Module 2

“What’s in a name?”

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 INTERACTIVE PDF WITH MULTIMEDIA CONTENT

ICON GLOSSARY

Icon Meaning

Click this icon to have access to the audio of this text.

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Click here to access to additional interactive practice.

Useful grammar side-notes.

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Scan QR code to access to videos.

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 TABLE OF CONTENTS

Section 1

Women behind a Man’s Name 37

Grammar Focus: Simple Past 40

Grammar Focus: “Why” questions 46

BTW: The Genitive 49

Section 2

Argentine Women who Changed our History 50

Grammar Focus: “Who” questions 54

Section 3
59
Fiction Time: Harrison Bergeron Part II

Section 4

An Introduction to Academic Literacy: The Abstract 64

Speak your Mind 68

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Read the following quotes.

1. Are you familiar with these quotes? Do you agree with them? Why? Why not?
2. In your opinion, which quote summarizes the content of the article below?

‘Behind every successful man, there is a woman. And behind every

unsuccessful man, there are two.’ – Mark Twain.

'I would venture to guess that Anon, who wrote so many poems
without signing them, was often a woman.' – Virginia Woolf

‘What's in a name? That which we call a rose by any other name

would smell just as sweet.’ -William Shakespeare in Romeo and
Juliet.

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 Read, listen and complete the following text. Choose the most suitable option to complete

the text below and then check your quote selection.

1.
a. Female writers chose male pen names because they were transgender.
b. Female writers chose male pen names to be accepted in a patriarchal society.

2.
a. George Sand (1804-1876) was not a woman.
b. George Sand (1804-1876) was born Amantine-Lucile-Aurore Dupin in Paris.

3.
a. George Eliot was the pen name of Mary Ann Evans, one of the important English novelists of
the 19th century.
b. Mary Ann Evans was George Eliot’s pseudonym.

4.
a. The Bell brothers were the Brontë sisters, who lived in the Victorian Era in England, a time of
prejudice.
b. Emily Brontë’s most successful novel is Wuthering Heights, published under the pseudonym of
Ellis Bell.

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Women behind a became editor. She was now at the
centre of a literary circle in which she
met George Henry Lewes. Lewes was

man’s name married and their relationship caused a

scandal.
Lewes encouraged Eliot to write.
Her first novel was a great success. She
used a male pen name to ensure that
the public took her works seriously. The
popularity of Eliot's novels brought her
social acceptance.

Did you know that in the past,

and maybe even today, women had to
use male pseudonyms to sign their
productions? Why did they conceal their
identity?

…………………………………………………
…………………………………………………1
Who were Ellis, Acton and Currer
Who was George Sand?
Bell, the Bell brothers?
…………………………………………………
…………………………………………………2 …………………………………………………
…………………………………………………4
George Sand wrote novels,
autobiographies, literary criticism, and In their childhood, their parents
dramatic works. She fought for women’s often left them alone in their isolated
rights. Sand also became involved in home and they began to write stories at
social and political campaigns. George an early age.
Sand’s life was unconventional in The Brontë sisters chose to publish
numerous ways: she liked dressing up in their poetry collection under male
men’s clothing to have access to those pseudonyms in the 1800s. The book was
parts of Paris where it was not decorous titled Poems by Currer, Ellis and Acton
for ladies to go. She scandalised Parisian Bell (Emily aka Ellis, Anne aka Acton and
society by smoking in public. Sand’s love Charlotte aka Currer). They thought that
affairs included a relationship with the people did not take women’s work
composer Frédéric Chopin. seriously. They did not show their identity
because they had the impression that
Who was George Eliot? female writers were discriminated
against.

………………………………………………… By the way, have any male

…………………………………………………3 writers used female pen names? You
George Eliot was born on 22 can google it.
November 1819 in rural Warwickshire, “What’s in a name?”
England. In 1850, Eliot began
contributing to an important journal for
philosophical radicals, and later

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 Circle the corresponding letter if the sentence is true, false or not in the text. What
is the phrase?
True False Not
said
1. All these women lived in England. W M G
2. They fought for men’s rights. A E G
3. Some of them were homosexuals. F H N
4. Emily Brontë married George Eliot. T D I
5. George Sand wrote Jane Eyre. F E N
6. George Sand broke many norms. R K G
7. For example, she smoked in public. B W T
8. Charlotte Brontë was a single mother, N E I
9. George Eliot was associated with Karl Marx. S P A
10. They were not aware of sexism. O S M

------ ----
Look at the verbs in the previous task.

