Persian Grammar List

Use یک to introduce or count one referent, while allowing ordinary Persian noun phrases without it.

Build neutral Persian clauses with the verb last, and use endings, markers and context to understand other natural orders.

Use هست and its person forms for existence, availability or presence, and recognize their established copular uses.

Use the spoken ezafe connector in a noun-plus-adjective phrase, and distinguish that phrase from a clause describing the noun.

Name the thing or relation first, then connect it with ezafe to the owner or associated person.

Use neighboring letters and dots to recognize contextual shapes; a break caused by a nonjoining letter stays inside the word.

Omit a clear subject pronoun when the verb and context identify it; keep one for contrast or a referent that needs clarification.

Keep ordinary adjectives unchanged and use context, rather than a Persian gender ending, to identify a person.

Choose تو or شما according to the relationship, and keep the verb’s person form consistent with that choice.

Read Persian words right to left, and read each digit string in its normal numeric order.

Use the whole word to choose between vowel and consonant readings of و and ی, and distinguish آ from other initial ا spellings.

Learn the spoken word together with its spelling; short-vowel marks help in teaching but usually disappear in everyday text.

Use the form that fits the setting: written-standard forms in formal prose and labeled everyday forms in casual dialogue.

Use question intonation or آیا with the ordinary clause order; give a clear positive or negative answer.

Read each preposition together with its complement and the verb, keeping source, destination, location and accompaniment distinct.

Combine امروز، دیروز، فردا with the actual verb construction rather than letting a time word replace tense and context.

Keep این or آن unchanged before a noun, and use این‌ها or آن‌ها when the demonstrative itself represents several referents.

Use اینجا and آنجا to identify a place, and read prepositions or the verb to understand the place’s role.

Use the copula form for the person you describe, and learn its spelling after consonants and vowels.

Use ـها as a productive plural, and read its -ye link before a following adjective or owner.

Keep the pronoun form stable and read its role from the surrounding construction; او does not encode he versus she.

Choose نیست with the appropriate person ending to deny identity, a quality, existence or presence.

Use و to add, یا to offer alternatives and اما to contrast, while preserving the connected phrases or clauses.

Use the sentence and pronunciation to choose a question word’s role, especially for the ordinary spelling کی.

Put the plural marking on the noun and keep an ordinary attributive adjective in its own form.

Learn attested ـان plural pairs and their register; animacy alone does not choose every plural.

Learn each full compound and its complement pattern, and conjugate or negate its actual light verb.

Follow the whole direct-object phrase and recognize its everyday رو or ـو marker in a labeled spoken register.

Read the final sound of the noun before choosing its ezafe form, and recognize established ways to write the link after final /e/.

Use the whole noun phrase to identify indefinite -i and distinguish it from ezafe, copula and word-forming ی.

Remove the infinitive’s final written ن to obtain its past stem, and learn the present stem separately.

Follow the noun phrase link by link, using -e or -ye where the next description or owner attaches.

Identify the owner with ـمان، ـتان، ـشان; mark the owned noun’s plural separately when needed.

Store the infinitive, past stem and attested present stem together; use the right stem for the construction.

Use ـم، ـت، ـش for a singular owner, and learn the linking spelling after the noun’s actual final sound.

Read ساعت before a clock hour, and distinguish that from a number before ساعت expressing duration.

Use the past stem with the subject’s ending, remembering the zero third-singular form and the distinct می‌ past construction.

Read person endings with the correct tense and stem, especially zero past versus -ad present in third singular.

Use the sentence structure to distinguish the attached spoken copula -e from ezafe and from a lexical verb ending.

Express present possession with دار and a person ending; use نـ for its negative and distinguish the progressive auxiliary construction.

Use a singular-form noun in a plain cardinal count, and keep that pattern distinct from contextual references to a known plural set.

Put را after the complete specific direct object, and use the clause’s roles rather than an English article to choose it.

Keep the ezafe connector inside a location phrase, and distinguish it from a simple preposition’s direct complement.

Use مالِ followed by an owner for a statement of belonging, and distinguish it from an ezafe noun phrase.

Use می‌ plus the actual present stem and person ending, then read habit, current action or future reference from context.

Put نـ before a simple-past stem, preserve its person ending, and learn the known negative spelling of vowel-initial verbs.

Use نمی‌ before an ordinary present stem and preserve the subject ending; common possession and copula negatives have their own forms.

Choose چرا for a reason and چطور or more formal چگونه for manner or condition, then read the question in context.

Read چقدر with its noun or adjective to identify an amount, price or degree, and use چند for an ordinary count.

