{\rtf1\ansi \deff4\deflang1033{\fonttbl{\f4\froman\fcharset0\fprq2 Times New Roman;}{\f5\fswiss\fcharset0\fprq2 Arial;}}{\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255;\red0\green255\blue0; \red255\green0\blue255;\red255\green0\blue0;\red255\green255\blue0;\red255\green255\blue255;\red0\green0\blue128;\red0\green128\blue128;\red0\green128\blue0;\red128\green0\blue128;\red128\green0\blue0;\red128\green128\blue0;\red128\green128\blue128; \red192\green192\blue192;}{\stylesheet{\widctlpar \f4\lang2057 \snext0 Normal;}{\s1\sb240\sa60\keepn\widctlpar \b\f5\fs28\lang2057\kerning28 \sbasedon0\snext0 heading 1;}{\s2\sb240\sa60\keepn\widctlpar \b\i\f5\lang2057 \sbasedon0\snext0 heading 2;}{ \s3\sb240\sa60\keepn\widctlpar \f5\lang2057 \sbasedon0\snext0 heading 3;}{\s4\sb240\sa60\keepn\widctlpar \b\f5\lang2057 \sbasedon0\snext0 heading 4;}{\s5\sb240\sa60\widctlpar \f5\fs22\lang2057 \sbasedon0\snext0 heading 5;}{\s6\sb240\sa60\widctlpar \i\f4\fs22\lang2057 \sbasedon0\snext0 heading 6;}{\s7\sb240\sa60\widctlpar \f5\fs20\lang2057 \sbasedon0\snext0 heading 7;}{\s8\sb240\sa60\widctlpar \i\f5\fs20\lang2057 \sbasedon0\snext0 heading 8;}{\s9\sb240\sa60\widctlpar \b\i\f5\fs18\lang2057 \sbasedon0\snext0 heading 9;}{\*\cs10 \additive Default Paragraph Font;}{\s15\widctlpar\tqc\tx4153\tqr\tx8306 \f4\lang2057 \sbasedon0\snext15 footer;}{\*\cs16 \additive\sbasedon10 page number;}{\*\cs17 \additive\fs16 \sbasedon10 annotation reference;}{ \s18\widctlpar \f4\fs20\lang2057 \sbasedon0\snext18 annotation text;}{\s19\widctlpar \f4\lang2057 \snext19 麻豆社Text;}{\s20\widctlpar \b\f5\lang2057 \sbasedon19\snext19 麻豆社Headings;}{\s21\widctlpar \f4\fs20\lang2057 \sbasedon19\snext21 麻豆社Footer;}{ \s22\widctlpar\tqc\tx4153\tqr\tx8306 \f4\lang2057 \sbasedon0\snext22 header;}}{\info{\title Catchphrase 2001 - ail gyfres: Wythnos 11}{\author 麻豆社}{\operator 麻豆社}{\creatim\yr2001\mo6\dy27\hr15\min36}{\revtim\yr2001\mo8\dy31\hr15\min46} {\printim\yr2001\mo7\dy16\hr8\min53}{\version16}{\edmins114}{\nofpages5}{\nofwords2043}{\nofchars11649}{\*\company 麻豆社}{\vern57395}}\paperw11907\paperh16840\margl1701\margr1134\margt1418\margb1418 \widowctrl\ftnbj\aenddoc\hyphhotz357\formshade \fet0 \sectd \psz9\linex0\headery709\footery709\colsx709\endnhere {\footer \pard\plain \s15\widctlpar\tqc\tx4153\tqr\tx8306\pvpara\phpg\posx8352\posnegy-14 \f4\lang2057 {\cs16\fs18 \par }\pard \s15\ri360\widctlpar\tqc\tx4153\tqr\tx8306 \par }{\*\pnseclvl1\pnucrm\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl2\pnucltr\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl3\pndec\pnstart1\pnindent720\pnhang{\pntxta .}}{\*\pnseclvl4\pnlcltr\pnstart1\pnindent720\pnhang{\pntxta )}}{\*\pnseclvl5 \pndec\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl6\pnlcltr\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl7\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}{\*\pnseclvl8\pnlcltr\pnstart1\pnindent720\pnhang {\pntxtb (}{\pntxta )}}{\*\pnseclvl9\pnlcrm\pnstart1\pnindent720\pnhang{\pntxtb (}{\pntxta )}}\pard\plain \widctlpar \f4\lang2057 {\b\f5\fs32 Catchphrase 2001 - ail gyfres: Wythnos 56}{\b\f5\fs20 \par }\pard \widctlpar {\b\f5\fs20 \par }\pard \widctlpar {\b\f5\fs20 Week 56, Monday. Today we\rquote ll learn:}{\f5\fs20 \line }{\i\f5\fs20 cyflym, cyflymach, y clyfyma, cynnar, cynharach, y cynhara, mwya, fwya, fe ydi\rquote r cyflyma, neis, neisach, neisa}{\f5\fs20 \par }\pard \widctlpar {\f5\fs20 \par }\pard \widctlpar {\f5\fs20 Last time we were looking at words like }{\i\f5\fs20 gorau, mwya, ucha}{\f5\fs20 and }{\i\f5\fs20 isa}{\f5\fs20 - they are all irregular. This time we\rquote ll look at some regular ones. Let\rquote s take the word }{ \i\f5\fs20 cyflym}{\f5\fs20 - (quick). }{\i\f5\fs20 Cyflymach}{\f5\fs20 is quicker. The quickest is simply }{\i\f5\fs20 y cyflyma}{\f5\fs20 . What could be simpler? Let\rquote s try it with another adjective. }{\i\f5\fs20 Cynnar}{\f5\fs20 - (early). Cynharach is earlier. }{\i\f5\fs20 Y cynhara}{\f5\fs20 is the earliest. \par }\pard \widctlpar {\f5\fs20 \par }\pard \widctlpar {\f5\fs20 These forms are almost always preceded by}{\i\f5\fs20 y}{\f5\fs20 or }{\i\f5\fs20 yr i}{\f5\fs20 n Welsh. You could also say }{\i\f5\fs20 yr un cynhara}{\f5\fs20 - (the earliest one). If you want to say he is the earliest, you can\rquote t use }{\i\f5\fs20 mae e}{\f5\fs20 . You have to say }{\i\f5\fs20 Efe ydi\rquote r}{\f5\fs20 }{\i\f5\fs20 cynhara}{\f5\fs20 - (he\rquote s the earliest). You\rquote ll hear lots of examples of this word order this week, so you\rquote ll have time to get used to it. Here\rquote s another adjective: I don\rquote t need to tell you what it means. }{\i\f5\fs20 Neis}{\f5\fs20 . You can turn it into a comparative the usual way. }{\i\f5\fs20 Dw i\rquote n hoffi\rquote r ty \rquote ma, ond maer ty arall yn neisach}{\f5\fs20 - (I like this house but the other house is nicer). }{\i\f5\fs20 Ond y ty \rquote na ydi\rquote r neisa }{\f5\fs20 - (but that house is the nicest). We know }{\i\f5\fs20 y mwya}{\f5\fs20 means the biggest or the most, depending on context. This can change to }{\i\f5\fs20 fwya }{\f5\fs20 after verbs. For example, }{\i\f5\fs20 pa un wyt ti\rquote n hoffi fwya?}{\f5\fs20 - (which one do you like most?) We\rquote ve heard the word - choice. It can also be used as a verb: to choose. }{\i\f5\fs20 Mae hi wedi dewis yr un gorau}{\f5\fs20 - (she\rquote s chosen the best one). Bethan and Guto \rquote s life in the office is plagued by a faulty photocopier. \par }\pard \widctlpar {\f5\fs20 \par }\pard \fi-2268\li2268\widctlpar {\b\f5\fs20 Listen to the dialogue: \par }{\i\f5\fs20 Bethan - Hei, Guto - mae Mr Huws wedi penderfynu prynu llungopiwr newydd! \par Guto - Esgyrn Dafydd! Beth nesa? \par Bethan - Mae catalog gyda fi yma. Edrycha. Beth wyt ti\rquote n feddwl? \par Guto - Hmm. Dyna\rquote r gorau. \par Bethan - Pam? \par Guto - Mae\rquote n gyflym iawn - y cyflyma yn y catalog yma. \par Bethan - Sut wyt ti\rquote n gwybod? \par Guto - Mae\rquote n dweud, yma, edrych. \par Bethan - Beth am hwn? Hwn ydi\rquote r neisa. \par Guto - Ie, ond fydd e ddim yn ffitio. Mae\rquote n rhy fawr. Mae eisiau un llai arnon ni. \par Bethan - Wel, rhaid i FI ddewis. Fi sy\rquote n llungopio fwya! \par }\pard \widctlpar {\f5\fs20 \par }\pard \widctlpar {\i\f5\fs20 Mae Mr Huws wedi penderfynu prynu llungopiwr newydd}{\f5\fs20 - (Mr Huws has decided to buy a new photocopier). }{\i\f5\fs20 Esgyrn Dafydd}{\f5\fs20 - (good God). }{\i\f5\fs20 Beth nesa}{\f5\fs20 - (what next?) }{ \i\f5\fs20 Mae catalog gyda fi yma}{\f5\fs20 - (I\rquote ve got a catalogue here). }{\i\f5\fs20 Edrycha}{\f5\fs20 - (look). }{\i\f5\fs20 Beth wyt ti\rquote n feddwl?