What tense do they show?

How do you know?

Are there any differences between the past forms?

*GRAMMAR FOCUS*

Simple Past

The Simple Past is used for an activity or situation that began and ended in the
past. It is usually used with past time expressions such as yesterday, last
month/year, a few days ago, at an early age, dates such as: in 1889, etc and
clauses such as: when she was a girl.

There are regular and irregular verbs.

Regular verbs add ed to the base form. Irregular verbs form the SimplePast
in a variety of different ways.

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 Spelling rules for adding ed to the verb:

1. When the verb ends in e, add only d.

Move moved live Lived
2. When the verb ends in a consonant + y, change the y to I, and add ed.
Study studied Try tried
3. When the verb ends in a vowel + y (ay, ey, oy, uy), the y does not
change.
Play played enjoy Enjoyed
4. When the verb has one syllable and ends in a consonant, double
the last letter before ed.
Stop stopped plan Planned
5. When the verb has more than one syllable and the last syllable ends
in a consonant, double the last letter if the syllable is stressed.
Prefer preferred permit Permitted

Pronunciation of -ed

The pronunciation of the -ed varies according to the sound of the last syllable of
the base verb. The sound (not the letter) is what is important, although many
times they may coincide.
/d/ /t/ /id/

The –ED form is The –ED form is The –ED form is

pronounced /d/ when pronounced /t/ when the pronounced /id/ when
the last sound of the last sound of the verb the last sound of the
verb base is base is verb base is

1. a vowel: 1. /p/ 1. /d/

play – played /pleid/ stop – stopped /stopt/ decide – decided
2. /b/: 2. /k/ /di’saidid/
rob – robbed /robd/ look – looked /lukt/ 2. /t/
3. /g/: 3. /s/ invite – invited
drag – dragged /dragd/4. dress – dressed /drest/ /in’vaitid/
/m/: 4. /sh/
slam – slammed finish – finished /finisht/
/slamd/ 5. /ch/
5. /n/: watch – watched /wotcht/
open – opened 6. /ks/ (x)
/oupend/ fix – fixed /fikst/
6. /v/: 7. /f/ (gh)
love – loved /lavd/ laugh – laughed /laft/
7. /dƺ/
change – changed
/cheindƺd/
8. /z/
buzz – buzzed /bazd/
9. /l/
call –called /kold/ Pronunciation of ED

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 Complete the following table with verbs from the text.

Irregular verbs Regular verbs

Infinitive Past Infinitive Past Infinitive Past Infinitive Past
do did begin conceal die
know meet like cause
choose bring marry encourage
be think discriminate use
write have scandalise live
become take include explain
fight leave smoke accept

Complete the following sentences with the verbs from the box.

wasn’t - was – was - were – weren’t – chose- did – didn’t take - conceal - met

1. George Sand was a woman.

2. The Bell brothers …………………. the Brontë sisters.
3. Some female writers ……………………. male pseudonyms but they …………….
necessarily transgender.
4. George Eliot …………………… married when she …………………… George
Henry Lewes.
5. Some people …………………… women’s literature seriously.
6. What …………. Emily Brontë´s pen name?
7. Why …………… female writers ………………. their identities?

Look at the verbs in the previous task.

Compare the sentences.

What similarities and/or differences can you spot?

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*GRAMMAR FOCUS*

Simple past: Sentence structure

Affirmative sentences

Be Other lexical verbs

I was I wrote poems in 1993.
You were a writer You
He He had a pen name.
She was She
It a hotel It included their poems.
We We
You were novelists You used a pseudonym.
They They

Subject + verb in the past + the rest of sentence

Negative sentences

Be Other lexical verbs

I was not I write poems in 1993.
You were not a writer You
He He did not have a pen name.
She wasn’t She
It a hotel It didn’t include their poems.
We We
You weren’t novelists You use a pseudonym.
They They

S + wasn’t/weren’t + the rest S + didn’t + infinitive verb+ the rest

Interrogative sentences: yes-no questions

Be Other lexical verbs

Was I I write poems in 1993?
Were you a writer? you
he Did he have a pen name?
Was she she
Wasn’t it a hotel? Didn’t it include their poems?
we we
Were you novelists? you use a pseudonym?
Weren’t they they

Was/weren’t + S + the rest? Did/n’t + S + infinitive verb + the rest?

