{\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\fs20\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\fs20\lang2057 \sbasedon0\snext0 heading 2;}{\s3\sb240\sa60\keepn\widctlpar \f5\fs20\lang2057 \sbasedon0\snext0 heading 3;}{\s4\sb240\sa60\keepn\widctlpar \b\f5\fs20\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\fs20\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;}}{\info{\title Catchphrase 2001 - ail gyfres: Wythnos 19}{\author 麻豆社}{\operator 麻豆社}{\creatim\yr2001\mo10\dy15\hr13\min43}{\revtim\yr2001\mo11\dy15\hr14\min24}{\printim\yr2001\mo10\dy17\hr17\min12}{\version2}{\edmins0} {\nofpages5}{\nofwords1740}{\nofchars9923}{\*\company 麻豆社}{\vern57395}}\paperw11907\paperh16840\margl1701\margr1134\margt1418\margb1418 \widowctrl\ftnbj\aenddoc\hyphhotz357\hyphcaps0\formshade \fet0\sectd \psz9\linex0\headery709\footery709\colsx709\endnhere {\footer \pard\plain \s15\widctlpar\tqc\tx4153\tqr\tx8306\pvpara\phmrg\posxr\posy0 \f4\fs20\lang2057 {\field{\*\fldinst {\cs16 PAGE }}{\fldrslt {\cs16\lang1024 5}}}{\cs16 \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\fs20\lang2057 {\b\f5\fs32 Catchphrase 2001 - ail gyfres: Wythnos 64 \par }{\b\f5 \par Week 64, Monday. Today we\rquote ll learn: \par }{\f5 mynd a, dod a, eiliad, ymdopi \par \par We\rquote ve talked a bit about the verb }{\i\f5 gofyn}{\f5 - (to ask). When you ask someone, you have to use }{\i\f5 i}{\f5 to make the verb complete. }{\i\f5 Maen nhw\rquote n gofyn i ni}{\f5 - (they\rquote re asking us). }{\i\f5 \rquote Dyn ni \rquote n gorfod gofyn i\rquote r athro}{\f5 - (we\rquote ve got to ask the teacher). The verbs for to bring and to take in Welsh work in the same way, as we\rquote ve learnt. }{\i\f5 Mynd \'c2 rhywbeth}{\f5 is to take something. }{\i\f5 Dod \'c2 rhywbeth}{\f5 - or }{\i\f5 rhywun}{\f5 - is to bring something, or someone. }{\i\f5 \rquote Dych chi\rquote n gallu dod \'e2\rquote ch car?}{\f5 - (can you bring your car). }{\i\f5 Dw i\rquote n mynd \'e2\rquote r plant i\rquote r sinema}{\f5 - (I \rquote m taking the children to the cinema). A couple of new words you\rquote ll hear: }{\i\f5 eiliad}{\f5 is a second or a moment. }{\i\f5 Oes eiliad gyda chi?}{\f5 - (have you got a moment?) }{\i\f5 Ymdopi }{\f5 is the verb to cope. }{\i\f5 \rquote Dw i ddim yn gallu ymdopi \'e2\rquote r gwaith \rquote ma i gyd}{\f5 - (I can\rquote t cope with all this work). Rhys, who has joined his local paper on job experience in the hope they\rquote ll offer him a job, is sent out on his first assignment. He\rquote s been asked by his editor to write an article on how parents share the responsiblity of taking their children to school and bringing them back. \par }\pard \fi-2835\li2835\widctlpar {\f5 \par }{\b\f5 Listen to the dialogue: \par \par }{\i\f5 Rhys - Yy, helo... yy, gohebydd o\rquote r papur lleol dw i. \par Menyw 1 - Beth? \par Rhys - Gohebydd o\rquote r papur lleol dw i. Oes eiliad \lquote da chi? \par Menyw 1 - I beth? \par Rhys - Dw i ddim ond eisiau siarad \'e2 chi am eich plant. Dim ond cwpl o gwestiynau. \par Menyw 1 - Fel beth? \par Rhys - Yy... Sut \rquote dych chi\rquote n ymdopi \'e2\rquote ch plant? \par Menyw 1 - Yn eitha da, diolch yn fawr. \par Rhys - Na, na, pwy sy\rquote n dod \'e2\rquote ch plant i\rquote r ysgol fel arfer yn y bore? \par Menyw 1 - Fi, wrth gwrs. \par Rhys - A phwy sy\rquote n mynd \'e2 nhw adre yn y prynhawn? \par Menyw 1 - Fi, eto. \par Rhys - Iawn, diolch. \par Menyw 1 - Croeso! \par }\pard \widctlpar {\f5 \par It doesn\rquote t sound as though that person was very keen on speaking to him! Rhys introduces himself by saying: }{\i\f5 gohebydd o\rquote r papur lleol \rquote dw i}{\f5 - (I\rquote m a reporter from the local paper). }{\i\f5 \rquote Dw i ddim ond eisiau siarad \'e2 chi am eich plant }{\f5 - (I only want to talk to you about your children). }{\i\f5 Dim ond cwpl o gwestiynau}{\f5 - (only a couple of questions). }{\i\f5 Fel beth?}{\f5 the interviewee asks - like what? }{\i\f5 Sut \rquote dych chi\rquote n ymdopi \'e2\rquote ch plant?}{\f5 - (how do you cope with your children?) Perhaps not the best question. }{\i\f5 Yn eitha da, diolch yn fawr }{\f5 - (quite well, thank you very much). }{\i\f5 Na, na}{\f5 - (No, no), Rhys says. }{\i\f5 Pwy sy\rquote n dod a\rquote ch plant i\rquote r ysgol fel arfer yn y bore? }{\f5 - (who brings your children to the school usually in the morning?) }{\i\f5 Fi, wrth gwrs}{\f5 - (me, of course). }{\i\f5 A phwy sy \rquote n mynd \'e2 nhw adre yn y prynhawn}{\f5 - (and who takes them home in the afternoon?) }{\i\f5 Fi eto}{\f5 - (me again). \par \par \par \page }{\b\f5 Week 64, Tuesday. Today we\rquote ll learn \par }{\f5 mynd \'e2, dod \'e2, gaf i?, cewch \par \par You\rquote ll hear again the phrases }{\i\f5 mynd \'e2}{\f5 - to take, and }{\i\f5 dod \'e2}{\f5 - to bring. }{\i\f5 Cwrdd}{\f5 - (to meet) - is another verb that is followed by }{\i\f5 \'e2}{\f5 . }{\i\f5 Cwrdd \'e2 rhywun}{\f5 - (to meet someone). }{\i\f5 Cwrddais i \'e2 ffrind echdoe}{\f5 - (I met a friend the day before yesterday). The first words that Rhys will say are }{\i\f5 gaf i,}{\f5 a very useful phrase. }{\i\f5 Gaf i ofyn cwestiwn?}{\f5 - (may I ask a question?) and in spoken Welsh you will hear }{\i\f5 Ga i }{\f5 where the \lquote f\rquote disappears. }{\i\f5 Gaf i fynd \'e2\rquote r llyfr \rquote ma adre?}{\f5 - (can I take this book home?) }{\i\f5 Gaf i}{\f5 has its own word for yes: }{\i\f5 cewch}{\f5 - (yes, you may). }{\i\f5 Gaf i adael?