{\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;}{\s22\widctlpar\tqc\tx4153\tqr\tx8306 \f4\fs20\lang2057 \sbasedon0\snext22 header;}}{\info{\title -----Original Message-----}{\author 麻豆社}{\operator 麻豆社}{\creatim\yr2002\mo1\dy30\hr13\min34} {\revtim\yr2002\mo3\dy8\hr17\min24}{\printim\yr2001\mo12\dy31\hr13\min39}{\version2}{\edmins3}{\nofpages6}{\nofwords2330}{\nofchars13283}{\*\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 {\cs16\b\fs18 Catchphrase - Wythnos }{\b\f5 81}{\cs16\b\fs18 - }{\field{\*\fldinst {\cs16\b\fs18 PAGE }}{\fldrslt {\cs16\b\fs18\lang1024 6}}}{\cs16\b\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\tx1418 \f4\fs20\lang2057 {\b\f5\fs32 Catchphrase 2002 - Wythnos 81\line }{\b\f5 \par }\pard \widctlpar {\b\f5 Week 81, Monday. Today we\rquote ll learn: \par }{\i\f5 mae pawb yn meddwl fy mod in siarad dwli, mantais; cymryd mantais ar rywun \par }{\f5 \par We now know that when you think or feel something is the case, in the second half of the sentence }{\i\f5 mae}{\f5 becomes }{\i\f5 bod}{\f5 . For example: }{\i\f5 dw i\rquote n meddwl}{\f5 - (I think). }{\i\f5 Mae Guto yn siarad dwli -}{\f5 (Guto \par is talking nonsense). We are going to look at more sentences like this this week. Can you remember the word for my? It\rquote s }{\i\f5 fy,}{\f5 isn\rquote t it? And it causes the nasal mutation. }{\i\f5 Fy mag i}{\f5 - (my bag),}{\i\f5 mae Guto yn meddwl }{\f5 - (Guto thinks).}{\i\f5 Dw i\rquote n siarad dwli}{\f5 - (I\rquote m talking nonsense) becomes }{\i\f5 mae Guto yn meddwl fy mod i\rquote n siarad dwli}{\f5 - (Guto thinks that I\rquote m talking nonsense). Here\rquote s another example. }{\i\f5 Mae Catrin yn gobeithio}{\f5 - (Catrin hopes).}{\i\f5 Dw i\rquote n barod }{\f5 - (I\rquote m ready). }{\i\f5 Mae Catrin yn gobeithio fy mod i\rquote n barod}{\f5 - (Catrin hopes that I\rquote m ready). Listen out for some examples in the conversation. }{\i\f5 Mantais}{\f5 is the word for advantage. }{\i\f5 Cymryd}{\f5 }{\i\f5 mantais}{\f5 }{\i\f5 ar}{\f5 is to take advantage of someone. }{\i\f5 Cymerodd y cwmni fantais arnon ni}{\f5 - (the company took advantage of us). Guto\rquote s on his own in the pub and looking pretty glum when his friend Linda comes in. \par \par }{\b\f5 Listen to the dialogue: \par }\pard \fi-2835\li2835\widctlpar {\i\f5 Linda - Aa, Guto, wyt ti eisiau diod? \par Guto - O\rquote r gorau, diolch - peint o chwerw, plis. \par Linda - Rwyt ti\rquote n edrych yn ddiflas. Beth sy\rquote n bod? \par Guto - Dim llawer... Ond dw i\rquote n teimlo weithiau bod pobl yn cymryd mantais arna i. \par Linda - Beth sy wedi disgwydd y tro \lquote ma? \par Guto - Wyt ti\rquote n meddwl fy mod i\rquote n dwp, Linda? \par Linda - Twp? Nac ydw. \par Guto - Mae pobl eraill yn meddwl fy mod i\rquote n dwp. \par Linda - Sut wyt ti\rquote n gwybod? \par Guto - Maen nhw\rquote n dweud fy mod i\rquote n dwp! Maen nhw\rquote n dweud fy mod i\rquote n siarad dwli! \par Linda - Wel, mae pawb yn siarad dwli weithiau. \par Guto - Paid ti a dechrau nawr!