PROFESSOR: M.

KOUMBEM

Class general objectives

L’étudiant doit être capable à l’issue de ce module de :

_ Pouvoir lire et comprendre des notices d’utilisation de leurs matériels de travail.
_Comprendre et utiliser les expressions simples de langue anglaise visant à gérer les situations
professionnelles liées à la topographie.
_Pouvoir utiliser tout document technique lié à l’activité du géomètre-topographe

Programm
I. REVISION
A) The titles ; Nobility titles
B) Debate on current subjects
C) Irregular verbs
D) Grammar : Since – For – Ago

II. COMPREHENSION SKILLS :

A) Construction activities
B) Usefull vocabulary related to computer
C) List of terms or words related to the road
D) Surveying equipements and how to use them ( one or two egs)
E) Tests on essay writing ( groups’ works)
Subject A : Covid 19
Democracy on African countries

III. HOW TO PRESENT A SPEECH OR COMMUNICATION IN ENGLISH

A) The pre-rechearches on the chosen topic
B) The plan
C) The qualities of a good speech/presentation
D) Final and solely-written test

Addressed public:
 Surveyors, Architects, Urbanists, Technicians, Drivers, Exploitants, Leaders, Financials,
administrative staff.

I. REVISION

A) Titles = les titres

Sir = Sr : Monsieur. It is vaguely used for respect. Eg : Thank yous Sir – Good morning Sir
Mister (+ Name) = Mr (+ Name): Monsieur ; eg : Mr Tanga
Mrs (+ Name): Madame (+ Nom) ; eg : Mrs BOUDA/ZONGO Wampoko or simply Mrs BOUDA
Misses = Miss: Madémoiselle, démoiselle; eg : Miss Pougbila
Madam : Madame. Madam is vaguely used for respect. Eg : See you Madam
Lady : Madame. Lady is used to honor a maried or unmaried woman ; eg Lady Smith, Lady ……..
Ladies and Gentlemen : Mesdames et Monsieurs
Dear : Cher/chère ; eg : Dear friend
Titles of nobilities : les titres de noblesse
Lord : Seigneur ; eg : Lord Jesus
Landlord : Seigneur de terre, proprietaire
Queen : Reine ; eg : Queen Elisabeth the 2nd
King : roi
His Majesty : Sa majesté ; eg : His Majesty King Arthur The 1st
His Majesty The King of Mogho
His Eminence : Son Eminence
His Excellence : Excellence
Pope : Pape

B) Current subjects: Speeking Skill.

Debate subject A: Do you think that the alarming situation of Covid in Africa and more
specically in Burkina Faso is so worthy to close the fronteers? Jsutify your point of view

Debate subject B: What do you think about health care policies mainly
focused on anti Covid 19 vaccin addressed to African countries ? Specific case of
Burkina Faso
 C) Irregular verbs

Conjugation : LIST OF THE IRREGULAR VERBS IN ENGLISH:

demeurer: to abide [prétérit: abode, participe passé: abode].
se lever: to arise [prétérit: arose, participe passé: arisen].
éveiller: to awake [prétérit: awoke, participe passé: awoke ou awaked].
être: to be [prétérit: was, were, participe passé: been].
porter: to bear [prétérit: bore, participe passé: borne].
battre: to beat [prétérit: beat, participe passé: beaten].
devenir: to become [prétérit: became, participe passé: become].
survenir: to befall [prétérit: befell, participe passé: befallen].
engendrer: to beget [prétérit: begot, participe passé: begotten].
commencer: to begin [prétérit: began, participe passé: begun].
contempler: to behold [prétérit: beheld, participe passé: beheld].
courber: to bend [prétérit: bent, participe passé: bent].
priver de: to bereave [prétérit: bereaved ou bereft, participe passé: bereaved ou bereft].
supplier: to beseech [prétérit: besought ou beseeched, participe passé: besought ou beseeched].
enjamber: to bestride [prétérit: bestrode ou bestrid, participe passé: bestridden ou bestrid].
ordonner: to bid [prétérit: bade, participe passé: bidden ou bid].
endurer: to bide [prétérit: bode ou bided, participe passé: bided].
lier: to bind [prétérit: bound, participe passé: bound].
mordre: to bite [prétérit: bit, participe passé: bitten].
saigner: to bleed [prétérit: bled, participe passé: bled].
souffler: to blow [prétérit: blew, participe passé: blown].
casser: to break [prétérit: broke, participe passé: broken].
élever: to breed [prétérit: bred, participe passé: bred].
apporter: to bring [prétérit: brought, participe passé: brought].
construire: to build [prétérit: built ou builded, participe passé: built ou builded].
brûler: to burn [prétérit: burnt ou burned, participe passé: burnt ou burned].
éclater: to burst [prétérit: burst, participe passé: burst].
acheter: to buy [prétérit: bought, participe passé: bought].
jeter: to cast [prétérit: cast, participe passé: cast].
pouvoir: can [prétérit: could, participe passé: been able].
attraper: to catch [prétérit: caught, participe passé: caught].
gronder: to chide [prétérit: chid, participe passé: chidden ou chid].
choisir: to choose [prétérit: chose, participe passé: chosen].
fendre: to cleave [prétérit: cleft ou clove, participe passé: cleft ou cloven].
s'attacher: to cleave [prétérit: cleaved ou clave, participe passé: cleaved].
s'accrocher: to cling [prétérit: clung, participe passé: clung].
vêtir: to clothe [prétérit: clothed ou clad, participe passé: clothed ou clad].
venir: to come [prétérit: came, participe passé: come].
coûter: to cost [prétérit: cost, participe passé: cost].
ramper: to creep [prétérit: crept, participe passé: crept].
chanter: to crow [prétérit: crowed ou crew, participe passé: crowed].
couper: to cut [prétérit: cut, participe passé: cut].
oser: to dare [prétérit: dared ou durst, participe passé: dared].
distribuer: to deal [prétérit: dealt ou dealed, participe passé: dealt ou dealed].
creuser: to dig [prétérit: dug ou digged, participe passé: dug ou digged].
faire: to do [prétérit: did, participe passé: done].
tirer, dessiner: to draw [prétérit: drew, participe passé: drawn].
rêver: to dream [prétérit: dreamt ou dreamed, participe passé: dreamt ou dreamed].
boire: to drink [prétérit: drank ou drunk, participe passé: drunk ou drunken].
conduire: to drive [prétérit: drove, participe passé: driven].
demeurer: to dwell [prétérit: dwelt, participe passé: dwelt ou dwelled].
manger: to eat [prétérit: ate, participe passé: eaten].
tomber: to fall [prétérit: fell, participe passé: fallen].
nourrir: to feed [prétérit: fed, participe passé: fed].
sentir: to feel [prétérit: felt, participe passé: felt].
combattre: to fight [prétérit: fought, participe passé: fought].
trouver: to find [prétérit: found, participe passé: found].
fuir: to flee [prétérit: fled, participe passé: fled].
lancer: to fling [prétérit: flung, participe passé: flung].
voler: to fly [prétérit: flew, participe passé: flown].
s'abstenir: to forbear [prétérit: forbore, participe passé: forborne].
interdire: to forbid [prétérit: forbade ou forbad, participe passé: forbidden ou forbid].
prévoir: to foresee [prétérit: foresaw, participe passé: foreseen].
oublier: to forget [prétérit: forgot, participe passé: forgotten ou forgot].
pardonner: to forgive [prétérit: forgave, participe passé: forgiven].
abandonner: to forsake [prétérit: forsook, participe passé: forsaken].
geler: to freeze [prétérit: froze, participe passé: frozen].
châtrer: to geld [prétérit: gelded ou gelt, participe passé: gelded ou gelt].
obtenir: to get [prétérit: got ou gat, participe passé: got ou gotten].
dorer: to gild [prétérit: gilt, participe passé: gilt].
ceindre: to gird [prétérit: girded ou girt, participe passé: girded ou girt].
donner: to give [prétérit: gave, participe passé: given].
aller: to go [prétérit: went, participe passé: gone].
moudre: to grind [prétérit: ground, participe passé: ground].
croître: to grow [prétérit: grew, participe passé: grown].
pendre: to hang [prétérit: hung ou hanged, participe passé: hung ou hanged].
avoir: to have [prétérit: had, participe passé: had].
entendre: to hear [prétérit: heard, participe passé: heard].
soulever: to heave [prétérit: heaved ou hove, participe passé: heaved ou hove].
tailler: to hew [prétérit: hewed, participe passé: hewn ou hewed].
cacher: to hide [prétérit: hid, participe passé: hidden ou hid].
frapper: to hit [prétérit: hit, participe passé: hit].
tenir: to hold [prétérit: held, participe passé: held].
blesser: to hurt [prétérit: hurt, participe passé: hurt].
garder: to keep [prétérit: kept, participe passé: kept].
s'agenouiller: to kneel [prétérit: knelt ou kneeled, participe passé: knelt ou kneeled].
tricoter: to knit [prétérit: knitted ou knit, participe passé: knitted ou knit].
savoir: to know [prétérit: knew, participe passé: known].
charger: to lade [prétérit: laded, participe passé: laded ou laden].
poser: to lay [prétérit: laid, participe passé: laid].
conduire: to lead [prétérit: led, participe passé: led].
pencher: to lean [prétérit: leant ou leaned, participe passé: leant ou leaned].
sauter: to leap [prétérit: leapt ou leaped, participe passé: leapt ou leaped].
apprendre: to learn [prétérit: learnt ou learned, participe passé: learnt ou learned].
laisser: to leave [prétérit: left, participe passé: left].
prêter: to lend [prétérit: lent, participe passé: lent].
laisser: to let [prétérit: let, participe passé: let].
être couché: to lie [prétérit: lay, participe passé: lain].
allumer: to light [prétérit: lit ou lighted, participe passé: lit ou lighted].
perdre: to lose [prétérit: lost, participe passé: lost].
faire: to make [prétérit: made, participe passé: made].
pouvoir: may [prétérit: might].
signifier: to mean [prétérit: meant, participe passé: meant].