}{\f5 - (can I leave?) }{\i\f5 Cewch}{\f5 - (yes, you may). Other new words are }{\i\f5 hwyr}{\f5 - (late). The phrase fel }{\i\f5 rheol}{\f5 means as a rule. \par \par }\pard \fi-2835\li2835\widctlpar {\b\f5 Listen to the dialogue: \par }{\i\f5 Rhys - Gaf i ofyn cwestiwn i chi, os gwelwch yn dda? \par Menyw 2 - Cewch. \par Rhys - Pwy sy\rquote n mynd \'e2\rquote ch plant i\rquote r ysgol bob bore? \par Menyw 2 - Mae\rquote n dibynnu. Weithiau fi, weithiau fy ngwr. \par Rhys - Ac yn y prynhawn? Pwy sy\rquote n dod \'e2 nhw adre? \par Menyw 2 - Mae fy ngwr yn cwrdd \'e2 nhw ar \'f4l yr ysgol, fel rheol. \par Rhys - Ydi e\rquote n hwyr weithiau? \par Menyw 2 - Ydy, yn aml! \par Rhys - Dych chi\rquote n poeni amdanyn nhw bryd hynny? \par Menyw 2 - O, nac ydw. Maen nhw\rquote n ddiogel. Hwyl.}{\f5 \par }\pard \widctlpar {\f5 \par Rhys asks his second interviewee: }{\i\f5 gaf i ofyn cwestiwn i chi}{\f5 }{\i\f5 os gwelwch yn dda? }{\f5 - (may I ask you a question please?). It looks as though this interview\rquote s going to go more smoothly. }{\i\f5 Cewch}{\f5 - (yes, you may). }{\i\f5 Pwy sy\rquote n mynd a\rquote ch plant i\rquote r ysgol bob bore}{\f5 - (who takes your children to school every morning?) }{\i\f5 Mae\rquote n dibynnu}{\f5 - (it depends). }{\i\f5 Weithiau fi, weithiau fy ngwr}{\f5 - (sometimes me, sometimes my husband). }{\i\f5 Ac yn y prynhawn}{\f5 - (and in the afternoon) - }{\i\f5 pwy sy\rquote n dod a nhw adre?}{\f5 - (who brings them home?) }{\i\f5 Mae fy ngwr yn cwrdd a nhw ar \'f4l yr ysgol, fel rheol}{\f5 - (my husband meets them after school, as a rule). }{\i\f5 Ydy e\rquote n hwyr weithiau?}{\f5 - (is he late, sometimes?) }{\i\f5 Ydy, yn aml}{\f5 - (yes, often). }{\i\f5 \rquote Dych chi\rquote n poeni amdanyn nhw bryd hynny}{\f5 - (do you worry about them at that time?) }{\i\f5 Nac ydw}{\f5 - (no). Maen nhw\rquote n ddiogel - (they\rquote re safe). \par \par \page }{\b\f5 Week 64, Wednesday. Today we\rquote ll learn \par }{\f5 gaf i?, na chewch, perthyn, anghywir, gwaeth byth, prifathro, personol \par \par Let\rquote s see how Rhys gets on with his third interviewee. Before that, some grammar and vocabulary. We saw yesterday how you say may I - }{\i\f5 gaf i.}{\f5 And remember you can also say }{\i\f5 Ga i. Ga i ddod? -}{\f5 (may I come?) And the answer: }{\i\f5 cewch}{\f5 - (yes). But how do we say no? The answer is: }{\i\f5 na chewch. Ga i eistedd i lawr? }{\f5 - (may I sit down?) }{\i\f5 Na chewch}{\f5 - (No, you may not). }{\i\f5 Perthyn}{\f5 is the verb to belong. }{\i\f5 Ydy hwn yn perthyn i chi?}{\f5 - (does this belong to you?) }{\i\f5 Anghywir }{\f5 means wrong. }{\i\f5 Mae\rquote n anghywir}{\f5 - (it\rquote s wrong). }{\i\f5 Cael rhywbeth yn anghywir}{\f5 is to get something wrong. }{\i\f5 Rwyt ti wedi cael y gwaith yn anghywir}{\f5 - (you\rquote ve got the work wrong). We\rquote ve had the phrase }{\i\f5 uwch}{\f5 }{\i\f5 byth}{\f5 before. }{\i\f5 Uwch}{\f5 is higher, }{\i\f5 uwch byth}{\f5 is even higher. You can make the same construction with }{\i\f5 gwaeth}{\f5 - (worse). }{\i\f5 Gwaeth byth}{\f5 - (even worse). We\rquote ve had }{\i\f5 athro}{\f5 before, as well - teacher. }{\i\f5 Prifathro}{\f5 is, literally, chief teacher, or as you\rquote d say in English, headteacher. One