用你的语言查看此页面
English فارسی العربية Deutsch Español Français 日本語 한국어 Português हिन्दी
A1 verb #2,200 最常用 12分钟阅读

فراموش کردن

faramoosh kardan
开始练习 例句 笔记与提示 فراموش کردن 30秒了解
解析 فراموش کردن in your Level:
At the A1 level, the primary goal is basic communication and survival vocabulary. 'فراموش کردن' (faramush kardan) is introduced early because forgetting is a universal human experience and a frequent necessity in beginner dialogues. Learners at this stage are taught to recognize and produce the verb in its most fundamental forms: the simple past (I forgot - faramush kardam) and the negative past (I didn't forget - faramush nakardam). The focus is on rote memorization of the compound structure, understanding that 'faramush' stays the same while 'kardan' changes to match the pronoun. A1 learners use this verb to excuse themselves for missing homework, forgetting a new vocabulary word, or failing to bring a required item to class. The grammatical complexity is kept to a minimum; learners are not expected to use subjunctive complements yet. Instead, they pair the verb with simple direct objects, such as 'I forgot the book' (ketab ra faramush kardam) or 'I forgot the name' (esm ra faramush kardam). The introduction of the direct object marker 'ra' alongside this verb provides a practical, repetitive context for mastering basic Persian syntax. Teachers emphasize the pronunciation, particularly ensuring that the stress falls correctly on the final syllable of 'faramush' in affirmative sentences. By mastering this single verb at the A1 level, students gain a powerful tool for managing expectations, apologizing politely, and navigating the inevitable memory lapses that accompany the early stages of language acquisition. It is a stepping stone to understanding the broader, highly productive category of compound verbs that dominate the Persian verbal system.
As learners progress to the A2 level, their interaction with 'فراموش کردن' becomes more sophisticated, moving beyond simple apologies to expressing ongoing states and future intentions. At this stage, the present simple and present continuous tenses are introduced. Learners practice saying 'I always forget' (hamishe faramush mikonam) or 'I am forgetting' (daram faramush mikonam). This expands their ability to describe their habits and mental states. A critical grammatical leap at the A2 level is the introduction of the subjunctive mood for secondary actions. Learners are taught how to construct sentences like 'I forgot to call you' (faramush kardam be to zang bezanam). This requires them to hold the past tense of the main verb while simultaneously conjugating the secondary verb in the present subjunctive, a challenging but essential skill for conversational fluency. Furthermore, A2 learners begin to encounter common colloquial alternatives, particularly the highly frequent phrase 'yadam raft' (it slipped my mind / my memory went). Understanding the structural difference between the active 'faramush kardam' and the possessive/intransitive 'yadam raft' helps learners sound more natural and less textbook-bound. They also start using the imperative form, 'faramush kon' (forget it), to comfort friends or dismiss trivial issues in role-play scenarios. The vocabulary surrounding the verb expands to include adverbs of frequency and time, allowing for more detailed narratives about what was forgotten, when, and how often. This level solidifies the verb as a dynamic, multi-tense tool rather than just a static phrase for apologies.
免费注册阅读完整解释
At the B1 (Intermediate) level, learners are expected to handle a wider range of communicative tasks, and their use of 'فراموش کردن' reflects this growing independence. They begin to use the verb in more complex narrative structures, particularly utilizing the past perfect tense to describe events that happened before other events in the past. For example, 'By the time I arrived, I had forgotten my wallet' (ta residam, kifam ra faramush karde budam). This demonstrates a firmer grasp of temporal relationships in Persian. B1 learners also start to explore the passive voice, 'faramush shodan' (to be forgotten). This is crucial for discussing abstract concepts, historical events, or cultural traditions that are fading away, such as 'Old traditions are being forgotten' (rosum-e ghadimi darand faramush mishavand). The ability to switch between active and passive voices with the same root word significantly enhances their expressive range. Furthermore, B1 students are introduced to a broader spectrum of synonyms and related expressions, such as 'az yad bordan' and 'ja gozashtan', and are taught to distinguish the subtle contextual differences between them. They learn that 'ja gozashtan' is specifically for leaving physical objects behind, preventing the slightly awkward use of 'faramush kardan' in those specific scenarios. In terms of listening comprehension, B1 learners are exposed to authentic audio materials—like podcasts or simple news broadcasts—where the verb is spoken at natural speed, often with colloquial contractions. They practice identifying the verb even when the 'd' in 'kardan' is softened or dropped, ensuring their listening skills keep pace with their grammatical knowledge.
