sa snakker vi NORSK NORWEGIAN LEVEL ONE cappelen |RAGNHILD and ARNE MAASO SA SNAKKER VI NORSK NORWEGIAN LEVEL ONE J. W. CAPPELENS FORLAG A:S© J. W. Cappelens Forlag as 1970 Reprinted 1975 Published in Norway by J. W. Cappelens Forlag as Kirkegaten 15, Oslo 1. According to Norwegian law of 1961 on copyright of creative works no parts of this book may be reproduced in any form, by mineograph, tape recorder, for any other means, without permission in writing from the copyright holder. Ilustrations by Mrs. Turid Hirsch, Printed in offset by Centraltrykkeriet, Oslo 1975 ISBN 82.02.008492 © For the tapes J. W. Cappelens Forlag as and A/S Lydbandservice, Waldemar Thranes gate 73, Oso 1 Introduction The authors of this textbook have been teaching Norwegian in Los Angeles, California, for six years. Although Norwegian is rarely taught as a foreign Tanguage, we think this is to some extent unfortunate. Students who have learned Norwegian for a chile realize how closely the grammar compares with English. This fact has already been recognized by the authors of other textbooks on Nor- wegian. Another advantage, however, of equal importance, is that a number of Norwegian words are spelled exactly, or almast exactly the same, as their English equivalents. White teaching Norwegian as a foreign language in the U.S. we compiled a handbook based om audio-lingual methods, which we consider the best way of teaching foreign languages at the present time. When we later decided to make a textbook out of this collected material, discussions with the Norwegian publisher led us to revise parts of the original manuscript: Now we have retained the best of the conventional methods of a foreign language teaching, so that this book can also be used in Europe, where audio-lingual methods are less well known than in the US. This volume is designed mainly for pupils in the 5th to the 7th grades. But as it contains the basic work necessary for the fist level in Norwegian it can also be used profitably by adult classes. The book contains 6 units with several lessons in each. We wanted particularly to have a page of contextual English translation every four pages. Then the students can see the meaning of the basic Norwegian conversational sentences, as the teacher models the sentences for them to repeat. This arrangement had some drawbacks in that it did not leave enough space for exercises, structural drills ete. More practice of these is, therefore, to be found at the end of eack unit. There will also be a Teacher's Handbook which will give a very intensive explanation of the facets of the audio-lingual system and methods, In preparation ofthis oral-aural course we hae introduced several games which awe hope will break the monotony of conventional language teaching. The Nor- twegian songs in the Appendix are intended to serve the same purpose. In the Appendix ive have otherwise aimed at giving helpful information on how to determine genders of Norwegian nouns, not only by endings but also by a classification of the nouns. (Concerning the many problems of Norwegian usage of language and grammar we refer to the Teacher's Handbook where they will be discussed.)Furthermore-as it is our belief that without some knowled background, the meaning of Norwegian words can never be fully understood-we ge of Norwegian ave given information on miscellancous topes unfamiliar tothe Engliskspeaking students, such as temperature, measures (kilo, liter, meter), sizes of clothes, age cc. and even on pi Professionally prepared tapes will be brought out in cooperation with A/S Lv- BANDSERVICE, WALDEMAR THRANES GT. 73, Osto | NORTH HOLLYWOOD /NOTTEROY RaGwettp Maaso Arve J. Maaso ACKNOWLEDGEMENTS. We are indebted to numerous students at the Van Nuys Adult Schoo! (Van Nuys Evening High School), Van Nuys, California, for many suggestions ‘and comments on earlier manuscripts on which this textbook is based. Among these our sincerest thanks are especially due to Mrs. Karen E, Hogen, Van Nuys, soho was-and still is-the promoter of the Norwegian language class at the Van Nuys Adult Schoo. Furthermore, we are indebted to Miss Dorathy Buehl, Van Nuys, who gave us aluable help zvith the manuscript, and to our colleague, Miss Ann McGrath Maidstone, Kent, who during her stay as a teacher of and Tome Schoo! Districts, Notterey, was proofreading « of this volume and made many perceptive comments and suggestions of the English The senior author is also heavily indebted to one of the experts on the Audio Lingual systems and methods, Mr. Robert Y. Sherman, Foreign Language Consultant, of the Los Angeles City School Districts, Los Angeles, who has taught him what he knows about the Audio-Lingual methods. Other acknow= English in Notteray IU the English texts texts Ledgements are made in individual footnotes. eer we i ‘Aspectacular view of the majestic beauty ofthe granite world of Norway, showing tothe left on the misty horizon an arm ofthe elacier Folgfoai The river, swollen by the melted snow, flows swifly down the glaciated valley and is engulfed by the immensity ofthe calm Meurangjord deep below atthe settlement of SundaKing Olav of Norway is internationally known as an able helmsman both in domestic and international regattas (above, lefi In his youth king Olav was also an able ski-jumper, and he competed himself on the Holmenkoll Hill. Now he koll Day as a spectator and his presence enriches this ski festival for the some 90000 spectators watching the best ski-jumpers in the world soaring through the air (below; left Each year when a solid carpet of soft snow covers the hills and mountains, Norwegians by the thousand enjoy their Easter vacation skiing. Even tots are enabled to “ski” in this ingenious hand-sleigh, usually drawn by dad (above)Where modern apartment-buildings jut into the air in the outskirts of Oslo, the children are provided for in nurseries like the one in the picture (above). ~ One of the assembly halls in a Tandberg Radio Factory. Tandberg is internationally recognised for its quality tape recorders and equipment for language labs, frequently used even in the U.S (below). Contents UNIT l pace is Basic sentences, nouns of common gender and $rd person of «to be>, er 18. Generali zation, indefinite article, common gender M4. Exercises 14, Question—answer p iW Qrace is Basic sentences, nouns of common gender and adverbs of place, hier and der 15. Gene: ralization, definite article, common gender 16. Exercises, indefinite > definite 16. Ques. tion—answer practice 16. 3 pace 7 Basic sentences, nouns of common gender, indefinite > plural 17. Generalization, the indefinite plural ending -er, common gen. der 18, Exercises, indefinite > plural 18, Question—answer practice 18. 4 Pace ig Basic sentences, nouns of neuter gender and e>, har 19. Girls’ and boys’ names 19. Generalization, indefinite article, neuter gender 20. Exercises, com- nder 20. Question — 3rd person of «to hi mon and neuter g answer practice 20, UNIT 8 pace 29 Basic sentences, «Geografi> 29. Names of countries and city names 29, Geography. (contextual translation) 80. Structure drills: ONE Spaces Basic sentences, nouns of neuter gender, in. definite definite 21. Generalization, de. finite article, neuter g indefinite > definite 22. Question—answer practice 22 nder 22. Exercises, 6 Pace 23 Basic sentences, nouns of neuter gender, in. definite > plural, and personal pronouns, 28. Generalization, indefinite 3rd person plural endings, neuter gender 24. Exercises, indefinite > plural 24. Question—answer practice 24 7 PAGE 25 Basic sentences, nouns of both common and neuter genilers, indefinite > definite, and indefinite + plural 25. Generalization, tab- le of the declension of nouns in singular and plu Where to find rules for en-words and et- words 26. Exercise: common and neuter common and neuter gender 26, gender, indefinite>definite 26. Structure dvills: Ie definite 27. Defini definite, sing. > indefinite, pl. 27. Inde finite, pl.> indefinite, sing. 27. Question —answer practice 28 substitutions 26, Indefinite> > indefinite 27. In. TWO @ ha, present tense 81. Generalization, the verb in present tense $2. Narrative on geo- graphy 82. Exercise $29 pace ss Basic sentences, «Ha heter du?» 33. What is your name? 84, Structure drills: d se, pre- sent tense 35. Generalizations, the personal pronouns 85. Narrative 36, Exercises 36. Ga- me: «Pass it along» 36. 10 pace 37 Basic sentences, «Hor bor du?» 87. Where do you live? 38. Structure drills: @ bo, pre- sent tense 89, Generalization, prepositional phrases 89. Supplement: numbers 1-20, 40. Narrative 40. Exercises 40. ll races Basic sentences, «Hor gammel er du?y #1 How old are you? 42. A dialog. 43. Exerci- ses: Questions 43, Make a report about yourself 43. A first conversation 43, Anto- nyms 43, Drills: Replacement drill on age 44, Position of ikke 44. Affirmative > nega. tive 44. Generalization, omission of an auxi liary verb in connection with ikke (cf. do not) 44 12 pace 45 Basic sentences, «To samtaler» 45. Intro- duction of Response drill 45. Two dialo- gues 46. Conversations, 111, 47-49. Games: «God dag, Snorre> 50, interrogative 54. Generalization, inverted word order 54. 