PERS Farsi Shirin Ast-Book 02

The Routledge Intermediate Persian Course
The Routledge Intermediate Persian Course: Farsi Shirin Ast, Book Two is
the first intermediate level Persian textbook, written specifically for English-
speaking university students, that makes use of up-to-date pedagogical tech-
niques, and stresses the importance of communicative competence.
The diversity of the texts in this textbook helps to familiarize students with
a range of literary genres, and provides them with the necessary building blocks
to continue reading on their own.
One of the distinctive features of this book is its content-based and task-
based approach to learning the language; all the material provided has been
carefully selected to support and enhance a student-centred class environment.
As with The Routledge Introductory Persian Course, all the texts in this
volume are available online in the form of audio files. These texts are recorded
by native speakers and available for instructors and students to download
freely at http://www.routledge.com/books/details/9780415691376/.
The Routledge Intermediate Persian Course: Farsi Shirin Ast, Book Two
follows on where the first textbook ends and is ideal for all intermediate
learners of Persian in their second year of study.
Dominic Parviz Brookshaw is Assistant Professor of Comparative Literature

and Persian Literature at Stanford University, USA.
Pouneh Shabani Jadidi is Faculty Lecturer and Coordinator of the Persian

Language Program at McGill University, Canada.
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9780415691352_A01.indd ii 5/23/12 2:30 PM
The Routledge Intermediate Persian Course:
Farsi Shirin Ast, Book Two
Dominic Parviz Brookshaw and

Pouneh Shabani Jadidi
‫ ﻛﺘﺎﺏ ﺩﻭﻡ‬،‫ﻓﺎﺭﺳﯽ ﺷﯿﺮﯾﻦ ﺍﺳﺖ‬

‫ﺩﻭﻣﯿﻨﯿﮏ ﭘﺮﻭﯾﺰ ﺑﺮﻭﻛﺸﺎ‬
‫ﻭ‬
‫ﭘﻮﻧﻪ ﺷﻌﺒﺎﻧﯽ ﺟﺪﯾﺪی‬
9780415691352_A01.indd iii 5/23/12 2:30 PM

First published 2012
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2012 Dominic Parviz Brookshaw and Pouneh Shabani Jadidi
All photographs © Cover image and all other images Dominic Parviz Brookshaw
The right of Dominic Parviz Brookshaw and Pouneh Shabani Jadidi to be identified as
authors of this work has been asserted by them in accordance with sections 77 and 78 of
the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any
form or by any electronic, mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information storage or retrieval system,
without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks,
and are used only for identification and explanation without intent to infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Brookshaw, Dominic Parviz
The Routledge Intermediate Persian course: Farsi Shirin Ast: Book Two / Dominic Parviz
Brookshaw and Pouneh Shabani Jadidi.
p. cm.
English and Persian.
Includes bibliographical references and index.
ISBN 978-0-415-69135-2 (alk. paper) – ISBN 978-0-415-69137-6 (pbk. : alk. paper)
– ISBN 978-0-203-12317-1 (ebook: alk. paper) 1. Persian language–Textbooks for foreign
speakers–English. I. Jadidi, Pouneh Shabani. II. Title.
PK6235.J35 2012
491′.5582421–dc23
2011040591
ISBN: 978-0-415-69135-2 (hbk)
ISBN: 978-0-415-69137-6 (pbk)
ISBN: 978-0-203-12317-1 (ebk)
Typeset in Geeza Pro and Sabon
by Graphicraft Limited, Hong Kong
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Acknowledgements
We would like to thank Andrea Hartill, Samantha Vale Noya and their
colleagues at Routledge for their vision and their belief in the value of this
project. We would also like to thank Professor Jamil Ragep, Director of the
Institute of Islamic Studies at McGill University, for his generous support for
the recording of the audio for the book. We would also like to thank Reza
Pourjavady and Leila Rahimi Bahmany for their comments on the final version
of the book, and Sina Maftoon for his assistance in recording the texts. We
are also most grateful to the anonymous reviewers selected by Routledge who
gave us detailed and constructive feedback on an earlier draft. Finally, we
would like to thank our students at McGill and Manchester whose comments
and suggestions were invaluable when we were revising the manuscript for
publication.
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9780415691352_A01.indd vi 5/23/12 2:30 PM
Contents
Acknowledgements v
Introduction xii
Lesson One: Which sport are you 1 ‫ ﺷﻤﺎ ﺑﻪ ﭼﻪ ﻭﺭﺯﺷﯽ ﻋﻼﻗﻪ‬:‫ﺩﺭﺱ ﺍﻭﻝ‬
interested in? ‫ﺩﺍﺭﯾﺪ؟‬
Reading: football 1 ‫ ﻓﻮﺗﺒﺎﻝ‬:‫ﺧﻮﺍﻧﺪﻥ‬
Grammar: simple sentences 6 ‫ ﺍﻧﻮﺍﻉ ﺟﻤﻠﮥ ﺳﺎﺩﻩ‬:‫ﺩﺳﺘﻮﺭ‬
Media exercises: general media ‫ ﻭﺍژﮔﺎﻥ ﻣﺘﺪﺍﻭﻝ ﺧﺒﺮی‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬
vocabulary 7
Colloquial/written Persian: Jalal ‫ ﺟﻼﻝ ﺁﻝ ﺍﺣﻤﺪ‬:‫ ﻛﺘﺎﺑﯽ‬/ ‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ‬
Al-e Ahmad, “Preparing the « ‫» ﲡﻬﯿﺰ ﻣﻠﺖ‬
Nation” 9
Let’s know more: compound ‫ ﺍﻓﻌﺎﻝ ﻣﺮﻛﺐ‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
verbs 11
Let’s get to know Iran better: ‫ ﺧﻂ‬:‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮﺑﺸﻨﺎﺳﯿﻢ‬
script 13
Lesson Two: Which issues normally 15 ‫ ﻣﻌﻤﻮ ًﻻ ﭼﻪ ﻣﺴﺎﺋﻠﯽ ﺑﺎﻋﺚ‬:‫ﺩﺭﺱ ﺩﻭﻡ‬

cause divorce? ‫ﻃﻼﻕ ﻣﯽ ﺷﻮﺩ؟‬
Reading: divorce in Iran’s tribal ‫ ﻃﻼﻕ ﺩﺭ ﺟﺎﻣﻌﮥ ﺍﯾﻠﯽ ﺍﯾﺮﺍﻥ‬:‫ﺧﻮﺍﻧﺪﻥ‬
communities 15
Grammar: simple sentences (‫ ﺍﻧﻮﺍﻉ ﺟﻤﻠﮥ ﺳﺎﺩﻩ )ﺍﺩﺍﻣﻪ‬:‫ﺩﺳﺘﻮﺭ‬
(cont’d) 19
Media exercises: politics and ‫ ﺳﯿﺎﺳﺖ ﻭ ﺩﻭﻟﺖ‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬
government 22
Colloquial/written Persian: Jalal ‫ ﺟﻼﻝ ﺁﻝ ﺍﺣﻤﺪ‬:‫ ﻛﺘﺎﺑﯽ‬/ ‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ‬
Al-e Ahmad, “The Samanu « ‫» ﺳﻤﻨﻮﭘﺰﺍﻥ‬
Cookers” 23
Let’s know more: Forugh ‫ ﻓﺮﻭﻍ ﻓﺮﺧﺰﺍﺩ‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
Farrokhzad 25
Let’s get to know Iran better: ‫ ﺑﺎﺩﮔﯿﺮ‬:‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮﺑﺸﻨﺎﺳﯿﻢ‬
wind tower 27
Lesson Three: What do you know 28 ‫ ﺩﺭ ﻣﻮﺭﺩ ﺁﺛﺎﺭ ﺑﺎﺳﺘﺎﻧﯽ ﺍﯾﺮﺍﻥ‬:‫ﺩﺭﺱ ﺳﻮﻡ‬
about Iran’s ancient sites? ‫ﭼﻪ ﺍﻃﻼﻋﺎﺗﯽ ﺩﺍﺭﯾﺪ؟‬
Reading: Tepe Marlik 28 ‫ ﺗﭙﮥ ﻣﺎﺭﻟﯿﮏ‬:‫ﺧﻮﺍﻧﺪﻥ‬
Grammar: subject and predicate / ‫ ﺟﻤﻼﺕ ﺳﺎﺩﻩ ﻭ‬/ ‫ ﻧﻬﺎﺩ ﻭ ﮔﺰﺍﺭﻩ‬:‫ﺩﺳﺘﻮﺭ‬
simple and compound ‫ﻣﺮﻛﺐ‬
sentences 32
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viii Contents
Media exercises: elections 33 ‫ ﺍﻧﺘﺨﺎﺑﺎﺕ‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬

Colloquial/written Persian: Goli ‫ ﮔﻠﯽ ﺗﺮﻗﯽ‬:‫ ﻛﺘﺎﺑﯽ‬/ ‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ‬
Taraghi, “Hibernation” 34 « ‫» ﺧﻮﺍﺏ ﺯﻣﺴﺘﺎﻧﯽ‬
Let’s know more: morphology 36 ‫ ﻭﺍژﻩ ﺷﻨﺎﺳﯽ‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
Let’s get to know Iran better: ‫ ﺧﺸﺖ‬:‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮﺑﺸﻨﺎﺳﯿﻢ‬
mud brick 37
Lesson Four: What are the 39 ‫ ﺯﻧﺪﮔﯽ ﺩﺭ ﭘﺎﯾﺘﺨﺖ ﭼﻪ‬:‫ﺩﺭﺱ ﭼﻬﺎﺭﻡ‬

advantages and disadvantages of ‫ﻣﺰﺍﯾﺎ ﻭ ﻣﻌﺎﯾﺒﯽ ﺩﺍﺭﺩ؟‬
life in the capital?
Reading: Tehran 39 ‫ ﺗﻬﺮﺍﻥ‬:‫ﺧﻮﺍﻧﺪﻥ‬
Grammar: exclamatory ‫ ﺟﻤﻼﺕ ﺗﻌﺠﺒﯽ‬:‫ﺩﺳﺘﻮﺭ‬
sentences 43
Media exercises: security and ‫ ﺍﻣﻨﯿﺖ ﻭ ﺩﺭﮔﯿﺮی‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬
conflict 44
Colloquial/written Persian: Moniru ‫ ﻣﻨﯿﺮﻭ ﺭﻭﺍﻧﯽﭘﻮﺭ‬:‫ ﻛﺘﺎﺑﯽ‬/ ‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ‬
Ravanipur, “The Long Night” 45 « ‫» ﺷﺐ ﺑﻠﻨﺪ‬
Let’s know more: Fereydun ‫ ﻓﺮﯾﺪﻭﻥ ﻣﺸﯿﺮی‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
Moshiri 47
Let’s get to know Iran better: ‫ ﺑﺰﺭﮔﺮﺍﻩ‬:‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮﺑﺸﻨﺎﺳﯿﻢ‬
motorway 49
Lesson Five: Which do you prefer: 50 ،‫ ﻛﺪﺍﻡ ﺭﺍ ﺗﺮﺟﯿﺢ ﻣﯽ ﺩﻫﯿﺪ‬:‫ﺩﺭﺱ ﭘﻨﺠﻢ‬

poetry or prose? ‫ﺷﻌﺮ ﯾﺎ ﻧﺜﺮ؟‬
Reading: Nizami Ganjavi 50 ‫ ﻧﻈﺎﻣﯽ ﮔﻨﺠﻮی‬:‫ﺧﻮﺍﻧﺪﻥ‬
Grammar: chon/cho 54 ‫ ﭼﻮ‬/ ‫ ﭼﻮﻥ‬:‫ﺩﺳﺘﻮﺭ‬
Media exercises: law and ‫ ﻧﻈﻢ ﻭ ﻗﺎﻧﻮﻥ‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬
order 54
Colloquial/written Persian: Zoya ‫ ﺯﻭﯾﺎ ﭘﯿﺮﺯﺍﺩ‬:‫ ﻛﺘﺎﺑﯽ‬/ ‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ‬
Pirzad, “The Acrid Taste of « ‫» ﻃﻌﻢ ﮔﺲ ﺧﺮﻣﺎﻟﻮ‬
Persimmons” 56
Let’s know more: morpheme ‫ ﺍﻧﻮﺍﻉ ﻭﺍژک‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
types 58
Let’s get to know Iran better: ‫ ﺳﺘﻮﻥ‬:‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮﺑﺸﻨﺎﺳﯿﻢ‬
column 59
Lesson Six: What are the pros and 60 ‫ ﻧﻘﺎﻁ ﻣﺜﺒﺖ ﻭ ﻣﻨﻔﯽ ﺳﻔﺮ ﺑﺎ‬:‫ﺩﺭﺱ ﺷﺸﻢ‬
cons of travelling by train? ‫ﻗﻄﺎﺭ ﭼﯿﺴﺖ؟‬
Reading: railways 60 ‫ ﺭﺍﻩ ﺁﻫﻦ‬:‫ﺧﻮﺍﻧﺪﻥ‬
Grammar: Arabic broken ‫ ﺟﻤﻊ ﻣﻜﺴﺮﺍﺳﺎﻣﯽ ﻋﺮﺑﯽ‬:‫ﺩﺳﺘﻮﺭ‬
plurals 64
Media exercises: human rights 67 ‫ ﺣﻘﻮﻕ ﺑﺸﺮ‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬
Colloquial/written Persian: Ahmad ‫ ﺍﺣﻤﺪ ﻣﺤﻤﻮﺩ‬:‫ ﻛﺘﺎﺑﯽ‬/ ‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ‬
Mahmud, “Scorched Earth” 68 « ‫» ﺯﻣﯿﻦ ﺳﻮﺧﺘﻪ‬
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Contents ix
Let’s know more: Sadeq ‫ ﺻﺎﺩﻕ ﻫﺪﺍﯾﺖ‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬

Hedayat 70
Let’s get to know Iran better: ‫ ﺑﺮﺝ ﻛﺒﻮﺗﺮ‬:‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‬
pigeon tower 73
Lesson Seven: What do you do to 74 ‫ ﺷﻤﺎ ﺑﺮﺍی ﺣﻔﻆ ﻣﺤﯿﻂ‬:‫ﺩﺭﺱ ﻫﻔﺘﻢ‬

protect the environment? ‫ﺯﯾﺴﺖ ﭼﻪ ﻛﺎﺭﻫﺎﯾﯽ ﺍﳒﺎﻡ ﻣﯽ ﺩﻫﯿﺪ؟‬
Reading: Iran’s natural geography 74 ‫ ﺟﻐﺮﺍﻓﯿﺎی ﻃﺒﯿﻌﯽ ﺍﯾﺮﺍﻥ‬:‫ﺧﻮﺍﻧﺪﻥ‬
Grammar: compound nouns 78 ‫ ﺍﺳﻢ ﻣﺮﻛﺐ‬:‫ﺩﺳﺘﻮﺭ‬
Media exercises: economics 78 ‫ ﺍﻗﺘﺼﺎﺩ‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬
Colloquial/written Persian: Simin :‫ ﻛﺘﺎﺑﯽ‬/ ‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ‬
Daneshvar, “The Life of the « ‫ﺳﯿﻤﯿﻦ ﺩﺍﻧﺸﻮﺭ » ﺳﺮﮔﺬﺷﺖ ﻛﻮﭼﻪ‬
Alley” 80
Let’s know more: affixes (prefixes (‫ ﻭﻧﺪ )ﭘﯿﺸﻮﻧﺪ – ﭘﺴﻮﻧﺪ‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
and suffixes) 82
Let’s get to know Iran better: ‫ ﺁﺗﺸﻜﺪﻩ‬:‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‬
fire temple 83
Lesson Eight: What do commercial 84 ‫ ﻣﺮﺍﻛﺰ ﺧﺮﯾﺪ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ‬:‫ﺩﺭﺱ ﻫﺸﺘﻢ‬

centres look like in your country? ‫ﺑﻪ ﭼﻪ ﺷﻜﻠﯽ ﻫﺴﺘﻨﺪ؟‬
Reading: bazaar 84 ‫ ﺑﺎﺯﺍﺭ‬:‫ﺧﻮﺍﻧﺪﻥ‬
Grammar: compound ‫ ﺻﻔﺖ ﻣﺮﻛﺐ‬:‫ﺩﺳﺘﻮﺭ‬
adjectives 88
Media exercises: trade and ‫ ﺻﻨﻌﺖ ﻭ ﲡﺎﺭﺕ‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬
industry 89
Colloquial/written Persian: Sadeq ‫ ﺻﺎﺩﻕ ﻫﺪﺍﯾﺖ‬:‫ ﻛﺘﺎﺑﯽ‬/ ‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ‬
Hedayat, “The Darkroom” 90 « ‫» ﺗﺎﺭﯾﮏﺧﺎﻧﻪ‬
Let’s know more: the folklore of ‫ ﻓﺮﻫﻨﮓ ﻋﺎﻣﯿﺎﻧﮥ ﻣﺮﺩﻡ ﺍﯾﺮﺍﻥ‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
the people of Iran 92
Let’s get to know Iran better: ‫ ﺑﺎﺯﺍﺭ ﺳﻨﺘﯽ‬:‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‬
traditional marketplace 94
Lesson Nine: How many of Iran’s 95 ‫ ﭼﻨﺪ ﺍﺳﺘﺎﻥ ﺩﺭ ﺍﯾﺮﺍﻥ ﺭﺍ‬:‫ﺩﺭﺱ ﻧﻬﻢ‬
provinces do you know? ‫ﻣﯽ ﺷﻨﺎﺳﯿﺪ؟‬
Reading: Mazandaran 95 ‫ ﻣﺎﺯﻧﺪﺭﺍﻥ‬:‫ﺧﻮﺍﻧﺪﻥ‬
Grammar: past participle 98 ‫ ﺻﻔﺖ ﻣﻔﻌﻮﻟﯽ‬:‫ﺩﺳﺘﻮﺭ‬
Media exercises: science and ‫ ﻋﻠﻮﻡ ﻭ ﻓﻦ ﺁﻭﺭی‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬
technology 99
Colloquial/written Persian: ‫ ﮔﻠﯽ ﺗﺮﻗﯽ‬:‫ ﻛﺘﺎﺑﯽ‬/ ‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ‬
Goli Taraghi, “Birth” 100 « ‫» ﺗﻮﻟﺪ‬
Let’s know more: affixes (‫ ﻭﻧﺪ )ﺗﺼﺮﯾﻔﯽ – ﺍﺷﺘﻘﺎﻗﯽ‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
(inflectional and derivational) 102
Let’s get to know Iran better: ‫ ﮔﻠﯿﻢ‬:‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‬
kilim 103
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x Contents
Lesson Ten: What is mourning? 104 ‫ ﻋﺰﺍﺩﺍﺭی ﯾﻌﻨﯽ ﭼﻪ؟‬:‫ﺩﺭﺱ ﺩﻫﻢ‬

Reading: symbolic coffin 104 ‫ ﺗﺎﺑﻮﺕ ﲤﺜﯿﻠﯽ‬:‫ﺧﻮﺍﻧﺪﻥ‬
Grammar: reported speech 108 ‫ ﻧﻘﻞ ﻗﻮﻝ‬:‫ﺩﺳﺘﻮﺭ‬
Media exercises: energy 108 ‫ ﺍﻧﺮژی‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬
A classical Persian prose text: :‫ﺍﺯﻣﯿﺎﻥ ﻣﺘﻮﻥ ﻛﻼﺳﯿﮏ ﻧﺜﺮ ﻓﺎﺭﺳﯽ‬
The Tarikh-i Bayhaqi 110 ‫ﺗﺎﺭﯾﺦ ﺑﯿﻬﻘﯽ‬
Let’s know more: sayings 111 ‫ ﺿﺮﺏ ﺍﳌﺜﻞ‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
Let’s get to know Iran better: ‫ ﺯﺍﺋﺮ‬:‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‬
pilgrim 113
Lesson Eleven: Who is your favourite 115 ‫ ﺷﺎﻋﺮ ﻣﻮﺭﺩ ﻋﻼﻗﮥ ﺷﻤﺎ‬:‫ﺩﺭﺱ ﯾﺎﺯﺩﻫﻢ‬
poet? ‫ﻛﯿﺴﺖ؟‬
Reading: Firdawsi’s ‫ ﺷﺎﻫﻨﺎﻣﮥ ﻓﺮﺩﻭﺳﯽ‬:‫ﺧﻮﺍﻧﺪﻥ‬
Shahnama 115
Grammar: passive 118 ‫ ﻣﺠﻬﻮﻝ‬:‫ﺩﺳﺘﻮﺭ‬
Media exercises: the ‫ ﻣﺤﯿﻂ ﺯﯾﺴﺖ‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬
environment 120
the Qabusnama 121 ‫ﻗﺎﺑﻮﺳﻨﺎﻣﻪ‬
Let’s know more: inflectional ‫ ﻭﻧﺪﻫﺎی ﺗﺼﺮﯾﻔﯽ‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
affixes 123
Let’s get to know Iran better: ‫ ﻛﻨﯿﺴﺎ‬:‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‬
synagogue 124
Lesson Twelve: What are the main 126 ‫ ﻭﯾﮋﮔﯽ ﺑﺎﺭﺯ ﭘﻮﺷﺎک‬:‫ﺩﺭﺱ ﺩﻭﺍﺯﺩﻫﻢ‬
characteristics of people’s clothing in ‫ﻣﺮﺩﻡ ﻛﺸﻮﺭ ﺷﻤﺎ ﭼﯿﺴﺖ؟‬
your country?
Reading: men’s and women’s ‫ ﭘﻮﺷﺎک ﻣﺮﺩﺍﻥ ﻭ ﺯﻧﺎﻥ ﺩﺭ ﺍﯾﺮﺍﻥ‬:‫ﺧﻮﺍﻧﺪﻥ‬
clothing in Iran 126
Grammar: the tense and person of ‫ ﺯﻣﺎﻥ ﻭ ﺷﺨﺺ ﻓﻌﻞ‬:‫ﺩﺳﺘﻮﺭ‬
the verb 130
Media exercises: development and ‫ ﺗﻮﺳﻌﻪ ﻭ ﻫﻤﯿﺎﺭی‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬
aid 132
the Kimia-yi sa‘adat 134 ‫ﻛﯿﻤﯿﺎی ﺳﻌﺎﺩﺕ‬
Let’s know more: ‫ ﻋﻤﺮ ﺧﯿﺎﻡ‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
Omar Khayyam 136
Let’s get to know Iran better: ‫ ﻛﻮﺯﻩ ﮔﺮ‬:‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‬
potter 138
Lesson Thirteen: What day of the 140 ‫ ﺳﺎﻝ ﻧﻮ ﺩﺭ ﺍﯾﺮﺍﻥ ﭼﻪ‬:‫ﺩﺭﺱ ﺳﯿﺰﺩﻫﻢ‬
year is New Year’s Day in Iran? ‫ﺭﻭﺯی ﺍﺳﺖ؟‬
Reading: the Noruz table ‫ ﺳﻔﺮۂ ﻧﻮﺭﻭﺯی‬:‫ﺧﻮﺍﻧﺪﻥ‬
setting 140
Grammar: subjunctives 144 ‫ ﻭﺟﻪ ﺍﻟﺘﺰﺍﻣﯽ‬:‫ﺩﺳﺘﻮﺭ‬
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Contents xi
Media exercises: culture 146 ‫ ﻓﺮﻫﻨﮓ‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬

the Marzubannama 147 ‫ﻣﺮﺯﺑﺎﻧﻨﺎﻣﻪ‬
Let’s know more: Hafiz 149 ‫ ﺣﺎﻓﻆ‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
Let’s get to know Iran better: :‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‬
Hafiz’s tomb 151 ‫ﺁﺭﺍﻣﮕﺎﻩ ﺣﺎﻓﻆ‬
Lesson Fourteen: Can natural 152 ‫ ﺁﯾﺎ ﻣﯿﺘﻮﺍﻥ ﺍﺯ ﻭﻗﻮﻉ‬:‫ﺩﺭﺱ ﭼﻬﺎﺭﺩﻫﻢ‬

disasters be prevented? ‫ﺑﻼﯾﺎی ﻃﺒﯿﻌﯽ ﭘﯿﺸﮕﯿﺮی ﻛﺮﺩ؟‬
Reading: famine in Iran 152 ‫ ﻗﺤﻄﯽ ﺩﺭ ﺍﯾﺮﺍﻥ‬:‫ﺧﻮﺍﻧﺪﻥ‬
Grammar: conditionals 156 ‫ ﻭﺟﻪ ﺷﺮﻃﯽ‬:‫ﺩﺳﺘﻮﺭ‬
Media exercises: sport 157 ‫ ﻭﺭﺯﺵ‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬
the Maqamat-i Hamidi 159 ‫ﻣﻘﺎﻣﺎﺕ ﺣﻤﯿﺪی‬
Let’s know more: Sa‘di 161 ‫ ﺳﻌﺪی‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
Let’s get to know Iran better: :‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‬
alley 163 ‫ﻛﻮﭼﻪ‬
Lesson Fifteen: What do you know 164 ‫ ﺍﺯ ﺍﺳﻼﻡ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟‬:‫ﺩﺭﺱ ﭘﺎﻧﺰﺩﻫﻢ‬

about Islam?
Reading: Islam in Iran 164 ‫ ﺍﺳﻼﻡ ﺩﺭ ﺍﯾﺮﺍﻥ‬:‫ﺧﻮﺍﻧﺪﻥ‬
Grammar: impersonal ‫ ﻋﺒﺎﺭﺕ ﻏﯿﺮﺷﺨﺼﯽ‬:‫ﺩﺳﺘﻮﺭ‬
constructions 168
Media exercises: common media ‫ ﻭﺍژﮔﺎﻥ ﻣﺘﺪﺍﻭﻝ ﺧﺒﺮی‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬
vocabulary 169
the Kalila va Dimna 171 ‫ﻛﻠﯿﻠﻪ ﻭ ﺩﻣﻨﻪ‬
Let’s know more: ‫ ﻣﺮﻛﺐ ﺳﺎﺯی‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
compounding 173
Let’s get to know Iran better: ‫ ﻣﺴﺠﺪ‬:‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‬
mosque 174
Persian–English Glossary 176 (‫ﻭﺍژﮔﺎﻥ )ﺑﻪ ﺗﺮﺗﯿﺐ ﺍﻟﻔﺒﺎی ﻓﺎﺭﺳﯽ‬

English–Persian Glossary 196 (‫ﻭﺍژﮔﺎﻥ )ﺑﻪ ﺗﺮﺗﯿﺐ ﺍﻟﻔﺒﺎی ﺍﻧﮕﻠﯿﺴﯽ‬
Index of grammatical terms 216 ‫ﻓﻬﺮﺳﺖ ﺍﺻﻄﻼﺣﺎﺕ ﺩﺳﺘﻮﺭی‬
9780415691352_A01.indd xi 5/23/12 2:30 PM

Introduction
The authors
The Routledge Intermediate Persian Course: Farsi Shirin Ast, Book Two is
co-authored by Dr Pouneh Shabani Jadidi (Faculty Lecturer and Coordinator
of Persian Language Program, McGill University) and Professor Dominic Parviz
Brookshaw (Assistant Professor of Comparative Literature and Persian Liter-
ature, Stanford University). Each author has brought her/his expertise to the
creation of the material contained in this book. Pouneh Shabani Jadidi holds
a PhD in Education from the Islamic Azad University in Tehran, and recently
completed a second PhD in Persian Linguistics at the University of Ottawa.
Dominic Parviz Brookshaw holds a DPhil in Medieval Persian Poetry from
the University of Oxford. Between them, the authors share more than a dec-
ade of experience teaching Persian language at the university level. Pouneh
Shabani Jadidi taught translation and linguistics at Islamic Azad University in
Tehran from 1997–2004 and has taught Persian at McGill since 2006. Before
arriving at Stanford in September 2011, Dominic Parviz Brookshaw taught
Persian language and literature at Oxford (2002–5), McGill (2005–7) and
Manchester (2007–11).
Building on The Routledge Introductory Persian

Course: Farsi Shirin Ast
Our beginners’ Persian textbook The Routledge Introductory Persian Course:
Farsi Shirin Ast (2010) is the first Persian textbook written specifically for
English-speaking university students that makes use of up-to-date pedagogical
techniques and stresses the importance of communicative competence. This
intermediate level textbook contains a wide range of texts with different
registers and various levels of complexity. It follows on from where our first
textbook ends and is designed for university-level learners of Persian as a
second/foreign language at the intermediate level. There is a lack of material
for intermediate-level learners of Persian. Many of the textbooks that are
available fail to integrate all language skills in a communicative way, or are
not based on a solid linguistic and pedagogical background. In our books
we have avoided transliteration wherever possible, and we are similarly op-
posed to the traditional grammar translation method. This book (just like our
introductory book) promotes independent learning. The diversity of the texts
in this volume helps students familiarize themselves with different literary
9780415691352_A01.indd xii 5/23/12 2:30 PM

Introduction xiii
genres, and provides them with the necessary building blocks to continue
reading on their own. One of the distinctive features of this intermediate
Persian course book is its approach to language learning. All the material
contained in it is geared towards a content-based and task-based approach to
learning the language. This kind of approach enhances a student-centred
environment in class. It transforms the teacher’s role into that of a facilitator
who helps students reach their full potential in language acquisition.
The structure of this book
This book contains 15 lessons and we intend that these 15 lessons should be
covered during the course of a full academic year. The speed with which in-
dividual lessons are covered depends on a variety of factors, of which the most
important are: the rate at which the lessons are covered in class; how much
of each lesson the students cover outside of class; and what (if any) additional
exercises and tasks individual instructors find necessary to add in order to
supplement those in the book. Depending on the method adopted by the in-
structor and her/his class, this intermediate level could fulfil the needs of not
only the second year of Persian instruction but, in some cases, the beginning
of the third year too.
Each lesson follows the same basic outline:
■ A title in question form, which should be used as part of pre-reading

exercises to warm up the class and prepare students for starting each new
lesson.
■ Pre-reading questions, which the instructor should use to encourage the
students to discuss the main topic of the lesson more before beginning a
formal introduction to the text. The idea is that, through a warm-up
discussion, the students will link their existing information about the topic
with the new information to be presented via the text.
■ A short text adapted from one of the books in the series entitled Az Iran
cheh mi-danam? (What do I know about Iran? published in Tehran by
the Cultural Research Bureau). This series is aimed at young native speak-
ers of Persian. We have modified these texts slightly for reasons of clarity.
■ A list of the new words introduced in the text, together with their English
equivalents. The words are introduced after the text so that students can
first practise understanding the text using scanning and skimming skills.
In this way, students can guess the meaning of the new words from the
context. The instructor can choose to play the audio recording of the text
first so that the students practise their listening skills, and the students
can practise writing down any new vocabulary they hear before looking
at the written text and the accompanying vocabulary table.
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xiv Introduction
■ Comprehension questions about the text they have just listened to or read.
These can be answered orally and/or in writing.
■ Vocabulary exercises in the form of multiple-choice questions. Here
students encounter words with similar meanings, forms, or sounds. The
students have to choose the most appropriate one for the context.
■ Exercises aimed at getting students to practise forming sentences, using
similar structures from the text just covered in class.
■ Two further tasks aimed at improving the students’ speaking and writing
skills: students are asked to rewrite the text in their own words; and then
to write a short paragraph on a similar topic using the new words and
expressions found in the text. These tasks are first discussed in class so
that students will have the necessary background information to enable
them to write on the same topics outside of class.
■ Selected grammar explanations in Persian. These complement the basic
grammar explanations featured in The Routledge Introductory Persian
Course: Farsi Shirin Ast. They are predominantly in Persian in order to
help acquaint the students with Persian grammatical terminology, and to
encourage them to think about the language on its own terms, rather
than through the prism of translation. These grammar explanations are
not intended to be exhaustive. Students should be encouraged to review
the grammar they covered in Book One, and to consult printed and on-
line Persian grammars when necessary.
■ The grammar explanations are followed by a section in which common
media vocabulary is introduced. Students are presented with a list of voc-
abulary items in Persian and asked to choose the most appropriate word/
phrase to complete the sentences. In a related task, students are given a
short list of related vocabulary in Persian with English equivalents and
asked to form sentences using those new vocabulary items. In this way,
the vocabulary introduced becomes immediate and active rather than passive.
This section is accompanied by an exercise that requires students to find
a related news story in Persian and then translate it into English.
■ This media section text is followed in the first nine lessons by an excerpt
from a contemporary Persian short story. Each excerpt contains colloquial
elements either in the narrative portions or in the dialogues. These mod-
ern literary texts have a two-fold function: first, they introduce learners
to colloquial forms of Persian and require them to think about the rela-
tionship between the colloquial and the formal/written forms of Persian
(students can be asked to convert the colloquial elements in each text into
formal/written Persian) and secondly they introduce learners to some of
the most important fiction writers of twentieth- and twenty-first-century
Iran. Each text introduces various aspects of daily life and key social
issues faced by those living in contemporary Iran. In addition to the
9780415691352_A01.indd xiv 5/23/12 2:30 PM

Introduction xv
exercises that follow the texts, students could be asked to choose one of
the short stories to read in full and then prepare a short oral presentation
for class. In lessons 10–15, the modern literary text is replaced by an
excerpt from a well-known work of medieval Persian prose. Again, the
point here is two-fold: first, to introduce students to some of the gram-
matical and vocabulary-based differences between contemporary and me-
dieval Persian; and second, to introduce students to a small selection of
some of the most important writers of pre-modern Iran.
• The second to last section of each chapter is entitled Bishtar bedanim
(Let’s know more). Each Bishtar bedanim section contains either morpho-
logical/linguistic or literary/cultural information, together with relevant
exercises aimed at broadening the students’ understanding of the mechan-
ics of the Persian language. Those Bishtar bedanim sections not focused
on language expose students to various aspects of Persian literature and
culture not covered in detail elsewhere in the book.
• Each chapter ends with a section entitled Iran-ra behtar beshenasim (Let’s
get to know Iran better). Here, original photographs of locations in Iran
are presented for discussion. Each image is accompanied by a descrip-
tive caption that introduces the subject of the photograph and related
topics. Students are then asked (either in small groups or individually) to
discuss questions posed about the image and then relay a summary of the
discussion to their classmates orally. Students can alternatively be asked
to research the topic and compose a short essay.
• The book ends with two glossaries, one Persian–English and the other
English–Persian, which contain all the Persian vocabulary used in the book
for which English equivalents are given. Learners will no doubt wish to
use online and print dictionaries in conjunction with these glossaries, in
particular for some of the vocabulary covered in the literary texts.
Audio aids
For each chapter, audio recordings are provided for the main text and the
literary text. The literary/cultural Bishtar bedanim sections also have audio
recordings, as do all the captions in the Iran-ra behtar beshenasim sections.
These recordings are available for instructors and students to download free
of charge at the Routledge website. All texts were recorded by native speakers.
We hope that you will enjoy using this coursebook and look forward to
hearing your feedback via email.
Dominic Parviz Brookshaw and Pouneh Shabani Jadidi

September 2011
9780415691352_A01.indd xv 5/23/12 2:30 PM

9780415691352_A01.indd xvi 5/23/12 2:30 PM
‫ﺩﺭﺱ ﺍﻭﻝ‬
‫‪Lesson‬‬
‫‪One‬‬
‫ﺷﻤﺎ ﺑﻪ ﭼﻪ ﻭﺭﺯﺷﯽ‬
‫ﻋﻼﻗﻪ ﺩﺍﺭﯾﺪ؟‬
‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﻓﻮﺗﺒﺎﻝ‬
‫ﺩﺳﺘﻮﺭ‪ :‬ﺍﻧﻮﺍﻉ ﺟﻤﻠﮥ ﺳﺎﺩﻩ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﻭﺍژﮔﺎﻥ ﻣﺘﺪﺍﻭﻝ ﺧﺒﺮی‬
‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ ‪ /‬ﻛﺘﺎﺑﯽ‪ :‬ﺟﻼﻝ ﺁﻝ ﺍﺣﻤﺪ » ﲡﻬﯿﺰ ﻣﻠﺖ «‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﺍﻓﻌﺎﻝ ﻣﺮﻛﺐ‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﺧﻂ‬
‫ﭘﯿﺶ ﺍﺯ ﺧﻮﺍﻧﺪﻥ ﻣﱳ ﺑﻪ ﺳﺆﺍﻻﺕ ﺯﯾﺮ ﭘﺎﺳﺦ ﺩﻫﯿﺪ‪.‬‬

‫‪ -١‬ﻣﺤﺒﻮﺏ ﺗﺮﯾﻦ ﻭﺭﺯﺵ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ ﭼﯿﺴﺖ؟‬
‫‪ -٢‬ﺷﻤﺎ ﺑﻪ ﭼﻪ ﻭﺭﺯﺷﯽ ﻋﻼﻗﻪ ﺩﺍﺭﯾﺪ؟‬
‫‪ -٣‬ﯾﮏ ﻭﺭﺯﺵ ﺭﺍ ﺷﺮﺡ ﺩﻫﯿﺪ‪.‬‬
‫ﺧﻮﺍﻧﺪﻥ‬
‫ﻓﻮﺗﺒﺎﻝ‬
‫ﻓﻮﺗﺒﺎﻝ ﻭﺭﺯﺵ ﻣﻮﺭﺩ ﻋﻼﻗﮥ ﺑﺴﯿﺎﺭی ﺍﺯ ﺟﻮﺍﻧﺎﻥ ﺍﺳﺖ‪ .‬ﺩﺭ ﻛﻮﺩﻛﯽ ﻣﻌﻤﻮ ًﻻ ﺑﯿﺸﺘﺮ ﭘﺴﺮﻫﺎ ﺑﻪ‬
‫ﺍﯾﻦ ﻭﺭﺯﺵ ﻋﻼﻗﻪ ﻧﺸﺎﻥ ﻣﯽ ﺩﻫﻨﺪ‪ .‬ﻓﻮﺗﺒﺎﻝ ﻫﻢ ﯾﮏ ﺗﻔﺮﯾﺢ ﻭ ﺑﺎﺯی ﺍﺳﺖ ﻭ ﻫﻢ ﯾﮏ ﻭﺭﺯﺵ‪.‬‬
‫ﻓﻮﺗﺒﺎﻝ ﯾﮏ ﺑﺎﺯی ﮔﺮﻭﻫﯽ ﺍﺳﺖ ﻭ ﺍﯾﻦ ﺩﺭ ﺳﺎﺧﱳ ﺷﺨﺼﯿﺖ ﺍﺟﺘﻤﺎﻋﯽ ﻛﻮﺩﻛﺎﻥ ﻣﺆﺛﺮ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﺍﯾﺮﺍﻥ ﺗﻘﺮﯾﺒﺎً‪ ٩٠‬ﺩﺭﺻﺪ ﭘﺴﺮﻫﺎ ﻭﻗﺘﯽ ﺍﺯ ﻣﺪﺭﺳﻪ ﺑﺮﻣﯽ ﮔﺮﺩﻧﺪ ﺩﺭ ﻛﻮﭼﻪ ﻭ ﺧﯿﺎﺑﺎﻧﻬﺎی ﻛﻢ‬
‫ﺭﻓﺖ ﻭ ﺁﻣﺪ ﺑﻪ ﻃﻮﺭ ﮔﺮﻭﻫﯽ ﻓﻮﺗﺒﺎﻝ ﺑﺎﺯی ﻣﯽ ﻛﻨﻨﺪ‪ .‬ﺑﻪ ﺍﯾﻦ ﮔﻮﻧﻪ ﻓﻮﺗﺒﺎﻝ ﺩﺭ ﺍﯾﺮﺍﻥ »ﮔﻞ‬
‫ﻛﻮﭼﮏ« ﻣﯽ ﮔﻮﯾﻨﺪ ﻛﻪ ﺑﺴﯿﺎﺭ ﭘﺮﻃﺮﻓﺪﺍﺭ ﺍﺳﺖ‪.‬‬
‫‪9780415691352_C01.indd 1‬‬ ‫‪5/23/12 2:31 PM‬‬

‫‪2‬‬ ‫‪Lesson 1‬‬ ‫■‬ ‫?‪Which sport are you interested in‬‬
‫ﺍﻣﺮﻭﺯﻩ‪ ،‬ﻭﺭﺯﺵ ﺻﺮﻓ ًﺎ ﯾﮏ ﺗﻔﺮﯾﺢ ﻧﯿﺴﺖ ﺑﻠﻜﻪ ﯾﮏ ﻋﻠﻢ ﺍﺳﺖ‪ .‬ﺭﺷﺘﻪ ﻫﺎی ﻭﺭﺯﺷﯽ ﻣﺨﺘﻠﻒ‬
‫ﺩﺭ ﺩﺍﻧﺸﮕﺎﻫﻬﺎی ﺳﺮﺍﺳﺮ ﺩﻧﯿﺎ ﺗﺪﺭﯾﺲ ﻣﯽ ﺷﻮﻧﺪ ﻭ ﻧﯿﺰ ﻫﺮ ﺳﺎﻟﻪ ﻛﺘﺐ ﻭﺭﺯﺷﯽ ﺑﺴﯿﺎﺭی ﭼﺎپ‬
‫ﻣﯽ ﺷﻮﻧﺪ‪ .‬ﺑﻪ ﻋﻼﻭﻩ‪ ،‬ﻋﻠﻢ ﻭﺭﺯﺵ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﻋﻠﻮﻡ ﺩﯾﮕﺮ ﺑﺮﺭﺳﯽ ﻣﯽ ﺷﻮﺩ‪ ،‬ﻋﻠﻮﻣﯽ ﻣﺎﻧﻨﺪ‬
‫ﺁﻧﺎﺗﻮﻣﯽ‪ ،‬ﭘﺰﺷﻜﯽ‪ ،‬ﺗﻐﺬﯾﻪ‪ ،‬ﻓﯿﺰﯾﻮﻟﻮژی‪ ،‬ﺭﻭﺍﻧﺸﻨﺎﺳﯽ ﻭ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﯽ‪ .‬ﻛﻨﻔﺮﺍﻧﺴﻬﺎی ﻣﺨﺘﻠﻔﯽ‬
‫ﺑﺮﺍی ﻓﻮﺗﺒﺎﻝ ﺑﺮﮔﺰﺍﺭ ﻣﯽ ﺷﻮﻧﺪ ﻛﻪ ﻣﻮﺿﻮﻋﺎﺕ ﻣﺘﻌﺪﺩی ﺭﺍ ﺩﺭ ﺑﺮ ﻣﯽ ﮔﯿﺮﻧﺪ ﺍﺯ ﻗﺒﯿﻞ‪:‬‬
‫ﲢﻠﯿﻞ ﻣﺴﺎﺑﻘﻪ‬ ‫‪-١‬‬

‫ﻣﺪﯾﺮﯾﺖ ﺗﯿﻢ‬ ‫‪-٢‬‬
‫ﺧﺸﻮﻧﺖ ﺩﺭ ﻓﻮﺗﺒﺎﻝ‬ ‫‪-٣‬‬
‫ﺍﺳﺘﺮﺱ ﭘﯿﺶ ﺍﺯ ﻣﺴﺎﺑﻘﻪ‬ ‫‪-۴‬‬
‫ﺗﺼﻤﯿﻢ ﮔﯿﺮی ﺩﺍﻭﺭﺍﻥ‬ ‫‪-۵‬‬
‫ﲤﺮﯾﻦ ﻫﺎی ﻓﻮﺗﺒﺎﻝ‬ ‫‪-۶‬‬
‫ﺁﺳﯿﺐ ﺩﯾﺪﮔﯽ ﺑﺎﺯﯾﻜﻨﺎﻥ‬ ‫‪-٧‬‬
‫ﻭﺍژﮔﺎﻥ‬
‫‪favourite‬‬ ‫ﻣﻮﺭﺩ ﻋﻼﻗﻪ‬

‫‪to show interest‬‬ ‫ﻋﻼﻗﻪ ﻧﺸﺎﻥ ﺩﺍﺩﻥ‬
‫‪recreation‬‬ ‫ﺗﻔﺮﯾﺢ )ﺗﻔﺮﯾﺤﺎﺕ(‬
‫‪character‬‬ ‫ﺷﺨﺼﯿﺖ‬
‫‪social‬‬ ‫ﺍﺟﺘﻤﺎﻋﯽ‬
‫‪effective‬‬ ‫ﻣﺆﺛﺮ‬
‫‪almost‬‬ ‫ﺗﻘﺮﯾﺒ ًﺎ‬
‫)‪quiet (of a street‬‬ ‫ﻛﻢ ﺭﻓﺖ ﻭ ﺁﻣﺪ‬
‫‪type‬‬ ‫ﮔﻮﻧﻪ‬
‫‪popular‬‬ ‫ﭘﺮﻃﺮﻓﺪﺍﺭ‬
‫‪simply‬‬ ‫ﺻﺮﻓ ًﺎ‬
‫‪to be taught‬‬ ‫ﺗﺪﺭﯾﺲ ﺷﺪﻥ‬
‫‪in connection with‬‬ ‫ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ‬
‫‪to be studied‬‬ ‫ﺑﺮﺭﺳﯽ ﺷﺪﻥ‬
‫‪9780415691352_C01.indd 2‬‬ ‫‪5/23/12 2:31 PM‬‬

‫ﺷﻤﺎ ﺑﻪ ﭼﻪ ﻭﺭﺯﺷﯽ ﻋﻼﻗﻪ ﺩﺍﺭﯾﺪ؟‬ ‫■‬ ‫ﺩﺭﺱ ﺍﻭﻝ‬ ‫‪3‬‬
‫)‪medicine (the subject‬‬ ‫ﭘﺰﺷﻜﯽ‬

‫‪nutrition‬‬ ‫ﺗﻐﺬﯾﻪ‬
‫‪psychology‬‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﯽ‬
‫‪sociology‬‬ ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﯽ‬
‫‪to be held‬‬ ‫ﺑﺮﮔﺰﺍﺭ ﺷﺪﻥ‬
‫‪for example‬‬ ‫ﺍﺯ ﻗﺒﯿﻞ‬
‫‪to include‬‬ ‫ﺩﺭ ﺑﺮ ﮔﺮﻓﱳ‬
‫‪analysis‬‬ ‫ﲢﻠﯿﻞ‬
‫‪administration‬‬ ‫ﻣﺪﯾﺮﯾﺖ‬
‫‪violence‬‬ ‫ﺧﺸﻮﻧﺖ‬
‫‪decision making‬‬ ‫ﺗﺼﻤﯿﻢ ﮔﯿﺮی‬
‫‪referee‬‬ ‫ﺩﺍﻭﺭ‬
‫‪injuries‬‬ ‫ﺁﺳﯿﺐ ﺩﯾﺪﮔﯽ‬
‫‪player‬‬ ‫ﺑﺎﺯﯾﻜﻦ‬
‫‪to be considered‬‬ ‫ﺑﻪ ﺷﻤﺎﺭ ﺁﻣﺪﻥ‬
‫ﺩﺭک ﻣﻄﻠﺐ‬
‫ﻓﻮﺗﺒﺎﻝ ﭼﮕﻮﻧﻪ ﺷﺨﺼﯿﺖ ﺍﺟﺘﻤﺎﻋﯽ ﻛﻮﺩﻛﺎﻥ ﺭﺍ ﻣﯽ ﺳﺎﺯﺩ؟‬ ‫‪-١‬‬
‫»ﮔﻞ ﻛﻮﭼﮏ« ﭼﯿﺴﺖ؟‬ ‫‪-٢‬‬
‫ﭼﺮﺍ ﺍﻣﺮﻭﺯﻩ ﺑﻌﻀﯽ ﻫﺎ ﺍﻋﺘﻘﺎﺩ ﺩﺍﺭﻧﺪ ﻛﻪ ﻭﺭﺯﺵ ﯾﮏ ﻋﻠﻢ ﺑﻪ ﺷﻤﺎﺭ ﻣﯽ ﺁﯾﺪ؟‬ ‫‪-٣‬‬
‫ﭼﻪ ﻋﻠﻮﻡ ﺩﯾﮕﺮی ﺑﺎ ﻭﺭﺯﺵ ﺍﺭﺗﺒﺎﻁ ﺩﺍﺭﻧﺪ؟‬ ‫‪-۴‬‬
‫ﭼﻪ ﻣﻮﺿﻮﻋﺎﺗﯽ ﺩﺭ ﻛﻨﻔﺮﺍﻧﺴﻬﺎی ﻓﻮﺗﺒﺎﻝ ﻣﻄﺮﺡ ﻣﯽ ﺷﻮﻧﺪ؟‬ ‫‪-۵‬‬
‫‪9780415691352_C01.indd 3‬‬ ‫‪5/23/12 2:31 PM‬‬

‫ﲤﺮﯾﻦ ﺑﺎ ﻛﻠﻤﺎﺕ‬
‫ﮔﺰﯾﻨﮥ ﺩﺭﺳﺖ ﺭﺍ ﺍﻧﺘﺨﺎﺏ ﻛﻨﯿﺪ‪.‬‬
‫‪ -١‬ﭘﺪﺭ ﻭ ﻣﺎﺩﺭ ﺩﺭ ﺗﺮﺑﯿﺖ ﻓﺮﺯﻧﺪﺍﻧﺸﺎﻥ ﻧﻘﺶ ‪ .........‬ﺩﺍﺭﻧﺪ‪.‬‬
‫ﺝ‪ -‬ﭘﺮﻃﺮﻓﺪﺍﺭ‬ ‫ﺍﻟﻒ‪ -‬ﺍﺟﺘﻤﺎﻋﯽ‬

‫ﺩ‪ -‬ﻣﺆﺛﺮی‬ ‫ﺏ‪ -‬ﻣﻮﺭﺩ ﻋﻼﻗﻪ‬
‫‪ -٢‬ﺩﺭ ﺍﯾﻦ ﺩﺍﺳﺘﺎﻥ ‪ ............‬ﺍﺻﻠﯽ ﺩﺭ ﺁﺧﺮ ﺩﺍﺳﺘﺎﻥ ﻛﺸﺘﻪ ﻣﯽ ﺷﻮﺩ‪.‬‬
‫ﺝ‪ -‬ﺭﺍﯾﺎﻧﻪ‬ ‫ﺍﻟﻒ‪ -‬ﺍﺟﺘﻤﺎﻉ‬

‫ﺩ‪ -‬ﺩﺍﻭﺭ‬ ‫ﺏ‪ -‬ﺷﺨﺼﯿﺖ‬
‫‪ -٣‬ﺗﻠﻮﯾﺰﯾﻮﻥ ﻧﺒﺎﯾﺪ ‪ ............‬ﺭﺍ ﺩﺭ ﺟﺎﻣﻌﻪ ﺍﻣﺮی ﻋﺎﺩی ﻧﺸﺎﻥ ﺩﻫﺪ‪.‬‬
‫ﺝ‪ -‬ﺧﺸﻮﻧﺖ‬ ‫ﺍﻟﻒ‪ -‬ﺗﺼﻤﯿﻢ ﮔﯿﺮی‬

‫ﺩ‪ -‬ﺷﺨﺼﯿﺖ‬ ‫ﺏ‪ -‬ﲡﺰﯾﻪ ﻭ ﲢﻠﯿﻞ‬
‫‪ -۴‬ﺍﻧﺴﺎﻥ ﻫﻢ ﺑﻪ ‪ .............‬ﻧﯿﺎﺯ ﺩﺍﺭﺩ ﻭ ﻫﻢ ﺑﻪ ﻛﺎﺭ‪.‬‬
‫ﺝ‪ -‬ﺍﺩﺍﺭﻩ ﻭ ﻣﺪﯾﺮﯾﺖ‬ ‫ﺍﻟﻒ‪ -‬ﮔﻮﻧﻪ‬

‫ﺩ‪ -‬ﺁﺳﯿﺐ ﺩﯾﺪﮔﯽ‬ ‫ﺏ‪ -‬ﺗﻔﺮﯾﺢ‬
‫‪ -۵‬ﺍﺯﺩﻭﺍﺝ ﻣﻬﻤﺘﺮﯾﻦ ‪ .............‬ﺩﺭ ﺯﻧﺪﮔﯽ ﯾﮏ ﻓﺮﺩ ﺍﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﺧﺸﻮﻧﺖ‬ ‫ﺍﻟﻒ‪ -‬ﺁﺳﯿﺐ ﺩﯾﺪﮔﯽ‬

‫ﺩ‪ -‬ﺗﺼﻤﯿﻢ‬ ‫ﺏ‪ -‬ﺗﻐﺬﯾﻪ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺳﺎﺧﺘﺎﺭ‬
‫ﺍﻟﻒ‪ -‬ﺟﻤﻼﺕ ﺯﯾﺮ ﺭﺍ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﭘﺮﺍﻧﺘﺰ ﺩﺭ ﻫﻢ ﺍﺩﻏﺎﻡ ﻛﻨﯿﺪ‪.‬‬
‫‪ -١‬ﺁﻗﺎی ﻧﺎﺻﺮی ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﺗﺪﺭﯾﺲ ﻣﯽ ﻛﻨﺪ‪.‬‬

‫ﺁﻗﺎی ﻧﺎﺻﺮی ﺩﺍﻧﺸﺠﻮﺳﺖ‪.‬‬
‫)ﻫﻢ ‪ ...‬ﻭ ﻫﻢ ‪(...‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺁﻗﺎی ﻧﺎﺻﺮی ﻫﻢ ﺩﺍﻧﺸﺠﻮﺳﺖ ﻭ ﻫﻢ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﺗﺪﺭﯾﺲ ﻣﯽ ﻛﻨﺪ‪.‬‬
‫‪9780415691352_C01.indd 4‬‬ ‫‪5/23/12 2:31 PM‬‬

‫‪ -٢‬ﺧﺎﱎ ﺗﻬﺮﺍﻧﯽ ﺍﺯ ﺳﺮ ﻛﺎﺭ ﺑﺮ ﻣﯽ ﮔﺮﺩﺩ‪.‬‬

‫ﺧﺎﱎ ﺗﻬﺮﺍﻧﯽ ﺑﺎﯾﺪ ﻏﺬﺍ ﺑﭙﺰﺩ‪.‬‬
‫)‪ ...‬ﻭﻗﺘﯽ ‪(...‬‬
‫‪ -٣‬ﻛﺸﻮﺭ ﺍﯾﺮﺍﻥ ﺟﺪﯾﺪ ﻧﯿﺴﺖ‪.‬‬

‫ﻛﺸﻮﺭ ﺍﯾﺮﺍﻥ ﻛﺸﻮﺭی ﺑﺴﯿﺎﺭ ﻗﺪﯾﻤﯽ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﺑﻠﻜﻪ ‪(...‬‬
‫‪ -۴‬ﻣﺎ ﺩﺭ ﻛﻼﺱ ﻓﺎﺭﺳﯽ‪ ،‬ﺧﻮﺍﻧﺪﻥ ﻭ ﻧﻮﺷﱳ ﯾﺎﺩ ﮔﺮﻓﺘﯿﻢ‪.‬‬

‫ﻣﺎ ﺩﺭ ﺍﯾﻦ ﻛﻼﺱ ﺑﺎ ﻓﺮﻫﻨﮓ ﺍﯾﺮﺍﻧﯽ ﻫﻢ ﺁﺷﻨﺎ ﺷﺪﯾﻢ‪.‬‬
‫)‪ ...‬ﺑﻪ ﻋﻼﻭﻩ ‪(...‬‬
‫‪ -۵‬ﺷﻬﺮﻫﺎی ﺑﺴﯿﺎﺭی ﺩﺭ ﺍﯾﺮﺍﻥ ﻣﻌﺮﻭﻑ ﻫﺴﺘﻨﺪ‪.‬‬

‫ﺷﻬﺮﻫﺎی ﺷﯿﺮﺍﺯ‪ ،‬ﺍﺻﻔﻬﺎﻥ‪ ،‬ﺗﻬﺮﺍﻥ ﻭ ﻫﻤﺪﺍﻥ ﻣﻌﺮﻭﻑ ﻫﺴﺘﻨﺪ‪.‬‬
‫)‪ ...‬ﻣﺎﻧﻨﺪ ‪(...‬‬
‫‪ -۶‬ﺍﻭ ﻣﻘﺎﻟﻪ ﺍی ﻧﻮﺷﺖ‪.‬‬

‫ﻣﻘﺎﻟﮥ ﺍﻭ ﺩﺭ ﻣﻮﺭﺩ ﻣﻮﻻﻧﺎ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﻛﻪ ‪(...‬‬
‫ﺏ‪ -‬ﺑﺮﺍی ﻫﺮ ﯾﮏ ﺍﺯ ﺳﺎﺧﺘﺎﺭﻫﺎی ﺑﺎﻻ ﯾﮏ ﺟﻤﻠﮥ ﺟﺪﯾﺪ ﺑﻨﻮﯾﺴﯿﺪ‪.‬‬

‫ﺝ‪ -‬ﺯﯾﺮﲤﺎﻡ ﺟﻤﻼﺕ ﻣﱳ ﻛﻪ ﺩﺭ ﺁﻧﻬﺎ ﺳﺎﺧﺘﺎﺭﻫﺎی ﺑﺎﻻ ﺑﻜﺎﺭ ﺑﺮﺩﻩ ﺷﺪﻩ ﺍﺳﺖ ﺧﻂ ﺑﻜﺸﯿﺪ‪.‬‬
‫ﻧﮕﺎﺭﺵ‬
‫‪ -١‬ﻣﱳ ﻓﻮﺗﺒﺎﻝ ﺭﺍ ﺑﺎ ﺑﻜﺎﺭ ﺑﺮﺩﻥ ﻛﻠﻤﺎﺕ ﺧﻮﺩﺗﺎﻥ ﺑﺎﺯﻧﻮﯾﺴﯽ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ ‪ ١٠٠‬ﻛﻠﻤﻪ(‪.‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﻛﺎﺩﺭ ﻣﺘﻨﯽ ﺩﺭ ﻣﻮﺭﺩ ﯾﮏ ﻭﺭﺯﺵ ﺩﯾﮕﺮ ﺑﻨﻮﯾﺴﯿﺪ‪ .‬ﺑﮕﻮﯾﯿﺪ‬
‫ﭼﻨﺪ ﺑﺎﺯﯾﻜﻦ ﺩﺍﺭﺩ‪ ،‬ﻓﺮﺩﯾﺴﺖ ﯾﺎ ﮔﺮﻭﻫﯽ ﻭ ﺑﻪ ﭼﻪ ﺍﻣﻜﺎﻧﺎﺗﯽ ﺍﺣﺘﯿﺎﺝ ﺩﺍﺭﺩ )ﺣﺪ ﺍﻛﺜﺮ ‪٨٠‬‬
‫ﻛﻠﻤﻪ(‪.‬‬
‫ﺩﺍﻭﺭ‬ ‫ﺗﯿﻢ‬ ‫ﺑﺮﺩﻥ‬ ‫ﺑﺎﺧﱳ‬ ‫ﻣﺴﺎﺑﻘﻪ‬ ‫ﲢﻠﯿﻞ‬ ‫ﭘﺮﻃﺮﻓﺪﺍﺭ‬ ‫ﺗﻘﺮﯾﺒ ًﺎ‬ ‫ﺍﺟﺘﻤﺎﻋﯽ‬
‫‪9780415691352_C01.indd 5‬‬ ‫‪5/23/12 2:31 PM‬‬

‫ﺩﺳﺘﻮﺭ‬
‫ﺍﻧﻮﺍﻉ ﺟﻤﻠﮥ ﺳﺎﺩﻩ‬

‫ﻫﺮ ﺟﻤﻠﮥ ﺳﺎﺩﻩ ﺷﺎﻣﻞ ﯾﮏ ﻧﻬﺎﺩ ﻭ ﯾﮏ ﮔﺰﺍﺭﻩ ﺍﺳﺖ‪ .‬ﯾﮏ ﺟﻤﻠﮥ ﺳﺎﺩﻩ ﻣﯽ ﺗﻮﺍﻧﺪ ﺳﺎﺧﺘﺎﺭﻫﺎی‬
‫ﻣﺨﺘﻠﻔﯽ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬
‫ﺳﺎﺧﺘﺎﺭ )‪(١‬‬
‫ﺟﻤﻠﮥ ﺳﺎﺩﻩ‬
‫ﮔﺰﺍﺭﻩ‬ ‫ﻧﻬﺎﺩ‬
‫ﮔﺮﻭﻩ ﻓﻌﻠﯽ‬ ‫ﻣﻔﻌﻮﻝ‬
‫ﮔﺮﻭﻩ ﻓﻌﻠﯽ‬ ‫ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬ ‫ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬
‫ﻣﯽ ﺧﻮﺍﻧﻨﺪ‬ ‫ﺍﺩﺑﯿﺎﺕ ﻓﺎﺭﺳﯽ‬ ‫ﺩﺍﻧﺸﺠﻮﯾﺎﻥ ﺍﯾﺮﺍﻧﺸﻨﺎﺳﯽ‬ ‫ﻣﺜﺎﻝ‪:‬‬
‫ﺍﮔﺮ ﻣﻔﻌﻮﻝ ﺟﻤﻠﻪ ﺍﺳﻢ ﻣﺸﺨﺼﯽ ﺑﺎﺷﺪ‪ ،‬ﺁﻧﮕﺎﻩ ﭘﺲ ﺍﺯ ﻣﻔﻌﻮﻝ‪ ،‬ﻧﺸﺎﻧﮥ ﻣﻔﻌﻮﻝ ﯾﻌﻨﯽ ﺭﺍ‬
‫ﻣﯽ ﺁﯾﺪ‪ .‬ﺑﻪ ﺍﯾﻦ ﮔﻮﻧﻪ ﻣﻔﻌﻮﻝ‪ ،‬ﻣﻔﻌﻮﻝ ﻣﺴﺘﻘﯿﻢ ﻧﯿﺰ ﻣﯽ ﮔﻮﯾﯿﻢ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ‪:‬‬
‫ﮔﺮﻭﻩ ﻓﻌﻠﯽ‬ ‫ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬ ‫ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬

‫ﮔﺮﻓﺘﻪ ﺍﻧﺪ‪.‬‬ ‫ﺩﺭﺱ ﺍﺩﺑﯿﺎﺕ ﻓﺎﺭﺳﯽ ﺁﻗﺎی ﻋﻠﻮی ﺭﺍ‬ ‫ﺩﺍﻧﺸﺠﻮﯾﺎﻥ ﺍﯾﺮﺍﻧﺸﻨﺎﺳﯽ‬
‫ﻧﻮﺷﺖ‪.‬‬ ‫ﺯﻧﺪﮔﯿﻨﺎﻣﮥ ﺧﻮﺩﺵ ﺭﺍ‬ ‫ﭘﺪﺭ ﺩﺍﻧﺸﻤﻨﺪ ﺍﻭ‬
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‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﺳﺎﺧﺘﺎﺭ )‪ (١‬ﺩﻭﳕﻮﻧﮥ ﺩﯾﮕﺮﺫﻛﺮﻛﻨﯿﺪ‪.‬‬
‫ﺳﺎﺧﺘﺎﺭ )‪(٢‬‬
‫ﮔﺮﻭﻩ ﻓﻌﻠﯽ‬ ‫ﻣﺘﻤﻢ ﻓﻌﻞ‬
‫ﮔﺮﻭﻩ ﻓﻌﻠﯽ‬ ‫ﺣﺮﻑ ﺍﺿﺎﻓﻪ ‪ +‬ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬ ‫ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬
‫ﻋﻼﻗﻪ ﺩﺍﺭﻧﺪ‬ ‫ﺑﻪ ﺍﺩﺑﯿﺎﺕ ﻓﺎﺭﺳﯽ‬ ‫ﺩﺍﻧﺸﺠﻮﯾﺎﻥ ﺍﯾﺮﺍﻧﺸﻨﺎﺳﯽ‬ ‫ﻣﺜﺎﻝ‪:‬‬
‫ﻣﺘﻤﻢ ﻓﻌﻞ ﺷﺎﻣﻞ ﯾﮏ ﺣﺮﻑ ﺍﺿﺎﻓﻪ ﻭ ﯾﮏ ﮔﺮﻭﻩ ﺍﺳﻤﯽ ﺍﺳﺖ‪ .‬ﺑﻪ ﻣﺘﻤﻢ ﻓﻌﻞ ﻣﻔﻌﻮﻝ ﻏﯿﺮﻣﺴﺘﻘﯿﻢ‬
‫ﻧﯿﺰ ﻣﯽ ﮔﻮﯾﻨﺪ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ‪:‬‬
‫ﮔﺮﻭﻩ ﻓﻌﻠﯽ‬ ‫ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬ ‫ﺣﺮﻑ ﺍﺿﺎﻓﻪ‬ ‫ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬

‫ﮔﺮﻭﯾﺪﻧﺪ‪.‬‬ ‫ﺍﺳﻼﻡ‬ ‫ﺑﻪ‬ ‫ﺁﻧﻬﺎ‬
‫ﺍﻓﺘﺨﺎﺭ ﻣﯽ ﻛﻨﻢ‪.‬‬ ‫ﺩﺍﻧﺸﺠﻮﯾﺎﱎ‬ ‫ﺑﻪ‬ ‫ﻣﻦ‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﺳﺎﺧﺘﺎﺭ)‪ (٢‬ﺩﻭ ﳕﻮﻧﮥ ﺩﯾﮕﺮ ﺫﻛﺮ ﻛﻨﯿﺪ‪.‬‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬
‫ﻭﺍژﮔﺎﻥ ﻣﺘﺪﺍﻭﻝ ﺧﺒﺮی‬

‫ﺍﻟﻒ ‪ .‬ﺟﻤﻼﺕ ﺯﯾﺮ ﺭﺍ ﺑﺎ ﻛﻠﻤﺎﺕ ﺯﯾﺮ ﻛﺎﻣﻞ ﻛﻨﯿﺪ ﻭ ﺍﮔﺮ ﺑﻪ ﺍﺿﺎﻓﻪ ﻧﯿﺎﺯی ﺑﻮﺩ ﺁﻧﺮﺍ ﻧﯿﺰ ﺍﺿﺎﻓﻪ‬
‫ﻛﻨﯿﺪ‪.‬‬
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‫ﲢﻠﯿﻠﮕﺮﺍﻥ‬ ‫ﺑﯿﻨﻨﺪﮔﺎﻥ‬ ‫ﺗﺎﺯﻩ ﺗﺮﯾﻦ‬ ‫ﺍﺑﺮﺍﺯ‬ ‫ﻣﺼﺎﺣﺒﻪ‬ ‫ﭘﯿﺶ ﺑﯿﻨﯽ‬

‫ﺳﺨﻨﮕﻮ‬ ‫ﺧﻮﺍﺳﺘﺎﺭ‬ ‫ﻫﺪﻓﻤﻨﺪ‬ ‫ﺍﺟﺘﻨﺎﺏ‬ ‫ﺻﺤﺖ‬ ‫ﺗﻮﺍﻓﻖ‬ ‫ﻣﻨﺠﺮ‬
‫ﺩﯾﺪﮔﺎﻩ ﻫﺎ‬
‫ﺑﺮﺍﺳﺎﺱ ‪....................‬ﺍﺧﺒﺎﺭ ﺩﺭﮔﯿﺮی ﻫﺎﯾﯽ ﺩﺭ ﺍﯾﻦ ﻣﻨﻄﻘﻪ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪.‬‬

‫ﺑﺮﻧﺎﻣﻪ ﻫﺎی ﻣﺴﺘﻨﺪ‪ ...................‬ﻓﺮﺍﻭﺍﻧﯽ ﺩﺍﺭﺩ‪.‬‬
‫‪ ..................‬ﺳﯿﺎﺳﯽ ﺍﻣﻮﺭ ﺩﺍﺧﻠﯽ ﻭ ﺧﺎﺭﺟﯽ ﻛﺸﻮﺭ ﺭﺍ ﺑﺮﺭﺳﯽ ﻣﯽ ﻛﻨﻨﺪ‪.‬‬
‫ﺧﺒﺮﮔﺰﺍﺭی ﺑﯽ ﺑﯽ ﺳﯽ ﺑﻪ ﻣﻘﺎﯾﺴﻪ ‪.......................‬ﻣﺨﺘﻠﻒ ﺩﺭ ﺍﯾﻦ ﺯﻣﯿﻨﻪ ﻣﯽ ﭘﺮﺩﺍﺯﺩ‪.‬‬
‫‪ ......................‬ﻣﻄﺒﻮﻋﺎﺗﯽ ﻛﺎﺥ ﺳﻔﯿﺪ ﺍﻋﻼﻡ ﻛﺮﺩ ﻛﻪ ﺟﻨﮓ ﺩﺭ ﺧﺎﻭﺭﻣﯿﺎﻧﻪ ﻗﺮﯾﺐ ﺍﻟﻮﻗﻮﻉ‬
‫ﺍﺳﺖ‪.‬‬
‫ﻣﺠﺮی ﺍﯾﻦ ﺑﺮﻧﺎﻣﻪ ﺑﺎ ﺍﺷﺨﺎﺹ ﻣﻬﻤﯽ‪ .....................‬ﻛﺮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺳﺮﺍﻥ ﻛﺸﻮﺭﻫﺎی ﺣﺎﺷﯿﻪ ﺧﻠﯿﺞ ﻓﺎﺭﺱ ﺿﻤﻦ ﺍﺷﺎﺭﻩ ﺑﻪ ﺭﻭ ﺑﻪ ﺍﲤﺎﻡ ﺑﻮﺩﻥ ﻣﻨﺎﺑﻊ ﻧﻔﺘﯽ ﻧﺴﺒﺖ‬
‫ﺑﻪ ﻗﺮﯾﺐ ﺍﻟﻮﻗﻮﻉ ﺑﻮﺩﻥ ﺟﻨﮓ ﺩﺭ ﺧﺎﻭﺭ ﻣﯿﺎﻧﻪ ‪ ....................‬ﻧﮕﺮﺍﻧﯽ ﻛﺮﺩﻩ ﺍﻧﺪ‪.‬‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﻫﺎی ﺯﻧﺪﺍﻧﯿﺎﻥ ﺳﯿﺎﺳﯽ ‪ ......................‬ﺩﺍﺩﮔﺎﻩ ﲡﺪﯾﺪﻧﻈﺮ ﺑﺮﺍی ﻓﺮﺯﻧﺪﺍﻧﺸﺎﻥ‬
‫ﺷﺪﻩ ﺍﻧﺪ‪.‬‬
‫ﻛﺸﻮﺭﻫﺎی ﻣﻨﻄﻘﻪ ﺑﺮ ﺳﺮ ﺍﺭﺯﺵ ﯾﮏ ﺑﺸﻜﻪ ﻧﻔﺖ ﺑﻪ ‪ ......................‬ﺭﺳﯿﺪﻩ ﺍﻧﺪ‪.‬‬
‫‪.......................‬ﻣﯽ ﺷﻮﺩ ﻛﻪ ﺩﺭ ﺁﯾﻨﺪﻩ ﺍی ﻧﻪ ﭼﻨﺪﺍﻥ ﺩﻭﺭ ﺭﻭﺍﺑﻂ ﺑﯿﻦ ﺍﯾﻦ ﺩﻭ ﻛﺸﻮﺭ‬
‫ﺑﻬﺒﻮﺩ ﯾﺎﺑﺪ‪.‬‬
‫ﺏ ‪ .‬ﺑﺎ ﻛﻠﻤﺎﺕ ﻭ ﻋﺒﺎﺭﺍﺕ ﺯﯾﺮ ﺟﻤﻠﻪ ﺑﺴﺎﺯﯾﺪ‪.‬‬
‫‪to result in‬‬ ‫ﻣﻨﺠﺮ ﺷﺪﻥ ﺑﻪ‬

‫‪in the present circumstances‬‬ ‫ﺩﺭ ﺷﺮﺍﯾﻂ ﻓﻌﻠﯽ‬
‫)‪key (adj.‬‬ ‫ﻛﻠﯿﺪی‬
‫‪definite‬‬ ‫ﻗﻄﻌﯽ‬
‫‪in the wake of‬‬ ‫ﺩﺭ ﭘﯽ‬
‫‪to cancel‬‬ ‫ﻟﻐﻮ ﻛﺮﺩﻥ‬
‫‪to express an opinion‬‬ ‫ﺍﻇﻬﺎﺭ ﻧﻈﺮ ﻛﺮﺩﻥ‬
‫‪to discuss‬‬ ‫ﺑﺤﺚ ﻛﺮﺩﻥ‬
‫‪critic‬‬ ‫ﻣﻨﺘﻘﺪ‬
‫‪public relations‬‬ ‫ﺭﻭﺍﺑﻂ ﻋﻤﻮﻣﯽ‬
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‫ﻣﺜﺎﻝ‪:‬‬
‫ﲡﺎﻭﺯ ﻧﯿﺮﻭﻫﺎی ﻋﺮﺍﻗﯽ ﺑﻪ ﺧﺎک ﺍﯾﺮﺍﻥ ﻣﻨﺠﺮ ﺑﻪ ﺟﻨﮓ ﺍﯾﺮﺍﻥ ﻭ ﻋﺮﺍﻕ ﺷﺪ ﻛﻪ ﻫﺸﺖ ﺳﺎﻝ‬
‫ﺑﻪ ﻃﻮﻝ ﺍﳒﺎﻣﯿﺪ‪.‬‬
‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ ‪ /‬ﻛﺘﺎﺑﯽ‬
‫ﺟﻼﻝ ﺁﻝ ﺍﺣﻤﺪ »ﲡﻬﯿﺰ ﻣﻠﺖ«‬

‫ﺟﻼﻝ ﺁﻝ ﺍﺣﻤﺪ )‪ (١٩٢٣-١٩۶٩‬ﺩﺭ ﺧﺎﻧﻮﺍﺩﻩ ﺍی ﻣﺬﻫﺒﯽ ﺩﺭ ﺗﻬﺮﺍﻥ ﻣﺘﻮﻟﺪ ﺷﺪ‪ .‬ﻭی ﲢﺼﯿﻼﺕ‬
‫ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺭﺷﺘﻪ ﺍﺩﺑﯿﺎﺕ ﻓﺎﺭﺳﯽ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﺗﻬﺮﺍﻥ ﺑﻪ ﭘﺎﯾﺎﻥ ﺭﺳﺎﻧﯿﺪ ﻭ ﺍﻭﻟﯿﻦ ﻣﺠﻤﻮﻋﻪ‬
‫ﺩﺍﺳﺘﺎﻧﻬﺎی ﺧﻮﺩ ﺭﺍ ﺑﺎ ﻋﻨﻮﺍﻥ ﺩﯾﺪ ﻭ ﺑﺎﺯﺩﯾﺪ ﺩﺭ ﺳﺎﻝ ‪ ١٩۴۶‬ﻣﻨﺘﺸﺮ ﻛﺮﺩ‪ .‬ﺁﻝ ﺍﺣﻤﺪ ﺩﺭ ﺳﺎﻝ‬
‫‪ ١٩۵٠‬ﺑﺎ ﺳﯿﻤﯿﻦ ﺩﺍﻧﺸﻮﺭ‪ ،‬ﻧﻮﯾﺴﻨﺪﻩ ﺑﻪ ﻧﺎﻡ ﺍﯾﺮﺍﻧﯽ ﺍﺯﺩﻭﺍﺝ ﻛﺮﺩ‪ .‬ﺑﺴﯿﺎﺭی ﺍﺯ ﺁﺛﺎﺭ ﺁﻝ ﺍﺣﻤﺪ‪،‬‬
‫ﭼﻪ ﺭﻣﺎﻧﻬﺎ ﻭ ﭼﻪ ﺩﺍﺳﺘﺎﻧﻬﺎی ﻛﻮﺗﺎﻫﺶ‪ ،‬ﺑﻪ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﺗﺮﺟﻤﻪ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺍﺯ ﺟﻤﻠﻪ ﻣﺪﯾﺮ‬
‫ﻣﺪﺭﺳﻪ ﻛﻪ ﯾﻜﯽ ﺍﺯ ﻣﻌﺮﻭﻓﺘﺮﯾﻦ ﺩﺍﺳﺘﺎﻧﻬﺎی ﺍﻭﺳﺖ‪ .‬ﺍﻣﺎ ﺷﻨﺎﺧﺘﻪ ﺷﺪﻩ ﺗﺮﯾﻦ ﺍﺛﺮ ﺁﻝ ﺍﺣﻤﺪ ﺭﺍ‬
‫ﺑﺎﯾﺪ ﻏﺮﺑﺰﺩﮔﯽ ﺩﺍﻧﺴﺖ ﻛﻪ ﺩﺭ ﺁﻥ ﺑﻪ ﺍﻧﺘﻘﺎﺩ ﺍﺯ ﺗﺄﺛﯿﺮﺍﺕ ﻣﻨﻔﯽ ﻏﺮﺏ ﺩﺭ ﻓﺮﻫﻨﮓ ﻭ ﺟﺎﻣﻌﻪ‬
‫ﺍﯾﺮﺍﻧﯽ ﭘﺮﺩﺍﺧﺘﻪ ﺍﺳﺖ‪.‬‬
‫ﺍﻟﻒ– ﻣﱳ ﺯﯾﺮ ﺭﺍ ﺑﺨﻮﺍﻧﯿﺪ ﻭ ﺳﭙﺲ ﺟﻤﻼﺕ ﻭ ﻋﺒﺎﺭﺍﺕ ﻋﺎﻣﯿﺎﻧﻪ ﺭﺍ ﺑﻪ ﻓﺎﺭﺳﯽ ﻛﺘﺎﺑﯽ ﺗﺒﺪﯾﻞ‬
‫ﺍﯾﻨﻢ ﻛﻪ ﻣﯿﺎﻡ ﺩﻻﻛﯽ‪ ،‬ﻣﺎﻝ ﺍﯾﻨﻪ ﻛﻪ ﺧﻮﺩﻡ ﺑﯿﻐﯿﺮﺕ ﻧﯿﺴﺘﻢ‪.‬‬

‫ﺍﯾﻦ ﻫﻢ ﻛﻪ ﻣﯽ ﺁﯾﻢ ﺩﻻﻛﯽ‪ ،‬ﺑﺮﺍی ﺍﯾﻦ ﺍﺳﺖ ﻛﻪ ﺧﻮﺩﻡ ﺑﯽ ﻏﯿﺮﺕ ﻧﯿﺴﺘﻢ‪.‬‬
‫ﺩﻻک ﺣﻤﺎﻡ ﺯﻧﯽ ﺑﻮﺩ ﻋﺎﻗﻞ ﻭ ﺟﻬﺎﻧﺪﯾﺪﻩ‪ .‬ﮔﯿﺲ ﻓﻠﻔﻞ ﳕﻜﯽﺍﺵ ﺭﺍ ﻫﺮﮔﺰ ﺣﻨﺎ ﻧﺒﺴﺘﻪ ﺑﻮﺩ ﻭ‬
‫ﳕﯿﺨﻮﺍﺳﺖ ﺍﺯ ﺁﻧﭽﻪ ﻫﺴﺖ ﺟﻮﺍﻧﺘﺮ ﺑﻨﻤﺎﯾﺪ‪ .‬ﮔﺮﭼﻪ ﻣﺜﻞ ﻫﻤﮥ ﺩﻻﻛﻬﺎ ﺭﻭﺩﻩ ﺩﺭﺍﺯ ﺑﻮﺩ‪ ،‬ﻫﯿﭽﻮﻗﺖ‬
‫ﺍﺯ ﻛﺴﯽ ﺑﺪﮔﻮﯾﯽ ﳕﯿﻜﺮﺩ‪ .‬ﺑﺎ ﻫﺮ ﻛﺲ ﻛﻪ ﻣﯽﻧﺸﺴﺖ ﺳﺮﺩﻝ ﺧﻮﺩ ﺭﺍ ﺑﺎﺯ ﻣﯿﻜﺮﺩ ﻭ ﺍﺯ ﺟﻮﺍﻧﯽ‬
‫ﺧﻮﺩ‪ ،‬ﺍﺯ ﺷﻮﻫﺮ ﺍﻭﻝ ﺧﻮﺩ‪ ،‬ﺍﺯ ﺑﭽﻪﻫﺎﯾﺶ ﻛﻪ ﺍﻛﻨﻮﻥ ﻣﺮﺩی ﺷﺪﻩ ﺑﻮﺩﻧﺪ‪ ،‬ﻭ ﺑﺮﺍی ﺁﻧﻬﺎ ﺧﯿﺎﻝ‬
‫ﻋﺮﻭﺳﯽ ﻛﺮﺩﻥ ﺩﺍﺷﺖ؛ ﺻﺤﺒﺖ ﻣﯿﻜﺮﺩ ﻭ ﮔﺎﻫﯽ ﺍﺯﯾﻦ ﻭ ﺁﻥ ﺳﺮﺍﻍ ﺩﺧﺘﺮ ﻣﯿﮕﺮﻓﺖ ﻭ ﺑﺎ ﺑﻌﻀﯽ‬
‫ﻫﻢ ﻗﺮﺍﺭ ﻭﻣﺪﺍﺭ ﻣﯿﮕﺬﺍﺷﺖ ﻛﻪ ﻓﻼﻥ ﺭﻭﺯ ﺑﺎﻫﻢ ﺑﺨﻮﺍﺳﺘﮕﺎﺭی ﺑﺮﻭﻧﺪ‪.‬‬
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‫ﻣﻬﺮﺍﻧﮕﯿﺰﺧﺎﱎ‪ ،‬ﯾﻜﺒﺎﺭ ﺩﯾﮕﺮ ﺁﻧﭽﻪ ﺭﺍ ﻛﻪ ﺳﺮ ﺑﯿﻨﮥ ﺣﻤﺎﻡ ﺑﺮﺍی ﻫﻤﻪ ﻣﻨﺒﺮ ﺭﻓﺘﻪ ﺑﻮﺩ‪ ،‬ﺍﯾﻨﺠﺎ‬
‫ﺧﺼﻮﺻﯽ ﺑﺮﺍی ﺩﻻک ﻋﺎﻗﻞﺯﻥ ﺣﻤﺎﻡ ﮔﻔﺖ‪ .‬ﺩﻻک ﺩﺭﺣﺎﻟﯿﻜﻪ ﻛﯿﺴﻪ ﺭﺍ ﺑﺎ ﺗﺄﻧﯽ ﺭﻭی ﮔﻮﺷﺘﻬﺎی‬
‫ﺷﻞ ﺑﺎﺯﻭی ﻣﻬﺮﺍﻧﮕﯿﺰ ﺧﺎﱎ ﺑﺎﻻ ﻭﭘﺎﯾﯿﻦ ﻣﯿﺒﺮﺩ؛ ﭘﺲ ﺍﺯ ﺍﯾﻨﻜﻪ ﮔﻔﺘﻪﻫﺎی ﺍﻭ ﺭﺍ ﺷﻨﯿﺪ‪ ،‬ﮔﻔﺖ‪:‬‬
‫ـ ﺧﺎﱎ‪ ،‬ﻣﻦ ﻫﺮﭼﻪ ﺑﺎﺷﻢ ﭘﯿﺮﻡ ﻭ ﺭﻓﺘﻨﯽ‪ .‬ﺍﺯ ﺩﻧﯿﺎﻡ ﺯﯾﺎﺩ ﺗﻮﻗﻌﯽ ﻧﺪﺍﺭﻡ ﺗﺎ ﺍﺯ ﻛﺴﯽ ﺗﺮﺳﯽ‬
‫ﺩﺍﺷﺘﻪ ﺑﺎﺷﻢ‪ .‬ﻭﺍﺳﮥ ﻛﺎﺭﱈ ﺳﺮ ﻭ ﺩﺳﺖ ﳕﯿﺸﻜﻨﻢ؛ ﭘﺴﺮﺍﻡ ﻣﺎﺷﺎﻻ‪ ،‬ﻣﺎﺷﺎﻻ‪ ،‬ﻣﺜﻞ ﺷﺎﺧﮥ‬
‫ﭼﻨﺎﺭ‪ ،‬ﻫﻤﯿﺸﻪ ﺣﺎﺿﺮﻧﺪ ﯾﮏ ﻟﻘﻤﻪ ﻧﻮﱎ ﺭﻭ ﺑﺮﺳﻮﻧﻨﺪ‪ .‬ﺍﯾﻨﻢ ﻛﻪ ﻣﯿﺎﻡ ﺩﻻﻛﯽ‪ ،‬ﻣﺎﻝ ﺍﯾﻨﻪ ﻛﻪ ﺧﻮﺩﻡ‬
‫ﺑﯿﻐﯿﺮﺕ ﻧﯿﺴﺘﻢ‪ .‬ﺁﻗﺎی ﺧﻮﺩﱈ ﻭ ﻧﻮﻛﺮ ﺧﻮﺩﻡ‪ .‬ﺍﮔﻪ ﺣﺮﻑ ﻣﻦ ﻗﺎﺑﻠﯿﺖ ﺷﻤﺎ ﺭﻭ ﻧﺪﺍﺭﻩ ﺍﻣﺎ ﻫﺮﭼﻪ‬
‫ﺑﺎﺷﻪ ﮔﯿﺴﻢ ﺳﻔﯿﺪ ﺷﺪﻩ ﻭ ﻣﯽﺗﻮﱎ ﺩﻭ ﺳﻪ ﻛﻼﻡ ﭘﯿﺮﺍﻧﻪ ﺑﺸﻤﺎ ﺑﮕﻢ‪...‬‬
‫ﺏ‪ -‬ﻣﻌﻨﺎی ﻛﻠﻤﺎﺕ ﺯﯾﺮ ﺭﺍ ﺩﺭ ﻟﻐﺘﻨﺎﻣﻪ ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺳﭙﺲ ﺑﺎ ﻫﺮﯾﮏ ﺍﺯ ﻟﻐﺎﺕ ﯾﮏ ﺟﻤﻠﻪ‬
‫ﺑﺴﺎﺯﯾﺪ‪.‬‬
‫ﺩﻻک‬
‫ﺟﻬﺎﻧﺪﯾﺪﻩ‬
‫ﳕﻮﺩﻥ‬
‫ﺑﺪﮔﻮﯾﯽ‬
‫ﺑﺎﺗﺄﻧﯽ‬
‫ﺭﻓﺘﻨﯽ‬
‫ﺗﻮﻗﻊ‬
‫ﺝ‪ -‬ﺍﺻﻄﻼﺣﺎﺕ ﺯﯾﺮ ﺭﺍ ﺗﺮﺟﻤﻪ ﻛﻨﯿﺪ‪.‬‬
‫ﻫﺮﭼﻪ ﺑﺎﺷﻪ ﮔﯿﺴﻢ ﺳﻔﯿﺪ ﺷﺪﻩ‬

‫ﺁﻗﺎی ﺧﻮﺩﱈ ﻭ ﻧﻮﻛﺮ ﺧﻮﺩﻡ‬
‫ﺟﻬﺎﻧﺪﯾﺪﻩ‬
‫ﮔﯿﺲ ﻓﻠﻔﻞ ﳕﻜﯽ‬
‫ﻭﺍﺳﮥ ﻛﺎﺭﱈ ﺳﺮ ﻭ ﺩﺳﺖ ﳕﯿﺸﻜﻨﻢ‬
‫ﺳﺮﺩﻝ ﺧﻮﺩ ﺭﺍ ﺑﺎﺯ ﻣﯿﻜﺮﺩ‬
‫ﺑﺮﺍی ﻫﻤﻪ ﻣﻨﺒﺮ ﺭﻓﺘﻪ ﺑﻮﺩ‬
‫ﯾﮏ ﻟﻘﻤﻪ ﻧﻮﱎ ﺭﻭ ﺑﺮﺳﻮﻧﻨﺪ‬
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‫ﺷﻤﺎ ﺑﻪ ﭼﻪ ﻭﺭﺯﺷﯽ ﻋﻼﻗﻪ ﺩﺍﺭﯾﺪ؟‬ ■ ‫ﺩﺭﺱ ﺍﻭﻝ‬ 11
...‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬
Compound verbs ‫ﺍﻓﻌﺎﻝ ﻣﺮﻛﺐ‬

Compound verbs are those verbs that contain a verbal part and a
non-verbal part. The verbal part is chosen from a limited list of verbs.
Some of the most common simple verbs used in compound verbs in
Persian are:
‫ﺁﻣﺪﻥ ﺁﻭﺭﺩﻥ ﺍﻓﺘﺎﺩﻥ ﺍﻧﺪﺍﺧﱳ ﺑﺮﺩﻥ ﺑﺴﱳ ﺑﻮﺩﻥ ﺧﻮﺭﺩﻥ ﺩﺍﺩﻥ ﺩﺍﺷﱳ‬
‫ﺭﻓﱳ ﺯﺩﻥ ﺷﺪﻥ ﻛﺮﺩﻥ ﻛﺸﯿﺪﻥ ﮔﺬﺷﱳ ﮔﺮﻓﱳ‬
The non-verbal part can be either: (1) a noun, (2) an adjective or past
participle, (3) a prepositional phrase, (4) an adverbial, or (5) a complex
nominal.
Look at the following examples:
‫ ﻓﻌﻞ‬+ ‫ ﺍﺳﻢ‬-١
‫ﺗﻠﻔﻦ ﻛﺮﺩﻥ‬
‫ﺷﺎﻧﻪ ﺯﺩﻥ‬
‫ﺩﺭﺩ ﻛﺸﯿﺪﻥ‬
‫ﺩﻭﺵ ﮔﺮﻓﱳ‬
‫ ﻓﻌﻞ‬+ ‫ﺻﻔﺖ ﻣﻔﻌﻮﻟﯽ‬/‫ ﺻﻔﺖ‬-٢
‫ﻧﺎﺭﺍﺣﺖ ﻛﺮﺩﻥ‬
‫ﺧﺴﺘﻪ ﺷﺪﻥ‬
‫ﺩﯾﺮ ﻛﺮﺩﻥ‬
‫ﻭﺍﺑﺴﺘﻪ ﺷﺪﻥ‬
‫ ﻓﻌﻞ‬+ (‫ ﺍﺳﻢ‬+ ‫ ﻋﺒﺎﺭﺕ ﺍﺿﺎﻓﯽ )ﺣﺮﻑ ﺍﺿﺎﻓﻪ‬-٣
‫ﺑﻪ ﺩﻧﯿﺎ ﺁﻣﺪﻥ‬

‫ﺑﻪ ﯾﺎﺩ ﺩﺍﺷﱳ‬
‫ﺍﺯ ﯾﺎﺩ ﺑﺮﺩﻥ‬
‫ﺑﻪ ﺧﻮﻥ ﻛﺸﯿﺪﻥ‬
9780415691352_C01.indd 11 5/23/12 2:31 PM

12 Lesson 1 ■ Which sport are you interested in?
‫ ﻓﻌﻞ‬+ ‫ ﻗﯿﺪ‬-۴
‫ﺑﺮﺩﺍﺷﱳ‬
‫ﺑﺎﻻ ﺭﻓﱳ‬
‫ﭘﯿﺶ ﺑﺮﺩﻥ‬
‫ﺑﺮﺧﺎﺳﱳ‬
‫ ﻓﻌﻞ‬+ ‫ ﺍﺳﻢ ﻣﺮﻛﺐ‬- ۵
‫ﺳﺮ ﻭ ﻛﺎﺭ ﺩﺍﺷﱳ‬

‫ﺩﺳﺖ ﺑﻪ ﺩﺳﺖ ﻛﺮﺩﻥ‬
‫ﮔﻮﺷﻪ ﻭ ﻛﻨﺎﯾﻪ ﺯﺩﻥ‬
Note that in modern written and spoken Persian, some compound verbs
are more commonly used than their corresponding simple verbs. Simple
verbs are frequently found in medieval Persian texts and poetry, however.
Look at the examples below:
‫ﺟﻨﮓ ﻛﺮﺩﻥ‬ ← ‫ﺟﻨﮕﯿﺪﻥ‬

‫ﻓﺮﯾﺐ ﺩﺍﺩﻥ‬ ← ‫ﻓﺮﯾﻔﱳ‬
‫ﻏﻠﺖ ﺯﺩﻥ‬ ← ‫ﻏﻠﺘﯿﺪﻥ‬
‫ﺁﻟﻮﺩﻩ ﻛﺮﺩﻥ‬ ← ‫ﺁﻟﻮﺩﻥ‬
‫ﮔﺮﯾﻪ ﻛﺮﺩﻥ‬ ← ‫ﮔﺮﯾﺴﱳ‬
.‫ ﺑﺮﺍی ﻫﺮﯾﮏ ﺍﺯﺍﻧﻮﺍﻉ ﺍﻓﻌﺎﻝ ﻣﺮﻛﺐ ﺑﺎﻻ ﺳﻪ ﳕﻮﻧﮥ ﺩﯾﮕﺮ ﺫﻛﺮ ﻛﻨﯿﺪ‬:‫ﲤﺮﯾﻦ‬
9780415691352_C01.indd 12 5/23/12 2:31 PM

‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‬
‫ﺧﻂ‬
‫ﺍﻟﻠﻪ ﺩﺭ ﺍﺻﻔﻬﺎﻥ‬
‫ﳕﺎی ﺩﺍﺧﻠﯽ ﻣﺴﺠﺪ ﺷﯿﺦ ﻟﻄﻒ ‪2‬‬
‫ﺑﺴﯿﺎﺭی ﺍﺯ ﻣﺴﺎﺟﺪ ﺍﯾﺮﺍﻥ ﺍﺯ ﺟﻤﻠﻪ ﺟﺎﺫﺑﻪ ﻫﺎی ﺗﻮﺭﯾﺴﺘﯽ ﺑﻪ ﺷﻤﺎﺭ ﻣﯽ ﺁﯾﻨﺪ‪ .‬ﺑﯿﺸﺘﺮ ﺍﯾﻦ‬
‫ﻣﺴﺎﺟﺪ ﺑﻪ ﺁﯾﺎﺕ ﻗﺮﺁﻧﯽ ﺑﻪ ﺯﺑﺎﻥ ﻋﺮﺑﯽ ﻣﺰﯾﻦ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺳﯽ ﻭ ﺩﻭ ﺣﺮﻑ ﺩﺍﺭﺩ‬
‫ﻛﻪ ﻫﻤﺎﻥ ﺍﻟﻔﺒﺎی ﻋﺮﺑﯽ ﺍﺳﺖ ﺑﻪ ﻋﻼﻭﻩ ﭼﻬﺎﺭ ﺣﺮﻑ پ‪ ،‬چ‪ ،‬ژ‪ ،‬گ‪ .‬ﺑﯿﺶ ﺍﺯ ﻫﺰﺍﺭ ﺳﺎﻝ ﺍﺳﺖ‬
‫ﻛﻪ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺑﺎ ﺍﻟﻔﺒﺎی ﻋﺮﺑﯽ ﻧﻮﺷﺘﻪ ﻣﯽ ﺷﻮﺩ‪ .‬ﺧﻮﺷﻨﻮﯾﺴﯽ ﺑﺎ ﻗﻠﻢ ﺩﺭﺷﺖ ﻭ ﻣﺮﻛﺐ‬
‫ﯾﻜﯽ ﺍﺯ ﻫﻨﺮﻫﺎی ﺍﯾﺮﺍﻧﯽ ﺍﺳﺖ‪ .‬ﺷﯿﻮﻩ ﻫﺎی ﻣﺨﺘﻠﻒ ﺧﻂ ﺩﺭ ﺧﻮﺷﻨﻮﯾﺴﯽ ﺑﻪ ﻛﺎﺭ ﻣﯽ ﺭﻭﺩ‬
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‫ﻛﻪ ﺑﻌﻀﯽ ﺍﺯ ﺁﻧﻬﺎ ﻣﺨﺘﺺ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺍﺳﺖ ﻣﺎﻧﻨﺪ ﻧﺴﺘﻌﻠﯿﻖ‪ .‬ﻣﻌﻤﻮ ًﻻ ﺩﺭ ﺧﻮﺷﻨﻮﯾﺴﯽ‬
‫ﺍﯾﺮﺍﻧﯽ ﺍﺷﻌﺎﺭ ﻓﺎﺭﺳﯽ ﺭﺍ ﺑﺮﺍی ﺧﻄﺎﻃﯽ ﺍﻧﺘﺨﺎﺏ ﻣﯽ ﻛﻨﻨﺪ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﺑﺎ ﺣﺎﺷﯿﻪ ﮔﻞ ﻭ ﻣﺮﻍ‬
‫ﻭ ﺗﺬﻫﯿﺐ ﻣﯽ ﺁﺭﺍﯾﻨﺪ‪.‬‬
‫ﺑﺤﺚ ﻛﻨﯿﺪ‪:‬‬
‫ﺩﺭ ﮔﺮﻭﻩ ﻫﺎی ﺩﻭ ﯾﺎ ﺳﻪ ﻧﻔﺮﻩ ﺩﻩ ﺩﻗﯿﻘﻪ ﺩﺭﺑﺎﺭﻩ ﺳﺆﺍﻝ ﻫﺎی ﺯﯾﺮ ﺑﺎ ﻫﻢ ﺑﺤﺚ ﻛﻨﯿﺪ ﻭ ﺳﭙﺲ‬
‫ﻧﺘﺎﯾﺞ ﺑﺤﺜﺘﺎﻥ ﺭﺍ ﺧﻼﺻﻪ ﻛﻨﯿﺪ ﻭ ﺑﺮﺍی ﻫﻤﻜﻼﺳﯽ ﻫﺎﯾﺘﺎﻥ ﺑﺎﺯﮔﻮ ﻛﻨﯿﺪ‪:‬‬
‫‪ –١‬ﺩﺭﺑﺎﺭﻩ ﺍﻟﻔﺒﺎی ﻓﺎﺭﺳﯽ ﭘﯿﺶ ﺍﺯ ﺍﺳﻼﻡ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟ ﺩﺭ ﺁﻥ ﺯﻣﺎﻥ ﭼﻪ ﻧﻮﻉ ﺧﻄﻬﺎﯾﯽ‬

‫ﻭﺟﻮﺩ ﺩﺍﺷﺖ؟‬
‫‪ –٢‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻟﻔﺒﺎی ﻋﺮﺑﯽ ﺑﺮﺍی ﻧﻮﺷﱳ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﭼﻪ ﻣﺸﻜﻼﺗﯽ ﺩﺍﺭﺩ؟ ﺁﯾﺎ ﺗﺎﺑﺤﺎﻝ‬
‫ﻛﺴﯽ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻟﻔﺒﺎی ﻻﺗﯿﻦ ﺭﺍ ﺑﺮﺍی ﻧﻮﺷﱳ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﭘﯿﺸﻨﻬﺎﺩ ﻛﺮﺩﻩ ﺍﺳﺖ؟ ﭼﺮﺍ؟‬
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‫ﺩﺭﺱ ﺩﻭﻡ‬
‫‪Lesson‬‬
‫‪Two‬‬
‫ﻣﻌﻤﻮ ًﻻ ﭼﻪ ﻣﺴﺎﺋﻠﯽ‬
‫ﺑﺎﻋﺚ ﻃﻼﻕ ﻣﯽ ﺷﻮﺩ؟‬
‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﻃﻼﻕ ﺩﺭ ﺟﺎﻣﻌﮥ ﺍﯾﻠﯽ ﺍﯾﺮﺍﻥ‬
‫ﺩﺳﺘﻮﺭ‪ :‬ﺍﻧﻮﺍﻉ ﺟﻤﻠﮥ ﺳﺎﺩﻩ )ﺍﺩﺍﻣﻪ(‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﺳﯿﺎﺳﺖ ﻭ ﺩﻭﻟﺖ‬
‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ ‪ /‬ﻛﺘﺎﺑﯽ‪ :‬ﺟﻼﻝ ﺁﻝ ﺍﺣﻤﺪ » ﺳﻤﻨﻮﭘﺰﺍﻥ «‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﻓﺮﻭﻍ ﻓﺮﺧﺰﺍﺩ‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﺑﺎﺩﮔﯿﺮ‬

‫‪ -١‬ﺁﯾﺎ ﻃﻼﻕ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ ﺍﻣﺮی ﭘﺴﻨﺪﯾﺪﻩ ﺍﺳﺖ؟‬
‫‪ -٢‬ﺩﺭ ﻣﻮﺭﺩ ﺣﻘﻮﻕ ﺯﻥ ﻭ ﻣﺮﺩ ﭘﺲ ﺍﺯ ﻃﻼﻕ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟‬
‫‪ -٢‬ﻣﻌﻤﻮ ًﻻ ﭼﻪ ﻣﺴﺎﺋﻠﯽ ﺑﺎﻋﺚ ﻃﻼﻕ ﻣﯽ ﺷﻮﺩ؟‬
‫ﻃﻼﻕ ﺩﺭ ﺟﺎﻣﻌﮥ ﺍﯾﻠﯽ ﺍﯾﺮﺍﻥ‬

‫ﻃﻼﻕ ﺩﺭ ﺍﯾﺮﺍﻥ ﺍﻣﺮی ﭘﺴﻨﺪﯾﺪﻩ ﻧﯿﺴﺖ ﻭ ﺩﺭ ﻓﺮﻫﻨﮓ ﺟﺎﻣﻌﮥ ﺍﯾﻠﯽ ﭘﺪﯾﺪﻩ ﺍی ﺯﺷﺖ ﺑﻪ ﺷﻤﺎﺭ‬
‫ﻣﯽ ﺁﯾﺪ‪ .‬ﺑﻨﺎﺑﺮﺍﯾﻦ ﻣﯿﺰﺍﻥ ﻃﻼﻕ ﺩﺭﺍﯾﻦ ﻧﻮﻉ ﺟﻮﺍﻣﻊ ﺑﺴﯿﺎﺭ ﻛﻢ ﺍﺳﺖ‪ .‬ﻃﺒﻖ ﻗﻮﺍﻧﯿﻦ ﺷﺮﻋﯽ‬
‫ﺩﺭ ﺍﯾﺮﺍﻥ ﺗﻨﻬﺎ ﻣﺮﺩ ﺍﺳﺖ ﻛﻪ ﻣﯽ ﺗﻮﺍﻧﺪ ﺯﻧﺶ ﺭﺍ ﻃﻼﻕ ﺑﺪﻫﺪ ﻭ ﺯﻥ ﻓﻘﻂ ﺩﺭ ﻣﻮﺍﺭﺩ ﺧﺎﺻﯽ‬
‫ﻣﯽ ﺗﻮﺍﻧﺪ ﺗﻘﺎﺿﺎی ﻃﻼﻕ ﻛﻨﺪ ﻭ ﺍﺯ ﺷﻮﻫﺮﺵ ﻃﻼﻕ ﺑﮕﯿﺮﺩ‪ ،‬ﺍﺯ ﻣﯿﺎﻥ ﺍﯾﻦ ﻣﻮﺍﺭﺩ ﻣﯽ ﺗﻮﺍﻥ‬
‫ﻧﺎﺗﻮﺍﻧﯽ ﺟﻨﺴﯽ ﻭ ﺍﻋﺘﯿﺎﺩ ﻣﺮﺩ ﺭﺍ ﻧﺎﻡ ﺑﺮﺩ‪ .‬ﺩﺭ ﺟﻮﺍﻣﻊ ﺍﯾﻠﯽ ﻋﻮﺍﻣﻠﯽ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ ﻛﻪ ﻃﻼﻕ‬
‫ﺯﻥ ﺭﺍ ﺍﺟﺘﻨﺎﺏ ﻧﺎﭘﺬﯾﺮ ﻣﯽ ﻛﻨﻨﺪ‪ ،‬ﻋﻮﺍﻣﻠﯽ ﭼﻮﻥ ﺭﺍﺑﻄﮥ ﻧﺎﻣﺸﺮﻭﻉ ﺯﻥ ﺑﺎ ﻣﺮﺩ ﺩﯾﮕﺮ‪ ،‬ﻓﺮﻣﺎﻥ‬
‫ﻧﺒﺮﺩﻥ ﺍﺯ ﺷﻮﻫﺮ‪ ،‬ﻧﺎﺯﺍ ﺑﻮﺩﻥ ﺯﻥ ﻭ ﻓﺮﺯﻧﺪ ﭘﺴﺮ ﻧﯿﺎﻭﺭﺩﻥ‪.‬‬
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‫‪16‬‬ ‫‪Lesson 2‬‬ ‫■‬ ‫?‪Which issues normally cause divorce‬‬
‫ﺩﺭ ﺟﺎﻣﻌﮥ ﺍﯾﻠﯽ ﻭ ﺑﻄﻮﺭ ﻛﻠﯽ ﺩﺭ ﺟﺎﻣﻌﻪ ﻫﺎی ﺳﻨﺘﯽ ﺍﯾﺮﺍﻥ‪ ،‬ﺑﭽﻪ ﺩﺍﺭ ﻧﺸﺪﻥ ﺭﺍ ﺻﺮﻓ ًﺎ ﺑﻪ‬
‫ﻧﺎﺯﺍﯾﯽ ﺯﻥ ﻧﺴﺒﺖ ﻣﯽ ﺩﻫﻨﺪ‪ ،‬ﺑﻨﺎﺑﺮﺍﯾﻦ ﻣﺮﺩ ﻣﯽ ﺗﻮﺍﻧﺪ ﺯﻧﺶ ﺭﺍ ﺑﻪ ﺩﻟﯿﻞ ﻧﺎﺯﺍﯾﯽ ﻃﻼﻕ ﺩﻫﺪ‪.‬‬
‫ﺍﻣﺎ ﭼﻮﻥ ﻃﻼﻕ ﺑﺮﺍی ﺯﻥ ﺍﺗﻔﺎﻕ ﺑﺴﯿﺎﺭ ﺗﻠﺨﯽ ﺍﺳﺖ‪ ،‬ﻣﻌﻤﻮ ًﻻ ﺍﮔﺮ ﻣﺮﺩ ﺗﻮﺍﻧﺎﯾﯽ ﻣﺎﻟﯽ ﺩﺍﺷﺘﻪ‬
‫ﺑﺎﺷﺪ ﺯﻧﺶ ﺭﺍ ﻃﻼﻕ ﳕﯽ ﺩﻫﺪ ﻭ ﺯﻥ ﺩﻭﻣﯽ ﻣﯽ ﮔﯿﺮﺩ‪.‬‬
‫‪divorce‬‬ ‫ﻃﻼﻕ‬
‫‪society‬‬ ‫ﺟﺎﻣﻌﻪ )ﺟﻮﺍﻣﻊ(‬
‫‪tribal‬‬ ‫ﺍﯾﻠﯽ‬
‫‪matter; issue‬‬ ‫ﺍﻣﺮ )ﺍﻣﻮﺭ(‬
‫‪acceptable‬‬ ‫ﭘﺴﻨﺪﯾﺪﻩ‬
‫‪culture‬‬ ‫ﻓﺮﻫﻨﮓ‬
‫‪phenomenon‬‬ ‫ﭘﺪﯾﺪﻩ‬
‫‪rate‬‬ ‫ﻣﯿﺰﺍﻥ‬
‫‪religious laws‬‬ ‫ﻗﻮﺍﻧﯿﻦ ﺷﺮﻋﯽ‬
‫‪case‬‬ ‫ﻣﻮﺭﺩ )ﻣﻮﺍﺭﺩ(‬
‫‪special; particular‬‬ ‫ﺧﺎﺹ‬
‫‪to file for divorce‬‬ ‫ﺗﻘﺎﺿﺎی ﻃﻼﻕ ﻛﺮﺩﻥ‬
‫‪among‬‬ ‫ﺍﺯ ﻣﯿﺎﻥ‬
‫‪sexual impotence‬‬ ‫ﻧﺎﺗﻮﺍﻧﯽ ﺟﻨﺴﯽ‬
‫‪(drug) addiction‬‬ ‫ﺍﻋﺘﯿﺎﺩ‬
‫‪factor‬‬ ‫ﻋﺎﻣﻞ )ﻋﻮﺍﻣﻞ(‬
‫‪unavoidable‬‬ ‫ﺍﺟﺘﻨﺎﺏ ﻧﺎﭘﺬﯾﺮ‬
‫‪such as‬‬ ‫ﭼﻮﻥ‬
‫‪illicit relationship‬‬ ‫ﺭﺍﺑﻄﮥ ﻧﺎ ﻣﺸﺮﻭﻉ‬
‫‪to obey‬‬ ‫ﻓﺮﻣﺎﻥ ﺑﺮﺩﻥ‬
‫‪barren‬‬ ‫ﻧﺎﺯﺍ‬
‫‪9780415691352_C02.indd 16‬‬ ‫‪5/23/12 2:31 PM‬‬

‫ﻣﻌﻤﻮ ًﻻ ﭼﻪ ﻣﺴﺎﺋﻠﯽ ﺑﺎﻋﺚ ﻃﻼﻕ ﻣﯽ ﺷﻮﺩ؟‬ ‫■‬ ‫ﺩﺭﺱ ﺩﻭﻡ‬ ‫‪17‬‬
‫‪in general‬‬ ‫ﺑﻪ ﻃﻮﺭ ﻛﻠﯽ‬

‫‪to attribute to‬‬ ‫ﻧﺴﺒﺖ ﺩﺍﺩﻥ ﺑﻪ‬
‫‪bitter‬‬ ‫ﺗﻠﺦ‬
‫‪financial ability‬‬ ‫ﺗﻮﺍﻧﺎﯾﯽ ﻣﺎﻟﯽ‬
‫ﻃﻼﻕ ﺩﺭ ﺍﯾﺮﺍﻥ ﭼﮕﻮﻧﻪ ﺍﻣﺮی ﺍﺳﺖ؟‬ ‫‪-١‬‬
‫ﺯﻥ ﺩﺭ ﺍﯾﺮﺍﻥ ﺩﺭ ﭼﻪ ﺻﻮﺭﺕ ﻣﯽ ﺗﻮﺍﻧﺪ ﺗﻘﺎﺿﺎی ﻃﻼﻕ ﻛﻨﺪ؟‬ ‫‪-٢‬‬
‫ﻣﺮﺩ ﺩﺭ ﺍﯾﺮﺍﻥ ﭼﻪ ﻭﻗﺖ ﻣﯽ ﺗﻮﺍﻧﺪ ﺯﻧﺶ ﺭﺍ ﻃﻼﻕ ﺩﻫﺪ؟‬ ‫‪-٢‬‬
‫ﺩﺭ ﺟﻮﺍﻣﻊ ﺍﯾﻠﯽ ﺩﺭ ﭼﻪ ﻣﻮﺍﺭﺩی ﻃﻼﻕ ﺯﻥ ﺍﺟﺘﻨﺎﺏ ﻧﺎﭘﺬﯾﺮ ﺍﺳﺖ؟‬ ‫‪-۴‬‬
‫ﻣﺮﺩ ﺩﺭ ﭼﻪ ﺻﻮﺭﺕ ﻣﯽ ﺗﻮﺍﻧﺪ ﺯﻥ ﺩﻭﻣﯽ ﺑﮕﯿﺮﺩ؟‬ ‫‪-۵‬‬
‫‪ -١‬ﺑﺮﺍی ﯾﺎﺩﮔﯿﺮی ﯾﮏ ﺯﺑﺎﻥ ﺧﺎﺭﺟﯽ ﺑﺎﯾﺪ ‪ ............‬ﺁﻥ ﺯﺑﺎﻥ ﺭﺍ ﻫﻢ ﺁﻣﻮﺧﺖ‪.‬‬

‫ﺝ‪ -‬ﺳﻨﺖ‬ ‫ﺍﻟﻒ‪ -‬ﻣﯿﺰﺍﻥ‬
‫ﺩ‪ -‬ﺍﺗﻔﺎﻕ‬ ‫ﺏ‪ -‬ﻓﺮﻫﻨﮓ‬
‫‪ ........... -٢‬ﻗﺎﻧﻮﻥ‪ ،‬ﺷﻤﺎ ﻣﺘﻬﻢ ﻫﺴﺘﯿﺪ‪.‬‬
‫ﺝ‪ -‬ﻃﺒﻖ‬ ‫ﺍﻟﻒ‪ -‬ﺑﻄﻮﺭﻛﻠﯽ‬
‫ﺩ‪ -‬ﺍﻣﺮ‬ ‫ﺏ‪ -‬ﭼﻮﻥ‬
‫‪ -٣‬ﺑﭽﻪ ﻫﺎ ﺩﺭ ﺍﯾﺮﺍﻥ ﺍﺯ ﻭﺍﻟﺪﯾﻦ ﺧﻮﺩ ‪. .............‬‬
‫ﺝ‪ -‬ﻧﺎﻡ ﻣﯽ ﺑﺮﻧﺪ‬ ‫ﺍﻟﻒ‪ -‬ﺍﺟﺘﻨﺎﺏ ﻣﯽ ﻛﻨﻨﺪ‬
‫ﺩ‪ -‬ﻓﺮﻣﺎﻧﺒﺮﺩﺍﺭی ﻣﯽ ﻛﻨﻨﺪ‬ ‫ﺏ‪ -‬ﺑﻪ ﺷﻤﺎﺭ ﻣﯽ ﺁﻭﺭﻧﺪ‬
‫‪ -۴‬ﺯﻟﺰﻟﻪ ‪ ..........‬ﻃﺒﯿﻌﯽ ﺍﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﭘﺪﯾﺪﻩ ﺍی‬ ‫ﺍﻟﻒ‪ -‬ﺍﻋﺘﯿﺎﺩی‬
‫ﺩ‪ -‬ﺍﯾﻠﯽ‬ ‫ﺏ‪ -‬ﻧﻨﮕﯽ‬
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‫‪ -۵‬ﭘﺲ ﺍﺯ ﯾﮏ ﻫﻔﺘﻪ ﺍﺯ ﺭﻓﺘﺎﺭ ‪ ............‬ﺧﻮﺩﺵ ﺷﺮﻣﻨﺪﻩ ﺷﺪ ﻭ ﺍﺯ ﻣﻦ ﻣﻌﺬﺭﺕ ﺧﻮﺍﻫﯽ‬

‫ﻛﺮﺩ‪.‬‬
‫ﺝ‪ -‬ﺑﯿﻤﺎﺭ‬ ‫ﺍﻟﻒ‪ -‬ﺧﺎﺹ‬

‫ﺩ‪ -‬ﻧﺎﺗﻮﺍﻥ‬ ‫ﺏ‪ -‬ﺯﺷﺖ‬
‫‪ -١‬ﺍﯾﺮﺍﻥ ﺩﺭ ﺁﺳﯿﺎﺳﺖ‪.‬‬
‫ﺍﯾﺮﺍﻥ ﯾﻜﯽ ﺍﺯ ﺻﺎﺩﺭﻛﻨﻨﺪﮔﺎﻥ ﺑﺰﺭگ ﻓﺮﺵ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﻭﻧﯿﺰ ‪(...‬‬
‫‪ -٢‬ﺍﯾﺮﺍﻥ ﻛﺸﻮﺭی ﻣﺴﻠﻤﺎﻥ ﺍﺳﺖ‪.‬‬
‫ﺑﺎﻧﻮﺍﻥ ﺍﯾﺮﺍﻧﯽ ﺣﺠﺎﺏ ﺩﺍﺭﻧﺪ‪.‬‬
‫)‪ ...‬ﺑﻨﺎﺑﺮﺍﯾﻦ ‪(...‬‬
‫‪ -٣‬ﻗﻮﺍﻧﯿﻦ ﺍﺳﻼﻣﯽ ﺩﺭ ﺍﯾﺮﺍﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬
‫ﻧﻮﺷﯿﺪﻥ ﻣﺸﺮﻭﺑﺎﺕ ﺍﻟﻜﻠﯽ ﳑﻨﻮﻉ ﺍﺳﺖ‪.‬‬
‫)ﻃﺒﻖ ‪(...‬‬
‫‪ -۴‬ﺁﺭﺍﻣﮕﺎﻩ ﭼﻨﺪﯾﻦ ﺷﺎﻋﺮ ﺩﺭ ﺷﯿﺮﺍﺯ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪.‬‬
‫ﺁﺭﺍﻣﮕﺎﻩ ﺣﺎﻓﻆ ﻭ ﺳﻌﺪی ﺩﺭ ﺷﯿﺮﺍﺯ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﭼﻮﻥ ‪(...‬‬
‫‪ -۵‬ﺫﺧﺎﯾﺮ ﻧﻔﺘﯽ ﺭﻭ ﺑﻪ ﺍﲤﺎﻡ ﺍﺳﺖ‪.‬‬
‫ﻛﺸﻮﺭﻫﺎی ﺗﻮﺳﻌﻪ ﯾﺎﻓﺘﻪ ﻭ ﺩﺭ ﺣﺎﻝ ﺗﻮﺳﻌﻪ ﺍﻫﻤﯿﺖ ﭼﻨﺪﺍﻧﯽ ﺑﻪ ﺍﯾﻦ ﻣﺴﺄﻟﻪ ﳕﯽ ﺩﻫﻨﺪ‪.‬‬
‫)‪ ...‬ﺍﻣّﺎ ‪(...‬‬
‫ﺏ‪ -‬ﺑﺮﺍی ﻫﺮ ﯾﮏ ﺍﺯ ﺳﺎﺧﺘﺎﺭﻫﺎی ﺑﺎﻻ ﯾﮏ ﳕﻮﻧﮥ ﺩﯾﮕﺮ ﺫﻛﺮ ﻛﻨﯿﺪ‪.‬‬
‫‪9780415691352_C02.indd 18‬‬ ‫‪5/23/12 2:31 PM‬‬

‫‪-١‬ﻣﱳ ﻃﻼﻕ ﺭﺍ ﺑﺎ ﻛﻠﻤﺎﺕ ﺧﻮﺩﺗﺎﻥ ﺑﺎﺯﻧﻮﯾﺴﯽ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ١٠٠‬ﻛﻠﻤﻪ(‪.‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﻛﺎﺩﺭ ﯾﮏ ﻣﱳ ﺑﻨﻮﯾﺴﯿﺪ ﻭ ﻃﻼﻕ ﺩﺭ ﻛﺸﻮﺭ ﺧﻮﺩﺗﺎﻥ ﺭﺍ‬
‫ﺷﺮﺡ ﺩﻫﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ٨٠‬ﻛﻠﻤﻪ(‪ .‬ﺁﯾﺎ ﺯﻥ ﻭ ﻣﺮﺩ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ ﻫﻨﮕﺎﻡ ﻃﻼﻕ ﺣﻘﻮﻕ ﻣﺴﺎﻭی‬
‫ﺩﺍﺭﻧﺪ؟ ﭼﻪ ﻛﺴﯽ ﺑﯿﺸﺘﺮ ﺍﺯ ﻫﻤﻪ ﺩﺭ ﻃﻼﻕ ﺿﺮﺭ ﻣﯽ ﺑﯿﻨﺪ؟‬
‫ﺭﺍﺑﻄﻪ‬ ‫ﺍﺟﺘﻨﺎﺏ ﻧﺎﭘﺬﯾﺮ‬ ‫ﻓﺮﻣﺎﻥ ﺑﺮﺩﻥ‬ ‫ﻋﻮﺍﻣﻞ‬ ‫ﺑﻪ ﻃﻮﺭ ﻛﻠﯽ‬ ‫ﭘﺪﯾﺪﻩ‬
‫ﺍﻧﻮﺍﻉ ﺟﻤﻠﮥ ﺳﺎﺩﻩ )ﺍﺩﺍﻣﻪ(‬

‫ﻣﻔﻌﻮﻝ ﻣﺴﺘﻘﯿﻢ ﻭﻏﯿﺮﻣﺴﺘﻘﯿﻢ ﺑﺮﺍی ﺍﻓﻌﺎﻝ ﻣﺘﻌﺪی ﻣﯽ ﺁﯾﻨﺪ‪ ،‬ﺣﺎﻝ ﺁﻧﻜﻪ ﻣﺘﻤﻢ ﻫﺎی ﻗﯿﺪی ﺑﺮﺍی‬
‫ﺍﻓﻌﺎﻝ ﻻﺯﻡ ﻣﯽ ﺁﯾﻨﺪ‪ .‬ﺑﻪ ﳕﻮﻧﻪ ﻫﺎی ﺯﯾﺮ ﺩﻗﺖ ﻛﻨﯿﺪ‪:‬‬
‫ﺳﺎﺧﺘﺎﺭ )‪(٣‬‬
‫ﮔﺮﻭﻩ ﻓﻌﻠﯽ‬ ‫ﻣﺘﻤﻢ ﻗﯿﺪی‬
‫ﮔﺮﻭﻩ ﻓﻌﻠﯽ‬ ‫ﺣﺮﻑ ﺍﺿﺎﻓﻪ ‪ +‬ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬ ‫ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬
‫ﻣﯽ ﺭﻭﻧﺪ‬ ‫ﺑﻪ ﻛﻼﺱ ﺍﺩﺑﯿﺎﺕ ﻓﺎﺭﺳﯽ‬ ‫ﺩﺍﻧﺸﺠﻮﯾﺎﻥ ﺍﯾﺮﺍﻧﺸﻨﺎﺳﯽ‬ ‫ﻣﺜﺎﻝ‪:‬‬
‫‪9780415691352_C02.indd 19‬‬ ‫‪5/23/12 2:31 PM‬‬

