I. Read and translate the following text about the Anglo-Saxons. If you are using Yandex Browser, you can right-click on a word to see its Russian translation.

Historical background:

The Romans officially left Britannia in AD 410. This occurred when the Western Roman Emperor Honorius informed the cities of Britannia that they must look to their own defense, as the Roman Empire could no longer afford to send military support due to increasing pressures from barbarian invasions and internal instability. This marked the end of Roman rule in Britain, although Roman influence in the region continued to shape its culture, infrastructure, and governance for centuries.

Description of the image 

Timeline of Arrival

  • Early 5th century: Initial migrations and settlement begin, often through agreements with local Britons.
  • Mid-to-late 5th century: Larger migrations take place as political and social instability grows in Britain.
  • 6th century: Anglo-Saxon control expands, leading to the establishment of early kingdoms like Kent, Wessex, and Mercia.

Image by mbartelsm - Own work, CC BY-SA 3.0, Link

 

Anglo-Saxon Settlement and Expansion

  1. The traditional date for the first settlement of the Anglo-Saxons in Britain is 449.
  2. According to legend, this was not an invasion but a response to an invitation by a Celtic ruler named Vortigern, as small groups of mercenaries who had been hired by him to help defend the region but gradually expanded into larger migrations of peoples.
  3. If this story has any grain of truth, it is probably an example of the late Roman policy of encouraging Germanic groups to settle and defend the land they settled on against other Germanics.
  4. Legend also states that the first Anglo-Saxon leaders to arrive were named Hengist and Horsa.
  5. The Anglo-Saxons were originally concentrated in the eastern parts of Britain, adjacent to the North Sea.
  6. The indigenous people, the Britons, lost control over much of eastern and southern Britain in the second half of the fifth century, but they retained extensive areas elsewhere in Britain until around 600.
  7. Anglo-Saxon society and culture were less influenced by Rome and the Mediterranean than those of other Germanic peoples, such as the Franks of France or the Ostrogoths of Italy, because they were from northern Germany and Denmark rather than the southern regions that had prolonged contact with the Roman Empire.
  8. One Anglo-Saxon poem, “The Wanderer,” refers to cities, meaning Roman cities, as the work of giants.
  9. The Anglo-Saxons were originally pagan in religion.
  10. The main group that originated on the North Sea coast of Europe was divided into Angles, Saxons, and Jutes, but some also came from other Germanic groups, as tribal affiliations were loose at this time.
  11. Britain was one of the few areas of the former Western Roman Empire where Germanic speakers entirely displaced Roman or Romanized culture.
  12. The best evidence for this is language. Whereas France, Spain, and other areas speak Romance languages descended from Latin, English is largely a Germanic language.
  13. The Anglo-Saxon takeover led to the creation of a new British society, “England,” spreading from the east and southeast of the island and closely integrated into a Germanic world.
  14. The greatest classic of Anglo-Saxon literature, the epic poem Beowulf, which was probably composed in Northumbria in the first half of the eighth century, sets its story of heroic monster killing not among Anglo-Saxons but among the equally Germanic Danes.
  15. On a demographic level, many Britons, particularly women, were assimilated into the Anglo-Saxon people by marriage, enslavement, or adoption of Anglo-Saxon culture.
  16. Some of the earliest figures in Anglo-Saxon history are hard to place as either Anglo-Saxons or Britons.
  17. Cerdic (r. 519–534), the founder of the royal house of Wessex—which would later develop into the Kingdom of England—had a British name but is described by Anglo-Saxon writers centuries later as an Anglo-Saxon invader.
  18. The Anglo-Saxon takeover took two centuries, slowed by both British resistance and the limited numbers of Anglo-Saxons who could arrive by ship.
  19. The Anglo-Saxon invasions were more a matter of small groups of settlers than vast armies.
  20. Most battles in Britain during this period involved fewer than a thousand people on either side.
  21. Battles were also fought on a low matériel level; the archaeological evidence shows that the principal weapon of ordinary Anglo-Saxon warriors was the spear, as only the elite could afford enough metal to make a sword.
  22. Anglo-Saxon armies were mostly infantry, as few could afford expensive warhorses.
  23. The early Anglo-Saxons were a warrior culture that valued men for their courage and skill in battle, as reflected in Anglo-Saxon literature.
  24. They were organized—particularly in the early stages when they entered Britain as mercenary soldiers or pirates—into bands of warriors who followed chieftains.
  25. One of the marks of a successful early Anglo-Saxon leader was his generosity to his warrior followers.
  26. Great leaders were called ring-givers, after the gold rings they gave their followers.
  27. The weapons of war—swords, spears, and shield—were highly valued, and the weapons of the elite were often richly decorated.
  28. Anglo-Saxon wills frequently mention weapons and refer to their history and previous owners.
  29. The earliest Anglo-Saxon leaders saw themselves as leaders of peoples rather than as territorial rulers.
  30. The following of a successful war leader would increase as his military success and generosity attracted more and more warriors to his banner.
  31. Some of the most successful would take the title of king, but none were powerful enough to rule Britain or England as a whole.
  32. Celtic culture remained strong in several areas of the old Roman province of Britannia.
  33. One was the far southwest, in Cornwall and the Isles of Scilly, where speakers of Cornish—fisherfolk and tin miners—retained cultural and some political independence.
  34. Another was the mountainous region of Wales.
  35. The term Welsh derives from an Anglo-Saxon word meaning “foreigner,” and the Welsh principalities retained their independence and a distinct Celtic culture and literature.
  36. Their own term for themselves was Brythoniaid, “Britons,” which was gradually replaced by Cymry, “the people.”
  37. Despite the persistence of a common identity, Wales’s poor internal communications meant that political authority remained fragmented.
  38. A British state in the north of Strathclyde lasted until the 11th century, when it was absorbed by the rising Scottish monarchy.
  39. Some Britons also fled to the far northwestern peninsula of modern France, which eventually became known as Brittany.

