Children's Card Game: Happy Families

Gero nei gwari Teiluiaw Lûan
(SWF: Gero nei gwari Teyluyow Lowan)
(Let’s play Happy Families)

Mr. Sole the fishmonger = Mester Quîn, an gwikar pyskez (SWF: puskes)
Mrs. Sole the fishmonger’s wife = Mestrez Quîn, an wrêg (SWF: wreg) an gwikar pyskez
Master Sole the fishmonger’s son = Mau (SWF: Maw) Quîn, an mâb (SWF: mab) an gwikar pyskez
Miss Sole the fishmonger’s daughter = Moaz Quîn, an verh (SWF: vergh) an gwikar pyskez

Mr Turnip the greengrocer = Mester Tyrnypen, an gwikar luzu
Mrs Turnip the greengrocer’s wife = Mestrez Tyrnypen, an wrêg an gwikar luzu
Master Turnip the greengrocer’s son = Mau Tyrnypen, an mâb an gwikar luzu
Miss Turnip the greengrocer’s daughter = Moaz Tyrnypen, an verh an gwikar luzu

Mr White the painter = Mester Gwidn (SWF: gwydn), an liuiar
Mrs White the painter’s wife = Mestrez Gwidn, an wrêg an liuiar
Master White the painter’s son = Mau Gwidn, an mâb an liuiar
Miss White the painter’s daughter = Moaz Gwidn, an verh an liuiar

Mr Chop the butcher = Mester Guleith, an keger
Mrs Chop the butcher’s wife = Mestrez Guleith, an wrêg an keger
Master Chop the butcher’s son = Mau Guleith, an mâb an keger
Miss Chop the butcher’s daughter = Moaz Guleith, an verh an keger

Mr Pint the milkman = Mester Pint, an leathur (SWF: den an leth)
Mrs Pint the milkman’s wife = Mestrez Pint, an wrêg an leathur
Master Pint the milkman’s son = Mau Pint, an mâb an leathur
Miss Pint the milkman’s daughter = Moaz Pint, an verh an leathur

Mr Pill the chemist = Mester Pelan, an drugister
Mrs Pill the chemist’s wife = Mestrez Pelan, an wrêg an drugister
Master Pill the chemist’s son = Mau Pelan, an mâb an drugister
Miss Pill the chemist’s daughter = Moaz Pelan, an verh an drugister

Mr Heel the cobbler = Mester Gwewan, an kerior
Mrs Heel the cobbler’s wife = Mestrez Gwewan, an wrêg an kerior
Master Heel the cobbler’s son = Mau Gwewan, an mâb an kerior
Miss Heel the cobbler’s daughter = Moaz Gwewan, an verh an kerior

Mr Dough the baker = Mester Dau, an pebar
Mrs Dough the baker’s wife = Mestrez Dau, an wrêg an pebar
Master Dough the baker’s son = Mau Dau, an mâb an pebar
Miss Dough the baker’s daughter = Moaz Dau, an verh an pebar

Mr Stitch the tailor = Mester Gwrî, an trohar
Mrs Stitch the tailor’s wife = Mestrez Gwrî, an wrêg an trohar
Master Stitch the tailor’s son = Mau Gwrî, an mâb an trohar
Miss Stitch the tailor’s daughter = Moaz Gwrî, an verh an trohar

Rhymes for Children 3

Let’s to bed
Said Sleepyhead.
Tarry a while, said Slow.
Put on a pan
Said Greedy Nan.
Let’s sup before we go.

Dean nei dhyn gwili,
Medh Pedn Hene.
Gyrtero rag teken, medh Sigr.
Greu settia padal,
Amedh Gargesen.
Gero nei cona ken moaz.

*****************************

Hot Cross Buns.
Hot Cross Buns.
One a penny, two a penny.
Hot Cross Buns.
If you have no daughters,
Give them to your sons.
One a penny, two a penny,
Hot Cross Buns.

Tortelaw crouziez tubm.
Tortelaw crouziez tubm.
Wynen rag dinar, deau rag dinar,
Tortelaw crouziez tubm.
Py nagez mirhaz dho hwei,
Reuh go dho gyz mau .
Wynen rag dinar, deau rag dinar,
Tortelaw crouziez tubm.

*****************************

I had a little pony.
His name was Dapple Grey.
I lent him to a lady
To ride a mile away.
She whipped him, she slashed him
And rode him through the mire.
I would not lend my pony now
For all the lady’s hire.

Thera dho vi gunhili.
Specketi henwez ê.
Mi gulaz ê orta arlodhez
Dho varoga myldîr alêz.
Hei ê hwipiaz ha lakiaz
Ha ê varogaz war an prei
Na ressan culah a marh namûi
Rag ol an gûber hei.

*****************************

Curly locks, curly locks,
Wilt thou be mine?
Thou shalt not wash dishes
Nor yet feed the swine,
But sit on a cushion
And sew a fine seam,
And feed upon strawberries,
Sugar and cream.

Bleau crylliaz, bleau crylliaz,
Venta chi boaz pêth vi?
Na râ chi golhi listri,
Na hagen bûza môh.
Chi râ sêdha war quishen
Ha brôtshe gwriaw fîn,
Ha debbri moiar-cala,
Dehen ha côn.

*****************************

Lesson 7.3

Descanz seith: tridzha radn
(SWF: deskans seyth: radn trei)

So far we have ony dealt with the locative (long) form of boaz in the affirmative.
Now let’s look at the interrogative and negative.
It is slightly more complicated than the descriptive (short) form.

