Licence Professionnel Gnie civil Construction

ENGLISH MODULE

Goals :
To provide learners with basic training in English, through general and field-based
content (civil engineering, construction materials, eco-materials,
By the end of the course, students will be able to:
-

To practice and use basic key grammar points

To answer ( by writing) questions through Reading comprehension texts
To write argumentative essays on topics related to civil engineering, construction
materials, eco-materials

Prerequisites : Basic English

Instructions : In order to take this course, students will need

Internet connection, and access to printing devices to make
copies of assignments

Author
Daouda SANGUISSO

Date of creation
April 2011

Table of content
I. General grammar revision
I.1.
Tenses
I.1.1. Simple tenses
I.1.2. Progressive tenses
I.1.3. Perfect tenses
I.1.4. Perfect progressive tenses
I.2.
Future with WILL and GOING TO
I.2.1. Future with WILL
I.2.2. Future with GOING TO
I.3.

Modal Verbs

I.3.1. Can
I.3.2. May
I.3.3. Should
I.4.

Articles

I.4.1. A
I.4.2. AN
I.4.3. THE
I.5.

Comparatives

I.5.1. One syllable adjectives

I.5.2. Two-syllable adjectives ending in y
I.5.3. Two, three or more syllable adjectives
I.6.

Superlatives

I.6.1. One syllable adjectives

I.6.2. Two, three or more syllable adjectives
I.6.3. Two syllable adjectives ending n y
I.7.
I.7.1.
I.7.2.
I.7.3.
I.7.4.

Adverbs of frequency
Adverbs in the middle of the sentence
Adverbs after the verb
Adverb position for several verbs
Adverbs in questions and negative form

II. Reading comprehension

II.1.
II.2.

What is Reading comprehension

Reading comprehension methods

II.2.1. Method 1
II.2.2. Method 2
II.2.3. Method 3
III. Writing : Argumentative essay writing
III.1.
III.2.

Definition
How to write an argumentative essay

III.2.1. Step 1
III.2.2. Step 2
III.2.3. Step 3
III.2.4. Step 4
III.2.5. Step 5
III.3. The Introduction
III.3.1. Situation introduction
III.3.2. Opinion introduction
III.3.3. Examples of introduction
III.4.

The Body

III.4.1. The Topic sentence

III.4.2. Arguments, reasons
III.4.3. Examples, explanation, supporting ideas
III.5.

The Conclusion

III.5.1. Vocabulary
III.5.2. Examples
IV. General learning activities
Reading activities ( texts)
IV.1.
IV.1.1. Road Foundation
IV.1.2. Consequences of Urbanization
IV.1.3. Sustainable Construction in Developing Countries
IV.2.
Writing activities
IV.2.1. Topic 1
IV.2.2. Topic 2
IV.2.3. Topic 3
IV.2.4. Topic 4

Key Words
Basic Grammar, Civil Engineering, Construction, Building Materials, Eco-materials, Argumentative Writing
Methodology

Introduction
The professional and international environment is influenced by English language. Indeed,
every aspect of our daily professional life requires some command (average or perfect) of
English.
Working in particular in the domain of Civil Engineering and Construction, requires an
acceptable mastery of this international language.
The purpose of this course is to help learners acquire some of this basic vocabulary, the short
term aim being to equip them with the necessary background for further self-training and
development.
To reach this goal, the English course has been designed into three parts
-

General revision of some key grammar points: this part of the course is made of
seven key grammatical pointed followed by multiple choice questions (MCQ) that
learners are invited to practice in order to acquire the basics of the language. This
activity is not graded

Reading Comprehension: This part is made of a number of texts related to the field
of Water and Sanitation, as well as Environment. Learners have to read those texts and
answer various comprehension questions. This activity is mandatory and will be
graded.

Argumentative Essay Writing: The Writing section is aimed at initiating learners to

the art of critical writing. It is of a set of guidelines on the techniques for writing an
argumentative essay, and two activities for learners to perform. The two essay writing
tasks are mandatory. This activity is mandatory and will be graded.

Chapter 1: General grammar revision

Objectives : By the end of this chapter, earners will be able to:
- To revise seven (7) basic grammar points
- To practice those grammar points through MCQ questions

Activity: Learners read the different grammar points listed in the course. Then, they practice
them through a set of MCQ questions ( 70)
NB: the MCQ practice will not be graded!

Introduction
I.1. VERB TENSE
Verb tense is divided into:
1. The Simple Tenses
2. The progressive tenses
3. The perfect tenses
4. The perfect progressive tenses
I.1.1. THE SIMMPLE TENSES
TENSES

SIMPLE PRESENT

SIMPLE PAST

SIMPLE FUTURE

EXAMPLES
(a) It snows in Aalska
(b) Tom watches television
everyday

(c) It snowed yesterday

(d) Tom watched television
last night
(e) It will snow tomorrow
It is going to snow
tomorrow
(f) Tom will watch television
tonight
Tom is going to watch
television tonight

I.1.2. THE PROGRESSIVE TENSES

MEANING
In general, the simple
present expresses events or
situations that exist always,
usually, habitually ; they
exist now, have existed in
the past and will probably
exist in the future
At one particular time in
the past, these actions
happened. They began and
ended in the past
At one particular time in the
future , these actions will
happen

Form: Be + ING
Meaning: The progressive tenses give the idea that an action is in progress during a particular
time. These tenses say that an action begin before, is in progress, and continues after another
time or action.
TENSES

EXAMPLES

PRESENT
PROGRESSIVE
(a) Tom is sleeping right now

PAST PROGRESSIVE
(b) Tom was sleeping when I
arrived

(c) Tom will be sleeping

when we arrive
FUTURE
PROGRESSIVE

MEANING
Tom went to sleep at a
given time tonight and he is
still in bed. His sleep began
in the past, is in progress at
the present time, and
probably will continue
Tom went to sleep at A0:00
last night. I arrived at
11:00. He was still was still
asleep. His sleep began
before and was in progress
at a particular time in the
past. It continued after I
arrived
Tom will go to sleep at
10:00 tomorrow night. We
will arrive at 11:00. The
action of sleeping will
began before we arrive, and
it will be in progress at a
particular

