MODULE 2 KEY

Read the following quotes.

1. Do you agree with them? Are you familiar with them? Why? Why not? Answers
will vary.
2. Think of an adjective to describe them. Answers will vary.
oversimplistic – ironic – true – funny – bitter – sarcastic
3. In your opinion, which quote summarizes the content of the article below?

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

Read and complete the following text. Choose the most suitable option to
complete the text below and then check your quote selection.

1.
c. Female writers chose male pen names to be accepted in a patriarchal society.

2.

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 leading English
novelists of the 19th century.

4.
a. The Bell brothers were the Brontë sisters, who lived in the Victorian Era in England, a
time of prejudice.
 Circle the corresponding letter if the sentence is true, false or not in the text .

What is the phrase?

GENDER BIAS

Complete the following table with verbs from the text.

Irregular verbs: knew, chose, was/were, wrote, became, fought, began, met,
brought, thought, had, took, left.
Regular verbs: concealed, liked, married, discriminated, scandalised, included,
smoked, died, caused, encouraged, used, lived, explained, accepted.

Complete the following sentences with the verbs from the box.

2. were, 3. chose/ weren’t, 4. Wasn’t/ met, 5. didn’t take, 6. was, 7. did … conceal

Unjumble the following sentences and then match questions and answers.

1. born – George Eliot – where – was?

Where was George Eliot born?
2. Who did George Eliot marry? D
3. Why did the Brontë sisters publish with a male pen name? B
4. When did the Brontë sisters begin to write? E
5. When did George Sand die? A
6. Why was George Sand’s life unconventional? C

a. She died in 1876.

b. To be accepted in a patriarchal society.
c. For example, she had a love affair with Chopin.
d. She married George Henry Lewes.
e. They began to write at an early age.
f. She was born in England.
 7 Choose the correct answer/s and reflect on them.
1.
b. To conceal their identity.
c. To be accepted in a men’s world.

2.
b. Because she was a rebel.
c. To gain access to places where women couldn’t go.

3.
b. To avoid prejudice against female writers.
c. To ensure her works were taken seriously.

Complete the following biography with the verbs from the box.

1. was born, 2. was, 3. had, 4. wrote, 5. received, 6. became, 7. was, 8. died.

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

1. No, I didn’t.
2. Why did they conceal their identities?
3. B or C are possible.

4. Where were they all born?

5. I think so. They were all born during the Victorian Era.

By the way …
The genitive (The possessive case)

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

1. women’s work, 2. men’s clothing, 3. George Sand’s life, 4. Eliot’s novel, 5.

Eliot’s home, 6. Sand’s love affairs.
 Google them and complete the names in the corresponding picture.

a. M. Güemes b. P. Manso c. L. Mora

d. J. Lanteri e. A. Moreau f. E. Perón

Answer before reading.

Se resuelve al leer las biografías.

Circle the right past form of these irregular verbs.

set, was/were, had, fought, met, brought.

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

2. became, 3. did … consider, 4. did … help, 5. did … fight, 6. suffered.

Focus on the answer and ask the missing questions.

2. Who had a degree in Phramacology?
3. Who considered Lola Mora a prostitute?
4. Who was born in London?
5. Who did Eva Perón marry?
6. Who fought for women’s vote?
 Revise Part 1 and put the verbs in brackets in the correct tense: simple present
or past. Remember the simple present is generally used for the introduction to the
story. And the simple past is preferred when talking about the plot.

2. are, 3. was, 4. was, 5. controlled, 6. was not, 7. didn’t have, 8. didn’t

concentrate, 9. was,10. had, 11. transmitted, 12. interrupted, 13. was, 14.
didn’t live, 15. was.

Why was Harrison in prison?

Answers may vary:

He was strong and intelligent. The handicaps were not enough for him.

Complete the following definitions with the words in the box.

1. prevent, 2. carry, 3. wear, 4. hardly, 5. weight, 6. chime, 7. handicap.

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. 
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.

1. e, 2. c., 3. a., 4. d.

Watch the video and write true or false in the following comparison:

Text Film

1. George and Hazel were watching ballet. T T

2. The ballerinas wore handicaps. T T

3. Hazel didn’t have any handicaps. T T

4. George had two handicaps: weights and radio. T T

5. George thought about Harrison. T T

6. Hazel wanted to be the Handicapper General. T

7. George remembered when the policemen took Harrison T

away.

8. Hazel was worried about George. T T

9. They thought it was a bad idea to get rid of the handicaps. T T

Unjumble the questions and complete this imaginary conversation between

George and Hazel.

 1.
How many government agents are there?
2.
Why don’t you remove them?
3.
Can we fight for a change?
4.
Do people wear the handicaps at home?
5.
Why are you crying?

George: ………………5……………………………………………………………………...?
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. …………2……………………………………………………….?
George: We can’t break the law.
Hazel: …………………3………………………………………….…………………………...?
George: I don’t think so. There are agents who enforce the equality laws.
Hazel: Well, but, ………1…………………………………………………………………….?
George: I don’t know. But they can see everything!
Hazel: ……………………4……………………………………………………………………?
George: Yes, it’s the law. I hope Harrison will make a difference in this world.
Version 1

Gendering Urban Namescapes: The Gender Politics of Street Names in an Eastern

European City
Abstract

The gender relations of power embedded within the urban landscape and materialized
in street nomenclature remain an underexplored topic in place-name studies (BACKGROUND).
This paper situates the gendered spaces of street names within the broader investigation
of identity politics played out in the public space. Drawing on scholarship from “critical
toponymies”, this article diachronically examines the gender patterning of urban
nomenclature in a city from Eastern Europe (Sibiu, formerly Hermannstadt, Romania) (AIM).
For this purpose, a dataset was compiled from the entire street nomenclature of the city
across seven successive historical periods, from 1875 to 2020 (n = 2,766) (METHOD). The
statistical analyses performed on this dataset revealed a “masculine default” as a
structuring principle underpinning Sibiu’s urban namescape for the two centuries
investigated (RESULTS). As this analysis demonstrates, contrary to the overall democratization
of the Romanian post-socialist society, Sibiu’s streetscape continues to tell a patriarchal
story informed by hegemonic masculinity (CONCLUSION).

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

last sentence describe our streetscape?

It’s possible to conduct a similar study and the conclusions would probably be
the same.

Abstract 4

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

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

A-3
Gendering Urban Namescapes: The Gender Politics of Street Names in an Eastern
European City
A-4

Street naming practices: A systematic review of urban toponymic scholarship

The general topic is presented before the colon, and then the specific perspective
follows it.

Read abstract 4 and complete the following table.

Move 1 Move 2 Move 3 Move 4 Move 5

Name of Background Aim Method Results Conclusion

move
Number of 1 2 The first part The last part 1
sentences of of
sentence 4 sentence 4

What conclusions can you make? What is the connection between move and
number of sentences?

Moves may take 1 or more sentences. In one sentence, there may be more than
one move.