Here is a reminder of Dick Gendall’s version:

theram, therama, thera vi = I am
thesta, thera chi = thou art, you are s.
emâ or mâ = there is or there are
mâ ê, mâ ev, mâva = he or it is, m.
mâ hei = she or it is, f.
thera nei = we are
thera hwei = you are, s. or pl.
emonz, monz, mâ dzhei = they are

INTERROGATIVE

For 1st and 2nd persons, to form a question you can knock the “th” off the forms that start with “th”, so:

era vi? = am I? (SWF: ero’vy?)
estah? = art thou? (for nearest and dearest and social inferiors!)
era nei? = are we? (SWF: ero’nei?)
era hwei? = are you? (plural and polite singular) (SWF: ero’hwei?)

For 3rd person we get a new form (I have left some versions out for simplicity)

idzhava? = is he/it? (SWF: uji?)
idzha hei? = is she? (SWF: uji?)
idzha (name)? = is (name)?
idzha an (noun, sing. or plural)? = is the (noun)?
idzhanz? = are they? (SWF: ujons?)

But, if we do not specify a particular subject we use “ez?” (SWF: eus?),
meaning “is there a (noun)?” or “is a (noun)?” or “is there any (noun)?”.

Using the verb “moaz” = to go, as an example:

Era vi moaz? = Am I going? (SWF: Ero’vy mos?)
Era nei moaz? = Are we going?
Idzhava moaz? = Is he going? (SWF: Uji mos?)
Idzha hei moaz? = Is she going?
Idzha Pol moaz? = Is Paul going?
Idzha an dên moaz? = Is the man going?
Idzha an flehaz moaz? = Are the children going?
Era nei moaz? = Are we going?
Era hwei moaz? = Are you going?
Idzhanz moaz? = Are they going? (SWF: Ujons mos?)

but:

Ez dên moaz? = Is a man going? or Is there a man going? or Is there any man going?
Ez flehaz moaz? = Are children going? or Are there children going? or Are there any children going?

It can, of course, be used without the secondary verb:

Ez dên? = Is there a man? Is there any man?
Ez flehaz? = Are there children? Are there any children?
Ez keaz? = Is there cheese? Is there any cheese?

You might specify a place:

Ez dên ennah? = Is there a man there?
Ez flehaz en lûar? = Are there any children in the garden?
Ez keaz war an bord? = Is there any cheese on the table?

NEGATIVE

To form the negative you simply put NAG in front of the question
(and lose the question mark).
If you keep the question mark as well you have a negative question.

nag era vi = I am not (SWF: nag ero’vy)
nag estah= thou art not (for nearest and dearest and social inferiors!)
nag era nei = we are not
nag era hwei = you are not (plural and polite singular)

For 3rd person (again, I have left some versions out for simplicity)

nag idzhava = he is not (SWF: nag uji)
nag idzha hei = she is not
nag idzha (name) = (name) is not
nag idzha an (noun, sing. or plural) = the (noun) is not
nag idzhanz = they are not (SWF: nag ujons)

But, if we do not specify a particular subject we use “nagez” (SWF: nag eus),
meaning “there is not a (noun)” or “there no (noun)”.

Using the verb “moaz” = to go, as an example:

Nag era vi moaz = I am not going
Nag idzhava moaz = He is not going
Nag idzha hei moaz = She is not going
Nag idzha Pol moaz = Paul is not going
Nag idzha an dên moaz = The man is not going
Nag idzha an flehaz moaz = The children are not going
Nag era nei moaz = We are not going
Nag era hwei moaz = You are not going
Nag idzhanz moaz = They are not going

but:

Nagez dên moaz = There is no man going/ No man is going/There aren’t any men going
Nagez flehaz moaz = There are no children going/ There aren’t any children going/ No children are going

Without a secondary verb:

Nagez dên = There’s not a man/ There aren’t any men
Nagez flehaz = There are no children/ There aren’t any children
Nagez keaz = There’s no cheese/ There isn’t any cheese (SWF: Nag eus keus)

Specifying a place:

Nagez dên ennah = There isn’t any man there/ There’s no man there
Nagez flehaz en lûar = There are no children in the garden/There aren’t any children in the garden
Nagez keaz war an bord = There’s no cheese on the table? There isn’t any cheese on the table

Examples of negative questions:

Nagez dên ennah? = Isn’t there a man there?
Nag era hwei moaz? = Aren’t you going?
Nag idzha hei toaz trê? = Isn’t she coming home?

Lesson 7.2

Descanz seith – secund radn
(SWF: deskans seyth)

Lesson 7; second part

Another note on pronunciation:

Short vowels continued.

We have seen the long forward version of the letter "a" written with a circumflex in such words as brân, câth, râg (SWF: bran, cath, rag).

A short forward version of the letter "a",
written without an accent, is found in words where it is stressed and pronounced as in English "cat" -
(except in some words where it is followed by double "n" and is pronounced as short o)

a welaz = saw
anfîr = unwise
anglev = unwell
anish = doubtful
araz = to plough
aval = apple (SWF: aval)
awêdh =also (SWF: y’wedh)
awel = weather (SWF: awel)
bagaz = a group, a bush (SWF: bagas)
bah = a hook
bara = bread (SWF: bara)
bargentîr = a farm
bargez = a buzzard
brag = malt
cabm = bent (SWF: cabm/kabm)
canz = a hundred (SWF: cans/kans)
carn = a rock
cavatsh = cabbage
cawaz = to get, to take (cawaz badna = to have a drop)
da = dad
daddar = goodness
dadn = under (SWF: 'dadn)
darraz = door (SWF: daras)
davaz = sheep (ewe)
fatla = how (SWF: fatla)
favan = a bean
fraga = what for
gadzhak = off colour
ganaw = mouth (SWF: ganow)
gwadn = weak (SWF: gwadn)
gwrah = an old woman
hagar = ugly (SWF: hager)
hagar-awel = bad weather
hagar-ober = a crime
hagenzol = additionally, besides
hwadnan = a flea
iach = healthy, well
mabm = mum (SWF: mabm)
manin = butter (SWF: amanen)
na(g) = not (SWF: na(g))
padzhar = four (SWF: pajar)
panna? = what? (SWF: pana)
pandra? = what thing? (SWF: pandra)
parrez = ready
radn = part (SWF: radn)
rag = for (SWF: rag)

