{"id":7989,"date":"2025-11-18T22:55:09","date_gmt":"2025-11-18T19:55:09","guid":{"rendered":"https:\/\/klasikdusunceokulu.com\/?page_id=7989"},"modified":"2025-11-18T22:55:09","modified_gmt":"2025-11-18T19:55:09","slug":"ali-seraj-azari-farsca-dersleri-96-seminer-ozeti","status":"publish","type":"page","link":"https:\/\/klasikdusunceokulu.com\/index.php\/ali-seraj-azari-farsca-dersleri-96-seminer-ozeti\/","title":{"rendered":"AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 96. SEM\u0130NER \u00d6ZET\u0130"},"content":{"rendered":"

AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 96. SEM\u0130NER \u00d6ZET\u0130<\/strong><\/p>\n

Dersin Amac\u0131<\/strong><\/p>\n

Bu dersin amac\u0131, \u201cK\u0131rm\u0131z\u0131 T\u00fcy\u201d adl\u0131 metnin ayr\u0131nt\u0131l\u0131 okuma ve \u00e7\u00f6z\u00fcmleme \u00e7al\u0131\u015fmas\u0131 \u00fczerinden \u00f6\u011frencinin metin i\u00e7i anlam ili\u015fkilerini tan\u0131mas\u0131n\u0131, ba\u011fla\u00e7 ve zaman yap\u0131lar\u0131n\u0131n metin ba\u011flam\u0131nda nas\u0131l i\u015fledi\u011fini kavramas\u0131n\u0131 ve Fars\u00e7a hik\u00e2ye anlat\u0131m\u0131n\u0131n tipik kal\u0131plar\u0131na a\u015fina olmas\u0131n\u0131 sa\u011flamakt\u0131r.<\/p>\n

Ana Temalar<\/strong><\/p>\n

    \n
  1. Metnin Devam\u0131n\u0131n \u00c7\u00f6z\u00fcmlemesi<\/strong><\/li>\n<\/ol>\n

    Ders, bir \u00f6nceki derste yar\u0131m b\u0131rak\u0131lan \u201cZemestan ki mi\u015feved\u2026\u201d ifadesinden ba\u015flayarak metnin b\u00fct\u00fcnl\u00fckl\u00fc bi\u00e7imde tamamlanmas\u0131n\u0131 ama\u00e7lar. Bu b\u00f6l\u00fcmde \u201cki\u201d yap\u0131s\u0131n\u0131n zaman ili\u015fkisi kuran i\u015flevi, mevsim tasviri ve Uluda\u011f\u2019\u0131n betimlemesi \u00fczerinden a\u00e7\u0131klan\u0131r.<\/p>\n

      \n
    1. Betimleyici \u0130fadelerin Anlam \u0130n\u015fas\u0131<\/strong><\/li>\n<\/ol>\n

      Metindeki \u201cgolle-haye porber\u201d (karla dolu tepeler) ve \u201cser be felak re\u015fide\u201d (g\u00f6\u011fe uzanan) gibi birle\u015fik ifadelerin nas\u0131l \u00e7\u00f6z\u00fcmlendi\u011fi \u00fczerinde durulur. \u00d6\u011frencinin tamlamalar\u0131 tersten okuma al\u0131\u015fkanl\u0131\u011f\u0131 geli\u015ftirmesi hedeflenir.<\/p>\n

        \n
      1. Bursa\u2019n\u0131n \u0130klimsel \u00d6zelliklerinin Dilsel Anlat\u0131m\u0131<\/strong><\/li>\n<\/ol>\n

        Kar\u2013ya\u011fmur kar\u015f\u0131la\u015ft\u0131rmas\u0131 \u00fczerinden metnin bilgi aktar\u0131m\u0131 yap\u0131s\u0131 g\u00f6sterilir; \u201cmutedil hava\u201d gibi nitelemelerin anlam \u00e7er\u00e7evesi a\u00e7\u0131klan\u0131r.<\/p>\n

          \n
        1. Te\u015fekk\u00fcr ve Veda Kal\u0131plar\u0131<\/strong><\/li>\n<\/ol>\n

          Metindeki \u201cmo te\u015fekk\u00fcrem ke\u2026\u201d yap\u0131s\u0131 \u00f6rnek al\u0131narak te\u015fekk\u00fcr c\u00fcmlelerinin nas\u0131l geni\u015fletildi\u011fi \u00f6\u011fretilir. Yak\u0131n gelecek zamanla kurulan \u201cyine kar\u015f\u0131la\u015faca\u011f\u0131z\u201d ifadesinin kullan\u0131m mant\u0131\u011f\u0131 g\u00f6sterilir.<\/p>\n

            \n
          1. Yeni Hik\u00e2yeye Giri\u015f ve Hik\u00e2ye Dinleme Stratejileri<\/strong><\/li>\n<\/ol>\n