14 pace 55 Basic sentences, ¢Kan jeg fa Line?» 55. May I borrow? 56. Narrative, «Hosten er her» 87. Structure drills: «May I borrow?» 57. Personal pronouns, den and det 58. Gene- ralization, personal pronouns den and det 58. Excercises on the pronouns den, det 58. 15 pace 59 Basic sentences, interrogative (sa- me) 61. Exercises, interrogatives 62, Gene- alization, the interrogatives what? where? and who? 62. 16 race 63 Basic sentences, 63. What are you doing? 64, Narrative, «Familien Jensen» 65. Translation drill, usage of the present tense 65. Repetition drill 65. Affi mative > interrogative (Iva?) 66. Questions 66. Generalization, the usage of the present tense 66, Exercises, the present tense 66, 17 pace 67 Basic sentences, «Regning og skrivning» 67, Arithmetic and writing 68. Drill: «How much?» 69. Structure drills: Modals kan, ‘mé, skal, and vil. 69. Generalizations, the modal auxiliaries 70. The meanings of the modal verbs 71. Structure drills: The modal verbs 71. Exercises: Affirmative > interro- gative 72. Replacement of nouns with den or det 72, The usage of the present tense 72. Conversations, 1-6, 73-74. Game: «Snore siers 74. UNIT FOUR 18 Pace 75 Basic sentences, «Per far en ny venn» 75. Per has got a new friend 76. Narrative, «Mer om familien Jensen» 77. Exercises: Questions on narrative 77. Topic for re- port: «Min familie» 77. Structure drill: The possessive adjectives 78. Generalization, possessive adjectives. 78 19 pace 79 Basic sentences, «Na er vinteren her> 79. Now the Winter is here 80. Narrative, ¢Vin- teren er kommet» 81, Response drill 81. Exercises, questions on narrative 81. Struc- ture drills: Endings of the adjectives and the predicate adjectives 82. Generalization, the adjectives and the predicate adjectives 82. 20 pace 83 Basic sentences, «En Irdagskveld> 83: Sa- turday night 84. Supplement: numbers 20— 100, 85. Structure drills: The possessive ad- jectives and the possessive pronouns 85-86. Generalization, the possessive adjectives and the possessive pronouns 86, Exercises, the possessives 86. Games: «Gjetteleken> 86, « affirmative (the wea- ther) 89. Dialogs, 1-4, 89-90. Generaliza- tion, the infinitive and the imperative mode 90, 22 pace si Basic sentences, «I butikken» 91. In the sto- re 92, Narrative on shopping 93. Structure drills: Kilos and liters 98. Exercises 98. Con- tainers, receptacles, vessels 94. Generaliza- tions: the definite article, plural, the fami- liar and the formal forms of you, du and De, omission of the preposition 96. A sketch: «I butikken> 97. Gon- versations, 1-6, 97-99. Games: 99. «Vi leker butik» 100. UNIT FIVE 23 pace 101 Basic sentences, «Ved frokostbordet» 101 At the breakfast table 102. The week days 102, Supplement: days of week 108. Narra- tive on dinner 103. Drill: «Ukedagene» 103. Exercises, questions on narrative 103. Res- ponse drill 104, Conversations, 1-2, 104. ‘Table manners 104. 24 vace 105 Basic sentences, «Per venter pa sommeren> 105, Per is waiting for the summer 106. Sup- plement: months of the year 107. Narrative 107. Response drill 107. Exercises, questions 107. A little sketch. Persons: King Winter, queen Autumn, prince Spring, princess Summer 108, Drill: inverted word order 108. Generalizations: inverted word order, the plural ending -re of some nouns deno- ting family relation 108. 25 pace 109 Basic sentences, «I byen 109, In the city 110. Narrative, the Jensens in Oslo 11]. Response drill 111. Exercises, questions on narrative 111, Structure drills: The demon-10 stratives den, det, de 112. Exercises, the de- monstratives 112. Generalization, the de- monstrative adjectives 112. 26 pace iis Basic sentences, 121. «Smgrbrodliste> 121. Menu 122, Openi-faced) sandwiches 122. Convers- ions, 1-8, 128-125. A table grace 126. Topics for report: «Den Arstiden jeg liker best» 126. 126. Games: past tense 133, Present tense > past participle 134, Exercise, write a letter 194. Generaliza- tion, the principle parts of the verb, the first rule of the weak verb, the present tense of d vite, , 134. 30 Pace 135 Basic sentences, «PA baten hos pappa> 135. On board meeting father 136. Narrative, «Karis dagbok» 137. Exercises: Write a let- ter 137. Give a report 187. Structure drills: (2nd class of the weak verb) Present tense > past tense 138, Present tense > past par ticiple 138. Generalization, the second rule of the regular verb 138, 31 Pace 139 Basic sentences, «Kari kjéper presang til far 139. Kari buys a gift for father 140. Narrative, Karis dagbok» 141. Exercises, write two letters 11. Drills: The usage of the prepositions in expressions of time, and omission of «one» for nouns and of the indefinite articles 142. 32 pace 143 Basic sentences, «Hjemreisen> 143. Going home 144. Narrative, past tense 149, (3rd class of the weak verb) Present tense > past tense 149, Present tense past participle 150. Drill: the usage of cis and , and «de> 151, 5, different usage and meanings of the Nor- wegian word 155. Games: «Snorre feirer fdselsdag>. A review of various exercises, encompassing mailing an invitation, shopping, receiving guests, wishing a happy birthday, playing games and singing, using table manners and table grace, playing some sketches, asking for the time, leaving the party, and giving a report at home about the party 156. Appendix 157 Phonetics 137 ‘The vowels 157 The consonants 162 ‘The principal parts of the weak verbs 166 Table of Pronouns 166 Personal pronouns 166 Possessive pronouns 167 Numerals: Cardinals and Ordinals orm, M6 How to determine genders of Norwegian nouns by their endings .... 168 ‘A classification of the Norwegian nouns according to genders 169 Miscellaneous 172 ‘Temperature 172 Measures: kilo, liter, meter .. 12 Postage 172 Sizes 173 Norwegian songs . 14 Grammatical index ..... 77 Index of topics .. a 178 Norwegian-English vocabulary 180 uabbr. adj. adv. Am. art. f coll. comp. conj. cont. def. dem. eg Eng. ete, f gen. inde}. inter) lit. Norw. obj. Abbreviations used in this textbook abbreviation adjective adverb American (English) article common gender (en, -en) confer, compare colloquial comparative conjunction continued definite (. g. article) demonstrative (pronoun or adjective) for example English (British-) et cetera feminine form of c. (en, ¢i, -a) genitive (possessive) id est = that is indefinite interjection literally neuter gender (et, -et) Norwegian objective on. p ple poss. bp. Ppt prec prep. pres. pres. pt pron. pron. dem pron. indef. pron. inter. ron. pers. pron. poss. pron. refl. pron. rel. pt sing. superl v. mood vest. Old Norse page plural possessives (pronoun or adjective) pages past participle preceding preposition present tense present participle pronoun demonstrative pronoun indefinite pronoun interrogative pronoun personal pronoun possessive pronoun reflexive pronoun relative pronoun past tense singular superlative verb auxiliary verb modals, auxiliary verb of mood strong verb LEKSE EN — LESSON ONE | Her' ev? en’ Fisk. Her er en kopp. {Her er en penn. Her er en bat. Her er en arm. Her er en ‘rose. Her er en mann. & Her er en ‘kole. , Her er en hatt. a Her er en ’bluse. , A Her er en katt. Her er en dgr. Her er en ball. Her er en ‘radio. Her er en ‘ape. Her er en poret. A Her er en ‘kake. Her er en to’mat. Her er en ‘lampe. Her er en tele’fon. ® s There, 2s, 3a (an). UNIT ONE her er en4 UNIT ONE hva GENERALIZATION In English we say: I have a ball. I have @ radio, etc. This little word a (an) we call the indefinite article, because it does not define any particular ball or radio. In Nor- wegian we very often use the word en for the English a: eg. a ball ~— en ball a radio en radio EXERCISES 1.Say in Norwegian: a hat a cat a man a fish a pen a tomato acake a school an ape a rose a blouse an arm 2. Fill in the blanks (in Norwegian; en en LEKSE TO — LESSON TWO Her er rosen. g Her er poteten. Der’ er ballen. ee Der er fisken. coer - gp BF QUESTION — ANSWER PRACTICE Hwa! erher? (Answer incomplete sentences.) 1 2 ae ‘ey 3. 4. a aN Her er baten. Her er dgren. Der er mannen. a Der er skolen. a a Her er katten. Her er telefonen. Der er hatten. a= Der er radioen. ee Her er koppen. Her er blusen. Der er lampen. a Der er armen. = 10. 