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 Interrogative sentences: Wh- questions

Be Other lexical verbs

was I I write poems in
were you a writer? you 1993?
he he have
was she did she a pen name?
Where it a hotel? What it include
When we Why we their poems?
were you novelists? you use
they they a pseudonym?

Wh + was/were + S + the rest? Wh + did + S + infinitive verb + the rest?

Match the two columns. Focus on the sentence structure.

1. George Sand wrote a. wearing men’s clothes to go to be free.

2. She liked b. were aware of sexism in their time.

3. She didn’t c. novels, autobiographies, literary criticism, and dramatic

works
4. The Brontë sisters d. their collection of poetry under male pseudonyms.

5. They didn’t e. have a conventional life.

6. They published f. show their identity as writers.

Choose the correct option.

1. Where George Elliot was born1/ was George Elliot born2?

2. When did he begin1/ he began2 writing in a journal?
3. Why did he became1/ did he become2 editor of the journal?
4. Who did she meet1/ was she met2 in the literary circle?
5. Was her first novel1/ Did her first novel2 a success?
6. Why did she used1/ did she use2 a male pen name?

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Unjumble the following sentences and then match questions and answers.

1. born – George Eliot – where – was?

Where was George Eliot born?
Fill in the blanks
2. George Eliot – marry – did – who?
……………………………………………………………………………………………
3. Brontë sisters - with - a - the – why – publish- male – did - name – pen?
……………………………………………………………………………………………
4. Brontë sisters – begin - write - did - when – the - to?
……………………………………………………………………………………………
5. George Sand – die – when - did?
……………………………………………………………………………………………
6. George Sand’s - why – unconventional – was - life?
……………………………………………………………………………………………

a. 1876 – in – died – she.

……………………………………………………………………………………………
b. society – to – a – in – patriarchal – accepted – be.
……………………………………………………………………………………………
c. Chopin – example – love – had – she – a – affair – for – with.
……………………………………………………………………………………………
d. George Henry Lewes – married – she.
……………………………………………………………………………………………
e. write - they - age - began - to - at – early - an.
……………………………………………………………………………………………
f. England – she- born – was – in.
She was born in England.

Choose the correct option.

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 In the past, many
female writers did not
publish/ published/ did
not published1 books
because they will be/
are/ were2 women. So,
they used/ use/ didn’t
use3 male names. For
example, Mary Ann
Evans wrote/writes/is
writing4 as George Eliot.
She doesn’t want/wanted/ wants5 people to respect her work. The Brontë
sisters also used/didn’t use/ didn’t used6 their real names. At present, J.K.
Rowling is using/use/ used7 a pen name too: Robert Galbraith. She wants/
doesn’t want/doesn’t wants8 to try something new. Pen names will be/ can’t
be/can be9 helpful. Sometimes, a pen name is better than/better/the best10 a
real name.

Focus on the answer to question 3.

What type of question is it?

What do you notice in the answer?

*GRAMMAR FOCUS*

Answers to WHY questions

We can answer a WHY question either with because OR sometimes it is

possible to answer with to infinitive. Examples:

Why did female writers conceal their identities?

Because they wanted to avoid gender prejudice.
To avoid gender prejudice.

Choose the correct answer/s and reflect on them.

1. Why did women writers adopt pen names?

a. Because they did not like their names.
b. To conceal their identity.
c. To be accepted in a men’s world.

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2. Why did George Sand dress up in men’s clothing?
a. Because she liked trousers.
b. Because she was a rebel.
c. To gain access to places where women couldn’t go.

3. Why did George Eliot use a male pseudonym?

a. Because she loved men’s names.
b. To avoid prejudice against female writers.
c. To ensure her works were taken seriously.

Your turn. You should answer with TO + INFINITIVE.

1. Why are you studying at university?

To get a university degree.

2. Why do you want a degree (previous answer)?

To ……………………………………………………….
3. Why ……………………………………………………. (previous answer)?
To ………………………………………………………………………………..
4. Why …………………………………………………… (previous answer)?
To………………………………………………………………………………...
5. Why …………………………………………………… (previous answer)?
To………………………………………………………………………………...

