Day 5 - Import

Today, we are going to read texts, watch videos and talk about another important topic related to the Iranian economy - the import. A very important aspect of this class is going to be the summary of what has been learned during the past week. There would also be an opportunity for the students to ask questions about the previous lessons and the difficulties they might have encountered during the past week. =

  1. Curriculum
  2. Intermediate Persian Syllabus
  3. Week 5 - Economic Persian
  4. Day 5 - Import  

Reading: In this article published on Donya-e Eqtesad’s website,  the tensions between private feed suppliers and state-owned companies in Iran’s livestock industry, particularly in the area of imports are discussed. The students will read the texts sentence by sentence and will try to translate them with the help of the instructor.

Listening: A video report (the original video on YouTube) and expert discussion by BBC Persian on the removal of the ban on iPhone imports to Iran, exploring its economic and social implications. The students will watch the report with their instructor and will attempt to translate it with his help. 

Subject of Conversation: What items does Iran import from abroad? (ایران چه کالاهایی را از خارج به کشور وارد می‌کند؟)

At the end of the class a conversation between the students and their instructor will take place in Persian, during which the topic of imports is going to be discussed. Attention will be paid to the social aspects and consequences of the government policies in relation to this.

Homework: 
- Please carefully read today’s article and study the vocabulary.
- Choose an economic analysis or news article from an English-language media outlet and translate 1–2 paragraphs of it into Persian.

Weekend Presentation: For the weekend activity, students will divide into two or three groups and prepare short presentations around the topic: “Sanctions and Their Impact on Iran’s Economy: Damage or Opportunity?”. Each group will take a different stance - arguing either that sanctions have significantly harmed Iran’s economy or, conversely, that they have fostered internal resilience, innovation, and self-reliance. Groups may also choose to focus on a specific sectors such as trade, manufacturing, or the car industry. After delivering their 10-15 minute presentations, students will respond to questions from their classmates and participate in a follow-up discussion. This assignment will help students synthesize what they have learned during the week, expand their economic and political vocabulary, and improve their ability to present and defend ideas in Persian.