‫ﻣﺘﻤﻢ ﻗﯿﺪی ﺷﺎﻣﻞ ﯾﮏ ﺣﺮﻑ ﺍﺿﺎﻓﻪ ﻭ ﯾﮏ ﮔﺮﻭﻩ ﺍﺳﻤﯽ ﺍﺳﺖ‪ .‬ﺑﺮ ﺧﻼﻑ ﻣﺘﻤﻢ ﻓﻌﻞ ﯾﺎ‬
‫ﻣﻔﻌﻮﻝ ﻏﯿﺮﻣﺴﺘﻘﯿﻢ ﻛﻪ ﻓﻘﻂ ﯾﻜﯽ ﺍﺳﺖ‪ ،‬ﻣﺘﻤﻢ ﻗﯿﺪی ﻣﯽ ﺗﻮﺍﻧﺪ ﺑﯿﺶ ﺍﺯ ﯾﻜﯽ ﺑﺎﺷﺪ‪ .‬ﻣﺘﻤﻢ‬
‫ﻗﯿﺪی ﺑﺮ ﺧﻼﻑ ﻣﺘﻤﻢ ﻓﻌﻞ ﻣﯽ ﺗﻮﺍﻧﺪ ﺣﺬﻑ ﺷﻮﺩ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ‪:‬‬
‫ﮔﺮﻭﻩ ﻓﻌﻠﯽ‬ ‫ﻣﻔﻌﻮﻝ‬ ‫ﻣﺘﻤﻢ ﻗﯿﺪی‬ ‫ﻣﺘﻤﻢ ﻗﯿﺪی‬ ‫ﻣﺘﻤﻢ ﻗﯿﺪی‬ ‫ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬
‫ﻣﯽ ﻣﺎﻧﺪ‪.‬‬ ‫ﺩﺭ ﺍﯾﺮﺍﻥ‬ ‫ﺗﺎ ﺳﺎﻝ ﺁﯾﻨﺪﻩ‬ ‫ﺑﻪ ﺍﺣﺘﻤﺎﻝ ﻗﻮی‬ ‫ﭘﺴﺮ ﻣﻦ‬
‫ﺩﺭﺱ ﺩﺍﺩ‪.‬‬ ‫ﺭﯾﺎﺿﯿﺎﺕ‬ ‫ﺑﻪ ﺻﻮﺭﺕ‬ ‫ﺩﺭ ﺍﯾﻦ‬ ‫ﺑﻪ ﻣﺪﺕ ﺷﺶ‬ ‫ﺍﻭ‬
‫ﺣﻖ ﺍﻟﺘﺪﺭﯾﺲ‬ ‫ﺩﺍﻧﺸﮕﺎﻩ‬ ‫ﻣﺎﻩ‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﺳﺎﺧﺘﺎﺭ )‪ (٣‬ﺩﻭ ﳕﻮﻧﮥ ﺩﯾﮕﺮ ﺫﻛﺮ ﻛﻨﯿﺪ‪.‬‬
‫ﮔﺎﻫﯽ ﺩﺭ ﯾﮏ ﺟﻤﻠﻪ ﻫﻢ ﻣﺘﻤﻢ ﻓﻌﻞ ﻭ ﻫﻢ ﻣﺘﻤﻢ ﻗﯿﺪی ﺑﻜﺎﺭ ﻣﯽ ﺭﻭﺩ‪ ،‬ﻣﺎﻧﻨﺪ ﺳﺎﺧﺘﺎﺭ ﺯﯾﺮ‪:‬‬
‫ﺳﺎﺧﺘﺎﺭ )‪(۴‬‬
‫ﮔﺮﻭﻩ ﻓﻌﻠﯽ‬ ‫ﻣﺘﻤﻢ ﻓﻌﻞ‬ ‫ﻣﺘﻤﻢ ﻗﯿﺪی‬
‫ﮔﺮﻭﻩ ﻓﻌﻠﯽ‬ ‫ﺣﺮﻑ ﺍﺿﺎﻓﻪ ‪ +‬ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬ ‫ﺣﺮﻑ ﺍﺿﺎﻓﻪ ‪ +‬ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬ ‫ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬
‫ﻋﻼﻗﻪ ﺩﺍﺭﻧﺪ‬ ‫ﺑﻪ ﻛﻼﺱ ﺍﺩﺑﯿﺎﺕ ﻓﺎﺭﺳﯽ‬ ‫ﺍﺯﺻﻤﯿﻢ ﻗﻠﺐ‬ ‫ﺩﺍﻧﺸﺠﻮﯾﺎﻥ ﺍﯾﺮﺍﻧﺸﻨﺎﺳﯽ‬
‫ﺑﻪ ﺧﺎﻃﺮ ﺩﺍﺷﺘﻪ ﺑﺎﺷﯿﺪ ﻛﻪ ﺳﺎﺧﺘﺎﺭ ﻣﺘﻤﻢ ﻓﻌﻞ ﻭ ﻣﺘﻤﻢ ﻗﯿﺪی ﯾﻜﯽ ﺍﺳﺖ ﻭﻟﯽ ﺍﺯ ﻣﻌﻨﯽ ﺟﻤﻠﻪ‬
‫ﻣﯽ ﺗﻮﺍﻥ ﺁﻧﻬﺎ ﺭﺍ ﺍﺯ ﻫﻢ ﺗﺸﺨﯿﺺ ﺩﺍﺩ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ‪:‬‬
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‫ﮔﺮﻭﻩ ﻓﻌﻠﯽ‬ ‫ﻣﺘﻤﻢ ﻓﻌﻞ‬ ‫ﻣﺘﻤﻢ ﻗﯿﺪی ﻣﺘﻤﻢ ﻗﯿﺪی ﻣﺘﻤﻢ ﻗﯿﺪی‬ ‫ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬
‫ﻣﯽ ﻧﮕﺮﻧﺪ‪.‬‬ ‫ﺑﻪ ﺳﺘﺎﺭﮔﺎﻥ‬ ‫ﺗﻮﺳﻂ ﺗﻠﺴﻜﻮپ‬ ‫ﺑﻪ ﺁﺳﺎﻧﯽ‬ ‫ﺳﺘﺎﺭﻩ ﺷﻨﺎﺳﺎﻥ ﺍﻣﺮﻭﺯﻩ‬
‫ﺑﻪ ﺍﺩﺑﯿﺎﺕ ﻏﻨﯽ ﻣﯽ ﺑﺎﻟﻨﺪ‪.‬‬ ‫ﺑﺎ ﺍﻓﺘﺨﺎﺭ‬ ‫ﺍﯾﺮﺍﻧﯿﺎﻥ‬
‫ﺍﯾﺮﺍﻥ ﺯﻣﯿﻦ‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﺳﺎﺧﺘﺎﺭ )‪ (۴‬ﺩﻭ ﳕﻮﻧﮥ ﺩﯾﮕﺮ ﺫﻛﺮ ﻛﻨﯿﺪ‪.‬‬
‫ﮔﺎﻫﯽ ﻓﻌﻞ ﺟﻤﻠﻪ ﻓﻌﻞ ﺭﺑﻄﯽ ﺍﺳﺖ‪ ،‬ﻛﻪ ﺩﺭ ﺁﻧﺼﻮﺭﺕ ﻧﯿﺎﺯ ﺑﻪ ﯾﮏ ﻣﺴﻨﺪ ﺩﺍﺭﯾﻢ‪ .‬ﻣﺴﻨﺪ‬
‫ﻣﯽ ﺗﻮﺍﻧﺪ ﯾﮏ ﺍﺳﻢ ﯾﺎ ﯾﮏ ﺻﻔﺖ ﻭ ﯾﺎ ﯾﮏ ﻣﺘﻤﻢ ﻗﯿﺪی ﺑﺎﺷﺪ‪ .‬ﺑﻪ ﺳﺎﺧﺘﺎﺭ ﺯﯾﺮ ﺩﻗﺖ ﻛﻨﯿﺪ‪:‬‬
‫ﺳﺎﺧﺘﺎﺭ )‪(۵‬‬
‫ﮔﺮﻭﻩ ﻓﻌﻠﯽ‬ ‫ﮔﺮﻭﻩ ﻭﺻﻔﯽ‬
‫ﻓﻌﻞ ﺭﺑﻄﯽ‬ ‫ﮔﺮﻭﻩ ﻭﺻﻔﯽ‬ ‫ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬
‫ﺍﺳﺖ‬ ‫ﺑﺴﯿﺎﺭ ﻣﺘﻨﻮﻉ‬ ‫ﺭﺷﺘﮥ ﺗﺎﺭﯾﺦ‬ ‫ﻣﺜﺎﻝ‪:‬‬
‫ﺑﻪ ﺧﺎﻃﺮ ﺩﺍﺷﺘﻪ ﺑﺎﺷﯿﺪ ﻛﻪ ﺑﻪ ﺟﺰ ﮔﺮﻭﻩ ﻭﺻﻔﯽ‪ ،‬ﺍﺯ ﮔﺮﻭﻩ ﺍﺳﻤﯽ ﻭﯾﺎ ﻣﺘﻤﻢ ﻗﯿﺪی ﻧﯿﺰ‬
‫ﻣﯽ ﺗﻮﺍﻥ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ‪:‬‬
‫ﻓﻌﻞ ﺭﺑﻄﯽ‬ ‫ﮔﺮﻭﻩ ﻭﺻﻔﯽ‬ ‫ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬

‫ﺍﺳﺖ‪.‬‬ ‫ﺁﻗﺎی ﺩﻛﺘﺮ ﺑﺮﺍﺗﯽ‬ ‫ﺍﺳﻢ ﺍﯾﺸﺎﻥ‬
‫ﻧﯿﺴﺖ‪.‬‬ ‫ﺩﺭ ﻣﺎﻩ ﺁﺑﺎﻥ‬ ‫ﺗﻮﻟﺪ ﻣﻦ‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﺳﺎﺧﺘﺎﺭ )‪ (۵‬ﺩﻭﳕﻮﻧﮥ ﺩﯾﮕﺮﺫﻛﺮﻛﻨﯿﺪ‪.‬‬
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‫ﺳﯿﺎﺳﺖ ﻭ ﺩﻭﻟﺖ‬
‫ﻓﺴﺎﺩ‬ ‫ﺍﺳﺘﻌﻤﺎﺭﮔﺮ‬ ‫ﭼﻨﺪﻓﺮﻫﻨﮓ ﮔﺮﺍﯾﯽ‬ ‫ﻣﺤﺎﻓﻈﻪ ﻛﺎﺭ‬ ‫ﺳﯿﺎﺳﯽ‬

‫ﺟﺪﺍﯾﯽ ﻃﻠﺐ‬ ‫ﺟﺎﻣﻌﻪ ﺑﯿﻦ ﺍﳌﻠﻞ‬ ‫ﺍﺻﻼﺡ ﻃﻠﺒﺎﻥ‬ ‫ﭘﻬﻨﻪ ﺳﯿﺎﺳﯽ‬ ‫ﻣﺴﺘﺒﺪ‬
‫ﺳﻠﻄﻨﺖ ﻃﻠﺒﺎﻥ‬ ‫ﻭﺍﻗﻊ ﮔﺮﺍ‬ ‫ﻭﻃﻦ ﭘﺮﺳﺖ‬ ‫ﭼﭙﮕﺮﺍ‬
‫ﭘﺲ ﺍﺯ ﺍﻧﻘﻼﺏ ﺍﺳﻼﻣﯽ ﺟﺎﻣﻌﻪ ﺭﻧﮓ ‪ ...........‬ﺑﻪ ﺧﻮﺩ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪.‬‬

‫ﺩﺭﻋﺼﺮ ﺣﺎﺿﺮ ﺟﻮﺍﻣﻊ ﻛﻨﻮﻧﯽ ﺩﯾﮕﺮ ﺣﻜﺎﻡ ‪ ............‬ﺭﺍ ﲢﻤﻞ ﳕﯽ ﻛﻨﻨﺪ‪.‬‬
‫ﭘﺲ ﺍﺯ ﺍﻧﺘﺨﺎﺑﺎﺕ ﺍﺧﯿﺮ ﺍﺧﺘﻼﻑ ﺑﯿﻦ ﺍﺳﻼﻡ ﮔﺮﺍﯾﺎﻥ ﻭ ‪ .................‬ﺷﺪﯾﺪﺗﺮﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫‪ ......................‬ﺧﻮﺍﻫﺎﻥ ﺑﻪ ﻗﺪﺭﺕ ﺭﺳﯿﺪﻥ ﻭﻟﯿﻌﻬﺪ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺩﻭ ﺣﺰﺏ ﺟﻤﻬﻮﺭی ﺧﻮﺍﻩ ﻭ ‪ .................‬ﺩﻭ ﺣﺰﺏ ﺍﺻﻠﯽ ﺩﺭ ﻛﺎﻧﺎﺩﺍ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺩﺭ ﺷﺮﺍﯾﻂ ﻛﻨﻮﻧﯽ ﺑﻬﺘﺮ ﺍﺳﺖ ﻛﻪ ‪ ..................‬ﺑﺎﺷﯽ ﺗﺎ ﺍﯾﺪﻩ ﺁﻟﯿﺴﺖ‪.‬‬
‫ﺩﺭ ﻫﻤﺎﯾﺶ ﺍﺧﯿﺮ ‪ ......................‬ﻣﺸﻜﻼﺕ ﻣﻬﺎﺟﺮﯾﻦ ﺩﺭ ﭘﺬﯾﺮﺵ ﻓﺮﻫﻨﮓ ﻧﻮﯾﻦ ﯾﻜﯽ ﺍﺯ‬
‫ﻣﺴﺎﺋﻞ ﻣﻮﺭﺩ ﺑﺤﺚ ﺑﻮﺩ‪.‬‬
‫ﺩﺭ ﻋﺼﺮ ﺣﺎﺿﺮ ‪ .................‬ﻣﺎﻟﯽ ﻭ ﺍﺟﺘﻤﺎﻋﯽ ﻭ ﺍﺧﻼﻗﯽ ﺑﯿﺪﺍﺩ ﻣﯽ ﻛﻨﺪ‪.‬‬
‫‪ ...................‬ﺭﻓﺘﺎﺭ ﺭژﯾﻢ ﺭﺍ ﺑﺎ ﺍﻗﻠﯿﺖ ﻫﺎی ﺩﯾﻨﯽ ﻣﺤﻜﻮﻡ ﻛﺮﺩ‪.‬‬
‫‪embassy‬‬ ‫ﺳﻔﺎﺭﺕ‬
‫)‪appointment (i.e. to a post‬‬ ‫ﺍﻧﺘﺼﺎﺏ‬
‫)‪resolution (e.g. UN‬‬ ‫ﻗﻄﻌﻨﺎﻣﻪ‬
‫‪demonstration‬‬ ‫ﺗﻈﺎﻫﺮﺍﺕ‬
‫‪to appoint‬‬ ‫ﺗﻌﯿﯿﻦ ﻛﺮﺩﻥ‬
‫‪to protest‬‬ ‫ﺍﻋﺘﺮﺍﺽ ﻛﺮﺩﻥ‬
‫‪counterpart‬‬ ‫ﻫﻤﺘﺎ‬
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‫‪nationality‬‬ ‫ﺗﺎﺑﻌﯿﺖ‬
‫‪authorities‬‬ ‫ﻣﻘﺎﻣﺎﺕ‬
‫)‪representative (n.‬‬ ‫ﳕﺎﯾﻨﺪﻩ‬
‫ﺗﻈﺎﻫﺮﻛﻨﻨﺪﮔﺎﻥ ﺩﺭ ﻣﻘﺎﺑﻞ ﺳﻔﺎﺭﺕ ﲢﺼﻦ ﻛﺮﺩﻧﺪ ﻭ ﺧﻮﺍﺳﺘﺎﺭ ﺣﻤﺎﯾﺖ ﺍﺯ ﺑﺮﻗﺮﺍﺭی ﺣﻘﻮﻕ‬

‫ﺑﺸﺮ ﺩﺭ ﻛﺸﻮﺭﺷﺎﻥ ﺷﺪﻧﺪ‪.‬‬
‫ﺝ ‪ .‬ﺩﺭ ﺳﺎﯾﺖ ﻫﺎی ﺧﺒﺮی ﻓﺎﺭﺳﯽ ﻣﺎﻧﻨﺪ ﺑﯽ ﺑﯽ ﺳﯽ ﻓﺎﺭﺳﯽ ﻭ ﻫﻤﺸﻬﺮی ﻭ ﺍﺧﺒﺎﺭ ﻓﺎﺭﺳﯽ‬
‫ﺻﺪﺍی ﺁﻣﺮﯾﻜﺎ ﻭ ﺍﺧﺒﺎﺭ ﻓﺎﺭﺳﯽ ﺑﺎﺯﺗﺎﺏ ﺩﺭ ﺍﯾﻨﺘﺮﻧﺖ ﺟﺴﺘﺠﻮ ﻛﻨﯿﺪ ﻭ ﯾﮏ ﺧﺒﺮ ﻛﻮﺗﺎﻩ ﺩﺭﺑﺎﺭﻩ‬
‫ﺳﯿﺎﺳﺖ ﻭ ﺩﻭﻟﺖ ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺁﻧﺮﺍ ﺗﺮﺟﻤﻪ ﳕﺎﯾﯿﺪ‪.‬‬
‫ﺟﻼﻝ ﺁﻝ ﺍﺣﻤﺪ » ﺳﻤﻨﻮﭘﺰﺍﻥ «‬

‫ﺧﺎﱎ ﺟﻮﻥ ﺧﯿﻠﯽ ﺧﻮﺵ ﺍﻭﻣﺪﯾﺪ‪.‬‬

‫ﺧﺎﱎ ﺟﺎﻥ ﺧﯿﻠﯽ ﺧﻮﺵ ﺁﻣﺪﯾﺪ‪.‬‬
‫‪ ...‬ﺍﯾﻦ ﺑﻮﺩ ﻛﻪ ﻫﯽ ﻣﯽﺭﻓﺖ ﻭ ﻣﯽﺁﻣﺪ‪ .‬ﺑﻪ ﻫﻤﻪ ﺟﺎ ﺳﺮ ﻣﯽﻛﺸﯿﺪ‪ .‬ﻧﻔﺲﺯﻧﺎﻥ ﺑﻪ ﻫﻤﻪ‬

‫ﻓﺮﻣﺎﻥ ﻣﯽﺩﺍﺩ‪ ،‬ﺑﺎ ﺗﺎﺯﻩ ﻭﺍﺭﺩﻫﺎ ﺗﻌﺎﺭﻑ ﻣﯽﻛﺮﺩ‪ ،‬ﺑﭽﻪﻫﺎ ﺭﺍ ﻣﯽﺗﺮﺳﺎﻧﺪ ﻛﻪ ﺷﯿﻄﻨﺖ ﻧﻜﻨﻨﺪ‪ ،‬ﺩﻋﺎ‬
‫ﻭ ﻧﻔﺮﯾﻦ ﻣﯽﻛﺮﺩ‪ ،‬ﺑﻪ ﭘﺎﺗﯿﻞ ﺳﻤﻨﻮ ﺳﺮ ﻣﯽﻛﺸﯿﺪ ﻭ‪...‬‬
‫‪ -‬ﺭﻗﯿﻪ!‪ ...‬ﺁﻫﺎی ﺭﻗﯿﻪ! ﭼﺎﯾﯽ ﻭﺍﺳﻪ ﮔﻠﯿﻦ ﺧﺎﻧﻮﻡ ﺑﺮﺩی؟‬
‫ﻭ ﻣﻨﺘﻈﺮ ﺟﻮﺍﺏ ﺩﺧﺘﺮﺵ ﳕﯽﺷﺪ ﻛﻪ ﻣﯽﮔﻔﺖ‪:‬‬
‫‪ -‬ﭼﺸﻢ! ﺍﻻﻥ ﻣﯽﺑﺮﻡ‪.‬‬
‫‪ -‬ﺁﻫﺎی ﻋﺒﺎﺱ ﺫﻟﯿﻞ ﺷﺪﻩ! ﺍﮔﺮ ﺩﺳﺘﻢ ﺑﻬﺖ ﺑﺮﺳﻪ ﺩﻡ ﺧﻮﺭﺷﯿﺪ ﻛﺒﺎﺑﺖ ﻣﯽﻛﻨﻢ‪.‬‬
‫‪ -‬ﻣﮕﻪ ﭼﯿﻜﺎﺭ ﻛﺮﺩﻩﺍﻡ‪ ،‬ﺧﺪﺍﯾﺎ! ﻓﯿﺶ!‬
‫‪9780415691352_C02.indd 23‬‬ ‫‪5/23/12 2:31 PM‬‬

‫‪ -‬ﺧﺎﱎﺟﻮﻥ ﺧﯿﻠﯽ ﺧﻮﺵ ﺍﻭﻣﺪﯾﺪ‪ .‬ﺍﺟﺮﺗﻮﻥ ﺑﺎ ﻓﺎﻃﻤﮥ ﺯﻫﺮﺍ‪ .‬ﻋﺮﻭﺳﺘﻮﻥ ﺣﺎﻟﺶ ﭼﻄﻮﺭﻩ؟‬
‫‪ -‬ﭘﺎی ﺷﻤﺎ ﺭﻭ ﻣﯽﺑﻮﺳﻪ ﺧﺎﱎ‪ ،‬ﺍﯾﺸﺎﻻﻩ ﻋﺮﻭﺳﯽ ﺩﺧﺘﺮ ﺧﻮﺩﺗﻮﻥ‪ .‬ﺧﺪﺍ ﻧﺬﺭﺗﻮﻥ ﺭﻭ ﻗﺒﻮﻝ‬
‫ﻛﻨﻪ‪.‬‬
‫‪ -‬ﻋﻤﻘﺰی‪ ،‬ﺑﻪ ﻧﻈﺮﻡ ﺩﯾﮕﻪ ﻭﻗﺘﺶ ﺷﺪﻩ ﻛﻪ ﺁﺗﯿﺶ ﺯﯾﺮ ﭘﺎﺗﯿﻠﻮ ﺑﻜﺸﯿﻢ؛ ﻫﺎ؟‬
‫‪ -‬ﻧﻪ‪ ،‬ﻧﻨﻪ‪ .‬ﻫﻨﻮﺯ ﯾﻪ ﻧﯿﻢﺳﺎﻋﺘﯽ ﻛﺎﺭ ﺩﺍﺭﻩ‪.‬‬
‫‪ -‬ﻭﺍی ﺧﻮﺍﻫﺮ ﭼﺮﺍ ﺍﯾﻨﻘﺪﺭ ﺩﯾﺮ ﺍﻭﻣﺪی؟ ﻣﺠﻠﺲ ﺧﺘﻢ ﻛﻪ ﻧﺒﻮﺩ ﺧﻮﺍﻫﺮ!‬
‫ﻭ ﺑﻪ ﺻﺪﺍی ﻣﺮﯾﻢﺧﺎﱎ ﻛﻪ ﺑﺎ ﺧﻮﺍﻫﺮﺵ ﺧﻮﺵ ﻭ ﺑﺶ ﻣﯽﻛﺮﺩ‪ ،‬ﺑﭽﻪﻫﺎ ﻓﺮﯾﺎﺩﻛﻨﺎﻥ ﺭﯾﺨﺘﻨﺪ‬
‫ﻛﻪ‪:‬‬
‫‪ -‬ﺁی ﺧﺎﻟﻪ ﺁﺏﻧﺒﺎﺗﯽ‪ .‬ﺧﺎﻟﻪ ﺁﺏﻧﺒﺎﺗﯽ‪.‬‬
‫ﻭ ﺑﺎ ﺩﺳﺘﻬﺎی ﺩﺭﺍﺯ ﺍﺯ ﺳﺮﻭﻛﻠﻪ ی ﻫﻢ ﺑﺎﻻ ﻣﯽﺭﻓﺘﻨﺪ‪ .‬ﺧﺎﻟﻪ ﺑﭽﻪ ﻧﺪﺍﺷﺖ ﻭ ﲤﺎﻡ ﺑﭽﻪﻫﺎی‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﻣﯽﺩﺍﻧﺴﺘﻨﺪ ﻛﻪ ﺟﻮﺍﺏ ﺳﻼﻣﺸﺎﻥ ﺁﺏ ﻧﺒﺎﺕ ﺍﺳﺖ‪ .‬ﺧﺎﻟﻪ ﺍﺯ ﺯﯾﺮ ﭼﺎﺩﺭ‪ ،‬ﻛﯿﻒ‬
‫ﭘﺎﺭﭼﻪﺍیﺍﺵ ﺭﺍ ﺩﺭﺁﻭﺭﺩ‪ ،‬ﺯﯾﭗ ﺁﻥ ﺭﺍ ﻛﺸﯿﺪ ﻭ ﯾﻜﯽ ﯾﮏ ﺩﺍﻧﻪ ﺁﺏ ﻧﺒﺎﺕ ﺗﻮی ﺩﺳﺖ ﺑﭽﻪﻫﺎ‬
‫ﮔﺬﺍﺷﺖ‪ .‬ﺍﻣﺎ ﺑﭽﻪﻫﺎ ﯾﻜﯽ ﺩﻭﺗﺎ ﻧﺒﻮﺩﻧﺪ‪.‬‬
‫ﻧﻔﺲﺯﻧﺎﻥ‬
‫ﺗﺎﺯﻩ ﻭﺍﺭﺩﻫﺎ‬
‫ﻧﻔﺮﯾﻦ‬
‫ﻓﺮﯾﺎﺩﻛﻨﺎﻥ‬
‫ﺁﺏ ﻧﺒﺎﺕ‬
‫ﺑﻪ ﻫﻤﻪ ﺟﺎ ﺳﺮ ﻣﯽﻛﺸﯿﺪ‬

‫ﺍﮔﺮ ﺩﺳﺘﻢ ﺑﻬﺖ ﺑﺮﺳﻪ ﺩﻡ ﺧﻮﺭﺷﯿﺪ ﻛﺒﺎﺑﺖ ﻣﯽﻛﻨﻢ‬
‫ﭘﺎی ﺷﻤﺎ ﺭﻭ ﻣﯽﺑﻮﺳﻪ‬
‫ﻣﺠﻠﺲ ﺧﺘﻢ ﻛﻪ ﻧﺒﻮﺩ ﺧﻮﺍﻫﺮ‬
‫ﺑﺎ ﺧﻮﺍﻫﺮﺵ ﺧﻮﺵ ﻭ ﺑﺶ ﻣﯽﻛﺮﺩ‬
‫‪9780415691352_C02.indd 24‬‬ ‫‪5/23/12 2:31 PM‬‬

‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪...‬‬
‫ﻓﺮﻭﻍ ﻓﺮﺧﺰﺍﺩ‬
‫ﻓﺮﻭﻍ ﻓﺮﺧﺰﺍﺩ ﯾﻜﯽ ﺍﺯ ﻣﻬﻤﺘﺮﯾﻦ ﻭ ﻣﺤﺒﻮﺏ ﺗﺮﯾﻦ ﺷﻌﺮﺍی ﻣﻌﺎﺻﺮ ﺍﯾﺮﺍﻥ ﺍﺳﺖ‪ .‬ﻭی ﺩﺭ‬
‫ﺳﺎﻝ ‪ ١٣١٣‬ﻣﺘﻮﻟﺪ ﺷﺪ ﻭ ﺩﺭ ‪ ٣٢‬ﺳﺎﻟﮕﯽ ﺩﺭ ﯾﮏ ﺗﺼﺎﺩﻑ ﺍﺗﻮﻣﺒﯿﻞ ﻛﺸﺘﻪ ﺷﺪ‪ .‬ﻓﺮﻭﻍ‬
‫ﻓﺮﺧﺰﺍﺩ ﭘﻨﺞ ﻣﺠﻤﻮﻋﮥ ﺷﻌﺮ ﻣﻨﺘﺸﺮ ﻛﺮﺩ‪ .‬ﺷﻌﺮ ﺯﯾﺮ ﺍﺯ ﻣﺠﻤﻮﻋﮥ ﭼﻬﺎﺭﻡ ﻓﺮﻭﻍ ﺑﻪ ﻋﻨﻮﺍﻥ‬
‫»ﺗﻮﻟﺪی ﺩﯾﮕﺮ« ﻣﯽ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﺩﻭ ﻣﺠﻤﻮﻋﮥ ﺁﺧﺮﺵ‪ ،‬ﻓﺮﻭﻍ ﺍﻏﻠﺐ ﺑﻪ ﻣﺴﺎﺋﻞ ﺍﺟﺘﻤﺎﻋﯽ‬
‫ﭘﺮﺩﺍﺧﺘﻪ ﺍﺳﺖ‪.‬‬
‫ﺟﻤﻌﻪ‬
‫ﺳﺎﻛﺖ‬ ‫ﺟﻤﻌﮥ‬
‫ﻣﺘﺮﻭک‬ ‫ﺟﻤﻌﮥ‬
‫ﭼﻮﻥ ﻛﻮﭼﻪ ﻫﺎی ﻛﻬﻨﻪ‪ ،‬ﻏﻢ ﺍﻧﮕﯿﺰ‬ ‫ﺟﻤﻌﮥ‬
‫ﺍﻧﺪﯾﺸﻪ ﻫﺎی ﺗﻨﺒﻞ ﺑﯿﻤﺎﺭ‬ ‫ﺟﻤﻌﮥ‬
‫ﺧﻤﯿﺎﺯﻩ ﻫﺎی ﻣﻮﺫی ﻛﺸﺪﺍﺭ‬ ‫ﺟﻤﻌﮥ‬
‫ﺑﯽ ﺍﻧﺘﻈﺎﺭ‬ ‫ﺟﻤﻌﮥ‬
‫ﺗﺴﻠﯿﻢ‬ ‫ﺟﻤﻌﮥ‬
‫ﺧﺎﻟﯽ‬ ‫ﺧﺎﻧﮥ‬
‫ﺩﻟﮕﯿﺮ‬ ‫ﺧﺎﻧﮥ‬
‫ﺩﺭﺑﺴﺘﻪ ﺑﺮ ﻫﺠﻮﻡ ﺟﻮﺍﻧﯽ‬ ‫ﺧﺎﻧﮥ‬
‫ﺗﺎﺭﯾﻜﯽ ﻭ ﺗﺼﻮﺭ ﺧﻮﺭﺷﯿﺪ‬ ‫ﺧﺎﻧﮥ‬
‫ﺗﻨﻬﺎﯾﯽ ﻭ ﺗﻔﺄﻝ ﻭ ﺗﺮﺩﯾﺪ‬ ‫ﺧﺎﻧﮥ‬
‫ﭘﺮﺩﻩ‪ ،‬ﻛﺘﺎﺏ‪ ،‬ﮔﻨﺠﻪ‪ ،‬ﺗﺼﺎﻭﯾﺮ‬ ‫ﺧﺎﻧﮥ‬
‫ﺁﻩ‪ ،‬ﭼﻪ ﺁﺭﺍﻡ ﻭ ﭘﺮ ﻏﺮﻭﺭ ﮔﺬﺭ ﺩﺍﺷﺖ‬

‫ﺯﻧﺪﮔﯽ ﻣﻦ ﭼﻮ ﺟﻮﯾﺒﺎﺭ ﻏﺮﯾﺒﯽ‬
‫ﺩﺭ ﺩﻝ ﺍﯾﻦ ﺟﻤﻌﻪ ﻫﺎی ﺳﺎﻛﺖ ﻣﺘﺮﻭک‬
‫ﺩﺭ ﺩﻝ ﺍﯾﻦ ﺧﺎﻧﻪ ﻫﺎی ﺧﺎﻟﯽ ﺩﻟﮕﯿﺮ‬
‫ﺁﻩ‪ ،‬ﭼﻪ ﺁﺭﺍﻡ ﻭ ﭘﺮ ﻏﺮﻭﺭ ﮔﺬﺭ ﺩﺍﺷﺖ‪...‬‬
‫‪9780415691352_C02.indd 25‬‬ ‫‪5/24/12 4:16 PM‬‬

‫ﺗﺮﺩﯾﺪ = ﺷﮏ‬ ‫ﻫﺠﻮﻡ = ﺣﻤﻠﻪ‬ ‫ﺑﯿﻤﺎﺭ = ﻣﺮﯾﺾ‬ ‫ﺍﻧﺪﯾﺸﻪ = ﻓﻜﺮ‬

‫ﮔﺬﺭ ﺩﺍﺷﱳ = ﮔﺬﺷﱳ‬
‫‪yawn; to yawn‬‬ ‫ﺧﻤﯿﺎﺯﻩ؛ ﺧﻤﯿﺎﺯﻩ ﻛﺸﯿﺪﻥ‬

‫‪annoying‬‬ ‫ﻣﻮﺫی‬
‫‪submission; to submit, to give in‬‬ ‫ﺗﺴﻠﯿﻢ؛ ﺗﺴﻠﯿﻢ ﺷﺪﻥ‬
‫‪imagination; to imagine, to suppose‬‬ ‫ﺗﺼﻮﺭ؛ ﺗﺼﻮﺭ ﻛﺮﺩﻥ‬
‫‪divination‬‬ ‫ﺗﻔﺄﻝ‬
‫‪cupboard‬‬ ‫ﮔﻨﺠﻪ‬
‫‪pride‬‬ ‫ﻏﺮﻭﺭ‬
‫‪ -١‬ﺗﺼﻮﯾﺮی ﻛﻪ ﻓﺮﻭﻍ ﻓﺮﻭﺧﺰﺍﺩ ﺩﺭ ﺍﯾﻦ ﺷﻌﺮ ﺍﺯ ﺁﺧﺮ ﻫﻔﺘﻪ ﺩﺭ ﺍﯾﺮﺍﻥ ﺍﺭﺍﺋﻪ‬
‫ﻣﯽ ﻛﻨﺪ ﭼﮕﻮﻧﻪ ﺍﺳﺖ؟‬
‫‪ -٢‬ﭼﺮﺍ ﺟﻤﻌﻪ ﻫﺎی ﻓﺮﺧﺰﺍﺩ »ﺳﺎﻛﺖ« ﻭ »ﻣﺘﺮﻭک« ﺍﻧﺪ؟‬
‫‪ -٣‬ﻣﻨﻈﻮﺭ ﻓﺮﺧﺰﺍﺩ ﺍﺯ »ﻫﺠﻮﻡ ﺟﻮﺍﻧﯽ« ﭼﯿﺴﺖ؟‬
‫‪9780415691352_C02.indd 26‬‬ ‫‪5/23/12 2:31 PM‬‬

‫ﺑﺎﺩﮔﯿﺮ‬
‫ﺩﻭ ﺑﺎﺩﮔﯿﺮ ﺩﺭ ﺷﻬﺮ ﻣﺎﻫﺎﻥ ﺩﺭ ﺍﺳﺘﺎﻥ ﻛﺮﻣﺎﻥ‬

‫ﺷﻬﺮ ﻣﺎﻫﺎﻥ ﻣﺎﻧﻨﺪ ﺑﺴﯿﺎﺭی ﺍﺯ ﺷﻬﺮﻫﺎی ﻣﺮﻛﺰی ﻭ ﺟﻨﻮﺑﯽ ﺍﯾﺮﺍﻥ ﺩﺍﺭﺍی ﺁﺏ ﻭ ﻫﻮﺍﯾﯽ ﺑﺴﯿﺎﺭ‬
‫ﮔﺮﻡ ﻣﯽ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﮔﺬﺷﺘﻪ‪ ،‬ﻗﺒﻞ ﺍﺯ ﺍﺧﺘﺮﺍﻉ ﭘﻨﻜﮥ ﺑﺮﻗﯽ ﻭ ﻛﻮﻟﺮ‪ ،‬ﻣﻌﻤﺎﺭﻫﺎی ﺍﯾﺮﺍﻥ ﻭ ﺳﺎﯾﺮ‬
‫ﻛﺸﻮﺭﻫﺎی ﺣﻮﺯۂ ﺧﻠﯿﺞ ﻓﺎﺭﺱ ﺑﺎ ﺳﺎﺧﱳ ﺑﺎﺩﮔﯿﺮ ﻛﻮﺷﺶ ﻣﯽ ﻛﺮﺩﻧﺪ ﺳﺎﺧﺘﻤﺎﻧﻬﺎ ﺭﺍ ﺩﺭ‬
‫ﺭﻭﺯﻫﺎی ﺩﺍﻍ ﺗﺎﺑﺴﺘﺎﻥ ﺧﻨﮏ ﻧﮕﻪ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﲢﻘﯿﻖ ﻛﻨﯿﺪ‪:‬‬
‫ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻭﺏ ﺳﺎﯾﺖ ﻫﺎی ﻓﺎﺭﺳﯽ ﺩﺭ ﻣﻮﺭﺩ ﺍﯾﻦ ﺩﻭ ﻧﻜﺘﻪ ﲢﻘﯿﻖ ﻛﻨﯿﺪ ﻭ ﺳﭙﺲ ﻧﺘﺎﯾﺞ‬
‫ﲢﻘﯿﻘﺎﺗﺘﺎﻥ ﺭﺍ ﺧﻼﺻﻪ ﻛﻨﯿﺪ ﻭ ﺑﺮﺍی ﻫﻤﻜﻼﺳﯽ ﻫﺎﯾﺘﺎﻥ ﺑﺎﺯﮔﻮ ﻛﻨﯿﺪ‪:‬‬
‫‪ –١‬ﺑﺎﺩﮔﯿﺮ ﯾﻜﯽ ﺍﺯ ﻭﯾﮋﮔﯽ ﻫﺎی ﻣﻌﻤﺎﺭی ﺑﻨﺪﺭی ﻭ ﻛﻮﯾﺮی ﺍﯾﺮﺍﻥ ﺍﺳﺖ‪ .‬ﻭﯾﮋﮔﯽ ﻫﺎی ﺩﯾﮕﺮ‬
‫ﺍﯾﻦ ﺩﻭ ﻧﻮﻉ ﻣﻌﻤﺎﺭی ﭼﯿﺴﺖ؟‬
‫‪ –٢‬ﮔﺮﻣﺘﺮﯾﻦ ﻭ ﺳﺮﺩﺗﺮﯾﻦ ﺷﻬﺮﻫﺎی ﺍﯾﺮﺍﻥ ﻛﺪﺍﻡ ﺍﺳﺖ؟‬
‫‪9780415691352_C02.indd 27‬‬ ‫‪5/23/12 2:31 PM‬‬

‫ﺩﺭﺱ ﺳﻮﻡ‬
‫‪Lesson‬‬
‫‪Three‬‬
‫ﺩﺭ ﻣﻮﺭﺩ ﺁﺛﺎﺭ ﺑﺎﺳﺘﺎﻧﯽ‬
‫ﺍﯾﺮﺍﻥ ﭼﻪ ﺍﻃﻼﻋﺎﺗﯽ ﺩﺍﺭﯾﺪ؟‬
‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﺗﭙﮥ ﻣﺎﺭﻟﯿﮏ‬
‫ﺩﺳﺘﻮﺭ‪ :‬ﻧﻬﺎﺩ ﻭ ﮔﺰﺍﺭﻩ ‪ /‬ﺟﻤﻼﺕ ﺳﺎﺩﻩ ﻭ ﻣﺮﻛﺐ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﺍﻧﺘﺨﺎﺑﺎﺕ‬
‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ ‪ /‬ﻛﺘﺎﺑﯽ‪ :‬ﮔﻠﯽ ﺗﺮﻗﯽ » ﺧﻮﺍﺏ ﺯﻣﺴﺘﺎﻧﯽ «‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﻭﺍژﻩ ﺷﻨﺎﺳﯽ‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﺧﺸﺖ‬

‫‪ -١‬ﺩﺭ ﻣﻮﺭﺩ ﺁﺛﺎﺭ ﺑﺎﺳﺘﺎﻧﯽ ﻛﺸﻮﺭﺗﺎﻥ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟‬
‫‪ -٢‬ﺑﺎﺳﺘﺎﻥ ﺷﻨﺎﺳﺎﻥ ﺍﺯ ﺁﺛﺎﺭ ﺑﺎﺳﺘﺎﻧﯽ ﭼﻪ ﺍﺳﺘﻔﺎﺩﻩ ﺍی ﻣﯽ ﻛﻨﻨﺪ؟‬
‫‪ -٣‬ﺩﺭ ﻣﻮﺭﺩ ﺁﺛﺎﺭ ﺑﺎﺳﺘﺎﻧﯽ ﺍﯾﺮﺍﻥ ﭼﻪ ﺍﻃﻼﻋﺎﺗﯽ ﺩﺍﺭﯾﺪ؟‬
‫ﺗﭙﮥ ﻣﺎﺭﻟﯿﮏ‬
‫ﺍﯾﺮﺍﻥ ﺑﻪ ﻋﻠﺖ ﺩﺍﺷﱳ ﲤﺪﻥ ﻫﺎی ﺑﺎﺳﺘﺎﻧﯽ ﮔﻮﻧﺎﮔﻮﻥ ﻫﻤﻮﺍﺭﻩ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺑﺎﺳﺘﺎﻥ ﺷﻨﺎﺳﺎﻥ‪،‬‬
‫ﻣﻮﺭﺧﺎﻥ ﻭ ﺟﻬﺎﻧﮕﺮﺩﺍﻥ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ ﺍﺳﺘﺎﻥ ﮔﯿﻼﻥ ﺑﻨﺎ ﺑﻪ ﺩﻻﯾﻞ ﻣﺘﻌﺪﺩی ﻣﺎﻧﻨﺪ‬
‫ﻋﺒﻮﺭ ﺟﺎﺩۂ ﺍﺑﺮﯾﺸﻢ ﺍﺯ ﺁﻥ‪ ،‬ﺑﺎﺳﺘﺎﻥ ﺷﻨﺎﺳﺎﻥ ﺭﺍ ﺑﻪ ﺧﻮﺩ ﺟﺬﺏ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺑﺎﺳﺘﺎﻥ ﺷﻨﺎﺳﺎﻥ‬
‫ﺩﺭ ﺣﻔﺎﺭی ﻫﺎی ﺳﻮﺍﺣﻞ ﺩﺭﯾﺎی ﻣﺎﺯﻧﺪﺭﺍﻥ ﺁﺛﺎﺭی ﺍﺯ ﺩﻭﺭﻩ ﻫﺎی ﺑﺎﺳﺘﺎﻥ ﺭﺍ ﻛﺸﻒ‬
‫ﻛﺮﺩﻩ ﺍﻧﺪ‪ .‬ﺍﺯﺍﯾﻨﺮﻭ ﺑﻪ ﺍﺣﺘﻤﺎﻝ ﺯﯾﺎﺩ ﺍﯾﻦ ﻣﻨﻄﻘﻪ ﻣﻬﺪ ﲤﺪﻥ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺗﭙﮥ ﻣﺎﺭﻟﯿﮏ ﺩﺭ ﻣﻨﻄﻘﮥ‬
‫ﺭﻭﺩﺑﺎﺭ ﺩﺭ ﺍﺳﺘﺎﻥ ﮔﯿﻼﻥ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺍﯾﻦ ﺗﭙﻪ ﺁﺛﺎﺭ ﻛﺸﻒ ﺷﺪﻩ ﺣﺎﻛﯽ ﺍﺯ ﺍﯾﻦ ﺍﺳﺖ ﻛﻪ‬
‫ﺣﻜﻮﻣﺘﯽ ﻣﺴﺘﻘﻞ ﻭ ﻣﻘﺘﺪﺭ ﺩﺭ ﺍﯾﻦ ﻣﻨﻄﻘﻪ ﻭﺟﻮﺩ ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪.‬‬
‫‪9780415691352_C03.indd 28‬‬ ‫‪5/23/12 2:34 PM‬‬

‫ﺩﺭ ﻣﻮﺭﺩ ﺁﺛﺎﺭ ﺑﺎﺳﺘﺎﻧﯽ ﺍﯾﺮﺍﻥ ﭼﻪ ﺍﻃﻼﻋﺎﺗﯽ ﺩﺍﺭﯾﺪ؟‬ ■ ‫ﺩﺭﺱ ﺳﻮﻡ‬ 29
hill; mound ‫ﺗﭙﻪ‬
ancient ‫ﺑﺎﺳﺘﺎﻧﯽ‬
archaeology ‫ﺑﺎﺳﺘﺎﻥ ﺷﻨﺎﺳﯽ‬
due to ‫ﺑﻪ ﻋﻠﺖ‬
civilization ‫ﲤﺪﻥ‬
continuously ‫ﻫﻤﻮﺍﺭﻩ‬
attention ‫ﺗﻮﺟﻪ‬
historian (‫ﻣﻮﺭﺥ )ﻣﻮﺭﺧﯿﻦ‬
tourist ‫ﺟﻬﺎﻧﮕﺮﺩ‬
province ‫ﺍﺳﺘﺎﻥ‬
numerous ‫ﻣﺘﻌﺪﺩ‬
to pass through ‫ﻋﺒﻮﺭ ﻛﺮﺩﻥ ﺍﺯ‬
the Silk Road ‫ﺟﺎﺩﻩ ﺍﺑﺮﯾﺸﻢ‬
to attract ‫ﺟﺬﺏ ﻛﺮﺩﻥ‬
excavation ‫ﺣﻔﺎﺭی‬
shoreline (‫ﺳﺎﺣﻞ )ﺳﻮﺍﺣﻞ‬
artifact; monument; (lit.) work (‫ﺍﺛﺮ )ﺁﺛﺎﺭ‬
period ‫ﺩﻭﺭﻩ‬
to discover ‫ﻛﺸﻒ ﻛﺮﺩﻥ‬
that is why ‫ﺍﺯ ﺍﯾﻨﺮﻭ‬
region (‫ﻣﻨﻄﻘﻪ )ﻣﻨﺎﻃﻖ‬
cradle of civilization ‫ﻣﻬﺪ ﲤﺪﻥ‬
it indicates that ‫ﺣﺎﻛﯽ ﺍﺯ ﺍﯾﻦ ﺍﺳﺖ ﻛﻪ‬
government ‫ﺣﻜﻮﻣﺖ‬
independent ‫ﻣﺴﺘﻘﻞ‬
powerful ‫ﻣﻘﺘﺪﺭ‬
9780415691352_C03.indd 29 5/23/12 2:34 PM

‫‪30‬‬ ‫‪Lesson 3‬‬ ‫■‬ ‫?‪What do you know about Iran’s ancient sites‬‬
‫‪ -١‬ﺗﭙﮥ ﻣﺎﺭﻟﯿﮏ ﺩﺭ ﻛﺠﺎ ﻭﺍﻗﻊ ﺍﺳﺖ؟‬
‫‪ -٢‬ﻛﺸﻒ ﺁﺛﺎﺭ ﺑﺎﺳﺘﺎﻧﯽ ﺩﺭ ﻣﻨﻄﻘﮥ ﮔﯿﻼﻥ ﺑﯿﺎﻧﮕﺮ ﭼﯿﺴﺖ؟‬
‫‪ -٣‬ﭼﺮﺍ ﻛﺸﻮﺭ ﺍﯾﺮﺍﻥ ﻫﻤﻮﺍﺭﻩ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺑﺎﺳﺘﺎﻥ ﺷﻨﺎﺳﺎﻥ‪ ،‬ﻣﻮﺭﺧﺎﻥ ﻭ ﺟﻬﺎﻧﮕﺮﺩﺍﻥ ﺑﻮﺩﻩ‬
‫ﺍﺳﺖ؟‬
‫‪ -۴‬ﻭﯾﮋﮔﯽ ﻣﻬﻢ ﺍﺳﺘﺎﻥ ﮔﯿﻼﻥ ﭼﻪ ﺑﻮﺩﻩ ﺍﺳﺖ ﻛﻪ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺑﺎﺳﺘﺎﻥ ﺷﻨﺎﺳﺎﻥ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ‬
‫ﺍﺳﺖ؟‬
‫‪ -١‬ﺍﻧﺴﺎﻥ ﺑﺎﯾﺪ ‪ ........‬ﺩﺭ ﻛﺴﺐ ﻋﻠﻢ ﻭ ﺩﺍﻧﺶ ﺑﻜﻮﺷﺪ‪.‬‬
‫ﺝ‪ -‬ﺑﻪ ﺍﺣﺘﻤﺎﻝ ﺯﯾﺎﺩ‬ ‫ﺍﻟﻒ‪ -‬ﺍﺯ ﺍﯾﻨﺮﻭ‬

‫ﺩ‪ -‬ﻣﻮﺭﺩ ﺗﻮﺟﻪ‬ ‫ﺏ‪ -‬ﻫﻤﻮﺍﺭﻩ‬
‫‪ -٢‬ﺁﯾﺎ ﺷﻤﺎ ﺑﺎ ﺳﯿﺎﺳﺘﻬﺎی ‪ .............‬ﺟﺪﯾﺪ ﻣﻮﺍﻓﻘﯿﺪ؟‬
‫ﺝ‪ -‬ﲤﺪﻥ‬ ‫ﺍﻟﻒ‪ -‬ﺳﺮﺯﻣﯿﻦ‬

‫ﺩ‪ -‬ﺩﻭﻟﺖ‬ ‫ﺏ‪ -‬ﺍﺑﺮﯾﺸﻢ‬
‫‪ -٣‬ﺩﺭ ﺁﻥ ﻛﺸﻮﺭ ﻫﺮ ﺭﻭﺯﻩ ﻛﻮﺩﻛﺎﻥ ﺯﯾﺎﺩی ‪ ............‬ﮔﺮﺳﻨﮕﯽ ﻣﯽ ﻣﯿﺮﻧﺪ‪.‬‬
‫ﺝ‪ -‬ﻣﻬﺪ ﲤﺪﻥ‬ ‫ﺍﻟﻒ‪ -‬ﭘﯿﺶ ﺍﺯ ﺗﺎﺭﯾﺦ‬

‫ﺩ‪ -‬ﺑﻪ ﻋﻠﺖ‬ ‫ﺏ‪ -‬ﺩﺭ ﺣﻔﺎﺭی‬
‫‪ -۴‬ﺩﺭ ‪ ...........‬ﺍﺳﺘﻮﺍﯾﯽ ﻫﻮﺍ ﺑﺴﯿﺎﺭ ﮔﺮﻡ ﺍﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﻣﻨﺎﻃﻖ‬ ‫ﺍﻟﻒ‪ -‬ﺗﭙﻪ ﻫﺎی‬

‫ﺩ‪ -‬ﺣﻔﺎﺭی ﻫﺎی‬ ‫ﺏ‪ -‬ﺩﻭﺭﻩ ﻫﺎی‬
‫‪ -۵‬ﻣﻦ ﺍﺯ ﻛﺘﺎﺏ » ﭼﺸﻤﻬﺎﯾﺶ « ‪ .........‬ﺑﺰﺭگ ﻋﻠﻮی‪ ،‬ﺑﺴﯿﺎﺭ ﺧﻮﺷﻢ ﻣﯽ ﺁﯾﺪ‪.‬‬
‫ﺝ‪ -‬ﺟﺎﺩﻩ‬ ‫ﺍﻟﻒ‪ -‬ﻛﺸﻒ‬

‫ﺩ‪ -‬ﻣﻬﺪ‬ ‫ﺏ‪ -‬ﺍﺛﺮ‬
‫‪9780415691352_C03.indd 30‬‬ ‫‪5/23/12 2:34 PM‬‬

‫ﺩﺭ ﻣﻮﺭﺩ ﺁﺛﺎﺭ ﺑﺎﺳﺘﺎﻧﯽ ﺍﯾﺮﺍﻥ ﭼﻪ ﺍﻃﻼﻋﺎﺗﯽ ﺩﺍﺭﯾﺪ؟‬ ‫■‬ ‫ﺩﺭﺱ ﺳﻮﻡ‬ ‫‪31‬‬
‫‪ -۶‬ﺩﺭ ﻏﺮﺏ ﺟﻮﺍﻧﺎﻥ ﻣﻌﻤﻮ ًﻻ ﭘﺲ ﺍﺯ ﮔﺮﻓﱳ ﺩﯾﭙﻠﻢ ‪ ............‬ﻣﯽ ﺷﻮﻧﺪ‪.‬‬
‫ﺝ‪ -‬ﻣﺘﻤﺪﻥ‬ ‫ﺍﻟﻒ‪ -‬ﻣﻘﺘﺪﺭ‬

‫ﺩ‪ -‬ﻣﺘﺄﻫﻞ‬ ‫ﺏ‪ -‬ﻣﺴﺘﻘﻞ‬
‫‪ -١‬ﺳﺎﻡ ﻫﻔﺘﻪ ﺁﯾﻨﺪﻩ ﯾﮏ ﺟﺸﻦ ﺧﻮﺍﻫﺪ ﮔﺮﻓﺖ‪.‬‬

‫ﺳﺎﻡ ﺩﺭ ﻛﻨﻜﻮﺭ ﭘﺬﯾﺮﻓﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﺑﻪ ﻋﻠﺖ ‪(...‬‬
‫‪ -٢‬ﻓﺮﯾﺒﺎ ﺩﺭ ﻛﻮﺩﻛﯽ ‪ ۵‬ﺳﺎﻝ ﺩﺭ ﺍﯾﺮﺍﻥ ﺯﻧﺪﮔﯽ ﻛﺮﺩﻩ ﺍﺳﺖ‪.‬‬

‫ﻓﺎﺭﺳﯽ ﻓﺮﯾﺒﺎ ﺧﻮﺏ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﺍﺯﺍﯾﻨﺮﻭ ‪(...‬‬
‫‪ -٣‬ﺗﺨﺖ ﺟﻤﺸﯿﺪ ﺩﺭ ﻓﺎﺭﺱ ﻭﺍﻗﻊ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﻓﺎﺭﺱ ﺍﺳﺘﺎﻧﯽ ﺩﺭ ﺍﯾﺮﺍﻥ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﻛﻪ ‪(...‬‬
‫‪ -۴‬ﺍﺷﯿﺎﯾﯽ ﺳﺮﻗﺖ ﺷﺪﻧﺪ‪.‬‬

‫ﺁﻥ ﺍﺷﯿﺎﺀ ﮔﺮﺍﻧﺒﻬﺎ ﺑﻮﺩﻧﺪ‪.‬‬
‫)‪ ...‬ﺳﺮﻗﺖ ﺷﺪﻩ ‪(...‬‬
‫‪ -۵‬ﺍﻭ ﺧﻮﺩﻛﺸﯽ ﻛﺮﺩ‪.‬‬

‫ﺍﻭ ﺍﺯ ﺯﻧﺪﮔﯽ ﺭﺍﺿﯽ ﻧﺒﻮﺩ‪.‬‬
‫)‪ ...‬ﺣﺎﻛﯽ ﺍﺯ ﺍﯾﻦ ﺍﺳﺖ ﻛﻪ ‪(...‬‬

‫‪9780415691352_C03.indd 31‬‬ ‫‪5/23/12 2:34 PM‬‬

‫‪ -١‬ﻣﱳ ﺗﭙﮥ ﻣﺎﺭﻟﯿﮏ ﺭﺍ ﺑﺎ ﻭﺍژﮔﺎﻥ ﺧﻮﺩﺗﺎﻥ ﺑﺎﺯ ﻧﻮﯾﺴﯽ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ١٠٠‬ﻛﻠﻤﻪ(‪.‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﻛﺎﺩﺭ ﻣﺘﻨﯽ ﺩﺭ ﻣﻮﺭﺩ ﺁﺛﺎﺭ ﺑﺎﺳﺘﺎﻧﯽ ﻛﺸﻮﺭﺗﺎﻥ ﺑﻨﻮﯾﺴﯿﺪ )ﺣﺪ‬
‫ﺍﻛﺜﺮ‪ ٧٠‬ﻛﻠﻤﻪ(‪ .‬ﺍﯾﻦ ﺁﺛﺎﺭ ﺩﺭ ﻛﺠﺎی ﻛﺸﻮﺭﺗﺎﻥ ﻭﺍﻗﻊ ﺷﺪﻩ ﺍﻧﺪ ﻭ ﻣﺮﺑﻮﻁ ﺑﻪ ﻛﺪﺍﻡ ﺩﻭﺭﻩ ﻫﺴﺘﻨﺪ؟‬
‫ﻣﺴﺘﻘﻞ‬ ‫ﲤﺪﻥ‬ ‫ﻭﺍﻗﻊ ﺷﺪﻥ‬ ‫ﻛﺸﻒ ﻛﺮﺩﻥ‬ ‫ﺑﻪ ﺩﻻﯾﻞ ﻣﺘﻌﺪﺩ‬ ‫ﺩﻭﺭﻩ‬ ‫ﻣﻮﺭﺥ‬
‫ﻧﻬﺎﺩ ﻭ ﮔﺰﺍﺭﻩ ‪ /‬ﺟﻤﻼﺕ ﺳﺎﺩﻩ ﻭ ﻣﺮﻛﺐ‬

‫ﻧﻬﺎﺩ ﺷﺎﻣﻞ ﻛﻨﻨﺪۂ ﻛﺎﺭ ﯾﻌﻨﯽ ﻓﺎﻋﻞ ﻭ ﻭﺍﺑﺴﺘﻪ ﻫﺎی ﻓﺎﻋﻞ ﻣﯽ ﺷﻮﺩ ﻭ ﮔﺰﺍﺭﻩ ﺷﺎﻣﻞ ﻓﻌﻞ ﻭ‬
‫ﻭﺍﺑﺴﺘﻪ ﻫﺎی ﻓﻌﻞ ﻣﯽ ﺑﺎﺷﺪ‪ .‬ﻓﺎﻋﻞ‪ ،‬ﻫﺴﺘﮥ ﻧﻬﺎﺩ ﺍﺳﺖ ﻭ ﻓﻌﻞ‪ ،‬ﻫﺴﺘﮥ ﮔﺰﺍﺭﻩ‪ .‬ﺟﻤﻼﺕ ﺳﺎﺩﻩ‬
‫ﯾﮏ ﻧﻬﺎﺩ ﻭ ﯾﮏ ﮔﺰﺍﺭﻩ ﺩﺍﺭﻧﺪ ﺍﻣﺎ ﺟﻤﻼﺕ ﻣﺮﻛﺐ ﺑﯿﺶ ﺍﺯ ﯾﮏ ﻧﻬﺎﺩ ﻭ ﯾﮏ ﮔﺰﺍﺭﻩ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﻧﻬﺎﺩ ﻭ ﮔﺰﺍﺭﻩ ﺩﺭ ﺟﻤﻼﺕ ﺯﯾﺮ ﻣﺸﺨﺺ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﺩﻭ ﺟﻤﻠﮥ ﺍﻭﻝ ﺟﻤﻼﺕ ﺳﺎﺩﻩ ﻫﺴﺘﻨﺪ ﻭ‬
‫ﺟﻤﻠﮥ ﺁﺧﺮ ﻣﺮﻛﺐ ﺍﺳﺖ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ‪:‬‬
‫ﻓﯿﻠﺴﻮﻑ‪ ،‬ﻣﻨﺠّ ﻢ‪ ،‬ﻃﺒﯿﺐ ﻭ ﺷﺎﻋﺮ ﻧﺎﻣﯽ ﺍﯾﺮﺍﻥ‬ ‫ﻋﻤﺮﺧﯿﺎﻡ‬
‫ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﺷﻬﺮ ﻧﯿﺸﺎﺑﻮﺭ ﺩﺭ ﺍﺳﺘﺎﻥ ﺧﺮﺍﺳﺎﻥ ﻭﺍﻗﻊ‬ ‫ﻣﻘﺒﺮۂ ﻋﻤﺮﺧﯿﺎﻡ‬
‫ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﺳﺮﺍﺳﺮﺩﻧﯿﺎ ﻣﻌﺮﻭﻑ ﺍﺳﺖ‪.‬‬ ‫ﻋﻤﺮﺧﯿﺎﻡ ﻛﻪ ﻓﯿﻠﺴﻮﻑ‪ ،‬ﻣﻨﺠّ ﻢ‪ ،‬ﻃﺒﯿﺐ ﻭ ﺷﺎﻋﺮ‬
‫ﻧﺎﻣﯽ ﺍﯾﺮﺍﻥ ﺍﺳﺖ‬
‫ﺑﺮﺍی ﺳﺎﺧﱳ ﯾﮏ ﺟﻤﻠﮥ ﻣﺮﻛﺐ‪ ،‬ﺩﻭ ﯾﺎ ﭼﻨﺪ ﺟﻤﻠﮥ ﺳﺎﺩﻩ ﺭﺍ ﺗﻮﺳﻂ ﺣﺮﻭﻑ‪ ،‬ﻛﻠﻤﺎﺕ ﻭ ﯾﺎ ﻋﺒﺎﺭﺍﺕ‬
‫ﺭﺑﻄﯽ ﺑﻪ ﻫﻢ ﻭﺻﻞ ﻣﯽ ﻛﻨﯿﻢ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺟﻤﻼﺕ ﺯﯾﺮ ﺭﺍ ﻛﺎﻣﻞ ﻛﻨﯿﺪ ﻭ ﺳﭙﺲ ﻧﻬﺎﺩ ﻭ ﮔﺰﺍﺭۂ ﻫﺮ ﺟﻤﻠﻪ ﺭﺍ ﻣﺸﺨﺺ ﳕﺎﯾﯿﺪ‪.‬‬
‫ﻣﺜﺎﻝ‪ :‬ﻣﻦ ﻓﺎﺭﺳﯽ ﻣﯽ ﺧﻮﺍﱎ ﭼﻮﻥ ﺍﯾﻦ ﺯﺑﺎﻥ ﺭﺍ ﺑﺴﯿﺎﺭ ﺩﻭﺳﺖ ﺩﺍﺭﻡ‪.‬‬
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‫ﻫﻔﺘﮥ ﺁﯾﻨﺪﻩ ﺳﺨﻨﺮﺍﻧﯽ ﺩﺍﺭﻡ ﺑﻨﺎﺑﺮﺍﯾﻦ ‪. ............................................................‬‬

‫ﺍﮔﺮﭼﻪ ﺑﻪ ﺗﻮ ﺍﻃﻤﯿﻨﺎﻥ ﻛﺎﻣﻞ ﺩﺍﺭﻡ ‪. ..............................................................‬‬
‫ﻋﻠﯽ ﺭﻏﻢ ﻣﺸﻜﻼﺕ ﺍﻗﺘﺼﺎﺩی ‪. ..................................................................‬‬
‫ﻭﺿﻌﯿﺖ ﺍﻗﺘﺼﺎﺩی ﺟﻬﺎﻥ ﺭﻭ ﺑﻪ ﺑﻬﺒﻮﺩ ﺍﺳﺖ ﻟﺬﺍ ‪. ............................................‬‬
‫ﺍﯾﺮﺍﻥ ﻫﻤﻮﺍﺭﻩ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻛﺸﻮﺭﻫﺎی ﻏﺮﺑﯽ ﺑﻮﺩﻩ ﺍﺳﺖ ﺯﯾﺮﺍ ‪. ...............................‬‬
‫ﺑﺎ ﻭﺟﻮﺩ ﺍﯾﻨﻜﻪ ﺑﺴﯿﺎﺭ ﺧﺴﺘﻪ ﺑﻮﺩﻡ ‪. .............................................................‬‬
‫ﺍﯾﻦ ﺩﺭﺱ ﺑﺴﯿﺎﺭﻣﺸﻜﻞ ﺍﺳﺖ ﺍﺯﺍﯾﻨﺮﻭ ‪. .........................................................‬‬
‫ﺑﺨﺎﻃﺮ ﺷﺎﯾﻌﺎﺗﯽ ﻛﻪ ﭘﯿﺮﺍﻣﻮﻥ ﺯﻧﺪﮔﯿﺶ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪. ...........................................‬‬
‫ﺑﻪ ﺩﻟﯿﻞ ﻛﻢ ﺁﺑﯽ ‪. .................................................................................‬‬
‫ﻣﻦ ﺍﯾﻦ ﻛﺘﺎﺏ ﺭﺍ ﻧﺨﻮﺍﻧﺪﻩ ﺍﻡ ﻭﻟﯽ ‪. ..............................................................‬‬
‫ﻣﯽ ﺧﻮﺍﻫﻢ ﻋﺮﺑﯽ ﺑﺨﻮﺍﱎ ﺗﺎ ‪. ....................................................................‬‬
‫ﻣﺴﺘﻘﯿﻢ ﺑﺮﺍﻧﯿﺪ ﻭ ﺑﻌﺪ ‪. .............................................................................‬‬
‫ﻛﺎﻧﺎﺩﺍ ﻛﺸﻮﺭی ﻧﻔﺖ ﺧﯿﺰ ﺍﺳﺖ ﺑﻪ ﻋﻼﻭﻩ ‪. ....................................................‬‬
‫ﺍﺯ ﻣﺎﺩﺭﺕ ﺑﭙﺮﺱ ﻛﻪ ﺁﯾﺎ ‪. ...........................................................................‬‬
‫ﺩﺭ ﻛﻮﺩﻛﯽ ﺑﻪ ﺍﯾﺮﺍﻥ ﺭﻓﺘﻪ ﺍﻡ ﺍﻣﺎ ‪. ...............................................................‬‬
‫ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺍﺯ ﺭﯾﺸﮥ ﻫﻨﺪ ﻭ ﺍﺭﻭﭘﺎﺋﯽ ﺍﺳﺖ ﺑﺮﺧﻼﻑ ‪. ......................................‬‬
‫ﺑﯿﺎﯾﯿﺪ ﺩﺭ ﺣﻔﻆ ﻣﺤﯿﻂ ﺯﯾﺴﺖ ﺑﻜﻮﺷﯿﻢ ﭼﺮﺍﻛﻪ ‪. ................................................‬‬
‫ﺯﺑﺎﻥ ﺁﻟﻤﺎﻧﯽ ﺯﺑﺎﻥ ﻗﺎﻧﻮﳕﻨﺪی ﺍﺳﺖ ﺑﻪ ﻫﻤﯿﻦ ﺩﻟﯿﻞ ‪. .........................................‬‬
‫ﺁﻧﻘﺪﺭ ﮔﺮﺳﻨﻪ ﺍﻡ ﺍﺳﺖ ﻛﻪ ‪. ........................................................................‬‬
‫ﻃﺒﻖ ﮔﺰﺍﺭﺵ ﻫﻮﺍﺷﻨﺎﺳﯽ ﻓﺮﺩﺍ ﻫﻮﺍ ﺑﺎﺭﺍﻧﯽ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ﺑﺎ ﺍﯾﻦ ﻭﺟﻮﺩ ‪. ......................‬‬
‫ﺳﺎﺧﺘﺎﺭ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﻧﺴﺒﺘ ًﺎ ﺁﺳﺎﻥ ﺍﺳﺖ ﺩﺭ ﺻﻮﺭﺗﯿﻜﻪ ‪. ...................................‬‬
‫ﺍﻧﺘﺨﺎﺑﺎﺕ‬
‫ﺻﻨﺪﻭﻕ‬ ‫ﻧﻈﺮﺳﻨﺠﯽ‬ ‫ﺍﻧﺘﺨﺎﺑﺎﺕ‬ ‫ﺭﺃی ﻣﺨﻔﯽ‬ ‫ﺗﻘﻠﺐ‬ ‫ﻣﺒﺎﺭﺯﺍﺕ‬

‫ﺭﺃی ﺩﻫﻨﺪﮔﺎﻥ‬ ‫ﺻﻼﺣﯿﺖ‬ ‫ﺭﺃی ﺍﻋﺘﻤﺎﺩ‬ ‫ﻣﺠﺪﺩ‬ ‫ﻧﺘﺎﯾﺞ‬
‫‪ ...............‬ﺭﯾﺎﺳﺖ ﺟﻤﻬﻮﺭی ﻫﺮ ﭼﻬﺎﺭ ﺳﺎﻝ ﯾﮏ ﺑﺎﺭ ﺑﺮﮔﺰﺍﺭ ﻣﯽ ﺷﻮﺩ‪.‬‬

‫ﻃﺒﻖ ﺁﺧﺮﯾﻦ ‪ .............‬ﺗﻨﻬﺎ ﭘﻨﺠﺎﻩ ﺩﺭﺻﺪ ﺍﺯ ﺍﻓﺮﺍﺩ ﻭﺍﺟﺪ ﺷﺮﺍﯾﻂ ﺩﺭ ﺭﺃی ﮔﯿﺮی ﺷﺮﻛﺖ‬
‫ﻛﺮﺩﻩ ﺍﻧﺪ‪.‬‬
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‫ﲤﺎﻡ ﻧﺎﻣﺰﺩﻫﺎی ﺭﯾﺎﺳﺖ ﺟﻤﻬﻮﺭی ﺯﻥ ﺭﺩ ‪ ..............‬ﺷﺪﻧﺪ‪.‬‬

‫ﺍﻧﺘﺨﺎﺏ ‪ .....................‬ﺭﺋﯿﺲ ﺟﻤﻬﻮﺭ ﺑﺴﯿﺎﺭ ﺑﻌﯿﺪ ﺑﻪ ﻧﻈﺮ ﻣﯽ ﺭﺳﺪ‪.‬‬
‫ﻧﺎﻣﺰﺩ ﺣﺰﺏ ﺟﻤﻬﻮﺭی ﺧﻮﺍﻩ ﺭﻗﺒﺎی ﺧﻮﺩ ﺭﺍ ﺩﺭ ‪ ...............‬ﺍﻧﺘﺨﺎﺑﺎﺗﯽ ﺷﻜﺴﺖ ﺩﺍﺩ‪.‬‬
‫ﭘﺲ ﺍﺯ ﺍﻋﻼﻡ ‪ .................‬ﺍﻧﺘﺨﺎﺑﺎﺕ ﻣﺮﺩﻡ ﺩﺳﺖ ﺑﻪ ﺍﻋﺘﺮﺍﺽ ﺯﺩﻧﺪ‪.‬‬
‫ﺩﺭ ﺍﻛﺜﺮ ﻛﺸﻮﺭﻫﺎی ﺟﻬﺎﻥ ﺳﻮﻡ ‪ ................‬ﺩﺭ ﺭﺃی ﮔﯿﺮی ﺍﻣﺮی ﻣﺘﺪﺍﻭﻝ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﺍﯾﻦ ﻛﺸﻮﺭ ﺣﺪﺍﻗﻞ ﺳﻦ ‪ ......................‬ﺷﺎﻧﺰﺩﻩ ﺳﺎﻝ ﺍﺳﺖ‪.‬‬
‫ﺭﺃی ﺧﻮﺩ ﺭﺍ ﺭﻭی ﻛﺎﻏﺬ ﺑﻨﻮﯾﺴﯿﺪ ﻭ ﺩﺍﺧﻞ ‪ ................‬ﺑﯿﺎﻧﺪﺍﺯﯾﺪ‪.‬‬
‫‪electioneering‬‬ ‫ﺗﺒﻠﯿﻐﺎﺕ ﺍﻧﺘﺨﺎﺑﺎﺗﯽ‬

‫‪ballot paper‬‬ ‫ﺑﺮﮔﻪ ﺭﺃی ﮔﯿﺮی‬
‫‪vote counting‬‬ ‫ﺭﺃی ﺷﻤﺎﺭی‬
‫‪referendum‬‬ ‫ﻫﻤﻪ ﭘﺮﺳﯽ‬
‫‪to nominate‬‬ ‫ﻧﺎﻣﺰﺩ ﻛﺮﺩﻥ‬
‫‪to elect‬‬ ‫ﺍﻧﺘﺨﺎﺏ ﻛﺮﺩﻥ‬
‫‪public opinion‬‬ ‫ﺁﺭﺍﺀ ﻋﻤﻮﻣﯽ‬
‫ﺗﺒﻠﯿﻐﺎﺕ ﺍﻧﺘﺨﺎﺑﺎﺗﯽ ﺗﺎ ﺑﯿﺴﺖ ﻭ ﭼﻬﺎﺭ ﺳﺎﻋﺖ ﭘﯿﺶ ﺍﺯ ﺍﻧﺘﺨﺎﺑﺎﺕ ﺩﺭﺟﺮﯾﺎﻥ ﺍﺳﺖ‪.‬‬
‫ﺍﻧﺘﺨﺎﺑﺎﺕ ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺁﻧﺮﺍ ﺗﺮﺟﻤﻪ ﳕﺎﯾﯿﺪ‪.‬‬
‫ﮔﻠﯽ ﺗﺮﻗﯽ » ﺧﻮﺍﺏ ﺯﻣﺴﺘﺎﻧﯽ «‬

‫ﮔﻠﯽ ﺗﺮﻗﯽ‪ ،‬ﻛﻪ ﻣﺘﻮﻟﺪ ﺗﻬﺮﺍﻥ ﺍﺳﺖ‪ ،‬ﯾﻜﯽ ﺍﺯ ﻧﻮﯾﺴﻨﺪﮔﺎﻥ ﻧﺎﻣﺪﺍﺭ ﺍﯾﺮﺍﻥ ﺍﺳﺖ‪ .‬ﺍﻭ ﺷﻬﺮﺕ ﺧﻮﺩ‬
‫ﺭﺍ ﺩﺭ ﭘﯽ ﺍﻧﺘﺸﺎﺭ ﻣﺠﻤﻮﻋﻪ ﺩﺍﺳﺘﺎﻧﻬﺎی ﻛﻮﺗﺎﻩ ﺧﻮﯾﺶ ﺑﻪ ﻧﺎﻡ ﻣﻦ ﻫﻢ ﭼﻪ ﮔﻮﺍﺭﺍ ﻫﺴﺘﻢ ﺑﻪ‬
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‫ﺩﺳﺖ ﺁﻭﺭﺩ‪ .‬ﺗﺮﻗﯽ ﻣﺠﻤﻮﻋﻪ ﻫﺎی ﺩﯾﮕﺮی ﻫﻢ ﻧﻮﺷﺘﻪ ﺍﺳﺖ ﻣﺎﻧﻨﺪ ﺧﻮﺍﺏ ﺯﻣﺴﺘﺎﻧﯽ‪ ،‬ﺩﻭ ﺩﻧﯿﺎ‬
‫ﻭ ﺧﺎﻃﺮﺍﺕ ﭘﺮﺍﻛﻨﺪﻩ‪ .‬ﻭی ﺩﺭ ﺑﺴﯿﺎﺭی ﺍﺯ ﺩﺍﺳﺘﺎﻧﻬﺎﯾﺶ ﲡﺮﺑﯿﺎﺕ ﻛﻮﺩﻛﯽ ﺧﻮﯾﺶ ﺭﺍ ﺩﺭ ﺗﻬﺮﺍﻥ‬
‫ﺍﻭﺍﺳﻂ ﻗﺮﻥ ﺑﯿﺴﺘﻢ ﺑﻪ ﺗﺼﻮﯾﺮ ﻣﯽ ﻛﺸﺪ‪ .‬ﺍﺯ ﺁﳒﺎﯾﯽ ﻛﻪ ﺗﺮﻗﯽ ﺯﻧﺪﮔﯽ ﺍﺵ ﺭﺍ ﻧﯿﻤﯽ ﺩﺭ‬
‫ﻓﺮﺍﻧﺴﻪ ﻭ ﻧﯿﻤﯽ ﺩﺭ ﺍﯾﺮﺍﻥ ﺳﭙﺮی ﻣﯽ ﻛﻨﺪ ﻣﯽ ﺗﻮﺍﻥ ﺍﻭ ﺭﺍ ﺍﺯ ﺟﻤﻠﻪ ﻧﻮﯾﺴﻨﺪﮔﺎﻥ ﺩﺭ ﻏﺮﺑﺖ‬
‫ﺗﻠﻘﯽ ﻛﺮﺩ‪.‬‬
‫ﯾﻪ ﻗﺮﻥ ﻣﻮﻧﺪﻩ‪.‬‬

‫ﯾﮏ ﻗﺮﻥ ﻣﺎﻧﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺍﺯ ﯾﮏ ﺟﺎ ﺑﺎﺩ ﻣﯽﺁﯾﺪ‪ ،‬ﺍﺯ ﺩﺭﺯ ﭘﻨﺠﺮﻩﻫﺎ‪ ،‬ﺍﺯ ﺯﯾﺮ ﺩﺭ‪ ،‬ﺍﺯ ﯾﮏ ﺳﻮﺭﺍﺥ ﻧﺎﻣﺮﯾﯽ‪ .‬ﺯﻣﺴﺘﺎﻥ‬
‫ﺁﻣﺪﻩ‪ ،‬ﺑﻪ ﺍﯾﻦ ﺯﻭﺩی‪ .‬ﺯﻣﺴﺘﺎﻥﻫﺎ ﺑﺎ ﻫﻢ ﺑﻮﺩﯾﻢ؛ ﻣﻦ‪ ،‬ﻫﺎﺷﻤﯽ‪ ،‬ﺍﻧﻮﺭی‪ ،‬ﻋﺰﯾﺰی‪ ،‬ﺍﺣﻤﺪی‪ ،‬ﻣﻬﺪﻭی‬
‫ﻭ ﺍﻟﺒﺘﻪ ﺁﻗﺎی ﺣﯿﺪﺭی‪.‬‬
‫ﭼﻪ ﺯﻭﺩ ﮔﺬﺷﺖ‪ .‬ﻫﻔﺘﺎﺩ ﻭ ﭘﻨﺞ ﺳﺎﻝ‪ ،‬ﯾﺎ ﻫﻔﺘﺎﺩ ﻭ ﻫﻔﺖ ﯾﺎ ﺑﯿﺸﺘﺮ‪ .‬ﳕﯽﺩﺍﱎ‪ .‬ﺣﺴﺎﺏ‬
‫ﺭﻭﺯﻫﺎ ﻭ ﺳﺎﻝ ﻫﺎ ﺍﺯ ﺩﺳﺘﻢ ﺩﺭﺭﻓﺘﻪ‪ .‬ﺩﻭ ﺳﺎﻝ ﻛﻢ ﺗﺮ‪ ،‬ﺩﻭ ﺳﺎﻝ ﺑﯿﺶﺗﺮ‪ ،‬ﭼﻪ ﻓﺮﻗﯽ ﻣﯽﻛﻨﺪ؟‬
‫ﭘﯿﺮی ﺍﺯ ﻛﯽ ﺷﺮﻭﻉ ﺷﺪ؟ ﺍﺯ ﻛﯽ ﻣﺮگ ﺣﻀﻮﺭ ﺧﻮﺩﺵ ﺭﺍ ﺗﺄﯾﯿﺪ ﻛﺮﺩ؟‬
‫ﯾﮏ ﺭﻭﺯ ﯾﮏ ﻧﻔﺮ ﮔﻔﺖ »ﭘﯿﺮﻣﺮﺩ‪ ،‬ﻣﻮﺍﻇﺐ ﺑﺎﺵ ﻧﯿﻔﺘﯽ‪ «.‬ﭘﺸﺖ ﺳﺮﻡ ﺭﺍ ﻧﮕﺎﻩ ﻛﺮﺩﻡ‪ .‬ﮔﻔﺘﻢ‬
‫»ﺁﺭﻩ ﻣﻮﺍﻇﺐ ﺑﺎﺵ ﻧﯿﻔﺘﯽ« ﺑﺮﮔﺸﺘﻢ ﺗﺎ ﻫﺮﻛﻪ ﺑﻮﺩ ﺩﺳﺘﺶ ﺭﺍ ﺑﮕﯿﺮﻡ‪ .‬ﻣﺎﰎ ﺑﺮﺩ‪ .‬ﺍﺯ ﺧﻮﺩﻡ‬
‫ﭘﺮﺳﯿﺪﻡ »ﺑﺎ ﻣﻨﻪ؟« ﺑﺎﻭﺭﻡ ﻧﺸﺪ ﻭ ﮔﺬﺷﺘﻢ‪.‬‬
‫ﺁﻗﺎی ﺣﯿﺪﺭی ﻣﯽﮔﻔﺖ »ﺍﻭﻭﻩ‪ ،‬ﻛﻮ ﺗﺎ ﭼﻬﻞ ﺳﺎﻟﮕﯽ‪ .‬ﺣﺎﻻ ﺣﺎﻻﻫﺎ ﻣﻮﻧﺪﻩ‪ ،‬ﯾﻪ ﻗﺮﻥ ﻣﻮﻧﺪﻩ‪،‬‬
‫ﺷﺎﯾﺪﻡ ﻫﯿﭻ ﻭﻗﺖ ﻧﯿﺎﺩ‪ ،‬ﻫﯿﭻ ﻭﻗﺖ‪«.‬‬
‫ﭼﻪ ﺳﺮﻣﺎﯾﯽ‪ .‬ﭼﻪ ﺳﻮﺯی‪ .‬ﺩﻧﯿﺎ ﺩﺍﺭﺩ ﯾﺦ ﻣﯽﺯﻧﺪ‪ .‬ﺩﻧﯿﺎ ﺩﺍﺭﺩ ﻫﻤﺮﺍﻩ ﻣﻦ ﯾﻮﺍﺵﯾﻮﺍﺵ‬
‫ﻣﯽﻣﯿﺮﺩ‪ .‬ﭼﺮﺍﻍ ﺭﺍ ﺭﻭﺷﻦ ﻣﯽﻛﻨﻢ‪ .‬ﺻﻨﺪﻟﯿﻢ ﺭﺍ ﺑﻪ ﺑﺨﺎﺭی ﻣﯽﭼﺴﺒﺎﱎ‪ .‬ﻣﯽﻧﺸﯿﻨﻢ ﻭ ﭘﺘﻮ ﺭﺍ‬
‫ﺩﻭﺭ ﺧﻮﺩﻡ ﻣﯽﭘﯿﭽﻢ‪.‬‬
‫ﻛﺎﺵ ﻫﻨﻮﺯ ﺗﺎﺑﺴﺘﺎﻥ ﺑﻮﺩ‪ .‬ﻛﺎﺵ ﻫﻨﻮﺯ ﺑﺎ ﻫﻢ ﺑﻮﺩﯾﻢ‪ .‬ﭼﯽ ﺷﺪ؟ ﭼﻪ ﺑﻼﯾﯽ ﺳﺮﻣﺎﻥ ﺁﻣﺪ؟‬
‫ﻣﺎ ﻛﻪ ﺑﻪ ﻗﻮﻝ ﻋﺴﮕﺮی ﺳﺮﺳﭙﺮﺩﻩی ﻫﻢ ﺑﻮﺩﯾﻢ‪ .‬ﺑﺎﻫﻢ ﺑﻮﺩﳕﺎﻥ ﭼﻪ ﺁﺳﺎﻥ ﺑﻮﺩ‪ .‬ﻓﻜﺮﺵ ﺭﺍ‬
‫ﳕﯽﻛﺮﺩﯾﻢ‪ .‬ﺗﻘﺼﯿﺮ ﻛﺪﺍﻡ ﯾﻜﯿﻤﺎﻥ ﺑﻮﺩ؟‬
‫ﺏ ‪ -‬ﻣﻌﻨﺎی ﻛﻠﻤﺎﺕ ﺯﯾﺮ ﺭﺍ ﺩﺭ ﻟﻐﺘﻨﺎﻣﻪ ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺳﭙﺲ ﺑﺎ ﻫﺮﯾﮏ ﺍﺯ ﻟﻐﺎﺕ ﯾﮏ ﺟﻤﻠﻪ‬
‫‪9780415691352_C03.indd 35‬‬ ‫‪5/23/12 2:34 PM‬‬

‫ﺩﺭﺯ‬
‫ﻧﺎﻣﺮﯾﯽ‬
‫ﺣﻀﻮﺭ‬
‫ﺗﺄﯾﯿﺪ ﻛﺮﺩ‬
‫ﻛﺎﺵ‬
‫ﺗﻘﺼﯿﺮ‬
‫ﻣﺎﰎ ﺑﺮﺩ‬
‫ﺣﺴﺎﺏ ﺭﻭﺯﻫﺎ ﻭ ﺳﺎﻝ ﻫﺎ ﺍﺯ ﺩﺳﺘﻢ ﺩﺭﺭﻓﺘﻪ‬
‫ﭼﻪ ﺑﻼﯾﯽ ﺳﺮﻣﺎﻥ ﺁﻣﺪ‬
‫ﻣﺎ ﻛﻪ ﺑﻪ ﻗﻮﻝ ﻋﺴﮕﺮی ﺳﺮﺳﭙﺮﺩﻩی ﻫﻢ ﺑﻮﺩﯾﻢ‬
‫ﯾﻪ ﻗﺮﻥ ﻣﻮﻧﺪﻩ‬
‫ﯾﻮﺍﺵﯾﻮﺍﺵ‬
‫‪Morphology‬‬ ‫ﻭﺍژﻩ ﺷﻨﺎﺳﯽ‬

‫‪Morphemes are the smallest meaningful units in a language. One word‬‬
‫‪may consist of one or more morpheme, e.g.:‬‬
‫ﻛﺘﺎﺏ ﻫﺎ )ﻛﺘﺎﺏ ‪ +‬ﻫﺎ(‬ ‫ﻛﺘﺎﺑﺨﺎﻧﻪ )ﻛﺘﺎﺏ ‪ +‬ﺧﺎﻧﻪ(‬ ‫ﻛﺘﺎﺏ‬

‫ﻏﻤﻬﺎ )ﻏﻢ ‪ +‬ﻫﺎ(‬ ‫ﺑﯽ ﻏﻢ )ﺑﯽ ‪ +‬ﻏﻢ(‬ ‫ﻏﻤﮕﯿﻦ )ﻏﻢ ‪ +‬ﮔﯿﻦ(‬ ‫ﻏﻢ‬
‫ﻧﺎﻣﻬﺮﺑﺎﻥ )ﻧﺎ ‪ +‬ﻣﻬﺮ ‪ +‬ﺑﺎﻥ(‬ ‫ﻣﻬﺮﺑﺎﻥ )ﻣﻬﺮ ‪ +‬ﺑﺎﻥ(‬ ‫ﻣﻬﺮ‬
‫ﻧﺎﻣﻬﺮﺑﺎﻥ ﺗﺮ )ﻧﺎ ‪ +‬ﻣﻬﺮ ‪ +‬ﺑﺎﻥ ‪ +‬ﺗﺮ(‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺎ ﻭﺍژک ﻫﺎی ﺯﯾﺮ ﻛﻠﻤﺎﺕ ﭼﻨﺪ ﻭﺍژﻛﯽ ﺑﺴﺎﺯﯾﺪ‪.‬‬
‫ﻧﯿﺎﺯ‬
‫ﺷﺎﺩ‬
‫ﻣﺸﻜﻞ‬
‫ﻫﻨﺮ‬
‫ﮔﻞ‬
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‫ﺧﺎﻧﻪ‬
‫ﺩﺭﺧﺖ‬
‫ﺩﺍﻧﺶ‬
‫ﺍﻣﯿﺪ‬
‫ﻛﺘﺎﺏ‬
‫ﺛﺮﻭﺕ‬
‫ﺧﺸﺖ‬
‫ﯾﮏ ﺍﺳﺘﺎﺩ ﺑﻨﺎ ﺩﺭ ﺣﺎﻝ ﺩﺭﺳﺖ ﻛﺮﺩﻥ ﺧﺸﺖ ﺩﺭ ﺷﻬﺮ ﺗﺎﺭﯾﺨﯽ ﻣﯿﺒﺪ‬
‫ﺩﺭ ﮔﺬﺷﺘﻪ ﺧﺸﺖ )ﻛﻪ ﺗﺮﻛﯿﺒﯽ ﺍﺯ ﻛﺎﻩ ﻭ ﮔﻞ ﻣﯽ ﺑﺎﺷﺪ( ﻛﺎﺭﺑﺮﺩ ﻭﺳﯿﻌﯽ ﺩﺭ ﻣﻌﻤﺎﺭی ﺍﯾﺮﺍﻧﯽ‬
‫ﺩﺍﺷﺖ‪ .‬ﺍﻣﺮﻭﺯﻩ ﺧﺸﺖ ﺑﯿﺸﺘﺮ ﺩﺭ ﻣﻌﻤﺎﺭی ﺳﻨﺘﯽ ﻭ ﺭﻭﺳﺘﺎﯾﯽ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻣﯽ ﮔﯿﺮﺩ‪.‬‬
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‫ﺑﻪ ﻋﻼﻭﻩ ﺧﺸﺖ ﺩﺭ ﻣﺮﻣﺖ ﻭ ﺑﺎﺯﺳﺎﺯی ﺳﺎﺧﺘﻤﺎﻧﻬﺎی ﺗﺎﺭﯾﺨﯽ ﺍﯾﺮﺍﻥ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﺷﻮﺩ‪ .‬ﺩﺭ‬
‫ﺍﯾﺮﺍﻥ ﺳﺎﺯﻣﺎﻧﯽ ﺑﻪ ﻧﺎﻡ ﺳﺎﺯﻣﺎﻥ ﻣﯿﺮﺍﺙ ﻓﺮﻫﻨﮕﯽ ﺑﺮ ﺑﺎﺯﺳﺎﺯی ﺍﻛﺜﺮ ﺑﻨﺎﻫﺎی ﺗﺎﺭﯾﺨﯽ ﻛﺸﻮﺭ‬
‫ﻧﻈﺎﺭﺕ ﻣﯽ ﻛﻨﺪ‪.‬‬
‫‪ -١‬ﺩﺭ ﻣﻮﺭﺩ ﺗﺎﺭﯾﺨﭽﮥ ﺳﺎﺯﻣﺎﻥ ﻣﯿﺮﺍﺙ ﻓﺮﻫﻨﮕﯽ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟ ﺍﯾﻦ ﺳﺎﺯﻣﺎﻥ ﺩﺭ ﭼﻪ ﺳﺎﻟﯽ‬
‫ﺗﺄﺳﯿﺲ ﺷﺪ ﻭ ﭼﻨﺪ ﻧﻔﺮ ﻛﺎﺭﻣﻨﺪ ﺩﺍﺭﺩ؟‬
‫‪ -٢‬ﲢﺼﯿﻼﺕ ﻻﺯﻣﻪ ﺑﺮﺍی ﻛﺴﺎﻧﯽ ﻛﻪ ﺩﺭ ﺯﻣﯿﻨﮥ ﺑﺎﺯﺳﺎﺯی ﺳﺎﺧﺘﻤﺎﻧﻬﺎی ﺗﺎﺭﯾﺨﯽ ﻛﺎﺭ‬
‫ﻣﯽ ﻛﻨﻨﺪ ﭼﯿﺴﺖ؟‬
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‫ﺩﺭﺱ ﭼﻬﺎﺭﻡ‬
‫‪Lesson‬‬
‫‪Four‬‬
‫ﺯﻧﺪﮔﯽ ﺩﺭ ﭘﺎﯾﺘﺨﺖ ﭼﻪ‬
‫ﻣﺰﺍﯾﺎ ﻭ ﻣﻌﺎﯾﺒﯽ ﺩﺍﺭﺩ؟‬
‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﺗﻬﺮﺍﻥ‬
‫ﺩﺳﺘﻮﺭ‪ :‬ﺟﻤﻼﺕ ﺗﻌﺠﺒﯽ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﺍﻣﻨﯿﺖ ﻭ ﺩﺭﮔﯿﺮی‬
‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ ‪ /‬ﻛﺘﺎﺑﯽ‪ :‬ﻣﻨﯿﺮﻭ ﺭﻭﺍﻧﯽﭘﻮﺭ » ﺷﺐ ﺑﻠﻨﺪ «‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﻓﺮﯾﺪﻭﻥ ﻣﺸﯿﺮی‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﺑﺰﺭﮔﺮﺍﻩ‬

‫‪ -١‬ﭘﺎﯾﺘﺨﺖ ﻛﺸﻮﺭ ﺷﻤﺎ ﻛﺠﺎﺳﺖ ﻭ ﺩﺍﺭﺍی ﭼﻪ ﻭﯾﮋﮔﯿﻬﺎﯾﯽ ﺍﺳﺖ؟‬
‫‪ -٢‬ﭘﺎﯾﺘﺨﺖ ﺍﯾﺮﺍﻥ ﻛﺠﺎﺳﺖ ﻭ ﭼﻪ ﺧﺼﻮﺻﯿﺎﺗﯽ ﺩﺍﺭﺩ؟‬
‫‪ -٣‬ﺯﻧﺪﮔﯽ ﺩﺭ ﭘﺎﯾﺘﺨﺖ ﭼﻪ ﻣﺰﺍﯾﺎ ﻭ ﻣﻌﺎﯾﺒﯽ ﺩﺍﺭﺩ؟‬
‫ﺗﻬﺮﺍﻥ‬
‫ﺗﻬﺮﺍﻥ‪ ،‬ﭘﺎﯾﺘﺨﺖ ﺍﯾﺮﺍﻥ‪ ،‬ﺭﺍ ﻣﯽ ﺗﻮﺍﻥ ﯾﮏ ﻛﻼﻥ ﺷﻬﺮ ﻧﺎﻣﯿﺪ ﭼﺮﺍ ﻛﻪ ﯾﻜﯽ ﺍﺯ ﺑﺰﺭﮔﺘﺮﯾﻦ ﺷﻬﺮﻫﺎی‬
‫ﺩﻧﯿﺎ ﺍﺳﺖ ﻭ ﺑﺼﻮﺭﺕ ﻏﯿﺮ ﻗﺎﺑﻞ ﻛﻨﺘﺮﻝ ﺭﺷﺪ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺟﻤﻌﯿﺖ ﺗﻬﺮﺍﻥ ﺗﻘﺮﯾﺒ ًﺎ ﯾﮏ ﺷﺸﻢ‬
‫ﺟﻤﻌﯿﺖ ﻛﻞ ﺍﯾﺮﺍﻥ ﺍﺳﺖ‪ .‬ﺍﺯ ﺳﺮﺍﺳﺮ ﺍﯾﺮﺍﻥ ﻣﺮﺩﻡ ﺑﻪ ﺍﻣﯿﺪ ﺯﻧﺪﮔﯽ ﺑﻬﺘﺮ ﺑﻪ ﺗﻬﺮﺍﻥ ﻛﻮچ‬
‫ﻼ ﺗﻬﺮﺍﻧﯽ ﺑﺎﺷﺪ‪ .‬ﻫﻤﯿﻦ‬ ‫ﻣﯽ ﻛﻨﻨﺪ‪ .‬ﺑﻪ ﻫﻤﯿﻦ ﺩﻟﯿﻞ ﻛﻤﺘﺮ ﻛﺴﯽ ﺭﺍ ﻣﯽ ﺗﻮﺍﻥ ﯾﺎﻓﺖ ﻛﻪ ﺍﺻ ً‬
‫ﻭﯾﮋﮔﯽ ﺑﺎﻋﺚ ﺷﺪﻩ ﻛﻪ ﺯﺑﺎﻧﻬﺎ ﻭ ﮔﻮﯾﺸﻬﺎ ﻭ ﻟﻬﺠﻪ ﻫﺎی ﻣﺨﺘﻠﻔﯽ ﺩﺭ ﺗﻬﺮﺍﻥ ﻭﺟﻮﺩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‬
‫ﻛﻪ ﺭﻓﺘﻪ ﺭﻓﺘﻪ ﺩﺭ ﻧﺴﻠﻬﺎی ﺑﻌﺪی ﻓﺮﺍﻣﻮﺵ ﺧﻮﺍﻫﻨﺪ ﺷﺪ ﻭ ﺟﺎی ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻟﻬﺠﮥ ﺗﻬﺮﺍﻧﯽ‪،‬‬
‫ﻛﻪ ﻓﺎﺭﺳﯽ ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﯽ ﺷﻮﺩ‪ ،‬ﺧﻮﺍﻫﻨﺪ ﺩﺍﺩ‪ .‬ﺩﺭ ﮔﺬﺷﺘﻪ ﺗﻬﺮﺍﻥ ﯾﮏ ﺭﻭﺳﺘﺎی‬
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40 Lesson 4 ■ What are the advantages and disadvantages of life in the capital?
‫ﻛﻮﭼﮏ ﻭ ﻧﺎﺷﻨﺎﺧﺘﻪ ﺑﻮﺩ ﻛﻪ ﺑﻪ ﻣﺮﻭﺭ ﺯﻣﺎﻥ ﺍﻫﻤﯿﺖ ﺑﯿﺸﺘﺮی ﭘﯿﺪﺍ ﻛﺮﺩ ﻭ ﺩﺭ ﺩﻭﺭۂ ﺻﻔﻮی‬
‫ﻧﺎﻡ ﻭ ﻧﺸﺎﻥ ﺷﻬﺮی ﯾﺎﻓﺖ ﻭ ﺩﺭ ﺍﻭﺍﺧﺮ ﻗﺮﻥ ﻫﺠﺪﻫﻢ ﻣﯿﻼﺩی ﺗﻮﺳﻂ ﺁﻏﺎ ﻣﺤﻤﺪ ﺧﺎﻥ ﻗﺎﺟﺎﺭ‬
.‫ﺑﻪ ﻋﻨﻮﺍﻥ ﭘﺎﯾﺘﺨﺖ ﺍﯾﺮﺍﻥ ﺍﻧﺘﺨﺎﺏ ﺷﺪ‬
capital city ‫ﭘﺎﯾﺘﺨﺖ‬

megacity ‫ﻛﻼﻥ ﺷﻬﺮ‬
since; because ‫ﭼﺮﺍ ﻛﻪ‬
to grow ‫ﺭﺷﺪ ﻛﺮﺩﻥ‬
uncontrollable ‫ﻏﯿﺮ ﻗﺎﺑﻞ ﻛﻨﺘﺮﻝ‬
population ‫ﺟﻤﻌﯿﺖ‬
hope ‫ﺍﻣﯿﺪ‬
to migrate ‫ﻛﻮچ ﻛﺮﺩﻥ‬
very few people ‫ﻛﻤﺘﺮ ﻛﺴﯽ‬
originally ‫ﻼ‬
ً ‫ﺍﺻ‬
distinctive feature ‫ﻭﯾﮋﮔﯽ‬
to cause ‫ﺑﺎﻋﺚ ﺷﺪﻥ‬
dialect ‫ﮔﻮﯾﺶ‬
accent ‫ﻟﻬﺠﻪ‬
little by little ‫ﺭﻓﺘﻪ ﺭﻓﺘﻪ‬
generation ‫ﻧﺴﻞ‬
to be considered ‫ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪﻥ‬
unknown ‫ﻧﺎﺷﻨﺎﺧﺘﻪ‬
with the passage of time ‫ﺑﻪ ﻣﺮﻭﺭ ﺯﻣﺎﻥ‬
Safavid ‫ﺻﻔﻮی‬
Qajar ‫ﻗﺎﺟﺎﺭ‬
9780415691352_C04.indd 40 5/23/12 2:34 PM

‫ﺯﻧﺪﮔﯽ ﺩﺭ ﭘﺎﯾﺘﺨﺖ ﭼﻪ ﻣﺰﺍﯾﺎ ﻭ ﻣﻌﺎﯾﺒﯽ ﺩﺍﺭﺩ؟‬ ‫■‬ ‫ﺩﺭﺱ ﭼﻬﺎﺭﻡ‬ ‫‪41‬‬
‫ﺗﻬﺮﺍﻥ ﺍﺯ ﭼﻪ ﺯﻣﺎﻧﯽ ﺷﻬﺮﯾﺖ ﯾﺎﻓﺖ؟‬ ‫‪-١‬‬
‫ﭼﺮﺍ ﺗﻌﺪﺍﺩ ﺗﻬﺮﺍﻧﯽ ﻫﺎی ﺍﺻﯿﻞ ﺩﺭﭘﺎﯾﺘﺨﺖ ﺍﯾﺮﺍﻥ ﻧﺴﺒﺘ ًﺎ ﻛﻢ ﺍﺳﺖ؟‬ ‫‪-٢‬‬
‫ﭼﺮﺍ ﺗﻬﺮﺍﻥ ﯾﮏ ﻛﻼﻥ ﺷﻬﺮ ﺍﺳﺖ؟‬ ‫‪-٣‬‬
‫ﭼﺮﺍ ﻣﺮﺩﻡ ﺑﻪ ﺗﻬﺮﺍﻥ ﻣﻬﺎﺟﺮﺕ ﻣﯽ ﻛﻨﻨﺪ؟‬ ‫‪-۴‬‬
‫ﻓﺎﺭﺳﯽ ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﭼﯿﺴﺖ؟‬ ‫‪-۵‬‬
‫ﺍﻟﻒ‪ -‬ﮔﺰﯾﻨﮥ ﺩﺭﺳﺖ ﺭﺍ ﺍﻧﺘﺨﺎﺏ ﻛﻨﯿﺪ‪.‬‬
‫‪ -١‬ﺣﺘﯽ ﺩﺭ ﺗﻠﺦ ﺗﺮﯾﻦ ﻣﺮﺍﺣﻞ ﺯﻧﺪﮔﯽ ﻧﺒﺎﯾﺪ ‪ ..........‬ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩ‪.‬‬
‫ﺝ‪ -‬ﺍﻣﯿﺪ‬ ‫ﺍﻟﻒ‪ -‬ﺯﻣﺎﻥ‬

‫ﺩ‪ -‬ﺭﺷﺪ‬ ‫ﺏ‪ -‬ﻛﻮچ‬
‫‪ -٢‬ﺍﮔﺮ ﻭﺍﻟﺪﯾﻦ ﻓﺮﺯﻧﺪﺍﻥ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺍﺑﺘﺪﺍ ﺩﺭﺳﺖ ﺗﺮﺑﯿﺖ ﻧﻜﻨﻨﺪ ﺩﺭ ﻧﻮﺟﻮﺍﻧﯽ ‪............‬‬
‫ﻣﯽ ﺷﻮﻧﺪ‪.‬‬
‫ﺝ‪ -‬ﻣﺮﻭﺭ ﺯﻣﺎﻥ‬ ‫ﺍﻟﻒ‪ -‬ﻛﻤﺘﺮ ﻛﺴﯽ‬

‫ﺩ‪ -‬ﺑﻪ ﻓﺮﺍﻣﻮﺷﯽ‬ ‫ﺏ‪ -‬ﻏﯿﺮ ﻗﺎﺑﻞ ﻛﻨﺘﺮﻝ‬
‫‪ -٣‬ﺑﺪﻟﯿﻞ ﺍﻋﺘﯿﺎﺩ ﻣﺎﺩﺭ‪ ،‬ﺟﻨﯿﻦ ‪ ...........‬ﻛﺎﻓﯽ ﻧﻜﺮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﺳﺮﺍﺳﺮ‬ ‫ﺍﻟﻒ‪ -‬ﺗﻮﺳﻌﻪ‬

‫ﺩ‪ -‬ﺭﺷﺪ‬ ‫ﺏ‪ -‬ﭘﯿﺸﺮﻓﺘﻪ‬
‫‪ -۴‬ﺷﻤﺎ ﺗﺎ ﭼﻪ ﺣﺪ ﺑﺎ ﻧﻮﯾﺴﻨﺪﮔﺎﻥ ﻣﺪﺭﻥ ﺍﯾﺮﺍﻥ ‪ ...........‬ﺩﺍﺭﯾﺪ؟‬
‫ﺝ‪ -‬ﺁﺷﻨﺎﯾﯽ‬ ‫ﺍﻟﻒ‪ -‬ﺗﺒﺪﯾﻞ‬

‫ﺩ‪ -‬ﻓﺮﺍﻣﻮﺷﯽ‬ ‫ﺏ‪ -‬ﻛﻨﺘﺮﻝ‬
‫‪ -۵‬ﮔﯿﻠﻜﯽ ﯾﮏ ﺯﺑﺎﻥ ﻧﯿﺴﺖ ﺑﻠﻜﻪ ﯾﮏ ‪ ..........‬ﺍﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﻛﻞ‬ ‫ﺍﻟﻒ‪ -‬ﻟﻬﺠﻪ‬

‫ﺩ‪ -‬ﻭﯾﮋﮔﯽ‬ ‫ﺏ‪ -‬ﮔﻮﯾﺶ‬
‫‪9780415691352_C04.indd 41‬‬ ‫‪5/23/12 2:34 PM‬‬

‫‪42‬‬ ‫‪Lesson 4‬‬ ‫■‬ ‫?‪What are the advantages and disadvantages of life in the capital‬‬
‫‪ -۶‬ﺷﻤﺎ ‪ ..........‬ﻛﺠﺎﯾﯽ ﻫﺴﺘﯿﺪ؟‬
‫ﻼ‬
‫ﺝ‪ -‬ﺍﺻ ً‬ ‫ﺍﻟﻒ‪ -‬ﺗﻘﺮﯾﺒ ًﺎ‬
‫ﻼ‬
‫ﺩ‪ -‬ﻛ ً‬ ‫ﺏ‪ -‬ﻣﻌﻤﻮ ًﻻ‬
‫‪ -١‬ﺷﯿﺮﺍﺯ ﺭﺍ ﻣﯽ ﺗﻮﺍﻥ ﻣﻬﺪ ﺍﺩﺏ ﻧﺎﻣﯿﺪ‪.‬‬

‫ﺷﯿﺮﺍﺯ ﺯﺍﺩﮔﺎﻩ ﺍﺩﯾﺒﺎﻥ ﺑﺴﯿﺎﺭی ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﭼﺮﺍﻛﻪ ‪(...‬‬
‫‪ -٢‬ﺩﺭﺁﻣﺪ ﺳﺎﻟﯿﺎﻧﮥ ﺍﻭ ‪ ١٠‬ﻣﯿﻠﯿﻮﻥ ﺗﻮﻣﺎﻥ ﺍﺳﺖ‪.‬‬

‫ﺩﺭﺁﻣﺪ ﺳﺎﻟﯿﺎﻧﮥ ﻣﻦ ‪ ٢‬ﻣﯿﻠﯿﻮﻥ ﺗﻮﻣﺎﻥ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﯾﮏ ﭘﻨﺠﻢ ‪(...‬‬
‫‪ -٣‬ﻛﺎﺭﺧﺎﳒﺎﺕ ﺑﺴﯿﺎﺭی ﺩﺍﺧﻞ ﺷﻬﺮ ﺗﻬﺮﺍﻥ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﻧﺪ‪.‬‬

‫ﻫﻮﺍی ﺗﻬﺮﺍﻥ ﺑﺴﯿﺎﺭ ﺁﻟﻮﺩﻩ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﺑﻪ ﻫﻤﯿﻦ ﺩﻟﯿﻞ ‪(...‬‬
‫‪ -۴‬ﺟﻤﻌﯿﺖ ﺗﻬﺮﺍﻥ ﺑﺴﯿﺎﺭ ﺯﯾﺎﺩ ﺍﺳﺖ‪.‬‬

‫ﺟﻤﻌﯿﺖ ﺗﻬﺮﺍﻥ ﺩﺭ ﺣﺎﻝ ﺍﻧﻔﺠﺎﺭ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﺁﻧﻘﺪﺭ ‪ ...‬ﻛﻪ ‪(...‬‬
‫‪ -۵‬ﺍﻣﺮﻭﺯ ﺁﻟﻮﺩﮔﯽ ﻫﻮﺍ ﺑﺴﯿﺎﺭ ﺑﺎﻻﺳﺖ‪.‬‬

‫ﭼﺸﻤﺎﻥ ﻣﻦ ﻣﯽ ﺳﻮﺯﺩ‪.‬‬
‫)‪ ...‬ﺑﺎﻋﺚ ﺷﺪﻩ ‪(...‬‬

‫‪9780415691352_C04.indd 42‬‬ ‫‪5/23/12 2:34 PM‬‬

‫‪ -١‬ﻣﱳ ﺗﻬﺮﺍﻥ ﺭﺍ ﺑﺎ ﻛﻠﻤﺎﺕ ﺧﻮﺩﺗﺎﻥ ﺑﺎﺯ ﻧﻮﯾﺴﯽ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ١٠٠‬ﻛﻠﻤﻪ(‪.‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺯﯾﺮ ﯾﮏ ﻛﻼﻥ ﺷﻬﺮ ﺁﺳﯿﺎﯾﯽ ﺭﺍ ﺷﺮﺡ ﺩﻫﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ٨٠‬ﻛﻠﻤﻪ(‪.‬‬
‫ﭼﻘﺪﺭ ﺟﻤﻌﯿﺖ ﺩﺍﺭﺩ؟ ﻣﺸﻜﻼﺕ ﺁﻥ ﺷﻬﺮ ﭼﯿﺴﺖ؟‬
‫ﺍﻧﺘﺨﺎﺏ ﺷﺪﻥ‬ ‫ﺭﻭﺳﺘﺎ‬ ‫ﺍﺻﯿﻞ‬ ‫ﻭﯾﮋﮔﯽ‬ ‫ﻧﺴﻞ‬ ‫ﻛﻮچ ﻛﺮﺩﻥ‬ ‫ﺭﺷﺪ ﻛﺮﺩﻥ‬
‫ﺟﻤﻼﺕ ﺗﻌﺠﺒﯽ‬
‫ﻋﺒﺎﺭﺕ ﭼﻘﺪﺭ ﻧﻪ ﺗﻨﻬﺎ ﯾﮏ ﺻﻔﺖ ﺷﻤﺎﺭﺷﯽ ﺍﺳﺖ ﺑﻠﻜﻪ ﻫﻤﺮﺍﻩ ﺑﺎ ﻋﻼﻣﺖ ﺗﻌﺠﺐ ﺩﺭ ﺍﻧﺘﻬﺎی‬
‫ﺟﻤﻠﻪ‪ ،‬ﻧﺸﺎﻧﮕﺮ ﺟﻤﻠﮥ ﺗﻌﺠﺒﯽ ﺍﺳﺖ‪ .‬ﺑﻌﺪ ﺍﺯ ﭼﻘﺪﺭ ﻣﯿﺘﻮﺍﻥ ﺍﺯ ﯾﮏ ﺍﺳﻢ ﯾﺎ ﯾﮏ ﺻﻔﺖ ﻭﯾﺎ ﯾﮏ‬
‫ﻗﯿﺪ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩ‪.‬‬
‫ﺟﻤﻠﮥ ﺗﻌﺠﺒﯽ ﺑﺎ ﺍﺳﻢ‪:‬‬
‫ﭼﻘﺪﺭ ﺷﻜﺮ ﺭﯾﺨﺘﯽ!‬

‫ﭼﻘﺪﺭ ﻭﻗﺖ ﺗﻠﻒ ﻣﯽ ﻛﻨﯽ!‬
‫ﺟﻤﻠﮥ ﺗﻌﺠﺒﯽ ﺑﺎ ﺻﻔﺖ‪:‬‬
‫ﭼﻘﺪﺭ ﺧﻮﺷﮕﻞ ﺷﺪی!‬

‫ﭼﻘﺪﺭ ﺳﺮﺩ ﺍﺳﺖ!‬
‫ﺟﻤﻠﮥ ﺗﻌﺠﺒﯽ ﺑﺎ ﻗﯿﺪ‪:‬‬
‫ﭼﻘﺪﺭ ﺧﻮﺏ ﺭﺍﻧﻨﺪﮔﯽ ﻣﯽ ﻛﻨﯽ!‬

‫ﭼﻘﺪﺭ ﺑﺎﺩﻗﺖ ﺗﻜﺎﻟﯿﻔﺖ ﺭﺍ ﺍﳒﺎﻡ ﺩﺍﺩﻩ ﺍی!‬
‫ﲤﺮﯾﻦ‪ :‬ﯾﮏ ﺟﻤﻠﻪ ﺗﻌﺠﺒﯽ ﺑﺮﺍی ﻫﺮﯾﮏ ﺍﺯ ﺍﻧﻮﺍﻉ ﺟﻤﻼﺕ ﺗﻌﺠﺒﯽ ﺑﺎﻻ ﺑﻨﻮﯾﺴﯿﺪ‪.‬‬
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‫ﺍﻣﻨﯿﺖ ﻭ ﺩﺭﮔﯿﺮی‬
‫ﺗﻠﻔﺎﺕ ﻣﺤﺮک‬ ‫ﻣﻬﻤﺎﺕ‬ ‫ﺍﺷﻐﺎﻝ‬ ‫ﻓﺮﺍﺭی ﺍﺭﺍﺿﯽ ﺍﺷﻐﺎﻟﯽ‬ ‫ﺁﺗﺶ ﺑﺲ ﺩﻓﺎﻉ‬

‫ﺍﺳﺮﺍ‬ ‫ﻣﺮﮔﺒﺎﺭ‬ ‫ﺗﻌﺮﺽ‬ ‫ﺗﻨﺶ‬ ‫ﺷﺒﻪ‬ ‫ﺟﺒﻬﻪ‬ ‫ﺗﺴﺨﯿﺮ‬ ‫ﻣﺤﺎﺻﺮﻩ‬ ‫ﺷﺪﺕ‬
‫ﭘﺲ ﺍﺯ ﺟﻨﮓ‪ .....................‬ﻣﺎﻧﻨﺪ ﺧﺮﻣﺸﻬﺮ ﺁﺯﺍﺩ ﺷﺪﻧﺪ‪.‬‬

‫ﺩﺭ ﺁﻏﺎﺯ ﺣﻜﻮﻣﺖ ﺟﻤﻬﻮﺭی ﺍﺳﻼﻣﯽ ﺩﺭ ﺍﯾﺮﺍﻥ ﺳﻔﺎﺭﺗﺨﺎﻧﻪ ﺁﻣﺮﯾﻜﺎ ‪ ..............‬ﺷﺪ‪.‬‬
‫ﮔﻔﺘﻪ ﻣﯽ ﺷﻮﺩ ﻛﻪ ﺗﻌﺮﺽ ﺑﻪ ﺧﺎک ﺍﯾﺮﺍﻥ ﺗﻮﺳﻂ ﻧﯿﺮﻭﻫﺎی ﻋﺮﺍﻗﯽ ‪ .................‬ﺍﺻﻠﯽ‬
‫ﺟﻨﮓ ﺍﯾﺮﺍﻥ ﻭ ﻋﺮﺍﻕ ﺑﻮﺩ‪.‬‬
‫ﺩﺭﮔﯿﺮی ﻫﺎی ﺭﻭ ﺑﻪ ﺍﻓﺰﻭﻥ ﺩﺭ ﻟﯿﺒﯽ ﺑﺎﻋﺚ ‪ ................‬ﺷﺪﯾﺪ ﺩﺭ ﻣﻨﻄﻘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺯﺩ ﻭ ﺧﻮﺭﺩ ﺑﯿﻦ ﺣﺎﻣﯿﺎﻥ ﺍﺻﻼﺡ ﻃﻠﺒﺎﻥ ﻭ ﺍﻓﺮﺍﻃﯿﻮﻥ ﺩﺭ ﺭﻭﺯﻫﺎی ﺍﺧﯿﺮ ‪ ...............‬ﮔﺮﻓﺘﻪ‬
‫ﺍﺳﺖ‪.‬‬
‫‪ .............‬ﻧﻈﺎﻣﯿﺎﻥ ﺑﻪ ﻣﻌﺘﺮﺿﯿﻦ ﺣﻤﻠﻪ ﺑﺮﺩﻧﺪ ﻭﺁﻧﻬﺎ ﺭﺍ ﺳﺮﻛﻮﺏ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﭘﺲ ﺍﺯ ﭘﺎﯾﺎﻥ ﺟﻨﮓ ﺩﻭ ﻃﺮﻑ ﺑﻪ ﺗﺒﺎﺩﻝ ‪ .................‬ﻣﯽ ﭘﺮﺩﺍﺯﻧﺪ‪.‬‬
‫ﺍﻧﻔﺠﺎﺭ ﲟﺐ ﺩﺭ ﻣﺮﻛﺰ ﺷﻬﺮ ‪ .................‬ﺳﻨﮕﯿﻨﯽ ﺑﺮ ﺟﺎی ﮔﺬﺍﺷﺖ‪.‬‬
‫ﭘﺲ ﺍﺯ ﻫﺸﺖ ﺳﺎﻝ ﺟﻨﮓ ﺑﺎﻻﺧﺮﻩ ‪ ...................‬ﺍﻋﻼﻡ ﺷﺪ‪.‬‬
‫‪to suppress‬‬ ‫ﺳﺮﻛﻮﺏ ﻛﺮﺩﻥ‬

‫)‪collapse (e.g. of a government‬‬ ‫ﻓﺮﻭﭘﺎﺷﯽ‬
‫‪instability‬‬ ‫ﺑﯽ ﺛﺒﺎﺗﯽ‬
‫‪to overthrow‬‬ ‫ﺑﺮﺍﻧﺪﺍﺧﱳ‬
‫‪kidnapping‬‬ ‫ﺁﺩﻡ ﺭﺑﺎﯾﯽ‬
‫‪to assassinate‬‬ ‫ﺗﺮﻭﺭ ﻛﺮﺩﻥ‬
‫‪hostage‬‬ ‫ﮔﺮﻭﮔﺎﻥ‬
‫‪negotiations‬‬ ‫ﻣﺬﺍﻛﺮﺍﺕ‬
‫‪treaty‬‬ ‫ﻗﺮﺍﺭﺩﺍﺩ‬
‫‪peace‬‬ ‫ﺻﻠﺢ‬
‫‪9780415691352_C04.indd 44‬‬ ‫‪5/23/12 2:34 PM‬‬

‫ﻧﯿﺮﻭﻫﺎی ﺍﻣﻨﯿﺘﯽ ﺳﻮﺭﯾﻪ ﻣﻌﺘﺮﺿﯿﻦ ﺭﺍ ﺳﺮﻛﻮﺏ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺍﻣﻨﯿﺖ ﻭ ﺩﺭﮔﯿﺮی ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺁﻧﺮﺍ ﺗﺮﺟﻤﻪ ﳕﺎﯾﯿﺪ‪.‬‬
‫ﻣﻨﯿﺮﻭ ﺭﻭﺍﻧﯽﭘﻮﺭ » ﺷﺐ ﺑﻠﻨﺪ «‬

‫ﻣﻨﯿﺮﻭ ﺭﻭﺍﻧﯽ ﭘﻮﺭ )ﺯﺍﺩﻩ ‪ (١٩۵۴‬ﺩﺍﺳﺘﺎﻥ ﻛﻮﺗﺎﻩ ﻭ ﺭﻣﺎﻥ ﻧﻮﯾﺲ ﺩﺭ ﺭﻭﺳﺘﺎی ﻛﻮﭼﮏ ﺟﻔﺮﻩ‬
‫ﺑﻪ ﺩﻧﯿﺎ ﺁﻣﺪ ﻭ ﺩﺭ ﺷﯿﺮﺍﺯ ﺑﺰﺭگ ﺷﺪ‪ .‬ﻣﺪﺭک ﻟﯿﺴﺎﻧﺲ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺭﺷﺘﻪ ﺭﻭﺍﻧﺸﻨﺎﺳﯽ ﺍﺯ‬
‫ﺩﺍﻧﺸﮕﺎﻩ ﺷﯿﺮﺍﺯ ﮔﺮﻓﺖ‪ .‬ﺍﻭﻟﯿﻦ ﻛﺘﺎﺏ ﺭﻭﺍﻧﯽ ﭘﻮﺭ ﺑﻪ ﻧﺎﻡ ﻛﻨﯿﺰﻭ ﻣﺠﻤﻮﻋﻪ ﺍی ﺍﺯ ﻧﻪ ﺩﺍﺳﺘﺎﻥ‬
‫ﻛﻮﺗﺎﻩ ﺍﺳﺖ‪ .‬ﻭی ﺩﺭ ﺯﻣﺴﺘﺎﻥ ﺳﺎﻝ ‪ ١٩٨٩‬ﺍﻭﻟﯿﻦ ﺭﻣﺎﻥ ﺧﻮﺩ ﺑﻪ ﻧﺎﻡ ﺍﻫﻞ ﻏﺮﻕ ﺭﺍ ﻣﻨﺘﺸﺮ‬
‫ﻛﺮﺩ‪ .‬ﺭﻭﺍﻧﯽ ﭘﻮﺭ ﺩﺭﺑﺴﯿﺎﺭی ﺍﺯ ﺁﺛﺎﺭ ﺧﻮﺩ ﺁﺷﻜﺎﺭﺍ ﺍﺯ ﻋﻘﺎﯾﺪ ﻭ ﺭﺳﻮﻡ ﺳﻨﺘﯽ ﻣﺮﺩﻣﺎﻥ ﺭﻭﺳﺘﺎی‬
‫ﺯﺍﺩﮔﺎﻫﺶ ﺍﻧﺘﻘﺎﺩ ﻣﯽ ﻛﻨﺪ‪.‬‬
‫ﺍﻟﻒ‪ -‬ﻣﱳ ﺯﯾﺮ ﺭﺍ ﺑﺨﻮﺍﻧﯿﺪ ﻭ ﺳﭙﺲ ﺟﻤﻼﺕ ﻭ ﻋﺒﺎﺭﺍﺕ ﻋﺎﻣﯿﺎﻧﻪ ﺭﺍ ﺑﻪ ﻓﺎﺭﺳﯽ ﻛﺘﺎﺑﯽ ﺗﺒﺪﯾﻞ‬
‫ﻣﺎﺩﺭ‪ ،‬ﺩﺭﻭ ﺑﺒﻨﺪ‪.‬‬
‫ﻣﺎﺩﺭ‪ ،‬ﺩﺭ ﺭﺍ ﺑﺒﻨﺪ‪.‬‬
‫»ﺟُ ﻔﺮﻩ« ﺯﯾﺮ ﻓﺮﯾﺎﺩﻫﺎی ﮔﻠﭙﺮ ﺟﺎﻥ ﻣﯽﺩﺍﺩ‪ .‬ﺑﺎﺩ ﭘﺎﯾﯿﺰی ﺳﯿﻨﻪ ﻛﺸﺎﻥ ﺍﺯ ﺩﺭﯾﺎ ﻣﯽﺁﻣﺪ‪ ،‬ﻻﺑﻼی‬
‫ﻧﺨﻞﻫﺎ ﻣﯽﭘﯿﭽﯿﺪ ﻭ ﺧﺎک ﻭ ﺧﺎﺷﺎک ﻭ ﻛﺎﻏﺬﻫﺎی ﻣﭽﺎﻟﻪ ﺷﺪﻩ ﺭﺍ ﺑﺎ ﺧﻮﺩ ﻣﯽﺑﺮﺩ‪ .‬ﺷﺐ ﺍﺯ‬
‫ﻧﯿﻤﻪ ﮔﺬﺷﺘﻪ ﺑﻮﺩ‪ .‬ﻣﺮﯾﻢ ﺩﺭ ﺟﺎی ﺧﻮﺩ ﻏﻠﺖ ﻣﯽﺯﺩ‪.‬‬
‫»ﻣﺎﺩﺭ‪ ،‬ﺩﺭﻭ ﺑﺒﻨﺪ‪«.‬‬
‫»ﻫﻤﮥ ﺩﺭﺍ ﺑﺴﺘﻪ ﺱ‪ ،‬ﺑﮕﯿﺮ ﺑﺨﻮﺍﺏ‪«.‬‬
‫»ﻣﯽﺯﻧﺪﺵ ﻣﺎﺩﺭ؟ ﻋﻤﻮ ﺍﺑﺮﺍﻫﯿﻢ ﻣﯽﺯﻧﺪﺵ؟«‬
‫»ﻧﻪ ﻣﺮﯾﻤﯽ ﺩﺍﺭﻩ ﻧﺎﺯﺵ ﻣﯽﻛﻨﻪ‪ ،‬ﺣﺎﻻ ﺑﮕﯿﺮ ﺑﺨﻮﺍﺏ‪«.‬‬
‫»ﻓﺮﺩﺍ ﺻﺒﺢ ﻣﯽﺁﺩ ﺑﺎﺯی؟ ﻣﯽﺁﺩ ﺩﺭﯾﺎ؟«‬
‫»ﺁﺭﻩ‪ ،‬ﺧﻮﺩﻡ ﻣﯽﺭﻡ ﺩﻧﺒﺎﻟﺶ‪ ،‬ﺍﮔﻪ ﺑﺨﻮﺍﺑﯽ ﻣﯽﺭﻡ ﺩﻧﺒﺎﻟﺶ‪«.‬‬
‫ﺿﺠﮥ ﺩﳋﺮﺍﺷﯽ ﺳﯿﺎﻫﯽ ﺭﺍ ﺑُﺮﯾﺪ ﻭ ﺑﻪ ﺳﺮ ﻣﺮﯾﻢ ﻛﻮﺑﯿﺪﻩ ﺷﺪ‪ .‬ﻣﺮﯾﻢ ﻫﺮﺍﺳﺎﻥ ﻧﺸﺴﺖ‪.‬‬
‫‪9780415691352_C04.indd 45‬‬ ‫‪5/23/12 2:34 PM‬‬

‫»ﻣﯽﻣﯿﺮﻩ ﻣﺎﺩﺭ‪ ،‬ﺑﺨﺪﺍ ﻣﯽﻣﯿﺮﻩ‪«...‬‬

‫ﺻﺪﺍی ﺧﻨﺪۂ ﺭﯾﺰ ﻣﺎﺩﺭ ﺭﺍ ﺷﻨﯿﺪ ﻭ ﺻﺪﺍی ﺁﺭﺍﻡ ﭘﺪﺭ ﻛﻪ ﺩﺭ ﮔﻮﺷﯽ ﺑﺎ ﻣﺎﺩﺭ ﺣﺮﻑ ﻣﯽﺯﺩ‪:‬‬
‫»ﺑﭽﻪ ﺗﺮﺳﯿﺪﻩ‪«...‬‬
‫»ﲤﺎﻡ ﺩﺭﺍﺭﻭ ﺑﺴﺘﻪﻡ‪ ،‬ﺑﺎﺯﻡ ﺻﺪﺍﺵ ﳕﯽﺫﺍﺭﻩ‪«.‬‬
‫»ﺣﺎﻻ ﯾﻪ ﻛﻔﺘﺮ ﺍﻓﺘﺎﺩﻩ ﺗﻮ ﭼﻨﮕﺶ‪ ،‬ﻣﮕﻪ ﻭﻝ ﻣﯽﻛﻨﻪ‪«.‬‬
‫ﺩﺭﻫﺎی ﺍﺗﺎﻕ ﭘﻨﺞ ﺩﺭی ﺑﺴﺘﻪ ﺑﻮﺩ‪ .‬ﻓﺎﻧﻮﺳﯽ ﻧﯿﻤﻪ ﻛﺶ ﺑﺎﻻی ﺣﺒَﺎﻧﻪ )ﻇﺮﻑ ﺳﻔﺎﻟﯽ ﻣﺨﺼﻮﺹ‬
‫ﺁﺏ( ﭘﺖﭘﺖ ﻣﯽﻛﺮﺩ‪ .‬ﻣﺮﯾﻢ ﺩﻭﺭ ﺍﺯ ﭘﺪﺭ ﻭ ﻣﺎﺩﺭ ﻛﻨﺎﺭ ﺩﯾﻮﺍﺭ ﺧﻮﺍﺑﯿﺪﻩ ﺑﻮﺩ‪ .‬ﺻﺪﺍﻫﺎ ﺩﺭﻫﻢ ﻭ‬
‫]‪[...‬‬
‫ﻣﺎﺩﺭ ﺩﺳﺖ ﻣﺮﯾﻢ ﺭﺍ ﮔﺮﻓﺖ ﺍﻭ ﺭﺍ ﺑﺰﻭﺭ ﺧﻮﺍﺑﺎﻧﺪ‪ .‬ﭼﺎﺩﺭ ﺷﺐ ﺭﺍ ﺭﻭی ﺍﻭ ﺍﻧﺪﺍﺧﺖ‪ ،‬ﭘﺪﺭ ﺗﻜﯿﻪ‬
‫ﺑﻪ ﺁﺭﱋ ﺩﺭﺍﺯ ﻛﺸﯿﺪﻩ ﺑﻮﺩ ﻭ ﺳﯿﮕﺎﺭ ﻣﯽﻛﺸﯿﺪ‪.‬‬
‫ﻻﺑﻼ‬
‫ﻣﭽﺎﻟﻪ ﺷﺪﻩ‬
‫ﻏﻠﺖ ﻣﯽﺯﺩ‬
‫ﻫﺮﺍﺳﺎﻥ‬
‫ﺧﻨﺪۂ ﺭﯾﺰ‬
‫ﺩﺭ ﮔﻮﺷﯽ‬
‫ﺑﺰﻭﺭ‬
‫ﺿﺠﮥ ﺩﳋﺮﺍﺷﯽ ﺳﯿﺎﻫﯽ ﺭﺍ ﺑُﺮﯾﺪ ﻭ ﺑﻪ ﺳﺮ ﻣﺮﯾﻢ ﻛﻮﺑﯿﺪﻩ ﺷﺪ‬

