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{\title Catchphrase 2001: Wythnos 42}{\author 麻豆社}{\operator 麻豆社}{\creatim\yr2001\mo2\dy27\hr11\min3}{\revtim\yr2001\mo3\dy5\hr16\min27}{\version11}{\edmins187}{\nofpages4}{\nofwords1946}{\nofchars11096}{\*\company 麻豆社}{\vern57395}}
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{\pntxtb (}{\pntxta )}}{\*\pnseclvl9\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}\pard\plain \widctlpar \f4\lang2057 {\b\f5\fs32 Catchphrase 2001 Wythnos 42\line }{\b\f5\fs20 
\par }\pard \widctlpar\tx1134 {\b\f5\fs20 Week 42, Monday.  Today, you'll learn:}{\f5\fs20 \line }{\i\f5\fs20 wedi blino, wedi diflasu, wedi torri, wedi diflasu, gwir, credu\line }{\f5\fs20 \line The word }{\i\f5\fs20 wedi}{\f5\fs20 
 often crops up in phrases used to describe someone\rquote s or something\rquote s state. We've used }{\i\f5\fs20 wedi blino}{\f5\fs20  before - tired. }{\i\f5\fs20 Mae hi wedi blino}{\f5\fs20  - (she\rquote s tired). }{\i\f5\fs20 Wedi diflasu}{\f5\fs20 
 means bored. \lquote }{\i\f5\fs20 Dyn ni wedi diflasu}{\f5\fs20  - (we\rquote re bored, we\rquote re fed up). We\rquote ve had }{\i\f5\fs20 wedi torri}{\f5\fs20  before - it means broken. }{\i\f5\fs20 Roedd y drws wedi torri }{\f5\fs20 
- (the door was broken). Remember the word }{\i\f5\fs20 gorfod}{\f5\fs20 ? It means to have to or to be forced to. It fits quite comfortably into any tense. }{\i\f5\fs20 Ro\rquote n nhw\rquote n gorfod mynd i\rquote r ysgol}{\f5\fs20 
 - (they had to go to school). \lquote }{\i\f5\fs20 Dw i\rquote n gorfod talu\rquote r bil}{\f5\fs20  - (I\rquote ve got to pay the bill). It is a similar word to }{\i\f5\fs20 gallu}{\f5\fs20  - to be able to. }{\i\f5\fs20 Ro\rquote n nhw\rquote 
n gallu mynd i\rquote r ysgol}{\f5\fs20  - (they were able to go to school, they could go to school). \lquote }{\i\f5\fs20 Dw i\rquote n gallu talu\rquote r bil}{\f5\fs20  - (I can pay the bill). A new word in this lesson is }{\i\f5\fs20 credu}{\f5\fs20 
 - (to believe). '}{\i\f5\fs20 Dych chi\rquote n credu hynny?}{\f5\fs20  - (Do you believe that?) You will also come accross }{\i\f5\fs20 gwir}{\f5\fs20  - (true). }{\i\f5\fs20 Ydy hi\rquote n wir?}{\f5\fs20 
 - (Is it true?) Catrin is paying one of her regular visits to Uncle Elwyn in the old people\rquote s home. I wonder what state he\rquote ll be in?