 

II. Read the text again and find English equivalents for the Russian words and phrases below.

крупица правды = a of

примыкающий к = to

язычник = a

племенная принадлежность = a

происходить от = to be from

смешаться с кем-то = to be into smn

материальные средства/военная техника =

наемный солдат = a soldier

рыбаки =

полуостров = a

 

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Incorrect Answers: 0

II. Read the text from exercise I again. Answer the questions below.

  1. The Anglo-Saxon settlement of Britain is the example of what practice peculiar to the Germanic groups? (sentence 3)
  2. Why wasn't the Anglo-Saxon culture influenced by Rome and Mediterranean as much as other Germanic groups'? (sentence 7)
  3. How can we tell that the Roman culture was fully displaced in Britain? (sentence 12)
  4. How did the Anglo-Saxons assimilate the Britons in their culture on a demographic level? (sentence 15)
  5. Name two reasons why the Anglo-Saxon takeover was slowed. (sentence 18)
  6. Describe the appearance and the weapon of a typical Anglo-Saxon soldier and explain why they looked like that. (sentences 21-28)
  7. What were the cultural differences between the Welsh and the rest of the British Isles? (sentence 35)
  8. Try to guess and explain the differences between Angles, Saxons and Jutes (mentioned in sentence 10). To find out exactly, you can watch the video in exercise 4.

III. Rephrase the following sentences from the text using Participles, Infinitival phrases and Gerunds. 

Examples:

  • The Anglo-Saxons invaded Britain in 449 and took over after 200 years. --> Having invaded Britain in 449, the Anglo-Saxons took over after 200 years.
  • According to the article, the Anglo-Saxons valued men for their courage. --> The Anglo-Saxons are said to have valued men for their courage.
  • Sometimes it's hard for historians to differentiate between the Anglo-Saxons and the Britains. --> Sometimes differentiating between the Anglo-Saxons and the Britons is hard for historians.

Use Participles:

  1. The indigenous people, the Britons, lost control over much of eastern and southern Britain in the second half of the fifth century, but they retained extensive areas elsewhere in Britain until around 600. 
  2. Anglo-Saxon society and culture were less influenced by Rome and the Mediterranean than those of other Germanic peoples, because they were from northern Germany and Denmark rather than the southern regions that had prolonged contact with the Roman Empire.
  3. The main group that originated on the North Sea coast of Europe was divided into Angles, Saxons, and Jutes, but some tribes also came from other Germanic groups, as tribal affiliations were loose at this time.
  4. Whereas France, Spain, and other areas speak Romance languages descended from Latin, English is largely a Germanic language.
  5. The greatest classic of Anglo-Saxon literature, the epic poem Beowulf, which was probably composed in Northumbria in the first half of the eighth century, sets its story of heroic monster killing not among Anglo-Saxons but among the equally Germanic Danes.
  6. Cerdic, the founder of the royal house of Wessex, had a British name but is described by Anglo-Saxon writers centuries later as an Anglo-Saxon invader.
  7. Most battles in Britain during this period involved fewer than a thousand people on either side. Battles were also fought on a low matériel level.
  8. Some of the most successful would take the title of king, but none were powerful enough to rule Britain or England as a whole.
  9. Their own term for themselves was Brythoniaid, which was gradually replaced by Cymry.