‫»ﺟُ ﻔﺮﻩ« ﺯﯾﺮ ﻓﺮﯾﺎﺩﻫﺎی ﮔﻠﭙﺮ ﺟﺎﻥ ﻣﯽﺩﺍﺩ‬
‫ﻓﺎﻧﻮﺳﯽ ﻧﯿﻤﻪ ﻛﺶ ﺑﺎﻻی ﺣﺒَﺎﻧﻪ ﭘﺖﭘﺖ ﻣﯽﻛﺮﺩ‬
‫ﺣﺎﻻ ﯾﻪ ﻛﻔﺘﺮ ﺍﻓﺘﺎﺩﻩ ﺗﻮ ﭼﻨﮕﺶ‪ ،‬ﻣﮕﻪ ﻭﻝ ﻣﯽﻛﻨﻪ‬
‫ﭘﺪﺭ ﺗﻜﯿﻪ ﺑﻪ ﺁﺭﱋ ﺩﺭﺍﺯ ﻛﺸﯿﺪﻩ ﺑﻮﺩ‬
‫‪9780415691352_C04.indd 46‬‬ ‫‪5/23/12 2:34 PM‬‬

‫ﻓﺮﯾﺪﻭﻥ ﻣﺸﯿﺮی‬
‫ﻓﺮﯾﺪﻭﻥ ﻣﺸﯿﺮی ﺷﺎﻋﺮ ﺑﻨﺎﻡ ﻭ ﻣﺤﺒﻮﺏ ﺍﯾﺮﺍﻧﯽ ﺩﺭ ﺳﺎﻝ ‪ ١٣٠۵‬ﺩﺭ ﺗﻬﺮﺍﻥ ﻣﺘﻮﻟﺪ ﺷﺪ‬
‫ﻭ ﺩﺭ ﻫﻤﺎﻥ ﺷﻬﺮ ﺩﺭ ﺳﺎﻝ ‪ ١٣٧٩‬ﺩﺭﮔﺬﺷﺖ‪ .‬ﺩﺭ ﺍﺷﻌﺎﺭ ﻓﺮﯾﺪﻭﻥ ﻣﺸﯿﺮی ﻫﻢ ﺗﺄﺛﯿﺮ‬
‫ﺷﻌﺮ ﻛﻼﺳﯿﮏ ﻭ ﻫﻢ ﺗﺄﺛﯿﺮ ﺷﻌﺮ ﻧﻮ ﭘﯿﺪﺍ ﺍﺳﺖ‪.‬‬
‫ﺑﺮﻑ ﺷﺒﺎﻧﻪ‬
‫ﺑﯽ ﺻﺪﺍ‪ ،‬ﺷﺐ ﺗﺎ ﺳﺤﺮ‪،‬‬
‫ﯾﺎﺭﺍﻥ ﺧﻮﺩ ﺭﺍ ﺧﻮﺍﻧﺪ ﻭ ﮔﺮﺩ ﺁﻭﺭﺩ‪،‬‬
‫ﺟﺎ ﺑﻪ ﺟﺎ‪،‬‬
‫ﺩﺭ ﺭﺍﻩ ﻫﺎ‪،‬‬
‫ﺑﺮ ﺷﺎﺧﻪ ﻫﺎ‪،‬‬
‫ﺑﺮ ﺑﺎﻡ ﻫﺎ ﮔﺴﺘﺮﺩ!‪...‬‬
‫ﺻﺒﺤﮕﺎﻫﺎﻥ‪،‬‬
‫ﺷﻬﺮ ﺳﺮ ﺗﺎ ﭘﺎ ﺳﯿﺎﻩ ﺍﺯ ﺗﯿﺮﮔﯽ ﻫﺎی ﮔﻨﻬﻜﺎﺭﺍﻥ‬
‫ﻧﺎﮔﻬﺎﻥ! ﭼﻮﻥ ﻧﻮﻋﺮﻭﺳﯽ‪ ،‬ﺩﺭ ﭘﺮﻧﺪﯾﻦ ﭘﻮﺷﺶ ﭘﺎک ﺳﭙﯿﺪ ﺗﺎﺯﻩ‬
‫ﺳﺮ ﺑﺮ ﻛﺮﺩ‬
‫ﺷﻬﺮ‪ ،‬ﺍﯾﻨﮏ ﺩﺳﺖ ﻧﯿﺮﻭﻫﺎی ﻧﻮﺭﺍﻧﯽ ﺍﺳﺖ‪.‬‬

‫ﺩﺭ ﭘﺲ ﺍﯾﻦ ﭼﻬﺮۂ ﺗﺎﺑﻨﺪﻩ‪،‬‬
‫ﺍﻣّﺎ‬
‫ﺑﺎﻃﻨﯽ ﺗﺎﺭﯾﮏ ‪ ،‬ﺩﻭﺩﺁﻟﻮﺩ‪ ،‬ﻇﻠﻤﺎﻧﯽ ﺍﺳﺖ‪.‬‬
‫ﮔﺮ ﺑﺨﻮﺍﻫﺪ ﺧﻮﯾﺸﱳ ﺭﺍ ﺯﯾﻦ ﭘﻠﯿﺪی ﻫﻢ ﺑﭙﯿﺮﺍﯾﺪ؛‬
‫ﻫﻤّﺘﯽ ﺑﯽ ﺣﺮﻑ‪ ،‬ﻫﻤﭽﻮﻥ ﺑﺮﻑ‪ ،‬ﻣﯽ ﺑﺎﯾﺪ!‬
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‫ﺳﺤﺮ = ﺑﺎﻣﺪﺍﺩ ﯾﺎﺭ = ﺩﻭﺳﺖ ﺧﻮﺍﻧﺪﻥ = ﺻﺪﺍ ﻛﺮﺩﻥ ﻧﻮﻋﺮﻭﺱ = ﻋﺮﻭﺱ‬
‫ﺳﭙﯿﺪ = ﺳﻔﯿﺪ ﭼﻬﺮﻩ = ﺻﻮﺭﺕ ﺩﻭﺩﺁﻟﻮﺩ = ﭘﻮﺷﯿﺪﻩ ﺍﺯ ﺩﻭﺩ‬
‫ﻇﻠﻤﺎﻧﯽ = ﺗﺎﺭﯾﮏ ﺧﻮﯾﺸﱳ = ﺧﻮﺩ ﻣﯽ ﺑﺎﯾﺪ = ﻻﺯﻡ ﺍﺳﺖ ﭘﺮﻧﺪﯾﻦ = ﺍﺑﺮﯾﺸﻢ‬
‫‪to gather‬‬ ‫ﮔﺮﺩ ﺁﻭﺭﺩﻥ‬

‫‪branch‬‬ ‫ﺷﺎﺧﻪ‬
‫‪to spread out‬‬ ‫ﮔﺴﺘﺮﺩﻥ‬
‫‪darkness‬‬ ‫ﺗﯿﺮﮔﯽ‬
‫‪sinner‬‬ ‫ﮔﻨﻬﻜﺎﺭ‬
‫‪covering‬‬ ‫ﭘﻮﺷﺶ‬
‫‪to raise one’s head; to show oneself‬‬ ‫ﺳﺮ ﺑﺮ ﻛﺮﺩﻥ‬
‫‪luminous‬‬ ‫ﻧﻮﺭﺍﻧﯽ‬
‫‪shining‬‬ ‫ﺗﺎﺑﻨﺪﻩ‬
‫‪interior; esoteric‬‬ ‫ﺑﺎﻃﻦ‬
‫‪filth‬‬ ‫ﭘﻠﯿﺪی‬
‫‪to beautify‬‬ ‫ﭘﯿﺮﺍﺳﱳ )ﭘﯿﺮﺍ(‬
‫‪effort‬‬ ‫ﻫﻤّﺖ‬
‫‪ ١‬ﺩﺭ ﺍﯾﻦ ﺷﻌﺮ‪ ،‬ﻋﻠﺖ ﺗﯿﺮﮔﯽ ﻭ ﭘﻠﯿﺪی ﺷﻬﺮ ﭼﯿﺴﺖ؟‬
‫‪ ٢‬ﻣﺸﯿﺮی ﭼﮕﻮﻧﻪ ﺍﺯ ﺳﻔﯿﺪی ﻭ ﺳﯿﺎﻫﯽ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﻛﻨﺪ؟‬
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‫ﺑﺰﺭﮔﺮﺍﻩ‬
‫ﯾﻜﯽ ﺍﺯ ﺑﺰﺭﮔﺮﺍﻩ ﻫﺎی ﺗﻬﺮﺍﻥ‬

‫ﺑﺰﺭﮔﺮﺍﻩ ﻫﺎی ﺑﺴﯿﺎﺭی ﺩﺭ ﺗﻬﺮﺍﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻭﻟﯽ ﺑﺎ ﺍﯾﻦ ﺣﺎﻝ‪ ،‬ﺩﺭ ﺳﺎﻋﺎﺗﯽ ﺍﺯ ﺷﺒﺎﻧﻪ ﺭﻭﺯ‬
‫ﺗﺮﺍﻓﯿﮏ ﺳﻨﮕﯿﻨﯽ ﺩﺭ ﲤﺎﻡ ﺳﻄﺢ ﺷﻬﺮ ﻫﺴﺖ ﻛﻪ ﺑﺎﻋﺚ ﺁﻟﻮﺩﮔﯽ ﺷﺪﯾﺪ ﻫﻮﺍ ﻣﯽ ﺷﻮﺩ‪ .‬ﺩﺭ‬
‫ﺗﻬﺮﺍﻥ ﺑﺮﺍی ﺭﻓﻊ ﺁﻟﻮﺩﮔﯽ‪ ،‬ﻣﻘﺮﺭﺍﺕ ﻋﺒﻮﺭ ﻭ ﻣﺮﻭﺭ ﺧﻮﺩﺭﻭ ﺑﺮﻗﺮﺍﺭ ﺍﺳﺖ ﻭ ﺧﻮﺩﺭﻭﻫﺎﯾﯽ ﻛﻪ‬
‫ﺷﻤﺎﺭﻩ ﭘﻼﻛﺸﺎﻥ ﺑﺎ ﻋﺪﺩ ﻓﺮﺩ ﲤﺎﻡ ﻣﯿﺸﻮﺩ‪ ،‬ﻣﺠﺎﺯﻧﺪ ﻛﻪ ﺩﺭ ﺭﻭﺯﻫﺎی ﻓﺮﺩ ﺗﺮﺩﺩ ﻛﻨﻨﺪ ﻭ‬
‫ﺧﻮﺩﺭﻭﻫﺎﯾﯽ ﻛﻪ ﺷﻤﺎﺭﻩ ﭘﻼﻛﺸﺎﻥ ﺑﺎ ﻋﺪﺩ ﺯﻭﺝ ﲤﺎﻡ ﻣﯿﺸﻮﺩ‪ ،‬ﻣﯽ ﺗﻮﺍﻧﻨﺪ ﺩﺭ ﺭﻭﺯﻫﺎی ﺯﻭﺝ‬
‫ﺗﺮﺩﺩ ﻛﻨﻨﺪ‪ .‬ﺍﻟﺒﺘﻪ ﺑﺮﺧﯽ ﺍﺯ ﺗﻬﺮﺍﻧﯽ ﻫﺎ ﺑﺎ ﺧﺮﯾﺪ ﺩﻭ ﺩﺳﺘﮕﺎﻩ ﺧﻮﺩﺭﻭ ﺍﺯﺧﻮﺩﺭﻭﺷﺎﻥ ﻫﻢ ﺭﻭﺯﻫﺎی‬
‫ﻓﺮﺩ ﻭ ﻫﻢ ﺭﻭﺯﻫﺎی ﺯﻭﺝ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﻛﻨﻨﺪ!‬
‫‪ –١‬ﺷﻬﺮﺩﺍﺭی ﺗﻬﺮﺍﻥ ﺑﺮﺍی ﻛﺎﻫﺶ ﺁﻟﻮﺩﮔﯽ ﻫﻮﺍ ﭼﻪ ﻛﺎﺭﻫﺎﯾﯽ ﻛﺮﺩﻩ ﺍﺳﺖ؟‬
‫‪ –٢‬ﺍﯾﺮﺍﻥ ﺍﺯ ﺩﯾﮕﺮ ﺷﻬﺮﻫﺎی ﺁﻟﻮﺩﻩ ﺟﻬﺎﻥ ﭼﻪ ﺩﺭﺳﻬﺎﯾﯽ ﻣﯽ ﮔﯿﺮﺩ؟‬
‫‪9780415691352_C04.indd 49‬‬ ‫‪5/23/12 2:34 PM‬‬

‫ﺩﺭﺱ ﭘﻨﺠﻢ‬
‫‪Lesson‬‬
‫‪Five‬‬
‫ﻛﺪﺍﻡ ﺭﺍ ﺗﺮﺟﯿﺢ‬
‫ﻣﯽ ﺩﻫﯿﺪ‪ ،‬ﺷﻌﺮ ﯾﺎ ﻧﺜﺮ؟‬
‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﻧﻈﺎﻣﯽ ﮔﻨﺠﻮی‬
‫ﺩﺳﺘﻮﺭ‪ :‬ﭼﻮﻥ ‪ /‬ﭼﻮ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﻧﻈﻢ ﻭ ﻗﺎﻧﻮﻥ‬
‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ ‪ /‬ﻛﺘﺎﺑﯽ‪ :‬ﺯﻭﯾﺎ ﭘﯿﺮﺯﺍﺩ » ﻃﻌﻢ ﮔﺲ ﺧﺮﻣﺎﻟﻮ «‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﺍﻧﻮﺍﻉ ﻭﺍژک‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﺳﺘﻮﻥ‬

‫‪ -١‬ﺍﺯ ﺍﺩﺑﯿﺎﺕ ﻛﺸﻮﺭﺗﺎﻥ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟ ﻣﻌﺮﻭﻓﺘﺮﯾﻦ ﻧﻮﯾﺴﻨﺪﮔﺎﻥ ﻛﺸﻮﺭﺗﺎﻥ ﭼﻪ ﻛﺴﺎﻧﯽ ﻫﺴﺘﻨﺪ؟‬
‫‪ -٢‬ﻛﺪﺍﻡ ﺭﺍ ﺗﺮﺟﯿﺢ ﻣﯽ ﺩﻫﯿﺪ‪ ٬‬ﺷﻌﺮ ﯾﺎ ﻧﺜﺮ؟‬
‫‪ -٣‬ﺍﺯ ﺍﺩﺑﯿﺎﺕ ﺍﯾﺮﺍﻥ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟ ﺷﺎﻋﺮ ﻓﺎﺭﺳﯽ ﺯﺑﺎﻥ ﻣﻮﺭﺩ ﻋﻼﻗﻪ ﺷﻤﺎ ﻛﯿﺴﺖ؟‬
‫ﻧﻈﺎﻣﯽ ﮔﻨﺠﻮی‬
‫ﻧﻈﺎﻣﯽ ﮔﻨﺠﻮی )‪ ۵٣۵‬ﺗﺎ ‪ ۶٠٨‬ﻫﺠﺮی ﻗﻤﺮی( ﺷﺎﻋﺮ ﺍﻓﺴﺎﻧﻪ ﺳﺮﺍی ﺁﺫﺭﺑﺎﯾﺠﺎﻥ ﺍﺳﺖ‪ .‬ﻭی‬
‫ﺩﺭ ﻗﺮﻥ ﺷﺸﻢ ﻫﺠﺮی ﺩﺭ ﺷﻬﺮ ﮔﻨﺠﻪ ﻣﯽ ﺯﯾﺴﺘﻪ ﻭ ﻣﺜﻨﻮی ﻫﺎی ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ‬
‫ﺳﺮﻭﺩﻩ ﺍﺳﺖ‪ .‬ﻣﺜﻨﻮی ﺷﻌﺮی ﺍﺳﺖ ﻛﻪ ﻫﺮ ﺩﻭ ﻣﺼﺮﺍﻉ ﺁﻥ ﯾﮏ ﻗﺎﻓﯿﻪ ﺩﺍﺭﺩ‪ .‬ﺍﺯ ﻣﻌﺮﻭﻑ ﺗﺮﯾﻦ‬
‫ﻣﺜﻨﻮی ﻫﺎی ﺍﻭ ﻣﯽ ﺗﻮﺍﻥ » ﺧﺴﺮﻭ ﻭ ﺷﯿﺮﯾﻦ « ﺭﺍ ﻧﺎﻡ ﺑﺮﺩ‪ .‬ﺩﺭ ﺍﯾﻦ ﻣﺜﻨﻮی ﻋﺸﻖ ﭘﺎﺩﺷﺎﻩ‬
‫ﺍﯾﺮﺍﻥ ﻭ ﺷﺎﻫﺰﺍﺩﻩ ﺍی ﺍﺯ ﺍﺭﻣﻨﺴﺘﺎﻥ ﻣﻄﺮﺡ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺟﻮﺍﻧﯽ ﻋﺎﺷﻖ ﯾﻜﺪﯾﮕﺮ ﻣﯽ ﺷﻮﻧﺪ‪.‬‬
‫ﺷﯿﺮﯾﻦ ﺑﻪ ﺧﺎﻃﺮﻋﺸﻖ ﺧﺴﺮﻭ‪ ،‬ﺗﺎﺭک ﺩﻧﯿﺎ ﻣﯽ ﺷﻮﺩ ﻭ ﺩﺭ ﻗﺼﺮی ﺩﻭﺭﺩﺳﺖ ﮔﻮﺷﻪ ﻧﺸﯿﻦ‬
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‫ﻛﺪﺍﻡ ﺭﺍ ﺗﺮﺟﯿﺢ ﻣﯽ ﺩﻫﯿﺪ‪ ،‬ﺷﻌﺮ ﯾﺎ ﻧﺜﺮ؟‬ ‫■‬ ‫ﺩﺭﺱ ﭘﻨﺠﻢ‬ ‫‪51‬‬
‫ﻣﯽ ﺷﻮﺩ‪ .‬ﺍﺑﺘﺪﺍ ﺍﻃﺮﺍﻓﯿﺎﻥ ﺷﺎﻩ ﻣﺨﺎﻟﻒ ﺍﺯﺩﻭﺍﺝ ﺍﻭ ﺑﺎ ﺷﯿﺮﯾﻦ ﺑﻮﺩﻧﺪ ﻭﻟﯽ ﺳﺮﺍﳒﺎﻡ ﺁﻥ‬
‫ﺩﻭﻋﺎﺷﻖ ﺑﻪ ﯾﻜﺪﯾﮕﺮ ﻣﯽ ﺭﺳﻨﺪ‪ .‬ﻣﺜﻨﻮی ﺧﺴﺮﻭ ﻭﺷﯿﺮﯾﻦ ﭘﺎﯾﺎﻥ ﻏﻢ ﺍﻧﮕﯿﺰی ﺩﺍﺭﺩ‪ .‬ﺩﺍﺳﺘﺎﻥ ﺑﺎ‬
‫ﻣﺮگ ﺧﺴﺮﻭ ﺑﻪ ﺩﺳﺖ ﭘﺴﺮﺵ ﻭ ﺧﻮﺩﻛﺸﯽ ﺷﯿﺮﯾﻦ ﺩﺭ ﻛﻨﺎﺭ ﺗﺎﺑﻮﺕ ﻣﻌﺸﻮﻗﺶ ﺑﻪ ﭘﺎﯾﺎﻥ‬
‫ﻣﯽ ﺭﺳﺪ‪.‬‬
‫‪Islamic lunar calendar‬‬ ‫ﻫﺠﺮی ﻗﻤﺮی‬

‫‪myth‬‬ ‫ﺍﻓﺴﺎﻧﻪ‬
‫‪century‬‬ ‫ﻗﺮﻥ )ﻗﺮﻭﻥ(‬
‫‪to live‬‬ ‫ﺯﯾﺴﱳ‬
‫‪mathnavi (a poem written in rhyming‬‬ ‫ﻣﺜﻨﻮی‬
‫)‪couplets‬‬
‫‪to compose poetry‬‬ ‫ﺳﺮﻭﺩﻥ‬
‫)‪hemistich (half a line of poetry‬‬ ‫ﻣﺼﺮﺍﻉ‬
‫‪rhyme‬‬ ‫ﻗﺎﻓﯿﻪ‬
‫‪love‬‬ ‫ﻋﺸﻖ‬
‫‪lover‬‬ ‫ﻋﺎﺷﻖ‬
‫‪beloved‬‬ ‫ﻣﻌﺸﻮﻕ‬
‫‪prince; princess‬‬ ‫ﺷﺎﻫﺰﺍﺩﻩ‬
‫‪to be presented‬‬ ‫ﻣﻄﺮﺡ ﺑﻮﺩﻥ‬
‫‪Armenia‬‬ ‫ﺍﺭﻣﻨﺴﺘﺎﻥ‬
‫‪for the sake of‬‬ ‫ﺑﻪ ﺧﺎﻃﺮ‬
‫‪to forsake the world‬‬ ‫ﺗﺎﺭک ﺩﻧﯿﺎ ﺷﺪﻥ‬
‫‪palace; castle‬‬ ‫ﻗﺼﺮ‬
‫‪reclusive‬‬ ‫ﮔﻮﺷﻪ ﻧﺸﯿﻦ‬
‫‪companions‬‬ ‫ﺍﻃﺮﺍﻓﯿﺎﻥ‬
‫‪to be opposed to‬‬ ‫ﻣﺨﺎﻟﻒ ﺑﻮﺩﻥ ﺑﺎ‬
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‫‪52‬‬ ‫‪Lesson 5‬‬ ‫■‬ ‫?‪Which do you prefer: poetry or prose‬‬
‫‪eventually‬‬ ‫ﺳﺮﺍﳒﺎﻡ‬
‫‪end‬‬ ‫ﭘﺎﯾﺎﻥ‬
‫‪to come to an end‬‬ ‫ﺑﻪ ﭘﺎﯾﺎﻥ ﺭﺳﯿﺪﻥ‬
‫‪sad‬‬ ‫ﻏﻢ ﺍﻧﮕﯿﺰ‬
‫‪suicide‬‬ ‫ﺧﻮﺩﻛﺸﯽ‬
‫‪coffin‬‬ ‫ﺗﺎﺑﻮﺕ‬
‫ﻧﻈﺎﻣﯽ ﮔﻨﺠﻮی ﺩﺭ ﭼﻪ ﻗﺮﻥ ﻭ ﺩﺭ ﻛﺠﺎ ﺯﻧﺪﮔﯽ ﻣﯽ ﻛﺮﺩ؟‬ ‫‪-١‬‬
‫ﻧﻈﺎﻣﯽ ﺍﻏﻠﺐ ﭼﻪ ﻧﻮﻉ ﺷﻌﺮی ﻣﯽ ﺳﺮﻭﺩ؟‬ ‫‪-٢‬‬
‫ﺩﺍﺳﺘﺎﻥ ﺧﺴﺮﻭ ﻭ ﺷﯿﺮﯾﻦ ﺭﺍﺟﻊ ﺑﻪ ﭼﯿﺴﺖ؟‬ ‫‪-٣‬‬
‫ﺩﺭ ﭘﺎﯾﺎﻥ ﺩﺍﺳﺘﺎﻥ ﭼﻪ ﺍﺗﻔﺎﻗﯽ ﻣﯽ ﺍﻓﺘﺪ؟‬ ‫‪-۴‬‬
‫ﻣﺜﻨﻮی ﯾﻌﻨﯽ ﭼﻪ؟‬ ‫‪-۵‬‬
‫‪ -١‬ﺁﯾﺎ ﺭﺳﺘﻢ ﯾﮏ ﻗﻬﺮﻣﺎﻥ ‪ .........‬ﺍﯾﺮﺍﻥ ﺍﺳﺖ؟‬
‫ﺝ‪ -‬ﺩﻟﺪﺍﺩﻩ‬ ‫ﺍﻟﻒ‪ -‬ﻏﻢ ﺍﻧﮕﯿﺰ‬

‫ﺩ‪ -‬ﮔﻮﺷﻪ ﻧﺸﯿﻦ‬ ‫ﺏ‪ -‬ﺍﻓﺴﺎﻧﻪ ﺍی‬
‫‪ -٢‬ﺳﺮﺑﺎﺯﺍﻥ ﻫﺮ ﻛﺸﻮﺭ ﺍﻓﺮﺍﺩ ﺷﺠﺎﻋﯽ ﻫﺴﺘﻨﺪ ﻛﻪ ‪ ........‬ﻛﺸﻮﺭﺷﺎﻥ ﻓﺪﺍﻛﺎﺭی ﻣﯽ ﻛﻨﻨﺪ‪.‬‬
‫ﺝ‪ -‬ﺩﺭ ﭘﺎﯾﺎﻥ‬ ‫ﺍﻟﻒ‪ -‬ﺑﻪ ﻭﺻﺎﻝ‬

‫ﺩ‪ -‬ﺩﺭ ﻛﻨﺎﺭ‬ ‫ﺏ‪ -‬ﺑﻪ ﺧﺎﻃﺮ‬
‫‪ .......... -٣‬ﻛﺎﺭ ﭘﺴﻨﺪﯾﺪﻩ ﺍی ﻧﯿﺴﺖ‪.‬‬
‫ﺝ‪ -‬ﺧﻮﺩ ﻛﺸﯽ‬ ‫ﺍﻟﻒ‪ -‬ﺗﺎﺑﻮﺕ‬

‫ﺩ‪ -‬ﻣﺜﻨﻮی‬ ‫ﺏ‪ -‬ﺗﺎﺝ ﻭ ﺗﺨﺖ‬
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‫‪ -۴‬ﻫﺮ ﺑﯿﺖ ﺷﻌﺮ ﺩﻭ ‪ ...........‬ﺩﺍﺭﺩ‪.‬‬
‫ﺝ‪ -‬ﺷﺎﻋﺮ‬ ‫ﺍﻟﻒ‪ -‬ﻧﻈﯿﺮ‬

‫ﺩ‪ -‬ﺍﻓﺴﺎﻧﻪ‬ ‫ﺏ‪ -‬ﻣﺼﺮﺍﻉ‬
‫‪ -۵‬ﻣﺜﻨﻮی ﻣﻌﻨﻮی ﺭﺍ ﻣﻮﻻﻧﺎ ‪. ...........‬‬
‫ﺝ‪ -‬ﺳﺮﻭﺩﻩ ﺍﺳﺖ‬ ‫ﺍﻟﻒ‪ -‬ﺭﻫﺎ ﻛﺮﺩﻩ ﺍﺳﺖ‬

‫ﺩ‪ -‬ﻣﻄﺮﺡ ﻛﺮﺩﻩ ﺍﺳﺖ‬ ‫ﺏ‪ -‬ﺯﯾﺴﺘﻪ ﺍﺳﺖ‬
‫‪ -۶‬ﺗﺎﺭﯾﺦ ‪ ..........‬ﺍﻭ ﻣﻌﻠﻮﻡ ﻧﯿﺴﺖ ﻭﻟﯽ ﻭﻓﺎﺗﺶ ﺳﺎﻝ ‪ ۶١۵‬ﻕ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﺗﺎﺑﻮﺕ‬ ‫ﺍﻟﻒ‪ -‬ﻣﺮگ‬

‫ﺩ‪ -‬ﻗﺼﺮ‬ ‫ﺏ‪ -‬ﺗﻮﻟﺪ‬
‫‪ -١‬ﺳﻮﺭﯾﻪ ﯾﮏ ﻛﺸﻮﺭ ﺩﺭ ﺧﺎﻭﺭ ﻣﯿﺎﻧﻪ ﺍﺳﺖ‪.‬‬

‫ﺳﻮﺭﯾﻪ ﲤﺪﻥ ﻛﻬﻨﯽ ﺩﺍﺭﺩ‪.‬‬
‫)‪ ...‬ﻛﻪ ‪(...‬‬
‫‪ -٢‬ﺍﻭ ﻣﯽ ﺧﻮﺍﻫﺪ ﺁﯾﻨﺪﻩ ﺍی ﺩﺭﺧﺸﺎﻥ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬
‫ﺍﻭ ﺑﺴﯿﺎﺭ ﺩﺭﺱ ﻣﯽ ﺧﻮﺍﻧﺪ‪.‬‬
‫)‪ ...‬ﺑﻪ ﺍﻣﯿﺪ ‪(..‬‬
‫‪ -٣‬ﺩﺭ ﺍﻧﮕﻠﯿﺴﯽ ﻓﻌﻞ ﭘﺲ ﺍﺯ ﻓﺎﻋﻞ ﺟﻤﻠﻪ ﻣﯽ ﺁﯾﺪ‪.‬‬
‫ﺩﺭ ﻓﺎﺭﺳﯽ ﻓﻌﻞ ﭘﺲ ﺍﺯ ﻣﻔﻌﻮﻝ ﺟﻤﻠﻪ ﻣﯽ ﺁﯾﺪ‪.‬‬
‫)‪ ...‬ﻭﻟﯽ ‪(...‬‬
‫‪ -۴‬ﺗﺨﻢ ﻣﺮﻏﻬﺎ ﺭﺍ ﺑﺸﻜﻨﯿﺪ‪.‬‬
‫ﺗﺨﻢ ﻣﺮﻏﻬﺎ ﺭﺍ ﺑﺎ ﺁﺭﺩ ﻣﺨﻠﻮﻁ ﻛﻨﯿﺪ‪.‬‬
‫)ﺍﺑﺘﺪﺍ‪ ...‬ﻭ ﺳﭙﺲ ‪(...‬‬

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‫‪ -١‬ﻣﱳ ﻧﻈﺎﻣﯽ ﮔﻨﺠﻮی ﺭﺍ ﺑﺎ ﻛﻠﻤﺎﺕ ﺧﻮﺩﺗﺎﻥ ﺑﺎﺯﻧﻮﯾﺴﯽ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ١٠٠‬ﻛﻠﻤﻪ(‪.‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﻛﺎﺩﺭﻣﺘﻨﯽ ﺩﺭ ﻣﻮﺭﺩ ﻧﻮﯾﺴﻨﺪۂ ﻣﻮﺭﺩ ﻋﻼﻗﮥ ﺧﻮﺩ ﺑﻨﻮﯾﺴﯿﺪ‬
‫)ﺣﺪ ﺍﻛﺜﺮ‪ ٨٠‬ﻛﻠﻤﻪ(‪ .‬ﺩﺭ ﻛﺠﺎ ﻭﭼﻪ ﻗﺮﻧﯽ ﻣﯽ ﺯﯾﺴﺖ؟ ﻣﻌﺮﻭﻓﺘﺮﯾﻦ ﺍﺛﺮﺵ ﭼﯿﺴﺖ؟‬
‫ﻣﻌﺎﺻﺮ‬ ‫ﻣﻮﺿﻮﻋﺎﺕ‬ ‫ﻣﺤﺒﻮﺏ ﺗﺮﯾﻦ‬ ‫ﺯﯾﺴﱳ‬ ‫ﻧﺜﺮ‬ ‫ﻣﺮگ‬ ‫ﺁﺛﺎﺭ‬ ‫ﺳﺮﻭﺩﻥ‬ ‫ﺷﺎﻋﺮ‬
‫ﭼﻮﻥ ‪ /‬ﭼﻮ‬
‫ﭼﻮﻥ ﻛﺎﺭﺑﺮﺩﻫﺎی ﻣﺨﺘﻠﻔﯽ ﺩﺍﺭﺩ‪ .‬ﺑﻪ ﳕﻮﻧﻪ ﻫﺎی ﺯﯾﺮ ﺩﻗﺖ ﻛﻨﯿﺪ‪:‬‬
‫ﺩﻟﯿﻞ‪ :‬ﭼﻮﻥ ﺩﻭﺳﺘﺖ ﺩﺍﺭﻡ‪ ،‬ﺣﺮﻓﺖ ﺭﺍ ﺑﺎﻭﺭ ﻣﯽ ﻛﻨﻢ‪) .‬ﺣﺮﻓﺖ ﺭﺍ ﺑﺎﻭﺭ ﻣﯽ ﻛﻨﻢ ﺯﯾﺮﺍ ﺩﻭﺳﺘﺖ‬
‫ﺩﺍﺭﻡ‪(.‬‬
‫ﺷﺒﺎﻫﺖ‪ :‬ﻗﻠﺐ ﺗﻮ ﭼﻮﻥ ﺁﯾﯿﻨﻪ ﺻﺎﻑ ﺍﺳﺖ‪) .‬ﭼﻮﻥ = ﻣﺎﻧﻨﺪ‪ ،‬ﻣﺜﻞ‪ ،‬ﻫﻤﭽﻮﻥ(‬
‫ﭼﻮﻥ ﺩﺭﳕﻮﻧﻪ ﻫﺎی ﺯﯾﺮ ﻛﺎﺭﺑﺮﺩ ﺍﺩﺑﯽ ﺩﺍﺭﺩ‪:‬‬
‫ﭼﮕﻮﻧﮕﯽ‪ :‬ﺭﻃﺐ ﺧﻮﺭﺩﻩ ﻣﻨﻊ ﺭﻃﺐ ﭼﻮﻥ ﻛﻨﺪ‪) .‬ﭼﻮﻥ = ﭼﮕﻮﻧﻪ(‬

‫ﺯﻣﺎﻥ‪ :‬ﭼﻮ ﻣﻦ ﺳﺮ ﻣﯽ ﻛﻨﻢ ﺁﻭﺍﺯ ﺷﺎﺩی ‪) ....‬ﭼﻮ = ﻭﻗﺘﯽ(‬
‫ﺷﺮﻁ‪ :‬ﭼﻮ ﺍﯾﺮﺍﻥ ﻣﺒﺎﺷﺪ ﺗﻦ ﻣﻦ ﻣﺒﺎﺩ‪) .‬ﭼﻮ = ﺍﮔﺮ(‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﻫﺮﯾﮏ ﺍﺯ ﻛﺎﺭﺑﺮﺩﻫﺎی ﻧﺎﻣﺒﺮﺩۂ ﭼﻮﻥ ﯾﮏ ﳕﻮﻧﮥ ﺩﯾﮕﺮﺑﻨﻮﯾﺴﯿﺪ‪.‬‬
‫ﻧﻈﻢ ﻭ ﻗﺎﻧﻮﻥ‬
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‫ﺷﺎﻛﯽ‬ ‫ﺍﻋﺪﺍﻡ‬ ‫ﻣﺤﺎﻛﻤﻪ‬ ‫ﻣﻐﺎﯾﺮ‬ ‫ﺩﺍﺩﮔﺎﻩ‬ ‫ﺟﻨﺎﯾﺖ‬ ‫ﺍﺳﺎﺳﯽ‬

‫ﻗﺎﭼﺎﻗﭽﯿﺎﻥ‬ ‫ﺧﯿﺎﻧﺖ‬ ‫ﻗﺎﻧﻮﻧﯽ‬ ‫ﭘﺮﻭﻧﺪﻩ‬ ‫ﻋﺪﺍﻟﺖ‬ ‫ﺍﺗﻬﺎﻡ‬ ‫ﺷﺎﻫﺪﺍﻥ‬
‫ﺍﺟﺮﺍ‬ ‫ﻣﺠﻮﺯ‬
‫ﻃﺒﻖ ﻗﺎﻧﻮﻥ ‪ ................‬ﺍﯾﻦ ﻛﺸﻮﺭ ﺯﻧﻬﺎ ﳕﯽ ﺗﻮﺍﻧﻨﺪ ﺭﺍﻧﻨﺪﮔﯽ ﻛﻨﻨﺪ‪.‬‬

‫ﺍﻭ ﺑﻪ ‪ ...............‬ﻗﺘﻞ ﺯﻧﺶ ﺩﺳﺘﮕﯿﺮ ﺷﺪ‪.‬‬
‫ﻗﻮﺍﻧﯿﻦ ﺍﯾﻦ ﻛﺸﻮﺭ ﺧﻮﺏ ﺍﺳﺖ ﻭﻟﯽ ﻣﺸﻜﻞ ﺩﺭ ‪ ............‬ﺍﯾﻦ ﻗﻮﺍﻧﯿﻦ ﺍﺳﺖ‪.‬‬
‫ﺣﻜﻢ ‪ ................‬ﺯﻧﺪﺍﻧﯿﺎﻥ ﺳﯿﺎﺳﯽ ﺑﻪ ﺣﺒﺲ ﺍﺑﺪ ﺗﻘﻠﯿﻞ ﯾﺎﻓﺖ‪.‬‬
‫ﭼﻨﺪ ﻫﻤﺴﺮی ﺩﺭ ﺍﻛﺜﺮ ﻛﺸﻮﺭﻫﺎ ﻏﯿﺮ ‪ .................‬ﺍﺳﺖ‪.‬‬
‫ﺑﺮﺍی ﺍﺛﺒﺎﺕ ﺯﻧﺎ ﻧﯿﺎﺯ ﺑﻪ ‪ ....................‬ﻋﯿﻨﯽ ﻣﯽ ﺑﺎﺷﺪ‪.‬‬
‫ﺑﺮﺍی ﺗﻘﺎﺿﺎی ﻃﻼﻕ ﺑﺎﯾﺪ ﺑﻪ ‪ .................‬ﺧﺎﻧﻮﺍﺩﻩ ﻣﺮﺍﺟﻌﻪ ﻛﻨﯿﺪ‪.‬‬
‫ﻭﻇﯿﻔﻪ ﺩﺍﺩﮔﺎﻩ ﺍﺟﺮﺍی ‪ ...................‬ﺍﺳﺖ‪.‬‬
‫ﺧﺎﻧﻮﺍﺩﻩ ﺯﻧﺪﺍﻧﯿﺎﻥ ﺳﯿﺎﺳﯽ ﺗﻘﺎﺿﺎی ‪ .......................‬ﻋﻠﻨﯽ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺑﺎﻧﺪ ﺑﺰﺭﮔﯽ ﺍﺯ ‪ ....................‬ﻣﻮﺍﺩ ﻣﺨﺪﺭ ﺩﺭ ﺯﺍﻫﺪﺍﻥ ﺩﺳﺘﮕﯿﺮ ﺷﺪﻧﺪ‪.‬‬
‫‪interrogator‬‬ ‫ﺑﺎﺯﺟﻮ‬
‫‪detention‬‬ ‫ﺗﻮﻗﯿﻒ‬
‫‪to be fined‬‬ ‫ﺟﺮﯾﻤﻪ ﺷﺪﻥ‬
‫‪ban‬‬ ‫ﳑﻨﻮﻋﯿﺖ‬
‫‪prison‬‬ ‫ﺯﻧﺪﺍﻥ‬
‫‪murder‬‬ ‫ﻗﺘﻞ‬
‫‪lawyer‬‬ ‫ﻭﻛﯿﻞ‬
‫‪suspect‬‬ ‫ﻣﻈﻨﻮﻥ‬
‫‪document‬‬ ‫ﺳﻨﺪ‬
‫‪pardon‬‬ ‫ﻋﻔﻮ‬
‫ﺑﺎﺯﺟﻮﯾﺎﻥ ﺑﺎﺯﺩﺍﺷﺖ ﺷﺪﮔﺎﻥ ﺭﺍ ﲢﺖ ﺑﺎﺯﺟﻮﯾﯽ ﻗﺮﺍﺭ ﺩﺍﺩﻧﺪ‪.‬‬
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‫ﻧﻈﻢ ﻭ ﻗﺎﻧﻮﻥ ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺁﻧﺮﺍ ﺗﺮﺟﻤﻪ ﳕﺎﯾﯿﺪ‪.‬‬
‫ﺯﻭﯾﺎ ﭘﯿﺮﺯﺍﺩ » ﻃﻌﻢ ﮔﺲ ﺧﺮﻣﺎﻟﻮ «‬

‫ﺯﻭﯾﺎ ﭘﯿﺮﺯﺍﺩ )ﺯﺍﺩﻩ ‪ ١٩۵٢‬ﺩﺭ ﺁﺑﺎﺩﺍﻥ( ﺭﻣﺎﻥ ﻧﻮﯾﺲ ﻣﺸﻬﻮﺭ ﺍﺭﻣﻨﯽ ﺗﺒﺎﺭ ﺍﯾﺮﺍﻧﯽ ﺍﺳﺖ‪.‬‬
‫ﻣﻌﺮﻭﻑ ﺗﺮﯾﻦ ﺭﻣﺎﻥ ﭘﯿﺮﺯﺍﺩ‪ ،‬ﭼﺮﺍﻍ ﻫﺎ ﺭﺍ ﻣﻦ ﺧﺎﻣﻮﺵ ﻣﯽ ﻛﻨﻢ‪ ،‬ﭼﻨﺪﯾﻦ ﺑﺎﺭ ﺩﺭ ﺍﯾﺮﺍﻥ ﲡﺪﯾﺪ‬
‫ﭼﺎپ ﻭ ﺑﻪ ﺯﺑﺎﻥ ﻫﺎی ﮔﻮﻧﺎﮔﻮﻥ ﺗﺮﺟﻤﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ﺩﯾﮕﺮ ﺁﺛﺎﺭ ﻣﺸﻬﻮﺭ ﺍﻭ ﻣﺜﻞ ﻫﻤﻪ‬
‫ﻋﺼﺮﻫﺎ‪ ،‬ﯾﮏ ﺭﻭﺯ ﻣﺎﻧﺪﻩ ﺑﻪ ﻋﯿﺪ ﭘﺎک ﻭ ﻋﺎﺩﺕ ﻣﯽ ﻛﻨﯿﻢ ﺭﺍ ﻣﯽ ﺗﻮﺍﻥ ﻧﺎﻡ ﺑﺮﺩ‪ .‬ﺁﺛﺎﺭ ﭘﯿﺮﺯﺍﺩ‬
‫ﺑﻪ ﺧﺎﻃﺮ ﺷﺨﺼﯿﺖ ﭘﺮﺩﺍﺯی ﭘﯿﭽﯿﺪﻩ ﻭ ﻧﯿﺰ ﻣﻬﺎﺭﺕ ﺩﺭ ﳕﺎﯾﺶ ﺍﺣﺴﺎﺳﺎﺕ ﺿﺪ ﻭ ﻧﻘﯿﺾ ﺯﻥ‬
‫ﻣﺪﺭﻥ ﺍﯾﺮﺍﻧﯽ ﺩﺭ ﺧﻮﺭ ﺗﻮﺟﻪ ﺍﺳﺖ‪.‬‬
‫ﺷﻤﺎ ﺧﻮﺍﻫﺮﺵ ﻫﺴﺘﯿﻦ؟‬

‫ﺷﻤﺎ ﺧﻮﺍﻫﺮﺵ ﻫﺴﺘﯿﺪ؟‬
‫»ﻋﻠﯽ ﻫﺴﺖ؟«‬
‫ﻟﯿﻼ ﺩﺳﺘﻤﺎﻝ ﱎﺩﺍﺭ ﺭﺍ ﻛﺸﯿﺪ ﺭﻭی ﺗﻠﻔﻦ‪» .‬ﻧﺨﯿﺮ‪ .‬ﺷﻤﺎ؟«‬
‫»ﺷﻤﺎ ﺧﻮﺍﻫﺮﺵ ﻫﺴﺘﯿﻦ؟«‬
‫ﻟﯿﻼ ﺩﺳﺘﻤﺎﻝ ﱎﺩﺍﺭ ﺭﺍ ﻛﺸﯿﺪ ﺩﻭ ﻃﺮﻑ ﺗﻠﻔﻦ‪» .‬ﻧﺨﯿﺮ‪ .‬ﺷﻤﺎ؟«‬
‫ﺁﻥ ﻃﺮﻑ ﺳﯿﻢ ﺟﻮﺍﺏ ﻧﺪﺍﺩ‪.‬‬
‫ﻟﯿﻼ ﺩﺳﺘﻤﺎﻝ ﺭﺍ ﺗﻮی ﺩﺳﺘﺶ ﻣﭽﺎﻟﻪ ﻛﺮﺩ‪» .‬ﺷﻤﺎ؟«‬
‫ﺁﻥ ﻃﺮﻑ ﺳﯿﻢ ﮔﻮﺷﯽ ﺭﺍ ﮔﺬﺍﺷﺖ‪.‬‬
‫ﻟﯿﻼ ﻫﻢ ﮔﻮﺷﯽ ﺭﺍ ﮔﺬﺍﺷﺖ‪ .‬ﺩﺳﺘﻤﺎﻝ ﱎﺩﺍﺭ ﺭﺍ ﻛﺸﯿﺪ ﺭﻭی ﮔﻮﺷﯽ‪ .‬ﺑﻪ ﺗﻠﻔﻦ ﻧﮕﺎﻩ ﻛﺮﺩ‪.‬‬
‫ﺍﻧﮕﺸﺘﺶ ﺭﺍ ﻛﺮﺩ ﺗﻮی ﺩﺳﺘﻤﺎﻝ ﻭ ﺍﺯ ﺻﻔﺮ ﺷﻤﺎﺭﻩ ﮔﯿﺮ ﺷﺮﻭﻉ ﻛﺮﺩ ﺑﻪ ﲤﯿﺰ ﻛﺮﺩﻥ ﺳﻮﺭﺍﺥ‬
‫ﺷﻤﺎﺭﻩﻫﺎ‪ .‬ﺑﻪ ﯾﮏ ﻛﻪ ﺭﺳﯿﺪ ﺯﺩ ﺯﯾﺮ ﮔﺮﯾﻪ‪.‬‬
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‫*‬
‫ﺭﺅﯾﺎ ﺟﻌﺒﻪی ﺩﺳﺘﻤﺎﻝ ﻛﺎﻏﺬی ﺭﺍ ﺍﺯ ﺍﯾﻦ ﻃﺮﻑ ﻣﯿﺰ ﺁﺷﭙﺰﺧﺎﻧﻪ ُﺳﺮﺍﻧﺪ ﻃﺮﻑ ﻟﯿﻼ ﻛﻪ‬
‫ﺭﻭ ﺑﻪ ﺭﻭﺵ ﻧﺸﺴﺘﻪ ﺑﻮﺩ‪.‬‬
‫ﻟﯿﻼ ﺑﺎ ﺩﺳﺘﻤﺎﻝ ﻛﺎﻏﺬی ﻣﭽﺎﻟﻪ ﻫﺮ ﺩﻭ ﭼﺸﻤﺶ ﺭﺍ ﺧﺸﮏ ﻛﺮﺩ‪ ،‬ﺩﻣﺎﻏﺶ ﺭﺍ ﺑﺎﻻ ﻛﺸﯿﺪ ﻭ‬
‫ﮔﻔﺖ »ﺩﺳﺘﻤﺎﻝ ﺩﺍﺭﻡ‪«.‬‬
‫ﺭﺅﯾﺎ ﺩﺳﺖ ﺯﯾﺮ ﭼﺎﻧﻪ ﺑﻪ ﻟﯿﻼ ﻧﮕﺎﻩ ﻣﯽﻛﺮﺩ‪» .‬ﺍﯾﻦ ﺟﻮﺭ ﻛﻪ ﺗﻮ ﺷﺮﻭﻉ ﻛﺮﺩی ﯾﻪ ﺟﻌﺒﻪ ﻫﻢ ﻛﻤﻪ‪«.‬‬
‫ﻟﯿﻼ ﺍﺯ ﻧﻮ ﺯﺩ ﺯﯾﺮ ﮔﺮﯾﻪ‪.‬‬
‫ﺭﺅﯾﺎ ﭘﺎ ﺷﺪ ﭼﺎی ﺭﯾﺨﺖ‪ .‬ﯾﮏ ﻓﻨﺠﺎﻥ ﮔﺬﺍﺷﺖ ﺟﻠﻮ ﻟﯿﻼ‪ ،‬ﯾﮏ ﻓﻨﺠﺎﻥ ﺟﻠﻮ ﺧﻮﺩﺵ‪ .‬ﻧﺸﺴﺖ‪.‬‬
‫»ﺑﺎ ﮔﺮﯾﻪ ﻛﻪ ﻛﺎﺭ ﺩﺭﺳﺖ ﳕﯿﺸﻪ‪«.‬‬
‫ﻟﯿﻼ ﻭﺳﻂ ﮔﺮﯾﻪ ﮔﻔﺖ »ﻣﯿﮕﯽ ﭼﯿﻜﺎﺭ ﻛﻨﻢ؟«‬
‫ﱎﺩﺍﺭ‬
‫ﺩﺳﺘﻤﺎﻝ ﻛﺎﻏﺬی‬
‫ُﺳﺮﺍﻧﺪ‬
‫ﭘﺎ ﺷﺪ‬
‫ﺷﻤﺎﺭﻩ ﮔﯿﺮ‬
‫ﺝ ‪ -‬ﺍﺻﻄﻼﺣﺎﺕ ﺯﯾﺮ ﺭﺍ ﺗﺮﺟﻤﻪ ﻛﻨﯿﺪ‪.‬‬
‫ﺯﺩ ﺯﯾﺮ ﮔﺮﯾﻪ‬

‫ﮔﻮﺷﯽ ﺭﺍ ﮔﺬﺍﺷﺖ‬
‫ﻟﯿﻼ ﺍﺯ ﻧﻮ ﺯﺩ ﺯﯾﺮ ﮔﺮﯾﻪ‬
‫ﻛﻪ ﺭﻭ ﺑﻪ ﺭﻭﺵ ﻧﺸﺴﺘﻪ ﺑﻮﺩ‬
‫ﺩﻣﺎﻏﺶ ﺭﺍ ﺑﺎﻻ ﻛﺸﯿﺪ‬
‫ﺑﺎ ﮔﺮﯾﻪ ﻛﻪ ﻛﺎﺭ ﺩﺭﺳﺖ ﳕﯿﺸﻪ‬
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‫‪Morpheme types‬‬ ‫ﺍﻧﻮﺍﻉ ﻭﺍژک‬

‫‪Morphemes are of two types: free and bound. Free morphemes are the‬‬
‫‪), e.g.:‬ﻭﻧﺪ( ‪), whereas bound morphemes are the affixes‬ﺭﯾﺸﻪ( ‪root or stem‬‬
‫ﻛﺘﺎﺑﻬﺎ ← ﻛﺘﺎﺏ ‪ +‬ﻫﺎ‬

‫ﻧﺎﺷﻨﺎﺱ ← ﻧﺎ ‪ +‬ﺷﻨﺎﺱ‬
‫ﺭﻭﺷﻨﻔﻜﺮ ← ﺭﻭﺷﻦ ‪ +‬ﻓﻜﺮ‬
‫ﲤﺮﯾﻦ‪ :‬ﻛﻠﻤﺎﺕ ﺯﯾﺮ ﺭﺍ ﺑﻪ ﻭﺍژک ﻫﺎی ﺗﺸﻜﯿﻞ ﺩﻫﻨﺪۂ ﺁﻧﻬﺎ ﺗﻘﺴﯿﻢ ﻛﻨﯿﺪ ﻭ ﺑﮕﻮﯾﯿﺪ ﻛﺪﺍﻡ‬
‫ﯾﮏ ﻭﺍژک ﺁﺯﺍﺩ )ﺭﯾﺸﻪ( ﻭ ﻛﺪﺍﻡ ﯾﮏ ﻭﺍژک ﻣﻘﯿﺪ )ﻭﻧﺪ( ﻫﺴﺘﻨﺪ‪.‬‬
‫ﭼﻤﻨﺰﺍﺭ‬
‫ﺩﻓﺘﺮﭼﻪ‬
‫ﺳﺎﺧﺘﻤﺎﻥ‬
‫ﻫﻔﺘﮕﯽ‬
‫ﺧﺸﻤﮕﯿﻦ‬
‫ﺳﺎﻻﻧﻪ‬
‫ﺑﺎﺯﻧﺸﺴﺘﮕﯽ‬
‫ﻗﺪﺭﲤﻨﺪﺍﻧﻪ‬
‫ﺑﺎﺷﻌﻮﺭ‬
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‫ﺳﺘﻮﻥ‬
‫ﺩﻭ ﺳﺘﻮﻥ ﯾﮏ ﻣﻌﺒﺪ ﯾﺎ ﻛﺎﺥ ﺑﺎﺳﺘﺎﻧﯽ ﺩﺭ ﺭﻭﺳﺘﺎی ﺧﻮﺭﻫﻪ ﺩﺭ ﺷﻤﺎﻝ‬

‫ﺷﺮﻗﯽ ﺷﻬﺮﺳﺘﺎﻥ ﻣﺤﻼﺕ‬
‫ﺗﺄﺛﯿﺮ ﻣﻌﻤﺎﺭی ﯾﻮﻧﺎﻥ ﻗﺪﯾﻢ ﺩﺭ ﺷﻜﻞ ﺍﯾﻦ ﺩﻭ ﺳﺘﻮﻥ ﭘﯿﺪﺍﺳﺖ‪ .‬ﺩﺭ ﺩﻭﺭۂ ﻗﺒﻞ ﺍﺯ ﺍﺳﻼﻡ‬
‫)ﺑﺨﺼﻮﺹ ﺩﺭ ﺩﻭﺭۂ ﻫﺨﺎﻣﻨﺸﯽ( ﺭﻗﺎﺑﺖ ﺷﺪﯾﺪی ﺑﯿﻦ ﺍﯾﺮﺍﻧﺰﻣﯿﻦ ﻭ ﯾﻮﻧﺎﻥ ﻭﺟﻮﺩ ﺩﺍﺷﺖ‪ .‬ﺍﯾﻦ‬
‫ﺭﻗﺎﺑﺖ ﺑﺎ ﻭﺟﻮﺩ ﺍﯾﻨﻜﻪ ﺑﯿﺸﺘﺮ ﺑﺎﻋﺚ ﺟﻨﮓ ﻣﯽ ﺷﺪ‪ ،‬ﻭﻟﯽ ﺑﺎﻋﺚ ﺗﺒﺎﺩﻝ ﻓﺮﻫﻨﮕﯽ ﻧﯿﺰ ﻣﯽ ﺷﺪ‪.‬‬
‫ﺩﺭ ﮔﺮﻭﻩ ﻫﺎی ﺩﻭ ﯾﺎ ﺳﻪ ﻧﻔﺮﻩ ﺑﺮﺍی ﻣﺪﺕ ﺩﻩ ﺩﻗﯿﻘﻪ ﺩﺭ ﻣﻮﺭﺩ ﺳﺆﺍﻝ ﻫﺎی ﺯﯾﺮ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ‬
‫ﺍﺯ ﻭﺏ ﺳﺎﯾﺖ ﻫﺎی ﻓﺎﺭﺳﯽ ﲢﻘﯿﻖ ﻛﻨﯿﺪ ﻭ ﺳﭙﺲ ﻧﺘﺎﯾﺞ ﲢﻘﯿﻘﺎﺗﺘﺎﻥ ﺭﺍ ﺧﻼﺻﻪ ﻛﻨﯿﺪ ﻭ ﺑﺮﺍی‬
‫ﻫﻤﻜﻼﺳﯽ ﻫﺎﯾﺘﺎﻥ ﺑﺎﺯﮔﻮ ﻛﻨﯿﺪ‪:‬‬
‫ﺩﺭ ﺩﻭﺭۂ ﻫﺨﺎﻣﻨﺸﯽ ﭼﻨﺪ ﺟﻨﮓ ﺑﯿﻦ ﺍﯾﺮﺍﻧﯿﺎﻥ ﻭ ﯾﻮﻧﺎﻧﯿﺎﻥ ﺍﺗﻔﺎﻕ ﺍﻓﺘﺎﺩ؟ ﺁﯾﺎ ﺍﯾﺮﺍﻧﯿﺎﻥ ﺩﺭ‬ ‫‪-١‬‬
‫ﺟﻨﮕﻬﺎ ﻫﻤﯿﺸﻪ ﭘﯿﺮﻭﺯ ﺑﻮﺩﻧﺪ؟‬ ‫ﺍﯾﻦ‬
‫ﺍﺳﻜﻨﺪﺭ ﻣﻘﺪﻭﻧﯽ ﭼﻪ ﻛﺴﯽ ﺑﻮﺩ؟‬ ‫‪-٢‬‬
‫ﻧﺎﻡ ﻣﺜﻨﻮی ﺍی ﻛﻪ ﻧﻈﺎﻣﯽ ﮔﻨﺠﻮی ﺩﺭﺑﺎﺭۂ ﺍﺳﻜﻨﺪﺭ ﺳﺮﻭﺩﻩ ﺍﺳﺖ ﭼﯿﺴﺖ؟‬ ‫‪-٣‬‬
‫‪9780415691352_C05.indd 59‬‬ ‫‪5/23/12 2:35 PM‬‬

‫ﺩﺭﺱ ﺷﺸﻢ‬
‫‪Lesson‬‬
‫‪Six‬‬
‫ﻧﻘﺎﻁ ﻣﺜﺒﺖ ﻭ ﻣﻨﻔﯽ ﺳﻔﺮ‬
‫ﺑﺎ ﻗﻄﺎﺭ ﭼﯿﺴﺖ؟‬
‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﺭﺍﻩ ﺁﻫﻦ‬
‫ﺩﺳﺘﻮﺭ‪ :‬ﺟﻤﻊ ﻣﻜﺴﺮﺍﺳﺎﻣﯽ ﻋﺮﺑﯽ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﺣﻘﻮﻕ ﺑﺸﺮ‬
‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ ‪ /‬ﻛﺘﺎﺑﯽ‪ :‬ﺍﺣﻤﺪ ﻣﺤﻤﻮﺩ » ﺯﻣﯿﻦ ﺳﻮﺧﺘﻪ «‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﺻﺎﺩﻕ ﻫﺪﺍﯾﺖ‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﺑﺮﺝ ﻛﺒﻮﺗﺮ‬

‫‪ -١‬ﺭﺍﻩ ﺁﻫﻦ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ ﭼﻘﺪﺭﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﺷﻮﺩ؟‬
‫‪ -٢‬ﺳﻔﺮ ﺑﺎ ﻗﻄﺎﺭ ﺭﺍ ﺗﺮﺟﯿﺢ ﻣﯽ ﺩﻫﯿﺪ ﯾﺎ ﺳﻔﺮ ﺑﺎ ﻫﻮﺍﭘﯿﻤﺎ ﺭﺍ؟‬
‫‪ -٣‬ﻣﺰﺍﯾﺎ ﻭ ﻣﻌﺎﯾﺐ ﺳﻔﺮ ﺑﺎ ﻗﻄﺎﺭ ﭼﯿﺴﺖ؟‬
‫ﺭﺍﻩ ﺁﻫﻦ‬
‫ﺭﺍﻩ ﺁﻫﻦ ﺍﻣﻦ ﺗﺮﯾﻦ ﻭﺳﯿﻠﮥ ﻧﻘﻠﯿﻪ ﺑﺮﺍی ﻣﺴﺎﻓﺮﺗﻬﺎی ﻃﻮﻻﻧﯽ ﺍﺳﺖ‪ .‬ﺑﻪ ﻭﯾﮋﻩ ﺑﺮﺍی ﺣﻤﻞ ﻭ ﻧﻘﻞ‬
‫ﻛﺎﻻ‪ ،‬ﺭﺍﻩ ﺁﻫﻦ ﺍﺯ ﻣﺪﺗﻬﺎ ﭘﯿﺶ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﺷﺪ‪ .‬ﺍﺯ ﺍﯾﻨﺮﻭ ﺩﺭ ﺑﺮﺭﺳﯽ ﭘﯿﺸﺮﻓﺖ ﯾﮏ ﻛﺸﻮﺭ‪،‬‬
‫ﻃﻮﻝ ﺭﺍﻩ ﻭ ﺭﺍﻩ ﺁﻫﻦ ﺁﻥ‪ ،‬ﯾﻜﯽ ﺍﺯ ﻣﻌﯿﺎﺭﻫﺎی ﺍﺻﻠﯽ ﺑﻪ ﺷﻤﺎﺭ ﻣﯽ ﺁﯾﺪ‪ .‬ﺍﻟﺒﺘﻪ ﻧﺎﮔﻔﺘﻪ ﳕﺎﻧﺪ‬
‫ﻛﻪ ﺩﺭ ﺩﻧﯿﺎی ﺍﻣﺮﻭﺯ ﺑﺎ ﺗﻮﺳﻌﮥ ﺻﻨﺎﯾﻊ ﻫﻮﺍﯾﯽ‪ ،‬ﻛﺎﺭﺑﺮﺩ ﺭﺍﻩ ﺁﻫﻦ ﺗﺎ ﺍﻧﺪﺍﺯﻩ ﺍی ﻛﺎﻫﺶ ﭘﯿﺪﺍ‬
‫ﻛﺮﺩﻩ ﺍﺳﺖ ﻭ ﺍﯾﻦ ﭘﺪﯾﺪﻩ ﺑﻪ ﺧﺼﻮﺹ ﺩﺭ ﻛﺸﻮﺭﻫﺎی ﺗﻮﺳﻌﻪ ﯾﺎﻓﺘﻪ ﻣﺎﻧﻨﺪ ﺁﻣﺮﯾﻜﺎ ﺑﯿﺸﺘﺮ ﺩﯾﺪﻩ‬
‫ﻣﯽ ﺷﻮﺩ‪ .‬ﺑﺎ ﺍﻓﺰﺍﯾﺶ ﺟﻤﻌﯿﺖ ﺷﻬﺮﻫﺎ ﻭ ﻧﯿﺰ ﺑﺎ ﻣﻬﺎﺟﺮﺕ ﺭﻭﺳﺘﺎﺋﯿﺎﻥ ﺑﻪ ﺷﻬﺮﻫﺎ‪ ،‬ﻭﺳﺎﯾﻂ‬
‫ﻧﻘﻠﯿﮥ ﺭﻭی ﺯﻣﯿﻨﯽ ﻣﺜﻞ ﺍﺗﻮﺑﻮﺱ ﭘﺎﺳﺨﮕﻮی ﺣﻤﻞ ﻭ ﻧﻘﻞ ﺷﻬﺮی ﻧﺒﻮﺩ‪ .‬ﺑﻪ ﻫﻤﯿﻦ ﺩﻟﯿﻞ ﻣﺘﺨﺼﺼﺎﻥ‬
‫ﺣﻤﻞ ﻭ ﻧﻘﻞ ﺑﻪ ﻓﻜﺮ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺯﯾﺮﺯﻣﯿﻦ ﺍﻓﺘﺎﺩﻧﺪ ﻭ ﺑﻪ ﺗﺪﺭﯾﺞ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﺘﺮﻭ ﻣﺘﺪﺍﻭﻝ ﺷﺪ‪.‬‬
‫‪9780415691352_C06.indd 60‬‬ ‫‪5/23/12 2:36 PM‬‬

‫ﻧﻘﺎﻁ ﻣﺜﺒﺖ ﻭ ﻣﻨﻔﯽ ﺳﻔﺮ ﺑﺎ ﻗﻄﺎﺭ ﭼﯿﺴﺖ؟‬ ‫■‬ ‫ﺩﺭﺱ ﺷﺸﻢ‬ ‫‪61‬‬
‫ﻣﺘﺮﻭ ﻧﺴﺒﺘ ًﺎ ﮔﺮﺍﻥ ﺑﻮﺩ ﻭ ﺳﺎﺧﺖ ﺁﻥ ﻧﯿﺰ ﻣﺸﻜﻼﺕ ﻓﺮﺍﻭﺍﻧﯽ ﺍﺯ ﻗﺒﯿﻞ ﺑﺮﺧﻮﺭﺩ ﺑﺎ ﻓﺎﺿﻼﺏ ﻭ‬
‫ﺗﺨﺮﯾﺐ ﺳﺎﺧﺘﻤﺎﻥ ﻫﺎ ﺑﻪ ﻫﻤﺮﺍﻩ ﺩﺍﺷﺖ‪ .‬ﺑﺎ ﺍﯾﻦ ﻭﺟﻮﺩ ﺍﺯ ﺍﯾﻦ ﻭﺳﯿﻠﮥ ﻧﻘﻠﯿﻪ ﺍﻣﺮﻭﺯﻩ ﺑﺴﯿﺎﺭ‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﺷﻮﺩ‪.‬‬
‫‪railway‬‬ ‫ﺭﺍﻩ ﺁﻫﻦ‬

‫‪train‬‬ ‫ﻗﻄﺎﺭ‬
‫‪safe‬‬ ‫ﺍﻣﻦ‬
‫)‪long (of distance and time‬‬ ‫ﻃﻮﻻﻧﯽ‬
‫‪in particular‬‬ ‫ﺑﻪ ﻭﯾﮋﻩ‬
‫‪transportation‬‬ ‫ﺣﻤﻞ ﻭ ﻧﻘﻞ‬
‫‪means of transport‬‬ ‫ﻭﺳﺎﯾﻂ ﻧﻘﻠﯿﻪ‬
‫‪goods‬‬ ‫ﻛﺎﻻ‬
‫‪criterion‬‬ ‫ﻣﻌﯿﺎﺭ‬
‫‪of course‬‬ ‫ﺍﻟﺒﺘﻪ‬
‫‪let it not go unsaid‬‬ ‫ﻧﺎﮔﻔﺘﻪ ﳕﺎﻧﺪ ﻛﻪ‬
‫‪the aviation industry‬‬ ‫ﺻﻨﺎﯾﻊ ﻫﻮﺍﯾﯽ‬
‫‪usage‬‬ ‫ﻛﺎﺭﺑﺮﺩ‬
‫‪to some extent‬‬ ‫ﺗﺎ ﺍﻧﺪﺍﺯﻩ ﺍی‬
‫‪decrease‬‬ ‫ﻛﺎﻫﺶ‬
‫‪increase‬‬ ‫ﺍﻓﺰﺍﯾﺶ‬
‫‪developed‬‬ ‫ﺗﻮﺳﻌﻪ ﯾﺎﻓﺘﻪ‬
‫‪to meet the needs of something‬‬ ‫ﭘﺎﺳﺨﮕﻮی ﭼﯿﺰی ﺑﻮﺩﻥ‬
‫‪expert‬‬ ‫ﻣﺘﺨﺼﺺ )ﻣﺘﺨﺼﺼﯿﻦ(‬
‫‪to be commonplace‬‬ ‫ﻣﺘﺪﺍﻭﻝ ﺑﻮﺩﻥ‬
‫‪to encounter‬‬ ‫ﺑﺮﺧﻮﺭﺩ ﻛﺮﺩﻥ‬
‫‪sewage‬‬ ‫ﻓﺎﺿﻼﺏ‬
‫‪destruction‬‬ ‫ﺗﺨﺮﯾﺐ‬
‫‪9780415691352_C06.indd 61‬‬ ‫‪5/23/12 2:36 PM‬‬

‫‪62‬‬ ‫‪Lesson 6‬‬ ‫■‬ ‫?‪What are the pros and cons of travelling by train‬‬
‫ﯾﻜﯽ ﺍﺯ ﻣﻌﯿﺎﺭﻫﺎی ﺳﻨﺠﺶ ﭘﯿﺸﺮﻓﺖ ﯾﮏ ﻛﺸﻮﺭ ﭼﯿﺴﺖ؟‬ ‫‪-١‬‬
‫ﭼﺮﺍ ﻭﺳﺎﯾﻂ ﻧﻘﻠﯿﻪ ﺭﻭی ﺯﻣﯿﻨﯽ ﭘﺎﺳﺨﮕﻮی ﺣﻤﻞ ﻭ ﻧﻘﻞ ﺷﻬﺮی ﻧﺒﻮﺩ؟‬ ‫‪-٢‬‬
‫ﺳﺎﺧﺖ ﻣﺘﺮﻭ ﭼﻪ ﻣﺸﻜﻼﺗﯽ ﺩﺍﺷﺖ؟‬ ‫‪-٣‬‬
‫ﺍﻣﻦ ﺗﺮﯾﻦ ﻭﺳﯿﻠﮥ ﻧﻘﻠﯿﻪ ﭼﯿﺴﺖ؟‬ ‫‪-۴‬‬
‫ﭼﺮﺍ ﺩﺭ ﺑﻌﻀﯽ ﺍﺯ ﻛﺸﻮﺭﻫﺎ ﻛﺎﺭﺑﺮﺩ ﺭﺍﻩ ﺁﻫﻦ ﻛﺎﻫﺶ ﯾﺎﻓﺘﻪ ﺍﺳﺖ؟‬ ‫‪-۵‬‬
‫‪ -١‬ﻗﻄﺎﺭ ﺑﺎﺭی ﺑﺮﺍی ﺣﻤﻞ ‪ ..........‬ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﺷﻮﺩ‪.‬‬
‫ﺝ‪ -‬ﻛﺎﻻ‬ ‫ﺍﻟﻒ‪ -‬ﻣﻌﯿﺎﺭ‬

‫ﺩ‪ -‬ﺻﻨﻌﺖ‬ ‫ﺏ‪ -‬ﻣﺘﺨﺼﺺ‬
‫‪ -٢‬ﺩﺍﻧﺴﱳ ﻣﻌﻨﺎی ﻟﻐﺎﺕ ﻛﺎﻓﯽ ﻧﯿﺴﺖ‪ .‬ﺷﻤﺎ ﺑﺎﯾﺪ ‪ ...........‬ﺁﻥ ﻫﺎ ﺭﺍ ﺩﺭ ﺟﻤﻠﻪ ﺑﺪﺍﻧﯿﺪ‪.‬‬
‫ﺝ‪ -‬ﺍﺯﺩﯾﺎﺩ‬ ‫ﺍﻟﻒ‪ -‬ﻛﺎﺭﺳﺎﺯ‬

‫ﺩ‪ -‬ﺍﺣﺪﺍﺙ‬ ‫ﺏ‪ -‬ﻛﺎﺭﺑﺮﺩ‬
‫‪ -٣‬ﺧﺎﻭﺭﻣﯿﺎﻧﻪ ‪ .........‬ﻣﻬﺪ ﲤﺪﻥ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﺍﺯ ﺩﯾﺮﺑﺎﺯ‬ ‫ﺍﻟﻒ‪ -‬ﺍﺯ ﺍﯾﻨﺮﻭ‬

‫ﺩ‪ -‬ﺍﺯ ﺭﻭﻧﻖ‬ ‫ﺏ‪ -‬ﺑﻪ ﻭﯾﮋﻩ‬
‫‪ ......... -۴‬ﺍﻭﻝ ﻫﻤﯿﺸﻪ ﺗﺄﺛﯿﺮ ﮔﺬﺍﺭﺗﺮﯾﻦ ﳊﻈﻪ ﺩﺭ ﯾﮏ ﺁﺷﻨﺎﯾﯽ ﺍﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﺑﺮﺧﻮﺭﺩ‬ ‫ﺍﻟﻒ‪ -‬ﻣﻌﯿﺎﺭ‬

‫ﺩ‪ -‬ﺗﺨﺮﯾﺐ‬ ‫ﺏ‪ -‬ﻣﺴﺎﻓﺮﺕ‬
‫‪ -۵‬ﺍﯾﺮﺍﻥ ﻛﺸﻮﺭی ‪ .........‬ﺍﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﺗﻮﺳﻌﻪ ﯾﺎﻓﺘﻪ‬ ‫ﺍﻟﻒ‪ -‬ﭘﯿﺸﺮﻓﺘﻪ‬

‫ﺩ‪ -‬ﻋﻘﺐ ﻣﺎﻧﺪﻩ‬ ‫ﺏ‪ -‬ﺩﺭ ﺣﺎﻝ ﺗﻮﺳﻌﻪ‬
‫‪9780415691352_C06.indd 62‬‬ ‫‪5/23/12 2:36 PM‬‬

‫‪ -١‬ﻓﺮﺵ ﺍﯾﺮﺍﻥ ﻣﻌﺮﻭﻓﯿﺖ ﺟﻬﺎﻧﯽ ﺩﺍﺭﺩ‪.‬‬

‫ﻓﺮﺵ ﻛﺎﺷﺎﻥ ﺑﺴﯿﺎﺭ ﻧﻔﯿﺲ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﺑﻪ ﻭﯾﮋﻩ ‪(...‬‬
‫‪ -٢‬ﻣﻦ ﺑﻪ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺑﺴﯿﺎﺭ ﻋﻼﻗﻪ ﺩﺍﺭﻡ‪.‬‬

‫ﺩﺭ ﻛﻼﺱ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺛﺒﺖ ﻧﺎﻡ ﻛﺮﺩﻡ‪.‬‬
‫)‪ ...‬ﺍﺯ ﺍﯾﻨﺮﻭ ‪(...‬‬
‫‪ -٣‬ﺑﺮﺍی ﳕﺮۂ ﻛﻞ ﺍﯾﻦ ﺗﺮﻡ‪ ،‬ﳕﺮۂ ﺍﻣﺘﺤﺎﻥ ﻧﻬﺎﯾﯽ ﺑﺴﯿﺎﺭ ﻣﻬﻢ ﺍﺳﺖ‪.‬‬
‫ﻛﺎﺭ ﻛﻼﺳﯽ ﻧﯿﺰ ﺍﻫﻤﯿﺖ ﻓﺮﺍﻭﺍﻧﯽ ﺩﺍﺭﺩ‪.‬‬
‫)‪ ...‬ﺍﻟﺒﺘﻪ ﻧﺎﮔﻔﺘﻪ ﳕﺎﻧﺪ ﻛﻪ ‪(...‬‬
‫‪ -۴‬ﺳﻮﺩ ﺍﯾﻦ ﻛﺎﺭﺧﺎﻧﻪ ﻛﻢ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﻣﺪﯾﺮﯾﺖ ﺍﯾﻦ ﻛﺎﺭﺧﺎﻧﻪ ﺍﻋﻼﻡ ﻭﺭﺷﻜﺴﺘﮕﯽ ﺧﻮﺍﻫﺪ ﻛﺮﺩ‪.‬‬
‫)ﺑﺎ ﻛﺎﻫﺶ ‪(...‬‬
‫‪ -۵‬ﺍﻭ ﻧﺘﻮﺍﻧﺴﺖ ﺩﺭ ﻛﻼﺱ ﺛﺒﺖ ﻧﺎﻡ ﻛﻨﺪ‪.‬‬

‫ﺩﺭ ﲤﺎﻡ ﺟﻠﺴﺎﺕ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺴﺘﻤﻊ ﺁﺯﺍﺩ ﺣﻀﻮﺭ ﺩﺍﺷﺖ‪.‬‬
‫)‪ ...‬ﺑﺎ ﺍﯾﻦ ﻭﺟﻮﺩ ‪(...‬‬

‫‪ -١‬ﻣﱳ ﺭﺍﻩ ﺁﻫﻦ ﺭﺍ ﺑﺎ ﻛﻠﻤﺎﺕ ﺧﻮﺩﺗﺎﻥ ﺑﺎﺯﻧﻮﯾﺴﯽ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ١٠٠‬ﻛﻠﻤﻪ(‪.‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﻛﺎﺩﺭﻣﺘﻨﯽ ﺩﺭ ﻣﻮﺭﺩ ﺭﺍﻩ ﺁﻫﻦ ﺩﺭ ﻛﺸﻮﺭ ﺧﻮﺩﺗﺎﻥ ﺑﻨﻮﯾﺴﯿﺪ‬
‫)ﺣﺪ ﺍﻛﺜﺮ‪ ٨٠‬ﻛﻠﻤﻪ(‪ .‬ﺁﯾﺎ ﻣﺴﺎﻓﺮﺕ ﺑﺎ ﻗﻄﺎﺭ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ ﻣﺘﺪﺍﻭﻝ ﺍﺳﺖ؟ ﺁﯾﺎ ﺭﺍﻩ ﺁﻫﻦ ﻛﺸﻮﺭ‬
‫ﺷﻤﺎ ﺭﺍ ﺑﺎ ﻛﺸﻮﺭﻫﺎی ﻫﻤﺴﺎﯾﻪ ﻣﺮﺗﺒﻂ ﻣﯽ ﺳﺎﺯﺩ؟‬
‫ﻣﻌﯿﺎﺭ‬ ‫ﻃﻮﻻﻧﯽ‬ ‫ﻛﺎﻫﺶ‬ ‫ﺻﻨﺎﯾﻊ ﻫﻮﺍﯾﯽ‬ ‫ﻣﺘﺪﺍﻭﻝ ﺑﻮﺩﻥ‬ ‫ﺗﻮﺳﻌﻪ ﯾﺎﻓﺘﻪ‬ ‫ﺣﻤﻞ ﻭ ﻧﻘﻞ‬
‫‪9780415691352_C06.indd 63‬‬ ‫‪5/23/12 2:36 PM‬‬

‫ﺟﻤﻊ ﻣﻜﺴﺮ ﺍﺳﺎﻣﯽ ﻋﺮﺑﯽ‬
‫ﺍﺳﺎﻣﯽ ﻋﺮﺑﯽ ﻛﻪ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺑﻪ ﻛﺎﺭ ﺑﺮﺩﻩ ﻣﯽ ﺷﻮﻧﺪ ﺍﻏﻠﺐ ﺻﻮﺭﺕ ﺟﻤﻊ ﻋﺮﺑﯽ ﺧﻮﺩ‬
‫ﺭﺍ ﺣﻔﻆ ﻣﯽ ﻛﻨﻨﺪ‪ .‬ﺻﻮﺭﺕ ﺟﻤﻊ ﺑﺴﯿﺎﺭی ﺍﺯ ﺍﯾﻦ ﺍﺳﻤﻬﺎ ﻣﻜﺴﺮ ﺍﺳﺖ ﻭ ﺍﺯ ﯾﮏ ﻗﺎﻋﺪۂ ﻭﺍﺣﺪ‬
‫ﺗﺒﻌﯿﺖ ﳕﯽ ﻛﻨﺪ‪ .‬ﺩﺭﺍﯾﻦ ﻗﺴﻤﺖ‪ ،‬ﺍﻫﻢ ﺍﯾﻦ ﺍﻧﻮﺍﻉ ﺫﻛﺮ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻣﺸﻜﻞ ﺟﻤﻊ ﻣﻜﺴﺮ ﻋﺮﺑﯽ‬
‫ﺍﯾﻦ ﺍﺳﺖ ﻛﻪ ﺍﺯ ﻧﻈﺮ ﻭﺯﻥ ﳑﻜﻦ ﺍﺳﺖ ﺑﯿﻦ ﺻﻮﺭﺕ ﻣﻔﺮﺩ ﻭ ﺻﻮﺭﺕ ﺟﻤﻊ ﻫﻤﺎﻫﻨﮕﯽ ﻭﺟﻮﺩ‬
‫ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺩﺭﺍﯾﻦ ﺟﺪﻭﻝ‪ ،‬ﺍﺳﺎﻣﯽ ﻋﺮﺑﯽ ﻃﺒﻖ ﺻﻮﺭﺕ ﺟﻤﻊ ﻛﻠﻤﻪ ﻃﺒﻘﻪ ﺑﻨﺪی ﺷﺪﻩ ﺍﻧﺪ‪.‬‬
‫‪Phonetic pronunciation‬‬ ‫ﺟﻤﻊ‬ ‫ﻣﻔﺮﺩ‬

‫‪of plural‬‬
‫‪/sovar/‬‬ ‫ﺻﻮﺭ‬ ‫ﺻﻮﺭﺕ‬
‫‪/doval/‬‬ ‫ﺩﻭﻝ‬ ‫ﺩﻭﻟﺖ‬
‫‪/kotob/‬‬ ‫ﻛﺘﺐ‬ ‫ﻛﺘﺎﺏ‬
‫‪/toro1/‬‬ ‫ﻃﺮﻕ‬ ‫ﻃﺮﯾﻖ‬
‫‪/hekam/‬‬ ‫ﺣﻜﻢ‬ ‫ﺣﻜﻤﺖ‬
‫‪/melal/‬‬ ‫ﻣﻠﻞ‬ ‫ﻣﻠﺖ‬
‫‪/reja:l/‬‬ ‫ﺭﺟﺎﻝ‬ ‫ﺭﺟﻞ‬
‫‪/jeba:l/‬‬ ‫ﺟﺒﺎﻝ‬ ‫ﺟﺒﻞ‬
‫‪/1olu:b/‬‬ ‫ﻗﻠﻮﺏ‬ ‫ﻗﻠﺐ‬
‫‪/4olu:m/‬‬ ‫ﻋﻠﻮﻡ‬ ‫ﻋﻠﻢ‬
‫‪/hokka:m/‬‬ ‫ﺣﻜّﺎﻡ‬ ‫ﺣﺎﻛﻢ‬
‫‪/toaaa:r/‬‬ ‫ﲡّ ﺎﺭ‬ ‫ﺗﺎﺟﺮ‬
‫‪/ašxa:s/‬‬ ‫ﺍﺷﺨﺎﺹ‬ ‫ﺷﺨﺺ‬
‫‪/o1a:t/‬‬ ‫ﺍﻭﻗﺎﺕ‬ ‫ﻭﻗﺖ‬
‫‪/atfa:l/‬‬ ‫ﺍﻃﻔﺎﻝ‬ ‫ﻃﻔﻞ‬
‫‪/aslahe/‬‬ ‫ﺍﺳﻠﺤﻪ‬ ‫ﺳﻼﺡ‬
‫‪/adelle/‬‬ ‫ﺍﺩﻟّﻪ‬ ‫ﺩﻟﯿﻞ‬
‫‪/sava:hel/‬‬ ‫ﺳﻮﺍﺣﻞ‬ ‫ﺳﺎﺣﻞ‬
‫‪/hava:des/‬‬ ‫ﺣﻮﺍﺩﺙ‬ ‫ﺣﺎﺩﺛﻪ‬
‫‪/rasa:4el/‬‬ ‫ﺭﺳﺎﺋﻞ‬ ‫ﺭﺳﺎﻟﻪ‬
‫‪/aaza:4er/‬‬ ‫ﺟﺰﺍﺋﺮ‬ ‫ﺟﺰﯾﺮﻩ‬
‫‪/vas:4el/‬‬ ‫ﻭﺳﺎﺋﻞ‬ ‫ﻭﺳﯿﻠﻪ‬
‫‪9780415691352_C06.indd 64‬‬ ‫‪5/23/12 2:36 PM‬‬

‫‪/šo4ara:/‬‬ ‫ﺷﻌﺮﺍﺀ‬ ‫ﺷﺎﻋﺮ‬

‫‪/4olama:/‬‬ ‫ﻋﻠﻤﺎﺀ‬ ‫ﻋﺎﻟﻢ‬
‫‪/atebba:/‬‬ ‫ﺍﻃﺒّﺎﺀ‬ ‫ﻃﺒﯿﺐ‬
‫‪/anbia:/‬‬ ‫ﺍﻧﺒﯿﺎﺀ‬ ‫ﻧﺒﯽ‬
‫‪/hada:ya:/‬‬ ‫ﻫﺪﺍﯾﺎ‬ ‫ﻫﺪﯾﻪ‬
‫‪/ra4a:ya:/‬‬ ‫ﺭﻋﺎﯾﺎ‬ ‫ﺭﻋﯿﺖ‬
‫‪/taaa:reb/‬‬ ‫ﲡﺎﺭﺏ‬ ‫ﲡﺮﺑﻪ‬
‫‪/mada:res/‬‬ ‫ﻣﺪﺍﺭﺱ‬ ‫ﻣﺪﺭﺳﻪ‬
‫‪/tasa:vi:r/‬‬ ‫ﺗﺼﺎﻭﯾﺮ‬ ‫ﺗﺼﻮﯾﺮ‬
‫‪/1ava:ni:n/‬‬ ‫ﻗﻮﺍﻧﯿﻦ‬ ‫ﻗﺎﻧﻮﻥ‬
‫‪/tava:ri:x/‬‬ ‫ﺗﻮﺍﺭﯾﺦ‬ ‫ﺗﺎﺭﯾﺦ‬
‫‪/asa:ti:d/‬‬ ‫ﺍﺳﺎﺗﯿﺪ‬ ‫ﺍﺳﺘﺎﺩ‬
‫‪/ara:mane/‬‬ ‫ﺍﺭﺍﻣﻨﻪ‬ ‫ﺍﺭﻣﻨﯽ‬
‫‪/fala:sefe/‬‬ ‫ﻓﻼﺳﻔﻪ‬ ‫ﻓﯿﻠﺴﻮﻑ‬
‫ﺑﻌﻀﯽ ﺍﺯﺍﺳﻤﻬﺎی ﺟﻤﻊ ﻋﺮﺑﯽ ﺩﺭ ﻓﺎﺭﺳﯽ ﺑﻪ ﺻﻮﺭﺕ ﻣﻔﺮﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﺷﻮﻧﺪ‪ .‬ﺑﻪ ﳕﻮﻧﻪ‬
‫ﻫﺎی ﺯﯾﺮ ﺩﻗﺖ ﻛﻨﯿﺪ‪.‬‬
‫ﺟﻤﻊ‬ ‫ﻣﻔﺮﺩ‬
‫ﻋﻤﻠﺠﺎﺕ )ﺟﻤﻊ ﻋﻤﻠﻪ ﺩﺭ ﻓﺎﺭﺳﯽ(‬ ‫ﻋﻤﻠﻪ )ﺟﻤﻊ ﻋﺎﻣﻞ ﺩﺭ ﻋﺮﺑﯽ( ﺑﻪ ﻣﻌﻨﯽ ﻛﺎﺭﮔﺮ‬
‫ﺳﺎﺧﺘﻤﺎﻥ‬
‫ﺍﺭﺑﺎﺑﺎﻥ )ﺟﻤﻊ ﺍﺭﺑﺎﺏ ﺩﺭ ﻓﺎﺭﺳﯽ(‬ ‫ﺍﺭﺑﺎﺏ )ﺟﻤﻊ ﺭﺏ ﺩﺭ ﻋﺮﺑﯽ( ﺑﻪ ﻣﻌﻨﯽ ﺻﺎﺣﺐ‬
‫ﻭ ﻣﺎﻟﮏ‬
‫ﺍﺩﻭﯾﺠﺎﺕ )ﺟﻤﻊ ﺍﺩﻭﯾﻪ ﺩﺭ ﻓﺎﺭﺳﯽ(‬ ‫ﺍﺩﻭﯾﻪ )ﺟﻤﻊ ﺩﻭﺍﺀ ﺩﺭ ﻋﺮﺑﯽ( ﺑﻪ ﻣﻌﻨﯽ ﭼﺎﺷﻨﯽ‬
‫ﻏﺬﺍ‬
‫ﻧﺸﺎﻧﮥ ﺟﻤﻊ ﻣﺆﻧﺚ ﻋﺮﺑﯽ ﯾﻌﻨﯽ ﺍﺕ ﭘﺲ ﺍﺯ ﺑﻌﻀﯽ ﻟﻐﺎﺗﯽ ﻛﻪ ﺭﯾﺸﮥ ﺁﻧﻬﺎ ﻋﺮﺑﯽ ﻧﯿﺴﺖ ﻧﯿﺰ‬
‫ﺍﺿﺎﻓﻪ ﻣﯽ ﺷﻮﺩ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﺟﻤﻊ ﻣﯽ ﺑﻨﺪﺩ‪.‬‬
‫ﺑﺎﻏﺎﺕ‬ ‫ﺑﺎﻍ‬
‫ﺩﻫﺎﺕ‬ ‫ﺩﻩ‬
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‫ﺩﺭ ﺻﻮﺭﺗﯿﻜﻪ ﺩﺭﺑﺮﺧﯽ ﻟﻐﺎﺕ ﺩﯾﮕﺮﻛﻪ ﺑﻪ ﺣﺮﻓﯽ ﺻﺪﺍﺩﺍﺭ ﻣﺎﻧﻨﺪ ﻩ ﻭ ﯾﺎ ی ﺧﺘﻢ ﺷﻮﻧﺪ‪ ،‬ﭘﯿﺶ‬
‫ﺍﺯ ﺍﺕ ‪ ،‬ﺣﺮﻑ ﺝ ﻧﯿﺰ ﺍﺿﺎﻓﻪ ﻣﯽ ﺷﻮﺩ ﯾﻌﻨﯽ ﺟﺎﺕ ﻭ ﻩ ﺣﺬﻑ ﻣﯽ ﺷﻮﺩ‪.‬‬
‫ﺳﺒﺰﯾﺠﺎﺕ‬ ‫ﺳﺒﺰی‬
‫ﻣﯿﻮﺟﺎﺕ‬ ‫ﻣﯿﻮﻩ‬
‫ﻧﺸﺎﻧﮥ ﺟﻤﻊ ﻣﻔﻌﻮﻟﯽ ﻣﺬﻛﺮ ﺩﺭ ﻋﺮﺑﯽ ﯾﻌﻨﯽ ﯾﻦ ﭘﺲ ﺍﺯ ﺑﺮﺧﯽ ﺍﺳﺎﻣﯽ ﺟﺎﻧﺪﺍﺭ ﻋﺮﺑﯽ ﺍﺿﺎﻓﻪ‬
‫ﻣﯽ ﺷﻮﺩ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﺟﻤﻊ ﻣﯽ ﺑﻨﺪﺩ‪.‬‬
‫ﻣﻌﻠﻤﯿﻦ‬ ‫ﻣﻌﻠﻢ‬
‫ﻣﻬﻨﺪﺳﯿﻦ‬ ‫ﻣﻬﻨﺪﺱ‬
‫ﭼﻨﺎﻧﭽﻪ ﺍﯾﻦ ﻟﻐﺎﺕ ﻋﺮﺑﯽ ﺑﻪ ﺣﺮﻑ ﺻﺪﺍﺩﺍﺭ ی ﺧﺘﻢ ﺷﻮﻧﺪ‪ ،‬ﺑﺠﺎی ﯾﻦ‪ ،‬ﻭﻥ ﺍﺿﺎﻓﻪ ﻣﯽ ﺷﻮﺩ‪.‬‬
‫ﺭﻭﺣﺎﻧﯿﻮﻥ‬ ‫ﺭﻭﺣﺎﻧﯽ‬
‫ﺍﻧﻘﻼﺑﯿﻮﻥ‬ ‫ﺍﻧﻘﻼﺑﯽ‬
‫ﲤﺮﯾﻦ‪ :‬ﺟﺪﻭﻝ ﺯﯾﺮ ﺭﺍ ﻛﺎﻣﻞ ﻛﻨﯿﺪ‪.‬‬
‫ﻣﺪﺭﺱ‬
‫ﺩﻭﺍﻭﯾﻦ‬
‫ﺍﻃﻼﻉ‬
‫ﺟﻮﺍﻫﺮﺍﺕ‬
‫ﺩﺭﺟﻪ‬
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‫ﺭﺋﯿﺲ‬
‫ﺯﻭﺍﯾﺎ‬
‫ﺟﺴﻢ‬
‫ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﺭﻭﺡ‬
‫ﺷﻬﻮﺩ‬
‫ﺣﻘﻮﻕ ﺑﺸﺮ‬
‫ﺷﻜﻨﺠﻪ‬ ‫ﺍﺫﯾﺖ‬ ‫ﻣﻬﺎﺟﺮﺕ‬ ‫ﺳﺎﻧﺴﻮﺭی‬ ‫ﺑﺸﺮ‬ ‫ﻣﻄﺒﻮﻋﺎﺕ‬

‫ﻏﺮﺑﺖ‬ ‫ﻣﺪﻧﯽ‬ ‫ﭘﻨﺎﻫﻨﺪﻩ‬ ‫ﻧﻘﺾ‬ ‫ﺗﺒﻌﯿﺾ‬ ‫ﺣﻘﻮﻕ‬
‫ﺩﺭ ﻛﺸﻮﺭی ﻛﻪ ﻫﺮ ﺳﺎﻝ ﯾﮏ ﯾﺎ ﺩﻭ ﻧﺸﺮﯾﻪ ﺗﻮﻗﯿﻒ ﻣﯽ ﺷﻮﺩ ﺁﺯﺍﺩی ‪ ................‬ﻭﺟﻮﺩ‬

‫ﻧﺪﺍﺭﺩ‪.‬‬
‫ﺩﺭ ﺑﺴﯿﺎﺭی ﺍﺯ ﻛﺸﻮﺭﻫﺎی ﺟﻬﺎﻥ ﺳﻮﻡ ‪ .................‬ﺯﻥ ﻭ ﻣﺮﺩ ﺑﺮﺍﺑﺮ ﻧﯿﺴﺖ‪.‬‬
‫ﻣﺘﺄﺳﻔﺎﻧﻪ ﻫﻨﻮﺯ ‪ .................‬ﻧﮋﺍﺩی ﺩﺭ ﺑﺴﯿﺎﺭی ﺍﺯ ﻛﺸﻮﺭﻫﺎی ﺟﻬﺎﻥ ﺑﻪ ﭼﺸﻢ ﻣﯽ ﺧﻮﺭﺩ‪.‬‬
‫ﺩﺭ ﻛﺸﻮﺭی ﻛﻪ ﺁﺯﺍﺩی ﺑﯿﺎﻥ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ ﻧﻮﯾﺴﻨﺪﮔﺎﻥ ﻭ ﻓﯿﻠﻤﺴﺎﺯﺍﻥ ﻭ ﻫﻨﺮﻣﻨﺪﺍﻥ ﻭﺍﺩﺍﺭ ﺑﻪ‬
‫ﺧﻮﺩ ‪ ...................‬ﻣﯽ ﺷﻮﻧﺪ‪.‬‬
‫ﺟﺎی ﺗﺄﺳﻒ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺟﻮﺍﻣﻊ ﺍﻣﺮﻭﺯی ﻫﻨﻮﺯ ﺍﺯ ‪ .............‬ﺩﺭ ﺑﺎﺯﺟﻮﯾﯽ ﺍﺳﺘﻔﺎﺩﻩ‬
‫ﻣﯽ ﺷﻮﺩ‪.‬‬
‫ﺩﺭ ﺣﻜﻮﻣﺖ ﻫﺎی ﺩﯾﻜﺘﺎﺗﻮﺭی ‪ ...............‬ﺣﻘﻮﻕ ﺑﺸﺮ ﻏﯿﺮ ﻗﺎﺑﻞ ﺍﺟﺘﻨﺎﺏ ﺍﺳﺖ‪.‬‬
‫ﭘﺲ ﺍﺯ ﺍﻧﻘﻼﺏ ﺍﺳﻼﻣﯽ ﺍﯾﺮﺍﻧﯿﺎﻥ ﺑﯿﺸﻤﺎﺭی ﻣﺠﺒﻮﺭ ﺑﻪ ﺗﺮک ﻭﻃﻦ ﺷﺪﻧﺪ ﻭ ﺑﻪ ﻛﺸﻮﺭﻫﺎی‬
‫ﻏﺮﺑﯽ ﺑﻮﯾﮋﻩ ﺁﻣﺮﯾﻜﺎ ‪ ...................‬ﺷﺪﻧﺪ‪.‬‬
‫ﻣﻨﻈﻮﺭ ﺍﺯ ﻓﺮﺍﺭﻣﻐﺰﻫﺎ ‪ ..................‬ﻣﺘﺨﺼﺼﯿﻦ ﻭ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﻛﺸﻮﺭ ﺑﻪ ﻛﺸﻮﺭﻫﺎی ﺩﯾﮕﺮ‬
‫ﺍﺳﺖ‪.‬‬
‫‪9780415691352_C06.indd 67‬‬ ‫‪5/23/12 2:36 PM‬‬

‫ﺍﻗﻠﯿﺖ ﻫﺎی ﺩﯾﻨﯽ ﺍﺯ ﺣﻘﻮﻕ ﺑﺮﺍﺑﺮ ﺑﺎ ﺩﯾﮕﺮ ﺍﯾﺮﺍﻧﯿﺎﻥ ﺑﺮﺧﻮﺭﺩﺍﺭﻧﺪ ﻭ ﻧﺒﺎﯾﺪ ﻣﻮﺭﺩ ‪ ...........‬ﻭ‬
‫ﺁﺯﺍﺭ ﻭﺍﻗﻊ ﺷﻮﻧﺪ‪.‬‬
‫‪freedom of religion‬‬ ‫ﺁﺯﺍﺩی ﺍﺩﯾﺎﻥ‬

‫‪freedom of association‬‬ ‫ﺁﺯﺍﺩی ﺍﺟﺘﻤﺎﻋﺎﺕ‬
‫‪freedom of speech‬‬ ‫ﺁﺯﺍﺩی ﺑﯿﺎﻥ‬
‫‪freedom of the press‬‬ ‫ﺁﺯﺍﺩی ﻣﻄﺒﻮﻋﺎﺕ‬
‫‪Universal Declaration of Human‬‬ ‫ﺍﻋﻼﻣﯿﻪ ﺟﻬﺎﻧﯽ ﺣﻘﻮﻕ ﺑﺸﺮ‬
‫‪Rights‬‬
‫‪racism‬‬ ‫ﻧﮋﺍﺩﭘﺮﺳﺘﯽ‬
‫‪civil rights‬‬ ‫ﺣﻘﻮﻕ ﻣﺪﻧﯽ‬
‫‪abuse‬‬ ‫ﺳﻮﺀ ﺍﺳﺘﻔﺎﺩﻩ‬
‫‪human trafficking‬‬ ‫ﲡﺎﺭﺕ ﺍﻧﺴﺎﻥ‬
‫ﺩﺭ ﺍﻛﺜﺮ ﻛﺸﻮﺭﻫﺎی ﺧﺎﻭﺭﻣﯿﺎﻧﻪ ﺁﺯﺍﺩی ﺍﺩﯾﺎﻥ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪.‬‬
‫ﺣﻘﻮﻕ ﺑﺸﺮ ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺁﻧﺮﺍ ﺗﺮﺟﻤﻪ ﳕﺎﯾﯿﺪ‪.‬‬
‫ﺍﺣﻤﺪ ﻣﺤﻤﻮﺩ » ﺯﻣﯿﻦ ﺳﻮﺧﺘﻪ «‬

‫ﺍﺣﻤﺪ ﻣﺤﻤﻮﺩ )‪ (١٩٣٠-٢٠٠٢‬ﻧﻮﯾﺴﻨﺪﻩ ﺑﺮﺟﺴﺘﻪ ﺍﺩﺑﯿﺎﺕ ﺩﺍﺳﺘﺎﻧﯽ ﻣﻌﺎﺻﺮ ﺍﯾﺮﺍﻥ‪ ،‬ﺩﺭ ﺍﺳﺘﺎﻥ‬
‫ﺧﻮﺯﺳﺘﺎﻥ ﺑﻪ ﺩﻧﯿﺎ ﺁﻣﺪ ﻭ ﺩﺭ ﻫﻤﺎﳒﺎ ﺑﺰﺭگ ﺷﺪ‪ .‬ﻭی ﻛﻪ ﺩﺭ ﺟﻮﺍﻧﯽ ﺑﻪ ﻛﺎﺭﮔﺮی ﻭ ﺭﺍﻧﻨﺪﮔﯽ‬
‫ﻛﺎﻣﯿﻮﻥ ﻣﺸﻐﻮﻝ ﺑﻮﺩ‪ ،‬ﺑﻪ ﺧﺎﻃﺮ ﻧﻈﺮﺍﺕ ﺳﯿﺎﺳﯽ ﭼﭙﮕﺮﺍﯾﺎﻧﻪ ﺧﻮﺩ ﻭ ﻓﻌﺎﻟﯿﺖ ﺩﺭ ﮔﺮﻭﻫﻜﻬﺎی‬
‫ﻣﺨﺎﻟﻒ ﺩﻭﻟﺖ ﺑﻪ ﺯﻧﺪﺍﻥ ﺍﻓﺘﺎﺩ‪ .‬ﻣﺤﻤﻮﺩ ﺩﺭﺑﺎﺭﻩ ﺟﻨﮓ ﺍﯾﺮﺍﻥ ﻭ ﻋﺮﺍﻕ ﻭ ﭘﯿﺎﻣﺪﻫﺎی ﺁﻥ ﺩﺭ ﺍﺳﺘﺎﻥ‬
‫ﺧﻮﺯﺳﺘﺎﻥ ﺑﻪ ﺗﻔﺼﯿﻞ ﻧﻮﺷﺘﻪ ﺍﺳﺖ‪.‬‬
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‫ﺗﻮ ﻟﯿﻮﺍﻥ ﺑﺮﯾﺰ ﻣﺎﺩﺭ‪.‬‬

‫ﺩﺭ ﻟﯿﻮﺍﻥ ﺑﺮﯾﺰ ﻣﺎﺩﺭ‪.‬‬
‫ﺭﻭﺯﻫﺎی ﺁﺧﺮ ﺗﺎﺑﺴﺘﺎﻥ ﺍﺳﺖ‪ .‬ﺧﻮﺍﺏ ﺑﻌﺪ ﺍﺯ ﻇﻬﺮ ﺳﻨﮕﯿﻨﻢ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺷﺮﺟﯽ ﻫﻨﻮﺯ‬
‫ﻣﺜﻞ ﺑﺨﺘﮏ ﺭﻭ ﺷﻬﺮ ﺍﻓﺘﺎﺩﻩ ﺍﺳﺖ ﻭ ﻧﻔﺲ ﺭﺍ ﺳﻨﮕﯿﻦ ﻣﯽﻛﻨﺪ‪ .‬ﻛﻮﻟﺮ ﺭﺍ ﺧﺎﻣﻮﺵ ﻣﯽﻛﻨﻢ ﻭ ﺍﺯ‬
‫ﺍﺗﺎﻕ ﻣﯽﺯﱎ ﺑﯿﺮﻭﻥ‪ .‬ﺁﻓﺘﺎﺏ ﺍﺯ ﺩﯾﻮﺍﺭ ﻛﺸﯿﺪﻩ ﺍﺳﺖ ﺑﺎﻻ‪ .‬ﺻﺎﺑﺮ‪ ،‬ﻛﻨﺎﺭ ﺣﻮﺽ‪ ،‬ﺭﻭ ﺟﺪﻭﻝ‬
‫ﺣﺎﺷﯿﮥ ﺑﺎﻏﭽﻪ ﻧﺸﺴﺘﻪ ﺍﺳﺖ ﻭ ﭼﺎی ﻣﯽﺧﻮﺭﺩ‪ .‬ﻣﯿﻨﺎ‪ ،‬ﺷﯿﻠﻨﮓ ﺭﺍ ﮔﺮﻓﺘﻪ ﺍﺳﺖ ﻭ ﺩﺍﺭﺩ ﺍﻃﻠﺴﯽﻫﺎ‬
‫ﺭﺍ ﺁﺏ ﻣﯽﺩﻫﺪ‪ .‬ﺑﻮی ﺧﻮﺵ ﮔﻠﻬﺎی ﺍﻃﻠﺴﯽ‪ ،‬ﲤﺎﻡ ﺣﯿﺎﻁ ﺭﺍ ﭘﺮ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﭼﻤﺒﺎﲤﻪ ﻣﯽﺯﱎ‬
‫ﻟﺐ ﺣﻮﺽ ﻭ ﺩﻭ ﻛﻒ ﺁﺏ ﻣﯽﺯﱎ ﺑﻪ ﺻﻮﺭﰎ‪ .‬ﺻﺪﺍی ﻣﺎﺩﺭ ﺭﺍ ﻣﯽﺷﻨﻮﻡ‪ .‬ﺗﻮ ﺍﯾﻮﺍﻥ‪ ،‬ﻧﺸﺴﺘﻪ‬
‫ﺍﺳﺖ ﭘﺎی ﺳﻤﺎﻭﺭ‪.‬‬
‫ــ ﭼﺎی ﻣﯿﺨﻮﺭی؟‬
‫ــ ﺗﻮ ﻟﯿﻮﺍﻥ ﺑﺮﯾﺰ ﻣﺎﺩﺭ‪.‬‬
‫ﻣﯿﻨﺎ ﺷﯿﻠﻨﮓ ﺭﺍ ﺭﻫﺎ ﻣﯽﻛﻨﺪ ﺗﻮ ﺑﺎﻏﭽﻪ ﻭ ﻟﯿﻮﺍﻥ ﭼﺎی ﺭﺍ ﺍﺯ ﺩﺳﺖ ﻣﺎﺩﺭ ﻣﯽﮔﯿﺮﺩ ﻭ‬
‫ﻣﯽﺩﻫﺪ ﺑﻪ ﺩﺳﺘﻢ‪ .‬ﮔﻨﺠﺸﻜﻬﺎ ﺗﻮ ﺷﺎﺥ ﻭ ﺑﺮگ ﺍﻧﺒﻮﻩ ﺩﺭﺧﺖ ﻛُﻨﺎﺭ)ﺩﺭﺧﺖ ﺳﺪﺭ( ﻛﻪ ﻭﺳﻂ‬
‫ﺣﯿﺎﻁ ﺍﺳﺖ ﺳﺮ ﻭ ﺻﺪﺍ ﺭﺍﻩ ﺍﻧﺪﺍﺧﺘﻪﺍﻧﺪ‪ .‬ﻋﺼﺮ ﻛﻪ ﻣﯽﺷﻮﺩ‪ ،‬ﮔﻨﺠﺸﻜﻬﺎ‪ ،‬ﺩﺳﺘﻪﺩﺳﺘﻪ ﻫﺠﻮﻡ‬
‫ﻣﯽﺁﻭﺭﻧﺪ ﺑﻪ ﺩﺭﺧﺖ ﻛﻨﺎﺭ ﻭ ﻏﺮﻭﺏ ﻛﻪ ﻣﯽﺷﻮﺩ‪ ،‬ﺩﺭﺧﺖ ﻛﻨﺎﺭ ﺍﺯ ﮔﻨﺠﺸﮏ ﺳﯿﺎﻫﯽ ﻣﯽﺯﻧﺪ‪.‬‬
‫ﭼﺎی ﺭﺍ ﻣﺰﻩ ﻣﺰﻩ ﻣﯽﻛﻨﻢ‪ .‬ﺣﻮﺍﺳﻢ ﺑﻪ ﻣﺎﻫﯿﻬﺎی ﻗﺮﻣﺰ ﺣﻮﺽ ﺍﺳﺖ ﻛﻪ ﺻﺪﺍی ﺻﺎﺑﺮ ﺭﺍ‬
‫ﻣﯽﺷﻨﻮﻡ‪.‬‬
‫ــ ﺍﻣﺮﻭﺯ ﺧﯿﻠﯽ ﺧﻮﺍﺑﯿﺪی‪.‬‬
‫ﭼﻬﺎﺭ ﺳﺎﻋﺖ ﺧﻮﺍﺑﯿﺪﻩ ﺑﻮﺩﻡ‪ .‬ﺳﺎﻋﺖ ﺷﺶ ﺑﻌﺪ ﺍﺯ ﻇﻬﺮ ﺍﺳﺖ‪.‬‬
‫ﻣﯿﻨﺎ‪ ،‬ﺑﺮﮔﻬﺎی ﻗﺮﻣﺰ ﮔﻞ ﻛﺎﻏﺬی ﺭﺍ ﻭ ﺑﺮﮔﻬﺎی ﺳﺒﺰ ﻭ ﺯﺭﺩ ﺩﺭﺧﺖ ﻛﻨﺎﺭ ﺭﺍ ﺟﺎﺭﻭ ﻣﯽﻛﻨﺪ‬
‫ﻭ ﺑﻌﺪ‪ ،‬ﺩﻭﺑﺎﺭﻩ ﺷﯿﻠﻨﮓ ﺭﺍ ﺑﺮ ﻣﯽﺩﺍﺭﺩ ﻭ ﻛﻒ ﺣﯿﺎﻁ ﺭﺍ ﻣﯽﺷﻮﯾﺪ‪ .‬ﺷﺎﺧﻪﻫﺎی ﮔﺴﺘﺮﺩۂ ﮔﻞ‬
‫ﻛﺎﻏﺬی‪ ،‬ﺳﺮﺗﺎﺳﺮ ﺩﯾﻮﺍﺭ ﺷﺮﻗﯽ ﺧﺎﻧﻪ ﺭﺍ ﭘﻮﺷﺎﻧﺪﻩ ﺍﺳﺖ‪ .‬ﮔﻠﻬﺎی ﻛﺎﻏﺬی‪ ،‬ﻻﺑﻼی ﺑﺮﮔﻬﺎی‬
‫ﻗﺼﯿﻠﯽﺭﻧﮓ‪ ،‬ﺍﻧﮕﺎﺭ ﻛﻪ ﻣﯽﺩﺭﺧﺸﻨﺪ‪.‬‬
‫ﺁﻓﺘﺎﺏ ﺍﺯ ﻟﺐ ﺑﺎﻡ ﺑﺎﻻ ﻣﯽﻛﺸﺪ‪ .‬ﺷﺎﻫﺪ ﺍﺯ ﺩﺭ ﺧﺎﻧﻪ ﻣﯽﺁﯾﺪ ﺗﻮ‪ .‬ﺭﻭﺯﻧﺎﻣﻪ ﺭﺍ ﺗﺎ ﻛﺮﺩﻩ ﺍﺳﺖ‬
‫ﻭ ﺯﺩﻩ ﺍﺳﺖ ﺯﯾﺮ ﺑﻐﻠﺶ‪.‬‬
‫ــ ﭼﻪ ﺧﺒﺮ؟‬
‫ﺷﺎﻫﺪ ﺭﻭﺯﻧﺎﻣﻪ ﺭﺍ ﺑﻪ ﻃﺮﻓﻢ ﺩﺭﺍﺯ ﻣﯽﻛﻨﺪ ﻭ ﻣﯽﮔﻮﯾﺪ‪:‬‬
‫ــ ﺍﻧﮕﺎﺭ ﻛﻪ ﺗﻮ ﻣﺮﺯ ﯾﻪ ﺧﺒﺮﺍﺋﯽ ﻫﺴﺖ‪.‬‬
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‫ﺷﺮﺟﯽ‬
‫ﺟﺪﻭﻝ‬
‫ﺣﻮﺽ‬
‫ﺣﺎﺷﯿﻪ‬
‫ﺍﻃﻠﺴﯽ‬
‫ﺟﺎﺭﻭ ﻣﯽﻛﻨﺪ‬
‫ﮔﺴﺘﺮﺩﻩ‬
‫ﮔﻞ ﻛﺎﻏﺬی‬
‫ﺝ ‪ -‬ﺍﺻﻄﻼﺣﺎﺕ ﺯﯾﺮ ﺭﺍ ﺗﺮﺟﻤﻪ ﻛﻨﯿﺪ‪.‬‬
‫ﺧﻮﺍﺏ ﺑﻌﺪ ﺍﺯ ﻇﻬﺮ ﺳﻨﮕﯿﻨﻢ ﻛﺮﺩﻩ ﺍﺳﺖ‬

‫ﺷﺮﺟﯽ ﻫﻨﻮﺯ ﻣﺜﻞ ﺑﺨﺘﮏ ﺭﻭ ﺷﻬﺮ ﺍﻓﺘﺎﺩﻩ ﺍﺳﺖ ﻭ ﻧﻔﺲ ﺭﺍ ﺳﻨﮕﯿﻦ ﻣﯽﻛﻨﺪ‬
‫ﺍﺯ ﺍﺗﺎﻕ ﻣﯽﺯﱎ ﺑﯿﺮﻭﻥ‬
‫ﺁﻓﺘﺎﺏ ﺍﺯ ﺩﯾﻮﺍﺭ ﻛﺸﯿﺪﻩ ﺍﺳﺖ ﺑﺎﻻ‬
‫ﭼﻤﺒﺎﲤﻪ ﻣﯽﺯﱎ ﻟﺐ ﺣﻮﺽ‬
‫ﺩﺭﺧﺖ ﻛﻨﺎﺭ ﺍﺯ ﮔﻨﺠﺸﮏ ﺳﯿﺎﻫﯽ ﻣﯽﺯﻧﺪ‬
‫ﺻﺎﺩﻕ ﻫﺪﺍﯾﺖ‬
‫ﺻﺎﺩﻕ ﻫﺪﺍﯾﺖ ﯾﻜﯽ ﺍﺯ ﺑﺎﻧﻔﻮﺫﺗﺮﯾﻦ ﻧﻮﯾﺴﻨﺪﮔﺎﻥ ﺍﯾﺮﺍﻥ ﻗﺮﻥ ﺑﯿﺴﺘﻢ ﺍﺳﺖ‪ .‬ﻫﺪﺍﯾﺖ ﭼﻨﺪﯾﻦ‬
‫ﻣﺠﻤﻮﻋﮥ ﺩﺍﺳﺘﺎﻥ ﻛﻮﺗﺎﻩ ﻣﻨﺘﺸﺮ ﻛﺮﺩ‪ ،‬ﻭﻟﯽ ﻣﻬﻤﺘﺮﯾﻦ ﺍﺛﺮ ﺩﺍﺳﺘﺎﻧﯽ ﻭی ﺭﻣﺎﻥ »ﺑﻮﻑ‬
‫ﻛﻮﺭ« ﺍﺳﺖ‪ .‬ﻫﺪﺍﯾﺖ‪ ،‬ﻋﻼﻭﻩ ﺑﺮ ﺩﺍﺳﺘﺎﻥ ﻧﻮﯾﺴﯽ ﻋﻼﻗﮥ ﻋﺠﯿﺒﯽ ﺑﻪ ﻓﻮﻟﻜﻠﻮﺭ ﻭ ﻓﺮﻫﻨﮓ‬
‫ﻋﺎﻣﯿﺎﻧﮥ ﺍﯾﺮﺍﻧﯽ ﺩﺍﺷﺖ‪ .‬ﻭی ﺍﻃﻼﻋﺎﺗﯽ ﺩﺭ ﻣﻮﺭﺩ ﺍﻋﺘﻘﺎﺩﺍﺕ ﺳﻨﺘﯽ‪ ،‬ﻣﺤﻠﯽ ﻭ ﺧﺮﺍﻓﯽ‬
‫ﻣﺮﺩﻡ ﺟﻤﻊ ﺁﻭﺭی ﻣﯿﻜﺮﺩ‪ .‬ﳕﻮﻧﻪ ﻫﺎی ﺯﯾﺮ ﻣﺮﺑﻮﻁ ﺑﻪ ﺗﻌﺒﯿﺮ ﺧﻮﺍﺏ ﻭ ﺑﺎﻭﺭﻫﺎی ﺧﺮﺍﻓﯽ‬
‫ﻣﺮﺩﻡ ﻧﺴﺒﺖ ﺑﻪ ﺯﻣﺎﻥ ﺍﺳﺖ‪.‬‬
‫ﺍﺯ ﻛﺘﺎﺏ ﻓﺮﻫﻨﮓ ﻋﺎﻣﯿﺎﻧﮥ ﻣﺮﺩﻡ ﺍﯾﺮﺍﻥ‬
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‫ﺧﻮﺍﺏ‬
‫ﻫﺮﻛﻪ ﺩﺭ ﺧﻮﺍﺏ ﺑﺒﯿﻨﺪ ﻣﺮﺩﻩ ﺍﺳﺖ ﻋﻤﺮﺵ ﺯﯾﺎﺩ ﻣﯽ ﺷﻮﺩ‪.‬‬
‫ﺩﺭ ﺧﻮﺍﺏ ﺑﺒﯿﻨﻨﺪ ﻛﺴﯽ ﻗﺮﺁﻥ ﻫﺪﯾﻪ ﺑﻪ ﺩﯾﮕﺮی ﺩﺍﺩﻩ ﻛﺴﯽ ﻛﻪ ﮔﺮﻓﺘﻪ ﺻﺎﺣﺐ ﺍﻭﻻﺩ ﭘﺴﺮ‬
‫ﺯﻥ ﺁﺑﺴﱳ ﺷﻤﺸﯿﺮ ﺩﺭ ﺧﻮﺍﺏ ﺑﺒﯿﻨﺪ ﭘﺴﺮ ﺧﻮﺍﻫﺪ ﺯﺍﯾﯿﺪ‪.‬‬
‫ﺯﻥ ﺁﺑﺴﱳ ﻣﺮﻭﺍﺭﯾﺪ ﺩﺭ ﺧﻮﺍﺏ ﺑﺒﯿﻨﺪ ﺑﭽﻪ ﺍﺵ ﺩﺧﺘﺮ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﺧﻮﺍﺏ ﺍﺳﺐ ﺑﺒﯿﻨﻨﺪ ﻣﺮﺍﺩﺷﺎﻥ ﺩﺍﺩﻩ ﻣﯽ ﺷﻮﺩ‪.‬‬
‫ﺩﺭ ﺧﻮﺍﺏ ﺣﻤﺎﻡ ﺑﺮﻭﻧﺪ ﺯﯾﺎﺭﺕ ﺧﻮﺍﻫﻨﺪ ﺭﻓﺖ‪.‬‬
‫ﺩﺭ ﺧﻮﺍﺏ ﺗﻮی ﺧﻼ ﺑﯿﻔﺘﻨﺪ ﭘﻮﻝ ﺯﯾﺎﺩ ﻣﯽ ﯾﺎﺑﻨﺪ‪.‬‬
‫ﮔﺎﻭ ﻭ ﮔﻮﺳﺎﻟﻪ ﺩﺭ ﺧﻮﺍﺏ ﺩﺷﻤﻦ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺳﺎﻋﺖ‪ ،‬ﻭﻗﺖ‪ ،‬ﺭﻭﺯ‬

‫ﺻﺒﺢ ﺯﻭﺩ ﺗﺎﺑﻮﺕ ﺑﺒﯿﻨﻨﺪ ﺧﻮﺏ ﺍﺳﺖ‪.‬‬
‫ﻋﺮﻭﺱ ﺭﺍ ﺷﺐ ﺟﻤﻌﻪ ﺑﺒﺮﻧﺪ ﻣﺎﺩﺭﺷﻮﻫﺮﺵ ﻣﯽ ﻣﯿﺮﺩ‪.‬‬
‫ﺩﺭ ﻣﻮﻗﻊ ﺩﻭﺧﱳ ﻟﺒﺎﺱ ﻛﺴﯽ ﺭﺍﻩ ﺑﺮﻭﺩ ﺍﮔﺮ ﻗﺪﻣﺶ ﺳﺒﮏ ﺑﺎﺷﺪ ﺯﻭﺩ ﲤﺎﻡ ﻣﯽ ﺷﻮﺩ ﻭ‬
‫ﺍﮔﺮ ﺳﻨﮕﯿﻦ ﺑﺎﺷﺪ ﺩﻭﺧﱳ ﺁﻥ ﻟﺒﺎﺱ ﺧﯿﻠﯽ ﻃﻮﻝ ﻣﯽ ﻛﺸﺪ‪.‬‬
‫ﺷﺐ ﻧﺒﺎﯾﺪ ﺍﺳﻢ ﺣﻠﻮﺍ ﺭﺍ ﺁﻭﺭﺩ‪.‬‬
‫ﺷﺐ ﺟﻤﻌﻪ ﺍﮔﺮ ﻣﻬﻤﺎﻥ ﺑﯿﺎﯾﺪ ﺧﯿﺮ ﻭ ﺑﺮﻛﺖ ﻣﯽ ﺁﻭﺭﺩ ﻭ ﺍﮔﺮ ﺑﺮﻭﺩ ﺧﯿﺮ ﻭ ﺑﺮﻛﺖ ﺭﺍ‬
‫ﻣﯽ ﺑﺮﺩ‪.‬‬
‫ﻫﺮ ﻛﺲ ﺷﺐ ﺩﺭ ﮔﺮﻣﺎﺑﻪ ﯾﺎ ﺯﯾﺮ ﺩﺭﺧﺖ ﺑﺨﻮﺍﺑﺪ ﺑﯽ ﻭﻗﺘﯽ ﻣﯽ ﺷﻮﺩ‪.‬‬
‫ﺭﻭﺯ ﯾﻜﺸﻨﺒﻪ ﺣﻤﺎﻡ ﺭﻓﱳ ﺑﺪ ﺍﺳﺖ‪.‬‬
‫ﺷﺐ ﻋﯿﺪ ﻧﻮﺭﻭﺯ ﺭﺷﺘﻪ ﭘﻠﻮ ﺑﺨﻮﺭﻧﺪ ﺭﺷﺘﮥ ﻛﺎﺭ ﺑﻪ ﺩﺳﺖ ﻣﯽ ﺁﯾﺪ‪.‬‬
‫ﺷﺐ ﯾﻠﺪﺍ ﺑﻠﻨﺪﺗﺮﯾﻦ ﺷﺐ ﺯﻣﺴﺘﺎﻥ ﺍﺳﺖ‪.‬ﺩﺭ ﺁﻥ ﺷﺐ ﺑﺎﯾﺪ ﻫﻨﺪﻭﺍﻧﻪ ﺧﻮﺭﺩ‪.‬‬
‫ﺩﺭﻣﺎﻩ ﺻﻔﺮ ﺳﻔﺮ ﻛﺮﺩﻥ ﺧﻄﺮ ﺩﺍﺭﺩ‪.‬‬
‫ﮔﻮﺳﺎﻟﻪ = ﺑﭽﮥ ﮔﺎﻭ‬ ‫ﯾﺎﻓﱳ )ﯾﺎﺏ( = ﭘﯿﺪﺍ ﻛﺮﺩﻥ‬ ‫ﺣﻤﺎﻡ = ﮔﺮﻣﺎﺑﻪ‬
‫ﺍﻋﺘﻘﺎﺩﺍﺕ = ﺑﺎﻭﺭﻫﺎ‬ ‫ﻓﻮﻟﻜﻠﻮﺭ = ﻓﺮﻫﻨﮓ ﻋﺎﻣﯿﺎﻧﻪ‬
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72 Lesson 6 ■ What are the pros and cons of travelling by train?
influential ‫ﺑﺎﻧﻔﻮﺫ‬
collection ‫ﻣﺠﻤﻮﻋﻪ‬
novel ‫ﺭﻣﺎﻥ‬
superstitious ‫ﺧﺮﺍﻓﯽ‬
to collect ‫ﺟﻤﻊ ﺁﻭﺭی ﻛﺮﺩﻥ‬
interpretation of dreams ‫ﺗﻌﺒﯿﺮ ﺧﻮﺍﺏ‬
sword ‫ﺷﻤﺸﯿﺮ‬
pearl ‫ﻣﺮﻭﺍﺭﯾﺪ‬
wish; desire ‫ﻣﺮﺍﺩ‬
to go on pilgrimage (to a shrine) ‫ﺯﯾﺎﺭﺕ ﺭﻓﱳ‬
toilet ‫ﺧﻼ‬
footstep ‫ﻗﺪﻡ‬
halva (a kind of sweet) ‫ﺣﻠﻮﺍ‬
blessing; bounty ‫ﺑﺮﻛﺖ‬
a kind of thin noodle ‫ﺭﺷﺘﻪ‬
watermelon ‫ﻫﻨﺪﻭﺍﻧﻪ‬
Safar (second month of the Islamic ‫ﺻﻔﺮ‬
calendar)
‫ ﻓﺮﻫﻨﮓ ﻋﺎﻣﯿﺎﻧﻪ ﯾﺎ ﻓﻮﻟﻜﻠﻮﺭ ﺑﺮﺍی ﻧﻮﯾﺴﻨﺪﮔﺎﻧﯽ ﻣﺎﻧﻨﺪ ﻫﺪﺍﯾﺖ ﭼﻪ‬،‫ ﺑﻪ ﻋﻘﯿﺪۂ ﺷﻤﺎ‬-١
‫ﺍﺭﺯﺷﯽ ﺩﺍﺭﺩ؟‬
‫ ﭼﺮﺍ؟‬.‫ ﺛﺮﻭﺕ ﯾﺎ ﻣﺮگ ﻣﺮﺑﻮﻁ ﺍﺳﺖ‬،‫ ﺗﻌﺒﯿﺮ ﺧﻮﺍﺏ ﺧﯿﻠﯽ ﻭﻗﺖ ﻫﺎ ﺑﻪ ﺯﺍﯾﻤﺎﻥ‬-٢
9780415691352_C06.indd 72 5/23/12 2:36 PM