            \u00d6\u011frenciden hik\u00e2yeyi \u00f6nce dinleyerek, sonra okuyarak, sonra kendi ba\u015f\u0131na anlamland\u0131rmaya \u00e7al\u0131\u015farak \u00e7ok a\u015famal\u0131 bir okuma\/dinleme prati\u011fi yapmas\u0131 istenir. \u201cRuzi ruzegari\u201d gibi masals\u0131 ba\u015flang\u0131\u00e7 kal\u0131plar\u0131 tan\u0131t\u0131l\u0131r.<\/p>\n

              \n
            1. S\u00f6zl\u00fck B\u00f6l\u00fcm\u00fcn\u00fcn Ayr\u0131nt\u0131l\u0131 \u0130ncelenmesi<\/strong><\/li>\n<\/ol>\n

              \u201cMorg\u201d, \u201cmezra\u2019e\u201d, \u201czendegi kerd\u201d, \u201cbehatere\u201d gibi s\u00f6zc\u00fcklerin ba\u011flam i\u00e7indeki anlamlar\u0131 a\u00e7\u0131klan\u0131r. \u00d6zellikle e\u015f zamanl\u0131l\u0131k ve eylem durumunu g\u00f6steren \u201cderh\u00e2le \u2026 buden\u201d yap\u0131s\u0131na \u00f6zel vurgu yap\u0131l\u0131r.<\/p>\n

                \n
              1. Olay \u00d6rg\u00fcs\u00fcn\u00fcn \u00c7\u00f6z\u00fcmlenmesi ve C\u00fcmlelerin Mant\u0131ksal Ak\u0131\u015f\u0131<\/strong><\/li>\n<\/ol>\n

                Tilkinin ku\u015fu g\u00f6rmesi, ku\u015fun davran\u0131\u015flar\u0131 ve olaylar\u0131n ilerleyi\u015fi ad\u0131m ad\u0131m \u00e7\u00f6z\u00fcmlenir. \u201cKe\u201dnin e\u015f zamanl\u0131l\u0131k kuran \u00fc\u00e7\u00fcnc\u00fc i\u015flevi \u00f6rneklerle a\u00e7\u0131klan\u0131r.<\/p>\n

                  \n
                1. Fiil Yap\u0131lar\u0131 ve Anlat\u0131m Kal\u0131plar\u0131n\u0131n Ayr\u0131nt\u0131l\u0131 De\u015fifresi<\/strong><\/li>\n<\/ol>\n

                  \u201cRahoftad\u201d, \u201cfori\u201d, \u201cdobare\u201d, \u201cbaz\u201d, \u201cserrahe kesi\u201d, \u201cvanemud kerd\u201d gibi yap\u0131lar\u0131n anlam incelikleri \u00fczerinde durulur. \u00d6\u011frencinin metindeki devrik c\u00fcmle d\u00fczenlerini fark etmesi hedeflenir.<\/p>\n

                    \n
                  1. Hik\u00e2yenin Devam\u0131 \u0130\u00e7in Gerekli \u00d6n Bilgilerin Verilmesi<\/strong><\/li>\n<\/ol>\n

                    Metindeki karakterlerin (tilki, g\u00fcvercin, k\u0131rm\u0131z\u0131 t\u00fcy) i\u015flevleri a\u00e7\u0131klan\u0131r ve bir sonraki derste yap\u0131lacak ayr\u0131nt\u0131l\u0131 \u00e7\u00f6z\u00fcmleme i\u00e7in \u00f6\u011frencinin haz\u0131rl\u0131kl\u0131 olmas\u0131 sa\u011flan\u0131r.<\/p>\n

                      \n
                    1. \u00d6\u011frenciye Y\u00f6nelik \u00d6dev ve Metin \u00dczerinde Deneme \u00c7al\u0131\u015fmas\u0131<\/strong><\/li>\n<\/ol>\n

                      \u201cPay-e \u015fekeste\u201d ifadesindeki ekin i\u015flevi \u00f6\u011frenciden bulunmak \u00fczere sorulur. \u00d6\u011frencinin metni kendi ba\u015f\u0131na \u00e7\u00f6z\u00fcmleyerek hatalar\u0131n\u0131 g\u00f6stermesi beklenir.<\/p>\n

                      Sonu\u00e7<\/strong><\/p>\n

                      Bu ders, bir \u00f6nceki metnin tamamlanmas\u0131yla birlikte hem betimleyici ifadelerin hem de zaman ve ba\u011fla\u00e7 yap\u0131lar\u0131n\u0131n metin ba\u011flam\u0131ndaki i\u015fleyi\u015fini a\u00e7\u0131kl\u0131\u011fa kavu\u015fturmu\u015ftur. Ayr\u0131ca yeni hik\u00e2yeye ge\u00e7i\u015f yap\u0131larak \u00f6\u011frencinin \u00e7ok a\u015famal\u0131 okuma-dinleme y\u00f6ntemini uygulamas\u0131 sa\u011flanm\u0131\u015f, metindeki s\u00f6zc\u00fck ve yap\u0131lar ayr\u0131nt\u0131l\u0131 bi\u00e7imde incelenmi\u015f ve bir sonraki derse haz\u0131rl\u0131k i\u00e7in gerekli altyap\u0131 olu\u015fturulmu\u015ftur.<\/p>\n