Use Infinitival phrases:

  1. According to legend, this was not an invasion but a response to an invitation by a Celtic ruler named Vortigern. 
  2. One Anglo-Saxon poem, “The Wanderer,” refers to cities, meaning Roman cities, as the work of giants.
  3. The archaeological evidence shows that the principal weapon of ordinary Anglo-Saxon warriors was the spear.
  4. The early Anglo-Saxons were a warrior culture that valued men for their courage and skill in battle, as reflected in Anglo-Saxon literature.

Use Gerunds:

  1. On a demographic level, many Britons, particularly women, were assimilated into the Anglo-Saxon people by marriage, enslavement, or adoption of Anglo-Saxon culture.
  2. Some of the earliest figures in Anglo-Saxon history are hard to place as either Anglo-Saxons or Britons.
  3. The weapons of the elite were often richly decorated.
  4. Celtic culture remained strong in several areas of the old Roman province of Britannia. [USE: There was no... + Gerund]
  5. Wales’s poor internal communications meant that political authority remained fragmented.

IV. Watch the video and do the following tasks.

or watch it in the VK video! It'll be appreciated if you give your likes and subscribe)

V. Watch the video until 00:45 again and fill in the gaps with the words from it.

Britain today is a multicultural island, with  a native population a rich heritage of Anglo-Norman, Celtic, Latin and French tradition,  in addition to a more recent extremely  and equally British culture  from the various that now call this  island home, namely Indian, Caribbean, Polish,  Slovakian and Nigerian to name but a few. The past of course was no different. While  the names of these groups may have differed,  and their geographic was somewhat nearer  to the island than the of modernity,  nevertheless the British have a proud  heritage of being made up from  people. This video will look into the  history of the migrations of perhaps  the most important group in the English history - The Anglo-Saxons.

 

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Incorrect Answers: 0

 

VI. Compare the article and the video: decide whether the idea is mentioned in the article, in the video or in both of them. The idea can be not mentioned in the sources at all.

1. The name of one Germanic group is etymologically related to a word for a body part.




2. The number of migratory people in Britain throughout the history was tiny.




3. A particular stratum of the Anglo-Saxons is known to have handed a certain item to their supporters.




4. Some territories of the British Isles were influenced neither by the Roman conquest nor by the Anglo-Saxon settlement.




5. The concept of "English" emerged many centuries after the Germanic settlement.




6. The settlers were connected to the lands of modern-day Germany.




 

Total Questions: 0

Incorrect Answers: 0

VII. [ВОШ регион] Make up a dialogue between the Anglo-Saxon King (Cyning) Alfred the Great and one of his Ealdorman (later Earl)* Æthelred

*Regional leaders or governors appointed by the king to oversee a shire (a region or district).

The king, furious with the failures and the slow pace of the conquest, reproaches the ealdorman, reminding him of the values of a warrior. The eardorman explains the reasons for the delay and outlines the necessity of improving transportation . Finally, he presents the further strategy and assures the monarch that they will achieve victory soon. They mention a fyrd**, thegns*** and housecarls****

**a local militia composed of fyrdmen (ordinary free men -ceorls or churls) called upon during times of war. Fyrdmen were typically farmers or craftsmen who provided their own weapons and served for limited periods. The fyrd formed the bulk of the Anglo-Saxon army

***a rank of nobleman below the ealdorman, typically landowners or lords. Thegns were obligated to provide military service to the king or their ealdorman, including leading their own armed retinues (small groups of warriors).

****professional warriors, often associated with kings and high-ranking nobles, introduced in the later Anglo-Saxon period (especially by King Cnut). They were heavily armed, well-trained, and served as a standing military force. Housecarls became known for their loyalty and effectiveness in battle.

Rearrange the lines below and make the dialogue more unique to your own vision by adding words fom the second exercise and some ideas from sentences 18-30 of the text in exercise I. Use at least 3 Participles, Gerunds and Infinitival phrases. 

king alfred and his earlBy Woden’s wrath, what excuse have you, general, for this disgraceful dawdling? Our warriors grow restless, and our enemies mock our delay!

Have you forgotten what it means to bear the sword of a true warrior? Courage, swiftness, and honor must guide our conquest—not these pitiful hesitations!

Speak now, or risk the wrath of those who entrusted you with this campaign. Why have our banners yet to claim victory?

