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 –
BOL 450 – INDIVIDUAL COURSE DIARY
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 –
BOL 450 – INDIVIDUAL COURSE DIARY
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 –
BOL 450 – AN ENGLISH-BASED
MULTI-LANGUAGE LEARNING SYSTEM
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
English German Dutch EsperantoFrench Spanish Italian PortugueseJapanese Mandarin Cantonese IndonesianRussian Swahili Xhosa ZuluSaudi Arabic Egyptian Arabic Gulf Arabic Persian
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
BOL 450 – AN ENGLISH-BASED
MULTI-LANGUAGE LEARNING SYSTEM
P E R S I A N....................
WORD SUMMARY
@ Copyright AGL International Establishment 1975/6No copies without written permission.
English German Dutch EsperantoFrench Spanish Italian PortugueseJapanese Mandarin Cantonese IndonesianRussian Swahili Xhosa ZuluSaudi Arabic Egyptian Arabic Gulf Arabic Persian
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 –