Give ME variants of the words and explain the reason of contraction:
sōft мягкий, mīn мой, wȳsc желание, līk тело, dūst пыль, Ʒōd хороший, fēdde кормил, fīf пять, fīftiƷ пятьдесят.
Lengthening of Vowels ( Удлинение гласных )
5. Give ME variants of the words and explain the reason of lengthening of vowels:
þrote горло, cweþan сказать, duru дверь, etan есть, ofer над.
Monophthongisation ( Монофтонгизация древнеанглийских дифтонгов )
6. Give ME variants of the words and explain the development of the root vowels:
dēōr зверь, þreo три, Ʒiefan давать, sēōn видеть, ēāst восток, ēāƷe глаз, heard твердый, hlēāpan прыгать, healf половина, ēāre ухо.
Diphthongisation ( Возникновение среднеанглийских дифтонгов )
7. Write and read ME words with diphthongs:
seƷl парус, reƷn дождь, heƷ сено, ƷnaƷan грызть, saƷu сказание, laƷu закон, snāw снег.
8. Read the text and do the tasks.
Upon a day bifel, that he (Melibeus) for his desport is went in-to the feeldes him to pleye. His wyf and eek his doghter hath he left inwith his hours, of which the dores weren fast y-shette. Three of his olde foos han it espied, and setten ladders to the walles of his hous, and by the windows been entered, and betten his wyf, and wounded his doghter with five mortal woundes. (The Tale of Melibee)
One day it happened that he for his pleasure went to the fields to play. He left his wife and also his daughter at his house, the doors of which were shut. Three of his enemies had found it out, and set the ladders to the walls of his house and entered the house by the windows, and beat his wife and inflicted five mortal wounds on his daughter.
1. Find digraphs, introduced by the Norman scribes. Explain the pronunciation.
2. Explain which sounds are represented by letter y and what the origin of these sounds is.
3.Explain why letter v appeared in fyve (OE fi̅f)
4. Define the phonetic processes and graphic changes: OE hūs > ME hous, OE wi̅f > ME wyf, OE dohtor > ME doghter, OE e̅a̅c > ME eek, OE weal > ME wal, OE þre̅o > ME three.
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5. Explain the changes in OE feld. Find the form in the text.
6. The noun OE wind had short root vowel. Has it changed in ME?
7. Give the principle forms of OE lǣfan, wv. 1 (to leave). Explain how these forms changed in ME.
Advanced Level
Task 1. Read the article below which is devoted to the Normans and their invasion; make the notes and fulfill the assignments.
And all that: how the Normans shaped Britain
By Robert Bartlett
Ten sixty-six is the most memorable date in English history. On October 14 that year Harold, the last Anglo-Saxon king of England, and most of his army were cut down at the Battle of Hastings, and William, Duke of Normandy earned his nickname ―William the Conqueror.
The fortunes of a few thousand men hacking at each other on that grassy hill on an autumn day almost a thousand years ago have shaped British politics and culture ever since. William claimed to be the legitimate successor to the English throne, but his victory at Hastings and coronation at Westminster on Christmas Day, 1066, were followed by one of the greatest transformations in the country‘s history. The break in historical memory was so deep that when, 200 years after the Norman conquest a king named Edward ascended the English throne, he was styled Edward I. The Anglo-Saxon kings of that name literally did not count.
Within 20 years of the Battle of Hastings, the old English aristocracy had been completely dispossessed, the swiftest and most thorough replacement of one ruling class by another in English history. The result is recorded in Domesday Book, that unique record of English landholding now on display in the National Archives at Kew.
The Normans were great builders. Anyone visiting the cathedrals at Durham or Ely will be awestruck by their monumentality. And the Normans built for war as well as for God.
The castle has a central place in our mental image of the Middle Ages. This was a Norman import to Britain. Indeed, one chronicler explained the Norman defeat of the English by the fact that, ―the fortifications called castles were unknown to them. William the Conqueror‘s great stone keep in London – the Tower, as we know it – made the message clear to Londoners.
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The Normans brought their habits with them. They were wine drinkers – we hear no more of the Anglo-Saxon ―mead-hall. Their ties were across the Channel, southwards. The days of Viking empires spanning the North Sea were over. The Normans brought their own names – William and Richard and Robert replacing Ethelred and Godwin. And, of course, they spoke French. No one today can read Old English without a specialised training. Speakers of French or German or Spanish have a much easier time with their earliest literature. And the reason the English of Chaucer and Shakespeare and the present
day is separated by such a gulf from that of the Anglo-Saxons is that, after the Norman conquest, the language of power and courtly culture was French.
This eclipse of the English language resulted in a simplification of English grammar, but also in a wonderful enrichment of vocabulary as thousands of French words entered English. Modern English has a wealth of synonyms – we can still beloving (English) or amorous (French), hungry (English) or famished (French).
The Normans did not stop at the frontiers of England. Within a couple of generations, they had established dozens of lordships in Wales. These were ruled by men who fought to maintain their semi-independent status as ―Lords of the Frontier – the Marcher Lords.
What the Marchers learned about conquest in Wales they then applied in Ireland. The adventurers who landed there in 1169, many of them of mixed Norman-Welsh descent, created what can reasonably be called England‘s first colony. The divisions of Ireland today are not exactly those of the Middle Ages, but that is where they have their roots.