Treacherous paths or not, a true ealdorman finds solutions, not excuses. The men of Wessex depend upon your strength. Shall I hear next that the fyrd cannot muster because the ceorls have harvests to tend?

Very well, Æthelred. You speak wisely, but heed this: delay too long, and you risk the scorn of the Witan and the fury of your king. The warriors of Wessex shall not falter under my reign. Ensure the thegns are rallied, the fyrd is ready, and the housecarls prepared. The enemy must fall within the fortnight.

My lord, the rugged terrain and broken paths hinder the advance of our supplies and men. Without better means, we risk starving our army before the enemy draws their blades.

The carts are too few, the oxen too weak. If we are to press onward, we must strengthen our transport and secure safe passage for our forces.

Would you have us march blindly into the fray, unprepared, and lose all that we have fought for? I bid you grant me the time to ready our men and means.

My lord, the delay stems not from cowardice but from necessity. The paths through the marshlands are treacherous, and our thegns struggle to move supplies and men swiftly. The fyrd lacks the proper carts and sturdy oxen to traverse such terrain. Without these improvements, our warriors risk exhaustion before the battle begins

By your leave, my king, I have devised a plan. With your support, I will summon additional thegns to bolster our ranks and ensure the fyrd is supplied. Our housecarls will lead the charge once the way is clear. Furthermore, I propose to fortify the northern border after the conquest to prevent future incursions. Victory will be ours, but only if we proceed with care and preparation.

VIII. Read the summary below and answer the following questions:

  • What are the positive and negative impacts of the Anglo-Saxon influence on the Britons?
  • What is the time frame for the so-called Dark Ages, and what aspects of this period are considered unequivocal?

Anglo-Saxons' Impact on Britons' Lives

The arrival of the Anglo-Saxons significantly changed life for the native Britons, bringing about:

  1. Loss of Roman Culture and Governance
    The organized Roman infrastructure, such as roads, baths, and administrative systems, gradually deteriorated. Towns that had flourished under Roman rule became abandoned or ruralized, as Anglo-Saxon society was predominantly agricultural and less urbanized.

  2. Decline of Christianity
    Many Britons were Christians under Roman influence, but the Anglo-Saxons brought with them their pagan beliefs. Christianity survived mainly in the western regions (Wales and Cornwall) but saw a decline in eastern Britain until missionaries like St. Augustine of Canterbury began converting the Anglo-Saxons in the late 6th century.

  3. Land Ownership and Displacement
    Anglo-Saxons often seized land from the Britons, forcing many to migrate westward into Wales, Cornwall, or even across the sea to Brittany in modern-day France. Those who remained under Anglo-Saxon rule became subordinate or enslaved.

  4. Linguistic Change
    The Anglo-Saxon settlers spoke Old English, which gradually replaced the Britons' native Celtic languages in eastern and southern England. This linguistic shift laid the foundation for the English language.

  5. Warfare and Conflict
    The Anglo-Saxon arrival was marked by ongoing conflict with the Britons, exemplified by stories like the legendary resistance of King Arthur. These battles and tensions defined early medieval Britain.

  6. Creation of New Societies
    The Anglo-Saxons formed distinct kingdoms, laws, and cultural traditions, which shaped medieval England. Their influence persists in modern English language, culture, and legal systems.

The period following the Anglo-Saxon arrival is often referred to as the Dark Ages due to the significant disruptions and loss of historical records, but it also laid the groundwork for the medieval societies that would follow. 

When Did the Dark Ages End?

The end of the Dark Ages is generally considered to coincide with the following developments:

  1. The Carolingian Renaissance (8th-9th centuries)
    Charlemagne’s reign saw a revival of learning, culture, and governance in Europe.

  2. The High Middle Ages (11th century onward)
    Around 1000 AD, European societies began to stabilize, trade and cities flourished, and intellectual life expanded, leading into what is often called the High Middle Ages.

  3. The Norman Conquest (1066)
    The Norman Conquest of England brought profound changes, including:

    • The establishment of a centralized feudal system.
    • The construction of iconic Norman architecture (e.g., castles and cathedrals).
    • Integration of Norman-French culture, which influenced the English language, governance, and law.

While the Normans’ arrival helped advance English society and governance, the "Dark Ages" had effectively ended across much of Europe by the 11th century, as social, economic, and intellectual activity was already increasing.

