mā az-māshomā shomā mal-e-shomā be-shomā az-shomāānhā ānhā mal-e-ānhā be-ānhā az-ānhā

b. Demonstrative

in There is no definite or indefinite article in Persian. Broadly speaking ān a noun becomes indefinite by the addition of “i”, e.g.

ketāb = the bookketābi = a book

When a definite noun is the direct object of the verb, this is marked by the addition of the suffix “rā”, e.g.

keābrā be man dad = he gave the book to meketābi be man dad = he gave a book to me

c. Relative

kekeke

d. Interrogative

ki? kojā? che/chand vaqt?che? che-tour-e?/che-tour? chera?kei/che vaqt? kodom (of two or more) or che? mal-e-ki?

e. Indefinite

har-kas chizihar-kasi chizihich-kas hich-chizhame hame-chiz

har-jā kamyak-jā kamhich-jā hamehame jā har

3.

5. Prepositions

tuye/dar posht-e bālā zireru-ye nazdik pāin ru-yepish-az dur-e be dar zarf-eba’d-az ya az “-i”dar/be ham/niz bā “-rā” (the)

“-e”

kamtarbishtarkame

6. Conjunctions

va pas ān valipish-az agarche ānvaqt keichunke haminchonin ba’d-az kojā

cherā

7. Interjections, etc.

Ahvaqe’ānrasti

4.

8. Adjectives

Nom. Acc. Gen. Dat. Abl.Group_ISingular bad bad bad bad badPlural bad bad bad bad bad

Group IISingularPlural

Group IIISingularPlural

Group IVSingularPlural

Examples

bad moshkel bālā taze/nou mofidarzan kasif garm qadim/pir/kohne ghalattamiz zud gorosne dorost javanba-hush āsān mohem kutahsard xub bozorg aheste/kondgeran xoshhāl boland kuchek

9. Adverbs

Examples

Affirmative Doubt Time Place Otherbale momken hala inja zudna/naxeir ajar pish-az anja ahestenist aya ba’d-az hame-ja

bazi-auqat hichjahamishehichvaqt

5.

10. Verbs

budan – to be

Present (Hal) Past (Gozashte) Future (Ayande)man hastam (man-am) man budam man xāham budshomā hastid (shomā-id) shomā budid shomā xāhid budu hast (ust) u bud u xāhad budu hast (ust) u bud u xāhad budan hast (anast) ān bud ān xāhad budmā hastim (main) mā budim ma xāhim budshomā hastid (shoma-id) shomā budid shomā xāhid budānhā hastand (anha-and) ānhā budand ānhā xāhand bud

man nistam man nabudam man naxāham budshomā nistid shomā nabudid shomā naxāhid budu nist u nabud u naxāhad budu nist u nabud u naxāhad budān nist ān nabud an naxāhad budmā nistim mā nabudim mā naxāhim budshomā nistid shomā nabudid shomā naxāhid budānhā nistand ānhā nabudand ānhā naxāhand bud

dashtan – to have

Present (Hal) Past (Gozashte) Future (Ayande)

man daram man dashtam man xāham dashtshomā darid shomā dashtid shomā xāhid dashtu darad u dasht u xāhad dashtu darad u dasht u xāhad dashtān darad ān dasht ān xāhad dashtmā darim mā dashtim mā xāhim dashtshomā darid shomā dashtid shomā xāhid dashtānhā darand ānhā dashtand ānhā xāhand dasht

man nadaram man nadashtam man naxāham dashtshomā nadarid shomā nadashtid shomā naxāhid dashtu nadarad u nadasht u naxāhad dashtu nadarad u nadasht u naxāhad dashtān nadarad ān nadasht ān naxāhad dashtmā nadarim mā nadashtim mā naxāhim dashtshomā nadarid shomā nadashtid shomā naxāhid dashtānhā nadarand ānhā nadashtand ānhā naxāhand dasht

Note: anha = ishan

6.