1.1.3 THE PERFECT TENSES

Form: Have + past participle
Meaning: the perfect tenses all give the idea that one thing happens before another time or
event.
TENSES
EXAMPLES
MEANING
(a) Tom has already eaten
Tom finished eating
sometimes before now.
PRSENT PERFECT
The exact time is not
important
(b) Tom had already eaten
First Tom finished eating.
when his friend arrived
Later his friend arrived.
Toms eating was
PAST PERFECT
completely finished
before another time in the
past.
(c) tom will already have
First Tom will finish
eaten when his friend
eating. Later his friend
arrives
will arrive. Toms eating
FUTURE PERFECT
will be completely
finished before another
time in the future

I.1.4. THE PERFECT PROGRESSIVE TENSES

Form: Have + Been + ING

Meaning: The perfect progressive tenses give the idea that one event is in progress
immediately before, up to, until another time or event. These tenses are used to express the
duration of the first event.
TENSES
PRESENT PERFECT
PROGRESSIVE

EXAMPLES
(a) Tom has been studying for
two hours

PAST PERFECT
PROGRESSIVE

(b) Tom had been studying for

two hours before his friend
came

FUTURE PERFECT
PROGRESSIVE

(c) Tom will have been

studying for two hours by
the time his friend arrives

MEANING
Event in progress: studying
When? Before now, up to
now
How long? For two hours
Event in progress: studying
When? Before now, up to
now
How long? For two hours
Event in progress: studying
When? Before another
event in the past
How long? For two hours

I.2. FUTURE WITH WILL OR GOING TO

I.2.1. Future with '' WILL
The future with 'Will' is used in a variety of situations discussing the future. Use the following
forms with 'will'. Notice that 'will' or 'won't' is used for ALL subjects.
Positive
Subject + will + base form of verb + object(s)
Negative
Subject + will + not + base form of verb + object(s)
Question
(Question Word) + Will + subject + base form of verb?
Used for spontaneous decisions. Spontaneous decisions are decisions made AT the moment of
speaking.
Examples
Jack's hungry. I'll make her a sandwich.
That's difficult! I'll help you with the problem.
Used for predictions:

Examples

It will snow tomorrow.

She won't win the game.
Used for scheduled public events
Examples
The concert will begin at 8 o'clock.
When will the train leave?
The class won't start next week.
Used for promises
Examples
Will you marry me?
I'll help you with your homework after class.
I.2.2. Future with 'Going to'
The future with 'going to' is used to speak about future intentions or plans made before the
present moment. Use the following forms with 'going to'.
Positive
Subject + to be + going to + base form of verb + object(s)
Negative
Subject + to be + not + going to + base form of verb + object(s)
Question
(Question Word) + to be + subject + going to + base form of verb?
Examples
We are going to study French next semester.
Where are you going to stay in France?
She isn't going to take a vacation this year.
Used for planned decisions. Planned decisions are decisions made BEFORE the moment of
speaking.
Examples
I'm going to study Languages at university next year.
We're going to stay at the Hilton in New York next week.
Used for predicting an action that you see is about to happen:

Examples
Watch out! You're going to hit that car!
Look at those clouds. It's going to rain.
Used for future intentions:
Examples
I'm going to be a policeman when I grow up.
Katherine is going to study English when she goes to University.

I.3. MODAL VERBS (CAN, MAY, SHOULD)

Modals are verbs that modify other verbs. The most common modals are:
Can
Should
Must
May
Note that all subjects take the same form of the modal.
Positive
Subject + Modal + Base Form of Verb + Objects
Examples
He can play the piano.
I must leave soon.
Negative
Subject + Modal + Not + Base Form of Verb + Objects
Examples
They can't visit next week.
You shouldn't go to that film.
Question
Modal + Subject + Base Form of Verb + Objects
Examples
Can you help me?
What should I do?
Giving Advice with Should

'Should' is used when asking for or giving advice. It is also used when asking for suggestions.
Examples
I think you should see a doctor.
What type of job should I get?
Expressing Ability with Can
'Can' is used to speak abilities.
Examples
He can speak Japanese.
Can you play golf?
Asking for Permission with May
'May' is used to ask for permission.
Examples
May I help you?
May I visit you this afternoon?
NOTE: In spoken English, 'Can I ...?' is often used instead of 'May I ...?'

I.4. ARTICLES: THE /A /AN

1.4.1. A
A = indefinite article (not a specific object, one of a number of the same objects) with
consonants
She has a dog.
I work in a factory.
1.4.2. AN
AN = indefinite article (not a specific object, one of a number of the same objects) with
vowels (a,e,i,o,u)
Can I have an apple?
She is an English teacher.

1.4.3. THE

THE = definite article (a specific object that both the person speaking and the listener know)
The car over there is fast.
The teacher is very good, isn't he?

The first time you speak of something use "a or an", the next time you repeat that
object use "the".
I live in a house. The house is quite old and has four bedrooms.
I ate in a Chinese restaurant. The restaurant was very good.
DO NOT use an article with countries, states, counties or provinces, lakes and
mountains except when the country is a collection of states such as "The United
States".
He lives in Washington near Mount Rainier.
They live in northern British Columbia.
Use an article with bodies of water, oceans and seas My country borders on the Pacific Ocean
DO NOT use an article when you are speaking about things in general
I like Russian tea.
She likes reading books.
DO NOT use an article when you are speaking about meals, places, and transport
He has breakfast at home.
I go to university.
He comes to work by taxi.