\par 
\par }\pard \widctlpar {\b\f5\fs20 Listen to the conversation:\line }{\i\f5\fs20 Catrin - Sut \lquote dych chi heddiw, Wncl Elwyn?\line Elwyn - O, dw i wedi diflasu yma.\line Catrin - O, dim eto! Beth sy\rquote n bod?\line Elwyn - Mae\rquote 
r bwyd yn ofnadwy - a does neb eisiau siarad \'e2 fi.\line Catrin - Dw i ddim yn gallu credu hynny.\line Elwyn - Mae\rquote n wir. Ac mae\rquote r teledu wedi torri. A \lquote dyn ni\rquote n gorfod mynd i\rquote r \tab gwely yn rhy gynnar.\line 
Catrin - Nac ydych.\line Nyrs - Nawr, Mr Lloyd. \lquote Dych chi wedi blino. Mae\rquote n amser gwely...\line }{\f5\fs20 \line }{\i\f5\fs20 Sut mae Wncl Elwyn, te? Dw i wedi diflasu yma}{\f5\fs20  - (I\rquote 
m bored here). This is not what Catrin wants to hear. }{\i\f5\fs20 Dim eto!}{\f5\fs20  - (not again!) }{\i\f5\fs20 Beth sy\rquote n bod?}{\f5\fs20  - (what\rquote s wrong?) }{\i\f5\fs20 Mae\rquote r bwyd yn ofnadwy}{\f5\fs20  - (the food\rquote 
s horrible). }{\i\f5\fs20 Does neb eisiau siarad \'e2 fi}{\f5\fs20  - (nobody wants to talk to me). Catrin answers, }{\i\f5\fs20 dw i ddim yn gallu credu hynny}{\f5\fs20  - (I can\rquote t believe that).}{\i\f5\fs20  Mae\rquote n wir}{\f5\fs20  - (it
\rquote s true). }{\i\f5\fs20 Ac mae\rquote r teledu wedi torri}{\f5\fs20  - (the TV\rquote s broken). \lquote }{\i\f5\fs20 Dyn ni\rquote n gorfod mynd i\rquote r gwely}{\f5\fs20  - (we\rquote ve got to go to bed) - }{\i\f5\fs20 yn rhy gynnar}{\f5\fs20 
 - (too early). And what does the nurse suggest? }{\i\f5\fs20 Mae\rquote n amser gwely}{\f5\fs20  - (it\rquote s bed time). \line \line }{\b\f5\fs20 Week 42, Tuesday.  Today, you'll learn:\line }{\i\f5\fs20 mae e wedi dechrau, gwerthu, dadlau\line }{
\f5\fs20 \line When you say a sentence like 'he has started learning Welsh', it\rquote s a special form of the past which still has a lot to do with the present. We use the word }{\i\f5\fs20 wedi}{\f5\fs20 .  }{\i\f5\fs20 Mae e wedi dechrau dysgu Cymraeg}
{\f5\fs20   - (he\rquote s started learning Welsh). If you said, }{\i\f5\fs20 dechreuodd e ddysgu Cymraeg}{\f5\fs20  it would mean he started to learn Welsh. He may have given up since then. So when you want to say he has done something remember to say }{
\i\f5\fs20 mae e wedi gwneud}{\f5\fs20 , then and only then. Sometimes learners are tempted to use }{\i\f5\fs20 wedi}{\f5\fs20  all the time for the past, but this is wrong. }{\i\f5\fs20 \lquote Dyn ni wedi penderfynu}{\f5\fs20  - (we\rquote 
ve decided): and the implication is that we\rquote re now going to do something about it. Some new words: }{\i\f5\fs20 gwerthu }{\f5\fs20 is to sell. }{\i\f5\fs20 Dadlau}{\f5\fs20  is to argue. The word }{\i\f5\fs20 rhaid}{\f5\fs20 
 is used in this lesson - we\rquote ve had it before. There isn\rquote t a straight translation into English, but it confers a general sense of necessity: }{\i\f5\fs20 rhaid mynd}{\f5\fs20  - (we\rquote ve got to go, or maybe, I\rquote ve got to go). }{
\i\f5\fs20 Rhaid penderfynu}{\f5\fs20  - (we\rquote ve got to make a decision). And a decision is what is being made in the Lloyd household...\line \line }{\b\f5\fs20 Listen to the conversation:
\par }{\i\f5\fs20 Catrin - Guto, rhaid siarad.\line Guto - Beth, cariad?\line Catrin - Dw i wedi penderfynu. Rhaid tynnu Wncl Elwyn allan o\rquote r cartref henoed \lquote na.\line Guto - Wyt TI wedi penderfynu? Dw i ddim wedi penderfynu!\line 
Catrin - Mae hi wedi mynd yn rhy bell.\line Guto - Beth sy wedi mynd yn rhy bell?\line Catrin - Y cwyno, y dadlau... Dwyt ti ddim yn gorfod ymweld \'e2 fe!\line Guto - Ble mae e\rquote n mynd i fyw? \lquote Dyn ni wedi gwerthu\rquote r t\'fe.\line 
Catrin - Beth am gyda ni?\line Guto - Gyda ni? Byth! Dw i ddim eisiau y cwyno, y dadlau.\line Catrin - Ond Guto, bydd e\rquote n well gyda ni...\line Guto - Na, Catrin. Byth!\line }{\f5\fs20 \line }{\i\f5\fs20 Rhaid siarad}{\f5\fs20 , Catrin says - we
\rquote ve got to talk. }{\i\f5\fs20 Dw i wedi penderfynu}{\f5\fs20  - (I\rquote ve decided). }{\i\f5\fs20 Rhaid tynnu Wncl Elwyn allan o\rquote r cartref henoed}{\f5\fs20  - (we\rquote ve got to pull Uncle Elwyn out of the old people\rquote s home). }{
\i\f5\fs20 Wyt ti wedi penderfynu?}{\f5\fs20  Guto asks - you\rquote ve decided? }{\i\f5\fs20 Dw i ddim wedi penderfynu}{\f5\fs20  - (I haven\rquote t decided!) }{\i\f5\fs20 Yn rhy bell }{\f5\fs20 means too far. }{\i\f5\fs20 Mae hi wedi mynd yn rhy bell}{
\f5\fs20  - (it\rquote s gone too far). Notice Catrin uses the feminine word for it in this case, because it refers to the general situation rather than anything specific: }{\i\f5\fs20 mae hi wedi mynd yn rhy bell}{\f5\fs20 . So what has gone too far? }{
\i\f5\fs20 Y cwyno, y dadlau}{\f5\fs20  - (the complaining, the arguing). }{\i\f5\fs20 Dwyt ti ddim yn gorfod ymweld \'e2 fe}{\f5\fs20  - (you don\rquote t have to visit him). Guto points out, }{\i\f5\fs20 \lquote dyn ni wedi gwerthu\rquote r ty}{
\f5\fs20  - (we\rquote ve sold the house), so where is he going to live? Catrin\rquote s reply is not what he wants to hear: }{\i\f5\fs20 beth am gyda ni?}{\f5\fs20  - (what about with us?) }{\i\f5\fs20 Byth! }{\f5\fs20 is the reply - never! }{\i\f5\fs20 
Bydd e\rquote n well gyda ni}{\f5\fs20  - (he\rquote ll be better with us) Catrin suggests.\line \line }{\b\f5\fs20 Week 42, Wednesday.  Today, you'll learn: \line }{\i\f5\fs20 diwrnod, gorffen\line }{\f5\fs20  
\par }\pard \widctlpar {\f5\fs20 We shall be looking at some more examples of the past with }{\i\f5\fs20 wedi }{\f5\fs20 and the simple past to give you a feel of the difference between them. Remember, it\rquote 
s very like in British English when we say I have done something as opposed to I did something. }{\i\f5\fs20 Ces i gnoc ar y pen}{\f5\fs20  - (I had a knock on the head) (it might have been a couple of years ago). }{\i\f5\fs20 Dw i wedi cael cnoc ar y pen
}{\f5\fs20  - (I\rquote ve had a knock on the head) (and it\rquote s still hurting!). If you ask someone }{\i\f5\fs20 wyt ti wedi cael cnoc ar y pen?}{\f5\fs20  - (have you had a knock on the head?) the usual way of answering is }{\i\f5\fs20 ydw}{
\f5\fs20  - (yes I have). Or }{\i\f5\fs20 nac ydw}{\f5\fs20  - (no I haven\rquote 