Use چند with a singular-form counted noun, and recognize everyday چند تا and contextually unspoken items.

Use ـتر with an attested adjective and از for a stated comparison standard, and learn common بهتر separately.

Read attested everyday third-singular present forms with -e, while keeping their function separate from copula and ezafe sounds.

Read who feels the state from the clitic, and read time and negation from the predicate without imposing ordinary subject agreement.

For ordinary nobody or nothing statements, pair a هیچ expression with a negative predicate: هیچ‌کس نیامد means nobody came.

Separate the acting person from the attached object reference, and use context to identify the referent and register.

Interpret an inanimate plural noun independently of a singular or plural predicate, and preserve the different agreement patterns of human groups and personal pronouns.

اجازه بده بروم asks a familiar person to let the speaker go. The permission verb addresses the listener; the subjunctive ending identifies the permitted actor.

امیدوارم که بیاید expresses a hope that someone will come. A hoped-for event uses a subjunctive in this pattern, rather than being reported as an established fact.

Use باشم for that I be and داشته باشم for that I have. These forms do not follow the ordinary بـ plus present-stem pattern.

باید stays the same for every person. The following subjunctive names the actor: باید بروم means I must go, while نباید بروم means I must not go.

برای اینکه and purpose تا introduce what an action aims to achieve. The goal takes a subjunctive and need not share the main clause’s subject.

Use a present-stem subjunctive for an action that is wanted, required, possible, or otherwise not asserted as a fact: بروم means that I go in such a construction.

Use a known imperative and choose familiar singular or plural-shaped respectful address; common exceptions and compounds must be learned.

Use an attested preposition–clitic form, preserving the relation, referent and level of formality of the complete phrase.

Put a basic attributive ـترین form before its noun, and use the noun’s ezafe for a following owner or comparison group.

خسته شدم means I became tired. سفر مرا خسته کرد means the trip made me tired. شدن and کردن give the participants different roles in these compounds.

Match the person of داشتن and the می‌ action verb to emphasize an unfolding activity, keeping this use distinct from possession.

Add ـه to a verb’s past stem to form its past participle: رفت → رفته. The participle helps build perfect and passive forms, but it is not a person-marked verb by itself.

Combine a past participle with present copular endings for a present perfect: نوشته‌ام means I have written. Negate the participle: ننوشته‌ام means I have not written.

شاید بیاید and ممکن است بیاید present someone’s coming as possible. In these common patterns, the subjunctive does not assert that the event will happen.

Use می‌ with the past stem for repeated or background past situations, and choose the reading from the full context.

Combine a person-marked ability verb with an attested subjunctive action form, keeping the actor consistent in the basic construction.

Let the wanting verb and the wanted-action clause identify their own subjects, including a different actor in the complement.

Learn رفتن’s actual written/everyday pairs, preserving person, politeness and negation.

Negate a basic command with نـ on the verb, preserving familiar or respectful address and known irregular spellings.

هر + singular noun looks at members one by one. همهٔ + a plural set includes the whole group: هر دانش‌آموز and همهٔ دانش‌آموزان organize the same people differently.

چون introduces a reason in ordinary conversation and writing. زیرا is common in written explanation; both introduce a clause with its own predicate.

یاد گرفتن means to learn; یاد دادن means to teach. Their light verbs change the participant roles, so learn each full compound rather than swapping گرفتن and دادن freely.

یکی از selects one member; بعضی از selects a subset. The phrase after از names the set: یکی از دوستانم means one of my friends.

Everyday Iranian speech often shortens perfect endings. A reduced perfect and a simple past can share ordinary spelling and segmental sounds; word stress and context can distinguish them.

A question such as امکان دارد پنجره را ببندید؟ can politely ask someone to act. The context makes it a request rather than a test of physical ability.

An open condition presents a possible situation and its result: اگر بیایی، با هم می‌رویم means if you come, we will go together.

Past-shaped forms can describe a different imagined present: اگر وقت داشتم، می‌رفتم means if I had time, I would go when the context says I do not have time now.

با اینکه and هرچند introduce a fact that might suggest the opposite result. با اینکه خسته بودم، رفتم says I went despite being tired.

باز است describes an open state. باز شده است says that something has become open. A state description and a completed change are different constructions.

به اندازهٔ compares an amount or degree with a reference. این کیف به اندازهٔ آن کیف سنگین است says the two bags have the same weight in this comparison.

تا can mark an endpoint; تا وقتی که can also mean as long as. Decide whether the sentence names the end of an action or a condition that continues.

حتی اگر keeps a result valid despite a possible obstacle: حتی اگر باران ببارد، می‌رویم means we will go even if it rains.