I.5. COMPARATIVES
We use the comparative and superlative form to compare and contrast different objects in
English. Use the comparative form to show the difference between two objects. Example:
New York is more exciting than Seattle. Use the superlative form when speaking about three
or more objects to show which object is 'the most' of something. Example: New York is the
most exciting city in the USA.
Here is a chart showing how to construct the comparative form in English. Notice in the
example sentences that we use 'than' to compare the two objects:
I.5.1. One Syllable Adjectives
Add '-er' to end of the adjective (Note: double the final consonant if preceded by a vowel)
remove the 'y' from the adjective and add 'ier'
Example: cheap - cheaper / hot - hotter / high - higher
Example Sentences
Yesterday was hotter than today.
This book is cheaper than that book.

I.5.2. Two Syllable Adjectives Ending in '-y'

Example: happy - happier / funny - funnier

Example Sentences
I am happier than you.
That joke was funnier than his joke.
I.5.3. Two, Three or More Syllable Adjectives
Place 'more' before the adjective
Example: interesting - more interesting / difficult - more difficult
Example Sentences
London is more expensive than Madrid.
This test is more difficult than the last test.
IMPORTANT EXCEPTIONS
There are some important exceptions to these rules. Here are two of the most important
exceptions:
Good

good - adjective
better - comparative

Example sentences
This book is better than that one.
I am better at tennis than my sister.
Bad

bad - adjective
worse - comparative

Example Sentences
His French is worse than mine.
His singing is worse than Tom's.
I.6. SUPERLATIVES
Here is a chart showing how to construct the superlative form in English:

I.6.1 One Syllable Adjectives

place 'the' before the adjective and add '-est' to end of the adjective (Note: double the final
consonant if preceded by a vowel)
Example: cheap - the cheapest / hot - the hottest / high - the highest
Example Sentences
Today is the hottest day of the summer.
This book is the cheapest I can find.
I.6.2. Two, Three or More Syllable Adjectives
Place 'the most' before the adjective
Example: interesting - the most interesting / difficult - the most difficult
Example sentences
London is the most expensive city in England.
That is the most beautiful painting here.
I.6.3. Two Syllable Adjectives Ending in '-y' place 'the' before the adjective and remove the
'y' from the adjective and add 'iest'
Example: happy - the happiest / funny - the funniest
Example Sentences
New York is the noisiest city in the USA.
He is the most important person I know.
IMPORTANT EXCEPTIONS
There are some important exceptions to these rules. Here are two of the most important
exceptions:
Good

good - adjective
the best - superlative

Example Sentences
Peter is the best golf player in the school.
This is the best school in the city.

Bad

bad - adjective
the worst - superlative

Example sentences
Jane is the worst student in the class.
This is the worst day of my life.

I.7. ADVERBS OF FREQUENCY (Usually, Sometimes, Never)

Use adverbs of frequency to say how often you do something. Adverbs of frequency are often
used with the present simple because they indicate repeated or routine activities.
For example, They often go out for dinner.
Adverbs of frequency include (from most often to least often):
Always; usually; often; sometimes; occasionally; seldom; rarely; never

1.7.1 Adverb in the middle of the sentence

If the sentence has one verb (e.g. no auxiliary verb) put the adverb in the middle of the
sentence after the subject and before the verb.
Examples
Tom usually goes to work by car.
Janet never flies. She always goes by bus.
1.7.2. Adverbs after the verb
Adverbs of frequency come after the verb 'be':
Examples
I am never late for work.
Peter is often at school.
1.7.3. Adverbs position for several verbs
If the sentence has more than one verb (e.g. auxiliary verb), put the adverb of frequency
before the main verb.

Examples

I can never remember anything!

They have often visited Rome.
1.7.4. Adverbs in questions or negative form
When using adverbs of frequency in the question or negative form, put the adverb of
frequency before the main verb.
Examples
She doesn't often visit Europe.
Do you usually get up early?

Learning activities
NB: This grammar MCQ practice is for learners to practice the grammar points studied. It
will not be graded
MCQ TENSES
N

He _____ his English at the

moment.

What ______ this afternoon?

Would you like to see a film?

_____ Russian? I can only speak

English.

does study

Sorry! Try again

studies

Sorry! Try again

is studying

Correct! Well done

do you do

Sorry! Try again

is you doing

Sorry! Try again

are you doing

Correct! Well done

Are you speaking

Sorry! Try again

Do you speak
Are you speak

Correct! Well done.

Sorry! Try again

did
have

Correct! Well done.

Sorry! Try again

had

Sorry! Try again

was been

Sorry! Try again

is being

Sorry! Try again

has been

Correct! Well done.

had already started

Correct! Well done.

When _____ you arrive last night?

4

Mike ____ in Paris for three years

5

The movie_____ when the guests

arrived

Anna ______ when her mother

comes

How long _____ in your present

job?

has already started

Sorry! Try again

was already starting

Sorry! Try again

will already eat

Sorry! Try again

will have already eaten

Correct! Well done.

will already eating

Sorry! Try again

did you work

Sorry! Try again

have you worked

Correct! Well done

do you work

Sorry! Try again

has snowed

Sorry! Try again

snows

Correct! Well done

Is snowing

Sorry! Try again

didn't go

Correct! Well done

hasn't gone

Correct! Well done

didn't went

Sorry! Try again

Will you attend

.
Sorry! Try again

Are you going to attend

Correct! Well done

Attending you

Sorry! Try again

am making

Sorry! Try again

will make

Correct! Well done.

am going to make

Sorry! Try again

will rain

Sorry! Try again

rains
is going to rain

Sorry! Try again

Correct! Well done.

It _______ in this part of the world

in December

She _____ on vacation last year.

10

MCQ WIIL OR GOING TO

____ college next year?

1

I'm hungry. - Just a moment. I

_____ you a sandwich!

Look at those clouds! It _____.

3

We _____ have a party next

Saturday.

I think _____ soon

will

Sorry! Try again

Are going to

Correct! Well done.

are

Sorry! Try again

I will go home

Correct! Well done.