‫ﺑﺮﺝ ﻛﺒﻮﺗﺮ‬
‫ﳕﺎی ﺩﺍﺧﻠﯽ ﯾﮏ ﺑﺮﺝ ﻛﺒﻮﺗﺮ‬

‫ﺩﺭ ﺩﻭﺭۂ ﺻﻔﻮی ﺑﺮﺝ ﻫﺎی ﻛﺒﻮﺗﺮ ﺯﯾﺎﺩی ﺳﺎﺧﺘﻪ ﺷﺪ‪ ،‬ﻣﺨﺼﻮﺻ ًﺎ ﺍﻃﺮﺍﻑ ﺍﺻﻔﻬﺎﻥ‪ .‬ﺩﺭ ﺳﺎﻝ‬
‫‪ ١۵٩٨‬ﻣﯿﻼﺩی ﺷﺎﻩ ﻋﺒﺎﺱ ﻛﺒﯿﺮﺍﺻﻔﻬﺎﻥ ﺭﺍ ﺑﻌﻨﻮﺍﻥ ﭘﺎﯾﺘﺨﺖ ﺟﺪﯾﺪ ﺍﯾﺮﺍﻥ ﺍﻧﺘﺨﺎﺏ ﻛﺮﺩ ﻭ ﺩﺭ‬
‫ﺳﺎﻟﻬﺎی ﺑﻌﺪ ﺳﺎﺧﺘﻤﺎﻧﻬﺎی ﻣﺠﻠﻠﯽ )ﺍﺯ ﺟﻤﻠﻪ ﻣﺴﺎﺟﺪ‪ ،‬ﻣﺪﺍﺭﺱ ﻋﻠﻤﯿﻪ‪ ،‬ﻛﺎﺥ ﻫﺎ‪ ،‬ﭘﻞ ﻫﺎ‪،‬‬
‫ﺧﺎﻥ ﻫﺎ ﻭ ﺑﺎﺯﺍﺭﻫﺎ( ﺩﺭ ﺍﯾﻦ ﺷﻬﺮ ﺑﻮﺳﯿﻠﮥ ﺍﯾﻦ ﭘﺎﺩﺷﺎﻩ ﺑﻠﻨﺪﻫﻤﺖ ﺑﻨﺎ ﺷﺪ‪ .‬ﻫﻤﭽﻨﯿﻦ ﺩﺭ ﺩﻭﺭۂ‬
‫ﺻﻔﻮی ﺑﻮﺩ ﻛﻪ ﺍﯾﺮﺍﻥ ﺭﻭﺍﺑﻂ ﺧﻮﺩ ﺭﺍ ﺑﺎ ﻛﺸﻮﺭﻫﺎی ﺍﺭﻭﭘﺎﯾﯽ )ﺑﺨﺼﻮﺹ ﭘﺮﺗﻐﺎﻝ ﻭ ﺍﻧﮕﻠﯿﺲ(‬
‫ﻣﺤﻜﻢ ﺗﺮ ﺳﺎﺧﺖ‪ .‬ﺍﯾﻦ ﺑﻬﺒﻮﺩ ﺭﻭﺍﺑﻂ ﺑﺎﻋﺚ ﮔﺴﺘﺮﺵ ﲡﺎﺭﺕ ﺑﯿﻦ ﺍﯾﺮﺍﻥ ﻭ ﺍﺭﻭﭘﺎ ﺷﺪ ﻭ ﺗﻌﺪﺍﺩی‬
‫ﺗﺎﺟﺮ ﺍﺭﻭﭘﺎﯾﯽ ﺩﺭ ﺍﺻﻔﻬﺎﻥ ﺳﺎﻛﻦ ﺷﺪﻧﺪ‪.‬‬
‫ﺩﺭ ﺩﻭﺭۂ ﺻﻔﻮی ﭼﻨﺪ ﻣﺴﺎﻓﺮ ﺍﺭﻭﭘﺎﯾﯽ ﺩﺭ ﻣﻮﺭﺩ ﺳﻔﺮﺷﺎﻥ ﺑﻪ ﺍﯾﺮﺍﻥ ﺳﻔﺮﻧﺎﻣﻪ ﻧﻮﺷﺘﻨﺪ‪ .‬ﯾﻜﯽ‬
‫ﺍﺯ ﺍﯾﻦ ﺳﻔﺮﻧﺎﻣﻪ ﻫﺎ ﺭﺍ ﺍﻧﺘﺨﺎﺏ ﻛﻨﯿﺪ ﻭ ﺷﺮﺡ ﺣﺎﻝ ﻣﺨﺘﺼﺮ ﻧﻮﯾﺴﻨﺪۂ ﺁﻥ ﺭﺍ ﺑﻨﻮﯾﺴﯿﺪ )ﺣﺪ‬
‫ﺍﻛﺜﺮ ‪ ١٠٠‬ﻛﻠﻤﻪ(‪ .‬ﺑﺮﺍی ﺟﻤﻊ ﻛﺮﺩﻥ ﺍﻃﻼﻋﺎﺗﯽ ﺩﺭ ﻣﻮﺭﺩ ﺍﯾﻦ ﺳﻔﺮﻧﺎﻣﻪ ﻫﺎ ﻭ ﻣﺴﺎﻓﺮﺍﻥ ﺍﺭﻭﭘﺎﯾﯽ‬
‫ﺍﺯ ﻭﺏ ﺳﺎﯾﺖ ﻫﺎی ﻓﺎﺭﺳﯽ ﻭ ﻛﺘﺐ ﺗﺎﺭﯾﺨﯽ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﯿﺪ‪.‬‬
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‫ﺩﺭﺱ ﻫﻔﺘﻢ‬
‫‪Lesson‬‬
‫‪Seven‬‬
‫ﺷﻤﺎ ﺑﺮﺍی ﺣﻔﻆ ﻣﺤﯿﻂ‬
‫ﺯﯾﺴﺖ ﭼﻪ ﻛﺎﺭﻫﺎﯾﯽ ﺍﳒﺎﻡ‬
‫ﻣﯽ ﺩﻫﯿﺪ؟‬
‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﺟﻐﺮﺍﻓﯿﺎی ﻃﺒﯿﻌﯽ ﺍﯾﺮﺍﻥ‬
‫ﺩﺳﺘﻮﺭ‪ :‬ﺍﺳﻢ ﻣﺮﻛﺐ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﺍﻗﺘﺼﺎﺩ‬
‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ ‪ /‬ﻛﺘﺎﺑﯽ‪ :‬ﺳﯿﻤﯿﻦ ﺩﺍﻧﺸﻮﺭ » ﺳﺮﮔﺬﺷﺖ ﻛﻮﭼﻪ «‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﻭﻧﺪ )ﭘﯿﺸﻮﻧﺪ ‪ -‬ﭘﺴﻮﻧﺪ(‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﺁﺗﺸﻜﺪﻩ‬

‫‪ -١‬ﺍﺯ ﺟﻐﺮﺍﻓﯿﺎی ﺧﺎﻭﺭﻣﯿﺎﻧﻪ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟‬
‫‪ -٢‬ﺩﺭ ﻣﻮﺭﺩ ﺟﻐﺮﺍﻓﯿﺎی ﺍﯾﺮﺍﻥ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟‬
‫‪ -٣‬ﺷﻤﺎ ﺑﺮﺍی ﺣﻔﻆ ﻣﺤﯿﻂ ﺯﯾﺴﺖ ﭼﻪ ﻛﺎﺭﻫﺎﯾﯽ ﺍﳒﺎﻡ ﻣﯽ ﺩﻫﯿﺪ؟‬
‫ﺟﻐﺮﺍﻓﯿﺎی ﻃﺒﯿﻌﯽ ﺍﯾﺮﺍﻥ‬

‫ﺍﯾﺮﺍﻥ ﺑﺎ ﻣﺴﺎﺣﺖ ﯾﮏ ﻣﯿﻠﯿﻮﻥ ﻭ ﺷﺸﺼﺪ ﻭ ﺑﯿﺴﺖ ﻭ ﺳﻪ ﻫﺰﺍﺭ ﻭ ﻫﻔﺘﺼﺪ ﻭ ﻫﺸﺘﺎﺩ‬
‫)‪ (١٫۶٢٣٫٧٨٠‬ﻛﯿﻠﻮﻣﺘﺮ ﻣﺮﺑﻊ ﻫﻔﺪﻫﻤﯿﻦ ﻛﺸﻮﺭ ﺟﻬﺎﻥ ﺍﺯ ﻧﻈﺮ ﻭﺳﻌﺖ ﺍﺳﺖ‪ .‬ﻓﻼﺕ ﺍﯾﺮﺍﻥ‬
‫ﺑﻪ ﺩﻟﯿﻞ ﻭﺍﻗﻊ ﺷﺪﻥ ﺑﯿﻦ ﺳﻪ ﻗﺎﺭﻩ‪ ،‬ﺍﺯ ﻣﻮﻗﻌﯿﺖ ﺟﻐﺮﺍﻓﯿﺎﯾﯽ ﻭﯾﮋﻩ ﺍی ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ ﻭ ﭼﺸﻢ‬
‫ﺍﻧﺪﺍﺯﻫﺎی ﻣﺘﻨﻮﻋﯽ ﺩﺍﺭﺩ ﭼﻮﻥ ﺭﺷﺘﻪ ﻛﻮﻩ ﻫﺎی ﻋﻈﯿﻢ‪ ،‬ﺟﻨﮕﻞ ﻫﺎی ﭘﻬﻨﺎﻭﺭ‪ ،‬ﺑﯿﺎﺑﺎﻥ ﻫﺎی ﺧﺸﮏ‪،‬‬
‫ﺩﺷﺖ ﻫﺎی ﺣﺎﺻﻠﺨﯿﺰ ﻭ ﺩﺭﯾﺎﭼﻪ ﻫﺎی ﺑﺰﺭگ ﻭ ﻛﻮﭼﮏ‪ .‬ﺩﺭ ﻣﻨﻄﻘﮥ ﺧﻠﯿﺞ ﻓﺎﺭﺱ ﻛﻪ ﮔﺮﻡ ﺗﺮﯾﻦ‬
‫ﺟﺎی ﺍﯾﺮﺍﻥ ﺍﺳﺖ ﺣﺪﺍﻛﺜﺮ ﮔﺮﻣﺎی ﻫﻮﺍ ﺑﻪ ‪ ۵٢‬ﺩﺭﺟﮥ ﺳﺎﻧﺘﯿﮕﺮﺍﺩ ﺑﺎﻻی ﺻﻔﺮ ﻣﯿﺮﺳﺪ‪ ،‬ﺣﺎﻝ‬
‫ﺁﻧﻜﻪ ﺩﺭ ﺷﻤﺎﻝ ﻏﺮﺏ ﻛﺸﻮﺭ ﻛﻪ ﻣﻨﻄﻘﻪ ﺍی ﺳﺮﺩ ﻭ ﻛﻮﻫﺴﺘﺎﻧﯽ ﺍﺳﺖ ﺩﺭﺟﮥ ﺣﺮﺍﺭﺕ ﻫﻮﺍ ﺑﻪ‬
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‫ﺷﻤﺎ ﺑﺮﺍی ﺣﻔﻆ ﻣﺤﯿﻂ ﺯﯾﺴﺖ ﭼﻪ ﻛﺎﺭﻫﺎﯾﯽ ﺍﳒﺎﻡ ﻣﯽ ﺩﻫﯿﺪ؟‬ ‫■‬ ‫ﺩﺭﺱ ﻫﻔﺘﺮﻡ‬ ‫‪75‬‬
‫ﭼﻬﻞ ﺩﺭﺟﻪ ﺳﺎﻧﺘﯿﮕﺮﺍﺩ ﺯﯾﺮ ﺻﻔﺮ ﻣﯽ ﺭﺳﺪ‪ .‬ﺍﺭﺗﻔﺎﻉ ﺯﻣﯿﻦ ﺩﺭ ﺳﺎﺣﻞ ﺩﺭﯾﺎی ﻣﺎﺯﻧﺪﺭﺍﻥ ‪٢۵‬‬
‫ﻣﺘﺮ ﭘﺎﯾﯿﻦ ﺗﺮ ﺍﺯ ﺳﻄﺢ ﺩﺭﯾﺎﻫﺎی ﺁﺯﺍﺩ ﺍﺳﺖ‪ ،‬ﺩﺭ ﺻﻮﺭﺗﯽ ﻛﻪ ﺩﺭ ﻣﯿﺎﻥ ﻛﻮﻩ ﻫﺎی ﺍﯾﺮﺍﻥ‪،‬‬
‫ﺑﯿﺶ ﺍﺯ ﯾﻜﺼﺪ ﻗﻠﻪ ﺑﺎ ﺍﺭﺗﻔﺎﻉ ﺑﺎﻻی ﭼﻬﺎﺭﻫﺰﺍﺭ ﻣﺘﺮ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ‪ .‬ﻃﺒﯿﻌﺖ ﻭ ﺍﻗﻠﯿﻢ ﮔﻮﻧﺎﮔﻮﻥ‬
‫ﺍﯾﺮﺍﻥ ﺑﺎﻋﺚ ﻭﺟﻮﺩ ﺩﺍﺷﱳ ﮔﯿﺎﻫﺎﻥ ﻭ ﺟﺎﻧﻮﺭﺍﻥ ﻣﺘﻌﺪﺩی ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ ﺗﻌﺪﺍﺩ‬
‫ﮔﻮﻧﻪ ﻫﺎی ﭘﺴﺘﺎﻧﺪﺍﺭﺍﻥ ﻭﺣﺸﯽ ﺍﯾﺮﺍﻥ ﺗﻘﺮﯾﺒ ًﺎ ﺑﺎ ﺗﻌﺪﺍﺩ ﻛﻞ ﮔﻮﻧﻪ ﻫﺎی ﭘﺴﺘﺎﻧﺪﺍﺭ ﺩﺭ ﻗﺎﺭﻩ‬
‫ﺍﺭﻭﭘﺎ ﺑﺮﺍﺑﺮ ﺍﺳﺖ‪.‬‬
‫‪area‬‬ ‫ﻣﺴﺎﺣﺖ‬
‫‪vastness‬‬ ‫ﻭﺳﻌﺖ‬
‫‪continent‬‬ ‫ﻗﺎﺭﻩ‬
‫‪plateau‬‬ ‫ﻓﻼﺕ‬
‫‪scenery‬‬ ‫ﭼﺸﻢ ﺍﻧﺪﺍﺯ‬
‫)‪fertile (of land‬‬ ‫ﺣﺎﺻﻠﺨﯿﺰ‬
‫‪lake‬‬ ‫ﺩﺭﯾﺎﭼﻪ‬
‫‪height‬‬ ‫ﺍﺭﺗﻔﺎﻉ‬
‫‪open sea‬‬ ‫ﺩﺭﯾﺎی ﺁﺯﺍﺩ‬
‫‪whereas‬‬ ‫ﺩﺭ ﺻﻮﺭﺗﯽ ﻛﻪ‬
‫‪peak‬‬ ‫ﻗﻠﻪ‬
‫‪climate‬‬ ‫ﺍﻗﻠﯿﻢ‬
‫‪mammals‬‬ ‫ﭘﺴﺘﺎﻧﺪﺍﺭﺍﻥ‬
‫‪wild‬‬ ‫ﻭﺣﺸﯽ‬
‫‪equal‬‬ ‫ﺑﺮﺍﺑﺮ‬
‫‪ -١‬ﻣﺴﺎﺣﺖ ﺍﯾﺮﺍﻥ ﭼﻘﺪﺭ ﺍﺳﺖ؟‬

‫‪ -٢‬ﻗﺮﺍﺭﮔﺮﻓﱳ ﻓﻼﺕ ﺍﯾﺮﺍﻥ ﺑﯿﻦ ﺳﻪ ﻗﺎﺭﻩ ﭼﻪ ﺗﺄﺛﯿﺮی ﺑﺮ ﻃﺒﯿﻌﺖ ﺁﻥ ﺩﺍﺭﺩ؟‬
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‫‪76‬‬ ‫‪Lesson 7‬‬ ‫■‬ ‫?‪What do you do to protect the environment‬‬
‫‪ -٣‬ﺣﺪﺍﻛﺜﺮ ﻭ ﺣﺪﺍﻗﻞ ﺩﻣﺎی ﻫﻮﺍ ﺩﺭ ﺍﯾﺮﺍﻥ ﭼﻘﺪﺭ ﺍﺳﺖ؟‬

‫‪ -۴‬ﻣﺮﺗﻔﻊ ﺗﺮﯾﻦ ﻭ ﭘﺴﺖ ﺗﺮﯾﻦ ﺟﺎی ﺍﯾﺮﺍﻥ ﭼﻪ ﺍﻧﺪﺍﺯﻩ ﺍﺳﺖ؟‬
‫‪ -۵‬ﻃﺒﯿﻌﺖ ﻭ ﺁﺏ ﻭ ﻫﻮﺍی ﺍﯾﺮﺍﻥ ﭼﻪ ﺗﺄﺛﯿﺮی ﺩﺭ ﮔﻮﻧﻪ ﻫﺎی ﺟﺎﻧﻮﺭی ﺩﺍﺷﺘﻪ ﺍﺳﺖ؟‬
‫‪ -١‬ﻫﻨﮕﺎﻣﯽ ﻛﻪ ﺍﺯ ﻓﻀﺎ ﺑﻪ ﺳﻮی ﻛﺮۂ ﺯﻣﯿﻦ ﻣﯽ ﻧﮕﺮﯾﻢ ﺍﻗﯿﺎﻧﻮﺱ ﻫﺎی ‪ .......‬ﺍﻭﻟﯿﻦ ﭼﯿﺰی‬
‫ﺍﺳﺖ ﻛﻪ ﺑﻪ ﭼﺸﻢ ﻣﯽ ﺧﻮﺭﺩ‪.‬‬
‫ﺝ‪ -‬ﺑﯿﻜﺮﺍﻥ‬ ‫ﺍﻟﻒ‪ -‬ﻣﺮﺗﻔﻊ‬

‫ﺩ‪ -‬ﻭﺣﺸﯽ‬ ‫ﺏ‪ -‬ﺣﺎﺻﻞ ﺧﯿﺰ‬
‫‪ -٢‬ﻭﻗﺘﯽ ﻛﻪ ﺍﺯ ﺩﺭﯾﺎ ﺑﻪ ﺳﻮی ﺧﺸﻜﯽ ﻣﯽ ﺁﯾﯿﻢ ‪ .......‬ﺍﻭﻟﯿﻦ ﭼﯿﺰی ﺍﺳﺖ ﻛﻪ ﻣﯽ ﺑﯿﻨﯿﻢ‪.‬‬
‫ﺝ‪ -‬ﭘﺴﺘﺎﻧﺪﺍﺭﺍﻥ‬ ‫ﺍﻟﻒ‪ -‬ﺩﺭﯾﺎﭼﻪ‬

‫ﺩ‪ -‬ﻓﻼﺕ‬ ‫ﺏ‪ -‬ﺳﺎﺣﻞ‬
‫‪ -٣‬ﺗﺮﺟﯿﺢ ﻣﯽ ﺩﻫﻢ ﺑﺎ ﻗﻄﺎﺭ ﻣﺴﺎﻓﺮﺕ ﻛﻨﻢ ﺗﺎ ﺑﺎ ﻫﻮﺍﭘﯿﻤﺎ ﭼﻮﻥ ﻣﺎﯾﻠﻢ ‪ .......‬ﺑﯿﻦ ﺭﺍﻩ ﺭﺍ‬
‫ﲤﺎﺷﺎ ﻛﻨﻢ‪.‬‬
‫ﺝ‪ -‬ﻓﻼﺕ ﻫﺎی‬ ‫ﺍﻟﻒ‪ -‬ﮔﻮﻧﻪ ﻫﺎی‬

‫ﺩ‪ -‬ﭼﺸﻢ ﺍﻧﺪﺍﺯﻫﺎی‬ ‫ﺏ‪ -‬ﺳﺎﺣﻞ ﻫﺎی‬
‫‪ -۴‬ﻛﺘﺎﺏ ﺍﺧﯿﺮ ﺍﯾﻦ ﻧﻮﯾﺴﻨﺪﻩ ﻗﺎﺑﻞ ﻣﻘﺎﯾﺴﻪ ﺑﺎ ‪ .........‬ﻛﺎﺭﻫﺎﯾﺶ ﻧﯿﺴﺖ‪.‬‬
‫ﺝ‪ -‬ﻓﻼﺕ‬ ‫ﺍﻟﻒ‪ -‬ﺍﻗﻠﯿﻢ‬

‫ﺩ‪ -‬ﻗﻠﻪ‬ ‫ﺏ‪ -‬ﺳﺎﯾﺮ‬
‫‪ -۵‬ﭘﺎﻧﺼﺪ ﺿﺮﺑﺪﺭ ﺩﻭ ﺗﻘﺴﯿﻢ ﺑﺮ ﭘﻨﺞ ‪ ........‬ﺍﺳﺖ ﺑﺎ ﺩﻭﯾﺴﺖ‪.‬‬
‫ﺝ‪ -‬ﻣﺠﺬﻭﺭ‬ ‫ﺍﻟﻒ‪ -‬ﻣﺠﻤﻮﻉ‬

‫ﺩ‪ -‬ﻭﺳﯿﻊ‬ ‫ﺏ‪ -‬ﺑﺮﺍﺑﺮ‬
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‫‪ -١‬ﺍﻭ ﺩﻩ ﻣﺪﺍﻝ ﻃﻼ ﻛﺴﺐ ﻛﺮﺩ‪.‬‬

‫ﺍﻭ ﻗﻬﺮﻣﺎﻥ ﻛﺸﺘﯽ ﺟﻬﺎﻥ ﺷﺪ‪.‬‬
‫)‪ ...‬ﺑﺎ ‪(...‬‬
‫‪ -٢‬ﻣﺎ ﭘﻮﻝ ﺑﺮﻕ ﺭﺍ ﻧﭙﺮﺩﺍﺧﺘﯿﻢ‪.‬‬

‫ﺑﺮﻕ ﻣﺎ ﻗﻄﻊ ﺷﺪ‪.‬‬
‫)ﺑﻪ ﺩﻟﯿﻞ ‪(...‬‬
‫‪ -٣‬ﺣﺪﺍﻛﺜﺮ ﺗﻌﺪﺍﺩ ﺩﺍﻧﺸﺠﻮﯾﺎﻥ ﺩﺭ ﻛﻼﺱ ﻋﺮﺑﯽ ﻣﻘﺪﻣﺎﺗﯽ ﺑﯿﺴﺖ ﻧﻔﺮﺍﺳﺖ‪.‬‬

‫ﺣﺪﺍﻛﺜﺮ ﺗﻌﺪﺍﺩ ﺩﺍﻧﺸﺠﻮﯾﺎﻥ ﺩﺭ ﻛﻼﺱ ﻋﺮﺑﯽ ﭘﯿﺸﺮﻓﺘﻪ ﻫﻔﺖ ﻧﻔﺮ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﺣﺎﻝ ﺁﻧﻜﻪ ‪(...‬‬
‫‪ -۴‬ﺩﺭ ﺩﺭﺱ ﺗﺎﺭﯾﺦ ﻋﻠﻢ ﳕﺮۂ ﺑﯿﺴﺖ ﮔﺮﻓﺘﻢ‪.‬‬

‫ﺩﺭ ﺩﺭﺱ ﺁﻣﺎﺭ ﻣﺮﺩﻭﺩ ﺷﺪﻡ‪.‬‬
‫)‪ ...‬ﺩﺭ ﺻﻮﺭﺗﯿﻜﻪ ‪(...‬‬

‫‪ -١‬ﻣﱳ ﺟﻐﺮﺍﻓﯿﺎی ﻃﺒﯿﻌﯽ ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﺎ ﻭﺍژﮔﺎﻥ ﺧﻮﺩﺗﺎﻥ ﺑﺎﺯﻧﻮﯾﺴﯽ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪١٠٠‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﻛﺎﺩﺭ ﻣﺘﻨﯽ ﺩﺭﺑﺎﺭۂ ﺟﻐﺮﺍﻓﯿﺎی ﻛﺸﻮﺭ ﺧﻮﺩﺗﺎﻥ ﺑﻨﻮﯾﺴﯿﺪ )ﺣﺪ‬
‫ﺍﻛﺜﺮ‪ ٨٠‬ﻛﻠﻤﻪ(‪ .‬ﺳﭙﺲ ﺁﻥ ﺭﺍ ﺍﺯ ﻧﻈﺮ ﺁﺏ ﻭ ﻫﻮﺍ ﻭ ﮔﻮﻧﻪ ﻫﺎی ﺟﺎﻧﻮﺭی ﺑﺎ ﺟﻐﺮﺍﻓﯿﺎی ﺍﯾﺮﺍﻥ‬
‫ﻣﻘﺎﯾﺴﻪ ﻛﻨﯿﺪ‪.‬‬
‫ﺩﺭﺻﻮﺭﺗﯽ ﻛﻪ‬ ‫ﺍﺭﺗﻔﺎﻉ‬ ‫ﻗﺎﺭﻩ‬ ‫ﻭﺳﻌﺖ‬ ‫ﺣﺎﺻﻠﺨﯿﺰ‬ ‫ﮔﻮﻧﻪ‬ ‫ﺑﺮﺍﺑﺮ‬ ‫ﺍﻗﻠﯿﻢ‬
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‫ﺍﺳﻢ ﻣﺮﻛﺐ‬
‫ﺍﺳﻢ ﻣﺮﻛﺐ ﺍﺳﻤﯽ ﺍﺳﺖ ﻛﻪ ﺍﺯ ﺩﻭ ﯾﺎ ﭼﻨﺪ ﺟﺰﺀ ﻣﺴﺘﻘﻞ ﺗﺸﻜﯿﻞ ﺷﺪﻩ ﺑﺎﺷﺪ‪ .‬ﺑﻪ ﳕﻮﻧﻪ ﻫﺎﯾﯽ‬
‫ﺍﺯ ﺍﻧﻮﺍﻉ ﺍﺳﻢ ﻣﺮﻛﺐ ﺗﻮﺟﻪ ﻛﻨﯿﺪ‪:‬‬
‫ﺩﻭ ﯾﺎ ﭼﻨﺪ ﺍﺳﻢ‪ :‬ﭼﺎی ‪ +‬ﺧﺎﻧﻪ = ﭼﺎﯾﺨﺎﻧﻪ‪ ،‬ﻣﻬﻤﺎﻥ ‪ +‬ﺳﺮﺍ = ﻣﻬﻤﺎﻧﺴﺮﺍ‬

‫ﺍﺳﻢ ‪ +‬ﺭﯾﺸﮥ ﻣﻀﺎﺭﻉ‪ :‬ﭘﯿﺎﻡ ‪ +‬ﮔﯿﺮ = ﭘﯿﺎﻣﮕﯿﺮ‪ ،‬ﺧﺒﺮ ‪ +‬ﻧﮕﺎﺭ = ﺧﺒﺮﻧﮕﺎﺭ‬
‫ﺻﻔﺖ ‪ +‬ﺍﺳﻢ‪ :‬ﻧﻮ ‪ +‬ﺭﻭﺯ = ﻧﻮﺭﻭﺯ‪ ،‬ﻧﯿﻤﻪ ‪ +‬ﺷﺐ = ﻧﯿﻤﻪ ﺷﺐ‬
‫ﺍﺳﻢ ‪ +‬ﺻﻔﺖ ‪ +‬ﺭﯾﺸﮥ ﻣﻀﺎﺭﻉ‪ :‬ﭼﺎﻗﻮ ‪ +‬ﺗﯿﺰ ‪ +‬ﻛﻦ = ﭼﺎﻗﻮﺗﯿﺰﻛﻦ‪،‬‬
‫ﺩﺭ ‪ +‬ﺑﺎﺯ ‪ +‬ﻛﻦ = ﺩﺭﺑﺎﺯﻛﻦ‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﻫﺮﯾﮏ ﺍﺯﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻒ ﺍﺳﻤﻬﺎی ﻣﺮﻛﺐ ﺑﺎﻻ ﺩﻭ ﳕﻮﻧﮥ ﺩﯾﮕﺮ ﺫﻛﺮ ﻛﻨﯿﺪ‪.‬‬
‫ﺍﺳﻢ ﻣﺮﻛﺐ ﻣﯽ ﺗﻮﺍﻧﺪ ﺍﺯ ﯾﮏ ﭘﯿﺸﻮﻧﺪ ﯾﺎ ﭘﺴﻮﻧﺪ ﻭ ﯾﺎ ﻣﯿﺎﻧﻮﻧﺪ ﺑﻪ ﻋﻼﻭۂ ﯾﮏ ﺍﺳﻢ ﻧﯿﺰ ﺗﺸﻜﯿﻞ‬
‫ﺷﺪﻩ ﺑﺎﺷﺪ‪:‬‬
‫ﺭﯾﺸﮥ ﻣﻀﺎﺭﻉ ‪ +‬ﺵ‪ :‬ﺁﻣﻮﺯ ‪ +‬ﺵ = ﺁﻣﻮﺯﺵ‪ ،‬ﭘﺮﻭﺭ ‪ +‬ﺵ = ﭘﺮﻭﺭﺵ‪ ،‬ﺭﻭ ‪ +‬ﺵ = ﺭﻭﺵ‬
‫ﺭﯾﺸﮥ ﻣﻀﺎﺭﻉ ‪ +‬ﮔﺎﺭ‪ :‬ﺁﻣﻮﺯ ‪ +‬ﮔﺎﺭ = ﺁﻣﻮﺯﮔﺎﺭ‬
‫ﺭﯾﺸﮥ ﻣﺎﺿﯽ ‪ +‬ﮔﺎﺭ‪ :‬ﻛﺮﺩ ‪ +‬ﮔﺎﺭ = ﻛﺮﺩﮔﺎﺭ‪ ،‬ﭘﺮﻭﺭﺩ ‪ +‬ﮔﺎﺭ = ﭘﺮﻭﺭﺩﮔﺎﺭ‬
‫ﺍﺳﻢ ‪ +‬ﻩ‪ :‬ﺩﺍﻥ ‪ +‬ﻩ = ﺩﺍﻧﻪ‪ ،‬ﺳﺎﻕ ‪ +‬ﻩ = ﺳﺎﻗﻪ‬
‫ﺍﺳﻢ ‪ +‬ﺑﺎﻥ‪ :‬ﺑﺎﻍ ‪ +‬ﺑﺎﻥ = ﺑﺎﻏﺒﺎﻥ‪ ،‬ﺩﺭ ‪ +‬ﺑﺎﻥ = ﺩﺭﺑﺎﻥ‬
‫ﺻﻔﺖ ‪ +‬ی‪ :‬ﺳﯿﺎﻩ ‪ +‬ی = ﺳﯿﺎﻫﯽ‪ ،‬ﺗﺎﺭﯾﮏ ‪ +‬ی = ﺗﺎﺭﯾﻜﯽ‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﻫﺮﯾﮏ ﺍﺯﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻒ ﺍﺳﻤﻬﺎی ﻣﺮﻛﺐ ﺑﺎﻻ ﺩﻭ ﳕﻮﻧﮥ ﺩﯾﮕﺮ ﺫﻛﺮ ﻛﻨﯿﺪ‪.‬‬
‫ﺍﻗﺘﺼﺎﺩ‬
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‫ﻋﺎﺑﺮ‬ ‫ﺩﺭﺁﻣﺪ‬ ‫ﻭﺍﻡ‬ ‫ﺧﺴﺎﺭﺕ‬ ‫ﺭﻛﻮﺩ‬ ‫ﺍﺭﺯ‬ ‫ﺗﻮﺭﻡ‬

‫ﺑﻬﺮﻩ‬ ‫ﺍﻋﺘﺒﺎﺭ‬ ‫ﺣﺴﺎﺑﺮﺱ‬ ‫ﺻﺮﻓﻪ ﺟﻮﯾﯽ‬ ‫ﺿﺎﻣﻦ‬ ‫ﺍﻗﺘﺼﺎﺩﺩﺍﻧﺎﻥ‬
‫‪ ......................‬ﻭﺿﻌﯿﺖ ﺍﻗﺘﺼﺎﺩی ﺍﯾﺮﺍﻥ ﺭﺍ ﺭﻭ ﺑﻪ ﻭﺧﺎﻣﺖ ﺍﻋﻼﻡ ﻛﺮﺩﻧﺪ‪.‬‬

‫ﺩﺭﭘﺎﻛﺴﺘﺎﻥ ‪ .................‬ﺭﻭ ﺑﻪ ﺍﻓﺰﺍﯾﺶ ﺍﺳﺖ ﻭ ﻣﺮﺩﻡ ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ ﻗﺪﺭﺕ ﺧﺮﯾﺪﺷﺎﻥ ﺭﺍ‬
‫ﺍﺯ ﺩﺳﺖ ﻣﯽ ﺩﻫﻨﺪ‪.‬‬
‫ﺍﻭ ﺯﻣﺎﻧﯽ ﻛﻪ ﺍﯾﻦ ﺷﺮﻛﺖ ﺭﻭ ﺑﻪ ﻭﺭﺷﻜﺴﺘﮕﯽ ﺑﻮﺩ ﺑﻪ ﻋﻨﻮﺍﻥ ‪ ..............‬ﺩﺭ ﺍﯾﻦ ﺷﺮﻛﺖ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺷﺪ‪.‬‬
‫ﺩﺭﺳﺎﻝ ‪ ٢٠٠٩‬ﻛﻞ ﺩﻧﯿﺎ ﻭ ﺑﻪ ﻭﯾﮋﻩ ﺁﻣﺮﯾﻜﺎی ﺷﻤﺎﻟﯽ ﺩﭼﺎﺭ ‪ ..................‬ﺍﻗﺘﺼﺎﺩی ﺷﺪ‪.‬‬
‫ﺑﻪ ﻋﻠﺖ ﻛﻤﺒﻮﺩ ﺑﺎﺭﻧﺪﮔﯽ ﺁﺏ ﺁﺷﺎﻣﯿﺪﻧﯽ ﺑﻪ ﺍﻧﺪﺍﺯﻩ ﻛﺎﻓﯽ ﻣﻮﺟﻮﺩ ﳕﯽ ﺑﺎﺷﺪ ﻟﺬﺍ ﺳﻌﯽ ﻛﻨﯿﺪ‬
‫ﻛﻪ ﺩﺭ ﻣﺼﺮﻑ ﺁﺏ ‪ ..........................‬ﻛﻨﯿﺪ‪.‬‬
‫ﻗﯿﻤﺖ ﺍﺟﻨﺎﺱ ﺑﻪ ﻧﺴﺒﺖ ﻧﻮﺳﺎﻥ ﻧﺮﺥ ‪ ...............‬ﺗﻐﯿﯿﺮ ﻣﯽ ﻛﻨﺪ‪.‬‬
‫ﺑﺎﻧﮏ ﺷﻠﻮﻍ ﺑﻮﺩ ﻭ ﻣﻦ ﻣﺠﺒﻮﺭ ﺷﺪﻡ ﺍﺯ ‪ ............‬ﺑﺎﻧﮏ ﭘﻮﻝ ﺑﺮﺩﺍﺷﺖ ﻛﻨﻢ‪.‬‬
‫ﺩﺭ ﻛﺸﻮﺭﻫﺎی ﻏﺮﺑﯽ ﺍﻛﺜﺮ ﻣﺮﺩﻡ ﺑﺮﺍی ﺧﺮﯾﺪ ﺧﺎﻧﻪ ﺍﺯ ﺑﺎﻧﮏ ‪ .............‬ﺩﺭﯾﺎﻓﺖ ﻣﯽ ﻛﻨﻨﺪ‪.‬‬
‫ﺑﺮﺍی ﺍﺟﺎﺭﻩ ﻧﺎﻣﻪ ﻧﯿﺎﺯ ﺑﻪ ‪ ..................‬ﻣﻌﺘﺒﺮ ﺩﺍﺭﻡ‪ .‬ﺁﯾﺎ ﺷﻤﺎ ﺣﺎﺿﺮﯾﺪ ﻛﻪ ﺿﻤﺎﻧﺖ ﻣﺮﺍ‬
‫ﻛﻨﯿﺪ؟‬
‫ﻣﺎﻟﯿﺎﺕ ﺑﺮ ﺩﺭﺁﻣﺪ ﻫﺮ ﺷﺨﺺ ﺑﺮ ﺍﺳﺎﺱ ‪ ...............‬ﺳﺎﻟﯿﺎﻧﻪ ﻭی ﻣﺤﺎﺳﺒﻪ ﻣﯽ ﺷﻮﺩ‪.‬‬
‫‪assets‬‬ ‫ﺩﺍﺭﺍﯾﯽ‬
‫‪budget‬‬ ‫ﺑﻮﺩﺟﻪ‬
‫‪debtor‬‬ ‫ﺑﺪﻫﻜﺎﺭ‬
‫‪investment‬‬ ‫ﺳﺮﻣﺎﯾﻪ ﮔﺬﺍﺭی‬
‫‪repayment‬‬ ‫ﺑﺎﺯﭘﺮﺩﺍﺧﺖ‬
‫‪subsidy‬‬ ‫ﯾﺎﺭﺍﻧﻪ‬
‫‪financial‬‬ ‫ﻣﺎﻟﯽ‬
‫‪credit‬‬ ‫ﺍﻋﺘﺒﺎﺭ‬
‫‪insurance‬‬ ‫ﺑﯿﻤﻪ‬
‫‪instalment‬‬ ‫ﻗﺴﻂ‬
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‫ﺩﺍﺭﺍﯾﯽ ﻫﺎی ﻣﺴﺆﻟﯿﻦ ﳑﻠﻜﺘﯽ ﺩﺭ ﻛﺸﻮﺭﻫﺎی ﺧﺎﺭﺟﯽ ﺗﻮﻗﯿﻒ ﺷﺪ‪.‬‬
‫ﺍﻗﺘﺼﺎﺩ ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺁﻧﺮﺍ ﺗﺮﺟﻤﻪ ﳕﺎﯾﯿﺪ‪.‬‬
‫ﺳﯿﻤﯿﻦ ﺩﺍﻧﺸﻮﺭ » ﺳﺮﮔﺬﺷﺖ ﻛﻮﭼﻪ «‬

‫ﺳﯿﻤﯿﻦ ﺩﺍﻧﺸﻮﺭ )‪ (١٩٢١-٢٠١٢‬ﯾﻜﯽ ﺍﺯ ﺭﻣﺎﻥ ﻧﻮﯾﺴﺎﻥ ﺑﺮﺟﺴﺘﻪ ﺍﯾﺮﺍﻥ ﺍﺳﺖ‪ .‬ﺩﺍﻧﺸﻮﺭ ﻛﻪ‬
‫ﺑﻪ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﻣﺴﻠﻂ ﺍﺳﺖ ﲢﺼﯿﻼﺕ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺭﺷﺘﻪ ﺍﺩﺑﯿﺎﺕ ﻓﺎﺭﺳﯽ ﺩﺭﺩﺍﻧﺸﮕﺎﻩ‬
‫ﺗﻬﺮﺍﻥ ﺑﻪ ﺍﳒﺎﻡ ﺭﺳﺎﻧﯿﺪ ﻭ ﺩﺭ ﻫﻤﯿﻦ ﺩﺍﻧﺸﮕﺎﻩ ﺩﺭ ﺭﺷﺘﻪ ﺗﺎﺭﯾﺦ ﻫﻨﺮ ﻣﺸﻐﻮﻝ ﺑﻪ ﺗﺪﺭﯾﺲ ﺷﺪ‪.‬‬
‫ﺩﺍﻧﺸﻮﺭ ﻣﺎﻧﻨﺪ ﺩﯾﮕﺮ ﺭﻣﺎﻥ ﻧﻮﯾﺴﺎﻥ ﻧﺴﻞ ﺧﻮﺩ ﺑﻪ ﻣﺴﺎﺋﻞ ﺍﺟﺘﻤﺎﻋﯽ ﻣﺮﺑﻮﻁ ﺑﻪ ﻃﺒﻘﻪ ﻣﺘﻮﺳﻂ‬
‫ﻭ ﻃﺒﻘﻪ ﭘﺎﯾﯿﻦ ﺟﺎﻣﻌﻪ ﻛﻨﻮﻧﯽ ﺍﯾﺮﺍﻥ ﻣﯽ ﭘﺮﺩﺍﺯﺩ‪ .‬ﺩﺍﻧﺸﻮﺭ ﺩﺭ ﺳﺎﻝ ‪ ١٩۵٠‬ﺑﺎ ﺟﻼﻝ ﺁﻝ ﺍﺣﻤﺪ‪،‬‬
‫ﻣﻨﺘﻘﺪ ﺍﺟﺘﻤﺎﻋﯽ ﻭ ﻧﻮﯾﺴﻨﺪﻩ ﻣﻌﺮﻭﻑ ﻣﻌﺎﺻﺮ‪ ،‬ﺍﺯﺩﻭﺍﺝ ﻛﺮﺩ‪.‬‬
‫ﻗﻠﯿﻮﻥ ﺩﺱ ﮔﺮﻓﺘﻢ ﻭ ﺭﻓﺘﻢ ﺗﻮ ﻣﺠﻠﺲ‪.‬‬
‫ﻗﻠﯿﺎﻥ ﺩﺭﺩﺳﺖ ﮔﺮﻓﺘﻢ ﻭ ﺭﻓﺘﻢ ﺩﺍﺧﻞ ﻣﺠﻠﺲ‪.‬‬
‫ﭼﺸﻤﻬﺎﯾﺶ ﺭﺍ ﭘﺎک ﻛﺮﺩ‪ .‬ﺩﻣﺎﻏﺶ ﺭﺍ ﺑﺎ ﮔﻮﺷﮥ ﭼﺎﺩﺭ ﳕﺎﺯﺵ ﮔﺮﻓﺖ ﻭ ﺑﺎﺯ ﮔﻔﺖ‪:‬‬
‫»ﺷﺐ ﻋﺮﻭﺳﯿﺸﻮﻥ ﻣﻦ ﻟﺒﺎﺱ ﺳﯿﺎﻩ ﭘﻮﺷﯿﺪﻡ‪ .‬ﺳﺮ ﺗﺎ ﭘﺎ ﺳﯿﺎﻩ‪ ،‬ﻗﻠﯿﻮﻥ ﺩﺱ ﮔﺮﻓﺘﻢ ﻭ ﺭﻓﺘﻢ‬
‫ﺗﻮ ﻣﺠﻠﺲ‪ .‬ﺟﻤﻌﯿﺖ ﭼﻨﺪﻭﻥ ﺯﯾﺎﺩ ﻧﺒﻮﺩ‪ .‬ﺧﺎﱎ ﺩﺳﺘﻬﺎﻡ ﻫﻤﭽﯿﻦ ﻣﯽﻟﺮﺯﯾﺪ ﻛﻪ ﻧﺰﺩﯾﮏ ﺑﻮﺩ ﻗﻠﯿﻮﻥ‬
‫ﺭﻭ ﻭﻝ ﻛﻨﻢ ﺭﻭ ﻗﺎﻟﯽ‪ .‬ﭘﺎﻫﺎﻡ ﭼﻨﻮﻥ ﺗﺎ ﻣﯽﺷﺪ ﻛﻪ ﻣﯽﮔﻔﺘﻢ ﻫﻤﯿﻦ ﺍﻵﻧﻪ ﻛﻪ ﺭﻭ ﺯﻣﯿﻦ ﭘﻬﻦ‬
‫ﻣﯽﺷﻢ‪ .‬ﻫﻮﻭی ﺁﺗﯿﺶ ﺑﻪﺟﻮﻥ ﮔﺮﻓﺘﻪﻡ ﯾﻌﻨﯽ ﺧﺎﱎ ﻋﺮﻭﺱ ﺳﻔﯿﺪﺑﺨﺖ ﭘﺎﺷﺪ ﻭ ﺍﻭﻣﺪ ﻗﻠﯿﻮﻥ ﺭﻭ‬
‫ﺍﺯ ﺩﺳﻢ ﮔﺮﻓﺖ‪ .‬ﻣﻦ ﻧﺰﺩﯾﮏ ﺧﺎﱎ ﺑﺰﺭگ ﻭﺍﺭﻓﺘﻢ‪ .‬ﺯﻧﻜﮥ ﺑﯽﺣﯿﺎ ﺍﻭﻣﺪ ﺑﺮﺍ ﺧﻮﺩﺷﯿﺮﯾﻨﯽ ﺩﺳﺖ‬
‫ﺍﻧﺪﺍﺧﺖ ﮔﺮﺩﱎ ﻣﺎﭼﻢ ﻛﺮﺩ‪ .‬ﺧﻮﻥ ﺧﻮﳕﻮ ﻣﯽﺧﻮﺭﺩ‪ .‬ﺍﻣﺎ ﺟﺮﺃﺕ ﻧﺪﺍﺷﺘﻢ ﺩﻡ ﺑﺰﱎ‪ ...‬ﺍﺯ ﻓﺮﺩﺍ‬
‫ﺍﻭ ﺷﺪ ﺧﺎﱎ‪ ،‬ﻣﻦ ﺷﺪﻡ ﻛﻨﯿﺰ ﻣﻄﺒﺨﯽ‪ .‬ﻭ ﺁﺧﺮ ﺳﺮ ﺁﻧﻘﺪﻩ ﺯﺑﻮﻥﺑﺎﺯی ﻛﺮﺩ ﺗﺎ ﺁﻭﺍﺭﻩﺍﻡ ﻛﺮﺩ‪...‬‬
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‫ﻭ ﺣﺎﻻ ﺧﺎﱎﺟﻮﻥ ﻫﺮ ﭼﻪ ﻓﻜﺮﺷﻮ ﻣﯽﻛﻨﻢ ﻣﯽﺑﯿﻨﻢ ﺑﺎﺯ ﻫﻤﻮﻥ ﺧﻮﻧﻪ ﺑﺎ ﻫﻮﻭ ﺻﺪ ﺷﺮﻑ ﺩﺍﺭﻩ‬
‫ﺑﻪ ﺍﯾﻦ ﺑﺮ ﺑﯿﺎﺑﻮﻥ‪ .‬ﺍﻟﻬﯽ ﺧﺪﺍ ﺳﺎﯾﮥ ﻫﯿﭻ ﻣﺮﺩی ﺭﻭ ﺍﺯ ﺳﺮ ﺑﭽﻪﻫﺎﺵ ﻛﻢ ﻧﻜﻨﻪ‪ .‬ﻧﺰﺩﯾﮏ ﺑﻮﺩ‬
‫ﺩﺧﺘﺮ ﻧﺎﺯﻧﯿﻨﻢ ﺍﺯ ﺩﺳﻢ ﺑﺮﻩ‪ .‬ﺷﺪﻩ ﻣﻌﺎﯾﻨﻪ ﺗﺐ ﻻﺯﻣﯽﻫﺎ‪ .‬ﺗﺐ ﺍﺯ ﺟﻮﻧﺶ ﳕﯽﺍﻓﺘﻪ‪ .‬ﭘﺴﺮﻡ ﺭﻭ‬
‫ﻫﻢ ﻛﻪ ﺩﯾﺪﯾﻦ‪ .‬ﻣﮕﻪ ﻣﯽﺗﻮﱎ ﺟﻠﻮﺷﻮ ﺑﮕﯿﺮﻡ؟ ﻫﻤﻪﺵ ﻣﯽﮔﻪ ﺗﻘﺼﯿﺮ ﺗﻮ ﺑﯽﻋﺮﺿﻪﺱ ﻛﻪ ﭘﺪﺭﻣﻮﻥ‬
‫ﺍﺯ ﺧﻮﻧﻪ ﺑﯿﺮﻭﳕﻮﻥ ﻛﺮﺩ‪ .‬ﺍﯾﻨﺠﺎ ﻫﻤﻜﻼﺳﻬﺎﺵ ﺑﭽﻪﺑﺎﻏﺒﻮﻥ ﻭ ﺑﭽﻪﺍﻭﯾﺎﺭ ﻭ ﺑﭽﻪﺳﭙﻮﺭ ﻫﺴﱳ‪ .‬ﺍﺯ‬
‫ﺍﻭﻧﺎ ﯾﺎﺩ ﻣﯽﮔﯿﺮﻩ‪ .‬ﻧﺰﺩﯾﮏ ﻫﻢ ﺑﻮﺩ ﻧﻮﻛﺮﺗﻮﻥ ﺳﺮﺷﻮ ﺍﺯ ﺭﺍﻩ ﺑﺪﺭ ﺑﺒﺮﻩ‪ .‬ﺑﺮﺩﻩ ﺑﻮﺩﺵ ﺑﺮﺍﺵ‬
‫ﺑﺴﺘﻨﯽ ﻧﻮﻧﯽ ﺧﺮﯾﺪﻩ ﺑﻮﺩ‪ .‬ﺩﻭﭼﺮﺧﻪ ﻛﺮﺍﯾﻪ ﻛﺮﺩﻩ ﺑﻮﺩ ﻭ ﺍﻭﻧﻮ ﺗﺮک ﺧﻮﺩﺵ ﺳﻮﺍﺭ ﻛﺮﺩﻩ ﺑﻮﺩ‪.‬‬
‫ﻼ‬
‫ﺧﺪﺍﺋﯿﺶ ﺑﻮﺩ ﻛﻪ ﻣﺸﺪی ﺻﻔﺮ ﺳﭙﻮﺭ ﺩﯾﺪﻩ ﺑﻮﺩﺷﻮﻥ‪ ...‬ﻣﺸﺪی ﺻﻔﺮ ﻣﺮﺩ ﺑﺎﺧﺪﺍﺋﯿﻪ‪ .‬ﺍﺻ ً‬
‫ﻭ ﺍﺑﺪ ًﺍ ﺭﻭ ﺧﻮﺩﺵ ﻧﯿﺎﻭﺭﺩﻩ ﺑﻮﺩ‪ ،‬ﻓﻘﻂ ﭘﺴﺮﻣﻮ ﮔﻮﻝ ﺯﺩﻩ ﺑﻮﺩ‪ ،‬ﮔﻔﺘﻪ ﺑﻮﺩ ﺁﻗﺎﺕ ﺍﻭﻣﺪﻩ ﺧﻮﻧﻪ‪ .‬ﻭ‬
‫ﻣﻦ ﻧﺸﺴﺘﻪ ﺑﻮﺩﻡ ﻛﻪ ﺩﯾﺪﻡ ﭘﺴﺮﻡ ﺑﺪﻭ ﺍﻭﻣﺪ ﺧﻮﻧﻪ ﻭ ﭘﺸﺖ ﺳﺮﺵ ﻣﺸﺪی ﺻﻔﺮ‪ .‬ﭘﺴﺮﻡ ﮔﻔﺖ‪:‬‬
‫ﭘﺲ ﻛﻮ ﺁﻗﺎﻡ؟ ﻣﺸﺪی ﺻﻔﺮ ﺑﻪﻣﻦ ﺍﺷﺎﺭﻩ ﻛﺮﺩ‪ ،‬ﮔﻔﺘﻢ‪ :‬ﺁﻗﺎﺕ ﺍﻭﻣﺪﻩ ﺑﻮﺩ ﺗﻮ ﻧﺒﻮﺩی ﺭﻓﺖ‪ .‬ﺳﺮﺗﻮﻥ‬
‫ﺭﺍ ﺩﺭﺩ ﺁﻭﺭﺩﻡ ﺩﯾﮕﻪ ﺑﺴﻪ‪ .‬ﺣﺎﻻ ﺧﺎﻧﻮﻡﺟﻮﻥ ﺍﮔﻪ ﺍﯾﻦ ﻛﺎﺭﻭ ﺑﻜﻨﯿﻦ ﺍﻧﮕﺎﺭ ﺣﺞ ﺍﻛﺒﺮ ﺭﻓﺘﻪ ﺑﺎﺷﯿﻦ‪«.‬‬
‫ﻗﻠﯿﻮﻥ‬
‫ﻫﻮﻭ‬
‫ﺳﻔﯿﺪﺑﺨﺖ‬
‫ﺑﯽﺣﯿﺎ‬
‫ﺧﻮﺩﺷﯿﺮﯾﻨﯽ‬
‫ﺯﺑﻮﻥﺑﺎﺯی‬
‫ﺑﯽﻋﺮﺿﻪ‬
‫ﺳﭙﻮﺭ‬
‫ﻼ ﻭ ﺍﺑﺪ ًﺍ‬
‫ﺍﺻ ً‬

‫ﻫﻤﯿﻦ ﺍﻵﻧﻪ ﻛﻪ ﺭﻭ ﺯﻣﯿﻦ ﭘﻬﻦ ﻣﯽ ﺷﻢ‬
‫ﺧﻮﻥ ﺧﻮﳕﻮ ﻣﯽ ﺧﻮﺭﺩ‬
‫ﺟﺮﺃﺕ ﻧﺪﺍﺷﺘﻢ ﺩﻡ ﺑﺰﱎ‬
‫ﺑﺎﺯ ﻫﻤﻮﻥ ﺧﻮﻧﻪ ﺑﺎ ﻫﻮﻭ ﺻﺪ ﺷﺮﻑ ﺩﺍﺭﻩ ﺑﻪ ﺍﯾﻦ ﺑﺮ ﺑﯿﺎﺑﻮﻥ‬
‫ﺍﻟﻬﯽ ﺧﺪﺍ ﺳﺎﯾﮥ ﻫﯿﭻ ﻣﺮﺩی ﺭﻭ ﺍﺯ ﺳﺮ ﺑﭽﻪﻫﺎﺵ ﻛﻢ ﻧﻜﻨﻪ‬
‫ﻧﺰﺩﯾﮏ ﻫﻢ ﺑﻮﺩ ﻧﻮﻛﺮﺗﻮﻥ ﺳﺮﺷﻮ ﺍﺯ ﺭﺍﻩ ﺑﺪﺭ ﺑﺒﺮﻩ‬
‫ﺭﻭ ﺧﻮﺩﺵ ﻧﯿﺎﻭﺭﺩﻩ ﺑﻮﺩ‬
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82 Lesson 7 ■ What do you do to protect the environment?
Affixes (prefixes and suffixes) (‫ﻭﻧﺪ )ﭘﯿﺸﻮﻧﺪ – ﭘﺴﻮﻧﺪ‬

Affixes are bound morphemes. As far as location is concerned, there are
two kinds of affixes based on where they appear, i.e. either before the
root (prefixes) or after the root (suffixes); e.g.:
(‫ ﭘﺴﻮﻧﺪ‬+ ‫ ﮔﯿﻦ )ﺭﯾﺸﻪ‬+ ‫ﺍﻧﺪﻭﻫﮕﯿﻦ ← ﺍﻧﺪﻭﻩ‬

(‫ ﺭﯾﺸﻪ‬+ ‫ ﺍﺧﻼﻕ )ﭘﯿﺸﻮﻧﺪ‬+ ‫ﺑﺪ ﺍﺧﻼﻕ ← ﺑﺪ‬
.‫ ﻛﻠﻤﺎﺕ ﺯﯾﺮ ﺭﺍ ﺑﻪ ﺭﯾﺸﻪ ﻭ ﻭﻧﺪﻫﺎی ﺗﺸﻜﯿﻞ ﺩﻫﻨﺪۂ ﺁﻧﻬﺎ ﺗﻘﺴﯿﻢ ﻛﻨﯿﺪ‬:‫ﲤﺮﯾﻦ‬
‫ﻣﯽ ﺁﯾﯿﻢ‬
‫ﻋﺼﺒﺎﻧﯽ‬
‫ﻫﻤﺰﻣﺎﻥ‬
‫ﭼﻨﮕﺎﻝ‬
‫ﺑﯽ ﺍﺩﺏ‬
‫ﻣﺆﺩﺑﺎﻧﻪ‬
‫ﲢﺼﯿﻞ ﻛﺮﺩﻩ‬
‫ﭘﺪﺭﺍﻧﻪ‬
‫ﻭﺭﺷﻜﺴﺘﻪ‬
‫ﺑﺮﻭﯾﺪ‬
9780415691352_C07.indd 82 5/23/12 2:37 PM


‫ﺁﺗﺸﻜﺪﻩ‬
‫ﭼﻬﺎﺭﻃﺎﻗﯽ ﺩﺭ ﺷﻬﺮﺳﺘﺎﻥ ﻧﯿﺎﺳﺮ ﺩﺭ ﻧﺰﺩﯾﻜﯽ ﻛﺎﺷﺎﻥ‬

‫ﺍﯾﻦ ﭼﻬﺎﺭﻃﺎﻗﯽ ﻗﺴﻤﺘﯽ ﺍﺯ ﯾﮏ ﺁﺗﺸﻜﺪﻩ ﺍی ﺍﺳﺖ ﻛﻪ ﮔﻮﯾﺎ ﺑﻮﺳﯿﻠﮥ ﺍﺭﺩﺷﯿﺮ ﺑﺎﺑﻜﺎﻥ ﻣﺆﺳﺲ‬
‫ﺳﻠﺴﻠﮥ ﺳﺎﺳﺎﻧﯽ ﺳﺎﺧﺘﻪ ﺷﺪ‪ .‬ﺩﺭ ﺩﻭﺭۂ ﺳﺎﺳﺎﻧﯽ ﺍﻛﺜﺮ ﺍﯾﺮﺍﻧﯿﺎﻥ ﺯﺭﺩﺷﺘﯽ ﺑﻮﺩﻧﺪ ﻭ‬
‫ﺁﺗﺸﻜﺪﻩ ﻫﺎی ﻣﺘﻌﺪﺩی ﺩﺭ ﺳﺮﺍﺳﺮ ﺍﻣﭙﺮﺍﻃﻮﺭی ﺳﺎﺳﺎﻧﯽ ﺑﻮﺳﯿﻠﮥ ﭘﺎﺩﺷﺎﻫﺎﻥ ﺍﯾﻦ ﺳﻠﺴﻠﻪ ﺑﻨﺎ‬
‫ﺷﺪ‪ .‬ﺁﺗﺶ ﺟﺎﯾﮕﺎﻩ ﻭﺍﻻﯾﯽ ﺩﺭ ﻣﺮﺍﺳﻢ ﺩﯾﻨﯽ ﺯﺭﺩﺷﺘﯽ ﺩﺍﺭﺩ ﻭ ﻣﻮﺑﺪﺍﻥ ﺍﺯ ﺁﺗﺶ ﺁﺗﺸﻜﺪﻩ ﻣﺮﺍﻗﺒﺖ‬
‫ﻣﯽ ﻛﻨﻨﺪ ﺗﺎ ﻫﺮﮔﺰ ﺧﺎﻣﻮﺵ ﻧﺸﻮﺩ‪.‬‬
‫‪ -١‬ﺍﺭﺩﺷﯿﺮ ﺑﺎﺑﻜﺎﻥ ﭼﻪ ﺟﻮﺭ ﭘﺎﺩﺷﺎﻫﯽ ﺑﻮﺩﻩ ﺍﺳﺖ؟ ﺑﻪ ﭼﻨﺪ ﺍﺗﻔﺎﻕ ﻣﻬﻢ ﺩﺭ ﺯﻧﺪﮔﯽ ﺍﻭ ﺍﺷﺎﺭﻩ‬
‫‪ -٢‬ﺩﻟﯿﻞ ﺍﻫﻤﯿﺖ ﺁﺗﺶ ﺩﺭ ﻣﺮﺍﺳﻢ ﺩﯾﻨﯽ ﺯﺭﺩﺷﺘﯿﺎﻥ ﭼﯿﺴﺖ؟‬
‫‪9780415691352_C07.indd 83‬‬ ‫‪5/23/12 2:37 PM‬‬

‫ﺩﺭﺱ ﻫﺸﺘﻢ‬
‫‪Lesson‬‬
‫‪Eight‬‬
‫ﻣﺮﺍﻛﺰ ﺧﺮﯾﺪ ﺩﺭ ﻛﺸﻮﺭ‬
‫ﺷﻤﺎ ﺑﻪ ﭼﻪ ﺷﻜﻠﯽ ﻫﺴﺘﻨﺪ؟‬
‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﺑﺎﺯﺍﺭ‬
‫ﺩﺳﺘﻮﺭ‪ :‬ﺻﻔﺖ ﻣﺮﻛﺐ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﺻﻨﻌﺖ ﻭ ﲡﺎﺭﺕ‬
‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ ‪ /‬ﻛﺘﺎﺑﯽ‪ :‬ﺻﺎﺩﻕ ﻫﺪﺍﯾﺖ » ﺗﺎﺭﯾﮏﺧﺎﻧﻪ «‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﻓﺮﻫﻨﮓ ﻋﺎﻣﯿﺎﻧﮥ ﻣﺮﺩﻡ ﺍﯾﺮﺍﻥ‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﺑﺎﺯﺍﺭ ﺳﻨﺘﯽ‬

‫‪ -١‬ﻣﺮﺍﻛﺰ ﺧﺮﯾﺪ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ ﺑﻪ ﭼﻪ ﺷﻜﻠﯽ ﺍﺳﺖ؟‬
‫‪ -٢‬ﺩﺭ ﻣﻮﺭﺩ ﻣﺮﺍﻛﺰ ﺧﺮﯾﺪ ﺩﺭ ﺧﺎﻭﺭﻣﯿﺎﻧﻪ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟‬
‫‪ -٣‬ﺩﺭ ﻣﻮﺭﺩ ﺑﺎﺯﺍﺭﻫﺎی ﺍﯾﺮﺍﻥ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟‬
‫ﺑﺎﺯﺍﺭ‬
‫ﺩﺭ ﮔﺬﺷﺘﻪ ﺩﺭ ﺷﻬﺮﻫﺎ ﯾﮏ ﺭﺍﻩ ﺍﺻﻠﯽ ﻭﺟﻮﺩ ﺩﺍﺷﺖ ﻛﻪ ﺍﻛﺜﺮ ﻣﺮﺍﻛﺰ ﲡﺎﺭی ﻭ ﮔﺎﻩ ﺗﻮﻟﯿﺪی‬
‫ﺩﺭ ﺁﻥ ﻗﺮﺍﺭ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺭﻓﺘﻪ ﺭﻓﺘﻪ ﺩﺭ ﺍﯾﻦ ﺭﺍﻩ‪ ،‬ﺑﺎﺯﺍﺭ ﻧﯿﺰ ﺑﻮﺟﻮﺩ ﺁﻣﺪ‪ .‬ﻭﺍژۂ ﺑﺎﺯﺍﺭ ﻟﻐﺘﯽ‬
‫ﻓﺎﺭﺳﯽ ﺍﺳﺖ ﻭ ﺑﻪ ﻣﻌﻨﯽ ﻣﺤﻞ ﺧﺮﯾﺪ ﻭ ﻓﺮﻭﺵ ﻣﯽ ﺑﺎﺷﺪ‪ .‬ﻭﺍژﮔﺎﻥ ﺩﯾﮕﺮی ﻧﯿﺰ ﺍﺯ ﻟﻐﺖ ﺑﺎﺯﺍﺭ‬
‫ﻣﺸﺘﻖ ﺷﺪﻩ ﺍﻧﺪ ﻣﺎﻧﻨﺪ ﺑﺎﺯﺍﺭی )ﻛﺴﯽ ﻛﻪ ﺩﺭ ﺑﺎﺯﺍﺭ ﺣﺠﺮﻩ ﺩﺍﺭﺩ( ﻭ ﺑﺎﺯﺭﮔﺎﻥ )ﻛﺴﯽ ﻛﻪ‬
‫ﻛﺎﺭﺵ ﻭﺍﺭﺩﺍﺕ ﻭ ﺻﺎﺩﺭﺍﺕ ﺍﺳﺖ(‪ .‬ﺍﯾﻦ ﻭﺍژﻩ ﺍﺯ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺑﻪ ﺯﺑﺎﻥ ﻫﺎی ﺩﯾﮕﺮی ﻧﯿﺰ‬
‫ﻭﺍﺭﺩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺑﻪ ﻋﻼﻭﻩ ﺗﺮﻛﯿﺒﺎﺗﯽ ﺑﺎ ﺍﯾﻦ ﻭﺍژﻩ ﺑﺼﻮﺭﺕ ﺍﺳﺘﻌﺎﺭی ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﺷﻮﻧﺪ‬
‫ﻣﺎﻧﻨﺪ » ﺑﺎﺯﺍﺭ ﺷﺎﻡ « ﻛﻪ ﺑﻪ ﻣﻌﻨﯽ ﻣﺤﻞ ﺷﻠﻮﻍ ﺍﺳﺖ‪.‬‬
‫‪9780415691352_C08.indd 84‬‬ ‫‪5/23/12 4:05 PM‬‬

‫ﻣﺮﺍﻛﺰ ﺧﺮﯾﺪ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ ﺑﻪ ﭼﻪ ﺷﻜﻠﯽ ﻫﺴﺘﻨﺪ؟‬ ‫■‬ ‫ﺩﺭﺱ ﻫﺸﺘﻢ‬ ‫‪85‬‬
‫ﺩﺭ ﮔﺬﺷﺘﻪ ﻧﻪ ﺗﻨﻬﺎ ﺍﺯ ﺑﺎﺯﺍﺭ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺮﻛﺰ ﺧﺮﯾﺪ ﻭ ﻓﺮﻭﺵ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﺷﺪ ﺑﻠﻜﻪ ﻧﻘﺶ‬
‫ﺍﺟﺘﻤﺎﻋﯽ ﺁﻥ ﻧﯿﺰ ﺑﺴﯿﺎﺭ ﻣﻬﻢ ﻭ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺑﻮﺩ ﻭ ﻛﻤﺎﺑﯿﺶ ﻫﻤﮥ ﻓﻌﺎﻟﯿﺖ ﻫﺎی ﺷﻬﺮی ﺑﺎ ﺁﻥ‬
‫ﻣﺮﺗﺒﻂ ﺑﻮﺩ‪ .‬ﻣﺴﺠﺪ ﺟﺎﻣﻊ‪ ،‬ﻣﺪﺍﺭﺱ ﻋﻠﻤﯿﻪ ﻭ ﻛﺎﺭﻭﺍﻥ ﺳﺮﺍﻫﺎی ﻣﺘﻌﺪﺩی ﺩﺭ ﺍﻣﺘﺪﺍﺩ ﺑﺎﺯﺍﺭ‬
‫ﻭﺟﻮﺩ ﺩﺍﺷﺘﻨﺪ ﻭ ﺑﺎﺯﺍﺭ ﻣﺮﻛﺰ ﺍﺧﺒﺎﺭ ﻭ ﺷﺎﯾﻌﺎﺕ ﺑﻮﺩ‪.‬‬
‫‪road‬‬ ‫ﺭﺍﻩ‬
‫‪main‬‬ ‫ﺍﺻﻠﯽ‬
‫‪centre‬‬ ‫ﻣﺮﻛﺰ )ﻣﺮﺍﻛﺰ(‬
‫‪commercial‬‬ ‫ﲡﺎﺭی‬
‫‪at times‬‬ ‫ﮔﺎﻩ‬
‫‪manufacturing‬‬ ‫ﺗﻮﻟﯿﺪی‬
‫‪place‬‬ ‫ﻣﺤﻞ‬
‫‪buying and selling‬‬ ‫ﺧﺮﯾﺪ ﻭ ﻓﺮﻭﺵ‬
‫‪imports‬‬ ‫ﻭﺍﺭﺩﺍﺕ‬
‫‪exports‬‬ ‫ﺻﺎﺩﺭﺍﺕ‬
‫‪to be derived from‬‬ ‫ﻣﺸﺘﻖ ﺷﺪﻥ ﺍﺯ‬
‫‪a store in the bazaar‬‬ ‫ﺣﺠﺮﻩ‬
‫‪merchant‬‬ ‫ﺑﺎﺯﺭﮔﺎﻥ‬
‫‪compound‬‬ ‫ﺗﺮﻛﯿﺐ‬
‫‪metaphorical‬‬ ‫ﺍﺳﺘﻌﺎﺭی‬
‫‪crowded‬‬ ‫ﺷﻠﻮﻍ‬
‫‪Syria; Damascus‬‬ ‫ﺷﺎﻡ‬
‫‪more or less‬‬ ‫ﻛﻤﺎﺑﯿﺶ‬
‫‪activity‬‬ ‫ﻓﻌﺎﻟﯿﺖ‬
‫‪connected‬‬ ‫ﻣﺮﺗﺒﻂ‬
‫‪theological colleges‬‬ ‫ﻣﺪﺍﺭﺱ ﻋﻠﻤﯿﻪ‬
‫‪9780415691352_C08.indd 85‬‬ ‫‪5/23/12 4:05 PM‬‬

‫‪86‬‬ ‫‪Lesson 8‬‬ ‫■‬ ‫?‪What do commercial centres look like in your country‬‬
‫‪travellers’ inn, caravanserai‬‬ ‫ﻛﺎﺭﻭﺍﻥ ﺳﺮﺍ‬

‫‪along‬‬ ‫ﺩﺭ ﺍﻣﺘﺪﺍﺩ‬
‫‪news‬‬ ‫ﺧﺒﺮ )ﺍﺧﺒﺎﺭ(‬
‫‪rumour‬‬ ‫ﺷﺎﯾﻌﻪ )ﺷﺎﯾﻌﺎﺕ(‬
‫‪ -١‬ﺑﺎﺯﺍﺭ ﺑﻪ ﭼﻪ ﻣﻌﻨﺎﺳﺖ؟‬
‫‪ -٢‬ﭼﻪ ﻟﻐﺎﺗﯽ ﺍﺯ ﻛﻠﻤﮥ ﺑﺎﺯﺍﺭ ﻣﺸﺘﻖ ﺷﺪﻩ ﺍﻧﺪ؟‬
‫‪ -٣‬ﺁﯾﺎ ﺑﺎﺯﺍﺭ ﺩﺭ ﮔﺬﺷﺘﻪ ﺻﺮﻓ ًﺎ ﯾﮏ ﻣﺮﻛﺰ ﲡﺎﺭی ﺑﻮﺩﻩ ﺍﺳﺖ؟‬
‫‪ ........ -١‬ﻗﺎﻟﯽ ﻫﺎی ﺗﺒﺮﯾﺰ ﺑﺴﯿﺎﺭ ﻇﺮﯾﻒ ﺍﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﺣﺠﺮﻩ‬ ‫ﺍﻟﻒ‪ -‬ﻣﺮﻛﺰ‬

‫ﺩ‪ -‬ﻧﻘﺶ‬ ‫ﺏ‪ -‬ﻓﻌﺎﻟﯿﺖ‬
‫‪ -٢‬ﺍﯾﻦ ‪ ..........‬ﺷﻠﻮﻍ ﺍﺳﺖ‪ .‬ﺑﻬﺘﺮ ﺍﺳﺖ ﺍﺯ ﺧﯿﺎﺑﺎﻥ ﻓﺮﻋﯽ ﺑﺮﻭﯾﻢ‪.‬‬
‫ﺝ‪ -‬ﺑﺎﺯﺭﮔﺎﻥ‬ ‫ﺍﻟﻒ‪ -‬ﻣﺪﺍﺭﺱ ﻋﻠﻤﯿﻪ‬

‫ﺩ‪ -‬ﺭﺍﻩ‬ ‫ﺏ‪ -‬ﻛﺎﺭﻭﺍﻥ ﺳﺮﺍ‬
‫‪ -٣‬ﻫﻮﺍ ‪ ..........‬ﺳﺮﺩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺎﯾﺪ ﺧﻮﺩ ﺭﺍ ﺑﺮﺍی ﺯﻣﺴﺘﺎﻥ ﺁﻣﺎﺩﻩ ﻛﻨﯿﺪ‪.‬‬
‫ﺝ‪ -‬ﻛﻤﺎﺑﯿﺶ‬ ‫ﺍﻟﻒ‪ -‬ﻣﻮﺭﺩ ﺗﻮﺟﻪ‬

‫ﺩ‪ -‬ﺩﺭ ﺍﻣﺘﺪﺍﺩ‬ ‫ﺏ‪ -‬ﻣﺮﺗﺒﻂ‬
‫ﻼ ﺑﻪ ﻣﻦ ﮔﻔﺘﯿﺪ‪.‬‬
‫‪ .......... -۴‬ﺍﻃﻤﯿﻨﺎﻥ ﻣﻦ ﺑﻪ ﺷﻤﺎ ﺑﻪ ﺩﻟﯿﻞ ﺩﺭﻭﻍ ﻫﺎﯾﯽ ﺍﺳﺖ ﻛﻪ ﻗﺒ ً‬
‫ﺝ‪ -‬ﻋﺪﻡ‬ ‫ﺍﻟﻒ‪ -‬ﻧﻘﺶ‬

‫ﺩ‪ -‬ﻣﺤﻞ‬ ‫ﺏ‪ -‬ﺷﺎﯾﻌﻪ‬
‫‪9780415691352_C08.indd 86‬‬ ‫‪5/23/12 4:05 PM‬‬

‫‪ -۵‬ﺁﯾﺎ ﻛﺘﺎﺏ ﻫﺎی » ﺑﺎﻣﺪﺍﺩ ﺧﻤﺎﺭ« ﻭ » ﺷﺮﺍﺏ ﺧﺎﻡ « ﺑﺎ ﻫﻢ ‪ ...........‬ﻫﺴﺘﻨﺪ؟‬
‫ﺝ‪ -‬ﻣﺘﻤﺮﻛﺰ‬ ‫ﺍﻟﻒ‪ -‬ﻣﺸﺘﻖ‬

‫ﺩ‪ -‬ﻣﺮﻛﺐ‬ ‫ﺏ‪ -‬ﻣﺮﺗﺒﻂ‬
‫‪ -١‬ﺻﻨﺎﯾﻊ ﺩﺳﺘﯽ ﺍﺻﻔﻬﺎﻥ ﺑﺴﯿﺎﺭ ﻣﻌﺮﻭﻑ ﺍﺳﺖ‪.‬‬

‫ﮔﺰ ﺍﺻﻔﻬﺎﻥ ﺍﺯ ﻣﺤﺒﻮﺑﯿﺖ ﺧﺎﺻﯽ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﻧﯿﺰ ‪(...‬‬
‫‪ -٢‬ﺍﯾﺮﺍﻥ ﭼﻨﺪﯾﻦ ﺷﻬﺮ ﺑﺰﺭگ ﺩﺍﺭﺩ‪.‬‬

‫ﺗﻬﺮﺍﻥ‪ ،‬ﺍﺻﻔﻬﺎﻥ ﻭ ﺗﺒﺮﯾﺰ ﺷﻬﺮﻫﺎی ﺑﺰﺭگ ﺍﯾﺮﺍﻥ ﻫﺴﺘﻨﺪ‪.‬‬
‫)‪ ...‬ﻣﺎﻧﻨﺪ ‪(...‬‬
‫‪ -٣‬ﺩﻧﺪﺍﻥ ﭘﺰﺷﮏ ﯾﮏ ﺩﻛﺘﺮ ﺍﺳﺖ‪.‬‬

‫ﺩﻧﺪﺍﻥ ﭘﺰﺷﮏ ﺩﺭ ﺑﯿﻤﺎﺭی ﻫﺎی ﺩﻧﺪﺍﻥ ﻭ ﻟﺜﻪ ﺗﺨﺼﺺ ﺩﺍﺭﺩ‪.‬‬
‫)‪ ...‬ﻛﻪ ‪(...‬‬
‫‪ -۴‬ﺍﻭ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﻣﻬﻨﺪﺳﯽ ﺑﺮﻕ ﻣﯽ ﺧﻮﺍﻧﺪ‪.‬‬

‫ﺍﻭ ﺳﺮﺩﺑﯿﺮﻣﺠﻠﻪ ﺩﺍﻧﺸﮕﺎﻩ ﻫﻢ ﻫﺴﺖ‪.‬‬
‫)‪ ...‬ﺑﻪ ﻋﻼﻭﻩ ‪(...‬‬
‫‪ -۵‬ﺍﯾﺮﺍﻥ ﭘﺴﺘﻪ ﺻﺎﺩﺭ ﻣﯽ ﻛﻨﺪ‪.‬‬

‫ﺍﯾﺮﺍﻥ ﺩﺭ ﺻﺎﺩﺭﺍﺕ ﺧﺎﻭﯾﺎﺭ ﻫﻢ ﭘﯿﺸﺮﻭ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﻧﻪ ﺗﻨﻬﺎ ‪ ...‬ﺑﻠﻜﻪ ‪(...‬‬
‫‪ -۶‬ﺍﻭ ﻣﻮﺍﺩ ﻣﺨﺪﺭ ﻗﺎﭼﺎﻕ ﻣﯽ ﻛﺮﺩ‪.‬‬

‫ﭘﻠﯿﺲ ﺍﻭ ﺭﺍ ﺩﺳﺘﮕﯿﺮ ﻛﺮﺩ‪.‬‬
‫)‪ ...‬ﺑﻪ ﺩﻟﯿﻞ ‪(...‬‬

‫‪9780415691352_C08.indd 87‬‬ ‫‪5/23/12 4:05 PM‬‬

‫‪ -١‬ﻣﱳ »ﺑﺎﺯﺍﺭ« ﺭﺍ ﺑﺎ ﺑﻜﺎﺭ ﺑﺮﺩﻥ ﻛﻠﻤﺎﺕ ﺧﻮﺩﺗﺎﻥ ﺑﺎﺯﻧﻮﯾﺴﯽ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ١٠٠‬ﻛﻠﻤﻪ(‪.‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﻛﺎﺩﺭ ﻣﺘﻨﯽ ﺩﺭﺑﺎﺭۂ ﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻒ ﻣﺮﺍﻛﺰ ﺧﺮﯾﺪ ﺑﻨﻮﯾﺴﯿﺪ‬
‫)ﺣﺪ ﺍﻛﺜﺮ‪ ٨٠‬ﻛﻠﻤﻪ(‪ .‬ﺁﯾﺎ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ ﺑﺎﺯﺍﺭ ﻭﺟﻮﺩ ﺩﺍﺭﺩ؟ ﺑﺎﺯﺍﺭ ﺭﺍ ﺑﺎ ﻣﺮﻛﺰ ﺧﺮﯾﺪ ﺟﺪﯾﺪﺗﺮی‬
‫ﻣﻘﺎﯾﺴﻪ ﻛﻨﯿﺪ‪.‬‬
‫ﻣﺤﻞ‬ ‫ﻣﺮﺗﺒﻂ‬ ‫ﺩﺭﺍﻣﺘﺪﺍﺩ‬ ‫ﻓﻌﺎﻟﯿﺖ‬ ‫ﺻﺎﺩﺭﺍﺕ‬ ‫ﺷﻠﻮﻍ‬ ‫ﻛﻤﺎﺑﯿﺶ‬ ‫ﺣﺠﺮﻩ‬ ‫ﺗﻮﻟﯿﺪی‬
‫ﺻﻔﺖ ﻣﺮﻛﺐ‬
‫ﺻﻔﺖ ﻣﺮﻛﺐ ﺻﻔﺘﯽ ﺍﺳﺖ ﻛﻪ ﺍﺯ ﺩﻭ ﯾﺎ ﭼﻨﺪ ﺟﺰﺀ ﻣﺴﺘﻘﻞ ﺗﺸﻜﯿﻞ ﺷﺪﻩ ﺑﺎﺷﺪ‪ .‬ﺑﻪ‬
‫ﳕﻮﻧﻪ ﻫﺎﯾﯽ ﺍﺯ ﺍﻧﻮﺍﻉ ﺻﻔﺖ ﻣﺮﻛﺐ ﺗﻮﺟﻪ ﻛﻨﯿﺪ‪:‬‬
‫ﺍﺳﻢ ‪ +‬ﺍﺳﻢ‪ :‬ﻣﻬﻤﺎﻥ ‪ +‬ﺩﻭﺳﺖ = ﻣﻬﻤﺎﻧﺪﻭﺳﺖ‪ ،‬ﻣﺎﻩ ‪ +‬ﺭﻭ = ﻣﺎﻫﺮﻭ‪،‬‬

‫ﺳﻨﮓ ‪ +‬ﺩﻝ = ﺳﻨﮕﺪﻝ‬
‫ﺍﺳﻢ ‪ +‬ﺻﻔﺖ‪ :‬ﺩﻝ ‪ +‬ﻧﺎﺯک = ﺩﻝ ﻧﺎﺯک‪ ،‬ﺩﻝ ‪ +‬ﺗﻨﮓ = ﺩﻝ ﺗﻨﮓ‪ ،‬ﭘﺎ ‪ +‬ﺑﺮﻫﻨﻪ = ﭘﺎﺑﺮﻫﻨﻪ‬
‫ﺻﻔﺖ ‪ +‬ﺍﺳﻢ‪ :‬ﺳﯿﺎﻩ ‪ +‬ﭘﻮﺳﺖ = ﺳﯿﺎﻩ ﭘﻮﺳﺖ‪ ،‬ﺧﻮﺵ ‪ +‬ﺍﺧﻼﻕ = ﺧﻮﺵ ﺍﺧﻼﻕ‪،‬‬
‫ﭘﺮ ‪ +‬ﻃﺮﻓﺪﺍﺭ = ﭘﺮﻃﺮﻓﺪﺍﺭ‬
‫ﺍﺳﻢ ‪ +‬ﺭﯾﺸﮥ ﻣﻀﺎﺭﻉ‪ :‬ﺧﻮﺩ ‪ +‬ﺧﻮﺍﻩ = ﺧﻮﺩﺧﻮﺍﻩ‪ ،‬ﺧﻮﺩ ‪ +‬ﭘﺴﻨﺪ = ﺧﻮﺩﭘﺴﻨﺪ‪،‬‬
‫ﺩﺍﻣﻦ ‪ +‬ﮔﯿﺮ = ﺩﺍﻣﻨﮕﯿﺮ‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﻫﺮﯾﮏ ﺍﺯﺻﻔﺎﺕ ﻣﺮﻛﺐ ﺑﺎﻻ ﺩﻭ ﳕﻮﻧﮥ ﺩﯾﮕﺮﺫﻛﺮﻛﻨﯿﺪ‪.‬‬
‫ﺻﻔﺖ ﻣﺮﻛﺐ ﻣﯽ ﺗﻮﺍﻧﺪ ﺍﺯ ﯾﮏ ﭘﯿﺸﻮﻧﺪ ﯾﺎ ﭘﺴﻮﻧﺪ ﻭ ﯾﺎ ﻣﯿﺎﻧﻮﻧﺪ ﺑﻪ ﻋﻼﻭۂ ﯾﮏ ﺻﻔﺖ ﻧﯿﺰ‬

‫ﺗﺸﻜﯿﻞ ﺷﺪﻩ ﺑﺎﺷﺪ‪:‬‬
‫ﭘﯿﺸﻮﻧﺪ ‪ +‬ﺻﻔﺖ‪ :‬ﻧﺎ ‪ +‬ﺳﺎﻟﻢ = ﻧﺎﺳﺎﻟﻢ‬
‫ﭘﯿﺸﻮﻧﺪ ‪ +‬ﺍﺳﻢ‪ :‬ﻫﻢ ‪ +‬ﺁﻫﻨﮓ = ﻫﻤﺎﻫﻨﮓ‬
‫ﺍﺳﻢ ‪ +‬ﭘﺴﻮﻧﺪ‪ :‬ﻋﻠﯽ ‪ +‬ﻭﺍﺭ = ﻋﻠﯽ ﻭﺍﺭ‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﻫﺮﯾﮏ ﺍﺯﺻﻔﺎﺕ ﻣﺮﻛﺐ ﺑﺎﻻ ﺩﻭ ﳕﻮﻧﮥ ﺩﯾﮕﺮ ﺫﻛﺮ ﻛﻨﯿﺪ‪.‬‬
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‫ﺻﻨﻌﺖ ﻭ ﲡﺎﺭﺕ‬
‫ﺍﺧﺮﺍﺝ‬ ‫ﺗﻮﻟﯿﺪ‬ ‫ﺍﺩﻏﺎﻡ‬ ‫ﻛﻤﯿﺖ‬ ‫ﺁﮔﻬﯽ‬ ‫ﻓﻦ ﺁﻭﺭی‬ ‫ﲢﺮﯾﻢ ﻫﺎ‬

‫ﻋﺮﺿﻪ‬ ‫ﻛﯿﻔﯿﺖ‬ ‫ﺗﺮﻓﯿﻊ‬ ‫ﺧﺼﻮﺻﯽ ﺳﺎﺯی‬ ‫ﺍﻋﺘﺼﺎﺏ‬ ‫ﻓﺮﺍﻭﺭﺩﻩ‬
‫ﻣﻠﯽ ﻛﺮﺩﻥ‬ ‫ﺍﻧﺤﺼﺎﺭی‬
‫ﺁﻣﺮﯾﻜﺎ ‪ ...................‬ﺧﻮﺩ ﺭﺍ ﻋﻠﯿﻪ ﺍﯾﺮﺍﻥ ﺗﺸﺪﯾﺪ ﻛﺮﺩ ﻭ ﺍﯾﻦ ﺑﺤﺮﺍﻥ ﺍﻗﺘﺼﺎﺩی ﺩﺭ ﻛﺸﻮﺭ‬
‫ﺭﺍ ﻭﺧﯿﻢ ﺗﺮ ﻣﯽ ﻛﻨﺪ‪.‬‬
‫ﺩﺭﳕﺎﯾﺸﮕﺎﻩ ﺳﺎﻻﻧﻪ ﻛﺘﺎﺏ ﺩﺭ ﺗﻬﺮﺍﻥ ﻛﺘﺎﺏ ﻫﺎﯾﯽ ﺑﺎ ﻣﻮﺿﻮﻋﺎﺕ ﻣﺨﺘﻠﻒ ﺍﺯ ﺳﺮﺍﺳﺮ ﺩﻧﯿﺎ‬
‫‪ ................‬ﻣﯽ ﺷﻮﺩ‪.‬‬
‫ﭘﺲ ﺍﺯ ‪ ................‬ﺍﯾﻦ ﺩﻭ ﺷﺮﻛﺖ ﺳﻮﺩ ﺷﺎﻥ ﭼﻨﺪ ﺑﺮﺍﺑﺮ ﺷﺪ‪.‬‬
‫ﺩﺭ ﺑﺮﻫﻪ ﺍی ﺍﺯ ﺗﺎﺭﯾﺦ ﺍﯾﺮﺍﻥ ﺑﺮﯾﺘﺎﻧﯿﺎ ﺍﺯﺣﻖ ‪ ...............‬ﺍﺳﺘﺨﺮﺍﺝ ﻧﻔﺖ ﺳﻮﺍﺣﻞ ﺟﻨﻮﺑﯽ‬
‫ﺍﯾﺮﺍﻥ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺑﻮﺩ‪.‬‬
‫ﭘﺲ ﺍﺯ ﺍﺟﺮﺍی ﻃﺮﺡ ‪ ..............................‬ﺑﺎﻧﻜﺪﺍﺭی ﺩﺭ ﺭﻭﺳﯿﻪ ﺗﻌﺪﺍﺩ ﺑﺎﻧﮏ ﻫﺎی‬
‫ﺧﺼﻮﺻﯽ ﻭ ﻧﯿﻤﻪ ﺧﺼﻮﺻﯽ ﺑﻪ ﺳﺮﻋﺖ ﺍﻓﺰﺍﯾﺶ ﯾﺎﻓﺖ‪.‬‬
‫ﺑﺮﺍی ﻓﺮﻭﺵ ﺧﺎﻧﻪ ﺍﻡ ﺑﺎﯾﺪ ﺩﺭ ﭼﻨﺪ ﺭﻭﺯﻧﺎﻣﻪ ‪ ...................‬ﻛﻨﻢ‪.‬‬
‫ﺩﺭﭘﯽ ﺑﺤﺮﺍﻥ ﺍﻗﺘﺼﺎﺩی ﻛﺎﺭﻣﻨﺪﺍﻥ ﻭ ﻛﺎﺭﮔﺮﺍﻥ ﺑﺴﯿﺎﺭی ‪ ......................‬ﺷﺪﻧﺪ‪.‬‬
‫ﻣﺼﺪﻕ ﺑﻪ ﻗﻬﺮﻣﺎﻥ ﻣﻠﯽ ﺍﯾﺮﺍﻥ ﻣﺸﻬﻮﺭ ﺍﺳﺖ ﭼﺮﺍﻛﻪ ﺳﻌﯽ ﺩﺭ‪ .........................‬ﻧﻔﺖ‬
‫ﻛﺮﺩ‪.‬‬
‫ﭘﺲ ﺍﺯ ﺷﺶ ﻣﺎﻩ ﺯﻧﺪﺍﻧﯽ ﺑﻮﺩﻥ ﺩﺳﺖ ﺑﻪ ‪ .............‬ﻏﺬﺍ ﺯﺩ ﻭ ﻣﻮﺟﺐ ﻧﮕﺮﺍﻧﯽ ﻣﺴﺆﻻﻥ‬
‫ﺯﻧﺪﺍﻥ ﺷﺪ‪.‬‬
‫ﺍﺳﺎﺗﯿﺪ ﺩﺍﻧﺸﮕﺎﻩ ﭘﺲ ﺍﺯ ‪ ۶‬ﺳﺎﻝ ﺍﺯ ‪ .................‬ﻣﻘﺎﻡ ﻭ ﺍﻓﺰﺍﯾﺶ ﺣﻘﻮﻕ ﺑﺮﺧﻮﺭﺩﺍﺭ‬
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‫‪quality control‬‬ ‫ﻛﻨﺘﺮﻝ ﻛﯿﻔﯽ‬

‫‪mass production‬‬ ‫ﺗﻮﻟﯿﺪ ﺍﻧﺒﻮﻩ‬
‫‪professional‬‬ ‫ﺣﺮﻓﻪ ﺍی‬
‫‪pension‬‬ ‫ﺣﻘﻮﻕ ﺑﺎﺯﻧﺸﺴﺘﮕﯽ‬
‫‪to resign‬‬ ‫ﺍﺳﺘﻔﻌﺎ ﺩﺍﺩﻥ‬
‫‪bankruptcy‬‬ ‫ﻭﺭﺷﻜﺴﺘﮕﯽ‬
‫‪to export‬‬ ‫ﺻﺎﺩﺭ ﻛﺮﺩﻥ‬
‫‪contract‬‬ ‫ﻗﺮﺍﺭﺩﺍﺩ‬
‫‪stock exchange‬‬ ‫ﺑﻮﺭﺱ ﺳﻬﺎﻡ‬
‫‪imports‬‬ ‫ﻭﺍﺭﺩﺍﺕ‬
‫ﭘﺲ ﺍﺯ ﺗﻮﻟﯿﺪ ﻣﺤﺼﻮﻻﺕ ﻛﺎﺭﺧﺎﻧﻪ ﲢﺖ ﻛﻨﺘﺮﻝ ﻛﯿﻔﯽ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻨﺪ‪.‬‬
‫ﺻﻨﻌﺖ ﻭ ﲡﺎﺭﺕ ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺁﻧﺮﺍ ﺗﺮﺟﻤﻪ ﳕﺎﯾﯿﺪ‪.‬‬
‫ﺻﺎﺩﻕ ﻫﺪﺍﯾﺖ » ﺗﺎﺭﯾﮏﺧﺎﻧﻪ «‬

‫ﺍﮔﻪ ﺁﺷﻨﺎ ﯾﺎ ﻣﺤﻠﯽ ﺑﺮﺍی ﺧﻮﺩﺗﻮﻥ ﺩﺭ ﻧﻈﺮ ﻧﮕﺮﻓﺘﯿﻦ‪ ،‬ﳑﻜﻨﻪ ﺑﯿﺎﯾﯿﻦ ﻣﻨﺰﻝ ﻣﻦ‪.‬‬
‫ﺍﮔﺮ ﺁﺷﻨﺎ ﯾﺎ ﻣﺤﻠﯽ ﺑﺮﺍی ﺧﻮﺩﺗﺎﻥ ﺩﺭ ﻧﻈﺮ ﻧﮕﺮﻓﺘﯿﺪ‪ ،‬ﳑﻜﻦ ﺍﺳﺖ ﺑﯿﺎﯾﯿﺪ ﺑﻪ ﻣﻨﺰﻝ ﻣﻦ‪.‬‬
‫‪9780415691352_C08.indd 90‬‬ ‫‪5/23/12 4:05 PM‬‬

‫ﺍﺗﻮﻣﺒﯿﻞ ﻣﺎ ﺩﺭ ﺧﻮﻧﺴﺎﺭ ﺟﻠﻮ ﮔﺎﺭﺍژ »ﻣﺪﻧﯽ« ﻧﮕﻪ ﺩﺍﺷﺖ‪ .‬ﺍﮔﺮﭼﻪ ﻗﺮﺍﺭ ﺑﻮﺩ ﻛﻪ ﲤﺎﻡ ﺷﺐ‬
‫ﺭﺍ ﺣﺮﻛﺖ ﺑﻜﻨﯿﻢ‪ ،‬ﻭﻟﯽ ﺷﻮﻓﺮ ﻭ ﻫﻤﻪی ﻣﺴﺎﻓﺮﯾﻦ ﭘﯿﺎﺩﻩ ﺷﺪﻧﺪ‪ .‬ﻣﻦ ﻧﮕﺎﻫﯽ ﺑﻪ ﺩﺭ ﻭ ﺩﯾﻮﺍﺭ‬
‫ﮔﺎﺭﺍژ ﻭ ﻗﻬﻮﻩﺧﺎﻧﻪ ﺍﻧﺪﺍﺧﺘﻢ ﻛﻪ ﭼﻨﺪﺍﻥ ﻣﻬﻤﺎﻥﻧﻮﺍﺯ ﺑﻪ ﻧﻈﺮﻡ ﻧﯿﺎﻣﺪ‪ ،‬ﺑﻌﺪ ﻧﺰﺩﯾﮏ ﺍﺗﻮﻣﺒﯿﻞ ﺭﻓﺘﻢ‬
‫ﻭ ﺑﺮﺍی ﺍﲤﺎﻡ ﺣﺠﺖ ﺑﻪ ﺷﻮﻓﺮ ﮔﻔﺘﻢ‪» :‬ﺍﺯ ﻗﺮﺍﺭ ﻣﻌﻠﻮﻡ ﺑﺎﯾﺪ ﺍﻣﺸﺐ ﺭﺍ ﺍﯾﻨﺠﺎ ﺍﻃﺮﺍﻕ ﺑﻜﻨﯿﻢ؟«‬
‫»ﺑﻠﻪ‪ ،‬ﺭﺍﻩ ﺑﺪﻩ‪ .‬ﺍﻣﺸﺒﻮ ﻣﯽﻣﻮﻧﯿﻢ‪ ،‬ﻓﺮﺩﺍ ﻛﻠﻪی ﺳﺤﺮ ﺣﺮﯾﻜﺖ ﻣﯽﻛﻨﯿﻢ‪«.‬‬
‫ﯾﮏ ﻣﺮﺗﺒﻪ ﺩﯾﺪﻡ ﺷﺨﺼﯽ ﻛﻪ ﭘﺎﻟﺘﻮ ﺑﺎﺭﺍﻧﯽ ﺑﻪ ﺧﻮﺩ ﭘﯿﭽﯿﺪﻩ ﺑﻮﺩ ﺑﻪ ﻃﺮﻓﻢ ﺁﻣﺪ ﻭ ﺑﺎ ﺻﺪﺍی‬
‫ﺁﺭﺍﻡ ﻭ ﺧﻔﻪﺍی ﮔﻔﺖ‪» :‬ﺍﯾﻦﺟﺎ ﺟﺎی ﻣﻨﺎﺳﺐ ﻧﺪﺍﺭﻩ‪ ،‬ﺍﮔﻪ ﺁﺷﻨﺎ ﯾﺎ ﻣﺤﻠﯽ ﺑﺮﺍی ﺧﻮﺩﺗﻮﻥ ﺩﺭ‬
‫ﻧﻈﺮ ﻧﮕﺮﻓﺘﯿﻦ‪ ،‬ﳑﻜﻨﻪ ﺑﯿﺎﯾﯿﻦ ﻣﻨﺰﻝ ﻣﻦ‪«.‬‬
‫»ﺧﯿﻠﯽ ﻣﺘﺸﻜﺮﻡ! ﺍﻣﺎ ﳕﯽﺧﻮﺍﻡ ﺍﺳﺒﺎﺏ ﺯﺣﻤﺖ ﺑﺸﻢ‪«.‬‬
‫»ﻣﻦ ﺍﺯ ﺗﻌﺎﺭﻑ ﺑﺪﻡ ﻣﯽﯾﺎﺩ‪ .‬ﻣﻦ ﻧﻪ ﺷﻤﺎ ﺭﻭ ﻣﯽﺷﻨﺎﺳﻢ ﻭ ﻧﻪ ﻣﯽﺧﻮﺍﻡ ﻣﻨﺘﯽ ﺳﺮﺗﻮﻥ‬
‫ﺑﮕﺬﺍﺭﻡ‪ .‬ﭼﻮﻥ ﺍﺯ ﻭﺧﺘﯽ ﻛﻪ ﺍﻃﺎﻗﯽ ﺑﻪ ﺳﻠﯿﻘﻪی ﺧﻮﺩﻡ ﺳﺎﺧﺘﻪﺍﻡ‪ ،‬ﺍﻃﺎﻕ ﺳﺎﺑﻘﻢ ﺑﯽﻣﺼﺮﻑ‬
‫ﺍﻓﺘﺎﺩﻩ‪ .‬ﻓﻘﻂ ﮔﻤﻮﻥ ﻣﯽﻛﻨﻢ ﺍﺯ ﻗﻬﻮﻩﺧﻮﻧﻪ ﺭﺍﺣﺖﺗﺮ ﺑﺎﺷﻪ‪«.‬‬
‫ﳊﻦ ﺳﺎﺩﻩی ﺑﯽ ﺭﻭ ﺩﺭﺑﺎﯾﺴﺘﯽ ﻭ ﺗﻌﺎﺭﻑ ﻭ ﺗﻜﻠﻒ ﺍﻭ ﺩﺭ ﻣﻦ ﺍﺛﺮ ﻛﺮﺩ ﻭ ﻓﻬﻤﯿﺪﻡ ﻛﻪ ﺑﺎ‬
‫ﯾﮏ ﻧﻔﺮ ﺁﺩﻡ ﻣﻌﻤﻮﻟﯽ ﺳﺮ ﻭ ﻛﺎﺭ ﻧﺪﺍﺭﻡ‪ .‬ﮔﻔﺘﻢ‪» :‬ﺧﯿﻠﯽ ﺧﻮﺏ‪ ،‬ﺣﺎﺿﺮﻡ‪ «.‬ﻭ ﺑﺪﻭﻥ ﺗﺮﺩﯾﺪ ﺩﻧﺒﺎﻟﺶ‬
‫ﺍﻓﺘﺎﺩﻡ‪ ،‬ﺍﻭ ﯾﮏ ﭼﺮﺍﻍ ﺑﺮﻕ ﺩﺳﺘﯽ ﺍﺯ ﺟﯿﺒﺶ ﺩﺭﺁﻭﺭﺩ ﻭ ﺭﻭﺷﻦ ﻛﺮﺩ ﯾﮏ ﺳﺘﻮﻥ ﺭﻭﺷﻨﺎﺋﯽ‬
‫ﺗﻨﺪ ﺯﻧﻨﺪﻩ ﺟﻠﻮ ﭘﺎی ﻣﺎ ﺍﻓﺘﺎﺩ‪ ،‬ﺍﺯ ﭼﻨﺪ ﻛﻮﭼﻪی ﭘﺴﺖ ﻭﺑﻠﻨﺪ‪ ،‬ﺍﺯ ﻣﯿﺎﻥ ﺩﯾﻮﺍﺭﻫﺎی ﮔﻠﯽ ﺭﺩ‬
‫ﺷﺪﯾﻢ‪ .‬ﻫﻤﻪﺟﺎ ﺳﺎﻛﺖ ﻭ ﺁﺭﺍﻡ ﺑﻮﺩ‪ .‬ﯾﮏ ﺟﻮﺭ ﺁﺭﺍﻣﺶ ﻭ ﻛﺮﺧﺘﯽ ﺩﺭ ﺁﺩﻡ ﻧﻔﻮﺫ ﻣﯽﻛﺮﺩ‪ ...‬ﺻﺪﺍی‬
‫ﺁﺏ ﻣﯽﺁﻣﺪ ﻭ ﻧﺴﯿﻢ ﺧﻨﻜﯽ ﻛﻪ ﺍﺯ ﺭﻭی ﺩﺭﺧﺘﺎﻥ ﻣﯽﮔﺬﺷﺖ ﺑﻪ ﺻﻮﺭﺕ ﻣﺎ ﻣﯽﺧﻮﺭﺩ‪ .‬ﭼﺮﺍﻍ‬
‫ﺩﻭ ﺳﻪ ﺗﺎ ﺧﺎﻧﻪ ﺍﺯ ﺩﻭﺭ ﺳﻮﺳﻮ ﻣﯽﺯﺩ‪ .‬ﻣﺪﺗﯽ ﮔﺬﺷﺖ‪ ،‬ﺩﺭ ﺳﻜﻮﺕ ﺣﺮﻛﺖ ﻣﯽﻛﺮﺩﯾﻢ‪ .‬ﻣﻦ ﺑﺮﺍی‬
‫ﺍﯾﻦ ﻛﻪ ﺭﻓﯿﻖ ﻧﺎﺷﻨﺎﺳﻢ ﺭﺍ ﺑﻪ ﺻﺤﺒﺖ ﺑﯿﺎﻭﺭﻡ ﮔﻔﺘﻢ‪» :‬ﺍﯾﻦﺟﺎ ﺑﺎﯾﺪ ﺷﻬﺮ ﻗﺸﻨﮕﯽ ﺑﺎﺷﻪ!«‬
‫ﻗﻬﻮﻩﺧﺎﻧﻪ‬
‫ﭘﺎﻟﺘﻮ ﺑﺎﺭﺍﻧﯽ‬
‫ﺻﺪﺍی ﺧﻔﻪ‬
‫ﻣﻨﺎﺳﺐ‬
‫ﺁﺷﻨﺎ‬
‫ﺑﯽﻣﺼﺮﻑ‬
‫ﺍﺛﺮ ﻛﺮﺩ‬
‫ﺑﺪﻭﻥ ﺗﺮﺩﯾﺪ‬
‫ﺯﻧﻨﺪﻩ‬
‫ﺭﻓﯿﻖ‬
‫‪9780415691352_C08.indd 91‬‬ ‫‪5/23/12 4:05 PM‬‬

‫ﺑﺮﺍی ﺍﲤﺎﻡ ﺣﺠﺖ‬

‫ﺍﺯ ﻗﺮﺍﺭ ﻣﻌﻠﻮﻡ ﺑﺎﯾﺪ ﺍﻣﺸﺐ ﺭﺍ ﺍﯾﻨﺠﺎ ﺍﻃﺮﺍﻕ ﺑﻜﻨﯿﻢ‬
‫ﻛﻠﮥ ﺳﺤﺮ‬
‫ﳊﻦ ﺳﺎﺩﻩی ﺑﯽﺭﻭﺩﺭﺑﺎﯾﺴﺘﯽ ﻭ ﺗﻌﺎﺭﻑ ﻭ ﺗﻜﻠﻒ ﺍﻭ‬
‫ﳕﯽﺧﻮﺍﻡ ﺍﺳﺒﺎﺏ ﺯﺣﻤﺖ ﺑﺸﻢ‬
‫ﭼﺮﺍﻍ ﺩﻭ ﺳﻪ ﺗﺎ ﺧﺎﻧﻪ ﺍﺯ ﺩﻭﺭ ﺳﻮﺳﻮ ﻣﯽﺯﺩ‬
‫ﻓﺮﻫﻨﮓ ﻋﺎﻣﯿﺎﻧﮥ ﻣﺮﺩﻡ ﺍﯾﺮﺍﻥ‬

‫ﺩﺭ ﻛﺘﺎﺏ ﻓﺮﻫﻨﮓ ﻋﺎﻣﯿﺎﻧﮥ ﻣﺮﺩﻡ ﺍﯾﺮﺍﻥ‪ ،‬ﺻﺎﺩﻕ ﻫﺪﺍﯾﺖ ﺩﺭ ﻣﻮﺭﺩ ﺑﺮﺧﯽ ﺍﺯ‬
‫ﺍﻣﺎﻣﺰﺍﺩﻩ ﻫﺎ ﻭ ﺯﯾﺎﺭﺗﮕﺎﻩ ﻫﺎی ﺷﻬﺮﺳﺘﺎﻧﻬﺎی ﺍﯾﺮﺍﻥ ﲢﺖ ﻋﻨﻮﺍﻥ »ﺟﺎﻫﺎ ﻭ ﭼﯿﺰﻫﺎی‬
‫ﻣﻌﺮﻭﻑ« ﻣﻄﺎﻟﺒﯽ ﯾﺎﺩ ﺩﺍﺷﺖ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺧﯿﻠﯽ ﻫﺎ ﺩﺭ ﺯﻣﺎﻥ ﻫﺪﺍﯾﺖ )ﻭ ﺷﺎﯾﺪ‬
‫ﺣﺘﯽ ﺍﻣﺮﻭﺯ( ﺑﺎﻭﺭ ﺩﺍﺷﺘﻨﺪ ﻛﻪ ﺍﯾﻦ ﺍﻣﺎﻛﻦ ﺩﺍﺭﺍی ﻭﯾﮋﮔﯽ ﻫﺎی ﻓﻮﻕ ﺍﻟﻌﺎﺩﻩ ﺍی‬
‫ﺍﺳﺖ ﻭ ﺑﺮﺍی ﺭﻓﻊ ﻣﺸﻜﻼﺗﺸﺎﻥ ﺍﺯ ﺍﯾﻦ ﻣﻜﺎﻥ ﻫﺎ ﺩﯾﺪﻥ ﻣﯽ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺧﺎﺗﻮﻥ ﻗﯿﺎﻣﺖ ﺩﺭ ﺷﯿﺮﺍﺯ ﺩﺧﺘﺮﻫﺎ ﺑﺮﺍی ﺍﯾﻨﻜﻪ ﺑﺨﺖ ﺷﺎﻥ ﺑﺎﺯ ﺑﺸﻮﺩ ﻣﯽ ﺭﻭﻧﺪ ﺩﺭ‬
‫ﺧﺎﺗﻮﻥ ﻗﯿﺎﻣﺖ ﻭ ﺩﻭﺭ ﻫﺎﻭﻥ ﺳﻨﮕﯽ ﻛﻪ ﺩﺭ ﻣﯿﺎﻥ ﺁﻥ ﺑﻨﺎﺳﺖ ﻣﯽ ﮔﺮﺩﻧﺪ‪.‬‬
‫ﺷﯿﺦ ﺑﻬﺎﺋﯽ ﺩﺭ ﺍﺻﻔﻬﺎﻥ ﺣﻤﺎﻣﯽ ﻣﻌﺮﻭﻑ ﺍﺳﺖ ﻛﻪ ﺷﯿﺦ ﺑﻬﺎﺋﯽ ﻃﻮﺭی ﺳﺎﺧﺘﻪ ﻛﻪ‬
‫ﺑﺎ ﯾﮏ ﺷﻤﻊ ﮔﺮﻡ ﻣﯽ ﺷﻮﺩ‪ .‬ﺷﺐ ﭼﻬﺎﺭﺷﻨﺒﻪ ﺩﺧﺘﺮﻫﺎ ﺑﺮﺍی ﺍﯾﻨﻜﻪ ﺑﺨﺖ ﺷﺎﻥ ﺑﺎﺯ ﺑﺸﻮﺩ‬
‫ﻭ ﺯﻥ ﻫﺎ ﺑﺮﺍی ﺳﻔﯿﺪﺑﺨﺘﯽ ﺑﺎ ﺟﺎﻡ ﭼﻬﻞ ﻛﻠﯿﺪ ﺁﺏ ﺁﻥ ﺭﺍ ﺭﻭی ﺳﺮﺷﺎﻥ ﻣﯽ ﺭﯾﺰﻧﺪ‪.‬‬
‫ﻗﺒﺮ ﭘﯿﺮ ﭘﺎﺭﻩ ﺩﻭﺯ ﺩﺭ ﺍﺻﻔﻬﺎﻥ ﺍﺳﺖ ﻭ ﺑﻪ ﺩﯾﻮﺍﺭ ﻭﺍﻗﻊ ﺷﺪﻩ‪ .‬ﻛﺴﺎﻧﯽ ﻛﻪ ﻣﺮﺍﺩ‬
‫ﻣﯽ ﻃﻠﺒﻨﺪ ﺳﻨﮓ ﻫﺎﯾﯽ ﺁﳒﺎ ﻫﺴﺖ ﻛﻪ ﺭﻭی ﻗﺒﺮ ﻣﯽ ﺳﺎﯾﻨﺪ‪ .‬ﺍﮔﺮ ﺁﻥ ﺳﻨﮓ ﻫﺎ ﺑﻪ ﺳﻨﮓ‬
‫ﻗﺒﺮ ﭼﺴﺒﯿﺪ ﻣﺮﺍﺩﺷﺎﻥ ﺩﺍﺩﻩ ﺧﻮﺍﻫﺪ ﺷﺪ ﻭ ﮔﺮﻩ ﺍﺯ ﻛﺎﺭﺷﺎﻥ ﺑﺮﺩﺍﺷﺘﻪ ﻣﯽ ﺷﻮﺩ‪.‬‬
‫ﻃﺎﻕ ﻋﻠﯽ ﻣﺤﻠﯽ ﺍﺳﺖ ﻧﺰﺩﯾﮏ ﻛﺮﻣﺎﻥ ﺩﺭ ﺑﺎﻻی ﻛﻮﻩ ﻛﻪ »ﯾﺎ ﻋﻠﯽ« ﺑﺰﺭگ ﺩﺭ ﺳﻨﮓ‬
‫ﺣﮏ ﺷﺪﻩ‪ .‬ﭘﺎﯾﯿﻦ ﻛﻮﻩ ﭼﺸﻤﻪ ﺍی ﻫﺴﺖ ﻭ ﺩﺭﺧﺖ ﻛﻬﻨﯽ ﺩﺭ ﺁﳒﺎ ﻫﺴﺖ ﻛﻪ ﺑﻪ ﺁﻥ‬
‫ﻗﻨﺪﯾﻞ ﺁﻭﯾﺰﺍﻥ ﻛﺮﺩﻩ ﺍﻧﺪ ﻭ ﺩﺧﯿﻞ ﺑﺴﺘﻪ ﺍﻧﺪ‪ .‬ﻣﻌﺮﻭﻑ ﺍﺳﺖ ﻛﻪ ﻋﻠﯽ ﺁﻣﺪﻩ ﺍﺯ ﺁﳒﺎ ﺑﮕﺬﺭﺩ‬
‫ﺑﺎ ﺷﻤﺸﯿﺮﺵ ﻛﻮﻩ ﺭﺍ ﺍﺯ ﻣﯿﺎﻥ ﺩﻭ ﻧﯿﻢ ﻛﺮﺩﻩ‪.‬‬
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‫ﺑﺨﺖ ﺷﺎﻥ ﺑﺎﺯ ﻣﯽ ﺷﻮﺩ = ﺍﺯﺩﻭﺍﺝ ﻣﯽ ﻛﻨﻨﺪ‬ ‫ﻣﻜﺎﻥ )ﺍﻣﺎﻛﻦ( = ﺟﺎ‬
‫ﺳﻔﯿﺪﺑﺨﺖ = ﺩﺍﺭﺍی ﺯﻧﺪﮔﯽ ﺯﻧﺎﺷﻮﯾﯽ ﻣﻮﻓﻖ‬
‫ﮔﺮﻩ ﺍﺯ ﻛﺎﺭﺷﺎﻥ ﺑﺮﺩﺍﺷﺘﻪ ﻣﯽ ﺷﻮﺩ = ﻣﺸﻜﻞ ﺷﺎﻥ ﺣﻞ ﻣﯽ ﺷﻮﺩ‬
‫‪local shrine‬‬ ‫ﺍﻣﺎﻣﺰﺍﺩﻩ‬

‫‪provincial city‬‬ ‫ﺷﻬﺮﺳﺘﺎﻥ‬
‫‪in order to solve their problems‬‬ ‫ﺑﺮﺍی ﺭﻓﻊ ﻣﺸﻜﻼﺗﺸﺎﻥ‬
‫‪mortar; pestle and mortar‬‬ ‫ﻫﺎﻭﻥ‬
‫‪a small basin used in the public‬‬ ‫ﺟﺎﻡ ﭼﻬﻞ ﻛﻠﯿﺪ‬
‫‪bath‬‬
‫‪to rub‬‬ ‫ﺳﺎﯾﯿﺪﻥ )ﺳﺎ(‬
‫‪to be engraved‬‬ ‫ﺣﮏ ﺷﺪﻥ‬
‫‪natural spring‬‬ ‫ﭼﺸﻤﻪ‬
‫‪lantern‬‬ ‫ﻗﻨﺪﯾﻞ‬
‫‪prayer ribbon‬‬ ‫ﺩﺧﯿﻞ‬
‫‪to hang; to suspend‬‬ ‫ﺁﻭﯾﺰﺍﻥ ﻛﺮﺩﻥ‬
‫‪ -١‬ﺩﺧﺘﺮﻫﺎ ﺩﺭ ﺷﯿﺮﺍﺯ ﺑﺎ ﭼﻪ ﺍﻧﮕﯿﺰﻩ ﺍی ﺑﻪ ﺯﯾﺎﺭﺕ ﺧﺎﺗﻮﻥ ﻗﯿﺎﻣﺖ ﻣﯽ ﺭﻓﺘﻨﺪ؟‬

‫‪ -٢‬ﺷﯿﺦ ﺑﻬﺎﺋﯽ ﭼﻪ ﻛﺴﯽ ﺑﻮﺩﻩ ﻭ ﺩﺭ ﭼﻪ ﺩﻭﺭﺍﻧﯽ ﺩﺭ ﺍﺻﻔﻬﺎﻥ ﻣﯽ ﺯﯾﺴﺘﻪ؟‬
‫‪ -٣‬ﺩﺭﺧﺖ ﻛﻬﻦ ﻭ ﭼﺸﻤﮥ ﻃﺎﻕ ﻋﻠﯽ ﺑﺮﺍی ﻣﺮﺩﻡ ﻛﺮﻣﺎﻥ ﭼﻪ ﺍﻫﻤﯿﺘﯽ ﺩﺍﺷﺘﻨﺪ؟‬
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‫ﺑﺎﺯﺍﺭ ﺳﻨﺘﯽ‬
‫ﯾﮏ ﺑﺎﺯﺍﺭ ﺳﻨﺘﯽ ﺩﺭ ﻓﻀﺎی ﺁﺯﺍﺩ‬

‫ﺻﻨﻒ ﻫﺎی ﮔﻮﻧﺎﮔﻮﻥ ﺩﺭﻗﺴﻤﺖ ﻫﺎی ﻣﺨﺘﻠﻒ ﺑﺎﺯﺍﺭ ﻣﺸﻐﻮﻝ ﺑﻪ ﻛﺎﺭ ﻫﺴﺘﻨﺪ‪ .‬ﺑﻪ ﻫﺮ ﻣﻐﺎﺯﻩ‬
‫ﺩﺭ ﺑﺎﺯﺍﺭ ﯾﮏ ﺣﺠﺮﻩ ﻣﯽ ﮔﻮﯾﻨﺪ‪ .‬ﺑﺎﺯﺍﺭ ﺭﺍ ﻣﻐﺰ ﺍﻗﺘﺼﺎﺩ ﺟﺎﻣﻌﻪ ﻣﯽ ﺩﺍﻧﻨﺪ‪ .‬ﺑﺎﺯﺍﺭﻫﺎی ﺳﻨﺘﯽ‬
‫ﺭﺍ ﺩﺭ ﻫﻤﻪ ﺷﻬﺮﻫﺎی ﺑﺰﺭگ ﺧﺎﻭﺭﻣﯿﺎﻧﻪ ﻭ ﺍﺯ ﺟﻤﻠﻪ ﺍﯾﺮﺍﻥ ﻣﯽ ﺗﻮﺍﻥ ﯾﺎﻓﺖ‪ .‬ﺍﯾﻦ ﮔﻮﻧﻪ ﻣﺮﺍﻛﺰ‬
‫ﺧﺮﯾﺪ ﺑﯿﺸﺘﺮ ﺩﺭ ﻣﺤﻠﻪ ﻫﺎی ﻗﺪﯾﻤﯽ ﻭ ﺷﻠﻮﻍ ﺷﻬﺮ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻣﺮﻭﺯﻩ ﻣﺮﺍﻛﺰ ﺧﺮﯾﺪ ﻣﺪﺭﻥ‬
‫ﺩﺭ ﺟﺎﻫﺎی ﻣﺨﺘﻠﻒ ﺷﻬﺮ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﻧﺪ ﻛﻪ ﺭﻧﮓ ﻭ ﺑﻮی ﺑﺎﺯﺍﺭﻫﺎی ﺳﻨﺘﯽ ﺭﺍ ﻧﺪﺍﺭﻧﺪ‪.‬‬
‫ﺩﺭ ﮔﺮﻭﻩ ﻫﺎی ﺩﻭ ﯾﺎ ﺳﻪ ﻧﻔﺮﻩ ﺩﻩ ﺩﻗﯿﻘﻪ ﺩﺭ ﺑﺎﺭﻩ ﺳﺆﺍﻝ ﻫﺎی ﺯﯾﺮ ﺑﺎ ﻫﻢ ﺑﺤﺚ ﻛﻨﯿﺪ ﻭ ﺳﭙﺲ‬
‫‪ -١‬ﻣﻬﻤﺘﺮﯾﻦ ﻭﺍﺭﺩﺍﺕ ﻭ ﺻﺎﺩﺭﺍﺕ ﺍﯾﺮﺍﻥ ﭼﯿﺴﺖ؟ ﺍﯾﺮﺍﻥ ﺑﺎ ﭼﻪ ﻛﺸﻮﺭﻫﺎﯾﯽ ﻭﺍﺭﺩﺍﺕ ﻭ ﺻﺎﺩﺭﺍﺕ‬
‫ﺩﺍﺭﺩ؟‬
‫‪ -٢‬ﭼﻪ ﻋﻮﺍﻣﻠﯽ )ﻣﺜﻞ ﲢﺮﯾﻢ ﺍﻗﺘﺼﺎﺩی ﻭ ﺗﻨﺶ ﻫﺎی ﺳﯿﺎﺳﯽ ﻭ ﻏﯿﺮﻩ( ﺑﺮ ﻭﺍﺭﺩﺍﺕ ﻭ ﺻﺎﺩﺭﺍﺕ‬
‫ﺍﯾﺮﺍﻥ ﺗﺄﺛﯿﺮ ﻣﯽ ﮔﺬﺍﺭﻧﺪ؟‬
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‫ﺩﺭﺱ ﻧﻬﻢ‬
‫‪Lesson‬‬
‫‪Nine‬‬
‫ﭼﻨﺪ ﺍﺳﺘﺎﻥ ﺩﺭ ﺍﯾﺮﺍﻥ‬
‫ﺭﺍ ﻣﯽ ﺷﻨﺎﺳﯿﺪ؟‬
‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﻣﺎﺯﻧﺪﺭﺍﻥ‬
‫ﺩﺳﺘﻮﺭ‪ :‬ﺻﻔﺖ ﻣﻔﻌﻮﻟﯽ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﻋﻠﻮﻡ ﻭ ﻓﻦ ﺁﻭﺭی‬
‫ﻓﺎﺭﺳﯽ ﻋﺎﻣﯿﺎﻧﻪ ‪ /‬ﻛﺘﺎﺑﯽ‪ :‬ﮔﻠﯽ ﺗﺮﻗﯽ » ﺗﻮﻟﺪ «‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﻭﻧﺪ )ﺗﺼﺮﯾﻔﯽ – ﺍﺷﺘﻘﺎﻗﯽ(‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﮔﻠﯿﻢ‬

‫‪ -١‬ﻛﺸﻮﺭ ﺷﻤﺎ ﭼﻨﺪ ﺍﺳﺘﺎﻥ ﺩﺍﺭﺩ؟‬
‫‪ -٢‬ﺁﯾﺎ ﺍﺳﺘﺎﻥ ﻫﺎی ﻛﺸﻮﺭ ﺷﻤﺎ ﺑﻪ ﻧﻮﻋﯽ ﻣﺴﺘﻘﻞ ﻫﺴﺘﻨﺪ؟‬
‫‪ -٣‬ﭼﻨﺪ ﺍﺳﺘﺎﻥ ﺩﺭ ﺍﯾﺮﺍﻥ ﺭﺍ ﻣﯽ ﺷﻨﺎﺳﯿﺪ؟‬
‫ﻣﺎﺯﻧﺪﺭﺍﻥ‬
‫ﺍﺳﺘﺎﻥ ﻣﺎﺯﻧﺪﺭﺍﻥ ﺩﺭ ﺷﻤﺎﻝ ﺍﯾﺮﺍﻥ ﻭ ﺩﺭ ﻛﻨﺎﺭ ﺩﺭﯾﺎی ﺧﺰﺭ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺍﯾﻦ ﺍﺳﺘﺎﻥ ﺩﺭ ﮔﺬﺷﺘﻪ‪،‬‬
‫ﻃﺒﺮﺳﺘﺎﻥ ﻧﺎﻣﯿﺪﻩ ﻣﯽ ﺷﺪ‪ .‬ﺑﺎﺳﺘﺎﻥ ﺷﻨﺎﺳﺎﻥ ﻣﻌﺘﻘﺪﻧﺪ ﻛﻪ ﺍﯾﻦ ﻣﻨﻄﻘﻪ ﯾﻜﯽ ﺍﺯ ﻗﺪﯾﻤﯽ ﺗﺮﯾﻦ‬
‫ﻣﻨﺎﻃﻘﯽ ﺍﺳﺖ ﻛﻪ ﺑﺸﺮ ﺩﺭ ﺁﻧﻬﺎ ﺯﻧﺪﮔﯽ ﻣﯽ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﻣﺎﺯﻧﺪﺭﺍﻥ ﺩﺭ ﺩﻭﺭﺍﻥ ﻗﺒﻞ ﺍﺯ ﺍﺳﻼﻡ‬
‫ﻫﻤﻮﺍﺭﻩ ﺩﺍﺭﺍی ﺍﻫﻤﯿﺖ ﺧﺎﺻﯽ ﺑﻮﺩﻩ ﺍﺳﺖ ﻭ ﻧﯿﺰ ﭘﺲ ﺍﺯ ﺍﺳﻼﻡ‪ ،‬ﺍﯾﻦ ﺳﺮﺯﻣﯿﻦ ﺟﺰﻭ ﺁﺧﺮﯾﻦ‬
‫ﻣﻨﺎﻃﻘﯽ ﺑﻮﺩ ﻛﻪ ﺑﻪ ﺍﺳﻼﻡ ﮔﺮﻭﯾﺪﻧﺪ‪ .‬ﻧﺎﮔﻔﺘﻪ ﳕﺎﻧﺪ ﻛﻪ ﺩﺭ ﻭﺍﻗﻊ ﻃﺒﯿﻌﺖ ﻛﻮﻫﺴﺘﺎﻧﯽ ﻭ ﻣﺮﺗﻔﻊ‬
‫ﺍﯾﻦ ﺳﺮﺯﻣﯿﻦ ﭘﻨﺎﻫﮕﺎﻩ ﺍﻣﻨﯽ ﺑﺮﺍی ﻣﺮﺩﻡ ﺍﯾﻦ ﺧﻄﻪ ﺑﻮﺩ ﻭ ﺗﺎ ﻣﺪﺗﻬﺎ ﺍﻫﺎﻟﯽ ﺍﯾﻦ ﻣﻨﻄﻘﻪ ﺑﺎ‬
‫ﻣﺴﻠﻤﺎﻧﺎﻥ ﻣﯽ ﺟﻨﮕﯿﺪﻧﺪ ﻭ ﺗﺴﻠﯿﻢ ﳕﯽ ﺷﺪﻧﺪ‪.‬‬
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‫‪96‬‬ ‫‪Lesson 9‬‬ ‫■‬ ‫?‪How many of Iran’s provinces do you know‬‬
‫ﺩﺭ ﻋﺼﺮ ﺣﺎﺿﺮ ﻧﯿﺰ ﻣﺎﺯﻧﺪﺭﺍﻥ ﺍﺯ ﺍﻫﻤﯿﺖ ﻭﯾﮋﻩ ﺍی ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ ﭼﺮﺍﻛﻪ ﺫﺧﺎﯾﺮ ﺍﺭﺯﺷﻤﻨﺪ‬
‫ﻧﻔﺖ ﺩﺭ ﻛﺮﺍﻧﻪ ﻫﺎی ﺟﻨﻮﺑﯽ ﺩﺭﯾﺎی ﻣﺎﺯﻧﺪﺭﺍﻥ ﺍﻫﻤﯿﺖ ﺍﯾﻦ ﻣﻨﻄﻘﻪ ﺭﺍ ﺩﻭ ﭼﻨﺪﺍﻥ ﻛﺮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺑﻪ ﻋﻼﻭﻩ ﻃﺒﯿﻌﺖ ﺯﯾﺒﺎ ﻭ ﻣﺮﺍﻛﺰ ﺟﻬﺎﻧﮕﺮﺩی ﺍﯾﻦ ﺍﺳﺘﺎﻥ ﻫﻤﻮﺍﺭﻩ ﻣﺴﺎﻓﺮﺍﻥ ﻭ ﺟﻬﺎﻧﮕﺮﺩﺍﻥ‬
‫ﺩﺍﺧﻠﯽ ﻭ ﺧﺎﺭﺟﯽ ﺭﺍ ﺟﺬﺏ ﻛﺮﺩﻩ ﺍﺳﺖ‪.‬‬
‫‪beside‬‬ ‫ﻛﻨﺎﺭ‬
‫‪Caspian Sea‬‬ ‫ﺩﺭﯾﺎی ﺧﺰﺭ‬
‫‪to be called‬‬ ‫ﻧﺎﻣﯿﺪﻩ ﺷﺪﻥ‬
‫‪human‬‬ ‫ﺑﺸﺮ‬
‫‪period‬‬ ‫ﺩﻭﺭﺍﻥ‬
‫‪in fact‬‬ ‫ﺩﺭ ﻭﺍﻗﻊ‬
‫‪mountainous‬‬ ‫ﻛﻮﻫﺴﺘﺎﻧﯽ‬
‫‪high‬‬ ‫ﻣﺮﺗﻔﻊ‬
‫‪shelter‬‬ ‫ﭘﻨﺎﻫﮕﺎﻩ‬
‫‪area‬‬ ‫ﺧﻄﻪ‬
‫‪people‬‬ ‫ﺍﻫﺎﻟﯽ‬
‫‪to fight‬‬ ‫ﺟﻨﮕﯿﺪﻥ‬
‫‪reserve‬‬ ‫ﺫﺧﯿﺮﻩ )ﺫﺧﺎﯾﺮ(‬
‫‪valuable‬‬ ‫ﺍﺭﺯﺷﻤﻨﺪ‬
‫‪shore‬‬ ‫ﻛﺮﺍﻧﻪ‬
‫‪doubled‬‬ ‫ﺩﻭ ﭼﻨﺪﺍﻥ‬
‫ﺍﺳﺘﺎﻥ ﻣﺎﺯﻧﺪﺭﺍﻥ ﺩﺭ ﻛﺠﺎ ﻭﺍﻗﻊ ﺍﺳﺖ؟‬ ‫‪-١‬‬
‫ﻧﺎﻡ ﭘﯿﺸﯿﻦ ﻣﺎﺯﻧﺪﺭﺍﻥ ﭼﻪ ﺑﻮﺩﻩ ﺍﺳﺖ؟‬ ‫‪-٢‬‬
‫ﭼﺮﺍ ﻣﺎﺯﻧﺪﺭﺍﻥ ﺍﺯ ﺁﺧﺮﯾﻦ ﻣﻨﺎﻃﻘﯽ ﺑﻮﺩ ﻛﻪ ﻣﺮﺩﻡ ﺁﻥ ﺑﻪ ﺍﺳﻼﻡ ﮔﺮﻭﯾﺪﻧﺪ؟‬ ‫‪-٣‬‬
‫ﭼﺮﺍ ﻣﺎﺯﻧﺪﺭﺍﻥ ﺩﺭ ﻋﺼﺮ ﺣﺎﺿﺮ ﺍﺯ ﺍﻫﻤﯿﺖ ﺧﺎﺻﯽ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ؟‬ ‫‪-۴‬‬
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‫ﭼﻨﺪ ﺍﺳﺘﺎﻥ ﺩﺭ ﺍﯾﺮﺍﻥ ﺭﺍ ﻣﯽ ﺷﻨﺎﺳﯿﺪ؟‬ ‫■‬ ‫ﺩﺭﺱ ﻧﻬﻢ‬ ‫‪97‬‬
‫‪ .......... -١‬ﺷﻤﺎﻟﯽ ﺍﯾﺮﺍﻥ ﺑﺴﯿﺎﺭ ﺣﺎﺻﻠﺨﯿﺰ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺝ‪ -‬ﻣﻨﺎﻃﻖ‬ ‫ﺍﻟﻒ‪ -‬ﺩﺭﯾﺎﭼﻪ ﻫﺎی‬
‫ﺩ‪ -‬ﭘﻨﺎﻫﮕﺎﻩ ﻫﺎی‬ ‫ﺏ‪ -‬ﺍﻫﺎﻟﯽ‬
‫‪ -٢‬ﺍﯾﺮﺍﻥ ﺭﺍ ﻣﯽ ﺗﻮﺍﻥ ﻛﺸﻮﺭی ‪ ............‬ﺑﻪ ﺷﻤﺎﺭ ﺁﻭﺭﺩ‪.‬‬
‫ﺝ‪ -‬ﺩﻭﭼﻨﺪﺍﻥ‬ ‫ﺍﻟﻒ‪ -‬ﻣﻌﺘﺪﻝ‬
‫ﺩ‪ -‬ﭘﺬﯾﺮﺍ‬ ‫ﺏ‪ -‬ﻣﻬﺮﺑﺎﻥ‬
‫‪ -٣‬ﺳﺎﺭﻗﯿﻦ ﻣﺴﻠﺢ ﺑﻪ ﻣﺤﺾ ﺍﺧﻄﺎﺭ ﭘﻠﯿﺲ ‪. .............‬‬
‫ﺝ‪ -‬ﻓﺘﺢ ﺷﺪﻧﺪ‬ ‫ﺍﻟﻒ‪ -‬ﻧﺎﻣﯿﺪﻩ ﺷﺪﻧﺪ‬
‫ﺩ‪ -‬ﺗﺴﻠﯿﻢ ﺷﺪﻧﺪ‬ ‫ﺏ‪ -‬ﻃﻮﻝ ﻛﺸﯿﺪﻩ ﺷﺪﻧﺪ‬
‫‪ -۴‬ﺩﺷﻤﻦ ﭘﺲ ﺍﺯ ‪ .........‬ﻛﺸﻮﺭ‪ ،‬ﺁﻥ ﺭﺍ ﺑﻪ ﺁﺗﺶ ﻛﺸﯿﺪ‪.‬‬
‫ﺝ‪ -‬ﺟﻨﮓ‬ ‫ﺍﻟﻒ‪ -‬ﺩﻭﺭﺍﻥ‬
‫ﺩ‪ -‬ﺫﺧﯿﺮﻩ‬ ‫ﺏ‪ -‬ﻓﺘﺢ‬
‫‪ -۵‬ﺳﺨﻨﺎﻥ ﺍﺳﺘﺎﺩ ﺑﺴﯿﺎﺭ ‪ ...........‬ﺑﻮﺩﻧﺪ ﻭ ﻣﻦ ﻫﻤﻪ ﺭﺍ ﯾﺎﺩﺩﺍﺷﺖ ﻛﺮﺩﻡ‪.‬‬
‫ﺝ‪ -‬ﺍﺭﺯﺷﻤﻨﺪ‬ ‫ﺍﻟﻒ‪ -‬ﺍﻣﻦ‬
‫ﺩ‪ -‬ﻭﺍﻗﻌﯽ‬ ‫ﺏ‪ -‬ﻭﯾﮋﻩ‬
‫‪ -١‬ﻣﻐﻮﻻﻥ ﺑﻪ ﺍﯾﺮﺍﻥ ﺣﻤﻠﻪ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺑﺴﯿﺎﺭی ﻣﻨﺎﻃﻖ ﺍﯾﺮﺍﻥ ﻧﺎﺑﻮﺩ ﺷﺪﻧﺪ‪.‬‬
‫)‪ ...‬ﭘﺲ ﺍﺯ ‪(...‬‬
‫‪ -٢‬ﺍﯾﻦ ﻧﻜﺘﻪ ﺭﺍ ﺑﺎﯾﺪ ﮔﻔﺖ‪.‬‬
‫ﺍﻛﺜﺮ ﺍﯾﺮﺍﻧﯿﺎﻥ ﺩﺭ ﮔﺬﺷﺘﻪ ﺯﺭﺗﺸﺘﯽ ﺑﻮﺩﻧﺪ‪.‬‬
‫)ﻧﺎﮔﻔﺘﻪ ﳕﺎﻧﺪ ‪(...‬‬
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‫‪ -٣‬ﺻﺪ ﻧﻔﺮ ﻣﻔﻘﻮﺩ ﺍﻻﺛﺮ ﺷﺪﻧﺪ‪.‬‬

