Farsi Class 6 PDF Download – Punjab Board (PCTB)

Farsi Class 6 PDF Download is now available as the elective language subject textbook for 6th-grade students following the Punjab Curriculum and Textbook Board syllabus. This book is part of the official curriculum for Punjab schools, introducing students to Farsi vocabulary, grammar, and sentence structure from the very basics.

For Class 6 students choosing Farsi as an elective, this book builds a strong foundation through simple grammar lessons, everyday vocabulary, and short reading passages. Regular practice with the exercises helps students prepare for class tests and annual exams while developing real reading and translation skills in Farsi.

Book Overview

Class	6
Subject	Farsi
Category	School Books (Elective Language)
Board	PCTB (Punjab Curriculum and Textbook Board)
Language	Farsi (with Urdu translation)
Total Chapters	21
Total Pages	72
Format	PDF (Free Download)

Chapter List

Chapter 1: Introduction – Part One (بخش اول)

This short opening lesson marks the start of Part One of the Farsi Class 6 textbook. It signals the beginning of the structured lesson sequence that builds Farsi vocabulary and grammar step by step. Though brief, it sets the stage for the demonstrative pronouns and basic sentence patterns introduced in the very next lesson.

Important Questions:

• What does bakhsh-e-avval mean? It means Part One, marking the start of the first section of lessons in the book.
• Why is this lesson so short? It works as a section divider before the main grammar lessons begin.
• What comes right after this lesson? Lesson 1 introduces demonstrative pronouns like this and that in Farsi.
• How many main parts does the book have? The book is divided into two main parts, with Part Two starting later in the book.

Chapter 2: Demonstrative Pronouns (اسمای اشاره)

This lesson opens with the Bismillah and introduces the first real grammar lesson: demonstrative pronouns “in” (this) and “aan” (that), along with compound words “in-ja” (here) and “aan-ja” (there). Students practice building simple sentences like “in ketab ast” (this is a book) and “aan qalam ast” (that is a pen), along with basic negative sentences.

Important Questions:

• What does (in) mean in Farsi? It means (this) in English.
• What does (aan) mean in Farsi? It means (that) in English.
• How is here formed in Farsi? By combining in (this) with ja (place) to form in-ja.
• How do you say is not in Farsi? The word nist is used to say something is not.

Chapter 3: Compound Words, Descriptive Sentences and Prepositions (مرکب اضافی و حروف جار)

This extended lesson covers three grammar topics. First, compound possessive constructions like writing table and school bell. Next, descriptive adjective phrases such as good girl and blackboard. Finally, prepositions like dar (in), bar (on), zir (under), and ba (with) are introduced through everyday classroom sentences.

Important Questions:

• What is markab-e-izafi in Farsi grammar? It refers to compound possessive phrases, like writing table or school bell.
• How do you say good girl in Farsi? Dokhtar-e-nik means good girl.
• Name three Farsi prepositions covered in this lesson. Dar (in), bar (on), and zir (under) are three prepositions taught here.
• What preposition means with in Farsi? Ba means with.

Chapter 4: Personal Pronouns, Daily Verbs and Numbers 1 to 10 (ضمیر متصل و اعداد)

This chapter covers attached possessive pronoun suffixes such as am (my), at (your), and ash (his or her), applied to words like kolah-am (my cap). It then introduces common daily-life verbs including eating, drinking, going, and sleeping, plus vocabulary for the five daily prayers and meal times. The chapter closes with numbers one through ten in Farsi script and numerals.

Important Questions:

• What does the suffix am mean when attached to a word? It means my, as in kolah-am, meaning my cap.
• Name the five daily prayers mentioned in this lesson. Fajr, Zuhr, Asr, Maghrib, and Isha are the five daily prayers listed.
• How do you say to eat in Farsi? Khordan means to eat.
• How do you write the number five in Farsi? The number five is written as panj, or 5.

Chapter 5: Ordinal Numbers and Days of the Week (اعداد ترتیبی و روزهای هفته)

Building on earlier numbers, this lesson introduces ordinal numbers from first to tenth and the days of the week, from Saturday to Friday. Students learn that the Farsi week starts differently across countries, noting that Friday is a holiday in Iran while Sunday is a holiday in Pakistan, and practice describing classroom order using ordinal numbers.

Important Questions:

• How do you say first in Farsi? Yekom means first.
• What is the Farsi word for Friday? Jom-eh or Adineh both mean Friday.
• Which day is a holiday in Pakistan according to this lesson? Sunday (yekshanbeh) is described as a holiday in Pakistan.
• How many days are in a Farsi week? Seven days, the same as the English week.