免费注册阅读完整解释
Reaching the B2 (Upper Intermediate) level signifies a transition towards fluency and nuance. At this stage, the use of 'فراموش کردن' is expected to be largely error-free in standard tenses, allowing the focus to shift to pragmatic competence and stylistic variation. B2 learners delve into conditional sentences, expressing hypothetical situations such as 'If I hadn't forgotten my keys, we wouldn't be locked out' (agar kelidham ra faramush nakarde budam, posht-e dar nemimandim). This requires a solid command of the past perfect subjunctive. They also explore the metaphorical and emotional depths of the verb, using it to discuss psychological states, trauma, or deliberate acts of ignoring. They might debate topics like whether society is forgetting its history, using advanced vocabulary in conjunction with the verb. The formal synonym 'az khater bordan' is actively practiced in writing assignments, such as formal emails or essays, demonstrating an awareness of register and tone. B2 learners are also expected to understand and use idiomatic expressions related to memory and forgetting. They analyze authentic texts, such as contemporary short stories or opinion pieces, identifying how authors use the concept of forgetting to drive narrative or develop characters. The focus is on producing language that is not only grammatically correct but also culturally appropriate and stylistically varied. They learn to use emphatic structures, placing stress on different parts of the sentence to convey surprise, frustration, or absolute certainty regarding a forgotten item or event, mirroring the prosody of native speakers.
免费注册阅读完整解释
At the C1 (Advanced) level, learners possess a near-native command of the language, and their use of 'فراموش کردن' is characterized by precision, elegance, and a deep understanding of literary and cultural contexts. They navigate complex, multi-clause sentences with ease, seamlessly integrating the verb into sophisticated arguments and abstract discussions. C1 learners are comfortable reading classical and modern Persian poetry, where the concept of 'faramushi' (forgetfulness/oblivion) is a recurring motif. They can analyze how poets like Hafez or Rumi use the root word to explore spiritual states or the agony of separation. In spoken discourse, they effortlessly employ a wide range of synonyms, choosing the exact word that fits the micro-context—whether it's the formal 'az khater bordan' in an academic presentation or the highly colloquial 'yadam raft' in a rapid-fire debate with friends. They are acutely aware of the sociolinguistic implications of their word choices. Furthermore, C1 learners can manipulate the syntax for rhetorical effect, perhaps fronting the object for emphasis before delivering the verb. They understand the subtle differences between deliberate forgetting (ignoring) and accidental forgetting, and can articulate these nuances clearly. Their writing demonstrates a mastery of cohesion and coherence, using the verb and its derivatives to link ideas across paragraphs. At this level, the verb is no longer a vocabulary item to be learned, but a fully integrated tool for high-level intellectual and emotional expression, indistinguishable from the usage of an educated native speaker.
免费注册阅读完整解释
The C2 (Mastery) level represents the pinnacle of language proficiency, where the learner's understanding and application of 'فراموش کردن' rival that of a highly articulate native speaker, perhaps even surpassing average native usage in terms of literary and academic breadth. At this stage, the learner can deconstruct the etymology of the word, understanding its historical roots and how its usage has evolved over centuries of Persian literature. They can engage in profound philosophical or psychological discourse regarding the nature of memory, utilizing the verb and its noun forms (like 'faramushi' - amnesia/oblivion) in highly specialized contexts, such as medical, legal, or literary translations. C2 users can effortlessly play with the language, creating puns, understanding obscure cultural references related to forgetting, and employing the verb in highly stylized or poetic original compositions. They are sensitive to the absolute finest shades of meaning, recognizing when a politician uses the passive 'faramush shode ast' to evade responsibility, versus the active form. They can flawlessly navigate the most complex grammatical structures, including archaic or highly formal subjunctive forms found only in classical texts, and can translate these concepts accurately into their native language without losing the cultural flavor. Their speech and writing exhibit complete spontaneity, flexibility, and a masterful command of register, allowing them to discuss the concept of forgetting with a street vendor or a university professor with equal ease, appropriateness, and linguistic flair.
免费注册阅读完整解释
开始练习 例句 笔记与提示