‫ﻫﺸﺘﺎﺩ ﻧﻔﺮ ﻣﻔﻘﻮﺩ ﺍﻻﺛﺮ ﺷﺪﻧﺪ ﻭ ﺑﯿﺴﺖ ﻧﻔﺮ ﺑﻪ ﺷﻬﺎﺩﺕ ﺭﺳﯿﺪﻧﺪ‪.‬‬
‫)‪ ...‬ﺩﺭ ﻭﺍﻗﻊ ‪(...‬‬
‫‪ -۴‬ﺷﯿﺮﺍﺯ ﺷﻬﺮ ﻋﺸﻖ ﺍﺳﺖ‪.‬‬

‫ﭼﻨﺪﯾﻦ ﺷﺎﻋﺮ ﻏﺰﻝ ﺳﺮﺍ ﺍﺯ ﺷﯿﺮﺍﺯ ﺑﺮﺧﺎﺳﺘﻪ ﺍﻧﺪ‪.‬‬
‫)‪ ...‬ﭼﺮﺍ ﻛﻪ ‪(...‬‬
‫‪ -۵‬ﺷﺶ ﻭﺍﺣﺪ ﺗﺮﻛﯽ ﺑﺮﺩﺍﺷﺘﻪ ﺍﻡ ﻭ ﺷﺶ ﻭﺍﺣﺪ ﻋﺮﺑﯽ‪.‬‬

‫ﺳﻪ ﻭﺍﺣﺪ ﻫﻢ ﺍﺭﺩﻭ ﻣﯽ ﺧﻮﺍﻫﻢ ﺑﺮﺩﺍﺭﻡ‪.‬‬
‫)‪ ...‬ﺑﻪ ﻋﻼﻭﻩ ‪(...‬‬

‫‪ -١‬ﻣﱳ » ﻣﺎﺯﻧﺪﺭﺍﻥ « ﺭﺍ ﺑﺎ ﺑﻜﺎﺭ ﺑﺮﺩﻥ ﻛﻠﻤﺎﺕ ﺧﻮﺩﺗﺎﻥ ﺑﺎﺯﻧﻮﯾﺴﯽ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪١٠٠‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﻛﺎﺩﺭ ﻣﺘﻨﯽ ﺩﺭ ﻣﻮﺭﺩ ﯾﻜﯽ ﺍﺯ ﺍﺳﺘﺎﻥ ﻫﺎی ﺩﯾﮕﺮ ﺍﯾﺮﺍﻥ‬
‫ﺑﻨﻮﯾﺴﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ٨٠‬ﻛﻠﻤﻪ(‪ .‬ﺍﯾﻦ ﺍﺳﺘﺎﻥ ﺭﺍ ﺍﺯ ﻧﻈﺮ ﻃﺒﯿﻌﺖ ﻭ ﺗﺎﺭﯾﺦ ﺑﺎ ﻣﺎﺯﻧﺪﺭﺍﻥ ﻣﻘﺎﯾﺴﻪ‬
‫ﻛﻨﺎﺭ‬ ‫ﻣﺮﺗﻔﻊ ﺍﻣﻦ ﺍﻫﺎﻟﯽ ﺩﺭ ﻭﺍﻗﻊ ﺩﻭﺭﺍﻥ ﺍﺭﺯﺷﻤﻨﺪ ﺫﺧﺎﯾﺮ ﺧﺎﺹ‬ ‫ﻧﺎﻣﯿﺪﻩ ﺷﺪﻥ‬
‫ﺻﻔﺖ ﻣﻔﻌﻮﻟﯽ‬
‫ﺭﯾﺸﮥ ﻣﺎﺿﯽ ﻓﻌﻞ ‪ +‬ﻩ ﺻﻔﺖ ﻣﻔﻌﻮﻟﯽ ﺭﺍ ﺗﺸﻜﯿﻞ ﻣﯽ ﺩﻫﺪ‪ .‬ﺻﻔﺖ ﻣﻔﻌﻮﻟﯽ ﻛﺎﺭﺑﺮﺩﻫﺎی‬
‫ﻣﺨﺘﻠﻔﯽ ﺩﺍﺭﺩ‪:‬‬
‫ﺻﻔﺖ‪ :‬ﺩﯾﻮﺍﺭ ﺷﻜﺴﺘﻪ‪ ،‬ﻣﻘﺎﻻﺕ ﺑﻪ ﭼﺎپ ﺭﺳﯿﺪﻩ‬
‫ﺍﺳﻢ )ﺑﺼﻮﺭﺕ ﺟﻤﻊ(‪ :‬ﻛﺸﺘﮕﺎﻥ‪ ،‬ﺷﺮﻛﺖ ﻛﻨﻨﺪﮔﺎﻥ‪ ،‬ﳒﺎﺕ ﯾﺎﻓﺘﮕﺎﻥ‬
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‫ﻓﻌﻞ‪ :‬ﺍﮔﺮﭼﻪ ﺻﻮﺭﺕ ﺍﯾﻦ ﻧﻮﻉ ﻓﻌﻞ ﻫﻤﺎﻧﻨﺪ ﺻﻔﺖ ﻣﻔﻌﻮﻟﯽ ﺍﺳﺖ‪ ،‬ﻛﺎﺭﺑﺮﺩ ﺁﻥ ﺑﺮﺍی ﻧﺸﺎﻥ‬
‫ﺩﺍﺩﻥ ﭼﻨﺪ ﻓﻌﻞ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﯾﮏ ﺯﻣﺎﻥ ﻭ ﺗﻮﺳﻂ ﯾﮏ ﺷﺨﺺ ﺍﳒﺎﻡ ﺷﺪﻩ ﺑﺎﺷﻨﺪ‪ .‬ﺯﻣﺎﻥ ﺍﯾﻦ‬
‫ﮔﻮﻧﻪ ﺍﻓﻌﺎﻝ ﺑﺎ ﺯﻣﺎﻥ ﺁﺧﺮﯾﻦ ﻓﻌﻞ ﺩﺭ ﺟﻤﻠﻪ ﻣﻄﺎﺑﻘﺖ ﻣﯽ ﻛﻨﺪ‪.‬‬
‫ﻧﺎﻣﻪ ﺭﺍ ﻧﻮﺷﺘﻪ ﺩﺭ ﭘﺎﻛﺖ ﺑﮕﺬﺍﺭﯾﺪ‪.‬‬

‫ﺗﺎﺑﺴﺘﺎﻥ ﺑﺮﺍی ﻭﯾﺰﺍ ﺍﻗﺪﺍﻡ ﻛﺮﺩﻩ ﺑﻪ ﺍﯾﺮﺍﻥ ﺳﻔﺮ ﺧﻮﺍﻫﻢ ﻛﺮﺩ‪.‬‬
‫ﻇﺮﻑ ﻫﺎ ﺭﺍ ﺷﺴﺘﻪ‪ ،‬ﺧﺸﮏ ﻛﺮﺩﻩ ﻭ ﺩﺭ ﻗﻔﺴﻪ ﮔﺬﺍﺷﺘﻢ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﻫﺮﯾﮏ ﺍﺯﻛﺎﺭﺑﺮﺩﻫﺎی ﺻﻔﺖ ﻣﻔﻌﻮﻟﯽ ﻧﺎﻣﺒﺮﺩﻩ ﺩﻭﳕﻮﻧﮥ ﺩﯾﮕﺮﺑﻨﻮﯾﺴﯿﺪ‪.‬‬
‫ﻋﻠﻮﻡ ﻭ ﻓﻦ ﺁﻭﺭی‬
‫ﻧﺼﺐ‬ ‫ﭘﮋﻭﻫﺶ‬ ‫ﺍﺧﺘﺮﺍﻉ‬ ‫ﻓﻀﺎﯾﯽ‬ ‫ﻫﻤﺮﺍﻩ‬ ‫ﺁﺯﻣﺎﯾﺶ‬

‫ﺳﯿﺎﺭﺍﺕ‬ ‫ﻧﺮﻡ ﺍﻓﺰﺍﺭ‬ ‫ﮔﯿﺘﯽ‬ ‫ﺭﺻﺪﺧﺎﻧﻪ‬ ‫ﺷﺒﻜﻪ‬ ‫ﻛﺎﻓﯽ ﻧﺖ‬
‫ﻭﺑﻼگ‬ ‫ﻣﺎﻫﻮﺍﺭﻩ‬ ‫ﺫﺧﯿﺮﻩ‬ ‫ﺩﺍﺩﻩ‬ ‫ﺍﻧﺘﻘﺎﻝ‬ ‫ﺍﺑﺰﺍﺭ‬
‫ﻣﺪﺗﯽ ﺍﺳﺖ ﻛﻪ ﺳﺮﻡ ﮔﯿﺞ ﻣﯽ ﺭﻭﺩ‪ .‬ﺑﺎﯾﺪ ﺑﻪ ﺁﺯﻣﺎﯾﺸﮕﺎﻩ ﺑﺮﻭﻡ ﻭ ‪ ..................‬ﺧﻮﻥ ﺑﺪﻫﻢ‪.‬‬
‫‪ ...................‬ﻣﺮﺍﻏﻪ ﯾﻜﯽ ﺍﺯ ﻗﺪﯾﻤﯽ ﺗﺮﯾﻦ ﻣﺮﺍﻛﺰ ﺳﺘﺎﺭﻩ ﺷﻨﺎﺳﯽ ﺩﺭ ﺩﻧﯿﺎﺳﺖ‪.‬‬
‫ﻛﺮﻩ ﺯﻣﯿﻦ ﺗﻨﻬﺎ ﯾﻜﯽ ﺍﺯ ‪ ...............‬ﻣﻨﻈﻮﻣﻪ ﺷﻤﺴﯽ ﺍﺳﺖ‪.‬‬
‫ﮔﺮﺍﻫﺎﻡ ﺑﻞ ﺗﻠﻔﻦ ﺭﺍ ‪ ..................‬ﻛﺮﺩ‪.‬‬
‫ﻛﻬﻜﺸﺎﻥ ﺭﺍﻩ ﺷﯿﺮی ﺗﻨﻬﺎ ﯾﻜﯽ ﺍﺯ ﻛﻬﻜﺸﺎﻥ ﻫﺎی ﺑﯿﺸﻤﺎﺭ ‪ ................‬ﺍﺳﺖ‪.‬‬
‫ﻣﻬﻨﺪﺳﯿﻦ ‪ ......................‬ﻛﺎﻣﭙﯿﻮﺗﺮ ﻗﺎﺩﺭ ﺑﻪ ﺑﺮﻧﺎﻣﻪ ﻧﻮﯾﺴﯽ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺷﻤﺎﺭﻩ ﻣﻨﺰﻟﺶ ﺭﺍ ﺩﺍﺭﻡ‪ .‬ﺷﻤﺎﺭﻩ ﺗﻠﻔﻦ ‪ ...............‬ﺍﻭ ﺭﺍ ﻧﺪﺍﺭﻡ‪.‬‬
‫ﻛﺎﻣﭙﯿﻮﺗﺮ ﻭ ﻣﻐﺰ ﺍﻧﺴﺎﻥ ﺍﺯ ﺍﯾﻦ ﺟﻬﺖ ﺑﻪ ﻫﻢ ﺷﺒﯿﻪ ﻫﺴﺘﻨﺪ ﻛﻪ ﻣﯽ ﺗﻮﺍﻧﻨﺪ ﺩﺍﺩﻩ ﻫﺎی ﺑﺴﯿﺎﺭی‬
‫ﺭﺍ ‪ .......................‬ﻛﻨﻨﺪ‪.‬‬
‫ﺩﺳﺘﻮﺭﺍﻟﻌﻤﻞ ‪ ................‬ﺍﯾﻦ ﺑﺮﻧﺎﻣﻪ ﺩﺭ ﺩﺍﺧﻞ ﺟﻠﺪ ﺳﯽ ﺩی ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﻣﻦ ﻛﺎﻣﭙﯿﻮﺗﺮ ﻧﺪﺍﺭﻡ ﻭ ﺑﺮﺍی ﭼﮏ ﻛﺮﺩﻥ ﺍﯾﻤﯿﻞ ﻫﺎﯾﻢ ﺑﺎﯾﺪ ﺑﻪ ‪ ........................‬ﺑﺮﻭﻡ‪.‬‬
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‫‪researcher‬‬ ‫ﭘﮋﻭﻫﺸﮕﺮ‬
‫‪scientific‬‬ ‫ﻋﻠﻤﯽ‬
‫‪specialist‬‬ ‫ﻣﺘﺨﺼﺺ‬
‫‪to discover‬‬ ‫ﻛﺸﻒ ﻛﺮﺩﻥ‬
‫‪to print‬‬ ‫ﭼﺎپ ﻛﺮﺩﻥ‬
‫‪satellite‬‬ ‫ﻣﺎﻫﻮﺍﺭﻩ‬
‫‪to delete‬‬ ‫ﺣﺬﻑ ﻛﺮﺩﻥ‬
‫‪device‬‬ ‫ﺩﺳﺘﮕﺎﻩ‬
‫‪homepage‬‬ ‫ﺻﻔﺤﻪ ﺍﺻﻠﯽ‬
‫‪space‬‬ ‫ﻓﻀﺎ‬
‫ﭘﮋﻭﻫﺸﮕﺮﺍﻥ ﲢﻘﯿﻘﺎﺕ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﻣﺠﻼﺕ ﻋﻠﻤﯽ ﺑﻪ ﭼﺎپ ﻣﯽ ﺭﺳﺎﻧﻨﺪ‪.‬‬
‫ﻋﻠﻮﻡ ﻭ ﻓﻦ ﺁﻭﺭی ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺁﻧﺮﺍ ﺗﺮﺟﻤﻪ ﳕﺎﯾﯿﺪ‪.‬‬
‫ﮔﻠﯽ ﺗﺮﻗﯽ » ﺗﻮﻟﺪ «‬

‫ﺑﯿﺎ ﺑﺎﻫﺎﺵ ﺣﺮﻑ ﺑﺰﻥ‪ ،‬ﯾﻪ ﻛﺎﺭی ﻛﻦ‪ .‬ﯾﻪ ﭼﯿﺰی ﺑﻬﺶ ﺑﮕﻮ‪.‬‬
‫ﺑﯿﺎ ﺑﺎ ﺍﻭ ﺣﺮﻑ ﺑﺰﻥ‪ ،‬ﯾﮏ ﻛﺎﺭی ﻛﻦ‪ .‬ﯾﮏ ﭼﯿﺰی ﺑﻪ ﺍﻭ ﺑﮕﻮ‪.‬‬
‫ﺍﺯ ﺗﻮی ﺍﺗﺎﻕ ﺻﺪﺍی ﺟﻨﺠﺎﻝ ﻭ ﻫﻤﻬﻤﻪ ﻣﯽﺁﯾﺪ‪ .‬ﯾﮏ ﻧﻔﺮ ﺳﺮﺵ ﺭﺍ ﺍﺯ ﭘﻨﺠﺮﻩ ﺑﯿﺮﻭﻥ‬
‫ﻣﯽﺁﻭﺭﺩ ﻭ ﺑﻪ ﺍﻃﺮﺍﻑ ﻧﮕﺎﻩ ﻣﯽﻛﻨﺪ‪ .‬ﻧﻔﺲ ﻧﻔﺲ ﻣﯽﺯﻧﺪ ﻭ ﭼﯿﺰﻫﺎﯾﯽ ﻧﺎﻣﻔﻬﻮﻡ ﻣﯽﮔﻮﯾﺪ‪ .‬ﺗﻮی‬
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‫ﺩﺳﺘﺶ ﭼﻨﺪ ﺗﺎ ﺣﻮﻟﮥ ﻣﭽﺎﻟﻪ ﺷﺪۂ ﺧﻮﻧﯽ ﺍﺳﺖ‪ .‬ﺑﺮﺍﺩﺭﻡ ﺭﺍ ﺻﺪﺍ ﻣﯽﺯﻧﺪ ﻭ ﻣﻨﺘﻈﺮ ﻣﯽﻣﺎﻧﺪ‪.‬‬
‫ﺻﺪﺍﯾﺶ ﺭﺍ ﺑﻠﻨﺪﺗﺮ ﻣﯽﻛﻨﺪ ﻭ ﺟﯿﻎ ﻣﯽﻛﺸﺪ‪ .‬ﺷﺎﻧﻪﻫﺎﯾﺶ ﺭﺍ ﺑﺎﻻ ﻣﯽﺍﻧﺪﺍﺯﺩ ﻭ ﺗﻒ ﻣﯽﻛﻨﺪ ﺗﻮی‬
‫ﻫﻮﺍ‪ .‬ﺭﻭﯾﺶ ﺭﺍ ﺑﻪ ﻣﻦ ﻣﯽﻛﻨﺪ ﻭ ﻣﯽﮔﻮﯾﺪ‪:‬‬
‫»ﺑﯿﺎ ﺗﻮ‪ ،‬ﺯﻭﺩ ﺑﺎﺵ‪ .‬ﺑﯿﺎ ﺑﺎﻫﺎﺵ ﺣﺮﻑ ﺑﺰﻥ‪ ،‬ﯾﻪ ﻛﺎﺭی ﻛﻦ‪ .‬ﯾﻪ ﭼﯿﺰی ﺑﻬﺶ ﺑﮕﻮ‪ .‬ﺗﺮﻭ ﺧﺪﺍ‬
‫ﯾﻪ ﺟﻮﺭی ﺳﺎﻛﺘﺶ ﻛﻦ‪ ،‬ﻣﺎ ﻛﻪ ﺩﯾﮕﻪ ﻛﻼﻓﻪ ﺷﺪﯾﻢ‪ .‬ﺍﻻﻥ ﺩﻭﺑﺎﺭﻩ ﺷﺐ ﻣﯽﺷﻪ ﻭ ﺩﺳﺘﻤﻮﻥ ﺍﺯ‬
‫ﻫﻤﻪ ﺟﺎ ﺑﺮﯾﺪﻩ ﺍﺳﺖ‪«.‬‬
‫ﺗﻮی ﺍﺗﺎﻕ ﺗﺎﺭﯾﮏ ﻭ ﺩﻡ ﻛﺮﺩﻩ ﺍﺳﺖ‪ ،‬ﮔﺮﻡ ﻭ ﺑﺪﻭﻥ ﻫﻮﺍﺳﺖ‪ .‬ﺍﺯ ﺗﺨﺖ ﻭﺳﻂ ﺍﺗﺎﻕ ﺑﻮی‬
‫ﺩﺍﻏﯽ ﺗﻦ ﻭ ﺍﻟﺘﻬﺎﺏ ﭘﻮﺳﺖ ﻣﯽﺁﯾﺪ‪.‬‬
‫ﻣﺎﺩﺭﻡ ﻻی ﻣﻼﻓﻪﻫﺎ ﺗﻐﯿﯿﺮﺷﻜﻞ ﺩﺍﺩﻩ ﺍﺳﺖ‪ .‬ﺻﻮﺭﺗﺶ ﺑﻪ ﭼﺮﻛﯽ ﭼﻠﻮﺍﺭی ﺍﺳﺖ ﻛﻪ ﺭﻭﯾﺶ‬
‫ﺍﻓﺘﺎﺩﻩ ﻭ ﻣﻮﻫﺎی ﻗﺮﻣﺰ ﺭﻧﮓ ﻛﺮﺩﻩﺍﺵ‪ ،‬ﻣﺮﻃﻮﺏ ﻭ ﺣﻠﻘﻪ ﺣﻠﻘﻪ‪ ،‬ﺑﻪ ﮔﻞﻫﺎی ﺯﺭﺩ ﻭ ﻧﺎﺭﳒﯽ‬
‫ﺭﻭﺑﺎﻟﺸﯽ ﭼﺴﺒﯿﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻧﮕﺎﺭ ﻧﻮﻋﯽ ﺑﺘﮥ ﻏﺮﯾﺐ ﺻﺤﺮﺍﯾﯽ ﺍﺳﺖ ﻛﻪ ﺍﺯ ﺯﯾﺮ ﺗﺨﺖ ﺭﻭﺋﯿﺪﻩ ﻭ‬
‫ﺩﺭ ﺍﻣﺘﺪﺍﺩ ﻛﻠﮥ ﮔﻠﺪﺍﺭﺵ ﭼﯿﺰی ﺟﺰ ﻓﻀﺎی ﺧﺎﻟﯽ ﻧﯿﺴﺖ‪.‬‬
‫ﻣﯽﺑﯿﻨﻢ ﻛﻪ ﺩﺍﺭﺩ ﻣﯽﻣﯿﺮﺩ‪ ،‬ﻛﻪ ﭘﻮﺳﺘﺶ ﺯﺭﺩ ﻭ ﭘﮋﻣﺮﺩﻩ ﺷﺪﻩ ﻭ ﺩﺭ ﺣﺎﻝ ﮔﺴﺴﱳ ﺍﺳﺖ‪،‬‬
‫ﻛﻪ ﺧﻄﻮﻁ ﺍﺻﻠﯽ ﺻﻮﺭﺗﺶ ﺍﻧﺤﻨﺎ ﻭﺍﻣﺘﺪﺍﺩ ﻃﺒﯿﻌﯿﺶ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻩ ﻭ ﮔﻮﺷﺘﺶ ﺑﻮی ﻻﺷﻪ‬
‫ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﻣﯽﺑﯿﻨﻢ ﻛﻪ ﭼﺸﻢﻫﺎﯾﺶ ﻫﺮﺍﺱ ﻭ ﻫﯿﺒﺖ ﻏﺮﯾﺐ ﮔﻮﺳﻔﻨﺪی ﺭﺍ ﺩﺍﺭﺩ ﻛﻪ ﺑﻪ‬
‫ﻛﺸﺘﺎﺭﮔﺎﻩ ﻣﯽﺑﺮﻧﺪ ﻭ ﻧﻔﺴﺶ ﺑﻮی ﻇﻠﻤﺖ ﺯﯾﺮ ﺧﺎک ﺭﺍ ﻣﯽﺩﻫﺪ‪.‬‬
‫ﻧﺎﻣﻔﻬﻮﻡ‬
‫ﺟﯿﻎ ﻣﯽﻛﺸﺪ‬
‫ﺗﻒ ﻣﯽﻛﻨﺪ‬
‫ﺩﻡ ﻛﺮﺩﻩ‬
‫ﺭﻭﺑﺎﻟﺸﯽ‬
‫ﭘﮋﻣﺮﺩﻩ‬
‫ﺍﻧﺤﻨﺎ‬
‫ﺍﻣﺘﺪﺍﺩ‬
‫ﻻﺷﻪ‬
‫ﻛﺸﺘﺎﺭﮔﺎﻩ‬
‫ﻇﻠﻤﺖ‬
‫ﺻﺪﺍی ﺟﻨﺠﺎﻝ ﻭ ﻫﻤﻬﻤﻪ‬
‫ﺩﺳﺘﻤﻮﻥ ﺍﺯ ﻫﻤﻪ ﺟﺎ ﺑﺮﯾﺪﻩ ﺍﺳﺖ‬
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102 Lesson 9 ■ How many of Iran’s provinces do you know?
‫ﻣﺎ ﻛﻪ ﺩﯾﮕﻪ ﻛﻼﻓﻪ ﺷﺪﯾﻢ‬

‫ﻫﺮﺍﺱ ﻭ ﻫﯿﺒﺖ‬
‫ﺷﺎﻧﻪﻫﺎﯾﺶ ﺭﺍ ﺑﺎﻻ ﻣﯽﺍﻧﺪﺍﺯﺩ‬
Affixes (inflectional and derivational) (‫ﻭﻧﺪ )ﺗﺼﺮﯾﻔﯽ – ﺍﺷﺘﻘﺎﻗﯽ‬

In addition to the location of the affixes, their function also determines
their type. If an affix does not change the part of speech of the root to
which it is attached, it is normally an inflectional morpheme, e.g.:
(‫ ﻫﺎ ← ﺑﭽﻪ ﻫﺎ )ﺍﺳﻢ‬+ (‫ﺑﭽﻪ )ﺍﺳﻢ‬

(‫ ﺗﺮ ← ﺑﺰﺭﮔﺘﺮ )ﺻﻔﺖ‬+ (‫ﺑﺰﺭگ )ﺻﻔﺖ‬
(‫ ﺭﻭﻡ )ﻓﻌﻞ( ← ﺑﺮﻭﻡ )ﻓﻌﻞ‬+ ‫ﺑ‬
In contrast, derivational morphemes often change the part of speech of
the root, e.g.:
(‫ ی ← ﺧﻮﺑﯽ )ﺍﺳﻢ‬+ (‫ﺧﻮﺏ )ﺻﻔﺖ‬

(‫ ﮔﯿﻦ ← ﺧﺸﻤﮕﯿﻦ )ﺻﻔﺖ‬+ (‫ﺧﺸﻢ )ﺍﺳﻢ‬
(‫ ﺍﻧﻪ ← ﻣﺮﺩﺍﻧﻪ )ﺻﻔﺖ‬+ (‫ﻣﺮﺩ )ﺍﺳﻢ‬
‫ ﻛﻠﻤﺎﺕ ﺯﯾﺮ ﺭﺍ ﺑﻪ ﻭﺍژک ﻫﺎی ﺗﺸﻜﯿﻞ ﺩﻫﻨﺪۂ ﺁﻧﻬﺎ ﺗﻘﺴﯿﻢ ﻛﻨﯿﺪ ﻭ ﻧﻮﻉ ﻭﻧﺪﻫﺎ‬:‫ﲤﺮﯾﻦ‬
.‫ﺭﺍ ﺗﺸﺨﯿﺺ ﺩﻫﯿﺪ‬
‫ﺩﺭﺑﺎﻥ‬
‫ﺯﻧﺎﻧﻪ‬
‫ﺩﻓﺘﺮﭼﻪ‬
‫ﺍﯾﺮﺍﻧﯿﺎﻥ‬
‫ﺷﺮﻣﺴﺎﺭ‬
‫ﺩﻫﻜﺪﻩ ﻫﺎ‬
‫ﺳﯿﺎﺳﺘﻤﺪﺍﺭ‬
‫ﮔﻨﺎﻫﻜﺎﺭ‬
‫ﺑﯽ ﺷﺮﻣﺎﻧﻪ‬
‫ﺑﺮﻧﺪﮔﺎﻥ‬
9780415691352_C09.indd 102 5/23/12 4:05 PM


‫ﮔﻠﯿﻢ‬
‫ﭼﻨﺪﯾﻦ ﮔﻠﯿﻢ ﺑﺮﺍی ﻓﺮﻭﺵ ﺩﺭ ﯾﻜﯽ ﺍﺯ ﺑﺎﺯﺍﺭﻫﺎی ﺍﯾﺮﺍﻥ‬

‫ﺍﯾﺮﺍﻥ ﯾﻜﯽ ﺍﺯ ﺻﺎﺩﺭﻛﻨﻨﺪﮔﺎﻥ ﺑﺰﺭگ ﻓﺮﺵ ﻭ ﮔﻠﯿﻢ ﺩﺭ ﺟﻬﺎﻥ ﺍﺳﺖ‪ .‬ﺳﻮﺩ ﺍﯾﻦ ﺻﺎﺩﺭﺍﺕ ﻗﺴﻤﺖ‬
‫ﻋﻤﺪﻩ ﺍی ﺍﺯﺳﻮﺩ ﺗﻮﻟﯿﺪ ﻧﺎﺧﺎﻟﺺ ﺩﺍﺧﻠﯽ ﺭﺍ ﺗﺸﻜﯿﻞ ﻣﯽ ﺩﻫﺪ‪ .‬ﻣﺮﻏﻮﺑﺘﺮﯾﻦ ﺍﯾﻦ‬
‫ﻓﺮﺵ ﻫﺎ ﻭ ﮔﻠﯿﻢ ﻫﺎ ﺩﺳﺘﺒﺎﻑ ﻫﺴﺘﻨﺪ ﺯﯾﺮﺍ ﻓﺮﺵ ﻫﺎی ﻣﺎﺷﯿﻨﯽ ﺑﺴﯿﺎﺭ ﺍﺭﺯﺍﻥ ﺗﺮ ﺍﺯﻓﺮﺵ‬
‫ﻫﺎ ﻭ ﮔﻠﯿﻢ ﻫﺎی ﺩﺳﺘﺒﺎﻑ ﻫﺴﺘﻨﺪ‪ .‬ﺩﺭ ﺑﺎﻓﺖ ﻓﺮﺵ ﺍﺯ ﻧﺦ ﺍﺑﺮﯾﺸﻤﯽ ﻭ ﯾﺎ ﭘﺸﻤﯽ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ‬
‫ﺷﻮﺩ‪ .‬ﻭﺳﯿﻠﻪ ﺍی ﻛﻪ ﻗﺎﻟﯽ ﺭﺍ ﺭﻭی ﺁﻥ ﻣﯽ ﺑﺎﻓﻨﺪ‪ ،‬ﺩﺍﺭ ﻧﺎﻡ ﺩﺍﺭﺩ‪.‬‬
‫‪ -١‬ﻋﻼﻭﻩ ﺑﺮ ﮔﻠﯿﻢ ﻭ ﻓﺮﺵ ﻣﻬﻤﺘﺮﯾﻦ ﺻﻨﺎﯾﻊ ﺩﺳﺘﯽ ﺩﯾﮕﺮ ﺍﯾﺮﺍﻥ ﻛﺪﺍﻡ ﺍﺳﺖ؟‬
‫‪ -٢‬ﺻﻨﺎﯾﻊ ﺩﺳﺘﯽ ﻛﺸﻮﺭ ﺷﻤﺎ ﻛﺪﺍﻡ ﺍﺳﺖ؟ ﺁﯾﺎ ﺍﯾﻦ ﺻﻨﺎﯾﻊ ﺑﺨﺶ ﻣﻬﻤﯽ ﺍﺯ ﺻﺎﺩﺭﺍﺕ ﻛﺸﻮﺭ‬
‫ﺭﺍ ﺗﺸﻜﯿﻞ ﻣﯽ ﺩﻫﺪ؟‬
‫‪9780415691352_C09.indd 103‬‬ ‫‪5/23/12 4:05 PM‬‬

‫ﺩﺭﺱ ﺩﻫﻢ‬
‫‪Lesson‬‬
‫‪Ten‬‬
‫ﻋﺰﺍﺩﺍﺭی ﯾﻌﻨﯽ ﭼﻪ؟‬
‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﺗﺎﺑﻮﺕ ﲤﺜﯿﻠﯽ‬

‫ﺩﺳﺘﻮﺭ‪ :‬ﻧﻘﻞ ﻗﻮﻝ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﺍﻧﺮژی‬
‫ﺍﺯﻣﯿﺎﻥ ﻣﺘﻮﻥ ﻛﻼﺳﯿﮏ ﻧﺜﺮ ﻓﺎﺭﺳﯽ‪ :‬ﺗﺎﺭﯾﺦ ﺑﯿﻬﻘﯽ‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﺿﺮﺏ ﺍﳌﺜﻞ‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﺯﺍﺋﺮ‬

‫‪ -١‬ﻋﺰﺍﺩﺍﺭی ﯾﻌﻨﯽ ﭼﻪ؟‬
‫‪ -٢‬ﺁﺩﺍﺏ ﻋﺰﺍﺩﺍﺭی ﺩﺭ ﺍﯾﺮﺍﻥ ﭼﯿﺴﺖ؟‬
‫‪ -٣‬ﺁﯾﺎ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ ﺭﻭﺯﻫﺎی ﻋﺰﺍﺩﺍﺭی ﻋﻤﻮﻣﯽ ﻭﺟﻮﺩ ﺩﺍﺭﺩ؟‬
‫ﺗﺎﺑﻮﺕ ﲤﺜﯿﻠﯽ‬
‫ﺳﺎﺧﱳ ﺗﺎﺑﻮﺕ ﻫﺎی ﲤﺜﯿﻠﯽ ﺷﻬﯿﺪﺍﻥ ﻭ ﺁﯾﯿﻦ ﺣﻤﻞ ﺁﻧﻬﺎ ﺗﻮﺳﻂ ﻋﺰﺍﺩﺍﺭﺍﻥ ﺩﺭ ﻓﺮﻫﻨﮓ ﺍﯾﺮﺍﻥ‬
‫ﺗﺎﺭﯾﺨﯽ ﺑﺴﯿﺎﺭ ﻃﻮﻻﻧﯽ ﺩﺍﺭﺩ‪ .‬ﳕﻮﻧﮥ ﺑﺮﺟﺴﺘﮥ ﺁﻥ‪ ،‬ﺁﯾﯿﻦ ﺳﻮﮔﻮﺍﺭی ﻣﺮگ ﺳﯿﺎﻭﺵ ﻭ ﺣﻤﻞ‬
‫ﺗﺎﺑﻮﺕ ﲤﺜﯿﻠﯽ ﺍﻭﺳﺖ‪ .‬ﺑﻨﺎﺑﺮ ﺭﻭﺍﯾﺖ ﻫﺎی ﺗﺎﺭﯾﺨﯽ‪ ،‬ﻣﺮﺩﻡ ﻣﺎﻭﺭﺍﺀﺍﻟﻨﻬﺮ ﺗﺎ ﻧﺨﺴﺘﯿﻦ‬
‫ﺳﺪﻩ ﻫﺎی ﺍﺳﻼﻣﯽ‪ ،‬ﻫﺮ ﺳﺎﻟﻪ ﺩﺭ ﻣﺮﺍﺳﻢ ﺳﺎﻟﮕﺮﺩ ﻛﺸﺘﻪ ﺷﺪﻥ ﺳﯿﺎﻭﺵ‪ ،‬ﻗﻬﺮﻣﺎﻥ‬
‫ﺍﺳﻄﻮﺭﻩ ﺍی ﺍﯾﺮﺍﻥ ﻛﻪ ﺧﻮﻥ ﭘﺎﻛﺶ ﺑﻪ ﻧﺎﺣﻖ ﺑﺮ ﺯﻣﯿﻦ ﺭﯾﺨﺖ‪ ،‬ﺷﺒﯿﻪ ﺍﻭ ﺭﺍ ﻣﯽ ﺳﺎﺧﺘﻨﺪ ﻭ‬
‫ﺩﺭ ﺗﺎﺑﻮﺗﯽ ﻣﯽ ﮔﺬﺍﺷﺘﻨﺪ ﻭ ﺑﺮ ﺳﺮ ﺯﻧﺎﻥ ﻭ ﺳﯿﻨﻪ ﻛﻮﺑﺎﻥ ﻭ ﻧﻮﺣﻪ ﺧﻮﺍﻧﺎﻥ ﺩﺭ ﺷﻬﺮ ﻣﯽ‬
‫ﮔﺮﺩﺍﻧﺪﻧﺪ‪ .‬ﺩﺭ ﺟﻮﺍﻣﻊ ﺳﻨﺘﯽ‪ ،‬ﻣﺮﺩﻡ ﺗﺎﺭﯾﺦ ﺭﺍ ﺑﺎ ﺍﻓﺴﺎﻧﻪ ﭘﯿﻮﻧﺪ ﻣﯽ ﺯﻧﻨﺪ ﻭ ﺑﺪﯾﻦ ﺗﺮﺗﯿﺐ‬
‫ﺭﻭﯾﺪﺍﺩﻫﺎی ﺗﺎﺭﯾﺨﯽ ﺑﻪ ﺩﺍﺳﺘﺎﻥ ﻫﺎی ﺍﺳﻄﻮﺭﻩ ﺍی ﺗﺒﺪﯾﻞ ﻣﯽ ﺷﻮﻧﺪ‪ .‬ﺍﻣﺮﻭﺯﻩ‪ ،‬ﺷﯿﻌﯿﺎﻥ ﺍﯾﺮﺍﻥ‪،‬‬
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‫ﻋﺰﺍﺩﺍﺭی ﯾﻌﻨﯽ ﭼﻪ؟‬ ‫■‬ ‫ﺩﺭﺱ ﺩﻫﻢ‬ ‫‪105‬‬
‫ﺩﺭ ﻣﺮﺍﺳﻢ ﻋﺰﺍﺩﺍﺭی ﺷﻬﯿﺪﺍﻥ ﺑﺎ ﺳﺨﻨﺮﺍﻧﯽ ﻫﺎ‪ ،‬ﳕﺎﯾﺶ ﻫﺎ ﻭ ﺣﻤﻞ ﺗﺎﺑﻮﺕ ﻫﺎی ﲤﺜﯿﻠﯽ‬
‫ﺷﻬﯿﺪﺍﻥ‪ ،‬ﺧﺎﻃﺮﺍﺕ ﺁﻧﻬﺎ ﺭﺍ ﺍﺣﯿﺎ ﻣﯽ ﻛﻨﻨﺪ‪.‬‬
‫‪martyr‬‬ ‫ﺷﻬﯿﺪ )ﺷﻬﺪﺍ(‬
‫‪symbolic‬‬ ‫ﲤﺜﯿﻠﯽ‬
‫‪custom‬‬ ‫ﺁﯾﯿﻦ‬
‫‪carrying‬‬ ‫ﺣﻤﻞ‬
‫‪mourning‬‬ ‫ﻋﺰﺍ‬
‫‪mourner‬‬ ‫ﻋﺰﺍﺩﺍﺭ‬
‫‪epitome‬‬ ‫ﳕﻮﻧﻪ‬
‫‪prominent‬‬ ‫ﺑﺮﺟﺴﺘﻪ‬
‫‪mourning‬‬ ‫ﺳﻮﮔﻮﺍﺭی‬
‫‪narrative‬‬ ‫ﺭﻭﺍﯾﺖ )ﺭﻭﺍﯾﺎﺕ(‬
‫‪Transoxania‬‬ ‫ﻣﺎ ﻭﺭﺍﺀﺍﻟﻨﻬﺮ‬
‫‪hero‬‬ ‫ﻗﻬﺮﻣﺎﻥ‬
‫‪blood‬‬ ‫ﺧﻮﻥ‬
‫‪annual commemoration‬‬ ‫ﺳﺎﻟﮕﺮﺩ‬
‫‪pure‬‬ ‫ﭘﺎک‬
‫‪unrightfully‬‬ ‫ﺑﻪ ﻧﺎﺣﻖ‬
‫‪to shed‬‬ ‫ﺭﯾﺨﱳ‬
‫‪effigy‬‬ ‫ﺷﺒﯿﻪ‬
‫‪to beat‬‬ ‫ﻛﻮﻓﱳ‬
‫‪mourning chant‬‬ ‫ﻧﻮﺣﻪ‬
‫‪to bind‬‬ ‫ﭘﯿﻮﻧﺪ ﺯﺩﻥ‬
‫‪thus‬‬ ‫ﺑﺪﯾﻦ ﺗﺮﺗﯿﺐ‬
‫‪event‬‬ ‫ﺭﻭﯾﺪﺍﺩ‬
‫‪memories‬‬ ‫ﺧﺎﻃﺮﺍﺕ‬
‫‪to revive‬‬ ‫ﺍﺣﯿﺎ ﻛﺮﺩﻥ‬
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‫‪106‬‬ ‫‪Lesson 10‬‬ ‫■‬ ‫?‪What is mourning‬‬
‫ﭼﺮﺍ ﺍﯾﺮﺍﻧﯿﺎﻥ ﺗﺎﺑﻮﺕ ﻫﺎی ﲤﺜﯿﻠﯽ ﻣﯽ ﺳﺎﺯﻧﺪ؟‬ ‫‪-١‬‬
‫ﺁﯾﺎ ﻋﺰﺍﺩﺍﺭی ﺍﺯ ﺍﺳﻼﻡ ﻭﺍﺭﺩ ﻓﺮﻫﻨﮓ ﺍﯾﺮﺍﻧﯿﺎﻥ ﺷﺪﻩ ﺍﺳﺖ؟‬ ‫‪-٢‬‬
‫ﺳﯿﺎﻭﺵ ﻛﻪ ﺑﻮﺩ؟‬ ‫‪-٣‬‬
‫ﭼﮕﻮﻧﻪ ﺗﺎﺭﯾﺦ ﺑﻪ ﺍﺳﻄﻮﺭﻩ ﺗﺒﺪﯾﻞ ﻣﯽ ﺷﻮﺩ؟‬ ‫‪-۴‬‬
‫‪ -١‬ﻣﺴﻠﻤﺎﻧﺎﻥ ﻣﺮﺩﻩ ﻫﺎ ﺭﺍ ﻫﻨﮕﺎﻡ ﺩﻓﻦ ﺩﺍﺧﻞ ‪ .............‬ﳕﯽ ﮔﺬﺍﺭﻧﺪ‪.‬‬
‫ﺝ‪ -‬ﺷﺒﯿﻪ‬ ‫ﺍﻟﻒ‪ -‬ﺭﻭﺍﯾﺖ‬

‫ﺩ‪ -‬ﻣﺮگ‬ ‫ﺏ‪ -‬ﺗﺎﺑﻮﺕ‬
‫‪ -٢‬ﻣﻦ ﻫﻤﯿﺸﻪ ﺳﺮﮔﯿﺠﻪ ﺩﺍﺭﻡ ﭼﻮﻥ ﻓﺸﺎﺭ ‪ .........‬ﺧﯿﻠﯽ ﭘﺎﯾﯿﻦ ﺍﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﺧﻮﱎ‬ ‫ﺍﻟﻒ‪ -‬ﭘﺎﻛﻢ‬

‫ﺩ‪ -‬ﻗﻬﺮﻣﺎﱎ‬ ‫ﺏ‪ -‬ﻣﺮﮔﻢ‬
‫‪ -٣‬ﺁﻧﻘﺪﺭ ﺍﺷﮏ ‪ .........‬ﺗﺎ ﺍﻭ ﺭﺍﺿﯽ ﺷﺪ‪.‬‬
‫ﺝ‪ -‬ﺭﯾﺨﺖ‬ ‫ﺍﻟﻒ‪ -‬ﺯﺩ‬

‫ﺩ‪ -‬ﺩﺍﺩ‬ ‫ﺏ‪ -‬ﻛﺮﺩ‬
‫‪ -۴‬ﻫﺮ ﻛﺸﻮﺭ ﺟﻨﮓ ﺯﺩﻩ ﭘﺲ ﺍﺯ ﭘﺎﯾﺎﻥ ﺟﻨﮓ ﻧﯿﺎﺯ ﺑﻪ ‪ ..........‬ﺩﺍﺭﺩ‪.‬‬
‫ﺝ‪ -‬ﳕﻮﻧﻪ‬ ‫ﺍﻟﻒ‪ -‬ﭘﯿﻮﻧﺪ‬

‫ﺩ‪ -‬ﻋﺰﺍ‬ ‫ﺏ‪ -‬ﺑﺎﺯﺳﺎﺯی‬
‫‪ -۵‬ﺷﻤﺎ ﺍﺯ ‪ ..........‬ﻫﻨﺮ ﻣﯿﻨﯿﺎﺗﻮﺭ ﺍﯾﺮﺍﻧﯽ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟‬
‫ﺝ‪ -‬ﺧﺎﻃﺮﺍﺕ‬ ‫ﺍﻟﻒ‪ -‬ﻣﺮﺍﺳﻢ‬

‫ﺩ‪ -‬ﺗﺎﺭﯾﺨﭽﻪ‬ ‫ﺏ‪ -‬ﺳﻮﮔﻮﺍﺭی‬
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‫‪ -١‬ﺩﺭ ﺁﻥ ﻛﺘﺎﺏ ﺭﻭﺍﯾﺎﺗﯽ ﺁﻣﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﺯﻥ ﻭ ﻣﺮﺩ ﺑﺮﺍﺑﺮﻧﺪ‪.‬‬
‫)ﺑﻨﺎﺑﺮ ‪(...‬‬
‫‪ -٢‬ﺍﻭ ﻣﻘﺎﻻﺕ ﺯﯾﺎﺩی ﺭﺍ ﺑﻪ ﭼﺎپ ﺭﺳﺎﻧﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﺩﺭ ﻣﯿﺎﻥ ﺍﻫﻞ ﻋﻠﻢ ﻣﻌﺮﻭﻓﯿﺖ ﺟﻬﺎﻧﯽ ﺩﺍﺭﺩ‪.‬‬
‫)‪ ...‬ﺑﺪﯾﻦ ﺗﺮﺗﯿﺐ ‪(...‬‬
‫‪ -٣‬ﻏﺬﺍﻫﺎی ﺍﯾﺮﺍﻧﯽ ﺧﯿﻠﯽ ﻃﻮﻝ ﻣﯽ ﻛﺸﻨﺪ ﺗﺎ ﺑﭙﺰﻧﺪ‪.‬‬

‫ﺑﻌﻀﯽ ﺍﺯ ﻏﺬﺍﻫﺎی ﺍﯾﺮﺍﻧﯽ ﺑﺴﯿﺎﺭ ﭘﯿﭽﯿﺪﻩ ﻫﺴﺘﻨﺪ‪.‬‬
‫)ﭘﺨﱳ ‪ ...‬ﭼﻮﻥ ‪(...‬‬

‫‪ -١‬ﻣﱳ » ﺗﺎﺑﻮﺕ ﲤﺜﯿﻠﯽ « ﺭﺍ ﺑﺎ ﺑﻜﺎﺭ ﺑﺮﺩﻥ ﻛﻠﻤﺎﺕ ﺧﻮﺩﺗﺎﻥ ﺑﺎﺯﻧﻮﯾﺴﯽ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪١٠٠‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﻛﺎﺩﺭ ﻣﺘﻨﯽ ﺩﺭ ﻣﻮﺭﺩ ﺁﺩﺍﺏ ﻭ ﺭﺳﻮﻡ ﯾﻜﯽ ﺍﺯ ﺍﺩﯾﺎﻥ ﻛﺸﻮﺭﺗﺎﻥ‬
‫ﺑﻨﻮﯾﺴﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ٨٠‬ﻛﻠﻤﻪ(‪ .‬ﭼﻪ ﺍﺩﯾﺎﻧﯽ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ؟‬
‫ﺭﻭﯾﺪﺍﺩ‬ ‫ﳕﻮﻧﻪ‬ ‫ﺍﻋﺘﻘﺎﺩ‬ ‫ﻋﺒﺎﺩﺕ‬ ‫ﺷﻬﯿﺪ‬ ‫ﺍﺣﯿﺎ ﻛﺮﺩﻥ‬ ‫ﺑﺪﯾﻦ ﺗﺮﺗﯿﺐ‬ ‫ﭘﯿﻮﻧﺪ ﺯﺩﻥ‬ ‫ﺁﯾﯿﻦ‬
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‫ﻧﻘﻞ ﻗﻮﻝ‬
‫ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺯﻣﺎﻥ ﻓﻌﻞ ﺩﺭ ﺟﻤﻠﮥ ﻧﻘﻞ ﻗﻮﻝ ﺑﻪ ﻫﻤﺎﻥ ﺯﻣﺎﻧﯽ ﮔﻔﺘﻪ ﻣﯿﺸﻮﺩ ﻛﻪ ﺩﺭﺟﻤﻠﮥ‬
‫ﺍﻭﻟﯿﻪ ﺑﻜﺎﺭﺭﻓﺘﻪ ﺑﻮﺩ‪ .‬ﺩﺭﺿﻤﻦ‪ ،‬ﺩﺭ ﺟﻤﻠﮥ ﻧﻘﻞ ﻗﻮﻝ ﻧﯿﺎﺯی ﺑﻪ ﮔﯿﻮﻣﻪ ﻧﯿﺴﺖ ﻭ ﻭﺍژۂ ﻛﻪ ﻛﻪ‬
‫ﭘﺲ ﺍﺯ ﺍﻓﻌﺎﻟﯽ ﭼﻮﻥ )ﮔﻔﱳ – ﺷﻨﯿﺪﻥ – ﺩﯾﺪﻥ – ﺩﺍﻧﺴﱳ – ﺣﺪﺱ ﺯﺩﻥ – ﻓﻬﻤﯿﺪﻥ(‬
‫ﻣﯽ ﺁﯾﺪ ﺧﻮﺩ ﻧﺸﺎﻧﮕﺮﻧﻘﻞ ﻗﻮﻝ ﺍﺳﺖ‪.‬‬
‫ﺩﯾﺮﻭﺯ ﺑﻪ ﺍﻭ ﮔﻔﺘﻢ ﻛﻪ ﺩﯾﮕﺮ ﺑﻪ ﺧﺎﻧﻪ ﺍﺵ ﻧﺨﻮﺍﻫﻢ ﺭﻓﺖ‪.‬‬
‫ﺷﻨﯿﺪﻡ ﻛﻪ ﻛﺘﺎﺑﺖ ﮔﻢ ﺷﺪﻩ ﺑﻮﺩ‪.‬‬
‫ﻣﯽ ﺩﺍﻧﺴﺖ ﻛﻪ ﺍﺷﺘﺒﺎﻩ ﻧﺨﻮﺍﻫﻢ ﻛﺮﺩ‪.‬‬
‫ﺍﺯ ﻃﺮﺯ ﺭﻓﺘﺎﺭﺵ ﻣﯽ ﺷﻮﺩ ﺣﺪﺱ ﺯﺩ ﻛﻪ ﺩﺍﺭﺩ ﺩﺭﻭﻍ ﻣﯽ ﮔﻮﯾﺪ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺟﻤﻼﺕ ﺯﯾﺮﺭﺍ ﺑﺎ ﻧﻘﻞ ﻗﻮﻝ ﻣﻨﺎﺳﺐ ﻛﺎﻣﻞ ﻛﻨﯿﺪ‪.‬‬
‫ﺑﺎﻻﺧﺮﻩ ﺧﻮﺍﻫﻨﺪ ﻓﻬﻤﯿﺪ ﻛﻪ ‪. ...............................................................‬‬
‫ﺁﻧﻬﺎ ﺑﻪ ﻣﺎ ﻧﮕﻔﺘﻪ ﺑﻮﺩﻧﺪ ﻛﻪ ‪. ...............................................................‬‬
‫ﺁﯾﺎ ﺷﻨﯿﺪﻩ ﺍﯾﺪ ﻛﻪ ‪ ..............................................................‬؟‬
‫ﳕﯿﺘﻮﺍﱎ ﺣﺪﺱ ﺑﺰﱎ ﻛﻪ ‪. .................................................................‬‬
‫ﻣﯽ ﺩﺍﻧﺴﺘﻢ ﻛﻪ ‪. ...............................................................‬‬
‫ﺍﻧﺮژی‬
‫ﮔﺎﺯ‬ ‫ﻣﻌﺪﻥ ﭼﯽ‬ ‫ﺑﻨﺰﯾﻦ‬ ‫ﺯﻏﺎﻝ ﺳﻨﮓ‬ ‫ﺑﺸﻜﻪ‬ ‫ﺧﻮﺭﺷﯿﺪی‬

‫ﻏﻨﯽ ﺳﺎﺯی‬ ‫ﺣﻔﺎﺭی‬ ‫ﻣﻨﺎﺑﻊ ﻃﺒﯿﻌﯽ‬ ‫ﻧﺸﺖ‬ ‫ﭘﺎﻻﯾﺸﮕﺎﻩ ﻫﺎ‬
‫ﺗﻮﺭﺑﯿﻦ‬ ‫ﻧﻔﺖ ﺧﯿﺰ‬ ‫ﻧﯿﺮﻭﮔﺎﻩ‬
‫ﺩﺭ ﺑﻌﻀﯽ ﺍﺯ ﻛﺸﻮﺭﻫﺎﯾﯽ ﻛﻪ ﺁﺏ ﻭ ﻫﻮﺍی ﮔﺮﻡ ﺩﺍﺭﻧﺪ ﺍﺯ ﺍﻧﺮژی ‪ ..............‬ﺑﺮﺍی ﺗﻮﻟﯿﺪ‬

‫ﺑﺮﻕ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﺷﻮﺩ‪.‬‬
‫‪9780415691352_C10.indd 108‬‬ ‫‪5/23/12 4:04 PM‬‬

‫ﺁژﺍﻧﺲ ﺑﯿﻦ ﺍﳌﻠﻠﯽ ﺍﻧﺮژی ﺍﲤﯽ ﺍﺯ ﲤﺎﻡ ﻛﺸﻮﺭﻫﺎی ﺟﻬﺎﻥ ﺩﻋﻮﺕ ﺑﻪ ﺗﻌﻠﯿﻖ ‪.....................‬‬
‫ﺍﻭﺭﺍﻧﯿﻮﻡ ﻛﺮﺩ‪.‬‬
‫ﺑﻪ ﻋﻠﺖ ﺁﻏﺎﺯ ﻓﺼﻞ ﻣﺴﺎﻓﺮﺕ ﻫﺎ ﺑﻬﺎی ﻫﺮ ‪ ..................‬ﻧﻔﺖ ﺑﻪ ‪ ١٠٠‬ﺩﻻﺭ ﺭﺳﯿﺪ‪.‬‬
‫‪ .......................‬ﺍﯾﺮﺍﻥ ﺩﺭ ﻧﻮﺍﺣﯽ ﺟﻨﻮﺑﯽ ﺍﯾﻦ ﻛﺸﻮﺭ ﻣﺘﻤﺮﻛﺰ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺩﺭ ﭘﯽ ﺍﻧﻔﺠﺎﺭی ﻛﻪ ﺩﺭ ﺩﺍﺧﻞ ﻣﻌﺪﻥ ﺭﺥ ﺩﺍﺩ ﺗﻌﺪﺍﺩی ‪ .......................‬ﺯﺧﻤﯽ ﺷﺪﻧﺪ‪.‬‬
‫ﺍﯾﻦ ﻛﺸﻮﺭ ‪ ........................‬ﻗﺎﺑﻞ ﺗﻮﺟﻬﯽ ﻧﺪﺍﺭﺩ ﺑﻨﺎﺑﺮﺍﯾﻦ ﺍﺯ ﺻﻨﻌﺖ ﺗﻮﺭﯾﺴﻢ‬
‫ﭘﯿﺸﺮﻓﺘﻪ ﺍی ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺳﺖ‪.‬‬
‫ﺧﻮﺷﺒﺨﺘﺎﻧﻪ ﺍﻧﻔﺠﺎﺭ ﻧﻔﺘﻜﺶ ژﺍﭘﻨﯽ ﺩﺭ ﺗﻨﮕﻪ ﻫﺮﻣﺰ ﺑﻪ ‪ ................‬ﻧﻔﺖ ﻧﯿﺎﳒﺎﻣﯿﺪ‪.‬‬
‫ﺍﻛﺜﺮ ﻛﺸﻮﺭﻫﺎی ﺧﺎﻭﺭ ﻣﯿﺎﻧﻪ ﺑﺴﯿﺎﺭ ‪ ...............‬ﻫﺴﺘﻨﺪ‪.‬‬
‫ﻋﺮﺍﻕ ﯾﻜﯽ ﺍﺯ ﺻﺎﺩﺭﻛﻨﻨﺪﮔﺎﻥ ‪ ..............‬ﺩﺭ ﻣﻨﻄﻘﻪ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﮔﺬﺷﺘﻪ ﻗﻄﺎﺭﻫﺎی ﺑﺨﺎﺭ ﺑﺎ ﻧﯿﺮﻭی ‪ .....................‬ﻛﺎﺭ ﻣﯽ ﻛﺮﺩﻧﺪ‪.‬‬
‫‪radioactivity‬‬ ‫ﭘﺮﺗﻮﺯﺍﯾﯽ‬
‫‪electricity‬‬ ‫ﺑﺮﻕ‬
‫‪fuel‬‬ ‫ﺳﻮﺧﺖ‬
‫‪nuclear waste‬‬ ‫ﺯﺑﺎﻟﻪ ﺍﲤﯽ‬
‫‪oil reserves‬‬ ‫ﺫﺧﺎﯾﺮ ﻧﻔﺖ‬
‫‪petrol‬‬ ‫ﺑﻨﺰﯾﻦ‬
‫‪pipeline‬‬ ‫ﺧﻂ ﻟﻮﻟﻪ‬
‫‪energy consumption‬‬ ‫ﻣﺼﺮﻑ ﺍﻧﺮژی‬
‫‪renewable energy‬‬ ‫ﺍﻧﺮژی ﻗﺎﺑﻞ ﲡﺪﯾﺪ‬
‫ﺑﻪ ﻋﻨﺎﺻﺮی ﻛﻪ ﻗﺎﺑﻠﯿﺖ ﭘﺮﺗﻮﺯﺍﯾﯽ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ﻋﻨﺎﺻﺮ ﭘﺮﺗﻮﺯﺍ ﯾﺎ ﺭﺍﺩﯾﻮﺍﻛﺘﯿﻮ ﮔﻔﺘﻪ‬
‫ﺍﻧﺮژی ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺁﻧﺮﺍ ﺗﺮﺟﻤﻪ ﳕﺎﯾﯿﺪ‪.‬‬
‫‪9780415691352_C10.indd 109‬‬ ‫‪5/23/12 4:04 PM‬‬

‫ﺍﺯﻣﯿﺎﻥ ﻣﺘﻮﻥ ﻛﻼﺳﯿﮏ ﻧﺜﺮ ﻓﺎﺭﺳﯽ‬
‫ﺗﺎﺭﯾﺦ ﺑﯿﻬﻘﯽ‬
‫ﺗﺎﺭﯾﺦ ﺑﯿﻬﻘﯽ ﺍﺭﺯﺷﻤﻨﺪﺗﺮﯾﻦ ﻛﺘﺎﺏ ﺗﺎﺭﯾﺦ ﺑﻪ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺍﺳﺖ‪ .‬ﺍﻫﻤّﯿﺖ ﺍﯾﻦ ﻛﺘﺎﺏ ﺍﺯ ﻧﻈﺮ‬
‫ﻧﺜﺮ ﻓﺎﺭﺳﯽ ﻫﻤﺴﺎﻥ ﺷﺎﻫﻨﺎﻣﻪ ﻓﺮﺩﻭﺳﯽ ﺩﺭ ﻧﻈﻢ ﺍﺳﺖ‪ .‬ﺗﺎﺭﯾﺦ ﺑﯿﻬﻘﯽ ﺷﺎﻣﻞ ﺍﺧﺒﺎﺭ ﻭ ﺍﻃﻼﻋﺎﺗﯽ‬
‫ﻣﺮﺑﻮﻁ ﺑﻪ ﺩﻭﺭﺍﻥ ﺳﻠﻄﻨﺖ ﻣﺴﻌﻮﺩ ﻏﺰﻧﻮی ﺍﺳﺖ ﻭ ﺩﺭ ﻭﺍﻗﻊ ﺗﺎﺭﯾﺦ ﻣﺴﻌﻮﺩی ﻧﺎﻡ ﺩﺍﺷﺘﻪ ﻛﻪ‬
‫ﺑﻪ ﻧﺎﻡ ﻧﻮﯾﺴﻨﺪۂ ﺁﻥ‪ ،‬ﺧﻮﺍﺟﻪ ﺍﺑﻮﺍﻟﻔﻀﻞ ﺑﯿﻬﻘﯽ‪ ،‬ﺑﻪ ﺗﺎﺭﯾﺦ ﺑﯿﻬﻘﯽ ﻣﺸﻬﻮﺭ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺍﻟﻒ‪ -‬ﻣﱳ ﻛﻼﺳﯿﮏ ﺯﯾﺮ ﺭﺍ ﺑﺨﻮﺍﻧﯿﺪ ﻭ ﺳﭙﺲ ﻛﻠﻤﺎﺕ ﻭ ﻋﺒﺎﺭﺍﺕ ﻛﻼﺳﯿﮏ ﺭﺍ ﺑﻪ ﻓﺎﺭﺳﯽ‬
‫ﻣﻌﺎﺻﺮ ﺗﺒﺪﯾﻞ ﻛﻨﯿﺪ‪.‬‬
‫ﭼﻨﯿﻦ ﮔﻮﯾﺪ ﺍﺑﻮﺍﻟﻔﻀﻞ ﺑﯿﻬﻘﯽ ﻛﻪ ﭼﻮﻥ ﺍﯾﻦ ﻣﺤﺘﺸﻢ ﺑﯿﺎﺳﻮﺩ‪ ،‬ﺩﺭ ﺣﺪﯾﺚ ﻭﺯﺍﺭﺕ ﺑﻪ ﭘﯿﻐﺎﻡ‬
‫ﺳﺨﻦ ﺑﺎ ﻭی ﺭﻓﺖ‪ ،‬ﺍﻟﺒﺘﻪ ﺗﻦ ﺩﺭ ﻧﺪﺍﺩ‪ .‬ﺑﻮﺳﻬﻞ ﺯﻭﺯﻧﯽ ﺑﻮﺩ ﺩﺭ ﺁﻥ ﻣﯿﺎﻧﻪ ﻭ ﻛﺎﺭ ﻭ ﺑﺎﺭﻫﻤﻪ ﺍﻭ‬
‫ﺩﺍﺷﺖ‪ ،‬ﻭ ﻣﺼﺎﺩﺭﺍﺕ ﻭ ﻣﻮﺍﺿﻌﺎﺕ ﻣﺮﺩﻡ ﻭ ﺧﺮﯾﺪﻥ ﻭ ﻓﺮﻭﺧﱳ‪ ،‬ﻫﻤﻪ ﺍﻭ ﻣﯽﻛﺮﺩ ﻭ ﺧﻠﻮﺗﻬﺎی‬
‫ﺍﻣﯿﺮ ﺑﺎ ﻭی ﻭ ﻋﺒﺪﻭﺱ ﺑﯿﺸﺘﺮ ﻣﯽﺑﻮﺩ‪ .‬ﺩﺭ ﻣﯿﺎﻥ‪ ،‬ﺍﯾﻦ ﺩﻭ ﺗﻦ ﺭﺍ ﺧﯿﺎﺭﻩ ﻛﺮﺩﻩ ﺑﻮﺩﻧﺪ ﻭ ﻫﺮ‬
‫ﺩﻭ ﺑﺎ ﯾﻜﺪﯾﮕﺮ ﺑﺪ ﺑﻮﺩﻧﺪ‪ .‬ﭘﺪﺭﯾﺎﻥ ﻭ ﻣﺤﻤﻮﺩﯾﺎﻥ ﺑﺮﺁﻥ ﺑﺴﻨﺪﻩ ﻛﺮﺩﻩ ﺑﻮﺩﻧﺪ ﻛﻪ ﺭﻭﺯی ﺑﻪ ﺳﻼﻣﺖ‬
‫ﺑﺮ ﺍﯾﺸﺎﻥ ﺑﮕﺬﺭﺩ‪ ،‬ﻭ ﻣﻦ ﻫﺮﮔﺰ ﺑﻮﻧﺼﺮ ﺍﺳﺘﺎﺩﻡ ﺭﺍ ﺩﻝ ﻣﺸﻐﻮﻝﺗﺮ ﻭ ﻣﺘﺤﯿّﺮﺗﺮ ﻧﺪﯾﺪﻡ ﺍﺯ ﺍﯾﻦ‬
‫ﺭﻭﺯﮔﺎﺭ ﻛﻪ ﺍﻛﻨﻮﻥ ﺩﯾﺪﻡ‪.‬‬
‫ﻣﻌﻨﯽ ﻛﻠﻤﺎﺕ ﺯﯾﺮ ﺭﺍ ﺩﺭ ﻓﺮﻫﻨﮓ ﻟﻐﺎﺕ ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺩﺭ ﺟﺪﻭﻝ ﺯﯾﺮ ﺑﻨﻮﯾﺴﯿﺪ‬
‫ﺣﺪﯾﺚ‬
‫ﻭﺯﺍﺭﺕ‬
‫ﭘﯿﻐﺎﻡ‬
‫ﻛﺎﺭ ﻭ ﺑﺎﺭ‬
‫ﻣﺼﺎﺩﺭﺍﺕ‬
‫ﻣﻮﺍﺿﻌﺎﺕ‬
‫ﺏ‪ -‬ﺍﺻﻄﻼﺣﺎﺕ ﺯﯾﺮ ﺭﺍ ﺗﺮﺟﻤﻪ ﻛﻨﯿﺪ‪.‬‬

‫ﭼﻮﻥ ﺍﯾﻦ ﻣﺤﺘﺸﻢ ﺑﯿﺎﺳﻮﺩ‬
‫ﺗﻦ ﺩﺭ ﻧﺪﺍﺩ‬
‫‪9780415691352_C10.indd 110‬‬ ‫‪5/23/12 4:04 PM‬‬

‫ﺧﻠﻮﺗﻬﺎی ﺍﻣﯿﺮ‬
‫ﺑﺴﻨﺪﻩ ﻛﺮﺩﻩ ﺑﻮﺩﻧﺪ‬
‫ﺩﻝ ﻣﺸﻐﻮﻝﺗﺮ‬
‫ﺿﺮﺏ ﺍﳌﺜﻞ‬
‫ﺿﺮﺏ ﺍﳌﺜﻞ ﮔﻔﺘﺎﺭی ﺍﺳﺖ ﻛﻮﺗﺎﻩ ﻭ ﺷﺎﯾﻊ ﻭ ﻣﻌﻤﻮ ًﻻ ﺩﺭ ﻗﺎﻟﺐ ﺑﯿﺎﻧﯽ ﻛﻠﯿﺸﻪ ﺍی ﻭ‬
‫ﺑﯿﺎﻥ ﻛﻨﻨﺪۂ ﺣﺎﻟﺘﯽ ﳕﺎﺩﯾﻦ ﺑﺎ ﻣﻌﻨﯽ ﻋﻤﯿﻖ ﻭ ﺍﻧﺪﺭﺯﮔﻮﻧﻪ‪.‬‬
‫ﭼﻨﺪ ﺿﺮﺏ ﺍﳌﺜﻞ ﻓﺎﺭﺳﯽ‬
‫ﺟﺎﯾﯽ ﻛﻪ ﳕﮏ ﺧﻮﺭی ﳕﻜﺪﺍﻥ ﻧﺸﻜﻦ‪.‬‬

‫ﻣﻌﻨﯽ‪ :‬ﻣﺤﺒﺖ ﻫﺎی ﺩﯾﮕﺮﺍﻥ ﺭﺍ ﺑﺎ ﻧﺎﻣﻬﺮﺑﺎﻧﯽ ﺿﺎﯾﻊ ﻧﻜﻦ‪.‬‬
‫ﭼﺎﻗﻮ ﺩﺳﺘﻪ ﺧﻮﺩﺵ ﺭﺍ ﳕﯽ ﺑﺮﺩ‪.‬‬

‫ﻣﻌﻨﯽ‪ :‬ﻫﯿﭻ ﺁﺩﻡ ﻋﺎﻗﻠﯽ ﺑﻪ ﺧﻮﺩﺵ ﺯﯾﺎﻥ ﳕﯽ ﺯﻧﺪ‪.‬‬
‫ﺧﺪﺍ ﻫﻤﻪ ﭼﯿﺰ ﺭﺍ ﺑﻪ ﯾﮏ ﺑﻨﺪﻩ ﳕﯽ ﺩﻫﺪ‪.‬‬

‫ﻣﻌﻨﯽ‪ :‬ﺯﯾﺎﺩﻩ ﻃﻠﺒﯽ ﻭ ﺑﻪ ﺍﻧﺪﺍﺯۂ ﺧﻮﺩ ﻗﺎﻧﻊ ﻧﺒﻮﺩﻥ ﭘﺴﻨﺪﯾﺪﻩ ﻧﯿﺴﺖ‪.‬‬
‫ﺩﻧﯿﺎ ﺭﺍ ﻫﺮ ﻃﻮﺭ ﺑﮕﯿﺮی ﻣﯽ ﮔﺬﺭﺩ‪.‬‬

‫ﻣﻌﻨﯽ‪ :‬ﻋﺎﻗﻞ ﻛﺴﯽ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﺧﻮﺩ ﺳﺨﺖ ﻧﮕﯿﺮﺩ‪ .‬ﭼﻪ ﺑﺪ ﻭ ﭼﻪ ﺧﻮﺏ ﻫﻤﻪ ﻣﯽ ﮔﺬﺭﺩ‪.‬‬
‫ﺳﻔﺮﻩ ﺍﺵ ﻫﻤﯿﺸﻪ ﭘﻬﻦ ﺍﺳﺖ‪.‬‬

‫ﻣﻌﻨﯽ‪ :‬ﺷﺨﺺ ﻣﻬﻤﺎﻥ ﻧﻮﺍﺯ ﻭ ﺳﺨﺎﻭﲤﻨﺪی ﺍﺳﺖ‪.‬‬
‫ﺳﺮﺵ ﺑﻮی ﻗﻮﺭﻣﻪ ﺳﺒﺰی ﻣﯽ ﺩﻫﺪ‪.‬‬

‫ﻣﻌﻨﯽ‪ :‬ﺑﯿﺶ ﺍﺯ ﺣﺪ ﻣﻌﻤﻮﻝ ﺩﺍﻧﺎﺳﺖ؛ ﺩﺍﺭﺍی ﺍﻓﻜﺎﺭ ﺧﻄﺮﻧﺎﻛﯽ ﺍﺳﺖ‪.‬‬
‫ﻃﺒﻞ ﺯﯾﺮ ﮔﻠﯿﻢ ﺯﺩﻥ‪.‬‬

‫ﻣﻌﻨﯽ‪ :‬ﭘﻨﻬﺎﻥ ﺩﺍﺷﱳ ﻣﻮﺿﻮﻋﯽ ﻛﻪ ﻫﻤﻪ ﻣﯽ ﺩﺍﻧﻨﺪ‪.‬‬
‫ﻛﺎﺭ ﺭﺍ ﺑﻪ ﻛﺎﺭﺩﺍﻥ ﺑﺎﯾﺪ ﺳﭙﺮﺩ‪.‬‬

‫ﻣﻌﻨﯽ‪ :‬ﻭﻗﺖ ﻭ ﻛﺎﺭ ﺧﻮﺩ ﺭﺍ ﺑﺎ ﻣﺮﺍﺟﻌﻪ ﺑﻪ ﺁﺩﻡ ﺗﺎﺯﻩ ﻛﺎﺭ ﺗﻠﻒ ﻧﻜﻦ‪.‬‬
‫‪9780415691352_C10.indd 111‬‬ ‫‪5/23/12 4:04 PM‬‬

‫ﻣﺎﺩﺭ ﺯﻧﺖ ﺩﻭﺳﺘﺖ ﺩﺍﺭﺩ‪.‬‬

‫ﻣﻌﻨﯽ‪ :‬ﺧﻄﺎﺏ ﺑﻪ ﻣﺮﺩی ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺣﺎﻝ ﮔﺴﺘﺮﺩﻩ ﺑﻮﺩﻥ ﺳﻔﺮۂ ﻏﺬﺍ ﺑﻪ ﺧﺎﻧﻪ ﺍی ﻭﺍﺭﺩ‬
‫ﺷﻮﺩ‪.‬‬
‫ﻣﻮﺵ ﻣﺮﺩﮔﯽ ﺩﺭﺁﻭﺭﺩﻥ‪.‬‬

‫ﻣﻌﻨﯽ‪ :‬ﺧﻮﺩ ﺭﺍ ﺭﳒﻮﺭﺗﺮ ﻭ ﺑﯿﻤﺎﺭﺗﺮ ﻧﺸﺎﻥ ﺩﺍﺩﻥ؛ ﺩﺭﺩ ﺧﻮﺩ ﺭﺍ ﺑﺰﺭگ ﺟﻠﻮﻩ ﺩﺍﺩﻥ‪.‬‬
‫ﭘﺴﻨﺪﯾﺪﻩ = ﺷﺎﯾﺴﺘﻪ ﺑﻨﺪﻩ = ﻋﺒﺪ ﻛﺎﺭﺩﺍﻥ = ﻣﺘﺨﺼﺺ‬
‫ﺳﺨﺎﻭﲤﻨﺪ = ﺩﺳﺖ ﻭ ﺩﻝ ﺑﺎﺯ‬
‫‪salt-cellar‬‬ ‫ﳕﻜﺪﺍﻥ‬
‫‪to damage; to spoil; to waste‬‬ ‫ﺿﺎﯾﻊ ﻛﺮﺩﻥ‬
‫‪wise; sensible‬‬ ‫ﻋﺎﻗﻞ‬
‫‪to harm‬‬ ‫ﺯﯾﺎﻥ ﺯﺩﻥ‬
‫‪to be contented‬‬ ‫ﻗﺎﻧﻊ ﺑﻮﺩﻥ‬
‫‪hospitable‬‬ ‫ﻣﻬﻤﺎﻥ ﻧﻮﺍﺯ‬
‫‪a kind of herb and meat stew‬‬ ‫ﻗﻮﺭﻣﻪ ﺳﺒﺰی‬
‫‪a flat weave rug‬‬ ‫ﮔﻠﯿﻢ‬
‫‪a small drum‬‬ ‫ﻃﺒﻞ‬
‫‪addressed to‬‬ ‫ﺧﻄﺎﺏ ﺑﻪ‬
‫‪to waste time‬‬ ‫ﻭﻗﺖ ﺗﻠﻒ ﻛﺮﺩﻥ‬
‫‪afflicted; ill‬‬ ‫ﺭﳒﻮﺭ‬
‫‪to present‬‬ ‫ﺟﻠﻮﻩ ﺩﺍﺩﻥ‬
‫ﲤﺮﯾﻦ‬
‫ﯾﮏ ﮔﻔﺘﮕﻮ ﺑﯿﻦ ﺩﻭ ﺩﻭﺳﺖ ﺑﻨﻮﯾﺴﯿﺪ ﻭ ﺳﻌﯽ ﻛﻨﯿﺪ ﺳﻪ ﯾﺎ ﭼﻬﺎﺭ ﺿﺮﺏ ﺍﳌﺜﻞ ﺩﺭ‬
‫ﺁﻥ ﮔﻔﺘﮕﻮ ﺑﯿﺎﻭﺭﯾﺪ‪.‬‬
‫‪9780415691352_C10.indd 112‬‬ ‫‪5/23/12 4:04 PM‬‬

‫ﺯﺍﺋﺮ‬
‫ﭼﻨﺪ ﻧﻔﺮ ﺯﺍﺋﺮ ﺟﻠﻮ ﯾﮏ ﺍﻣﺎﻣﺰﺍﺩۂ ﻛﻮﭼﮏ ﻭﺍﻗﻊ ﺩﺭ ﯾﻜﯽ ﺍﺯ ﺭﺍﺳﺘﻪ‬

‫ﻫﺎی ﺑﺎﺯﺍﺭ ﻗﺪﯾﻤﯽ ﻛﺎﺷﺎﻥ‬
‫ﺯﯾﺎﺭﺕ ﺍﻣﺎﻣﺰﺍﺩﻩ ﻫﺎ ﻭ ﻋﺰﺍﺩﺍﺭی )ﻣﺨﺼﻮﺻ ًﺎ ﺩﺭ ﺭﻭﺯ ﻋﺎﺷﻮﺭﺍ( ﺩﻭ ﻋﻨﺼﺮ ﻣﺤﻮﺭی ﺗﺸﯿّﻊ‬
‫ﺩﺭ ﺍﯾﺮﺍﻥ ﺍﺳﺖ‪ .‬ﺩﺭ ﺭﻭﺯ ﻋﺎﺷﻮﺭﺍ ﺷﯿﻌﯿﺎﻥ ﺷﻬﺎﺩﺕ ﺍﻣﺎﻡ ﺣﺴﯿﻦ )ﻓﺮﺯﻧﺪ ﺍﻣﺎﻡ ﻋﻠﯽ ﻭ ﺣﻀﺮﺕ‬
‫ﻓﺎﻃﻤﻪ‪ ،‬ﺩﺧﺘﺮ ﭘﯿﻐﻤﺒﺮ( ﺭﺍ ﺑﻪ ﯾﺎﺩ ﻣﯽ ﺁﻭﺭﻧﺪ‪ .‬ﺑﻪ ﻋﻼﻭﻩ ﺩﺭ ﺑﻌﻀﯽ ﻧﻮﺍﺣﯽ ﺗﻬﺮﺍﻥ ﻭ ﺷﻬﺮﻫﺎی‬
‫ﺩﯾﮕﺮ ﺍﯾﺮﺍﻥ ﯾﮏ ﻧﻮﻉ ﺗﺌﺂﺗﺮ ﺳﻨﺘﯽ ﻣﺬﻫﺒﯽ ﺑﻨﺎﻡ ﺗﻌﺰﯾﻪ ﺍﺟﺮﺍ ﻣﯽ ﺷﻮﺩ‪.‬‬
‫‪9780415691352_C10.indd 113‬‬ ‫‪5/23/12 4:04 PM‬‬

‫ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻭﺏ ﺳﺎﯾﺖ ﻫﺎی ﻓﺎﺭﺳﯽ ﺩﺭ ﻣﻮﺭﺩ ﺍﯾﻦ ﺳﻪ ﺳﺆﺍﻝ ﲢﻘﯿﻖ ﻛﻨﯿﺪ ﻭ ﺳﭙﺲ ﻧﺘﺎﯾﺞ‬
‫ﲢﻘﯿﻘﺎﺗﺘﺎﻥ ﺭﺍ ﺩﺭ ﯾﮏ ﻣﻘﺎﻟﮥ ﻛﻮﺗﺎﻩ )ﺣﺪ ﺍﻛﺜﺮ ‪ ١٠٠‬ﻛﻠﻤﻪ( ﺧﻼﺻﻪ ﻛﻨﯿﺪ‪:‬‬
‫‪ -١‬ﭼﮕﻮﻧﮕﯽ ﺷﻬﺎﺩﺕ ﺍﻣﺎﻡ ﺣﺴﯿﻦ ﺭﺍ ﺷﺮﺡ ﺩﻫﯿﺪ‪.‬‬

‫‪ -٢‬ﺁﯾﺎ ﺯﻧﺎﻥ ﺩﺭ ﺗﻌﺰﯾﻪ ﻧﻘﺶ ﺑﺎﺯی ﻣﯽ ﻛﻨﻨﺪ؟‬
‫‪ -٣‬ﺗﻌﺰﯾﻪ ﺍﺯ ﭼﻪ ﺩﻭﺭﻩ ﺍی ﺑﻪ ﺑﻌﺪ ﺩﺭ ﺍﯾﺮﺍﻥ ﺭﻭﺍﺝ ﯾﺎﻓﺖ؟‬
‫‪9780415691352_C10.indd 114‬‬ ‫‪5/23/12 4:04 PM‬‬

‫ﺩﺭﺱ ﯾﺎﺯﺩﻫﻢ‬
‫‪Lesson‬‬
‫‪Eleven‬‬
‫ﺷﺎﻋﺮ ﻣﻮﺭﺩ ﻋﻼﻗﮥ ﺷﻤﺎ‬
‫ﻛﯿﺴﺖ؟‬
‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﺷﺎﻫﻨﺎﻣﮥ ﻓﺮﺩﻭﺳﯽ‬
‫ﺩﺳﺘﻮﺭ‪ :‬ﻣﺠﻬﻮﻝ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﻣﺤﯿﻂ ﺯﯾﺴﺖ‬
‫ﺍﺯﻣﯿﺎﻥ ﻣﺘﻮﻥ ﻛﻼﺳﯿﮏ ﻧﺜﺮ ﻓﺎﺭﺳﯽ‪ :‬ﻗﺎﺑﻮﺳﻨﺎﻣﻪ‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﻭﻧﺪﻫﺎی ﺗﺼﺮﯾﻔﯽ‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﻛﻨﯿﺴﺎ‬

‫‪ -١‬ﺗﻔﺎﻭﺕ ﺷﻌﺮ ﺑﺎ ﻧﺜﺮ ﭼﯿﺴﺖ؟‬
‫‪ -٢‬ﺷﺎﻋﺮ ﻣﻮﺭﺩ ﻋﻼﻗﮥ ﺷﻤﺎ ﻛﯿﺴﺖ؟‬
‫‪ -٣‬ﭼﻨﺪ ﺷﺎﻋﺮ ﺍﯾﺮﺍﻧﯽ ﺭﺍ ﻣﯽ ﺷﻨﺎﺳﯿﺪ؟‬
‫ﺷﺎﻫﻨﺎﻣﮥ ﻓﺮﺩﻭﺳﯽ‬
‫ﺩﺭﺑﺎﺭۂ ﻓﺮﺩﻭﺳﯽ‪ ،‬ﺷﺎﻋﺮ ﻭ ﺣﻤﺎﺳﻪ ﺳﺮﺍی ﺑﺰﺭگ ﻭ ﺷﺎﻫﻜﺎﺭ ﺟﺎﻭﺩﺍﻧﮥ ﺍﻭ ﺷﺎﻫﻨﺎﻣﻪ‪ ،‬ﻛﻪ ﺑﯿﺶ‬
‫ﺍﺯ ﻫﺰﺍﺭ ﺳﺎﻝ ﺍﺯ ﻧﮕﺎﺭﺵ ﺁﻥ ﻣﯽ ﮔﺬﺭﺩ‪ ،‬ﺳﺨﻦ ﺑﺴﯿﺎﺭ ﮔﻔﺘﻪ ﺷﺪﻩ ﻭ ﻛﺘﺎﺏ ﻫﺎ ﻭ ﻣﻘﺎﻻﺕ‬
‫ﻓﺮﺍﻭﺍﻧﯽ ﺑﻪ ﺯﺑﺎﻥ ﻫﺎی ﮔﻮﻧﺎﮔﻮﻥ ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺑﺠﺰ ﺍﯾﺮﺍﻧﯿﺎﻥ ﻛﻪ ﺑﺎ ﻓﺮﺩﻭﺳﯽ ﻭ ﺍﺛﺮ‬
‫ﮔﺮﺍﳕﺎﯾﻪ ﺍﺵ ﭘﯿﻮﻧﺪﻫﺎی ﺯﺑﺎﻧﯽ‪ ،‬ﻓﺮﻫﻨﮕﯽ ﻭ ﻣﻠﯽ ﺩﺍﺭﻧﺪ‪ ،‬ﺩﯾﮕﺮﺍﻥ ﻧﯿﺰ ﺩﺭ ﻣﻮﺭﺩ ﺍﯾﻦ ﺳﺮﭼﺸﻤﮥ‬
‫ﺍﻧﺪﯾﺸﻪ ﻭ ﺧﺮﺩ ﻭ ﻓﺮﻫﻨﮓ ﺍﯾﺮﺍﻧﯽ ﻭ ﺍﻧﺴﺎﻧﯽ‪ ،‬ﲢﻘﯿﻖ ﻛﺮﺩﻩ ﺍﻧﺪ ﻛﻪ ﺑﺮﺍی ﺍﯾﺮﺍﻧﯿﺎﻥ‪ ،‬ﻫﻢ‬
‫ﺍﻓﺘﺨﺎﺭﺁﻣﯿﺰ ﻭ ﻏﺮﻭﺭ ﺍﻧﮕﯿﺰ ﺍﺳﺖ ﻭ ﻫﻢ ﺟﺎی ﻗﺪﺭﺩﺍﻧﯽ ﻭ ﺳﭙﺎﺱ ﺩﺍﺭﺩ‪.‬‬
‫‪9780415691352_C11.indd 115‬‬ ‫‪5/23/12 2:40 PM‬‬

‫‪116‬‬ ‫‪Lesson 11‬‬ ‫■‬ ‫?‪Who is your favourite poet‬‬
‫ﺍﺯ ﺍﯾﻦ ﺭﻭ ﻧﻪ ﺗﻨﻬﺎ ﭘﮋﻭﻫﻨﺪﮔﺎﻥ ﻓﺮﻫﯿﺨﺘﻪ‪ ،‬ﺑﻠﻜﻪ ﺧﻮﺍﻧﻨﺪﮔﺎﻥ ﭘﯽ ﮔﯿﺮ ﻭ ﺩﻭﺳﺘﺪﺍﺭﺍﻥ ﺍﺛﺮﻫﺎی‬
‫ﺩﺭﺧﺸﺎﻥ ﺍﺩﺑﯽ ﺟﻬﺎﻥ ﺩﺭ ﻫﻨﮕﺎﻡ ﻣﻄﺎﻟﻌﻪ ﻭ ﺑﺮﺭﺳﯽ ﺷﺎﻫﻨﺎﻣﻪ ﺑﺎ ﳕﻮﺩﻫﺎﯾﯽ ﺍﺯ ﺍﺣﺴﺎﺳﺎﺕ‬
‫ﮔﻮﻧﺎﮔﻮﻥ ﺍﻧﺴﺎﻧﯽ ﻫﻤﭽﻮﻥ ﺁﻓﺮﯾﻦ ﻫﺎ ﻭ ﻧﻔﺮﯾﻦ ﻫﺎ‪ ،‬ﻣﻬﺮﻫﺎ ﻭ ﻗﻬﺮﻫﺎ‪ ،‬ﺳﺮﻭﺭﻫﺎ ﻭ ﺳﻮگ ﻫﺎ‪،‬‬
‫ﭘﯿﺮﻭﺯی ﻫﺎ ﻭ ﺷﻜﺴﺖ ﻫﺎ ﺑﺮﺧﻮﺭﺩ ﻣﯽ ﻛﻨﻨﺪ‪.‬‬
‫‪poet‬‬ ‫ﺷﺎﻋﺮ )ﺷﻌﺮﺍ(‬
‫‪epic poet‬‬ ‫ﺣﻤﺎﺳﻪ ﺳﺮﺍ‬
‫‪masterpiece‬‬ ‫ﺷﺎﻫﻜﺎﺭ‬
‫‪eternal‬‬ ‫ﺟﺎﻭﺩﺍﻧﻪ‬
‫‪article‬‬ ‫ﻣﻘﺎﻟﻪ )ﻣﻘﺎﻻﺕ(‬
‫‪valuable‬‬ ‫ﮔﺮﺍﳕﺎﯾﻪ‬
‫‪tie; connection‬‬ ‫ﭘﯿﻮﻧﺪ‬
‫‪source‬‬ ‫ﺳﺮﭼﺸﻤﻪ‬
‫‪thought‬‬ ‫ﺍﻧﺪﯾﺸﻪ‬
‫‪wisdom‬‬ ‫ﺧﺮﺩ‬
‫)‪something to be proud of (adj.‬‬ ‫ﺍﻓﺘﺨﺎﺭﺁﻣﯿﺰ‬
‫‪appreciation‬‬ ‫ﻗﺪﺭﺩﺍﻧﯽ‬
‫‪thanks‬‬ ‫ﺳﭙﺎﺱ‬
‫‪representation‬‬ ‫ﳕﻮﺩ‬
‫‪perseverant‬‬ ‫ﭘﯽ ﮔﯿﺮ‬
‫‪praise‬‬ ‫ﺁﻓﺮﯾﻦ‬
‫‪curse‬‬ ‫ﻧﻔﺮﯾﻦ‬
‫‪kindness‬‬ ‫ﻣﻬﺮ‬
‫‪anger‬‬ ‫ﻗﻬﺮ‬
‫‪joy‬‬ ‫ﺳﺮﻭﺭ‬
‫‪mourning‬‬ ‫ﺳﻮگ‬
‫‪victory‬‬ ‫ﭘﯿﺮﻭﺯی‬
‫‪defeat‬‬ ‫ﺷﻜﺴﺖ‬
‫‪9780415691352_C11.indd 116‬‬ ‫‪5/23/12 2:40 PM‬‬

‫ﺷﺎﻋﺮ ﻣﻮﺭﺩ ﻋﻼﻗﮥ ﺷﻤﺎ ﻛﯿﺴﺖ؟‬ ‫■‬ ‫ﺩﺭﺱ ﯾﺎﺯﺩﻫﻢ‬ ‫‪117‬‬
‫ﺷﺎﻫﻨﺎﻣﮥ ﻓﺮﺩﻭﺳﯽ ﭼﮕﻮﻧﻪ ﺍﺛﺮی ﺍﺳﺖ؟‬ ‫‪-١‬‬
‫ﻓﺮﺩﻭﺳﯽ ﺩﺭ ﭼﻪ ﺯﻣﺎﻧﯽ ﻣﯽ ﺯﯾﺴﺘﻪ ﺍﺳﺖ؟‬ ‫‪-٢‬‬
‫ﺁﯾﺎ ﺗﻨﻬﺎ ﺍﯾﺮﺍﻧﯿﺎﻥ ﺑﻪ ﺑﺮﺭﺳﯽ ﺷﺎﻫﻨﺎﻣﻪ ﭘﺮﺩﺍﺧﺘﻪ ﺍﻧﺪ؟‬ ‫‪-٣‬‬
‫ﭼﻪ ﻣﻮﺿﻮﻋﺎﺗﯽ ﺩﺭ ﺷﺎﻫﻨﺎﻣﮥ ﻓﺮﺩﻭﺳﯽ ﻣﻄﺮﺡ ﺷﺪﻩ ﺍﻧﺪ؟‬ ‫‪-۴‬‬
‫‪ -١‬ﭼﻨﺎﻧﭽﻪ ﺩﺭ ‪ ...........‬ﻗﺎﻧﻮﻥ ﻋﻤﻞ ﻛﻨﯿﺪ‪ ،‬ﮔﺮﻓﺘﺎﺭ ﻧﺨﻮﺍﻫﯿﺪ ﺷﺪ‪.‬‬
‫ﺝ‪ -‬ﻣﺤﻞ‬ ‫ﺍﻟﻒ‪ -‬ﺳﺮﭼﺸﻤﻪ‬

‫ﺩ‪ -‬ﺭﻭﯾﻜﺮﺩ‬ ‫ﺏ‪ -‬ﭼﻬﺎﺭﭼﻮﺏ‬
‫‪ -٢‬ﻗﺎﭼﺎﻗﭽﯿﺎﻥ ‪ .........‬ﻓﺮﻫﻨﮕﯽ ﺧﯿﺎﻧﺖ ﺑﺰﺭﮔﯽ ﺑﻪ ﻛﺸﻮﺭ ﻣﯽ ﻛﻨﻨﺪ‪.‬‬
‫ﺝ‪ -‬ﻣﺤﺪﻭﺩﻩ‬ ‫ﺍﻟﻒ‪ -‬ﻫﺰﺍﺭﻩ‬

‫ﺩ‪ -‬ﻣﯿﺮﺍﺙ‬ ‫ﺏ‪ -‬ﺷﺎﻫﻜﺎﺭ‬
‫‪ -٣‬ﻫﺮ ﺍﻧﺴﺎﻧﯽ ﻃﻌﻢ ﺗﻠﺦ ‪ ..........‬ﺭﺍ ﺑﺎﺭﻫﺎ ﺩﺭ ﺯﻧﺪﮔﯽ ﻣﯽ ﭼﺸﺪ ﺗﺎ ﭘﺨﺘﻪ ﺷﻮﺩ‪.‬‬
‫ﺝ‪ -‬ﻧﻔﺮﯾﻦ‬ ‫ﺍﻟﻒ‪ -‬ﻗﻬﺮ‬

‫ﺩ‪ -‬ﺳﻮگ‬ ‫ﺏ‪ -‬ﺷﻜﺴﺖ‬
‫‪ -۴‬ﺍﮔﺮ ﺟﺎﯾﯽ ﺩﺭﺧﻮﺍﺳﺖ ﻛﺎﺭ ﻣﯽ ﺩﻫﯽ‪ ،‬ﺑﻬﺘﺮ ﺍﺳﺖ ﭘﺲ ﺍﺯ ﻣﺪﺗﯽ ‪ .........‬ﻛﻨﯽ‪.‬‬
‫ﺝ‪ -‬ﺭﻭﺍﻧﯽ‬ ‫ﺍﻟﻒ‪ -‬ﻭﺍﻛﻨﺶ‬

‫ﺩ‪ -‬ﭘﯽ ﮔﯿﺮی‬ ‫ﺏ‪ -‬ﺳﺮﻭﺭ‬
‫‪ -١‬ﺩﺭﺁﺛﺎﺭﺵ ﻫﻤﻮﺍﺭﻩ ﺩﻟﺰﺩﮔﯽ ﺍﺯ ﺯﻧﺪﮔﯽ ﻭ ﺩﻟﺒﺎﺧﺘﮕﯽ ﺑﻪ ﻣﺮگ ﳕﺎﯾﺎﻥ ﺑﻮﺩ‪.‬‬

‫ﺩﺭ ﺩﻭ ﺍﺛﺮ ﺁﺧﺮﺵ ﺍﯾﻦ ﻣﺴﺌﻠﻪ ﺑﯿﺸﺘﺮ ﺑﻪ ﭼﺸﻢ ﻣﯽ ﺧﻮﺭﺩ‪.‬‬
‫)‪ ...‬ﺑﻪ ﻭﯾﮋﻩ ‪(...‬‬
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‫‪ -٢‬ﺍﯾﺮﺍﻥ ﺁﺛﺎﺭ ﺑﺎﺳﺘﺎﻧﯽ ﺑﺴﯿﺎﺭی ﺩﺍﺭﺩ‪.‬‬

‫ﺍﯾﺮﺍﻥ ﻃﺒﯿﻌﺖ ﺑﺴﯿﺎﺭ ﺯﯾﺒﺎﯾﯽ ﻫﻢ ﺩﺍﺭﺩ‪.‬‬
‫)‪ ...‬ﺟﺪﺍ ﺍﺯ ‪(...‬‬
‫‪ -٣‬ﺷﻜﯽ ﺩﺭ ﺍﯾﻦ ﻣﺴﺌﻠﻪ ﻧﺪﺍﺭﻡ‪.‬‬
‫ﻭی ﺍﺳﺘﻌﺪﺍﺩ ﻧﻮﯾﺴﻨﺪﮔﯽ ﺭﺍ ﺍﺯ ﭘﺪﺭﺵ ﺑﻪ ﺍﺭﺙ ﺑﺮﺩﻩ ﺍﺳﺖ‪.‬‬
‫)‪ ...‬ﺑﯽ ﮔﻤﺎﻥ ‪(...‬‬
‫‪ -۴‬ﻭی ﺑﺮﺍی ﺍﺩﺍﻣﻪ ﲢﺼﯿﻞ ﺑﻪ ﺧﺎﺭﺝ ﺍﺯ ﻛﺸﻮﺭ ﺍﻋﺰﺍﻡ ﺷﺪ‪.‬‬
‫ﻓﺮﺻﺖ ﻫﺎی ﺑﺴﯿﺎﺭی ﺑﺮﺍی ﭘﯿﺸﺮﻓﺖ ﺩﺭ ﭘﯿﺶ ﺭﻭ ﺩﺍﺷﺖ‪.‬‬
‫)‪ ...‬ﺍﺯ ﺍﯾﻦ ﺭﻭ ‪(...‬‬
‫‪ -۵‬ﺁﻟﻮﺩﮔﯽ ﻫﻮﺍ ﺩﺭ ﻛﻼﻥ ﺷﻬﺮﻫﺎ ﺑﺴﯿﺎﺭ ﺑﺎﻻﺳﺖ‪.‬‬
‫ﺁﻟﻮﺩﮔﯽ ﺻﻮﺗﯽ ﻧﯿﺰ ﺩﺭ ﺍﯾﻦ ﮔﻮﻧﻪ ﺷﻬﺮﻫﺎ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬
‫)ﻧﻪ ﺗﻨﻬﺎ ‪ ...‬ﺑﻠﻜﻪ ‪(...‬‬
‫ﺏ‪ -‬ﺑﺮﺍی ﻫﺮ ﯾﮏ ﺍﺯ ﺳﺎﺧﺘﺎﺭﻫﺎی ﺑﺎﻻ ﺩﻭ ﳕﻮﻧﮥ ﺩﯾﮕﺮ ﺫﻛﺮ ﻛﻨﯿﺪ‪.‬‬
‫‪ -١‬ﻣﱳ ﺷﺎﻫﻨﺎﻣﻪ ﻓﺮﺩﻭﺳﯽ ﺭﺍ ﺑﺎ ﻭﺍژﮔﺎﻥ ﺧﻮﺩﺗﺎﻥ ﺑﺎﺯﻧﻮﯾﺴﯽ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ١٠٠‬ﻛﻠﻤﻪ(‪.‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﻛﺎﺩﺭ ﻣﺘﻨﯽ ﺩﺭﺑﺎﺭۂ ﺷﺎﻋﺮ ﻣﻮﺭﺩ ﻋﻼﻗﻪ ﺗﺎﻥ ﺑﻨﻮﯾﺴﯿﺪ )ﺣﺪ‬
‫ﺍﻛﺜﺮ‪ ٨٠‬ﻛﻠﻤﻪ(‪ .‬ﺍﯾﻦ ﺷﺎﻋﺮ ﭼﻪ ﻧﻮﻉ ﺷﻌﺮی ﻣﯽ ﺳﺮﻭﺩ ﻭ ﺩﺭ ﭼﻪ ﺯﻣﺎﻧﯽ ﻭ ﻛﺠﺎ ﻣﯽ ﺯﯾﺴﺖ؟‬
‫ﻣﻘﺎﻻﺕ‬ ‫ﺳﭙﺎﺱ‬ ‫ﻓﺮﺍﻭﺍﻥ‬ ‫ﺳﺮﭼﺸﻤﻪ‬ ‫ﺍﻓﺘﺨﺎﺭﺁﻣﯿﺰ‬ ‫ﺧﺮﺩ‬ ‫ﮔﺮﺍﳕﺎﯾﻪ‬ ‫ﺷﺎﻫﻜﺎﺭ‬
‫ﻣﺠﻬﻮﻝ‬
‫ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﻣﻌﻤﻮ ًﻻ ﻓﻌﻞ ﻣﻌﻠﻮﻡ ﺑﯿﺶ ﺍﺯ ﻓﻌﻞ ﻣﺠﻬﻮﻝ ﺑﻪ ﻛﺎﺭ ﻣﯽ ﺭﻭﺩ ﻣﮕﺮﺩﺭﻣﻮﺍﺭﺩ ﺯﯾﺮ‪:‬‬
‫‪ -١‬ﭼﻨﺎﻧﭽﻪ ﮔﻮﯾﻨﺪﻩ ﯾﺎ ﻧﻮﯾﺴﻨﺪﻩ ﻧﺨﻮﺍﻫﺪ ﯾﺎ ﻧﺘﻮﺍﻧﺪ ﻭ ﯾﺎ ﻻﺯﻡ ﻧﺒﺎﺷﺪ ﻛﻪ ﺍﺯﻛﻨﻨﺪۂ ﻛﺎﺭﻧﺎﻡ ﺑﺒﺮﺩ‪،‬‬
‫ﺍﺯ ﻓﻌﻞ ﻣﺠﻬﻮﻝ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﻛﻨﺪ‪:‬‬
‫ﺩﺭ ﺟﻨﮓ ﺳﺮﺑﺎﺯﺍﻥ ﺑﺴﯿﺎﺭی ﻛﺸﺘﻪ ﺷﺪﻧﺪ‪.‬‬
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‫ﺍﺗﻮﻣﺒﯿﻞ ﻣﻦ ﺳﺮﻗﺖ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﻫﯿﭻ ﭼﯿﺰ ﺩﯾﺪﻩ ﳕﯽ ﺷﻮﺩ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﺍﯾﻦ ﻧﻮﻉ ﻣﺠﻬﻮﻝ ﭼﻨﺪ ﺟﻤﻠﻪ ﺩﺭﺯﻣﺎﻥ ﻫﺎی ﻣﺨﺘﻠﻒ ﺑﻨﻮﯾﺴﯿﺪ‪.‬‬
‫ﺍﯾﻦ ﺧﺒﺮ ﺗﺎﺯﻩ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫‪ -٢‬ﻣﺠﻬﻮﻝ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﳑﻜﻦ ﺍﺳﺖ ﻧﻪ ﺗﻨﻬﺎ ﺩﺭ ﺭﻭﺳﺎﺧﺖ ﺑﻠﻜﻪ ﺩﺭژﺭﻑ ﺳﺎﺧﺖ ﻫﻢ‬
‫ﻣﺘﻔﺎﻭﺕ ﺑﺎﺷﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﯾﮕﺮ‪ ،‬ﻗﺴﻤﺖ ﻓﻌﻠﯽ ﻓﻌﻞ ﺗﻐﯿﯿﺮﻣﯽ ﻛﻨﺪ‪ .‬ﺑﻪ ﻣﺜﺎﻝ ﻫﺎی ﺯﯾﺮﺩﻗﺖ ﻛﻨﯿﺪ‪:‬‬
‫ﭘﺪﺭﻋﻠﯽ ﺍﻭ ﺭﺍ ﺗﺸﻮﯾﻖ ﻛﺮﺩ‪.‬‬

‫ﻋﻠﯽ ﺗﺸﻮﯾﻖ ﺷﺪ‪.‬‬
‫ﭘﺪﺭﻋﻠﯽ ﺍﻭ ﺭﺍ ﻛﺘﮏ ﺯﺩ‪.‬‬

‫ﻋﻠﯽ ﻛﺘﮏ ﺧﻮﺭﺩ‪.‬‬
‫ﻭﺍﺭﺩﺍﺕ ﺑﺮﱋ ﺑﻪ ﺍﻗﺘﺼﺎﺩ ﻛﺸﻮﺭ ﺻﺪﻣﻪ ﺯﺩﻩ ﺍﺳﺖ‪.‬‬

‫ﺍﻗﺘﺼﺎﺩ ﻛﺸﻮﺭ ﺻﺪﻣﻪ ﺩﯾﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﺟﻤﻼﺕ ﻣﺠﻬﻮﻝ‪ ،‬ﻣﻌﻤﻮ ًﻻ ﻛﺮﺩﻥ ﺑﻪ ﺷﺪﻥ ﺗﺒﺪﯾﻞ ﻣﯽ ﺷﻮﺩ ﻭ ﺯﺩﻥ ﺑﻪ ﺧﻮﺭﺩﻥ ﯾﺎ ﺩﯾﺪﻥ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﭼﻬﺎﺭ ﻓﻌﻞ ﻣﻌﻠﻮﻡ ﺑﻨﻮﯾﺴﯿﺪ ﻛﻪ ﺻﻮﺭﺕ ﻣﺠﻬﻮﻝ ﺁﻧﻬﺎ ﻣﺘﻔﺎﻭﺕ ﺑﺎﺷﺪ‪ .‬ﺳﭙﺲ ﺑﺮﺍی‬
‫ﻫﺮﯾﮏ‪ ،‬ﯾﮏ ﺟﻤﻠﮥ ﻣﻌﻠﻮﻡ ﻭ ﯾﮏ ﺟﻤﻠﮥ ﻣﺠﻬﻮﻝ ﺑﻨﻮﯾﺴﯿﺪ‪.‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺳﯿﻞ ﻣﺤﺼﻮﻻﺕ ﻛﺸﺎﻭﺭﺯی ﺭﺍ ﺍﺯ ﺑﯿﻦ ﺑﺮﺩ‪.‬‬

‫ﻣﺤﺼﻮﻻﺕ ﻛﺸﺎﻭﺭﺯی ﺍﺯ ﺑﯿﻦ ﺭﻓﺘﻨﺪ‪.‬‬
‫‪ -٣‬ﺍﮔﺮﺑﺮﺍی ﮔﻮﯾﻨﺪﻩ ﯾﺎ ﻧﻮﯾﺴﻨﺪﻩ ﻣﻔﻌﻮﻝ ﻣﻬﻤﺘﺮﺍﺯﻓﺎﻋﻞ ﺑﺎﺷﺪ ﻓﻌﻞ ﺟﻤﻠﻪ ﺑﺼﻮﺭﺕ ﻣﺠﻬﻮﻝ‬
‫ﻣﯽ ﺁﯾﺪ‪.‬‬
‫ﻛﺘﺎﺏ ﭼﺮﺍﻍ ﻫﺎ ﺭﺍ ﻣﻦ ﺧﺎﻣﻮﺵ ﻣﯽ ﻛﻨﻢ ﺗﻮﺳﻂ ﺯﻭﯾﺎ ﭘﯿﺮﺯﺍﺩ ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺍﯾﻦ ﺁﻣﺎﺭ ﺗﻮﺳﻂ ﺍﺩﺍﺭۂ ﺁﻣﺎﺭ ﺍﯾﺮﺍﻥ ﺑﻪ ﭼﺎپ ﺭﺳﯿﺪﻩ ﺑﻮﺩ‪.‬‬
‫ﺍﺳﺎﻣﯽ ﭘﺬﯾﺮﻓﺘﻪ ﺷﺪﮔﺎﻥ ﺩﺭ ﻛﻨﻜﻮﺭ ﺳﺮﺍﺳﺮی ﺩﺭ ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎی ﻛﺜﯿﺮﺍﻻﻧﺘﺸﺎﺭ ﻣﻨﺘﺸﺮﺧﻮﺍﻫﺪ‬
‫ﺷﺪ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﺍﯾﻦ ﻧﻮﻉ ﻣﺠﻬﻮﻝ ﭼﻨﺪ ﺟﻤﻠﻪ ﺩﺭﺯﻣﺎﻥ ﻫﺎی ﻣﺨﺘﻠﻒ ﺑﻨﻮﯾﺴﯿﺪ‪.‬‬
‫ﻫﻤﮥ ﻇﺮﻑ ﻫﺎ ﺷﺴﺘﻪ ﺷﺪﻩ ﺍﻧﺪ‪.‬‬
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‫ﺍﻟﺒﺘﻪ ﺁﻭﺭﺩﻥ ﻗﺴﻤﺖ ﻣﻬﻢ ﺟﻤﻠﻪ ﺩﺭﺍﺑﺘﺪﺍی ﺟﻤﻠﻪ ﺩﺭ ﻓﺎﺭﺳﯽ ﺑﺴﯿﺎﺭﻣﺘﺪﺍﻭﻝ ﺍﺳﺖ ﻭ ﺑﻪ ﻣﺠﻬﻮﻝ‬
‫ﻣﺤﺪﻭﺩ ﳕﯽ ﺷﻮﺩ‪.‬‬
‫ﻓﯿﻠﻤﯽ ﺭﺍ ﻛﻪ ﺩﯾﺮﻭﺯ ﺩﯾﺪﻡ‪ ،‬ﺁﻧﺮﺍ ﺑﺮﺍﯾﺖ ﺗﻌﺮﯾﻒ ﻣﯽ ﻛﻨﻢ‪.‬‬
‫ﻛﺘﺎﺑﯽ ﻛﻪ ﺩﯾﺮﻭﺯ ﺩﺭ ﻣﻮﺭﺩﺵ ﺻﺤﺒﺖ ﻛﺮﺩﯾﻢ‪ ،‬ﺍﺳﻤﺶ ﭼﻪ ﺑﻮﺩ؟‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﺍﯾﻦ ﻧﻮﻉ ﺟﻤﻠﻪ ﭼﻨﺪ ﳕﻮﻧﻪ ﺑﻨﻮﯾﺴﯿﺪ‪.‬‬
‫ﻟﺒﺎﺳﯽ ﺭﺍ ﻛﻪ ﻫﻔﺘﮥ ﭘﯿﺶ ﺧﺮﯾﺪﻡ‪ ،‬ﺑﻪ ﺗﻮ ﻣﯽ ﺩﻫﻢ‪.‬‬
‫ﻣﺤﯿﻂ ﺯﯾﺴﺖ‬
‫ﺟﻨﮕﻞ ﺯﺩﺍﯾﯽ‬ ‫ﺳﯿﻼﺏ‬ ‫ﻓﺮﺳﺎﯾﺶ‬ ‫ﺟﻮ‬ ‫ﺩﻣﺎی‬ ‫ﺁﺏ ﻭ ﻫﻮﺍ‬

‫ﺁﻟﻮﺩﮔﯽ‬ ‫ﭘﺴﻤﺎﻧﺪﻩ ﻫﺎ‬ ‫ﺧﺸﻜﺴﺎﻟﯽ ﻫﺎ‬ ‫ﺗﺪﺍﻭﻡ ﭘﺬﯾﺮی‬ ‫ﺭﺷﺪ‬
‫ﻗﺤﻄﯽ‬ ‫ﺯﻟﺰﻟﻪ‬ ‫ﻣﻨﻘﺮﺽ‬ ‫ﺑﺎﺯﯾﺎﻓﺖ‬
‫ﻣﻨﺎﻃﻖ ﻣﺨﺘﻠﻒ ﺍﯾﺮﺍﻥ ﺍﺯ ‪ ........................‬ﻣﺘﻨﻮﻋﯽ ﺑﺮﺧﻮﺭﺩﺍﺭﻧﺪ‪ .‬ﺍﯾﻦ ﺗﻨﻮﻉ ﺑﺎﻋﺚ ﻭﺟﻮﺩ‬

‫ﮔﯿﺎﻫﺎﻥ ﻭ ﺟﺎﻧﻮﺭﺍﻥ ﮔﻮﻧﺎﮔﻮﻥ ﺩﺭ ﺍﯾﻦ ﻛﺸﻮﺭ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺍﺗﻮﻣﺒﯿﻞ ﻫﺎی ﻗﺪﯾﻤﯽ ﺑﺴﯿﺎﺭ ﺩﻭﺩﺯﺍ ﻫﺴﺘﻨﺪ ﻭ ﺑﺎﻋﺚ ‪ ..................‬ﻫﻮﺍ ﻣﯽ ﺷﻮﻧﺪ‪.‬‬
‫ﺍﻓﺰﺍﯾﺶ ‪ ...................‬ﺯﻣﯿﻦ ﻣﻮﺟﺐ ﺁﺏ ﺷﺪﻥ ﻛﻮﻫﻬﺎی ﯾﺦ ﺩﺭ ﻗﻄﺐ ﺷﺪﻩ ﺍﺳﺖ ﻭ ﺍﯾﻦ‬
‫ﺧﻄﺮی ﺑﺮﺍی ﺑﻘﺎی ﺧﺮﺱ ﻗﻄﺒﯽ ﻭ ﺳﺎﯾﺮ ﺣﯿﻮﺍﻧﺎﺕ ﻗﻄﺒﯽ ﻣﯽ ﺑﺎﺷﺪ‪.‬‬
‫ﺑﻪ ﺩﻻﯾﻞ ﻣﺘﻌﺪﺩ ﺑﺒﺮ ﺍﯾﺮﺍﻧﯽ ﻛﻪ ﺩﺭ ﻛﻮﻫﻬﺎی ﺷﻤﺎﻟﯽ ﺍﯾﺮﺍﻥ ﯾﺎﻓﺖ ﻣﯽ ﺷﺪ ‪....................‬‬
‫‪ .........................‬ﺳﻮﻣﯿﻦ ﻣﻨﺒﻊ ﺍﻧﺘﺸﺎﺭ ﮔﺎﺯﻫﺎی ﮔﻠﺨﺎﻧﻪ ﺍی ﺩﺭ ﺟﻬﺎﻥ ﺍﺳﺖ‪.‬‬
‫ﻛﻤﺒﻮﺩ ﺑﺎﺭﻧﺪﮔﯽ ﺩﺭ ﻣﻨﺎﻃﻖ ﻣﺮﻛﺰی ﻫﻨﺪﻭﺳﺘﺎﻥ ﺑﺎﻋﺚ ‪ ...........................‬ﭘﯽ ﺩﺭ ﭘﯽ ﺷﺪﻩ‬
‫ﺍﺳﺖ‪.‬‬
‫ﻓﻌﺎﻻﻥ ﻣﺤﯿﻂ ﺯﯾﺴﺖ ﺑﺮ ‪ ...................‬ﻣﻮﺍﺩ ﻗﺎﺑﻞ ﺑﺎﺯﯾﺎﻓﺖ ﻣﺎﻧﻨﺪ ﻛﺎﻏﺬ ﻭ ﺷﯿﺸﻪ ﺗﺄﻛﯿﺪ‬
‫ﻣﯽ ﻛﻨﻨﺪ‪.‬‬
‫‪ ......................‬ﰈ ﺍﯾﻦ ﺷﻬﺮ ﺗﺎﺭﯾﺨﯽ ﺭﺍ ﺑﺎ ﺧﺎک ﯾﻜﺴﺎﻥ ﻛﺮﺩ ﻭ ﺗﻠﻔﺎﺕ ﺑﺴﯿﺎﺭی ﺩﺍﺩ‪.‬‬
‫ﺩﺭﺣﺎﻟﯿﻜﻪ ﺩﺭ ﺁﻣﺮﯾﻜﺎی ﺷﻤﺎﻟﯽ ﻭ ﺑﺮﺧﯽ ﺍﺯ ﻛﺸﻮﺭﻫﺎی ﺍﺭﻭﭘﺎﯾﯽ ‪ .................‬ﺟﻤﻌﯿﺖ ﻣﻨﻔﯽ‬
‫ﺍﺳﺖ ﺩﺭ ﺑﺴﯿﺎﺭی ﺍﺯ ﻛﺸﻮﺭﻫﺎی ﺁﺳﯿﺎﯾﯽ ﺩﺭ ﺣﺎﻝ ﺍﻓﺰﺍﯾﺶ ﺍﺳﺖ‪.‬‬
‫‪9780415691352_C11.indd 120‬‬ ‫‪5/23/12 2:40 PM‬‬

‫ﺭﯾﺨﱳ ‪ ....................‬ﺷﯿﻤﯿﺎﯾﯽ ﺩﺭ ﺩﺭﯾﺎﭼﻪ ﺑﺎﻋﺚ ﺁﻟﻮﺩﮔﯽ ﺁﺏ ﻭ ﺍﺯ ﺑﯿﻦ ﺭﻓﱳ ﺟﺎﻧﻮﺭﺍﻧﯽ‬

‫ﻛﻪ ﺩﺭ ﺁﻥ ﺯﻧﺪﮔﯽ ﻣﯽ ﻛﺮﺩﻧﺪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫‪environmental protection‬‬ ‫ﺣﻔﻆ ﻣﺤﯿﻂ ﺯﯾﺴﺖ‬

‫‪climate change‬‬ ‫ﺗﻐﯿﯿﺮﺍﻗﻠﯿﻢ‬
‫‪ozone layer‬‬ ‫ﻻﯾﻪ ﺍﻭﺯﻭﻥ‬
‫‪population explosion‬‬ ‫ﺍﻧﻔﺠﺎﺭ ﺟﻤﻌﯿﺖ‬
‫‪endangered‬‬ ‫ﺩﺭ ﻣﻌﺮﺽ ﺍﻧﻘﺮﺍﺽ‬
‫‪pollutant‬‬ ‫ﻣﺎﺩﻩ ﺁﻟﻮﺩﻩ ﻛﻨﻨﺪﻩ‬
‫‪nature‬‬ ‫ﻃﺒﯿﻌﺖ‬
‫‪carbon emissions‬‬ ‫ﻧﺸﺮ ﻛﺮﺑﻦ‬
‫‪polluted‬‬ ‫ﺁﻟﻮﺩﻩ‬
‫‪storm‬‬ ‫ﺗﻮﻓﺎﻥ‬
‫ﺷﻤﺎ ﺑﺮﺍی ﺣﻔﻆ ﻣﺤﯿﻂ ﺯﯾﺴﺖ ﭼﻪ ﻛﺎﺭﻫﺎﯾﯽ ﺍﳒﺎﻡ ﻣﯽ ﺩﻫﯿﺪ؟‬
‫ﻣﺤﯿﻂ ﺯﯾﺴﺖ ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺁﻧﺮﺍ ﺗﺮﺟﻤﻪ ﳕﺎﯾﯿﺪ‪.‬‬
‫ﻗﺎﺑﻮﺳﻨﺎﻣﻪ‬
‫ﻗﺎﺑﻮﺳﻨﺎﻣﻪ ﺗﻮﺳﻂ ﺍﻣﯿﺮ ﻋﻨﺼﺮﺍﳌﻌﺎﻟﯽ ﻛﯿﻜﺎﻭﻭﺱ ﺍﺳﻜﻨﺪﺭ ﺑﻦ ﻗﺎﺑﻮﺱ ﺑﻦ ﻭﺷﻤﮕﯿﺮ ﺍﺯ ﺍﻣﺮﺍی‬
‫ﺁﻝ ﺯﯾﺎﺭ ﺑﺮﺍی ﻓﺮﺯﻧﺪﺵ ﮔﯿﻼﻥﺷﺎﻩ ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﯾﻦ ﻛﺘﺎﺏ ﯾﻜﯽ ﺍﺯ ﺭﻭﺍﻥﺗﺮﯾﻦ ﻣﺘﻮﻥ‬
‫ﻧﺜﺮﻓﺎﺭﺳﯽ ﺍﺳﺖ ﻛﻪ ﻧﻜﺘﻪﻫﺎی ﺍﺧﻼﻗﯽ ﻭ ﺍﺟﺘﻤﺎﻋﯽ ﻭ ﺣﻜﺎﯾﺎﺕ ﺷﻨﯿﺪﻧﯽ ﺭﺍ ﺩﺭﺑﺮﻣﯽ ﮔﯿﺮﺩ‪.‬‬
‫‪9780415691352_C11.indd 121‬‬ ‫‪5/23/12 2:40 PM‬‬