Chapter 6: Numbers 11-20, Seasons, Months and Simple Past Tense (اعداد، فصول و ماضی مطلق)

This chapter teaches numbers eleven through twenty, the four seasons, and the twelve months of the year using their Farsi transliterations. It then introduces the simple past tense with a full conjugation table, applying it to sentences about the creation of Pakistan through the efforts of Quaid-e-Azam Muhammad Ali Jinnah.

Important Questions:

• How do you say twelve in Farsi? Davazdah means twelve.
• Name the four seasons in Farsi. Bahar (spring), tabestan (summer), paeez (autumn), and zemestan (winter).
• What tense is introduced in this lesson? The simple past tense is introduced with its full conjugation table.
• Which historical event is used as an example sentence? The creation of Pakistan through Quaid-e-Azams efforts is used as an example.

Chapter 7: Family Relations and Gender (تذکیر و تانیث و اسمای خویشاوندان)

After practicing simple past tense conjugations for verbs like to come, to say, and to go, this lesson introduces masculine and feminine noun forms alongside a full set of family relation vocabulary. Words for father, mother, brother, sister, and in-law terms are taught through descriptive sentences about family members.

Important Questions:

• How do you say father in Farsi? Pedar means father.
• How do you say sister in Farsi? Khahar means sister.
• What grammar concept does this lesson focus on besides family words? Masculine and feminine grammatical gender (tazkir o tanis).
• Name one in-law relation word taught in this lesson. Baradar-zan means brother-in-law, the wifes brother.

Chapter 8: Singular, Plural and Question Words (مفرد و جمع و کلمات استفهام)

This chapter first teaches how singular nouns become plural in Farsi, such as kaghaz becoming kaghazha. It then introduces interrogative words including why, how, how much, how many, and which, practiced through a detailed passage about travel distances and daily routines.

Important Questions:

• How is the plural of kaghaz (paper) formed? By adding ha to make kaghazha.
• What does chera mean in Farsi? It means why.
• What does cheqadr ask about? It asks how much or how far.
• How do you ask which in Farsi? Kodam means which.

Chapter 9: Past Tenses: Near Past, Past Perfect, Past Continuous and Conditional (ماضی قریب، بعید، استمراری و شرطی)

The longest chapter in the book, spanning thirteen pages, covers five related past tense forms in sequence. It begins with the near past tense through a story about getting ready for school, moves to past perfect with a family dinner table conversation, then past continuous through a farmers daily routine, followed by the subjunctive past using vehicle and airport scenarios, and finally the conditional past illustrated through a zoo visit. The chapter ends with a review passage combining all past tense forms.

Important Questions:

• What story illustrates the near past tense? A story about a brother and sister getting ready for school illustrates the near past tense.
• What real-life scene does the past perfect tense use? A family sitting at the dinner table is used to teach the past perfect tense.
• Who is the main character in the past continuous tense story? Fazloo, a farmer, whose daily routine illustrates the past continuous tense.
• What location is used to teach the conditional past tense? A zoo visit is used to teach the conditional and optative past tense forms.

Chapter 10: Present Tense: We Are Pakistanis (فعل مضارع)

After a review exercise on past tenses, this chapter introduces the present tense through a patriotic passage titled We Are Pakistanis. The text encourages unity among all Pakistanis regardless of religion or language, describing the duty to help the weak and treat one another like family, while ranking identity as Muslim first, then Pakistani, then by province.

Important Questions:

• What tense does this chapter focus on? The present tense (fel-e-mozare).
• What is the title and theme of the reading passage? We Are Pakistanis, a passage about unity and national duty.
• According to the passage, what should Pakistanis do for the weak? They should help and support the weak.
• What order of identity does the passage describe? Muslim first, then Pakistani, then by province such as Punjabi or Sindhi.

Chapter 11: Present Tense Practice and the Start of Part Two (تمرین فعل مضارع)

This short chapter continues present tense practice from the previous lesson, asking students to identify present tense verbs used in the earlier passage. It closes Part One of the book and formally marks the beginning of Part Two, which shifts focus toward religious and moral topics alongside continued grammar practice.

Important Questions:

• What does this chapter ask students to identify? All present tense verbs used in the previous We Are Pakistanis passage.
• What major book section begins after this chapter? Part Two of the textbook begins here.
• Does Part Two continue teaching new grammar tenses? Part Two shifts focus mainly to religious, moral, and patriotic reading passages.
• What was the theme of Part One overall? Part One focused on building core Farsi grammar, from pronouns through all major tenses.