t). Sometimes you may hear people answering do or naddo - because they feel the action is in the past rather than the present. There are two words for day in Welsh - if you know French, you\rquote ll recognise the similarity. }{\i\f5\fs20 Dydd}{\f5\fs20 
 is the word used when you are talking about specific days. }{\i\f5\fs20 Dydd Llun}{\f5\fs20 , for example, is Monday. }{\i\f5\fs20 Diwrnod is}{\f5\fs20  the usual word when referring to things that fill up a day. }{\i\f5\fs20 Diwrnod o waith}{\f5\fs20 
, for example, is a day\rquote s work. }{\i\f5\fs20 Gest ti ddiwrnod da ar ddydd Gwener}{\f5\fs20 ? - (Did you have a good day on Friday?) }{\i\f5\fs20 Gorffen }{\f5\fs20 is a verb which means to finish. }{\i\f5\fs20 Gorffennais i\rquote 
r gwaith cartref neithiwr}{\f5\fs20  - (I finished the homework last night). The word }{\i\f5\fs20 eto}{\f5\fs20  is used in this lesson. In a phrase like }{\i\f5\fs20 gwrandewch eto}{\f5\fs20 , it means again. But it can also mean yet. }{\i\f5\fs20 
Wyt ti wedi gorffen eto?}{\f5\fs20  - (have you finished yet?) Guto is returning from a day in the office.\line 
\par }\pard \widctlpar {\b\f5\fs20 Listen to the conversation:\line }{\i\f5\fs20 Guto - Noswaith dda, cariad.\line Catrin - Helo, Guto. Wyt ti wedi cael diwrnod da?\line Guto - Ydw, diolch.\line Catrin - Orffenaist ti\rquote r adroddiad \lquote na?\line 
Guto - Yr adroddiad? Naddo. Mae Bethan wedi mynd ar ei gwyliau hi.\line Catrin - Ac felly?\line Guto - Wel, dw i ddim wedi gwneud popeth.\line Catrin - Pryd aeth hi ar ei gwyliau hi?\line Guto - Dydd Gwener.\line 
Catrin - Dydd Gwener! A dwyt ti ddim wedi gorffen yr adroddiad eto?\line Guto - Wel, mae eisiau Bethan arna i...\line Catrin - I beth?\line Guto - I lungop\'efo.\line Catrin - Hy!\line }{\f5\fs20 \line 
Well, Catrin started out civilly enough, enquiring about his day. }{\i\f5\fs20 Wyt ti wedi cael diwrnod da?}{\f5\fs20  - (have you had a good day?) }{\i\f5\fs20 Ydw, diolch}{\f5\fs20  - (yes I have, thanks). }{\i\f5\fs20 Orffennaist ti}{\f5\fs20 
 - that comes from the verb }{\i\f5\fs20 gorffen}{\f5\fs20  - (to finish) - }{\i\f5\fs20 orffennaist ti\rquote r adroddiad \lquote na?}{\f5\fs20  - (did you finish that report). }{\i\f5\fs20 Naddo}{\f5\fs20  - (no I didn\rquote t). }{\i\f5\fs20 
Mae Bethan wedi mynd ar ei gwyliau hi}{\f5\fs20  - (Bethan has gone on holiday). The implication, of course, is that she is still on her holidays. }{\i\f5\fs20 Ac felly?}{\f5\fs20  - (so what?) asks Catrin}{\i\f5\fs20 . Dw i ddim wedi gwneud popeth}{
\f5\fs20  - (I haven\rquote t done everything). }{\i\f5\fs20 Pryd aeth hi ar ei gwyliau hi?}{\f5\fs20  - (when did she go on her holidays?) }{\i\f5\fs20 Dydd Gwener}{\f5\fs20  - (Friday). }{\i\f5\fs20 A dwyt ti ddim wedi gorffen yr adroddiad eto?}{
\f5\fs20  - (and you haven\rquote t finished the report yet?) What is Guto\rquote s excuse? }{\i\f5\fs20 Mae eisiau Bethan arna i}{\f5\fs20  - (I need Bethan). }{\i\f5\fs20 I beth?}{\f5\fs20  - (For what?) asks Catrin.}{\i\f5\fs20  I lungop\'efo}{
