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Notes/Persian/Grammar and the two translations (دستور زبان و دو ترجمه)
Notes · PersianUK · A-Levels

Grammar and the two translations (دستور زبان و دو ترجمه)

This topic carries the two translation tasks in the qualification and the grammar that both of them run on. Paper 1 Section A is an unseen passage from Persian into English, 20 marks, a recommended 20 minutes, and it is the only task in the whole A-Level that is answered in English — the specification's language-of-assessment statement says so in terms. Paper 2 Section A is an unseen passage from English into Persian, 20 marks, a recommended 30 minutes. Between them they carry the qualification's translation marks, and the grammar they test is set out in Appendix 2 of the specification: compound nouns and plurals, the pronoun system, numerals and participles, adverb position, the past and present stems, simple and compound verbs, the full tense system including the subjunctive and the future, past and present conditionals, the imperative, verbal prepositions, direct and indirect reported speech, the active and passive voices, and the common conjunctions. This topic takes the four structures that carry most Persian sentences — the ezafe, the object marker را, the verb machine, and the register distinction between formal written Persian and colloquial speech — and teaches each through the translation tasks that examine it. The transliteration used throughout these notes is stated in the first section.

5 sections·~32 min reading time·4 competencies·Level Foundation 1 · Standard 2 · Advanced 2

T·0777 / 12
Exam profile
AO2 · Understand written Persian closely enough to render it into accurate EnglishAO3 · Manipulate Persian accurately in written form, across a range of lexis and structureAO3 · Deploy the ezafe, the object marker, the tense system and the subjunctive deliberatelyAO4 · Recognise the register and cultural framing a passage carries and preserve it in translation
Operators:ترجمه کنیدبازنویسی کنیدصرف کنیدتحلیل کنیداصلاح کنیدتوضیح دهیدمقایسه کنیدکامل کنید

basic level

At first-year standard the expectation is control of the four core structures: an ezafe chain built correctly, را placed correctly, the present and past simple used correctly, and the formal written forms used rather than the spoken ones. Translation at this stage should be accurate rather than elegant.

higher level

The full A-Level expects the four structures used deliberately and the sentence built rather than assembled: stacked ezafe chains, را closing a long object phrase, the subjunctive after every governing expression that demands it, the past conditional, the passive chosen for a reason, and a register maintained across a whole passage. In Section A the register and the hedges of the Persian must survive into English; in Paper 2 Section A the English must be rebuilt as Persian rather than transcribed word by word.

Depth

Reading depth: In depth

Text

Text size: Standard

Contents · 5 sections▾
  1. Grammar and the two translations (دستور زبان و دو ترجمه)
    • 01The two translation tasks, and how each is marked○
    • 02The ezafe and the noun phrase (اضافه)◐
    • 03The object marker را and the shape of the clause◐
    • 04The verb machine: stems, tenses and the subjunctive●
    • 05Register: the written language the papers assess (زبان نوشتاری و گفتاری)●
§ 01

The two translation tasks, and how each is marked#

●○○FoundationLPPearson Edexcel 9PN0 Paper 1 Section A (translation into English, 20 marks)LPPearson Edexcel 9PN0 Paper 2 Section A (translation into Persian, 20 marks)

Key points

Know the two tasks exactly, because they are marked in completely different ways and preparing for them identically is a mistake. Paper 1 Section A gives you one unseen Persian passage drawn from any one of the eight sub-themes, and asks for English. It is worth 20 marks, the recommended time is 20 minutes, and the specification says it is marked by a points-based scheme in which one mark is given for each correct individual section of language. That is the crucial fact: the passage is divided into segments and each is marked separately, so a fluent English paragraph that drops one clause loses that clause's marks however well the rest reads. Completeness beats polish.
Paper 2 Section A gives you one unseen English passage and asks for Persian. It is worth 20 marks and the recommended time is 30 minutes — half as long again as the other direction, which tells you something about relative difficulty. Here the marks come through the accuracy and range strands rather than through a segment count, and the standard is the same standard as the essays that follow it in the same paper. The practical implication is different from Section A: an approximate but correct Persian sentence beats an ambitious one that collapses. Build sentences you can finish.
The language of assessment settles what goes in which language and it is worth quoting to yourself once: all student work must be in Persian, except the translation in Paper 1 Section A, which requires a response in English. So Paper 1 Section B and Section C are set in Persian and answered in Persian; the whole of Paper 2 is answered in Persian; the whole of Paper 3 is answered in Persian. Section A of Paper 1 is the single English island in the qualification. Candidates who half-remember this and start answering a reading question in English have thrown away marks on a rule they knew.
One note on how these notes write Persian, so that you can read them accurately. Persian is written here in standard modern orthography with the half-space, نیم‌فاصله, used where the Academy's orthographic guidance requires it — before the plural ها, after the verbal prefixes می and نمی, before تر and ترین except in the fused forms, in transparent compounds, and in the ezafe after a final silent ه, which is written ه‌ی. Numbers inside Persian sentences are spelled as words here so that the page carries one numeral system; in a handwritten Persian exam script the Persian-Indic digits are entirely normal and entirely acceptable. Where a transliteration is given it is a production aid, not a scholarly system: long a is written aa, the digraphs kh, gh, ch, sh and zh are used, the ezafe appears as a hyphenated -e or -ye, and an apostrophe stands for hamze.
Worked example