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 Complete the following biography with the verbs from the box in the past.

Emily Brontë …………………..1 in England in 1818.

She ………………….2 a novelist and she
…………………...3 a pseudonym. She
………………….4 a single novel, Wuthering
Heights (1847), an imaginative work of passion die – be – be born – have –
and hate set on the Yorkshire moors. It become – write – receive –
…………………..5 successful at first. It have not - be – be not
…………………..6 terrible reviews when it was first
published but then it …………………..7 one of the
finest novels in the English language. Emily
………………….8 perhaps the greatest of the three
Brontë sisters. She ………………….9 a long life. She
………………….10 at the age of 30 in 1848.

Listen and check.

Choose the right option and complete the dialogue based on the article.

Instructor: Before reading this article, did you know that women used male pen names?
Student: ………………………………………………………………………………………………1
a. Yes, they did.
b. No, I didn’t.
c. No, I wasn’t.

I: In your opinion, …………………………………………………………………………….……?2

a. What was that?
b. Where did they do that?
c. Why did they conceal their identities?
St: Obviously, to avoid prejudices.
I: What information called your attention?
St: …………………………………………………………………………………………………….3
a. That George Sand was associated with Karl Marx.
b. That there was gender bias in those days.

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 c. That there were female writers.

I: I agree it’s surprising.

St: …………………………………………………………………………………………………….?4
a. Why were they all born?
b. Where they were born?
c. Where were they all born?

I: They were all born in Europe.

St: Did they all live in the same era?
I: ………………………………………………………………………….………………………….5
a. I think not.
b. I think so. They were all born during the Victorian Era.
c. Yes, they lived in England.

By the way …
The genitive (The possessive case)

Noun’s noun (Modifier’s head)

A man’s name
Women’s rights

Extract from the text examples of the genitive and underline the head.

1. …………………………………………………………………….
2. …………………………………………………………………….
3. …………………………………………………………………….
4. …………………………………………………………………….
5. …………………………………………………………………….

Log in for more practice.

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Look at the map. Women’s Trail: Have you been to Puerto Madero?

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 Did you ever hear about all these women? Can you connect them to the

map?

Julieta Macacha
Azucena Villaflor
Lanteri Güemes

Alicia
Eva Perón Moreau Lola Mora

Google them and complete the names in the corresponding picture.

a………………………… b………………………… c. …………………….

d…………………………. e…………………………… f…………………………

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 Answer before reading.

Who …

was born in Italy?

got a degree in Pharmacology and Medicine?
was the first woman who voted in Argentina in 1911?

was born in London?

was one of the first women to get a medical degree?
fought for women to have a legal right to vote?

was an artist?
suffered discrimination for being a woman in a world of men?
was considered immoral for the nudity in her most famous work?

learnt to read at home when she was 5?

was influenced by her brother?
fought in the Independence Wars?

had an active role in politics?

fought for the social rights of the workers?
brought the fight for women’s vote to an end?

was born in 1924?

went with other mothers to Plaza de Mayo in 1977?
disappeared in 1977?

Listen, read and check your predictions.

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 Argentine Women who Changed our History

Pioneers of Argentine Women’s Rights

Macacha Güemes was born in Salta in 1787.
Lola Mora was born in Tucuman in 1867. This
She learnt to read when she was only 5 in a
artist suffered discrimination for being a
time when formal education was a privilege
woman in a world for men. She was a
only for men. During Argentina’s
sculptress, a friend of artists, an independent
Independence Wars, influenced by her
woman constantly surrounded by men.
brother, she took active part and contributed
Therefore, she was considered a prostitute
to Argentina’s victory. She is considered a
by the conservatives of Buenos Aires. Her
heroine of the Argentine War of
most famous work, the Fountain of Las
Independence for her participation in the
Nereidas, was considered immoral because
Gaucho War.
of the nudity that it presents.
Julieta Lanteri was born in Italy in 1873. She
was an activist for women’s rights in
Argentina. She got a degree in Alicia Moreau was born in London in 1885. She
Pharmacology and Medicine. She was the was a leading figure in the history of feminism in
first woman who voted in our country in 1911. Argentina. She fought for gender equality and
To vote you needed: to enrol yourself became one of the first women to get a medical
(gender was not asked), to be educated, and degree. It was very difficult for women to have
to be an Argentine citizen. She had all the access to education. She also fought for women to
requirements to vote. But the Electoral Law have the legal right to vote.
was amended, and military service was
required.
Azucena Villaflor was born in Argentina in 1924. In
1976, one of her sons disappeared. This happened
Eva Perón was born in Buenos Aires in 1919. during the military dictatorship. Azucena wanted
Her life changed when she met Juan people to know. In 1977, she went to the Plaza de
Domingo Perón, who she married. When he Mayo with thirteen other mothers. They asked:
became President, she had an active role in "Where are our children?" Azucena was one of the
politics. Labour rights were important for first members of the group Mothers of the Plaza de
her, but social rights were her priority. She Mayo. In December 1977, Azucena also
created a foundation to help poor families disappeared.
and, especially women. She brought the fight
initiated by Alicia Moreau to an end and in
1947 women’s vote was legal.

