Tripod

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II.-OBJECTIVES:
1) To give the students techniques to identify the types of description.
2) To provide the students techniques to identify the parts of an object or
structure considered as a whole.
III.-OVERVIEW:
1.-Definition of Description
2.-Types of description
3.-Physical description (Parts and the whole).
4.-Markers or connectors of physical description
IV.-DEVELOPMENT:
1.-Description (Definition)
A technical description rarely stands alone. It is usually part of a longer document
such as a formal report, users manual, or service manual. In any case, it has a distinct
purpose: to help the reader picture the object being described and understand its
functioning in some detail.
The reader may need this understanding for various reasons. The description may
help orient the technician before service or repair activity. The description may help the
non-technical reader who needs to use the object. Or it may help a reader understand the
object well enough to judge its practicability, as in the case of an operations manager
debating whether her/his company should manufacture a newly designed device.
A good approach to a formal technical description is to first provide a definition of
the object linked to an explanation of its function. But before you begin, decide how much
your audience already knows.
After an introduction to the object and its functions, go on to describe the overall
appearance of the object. Consider the factors involved in visualizing it: shape, size,
weight, materials used, spatial relationships, and the like.
To develop the readers understanding of the object, break it down into a list of
component parts next. These may be parts that go into actual assembly of the object, such
as the engine, transmission, and frame of a car; they may also be materials the object is
composed of, such as the inner and outer materials of a resistor or a silicon chip.
Following is a suggested general approach for writing the technical description
Definition (in terms of function)
Overall description (dimensions and appearance)
A list of component parts
Description of parts

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Relation of parts to the whole

2.-TYPES OF DESCRIPTION:
There are two types:
a.-Physical description
b.-Process description
A.- PHYSICAL OR STRUCTURE DESCRIPTION:
It explains the arrangement and shape of an object or mechanism in space. Such a
description may involve movement; complex motions are better handled with the process
description.
The main purpose of describing a mechanism is to make the audience see or
visualize the object and to give an impression of the appearance of the mechanism. The
appearance of the object is expressed by describing its shape, size, weight, color, texture
and material from which it is made.
In describing a mechanism, the writer should be familiar with mechanism itself so
that he can easily convey his message to the reader. His can use visual aids to help him
communicate his message.
Typically, the parts of mechanism description answer the following questions in order:

What is it?
What is its function?
What does it look like?
How does it work?
What are its principal parts?

Markers:
-

consist of
contain
is made up of
- is made of
- is / are attached to
- is/ are supported by
- attached
- Interlock
- is / are joined together by
wired to
Example A:

- located within
- mounted on
- is divided into
- is composed of
- detached from
- made of
- is joined to
- is connected to
- are components of

- is disconnected from
- is removed from
- is take out of
- is constituted of/ by
- is separated
- is / are the parts in
- compose
- constitute
- wound around :

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Known as Universal beams offer added strength as a result of their shape. The web is the
middle, vertical section and the flanges are the horizontal sides of the steel beams.
These beams are intended to hold a great deal of weight in a specific
direction. UBs utilized as a part of floors will hold more weight
vertically than a standard square beam, however are weaker against
sideways force and dont respond well to twisting. They are utilized as
a segment within floor framing and could be utilized with different
beams and joists where additional load-bearing is needed.
Example b: Parts of Trusses
Upper Chord - defines the top or a roof or bridge truss and helps
carry the weight of roofing materials or snow. Lower Chord - determines the distance the
truss can span (or reach across), and helps transfer the load carried by the truss to each end
of the bridge or building. Web Members - add bracing to the upper and lower chords.
They help keep the truss sturdy, help transfer the load to each end of the truss, and keep the
truss from twisting. They give the truss much of its strength. Gussets - thin pieces of
plywood or metal used to join the parts of a truss together.

Example C: Parts of a Column

A column is an upright pillar or post. Columns may support a roof or a beam, or they can be
purely decorative. A column has three main parts.

The base. Most columns rest on a round or square

base.
The shaft. The main part of the column, the shaft,
may be smooth, fluted (grooved), or
carved with designs.
The capital. The top of the column may be simple or
elaborately decorated. The capital of the
column supports the upper portion of a
building, called the entablature .