Paper 1 Section A: dividing a passage into scoreable segments before translating it

Translate into English, but first mark where a points-based scheme would divide the passage. «کتابخانه‌ی شهر که سال گذشته بازسازی شد، اکنون هر روز باز است. مسئولان می‌گویند که شمار اعضا بیشتر شده، اما فضای مطالعه هنوز کافی نیست.»

  1. 01Divide before you translate

    A points-based scheme divides on clause and phrase boundaries. This passage has roughly six segments: the noun phrase کتابخانه‌ی شهر; the relative clause که سال گذشته بازسازی شد; the main predicate اکنون هر روز باز است; the attribution مسئولان می‌گویند که; the reported clause شمار اعضا بیشتر شده; and the contrastive clause اما فضای مطالعه هنوز کافی نیست. Marking those boundaries before you write takes fifteen seconds and turns a paragraph into a checklist you can tick.

  2. 02Segments one and two: the relative clause and its passive

    کتابخانه‌ی شهر is the city library, an ezafe chain written ه‌ی after the final silent ه. که سال گذشته بازسازی شد is which was renovated last year: بازسازی شدن is the passive of بازسازی کردن, and شد is a past simple, so which was renovated rather than which has been renovated. The relative clause sits between the head noun and the main verb, which is the normal Persian position and can trap a reader into losing the main clause.

  3. 03Segments three and four: the main predicate and the attribution

    اکنون هر روز باز است is now open every day. اکنون is the formal now, higher in register than حالا, and the register is worth carrying into English. مسئولان می‌گویند که is officials say that. مسئول is an official or a person in charge; مسئولان is its plural. Do not upgrade می‌گویند to have confirmed or report: the Persian is a plain present and the English should be too.

  4. 04Segments five and six: a perfect with a dropped auxiliary, and a negated present

    شمار اعضا بیشتر شده is the number of members has increased. Note that the auxiliary است has been dropped, which is normal in Persian before a following clause; the tense is still a present perfect and English must keep it. اما فضای مطالعه هنوز کافی نیست is but the study space is still not sufficient. هنوز with a negative is still not, not yet not; and فضای مطالعه is another ezafe chain. Six segments, six translated units, nothing skipped — which is exactly how the marks are counted.

Result: The city library, which was renovated last year, is now open every day. Officials say that the number of members has increased, but the study space is still not sufficient.

Exam focus

  • Section A is marked segment by segment. Translate everything; never leave a clause out because it is awkward.
  • Paper 2 Section A gets ten more minutes than Paper 1 Section A. Use them to build sentences you can finish correctly.
  • One English island: Paper 1 Section A. Everything else in the qualification is answered in Persian.

Typical mistakes

  • Producing an elegant English summary in Section A. It is a translation and it is marked in segments.
  • Attempting a complex Persian structure in Paper 2 Section A and abandoning it mid-sentence. A finished simple sentence scores; an unfinished elaborate one does not.
  • Answering a Paper 1 Section B question in English. Only Section A is in English.
  • Leaving a word untranslated because you do not know it. Paraphrase from context; an empty gap can score nothing at all.

Active revision

یک بند فارسی صد کلمه‌ای را برگزینید و آن را به بخش‌های کوچک تقسیم کنید، سپس هر بخش را جداگانه ترجمه کنید و بشمارید که چند بخش شد؛ این تمرین به شما نشان می‌دهد که نمره‌ی بخش الف چگونه ساخته می‌شود

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Persian (9PN0) specification (Pearson Edexcel)

§ 02

The ezafe and the noun phrase (اضافه)#

●●○StandardLPPearson Edexcel 9PN0 Appendix 2 — nouns, adjectives, pronounsLPPearson Edexcel 9PN0 Paper 2 Section A (translation into Persian)

The ezafe: five environments and how each is written

Writing the ezafeTable with 4 columns and 5 rows, Data: What precedes it · Example · How it is written · Note; A consonant · ketaab-e man · Not written at all · Heard but invisible; A long aa or u · sedaa-ye man · A ye is added · The ye is the ezafe; A final silent heh · khaane-ye man · Heh, half-space, ye · Or heh with hamza above; The plural suffix · ketaab-haa-ye man · A ye after the suffix · Plural first, then the link; Another linked word · dar-e khaane-ye man · Each link repeats · Chains run three or four deepWHAT PRECEDES ITEXAMPLEHOW IT IS WRITTENNOTEA consonantketaab-e manNot written at allHeard but invisibleA long aa or usedaa-ye manA ye is addedThe ye is the ezafeA final silent hehkhaane-ye manHeh, half-space, yeOr heh with hamza aboveThe plural suffixketaab-haa-ye manA ye after the suffixPlural first, then the linkAnother linked worddar-e khaane-ye manEach link repeatsChains run three or fourdeep
Fig. 1The ezafe is one vowel with five written realisations, and which one you use depends only on what the preceding word ends in. Learn the table by its first column and the writing follows automatically. The examples are romanised and the table is in English because the figure engine emits no direction attribute and has no bidi handling; the Persian spellings are given in the prose above, and those are what you have to write in the examination.