}{\f5\fs20 Guto thinks he knows straight away which one they should have. }{ \i\f5\fs20 Dyna\rquote r gorau}{\f5\fs20 - (there\rquote s the best one). Bethan is not so sure. }{\i\f5\fs20 Pam?}{\f5\fs20 }{\i\f5\fs20 Mae\rquote n gyflym iawn}{\f5\fs20 - (it\rquote s very quick) - }{\i\f5\fs20 y cyflyma yn y catalog yma}{ \f5\fs20 - (the fastest in this catalogue). }{\i\f5\fs20 Sut }{\f5\fs20 wyt }{\i\f5\fs20 ti\rquote n gwybod}{\f5\fs20 ? - (how do you know?) }{\i\f5\fs20 Mae\rquote n dweud yma}{\f5\fs20 - (it says here). Bethan is still not convinced. }{\i\f5\fs20 Beth am hwn?}{\f5\fs20 - (what about this one). }{\i\f5\fs20 Hwn ydi\rquote r neisa}{\f5\fs20 - (it\rquote s the nicest one). }{\i\f5\fs20 Fydd e ddim yn ffitio}{\f5\fs20 , Guto tells her - (it won\rquote t fit). }{\i\f5\fs20 Mae\rquote n rhy fawr}{ \f5\fs20 - (it\rquote s too big). }{\i\f5\fs20 Mae eisiau un llai arnon ni}{\f5\fs20 - (we need a smaller one). Bethan dismisses Guto\rquote s expertise. }{\i\f5\fs20 Rhaid i FI ddewis}{\f5\fs20 - (I\rquote ve got to decide). }{\i\f5\fs20 Fi sy \rquote n}{\f5\fs20 }{\i\f5\fs20 llungopio fwya}{\f5\fs20 - (it\rquote s me that does the most photocopying). \par }\pard \widctlpar {\f5\fs20 \par \par }\pard \widctlpar {\b\f5\fs20 \page Week 11, Tuesday. Today we\rquote ll learn: \par }\pard \widctlpar {\i\f5\fs20 fe oedd y gorau, fe oedd y tala, rhoi\rquote r gorau i \par }{\f5\fs20 \par }\pard \widctlpar {\f5\fs20 We\rquote ll continue to practise adjectives. Remember when you say that something is the best or is the quickest, you have to turn the normal word order around. You can\rquote t use }{\i\f5\fs20 mae e\rquote n}{\f5\fs20 or } {\i\f5\fs20 mae hi\rquote n}{\f5\fs20 . }{\i\f5\fs20 Fe ydi\rquote r gorau}{\f5\fs20 - (he\rquote s the best). }{\i\f5\fs20 Fe ydi\rquote r cyflyma}{\f5\fs20 - (he\rquote s the quickest). You can put these phrases into the past easily enough, by replacing }{\i\f5\fs20 ydy}{\f5\fs20 with }{\i\f5\fs20 oedd}{\f5\fs20 . }{\i\f5\fs20 Fe oedd y gorau}{\f5\fs20 - (he was the best). }{\i\f5\fs20 Fe oedd y cyflyma}{\f5\fs20 - (he was the quickest). Let\rquote s try another adjective: }{\i\f5\fs20 ifanc}{\f5\fs20 - (young). }{\i\f5\fs20 Ifancach}{\f5\fs20 is younger, so }{\i\f5\fs20 ifanca}{\f5\fs20 is youngest. }{\i\f5\fs20 Sian oedd ifanca\rquote r teulu}{\f5\fs20 - (Sian was the youngest of the family). One new phrase: }{\i\f5\fs20 rhoi\rquote r gorau i}{\f5\fs20 - it sounds like it means to give the best, but it\rquote s a colloquial phrase that actually means virtually the opposite: to give up - }{\i\f5\fs20 rhoi\rquote r gorau i}{\f5\fs20 . }{\i\f5\fs20 Rhoi\rquote r gorau i rywbeth}{\f5\fs20 is to give something up. }{\i\f5\fs20 Dw i}{\f5\fs20 }{\i\f5\fs20 wedi rhoi\rquote r gorau i smygu}{\f5\fs20 - (I\rquote ve given up smoking). }{\i\f5\fs20 \rquote Dyn ni wedi rhoi\rquote r gorau i sglodion}{\f5\fs20 - (we\rquote ve given up chips). Guto goes into the pub and finds his old friend Linda there. }{\i\f5\fs20 Ond dydy hi ddim yn edrych yn hapus}{\f5\fs20 . What\rquote s the problem, I wonder? \par }\pard \widctlpar {\f5\fs20 \par }\pard \fi-2268\li2268\widctlpar {\b\f5\fs20 Listen to the dialogue: \par }{\i\f5\fs20 Guto - Linda, sut mae ers talwm? \par Linda - O, gweddol diolch. Dwyt ti ddim yn edrych yn hapus iawn. \par Guto - Beth sy\rquote n bod? Problemau bechgyn eto, ife? \par Linda - Dw i wedi rhoi\rquote r gorau i fechgyn. \par Guto - O ho! Beth am y Robert \rquote na? \par Linda - Fe oedd y gorau. Wedi gorffen. \par Guto - Beth am y bachgen arall \rquote na... Beth oedd ei enw e? Adam. \par Linda - Fe oedd y tala... \par Guto - Pwy oedd yr hena? Yr hen foi \rquote na, John ife? \par Linda - Dave. \par Guto - O ie, Dave. \par Linda - Fe oedd yr ifanca, mewn gwirionedd. \par Guto - Ife wir! \par }\pard \widctlpar {\f5\fs20 \par }\pard \widctlpar {\f5\fs20 It sounds as though Linda\rquote s best out of it! }{\i\f5\fs20 Sut mae ers talwm?}{\f5\fs20 , Guto asks - how have you been all this time? }{\i\f5\fs20 Gweddol -}{\f5\fs20 (not too bad). She doesn\rquote t sound very convincing. }{\i\f5\fs20 Beth sy\rquote n bod?}{\f5\fs20 , Guto asks - what\rquote s up? }{\i\f5\fs20 Dwyt ti ddim yn edrych yn hapus iawn}{\f5\fs20 - (You don\rquote t look very happy). He can guess why. }{\i\f5\fs20 Problemau bechgyn ife?}{\f5\fs20 - (boy problems is it?) }{\i\f5\fs20 Dw i wedi rhoi\rquote r gorau i fechgyn}{\f5\fs20 - (I\rquote ve given boys up). So what\rquote s happened to this string of boyfriends then}{\i\f5\fs20 ? Beth am y Robert \rquote na?}{\f5\fs20 - (what about that Robert?) }{\i\f5\fs20 Fe oedd y gorau}{\f5\fs20 - (he was the best), Linda muses. Unfortunately: }{\i\f5\fs20 wedi gorffen}{\f5\fs20 - (finished). }{\i\f5\fs20 Beth am y bachgen arall \rquote na}{\f5\fs20 - (what about that other bloke) -}{\i\f5\fs20 beth oedd ei enw e?}{\f5\fs20 - (what was his name?) Linda seems to enjoy reminiscing about them all. }{\i\f5\fs20 Fe oedd y tala}{\f5\fs20 - (he was the tallest). }{\i\f5\fs20 Pwy}{\f5\fs20 }{ \i\f5\fs20 oedd yr hena}{\f5\fs20 , Guto wonders - who was the oldest? }{\i\f5\fs20 Yr hen foi \rquote na}{\f5\fs20 - (that old boy). Notice he uses the word }{\i\f5\fs20 \rquote boi,}{\f5\fs20 commonly used colloquially, and mutates it to}{ \i\f5\fs20 \rquote foi}{\f5\fs20 . But it wasn\rquote t John, it was Dave. And he wasn\rquote t the oldest. }{\i\f5\fs20 Fe oedd yr ifanca mewn gwirionedd}{\f5\fs20 - (he was the youngest actually). }{\i\f5\fs20 Ife wir}{\f5\fs20 - (really?) \par }\pard \widctlpar {\f5\fs20 \par \par \par }{\b\f5\fs20 \par }\pard \widctlpar {\b\f5\fs20 \page Week 11, Wednesday. Today we\rquote ll learn: \par }\pard \widctlpar {\i\f5\fs20 tipyn yn, gofalus, claf, cleifion, wastad, cwyno, grwgnachlyd \par }{\f5\fs20 \par }\pard \widctlpar {\f5\fs20 Remember the word }{\i\f5\fs20 