Similarly we have seen the long letter "i" written with a circumflex.
The shortest version of the letter "i",
written without an accent, is found in words where it is stressed and followed by a double consonant or two different consonants:

billan = horrid
brinni = crows (SWF: brini)
castilli = castles
Chewidn = White Thursday
crinnik = dry stick
dâmah widn = grandmother (SWF: dama-wydn)
finn = stiffness
fortidniez = fortunate
gillez = gone
ginniaw = downs (SWF: gonyow)
gwidhlan = plantation
gwidn = white (SWF: gwydn)
gwills = wild
idn = one (SWF: udn)
lill = randy
linwidh = timber trees
listri = vessels (dishes or ships) (SWF: lestri)
milliaw = thousands (SWF: milyow)
pidn = pin
pill = creek (So, place name Pill Creek is rather repetitious!)
pistil = shute
pitshar = pitcher
pitt = pit
quilhan = quill, pen
quilkin = frog
sîrah widn = grandfather (SWF: sira-wydn)
skibbet = compartment
skirret = tern
tidn = tight, painful
vidna vi? = will I?
Zillan = Scilly

PROGRESSIVE INDEX

adjectives: lesson 3.1
children’s game – What’s the time, Mr. Wolf?: lesson 4.1
children’s questions and answers: lesson 3.4
children’s rhymes – after lesson 2.3
conversation - farewells: lesson 1.2
conversation - greetings: lesson 1.2
conversation - how you feel: lesson 1.2
conversation – what you are lesson 1.3
conversation – where you live: lesson 1.3
conversation - who you are: lesson 1.3
descriptions – where you live: lesson 2.2
first alphabet: lesson 1.1
nouns: lesson 3.1
numbers – to ten: lesson 3.1
numbers – to thirty: lesson 4.4
prepositions: lesson 6.3
pronunciation – long vowels – closed e: lesson 1.4
pronunciation – long vowels – forward a: lesson 2.1
pronunciation – long vowels – i, o, u: lesson 3.2
pronunciation – short vowels – a, i: lesson 7.2
pronunciation – long vowels – i, o, u: lesson 3.2
pronunciation – short vowels – closed e: lesson 6.1
pronunciation – short vowels – open e: lesson 6.1
pronunciation - which syllable to stress: lesson 1.1
time – clock: lesson 4.2
time – daily activities: lesson 4.2
time – game: lesson 4.1
translation exercise – descriptions: lesson 3.1
translation exercise – family: lesson 5.2
translation exercise – family: lesson 5.3
translation exercise – numbers: lesson 3.1
translation exercise – times: lesson 4.3
translation exercise –conversations: lesson 1.3
translation exercise –descriptions: lesson 2.3
verb – future tense using râ: lesson 7.1
verb – past tense using rŷg: lesson 7.1
verb – secondary verbs: lesson 6.3
verb – to be- BOAZ – present descriptive affirmative: lesson 2.2
verb – to be- BOAZ – present descriptive interrogative: lesson 2.3
verb – to be- BOAZ – present descriptive negative: lesson 2.3
verb – to be- BOAZ – present locative affirmative: lesson 6.2
verb – to be- BOAZ – present locative sentence construction: lesson 6.3
verb – to be- BOAZ – present locative sentences: lesson 7.1
vocabulary – the family: lesson 5.1

Lesson 7.1

DESCANZ SEITH – kenza radn
SWF: deskans seyth – kensa radn)
LESSON SEVEN – first part

We have used the present locative tense of BOAZ = to be, with the present participle of verbs, to describe what is being done in the here and now.

PRESENT

sompel:

Thera vi kerraz war an treath/dreath. = I am walking on the beach. (SWF: Th era’vy …….. war an treth.)

Mâva punnia dhyn dour. = He is running to the river. (SWF: Ma va resek dhe’n dowr.)

Mâ hei daunssia en lûar. = She is dancing in the garden. (SWF: Ma hei donsya yn lower.)

Mâ dên neidzha en môr. = There is a man swimming in the sea. (A man is swimming in the sea) (SWF: Ma den neyja en mor.)

Mâ’n flôh gwari dadn gwedhan. = The child is playing under a tree. (SWF: Ma’n flogh gwari dadn gwedhan.)

Mâ Janet redia levar. = Janet is reading a book. (SWF: Ma Janet redya lyver.)

Thera nei moaz tiuah an darraz. = We are going towards the door. (SWF: Th era’nei mos ………. an daras.)

Thera hwei canna dyrâg an chei. = You are singing in front of the house. (SWF: Th era’hwei cana a-rag an chei.)

Monz êvah reb an bord. = They are drinking by the table. (SWF: Mons ……….. reb an bord.)

Mâ kean chassia lûarn. = There are dogs chasing a fox. (Dogs are chasing a fox.) (SWF: Ma keun ……… lowarn.)

Mâ’n flehaz gyrtaz. = The children are waiting. (SWF: Ma’n flehes gortos.)

AN EASY WAY OF TALKING ABOUT THE FUTURE OR THE PAST

There are two little words, RA/RÂ and RŶG (monoform parts of the verb GWÎL/GÎL = to do/make) (SWF: a ra and a rug) that you can use, with infinitives, in the same way for the future or past tenses.

Pronunciation of RŶG and RUG is approx. rig.

But NOTE the monoform is only used in the indicative, not in the interrogative or negative, and it is only used with personal pronouns, names and nouns with a DEFINITE article.

So, with indefinite article, instead of RA/RÂ: (SWF: a ra)
E vêdh dên neidzha en môr. = There will be a man swimming in the sea.
E vêdh kean chassia lûarn. = There will be dogs chasing a fox.