I am going to go home

Sorry! Try again

I go home

Sorry! Try again

will meet

Sorry! Try again

is going to meet

Sorry! Try again

am going to meet

Correct! Well done.

is going to come
will come

Sorry! Try again

Correct! Well done

comes

Sorry! Try again

will study
is going to study

Sorry! Try again

Correct! Well done

will studying

Sorry! Try again

are you going to

Correct! Well done

will you

Sorry! Try again

do you

Sorry! Try again

Correct! Well done

I _____ with Tom later this week.

Do you think he _____ later today?

7

She _____ French at University.

8

When _____ finish your

homework?

will be
10

Do you think the future _____

better?

MCQ MODAL VERBS

is

Sorry! Try again

going to be

Sorry! Try again

I can't _____ tennis very well.

to play

. Sorry! Try again

play

Correct! Well done!

play

Sorry! Try again

can come

Correct! Well done.

can comes

Sorry! Try again.

cans come

Sorry! Try again

Can come I
Do I can come

Sorry! Try again

Sorry! Try again

Can I come

Correct! Well done.

She _____ tomorrow.

2

___ with you to the party?

3

Sorry! Try again

should'nt spend
4

She _____ so much time playing

video games.

shouldn't spend

Correct! Well done.

shouldn't spends

Sorry! Try again

do
can
should

Sorry! Try again

Sorry! Try again
Correct! Well done.

do

Sorry! Try again

should

Sorry! Try again

can

Correct! Well done.

Speak up! I _____ understand you.

don't
can't
shouldn't

Sorry! Try again

Correct! Well done.
Sorry! Try again

I think you _____ visit a doctor.

shoulds
should
can

Sorry! Try again

Correct! Well done
Sorry! Try again

may

Correct! Well done

should

Sorry! Try again

mays

Sorry! Try again

May

Sorry! Try again

What _____ I buy him for his

birthday?
5

How much _____ you afford?

You ____ use this chair if you want

9

______ I call the mechanic now?

10

Should

Correct! Well done

Shoulds

Sorry! Try again

the

Sorry! Try again

Correct! Well done

an

Sorry! Try again

The

Correct! Well done.

Sorry! Try again.

An

Sorry! Try again

the

Sorry! Try again

Sorry! Try again

an

Correct! Well done.

the

Sorry! Try again

Correct! Well done.

an

Sorry! Try again

the

Correct! Well done.

Sorry! Try again

an

Sorry! Try again

the

Sorry! Try again

Correct! Well done.

an

Sorry! Try again

the

Correct! Well done.

Sorry! Try again

an

Sorry! Try again

the

Sorry! Try again

MCQ ARTICLES THE/A/AN

We stayed in ___ hotel near the city

center.

____ book was written by Jane

Anders.

I had ____ exciting vacation in

Spain.

He bought ____ new car last

weekend.

My father is ____ director of this

company.

I live in ____ house in Smallville.

_____ hotel I'm at is on the other

side of town.
7

Is there ____ hospital near here?

Correct! Well done

an

Sorry! Try again

The

Correct! Well done

Sorry! Try again

An
the

Sorry! Try again

Correct! Well done.

Sorry! Try again

an

Correct! Well done

good

. Sorry! Try again

the best

Sorry! Try again

better

Correct! Well done

funny

Sorry! Try again.

funnier

Correct! Well done.

More funny

Sorry! Try again

difficult

Correct! Well done.

more difficult

Sorry! Try again

difficulter

Sorry! Try again

expensiver

Sorry! Try again

more expensive

Correct! Well done.

the most expensive

Sorry! Try again

hoter

Sorry! Try again

hotter

Correct! Well done.

more hot

Sorry! Try again

_____ students will soon arrive.

9

10

I think that is _____ intelligent

choice.

MCQ COMPARATIVES
N

Tom plays golf ______ than Harry.

1

I am hungry My father is ______

than your father!

This week's test is as ______ as last

week's test.

New York is ______ than Portland.

4

Today is ______ than yesterday.

5

Jane isn't as _____ as Peter.

My father was much _____ than his

competitors.

smarter

Sorry! Try again

smart

Correct! Well done

more smart

Sorry! Try again

intelligenter
more intelligent
intelligent

Sorry! Try again

Correct! Well done.
Sorry! Try again

coldder
more cold

Sorry! Try again

Sorry! Try again

colder

Correct! Well done

happier

Correct! Well done

happy

Sorry! Try again

more happy
bad

Sorry! Try again

Correct! Well done.

worse

Correct! Well done

badder

Sorry! Try again

most beautiful

. Sorry! Try again

the most beautiful

Correct! Well done

the beautifullest

Sorry! Try again.

fastest
the most fast

Sorry! Try again.

Sorry! Try again

the fastest

Correct! Well done.

the most funny

Sorry! Try again

Correct! Well done.

The weather in Toronto is much

_____ than in San Diego.

I think I was _____ last year than

this year.

This book is _____ than yours.

10

MCQ SUPERLATIVES

Beethoven composed _______

music in the world.

Tom is ______ boy in our class.

2

That is _____ joke I have ever

heard!
3

the funniest
most funny

Sorry! Try again

Sorry! Try again

the most good

the gooodest

Sorry! Try again

the best

Correct! Well done

This cake is ______ I have ever

eaten.
Sorry! Try again

The Royal Hotel is _____ from the

city center.

the most far

the furthest
the further
the crazy

That is _____ idea I've ever heard!

the craziest

Correct! Well done

the most crazy

Sorry! Try again

the worse
the worst
worst

Sorry! Try again

Correct! Well done.
Sorry! Try again

the goodest
best

Sorry! Try again

Sorry! Try again

the best

Correct! Well done

the expensivest
the most expensive
the expensive

Sorry! Try again

Correct! Well done
Sorry! Try again

the funnest
the funniest
the most funniest

Correct! Well done.