12, Her er tomaten. Her er pennen. Der er kaken ae & Der er apen. = what, there. UNIT ONE der 1516 UNIT ONE GENERALIZATION In English we may say: Here is the rose. There is the ball, etc. This little word the we call the definite article, because it defi- nes a particular rose or ball. In Norwegian we add the article en to the eg. the rose rosen the ball ballen. In Norwegian the change from indefinite to definite is as follows: indefinite: [Em] rose [zy] ball definite: ros Cen] ball (en, EXERCISES L Indefinite > definite Her er en ball Der er en mann. Her er en hatt. Der er en kopp. Her er ballen. Der er mannen, Her er hatten, Der er koppen. Her er en fisk, Der er en arm, Her er en rose. Der er en bat. Her er fisken, Der er armen, Her er rosen. Der er baten. Her er en katt. Der er en lampe. Her er en potet. Der er en tomat. Her er katten. Der er lampen. Her er poteten, Der er tomaten, 2, Say in Norwegian. , a hat ~ the hat a lamp — the lamp a radio ~ the radio a door — the door a cat — the cat @ potato — the potato a tomato ~ the tomato a telephone — the telephone a man — the man a pen — the pen a boat — the boat an ape — the ape QUESTION — ANSWER PRACTICE ‘Hua er her? (Answer in complete sentences, using the definite article.) LEKSE TRE — LESSON THREE Indefinite > plural:* Her er en penn. Her er en hatt. Her er en arm. Her er en ball. Her er en kopp. Her er en lampe. Her er en bluse. Her er en ape. Her er en potet. Her er en rose. Her er en bat. Her er en dgr. Her er en fisk. Her er en kake. Her er en katt. Her er en radio. Her er en tomat. Her er en telefon. Her er en skole. Her er en mann. Der er to’ penner. Der er to hatter. Der er to armer. Der er to baller. Der er tre* kopper. Der er tre lamper. Der er tre bluser. Der er tre aper. Der er fire® poteter. Der er fire roser. Der er fire bater. Der er fire dgrer. Der er fem’ fisker. Der er fem kaker. Der er fem katter. Der er fem radioer. Der er to tomater. Der er tre telefoner. Der er fire skoler. Der er fem menn. 1 two (2), 2 three (8), 8 four (4), 4 five (6) * (The teacher may hold up fingers to show how many of each.) UNIT ONE v to tre fire fem18 UNIT ONE GENERALIZATION In English we add -5 to the noun to form plural. eg acat three cats a rose five roses but: aman two men In Norwegian they add -er to the noun to form plural (indefinite) eg. cats ater roses roser but: men men EXERCISES 1.Fill in the blanks: Her er en arm, Der er (2) Her er en penn. Der er (3) Her er en kopp. Der er (4) Her er en bluse Der er (5) Her er en potet. Der er (3) Her er en dor. Der er (5) Her er en tomat. Der er 2) Her er en telefon. Der er (4) 2.Say in Norwegian: a hat — hats an ape — apes a fish — fishes a radio — radios a ball — balls a rose — roses a cake — cakes a school — schools a lamp — lamps a boat — boats a cat — cats a man — men QUESTION — ANSWER PRACTICE Hea ey der? (Answer in complete sentences.) fz | ES. LEKSE FIRE — LESSON FOUR Kirsten har’ ef skjort. s L Kare har et kamera. Eva har et ber. & Kari har et piano. Perharet flag. Ole har et kompass. @®@ | @ @ Nils har et glass. Ester har et orgel. ? i ae era j 4 Asta har et egg. Pal har et klaver. ——, § NE cp [Johan har et lam. j ‘Arnt har et hode. Klara har et har. Vesla har et gre. Herr* Svendsen har et hotell. SO Herr Backe har et skip. Aker har et hospital. Thas,2 a (an), 9 Mis, 4 Mr, 5 distriet in Oslo. Pikenaon (gitl’ names) er: Kirsten, Eva, Asta, Klara, M Guttenavn (boys" names) er: Per, Nils, Johan, Olav, Kare, Ole, Pa Kari, Est UNIT ONE har et et pikenavn et guttenavn 1920 UNIT ONE GENERALIZATION In Lesson One we learned about the indefi- nite article. We decided that a (an) was corresponding to en in Norwegian. In this lesson we have seen that in Norwegian there is also another indefinite article, et. ‘The English a (an) may in Norwegian be either en or et. The nouns which, take en we call en-words. The nouns which take et we call et-words. EXERCISES 1. Say in Norwegian: a cat aghss a flag aman an egg a hat tomato a berry a pen alamb — ahair a fish a piano a school a house an ape accake a paper ahead anear —a rose 2.Fill in the blanks (in Norwegian): definite: Kirsten har et skjgrt. Eva har et ber. Per har et flag. Nils har et glass. Asta har et egg. Johan har et lam. Klara har et har. Fru Jensen har et hus. Marit har et papir. Olav har et eple. Kare har et kamera. Kari har et piano. Ole har et kompass. Ester har et orgel. Pal har et klaver. Arnt har et hode. Vesla har et gre. Herr Svendsen har et hotell. Herr Backe har et skip. Aker har et hospital. Her er skjgrtet. Her er beret. Her er flagget. Her er glasset. Her er egget. Her er lammet. Her er haret. Her er huset. Her er papiret. Her er eplet. Her er kameraet. Her er pianoet. Her er kompasset. Her er orgelet. Her er klaveret. Her er hodet. Her er gret. Her er hotellet. Her er skipet. Her er hospitalet. UNIT ONE 2122 UNIT ONE husker du GENERALIZATION In Lesson Two we learned about the defini- te article. In English the definite article is the. In Norwegian we have two definite az- ticles, -en and -et, which are added to the eg the house huset the flag flagget the rose —_rosen the ball allen When we learn a noun, we must always earn it with the proper article, to remem- ber if they are en-words or et-words. EXERCISES 1. Indefinite — definite Her er et papir. Her er papiret. Her er et bar. Her er baret Her er et hus. Her er huset. Her er et skjort Her er skjortet Her er et hotell Her er hotellet, Her er et hospital. Her er hospitalet. 2. Say in Norwegian. a glass — the glass a flag — the flag an egg — the egg a berry — the berry a lamb — the lamb a hair — the hair a skirt — the skirt a house — the house a paper — the paper a head — the head an ear — the ear an apple — the apple 3. Husker! du‘? (Do you remember?) (Answer in complete sentences.) Hua har 1. Per? 2. Klara? 8. Marit? 4, Ole? 5. Vesta? 6. Kirsten? 7. Asta? 8. Johan? 9. Kare? 10. Ester? 1, fru Jensen? 12, herr Backe? QUESTION — ANSWER PRACTICE Ha er her? (Answer in complete sentences, using the definite article.) 1 2 1 remember, 2 you. LEKSE SEKS — LESSON SIX Indefinite > plural: Kirsten har et skjgrt. Eva har et ber. Per har et flagg. Nils har et glass. Asta har et egg. Johan har et lam. Klara har et hir. Fru Jensen har et hus. Marit har et papir. Olav har et eple Kare har et kamera. Kari har et piano. Ole har et kompass. Ester har et orgel. Pal har et klaver. Amt har et vindu’. Vesla har et gre. Herr Svendsen har et hotell. Herr Backe har et skip. Aker har et hospital. Hun’ har to skjgrt. Hun har to ber. Han’ har to flagg. Han har to glass Hun har tre egg. Han har tre lam. Hun har mange’ har. Hun har tre hus. Hun har fire papirer. Han har fire epler. Han har fire kameraer. Hun har fire pianoer. Han har fem kompasser. Hun har fem orgler. Han har fem klaverer. Han har fem vinduer. Hun har to grer. Han har tre hoteller. Han har fire skip. Aker har fem hospitaler. I she, 2 he, 3 many, 4 window. (regarding 8. to indicate many the teacher may hold up ten Fingers) UNIT ONE 23 hun han vindu24 UNIT ONE GENERALIZATION In Lesson Three we learned about the plural of Norwegian en-words, The plural of onesyllable et-words has no ending. The plural of two or more syllable et-words has the ending -er. eg. houses (mange) hus eggs (mange) ees pianos pianoer windows — vinduer EXERCISES 1. Fill in the blanks: Asta har et flagg. Hun har (3) Kare har et glass Han har 2) Nils har et egg: Han har (4) Ester har et lam, Hun har (5) Fru Jensen har et hus. Hun har (2) Kari har et papir. Hun har (5) . Eva har et eple. Hun har (4) . Per har et kamera, Han har (2) Ole har et kompass. Han har (8) « Herr Backe har et hotell. Han har (2) 2. Say in Norwegian: a berry — berries an ear — ears an organ — organs a house — houses a skirt — skirts a hospital — hospitals a flag — flags a camera — cameras a piano — pianos a window — windows an egg — eggs a hair — hairs QUESTION — ANSWER PRACTICE Hya er her? (Answer in complete sentences.) LEKSE SJU — LESSON SEVEN Indefinite > definite: Kirsten har en hatt. Olav har en bat. Johan har et flagg. Pal har et klaver. Ole har en radio. Herr Svendsen har et hotell. Vesla har en rose. Asta har et kamera. Arnt har et papir. Fru Backe har en lampe. Marit har en penn. Ester har et egg. Indefinite > plural: Per har en arm. Kare har en fisk. Nils har et glass. Eva har et skjgrt. Kari har et piano. Herr Backe har et skip. Fru Jensen har en bluse. Klara har et lam. Marit har et eple. Arnt har en kake. Ester har et ber. Mari har et gre. Her er hatten. Der er baten. Her er flagget. Der er klaveret. Her er radioen. Der er hotellet. Her er rosen. Der er kameraet. Der er papiret. Her er lampen. Der er pennen. Her er egget Han har to armer. Han har fem fisker. Han har fire glass. Hun har tre skjgrt. Hun har to pianoer. Han har to skip. Hun har fem bluser. Hun har tre lam. Hun har mange epler. Han har tre kaker. Hun har mange ber. Hun har to grer. UNIT ONE26 UNIT ONE sipa norsk GENERALIZATION 1. The indefinite article a (an) in Norwegi- an is en or et. fen] att [et] flag fen] fisk et] piano 2. The definite article the is in Norwegian either-en or et, which is added to the noun. hatt [en] flage [ee fisk [en piano [-et 8. The indefinite plural of Norwegian en words is -er, (7) which is added to the noun. hatt [er fisk FE 4. a, The indefinite plural of Norwegian et-words of one syllable has no ending. flagg lm [J b. The indefinite plural of Norwegian et-words of two or more syllables is ver, whiich is added to the noun. piano [-er] kamera [er 5. When do we use en-words and when et- words? Out of four nouns 8 are en-words STRUCTURE DRILLS" Item Substitution. en-words: Her er en ball. et-words: Dae glass. and just 1 is et-word. On pages 168, 169, and 171 we have given some rules when a noun is an en-word, On pages 169, 170 you will find a list of the most common et-words. Use them in sentences, or ask your teacher to help you use them in homework, games, etc. EXERCISE Si pa! norsk* (Say in Norwegian): aman — the man an egg — the egg a house — the house a head — the head an apple — the apple a glass — the glass a tomato — the tomato a berry — the berry a hair — the hair a school — the school a paper — the paper a rose — the rose a blouse — the blouse a hat — the hat a fish — the fish a cake — the