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 Go back to and study the questions.

What type of questions are they?

What information is missing?

*GRAMMAR FOCUS*
Questions in the simple past: who

Macacha Güemes helped her brother in the Gaucho War

Subject Object

In an English sentence, there can be two participants: the subject (before the verb)
and the object/s (after the verb).
Who: Object

Who + did + subject + infinitive verb + rest of the question?

-Who did Macacha Güemes help in the Gaucho War?

Martín Güemes.
She helped her brother in the Gaucho War.
She helped her brother, her inspiration.

Who: Subject

Who + verb in the past + rest of the question?

-Who helped her brother in the Gaucho War?

Macacha Güemes.
Macacha Güemes did. She took an active part.
Macacha Güemes helped her brother in the Gaucho War.

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 Circle the right past form of these irregular verbs.

Infinitive form Column 1 Column 2 Column 3

learn leaned learnt leant

set set sat seten
be was/where was/were whas/where
have haven has had
hight fought frought fighten
meet meet mete met
bring bought brought brought

Questions with WHO: subject or object. Choose the correct option/s. Then,

answer the questions.

1. Who ……………. her articles to discuss gender inequalities?

did – was – used – use
Paula Manso did.
2. Who …………… one of the first women to have a medical degree?
was – became – did - become
……………………………………………………………………………………….
3. Who ………………. discrimination in a world for men?
did – was – suffer – suffered
……………………………………………………………………………………….
4. Who …………… Azucena Villaflor …………………to Plaza de Mayo with?
did – was – go – went
……………………………………………………………………………………….
5. Who ………………. Eva Perón ……………………?
did – was – help– helped
………………………………………………………………………………………
6. Who ………………. Macacha Güemes …………………… with?
did – was – fight - fought
……………………………………………………………………………………….

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 Focus on the answer and ask the missing questions.

1. Who did Martín Güemes Influence?

He influenced Macacha Güemes, he inspired her.
2. ……………………………………………………..……………………….……?
Julieta Lanteri did and she also got a degree in Medicine.
3. …………………………………………………………………………..……….?
The Conservatives in BA did. They did not accept her independence.
4. …………………………………………………………………….……………..?
Alicia Moreau, but her family came to Argentina when she was a girl.
5. ……………………………………………………………………………………?
She married Juan Perón.
6. …………………………………………………………………………………….?
According to these profiles, Julieta Lanteri, Alicia Moreau and Eva
Perón did.

Match the two columns. Focus on the sentence structure.

Escape Room

1. Julieta Lanteri was a. because she had all the requirements.

2. She was an activist b. in a car accident. The driver, a member of a right-wing

group, escaped.

3. She got a degree c. for women’s rights in Argentina.

4. She voted d. in Medicine.

5. She died e. the Electoral Law was amended.

f. born in Italy in 1873.

Why do you think the streets in Puerto Madero have women’s names?

a. To pay tribute to many Argentine women.

b. To redress the gender imbalance in Buenos Aires’ street names.
c. To make the invisible visible.

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 Read the information about the women below, choose one of them and

write her profile.