10. Verbs (continued)

Group I

xastan – to want

Present Past Futureman mi-xaham man xastam man xāham xastshomā mi-xāhid shomā xastid shomā xāhid xastu mi-xahad u xast u xāhad xastu mi-xahad u xast u xāhad xastān mi-xahad ān xast ān xāhad xastmā mi-xahim mā xastim mā xāhim xastshomā mi-xahid shomā xastid shomā xāhid xastānhā mi-xahand ānhā xastand ānhā xāhand xast

man na-mi-xaham man na-xastam man na-xāham xastshomā na-mi-xahid shomā na-xastid shomā na-xāhid xastu na-mi-xahad u na-xast u na-xāhad xastu na-mi-xahad u na-xast u na-xāhad xastān na-mi-xahad ān na-xast ān na-xāhad xastmā na-mi-xahim mā na-xastim mā na-xāhim xastshomā na-mi-xahid shomā na-xastid shomā na-xāhid xastānhā na-mi-xahand ānhā na-xastand ānhā na-xāhand xast

Group II

xordan – to eat

Present Past Futureman mi-xoram man xordam man xāham xordshomā mixorid shomā xordid shomā xāhid xordu mi-xorad u xord u xāhad xordu mi-xorad U xord u xāhad xordān mi-xorad ān xord an xāhad xordmā mi-xorim mā xordim mā xāhim xordshomā mi-xorid shomā xordid shomā xāhid xordānhā mi-xorand ānhā xordand ānhā xāhand xord

man na-mi-xoram man na-xordam man na-xāham xordshomā na-mixorid shomā na-xordid shomā na-xāhid xordu na-mi-xorad u na-xord u na-xāhad xordu na-mi-xorad u na-xord u na-xāhad xordān na-mi-xorad ān na-xord ān na-xāhad xordmā na-mi-xorim mā na-xordim mā na-xāhim xordshomā na-mi-xorid shomā na-xordid shomā na-xāhid xordānhā na-mi-xorand ānhā na-xordand ānhā na-xāhand xord

7.

11. Some Common Verb Forms

English Imperative 1st pers.singular

Infinitive Present Stem

PastStemPositive Negative

to want

to do

to give

to take

to put

to come

to go

to look

to get

to eat

to drink

to sleep

to speak

to be

to have

to see

to talk

be-xāh

be-kon

be-deh

be-gir

be-gozar

be-yā

be-rou

n. be-kon

be-yab

be-xor

be-nush

be –xab

be-gu

bash

be-dār

be-bin

h. be-zan

na or ma

before

present

stem, eg

1) na-xāh

orma –xāh

2) na-kon

or ma-kon

mi-xāham

mi-konam

mi-deham

mi-giram

mi-gozaram

mi-ayam

mi-ravam

n. mi-konam

mi-yabam

mi—xoram

mi-nusham

mi-xāham

mi-guyam

hastam

daram

mi-binam

h. mi-zanam

xastan

kardan

dadan

gereftan

gozashtan

āmadan

raftan

negah kardar

yaftan

xordan

nushidan

xābidan

goftan

budan

dāshtan

didan

harf zadan

xāh

kon

deh

gir

gozar

āy

rou

n. kon

yab

xor

nush

xab

gu

bash

dār

bin

h. zan

xāst

kard

dād

gereft

gozasht

āmad

raft

n. kard

yaft

xord

nushid

xabid

goft

bud

dasht

did

h. zad

8.

12. Word Order

Man midehamMan anra midehamHala anra midehamHala anra be u mideham

13. Comparison

Adjectivesxub behtar behtarin

Adverbszud zudtar zudtarin

14. Time

Days Months Yearsdo-shambe (Monday) 1974 diruz subhse-shambe 1975 emruz ba’d-az-zohrchahar-shambe 1976 farda asrpanj-shambe 1977 shabjom’e 1978*shambe 1979 hezār-o-noh-sad-o-haftād-o-noh.yak-shambe

*The week in Iran is reckoned from Saturday.

15. Note on Formation of Subjunctive

a. The subjunctive present is formed from the present stem of the verb with the addition of the personal endings (i.e. am, ad, dm, id, and) and the prefix “be”.

didan = to see present stem = “bin”man ...... bebinam )shomā bebinid ) I may see, etc.u bebinad )an beginadma bebinam )shoma bebinid ) We may see, etc.anha bebinand )

b. Subjunctive used after “bāyad” = ought, must e.g. man bāyad bebinam – I must see

c. After “shayad” = perhaps in the future e.g. shayad bebinam – perhaps I shall see

d. After “tavānestan” = can, to be able e.g. mitavāham bebinam – I can see

e. After “xāstan” = to want e.g. mixāham bebinam – I want to see

16. Greetings

PERSIAN GREETING FREE TRANSIATION

Salam aieikom Good-dayAl hamdo lellah, xub ast Well, thanks be to GodIde shoma mobarak Happy (Ide) FestivalXosh amadid WelcomeZahmat kam konam I must be going nowLotfe shoma ziad You are so kindXuda hafez – God be with yoube amane xuda and with you

Befarmaid Do come inChe arz konam? Who knows?Bebaxshid — Excuse meXuda bebaxshad Not at all

Xuda nakonad God forbid

APPENDIX B



P E R S I A N....................