cake an ape — the ape an ear — the ear an arm — the arm Her er en ball. Her er en penn, Her er en katt. Her er en mann. Her er en dgr. Her er et flag. Her er et glass. Her er et egg. Her er et hus. Her er et eple. STRUCTURE DRILLS (cont) en-words, et-words: Her er en lampe. kamera skole. bocce kompass. tomat, telefon. Indefinite article > definite article: Der er en ball. Der er en dor. Der er et flagg. Der er et eple. Definite article > indefinite article: Her er pennen. Her er lampen. Her er glasset. Her er kameraet. Indefinite singular > indefinite plural: Hun har en hatt. Han har en fisk. Han har et hus. Hun har et skjgrt. Hun har et piano. Han har et kamera. Indefinite plural > indefinite singular: Hun har mange kopper. Han har mange epler. Hun har mange glass. Hun har mange papirer. Han har mange lamper. Han har mange egg. Her er en lampe. Her er et kamera. Her er en skole. Her er et _kompass. Her er en tomat. Her er en telefon. Der er ballen. Der er dgren. Der er flagget. Der er eplet. Her er en penn. Her er en lampe. Her er et glass. Her er et kamera. Hun har mange hatter. Han har mange fisker. Han har mange hus. Hun har mange skjgrt. Hun har mange pianoer. Han har mange kameraer. Hun har en kopp. Han har et eple. Hun har et glass. Hun har et papir. Han har en lampe. Han har et egg. 1 say in, 2 Norwegian, * Wherever two columns appear in drills, the left-hand column is for the teacher and the right-hand column, is for the pupils, UNIT ONE a72B UNIT ONE ‘QUESTION — ANSWER PRACTICE Hva er her? (Answer in complete sentences, using the first time: the indefinite article, the second time: the definite article, the third time: «mange» and the plural endings.) w® tS "ha | “= le a LEKSE ATTE Geografi’ Oslo er en by’. Kobenhavn er en by. Trondheim er ogsd’ en by. Oslo er en by i* Norge*. Trondheim er ogsa en by Kgbenhavn er en by i Danmark. Norge. Stockholm er en by i Sverige’. Chicago er en by i U.S.A. London er en by i England. Paris er en by i Frankrike’. Jeg' har et kart®. Her er kartet. Jeg ser" en by. Jeg ser en gy". Her er ogsa et kart. Jeg har to kart her. Jeg ser et lana™. Jeg ser fem byer. Jeg ser to gyer. Jeg ser fem byer og” to gyer. Newn pé land (names of countries) er: Norge, Danmark, Sverige, England, Frankrike og U.S.A. Bynavn (city names) er: Oslo, Trondheim, Kpbenhavn, Stockholm, Chicago, London, Paris 1 geography, 2 city, 3 also, 4 in, 5 Norway, 6’Sweden, 7 France, 81, 9 map, 10 see, look at, 11 island, 12 land, country, 18 and, UNIT TWO. en geografi enby ogsé et land og etnavn, 2930 UNIT TWO, LESSON EIGHT Geography Oslo is a city. Copenhagen is a city. Trondheim is also a city. Oslo is a city in Norway. Trondheim is also a city in Norway. Copenhagen is a city in Denmark. Stockholm is a city in Sweden. Chicago is a city in the U.S.A. London is a city in England. Paris is a city in France. T have a map. Here is the map. I see a city. I see an island. T have two maps here. Iseeacountry. I see five cities. I see two islands. Isee five cities and two islands. STRUCTURE DRILLS ha, Present tense Repetition Drill: Jeg har et kart. Kari og jeg har et kart. Vi' har et kart. Du har et kart. Per og du har et kart. Dere* har et kart. Per har en hatt. Han har en hatt. Kari har en hatt. Hun har en hatt. Per og Kari har en hatt. De® har en hatt. Person-number Substitution: Vi har et flagg. Jeg Dill paw Per og Kari .. De .... Han ...... Hun .. Number Substitution: Jeg har et eple. Dere har et eple. Han har et eple. Vi har et eple. Du har et eple. Jeg har et kart. Kari og jeg har et kart. Vi har et kart. Du har et kart. Per og du har et kart. Dere har et kart. Per har en hatt. Han har en hatt. Kari har en hatt. Hun har en hatt. Per og Kari har en hatt. De har en hatt. Vi har et flagg. Jeg har’et flag. Du har et flagg. Dere har et flagg. Per og Kari har et flagg. De har et flagg. Han har et flagg. Hun har et flagg. Vi har et eple. Du har et eple. De har et eple. Jeg har et eple. Dere har et eple. I we, 2 you (pL), 8 they. UNIT TWO. vi dere de 3132 UNIT TWO pa kartet en heter GENERALIZATION The Verb. The present tense of the Nor- wegian verb is very simple. It has the end- ing -er or just -r in all persons, singular and plural. eg. Her er, der er, han har, hun har, jeg ser, husker du? etc. NARRATIVE Jeg ser et kart her. Jeg ser Norge pé kartet.* Jeg ser mange byer. En’ by heter’ Oslo. Jeg ser mange gyer. En gy heter Smgla. Oslo, Bergen, Trondheim, Stavanger og Tromsg er byer i Norge. New York og Chicago er byer i U.S.A. London og Liverpool er byer i England. Smgla er en gy i Norge. Stavanger Kristiansand EXERCISE Translate into Norwegian: 1. I have a map. 7. Stavanger is a city in Norway. 2, She has a map. 8, New York is a city in USA. LEKSE NI Hya heter du?" 1. HANSEN God dag!* 2 atte — God dag! 3. HANSEN Jeg heter' Kare Hansen. Hyva heter du? 4.peR Jeg heter Per Jensen. 5. HANSEN Hyva heter du? 6. nus Jeg heter Nils Sand. 7. HANSEN Hyva heter du? kart Jeg heter Kari Vik. 9. HANSEN Hva heter du? 10. ASTA Jeg heter Asta Rud. nl. HANSEN Hya heter du? 12 orav Jeg heter Olav As. 1g. HANSEN Hya heter hun? (peker pé* Asta) 14, NILS. Hun heter Asta Rud. 15, HANSEN Hya heter han? (peker pa Olav) 16. PER Han heter Olav As. it, wanseN Hya heter hun? (peker pa Kari) 18, OLAV Hun heter Kari Vik. 1a, HANSEN Hva heter han (peker pa Per) zo. asta Han heter Per Jensen. 21, HANSEN Hya heter jeg? ze. art Du (De)' heter Kare Hansen. EXERCISES 3. Here is an island, 4, Smgla is an island. 5. There is a city. 6. Oslo and Troms are cities. 9. Liverpool is a city in England. 10. Marseilles is a city in France, 11. One city in the U.S.A. is called Chicago. 12, Here are many cities. As the first simple exercises for this lesson the teacher may ask each student, will be discussed on p. 95. fod dag alle jeg heter peker pa De (formal)34 UNIT TWO HANSEN ALL HANSEN 4. PER 18. Tm 18. 16. W 18. 19. 20. 21. 22. HANSEN NLS HANSEN KARI HANSEN ASTA HANSEN oLav HANSEN NILS HANSEN PER, HANSEN OLAV HANSEN ASTA HANSEN KARI LESSON NINE What is your name? How do you do? How do you do? My name is Kare Hansen. What is your name? My name is Per Jensen. What is your name? My name is Nils Sand. ‘What is your name? My name is Kari Vik. What is your name? My name is Asta Rud. What is your name? My name is Olav As What is her name? (pointing at Asta) Her name is Asta Rud. What is his name? (pointing at Olav) His name is Olav As. What is her name? (pointing at Kari) Her name is Kari Vik. ‘What is his name? (pointing at Per) His name is Per Jensen. What is my name? Your name is Kare Hansen. seamen STRUCTURE DRILLS Number Substitution: Dere ser en mann. Jeg ser en mann. De ser en mann, Du ser en mann. Vi ser en mann. Hun ser en mann. Replacement Drill: Kari ser en rose. se, Present tense Du ser en mann. Vi ser en mann. Han (hun) ser en mann. Dere ser en mann. Jeg ser en mann. De ser en mann. Kari ser en rose. Mi pagum Vi ser en rose. censcore: BOGE: Vi ser et ber. Du ‘ Du ser et ber. 7 tomat, Du ser en tomat. Jeg Jeg ser en tomat. z kompass. Jeg ser et kompass. Dere . ae Dere ser et kompass. ball. Dere ser en ball. GENERALIZATION Hun ser en ball. Hun ser et skjgrt. De ser et skjgrt. Personal Pronouns. The English words I, you, he, she, etc. we call the personal pro: nouns. They may be used instead of nouns (pro means here «instead of»).. The Personal Pronouns in Norwegian are: 1. person: 2. person: (familiar (formal) 8. person: Singular: Plural: jeg @) vi (we) form) du (you) dere (you) De han (he) de (they) hhun (she) UNIT Two 353,UNIT Two en gut en pike NARRATIVE Her ser jeg en pike’. Hun heter Asta. sp Her er han. EXERCISES J.Fill in the blanks with the proper forms of han, hun and de: Per......., Katie... gutten og piken. » Olay. » Asta » Fru Hansen ......,, te gutter......., herr Hansen......., Peter......., Catherine 920 PARED... p BAD wesc sey TVA eves en mann......., Kari og Per......., Lucy cee» Gordon » en gut. ,en pike. 2. Send det videre! («Pass it along») ‘The students are given Norwegian names. The teacher may start the game by saying: «God dag. Jeg heter Kare Hansen. Hva 1 girl, 2 boy. Kare Hansen er en mann. Her er Nils og Olav. De er ogsa gutter. Her er en gut¢’. Han heter Per. Jeg ser en mann. Han heter Kare Hansen. Jeg ser tre gutter. De heter Per, Nils og Olav. Jeg ser to piker. De heter Kari og Asta. heter du?» He will then point at any boy or girl in the class. This student has to be alert and answer his Norwegian name promily, eg. «Jeg heter Per Jensen.» Per, then, will «pass along> the question the question to Per, by ax king him «Hiva heter han?», pointing at Olav. After Per has answered, «Han heter Olav As», Olav will continue the game. — To avoid a dead-lock, each student may be asked just once, and then have to , and combine them with a translation of the following English words: Dice 8 tls g B boys, 3 5 eggs Bocce Phot Boece 9 HOMES, Bo... 10 cakes, Toco 8 glasses, 8 2 doors. 5 windows. 10... $ cities, 11 1 pens. 12 6 papers. 18.40.11 lambs, 4. 7 blouses. 15..,......2 islands. 16 3 apples. 17. 12 boats... 18 3 flags. 12 tolv (tol), 13 tretten, 14 fjorten, 15 femten, 16 seksten (seistan), 17 sytten (sgton), 18 1 syu may also be used, 2 tyve may also be used. LEKSE ELLEVE 10. . 