Juana Paula Manso Cecilia Grierson

-Buenos Aires, 1819 -Argentina, 1859

- a writer, a journalist, a teacher and a -first woman to get a medical degree in

precursor of feminism in Argentina, Uruguay Argentina
and Brazil
-suffer discrimination as a medical student
- set the basis for a radical change in
-feminist activist
education
-vice-president of Suffragist meeting in
-consider that students had to use
London.
information to create their own ideas
-establish a nursing school in 1891.
-use her articles to discuss gender
prejudices

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 Aimé Painé

-Argentina, 1943

-Argentine singer of Tehuelche and Mapuche

origin.

-grand-daughter of Tehuelche cacique

-present Mapuche culture to the world

Match the verb in the past
-denounce marginalization of indigenous
peoples in Argentina.

…………………………………………………………………………………………………………………………………………………………
-die at the age of 44
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………….. …………

Surf the net for a representative professional in your area and write her

biography. Include nationality date of birth and two main contributions if

possible.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………

Log in for more practice

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 Revise Part 1 and put the verbs in brackets in the correct tense: simple present

or past.
NOTICE: the simple present is generally used for the introduction to the story.
And the simple past is preferred when talking about the plot.

The story takes place 1(take place) in the United States in 2081. The main
characters …………………2 (be) George, Hazel and Harrison, their son. In this
society, everybody …………………3 (be) equal. Nobody …………………4 (be)
superior to anybody else. The Handicapper General and some government
agents …………………5 (control) the equality laws. Hazel …………………6 (be not)
very intelligent so she …………………7 (have not) a handicap. People with
average intelligence …………………8 (concentrate not). On the contrary,
George…………………9 (be) very intelligent so he …………………10 (have) a radio.
This device …………………11 (transmit) noises that …………………12 (interrupt)
George’s thoughts. Their son, Harrison, …………………13 (be) 14 years old but he
…………………14 (live not) with them. He …………………15 (be) in prison.

Now, listen and check your answers.

Why was Harrison in prison?

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Read and listen to Part 2

Hazel and George were watching ballerinas dance on TV. Hazel had been
crying, but she couldn’t remember why. She enjoyed the dancers’ performance
very much. For a few moments, George reflected on the dancers, who carried
weights to reduce their grace and who wore masks to conceal their beauty. They
had handicaps to prevent TV viewers from feeling bad about their appearances.
So, due to their handicaps, the dancers weren’t very good. A noise interrupted
George’s thought. Two of the dancers heard the noise, too; apparently, they were
smart and had to wear radios too.
Hazel said that she would like to hear the noises that the handicappers
created. George didn’t agree. She also said that if she were Handicapper
General, she would create chimes to use on Sundays. She thought it would
produce a religious effect. Hazel said she would be a good Handicapper General.
Before another noise interrupted him, George thought of his son, Harrison.
Hazel thought that George looked exhausted and told him to lie down and
rest his “handicap bag,” which was forty-seven pounds of weight in a bag and
locked around George’s neck. He said he hardly noticed the weight anymore.
Hazel suggested taking a few of the weights out of the bag. He said that if
everyone broke the law, society would return to its old competitive ways. Hazel
said she would hate that. A noise interrupted the conversation, and George
couldn’t remember what they were talking about.

Complete the following definitions with the words in the box.

carry (v.r) - weight (n) - wear (v. irr) - handicap (n) - prevent (v.r) - chime (n) -
hardly (adv)-

1. ……………: keep from happening.

2. ……………: take with you.
3. ……………: have something on your body as a piece of clothing, etc.

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 4. ……………: almost not
5. ……………: heavy object.
6. ……………: a bell sound.
7. ……………: a disadvantage that makes success more difficult.

Read Part 2 and tick the true sentences.

1. George and Hazel were watching ballet on TV.

2. She did not like it.
3. George knew why the ballerinas had handicaps.
4. Two ballerinas were as smart as George.
Multiple choice activity
5. Hazel was the Handicapper General.
6. Their society was not competitive in those days.
7. Hazel wanted to break the law, but she was not aware of it.
8. George did not have an average intelligence.

Match the handicaps with their function. There is an extra function.

Handicap Function
1. Masks a. To interrupt thoughts
2. Heavy bags b. To avoid a competitive society
3. Radios c. To make physical activity difficult
4. Handicaps in general d. To guarantee equality
e. To conceal beauty

Watch the film “2081” and write true or false in the following comparison:

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 Story Film
1. George and Hazel were watching ballet.
2. The ballerinas wore handicaps.
3. Hazel didn’t have any handicaps.
4. George had two handicaps: weights and radio.
5. George thought about Harrison.
6. Hazel wanted to be the Handicapper General.
7. George remembered when the policemen took Harrison
away.
8. Hazel was worried about George.
9. They thought it was a bad idea to remove the handicaps.