‫ﺍﯾﻦ ﺗﻮ ﺭﺍ ﺑﻪ ﺩﻭ ﭼﯿﺰ ﺣﺎﺻﻞ ﺷﻮﺩ‪.‬‬
‫ﺍﯾﻦ ﺑﺮﺍی ﺗﻮ ﺑﻪ ﺩﻭ ﻃﺮﯾﻖ ﻋﻤﻠﯽ ﻣﯽ ﺷﻮﺩ‪.‬‬
‫ﺗﻦ ﺧﻮﯾﺶ ﺭﺍ ﺑﻌﺚ ﻛﻦ ﺑﻪ ﻓﺮﻫﻨﮓ ﻭ ﻫﻨﺮ ﺁﻣﻮﺧﱳ‪ ،‬ﻭ ﺍﯾﻦ ﺗﻮ ﺭﺍ ﺑﻪ ﺩﻭ ﭼﯿﺰ ﺣﺎﺻﻞ ﺷﻮﺩ‪:‬‬
‫ﯾﺎ ﺑﻪ ﻛﺎﺭ ﺑﺴﱳ ﭼﯿﺰی ﻛﻪ ﺩﺍﻧﯽ‪ ،‬ﯾﺎ ﺑﻪ ﺁﻣﻮﺧﱳ ]ﺁﻥ ﭼﯿﺰ[ ﻛﻪ ﻧﺪﺍﻧﯽ‪.‬‬
‫ﺣﻜﻤﺖ‪ :‬ﻭ ﺳﻘﺮﺍﻁ ﮔﻮﯾﺪ‪ :‬ﻫﯿﭻ ﮔﻨﺠﯽ ﺑﻬﺘﺮ ﺍﺯ ﻫﻨﺮ ﻧﯿﺴﺖ ﻭ ﻫﯿﭻ ﺩﺷﻤﻦ ﺑﺘّﺮ ﺍﺯ ﺧﻮی ﺑﺪ‬
‫ﻧﯿﺴﺖ ﻭ ﻫﯿﭻ ﻋﺰّی ﺑﺰﮔﻮﺍﺭﺗﺮ ﺍﺯ ﺩﺍﻧﺶ ﻧﯿﺴﺖ‪ ،‬ﻭﻫﯿﭻ ﭘﯿﺮﺍﯾﻪ‪ ،‬ﺑﻬﺘﺮ ﺍﺯ ﺷﺮﻡ ﻧﯿﺴﺖ‪ .‬ﭘﺲ‬
‫ﺁﻣﻮﺧﱳ ﺭﺍ ﻭﻗﺘﯽ ﭘﯿﺪﺍ ﻣﻜﻦ‪ ،‬ﭼﻪ ﺩﺭ ﻫﺮ ﻭﻗﺖ ﻭ ﺩﺭ ﻫﺮ ﺣﺎﻝ ﻛﻪ ﺑﺎﺷﯽ‪ ،‬ﭼﻨﺎﻥ ﺑﺎﺵ ﻛﻪ ﯾﮏ‬
‫ﺳﺎﻋﺖ ﺍﺯ ﺗﻮ ﺩﺭ ﻧﮕﺬﺭﺩ ﺗﺎ ﺩﺍﻧﺸﯽ ﻧﯿﺎﻣﻮﺯی ﻭ ﺍﮔﺮ ﺩﺭ ﺁﻥ ﻭﻗﺖ‪ ،‬ﺩﺍﻧﺎﯾﯽ ﺣﺎﺿﺮ ﻧﺒﺎﺷﺪ ﺍﺯ‬
‫ﻧﺎﺩﺍﻧﯽ ﺑﯿﺎﻣﻮﺯ ﻛﻪ ﺩﺍﻧﺶ ﺍﺯ ﻧﺎﺩﺍﻥ ﻧﯿﺰ ﺑﺒﺎﯾﺪ ﺁﻣﻮﺧﺖ ﺍﺯ ﺁﻧﻜﻪ ﻫﺮ ﻫﻨﮕﺎﻡ ﻛﻪ ﺑﻪ ﭼﺸﻢ ﺩﻝ ﺩﺭ‬
‫ﻧﺎﺩﺍﻥ ﻧﮕﺮی ﻭ ﺑﺼﺎﺭﺕ ﻋﻘﻞ ﺑﺮ ﻭی ﮔﻤﺎﺭی ﺁﻧﭽﻪ ﺗﻮ ﺭﺍ ﺍﺯ ﻭی ﻧﺎﭘﺴﻨﺪ ﺁﯾﺪ ﺩﺍﻧﯽ ﻛﻪ ﻧﺒﺎﯾﺪ‬
‫ﻛﺮﺩ ﭼﻨﺎﻧﻜﻪ ﺍﺳﻜﻨﺪﺭ ﮔﻔﺖ‪:‬‬
‫ﺣﻜﻤﺖ‪ :‬ﻣﻦ ﻣﻨﻔﻌﺖ ﻧﻪ ﻫﻤﻪ ﺍﺯ ﺩﻭﺳﺘﺎﻥ ﯾﺎﰈ‪ ،‬ﺑﻠﻜﻪ ﺍﺯ ﺩﺷﻤﻨﺎﻥ ﻧﯿﺰ ﯾﺎﰈ ﺍﺯ ﺁﻧﭽﻪ ﺍﮔﺮ ]ﺩﺭ[‬
‫ﻣﻦ ﻓﻌﻠﯽ ﺯﺷﺖ ﺑﻮﺩ‪ ،‬ﺩﻭﺳﺘﺎﻥ ﺑﺮ ﻣﻮﺟﺐ ﺷﻔﻘﺖ ﺑﭙﻮﺷﺎﻧﻨﺪ ﺗﺎ ﻣﻦ ﻧﺪﺍﱎ‪ ،‬ﻭ ﺩﺷﻤﻦ ﺑﺮ ﻣﻮﺟﺐ‬
‫ﺩﺷﻤﻨﯽ ﺑﮕﻮﯾﺪ ﺗﺎ ﻣﺮﺍ ﻣﻌﻠﻮﻡ ﺷﻮﺩ؛ ﺍﯾﻦ ﻓﻌﻞ ﺑﺪ ﺭﺍ ﺍﺯ ﺧﻮﯾﺸﱳ ﺩﻭﺭ ﻛﻨﻢ‪ ،‬ﭘﺲ ﺁﻥ ﻣﻨﻔﻌﺖ‬
‫ﺍﺯ ﺩﺷﻤﻦ ﯾﺎﻓﺘﻪ ﺑﺎﺷﻢ ﻧﻪ ﺍﺯ ﺩﻭﺳﺖ‪ .‬ﺗﻮ ﻧﯿﺰ ﺁﻥ ﺩﺍﻧﺶ ﺍﺯ ﻧﺎﺩﺍﻥ ﺁﻣﻮﺧﺘﻪ ﺑﺎﺷﯽ ﻧﻪ ﺍﺯ ﺩﺍﻧﺎﯾﺎﻥ‪.‬‬
‫ﺑﻪ ﻛﺎﺭ ﺑﺴﱳ‬

‫ﺣﺎﺻﻞ ﺷﻮﺩ‬
‫ﺧﻮ‬
‫ﻋ ّﺰ‬
‫ﭘﯿﺮﺍﯾﻪ‬
‫ﺷﺮﻡ‬
‫ﺩﺍﻧﺎ‬
‫ﻧﺎﭘﺴﻨﺪ‬
‫ﻣﻨﻔﻌﺖ‬
‫ﺷﻔﻘﺖ‬
‫‪9780415691352_C11.indd 122‬‬ ‫‪5/23/12 2:40 PM‬‬

‫ﺑﺮ ﻣﻮﺟﺐ ﺷﻔﻘﺖ‬

‫ﺑﻪ ﭼﺸﻢ ﺩﻝ‬
‫ﺗﻦ ﺧﻮﯾﺶ ﺭﺍ ﺑﻌﺚ ﻛﻦ ﺑﻪ ﻓﺮﻫﻨﮓ ﻭ ﻫﻨﺮ ﺁﻣﻮﺧﱳ‬
‫ﯾﮏ ﺳﺎﻋﺖ ﺍﺯ ﺗﻮ ﺩﺭ ﻧﮕﺬﺭﺩ‬
‫ﺑﻪ ﭼﺸﻢ ﺩﻝ ﺩﺭ ﻧﺎﺩﺍﻥ ﻧﮕﺮی‬
‫‪Inflectional affixes‬‬ ‫ﻭﻧﺪﻫﺎی ﺗﺼﺮﯾﻔﯽ‬

‫‪Inflectional morphemes are added to the root either as a prefix or as a‬‬
‫‪suffix. The number of the inflectional morphemes is limited. These are‬‬
‫‪the most commonly used ones in Persian:‬‬
‫ﺯﻧﺎﻥ‬ ‫)ﻧﺸﺎﻧﻪ ﻫﺎی ﺟﻤﻊ ﻓﺎﺭﺳﯽ(‪ :‬ﻛﺘﺎﺏ ﻫﺎ‬ ‫‪-‬ﺍﻥ‬ ‫‪-‬ﻫﺎ‬

‫ﺍﻧﻘﻼﺑﯿﻮﻥ‬ ‫ﻣﻌﻠﻤﯿﻦ‬ ‫‪-‬ﯾﻦ ‪-‬ﻭﻥ )ﻧﺸﺎﻧﻪ ﻫﺎی ﺟﻤﻊ ﻋﺮﺑﯽ(‪ :‬ﻏﺰﻟﯿﺎﺕ‬ ‫‪-‬ﺍﺕ‬
‫ﺯﻭﺟﯿﻦ‬ ‫)ﻧﺸﺎﻧﮥ ﺗﺜﻨﯿﻪ(‪ :‬ﻃﺮﻓﯿﻦ‬ ‫‪-‬ﯾﻦ‬
‫ﻓﺮﯾﺪﻩ‬ ‫)ﻧﺸﺎﻧﮥ ﺗﺄﻧﯿﺚ(‪ :‬ﺳﻌﯿﺪﻩ‬ ‫‪-‬ﻩ‬
‫ﺑﺰﺭﮔﺘﺮﯾﻦ‬ ‫)ﻧﺸﺎﻧﻪ ﻫﺎی ﺻﻔﺖ ﺗﻔﻀﯿﻠﯽ ﻭ ﻋﺎﻟﯽ(‪ :‬ﻛﻮﭼﻜﺘﺮ‬ ‫‪-‬ﺗﺮﯾﻦ‬ ‫‪-‬ﺗﺮ‬
‫ﻫﻔﺘﻤﯿﻦ‬ ‫)ﻧﺸﺎﻧﻪ ﻫﺎی ﻋﺪﺩ ﺗﺮﺗﯿﺒﯽ(‪ :‬ﭘﻨﺠﻢ‬ ‫‪-‬ﻣﯿﻦ‬ ‫‪-‬ﻡ‬
‫ﺑﺪﺍﻥ‬ ‫)ﻧﺸﺎﻧﮥ ﻓﻌﻞ ﻣﻀﺎﺭﻉ ﺍﻟﺘﺰﺍﻣﯽ ﻭ ﺍﻣﺮی(‪ :‬ﺑﺨﻮﺍﱎ‬ ‫‪-‬ﺑ‬
‫ﻣﯽ ﺧﻮﺭﺩﻡ‬ ‫)ﻧﺸﺎﻧﮥ ﻓﻌﻞ ﻣﻀﺎﺭﻉ ﻭ ﻣﺎﺿﯽ ﺍﺳﺘﻤﺮﺍﺭی(‪ :‬ﻣﯽ ﭘﺮﺳﺘﻢ‬ ‫ﻣﯽ‬
‫ﺳﻮﺯﺍﻧﯿﺪ‬ ‫)ﻧﺸﺎﻧﻪ ﻫﺎی ﻓﻌﻞ ﺳﺒﺒﯽ(‪ :‬ﺗﺮﺳﺎﻧﺪ‬ ‫‪-‬ﺍﻧﯿﺪ‬ ‫‪-‬ﺍﻧﺪ‬
‫ﻧﮕﻔﺘﻪ ﺑﻮﺩ‬ ‫)ﻧﺸﺎﻧﮥ ﻓﻌﻞ ﻧﻔﯽ(‪ :‬ﳕﯽ ﺧﻮﺍﻫﻢ‬ ‫ﻧ‬
‫ﲤﺮﯾﻦ‪ :‬ﻭﻧﺪﻫﺎی ﺗﺼﺮﯾﻔﯽ ﺭﺍ ﺩﺭ ﻋﺒﺎﺭﺍﺕ ﺯﯾﺮ ﻣﺸﺨﺺ ﻛﻨﯿﺪ‪.‬‬
‫ﻣﻔﯿﺪﺗﺮﯾﻦ ﻛﺘﺎﺑﻬﺎ‬
‫ﺑﺎﯾﺪ ﺑﺮﻭﯾﻢ‬
‫ﺳﺒﺰﯾﺠﺎﺕ ﺗﺎﺯﻩ‬
‫ﺍﺳﺘﺎﺩﺍﻥ ﮔﺮﺍﻣﯽ‬
‫ﻫﺸﺘﻤﯿﻦ ﺭﻭﺯ‬
‫ﺯﯾﺒﺎﺗﺮﯾﻦ ﭘﺮﻧﺪﮔﺎﻥ‬
‫ﺁﺧﺮﯾﻦ ﻋﺒﺎﺭﺍﺕ‬
‫‪9780415691352_C11.indd 123‬‬ ‫‪5/23/12 2:40 PM‬‬

‫ﻛﻨﯿﺴﺎ‬
‫ﻭﺭﻭﺩی ﯾﮏ ﻛﻨﯿﺴﺎ ﻭﺍﻗﻊ ﺩﺭ ﯾﻜﯽ ﺍﺯ ﻣﺤﻠﻪ ﻫﺎی ﻗﺪﯾﻤﯽ ﺍﺻﻔﻬﺎﻥ‬

‫ﻛﻨﯿﺴﺎ ﺳﺎﺧﺘﻤﺎﻧﯽ ﺍﺳﺖ ﻛﻪ ﯾﻬﻮﺩﯾﺎﻥ ﺩﺭ ﺁﻥ ﺩﻋﺎ ﻣﯽ ﺧﻮﺍﻧﻨﺪ ﻭ ﻣﺮﺍﺳﻢ ﺩﯾﻨﯽ ﺧﻮﺩ ﺭﺍ ﺑﺮﮔﺰﺍﺭ‬
‫ﻣﯽ ﻛﻨﻨﺪ‪ .‬ﻧﺎﻡ ﺍﯾﻦ ﻛﻨﯿﺴﺎ ﺑﺎﻻی ﺩﺭ ﻭﺭﻭﺩی ﺑﻪ ﺯﺑﺎﻧﻬﺎی ﻓﺎﺭﺳﯽ ﻭ ﻋﺒﺮی ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﻛﺘﺎﺑﻬﺎی ﻣﻘﺪﺱ ﯾﻬﻮﺩﯾﺎﻥ ﺑﻪ ﺯﺑﺎﻥ ﻋﺒﺮی ﺍﺳﺖ ﻭ ﺑﺴﯿﺎﺭی ﺍﺯ ﯾﻬﻮﺩﯾﺎﻥ ﺍﯾﺮﺍﻥ ﻭ ﺳﺎﯾﺮ ﻛﺸﻮﺭﻫﺎی‬
‫ﺟﻬﺎﻥ ﺍﯾﻦ ﺯﺑﺎﻥ ﺭﺍ ﻓﺮﺍ ﻣﯽ ﮔﯿﺮﻧﺪ‪.‬‬
‫‪9780415691352_C11.indd 124‬‬ ‫‪5/23/12 2:40 PM‬‬

‫ﲢﻘﯿﻘﺎﺗﺘﺎﻥ ﺭﺍ ﺩﺭ ﯾﮏ ﻣﻘﺎﻟﮥ ﻛﻮﺗﺎﻩ )ﺣﺪ ﺍﻛﺜﺮ ‪ ١٠٠‬ﻛﻠﻤﻪ( ﺧﻼﺻﻪ ﻛﻨﯿﺪ‪:‬‬
‫‪ -١‬ﻗﺪﻣﺖ ﺟﺎﻣﻌﮥ ﯾﻬﻮﺩی ﺍﯾﺮﺍﻥ‬

‫‪ -٢‬ﺟﺎﯾﮕﺎﻩ ﻛﻮﺭﺵ ﻛﺒﯿﺮ ﺩﺭ ﺗﺎﺭﯾﺦ ﯾﻬﻮﺩﯾﺖ‬
‫‪9780415691352_C11.indd 125‬‬ ‫‪5/23/12 2:40 PM‬‬

‫ﺩﺭﺱ ﺩﻭﺍﺯﺩﻫﻢ‬
‫‪Lesson‬‬
‫‪Twelve‬‬
‫ﻭﯾﮋﮔﯽ ﺑﺎﺭﺯ ﭘﻮﺷﺎک‬
‫ﻣﺮﺩﻡ ﻛﺸﻮﺭ ﺷﻤﺎ ﭼﯿﺴﺖ؟‬
‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﭘﻮﺷﺎک ﻣﺮﺩﺍﻥ ﻭ ﺯﻧﺎﻥ ﺩﺭ ﺍﯾﺮﺍﻥ‬
‫ﺩﺳﺘﻮﺭ‪ :‬ﺯﻣﺎﻥ ﻭ ﺷﺨﺺ ﻓﻌﻞ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﺗﻮﺳﻌﻪ ﻭ ﻫﻤﯿﺎﺭی‬
‫ﺍﺯﻣﯿﺎﻥ ﻣﺘﻮﻥ ﻛﻼﺳﯿﮏ ﻧﺜﺮ ﻓﺎﺭﺳﯽ‪ :‬ﻛﯿﻤﯿﺎی ﺳﻌﺎﺩﺕ‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﻋﻤﺮ ﺧﯿﺎﻡ‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﻛﻮﺯﻩ ﮔﺮ‬

‫‪ -١‬ﻭﯾﮋﮔﯽ ﺑﺎﺭﺯ ﭘﻮﺷﺎک ﻣﺮﺩﻡ ﻛﺸﻮﺭ ﺷﻤﺎ ﭼﯿﺴﺖ؟‬
‫‪ -٢‬ﺩﺭ ﻃﻮﻝ ﺗﺎﺭﯾﺦ‪ ،‬ﭘﻮﺷﺎک ﻣﺮﺩﺍﻥ ﺑﯿﺸﺘﺮ ﺗﻐﯿﯿﺮﻛﺮﺩﻩ ﺍﺳﺖ ﯾﺎ ﭘﻮﺷﺎک ﺯﻧﺎﻥ؟‬
‫‪ -٣‬ﺩﺭ ﻣﻮﺭﺩ ﭘﻮﺷﺎک ﺍﯾﺮﺍﻧﯿﺎﻥ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟‬
‫ﭘﻮﺷﺎک ﻣﺮﺩﺍﻥ ﻭ ﺯﻧﺎﻥ ﺩﺭ ﺍﯾﺮﺍﻥ‬

‫ﯾﻜﯽ ﺍﺯ ﻋﻨﺎﺻﺮ ﺛﺎﺑﺖ ﺩﺭ ﭘﻮﺷﺎک ﻣﺮﺩﺍﻥ ﺍﺯ ﺩﻭﺭۂ ﺑﺎﺳﺘﺎﻥ ﺗﺎ ﻫﻤﯿﻦ‬ ‫ﭘﻮﺷﺎک ﻣﺮﺩﺍﻥ‬
‫ﺍﻭﺍﺧﺮ‪ ،‬ﻛﻼﻩ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ ﺩﺭ ﻋﺼﺮ ﺣﺎﺿﺮ‪ ،‬ﺩﺭ ﻣﯿﺎﻥ ﺍﻗﻮﺍﻡ ﻟﺮ‪ ،‬ﻛﻼﻫﻬﺎی‬
‫ﺳﺎﺩﻩ ﻭ ﮔﺮﺩی ﻛﻪ ﺷﺒﯿﻪ ﻛﻼﻫﻬﺎی ﻣﺎﺩﻫﺎ ﻣﯽ ﺑﺎﺷﺪ ﺭﺍﯾﺞ ﺍﺳﺖ‪ .‬ﺍﻣﺮﻭﺯﻩ‪ ،‬ﺩﺭ ﻟﺒﺎﺱ ﺭﺳﻤﯽ‬
‫ﻭ ﺍﺩﺍﺭی‪ ،‬ﻛﻼﻩ ﺟﺎﯾﯽ ﻧﺪﺍﺭﺩ‪ ،‬ﻣﮕﺮ ﺩﺭ ﻟﺒﺎﺱ ﻫﺎی ﻧﻈﺎﻣﯽ ﯾﺎ ﺧﺪﻣﺎﺗﯽ‪ .‬ﻻﺯﻡ ﺑﻪ ﺫﻛﺮ ﺍﺳﺖ ﻛﻪ‬
‫ﻭﯾﮋﮔﯽ ﻫﺎی ﺑﻪ ﻛﺎﺭ ﺭﻓﺘﻪ ﺩﺭ ﻟﺒﺎﺱ ﻣﺮﺩﺍﻥ ﺍﺯ ﻗﺒﯿﻞ ﺷﻜﻞ ﯾﻘﻪ ﻭ ﺁﺳﺘﯿﻦ ﻫﺎ‪ ،‬ﭼﯿﻦ ﺩﺍﻣﻦ ﻫﺎ‬
‫ﻭ ﺑﻠﻨﺪی ﺁﻧﻬﺎ‪ ،‬ﺣﺎﺷﯿﻪ ﺩﻭﺯی ﻫﺎ‪ ،‬ﭘﻬﻨﺎی ﺷﺎﻝ ﻭ ﻧﺤﻮۂ ﺑﺴﱳ ﺁﻥ‪ ،‬ﺩﺭ ﻫﺮ ﺩﻭﺭﻩ ﺍی ﺑﺎ ﺩﻭﺭۂ‬
‫ﺩﯾﮕﺮ ﻣﺘﻔﺎﻭﺕ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬
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‫ﻭﯾﮋﮔﯽ ﺑﺎﺭﺯ ﭘﻮﺷﺎک ﻣﺮﺩﻡ ﻛﺸﻮﺭ ﺷﻤﺎ ﭼﯿﺴﺖ؟‬ ‫■‬ ‫ﺩﺭﺱ ﺩﻭﺍﺯﺩﻫﻢ‬ ‫‪127‬‬
‫ﺍﺯ ﻭﺿﻊ ﭘﻮﺷﺎک ﺯﻧﺎﻥ ﺑﻪ ﻭﯾﮋﻩ ﺩﺭ ﺳﺪﻩ ﻫﺎی ﭘﺲ ﺍﺯ ﺍﺳﻼﻡ ﺑﻪ ﻋﻠﺖ‬ ‫ﭘﻮﺷﺎک ﺯﻧﺎﻥ‬
‫ﻣﺤﺪﻭﺩﯾﺖ ﻫﺎﯾﯽ ﻛﻪ ﺩﺭ ﻣﻮﺭﺩ ﺯﻧﺎﻥ ﺍﻋﻤﺎﻝ ﻣﯽ ﺷﺪﻩ ﺍﻃﻼﻉ ﭼﻨﺪﺍﻧﯽ ﺩﺭ ﺩﺳﺘﺮﺱ ﻧﯿﺴﺖ‪.‬‬
‫ﻛﻼﻩ ﻛﻪ ﺑﻪ ﺗﺪﺭﯾﺞ ﺟﺎی ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺍﻧﻮﺍﻉ ﻋﻤّﺎﻣﻪ ﻫﺎ ﻭ ﺳﺮﺑﻨﺪﻫﺎ ﺩﺍﺩ‪ ،‬ﻭ ﻧﯿﺰ ﻧﻮﻋﯽ ﺭﻭﺳﺮی‬
‫ﻛﻪ ﺭﻓﺘﻪ ﺭﻓﺘﻪ ﺑﻪ ﭘﻮﺷﺶ ﻫﺎی ﻛﺎﻣﻞ ﺗﺮی ﻧﻈﯿﺮ ﭼﺎﺩﺭ ﺗﺒﺪﯾﻞ ﺷﺪ‪ ،‬ﺑﯽ ﺗﺮﺩﯾﺪ ﺍﺯ ﺍﺟﺰﺍی‬
‫ﺟﺪﺍﯾﯽ ﻧﺎﭘﺬﯾﺮ ﭘﻮﺷﺎک ﺑﺎﻧﻮﺍﻥ ﺍﯾﺮﺍﻧﯽ ﺑﻮﺩﻩ ﺍﻧﺪ‪ .‬ﺍﻟﺒﺘﻪ ﺑﻪ ﻋﻠﺖ ﻛﻤﺒﻮﺩ ﻣﻨﺎﺑﻊ ﺑﻪ ﺩﺭﺳﺘﯽ ﳕﯽ‬
‫ﺗﻮﺍﻥ ﺩﺭﺑﺎﺭۂ ﺑﺮﻫﻨﮕﯽ ﯾﺎ ﭘﻮﺷﯿﺪﮔﯽ ﺯﻧﺎﻥ‪ ،‬ﻭ ﺩﯾﺪﮔﺎﻩ ﻫﺎی ﻣﺘﻔﺎﻭﺕ ﺩﺭﺑﺎﺭۂ ﭘﺴﻨﺪﯾﺪﻩ ﯾﺎ ﻧﺎﭘﺴﻨﺪﯾﺪﻩ‬
‫ﺑﻮﺩﻥ ﻟﺒﺎﺱ ﻫﺎی ﻋﺮﯾﺎﻥ ﺩﺭ ﺟﻮﺍﻣﻊ ﭘﯿﺶ ﺍﺯ ﺍﺳﻼﻡ ﻭ ﺣﺘﯽ ﭘﺲ ﺍﺯ ﺁﻥ ﻗﻀﺎﻭﺕ ﻛﺮﺩ‪ .‬ﺁﻧﭽﻪ‬
‫ﻭﺍﺿﺢ ﺍﺳﺖ‪ ،‬ﺗﻌﺪﺩ ﻧﻘﻮﺵ ﺑﺎﻗﯿﻤﺎﻧﺪﻩ ﺍﺯ ﺯﻧﺎﻥ ﺑﺮﻫﻨﻪ ﻭ ﻧﯿﻤﻪ ﺑﺮﻫﻨﻪ ﻛﻤﺘﺮ ﺍﺯ ﺯﻧﺎﻥ ﭘﻮﺷﯿﺪﻩ‬
‫ﻧﯿﺴﺖ‪.‬‬
‫‪element‬‬ ‫ﻋﻨﺼﺮ )ﻋﻨﺎﺻﺮ(‬

‫‪fixed‬‬ ‫ﺛﺎﺑﺖ‬
‫‪Mede‬‬ ‫ﻣﺎﺩ‬
‫‪hat‬‬ ‫ﻛﻼﻩ‬
‫‪round‬‬ ‫ﮔﺮﺩ‬
‫‪pleat‬‬ ‫ﭼﯿﻦ‬
‫‪border‬‬ ‫ﺣﺎﺷﯿﻪ‬
‫‪scarf‬‬ ‫ﺷﺎﻝ‬
‫‪collar‬‬ ‫ﯾﻘﻪ‬
‫‪sleeve‬‬ ‫ﺁﺳﺘﯿﻦ‬
‫‪manner‬‬ ‫ﻧﺤﻮﻩ‬
‫‪to be used‬‬ ‫ﺑﻪ ﻛﺎﺭ ﺭﻓﱳ‬
‫‪to be applied‬‬ ‫ﺍﻋﻤﺎﻝ ﺷﺪﻥ‬
‫‪rather‬‬ ‫ﻧﺴﺒﺘ ًﺎ‬
‫‪turban‬‬ ‫ﻋﻤﺎﻣﻪ‬
‫‪head band‬‬ ‫ﺳﺮﺑﻨﺪ‬
‫‪head scarf‬‬ ‫ﺭﻭﺳﺮی‬
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‫‪128‬‬ ‫‪Lesson 12‬‬ ‫■‬ ‫?‪What are the main characteristics of people’s clothing in your country‬‬
‫‪part‬‬ ‫ﺟﺰﺀ )ﺍﺟﺰﺍ(‬

‫‪inseparable‬‬ ‫ﺟﺪﺍﯾﯽ ﻧﺎﭘﺬﯾﺮ‬
‫‪precisely‬‬ ‫ﺑﻪ ﺩﺭﺳﺘﯽ‬
‫‪bare; naked‬‬ ‫ﺑﺮﻫﻨﻪ‬
‫‪nudity‬‬ ‫ﺑﺮﻫﻨﮕﯽ‬
‫‪point of view‬‬ ‫ﺩﯾﺪﮔﺎﻩ‬
‫‪revealing clothes‬‬ ‫ﻟﺒﺎﺱ ﻫﺎی ﻋﺮﯾﺎﻥ‬
‫‪to judge‬‬ ‫ﻗﻀﺎﻭﺕ ﻛﺮﺩﻥ‬
‫‪obvious; clear‬‬ ‫ﻭﺍﺿﺢ‬
‫‪multiplicity‬‬ ‫ﺗﻌﺪﺩ‬
‫‪ -١‬ﯾﻜﯽ ﺍﺯ ﻋﻨﺎﺻﺮ ﺛﺎﺑﺖ ﺩﺭ ﭘﻮﺷﺎک ﻣﺮﺩﺍﻥ ﺍﯾﺮﺍﻧﯽ ﭼﻪ ﺑﻮﺩﻩ ﺍﺳﺖ؟‬
‫‪ -٢‬ﺳﺮﭘﻮﺵ ﺯﻧﺎﻥ ﺍﺯ ﺩﻭﺭﺍﻥ ﻗﺪﯾﻢ ﺗﺎ ﺩﻭﺭﺍﻥ ﺟﺪﯾﺪ ﺩﺳﺘﺨﻮﺵ ﭼﻪ ﲢﻮﻻﺗﯽ ﺷﺪﻩ ﺍﺳﺖ؟‬
‫‪ -٣‬ﭘﻮﺷﺎک ﺯﻧﺎﻥ ﺑﺎ ﻣﺮﺩﺍﻥ ﭼﻪ ﺗﻔﺎﻭﺕ ﻫﺎﯾﯽ ﺩﺍﺭﺩ؟‬
‫‪ -١‬ﺍﻭ ﺍﺯ ﺍﯾﻨﻜﻪ ﻛﺎﺭ ‪ .........‬ﻧﺪﺍﺭﺩ ﺭﱋ ﻣﯽ ﺑﺮﺩ‪.‬‬
‫ﺝ‪ -‬ﺳﺮﺑﻨﺪی‬ ‫ﺍﻟﻒ‪ -‬ﻭﺍﺿﺤﯽ‬

‫ﺩ‪ -‬ﺍﺻﯿﻠﯽ‬ ‫ﺏ‪ -‬ﺛﺎﺑﺘﯽ‬
‫‪ -٢‬ﺳﻪ ﺳﺎﻝ ‪ .......‬ﺩﺭ ﺍﯾﻦ ﺷﺮﻛﺖ ﻛﺎﺭ ﻣﯽ ﻛﺮﺩ‪.‬‬
‫ﺝ‪ -‬ﻣﺘﻤﺎﺩی‬ ‫ﺍﻟﻒ‪ -‬ﺭﺳﻤﯽ‬

‫ﺩ‪ -‬ﺟﺎﻟﺐ‬ ‫ﺏ‪ -‬ﻣﺸﺘﺮک‬
‫‪9780415691352_C12.indd 128‬‬ ‫‪5/23/12 2:41 PM‬‬

‫‪ -٣‬ﺑﺮﺍی ﺍﺯﺩﻭﺍﺝ ﻧﯿﺎﺯ ﺑﻪ ‪ ...........‬ﺩﺍﺭی ﻛﻪ ﻣﯽ ﺗﻮﺍﻧﻨﺪ ‪ ٢‬ﻣﺮﺩ ﺑﺎﺷﻨﺪ ﻭ ﯾﺎ ‪ ١‬ﻣﺮﺩ ﻭ ‪٢‬‬

‫ﺯﻥ ﻭ ﯾﺎ ‪ ۴‬ﺯﻥ‪.‬‬
‫ﺝ‪ -‬ﺷﺎﻫﺪ‬ ‫ﺍﻟﻒ‪ -‬ﻗﺒﺎ‬

‫ﺩ‪ -‬ﺭﻭﺣﺎﻧﯽ‬ ‫ﺏ‪ -‬ﺯﯾﻮﺭ‬
‫‪ -۴‬ﺑﺮﺍی ﻫﺮ ﯾﮏ ﺍﺯ ﺍﻓﺮﺍﺩ ﺧﺎﻧﻮﺍﺩﻩ ﺑﺎﯾﺪ ﻓﺮﻡ ﻫﺎی ‪ ..........‬ﭘﺮ ﻛﻨﯽ ﻭ ﺳﭙﺲ ﺑﺎ ﻣﺪﺍﺭک‬
‫ﺩﯾﮕﺮ ﺑﻪ ﺍﯾﻦ ﺁﺩﺭﺱ ﭘﺴﺖ ﻛﻨﯽ‪.‬‬
‫ﺝ‪ -‬ﭼﻨﺪﮔﺎﻧﻪ‬ ‫ﺍﻟﻒ‪ -‬ﺗﺪﺭﯾﺠﯽ‬

‫ﺩ‪ -‬ﻣﺘﻨﻮﻉ‬ ‫ﺏ‪ -‬ﺟﺪﺍﮔﺎﻧﻪ‬
‫‪ -١‬ﻣﯽ ﺧﻮﺍﻫﻢ ﺧﻮﺭﺵ ﺑﺎﺩﳒﺎﻥ ﻭ ﺷﯿﺮﯾﻦ ﭘﻠﻮ ﺩﺭﺳﺖ ﻛﻨﻢ‪.‬‬

‫ﺟﻮﺟﻪ ﻛﺒﺎﺏ ﻫﻢ ﺍﺯ ﺭﺳﺘﻮﺭﺍﻥ ﺳﻔﺎﺭﺵ ﻣﯽ ﺩﻫﻢ‪.‬‬
‫)‪ ...‬ﻏﯿﺮ ﺍﺯ ‪(...‬‬
‫‪ -٢‬ﺗﻮ ﺧﯿﻠﯽ ﻛﻢ ﻏﺬﺍ ﻣﯽ ﺧﻮﺭی‪.‬‬

‫ﺍﺯ ﺳﻮﺀ ﺗﻐﺬﯾﻪ ﺑﯿﻤﺎﺭ ﻣﯽ ﺷﻮی‪.‬‬
‫)ﺩﺭ ﺻﻮﺭﺗﯽ ﻛﻪ ‪(...‬‬
‫‪ -٣‬ﺍﻭ ﺑﺎ ﻫﯿﭻ ﻭﺳﯿﻠﮥ ﻧﻘﻠﯿﻪ ﺍی ﺳﻔﺮ ﳕﯽ ﻛﻨﺪ‪.‬‬

‫ﺍﻭ ﻓﻘﻂ ﺑﺎ ﻗﻄﺎﺭ ﺳﻔﺮ ﻣﯽ ﻛﻨﺪ‪.‬‬
‫)‪ ...‬ﻣﮕﺮ ‪(...‬‬
‫‪ -۴‬ﺍﻭ ﺑﺴﯿﺎﺭ ﺧﺴﺘﻪ ﺑﻮﺩ‪.‬‬

‫ﭘﺲ ﺍﺯ ﭘﻨﺞ ﺩﻗﯿﻘﻪ ﺧﻮﺍﺑﺶ ﺑﺮﺩ‪.‬‬
‫)‪ ...‬ﭼﻨﺎﻥ ‪(...‬‬
‫‪ -۵‬ﺍﻭ ﺑﺮﺍی ﻛﻮﺩﻛﺎﻥ ﻛﺘﺎﺏ ﻣﯽ ﻧﻮﯾﺴﺪ‪.‬‬

‫ﺍﻭ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﺗﻬﺮﺍﻥ ﺭﺷﺘﮥ ﺭﻭﺍﻧﺸﻨﺎﺳﯽ ﻛﻮﺩک ﻣﯽ ﺧﻮﺍﻧﺪ‪.‬‬
‫)‪ ...‬ﺩﺭ ﻛﻨﺎﺭ ‪(...‬‬
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‫‪ -١‬ﻣﱳ ﭘﻮﺷﺎک ﻣﺮﺩﺍﻥ ﻭ ﺯﻧﺎﻥ ﺩﺭ ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﺎ ﻛﻠﻤﺎﺕ ﺧﻮﺩﺗﺎﻥ ﺩﻭﺑﺎﺭﻩ ﻧﻮﯾﺴﯽ ﳕﺎﯾﯿﺪ )ﺣﺪ‬
‫ﺍﻛﺜﺮ‪ ١٠٠‬ﻛﻠﻤﻪ(‪.‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﻛﺎﺩﺭ ﻣﺘﻨﯽ ﺑﻨﻮﯾﺴﯿﺪ ﺩﺭﺑﺎﺭۂ ﻣﺪ ﻟﺒﺎﺱ )ﺣﺪ ﺍﻛﺜﺮ‪ ٨٠‬ﻛﻠﻤﻪ(‪.‬‬
‫ﭼﻪ ﻛﺴﺎﻧﯽ ﺗﻌﯿﯿﻦ ﻣﯽ ﻛﻨﻨﺪ ﻛﻪ ﻣﺪ ﭼﯿﺴﺖ؟ ﺁﯾﺎ ﺷﻤﺎ ﺍﺯ ﻣﺪ ﭘﯿﺮﻭی ﻣﯽ ﻛﻨﯿﺪ؟‬
‫ﻗﻀﺎﻭﺕ ﻛﺮﺩﻥ‬ ‫ﺛﺎﺑﺖ ﺑﻪ ﻛﺎﺭ ﺭﻓﱳ ﻧﺤﻮﻩ ﺍﻋﻤﺎﻝ ﺷﺪﻥ ﻧﺴﺒﺘ ًﺎ ﺩﯾﺪﮔﺎﻩ ﺟﺪﺍﯾﯽ ﻧﺎﭘﺬﯾﺮ‬
‫ﺯﻣﺎﻥ ﻭ ﺷﺨﺺ ﻓﻌﻞ‬

‫ﻓﻌﻞ ﺍﺯ ﺍﳒﺎﻡ ﻛﺎﺭی ﻭ ﯾﺎ ﺩﺍﺷﱳ ﺣﺎﻟﺘﯽ ﺧﺒﺮ ﻣﯽ ﺩﻫﺪ‪ .‬ﻓﻌﻠﯽ ﻛﻪ ﺑﻪ ﻣﻔﻌﻮﻝ ﻧﯿﺎﺯ ﺩﺍﺭﺩ ﻓﻌﻞ‬
‫ﻣﺘﻌﺪی ﺍﺳﺖ ﻭ ﻓﻌﻠﯽ ﻛﻪ ﺑﻪ ﻣﻔﻌﻮﻝ ﻧﯿﺎﺯ ﻧﺪﺍﺭﺩ ﻓﻌﻞ ﻻﺯﻡ ﺍﺳﺖ‪.‬‬
‫ﺍﮔﺮ ﻣﻔﻌﻮﻝ‪ ،‬ﻣﻔﻌﻮﻝ ﻣﺴﺘﻘﯿﻢ ﻭ ﻧﺎ ﻣﺸﺨﺺ ﺑﺎﺷﺪ‪ ،‬ﻧﺸﺎﻧﮥ ﻣﻔﻌﻮﻝ ﻣﺴﺘﻘﯿﻢ ﯾﻌﻨﯽ ﺭﺍ ﭘﺲ ﺍﺯﺁﻥ‬
‫ﳕﯽ ﺁﯾﺪ‪ .‬ﺍﮔﺮ ﻣﻔﻌﻮﻝ‪ ،‬ﻣﻔﻌﻮﻝ ﻏﯿﺮﻣﺴﺘﻘﯿﻢ ﺑﺎﺷﺪ‪ ،‬ﯾﮏ ﺣﺮﻑ ﺍﺿﺎﻓﻪ )ﺑﺮﺍی ‪ -‬ﺑﻪ ‪ -‬ﺍﺯ‪(... -‬‬
‫ﻗﺒﻞ ﺍﺯ ﺁﻥ ﻣﯽ ﺁﯾﺪ‪.‬‬
‫ﻃﻼﻕ ﺩﺭ ﺍﯾﺮﺍﻥ ﺍﻣﺮی ﭘﺴﻨﺪﯾﺪﻩ ﻧﯿﺴﺖ‪.‬‬

‫ﺁﺭﺍﻣﮕﺎﻩ ﭼﻨﺪﯾﻦ ﺷﺎﻋﺮ ﺩﺭ ﺷﯿﺮﺍﺯ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪.‬‬
‫ﻫﺪﺍﯾﺖ ﭼﻨﺪﯾﻦ ﻣﺠﻤﻮﻋﮥ ﺩﺍﺳﺘﺎﻥ ﻛﻮﺗﺎﻩ ﻣﻨﺘﺸﺮ ﻛﺮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺍﺯ ﻣﻦ ﺁﺩﺭﺳﻢ ﺭﺍ ﭘﺮﺳﯿﺪ‪.‬‬
‫ﻛﺘﺎﰈ ﺭﺍ ﺑﻪ ﺗﻮ ﳕﯽ ﺩﻫﻢ‪.‬‬
‫ﺷﻌﺮی ﺯﯾﺒﺎ ﺑﺮﺍﯾﻤﺎﻥ ﺑﺨﻮﺍﻥ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﻣﻔﻌﻮﻝ ﻣﺴﺘﻘﯿﻢ ﻭﻏﯿﺮﻣﺴﺘﻘﯿﻢ ﭼﻨﺪ ﺟﻤﻠﻪ ﺑﻨﻮﯾﺴﯿﺪ ﻭ ﺯﯾﺮﺁﻧﻬﺎ ﺧﻂ ﺑﻜﺸﯿﺪ‪.‬‬
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‫ﺑﺎﺳﺘﺎﻥ ﺷﻨﺎﺳﺎﻥ ﺩﺭ ﺣﻔﺎﺭی ﻫﺎی ﺳﻮﺍﺣﻞ ﺩﺭﯾﺎی ﻣﺎﺯﻧﺪﺭﺍﻥ ﺁﺛﺎﺭی ﺍﺯ ﺩﻭﺭﻩ ﻫﺎی ﺑﺎﺳﺘﺎﻥ‬
‫ﺭﺍ ﻛﺸﻒ ﻛﺮﺩﻩ ﺍﻧﺪ‪.‬‬
‫ﻫﺮﻓﻌﻞ ﺳﻪ ﻣﻔﻬﻮﻡ ﺩﺍﺭﺩ‪ :‬ﻛﺎﺭ )ﺭﻓﺘﻢ ‪ -‬ﺧﻮﺍﻧﺪﻡ( ﯾﺎ ﺣﺎﻟﺖ )ﺍﺳﺖ(‪ ،‬ﺯﻣﺎﻥ )ﮔﺬﺷﺘﻪ ‪ -‬ﺣﺎﻝ‬
‫‪ -‬ﺁﯾﻨﺪﻩ( ﻭ ﺷﺨﺺ )ﺍﻭﻝ ﺷﺨﺺ ﻣﻔﺮﺩ ‪ -‬ﺍﻭﻝ ﺷﺨﺺ ﺟﻤﻊ ‪ -‬ﺩﻭﻡ ﺷﺨﺺ ﻣﻔﺮﺩ ‪ -‬ﺩﻭﻡ‬
‫ﺷﺨﺺ ﺟﻤﻊ ‪ -‬ﺳﻮﻡ ﺷﺨﺺ ﻣﻔﺮﺩ ‪ -‬ﺳﻮﻡ ﺷﺨﺺ ﺟﻤﻊ(‪.‬‬
‫ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺍﮔﺮ ﻓﺎﻋﻞ ﺟﺎﻧﺪﺍﺭﺑﺎﺷﺪ‪ ،‬ﺑﺮﺍی ﻓﺎﻋﻞ ﻣﻔﺮﺩ‪ ،‬ﻓﻌﻞ ﻣﻔﺮﺩ ﻣﯽ ﺁﻭﺭﯾﻢ ﻭ ﺑﺮﺍی‬
‫ﻓﺎﻋﻞ ﺟﻤﻊ‪ ،‬ﻓﻌﻞ ﺟﻤﻊ‪ .‬ﻭﻟﯽ ﺍﮔﺮ ﻓﺎﻋﻞ ﺟﺎﻧﺪﺍﺭﻧﺒﺎﺷﺪ‪ ،‬ﻣﻌﻤﻮ ًﻻ ﻓﻌﻞ ﻣﻔﺮﺩ ﻣﯽ ﺁﯾﺪ‪:‬‬
‫ﺭﻓﺘﻢ‪.‬‬
‫ﺩﺍﺳﺘﺎﻧﯽ ﺧﻮﺍﻫﻢ ﺧﻮﺍﻧﺪ‪.‬‬
‫ﻫﻮﺍ ﺳﺮﺩ ﺍﺳﺖ‪.‬‬
‫ﻛﺘﺎﺏ ﻫﺎ ﺭﻭی ﻣﯿﺰ ﺍﺳﺖ‪.‬‬
‫ﻣﻦ ﻣﺎﺷﯿﻦ ﻧﺪﺍﺭﻡ‪.‬‬
‫ﺍﻭ ﺳﺮﻣﺎ ﺧﻮﺭﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﻣﺎ ﺍﯾﻦ ﻓﯿﻠﻢ ﺭﺍ ﺩﯾﺪﻩ ﺍﯾﻢ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﻓﺎﻋﻞ ﺑﯽ ﺟﺎﻥ ﭼﻨﺪ ﺟﻤﻠﻪ ﺑﻨﻮﯾﺴﯿﺪ ﻭﺳﭙﺲ ﺻﻮﺭﺕ ﺟﻤﻊ ﺁﻧﻬﺎ ﺭﺍ ﺑﻨﻮﯾﺴﯿﺪ ﻭ‬
‫ﺗﻐﯿﯿﺮﺍﺕ ﻻﺯﻡ ﺭﺍ ﺩﺭ ﺟﻤﻠﻪ ﺍﻋﻤﺎﻝ ﻛﻨﯿﺪ‪.‬‬
‫ﺑﺮﮔﻬﺎی ﺩﺭﺧﺘﺎﻥ ﺯﺭﺩ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﭼﺸﻤﺎﻥ ﻣﻦ ﺧﻮﺏ ﳕﯽ ﺑﯿﻨﺪ‪ .‬ﺑﺎﯾﺪ ﻋﯿﻨﮏ ﺑﺰﱎ‪.‬‬
‫ﺑﺠﺰ ﺷﺨﺺ‪ ،‬ﻫﺮ ﻓﻌﻞ ﺩﺭﺯﻣﺎﻧﯽ ﺧﺎﺹ ﺑﯿﺎﻥ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻣﻌﻤﻮ ًﻻ ﺩﺭ ﺟﻤﻠﻪ ﻧﺸﺎﻧﻪ ﺍی ﻭﺟﻮﺩ‬
‫ﺩﺍﺭﺩ ﻛﻪ ﺯﻣﺎﻥ ﻓﻌﻞ ﺭﺍ ﻣﺸﺨﺺ ﻣﯽ ﻛﻨﺪ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﺸﺎﻧﻪ ﻫﺎﯾﯽ ﻛﻪ ﻣﺸﺨﺺ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺟﺎﻫﺎی ﺧﺎﻟﯽ ﺩﺭ ﺟﻤﻼﺕ ﺯﯾﺮﺭﺍ‬
‫ﺑﺎ ﺯﻣﺎﻥ ﻣﻨﺎﺳﺐ ﻓﻌﻞ ﭘﺮﻛﻨﯿﺪ‪.‬‬
‫ﺳﺎﻝ ﮔﺬﺷﺘﻪ ﺑﻪ ﻫﻤﺮﺍﻩ ﭘﺪﺭ ﻭ ﻣﺎﺩﺭﻡ ﺑﻪ ﺷﯿﺮﺍﺯ ‪) ..................‬ﺳﻔﺮ ﻛﺮﺩﻥ(‪.‬‬

‫ﻭﻗﺘﯽ ﺯﻧﮓ ﺯﺩی ‪) ...................‬ﻣﺸﻖ ﻧﻮﺷﱳ(‪.‬‬
‫‪١‬‬
‫ﻣﻦ ﺩﯾﮕﺮ ﻫﯿﭻ ﻭﻗﺖ ﺑﻪ ﺍﻭ‪) ....................‬ﺗﻠﻔﻦ ﻛﺮﺩﻥ( ‪.‬‬
‫‪ -‬ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ‪ ،‬ﺍﮔﺮ ﯾﮏ ﻗﯿﺪ ﯾﺎ ﺻﻔﺖ ﯾﺎ ﺿﻤﯿﺮ ﻣﻨﻔﯽ ﺩﺭ ﺟﻤﻠﻪ ﺑﺎﺷﺪ‪ ،‬ﻓﻌﻞ ﻫﻢ ﺑﺼﻮﺭﺕ ﻣﻨﻔﯽ ﻣﯽ ﺁﯾﺪ‪.‬‬ ‫‪١‬‬
‫ﻣﺜﺎﻝ‪ :‬ﻫﯿﭻ ﻛﺲ ﻣﺮﺍ ﺩﻭﺳﺖ ﻧﺪﺍﺭﺩ‪.‬‬
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‫ﻭﻗﺘﯽ ﺑﭽﻪ ﺑﻮﺩﻡ ﻫﺮ ﺟﻤﻌﻪ ﺑﻪ ﺧﺎﻧﮥ ﻣﺎﺩﺭﺑﺰﺭﮔﻢ ‪) ................‬ﺭﻓﱳ(‪.‬‬

‫ﻣﯽ ﺧﻮﺍﻫﻢ ﺯﺑﺎﻥ ﻋﺒﺮی ‪) ..........‬ﺧﻮﺍﻧﺪﻥ( ﻭﻟﯽ ﺩﺭﺣﺎﻝ ﺣﺎﺿﺮ ‪) .........‬ﻛﺎﺭ ﻛﺮﺩﻥ( ﻭ‬
‫ﻭﻗﺖ ﻛﺎﻓﯽ ‪) ........‬ﺩﺍﺷﱳ(‪.‬‬
‫ﺍﯾﻦ ﻓﯿﻠﻢ ﺭﺍ ﺳﻪ ﺑﺎﺭ ‪) ....................‬ﺩﯾﺪﻥ(‪.‬‬
‫ﺁﯾﺎ ﺗﺎ ﺑﺤﺎﻝ ﺑﻪ ﺍﺻﻔﻬﺎﻥ ‪) ...................‬ﺭﻓﱳ(؟‬
‫ﺗﺮﻡ ﺩﯾﮕﺮ ﭼﻪ ﻭﺍﺣﺪﻫﺎﯾﯽ ‪) ..............‬ﮔﺮﻓﱳ(؟‬
‫ﻫﻨﻮﺯ ﻣﺮﺍ ﺑﻪ ﺧﺎﻧﻮﺍﺩﻩ ﺍﺵ ‪) .....................‬ﻣﻌﺮﻓﯽ ﻛﺮﺩﻥ(‪.‬‬
‫ﻗﺒﻞ ﺍﺯ ﺍﯾﻨﻜﻪ ﺑﻪ ﻛﻼﺱ ﺑﯿﺎﯾﻢ ﺗﻜﻠﯿﻔﻢ ﺭﺍ ‪) ...................‬ﲤﺎﻡ ﻛﺮﺩﻥ(‪.‬‬
‫ﺗﺎﺑﺴﺘﺎﻥ ﺳﺎﻝ ﺁﯾﻨﺪﻩ ﻛﺠﺎ ‪) ................‬ﺭﻓﱳ(؟‬
‫ﺑﻌﺪ ﺍﺯ ﺍﯾﻨﻜﻪ ﺗﺨﻢ ﻣﺮﻏﻬﺎ ﺭﺍ ﺷﻜﺴﺘﻢ ﺁﻧﻬﺎ ﺭﺍ ‪) ..................‬ﻫﻢ ﺯﺩﻥ(‪.‬‬
‫ﺳﻪ ﺳﺎﻝ ﺍﺳﺖ ﻛﻪ ﺯﺑﺎﻥ ﻋﺮﺑﯽ ‪) ..............‬ﺧﻮﺍﻧﺪﻥ( ﻭﻟﯽ ﻫﻨﻮﺯ ﳕﯽ ﺗﻮﺍﱎ ﻋﺮﺑﯽ‬
‫‪) ...................‬ﺻﺤﺒﺖ ﻛﺮﺩﻥ(‪.‬‬
‫ﻫﺮﺭﻭﺯﺻﺒﺢ ﺳﺎﻋﺖ ﭼﻨﺪ ﺍﺯ ﺧﻮﺍﺏ ‪) .................‬ﺑﯿﺪﺍﺭ ﺷﺪﻥ(؟‬
‫ﺁﯾﺎ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ‪) .....................‬ﺻﺤﺒﺖ ﻛﺮﺩﻥ(؟‬
‫ﺯﻣﯿﻦ ﺧﯿﺲ ﺍﺳﺖ‪ .‬ﺷﺎﯾﺪ ﺩﯾﺸﺐ ‪) .....................‬ﺑﺎﺭﺍﻥ ﺑﺎﺭﯾﺪﻥ(‪.‬‬
‫ﺗﻮﺳﻌﻪ ﻭ ﻫﻤﯿﺎﺭی‬
‫ﺍﻫﺪﺍﻛﻨﻨﺪﮔﺎﻥ‬ ‫ﺁﺑﯿﺎﺭی‬ ‫ﺗﺨﺮﯾﺐ‬ ‫ﺯﯾﺮﺑﻨﺎ‬ ‫ﺗﻮﺳﻌﻪ‬ ‫ﺩﺍﻭﻃﻠﺒﺎﻧﻪ‬ ‫ﺍﻣﺪﺍﺩ‬

‫ﻫﻼﻝ ﺍﺣﻤﺮ‬ ‫ﺑﺎﺯﺳﺎﺯی‬ ‫ﺧﻂ ﻓﻘﺮ‬ ‫ﻫﻤﻪ ﮔﯿﺮ‬ ‫ﺧﯿﺮﯾﻪ‬
‫ﺻﻠﯿﺐ ﺳﺮﺥ‬ ‫ﺟﻬﺎﻥ ﺳﻮﻡ‬ ‫ﺍﻣﻜﺎﻧﺎﺕ‬ ‫ﺍﻋﺎﻧﻪ‬ ‫ﺍﻧﺴﺎﻥ ﺩﻭﺳﺘﺎﻧﻪ‬
‫ﺩﺭﭘﯽ ﺯﻟﺰﻟﻪ ﺍی ﻛﻪ ﺩﺭ ژﺍﭘﻦ ﺭﺥ ﺩﺍﺩ ﻧﯿﺮﻭﻫﺎی ‪ ..............‬ﺍﺯ ﻛﺸﻮﺭﻫﺎی ﻣﺨﺘﻠﻒ ﺑﺮﺍی‬

‫ﻫﻤﯿﺎﺭی ﺑﻪ ﺍﯾﻦ ﻣﻨﻄﻘﻪ ﺁﻣﺪﻧﺪ‪.‬‬
‫ﻓﺮﺍﻧﺴﻪ ﺁﻣﺎﺩﮔﯽ ﺧﻮﺩ ﺭﺍ ﺑﺮﺍی ﺍﺭﺳﺎﻝ ﻛﻤﮏ ﻫﺎی ‪ ..................‬ﺑﻪ ژﺍﭘﻦ ﺍﻋﻼﻡ ﻛﺮﺩ‪.‬‬
‫‪ .....................‬ﺧﻮﻥ ﺩﺭ ﺍﺳﺘﺎﻥ ﺧﻮﺯﺳﺘﺎﻥ ﻣﻮﺭﺩ ﲡﻠﯿﻞ ﻗﺮﺍﺭﮔﺮﻓﺘﻨﺪ‪.‬‬
‫ﺁﻧﻔﻮﻻﻧﺰﺍی ﻣﺮﻏﯽ ﺩﺭ ﭼﻨﺪ ﺳﺎﻝ ﮔﺬﺷﺘﻪ ﯾﻜﯽ ﺍﺯ ﺑﯿﻤﺎﺭی ﻫﺎی ‪ ...................‬ﺑﻮﺩ ﻛﻪ ﻛﻞ‬
‫ﺩﻧﯿﺎ ﺭﺍ ﻣﻮﺭﺩ ﺗﻬﺪﯾﺪ ﻗﺮﺍﺭ ﺩﺍﺩ‪.‬‬
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‫ﺑﻪ ﺩﻟﯿﻞ ﺗﻮﺭﻡ ﻭ ﺑﯿﻜﺎﺭی ﻧﯿﻤﯽ ﺍﺯ ﻣﺮﺩﻡ ﻣﺼﺮ ﺯﯾﺮ ‪ ....................‬ﺯﻧﺪﮔﯽ ﻣﯽ ﻛﻨﻨﺪ‪.‬‬
‫ﭘﺲ ﺍﺯ ﺟﻨﮓ ﻣﻨﺎﻃﻖ ﺟﻨﮓ ﺯﺩﻩ ﻧﯿﺎﺯ ﻣﺒﺮﻡ ﺑﻪ ‪ ..................‬ﺩﺍﺷﺘﻨﺪ‪.‬‬
‫ﻣﻨﻈﻮﺭ ﺍﺯ ‪ ................‬ﭘﺨﺶ ﺁﺏ ﺭﻭی ﺯﻣﯿﻦ ﺑﻪ ﻣﻨﻈﻮﺭ ﺍﺳﺘﻔﺎﺩﻩ ﮔﯿﺎﻫﺎﻥ ﺍﺳﺖ‪.‬‬
‫ﻣﺤﮏ ﯾﮏ ﺳﺎﺯﻣﺎﻥ ‪ .................‬ﺍﺳﺖ ﻛﻪ ﺑﻪ ﻧﻔﻊ ﻛﻮﺩﻛﺎﻥ ﻣﺒﺘﻼ ﺑﻪ ﺳﺮﻃﺎﻥ ﻓﻌﺎﻟﯿﺖ‬
‫ﻣﯽ ﻛﻨﺪ‪.‬‬
‫‪ ................‬ﺑﻨﺎﻫﺎی ﺗﺎﺭﯾﺨﯽ ﺑﻪ ﻣﻨﻈﻮﺭ ﺳﺎﺧﱳ ﺁﺳﻤﺎﻥ ﺧﺮﺍﺵ ﻫﺎی ﺑﺪﻗﻮﺍﺭﻩ ﯾﻜﯽ ﺍﺯ‬
‫ﺍﺛﺮﺍﺕ ﺳﻮﺀ ﻣﺪﺭﻧﯿﺘﻪ ﺍﺳﺖ‪.‬‬
‫ﺑﺴﯿﺎﺭی ﺍﺯ ﺭﻭﺳﺘﺎﻧﺸﯿﻨﺎﻥ ﺑﻪ ﺷﻬﺮﻫﺎی ﺑﺰﺭگ ﻛﻮچ ﻣﯽ ﻛﻨﻨﺪ ﭼﺮﺍﻛﻪ ﺩﺭ ﺍﯾﻦ ﺷﻬﺮﻫﺎ‬
‫‪ .................‬ﺯﻧﺪﮔﯽ ﺑﯿﺸﺘﺮی ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬
‫‪developed‬‬ ‫ﺗﻮﺳﻌﻪ ﯾﺎﻓﺘﻪ‬

‫‪developing‬‬ ‫ﺩﺭﺣﺎﻝ ﺗﻮﺳﻌﻪ‬
‫‪westernization‬‬ ‫ﻏﺮﺑﯽ ﺷﺪﻥ‬
‫‪first aid‬‬ ‫ﻛﻤﻜﻬﺎی ﺍﻭﻟﯿﻪ‬
‫‪life expectancy‬‬ ‫ﺍﺣﺘﻤﺎﻝ ﻃﻮﻝ ﻋﻤﺮ‬
‫‪modernization‬‬ ‫ﻣﺪﺭﻥ ﺳﺎﺯی‬
‫‪World Food Programme‬‬ ‫ﺑﺮﻧﺎﻣﻪ ﺟﻬﺎﻧﯽ ﻏﺬﺍ‬
‫‪mortality rate‬‬ ‫ﻣﯿﺰﺍﻥ ﻣﺮگ ﻭ ﻣﯿﺮ‬
‫‪World Health Organization‬‬ ‫ﺳﺎﺯﻣﺎﻥ ﺟﻬﺎﻧﯽ ﺑﻬﺪﺍﺷﺖ‬
‫‪Médecins sans Frontières‬‬ ‫ﭘﺰﺷﻜﺎﻥ ﺑﺪﻭﻥ ﻣﺮﺯ‬
‫ﻛﺸﻮﺭﻫﺎی ﻏﺮﺑﯽ ﺍﻛﺜﺮ ًﺍ ﻛﺸﻮﺭﻫﺎی ﺗﻮﺳﻌﻪ ﯾﺎﻓﺘﻪ ﻫﺴﺘﻨﺪ ﺩﺭﺣﺎﻟﯿﻜﻪ ﺑﯿﺸﺘﺮ ﻛﺸﻮﺭﻫﺎی ﺟﻬﺎﻥ‬
‫ﻛﺸﻮﺭﻫﺎی ﺩﺭﺣﺎﻝ ﺗﻮﺳﻌﻪ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺗﻮﺳﻌﻪ ﻭ ﻫﻤﯿﺎﺭی ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺁﻧﺮﺍ ﺗﺮﺟﻤﻪ ﳕﺎﯾﯿﺪ‪.‬‬
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‫ﻛﯿﻤﯿﺎی ﺳﻌﺎﺩﺕ‬
‫ﺍﺑﻮ ﺣﺎﻣﺪ ﻣﺤﻤﺪ ﻏﺰﺍﻟﯽ ﻃﻮﺳﯽ ﻛﯿﻤﯿﺎی ﺳﻌﺎﺩﺕ ﺭﺍ ﻧﻮﺷﺘﻪ ﺍﺳﺖ ﻛﻪ ﺧﻼﺻﻪ ﺍی ﺍﺯ ﻛﺘﺎﺏ‬
‫ﺑﺰﺭگ ﻭی ﺑﻪ ﻧﺎﻡ ﺍﺣﯿﺎﺀﺍﻟﻌﻠﻮﻡ ﺍﺳﺖ‪ .‬ﺍﺣﯿﺎﺀﺍﻟﻌﻠﻮﻡ ﺑﻪ ﻋﺮﺑﯽ ﻭ ﺩﺭ ﺑﺎﺏ ﺍﻋﺘﻘﺎﺩﺍﺕ ﻭ ﺍﻋﻤﺎﻝ‬
‫ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﯾﻦ ﻛﺘﺎﺏ ﺗﻮﺳﻂ ﻣﺮﯾﺪﺍﻟﺪﯾﻦ ﻣﺤﻤﺪ ﺧﻮﺍﺭﺯﻣﯽ ﺑﻪ ﻓﺎﺭﺳﯽ ﺗﺮﺟﻤﻪ ﺷﺪﻩ‬
‫ﺍﺳﺖ‪.‬‬
‫ﺳﻔﺮ ﺑﺮﺍی ﻃﻠﺐ ﻋﻠﻢ ﺑﺮ ﺳﻪ ﻭﺟﻪ ﺑﻮﺩ‪.‬‬
‫ﺳﻔﺮ ﺑﺮﺍی ﻛﺴﺐ ﻋﻠﻢ ﺑﻪ ﺳﻪ ﺻﻮﺭﺕ ﺍﺳﺖ‪.‬‬
‫ﺑﺪﺍﻥ ﻛﻪ ﺳﻔﺮ ﭘﻨﺞ ﻗﺴﻢ ﺍﺳﺖ‪:‬‬

‫ﺳﻔﺮ ﺍﻭﻝ‪ :‬ﺩﺭ ﻃﻠﺐ ﻋﻠﻢ ﺍﺳﺖ‪ ،‬ﻭ ﺍﯾﻦ ﺳﻔﺮ ﻓﺮﯾﻀﻪ ُﺑﻮَﺩ‪ ،‬ﭼﻮﻥ ﺗﻌﻠّﻢ ﻋِ ﻠﻢ ﻓﺮﯾﻀﻪ ُﺑﻮَﺩ ﻭ ﺳﻨﺖ‬
‫ُﺑﻮَﺩ ﭼﻮﻥ ﺗﻌﻠّﻢ ﺳﻨّﺖ ُﺑﻮَﺩ‪.‬‬
‫ﻭ ﺳﻔﺮ ﺑﺮﺍی ﻃﻠﺐ ﻋﻠﻢ ﺑﺮ ﺳﻪ ﻭﺟﻪ ﺑﻮﺩ‪:‬‬
‫ﯾﻜﯽ ﺁﻧﻜﻪ ﻋﻠﻢ ﺷﺮﻉ ﺑﯿﺎﻣﻮﺯﺩ‪ .‬ﻭ ﺩﺭ ﺧﺒﺮ ﺍﺳﺖ ﻛﻪ‪» :‬ﻫﺮﻛﻪ ﺍﺯ ﺩﺭ ﺧﺎﻧﮥ ﺧﻮﯾﺶ ﺑﯿﺮﻭﻥ ﺁﯾﺪ‬
‫ﺩﺭ ﻃﻠﺐ ﻋﻠﻢ‪ ،‬ﻭی ﺩﺭ ﺭﺍﻩ ﺧﺪﺍی ﺍﺳﺖ ﺗﺎ ﺑﺎﺯ ﺁﯾﺪ‪ «.‬ﻭ ﺩﺭ ﺧﺒﺮ ﺍﺳﺖ ﻛﻪ‪» :‬ﻓﺮﯾﺸﺘﮕﺎﻥ ﭘﺮﻫﺎی‬
‫ﺧﻮﯾﺶ ﮔﺴﺘﺮﺩﻩ ﺩﺍﺭﻧﺪ ﺑﺮﺍی ﻃﺎﻟﺐ ﻋﻠﻢ‪ «.‬ﻭ ﻛﺲ ﺑﻮﺩﻩ ﺍﺳﺖ ﺍﺯ َﺳﻠَﻒ‪-‬ﻛﻪ ﺑﺮﺍی ﯾﮏ ﺣﺪﯾﺚ‪،‬‬
‫ﺳﻔﺮ ﺩﺭﺍﺯ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﻭ ﺷﻌﺒﯽ ﮔﻮﯾﺪ ﻛﻪ‪» :‬ﺍﮔﺮ ﻛﺴﯽ ﺍﺯ ﺷﺎﻡ ﺑﻪ ﯾﻤﻦ ﺳﻔﺮ ﻛﻨﺪ ﺗﺎ ﻛﻠﻤﻪﺍی‬
‫ﺑﺸﻨﻮﺩ ﻛﻪ ﻭی ﺭﺍ ﺩﺭ ﺭﺍﻩ ﺩﯾﻦ ﺍﺯ ﺁﻥ ﻓﺎﯾﺪﻩﺍی ﺑﺎﺷﺪ‪ ،‬ﺳﻔﺮ ﻭی ﺿﺎﯾﻊ ﻧﺒﺎﺷﺪ« ﻟﯿﻜﻦ ﺑﺎﯾﺪ‬
‫ﻛﻪ ﺳﻔﺮ ﺑﺮﺍی ﻋﻠﻤﯽ ﻛﻨﺪ ﻛﻪ ﺯﺍﺩ ﺁﺧﺮﺕ ﺭﺍ ﺷﺎﯾﺪ‪ ،‬ﻭ ﻫﺮ ﻋﻠﻤﯽ ﻛﻪ ﻭی ﺭﺍ ﺍﺯ ﺩﻧﯿﺎ ﺑﻪ ﺁﺧﺮﺕ‬
‫ﻧﺨﻮﺍﻧﺪ‪ ،‬ﻭ ﺍﺯ ﺣﺮﺹ ﺑﻪ ﻗﻨﺎﻋﺖ ﻧﺨﻮﺍﻧﺪ‪ ،‬ﻭ ﺍﺯ ﺭﯾﺎ ﺑﻪ ﺍﺧﻼﺹ ﻧﺨﻮﺍﻧﺪ‪ ،‬ﻭ ﺍﺯ ﭘﺮﺳﺘﯿﺪﻥ ﺧﻠﻖ‬
‫ﺑﻪ ﭘﺮﺳﺘﯿﺪﻥ ﺣﻖ ﻧﺨﻮﺍﻧﺪ‪ ،‬ﺁﻥ ﻋﻠﻢ‪ ،‬ﺳﺒﺐ ﻧﻘﺼﺎﻥ ﻭی ُﺑﻮَﺩ‪.‬‬
‫ﻭﺟﻪ ﺩﻭﻡ‪ :‬ﺁﻧﻜﻪ ﺳﻔﺮ ﻛﻨﺪ ﺗﺎ ﺧﻮﯾﺸﱳ ﻭ ﺍﺧﻼﻕ ﺧﻮﯾﺸﱳ ﺭﺍ ﺑﺸﻨﺎﺳﺪ‪ ،‬ﺗﺎ ﺑﻪ ﻋﻼﺝ ﺻﻔﺎﺗﯽ‬
‫ﻛﻪ ﺩﺭ ﻭی ﻣﺬﻣﻮﻡ ﺍﺳﺖ‪ ،‬ﻣﺸﻐﻮﻝ ﺷﻮﺩ‪ .‬ﻭ ﺍﯾﻦ ﻧﯿﺰ ﻣﻬﻢ ﺍﺳﺖ ﻛﻪ ﻣﺮﺩﻡ‪ ٢‬ﺗﺎ ﺩﺭ ﺧﺎﻧﮥ ﺧﻮﯾﺶ‬
‫ُﺑﻮَﺩ ﻭ ﻛﺎﺭ ﺑﻪ ﻣﺮﺍﺩ ﻭی ﻣﯽﺭﻭﺩ‪ ،‬ﺑﻪ ﺧﻮﯾﺸﱳ ﮔﻤﺎﻥ ﻧﯿﻜﻮ َﺑﺮَﺩ ﻭ ﭘﻨﺪﺍﺭﺩ ﻛﻪ ﻧﯿﻜﻮ ﺍﺧﻼﻕ ﺍﺳﺖ‪،‬‬
‫‪ - ٢‬ﻣﺮﺩﻡ‪ :‬ﺍﻧﺴﺎﻥ‪ ،‬ﺁﺩﻣﯽ )ﻣﻔﺮﺩ(‪.‬‬
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‫ﻭ ﺩﺭ ﺳﻔﺮ ﭘﺮﺩﻩ ﺍﺯ ﺍﺧﻼﻕ ﺑﺎﻃﻦ ﺑﺮﺧﯿﺰﺩ ﻭ ﺍﺣﻮﺍﻟﯽ ﭘﯿﺶ ﺁﯾﺪ ﻛﻪ ﺿﻌﻒ ﻭ ﺑﺪﺧﻮﯾﯽ ﻭ ﻋﺎﺟﺰی‬
‫ﺧﻮﯾﺶ ﺑﺸﻨﺎﺳﺪ‪ ،‬ﻭ ﭼﻮﻥ ﻋﻠّﺖ ﺑﺎﺯ ﺩﺍﺭﻧﺪ‪ ،‬ﺑﻪ ﻋﻼﺝ ﻣﺸﻐﻮﻝ ﺗﻮﺍﻧﺪ ﺷﺪ‪ .‬ﻭ ﻫﺮ ﻛﻪ ﺳﻔﺮ ﻧﻜﺮﺩﻩ‬
‫ﺑﺎﺷﺪ‪ ،‬ﺩﺭ ﻛﺎﺭﻫﺎ ﻣﺮﺩﺍﻧﻪ ﻧﺒﺎﺷﺪ‪ .‬ﺑِﺸﺮ ﺣﺎﻓﯽ )ﺭﻩ( ﮔﻔﺘﯽ‪» :‬ﺍی ُﻗﺮّﺍﯾﺎﻥ‪ ،‬ﺳﻔﺮ ﻛﻨﯿﺪ ﺗﺎ ﭘﺎک‬
‫ﺷﻮﯾﺪ‪ ،‬ﻛﻪ ﻫﺮ ﺁﺏ ﻛﻪ ﺑﺮﺟﺎی ﲟﺎﻧﺪ ﺑﮕﻨﺪﺩ‪«.‬‬
‫ﺻﻨﻊ ﺧﺪﺍی ‪-‬ﺗﻌﺎﻟﯽ‪ -‬ﺩﺭ ﺑ ّﺮ ﻭ ﺑﺤﺮ ﻭ ﻛﻮﻩ ﻭ ﺑﯿﺎﺑﺎﻥ‬

‫ﻭﺟﻪ ﺳﻮﻡ‪ :‬ﺁﻧﻜﻪ ﺳﻔﺮ ﻛﻨﺪ ﺗﺎ ﻋﺠﺎﺋﺐ ُ‬
‫ﻭ ﺍﻗﺎﻟﯿﻢ ﻣﺨﺘﻠﻒ ﺑﺒﯿﻨﺪ‪ ،‬ﻭ ﺍﻧﻮﺍﻉ ﺁﻓﺮﯾﺪﻩﻫﺎی ﻣﺨﺘﻠﻒ ‪-‬ﺍﺯ ﺣﯿﻮﺍﻥ ﻭ ﻧﺒﺎﺕ ﻭ ﻏﯿﺮ ﺁﻥ‪ -‬ﺩﺭ‬
‫ﻧﻮﺍﺣﯽ ﻋﺎﻟﻢ ﺑﺸﻨﺎﺳﺪ‪ ،‬ﻭ ﺑﺒﯿﻨﺪ ﻛﻪ ﻫﻤﻪ‪ ،‬ﺁﻓﺮﯾﺪﮔﺎﺭ ﺧﻮﯾﺶ ﺭﺍ ﺗﺴﺒﯿﺢ ﻣﯽﻛﻨﻨﺪ ﻭ ﺑﻪ ﯾﮕﺎﻧﮕﯽ‬
‫ﮔﻮﺍﻫﯽ ﻣﯽﺩﻫﻨﺪ ‪ .‬ﻭ ﺁﻥﻛﺲ ﺭﺍ ﻛﻪ ﺍﯾﻦ ﭼﺸﻢ ﮔﺸﺎﺩﻩ ﺷﺪ ﻛﻪ ﺳﺨﻦ ﺟﻤﺎﺩﺍﺕ ‪-‬ﻛﻪ ﺑﯽﺣﺮﻑ‬
‫ﻭ ﺻﻮﺕ ﺍﺳﺖ‪ -‬ﺑﺘﻮﺍﻧﺪ ﺷﻨﯿﺪ ﻭ ﺧﻄّ ﯽ ﺍﻟﻬﯽ ﻛﻪ ﺑﺮ ﭼﻬﺮۂ ﻫﻤﮥ ﻣﻮﺟﻮﺩﺍﺕ ﻧﺒﺸﺘﻪ ﺍﺳﺖ ‪-‬ﻛﻪ‬
‫ﻧﻪ ﺣﺮﻑ ﺍﺳﺖ ﻭ ﻧﻪ ﺭﻗﻮﻡ‪ -‬ﺑﺮﺗﻮﺍﻧﺪ ﺧﻮﺍﻧﺪ ﻭ ﺍﺳﺮﺍﺭ ﳑﻠﻜﺖ‪ ،‬ﺍﺯ ﺁﻥ ﺑﺘﻮﺍﻧﺪ ﺷﻨﺎﺧﺖ‪ ،‬ﺧﻮﺩ‬
‫ﻭی ﺭﺍ ﺑﺪﺍﻥ ﺣﺎﺟﺖ ﻧﺒﺎﺷﺪ ﻛﻪ ﮔﺮﺩ ﺯﻣﯿﻦ ﻃﻮﺍﻑ ﻛﻨﺪ‪ ،‬ﺑﻠﻜﻪ ﺩﺭ ﻣﻠﻜﻮﺕ ﺁﺳﻤﺎﻥ ﻧﮕﺮﺩ ﻛﻪ ﻫﺮ‬
‫ﺷﺒﺎﻧﻪﺭﻭﺯی‪ ،‬ﮔﺮﺩ ﻭی ﻃﻮﺍﻑ ﻣﯽﻛﻨﻨﺪ ﻭ ﻋﺠﺎﯾﺐ ﺍﺳﺮﺍﺭ ﺧﻮﺩ ﺑﺎ ﻭی ﻣﯽﮔﻮﯾﻨﺪ ‪...‬‬
‫ﻓﺮﯾﻀﻪ‬
‫ﺿﺎﯾﻊ‬
‫ﺣﺮﺹ‬
‫ﻗﻨﺎﻋﺖ‬
‫ﺭﯾﺎ‬
‫ﻧﻘﺼﺎﻥ‬
‫ﻋﻼﺝ‬
‫ﻣﺬﻣﻮﻡ‬
‫ُﻗﺮّﺍﯾﺎﻥ‬
‫ﻋﺠﺎﺋﺐ‬
‫ﺻﻨﻊ‬
‫ُ‬
‫ﺑ ّﺮ ﻭ ﺑﺤﺮ‬
‫‪9780415691352_C12.indd 135‬‬ ‫‪5/23/12 2:41 PM‬‬


‫ﺩﺭ ﺧﺒﺮ ﺍﺳﺖ ﻛﻪ‬
‫ﻛﻪ ﺯﺍﺩ ﺁﺧﺮﺕ ﺭﺍ ﺷﺎﯾﺪ‬
‫ﺻﻔﺎﺗﯽ ﻛﻪ ﺩﺭ ﻭی ﻣﺬﻣﻮﻡ ﺍﺳﺖ‬
‫ﻛﺎﺭ ﺑﻪ ﻣﺮﺍﺩ ﻭی ﻣﯽﺭﻭﺩ‬
‫ﺑﻪ ﺧﻮﯾﺸﱳ ﮔﻤﺎﻥ ﻧﯿﻜﻮ َﺑﺮَﺩ‬
‫ﭼﻮﻥ ﻋﻠّﺖ ﺑﺎﺯ ﺩﺍﺭﻧﺪ‬
‫ﻋﻤﺮ ﺧﯿﺎﻡ‬
‫ﻋﻤﺮ ﺧﯿﺎﻡ ﻓﯿﻠﺴﻮﻑ‪ ،‬ﻣﻨﺠّ ﻢ‪ ،‬ﻃﺒﯿﺐ ﻭ ﺷﺎﻋﺮ ﻧﺎﻣﯽ ﺍﯾﺮﺍﻥ ﺍﺳﺖ‪ .‬ﺧﯿﺎﻡ ﺷﺎﻋﺮ ﻣﻌﺎﺻﺮ‬
‫ﻣﻠﻜﺸﺎﻩ ﺳﻠﺠﻮﻗﯽ ﺑﻮﺩﻩ ﻭ ﺭﺑﺎﻋﯿﺎﺕ ﺍﻭ ﺩﺭ ﺳﺮﺍﺳﺮ ﺩﻧﯿﺎ ﻣﻌﺮﻭﻑ ﺍﺳﺖ‪ .‬ﻣﻘﺒﺮۂ ﺧﯿﺎﻡ ﺩﺭ‬
‫ﺷﻬﺮ ﻧﯿﺸﺎﺑﻮﺭ ﺩﺭ ﺍﺳﺘﺎﻥ ﺧﺮﺍﺳﺎﻥ ﻭﺍﻗﻊ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺭﺑﺎﻋﯽ‪ :‬ﺷﻌﺮی ﻣﺮﻛﺐ ﺍﺯ ﭼﻬﺎﺭ ﻣﺼﺮﺍﻉ ﻛﻪ ﻣﺼﺮﺍﻉ ﺍﻭﻝ‪ ،‬ﺩﻭﻡ ﻭ ﭼﻬﺎﺭﻡ‬
‫)ﻭ ﮔﺎﻩ ﻫﻢ ﺳﻮﻡ( ﺁﻥ ﻫﻢ ﻗﺎﻓﯿﻪ ﻣﯽ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﺍﺯ ﺭﺑﺎﻋﯿﺎﺕ ﻋﻤﺮ ﺧﯿﺎﻡ‬

‫ﺁﻥ ﻗﺼﺮ ﻛﻪ ﺟﻤﺸﯿﺪ ﺩﺭ ﺍﻭ ﺟﺎﻡ ﮔﺮﻓﺖ‬
‫ﺁﻫﻮ ﺑﭽﻪ ﻛﺮﺩ ﻭ ﺭﻭﺑﻪ ﺁﺭﺍﻡ ﮔﺮﻓﺖ‬
‫ﺑﻬﺮﺍﻡ ﻛﻪ ﮔﻮﺭ ﻣﯽ ﮔﺮﻓﺘﯽ ﻫﻤﻪ ﻋﻤﺮ‬
‫ﺩﯾﺪی ﻛﻪ ﭼﮕﻮﻧﻪ ﮔﻮﺭ ﺑﻬﺮﺍﻡ ﮔﺮﻓﺖ‬
‫ﻫﺮ ﺳﺒﺰﻩ ﻛﻪ ﺑﺮ ﻛﻨﺎﺭ ﺟﻮﯾﯽ ﺭﺳﺘﻪ ﺍﺳﺖ‬
‫ﮔﻮﯾﯽ ﺯ ﻟﺐ ﻓﺮﺷﺘﻪ ﺧﻮﯾﯽ ﺭﺳﺘﻪ ﺍﺳﺖ‬
‫ﭘﺎ ﺑﺮ ﺳﺮ ﺳﺒﺰﻩ ﺗﺎ ﺑﻪ ﺧﻮﺍﺭی ﻧﻨﻬﯽ‬
‫ﻛﺎﻥ ﺳﺒﺰﻩ ﺯ ﺧﺎک ﻻﻟﻪ ﺭﻭﯾﯽ ﺭﺳﺘﻪ ﺍﺳﺖ‬
‫ﺍﯾﻦ ﻗﺎﻓﻠﮥ ﻋﻤﺮ ﻋﺠﺐ ﻣﯽ ﮔﺬﺭﺩ‬
‫ﺩﺭﯾﺎﺏ ﺩﻣﯽ ﻛﻪ ﺑﺎ ﻃﺮﺏ ﻣﯽ ﮔﺬﺭﺩ‬
‫ﺳﺎﻗﯽ ﻏﻢ ﻓﺮﺩﺍی ﺣﺮﯾﻔﺎﻥ ﭼﻪ ﺧﻮﺭی‬
‫ﭘﯿﺶ ﺁﺭ ﭘﯿﺎﻟﻪ ﺭﺍ ﻛﻪ ﺷﺐ ﻣﯽ ﮔﺬﺭﺩ‬
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‫ﺟﺎﻡ ﮔﺮﻓﱳ = ﺷﺮﺍﺏ ﺧﻮﺭﺩﻥ‬ ‫ﻧﺎﻣﯽ = ﻣﺸﻬﻮﺭ‬ ‫ﻃﺒﯿﺐ = ﭘﺰﺷﮏ‬

‫ﮔﻮﺭ= ﻗﺒﺮ‬ ‫ﮔﻮﺭ= ﮔﻮﺭﺧﺮ‬ ‫ﺁﺭﺍﻡ ﮔﺮﻓﱳ = ﺍﺳﺘﺮﺍﺣﺖ ﻛﺮﺩﻥ‬
‫ﭘﯿﺎﻟﻪ = ﺟﺎﻡ‬ ‫ﻓﺮﺷﺘﻪ ﺧﻮ = ﭘﺮی ﻭﺵ‬ ‫ﺳﺒﺰﻩ = ﻋﻠﻒ‬
‫ﺁﺭ = ﺑﯿﺎﻭﺭ‬ ‫ﻏﻢ ﺧﻮﺭﻥ = ﻏﺼﻪ ﺧﻮﺭﺩﻥ‬
‫‪philosopher‬‬ ‫ﻓﯿﻠﺴﻮﻑ )ﻓﻼﺳﻔﻪ(‬

‫‪astrologer‬‬ ‫ﻣﻨﺠّ ﻢ‬
‫‪contemporary‬‬ ‫ﻣﻌﺎﺻﺮ‬
‫‪quatrain‬‬ ‫ﺭﺑﺎﻋﯽ )ﺭﺑﺎﻋﯿﺎﺕ(‬
‫‪consisting of; made up of‬‬ ‫ﻣﺮﻛﺐ ﺍﺯ‬
‫‪fox‬‬ ‫ﺭﻭﺑﻪ = ﺭﻭﺑﺎﻩ‬
‫‪to grow; to sprout‬‬ ‫ﺭﺳﱳ )ﺭﻭ(‬
‫‪contempt; abjectness‬‬ ‫ﺧﻮﺍﺭی‬
‫‪tulip-cheeked‬‬ ‫ﻻﻟﻪ ﺭﻭ‬
‫)‪caravan (e.g. of the desert‬‬ ‫ﻗﺎﻓﻠﻪ‬
‫‪moment‬‬ ‫ﺩﻡ‬
‫‪ecstatic joy‬‬ ‫ﻃﺮﺏ‬
‫‪wine-server‬‬ ‫ﺳﺎﻗﯽ‬
‫‪adversary; rival; match‬‬ ‫ﺣﺮﯾﻒ‬
‫ﲢﻘﯿﻖ ﻛﻨﯿﺪ‬
‫‪ -١‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺩﺍﺋﺮﺓ ﺍﳌﻌﺎﺭﻑ ﯾﺎ ﺩﺍﻧﺸﻨﺎﻣﻪ ﺩﺭ ﻣﻮﺭﺩ ﺯﻧﺪﮔﯽ ﻭ ﺁﺛﺎﺭ ﻋﻤﺮ ﺧﯿﺎﻡ‬
‫ﲢﻘﯿﻖ ﻛﻨﯿﺪ‪ .‬ﺧﯿﺎﻡ ﺩﺭ ﻛﺠﺎ ﻭ ﺩﺭ ﭼﻪ ﻗﺮﻧﯽ ﻣﺘﻮﻟﺪ ﺷﺪ؟ ﺑﻪ ﻏﯿﺮ ﺍﺯ ﺭﺑﺎﻋﯿﺎﺕ ﻣﻬﻤﺘﺮﯾﻦ‬
‫ﺁﺛﺎﺭ ﻭی ﭼﯿﺴﺖ؟‬
‫‪ -٢‬ﺟﻤﺸﯿﺪ ﻭ ﺑﻬﺮﺍﻡ ﮔﻮﺭ ﭼﻪ ﻛﺴﺎﻧﯽ ﺑﻮﺩﻩ ﺍﻧﺪ؟ ﺁﯾﺎ ﺍﯾﻦ ﺍﺷﺨﺎﺹ ﺗﺎﺭﯾﺨﯽ ﻫﺴﺘﻨﺪ ﯾﺎ‬
‫ﺍﻓﺴﺎﻧﻪ ﺍی؟‬
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‫ﻛﻮﺯﻩ ﮔﺮ‬
‫ﯾﮏ ﺍﺳﺘﺎﺩ ﻛﻮﺯﻩ ﮔﺮ ﺩﺭ ﻛﺎﺭﮔﺎﻩ‬

‫ﻛﻮﺯﻩ ﮔﺮی ﯾﺎ ﺑﻪ ﻃﻮﺭﻋﺎﻡ ﺗﺮ ﺳﻔﺎﻝ ﮔﺮی ﺩﺭ ﺍﯾﺮﺍﻥ ﺳﺎﺑﻘﻪ ﺍی ﺑﺲ ﻃﻮﻻﻧﯽ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺑﯿﺸﺘﺮ‬
‫ﻣﻮﺯﻩ ﻫﺎی ﺟﻬﺎﻥ ﻣﯽ ﺗﻮﺍﻥ ﻇﺮﻭﻑ ﺳﻔﺎﻟﯽ ﻣﺘﻌﻠﻖ ﺑﻪ ﺍﯾﺮﺍﻥ ﻗﺪﯾﻢ ﺭﺍ ﯾﺎﻓﺖ‪ .‬ﻛﻮﺯﻩ ﺩﺭ ﺍﺷﻌﺎﺭ‬
‫ﻓﺎﺭﺳﯽ ﻧﯿﺰ ﺑﻪ ﻛﺎﺭ ﺭﻓﺘﻪ ﺍﺳﺖ‪ .‬ﻋﻤﺮ ﺧﯿﺎﻡ ﻣﯽ ﮔﻮﯾﺪ‪:‬‬
‫ﺩﺭ ﻛﺎﺭﮔﻪ ﻛﻮﺯﻩ ﮔﺮی ﺑﻮﺩﻡ ﺩﻭﺵ‬

‫ﺩﯾﺪﻡ ﺩﻭ ﻫﺰﺍﺭ ﻛﻮﺯﻩ ﮔﻮﯾﺎ ﻭ ﺧﻤﻮﺵ‬
‫ﻧﺎﮔﺎﻩ ﯾﻜﯽ ﻛﻮﺯﻩ ﺑﺮﺁﻭﺭﺩ ﺧﺮﻭﺵ‬
‫ﻛﻮ ﻛﻮﺯﻩ ﮔﺮ ﻭ ﻛﻮﺯﻩ ﺧﺮ ﻭ ﻛﻮﺯﻩ ﻓﺮﻭﺵ‬
‫ﺍﺳﺎﺗﯿﺪ ﻓﻦ‪ ،‬ﺍﻏﻠﺐ ﯾﮏ ﯾﺎ ﺩﻭ ﻫﻨﺮﺟﻮ ﺭﺍ ﺑﻪ ﺷﺎﮔﺮﺩی ﻣﯽ ﭘﺬﯾﺮﻧﺪ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﺳﺎﻟﻬﺎ ﺁﻣﻮﺯﺵ‬

‫ﻣﯽ ﺩﻫﻨﺪ‪ .‬ﺍﯾﻦ ﮔﻮﻧﻪ ﺁﻣﻮﺯﺵ‪ ،‬ﺭﻭﺵ ﺳﻨﺘﯽ ﺁﻣﻮﺯﺵ ﺩﺭ ﺷﺮﻕ ﻭ ﺍﺯ ﺟﻤﻠﻪ ﺍﯾﺮﺍﻥ ﺍﺳﺖ‪.‬‬
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‫ﺩﺭ ﮔﺮﻭﻩ ﻫﺎی ﺩﻭ ﯾﺎ ﺳﻪ ﻧﻔﺮﻩ ﺑﺮﺍی ﻣﺪﺕ ﺩﻩ ﺩﻗﯿﻘﻪ ﺩﺭﺑﺎﺭﻩ ﺳﺆﺍﻝ ﻫﺎی ﺯﯾﺮ ﺑﺎ ﻫﻢ ﺑﺤﺚ‬
‫ﻛﻨﯿﺪ ﻭ ﺳﭙﺲ ﻧﺘﺎﯾﺞ ﺑﺤﺜﺘﺎﻥ ﺭﺍ ﺧﻼﺻﻪ ﻛﻨﯿﺪ ﻭ ﺑﺮﺍی ﻫﻤﻜﻼﺳﯽ ﻫﺎﯾﺘﺎﻥ ﺑﺎﺯﮔﻮ ﻛﻨﯿﺪ‪:‬‬
‫‪ -١‬ﺍﺷﯿﺎﺀ ﻣﺘﻌﻠﻖ ﺑﻪ ﺍﯾﺮﺍﻧﺰﻣﯿﻦ ﻛﻪ ﺩﺭ ﻣﻮﺯﻩ ﻫﺎی ﺳﺮﺍﺳﺮ ﺩﻧﯿﺎ ﯾﺎﻓﺖ ﻣﯽ ﺷﻮﻧﺪ ﺑﯿﺸﺘﺮ ﻣﺮﺑﻮﻁ‬
‫ﺑﻪ ﭼﻪ ﺩﻭﺭﻩ ﻫﺎی ﺗﺎﺭﯾﺨﯽ ﺩﺭ ﺍﯾﺮﺍﻥ ﻫﺴﺘﻨﺪ؟‬
‫‪ -٢‬ﺭﻭﺵ ﻫﺎی ﺳﻨﺘﯽ ﺁﻣﻮﺯﺵ ﺭﺍ ﺑﺎ ﺭﻭﺵ ﻫﺎی ﻧﻮﯾﻦ ﺁﻣﻮﺯﺵ ﻣﻘﺎﯾﺴﻪ ﻛﻨﯿﺪ‪ .‬ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ‬
‫ﻛﺪﺍﻡ ﺭﻭﺵ ﺑﻬﺘﺮﯾﻦ ﺭﻭﺵ ﺍﺳﺖ؟ ﭼﺮﺍ؟‬
‫‪9780415691352_C12.indd 139‬‬ ‫‪5/23/12 2:41 PM‬‬

‫ﺩﺭﺱ ﺳﯿﺰﺩﻫﻢ‬
‫‪Lesson‬‬
‫‪Thirteen‬‬
‫ﺳﺎﻝ ﻧﻮ ﺩﺭ ﺍﯾﺮﺍﻥ ﭼﻪ‬
‫ﺭﻭﺯی ﺍﺳﺖ؟‬
‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﺳﻔﺮۂ ﻧﻮﺭﻭﺯی‬
‫ﺩﺳﺘﻮﺭ‪ :‬ﻭﺟﻪ ﺍﻟﺘﺰﺍﻣﯽ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﻓﺮﻫﻨﮓ‬
‫ﺍﺯﻣﯿﺎﻥ ﻣﺘﻮﻥ ﻛﻼﺳﯿﮏ ﻧﺜﺮ ﻓﺎﺭﺳﯽ‪ :‬ﻣﺮﺯﺑﺎﻧﻨﺎﻣﻪ‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﺣﺎﻓﻆ‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﺁﺭﺍﻣﮕﺎﻩ ﺣﺎﻓﻆ‬

‫‪ -١‬ﺟﺸﻦ ﺳﺎﻝ ﻧﻮ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ ﭼﻪ ﺭﻭﺯی ﺍﺳﺖ؟‬
‫‪ -٢‬ﺳﺎﻝ ﻧﻮ ﺩﺭ ﺍﯾﺮﺍﻥ ﭼﻪ ﺭﻭﺯی ﺍﺳﺖ؟‬
‫‪ -٣‬ﺁﯾﯿﻦ ﻫﺎی ﺳﺎﻝ ﻧﻮ ﺩﺭ ﺍﯾﺮﺍﻥ ﭼﯿﺴﺖ؟‬
‫ﺳﻔﺮۂ ﻧﻮﺭﻭﺯی‬
‫ﮔﺴﺘﺮﺩﻥ ﺳﻔﺮۂ ﻧﻮﺭﻭﺯی ﺩﺭ ﻫﻨﮕﺎﻡ ﲢﻮﯾﻞ ﺳﺎﻝ ﻭ ﮔﺰﯾﺪﻥ ﻫﻔﺖ ﭼﯿﺰ ﮔﻮﻧﺎﮔﻮﻥ ﻭ ﭼﯿﺪﻥ ﺁﻧﻬﺎ‬
‫ﺭﻭی ﺳﻔﺮﻩ‪ ،‬ﺍﺯ ﺭﺳﻢ ﻫﺎی ﻭﯾﮋﻩ ﻭ ﻋﻤﻮﻣﯽ ﺩﺭ ﻧﻮﺭﻭﺯ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺍﻣﺮﻭﺯﻩ‪ ،‬ﻫﻔﺖ ﭼﯿﺰی ﻛﻪ ﺭﻭی ﺳﻔﺮۂ ﻧﻮﺭﻭﺯی ﻣﯽ ﭼﯿﻨﻨﺪ ﺑﻨﺎ ﺑﻪ ﻣﻘﺘﻀﯿﺎﺕ ﺍﺟﺘﻤﺎﻋﯽ‪ ،‬ﻓﺮﻫﻨﮕﯽ‬
‫ﻭ ﺍﻗﻠﯿﻤﯽ ﺩﺭ ﻧﻮﺍﺣﯽ ﻣﺨﺘﻠﻒ ﺍﯾﺮﺍﻥ ﻓﺮﻕ ﻣﯽ ﻛﻨﺪ‪ .‬ﻧﺨﺴﺘﯿﻦ ﺣﺮﻑ ﻧﺎﻡ ﻫﺮ ﯾﮏ ﺍﺯ ﺍﯾﻦ ﻫﻔﺖ‬
‫ﭼﯿﺰ » ﺳﯿﻦ « ﺍﺳﺖ‪ ،‬ﻣﺎﻧﻨﺪ ﺳﯿﺐ‪ ،‬ﺳﻨﺠﺪ‪ ،‬ﺳﻤﻨﻮ‪ ،‬ﺳﺮﻛﻪ‪ ،‬ﺳﻤﺎﻕ‪ ،‬ﺳﻨﺒﻞ ﻭ ﺳﯿﺮ‪ .‬ﺩﺭ ﺑﺮﺧﯽ‬
‫ﺍﺯ ﺭﻭﺳﺘﺎﻫﺎی ﻓﺎﺭﺱ ﻭ ﺧﺮﺍﺳﺎﻥ » ﺳﻔﺮۂ ﻫﻔﺖ ﻣﯿﻢ « ﻭ » ﺳﻔﺮۂ ﻫﻔﺖ ﺷﯿﻦ «‪ ،‬ﺍﺯ ﻫﻔﺖ‬
‫ﮔﯿﺎﻩ ﻭ ﻣﯿﻮﻩ ﻣﯽ ﮔﺴﺘﺮﻧﺪ‪.‬‬
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‫ﺳﺎﻝ ﻧﻮ ﺩﺭ ﺍﯾﺮﺍﻥ ﭼﻪ ﺭﻭﺯی ﺍﺳﺖ؟‬ ‫■‬ ‫ﺩﺭﺱ ﺳﯿﺰﺩﻫﻢ‬ ‫‪141‬‬
‫ﻇﺎﻫﺮ ًﺍ ﺭﺳﻢ ﮔﺴﺘﺮﺩﻥ ﺳﻔﺮﻩ ﺩﺭ ﻧﻮﺭﻭﺯ ﻭ ﭼﯿﺪﻥ ﻫﻔﺖ ﺳﯿﻦ ﺑﺮ ﺭﻭی ﺁﻥ ﺑﺎﺯﻣﺎﻧﺪۂ ﺭﺳﻤﯽ‬
‫ﻛﻬﻦ ﺍﺳﺖ‪ .‬ﺭﻭی ﺳﻔﺮۂ ﻧﻮﺭﻭﺯی ﺍﻓﺰﻭﻥ ﺑﺮﻫﻔﺖ ﺧﻮﺭﺍﻛﯽ‪ ،‬ﺁﯾﯿﻨﻪ‪ ،‬ﻻﻟﻪ‪ ،‬ﺷﻤﻊ‪ ،‬ﻛﺘﺎﺏ ﺁﺳﻤﺎﻧﯽ‪،‬‬
‫ﺗﻨﮕﯽ ﭘﺮ ﺍﺯ ﺁﺏ ﺑﺎ ﻣﺎﻫﯽ ﻫﺎی ﻗﺮﻣﺰ‪ ،‬ﭼﻨﺪ ﺗﺨﻢ ﻣﺮﻍ ﭘﺨﺘﮥ ﺭﻧﮓ ﺷﺪﻩ‪ ،‬ﻧﺎﻥ ﺳﻨﮕﮏ ﯾﺎ ﺗﺎﻓﺘﻮﻥ‪،‬‬
‫ﺍﺳﻔﻨﺪ‪ ،‬ﭼﻨﺪ ﺳﻜﻪ ﻭ ﻣﻘﺪﺍﺭی ﺷﯿﺮﯾﻨﯽ ﻫﻢ ﻣﯽ ﮔﺬﺍﺭﻧﺪ‪ .‬ﻫﺮ ﯾﮏ ﺍﺯ ﺍﯾﻦ ﭼﯿﺰﻫﺎ ﻭ‬
‫ﺧﻮﺭﺍﻛﯽ ﻫﺎ ﺩﺭ ﻓﺮﻫﻨﮓ ﺍﯾﺮﺍﻧﯽ ﻣﻌﻨﺎ ﻭ ﻣﻔﻬﻮﻡ ﳕﺎﺩی ﺩﺍﺭﺩ‪.‬‬
‫‪to select‬‬ ‫ﮔﺰﯾﺪﻥ‬

‫‪circumstances‬‬ ‫ﻣﻘﺘﻀﯿﺎﺕ‬
‫‪district; area‬‬ ‫ﻧﺎﺣﯿﻪ )ﻧﻮﺍﺣﯽ(‬
‫‪first‬‬ ‫ﻧﺨﺴﺘﯿﻦ‬
‫‪fruit of the oleaster tree‬‬ ‫ﺳﻨﺠﺪ‬
‫‪a paste made from wheat‬‬ ‫ﺳﻤﻨﻮ‬
‫‪vinegar‬‬ ‫ﺳﺮﻛﻪ‬
‫‪sumac‬‬ ‫ﺳﻤﺎﻕ‬
‫‪hyacinth‬‬ ‫ﺳﻨﺒﻞ‬
‫‪garlic‬‬ ‫ﺳﯿﺮ‬
‫‪apparently‬‬ ‫ﻇﺎﻫﺮ ًﺍ‬
‫‪remnant‬‬ ‫ﺑﺎﺯﻣﺎﻧﺪﻩ‬
‫‪in addition to‬‬ ‫ﺍﻓﺰﻭﻥ ﺑﺮ‬
‫‪mirror‬‬ ‫ﺁﯾﯿﻨﻪ‬
‫‪tulip‬‬ ‫ﻻﻟﻪ‬
‫‪candle‬‬ ‫ﺷﻤﻊ‬
‫‪goldfish bowl‬‬ ‫ﺗﻨﮓ‬
‫‪goldfish‬‬ ‫ﻣﺎﻫﯽ ﻗﺮﻣﺰ‬
‫‪egg‬‬ ‫ﺗﺨﻢ ﻣﺮﻍ‬
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‫‪142‬‬ ‫‪Lesson 13‬‬ ‫■‬ ‫?‪What day of the year is New Year’s Day in Iran‬‬
‫‪two types of Iranian bread‬‬ ‫ﻧﺎﻥ ﺳﻨﮕﮏ ﻭ ﻧﺎﻥ ﺗﺎﻓﺘﻮﻥ‬

‫‪wild rue‬‬ ‫ﺍﺳﻔﻨﺪ )ﺳﭙﻨﺪ(‬
‫‪sweets‬‬ ‫ﺷﯿﺮﯾﻨﯽ‬
‫‪ -١‬ﯾﻜﯽ ﺍﺯ ﺭﺳﻢ ﻫﺎی ﺧﺎﺹ ﺩﺭ ﻧﻮﺭﻭﺯ ﭼﯿﺴﺖ؟‬
‫‪ -٢‬ﺳﻔﺮۂ ﻫﻔﺖ ﺳﯿﻦ ﺷﺎﻣﻞ ﭼﻪ ﭼﯿﺰﻫﺎﯾﯽ ﻣﯽ ﺷﻮﺩ؟‬
‫‪ -٣‬ﺍﺭﺗﺒﺎﻁ ﺑﯿﻦ ﺁﻧﭽﻪ ﺭﻭی ﺳﻔﺮۂ ﻫﻔﺖ ﺳﯿﻦ ﭼﯿﺪﻩ ﻣﯽ ﺷﻮﺩ ﻭ ﺁﻣﺪﻥ ﺳﺎﻝ ﻧﻮ ﭼﯿﺴﺖ؟‬
‫‪ -١‬ﺑﻪ ﺗﺎﺯﮔﯽ ﻧﺴﺨﮥ ‪ ..........‬ﺭﻭﺍﯾﺎﺕ ﺷﺎﻫﻨﺎﻣﻪ ﻭﯾﮋۂ ﻛﻮﺩﻛﺎﻥ ﭼﺎپ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﻓﺮﻭﺩ ﺁﻣﺪﻩ‬ ‫ﺍﻟﻒ‪ -‬ﺁﺭﺍﺳﺘﻪ‬

‫ﺩ‪ -‬ﻛﻮﺗﺎﻩ ﺷﺪﻩ‬ ‫ﺏ‪ -‬ﺑﺎﺯﻣﺎﻧﺪﻩ‬
‫‪ -٢‬ﺩﺭ ﻃﻮﻝ ﺳﺎﻝ ﻣﺮﺩﻡ ﺑﺮ ﭘﺎﯾﮥ ‪ .........‬ﺁﺏ ﻭ ﻫﻮﺍﯾﯽ ﻭﺭﺯﺵ ﻫﺎی ﻣﺨﺘﻠﻔﯽ ﺍﳒﺎﻡ ﻣﯽ ﺩﻫﻨﺪ‪.‬‬
‫ﺝ‪ -‬ﻣﺨﻠﻔﺎﺕ‬ ‫ﺍﻟﻒ‪ -‬ﻣﻘﺘﻀﯿﺎﺕ‬

‫ﺩ‪ -‬ﺳﺒﺰﯾﺠﺎﺕ‬ ‫ﺏ‪ -‬ﺗﻮﺿﯿﺤﺎﺕ‬
‫‪ -٣‬ﺭﻭﺯ ﺗﻮﻟﺪﺕ ﻗﺒﻞ ﺍﺯ ﺍﯾﻨﻜﻪ ‪ ..........‬ﺭﺍ ﻓﻮﺕ ﻛﻨﯽ ﺑﺎﯾﺪ ﺁﺭﺯﻭ ﻛﻨﯽ‪.‬‬
‫ﺝ‪ -‬ﺷﻤﻊ ﻫﺎ‬ ‫ﺍﻟﻒ‪ -‬ﺟﺎﻡ ﻫﺎ‬

‫ﺩ‪ -‬ﺷﻤﺸﺎﺩﻫﺎ‬ ‫ﺏ‪ -‬ﺑﺮگ ﻫﺎ‬
‫‪ -۴‬ﺍﺯ ﺻﻔﺎﺕ ‪ .........‬ﭘﺮﻭﯾﺰ ﺧﺎﻛﯽ ﺑﻮﺩﻥ ﺍﻭﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﻛﻬﻨﻪ‬ ‫ﺍﻟﻒ‪ -‬ﮔﺴﺘﺮﺩﻩ‬

‫ﺩ‪ -‬ﲤﺜﯿﻠﯽ‬ ‫ﺏ‪ -‬ﺑﺮﺟﺴﺘﻪ‬
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‫‪ -١‬ﺧﻮﺍﺳﺘﮕﺎﺭ ﻭ ﺧﺎﻧﻮﺍﺩۂ ﺍﻭ ﺑﺮﺍی ﺩﺧﺘﺮ ﻣﻮﺭﺩ ﻧﻈﺮﺷﺎﻥ ﺩﺳﺘﻪ ﮔﻞ ﻣﯽ ﺑﺮﻧﺪ‪.‬‬
‫ﺍﯾﻦ ﺍﺯ ﺭﺳﻢ ﻫﺎی ﻭﯾﮋۂ ﺧﻮﺍﺳﺘﮕﺎﺭی ﺍﺳﺖ‪.‬‬
‫)ﺑﺮﺩﻥ ‪(...‬‬
‫‪ -٢‬ﺍﯾﺮﺍﻧﯿﺎﻥ ﺩﺭ ﺳﯿﺰﺩﻩ ﺭﻭﺯ ﺍﻭﻝ ﺳﺎﻝ ﻧﻮ ﺑﻪ ﺩﯾﺪﻥ ﺑﺰﺭﮔﺘﺮﻫﺎ ﻣﯽ ﺭﻭﻧﺪ‪.‬‬
‫ﺁﻧﻬﺎ ﯾﮏ ﺭﻭﺯ ﯾﺎ ﺑﯿﺸﺘﺮ ﺭﺍ ﺗﻌﯿﯿﻦ ﻣﯽ ﻛﻨﻨﺪ ﻭ ﺩﺭ ﺧﺎﻧﻪ ﻣﯽ ﻣﺎﻧﻨﺪ ﻭ ﭘﺬﯾﺮﺍی ﻣﻬﻤﺎﻥ‬
‫)‪ ...‬ﻫﻤﭽﻨﯿﻦ ‪(...‬‬
‫‪ -٣‬ﻧﻮﺭﻭﺯ ﻭ ﭼﻬﺎﺭﺷﻨﺒﻪ ﺳﻮﺭی ﺍﺯ ﺟﺸﻦ ﻫﺎی ﻣﻠﯽ ﺍﯾﺮﺍﻥ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﻋﯿﺪ ﻏﺪﯾﺮ ﻭ ﻗﺮﺑﺎﻥ ﻭ ﻓﻄﺮ ﻧﯿﺰ ﺍﺯ ﺟﺸﻦ ﻫﺎی ﺩﯾﻨﯽ ﺍﯾﺮﺍﻥ ﻫﺴﺘﻨﺪ‪.‬‬
‫)ﺍﻓﺰﻭﻥ ﺑﺮ ‪(...‬‬
‫‪ -۴‬ﺑﺎﺯی ﻫﺎی ﮔﺮﻭﻫﯽ ﺍﻫﻤﯿﺖ ﺑﺴﯿﺎﺭ ﺯﯾﺎﺩی ﺩﺍﺭﻧﺪ‪.‬‬
‫ﺑﺎﺯی ﻫﺎی ﮔﺮﻭﻫﯽ ﺑﺎﻋﺚ ﺭﺷﺪ ﻓﻜﺮی ﻭ ﺍﺟﺘﻤﺎﻋﯽ ﻛﻮﺩﻛﺎﻥ ﻣﯽ ﺷﻮﻧﺪ‪.‬‬
‫)‪ ...‬ﺩﺭ ﺭﺷﺪ ‪(...‬‬
‫‪ -۵‬ﺑﺎﯾﺪ ﺑﺎ ﺍﺣﺘﯿﺎﻁ ﺑﯿﺸﺘﺮی ﺭﺍﻧﻨﺪﮔﯽ ﻛﻨﯽ!‬
‫ﳑﻜﻦ ﺍﺳﺖ ﺗﺼﺎﺩﻑ ﻛﻨﯽ!‬
‫)ﺍﮔﺮ ‪(...‬‬
‫‪ -١‬ﻣﱳ ﺧﻮﺍﻥ ﻧﻮﺭﻭﺯی ﺭﺍ ﺑﺎ ﻭﺍژﮔﺎﻥ ﺧﻮﺩﺗﺎﻥ ﺑﺎﺯﻧﻮﯾﺴﯽ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ١٠٠‬ﻛﻠﻤﻪ(‪.‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﻛﺎﺩﺭ ﻣﺘﻨﯽ ﺑﻨﻮﯾﺴﯿﺪ ﻭ ﺁﺩﺍﺏ ﺳﺎﻝ ﻧﻮ ﺩﺭ ﻛﺸﻮﺭ ﺧﻮﺩﺗﺎﻥ‬
‫ﺭﺍ ﺑﺎ ﺁﺩﺍﺏ ﻧﻮﺭﻭﺯ ﺩﺭ ﺍﯾﺮﺍﻥ ﻣﻘﺎﯾﺴﻪ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ٧٠‬ﻛﻠﻤﻪ(‪ .‬ﺁﯾﺎ ﺳﺎﻝ ﻧﻮ ﺩﺭ ﺍﯾﺮﺍﻥ ﺟﺸﻨﯽ‬
‫ﻣﺬﻫﺒﯽ ﺍﺳﺖ؟ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ ﭼﻄﻮﺭ؟‬
‫ﻋﻤﻮﻣﯽ‬ ‫ﺭﺳﻢ‬ ‫ﻭﯾﮋﻩ‬ ‫ﮔﺰﯾﺪﻥ‬ ‫ﺍﻓﺰﻭﻥ ﺑﺮ‬ ‫ﻇﺎﻫﺮ ًﺍ‬ ‫ﻧﺨﺴﺘﯿﻦ‬ ‫ﻣﻘﺘﻀﯿﺎﺕ‬
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‫ﻭﺟﻪ ﺍﻟﺘﺰﺍﻣﯽ‬
‫ﻭﺟﻪ ﺍﻟﺘﺰﺍﻣﯽ ﻓﻌﻞ ﺩﺭ ﻣﻮﺍﺭﺩ ﺯﯾﺮ ﺑﻪ ﻛﺎﺭ ﻣﯽ ﺭﻭﺩ‪:‬‬
‫‪ -١‬ﻭﺟﻪ ﺍﻟﺘﺰﺍﻣﯽ ﻓﻌﻞ ﺑﺮﺍی ﻛﺎﺭ ﯾﺎ ﺣﺎﻟﺘﯽ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﺷﻮﺩ ﻛﻪ ﺩﺭﻣﻮﺭﺩ ﻭﻗﻮﻉ ﺁﻥ ﺷﮏ‬
‫ﺩﺍﺭﯾﻢ‪:‬‬
‫ﳑﻜﻦ ﺍﺳﺖ ﺍﻣﺮﻭﺯ ﺑﻪ ﺳﯿﻨﻤﺎ ﺑﺮﻭﯾﻢ‪.‬‬

‫ﺷﺎﯾﺪ ﺩﺭﺁﯾﻨﺪﻩ ﺩﻭﺭ ﺩﻧﯿﺎ ﺳﻔﺮﻛﻨﻢ‪.‬‬
‫ﺍﮔﺮ ﺑﻪ ﺍﯾﺮﺍﻥ ﺑﺮﻭﻡ ﺩﯾﮕﺮ ﺑﺮﻧﺨﻮﺍﻫﻢ ﮔﺸﺖ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺎ ﻋﺒﺎﺭﺍﺕ ﺯﯾﺮ ﺟﻤﻠﻪ ﺑﺴﺎﺯﯾﺪ‪.‬‬
‫ﺍﻣﻜﺎﻥ ﺩﺍﺭﺩ‬
‫ﺍﺣﺘﻤﺎﻝ ﺩﺍﺭﺩ‬
‫ﺷﮏ ﺩﺍﺷﱳ‬
‫‪ -٢‬ﻫﻨﮕﺎﻣﯿﻜﻪ ﺩﻭ ﻓﻌﻞ ﭘﺸﺖ ﺳﺮﻫﻢ ﻣﯽ ﺁﯾﻨﺪ‪ ،‬ﻣﻌﻤﻮ ًﻻ ﻓﻌﻞ ﺩﻭﻡ ﻭﺟﻪ ﺍﻟﺘﺰﺍﻣﯽ ﺩﺍﺭﺩ‪:‬‬
‫ﺍﺟﺎﺯﻩ ﻣﯽ ﺩﻫﯿﺪ ﺍﯾﻨﺠﺎ ﺑﻨﺸﯿﻨﻢ؟‬

‫ﺍﺳﺘﺎﺩ ﳕﯽ ﮔﺬﺍﺭﺩ ﺍﺯ ﻓﺮﻫﻨﮓ ﻟﻐﺎﺕ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﯿﻢ‪.‬‬
‫ﻣﺠﺒﻮﺭ ﺑﻮﺩﻥ‬
‫ﻓﻜﺮ ﻛﺮﺩﻥ‬
‫ﺗﺮﺳﯿﺪﻥ‬
‫‪ -٣‬ﭘﺲ ﺍﺯ ﺍﻓﻌﺎﻟﯽ ﻛﻪ ﺑﯿﺎﻧﮕﺮﺁﺭﺯﻭ ﯾﺎ ﻗﺼﺪ ﯾﺎ ﺍﻣﯿﺪ ﯾﺎ ﻣﯿﻞ ﯾﺎ ﺧﻮﺍﺳﺘﻪ ﺍی ﻫﺴﺘﻨﺪ ﻧﯿﺰ ﻓﻌﻞ‬
‫ﺩﻭﻡ ﻭﺟﻪ ﺍﻟﺘﺰﺍﻣﯽ ﺩﺍﺭﺩ‪:‬‬
‫ﻣﯽ ﺧﻮﺍﻫﻢ ﲟﺎﱎ‪.‬‬

‫ﻣﯽ ﺗﻮﺍﻧﯿﻢ ﯾﮏ ﻓﯿﻠﻢ ﲤﺎﺷﺎ ﻛﻨﯿﻢ‪.‬‬
‫ﺩﻭﺳﺖ ﺩﺍﺭﻡ ﻣﻮﻗﻊ ﺧﻮﺍﺏ ﻛﺘﺎﺏ ﺑﺨﻮﺍﱎ‪.‬‬
‫ﺍﻣﯿﺪﻭﺍﺭﻡ ﺷﻤﺎ ﺭﺍ ﺩﻭﺑﺎﺭﻩ ﺑﺒﯿﻨﻢ‪.‬‬
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‫ﺗﺮﺟﯿﺢ ﺩﺍﺩﻥ‬
‫ﺍﻣﯿﺪﻭﺍﺭ ﺑﻮﺩﻥ‬
‫ﻣﺎﯾﻞ ﺑﻮﺩﻥ‬
‫ﻗﺼﺪ ﺩﺍﺷﱳ‬
‫ﺁﺭﺯﻭ ﺩﺍﺷﱳ‬
‫‪ -٣‬ﻭﺟﻪ ﺍﻟﺘﺰﺍﻣﯽ ﻓﻌﻞ ﭘﺲ ﺍﺯ ﺑﺮﺧﯽ ﺍﺻﻄﻼﺣﺎﺕ ﻣﺎﻧﻨﺪ ﺑﺎﯾﺪ‪ ،‬ﺗﺎ ﻭ ﻗﺒﻞ ﺍﺯ ﺍﯾﻨﻜﻪ ﻧﯿﺰ ﺑﻪ ﻛﺎﺭ‬
‫ﻣﯽ ﺭﻭﺩ‪:‬‬
‫ﺑﺎﯾﺪ ﺍﯾﻨﺠﺎ ﺭﺍ ﺗﺮک ﻛﻨﯿﺪ‪.‬‬

‫ﻗﺒﻞ ﺍﺯ ﺍﯾﻨﻜﻪ ﺑﯿﺎﯾﯽ ﺗﻠﻔﻦ ﻛﻦ‪.‬‬
‫ﺯﻭﺩ ﺁﻣﺪﻡ ﺗﺎ ﺷﻤﺎ ﺭﺍ ﺑﺒﯿﻨﻢ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺎ ﺍﺻﻄﻼﺣﺎﺕ ﺯﯾﺮ ﺟﻤﻠﻪ ﺑﺴﺎﺯﯾﺪ‪.‬‬
‫ﻧﺒﺎﯾﺪ‬
‫ﻻﺯﻡ ﺍﺳﺖ‬
‫ﻗﺮﺍﺭ ﺍﺳﺖ‬
‫‪ -۴‬ﻭﺟﻪ ﺍﻟﺘﺰﺍﻣﯽ ﻓﻌﻞ ﺑﺮﺍی ﭘﯿﺸﻨﻬﺎﺩ ﻛﺮﺩﻥ ﻫﻢ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﺷﻮﺩ‪:‬‬
‫ﺯﻭﺩﺗﺮ ﺑﺮﻭﯾﻢ!‬
‫ﺑﺮﻗﺼﯿﻢ!‬
‫‪ -۵‬ﺩﺭﻋﺒﺎﺭﺍﺕ ﻭﺻﻔﯽ‪ ،‬ﭼﻨﺎﻧﭽﻪ ﺍﺳﻢ ﺗﻮﺻﯿﻒ ﺷﺪﻩ ﻣﻌﺮﻓﻪ ﻧﺒﺎﺷﺪ‪ ،‬ﺍﺯ ﻭﺟﻪ ﺍﻟﺘﺰﺍﻣﯽ ﻓﻌﻞ‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﻛﻨﯿﻢ‪:‬‬
‫ﺑﺪﻧﺒﺎﻝ ﺍﺳﺘﺎﺩی ﻣﯽ ﮔﺮﺩﻡ ﻛﻪ ﺯﺑﺎﻥ ﺩﺭی ﺑﻠﺪ ﺑﺎﺷﺪ‪.‬‬

‫ﺑﺎﻫﻮﺵ ﺗﺮ ﺍﺯ ﺁﻥ ﺍﺳﺖ ﻛﻪ ﺩﻡ ﺑﻪ ﺗﻠﻪ ﺩﻫﺪ‪.‬‬
‫ﻫﯿﭻ ﻛﺴﯽ ﻧﯿﺴﺖ ﻛﻪ ﻣﺜﻞ ﺍﻭ ﺷﻌﺮ ﺑﮕﻮﯾﺪ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﺍﯾﻦ ﻧﻮﻉ ﻋﺒﺎﺭﺍﺕ ﻭﺻﻔﯽ ﭼﻨﺪ ﺟﻤﻠﻪ ﺑﺴﺎﺯﯾﺪ‪.‬‬
‫ﻫﺮ ﻛﺠﺎ ﺑﺮﻭی ﺁﺳﻤﺎﻥ ﻫﻤﯿﻦ ﺭﻧﮓ ﺍﺳﺖ‪.‬‬
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‫‪ -۶‬ﺩﺭﺻﻮﺭﺗﯿﻜﻪ ﻭﻗﻮﻉ ﻓﻌﻞ ﺍﻟﺘﺰﺍﻣﯽ ﺩﺭ ﺯﻣﺎﻥ ﮔﺬﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﺍﺯ ﻣﺎﺿﯽ ﺍﻟﺘﺰﺍﻣﯽ ﺍﺳﺘﻔﺎﺩﻩ‬
‫ﻣﯽ ﻛﻨﯿﻢ‪ .‬ﻣﺜﻼً‪:‬‬
‫ﺍﻣﯿﺪﻭﺍﺭﻡ ﻛﻪ ﺑﺮﺍی ﺍﻣﺘﺤﺎﻥ ﺑﻪ ﺍﻧﺪﺍﺯۂ ﻛﺎﻓﯽ ﺩﺭﺱ ﺧﻮﺍﻧﺪﻩ ﺑﺎﺷﯿﺪ‪.‬‬

‫ﻼ ﺩﯾﺪﻩ ﺑﺎﺷﯿﺪ‪.‬‬
‫ﺷﺎﯾﺪ ﺍﯾﻦ ﻓﯿﻠﻢ ﺭﺍ ﻗﺒ ً‬
‫ﺍﮔﺮ ﺁﻣﺪﻩ ﺑﺎﺷﺪ ﺷﻤﺎ ﺭﺍ ﺑﻪ ﺍﻭ ﻣﻌﺮﻓﯽ ﻣﯽ ﻛﻨﻢ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﻣﺎﺿﯽ ﺍﻟﺘﺰﺍﻣﯽ ﭼﻨﺪ ﺟﻤﻠﻪ ﺑﺴﺎﺯﯾﺪ‪.‬‬
‫ﳑﻜﻦ ﺍﺳﺖ ﺗﺎﺣﺎﻻ ﺭﻓﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﻓﺮﻫﻨﮓ‬
‫ﺑﯿﻨﻨﺪﮔﺎﻥ‬ ‫ﻓﯿﻠﻤﺴﺎﺯ‬ ‫ﻣﻮﺯﻩ‬ ‫ﻧﻮﯾﺴﻨﺪﻩ‬ ‫ﺟﺸﻨﻮﺍﺭﻩ‬ ‫ﻓﺮﻫﻨﮓ ﻭ ﺍﺭﺷﺎﺩ‬

‫ﺷﺐ ﺷﻌﺮ‬ ‫ﺁﺛﺎﺭ‬ ‫ﻧﻮﺍﺯﻧﺪﮔﺎﻥ‬ ‫ﺳﺎﺯ‬ ‫ﻫﻨﺮﻫﺎی ﻣﻌﺎﺻﺮ‬ ‫ﺗﻬﯿﻪ ﻛﻨﻨﺪﻩ‬
‫ﻫﻨﺮﺍﺳﻼﻣﯽ‬ ‫ﻣﺴﺘﻨﺪ‬ ‫ﳕﺎﯾﺸﻨﺎﻣﻪ ﻧﻮﯾﺲ‬
‫ﻗﺒﻞ ﺍﺯ ﭼﺎپ ﻛﺘﺎﺏ ﺑﺎﯾﺪ ﻣﺠﻮﺯ ﭼﺎپ ﺭﺍ ﺍﺯ ﻭﺯﺍﺭﺕ ‪ ...................‬ﺑﮕﯿﺮی‪.‬‬

‫ﺩﺭ ‪ ..............‬ﺟﻤﺎﻟﺰﺍﺩﻩ ﺗﺄﺛﯿﺮ ﻧﻮﯾﺴﻨﺪﮔﺎﻥ ﻏﺮﺑﯽ ﻣﺸﻬﻮﺩ ﺍﺳﺖ‪.‬‬
‫ﻣﯽ ﺧﻮﺍﻫﻢ ﻧﻘﺎﺷﯽ ﻫﺎﯾﻢ ﺭﺍ ﺩﺭﳕﺎﯾﺸﮕﺎﻩ ‪ ................‬ﺑﻪ ﳕﺎﯾﺶ ﺑﮕﺬﺍﺭﻡ‪.‬‬
‫ﺩﺭ ‪ ................‬ﺍﯾﺮﺍﻥ ﺑﺎﺳﺘﺎﻥ ﻣﯽ ﺗﻮﺍﻧﯿﺪ ﺑﻘﺎﯾﺎی ﻣﻮﻣﯿﺎﯾﯽ ﻣﺮﺩ ﳕﻜﯽ ﺭﺍ ﺑﺒﯿﻨﯿﺪ‪.‬‬
‫ﻛﺎﺭﮔﺮﺩﺍﻥ ﻭ ‪ .................‬ﺍﯾﻦ ﻓﯿﻠﻢ ﺑﻬﺮﺍﻡ ﺑﯿﻀﺎﯾﯽ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﺍﺻﻔﻬﺎﻥ ﻣﯽ ﺗﻮﺍﻧﯿﺪ ﺁﺛﺎﺭ ‪ ..............‬ﺩﻭﺭﻩ ﺻﻔﻮﯾﻪ ﺭﺍ ﺑﺒﯿﻨﯿﺪ‪.‬‬
‫ﺣﺴﯿﻦ ﻋﻠﯿﺰﺍﺩﻩ ﺍﺯ ﺑﺰﺭﮔﺘﺮﯾﻦ ‪ ...............‬ﺗﺎﺭ ﻭ ﺳﻪ ﺗﺎﺭ ﺩﺭ ﺍﯾﺮﺍﻥ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﻣﺎﻩ ﺳﭙﺘﺎﻣﺒﺮ ﺩﺭ ﻣﻨﺘﺮﯾﺎﻝ ‪ ................‬ﺑﯿﻦ ﺍﳌﻠﻠﯽ ﻓﯿﻠﻢ ﺑﺮﮔﺰﺍﺭ ﺧﻮﺍﻫﺪ ﺷﺪ‪.‬‬
‫ﺩﺭ ‪ ....................‬ﺩﻭﺳﺘﺎﻥ ﺟﻤﻊ ﻣﯽ ﺷﻮﻧﺪ ﻭ ﻫﺮﯾﮏ ﺷﻌﺮی ﺭﺍ ﻛﻪ ﺁﻣﺎﺩﻩ ﻛﺮﺩﻩ ﺍﻧﺪ ﺑﺮﺍی‬
‫ﺩﯾﮕﺮﺍﻥ ﻣﯽ ﺧﻮﺍﻧﻨﺪ‪.‬‬
‫ﻓﯿﻠﻤﻬﺎی‪ .................‬ﻣﺎﻧﻨﺪ ﺁﯾﯿﻨﻪ ﺍی ﺑﺎﺯﺗﺎﺏ ﺯﻧﺪﮔﯽ ﺭﻭﺯﻣﺮﻩ ﺭﺍ ﳕﺎﯾﺶ ﻣﯽ ﺩﻫﻨﺪ‪.‬‬
‫‪9780415691352_C13.indd 146‬‬ ‫‪5/23/12 2:42 PM‬‬