12, 18, 14. 15, 16. n. 18, 20. EXERCISES HANSEN NILS HANSEN KARI HANSEN KARI HANSEN PER HANSEN PER HANSEN ASTA HANSEN ASTA HANSEN o1av HANSEN OLAV HANSEN ALLE Hyor gammel er du?’ Jeg er tretti*® dr* gammel'. Hvor gammel® er du? Jeg er ni ar gammel. Hyor gammel er Nils? (peker p& Kari) Han er ni ar gammel. Hyor gammel er du? Jeg er ti ar gammel. Hvor gammel er Kari? (peker pa Per) Hun er ti ar gammel. Hvor gammel er du? Jeg er seks ar gammel. Hvor gammel er Per? (peker pa Asta) Han er seks ar gammel. Hyvor gammel er du? Jeg er atte ar gammel. Hyor gammel er Asta? (peker pa Olav) Hun er atte ar gammel. Hvor gammel er du? Jeg er elleve ar gammel. Hvor gammel er jeg? Du (De) er tretti ar gammel. ‘The basic sentences in Lesson Eleven may and 6) 1-2 combined with 19-20 (indivi- be drilled as six different conversations: dual students should replace in 20), 1) 1-2, 2) 8-6, 3) 7-10, 4) 11-14, 5) 15-18, 1 how old are you?, 2 thirty, $ years, 4 old, 5 how old. UNIT TWO, 41 tretti etar gammel vor gammel42 UNIT Two. 10, 12, 18. 14, 15. 16. 10. 19. LESSON ELEVEN How old are you? HANSEN NIL HANSEN KARI HANSEN KARI HANSEN PER HANSEN PER HANSEN ASTA HANSEN ASTA HANSEN OLAV HANSEN OLAV HANSEN ALLE I am thirty years old. How old are you? Tam nine years old. How old is Nils? (pointing at Kari) He is nine years old. How old are you? Tam ten years old. How old is Kari? (pointing at Per) She is ten years old. How old are you? Iam six years old. How old is Per? (pointing at Asta) He is six years old How old are you? 1am eight years old. How old is Asta? (pointing at Olav) She is eight years old. How old are you? Iam eleven years old. How old am I? You are thirty years old. BIALos nus Hyor gammel er du? oLav Jeg er ikke* gammel. Jeg ex ung’. nus Ja’, men* hvor gammel er du? oLav Jeg er ikke gammel. wns Jeg mener’: Hvor mange’ ar er du? oLav Jeg er ikke mange ar. Jeg er bare’ elleve ar. wns Elleve ar? oLav Ja, jeg er elleve ar. nts Javel’, da’ er du elleve ar gammel, og jeg er ni. EXERCISES 1. Huor gammel? (Answer these questions in Norwegian.) Hyor gammel er Nils? Hyor gammel er Olav? . Hvor gammel er Per? Hyor gammel er Asta? Hvor gammel er Kari? . Hvor gammel er Hansen? Hvor gammel er du? 2. Huor mange? (Answer these questions in Norwegian.) 1, Hvor mange piker ser du? 2. Hvor mange gutter ser du? 3. Hvor mange vinduer ser du? 4. Hvor mange dgrer ser du? 5. Hvor mange epler ser du? 6. Hvor mange lamper ser du? 7. Hvor mange hus ser du? 8, Hvor mange flag ser du? 9. Hvor mange papir ser du? 10, Hvor mange kart ser du? 3. Try to make a report about yourself by answering these Norwegian question Hya heter du? Hyor gammel er du? Hyor bor du? ‘Hyva har du (ball, radio, flagg etc)? Hvor mange har du (of: ball, radio, flagg etc)? 4. Ask your friends in Norwegian how old they are, Tell them how old you are. Tell them also how old other boys and girls are. 5. Antonyms. Fill in the blanks with anto- nyms (replacing 1 with en or et): . Oslo er en by, men Norge er I ‘Smgla er en gy, men Troms9 er 1.. Olav er en gutt, men Asta er 1 |. Hansen er en mann, men Per er 1 Per bor i byen, men Asta bor pa . Per er ung, men bestefar er . 1 not, 2 young. 8 yes, 4 but, 5 mean, 6 how many, 7 just, only, 8 well, 9 then, UNIT Two. 43 ikke ung ia men mener hyvor mange bare javel daUNIT TWO REPLACEMENT DRILL Han er tolv ar gammel. Han er tolv ar gammel. Han er sju ar gammel. Han er ti ar gammel. Han er seks ar gammel. Han er elleve &r gammel. Han er Atte ar gammel, Han er fem ar gammel. Han er ni ar gammel. Position of «ikke» REPETITION DRILL Jeg er gammel. Jeg er ikke gammel. Jeg er ung. Jeg er ikke ung. AFFIRMATIVE > NEGATIVE Han er gammel. Han er ung. Han bor i byen. Han bor pi landet. Han heter Kari. Han heter Asta. GENERALIZATION In English we say, «He does not live in the citys, el do not see the man», etc. We often use the verb do in front of the negative not. — However, in other sentences we do not use this do, as in «I have not an egg>, «He is not old», ete Jeg er gammel. Jeg er ikke gammel. Jeg er ung. Jegerikkeung. Han er ikke gammel. Han er ikke ung. Han bor ikke i byen. Han bor ikke pa landet. Han heter ikke Kari. Han heter ikke Asta. In Norwegian they never use the verb do in front of not. A Norwegian would say as ‘we, «He is not old> «Han er ikke gammels, but he will also say, . e.g. «Jeg ser ikke mannen>, etc. LEKSE TOLV 1, HANSEN 2. KARL 3. HANSEN 4. KARI 5. HANSEN 6. KARI 7. HANSEN 8. OLAV 9. HANSEN 10. OLAV 11, HANSEN 12, OLAV EXERCISES To samtaler God dag. Jeg heter Kare Hansen. God dag. Jeg heter Kari Vik Jeg bor pa landet. Jeg bor pa en gird Den er ner’ Mjgsa’ Men jeg bor i en by. Den heter Tromsg. Den er i Nord-Norge’. Hvor gammel er du, Kari? Jeg er bare ti ar gammel. God dag, Olay. Hvor bor du? God dag. Jeg bor pa en gy. Den heter Smola. Vi har en gard der. Er Smola ner Trondheim? Nei, den er ikke ner Trondheim. Den er nar Kristiansund’. Hyor gammel er du, da? Jeg er elleve ar gammel. After the students have learned the basic sentences in Lesson Twelve, the teacher may introduce the response drill: A hee etc. Bor jeg pa landet? Bor jeg pi en gard? Er den ner Mjgsa? Bor du i en by? Heter den Tromsg? Ja, du bor pa landet. Ja, du bor pa en gard. Ja, den er nar Mjgsa. Ja, jeg bor i en by. Ja, den heter Tromsg. 1 near, 2 largest lake in Norway, 3 the northern part of Norway, 4 city on the west coast of Norway, approxi- mately 130 miles south west of Trondheim, 5 teacher, 6 student. UNIT TWO 66 UNIT TWO. 12, 10. ML. HANSEN KARI HANSEN KARI HANSEN KARI HANSEN oLav HANSEN OLAV HANSEN OLAV LESSON TWELVE Two dialogues Good morning. My name is Kare Hansen. Good morning. My name is Kari Vik. T live in the country. I live ona farm. Itis close to Mjgsa. But I live in a city. It is called Troms¢. It is in North-Norway. How old are you, Kari? I am just ten years old. Hello, Olav. Where do you live? Hello. I live on an island. It is called Smgla. We have a farm there. Is Smgla near Trondheim? No, it is not near Trondheim. It is near Kristiansund, How old are you (then)? Iam eleven years old. CONVERSATIONS 1. Per is carrying a basket which is covered, when he meets Asta. ASTA PER ASTA PER Hyva har du der? Jeg har en katt. Hya heter den? Den heter Nusse. 2. Nils has heard about Per’s cat. Now they meet on the road. NUS PER NILs ) PER NuLs PER Har du en katt? Ja Hya heter den? Den heter Nusse. Hyor gammel er den? Den er tre ar. 3. Kari and Asta meet in the grocery store. i ASTA KARI ASTA, Hyva har du i papiret der? Jeg har epler og ber. Men hva har dy? Jeg har egg og tomater. 4. Olav and Nils spend a week-end with Kare Hansen at Lake Mjgsa, OLAV NLS t OLav Hva har Kare i baten? Han har fire fisker. Hvor mange fisker har du i baten? Jeg har to fisker — og et kamera. 5. Asta and Kari have been out picking wild berries. ASTA ( KARI ASTA Hyor mange ber har du i koppen? Jeg har mange, mange bar. Men hvor mange har du? Jeg har bare ti ber. UNIT TWO 9UNIT Two med et rom pa rommet det 6. Olav has met an old friend, Arnt, when they see Kari crossing the street. arNT Ser du piken med* en rose pa blusen? oLav Ja, hun heter Kari. arnt Hvor bor hun? oLav Hun bor i Tromsg. arnt Hvor gammel er hun? oLav Hun er ti ar gammel. 7. Kari tells her girlfriend Klara about the new house her father has bought. KARI Vi har seks rom’ i huset. KLARA Har du et rom? KARI Ja, jeg har et rom med en dgr og to vinduer. Jeg har radio pé rommet® ogsi. KLARA Er huset nar skolen? KARI Ja. det er ner skolen. 8. Olav, Ant, and PAl are out hiking together when they get lost. OLAV Har du kartet? ARNT Nei,’ jeg har ikke kartet. Har ikke du? oLav Nei PAL Men jeg har et kart. Her er det. oLav (peker pa kartet) Vi er her pa kartet. Der er byen. 9. Lise is shopping when she meets Vesla. They are carrying some shopping bags. LISE God dag, Vesla. VESLA God dag, Lise. Hva har du der? LSE Jeg har bare en hatt. Men hva har du? ‘VESLA Jeg har et skjgrt her og en bluse der, 1 with, 2 rooms, $ «in the room» (in my room), 4 it, 5 no. 10. Kari and Olav are talking about their schools and are now talking about their class. ‘mates and what their classrooms look like. KART Vi er 13 piker og 16 gutter. oLav Vi er 12 gutter og 14 piker. KARI Vi har 4 vinduer og 6 lamper i rommet. oLav Vi har bare 3 vinduer og 4 lamper. KARI Vihar et flage. Har dere flagg i rommet? oLav Ja, vi har ogsa flagg. Og vi har en radio. Har dere? KARI Nei, men vi har et piano. oLay Vi har ikke piano. Hyor mange kart har dere? KARI Vi har 7 kart. oLav Vi har bare 5 kart. 11, Marit is on her way to visit a girlfriend in the hospital when she gets lost. She meets an old lady, Mrs. Olsen. Marit asks her the way to the hospital Marit God dag. Hvor er hospitalet? FRU OLSEN Der ser du en skole. Hospitalet er neer skolen. marit Jeg heter Marit Svendsen. FRUOLSEN God dag, Marit. Jeg heter fru Olsen. Hyvor gammel er du, Marit? Marit Jeg er bare 10 ar gammel. FRU OLSEN Hyor bor du, Marit? Marit Jeg bor i Trondheim. FRU OLSEN Jeg har en gutt i Nord-Norge. Han heter Johan. Han er 18 ar gammel. MARIT Bor du her i Oslo? FRU OLSEN Ja, jeg bor her i Aker. Hva har du i papiret der? Marit Jeg har 7 roser. De er ¢il* Klara. Hun er pa hospitalet. or. UNIT TWO, til 49UNIT Two SEND DET VIDERE ng) ‘One of these games is explained on p. 36. We are going to suggest other themes for games which may be useful for practising vocabulary along with grammatical struc- ture, 1, «God dag, Snorre.