فراموش کردن 30秒了解

  • Compound verb: فراموش (faramush) + کردن (kardan).
  • Used for forgetting facts, objects, or actions.
  • Only the 'kardan' part is conjugated for tense/person.
  • Takes the subjunctive mood for 'forgetting to do' something.
The Persian compound verb فراموش کردن (faramush kardan) is an essential lexical item in the Persian language, universally used to express the concept of forgetting, failing to remember, or inadvertently neglecting a thought, action, or memory. Understanding this verb requires a deep dive into its morphological structure, syntactic behavior, and pragmatic applications in daily discourse. Morphologically, it is composed of the non-verbal element فراموش (faramush), meaning 'forgotten' or 'oblivious', and the light verb کردن (kardan), meaning 'to do' or 'to make'. Together, they form a transitive compound verb that seamlessly integrates into various grammatical tenses and moods. When learners first encounter this word, they must grasp that the non-verbal part remains static, while the light verb carries all the inflectional weight for tense, person, and number.
Morphological Breakdown
The word is split into a static noun/adjective base and a highly flexible auxiliary verb that dictates the grammatical reality of the sentence.

Sentence من کلیدم را فراموش کردم (I forgot my key).

In everyday communication, this verb is indispensable. Whether you are apologizing for missing an appointment, explaining why you don't have your homework, or describing a memory that has faded over time, this is the primary verb you will employ.
Syntactic Placement
In a standard SOV (Subject-Object-Verb) Persian sentence, the compound verb sits firmly at the end, anchoring the clause.

Sentence او نام مرا فراموش کرد (He forgot my name).

The psychological aspect of forgetting is also captured beautifully by this verb. It does not merely imply a temporary lapse in memory but can also denote a deliberate act of putting something out of one's mind, much like 'moving on' or 'letting go' in English.

Sentence گذشته را فراموش کن (Forget the past).

Furthermore, the verb can take infinitive complements, allowing speakers to say they forgot *to do* something. This is achieved by using the subjunctive mood for the second verb.
Infinitive Complements
When expressing forgetting to perform an action, the structure is: faramush kardan + ke (optional) + subjunctive verb.

Sentence فراموش کردم به او زنگ بزنم (I forgot to call him).

The versatility of this verb extends to passive constructions as well, though they are less common in casual speech. The passive form, فراموش شدن (faramush shodan), shifts the focus from the person who forgot to the entity that was forgotten.

Sentence آن خاطره فراموش شد (That memory was forgotten).

Mastering this verb is a crucial milestone for any A1 learner, as it opens the door to expressing a wide range of human experiences related to memory, time, and responsibility. The repetition of practicing its conjugation across the past, present, and future tenses will solidify the learner's grasp of Persian compound verb mechanics, which is arguably the most critical grammatical paradigm in the language. By consistently applying this verb in various contexts, learners will build a robust foundation for more advanced vocabulary acquisition.
Using فراموش کردن correctly involves mastering the mechanics of Persian compound verbs, which form the vast majority of verbs in the modern language. The verb is highly adaptable and can be conjugated across all standard Persian tenses. In the simple past tense, which is arguably the most common context for this verb since forgetting is usually reported after the fact, the conjugation follows the standard pattern for 'kardan'. For the first person singular, it becomes فراموش کردم (faramush kardam).
Present Stem
The present stem of kardan is 'kon', which is used to form the present simple, present continuous, and subjunctive moods.

Sentence من هرگز تو را فراموش نمی‌کنم (I will never forget you).

When constructing negative sentences, the negative prefix 'na-' or 'ne-' is attached directly to the light verb, not the non-verbal element. This is a common stumbling block for beginners. Therefore, 'I did not forget' is فراموش نکردم (faramush nakardam).
Subjunctive Mood
The subjunctive is formed using the prefix 'be-' attached to the present stem, resulting in 'bekonam', though with compound verbs, the 'be-' is often dropped.

Sentence سعی کن این اشتباه را فراموش کنی (Try to forget this mistake).

In colloquial Persian, the pronunciation of the present tense forms often undergoes slight contractions. For instance, فراموش می‌کنم (faramush mikonam) might be pronounced rapidly, but the distinct syllables usually remain intelligible.

Sentence دارم همه چیز را فراموش می‌کنم (I am forgetting everything).

Another critical usage pattern involves the imperative mood. Telling someone to forget something is a common conversational trope. The imperative form is فراموش کن (faramush kon) for singular/informal and فراموش کنید (faramush konid) for plural/formal.
Imperative Usage
The imperative is frequently used in comforting contexts, advising someone to let go of a bad experience or a minor grievance.

Sentence آن اتفاق بد را فراموش کن (Forget that bad incident).

Furthermore, the verb can be used in the past perfect tense to indicate something that had been forgotten before another action took place. This is formed using the past participle of kardan (karde) plus the past tense of the verb 'to be' (budam, budi, etc.).

Sentence من کاملاً فراموش کرده بودم (I had completely forgotten).

Understanding these conjugational nuances is vital. The separation of the compound verb by other sentence elements, such as emphatic particles or the direct object marker, is generally avoided in modern standard Persian, keeping the two parts tightly bound at the end of the clause. This structural integrity ensures clarity and maintains the rhythmic flow of the language, making it easier for listeners to parse the speaker's intent.
The verb فراموش کردن is ubiquitous in the Persian-speaking world, echoing through the bustling bazaars of Tehran, the quiet teahouses of Isfahan, and the vibrant diaspora communities across the globe. You will encounter this word in virtually every domain of daily life, from casual family conversations to formal academic lectures. In interpersonal relationships, it is frequently used in apologies. When someone misses a social gathering or fails to bring a promised item, the immediate response is often an apologetic 'Bebakhshid, faramush kardam' (Sorry, I forgot).
Everyday Apologies
It serves as the standard, polite excuse for minor memory lapses in social and professional settings.

Sentence ببخشید، قرارمان را فراموش کردم (Sorry, I forgot our appointment).

Beyond apologies, it is a staple in Persian literature, poetry, and music. Classical and contemporary poets alike use the concept of forgetting to explore themes of lost love, the passage of time, and the ephemeral nature of human existence.
Musical Contexts
Pop songs frequently feature lyrics about trying to forget a past lover or begging not to be forgotten.