}{\f5 \par }\pard \widctlpar {\f5 \par When asked for a drink, Guto doesn\rquote t sound too cheerful. }{\i\f5 Peint o chwerw}{\f5 - (a pint of bitter).}{\i\f5 Beth sy\rquote n bod? Dim llawer }{\f5 - not much. Then Guto opens his heart. }{\i\f5 Dw i\rquote n teimlo bod pobl yn cymryd mantais arna i}{\f5 - (I feel that people take advantage of me). }{\i\f5 Beth sy wedi digwydd y tro \rquote ma?}{\f5 - (what\rquote s happened this time?) Guto is obviously feeling very sorry for himself. }{\i\f5 Wyt ti \rquote n meddwl fy mod i\rquote n dwp?}{\f5 - (do you think I\rquote m stupid?) The two halves of the sentence are: }{\i\f5 wyt ti\rquote n meddwl}{\f5 - (do you think); and: }{\i\f5 dw i\rquote n dwp}{\f5 - (I\rquote m stupid).}{\i\f5 Wyt ti \rquote n meddwl fy mod i\rquote n dwp? }{\f5 - (do you think I\rquote m stupid?) Linda says she doesn\rquote t, \par really. }{\i\f5 Mae pobl eraill yn meddwl fy mod i\rquote n dwp}{\f5 - (other people think I\rquote m stupid). Let\rquote s break that sentence up. }{\i\f5 Mae pobl eraill yn meddwl}{\f5 - (other people think).}{\i\f5 Dw i\rquote n dwp }{\f5 - (I \rquote m stupid). }{\i\f5 Mae pobl eraill yn meddwl fy mod i\rquote n dwp }{\f5 - (other people think I\rquote m stupid).}{\i\f5 Sut wyt ti\rquote n gwybod?}{\f5 - (how do you know?) }{\i\f5 Maen nhw\rquote n dweud fy mod i\rquote n dwp!}{\f5 - (they say I\rquote m stupid). That seems like enough evidence. }{\i\f5 Maen nhw\rquote n dweud fy mod i\rquote n siarad dwli}{\f5 - (they say that I talk nonsense). Linda tries to comfort him: }{\i\f5 mae pawb yn siarad dwli weithiau}{\f5 - (everyone talks nonsense sometimes). But Guto thinks he\rquote s getting at her: }{\i\f5 paid ti a dechrau nawr}{\f5 - (don\rquote t you start now). \par \par \page }{\b\f5 Week 81, Tuesday. Today we\rquote ll learn: \par }{\i\f5 dw i\rquote n gobeithio dy fod di\rquote n gallu, pam felly?; yr hwyr \par }{\f5 \par }{\i\f5 Dyn ni\rquote n gwybod bod y plant yn hwyr}{\f5 - (we know the children are late). But when }{\i\f5 fi }{\f5 is the subject of the seond half of the sentence, }{\i\f5 dw i becomes fy mod i. Wyt ti\rquote n meddwl fy mod i\rquote n dwp?}{\f5 - (do you think \par I\rquote m stupid?) It works the same way with }{\i\f5 ti}{\f5 , you. }{\i\f5 Wyt ti\rquote n meddwl?}{\f5 - (do you think?)}{\i\f5 Rwyt ti\rquote n gallu dod }{\f5 - (you can come).}{\i\f5 Wyt ti\rquote n meddwl dy fod di\rquote n gallu dod? }{ \f5 - (do you think that you can come?)}{\i\f5 Dw i\rquote n sicr }{\f5 - (I\rquote m sure).}{\i\f5 Rwyt ti\rquote n iawn }{\f5 - (you\rquote re right).