Correct! Well done
Sorry! Try again

get up usually
usually get up
get usually up

. Sorry! Try again

Correct! Well done
Sorry! Try again

never is
is never

Sorry! Try again.

Correct! Well done.

doesn't usually

Correct! Well done.

Sorry! Try again

She was ______ player at the table.

Correct! Well done.

Sorry! Try again
Sorry! Try again

10

I think she's ______ cook in the

world.

That was ______ present on the

table.

Your joke was _____ of the

evening.

MCQ ADVERBS OF FREQUENCY

N
I ______ early on Saturdays.
1

She ______ late for work.!

2

Peter _____ work so late.

3

doesn't never
usually doesn't

Sorry! Try again

Often you travel

Sorry! Try again

______ for work?

Often do you travel

Do you often travel

Sorry! Try again

Correct! Well done

usually you do
usually do you do
do you usually do

Sorry! Try again

Sorry! Try again
Correct! Well done.

often is

Sorry! Try again

are often

Sorry! Try again

is often

Correct! Well done

goes sometimes
does sometime go

Sorry! Try again

Sorry! Try again
Correct! Well done

4
When _____ your homework?
5

She _____ late for class.

My friend Jane _____ to concerts

on Saturday evenings.
7

sometimes goes
am rarely
I _____ in the city on Sundays.

rarely am
rarely are

Correct! Well done

Sorry! Try again
Sorry! Try again
Sorry! Try again

When do you _____ get up for

work?

always
ever
usually
don't travel sometimes

Sorry! Try again

Correct! Well done
Correct! Well done.

I _____ for work.

travel sometimes

Sorry! Try again

sometimes travel

Correct! Well done

10

Chapter 2 : Reading comprehension

Objectives : learners will be able to:
-

to identify basic techniques of a reading comprehension text

Read several texts and answer various types of questions

Activities
Learners read a document providing tips for a successful Reading comprehension, and then
apply them to three different texts.

II. Reading Comprehension

II.1.

What is Reading Comprehension

The ability for students to read and understand a document (letter, report, advertisement) is
an important part in learning a language. Indeed, the learners, most of whom are French
speakers, will come across various types of texts which they will have to interpret.
There are many reasons why getting learners to read English texts is an important part of their
learning process. Many of them want to be able to read texts in English either for their
careers, for further study purposes or simply for pleasure.
Reading is useful for other purposes too: any exposure to English is a good thing for language
students. At least, some of the language sticks in their minds as part of the process of
language acquisition.
Reading texts also provides good models for English writing. When we teach the skills of
writing, we will need to show students models of what we are encouraging them to do.
Reading texts also provides opportunities to study language: vocabulary, grammar,
punctuation, and the way we consider sentence, paragraphs and texts. Lastly, good reading
texts can introduce interesting topics, stimulate discussion, excite imaginative responses and
be the springboard for fascinating lessons.
The purpose of this document is to provide learners with some basic techniques/methods to
consider while performing a reading Comprehension activity.

II.2.

Reading comprehension methods

There are many methods suggested for successful reading comprehension

II.2.1. Method 1
Go through questions
Read passage
Answer questions
Advantage: You know what you need to look for in the passage
Disadvantage:
It is possible that you will have concentrated so much on remembering the questions that
you cannot give the passage the same attention and at the end, you might not have read
between the lines. Mostly, CAT passages aren't direct, so it is important to keep the whole
topic in mind while answering questions.
II.2.2. Method 2
Read Passage
Read Questions and Answer Questions
Advantage: You get the essence of the passage because you aren't reading the questions
Disadvantage: You might need to go through the whole passage again, several times while
answering the questions as you sometimes need to locate authors/people/dates/phrases
etc
II.2.3. Method 3

Skim through questions for important/striking words.

Here, you shouldn't read the whole question or even try to make sense of anything in it. Just
look for the following in the questions
Go through passage and underline all the words that seem to match what you have just
read and any other words you find difficult to comprehend or which you feel might be
necessary.
Write down the exact topic which each paragraph is talking about.
Write in big letters the main objective of the whole paragraph.
Go through the questions and answer the questions.

Chapter 3 : Argumentative essay writing

Objectives : learners will be able
- to identify the main parts of an argumentative essay
- to identify basic techniques for writing argumentative essays
- to write two complete argumentative essay compositions

Activities:
Learners go through the different steps and techniques of argumentative essay writing. Then, they are given
the opportunity to write compositions based on a specific topic.

III. WRITING: Argumentative essay writing

III.1. Definition
The argumentative essay is a genre of writing that requires the student to investigate a topic,
collect, generate, and evaluate evidence, and establish a position on the topic in a concise
manner.
The function of an argumentative essay is to show that your assertion (opinion, theory, and
hypothesis) about some phenomenon or phenomena is correct or more truthful than others'
In this kind of essay, we not only give information but also present an argument with the
PROS (supporting ideas) and CONS (opposing ideas) of an argumentative issue. We should
clearly take our stand and write as if we are trying to persuade an opposing audience to adopt
new beliefs or behavior. The primary objective is to persuade people to change beliefs that
many of them do not want to change.
Example of argumentative essay topic:
Do you agree OR disagree with the following statement: Plastic bags should be banned
How to Write an Argument Essay
There are five main steps.
III.1.1. Step 1: Read the essay
Read the question. Decide what kind of essay it is - opinion, compare/contrast, problem and
solution, cause and effect, or a mixture. The type of question will decide the layout and your
ideas.
III.1.2. Step 2: Underline
Underline key vocabulary in the question and write words with the same or related meaning.
This will really save you a lot of time later on. It will also help to avoid repetition of words,
and will show that you understand the question.

III.1.3. Step 3: Get Ideas

Decide if you are for or against the idea. Usually it is best to give both sides (for and against one paragraph each) and then to give your opinion in the conclusion. However there are other
ways of laying out your essay.

