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Gwd lwc. Ai hop ddat yw can ryd ddys and ddat yt meiks sens tw yw. Iff yw can ryd ddys, dden yw ar dwing ffaen and wil haf no problems at ol yn lyrnyng awr ffaen Welsh alffabet.

Good luck: I hope that you can read this, and that it makes sense to you. If you can read this, then you are doing fine and will have no problems at all in learning our fine Welsh alphabet.

Welsh (Cymraeg) ** site : omniglot

Welsh is a Celtic language spoken in Wales (Cymru) by about 659,000 people, and in the Welsh colony (yr Wladfa) in Patagonia, Argentina (yr Ariannin) by several hundred people. There are also Welsh speakers in England (Lloegr), Scotland (yr Alban), Canada, the USA (yr Unol Daleithiau), Australia (Awstralia) and New Zealand (Seland Newydd).

Number of speakers (Nifer o siaradwyr) At the beginning of the 20th century about half of the population of Wales spoke Welsh as an everyday language. Towards the end of the century, the proportion of Welsh speakers had fallen to about 20%. According to the 2001 census 582,368 people can speak Welsh, 659,301 people can either speak, read or write Welsh, and 797,717 people, 28% of the population, claimed to have some knowledge of the language.

According to a survey carried out by S4C, the Welsh language TV channel, the number of Welsh speakers in Wales is around 750,000, and about 1.5 million people can 'understand' Welsh. In addition there are an estimated 133,000 Welsh-‐speakers living in England, about 50,000 of them in the Greater London area. Sample text in Welsh (Testun enghraifft yn y Gymraeg) Genir pawb yn rhydd ac yn gydradd â'i gilydd mewn urddas a hawliau. Fe'u cynysgaeddir â rheswm a chydwybod, a dylai pawb ymddwyn y naill at y llall mewn ysbryd cymodlon.

Translation All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. (Article 1 of the Universal Declaration of Human Rights)

COLWYN BAY

EURO TRAVEL 2014

MONDAY JANUARY 27 – SATURDAY FEBRUARY 1ST

NAME SURNAME

_____________________________ ____________________________

EURO CLASS

____________________________________________

ADDRESS IN FRANCE ADDRESS IN WALES

_____________________________ ____________________________ _____________________________ ____________________________ _____________________________ ____________________________ _____________________________ ____________________________ _____________________________ ____________________________

CROSSING THE CHANNEL

ACTIVITY: LOST IN TRANSLATION

STEP 1

List the nouns that talk about the safety rules on the ferry ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

STEP 2

Know how to write a complaint letter “Dear Mr.” ; “I am complaining about…” To end: “Regards” (instead of “Cordially”)

STEP 3

Translate this complaint letter into English “Monsieur le Capitaine du Ferry, J’ai embarqué le 27 janvier dernier dans votre Ferry à destination de Douvres. Je viens vous faire part de mon mécontentement. Dès le départ de Calais, nous avons connu deux avaries, puis des bourrasques de plus de 100 km/h. , qui m’ont causé des maux de tête intenses. Puis le bateau a été soulevé par une lame de fond de 12 mètres et j’ai eu l’estomac retourné. Je souhaite un remboursement de la traversée.

Dans l’attente de vous lire, Cordialement, ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _______________________________________________________________________________

WELSH FAMILY LIFE -‐ DISCOVERIES #1

ACTIVITY: DISCUSS AND LEARN WITH YOUR HOST FAMILY

How many people live in the house / apartment? __________________ Give the family names and status in the family: _____________________ ___________________________________________________________________________ What are their jobs, habits and passions? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ How long have they been living in Colwyn Bay? _____________________ What makes Colwyn Bay a pleasant place to live? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Are there some discussed issues about the organization of the city? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Do they have an anecdote to tell about the city? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

1 COLWYN BAY COLWYN BAY 2

DEWA ROMAN EXPERIENCE

ACTIVITY: DISCOVER THE ROMAN HERITAGE

STEP 1 Match 5 typical examples of Roman lifestyles

-‐_____________________________________________________________________________ -‐_____________________________________________________________________________ -‐_____________________________________________________________________________ -‐_____________________________________________________________________________ -‐_____________________________________________________________________________

STEP 2

What makes the Roman Age quite different from ours? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

STEP 3

“How I met your soldier” Tell what the visit of Chester with the Roman soldier taught you.

