Odisha BSE HSC Persian (Third Language) key terms

Past simple verb formed from the past stem plus personal endings, e.g. رفت / رفتیم. It narrates completed actions in prose passages and is the base form candidates must recognise before identifying other past tenses.

Past stem of a verb, obtained by removing the personal ending from the infinitive's past form (کردن → کرد). All simple past, imperfect, and perfect tenses are built on it, so misidentifying the stem breaks every tense question.

Present stem of a verb, found by removing the -یدن or -تن ending from the infinitive (رفتن → رو). It forms the present, subjunctive, and imperative, and often differs unpredictably from the infinitive, so it must be memorised.

The infinitive, the dictionary form of a verb ending in -دن or -تن (گفتن, دیدن). It names the action without person or tense and is the starting point for finding both stems and for reporting speech.

Personal ending attached to a verb showing person and number, such as -م, -ی, -د, -یم, -ید, -ند. Matching the ending to its subject is the commonest way examiners test agreement in unseen sentences.

Present tense verb built from the present stem plus endings, expressing habitual or current action (می‌روم). Recognising it, with or without the می prefix, is essential for translating narration into Odia or English.

Present perfect formed from the past participle plus the short forms of بودن (رفته‌ام, گفته است). It reports an action completed in the past whose result or relevance continues, a distinction examiners frequently test against the simple past.

Past participle, usually made by adding -ه to the past stem (گفته, نوشته). It serves as the participle in perfect tenses and as an adjective, and it must be distinguished from the past stem itself.

Passive verb made with the past participle plus a form of شدن (نوشته شد, گفته می‌شود). Prose passages often use it to shift focus from doer to action, and candidates must identify the missing agent when translating.

Personal pronoun such as من, تو, او, ما, شما, ایشان. Persian often drops the separate pronoun because the verb ending already marks the person, so candidates must infer the subject from the ending.

Attached pronoun suffix such as -م, -ت, -ش, -مان, -تان, -شان, used for possession (کتابم) or as an object (دیدمش). Its meaning depends on context, so it is a frequent source of translation errors.

The unstressed linking vowel -e joining a noun to a following modifier or possessor (کتابِ خوب, درِ خانه). It marks possession and description and is normally written without a letter, so it must be heard or inferred from word order.

A noun-plus-noun or noun-plus-adjective phrase linked by the ezafe, where the second element limits the first (شعرِ حافظ, روزِ اول). Parsing such phrases correctly is needed to translate long Persian sentences into Odia or English.

An ezafe construction in which the second element describes the first rather than possessing it (مردِ دانا, گلِ سرخ). Distinguishing it from the possessive ezafe changes the meaning of the whole phrase in comprehension questions.

The grammatical role of a word that describes a noun, placed after it with ezafe or before it as a simple modifier. Identifying adjectives helps candidates answer questions about character description in prescribed prose.

A complement required by a verb or preposition, typically introduced by a preposition such as به, از, با (به مدرسه رفت). Recognising the preposition and its object is necessary to translate verb phrases accurately.

The direct object of a transitive verb, marked by the object suffix را when definite (کتاب را خواندم). Knowing when را appears, and when it is omitted with indefinite objects, is a standard grammar point in this paper.

The particle را placed after a definite direct object to mark it (نامه را نوشت). It is not translated as a word; candidates must render it by word order alone in Odia or English.

A transitive verb that takes a direct object (نوشتن, دیدن), as opposed to an intransitive verb such as رفتن or خوابیدن. The distinction decides whether را can appear and how the sentence is translated.

Preposition such as به, از, در, با, برای, که introduces a complement or adverbial phrase. Persian prepositions rarely map one-to-one onto Odia or English, so their idiomatic use with verbs must be learned as pairs.

A compound verb made of a noun or adjective plus a light verb such as کردن, شدن, دادن, زدن (کمک کردن, به دنیا آمدن). The meaning often cannot be guessed from the parts, so these must be memorised as vocabulary items.

A fixed multi-word expression whose meaning is not the sum of its parts (دست و پا کردن, سر و کار داشتن). The paper typically asks candidates to supply an Odia or English equivalent rather than a literal gloss.

A traditional proverb quoted in Persian prose and poetry to sum up a situation (هر که بامش بیش، برفش بیشتر). Candidates should know the common proverbs appearing in prescribed lessons and be able to explain their sense.

An indirect expression that hints at a meaning without stating it (دست کوتاه, meaning miserly). Recognising کنایه in poetry and prose is a recurring device question and affects the overall translation of a line.

A poetic device in which a word is used for something other than its literal sense on the basis of resemblance (لاله for a beloved's cheek). Identifying the tenor and vehicle is a standard device question on prescribed poetry.

Simile, an explicit comparison usually signalled by مانند, چون, or مثل (چون گل). Noticing the marker distinguishes simile from metaphor, a distinction examiners test directly in prescribed verses.

The identical word or phrase repeated after the rhyme at the end of each verse in a ghazal or qasida. Identifying it, together with the rhyme, is a basic question on the form of prescribed poems.

The rhyming element appearing at the end of each verse, before any ردیف. Locating it helps candidates answer questions on the structure of a ghazal and on which lines belong together.

A couplet, the basic unit of Persian poetry, made of two half-lines. Questions often ask for the meaning of a specified couplet, so candidates must be able to paraphrase both halves together.

One half-line of a couplet; the first half is the مصراع اول and the second the مصراع دوم. Examiners sometimes quote a single half-line and ask for its completion or meaning.

The central idea or message conveyed by a passage or verse, as distinct from its literal wording. Questions asking for مفهوم require a summary in the candidate's own words, not a word-for-word translation.

The moral or instructive lesson a prescribed prose text or poem intends to convey. It is usually stated in one or two sentences and must be supported by evidence from the text rather than guessed.

The underlying theme running through a whole lesson or poem, such as patriotism, kindness, or the value of knowledge. Distinguishing theme from plot is required when answering longer comprehension questions.

A character in a prescribed prose lesson, described by actions, speech, and the narrator's comments. Questions ask candidates to justify a character judgement with specific evidence from the text.

The narrator or teller of a story, who may be a participant or an outside observer. Identifying the narrator's viewpoint explains why certain information is withheld in a prose passage.

Rendering a Persian sentence into Odia or English, or the reverse, while preserving meaning, tense, and register. Marks are lost for literal word order, so the candidate must restructure the sentence in the target language.

A glossary or word list, in this exam the list of unfamiliar Persian words with their Odia or English meanings. Candidates should practise matching words to meanings rather than memorising isolated glosses without context.

A word with the same or nearly the same meaning as another (شاد and خوشحال, بزرگ and عظیم). Synonym questions test vocabulary depth and often appear alongside antonym questions in the same section.

A word with the opposite meaning to another (روشن / تاریک, دور / نزدیک). Antonym questions are common in the vocabulary section and require knowing both members of the pair, not just one.

Reading comprehension: answering questions about an unseen Persian passage's main idea, details, and inferences. Candidates should read the questions first, then locate the relevant sentence rather than translating the whole passage word by word.