Key points

The ezafe is the single structure that makes Persian noun phrases work and it is the one English speakers most often get wrong. It is an unstressed vowel, transliterated -e, that links a noun to what follows it: to an adjective, کتابِ خوب, a good book; to a possessor, کتابِ من, my book; to another noun in an of-relation, درِ خانه, the door of the house; and to a name in apposition, شهرِ اصفهان, the city of Isfahan. Crucially the link runs left to right in the transliteration — head first, then modifier — which is the opposite of the English order for adjectives. Every noun phrase you build in Paper 2 Section A depends on getting this right, and a chain that loses one link becomes ungrammatical rather than merely awkward.
How the ezafe is written depends entirely on what the first word ends in, and this is the part to memorise. After a consonant it is not written at all — کتاب من, ketaab-e man, with the vowel heard but invisible; this is why beginners often fail to notice the structure exists. After a long aa or a u it is written as a ی: صدای من, sedaa-ye man, my voice. After a final silent ه it is written ه‌ی with a half-space: خانه‌ی من, khaane-ye man, my house — and note that the Academy also sanctions خانهٔ with a hamza above the heh, which is equally correct in an exam script. After the plural suffix ها the ی attaches to the suffix: کتاب‌های من, ketaab-haa-ye man, my books. And the chain can stack: درِ خانه‌ی من, the door of my house.
Two adjacent structures are constantly confused with the ezafe and separating them is worth real marks. The first is the indefinite ی, which looks identical after a consonant but does the opposite job: کتابی means a book, some book, while کتابِ ... links to what follows. After a final silent ه the two are visibly different — خانه‌ای is a house, indefinite, while خانه‌ی من is my house, ezafe — so learn that pair as a minimal contrast. The second is the possessive suffix, which replaces an ezafe plus pronoun entirely: کتابم, my book, is an alternative to کتابِ من, and mixing the two in one phrase is an error.
In translation the ezafe is where most of the difficulty concentrates, in both directions. Going into English, a long chain must be unpacked in reverse: شیوه‌ی ساخت شهرها is the manner of the construction of the cities, and you read it head-first in Persian but assemble it tail-first in English. Going into Persian, a heavy English noun phrase must be rebuilt as a chain, and the discipline is to write the head noun first and add links one at a time rather than translating word by word. A useful self-check: read your Persian phrase aloud and count the links; if you cannot say what each -e connects, the chain has a broken join.
Worked example

Paper 2 Section A: rebuilding heavy English noun phrases as Persian chains

Translate into Persian and justify each link. 'The results of last year's survey of secondary school students in the country's largest cities have not yet been published. The head of the research group says that the delay is a matter of funding rather than of method.'

  1. 01Sentence one, the subject: build the chain head-first

    The English phrase is five nouns deep. Start with the head and add links: نتایج, results; نتایجِ نظرسنجی, the results of the survey; نتایج نظرسنجی سال گذشته, of last year's survey; نتایج نظرسنجی سال گذشته از دانش‌آموزان دبیرستانی, of secondary school students — note that the from-relation here takes از rather than another ezafe link, because the survey is of people in the sense of from them; و در بزرگ‌ترین شهرهای کشور closes it with a prepositional phrase rather than yet another link. Persian tolerates long chains, but a chain that runs past four links reads badly, and breaking out into a preposition is what a native writer does.

  2. 02Sentence one, the predicate: a negated perfect passive with an adverb

    هنوز منتشر نشده است is has not yet been published. منتشر شدن is the passive-flavoured intransitive of منتشر کردن; the negative attaches to شدن; and هنوز with a negative gives not yet. Note that Persian puts هنوز before the verb complex, which is the ordinary adverb position for time adverbs modifying the predicate — one of the positional facts Appendix 2 explicitly lists under adverbs.

  3. 03Sentence two, the subject: an ezafe chain naming a person by role

    رئیسِ گروه پژوهشی می‌گوید که is the head of the research group says that. رئیس takes the ezafe to گروه, and گروه پژوهشی is a noun plus adjective, itself an ezafe link. So the phrase has two links in three words, which is entirely normal. Do not be tempted into رئیس از گروه: the of-relation between a role and its body is an ezafe, not a preposition, and getting that wrong is a frequent error.