rencontrer: to meet [prétérit: met, participe passé: met].
fondre: to melt [prétérit: melted, participe passé: melted ou molten].
se tromper: to mistake [prétérit: mistook, participe passé: mistaken].
faucher: to mow [prétérit: mowed, participe passé: mowed ou mown].
devoir: must [prétérit: had to, participe passé: had to].
payer: to pay [prétérit: paid, participe passé: paid].
parquer: to pen [prétérit: penned ou pent, participe passé: penned ou pent].
mettre: to put [prétérit: put, participe passé: put].
quitter: to quit [prétérit: quitted ou quit, participe passé: quitted ou quit].
lire: to read [prétérit: read, participe passé: read].
déchirer: to rend [prétérit: rent, participe passé: rent].
débarrasser: to rid [prétérit: rid, participe passé: rid].
aller à cheval: to ride [prétérit: rode, participe passé: ridden ou rode].
sonner: to ring [prétérit: rang, participe passé: rung].
se lever: to rise [prétérit: rose, participe passé: risen].
fendre: to rive [prétérit: rived, participe passé: riven ou rived].
courir: to run [prétérit: ran, participe passé: run].
scier: to saw [prétérit: sawed, participe passé: sawn ou sawed].
dire: to say [prétérit: said, participe passé: said].
voir: to see [prétérit: saw, participe passé: seen].
chercher: to seek [prétérit: sought, participe passé: sought].
vendre: to sell [prétérit: sold, participe passé: sold].
envoyer: to send [prétérit: sent, participe passé: sent].
placer: to set [prétérit: set, participe passé: set].
secouer: to shake [prétérit: shook, participe passé: shaken ou shook].
former: to shape [prétérit: shaped, participe passé: shaped ou shapen].
raser: to shave [prétérit: shaved, participe passé: shaved ou shaven].
tondre: to shear [prétérit: sheared ou shore, participe passé: sheared ou shorn].
verser: to shed [prétérit: shed, participe passé: shed].
montrer: to shew [prétérit: shewed, participe passé: shewn ou shewed].
briller: to shine [prétérit: shone, participe passé: shone].
chausser: to shoe [prétérit: shod, participe passé: shod].
tirer: to shoot [prétérit: shot, participe passé: shot].
montrer: to show [prétérit: showed, participe passé: shown ou showed].
rétrécir: to shrink [prétérit: shrank ou shrunk, participe passé: shrunk ou shrunken].
se confesser: to shrive [prétérit: shrove, participe passé: shriven].
fermer: to shut [prétérit: shut, participe passé: shut].
chanter: to sing [prétérit: sang ou sung, participe passé: sung].
sombrer: to sink [prétérit: sank ou sunk, participe passé: sunk ou sunken].
être assis: to sit [prétérit: sat ou sate, participe passé: sat ou sate].
tuer: to slay [prétérit: slew, participe passé: slain].
dormir: to sleep [prétérit: slept, participe passé: slept].
glisser: to slide [prétérit: slid, participe passé: slid].
lancer: to sling [prétérit: slung, participe passé: slung].
s'esquiver: to slink [prétérit: slunk ou slank, participe passé: slunk].
fendre: to slit [prétérit: slit, participe passé: slit].
sentir: to smell [prétérit: smelt ou smelled, participe passé: smelt ou smelled].
frapper: to smite [prétérit: smote, participe passé: smitten].
semer: to sow [prétérit: sowed, participe passé: sown ou sowed].
parler: to speak [prétérit: spoke ou spake, participe passé: spoken].
se hâter: to speed [prétérit: sped ou speeded, participe passé: sped ou speeded].
épeler: to spell [prétérit: spelt ou spelled, participe passé: spelt ou spelled].
dépenser: to spend [prétérit: spent, participe passé: spent].
verser: to spill [prétérit: spilt ou spilled, participe passé: spilt ou spilled].
filer: to spin [prétérit: spun, participe passé: spun].
cracher: to spit [prétérit: spat ou spit, participe passé: spat ou spit].
fendre: to split [prétérit: split, participe passé: split].
gâter: to spoil [prétérit: spoilt ou spoiled, participe passé: spoilt ou spoiled].
s'étendre: to spread [prétérit: spread, participe passé: spread].
s'élancer: to spring [prétérit: sprang ou sprung, participe passé: sprung].
être debout: to stand [prétérit: stood, participe passé: stood].
crever: to stave [prétérit: staved ou stove, participe passé: staved ou stove].
voler: to steal [prétérit: stole, participe passé: stolen].
coller: to stick [prétérit: stuck, participe passé: stuck].
piquer: to sting [prétérit: stung, participe passé: stung].
puer: to stink [prétérit: stank, participe passé: stunk].
répandre: to strew [prétérit: strewed, participe passé: strewed ou strewn].
marcher à grands pas: to stride [prétérit: strode, participe passé: stridden].
frapper: to strike [prétérit: struck, participe passé: struck ou stricken].
ficeler: to string [prétérit: strung, participe passé: strung].
s'efforcer: to strive [prétérit: strove, participe passé: striven ou strove].
répandre: to strow [prétérit: strowed, participe passé: strown ou strowed].
jurer: to swear [prétérit: swore, participe passé: sworn].
balayer: to sweep [prétérit: swept, participe passé: swept].
enfler: to swell [prétérit: swelled, participe passé: swollen ou swelled].
nager: to swim [prétérit: swam, participe passé: swum].
se balancer: to swing [prétérit: swung, participe passé: swung].
prendre: to take [prétérit: took, participe passé: taken].
enseigner: to teach [prétérit: taught, participe passé: taught].
déchirer: to tear [prétérit: tore, participe passé: torn].
dire: to tell [prétérit: told, participe passé: told].
penser: to think [prétérit: thought, participe passé: thought].
prospérer: to thrive [prétérit: throve, participe passé: thriven].
jeter: to throw [prétérit: threw, participe passé: thrown].
lancer: to thrust [prétérit: thrust, participe passé: thrust].
fouler: to tread [prétérit: trod, participe passé: trodden].
comprendre: to understand [prétérit: understood, participe passé: understood].
défaire: to undo [prétérit: undid, participe passé: undone].
renverser: to upset [prétérit: upset, participe passé: upset].
éveiller: to wake [prétérit: woke ou waked, participe passé: woken ou waked].
croître: to wax [prétérit: waxed, participe passé: waxed ou waxen].
porter des vêtements: to wear [prétérit: wore, participe passé: worn].
tisser: to weave [prétérit: wove ou weaved, participe passé: woven ou wove].
pleurer: to weep [prétérit: wept, participe passé: wept].
mouiller: to wet [prétérit: wetted ou wet, participe passé: wetted ou wet].
vouloir: will [prétérit: would].
gagner: to win [prétérit: won, participe passé: won].
enrouler: to wind [prétérit: wound, participe passé: wound].
retirer: to withdraw [prétérit: withdrew, participe passé: withdrawn].
travailler: to work [prétérit: worked ou wrought, participe passé: worked ou wrought].
tordre: to wring [prétérit: wrung, participe passé: wrung].
écrire: to write [prétérit: wrote, participe passé: written].
résister à: to withstand [prétérit: withstood, participe passé: withstood].
 E) GRAMMAR : SINCE – FOR – AGO