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

GROSVENOR MUSEUM – MEDIEVAL CHESTER ACTIVITY: feel free to choose 3 out of the 6 proposed items and answer them.

Dee Bridge This was the first bridge across the river Dee – can you think of ways people may have got across the river into Chester before it was built?

___________________________________________________________________________ __________________________ ___________________________________________________________________________ __________________________

St Olave A lady called Margaret Hawarden lived next door to St Olave’s church in the late Middle Ages. When she died, her will showed some of the clothes she owned: dark gowns trimmed with fur, embroidered and decorated girdles (a sort of belt), and gold rings including ones set with jewels and images. What clues do these clothes give us about Margaret’s lifestyle? .

___________________________________________________________________________ __________________________ ___________________________________________________________________________ __________________________

High Cross In 1467–8 the hardwareman Jo Soresbury paid 14 shillings annual rent for a shop here – quite a large amount. Why do you think this was such a good location for traders to set up business? .

___________________________________________________________________________ __________________________ ___________________________________________________________________________ __________________________

Eastgate People brought pots and dishes through the Eastgate and had to pay a tax as they entered the city, sometimes paying money and other times a pot or a dish. What do you think you would give if you had to pay to get into the city? Would you be willing to give up your pocket money ?

___________________________________________________________________________ __________________________ ___________________________________________________________________________ __________________________

The Pentice The Pentice was the centre of local government and trouble in the city was dealt with here. In the late fifteenth century, the tailor John Man had to come here for causing a nuisance by driving his pigs though the city streets and letting them into his neighbours’ gardens. Can you imagine the results of that? No wonder people were cross!

___________________________________________________________________________ __________________________ ___________________________________________________________________________ __________________________

Bridge Street In the medieval period, lots of people from Wales moved to Chester to work and live in the city. Many of them settled in the Bridge Street area. John of Ewloe was one resident of Bridge Street who came from a Welsh family. He was very successful and rose to become mayor of Chester. But when he got into trouble with the city authorities, the court described him as ‘wholly Welsh’. What do you think this says about the attitudes of some English people in medieval Chester towards the Welsh?

___________________________________________________________________________ __________________________ ___________________________________________________________________________ __________________________ _____________________________________________________________________________

-‐ See more at: http://discover.medievalchester.ac.uk/for-‐kids/kids-‐content/#sthash.LJvsQVxJ.dpuf


WELSH FAMILY LIFE – DISCOVERIES #2

ACTIVITY: DISCUSS AND LEARN ABOUT THE WELSH CULTURE

Can they tell you in what way the Welsh language differs from English? ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ How do they pronounce “Owain Glyndŵr”? ________________________________________ In 2013, the newspaper Telegraph.co.uk launched a poll to imagine a new British flag, which would include a reference to the Welsh identity. Find here what the poll resulted in:

According to them, does it truly reflect the Welsh identity? Why? ____________________________________________________________________________________________ ____________________________________________________________________________________________ Ask them to help you associate these different words to the pictures

LEEK – DAFFODIL – ST DAVID – THE BARD (T. JONES) – CNAPAN – MILLENIUM STADIUM

Why is the dragon the Welsh emblem? _________________________________________________ _____________________________________________________________________________________________

ENGLISH COURSES # 1

ACTIVITY: SUMMARIZE WHAT YOU DID

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________


What do they think of this “flag”?