  4. 04Sentence two, the predicate: a not-but structure with two prepositional complements

    این تأخیر نه به روش، بلکه به بودجه مربوط است. The delay is a matter not of method but of funding. مربوط بودن به, to relate to or be a matter of, takes به, and the نه ... بلکه pair repeats the preposition on both sides — نه به روش، بلکه به بودجه — which is what Persian requires and what English does not. Reversing the order relative to the English is deliberate: Persian prefers to end on the element being asserted, and here that is بودجه. That is a translation decision, not an error, and it is the kind of decision the range strand of the AO3 grid exists to reward.

Result: نتایج نظرسنجی سال گذشته از دانش‌آموزان دبیرستانی در بزرگ‌ترین شهرهای کشور هنوز منتشر نشده است. رئیس گروه پژوهشی می‌گوید که این تأخیر نه به روش، بلکه به بودجه مربوط است.

Exam focus

  • Memorise the four written forms by what precedes them: consonant, long vowel, silent heh, plural suffix.
  • Learn خانه‌ای against خانه‌ی من as a minimal pair. The indefinite and the ezafe are different structures.
  • Build chains head-first, one link at a time. Unpack them tail-first into English.

Typical mistakes

  • Writing خانه من without the link. After a final silent heh the ezafe must be written, as خانه‌ی or with the hamza form.
  • Combining a possessive suffix with an ezafe pronoun: کتابمِ من is not Persian.
  • Placing the adjective before the noun. Persian is head-first: کتاب خوب, never خوب کتاب.
  • Reading an indefinite ی as an ezafe. After a consonant they look the same and only the sense distinguishes them.

Active revision

ده گروه اسمی انگلیسی را برگزینید که هر کدام دست‌کم دو حلقه داشته باشند و آن‌ها را به فارسی بنویسید؛ سپس زیر هر گروه بنویسید که کسره در هر حلقه چگونه نوشته شده و چرا

Active recall

Recall the key points — then reveal.

Sources: GCE AS and A level subject content for modern foreign languages (Department for Education)

§ 03

The object marker را and the shape of the clause#

●●○StandardLPPearson Edexcel 9PN0 Appendix 2 — verbs, transitive and intransitive; adverb positionLPPearson Edexcel 9PN0 Paper 2 Section A (translation into Persian)

Deciding whether to write the object marker

The object-marker decisionProbability tree, 3 paths, Data: No object at all; Object present → A specific one: add raa; Object present → Any one at all: no raaObject presentDirect object?No object at allA specific one: add raaAny one at all: no raa
Fig. 2One decision, taken twice, and it settles the commonest accuracy error English speakers make in Persian. The emphasised path is the one that adds the marker, because that is the branch candidates under-use — the more frequent error is omitting the marker on a specific object rather than adding it wrongly. Labels are romanised and English because the figure engine has no bidi handling; the Persian examples are in the prose above.

Key points

را is the marker that follows a specific direct object, and the word to hold on to is specific rather than definite. کتاب را خواندم means I read the book, a particular one both speaker and hearer have in mind. کتابی خواندم means I read a book, unspecified, and takes no را. And کتاب خواندم, with no marker and no article, means I did some book-reading — an activity rather than a transaction with a particular object. Those three sentences differ only in the presence of one small word and an indefinite suffix, and the difference is not stylistic. Learning them as a set of three is the fastest way to internalise a rule that grammar books make sound complicated.
را also tells you where the object ends, and that makes it a reading aid as much as a writing rule. Persian word order is broadly subject, object, verb, and an object phrase can be long: خانه‌ی قدیمی که پدربزرگم در آن بزرگ شده بود را فروختند — they sold the old house in which my grandfather had grown up. Everything before را is the object, including a whole relative clause. In Paper 1 Section A, finding را is often the quickest way to parse a long sentence: read to را, and you have the object; read on, and the verb follows. Note that some careful writers prefer to place را immediately after the head noun in such sentences, and both usages occur.
The other clause-shaping facts are worth stating together because they are what an English speaker keeps getting wrong. The verb goes last, and it stays last however heavy the rest of the clause becomes. Time adverbs come early, usually before the object. Prepositional complements sit between object and verb: نامه را به او دادم, I gave the letter to him. Negation attaches to the verb, نمی‌دهم, and there is only ever one negative element carrying the negation, unlike the doubled negatives of some other languages. And compound verbs — کردن, شدن, دادن, زدن, گرفتن and others as light verbs — behave as single lexical units: the negative, the prefix می and the subjunctive prefix all attach to the light verb, not to the nominal part.
In translation this cluster has one practical consequence worth naming. When you translate into Persian, resist writing the English word order and then patching it. Instead identify the verb first, put it at the end, then place the object with or without را, then the prepositional complements, then the adverbs. That order of construction takes a few seconds longer per sentence and produces sentences that are grammatical rather than sentences that are almost grammatical. In Section A going the other way, use را as a parsing tool: it is the most reliable single signpost in a long Persian sentence.
Worked example

Paper 2 Section A: building four clauses verb-last, with and without the marker

Translate into Persian and justify the marker in each clause. 'Yesterday the committee read the report and sent it to the ministry. They did not read every page, and they will publish a summary next week rather than the whole document.'