tipyn,}{\f5\fs20 or }{\i\f5\fs20 tipyn bach}{\f5\fs20 - it means a bit, a little bit. It\rquote s worth reminding ourselves how it fits into sentences. It behaves in the same way as }{ \i\f5\fs20 llawer}{\f5\fs20 - (a lot). }{\i\f5\fs20 Mae tipyn bach o ginio ar \'f4l}{\f5\fs20 - (there\rquote s a little bit of lunch left). }{\i\f5\fs20 Mae llawer o ginio ar \'f4l}{\f5\fs20 - (there\rquote s a lot of lunch left). You can also say } {\i\f5\fs20 mae e\rquote n dipyn o foi}{\f5\fs20 - (he\rquote s a bit of a boy). Notice it mutates after }{\i\f5\fs20 yn}{\f5\fs20 . You can also use these phrases before adjectives. }{\i\f5\fs20 \rquote Dyn ni tipyn yn hwyr}{\f5\fs20 - (we\rquote re a bit late), }{\i\f5\fs20 \rquote dyn ni tipyn bach yn hwyr}{\f5\fs20 - (we\rquote re a little bit late). Notice }{\i\f5\fs20 tipyn}{\f5\fs20 doesn\rquote t mutate here and the }{\i\f5\fs20 yn}{\f5\fs20 comes between it and the adjective. The word for to when you\rquote re going To somewhere is usually }{\i\f5\fs20 \lquote i\rquote }{\f5\fs20 in Welsh. But it also tends to imply into as well, so it\rquote s not the word to use when you go TO a person, or over TO a person. Then you have to use }{\i\f5\fs20 at.}{\f5\fs20 }{\i\f5\fs20 Roedd}{\f5\fs20 }{\i\f5\fs20 e\rquote n arfer mynd at ei fam e}{\f5\fs20 - (he used to go to his mam). There\rquote s some new vocabulary for you. \par }\pard \widctlpar {\i\f5\fs20 Wastad }{\f5\fs20 is one word meaning always. }{\i\f5\fs20 Roedd e wastad yn mynd at ei fam e}{\f5\fs20 - (he always went to his mam). You\rquote ll hear }{\i\f5\fs20 cleifion}{\f5\fs20 as well, today. They are patients - }{\i\f5\fs20 cleifion}{\f5\fs20 . }{\i\f5\fs20 Claf}{\f5\fs20 is a patient. }{\i\f5\fs20 Cwyno}{\f5\fs20 is to complain. }{\i\f5\fs20 Ro\rquote n nhw wastad yn cwyno}{\f5\fs20 - (they always complained). And if you\rquote re always complaining, you\rquote re likely to be }{\i\f5\fs20 grwgnachlyd}{\f5\fs20 - (grumpy). Mae Rhys ar ei brofiad gwaith eto yn yr ysbyty. \par }\pard \widctlpar {\f5\fs20 \par }\pard \fi-2268\li2268\widctlpar {\b\f5\fs20 Listen to the dialogue: \par }{\i\f5\fs20 Nyrs Stevens - Iawn, Rhys. Dw i\rquote n mynd i gymryd tymheredd y cleifion. Wyt ti eisiau dod gyda fi? \par Rhys - Ydw. \par Nyrs Stevens - Yn gynta, byddwn ni\rquote n cymryd tymheredd Mr Edwards, gwely pump. Rhaid i ni fod yn \par ofalus: fe ydy\rquote r hena ar y ward. Wedyn byddwn ni\rquote n mynd at Mr Cross draw fan\rquote na. Mae e tipyn yn \par rwgnachlyd ac mae e wastad yn cwyno, ond fe ydy\rquote r calla a dweud y gwir. \par }\pard \widctlpar {\f5\fs20 \par }\pard \widctlpar {\i\f5\fs20 Cymryd tymheredd}{\f5\fs20 - (to take a temperature). So }{\i\f5\fs20 cymryd tymheredd y cleifion}{\f5\fs20 is... yes, to take the patient\rquote s temperature. }{\i\f5\fs20 Dw i\rquote n mynd i gymryd tymheredd y cleifion}{\f5\fs20 . }{\i\f5\fs20 Wyt ti eisiau dod gyda fi}{\f5\fs20 , the Nurse asks Rhys - (do you want to come with me?) }{\i\f5\fs20 Yn gynta}{\f5\fs20 - (first) - }{\i\f5\fs20 byddwn ni\rquote n cymryd tymheredd Mr}{\f5\fs20 }{\i\f5\fs20 Edwards, gwely pump}{\f5\fs20 - (we\rquote