PRACTICAL CLASS
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EXERCISE I: WRITE THE NAME FOR EACH GIVEN PARTS IN FOLLOWING

FIGURES.
A.-The illustration shown on the right represents the essential elements of a modern
Building.
Parts:
Foundations: This is a structure (made,
mainly, of cement, iron and gravel ) that
transfers loads to the earth. The primary design
concerns are settlement and bearing capacity
Structure: This is comprised of pillars, beams
and tie-beams made of reinforced concrete or
iron
Floors and ceiling: Hollow tile are placed
between two tie-beams, later it is covered by a
layer of concrete. Floors are finished with floor
tiles or floorboard.
Exteriors walls: These are usually made by
two brick walls and an insulator layer (to avoid
the heat loss).
Windows: These provide a visual link between
internal space and the outside world. They are
very important to the mental health of the
people in the house. A small tie-beam is placed
above the window to bear the load of all bricks
situated over the window frame.
Roof. Its functions are to protect a building
from the weather and to retain the heat
generated inside. It is comprised of a wood or
iron structure, a thermal material such as
fiberglass and the last layer, the tiles or slates.
Internal walls. The primary function of
internal wall is to divide the overall space
within the house into smaller spaces. They are
made of brick, wood or plaster.

EXERCISE II:
CONCRETE
FRAME STRUCTURES
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Concrete frame structures are a very common - or perhaps the most common- type
of modern building. As the name suggests, this type of building consists of a frame or
skeleton of concrete.
Horizontal members of this frame are called beams, and vertical members are
called columns. Humans walk on flat planes of concrete called slabs. Of these, the column
is the most important, as it is the primary load-carrying element of the building. If you
damage a beam in a building, it will usually affect only one floor, but damage to a column
could bring down the entire building.
The concrete frame rests on foundations, which transfer the forces - from the
building and on the building - to the ground. Some other important components of concrete
frame structures are:
Shear Walls are important structural elements in high-rise buildings. Shear walls are
essentially very large columns - they could easily measure 400mm thick by 3m long making them appear like walls rather than columns. Their function in a building is to help
take care of horizontal forces on buildings like wind and earthquake loads. Normally,
buildings are subject to vertical loads - gravity. Shear walls also carry vertical loads. It is
important to understand that they only work for horizontal loads in one direction - the axis
of the long dimension of the wall. These are usually not required in low-rise structures.
Elevator Shafts are vertical boxes in which the elevators move up and down - normally
each elevator is enclosed in its own concrete box. These shafts are also very good structural
elements, helping to resist horizontal loads, and also carrying vertical loads
EXERCISE I: Write in the boxes the names of the different types of concrete frame
structures.

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Objective: To
and its parts of a

identify the whole

structure.

PARTS OF A

DOOR

1.-Not all doors are made equally and the parts of a door tell the tale. 2.-Interior doors
serve a purpose of dividing rooms or providing privacy in some cases. 3.-Entry doors, also

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called exterior doors, have a dual purpose. 4.-First, they provide insulation against the
outside elements, and second, they help keep dust and debris out of the house.
5.-Interior doors come in many varieties, sizes and styles. 6.-From the very simple
panel door to the ornate and decorative French door and everything in between. Interior
doors are very simple in construction and the door parts are basic.
EXERCISE I: Read the text and label the parts of the door in the following picture.
What follows is a list of the parts of a door on the inside (interior) of your home.
Jamb - Hinge Side
7.-The door is assembled inside a frame. 8.-The frame holds the door and is what
supports the weight of it as it hangs. 9.-The two vertical sides of the frame are called the
jambs. 10.-On the hinge side, we have the door jamb. 11.-This is where the hinges (we get
to those in a bit) attach to the framework. 12.-The door jamb has to be sturdy and strong to
support
the
hinges
and
the
entire
weight
of
the
door.
Jamb - Knob Side
13.-On the other side, where the doorknob/lever is located, we have what is called the
knob side jamb. 14.-This is where the locking mechanism will be located. 15.-The knob or
lever will be attached to the door itself and the latching mechanism will interact with the
knob side jamb. 16.-This jamb as well
needs to be strong as it will see a lot of
activity.
17.-The top and bottom portions of
the jamb assembly are supportive and
serve to help keep the hinge and door side
jambs square during installation. 18.-The
frame or jamb has to keep as close to
level as possible. 19.-Otherwise the door
will not open or close properly. It will
either drag the floor or be jammed on one
side.
The "STOP"
20.-In the center of the jamb is what
is called the stop. 21.-The stop marks the
place where the door will rest in the jamb
when closed. 22.-It is usually raised a bit
and may be weather stripped for sealing
purposes. 23.-This stop is typically the precise center of the door jamb assembly.