Chapter 12: The One God (خدای یکتا)

Opening Part Two, this short religious passage teaches that God is One and the Creator of the sky, stars, day, night, mountains, trees, water, and wind. It emphasizes that everything visible was created by God, who alone deserves worship, with no partner or equal, forming the foundation for the Islamic studies content that follows in later chapters.

Important Questions:

• What does Khoday-e-Yekta mean? It means the One God.
• What are three things mentioned as created by God in this passage? The sky, stars, and mountains are three things mentioned.
• Why does the passage say only God deserves worship? Because God alone created everything, so only He is worthy of worship.
• Does God have any partner according to this lesson? No, the lesson states clearly that God has no partner or equal.

Chapter 13: The Prophet (پیغمبر صلی الله علیه وسلم)

This chapter explains the concept of prophethood in Islam, describing how God sent prophets to guide humanity, beginning with Hazrat Adam as the first prophet and Muhammad, peace be upon him, as the final prophet. It states that Muslims believe no prophet will come after him and that the Quran, the last holy book, was revealed through him as a complete code of life.

Important Questions:

• Who was the first prophet according to this lesson? Hazrat Adam is named as the first prophet.
• Who was the final prophet? Muhammad, peace be upon him, is described as the final prophet.
• What book was revealed through the final prophet? The Quran, described as a complete and final holy book.
• Do Muslims believe another prophet will come after the final prophet? No, the lesson states Muslims believe no prophet will come after him.

Chapter 14: The Holy Quran and a School Conversation (قرآن و مکالمه مدرسه)

This chapter covers two topics. First, a passage on the Holy Quran explains that the Zabur, Torah, Injeel, and Quran are all sacred books, with the Quran being the final one revealed to the Prophet, serving as the basic constitution for Muslims worldwide. It then shifts to a conversational dialogue between two students, Farooq and Tahir, discussing Tahirs school building and its number of rooms.

Important Questions:

• Name the four sacred books mentioned in this chapter. Zabur, Torah, Injeel, and Quran are the four sacred books named.
• Which of these books is described as the final one? The Quran is described as the final and complete sacred book.
• Who are the two students in the school conversation? Farooq and Tahir are the two students in the dialogue.
• How many classrooms does Tahir describe his school as having? He describes his school as having twenty classrooms.

Chapter 15: School Conversation Continued (ادامه مکالمه مدرسه)

This brief chapter completes the conversation between Farooq and Tahir from the previous lesson, covering school opening and closing times, with Tahir explaining his school opens at seven in the morning and closes at one in the afternoon. The dialogue ends with polite Farsi farewell expressions, modeling everyday conversational courtesy for students to practice.

Important Questions:

• What time does Tahirs school open according to the dialogue? It opens at seven in the morning.
• What time does the school close? It closes at one in the afternoon.
• What is this lesson mainly designed to teach students? Everyday conversational Farsi and polite classroom dialogue.
• What kind of exercise follows this dialogue? Students are asked to act out the conversation in Farsi in class.

Chapter 16: Respect for Parents – A Poem (بچه ها من پسرم)

This chapter presents a two-part poem, one voiced by a son and one by a daughter, each expressing love, respect, and obedience toward their parents. The son describes never forgetting his fathers words and being obedient, while the daughter describes helping her mother, speaking kindly, and being skilled at housekeeping, together modeling ideal filial respect for young readers.

Important Questions:

• What is the poem in this chapter about? It is about a son and a daughter each expressing respect and love for their parents.
• What does the son say he never does? He says he never forgets his fathers words or advice.
• What household skill does the daughter mention? She mentions being skilled in housekeeping.
• Who is the poet credited for this piece? The poem is credited to Abbas Kaini Sharif.

Chapter 17: Respect for Teachers (احترام به استاد)

Presented as a family dialogue, this chapter shows a father asking his son Suhail why he returned late from school, learning it was because of a school assembly where the headmaster spoke about respecting teachers. Both children, Suhail and Anjum, affirm that they always respect their teachers, earning praise from their parents before the family sits down for lunch together.

Important Questions:

• Why was Suhail late returning from school? There was an assembly at school where the headmaster spoke about respecting teachers.
• Who are the two children in this dialogue? Suhail and Anjum are the two children.
• What does the father say to praise his children? He says barakallah, meaning blessings of God, to praise them.
• What does the family do at the end of the dialogue? They sit down together to eat lunch.

Chapter 18: Homeland, The Garden and Our Country (میهن خویش، باغ و کشور ما)

This chapter combines three pieces. A patriotic poem urges readers to build their homeland with unity and love, comparing it to a garden full of flowers. A conversational dialogue between two girls, Anjum and Rifat, describes a garden visit where Rifat gets pricked by a rose thorn from picking flowers carelessly. Finally, an informational passage on Pakistan describes its four provinces, major cities, and capital, Islamabad.