And, with indefinite article, instead of RŶG: (SWF: a rug)
Thera dên neidzha en môr. = There was a man swimming in the sea.
Thera kean chassia lûarn. = There were dogs chasing a fox.

FUTURE

sompel:

Mi ra kerraz war an treath. = I am going to walk on the beach.

Ê ra punnia dhyn dour. = He will run to the river.

Hei ra daunssia en lûar. = She will dance in the garden.

An flôh ra gwari dadn gwedhan. = The child will play under a tree.

Janet ra redia levar. = Janet will read a book.

Nei ra moaz tiuah an darraz. = We will go towards the door.

Hwei ra canna dyrâg an chei. = You will sing in front of the house.

Andzhei ra êvah reb an bord. = They will drink by the table.

An flehaz ra gyrtaz. = The children will wait.


PAST

sompel:

Mi rŷg kerraz war an treath. = I was walking (did walk) on the beach.

Ê rŷg punnia dhyn dour. = He was running to the river.

Hei rŷg daunssia en lûar. = She was dancing in the garden.

An flôh rŷg gwari dadn gwedhan. = The child was playing under a tree.

Janet rŷg redia levar. = Janet was reading a book.

Nei rŷg moaz tiuah an darraz. = We were going towards the door.

Hwei rŷg canna dyrâg an chei. = You were singing in front of the house.

Andzhei rŷg êvah reb an bord. = They were drinking by the table.

An flehaz rŷg gyrtaz. = The children were waiting.

Lesson 6.3

DESCANZ HWÎ – RADN TREI
(SWF: deskans hwegh – radn trei)

Lesson 6 – part 3

Constructing sentences using the locative form of BOAZ

List A (the parts of boaz)

thera vi/ therama = I am
mâva/ mâ ê = he/it(m) is
mâ hei = she/it(f) is
thera nei = we are
thera hwei = you are
monz = they are

mâ’n têkel = the kettle is
mâ’n flehaz = the children are
mâ Maria = Mary is
mâ dên = a man is/ there is a man

List B (a secondary verb – not needed if you are only indicating a position)

In most cases the present participle is the same as the infinitive.
The verbal particle a may be used in front of the participle, as in old-fashioned English a-going, etc.
This causes a mutation of b, d and g, (whether you express it or not).

bridzhan = to boil (b mutates to p in present participle)
bûza = to feed (b mutates to p in present participle)
daunssia = to dance(d mutates to t in present participle)
debbri = to eat (d mutates to t in present participle)
doaz = to come (d mutates to t in present participle)
êvah = to drink
gîl= to do or to make (g followed by vowel mutates to k in present participle)
gwari = to play
gwîl = to do or to make
kerraz = to walk
moaz = to go
neidzha = to swim (same verb for to fly!)
punnia = to run

LIST C - prepositions (not needed if you not locating your actions)

a daal dho (pronounced a doll) = facing, opposite
adhellhar dho = behind (adhellhar dhyn… = behind the…)
adrez = across
adzhei = inside
dadn = under
der = along
dho = to
dhort = from
drêz = beyond
dyrâg = in front of
en = in
hond ez = on the far side of
reb = beside
war = on

LIST D places or objects, etc.

an drê = the town
an dreath = the beach
an gegan = the kitchen
an gistan = the box
kistan = a box
scaval = a chair
an vor = the road


Combining A with B
e.g. Mâ’n têkel a pridzhan. = The kettle is boiling.
e.g. Mâ Maria gwari. = Mary is playing.

Combining A with C and D
e.g. Mâva war an dreath. = He is on the beach.
e.g. Mâ’n gâth adzhei dhyn gistan. = The cat is in the box.

Combining A with B and C and D
e.g. Therama moaz der an vor. = I am going along the road.
e.g. Thera nei a toaz dhyn drê. = We are coming to town.


EXERCISE:
Send me some of your own compilations to check. Use vocabulary from other lessons, too.
To janicelobb@tiscali.co.uk

Lesson 6.2

Descanz hwî – nessa radn
(SWF: deskans hwegh – nessa radn)
lesson six – second part

So far we have mainly concerned ourselves with descriptions and identities, using the present descriptive (short form) version of BOAZ = to be (SWF: bos).

If we want to talk about activities and locations we need to use the
locative (long form) version of BOAZ.

Here is Dick Gendall’s version, from his new dictionary:

theram, therama, thera vi = I am
thesta, thera chi = thou art, you are s.
emâ or mâ = there is or there are
mâ ê, mâ ev, mâva = he or it is, m.
mâ hei = she or it is, f.
thera nei = we are
thera hwei = you are, s. or pl.
emonz, monz, mâ dzhei = they are

Also
mâ (noun sing. or pl. or name) = (noun or name) is

Here is the corresponding SWF version (June 2008)

Long Form
RLC Sg. Pl.

th erom, th ero’ma, th ero’vy = I am
th ero’chy, th es’ta = thou art
ma e’, ma va (m.)= he/it is;
ma hei (f.) = she/it is
th ero’nei = we are
th ero’hwei = you are (polite and plural)
mons, mon’jei, ma jei = they are

This can be used for stating a position, etc:

Thera vi ybma = I am here. (SWF: th ero’vy obma)
Mâva dadn an bord. = He is under the table. (SWF: ma va ‘dadn an bord)
Mâ hei en lûar. = She is in the garden. (SWF: ma hei en lowar)
Thera nei war an vor. = We are on the road. (SWF: th ero’nei war an vor’)
Thera hwei a chei. = You are indoors. (th ero’hwei a-berth)
Monz en gegen. = They are in the kitchen. (mons yn gegin)
Mâ Falmeth reb an môr. = Falmouth is by the sea. (SWF: ma …….. reb an mor)


It can also be used with the present participle of secondary verbs to make the continuous present;

Thera vi a tebbri. = I am eating. (SWF: th ero’vy ow tybri)
Mâva êvah. = He is drinking. (SWF: ma va ……….)
Mâ hei a taunssia. = She is dancing. (SWF: ma hei ow tonsya)
Thera nei a tevina. = We are waking up. (SWF: th ero’nei ow tifuna)
Thera hwei a kerraz . = You are walking . (th ero’hwei ow……..)
Monz a punnia. = They are running . (mons ow ………….)
Mâ den a neidzha. = A man is swimming/There is a man swimming (SWF: ma den ow neyja)
Mâ'n flehaz a gwari. = The children are playing. (SWF: ma'n flehes ow .........)