I. PRE-REQUIES
This class requires from the learner :
• A good master of the Present Perfect tense as well as the Preterit or Simple Past tense.
• A good knowledge of the past participles of the verbs :
Regular verbs : Root verb+ed
Irregular verbs : To learn by heart ; Cf. Point n°E on top

II. PRINCIPLE AND MEANING

1. USE

SINCE AND FOR

Since and for are used with the present perfect tense. Nevertheless there is a little beat
difference between them :
- Since : depuis starting point or date
Since which means ‘’depuis’’ in French is used when we deal with a date or a starting point
in term of a past action (event) which may be still going on.
Eg : a) We have started our English class since last Friday
b) Have you met the boss since he came back from Accra (since his arrival from
Accra) ?
c) I haven’t personally got a bad mark in English since 2012
- For : depuis, pendant duration
For also means ‘’depuis’’ or ‘’pendant’’ in French. Contrary to since, ‘’for’’ is used to express
duration of a past action or a past event which could be still going on.
NB: With the question ‘’How long……..?’’ (depuis combien de temps…..) whose answer
requires the use of ‘’For’’, the suitable tense of conjugation is the Present Perfect
Progresssive ( have/has + been + v-ing)
Eg : a) We have worked for four hours
b) How long Have you been working ?
c) I have been working for four hours

AGO : il y’a….
Ago which means ‘’il y’a’’ in French is strictly used with the simple past or preterit tense.
NB: Ago always comes at the end of a sentence, t.i.s. the last word of the sentence.
Eg : a) Corona virus appeared two years ago.
b) We, African people lost our freedom and our identity four centuries ago.

2. SUMMARY
Since For Ago

11/2011 10 years 10 years

 Today
Time Phrase Tense
Since + date (or starting Present Perfect tense
Depuis ; Pendant point)
For + duration Present Perfect tense or
Present perfect Progressive
tense
Duration + Ago Simple Past (Preterite) tense

3. APPLICATION

Exercise n°1 : complete with since, for or ago

1) Moussa has never dance…… for ……..twenty years
2) Steave has gone to village ……since………. his infancy
3) My parents bought me a motorbike thirty years … ago ………….
4) She’s seen her father …… for ………. Eleven months
5) I haven’t understood the classes …… since ………. We started
6) They have been going to school …… for ………. Thirteen weeks
7) They’ve gone to the Campus ……… since ……. last week
8) We have read this lesson …… for …….thirty minutes
9) My sister got her twelve years two days …… ago ……….
10) have you been working ……… for …. fifteen minutes?