Sentence مرا فراموش نکن (Do not forget me).

In educational environments, teachers use it to remind students of their responsibilities, often phrasing it as a negative imperative: 'Faramush nakonid ke...' (Do not forget that...).

Sentence فراموش نکنید تکالیف خود را بیاورید (Do not forget to bring your homework).

In the workplace, it is used to track tasks and manage workflows. Colleagues might ask, 'Did you forget to send that email?' using this exact verb.
Professional Settings
It is used neutrally to discuss overlooked tasks without necessarily assigning harsh blame, depending on the tone.

Sentence آیا فراموش کردی ایمیل را بفرستی؟ (Did you forget to send the email?).

Furthermore, in the context of trauma or national history, the verb takes on a heavier, more profound weight. Discussions about historical events often revolve around the moral imperative not to forget, encapsulated in phrases like 'We will never forget'.

Sentence ما هرگز فداکاری‌های آنها را فراموش نخواهیم کرد (We will never forget their sacrifices).

This wide spectrum of usage—from the mundane to the profound—demonstrates the verb's incredible flexibility and its central role in the emotional and practical vocabulary of Persian speakers. Immersing oneself in Persian media, whether through podcasts, news broadcasts, or television series, will inevitably expose the learner to countless natural instances of this verb in action.
While فراموش کردن is a foundational verb, learners frequently stumble over its syntactic and morphological nuances. One of the most prevalent errors involves the misplacement of the direct object marker 'را' (ra). Because 'faramush' is a noun/adjective that forms a tight unit with 'kardan', learners sometimes mistakenly place 'ra' after the entire compound verb, saying 'faramush kardam ra', which is entirely ungrammatical. The correct placement is immediately after the specific object being forgotten, before the compound verb begins.
Object Marker Error
Incorrectly attaching 'ra' to the verb instead of the noun object.

Sentence کتاب را فراموش کردم (I forgot the book - Correct).

Another common mistake is attempting to conjugate the non-verbal part of the compound. Learners might try to pluralize 'faramush' or attach personal endings to it, not realizing that 'faramush' remains completely immutable. All grammatical changes must occur exclusively on the light verb 'kardan'.
Conjugation Locus
Failing to recognize that 'kardan' carries 100% of the inflectional morphology.

Sentence آنها آدرس را فراموش کردند (They forgot the address).

Furthermore, English speakers often struggle with the construction 'I forgot to [verb]'. In English, this is an infinitive construction. In Persian, it requires a subordinate clause using the subjunctive mood. A learner might literally translate 'I forgot to go' as 'faramush kardam raftan', using the Persian infinitive. While understandable, this sounds highly unnatural. The correct, idiomatic phrasing uses the subjunctive: 'faramush kardam (ke) beravam' (I forgot that I go).

Sentence فراموش کردم بخرم (I forgot to buy [it]).

Additionally, learners sometimes confuse the active فراموش کردن (to forget) with the passive فراموش شدن (to be forgotten). Using the active form when the passive is required leads to confusing sentences where the object appears to be doing the forgetting.
Active vs. Passive
Mixing up 'kardan' (active) and 'shodan' (passive) alters the fundamental meaning of the sentence.

Sentence این رسم فراموش شده است (This custom has been forgotten).

Finally, pronunciation errors can occur, particularly with the stress pattern. In the affirmative past tense, the stress is on the last syllable of 'faramush'. In the negative, the stress violently shifts to the negative prefix 'na-' on the verb. Failing to make this stress shift can make the negative form sound like a hesitant affirmative to a native speaker's ear.

Sentence من فراموش نَکردم (I did NOT forget - Note the stress on 'na').

By actively monitoring these specific areas—object marker placement, correct conjugation locus, subjunctive usage for secondary actions, active/passive distinction, and stress patterns—learners can quickly eliminate the most glaring errors and use this essential verb with native-like fluency.
While فراموش کردن is the standard and most direct way to say 'to forget' in Persian, the language boasts a rich tapestry of synonyms and related expressions that offer varying degrees of formality, poetic resonance, and nuanced meaning. One highly common synonymous phrase is از یاد بردن (az yad bordan), which literally translates to 'to take from memory'. This phrase is frequently used interchangeably with faramush kardan in both spoken and written Persian, though it carries a slightly more descriptive, almost visual quality of a memory being physically removed.
Az Yad Bordan
A very common alternative that uses the word 'yad' (memory) and the verb 'bordan' (to take/carry).

Sentence من اسم او را از یاد بردم (I forgot his name / I took his name from memory).

Another closely related expression is از خاطر بردن (az khater bordan). 'Khater' is a more formal, slightly poetic word for mind or memory, derived from Arabic. This phrase is typically reserved for more formal writing, literature, or highly polite speech. It elevates the register of the sentence significantly.
Az Khater Bordan
A formal, elevated synonym suitable for literature and polite discourse.