Lesson 6.1

More notes on pronunciation:

We have looked at the pure long vowels (â, ê, î, ô and û), so now we’ll start having a look at the pure shorter ones.

We’ve seen
long “closed” ê, pronounced as é in French été,
in such words as dên, hwêg, gwrêg and têg.
(In SWF these are spelled without the circumflex, i.e. den, hweg, gwreg, teg)

Now we have
long “open” ea, pronounced like ê in French fête
(In the SWF this is sometimes spelled eu, sometimes just e, presumably depending on Tudor Cornish pronunciation)

mean = a stone (SWF: men)
lean = full (trei zah lean = three bags full) (SWF: leun)
gweal = a field
hweal = work (hwilaz hweal dho wîl = to look for work to do) (SWF: hwel)
lear = ground (codha war an lear = to fall on the ground) (SWF: leur)
gwreag = a wife (alternative spelling) (SWF: only one spelling)

In some words ea is followed by a second vowel sound

deau = two (deau heccamol = two dickybirds) (SWF: dow)
reau = frost, ice (maga widn vel an reau = as white as the frost)
leauh = a calf

The same vowel sound is also produced by ae, ai and ee

cair = a fort
trailia = to turn (SWF: traylya)
deel = leaves (alternative to delkio) (note: this is not the English pronunciaton of ee )

short “closed” e, pronounced as in English get

gwelaz = to see (SWF: gweles)
gwenin = bees (SWF: gwenen)
gwenan = a pimple
de Gwenar = Friday
henz = Way (in place names) (SWF: hens)
pelan = a little ball

short “open” e, pronounced like e in French elle,
generally stressed before l, r and rr

pel = distant, far (SWF: pell)
pelha = further
peldar = distance
gwel = better
gwelha = best (ol an gwelha = all the best)
ker = away (moaz ker = to go away)
kerh = oats
dinerhi = to greet, to welcome
merh = daughter
merh = horses (plural of marh)
de Merh = Tuesday
mîz Merh = March
kerraz = to walk
pedn = a head
ez? = is there? (etc.)
crampez = a pie
gennez = born

Lesson 5.3

Descanz Pemp – Radn trei
(SWF : deskans pymp – radn trei)
Lesson Five – part 3

Sorry. These should also have pictures !

More sentences to translate:

22.Mâ dâmah widn orol ybma. (SWF: ma dama-wydn aral obma)

23.Ez flehaz orol? (SWF: eus flehes erel?)

24.Entî.

25.Mâ deau mâb orol ha diu verh orol. (SWF: ma dow mab erel ha diw verh erel)

26.Yta an sîrah widn gen an mâb ê ha trei mâb widn ê. (SWF: otta an sira-wydn gen an mab ev ha trei mab-wydn ev)

27.Yta edn dhâmah widn gen an mâb hei ha’n trei mâb widn hei. (SWF: otta ydn dama-wydn gen an mab hei hag an trei mab-wydn hei)

28.Yta dâmah widn orol gen an verh hei ha’n tair verh widn hei. (SWF : otta dama-wydn aral gen an vergh hei hag an tayr vergh-wydn hei)

29.Piua an dên na? (SWF : piwa an den na ?)

30.Theu ê ounter an flehaz.

31.Brodar an dhâmah eu ê. (SWF: broder an dama ew ev)

32.Piua an venen na? (SWF: piwa an venyn na?)

33.Modereb an flehaz eu hei.

34.Gwrêg/gwreag an ounter eu hei.

35.Piua an venen ma? (SWF: piwa an venyn ma?)

36.Hôar an sîrah eu hei. (SWF: hwor an sira ew hei)

37.Theu hei an vodereb orol an flehaz.

38.Piua an dên ma? (SWF: piwa an den ma?)

39.Gûr an vodereb eu ê.

40.Ounter orol an flehaz eu ê.

41.Ybma an ountraz ha'n moderebath.

42.Yta andzhei gen an flehaz. (SWF: otta anjei gen an flehes)

43.An flehaz ma eu trei kenderu an flehaz orol. (SWF : an flehes ma ew trei kenderow an flehes erel)

Lesson 5.2

Descanz Pemp – Radn deau
(SWF : deskans pymp –radn dow)


Lesson Five – part 2

Here and there you will meet the numbers 1 to 4 which are used for feminine nouns. Keep a look out for them.
Remember you don’t have to use a noun plural with any number.

Sorry. These should have pictures, but they wouldn’t all transfer!

Please translate. (Watch out for definite/indefinite article)

Pidzhi trailio.
(SWF: pyji traylyo)



1.Piu hebma?

2.Piua an dên ma? (SWF : piwa an den ma ?)

3.Theu hebma an sîrah. (SWF: th ew hebma an sira)

4.Sîrah eu ê. (SWF: sira ew e’)


5.Piu holma gen an dên ?

6.Piua an venen ma ?

7.Theu holma an dhâmah. (SWF: th ew holma an dhama)

8.Dâmah eu hei. (SWF: dama ew hei)

9.Mâ mau ybma gen an sîrah ê ha'n dhamah ê. (SWF : ma maw obma gen an sira e’ hag an dhama e')

10.An mau ma eu an mâb. (SWF : an maw ma ew an mab)

11.Yta an veani/teilu. (SWF : otta an teylu)

(new pic.)

