Velkommen til norskleksjon 120! In this lesson we continue the break down of Britts Fortelling – Middag.  There is also a sound exercise so you can practise the dialogue of the text.  When doing sound exercises it is good to read along with the text but it is also very beneficial for you to just listen without reading the text.  This is so you can concentrate more on the sounds you are making.  Mimicking the sounds is the first step of learning.  Memorising the sounds of words and sentences is the first step to speech.  Your mouth needs to get used to moving in a different way to speak Norwegian .  Norwegians tend to talk from the front part of their mouths whereas English speakers (Australians) tend to speak from the middle.  Also I find that Norwegians need to use their lips to make their sounds whereas English speakers can actually have whole conversations with hardly moving their lips at all.

We have been learning some of the sounds through the Lydøvelse but next lesson we will be learning where the more difficult Norwegian sounds are made in the mouth to help you practise pronunciation.

Norwegian Lesson 120



Diktat – ae
Listen to the audio and take dictation.

Compare with the answers at the end of the post.  (If you have any incorrect…) listen to the audio and read over the answers.  Then retake the dictation.

Uttale – æ
Follow the audio and repeat each sound:



Listen for the long and short vowel sounds with each word.  This is a pronunciation rule that covers all of the Norwegian language.



Listen to the audio of Britts fortelling – Middag while following the text.

Britts Fortelling – Middag
I norge har vi middag tidlig.  Jeg begynner å lage middag klokka fire.  Det er vanlig for oss å spise klokka halv fem.  Vi spiser rundt bordet i spisestua.  Marits jobb er å dekke bordet.  Hun lager saft i ei flaske også.  Hun tar to tallerkener og sin blå bolle til bordet.  Hun liker blått nå.  Sist uke likte hun alle røde ting.  Barn er morsomme.  Når vi har pølser lager jeg ti.  Det er vanlig for meg å ha to pølser.  Marit har en pølse og Pappa har tre pølser.  De andre pølsene har vi til lunsj i morngen.  Vi har potet med pølsene.  Marit og jeg har våre pølser ved siden av potetene men Pappa liker sine pølser på potetene.  Vi alle sammen liker is til dessert.  Middagen må være spist før vi har isen.  Etterpå rydder Marit bordet og Pappa vasker opp.  Jeg hjelper også.  Vi lekeslåss med de små såpeboblene.  Marit er alltid den store vinner.

Repeat after the audio
Britts fortelling – Middag, without looking at the text so you can concentrate on the sounds.  Use “pause” if you need to.

This lesson continues from lesson 119 with a sentence-by-sentence break down of Britts Fortelling – Middag lines 13-22.




This sentence is actually two basic sentences joined into one – ‘og’ being the conjunction.  The only different between them is ‘quantity’ – the first sentence talks about ‘en’ (1) pølse, the second sentence talks about ‘tre’ (3) pølser.  ‘pølse’ is a singular noun – entall:ubestemt.  Two or more items changes the noun into plural and therefore an ‘r’ is added to the end of the word: pølseR. – flertall:ubestemt.



‘De’ is the plural ‘the’ in Norwegian.  It is used because ‘pølsene’ is a noun in plural form.  The reason why ‘De’ is needed at the beginning instead of using ‘pølsene’ (the sausages) is because of the adjective, in this case ‘andre’.  The sentence would read perfectly fine as just: Pølsene har vi til lunsj i morgen.  However, because ‘andre’ is used to describe which pølsene then it is necessary to use ‘De’ for the sentence to make sense (and follow structure).

Again, as discussed in last lesson, the first piece of information is ‘De andre pølsene’ and therefore the ‘har’ verb is still in second position followed by the personal pronoun.  And, like usual, the ‘time’ is at the end of the sentence (and can easily be placed at the beginning depending on importance).

You might also notice the words ‘andre’ and ’til’.  ‘andre’ means both ‘2nd’ and ‘other’ – because of the context of the sentence ‘andre’ means ‘other’ in this case.  ’til’ also has several meanings depending on context.  Here it acts like ‘for’ in English.  ’til’ may change its meaning when translating into English, however, in Norwegian it always means one thing: ‘moving towards’ whether that be time, place, object or action, such as ’til lunsj’, ’til Oslo’, ’til bordet’, and ’til å gå’.