WORD SUMMARY

@ Copyright AGL International Establishment 1975/6No copies without written permission.


1.

BOL 450 – WORD SUMMARY – PERSIAN

UNIT 1 – INTRODUCTION

-1- -2- -3- -4- -5- -6-

PRONOUS NOUNS ADJECTIVES& ADVERBS OTHERS VERBS TIME &

NUMBERS

manshomāuuanmāshomāānhāĀghā-eXānom-eXānom

mardzansharābotāq

injāānjākami

balena/naxeirnistva, osalāmsubh be-xeirasr be-xeirshab be-xeirhāle shomā che-tour-e?

hāle man xub ast!mercixuda hāfezlotfan/bi-zahmat/xāhesh mikonam

yak/-irāāh!!

man hastam/man nistamshomā hastid/shomā nistidu ast/u nistu ast/u nistu ast/u-stmā hastim/mā nistimshomā hastid/shomā nistidānhā hastand/ānhā nistand

man dāram/man nadāramshomā dārid/shomā nadāridu dārad/u nadāradmā dārim/mā nādarimshomā dārid/shomā nadāridānhā dārand/ānhā nadārand

UNIT 2 – SOCIAL

-1- -2- -3- -4- -5- -6-

inānmanĀghā

ghazānāntaxtexābdollārpul

bishtar-azkamtar-azteshnegorosnexoshhāl/rāzi

xastexubbadarzān

chand?nazdikkojā?ki?che?chand/che-qadar?

barāye

kār kon/k. mi-konamxāh/mi-xahambar/mi-baramdeh/mi-dehamxor/mi-xoramnush/mi-nushamxāb/mi-xābammosāferat kon/m. mi-konam

sefryakdosechahārpanjsheshhafthashtnohdah

2.

UNIT 3 – THINGS

-1- -2- -3- -4- -5- -6-shomāuumāshomāānhā

rangchizketābsandalibiscuitmiz

sefidsiāhziādbozorgkuchekchizichizihich chiz

ru-yepahlu-yezir-ejelou-yepusht-eazbecherā?chunkeyāhālādar

gozār/mi-gozāramāy/mi-āyamrou/mi-ravamāvan/mi-āvarambeyōr/mi-yāramnegāh kon/n. mi-konamjostoju kon/j. mi-konamyāb/mi-yābam

UNIT 4 – TIME & NUMBERS

-1- -2- -3- -4- -5- -6-

subhba’d-az-zohr

asrshabsedā

zuddirxubpish-azba’d-azkamziādxeili ziadboland/

toulānihamishehar

che sa’at ast? xarj kon/x. mi-konamsarfejui kon/

s. mi-konamhesab kon/h. mi-konam

sā’atdiruzemruzfardā

dah (10)bist (20)si (30)chehel (40)panjāh (50)shast (60)haftād (70)hashtād (80)navad (90)sad (100)hezār (1000)yāzdah (11)davāzdah (12)zarb dar (x)taqsim bar (÷)devist (200)si-sad (300)pānsad (500)

gui/mi-guiyamJanuary do-shambeFebruary se-shambeMarch chahār-shambeApril panj-shambeMay jom’eJune shambeJuly yak-shambeAugustSeptemberOctober rob (¼)November nim (nesf)December serob

daqiqesā’at

modat/vaqt ruzjashn hafte

māhsāl

3.