> ‘This game is 2 variation of the game de- scribed on p. 36, The theme of this game Jeg heter ikke ....» The students will retain the Norwegian names previously given them, The teacher may start the game by addressing one of the students, say Ole, . (Pointing at Kari.) She then replies, «Jeg heter ikke Snorre. Jeg heter Kari. Men han heter Snorre>. She will then be pointing at a new student. And in this manner the game continues. The game may continue as long as the teacher finds it use- ful. Use it also as a review. 2.«Hva har du?> This is a game which will permit exercises in en-words and et-words. The teacher may have a student say, «Jeg har en kopp. Hva har du?» This student now points at another student, who im- mediately has to answer, permits the use of the definite article, and such en-words and ét-words which otherwise cannot readily be used with combinations of «ha». 3. «Hvor bor dut> ‘The theme of this game is, «Jeg bor ikke...» In this game names of countries, cities, and other places previously learned, may be used. One student may begin the game by saying, «Jeg bor i/pa ....> and then give the actual place where he lives. Then he continues by saying, or any other unlikely place. Olav will have to deny this by saying, «Jeg bor ikke i Paris, Jeg bor i/pa (actual place). Men Kari bor i London.» Now Kari will have to deny this, and from here on the game continues as previously. 4. » Men mor har ikke mer sjokolade. Hun sier: «Ga ned!» Per gar ned. EXERCISE Answer the questions in complete sentences: 7, Hvor er Per? 8. Hvor er du? 9. Er Lise hjemme? 4. Hvor er mor? 5. Hvor er Finn? 6. Hvor er bestemor? 1, Hyor er far? 2. Hyor er Lise? 3. Hvor er bestefar? ‘STRUCTURE DRILLS Position of the verb in simple statements and in questions REPETITION DRILL Han har et hus. Har han et hus? Per er hjemme. Han har et hus. Har han et hus? Per er hjemme. Er Per hjemme? Lise er pa skolen. Er Per hjemme? Lise er pa skolen. Er Lise pa skolen? Er Lise pa skolen? Hun ser en katt. Hun ser en katt. Ser hun en katt? Ser hun en katt? 1 in the living-room, 2 outside, $ in the house, 4 says, 5 in the kitchen. UNIT THREE 53 istuen en stue ute inne sier i kjokkenet etkjokkenUNIT THREE AFFIRMATIVE —> INTERROGATIVE Mor er hjemme. Lise er pa skolen. Far er pa hotellet. Bestemor er i haven. Per har en katt. Kare har fire fisker. Asta har bare ti ber. Pal har et kart. Katten heter Nusse. Piken heter Kari. Kari bor i Tromsg. Kare bor nar Mjgsa. Olay ser pa byen. Arnt ser Kari med en rose. Hansen peker pi Olav. Olav peker pa kartet. Byen heter Oslo. Garden heter Sand. Hun bor i Tromsg. Han bor pa Smgla. De ser en ball. Vi ser en mann. Jeg peker pa baten. Hun peker pa hospitalet GENERALIZATION we ask, and Thus, the Norwegians will alw: «Lives he in the city?2/eBor han i byen?> = «See you that girl?>/«Ser du den piken?» LEKSE FJORTEN Kan jeg fa lane? 1 PER Mor, har du en gammel kopp? 2. MOR Ja, mange. Her er en. 2. PER Kan jeg fa lane’ den? 4. MOR Ja, ver sé god’. 5. PER Takk’! — Far, kan jeg fa lane hammeren*? 6. FAR Ja, her er den. Veer si god. 7, PER Takk! — Lise, har du en linjal’? 8. LISE Ja. ®, PER Kan jeg fi lane den? 10. LISE Ja, ver si god. 1. PER Takk skal du ha’. — Finn, kan jeg fa lane en kniv’? 12, FINN Ja, ver s& god. 13, PER Takk skal du ha. - Mormor’, har du en penn? ‘14 worMor — Ja, jeg har flere’ penner, Per. 15. PER Kan jeg fa lane en? 16, MORMOR Ja, veer st god. Her er en. 17, PER Tusen takk", mormor! 1s, MorMoR Ingen drsak. EXERCISES ‘The basic sentences in Lesson Fourteen may also be drilled as five different con- versations: 1) 1-5, 2) 5a-7, 3) 7a—I1, 4) 1a-13, and 5) 132-18, ‘The dash (—) indicates that Per ends his conversation with one person and starts with another, cf. 5, where he ends his conversation with «mothers, and starts his conversation with «father» at 5a, further- more, 7, where he ends his conversation with «father» and starts with «Lise» at 7a, ete. 1 may I borrow?, 2 here you are, 3 thanks, 4 the hammer, 5 a ruler, 6 thank you so much, 7 a knife, 8 grandma («mother’s mother»), 9 several, 10 thanks a lot, 11 you are welcome. UNIT THREE kan jeg fa line? veer sii god takk en hammer en linjal takk skal du ha enkniv en mormor flere tusen takk ingen arsak en arsak 55.UNIT THREE PER MOTHER PER MOTHER PER . FATHER, PER, LISE LISE |. PER FINN PER GRANDMA PER GRANDMA PER GRANDMA LESSON FOURTEEN May I borrow? Mom, do you have an old cup? Yes, many. Here is one. May I borrow it? Yes, here you are! Thanks! — Daddy, may I borrow the hammer? Yes, here it is. Here you are. Thanks! — Lise, have you got a ruler? Yes. May I borrow it? Yes, here you are. Thank you so much. — Finn, may I borrow a knife? Yes, here you are. Thank you so much. — Grandma, do you have a pen? Yes, I have several pens, Per. May I borrow one? Yes, here you are. Here is one. Thanks a lot, grandma. You are welcome. UNIT THREE 87 NARRATIVE Hosten er her Det er hgst.’ Det er kaldt? en host Per vil lage’ hus til fuglene.* kaldt Han ldner en kniv av* Finn. vil lage Han laner en hammer av far. til fuglene Han laner en linjal av Lise en fugl Her er huset til fuglene. line av Ser du det?" Per laner en kopp av mor. Ser du koppen? Den er inne i* esken.’ innei En fugi” sitter" ved"* den og spiser.* eneske Han laner en penn av bestemor. sitter En fugl sitter p& den. ved spiser STRUCTURE DRILLS Replacement Drill — «May I borrow?» Kan jeg fa lane telefonen? Kan jeg f& Kine telefonen? i Kan vi fa line telefonen? Kan vi fa lane linjalen? Kan dere ff lane linjalen? Kan dere fa lane kniven? Kan du fa line kniven? Kan du fa lane kameraet? Kan de fa lane kameraet? Kan de fi Kine biten? Kan han fa lane baten? J} 1 fall, autumn, 2 it’s cold, 8 wants to make, 4 for the birds (definite article, plural, will be discussed _on p. 95}, 5 borrows from, 6 do you see, 7 it, 8 inside, 9 the box, 10 bird, 11 is siting, 12 at, 13 is eating.UNIT THREE The Pronouns «den» and «det» Repetition Drill: Han ser ballen. Han ser den. Han ser flagget. Han ser det. En-words —> the pronoun «den»: Han ser baten. Han ser rosen. Han ser katten. Han ser koppen. Et-words —> the pronoun «det»: Hun ser glasset. Hun ser lammet. Hun ser huset. Hun ser pianoet. Han ser ballen. Han ser den. Han ser flagget. Han ser det. Han ser den. Han ser den. Han ser den. Han ser den. Hun ser det. Hun ser det. Hun ser det. Hun ser det. En-words, et-words —> the pronouns «den» and «det»: Vi spiser beret. Vi spiser tomaten. Vi spiser egget. Vi spiser kaken. GENERALIZATION When somebody asks you, «Do you see the ball?» you do not have to repeat , «skjprt> etc. Vi spiser det. Vi spiser den, Vi spiser det. Vi spiser den. the previous sentence, may in Norwegi be expressed either by den or det. The Nor- wegians use den for en-words and det for etswords. eg. Ser du flagget? Ja, jeg ser det. Ser du rosen? Ja, jeg ser den. with den or det according to en-words and et-words, eg. 1. Her er den (for «fiskens), 2. Heer er det (for eskjprtets), ete. LEKSE FEMTEN Hvem eier den? 1. pesteFaR Her er en kopp. Hem! eier® den? 2 MOR Jeg. s BrsTEFAR Veer si god. Den var’ i haven. 4. MOR Takk! 5. BESTEFAR Her er en hammer. Hvem eier den? 6. FAR Jeg. Hvor var den? z pesterak Den var i haven. Ver s& god. 8 FAR Mange takk!* » BesTeraR Og hvem eier kniven? 10, FINN Jeg. ni, pesteraR Var si god. 12, FINN Takk, bestefar! Var den ogsa i haven? i pesteraR = Ja. — Men hvem eier en linjal? Den eier jeg. Veer si god. 14, LISE 15. BESTEFAR 16, LISE Tusen takk, bestefar! (7, pesteraR Heer er en penn ogsi. Hvem eier den? 18, bestemor —_d°, den ier jeg. Hvor var den? vo. pesteran Den var ogsi i haven. Var si god. 2, BEsTEMOR Takk, vennen min!* EXERCISES The basic sentences in Lesson Fifteen may be drilled as five different conversations: 1) 1-4, 2) 5-8, 8) 9-13, 4) 13-16, and 5) 17-20, 1 who, 2 owns, $ was, 4 thank you very much, 5 oh, 6 honeys («my friends). UNIT THREE 59 hvem eier var mange take! A vennen min envennUNIT THREE 10, 12, 18. M. 16. v7. 18. 19. LESSON FIFTEEN Whom does it belong to? GRANDFATHER MOTHER GRANDFATHER MOTHER GRANDFATHER FATHER GRANDFATHER FATHER GRANDFATHER FINN GRANDFATHER FINN GRANDFATHER LISE GRANDFATHER LISE GRANDFATHER, GRANDMOTHER GRANDFATHER GRANDMOTHER (Who owns it?) Here isa cup. Who owns it? I do. Here you are. It was in the garden. Thanks. Here isa hammer. Who owns it? I do. Where was it? Tt was in the garden. Here you are. Thank you so much. And who owns the knife? Ido. Here you are. ‘Thanks, grandfather. Was it also in the garden? Yes. But who owns a ruler? Ido. Here you are. ‘Thanks a lot, grandfather. Here isa pen also. Whom does it belong to? Oh, it belongs to me. Where was it? It was also in the garden. Here you are. Thank you, honey! STRUCTURE DRILLS The Interrogatives «hva», «hvor» and «hvem» REPETITION DRILL Hya er det? Det er en ball. Hya heter du? Jeg heter Per. Hyor er ballen? Den er i haven. Hyor bor du? Jeg bor i Los Angeles. Hvem er det? Det er bestefar. Hvem eier den? Den eier Per. AFFIRMATIVE —> INTERROGATIVE Hva. Det er en rose. Det er en skole. Det er et klaver. Han heter Per. Hun heter Kari. Hor. Trondheim er i Norge. Chicago er i U.S.A. Kari bor i Tromsg. Olav bor pi Smgla. Hansen bor ner Mjgsa. Hyva er det? Det er en ball. Hva heter du? Jeg heter Per. Hvor er ballen? Den er i haven. Hvor bor du? Jeg bor i Los Angeles. Hvem er det? Det er bestefar. Hvem eier den? Den eier Per. Hyva er det? Hyva er det? Hva er det? Hyva heter han? Hva heter hun? Hyor er Trondheim? Hyor er Chicago? Hyor bor Kari? Hyor bor Olav? Hvor bor Hansen? UNIT THREE 61UNIT THREE Hvem. Det er bestemor. | Det er en mann. Han ser mor. Han ser Lise. Han ser en gutt. AFFIRMATIVE > INTERROGATIVE Det er en hatt. Oslo er i Norge. Bestefar ser mannen. Det er et kompass. Per bor i Oslo. Asta ser bestemor. EXERCISES, 1. Han bor pa landet. Hun heter Kari . Ole har en ball . Per er 6 ar gammel Asta ser en katt, 6. Bergen er i Norge. 