more easy word: }{\i\f5 personol:}{\f5 it means personal. Rhys faces a difficult customer in this interview. \par \par }\pard \fi-2835\li2835\widctlpar {\b\f5 Listen to the dialogue: \par }{\i\f5 Dyn 1 - Dw i ddim yn hoffi\rquote r papur lleol. Maen nhw\rquote n cael popeth yn anghywir. \par Rhys - Wel, dw i ddim yn gweithio i\rquote r papur mewn gwirionedd. Dw i ar brofiad gwaith. \par Dyn 1 - Beth! Mae hynny\rquote n waeth byth! Gwell i rywun ddweud wrth y prifathro! \par Rhys - O... Yy... Ga i ofyn cwestiwn i chi, te? \par Dyn 1 - Iawn, cewch. Beth \rquote dych chi eisiau gofyn? \par Rhys - Dych chi\rquote n cwrdd \'e2\rquote ch plant yn yr ysgol fel arfer? \par Dyn - Bob amser, ydw. \par Rhys - A \rquote dych chi\rquote n dod \'e2 nhw i\rquote r ysgol yn y bore? \par Dyn - Fel arfer, ydw. Ond bore fory, bydd fy ngwraig yn dod a nhw. \par Rhys - Gaf i ofyn i chi pam? \par Dyn - Na chewch! \rquote Dych chi\rquote n gofyn cwestiynau personol iawn!}{\f5 \par }\pard \widctlpar {\f5 \par The man tells him: }{\i\f5 dw i ddim yn hoffi\rquote r papur lleol}{\f5 - (I don\rquote t like the local paper). }{\i\f5 Maen nhw\rquote n cael popeth yn anghywir}{\f5 - (they get everything wrong). So Rhys tries to distance himself from them. }{ \i\f5 Dw i ddim yn gweithio i\rquote r papur mewn gwirionedd}{\f5 - (actually, I don\rquote t work for the paper). }{\i\f5 Dw i ar brofiad gwaith}{\f5 - (I\rquote m on work experience).}{\i\f5 Beth! }{\f5 - (what!) the man exclaims. }{\i\f5 Mae hynny\rquote n waeth byth}{\f5 - (that\rquote s even worse). I suppose you can\rquote t blame him for feeling slightly worried. }{\i\f5 Gwell i rywun ddweud wrth y prifathro}{\f5 - (somebody had better tell the headteacher!) But I think the man \rquote s only joking with Rhys, who meekly asks: }{\i\f5 gaf i ofyn cwestiwn?}{\f5 - (can I ask a question?) }{\i\f5 Iawn, cewch}{\f5 - (O.K., yes you can). }{\i\f5 Beth \rquote dych chi eisiau ofyn? }{\f5 - (what do you want to ask?) }{\i\f5 \rquote dych chi\rquote n cwrdd \'e2\rquote ch plant yn yr ysgol fel arfer?}{\f5 - (do you meet your children at school usually?) }{\i\f5 Bob amser, ydw}{\f5 - (every time, yes). }{\i\f5 A dych chi\rquote n dod \'e2 nhw i\rquote r ysgol yn y bore?}{ \f5 - (and you bring them to school in the morning?) }{\i\f5 Fel arfer, ydw }{\f5 - (usually, yes). }{\i\f5 Ond bore fory, bydd fy ngwraig yn dod \'e2 nhw}{\f5 - (but tomorrow morning, my wife will be bringing them). }{\i\f5 Ga i ofyn i chi pam?}{ \f5 - (may I ask you why?) }{\i\f5 Na chewch}{\f5 , is the answer - no, you may not. }{\i\f5 \rquote Dych chi\rquote n gofyn cwestiynau personol iawn}{\f5 - (you ask very personal questions). \par \par \par \page }{\b\f5 Week 64, Thursday. Today we\rquote ll learn \par }{\f5 cytuno \'e2, holi, codi plant \par \par Another verb that is followed by }{\i\f5 A}{\f5 is }{\i\f5 cytuno}{\f5 - (to agree). }{\i\f5 Cytuno \'e2 rhywun}{\f5 - (to agree with somebody). }{\i\f5 \rquote Dyn ni wedi cytuno \'e2\rquote n gilydd i siarad amdano fe}{\f5 - (we\rquote ve agreed with each other to talk about it). We\rquote ve heard }{\i\f5 codi }{\f5 before when it means to get up. }{\i\f5 Faint o\rquote r gloch \rquote dych chi\rquote n codi?