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