                       <\/p>\n

                      Lesson Objective<\/strong><\/p>\n

                      The aim of this lesson is to enable the student to recognize meaning relations within the text through the detailed reading and analysis of the narrative titled \u201cThe Red Feather,\u201d to understand how conjunctions and tense structures operate in context, and to become familiar with typical narrative patterns in Persian storytelling.<\/p>\n

                      Main Themes<\/strong><\/p>\n

                        \n
                      1. Analysis of the Continuation of the Text<\/strong><\/li>\n<\/ol>\n

                        The lesson begins by completing the section left unfinished in the previous class, starting with the expression \u201cZemestan ki mishevad\u2026\u201d. The temporal function of \u201cki,\u201d seasonal descriptions, and the depiction of Uluda\u011f are explained.<\/p>\n

                          \n
                        1. Meaning Construction Through Descriptive Expressions<\/strong><\/li>\n<\/ol>\n

                          Expressions such as \u201cgolle-haye porber\u201d (snow-filled hills) and \u201cser be felak reshide\u201d (reaching toward the sky) are analyzed. The student is encouraged to develop the habit of reading compound expressions from the end to the beginning.<\/p>\n

                            \n
                          1. Climatic Features of Bursa and Their Linguistic Representation<\/strong><\/li>\n<\/ol>\n

                            The comparison between snow and rain demonstrates how informational structure is conveyed, and the meaning frame of \u201ctemperate weather\u201d is clarified.<\/p>\n

                              \n
                            1. Expressions of Gratitude and Farewell<\/strong><\/li>\n<\/ol>\n

                              Using the expression \u201cmo tashakkoram ke\u2026,\u201d the formation of expanded thank-you statements is illustrated. The logic of constructing a near-future expression such as \u201cwe will meet again\u201d is explained.<\/p>\n

                                \n
                              1. Introduction to the New Story and Listening Strategies<\/strong><\/li>\n<\/ol>\n

                                The student is instructed to practice multi-stage reading\/listening by first listening to the story, then listening while reading, and finally attempting to understand it independently. Story-opening formulas such as \u201cRuzi ruzegari\u201d are introduced.<\/p>\n

                                  \n
                                1. Detailed Examination of the Vocabulary Section<\/strong><\/li>\n<\/ol>\n

                                  Words such as \u201cmorg,\u201d \u201cmezra\u2018e,\u201d \u201czendegi kerd,\u201d and \u201cbehatere\u201d are explained within context. Particular emphasis is placed on the structure \u201cdar h\u00e2le \u2026 budan,\u201d which denotes simultaneity and ongoing action.<\/p>\n

                                    \n
                                  1. Analysis of the Storyline and Logical Flow<\/strong><\/li>\n<\/ol>\n

                                    The narrative progression\u2014how the fox sees the bird, the bird\u2019s actions, and the advancement of events\u2014is examined step by step. The third temporal function of \u201cke\u201d (simultaneity) is clarified through examples.<\/p>\n

                                      \n
                                    1. Detailed Deconstruction of Verb Forms and Narrative Structures<\/strong><\/li>\n<\/ol>\n

                                      Structures such as \u201crahoftad,\u201d \u201cfori,\u201d \u201cdobare,\u201d \u201cbaz,\u201d \u201cser r\u00e2he kesi,\u201d and \u201cvanemud kerd\u201d are explained with their nuances. The student is guided to identify inverted sentence structures within the text.<\/p>\n

                                        \n
                                      1. Providing Necessary Background for the Continuation of the Story<\/strong><\/li>\n<\/ol>\n

                                        The roles of the characters (the fox, the pigeon, and Red Feather) are described, preparing the student for the detailed analysis planned for the next lesson.<\/p>\n

                                          \n
                                        1. Assignment and Independent Text Analysis<\/strong><\/li>\n<\/ol>\n

                                          The student is asked to determine the function of the suffix in \u201cpay-e shekeste.\u201d They are encouraged to analyze the text independently and submit their work so that potential mistakes can be corrected.<\/p>\n

                                          Conclusion<\/strong><\/p>\n

                                          This lesson completes the previous text while clarifying the operation of descriptive expressions as well as temporal and connective structures within context. The transition to a new narrative enables the student to practice multi-stage reading and listening, and the vocabulary and grammatical structures within the text are examined in detail, forming the foundation for the next lesson.<\/p>\n

                                           <\/p>\n","protected":false},"excerpt":{"rendered":"

                                          AL\u0130 SERAJ AZAR\u0130, FARS\u00c7A DERSLER\u0130 96. SEM\u0130NER \u00d6ZET\u0130 Dersin Amac\u0131 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-7989","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7989","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/comments?post=7989"}],"version-history":[{"count":1,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7989\/revisions"}],"predecessor-version":[{"id":7990,"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/pages\/7989\/revisions\/7990"}],"wp:attachment":[{"href":"https:\/\/klasikdusunceokulu.com\/index.php\/wp-json\/wp\/v2\/media?parent=7989"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}