Important Questions:

• What does the patriotic poem in this chapter encourage readers to do? It encourages readers to build and love their homeland with unity.
• What happens to Rifat in the garden conversation? She gets pricked by a rose thorn while picking flowers without asking the gardener.
• Name the four provinces of Pakistan mentioned in this chapter. Punjab, Sindh, Khyber Pakhtunkhwa, and Balochistan.
• What is named as the capital of Pakistan in this lesson? Islamabad is named as the capital.

Chapter 19: Islam, The Book and Freedom (اسلام، کتاب و آزادی)

This chapter opens with a passage on Islam describing the Quran as the source of knowledge and wisdom, followed by a personifying poem titled The Book, in which a book describes itself as a wise, helpful friend to its reader. The chapter closes with a passage explaining that God created all beings free, and that no human has the right to enslave another.

Important Questions:

• What does the passage describe the Quran as being a source of? It describes the Quran as the source of knowledge and wisdom.
• In the poem, what does the book call itself? The book calls itself a wise, helpful friend that solves problems.
• According to the final passage, who created all beings free? God is described as having created all beings free.
• What right does the passage say no human has? No human has the right to enslave another human being.

Chapter 20: Independence, Daily Routine and Mother (آزادی، شبانه روز و مادر)

This wide-ranging chapter covers four connected topics. It opens with a passage on Pakistans independence from British rule on 14 August 1947, led by Quaid-e-Azam. It then explains how to divide the twenty-four hours of a day into three parts for work, rest, and recreation. Next, it describes Pakistan as one big family with Quaid-e-Azam as its father figure. It closes with a passage on the status of mothers in Islam, including the saying that paradise lies beneath a mothers feet.

Important Questions:

• On what date did Pakistan gain independence, according to this chapter? 14 August 1947.
• Into how many parts should the twenty-four hours of a day be divided? Three parts: work, rest, and recreation or hygiene.
• Who is described as the father figure of the Pakistani family in this chapter? Quaid-e-Azam Muhammad Ali Jinnah, called Baba-e-Millat, Father of the Nation.
• What famous saying about mothers appears in this chapter? Paradise lies beneath the feet of mothers.

Chapter 21: Bright Pakistan – A Poem (روشن پاکستان)

The final chapter opens with vocabulary and grammar review exercises before presenting the closing patriotic poem Bright Pakistan, describing the nation as one heart and one soul, blessed with the light of faith, knowledge, and progress. The poem closes the book on a hopeful, unifying note, reinforcing the patriotic themes carried through Part Two of the textbook.

Important Questions:

• What is the title of the closing poem in this chapter? Roshan Pakistan, meaning Bright Pakistan.
• What phrase repeats throughout the poem describing national unity? Yekdel-o-yekjan, meaning one heart and one soul.
• What two things does the poem say Pakistan is a land of? Knowledge and skill, ilm-o-fan.
• Who is the poet credited for this final poem? Dr. Agha Mujtaba is credited as the poet.

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Download Farsi Class 6 PCTB PDF

Download the Farsi Class 6 PDF using the button below. This complete textbook gives Class 6 students all 21 lessons, grammar tables, vocabulary, and reading passages needed to study Farsi as prescribed by the Punjab Curriculum Board.

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Who Should Read This

This textbook is designed for Class 6 students in Punjab schools who have chosen Farsi as their elective language subject under the PCTB curriculum. Students preparing for class tests and annual exams will find complete grammar tables and vocabulary lists here. It is also useful for students revising basic Farsi sentence structure before moving on to Farsi in Class 7 and beyond.

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Applicable Boards

This book is the official Farsi textbook for the Punjab Curriculum and Textbook Board. It is used in Punjab province schools and is compatible with PCTB-affiliated institutions. Schools under other boards that offer Farsi as an elective subject with a similar syllabus may also find this book useful for practice.

Frequently Asked Questions

Related Books

Continue learning Farsi with these related PCTB textbooks:

• Farsi Class 7 PDF Download – continue your Farsi studies in the next grade.
• Farsi Class 8 PDF Download – build on Class 6 grammar with more advanced lessons.
• Farsi Class 9 PDF Download – continue the Farsi elective sequence.
• Farsi Class 10 PDF Download – complete the school-level Farsi curriculum.

Other Class 6 subject books you may need:

• Arabic Class 6 PDF Download
• Islamiat Class 6 SNC PDF Download
• Urdu Class 6 SNC PDF Download
• English Class 6 SNC PDF Download

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