Exercise n°2 : write the verb in the correct tense

1) you (to wash) your clothes since two weeks have washed
2) she (to fly) to England fifteen years ago flew
3) the students (to study) for one hours and a half have been studying
4) she (to meet) her boyfriend since her primary school has met
5) Ali (to go) to downtown ten years ago went

Exercise n°3 : translate into English

1) J’ai lu l’Apocalypse depuis l’age de 12 ans
- I’ve read Apocalypse since the age of twelve (12)
2) Nous fréquentons l’ENTP depuis 3 mois
- We have been attending ENTP for three months
3) Ma copine a vu son père il y’a 13 semaines
- My girlfriend saw her father thirteen (13) weeks ago
4) Nous sommes en cours d’anglais depuis 3 heures
- We have been doing English class for three hours
5) A-t-il construit sa maison il y’a 21 ans ?
- Did he build his house twenty one years ago?
 III. COMPREHENSION SKILLS : TEXTS STUDIES AND VOCABULARY

A) Usefull Vocabulary related to Computer: Computer Vocabulary

anti-virus software: a program that finds and removes viruses from a computer

app: a self-contained program or piece of software; an application, especially when

downloadable to a mobile device

application: a self-contained program or piece of software

backup: a copy of files from a computer's hard disk, usually made on some external
medium such as CD-ROM or flash drive. A backup is made in case the hard disk file(s)
are erased or damaged.

bit, bytes: a bit is the smallest piece of information that computers use. For simplicity, a
PC uses bits in groups of 8 called bytes (8 bits = 1 byte).

Bluetooth: a way of communicating wirelessly over short distances between electronic

devices (for example computer and mobile telephone)

boot, boot up, boot disk: You boot (or boot up) your computer when you switch it on
and wait while it prepares itself. Instructions for startup are given to the computer from
the boot disk, which is usually the hard disk.

browser, to browse: A browser is a program like Firefox or Internet Explorer. You use
it to view or browse the Internet.

Bug: a (small) defect or fault in a program

Cache: a kind of memory used to make a computer work faster

CD-ROM: a disk for storing computer information. It looks like an audio CD.

CPU: Central Processing Unit. This is a PC's heart or "brains".

Data: Usually means the information (text, pictures, audio etc) that you create or share
on a computer, as opposed to the programs that manipulate the data. A Datum

DOS: Disk Operating System. The original system used for PCs, where you typed in
commands instead of pointing and clicking.

Driver: a small program that tells a PC how a peripheral works

Ebook: an electronic book that can be downloaded and read on a computer or other
device
electronic mail (email, e-mail): messages sent from one computer to another. You can
see email on the screen or print it out.

the screen: the monitor, used to vew what is happenning in the CPU

File: a specific computer record. It could contain data such as text (e.g. essay.doc), or
a program such as paint.exe.

floppy disk: a cheap, removable disk used for storing or transferring information. It is
floppy (soft) because it is plastic. (Now virtually obsolete.) See hard disk.

floppy drive: The device used to run a floppy disk (usually drive "A".) (Now virtually
obsolete.)

folder (directory): a sub-division of a computer's hard disk into which you put files

font: a particular sort of lettering (on the screen or on paper). Arial is a font. Times New
Roman is another.

Format: All hard disks and floppy disks have to be electronically prepared for use by a
process called formatting. Hard disks are pre-formatted by the computer manufacturer. If
you buy a floppy disk that is not pre-formatted, you format it yourself, using
a program that comes with your PC.

PC: Personnal Computer, a laptop

graphics card: the equipment inside a computer that creates the image on the screen

hard disk: the main disk inside a computer used for storing programs and information. It
is hard because it is metal. See floppy disk.

Hotspot: an area that has an available wireless signal for Internet access (usually public)

Icon: a small image or picture on a computer screen that is a symbol for folders,
disks, peripherals, programs etc

Internet : International network of computers that you connect to by telephone line.

Two popula r services of the Internet are the World Wide Web and electronic mail.

iPad: a tablet computer created by Apple.

Kb, Mb, Gb - kilobytes, megabytes, gigabytes. Used to measure computer memory and
storage.

Kindle - a device for downloading and reading ebooks, developed by Amazon.com.

memory - Memory is for the temporary storing of information while a computer is being
used. See RAM, ROM and cache.
MHz - Megahertz. This describes the speed of computer equipment. The higher the
MHz is better, the performant the computer is.

modem - equipment connected to a computer for sending/receiving digital information

by telephone line. You may need a modem to connect to the Internet, to send electronic
mail and to fax.

notebook - a notebook computer; a laptop computer; a folding, portable computer.

operating system (OS) - the basic software that manages a computer (for example,
Windows 10, OS X, Unix, iOS).

OCR - Optical Character Recognition. OCR lets a PC read a fax or scanned image and
convert it to actual lettering.

palmtop - a computer that is small enough to sit on the palm of the hand

parallel port - a socket at the back of a computer for connecting external equipment
or peripherals, especially printers

PC card - a device that is the same size as a thick credit card, for plugging into a slot on
notebook computers. You can buy memory, modems and hard disks as PC cards.