\f5\fs20  - (to photocopy). Technical skills in the office are not Guto\rquote s forte, it seems! \line 
\par }\pard \widctlpar {\f5\fs20 
\par 
\par 
\par }\pard \widctlpar {\f5\fs20  }{\b\f5\fs20 Week 42, Thursday.  Today, you'll learn:\line }{\i\f5\fs20 dw i wedi bod yn gwneud, gwybod/nabod, nabod, dim byd o bwys\line }{\f5\fs20 \line }{\i\f5\fs20 'Dych chi wedi cael diwrnod da?}{\f5\fs20 
 - (Have you had a good day?) Time to relax now with your Welsh! }{\i\f5\fs20 Bod}{\f5\fs20  is the Welsh verb to be. So '}{\i\f5\fs20 dw i wedi bod}{\f5\fs20  means I have been. You can then use this phrase to build other sentences, like }{\i\f5\fs20 
\lquote dw i wedi bod yn meddwl}{\f5\fs20  - (I\rquote ve been thinking). }{\i\f5\fs20 Mae hi wedi bod yn dysgu Cymraeg}{\f5\fs20  - (she\rquote s been learning Welsh). }{\i\f5\fs20 Beth mae e wedi bod yn \lquote wneud?}{\f5\fs20 
 - (what has he been doing?) We\rquote ve seen a lot of examples of the past with }{\i\f5\fs20 wedi}{\f5\fs20 . Remember also that we can sometimes use }{\i\f5\fs20 newydd}{\f5\fs20  to mean something similar. '}{\i\f5\fs20 Dw i newydd}{\f5\fs20 
 - (I have just). }{\i\f5\fs20 Dw i newydd godi}{\f5\fs20  - (I\rquote ve just got up). And yes, newydd mutates the word that follows it. }{\i\f5\fs20 Dim}{\f5\fs20  is the word used in negative sentences to mean not. }{\i\f5\fs20 \lquote Dyn nhw ddim yma
}{\f5\fs20  - (they\rquote re not here). }{\i\f5\fs20 Dim}{\f5\fs20  on its own means nothing. People often say }{\i\f5\fs20 dim byd}{\f5\fs20  as well to mean nothing. }{\i\f5\fs20 Dim byd o bwys}{\f5\fs20 
 means nothing important. Like many other European languages, Welsh distinguishes between two different verbs to know. We\rquote ve seen }{\i\f5\fs20 gwybod}{\f5\fs20 . }{\i\f5\fs20 'Dw i\rquote n gwybod hynny}{\f5\fs20  - I know that. }{\i\f5\fs20 Nabod}
{\f5\fs20  means to know when you\rquote re talking about a person. \lquote }{\i\f5\fs20 Dych chi\rquote n nabod fy ffrind i?}{\f5\fs20  - (do you know my friend?) Rhys is taking a call from his friend, Dan.\line \line }{\b\f5\fs20 
Listen to the conversation:\line }{\f5\fs20 Rhys - Hylo?\line Dan - Rhys, shwmae, Dan sy \lquote ma.\line Rhys - Dan, shwmae.\line Dan - Beth wyt ti wedi bod yn \lquote wneud yr wythnos \lquote ma?\line Rhys - O, dim byd o bwys. A ti?\line 
Dan - Wel - dw i wedi cwrdd \'e2\rquote r ferch \lquote ma...\line Rhys - He! Ac ydw i\rquote n nabod y ferch \lquote ma?\line Dan - Nac wyt. Mae hi\rquote n gweithio yn yr archfarchnad.\line Rhys - Ro\rquote n i\rquote 
n arfer gweithio yn yr archfarchnad!\line Dan - O\rquote t, ond mae hi newydd ddechrau yno.\line Rhys - Beth Ydy ei henw hi?\line Dan - Glenda.\line Rhys - Glenda... Davies?\line Dan - Ie. Sut ro\rquote t ti\rquote n gwybod?\line Rhys - Roedd hi\rquote 
n arfer mynd i\rquote r coleg!
\par }\pard \widctlpar {\f5\fs20 \line What does Dan ask Rhys:}{\i\f5\fs20  beth wyt ti wedi bod yn \lquote wneud yr wythnos \lquote ma}{\f5\fs20 ? - (what have you been doing this week?) They obviously haven\rquote t spoken to each other for at least a week. 