}{\i\f5 Dw i\rquote n sicr dy fod ti\rquote n iawn }{\f5 - (I\rquote m sure that you\rquote re right). Here\rquote s not quite a new word for you, because you know it already, but with a slightly different meaning. \par \par }\pard \fi-2835\li2835\widctlpar {\b\f5 Listen to the dialogue:}{\i\f5 \par Guto - Rhys, wyt ti\rquote n meddwl dy fod di\rquote n gallu rhoi dy got di i gadw? \par Rhys - Does dim digon o le yn y ty \rquote ma. \par Guto - Beth sy\rquote n bod ar dy ystafell di, os caf i ofyn? \par Rhys - Rwyt ti\rquote n gwybod bod gormod o gryno-ddisgiau yno. \par Guto - Oes, yn gymwys! Mae gormod o gryno-ddisgiau. Dw i\rquote n gwybod dy fod fi\rquote n dwli arnyn nhw, ond \par digon ydy digon. Ond dw i\rquote n sicr dy fod di\rquote n gallu rhoi dy got yn rhywle yn dy ystafell di. Nawr te, ble \par mae\rquote r papur newydd? \par Rhys - Rwyt ti\rquote n gwybod bod Mam yn rhoi\rquote r papur ar fwrdd y gegin nawr. \par Guto - Pam felly? \par Rhys - Does dim digon o le yn y lolfa!}{\f5 \par }\pard \widctlpar {\f5 \par So what does Guto ask Rhys when he comes in? Let\rquote s break the sentence down. }{\i\f5 Wyt ti\rquote n meddwl}{\f5 - (do you think) -}{\i\f5 dy fod di\rquote n gallu}{\f5 - (that you can) - }{\i\f5 rhoi dy got di i gadw}{\f5 - (your coat away): remember, }{\i\f5 rhoi i gadw}{\f5 is to put something away. }{\i\f5 Wyt ti\rquote n meddwl dy fod di\rquote n gallu rhoi dy got i gadw yn yr hwyr?}{\f5 - (do you think you can put your coat away?)}{\i\f5 Does dim digon o le yn y ty \rquote ma,}{\f5 complains Rhys - there isn\rquote t enough space in this house. Notice that the word}{\i\f5 lle}{\f5 can mean both place and space. Guto asks the obvious question}{\i\f5 : beth sy\rquote n bod ar dy ystafell di, os caf i ofyn}{\f5 - (what\rquote s wrong with you room, if I may ask).}{\i\f5 Rwyt ti\rquote n gwybod bod gormod o gryno-ddisgiau yno}{\f5 - (you know that there are too many CDs there). }{\i\f5 Oes, yn gymwys}{\f5 - (yes, exactly). There are too many CDs. }{\i\f5 Dw i\rquote n gwybod dy fod ti\rquote n dwli arnyn nhw}{\f5 - (I know you\rquote re mad on them) - }{\i\f5 ond digon ydy digon}{\f5 - (but enough is enough).}{\i\f5 Ond dw i\rquote n sicr dy fod ti \rquote n gallu rhoi dy got yn rhywle yn dy ystafell di}{\f5 - (I\rquote m sure though you can put your coat somewhere in your room). Then Guto\rquote s mind turns to relaxing - }{\i\f5 ble mae\rquote r papur newydd?}{\f5 - (where\rquote s the newspaper?) Rhys replies: }{\i\f5 Rwyt ti\rquote n gwybod bod Mam yn rhoi\rquote r papur ar fwrdd y gegin nawr}{\f5 - (you know that Mam puts the paper on the kitchen table now).}{\i\f5 Pam felly?