PDA - abbreviation of "personal digital assistant"

peripheral - any equipment that is connected externally to a computer. For example,

printers, scanners and modems are peripherals.

pixel - the image that you see on the screen is made of thousands of tiny dots, points or
pixels

program software that operates a PC and does various things, such as writing text
(word-processing program), keeping accounts (accounts program) and drawing pictures
(graphics program)

QWERTY - The first 6 letters on English-language keyboards are Q-W-E-R-T-Y. The

first 6 letters on French-language keyboards are A-Z-E-R-T-Y.

RAM, ROM - two types of memory. RAM (Random Access Memory) is the main
memory used while the PC is working. RAM is temporary. ROM (Read Only Memory)
is for information needed by the PC and cannot be changed.

resolution - the number of dots or pixels per inch (sometimes per centimetre) used to
create the screen image

scanner - equipment for converting paper documents to electronic documents that can
be used by a computer

serial port - socket at the back of a PC for connecting peripherals (obsolescent)

smartphone - a mobile phone that includes a palmtop computer or PDA and also gives
access to Internet and email

tablet - a tablet computer; a mobile computer consisting of a screen only, and controlled
by touching the screen

- Thin Film Transistor, a type of high quality screen for notebook computers

USB - abbreviation of "universal serial bus"; a standardized connection for attaching

devices to computers etc

USB flash drive - a small, external device for storing data; it connects through the USB
socket.

virus - a small, unauthorized program that can damage a computer

Wi-Fi - a system for communicating without wires over a computer network

Windows - an operating system used by the majority of PCs

World Wide Web, WWW, the Web - WWW are initials that stand for World Wide
Web. The Web is one of the services available on the Internet. It lets you access millions
of pages through a system of links. Because it is "world-wide", it was originally called
the World Wide Web or WWW.

WYSIWIG - "What You See Is What You Get." With a WYSIWIG program, if you
print a document it looks the same on paper as it looks on the screen.

B) Constructions activities

Activity n°1: Surveying

a) What Is Surveying?

Surveying is defined a method of determining the relative position of

the points on, above, or below the earth’s surface by
taking direct or indirect measure ments of distance, direction,
and elevation. Surveying can be understood as an art of deducing the
relative position of the points on, above, or below the earth’s surface by taking
direct or indirect measurements of distance, direction, and elevation.

Two types of measurements are taken in surveying: Linear

measurements and angular measurements. There are different types of
surveying equipment used in civil engineering such
as Chain, Theodolite, dumpy level, cross–staff, plane
table, ranging road, measuring tapes, etc.
Surveying holds importance in various civil
engineering works. Establishing border lines, control points, hydrographical
mapping, etc. are some of the broad fields of application of surveying.

b) Importance of Surveying

• Planning and design of

all civil engineering projects require measurements from surveying
• Execution of work needs surveying too
for transferring the points onto the ground.
• Fixing of state
and national boundaries also required measurements obtained fro
m surveying.
• Control points can be established with the help of surveying.
• Hydrographical and oceanographic charting and mapping are facili
tated by surveying.

c) Surveying Instruments And Their Uses

Following are different surveying equipment and their uses

Sr.
Instrument Uses
No.

Measuring
1. To measure linear distances
tape

2. Chain To measure linear distances with precision

3. Arrow To mark a single chain distance

To fix points on the ground To mark the terminal points of

4. Peg
survey lines on the ground

To mark the position of stations. To sight the stations and

5. Ranging rods
to range straight lines

6. Plumb bob To establish a vertical line

7. Cross Staff To set out right angle from a survey line

8. Optical Staff To set out right angle from a survey line

9. Prism Square To set out right angle from a survey line

10. Site Square To set out right angle from a survey line
 Prismatic
11. To find the bearing of traversing To find included angles
Compass

Surveyor’s To find a bearing and angles between two survey lines in a

12.
Compass traverse

To establish relative heights of points with the help of

13. Level
levelling staff

To determine the height difference between two points. To

14. Levelling Staff measure the height or depth of a point with respect to the
datum

To measure the angle between two pre-decided visible

15. Theodolite
points in either horizontal or vertical plane.

To measure horizontal angle To measure vertical angle To

16. Total Station
measure slope distance

To support surveying instruments like compass, level,

17. Tripod
theodolite, or total station

To provide a solid and level surface. to make field

18. Plane table
drawings

To sight a distant object and establish a line of sight in

19. Alidade
plane table surveying

20. Plumbing fork For centring of alidade in plane table surveying

21. Spirit Level To level the table in plane table surveying

Trough To set the orientation towards magnetic north in plane table

22.
Compass surveying

23. Drawing Paper To note field points on paper in plane table surveying
 D) List of terms or words related to the road
Download file PDF

Advisory speed limit: A speed recommendation by a governing body.

All-way stop or four-way stop : An intersection system where traffic approaching it
from all directions is required to stop before proceeding through the intersection.

Alternate route or optional route : A highway that splits off the mainline and
reconnects some distance later.

Ambulance: A medically equipped vehicle which transports patients to treatment

facilities, such as hospitals.

Annual average daily traffic (AADT) : A measure of total volume of vehicle traffic on
a segment of road for a year divided by 365 days to produce an average
Arterial road or arterial thoroughfare : A high-capacity urban road designed to
deliver traffic at the highest possible level of service.