  1. 01Clause one: a specific object, so the marker is required

    دیروز کمیته گزارش را خواند. Build it in order: the time adverb دیروز first; the subject کمیته; the object گزارش with را, because the report is a particular report already in play; the verb خواند last. If you had written گزارشی خواند you would have said it read a report, some report, which is a different claim. This is the clearest possible case for the marker and it is worth writing out until the order feels automatic.

  2. 02Clause two: a pronoun object, which is always specific

    و آن را به وزارتخانه فرستاد. A pronoun is inherently specific, so را is obligatory — آن را, never bare آن, as an object. به وزارتخانه is the prepositional complement and sits between object and verb. Note that the subject کمیته is not repeated: Persian drops a repeated subject freely and the verb ending carries the person. وزارتخانه is the building or department; وزارت alone is the ministry as an institution, and either is defensible here.

  3. 03Clause three: a quantified object, and where the negative goes

    آنان همه‌ی صفحه‌ها را نخواندند. They did not read every page. Two points. همه‌ی صفحه‌ها is specific — all the pages of that report — so را is required despite the quantifier. And the negative attaches to the verb: نخواندند. Beware the scope trap here exactly as in English: آنان هیچ صفحه‌ای را نخواندند would mean they read no page at all, which is a different and stronger claim.

  4. 04Clause four: an indefinite object with no marker, plus a future and a contrast

    و هفته‌ی آینده خلاصه‌ای منتشر خواهند کرد، نه همه‌ی سند را. خلاصه‌ای carries the indefinite ای after a final silent ه and takes no را, because it is a summary, not the summary. منتشر خواهند کرد is the future of a compound verb: the auxiliary خواهند takes the personal ending and the main verb appears as a short infinitive کرد, with the nominal منتشر preceding it. And the contrastive tail نه همه‌ی سند را keeps its را because that object is specific — a neat demonstration, inside one sentence, that the marker tracks specificity rather than position.

Result: دیروز کمیته گزارش را خواند و آن را به وزارتخانه فرستاد. آنان همه‌ی صفحه‌ها را نخواندند، و هفته‌ی آینده خلاصه‌ای منتشر خواهند کرد، نه همه‌ی سند را.

Exam focus

  • Learn the three-way contrast: کتاب را خواندم, کتابی خواندم, کتاب خواندم. It encodes the whole rule.
  • Everything before را is the object. Use that as your parsing tool in Section A.
  • Build Persian sentences verb-last from the start rather than patching English word order.

Typical mistakes

  • Putting را after an indefinite, non-specific object. کتابی را خواندم is wrong unless the book is a specific one you have in mind.
  • Attaching را to an indirect object. Only the direct object takes it; the indirect takes به.
  • Attaching the negative to the nominal part of a compound verb. It goes on the light verb: تصمیم نگرفتم, not نتصمیم گرفتم.
  • Leaving the verb in the middle of the clause under time pressure. Persian keeps it last.

Active revision

ده جمله‌ی انگلیسی با مفعول بنویسید که پنج مفعول آن‌ها مشخص و پنج مفعول نامشخص باشد، سپس همه را به فارسی برگردانید و در هر جمله دلیل بودن یا نبودن «را» را در یک عبارت بنویسید

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Persian (9PN0) specification (Pearson Edexcel)

§ 04

The verb machine: stems, tenses and the subjunctive#

●●●AdvancedLPPearson Edexcel 9PN0 Appendix 2 — verbs, tenses, conditionals, imperative, voiceLPPearson Edexcel 9PN0 Paper 2 Section A (translation into Persian)

The verb machine: ten forms from two stems

Ten forms, two stemsTable with 4 columns and 10 rows, Data: Form · Built from · Example · Meaning; Present simple · mi + present stem + ending · mi-ravam · I go; Present continuous · daaram + present simple · daaram mi-ravam · I am going; Past simple · past stem + ending · raftam · I went; Past continuous · mi + past stem + ending · mi-raftam · I used to go; Present perfect · participle + short copula · rafte-am · I have gone; Past perfect · participle + budam · rafte budam · I had gone; Subjunctive · be + present stem + ending · beravam · that I should go; Future · khaaham + short infinitive · khaaham raft · I shall go; Passive · participle + shodan · gerefte shod · it was taken; Imperative plural · be + present stem + id · beravid · goFORMBUILT FROMEXAMPLEMEANINGPresent simplemi + present stem + endingmi-ravamI goPresent continuousdaaram + present simpledaaram mi-ravamI am goingPast simplepast stem + endingraftamI wentPast continuousmi + past stem + endingmi-raftamI used to goPresent perfectparticiple + short copularafte-amI have gonePast perfectparticiple + budamrafte budamI had goneSubjunctivebe + present stem + endingberavamthat I should goFuturekhaaham + short infinitivekhaaham raftI shall goPassiveparticiple + shodangerefte shodit was takenImperative pluralbe + present stem + idberavidgo
Fig. 3Every form in the table is built from one of the two stems plus a prefix, a suffix or an auxiliary, so the system is memorable rather than merely long. Learn the middle column and the rest follows. The examples are romanised and the table is in English because the figure engine has no bidi handling; every one of these forms is written out in Persian in the prose and in the worked example.