}{\i\f5\fs20 Dim byd o bwys}{\f5\fs20 , Rhys replies - nothing important. Dan, on the other hand, has interesting information to impart. }{\i\f5\fs20 Dw i wedi cwrdd a\rquote r ferch \lquote ma}{\f5\fs20  - (I\rquote ve met this girl). }{\i\f5\fs20 
Ac ydw i\rquote n nabod y ferch \lquote ma?}{\f5\fs20  Rhys asks - And do I know this girl? }{\i\f5\fs20 Nac wyt}{\f5\fs20  - (no). }{\i\f5\fs20 Mae hi\rquote n gweithio yn yr archfarchnad}{\f5\fs20 
 - (she works in the supermarket). But that, of course, was where Rhys used to work before he went back to college. }{\i\f5\fs20 Ro\rquote n i\rquote n arfer gweithio yn yr archfarchnad}{\f5\fs20 . }{\i\f5\fs20 O\rquote t}{\f5\fs20  - (yes) - }{
\i\f5\fs20 ond mae hi newydd ddechrau yno}{\f5\fs20  - (but she\rquote s only just started there). }{\i\f5\fs20 Beth ydy ei henw hi?}{\f5\fs20  - (what\rquote s her name, or what\rquote s she called?) It seems Rhys knows her name. }{\i\f5\fs20 Sut o
\rquote t ti\rquote n gwybod?}{\f5\fs20  - (how did you know?) }{\i\f5\fs20 Roedd hi\rquote n arfer mynd i\rquote r coleg}{\f5\fs20  - (she used to go to the college). \line \line }{\b\f5\fs20 Week 42, Friday.  Today, you'll learn:}{\f5\fs20  \line }{
\i\f5\fs20 mae hi\rquote n chwarter wedi naw, wedi meddwl, brecwast, traed, ar ei draed e, yn \'f4l, diogyn, taith, ffafr\line }{\f5\fs20 \line How do you feel about phrases using }{\i\f5\fs20 wedi }{\f5\fs20 
now? Is it all making sense? Just remember, the normal form of the past is the simple past: }{\i\f5\fs20 Ces i frecwast}{\f5\fs20  - (I had breakfast). Or, the continuous form if you are describing a continuous action: }{\i\f5\fs20 Ro\rquote n i\rquote 
n arfer cael brecwast}{\f5\fs20   - (I used to have breakfast). If you use the past with }{\i\f5\fs20 wedi }{\f5\fs20 - }{\i\f5\fs20 Dw i wedi cael brecwast}{\f5\fs20  - you mean, I have had breakfast, I\rquote m now feeling full, I don\rquote 
t want any more and I\rquote m ready to face the rest of the day. This sense is contained in the adjectives we\rquote ve seen with }{\i\f5\fs20 wedi: wedi blino}{\f5\fs20  - (tired). }{\i\f5\fs20 \lquote Dych chi wedi blino}{\f5\fs20  - (you\rquote 
re tired). }{\i\f5\fs20 Dw i wedi diflasu}{\f5\fs20  - (I\rquote m bored, or I\rquote ve got bored, I\rquote ve become bored). Remember that the word }{\i\f5\fs20 wedi }{\f5\fs20 also crops up when you say what the time is. Then it means past. }{
\i\f5\fs20 Mae hi\rquote n chwarter wedi pump}{\f5\fs20  - (it\rquote s a quarter past five). }{\i\f5\fs20 Roedd hi\rquote n hanner awr wedi pedwar}{\f5\fs20  - (it was half past four). A new phrase for you - }{\i\f5\fs20 Wedi/Erbyn meddwl}{\f5\fs20 
. It translates something along the lines of come to think of it. The expression }{\i\f5\fs20 yn \'f4l}{\f5\fs20  is used in this lesson. This can have more than one meaning. It can mean ago - }{\i\f5\fs20 Awr yn \'f4l}{\f5\fs20 
 - (an hour ago). Also it can mean back - }{\i\f5\fs20 Mae hi wedi dod yn \'f4l}{\f5\fs20  - (she\rquote s come back). Another couple of new words: }{\i\f5\fs20 diogyn}{\f5\fs20  - lazy-bones.}{\i\f5\fs20  Taith}{\f5\fs20  means a journey or a trip. }{
\i\f5\fs20 Ar daith}{\f5\fs20  - (on a trip). }{\i\f5\fs20 Ffafr}{\f5\fs20  is a favour. It doesn\rquote t sound as though Rhys has had to go into college early this morning...
