Центральный Дом Знаний - Kari Bratveit, W.Glyn Jones, Kirsten Gade - Colloquial Norwegian

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Kari Bratveit, W.Glyn Jones, Kirsten Gade - Colloquial Norwegian

Kari Bratveit, W.Glyn Jones, Kirsten Gade 

 Colloquial Norwegian


Год выпуска: 1995
Автор: Kari Bratveit, W.Glyn Jones, Kirsten Gade
Категория: аудиокурс/самоучитель
Издатель: Routledge
Формат: PDF+MP3
Качество PDF: Отсканированные страницы (оч.хорошее)
Кол-во страниц: 282
Качество MP3: 128 kb/44Khz/stereo
Язык курса: английский
Уровень: для начинающих
Language course which is designed to provide a complete introduction and self-study course to the language, as well as a cultural and historical background to the people. Each lesson in the textbook contains conversations based on everyday situations, explanations of grammar and vocabulary lists.
Данный аудиокурс идеально подходит для самостоятельного изучения языка.  

Contents:
About this book
2 Hakon pa jobb 16
Hakon at work
3 Pa innkjop 29
Out shopping
4 Hjemme 40
At home
5 Familien 52
The family
6 Pahytta 62
At the holiday chalet
7 Et familiebesok 72
A family visit
8 Til bords 83
At the table
9 En vanlig dag 91
Everyday life
10 Skolen i Norge 103
Norwegian schooling
11 Vaeret 113
The weather
12 Togreiser 124
Travelling by train
13 1 byen
In town 136

Colloquial Norwegian contains 20 lessons, each introducing about 100 new words. Each lesson is built around a series of smaller units and includes: texts, dialogues, grammatical explanations, examples of 'Language in use', and exercises.

At the back of the book you will find a brief guide to Norwegian pronunciation, a short review of main grammatical points, a key to exercises, and English-Norwegian as well as Norwegian-English glossaries.

Below, we explain in more detail about the aim of the various units and the best way of working with them. If you are to derive maximum benefit from the book, we suggest you should not skip this introduction!

Texts

Norwegian is closely related to English, so the early texts aim to be so simple that learners with English as their mother tongue will be able to understand them in main outline if not always in detail. Later, as the texts centre on more specialized subjects, each will be furnished with word lists to help you understand.

The sentence structure in the texts is not normally difficult, but some passages contain a vocabulary drawn from special areas. In such cases we have found it useful to provide lessons with relevant headings. Thus, there are many words concerning the weather in Lesson 11, (The weather'), and terms relating to parliamentary elections in Lesson 20, entitled 'Life in Norway'.

The passages represent the written language and are intended (a) to be generally informative, (b) to expand vocabulary and (c) to illustrate grammatical points which are then discussed immediately afterwards. You will then be able to concentrate on those aspects of the texts which are of most interest to you, in the sense that although ideally you should learn all new vocabulary as it appears, this is not strictly necessary if you want to move on. We do, how­ever, strongly advise you to use the passages as illustrations for the Language sections immediately following. It is important for the understanding of language that the examples given in these gram­matical sections should also be seen in context.

Dialogues

The dialogues represent the spoken language, which often cannot be translated word for word. Here we are dealing mainly with phrases, not words. This does not, however, imply that the dialogues are less important. On the contrary, they contain the everyday language which you will meet in the street, in the home, and anywhere else where people communicate orally. Without this language of communication you would find yourself in difficulties when faced with a situation in which oral communication was necessary. We therefore advise you not to neglect any of the dialogues. If you have the cassettes, you should work with each of them in the following manner:

1 Listen to the dialogue until you can understand it. That will inevitably take some time. Your first impression will be that the readers speak very fast, but a deliberate attempt has been made to maintain a normal speed so that the dialogue should not

. appear artificial. Listen first with the text before you, and then with your, book closed. You can learn much merely by listening.

2 Now - with your book open - try to imitate the replies one by one. You can do this by stopping your tape after each line of dialogue and repeating it parrot-fashion. Make a real effort to get as close as possible to both sound and intonation.