At-grade intersection : A junction at which two or more roads cross at the same level or
grade.
Automotive vehicle : Motor vehicle
Autonomous vehicle : self-driving car
Auxiliary route : A highway that supplements a major or mainline highway
Backroad : A secondary type of road usually found in rural areas.

Barrier toll system or open toll system : A method of collecting tolls on highways
using toll barriers at regularly spaced intervals on the toll road's mainline, usually
charging a flat rate at each barrier.
Bicycle boulevard: A street that allows local vehicle traffic, but is prioritized for
bicycles and other non-motorized travel.
Bike freeway : cycling superhighway, fast cycle route, or bicycle highway : An
informal name for a bicycle path that is meant for long-distance traffic.
Bike lane or : A lane restricted to bicycles.
Boom barrier or boom gate : A bar or pole pivoted to block vehicular or pedestrian
access through a controlled point.
Boulevard: A type of large road, usually running through a city
Bus station or bus depot : A structure where city or intercity buses stop to pick up and
drop off passengers.
 Bus stop: A designated place where buses stop for passengers to board or alight from it.

Business route or city route : An auxiliary route that passes through the central
business district of a city.
Car crash : car accident
Cat's eye: A retroreflective safety device used in road marking and the first of a range
of raised pavement markers.
Climbing lane : A lane that allows slower travel for large vehicles, such as large trucks
or semi-trailer trucks, ascending a steep grade.
Closed toll collection system

Cloverleaf interchange or cloverleaf junction :

A two-level interchange in which turns are handled by eight total ramp or slip roads,
four of which form loops that give the interchange the shape of a cloverleaf from the air.
Each ramp allows traffic from one direction of a roadway to access only one direction of
the crossroad: e.g. from northbound to eastbound while a separate ramp connects from
northbound to westbound. Traffic is fully grade separated; it does not need to stop to
make any of the connections between the two roadways.

Collector road or distributer road : A low-to-moderate-capacity road which serves to

move traffic from local streets to arterial roads.
Commercial vehicle : A motor vehicle used for transporting goods or paying
passengers.
Connector or cutoff : An auxiliary route that provides a shortcut between two routes or
a connection between two routes that otherwise do no connect.
.

Construction area, construction zone, work area, or work zone : A stretch of road on
which road construction is taking place.

Continuous-flow intersection, CFI, crossover displaced left-turn, XDL, or DLT : An

intersection where vehicles attempting to turn across the opposing direction of traffic
(left in right-hand drive jurisdictions; right in left-hand drive jurisdictions) cross before
they enter the intersection. No left turn signal in the intersection is then necessary.
The reversal of direction of traffic in a lane, to facilitate emergency evacuations,
roadworks, or events.

Road signage : that is built by attaching mass-produced sheet-metal characters (and

graphics, such as route shields and arrows) to the sign face, through means such as
screws or rivets.

Rest areas or rest stops : eg We stopped at a rest area several times during the road trip.
These are places next to the highway where you can take a break from driving, use the
bathroom, and sometimes get food or a rest
When we crossed a bridge, we had to pay a toll: A toll is money that all drivers have to pay
in order to drive on that part of the highway, bridge, or tunnel.
 E) Importance of surveys during each construction project
Surveys are a must for infrastructure and development projects, and it's important
to have a surveyor on the team for all stages of a project. During planning, surveys are
used to determine the feasibility of the project. Then, during the design phase, surveys
provide the basis for an accurate design and identify any potential roadblocks, keeping
the project on track; during the construction phase for accurately locating project
features; and during the post-construction phase by documenting the finished project.
Let's take a more in-depth look at why surveys are important throughout the process.

1) DESIGN AND PRE-CONSTRUCTION SURVEYS

During the design, planning, and pre-construction time of a project, surveys

provide project managers and owners important data. From site and boundary analysis to
topographic surveys, plats, and maps, the surveys conducted here help take a project
from conception to reality.

In the development and design process, land surveyors provide all the information
needed to understand the land, and, most importantly, they help the team determine
whether the site is usable for the intended purposes. The data included from this survey
process include topographic measurements, utility overviews, conditions of sidewalks,
streets, or other elements, and more.

Having experienced, high-quality surveyors during the initial stages of your planning
and development will help ensure your project starts off right and stays that way.

2) CONSTRUCTION SURVEYS
Surveys during the construction stage help to keep the project going on-budget and
on-time. Surveyors layout project features and components in accordance with the plans
and design documents to ensure construction accuracy and compliance with design
documents.

3) POST-CONSTRUCTION SURVEYS

Final surveys after the project is complete offer several benefits. First, a final
survey, sometimes called an "as-built survey," is conducted to evaluate the finished
project compared to the initial plans, while also documenting the final project for the
owner and regulatory agencies’ records. The surveyor can also look for and document
any damage that may have occurred during the construction stage.
 III) HOW TO PRESENT A SPEECH OR PRESENTATION IN ENGLISH

A) THE PRE-RECHEARCHES ON THE CHOSEN TOPIC

Did you know that selecting a topic is part of the research process?
We call this initial phase, Preliminary Research. Preliminary Research is research on a
topic that helps you get a better understanding on what types of sources are available
and what is being said about a topic.
As a matter of fact, This type of research
• helps solidify a topic by broadening or narrowing it down.
• help you when choosing Search Terms :
indeed, after you have picked your topic, you will want to narrow it down and work on
a thesis.
A thesis is a clear statement of purpose for your paper, like an answer to a question, that
will be proven with support from the sources used.