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 Unjumble the questions and complete the conversation.

1. agents – there - how many – government – are?

…………………………………………………………………………………………?
2. don’t – them – you – why – remove?
…………………………………………………………………………………………?
3. a – we – change – for – fight – can?
…………………………………………………………………………………………?
4. home – people – at – handicaps – wear – do – the?
…………………………………………………………………………………………?
5. crying - you – why – are?
…………………………………………………………………………………………?

George: ……………………………………………………………………………………...?
Hazel: I don’t remember why.
George: Yes, I know it’s difficult for you to remember. Oh, God! I’m so
exhausted.
Hazel: It’s the handicaps. ………………………………………………………………….?
George: We can’t break the law.
Hazel: …………………………………………………………….…………………………...?
George: I don’t think so. There are agents who enforce the equality laws.
Hazel: Well, but, …………………………………………………………………………….?
George: I don’t know. But they can see everything!
Hazel: …………………………………………………………………………………………?
George: Yes, it’s the law. I hope Harrison will make a difference in this world.

Log in for more practice.

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 Go back to M1 S4 and reflect on the answers to

questions 3, 4 and 5.

What do the answers show?

Do you think these are typical parts in an abstract?

The abstract internal structure

In a study of research abstracts within the field of applied linguistics, Swales

(1993)1 identified a pattern consisting of five moves. These moves constitute the
transitions between the different stages of the abstract, each fulfilling a
communicative purpose.

The background:
it situates the research.
The aim:
it presents the objective of the research.
The method:
it describes the methodology.
The results:
it summarises the results.
The conclusion:
it discusses and interprets the results.

This pattern highlights the transitions of the text. Not all stages will be found
in every abstract, and the order of the moves may vary. Still, this list of moves can
be used as a kind of template for abstract writing.

Focus on the title. Anticipate the content of the abstract.

1
Swales, J. (1990). Genre Analysis. English in Academic and Research Settings. Cambridge:
Cambridge University Press.

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 In pairs, read and check in which version the moves are well identified.

Abstract 3

Version 1
Female Authors under the Mask of a Male Pseudonym:
Some Approaches to Revealing Authors’ Gender

Throughout history, many female authors have published their works under male
pseudonyms due to societal and cultural constraints. This practice has led to a unique
challenge in literary studies: identifying the true gender of authors behind pseudonyms.
(BACKGROUND) This article aims to explore various approaches to uncovering the true
gender of authors who have written under male pseudonyms. (AIM)The study employs a
multi-faceted approach. Historical analysis is used to understand the cultural and societal
factors that compelled female authors to adopt male pseudonyms. Linguistic analysis
involves examining stylistic and thematic elements in texts to identify gendered writing
patterns. (METHOD) Historical analysis reveals recurring themes of gender discrimination
and the pursuit of literary credibility as primary reasons for the use of male pseudonyms
by female authors. Linguistic analysis identifies subtle differences in language use and
narrative focus that can suggest an author's gender. (RESULTS)This interdisciplinary
approach improves our understanding of gender in literature and promotes the
recognition of female authors’ contributions to literary history. (CONCLUSION)

Version 2
Female Authors under the Mask of a Male Pseudonym:
Some Approaches to Revealing Authors’ Gender

Throughout history, many female authors have published their works under male
pseudonyms due to societal and cultural constraints. (BACKGROUND) This practice has
led to a unique challenge in literary studies: identifying the true gender of authors behind
pseudonyms. This article aims to explore various approaches to uncovering the true
gender of authors who have written under male pseudonyms. (AIM) The study employs
a multi-faceted approach. (METHOD) Historical analysis is used to understand the cultural
and societal factors that compelled female authors to adopt male pseudonyms.
Linguistic analysis involves examining stylistic and thematic elements in texts to identify
gendered writing patterns. Historical analysis reveals recurring themes of gender
discrimination and the pursuit of literary credibility as primary reasons for the use of male
pseudonyms by female authors. Linguistic analysis identifies subtle differences in
language use and narrative focus that can suggest an author's gender. (RESULTS) This
interdisciplinary approach improves our understanding of gender in literature and
promotes the recognition of female authors’ contributions to literary history.
(CONCLUSION)

Could you conduct a similar study in our context? Why? Why not? Does the

last sentence describe our streetscape?