ll take Mr Edwards\rquote temperature, bed five). }{\i\f5\fs20 Rhaid i ni fod yn ofalus}{\f5\fs20 - (we\rquote ve got to be careful). }{\i\f5\fs20 Fe ydy\rquote r hena ar y ward}{\f5\fs20 - (he\rquote s the oldest on the ward). }{\i\f5\fs20 Wedyn byddwn ni\rquote n}{\f5\fs20 }{\i\f5\fs20 mynd at Mr Cross draw fan\rquote na}{\f5\fs20 - (then we\rquote ll go to Mr Cross over there). }{\i\f5\fs20 Mae e tipyn yn grwgnachlyd}{\f5\fs20 - (he\rquote s a bit grumpy) - }{\i\f5\fs20 ac mae e wastad yn cwyno}{\f5\fs20 - (and he\rquote s always complaining). }{\i\f5\fs20 Ond fe ydy\rquote r calla a}{\f5\fs20 }{\i\f5\fs20 dweud y gwir}{\f5\fs20 - (but he\rquote s the wisest, a tell the truth). }{ \i\f5\fs20 Call}{\f5\fs20 , remember, is wise or sensible, so }{\i\f5\fs20 calla }{\f5\fs20 - wisest or most sensible. \par }\pard \widctlpar {\f5\fs20 \par \par \par }\pard \widctlpar {\f5\fs20 \page }{\b\f5\fs20 Week 11, Thursday. Today we\rquote ll learn: \par }\pard \widctlpar {\i\f5\fs20 pa, Ionawr, Chwefror, Mawrth, Ebrill, Mai, Mehefin, Gorffenaf, Awst, Medi, Hydref, Tachwedd, Rhagfyr. \par }{\f5\fs20 \par }\pard \widctlpar {\f5\fs20 We\rquote ve done a lot of work recently on adjectives. }{\i\f5\fs20 Y gorau}{\f5\fs20 - (the best). }{\i\f5\fs20 Y lleia}{\f5\fs20 - (the smallest). }{\i\f5\fs20 Y mwya}{\f5\fs20 - (the biggest). }{\i\f5\fs20 Yr hena}{ \f5\fs20 - (the oldest). }{\i\f5\fs20 Y calla}{\f5\fs20 - (the wisest). If you are referring to a feminine thing or person, you have to remember to make the mutation. You would say - }{\i\f5\fs20 y ferch orau}{\f5\fs20 - (the best girl). }{ \i\f5\fs20 Yr ystafell fwya}{\f5\fs20 - (the biggest room), or just }{\i\f5\fs20 y fwya}{\f5\fs20 - (the biggest). }{\i\f5\fs20 Hena}{\f5\fs20 can\rquote t change. }{\i\f5\fs20 Yr ysgol hena}{\f5\fs20 - (the oldest school). }{\i\f5\fs20 Y ferch galla}{\f5\fs20 - (the wisest girl), or just}{\i\f5\fs20 y galla}{\f5\fs20 - (the cleverest). I want to just go through the months of the year with you because you\rquote ll hear a couple come up in the conversation. I don\rquote t expect you to remember them all at this stage, although we had some of them before. Like with the days of the week, the name of the month is preceded by a word. We say }{\i\f5\fs20 dydd Llun}{\f5\fs20 for Monday. So it\rquote s }{\i\f5\fs20 mis Ionawr}{\f5\fs20 for January. }{\i\f5\fs20 Mis Chwefror}{\f5\fs20 - (February), }{\i\f5\fs20 mis Mawrth}{\f5\fs20 - (March), }{\i\f5\fs20 mis Ebrill}{\f5\fs20 - (April), }{\i\f5\fs20 mis Mai}{\f5\fs20 - (May), }{\i\f5\fs20 mis Mehefin}{\f5\fs20 - (June), }{\i\f5\fs20 mis Gorffennaf}{\f5\fs20 - (July), }{\i\f5\fs20 mis Awst}{\f5\fs20 - (August), mis Medi - (September), }{\i\f5\fs20 mis Hydref}{\f5\fs20 - (October), }{\i\f5\fs20 mis Tachwedd}{\f5\fs20 - (November) and }{\i\f5\fs20 mis Rhagfyr}{\f5\fs20 - (December). Notice that }{\i\f5\fs20 Mawrth}{\f5\fs20 can refer to both Tuesday and March. }{\i\f5\fs20 Dydd Mawrth}{\f5\fs20 is Tuesday. }{\i\f5\fs20 Mis Mawrth}{\f5\fs20 is March. Remember the word }{\i\f5\fs20 pa?