III.1.4. Step 4: Decide Layout

You should decide on a layout. The easiest is 3773. That means four paragraphs: introduction
(3 sentences) one side (7 sentences), the other side (7 sentences) and the conclusion (3
sentences). This will give you 20 sentences. An average of about 12 words each, that is 240
words.
III.1.5. Step 5: Write
After you have written your plan, write your essay. Follow the steps below for writing the
introduction, body, and conclusion.
III.2.

THE INTRODUCTION

The Introduction opens the essay. It is a short paragraph - usually about THREE sentences.
In an argument essay, it usually describes or summarizes both sides of the present situation
and says what you are going to do in your essay.
One easy way to write the introduction for an argument essay is to write THREE sentences:
- two about the topic
- one thesis sentence
You can write either Situation or Opinion introductions. There's not much difference between
them.
III.2.1. Situation Introductions
Write two sentences to describe the two sides of the present situation. The third sentence the Thesis sentence - will describe what you are going do in your essay.
Example:
Topic: Does Aid to poor countries work?
Sentence 1: For the last fifty years, poor countries have been receiving huge sums of money
from rich donor countries
Sentence 2: Some of this money has improved lives, while much of it has disappeared.
Sentence 3 (thesis): In this essay, I will discuss some arguments for and against foreign aid
III.2.2. Opinion Introductions
In this kind you give two opposite opinions in the first two sentences. The third sentence says
what you are going to do.
Example:
Topic: Does Space exploration benefit mankind?
Sentence FOR: Space, for many people, really is the final frontier. They are excited by the
exploration and potential of space.
Sentence AGAINST: However, not everyone agrees that this money is well-spent. Many
people feel that we should solve problems here on earth before beginning our journey in
space.

Sentence 3 (Thesis): This essay will look at some of the arguments FOR and AGAINST
space exploration
III.2.3. Examples of introduction
Is Money a Good Motivator?
This page has six different introductions to the above topic. As you look at them, try to decide
if they are opinion or situation openings. Also look at the thesis sentences, and guess if the
writer agrees or disagrees.
Introduction 1
Money makes the world go round, and nowhere is this more true than in the workplace.
Employers know that money is one of the best motivators. However, are bonuses or cash
awards always the best way to reward employees? In this essay, I will look at some of the
arguments for cash as a reward.
Introduction 2
Many people argue that cash incentives are an unfair means of motivating employees. Others
love the simple, practical, down-to-earth gift of money for a job well done. I feel that while
there are some circumstances where money is the best recognition for extra work, there are
other times it is inappropriate.
Introduction 3
People are motivated by different things. Some employees have financial goals, others have
professional goals, and others have personal goals. The same incentives cannot work for all.
This essay outlines some of the reasons why cash is not always a suitable motivator for
excellent employees.
Introduction 4
The primary reason why people have to work is because of money. Employers know this, and
many companies reward good employees with bonuses and cash rewards. In this essay, I will
show that most people are motivated by money, and cash is a fair and effective way for
management to show appreciation to hardworking staff.
III.3.

THE BODY

The Body is the main part of the essay. In an argument essay, it is divided into two or three
paragraphs, giving your opinion and reasons.
Having paragraphs shows that you have (probably) put related ideas together.
Here's what you need to have in a paragraph.

Topic Sentence

Argument or Reason 1
Example, Explanation, or supporting detail

Argument or Reason 2
Example, Explanation, or supporting detail

Argument or Reason 3
Example, Explanation, or supporting detail

Paragraph summary (optional)

Let's look at an example.

Is Education being devalued?
Topic Sentence

People have several arguments against the need for degrees.

Argument or Reason 1

They say that having so many graduates devalues a degree.

Example, Explanation, or
supporting detail

People lose respect for the degree holder.

Argument or Reason 2

It is also claimed that education has become a rat race,...

Example, Explanation, or
supporting detail

...since graduates have to compete for jobs even after years

of studying.

Argument or Reason 3

Another point is that studying for such a long time leads to

learners becoming inflexible.

Example, Explanation, or
supporting detail

By that I mean that they know a lot about one narrow

subject, but are unable to apply their skills.

Example, Explanation, or
supporting detail (You can
have one, two, or even more of
these for every idea)

Employers, on the other hand, prefer more flexible and

adaptable workers.

People have several arguments against the need for degrees. They say that having so many
graduates devalues a degree. People lose respect for the degree holder. It is also claimed that
education has become a rat race, since graduates have to compete for jobs even after years of
studying. Another point is that studying for such a long time leads to learners becoming
inflexible. By that I mean that they know a lot about one narrow subject, but are unable to
apply their skills. Employers, on the other hand, prefer more flexible and adaptable workers.
III.4.

THE CONCLUSION

The conclusion is the end of the essay. It is the last part of the essay and it is the part that the
reader may remember most. It should be clear and avoid confusing the reader.
The reader expects the conclusion to do some or all of the following
- rephrase the question
- summarize the main ideas
- give your opinion, if you haven't given it already
- look to the future (say what will happen if the situation continues or changes)
The reader DOES NOT expect new information in the conclusion. Never add a new idea just
because you have thought of it at the end!
You must do all of this in just three or four sentences!
III.4.1. Vocabulary
Vocabulary is Important
The conclusion is very similar to the introduction. However, you should avoid repeating the
same words. This is why a few minutes spent at the start of the exam writing down synonyms
(words with the same meaning) and related words is very helpful.

III.4.2. Examples of Conclusion

Should we test products on animals?
I agree that we need to make sure that animals that are used for testing new products have the
minimum of suffering. However, I am convinced that animal testing is necessary, and that it
will continue to benefit humans in new and wonderful ways.
Should we beat children?
In conclusion, physical punishment can be a useful method of discipline. However it should be
the last choice for parents. If we want to build a world with less violence we must begin at
home, and we must teach our children to be responsible.
Is education important?
In conclusion, although there are undoubtedly some problems with increased levels of
education, I feel strongly that the country can only progress if all its people are educated to
the maximum of their ability.
Who are the better parents - men or women?
I think this is not an either/or question. Both men and women have strengths and skills that
are important for children's psychological growth. We need to ensure that both parents play
an important role in the family in order to give children a good start in life.