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The Door Panel

24.-Of course, there is the actual door itself. 23.-The door panel has a door knob hole
already cut into it so installing the door latch mechanism is a snap. 24.-The knob hole is
lined up with the spot in the jamb where the latch will come
through. 25.-This may take a bit of tweaking, but it is basically
just a small adjustment.
26.-Attaching the door panel to the jamb is the hinges. 28.Hinges allow the door to swing open and closed easily. 29.-The
basic hinge is made of two pieces of metal joined by a pin in the
center.
EXERCISE II: Mention all the different markers of Physical Description used in
this reading

EXERCISE III: RHETORICAL FUNCTIONS.

A.-COMPLETE THE FOLLOWING CHART.

No.Sent

FUNCTION

EXPLANATION
Elements:

COMPARISON

It is about:
Elements:
It is about:
READING NO. 2

BEAM
1.-A beam is a structural element that carries load primarily in bending (flexure). 2.Beams generally carry vertical gravitational forces but can also be used to carry horizontal
loads (i.e. loads due to a gust of wind or an earthquake). 3.-The loads carried by a beam are
transferred to columns, walls or girders which in turns transfer the force to adjacent
structural members.

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4.-Beams are characterized by their profile (the shape of their cross-section), their
length, and their material. 5.-In contemporary construction, beams are typically made of
steel, reinforced concrete, or wood. 6.-One of the most common types of steel beam is the
I-beam or wide-flange beam (also known as a "universal beam" or, for stouter sections, a
"universal column"). 7.-This is commonly used in steel-frame buildings and bridges. 8.Other common beam profiles are the C-channel, the
hollow
structural
section
beam, the
pipe,
and
the angle.
9.Beams are also described by how they are supported. 10.-Supports restrict lateral and/or
rotational movements so as to satisfy stability conditions as well as to limit the
deformations to a certain allowance. 11.-A simply supported beam is a type of beam that
has pinned support at one end and roller support at the other end. 12.-Depending on the
load applied, it undergoes shearing and bending. It is the one of the simplest structural
elements in existence. 13.-A cantilever beam is fixed at one end and free at other end. 14.An overhanging beam is a beam that has one or both end portions extending beyond its
supports. It may have any number of supports. 15.-If viewed in a different perspective, it
appears as if it is has the features of simply supported beam and cantilever beam. 16.-A
continuous beam has more than two supports distributed throughout its length. 17.-As the
name suggests, fixed beam is a type of beam whose both ends are fixed.
18.-Internally, beams experience compressive, tensile and shear stresses as a result
of the loads applied to them. 19.-Typically, under gravity loads, the original length of the
beam is slightly reduced to enclose a smaller radius arc at the top of the beam, resulting in
compression, while the same original beam length at the bottom of the beam is slightly
stretched to enclose a larger radius arc, and so is under tension. 20.-The same original
length of the middle of the beam, generally halfway between the top and bottom, is the
same as the radial arc of bending, and so it is under neither compression nor tension, and
defines the neutral axis (dotted line in the beam figure). 21.-Above the supports, the beam
is exposed to shear stress. 22.-There are some reinforced concrete beams in which the
concrete is entirely in compression with tensile forces taken by steel tendons. 23.-These
beams are known as prestressed concrete beams, and are fabricated to produce a
compression more than the expected tension under loading conditions.
EXERCISE I: AFTER READING THE TEXT, WRITE THE NAME FOR EACH
FIGURE.