}{\f5 Guto asks - literally: why so? You \rquote d say something like, why\rquote s that? }{\i\f5 Does dim digon o le yn y lolfa}{\f5 - (there isn\rquote t enough space in the living room). \par \par }{\b\f5 \page Week 81, Wednesday. Today we\rquote ll learn:}{\f5 \par }{\i\f5 dw i\rquote n gwybod dy fod di; ar ei phen ei hun, ar ei ben ei hun, ar fy mhen fy hun, ar fy mhen fy hun; hanner dydd; eistedd wrth; cyflwyniad}{\f5 \par \par We\rquote ve looked at sentences containing }{\i\f5 dy fod ti}{\f5 . Remember }{\i\f5 dy}{\f5 causes the soft mutation. Let\rquote s take two short sentences: }{\i\f5 dw i\rquote n gwybod}{\f5 - (I know). }{\i\f5 Rwyt ti\rquote n anghywir}{\f5 - (you\rquote re wrong).}{\i\f5 Dw i\rquote n gwybod dy fod ti\rquote n anghywir }{\f5 - (I know that you\rquote re wrong).}{\i\f5 Mae hi\rquote n meddwl }{\f5 - she thinks. }{\i\f5 Rwyt ti\rquote n mynd i fod yn hwyr}{\f5 - (you\rquote re going to be late). }{\i\f5 Mae hi\rquote n meddwl dy fod ti\rquote n mynd i fod yn hwyr}{\f5 - (she thinks you\rquote re going to be late). Remember the phrase }{\i\f5 ar ei phen ei hun,}{\f5 which we had last week? It means: on her own. As you know, }{\i\f5 ei}{\f5 meaning her causes the tcp mutation, and that\rquote s what }{\i\f5 phen}{\f5 is - it\rquote s in fact the word }{\i\f5 pen}{\f5 . So to say on his own, it\rquote s:}{\i\f5 ar ei ben ei hun.}{\f5 What about on my own? Well, fy causes the nasal mutation: }{\i\f5 fy mhen}{\f5 . So it\rquote s: }{\i\f5 ar fy mhen fy hun}{\f5 - (on my own). Listen out for the phrase in the next conversation. Something else you\rquote ll have to know is hanner dydd - literally, half day, or as you\rquote d really say, mid-day - hanner dydd. And eistedd, as you know, is the verb to sit or sit down. When you sit AT a desk, for example, you say }{\i\f5 eistedd WRTH. Roedd hi\rquote n eistedd wrth ei desg hi}{\f5 - she was sitting at her desk. }{\i\f5 Cyflwyniad}{\f5 is what you might give to a prospective client: a presentation. The office is very busy again this morning. \par \par }{\b\f5 Listen to the dialogue:}{\f5 \par }\pard \fi-2835\li2835\widctlpar {\i\f5 Guto Bore da, Bethan! Ble rwyt ti wedi bod? \par Bethan - Beth wyt ti\rquote n feddwl? \par Guto - Dw i ddim yn gallu gwneud y gwaith \lquote ma i gyd ar fy mhen fy hun! Rwyt ti\rquote n gwybod bod Phil \par Huws eisiau\rquote r adroddiad yn barod erbyn hanner dydd. Dw i\rquote n clywed ei fod e\rquote n gwneud cyflwyniad i \par gwmni newydd. Os felly, bydd rhaid i ni weithio\rquote n galed iawn. \par Bethan - Wel, os wyt ti\rquote n meddwl fy mod i\rquote n mynd i ddechrau cyn cael paned o goffi, rwyt ti\rquote n anghywir! \par Guto - Nac ydw, dw i\rquote n iawn. Cei di baned yn hwyrach. \par Bethan - Guto, rwyt ti\rquote n gwybod fy mod i\rquote n gweithio\rquote n fwy effeithiol ar \'f4l paned o goffi. \par Guto - Dw i\rquote n gwybod dy fod ti\rquote n gweithio yn fwy effeithiol pan wyt ti\rquote n eistedd wrth dy ddesg di! \par }\pard \widctlpar {\f5 \par }{\i\f5 Ble rwyt ti wedi bod?}{\f5 - (where have you been?) Sounds like Bethan\rquote s not in very early this morning. }{\i\f5 Beth wyt ti\rquote n feddwl?