Sentence لطف شما را هرگز از خاطر نمی‌برم (I will never forget your kindness).

For situations where forgetting implies a sense of neglect or failing to pay attention, the verb غفلت کردن (gheflat kardan) might be appropriate. While it strictly means 'to neglect' or 'to be oblivious', it overlaps with forgetting in contexts where a duty or responsibility slipped one's mind due to carelessness.

Sentence او از وظایفش غفلت کرد (He neglected/forgot his duties).

In colloquial speech, when someone forgets to bring an object and leaves it behind, they often use the verb جا گذاشتن (ja gozashtan), which literally means 'to leave in a place'. If you forgot your umbrella at a restaurant, you wouldn't typically say you 'faramush kardi' the umbrella (though understandable); you would say you 'ja gozashti' it.
Ja Gozashtan
Specifically used for forgetting physical objects by leaving them somewhere.

Sentence کیفم را در ماشین جا گذاشتم (I forgot/left my bag in the car).

Finally, the phrase یادم رفت (yadam raft), meaning 'it went from my memory', is arguably the most common colloquial way to express a sudden realization of having forgotten something. It functions differently grammatically, as 'yad' (memory) is the subject and 'raft' (went) is the verb, with a possessive enclitic attached to 'yad'.

Sentence وای، یادم رفت! (Oh no, I forgot!).

Understanding these nuances allows learners to choose the exact right word for the context, moving beyond a basic A1 translation and stepping into the rich, expressive world of native-level Persian communication.

How Formal Is It?

难度评级

需要掌握的语法

Persian Compound Verbs

The Direct Object Marker (Ra)

The Subjunctive Mood in Persian

Negative Verb Formation

Active vs. Passive Voice

免费注册阅读完整解释

按水平分级的例句

1

من کتابم را فراموش کردم.

I forgot my book.

Simple past tense, first person singular.

2

تو اسم من را فراموش کردی.

You forgot my name.

Simple past tense, second person singular.

3

او پول را فراموش کرد.

He/She forgot the money.

Simple past tense, third person singular.

4

ما آدرس را فراموش کردیم.

We forgot the address.

Simple past tense, first person plural.

5

شما کلید را فراموش کردید.

You (plural/formal) forgot the key.

Simple past tense, second person plural/formal.

6

آنها کیف را فراموش کردند.

They forgot the bag.

Simple past tense, third person plural.

7

من فراموش نکردم.

I did not forget.

Negative simple past, first person singular.

8

لطفاً فراموش نکن.

Please do not forget.

Negative imperative, singular.

1

من همیشه رمز عبورم را فراموش می‌کنم.

I always forget my password.

Present simple tense indicating a habit.

2

فراموش کردم به مادرم زنگ بزنم.

I forgot to call my mother.

Past tense main verb + present subjunctive secondary verb.

3

دارم همه چیز را فراموش می‌کنم.

I am forgetting everything.

Present continuous tense using 'dashtan'.

4

سعی کن آن روز بد را فراموش کنی.

Try to forget that bad day.

Imperative + present subjunctive.

5

آیا فراموش کردی که امروز امتحان داریم؟

Did you forget that we have an exam today?

Interrogative simple past with a 'ke' (that) clause.

6

من هرگز این سفر را فراموش نمی‌کنم.

I will never forget this trip.

Negative present simple used for future certainty.

7

او قولش را فراموش کرده است.

He has forgotten his promise.

Present perfect tense.

8

زود فراموش کن و بخند.

Forget quickly and smile.

Compound imperative sentence.

1

وقتی رسیدم، فهمیدم که بلیط‌ها را فراموش کرده‌ام.

When I arrived, I realized that I had forgotten the tickets.

Past perfect tense in a complex sentence.

2

این رسم قدیمی دارد فراموش می‌شود.

This old custom is being forgotten.

Present continuous passive voice.

3

نباید فراموش کنیم که از کجا آمده‌ایم.

We must not forget where we came from.

Modal verb (nabayad) + present subjunctive.

4

او آنقدر عصبانی بود که همه چیز را فراموش کرد.

He was so angry that he forgot everything.

Result clause with 'anghadr... ke'.

5

بهتر است گذشته را فراموش کنی و به آینده فکر کنی.

It is better that you forget the past and think about the future.

Impersonal construction 'behtar ast' + subjunctive.

6

من کاملاً فراموش کردم که به شما خبر بدهم.

I completely forgot to inform you.

Adverb 'kamelan' modifying the verb + subjunctive clause.

7

خاطرات کودکی‌ام کم‌کم دارند فراموش می‌شوند.

My childhood memories are gradually being forgotten.

Adverb 'kam-kam' with continuous passive.

8

اگر یادداشت نمی‌کردم، حتماً فراموش می‌کردم.

If I hadn't taken notes, I definitely would have forgotten.

Past conditional sentence (Type 3 equivalent).

1

با گذشت زمان، درد آن حادثه فراموش خواهد شد.