Learning activity
NB: this activity is just for practice! It can be sent to the tutor for correction, but will not be
taken into account as a grade
Now that we know what to include in argumentative essay writing, let us try to write an
essay for the topic: After selecting one of the four (4) introductions proposed above, write the
BODY and CONCLUSION for the following topic:
Is Money a Good Motivator?

IV. GENERAL LEARNING ACTIVITIES

NB: The following activities are mandatory. They will be done as team assignments, and collected by
the tutor for correction.

IV.1.

ACTIVITY 1: READING COMPREHENSION

NB: The reading assignments are team works

InternationalInstituteforWaterand
EnvironmentalEngineering
LicenceprofessionnelL3GCC
CivilEngineering(construction)

TEXT1:ROADFOUNDATION

Readthefollowingtext.Thenanswerthequestions

Inplanningaroad,extensivepreliminarysurveysmustbeconductedtodeterminethe
preciselineoftheroad,thequantityofearthtobemoved,andthequantityofsurfacing
materialthatwillbeneeded.Asecondobjectiveofthesurveyswillbetotakesamplesof
thedifferentsoilsencounteredatdifferentdepthsbyboring,inordertodecideifthey
aresuitableforuseoriftheymustbereplacedbyimportedsoil.Thisisveryimportant
becausevarioustypesofsoilhavepropertieswhichresultinlowbearingcapacity.

Failuresinroadsurfacesareusuallyduetoinsufficientpreparationandcompactionof
thesubgrade,thatis,thesoilonwhichthesurfaceoftheroadislaid.Certainsoils,such
as clay or peat, are unstable, either because they are impermeable or because they
cannot be properly compacted. It is sometimes possible to stabilise some soils with
cement,butinmostcasesitwillbenecessarytoexcavatethesoiltoacertaindepthand
replace it by a suitable granular soil. The most suitable subgrade soils are gravel or
sand.

Mechanicalexcavationismadebyavarietyofmachines,includingtheshovelanddrag
lineexcavator.Thetypeofmachineusedwilldependonhowdeepacutisrequiredand
howaccessiblethecutis.Afterthesoilhasbeenexcavatedtotheappropriatedepthand
filled,itiscompactedbyarolleruntilitisfirm.Afterthis,asubbaseislaidoverthesub
gradesoiltostrengthenitandensurethatthetrafficloadwillbedistributedcorrectly
over the foundation. The subbase is normally composed of granular material and will
vary in depth according to the nature of the subgrade and also according to what
thicknessofconcreteistobelaidaboveit.

It is essential that the subbase should be compacted to a uniform density, since the
densityofasoilisrelatedtoitsbearingcapacity.Thecompactedsoilisthenrecovered
with tar, or with rolls of waterproof paper, with the objective of preventing liquid
cementfromtheconcretebasefromseepingintoit.

Vocabulary

Surveys:tudes,enqutes
Samples:chantillons
Depths:profondeur
Thickness:paisseur
Strengthen:renforcer
Toseep:sinfiltrer

QUESTIONS

1 Whyarepreliminarysurveysimportantinplanningaroad?

2 Howcanunstablesoilsbestabilized?
3 Whatisthesubbasegenerallymadeof?Canyoulistafewexamples?

4 Inyourownwords,definewhatthebearingcapacityofasoilis.

InternationalInstituteforWaterand
EnvironmentalEngineering
LicenceprofessionnelL3GCC
CivilEngineering(construction)

TEXT2:ConsequencesofUrbanization
Citiesdrawmigrantswiththepromiseofhigherlivingstandards.Cityresidentshave
greateraccesstohealthcare,moreemploymentandopportunityandaccesstomore
socialandculturalevents.

Foralltherelativeadvantagesofcitylife,however,widespreadpovertycastsashadow
overtheurbanfuture.Avastnumberofpeopleinurbanareasarethreatenedby
homelessness,healthhazardsandviolenceamongotherthings.Thesemayaffecta
portionoftheurbanpopulationdirectly,buttheirindirecteffectsarefeltbythewhole
society.

Residentsofurbanareasareatriskfrompollutionandotherhealthhazards.Pollution
fromcars,theburningoffossilfuelsandindustrycausesillnessessuchasrespiratory
infectionsandleadpoisoning.

Homelessnessisagrowingproblemincitiesallovertheworld.Inaddition,thereisthe
problemofpoorhousing.Estimatesoftheworld'shomelesspopulationplusthoseliving
inpoorhousingcanreachafigureof1billionpeople.Peoplewhoarehomelessorlivein
poorhousingareconstantlythreatenedbyillnessesandhaveamuchlowerlife
expectancythanotherportionsofthepopulation.


Crimeandviolenceareother,specificallyurban,problemsthatarenotlimitedtoone
regionoftheworldalone.Urbanviolencehasbeengrowingbyabout3to5percenta
yearoverthelasttwodecades.Povertyandsocialdisintegrationarecitedasthecauses
ofurbancrimeandviolence.

Thesearenotproblemsthatmustexistsimplybecausecitiesexist.Theyareoftenthe
resultsofpoorincomedistribution(afewpeoplewithhighincomes,manypeoplewith
lowincomes)andbadpolicy.Theycanbeovercomeandinmanyplacestheyhavebeen
overcome.