Key points

Persian verbs are built from two stems and a small set of affixes, and once you see the machine the whole tense system becomes predictable. Every verb has a past stem, obtained by removing ن from the infinitive — رفتن gives رفت — and a present stem, which must be learned separately because it is often irregular — رفتن gives رو. From the past stem come the past simple, رفتم; the past continuous, می‌رفتم; the past participle, رفته, and from it the present perfect رفته‌ام and past perfect رفته بودم. From the present stem come the present, می‌روم; the subjunctive, بروم; and the imperative, برو and بروید. The future is formed with خواستن as an auxiliary plus a short infinitive, خواهم رفت, and is markedly formal in written Persian.
The subjunctive is the form English speakers under-use and it is worth learning as a list of triggers rather than as a concept. It is required after باید and نباید; after می‌توانم and نمی‌توانم; after می‌خواهم when a second subject follows; after ممکن است, شاید and بهتر است; after اگر in a present conditional; after verbs of wanting, ordering and permitting; after تا meaning so that; and after برای اینکه. Because that list is finite, you can drill it: write ten sentences that each use a different trigger and the structure stops being a source of anxiety. In marking terms this matters because the range strand of the AO3 grid rewards complex structures, and every one of those triggers produces one.
Compound verbs deserve their own paragraph because they are the majority of the modern Persian lexicon. A compound verb pairs a noun or adjective with a light verb — کردن, شدن, دادن, زدن, گرفتن, داشتن, آوردن, یافتن — and the pair behaves as one word: تصمیم گرفتن to decide, شرکت کردن to participate, تأثیر گذاشتن to have an effect, دست یافتن به to attain. Two rules follow. The affixes go on the light verb, never on the nominal part: می‌گیرم, نگرفتم, بگیرم. And the pairing is fixed: you cannot substitute a synonym for the light verb, so تصمیم کردن is not Persian. Learn each compound as a unit, with its preposition where it has one.
The passive and the impersonal are the two remaining structures worth deliberate practice. The passive is formed with the past participle plus شدن — گرفته شد, it was taken; نوشته شده است, it has been written — and Persian uses it more sparingly than English does, often preferring an impersonal third-person plural instead: می‌گویند که, they say that. The impersonal constructions the specification's grammar list names explicitly are of the type می‌توان گرفت, one can take, and باید رفت, one must go: باید or می‌توان plus a bare past stem, with no subject at all. They are compact, formal and highly useful in an essay, and a candidate who deploys two or three of them correctly has visibly widened their range.
Worked example

Paper 2 Section A: a passage that forces six different verb forms

Translate into Persian and name the form used in each clause. 'When the committee had finished its work, it wanted to publish the findings immediately. The minister said that the report must first be checked, and that if the checks were completed on time it would appear before the end of the month.'

  1. 01Clause one: a past perfect in a temporal clause

    هنگامی که کمیته کار خود را به پایان رسانده بود is When the committee had finished its work. رسانده بود is a past perfect, participle plus بود, and the past perfect is right because the finishing precedes the wanting. کار خود را uses the reflexive خود as a possessive and takes را because the work is specific. به پایان رساندن, to bring to an end, is a compound verb with a fixed preposition — one unit, learned whole.

  2. 02Clause two: a verb of wanting, so a subjunctive follows

    می‌خواست یافته‌ها را بی‌درنگ منتشر کند. خواستن governs a subjunctive when the wanting and the doing share a subject: منتشر کند, not منتشر می‌کند. یافته‌ها, the findings, is a past participle used as a plural noun and takes را as a specific object. بی‌درنگ, without delay, is a formal adverb and a good register lift over فوراً. Note that the main verb می‌خواست is a past continuous, matching the English simple past of a mental state.

  3. 03Clause three: reported speech with an obligation and a passive subjunctive

    وزیر گفت که گزارش باید نخست بررسی شود. The verb of saying is a past simple گفت; the reported clause keeps its own tense, which is how Persian handles indirect speech and is exactly the direct-versus-indirect distinction Appendix 2 names. باید governs the subjunctive, and here the subjunctive is passive: بررسی شود, must be checked. Stacking an obligation on a passive on a subjunctive in three words is the kind of compression Persian does well and is worth practising.

  4. 04Clause four: a present conditional and a future

    و اگر بررسی‌ها به‌موقع انجام شود، پیش از پایان ماه منتشر خواهد شد. اگر takes the subjunctive انجام شود in a present conditional; the consequence takes the future منتشر خواهد شد, formed from خواهد plus the short infinitive شد. به‌موقع, on time, is a compound adverb with a half-space. Six different verb forms across four clauses — past perfect, past continuous, subjunctive, past simple, passive subjunctive and future passive — which is precisely the range the AO3 grid is looking for, produced by translating faithfully rather than by decorating.