}{\f5 - (what do you mean?) Remember that }{\i\f5 meddwl }{\f5 can mean both to think and, in a situation like this, to mean. }{\i\f5 Beth wyt ti\rquote n feddwl}{\f5 - (what do you mean). Literally, I suppose, it\rquote s like \par saying what are you thinking about? }{\i\f5 Dw i ddim yn gallu gwneud y gwaith \lquote ma i gyd ar fy mhen fy hun}{\f5 - (I can\rquote t do all this work on my own).}{\i\f5 I gyd}{\f5 meaning all follows the word it refers to: }{\i\f5 y gwaith \lquote ma i gyd}{\f5 - (all this work).}{\i\f5 Rwyt ti\rquote n gwybod bod Phil Huws eisiau\rquote r adroddiad yn barod}{\f5 - (you know Phil Huws wants the report ready).}{\i\f5 Yn barod}{\f5 , as we\rquote ve seen, can mean two things: ready or already, depending on context. }{\i\f5 Erbyn hanner dydd}{\f5 - (by mid-day). }{\i\f5 Dw i\rquote n clywed ei fod e\rquote n gwneud cyflwyniad i gwmni newydd}{\f5 - (I hear he\rquote s giving a pr esentation to a new company). }{\i\f5 Hard work}{\f5 is in order. Bethan\rquote s \par response is not encouraging, though. Let\rquote s split her response up into manageable chunks. }{\i\f5 Os wyt ti\rquote n meddwl fy mod i\rquote n mynd i ddechrau}{\f5 - (if you think I\rquote m going to start) -}{\i\f5 cyn cael paned o goffi}{\f5 - (before having a cup of coffee) - }{\i\f5 rwyt ti\rquote n anghywir}{\f5 - (ou\rquote re wrong). }{\i\f5 Nac ydw}{\f5 - (no I\rquote m not), says Guto. \par }{\i\f5 Dw i\rquote n iawn}{\f5 - (I\rquote m right). }{\i\f5 Iawn}{\f5 in this context means right. }{\i\f5 Cei di baned yn hwyrach}{\f5 - (you can have a cup later).}{\i\f5 Rwyt ti\rquote n gwybod fy mod i\rquote n gweithio\rquote n fwy effeithiol ar \'f4l paned o goffi}{\f5 - (you know I work more efficiently after a cup of coffee). Guto\rquote s response is: }{\i\f5 dw i\rquote n gwybod dy fod ti\rquote n gweithio\rquote n fwy \par effeithiol pan wyt ti\rquote n eistedd wrth dy ddesg di}{\f5 - (I know you work more efficiently when you\rquote re sitting at your desk). \par \par \page }{\b\f5 Week 81, Thursday. Today we\rquote ll learn: \par }{\i\f5 dw i\rquote n meddwl ei bod hi\rquote n mynd i fod yn hwyr, rhwystredig \par }{\f5 \par Do you remember the word for her? It\rquote s }{\i\f5 ei}{\f5 and is followed by the tcp mutation. The tcp mutation doesn\rquote t affect the word }{\i\f5 bod}{\f5 , so it remains unchanged. }{\i\f5 Dw i\rquote n meddwl}{\f5 - (I think). }{\i\f5 Mae hi\rquote n mynd i fod \par yn hwyr}{\f5 - (she\rquote s going to be late).}{\i\f5 Dw i\rquote n meddwl ei bod hi\rquote n mynd i fod yn hwyr }{\f5 - (I think that she\rquote s going to be late). Here\rquote s another example. }{\i\f5 Mae e\rquote n sicr}{\f5 - (he\rquote s certain).}{\i\f5 Mae hi\rquote n gwybod amdano fe}{\f5 - (she knows about him).