‘med pølsene’ is an add on to the basic sentence ‘Vi har potet’.  Even though the sentence can stand by itself, this add-on clarifies the information and adds to context.  ‘pølsene’ is used because it has already been an established subject in the sentences above.  ‘potet’ in this instance is in masseubstativ form (mass noun form).  This means it is used as a mass or quantity amount without a distinct number – the substance ‘potet’ not the item.



Like 13., this sentence is actually two sentences joined by the conjunction ‘men’.  In the first sentence, the first piece of information includes a list with ‘og’.  The verb ‘har’ is second followed by the pronoun ‘våre’.  ‘våre’ is in plural form because it is talking about more than one sausage: ‘pølser’.  ‘pølser’ is in flertall:ubestemt form as there are more than one (as established in previous sentences).  ‘potetene’ is now used because Britt is talking about specific potatoes that are next to the pølser. ‘ved siden av’ is a set phrase to describe ‘next to’ something.

The second sentence has basic structure but includes ‘sine’ (his [own]) to signify ownership.  ‘sine’ is also in plural form because the noun ‘pølser’ is plural.



A basic sentence with a clarification of the personal pronoun.  ‘Vi alle sammen’ works together as one piece of information and therefore in second place is the verb.  This sentence can of course work like this: Vi liker is.  However, these ‘add-ons’ ‘alle sammen’ and ’til dessert’ help to create context and ‘story’ – but they always follow structure placement.



This sentence is broken in two with ‘før’.  In a lot of cases ‘før’ is just ‘time’ – however in this sentence even though it does place a time in the context it works more as a conjunction.

The first half of this sentence ‘Middagen må være spist’ is very interesting.  The verbs are in second place – ‘må’ is a modal verb and være is a verb in infinitive form’ – which work together as one piece of information.  Usually infinitive form verbs need ‘å’ in front of the verb such as ‘å gå’ and ‘å drikke’, but this is not the rule when using modal verb beforehand.  The modalverb strikes out the use of ‘å’ when using an infinitive verb.

‘spist’ is in perfect tense form (we haven’t learnt about this yet – but we will be learning tense this week).  Perfect tense is used when an action/verb ‘has/have’ been done.

‘vi har isen’ is a basic sentence.  ‘før’ joins both the thoughts together into one context.  (and I don’t think that it is coincidence that the first half of the sentence is ‘før’ the second half…lol.)



These are two basic sentences joined by the conjunction ‘og’. ‘Etterpå’ orientates to a time.  To make the time more specific ‘Etter middagen’ could also be written.  All this information will still be in first position in the sentence, following structure, with the verb ‘rydder’ being in second position. The second half of the sentence is very basic.  The verb ‘vasker’ is joined with ‘opp’ as this is an ‘utrrykk’ – a common phrase or expression.



A basic sentence.



This sentence has a lot of ‘fill’.  ‘lekeslåss’ is a compound verb – a verb that is made by joining two words together.  Because of this ‘er’ isn’t used for this present tense verb.  If just ‘leke’ was used on it’s own the it would require the ‘er’ : leker.  However, the ‘r’ is dropped when joined with the second word ‘slåss’.  (‘Slåss’ doesn’t follow the rule of verbs – ever.  However, in a compound verb it is always the last word that adds ‘er’ for present tense.)

The noun ‘såpeboblene’ is also a compound word: ‘såpe’ and ‘-boble’ and ‘-ne’ (‘soap’ – ‘the bubbles’ meaning: the soapbubbles).  Again, as in 14. because of the adjective, ‘de’ is used to make sense in the sentence.  The other ‘thes’ are ‘den’ (masculine/feminine) and ‘det’ (neutral) but ‘de’ is needed because the noun ‘såpeboblene’ is plural.



In this sentence the time is in the middle – this is because it is also an adverb that places a position on the subject Marit.  But because ‘alltid’ is also time it can go at the beginning and end of this sentence – depending on the context, of course:

Alltid er Marit den store vinneren.

Marit er den store vinneren alltid.

In the first sentence the name noun ‘Marit’ comes after the verb in order to follow sentence structure with the verb in second position.

The sentence without ‘alltid’ will work perfectly too:

Marit er den store vinneren.

The same rule as in 14. and 21. applies to ‘den store vinneren’.  Because ‘vinneren’ is entall:bestemt then ‘store’ is used.  (‘store’ is used with entall:bestemt, flertall:ubestemt/bestemt forms.)



Diktat: æ-ord:


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