{"id":31,"date":"2026-01-07T12:33:38","date_gmt":"2026-01-07T11:33:38","guid":{"rendered":"https:\/\/blogg.folkuniversitetet.nu\/nguyju\/?page_id=31"},"modified":"2026-01-21T12:27:05","modified_gmt":"2026-01-21T11:27:05","slug":"svenska-a1-del-1-distans-live-start-5-1-26","status":"publish","type":"page","link":"https:\/\/blogg.folkuniversitetet.nu\/nguyju\/svenska-a1-del-1-distans-live-start-5-1-26\/","title":{"rendered":"Svenska A1 del 1 distans live (start 5\/1-26)"},"content":{"rendered":"<p><strong>F\u00f6rsta lektionen 5\/1 &#8211; Sammanfattning och viktiga punkter<\/strong><\/p>\n<p>Det finns tre element som skapar svenskans karakteristiska melodiska och rytmiska &#8221;l\u00e4te&#8221;: <strong>betoning, l\u00e4ngd och intonation<\/strong>. F\u00f6r att betona ett ord r\u00e4tt beh\u00f6ver du veta vilket ljud som \u00e4r l\u00e5ngt i\u00a0 ett ord, och l\u00e5nga ljud finns endast i betonade stavelser i svenskan.<\/p>\n<ul>\n<li><em>Stavelse<\/em>: delar av\u00a0 ett ord som kan delas in i segment. En stavelse best\u00e5r av en vokal med eller utan konsonanter. Stavelsen \u00e4r en grundl\u00e4ggande enhet som betoning, tonfall och kvantitet alla kan relateras till= d\u00e4rf\u00f6r vi tr\u00e4nar p\u00e5 att dela upp stavelser och identifiera l\u00e5nga ljud i dem f\u00f6r att f\u00e5 till ett bra uttal p\u00e5 svenska.<\/li>\n<li><em>\u00a0Betoning ordniv\u00e5+ satsniv\u00e5<\/em>: Betoning (p\u00e5 ordniv\u00e5) \u00e4r <strong>en l\u00e5ng stavelse<\/strong> med <strong>ton som g\u00e5r upp eller ner<\/strong>. Antingen \u00e4r det konsonanten eller vokalen som \u00e4r l\u00e5ng i en betonad stavelse. Man brukar \u00e4ven tala om att en betonad stavelse har <strong>ett starkare tryck<\/strong>. Vi tittade ocks\u00e5 p\u00e5 betoning p\u00e5 menings-och frasniv\u00e5 under lektionen. Titta i v\u00e5r Powerpoint f\u00f6r lektion 1 f\u00f6r exempel p\u00e5 denna typ av betoning.<\/li>\n<li><em>Konsonanter<\/em>: Sje-ljud och tje-ljud<\/li>\n<li><em>Assimilation och reduktion<\/em><\/li>\n<\/ul>\n<p>&#8211; Assimilation: n\u00e4r ljud p\u00e5verkar varandra och sm\u00e4lter samman(absolut=apsolut, Sverige=Sferige)<\/p>\n<p>Reduktion: att man inte uttalar alla ljud i ett ord( rolig=roli, m\u00e5ndag=m\u00e5nda)<\/p>\n<ul>\n<li><em>Ordf\u00f6ljd SVO<\/em>: rak ordf\u00f6ljd\u00a0 SVO\u00a0 i p\u00e5st\u00e5endesatser.<\/li>\n<li><em>V2-regel<\/em> i svenskan: Verb p\u00e5 andra plats i huvudsatser. Medf\u00f6r att n\u00e4r vi har en sats d\u00e4r det kommer n\u00e5got annat i fundamentet \u00e4n subjektet, exempelvis ett adverbial( Ig\u00e5r \u00e5t Lisa en macka)hamnar subjektet efter verbet d\u00e5 verbet upptar plats nummer tv\u00e5 i ordf\u00f6ljden.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>In English:\u00a0<\/strong><\/p>\n<p>There are three elements that create the characteristic melodic and rhythmic sound of Swedish: <strong>stress, length and intonation<\/strong>. To stress a word correctly, you need to know which sound is long in a word, and long sounds are only found in stressed syllables in Swedish.<\/p>\n<ul>\n<li><em>Syllable<\/em>: parts of a word that can be divided into segments. A syllable consists of a vowel with or without consonants. The syllable is a basic unit that stress, intonation and quantity can all be related to = that&#8217;s why we practice dividing syllables and identifying long sounds in them so you will be able to acquire a good pronounciation in Swedish.