‫‪presenter‬‬ ‫ﻣﺠﺮی‬
‫‪announcer‬‬ ‫ﮔﻮﯾﻨﺪﻩ‬
‫‪stage‬‬ ‫ﺻﺤﻨﻪ‬
‫‪culture‬‬ ‫ﻓﺮﻫﻨﮓ‬
‫‪cultural heritage‬‬ ‫ﻣﯿﺮﺍﺙ ﻓﺮﻫﻨﮕﯽ‬
‫‪photography‬‬ ‫ﻋﻜﺎﺳﯽ‬
‫‪camera man‬‬ ‫ﻓﯿﻠﻤﺒﺮﺩﺍﺭ‬
‫‪book review‬‬ ‫ﻧﻘﺪ ﻛﺘﺎﺏ‬
‫‪critic‬‬ ‫ﻣﻨﺘﻘﺪ‬
‫‪singer‬‬ ‫ﺧﻮﺍﻧﻨﺪﻩ‬
‫ﻣﺠﺮی ﯾﮏ ﺑﺮﻧﺎﻣﻪ ﺗﻠﻮﯾﺰﯾﻮﻧﯽ ﻣﻌﻤﻮ ًﻻ ﺑﺎﯾﺪ ﺧﻮﺵ ﺳﯿﻤﺎ ﻭ ﺧﻮﺵ ﺻﺪﺍ ﻭ ﺧﻮﺵ ﻟﺒﺎﺱ ﺑﺎﺷﺪ‪.‬‬
‫ﻓﺮﻫﻨﮓ ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺁﻧﺮﺍ ﺗﺮﺟﻤﻪ ﳕﺎﯾﯿﺪ‪.‬‬
‫ﻣﺮﺯﺑﺎﻧﻨﺎﻣﻪ‬
‫ﻣﺮﺯﺑﺎﻥ ﻧﺎﻣﻪ ﺍﺯﻣﺘﻮﻥ ﻣﺸﻬﻮﺭ ﻓﺎﺭﺳﯽ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﺷﯿﻮۂ ﻛﻠﯿﻠﻪ ﻭ ﺩﻣﻨﻪ ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺳﻌﺪﺍﻟﺪﯾﻦ ﻭﺭﺍﻭﯾﻨﯽ ﺍﯾﻦ ﻛﺘﺎﺏ ﺭﺍ ﺍﺯﮔﻮﯾﺶ ﻃﺒﺮی ﺑﺎﺳﺘﺎﻥ ﺑﻪ ﭘﺎﺭﺳﯽ ﺩﺭی ﺗﺮﺟﻤﻪ ﻛﺮﺩﻩ‬
‫ﺍﺳﺖ‪.‬‬
‫‪9780415691352_C13.indd 147‬‬ ‫‪5/23/12 2:42 PM‬‬

‫ﭘﺸﺖ ﺑﺮ ﺁﻓﺘﺎﺏ ﻛﺮﺩ ﻭ ﺑﺨﻔﺖ‪.‬‬
‫ﭘﺸﺖ ﺑﻪ ﺁﻓﺘﺎﺏ ﻛﺮﺩ ﻭﺧﻮﺍﺑﯿﺪ‪.‬‬
‫ﺭﻭﺯی ﻣﺸﺎﻫﺪﻩ ﻣﯿﻜﺮﺩ ﻛﻪ ﻣﺎﺭ ﺍﺯ ﺳﻮﺭﺍﺧﯽ ﺩﺭ ﺑﺎﻍ ﺁﻣﺪ ﻭ ﺯﯾﺮ ﮔﻠﺒﻨﯽ ﻛﻪ ﻫﺮ ﻭﻗﺖ ﺁﳒﺎ‬
‫ﺟﻬﺖ ﻛﻌﺒﺘﯿﻦِ ﺗﻘﺪﯾﺮ‬
‫ِ‬ ‫ﺁﺳﺎﯾﺶ ﺩﺍﺩی‪ ،‬ﭘﺸﺖ ﺑﺮ ﺁﻓﺘﺎﺏ ﻛﺮﺩ ﻭ ﺑﺨﻔﺖ؛ ﺍﺯ ﺁﻥ ﺑﯿﺨﺒﺮ ﻛﻪ ﺷﺶ‬
‫ﺗﺨﺖ ﻧﺮﺩِ ﻋﻨﺎﺻﺮ‪ ،‬ﺑﺮ ﺭﻭی ﺑﻘﺎی ﺍﻭ‬ ‫ِ‬ ‫ﺟﻬﺖ ﻣﻮﺵ‪ ،‬ﻣﻮﺍﻓﻖ ﺧﻮﺍﻫﺪ ﺁﻣﺪ ﻭ ﭼﻬﺎﺭ ﮔﻮﺷﮥ‬ ‫ِ‬ ‫ﺍﺯ‬
‫ﺧﻮﺍﻫﺪ ﺍﻓﺸﺎﻧﺪ ﺗﺎ ﺯﯾﺎﺩﻛﺎﺭﺍﻥِ ﻏﺎﻟﺐ ﺩﺳﺖ ﺑﺪﺍﻧﻨﺪ ﻛﻪ ﺑﺎ ﻓﺮﻭﺩﺳﺘﺎﻥِ ﻣﻈﻠﻮﻡ‪ ،‬ﺑﻪ ﺧﺎﻧﻪ ﮔﯿﺮ‬
‫ﺑﺎﺯی ﻛﺮﺩﻥ‪ ،‬ﻧﺎﻣﺒﺎﺭک ﺍﺳﺖ ﻭ ﻫﻤﺎﻥ ﺳﺎﻋﺖ ﺍﺗﻔﺎﻗ ًﺎ ﺑﺎﻏﺒﺎﻥ ﺭﺍ ﻧﯿﺰ ﺑﻪ ﺍﺳﺘﺮﺍﺣﺖ ﺟﺎی ﺧﻮﺩ‬
‫ﺑﺨﺖ ﺧﻮﺩ ﺭﺍ ﺑﯿﺪﺍﺭ‪.‬‬ ‫ِ‬ ‫ﺧﻔﺘﻪ ﯾﺎﻓﺖ ﻭ‬
‫ﻣﻮﺵ ﺑﺮ ﺳﯿﻨﮥ ﺑﺎﻏﺒﺎﻥ ﺟﺴﺖ‪ ،‬ﺍﺯ ﺧﻮﺍﺏ ﺩﺭﺁﻣﺪ‪ .‬ﻣﻮﺵ ﭘﻨﻬﺎﻥ ﺷﺪ؛ ﺩﯾﮕﺮﺑﺎﺭﻩ‪ ،‬ﺩﺭ ﺧﻮﺍﺏ‬
‫ﺭﻓﺖ‪ .‬ﻣﻮﺵ ﻫﻤﺎﻥ ﻋﻤﻞ ﻛﺮﺩ‪ ،‬ﻭ ﺍﻭ ﺍﺯ ﺧﻮﺍﺏ ﺑﯿﺪﺍﺭ ﻣﯿﺸﺪ ﺗﺎ ﭼﻨﺪ ﻛﺮّﺕ‪ ،‬ﺍﯾﻦ ﺷﻜﻞ ﻣﻜﺮّﺭ‬
‫ﺁﺗﺶ ﻏﻀﺐ ﺩﺭ ﺩﻝ ﺑﺎﻏﺒﺎﻥ ﺍﻓﺘﺎﺩ‪ .‬ﭼﻮﻥ ﺩﻭﺩ ﺍﺯ ﺟﺎی ﺑﺮﺧﺎﺳﺖ‪ ،‬ﮔﺮﺯی ﮔﺮﺍﻥ ﻭ‬ ‫ﮔﺸﺖ ِ‬
‫ﺳﺮﮔﺮﺍی ﺯﯾﺮ ﭘﻬﻠﻮ ﻧﻬﺎﺩ ﻭ ﻭﻗﺖِ ﺣﺮﻛﺖِ ﻣﻮﺵ ﻧﮕﺎﻩ ﻣﯿﺪﺍﺷﺖ‪ .‬ﻣﻮﺵ ﺑﻪ ﻗﺎﻋﺪۂ ﮔﺬﺷﺘﻪ‪ ،‬ﺑﺮ‬
‫ﺷﻜﻢ ﺑﺎﻏﺒﺎﻥ ﻭَﺛﺒﻪ ﺍی ﺑﻜﺮﺩ‪ .‬ﺑﺎﻏﺒﺎﻥ‪ ،‬ﺍﺯ ﺟﺎی ﺑﺠﺴﺖ ﻭ ﺍﺯﻏﯿﻆ ﺣﺎﻟﺖ ﺯﻣﺎﻡ ﺳﻜﻮﻥ ﺍﺯ ﺩﺳﺖ‬
‫ﻧﺰﺩﯾﮏ ﻣﺎﺭ ﺭﺳﯿﺪ‪ .‬ﻫﻤﺎﳒﺎ‬
‫ِ‬ ‫ﺭﻓﺘﻪ‪ ،‬ﺩﺭ ﺩﻧﺒﺎﻝ ﻣﯿﺪﻭﯾﺪ ﻭ ﺍﻭ ﺑﻪ ﻫﺮﻭﻟﻪ ﻭ ﺁﻫﺴﺘﮕﯽ ﻣﯿﺮﻓﺖ ﺗﺎ ﺑﻪ‬
‫ﺑﻪ ﺳﻮﺭﺍﺥ ﻓﺮﻭ ﺭﻓﺖ‪.‬‬
‫ﺑﺎﻏﺒﺎﻥ ﺑﺮ ﻣﺎﺭِ ﺧﻔﺘﻪ ﻇﻔﺮ ﯾﺎﻓﺖ؛ ﺳﺮﺵ ﺑﻜﻮﻓﺖ‪.‬‬
‫ﺿﻌﻔﺎ ﺍﺯ ﭘﯿﺸﺒﺮﺩِ ﻛﺎﺭﻫﺎ ﻗﺎﺻﺮ‬ ‫ﺍﯾﻦ ﻓﺴﺎﻧﻪ ﺍﺯ ﺑﻬﺮ ﺁﻥ ﮔﻔﺘﻢ ﺗﺎ ﺑﺪﺍﻧﯽ ﻛﻪ ﭼﻮﻥ ﺍﺳﺘﺒﺪﺍﺩِ ُ‬
‫ﺁﯾﺪ‪ ،‬ﺍﺳﺘﻤﺪﺍﺩ ﺍﺯ ﻗﻮّﺕ ﻋﻘﻞ ﻭ ﺭﺯﺍﻧﺖ ﺭﺍی ﻭ ﻣﻌﻮﻧﺖ ﺑﺨﺖ ﻭ ﻣﺴﺎﻋﺪﺕ ﺗﻮﻓﯿﻖ ﻛﻨﻨﺪ ﺗﺎ ﻏﺮﺽ‬
‫ﺑﻪ ﺣﺼﻮﻝ ﭘﯿﻮﻧﺪﺩ َﻭ ﻓِ ﯽ ﺍﳌَﺜَﻞ‪ :‬ﺍَﻟﺘﱠﺠ ﱡﻠ َﺪ ﻭ ﻻ ﺍﻟ ﱠﺘ َﺒ ﱡﻠﺪَ‪.‬‬
‫ﻏﺎﻟﺐ ﺩﺳﺖ‬
‫ﻓﺮﻭﺩﺳﺘﺎﻥ‬
‫ﻏﯿﻆ‬
‫ﻇﻔﺮ‬
‫ﺍﺳﺘﺒﺪﺍﺩ‬
‫ﺿﻌﻔﺎ‬
‫‪9780415691352_C13.indd 148‬‬ ‫‪5/23/12 2:42 PM‬‬

‫ﭘﯿﺸﺒﺮﺩ‬
‫ﻗﺎﺻﺮ‬
‫ﺍﺳﺘﻤﺪﺍﺩ‬
‫ﺭﺯﺍﻧﺖ ﺭﺍی‬
‫ﻣﻌﻮﻧﺖ ﺑﺨﺖ‬
‫ﻣﺴﺎﻋﺪﺕ ﺗﻮﻓﯿﻖ‬
‫ﺏ ‪ -‬ﺍﺻﻄﻼﺣﺎﺕ ﺯﯾﺮ ﺭﺍ ﺗﺮﺟﻤﻪ ﻛﻨﯿﺪ‪.‬‬
‫ﺟﻬﺖ ﻛﻌﺒﺘﯿﻦِ ﺗﻘﺪﯾﺮ‬

‫ِ‬ ‫ﺷﺶ‬
‫ﺑﺨﺖ ﺧﻮﺩ ﺭﺍ ﺑﯿﺪﺍﺭ‬
‫ِ‬ ‫ﺑﺎﻏﺒﺎﻥ ﺭﺍ ﻧﯿﺰ ﺑﻪ ﺍﺳﺘﺮﺍﺣﺖ ﺟﺎی ﺧﻮﺩ ﺧﻔﺘﻪ ﯾﺎﻓﺖ ﻭ‬
‫ﺗﺎ ﭼﻨﺪ ﻛﺮّﺕ‬
‫ﺍﯾﻦ ﺷﻜﻞ ﻣﻜﺮّﺭ ﮔﺸﺖ‬
‫ﺁﺗﺶ ﻏﻀﺐ ﺩﺭ ﺩﻝ ﺑﺎﻏﺒﺎﻥ ﺍﻓﺘﺎﺩ‬ ‫ِ‬
‫ﭼﻮﻥ ﺩﻭﺩ ﺍﺯ ﺟﺎی ﺑﺮﺧﺎﺳﺖ‬
‫ﺍﺯ ﻏﯿﻆ ﺣﺎﻟﺖ ﺯﻣﺎﻡ ﺳﻜﻮﻥ ﺍﺯ ﺩﺳﺖ ﺭﻓﺘﻪ‬
‫ﺣﺎﻓﻆ‬
‫ﺣﺎﻓﻆ ﺷﺎﻋﺮ ﻏﺰﻝ ﺳﺮﺍی ﻗﺮﻥ ﻫﺸﺘﻢ ﻫﺠﺮی ﺍﺳﺖ ﻛﻪ ﺩﯾﻮﺍﻥ ﺍﻭ ﻧﺰﺩﯾﮏ ﺑﻪ ‪ ۵٠٠‬ﻏﺰﻝ‬
‫ﺩﺍﺭﺩ‪ .‬ﺣﺎﻓﻆ ﺩﺭ ﺷﯿﺮﺍﺯ ﻣﯽ ﺯﯾﺴﺖ ﻭ ﺩﺭ ﻫﻤﺎﻥ ﺷﻬﺮ ﻧﯿﺰ ﺩﺭﮔﺬﺷﺖ‪.‬‬
‫ﻏﺰﻝ‪ :‬ﺷﻌﺮی ﻣﺮﻛﺐ ﺍﺯ ﻣﻌﻤﻮ ًﻻ ‪ ٧‬ﺗﺎ ‪ ١٢‬ﺑﯿﺖ ﻫﻢ ﻭﺯﻥ ﻭ ﻫﻢ ﻗﺎﻓﯿﻪ ﻛﻪ ﺩﻭ ﻣﺼﺮﺍﻉ‬
‫ﺑﯿﺖ ﺍﻭﻝ ﺁﻥ ﻫﻢ ﻗﺎﻓﯿﻪ ﺑﺎﺷﻨﺪ‪ .‬ﻣﻀﺎﻣﯿﻦ ﻏﺰﻝ ﻏﺎﻟﺒ ًﺎ ﻋﺎﺷﻘﺎﻧﻪ ﺍﺳﺖ‪.‬‬
‫ﯾﻜﯽ ﺍﺯ ﻏﺰﻟﯿﺎﺕ ﺣﺎﻓﻆ‬

‫ﯾﺎﺩ ﺑﺎﺩ ﺁﻥ ﺭﻭﺯﮔﺎﺭﺍﻥ ﯾﺎﺩ ﺑﺎﺩ‬ ‫ﺭﻭﺯ ﻭﺻﻞ ﺩﻭﺳﺘﺪﺍﺭﺍﻥ ﯾﺎﺩ ﺑﺎﺩ‬
‫ﺑﺎﻧﮓ ﻧﻮﺵ ﺷﺎﺩﺧﻮﺍﺭﺍﻥ ﯾﺎﺩ ﺑﺎﺩ‬ ‫ﻛﺎﱈ ﺍﺯ ﺗﻠﺨﯽ ﻏﻢ ﭼﻮﻥ ﺯﻫﺮ ﮔﺸﺖ‬
‫ﺍﺯ ﻣﻦ ﺍﯾﺸﺎﻥ ﺭﺍ ﻫﺰﺍﺭﺍﻥ ﯾﺎﺩ ﺑﺎﺩ‬ ‫ﮔﺮﭼﻪ ﯾﺎﺭﺍﻥ ﻓﺎﺭﻍ ﺍﻧﺪ ﺍﺯ ﯾﺎﺩ ﻣﻦ‬
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‫ﺯﺍﻥ ﻭﻓﺎﺩﺍﺭﺍﻥ ﻭ ﯾﺎﺭﺍﻥ ﯾﺎﺩ ﺑﺎﺩ‬ ‫ﺍﯾﻦ ﺯﻣﺎﻥ ﺩﺭ ﻛﺲ ﻭﻓﺎﺩﺍﺭی ﳕﺎﻧﺪ‬

‫ﻛﻮﺷﺶ ﺁﻥ ﺣﻖ ﮔﺰﺍﺭﺍﻥ ﯾﺎﺩ ﺑﺎﺩ‬ ‫ﻣﺒﺘﻼ ﮔﺸﺘﻢ ﺩﺭﯾﻦ ﺑﻨﺪ ﻭ ﺑﻼ‬
‫ﺯﻧﺪﻩ ﺭﻭﺩ ﻭ ﺑﺎﻍ ﻛﺎﺭﺍﻥ ﯾﺎﺩ ﺑﺎﺩ‬ ‫ﮔﺮﭼﻪ ﺻﺪ ﺭﻭﺩ ﺍﺳﺖ ﺩﺭ ﭼﺸﻤﻢ ﻣﺪﺍﻡ‬
‫ﺍی ﺩﺭﯾﻐﺎ ﺭﺍﺯﺩﺍﺭﺍﻥ ﯾﺎﺩ ﺑﺎﺩ‬ ‫ﺭﺍﺯ ﺣﺎﻓﻆ ﺑﻌﺪ ﺍﺯﯾﻦ ﻧﺎﮔﻔﺘﻪ ﻣﺎﻧﺪ‬
‫ﮔﺸﱳ = ﺷﺪﻥ‬ ‫ﺭﻭﺯﮔﺎﺭ = ﺯﻣﺎﻥ‬ ‫ﺩﻭﺳﺘﺪﺍﺭ = ﯾﺎﺭ‬
‫ﻓﺎﺭﻍ = ﺧﺎﻟﯽ‬ ‫ﯾﺎﺭ = ﺩﻭﺳﺖ‬ ‫ﺑﺎﻧﮓ = ﺻﺪﺍی ﺑﻠﻨﺪ‬
‫ﻣﺪﺍﻡ = ﺩﺍﺋﻤ ًﺎ‬ ‫ﺭﻭﺩ = ﺭﻭﺩﺧﺎﻧﻪ‬ ‫ﻛﻮﺷﺶ = ﺳﻌﯽ‬
‫‪union; reunion‬‬ ‫ﻭﺻﻞ‬
‫… ‪Long live the memory of‬‬ ‫ﯾﺎﺩ ﺑﺎﺩ‬
‫‪palate‬‬ ‫ﻛﺎﻡ‬
‫‪poison‬‬ ‫ﺯﻫﺮ‬
‫‪a carefree drinker‬‬ ‫ﺷﺎﺩﺧﻮﺍﺭ‬
‫‪fidelity‬‬ ‫ﻭﻓﺎﺩﺍﺭی‬
‫‪afflicted‬‬ ‫ﻣﺒﺘﻼ‬
‫‪affliction; calamity‬‬ ‫ﺑﻼ )ﺑﻼﯾﺎ(‬
‫‪an appreciative and duly grateful‬‬ ‫ﺣﻖ ﮔﺰﺍﺭ‬
‫‪person‬‬
‫‪the river in Esfahan‬‬ ‫ﺯﻧﺪﻩ ﺭﻭﺩ = ﺯﺍﯾﻨﺪﻩ ﺭﻭﺩ‬
‫‪a garden in Esfahan‬‬ ‫ﺑﺎﻍ ﻛﺎﺭﺍﻥ‬
‫‪secret‬‬ ‫ﺭﺍﺯ‬
‫!‪Alas‬‬ ‫ﺩﺭﯾﻐﺎ‬
‫‪ -١‬ﺩﺭ ﺍﯾﻦ ﻏﺰﻝ‪ ،‬ﺣﺎﻓﻆ ﺑﯿﺸﺘﺮ ﺍﺯ ﮔﺬﺷﺘﻪ ﺳﺨﻦ ﻣﯽ ﮔﻮﯾﺪ ﯾﺎ ﺍﺯ ﺁﯾﻨﺪﻩ؟ ﭼﺮﺍ؟‬
‫‪ -٢‬ﻋﻠﺖ ﺍﺷﺎﺭۂ ﺷﺎﻋﺮ ﺑﻪ ﺑﺎﻍ ﻭ ﺭﻭﺩﺧﺎﻧﻪ ﺍی ﺩﺭ ﺍﺻﻔﻬﺎﻥ ﭼﯿﺴﺖ؟‬
‫‪ -٣‬ﻣﻨﻈﻮﺭ ﺣﺎﻓﻆ ﺍﺯ »ﺻﺪ ﺭﻭﺩ ﺍﺳﺖ ﺩﺭ ﭼﺸﻤﻢ« ﭼﯿﺴﺖ؟‬
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‫ﺁﺭﺍﻣﮕﺎﻩ ﺣﺎﻓﻆ‬
‫ﺁﺭﺍﻣﮕﺎﻩ ﺣﺎﻓﻆ ﯾﺎ ﺣﺎﻓﻈﯿﻪ ﺩﺭ ﺷﯿﺮﺍﺯ‬

‫ﻫﺮﺭﻭﺯﻩ ﺟﻬﺎﻧﮕﺮﺩﺍﻥ ﺯﯾﺎﺩی‪ ،‬ﭼﻪ ﺍﯾﺮﺍﻧﯽ‪ ،‬ﭼﻪ ﻏﯿﺮ ﺍﯾﺮﺍﻧﯽ‪ ،‬ﺍﺯ ﺣﺎﻓﻈﯿﻪ ﺑﺎﺯﺩﯾﺪ ﻣﯽ ﻛﻨﻨﺪ‪.‬‬
‫ﺍﯾﺮﺍﻧﯿﺎﻥ ﺍﻏﻠﺐ ﺳﺮ ﺧﺎک ﺍﯾﻦ ﺷﺎﻋﺮ ﺑﺰﺭگ ﺍﺯ ﺍﺷﻌﺎﺭ ﻭی ﻣﯽ ﺧﻮﺍﻧﻨﺪ‪ .‬ﺩﯾﻮﺍﻥ ﺣﺎﻓﻆ )ﯾﻌﻨﯽ‬
‫ﻣﺠﻤﻮﻋﮥ ﺍﺷﻌﺎﺭﺵ( ﯾﻜﯽ ﺍﺯ ﭘﺮﻓﺮﻭﺵ ﺗﺮﯾﻦ ﻛﺘﺎﺑﻬﺎی ﻓﺎﺭﺳﯽ ﺍﺳﺖ ﻭ ﻧﺴﺨﻪ ﺍی ﺍﺯ ﺁﻥ ﺩﺭ‬
‫ﺍﻛﺜﺮ ﺧﺎﻧﻪ ﻫﺎ ﺩﺭ ﺍﯾﺮﺍﻥ ﭘﯿﺪﺍ ﻣﯽ ﺷﻮﺩ‪.‬‬
‫ﺩﺭ ﮔﺮﻭﻩ ﻫﺎی ﺩﻭ ﯾﺎ ﺳﻪ ﻧﻔﺮﻩ ﺑﺮﺍی ﻣﺪﺕ ﺩﻩ ﺩﻗﯿﻘﻪ ﺩﺭ ﻣﻮﺭﺩ ﺳﺆﺍﻝ ﻫﺎی ﺯﯾﺮ ﺑﺎ ﻫﻢ ﺑﺤﺚ‬
‫ﻛﻨﯿﺪ ﻭ ﺳﭙﺲ ﻧﺘﺎﯾﺞ ﺑﺤﺜﺘﺎﻥ ﺭﺍ ﺧﻼﺻﻪ ﻛﻨﯿﺪ ﻭ ﺑﺮﺍی ﻫﻤﻜﻼﺳﯽ ﻫﺎﯾﺘﺎﻥ ﺑﺎﺯﮔﻮ ﻛﻨﯿﺪ‪:‬‬
‫‪ -١‬ﭼﺮﺍ ﺟﻬﺎﻧﮕﺮﺩﺍﻥ ﺍﯾﺮﺍﻧﯽ ﻭ ﻏﯿﺮﺍﯾﺮﺍﻧﯽ ﺍﺯ ﺣﺎﻓﻈﯿﻪ ﺑﺎﺯﺩﯾﺪ ﻣﯽ ﻛﻨﻨﺪ؟ ﺁﯾﺎ ﺍﻧﮕﯿﺰﻩ ﻫﺎی ﺍﯾﻦ‬
‫ﺩﻭ ﮔﺮﻭﻩ ﺍﺯ ﺑﺎﺯﺩﯾﺪ ﺁﺭﺍﻣﮕﺎﻩ ﺣﺎﻓﻆ ﯾﻜﺴﺎﻥ ﻣﯽ ﺑﺎﺷﺪ ﯾﺎ ﻧﻪ؟‬
‫‪ -٢‬ﺁﯾﺎ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ ﺁﺭﺍﻣﮕﺎﻩ ﺷﺎﻋﺮی ﯾﺎ ﺷﺨﺺ ﻣﻬﻢ ﺩﯾﮕﺮی ﻫﺴﺖ ﻛﻪ ﺟﻬﺎﻧﮕﺮﺩﺍﻥ ﺑﻮﻣﯽ‬
‫ﻭ ﺧﺎﺭﺟﯽ ﺍﺯ ﺁﻥ ﺑﺎﺯﺩﯾﺪ ﻣﯽ ﻛﻨﻨﺪ؟‬
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‫ﺩﺭﺱ ﭼﻬﺎﺭﺩﻫﻢ‬
‫‪Lesson‬‬
‫ﺁﯾﺎ ﻣﯿﺘﻮﺍﻥ ﺍﺯ ﻭﻗﻮﻉ ﺑﻼﯾﺎی‬

‫‪Fourteen‬‬
‫ﻃﺒﯿﻌﯽ ﭘﯿﺸﮕﯿﺮی ﻛﺮﺩ؟‬

‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﻗﺤﻄﯽ ﺩﺭ ﺍﯾﺮﺍﻥ‬
‫ﺩﺳﺘﻮﺭ‪ :‬ﻭﺟﻪ ﺷﺮﻃﯽ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﻭﺭﺯﺵ‬
‫ﺍﺯﻣﯿﺎﻥ ﻣﺘﻮﻥ ﻛﻼﺳﯿﮏ ﻧﺜﺮ ﻓﺎﺭﺳﯽ‪ :‬ﻣﻘﺎﻣﺎﺕ ﺣﻤﯿﺪی‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﺳﻌﺪی‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﻛﻮﭼﻪ‬

‫‪ -١‬ﭼﻨﺪ ﺑﻼی ﻃﺒﯿﻌﯽ ﺭﺍ ﻧﺎﻡ ﺑﺒﺮﯾﺪ‪.‬‬
‫‪ -٢‬ﺁﯾﺎ ﻣﯽ ﺗﻮﺍﻥ ﺍﺯ ﻭﻗﻮﻉ ﺑﻼﯾﺎی ﻃﺒﯿﻌﯽ ﭘﯿﺸﮕﯿﺮی ﻛﺮﺩ؟‬
‫‪ -٣‬ﻛﺸﻮﺭ ﺷﻤﺎ ﺷﺎﻫﺪ ﻛﺪﺍﻡ ﺑﻼﯾﺎی ﻃﺒﯿﻌﯽ ﺑﻮﺩﻩ ﺍﺳﺖ؟‬
‫ﻗﺤﻄﯽ ﺩﺭ ﺍﯾﺮﺍﻥ‬
‫ﻣﻬﻢ ﺗﺮﯾﻦ ﻋﻠﻞ ﻗﺤﻄﯽ ﺩﺭ ﺍﯾﺮﺍﻥ ﻛﻤﺒﻮﺩ ﺑﺎﺭﻧﺪﮔﯽ ﻭ ﺧﺸﮏ ﺳﺎﻟﯽ ﻫﺎی ﭘﯿﺎﭘﯽ ﺑﻮﺩﻩ ﺍﺳﺖ ﻛﻪ‬
‫ﺍﺯ ﺩﻭﺭﺍﻥ ﺑﺎﺳﺘﺎﻥ ﺑﺎﻋﺚ ﻗﺤﻄﯽ ﻣﯽ ﺷﺪ‪ .‬ﻗﺤﻄﯽ ﻭ ﻛﻢ ﺁﺑﯽ ﭼﻪ ﺩﺭ ﺍﯾﺮﺍﻥ ﺑﺎﺳﺘﺎﻥ ﻭ ﭼﻪ ﺩﺭ‬
‫ﺩﻭﺭﺍﻥ ﺍﺳﻼﻣﯽ ﺷﺎﯾﻊ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﻣﻮﺭﺩ ﻗﺤﻄﯽ ﻫﺎی ﺍﯾﺮﺍﻥ ﺑﺎﺳﺘﺎﻥ‪ ،‬ﺩﺭ ﺗﺎﺭﯾﺦ ﻃﺒﺮی‬
‫ﺁﻣﺪﻩ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺯﻣﺎﻥ ﻓﯿﺮﻭﺯ‪ ،‬ﺳﺮﺯﻣﯿﻦ ﺍﯾﺮﺍﻥ ﻫﻔﺖ ﺳﺎﻝ ﭘﯿﺎﭘﯽ ﺑﻪ ﺧﺸﮏ ﺳﺎﻟﯽ ﻭ ﻗﺤﻄﯽ‬
‫ﺩﭼﺎﺭ ﺷﺪ‪ .‬ﺭﻭﺩﺧﺎﻧﻪ ﻫﺎ ﻭ ﻗﻨﺎﺕ ﻫﺎ ﻭ ﺑﺎﻍ ﻫﺎ ﻭ ﺩﺭﺧﺘﺎﻥ ﺧﺸﮏ ﺷﺪﻧﺪ‪ .‬ﺣﺘﯽ ﭘﺮﻧﺪﮔﺎﻥ ﻭ‬
‫ﺩﺭﻧﺪﮔﺎﻥ ﻫﻢ ﺍﺯ ﺑﯿﻦ ﺭﻓﺘﻨﺪ‪ .‬ﻭ ﺍﻣﺎ ﭼﻬﺎﺭﭘﺎﯾﺎﻥ ﺁﻧﻘﺪﺭ ﺿﻌﯿﻒ ﺷﺪﻧﺪ ﻛﻪ ﺩﯾﮕﺮ ﻗﺪﺭﺕ ﺑﺎﺭﺑﺮی‬
‫ﻧﺪﺍﺷﺘﻨﺪ‪ .‬ﺩﺭ ﭼﻨﯿﻦ ﺯﻣﺎﻧﯽ‪ ،‬ﻓﯿﺮﻭﺯ ﺑﻪ ﺣﻜﻤﺮﺍﻧﺎﻥ ﻭﻻﯾﺎﺕ ﻭ ﺷﻬﺮﻫﺎ ﺩﺳﺘﻮﺭ ﺩﺍﺩ ﻛﻪ ﻫﯿﭻ ﻛﺲ‬
‫ﺭﺍ ﺑﻪ ﺩﺍﺩﻥ ﻣﺎﻟﯿﺎﺕ ﻭﺍﺩﺍﺭ ﻧﻜﻨﻨﺪ‪.‬‬
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‫ﺁﯾﺎ ﻣﻴﺘﻮﺍﻥ ﺍﺯ ﻭﻗﻮﻉ ﺑﻼﯾﺎی ﻃﺒﯿﻌﯽ ﭘﯿﺸﮕﯿﺮی ﻛﺮﺩ؟‬ ‫■‬ ‫‪ 153‬ﺩﺭﺱ ﭼﻬﺎﺭﺩﻫﻢ‬
‫ﺩﺭﺑﺎﺭۂ ﻗﺤﻄﯽ ﻫﺎی ﺍﯾﺮﺍﻥ ﺩﺭ ﺩﻭﺭﺍﻥ ﺑﻌﺪ ﺍﺯ ﺍﺳﻼﻡ‪ ،‬ﺁﮔﺎﻫﯽ ﭼﻨﺪﺍﻧﯽ ﺩﺭ ﺩﺳﺘﺮﺱ ﻧﯿﺴﺖ ﻭ‬
‫ﺍﻃﻼﻋﺎﺕ ﻣﻮﺟﻮﺩ ﺑﯿﺸﺘﺮ ﻣﺮﺑﻮﻁ ﺑﻪ ﻗﺮﻥ ﻫﺎی ﺳﯿﺰﺩﻫﻢ ﻭ ﭼﻬﺎﺭﺩﻫﻢ ﻫﺠﺮی ﻗﻤﺮی ﺍﺳﺖ‪ .‬ﻣﺮگ‬
‫ﺑﺎﺭﺗﺮﯾﻦ ﻗﺤﻄﯽ ﺍﯾﻦ ﺩﻭﺭﺍﻥ ﻗﺤﻄﯽ ﺳﺎﻝ ‪١٢٨٨‬ﻣﯽ ﺑﺎﺷﺪ ﭼﺮﺍ ﻛﻪ ﺣﺪﻭﺩ ًﺍ ‪ ٢٠‬ﺩﺭﺻﺪ ﺟﻤﻌﯿﺖ‬
‫ﻛﺸﻮﺭ ﺩﺭ ﺍﯾﻦ ﻗﺤﻄﯽ ﺟﺎﻥ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻧﺪ‪.‬‬
‫‪cause; reason‬‬ ‫ﻋﻠﺖ )ﻋﻠﻞ(‬

‫‪famine‬‬ ‫ﻗﺤﻄﯽ‬
‫‪shortage‬‬ ‫ﻛﻤﺒﻮﺩ‬
‫‪rainfall‬‬ ‫ﺑﺎﺭﻧﺪﮔﯽ‬
‫‪drought‬‬ ‫ﺧﺸﻜﺴﺎﻟﯽ‬
‫‪consecutive‬‬ ‫ﭘﯿﺎﭘﯽ‬
‫‪widespread‬‬ ‫ﺷﺎﯾﻊ‬
‫‪to be afflicted with something‬‬ ‫ﺩﭼﺎﺭ ﭼﯿﺰی ﺷﺪﻥ‬
‫)‪qanat (underground water channel‬‬ ‫ﻗﻨﺎﺕ‬
‫‪wild beasts‬‬ ‫ﺩﺭﻧﺪﮔﺎﻥ‬
‫‪to die‬‬ ‫ﺍﺯ ﺑﯿﻦ ﺭﻓﱳ‬
‫… ‪as for‬‬ ‫ﻭ ﺍﻣﺎ‬
‫‪weak‬‬ ‫ﺿﻌﯿﻒ‬
‫‪load‬‬ ‫ﺑﺎﺭ‬
‫‪ruler‬‬ ‫ﺣﻜﻤﺮﺍﻥ‬
‫‪province‬‬ ‫ﻭﻻﯾﺖ )ﻭﻻﯾﺎﺕ(‬
‫‪to command‬‬ ‫ﺩﺳﺘﻮﺭ ﺩﺍﺩﻥ‬
‫‪taxes‬‬ ‫ﻣﺎﻟﯿﺎﺕ‬
‫‪to force‬‬ ‫ﻭﺍﺩﺍﺭ ﻛﺮﺩﻥ‬
‫‪information; awareness‬‬ ‫ﺁﮔﺎﻫﯽ‬
‫‪available; at hand‬‬ ‫ﺩﺭ ﺩﺳﺘﺮﺱ‬
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‫‪154‬‬ ‫‪Lesson 14‬‬ ‫■‬ ‫?‪Can natural disasters be prevented‬‬
‫‪information‬‬ ‫ﺍﻃﻼﻋﺎﺕ‬
‫‪deadly‬‬ ‫ﻣﺮﮔﺒﺎﺭ‬
‫‪approximately‬‬ ‫ﺣﺪﻭﺩ ًﺍ‬
‫‪to die‬‬ ‫ﺟﺎﻥ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻥ‬
‫‪ -١‬ﻣﻬﻢ ﺗﺮﯾﻦ ﻋﻠﻞ ﻗﺤﻄﯽ ﺩﺭ ﺍﯾﺮﺍﻥ ﭼﯿﺴﺖ؟‬
‫‪ -٢‬ﻗﺤﻄﯽ ﺯﻣﺎﻥ ﻓﯿﺮﻭﺯ ﭼﻪ ﭘﯿﺎﻣﺪﻫﺎﯾﯽ ﺑﻪ ﺩﻧﺒﺎﻝ ﺩﺍﺷﺖ؟‬
‫‪ -٣‬ﭼﺮﺍ ﻗﺤﻄﯽ ﺳﺎﻝ ‪١٢٨٨‬ﻣﺮگ ﺑﺎﺭﺗﺮﯾﻦ ﻗﺤﻄﯽ ﺍﯾﺮﺍﻥ ﻧﺎﻣﯿﺪﻩ ﺷﺪﻩ ﺍﺳﺖ؟‬
‫‪ -١‬ﺭﺳﺎﻧﻪ ﻫﺎ ﻫﺪﻑ ‪ .........‬ﺭﺳﺎﻧﯽ ﺑﻪ ﺟﺎﻣﻌﻪ ﺭﺍ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﺝ‪ -‬ﻗﻨﺎﺕ‬ ‫ﺍﻟﻒ‪ -‬ﺑﺎﺭﻧﺪﮔﯽ‬

‫ﺩ‪ -‬ﻣﺎﻟﯿﺎﺕ‬ ‫ﺏ‪ -‬ﺁﮔﺎﻫﯽ‬
‫‪ -٢‬ﺩﺭ ﺯﻣﺎﻥ ﻫﺎی ﻗﺪﯾﻢ ﺩﺧﺘﺮﺍﻥ ﺭﺍ ‪ .......‬ﻛﻪ ﺩﺭ ﺳﻨﯿﻦ ﺑﺴﯿﺎﺭ ﭘﺎﯾﯿﻦ ﺍﺯﺩﻭﺍﺝ ﻛﻨﻨﺪ‪.‬‬
‫ﺝ‪ -‬ﻧﺎﺑﻮﺩ ﻣﯽ ﺷﺪﻧﺪ‬ ‫ﺍﻟﻒ‪ -‬ﺩﺳﺘﻮﺭ ﻣﯽ ﺩﺍﺩﻧﺪ‬

‫ﺩ‪ -‬ﻭﺍﺩﺍﺭ ﻣﯽ ﻛﺮﺩﻧﺪ‬ ‫ﺏ‪ -‬ﻣﻮﺟﺐ ﻣﯽ ﺷﺪﻧﺪ‬
‫‪ -٣‬ﺍﺯ ﺳﺨﻨﺎﻥ ﻣﺴﺨﺮۂ ﺍﻭ ﻫﻤﻪ ‪ .........‬ﺍﺳﺘﺎﺩ ﻫﻢ ﺧﻨﺪﻩ ﺍﺵ ﮔﺮﻓﺖ‪.‬‬
‫ﺝ‪ -‬ﺑﻪ ﺍﻧﺪﺍﺯﻩ ﺍی‬ ‫ﺍﻟﻒ‪ -‬ﻛﻤﺒﻮﺩ‬

‫ﺩ‪ -‬ﺣﺘﯽ‬ ‫ﺏ‪ -‬ﭼﻪ‬
‫‪ -۴‬ﻧﺎﻣﻪ ﻫﺎی ‪ .......‬ﺍﻭ ﻧﺸﺎﻧﮕﺮ ﺟﺪّﯾﺖ ﺍﻭ ﺩﺭ ﯾﺎﻓﱳ ﻛﺎﺭﺍﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﺑﯽ ﺛﻤﺮ‬ ‫ﺍﻟﻒ‪ -‬ﻋﻤﺪﻩ‬

‫ﺩ‪ -‬ﻣﺮگ ﺑﺎﺭ‬ ‫ﺏ‪ -‬ﭘﯿﺎﭘﯽ‬
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‫‪ -۵‬ﺩﺭﻛﺸﻮﺭﻣﺎ ﻣﺤﻘﻘﺎﻥ ﺑﻪ ﻣﻨﺎﺑﻊ ﻛﺎﻓﯽ ‪ .........‬ﻧﺪﺍﺭﻧﺪ‪.‬‬
‫ﺝ‪ -‬ﺩﺳﺘﺮﺳﯽ‬ ‫ﺍﻟﻒ‪ -‬ﺁﮔﺎﻫﯽ‬

‫ﺩ‪ -‬ﺑﺎﺭﺑﺮی‬ ‫ﺏ‪ -‬ﺧﺸﻢ‬
‫‪ -١‬ﺍﺷﻌﺎﺭ ﻣﻮﻻﻧﺎ ﺩﺭ ﺍﯾﺮﺍﻥ ﺑﺎ ﺍﺳﺘﻘﺒﺎﻝ ﭼﺸﻤﮕﯿﺮی ﺭﻭﺑﺮﻭﺳﺖ‪.‬‬

‫ﺍﺷﻌﺎﺭ ﻣﻮﻻﻧﺎ ﺩﺭ ﻏﺮﺏ ﺑﺎ ﺍﺳﺘﻘﺒﺎﻝ ﭼﺸﻤﮕﯿﺮی ﺭﻭﺑﺮﻭﺳﺖ‪.‬‬
‫)‪ ...‬ﭼﻪ ‪ ...‬ﭼﻪ ‪(...‬‬
‫‪ -٢‬ﺑﻬﺸﺖ ﺯﯾﺮ ﭘﺎی ﻣﺎﺩﺭﺍﻥ ﺍﺳﺖ‪.‬‬

‫ﺍﯾﻦ ﻣﻄﻠﺐ ﺩﺭ ﺍﯾﻦ ﻛﺘﺎﺏ ﻫﺴﺖ‪.‬‬
‫)‪ ...‬ﺁﻣﺪﻩ ﺍﺳﺖ ﻛﻪ ‪(...‬‬
‫‪ -٣‬ﻫﯿﭻ ﻛﺲ ﺑﻪ ﺍﻭ ﺍﻋﺘﻤﺎﺩ ﻧﺪﺍﺭﺩ‪.‬‬

‫ﻣﺎﺩﺭﺵ ﻫﻢ ﺑﻪ ﺍﻭ ﺍﻋﺘﻤﺎﺩ ﻧﺪﺍﺭﺩ‪.‬‬
‫)‪ ...‬ﺣﺘﯽ ‪(...‬‬
‫‪ -۴‬ﺗﺎﺑﺴﺘﺎﻥ ﺑﻪ ﺍﯾﺮﺍﻥ ﻣﯽ ﺭﻭﻡ‪.‬‬

‫ﺗﺎﺑﺴﺘﺎﻥ ﻫﻤﯿﻦ ﺟﺎ ﻣﯽ ﻣﺎﱎ‪.‬‬
‫)‪ ...‬ﯾﺎ ‪ ...‬ﯾﺎ ‪(...‬‬
‫‪ -۵‬ﺍﯾﺮﺍﻧﯿﺎﻥ ﺑﻪ ﺍﯾﺮﺍﻥ ﻋﺸﻖ ﻣﯽ ﻭﺭﺯﻧﺪ‪.‬‬

‫ﺍﯾﺮﺍﻥ ﻭﻃﻦ ﺁﻧﻬﺎﺳﺖ‪.‬‬
‫)‪ ...‬ﭼﺮﺍ ﻛﻪ ‪(...‬‬
‫‪ -۶‬ﺑﺴﯿﺎﺭی ﺍﺯ ﻣﺘﺨﺼﺼﯿﻦ ﺍﺯ ﻛﺸﻮﺭ ﻣﻬﺎﺟﺮﺕ ﻛﺮﺩﻩ ﺍﻧﺪ‪.‬‬

‫ﺑﺴﯿﺎﺭی ﺍﺯ ﻣﺘﺨﺼﺼﯿﻦ ﻭ ﻣﺤﻘﻘﺎﻥ ﺑﺨﺎﻃﺮ ﻣﺸﻜﻼﺕ ﺍﻗﺘﺼﺎﺩی‪ ،‬ﺳﯿﺎﺳﯽ ﻭ ﺍﺟﺘﻤﺎﻋﯽ‬
‫ﺍﺯ ﻛﺸﻮﺭ ﻣﻬﺎﺟﺮﺕ ﻛﺮﺩﻩ ﺍﻧﺪ‪.‬‬
‫)ﺩﻻﯾﻞ ﻋﻤﺪۂ ‪(...‬‬

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‫‪ -١‬ﻣﱳ ﻗﺤﻄﯽ ﺩﺭ ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﺎ ﻛﻠﻤﺎﺕ ﺧﻮﺩﺗﺎﻥ ﺑﺎﺯﻧﻮﯾﺴﯽ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ١٠٠‬ﻛﻠﻤﻪ(‪.‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﻛﺎﺩﺭ ﻣﺘﻨﯽ ﺩﺭﺑﺎﺭۂ ﯾﻜﯽ ﺍﺯ ﻣﺮﮔﺒﺎﺭﺗﺮﯾﻦ ﺑﻼﯾﺎی ﻃﺒﯿﻌﯽ‬
‫ﺟﻬﺎﻥ ﺑﻨﻮﯾﺴﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ٨٠‬ﻛﻠﻤﻪ(‪ .‬ﻋﻠﻞ ﻭ ﭘﯿﺎﻣﺪﻫﺎی ﺁﻧﺮﺍ ﺗﻮﺿﯿﺢ ﺩﻫﯿﺪ‪.‬‬
‫ﭘﯿﺎﻣﺪ‬ ‫ﺩﺭﻃﻮﻝ ﺗﺎﺭﯾﺦ‬ ‫ﺍﻃﻼﻋﺎﺕ‬ ‫ﻭﺍﺩﺍﺭ ﻛﺮﺩﻥ‬ ‫ﺍﺯﺑﯿﻦ ﺭﻓﱳ‬ ‫ﺷﺎﯾﻊ‬ ‫ﻛﻤﺒﻮﺩ‬
‫ﻭﺟﻪ ﺷﺮﻃﯽ‬
‫ﻫﺮﮔﺎﻩ ﻭﻗﻮﻉ ﯾﮏ ﻓﻌﻞ ﻣﺸﺮﻭﻁ ﺑﻪ ﻭﻗﻮﻉ ﻓﻌﻠﯽ ﺩﯾﮕﺮ ﺑﺎﺷﺪ‪ ،‬ﺁﻥ ﻓﻌﻞ ﺩﺭ ﻭﺟﻪ ﺷﺮﻃﯽ ﺍﺳﺖ‪.‬‬
‫ﺷﺮﻁ ﻣﯽ ﺗﻮﺍﻧﺪ ﳑﻜﻦ ﺑﺎﺷﺪ ﯾﺎ ﻏﯿﺮ ﳑﻜﻦ ﻭ ﮔﺬﺷﺘﻪ ﺑﺎﺷﺪ ﯾﺎ ﺣﺎﻝ ﻭ ﯾﺎ ﺁﯾﻨﺪﻩ‪.‬‬
‫‪ -١‬ﺷﺮﻁ ﳑﻜﻦ ﺩﺭ ﺯﻣﺎﻥ ﺣﺎﻝ‪:‬‬
‫ﺍﻟﻒ ‪ -‬ﺷﺮﻁ ﳑﻜﻦ ﺩﺭ ﺯﻣﺎﻥ ﺣﺎﻝ ﻫﻤﺮﺍﻩ ﺑﺎ ﺷﮏ )ﺩﺭ ﺍﯾﻦ ﺟﻤﻼﺕ‪ ،‬ﻓﻌﻞ ﺷﺮﻃﯽ ﻣﻌﻤﻮ ًﻻ‬
‫ﻣﻀﺎﺭﻉ ﺍﻟﺘﺰﺍﻣﯽ ﺍﺳﺖ ﻭﮔﺎﻫﯽ ﻣﺎﺿﯽ ﺍﺳﺖ(‪.‬‬
‫ﺍﮔﺮ ﺑﺮﻭی ‪ /‬ﺭﻓﺘﯽ ﻣﻦ ﻫﻢ ﻣﯽ ﺁﯾﻢ‪.‬‬
‫ﺍﮔﺮﻧﯿﺎﯾﯽ ﺍﻭ ﺭﺍ ﻧﺨﻮﺍﻫﯽ ﺩﯾﺪ‪.‬‬
‫ﭼﻨﺎﻧﭽﻪ ﺑﺨﻮﺍﻫﯽ ﻣﻮﻓﻖ ﺧﻮﺍﻫﯽ ﺷﺪ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﺷﺮﻁ ﳑﻜﻦ ﺩﺭ ﺯﻣﺎﻥ ﺣﺎﻝ ﻫﻤﺮﺍﻩ ﺑﺎ ﺷﮏ ﭼﻨﺪ ﺟﻤﻠﻪ ﺑﺴﺎﺯﯾﺪ‪.‬‬
‫ﺍﮔﺮ ﺍﻭ ﺭﺍ ﺑﺒﯿﻨﻢ ‪ /‬ﺩﯾﺪﻡ ﺳﻼﻡ ﺗﻮﺭﺍ ﺑﻪ ﺍﻭ ﻣﯽ ﺭﺳﺎﱎ‪.‬‬
‫‪ - ٢‬ﺷﺮﻁ ﳑﻜﻦ ﺩﺭ ﺯﻣﺎﻥ ﺣﺎﻝ ﻫﻤﺮﺍﻩ ﺑﺎ ﯾﻘﯿﻦ )ﺩﺭ ﺍﯾﻦ ﺟﻤﻼﺕ‪ ،‬ﻓﻌﻞ ﺷﺮﻃﯽ ﺩﺭ ﺯﻣﺎﻥ‬
‫ﺣﺎﻝ ﺍﺳﺖ(‪.‬‬
‫ﺍﮔﺮ ﺍﻭ ﺭﺍ ﻣﯽ ﺷﻨﺎﺳﯽ ﭼﺮﺍ ﺩﻋﻮﺗﺶ ﳕﯽ ﻛﻨﯽ؟‬
‫ﺍﮔﺮﺟﻮﺍﺏ ﺳﺆﺍﻝ ﺭﺍ ﻣﯽ ﺩﺍﻧﯿﺪ ﭘﺎﺳﺦ ﺩﻫﯿﺪ‪.‬‬
‫ﺍﮔﺮ ﻣﯽ ﺁﯾﯿﺪ ﻣﻦ ﻫﻢ ﻣﯽ ﺁﯾﻢ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﺷﺮﻁ ﳑﻜﻦ ﺩﺭ ﺯﻣﺎﻥ ﺣﺎﻝ ﻫﻤﺮﺍﻩ ﺑﺎ ﯾﻘﯿﻦ ﭼﻨﺪ ﺟﻤﻠﻪ ﺑﺴﺎﺯﯾﺪ‪.‬‬
‫ﺍﮔﺮ ﻣﺮﺍ ﻣﯽ ﺑﺨﺸﯽ ﺩﯾﮕﺮ ﺍﯾﻦ ﻃﻮﺭ ﺑﻪ ﻣﻦ ﻧﮕﺎﻩ ﻧﻜﻦ‪.‬‬
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‫‪ -٣‬ﺷﺮﻁ ﳑﻜﻦ ﺩﺭ ﺯﻣﺎﻥ ﮔﺬﺷﺘﻪ‪) :‬ﺩﺭ ﺍﯾﻦ ﺟﻤﻼﺕ‪ ،‬ﻓﻌﻞ ﺷﺮﻃﯽ ﻣﺎﺿﯽ ﺍﻟﺘﺰﺍﻣﯽ ﺍﺳﺖ(‪.‬‬
‫ﺍﮔﺮ ﻧﺮﻓﺘﻪ ﺑﺎﺷﺪ ﺍﻭ ﺭﺍ ﻣﯽ ﺑﯿﻨﯿﻢ‪.‬‬
‫ﺍﮔﺮ ﻗﻮﻝ ﺩﺍﺩﻩ ﺑﺎﺷﺪ ﻋﻤﻞ ﺧﻮﺍﻫﺪ ﻛﺮﺩ‪.‬‬
‫ﭼﻨﺎﻧﭽﻪ ﺑﻪ ﺩﺍﻧﺸﮕﺎﻩ ﺭﻓﺘﻪ ﺑﺎﺷﺪ ﺩﯾﺮ ﺧﻮﺍﻫﺪ ﺁﻣﺪ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﺷﺮﻁ ﳑﻜﻦ ﺩﺭ ﺯﻣﺎﻥ ﮔﺬﺷﺘﻪ ﭼﻨﺪ ﺟﻤﻠﻪ ﺑﺴﺎﺯﯾﺪ‪.‬‬
‫ﺍﮔﺮ ﺳﺮﻣﺎ ﺧﻮﺭﺩﻩ ﺑﺎﺷﺪ ﺑﻪ ﻛﻼﺱ ﳕﯽ ﺁﯾﺪ‪.‬‬
‫‪ -۴‬ﺷﺮﻁ ﻏﯿﺮﳑﻜﻦ‪) :‬ﺩﺭ ﺍﯾﻦ ﺟﻤﻼﺕ‪ ،‬ﻓﻌﻞ ﺷﺮﻃﯽ ﻣﺎﺿﯽ ﺑﻌﯿﺪ ﻭ ﯾﺎ ﻣﺎﺿﯽ ﺍﺳﺘﻤﺮﺍﺭی‬
‫ﺍﺳﺖ(‪.‬‬
‫ﺍﮔﺮ ﻣﯽ ﺭﻓﺖ ﻣﻦ ﻫﻢ ﻣﯽ ﺭﻓﺘﻢ‪.‬‬
‫ﺍﮔﺮ ﻣﯽ ﺩﺍﻧﺴﺘﻢ ﻧﺮﻓﺘﻪ ﺑﻮﺩﻡ‪.‬‬
‫ﺍﮔﺮ ﺑﺮﻑ ﺁﻣﺪﻩ ﺑﻮﺩ ﺭﻭی ﺯﻣﯿﻦ ﻧﺸﺴﺘﻪ ﺑﻮﺩ‪.‬‬
‫ﺍﮔﺮ ﻛﻤﮏ ﻧﺨﻮﺍﺳﺘﻪ ﺑﻮﺩی ﻛﻤﻜﺖ ﳕﯽ ﻛﺮﺩﻡ‪.‬‬
‫ﭼﻨﺎﻧﭽﻪ ﻣﯽ ﺧﻮﺍﺳﺖ ﻣﯽ ﮔﻔﺖ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﺷﺮﻁ ﻏﯿﺮﳑﻜﻦ ﭼﻨﺪ ﺟﻤﻠﻪ ﺑﺴﺎﺯﯾﺪ‪.‬‬
‫ﺍﮔﺮ ﻗﺒﻮﻝ ﺷﺪﻩ ﺑﻮﺩ ﺧﻮﺷﺤﺎﻝ ﺑﻮﺩ‪.‬‬
‫ﻭﺭﺯﺵ‬
‫ﺑﺎﺯﯾﻜﻦ‬ ‫ﻣﺴﺎﺑﻘﺎﺕ‬ ‫ﺩﺍﻭﺭ‬ ‫ﺑﺎﺷﮕﺎﻩ‬ ‫ﻣﺪﺍﻝ‬ ‫ﻗﻬﺮﻣﺎﻥ‬ ‫ﻃﺮﻓﺪﺍﺭﺍﻥ‬

‫ﺑﺎﺯی ﻫﺎ‬ ‫ﺣﺬﻓﯽ‬ ‫ﺑﺮﻧﺪﻩ‬ ‫ﻟﯿﮓ‬ ‫ﻣﺮﺑﯽ‬ ‫ﺟﺎﻡ ﺟﻬﺎﻧﯽ‬ ‫ﺯﻣﯿﻦ‬
‫ﺑﺎﺯﻧﺪﻩ‬ ‫ﺍﺳﺘﺎﺩﯾﻮﻡ‬
‫‪ .....................‬ﺍﳌﭙﯿﮏ ‪ ٢٠١٢‬ﺩﺭ ﻟﻨﺪﻥ ﺑﺮﮔﺰﺍﺭ ﺧﻮﺍﻫﺪ ﺷﺪ‪.‬‬

‫‪ ...................‬ﺗﯿﻢ ﻫﺎﻛﯽ ﻣﻨﺘﺮﯾﺎﻝ ﭘﺲ ﺍﺯ ﺑﺎﺧﺖ ﺗﯿﻤﺸﺎﻥ ﻋﻠﯿﻪ ﺗﯿﻢ ﻫﺎﻛﯽ ﺑﻮﺳﱳ ﺑﻪ ﺧﯿﺎﺑﺎﻧﻬﺎ‬
‫ﺭﯾﺨﺘﻨﺪ ﻭ ﺷﯿﺸﻪ ﻣﻐﺎﺯﻩ ﻫﺎ ﺭﺍ ﺷﻜﺴﺘﻨﺪ‪.‬‬
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‫ﻫﺮﺭﻭﺯ ﺑﻪ ‪ ................‬ﻣﯽ ﺭﻭﻡ ﻭ ﲤﺮﯾﻦ ﺑﺪﻧﺴﺎﺯی ﻣﯽ ﻛﻨﻢ‪.‬‬

‫ﺑﺮﺯﯾﻞ ﻣﯿﺰﺑﺎﻥ ‪ ..................‬ﻓﻮﺗﺒﺎﻝ ﺩﺭ ﺳﺎﻝ ‪ ٢٠١۴‬ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬
‫ﺭﺍﺟﺮ ﻓﺪﺭﺭ ﺩﺭ ‪ ...................‬ﺗﻨﯿﺲ ﻏﻮﻏﺎ ﻣﯽ ﻛﻨﺪ‪.‬‬
‫ﺍﻣﺴﺎﻝ ﺑﺮﺧﻼﻑ ﭼﻨﺪﺳﺎﻝ ﮔﺬﺷﺘﻪ ﺗﯿﻢ ﺑﺴﻜﺘﺒﺎﻝ ﻟﻮﺱ ﺁﳒﻠﺲ ﻟﯿﻜﺮﺯ ﺩﺭ ﺑﺎﺯی ﻫﺎی ‪..............‬‬
‫ﻣﻘﺎﻣﯽ ﻛﺴﺐ ﻧﻜﺮﺩ‪.‬‬
‫ﭘﺲ ﺍﺯ ﺷﻜﺴﺖ ﺗﯿﻢ ﻣﻠﯽ ﺍﯾﺮﺍﻥ ‪ .....................‬ﺍﯾﻦ ﺗﯿﻢ ﻋﻮﺽ ﺷﺪ‪.‬‬
‫ﺧﻄﺎﯾﯽ ﺭﺍ ﻛﻪ ‪ ................‬ﻭﺳﻂ ﻧﮕﺮﻓﺖ ﺩﺍﻭﺭﺍﻥ ﻛﻨﺎﺭ ﮔﺮﻓﺘﻨﺪ‪.‬‬
‫ﺟﻬﺎﻥ ﭘﻬﻠﻮﺍﻥ ﺗﺨﺘﯽ ﻣﺸﻬﻮﺭﺗﺮﯾﻦ ‪ .................‬ﻛﺸﺘﯽ ﺩﺭ ﺍﯾﺮﺍﻥ ﺑﻮﺩ‪.‬‬
‫ﺁﻣﺮﯾﻜﺎ ﺩﺭ ‪ ....................‬ﺟﻬﺎﻧﯽ ﺷﻨﺎ ﻣﻘﺎﻡ ﺍﻭﻝ ﺭﺍ ﻛﺴﺐ ﻛﺮﺩ‪.‬‬
‫‪to lose‬‬ ‫ﺑﺎﺧﱳ‬

‫‪to qualify for‬‬ ‫ﺭﺍﻩ ﯾﺎﻓﱳ ﺑﻪ‬
‫‪semi-finals‬‬ ‫ﺩﻭﺭ ﻧﯿﻤﻪ ﻧﻬﺎﯾﯽ‬
‫‪to score a goal‬‬ ‫ﮔﻞ ﺯﺩﻥ‬
‫‪to compete in‬‬ ‫ﺷﺮﻛﺖ ﻛﺮﺩﻥ ﺩﺭ‬
‫‪fan‬‬ ‫ﻃﺮﻓﺪﺍﺭ‬
‫‪athlete‬‬ ‫ﻭﺭﺯﺷﻜﺎﺭ‬
‫‪spectator‬‬ ‫ﲤﺎﺷﺎﭼﯽ‬
‫‪point‬‬ ‫ﺍﻣﺘﯿﺎﺯ‬
‫‪final‬‬ ‫ﺑﺎﺯی ﻧﻬﺎﯾﯽ‬
‫ﺗﯿﻢ ﻓﻮﺗﺒﺎﻝ ﻛﺎﻧﺎﺩﺍ ﺩﻭ ﺑﺮ ﯾﮏ ﺑﻪ ﺗﯿﻢ ﻓﻮﺗﺒﺎﻝ ﺁﻣﺮﯾﻜﺎ ﺑﺎﺧﺖ‪.‬‬
‫ﻭﺭﺯﺵ ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺁﻧﺮﺍ ﺗﺮﺟﻤﻪ ﳕﺎﯾﯿﺪ‪.‬‬
‫‪9780415691352_C14.indd 158‬‬ ‫‪5/23/12 4:04 PM‬‬

‫ﻣﻘﺎﻣﺎﺕ ﺣﻤﯿﺪی‬
‫ﻣﻘﺎﻣﺎﺕ ﺣﻤﯿﺪی ﻣﺸﻬﻮﺭﺗﺮﯾﻦ ﻛﺘﺎﺏ ﺑﻪ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺩﺭ ﻓﻦ ﻣﻘﺎﻟﻪﻧﻮﯾﺴﯽ ﺍﺳﺖ ﻛﻪ ﺗﻮﺳﻂ‬
‫ﻗﺎﺿﯽ ﺣﻤﯿﺪﺍﻟﺪﯾﻦ ﻋﻤﺮ ﺑﻦ ﻣﺤﻤﻮﺩ ﺑﻠﺨﯽ ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻣﻘﺎﻟﻪﻧﻮﯾﺴﯽ ﺍﺑﺘﺪﺍ ﺩﺭ ﺯﺑﺎﻥ‬
‫ﻋﺮﺑﯽ ﻣﻌﻤﻮﻝ ﺷﺪ ﻛﻪ ﺣﻜﺎﯾﺎﺕ ﻭ ﻣﻄﺎﻟﺐ ﻣﻔﯿﺪ ﺭﺍ ﺑﺎ ﻧﺜﺮی ﻣﺴﺠّ ﻊ ﻭ ﻣﻘﻔّﯽ ﺑﻪ ﺻﻮﺭﺕ ﺧﻄﺎﺑﻪ‬
‫ﻭ ﻣﺠﻠﺲﮔﻮﯾﯽ ﺩﺭ ﺟﻤﻊ ﺣﺎﺿﺮﺍﻥ ﻣﯽﺧﻮﺍﻧﺪﻧﺪ‪ .‬ﺟﻤﻊ ﺁﻭﺭی ﺍﯾﻨﮕﻮﻧﻪ ﺳﺨﻦ ﻛﻪ ﺑﻪ ﻣﻘﺎﻣﺎﺕ‬
‫ﻣﺸﻬﻮﺭ ﺍﺳﺖ ﺑﻪ ﺗﺄﻟﯿﻒ ﻛﺘﺎﺑﻬﺎﯾﯽ ﭼﻮﻥ ﻣﻘﺎﻣﺎﺕ ﺣﺮﯾﺮی ﻭ ﻣﻘﺎﻣﺎﺕ ﺑﺪﯾﻊﺍﻟﺰﻣﺎﻥ ﻫﻤﺪﺍﻧﯽ ﻣﻨﺠﺮ‬
‫ﺷﺪ‪.‬‬
‫ﻧﺒﺾ ﻋﺎﺷﻘﺎﻥ ﺍﺯ ﺩﺳﺖ ﻧﮕﯿﺮﻧﺪ‪.‬‬

‫ﻧﺒﺾ ﻋﺎﺷﻘﺎﻥ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﳕﯽ ﮔﯿﺮﻧﺪ‪.‬‬
‫ﺑﺪﺍﻧﻜﻪ ﻋﺸﻖ‪ ،‬ﺳﻪ ﻗﺪﻡ ﺍﺳﺖ‪ :‬ﺍﻭّﻝ ﻗﺪﻡ ﻛ َِﺸﺶ ﺍﺳﺖ‪ ،‬ﺩﻭﻡ ﻗﺪﻡ ﻛﻮﺷﺶ‪ ،‬ﺳﻮﻡ ﻗﺪﻡ ﻛ ُِﺸﺶ‪.‬‬
‫ﺍﺯ ﺍﯾﻦ ﺳﻪ ﻗﺪﻡ‪ ،‬ﺩﻭ ﺍﺧﺘﯿﺎﺭی ﺍﺳﺖ ﻭ ﯾﻜﯽ ﺍﺿﻄﺮﺍﺭی‪ .‬ﺩﺭ ﻗﺪﻡ ﻛ َِﺸﺶ‪ ،‬ﻫﻢ ﺻﻔﺖ ﻣﺎﺭ ﺑﺎﯾﺪ‬
‫ﺑﻮﺩ ﻛﻪ ﺑﯽﭘﺎی ﺑﭙﻮﯾﺪ ﻭ ﺑﯽﺩﺳﺖ ﺑﺠﻮﯾﺪ‪ .‬ﻭ ﺩﺭ ﻗﺪﻡ ﻛﻮﺷﺶ ﻫﻢ ﻧﻌﺖ ﻣﻮﺭ ﺑﺎﯾﺪ ﺑﻮﺩ ﻛﻪ ﭼﻮﻥ‬
‫ﺩﺍﻋﯿﮥ ﻋﺸﻖ ﺍﻭ ﺭﺍ ﺩﺭ ﻛﺎﺭ ﻛﺸﺪ‪ ،‬ﺑﻪ ﺗﻦ ﺑﺎﺭ ﻛﺸﺪ‪ .‬ﻭ ﻗﺪﻡ ﻛ ُِﺸﺶ ﻧﻪ ﻗﺪﻡ ﺍﺧﺘﯿﺎﺭی ﺍﺳﺖ‬
‫ﺑﻠﻜﻪ ﺍﺿﻄﺮﺍﺭی ﺍﺳﺖ ﻛﻪ ﺳﻠﻄﺎﻥ ﻋﺸﻖ ﻣﺘّﻬﻢ ﻧﯿﺴﺖ ﻭ ﺧﻮﻥ ﻋﺎﺷﻘﺎﻥ‪ ،‬ﻣﺤﺘﺮﻡ ﻧﻪ‪.‬‬
‫ﺍی ﺟﻮﺍﻥ‪ ،‬ﻧﺪﺍﻧﺴﺘﻪﺍی ﻛﻪ ﺣﺠﺮۂ ﻋﺸﻖ ﺑﺎﻡ ﻧﺪﺍﺭﺩ ﻭ ﺻﺒﺢ ﻣﺤﺒّﺖ ﺷﺎﻡ ﻧﻪ‪ .‬ﻋﺸﻖ‪ ،‬ﻗﻔﺴﯽ‬
‫ﺍﺳﺖ ﺁﻫﻨﯿﻦ ﻭ ﺗﻨﮓ‪ ،‬ﻧﻪ ﺭﻭی ﺷﻜﺴﱳ ﻭ ﻧﻪ ﺭﻭی ﺩﺭﻧﮓ؛ ﺑﺎ ﺍﯾﻨﻬﻤﻪ ﻧﺒﺾ ﻭ ﭘﯿﺸﺎﺭی‬
‫ﭘﯿﺶ ﺁﺭ ﺗﺎ ﺑﻨﮕﺮﻡ ﻛﻪ ﻛﺎﺭﺩ ﺑﻪ ﺍﺳﺘﺨﻮﺍﻥ ﺭﺳﯿﺪﻩ ﻭ ﻋﻠّﺖ ﻋﺸﻖ ﺑﻪ ﺟﺎﻥ ﻛﺸﯿﺪﻩ ﺍﺳﺖ ﯾﺎ ﻧﻪ؟‬
‫ﺩﺳﺖ ﺑﻪ ﻭی ﺩﺍﺩﻡ‪ ،‬ﮔﻔﺖ‪ :‬ﻧﺪﺍﻧﺴﺘﻪﺍی ﻛﻪ ﻧﺒﺾ ﻋﺎﺷﻘﺎﻥ ﺍﺯ ﺩﺳﺖ ﻧﮕﯿﺮﻧﺪ‪ ،‬ﺍﺯ ﺩﻝ ﮔﯿﺮﻧﺪ‪ .‬ﺁﺏ‬
‫ﻣﺠﺴﮥ ﺑﻮﻗﻠﻤﻮﻥ ﻋﺸﻖ‬
‫ّ‬ ‫ﭘﯿﺶ ﺩﺍﺷﺘﻢ‪ ،‬ﮔﻔﺖ ﻧﺸﻨﯿﺪﻩﺍی ﻛﻪ ﺁﺏ ﻣﺤﺒّﺎﻥ ﺍﺯ ﺩﯾﺪﻩ ﻣﺸﺎﻫﺪﻩ ﻛﻨﻨﺪ؟‬
‫ﺩﯾﮕﺮﮔﻮﻥ ﺍﺳﺖ ﻭ ﺍَﻣﺎﺭﺕ ﻋﻠّﺖ ﻋﺸﻖ‪ ،‬ﺍﺯ ﺁﺏ ﺩﯾﺪﻩ ﻭ ﺁﺗﺶ ﺳﯿﻨﻪ ﺍﺳﺖ ﻧﻪ ﺍﺯ ﺭﻧﮓ ﺁﺑﮕﯿﻨﻪ‪.‬‬
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‫ﻛ َِﺸﺶ‬
‫ﻛﻮﺷﺶ‬
‫ﻛ ُِﺸﺶ‬
‫ﺍﺧﺘﯿﺎﺭی‬
‫ﺍﺿﻄﺮﺍﺭی‬
‫ﺩﺍﻋﯿﻪ‬
‫ﺩﺭﻧﮓ‬
‫ﻧﺒﺾ‬
‫ﻣﺤﺒّﺎﻥ‬
‫ﺩﯾﺪﻩ‬
‫ﻫﻢ ﺻﻔﺖ ﻣﺎﺭ ﺑﺎﯾﺪ ﺑﻮﺩ ﻛﻪ ﺑﯽﭘﺎی ﺑﭙﻮﯾﺪ ﻭ ﺑﯽﺩﺳﺖ ﺑﺠﻮﯾﺪ‬

‫ﻛﺎﺭﺩ ﺑﻪ ﺍﺳﺘﺨﻮﺍﻥ ﺭﺳﯿﺪﻩ‬
‫ﻫﻢ ﻧﻌﺖ ﻣﻮﺭ ﺑﺎﯾﺪ ﺑﻮﺩ ﻛﻪ ﭼﻮﻥ ﺩﺍﻋﯿﮥ ﻋﺸﻖ ﺍﻭ ﺭﺍ ﺩﺭ ﻛﺎﺭ ﻛﺸﺪ‪ ،‬ﺑﻪ ﺗﻦ ﺑﺎﺭ ﻛﺸﺪ‬
‫ﺣﺠﺮۂ ﻋﺸﻖ ﺑﺎﻡ ﻧﺪﺍﺭﺩ ﻭ ﺻﺒﺢ ﻣﺤﺒّﺖ ﺷﺎﻡ ﻧﻪ‬
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‫ﺳﻌﺪی‬
‫ﺳﻌﺪی ﯾﻜﯽ ﺍﺯ ﺑﺰﺭﮔﺘﺮﯾﻦ ﺷﻌﺮﺍی ﺍﯾﺮﺍﻥ ﻭ ﺟﻬﺎﻥ ﺍﺳﻼﻡ ﺍﺳﺖ‪ .‬ﻛﺘﺎﺏ ﻫﺎی »ﮔﻠﺴﺘﺎﻥ«‬
‫)ﻧﺜﺮ ﻭ ﻧﻈﻢ( ﻭ »ﺑﻮﺳﺘﺎﻥ« )ﻧﻈﻢ( ﻣﻬﻤﺘﺮﯾﻦ ﺁﺛﺎﺭ ﻭی ﺑﻪ ﺷﻤﺎﺭ ﻣﯽ ﺁﯾﻨﺪ‪ .‬ﺳﻌﺪی ﺩﺭ‬
‫ﺳﺎﻝ ‪ ۶٩١‬ﺩﺭ ﺷﯿﺮﺍﺯ ﺩﺭﮔﺬﺷﺖ ﻭ ﺩﺭ ﻧﺰﺩﯾﻜﯽ ﺍﯾﻦ ﺷﻬﺮ ﺑﻪ ﺧﺎک ﺳﭙﺮﺩﻩ ﺷﺪ‪ .‬ﺁﺭﺍﻣﮕﺎﻩ‬
‫ﺳﻌﺪی ﯾﻜﯽ ﺍﺯﺯﯾﺒﺎﺗﺮﯾﻦ ﺑﻨﺎﻫﺎی ﺍﺳﺘﺎﻥ ﻓﺎﺭﺱ ﺍﺳﺖ‪.‬‬
‫ﺣﻜﺎﯾﺖ‪ :‬ﺩﺍﺳﺘﺎﻥ‪ ،‬ﺳﺮﮔﺬﺷﺖ ﯾﺎ ﻗﺼﻪ ﺍی ﻣﻌﻤﻮ ًﻻ ﻛﻮﺗﺎﻩ‪.‬‬
‫ﺩﻭ ﺣﻜﺎﯾﺖ ﺍﺯ ﮔﻠﺴﺘﺎﻥ ﺳﻌﺪی‬

‫ﺩﺯﺩی ﺑﻪ ﺧﺎﻧﮥ ﭘﺎﺭﺳﺎﯾﯽ ﺩﺭ ﺁﻣﺪ‪ .‬ﭼﻨﺪﺍﻧﻜﻪ ﺟﺴﺖ ﭼﯿﺰی ﻧﯿﺎﻓﺖ‪ .‬ﺩﻝ ﺗﻨﮓ ﺷﺪ‪ .‬ﭘﺎﺭﺳﺎ‬
‫ﺧﺒﺮ ﺷﺪ‪ ،‬ﮔﻠﯿﻤﯽ ﻛﻪ ﺑﺮ ﺁﻥ ﺧﻔﺘﻪ ﺑﻮﺩ ﺩﺭ ﺭﺍﻩ ﺩﺯﺩ ﺍﻧﺪﺍﺧﺖ ﺗﺎ ﻣﺤﺮﻭﻡ ﻧﺸﻮﺩ‪:‬‬
‫ﺷﻨﯿﺪﻡ ﻛﻪ ﻣﺮﺩﺍﻥ ﺭﺍﻩ ﺧﺪﺍی‬

‫ﺩﻝ ﺩﺷﻤﻨﺎﻥ ﺭﺍ ﻧﻜﺮﺩﻧﺪ ﺗﻨﮓ‬
‫ﻣﯿﺴﺮ ﺷﻮﺩ ﺍﯾﻦ ﻣﻘﺎﻡ‬
‫ﺗﺮﺍ ﻛﯽ ّ‬
‫ﻛﻪ ﺑﺎ ﺩﻭﺳﺘﺎﻧﺖ ﺧﻼﻓﺴﺖ ﻭ ﺟﻨﮓ‬
‫ﻫﺮﮔﺰ ﺍﺯ ﺩﻭﺭ ﺯﻣﺎﻥ ﻧﻨﺎﻟﯿﺪﻩ ﺑﻮﺩﻡ‪ ،‬ﻭ ﺭﻭی ﺍﺯ ﮔﺮﺩﺵ ﺁﺳﻤﺎﻥ ﺩﺭ ﻫﻢ ﻧﻜﺸﯿﺪﻩ‪ ،‬ﻣﮕﺮ‬
‫ﻭﻗﺘﯽ ﻛﻪ ﭘﺎﯾﻢ ﺑﺮﻫﻨﻪ ﻣﺎﻧﺪﻩ ﺑﻮﺩ ﻭ ﺍﺳﺘﻄﺎﻋﺖ ﭘﺎی ﭘﻮﺷﯽ ﻧﺪﺍﺷﺘﻢ‪ .‬ﺑﻪ ﺟﺎﻣﻊ ﻛﻮﻓﻪ ﺩﺭﺁﻣﺪﻡ‬
‫ﺩﻟﺘﻨﮓ‪ .‬ﯾﻜﯽ ﺭﺍ ﺩﯾﺪﻡ ﻛﻪ ﭘﺎی ﻧﺪﺍﺷﺖ‪ .‬ﺳﭙﺎﺱ ﻧﻌﻤﺖ ﺣﻖ ﺑﺠﺎی ﺁﻭﺭﺩﻡ ﻭ ﺑﺮ ﺑﯽ ﻛﻔﺸﯽ‬
‫ﺻﺒﺮ ﻛﺮﺩﻡ‪:‬‬
‫ﻣﺮﻍ ﺑﺮﯾﺎﻥ ﺑﻪ ﭼﺸﻢ ﻣﺮﺩﻡ ﺳﯿﺮ‬

‫ﻛﻤﺘﺮ ﺍﺯ ﺑﺮگ ﺗﺮﻩ ﺑﺮ ﺧﻮﺍﻥ ﺍﺳﺖ‬
‫ﻭﺍﻧﻜﻪ ﺭﺍ ﺩﺳﺘﮕﺎﻩ ﻭ ﻗﻮﺕ ﻧﯿﺴﺖ‬
‫ﺷﻠﻐﻢ ﭘﺨﺘﻪ ﻣﺮﻍ ﺑﺮﯾﺎﻥ ﺍﺳﺖ‬
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‫ﺑﻨﺎ = ﺳﺎﺧﺘﻤﺎﻥ‬ ‫ﺁﺭﺍﻣﮕﺎﻩ = ﻣﻘﺒﺮﻩ‬ ‫ﺩﺭﮔﺬﺷﱳ = ﻣﺮﺩﻥ‬
‫ﺩﻝ ﺗﻨﮓ = ﻧﺎﺭﺍﺣﺖ‬ ‫ﺧﻔﺘﻪ = ﺧﻮﺍﺑﯿﺪﻩ‬ ‫ﺣﻜﺎﯾﺖ = ﺩﺍﺳﺘﺎﻥ‬
‫ﺣﻖ = ﺧﺪﺍ‬ ‫ﺟﺎﻣﻊ = ﻣﺴﺠﺪ‬ ‫ﺑﺮﻫﻨﻪ = ﻋﺮﯾﺎﻥ‬
‫‪a pious or abstemious person‬‬ ‫ﭘﺎﺭﺳﺎ‬

‫‪to search‬‬ ‫ﺟﺴﱳ‬
‫‪to be deprived‬‬ ‫ﻣﺤﺮﻭﻡ ﺷﺪﻥ‬
‫‪procurable; possible; feasible‬‬ ‫ﻣﯿﺴﺮ‬
‫ّ‬
‫‪station‬‬ ‫ﻣﻘﺎﻡ )ﻣﻘﺎﻣﺎﺕ(‬
‫‪dispute‬‬ ‫ﺧﻼﻑ‬
‫‪vicissitude of time‬‬ ‫ﺩﻭﺭ ﺯﻣﺎﻥ‬
‫‪to bemoan‬‬ ‫ﻧﺎﻟﯿﺪﻥ‬
‫‪financial ability; means‬‬ ‫ﺍﺳﺘﻄﺎﻋﺖ‬
‫‪bounty‬‬ ‫ﻧﻌﻤﺖ‬
‫‪roast chicken‬‬ ‫ﻣﺮﻍ ﺑﺮﯾﺎﻥ‬
‫‪full; sated‬‬ ‫ﺳﯿﺮ‬
‫‪a kind of leek‬‬ ‫ﺗﺮﻩ‬
‫‪turnip‬‬ ‫ﺷﻠﻐﻢ‬
‫‪ -١‬ﭼﺮﺍ ﻣﺮﺩ ﭘﺎﺭﺳﺎ ﮔﻠﯿﻤﺶ ﺭﺍ ﺑﻪ ﺩﺯﺩ ﺩﺍﺩ؟ ﭘﺎﺭﺳﺎﯾﯽ ﯾﻌﻨﯽ ﭼﻪ؟‬
‫‪ -٢‬ﭼﻄﻮﺭ ﻣﯽ ﺷﻮﺩ ﻛﻪ ﺷﻠﻐﻢ ﭘﺨﺘﻪ ﺑﺮﺍی ﺁﺩﻡ ﮔﺮﺳﻨﻪ ﻣﺎﻧﻨﺪ ﻣﺮﻍ ﺑﺮﯾﺎﻥ ﺑﺎﺷﺪ؟‬
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‫ﻛﻮﭼﻪ‬
‫ﻧﺎﻡ ﯾﮏ ﻛﻮﭼﻪ ﺩﺭ ﻣﺤﻠﻪ ﻗﺪﯾﻤﯽ ﺟﻠﻔﺎ ﺩﺭ ﺍﺻﻔﻬﺎﻥ‬

‫ﻣﺤﻠﻪ ﺟﻠﻔﺎ ﻛﻪ ﻗﺪﻣﺖ ﺁﻥ ﺑﻪ ﺩﻭﺭﻩ ﺻﻔﻮﯾﻪ ﺑﺎﺯ ﻣﯽ ﮔﺮﺩﺩ‪ ،‬ﻣﺤﻠﻪ ﺍی ﺍﺭﻣﻨﯽ ﻧﺸﯿﻦ ﺑﻮﺩﻩ ﺍﺳﺖ‬
‫ﻭﻟﯽ ﺍﻛﻨﻮﻥ ﻏﯿﺮﺍﺭﻣﻨﯿﺎﻥ ﻧﯿﺰ ﺩﺭ ﺍﯾﻦ ﻣﺤﻠﻪ ﺯﻧﺪﮔﯽ ﻣﯽ ﻛﻨﻨﺪ‪ .‬ﺩﺭ ﮔﺬﺷﺘﻪ ﮔﺮﻭﻩ ﻫﺎی ﻣﺨﺘﻠﻒ‬
‫ﺻﻨﻔﯽ ﯾﺎ ﻗﻮﻣﯽ ﻭ ﯾﺎ ﻣﺬﻫﺒﯽ ﺩﺭ ﯾﮏ ﻣﺤﻞ ﺟﻤﻊ ﻣﯽ ﺷﺪﻧﺪ ﻭ ﺑﻪ ﺁﻥ ﻣﺤﻠﻪ ﻣﯽ ﮔﻔﺘﻨﺪ‪ .‬ﺍﻣﺮﻭﺯﻩ‬
‫ﻣﻨﺎﻃﻖ ﻣﺨﺘﻠﻒ ﺷﻬﺮ ﺗﻮﺳﻂ ﺷﻬﺮﺩﺍﺭی ﺑﻪ ﻧﺎﺣﯿﻪ ﻫﺎ ﻭ ﻣﻨﻄﻘﻪ ﻫﺎی ﮔﻮﻧﺎﮔﻮﻥ ﺗﻘﺴﯿﻢ ﺑﻨﺪی‬
‫‪ -١‬ﺩﺭﺑﺎﺭﻩ ﻣﺤﻠﻪ ﻫﺎی ﻗﺪﯾﻤﯽ ﺍﺻﻔﻬﺎﻥ ﲢﻘﯿﻖ ﻛﻨﯿﺪ‪ .‬ﭼﻨﺪ ﻣﺤﻠﻪ ﺭﺍ ﻧﺎﻡ ﺑﺒﺮﯾﺪ‪.‬‬
‫‪ -٢‬ﻧﻘﺸﻪ ﺷﻬﺮ ﺍﺻﻔﻬﺎﻥ ﺭﺍ ﺑﻜﺸﯿﺪ ﻭ ﺳﭙﺲ ﺁﻧﺮﺍ ﺑﻪ ﻣﺤﻠﻪ ﻫﺎی ﻗﺪﯾﻤﯽ )ﭘﯿﺶ ﺍﺯ ﺩﻭﺭﻩ‬
‫ﭘﻬﻠﻮی( ﻭ ﻣﺤﻠﻪ ﻫﺎی ﺟﺪﯾﺪ )ﭘﺲ ﺍﺯ ﺩﻭﺭﻩ ﭘﻬﻠﻮی( ﺗﻘﺴﯿﻢ ﺑﻨﺪی ﻛﻨﯿﺪ‪ .‬ﺩﺭ ﺻﺪ ﺳﺎﻝ ﺍﺧﯿﺮ‬
‫ﺍﯾﻦ ﺷﻬﺮ ﺩﺳﺘﺨﻮﺵ ﭼﻪ ﺗﻐﯿﯿﺮﺍﺗﯽ ﺷﺪﻩ ﺍﺳﺖ؟‬
‫‪9780415691352_C14.indd 163‬‬ ‫‪5/23/12 4:04 PM‬‬

‫ﺩﺭﺱ ﭘﺎﻧﺰﺩﻫﻢ‬
‫‪Lesson‬‬
‫‪Fifteen‬‬
‫ﺍﺯ ﺍﺳﻼﻡ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟‬
‫ﺧﻮﺍﻧﺪﻥ‪ :‬ﺍﺳﻼﻡ ﺩﺭ ﺍﯾﺮﺍﻥ‬

‫ﺩﺳﺘﻮﺭ‪ :‬ﻋﺒﺎﺭﺕ ﻏﯿﺮﺷﺨﺼﯽ‬
‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‪ :‬ﻭﺍژﮔﺎﻥ ﻣﺘﺪﺍﻭﻝ ﺧﺒﺮی‬
‫ﺍﺯﻣﯿﺎﻥ ﻣﺘﻮﻥ ﻛﻼﺳﯿﮏ ﻧﺜﺮ ﻓﺎﺭﺳﯽ‪ :‬ﻛﻠﯿﻠﻪ ﻭ ﺩﻣﻨﻪ‬
‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‪ :‬ﻣﺮﻛﺐ ﺳﺎﺯی‬
‫ﺍﯾﺮﺍﻥ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﯿﻢ‪ :‬ﻣﺴﺠﺪ‬

‫‪ -١‬ﺍﺯ ﺍﺳﻼﻡ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟‬
‫‪ -٢‬ﺧﺎﺳﺘﮕﺎﻩ ﺩﯾﻦ ﺍﺳﻼﻡ ﻛﺠﺎ ﺑﻮﺩ؟‬
‫‪ -٣‬ﺍﺳﻼﻡ ﭼﮕﻮﻧﻪ ﺑﻪ ﺍﯾﺮﺍﻥ ﺁﻣﺪ؟‬
‫ﺍﺳﻼﻡ ﺩﺭ ﺍﯾﺮﺍﻥ‬
‫ﺩﯾﻦ ﺍﺳﻼﻡ ﺩﺭ ﺳﺮﺯﻣﯿﻦ ﻋﺮﺑﺴﺘﺎﻥ ﻇﻬﻮﺭ ﻛﺮﺩ‪ .‬ﭘﯿﻐﻤﺒﺮ ﺍﺳﻼﻡ‪ ،‬ﺣﻀﺮﺕ ﻣﺤﻤﺪ‪ ،‬ﺩﺭ ﺳﺎﻝ‬
‫ﺷﺸﻢ ﻫﺠﺮی‪ ،‬ﻧﺎﻣﻪ ﻫﺎﯾﯽ ﺑﻪ ﺧﺴﺮﻭ ﭘﺮﻭﯾﺰ‪ ،‬ﭘﺎﺩﺷﺎﻩ ﺍﯾﺮﺍﻥ‪ ،‬ﻭ ﻫﺮﺍﻛﻠﯿﻮﺱ‪ ،‬ﺍﻣﭙﺮﺍﺗﻮﺭ ﺭﻭﻡ‪ ،‬ﻭ‬
‫ﳒﺎﺷﯽ‪ ،‬ﭘﺎﺩﺷﺎﻩ ﺣﺒﺸﻪ‪ ،‬ﻓﺮﺳﺘﺎﺩﻧﺪ ﻭ ﺁﻧﺎﻥ ﺭﺍ ﺑﻪ ﺍﺳﻼﻡ ﺩﻋﻮﺕ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺑﻌﺪ ﺍﺯ ﻭﺭﻭﺩ ﺍﻋﺮﺍﺏ ﻣﺴﻠﻤﺎﻥ ﺑﻪ ﺍﯾﺮﺍﻥ ﻭ ﻓﺮﻭ ﺭﯾﺨﱳ ﻧﻈﺎﻡ ﺳﯿﺎﺳﯽ ﻭ ﺣﻜﻮﻣﺘﯽ‪ ،‬ﻣﺮﺩﻡ ﯾﻜﺒﺎﺭﻩ‬
‫ﻣﺴﻠﻤﺎﻥ ﻧﺸﺪﻧﺪ‪ .‬ﺍﺳﻼﻡ ﺁﻭﺭﺩﻥ ﺍﯾﺮﺍﻧﯿﺎﻥ‪ ،‬ﺑﺮ ﺧﻼﻑ ﺁﻧﭽﻪ ﺑﻌﻀﯽ ﻫﺎ ﻧﻮﺷﺘﻪ ﺍﻧﺪ‪ ،‬ﻫﻤﻪ ﺟﺎ‬
‫ﺑﻪ ﺿﺮﺏ ﺷﻤﺸﯿﺮ ﻭ ﺯﻭﺭ ﻧﺒﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﺑﺮﺧﯽ ﻣﻨﺎﻃﻖ‪ ،‬ﺩﺭﮔﯿﺮی ﻫﺎﯾﯽ ﭘﺪﯾﺪ ﺁﻣﺪ‪ .‬ﺍﻣّﺎ‪،‬‬
‫ﮔﺎﻫﯽ ﻫﻢ ﻣﺮﺩﻡ ﺑﻪ ﺩﻟﯿﻞ ﲢﻤﻞ ﻧﻜﺮﺩﻥ ﻇﻠﻢ ﻭ ﺳﺘﻢ ﺣﻜﺎﻡ ﻭ ﺍﻣﯿﺮﺍﻥ ﺳﺎﺳﺎﻧﯽ‪ ،‬ﺑﺎ ﺭﺿﺎ ﻭ‬
‫ﺭﻏﺒﺖ ﺑﻪ ﺍﺳﻼﻡ ﮔﺮﻭﯾﺪﻧﺪ‪.‬‬
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‫ﺍﺯ ﺍﺳﻼﻡ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟‬ ‫■‬ ‫ﺩﺭﺱ ﭘﺎﻧﺰﺩﻫﻢ‬ ‫‪165‬‬
‫ﺍﮔﺮ ﺑﻪ ﺗﺎﺭﯾﺦ ﺩﻭﺭۂ ﺍﺳﻼﻣﯽ ﺩﺭ ﺷﺮﻕ ﻧﮕﺎﻩ ﻛﻨﯿﻢ‪ ،‬ﻣﯽ ﺑﯿﻨﯿﻢ ﻛﻪ ﺑﺴﯿﺎﺭی ﺍﺯ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ‬
‫ﺟﻬﺎﻥ ﺍﺳﻼﻡ‪ ،‬ﺍﺯ ﺍﯾﺮﺍﻥ ﺑﺮﺧﺎﺳﺘﻨﺪ ﻭ ﺩﺭ ﺭﺷﺘﻪ ﻫﺎی ﻋﻠﻮﻡ ﺩﯾﻨﯽ ﻭ ﻓﻘﻬﯽ‪ ،‬ﺁﺛﺎﺭ ﺍﺭﺯﻧﺪﻩ ﺍی‬
‫ﺧﻠﻖ ﻛﺮﺩﻧﺪ‪ .‬ﺁﻧﺎﻥ ﺩﺭ ﺩﺍﻧﺶ ﻫﺎی ﻓﻠﺴﻔﻪ ﻭ ﺗﺎﺭﯾﺦ ﻭ ﺟﻐﺮﺍﻓﯿﺎ ﻭ ﺍﺩﺑﯿﺎﺕ ﻭ ﻧﯿﺰ ﺩﺭ ﻃﺒﯿﻌﯿﺎﺕ‬
‫ﻭ ﺭﯾﺎﺿﯿﺎﺕ ﺑﻪ ﻧﻮﺁﻭﺭی ﻫﺎﯾﯽ ﺩﺳﺖ ﺯﺩﻧﺪ ﻛﻪ ﺑﻪ ﻧﺎﻡ ﺁﻧﻬﺎ ﺩﺭ ﺗﺎﺭﯾﺦ ﻋﻠﻮﻡ ﻭ ﻣﻌﺎﺭﻑ ﺑﺸﺮی‬
‫ﺛﺒﺖ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫‪religion‬‬ ‫ﺩﯾﺎﻧﺖ‬
‫‪to appear‬‬ ‫ﻇﻬﻮﺭ ﻛﺮﺩﻥ‬
‫‪to invite‬‬ ‫ﺩﻋﻮﺕ ﻛﺮﺩﻥ‬
‫‪by the sword‬‬ ‫ﺑﻪ ﺿﺮﺏ ﺷﻤﺸﯿﺮ‬
‫‪by force‬‬ ‫ﺑﻪ ﺯﻭﺭ‬
‫‪to tolerate‬‬ ‫ﲢﻤﻞ ﻛﺮﺩﻥ‬
‫‪to collapse‬‬ ‫ﻓﺮﻭ ﺭﯾﺨﱳ‬
‫‪system‬‬ ‫ﻧﻈﺎﻡ‬
‫‪all of a sudden‬‬ ‫ﯾﻜﺒﺎﺭﻩ‬
‫‪unlike‬‬ ‫ﺑﺮ ﺧﻼﻑ‬
‫‪oppression‬‬ ‫ﻇﻠﻢ ﻭ ﺳﺘﻢ‬
‫‪ruler‬‬ ‫ﺣﺎﻛﻢ )ﺣﻜﺎﻡ(‬
‫‪willingly‬‬ ‫ﺑﺎ ﺭﺿﺎ ﻭ ﺭﻏﺒﺖ‬
‫‪to convert to‬‬ ‫ﮔﺮﻭﯾﺪﻥ ﺑﻪ‬
‫‪scholar‬‬ ‫ﺩﺍﻧﺸﻤﻨﺪ‬
‫‪to arise‬‬ ‫ﺑﺮﺧﺎﺳﱳ‬
‫‪Islamic jurisprudence‬‬ ‫ﻓﻘﻪ‬
‫‪valuable‬‬ ‫ﺍﺭﺯﻧﺪﻩ‬
‫‪to create‬‬ ‫ﺧﻠﻖ ﻛﺮﺩﻥ‬
‫‪philosophy‬‬ ‫ﻓﻠﺴﻔﻪ‬
‫‪natural sciences‬‬ ‫ﻃﺒﯿﻌﯿﺎﺕ‬
‫‪9780415691352_C15.indd 165‬‬ ‫‪5/23/12 2:43 PM‬‬

‫‪166‬‬ ‫‪Lesson 15‬‬ ‫■‬ ‫?‪What do you know about Islam‬‬
‫‪mathematics‬‬ ‫ﺭﯾﺎﺿﯿﺎﺕ‬
‫‪innovation‬‬ ‫ﻧﻮﺁﻭﺭی‬
‫‪to embark on something‬‬ ‫ﺑﻪ ﻛﺎﺭی ﺩﺳﺖ ﺯﺩﻥ‬
‫‪to be recorded‬‬ ‫ﺛﺒﺖ ﺷﺪﻥ‬
‫‪knowledge‬‬ ‫ﻣﻌﺎﺭﻑ‬
‫‪ -١‬ﺭﺳﻮﻝ ﺍﻛﺮﻡ ﻛﺪﺍﻡ ﭘﺎﺩﺷﺎﻫﺎﻥ ﺭﺍ ﺑﻪ ﺩﯾﻦ ﺍﺳﻼﻡ ﺩﻋﻮﺕ ﻛﺮﺩﻧﺪ؟‬
‫‪ -٢‬ﺍﺳﻼﻡ ﺁﻭﺭﺩﻥ ﺍﯾﺮﺍﻧﯿﺎﻥ ﭼﮕﻮﻧﻪ ﺻﻮﺭﺕ ﮔﺮﻓﺖ؟‬
‫‪ -٣‬ﺍﯾﺮﺍﻧﯿﺎﻥ ﭼﻪ ﺧﺪﻣﺎﺗﯽ ﺑﻪ ﺟﻬﺎﻥ ﺍﺳﻼﻡ ﻛﺮﺩﻩ ﺍﻧﺪ؟‬
‫‪ -١‬ﻣﺘﺄﺳﻔﺎﻧﻪ ‪ ٧٠‬ﺩﺭﺻﺪ ﻣﺮﺩﻡ ﺯﯾﺮ ﺧﻂ ‪ .........‬ﺯﻧﺪﮔﯽ ﻣﯽ ﻛﻨﻨﺪ‪.‬‬
‫ﺝ‪ -‬ﺁﺑﺎﺩﺍﻧﯽ‬ ‫ﺍﻟﻒ‪ -‬ﻧﺎﺗﻮﺍﻧﯽ‬
‫ﺩ‪ -‬ﻓﺴﺎﺩ‬ ‫ﺏ‪ -‬ﻓﻘﺮ‬
‫‪ -٢‬ﺑﺴﯿﺎﺭی ﺍﺯ ﺍﻓﺮﺍﺩ ﺧﯿﺮ ﻭ ﻧﯿﻜﻮﻛﺎﺭ ﻓﻘﻂ ﺑﺮﺍی ‪ .......‬ﺧﺪﺍ ﺑﺼﻮﺭﺕ ﺩﺍﻭﻃﻠﺒﺎﻧﻪ ﺩﺭ ﻧﻬﻀﺖ‬
‫ﺳﻮﺍﺩ ﺁﻣﻮﺯی ﻛﺎﺭ ﻣﯽ ﻛﻨﻨﺪ‪.‬‬
‫ﺝ‪ -‬ﺭﺿﺎی‬ ‫ﺍﻟﻒ‪ -‬ﻗﺒﻮﻝ‬
‫ﺩ‪ -‬ﺯﻭﺭ‬ ‫ﺏ‪ -‬ﺗﻌﺬﯾﺐ‬
‫‪ -٣‬ﻟﻄﻔ ًﺎ ﻧﺎﻣﮥ ﺩﺭﺧﻮﺍﺳﺖ ﻛﺎﺭﺗﺎﻥ ﺭﺍ ﺑﻪ ﺍﯾﻦ ﺁﺩﺭﺱ ‪. .........‬‬
‫ﺝ‪ -‬ﺗﻮﺟﻪ ﻓﺮﻣﺎﯾﯿﺪ‬ ‫ﺍﻟﻒ‪ -‬ﻓﺮﺍ ﺧﻮﺍﻧﯿﺪ‬
‫ﺩ‪ -‬ﺍﺭﺳﺎﻝ ﻓﺮﻣﺎﯾﯿﺪ‬ ‫ﺏ‪ -‬ﲢﻤﻞ ﳕﺎﯾﯿﺪ‬
‫‪ -۴‬ﻣﺠﺪﺩ ًﺍ ﺍﻓﻜﺎﺭ ﭘﺮﯾﺸﺎﻥ ﻭ ‪ .........‬ﺫﻫﻨﻢ ﺭﺍ ﭘﺮ ﻛﺮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺝ‪ -‬ﺍﺭﺯﻧﺪﻩ‬ ‫ﺍﻟﻒ‪ -‬ﻣﻨﺴﺠﻢ‬
‫ﺩ‪ -‬ﺟﺬﺍﺏ‬ ‫ﺏ‪ -‬ﭘﺮﺍﻛﻨﺪﻩ‬
‫‪9780415691352_C15.indd 166‬‬ ‫‪5/23/12 2:43 PM‬‬

‫‪ -۵‬ﻣﯽ ﺩﺍﱎ ﻛﻪ ﺷﻤﺎ ﺭﺷﺘﮥ ﻣﻬﻨﺪﺳﯽ ﻣﯽ ﺧﻮﺍﻧﯿﺪ ﻭﻟﯽ ‪ ........‬ﭼﯿﺴﺖ؟‬
‫ﺝ‪ -‬ﮔﺮﺍﯾﺸﺘﺎﻥ‬ ‫ﺍﻟﻒ‪ -‬ﺩﻋﻮﺗﺘﺎﻥ‬

‫ﺩ‪ -‬ﻣﺮﺍﻋﺎﺗﺘﺎﻥ‬ ‫ﺏ‪ -‬ﻫﺠﺮﺗﺘﺎﻥ‬
‫‪ -١‬ﺍﻭ ﺍﺯ ﻣﺮﺑﯿﺎﻥ ﺩﺭﺟﮥ ﺍﻭﻝ ﻭ ﺭﻭﺣﯿﮥ ﻭﺭﺯﺷﻜﺎﺭی ﺑﺎﻻ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺑﻮﺩ‪.‬‬

‫ﺍﻭ ﻗﻬﺮﻣﺎﻥ ﺷﺪ‪.‬‬
‫)‪ ...‬ﻣﻮﺟﺐ ‪(...‬‬
‫ﻼ ﻣﺘﻔﺎﻭﺕ ﺍﺳﺖ‪.‬‬
‫‪ -٢‬ﺍﻟﻔﺒﺎی ﻓﺎﺭﺳﯽ ﺑﺎ ﺍﻟﻔﺒﺎی ﺍﻧﮕﻠﯿﺴﯽ ﻛﺎﻣ ً‬
‫ﺳﺎﺧﺘﺎﺭ ﺟﻤﻼﺕ ﻓﺎﺭﺳﯽ ﺑﺎ ﺳﺎﺧﺘﺎﺭ ﺟﻤﻼﺕ ﺍﻧﮕﻠﯿﺴﯽ ﻓﺮﻕ ﻣﯽ ﻛﻨﺪ‪.‬‬
‫ﺍﯾﻦ ﺩﻭ ﯾﺎﺩﮔﯿﺮی ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺭﺍ ﺑﺮﺍی ﺧﺎﺭﺟﯿﺎﻥ ﻣﺸﻜﻞ ﻣﯽ ﻛﻨﺪ‪.‬‬
‫)ﺍﺯ ﯾﮏ ﺳﻮ ‪ ...‬ﺍﺯ ﺳﻮی ﺩﯾﮕﺮ ‪(...‬‬
‫‪ -٣‬ﺑﻪ ﺧﻮﺩﻡ ﻗﻮﻝ ﺩﺍﺩﻩ ﺍﻡ‪.‬‬

‫ﺩﯾﮕﺮ ﻫﺮﮔﺰ ﳕﯽ ﺧﻮﺍﻫﻢ ﺗﻮ ﺭﺍ ﺑﺒﯿﻨﻢ‪.‬‬
‫)ﭼﻮﻥ ‪(...‬‬
‫‪ -۴‬ﺑﺴﯿﺎﺭی ﺍﺯ ﻏﺮﺑﯿﺎﻥ ﺗﺼﻮﺭ ﻣﯽ ﻛﻨﻨﺪ ﺍﯾﺮﺍﻧﯿﺎﻥ ﺍﺯ ﻧﮋﺍﺩ ﻋﺮﺏ ﻣﯽ ﺑﺎﺷﻨﺪ‪.‬‬

‫ﺍﯾﺮﺍﻧﯿﺎﻥ ﺍﺯ ﻧﮋﺍﺩ ﺁﺭﯾﺎﯾﯽ ﻫﺴﺘﻨﺪ‪.‬‬
‫)ﺑﺮ ﺧﻼﻑ ﺁﻧﭽﻪ ‪(...‬‬
‫‪ -۵‬ﻣﻦ ﻋﺎﺷﻖ ﺍﻭ ﺑﻮﺩﻡ‪.‬‬

‫ﻣﻦ ﻧﺨﻮﺍﺳﺘﻢ ﻣﺎﻧﻊ ﺧﻮﺷﺒﺨﺘﯽ ﺍﺵ ﺑﺸﻮﻡ‪.‬‬
‫)ﻫﺮﭼﻨﺪ ‪ ...‬ﺍﻣّﺎ ‪(...‬‬

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‫‪ -١‬ﻣﱳ »ﺍﺳﻼﻡ ﺩﺭ ﺍﯾﺮﺍﻥ« ﺭﺍ ﺑﺎ ﻭﺍژﮔﺎﻥ ﺧﻮﺩﺗﺎﻥ ﺩﻭﺑﺎﺭﻩ ﻧﻮﯾﺴﯽ ﻛﻨﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ١٠٠‬ﻛﻠﻤﻪ(‪.‬‬
‫‪ -٢‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻛﻠﻤﺎﺕ ﺩﺍﺧﻞ ﻛﺎﺩﺭ ﻣﺘﻨﯽ ﺩﺭﺑﺎﺭۂ ﯾﻜﯽ ﺍﺯ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺟﻬﺎﻥ ﺍﺳﻼﻡ‬
‫ﺑﻨﻮﯾﺴﯿﺪ )ﺣﺪ ﺍﻛﺜﺮ‪ ٨٠‬ﻛﻠﻤﻪ(‪ .‬ﭼﻨﺪ ﻛﺘﺎﺏ ﺍﻭ ﺭﺍ ﻧﺎﻡ ﺑﺒﺮﯾﺪ ﻭ ﯾﻜﯽ ﺭﺍ ﺗﻮﺿﯿﺢ ﺩﻫﯿﺪ‪.‬‬
‫ﲢﻤﻞ ﻛﺮﺩﻥ ﺑﺮﺧﻼﻑ ﺩﺍﻧﺸﻤﻨﺪ ﺑﺮﺧﺎﺳﱳ ﻓﻘﻪ ﺍﺭﺯﻧﺪﻩ ﺧﻠﻖ ﻛﺮﺩﻥ ﻧﻮﺁﻭﺭی ﻣﻌﺎﺭﻑ‬
‫ﻋﺒﺎﺭﺕ ﻏﯿﺮﺷﺨﺼﯽ‬
‫ﺩﺭﻋﺒﺎﺭﺍﺕ ﻏﯿﺮﺷﺨﺼﯽ‪ ،‬ﻓﺎﻋﻞ ﺟﻤﻠﻪ‪ ،‬ﺗﻌﯿﯿﻦ ﻛﻨﻨﺪۂ ﻓﻌﻞ ﺟﻤﻠﻪ ﻧﯿﺴﺖ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‪ ،‬ﻓﺎﻋﻞ ﺑﻪ‬
‫ﺻﻮﺭﺕ ﭘﺴﻮﻧﺪ ﻣﻠﻜﯽ‪ ،‬ﭘﺲ ﺍﺯ ﻗﺴﻤﺖ ﻏﯿﺮ ﻓﻌﻠﯽ ﺩﺭﻋﺒﺎﺭﺍﺕ ﻏﯿﺮﺷﺨﺼﯽ ﻣﯽ ﺁﯾﺪ‪.‬‬
‫ﻗﺴﻤﺖ ﻓﻌﻠﯽ ﺍﯾﻦ ﻋﺒﺎﺭﺍﺕ ﻣﯽ ﺗﻮﺍﻧﺪ ﺩﺭ ﺯﻣﺎﻧﻬﺎی ﻣﺨﺘﻠﻒ ﺑﻜﺎﺭﺭﻭﺩ ﻭﻟﯽ ﻫﻤﯿﺸﻪ ﺑﻪ ﺻﻮﺭﺕ‬
‫ﺳﻮﻡ ﺷﺨﺺ ﻣﻔﺮﺩ ﺍﺳﺖ‪:‬‬
‫ﺍﺯ ﻓﯿﻠﻢ ﻫﻨﺪی ﺧﻮﺷﻢ ﻣﯽ ﺁﯾﺪ‪.‬‬

‫ﺍﺯ ﺳﯿﺮ ﺑﺪﻡ ﻣﯽ ﺁﯾﺪ‪.‬‬
‫ﺷﻤﺎﺭﻩ ﺗﻠﻔﻨﺖ ﯾﺎﺩﻡ ﻧﯿﺴﺖ‪.‬‬
‫ﺍﮔﺮ ﮔﺮﻣﺖ ﺷﺪ ﻣﯽ ﺗﻮﺍﻧﯽ ﭘﻨﺠﺮﻩ ﺭﺍ ﺑﺎﺯ ﻛﻨﯽ‪.‬‬
‫ﺗﻠﻮﯾﺰﯾﻮﻥ ﲤﺎﺷﺎ ﻣﯽ ﻛﺮﺩﯾﻢ ﻛﻪ ﺧﻮﺍﲟﺎﻥ ﺑﺮﺩ‪.‬‬
‫ﻭﻗﺘﯽ ﺧﺒﺮ ﺭﺍ ﺑﻪ ﺍﻭ ﺩﺍﺩﻡ‪ ،‬ﮔﺮﯾﻪ ﺍﺵ ﮔﺮﻓﺖ‪.‬‬
‫ﺍﮔﺮ ﺧﻮﺍﺑﺘﺎﻥ ﻣﯽ ﺁﯾﺪ ﺑﺮﻭﯾﺪ ﺑﺨﻮﺍﺑﯿﺪ!‬
‫ﺍﺯ ﺣﺮﻑ ﻣﺴﺨﺮﻩ ﺍﺵ ﺧﻨﺪﻩ ﺷﺎﻥ ﮔﺮﻓﺖ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﻫﺮﯾﮏ ﺍﺯﻋﺒﺎﺭﺍﺕ ﻏﯿﺮﺷﺨﺼﯽ ﻓﻮﻕ ﭼﻨﺪ ﺟﻤﻠﻪ ﺩﺭﺯﻣﺎﻥ ﻫﺎی ﻣﺨﺘﻠﻒ ﺑﻨﻮﯾﺴﯿﺪ‪.‬‬
‫ﺳﺮﺩﻡ ﺍﺳﺖ‪ .‬ﻟﻄﻔ ًﺎ ﭘﻨﺠﺮﻩ ﺭﺍ ﺑﺒﻨﺪ‪.‬‬
‫ﺑﺠﺰﻋﺒﺎﺭﺍﺕ ﻏﯿﺮﺷﺨﺼﯽ ﺑﺎﻻ‪ ،‬ﭼﻨﺪ ﻋﺒﺎﺭﺕ ﻏﯿﺮﺷﺨﺼﯽ ﺩﯾﮕﺮﻫﻢ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ )ﻣﺜﻞ ﻣﯽ ﺗﻮﺍﻥ‪،‬‬
‫ﻣﯽ ﺷﻮﺩ‪ ،‬ﺑﺎﯾﺪ‪ ،‬ﺷﺎﯾﺪ( ﻛﻪ ﭘﺲ ﺍﺯ ﺁﻧﻬﺎ ﻓﻌﻞ ﻫﻤﯿﺸﻪ ﺑﺼﻮﺭﺕ ﺭﯾﺸﮥ ﻣﺎﺿﯽ ﺑﻜﺎﺭ ﻣﯽ ﺭﻭﺩ‪.‬‬
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‫ﺗﻮﺟﻪ ﺩﺍﺷﺘﻪ ﺑﺎﺷﯿﺪ ﻛﻪ ﺍﮔﺮ ﺑﺎﯾﺪ ﺑﻌﻨﻮﺍﻥ ﻋﺒﺎﺭﺕ ﻏﯿﺮ ﺷﺨﺼﯽ ﺑﻪ ﻛﺎﺭ ﻧﺮﻓﺘﻪ ﺑﺎﺷﺪ ﻭ ﺻﺮﻓ ًﺎ‬
‫ﺍﻟﺘﺰﺍﻡ ﺭﺍ ﺑﺮﺳﺎﻧﺪ‪ ،‬ﭘﺲ ﺍﺯ ﺁﻥ‪ ،‬ﻓﻌﻞ ﺑﺼﻮﺭﺕ ﻓﻌﻞ ﺍﻟﺘﺰﺍﻣﯽ ﻣﯽ ﺁﯾﺪ‪.‬‬
‫ﻣﯽ ﺗﻮﺍﻥ ﮔﻔﺖ ﻛﻪ ﺍﯾﺮﺍﻥ ﻛﺸﻮﺭی ﻏﻨﯽ ﺍﺳﺖ‪.‬‬

‫ﳕﯽ ﺷﺪ ﺑﻪ ﺍﻭ ﺍﻋﺘﻤﺎﺩ ﻛﺮﺩ‪.‬‬
‫ﺑﺎﯾﺪ ﻗﺒﻮﻝ ﻛﺮﺩ ﻛﻪ ﻣﺮگ ﺍﻣﺮی ﻃﺒﯿﻌﯽ ﺍﺳﺖ‪.‬‬
‫ﺷﺎﯾﺪ ﮔﻔﺖ ﻛﻪ ﺷﯿﺮﺍﺯ ﺯﯾﺒﺎﺗﺮﯾﻦ ﺷﻬﺮ ﺍﯾﺮﺍﻥ ﺍﺳﺖ‪.‬‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﻫﺮﯾﮏ ﺍﺯﻋﺒﺎﺭﺍﺕ ﻏﯿﺮﺷﺨﺼﯽ )ﻣﯽ ﺗﻮﺍﻥ‪ ،‬ﻣﯽ ﺷﻮﺩ‪ ،‬ﺑﺎﯾﺪ‪ ،‬ﺷﺎﯾﺪ( ﭼﻨﺪ ﺟﻤﻠﻪ‬
‫ﺩﺭ ﺯﻣﺎﻥ ﻫﺎی ﻣﺨﺘﻠﻒ ﺑﻨﻮﯾﺴﯿﺪ‪.‬‬
‫ﻧﺒﺎﯾﺪ ﺁﻧﻬﺎ ﺭﺍ ﺩﺳﺖ ﻛﻢ ﮔﺮﻓﺖ‪.‬‬
‫ﻭﺍژﮔﺎﻥ ﻣﺘﺪﺍﻭﻝ ﺧﺒﺮی‬

‫ﺍﻟﻒ‪ -‬ﺟﻤﻼﺕ ﺯﯾﺮ ﺭﺍ ﺑﺎ ﻛﻠﻤﺎﺕ ﺯﯾﺮ ﻛﺎﻣﻞ ﻛﻨﯿﺪ ﻭ ﺍﮔﺮ ﺑﻪ ﺍﺿﺎﻓﻪ ﻧﯿﺎﺯی ﺑﻮﺩ ﺁﻧﺮﺍ ﻧﯿﺰ ﺍﺿﺎﻓﻪ‬
‫ﻧﺎﺷﯽ ﺷﺪﻥ‬ ‫ﭘﯿﺶ ﺑﯿﻨﯽ‬ ‫ﺑﻠﻨﺪ ﻣﺪﺕ‬ ‫ﺯﻣﯿﻨﻪ‬ ‫ﲡﺪﯾﺪﻧﻈﺮ‬ ‫ﻓﺮﺿﯽ‬

‫ﺩﺭﺯﻣﯿﻨﻪ‬ ‫ﺁﺳﺘﺎﻧﻪ‬ ‫ﺑﯽ ﺳﺎﺑﻘﻪ ﺍی‬ ‫ﺩﺭﺧﻮﺍﺳﺖ‬ ‫ﺍﺫﻋﺎﻥ ﻛﺮﺩﻥ‬
‫ﺑﯽ ﻗﯿﺪ ﻭ ﺷﺮﻁ‬ ‫ﺗﺄﯾﯿﺪ‬ ‫ﻟﻜﻪ ﺩﺍﺭ‬ ‫ﻣﻄﻠﻊ‬
‫ﻧﺼﻒ ﺍﻟﻨﻬﺎﺭ ﺧﻄﯽ ‪ ....................‬ﺍﺳﺖ ﻛﻪ ﺍﺯ ﻗﻄﺐ ﺷﻤﺎﻝ ﻭ ﻗﻄﺐ ﺟﻨﻮﺏ ﻣﯽ ﮔﺬﺭﺩ‪.‬‬

‫ﺑﺮﺍﺳﺎﺱ ﮔﻔﺘﻪ ﯾﮏ ﻣﻨﺒﻊ ‪ ...............‬ﺁﻗﺎی ﺧﺎﲤﯽ ﺑﺮﺍی ﺩﻭﺭ ﺁﯾﻨﺪﻩ ﺭﯾﺎﺳﺖ ﺟﻤﻬﻮﺭی ﺧﻮﺩ‬
‫ﺭﺍ ﻧﺎﻣﺰﺩ ﻣﯽ ﻛﻨﺪ‪.‬‬
‫ﻃﺒﻖ ﮔﺰﺍﺭﺷﯽ ﻛﻪ ﺻﺤﺖ ﺁﻥ ﻫﻨﻮﺯ ‪ ............‬ﻧﺸﺪﻩ ﺩﺭﭘﯽ ﺳﻮﻧﺎﻣﯽ ﺍﺧﯿﺮ ﺩﺭ ژﺍﭘﻦ ﻫﺰﺍﺭﺍﻥ‬
‫ﺍﯾﺮﺍﻧﯽ ﻣﻘﯿﻢ ﺍﯾﻦ ﻛﺸﻮﺭ ﺟﺎﻥ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻧﺪ‪.‬‬
‫ﺍﯾﺮﺍﻥ ﺩﺭ ‪ ..................‬ﲢﻘﯿﻘﺎﺕ ﻫﺴﺘﻪ ﺍی ﯾﻜﯽ ﺍﺯ ﻛﺸﻮﺭﻫﺎی ﭘﯿﺸﺮﻓﺘﻪ ﻣﻨﻄﻘﻪ ﺑﻪ ﺷﻤﺎﺭ‬
‫ﻣﯽ ﺭﻭﺩ‪.‬‬
‫ﭼﻨﺎﻧﭽﻪ ﺣﺴﺎﺏ ﭘﺲ ﺍﻧﺪﺍﺯ ‪ ...................‬ﺩﺍﺷﺘﻪ ﺑﺎﺷﯿﺪ ﺑﻬﺮﻩ ﺳﭙﺮﺩﻩ ﺗﺎﻥ ﺍﻓﺰﺍﯾﺶ‬
‫ﻣﯽ ﯾﺎﺑﺪ‪.‬‬
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‫ﻣﺮﺩﻡ ﺩﺭ ﺳﺮﺍﺳﺮ ﺩﻧﯿﺎ ﺍﺯ ﺍﻓﺰﺍﯾﺶ ﺩﻣﺎی ‪ .......................‬ﺩﺭ ﺗﺎﺑﺴﺘﺎﻥ ﺍﻣﺴﺎﻝ ﺭﱋ‬

‫ﺑﺮﺩﻧﺪ‪.‬‬
‫ﺷﺎﯾﻌﺎﺗﯽ ﻛﻪ ﭘﯿﺮﺍﻣﻮﻥ ﻧﺨﺴﺖ ﻭﺯﯾﺮ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﺷﻬﺮﺕ ﻭی ﺭﺍ ‪ ...................‬ﻛﺮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺑﻪ ‪ .........................‬ﺳﺎﺯﻣﺎﻥ ﺑﯿﻦ ﺍﳌﻠﻠﯽ ﺍﻧﺮژی ﺍﲤﯽ ﺑﻪ ﻣﺄﻣﻮﺭﺍﻥ ﺍﯾﻦ ﺳﺎﺯﻣﺎﻥ ﻣﺠﻮﺯ‬
‫ﺩﯾﺪﺍﺭ ﺍﺯ ﺗﺄﺳﯿﺴﺎﺕ ﻫﺴﺘﻪ ﺍی ﺍﯾﺮﺍﻥ ﺩﺍﺩﻩ ﺷﺪ‪.‬‬
‫‪ ........................‬ﻣﯽ ﺷﻮﺩ ﻛﻪ ﺗﺎ ﭼﻨﺪ ﺳﺎﻝ ﺁﯾﻨﺪﻩ ﺟﺰﺍﯾﺮ ﻣﺎﻟﺪﯾﻮ ﺩﺭ ﺍﻗﯿﺎﻧﻮﺱ ﻫﻨﺪ ﺑﻪ‬
‫ﺯﯾﺮ ﺁﺏ ﺑﺮﻭﺩ‪.‬‬
‫ﺩﺭ ‪ .....................‬ﺳﺎﻝ ﻧﻮ ﺧﻮﺭﺷﯿﺪی ﺑﺮﺍی ﲤﺎﻡ ﻫﻤﻮﻃﻨﺎﱎ ﺁﺭﺯﻭی ﭘﯿﺮﻭﺯی ﻭ ﺑﻬﺮﻭﺯی‬
‫ﻭ ﺷﺎﺩﻛﺎﻣﯽ ﻣﯽ ﻛﻨﻢ‪.‬‬
‫ﺏ‪ -‬ﺑﺎ ﻛﻠﻤﺎﺕ ﻭ ﻋﺒﺎﺭﺍﺕ ﺯﯾﺮ ﺟﻤﻠﻪ ﺑﺴﺎﺯﯾﺪ‪.‬‬
‫‪to be delayed‬‬ ‫ﺑﻪ ﺗﻌﻮﯾﻖ ﺍﻓﺘﺎﺩﻥ‬