}{ \f5\fs20 We\rquote ve had it before in the phrase }{\i\f5\fs20 pa un}{\f5\fs20 - (which one). So it means which. }{\i\f5\fs20 Pa ysgol ydy\rquote r orau?}{\f5\fs20 - (which school is the best?) The word }{\i\f5\fs20 pa }{\f5\fs20 mutates the following word. }{\i\f5\fs20 Pa gar ydy\rquote r cyflyma?}{\f5\fs20 - (which car is the fastest?) \par }\pard \widctlpar {\f5\fs20 \par }\pard \li2268\widctlpar {\f5\fs20 \par }\pard \widctlpar {\b\f5\fs20 Listen to the dialogue: \par }\pard \fi-2268\li2268\widctlpar {\i\f5\fs20 Catrin - Iawn, blant. Pwy sy\rquote n gallu dweud pa fis ydy\rquote r oera? Pa fis yn y flwyddyn?... Dyna \par fe, Mari - mis Ionawr. Da iawn. Mis Ionawr ydy\rquote r oera. Pa un ydy\rquote r twyma, \rquote dych chi\rquote n \par meddwl? ... Gorffennaf, wel efallai. Dyna fe, Mari. Awst. Mis Awst ydy\rquote r twyma. Nawr, \par pwy ydy\rquote r tala yn yr ysgol feithrin? Neb yn gwybod? O, Mari eto. Ie, Robert ydy\rquote r tala. \par Beth am yr hena yn yr ysgol feithrin? Oes rhywun yn gwybod? Mari, dw i\rquote n meddwl. Mari \par ydy\rquote r hena yn yr ysgol feithrin! Mae ei phen-blwydd hi ym mis Medi. \par }\pard \widctlpar {\f5\fs20 \par }\pard \widctlpar {\i\f5\fs20 Pwy sy\rquote n gallu dweud}{\f5\fs20 - (who can say?) }{\i\f5\fs20 Pwy sy\rquote n gallu dweud pa fis ydi\rquote r oera?}{\f5\fs20 - (Who can say which is the coldest month?) Catrin tries to help the children along. }{ \i\f5\fs20 Pa fis yn y flwyddyn?}{\f5\fs20 - (which month in the year?) }{\i\f5\fs20 Mis Ionawr ydy\rquote r oera}{\f5\fs20 - (January is the coldest). }{\i\f5\fs20 Pa un ydy\rquote r twyma, \rquote dych chi\rquote n meddwl?}{\f5\fs20 - (which is the warmest, do you think?) }{\i\f5\fs20 Gorffennaf -}{\f5\fs20 (July) - }{\i\f5\fs20 wel, efallai}{\f5\fs20 - (well, perhaps). Mari gets it right again. }{\i\f5\fs20 Mis Awst ydi\rquote r twyma}{\f5\fs20 - (August is the warmest). Then Catrin turns her attention to the class itself. }{\i\f5\fs20 Pwy ydi\rquote r tala yn yr ysgol feithrin?}{\f5\fs20 - (who\rquote s the tallest in the nursery school?) }{\i\f5\fs20 Neb yn}{\f5\fs20 }{\i\f5\fs20 gwybod} {\f5\fs20 - (nobody knows). }{\i\f5\fs20 Robert ydy\rquote r tala}{\f5\fs20 - (Robert is the tallest). }{\i\f5\fs20 Beth am yr hena yn y dosbarth}{\f5\fs20 ? - (what about the oldest in the class?) }{\i\f5\fs20 Oes rhywun yn gwybod}{\f5\fs20 - literally, does someone know, although perhaps in English you\rquote d say, does anyone know? }{\i\f5\fs20 Mari ydy\rquote r hena yn yr ysgol feithrin}{\f5\fs20 - (Mari is the oldest in the nursery school). \par }\pard \widctlpar {\f5\fs20 \par \par \par }\pard \widctlpar {\f5\fs20 \page }{\b\f5\fs20 Week 11, Friday. Today we\rquote ll learn: \par }\pard \widctlpar {\i\f5\fs20 mawr, mwy, mwya, llawer, bach, llai, lleia, tipyn, ricriwtio, aelod o staff \par }{\f5\fs20 \par }\pard \widctlpar {\f5\fs20 Let\rquote s have a look at }{\i\f5\fs20 mwya }{\f5\fs20 - (biggest) and }{\i\f5\fs20 lleia}{\f5\fs20 - (smallest). }{\i\f5\fs20 Mae hwn yn fawr}{\f5\fs20 - (this one is big). }{\i\f5\fs20 Mae}{\f5\fs20 }{\i\f5\fs20 hwnna yn fwy}{\f5\fs20 - (that one is bigger). }{\i\f5\fs20 Ond dyna\rquote r mwya}{\f5\fs20 - (but that\rquote