B) THE PLAN

The plan must be done with regard to two aspects : the structure of your speech and its goals. These
qualtative and quantitative researches are focused on some characteristics which are compulsary in
order to have a good outcome of the speech.

The content of the speech sould include three parts to know :

• OPENING (INTRODUCTION)
• BODY OF THE WORK
• CONCLUSION
These three parts of the speech are steps for planning speech or presentation ruled by the
followings :
Step 1 : define the purpose
Step 2 : Analise your audience
Step 3 : choose your ideas
Step 4 : collect all the data
Step 5 : creat speech outlines
Steps 6 : practise before you deliver the speech.

What is expected to be done during each of these six steps ?

Introduction: If you are preparing a written or an oral speech or presentation, it should be

effective for that you need to plan, organize, revise, edit and proofread. Following are the 6 steps for
planning speech or presentation:

Step:1 DEFINE THE PURPOSE OF YOUR SPEECH: It consists in two purposes :

• General purpose: To inform, to persuade, to collaborate with your audience.
• Specific purpose: That purpose will be clear and straightforward. To achieve that, ask yourself what
you want to achieve,accumplish with your speech and what your audience should think after receiving
message.

Step 2: ANALYZE YOUR AUDIENCE: The exact understanding of point of

view,culture,educationalpoint of view,culture,educational level,needs and interest make your message
more effected and targeted. It include sex,age ,religion and societal taboos.

Step 3: CHOOSE YOUR IDEAS: The ideas always depend on the speech or presentation
requirment, situation, demands and environment. The ideas must be relevant.

Step 4: GATHER THE INFORMATION: Be sure to collect more information to support

your ideas. the more you know, the more confident you feel when when you are presenting and the
easier it will be to answer the questions.

Step 5: CREATE SPEECH OUTLINE: Opening, body and conclusion.

The opening captures the audience attention. Introduce yourself and the speech topic.
In the Body, make use of enumeration and explain how to do each step and why you do it that way.
For instance you can point out: First point:………
Second point: ………
Third point: ………
In your conclusion, you must do a review or summary, some closing remarks and at last open some
questions.

Step 6: PRACTICE BEFORE YOU DELIVER THE SPEECHP: You must absolutely
practice before you deliver it several times if possible. The more practices you do, the more
comfortable and confident you will be when giving your speech or presentation.

CONCLUSION: After reading this process we conclude that if you are preparing any speech
or presentationyou it should be simply structured with regard to convince your audiance, taking
account some faetures of a good speech.

C) THE QUALITIES OF A GOOD SPEECH/PRESENTATION

Writing or speech in college as well as in the work areas often takes the form of persuasion
(convincing others that you have an interesting, logical point of view on the subject you are
studying.) Persuasion is a skill you practice regularly in your daily life. You persuade your
roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite
candidate or policy. In a speech, you are asked to convince your audiance of your point of view.
This form of persuasion, often called academic argument, follows a predictable pattern in writing.
After a brief introduction of yourself and your topic, you state your point of view on the topic
directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary
of the argument you’ll make in the rest of your speech or paper in case of a writing.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of
the paper.
 • directly answers the question asked of you. A thesis is an interpretation of a question or
subject, not the subject itself. The subject, or topic, of an essay might be World War II or
Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the
first paragraph) that presents your argument to the reader. The rest of the paper, the body of
the essay, gathers and organizes evidence that will persuade the reader of the logic of your
interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to
convey that position or claim in a thesis statement near the beginning of your draft. The assignment
may not explicitly state that you need a thesis statement because your instructor may assume you
will include one. When in doubt, ask your instructor if the assignment requires a thesis statement.
When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate
cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a
thesis and to support it persuasively.

Examples
Suppose you are taking a course on contemporary communication, and the instructor hands
out the following essay assignment: “Discuss the impact of social media on public awareness.”
Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as
“what is the impact?” This way, you can see that you’ve answered the question only very
generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people
who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the
negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they
positive? What are their causes? Why are they negative? How are they negative? What are
their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive
and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you
feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical
consumers of information, and thus, more informed voters.
This version is a much stronger thesis! It answers the question, takes a specific position that others
can challenge, and it gives a sense of why it matters.
Let’s try another. Suppose your literature professor hands out the following assignment in a class on
the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn.
“This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:
 E) Writing skills (groups or in pair workshell)

Essay subject A: After a short definition of Terrorism, write three paragraphes

respectly on the causes, the consequences and solutions to end up with terrorism in
BF.

Essay subject B: Is Democracy the real an suitable form of governance for African
countries ?
If Yes, justify yourselves by some convincing ideas.
If No, What do you think about the right and suitable form of governance in Africa