12.An dhiu voaz na eu hwerith.
(The feminine number 2 is diu . It mutates after an so it is dhiu rather than diu. )

13.Yta andzhei gen an sîrah andzhei.

14.An muzi eu mirhaz.

15.Yta an dhiu verh gen an sîrah andzhei ha'n dhâmah andzhei. (SWF: otta an dhiw verh gen an sira anjei hag an dhama anjei)

16.Peleh mâ an sîrah widn ? (SWF: ple ma an sira-wydn?)

17.Yta ê gen an mâb widn. (SWF: otta ev gen an mab-wydn)

18.An dên ma eu an sîrah widn. (SWF: an den ma ew an sira-wydn)





(new pic.)

19.Peleh mâ an dhâmah widn? (SWF: ple ma an dama-wydn?)

20.Yta hei gen an flôh widn. (SWF: otta hei gen an flogh-wydn)

21.An venen ma eu an dhâmah widn. (SWF: an venyn ma ew an dama-wydn)

Richard Gendall's Dictionary for Modern Cornish 6

ORTHOGRAPHY

The spelling used in Cornish in the Old Cornish Vocabulary was not unlike that of Welsh, and at the same time resembled that of Latin, but during the Middle Ages Cornish writers copied the system used in English, for all educated clerics had passed through the English universities. This was not entirely satisfactory since Cornish sounds were not necessarily the same as those of English, but in particular the spelling of both Old and Middle Cornish was too cryptic. For example, in Middle Cornish letter a covered several different vowel sounds, and there is no visual distinction between the stressed a in tan fire, pan cloth, can song, and cana to sing, but we know the first is [æ:] the second [æ], the third [«:], and the fourth [«], and after 1700, in Modern Cornish, these were spelt as tân, padn, caon and canna. By 1500 experiments were already being made to represent the long vowels more clearly, so that whereas tas father, had been the spelling for centuries, Ton began to spell this word as tays and taes, while by 1700 it was being written as taz, taaz, taze, tase and by Lhuyd in Modern Cornish as tâz.

Lhuyd put together a special orthography for use in his Geirlyfr Kyrnŵeig and Cornish Grammar, which he used in conjunction with his notes on pronunciation. It is scientific and phonetic, and in fact the first properly organised system in the history of our language, predating Johnson’s work for English by half a century. It is important to realise that it was composed while Cornish was still being spoken as a living vernacular, so that it carries considerable authority. This was the orthography used by Jenner who originated the Cornish language revival with his Handbook of the Cornish Language in 1904, a realistic resumption of Lhuyd’s recommendations that had been accepted by his contemporaries with a few adjustments. Had Cornish not died out, it is certain that this would have been the appearance of the language. As it is, a number of place-names in West Penwith and Kerrier, mostly the former, are to be found on the Ordnance Survey spelt in this system, including: Chûn, Caer Brân, Hwellan Vrân, Carrick Lûz; Mên-te-heul, Poldhu, Toldhu, Mên-E-grib, Rôskilly, Carn Kez, Pedn-mên-du, and so on.

An adaptation of Lhuyd’s system

The Cornish writers who were contemporaries of Lhuyd made certain adjustments to his system. His initial dzh was usually respelled as j except in cases of mutation. They also reduced the number of accents used, Lhuyd’s î often being generally reduced to і, and û to u in polysyllables. For use to-day the discarding of too many accents can have a detrimental effect, for wheareas the language was still to be heard in the 18th century, now that the tradition has been broken there remains some confusion over the true value of the vowels. In this dictionary simplification is treated with caution, the matter of clarity being regarded as very important.

These ideas of the Language Movement did not filter down to the working man, and the two surviving examples we have from this source are written in a style that would not have looked out of place in the 17th century. First is a letter written by William Bodinar in 1776, given here verbatim:

Bluth vee eue try egence a pemp. Theara ve dean bodjack an puscas. Mee rig deskey Cornoack termen me vee mawe. Me vee de more gen seara vee a pemp dean moy en cock. Me reg scantlower clowes eden ger Sowsnack cowes en cock rag sythen warebar. Na riga vee biscath gwellas lever Cornoack. Me deskey Cornoack moas da maore gen tees coath. Nag es moye vel pager po pemp en dreav nye ell clapia Cornoack leben, poble coath pager egance blouth. Cornoack ewe oll neceaves gen poble younk.

Some everyday use of Cornish continued among older people even as late as 1875, as averred by Paul Therris, a retired policeman, who had gone to sea with old fisherman at about that date, and heard them conversing in Cornish for ten minutes at a time. John Davey Jnr, who died in 1891, claimed to be the last native speaker, which appears not to have been a hollow boast for his poem that we know as The Crankan Rhyme, though taken down from dictation by Hobson Matthews who knew no Cornish, and therefor produced a somewhat confused version, can with some confidence be transcribed in modern spelling as follows:


A Grankan, A Grankan! = O Crankan, O Crankan!
A meano grou as ô mean! = How well endowed are you with granite stones!
Hond ez Park an Venton = Beyond Spring Field,
Pyb trê lûz a vean. = Each grey home of stone.
For Pensanz ha Mardzhou = On the the road to Penzance and Marazion
Ithak ma gwÿ = Very many more trees
Hag ithak ma crou, = And very many more cottages,
A mak trê lûz a varrak. = Where presents itself a gentleman’s grey home.

This charming poem gives Modern Cornish at a very late date an honourable place in our literature.

Some Special Features of Orthography

The pronunciation of the language is clearly reflected in its spelling, but this has to be understood, and some of the main features aer as follows.