}{\f5 - (what time do you get up?) But }{\i\f5 codi}{\f5 can also mean to pick up. }{\i\f5 Faint o\rquote r gloch \rquote dych chi\rquote n codi\rquote r plant?}{\f5 - (what time to you pick the kids up?) Another new verb: }{\i\f5 holi}{\f5 - it\rquote s what Rhys has been doing at the school: to interview. }{\i\f5 Mae e\rquote n holi pobl yn yr ysgol}{\f5 - (he\rquote s interviewing people at school). Let\rquote s see how he gets on this time. \par \par }\pard \fi-2835\li2835\widctlpar {\b\f5 Listen to the dialogue: \par }{\i\f5 Rhys - Esgusodwch fi. \par Menyw 3 - What\rquote s that, love? \par Rhys - \rquote Dych chi\rquote n siarad Cymraeg? \par Menyw 3 - Siarad Cymraeg. Ydw. Tipyn bach. \par }\pard \fi-2835\li2835\ri-426\widctlpar {\i\f5 Rhys - \rquote Dw i\rquote n holi pobl am godi eu plant o\rquote r ysgol - pwy sy\rquote n gwneud y gwaith. \rquote Dych chi bob amser yn dod \par \'e2\rquote r plant i\rquote r ysgol yn y bore? \par }\pard \fi-2835\li2835\widctlpar {\i\f5 Menyw 3 - Ydw. \par Rhys - A mynd a nhw adre yn y prynhawn? \par Menyw 3 - Ydw. \par Rhys - A does neb arall yn cwrdd \'e2 nhw weithiau? \par Menyw 3 - Nac oes. \par Rhys - \rquote Dych chi wedi cytuno \'e2\rquote ch gwr i wneud hyn? \par Menyw 3 - Ydw. \par Rhys - Diolch}{\f5 \par }\pard \widctlpar {\f5 \par Well, Rhys seemed to get a slightly more positive, if one-word, response that time! First he asks his interviewee: }{\i\f5 \rquote dych chi\rquote n siarad Cymraeg?}{\f5 - (do you speak Welsh?) }{\i\f5 Ydw. Tipyn bach}{\f5 - (yes. A bit). }{\i\f5 \rquote Dw i\rquote n holi pobl am godi eu plant o\rquote r ysgol}{\f5 - (I\rquote m interviewing people about picking up their children from school) - }{\i\f5 pwy sy\rquote n gwneud y gwaith?}{\f5 - (who does the work, who does it?). }{\i\f5 \rquote Dych chi bob amser yn}{\f5 }{\i\f5 dod \'e2\rquote r plant i\rquote r ysgol yn y bore?}{\f5 - (do you always bring the children to school in the morning?) }{\i\f5 A mynd}{\f5 }{\i\f5 \'e2 nhw adre yn y prynhawn? -}{\f5 (and take them home in the afternoon?) }{\i\f5 A does neb arall yn cwrdd \'e2}{\f5 }{\i\f5 nhw weithiau?}{\f5 - (and no one else meets them sometimes?) Notice the answer: }{\i\f5 nac oes. \rquote Dych chi wedi}{\f5 }{\i\f5 cytuno \'e2\rquote ch gwr i wneud hyn?