7. Byen er p& kartet. Bestemor er i haven. |. Smela er en dy. GENERALIZATION Interrogatives. We may in English use various words to begin a sentence. Some- times we may ask what something is, e.g. What is this? What is your name? (cf. Les- son Nine.) At other times we may ask where something heter hun? har en ball? gammel er Per? er Bergen? er pi kartet? er bestemor? er en oy? Hyvem er det? Hyvem er det? Hyvem ser han? Hvem ser han? Hvem ser han? Hyva er det? Hvor er Oslo? Hyvem ser bestefar? Hyva er det? Hyvor bor Per? Hvem ser Asta? Fill in the proper interrogatives in the blanks: bor pa landet? bor han? heter Kari? har Ole? | er 6 ar gammel? -ser en katt? eo Ser Asta? er i Norge? er byen? er i haven? er Smgla? is located, e.g. Where is Chicago? Where do you live? (cf. Lesson Ten.) In the present lesson we ask who somebody is, or to whom something belongs, e.g. Who is this girl? Who owns this? LEKSE SEKSTEN Hva gjor du? 1. PER Mor, hua gigr du’? 2.MoR — Jeg baker’ en kake. 3 PER Hua gjpr Lise”? 4 Mor — Hun spiller piano! 5. PER Hva gigr far? 6 Mor Han leser* en bok’. 7. PER Hva gjgr Finn? s. Mor — Han leser ogsa. 9. PER Hva gig bestefar? 1. MOR —_Bestefar hiviler’. Men hva gjgr du, Per? 1. PER Jeg ryder’. fe Farsi 12. PER Mor! 13. MOR Ja, Per. 14, PER Jeg leker’ skole. Vil du vere" lerer"? 15, MoR Ja, men vent" litt”. EXERCISES Jeg ma vaske" gulvet™ farst", The basic sentences in Lesson Sixteen may be drilled as four different conversations: 1) 1-4, 2) 5-8, 8) 9-11, and 4) 12-15. 1 what are you doing? (note: gior, not gierer), 2 am baking, 3 what is Lise doing, 4is playing the piano, 10 do you want to be, 11 a teacher, 5 is reading, 6 book, 7 is resting, 8 am cleaning up, 9 am playi 12 wait, 13°a little, 14 have to (imust) scrub, 15 the floor, 16 first UNIT THREE 63 ior baker spiller piano leser en bok hviler rydder Ieker vil vere en leerer vent litt ma vaske et guly forstUNIT THREE LESSON SIXTEEN What are you doing? vex Mom, what are you doing? Morner I am baking a cake. per What is Lise doing? . MoTHER She is playing the piano. per What is daddy doing? MotHER He is reading a book. ren What is Finn doing? moter He is also reading. per What is grandfather doing? MotHer Grandfather is resting. But what are you doing, Per? rer Tam cleaning up. PER Mom! MoTHER Yes, Per. . PER Iam playing school. Do you want to be the teacher? moTHER Yes, but wait a minute. T'll have to scrub the floor first. NARRATIVE Familien' Jensen Dette* er Fugleveien* nummer" fjorten’. Her bor familien Jensen. Herr Jensen heter Sven, og fru Jensen heter Rut. Deres* barn’ er Finn, Lise og Per. Herr Jensen er pa hotell Viking’. Finn og Lise er pa skolen. De gér pa sholen’ huer dag”. Fru Jensen og Per er hjemme. Mor vasker gulvet. Per leker. Han leker med biler" og bater. Han har fire biler: en rgd bil, en b/é* bil, en grénn* bil og en gul™ bil. : Han har to bater: en motorbat® og en seilbat*. TRANSLATION DRILL Far leser en bok. Finn leser ogsa en bok. Mor baker en kake. Bestefar hviler. Lise spiller piano. Per rydder. Far leser en bok. Far leser en bok. Finn is also reading a book. Mother is baking a cake. Grandfather is resting. Lise is playing the piano. Per is cleaning up. Father is reading a book. REPETITION DRILL Hyva gjgr Per? Han leker med biler. Hya gjor Per? Han leker med biler. Hya gior vi? Vi leser en bok. Hya gjor vi? Vi leser en bok. 1 the family, 2 this, 8 «Birds' Aves, 4 number, 5 fourteen, 6 their, 7 children, 8 a hotel in Oslo, 9 go to School, attend school, 10 every day, 11 ears (ef. automobile), 12 red, 18 blue, 1M green, 15 yellow, 16 motor boat, 17 sailboat UNIT THREE 65 en familie dette et nummer deres 2) et barn a pa skolen hver dag en dag en bil rod, bld gronn, gul en motorbat en seilbat66 UNIT THREE ser pa AFFIRMATIVE > INTERROGATIVE Han leser en bok. Hun spiller piano. Han hviler. Hun baker en kake. Han rydder. De gir pa skolen. QUESTIONS Answer in complete sentences: 1, Hvor bor familien Jensen? Hya heter faren? |. Hva heter moren? Hva heter deres barn? . Hvor er herr Jensen? . Hvor er Finn og Lise? GENERALIZATION In English you may say, «He reads a book». But you may also say, «He is reading a book». Both these sentences tell what is done now. We call them both the present tense. Thus in English we have two forms of the present tense. On p. 32 we were told that the present EXERCISES 1. Tell in Norwegian (in complete senten- ces) what these people are playing with (cleker meds): roe A AS eeu Se 4. Anne rf 5 2. Tell in Norwegian (in complete senten- ces) what these people are looking at («ser pa 2 Mor DP 3. Far Hyva gjgr han? Hva gjgr hun? Hva gjer han? Hva gjgr hun? Hva gjgr han? Hyva gir de? Hyor er mor og Per? Hya gig mor? 9. Hva gjgr Per? 10, Hvor mange biler har Per? 11. Hvor mange biter har Per? 12, Hva er Viking? tense of the Norwegian verb is very simple, It has just one ending, -er or -r, but it has also just one form. If you want to say in Norwegian, «He reads> you have to say, «Han leser>. If you want to say, «He is reading> you still will say just, «Han lesers. 3. Tore GER gitprettign voeRU Ogee oha © & ou LEKSE SYTTEN Regning og skrivning (Mor og Per leker skole. Mor er larer. Per er elev'.) 1. MOR —-Hvor meget* er to pluss* to? 2 PER Det er fire. 3. MOR Riktig'. Hvor meget er tre pluss tre? 4 peR Tre pluss tre er seks. 5 MOR Ja.— Hyvor meget er fem epler og to epler? s pen Det er sju epler. 7. Mon Hvor meget er sju kaker og to kaker? 8. PER Sju kaker og to kaker er ti kaker. 9, MoR Nei, det er galt’. 10. PER Det er ni kaker. u. Mor — Riktig. — Hyor meget er atte minus* sju? az, PER Atte minus sju er en. 18. MOR Ja, det er riktig. 14. MOR Her er en liten bok’. Den er ikke ferdig'. Du mi skrive’ resten”. 15. PER —-Skal" jeg? 16. MOR Ja. 1. PER Kan jeg det"? 18, MoR Ja, du kan. uw. PER ja! Jeg kan skrive det. EXERCISES 4, Bestemor a 5, Hansen SS ‘The basic sentences in Lesson Seventeen ations: 1) 1-5, 2) 5a—6, 8) 7—11, 4) 1a—I8, may be drilled as five different convers- and 5) 14-19. 1 pupil, student, 2 how much, 3 plus, 4 right, 5 wrong, 6 minus, 7 a litle book, 8 finished, 9 write tole tet 1 sha 12 can, U3 it '14 oh ye “ UNIT THREE 67 enelev hvor meget? pluss riktig galt minus en liten bok ferdig skrive resten skal kan Aja68. UNIT THREE LESSON SEVENTEEN Arithmetic and writing (Mother and Per are playing school. Mother is the 10, n. 12, vy 16. u. 18 19, PER teacher. Per is the pupil.) . MOTHER How much are two plus two? ‘They are four. MotHeR Right. How much are three plus three? PER Three plus three are six. Morne Yes, how much are five apples and two PER, apples? ‘They are seven apples. MoTHER How much are seven cookies and two PER, cookies? Seven cookies and two cookies are ten cookies. MotHER No, that’s wrong. PER ‘They are nine cookies. MotHer Right. — How much are eight minus seven? PER Eight minus seven is one. worner Yes, that’s right. MoTHER Here is a little book. PER It isn’t finished. You will have to write the rest. Shall I? MOTHER Yes. PER Can I? moruer Yes, you can, PER Oh yes! I can write it. REPETITION DRILL Hor meget? (How much?)