Norwegian International Language School
Mizerna 16 34-440 Kluszkowce

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+48 787 710 164
native-talking
info@norint.eu



VAT: PL 735-279-86-50
REGON: 122526704

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Why learn Norwegian?


Demo courses

Norint Norsk – A1.1 Track 2

Ny i Norge - Norwgian learning book

 

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Norint Norsk A2.2 – Track 2

Ny i Norge - A2 - Norwgian learning book

 

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Norint Norsk B1.1 – Track 2

Mer Norsk - B1 Norwgian learning book

 

 

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Norint norsk B2.1 – Track 2

Det går bra! - B2 Norwgian learning book

 

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  • Monolitten, Vigelandsparken

    Monolitten, Vigelandsparken
    Monolitten er en steinsøyle plassert i Vigelandsparken i Oslo og ble ferdigstilt av Gustav Vigeland i 1943. Søylen, som består av 121 figurer, står på Vigelandsparkens høyeste punkt.

  • Trondheim By

    Trondheim By
    Trondheim (tidligere Nidaros og Trondhjem) er en bykommune i Sør-Trøndelag, og den tredje mest folkerike kommunen og byen i Norge med sine 179 123 innbyggere.

  • Ålesund By

    Ålesund By
    Ålesund er en kommune og by på Sunnmøre i Møre og Romsdal fylke. Byen er verdens største eksporthavn for klippfisk og har en travel fiskerihavn midt i sentrum med salg av fersk fisk.

  • Koldalen

    Koldalen
    Vakker norsk natur, med høye fjell og dype daller som faller ned i sjøen. Her ser vi Koldalen, sett her fra kajakk.

Common European Framework of Reference for Languages – CEFR 

All of our courses are based on the Common European Framework of Reference for Languages: Learning, Teaching, Assessment,abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels (see below) are becoming widely accepted as the European standard for grading an individual's language proficiency.

The Common European Framework divides learners into three broad divisions that can be divided into six levels:

 

"A" Basic User

A1 Breakthrough or beginner

  • Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
  • Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.
  • Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

A2 Waystage or elementary

  • Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).
  • Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.
  • Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

 

"B" Independent User

B1 Threshold or Intermediate

  • Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.
  • Can deal with most situations likely to arise while travelling in an area where the language is spoken.
  • Can produce simple connected text on topics that are familiar or of personal interest.
  • Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

 

B2 Vantage or upper intermediate

  • Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation.
  • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
  • Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

 

"C" Proficient User

C1 Effective Operational Proficiency or Advanced

  • Can understand a wide range of demanding, longer texts, and recognise implicit meaning.
  • Can express ideas fluently and spontaneously without much obvious searching for expressions.
  • Can use language flexibly and effectively for social, academic and professional purposes.
  • Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

C2 Mastery or proficiency

  • Can understand with ease virtually everything heard or read.
  • Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
  • Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

 

The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level.