}{\i\f5 Mae e\rquote n sicr ei bod hi\rquote n gwybod amdano fe}{\f5 - (he\rquote s certain that she knows about him). A new word you\rquote ll hear in a moment is }{ \i\f5 rhwystredig}{\f5 - it means frustrated. Glenys is phoning her son, Guto, who at first seems very keen to pass the call onto Catrin. \par \par }\pard \fi-2835\li2835\widctlpar {\b\f5 Listen to the dialogue:}{\i\f5 \par Guto - Dau-dim-saith-pump, tri-pedwar-dim -tri? \par Glenys - Aa, Guto, Mam sy \lquote ma. \par Guto - S\rquote mae, Mam. Af i i n\'f4l Catrin nawr... \par Glenys - Nage, Guto, a ti dw i eisiau siarad. \par Guto - Am beth? \par Glenys - Am Catrin. Dw i\rquote n meddwl ei bod hi\rquote n teimlo\rquote n rhwystredig ar hyn o bryd. \par Guto - Rhwystredig? Pam? \par Glenys - Mae\rquote r t\'fe yn bwysig iddi hi. \par Guto - Ac felly? \par Glenys - Mae hi\rquote n teimlo ei fod e\rquote n rhy fach. \par Guto - Rhy fach? Dwyt ti ddim yn dechrau hefyd, wyt ti...! \par Glenys - A dweud yr gwir, Guto, dw i\rquote n meddwl ei bod hi\rquote n iawn, ac Yncl Elwyn yn byw gyda chi nawr. \par Dw i\rquote n sicr dy fod ti\rquote n cytuno, mewn gwirionedd. Rhaid i ti feddwl am symud. Dw i\rquote n meddwl ei bod \par hi\rquote n amser meddwl amdano fe. Dw i\rquote n sicr bod digon o arian gyda chi. \par Guto - Wel, cawn ni weld. \par }\pard \widctlpar {\f5 \par After saying hello, Guto is rather keen to pass the call onto Catrin. }{\i\f5 Af i i n\'f4l Catrin nawr}{\f5 - (I\rquote ll go an fetch Catrin now). But it\rquote s with him Glenys wants to speak. }{\i\f5 A ti dw i eisiau siarad}{\f5 . It\rquote s about Catrin. }{\i\f5 Dw i\rquote n meddwl ei bod hi\rquote n teimlo\rquote n rhwystredig ar hyn o bryd}{\f5 - (I think she\rquote s feeling frustrated at the moment).}{\i\f5 Pam? Mae\rquote r ty yn bwysig iddi hi}{\f5 - (the house is important to her). }{\i\f5 Ac felly?}{\f5 - (so what?) }{\i\f5 Mae hi\rquote n teimlo ei fod e\rquote n rhy fach}{\f5 - (she feels it\rquote s too small). Guto feels everyone\rquote s getting at him, now. }{\i\f5 Dwyt ti ddim yn dechrau hefyd}{\f5 - (you\rquote re not starting as well),}{\i\f5 wyt ti}{\f5 - (are you).}{\i\f5 A dweud y gwir, Guto }{\f5 - (to tell the truth, Guto) -}{\i\f5 dw i\rquote n meddwl ei bod hi\rquote n iawn}{\f5 - (I think she \rquote s right) - }{\i\f5 ac Yncle Elwyn yn byw gyda chi nawr }{\f5 - (with Uncle Elwyn living with you now).}{\i\f5 Dw i\rquote n sicr dy fod ti\rquote n cytuno, mewn gwirionedd }{\f5 - (I\rquote m sure you agree, really).}{\i\f5 Rhaid i ti feddwl am symud }{\f5 - (ou\rquote ve got to think about moving) }{\i\f5 Dw i\rquote n meddwl ei bod hi\rquote n amser meddwl amdano fe}{\f5 - ( think it\rquote s time to think about it). }{\i\f5 Dw i\rquote n sicr bod digon o arian gyda chi }{\f5 - (I\rquote m certain you go enough money).