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 Abstract 4

Focus on the title and predict the content of the abstract.

Street Naming Practices: A Systematic Review of Studies

Abstract

Street names (odonyms) are an important part of city life and culture. This paper aims to
review the growing number of studies on how street names are chosen and what they
mean. We analyzed 121 academic articles from social sciences and humanities journals
found in the Scopus database. Our method involved examining these articles for patterns
in when and where they were written, the political and historical contexts they discussed,
the theories they used, and the research methods they followed. The results showed that
street naming studies are increasing over time, with specific regions being more active in
this research. Studies often focus on the political and historical reasons behind street
names and use various theories and methods to explore these topics. In conclusion, we
identified four main areas of street name research and suggested future directions for
further study

Keywords: Street names, street renaming, odonyms, place names.

Compare the structure of the titles of abstracts 3 and 4. Can you spot the

similarities?

A-3

Female Authors under the Mask of a Male Pseudonym: Some Approaches to

Revealing Authors’ Gender

A-4

Street naming practices: A systematic review of studies

……………………………………………………………………………………………………..

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 Read abstract 4, highlight the moves, and complete the following table.

Move 1 Move 2 Move 3 Move 4 Move 5

Name of
move
Number of
sentences

Abstract Moves

What conclusions can you make? Is there a connection between move and

number of sentences?
A M2 Integration
a. One move can sometimes take up more than one sentence, especially
when explaining complex methods or detailed results.
b. Each rhetorical move takes up just one sentence.

Log in for more practice.

Escape room: M2 Integration

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Expressing agreement and disagreement with your fellow student’s opinions.

Useful words to express your agreement:

I agree (with you/him/her/them). I think so.

I share your view. I really think so.

Useful words to express your disagreement:

I don't agree. I don't think so.

I disagree. I don't think that's quite right.

TIP TO IMPROVE YOUR SPEAKING

Reading is an important skill to improve
speaking. when learning a language. Reading
a few minutes every day will help you acquire
new vocabulary.

When giving opinion, we can also use connectors to make our ideas more fluent.
The conjunctions and, or, but, because, so join two parts of sentences and can
be used to give more information, show alternatives, contrast, reasons or results.
Think about the following idea: “At present, there’s gender bias in certain areas.”
Some possible ideas to support your opinion could be:

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Which argument do you agree with?

1. History books promote sexism.

a.
I agree with this idea. Books can perpetuate sexism when they omit women’s
contribution.

b.
I really think so. They have biased narratives because they do not talk about
important women.

c.
I don’t think that’s quite right. Women didn’t fight in wars.

2. Women in the past were not aware of sexism in society.

a.
I think so. Sexism was so deeply rooted that they did not notice it.

b.
I don’t agree. One example is the fight for women’s vote. They had unequal
treatment and they knew it.

c.
Women knew there was gender bias in society. For example, some
women writers concealed their identities and used male pennames.

3. Visibility of women’s names in street names is not important.

a.
The fact that women's names aren't visible on street signs is part of a larger
issue of misogyny in our society.

b.
I completely agree that the visibility of women's names on the street signs is not
important. I mean, it's all about going from point A to point B.

c.
I believe in gender equality, and everyone deserves equal representation.

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 4. The women in this module challenged the status quo.

a.
Of course, they did. They fought for equal rights. It was not easy for them.

b.
Lola Mora is an excellent example. She challenged the society of her time
and did what she wanted to do.

c.
I totally disagree. The roles of men and women in society have been
clear for centuries, these women just caused trouble.

Choose one of the following ideas and give your opinion. Be ready to agree

or disagree with a fellow student. Re-read the texts in this module to have ideas
to support your arguments. Use connectors to make your ideas more fluent.

1. At present, female authors don’t need to use a male pseudonym. But

there is gender bias in certain areas. For example, …
2. A clear example of inequality is the fight for women’s vote all around the
world.
3. In Harrison Bergeron, there is gender equality.
4. “What’s in a name? That which we call a rose by any other name would
smell just as sweet.”

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

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