With the passage of time, the pain of that incident will be forgotten.

Future passive tense.

2

محال است که فداکاری‌های او را فراموش کنم.

It is impossible that I forget his sacrifices.

Impersonal phrase 'mahal ast' + subjunctive.

3

او تظاهر کرد که همه چیز را فراموش کرده است.

He pretended that he had forgotten everything.

Verb 'tazahor kardan' followed by present perfect in a 'ke' clause.

4

فراموش کردن کسی که دوستش داری، کار آسانی نیست.

Forgetting someone you love is not an easy task.

Infinitive phrase acting as the subject of the sentence.

5

مبادا فراموش کنی که چه قولی به من دادی.

Lest you forget what promise you made to me.

Use of the cautionary conjunction 'mabada' + subjunctive.

6

آنها چنان درگیر کار شدند که گذر زمان را فراموش کردند.

They became so engrossed in work that they forgot the passage of time.

Intensifier 'chenan' + result clause.

7

بدون شک، این اشتباه به زودی فراموش می‌شود.

Without a doubt, this mistake will soon be forgotten.

Adverbial phrase 'bedun-e shak' with present passive for future meaning.

8

کاش می‌توانستم آن روز شوم را برای همیشه فراموش کنم.

I wish I could forget that ominous day forever.

Optative construction with 'kash' + past continuous/conditional.

1

در هیاهوی زندگی شهری، ارزش‌های سنتی به ورطه فراموشی سپرده می‌شوند.

In the clamor of urban life, traditional values are being consigned to the abyss of oblivion.

Advanced passive construction using 'be varte-ye faramushi seporde shodan'.

2

او با مهارت خاصی توانست اشتباهات گذشته‌اش را در اذهان عمومی به فراموشی بسپارد.

With particular skill, he managed to consign his past mistakes to oblivion in the public mind.

Causative/transitive advanced phrasing 'be faramushi sepordan'.

3

حافظه تاریخی یک ملت نباید به این سادگی فراموش شود.

The historical memory of a nation must not be forgotten so easily.

Abstract noun phrase subject with passive modal verb.

4

گویی تمام مصائب گذشته را به یکباره فراموش کرده بود.

It was as if he had suddenly forgotten all the past calamities.

Use of 'gouyi' (as if) with past perfect tense.

5

فراموشی، گاهی تنها راهزنی است که مرهمی بر زخم‌های کهنه می‌گذارد.

Forgetfulness is sometimes the only highwayman that places a salve on old wounds.

Personification of the noun form 'faramushi'.

6

علی‌رغم تلاش‌هایش برای جبران، خیانت او هرگز فراموش نخواهد شد.

Despite his efforts to make amends, his betrayal will never be forgotten.

Concessive clause 'ali-raghm-e' with future passive.

7

این مسئله آنقدر بدیهی است که نیازی به یادآوری ندارد و بعید است فراموش شود.

This issue is so self-evident that it needs no reminding and is unlikely to be forgotten.

Complex compound sentence with multiple clauses and abstract concepts.

8

وی در سخنرانی خود تأکید کرد که نباید آرمان‌های اولیه انقلاب را فراموش کنیم.

In his speech, he emphasized that we must not forget the initial ideals of the revolution.

Reported speech with a formal modal subjunctive.

1

فارغ از هیاهوی زمانه، او در خلوت خویش، نامرادی‌های دهر را به دست فراموشی سپرد.

Free from the clamor of the times, in his own solitude, he consigned the misfortunes of the world to oblivion.

Highly literary vocabulary (farigh, namoradi, dahr) with the poetic 'be dast-e faramushi sepord'.

2

بیم آن می‌رود که در سایه تحولات شگرف تکنولوژیک، اصالت هنر انسانی به کلی فراموش گردد.

It is feared that in the shadow of profound technological transformations, the authenticity of human art will be entirely forgotten.

Formal passive subjunctive 'faramush gardad' and the structure 'bim an miravad ke'.

3

نویسنده با ظرافتی بی‌نظیر، مرز باریک میان بخشش و فراموش کردن را در رمان خود به تصویر کشیده است.

With unparalleled elegance, the author has depicted the fine line between forgiving and forgetting in his novel.

Using the infinitive as a conceptual noun in a complex analytical sentence.

4

هیچ‌گاه نباید اجازه داد که غبار نسیان و فراموشی بر چهره مفاخر ملی بنشیند.

One must never allow the dust of oblivion and forgetfulness to settle upon the faces of national luminaries.

Poetic pairing of synonyms (nesyan va faramushi) and metaphorical imagery.

5

استراتژی بقای او در آن محیط پرتنش، فراموشی ارادی و نادیده انگاشتن تعمدی ناملایمات بود.

His survival strategy in that tense environment was voluntary amnesia and the deliberate ignoring of adversities.

Advanced nominalization 'faramushi-ye eradi'.

6

چنان در بحر تفکر غوطه‌ور بود که گویی هستی خویش را نیز فراموش کرده است.