LIVERPOOL -‐ SLAVERY MUSEUM UNDERSTANDING SLAVERY

The transatlantic slave trade generally followed a triangular route: Traders set out from European ports towards Africa's west coast. There they bought people in exchange for goods and loaded them into the ships. The voyage across the Atlantic, known as the Middle Passage, generally took 6 to 8 weeks. Once in the Americas those Africans who had survived the journey were off-‐loaded for sale and put to work as slaves. The ships then returned to Europe with goods such as sugar, coffee, tobacco, rice and later cotton, which had been produced by slave labour. Dates towards abolition

1776 David Hartley introduces a debate in the House of Commons ‘that the slave trade is contrary to the laws of God and the rights of man’. It is defeated.

1787 The Committee for Effecting the Abolition of the Slave Trade is founded. 1788 The first restrictions on the operation of the slave trade are made by the

Dolben Act. 1789 William Wilberforce presents the first abolition bill to the House of

Commons, but it does not pass. 1792 519 petitions are handed into Parliament, the greatest number ever

submitted about one subject, totalling over 400,000 names. The House of Commons votes in favour of the abolition of the trade, but the House of Lords rejects the bill.

1807 The Abolition Bill is passed and becomes law in March. However it does not end slavery, just the trade.

Slavery abolition dates 1803 Danish Slave trade abolished 1807 British Slave trade abolished 1814 Dutch Slave trade abolished 1831 French Slave trade abolished 1834 Emancipation Act passed in Britain but with a six-‐year apprenticeship scheme before freedom 1838 Slaves in British colonies gain full freedom 1865 Slavery abolished in USA 1876 Portuguese Slave trade abolished 1886 Slavery abolished in Cuba 1888 Slavery abolished in Brazil 1948 United Nations Declaration of Human Rights, article 4, ‘slavery and the slave trade should be prohibited’

ACTIVITY

Look at the Freedom sculpture in the International Slavery Museum. This was created as a memorial for the Bicentenary of the Abolition of the Slave Trade in 2007. All around the areas that we live in are memorials to people who fought in wars or to famous people that lived in buildings. As a class discuss how you think the enslaved Africans and the abolitionists should be remembered. Should there be, for example, poems or monuments, films or music? Or is education enough? Create a class memorial display, incorporating the methods you have discussed.

LIVERPOOL MARITIME MUSEUM

ACTIVITY:

KNOWING WHAT YOU KNOW, HOW FRIGHTENED WOULD HAVE YOU BEEN IF YOU HAVE HAD TO CROSS THE ATLANTIC WITH THE TITANIC?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________


______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

LIVERPOOL BEATLES STORY EXHIBITION

ACTIVITY: Is it necessary to translate a song ??? You can easily understand SITTING ON A CORNFLAKE, but have a go to get the meaning of the lyrics... Choose 5 sentences which you think totally weird! “I Am The Walrus"

I am he as you are he as you are me And we are all together See how they run like pigs from a gun see how they fly I'm crying

Sitting on a cornflake waiting for the van to come Corporation teeshirt, stupid bloody Tuesday Man you been a naughty boy. You let your face grow long I am the eggman, they are the eggmen I am the walrus, goo goo goo joob

Mister City Policeman sitting, pretty little policemen in a row See how they fly like Lucy in the sky, see how they run I'm crying, I'm crying I'm crying, I'm crying

Yellow matter custard dripping from a dead dog's eye Crabalocker fishwife pornographic priestess Boy you been a naughty girl, you let your knickers down I am the eggman, they are the eggmen I am the walrus, goo goo goo joob

Sitting in an English garden waiting for the sun If the sun don't come You get a tan from standing in the English rain I am the eggman, they are the eggmen I am the walrus, goo goo goo joob goo goo goo goo joob

Expert textpert choking smokers Don't you think the joker laughs at you? (Ha ha ha! He he he! Ha ha ha!) See how they smile like pigs in a sty, see how they snied I'm crying