s the biggest). The opposite of this would be, }{\i\f5\fs20 mae hwn yn fach}{\f5\fs20 - (this one is small). }{\i\f5\fs20 Mae hwnna yn llai}{\f5\fs20 - (that one is smaller). }{\i\f5\fs20 Ond dyna\rquote r}{\f5\fs20 }{\i\f5\fs20 lleia}{\f5\fs20 - (but that\rquote s the smallest). But }{\i\f5\fs20 mwya }{\f5\fs20 and }{\i\f5\fs20 lleia}{\f5\fs20 also have a slightly different sense when they refer to quantity. }{\i\f5\fs20 Mae llawer gyda fi}{\f5\fs20 - (I\rquote ve got a lot). }{\i\f5\fs20 Mae mwy gyda chi}{\f5\fs20 - (you\rquote ve got more). }{\i\f5\fs20 Ond gyda nhw mae\rquote r mwya}{ \f5\fs20 - (but they\rquote ve got the most). The opposite of this would be: }{\i\f5\fs20 mae tipyn gyda fi}{\f5\fs20 - (I\rquote ve got a little). }{\i\f5\fs20 Mae llai gyda chi}{\f5\fs20 - (you\rquote ve got less). }{\i\f5\fs20 Ond gyda nhw mae \rquote r lleia}{\f5\fs20 - (but they\rquote ve got the least). \par }\pard \widctlpar {\f5\fs20 The word }{\i\f5\fs20 recriwtio}{\f5\fs20 means to recruit. And whom do you recruit? }{\i\f5\fs20 Aelod o staff}{\f5\fs20 - (a member of staff). \par \par }\pard \fi-2268\li2268\widctlpar {\b\f5\fs20 Listen to the dialogue: \par }{\i\f5\fs20 Guto - Estyniad tri-chwech-wyth? ... O, Phil, sut mae? ... Pryd? ... Ddydd Lun? \par Bethan - Beth sy? \par Guto - Iawn, hwyl. \par Bethan - Beth sy\rquote n digwydd, Guto? \par Guto - Y diswyddiadau. \par Bethan - Y diswyddiadau? Beth, ni? \par Guto - Y diswyddiadau lleia dw i erioed wedi\rquote u gweld. Does dim diswyddiadau, Bethan fach. \par Maen nhw\rquote n recriwtio. Maen nhw\rquote n mynd i recriwtio mwy o staff nag erioed o\rquote r blaen. A \par \rquote dyn ni\rquote n gorfod dewis aelod newydd o staff i\rquote r adran \rquote ma ddydd Llun. \par }\pard \widctlpar {\f5\fs20 \par }{\i\f5\fs20 Estyniad tri-chwech-wyth}{\f5\fs20 - (extension three-six-eight). It\rquote s Phil Huws on the phone, their immediate boss. Bethan is dying to find out what Guto has been talking to him about on the phone. }{\i\f5\fs20 Beth sy\rquote n}{ \f5\fs20 }{\i\f5\fs20 digwydd}{\f5\fs20 - (what\rquote s happening?) She can obviously feel something in the air. }{\i\f5\fs20 Y diswyddiadau}{\f5\fs20 , Guto announces - the redundancies. }{\i\f5\fs20 Beth, ni?}{\f5\fs20 - (what, u s?) Has the axe finally fallen? }{\i\f5\fs20 Y diswyddiadau lleia}{\f5\fs20 - (the smallest redundances) }{\i\f5\fs20 y diswyddiadau}{\f5\fs20 }{\i\f5\fs20 lleia dw i erioed wedi\rquote u gweld}{\f5\fs20 - (the smallest redundancies I have ever seen). }{\i\f5\fs20 Does dim diswyddiadau}{\f5\fs20 - (there\rquote re aren\rquote t any redundancies). }{\i\f5\fs20 Maen}{\f5\fs20 }{\i\f5\fs20 nhw\rquote n recriwtio}{\f5\fs20 - (they\rquote re recruiting). }{\i\f5\fs20 Maen nhw\rquote n mynd i recriwtio mwy o staff nag erioed o\rquote r blaen}{\f5\fs20 - (they\rquote re going to recruit more staff than ever before). }{\i\f5\fs20 A \rquote dyn ni\rquote n gorfod dewis aelod newydd o staff i\rquote r}{\f5\fs20 }{\i\f5\fs20 adran \rquote ma ddydd Llun}{\f5\fs20 - (and we\rquote ve got to choose a new member of staff for this department on Monday). \par }}