Result: هنگامی که کمیته کار خود را به پایان رسانده بود، می‌خواست یافته‌ها را بی‌درنگ منتشر کند. وزیر گفت که گزارش باید نخست بررسی شود، و اگر بررسی‌ها به‌موقع انجام شود، پیش از پایان ماه منتشر خواهد شد.

Exam focus

  • Learn each verb as a pair of stems. Every tense in the language follows from the two.
  • Drill the subjunctive triggers as a finite list. Each one produces a complex structure the AO3 range grid rewards.
  • Learn compound verbs as units with their prepositions. The light verb is fixed and carries all the affixes.

Typical mistakes

  • Guessing the present stem from the infinitive. Many are irregular and must be memorised.
  • Omitting the subjunctive after می‌توانم. می‌توانم می‌روم is not Persian; it must be می‌توانم بروم.
  • Attaching a prefix to the nominal part of a compound verb: نتصمیم گرفتم instead of تصمیم نگرفتم.
  • Overusing the passive because English does. An impersonal third-person plural is often the more natural Persian.

Active revision

برای ده مصدر پرکاربرد، بن ماضی و بن مضارع را بنویسید، سپس از هر کدام شش صیغه بسازید: گذشته‌ی ساده، گذشته‌ی استمراری، ماضی نقلی، مضارع، مضارع التزامی و امر جمع

Active recall

Recall the key points — then reveal.

Sources: GCE AS and A level subject content for modern foreign languages (Department for Education)

§ 05

Register: the written language the papers assess (زبان نوشتاری و گفتاری)#

●●●AdvancedLPPearson Edexcel 9PN0 Paper 1 Section A (translation into English)LPPearson Edexcel 9PN0 language of assessment: all work in Persian except Paper 1 Section A

Eight systematic contractions, and what to write instead

Written Persian against spoken PersianTable with 4 columns and 8 rows, Data: Feature · Formal written · Colloquial · In the exam; Third person plural · mi-ravand · mi-ran · Write the full ending; Copula, third singular · ast · a suffixed e · Write ast; Object marker · raa · ro or o · Write raa every time; Long aa before a nasal · aan, khaane · un, khune · Write the long vowel; To say · mi-guyad · mi-ge · Write the full form; To want · mi-khaaham · mi-khaam · Write the full form; Word order · verb final · verb may move · Keep the verb final; Register verbs · gardidan, namudan · shodan, kardan · Read both; write plainlyFEATUREFORMAL WRITTENCOLLOQUIALIN THE EXAMThird person pluralmi-ravandmi-ranWrite the full endingCopula, third singularasta suffixed eWrite astObject markerraaro or oWrite raa every timeLong aa before a nasalaan, khaaneun, khuneWrite the long vowelTo saymi-guyadmi-geWrite the full formTo wantmi-khaahammi-khaamWrite the full formWord orderverb finalverb may moveKeep the verb finalRegister verbsgardidan, namudanshodan, kardanRead both; write plainly
Fig. 4The gap between written and spoken Persian is regular, which means it can be learned as a set of transformations rather than memorised case by case. Read the middle two columns as a decoding table for listening and reading, and the fourth column as the rule for everything you write. The table is romanised and in English because the figure engine emits no direction attribute and has no bidi handling; every form appears in Persian script in the prose above.

Key points

Persian has an unusually wide and unusually systematic gap between its formal written register and everyday colloquial speech, particularly the speech of Tehran, and being clear about which one this qualification assesses will save you marks in every paper. Everything you write is assessed as written Persian: the two translations, the reading answers, the research question, both Paper 2 essays and the Paper 3 response. So the forms you write are the full written forms. But everything you read and hear may sit anywhere on the range: Paper 3's recordings feature real Persian speakers, and a Paper 1 Section B text may reproduce speech. You therefore need to produce one register and understand two.
The differences are systematic rather than random, which is what makes them learnable. A long aa before a nasal often becomes u in speech, so آن becomes اون and خانه becomes خونه. The third-person plural ending ند contracts to ن, so می‌روند becomes می‌رن. The third-person singular copula است reduces to a suffixed ه. The object marker را becomes رو after a vowel and و after a consonant. Verbs of high frequency contract heavily: می‌گوید becomes می‌گه, می‌خواهم becomes می‌خوام. And word order loosens, so a constituent may follow the verb in speech in a way it never does in careful writing. Recognising each of those transformations lets you decode a spoken source without ever writing one.
There is a second register axis that is not about speech at all, and it matters for reading. Formal written Persian, especially official and journalistic prose, uses a set of higher-register verbs and constructions: گردیدن and نمودن where ordinary prose uses شدن and کردن; باشد as a formal copula; nominalised constructions and long ezafe chains; and Arabic-derived vocabulary in place of Persian equivalents. That is the register of a ministry announcement or an editorial, and Paper 1 Section B and Paper 3 both draw on such sources. You do not need to write in it — plain, correct, formal Persian is what the grids reward — but you must be able to read it without being slowed down.
The practical rule is simple and worth writing at the top of every practice sheet: understand everything, write the middle. Do not write colloquial contractions, because they will read as errors rather than as style. Do not write heavy officialese either, because a chain of nominalisations is a good place to make mistakes and the accuracy strand of AO3 will find them. Write full forms, complete verbs, are-and-is written out, را spelled را, and let your range come from the subjunctive, the passive, the conditional and subordination rather than from ornamental vocabulary. And when a source you are translating into English is colloquial, carry that informality into your English rather than tidying it away.
Worked example

