In this task, you're given an article and an answer. Your task is to generate the question for the answer based on the given article.

[Q]: Article: The English language is the result of the invasion  of the island of Britain over many hundreds of years.The first invasions were by a people called Angles about 1, 500 years ago. The Angles were a German tribe who crossed the English Channel . Later two more groups crossed to Britain. They were the Saxons and the Jutes. Through many years, the Saxons, Angles and the Jutes mixed their different languages. The result is what is called Anglo-Saxon or old English. The next great invasion of Britain was done by Vikings about 1, 100 years ago. Many English words used today come from these ancient Vikings. The next invasion of Britain took place more than 900 years ago, in 1066. History experts call this invasion the Norman Conquest. The Normans were a French-speaking people from Normandy in the north of France. These new rulers  spoke only French for several hundred years. It was the most important language in the world at that time. It was the language of educated people. But the common people of Britain still spoke old English. Old English took many words from the Norman French. Some of these include "damage", "prison", and "marriage". The French language used by the Norman rulers greatly changed the way English was spoken 800 years ago. English became what language experts call Middle English. Middle English sounds like Modern English. But it is difficult to understand now. The history of the English language continues as Middle English becomes Modern English, which is spoken today. 
 Answer: The Angles.
[A]: Who was the first invaders  of Britain?


[Q]: Article: Do you usually go Dutch(AA) when you take someone out to dinner? Do you expect your date to pay for the whole meal? Many people say that as long as there's love, money doesn't matter much. But this might change when the relationship gets serious and it is related to the money borrowed from the bank, the family present accounts and debt. A survey among 8 million couples in the UK suggested that 44% of married couples don't know exactly what their partner earns. An astonishing 23% actively try to keep their finances  secret from their partners. About 38% of them are open to each other. Another 12% refuses to tell the truth. British relationship expert Russell says: "It's very difficult to talk about money. Often there's guilt, there's shame. To start those conversations is difficult. Money can be about how we value ourselves, how we feel valued. It's not just a simple case of talking about hard cash." So if you are in a couple, it might be a good idea to check if you both are on the same page about money before bills pile up on the kitchen table and love flies out of the window. When moving in together, couples should not only talk about their personal habits but also about their financial ones. Russell has a word of advice: "Accept the fact that in your relationship you might do money differently - there might be a spender or a saver. It's very attractive if your partner does things differently to say they're wrong. Do it differently but plan it well." And now, back to that date. Would you be bored with someone who was attractive but expected you to pay the bill by yourself? There's food for thought. 
 Answer: About 0.96 million.
[A]: How many people are very careful not to let their partner know their income?


[Q]: Article: EACH of us fails from time to time. If we are wise, we accept these failures as a necessary part of the learning process. But all too often we convey to our children either by words or by actions that failure is something to be ashamed of, that nothing but top performance meets our approval. Donnie was my youngest third-grader. His fear of failure kept him from classroom games that other children played excitedly. He seldom answered questions - he might be wrong. He seldom finished his work because he repeatedly checked with me to be sure he hadn't made a mistake. I tried my best to build his self-confidence. But nothing changed until midterm, when Mary Anne, a student teacher, was assigned to our classroom. She was young and pretty, and she loved children. My pupils, Donnie included, adored her. But even enthusiastic, loving Mary was _ by this little boy who feared he might make a mistake. Then one morning we were working math problems. Donnie had copied the problems with painstaking neatness and filled in answers for the first row. Pleased with his progress, I left the children with Mary. But when I returned, Donnie was in tears. He'd missed the third problem. Mary looked at me in despair. Suddenly her face brightened. From the desk we shared, she got a canister   filled with pencils. "Look, Donnie," she said, "I've got something to show you." She removed the pencils and placed them on his desk. "See these pencils, Donnie?" she continued. "They belong to Mrs. Lindstrom and me. See how the erasers are worn? That's because we make mistakes too. Lots of them. But we erase the mistakes and try again. That's what you must learn to do, too." She kissed him and continued: "I'll leave one of these pencils on your desk so you'll remember that everybody makes mistakes, even teachers." Donnie looked up with love in his eyes and just a glimmer   of a smile. The pencil became Donnie's prized possession. That, together with Mary Anne's frequent encouragement and praise for even Donnie's small successes, gradually persuaded him that it's all right to make mistakes - as long as you erase them and try again. 
 Answer: Patient and inspiring.
[A]:
Which of the following words best describe Mary Anne as she is shown in the article?