Semolina pilchard climbing up the Eiffel Tower Elementary penguin singing Hare Krishna Man you should have seen them kicking Edgar Alan Poe I am the eggman, they are the eggmen I am the walrus, goo goo goo joob goo goo goo joob Goo goo goo joob goo goo goo joob THE BEATLES

LIVERPOOL CITY CENTER

ACTIVITY: PREPARE YOUR “EXPOSURE” PHOTO-‐JOURNAL

This is a group work

DRAFT WORK: write here what you want to tell through this journal STEP 1 _________________________ _____________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ STEP 2 __________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ STEP 3 ____________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ STEP 4 ____________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ STEP 5 ____________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ... _______________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Example of “Exposure”: https://zachacole.exposure.so/apocalypse-‐now-‐nyc


ENGLISH COURSE #2

ACTIVITY: SUMMARIZE WHAT YOU DID

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

COLWYN BAY MAP (SKETCH)

ACTIVITY: draw the sketch of Colwyn Bay (urban area)

What you have to represent LITTORAL – CITY CENTRE – MAIN MEANS OF TRANSPORTATION – SPORTS CENTRE -‐ SUBURBS – MAIN ACTIVITY – CLOSE CITIES – MAIN BUILDINGS (A LIST OF 5 SHOULD BE ENOUGH) -‐ NAMES


Key:

SNOWDONIA

ACTIVITY: Ask your host family about the poet and to help you say this poem

Influx of visitors expected in 100th year since birth of poet and hellraiser, who died in 1953 at the age of 39 The Guardian, Sunday January 5th 2014 Dylan Thomas was born on October 27, 1914, in Swansea, South Wales. His father was an English Literature professor at the local grammar school and would often recite Shakespeare to Thomas before he could read. He loved the sounds of nursery rhymes, foreshadowing his love for the rhythmic ballads of Hopkins, Yeats, and Poe. Although both of his parents spoke fluent Welsh, Thomas and his older sister never learnt the language, and Thomas wrote exclusively in English. Thomas describes his technique in a letter: "I make one image—though 'make' is not the right word; I let, perhaps, an image be 'made' emotionally in me and then apply to it what intellectual & critical forces I possess—let it breed another, let that image contradict the first, make, of the third image bred out of the other two together, a fourth contradictory image, and let them all, within my imposed formal limits, conflict."

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________


And death shall have no dominion. Dead men naked they shall be one With the man in the wind and the west moon; When their bones are picked clean and the clean bones gone, They shall have stars at elbow and foot; Though they go mad they shall be sane, Though they sink through the sea they shall rise again; Though lovers be lost love shall not; And death shall have no dominion. And death shall have no dominion. Under the windings of the sea They lying long shall not die windily; Twisting on racks when sinews give way, Strapped to a wheel, yet they shall not break; Faith in their hands shall snap in two, And the unicorn evils run them through; Split all ends up they shan't crack; And death shall have no dominion. And death shall have no dominion. No more may gulls cry at their ears Or waves break loud on the seashores; Where blew a flower may a flower no more Lift its head to the blows of the rain; Though they be mad and dead as nails, Heads of the characters hammer through daisies; Break in the sun till the sun breaks down, And death shall have no dominion.

Et la mort ne l’emportera pas. Les trépassés nus s’uniront, A l’homme dans le vent et sous la lune du couchant ; Lorsque leurs os seront déchiquetés, blanchis et une fois immaculés s’en iront en poussière, Leurs coudes et pieds seront constellés ; Même si la folie les emporte ils deviendront lucides, Même en se noyant dans la mer ils referont surface, Puissent les amants se perdre, l’amour restera ; Et la mort ne l’emportera pas. Et la mort ne l’emportera pas. Sous les méandres de la mer Longuement allongés ils ne périront pas sous les flots ; Tournant sur les chevalets quand les tendons cèdent, Mis en roue, ils ne se briseront pourtant pas ; La foi en leurs mains ne se brisera pas en deux, Et les maux des licornes les transpercent ; Brisés, tout s’arrête, ils ne succomberont pas ; Et la mort ne l’emportera pas. Et la mort ne l’emportera pas. Les gémissements des mouettes ne perceront plus leurs oreilles Ni le fracas des vagues sur le rivage ; Là où une fleur poussa elle ne dresse plus Sa tête vers les coups portés par la pluie ; Puissent-‐ils être fous et perdre la vie, Leurs têtes martèleront le sol jonché de pâquerettes ; Surgissant au soleil avant que le jour ne s’achève, Et la mort ne l’emportera pas. ***Traduction benoit reveur chez overblog