Paper 1 Section A: a source that reproduces speech, translated with its register intact

Translate into English, preserving register. «راننده خندید و گفت: «آقا، این خیابون هر روز همینه. اگه زودتر راه بیفتی، نیم ساعت زودتر می‌رسی، ولی کسی زودتر راه نمی‌افته.» سپس دوباره به آینه نگاه کرد.»

  1. 01First: notice that the passage has two registers and translate both

    The narration — راننده خندید و گفت, سپس دوباره به آینه نگاه کرد — is ordinary written Persian and should become ordinary written English. The quoted speech is colloquial Tehrani: خیابون for خیابان, همینه for همین است, اگه for اگر, راه بیفتی for راه بیفتی in its contracted vowel, نمی‌افته for نمی‌افتد. A translation that renders the quoted speech in the same register as the narration has flattened a deliberate contrast.

  2. 02Decode the contractions before you translate them

    خیابون is خیابان, street, with the long aa raised to u before the nasal. همینه is همین است, it is just this. اگه is اگر, if. راه افتادن is a compound verb, to set off. نمی‌افته is نمی‌افتد, does not set off, with the third-singular ending contracted. Every one of those is on the transformation table, and once decoded the sentence is straightforward. This decoding step is exactly what Paper 3 requires of you in real time, so practising it on a written source is good preparation for the listening paper too.

  3. 03Render the speech as speech

    The driver laughed and said, 'Sir, this street is like this every day. If you set off earlier you get there half an hour earlier, but nobody sets off earlier.' Keep the contracted, conversational English — it is like this, nobody — because the Persian is contracted and conversational. Note also that the conditional here is a plain present conditional with a present consequence, not a hypothetical, so English present tense is correct in both halves; اگه زودتر راه بیفتی uses a subjunctive in Persian where English uses a present.

  4. 04Return to the narrative register for the closing sentence

    سپس دوباره به آینه نگاه کرد is Then he looked in the mirror again. سپس is the written then, notably more formal than بعد, and it signals that we have left the quotation. نگاه کردن به, to look at, takes به. Rendering this last sentence in the same casual English as the speech would blur the boundary the Persian carefully draws. In a points-based scheme the register of the quoted speech and the register of the narration are separate features of separate segments, and both can be got right or wrong independently.

Result: The driver laughed and said, 'Sir, this street is like this every day. If you set off earlier you get there half an hour earlier, but nobody sets off earlier.' Then he looked in the mirror again.

Exam focus

  • Produce one register, understand two. Everything you write is written Persian; everything you read or hear may not be.
  • Learn the six systematic contractions as decoding rules. They are regular enough to be automatic within a fortnight.
  • In Section A, carry a source's informality into your English. Tidying it away changes the text.

Typical mistakes

  • Writing می‌رن or رو in an examination answer. They are correct speech and incorrect writing, and they will be marked as errors.
  • Assuming that formal means Arabic-heavy. The grids reward accurate range, not ornament.
  • Failing to recognise اون or خونه in a listening source and losing the whole sentence around it.
  • Translating a colloquial Persian source into formal English. Register is part of the meaning.

Active revision

ده جمله‌ی گفتاری تهرانی بنویسید و هر کدام را به فارسی نوشتاری کامل برگردانید؛ سپس در ستون سوم بنویسید کدام قاعده‌ی کوتاه‌شدن در آن جمله عمل کرده است

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Persian (9PN0) specification (Pearson Edexcel)

Contents

Section -- / 05

    • 01The two translation tasks, and how each is marked○
    • 02The ezafe and the noun phrase (اضافه)◐
    • 03The object marker را and the shape of the clause◐
    • 04The verb machine: stems, tenses and the subjunctive●
    • 05Register: the written language the papers assess (زبان نوشتاری و گفتاری)●

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From notes into training

Grammar and the two translations (دستور زبان و دو ترجمه)

Reinforce this topic with matching tasks from the question bank.

~32
min
4
Competencies
Practise

References & sources

Sources

Pearson Edexcel

  • Pearson Edexcel Level 3 Advanced GCE in Persian (9PN0) specification

Department for Education

  • GCE AS and A level subject content for modern foreign languages

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Paper 3: listening, reading and writing (برگه‌ی سوم)

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