}{\i\f5 Cawn ni weld}{\f5 , Guto \par says - we\rquote ll see. \par \page }{\b\f5 Week 81, Friday. Today we\rquote ll learn: \par }{\i\f5 dw i\rquote n meddwl ein bod ni/eich bod chi/eu bod nhw, haeddu; cau \par }{\f5 \par Let\rquote s review what we\rquote ve learnt about the second half of the sentence where feelings or opinions are involved. We\rquote ll begin a series of sentences with }{\i\f5 dw i\rquote n meddwl}{\f5 - (I think). And we\rquote ll link them to other short sentences. First, }{\i\f5 mae\rquote r amser wedi dod}{\f5 - (the time has come). }{\i\f5 Dw i\rquote n meddwl bod yr amser wedi dod -}{\f5 (I think that the time has come). The second one: }{\i\f5 dw i\rquote n hwyr}{\f5 - (I\rquote m late). }{\i\f5 Dw i\rquote n meddwl fy mod i\rquote n hwyr}{\f5 - (I think that I\rquote m late).}{\i\f5 Mae e\rquote n dod gyda ni}{\f5 - (he\rquote s coming with us). }{\i\f5 Dw i\rquote n meddwl ei fod e\rquote n dod gyda ni}{\f5 - (I think he\rquote s coming with us). }{\i\f5 Mae hi wedi cyrraedd}{\f5 - (she\rquote s arrived).}{\i\f5 Dw i\rquote n meddwl ei bod hi wedi cyrraedd }{\f5 - (I think she\rquote s arrived).}{\i\f5 Ein}{\f5 - (our), }{\i\f5 eich}{\f5 - (your), and }{\i\f5 eu}{\f5 - (their), don\rquote t mutate bod. So now we can form sentences with all the personal pronouns. }{\i\f5 Dyn ni\rquote n gwybod}{\f5 - (we know). }{\i\f5 Dw i\rquote n meddwl ein bod ni\rquote n gwybod}{\f5 - (I think that we know). }{\i\f5 Dych chi\rquote n lwcus}{\f5 - (you\rquote re lucky). }{\i\f5 Dw i\rquote n meddwl eich bod chi\rquote n lwcus }{\f5 - (I think that you are lucky). }{\i\f5 Maen nhw\rquote n barod}{\f5 - (they\rquote re ready).}{ \i\f5 Dw i\rquote n meddwl eu bod nhw\rquote n barod}{\f5 - (I think that they\rquote re ready). Two new words for you: }{\i\f5 haeddu }{\f5 is the verb to deserve. And }{\i\f5 cau}{\f5 is the opposite of }{\i\f5 agor}{\f5 . It means to close. Now what has Guto decided about moving house? \par \par }\pard \fi-2835\li2835\widctlpar {\b\f5 Listen to the dialogue:}{\i\f5 \par Guto - Yy, Catrin. Dyn ni\rquote n byw yn y ty \rquote ma ers amser maith. \par Catrin - Ydyn... \par Guto - Wel, yy, y tai newydd \rquote na ar byn y bryn... \par Catrin - Ie? \par Guto - Dw i\rquote n clywed eu bod nhw\rquote n barod. Cawson nhw eu gorffen y penwythnos diwetha. \par Catrin - Do... \par Guto - Wel, a dweud y gwir, dw i\rquote n meddwl bod yr olygfa o\rquote r t\'fe \lquote ma yn erchyll. \par Catrin - Ydy, braidd. \par Guto - Ac rwyt ti a Rhys wedi diodde digon... \par Catrin - Iawn... \par Guto - Dw i\rquote n meddwl eich bod chi\rquote n haeddu gwell. Felly, dw i wedi penderfynu... \par Catrin - Beth? \par Guto - Esgyrn Dafydd! Mae\rquote r dafarn yn cau mewn deng munud. Rhaid i fi fynd am beint! \par Catrin - Guto! \par }\pard \widctlpar {\f5 \par Poor Catrin! She doesn\rquote t sound as though she\rquote ll get her dream home after all. }{\i\f5 Dyn ni\rquote n byw yn y ty \lquote ma ers amser maith}{\f5 - (we\rquote ve been living in this house a long time?) Catrin can\rquote t avoid knowing! Guto then refers to the new houses on the top of the hill. }{\i\f5 Dw i\rquote n clywed eu bod nhw\rquote n barod}{\f5 - (I hear they are ready).