(i) The Common Plural and associated similar terminations. In Middle Cornish this was normally -ow, though Ton in 1504 used -ou. This ending in fact conceals three different pronunciations, and by the end of the 16th century that was beginning to be recognised. In Bounaz Kê, rewritten late in the 16th century, we frequently find the spelling -aw for the first time, and Camden in 1607 uses this in his record of Kernaw. Throughout the 17th century -aw becomes common, Nicholas Boson always writing -au. At the same time, -o now makes its appearance in Rowe, with some examples variously spelled that can be summarised as -oo. Meanwhile, -ow and -ou continue in use sporadically.

A particular problem with the use of -ow and -ou is that these in themselves do not make their pronunciation clear, for they are found in use as alternatives in words otherwise spelled with -aw, -au, -a, -o, -oo & -u. Lhuyd resolved the problem by noting that this termination (applied to nouns, adjectives and adverbs as well as plurals) had by 1700 emerged as three types that he spells as -aụ, -o & -ụ, which is to say -aw, -o, & -u. This is clearly borne out by what we find in the later writers and also in place-names and dialect survivals where ­-aw is usually spelled as -a. Lhuyd further states that of all the variations -o is he commonest, another fact borne out in place-names.

These three variations indicate a gradual closing of the vowel between, say, 1600 and 1700, -aw being the more open vowel, -u the more closed, with -o in an intermediate position. A number of the ­-aw spellings found in Bounaz Kê and later are respelled by Lhuyd with -o. For example, tasaw & caraw BK, mennau NB, hannaw WS, WJ, are spelled as tazo, caro, & manno by Lhuyd, and hanno in at least one place-name. The major shift seems to have been towards -o which accounts for 50% of all examples in late literature and virtually all examples in place-names other than those in ­-a which represents -aw.

Since ­-ow and -ou are far too cryptic to be of any real use, they are discarded in this dictionary in favour of -aw, -o & -u, following Lhuyd. Where versions are found in both -aw and -o, these are given as alternatives, but it must be said that there was a strong tendency for -o to prevail.

(ii) The elision of final -dh [ð], -th [†], -gh [h], & th in internal rth, rdh This is a marked feature that must be heeded if a realistic reproduction of the language is wanted. Examples that have become permanent include for (fordh) way, hor (hordh) ram, furu (furdhu) ways. Examples that have become virtually normal include diua (diuadh) end, biu (biuh, arch. bugh) cow, mar (marh, arch. margh, marth) horse, perri (perthi) to bear, and stressed gwi (gwidh), trees.

(iii) The permanent conversion of older stressed internal es to er, as in era, thera, etc.

Lesson 5.1

Descanz Pemp – Radn wynen
(SWF: Deskans pymp – radn onan)
Lesson Five – part 1

AN VEANI = THE FAMILY or the household
(a family = meani, cf. French ménage))
also an teilu
(SWF : an teylu)

Ellama presentia an veani vi? = Can I introduce my household?
Ellama presentia an teilu vi? = Can I present my family?

vocabulary:

Don’t forget: a noun on its own implies the indefinite article, unless abstract.
The definite article before a noun is “an” (or occasionally “a”).
e.g. Dên = a man (SWF: den)
An dên = the man (SWF: an den)

Masculine nouns:

Baba = baby (SWF: baban)
Brodar = brother (SWF: broder)
Dên = man (SWF: den)
Flôh = child (SWF: flogh)
Flehaz = children (SWF: flehes)
Flôh widn = grandchild (SWF: flogh wydn)
Gûr = husband
Gurhog = great-great-great grandfather
Gyrti = man of the house
Kenderu(m) = cousin (SWF: kenderow)
Mau = boy (rhyme with more or paw)(SWF: maw)
Mâb = son (SWF: mab)
Mâb widn = grandson (SWF: mab-wydn)
Ounter = uncle
Ountraz = uncles
Sîrah = sire, father (SWF: sira)
Sîrah widn = grandfather (SWF: sira-wydn)
Sîrez widn = grandfathers
Tâz = father (SWF: tas)(used for God the Father)
Tâz widn = grandfather (SWF: tas-gwynn)
Teilu = family, household (alt. to meani)(SWF: teylu)

Feminine nouns:

After the definite article (an) some feminine singular nouns mutate (the initial letter changes) to a softer sound. b to v, d to dh, gwr to wr, k to g, m to v, etc. Feminine plurals do not mutate.

(On the other hand, some masculine plurals associated with people do mutate, e.g. tîz = men, an dîz = the men)

Benen/venen = woman (SWF: benyn)
Dâmah/dhâmah = mother (SWF: dama)
Dâmah/dhâmah widn = grandmother (SWF: dama-wydn)
Gwrêg/gwreag/ wrêg/wreag = wife
Hôar = sister (SWF: hwor)
Hwerith = sisters (SWF: hwerydh)
Kynitheru/gynitheru = cousin (F)
Mabm/vabm = mum (SWF: mabm)
Mabm/vabm widn = granny (SWF: mabm-wydn)
Mamteilu/vamteilu = lady of the house
Meani/veani = family
Merh/verh = daughter (SWF: mergh = girl)
Merh widn/verh widn = granddaughter
Mirhaz = daughters (SWF: merhes = girls)
Modereb/vodereb = aunt
Modrebeth = aunts
Moaz/voaz = girl
Muzi = girls (plurals don’t mutate after an)

(feminine nouns beginning with b,d,gwr,k,m mutate (to v,dh,wr,g,v) after definite article - there are other mutations, but there are no examples in this exercise)

Pronouns:

Ê or ev = he/his (after noun) (SWF: ev)
Hebma = this one (pronoun, masculine)(SWF:hebma)
Hedna = that one (pronoun, masculine)(SWF: hedna)
Hei = she/her (after noun)(SWF: hei)
Holma = this one(pronoun, feminine)(SWF: holma/hobma)
Hodna = that one(pronoun, feminine)(SWF: hodna)
Andzhei = they/their (after noun)(SWF: anjei)

Verbs, adjectives, etc.