A VISIT TO CONWY CASTLE

Useful words

Archer A soldier who fought with a bow and arrow Arrow slit/slot/loop Different words for the same thing. Archers fired arrows through these narrow slits in the wall. Bailey The courtyard of a castle, defended by a wall or fence and sometimes a ditch. Barbican Extra defence protecting a gate, bridge or drawbridge. (The design of these varies a lot). Concentric Two circles, one around the other. A concentric castle has two walls, one built inside the other. Constable The person in charge of the castle when the owner was absent. Corbel A stone sticking out from a wall that held up a wooden beam (these show you where the floors were). Crenellations Square notches in the top of a wall. Each notch is a crenel and each section of wall a merlon. The soldiers stood behind the merlons and shot through the crenels. Curtain wall The wall around the courtyard (a courtyard is also called the ward or bailey). Drawbridge A bridge across the moat or ditch that could be pulled up on chains to make it difficult for attackers to enter the castle. Embrasure A wide opening in the wall behind a window or arrowloop for the archer to stand in. Garderobe A lavatory or latrine. The contents fell into a pit through a shaft in the wall. Gatehouse A building at the entrance to a castle where soldiers could defend the castle from attackers Gunloop A small round opening for firing a gun. Hourd A wooden platform hanging from the top of a wall. An archer standing on it could fire arrows at enemies close to the walls below. Keep A strong tower where people lived and fought from. Machicolation An overhanging parapet on the outside of a tower or gatehouse with holes in the floor. Soldiers could drop rocks on the enemy below through these. Moat A ditch round a castle wall, often filled with water. Motte A man-‐made mound or hill. It was usually fenced and had a bailey to form a motte-‐and-‐bailey castle. Murder hole A hole in the roof of an entrance passage. Rocks could be dropped through it on to enemies below. Palisade A strong wooden fence. Portcullis A gate made of wood or metal to shut off the entrance to the gate passage. It was raised and lowered from a room above. Piscina A stone basin in a church or chapel, close to the altar, that contained water for washing holy objects used in the services. Putlog hole A square hole in the stonework. These show the position of the scaffolding poles when the wall was being built. Vault An arched roof, usually in a stone building. Ward Another word for bailey or courtyard. Window seat A stone seat made in the recess of a window.

A VISIT TO CONWY CASTLE

ACTIVITY: QUIZZ When did the construction of Conwy Castle begin? ___________________________________________________________________________________________ Name of the architect? ___________________________________________________________________________________________ his origins? ___________________________________________________________________________________________ How many towers can you see? ___________________________________________________________________________________________ how long did the conquest of Wales by Edward I last? ___________________________________________________________________________________________ To what purpose did Edward I plan an iron ring of castles? ___________________________________________________________________________________________ ___________________________________________________________________________________________ When did Richard II stay in Conwy as in a temporary haven? ___________________________________________________________________________________________ How many sections are dividing the wall surface with equidistant spaces between the towers? ___________________________________________________________________________________________ ___________________________________________________________________________________________ What does ARROWLOOP mean? ___________________________________________________________________________________________ Where were the rooms of King Edward and Queen Eleanor located? ___________________________________________________________________________________________ ___________________________________________________________________________________________


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