}{\f5 - (have you agreed with your husband to do this?) \par \par \par \par \par \par \page }{\b\f5 Week 64, Friday. Today we\rquote ll learn \par }{\f5 cwrdd \'e2, cytuno \'e2, dod \'e2, mynd \'e2}{\b\f5 \par \par }{\f5 Let\rquote s summarise the verbs we\rquote ve seen this week that are followed by }{\i\f5 A. Mynd \'e2}{\f5 - (to take), }{\i\f5 dod \'e2}{\f5 - (to bring), }{\i\f5 siarad \'e2}{\f5 - (to speak to), }{\i\f5 cwrdd \'e2}{\f5 - (to meet), }{\i\f5 cytuno \'e2}{\f5 - (to agree with). We\rquote ll now hear the last of Rhys\rquote interviews outside the school about how parents share the responsibility for delivering and picking up their children. \par \par }\pard \fi-2835\li2835\widctlpar {\b\f5 Listen to the dialogue: \par }{\i\f5 Rhys - Ga i siarad \'e2 chi, os gwelwch yn dda? \par Dyn 2 - Cewch. \par Rhys - Dw i\rquote n holi pobl am godi eu plant o\rquote r ysgol ar gyfer y papur lleol. \par }\pard \widctlpar {\i\f5 \rquote Dych chi wedi cytuno \'e2\rquote ch gwraig i fynd a\rquote ch plant i\rquote r ysgol? \par }\pard \fi-2835\li2835\widctlpar {\i\f5 Dyn 2 - Ydw. Mae hi\rquote n gwneud y gwaith. \par Rhys - O... Dych chi ddim yn dod \'e2 nhw i\rquote r ysgol te? \par Dyn 2 - Nac ydw. \par Rhys - A dych chi ddim yn mynd \'e2 nhw adre ar \'f4l yr ysgol? \par Dyn 2 - Nac ydw. \par Rhys - Hm. Yy.. Ond \rquote dych chi\rquote n cwrdd \'e2 nhw yn yr ysgol? \par Dyn 2 - Does dim digon o amser gyda fi, yn anffodus. \par Rhys - Oes plant gyda chi yn yr ysgol \rquote ma?! \par Dyn 2 - Nac oes. \par Rhys - Pwy \rquote dych chi, te? \par Dyn 2 - Fi ydi\rquote r prifathro!}{\f5 \par }\pard \widctlpar {\f5 \par Not a very successful start to Rhys\rquote journalistic career, perhaps! }{\i\f5 Ga i siarad \'e2 chi os gwelwch yn dda,}{\f5 he asks - can I speak to you, please. }{\i\f5 Cewch}{\f5 - (yes). }{\i\f5 Dw i\rquote n holi pobl am godi eu plant o \rquote r ysgol}{\f5 - (I\rquote m interviewing people about picking their children up from the school - }{\i\f5 ar gyfer y papur lleol}{\f5 - (for the local paper). }{\i\f5 \rquote Dych chi wedi cytuno a\rquote ch gwraig i fynd a\rquote ch plant i \rquote r ysgol?}{\f5 - (have you agreed with your wife to take the children to school?). }{\i\f5 Ydw,}{\f5 is the answer: yes. }{\i\f5 Mae hi\rquote n gwneud y gwaith}{\f5 . Rhys is totally puzzled because he assumed all these people were dropping their children off at school. }{\i\f5 \rquote Dych chi}{\f5 }{\i\f5 ddim yn dod \'e2 nhw i\rquote r ysgol}{\f5 - (don\rquote t you bring them to school?) }{\i\f5 Nac ydw}{ \f5 - (no). }{\i\f5 A \rquote dych chi ddim yn}{\f5 }{\i\f5 mynd \'e2 nhw adre o\rquote r ysgol}{\f5 - (and you don\rquote t take them home from school?) Curiouser and curiouser. }{\i\f5 Ond \rquote dych chi\rquote n cwrdd a nhw yn yr ysgol?}{\f5 - (but you meet them at school?) }{\i\f5 Does dim digon o amser}{\f5 }{\i\f5 gyda fi yn anffodus}{\f5 - (I don\rquote t have enough time, unfortunately). Then the penny drops. }{\i\f5 Oes plant gyda}{\f5 }{\i\f5 chi yn yr ysgol \rquote ma?}{\f5 - (have you got children in this school?) }{\i\f5 Nac oes}{\f5 - (no). }{\i\f5 Pwy \rquote dych chi, te}{\f5 - (who are you, then?) }{\i\f5 Fi ydi\rquote r prifathro }{\f5 - (I\rquote m the headteacher). \par }}