In contrast, the Normans came to Scotland not as conquerors but by invitation. Scottish kings knew the value of Norman castle builders and were willing to settle them in their kingdom by a process of controlled immigration.
Many of the great families of medieval Scotland – such as Bruce and Stewart – came to the country in this way.
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1066 and All That is the title of the greatest historical pastiche in English, but that title enshrines a truth – the ―all that was extensive and enduring. A wine drinking, French-speaking, castle-building aristocracy took over England in 1066.
The echoes are still with us.
А. Use the Oxford English Dictionary https://www.oxfordlearnersdictionaries.com/
to define the following words: a conqueror, legitimate, a successor, a chronicler, a mead-hall, courtly culture, an eclipse, a frontier, a lordship, a marcher, descent, a pastiche, to enshrine.
B. Taking into account the information from the article, speak about the importance of the Norman invasion in the Britons‘ life and the English language development. Was its effect more positive or negative? Justify your point of view.
Task 2. Follow the link https://www.youtube.com/watch?v=DG7REAO
G1kc to watch the video «The Adventure of English – Episode 2. English Goes Underground» by BBC which is devoted to the development of the English language after the Norman conquest; answer the questions below.
А. What languages existed on the territory of Britain in the period of the Norman conquest? Describe their hierarchy.
B. When did the English language become the dominating national language?
C. Provide the examples of the words with French origin which are connected with the spheres of power, economy, culture, trade, craft. What are the typical features of the knights‘ language.
D. Provide the examples of mixed English and French vocabularies, and lexemes with similar meaning. Prove the tendency of semantic narrowing.
Е. How did the words of the Arabic origin come into the English wordstock in the Middle age period? Give such examples.
F. What event initiated the English language recovery?
G. Comment upon the vocabulary in the works by Geoffrey Chaucer. Why did he widely use the words and word building models of the French origin? What lexemes did he introduce into the English language?
Task 3. Study the map of the Middle English dialects and speak about the changes in their areas and names if to compare with the Old English period. What dialect has provided the basis for the national language development? Why?
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Task 4. Follow the link https://www.uni-due.de/SHE/HE_ME_Writings.htm#T_Writings in the Middle English period and make notes about the written records of the Middle English period.
Task 5. А. Study the table below (table 38) that shows the spelling changes of long vowels in the Middle English period.
Table 38 – Long Middle English vowels and their spelling
B. Follow the rules of reading long vowels and pronounce the following Middle English words: by (MnE by), mous (MnE mouse), brief (MnE brief), how (MnE how), read (MnE read), deceiven (MnE deceive), now (MnE now), took (MnE took).
Task 6. А. Study the table (table 39) that contains information on the English alphabet and its Middle period innovations.
Table 39 – Middle English alphabet
B. Taking into account the data from the table above, rewrite the following Old English words changing their spelling according to the rules of Middle English.
Þæt (OE) __________ (ME);
brōƷ te (OE) _________(ME);
hwīle (OE) _________ (ME);
cweðan (OE) ________ (ME);
Ʒ ēar (OE) __________ (ME);
helpað (OE) _________ (ME);
wæs (OE) ___________ (ME);
cwēn (OE) ___________ (ME);
weƷ (OE) ___________ (ME).
Task 7. А. Explain why letter «u» has changed into «о» in the position before m, n, v (u) in the Middle English period. Prove your point of view addressing the abstract from «The Canterbury Tales» by G. Chaucer.
B. Read the following words taking into account that despite the spelling change (u˃o), the former rules of reading have been preserved: comen (MnE come), some (MnE some), sone (MnE son), wonder (MnE wonder), aboven (MnE above).
Task 8. Explain what phonetic phenomenon has caused the following changes of vowel sounds: wīs (OE) – wisdom (ME) (MnE wise – wisdom), stānas (OE) – stones (ME) (MnE stones), caru (OE) – care (ME) (MnE care), sǣ (OE) – se (ME) (MnE sea.
Task 9. А. Study the table with information on new diphthongs in the Middle English period (table 40).
Table 40 – Middle English diphthongs
B. Restore the spelling of the following middle English words draƷan, trēowe, sōhte, cnāwan, sæƷde, floƷen, cnēow, dæƷ and read them following the reading rules.
Task 10. The Middle English consonant system has seen new sibilants and affricates /ʃ /, /tʃ /, /dʒ /. Define the term «affricate». Pronounce the following words taking into account the reading rules: child, techen (MnE teach), edge, bridge, fish, sheep.
Task 11. Explain the difference in pronunciation of the cluster gh in the following words:
night /nɪx‘t ˃ ni:t/ и laughen /‘lauxən/ ˃ laugh /laux ˃ la:f/;
right /rɪx‘t ˃ ri:t/ и coughen /‘kouxən/ ˃ cough /koux ˃ ko:f/;
light /lɪx‘t ˃ li:t/ и rough /ru:x ˃ ru:f ˃ ruf ˃ rʌf/.
Task 12 . Read the ME words and explain the reading of the bold letters:
finden, hound, gold, wound, child, feet, over, wives, knight, mous, how, low, sea, road.
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