\par }\pard \widctlpar {\f5\fs20 
\par }\pard \widctlpar {\b\f5\fs20 Listen to the conversation:\line }{\i\f5\fs20 Catrin - Bore da, y diogyn!  Rwyt ti\rquote n hwyr y bore \lquote ma. 
\par }\pard \widctlpar\tx1134 {\i\f5\fs20 Rhys - Gwell hwyr na hwyrach.\line Catrin - Wel, mae Dad wedi gadael tipyn o frecwast i ti.\line Rhys - Iawn. Wedi/erbyn meddwl, ble mae Dad?\line Catrin - Mae e wedi mynd.\line Rhys - Wedi mynd? Pryd aeth e?\line 
Catrin - Hanner awr yn \'f4l.\line Rhys - Oo! Sylweddolais i ddim! Ro\rquote n i eisiau ffafr yn y gwaith.\line Catrin - Mae\rquote n chwarter wedi naw, rwyt ti\rquote n gwybod. Dwyt ti ddim yn gallu ffonio Dad yn y gwaith. Mae e wedi mynd ar daith.\line 
Rhys - Faint o\rquote r gloch bydd e\rquote n dod yn \'f4l?\line Catrin - Dw i ddim yn siwr. Heno, rhywbryd.\line Rhys - Damia!\line }{\f5\fs20 \line }{\i\f5\fs20 Bore da, y diogyn}{\f5\fs20 , Catrin says. Good morning, lazy-bones! }{\i\f5\fs20 Rwyt ti
\rquote n hwyr y bore \lquote ma}{\f5\fs20  - (you\rquote re late this morning).  }{\i\f5\fs20 Gwell hwyr na hwyrach}{\f5\fs20  - remember that saying? Better late than never. }{\i\f5\fs20 Mae Dad wedi gadael tipyn o frecwast i ti}{\f5\fs20 
 - (Dad has left a bit of breakfast for you). }{\i\f5\fs20 Wedi/erbyn meddwl}{\f5\fs20  - (come to think of it) - }{\i\f5\fs20 ble mae Dad}{\f5\fs20 ? - (where is Dad?) }{\i\f5\fs20 Mae e wedi mynd}{\f5\fs20  - (he\rquote s gone). }{\i\f5\fs20 Wedi mynd}{
\f5\fs20  - (gone?) }{\i\f5\fs20 Pryd aeth e?}{\f5\fs20  - (when did he go?) }{\i\f5\fs20 Hanner awr yn \'f4l}{\f5\fs20  - (half an hour ago).}{\i\f5\fs20  Sylweddolais i ddim}{\f5\fs20  - (I didn\rquote t realise). }{\i\f5\fs20 Ro\rquote 
n i eisiau ffafr yn y gwaith}{\f5\fs20  - (I wanted a favour in work). }{\i\f5\fs20 Mae\rquote n chwarter wedi naw}{\f5\fs20 , Catrin points out - it\rquote s a quarter past nine. Unfortunately, }{\i\f5\fs20 dwyt ti ddim yn gallu ffonio Dad yn y gwaith}{
\f5\fs20  - (you can\rquote t phone Dad in work). }{\i\f5\fs20 Mae e wedi mynd ar daith}{\f5\fs20  - (he\rquote s gone on a trip). }{\i\f5\fs20 Faint o\rquote r gloch bydd e\rquote n (}{\f5\fs20  tonight, sometime). }{\f5 
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