Entî = certainly
Ez? = is/are there? (SWF: eus?)
Gen = with/by (SWF: gen)
Ma = this (after noun) (SWF: ma)
Mâ = (subject)is or there is (3rd person sing., locative not descriptive)(SWF: ma)
Na = that (SWF: na)
Orol = other (SWF: aral, pl. erel)
Peleh? = where? (pronounce with stress on second syllable)(SWF: ple)
Piu or piua? = who is? (SWF: piw = who)
Theu/eu = it is (SWF: th ew e’)
Ybma = here, here is/are (SWF: obma)
Yta = behold, here/there is (cf French voici/voila)(SWF: otta)

Lesson 4.4

Descanz padzhar – radn padzhar
(deskanz pajar – radn pajar)

In order to tell the time properly you need to know all the numerals up to thirty.

1 wynen ar glôh (SWF: onan eur)
2 deau ar glôh (SWF: dow eur)
3 trei ar glôh (SWF: trei eur)
4 padzhar ar glôh (SWF: pajar eur)
5 pemp ar glôh (SWF: pymp eur)
6 hwî ar glôh (SWF: hwegh eur)
7 seith ar glôh (SWF: seyth eur)
8 eath ar glôh(SWF: eth eur)
9 nau ar glôh(SWF: naw eur)
10 dêg ar glôh(SWF: deg eur)
11 idnak ar glôh (SWF: udnek eur)
12 daudhak ar glôh, hantardêdh, hantarnôz (SWF: dowdhek eur)


metten = morning (SWF: myttin)
dyhodzhedh = afternoon (SWF: dohajedh, androw)


13 tardhak
14 pazwardhak
15 pemdhak (SWF: pymthek)
16 hwettak (SWF: hwetek)
17 seitak (SWF: seytak)
18 eitak
19 naundzhak (SWF: nownjek)
20 iganz (SWF: ugens)

21 wynen warn iganz
22 deau warn iganz
23 trei warn iganz
24 padzhar warn iganz
25 pemp warn iganz
26 hwî warn iganz
27 seith warn iganz
28 eath warn iganz
29 nau warn iganz
30 dêg warn iganz

e.g. twenty nine past eight a.m. = nau warn iganz udzha eath en metten

Lesson 3.2 (sorry this one is out of sequence)

Tridzha descanz – radn deau
(SWF: deskans 3 - radn dow)

Notes on pronunciation continued:

More of those long pure vowels.
We have seen the long â, as in câth (cat) and the long ê, as in dên (man)

The other long vowels are:
î, pronounced as in English fear, tier, leek, Rita, etc.
ô, there is no exact equivalent in English, approximately as in hose (as in French Clio according to RG)
and û, pronounced as in English brute, flute, etc.

Here are some examples:
Somplez:

bîan = small
bêz bîan = a little finger
crîb = a comb, a crest
crîba an pedn = to comb ones hair (head)
dîan = complete
en tîan - completely
fîr = wise
(dên fîr = a wise man, An Trei Dên Fîr = The Three Wise Men)
gwîn = wine
gwîr = true
(en gwîr ettâ = as a matter of fact)
hîr = long, tall
lîan = a sheet, cloth, etc.
lîaz = many
(lîaz trevath = frequently)
mîro! = look!
myldîr = a mile
rîm = a rhyme
pîl = a pile
sîr = sure
sîrah = a father
skîanz = intelligence
(skîanz dâ = common sense)
tîak = farmer
tîr = land
(bargentîr = a farm)


adrô / drô = around, about
drôg = bad, evil, harm
(gwîth nei dhort drôg = keep us from harm / deliver us from evil)
fôz = a wall (mutates to an vôz)
môg = smoke
nôz = (a) night
(ternôz = overnight, termen an nôz = night time)
plôs = dirty
rôm = a room
rôs = a moor
rôsh = a valley
rôz = a wheel
(scaval rôz = a wheel chair)
thô vi = I am
ô hwei = are you (descriptive)


bûz = food
cûk = a cuckoo
cûl = a light breeze
cûz = a wood. a forest
dûla = hands
gûber = a wage, hire
gûdh = a goose
gûdzh = blood
gûn = downland, a gown
gûr = a husband
Jûan = John
hûla = to cry
Kernûak = Cornish
lûan = happy
lûar = a garden
lûarn = a fox
lûb = a herb
lûr = a moon
lûz = grey
pednrûz = red-headed
plûs = sore (plôs means dirty)
pûz = heavy
pûza = to push, press, etc.
scûdh = a shoulder
trûz = a foot
tûr = a tower

Here are some SWF equivalents
(but, always use Dick Gendall's spelling as your pronunciation guide)

The reason for some of the spelling differences is that the SWF has to cover the different pronunciation of Tudor Cornish as well. The spelling of some vowels has little effect on the pronunciation - unstressed (schwa) vowels all sound the same (as in Eng. London, Falmouth, cabbage, etc.)

some simply miss off the circumflex accent, e.g. bian instead of bîan
some respell the vowel(s), e.g. yn instead of en, lowen instead of lûan, sur instead of sîr
SWF does not use z, e.g. nos instead of nôz, boos instead of bûz

bian = small
bes bian = a little finger
dien = complete
yn tien = completely
gwin = wine
gwir = true
hir = long, tall
lies = many
(liesqweyth = frequently)
miro! = look!
sur = sure
sira = a father
skians = intelligence
(skians da = common sense)
tiek = farmer
tir = land

a-dro/’dro = around, about
drog = bad, evil, harm
nos = (a) night
plos = dirty
ros = a wheel
th o’vy = I am
o’hwei = are you (descriptive)

boos = food
coos = a wood. a forest
diwla - hands
goodh = a goose
goos = blood
goon = downland, a gown
gour = a husband
Kernowek = Cornish
lowen = happy
lowarn = a fox
loor = a moon
poos = heavy
scoodh = a shoulder
troos = a foot
tour = a tower