He was so immersed in the ocean of thought that it was as if he had forgotten his very existence.

Classical literary metaphor 'bahr-e tafakkor' with past perfect in a hypothetical clause.

7

این واقعه تلخ، نقطه‌ای عطف در تاریخ معاصر است که به هیچ روی قابل فراموشی نیست.

This bitter event is a turning point in contemporary history that is by no means forgettable.

Use of the adjective form 'ghabel-e faramushi' with absolute negation 'be hich ruy'.

8

وی با استناد به متون کهن، استدلال کرد که مفهوم فراموشی در عرفان شرقی با غفلت تفاوت بنیادین دارد.

Citing ancient texts, he argued that the concept of forgetfulness in Eastern mysticism differs fundamentally from negligence.

Academic discourse structure comparing abstract philosophical concepts.

常见搭配

کاملاً فراموش کردن
هرگز فراموش نکردن
زود فراموش کردن
به کلی فراموش کردن
سعی در فراموش کردن
غیر قابل فراموش کردن
فراموش کردن گذشته
فراموش کردن خاطرات
فراموش کردن قول
فراموش کردن وظیفه

常用短语

فراموشش کن
ببخشید فراموش کردم
مرا فراموش نکن
دارم فراموش می‌کنم
فراموش نکن که
کلاً فراموش کردم
پاک فراموش کردم
نباید فراموش کنیم
محال است فراموش کنم
خدا فراموش نمی‌کند

容易混淆的词

فراموش کردن vs یاد گرفتن (yad gereftan - to learn)

فراموش کردن vs به یاد آوردن (be yad avordan - to remember)

فراموش کردن vs بخشیدن (bakhshidan - to forgive)

习语与表达

"به دست فراموشی سپردن"
"به ورطه فراموشی افتادن"
"گرد فراموشی گرفتن"
"از دل برود هر آنکه از دیده برفت (related concept)"
"فراموشی گرفتن"
"به طاق نسیان کوبیدن"
"در بوته فراموشی گذاشتن"
"یادش به خیر (antonym idiom)"
"از یادها رفتن"
"فراموشخانه ذهن"

容易混淆

فراموش کردن vs

فراموش کردن vs

فراموش کردن vs

فراموش کردن vs

فراموش کردن vs

句型

免费注册查看所有例句

如何使用

formality

Neutral. Suitable for all situations, from speaking to a child to addressing a president.

semantic nuance

Can mean both an accidental memory lapse and a deliberate choice to ignore or move past something.

regional variations

Universally understood in Iran, Afghanistan (Dari), and Tajikistan (Tajik, written as фаромӯш кардан).

常见错误
  • Placing the object marker 'ra' after the compound verb instead of after the noun object.
  • Attempting to conjugate the non-verbal element 'faramush' instead of the light verb 'kardan'.
  • Using an infinitive verb instead of the subjunctive mood when saying 'forgot to do' something.
  • Failing to shift the vocal stress to the negative prefix 'na-' in negative sentences.
  • Confusing the active 'faramush kardan' (to forget) with the passive 'faramush shodan' (to be forgotten).

小贴士

The Static Base

Never try to add plural markers or verb endings to the word 'faramush'. It is a static block. All the grammatical magic happens on the 'kardan' part. This rule will save you from countless errors.

Stress the Negative

When saying you didn't forget, hit the 'na' in 'nakardam' hard. Persian relies heavily on stress to convey negation. If you say 'faramush nakardam' with a flat tone, it might be misunderstood.

Subjunctive for Actions

Burn this structure into your memory: faramush kardam + subjunctive verb. If you want to say 'I forgot to eat', it must be 'faramush kardam bokhoram'. Never use the infinitive 'khordan'.

Colloquial Alternative

To sound instantly more native in casual conversations, swap 'faramush kardam' with 'yadam raft'. It's the Persian equivalent of saying 'it slipped my mind' and is used constantly in daily life.

Placement of 'Ra'

The 'ra' particle is a magnet for the direct object. Keep it glued to the noun you forgot. 'Mashin ra faramush kardam' (I forgot the car). Never 'Mashin faramush ra kardam'.

Emotional Weight

The verb isn't just for lost keys. It's heavily used in emotional contexts, like 'forgetting the past' (gozashte ra faramush kardan). Don't be afraid to use it in deep, philosophical conversations.

The Dropped 'D'

In fast, spoken Tehrani Persian, 'faramush kardam' often loses its crisp 'd' sound. It might sound closer to 'faramush karam'. Train your ear to recognize this common phonetic reduction.

Spelling Check

Ensure you use the correct letter 'ش' (shin) at the end of 'faramush'. Using 'س' (sin) is a common typo for beginners and changes the word completely. Visualizing the three dots can help.

Advanced Phrasing

Once you master the basic verb, try using 'be dast-e faramushi sepordan' (to consign to the hands of oblivion) in your writing. It will immediately impress any native Persian reader.