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MODAL AUXILIARIES
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OBJECTIVES:
1.-To recognize the use and applications of Modal Auxiliaries through reading
comprehension.
2. -To write sentences using Modal Auxiliaries correctly
CONTENT:
1.-The Modal Auxiliaries. Introduction
1.1. Usage
1.2. Offers/Requests with Modal Verbs
1.3. Alternative Forms
2.-Examples and Exercises
DEVELOPMENT:
Modal Auxiliary Verbs
Modal verbs are verbs such as can, could, may, might, must, need not, shall/will,
should/ought to. They indicate ability, permission, etc. Modal verbs cannot be used in all
the tenses in English, so we need to know their alternative forms as well.
Max is 12 years old and wants to become a mechanic. He is going to take over his fathers
garage, so need not worry about his future.
Maxs father tells him every day that he must do what he is told and must not touch any
dangerous equipment.
Max can already change tyres, but he has to learn a lot more about cars. He should work in
the garage more often if he wants to be a good mechanic.
1.1.

Usage

Modal verbs are generally only used in the present tense

in English. In the third person singular, we dont add
an s.
Example:
He must do what he is told.
(not: he musts)

For negation, we dont need to add a helping verb.

Example:
Max need not worry about his future.

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Max must not touch any dangerous equipment.

need not = do not have to
must not = be not allowed to

Modal verbs are always used along with a full verb (except for short
answers and question tags). The full verb is added without to.
Example:
Max can change tyres. (not: Max can to change tyres.)

1.2.

Offers/Requests with Modal Verbs

When we ask questions or make requests, we can often choose between two modal verbs
with similar meanings. With these two forms we can choose to be polite or especially
polite/formal.
Normal Form

Polite Form

Example

can (ability)

could

Can you repair this flat tyre?

Could you repair this flat tyre?

can (permission)

may

Can we come in?

May we come in?

shall*

should

Shall he pick the car up tomorrow?

Should he pick the car up tomorrow?

will*

would

Will the car be ready tomorrow?

Would the car be ready tomorrow?

may

might

May I ask how much this costs?

Might I ask how much this costs?

*Will/Shall
We use will to make requests/ask somebody to do something. When we want to make a
suggestion using the interrogative form in the 1st person (I, we), we use shall.
Example:
Max, will you change that tyre?
Change the tyre, will you?
Shall I change that tyre?
1.3 Alternative Forms
If we want to indicate a situation in the past, we have to use the alternative forms instead of
the regular modal verbs.

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Maxs father took over the garage from his father. He did not have to worry about his future
either. Maxs father also had to learn a lot and had to do what he was told. He was not
allowed to touch dangerous equipment. He was expected to work in the garage often.
However, Maxs father was not as talented as Max and was not able to change tyres until he
was 15 years old.
List Modal Verbs and Alternative Forms
modal verb

alternative form

example sentence

must

to have to

Max must do what he is told.

His father also had to do what he was told.

must not

not to be allowed to

Max must not touch anything dangerous.

His father was not allowed to touch
anything dangerous.

can (ability)

to be able to

Max can already change tyres.

His father was not able to change tyres.

to be allowed to

Max can help in the garage at the age of

12.
Maxs father was allowed to help at the
age of 13.

not to have to

Max need not worry about his future.

Maxs father did not have to worry about
his future either.

to be supposed to/
to be expected to/to be
to

Max should work in the garage more

often.
Maxs father also was supposed to/was
expected to/was to work in the garage
often.

can
(permission)

need not

should/
ought to

Of course, we can also use the alternative forms in the present tense.
Example:
Max can change tyres. = Max is able to change tyres.

PRACTICAL CLASS
EXERCISE I: First, in the exercise SIDE A, choose the correct modal verb in the
present tense, in order to construct a text that makes sense. Then, replace the modal
verb in the sentences on the SIDE B with the correct alternative form in the past
tense.
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SIDE A
1.- Tom ___________ tidy his office today because he _________ find anything
anymore.
a.- can
a.-cannot
b.- need to
b.-need to
c.- must
c.- mustnot
2.-His boss tells Ton that he __________be tidier.
a.-need to
b.-ought
c.-can
3.-Otherwide he ________ work in his department anymore.
a.-cannot
b.-shall
c.-must
4.-When customers want information, he __________ be able to help them immediately.
a.-need not
b.-should
c.-can
5.-He _____________ keep them waiting.
a.-need to
b.-must
c.-can
6.- If he sorts the files now, he ___________ panic when a customer calls.
a.-must not
b.-cannot
c.-need to
7.- Instead, he _____________ help them immediately.
a.-can
b.-may
c.-should not
SIDE B
1. Tom ____________ tidy his office last month because he __________find
anything anymore.
2.