IX. [Higher Probe] Write the following story:

Imagine that you are a former British decurion --a wealthy British landowner who was part of local councils, being responsible for managing towns and collecting taxes for the Romans. Write a story about the arrival of Anglo-Saxons and its impact on your daily existence. Tell about your life before, during and after the event. Remember to provide character description, at least an instance of direct speech and a couple of idioms, phrasal verbs and, ideally, a proverb.

Here are ways to introduce character description into your story: 

1. Adjective-Packed Description Before the Noun [most expected in olympiad writing]

Describing a character using a vivid series of adjectives before the noun creates a dynamic and visually rich portrayal. It immediately captures the reader's imagination while propelling the narrative forward.

Example:
Sarah, a tall, slim, long-legged princess of her kingdom, with bright blue eyes and freckled rosy cheeks, had never imagined being captured by the Celtic marauders and taken prisoner. Now, shackled in a dim, smoky hall, she faced a fate she had thought impossible—being married off to one of the barbarian king's ruthless sons.

2. Physical Description [most expected in olympiad writing]

Directly describing a character’s appearance helps readers form a visual image. This approach is straightforward but effective when crafted with evocative language.

Example:
Samantha was a tall, willowy woman with piercing green eyes that seemed to see through every lie. Her auburn hair fell in effortless waves, a stark contrast to the sharpness of her gaze.

3. Actions and Behavior [most expected in olympiad writing [as an additional ploy]

Showing a character through their actions and behaviors allows the reader to infer personality traits rather than being told directly.

Example:
Jack’s hands trembled as he fumbled with the coffee cup, spilling a few drops onto the table. “I-I’m sorry,” he stammered, his voice barely above a whisper, avoiding the barista’s kind but piercing gaze.

4. Dialogue [as an additional ploy]

What a character says and how they say it can reveal their personality, background, and intentions. Full syntax for direct speech ensures clarity and rhythm.

Example:
“I don’t care what it takes,” Marissa said, her voice steady and low. She locked eyes with the group, her tone slicing through the tense silence. “We finish this tonight. No excuses.”

5. Internal Thoughts [as an additional ploy]

Using inner monologue provides a glimpse into a character's mind, revealing fears, motivations, or hidden traits.

Example:
As the storm raged outside, Clara sat by the window, her mind racing. "Why do I always say yes?" she thought bitterly, her stomach twisting into knots. The weight of obligation pressed down on her like the gray clouds above.

6. Other Characters’ Perspectives [as an additional ploy]

Revealing a character through how others perceive or react to them adds depth, often showing aspects the character themselves may not reveal.

Example:
To Liam, his grandfather was a giant of a man, larger than life. Even in his old age, the way he carried himself commanded respect, and people fell silent when he entered the room. “He’s unstoppable,” Liam would say in awe. “Like a force of nature.”

7. Environment and Context [as an additional ploy]

A character’s surroundings, belongings, and the spaces they occupy can reflect their personality and lifestyle.

Example:
The walls of Evelyn’s room were lined with bookshelves, each crammed with dog-eared novels and meticulous notes. Her desk was a battlefield of crumpled paper and half-empty coffee cups, a testament to her relentless pursuit of perfection. “You call this organized?” her sister teased, stepping into the chaos.

8. Symbolism and Metaphors [as an additional ploy]

Using figurative language to describe a character adds layers of meaning and richness to the narrative.

Example:
Peter moved through the crowd like a shadow, unnoticed and unbothered. His presence was as fleeting as smoke on the wind, and just as intangible. “He’s here, then he’s gone,” someone murmured, shaking their head.

9. Contrast [as an additional ploy]

Highlighting differences between characters emphasizes their unique traits, creating dynamic relationships or tension.

Example:
Where Julia was loud and brash, declaring her every thought as though it were a royal decree, her sister Lila was a quiet whisper, content to blend into the background. “Do you always have to speak for me?” Lila finally asked, her voice soft but firm.

10. Character’s Interactions with the World [as an additional ploy]

A character’s relationship with objects and their environment can convey personality or emotional state.

Example:
Michael ran his fingers over the old guitar, his touch reverent. Every nick and scratch on the wood was a story, a memory etched in the grain. “This guitar,” he murmured, his voice tinged with nostalgia, “it’s been with me through everything.”

11. Reactions to Conflict [as an additional ploy]

How a character responds to challenges or adversity reveals their true nature and values.

Example:
When the alarm blared, Emily didn’t hesitate. While others panicked, she grabbed the nearest fire extinguisher and charged toward the flames. “Step back!” she shouted, her voice ringing with authority. Her jaw was set, and her eyes burned with determination.