‫‪to reach agreement‬‬ ‫ﺑﻪ ﺗﻮﺍﻓﻖ ﺭﺳﯿﺪﻥ‬
‫‪to jeopardize‬‬ ‫ﺑﻪ ﺧﻄﺮ ﺍﻧﺪﺍﺧﱳ‬
‫‪to encounter‬‬ ‫ﺑﺮﺧﻮﺭﺩ ﻛﺮﺩﻥ ﺑﺎ‬
‫‪to be indicative of‬‬ ‫ﺑﯿﺎﻧﮕﺮ ﭼﯿﺰی ﺑﻮﺩﻥ‬
‫‪to put an end to‬‬ ‫ﭘﺎﯾﺎﻥ ﺩﺍﺩﻥ ﺑﻪ‬
‫‪to doubt‬‬ ‫ﺷﮏ ﻛﺮﺩﻥ ﺩﺭ‬
‫‪to quote‬‬ ‫ﻧﻘﻞ ﻗﻮﻝ ﻛﺮﺩﻥ‬
‫‪to play a role‬‬ ‫ﻧﻘﺶ ﺑﺎﺯی ﻛﺮﺩﻥ‬
‫ﻧﺸﺴﺖ ﺳﺎﻻﻧﻪ ﻛﺸﻮﺭﻫﺎی ﺣﺎﺷﯿﻪ ﺧﻠﯿﺞ ﻓﺎﺭﺱ ﺑﻪ ﺩﻟﯿﻞ ﻧﺎﺁﺭﺍﻣﯽ ﻫﺎی ﺍﺧﯿﺮ ﺩﺭ ﻣﻨﻄﻘﻪ ﺑﻪ‬
‫ﺗﻌﻮﯾﻖ ﺍﻓﺘﺎﺩ‪.‬‬
‫ﺝ‪ -‬ﺩﺭ ﺳﺎﯾﺖ ﻫﺎی ﺧﺒﺮی ﻓﺎﺭﺳﯽ ﻣﺎﻧﻨﺪ ﺑﯽ ﺑﯽ ﺳﯽ ﻓﺎﺭﺳﯽ ﻭ ﻫﻤﺸﻬﺮی ﻭ ﺍﺧﺒﺎﺭ ﻓﺎﺭﺳﯽ‬
‫ﺧﺎﻭﺭﻣﯿﺎﻧﻪ ﭘﯿﺪﺍ ﻛﻨﯿﺪ ﻭ ﺁﻧﺮﺍ ﺗﺮﺟﻤﻪ ﳕﺎﯾﯿﺪ‪.‬‬
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‫ﻛﻠﯿﻠﻪ ﻭ ﺩﻣﻨﻪ‬
‫ﻛﻠﯿﻠﻪ ﻭ ﺩﻣﻨﻪ ﯾﻜﯽ ﺍﺯﻗﺪﯾﻤﯽ ﺗﺮﯾﻦ ﻛﺘﺎﺑﻬﺎی ﺩﻧﯿﺎ ﺍﺳﺖ‪ .‬ﺍﯾﻦ ﻛﺘﺎﺏ ﻣﺠﻤﻮﻋﻪ ﺍی ﺍﺯ ﺣﻜﺎﯾﺎﺕ‬
‫ﻋﺒﺮﺕﺁﻣﻮﺯ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﻗﺎﻟﺐ ﺯﻧﺪﮔﯽ ﺟﺎﻧﻮﺭﺍﻥ ﻃﺮﺍﺣﯽ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻛﻠﯿﻠﻪ ﻭ ﺩﻣﻨﻪ ﺍﺯ ﻛﺘﺐ‬
‫ﻗﺪﯾﻤﯽ ﻫﻨﺪ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﺯﺑﺎﻥ ﺳﺎﻧﺴﻜﺮﯾﺖ ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﺯﻣﺎﻥ ﺍﻧﻮﺷﯿﺮﻭﺍﻥ ﺑﻪ ﺩﺳﺘﻮﺭ‬
‫ﺑﺰﺭﮔﻤﻬﺮ‪ ،‬ﻭﺯﯾﺮ ﺣﻜﯿﻢ ﻭ ﻧﺎﻣﺪﺍﺭﺍﻭ‪ ،‬ﺑﺮﺯﻭﯾﮥ ﻃﺒﯿﺐ ﻛﻠﯿﻠﻪ ﻭ ﺩﻣﻨﻪ ﺭﺍ ﺑﻪ ﺯﺑﺎﻥ ﭘﻬﻠﻮی ﺑﺮﮔﺮﺩﺍﻧﺪ‬
‫ﻭ ﺳﭙﺲ ﺩﺭ ﺩﻭﺭۂ ﺍﺳﻼﻣﯽ ﺍﺑﻦﻣﻘﻔﻊ ﺁﻥ ﺭﺍ ﺑﻪ ﻋﺮﺑﯽ ﺗﺮﺟﻤﻪ ﻛﺮﺩ‪ .‬ﺭﻭﺩﻛﯽ ﺩﺭ ﻗﺮﻥ ﭼﻬﺎﺭﻡ‬
‫ﻧﺼﺮﺍﻟﻠﻪ ﻣﻨﺸﯽ ﺍﯾﻦ ﻛﺘﺎﺏ ﺭﺍ‬
‫‪1‬‬ ‫ﻛﻠﯿﻠﻪ ﻭ ﺩﻣﻨﻪ ﺭﺍ ﺑﻪ ﻧﻈﻢ ﺩﺭﺁﻭﺭﺩ‪ .‬ﭘﺲ ﺍﺯ ﺗﺮﺟﻤﻪﻫﺎی ﻣﺘﻌﺪﺩ‪،‬‬
‫ﺑﻪ ﺷﯿﻮۂ ﻧﺜﺮ ﻣﺼﻨﻮﻉ ﻗﺮﻥ ﺷﺸﻢ ﻫﺠﺮی ﺑﺎ ﺍﻓﺰﻭﺩﻥ ﺁﯾﺎﺕ ﻭ ﺍﺣﺎﺩﯾﺚ ﻭ ﺍﺷﻌﺎﺭ ﻓﺎﺭﺳﯽ ﻭ‬
‫ﻋﺮﺑﯽ ﺗﺮﺟﻤﻪ ﻭ ﲢﺮﯾﺮ ﻛﺮﺩ‪.‬‬
‫ﺁﻥ ﺯﺍﻏﺎﻥ ﺭﺍ ﻣﻠﻜﯽ ﺑﻮﺩ ﻛﻪ ﻫﻤﻪ ﺩﺭ ﻓﺮﻣﺎﻥ ﺍﻭ ﺑﻮﺩﻧﺪی‪.‬‬
‫ﺁﻥ ﺯﺍﻏﺎﻥ ﻣﻠﻜﯽ ﺩﺍﺷﺘﻨﺪ ﻛﻪ ﻫﻤﻪ ﺑﻪ ﻓﺮﻣﺎﻥ ﺍﻭ ﺑﻮﺩﻧﺪ‪.‬‬
‫ﺣﻜﺎﯾﺖ‪ :‬ﮔﻔﺖ ﺁﻭﺭﺩﻩﺍﻧﺪ ﻛﻪ ﺩﺭ ﻛﻮﻫﯽ ﺑﻠﻨﺪ‪ ،‬ﺩﺭﺧﺘﯽ ﺑﻮﺩ ﺷﺎﺧﻬﺎ ﺁﻣﯿﺨﺘﻪ ﻭ ﺑﺮگ ﺑﺴﯿﺎﺭ ﮔﺮﺩ‬
‫ﺍﻭ ﺩﺭﺁﻣﺪﻩ ﻭ ﺑﺮ ﺁﻥ ﺩﺭﺧﺖ‪ ،‬ﻫﺰﺍﺭ ﺧﺎﻧﮥ ﺯﺍﻍ ﺑﻮﺩ‪ ،‬ﻭ ﺁﻥ ﺯﺍﻏﺎﻥ ﺭﺍ ﻣﻠﻜﯽ ﺑﻮﺩ ﻛﻪ ﻫﻤﻪ ﺩﺭ‬
‫ﻓﺮﻣﺎﻥ ﺍﻭ ﺑﻮﺩﻧﺪی‪ ،‬ﺩﺭ ﻣﺘﺎﺑﻌﺖ ﺍﻭ ﺭﻭﺯﮔﺎﺭ ﮔﺬﺍﺷﺘﻨﺪی‪ ،‬ﻭ ﺍﻭﺍﻣﺮ ﻭ ﻧﻮﺍﻫﯽ ﺍﻭ ﺭﺍ ﺩﺭ ﺣﻞّ ﻭ‬
‫ﻋﻘﺪ ﻭ ﺭﺗﻖ ﻭ ﻓﺘﻖ ﺍﻣﺘﺜﺎﻝ ﳕﻮﺩﻧﺪی‪ ،‬ﻭ ﺩﺭ ﺭﻓﺎﻫﯿّﺖ ﻭ ِﺧﺼﺐ ﻣﯽﺯﯾﺴﺘﻨﺪ‪ ،‬ﺩﺭ ﺑﺮﺍﺑﺮ ﺁﻥ‪،‬‬
‫ﻛﻮﻫﯽ ﺩﯾﮕﺮ ﺑﻮﺩ ﻛﻪ ﺩﺭ ﺷﻌﺎﺏ ﻭ ﻛﻬﻮﻑ ﺁﻥ‪ ،‬ﺑﻮﻣﺎﻥ ﺑﺴﯿﺎﺭ ﻣُﻘﺎﻡ ﺩﺍﺷﺘﻨﺪ ﻭ ﺍﯾﺸﺎﻥ ﺭﺍ ﻧﯿﺰ‬
‫ﺍﻣﯿﺮی ﺑﻮﺩ ﻛﻪ ﺟﻤﻠﻪ‪ ،‬ﻣُﻨﻘﺎﺩ ﺍﻣﺮ ﺍﻭ ﺑﻮﺩﻧﺪ‪ .‬ﺷﺒﯽ ﻣﻠﮏ ﺑﻮﻣﺎﻥ ﺑﻪ ﺳﺒﺐ ﺩﺷﻤﻨﯽ ﻛﻪ ﻣﯿﺎﻥ ﺑﻮﻡ‬
‫ﻭ ﺯﺍﻍ ﺍﺳﺖ‪ ،‬ﺑﺎ ﻟﺸﻜﺮ ﺑﯿﺮﻭﻥ ﺁﻣﺪ ﻭ ﺑﻪ ﻃﺮﯾﻖ ﺷﺒﯿﺨﻮﻥ‪ ،‬ﺑﺮ ﺯﺍﻏﺎﻥ ﺯﺩ ﻭ ﻛﺎﻣﯽ ﲤﺎﻡ ﺑﺮﺍﻧﺪ‬
‫ﻭ ﻣﻈﻔّﺮ ﻭ ﻣﻨﺼﻮﺭ ﻭﻣﺆﯾّﺪ ﻭ ﻣﺴﺮﻭﺭ ﺑﺎﺯﮔﺸﺖ‪.‬‬
‫ﺩﯾﮕﺮ ﺭﻭﺯ‪ ،‬ﻣﻠﮏ ﺯﺍﻏﺎﻥ‪ ،‬ﻟﺸﻜﺮ ﺭﺍ ﺟﻤﻠﻪ ﻛﺮﺩ ﻭ ﮔﻔﺖ‪ :‬ﺩﯾﺪﯾﺪ ﺷﺒﯿﺨﻮﻥ ﺑﻮﻣﺎﻥ ﻭ ﺩﻟﯿﺮی ﺍﯾﺸﺎﻥ‬
‫ﺑﺮ ﻣﺎ؟ ﻭ ﺍﻣﺮﻭﺯ ﻣﯿﺎﻥ ﺷﻤﺎ ﭼﻨﺪ ﻛﺸﺘﻪ ﻭ ﺧﺴﺘﻪ ﻭ ﻣﺠﺮﻭﺡ ﻭ ﭘﺮﺍﻛﻨﺪﻩ ﻭ ﺑﺎﻝ ﮔﺴﺴﺘﻪ ﺍﺳﺖ؟‬
‫ﻭ ﺩﺷﻮﺍﺭﺗﺮ ﺍﺯ ﺍﯾﻦ‪ ،‬ﺟﺮﺃﺕ ﺍﯾﺸﺎﻥ ﺍﺳﺖ ﻭ ﺩﻟﯿﺮﺷﺪﻥ ﺑﺮ ﻣﺎﻟﺶ ﻣﺎ‪ ،‬ﻭ ﻭﻗﻮﻑ ﺑﺮ ﺟﺎﯾﮕﺎﻩ ﻭ‬
‫ﻣﺴﻜﻦ ﻭ ﺷﮏ ﻧﻜﻨﻢ ﻛﻪ ﺳﺨﺖ ﺯﻭﺩ ﺑﺎﺯﺁﯾﻨﺪ ﻭ ﺑﺎﺭ ﺩﻭﻡ ﺩﺳﺘﺒﺮﺩ ﺍﻭّﻝ ﳕﺎﯾﻨﺪ‪ ،‬ﺩﺭ ﺍﯾﻦ ﻛﺎﺭ‬
‫ﺗﺄﻣﻠﯽ ﻛﻨﯿﺪ ﻭ ﻭﺟﻪ ﻣﺼﻠﺤﺖ ﺑﺎﺯ ﳕﺎﯾﯿﺪ‪ ،‬ﻭ ﺑﻪ ﺍﺗّﻔﺎﻕ ﻃﺮﯾﻖ ﺩﻓﻊ ﺟﻮﯾﯿﺪ‪.‬‬
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‫ﺯﺍﻍ‬
‫ﻣﺘﺎﺑﻌﺖ‬
‫ﺍﻭﺍﻣﺮ ﻭ ﻧﻮﺍﻫﯽ‬
‫ﺍﻣﺘﺜﺎﻝ‬
‫ﺭﻓﺎﻫﯿّﺖ‬
‫ﻣُﻘﺎﻡ ﺩﺍﺷﺘﻨﺪ‬
‫ﺷﺒﯿﺨﻮﻥ‬
‫ﻣﺆﯾّﺪ‬
‫ﻣﺎﻟﺶ‬
‫ﻭﻗﻮﻑ‬
‫ﺗﺄﻣﻞ‬
‫ﺩﺭ ﻣﺘﺎﺑﻌﺖ ﺍﻭ ﺭﻭﺯﮔﺎﺭ ﮔﺬﺍﺷﺘﻨﺪی‬

‫ﺟﻤﻠﻪ‪ ،‬ﻣُﻨﻘﺎﺩ ﺍﻣﺮ ﺍﻭ ﺑﻮﺩﻧﺪ‬
‫ﻛﺎﻣﯽ ﲤﺎﻡ ﺑﺮﺍﻧﺪ‬
‫ﺩﻟﯿﺮﺷﺪﻥ ﺑﺮ ﻣﺎﻟﺶ ﻣﺎ‬
‫ﺳﺨﺖ ﺯﻭﺩ ﺑﺎﺯﺁﯾﻨﺪ‬
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‫‪Compounding‬‬ ‫ﻣﺮﻛﺐ ﺳﺎﺯی‬

‫‪New words can be made by combining two or more roots. This word‬‬
‫‪formation process is called compounding. Compounding is very common‬‬
‫‪in Persian, e.g.:‬‬
‫ﺭﯾﺸﻪ ﻫﺎ‬ ‫ﻣﺜﺎﻝ‬ ‫ﺳﺎﺧﺘﺎﺭ‬

‫ﺁﺏ ‪ +‬ﺭﻭ‬ ‫ﺁﺑﺮﻭ‬ ‫ﺍﺳﻢ ‪ +‬ﺍﺳﻢ‬
‫ﺩﻝ ‪ +‬ﺳﺮﺩ‬ ‫ﺩﻟﺴﺮﺩ‬ ‫ﺍﺳﻢ ‪ +‬ﺻﻔﺖ‬
‫ﻧﻮ ‪ +‬ﺭﻭﺯ‬ ‫ﻧﻮﺭﻭﺯ‬ ‫ﺻﻔﺖ ‪ +‬ﺍﺳﻢ‬
‫ﻫﺮ ‪ +‬ﭼﻪ‬ ‫ﻫﺮﭼﻪ‬ ‫ﺻﻔﺖ ﻣﺒﻬﻢ ‪ +‬ﺍﺳﻢ‬
‫ﺍﯾﻦ ‪ +‬ﮔﻮﻧﻪ‬ ‫ﺍﯾﻨﮕﻮﻧﻪ‬ ‫ﺻﻔﺖ ﺍﺷﺎﺭﻩ ‪ +‬ﺍﺳﻢ‬
‫ﭼﻬﺎﺭ ‪ +‬ﭘﺎ‬ ‫ﭼﻬﺎﺭﭘﺎ‬ ‫ﺻﻔﺖ ﻋﺪﺩی ‪ +‬ﺍﺳﻢ‬
‫ﭘﺎک ‪ +‬ﻛﻨﻨﺪﻩ‬ ‫ﭘﺎک ﻛﻨﻨﺪﻩ‬ ‫ﺻﻔﺖ ‪ +‬ﺻﻔﺖ ﻓﺎﻋﻠﯽ‬
‫ﻏﺮﺏ ‪ +‬ﺯﺩﻩ‬ ‫ﻏﺮﺏ ﺯﺩﻩ‬ ‫ﺍﺳﻢ ‪ +‬ﺻﻔﺖ ﻣﻔﻌﻮﻟﯽ‬
‫ﺑﺎﺩ ‪ +‬ﺑﺰﻥ‬ ‫ﺑﺎﺩ ﺑﺰﻥ‬ ‫ﺍﺳﻢ ‪ +‬ﻓﻌﻞ ﺍﻣﺮی‬
‫ﺩﺭﺩ ‪ +‬ﻛﺸﯿﺪﻥ‬ ‫ﺩﺭﺩ ﻛﺸﯿﺪﻥ‬ ‫ﺍﺳﻢ ‪ +‬ﻓﻌﻞ‬
‫ﺧﻮﺷﺤﺎﻝ ‪ +‬ﺷﺪﻥ‬ ‫ﺧﻮﺷﺤﺎﻝ ﺷﺪﻥ‬ ‫ﺻﻔﺖ ‪ +‬ﻓﻌﻞ‬
‫ﺍﺯ ‪ +‬ﺑﯿﻦ ‪ +‬ﺭﻓﱳ‬ ‫ﺍﺯ ﺑﯿﻦ ﺭﻓﱳ‬ ‫ﻋﺒﺎﺭﺕ ﺍﺿﺎﻓﯽ ‪ +‬ﻓﻌﻞ‬
‫ﭘﯿﺶ ‪ +‬ﺑﺮﺩﻥ‬ ‫ﭘﯿﺶ ﺑﺮﺩﻥ‬ ‫ﻗﯿﺪ ‪ +‬ﻓﻌﻞ‬
‫ﺳﺮ ‪ +‬ﺑﻪ ‪ +‬ﺳﺮ ‪ +‬ﮔﺬﺍﺷﱳ‬ ‫ﺳﺮ ﺑﻪ ﺳﺮ ﮔﺬﺍﺷﱳ‬ ‫ﺍﺳﻢ ﻣﺮﻛﺐ ‪ +‬ﻓﻌﻞ‬
‫ﲤﺮﯾﻦ‪ :‬ﺑﺮﺍی ﻫﺮﯾﮏ ﺍﺯ ﺳﺎﺧﺘﺎﺭﻫﺎی ﻣﺮﻛﺐ ﺑﺎﻻ ﭘﻨﺞ ﳕﻮﻧﮥ ﺩﯾﮕﺮ ﺫﻛﺮ ﻛﻨﯿﺪ‪.‬‬
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‫ﻣﺴﺠﺪ‬
‫ﻣﺴﺠﺪ ﺗﺎﺭﯾﺨﺎﻧﻪ ﺩﺭ ﺷﻬﺮ ﺩﺍﻣﻐﺎﻥ ﺩﺭ ﺍﺳﺘﺎﻥ ﺳﻤﻨﺎﻥ‬

‫ﺗﺎﺭﯾﺨﺎﻧﮥ ﺩﺍﻣﻐﺎﻥ ﯾﻜﯽ ﺍﺯ ﻗﺪﯾﻤﯽ ﺗﺮﯾﻦ ﻣﺴﺎﺟﺪ ﺍﯾﺮﺍﻥ ﺍﺳﺖ ﻛﻪ ﺳﺎﺧﺘﻤﺎﻥ ﻓﻌﻠﯽ ﺁﻥ ﻣﺮﺑﻮﻁ‬
‫ﺑﻪ ﻗﺮﻥ ﺩﻭﻡ ﻫﺠﺮی ﺍﺳﺖ‪ .‬ﺑﺎﺳﺘﺎﻥ ﺷﻨﺎﺳﺎﻥ ﺍﻋﺘﻘﺎﺩ ﺩﺍﺭﻧﺪ ﻛﻪ ﺗﺎﺭﯾﺨﺎﻧﻪ ﺩﺭ ﺍﺻﻞ ﯾﮏ ﺁﺗﺸﻜﺪﻩ‬
‫ﺑﻮﺩﻩ ﺍﺳﺖ ﻛﻪ ﺑﻌﺪ ﺍﺯ ﺁﻣﺪﻥ ﺍﺳﻼﻡ ﺑﻪ ﺍﯾﺮﺍﻥ ﺑﻪ ﯾﮏ ﻣﺴﺠﺪ ﺗﺒﺪﯾﻞ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺗﺎﺭﯾﺨﺎﻧﻪ ﺑﻪ‬
‫ﺗﺮﻛﯽ ﻗﺪﯾﻤﯽ ﯾﻌﻨﯽ »ﺧﺪﺍ ﺧﺎﻧﻪ«‪ .‬ﺩﺍﻣﻐﺎﻥ ﯾﮏ ﺷﻬﺮ ﺑﺴﯿﺎﺭ ﻗﺪﯾﻤﯽ ﺍﺳﺖ ﻭ ﺑﻨﺎ ﺑﺮ ﭘﮋﻭﻫﺶ‬
‫ﻫﺎی ﻣﻮﺭﺧﯿﻦ ﻭ ﺑﺎﺳﺘﺎﻥ ﺷﻨﺎﺳﺎﻥ‪ ،‬ﺩﺭ ﺩﻭﺭۂ ﭘﯿﺶ ﺍﺯ ﺍﺳﻼﻡ ﺷﻬﺮ ﺩﺍﻣﻐﺎﻥ ﻣﺪﺗﯽ ﭘﺎﯾﺘﺨﺖ‬
‫ﺍﺷﻜﺎﻧﯿﺎﻥ ﺑﻮﺩﻩ ﺍﺳﺖ‪.‬‬
‫‪9780415691352_C15.indd 174‬‬ ‫‪5/23/12 2:43 PM‬‬

‫ﺩﺭ ﮔﺮﻭﻩ ﻫﺎی ﺩﻭ ﯾﺎ ﺳﻪ ﻧﻔﺮﻩ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻭﺏ ﺳﺎﯾﺖ ﻫﺎی ﻓﺎﺭﺳﯽ‪ ،‬ﺩﺍﺋﺮﺓ ﺍﳌﻌﺎﺭﻑ ﻫﺎ‬
‫ﻭ ﻛﺘﺐ ﺗﺎﺭﯾﺨﯽ ﺩﺭ ﻣﻮﺭﺩ ﺩﺍﻣﻐﺎﻥ ﺩﺭ ﺩﻭﺭۂ ﺍﺷﻜﺎﻧﯽ ﲢﻘﯿﻖ ﻛﻨﯿﺪ‪ .‬ﺍﺷﻜﺎﻧﯿﺎﻥ ﭼﻪ ﻛﺴﺎﻧﯽ‬
‫ﺑﻮﺩﻩ ﺍﻧﺪ ﻭ ﭼﺮﺍ ﺷﻬﺮ ﺩﺍﻣﻐﺎﻥ ﺭﺍ ﺑﻌﻨﻮﺍﻥ ﭘﺎﯾﺘﺨﺖ ﺑﺮﮔﺰﯾﺪﻧﺪ؟ ﻧﺘﺎﯾﺞ ﲢﻘﯿﻘﺎﺗﺘﺎﻥ ﺭﺍ ﺩﺭ ﯾﮏ‬
‫ﻣﻘﺎﻟﮥ ﻛﻮﺗﺎﻩ )ﺣﺪ ﺍﻛﺜﺮ ‪ ١٠٠‬ﻛﻠﻤﻪ( ﺧﻼﺻﻪ ﻛﻨﯿﺪ‪.‬‬
‫‪9780415691352_C15.indd 175‬‬ ‫‪5/23/12 2:43 PM‬‬

(‫ﻭﺍژﮔﺎﻥ )ﺑﻪ ﺗﺮﺗﯿﺐ ﺍﻟﻔﺒﺎی ﻓﺎﺭﺳﯽ‬
Persian–English Glossary
artifact; monument; oeuvre (‫ﺍﺛﺮ )ﺁﺛﺎﺭ‬

social ‫ﺍﺟﺘﻤﺎﻋﯽ‬
unavoidable ‫ﺍﺟﺘﻨﺎﺏ ﻧﺎﭘﺬﯾﺮ‬
life expectancy ‫ﺍﺣﺘﻤﺎﻝ ﻃﻮﻝ ﻋﻤﺮ‬
to revive ‫ﺍﺣﯿﺎ ﻛﺮﺩﻥ‬
height ‫ﺍﺭﺗﻔﺎﻉ‬
valuable ‫ﺍﺭﺯﺷﻤﻨﺪ‬
valuable ‫ﺍﺭﺯﻧﺪﻩ‬
Armenia ‫ﺍﺭﻣﻨﺴﺘﺎﻥ‬
to die ‫ﺍﺯ ﺑﯿﻦ ﺭﻓﱳ‬
for example ‫ﺍﺯ ﻗﺒﯿﻞ‬
among ‫ﺍﺯ ﻣﯿﺎﻥ‬
financial ability; means ‫ﺍﺳﺘﻄﺎﻋﺖ‬
metaphorical ‫ﺍﺳﺘﻌﺎﺭی‬
to resign ‫ﺍﺳﺘﻔﻌﺎ ﺩﺍﺩﻥ‬
wild rue (‫ﺍﺳﻔﻨﺪ )ﺳﭙﻨﺪ‬
ً ‫ﺍﺻ‬
main ‫ﺍﺻﻠﯽ‬
companions ‫ﺍﻃﺮﺍﻓﯿﺎﻥ‬
information ‫ﺍﻃﻼﻋﺎﺕ‬
9780415691352_Z01.indd 176 5/23/12 2:43 PM

(‫ﻭﺍژﮔﺎﻥ )ﺑﻪ ﺗﺮﺗﯿﺐ ﺍﻟﻔﺒﺎی ﻓﺎﺭﺳﯽ‬ 177
to express an opinion ‫ﺍﻇﻬﺎﺭ ﻧﻈﺮ ﻛﺮﺩﻥ‬

credit ‫ﺍﻋﺘﺒﺎﺭ‬
to protest ‫ﺍﻋﺘﺮﺍﺽ ﻛﺮﺩﻥ‬
(drug) addiction ‫ﺍﻋﺘﯿﺎﺩ‬
Universal Declaration of Human Rights ‫ﺍﻋﻼﻣﯿﻪ ﺟﻬﺎﻧﯽ ﺣﻘﻮﻕ ﺑﺸﺮ‬
to be applied ‫ﺍﻋﻤﺎﻝ ﺷﺪﻥ‬
something to be proud of ‫ﺍﻓﺘﺨﺎﺭﺁﻣﯿﺰ‬
increase ‫ﺍﻓﺰﺍﯾﺶ‬
in addition to ‫ﺍﻓﺰﻭﻥ ﺑﺮ‬
myth ‫ﺍﻓﺴﺎﻧﻪ‬
climate ‫ﺍﻗﻠﯿﻢ‬
of course ‫ﺍﻟﺒﺘﻪ‬
local shrine ‫ﺍﻣﺎﻣﺰﺍﺩﻩ‬
point ‫ﺍﻣﺘﯿﺎﺯ‬
matter; issue (‫ﺍﻣﺮ )ﺍﻣﻮﺭ‬
safe ‫ﺍﻣﻦ‬
to elect ‫ﺍﻧﺘﺨﺎﺏ ﻛﺮﺩﻥ‬
appointment ‫ﺍﻧﺘﺼﺎﺏ‬
thought ‫ﺍﻧﺪﯾﺸﻪ‬
renewable energy ‫ﺍﻧﺮژی ﻗﺎﺑﻞ ﲡﺪﯾﺪ‬
population explosion ‫ﺍﻧﻔﺠﺎﺭ ﺟﻤﻌﯿﺖ‬
people ‫ﺍﻫﺎﻟﯽ‬
tribal ‫ﺍﯾﻠﯽ‬
kidnapping ‫ﺁﺩﻡ ﺭﺑﺎﯾﯽ‬
public opinion ‫ﺁﺭﺍﺀ ﻋﻤﻮﻣﯽ‬
freedom of association ‫ﺁﺯﺍﺩی ﺍﺟﺘﻤﺎﻋﺎﺕ‬
freedom of religion ‫ﺁﺯﺍﺩی ﺍﺩﯾﺎﻥ‬
freedom of speech ‫ﺁﺯﺍﺩی ﺑﯿﺎﻥ‬
freedom of press ‫ﺁﺯﺍﺩی ﻣﻄﺒﻮﻋﺎﺕ‬
sleeve ‫ﺁﺳﺘﯿﻦ‬
9780415691352_Z01.indd 177 5/23/12 2:43 PM

178 Persian–English Glossary
injuries ‫ﺁﺳﯿﺐ ﺩﯾﺪﮔﯽ‬

praise ‫ﺁﻓﺮﯾﻦ‬
information; awareness ‫ﺁﮔﺎﻫﯽ‬
polluted ‫ﺁﻟﻮﺩﻩ‬
to hang; to suspend ‫ﺁﻭﯾﺰﺍﻥ ﻛﺮﺩﻥ‬
custom ‫ﺁﯾﯿﻦ‬
mirror ‫ﺁﯾﯿﻨﻪ‬
willingly ‫ﺑﺎ ﺭﺿﺎ ﻭ ﺭﻏﺒﺖ‬
to lose ‫ﺑﺎﺧﱳ‬
load ‫ﺑﺎﺭ‬
rainfall ‫ﺑﺎﺭﻧﺪﮔﯽ‬
repayment ‫ﺑﺎﺯﭘﺮﺩﺍﺧﺖ‬
interrogator ‫ﺑﺎﺯﺟﻮ‬
merchant ‫ﺑﺎﺯﺭﮔﺎﻥ‬
remnant ‫ﺑﺎﺯﻣﺎﻧﺪﻩ‬
final ‫ﺑﺎﺯی ﻧﻬﺎﯾﯽ‬
player ‫ﺑﺎﺯﯾﻜﻦ‬
interior; esoteric ‫ﺑﺎﻃﻦ‬
to discuss ‫ﺑﺤﺚ ﻛﺮﺩﻥ‬
debtor ‫ﺑﺪﻫﻜﺎﺭ‬
thus ‫ﺑﺪﯾﻦ ﺗﺮﺗﯿﺐ‬
unlike ‫ﺑﺮ ﺧﻼﻑ‬
equal ‫ﺑﺮﺍﺑﺮ‬
to overthrow ‫ﺑﺮﺍﻧﺪﺍﺧﱳ‬
in order to solve their problems ‫ﺑﺮﺍی ﺭﻓﻊ ﻣﺸﻜﻼﺗﺸﺎﻥ‬
to leave ‫ﺑﺮﺟﺎی ﮔﺬﺍﺷﱳ‬
prominent ‫ﺑﺮﺟﺴﺘﻪ‬
9780415691352_Z01.indd 178 5/23/12 2:43 PM

to arise ‫ﺑﺮﺧﺎﺳﱳ‬
to encounter ‫ﺑﺮﺧﻮﺭﺩ ﻛﺮﺩﻥ ﺑﺎ‬
to be studied ‫ﺑﺮﺭﺳﯽ ﺷﺪﻥ‬
electricity ‫ﺑﺮﻕ‬
to be held ‫ﺑﺮﮔﺰﺍﺭ ﺷﺪﻥ‬
ballot paper ‫ﺑﺮﮔﻪ ﺭﺃی ﮔﯿﺮی‬
World Food Programme ‫ﺑﺮﻧﺎﻣﻪ ﺟﻬﺎﻧﯽ ﻏﺬﺍ‬
nudity ‫ﺑﺮﻫﻨﮕﯽ‬
bare; naked ‫ﺑﺮﻫﻨﻪ‬
human ‫ﺑﺸﺮ‬
affliction; calamity (‫ﺑﻼ )ﺑﻼﯾﺎ‬
petrol ‫ﺑﻨﺰﯾﻦ‬
to come to an end ‫ﺑﻪ ﭘﺎﯾﺎﻥ ﺭﺳﯿﺪﻥ‬
to be delayed ‫ﺑﻪ ﺗﻌﻮﯾﻖ ﺍﻓﺘﺎﺩﻥ‬
to arrive at an agreement ‫ﺑﻪ ﺗﻮﺍﻓﻖ ﺭﺳﯿﺪﻥ‬
for the sake of ‫ﺑﻪ ﺧﺎﻃﺮ‬
to jeopardize ‫ﺑﻪ ﺧﻄﺮ ﺍﻧﺪﺍﺧﱳ‬
precisely ‫ﺑﻪ ﺩﺭﺳﺘﯽ‬
by force ‫ﺑﻪ ﺯﻭﺭ‬
to be considered ‫ﺑﻪ ﺷﻤﺎﺭ ﺁﻣﺪﻥ‬
by the sword ‫ﺑﻪ ﺿﺮﺏ ﺷﻤﺸﯿﺮ‬
in general ‫ﺑﻪ ﻃﻮﺭ ﻛﻠﯽ‬
to be used ‫ﺑﻪ ﻛﺎﺭ ﺭﻓﱳ‬
to embark on something ‫ﺑﻪ ﻛﺎﺭی ﺩﺳﺖ ﺯﺩﻥ‬
unrightfully ‫ﺑﻪ ﻧﺎﺣﻖ‬
in particular ‫ﺑﻪ ﻭﯾﮋﻩ‬
budget ‫ﺑﻮﺩﺟﻪ‬
stock exchange ‫ﺑﻮﺭﺱ ﺳﻬﺎﻡ‬
9780415691352_Z01.indd 179 5/23/12 2:43 PM

instability ‫ﺑﯽ ﺛﺒﺎﺗﯽ‬

to be indicative of ‫ﺑﯿﺎﻧﮕﺮ ﭼﯿﺰی ﺑﻮﺩﻥ‬
insurance ‫ﺑﯿﻤﻪ‬
a pious or abstemious person ‫ﭘﺎﺭﺳﺎ‬
to meet the needs of something ‫ﭘﺎﺳﺨﮕﻮی ﭼﯿﺰی ﺑﻮﺩﻥ‬
pure ‫ﭘﺎک‬
end ‫ﭘﺎﯾﺎﻥ‬
to put an end to ‫ﭘﺎﯾﺎﻥ ﺩﺍﺩﻥ ﺑﻪ‬
phenomenon ‫ﭘﺪﯾﺪﻩ‬
radioactivity ‫ﭘﺮﺗﻮﺯﺍﯾﯽ‬
popular ‫ﭘﺮﻃﺮﻓﺪﺍﺭ‬
Médecins sans Frontières ‫ﭘﺰﺷﻜﺎﻥ ﺑﺪﻭﻥ ﻣﺮﺯ‬
medicine (the subject) ‫ﭘﺰﺷﻜﯽ‬
researcher ‫ﭘﮋﻭﻫﺸﮕﺮ‬
mammals ‫ﭘﺴﺘﺎﻧﺪﺍﺭﺍﻥ‬
acceptable ‫ﭘﺴﻨﺪﯾﺪﻩ‬
filth ‫ﭘﻠﯿﺪی‬
shelter ‫ﭘﻨﺎﻫﮕﺎﻩ‬
covering ‫ﭘﻮﺷﺶ‬
perseverant ‫ﭘﯽ ﮔﯿﺮ‬
consecutive ‫ﭘﯿﺎﭘﯽ‬
to beautify (‫ﭘﯿﺮﺍﺳﱳ )ﭘﯿﺮﺍ‬
victory ‫ﭘﯿﺮﻭﺯی‬
tie; connection ‫ﭘﯿﻮﻧﺪ‬
to bind ‫ﭘﯿﻮﻧﺪ ﺯﺩﻥ‬
to some extent ‫ﺗﺎ ﺍﻧﺪﺍﺯﻩ ﺍی‬
nationality ‫ﺗﺎﺑﻌﯿﺖ‬
shining ‫ﺗﺎﺑﻨﺪﻩ‬
coffin ‫ﺗﺎﺑﻮﺕ‬
to forsake the world ‫ﺗﺎﺭک ﺩﻧﯿﺎ ﺷﺪﻥ‬
9780415691352_Z01.indd 180 5/23/12 2:43 PM

electioneering ‫ﺗﺒﻠﯿﻐﺎﺕ ﺍﻧﺘﺨﺎﺑﺎﺗﯽ‬

human trafficking ‫ﲡﺎﺭﺕ ﺍﻧﺴﺎﻥ‬
commercial ‫ﲡﺎﺭی‬
analysis ‫ﲢﻠﯿﻞ‬
to tolerate ‫ﲢﻤﻞ ﻛﺮﺩﻥ‬
destruction ‫ﺗﺨﺮﯾﺐ‬
egg ‫ﺗﺨﻢ ﻣﺮﻍ‬
to be taught ‫ﺗﺪﺭﯾﺲ ﺷﺪﻥ‬
compound ‫ﺗﺮﻛﯿﺐ‬
a kind of leek ‫ﺗﺮﻩ‬
to assassinate ‫ﺗﺮﻭﺭ ﻛﺮﺩﻥ‬
submission; to submit, to give in ‫ﺗﺴﻠﯿﻢ؛ ﺗﺴﻠﯿﻢ ﺷﺪﻥ‬
decision making ‫ﺗﺼﻤﯿﻢ ﮔﯿﺮی‬
imagination; to imagine, to suppose ‫ﺗﺼﻮﺭ؛ ﺗﺼﻮﺭ ﻛﺮﺩﻥ‬
demonstration ‫ﺗﻈﺎﻫﺮﺍﺕ‬
multiplicity ‫ﺗﻌﺪﺩ‬
to appoint ‫ﺗﻌﯿﯿﻦ ﻛﺮﺩﻥ‬
nutrition ‫ﺗﻐﺬﯾﻪ‬
climate change ‫ﺗﻐﯿﯿﺮﺍﻗﻠﯿﻢ‬
divination ‫ﺗﻔﺄﻝ‬
recreation (‫ﺗﻔﺮﯾﺢ )ﺗﻔﺮﯾﺤﺎﺕ‬
to file for divorce ‫ﺗﻘﺎﺿﺎی ﻃﻼﻕ ﻛﺮﺩﻥ‬
almost ‫ﺗﻘﺮﯾﺒ ًﺎ‬
bitter ‫ﺗﻠﺦ‬
spectator ‫ﲤﺎﺷﺎﭼﯽ‬
symbolic ‫ﲤﺜﯿﻠﯽ‬
goldfish bowl ‫ﺗﻨﮓ‬
financial ability ‫ﺗﻮﺍﻧﺎﯾﯽ ﻣﺎﻟﯽ‬
9780415691352_Z01.indd 181 5/23/12 2:43 PM

developed ‫ﺗﻮﺳﻌﻪ ﯾﺎﻓﺘﻪ‬
storm ‫ﺗﻮﻓﺎﻥ‬
detention ‫ﺗﻮﻗﯿﻒ‬
mass production ‫ﺗﻮﻟﯿﺪ ﺍﻧﺒﻮﻩ‬
manufacturing (adj.) ‫ﺗﻮﻟﯿﺪی‬
darkness ‫ﺗﯿﺮﮔﯽ‬
fixed ‫ﺛﺎﺑﺖ‬
to be recorded ‫ﺛﺒﺖ ﺷﺪﻥ‬
society (‫ﺟﺎﻣﻌﻪ )ﺟﻮﺍﻣﻊ‬
sociology ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﯽ‬
to die ‫ﺟﺎﻥ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻥ‬
eternal ‫ﺟﺎﻭﺩﺍﻧﻪ‬
inseparable ‫ﺟﺪﺍﯾﯽ ﻧﺎﭘﺬﯾﺮ‬
to be fined ‫ﺟﺮﯾﻤﻪ ﺷﺪﻥ‬
part (‫ﺟﺰﺀ )ﺍﺟﺰﺍ‬
to search ‫ﺟﺴﱳ‬
to present ‫ﺟﻠﻮﻩ ﺩﺍﺩﻥ‬
to fight ‫ﺟﻨﮕﯿﺪﻥ‬
to print ‫ﭼﺎپ ﻛﺮﺩﻥ‬
scenery ‫ﭼﺸﻢ ﺍﻧﺪﺍﺯ‬
natural spring ‫ﭼﺸﻤﻪ‬
such as ‫ﭼﻮﻥ‬
pleat ‫ﭼﯿﻦ‬
border ‫ﺣﺎﺷﯿﻪ‬
9780415691352_Z01.indd 182 5/23/12 2:43 PM

fertile (of land) ‫ﺣﺎﺻﻠﺨﯿﺰ‬

ruler (‫ﺣﺎﻛﻢ )ﺣﻜﺎﻡ‬
a store in the bazaar ‫ﺣﺠﺮﻩ‬
approximately ‫ﺣﺪﻭﺩ ًﺍ‬
to delete ‫ﺣﺬﻑ ﻛﺮﺩﻥ‬
professional ‫ﺣﺮﻓﻪ ﺍی‬
adversary; rival; match ‫ﺣﺮﯾﻒ‬
environmental protection ‫ﺣﻔﻆ ﻣﺤﯿﻂ ﺯﯾﺴﺖ‬
an appreciative and duly grateful person ‫ﺣﻖ ﮔﺰﺍﺭ‬
pension ‫ﺣﻘﻮﻕ ﺑﺎﺯﻧﺸﺴﺘﮕﯽ‬
civil rights ‫ﺣﻘﻮﻕ ﻣﺪﻧﯽ‬
to be engraved ‫ﺣﮏ ﺷﺪﻥ‬
ruler ‫ﺣﻜﻤﺮﺍﻥ‬
epic poet ‫ﺣﻤﺎﺳﻪ ﺳﺮﺍ‬
carrying ‫ﺣﻤﻞ‬
transportation ‫ﺣﻤﻞ ﻭ ﻧﻘﻞ‬
special; particular ‫ﺧﺎﺹ‬
memories; memoir ‫ﺧﺎﻃﺮﺍﺕ‬
news (‫ﺧﺒﺮ )ﺍﺧﺒﺎﺭ‬
wisdom ‫ﺧﺮﺩ‬
buying and selling ‫ﺧﺮﯾﺪ ﻭ ﻓﺮﻭﺵ‬
drought ‫ﺧﺸﻜﺴﺎﻟﯽ‬
violence ‫ﺧﺸﻮﻧﺖ‬
pipeline ‫ﺧﻂ ﻟﻮﻟﻪ‬
addressed to ‫ﺧﻄﺎﺏ ﺑﻪ‬
area ‫ﺧﻄﻪ‬
9780415691352_Z01.indd 183 5/23/12 2:43 PM

toilet ‫ﺧﻼ‬
dispute ‫ﺧﻼﻑ‬
to create ‫ﺧﻠﻖ ﻛﺮﺩﻥ‬
yawn; to yawn ‫ﺧﻤﯿﺎﺯﻩ؛ ﺧﻤﯿﺎﺯﻩ ﻛﺸﯿﺪﻥ‬
contempt; abjectness ‫ﺧﻮﺍﺭی‬
singer ‫ﺧﻮﺍﻧﻨﺪﻩ‬
suicide ‫ﺧﻮﺩﻛﺸﯽ‬
blood ‫ﺧﻮﻥ‬
assets ‫ﺩﺍﺭﺍﯾﯽ‬
scholar ‫ﺩﺍﻧﺸﻤﻨﺪ‬
referee ‫ﺩﺍﻭﺭ‬
to be afflicted with something ‫ﺩﭼﺎﺭ ﭼﯿﺰی ﺷﺪﻥ‬
prayer ribbon ‫ﺩﺧﯿﻞ‬
in connection with ‫ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ‬
along ‫ﺩﺭ ﺍﻣﺘﺪﺍﺩ‬
to include ‫ﺩﺭ ﺑﺮ ﮔﺮﻓﱳ‬
in the wake of ‫ﺩﺭ ﭘﯽ‬
available; at hand ‫ﺩﺭ ﺩﺳﺘﺮﺱ‬
in the present circumstances ‫ﺩﺭ ﺷﺮﺍﯾﻂ ﻓﻌﻠﯽ‬
whereas ‫ﺩﺭ ﺻﻮﺭﺗﯽ ﻛﻪ‬
endangered ‫ﺩﺭ ﻣﻌﺮﺽ ﺍﻧﻘﺮﺍﺽ‬
in fact ‫ﺩﺭ ﻭﺍﻗﻊ‬
developing ‫ﺩﺭﺣﺎﻝ ﺗﻮﺳﻌﻪ‬
wild beasts ‫ﺩﺭﻧﺪﮔﺎﻥ‬
lake ‫ﺩﺭﯾﺎﭼﻪ‬
open sea ‫ﺩﺭﯾﺎی ﺁﺯﺍﺩ‬
Caspian Sea ‫ﺩﺭﯾﺎی ﺧﺰﺭ‬
Alas! ‫ﺩﺭﯾﻐﺎ‬
device ‫ﺩﺳﺘﮕﺎﻩ‬
to command ‫ﺩﺳﺘﻮﺭ ﺩﺍﺩﻥ‬
9780415691352_Z01.indd 184 5/23/12 2:43 PM

to invite ‫ﺩﻋﻮﺕ ﻛﺮﺩﻥ‬

moment ‫ﺩﻡ‬
doubled ‫ﺩﻭ ﭼﻨﺪﺍﻥ‬
vicissitude of time ‫ﺩﻭﺭ ﺯﻣﺎﻥ‬
semi-finals ‫ﺩﻭﺭ ﻧﯿﻤﻪ ﻧﻬﺎﯾﯽ‬
period ‫ﺩﻭﺭﺍﻥ‬
religion ‫ﺩﯾﺎﻧﺖ‬
point of view ‫ﺩﯾﺪﮔﺎﻩ‬
oil reserves ‫ﺫﺧﺎﯾﺮ ﻧﻔﺖ‬
reserve (‫ﺫﺧﯿﺮﻩ )ﺫﺧﺎﯾﺮ‬
illicit relationship ‫ﺭﺍﺑﻄﮥ ﻧﺎ ﻣﺸﺮﻭﻉ‬
secret ‫ﺭﺍﺯ‬
nuclear reactor ‫ﺭﺍﻛﺘﻮﺭ ﺍﲤﯽ‬
road ‫ﺭﺍﻩ‬
railway ‫ﺭﺍﻩ ﺁﻫﻦ‬
to qualify for ‫ﺭﺍﻩ ﯾﺎﻓﱳ ﺑﻪ‬
vote counting ‫ﺭﺃی ﺷﻤﺎﺭی‬
quatrain (‫ﺭﺑﺎﻋﯽ )ﺭﺑﺎﻋﯿﺎﺕ‬
to grow; to sprout (‫ﺭﺳﱳ )ﺭﻭ‬
a kind of thin noodle ‫ﺭﺷﺘﻪ‬
afflicted; ill ‫ﺭﳒﻮﺭ‬
public relations ‫ﺭﻭﺍﺑﻂ ﻋﻤﻮﻣﯽ‬
psychology ‫ﺭﻭﺍﻧﺸﻨﺎﺳﯽ‬
narrative (‫ﺭﻭﺍﯾﺖ )ﺭﻭﺍﯾﺎﺕ‬
fox ‫ﺭﻭﺑﻪ = ﺭﻭﺑﺎﻩ‬
head scarf ‫ﺭﻭﺳﺮی‬
event ‫ﺭﻭﯾﺪﺍﺩ‬
9780415691352_Z01.indd 185 5/23/12 2:44 PM

mathematics ‫ﺭﯾﺎﺿﯿﺎﺕ‬
to shed; to pour ‫ﺭﯾﺨﱳ‬
nuclear waste ‫ﺯﺑﺎﻟﻪ ﺍﲤﯽ‬
prison ‫ﺯﻧﺪﺍﻥ‬
poison ‫ﺯﻫﺮ‬
to harm ‫ﺯﯾﺎﻥ ﺯﺩﻥ‬
to live ‫ﺯﯾﺴﱳ‬
shoreline (‫ﺳﺎﺣﻞ )ﺳﻮﺍﺣﻞ‬
World Health Organization ‫ﺳﺎﺯﻣﺎﻥ ﺟﻬﺎﻧﯽ ﺑﻬﺪﺍﺷﺖ‬
wine-server ‫ﺳﺎﻗﯽ‬
annual commemoration ‫ﺳﺎﻟﮕﺮﺩ‬
to rub (‫ﺳﺎﯾﯿﺪﻥ )ﺳﺎ‬
thanks ‫ﺳﭙﺎﺱ‬
to raise one’s head; to show oneself ‫ﺳﺮ ﺑﺮ ﻛﺮﺩﻥ‬
eventually ‫ﺳﺮﺍﳒﺎﻡ‬
head band ‫ﺳﺮﺑﻨﺪ‬
source ‫ﺳﺮﭼﺸﻤﻪ‬
vinegar ‫ﺳﺮﻛﻪ‬
to suppress ‫ﺳﺮﻛﻮﺏ ﻛﺮﺩﻥ‬
investment ‫ﺳﺮﻣﺎﯾﻪ ﮔﺬﺍﺭی‬
to compose poetry ‫ﺳﺮﻭﺩﻥ‬
joy ‫ﺳﺮﻭﺭ‬
embassy ‫ﺳﻔﺎﺭﺕ‬
sumac ‫ﺳﻤﺎﻕ‬
a paste made from wheat ‫ﺳﻤﻨﻮ‬
hyacinth ‫ﺳﻨﺒﻞ‬
fruit of the oleaster tree ‫ﺳﻨﺠﺪ‬
document ‫ﺳﻨﺪ‬
abuse ‫ﺳﻮﺀ ﺍﺳﺘﻔﺎﺩﻩ‬
fuel ‫ﺳﻮﺧﺖ‬
9780415691352_Z01.indd 186 5/23/12 2:44 PM

mourning ‫ﺳﻮگ‬
mourning ‫ﺳﻮﮔﻮﺍﺭی‬
garlic ‫ﺳﯿﺮ‬
full; sated ‫ﺳﯿﺮ‬
branch ‫ﺷﺎﺧﻪ‬
poet (‫ﺷﺎﻋﺮ )ﺷﻌﺮﺍ‬
scarf ‫ﺷﺎﻝ‬
Syria; Damascus ‫ﺷﺎﻡ‬
prince; princess ‫ﺷﺎﻫﺰﺍﺩﻩ‬
masterpiece ‫ﺷﺎﻫﻜﺎﺭ‬
widespread ‫ﺷﺎﯾﻊ‬
rumor (‫ﺷﺎﯾﻌﻪ )ﺷﺎﯾﻌﺎﺕ‬
effigy ‫ﺷﺒﯿﻪ‬
character ‫ﺷﺨﺼﯿﺖ‬
to compete in; to participate in ‫ﺷﺮﻛﺖ ﻛﺮﺩﻥ ﺩﺭ‬
to doubt ‫ﺷﮏ ﻛﺮﺩﻥ ﺩﺭ‬
defeat ‫ﺷﻜﺴﺖ‬
turnip ‫ﺷﻠﻐﻢ‬
crowded ‫ﺷﻠﻮﻍ‬
candle ‫ﺷﻤﻊ‬
provincial city ‫ﺷﻬﺮﺳﺘﺎﻥ‬
martyr (‫ﺷﻬﯿﺪ )ﺷﻬﺪﺍ‬
sweet pastries ‫ﺷﯿﺮﯾﻨﯽ‬
to export ‫ﺻﺎﺩﺭ ﻛﺮﺩﻥ‬
exports ‫ﺻﺎﺩﺭﺍﺕ‬
stage ‫ﺻﺤﻨﻪ‬
simply ‫ﺻﺮﻓ ًﺎ‬
home page ‫ﺻﻔﺤﻪ ﺍﺻﻠﯽ‬
Safar (second month of the Islamic calendar) ‫ﺻﻔﺮ‬
9780415691352_Z01.indd 187 5/23/12 2:44 PM

peace ‫ﺻﻠﺢ‬
the aviation industry ‫ﺻﻨﺎﯾﻊ ﻫﻮﺍﯾﯽ‬
to damage; to spoil; to waste ‫ﺿﺎﯾﻊ ﻛﺮﺩﻥ‬
weak ‫ﺿﻌﯿﻒ‬
a small drum ‫ﻃﺒﻞ‬
nature ‫ﻃﺒﯿﻌﺖ‬
natural sciences ‫ﻃﺒﯿﻌﯿﺎﺕ‬
ecstatic joy ‫ﻃﺮﺏ‬
fan ‫ﻃﺮﻓﺪﺍﺭ‬
divorce ‫ﻃﻼﻕ‬
long (of distance and time) ‫ﻃﻮﻻﻧﯽ‬
apparently ‫ﻇﺎﻫﺮ ًﺍ‬
oppression ‫ﻇﻠﻢ ﻭ ﺳﺘﻢ‬
to appear ‫ﻇﻬﻮﺭ ﻛﺮﺩﻥ‬
lover ‫ﻋﺎﺷﻖ‬
wise; sensible ‫ﻋﺎﻗﻞ‬
factor (‫ﻋﺎﻣﻞ )ﻋﻮﺍﻣﻞ‬
mourning ‫ﻋﺰﺍ‬
mourner ‫ﻋﺰﺍﺩﺍﺭ‬
love ‫ﻋﺸﻖ‬
pardon ‫ﻋﻔﻮ‬
photography ‫ﻋﻜﺎﺳﯽ‬
to show interest ‫ﻋﻼﻗﻪ ﻧﺸﺎﻥ ﺩﺍﺩﻥ‬
cause; reason (‫ﻋﻠﺖ )ﻋﻠﻞ‬
scientific ‫ﻋﻠﻤﯽ‬
turban ‫ﻋﻤﺎﻣﻪ‬
element (‫ﻋﻨﺼﺮ )ﻋﻨﺎﺻﺮ‬
Westernization ‫ﻏﺮﺑﯽ ﺷﺪﻥ‬
pride ‫ﻏﺮﻭﺭ‬
sad ‫ﻏﻢ ﺍﻧﮕﯿﺰ‬
9780415691352_Z01.indd 188 5/23/12 2:44 PM


sewage ‫ﻓﺎﺿﻼﺏ‬
to obey ‫ﻓﺮﻣﺎﻥ ﺑﺮﺩﻥ‬
culture ‫ﻓﺮﻫﻨﮓ‬
to collapse ‫ﻓﺮﻭ ﺭﯾﺨﱳ‬
collapse ‫ﻓﺮﻭﭘﺎﺷﯽ‬
space ‫ﻓﻀﺎ‬
activity ‫ﻓﻌﺎﻟﯿﺖ‬
Islamic jurisprudence ‫ﻓﻘﻪ‬
plateau ‫ﻓﻼﺕ‬
philosophy ‫ﻓﻠﺴﻔﻪ‬
philosopher (‫ﻓﯿﻠﺴﻮﻑ )ﻓﻼﺳﻔﻪ‬
cameraman ‫ﻓﯿﻠﻤﺒﺮﺩﺍﺭ‬
continent ‫ﻗﺎﺭﻩ‬
caravan (e.g. in the desert) ‫ﻗﺎﻓﻠﻪ‬
rhyme ‫ﻗﺎﻓﯿﻪ‬
to be contented ‫ﻗﺎﻧﻊ ﺑﻮﺩﻥ‬
murder ‫ﻗﺘﻞ‬
famine ‫ﻗﺤﻄﯽ‬
appreciation ‫ﻗﺪﺭﺩﺍﻧﯽ‬
treaty ‫ﻗﺮﺍﺭﺩﺍﺩ‬
contract ‫ﻗﺮﺍﺭﺩﺍﺩ‬
century (‫ﻗﺮﻥ )ﻗﺮﻭﻥ‬
instalment ‫ﻗﺴﻂ‬
palace; castle ‫ﻗﺼﺮ‬
to judge ‫ﻗﻀﺎﻭﺕ ﻛﺮﺩﻥ‬
train ‫ﻗﻄﺎﺭ‬
resolution ‫ﻗﻄﻌﻨﺎﻣﻪ‬
definite ‫ﻗﻄﻌﯽ‬
9780415691352_Z01.indd 189 5/23/12 2:44 PM

peak ‫ﻗﻠﻪ‬
qanat (underground water channel) ‫ﻗﻨﺎﺕ‬
lantern ‫ﻗﻨﺪﯾﻞ‬
anger ‫ﻗﻬﺮ‬
hero ‫ﻗﻬﺮﻣﺎﻥ‬
religious laws ‫ﻗﻮﺍﻧﯿﻦ ﺷﺮﻋﯽ‬
usage ‫ﻛﺎﺭﺑﺮﺩ‬
travellers’ inn; caravanserai ‫ﻛﺎﺭﻭﺍﻥ ﺳﺮﺍ‬
goods ‫ﻛﺎﻻ‬
palate ‫ﻛﺎﻡ‬
decrease ‫ﻛﺎﻫﺶ‬
shore ‫ﻛﺮﺍﻧﻪ‬
hat ‫ﻛﻼﻩ‬
key (adj.) ‫ﻛﻠﯿﺪی‬
quiet (of a street) ‫ﻛﻢ ﺭﻓﺖ ﻭ ﺁﻣﺪ‬
more or less ‫ﻛﻤﺎﺑﯿﺶ‬
shortage ‫ﻛﻤﺒﻮﺩ‬
first aid ‫ﻛﻤﻜﻬﺎی ﺍﻭﻟﯿﻪ‬
beside ‫ﻛﻨﺎﺭ‬
quality control ‫ﻛﻨﺘﺮﻝ ﻛﯿﻔﯽ‬
to beat ‫ﻛﻮﻓﱳ‬
mountainous ‫ﻛﻮﻫﺴﺘﺎﻧﯽ‬
at times ‫ﮔﺎﻩ‬
valuable ‫ﮔﺮﺍﳕﺎﯾﻪ‬
round ‫ﮔﺮﺩ‬
to gather ‫ﮔﺮﺩ ﺁﻭﺭﺩﻥ‬
9780415691352_Z01.indd 190 5/23/12 2:44 PM

hostage ‫ﮔﺮﻭﮔﺎﻥ‬
to convert to ‫ﮔﺮﻭﯾﺪﻥ ﺑﻪ‬
to select ‫ﮔﺰﯾﺪﻥ‬
to spread out ‫ﮔﺴﺘﺮﺩﻥ‬
to score a goal ‫ﮔﻞ ﺯﺩﻥ‬
a flat-weave rug ‫ﮔﻠﯿﻢ‬
cupboard ‫ﮔﻨﺠﻪ‬
sinner ‫ﮔﻨﻬﻜﺎﺭ‬
reclusive ‫ﮔﻮﺷﻪ ﻧﺸﯿﻦ‬
type ‫ﮔﻮﻧﻪ‬
announcer ‫ﮔﻮﯾﻨﺪﻩ‬
tulip ‫ﻻﻟﻪ‬
ozone layer ‫ﻻﯾﻪ ﺍﻭﺯﻭﻥ‬
revealing clothes ‫ﻟﺒﺎﺱ ﻫﺎی ﻋﺮﯾﺎﻥ‬
to cancel ‫ﻟﻐﻮ ﻛﺮﺩﻥ‬
effective ‫ﻣﺆﺛﺮ‬
Transoxania ‫ﻣﺎ ﻭﺭﺍﺀ ﺍﻟﻨﻬﺮ‬
Mede ‫ﻣﺎﺩ‬
pollutant ‫ﻣﺎﺩﻩ ﺁﻟﻮﺩﻩ ﻛﻨﻨﺪﻩ‬
financial ‫ﻣﺎﻟﯽ‬
taxes ‫ﻣﺎﻟﯿﺎﺕ‬
satellite ‫ﻣﺎﻫﻮﺍﺭﻩ‬
goldfish ‫ﻣﺎﻫﯽ ﻗﺮﻣﺰ‬
afflicted ‫ﻣﺒﺘﻼ‬
expert; specialist (‫ﻣﺘﺨﺼﺺ )ﻣﺘﺨﺼﺼﯿﻦ‬
to be commonplace ‫ﻣﺘﺪﺍﻭﻝ ﺑﻮﺩﻥ‬
mathnavi (rhyming couplets) ‫ﻣﺜﻨﻮی‬
9780415691352_Z01.indd 191 5/23/12 2:44 PM

presenter ‫ﻣﺠﺮی‬
to be deprived ‫ﻣﺤﺮﻭﻡ ﺷﺪﻥ‬
place ‫ﻣﺤﻞ‬
to be opposed to ‫ﻣﺨﺎﻟﻒ ﺑﻮﺩﻥ ﺑﺎ‬
theological colleges ‫ﻣﺪﺍﺭﺱ ﻋﻠﻤﯿﻪ‬
modernization ‫ﻣﺪﺭﻥ ﺳﺎﺯی‬
administration ‫ﻣﺪﯾﺮﯾﺖ‬
negotiations ‫ﻣﺬﺍﻛﺮﺍﺕ‬
connected ‫ﻣﺮﺗﺒﻂ‬
high ‫ﻣﺮﺗﻔﻊ‬
roast chicken ‫ﻣﺮﻍ ﺑﺮﯾﺎﻥ‬
consisting of; made up of ‫ﻣﺮﻛﺐ ﺍﺯ‬
centre (‫ﻣﺮﻛﺰ )ﻣﺮﺍﻛﺰ‬
deadly ‫ﻣﺮﮔﺒﺎﺭ‬
area ‫ﻣﺴﺎﺣﺖ‬
to be derived from ‫ﻣﺸﺘﻖ ﺷﺪﻥ ﺍﺯ‬
hemistich (half a line of poetry) ‫ﻣﺼﺮﺍﻉ‬
energy consumption ‫ﻣﺼﺮﻑ ﺍﻧﺮژی‬
to be presented ‫ﻣﻄﺮﺡ ﺑﻮﺩﻥ‬
suspect ‫ﻣﻈﻨﻮﻥ‬
knowledge ‫ﻣﻌﺎﺭﻑ‬
contemporary ‫ﻣﻌﺎﺻﺮ‬
beloved ‫ﻣﻌﺸﻮﻕ‬
criterion ‫ﻣﻌﯿﺎﺭ‬
article (‫ﻣﻘﺎﻟﻪ )ﻣﻘﺎﻻﺕ‬
officials ‫ﻣﻘﺎﻣﺎﺕ‬
9780415691352_Z01.indd 192 5/23/12 2:44 PM

circumstances ‫ﻣﻘﺘﻀﯿﺎﺕ‬
ban ‫ﳑﻨﻮﻋﯿﺖ‬
critic ‫ﻣﻨﺘﻘﺪ‬
to result in ‫ﻣﻨﺠﺮ ﺷﺪﻥ ﺑﻪ‬
astrologer ‫ﻣﻨﺠّ ﻢ‬
kindness ‫ﻣﻬﺮ‬
hospitable ‫ﻣﻬﻤﺎﻥ ﻧﻮﺍﺯ‬
annoying ‫ﻣﻮﺫی‬
case (‫ﻣﻮﺭﺩ )ﻣﻮﺍﺭﺩ‬
favourite ‫ﻣﻮﺭﺩ ﻋﻼﻗﻪ‬
cultural heritage ‫ﻣﯿﺮﺍﺙ ﻓﺮﻫﻨﮕﯽ‬
rate ‫ﻣﯿﺰﺍﻥ‬
mortality rate ‫ﻣﯿﺰﺍﻥ ﻣﺮگ ﻭ ﻣﯿﺮ‬
procurable; possible; feasible ‫ﻣﯿﺴﺮ‬
ّ
sexual impotence ‫ﻧﺎﺗﻮﺍﻧﯽ ﺟﻨﺴﯽ‬
district; area (‫ﻧﺎﺣﯿﻪ )ﻧﻮﺍﺣﯽ‬
barren ‫ﻧﺎﺯﺍ‬
let it not go unsaid ‫ﻧﺎﮔﻔﺘﻪ ﳕﺎﻧﺪ ﻛﻪ‬
to moan ‫ﻧﺎﻟﯿﺪﻥ‬
to nominate ‫ﻧﺎﻣﺰﺩ ﻛﺮﺩﻥ‬
to be called ‫ﻧﺎﻣﯿﺪﻩ ﺷﺪﻥ‬
manner ‫ﻧﺤﻮﻩ‬
first ‫ﻧﺨﺴﺘﯿﻦ‬
racism ‫ﻧﮋﺍﺩﭘﺮﺳﺘﯽ‬
to attribute to ‫ﻧﺴﺒﺖ ﺩﺍﺩﻥ ﺑﻪ‬
rather ‫ﻧﺴﺒﺘ ًﺎ‬
9780415691352_Z01.indd 193 5/23/12 2:44 PM

carbon emissions ‫ﻧﺸﺮ ﻛﺮﺑﻦ‬

system ‫ﻧﻈﺎﻡ‬
bounty ‫ﻧﻌﻤﺖ‬
curse ‫ﻧﻔﺮﯾﻦ‬
book review ‫ﻧﻘﺪ ﻛﺘﺎﺏ‬
to play a role ‫ﻧﻘﺶ ﺑﺎﺯی ﻛﺮﺩﻥ‬
to quote ‫ﻧﻘﻞ ﻗﻮﻝ ﻛﺮﺩﻥ‬
representative ‫ﳕﺎﯾﻨﺪﻩ‬
salt-cellar ‫ﳕﻜﺪﺍﻥ‬
representation ‫ﳕﻮﺩ‬
epitome ‫ﳕﻮﻧﻪ‬
innovation ‫ﻧﻮﺁﻭﺭی‬
mourning chant ‫ﻧﻮﺣﻪ‬
luminous ‫ﻧﻮﺭﺍﻧﯽ‬
as for ... ‫ﻭ ﺍﻣﺎ‬
to force ‫ﻭﺍﺩﺍﺭ ﻛﺮﺩﻥ‬
imports ‫ﻭﺍﺭﺩﺍﺕ‬
obvious ‫ﻭﺍﺿﺢ‬
wild ‫ﻭﺣﺸﯽ‬
athlete ‫ﻭﺭﺯﺷﻜﺎﺭ‬
bankruptcy ‫ﻭﺭﺷﻜﺴﺘﮕﯽ‬
means of transport ‫ﻭﺳﺎﯾﻂ ﻧﻘﻠﯿﻪ‬
vastness ‫ﻭﺳﻌﺖ‬
union; reunion ‫ﻭﺻﻞ‬
fidelity ‫ﻭﻓﺎﺩﺍﺭی‬
to waste time ‫ﻭﻗﺖ ﺗﻠﻒ ﻛﺮﺩﻥ‬
lawyer ‫ﻭﻛﯿﻞ‬
province (‫ﻭﻻﯾﺖ )ﻭﻻﯾﺎﺕ‬
pestle and mortar ‫ﻫﺎﻭﻥ‬
Islamic lunar calendar ‫ﻫﺠﺮی ﻗﻤﺮی‬
9780415691352_Z01.indd 194 5/23/12 2:44 PM

effort ‫ﻫﻤّﺖ‬
counterpart ‫ﻫﻤﺘﺎ‬
referendum ‫ﻫﻤﻪ ﭘﺮﺳﯽ‬
Long live the memory of ... ‫ﯾﺎﺩ ﺑﺎﺩ‬
subsidy ‫ﯾﺎﺭﺍﻧﻪ‬
collar ‫ﯾﻘﻪ‬
all of a sudden ‫ﯾﻜﺒﺎﺭﻩ‬
9780415691352_Z01.indd 195 5/23/12 2:44 PM

(‫ﻭﺍژﮔﺎﻥ )ﺑﻪ ﺗﺮﺗﯿﺐ ﺍﻟﻔﺒﺎی ﺍﻧﮕﻠﯿﺴﯽ‬
English–Persian Glossary
abuse ‫ﺳﻮﺀ ﺍﺳﺘﻔﺎﺩﻩ‬

acceptable ‫ﭘﺴﻨﺪﯾﺪﻩ‬
activity ‫ﻓﻌﺎﻟﯿﺖ‬
(drug) addiction ‫ﺍﻋﺘﯿﺎﺩ‬
addressed to ‫ﺧﻄﺎﺏ ﺑﻪ‬
administration ‫ﻣﺪﯾﺮﯾﺖ‬
adversary; rival; match ‫ﺣﺮﯾﻒ‬
afflicted ‫ﻣﺒﺘﻼ‬
afflicted; suffering ‫ﺭﳒﻮﺭ‬
affliction; calamity (‫ﺑﻼ )ﺑﻼﯾﺎ‬
Alas! ‫ﺩﺭﯾﻐﺎ‬
all of a sudden ‫ﯾﻜﺒﺎﺭﻩ‬
almost ‫ﺗﻘﺮﯾﺒ ًﺎ‬
along ‫ﺩﺭ ﺍﻣﺘﺪﺍﺩ‬
among ‫ﺍﺯ ﻣﯿﺎﻥ‬
analysis ‫ﲢﻠﯿﻞ‬
anger ‫ﻗﻬﺮ‬
announcer ‫ﮔﻮﯾﻨﺪﻩ‬
annoying ‫ﻣﻮﺫی‬
annual commemoration ‫ﺳﺎﻟﮕﺮﺩ‬
9780415691352_Z02.indd 196 5/23/12 2:44 PM

(‫ﻭﺍژﮔﺎﻥ )ﺑﻪ ﺗﺮﺗﯿﺐ ﺍﻟﻔﺒﺎی ﺍﻧﮕﻠﯿﺴﯽ‬ 197
apparently ‫ﻇﺎﻫﺮ ًﺍ‬

appointment ‫ﺍﻧﺘﺼﺎﺏ‬
appreciation ‫ﻗﺪﺭﺩﺍﻧﯽ‬
approximately ‫ﺣﺪﻭﺩ ًﺍ‬
area (e.g. region) ‫ﺧﻄﻪ‬
area (e.g. surface area) ‫ﻣﺴﺎﺣﺖ‬
Armenia ‫ﺍﺭﻣﻨﺴﺘﺎﻥ‬
article (‫ﻣﻘﺎﻟﻪ )ﻣﻘﺎﻻﺕ‬
artifact; monument; oeuvre (‫ﺍﺛﺮ )ﺁﺛﺎﺭ‬
as for ... ‫ﻭ ﺍﻣﺎ‬
assets ‫ﺩﺍﺭﺍﯾﯽ‬
astrologer ‫ﻣﻨﺠّ ﻢ‬
at times ‫ﮔﺎﻩ‬
athlete ‫ﻭﺭﺯﺷﻜﺎﺭ‬
available; at hand ‫ﺩﺭ ﺩﺳﺘﺮﺱ‬
the aviation industry ‫ﺻﻨﺎﯾﻊ ﻫﻮﺍﯾﯽ‬
ballot paper ‫ﺑﺮﮔﻪ ﺭﺃی ﮔﯿﺮی‬
ban ‫ﳑﻨﻮﻋﯿﺖ‬
bankruptcy ‫ﻭﺭﺷﻜﺴﺘﮕﯽ‬
bare; naked ‫ﺑﺮﻫﻨﻪ‬
barren ‫ﻧﺎﺯﺍ‬
beloved ‫ﻣﻌﺸﻮﻕ‬
beside ‫ﻛﻨﺎﺭ‬
bitter ‫ﺗﻠﺦ‬
blood ‫ﺧﻮﻥ‬
book review ‫ﻧﻘﺪ ﻛﺘﺎﺏ‬
border ‫ﺣﺎﺷﯿﻪ‬
bounty ‫ﻧﻌﻤﺖ‬
9780415691352_Z02.indd 197 5/23/12 2:44 PM

198 English–Persian Glossary
branch ‫ﺷﺎﺧﻪ‬
budget ‫ﺑﻮﺩﺟﻪ‬
buying and selling ‫ﺧﺮﯾﺪ ﻭ ﻓﺮﻭﺵ‬
by force ‫ﺑﻪ ﺯﻭﺭ‬
by the sword ‫ﺑﻪ ﺿﺮﺏ ﺷﻤﺸﯿﺮ‬
cameraman ‫ﻓﯿﻠﻤﺒﺮﺩﺍﺭ‬
candle ‫ﺷﻤﻊ‬
caravan (e.g. in the desert) ‫ﻗﺎﻓﻠﻪ‬
carbon emissions ‫ﻧﺸﺮ ﻛﺮﺑﻦ‬
carrying ‫ﺣﻤﻞ‬
case (‫ﻣﻮﺭﺩ )ﻣﻮﺍﺭﺩ‬
Caspian Sea ‫ﺩﺭﯾﺎی ﺧﺰﺭ‬
cause; reason (‫ﻋﻠﺖ )ﻋﻠﻞ‬
centre (‫ﻣﺮﻛﺰ )ﻣﺮﺍﻛﺰ‬
century (‫ﻗﺮﻥ )ﻗﺮﻭﻥ‬
character ‫ﺷﺨﺼﯿﺖ‬
circumstances ‫ﻣﻘﺘﻀﯿﺎﺕ‬
civil rights ‫ﺣﻘﻮﻕ ﻣﺪﻧﯽ‬
climate ‫ﺍﻗﻠﯿﻢ‬
climate change ‫ﺗﻐﯿﯿﺮﺍﻗﻠﯿﻢ‬
coffin ‫ﺗﺎﺑﻮﺕ‬
collapse ‫ﻓﺮﻭﭘﺎﺷﯽ‬
collar ‫ﯾﻘﻪ‬
commercial ‫ﲡﺎﺭی‬
companions ‫ﺍﻃﺮﺍﻓﯿﺎﻥ‬
compound ‫ﺗﺮﻛﯿﺐ‬
connected ‫ﻣﺮﺗﺒﻂ‬
consecutive ‫ﭘﯿﺎﭘﯽ‬
9780415691352_Z02.indd 198 5/23/12 2:44 PM

consisting of; made up of ‫ﻣﺮﻛﺐ ﺍﺯ‬

contemporary ‫ﻣﻌﺎﺻﺮ‬
contempt; abjectness ‫ﺧﻮﺍﺭی‬
continent ‫ﻗﺎﺭﻩ‬
contract ‫ﻗﺮﺍﺭﺩﺍﺩ‬
counterpart ‫ﻫﻤﺘﺎ‬
covering ‫ﭘﻮﺷﺶ‬
credit ‫ﺍﻋﺘﺒﺎﺭ‬
criterion ‫ﻣﻌﯿﺎﺭ‬
critic ‫ﻣﻨﺘﻘﺪ‬
crowded ‫ﺷﻠﻮﻍ‬
cultural heritage ‫ﻣﯿﺮﺍﺙ ﻓﺮﻫﻨﮕﯽ‬
culture ‫ﻓﺮﻫﻨﮓ‬
cupboard ‫ﮔﻨﺠﻪ‬
curse ‫ﻧﻔﺮﯾﻦ‬
custom ‫ﺁﯾﯿﻦ‬
darkness ‫ﺗﯿﺮﮔﯽ‬
deadly ‫ﻣﺮﮔﺒﺎﺭ‬
debtor ‫ﺑﺪﻫﻜﺎﺭ‬
decision making ‫ﺗﺼﻤﯿﻢ ﮔﯿﺮی‬
decrease ‫ﻛﺎﻫﺶ‬
defeat ‫ﺷﻜﺴﺖ‬
definite ‫ﻗﻄﻌﯽ‬
demonstration ‫ﺗﻈﺎﻫﺮﺍﺕ‬
destruction ‫ﺗﺨﺮﯾﺐ‬
detention ‫ﺗﻮﻗﯿﻒ‬
developed ‫ﺗﻮﺳﻌﻪ ﯾﺎﻓﺘﻪ‬
developing ‫ﺩﺭﺣﺎﻝ ﺗﻮﺳﻌﻪ‬
device ‫ﺩﺳﺘﮕﺎﻩ‬
9780415691352_Z02.indd 199 5/23/12 2:44 PM

dispute ‫ﺧﻼﻑ‬
district; area (‫ﻧﺎﺣﯿﻪ )ﻧﻮﺍﺣﯽ‬
divination ‫ﺗﻔﺄﻝ‬
divorce ‫ﻃﻼﻕ‬
document ‫ﺳﻨﺪ‬
doubled ‫ﺩﻭ ﭼﻨﺪﺍﻥ‬
drought ‫ﺧﺸﻜﺴﺎﻟﯽ‬
ecstatic joy ‫ﻃﺮﺏ‬
effective ‫ﻣﺆﺛﺮ‬
effigy ‫ﺷﺒﯿﻪ‬
effort ‫ﻫﻤّﺖ‬
egg ‫ﺗﺨﻢ ﻣﺮﻍ‬
electioneering ‫ﺗﺒﻠﯿﻐﺎﺕ ﺍﻧﺘﺨﺎﺑﺎﺗﯽ‬
electricity ‫ﺑﺮﻕ‬
element (‫ﻋﻨﺼﺮ )ﻋﻨﺎﺻﺮ‬
embassy ‫ﺳﻔﺎﺭﺕ‬
end ‫ﭘﺎﯾﺎﻥ‬
endangered ‫ﺩﺭ ﻣﻌﺮﺽ ﺍﻧﻘﺮﺍﺽ‬
energy consumption ‫ﻣﺼﺮﻑ ﺍﻧﺮژی‬
environmental protection ‫ﺣﻔﻆ ﻣﺤﯿﻂ ﺯﯾﺴﺖ‬
epic poet ‫ﺣﻤﺎﺳﻪ ﺳﺮﺍ‬
equal ‫ﺑﺮﺍﺑﺮ‬
eternal ‫ﺟﺎﻭﺩﺍﻧﻪ‬
event ‫ﺭﻭﯾﺪﺍﺩ‬
eventually ‫ﺳﺮﺍﳒﺎﻡ‬
expert (‫ﻣﺘﺨﺼﺺ )ﻣﺘﺨﺼﺼﯿﻦ‬
exports ‫ﺻﺎﺩﺭﺍﺕ‬
9780415691352_Z02.indd 200 5/23/12 2:44 PM

factor (‫ﻋﺎﻣﻞ )ﻋﻮﺍﻣﻞ‬

famine ‫ﻗﺤﻄﯽ‬
fan ‫ﻃﺮﻓﺪﺍﺭ‬
favourite ‫ﻣﻮﺭﺩ ﻋﻼﻗﻪ‬
fertile (of land) ‫ﺣﺎﺻﻠﺨﯿﺰ‬
fidelity ‫ﻭﻓﺎﺩﺍﺭی‬
filth ‫ﭘﻠﯿﺪی‬
final (as in a match) ‫ﺑﺎﺯی ﻧﻬﺎﯾﯽ‬
financial ‫ﻣﺎﻟﯽ‬
financial ability ‫ﺗﻮﺍﻧﺎﯾﯽ ﻣﺎﻟﯽ‬
financial ability; means ‫ﺍﺳﺘﻄﺎﻋﺖ‬
first ‫ﻧﺨﺴﺘﯿﻦ‬
first aid ‫ﻛﻤﻜﻬﺎی ﺍﻭﻟﯿﻪ‬
fixed ‫ﺛﺎﺑﺖ‬
for example ‫ﺍﺯ ﻗﺒﯿﻞ‬
for the sake of ‫ﺑﻪ ﺧﺎﻃﺮ‬
fox ‫ﺭﻭﺑﻪ = ﺭﻭﺑﺎﻩ‬
freedom of association ‫ﺁﺯﺍﺩی ﺍﺟﺘﻤﺎﻋﺎﺕ‬
freedom of press ‫ﺁﺯﺍﺩی ﻣﻄﺒﻮﻋﺎﺕ‬
freedom of religion ‫ﺁﺯﺍﺩی ﺍﺩﯾﺎﻥ‬
freedom of speech ‫ﺁﺯﺍﺩی ﺑﯿﺎﻥ‬
fuel ‫ﺳﻮﺧﺖ‬
full; sated ‫ﺳﯿﺮ‬
garlic ‫ﺳﯿﺮ‬
goldfish ‫ﻣﺎﻫﯽ ﻗﺮﻣﺰ‬
goldfish bowl ‫ﺗﻨﮓ‬
goods ‫ﻛﺎﻻ‬
9780415691352_Z02.indd 201 5/23/12 2:44 PM

hat ‫ﻛﻼﻩ‬
head band ‫ﺳﺮﺑﻨﺪ‬
head scarf ‫ﺭﻭﺳﺮی‬
height ‫ﺍﺭﺗﻔﺎﻉ‬
hemistich (half a line of poetry) ‫ﻣﺼﺮﺍﻉ‬
hero ‫ﻗﻬﺮﻣﺎﻥ‬
high ‫ﻣﺮﺗﻔﻊ‬
home page ‫ﺻﻔﺤﻪ ﺍﺻﻠﯽ‬
hospitable ‫ﻣﻬﻤﺎﻥ ﻧﻮﺍﺯ‬
hostage ‫ﮔﺮﻭﮔﺎﻥ‬
human ‫ﺑﺸﺮ‬
human trafficking ‫ﲡﺎﺭﺕ ﺍﻧﺴﺎﻥ‬
hyacinth ‫ﺳﻨﺒﻞ‬
illicit relationship ‫ﺭﺍﺑﻄﮥ ﻧﺎ ﻣﺸﺮﻭﻉ‬
imagination; to imagine, to suppose ‫ﺗﺼﻮﺭ؛ ﺗﺼﻮﺭ ﻛﺮﺩﻥ‬
imports ‫ﻭﺍﺭﺩﺍﺕ‬
in addition to ‫ﺍﻓﺰﻭﻥ ﺑﺮ‬
in connection with ‫ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﺎ‬
in fact ‫ﺩﺭ ﻭﺍﻗﻊ‬
in general ‫ﺑﻪ ﻃﻮﺭ ﻛﻠﯽ‬
in order to solve their problems ‫ﺑﺮﺍی ﺭﻓﻊ ﻣﺸﻜﻼﺗﺸﺎﻥ‬
in particular ‫ﺑﻪ ﻭﯾﮋﻩ‬
in the present circumstances ‫ﺩﺭ ﺷﺮﺍﯾﻂ ﻓﻌﻠﯽ‬
in the wake of ‫ﺩﺭ ﭘﯽ‬
increase ‫ﺍﻓﺰﺍﯾﺶ‬
information ‫ﺍﻃﻼﻋﺎﺕ‬
9780415691352_Z02.indd 202 5/23/12 2:44 PM

information; awareness ‫ﺁﮔﺎﻫﯽ‬

injuries ‫ﺁﺳﯿﺐ ﺩﯾﺪﮔﯽ‬
innovation ‫ﻧﻮﺁﻭﺭی‬
inseparable ‫ﺟﺪﺍﯾﯽ ﻧﺎﭘﺬﯾﺮ‬
instability ‫ﺑﯽ ﺛﺒﺎﺗﯽ‬
instalment ‫ﻗﺴﻂ‬
insurance ‫ﺑﯿﻤﻪ‬
interior; esoteric ‫ﺑﺎﻃﻦ‬
interrogator ‫ﺑﺎﺯﺟﻮ‬
investment ‫ﺳﺮﻣﺎﯾﻪ ﮔﺬﺍﺭی‬
Islamic jurisprudence ‫ﻓﻘﻪ‬
Islamic lunar calendar ‫ﻫﺠﺮی ﻗﻤﺮی‬
joy ‫ﺳﺮﻭﺭ‬
key ‫ﻛﻠﯿﺪی‬
kidnapping ‫ﺁﺩﻡ ﺭﺑﺎﯾﯽ‬
kindness ‫ﻣﻬﺮ‬
knowledge ‫ﻣﻌﺎﺭﻑ‬
lake ‫ﺩﺭﯾﺎﭼﻪ‬
lantern ‫ﻗﻨﺪﯾﻞ‬
lawyer ‫ﻭﻛﯿﻞ‬
let it not go unsaid ‫ﻧﺎﮔﻔﺘﻪ ﳕﺎﻧﺪ ﻛﻪ‬
life expectancy ‫ﺍﺣﺘﻤﺎﻝ ﻃﻮﻝ ﻋﻤﺮ‬
load ‫ﺑﺎﺭ‬
local shrine ‫ﺍﻣﺎﻣﺰﺍﺩﻩ‬
long (of distance and time) ‫ﻃﻮﻻﻧﯽ‬
Long live the memory of ... ‫ﯾﺎﺩ ﺑﺎﺩ‬
love ‫ﻋﺸﻖ‬
lover ‫ﻋﺎﺷﻖ‬
9780415691352_Z02.indd 203 5/23/12 2:44 PM

luminous ‫ﻧﻮﺭﺍﻧﯽ‬
main ‫ﺍﺻﻠﯽ‬
mammals ‫ﭘﺴﺘﺎﻧﺪﺍﺭﺍﻥ‬
manner ‫ﻧﺤﻮﻩ‬
manufacturing (adj.) ‫ﺗﻮﻟﯿﺪی‬
martyr (‫ﺷﻬﯿﺪ )ﺷﻬﺪﺍ‬
mass production ‫ﺗﻮﻟﯿﺪ ﺍﻧﺒﻮﻩ‬
masterpiece ‫ﺷﺎﻫﻜﺎﺭ‬
mathematics ‫ﺭﯾﺎﺿﯿﺎﺕ‬
mathnavi (rhyming couplets) ‫ﻣﺜﻨﻮی‬
matter; issue (‫ﺍﻣﺮ )ﺍﻣﻮﺭ‬
means of transport ‫ﻭﺳﺎﯾﻂ ﻧﻘﻠﯿﻪ‬
mede ‫ﻣﺎﺩ‬
Médecins sans Frontières ‫ﭘﺰﺷﻜﺎﻥ ﺑﺪﻭﻥ ﻣﺮﺯ‬
medicine (the subject) ‫ﭘﺰﺷﻜﯽ‬
memories; memoir ‫ﺧﺎﻃﺮﺍﺕ‬
merchant ‫ﺑﺎﺯﺭﮔﺎﻥ‬
metaphorical ‫ﺍﺳﺘﻌﺎﺭی‬
mirror ‫ﺁﯾﯿﻨﻪ‬
modernization ‫ﻣﺪﺭﻥ ﺳﺎﺯی‬
moment ‫ﺩﻡ‬
more or less ‫ﻛﻤﺎﺑﯿﺶ‬
mortality rate ‫ﻣﯿﺰﺍﻥ ﻣﺮگ ﻭ ﻣﯿﺮ‬
pestle and mortar ‫ﻫﺎﻭﻥ‬
mountainous ‫ﻛﻮﻫﺴﺘﺎﻧﯽ‬
mourner ‫ﻋﺰﺍﺩﺍﺭ‬
mourning ‫ﺳﻮگ‬
mourning ‫ﺳﻮﮔﻮﺍﺭی‬
mourning ‫ﻋﺰﺍ‬
mourning chant ‫ﻧﻮﺣﻪ‬
9780415691352_Z02.indd 204 5/23/12 2:44 PM

multiplicity ‫ﺗﻌﺪﺩ‬
murder ‫ﻗﺘﻞ‬
myth ‫ﺍﻓﺴﺎﻧﻪ‬
narrative (‫ﺭﻭﺍﯾﺖ )ﺭﻭﺍﯾﺎﺕ‬
nationality ‫ﺗﺎﺑﻌﯿﺖ‬
natural sciences ‫ﻃﺒﯿﻌﯿﺎﺕ‬
natural spring ‫ﭼﺸﻤﻪ‬
nature ‫ﻃﺒﯿﻌﺖ‬
negotiations ‫ﻣﺬﺍﻛﺮﺍﺕ‬
news (‫ﺧﺒﺮ )ﺍﺧﺒﺎﺭ‬
nuclear reactor ‫ﺭﺍﻛﺘﻮﺭ ﺍﲤﯽ‬
nuclear waste ‫ﺯﺑﺎﻟﻪ ﺍﲤﯽ‬
nudity ‫ﺑﺮﻫﻨﮕﯽ‬
nutrition ‫ﺗﻐﺬﯾﻪ‬
obvious ‫ﻭﺍﺿﺢ‬
of course ‫ﺍﻟﺒﺘﻪ‬
officials ‫ﻣﻘﺎﻣﺎﺕ‬
oil reserves ‫ﺫﺧﺎﯾﺮ ﻧﻔﺖ‬
open sea ‫ﺩﺭﯾﺎی ﺁﺯﺍﺩ‬
oppression ‫ﻇﻠﻢ ﻭ ﺳﺘﻢ‬
ً ‫ﺍﺻ‬
ozone layer ‫ﻻﯾﻪ ﺍﻭﺯﻭﻥ‬
palace; castle ‫ﻗﺼﺮ‬
palate ‫ﻛﺎﻡ‬
pardon ‫ﻋﻔﻮ‬
part (‫ﺟﺰﺀ )ﺍﺟﺰﺍ‬
peace ‫ﺻﻠﺢ‬
peak ‫ﻗﻠﻪ‬
9780415691352_Z02.indd 205 5/23/12 2:44 PM

pension ‫ﺣﻘﻮﻕ ﺑﺎﺯﻧﺸﺴﺘﮕﯽ‬

people ‫ﺍﻫﺎﻟﯽ‬
period ‫ﺩﻭﺭﺍﻥ‬
perseverant ‫ﭘﯽ ﮔﯿﺮ‬
petrol ‫ﺑﻨﺰﯾﻦ‬
phenomenon ‫ﭘﺪﯾﺪﻩ‬
philosopher (‫ﻓﯿﻠﺴﻮﻑ )ﻓﻼﺳﻔﻪ‬
philosophy ‫ﻓﻠﺴﻔﻪ‬
photography ‫ﻋﻜﺎﺳﯽ‬
pipeline ‫ﺧﻂ ﻟﻮﻟﻪ‬
place ‫ﻣﺤﻞ‬
plateau ‫ﻓﻼﺕ‬
player ‫ﺑﺎﺯﯾﻜﻦ‬
pleat ‫ﭼﯿﻦ‬
poet (‫ﺷﺎﻋﺮ )ﺷﻌﺮﺍ‬
point ‫ﺍﻣﺘﯿﺎﺯ‬
point of view ‫ﺩﯾﺪﮔﺎﻩ‬
poison ‫ﺯﻫﺮ‬
pollutant ‫ﻣﺎﺩﻩ ﺁﻟﻮﺩﻩ ﻛﻨﻨﺪﻩ‬
polluted ‫ﺁﻟﻮﺩﻩ‬
popular ‫ﭘﺮﻃﺮﻓﺪﺍﺭ‬
population explosion ‫ﺍﻧﻔﺠﺎﺭ ﺟﻤﻌﯿﺖ‬
praise ‫ﺁﻓﺮﯾﻦ‬
prayer ribbon ‫ﺩﺧﯿﻞ‬
precisely ‫ﺑﻪ ﺩﺭﺳﺘﯽ‬
presenter ‫ﻣﺠﺮی‬
pride ‫ﻏﺮﻭﺭ‬
prince; princess ‫ﺷﺎﻫﺰﺍﺩﻩ‬
9780415691352_Z02.indd 206 5/23/12 2:44 PM

prison ‫ﺯﻧﺪﺍﻥ‬
procurable; possible; feasible ‫ﻣﯿﺴﺮ‬
ّ
professional ‫ﺣﺮﻓﻪ ﺍی‬
prominent ‫ﺑﺮﺟﺴﺘﻪ‬
province (‫ﻭﻻﯾﺖ )ﻭﻻﯾﺎﺕ‬
provincial city ‫ﺷﻬﺮﺳﺘﺎﻥ‬
psychology ‫ﺭﻭﺍﻧﺸﻨﺎﺳﯽ‬
public opinion ‫ﺁﺭﺍﺀ ﻋﻤﻮﻣﯽ‬
public relations ‫ﺭﻭﺍﺑﻂ ﻋﻤﻮﻣﯽ‬
pure ‫ﭘﺎک‬
qanat (underground water channel) ‫ﻗﻨﺎﺕ‬
quality control ‫ﻛﻨﺘﺮﻝ ﻛﯿﻔﯽ‬
quatrain (‫ﺭﺑﺎﻋﯽ )ﺭﺑﺎﻋﯿﺎﺕ‬
quiet (of a street) ‫ﻛﻢ ﺭﻓﺖ ﻭ ﺁﻣﺪ‬
racism ‫ﻧﮋﺍﺩﭘﺮﺳﺘﯽ‬
radioactivity ‫ﭘﺮﺗﻮﺯﺍﯾﯽ‬
railway ‫ﺭﺍﻩ ﺁﻫﻦ‬
rainfall ‫ﺑﺎﺭﻧﺪﮔﯽ‬
rate ‫ﻣﯿﺰﺍﻥ‬
rather ‫ﻧﺴﺒﺘ ًﺎ‬
reclusive ‫ﮔﻮﺷﻪ ﻧﺸﯿﻦ‬
recreation (‫ﺗﻔﺮﯾﺢ )ﺗﻔﺮﯾﺤﺎﺕ‬
referee ‫ﺩﺍﻭﺭ‬
referendum ‫ﻫﻤﻪ ﭘﺮﺳﯽ‬
religion ‫ﺩﯾﺎﻧﺖ‬
religious laws ‫ﻗﻮﺍﻧﯿﻦ ﺷﺮﻋﯽ‬
remnant ‫ﺑﺎﺯﻣﺎﻧﺪﻩ‬
renewable energy ‫ﺍﻧﺮژی ﻗﺎﺑﻞ ﲡﺪﯾﺪ‬
9780415691352_Z02.indd 207 5/23/12 2:44 PM

repayment ‫ﺑﺎﺯﭘﺮﺩﺍﺧﺖ‬
representation ‫ﳕﻮﺩ‬
representative ‫ﳕﺎﯾﻨﺪﻩ‬
researcher ‫ﭘﮋﻭﻫﺸﮕﺮ‬
reserve (‫ﺫﺧﯿﺮﻩ )ﺫﺧﺎﯾﺮ‬
resolution ‫ﻗﻄﻌﻨﺎﻣﻪ‬
rhyme ‫ﻗﺎﻓﯿﻪ‬
road ‫ﺭﺍﻩ‬
roast chicken ‫ﻣﺮﻍ ﺑﺮﯾﺎﻥ‬
round ‫ﮔﺮﺩ‬
ruler (‫ﺣﺎﻛﻢ )ﺣﻜﺎﻡ‬
ruler ‫ﺣﻜﻤﺮﺍﻥ‬
rumour (‫ﺷﺎﯾﻌﻪ )ﺷﺎﯾﻌﺎﺕ‬
sad ‫ﻏﻢ ﺍﻧﮕﯿﺰ‬
Safar, second month of the Islamic ‫ﺻﻔﺮ‬
calendar
safe ‫ﺍﻣﻦ‬
salt-cellar ‫ﳕﻜﺪﺍﻥ‬
satellite ‫ﻣﺎﻫﻮﺍﺭﻩ‬
scarf ‫ﺷﺎﻝ‬
scenery ‫ﭼﺸﻢ ﺍﻧﺪﺍﺯ‬
scholar ‫ﺩﺍﻧﺸﻤﻨﺪ‬
scientific ‫ﻋﻠﻤﯽ‬
secret ‫ﺭﺍﺯ‬
semi-finals ‫ﺩﻭﺭ ﻧﯿﻤﻪ ﻧﻬﺎﯾﯽ‬
sewage ‫ﻓﺎﺿﻼﺏ‬
sexual impotence ‫ﻧﺎﺗﻮﺍﻧﯽ ﺟﻨﺴﯽ‬
shelter ‫ﭘﻨﺎﻫﮕﺎﻩ‬
shining ‫ﺗﺎﺑﻨﺪﻩ‬
shore ‫ﻛﺮﺍﻧﻪ‬
9780415691352_Z02.indd 208 5/23/12 2:44 PM

shoreline; coast (‫ﺳﺎﺣﻞ )ﺳﻮﺍﺣﻞ‬

shortage ‫ﻛﻤﺒﻮﺩ‬
simply ‫ﺻﺮﻓ ًﺎ‬
singer ‫ﺧﻮﺍﻧﻨﺪﻩ‬
sinner ‫ﮔﻨﻬﻜﺎﺭ‬
sleeve ‫ﺁﺳﺘﯿﻦ‬
social ‫ﺍﺟﺘﻤﺎﻋﯽ‬
society (‫ﺟﺎﻣﻌﻪ )ﺟﻮﺍﻣﻊ‬
sociology ‫ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﯽ‬
something to be proud of ‫ﺍﻓﺘﺨﺎﺭﺁﻣﯿﺰ‬
source ‫ﺳﺮﭼﺸﻤﻪ‬
space ‫ﻓﻀﺎ‬
special; particular ‫ﺧﺎﺹ‬
specialist ‫ﻣﺘﺨﺼﺺ‬
spectator ‫ﲤﺎﺷﺎﭼﯽ‬
stage ‫ﺻﺤﻨﻪ‬
station (‫ﻣﻘﺎﻡ )ﻣﻘﺎﻣﺎﺕ‬
stock exchange ‫ﺑﻮﺭﺱ ﺳﻬﺎﻡ‬
storm ‫ﺗﻮﻓﺎﻥ‬
submission; to submit, to give in ‫ﺗﺴﻠﯿﻢ؛ ﺗﺴﻠﯿﻢ ﺷﺪﻥ‬
subsidy ‫ﯾﺎﺭﺍﻧﻪ‬
such as ‫ﭼﻮﻥ‬
suicide ‫ﺧﻮﺩﻛﺸﯽ‬
sumac ‫ﺳﻤﺎﻕ‬
suspect ‫ﻣﻈﻨﻮﻥ‬
sweets ‫ﺷﯿﺮﯾﻨﯽ‬
symbolic ‫ﲤﺜﯿﻠﯽ‬
Syria; Damascus ‫ﺷﺎﻡ‬
9780415691352_Z02.indd 209 5/23/12 2:44 PM

system ‫ﻧﻈﺎﻡ‬
taxes ‫ﻣﺎﻟﯿﺎﺕ‬
thanks ‫ﺳﭙﺎﺱ‬
theological colleges ‫ﻣﺪﺍﺭﺱ ﻋﻠﻤﯿﻪ‬
thought ‫ﺍﻧﺪﯾﺸﻪ‬
thus ‫ﺑﺪﯾﻦ ﺗﺮﺗﯿﺐ‬
tie; connection ‫ﭘﯿﻮﻧﺪ‬
to appear ‫ﻇﻬﻮﺭ ﻛﺮﺩﻥ‬
to appoint ‫ﺗﻌﯿﯿﻦ ﻛﺮﺩﻥ‬
to arise ‫ﺑﺮﺧﺎﺳﱳ‬
to arrive at an agreement ‫ﺑﻪ ﺗﻮﺍﻓﻖ ﺭﺳﯿﺪﻥ‬
to assassinate ‫ﺗﺮﻭﺭ ﻛﺮﺩﻥ‬
to attribute to ‫ﻧﺴﺒﺖ ﺩﺍﺩﻥ ﺑﻪ‬
to be afflicted with something ‫ﺩﭼﺎﺭ ﭼﯿﺰی ﺷﺪﻥ‬
to be applied ‫ﺍﻋﻤﺎﻝ ﺷﺪﻥ‬
to be called ‫ﻧﺎﻣﯿﺪﻩ ﺷﺪﻥ‬
to be commonplace ‫ﻣﺘﺪﺍﻭﻝ ﺑﻮﺩﻥ‬
to be considered ‫ﺑﻪ ﺷﻤﺎﺭ ﺁﻣﺪﻥ‬
to be contented ‫ﻗﺎﻧﻊ ﺑﻮﺩﻥ‬
to be delayed ‫ﺑﻪ ﺗﻌﻮﯾﻖ ﺍﻓﺘﺎﺩﻥ‬
to be deprived ‫ﻣﺤﺮﻭﻡ ﺷﺪﻥ‬
to be derived from ‫ﻣﺸﺘﻖ ﺷﺪﻥ ﺍﺯ‬
to be engraved ‫ﺣﮏ ﺷﺪﻥ‬
to be fined ‫ﺟﺮﯾﻤﻪ ﺷﺪﻥ‬
to be held ‫ﺑﺮﮔﺰﺍﺭ ﺷﺪﻥ‬
to be indicative of ‫ﺑﯿﺎﻧﮕﺮ ﭼﯿﺰی ﺑﻮﺩﻥ‬
to be opposed to ‫ﻣﺨﺎﻟﻒ ﺑﻮﺩﻥ ﺑﺎ‬
9780415691352_Z02.indd 210 5/23/12 2:44 PM

to be presented ‫ﻣﻄﺮﺡ ﺑﻮﺩﻥ‬

to be recorded ‫ﺛﺒﺖ ﺷﺪﻥ‬
to be studied ‫ﺑﺮﺭﺳﯽ ﺷﺪﻥ‬
to be taught ‫ﺗﺪﺭﯾﺲ ﺷﺪﻥ‬
to be used ‫ﺑﻪ ﻛﺎﺭ ﺭﻓﱳ‬
to beat ‫ﻛﻮﻓﱳ‬
to beautify (‫ﭘﯿﺮﺍﺳﱳ )ﭘﯿﺮﺍ‬
to bemoan ‫ﻧﺎﻟﯿﺪﻥ‬
to bind ‫ﭘﯿﻮﻧﺪ ﺯﺩﻥ‬
to cancel ‫ﻟﻐﻮ ﻛﺮﺩﻥ‬
to collapse ‫ﻓﺮﻭ ﺭﯾﺨﱳ‬
to come to an end ‫ﺑﻪ ﭘﺎﯾﺎﻥ ﺭﺳﯿﺪﻥ‬
to command ‫ﺩﺳﺘﻮﺭ ﺩﺍﺩﻥ‬
to compete in ‫ﺷﺮﻛﺖ ﻛﺮﺩﻥ ﺩﺭ‬
to compose poetry ‫ﺳﺮﻭﺩﻥ‬
to convert to ‫ﮔﺮﻭﯾﺪﻥ ﺑﻪ‬
to create ‫ﺧﻠﻖ ﻛﺮﺩﻥ‬
to damage; to spoil; to waste ‫ﺿﺎﯾﻊ ﻛﺮﺩﻥ‬
to delete ‫ﺣﺬﻑ ﻛﺮﺩﻥ‬
to die ‫ﺍﺯ ﺑﯿﻦ ﺭﻓﱳ‬
to die ‫ﺟﺎﻥ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻥ‬
to discuss ‫ﺑﺤﺚ ﻛﺮﺩﻥ‬
to doubt ‫ﺷﮏ ﻛﺮﺩﻥ ﺩﺭ‬
to elect ‫ﺍﻧﺘﺨﺎﺏ ﻛﺮﺩﻥ‬
to embark on something ‫ﺑﻪ ﻛﺎﺭی ﺩﺳﺖ ﺯﺩﻥ‬
to encounter ‫ﺑﺮﺧﻮﺭﺩ ﻛﺮﺩﻥ‬
to encounter ‫ﺑﺮﺧﻮﺭﺩ ﻛﺮﺩﻥ ﺑﺎ‬
to export ‫ﺻﺎﺩﺭ ﻛﺮﺩﻥ‬
9780415691352_Z02.indd 211 5/23/12 2:44 PM

to express an opinion ‫ﺍﻇﻬﺎﺭ ﻧﻈﺮ ﻛﺮﺩﻥ‬

to fight ‫ﺟﻨﮕﯿﺪﻥ‬
to file for divorce ‫ﺗﻘﺎﺿﺎی ﻃﻼﻕ ﻛﺮﺩﻥ‬
to force ‫ﻭﺍﺩﺍﺭ ﻛﺮﺩﻥ‬
to forsake the world ‫ﺗﺎﺭک ﺩﻧﯿﺎ ﺷﺪﻥ‬
to gather ‫ﮔﺮﺩ ﺁﻭﺭﺩﻥ‬
to grow; to sprout (‫ﺭﺳﱳ )ﺭﻭ‬
to hang; to suspend ‫ﺁﻭﯾﺰﺍﻥ ﻛﺮﺩﻥ‬
to harm ‫ﺯﯾﺎﻥ ﺯﺩﻥ‬
to include ‫ﺩﺭ ﺑﺮ ﮔﺮﻓﱳ‬
to invite ‫ﺩﻋﻮﺕ ﻛﺮﺩﻥ‬
to jeopardize ‫ﺑﻪ ﺧﻄﺮ ﺍﻧﺪﺍﺧﱳ‬
to judge ‫ﻗﻀﺎﻭﺕ ﻛﺮﺩﻥ‬
to leave ‫ﺑﺮﺟﺎی ﮔﺬﺍﺷﱳ‬
to live ‫ﺯﯾﺴﱳ‬
to lose ‫ﺑﺎﺧﱳ‬
to meet the needs of something ‫ﭘﺎﺳﺨﮕﻮی ﭼﯿﺰی ﺑﻮﺩﻥ‬
to nominate ‫ﻧﺎﻣﺰﺩ ﻛﺮﺩﻥ‬
to obey ‫ﻓﺮﻣﺎﻥ ﺑﺮﺩﻥ‬
to overthrow ‫ﺑﺮﺍﻧﺪﺍﺧﱳ‬
to play a role ‫ﻧﻘﺶ ﺑﺎﺯی ﻛﺮﺩﻥ‬
to present ‫ﺟﻠﻮﻩ ﺩﺍﺩﻥ‬
to print ‫ﭼﺎپ ﻛﺮﺩﻥ‬
to protest ‫ﺍﻋﺘﺮﺍﺽ ﻛﺮﺩﻥ‬
to put an end to ‫ﭘﺎﯾﺎﻥ ﺩﺍﺩﻥ ﺑﻪ‬
to qualify for ‫ﺭﺍﻩ ﯾﺎﻓﱳ ﺑﻪ‬
to quote ‫ﻧﻘﻞ ﻗﻮﻝ ﻛﺮﺩﻥ‬
to raise one’s head; to show oneself ‫ﺳﺮ ﺑﺮ ﻛﺮﺩﻥ‬
9780415691352_Z02.indd 212 5/23/12 2:44 PM

to resign ‫ﺍﺳﺘﻔﻌﺎ ﺩﺍﺩﻥ‬

to result in ‫ﻣﻨﺠﺮ ﺷﺪﻥ ﺑﻪ‬
to revive ‫ﺍﺣﯿﺎ ﻛﺮﺩﻥ‬
to rub (‫ﺳﺎﯾﯿﺪﻥ )ﺳﺎ‬
to score ‫ﮔﻞ ﺯﺩﻥ‬
to search ‫ﺟﺴﱳ‬
to select ‫ﮔﺰﯾﺪﻥ‬
to shed ‫ﺭﯾﺨﱳ‬
to show interest ‫ﻋﻼﻗﻪ ﻧﺸﺎﻥ ﺩﺍﺩﻥ‬
to some extent ‫ﺗﺎ ﺍﻧﺪﺍﺯﻩ ﺍی‬
to spread out ‫ﮔﺴﺘﺮﺩﻥ‬
to suppress ‫ﺳﺮﻛﻮﺏ ﻛﺮﺩﻥ‬
to tolerate ‫ﲢﻤﻞ ﻛﺮﺩﻥ‬
to waste time ‫ﻭﻗﺖ ﺗﻠﻒ ﻛﺮﺩﻥ‬
train ‫ﻗﻄﺎﺭ‬
Transoxania ‫ﻣﺎ ﻭﺭﺍﺀ ﺍﻟﻨﻬﺮ‬
transportation ‫ﺣﻤﻞ ﻭ ﻧﻘﻞ‬
travellers’ inn ‫ﻛﺎﺭﻭﺍﻥ ﺳﺮﺍ‬
treaty ‫ﻗﺮﺍﺭﺩﺍﺩ‬
tribal ‫ﺍﯾﻠﯽ‬
tulip ‫ﻻﻟﻪ‬
tulip-cheeked ‫ﻻﻟﻪ ﺭﻭ‬
turban ‫ﻋﻤﺎﻣﻪ‬
turnip ‫ﺷﻠﻐﻢ‬
two types of Iranian bread ‫ﻧﺎﻥ ﺳﻨﮕﮏ ﻭ ﻧﺎﻥ ﺗﺎﻓﺘﻮﻥ‬
type ‫ﮔﻮﻧﻪ‬
unavoidable ‫ﺍﺟﺘﻨﺎﺏ ﻧﺎﭘﺬﯾﺮ‬
union; reunion ‫ﻭﺻﻞ‬
Universal Declaration of Human Rights ‫ﺍﻋﻼﻣﯿﻪ ﺟﻬﺎﻧﯽ ﺣﻘﻮﻕ ﺑﺸﺮ‬
9780415691352_Z02.indd 213 5/23/12 2:44 PM

unlike ‫ﺑﺮ ﺧﻼﻑ‬

unrightfully ‫ﺑﻪ ﻧﺎﺣﻖ‬
usage ‫ﻛﺎﺭﺑﺮﺩ‬
valuable ‫ﺍﺭﺯﺷﻤﻨﺪ‬
valuable ‫ﺍﺭﺯﻧﺪﻩ‬
valuable ‫ﮔﺮﺍﳕﺎﯾﻪ‬
vastness ‫ﻭﺳﻌﺖ‬
vicissitude of time ‫ﺩﻭﺭ ﺯﻣﺎﻥ‬
victory ‫ﭘﯿﺮﻭﺯی‬
vinegar ‫ﺳﺮﻛﻪ‬
violence ‫ﺧﺸﻮﻧﺖ‬
vote counting ‫ﺭﺃی ﺷﻤﺎﺭی‬
toilet ‫ﺧﻼ‬
weak ‫ﺿﻌﯿﻒ‬
westernization ‫ﻏﺮﺑﯽ ﺷﺪﻥ‬
whereas ‫ﺩﺭ ﺻﻮﺭﺗﯽ ﻛﻪ‬
widespread ‫ﺷﺎﯾﻊ‬
wild ‫ﻭﺣﺸﯽ‬
wild beasts ‫ﺩﺭﻧﺪﮔﺎﻥ‬
wild rue (‫ﺍﺳﻔﻨﺪ )ﺳﭙﻨﺪ‬
willingly ‫ﺑﺎ ﺭﺿﺎ ﻭ ﺭﻏﺒﺖ‬
wine-server ‫ﺳﺎﻗﯽ‬
wisdom ‫ﺧﺮﺩ‬
wise; sensible ‫ﻋﺎﻗﻞ‬
World Food Programme ‫ﺑﺮﻧﺎﻣﻪ ﺟﻬﺎﻧﯽ ﻏﺬﺍ‬
World Health Organization ‫ﺳﺎﺯﻣﺎﻥ ﺟﻬﺎﻧﯽ ﺑﻬﺪﺍﺷﺖ‬
yawn; to yawn ‫ﺧﻤﯿﺎﺯﻩ؛ ﺧﻤﯿﺎﺯﻩ ﻛﺸﯿﺪﻥ‬
9780415691352_Z02.indd 214 5/23/12 2:44 PM

‫ﻓﻬﺮﺳﺖ ﺍﺻﻄﻼﺣﺎﺕ‬
‫ﺩﺳﺘﻮﺭی‬
Index of grammatical terms
adjective 11, 21, 43, 78, 88, 98, 99, 102, 123, 131, 173 ‫ﺻﻔﺖ‬
– numerical adjective 43 ‫ﺻﻔﺖ ﺷﻤﺎﺭﺷﯽ‬
adverb 12, 19, 20, 21, 43, 131, 173 ‫ﻗﯿﺪ‬
affix 58, 82, 102, 123 ‫ﻭﻧﺪ‬
– infix 78, 88 ‫ﻣﯿﺎﻧﻮﻧﺪ‬
– prefix 78, 82, 88 ‫ﭘﯿﺸﻮﻧﺪ‬
– suffix 78, 82, 88, 168 ‫ﭘﺴﻮﻧﺪ‬
– derivational affix 102 ‫ﻭﻧﺪﻫﺎی ﺍﺷﺘﻘﺎﻗﯽ‬
– inflectional affix 102, 123 ‫ﻭﻧﺪﻫﺎی ﺗﺼﺮﯾﻔﯽ‬
broken plural of Arabic nouns 64, 65, 66 ‫ﺟﻤﻊ ﻣﻜﺴﺮﺍﺳﺎﻣﯽ ﻋﺮﺑﯽ‬
complement 7, 9, 19, 20, 21 ‫ﻣﺘﻤﻢ‬
– adverbial complement 19, 20, 21 ‫ﻣﺘﻤﻢ ﻗﯿﺪی‬
– verbal complement 21 ‫ﻣﺘﻤﻢ ﻓﻌﻠﯽ‬
– subject complement 21 ‫ﻣﺴﻨﺪ‬
compounding 173 ‫ﻣﺮﻛﺐ ﺳﺎﺯی‬
– compound adjective 88 ‫ﺻﻔﺖ ﻣﺮﻛﺐ‬
– compound noun 12, 78 ‫ﺍﺳﻢ ﻣﺮﻛﺐ‬
– compound verb 11, 12 ‫ﻓﻌﻞ ﻣﺮﻛﺐ‬
conjunction 32 ‫ﻛﻠﻤﻪ ﻭ ﯾﺎ ﻋﺒﺎﺭﺕ ﺭﺑﻄﯽ‬
deep structure 119 ‫ژﺭﻑ ﺳﺎﺧﺖ‬
morphology 36 ‫ﻭﺍژﻩ ﺷﻨﺎﺳﯽ‬
– morpheme 36, 58, 102 ‫ﻭﺍژک‬
– morpheme types 58 ‫ﺍﻧﻮﺍﻉ ﻭﺍژک‬
– bound morpheme 58 (‫ﻭﺍژک ﻣﻘﯿﺪ )ﻭﻧﺪ‬
– free morpheme 58 (‫ﻭﺍژک ﺁﺯﺍﺩ )ﺭﯾﺸﻪ‬
object 119, 130 ‫ﻣﻔﻌﻮﻝ‬
– direct object 130 ‫ﻣﻔﻌﻮﻝ ﻣﺴﺘﻘﯿﻢ‬
– direct object marker 130 ‫ﻧﺸﺎﻧﮥ ﻣﻔﻌﻮﻝ ﻣﺴﺘﻘﯿﻢ‬
– indirect object 130 ‫ﻣﻔﻌﻮﻝ ﻏﯿﺮﻣﺴﺘﻘﯿﻢ‬
past participle 98, 99, 173 ‫ﺻﻔﺖ ﻣﻔﻌﻮﻟﯽ‬
predicate 6, 7, 19, 20, 21, 32 ‫ﮔﺰﺍﺭﻩ‬
preposition 7, 11, 19, 20, 130 ‫ﺣﺮﻑ ﺍﺿﺎﻓﻪ‬
9780415691352_Z03.indd 215 5/24/12 9:29 AM

216 Index of grammatical terms
phrase 11, 43, 173 ‫ﻋﺒﺎﺭﺕ‬

– adjective phrase 21 ‫ﮔﺮﻭﻩ ﻭﺻﻔﯽ‬
– noun phrase 6, 7, 19, 20, 21 ‫ﮔﺮﻭﻩ ﺍﺳﻤﯽ‬
– prepositional phrase 11, 173 ‫ﻋﺒﺎﺭﺕ ﺍﺿﺎﻓﯽ‬
– verb phrase 6, 7, 19, 20, 21 ‫ﮔﺮﻭﻩ ﻓﻌﻠﯽ‬
sentence 6, 20, 21, 43, 99, 119, 120, 131, 168, 169 ‫ﺟﻤﻠﻪ‬
– simple sentence 6, 7, 19, 20, 21, 32 ‫ﺟﻤﻠﻪ ﺳﺎﺩﻩ‬
– compound and/or complex sentence 32 ‫ﺟﻤﻠﻪ ﻣﺮﻛﺐ‬
– exclamatory sentence 43 ‫ﺟﻤﻠﻪ ﺗﻌﺠﺒﯽ‬
– exclamatory sentence with noun 43 ‫ﺟﻤﻠﮥ ﺗﻌﺠﺒﯽ ﺑﺎ ﺍﺳﻢ‬
– exclamatory sentence with adjective 43 ‫ﺟﻤﻠﮥ ﺗﻌﺠﺒﯽ ﺑﺎ ﺻﻔﺖ‬
– exclamatory sentence with adverb 43 ‫ﺟﻤﻠﮥ ﺗﻌﺠﺒﯽ ﺑﺎ ﻗﯿﺪ‬
since/as 54 ‫ﭼﻮ‬/‫ﭼﻮﻥ‬
subject 32 ‫ﻓﺎﻋﻞ‬/‫ﻧﻬﺎﺩ‬
surface structure 119 ‫ﺭﻭﺳﺎﺧﺖ‬
verb 11, 12, 21, 32, 98, 99, 108, 118, 119, 123, 130, 131, 144, 145, ‫ﻓﻌﻞ‬
146, 156, 157, 168, 169, 173
– intransitive verb 19, 130 ‫ﻓﻌﻞ ﻻﺯﻡ‬
– transitive verb 19, 130 ‫ﻓﻌﻞ ﻣﺘﻌﺪی‬
– linking verb 21 ‫ﻓﻌﻞ ﺭﺑﻄﯽ‬
– passive verb 118, 119, 120 ‫ﻓﻌﻞ ﻣﺠﻬﻮﻝ‬
– active verb 118 ‫ﻓﻌﻞ ﻣﻌﻠﻮﻡ‬
– subjunctive 144, 145, 146 ‫ﻭﺟﻪ ﺍﻟﺘﺰﺍﻣﯽ‬
– conditional 156, 157 ‫ﻭﺟﻪ ﺷﺮﻃﯽ‬
– possible condition 156, 157 ‫ﺷﺮﻁ ﳑﻜﻦ‬
– impossible condition 157 ‫ﺷﺮﻁ ﻏﯿﺮﳑﻜﻦ‬
– impersonal construction 168, 169 ‫ﻋﺒﺎﺭﺕ ﻏﯿﺮﺷﺨﺼﯽ‬
– verb tense and person 130, 131 ‫ﺯﻣﺎﻥ ﻭ ﺷﺨﺺ ﻓﻌﻞ‬
9780415691352_Z03.indd 216 5/24/12 9:29 AM

PERS Farsi Shirin Ast-Book 02

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The Routledge Intermediate Persian Course

Dominic Parviz Brookshaw is Assistant Professor of Comparative Literature

Pouneh Shabani Jadidi is Faculty Lecturer and Coordinator of the Persian

9780415691352_A01.indd i 5/23/12 2:30 PM

Dominic Parviz Brookshaw and

‫ ﻛﺘﺎﺏ ﺩﻭﻡ‬،‫ﻓﺎﺭﺳﯽ ﺷﯿﺮﯾﻦ ﺍﺳﺖ‬

9780415691352_A01.indd iii 5/23/12 2:30 PM

9780415691352_A01.indd iv 5/23/12 2:30 PM

9780415691352_A01.indd v 5/23/12 2:30 PM

Lesson Two: Which issues normally 15 ‫ ﻣﻌﻤﻮ ًﻻ ﭼﻪ ﻣﺴﺎﺋﻠﯽ ﺑﺎﻋﺚ‬:‫ﺩﺭﺱ ﺩﻭﻡ‬

9780415691352_A01.indd vii 5/23/12 2:30 PM

Media exercises: elections 33 ‫ ﺍﻧﺘﺨﺎﺑﺎﺕ‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬

Lesson Four: What are the 39 ‫ ﺯﻧﺪﮔﯽ ﺩﺭ ﭘﺎﯾﺘﺨﺖ ﭼﻪ‬:‫ﺩﺭﺱ ﭼﻬﺎﺭﻡ‬

Lesson Five: Which do you prefer: 50 ،‫ ﻛﺪﺍﻡ ﺭﺍ ﺗﺮﺟﯿﺢ ﻣﯽ ﺩﻫﯿﺪ‬:‫ﺩﺭﺱ ﭘﻨﺠﻢ‬

9780415691352_A01.indd viii 5/23/12 2:30 PM

Let’s know more: Sadeq ‫ ﺻﺎﺩﻕ ﻫﺪﺍﯾﺖ‬:‫ﺑﯿﺸﺘﺮ ﺑﺪﺍﻧﯿﻢ‬

Lesson Seven: What do you do to 74 ‫ ﺷﻤﺎ ﺑﺮﺍی ﺣﻔﻆ ﻣﺤﯿﻂ‬:‫ﺩﺭﺱ ﻫﻔﺘﻢ‬

Lesson Eight: What do commercial 84 ‫ ﻣﺮﺍﻛﺰ ﺧﺮﯾﺪ ﺩﺭ ﻛﺸﻮﺭ ﺷﻤﺎ‬:‫ﺩﺭﺱ ﻫﺸﺘﻢ‬

9780415691352_A01.indd ix 5/23/12 2:30 PM

Lesson Ten: What is mourning? 104 ‫ ﻋﺰﺍﺩﺍﺭی ﯾﻌﻨﯽ ﭼﻪ؟‬:‫ﺩﺭﺱ ﺩﻫﻢ‬

9780415691352_A01.indd x 5/23/12 2:30 PM

Media exercises: culture 146 ‫ ﻓﺮﻫﻨﮓ‬:‫ﲤﺮﯾﻦ ﺑﺎ ﺧﺒﺮﻫﺎ‬

Lesson Fourteen: Can natural 152 ‫ ﺁﯾﺎ ﻣﯿﺘﻮﺍﻥ ﺍﺯ ﻭﻗﻮﻉ‬:‫ﺩﺭﺱ ﭼﻬﺎﺭﺩﻫﻢ‬

Lesson Fifteen: What do you know 164 ‫ ﺍﺯ ﺍﺳﻼﻡ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ؟‬:‫ﺩﺭﺱ ﭘﺎﻧﺰﺩﻫﻢ‬

Persian–English Glossary 176 (‫ﻭﺍژﮔﺎﻥ )ﺑﻪ ﺗﺮﺗﯿﺐ ﺍﻟﻔﺒﺎی ﻓﺎﺭﺳﯽ‬

9780415691352_A01.indd xi 5/23/12 2:30 PM

Building on The Routledge Introductory Persian

9780415691352_A01.indd xii 5/23/12 2:30 PM

The structure of this book

■ A title in question form, which should be used as part of pre-reading

9780415691352_A01.indd xiii 5/23/12 2:30 PM

9780415691352_A01.indd xiv 5/23/12 2:30 PM

Dominic Parviz Brookshaw and Pouneh Shabani Jadidi

9780415691352_A01.indd xv 5/23/12 2:30 PM

‫ﭘﯿﺶ ﺍﺯ ﺧﻮﺍﻧﺪﻥ ﻣﱳ ﺑﻪ ﺳﺆﺍﻻﺕ ﺯﯾﺮ ﭘﺎﺳﺦ ﺩﻫﯿﺪ‪.‬‬

‫‪9780415691352_C01.indd 1‬‬ ‫‪5/23/12 2:31 PM‬‬

‫ﲢﻠﯿﻞ ﻣﺴﺎﺑﻘﻪ‬ ‫‪-١‬‬

‫‪favourite‬‬ ‫ﻣﻮﺭﺩ ﻋﻼﻗﻪ‬

‫‪9780415691352_C01.indd 2‬‬ ‫‪5/23/12 2:31 PM‬‬

‫)‪medicine (the subject‬‬ ‫ﭘﺰﺷﻜﯽ‬

‫‪9780415691352_C01.indd 3‬‬ ‫‪5/23/12 2:31 PM‬‬

‫‪ -١‬ﭘﺪﺭ ﻭ ﻣﺎﺩﺭ ﺩﺭ ﺗﺮﺑﯿﺖ ﻓﺮﺯﻧﺪﺍﻧﺸﺎﻥ ﻧﻘﺶ ‪ .........‬ﺩﺍﺭﻧﺪ‪.‬‬

‫ﺝ‪ -‬ﭘﺮﻃﺮﻓﺪﺍﺭ‬ ‫ﺍﻟﻒ‪ -‬ﺍﺟﺘﻤﺎﻋﯽ‬

‫‪ -٢‬ﺩﺭ ﺍﯾﻦ ﺩﺍﺳﺘﺎﻥ ‪ ............‬ﺍﺻﻠﯽ ﺩﺭ ﺁﺧﺮ ﺩﺍﺳﺘﺎﻥ ﻛﺸﺘﻪ ﻣﯽ ﺷﻮﺩ‪.‬‬

‫ﺝ‪ -‬ﺭﺍﯾﺎﻧﻪ‬ ‫ﺍﻟﻒ‪ -‬ﺍﺟﺘﻤﺎﻉ‬

‫‪ -٣‬ﺗﻠﻮﯾﺰﯾﻮﻥ ﻧﺒﺎﯾﺪ ‪ ............‬ﺭﺍ ﺩﺭ ﺟﺎﻣﻌﻪ ﺍﻣﺮی ﻋﺎﺩی ﻧﺸﺎﻥ ﺩﻫﺪ‪.‬‬

‫ﺝ‪ -‬ﺧﺸﻮﻧﺖ‬ ‫ﺍﻟﻒ‪ -‬ﺗﺼﻤﯿﻢ ﮔﯿﺮی‬

‫‪ -۴‬ﺍﻧﺴﺎﻥ ﻫﻢ ﺑﻪ ‪ .............‬ﻧﯿﺎﺯ ﺩﺍﺭﺩ ﻭ ﻫﻢ ﺑﻪ ﻛﺎﺭ‪.‬‬

‫ﺝ‪ -‬ﺍﺩﺍﺭﻩ ﻭ ﻣﺪﯾﺮﯾﺖ‬ ‫ﺍﻟﻒ‪ -‬ﮔﻮﻧﻪ‬

‫‪ -۵‬ﺍﺯﺩﻭﺍﺝ ﻣﻬﻤﺘﺮﯾﻦ ‪ .............‬ﺩﺭ ﺯﻧﺪﮔﯽ ﯾﮏ ﻓﺮﺩ ﺍﺳﺖ‪.‬‬

‫ﺝ‪ -‬ﺧﺸﻮﻧﺖ‬ ‫ﺍﻟﻒ‪ -‬ﺁﺳﯿﺐ ﺩﯾﺪﮔﯽ‬

‫‪ -١‬ﺁﻗﺎی ﻧﺎﺻﺮی ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﺗﺪﺭﯾﺲ ﻣﯽ ﻛﻨﺪ‪.‬‬

‫‪9780415691352_C01.indd 4‬‬ ‫‪5/23/12 2:31 PM‬‬

‫‪ -٢‬ﺧﺎﱎ ﺗﻬﺮﺍﻧﯽ ﺍﺯ ﺳﺮ ﻛﺎﺭ ﺑﺮ ﻣﯽ ﮔﺮﺩﺩ‪.‬‬

‫‪ -٣‬ﻛﺸﻮﺭ ﺍﯾﺮﺍﻥ ﺟﺪﯾﺪ ﻧﯿﺴﺖ‪.‬‬

‫‪ -۴‬ﻣﺎ ﺩﺭ ﻛﻼﺱ ﻓﺎﺭﺳﯽ‪ ،‬ﺧﻮﺍﻧﺪﻥ ﻭ ﻧﻮﺷﱳ ﯾﺎﺩ ﮔﺮﻓﺘﯿﻢ‪.‬‬

‫‪ -۵‬ﺷﻬﺮﻫﺎی ﺑﺴﯿﺎﺭی ﺩﺭ ﺍﯾﺮﺍﻥ ﻣﻌﺮﻭﻑ ﻫﺴﺘﻨﺪ‪.‬‬

‫‪ -۶‬ﺍﻭ ﻣﻘﺎﻟﻪ ﺍی ﻧﻮﺷﺖ‪.‬‬

‫ﺏ‪ -‬ﺑﺮﺍی ﻫﺮ ﯾﮏ ﺍﺯ ﺳﺎﺧﺘﺎﺭﻫﺎی ﺑﺎﻻ ﯾﮏ ﺟﻤﻠﮥ ﺟﺪﯾﺪ ﺑﻨﻮﯾﺴﯿﺪ‪.‬‬