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><em>Stress word level + sentence level<\/em>: Stress (at word level) is a long syllable with a tone that goes up or down. It&#8217;s either the consonant or the vowel that is long in a stressed syllable. It is also common to say that a stressed syllable is more\u00a0 emphasised, you can feel a stronger physical &#8221;pressure&#8221; on the stressed segment. During our lesson we also had a look at stress on sentence and phrase level.\u00a0 Please have a look at our Powerpoint lesson 1 for examples.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><em>Consonants<\/em>: Sje-sound and tje-sound<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><em>Assimilation and reduction<\/em><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&#8211; Assimilation: when sounds affect each other and merge together (absolut=apsolut, Sweden=Sferige)<\/p>\n<p>&#8211; Reduction: not pronouncing all sounds in a word (rolig=roli, m\u00e5ndag=m\u00e5nda)<\/p>\n<ul>\n<li><em>Word order SVO<\/em>: straight word order SVO in declarative sentences.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><em>V2 rule in Swedish<\/em>: Verb in second place in main clauses. This means that when we have a clause where something other than the subject comes in the so called\u00a0 <strong>fundament position<\/strong>, for example an adverbial (Ig\u00e5r \u00e5t Lisa en macka) the subject ends up after the verb as the verb occupies second place in the word order.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Lektion III 19\/1-26 Viktiga punkter och sammanfattning\u00a0\u00a0<\/strong><\/p>\n<p>Viktig grammatik :<\/p>\n<ul>\n<li>huvudsats+konjunktion+huvudsats<\/li>\n<\/ul>\n<ul>\n<li>Obest\u00e4md artikel en\/ett<\/li>\n<\/ul>\n<p>Take a look at the attached file for more information and examples:<\/p>\n<p><a href=\"http:\/\/blogg.folkuniversitetet.nu\/nguyju\/files\/2026\/01\/Lektion-III-Viktiga-punkter-och-sammanfattning.pdf\">Lektion III Viktiga punkter och sammanfattning<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>F\u00f6rsta lektionen 5\/1 &#8211; Sammanfattning och viktiga punkter Det finns tre element som skapar svenskans karakteristiska melodiska och rytmiska &#8221;l\u00e4te&#8221;: betoning, l\u00e4ngd och intonation. F\u00f6r att betona ett ord r\u00e4tt beh\u00f6ver du veta vilket ljud som \u00e4r l\u00e5ngt i\u00a0 ett ord, och l\u00e5nga ljud finns endast i betonade stavelser i svenskan. Stavelse: delar av\u00a0 ett [&hellip;]<\/p>\n","protected":false},"author":977,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-31","page","type-page","status-publish","hentry","post-preview"],"_links":{"self":[{"href":"https:\/\/blogg.folkuniversitetet.nu\/nguyju\/wp-json\/wp\/v2\/pages\/31","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogg.folkuniversitetet.nu\/nguyju\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogg.folkuniversitetet.nu\/nguyju\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogg.folkuniversitetet.nu\/nguyju\/wp-json\/wp\/v2\/users\/977"}],"replies":[{"embeddable":true,"href":"https:\/\/blogg.folkuniversitetet.nu\/nguyju\/wp-json\/wp\/v2\/comments?post=31"}],"version-history":[{"count":7,"href":"https:\/\/blogg.folkuniversitetet.nu\/nguyju\/wp-json\/wp\/v2\/pages\/31\/revisions"}],"predecessor-version":[{"id":52,"href":"https:\/\/blogg.folkuniversitetet.nu\/nguyju\/wp-json\/wp\/v2\/pages\/31\/revisions\/52"}],"wp:attachment":[{"href":"https:\/\/blogg.folkuniversitetet.nu\/nguyju\/wp-json\/wp\/v2\/media?parent=31"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}