His boss told Tom that he __________ be tidier.

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3.

Otherwise, he ______________ work in his department in the future.

4. When customers wanted information, he _______________ be able to help them

immediately.
5. He ___________ to keep them.
6. As he had sorted the files that morning, he _____________ panic when a customer
called.
7. Instead, he ____________ help them immediately.

EXERCISE II: READ AND TRANSLATE THE UNDERLINED EXPRESSIONS BY

CONTEXT.

TECHNICAL REPORTING
1.-For the engineer, much of his communication is executed by reports. 2.-These
reports may be oral presentations in the form of technical talks or they may be written
presentations as technical reports. 3.-In either case, information must be presented in a
form so that the desired meaning can be understood.
4.-Since the objective of a report is to present information, it must be prepared
with the reader in mind. 5.-Clarity is therefore a prerequisite for a good report. 6.-A report
that uses rare words or uncommon foreign phrases may serve to point up the brilliance of
the author, but it may also discourage reader from attempting to unravel the meaning.
7.-A report should be prepared using words and phrases with which the reader will be
familiar.
8.-In addition to clarity, a report should state clearly and honestly the results
obtained. 9.-In the case of reporting on tests, frequently data are taken and the test
assembly is dismantled before the test results are available. 10.-Therefore, the tests cannot
always be rerun, and the data are usually used as recorded. 11.-If the results should turn
out to be less than desirable, as an engineer, you are obligated to report the facts completely
and honestly. 12.-Even though reporting the true facts may be distressing to the writer, an
honest statement will instill a feeling of confidence in the reader that the results are
trustworthy.
13.-In preparing reports, in general, only factual material should be covered.
14.-There is often a temptation to include irrelevant subjects, or personal opinions as part of
the factual material. 15.-In some cases, it may be desirable to give a personal opinion, but
such opinion should be identified clearly as a matter of judgment, and not as factual data.

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1.-_______________________________

2.-______________________________

3.-_______________________________

4.-______________________________

5.-_______________________________

6.______________________________

7.-_______________________________

8.______________________________

9.-_______________________________

10._____________________________

PROCESS
1.-To DESCRIPTION
know about process description by recognizing the different stages and

OBJECTIVES:

the markers which describe the sequences in a process.

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2.-To identify the steps of a process.

OVERVIEW:
1.-Description of Process (Definition)
2.-Connectors and expressions of process description (markers)
3.-Example Exercise.
1.-DESCRIPTION OF PROCESS:
A "process description" is defined as a general description of how a process
happens, step by step. It does not tell the reader what to do; rather, it describes how
something happens. Examples of process descriptions are any kind of manual, pamphlet,
or sheet describing how a type of machine works, how to conduct an experiment, how
to construct a dam, how to operate a machine how a human process works, or how
a type of event works. Process descriptions avoid giving commands, avoid using the
pronoun "you," and make use of the present tense.
Some key questions are:

What is it?
What is its function?
Where and when does it take place?
Who or what performs it?
How does it work?
What are its principal steps?

Process description includes sequence, instructions and procedure; however, only

instruct if you expect your reader to perform the process you describe. Try to keep separate
these two concepts: how to do something and How something occurs. The first calls
for instructions or procedures; the second for sequence
Example A:

MANUFACTURING PROCESS OF CEMENT

Limestone and clay are first crushed separately. They are then mixed together in the
required quantities and ground together finely. This grinding can be done either by the dry
or the wet process. Wet process is suitable if limestone and clay are soft. If the raw
materials are hard, dry process is preferred. Dry process is cost effective because fuel
consumption is less when the raw materials are burnt in a rotary kiln.

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Process

The clay is first washed with water in wash mill to remove the foreign materials.
Powdered lime is added to clay and the mixture is finely ground and homogenized.
The clay-lime slurry (40% water present) or the dry pulverized mixture (in the case
of dry process) is introduced into the upper end of the rotary kiln.
The rotary kiln is a brick-lined, inclined, steel rotating cylinder, 150 - 200 feet long
and 10 feet in diameter.
Water evaporates at the upper end of the kiln with the help of hot gases, in the wet
process.
The dry material gravitates down and comes into contact with a flame produced by
burning powdered coal.