3 When you are satisfied with your efforts, you can test yourself as follows: Play one line of the dialogue and answer it with the next before playing that on the tape. As you play the taped version, you will be able to decide for yourself where your mistakes (if any) lie. Now, repeat the process, taking the part of the other speaker in the dialogue.

The dialogues, like the texts, are also closely related either to the 'Language points' or to the 'Language in use'.

Language points

We use as few grammatical terms as possible, but they can, of course, not be avoided entirely, and therefore to help those learners who have not previously had experience of grammatical terms - or have forgotten them - we have tried visually to illustrate each new term as we introduce it.

The general principle employed in introducing grammar is to go from the easy to the more difficult. Thus, we do not aim at dealing with verbs in their entirety first, then nouns, and so on.

No grammatical problem is introduced unless it has been illus­trated in the preceding text passage or dialogue. While working with the grammar, you should therefore constantly keep an eye on the text above.

We have used a series of patterns to help you with word order. This method has a particular appeal to those whose method of learning is visual. Moreover, a single pattern can often demonstrate what it otherwise would take paragraphs of explanation to describe. Naturally, these patterns do. not tell you every single thing about Norwegian word order, but they indicate a very practical and usable approach. To go further would demand a far more comprehensive grammar.

You should take care to become familiar with the grammar in Colloquial Norwegian as it is introduced. Each lesson is based on the assumption that you have understood the grammar in the preceding lessons, even if you have not learnt it thoroughly.

Language in use

These sections have more assorted contents, but are not less impor­tant. They can, for instance, tell you what word is used in such and such a situation, or simply contain common phrases that you ought to know, but which you cannot be expected to construct for yourself without further ado.

Exercises

These form an important part of the language teaching; they not only practise and so reinforce the points that have been explained, but also often introduce you to new vocabulary and features which are built on. They should not be ignored. We, for our part, have tried to vary them so that you won't get bored with them.

The key

There are many different types of exercises in Colloquial Norwegian, and for some of them it is impossible to provide you with a key. This applies particularly to those requiring a personal answer from you. However, others can have other correct answers different from those indicated in the key.

Ready-reference grammar

This is in no way intended to be a complete grammar. It merely presents you with summaries of points that are otherwise dealt with at different stages of the book. Thus, for instance, we do not include numerals in this summary - but the index will tell you which lesson you will find then in.

In the Ready-reference grammar you are also referred to the places in the book where the specific word categories are dealt with.

Glossaries

There are two glossaries at the back of the book, English-Norwegian and Norwegian-English.

The Norwegian-English glossary contains all the words appear­ing in the book, with two exceptions: words that are easily recogniz­able for learners with English as their mother tongue are omitted, as are certain words that are translated where they appear in the main body of the text.

The English-Norwegian glossary is not as comprehensive, although it contains all the words necessary for doing the exercises. Nor does this list contain all information on Norwegian words, so, in order to discover, for example, inflections you will need to look up the Norwegian word in the Norwegian-English glossary.

The language

Norway has a rather complicated language situation with two official written languages: bokmal and nynorsk. The two are not fundamentally different from each other, and if you know bokmal you will also be able to understand nynorsk.

Bokmal is used in the cities, while nynorsk is mostly used in the rural areas. Bokmal is the dominant of the two languages, with around 80 per cent of Norwegian pupils using it as their main lan­guage at school.

The language in this book is bokmal. However, even within bokmal there is a degree of choice. Certain forms and endings are more formal and conservative than others. Formal bokmal can, for example, do without a feminine gender, with all feminine nouns being treated like masculines. In the vocabulary lists both choices are presented.

The language in this book is 'neutral', being neither particularly conservative nor particularly informal, as you will find in most text­books.

The Norwegian alphabet

The letters 'c', 'q\ 'w', 'x' and 'z' are found in dictionaries, but do not really belong to the Norwegian alphabet and are only used in foreign loanwords. On the other hand, Norwegian has three extra letters: 'ae', '0', 'a'; these are placed at the end of the alphabet in that order.

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