UNIT 5 – TRAVEL

-1- -2- -3- -4- -5- -6-

otomobilterenmosāferatrāhotobustāxihavāpeimāforudgāhistgāhnaqsheasbābbelithammālpāssportpāsbānghomrokhotelresturānhammāmbārsuratehesāben’āmxedmatjāmarizxānedoctormardomdustzabān

boland/toulanikutāhtāze/javānqadim/pirbazi-auqāthamishehichvaqt/hargezba’ad azdustanehichvaqt/mehrabanzud/tondkomak kon (ast)inglisiāsānziādba’adānmomkentanhā

ham rān/mi-rānamras/mi-rasampaidā kon/p. mi-konambar/mi-baramasheqe hastam/a asteshqe don/e. mi-konamtavān/mi-tavānamdust dār/d. mi-dāramdorust kon/d. mi-konamxar/mi-xaramtasadof kon/t. mi-konamkomak kon/k. mi-konamgu/mi-guyamharf zan/h. mi-zanammolāqāt kon/m. mi-konamahamiat na-deh/a. na-mi-dehamrou/mi-ravam

UNIT 6 – FOOD 4.

-1- -2- -3- -4- -5- -6-

(mal)-e-man(mal)-e-shomā(mal)-e-u(mal)-e-u(mal)-e-mā(mal)-e-shomā(mal)-e-ānhā

ghazānashtai/

sobhanenāhārchāishāmgushtsabzixordaniqahvesupmāhishekarshirinibastanikārdchangālqāshoqangosht-hapishxedmatlivānboshqābfenjānsandali

garmsardqermezchāqlāghershecamuharkaskasihichkastamizkasifmo’addabbas-emote’assef/ be baxshidmast

faqat paz/mi-pazamdust dār/d. mi-dāramxedmat kon/x. mi-konamshoru’ kon/s. mi-konamtamām kon/t. mi-konamsabr kon/s. mi-konambāyad (be-konam)neshin/mi-neshinamoft/mi-oftamfekr kon/f. mi-konamshenas/mi-shenasam

UNIT 7 – BUSINESS

-1- -2- -3- -4- -5- -6-

nāmetelefonkasebi/

bāzargāniqarārdādforushmaxarej/

xarjeshtebāhsudziāndārāibedehitalabkarbedekārdarai-e-xalessurate amvalpulbanktaraz-namehhesabe-daramadamura mal-ihazinehkargarmavādtoulidatxaridārkarsherkatsham-ha

bāehtiyatmohembālāpainba-hushgerandorustkar

taqribān

xān/mi-xānamnevis/mi-nevisamforush/mi-forushamkār kon/k. mi-konam

5.

UNIT 8 – FAMILY

-1- -2- -3- -4- -5- -6-

fāmilshouharzanvāledeinmādarpedarbache-hamādareshouhar/

madarezanpedareshouhar/

pedarezanpesardoxtarbarādarxāhardoxtarpesarhavābārānmehāsmānāftābabrtābestanzemestanmanzel

javānpiromumanbadbadtarbadtarinxoshkxoshbaxtālitar

yāyā

arusi kon/a. mi-konamentexāb kon/e. mi-konammān/mi-manamjang kon/j. mi-konambin/mi-binamtanaffor dar/t. mi-darampanhān sho/p. mi-shanamshekāyat kon/s. mi-konamyād gir/y. mi-giramzan/mi-zanam

6.

UNIT 9 – YESTERDAY, TODAY & TOMORROW

-1- -2- -3- -4- -5- -6-

zamān-e gozashtehālāāyabde

vaqe’anrāsti

man hastamman budamman budamman xāham bud

man dāramman dāshtamman dāshtamman xāham dāsht

man miravamman raftamman raftamman xāham raft

man mikonamman kardamman kardamman xāham kard

fah/mifahmam

man hastamshomā hastidmā hastimānhā hastand

u nabudshomā nabudidman namitavānamman nadaram

man namikonamman naxāham kardān nistān nabudān naxahad bud

shomā miravidman mikonamman negāh mikonamman harf mizanam

shomā namiravidshomā harf mizanidshomā gush mikonidshomā mixoridshomā omid dārid

7.

UNIT 10 – MANAGERS & MARRIAGE

-1- -2- -3- -4- -5- -6-

xodamxodetānxodeānxodashxodemāxodetānxodeshānxodash

modirdastur“kāri”“verrāj”jalasesigāramalahmaqzendegibāziarusi

dorostghalattavil-modatbā-hushbirunmarizmomkenmohālbehtar

“bale vali”be-har-suratagaralbatte

ist/mi-istamneshin/mi-neshinamsigār kesh/s. mi-keshamesterāhat kon/e. mi-konamyad biar/y. mi-arambāyad bekonamharf zan/h. mi-zanambar/mi-baram

– 70 –

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