Link with Antonyms

Learn 'faramush kardan' alongside its opposite, 'be yad avordan' (to remember). Practicing them in contrasting sentences (I forgot X, but I remembered Y) will solidify both in your brain.

记住它

记忆技巧

Imagine a 'Pharaoh' (fara) who 'mushed' (mush) his brain and now he 'forgets' everything he has 'done' (kardan).

词源

Middle Persian (Pahlavi)

文化背景

Hafez and Rumi often use the concept of forgetting the material world to remember the spiritual divine.

When you forget something important, it's polite to add 'sharmandeh' (I am ashamed/embarrassed) before 'faramush kardam'.

Some older Iranians believe that tying a knot in a handkerchief helps prevent forgetting something important.

在生活中练习

真实语境

对话开场白

"آیا تا به حال تاریخ تولد دوستت را فراموش کرده‌ای؟ (Have you ever forgotten your friend's birthday?)"

"چگونه سعی می‌کنی چیزهای مهم را فراموش نکنی؟ (How do you try not to forget important things?)"

"بدترین چیزی که تا به حال فراموش کرده‌ای چه بوده است؟ (What is the worst thing you have ever forgotten?)"

"آیا فراموش کردن گذشته کار خوبی است؟ (Is forgetting the past a good thing?)"

"چه کسی در خانواده شما بیشتر از همه فراموشکار است؟ (Who in your family is the most forgetful?)"

日记主题

Write about a time you forgot something very important and what happened as a result.

Describe a memory from your childhood that you never want to forget.

Make a list of things you frequently forget to do in your daily life.

Do you think society is forgetting its traditions? Write your opinion.

Write a short story about a character who wakes up and has forgotten everything.

常见问题

10 个问题

No, 'faramush' is the non-verbal part of the compound verb and never changes. You only conjugate the auxiliary verb 'kardan'. For example, you say 'faramush kardam' (I forgot) and 'faramush kardi' (you forgot). The word 'faramush' remains exactly the same in all tenses and for all persons. This is a fundamental rule for almost all Persian compound verbs.

In Persian, you do not use an infinitive after 'faramush kardan' like you do in English. Instead, you use a subordinate clause with the subjunctive mood. You literally say 'I forgot that I do [action]'. For example, 'I forgot to go' is 'faramush kardam (ke) beravam'. The 'ke' (that) is optional but often used.

Both mean 'I forgot', but 'yadam raft' is much more colloquial and informal. 'Yadam raft' literally translates to 'it went from my memory'. Grammatically, 'yad' (memory) is the subject, and you attach a possessive pronoun to it (yad-am = my memory). 'Faramush kardam' is the standard, neutral verb used in both writing and speaking.

The direct object marker 'ra' should be placed immediately after the specific noun that is being forgotten, before the compound verb begins. For example, 'I forgot the book' is 'ketab ra faramush kardam'. Do not place 'ra' after 'faramush' or after 'kardan'. Placing it incorrectly makes the sentence sound very unnatural.

To negate the verb, you add the negative prefix 'na-' or 'ne-' to the auxiliary verb 'kardan'. You do not add it to 'faramush'. So, 'I did not forget' is 'faramush nakardam'. In the present tense, 'I do not forget' is 'faramush nemikonam'. Remember to place the vocal stress on the negative prefix.

In modern standard Persian, it is generally best to keep the two parts of the compound verb together at the end of the sentence. While classical poetry or highly stylized writing might occasionally insert words between them, everyday speech and writing keep them tightly bound. Treat them as a single unit for sentence construction.

Yes, you can use it to say you forgot an object, like 'I forgot my keys' (kelidham ra faramush kardam). However, native speakers often use the specific verb 'ja gozashtan' (to leave behind) for physical objects. So, 'kelidham ra ja gozashtam' is slightly more precise if you left them somewhere specific.

To tell someone to forget something, use the imperative form. For a single person in an informal setting, say 'faramush kon'. For multiple people or in a formal setting, say 'faramush konid'. You can also add 'esh' (it) to the end of 'faramush' in spoken Persian: 'faramushesh kon' (forget it).

The passive form is created by replacing the auxiliary verb 'kardan' (to do) with 'shodan' (to become). Therefore, 'to be forgotten' is 'فراموش شدن' (faramush shodan). For example, 'The story was forgotten' translates to 'Dastan faramush shod'. This shifts the focus from the person forgetting to the thing being forgotten.

Yes, 'faramush kardan' is mutually intelligible and commonly used across all three major Persian dialects: Iranian Persian, Afghan Dari, and Tajik. The pronunciation might vary slightly (e.g., Tajik uses the Cyrillic alphabet: фаромӯш кардан), but the grammatical structure and meaning remain identical across the Persian-speaking world.

免费注册查看提示和笔记

自我测试 180 个问题

/ 180 correct

Perfect score!

免费注册开始练习

相关内容

有帮助吗？

评论 (0)

登录后评论
还没有评论。成为第一个分享想法的人！