Example b:

LAFARGE

Lafarge group is a large industrial company involved in quarrying and material production.
Lafarge is active in 76 countries and employees over 100,000 people. In 2008 620
aggregate quarries were in production worldwide, employing over 25,000 people. There are
122 cement plants which account for over 60% of the companys business and employ
almost 50,000 people. There are 1,325 concrete plants in the Lafarge group which employ
approximately 25,000 people and produce 44 million cubic metres of concrete per year.
Lafarge is one of the biggest companies in quarrying and cement production with over 19
billion Euros in sales last year.

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The Lafarge manufacturing process starts at the quarry mining and transporting the rock to
a crusher. This crusher breaks the rock into workable sizes for moving through the
secondary crushers. Properly sized material is separated by screens, while oversized rocks
take another run through the crusher. This material can then be shipped to the appropriate
plant for either concrete or asphalt production. Ready mix concrete material is stored in
bins until ready for shipping, then is quickly mixed and loaded into a cement truck. Asphalt
plants similarly take the material into temporary storage, then once ready for shipping mix
them and hot pump the mixture into trucks.

2.-CONNECTORS AND EXPRESSIONS OF PROCESS DESCRIPTION

(MARKERS).
-

Before: antes
first: primero
as soon as: tan pronto como
finally: finalmente
as: mientras, a medida
eventually; eventualmente
at this stage: en esta etapa
Third place, etc.
subsequently:subsecuentemente

- lastly: ultimamente
-second: Segundo
- during: durante
- following: siguiente
- to conclude: concluir
- next: proximo
- Mark the end of
- secondly
- firstly

PRACTICAL CLASS
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- while: mientras
- then: luego
- third: tercero
- when: cuando
- later: despus
- after: despus
- afterwards - meanwhile
- at this point

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EXERCISE I: READ AND ARRANGE THE SEQUENCE

OF THE FOLLOWING PROCESS, THEN LABEL EACH
FIGURE.

LIFE CYCLE OF NATURAL WOOD

___________The rough sawn boards are seasoned, a process whereby a large proportion of
the water content is removed. If the process called air seasoning is used, it can take
months before the boards are ready for the next stage. Alternatively, the boards can be kiln
dried. This requires energy and heat and is more expensive, although it takes a couple of
days.
____________The tree is harvested from a sustainable forest. Mechanization has led to the
development of equipment capable of cutting down hundreds of trees in a day.
____________MANUFACTURE - The seasoned boards, are used by manufacturers and
furniture makers, to construct products. Products range from windows and furniture to
electric guitars and boats.
____________The logs are transported to a sawmill and are broken down (sawn) into
boards. Every effort is made to reduce waste. Saw dust produced during this process is used
in the manufacture of chipboard and MDF.

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READING COMPREHENSION
READING NO. 1
OBJECTIVE: To identify the different steps or stages of the process given in a
passage.

HOW TO BUILD A STRAIGHT FORM FOR CONCRETE

1.-Building a straight form for concrete is fairly simple as long as the correct
techniques are used. 2.-The depth and width of the concrete placement determine the
bracing and forming material required.
3a.-Lay out the corner positions of the slab using stakes and string lines. 4.-A
builder's level is ideal for establishing the grade of the top of concrete, but an inexpensive
line level will give decent results on short spans.
5b.-Measure diagonally on square and rectangular slabs from corner to corner,
shifting parallel sides until the diagonal measurements are equal, while the lengths of the
sides remain the desired widths. 6.-For simple shapes and small size slabs, this "working
line" is sufficient, but for complex shapes and large critical layouts, "batter boards" should
be used so that the established building lines will be available to recheck layout as forming
progresses.
7c.-Place the form board starting at one corner alongside the string line, staking it
down about 1/8 inch from the line with sharpened wood stakes. 8.-The thickness of the slab
will determine the spacing of the stakes, as well as the nominal dimension of the forming
lumber. 9.-As an example, a 1X4 pine board is usually stiff enough to support a 4 inch
concrete placement (pour), where an 8 to 12 inch slab thickness will require 2 inch
dimension lumber of a width equal to the height. 10.-To insure ease of forming; select
straight, flat lumber with minimal knots at the lumberyard.
11d.-Stake 4 inch slabs a minimum of 32 inches on center, and deep enough to
firmly support the form, depending on the stability of the soil beneath the form. 12.-For
thicker slabs, decrease your stake spacing, a 12 inch slab will need to be staked no more
than 24 inches on center. 13.-Nail the forms to the stakes level with and almost touching the
string line
14e.-Pack the soil around the stakes to lean the form in or out if needed to align it
with the string line, and if it is necessary, place a gauge block to hold the string clear of the
form and gauge the form at frequent intervals to assure the form is straight.
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15.-Drive another row of stakes behind the form 2 to 3 feet for thicker slabs, and
nail a kicker, or 2x4 boards from the offset stake to the side of the stake nailed to the form
to keep it stable. 16.-When placing the concrete, you may want to restring each side to
make sure the weight of the concrete hasn't bowed the form, and these stakes can be
wedged out to correct any bows.
EXERCISE I: RHETORICAL FUNCTIONS.
A.-In sentence 6 there is a contrast and its elements are: _______________________ about
_____________________________________________________________________
B.- In sentence 8 there is a:

a.- Contrast
b.- Comparison
c.- Cause-Effect

Explain it:

C.- READ THE TEXT AND WRITE THE NUMBER OF THE STEP ( 1, 2 , 3,)
IN EACH PICTURE ACCORDING TO THE SEQUENCE OF THE READING.

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READING NO. 2
CONCRETE COLUMN
1.-Concrete columns are used for carrying loads of a building. 2.-They transfer the
same to a suitable soil bearing capacity. 3.-They carry loads horizontally, vertically and
laterally. 4.-They can be erected as free standing, used for hanging gates. 5.-Alternatively
they can be incorporated within the walls of a building structure. 6.-Concrete columns are
made from steel and concrete cast in a formwork. 7.-These are done in circular, rectangular
or square shapes.
8.-In erecting concrete columns the load to be
carried is considered. 9.-This determines the size of column
and type of reinforcement to use. 10.-The process of
erection commences by setting up a base. 11.-A pit is first
excavated to a suitable soil bearing capacity in depth. 12.Blinding to the pit is done to protect the soil touching the
steel reinforcements. 13.-When the base is cast, steel is
exposed. 14.-This reinforcement is used as starter bars for
the column.
15.-Formwork of the required column size is
formed first aside. 16.-The already tied steel is joined
together with the starter bars. 17.-This ensures the column
starts from the ground upwards. 18.-The steel should be
free from oils and rust. 19.-Use binding wire to tie together
all steel. 20.-Its important to cast concrete in lifts. 21.-This
should not exceed two thousand five hundred millimeters in
height. 22.-When the steel work is complete, then form
work assembly starts.
23.-The formwork for erecting a column is fixed by
opening the sides. 24.-Its then slid to have the steel inside
the box. 25.-Once the box is upright, the form work is then
fastened and supported on all sides. 26.-Concrete is then
poured and vibrated until it reaches the top of the box. 27.-It is left for seven days. 28.Curing is done from the top. 29.-After seven days the form work is then removed to expose
the cast column. 30.-This is continuously cured for another seven days.
VOCABULARY:
Standing:soporte
hanging gates:marcos colgantes
setting: colocar
formwork: formaleta
aside; a un lado, aparte
cast:moldes
Reinforcement:reforzamiento
rust: oxido
pit: hoyo
Upward:ascendente, hacia arriba
blinding: sellar
touching:tocar
Oil: lubricante, aceite
Fastn:asegurar
,
tied:atada
upright:vertical
height:altura
curing:curar
Sarter bar:varillas de espera
Slide:mover, deslizar

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EXERCISE II: FIND IN THE READING FOUR DIFFERENT DESCRIPTION

MARKERS OF PROCESS AND TRANSLATE THEM INTO
SPANISH

MARKER

TRANSLATION

1.- _______________________________

__________________________

2.- _______________________________

__________________________

3.- _______________________________

_________________________

4.-________________________________

__________________________

EXERCISE III: AFTER READING THE TEXT. COMPLETE THE CHART USING
NUMBER OF STEP AND ITS DESCRIPTION.
IN SPANISH.

STEP

DESCRIPTION

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