The formal future uses خواهـ with a person ending followed by the bare past stem: خواهم رفت means I will go. Wanting instead uses می‌خواهم بروم.

خودم can refer back to me or emphasize that I act personally. Read its role: خودم رفتم means I went myself, while خودم را دیدم means I saw myself.

Use matching past forms of داشتن and a می‌ verb to put an action in progress at a past moment: داشتم می‌خواندم means I was reading.

A perfect subjunctive uses a participle with باشم and its other person forms: رسیده باشد presents an arrival as completed under possibility or another nonasserted construction.

Use a participle plus بودم and its other person forms for an event earlier than a past reference point: رسیده بودم means I had arrived.

قبل از اینکه introduces the later event in a before relation. Its subjunctive can appear even when the main event is in the past.

می‌شود can express possibility or permission: می‌شود اینجا نشست؟ asks whether one can sit here. It does not always describe becoming.

همدیگر and یکدیگر refer to participants acting toward one another. ما همدیگر را می‌شناسیم means we know each other.

وقتی که places one event at the time of another. Use the actual chronology to read رسیدم as a completed arrival and برسی as an arrival still ahead.

A restrictive object relative can use a gap or an explicit referring object: کتابی که خواندم and کتابی که آن را خواندم. The choice depends on the role and clause type.

که introduces a clause describing a noun. کتابی که خواندم identifies the book I read; the clause follows the noun rather than replacing it.

Use a subjunctive when the description is a requirement rather than an assertion about a known person: کسی که بتواند کمک کند means someone who can help.

گفت که introduces a report. Read who I, you, here and tomorrow refer to in the reporting situation; Persian does not mechanically copy English tense backshift.

Learn established nouns such as دانایی and کوشش. Some suffixes name qualities or actions, but a visible ending does not let you generate every possible word.

بفرمایید can mean please come in, here you are or go ahead. The setting and gesture identify the social action; تعارف does not mean every offer is insincere.

می‌باشد appears as a marked formal or bureaucratic copula beside ordinary است. Recognize it in documents while using clear standard است in ordinary learner writing.

A past-perfect condition can imagine an earlier event that did not happen. اگر زودتر آمده بودی، او را می‌دیدی means if you had come earlier, you would have seen them.

باید رسیده باشد can express a conclusion from evidence: they must have arrived. The same perfect-shaped complement can have a requirement reading when a deadline or permission condition makes that clear.

به گفتهٔ names whose statement is being reported. طبق names a reference such as a report, schedule or rule. Keep the source and the actual assertion in view.

در حالی که can describe simultaneous background or a contrast. The sentence tells you whether while or whereas fits.

در صورتی که states a condition for a result or permission in formal phrasing. Read the whole condition to see what must hold before the result applies.

نه‌تنها ... بلکه adds a second point to the first: نه‌تنها فارسی می‌خوانم، بلکه فارسی هم می‌نویسم. It does not deny the first activity.

A passive can put the affected thing first: نامه نوشته شد means the letter was written. Combine the participle with the appropriate form of شدن.

Perfect forms can occur in reports and inferred accounts. گفته بوده است places a saying earlier in a reported past, but a perfect does not automatically mean hearsay.

A certainty claim and a conjecture can frame the same event differently: مطمئنم که آمده است versus گمان می‌کنم آمده باشد. Read the stance as well as the embedded time.

با اینکه خسته بود has its own verb and subject reference. با وجودِ خستگی packages the obstacle as a noun phrase and can leave whose tiredness implicit.

تمام کرده باشیم can describe completion before a future reference. The larger construction decides whether that completion is a condition, a requirement or an inference.

Read participant roles through markers and endings when information is reordered. این کتاب را سارا خواند still has Sara reading this book.

هرچه بگویم can cover whatever I may say; هرچه می‌گویم can cover what I do say. The embedded mood changes how the range is presented.

Formal prose can leave the first action as a participle: گزارش را خوانده، پاسخ داد. Read the person and time from the finite predicate پاسخ داد.

Parallel clauses can omit a recoverable predicate: تو چای می‌خواهی و من قهوه means you want tea and I want coffee. Restore the second verb with the speaker’s ending.

In سارا گفت که رضا گفته است که نامه رسیده است, Sara reports Reza’s report about the letter. Keep all three layers separate.

بنابراین introduces a conclusion from earlier information. با این حال keeps a statement valid despite what came before. Identify the actual propositions being connected.

An infinitive can act as a noun phrase: بودنِ تو در اینجا names your being here. Its ezafe complement can identify the participant without a finite person ending.