* STRUCTURE REPETITION Fem pluss to er sju. Sju pluss tre er ..... Seks pluss fem er ...... Sju pluss fem er Fire pluss atte er... . Ni pluss fire er ..... Atte pluss seks er... Elleve pluss tre er... . Sju pluss atte er... Ni pluss seks er ...... Seksten minus atte er atte. Femten minus nier...... Fjorten minus ti er Tretten minus elleve er ... Toly minus en er .. Elleve minus to er ...... Ti minus treer...... Ni minus fire er ...... Atte minus fem er ...... Sju minus seks er ...... DRILLS. Fem pluss to er sju. Sju pluss tre er ti. Seks pluss fem er elleve. Sju pluss fem er tolv. Fire pluss atte er tolv. Ni pluss fire er tretten. Atte pluss seks er fjorten. Elleve pluss tre er fjorten. Sju pluss atte er femten. Ni pluss seks er femten. Seksten minus Atte er atte. Femten minus ni er seks. Fjorten minus ti er fire. Tretten minus elleve er to. Tolv minus en er elleve. Elleve minus to er ni. Ti minus tre er sju. Ni minus fire er fem. Atte minus fem er tre. Sju minus seks er en. The Modal Verbs «kan», «ma», «skal» and «vil» ait Kan Jeg kan skrive Jeg kan bake en kake. Jeg kan se ballen. Jeg kan lese boken. Jeg kan spille piano. Jeg kan skrive. Jeg kan bake en kake. Jeg kan se ballen. Jeg kan lese boken. Jeg kan spille piano. “The teacher ought to put the problems on the chalk board: a) 5+ 2—, b) 16-8 =, ete UNIT THREE 6970 UNIT THREE REPETITION DRILL [cont] Ma. Du mi skrive. Du mi lese boken. Du ma bake en kake. Du mi vaske gulvet. Du mi spille piano. Du mi gi pa skolen. Skal. Han skal skrive. Han skal lese boken. Han skal bake en kake. Han skal vaske gulvet. Han skal spille piano. Han skal ga pa skolen. Vil. Hun vil skrive. Hun vil lese en bok. Hun vil bake en kake. Hun vil vaske gulvet. Hun vil spille piano. Hun vil ga pa skolen. GENERALIZATION ‘As you know, most English verbs get the ending -s in the present tense of the Srd person, singular (cf. p. 38). Let us try a regular verb: I read, you read, he reads, she reads, etc, Now we want you to try these verbs: Ian, he ...., 1 must, he she ...., you will, she As you see, a few verbs do not get the ending -s after he and she. These verbs are called Modal (auxiliary) verbs. +» you shall, Du mi skrive. Du mi lese boken. Du ma bake en kake. Du mi vaske gulvet. Du mi spille piano. Du ma gi pa skolen. Han skal skrive. Han skal lese boken. Han skal bake en kake. Han skal vaske gulvet. Han skal spille piano. Han skal ga pa skolen. Hun vil skrive. Hun vil lese en bok. Hun vil bake en kake. Hun vil vaske gulvet. Hun vil spille piano. Hun vil gi pa skolen. Also Norwegian has Modal verbs. They are «kan», ema», eskal>, and «vil. If you look closely at the drills which you just completed, using these verbs, you will discover two strange things: 1. none of them has the ending -r in the present tense, 2, they are all combined with other verbs, but none of these verbs has any -r either. Instead they all end in a vowel, mostly -e: (This form of the verb is called the In- finitive, which we will discuss on p. 90.) THE MEANINGS OF THE MODAL VEI KAN, MA. Ss . Kan may in some cases be used like the English can or may, but mostly it expresses «being able tov: eg. Jeg kan skrive. Tam able to write. Hun kan spille piano. She is able to play the piano. In questions kan may nearly always be used like may: eg. Kan jeg lese boken? May I read the book? Kan jeg se ballen? May I see the ball? Ma may in most cases be used like chave to>, but if it is emphasized, it is used like the English must: eg. Du mi spille piano. You have to play the piano. If Lise refuses, the mother will put it more strongly: STRUCTURE DRILL NUM 1 SUBSTITUTION De kan se ballen. Jeg kan se ballen. Dere kan se ballen. Hun kan se ballen. Vi kan se ballen. Du kan se ballen. Han skal skrive. Du skal skrive. De skal skrive. Jeg skal skrive. Dere skal skrive. Vi skal skrive. Du md spille piano! You must play the piano! SKAL. Skal may in some cases be used like VIL. the English shall or will, but it mostly expresses the intention of doing some. thing, as ef am going to....>. eg. Jeg skal lese boken. Tam going to read thé book. Hun skal gi pa skolen, She is egoing to go> to school. Vil may in some cases be used like the English will, but it mostly expres- ses a wish or desire to do something, as «wants to» or «would like toot: eg. Jeg vil bake en kake. T want to bake a cake. Jeg vil spille Beethoven, T would like to play Beet- hoven, The Modal Verbs Han (hun) kan se ballen. Vi kan se ballen. Du kan se ballen. De kan se ballen. Jeg kan se ballen. Dere kan se ballen. De skal skrive. Dere skal skrive. Han (hun) skal skyivé. Vi skal Skrive. Du skal skrive. Jeg skal skrive. 1 Since the Norwegian language does not have two different words for ma, the Norwegian streses ma in tetting either by underlining it or by: putting Mt ia Talics. In speech md will be emphasized by str: air say also be used to express the future tense. 3 Shal may be replaced by md anul vi UNIT THREER UNIT THREE ct teater en fotball REPLACEMENT DRILL! Lise ma spille piano. Hun .. Devil ...... Du skal EXERCISES 1. Affirmative>interrogative. Rewrite these sentences so they become questions: 1, Bestefar er pa stasjonen. 2. Mor er pi Kjpkkenet. 8. Per spiser sjokolade. 4. Han- sen bor ner Mjgsa. 5. Han lager et hus til fuglene. 6. Han laner en hammer av far. 7. Fuglen sitter ved koppen. 8. Jeg kan £4 lane telefonen. 9. Familien Jensen bor her. 10. Herr Jensen er pA hotell Viking. 11. Per Jensen er en liten gutt. 12, Lise Jensen gir pa skolen hver dag. 2. Replace the en-words and et-words with aden> and «det»: 1. Byen heter Troms. 2. Olav peker pa Kartet. 5, Arnt ser p& fuglen. 4. Finn spiser sjokoladen. 5. Hun ser pi flagget. 6. Mor vasker gulvet. 7. Per liner hammeren av far. 8, Pal ser huset nar Mjgsa. 9. Klara Teker med lammet hver dag. 10, Kari har fen rose pa blusen. 11. Olav ser en by pi Kartet. 12. Far ser en liten bil p& gulvet. Lise ma spille piano. Hun mi spille piano. Hun mia spille orgel. Jeg vil spille orgel. Jeg vil spille Beethoven. Dere skal spille Beethoven. Dere skal spille klaver. Vi kan spille klaver. Vi kan spille teater. De vil spille teater. De vil spille fotball. Du skal spille fotball. 3. Complete these sentences: 1 Far agepacee bat Father has a yellow boat. 2 Jeg : ue katt T see a little cat. 3. Arne a Ame owns a blue cup. 4. Mor ann TOSE Mother sees a red rose. 5. Bestemor es hatt Grandma has a green hat. 6. Per oe fugl Per sees a yellow bird. 7. Lise i novus Rake Lise is baking a little cake. 8 Jeg see a POR Tam writing with a blue pen. 9. Olav ball Olay is playing with a red ball 10. Mor bluse Mother owns a green blouse. 1 Before doing this drill, the students must be taught the new words: 2 theater, $ foot-ball, soccer. CONVERSATIONS 1. Lise is coming home from school and meets Per outside. LISE PER LISE PER LISE PER Hvor er mor? Hun er i kjgkkenet. Hyva gjgr hun der? Hun vasker gulvet. Men hyor er bestemor? Hun er i haven og rydder. 2. Ase is looking for her girl-friend Lise and meets her mother, Mrs. Jensen. ASE MOREN ASE MOREN 3. Berit is walking on the sidewalk when Marit shouts to her through the window. MARIT. BERIT MARIT. BERIT MARIT BERIT God dag, fru Jensen. Hvor er Lise? Hallo’, Ase. Hun er ikke hjemme. Hun er hos fru Olsen? Hya gior hun der? Hun spiller piano. Hallo, Berit! A, god dag, Marit. Vil du se en liten fugl? Den er gul og grgnn. Har du en liten fugl? Ja, den er her i stuen. Vil du leke med den? Jeg kan ikke nd’. Jeg ma gi pa skolen. 4. Arvid is sitting in the park reading when Bjgrn comes up to him. BJORN ARVID BJORN ARVID Hallo, Arvid! Vil du spille fotball? Ja, men vent litt. 7 Jeg ma lese litt mer forst. Hva leser du? Jeg leser geografi. | hello, 2 at the Olsen's (sat Mrs. Olsen»), 3 now. UNIT THREE hallo hos 2374 UNIT THREE snart til hotellet {SNORE SIER® This is a game to practise phrases and sentences which cannot readily be used with the other games outlined on page 50. It is especially useful for practising the Modal verbs. Whenever the teacher starts by saying, «Snorre sier at...» the stu dents will repeat the phrase or sentence, But if he says something without «Snorre sier at...» the students will remain silent. This game has to be conducted rapidly. 5. Per comes into the kitchen and sees his mother working there. PER Hya gjor du? MOR Jeg baker. PER Hya baker du? MOR Jeg baker kaker. PER Baker du mange kaker? MOR Ja, Per. PER Kan jeg fa en? MOR Ja, var si god. PER Tusen takk, mor! 6. Mrs. Jensen is setting the table in the living room when the telephone rings. MANNEN God dag. Jeg er Tore Svendsen. Er Jensen hjemme? rRuEN Nei, Sven er ikke hjemme. Han er p& hotellet. Men vi skal spise snart'. TORE Hyva er nummeret til hotellet? FRUEN Deter 5-2-7-9-3-8. ToRE 5 -2-7-9-3-8? | reves Ja, riktig. — Men vent litt. | Sven er her na. | SVEN God dag, vennen min. (Takes the receiver) Hyvem er det? (Starts chatting with Tore). Examples: Snorre sier at du ma lese. (Student:) Du ma lese, Snorre sier at hun skal spille piano. (Student:) Hun skal spille piano. Hun vil vaske gulvet, (Student silent.) Snorre sier at han kan bake en kake. (Student:) Han kan bake en kake. LEKSE ATTEN Per far en ny’ ven 1. PER God dag. 2 cuTTEN God dag. 3. PER Hya heter du? 4 cuTTeN Jeg heter Sigmund Karlsen. Hva heter du? 5. PER Jeg heter Per Jensen. — Hvor bor du? 6. sicmunn Jeg bor i Fugleveien nummer tolv. 7. PER Hos Nilsens?* 8, sicmunp Ja. Fru Nilsen er min® tante*. ®. PER Og Nilsen er din’ onkel® da. 10, sicmunn Ja, onkel Age. 1, PER Hwor lenge’ skal du vare* der? 12, siemunD Mens’ min mor er pd hospitalet". Er din mor pa hospitalet? us sicmunn Ja. 18, PER 15, PER A.— Har du noen" spsken*? 16, sicMuND Nei. Har du? 17, PER Ja. Jeg har en bror"* og en saster"s 18. sicmMuND Hyvor gamle er de? 19. PER Lise er tretten ar, og Finn er femten. — | Men hvor gammel er du? 2. sicmunp Jeg er seks ar gammel. 21, PER Fint"l Jeg er ogsd seks ar. Vil du leke? 2. siemun Ja. 23, PER Kom inn”, da. Jeg har mange leker. EXERCISES, The basic sentences in Lesson Eighteen may be drilled as five different convers- ations: 1) 1-5, 2) 5a—10, 8) 11-15, 4) 15a —19, and 5) 192-23. 1 soon, 2 of the hotel, $ that, 1 new, 2 at the Nilsens, $ my. 4 aunt, 5 your, 6 uncle, 7 how long? 8 be, (here:) stay, 9 while, 10 in the howpital, 1 any, 12 brothers and sisters (ling) 18 brother, 14 ser, 15 ol (pl. 16 wonderful! 17 come in, 18 toys. UNIT FouR 75 ny min en tante din en onkel yor lenge vere mens pi hospitalet noen sosken (pl.) en bror en spster gamle fine! kom innt en leke