}{\i\f5 Cawson nhw eu gorffen y penwythnos diwetha}{\f5 - (they were finished last weekend).}{\i\f5 Dw i\rquote n meddwl bod yr olygfa o\rquote r ty \rquote ma yn erchyll }{\f5 - (I think the view from this house is horrible). Catrin can\rquote t but agree: }{\i\f5 ydy, braidd}{\f5 - (yes it is, rather). Guto thinks Catrin and Rhys have suffered enough: }{\i\f5 wedi diodde digon o amser. Dw i\rquote n meddwl eich bod chi\rquote n haeddu gwell}{\f5 - (I think you deserve better).}{\i\f5 Felly, dw i wedi penderfynu }{\f5 - (so I \rquote ve decided). But what has Guto decided? }{\i\f5 Mae\rquote r dafarn yn cau mewn deng munud}{\f5 - (the pub closes in ten minutes).}{\i\f5 Rhaid i fi fynd am beint }{\f5 - (I\rquote ve got to go for a pint). \par }\pard \widctlpar\tx284\tx567 {\f5 \page }{\b\f5 6 questions to test yourself: \par }\pard\plain \s19\widctlpar\tx284\tx567 \f4\lang2057 {\f5\fs20 \par }{\f5 1.\tab }{\f5\fs20 Translate \lquote other people think I\rquote m stupid\rquote into Welsh: \par \par \tab a)\tab mae rhai pobol yn meddwl mod i'n dew \par }{\b\f5\fs20 \tab }{\f5\fs20 b)\tab }{\b\f5\fs20 mae pobl eraill yn meddwl fy mod i\rquote n dwp\tab }{\f5\fs20 \par }\pard\plain \widctlpar\tx284\tx567 \f4\fs20\lang2057 {\f5 \tab c)\tab maen nhw\rquote n dweud fy mod i\rquote n dwp \par }\pard\plain \s19\widctlpar\tx284\tx567 \f4\lang2057 {\f5\fs20 \par 2.\tab Translate \lquote you\rquote re right\rquote into Welsh: \par \par \tab a)\tab }{\b\f5\fs20 rwyt ti\rquote n iawn}{\f5\fs20 \par \tab b)\tab wyt ti\rquote n meddwl \par \tab c)\tab }{\b\f5\fs20 }{\f5\fs20 rwyt ti\rquote n gallu dod \par \par 3.\tab Which of the following translates as \lquote on my own\rquote ?: \par \par \tab a)\tab ar ei phen ei hun\tab \par \tab b)\tab ar ei ben ei hun\tab }{\b\f5\fs20 \par }{\f5\fs20 \tab c)\tab }{\b\f5\fs20 ar fy mhen fy hun}{\f5\fs20 \par \par 4.\tab What is the Welsh word for \lquote mid-day\rquote ? \par \par \tab a)\tab }{\b\f5\fs20 hanner dydd}{\f5\fs20 \par \tab b)\tab dydd llawn \par \tab c)\tab }{\b\f5\fs20 }{\f5\fs20 dyddiadur}{\b\f5\fs20 \par \par }{\f5\fs20 5.\tab What\rquote s the Welsh verb for \lquote to close\rquote ?: \par \tab \par \tab a)\tab }{\b\f5\fs20 cau}{\f5\fs20 \tab \par \tab b)\tab cae}{\b\f5\fs20 \par \tab }{\f5\fs20 c)\tab cei \par \par 6.\tab How could we translate the Welsh phrase; \lquote I hear they are ready\rquote ? \par \par \tab a)\tab dw i\rquote n clywed eich bod chi\rquote n barod \par \tab b)\tab }{\b\f5\fs20 dw i\rquote n clywed eu bod nhw\rquote n barod}{\f5\fs20 \par \tab c)\tab dw i\rquote n clywed ein bod ni\rquote n barod \par }\pard \s19\widctlpar {\f5\fs20 \par }}