QUESTIONS
1. Whataresomeoftheproblemsthathaveemergedascitieshavegrown?Canyou
citesomeproblemsthatarenotmentionedhere?
2. Whoismostaffectedbyseriousurbanproblems?
3. Whatproblemsarisefrompoorhousingconditions?
4. Takeoneoftheproblemsandcomeupwithwaysinwhichthesituationcouldbe
improved.WhatcanYOUdotohelp?
InternationalInstituteforWaterand
EnvironmentalEngineering
LicenceprofessionnelL3GCC
CivilEngineering(construction)

TEXT3:SUSTAINABLECONSTRUCTIONINDEVELOPINGCOUNTRIES

Allbuildings,includinghouses,hospitals,schools,officesandfactories,andotherforms
ofconstructionsuchascivilengineeringincludinginfrastructure,mustbedesigned,
built,maintainedandadaptedinwayswhichmeetthemanyandchangingneedsof
society.Theymustprovideenvironmentsinwhichpeopleliveandworkenjoyablyand
efficientlyandwhichencourageworkingandsocialcommunitiestoflourish.

Duetotherapidrateofurbanizationexperiencedindevelopingcountriesandthe
increasingpressuresonwhatareoftenlimitedresources,thereisgreaturgencytomake
sustainableinterventionsnow,whilethesebuiltenvironmentsarebeingcreated,rather
thantryingtochangethingsafterthefact.Thereisnodoubtthatlargescale
developmentisneededtoaddressissuessuchasadequatehousing,rapidurbanization
andlackofinfrastructure.Thedevelopingworldcaneitherchoosetoblindlyfollowthe
modellaiddownbythedevelopednations,oritcanchoosetooptforamoresustainable
modelofdevelopment.

Sustainabledevelopmentisunderstoodasanintegrativeprocessofmaintaininga
dynamicbalancebetweentheneedsanddemandsofpeopleforequity,prosperityand
qualityoflife.Thesustainabilityofsettlementsisamultidimensionalproblem,dealing
notonlywithsettlementdimensions,butalsowithspatialcharacteristics,geographical
location,environmentalconditions,economicviability,institutionalabilityand
structure,humandevelopment,socialrelationships,andlocalvaluesandaspirations.

Sustainableconstructionimpliesnotonlynewenvironmentallyorientatedconstruction
designs,butalsonewenvironmentallyfriendlyoperationandmaintenanceprocedures.
Theconceptofsustainableconstructionnowtranscendsenvironmentalsustainabilityto
embraceeconomicandsocialsustainability,whichemphasizespossiblevalueaddition
tothequalityoflifeofindividualsandcommunities.Hence,thesetofcriteriathatcanbe
usedtoidentifywhetherasettlementcanbedeclaredsustainableornotincludes:

Thephysicalstructure;howthesettlementsitswithinthenaturalenvironmentand
thereforerespondstothetopography;thespatialrelationshipbetweenthedifferent
partsofthecity;andtheformofthebuiltenvironment.

Theutilizationpatternswhichareformedbythewaythesettlementusesitsresources
andwhicharedescribedbytheinfrastructureandservicesprovided.

Thesocialpatterns;howpeoplelive,learn,andworkintheirsettlement,andthe
opportunitiesprovidedbythesettlementformeetingthesesocialneeds.

Theoperationalpatterns;howthesettlementfunctionsandismanaged.

QUESTIONS
1. Inyourownwords,definesustainableconstruction
2. Accordingtoyou,howcanCivilEngineeringcontributetoamoresustainable
modelofdevelopment
3. Listthree(3)consequencesofrapidurbandevelopment
4. Sustainableconstructionmeansusingbuildingmaterialsthatare
environmentallyfriendly.Listthree(3)environmentallyfriendlybuilding
materialsthatarepopularlyusednowadays
5. Accordingtothetext,howcanthesustainabilityofasettlementbetested?

IV.2.

ACTIVITY 2: WRITING: (Argumentative essay writing)

Based on the guidelines on ARGUMENTATIVE ESSAY WRITING, learners write

argumentative essays on specific topics
Instructions: In your respective team, choose TWO (2) of the topics below and write an
argumentative Essay about them.
Writing criteria
Number of lines: 20-25
Font size: 12
Line space: 1.5
Topic 1:
Should building materials that are not environmentally friendly be prohibited? Use specific
reasons and details to support your answer.

Topic 2
Are you FOR or AGAINST the Polluter Pays Principle? Use specific reasons and details to
support your answer.
Topic 3:
Do you agree or disagree with the following assertion: Climate Change is a natural
phenomenon. It is not caused by human beings behavior Use specific reasons and details
to support your answer.
Topic 4:
Are you FOR or AGAINST cutting trees to build dams or other infrastructures? Use specific
reasons and details to support your answer.

NB: These two assignments will be conducted as team works

.

BIBLIOGRAPHY

1. Understanding and using English grammar, third edition, Betty S. Azar

2. NORTHSTAR, Basic/Low Intermediate, Second edition, Longman,
Natasha Haugnes and Beth Maher
3. Longman Introductory course for the TOEFL test, Deborah Phillips
4. How to Teach English, Jeremy Harmer, Longman
WEBOGRAPHY
Grammar
http://esl.about.com/od/beginningenglish/ig/Basic-English/index.01.htm
Reading
http://catathon.learnhub.com/lesson/12874-reading-comprehension-techniques

http://science.jrank.org/pages/7301/Water.html
http://www.explainthatstuff.com/waterpollution.html
http://news.bbc.co.uk/2/hi/africa/454926.stm
http://www.epa.gov/region9/water/recycling/brochure.pdf
Writing
1. http://www.writefix.com/argument/
2. http://essayinfo.com/essays/argumentative_essay.php
3. http://owl.english.purdue.edu/owl/resource/685/05/
4. http://www.goodessaytopics.com/argumentative-essay-topics.html
Additional online resources
Grammar practice: http://www.better-english.com/grammar.htm
Grammar practice: http://www.usingenglish.com/quizzes/
Online dictionary: www.wordreference.com:
Translation software: www.freetranslation.com
Free English Tests: http://www.e-anglais.com/tests/index.html
Free Listening Tests: http://www.esl-lab.com/